{ "meta": { "n_forms": 90, "n_questions": 3420, "by_grade": { "G3": 15, "G4": 15, "G5": 15, "G6": 15, "G7": 15, "G8": 15 }, "grades": [ "G3", "G4", "G5", "G6", "G7", "G8" ], "generated_from": "live QTI" }, "forms": [ { "form": "G3.22", "grade": "G3", "title": "Alpha Standardized Science G3.22", "test_id": "_test-bcdcb234-b001-47b4-a21b-d768d5449c43", "n_items": 36, "n_stimuli": 7, "stimuli": { "_866f7c58-4128-4e18-9173-971a77c99fc4": { "title": "The Northern Builder", "html": "

The Northern Builder

Beavers are one of the few animals that change the land to survive. A beaver family searched Willow Creek for a place to build a dam. Beavers cut trees for food and for building material. They need many trees close to flowing water. The map shows three possible sites along Willow Creek. Site A is a dry, rocky slope far from the creek. At Site B, the creek flows past many young trees growing close together. Site C is a sandy bank with almost no plants. The family built its dam at Site B. The dam slowed the creek, and water flooded the low grassy meadow behind it. The meadow became a shallow pond. Meadow voles (small grass-eating animals) had lived in that meadow.

\"Map

" }, "_8c391a27-c20c-4c2f-ba83-9ef8a8ef50bf": { "title": "Hive 7 Honeybee Colony", "html": "

Hive 7 Honeybee Colony

Priya visited Hive 7, a honeybee colony at the Bluegrass apiary (a bee farm). She watched bees fly in and out of the hive. The beekeeper explained that each type of bee has its own job. Chart 1 shows the three types of bees in Hive 7. The beekeeper also said each worker bee changes jobs as it gets older. New workers keep hatching all season, so the workers are many different ages. Chart 2 shows the timeline of one worker bee's jobs.

Chart 1. Types of Bees in Hive 7

Type of beeJobsHow many in Hive 7
QueenLays eggs; is fed by worker bees1
Worker (female)Cares for young; builds and cleans the comb; gathers nectar and pollen; feeds the queen and drones15,000 to 55,000
Drone (male)Leaves the hive to mate; is fed by worker bees200 to 600

Chart 2. Timeline of One Worker Bee's Jobs

Worker bee's ageJob
Day 1-3Cleaner — cleans empty comb cells
Day 4-10Nurse — feeds larvae (young bees)
Day 11-16Builder — makes wax comb and stores food
Day 17-20Guard — protects the hive entrance
Day 21-40Forager — flies out to gather nectar and pollen
" }, "_c4401008-111c-4fd2-bd70-d57109b1d0c3": { "title": "Twin Tiger Brothers’ Stripes", "html": "

Twin Tiger Brothers’ Stripes

Lena's class visited the city zoo. They watched two young tigers named Rajah and Kavi. The zookeeper said the tigers are brothers with the same mother and father. Lena noticed that Rajah's stripe pattern looks different from Kavi's stripe pattern. The photo shows the two brothers side by side.

\"Two

" }, "_fffb4589-ac09-4350-8d3d-4f20a1ec44cc": { "title": "Pollinator Garden Build", "html": "

Pollinator Garden Build

Students at Maplewood Elementary are building a pollinator garden (a garden of flowers that feed bees and butterflies). Omar's team read about how much sunlight each flower needs. Figure 1 shows what the team learned. The team found four possible garden locations in the schoolyard. Figure 2 shows a map of the four locations. The team also planned two indoor investigations about plant growth. Both investigations use the same kind of plant, the same pots and soil, and the same room temperature, and both run for the same number of weeks. Figure 3 shows the plan for each investigation.

Figure 1. Amount of Sunlight Each Flower Needs

FlowerSunlight needed
SunflowerFull sunlight
ZinniaFull sunlight to partial sunlight
Bee balmPartial sunlight
ColumbinePartial sunlight

Figure 2. Map of the Four Garden Locations

\"Schoolyard

Figure 3. Two Investigations on Plant Growth

Investigation 1Investigation 2
Every pot gets the same amount of water.Some pots get water every day; some pots get no water.
Some pots sit on a sunny windowsill; some pots sit inside a dark cabinet.Every pot sits on the same sunny windowsill.
" }, "_bf6ae280-f9c5-4146-9fa7-c14efba476d1": { "title": "Toy-Truck Force Trials", "html": "

Toy-Truck Force Trials

Ms. Rivera's class tested how pushes affect a toy truck. Maya and Deshi stood at opposite ends of a table. Maya pushed the truck from the left side. Deshi pushed the truck from the right side at the same time. They did four trials, changing how hard each student pushed. The diagram shows the setup. Table 1 shows what happened in each trial.

\"Maya

Table 1. Toy-Truck Trials

TrialMaya's push (from left)Deshi's push (from right)What the truck did
1StrongStrongDid not move
2GentleGentleDid not move
3StrongGentleRolled toward Deshi
4GentleStrongRolled toward Maya
" }, "_e02562a2-3abb-41b7-9c1f-a1f953c23edf": { "title": "Asheville Weather vs. Tucson Climate", "html": "

Asheville Weather vs. Tucson Climate

Students tracked weather in Asheville, North Carolina, for the week of April 6-12. Each school day they measured rain with a rain gauge (a tube that catches rain). Table 1 shows the rain measured Monday through Friday. Two thermometers show the air temperature on Monday and on Friday. Table 2 shows average temperature and rainfall for Asheville and Tucson, Arizona, over the last 30 years.

Table 1. Rain in Asheville, April 6-10

DayRain (cm)
Monday, April 63
Tuesday, April 71
Wednesday, April 84
Thursday, April 92
Friday, April 105

\"Two

Table 2. 30-Year Averages for Two Cities

CityAverage TemperatureAverage Rain Each Year
Asheville, North Carolina56°F114 cm
Tucson, Arizona70°F30 cm
" }, "_b83b679a-e457-4e1c-b85b-7ec089d4046e": { "title": "Mealworm and Bean-Plant Logs", "html": "

Mealworm and Bean-Plant Logs

Students in Room 12 studied two living things and kept a log (a dated record) for each. Theo watched a mealworm colony (group living together) in a tub of oat flakes. Suki watched bean plants growing in a tray of soil. Table 1 shows Theo's mealworm log. Table 2 shows Suki's bean-plant log.

Table 1. Theo's Mealworm Log

DayWhat Theo Saw
1Tiny white eggs in the oat flakes
10Larva (young mealworm) hatches and starts eating
35Pupa (resting stage) forms and does not eat
45Adult darkling beetle crawls out of the pupa
60Adult beetle lays new eggs

Table 2. Suki's Bean-Plant Log

DayWhat Suki Saw
1Bean seed planted in the soil
7Seedling (young plant) sprouts above the soil
30Plant grows tall with many leaves
40Flowers open on the plant
55Seed pods form with new seeds inside
" } }, "questions": [ { "n": 1, "item_id": "_711cf027-945d-40fb-ba26-3d2d02394489", "type": "choice", "title": "Toy-Truck Force Trials — Part A", "standards": [ "3-PS2-1" ], "prompt_html": "

Part A

Look at Table 1. Which statement explains why the truck moved in Trials 3 and 4 but did not move in Trials 1 and 2?

", "prompt_plain": "Part A Look at Table 1. Which statement explains why the truck moved in Trials 3 and 4 but did not move in Trials 1 and 2?", "context_html": "", "options": [ { "id": "cA1", "text": "When one student stopped pushing first, the truck started to move.", "plain": "When one student stopped pushing first, the truck started to move.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "When one student pushed harder than the other, the truck started to move.", "plain": "When one student pushed harder than the other, the truck started to move.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "When both students pushed equally hard, the truck started to move.", "plain": "When both students pushed equally hard, the truck started to move.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "When both students pushed as hard as they could, the truck started to move.", "plain": "When both students pushed as hard as they could, the truck started to move.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bf6ae280-f9c5-4146-9fa7-c14efba476d1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Toy-Truck Force Trials

Ms. Rivera's class tested how pushes affect a toy truck. Maya and Deshi stood at opposite ends of a table. Maya pushed the truck from the left side. Deshi pushed the truck from the right side at the same time. They did four trials, changing how hard each student pushed. The diagram shows the setup. Table 1 shows what happened in each trial.

\"Maya

Table 1. Toy-Truck Trials

TrialMaya's push (from left)Deshi's push (from right)What the truck did
1StrongStrongDid not move
2GentleGentleDid not move
3StrongGentleRolled toward Deshi
4GentleStrongRolled toward Maya
", "passage_plain": "Toy-Truck Force Trials Ms. Rivera's class tested how pushes affect a toy truck. Maya and Deshi stood at opposite ends of a table. Maya pushed the truck from the left side. Deshi pushed the truck from the right side at the same time. They did four trials, changing how hard each student pushed. The diagram shows the setup. Table 1 shows what happened in each trial. Table 1. Toy-Truck Trials Trial Maya's push (from left) Deshi's push (from right) What the truck did 1 Strong Strong Did not move 2 Gentle Gentle Did not move 3 Strong Gentle Rolled toward Deshi 4 Gentle Strong Rolled toward Maya" }, { "n": 2, "item_id": "_f8098d6a-575d-4d4d-afc9-f5fcf95b1344", "type": "choice", "title": "Toy-Truck Force Trials — Part B", "standards": [ "3-PS2-1" ], "prompt_html": "

Part B

Part A asked why the truck moved in Trials 3 and 4 but did not move in Trials 1 and 2.

Which evidence from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Part A asked why the truck moved in Trials 3 and 4 but did not move in Trials 1 and 2. Which evidence from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "In Trial 1, the truck did not move when both students pushed strongly.", "plain": "In Trial 1, the truck did not move when both students pushed strongly.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "In Trial 2, the truck did not move when both students pushed gently.", "plain": "In Trial 2, the truck did not move when both students pushed gently.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "In Trials 3 and 4, one push was strong and one was gentle, and the truck rolled.", "plain": "In Trials 3 and 4, one push was strong and one was gentle, and the truck rolled.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "In every trial, Maya and Deshi pushed on the truck at the same time.", "plain": "In every trial, Maya and Deshi pushed on the truck at the same time.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bf6ae280-f9c5-4146-9fa7-c14efba476d1" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Toy-Truck Force Trials

Ms. Rivera's class tested how pushes affect a toy truck. Maya and Deshi stood at opposite ends of a table. Maya pushed the truck from the left side. Deshi pushed the truck from the right side at the same time. They did four trials, changing how hard each student pushed. The diagram shows the setup. Table 1 shows what happened in each trial.

\"Maya

Table 1. Toy-Truck Trials

TrialMaya's push (from left)Deshi's push (from right)What the truck did
1StrongStrongDid not move
2GentleGentleDid not move
3StrongGentleRolled toward Deshi
4GentleStrongRolled toward Maya
", "passage_plain": "Toy-Truck Force Trials Ms. Rivera's class tested how pushes affect a toy truck. Maya and Deshi stood at opposite ends of a table. Maya pushed the truck from the left side. Deshi pushed the truck from the right side at the same time. They did four trials, changing how hard each student pushed. The diagram shows the setup. Table 1 shows what happened in each trial. Table 1. Toy-Truck Trials Trial Maya's push (from left) Deshi's push (from right) What the truck did 1 Strong Strong Did not move 2 Gentle Gentle Did not move 3 Strong Gentle Rolled toward Deshi 4 Gentle Strong Rolled toward Maya" }, { "n": 3, "item_id": "_4c051ecf-3c79-431d-b07d-7681c2f8a0be", "type": "choice", "title": "Ball Bouncing Off the Gym Floor", "standards": [ "3-PS2-2" ], "prompt_html": "

Kenji throws a rubber ball down at an angle toward the gym floor. The figure shows four diagrams labeled A, B, C, and D.

Which diagram shows how the ball will most likely move after it hits the floor?

\"Four

", "prompt_plain": "Kenji throws a rubber ball down at an angle toward the gym floor. The figure shows four diagrams labeled A, B, C, and D. Which diagram shows how the ball will most likely move after it hits the floor?", "context_html": "", "options": [ { "id": "cA1", "text": "Diagram A: the ball bounces back along the same path it came from.", "plain": "Diagram A: the ball bounces back along the same path it came from.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Diagram B: the ball bounces up and forward at an angle.", "plain": "Diagram B: the ball bounces up and forward at an angle.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Diagram C: the ball bounces straight up from the floor.", "plain": "Diagram C: the ball bounces straight up from the floor.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Diagram D: the ball rolls forward along the floor without bouncing.", "plain": "Diagram D: the ball rolls forward along the floor without bouncing.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot03.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 4, "item_id": "_64c96741-dbe3-4d68-b976-441f3dec6bd6", "type": "text-entry", "title": "Predicting Pendulum Swings", "standards": [ "3-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zoe hangs a metal washer from a string to make a pendulum. She pulls the washer back the same amount each trial. Then she counts the complete swings in 10 seconds. The table shows her counts for Trials 1 through 4.

Based on the pattern, how many swings should Zoe predict for Trial 5? Enter the exact number of swings.

\"A

Zoe's Pendulum Swings in 10 Seconds

TrialNumber of swings in 10 seconds
114
214
314
414
5?

Give your answer as a whole number (e.g., 20).

Number of swings:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot04.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "14" ] }, "n_options": 0 }, { "n": 5, "item_id": "_2dd51f9c-3d0d-400f-88a3-def296be15a9", "type": "choice", "title": "Making the Magnet Pull More Strongly", "standards": [ "3-PS2-3" ], "prompt_html": "

A class investigates magnetic force. The class hangs a bar magnet from a wooden stand. Next, they tie a steel paper clip to a string. They tape the other end of the string to the tabletop under the magnet. The paper clip floats below the magnet without touching it. The figure shows the setup.

In which TWO ways can the class change the setup to make the magnet pull on the paper clip more strongly? Choose the TWO best answers.

\"A

", "prompt_plain": "A class investigates magnetic force. The class hangs a bar magnet from a wooden stand. Next, they tie a steel paper clip to a string. They tape the other end of the string to the tabletop under the magnet. The paper clip floats below the magnet without touching it. The figure shows the setup. In which TWO ways can the class change the setup to make the magnet pull on the paper clip more strongly? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Tie a small plastic bead onto the string below the clip.", "plain": "Tie a small plastic bead onto the string below the clip.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Hang a stronger bar magnet from the wooden stand.", "plain": "Hang a stronger bar magnet from the wooden stand.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Tape more weight onto the taped end of the string.", "plain": "Tape more weight onto the taped end of the string.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Make the string under the paper clip a little longer.", "plain": "Make the string under the paper clip a little longer.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Turn the magnet so its other pole faces the paper clip.", "plain": "Turn the magnet so its other pole faces the paper clip.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot05.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 6, "item_id": "_a035f0a6-71dc-4d29-a145-ee8935a060a9", "type": "gap-match", "title": "Magnet and Hanging Objects Results", "standards": [ "3-PS2-3" ], "prompt_html": "

Farah ties each of five objects to its own string so the object hangs freely and can swing. One at a time, she slowly brings a strong bar magnet close to each object and stops the same short distance away. Steel is a metal made mostly of iron.

 

Drag one result tile into each empty box to complete her results table. You may use a tile more than once. Some tiles may not be used.

\"Five

", "prompt_plain": "Farah ties each of five objects to its own string so the object hangs freely and can swing. One at a time, she slowly brings a strong bar magnet close to each object and stops the same short distance away. Steel is a metal made mostly of iron. Drag one result tile into each empty box to complete her results table. You may use a tile more than once. Some tiles may not be used.", "context_html": "", "options": [ { "id": "gtA1", "text": "did not move", "plain": "did not move", "correct": false, "kind": "gap-token" }, { "id": "gtB1", "text": "swung toward the magnet", "plain": "swung toward the magnet", "correct": false, "kind": "gap-token" }, { "id": "gtC1", "text": "swung away from the magnet", "plain": "swung away from the magnet", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "gtB1 g1", "gtB1 g2", "gtA1 g3", "gtA1 g4", "gtA1 g5" ] }, "n_options": 3 }, { "n": 7, "item_id": "_449fcc60-237f-4baf-851e-10f5897fe45f", "type": "choice", "title": "Cleaning Up Spilled Steel Pins", "standards": [ "3-PS2-4" ], "prompt_html": "

Cole spills a box of small steel pins on the classroom carpet. He must design a way to clean them up. The criteria (goals) are: pick up all the pins, and finish quickly. The constraint (limit) is: no one may touch the pins with bare hands.

Which solution best meets the criteria and the constraint?

\"Small

", "prompt_plain": "Cole spills a box of small steel pins on the classroom carpet. He must design a way to clean them up. The criteria (goals) are: pick up all the pins, and finish quickly. The constraint (limit) is: no one may touch the pins with bare hands. Which solution best meets the criteria and the constraint?", "context_html": "", "options": [ { "id": "cA1", "text": "Sweep the whole carpet slowly with a soft broom.", "plain": "Sweep the whole carpet slowly with a soft broom.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rub a balloon on hair and hold it over the pins.", "plain": "Rub a balloon on hair and hold it over the pins.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Pick up the pins one at a time with bare fingers.", "plain": "Pick up the pins one at a time with bare fingers.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Tape a magnet to a ruler and sweep it over the carpet.", "plain": "Tape a magnet to a ruler and sweep it over the carpet.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot07.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_0bea322f-ad02-4301-b7c3-020539fd530a", "type": "choice", "title": "Magnetic Fishing Game Rod Designs", "standards": [ "3-PS2-4" ], "prompt_html": "

Ines builds a magnetic fishing game for the school fair. Players use a rod to lift paper fish. Each fish has a steel clip on its nose. The rod design must meet two criteria (goals). First, a fish must rise up to the rod's magnet from 3 centimeters away. Second, the fish must stay on the magnet for at least 10 seconds. Ines tests two rod designs. The table shows her results.

Which design meets BOTH criteria, and which result proves it?

Fishing-Rod Test Results

DesignDistance a fish rose to the magnetTime the fish stayed on the magnetTime to pick up one fish
Design 10 cm (fish had to touch the magnet)15 seconds2 seconds
Design 24 cm12 seconds4 seconds

\"Two

", "prompt_plain": "Ines builds a magnetic fishing game for the school fair. Players use a rod to lift paper fish. Each fish has a steel clip on its nose. The rod design must meet two criteria (goals). First, a fish must rise up to the rod's magnet from 3 centimeters away. Second, the fish must stay on the magnet for at least 10 seconds. Ines tests two rod designs. The table shows her results. Which design meets BOTH criteria, and which result proves it? Fishing-Rod Test Results Design Distance a fish rose to the magnet Time the fish stayed on the magnet Time to pick up one fish Design 1 0 cm (fish had to touch the magnet) 15 seconds 2 seconds Design 2 4 cm 12 seconds 4 seconds", "context_html": "", "options": [ { "id": "cA1", "text": "Design 1, because its fish stayed on the magnet for a full 15 seconds.", "plain": "Design 1, because its fish stayed on the magnet for a full 15 seconds.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Design 1, because its magnet picked up a fish in only 2 seconds.", "plain": "Design 1, because its magnet picked up a fish in only 2 seconds.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Design 2, because a fish rose from 4 centimeters and stayed on for 12 seconds.", "plain": "Design 2, because a fish rose from 4 centimeters and stayed on for 12 seconds.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Design 2, because it uses a bar magnet instead of a small round magnet.", "plain": "Design 2, because it uses a bar magnet instead of a small round magnet.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot08.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_8752ff02-6503-42cb-bdfa-ae3f8ee60de5", "type": "choice", "title": "Two Life-Cycle Logs Part A", "standards": [ "3-LS1-1" ], "prompt_html": "

Part A

Look at Table 1 and Table 2. Which claim do BOTH logs support?

", "prompt_plain": "Part A Look at Table 1 and Table 2. Which claim do BOTH logs support?", "context_html": "", "options": [ { "id": "cA1", "text": "All living things begin life in the same way, hatching from tiny eggs.", "plain": "All living things begin life in the same way, hatching from tiny eggs.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "All living things begin life, grow, and reproduce, but stages can look different.", "plain": "All living things begin life, grow, and reproduce, but stages can look different.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "All living things change body form completely before they become adults.", "plain": "All living things change body form completely before they become adults.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "All young living things look like small copies of their adult parents.", "plain": "All young living things look like small copies of their adult parents.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b83b679a-e457-4e1c-b85b-7ec089d4046e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Mealworm and Bean-Plant Logs

Students in Room 12 studied two living things and kept a log (a dated record) for each. Theo watched a mealworm colony (group living together) in a tub of oat flakes. Suki watched bean plants growing in a tray of soil. Table 1 shows Theo's mealworm log. Table 2 shows Suki's bean-plant log.

Table 1. Theo's Mealworm Log

DayWhat Theo Saw
1Tiny white eggs in the oat flakes
10Larva (young mealworm) hatches and starts eating
35Pupa (resting stage) forms and does not eat
45Adult darkling beetle crawls out of the pupa
60Adult beetle lays new eggs

Table 2. Suki's Bean-Plant Log

DayWhat Suki Saw
1Bean seed planted in the soil
7Seedling (young plant) sprouts above the soil
30Plant grows tall with many leaves
40Flowers open on the plant
55Seed pods form with new seeds inside
", "passage_plain": "Mealworm and Bean-Plant Logs Students in Room 12 studied two living things and kept a log (a dated record) for each. Theo watched a mealworm colony (group living together) in a tub of oat flakes. Suki watched bean plants growing in a tray of soil. Table 1 shows Theo's mealworm log. Table 2 shows Suki's bean-plant log. Table 1. Theo's Mealworm Log Day What Theo Saw 1 Tiny white eggs in the oat flakes 10 Larva (young mealworm) hatches and starts eating 35 Pupa (resting stage) forms and does not eat 45 Adult darkling beetle crawls out of the pupa 60 Adult beetle lays new eggs Table 2. Suki's Bean-Plant Log Day What Suki Saw 1 Bean seed planted in the soil 7 Seedling (young plant) sprouts above the soil 30 Plant grows tall with many leaves 40 Flowers open on the plant 55 Seed pods form with new seeds inside" }, { "n": 10, "item_id": "_0d30331f-e4f4-4fae-9aa4-a734b4b5a058", "type": "choice", "title": "Two Life-Cycle Logs Part B", "standards": [ "3-LS1-1" ], "prompt_html": "

Part B

Which evidence from the two logs best supports the answer in Part A?

", "prompt_plain": "Part B Which evidence from the two logs best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Both logs begin on Day 1 and end near Day 60.", "plain": "Both logs begin on Day 1 and end near Day 60.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The mealworms lived in oat flakes, and the bean plants lived in soil.", "plain": "The mealworms lived in oat flakes, and the bean plants lived in soil.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The pupa stopped eating, and the bean plant grew many leaves.", "plain": "The pupa stopped eating, and the bean plant grew many leaves.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each log shows different stages, but both end with new eggs or seeds.", "plain": "Each log shows different stages, but both end with new eggs or seeds.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b83b679a-e457-4e1c-b85b-7ec089d4046e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Mealworm and Bean-Plant Logs

Students in Room 12 studied two living things and kept a log (a dated record) for each. Theo watched a mealworm colony (group living together) in a tub of oat flakes. Suki watched bean plants growing in a tray of soil. Table 1 shows Theo's mealworm log. Table 2 shows Suki's bean-plant log.

Table 1. Theo's Mealworm Log

DayWhat Theo Saw
1Tiny white eggs in the oat flakes
10Larva (young mealworm) hatches and starts eating
35Pupa (resting stage) forms and does not eat
45Adult darkling beetle crawls out of the pupa
60Adult beetle lays new eggs

Table 2. Suki's Bean-Plant Log

DayWhat Suki Saw
1Bean seed planted in the soil
7Seedling (young plant) sprouts above the soil
30Plant grows tall with many leaves
40Flowers open on the plant
55Seed pods form with new seeds inside
", "passage_plain": "Mealworm and Bean-Plant Logs Students in Room 12 studied two living things and kept a log (a dated record) for each. Theo watched a mealworm colony (group living together) in a tub of oat flakes. Suki watched bean plants growing in a tray of soil. Table 1 shows Theo's mealworm log. Table 2 shows Suki's bean-plant log. Table 1. Theo's Mealworm Log Day What Theo Saw 1 Tiny white eggs in the oat flakes 10 Larva (young mealworm) hatches and starts eating 35 Pupa (resting stage) forms and does not eat 45 Adult darkling beetle crawls out of the pupa 60 Adult beetle lays new eggs Table 2. Suki's Bean-Plant Log Day What Suki Saw 1 Bean seed planted in the soil 7 Seedling (young plant) sprouts above the soil 30 Plant grows tall with many leaves 40 Flowers open on the plant 55 Seed pods form with new seeds inside" }, { "n": 11, "item_id": "_d32e638f-30b0-4b49-beff-e2b555aa2032", "type": "choice", "title": "Tiger Brothers' Stripe Patterns — Part A", "standards": [ "3-LS3-1" ], "prompt_html": "

Part A

Rajah and Kavi are brothers, but their stripe patterns are different.

Which statement best explains why this can happen?

", "prompt_plain": "Part A Rajah and Kavi are brothers, but their stripe patterns are different. Which statement best explains why this can happen?", "context_html": "", "options": [ { "id": "cA1", "text": "The brothers probably have different parents, because their stripes do not match.", "plain": "The brothers probably have different parents, because their stripes do not match.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each brother inherited his traits mainly from one of the two parents.", "plain": "Each brother inherited his traits mainly from one of the two parents.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Each brother changed his stripes to match the part of the zoo he uses.", "plain": "Each brother changed his stripes to match the part of the zoo he uses.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each brother inherited a different mix of the same two parents' traits.", "plain": "Each brother inherited a different mix of the same two parents' traits.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c4401008-111c-4fd2-bd70-d57109b1d0c3" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Twin Tiger Brothers’ Stripes

Lena's class visited the city zoo. They watched two young tigers named Rajah and Kavi. The zookeeper said the tigers are brothers with the same mother and father. Lena noticed that Rajah's stripe pattern looks different from Kavi's stripe pattern. The photo shows the two brothers side by side.

\"Two

", "passage_plain": "Twin Tiger Brothers’ Stripes Lena's class visited the city zoo. They watched two young tigers named Rajah and Kavi. The zookeeper said the tigers are brothers with the same mother and father. Lena noticed that Rajah's stripe pattern looks different from Kavi's stripe pattern. The photo shows the two brothers side by side." }, { "n": 12, "item_id": "_87e919d4-d4c5-4461-a1c2-5b41d0751ed1", "type": "choice", "title": "Tiger Brothers' Stripe Patterns — Part B", "standards": [ "3-LS3-1" ], "prompt_html": "

Part B

Part A asked how Rajah and Kavi can have different stripe patterns even though they are brothers.

Which observation of other animals best supports the answer in Part A?

", "prompt_plain": "Part B Part A asked how Rajah and Kavi can have different stripe patterns even though they are brothers. Which observation of other animals best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Kittens born in the same litter can have fur colors that do not match one another.", "plain": "Kittens born in the same litter can have fur colors that do not match one another.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Two tigers that are not related have almost matching stripes.", "plain": "Two tigers that are not related have almost matching stripes.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Kittens born in the same litter all learn to hunt the same way by copying their mother.", "plain": "Kittens born in the same litter all learn to hunt the same way by copying their mother.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A tiger's stripes slowly turn a different color as the tiger grows older.", "plain": "A tiger's stripes slowly turn a different color as the tiger grows older.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c4401008-111c-4fd2-bd70-d57109b1d0c3" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Twin Tiger Brothers’ Stripes

Lena's class visited the city zoo. They watched two young tigers named Rajah and Kavi. The zookeeper said the tigers are brothers with the same mother and father. Lena noticed that Rajah's stripe pattern looks different from Kavi's stripe pattern. The photo shows the two brothers side by side.

\"Two

", "passage_plain": "Twin Tiger Brothers’ Stripes Lena's class visited the city zoo. They watched two young tigers named Rajah and Kavi. The zookeeper said the tigers are brothers with the same mother and father. Lena noticed that Rajah's stripe pattern looks different from Kavi's stripe pattern. The photo shows the two brothers side by side." }, { "n": 13, "item_id": "_676d76d2-d2ad-49c0-a3a1-bda947943a9c", "type": "match", "title": "Echidna Body Structures", "standards": [ "3-LS4-2" ], "prompt_html": "

The echidna is a small animal from Australia. It eats ants and termites that live in underground nests. The figure shows an echidna with three body structures labeled.

Match each body structure to the way it most helps the echidna survive. One way will not be used.

\"An

", "prompt_plain": "The echidna is a small animal from Australia. It eats ants and termites that live in underground nests. The figure shows an echidna with three body structures labeled. Match each body structure to the way it most helps the echidna survive. One way will not be used.", "context_html": "", "options": [ { "id": "sA1", "text": "stiff spines", "plain": "stiff spines", "correct": false, "kind": "match-token" }, { "id": "sA2", "text": "curved claws", "plain": "curved claws", "correct": false, "kind": "match-token" }, { "id": "sA3", "text": "long sticky tongue", "plain": "long sticky tongue", "correct": false, "kind": "match-token" }, { "id": "tB3", "text": "reaching insects deep inside nests", "plain": "reaching insects deep inside nests", "correct": false, "kind": "match-token" }, { "id": "tB1", "text": "protection from predators", "plain": "protection from predators", "correct": false, "kind": "match-token" }, { "id": "tB4", "text": "keeping cool in hot weather", "plain": "keeping cool in hot weather", "correct": false, "kind": "match-token" }, { "id": "tB2", "text": "digging open insect nests", "plain": "digging open insect nests", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot13.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "sA1 tB1", "sA2 tB2", "sA3 tB3" ] }, "n_options": 7 }, { "n": 14, "item_id": "_9a1f7d6f-99c7-4f70-949a-8d955f3be03c", "type": "inline-choice", "title": "Blackberry Plant Spines Claim", "standards": [ "3-LS4-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Alba studies wild blackberry plants. Some plants have many sharp prickles (spines). Some have only a few, and some have none. Alba counts how many leaves caterpillars eat in one day on each plant type. The table shows her results.

Complete the claim that Alba's results support. Choose one answer in each box.

Leaves Eaten by Caterpillars in One Day

Blackberry plant typeLeaves eaten in one day
No spines9
Few spines6
Many spines2

\"A

Spines the survival of blackberry plants because caterpillars eat leaves most slowly on plants with spines.

", "options": [ { "id": "cB1O1", "text": "decrease", "plain": "decrease", "correct": false, "kind": "inline" }, { "id": "cB1O2", "text": "do not change", "plain": "do not change", "correct": false, "kind": "inline" }, { "id": "cB1O3", "text": "increase", "plain": "increase", "correct": true, "kind": "inline" }, { "id": "cB2O1", "text": "no", "plain": "no", "correct": false, "kind": "inline" }, { "id": "cB2O2", "text": "few", "plain": "few", "correct": false, "kind": "inline" }, { "id": "cB2O3", "text": "many", "plain": "many", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot14.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O3" ], "RESPONSE2": [ "cB2O3" ] }, "n_options": 6 }, { "n": 15, "item_id": "_c44e029b-47d9-47aa-b772-13ec9af735a1", "type": "choice", "title": "Desert Mice After Hawks Arrive", "standards": [ "3-LS4-4" ], "prompt_html": "

A desert mouse species can have light fur or dark fur. The mice live in two areas. Area 1 has light sandy ground. Area 2 has dark rocky ground. The table shows the mouse populations in each area today. Then hawks move into both areas. Hawks catch the mice they can see most easily.

After many generations, which change in the mouse populations is most likely?

Mouse Populations Today (Before Hawks Arrive)

AreaGround colorLight-fur miceDark-fur mice
Area 1Light sand4040
Area 2Dark rock4040
", "prompt_plain": "A desert mouse species can have light fur or dark fur. The mice live in two areas. Area 1 has light sandy ground. Area 2 has dark rocky ground. The table shows the mouse populations in each area today. Then hawks move into both areas. Hawks catch the mice they can see most easily. After many generations, which change in the mouse populations is most likely ? Mouse Populations Today (Before Hawks Arrive) Area Ground color Light-fur mice Dark-fur mice Area 1 Light sand 40 40 Area 2 Dark rock 40 40", "context_html": "", "options": [ { "id": "cA1", "text": "Area 1 will have mostly light-fur mice, and Area 2 will have mostly dark-fur mice.", "plain": "Area 1 will have mostly light-fur mice, and Area 2 will have mostly dark-fur mice.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Both areas will have mostly dark-fur mice, because dark fur makes mice stronger.", "plain": "Both areas will have mostly dark-fur mice, because dark fur makes mice stronger.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The mice in each area will change their own fur color to match the ground.", "plain": "The mice in each area will change their own fur color to match the ground.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both areas will keep equal numbers of each fur color, just like today.", "plain": "Both areas will keep equal numbers of each fur color, just like today.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 16, "item_id": "_5551c526-83f7-4468-a06c-5df4fe33bd47", "type": "choice", "title": "Meadow Voles After the Flood", "standards": [ "3-LS4-4" ], "prompt_html": "

The beavers' new pond covered the grassy meadow.

What will the meadow voles most likely do?

", "prompt_plain": "The beavers' new pond covered the grassy meadow. What will the meadow voles most likely do?", "context_html": "", "options": [ { "id": "cA1", "text": "Grow webbed feet quickly so they can swim in the pond water.", "plain": "Grow webbed feet quickly so they can swim in the pond water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Stay in the same spot with no change to how they live.", "plain": "Stay in the same spot with no change to how they live.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Move to a nearby dry meadow where the grass they eat still grows.", "plain": "Move to a nearby dry meadow where the grass they eat still grows.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Turn into water animals like the beavers by the end of summer.", "plain": "Turn into water animals like the beavers by the end of summer.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_866f7c58-4128-4e18-9173-971a77c99fc4" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Northern Builder

Beavers are one of the few animals that change the land to survive. A beaver family searched Willow Creek for a place to build a dam. Beavers cut trees for food and for building material. They need many trees close to flowing water. The map shows three possible sites along Willow Creek. Site A is a dry, rocky slope far from the creek. At Site B, the creek flows past many young trees growing close together. Site C is a sandy bank with almost no plants. The family built its dam at Site B. The dam slowed the creek, and water flooded the low grassy meadow behind it. The meadow became a shallow pond. Meadow voles (small grass-eating animals) had lived in that meadow.

\"Map

", "passage_plain": "The Northern Builder Beavers are one of the few animals that change the land to survive. A beaver family searched Willow Creek for a place to build a dam. Beavers cut trees for food and for building material. They need many trees close to flowing water. The map shows three possible sites along Willow Creek. Site A is a dry, rocky slope far from the creek. At Site B, the creek flows past many young trees growing close together. Site C is a sandy bank with almost no plants. The family built its dam at Site B. The dam slowed the creek, and water flooded the low grassy meadow behind it. The meadow became a shallow pond. Meadow voles (small grass-eating animals) had lived in that meadow." }, { "n": 17, "item_id": "_4e7ccb7d-d66e-42cb-b1a2-dd841e14472d", "type": "hottext", "title": "Evidence for Site B", "standards": [ "3-LS4-3" ], "prompt_html": "

Beavers need many trees close to flowing water.

Select the ONE sentence from the passage that is evidence that Site B meets both needs.

", "prompt_plain": "Beavers need many trees close to flowing water. Select the ONE sentence from the passage that is evidence that Site B meets both needs.", "context_html": "", "options": [ { "id": "hA1", "text": "Site A is a dry, rocky slope far from the creek.", "plain": "Site A is a dry, rocky slope far from the creek.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "At Site B, the creek flows past many young trees growing close together.", "plain": "At Site B, the creek flows past many young trees growing close together.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "Site C is a sandy bank with almost no plants.", "plain": "Site C is a sandy bank with almost no plants.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "The family built its dam at Site B.", "plain": "The family built its dam at Site B.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "The dam slowed the creek, and water flooded the low grassy meadow behind it.", "plain": "The dam slowed the creek, and water flooded the low grassy meadow behind it.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_866f7c58-4128-4e18-9173-971a77c99fc4" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB1" ] }, "n_options": 5, "passage_html": "

The Northern Builder

Beavers are one of the few animals that change the land to survive. A beaver family searched Willow Creek for a place to build a dam. Beavers cut trees for food and for building material. They need many trees close to flowing water. The map shows three possible sites along Willow Creek. Site A is a dry, rocky slope far from the creek. At Site B, the creek flows past many young trees growing close together. Site C is a sandy bank with almost no plants. The family built its dam at Site B. The dam slowed the creek, and water flooded the low grassy meadow behind it. The meadow became a shallow pond. Meadow voles (small grass-eating animals) had lived in that meadow.

\"Map

", "passage_plain": "The Northern Builder Beavers are one of the few animals that change the land to survive. A beaver family searched Willow Creek for a place to build a dam. Beavers cut trees for food and for building material. They need many trees close to flowing water. The map shows three possible sites along Willow Creek. Site A is a dry, rocky slope far from the creek. At Site B, the creek flows past many young trees growing close together. Site C is a sandy bank with almost no plants. The family built its dam at Site B. The dam slowed the creek, and water flooded the low grassy meadow behind it. The meadow became a shallow pond. Meadow voles (small grass-eating animals) had lived in that meadow." }, { "n": 18, "item_id": "_a4f78e13-5361-4c0b-b316-46193fcbf899", "type": "portable-custom", "title": "Build the Asheville Rain Bar Graph", "standards": [ "3-ESS2-1" ], "prompt_html": "

Table 1. Rain in Asheville, April 6-10

\n
DayRain (cm)
Monday, April 63
Tuesday, April 71
Wednesday, April 84
Thursday, April 92
Friday, April 105
\n

 

\n

Look at Table 1 in the passage.

\n

 

\n

Drag each day's bar to the correct height so the graph shows that day's rain in centimeters (cm).

", "prompt_plain": "Table 1. Rain in Asheville, April 6-10 Day Rain (cm) Monday, April 6 3 Tuesday, April 7 1 Wednesday, April 8 4 Thursday, April 9 2 Friday, April 10 5 Look at Table 1 in the passage. Drag each day's bar to the correct height so the graph shows that day's rain in centimeters (cm).", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Mon\",\"y\":3},{\"x\":\"Tue\",\"y\":1},{\"x\":\"Wed\",\"y\":4},{\"x\":\"Thu\",\"y\":2},{\"x\":\"Fri\",\"y\":5}]" ] }, "n_options": 0 }, { "n": 19, "item_id": "_3cea1cb8-3d5a-4e93-bfd1-21e000a8cb42", "type": "choice", "title": "What Table 2 Describes", "standards": [ "3-ESS2-2" ], "prompt_html": "

Look at Table 2. What does the information in Table 2 describe about Asheville and Tucson?

", "prompt_plain": "Look at Table 2. What does the information in Table 2 describe about Asheville and Tucson?", "context_html": "", "options": [ { "id": "cA1", "text": "The typical climate of each city over many years.", "plain": "The typical climate of each city over many years.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The weather each city had on one day last week.", "plain": "The weather each city had on one day last week.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The season each city is having right now.", "plain": "The season each city is having right now.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The exact temperature each city will have tomorrow.", "plain": "The exact temperature each city will have tomorrow.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e02562a2-3abb-41b7-9c1f-a1f953c23edf" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Asheville Weather vs. Tucson Climate

Students tracked weather in Asheville, North Carolina, for the week of April 6-12. Each school day they measured rain with a rain gauge (a tube that catches rain). Table 1 shows the rain measured Monday through Friday. Two thermometers show the air temperature on Monday and on Friday. Table 2 shows average temperature and rainfall for Asheville and Tucson, Arizona, over the last 30 years.

Table 1. Rain in Asheville, April 6-10

DayRain (cm)
Monday, April 63
Tuesday, April 71
Wednesday, April 84
Thursday, April 92
Friday, April 105

\"Two

Table 2. 30-Year Averages for Two Cities

CityAverage TemperatureAverage Rain Each Year
Asheville, North Carolina56°F114 cm
Tucson, Arizona70°F30 cm
", "passage_plain": "Asheville Weather vs. Tucson Climate Students tracked weather in Asheville, North Carolina, for the week of April 6-12. Each school day they measured rain with a rain gauge (a tube that catches rain). Table 1 shows the rain measured Monday through Friday. Two thermometers show the air temperature on Monday and on Friday. Table 2 shows average temperature and rainfall for Asheville and Tucson, Arizona, over the last 30 years. Table 1. Rain in Asheville, April 6-10 Day Rain (cm) Monday, April 6 3 Tuesday, April 7 1 Wednesday, April 8 4 Thursday, April 9 2 Friday, April 10 5 Table 2. 30-Year Averages for Two Cities City Average Temperature Average Rain Each Year Asheville, North Carolina 56°F 114 cm Tucson, Arizona 70°F 30 cm" }, { "n": 20, "item_id": "_21b36f5b-1a8f-48c4-99d7-bca482e6e91d", "type": "text-entry", "title": "Thermometer Temperature Difference", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Students in Asheville, North Carolina, measured the air temperature on two school days in April.

\"Two

Look at the two thermometers. They show Asheville's air temperature (how warm the air is).

How many degrees Fahrenheit (°F) warmer was Friday, April 10 than Monday, April 6? Enter the exact number.

Give your answer as a whole number (e.g., 27).

Answer: °F

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/cluster-CL6-2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "16" ] }, "n_options": 0 }, { "n": 21, "item_id": "_28a49df0-5211-416a-a5ff-2448288845fc", "type": "choice", "title": "Columbus Weather Patterns", "standards": [ "3-ESS2-1" ], "prompt_html": "

The table shows the average high temperature and the average total precipitation for four months in Columbus, Ohio, from 1991 to 2020. Temperature is measured in degrees Fahrenheit (°F).

Based on the data in the table, which TWO statements most likely describe August 2021 in Columbus? Choose the TWO best answers.

Average Monthly Weather for Columbus, OH, 1991-2020

MonthAverage High Temperature (°F)Average Total Precipitation (inches)
March523
June824
September783
December413
", "prompt_plain": "The table shows the average high temperature and the average total precipitation for four months in Columbus, Ohio, from 1991 to 2020. Temperature is measured in degrees Fahrenheit (°F). Based on the data in the table, which TWO statements most likely describe August 2021 in Columbus? Choose the TWO best answers. Average Monthly Weather for Columbus, OH, 1991-2020 Month Average High Temperature (°F) Average Total Precipitation (inches) March 52 3 June 82 4 September 78 3 December 41 3", "context_html": "", "options": [ { "id": "cA1", "text": "The average high temperature was greater than 75°F.", "plain": "The average high temperature was greater than 75°F.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The average high temperature was less than 65°F.", "plain": "The average high temperature was less than 65°F.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The total precipitation was less than 1 inch.", "plain": "The total precipitation was less than 1 inch.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The total precipitation was about 3 inches.", "plain": "The total precipitation was about 3 inches.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The total precipitation was more than 6 inches.", "plain": "The total precipitation was more than 6 inches.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 22, "item_id": "_73f4b44d-19f0-41a1-b5f2-988e63ad7b22", "type": "choice", "title": "Solar Panels on Taller Legs", "standards": [ "3-ESS3-1" ], "prompt_html": "

A power company builds rows of solar panels in a flat field. A natural hazard strikes this area every few years. So the company puts the panels on legs that are taller than normal.

Which hazard's effects will the taller legs most likely reduce, and why?

\"Two

", "prompt_plain": "A power company builds rows of solar panels in a flat field. A natural hazard strikes this area every few years. So the company puts the panels on legs that are taller than normal. Which hazard's effects will the taller legs most likely reduce, and why?", "context_html": "", "options": [ { "id": "cAc93f86", "text": "an earthquake, because taller panels shake less when the ground moves", "plain": "an earthquake, because taller panels shake less when the ground moves", "correct": false, "kind": "choice" }, { "id": "cB1683b5", "text": "a flood, because taller panels stay above the rising water", "plain": "a flood, because taller panels stay above the rising water", "correct": true, "kind": "choice" }, { "id": "cC42b9b3", "text": "a hurricane, because taller panels are harder for strong winds to reach", "plain": "a hurricane, because taller panels are harder for strong winds to reach", "correct": false, "kind": "choice" }, { "id": "cD33cfda", "text": "a tornado, because taller panels are less likely to be lifted by spinning winds", "plain": "a tornado, because taller panels are less likely to be lifted by spinning winds", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot21_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1683b5" ] }, "n_options": 4 }, { "n": 23, "item_id": "_90b6bdd4-c586-4768-bc7a-62bb221c6885", "type": "choice", "title": "Tornado Shelter Door Test", "standards": [ "3-ESS3-1" ], "prompt_html": "

Perla's team is designing a door for a tornado shelter room. The door must meet two requirements. It must stay shut in winds of 250 kilometers per hour (km/h). It must open easily after the wind stops. The team tests two doors in a wind machine. The table shows the results.

Which claim do the test results best support?

Wind-Machine Test Results

Door designResult during wind testDid the door open easily after the test?
Door 1: three hinges and two latchesStayed shut in all winds up to 275 km/hYes
Door 2: two hinges and one latchBlew open when the wind reached 200 km/hYes

\"Door

", "prompt_plain": "Perla's team is designing a door for a tornado shelter room. The door must meet two requirements. It must stay shut in winds of 250 kilometers per hour (km/h). It must open easily after the wind stops. The team tests two doors in a wind machine. The table shows the results. Which claim do the test results best support? Wind-Machine Test Results Door design Result during wind test Did the door open easily after the test? Door 1: three hinges and two latches Stayed shut in all winds up to 275 km/h Yes Door 2: two hinges and one latch Blew open when the wind reached 200 km/h Yes", "context_html": "", "options": [ { "id": "cA7f8d07", "text": "Both doors meet both requirements, because both doors opened easily after the tests.", "plain": "Both doors meet both requirements, because both doors opened easily after the tests.", "correct": false, "kind": "choice" }, { "id": "cB572c70", "text": "Door 2 meets both requirements, because it uses fewer parts and still opened easily.", "plain": "Door 2 meets both requirements, because it uses fewer parts and still opened easily.", "correct": false, "kind": "choice" }, { "id": "cCd23dc9", "text": "Neither door meets both requirements, because the strong wind blew both doors open.", "plain": "Neither door meets both requirements, because the strong wind blew both doors open.", "correct": false, "kind": "choice" }, { "id": "cDb8ca1e", "text": "Door 1 meets both requirements, because it stayed shut at 250 km/h and opened easily.", "plain": "Door 1 meets both requirements, because it stayed shut at 250 km/h and opened easily.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot22_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cDb8ca1e" ] }, "n_options": 4 }, { "n": 24, "item_id": "_0322256a-3151-46ea-ae3d-cb62a8fbaf59", "type": "choice", "title": "Testing Objects with a Magnet", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Hamza wants to find out which objects a small magnet attracts. He places five objects on a table: an iron nail, a steel spoon, a plastic block, a sheet of paper, and a rubber eraser.

Which plan is the best way for Hamza to test all five objects fairly?

\"Five

", "prompt_plain": "Hamza wants to find out which objects a small magnet attracts. He places five objects on a table: an iron nail, a steel spoon, a plastic block, a sheet of paper, and a rubber eraser. Which plan is the best way for Hamza to test all five objects fairly?", "context_html": "", "options": [ { "id": "cA95ff56", "text": "Hold the magnet the same short distance from each object, one at a time.", "plain": "Hold the magnet the same short distance from each object, one at a time.", "correct": true, "kind": "choice" }, { "id": "cB68cfd6", "text": "Slide the magnet under the table beneath all five objects at once.", "plain": "Slide the magnet under the table beneath all five objects at once.", "correct": false, "kind": "choice" }, { "id": "cC9e8bb6", "text": "Hold the magnet high above the steel spoon and watch what happens.", "plain": "Hold the magnet high above the steel spoon and watch what happens.", "correct": false, "kind": "choice" }, { "id": "cD76d1d3", "text": "Touch the magnet to the sheet of paper and watch what happens.", "plain": "Touch the magnet to the sheet of paper and watch what happens.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot23.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA95ff56" ] }, "n_options": 4 }, { "n": 25, "item_id": "_0ae13a64-4b0c-4cd1-8352-2803f7cec699", "type": "inline-choice", "title": "Plant-Growth Investigations — Complete the Sentences", "standards": [ "3-5-ETS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Based on Figure 3, what will the results of the two investigations most likely show? Choose the word that best completes each sentence.

The results of Investigation 1 will most likely show that plants need to grow.

The results of Investigation 2 will most likely show that plants need to grow.

", "options": [ { "id": "cB1O1", "text": "air", "plain": "air", "correct": false, "kind": "inline" }, { "id": "cB1O2", "text": "light", "plain": "light", "correct": true, "kind": "inline" }, { "id": "cB1O3", "text": "soil", "plain": "soil", "correct": false, "kind": "inline" }, { "id": "cB2O1", "text": "food", "plain": "food", "correct": false, "kind": "inline" }, { "id": "cB2O2", "text": "warmth", "plain": "warmth", "correct": false, "kind": "inline" }, { "id": "cB2O3", "text": "water", "plain": "water", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_fffb4589-ac09-4350-8d3d-4f20a1ec44cc" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O2" ], "RESPONSE2": [ "cB2O3" ] }, "n_options": 6, "passage_html": "

Pollinator Garden Build

Students at Maplewood Elementary are building a pollinator garden (a garden of flowers that feed bees and butterflies). Omar's team read about how much sunlight each flower needs. Figure 1 shows what the team learned. The team found four possible garden locations in the schoolyard. Figure 2 shows a map of the four locations. The team also planned two indoor investigations about plant growth. Both investigations use the same kind of plant, the same pots and soil, and the same room temperature, and both run for the same number of weeks. Figure 3 shows the plan for each investigation.

Figure 1. Amount of Sunlight Each Flower Needs

FlowerSunlight needed
SunflowerFull sunlight
ZinniaFull sunlight to partial sunlight
Bee balmPartial sunlight
ColumbinePartial sunlight

Figure 2. Map of the Four Garden Locations

\"Schoolyard

Figure 3. Two Investigations on Plant Growth

Investigation 1Investigation 2
Every pot gets the same amount of water.Some pots get water every day; some pots get no water.
Some pots sit on a sunny windowsill; some pots sit inside a dark cabinet.Every pot sits on the same sunny windowsill.
", "passage_plain": "Pollinator Garden Build Students at Maplewood Elementary are building a pollinator garden (a garden of flowers that feed bees and butterflies). Omar's team read about how much sunlight each flower needs. Figure 1 shows what the team learned. The team found four possible garden locations in the schoolyard. Figure 2 shows a map of the four locations. The team also planned two indoor investigations about plant growth. Both investigations use the same kind of plant, the same pots and soil, and the same room temperature, and both run for the same number of weeks. Figure 3 shows the plan for each investigation. Figure 1. Amount of Sunlight Each Flower Needs Flower Sunlight needed Sunflower Full sunlight Zinnia Full sunlight to partial sunlight Bee balm Partial sunlight Columbine Partial sunlight Figure 2. Map of the Four Garden Locations Figure 3. Two Investigations on Plant Growth Investigation 1 Investigation 2 Every pot gets the same amount of water. Some pots get water every day; some pots get no water. Some pots sit on a sunny windowsill; some pots sit inside a dark cabinet. Every pot sits on the same sunny windowsill." }, { "n": 26, "item_id": "_411c02bf-b014-4e18-9d86-e79c2c6bfc0f", "type": "choice", "title": "Choosing the Garden Location", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The team wants to grow the healthiest flowers it can.

Based on Figures 1 and 2, which TWO factors are most important when choosing the garden location? Choose the TWO best answers.

", "prompt_plain": "The team wants to grow the healthiest flowers it can. Based on Figures 1 and 2, which TWO factors are most important when choosing the garden location? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Where the garden will stay dry when it rains", "plain": "Where the garden will stay dry when it rains", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Where the flowers will get the sunlight they need", "plain": "Where the flowers will get the sunlight they need", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Where the garden will look best from the classroom window", "plain": "Where the garden will look best from the classroom window", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Where students can easily bring water to the flowers", "plain": "Where students can easily bring water to the flowers", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Where the flowers will get the most shade all day", "plain": "Where the flowers will get the most shade all day", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fffb4589-ac09-4350-8d3d-4f20a1ec44cc" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Pollinator Garden Build

Students at Maplewood Elementary are building a pollinator garden (a garden of flowers that feed bees and butterflies). Omar's team read about how much sunlight each flower needs. Figure 1 shows what the team learned. The team found four possible garden locations in the schoolyard. Figure 2 shows a map of the four locations. The team also planned two indoor investigations about plant growth. Both investigations use the same kind of plant, the same pots and soil, and the same room temperature, and both run for the same number of weeks. Figure 3 shows the plan for each investigation.

Figure 1. Amount of Sunlight Each Flower Needs

FlowerSunlight needed
SunflowerFull sunlight
ZinniaFull sunlight to partial sunlight
Bee balmPartial sunlight
ColumbinePartial sunlight

Figure 2. Map of the Four Garden Locations

\"Schoolyard

Figure 3. Two Investigations on Plant Growth

Investigation 1Investigation 2
Every pot gets the same amount of water.Some pots get water every day; some pots get no water.
Some pots sit on a sunny windowsill; some pots sit inside a dark cabinet.Every pot sits on the same sunny windowsill.
", "passage_plain": "Pollinator Garden Build Students at Maplewood Elementary are building a pollinator garden (a garden of flowers that feed bees and butterflies). Omar's team read about how much sunlight each flower needs. Figure 1 shows what the team learned. The team found four possible garden locations in the schoolyard. Figure 2 shows a map of the four locations. The team also planned two indoor investigations about plant growth. Both investigations use the same kind of plant, the same pots and soil, and the same room temperature, and both run for the same number of weeks. Figure 3 shows the plan for each investigation. Figure 1. Amount of Sunlight Each Flower Needs Flower Sunlight needed Sunflower Full sunlight Zinnia Full sunlight to partial sunlight Bee balm Partial sunlight Columbine Partial sunlight Figure 2. Map of the Four Garden Locations Figure 3. Two Investigations on Plant Growth Investigation 1 Investigation 2 Every pot gets the same amount of water. Some pots get water every day; some pots get no water. Some pots sit on a sunny windowsill; some pots sit inside a dark cabinet. Every pot sits on the same sunny windowsill." }, { "n": 27, "item_id": "_e383292d-2734-4e75-a407-079d08d87954", "type": "choice", "title": "Best Location for Sunflowers and Zinnias", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

The team will plant sunflowers and zinnias together in one location.

Based on Figures 1 and 2, which location is best for these two flowers?

", "prompt_plain": "The team will plant sunflowers and zinnias together in one location. Based on Figures 1 and 2, which location is best for these two flowers?", "context_html": "", "options": [ { "id": "cA1", "text": "Location 1, because partial sunlight is enough for both kinds of flowers.", "plain": "Location 1, because partial sunlight is enough for both kinds of flowers.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Location 2, because the oak tree protects the flowers from strong sun.", "plain": "Location 2, because the oak tree protects the flowers from strong sun.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Location 3, because it is the only location with the full sunlight sunflowers need.", "plain": "Location 3, because it is the only location with the full sunlight sunflowers need.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Location 4, because it is the closest location to the rain barrel.", "plain": "Location 4, because it is the closest location to the rain barrel.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fffb4589-ac09-4350-8d3d-4f20a1ec44cc" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Pollinator Garden Build

Students at Maplewood Elementary are building a pollinator garden (a garden of flowers that feed bees and butterflies). Omar's team read about how much sunlight each flower needs. Figure 1 shows what the team learned. The team found four possible garden locations in the schoolyard. Figure 2 shows a map of the four locations. The team also planned two indoor investigations about plant growth. Both investigations use the same kind of plant, the same pots and soil, and the same room temperature, and both run for the same number of weeks. Figure 3 shows the plan for each investigation.

Figure 1. Amount of Sunlight Each Flower Needs

FlowerSunlight needed
SunflowerFull sunlight
ZinniaFull sunlight to partial sunlight
Bee balmPartial sunlight
ColumbinePartial sunlight

Figure 2. Map of the Four Garden Locations

\"Schoolyard

Figure 3. Two Investigations on Plant Growth

Investigation 1Investigation 2
Every pot gets the same amount of water.Some pots get water every day; some pots get no water.
Some pots sit on a sunny windowsill; some pots sit inside a dark cabinet.Every pot sits on the same sunny windowsill.
", "passage_plain": "Pollinator Garden Build Students at Maplewood Elementary are building a pollinator garden (a garden of flowers that feed bees and butterflies). Omar's team read about how much sunlight each flower needs. Figure 1 shows what the team learned. The team found four possible garden locations in the schoolyard. Figure 2 shows a map of the four locations. The team also planned two indoor investigations about plant growth. Both investigations use the same kind of plant, the same pots and soil, and the same room temperature, and both run for the same number of weeks. Figure 3 shows the plan for each investigation. Figure 1. Amount of Sunlight Each Flower Needs Flower Sunlight needed Sunflower Full sunlight Zinnia Full sunlight to partial sunlight Bee balm Partial sunlight Columbine Partial sunlight Figure 2. Map of the Four Garden Locations Figure 3. Two Investigations on Plant Growth Investigation 1 Investigation 2 Every pot gets the same amount of water. Some pots get water every day; some pots get no water. Some pots sit on a sunny windowsill; some pots sit inside a dark cabinet. Every pot sits on the same sunny windowsill." }, { "n": 28, "item_id": "_d90c26a1-b26b-47a2-bc08-22c34129487d", "type": "choice", "title": "Hive 7 Bees Working Together", "standards": [ "3-LS2-1" ], "prompt_html": "

Priya claims the bees in Hive 7 work together as a group to survive.

Which statement gives the best evidence for this claim?

", "prompt_plain": "Priya claims the bees in Hive 7 work together as a group to survive. Which statement gives the best evidence for this claim?", "context_html": "", "options": [ { "id": "cA1", "text": "Every type of bee has body parts suited to its own job.", "plain": "Every type of bee has body parts suited to its own job.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Hive 7 holds many more worker bees than queens or drones.", "plain": "Hive 7 holds many more worker bees than queens or drones.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Worker bees switch to new jobs as they grow older.", "plain": "Worker bees switch to new jobs as they grow older.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each type of bee does a different job that helps the hive.", "plain": "Each type of bee does a different job that helps the hive.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8c391a27-c20c-4c2f-ba83-9ef8a8ef50bf" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Hive 7 Honeybee Colony

Priya visited Hive 7, a honeybee colony at the Bluegrass apiary (a bee farm). She watched bees fly in and out of the hive. The beekeeper explained that each type of bee has its own job. Chart 1 shows the three types of bees in Hive 7. The beekeeper also said each worker bee changes jobs as it gets older. New workers keep hatching all season, so the workers are many different ages. Chart 2 shows the timeline of one worker bee's jobs.

Chart 1. Types of Bees in Hive 7

Type of beeJobsHow many in Hive 7
QueenLays eggs; is fed by worker bees1
Worker (female)Cares for young; builds and cleans the comb; gathers nectar and pollen; feeds the queen and drones15,000 to 55,000
Drone (male)Leaves the hive to mate; is fed by worker bees200 to 600

Chart 2. Timeline of One Worker Bee's Jobs

Worker bee's ageJob
Day 1-3Cleaner — cleans empty comb cells
Day 4-10Nurse — feeds larvae (young bees)
Day 11-16Builder — makes wax comb and stores food
Day 17-20Guard — protects the hive entrance
Day 21-40Forager — flies out to gather nectar and pollen
", "passage_plain": "Hive 7 Honeybee Colony Priya visited Hive 7, a honeybee colony at the Bluegrass apiary (a bee farm). She watched bees fly in and out of the hive. The beekeeper explained that each type of bee has its own job. Chart 1 shows the three types of bees in Hive 7. The beekeeper also said each worker bee changes jobs as it gets older. New workers keep hatching all season, so the workers are many different ages. Chart 2 shows the timeline of one worker bee's jobs. Chart 1. Types of Bees in Hive 7 Type of bee Jobs How many in Hive 7 Queen Lays eggs; is fed by worker bees 1 Worker (female) Cares for young; builds and cleans the comb; gathers nectar and pollen; feeds the queen and drones 15,000 to 55,000 Drone (male) Leaves the hive to mate; is fed by worker bees 200 to 600 Chart 2. Timeline of One Worker Bee's Jobs Worker bee's age Job Day 1-3 Cleaner — cleans empty comb cells Day 4-10 Nurse — feeds larvae (young bees) Day 11-16 Builder — makes wax comb and stores food Day 17-20 Guard — protects the hive entrance Day 21-40 Forager — flies out to gather nectar and pollen" }, { "n": 29, "item_id": "_dd3ad93f-32ed-4259-84b9-b97821eea3d7", "type": "choice", "title": "Worker Bee Changing Jobs", "standards": [ "3-LS2-1" ], "prompt_html": "

Chart 2 shows how a worker bee's job changes as it gets older.

How do these changing jobs help the whole colony? Choose the TWO best answers.

", "prompt_plain": "Chart 2 shows how a worker bee's job changes as it gets older. How do these changing jobs help the whole colony? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Workers spend the most days gathering food, which helps supply the colony's food.", "plain": "Workers spend the most days gathering food, which helps supply the colony's food.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The hive keeps more guard bees late in the season, so the colony stays safe.", "plain": "The hive keeps more guard bees late in the season, so the colony stays safe.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Younger bees keep growing into each job, which helps keep every job filled.", "plain": "Younger bees keep growing into each job, which helps keep every job filled.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "More bees do the nurse job than any other job, so the young are well fed.", "plain": "More bees do the nurse job than any other job, so the young are well fed.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The youngest bees get the easiest jobs, so the colony wastes no energy.", "plain": "The youngest bees get the easiest jobs, so the colony wastes no energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8c391a27-c20c-4c2f-ba83-9ef8a8ef50bf" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Hive 7 Honeybee Colony

Priya visited Hive 7, a honeybee colony at the Bluegrass apiary (a bee farm). She watched bees fly in and out of the hive. The beekeeper explained that each type of bee has its own job. Chart 1 shows the three types of bees in Hive 7. The beekeeper also said each worker bee changes jobs as it gets older. New workers keep hatching all season, so the workers are many different ages. Chart 2 shows the timeline of one worker bee's jobs.

Chart 1. Types of Bees in Hive 7

Type of beeJobsHow many in Hive 7
QueenLays eggs; is fed by worker bees1
Worker (female)Cares for young; builds and cleans the comb; gathers nectar and pollen; feeds the queen and drones15,000 to 55,000
Drone (male)Leaves the hive to mate; is fed by worker bees200 to 600

Chart 2. Timeline of One Worker Bee's Jobs

Worker bee's ageJob
Day 1-3Cleaner — cleans empty comb cells
Day 4-10Nurse — feeds larvae (young bees)
Day 11-16Builder — makes wax comb and stores food
Day 17-20Guard — protects the hive entrance
Day 21-40Forager — flies out to gather nectar and pollen
", "passage_plain": "Hive 7 Honeybee Colony Priya visited Hive 7, a honeybee colony at the Bluegrass apiary (a bee farm). She watched bees fly in and out of the hive. The beekeeper explained that each type of bee has its own job. Chart 1 shows the three types of bees in Hive 7. The beekeeper also said each worker bee changes jobs as it gets older. New workers keep hatching all season, so the workers are many different ages. Chart 2 shows the timeline of one worker bee's jobs. Chart 1. Types of Bees in Hive 7 Type of bee Jobs How many in Hive 7 Queen Lays eggs; is fed by worker bees 1 Worker (female) Cares for young; builds and cleans the comb; gathers nectar and pollen; feeds the queen and drones 15,000 to 55,000 Drone (male) Leaves the hive to mate; is fed by worker bees 200 to 600 Chart 2. Timeline of One Worker Bee's Jobs Worker bee's age Job Day 1-3 Cleaner — cleans empty comb cells Day 4-10 Nurse — feeds larvae (young bees) Day 11-16 Builder — makes wax comb and stores food Day 17-20 Guard — protects the hive entrance Day 21-40 Forager — flies out to gather nectar and pollen" }, { "n": 30, "item_id": "_e0699666-b903-4b03-9ea2-b739d8d956d2", "type": "hottext", "title": "Sana's Violin Skill", "standards": [ "3-LS3-2" ], "prompt_html": "

Read this observation log about a student named Sana. Sana plays the violin very well. An acquired trait is gained during a living thing’s life. It is not passed down from parents.

Select the sentence that best shows her violin skill is an acquired trait.

", "prompt_plain": "Read this observation log about a student named Sana. Sana plays the violin very well. An acquired trait is gained during a living thing’s life. It is not passed down from parents. Select the sentence that best shows her violin skill is an acquired trait.", "context_html": "", "options": [ { "id": "htA5f585e", "text": "Sana’s mother played the violin when she was young.", "plain": "Sana’s mother played the violin when she was young.", "correct": false, "kind": "hottext" }, { "id": "htBc33428", "text": "Sana has long fingers like her father.", "plain": "Sana has long fingers like her father.", "correct": false, "kind": "hottext" }, { "id": "htC659e55", "text": "Sana practices the violin every day after school.", "plain": "Sana practices the violin every day after school.", "correct": true, "kind": "hottext" }, { "id": "htDdeeb77", "text": "Sana likes to listen to violin music at home.", "plain": "Sana likes to listen to violin music at home.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "htC659e55" ] }, "n_options": 4 }, { "n": 31, "item_id": "_008dcf6e-7682-4367-9681-350755a2bd05", "type": "choice", "title": "Palm Fossil on an Icy Island", "standards": [ "3-LS4-1" ], "prompt_html": "

Scientists find fossils of palm plants on a cold, icy island in the far north. Scientists know this kind of palm can live only in warm places, and the island is much too cold for palm plants today.

Which conclusion does this fossil evidence best support?

\"A

", "prompt_plain": "Scientists find fossils of palm plants on a cold, icy island in the far north. Scientists know this kind of palm can live only in warm places, and the island is much too cold for palm plants today. Which conclusion does this fossil evidence best support?", "context_html": "", "options": [ { "id": "cAd77993", "text": "The palm plants had special parts that let them grow in ice and snow.", "plain": "The palm plants had special parts that let them grow in ice and snow.", "correct": false, "kind": "choice" }, { "id": "cB2aef7d", "text": "People carried palm plants to the island long ago and left them there.", "plain": "People carried palm plants to the island long ago and left them there.", "correct": false, "kind": "choice" }, { "id": "cC8afacd", "text": "The island's climate was much warmer long ago, when the palm plants lived.", "plain": "The island's climate was much warmer long ago, when the palm plants lived.", "correct": true, "kind": "choice" }, { "id": "cD49ab48", "text": "Palm seeds blew to the island recently and quickly turned into stone.", "plain": "Palm seeds blew to the island recently and quickly turned into stone.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot27.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC8afacd" ] }, "n_options": 4 }, { "n": 32, "item_id": "_7b45bbf7-0979-49f9-be5b-d5a8a22b3b5a", "type": "choice", "title": "Rolling a Ball on Four Surfaces", "standards": [ "3-PS2-1" ], "prompt_html": "

Wyatt pushes a toy ball with the same force across four different surfaces.

On which surface will the ball roll fastest, and why?

\"Four

", "prompt_plain": "Wyatt pushes a toy ball with the same force across four different surfaces. On which surface will the ball roll fastest, and why?", "context_html": "", "options": [ { "id": "cAa127a4", "text": "the grassy field, because the soft grass blades make almost no friction", "plain": "the grassy field, because the soft grass blades make almost no friction", "correct": false, "kind": "choice" }, { "id": "cB4cc40b", "text": "the smooth gym floor, because it makes the least friction against the ball", "plain": "the smooth gym floor, because it makes the least friction against the ball", "correct": true, "kind": "choice" }, { "id": "cC820f61", "text": "the sandy beach, because the rolling sand grains lower the friction", "plain": "the sandy beach, because the rolling sand grains lower the friction", "correct": false, "kind": "choice" }, { "id": "cDa33397", "text": "the thick carpet, because its fibers grip the ball and push it forward", "plain": "the thick carpet, because its fibers grip the ball and push it forward", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot31.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB4cc40b" ] }, "n_options": 4 }, { "n": 33, "item_id": "_b0ce9442-2918-403a-97bc-4d691cd24551", "type": "choice", "title": "Water Tank and the Force That Moves Water", "standards": [ "3-PS2-1" ], "prompt_html": "

A tall water tank stores water for the houses in a town. The water flows down from the tank through pipes to each house.

Which force pulls the water down through the pipes?

\"A

", "prompt_plain": "A tall water tank stores water for the houses in a town. The water flows down from the tank through pipes to each house. Which force pulls the water down through the pipes?", "context_html": "", "options": [ { "id": "cA6c0a08", "text": "electricity", "plain": "electricity", "correct": false, "kind": "choice" }, { "id": "cBa5fc4b", "text": "friction", "plain": "friction", "correct": false, "kind": "choice" }, { "id": "cCe2fdeb", "text": "gravity", "plain": "gravity", "correct": true, "kind": "choice" }, { "id": "cDb6773e", "text": "magnetism", "plain": "magnetism", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot32_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cCe2fdeb" ] }, "n_options": 4 }, { "n": 34, "item_id": "_cfc460d4-1d45-4d75-90b7-1aed3a2dee77", "type": "choice", "title": "Balloon and Paper Pieces", "standards": [ "3-PS2-3" ], "prompt_html": "

Elif rubs a balloon on her hair to give it a static charge (a charge made by rubbing). When she holds the balloon near small paper pieces, it attracts (pulls) them. Elif wants the balloon to pull the paper pieces more strongly.

Which TWO changes should she make? Choose the TWO best answers.

\"A

", "prompt_plain": "Elif rubs a balloon on her hair to give it a static charge (a charge made by rubbing). When she holds the balloon near small paper pieces, it attracts (pulls) them. Elif wants the balloon to pull the paper pieces more strongly. Which TWO changes should she make? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA4f06d5", "text": "Rub the balloon on her hair for a longer time.", "plain": "Rub the balloon on her hair for a longer time.", "correct": true, "kind": "choice" }, { "id": "cB5afdcf", "text": "Hold the balloon farther away from the paper pieces.", "plain": "Hold the balloon farther away from the paper pieces.", "correct": false, "kind": "choice" }, { "id": "cC3738b3", "text": "Hold the balloon closer to the paper pieces.", "plain": "Hold the balloon closer to the paper pieces.", "correct": true, "kind": "choice" }, { "id": "cD5bd6ce", "text": "Use a larger balloon but rub it for the same time.", "plain": "Use a larger balloon but rub it for the same time.", "correct": false, "kind": "choice" }, { "id": "cEbc78e7", "text": "Dip the balloon in water before holding it near the paper.", "plain": "Dip the balloon in water before holding it near the paper.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot33.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA4f06d5", "cC3738b3" ] }, "n_options": 5 }, { "n": 35, "item_id": "_019e6571-eff3-4ef9-8b23-0312686f915a", "type": "gap-match", "title": "Parts of a Pond Park Habitat", "standards": [ "3-LS4-3" ], "prompt_html": "

Students list six things they observed at a pond park. Every habitat is a system made of living and nonliving parts.

 

Drag one card into each empty box to classify each thing. Each card tells whether the thing is living or nonliving, and human-made or natural. You may use a card more than once. One card will not be used at all.

", "prompt_plain": "Students list six things they observed at a pond park. Every habitat is a system made of living and nonliving parts. Drag one card into each empty box to classify each thing. Each card tells whether the thing is living or nonliving, and human-made or natural. You may use a card more than once. One card will not be used at all.", "context_html": "", "options": [ { "id": "tf266586d", "text": "nonliving and human-made", "plain": "nonliving and human-made", "correct": false, "kind": "gap-token" }, { "id": "tdf6bc124", "text": "living and natural", "plain": "living and natural", "correct": false, "kind": "gap-token" }, { "id": "tb2dc0b7b", "text": "living and human-made", "plain": "living and human-made", "correct": false, "kind": "gap-token" }, { "id": "ta514c1ab", "text": "nonliving and natural", "plain": "nonliving and natural", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot34-row1-dragonfly.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot34-row2-willow-tree.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot34-row3-gray-rock.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot34-row4-pond-water.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot34-row5-metal-bench.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-22/images/slot34-row6-plastic-bucket.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tdf6bc124 g1", "tdf6bc124 g2", "ta514c1ab g3", "ta514c1ab g4", "tf266586d g5", "tf266586d g6" ] }, "n_options": 4 }, { "n": 36, "item_id": "_67a68fd1-91b9-4e83-8963-3e5261e4814d", "type": "choice", "title": "Which Location Has a Tropical Climate", "standards": [ "3-ESS2-2" ], "prompt_html": "

The table shows the climate (the usual weather over many years) for four locations.

Based on the table, which location most likely has a tropical climate?

Usual Weather for Four Locations

LocationUsual Summer DayUsual Winter Day
PWarm and rainyVery cold and snowy
QVery hot and dryCool and dry
RCool and dryVery cold and dry
SHot and rainyWarm and rainy
", "prompt_plain": "The table shows the climate (the usual weather over many years) for four locations. Based on the table, which location most likely has a tropical climate? Usual Weather for Four Locations Location Usual Summer Day Usual Winter Day P Warm and rainy Very cold and snowy Q Very hot and dry Cool and dry R Cool and dry Very cold and dry S Hot and rainy Warm and rainy", "context_html": "", "options": [ { "id": "cAfcb98c", "text": "Location P", "plain": "Location P", "correct": false, "kind": "choice" }, { "id": "cB6ce580", "text": "Location Q", "plain": "Location Q", "correct": false, "kind": "choice" }, { "id": "cC23c09d", "text": "Location R", "plain": "Location R", "correct": false, "kind": "choice" }, { "id": "cD6382ee", "text": "Location S", "plain": "Location S", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD6382ee" ] }, "n_options": 4 } ] }, { "form": "G3.23", "grade": "G3", "title": "Alpha Standardized Science G3.23", "test_id": "_test-f90e082f-3dac-4b40-a031-c90241326e3d", "n_items": 36, "n_stimuli": 7, "stimuli": { "_7ba923da-5f2c-4921-9696-a1e0ebd5331b": { "title": "Cairo vs. Wellington Climate", "html": "

Cairo vs. Wellington Climate

Mateo's class trades postcards with pen pals (letter friends) in other countries. A postcard from Cairo, Egypt says: ‘Hot and sunny again today — no rain all week!’ A postcard from Wellington, New Zealand says: ‘Cool wind and rain showers here today.’ The class also found a table of each city's weather averages (usual measurements) over 30 years.

\"Postcard

City Weather Averages Over 30 Years

CityRainfall each year (cm)Summer high (°F)Winter high (°F)Rainy days each year
Cairo, Egypt295666
Wellington, New Zealand1236852170
" }, "_2ac524b2-6bcf-44b8-bfde-3da1ded29a35": { "title": "Armadillo Carapace Backpack Design", "html": "

Armadillo Carapace Backpack Design

The nine-banded armadillo lives in grasslands and forests. A carapace (a shell of bony plates) covers its back. Nine narrow bands join the plates, so the shell is hard but can bend. Armadillos have weak eyesight. They use their sense of smell to find insects underground. Their long claws dig burrows (underground shelters). Engineers studied the carapace to design a new school backpack. The first picture shows the armadillo's body parts. The second picture shows the carapace next to the backpack design.

\"A

\"An

" }, "_40e8d1b8-19b0-4203-8b1e-61b170cc78ba": { "title": "Gym Bounce Study", "html": "

Gym Bounce Study

Noor's class did a bounce study in the school gym. Noor dropped two balls, Ball A and Ball B, from four different heights. She measured how high each ball bounced. She repeated each drop three times and recorded the middle value. The table shows her measurements.

Bounce Study Measurements

Drop height (cm)Ball A bounce height (cm)Ball B bounce height (cm)
502415
1004830
1507245
2009660
" }, "_414b537e-3f5b-40df-9a2b-9cb91d2bf67f": { "title": "Thunder Ridge Storms and Lightning Rod", "html": "

Thunder Ridge Storms and Lightning Rod

Thunder Ridge is a small town in Kansas. Strong thunderstorms cross the town every spring. Vera's class studied the town's storm records. Table 1 shows how many thunderstorms hit the town each month last spring. Table 2 shows the town's usual high temperature for each month, averaged over 30 years. The town wants to protect its tall community center from lightning. Workers built a small model of the center. A spark machine fired 20 safe test sparks at the model in three setups. Two setups used a lightning rod (a metal pole that carries lightning safely into the ground). The diagram shows the two rod spots. Table 3 shows where the sparks went in each setup.

Table 1. Thunderstorms in Thunder Ridge Last Spring

MonthNumber of thunderstorms
March3
April6
May9
June5

Table 2. Usual Monthly High Temperature in Thunder Ridge (averaged over 30 years)

MonthHigh temperature (°F)
January41
February46
March56
April66
May78
June86
July91
August89
September81
October69
November54
December43

Table 3. Spark-Test Results (20 sparks fired in each setup)

SetupSparks caught by rodSparks that hit the model
Setup 1: no rod020
Setup 2: rod on model's roof191
Setup 3: rod on pole nearby128

\"Diagram

" }, "_988f7f45-0464-47e5-85e0-4fbb65c48a0b": { "title": "Gym Rope Tug Demonstration", "html": "

Gym Rope Tug Demonstration

Anya and Diego hold opposite ends of a rope in the school gym. Each student pulls with the same amount of force. The rope does not move, and neither student moves. The diagram shows the two students and their pulls.

\"Anya

" }, "_4667e590-943e-4346-bd53-578517eea77b": { "title": "The Plant Exchange", "html": "

The Plant Exchange

A wetland class in Florida traded plants with a desert class in Nevada. The wetland class grows water lilies in a garden with standing water. The desert class grows barrel cactuses in a garden with dry, sandy soil. The desert garden is watered only twice a month. Each class planted both kinds of plants in its own garden. The classes observed all the plants for three months. The photos show the two gardens. The diagrams show each plant's life cycle. The table shows what the students observed.

\"A

\"Circular

Observations After Three Months
PlantIn the Wetland GardenIn the Desert Garden
Water lilyGrew new leaves and flowersLeaves turned brown and crisp; the plant died
Barrel cactusTurned soft and pale; grew very littleGrew well and added new spines
" }, "_8c13b4df-e619-4125-a803-33bbc19791c8": { "title": "Pea-Plant Sunlight Investigation", "html": "

Pea-Plant Sunlight Investigation

Mei and Lars want to find out how sunlight affects pea-plant growth. Each student plants two pea seedlings in matching pots. Both students care for their pots for four weeks. The table shows each student's setup.

Pea-Plant Setups
SetupWater Each DayRoom TemperatureDirect Sunlight Each Day
Mei - Pot 130 mL70°F6 hours
Mei - Pot 230 mL70°F0 hours
Lars - Pot 130 mL75°F6 hours
Lars - Pot 230 mL60°F0 hours
" } }, "questions": [ { "n": 1, "item_id": "_4d95d883-a7d6-4b9d-9bc1-0b0e4f9c455e", "type": "choice", "title": "Gym Rope Release Part A", "standards": [ "3-PS2-1" ], "prompt_html": "

Part A

Diego suddenly lets go of the rope while Anya keeps pulling just as hard.

What will most likely happen to Anya?

", "prompt_plain": "Part A Diego suddenly lets go of the rope while Anya keeps pulling just as hard. What will most likely happen to Anya?", "context_html": "", "options": [ { "id": "cA1", "text": "Anya stumbles forward, toward where Diego was standing.", "plain": "Anya stumbles forward, toward where Diego was standing.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Anya stumbles backward, away from where Diego was standing.", "plain": "Anya stumbles backward, away from where Diego was standing.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Anya stays in place because no forces act on her anymore.", "plain": "Anya stays in place because no forces act on her anymore.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Anya stays in place because the rope still balances her pull.", "plain": "Anya stays in place because the rope still balances her pull.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_988f7f45-0464-47e5-85e0-4fbb65c48a0b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Gym Rope Tug Demonstration

Anya and Diego hold opposite ends of a rope in the school gym. Each student pulls with the same amount of force. The rope does not move, and neither student moves. The diagram shows the two students and their pulls.

\"Anya

", "passage_plain": "Gym Rope Tug Demonstration Anya and Diego hold opposite ends of a rope in the school gym. Each student pulls with the same amount of force. The rope does not move, and neither student moves. The diagram shows the two students and their pulls." }, { "n": 2, "item_id": "_2f63e166-d319-4331-9ae9-7c285ec1517c", "type": "choice", "title": "Gym Rope Release Part B", "standards": [ "3-PS2-1" ], "prompt_html": "

Part B

Which statement about forces best explains what happens to Anya when Diego lets go?

", "prompt_plain": "Part B Which statement about forces best explains what happens to Anya when Diego lets go?", "context_html": "", "options": [ { "id": "cA2", "text": "While both students pulled, no forces acted because nothing was moving.", "plain": "While both students pulled, no forces acted because nothing was moving.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "The rope gives Anya a push in the opposite direction when it goes slack.", "plain": "The rope gives Anya a push in the opposite direction when it goes slack.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "Gravity starts to pull Anya backward as soon as the rope is released.", "plain": "Gravity starts to pull Anya backward as soon as the rope is released.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "The rope no longer pulls Anya forward, so the forces on Anya are unbalanced.", "plain": "The rope no longer pulls Anya forward, so the forces on Anya are unbalanced.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_988f7f45-0464-47e5-85e0-4fbb65c48a0b" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD2" ] }, "n_options": 4, "passage_html": "

Gym Rope Tug Demonstration

Anya and Diego hold opposite ends of a rope in the school gym. Each student pulls with the same amount of force. The rope does not move, and neither student moves. The diagram shows the two students and their pulls.

\"Anya

", "passage_plain": "Gym Rope Tug Demonstration Anya and Diego hold opposite ends of a rope in the school gym. Each student pulls with the same amount of force. The rope does not move, and neither student moves. The diagram shows the two students and their pulls." }, { "n": 3, "item_id": "_b07c5c29-70a3-4f4b-9662-b8aa84339c49", "type": "choice", "title": "Bounce Study Pattern", "standards": [ "3-PS2-2" ], "prompt_html": "

Look at the table from Noor's bounce study. Which statement best describes the pattern in the measurements?

", "prompt_plain": "Look at the table from Noor's bounce study. Which statement best describes the pattern in the measurements?", "context_html": "", "options": [ { "id": "cA1", "text": "The balls bounce higher when dropped from lower heights.", "plain": "The balls bounce higher when dropped from lower heights.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The balls bounce the same height from every drop height.", "plain": "The balls bounce the same height from every drop height.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The balls bounce higher when dropped from greater heights.", "plain": "The balls bounce higher when dropped from greater heights.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The balls bounce with no pattern as drop height changes.", "plain": "The balls bounce with no pattern as drop height changes.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_40e8d1b8-19b0-4203-8b1e-61b170cc78ba" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Gym Bounce Study

Noor's class did a bounce study in the school gym. Noor dropped two balls, Ball A and Ball B, from four different heights. She measured how high each ball bounced. She repeated each drop three times and recorded the middle value. The table shows her measurements.

Bounce Study Measurements

Drop height (cm)Ball A bounce height (cm)Ball B bounce height (cm)
502415
1004830
1507245
2009660
", "passage_plain": "Gym Bounce Study Noor's class did a bounce study in the school gym. Noor dropped two balls, Ball A and Ball B, from four different heights. She measured how high each ball bounced. She repeated each drop three times and recorded the middle value. The table shows her measurements. Bounce Study Measurements Drop height (cm) Ball A bounce height (cm) Ball B bounce height (cm) 50 24 15 100 48 30 150 72 45 200 96 60" }, { "n": 4, "item_id": "_5fea4091-573e-4339-9973-4235b4032874", "type": "text-entry", "title": "Bounce Study Prediction at 250 cm", "standards": [ "3-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Noor dropped Ball A and Ball B from four heights and measured how high each ball bounced.

Bounce Study Measurements

Drop height (cm)Ball A bounce height (cm)Ball B bounce height (cm)
502415
1004830
1507245
2009660

Use the table. The pattern in each ball's bounce heights continues past the table. Noor next drops both balls from 250 centimeters (cm).

How many centimeters higher will Ball A bounce than Ball B? Enter the number.

Give your answer as a whole number (e.g., 30).

Answer: centimeters

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "45" ] }, "n_options": 0 }, { "n": 5, "item_id": "_64dd82a4-85d6-4b62-aa7f-322ac1978a8f", "type": "choice", "title": "G3.23 Slot 05 — Magnet in the Park", "standards": [ "3-PS2-3" ], "prompt_html": "

Isla brings a small magnet to Maple Hollow Park. She holds it near objects around the playground.

Which object will the magnet attract (pull toward it)?

\"Four

", "prompt_plain": "Isla brings a small magnet to Maple Hollow Park. She holds it near objects around the playground. Which object will the magnet attract (pull toward it)?", "context_html": "", "options": [ { "id": "cA5", "text": "the concrete step by the fountain", "plain": "the concrete step by the fountain", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "the plastic slide on the playground", "plain": "the plastic slide on the playground", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "the steel bolt on the gate", "plain": "the steel bolt on the gate", "correct": true, "kind": "choice" }, { "id": "cD5", "text": "the wooden bench by the path", "plain": "the wooden bench by the path", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot05.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC5" ] }, "n_options": 4 }, { "n": 6, "item_id": "_cdda2176-6288-4acf-843b-180d3d172956", "type": "choice", "title": "G3.23 Slot 06 — Charged Rod Distance Test", "standards": [ "3-PS2-3" ], "prompt_html": "

Tariq and Dana rub a glass rod with a wool cloth. A charged rod can attract (pull) small paper pieces without touching them. In Test 1, they hold the charged rod 2 centimeters above paper pieces. In Test 2, they hold the same rod 6 centimeters above paper pieces. Everything else stays the same. They count how many pieces the rod picks up in each test.

Which question are Tariq and Dana most likely trying to answer?

\"Two

", "prompt_plain": "Tariq and Dana rub a glass rod with a wool cloth. A charged rod can attract (pull) small paper pieces without touching them. In Test 1, they hold the charged rod 2 centimeters above paper pieces. In Test 2, they hold the same rod 6 centimeters above paper pieces. Everything else stays the same. They count how many pieces the rod picks up in each test. Which question are Tariq and Dana most likely trying to answer?", "context_html": "", "options": [ { "id": "cA6", "text": "Can the charged rod pick up paper pieces from farther away?", "plain": "Can the charged rod pick up paper pieces from farther away?", "correct": true, "kind": "choice" }, { "id": "cB6", "text": "Does rubbing the rod for a longer time give it a stronger charge?", "plain": "Does rubbing the rod for a longer time give it a stronger charge?", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "Does using more paper pieces change how many the rod picks up?", "plain": "Does using more paper pieces change how many the rod picks up?", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "Which kind of cloth gives the rod the strongest charge?", "plain": "Which kind of cloth gives the rod the strongest charge?", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot06.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA6" ] }, "n_options": 4 }, { "n": 7, "item_id": "_184e73db-d754-4ce2-8bb2-ad028fd766dc", "type": "choice", "title": "G3.23 Slot 07 — Cabinet Latch Design", "standards": [ "3-PS2-4" ], "prompt_html": "

Chen designs a latch to keep a toy cabinet door closed. The design criteria (the goals the design must meet) are: 1) the door stays closed by itself, and 2) the door opens with one gentle pull.

Which design best meets both criteria?

\"A

", "prompt_plain": "Chen designs a latch to keep a toy cabinet door closed. The design criteria (the goals the design must meet) are: 1) the door stays closed by itself, and 2) the door opens with one gentle pull. Which design best meets both criteria?", "context_html": "", "options": [ { "id": "cA7", "text": "Two magnets with the same poles facing each other on the door and the frame", "plain": "Two magnets with the same poles facing each other on the door and the frame", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "A magnet on the door edge and a steel plate on the frame", "plain": "A magnet on the door edge and a steel plate on the frame", "correct": true, "kind": "choice" }, { "id": "cC7", "text": "A magnet on the door edge and a wooden block on the frame", "plain": "A magnet on the door edge and a wooden block on the frame", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "A magnet on the wall far above the door, away from the door edge", "plain": "A magnet on the wall far above the door, away from the door edge", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot07_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB7" ] }, "n_options": 4 }, { "n": 8, "item_id": "_5e5db509-4203-4e06-ba0d-0cbadd806bfa", "type": "choice", "title": "G3.23 Slot 08 — Sign Fastener Test Evidence", "standards": [ "3-PS2-4" ], "prompt_html": "

Reed's class tests four ways to hang a paper sign on the steel classroom door. The design criteria are: 1) the sign stays up all week, and 2) the sign can be taken down and put back 10 times and still work. The table shows the test notes.

Which design meets BOTH criteria, and which result is the proof?

Sign Fastener Test Notes

DesignFastenerStayed up all week?After 10 take-offs
Wsticky tapeyesstopped sticking after 3 take-offs
Xglue dotsyestore the paper sign
Ymagnet clipyesstill held firmly
Zsuction hookno — fell off on day 2held the sign each time it was put back

\"Four

", "prompt_plain": "Reed's class tests four ways to hang a paper sign on the steel classroom door. The design criteria are: 1) the sign stays up all week, and 2) the sign can be taken down and put back 10 times and still work. The table shows the test notes. Which design meets BOTH criteria, and which result is the proof? Sign Fastener Test Notes Design Fastener Stayed up all week? After 10 take-offs W sticky tape yes stopped sticking after 3 take-offs X glue dots yes tore the paper sign Y magnet clip yes still held firmly Z suction hook no — fell off on day 2 held the sign each time it was put back", "context_html": "", "options": [ { "id": "cA8", "text": "Design W, because it held the sign up for the whole school week", "plain": "Design W, because it held the sign up for the whole school week", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "Design X, because the glue dots held the sign most tightly of all", "plain": "Design X, because the glue dots held the sign most tightly of all", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Design Y, because it held all week and still worked after 10 take-offs", "plain": "Design Y, because it held all week and still worked after 10 take-offs", "correct": true, "kind": "choice" }, { "id": "cD8", "text": "Design Z, because it stayed up all week and still held the sign after all 10 take-offs", "plain": "Design Z, because it stayed up all week and still held the sign after all 10 take-offs", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot08.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC8" ] }, "n_options": 4 }, { "n": 9, "item_id": "_97ce5078-6e7b-4c86-8221-b461e487ec46", "type": "order", "title": "G3.23 Slot 09 — Ladybug Life Cycle Order", "standards": [ "3-LS1-1" ], "prompt_html": "

Sofia finds ladybug eggs on a leaf in the school garden. She makes four stage cards to model the ladybug life cycle.

 

Drag the cards into the order the stages happen, starting from the egg.

\"Four

", "prompt_plain": "Sofia finds ladybug eggs on a leaf in the school garden. She makes four stage cards to model the ladybug life cycle. Drag the cards into the order the stages happen, starting from the egg.", "context_html": "", "options": [ { "id": "c7bd6087f", "text": "adult ladybug", "plain": "adult ladybug", "correct": true, "kind": "choice" }, { "id": "c54d80478", "text": "egg", "plain": "egg", "correct": true, "kind": "choice" }, { "id": "cf75a6b2f", "text": "pupa", "plain": "pupa", "correct": true, "kind": "choice" }, { "id": "cf1905b0a", "text": "larva", "plain": "larva", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot09-4cards.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "c54d80478", "cf1905b0a", "cf75a6b2f", "c7bd6087f" ] }, "n_options": 4 }, { "n": 10, "item_id": "_d0beab35-dbba-445f-b981-e40e7dece2fd", "type": "choice", "title": "Plant-Only Life Cycle Stage", "standards": [ "3-LS1-1" ], "prompt_html": "

The diagrams in the passage show the life cycle of each plant. Both plants and animals have life cycles.

Which stage happens only in plants and not in animals?

", "prompt_plain": "The diagrams in the passage show the life cycle of each plant. Both plants and animals have life cycles. Which stage happens only in plants and not in animals?", "context_html": "", "options": [ { "id": "cA10", "text": "growing larger and taller over time", "plain": "growing larger and taller over time", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "dying at the end of the life cycle", "plain": "dying at the end of the life cycle", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "germinating (sprouting) from a seed", "plain": "germinating (sprouting) from a seed", "correct": true, "kind": "choice" }, { "id": "cD10", "text": "reproducing to make new offspring", "plain": "reproducing to make new offspring", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4667e590-943e-4346-bd53-578517eea77b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC10" ] }, "n_options": 4, "passage_html": "

The Plant Exchange

A wetland class in Florida traded plants with a desert class in Nevada. The wetland class grows water lilies in a garden with standing water. The desert class grows barrel cactuses in a garden with dry, sandy soil. The desert garden is watered only twice a month. Each class planted both kinds of plants in its own garden. The classes observed all the plants for three months. The photos show the two gardens. The diagrams show each plant's life cycle. The table shows what the students observed.

\"A

\"Circular

Observations After Three Months
PlantIn the Wetland GardenIn the Desert Garden
Water lilyGrew new leaves and flowersLeaves turned brown and crisp; the plant died
Barrel cactusTurned soft and pale; grew very littleGrew well and added new spines
", "passage_plain": "The Plant Exchange A wetland class in Florida traded plants with a desert class in Nevada. The wetland class grows water lilies in a garden with standing water. The desert class grows barrel cactuses in a garden with dry, sandy soil. The desert garden is watered only twice a month. Each class planted both kinds of plants in its own garden. The classes observed all the plants for three months. The photos show the two gardens. The diagrams show each plant's life cycle. The table shows what the students observed. Observations After Three Months Plant In the Wetland Garden In the Desert Garden Water lily Grew new leaves and flowers Leaves turned brown and crisp; the plant died Barrel cactus Turned soft and pale; grew very little Grew well and added new spines" }, { "n": 11, "item_id": "_bbc3b051-414c-465f-9458-e81666f03e03", "type": "choice", "title": "Water Lily Claim Part A", "standards": [ "3-LS4-3" ], "prompt_html": "

Part A

A student claims, \"The water lily died in the desert garden because the desert gets too much sunlight.\"

Which statement best evaluates (judges) this claim?

", "prompt_plain": "Part A A student claims, \"The water lily died in the desert garden because the desert gets too much sunlight.\" Which statement best evaluates (judges) this claim?", "context_html": "", "options": [ { "id": "cA28", "text": "The claim is supported, because deserts get bright sunlight almost every day.", "plain": "The claim is supported, because deserts get bright sunlight almost every day.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "The claim is supported, because very strong sunlight harms most garden plants.", "plain": "The claim is supported, because very strong sunlight harms most garden plants.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "The claim is not supported, because the water lily dried out from lack of water.", "plain": "The claim is not supported, because the water lily dried out from lack of water.", "correct": true, "kind": "choice" }, { "id": "cD28", "text": "The claim is not supported, because the water lily changed into a desert plant.", "plain": "The claim is not supported, because the water lily changed into a desert plant.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4667e590-943e-4346-bd53-578517eea77b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC28" ] }, "n_options": 4, "passage_html": "

The Plant Exchange

A wetland class in Florida traded plants with a desert class in Nevada. The wetland class grows water lilies in a garden with standing water. The desert class grows barrel cactuses in a garden with dry, sandy soil. The desert garden is watered only twice a month. Each class planted both kinds of plants in its own garden. The classes observed all the plants for three months. The photos show the two gardens. The diagrams show each plant's life cycle. The table shows what the students observed.

\"A

\"Circular

Observations After Three Months
PlantIn the Wetland GardenIn the Desert Garden
Water lilyGrew new leaves and flowersLeaves turned brown and crisp; the plant died
Barrel cactusTurned soft and pale; grew very littleGrew well and added new spines
", "passage_plain": "The Plant Exchange A wetland class in Florida traded plants with a desert class in Nevada. The wetland class grows water lilies in a garden with standing water. The desert class grows barrel cactuses in a garden with dry, sandy soil. The desert garden is watered only twice a month. Each class planted both kinds of plants in its own garden. The classes observed all the plants for three months. The photos show the two gardens. The diagrams show each plant's life cycle. The table shows what the students observed. Observations After Three Months Plant In the Wetland Garden In the Desert Garden Water lily Grew new leaves and flowers Leaves turned brown and crisp; the plant died Barrel cactus Turned soft and pale; grew very little Grew well and added new spines" }, { "n": 12, "item_id": "_6488aa23-bf9a-4669-bdda-d176a74ca1c4", "type": "choice", "title": "Water Lily Claim Part B", "standards": [ "3-LS4-3" ], "prompt_html": "

Part B

Which observation from the plant exchange best supports the answer in Part A?

", "prompt_plain": "Part B Which observation from the plant exchange best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA36", "text": "The barrel cactus grew well and added new spines in the desert garden.", "plain": "The barrel cactus grew well and added new spines in the desert garden.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "The water lily grew new leaves and flowers in the wetland garden.", "plain": "The water lily grew new leaves and flowers in the wetland garden.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "The water lily's leaves turned brown and crisp in the desert garden.", "plain": "The water lily's leaves turned brown and crisp in the desert garden.", "correct": true, "kind": "choice" }, { "id": "cD36", "text": "The barrel cactus turned soft and pale in the wetland garden.", "plain": "The barrel cactus turned soft and pale in the wetland garden.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4667e590-943e-4346-bd53-578517eea77b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC36" ] }, "n_options": 4, "passage_html": "

The Plant Exchange

A wetland class in Florida traded plants with a desert class in Nevada. The wetland class grows water lilies in a garden with standing water. The desert class grows barrel cactuses in a garden with dry, sandy soil. The desert garden is watered only twice a month. Each class planted both kinds of plants in its own garden. The classes observed all the plants for three months. The photos show the two gardens. The diagrams show each plant's life cycle. The table shows what the students observed.

\"A

\"Circular

Observations After Three Months
PlantIn the Wetland GardenIn the Desert Garden
Water lilyGrew new leaves and flowersLeaves turned brown and crisp; the plant died
Barrel cactusTurned soft and pale; grew very littleGrew well and added new spines
", "passage_plain": "The Plant Exchange A wetland class in Florida traded plants with a desert class in Nevada. The wetland class grows water lilies in a garden with standing water. The desert class grows barrel cactuses in a garden with dry, sandy soil. The desert garden is watered only twice a month. Each class planted both kinds of plants in its own garden. The classes observed all the plants for three months. The photos show the two gardens. The diagrams show each plant's life cycle. The table shows what the students observed. Observations After Three Months Plant In the Wetland Garden In the Desert Garden Water lily Grew new leaves and flowers Leaves turned brown and crisp; the plant died Barrel cactus Turned soft and pale; grew very little Grew well and added new spines" }, { "n": 13, "item_id": "_995933af-6f33-45b3-a3a1-12b422d6e651", "type": "choice", "title": "G3.23 Slot 11 — Dog Ear Shape Claim", "standards": [ "3-LS3-1" ], "prompt_html": "

A class studies ear shape in one family of dogs at a shelter. The mother has floppy ears. The father has upright ears. The chart shows the ear shape of each of their five puppies.

Which claim does the data best support?

Ear Shape in One Dog Family

DogEar shape
Motherfloppy
Fatherupright
Puppy 1floppy
Puppy 2upright
Puppy 3floppy
Puppy 4floppy
Puppy 5upright
", "prompt_plain": "A class studies ear shape in one family of dogs at a shelter. The mother has floppy ears. The father has upright ears. The chart shows the ear shape of each of their five puppies. Which claim does the data best support? Ear Shape in One Dog Family Dog Ear shape Mother floppy Father upright Puppy 1 floppy Puppy 2 upright Puppy 3 floppy Puppy 4 floppy Puppy 5 upright", "context_html": "", "options": [ { "id": "cA11", "text": "Puppies have the same ear shape as their mother.", "plain": "Puppies have the same ear shape as their mother.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The food a puppy eats while growing decides its ear shape.", "plain": "The food a puppy eats while growing decides its ear shape.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "Puppies grow a brand-new ear shape that neither parent has.", "plain": "Puppies grow a brand-new ear shape that neither parent has.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "Ear shape comes from parents, and puppies can show either parent's shape.", "plain": "Ear shape comes from parents, and puppies can show either parent's shape.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD11" ] }, "n_options": 4 }, { "n": 14, "item_id": "_5b58c271-ede7-4db9-b788-823eac018ae4", "type": "choice", "title": "G3.23 Slot 12 — Llama Offspring Traits", "standards": [ "3-LS3-1" ], "prompt_html": "

Leila visits a farm and studies two adult llamas. The mother llama has light brown wool and is 5 feet tall. The father llama has dark brown wool and is 6 feet tall.

Which best describes what their baby llama will most likely be like when it is fully grown?

\"Two

", "prompt_plain": "Leila visits a farm and studies two adult llamas. The mother llama has light brown wool and is 5 feet tall. The father llama has dark brown wool and is 6 feet tall. Which best describes what their baby llama will most likely be like when it is fully grown?", "context_html": "", "options": [ { "id": "cA12", "text": "A llama with brown wool and a height close to its parents' heights", "plain": "A llama with brown wool and a height close to its parents' heights", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "A llama with white wool that is exactly 5 and a half feet tall", "plain": "A llama with white wool that is exactly 5 and a half feet tall", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "A llama with striped wool that is much taller than both parents", "plain": "A llama with striped wool that is much taller than both parents", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "A llama with brown wool that is much shorter than both parents", "plain": "A llama with brown wool that is much shorter than both parents", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot12.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA12" ] }, "n_options": 4 }, { "n": 15, "item_id": "_2afd9f48-1880-43e0-b0ff-383770c75f60", "type": "choice", "title": "How the Armadillo Finds Food", "standards": [ "3-LS4-2" ], "prompt_html": "

Based on the passage, which body part is most useful when an armadillo looks for insect food underground?

", "prompt_plain": "Based on the passage, which body part is most useful when an armadillo looks for insect food underground?", "context_html": "", "options": [ { "id": "cA13", "text": "the carapace, because its bony plates can feel insects moving in the soil", "plain": "the carapace, because its bony plates can feel insects moving in the soil", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "the claws, because they dig underground shelters for the armadillo", "plain": "the claws, because they dig underground shelters for the armadillo", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "the eyes, because sharp eyesight spots insects in the dark soil", "plain": "the eyes, because sharp eyesight spots insects in the dark soil", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "the nose, because the armadillo smells insects hidden under the ground", "plain": "the nose, because the armadillo smells insects hidden under the ground", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2ac524b2-6bcf-44b8-bfde-3da1ded29a35" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD13" ] }, "n_options": 4, "passage_html": "

Armadillo Carapace Backpack Design

The nine-banded armadillo lives in grasslands and forests. A carapace (a shell of bony plates) covers its back. Nine narrow bands join the plates, so the shell is hard but can bend. Armadillos have weak eyesight. They use their sense of smell to find insects underground. Their long claws dig burrows (underground shelters). Engineers studied the carapace to design a new school backpack. The first picture shows the armadillo's body parts. The second picture shows the carapace next to the backpack design.

\"A

\"An

", "passage_plain": "Armadillo Carapace Backpack Design The nine-banded armadillo lives in grasslands and forests. A carapace (a shell of bony plates) covers its back. Nine narrow bands join the plates, so the shell is hard but can bend. Armadillos have weak eyesight. They use their sense of smell to find insects underground. Their long claws dig burrows (underground shelters). Engineers studied the carapace to design a new school backpack. The first picture shows the armadillo's body parts. The second picture shows the carapace next to the backpack design." }, { "n": 16, "item_id": "_a421f7ef-54d3-4be9-8e41-d7f581a88746", "type": "choice", "title": "Backpack Design Features", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The engineers copied features of the carapace for their backpack design.

Choose the TWO features the engineers most likely copied.

\"An

", "prompt_plain": "The engineers copied features of the carapace for their backpack design. Choose the TWO features the engineers most likely copied.", "context_html": "", "options": [ { "id": "cA33", "text": "It can bend where its bands connect, so it fits against a back.", "plain": "It can bend where its bands connect, so it fits against a back.", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "Its hard plates are dark in color, so the shell soaks up heat from the sun.", "plain": "Its hard plates are dark in color, so the shell soaks up heat from the sun.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "Its narrow bands let the shell bend apart into separate pieces for easy storing.", "plain": "Its narrow bands let the shell bend apart into separate pieces for easy storing.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "Its bony plates block rain from getting in, so books inside will stay dry.", "plain": "Its bony plates block rain from getting in, so books inside will stay dry.", "correct": false, "kind": "choice" }, { "id": "cE33", "text": "It is made of hard plates, so it protects the things inside.", "plain": "It is made of hard plates, so it protects the things inside.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot33.png" ], "stimulus_ids": [ "_2ac524b2-6bcf-44b8-bfde-3da1ded29a35" ], "key_letters": "A, E", "key_values": { "RESPONSE": [ "cA33", "cE33" ] }, "n_options": 5, "passage_html": "

Armadillo Carapace Backpack Design

The nine-banded armadillo lives in grasslands and forests. A carapace (a shell of bony plates) covers its back. Nine narrow bands join the plates, so the shell is hard but can bend. Armadillos have weak eyesight. They use their sense of smell to find insects underground. Their long claws dig burrows (underground shelters). Engineers studied the carapace to design a new school backpack. The first picture shows the armadillo's body parts. The second picture shows the carapace next to the backpack design.

\"A

\"An

", "passage_plain": "Armadillo Carapace Backpack Design The nine-banded armadillo lives in grasslands and forests. A carapace (a shell of bony plates) covers its back. Nine narrow bands join the plates, so the shell is hard but can bend. Armadillos have weak eyesight. They use their sense of smell to find insects underground. Their long claws dig burrows (underground shelters). Engineers studied the carapace to design a new school backpack. The first picture shows the armadillo's body parts. The second picture shows the carapace next to the backpack design." }, { "n": 17, "item_id": "_af090cbd-4eb4-4f72-ba3d-4511e10c7860", "type": "choice", "title": "G3.23 Slot 14 — Beetle Survival Evidence", "standards": [ "3-LS4-2" ], "prompt_html": "

A scientist studies ground beetles in a field of pale, dry grass. Some beetles have light tan shells, and some have dark brown shells. The scientist releases 20 beetles of each kind into the field. Birds in the field hunt the beetles by sight. After three weeks, the scientist counts how many beetles are still alive.

Which explanation best uses the evidence in the table?

Beetle Survival in the Pale Grass Field

Shell colorNumber releasedNumber alive after 3 weeks
Light tan2014
Dark brown205
", "prompt_plain": "A scientist studies ground beetles in a field of pale, dry grass. Some beetles have light tan shells, and some have dark brown shells. The scientist releases 20 beetles of each kind into the field. Birds in the field hunt the beetles by sight. After three weeks, the scientist counts how many beetles are still alive. Which explanation best uses the evidence in the table? Beetle Survival in the Pale Grass Field Shell color Number released Number alive after 3 weeks Light tan 20 14 Dark brown 20 5", "context_html": "", "options": [ { "id": "cA14", "text": "The dark beetles survived better because their shells stand out against the pale grass.", "plain": "The dark beetles survived better because their shells stand out against the pale grass.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The light beetles survived better because their shells blend in with the pale grass.", "plain": "The light beetles survived better because their shells blend in with the pale grass.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "The light beetles survived better because they are a different species that birds avoid.", "plain": "The light beetles survived better because they are a different species that birds avoid.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The dark beetles survived better because there were fewer of them for birds to find.", "plain": "The dark beetles survived better because there were fewer of them for birds to find.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB14" ] }, "n_options": 4 }, { "n": 18, "item_id": "_5dd6a73c-35d8-49e6-a0d6-1bbe446fd911", "type": "hottext", "title": "G3.23 Slot 15 — Milltown Pond Evidence Sentence", "standards": [ "3-LS4-4" ], "prompt_html": "

Read the park report about Milltown Pond. A student makes this claim: \"The warmer water is harming living things in the pond.\"

Select the ONE sentence from the report that best supports the claim.

", "prompt_plain": "Read the park report about Milltown Pond. A student makes this claim: \"The warmer water is harming living things in the pond.\" Select the ONE sentence from the report that best supports the claim.", "context_html": "", "options": [ { "id": "cA15", "text": "Milltown Pond is home to frogs, small fish, and water plants.", "plain": "Milltown Pond is home to frogs, small fish, and water plants.", "correct": false, "kind": "hottext" }, { "id": "cB15", "text": "Last spring, a bottling plant began releasing warm water into the stream that flows into the pond.", "plain": "Last spring, a bottling plant began releasing warm water into the stream that flows into the pond.", "correct": false, "kind": "hottext" }, { "id": "cC15", "text": "This summer, the pond water is warmer than it was last summer.", "plain": "This summer, the pond water is warmer than it was last summer.", "correct": false, "kind": "hottext" }, { "id": "cD15", "text": "Most of the water plants turned brown and died after the water warmed.", "plain": "Most of the water plants turned brown and died after the water warmed.", "correct": true, "kind": "hottext" }, { "id": "cE15", "text": "In May, workers repaved the walking trail around the pond.", "plain": "In May, workers repaved the walking trail around the pond.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cD15" ] }, "n_options": 5 }, { "n": 19, "item_id": "_07dd0dbe-2e8b-4b40-8ef7-477153447bda", "type": "choice", "title": "G3.23 Slot 16 — Road Through the Woodland", "standards": [ "3-LS4-4" ], "prompt_html": "

Workers build a new road through a wooded habitat near Cedar Ridge. Many trees are cut down to make room for the road.

How will building the road most likely affect the habitat?

\"Before-and-after

", "prompt_plain": "Workers build a new road through a wooded habitat near Cedar Ridge. Many trees are cut down to make room for the road. How will building the road most likely affect the habitat?", "context_html": "", "options": [ { "id": "cA16", "text": "Fewer animals will be able to live in the habitat.", "plain": "Fewer animals will be able to live in the habitat.", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "More plants will be able to grow in the habitat.", "plain": "More plants will be able to grow in the habitat.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "The animals will change their bodies to fit the road.", "plain": "The animals will change their bodies to fit the road.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "The habitat will not change for the animals living there.", "plain": "The habitat will not change for the animals living there.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot16.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA16" ] }, "n_options": 4 }, { "n": 20, "item_id": "_33a68aa6-79ae-4584-9fee-b4cd1eadde84", "type": "portable-custom", "title": "Build the Thunderstorm Bar Graph", "standards": [ "3-ESS2-1" ], "prompt_html": "

Table 1. Thunderstorms in Thunder Ridge Last Spring

\n
MonthNumber of thunderstorms
March3
April6
May9
June5
\n

 

\n

Look at Table 1 in the passage.

\n

 

\n

Drag each month's bar to the correct height so the graph shows that month's number of thunderstorms.

", "prompt_plain": "Table 1. Thunderstorms in Thunder Ridge Last Spring Month Number of thunderstorms March 3 April 6 May 9 June 5 Look at Table 1 in the passage. Drag each month's bar to the correct height so the graph shows that month's number of thunderstorms.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"March\",\"y\":3},{\"x\":\"April\",\"y\":6},{\"x\":\"May\",\"y\":9},{\"x\":\"June\",\"y\":5}]" ] }, "n_options": 0 }, { "n": 21, "item_id": "_8ae5dab9-7597-4c29-8ce3-5d69bd9c8728", "type": "text-entry", "title": "Months Above 75 Degrees", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Vera's class studied the usual high temperature for each month in Thunder Ridge, Kansas.

Table 2. Usual Monthly High Temperature in Thunder Ridge (averaged over 30 years)

MonthHigh temperature (°F)
January41
February46
March56
April66
May78
June86
July91
August89
September81
October69
November54
December43

Use Table 2. How many months in Thunder Ridge have a usual high temperature above 75 degrees Fahrenheit (°F)? Enter the number of months.

Give your answer as a whole number (e.g., 7).

Answer: months

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "5" ] }, "n_options": 0 }, { "n": 22, "item_id": "_d779703f-c907-4855-9b92-75e4a5bcecf5", "type": "choice", "title": "Lightning Rod Spark-Test Claims", "standards": [ "3-ESS3-1" ], "prompt_html": "

Use Table 3 and the diagram. Which TWO claims do the spark-test results support? Choose the TWO correct answers.

", "prompt_plain": "Use Table 3 and the diagram. Which TWO claims do the spark-test results support? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The rod on the nearby pole protected the model as well as the roof rod did.", "plain": "The rod on the nearby pole protected the model as well as the roof rod did.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Putting the rod on the roof protected the model better than putting it on the nearby pole.", "plain": "Putting the rod on the roof protected the model better than putting it on the nearby pole.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Lightning rods stop thunderstorms from forming over a town.", "plain": "Lightning rods stop thunderstorms from forming over a town.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Fewer sparks hit the model with either rod than with no rod.", "plain": "Fewer sparks hit the model with either rod than with no rod.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The rod on the roof works by pushing sparks away from the model.", "plain": "The rod on the roof works by pushing sparks away from the model.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_414b537e-3f5b-40df-9a2b-9cb91d2bf67f" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Thunder Ridge Storms and Lightning Rod

Thunder Ridge is a small town in Kansas. Strong thunderstorms cross the town every spring. Vera's class studied the town's storm records. Table 1 shows how many thunderstorms hit the town each month last spring. Table 2 shows the town's usual high temperature for each month, averaged over 30 years. The town wants to protect its tall community center from lightning. Workers built a small model of the center. A spark machine fired 20 safe test sparks at the model in three setups. Two setups used a lightning rod (a metal pole that carries lightning safely into the ground). The diagram shows the two rod spots. Table 3 shows where the sparks went in each setup.

Table 1. Thunderstorms in Thunder Ridge Last Spring

MonthNumber of thunderstorms
March3
April6
May9
June5

Table 2. Usual Monthly High Temperature in Thunder Ridge (averaged over 30 years)

MonthHigh temperature (°F)
January41
February46
March56
April66
May78
June86
July91
August89
September81
October69
November54
December43

Table 3. Spark-Test Results (20 sparks fired in each setup)

SetupSparks caught by rodSparks that hit the model
Setup 1: no rod020
Setup 2: rod on model's roof191
Setup 3: rod on pole nearby128

\"Diagram

", "passage_plain": "Thunder Ridge Storms and Lightning Rod Thunder Ridge is a small town in Kansas. Strong thunderstorms cross the town every spring. Vera's class studied the town's storm records. Table 1 shows how many thunderstorms hit the town each month last spring. Table 2 shows the town's usual high temperature for each month, averaged over 30 years. The town wants to protect its tall community center from lightning. Workers built a small model of the center. A spark machine fired 20 safe test sparks at the model in three setups. Two setups used a lightning rod (a metal pole that carries lightning safely into the ground). The diagram shows the two rod spots. Table 3 shows where the sparks went in each setup. Table 1. Thunderstorms in Thunder Ridge Last Spring Month Number of thunderstorms March 3 April 6 May 9 June 5 Table 2. Usual Monthly High Temperature in Thunder Ridge (averaged over 30 years) Month High temperature (°F) January 41 February 46 March 56 April 66 May 78 June 86 July 91 August 89 September 81 October 69 November 54 December 43 Table 3. Spark-Test Results (20 sparks fired in each setup) Setup Sparks caught by rod Sparks that hit the model Setup 1: no rod 0 20 Setup 2: rod on model's roof 19 1 Setup 3: rod on pole nearby 12 8" }, { "n": 23, "item_id": "_814f27be-9d52-4a9c-a30d-2f8099102fe2", "type": "choice", "title": "Brookfield Warmest and Wettest Season Claim", "standards": [ "3-ESS2-1" ], "prompt_html": "

The table shows the average high temperature and rainfall for each season in the town of Brookfield. Freya claims, \"In Brookfield, the warmest season is also the wettest season.\"

Which statement best describes whether Freya's claim matches the data?

Brookfield Seasonal Averages

SeasonAverage High Temperature (°F)Average Rainfall (inches)
Spring6611
Summer884
Fall606
Winter388
", "prompt_plain": "The table shows the average high temperature and rainfall for each season in the town of Brookfield. Freya claims, \"In Brookfield, the warmest season is also the wettest season.\" Which statement best describes whether Freya's claim matches the data? Brookfield Seasonal Averages Season Average High Temperature (°F) Average Rainfall (inches) Spring 66 11 Summer 88 4 Fall 60 6 Winter 38 8", "context_html": "", "options": [ { "id": "cA7d4d0d6c", "text": "The claim is correct because summer has the highest temperature and the most rainfall.", "plain": "The claim is correct because summer has the highest temperature and the most rainfall.", "correct": false, "kind": "choice" }, { "id": "cBad0d53e0", "text": "The claim is correct because spring and summer are both warmer than fall and winter.", "plain": "The claim is correct because spring and summer are both warmer than fall and winter.", "correct": false, "kind": "choice" }, { "id": "cCbc405cb9", "text": "The claim is incorrect because winter has the lowest temperature and the most rainfall.", "plain": "The claim is incorrect because winter has the lowest temperature and the most rainfall.", "correct": false, "kind": "choice" }, { "id": "cDd1179eae", "text": "The claim is incorrect because summer is the warmest season, but spring has the most rainfall.", "plain": "The claim is incorrect because summer is the warmest season, but spring has the most rainfall.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cDd1179eae" ] }, "n_options": 4 }, { "n": 24, "item_id": "_1595645a-9704-4703-9d6c-c9c189735cc7", "type": "inline-choice", "title": "Weather or Climate on Postcards", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Use the postcards and the table. Choose the word that correctly completes each sentence.

The message on each postcard describes the city's .

The table of 30-year averages describes each city's .

", "options": [ { "id": "cB1o1", "text": "climate", "plain": "climate", "correct": false, "kind": "inline" }, { "id": "cB1o2", "text": "temperature", "plain": "temperature", "correct": false, "kind": "inline" }, { "id": "cB1o3", "text": "weather", "plain": "weather", "correct": true, "kind": "inline" }, { "id": "cB2o1", "text": "weather", "plain": "weather", "correct": false, "kind": "inline" }, { "id": "cB2o2", "text": "climate", "plain": "climate", "correct": true, "kind": "inline" }, { "id": "cB2o3", "text": "rainfall", "plain": "rainfall", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_7ba923da-5f2c-4921-9696-a1e0ebd5331b" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1o3" ], "RESPONSE2": [ "cB2o2" ] }, "n_options": 6, "passage_html": "

Cairo vs. Wellington Climate

Mateo's class trades postcards with pen pals (letter friends) in other countries. A postcard from Cairo, Egypt says: ‘Hot and sunny again today — no rain all week!’ A postcard from Wellington, New Zealand says: ‘Cool wind and rain showers here today.’ The class also found a table of each city's weather averages (usual measurements) over 30 years.

\"Postcard

City Weather Averages Over 30 Years

CityRainfall each year (cm)Summer high (°F)Winter high (°F)Rainy days each year
Cairo, Egypt295666
Wellington, New Zealand1236852170
", "passage_plain": "Cairo vs. Wellington Climate Mateo's class trades postcards with pen pals (letter friends) in other countries. A postcard from Cairo, Egypt says: ‘Hot and sunny again today — no rain all week!’ A postcard from Wellington, New Zealand says: ‘Cool wind and rain showers here today.’ The class also found a table of each city's weather averages (usual measurements) over 30 years. City Weather Averages Over 30 Years City Rainfall each year (cm) Summer high (°F) Winter high (°F) Rainy days each year Cairo, Egypt 2 95 66 6 Wellington, New Zealand 123 68 52 170" }, { "n": 25, "item_id": "_ac0d4624-ab34-4d8c-8e78-95ceb5a74050", "type": "choice", "title": "Comparing City Climates", "standards": [ "3-ESS2-2" ], "prompt_html": "

Use the table of 30-year averages. Which claim about the two cities is best supported by the data?

", "prompt_plain": "Use the table of 30-year averages. Which claim about the two cities is best supported by the data?", "context_html": "", "options": [ { "id": "cA1", "text": "Wellington gets little rain because its summers are cooler than Cairo's.", "plain": "Wellington gets little rain because its summers are cooler than Cairo's.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Cairo has a hotter and drier climate than Wellington has.", "plain": "Cairo has a hotter and drier climate than Wellington has.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The two cities have about the same climate because both have rainy days each year.", "plain": "The two cities have about the same climate because both have rainy days each year.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Wellington is hotter than Cairo because more rain falls there.", "plain": "Wellington is hotter than Cairo because more rain falls there.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7ba923da-5f2c-4921-9696-a1e0ebd5331b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Cairo vs. Wellington Climate

Mateo's class trades postcards with pen pals (letter friends) in other countries. A postcard from Cairo, Egypt says: ‘Hot and sunny again today — no rain all week!’ A postcard from Wellington, New Zealand says: ‘Cool wind and rain showers here today.’ The class also found a table of each city's weather averages (usual measurements) over 30 years.

\"Postcard

City Weather Averages Over 30 Years

CityRainfall each year (cm)Summer high (°F)Winter high (°F)Rainy days each year
Cairo, Egypt295666
Wellington, New Zealand1236852170
", "passage_plain": "Cairo vs. Wellington Climate Mateo's class trades postcards with pen pals (letter friends) in other countries. A postcard from Cairo, Egypt says: ‘Hot and sunny again today — no rain all week!’ A postcard from Wellington, New Zealand says: ‘Cool wind and rain showers here today.’ The class also found a table of each city's weather averages (usual measurements) over 30 years. City Weather Averages Over 30 Years City Rainfall each year (cm) Summer high (°F) Winter high (°F) Rainy days each year Cairo, Egypt 2 95 66 6 Wellington, New Zealand 123 68 52 170" }, { "n": 26, "item_id": "_87a3c9d5-93f1-47b7-a63d-59cfb07b38c0", "type": "choice", "title": "Harmful Effect of a Hurricane", "standards": [ "3-ESS3-1" ], "prompt_html": "

A hurricane is a huge spinning storm with strong winds and heavy rain. The photo shows a hurricane moving toward a coast.

Which change is a harmful effect of most hurricanes?

\"Satellite

", "prompt_plain": "A hurricane is a huge spinning storm with strong winds and heavy rain. The photo shows a hurricane moving toward a coast. Which change is a harmful effect of most hurricanes?", "context_html": "", "options": [ { "id": "cAd68703b8", "text": "The ground shakes and cracks open along the coast.", "plain": "The ground shakes and cracks open along the coast.", "correct": false, "kind": "choice" }, { "id": "cBaee24484", "text": "Hot melted rock flows out over the nearby land.", "plain": "Hot melted rock flows out over the nearby land.", "correct": false, "kind": "choice" }, { "id": "cCcfb847f0", "text": "Floodwater covers the land habitats where animals live.", "plain": "Floodwater covers the land habitats where animals live.", "correct": true, "kind": "choice" }, { "id": "cDccbfd20c", "text": "Deep snow and ice bury the plants along the coast.", "plain": "Deep snow and ice bury the plants along the coast.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot21.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cCcfb847f0" ] }, "n_options": 4 }, { "n": 27, "item_id": "_87b1559c-c7c0-4ba2-ac05-6bd622f0f3ec", "type": "choice", "title": "Fair Test of Sunlight Part A", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part A

Based on the table, which student's setup is a fair test of how sunlight affects pea-plant growth?

", "prompt_plain": "Part A Based on the table, which student's setup is a fair test of how sunlight affects pea-plant growth?", "context_html": "", "options": [ { "id": "cA23", "text": "Mei's setup, because only the amount of sunlight differs between her pots", "plain": "Mei's setup, because only the amount of sunlight differs between her pots", "correct": true, "kind": "choice" }, { "id": "cB23", "text": "Mei's setup, because her plants get more water than Lars's plants", "plain": "Mei's setup, because her plants get more water than Lars's plants", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "Lars's setup, because changing two things at once teaches you more", "plain": "Lars's setup, because changing two things at once teaches you more", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "Lars's setup, because temperature matters more to plants than sunlight", "plain": "Lars's setup, because temperature matters more to plants than sunlight", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8c13b4df-e619-4125-a803-33bbc19791c8" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA23" ] }, "n_options": 4, "passage_html": "

Pea-Plant Sunlight Investigation

Mei and Lars want to find out how sunlight affects pea-plant growth. Each student plants two pea seedlings in matching pots. Both students care for their pots for four weeks. The table shows each student's setup.

Pea-Plant Setups
SetupWater Each DayRoom TemperatureDirect Sunlight Each Day
Mei - Pot 130 mL70°F6 hours
Mei - Pot 230 mL70°F0 hours
Lars - Pot 130 mL75°F6 hours
Lars - Pot 230 mL60°F0 hours
", "passage_plain": "Pea-Plant Sunlight Investigation Mei and Lars want to find out how sunlight affects pea-plant growth. Each student plants two pea seedlings in matching pots. Both students care for their pots for four weeks. The table shows each student's setup. Pea-Plant Setups Setup Water Each Day Room Temperature Direct Sunlight Each Day Mei - Pot 1 30 mL 70°F 6 hours Mei - Pot 2 30 mL 70°F 0 hours Lars - Pot 1 30 mL 75°F 6 hours Lars - Pot 2 30 mL 60°F 0 hours" }, { "n": 28, "item_id": "_8e2f5d74-01d6-4477-965f-5175eac3fed1", "type": "choice", "title": "Fair Test of Sunlight Part B", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part B

Which statement explains why the other setup cannot show how sunlight affects the plants?

", "prompt_plain": "Part B Which statement explains why the other setup cannot show how sunlight affects the plants?", "context_html": "", "options": [ { "id": "cA24", "text": "It uses only two pots, so there are too few plants to compare.", "plain": "It uses only two pots, so there are too few plants to compare.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Its pots differ in sunlight and in temperature at the same time.", "plain": "Its pots differ in sunlight and in temperature at the same time.", "correct": true, "kind": "choice" }, { "id": "cC24", "text": "It gives both pots the same amount of water every day.", "plain": "It gives both pots the same amount of water every day.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "It runs for four weeks, which is not enough time to see growth.", "plain": "It runs for four weeks, which is not enough time to see growth.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8c13b4df-e619-4125-a803-33bbc19791c8" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB24" ] }, "n_options": 4, "passage_html": "

Pea-Plant Sunlight Investigation

Mei and Lars want to find out how sunlight affects pea-plant growth. Each student plants two pea seedlings in matching pots. Both students care for their pots for four weeks. The table shows each student's setup.

Pea-Plant Setups
SetupWater Each DayRoom TemperatureDirect Sunlight Each Day
Mei - Pot 130 mL70°F6 hours
Mei - Pot 230 mL70°F0 hours
Lars - Pot 130 mL75°F6 hours
Lars - Pot 230 mL60°F0 hours
", "passage_plain": "Pea-Plant Sunlight Investigation Mei and Lars want to find out how sunlight affects pea-plant growth. Each student plants two pea seedlings in matching pots. Both students care for their pots for four weeks. The table shows each student's setup. Pea-Plant Setups Setup Water Each Day Room Temperature Direct Sunlight Each Day Mei - Pot 1 30 mL 70°F 6 hours Mei - Pot 2 30 mL 70°F 0 hours Lars - Pot 1 30 mL 75°F 6 hours Lars - Pot 2 30 mL 60°F 0 hours" }, { "n": 29, "item_id": "_c92babdd-558f-4401-8180-b83e21920779", "type": "choice", "title": "Stronger Together Animal Group Claims", "standards": [ "3-LS2-1" ], "prompt_html": "

The Ridgeline Wildlife Center has an exhibit called \"Stronger Together\" about animals that live in groups. Andre reads the exhibit signs and records what he learns in the chart.

Based on the chart, which TWO claims about the animal groups in the chart are supported? Choose the TWO best answers.

Stronger Together Exhibit Chart

AnimalGroup SizeMember RolesGroup Behaviors
TermitesColony: 6,000 to 250,000 termitesQueen and king reproduce; workers build the nest and gather food; soldiers guard the colonyMembers divide the work
Harvester antsColony: 40 to 10,000 antsQueen reproduces; workers collect seeds and care for young; soldiers defend the nestMembers divide the work
Gray wolvesPack: 6 to 12 wolvesLead pair guides the pack; adults hunt together; young wolves learn from adultsPack hunts as a team
ZebrasHerd: 9 to 18 adult zebras plus youngStallion leads the herd; mares care for foals (young zebras)Members groom each other and watch for danger
", "prompt_plain": "The Ridgeline Wildlife Center has an exhibit called \"Stronger Together\" about animals that live in groups. Andre reads the exhibit signs and records what he learns in the chart. Based on the chart, which TWO claims about the animal groups in the chart are supported? Choose the TWO best answers. Stronger Together Exhibit Chart Animal Group Size Member Roles Group Behaviors Termites Colony: 6,000 to 250,000 termites Queen and king reproduce; workers build the nest and gather food; soldiers guard the colony Members divide the work Harvester ants Colony: 40 to 10,000 ants Queen reproduces; workers collect seeds and care for young; soldiers defend the nest Members divide the work Gray wolves Pack: 6 to 12 wolves Lead pair guides the pack; adults hunt together; young wolves learn from adults Pack hunts as a team Zebras Herd: 9 to 18 adult zebras plus young Stallion leads the herd; mares care for foals (young zebras) Members groom each other and watch for danger", "context_html": "", "options": [ { "id": "cA533ac4d0", "text": "Most groups have members whose job is to change the land around them.", "plain": "Most groups have members whose job is to change the land around them.", "correct": false, "kind": "choice" }, { "id": "cBcd3de3c2", "text": "Most groups have a leader whose main job is to protect the group.", "plain": "Most groups have a leader whose main job is to protect the group.", "correct": false, "kind": "choice" }, { "id": "cC7580994c", "text": "The large animals in the chart live in smaller groups than the small animals do.", "plain": "The large animals in the chart live in smaller groups than the small animals do.", "correct": true, "kind": "choice" }, { "id": "cDdca6ab0a", "text": "Most groups have young that live alone until they are grown.", "plain": "Most groups have young that live alone until they are grown.", "correct": false, "kind": "choice" }, { "id": "cEfdbbbec0", "text": "Most groups have members with jobs for finding or gathering food.", "plain": "Most groups have members with jobs for finding or gathering food.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC7580994c", "cEfdbbbec0" ] }, "n_options": 5 }, { "n": 30, "item_id": "_4b79afbe-6f98-421d-bc03-cfdb9e9c9dee", "type": "choice", "title": "Acquired Traits on a Friend List", "standards": [ "3-LS3-2" ], "prompt_html": "

Kavya writes a list of five things that describe her best friend.

Which TWO things on the list are acquired traits (traits learned through practice)? Choose the TWO best answers.

", "prompt_plain": "Kavya writes a list of five things that describe her best friend. Which TWO things on the list are acquired traits (traits learned through practice)? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1dd25d3c", "text": "plays chess very well", "plain": "plays chess very well", "correct": true, "kind": "choice" }, { "id": "cBf6c6ee2f", "text": "has tightly curled dark hair", "plain": "has tightly curled dark hair", "correct": false, "kind": "choice" }, { "id": "cCde28562e", "text": "has bright green eyes", "plain": "has bright green eyes", "correct": false, "kind": "choice" }, { "id": "cD1b90c064", "text": "rides a bike with no training wheels", "plain": "rides a bike with no training wheels", "correct": true, "kind": "choice" }, { "id": "cEe9cd44a6", "text": "has a small dimple when smiling", "plain": "has a small dimple when smiling", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1dd25d3c", "cD1b90c064" ] }, "n_options": 5 }, { "n": 31, "item_id": "_0e7703b7-a71c-44ca-b22a-f3a92fee67b9", "type": "hottext", "title": "Evidence for Water Long Ago", "standards": [ "3-LS4-1" ], "prompt_html": "

Nadia’s class studies a rock outcrop (rock wall) beside a canyon trail. The class makes this conclusion: \"Water covered this place long ago.\"

Read Nadia’s observation log. Select the ONE sentence that best supports the conclusion.

\"A

", "prompt_plain": "Nadia’s class studies a rock outcrop (rock wall) beside a canyon trail. The class makes this conclusion: \"Water covered this place long ago.\" Read Nadia’s observation log. Select the ONE sentence that best supports the conclusion.", "context_html": "", "options": [ { "id": "cA165c878c", "text": "The rock layers show stripes of tan and gray colors.", "plain": "The rock layers show stripes of tan and gray colors.", "correct": false, "kind": "hottext" }, { "id": "cB91dab2d7", "text": "The rock outcrop stands taller than our whole school building.", "plain": "The rock outcrop stands taller than our whole school building.", "correct": false, "kind": "hottext" }, { "id": "cC94ef16fc", "text": "One layer holds imprints of fish bones and fern-like leaves.", "plain": "One layer holds imprints of fish bones and fern-like leaves.", "correct": true, "kind": "hottext" }, { "id": "cD5c00ed7e", "text": "Small bushes grow from cracks near the top of the rock.", "plain": "Small bushes grow from cracks near the top of the rock.", "correct": false, "kind": "hottext" }, { "id": "cE3f5539fd", "text": "The afternoon sun makes the rock face feel warm to touch.", "plain": "The afternoon sun makes the rock face feel warm to touch.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot27.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cC94ef16fc" ] }, "n_options": 5 }, { "n": 32, "item_id": "_9e550fee-443c-4abb-98f9-2ee0b414f7e9", "type": "choice", "title": "What Pulls the Paper Clips", "standards": [ "3-PS2-3" ], "prompt_html": "

Emmett puts steel paper clips on his desk. When he slides a closed pencil case near them, the clips move toward the case. The case never touches the clips.

Which object inside the case most likely pulls the clips with a non-contact force (a force that acts without touching)?

\"Paper

", "prompt_plain": "Emmett puts steel paper clips on his desk. When he slides a closed pencil case near them, the clips move toward the case. The case never touches the clips. Which object inside the case most likely pulls the clips with a non-contact force (a force that acts without touching)?", "context_html": "", "options": [ { "id": "cA67f9f88f", "text": "a battery", "plain": "a battery", "correct": false, "kind": "choice" }, { "id": "cB9925b828", "text": "a bar magnet", "plain": "a bar magnet", "correct": true, "kind": "choice" }, { "id": "cCebda7c0d", "text": "a small light bulb", "plain": "a small light bulb", "correct": false, "kind": "choice" }, { "id": "cD0c8f6d11", "text": "a steel nail", "plain": "a steel nail", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot29_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9925b828" ] }, "n_options": 4 }, { "n": 33, "item_id": "_7eba7ba7-78b0-41a9-99b6-e64ee53464b1", "type": "gap-match", "title": "Bird-Safe Window Solutions and Goals", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Birds sometimes cannot see clear window glass, and birds that fly into glass can be hurt. Paloma’s class tested two design solutions on the school’s large windows for one month.

Test Results

Solution 1 (a soft net hung a few inches in front of the glass): Birds still flew toward the glass, but they bounced off the net gently and flew away unhurt.

Solution 2 (rows of small white dot stickers on the glass): Birds turned away before they reached the window, and no birds hit the glass.

Goals for the Windows

Goal A: keep birds from being hurt by the window.

Goal B: help birds see the glass.

 

Drag one marker into each empty box to show whether each solution meets each goal.

", "prompt_plain": "Birds sometimes cannot see clear window glass, and birds that fly into glass can be hurt. Paloma’s class tested two design solutions on the school’s large windows for one month. Test Results Solution 1 (a soft net hung a few inches in front of the glass): Birds still flew toward the glass, but they bounced off the net gently and flew away unhurt. Solution 2 (rows of small white dot stickers on the glass): Birds turned away before they reached the window, and no birds hit the glass. Goals for the Windows Goal A: keep birds from being hurt by the window. Goal B: help birds see the glass. Drag one marker into each empty box to show whether each solution meets each goal.", "context_html": "", "options": [ { "id": "cMOREINFOea4d0b", "text": "Needs more information", "plain": "Needs more information", "correct": false, "kind": "gap-token" }, { "id": "cMEETS14bf4f", "text": "Meets the goal", "plain": "Meets the goal", "correct": false, "kind": "gap-token" }, { "id": "cNOTMEETSd8c0e1", "text": "Does not meet the goal", "plain": "Does not meet the goal", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cMEETS14bf4f gS1A", "cNOTMEETSd8c0e1 gS1B", "cMEETS14bf4f gS2A", "cMEETS14bf4f gS2B" ] }, "n_options": 3 }, { "n": 34, "item_id": "_5afc6499-9b0b-423c-bb60-7039e6c6fe09", "type": "inline-choice", "title": "Toy Car Ramp and Friction", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Sho lets the same toy car roll down the same ramp two times. One time the car rolls onto a smooth wood floor. The other time it rolls onto a rough doormat.

Choose the words that correctly complete the sentence.

\"A

The car stops sooner on because that surface makes friction (a force between rubbing surfaces).

", "options": [ { "id": "cB19cb8049b", "text": "the rough doormat", "plain": "the rough doormat", "correct": true, "kind": "inline" }, { "id": "cB1c9841766", "text": "the smooth wood floor", "plain": "the smooth wood floor", "correct": false, "kind": "inline" }, { "id": "cB1c8889627", "text": "both surfaces equally", "plain": "both surfaces equally", "correct": false, "kind": "inline" }, { "id": "cB2384bf5bc", "text": "more", "plain": "more", "correct": true, "kind": "inline" }, { "id": "cB2a2f8fcb8", "text": "less", "plain": "less", "correct": false, "kind": "inline" }, { "id": "cB245f89cba", "text": "no", "plain": "no", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB19cb8049b" ], "RESPONSE2": [ "cB2384bf5bc" ] }, "n_options": 6 }, { "n": 35, "item_id": "_e506e39a-d95e-4954-b925-d8e13effcf0c", "type": "choice", "title": "Fair Test of Drop Height", "standards": [ "3-PS2-1" ], "prompt_html": "

Louis wants to answer one question: Does drop height change how high a ball bounces? Gravity pulls each ball down when he lets go. The picture shows five setups Louis could use.

Which TWO setups should Louis compare to make a fair test of his question? Choose the TWO best answers.

\"Five

", "prompt_plain": "Louis wants to answer one question: Does drop height change how high a ball bounces? Gravity pulls each ball down when he lets go. The picture shows five setups Louis could use. Which TWO setups should Louis compare to make a fair test of his question? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cAa61c2ca5", "text": "Setup 1: tennis ball dropped from 50 cm onto the wood floor", "plain": "Setup 1: tennis ball dropped from 50 cm onto the wood floor", "correct": true, "kind": "choice" }, { "id": "cB081c08e7", "text": "Setup 2: rubber ball dropped from 100 cm onto the wood floor", "plain": "Setup 2: rubber ball dropped from 100 cm onto the wood floor", "correct": false, "kind": "choice" }, { "id": "cCc6ee63ec", "text": "Setup 3: tennis ball dropped from 100 cm onto the wood floor", "plain": "Setup 3: tennis ball dropped from 100 cm onto the wood floor", "correct": true, "kind": "choice" }, { "id": "cDba8b599f", "text": "Setup 4: tennis ball dropped from 100 cm onto the carpet floor", "plain": "Setup 4: tennis ball dropped from 100 cm onto the carpet floor", "correct": false, "kind": "choice" }, { "id": "cEa6da3c1d", "text": "Setup 5: rubber ball dropped from 50 cm onto the carpet floor", "plain": "Setup 5: rubber ball dropped from 50 cm onto the carpet floor", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot32.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cAa61c2ca5", "cCc6ee63ec" ] }, "n_options": 5 }, { "n": 36, "item_id": "_63c164e8-87c5-4be5-8f16-ae7935b9b801", "type": "gap-match", "title": "Sort Animals into Their Groups", "standards": [ "3-LS3-1" ], "prompt_html": "

The photos show seven animals with their names.

 

Drag one animal name into each row of the table to match its animal group. A vertebrate is an animal with a backbone; an invertebrate has no backbone. Two of the animals do not match any row shown.

\"Seven

", "prompt_plain": "The photos show seven animals with their names. Drag one animal name into each row of the table to match its animal group. A vertebrate is an animal with a backbone; an invertebrate has no backbone. Two of the animals do not match any row shown.", "context_html": "", "options": [ { "id": "cANbb73df6c", "text": "owl", "plain": "owl", "correct": false, "kind": "gap-token" }, { "id": "cAN9d034d75", "text": "frog", "plain": "frog", "correct": false, "kind": "gap-token" }, { "id": "cAN46b7ff94", "text": "trout", "plain": "trout", "correct": false, "kind": "gap-token" }, { "id": "cANca7351fd", "text": "salamander", "plain": "salamander", "correct": false, "kind": "gap-token" }, { "id": "cANfe1f293f", "text": "dolphin", "plain": "dolphin", "correct": false, "kind": "gap-token" }, { "id": "cANf0bf0258", "text": "gecko", "plain": "gecko", "correct": false, "kind": "gap-token" }, { "id": "cAN913c5a48", "text": "garden snail", "plain": "garden snail", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-23/images/slot34.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cAN46b7ff94 gFISH", "cANf0bf0258 gREPTILE", "cANbb73df6c gBIRD", "cANfe1f293f gMAMMAL", "cAN913c5a48 gINVERT" ] }, "n_options": 7 } ] }, { "form": "G3.24", "grade": "G3", "title": "Alpha Standardized Science G3.24", "test_id": "_test-b55f3cd1-d5b0-47c7-ad7b-f65044d7910e", "n_items": 36, "n_stimuli": 7, "stimuli": { "_fa5f6356-7015-4414-81f1-0f9f0e2a8634": { "title": "Desert Tortoise in the Hoh Rainforest", "html": "

Desert Tortoise in the Hoh Rainforest

Hana’s class visits the Hoh Rainforest in Washington. Rain falls there most days of the year. Tall trees block most sunlight from reaching the ground. The soil stays wet and muddy. A ranger shows the class a photo of a desert tortoise. This tortoise lives in the Mojave Desert of California. Hana asks, \"Could a desert tortoise live well here?\" The photos show the two habitats. The table \"What a Desert Tortoise Needs\" lists the tortoise’s needs.

\"Side-by-side

What a Desert Tortoise Needs

What a desert tortoise needs
Dry, loose soil for digging burrows (underground holes)
Many hours of hot sunshine to warm its body
Desert plants such as dry grasses and wildflowers to eat
" }, "_70f75868-88a2-4900-b41a-48a43a3e7a76": { "title": "El Paso June Temperature Log", "html": "

El Paso June Temperature Log

Students in El Paso, Texas, kept a weather log during June. Each afternoon, they wrote down the day’s highest air temperature. Table 1 shows the highest temperature for each school day of the first week, June 8-12. The students also made a bar graph of the second week, June 15-19. That graph is shown with the question that uses it.

Table 1. El Paso Daily High Temperatures, June 8-12

DayHighest temperature (°F)
Monday95
Tuesday80
Wednesday90
Thursday85
Friday95
" }, "_259bbfca-3ccc-49f2-9954-0ee055a445a0": { "title": "The Grabber Tool", "html": "

The Grabber Tool

Mira’s art table sits against the classroom wall. Small steel pins and paper clips often fall behind it. Mira uses a grabber tool to pick up dropped items. Figure 1 shows the grabber tool. The grabber easily picks up books and markers. But when Mira tries to grab a dropped pin or paper clip, it slips out of the grabber’s tips every time. Mira and Dante decide to improve the design. First, they test what a small bar magnet can do. They hold the magnet near one steel pin. They place a different material between the magnet and the pin each time. The table \"Magnet Test Results\" shows what happened.

Figure 1

\"A

Magnet Test Results

Material between magnet and pinDid the pin move to the magnet?
Felt clothYes
CardboardYes
Plastic lidYes
Thick steel baking sheetNo
" }, "_e262bce3-7da1-49ee-8de7-ec43861cd54e": { "title": "Room 8 Bean-Plant Log", "html": "

Room 8 Bean-Plant Log

Students in Room 8 planted four bean seeds in the class garden. All four seeds came from the same two parent plants. The students labeled the plants A, B, C, and D. They kept a log of each plant’s growth. Table 1 shows the day each seed sprouted (first grew above the soil). It also shows the day each plant’s first bean pods were ready to pick. Table 2 shows each plant’s height and number of leaves on day 40.

Table 1. Bean-Plant Log: Sprouting and Pods (days after planting)

PlantDay the seed sproutedDay the first pods were ready
A555
B658
C452
D760

Table 2. Bean-Plant Log: Measurements on Day 40

PlantHeight (cm)Number of leaves
A2412
B3015
C2110
D2713
" }, "_53ab5c1f-79de-43ca-bb14-cbab025ea70c": { "title": "Denali National Park Reports", "html": "

Denali National Park Reports

Denali National Park is in Alaska. Ranger Willa posts a weather report at the park gate each morning. The park visitor guide also lists statements about conditions at the park. Ranger Willa’s report and the visitor-guide statements are shown with the questions below.

" }, "_b1f9ab8d-bd2f-4661-9721-0dd34c153560": { "title": "Hurricane Roof Testing at Gulfport", "html": "

Hurricane Roof Testing at Gulfport

Gulfport is a town on the ocean coast. Hurricanes there can bring winds over 125 miles per hour. Strong winds can lift a roof off a house. A building company tests two ways to hold a roof on. Design A uses metal straps that tie the roof to the walls. Design B uses extra-long nails only. Metal straps cost more than nails. Workers build two model sheds, one for each design. They test the sheds with a wind machine (a giant fan that makes storm winds). The town’s goal is a roof that stays attached in 125 mile-per-hour winds. Figure 1 shows the two designs. The table \"Wind Test Results\" shows the results.

Figure 1

\"Cutaway

Wind Test Results

Wind speed (miles per hour)Design A: metal strapsDesign B: long nails
75Roof stayed attachedRoof stayed attached
100Roof stayed attachedRoof came loose
150Roof stayed attachedRoof lifted off
" }, "_b90bfc2e-a782-43bd-8a53-4bbc10a20042": { "title": "Track-Team 50-Meter Lap Timing", "html": "

Track-Team 50-Meter Lap Timing

Ezra runs on his school’s track team. The team practices on a track marked in 50-meter laps. One afternoon, Ezra runs four 50-meter laps in a row. His coach times each lap with a stopwatch. The table \"Lap Times\" shows the time for each lap.

Lap Times

LapTime (seconds)
114
215
316
417
" } }, "questions": [ { "n": 1, "item_id": "_9e1a21d4-4c9a-4899-a719-7c0f3220a9d9", "type": "choice", "title": "Moving the Book Wagon", "standards": [ "3-PS2-1" ], "prompt_html": "

Opal and Viktor fill a wagon with library books. The wagon has a handle on each end. Opal stands at the left end. Viktor stands at the right end.

Which actions will make the wagon easiest to move in one direction?

\"A", "prompt_plain": "Opal and Viktor fill a wagon with library books. The wagon has a handle on each end. Opal stands at the left end. Viktor stands at the right end. Which actions will make the wagon easiest to move in one direction?", "context_html": "", "options": [ { "id": "cA1", "text": "Opal pulls the wagon to the left while Viktor pulls it to the right.", "plain": "Opal pulls the wagon to the left while Viktor pulls it to the right.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Opal pulls the wagon to the left while Viktor pushes it to the left.", "plain": "Opal pulls the wagon to the left while Viktor pushes it to the left.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Opal pushes the wagon to the right while Viktor pushes it straight down.", "plain": "Opal pushes the wagon to the right while Viktor pushes it straight down.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Opal pulls the wagon to the left while Viktor holds his handle still.", "plain": "Opal pulls the wagon to the left while Viktor holds his handle still.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot01.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_dd7e4de5-cdac-4a71-a63d-bdddb9f32050", "type": "choice", "title": "Elevator Cable Force", "standards": [ "3-PS2-1" ], "prompt_html": "

Sadie rides an elevator to the fifth floor. The elevator stops and stays still (stationary). The elevator hangs from a strong cable. The elevator’s weight pulls it downward.

In which direction must the cable’s force act to keep the elevator still?

\"An", "prompt_plain": "Sadie rides an elevator to the fifth floor. The elevator stops and stays still (stationary). The elevator hangs from a strong cable. The elevator’s weight pulls it downward. In which direction must the cable’s force act to keep the elevator still?", "context_html": "", "options": [ { "id": "cA1", "text": "upward", "plain": "upward", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "downward", "plain": "downward", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "sideways", "plain": "sideways", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "at a slant", "plain": "at a slant", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot02.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 3, "item_id": "_132a8fd0-9383-4be9-aea9-71072efe3f21", "type": "choice", "title": "Runner Lap Time Pattern — Part A", "standards": [ "3-PS2-2" ], "prompt_html": "

Part A

Look at the pattern in the \"Lap Times\" table. Ezra will run one more 50-meter lap.

Which prediction about Lap 5 is best supported by the pattern?

", "prompt_plain": "Part A Look at the pattern in the \"Lap Times\" table. Ezra will run one more 50-meter lap. Which prediction about Lap 5 is best supported by the pattern?", "context_html": "", "options": [ { "id": "cA1", "text": "Lap 5 will take about 13 seconds.", "plain": "Lap 5 will take about 13 seconds.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Lap 5 will take about 15 seconds.", "plain": "Lap 5 will take about 15 seconds.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Lap 5 will take about 17 seconds.", "plain": "Lap 5 will take about 17 seconds.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Lap 5 will take about 18 seconds.", "plain": "Lap 5 will take about 18 seconds.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b90bfc2e-a782-43bd-8a53-4bbc10a20042" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Track-Team 50-Meter Lap Timing

Ezra runs on his school’s track team. The team practices on a track marked in 50-meter laps. One afternoon, Ezra runs four 50-meter laps in a row. His coach times each lap with a stopwatch. The table \"Lap Times\" shows the time for each lap.

Lap Times

LapTime (seconds)
114
215
316
417
", "passage_plain": "Track-Team 50-Meter Lap Timing Ezra runs on his school’s track team. The team practices on a track marked in 50-meter laps. One afternoon, Ezra runs four 50-meter laps in a row. His coach times each lap with a stopwatch. The table \"Lap Times\" shows the time for each lap. Lap Times Lap Time (seconds) 1 14 2 15 3 16 4 17" }, { "n": 4, "item_id": "_f3a801cb-a2f0-4996-a1f0-121d97e2befc", "type": "choice", "title": "Runner Lap Time Pattern — Part B", "standards": [ "3-PS2-2" ], "prompt_html": "

Part B

The team wants to check the prediction from Part A.

Which plan would best check the prediction?

", "prompt_plain": "Part B The team wants to check the prediction from Part A. Which plan would best check the prediction?", "context_html": "", "options": [ { "id": "cA1", "text": "Measure how long Ezra’s steps are with a measuring tape.", "plain": "Measure how long Ezra’s steps are with a measuring tape.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Time Ezra’s Lap 5 with a stopwatch on the same 50-meter track.", "plain": "Time Ezra’s Lap 5 with a stopwatch on the same 50-meter track.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Weigh Ezra on a scale before and after running Lap 5.", "plain": "Weigh Ezra on a scale before and after running Lap 5.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Check the air temperature at the track with a thermometer.", "plain": "Check the air temperature at the track with a thermometer.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b90bfc2e-a782-43bd-8a53-4bbc10a20042" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Track-Team 50-Meter Lap Timing

Ezra runs on his school’s track team. The team practices on a track marked in 50-meter laps. One afternoon, Ezra runs four 50-meter laps in a row. His coach times each lap with a stopwatch. The table \"Lap Times\" shows the time for each lap.

Lap Times

LapTime (seconds)
114
215
316
417
", "passage_plain": "Track-Team 50-Meter Lap Timing Ezra runs on his school’s track team. The team practices on a track marked in 50-meter laps. One afternoon, Ezra runs four 50-meter laps in a row. His coach times each lap with a stopwatch. The table \"Lap Times\" shows the time for each lap. Lap Times Lap Time (seconds) 1 14 2 15 3 16 4 17" }, { "n": 5, "item_id": "_c5a82f72-bceb-45a6-b1f0-3a755be8d95c", "type": "choice", "title": "Magnet Test Conclusion", "standards": [ "3-PS2-3" ], "prompt_html": "

Look at the \"Magnet Test Results\" table. Which conclusion about the magnet’s force is best supported by the results?

", "prompt_plain": "Look at the \"Magnet Test Results\" table. Which conclusion about the magnet’s force is best supported by the results?", "context_html": "", "options": [ { "id": "cA1", "text": "The magnet’s pull moved the pin through some materials but not thick steel.", "plain": "The magnet’s pull moved the pin through some materials but not thick steel.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Magnetic force is too weak to move a pin through a covering material.", "plain": "Magnetic force is too weak to move a pin through a covering material.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Magnetic force acts through cloth much better than it acts through cardboard.", "plain": "Magnetic force acts through cloth much better than it acts through cardboard.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The magnet lost most of its strength before the last test was done.", "plain": "The magnet lost most of its strength before the last test was done.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_259bbfca-3ccc-49f2-9954-0ee055a445a0" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Grabber Tool

Mira’s art table sits against the classroom wall. Small steel pins and paper clips often fall behind it. Mira uses a grabber tool to pick up dropped items. Figure 1 shows the grabber tool. The grabber easily picks up books and markers. But when Mira tries to grab a dropped pin or paper clip, it slips out of the grabber’s tips every time. Mira and Dante decide to improve the design. First, they test what a small bar magnet can do. They hold the magnet near one steel pin. They place a different material between the magnet and the pin each time. The table \"Magnet Test Results\" shows what happened.

Figure 1

\"A

Magnet Test Results

Material between magnet and pinDid the pin move to the magnet?
Felt clothYes
CardboardYes
Plastic lidYes
Thick steel baking sheetNo
", "passage_plain": "The Grabber Tool Mira’s art table sits against the classroom wall. Small steel pins and paper clips often fall behind it. Mira uses a grabber tool to pick up dropped items. Figure 1 shows the grabber tool. The grabber easily picks up books and markers. But when Mira tries to grab a dropped pin or paper clip, it slips out of the grabber’s tips every time. Mira and Dante decide to improve the design. First, they test what a small bar magnet can do. They hold the magnet near one steel pin. They place a different material between the magnet and the pin each time. The table \"Magnet Test Results\" shows what happened. Figure 1 Magnet Test Results Material between magnet and pin Did the pin move to the magnet? Felt cloth Yes Cardboard Yes Plastic lid Yes Thick steel baking sheet No" }, { "n": 6, "item_id": "_41018a62-46a8-4dd9-ab53-e0b94a0060e7", "type": "choice", "title": "Improving the Grabber — Part A", "standards": [ "3-PS2-4" ], "prompt_html": "

Part A

Which statement best describes the design problem Mira needs to solve?

", "prompt_plain": "Part A Which statement best describes the design problem Mira needs to solve?", "context_html": "", "options": [ { "id": "cA1", "text": "The grabber cannot reach items that fall far behind the table.", "plain": "The grabber cannot reach items that fall far behind the table.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The grabber cannot pick up the small steel pins and paper clips.", "plain": "The grabber cannot pick up the small steel pins and paper clips.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The grabber squeezes too hard and breaks the items it picks up.", "plain": "The grabber squeezes too hard and breaks the items it picks up.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The grabber is too heavy to hold and use with one hand.", "plain": "The grabber is too heavy to hold and use with one hand.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_259bbfca-3ccc-49f2-9954-0ee055a445a0" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The Grabber Tool

Mira’s art table sits against the classroom wall. Small steel pins and paper clips often fall behind it. Mira uses a grabber tool to pick up dropped items. Figure 1 shows the grabber tool. The grabber easily picks up books and markers. But when Mira tries to grab a dropped pin or paper clip, it slips out of the grabber’s tips every time. Mira and Dante decide to improve the design. First, they test what a small bar magnet can do. They hold the magnet near one steel pin. They place a different material between the magnet and the pin each time. The table \"Magnet Test Results\" shows what happened.

Figure 1

\"A

Magnet Test Results

Material between magnet and pinDid the pin move to the magnet?
Felt clothYes
CardboardYes
Plastic lidYes
Thick steel baking sheetNo
", "passage_plain": "The Grabber Tool Mira’s art table sits against the classroom wall. Small steel pins and paper clips often fall behind it. Mira uses a grabber tool to pick up dropped items. Figure 1 shows the grabber tool. The grabber easily picks up books and markers. But when Mira tries to grab a dropped pin or paper clip, it slips out of the grabber’s tips every time. Mira and Dante decide to improve the design. First, they test what a small bar magnet can do. They hold the magnet near one steel pin. They place a different material between the magnet and the pin each time. The table \"Magnet Test Results\" shows what happened. Figure 1 Magnet Test Results Material between magnet and pin Did the pin move to the magnet? Felt cloth Yes Cardboard Yes Plastic lid Yes Thick steel baking sheet No" }, { "n": 7, "item_id": "_08802850-857d-49f2-a888-88b42c8f407d", "type": "choice", "title": "Improving the Grabber — Part B", "standards": [ "3-PS2-4" ], "prompt_html": "

Part B

Which change would best help the grabber pick up the dropped steel pins and paper clips?

", "prompt_plain": "Part B Which change would best help the grabber pick up the dropped steel pins and paper clips?", "context_html": "", "options": [ { "id": "cA1", "text": "making the handle of the grabber longer", "plain": "making the handle of the grabber longer", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "adding a soft rubber grip to the grabber handle", "plain": "adding a soft rubber grip to the grabber handle", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "attaching a small magnet to the grabber tips", "plain": "attaching a small magnet to the grabber tips", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "making the grabber tips wider and larger", "plain": "making the grabber tips wider and larger", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_259bbfca-3ccc-49f2-9954-0ee055a445a0" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Grabber Tool

Mira’s art table sits against the classroom wall. Small steel pins and paper clips often fall behind it. Mira uses a grabber tool to pick up dropped items. Figure 1 shows the grabber tool. The grabber easily picks up books and markers. But when Mira tries to grab a dropped pin or paper clip, it slips out of the grabber’s tips every time. Mira and Dante decide to improve the design. First, they test what a small bar magnet can do. They hold the magnet near one steel pin. They place a different material between the magnet and the pin each time. The table \"Magnet Test Results\" shows what happened.

Figure 1

\"A

Magnet Test Results

Material between magnet and pinDid the pin move to the magnet?
Felt clothYes
CardboardYes
Plastic lidYes
Thick steel baking sheetNo
", "passage_plain": "The Grabber Tool Mira’s art table sits against the classroom wall. Small steel pins and paper clips often fall behind it. Mira uses a grabber tool to pick up dropped items. Figure 1 shows the grabber tool. The grabber easily picks up books and markers. But when Mira tries to grab a dropped pin or paper clip, it slips out of the grabber’s tips every time. Mira and Dante decide to improve the design. First, they test what a small bar magnet can do. They hold the magnet near one steel pin. They place a different material between the magnet and the pin each time. The table \"Magnet Test Results\" shows what happened. Figure 1 Magnet Test Results Material between magnet and pin Did the pin move to the magnet? Felt cloth Yes Cardboard Yes Plastic lid Yes Thick steel baking sheet No" }, { "n": 8, "item_id": "_6dcf0dcd-2263-40e5-abed-ab8de9d7fd72", "type": "text-entry", "title": "Magnet Distance Difference", "standards": [ "3-PS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Idris tests how distance changes a magnet’s pull. He holds the same magnet at four distances from a pile of steel paper clips. He counts the paper clips the magnet picks up each time. The table shows his results.

Magnet Distance Test Results

Distance from paper clips (cm)Paper clips picked up
29
46
63
81

How many MORE paper clips did the magnet pick up at 2 centimeters (cm) than at 8 cm? Enter the number of paper clips. Give your answer as a whole number (e.g., 12).

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "8" ] }, "n_options": 0 }, { "n": 9, "item_id": "_a7574be4-3bb5-467c-b68c-b18b0ab858fa", "type": "text-entry", "title": "Bean-Plant Log — Days from Sprouting to First Pods", "standards": [ "3-LS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Students in Room 8 kept a growth log for four bean plants in the class garden.

Table 1. Bean-Plant Log: Sprouting and Pods (days after planting)

PlantDay the seed sproutedDay the first pods were ready
A555
B658
C452
D760

Look at Table 1 for Plant B. How many days passed from the day it sprouted until its first pods were ready? Enter the number of days.

Give your answer as a whole number (e.g., 40).

Answer: days

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "52" ] }, "n_options": 0 }, { "n": 10, "item_id": "_f05eac25-9668-4020-9df8-0b66d275ae26", "type": "choice", "title": "Bean-Plant Claims the Data Support", "standards": [ "3-LS3-1" ], "prompt_html": "

The four bean plants grew from seeds with the same parent plants.

Choose the TWO claims that the data in Table 2 support.

", "prompt_plain": "The four bean plants grew from seeds with the same parent plants. Choose the TWO claims that the data in Table 2 support.", "context_html": "", "options": [ { "id": "cA12", "text": "Bean plants with the same parent plants can still grow to different heights.", "plain": "Bean plants with the same parent plants can still grow to different heights.", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "Bean plants with the same parent plants must grow matching heights and leaf counts.", "plain": "Bean plants with the same parent plants must grow matching heights and leaf counts.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The plant with the greatest height also had the most leaves on day 40.", "plain": "The plant with the greatest height also had the most leaves on day 40.", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "Plant B grew the tallest because it was given more water than the others.", "plain": "Plant B grew the tallest because it was given more water than the others.", "correct": false, "kind": "choice" }, { "id": "cE12", "text": "Plant C stayed the shortest because it sprouted from the smallest seed.", "plain": "Plant C stayed the shortest because it sprouted from the smallest seed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e262bce3-7da1-49ee-8de7-ec43861cd54e" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA12", "cC12" ] }, "n_options": 5, "passage_html": "

Room 8 Bean-Plant Log

Students in Room 8 planted four bean seeds in the class garden. All four seeds came from the same two parent plants. The students labeled the plants A, B, C, and D. They kept a log of each plant’s growth. Table 1 shows the day each seed sprouted (first grew above the soil). It also shows the day each plant’s first bean pods were ready to pick. Table 2 shows each plant’s height and number of leaves on day 40.

Table 1. Bean-Plant Log: Sprouting and Pods (days after planting)

PlantDay the seed sproutedDay the first pods were ready
A555
B658
C452
D760

Table 2. Bean-Plant Log: Measurements on Day 40

PlantHeight (cm)Number of leaves
A2412
B3015
C2110
D2713
", "passage_plain": "Room 8 Bean-Plant Log Students in Room 8 planted four bean seeds in the class garden. All four seeds came from the same two parent plants. The students labeled the plants A, B, C, and D. They kept a log of each plant’s growth. Table 1 shows the day each seed sprouted (first grew above the soil). It also shows the day each plant’s first bean pods were ready to pick. Table 2 shows each plant’s height and number of leaves on day 40. Table 1. Bean-Plant Log: Sprouting and Pods (days after planting) Plant Day the seed sprouted Day the first pods were ready A 5 55 B 6 58 C 4 52 D 7 60 Table 2. Bean-Plant Log: Measurements on Day 40 Plant Height (cm) Number of leaves A 24 12 B 30 15 C 21 10 D 27 13" }, { "n": 11, "item_id": "_3765485c-1403-4b48-b81b-a41a4d2333d2", "type": "choice", "title": "Animal Born Alive", "standards": [ "3-LS1-1" ], "prompt_html": "

Animals begin their life cycles in different ways.

Which animal grows inside its mother’s body and is born alive?

\"Four", "prompt_plain": "Animals begin their life cycles in different ways. Which animal grows inside its mother’s body and is born alive?", "context_html": "", "options": [ { "id": "cA1", "text": "goldfish", "plain": "goldfish", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "ladybug", "plain": "ladybug", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "rabbit", "plain": "rabbit", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "robin", "plain": "robin", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot10.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_2301fdc9-68bd-4f13-8cd0-65baef4792aa", "type": "choice", "title": "Trait Not Inherited", "standards": [ "3-LS3-1" ], "prompt_html": "

Clara’s class uses a net to catch four insects in a school garden. The class writes down one characteristic (feature) of each insect. Three of the characteristics are inherited traits (traits passed from parents).

Which characteristic is most likely NOT an inherited trait?

\"Four", "prompt_plain": "Clara’s class uses a net to catch four insects in a school garden. The class writes down one characteristic (feature) of each insect. Three of the characteristics are inherited traits (traits passed from parents). Which characteristic is most likely NOT an inherited trait?", "context_html": "", "options": [ { "id": "cA1", "text": "a beetle’s shiny green spots", "plain": "a beetle’s shiny green spots", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "a butterfly’s orange wing stripes", "plain": "a butterfly’s orange wing stripes", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "a cricket’s missing back leg", "plain": "a cricket’s missing back leg", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "a dragonfly’s two pairs of wings", "plain": "a dragonfly’s two pairs of wings", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot11.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_0c6fbc09-1784-4e92-8862-f7e41a4db334", "type": "choice", "title": "Flounder's Protective Feature", "standards": [ "3-LS4-2" ], "prompt_html": "

A flounder is a flat fish. It lies on the sandy floor of shallow ocean water. The picture shows a flounder resting on the sand.

Which feature most helps protect the flounder from fish that hunt it?

\"A", "prompt_plain": "A flounder is a flat fish. It lies on the sandy floor of shallow ocean water. The picture shows a flounder resting on the sand. Which feature most helps protect the flounder from fish that hunt it?", "context_html": "", "options": [ { "id": "cA1", "text": "its skin color", "plain": "its skin color", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "its small eyes", "plain": "its small eyes", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "its thin fins", "plain": "its thin fins", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "its wide tail", "plain": "its wide tail", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot13.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 14, "item_id": "_464105bd-3ca1-4827-a5a1-073c624b4db5", "type": "choice", "title": "Lizard Survival Evidence", "standards": [ "3-LS4-2" ], "prompt_html": "

A scientist studies one species of desert lizard. Some lizards have pale gray skin. Some have dark brown skin. She releases 20 of each color into a desert with pale sand and light rocks. She counts the survivors after three weeks. The table shows her data.

Which explanation is BEST supported by the data in the table?

Lizard Survival Data

Skin colorNumber releasedNumber alive after 3 weeks
Pale gray2017
Dark brown208
", "prompt_plain": "A scientist studies one species of desert lizard. Some lizards have pale gray skin. Some have dark brown skin. She releases 20 of each color into a desert with pale sand and light rocks. She counts the survivors after three weeks. The table shows her data. Which explanation is BEST supported by the data in the table? Lizard Survival Data Skin color Number released Number alive after 3 weeks Pale gray 20 17 Dark brown 20 8", "context_html": "", "options": [ { "id": "cA1", "text": "Dark brown lizards had an advantage because darker skin helps lizards run faster.", "plain": "Dark brown lizards had an advantage because darker skin helps lizards run faster.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Pale gray lizards had an advantage because their skin blended in with the pale sand.", "plain": "Pale gray lizards had an advantage because their skin blended in with the pale sand.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Pale gray lizards had an advantage because predators do not like how they taste.", "plain": "Pale gray lizards had an advantage because predators do not like how they taste.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Dark brown lizards had an advantage because fewer survivors means more food for each one.", "plain": "Dark brown lizards had an advantage because fewer survivors means more food for each one.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 15, "item_id": "_2845429e-c267-4779-a6f2-6481a161edb6", "type": "choice", "title": "Land Changes and Animal Survival", "standards": [ "3-LS4-4" ], "prompt_html": "

The diagrams show the same area of land before and after a factory was built.

Compare the two diagrams. Which TWO changes make it harder for the animals in the area to survive? Choose the TWO best answers.

\"Before", "prompt_plain": "The diagrams show the same area of land before and after a factory was built. Compare the two diagrams. Which TWO changes make it harder for the animals in the area to survive? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Cutting down trees removed food and shelter that animals used.", "plain": "Cutting down trees removed food and shelter that animals used.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The factory gives animals warm new places to live inside it.", "plain": "The factory gives animals warm new places to live inside it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The animals will quickly change their bodies to fit the new area.", "plain": "The animals will quickly change their bodies to fit the new area.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The dam changed the stream, harming animals that lived in it.", "plain": "The dam changed the stream, harming animals that lived in it.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The pond disappeared, so animals have no water to drink.", "plain": "The pond disappeared, so animals have no water to drink.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot15.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 16, "item_id": "_b51d86ff-7613-4644-9957-6729bb44bc6e", "type": "choice", "title": "Water Hyacinth Covers a Pond", "standards": [ "3-LS4-4" ], "prompt_html": "

Water hyacinth is a non-native plant (a plant brought in from another place). It grows very fast. It can spread across the whole surface of a pond. The picture shows a pond covered by water hyacinth.

What will most likely happen when water hyacinth covers a pond’s surface?

\"A", "prompt_plain": "Water hyacinth is a non-native plant (a plant brought in from another place). It grows very fast. It can spread across the whole surface of a pond. The picture shows a pond covered by water hyacinth. What will most likely happen when water hyacinth covers a pond’s surface?", "context_html": "", "options": [ { "id": "cA1", "text": "Deer will stop drinking water from the pond.", "plain": "Deer will stop drinking water from the pond.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "More trees will begin to grow along the pond’s shore.", "plain": "More trees will begin to grow along the pond’s shore.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Small fish will have fewer places to hide from predators.", "plain": "Small fish will have fewer places to hide from predators.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Plants growing underwater will receive much less sunlight.", "plain": "Plants growing underwater will receive much less sunlight.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot16.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_d16fca60-8638-4dc5-af98-ecf5c3049bbe", "type": "portable-custom", "title": "Build the El Paso Temperature Bar Graph", "standards": [ "3-ESS2-1" ], "prompt_html": "

Look at Table 1 in the passage.

\n

 

\n

Drag each day's bar to the correct height so the graph shows that day's highest temperature in degrees Fahrenheit (°F).

", "prompt_plain": "Look at Table 1 in the passage. Drag each day's bar to the correct height so the graph shows that day's highest temperature in degrees Fahrenheit (°F).", "context_html": "", "options": [], "images": [], "stimulus_ids": [ "_70f75868-88a2-4900-b41a-48a43a3e7a76" ], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Mon\",\"y\":95},{\"x\":\"Tue\",\"y\":80},{\"x\":\"Wed\",\"y\":90},{\"x\":\"Thu\",\"y\":85},{\"x\":\"Fri\",\"y\":95}]" ] }, "n_options": 0, "passage_html": "

El Paso June Temperature Log

Students in El Paso, Texas, kept a weather log during June. Each afternoon, they wrote down the day’s highest air temperature. Table 1 shows the highest temperature for each school day of the first week, June 8-12. The students also made a bar graph of the second week, June 15-19. That graph is shown with the question that uses it.

Table 1. El Paso Daily High Temperatures, June 8-12

DayHighest temperature (°F)
Monday95
Tuesday80
Wednesday90
Thursday85
Friday95
", "passage_plain": "El Paso June Temperature Log Students in El Paso, Texas, kept a weather log during June. Each afternoon, they wrote down the day’s highest air temperature. Table 1 shows the highest temperature for each school day of the first week, June 8-12. The students also made a bar graph of the second week, June 15-19. That graph is shown with the question that uses it. Table 1. El Paso Daily High Temperatures, June 8-12 Day Highest temperature (°F) Monday 95 Tuesday 80 Wednesday 90 Thursday 85 Friday 95" }, { "n": 18, "item_id": "_1d57f2d3-ee2a-40b8-875d-ce77afb04abb", "type": "choice", "title": "Most Likely Cloudy Days", "standards": [ "3-ESS2-1" ], "prompt_html": "

Thick clouds block some sunlight. So a cloudy day usually has a lower high temperature than a sunny day nearby in time.

Use Table 1. Choose the TWO days of the first week that were most likely cloudy.

", "prompt_plain": "Thick clouds block some sunlight. So a cloudy day usually has a lower high temperature than a sunny day nearby in time. Use Table 1. Choose the TWO days of the first week that were most likely cloudy.", "context_html": "", "options": [ { "id": "cA18", "text": "Monday", "plain": "Monday", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Tuesday", "plain": "Tuesday", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "Wednesday", "plain": "Wednesday", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Thursday", "plain": "Thursday", "correct": true, "kind": "choice" }, { "id": "cE18", "text": "Friday", "plain": "Friday", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_70f75868-88a2-4900-b41a-48a43a3e7a76" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB18", "cD18" ] }, "n_options": 5, "passage_html": "

El Paso June Temperature Log

Students in El Paso, Texas, kept a weather log during June. Each afternoon, they wrote down the day’s highest air temperature. Table 1 shows the highest temperature for each school day of the first week, June 8-12. The students also made a bar graph of the second week, June 15-19. That graph is shown with the question that uses it.

Table 1. El Paso Daily High Temperatures, June 8-12

DayHighest temperature (°F)
Monday95
Tuesday80
Wednesday90
Thursday85
Friday95
", "passage_plain": "El Paso June Temperature Log Students in El Paso, Texas, kept a weather log during June. Each afternoon, they wrote down the day’s highest air temperature. Table 1 shows the highest temperature for each school day of the first week, June 8-12. The students also made a bar graph of the second week, June 15-19. That graph is shown with the question that uses it. Table 1. El Paso Daily High Temperatures, June 8-12 Day Highest temperature (°F) Monday 95 Tuesday 80 Wednesday 90 Thursday 85 Friday 95" }, { "n": 19, "item_id": "_ff183376-d10b-4c74-8c27-df0c0cc1a838", "type": "choice", "title": "Which Table Matches the Second-Week Graph", "standards": [ "3-ESS2-1" ], "prompt_html": "

The students’ bar graph for the second week, June 15-19, is shown.

Which table shows the data the students used to make the graph?

\"Bar

", "prompt_plain": "The students’ bar graph for the second week, June 15-19, is shown. Which table shows the data the students used to make the graph?", "context_html": "", "options": [ { "id": "cA35", "text": "
DayHighest temperature (°F)
Monday90
Tuesday85
Wednesday95
Thursday90
Friday80
", "plain": "Day Highest temperature (°F) Monday 90 Tuesday 85 Wednesday 95 Thursday 90 Friday 80", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "
DayHighest temperature (°F)
Monday85
Tuesday90
Wednesday95
Thursday90
Friday80
", "plain": "Day Highest temperature (°F) Monday 85 Tuesday 90 Wednesday 95 Thursday 90 Friday 80", "correct": true, "kind": "choice" }, { "id": "cC35", "text": "
DayHighest temperature (°F)
Monday85
Tuesday90
Wednesday90
Thursday95
Friday80
", "plain": "Day Highest temperature (°F) Monday 85 Tuesday 90 Wednesday 90 Thursday 95 Friday 80", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "
DayHighest temperature (°F)
Monday85
Tuesday90
Wednesday95
Thursday90
Friday85
", "plain": "Day Highest temperature (°F) Monday 85 Tuesday 90 Wednesday 95 Thursday 90 Friday 85", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot35.png" ], "stimulus_ids": [ "_70f75868-88a2-4900-b41a-48a43a3e7a76" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB35" ] }, "n_options": 4, "passage_html": "

El Paso June Temperature Log

Students in El Paso, Texas, kept a weather log during June. Each afternoon, they wrote down the day’s highest air temperature. Table 1 shows the highest temperature for each school day of the first week, June 8-12. The students also made a bar graph of the second week, June 15-19. That graph is shown with the question that uses it.

Table 1. El Paso Daily High Temperatures, June 8-12

DayHighest temperature (°F)
Monday95
Tuesday80
Wednesday90
Thursday85
Friday95
", "passage_plain": "El Paso June Temperature Log Students in El Paso, Texas, kept a weather log during June. Each afternoon, they wrote down the day’s highest air temperature. Table 1 shows the highest temperature for each school day of the first week, June 8-12. The students also made a bar graph of the second week, June 15-19. That graph is shown with the question that uses it. Table 1. El Paso Daily High Temperatures, June 8-12 Day Highest temperature (°F) Monday 95 Tuesday 80 Wednesday 90 Thursday 85 Friday 95" }, { "n": 20, "item_id": "_18a58416-8e39-411c-b715-9f97303e2762", "type": "hottext", "title": "Ranger Report — Find the Climate Sentence", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "", "options": [ { "id": "hA19", "text": "The temperature at the park gate is 48 °F this morning.", "plain": "The temperature at the park gate is 48 °F this morning.", "correct": false, "kind": "hottext" }, { "id": "hB19", "text": "Rain showers should reach the park by this afternoon.", "plain": "Rain showers should reach the park by this afternoon.", "correct": false, "kind": "hottext" }, { "id": "hC19", "text": "Strong winds shook the campground tents last night.", "plain": "Strong winds shook the campground tents last night.", "correct": false, "kind": "hottext" }, { "id": "hD19", "text": "Winters at Denali are long and very cold, year after year.", "plain": "Winters at Denali are long and very cold, year after year.", "correct": true, "kind": "hottext" }, { "id": "hE19", "text": "The main trail is muddy today from yesterday’s rain.", "plain": "The main trail is muddy today from yesterday’s rain.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_53ab5c1f-79de-43ca-bb14-cbab025ea70c" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD19" ] }, "n_options": 5, "passage_html": "

Denali National Park Reports

Denali National Park is in Alaska. Ranger Willa posts a weather report at the park gate each morning. The park visitor guide also lists statements about conditions at the park. Ranger Willa’s report and the visitor-guide statements are shown with the questions below.

", "passage_plain": "Denali National Park Reports Denali National Park is in Alaska. Ranger Willa posts a weather report at the park gate each morning. The park visitor guide also lists statements about conditions at the park. Ranger Willa’s report and the visitor-guide statements are shown with the questions below." }, { "n": 21, "item_id": "_5f729924-a6af-4f25-ba7e-9d4123009582", "type": "match", "title": "Sort Weather and Climate Statements", "standards": [ "3-ESS2-2" ], "prompt_html": "

Drag each statement from the park visitor guide into the correct category. Put THREE statements under Weather and THREE under Climate. Two statements do not describe weather or climate. Do not use them.

", "prompt_plain": "Drag each statement from the park visitor guide into the correct category. Put THREE statements under Weather and THREE under Climate. Two statements do not describe weather or climate. Do not use them.", "context_html": "", "options": [ { "id": "mc13_s1", "text": "Summers at the park are usually cool and short.", "plain": "Summers at the park are usually cool and short.", "correct": false, "kind": "match-token" }, { "id": "mc13_s2", "text": "It is 55 °F at the visitor center right now.", "plain": "It is 55 °F at the visitor center right now.", "correct": false, "kind": "match-token" }, { "id": "mc13_s3", "text": "The visitor center opens at 9 o’clock each morning.", "plain": "The visitor center opens at 9 o’clock each morning.", "correct": false, "kind": "match-token" }, { "id": "mc13_s4", "text": "Snow usually falls at the park during eight months of the year.", "plain": "Snow usually falls at the park during eight months of the year.", "correct": false, "kind": "match-token" }, { "id": "mc13_s5", "text": "Thick fog covered the river valley this morning.", "plain": "Thick fog covered the river valley this morning.", "correct": false, "kind": "match-token" }, { "id": "mc13_s6", "text": "The park is home to more than 30 kinds of mammals.", "plain": "The park is home to more than 30 kinds of mammals.", "correct": false, "kind": "match-token" }, { "id": "mc13_s7", "text": "Snow fell on the mountain trail yesterday.", "plain": "Snow fell on the mountain trail yesterday.", "correct": false, "kind": "match-token" }, { "id": "mc13_s8", "text": "July is normally the warmest month at the park.", "plain": "July is normally the warmest month at the park.", "correct": false, "kind": "match-token" }, { "id": "mc13_c1", "text": "Weather", "plain": "Weather", "correct": false, "kind": "match-token" }, { "id": "mc13_c2", "text": "Climate", "plain": "Climate", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [ "_53ab5c1f-79de-43ca-bb14-cbab025ea70c" ], "key_letters": "", "key_values": { "RESPONSE": [ "mc13_s1 mc13_c2", "mc13_s2 mc13_c1", "mc13_s4 mc13_c2", "mc13_s5 mc13_c1", "mc13_s7 mc13_c1", "mc13_s8 mc13_c2" ] }, "n_options": 10, "passage_html": "

Denali National Park Reports

Denali National Park is in Alaska. Ranger Willa posts a weather report at the park gate each morning. The park visitor guide also lists statements about conditions at the park. Ranger Willa’s report and the visitor-guide statements are shown with the questions below.

", "passage_plain": "Denali National Park Reports Denali National Park is in Alaska. Ranger Willa posts a weather report at the park gate each morning. The park visitor guide also lists statements about conditions at the park. Ranger Willa’s report and the visitor-guide statements are shown with the questions below." }, { "n": 22, "item_id": "_0a074b84-4617-40cd-842b-9387ac90c813", "type": "choice", "title": "Wind Test Claim", "standards": [ "3-ESS3-1" ], "prompt_html": "

Look at the \"Wind Test Results\" table and the town’s goal. Which claim is best supported by the test data?

", "prompt_plain": "Look at the \"Wind Test Results\" table and the town’s goal. Which claim is best supported by the test data?", "context_html": "", "options": [ { "id": "cA1", "text": "Design A kept the roof attached at every wind speed tested.", "plain": "Design A kept the roof attached at every wind speed tested.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Design B failed the tests only because the wind machine broke.", "plain": "Design B failed the tests only because the wind machine broke.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both designs meet the town’s goal because both passed the 75 mph test.", "plain": "Both designs meet the town’s goal because both passed the 75 mph test.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Design B is the better choice because long nails cost less than straps.", "plain": "Design B is the better choice because long nails cost less than straps.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b1f9ab8d-bd2f-4661-9721-0dd34c153560" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Hurricane Roof Testing at Gulfport

Gulfport is a town on the ocean coast. Hurricanes there can bring winds over 125 miles per hour. Strong winds can lift a roof off a house. A building company tests two ways to hold a roof on. Design A uses metal straps that tie the roof to the walls. Design B uses extra-long nails only. Metal straps cost more than nails. Workers build two model sheds, one for each design. They test the sheds with a wind machine (a giant fan that makes storm winds). The town’s goal is a roof that stays attached in 125 mile-per-hour winds. Figure 1 shows the two designs. The table \"Wind Test Results\" shows the results.

Figure 1

\"Cutaway

Wind Test Results

Wind speed (miles per hour)Design A: metal strapsDesign B: long nails
75Roof stayed attachedRoof stayed attached
100Roof stayed attachedRoof came loose
150Roof stayed attachedRoof lifted off
", "passage_plain": "Hurricane Roof Testing at Gulfport Gulfport is a town on the ocean coast. Hurricanes there can bring winds over 125 miles per hour. Strong winds can lift a roof off a house. A building company tests two ways to hold a roof on. Design A uses metal straps that tie the roof to the walls. Design B uses extra-long nails only. Metal straps cost more than nails. Workers build two model sheds, one for each design. They test the sheds with a wind machine (a giant fan that makes storm winds). The town’s goal is a roof that stays attached in 125 mile-per-hour winds. Figure 1 shows the two designs. The table \"Wind Test Results\" shows the results. Figure 1 Wind Test Results Wind speed (miles per hour) Design A: metal straps Design B: long nails 75 Roof stayed attached Roof stayed attached 100 Roof stayed attached Roof came loose 150 Roof stayed attached Roof lifted off" }, { "n": 23, "item_id": "_b12733cf-a27b-4930-bf73-f411eaf680c1", "type": "choice", "title": "Building Choices for Strong Winds", "standards": [ "3-ESS3-1" ], "prompt_html": "

Gulfport also shares tips for building homes before hurricane season.

Choose the TWO building choices that would best reduce damage from strong winds.

\"A", "prompt_plain": "Gulfport also shares tips for building homes before hurricane season. Choose the TWO building choices that would best reduce damage from strong winds.", "context_html": "", "options": [ { "id": "cA1", "text": "Put lightning rods on the roof.", "plain": "Put lightning rods on the roof.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Cover the windows with strong storm shutters.", "plain": "Cover the windows with strong storm shutters.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Paint the walls of the house a dark color.", "plain": "Paint the walls of the house a dark color.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Bolt the house walls tightly to the foundation.", "plain": "Bolt the house walls tightly to the foundation.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Raise the house on tall stilts above the ground.", "plain": "Raise the house on tall stilts above the ground.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot22.png" ], "stimulus_ids": [ "_b1f9ab8d-bd2f-4661-9721-0dd34c153560" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Hurricane Roof Testing at Gulfport

Gulfport is a town on the ocean coast. Hurricanes there can bring winds over 125 miles per hour. Strong winds can lift a roof off a house. A building company tests two ways to hold a roof on. Design A uses metal straps that tie the roof to the walls. Design B uses extra-long nails only. Metal straps cost more than nails. Workers build two model sheds, one for each design. They test the sheds with a wind machine (a giant fan that makes storm winds). The town’s goal is a roof that stays attached in 125 mile-per-hour winds. Figure 1 shows the two designs. The table \"Wind Test Results\" shows the results.

Figure 1

\"Cutaway

Wind Test Results

Wind speed (miles per hour)Design A: metal strapsDesign B: long nails
75Roof stayed attachedRoof stayed attached
100Roof stayed attachedRoof came loose
150Roof stayed attachedRoof lifted off
", "passage_plain": "Hurricane Roof Testing at Gulfport Gulfport is a town on the ocean coast. Hurricanes there can bring winds over 125 miles per hour. Strong winds can lift a roof off a house. A building company tests two ways to hold a roof on. Design A uses metal straps that tie the roof to the walls. Design B uses extra-long nails only. Metal straps cost more than nails. Workers build two model sheds, one for each design. They test the sheds with a wind machine (a giant fan that makes storm winds). The town’s goal is a roof that stays attached in 125 mile-per-hour winds. Figure 1 shows the two designs. The table \"Wind Test Results\" shows the results. Figure 1 Wind Test Results Wind speed (miles per hour) Design A: metal straps Design B: long nails 75 Roof stayed attached Roof stayed attached 100 Roof stayed attached Roof came loose 150 Roof stayed attached Roof lifted off" }, { "n": 24, "item_id": "_9ba7a6e6-ebcc-4783-b8a3-d300001422c7", "type": "choice", "title": "Spaghetti Noodle Investigation", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Min sets up an investigation. One dry spaghetti noodle rests across the gap between two stacks of books. A paper cup hangs from the middle of the noodle by a string. Min weighs one marble. Then Min adds marbles to the cup one at a time.

Which question is Min most likely trying to answer with this investigation?

\"A", "prompt_plain": "Min sets up an investigation. One dry spaghetti noodle rests across the gap between two stacks of books. A paper cup hangs from the middle of the noodle by a string. Min weighs one marble. Then Min adds marbles to the cup one at a time. Which question is Min most likely trying to answer with this investigation?", "context_html": "", "options": [ { "id": "cA1", "text": "How many spaghetti noodles are needed to hold up one marble?", "plain": "How many spaghetti noodles are needed to hold up one marble?", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "How much force does it take to break the spaghetti noodle?", "plain": "How much force does it take to break the spaghetti noodle?", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "How long should the string be to hold the most marbles?", "plain": "How long should the string be to hold the most marbles?", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "How does the width of the gap change the number of marbles held?", "plain": "How does the width of the gap change the number of marbles held?", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot23.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 25, "item_id": "_4da47257-e2e4-478d-97b9-7964022bd183", "type": "choice", "title": "Which Cup Holds More Water", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Belen has two cups with different shapes. Cup 1 is tall and thin. Cup 2 is short and wide. Belen wants to find out which cup holds more water.

Look at the picture of the two cups. What should Belen do next?

\"Two", "prompt_plain": "Belen has two cups with different shapes. Cup 1 is tall and thin. Cup 2 is short and wide. Belen wants to find out which cup holds more water. Look at the picture of the two cups. What should Belen do next?", "context_html": "", "options": [ { "id": "cA24", "text": "Use a ruler to measure how tall each cup is.", "plain": "Use a ruler to measure how tall each cup is.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Use a balance to find how heavy each empty cup is.", "plain": "Use a balance to find how heavy each empty cup is.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "Use a string to measure around the top of each cup.", "plain": "Use a string to measure around the top of each cup.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Fill each cup with water and pour it into a measuring cup.", "plain": "Fill each cup with water and pour it into a measuring cup.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot24.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD24" ] }, "n_options": 4 }, { "n": 26, "item_id": "_16cc71a3-efe1-4638-8169-a5db10b2f744", "type": "hottext", "title": "Musk Oxen Circle Evidence", "standards": [ "3-LS2-1" ], "prompt_html": "

Read the passage about musk oxen. Each sentence can be selected. A student claims that forming a circle helps musk oxen survive.

Select the ONE sentence that is the best evidence (proof) for the student’s claim.

", "prompt_plain": "Read the passage about musk oxen. Each sentence can be selected. A student claims that forming a circle helps musk oxen survive. Select the ONE sentence that is the best evidence (proof) for the student’s claim.", "context_html": "", "options": [ { "id": "cA25", "text": "Musk oxen are large, furry animals that live in the cold, snowy tundra.", "plain": "Musk oxen are large, furry animals that live in the cold, snowy tundra.", "correct": false, "kind": "hottext" }, { "id": "cB25", "text": "They use their hooves to dig under the snow to reach grass.", "plain": "They use their hooves to dig under the snow to reach grass.", "correct": false, "kind": "hottext" }, { "id": "cC25", "text": "Musk oxen get too hot if they run far, so they rarely run from wolves.", "plain": "Musk oxen get too hot if they run far, so they rarely run from wolves.", "correct": false, "kind": "hottext" }, { "id": "cD25", "text": "When wolves come near, the adult oxen quickly form a tight circle.", "plain": "When wolves come near, the adult oxen quickly form a tight circle.", "correct": false, "kind": "hottext" }, { "id": "cE25", "text": "Their sharp horns all point out, and the young calves stand inside.", "plain": "Their sharp horns all point out, and the young calves stand inside.", "correct": false, "kind": "hottext" }, { "id": "cF25", "text": "Wolves usually cannot get past the ring of horns, so the calves stay safe.", "plain": "Wolves usually cannot get past the ring of horns, so the calves stay safe.", "correct": true, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cF25" ] }, "n_options": 6 }, { "n": 27, "item_id": "_cfe44343-c598-4cb1-bd76-13be7d50b8da", "type": "inline-choice", "title": "Zoo Flamingo Feather Color", "standards": [ "3-LS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Rina visits the city zoo. The flamingos at the zoo are pale pink. Flamingos living in the wild are bright pink. The table shows information about both groups of flamingos.

\"A

Flamingos at the Zoo and in the Wild

Zoo flamingosWild flamingos
Main foodPellet foodSmall pink shrimp and algae
Feather colorPale pinkBright pink
Age of adult birds5 to 30 years5 to 30 years

Use the drop-down menus to complete the sentence:

The zoo flamingos’ pale color is most likely a(n) trait because .

", "options": [ { "id": "c26d1o1", "text": "inherited (passed down from parents)", "plain": "inherited (passed down from parents)", "correct": false, "kind": "inline" }, { "id": "c26d1o2", "text": "acquired (caused by the environment)", "plain": "acquired (caused by the environment)", "correct": true, "kind": "inline" }, { "id": "c26d1o3", "text": "chosen (picked by the animal)", "plain": "chosen (picked by the animal)", "correct": false, "kind": "inline" }, { "id": "c26d2o1", "text": "the zoo flamingos’ parents were also pale pink", "plain": "the zoo flamingos’ parents were also pale pink", "correct": false, "kind": "inline" }, { "id": "c26d2o2", "text": "the zoo flamingos are much younger than wild flamingos", "plain": "the zoo flamingos are much younger than wild flamingos", "correct": false, "kind": "inline" }, { "id": "c26d2o3", "text": "the food the flamingos eat changed their feather color", "plain": "the food the flamingos eat changed their feather color", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot26.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c26d1o2" ], "RESPONSE2": [ "c26d2o3" ] }, "n_options": 6 }, { "n": 28, "item_id": "_c934ca26-b1a0-41aa-a3c7-a4c1623041d1", "type": "match", "title": "Match Fossils to Living Things Today", "standards": [ "3-LS4-1" ], "prompt_html": "

Fossils are the remains of living things from long ago. Many fossils come from organisms that are now extinct (no longer living anywhere on Earth).

Look at the three fossils and the four living things. Match each fossil to the living thing it is MOST like. One living thing will not be used.

\"Three", "prompt_plain": "Fossils are the remains of living things from long ago. Many fossils come from organisms that are now extinct (no longer living anywhere on Earth). Look at the three fossils and the four living things. Match each fossil to the living thing it is MOST like. One living thing will not be used.", "context_html": "", "options": [ { "id": "mF1x27", "text": "Fossil 1: a flat, coiled shell with ridges", "plain": "Fossil 1: a flat, coiled shell with ridges", "correct": false, "kind": "match-token" }, { "id": "mF2x27", "text": "Fossil 2: a leaf print with many thin leaflets on one stalk", "plain": "Fossil 2: a leaf print with many thin leaflets on one stalk", "correct": false, "kind": "match-token" }, { "id": "mF3x27", "text": "Fossil 3: an insect body with four long, thin wings", "plain": "Fossil 3: an insect body with four long, thin wings", "correct": false, "kind": "match-token" }, { "id": "mRfern27", "text": "Fern", "plain": "Fern", "correct": false, "kind": "match-token" }, { "id": "mRturtle27", "text": "Sea turtle", "plain": "Sea turtle", "correct": false, "kind": "match-token" }, { "id": "mRnautilus27", "text": "Nautilus", "plain": "Nautilus", "correct": false, "kind": "match-token" }, { "id": "mRdragonfly27", "text": "Dragonfly", "plain": "Dragonfly", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot27.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mF1x27 mRnautilus27", "mF2x27 mRfern27", "mF3x27 mRdragonfly27" ] }, "n_options": 7 }, { "n": 29, "item_id": "_504c6b76-ba0c-4245-a8c4-ac6c99100dd1", "type": "choice", "title": "Tortoise Habitat Claim — Part A", "standards": [ "3-LS4-3" ], "prompt_html": "

Part A

Think about Hana’s question. Which claim about a desert tortoise living in the Hoh Rainforest is best supported?

", "prompt_plain": "Part A Think about Hana’s question. Which claim about a desert tortoise living in the Hoh Rainforest is best supported?", "context_html": "", "options": [ { "id": "cA1", "text": "The tortoise would survive well because the rainforest has much more water.", "plain": "The tortoise would survive well because the rainforest has much more water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The tortoise would survive well because it could learn to eat new plants.", "plain": "The tortoise would survive well because it could learn to eat new plants.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The tortoise would not survive well because its needs do not match the rainforest.", "plain": "The tortoise would not survive well because its needs do not match the rainforest.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The tortoise would not survive well because no animal can live outside its birthplace.", "plain": "The tortoise would not survive well because no animal can live outside its birthplace.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fa5f6356-7015-4414-81f1-0f9f0e2a8634" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Desert Tortoise in the Hoh Rainforest

Hana’s class visits the Hoh Rainforest in Washington. Rain falls there most days of the year. Tall trees block most sunlight from reaching the ground. The soil stays wet and muddy. A ranger shows the class a photo of a desert tortoise. This tortoise lives in the Mojave Desert of California. Hana asks, \"Could a desert tortoise live well here?\" The photos show the two habitats. The table \"What a Desert Tortoise Needs\" lists the tortoise’s needs.

\"Side-by-side

What a Desert Tortoise Needs

What a desert tortoise needs
Dry, loose soil for digging burrows (underground holes)
Many hours of hot sunshine to warm its body
Desert plants such as dry grasses and wildflowers to eat
", "passage_plain": "Desert Tortoise in the Hoh Rainforest Hana’s class visits the Hoh Rainforest in Washington. Rain falls there most days of the year. Tall trees block most sunlight from reaching the ground. The soil stays wet and muddy. A ranger shows the class a photo of a desert tortoise. This tortoise lives in the Mojave Desert of California. Hana asks, \"Could a desert tortoise live well here?\" The photos show the two habitats. The table \"What a Desert Tortoise Needs\" lists the tortoise’s needs. What a Desert Tortoise Needs What a desert tortoise needs Dry, loose soil for digging burrows (underground holes) Many hours of hot sunshine to warm its body Desert plants such as dry grasses and wildflowers to eat" }, { "n": 30, "item_id": "_065bd6e5-6789-4cc9-bdc1-150fe94a55ee", "type": "choice", "title": "Tortoise Habitat Claim — Part B", "standards": [ "3-LS4-3" ], "prompt_html": "

Part B

Which observation best supports the answer in Part A?

", "prompt_plain": "Part B Which observation best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The Mojave Desert gets very little rain during most months of the year.", "plain": "The Mojave Desert gets very little rain during most months of the year.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The tortoise’s hard shell protects its body from most desert predators.", "plain": "The tortoise’s hard shell protects its body from most desert predators.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Many different kinds of plants grow on the wet Hoh Rainforest floor.", "plain": "Many different kinds of plants grow on the wet Hoh Rainforest floor.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The tortoise needs hours of hot sun, but tall trees shade the Hoh Rainforest.", "plain": "The tortoise needs hours of hot sun, but tall trees shade the Hoh Rainforest.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fa5f6356-7015-4414-81f1-0f9f0e2a8634" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Desert Tortoise in the Hoh Rainforest

Hana’s class visits the Hoh Rainforest in Washington. Rain falls there most days of the year. Tall trees block most sunlight from reaching the ground. The soil stays wet and muddy. A ranger shows the class a photo of a desert tortoise. This tortoise lives in the Mojave Desert of California. Hana asks, \"Could a desert tortoise live well here?\" The photos show the two habitats. The table \"What a Desert Tortoise Needs\" lists the tortoise’s needs.

\"Side-by-side

What a Desert Tortoise Needs

What a desert tortoise needs
Dry, loose soil for digging burrows (underground holes)
Many hours of hot sunshine to warm its body
Desert plants such as dry grasses and wildflowers to eat
", "passage_plain": "Desert Tortoise in the Hoh Rainforest Hana’s class visits the Hoh Rainforest in Washington. Rain falls there most days of the year. Tall trees block most sunlight from reaching the ground. The soil stays wet and muddy. A ranger shows the class a photo of a desert tortoise. This tortoise lives in the Mojave Desert of California. Hana asks, \"Could a desert tortoise live well here?\" The photos show the two habitats. The table \"What a Desert Tortoise Needs\" lists the tortoise’s needs. What a Desert Tortoise Needs What a desert tortoise needs Dry, loose soil for digging burrows (underground holes) Many hours of hot sunshine to warm its body Desert plants such as dry grasses and wildflowers to eat" }, { "n": 31, "item_id": "_3ba98e3a-2bd0-4a51-ba5d-2516293ea144", "type": "choice", "title": "Bird Feeder Fair Test", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Femi wants to find out which food backyard birds eat more: sunflower seeds or millet (a small grass seed). Femi puts one food in each of two feeders, as shown in the picture.

Which TWO things must stay the same to make this a fair test? Choose the TWO best answers.

\"Close-up", "prompt_plain": "Femi wants to find out which food backyard birds eat more: sunflower seeds or millet (a small grass seed). Femi puts one food in each of two feeders, as shown in the picture. Which TWO things must stay the same to make this a fair test? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA29", "text": "the amount of food placed in each feeder", "plain": "the amount of food placed in each feeder", "correct": true, "kind": "choice" }, { "id": "cB29", "text": "the kind of food placed in each feeder", "plain": "the kind of food placed in each feeder", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "the height at which each feeder hangs", "plain": "the height at which each feeder hangs", "correct": true, "kind": "choice" }, { "id": "cD29", "text": "the color of the scoop used to fill the feeders", "plain": "the color of the scoop used to fill the feeders", "correct": false, "kind": "choice" }, { "id": "cE29", "text": "the number of birds that visit each feeder", "plain": "the number of birds that visit each feeder", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot29.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA29", "cC29" ] }, "n_options": 5 }, { "n": 32, "item_id": "_083b0670-7529-414b-90fc-5c15278ecf3d", "type": "choice", "title": "Best Ice Cube Container Design", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Four students each built a container to keep an ice cube frozen. The goal was to keep the ice frozen for the longest time. The table shows each student’s results.

Based on the results, which design BEST met the goal?

Ice Cube Container Results

StudentMaterials usedTime before ice melted
GretaFoil wrapped in cotton cloth25 minutes
LinaFoam box with a lid40 minutes
OttoPaper bag10 minutes
TomasPlastic wrap15 minutes
", "prompt_plain": "Four students each built a container to keep an ice cube frozen. The goal was to keep the ice frozen for the longest time. The table shows each student’s results. Based on the results, which design BEST met the goal? Ice Cube Container Results Student Materials used Time before ice melted Greta Foil wrapped in cotton cloth 25 minutes Lina Foam box with a lid 40 minutes Otto Paper bag 10 minutes Tomas Plastic wrap 15 minutes", "context_html": "", "options": [ { "id": "cA30", "text": "Greta’s design, because it used two different materials together", "plain": "Greta’s design, because it used two different materials together", "correct": false, "kind": "choice" }, { "id": "cB30", "text": "Lina’s design, because no other container kept the ice frozen as long", "plain": "Lina’s design, because no other container kept the ice frozen as long", "correct": true, "kind": "choice" }, { "id": "cC30", "text": "Otto’s design, because a paper bag is the easiest to carry around", "plain": "Otto’s design, because a paper bag is the easiest to carry around", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "Tomas’s design, because plastic wrap used the least material overall", "plain": "Tomas’s design, because plastic wrap used the least material overall", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB30" ] }, "n_options": 4 }, { "n": 33, "item_id": "_480887c3-2a98-47e9-b44b-99f08687b0bf", "type": "choice", "title": "Best Friction Experiment", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

A class wants to test how friction (the rubbing force between surfaces) affects moving objects. The picture shows four possible experiments.

Which experiment will BEST test the effect of friction?

\"Four", "prompt_plain": "A class wants to test how friction (the rubbing force between surfaces) affects moving objects. The picture shows four possible experiments. Which experiment will BEST test the effect of friction?", "context_html": "", "options": [ { "id": "cA31", "text": "Drop two balls of different sizes from the same height and see which lands first.", "plain": "Drop two balls of different sizes from the same height and see which lands first.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Roll two toy cars across the same wood floor using the same starting push.", "plain": "Roll two toy cars across the same wood floor using the same starting push.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "Roll three toy cars across wood, carpet, and grass using the same starting push.", "plain": "Roll three toy cars across wood, carpet, and grass using the same starting push.", "correct": true, "kind": "choice" }, { "id": "cD31", "text": "Let two toy cars roll down two ramps of different heights onto the same floor.", "plain": "Let two toy cars roll down two ramps of different heights onto the same floor.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot31.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC31" ] }, "n_options": 4 }, { "n": 34, "item_id": "_958bce10-8460-409f-8ee9-3caa235bd6e3", "type": "inline-choice", "title": "Balloon Static Charge", "standards": [ "3-PS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ansel rubs a balloon on his hair many times. He holds it against the wall and lets go. The rubbed balloon sticks to the wall. A second balloon was never rubbed. When Ansel holds it against the wall and lets go, it falls.

\"A

Use the drop-down menus to complete the sentences:

Rubbing gives the first balloon a static electric charge, so the balloon and the wall each other.

The second balloon falls because it .

", "options": [ { "id": "c32d1o1", "text": "repel (push away from)", "plain": "repel (push away from)", "correct": false, "kind": "inline" }, { "id": "c32d1o2", "text": "neither pull nor push on", "plain": "neither pull nor push on", "correct": false, "kind": "inline" }, { "id": "c32d1o3", "text": "attract (pull toward)", "plain": "attract (pull toward)", "correct": true, "kind": "inline" }, { "id": "c32d2o1", "text": "is heavier than the rubbed balloon", "plain": "is heavier than the rubbed balloon", "correct": false, "kind": "inline" }, { "id": "c32d2o2", "text": "has no extra static charge", "plain": "has no extra static charge", "correct": true, "kind": "inline" }, { "id": "c32d2o3", "text": "was blown up with less air", "plain": "was blown up with less air", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot32.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c32d1o3" ], "RESPONSE2": [ "c32d2o2" ] }, "n_options": 6 }, { "n": 35, "item_id": "_6111d378-9d99-4aca-bc79-1fd25f476b35", "type": "gap-match", "title": "Contact or Non-Contact Force", "standards": [ "3-PS2-3" ], "prompt_html": "

Forces can act by touching or without touching. A contact force acts only when objects touch. A non-contact force acts even when objects do not touch.

 

Look at the five pictures. Drag ONE label into the empty box next to each picture to name the type of force.

", "prompt_plain": "Forces can act by touching or without touching. A contact force acts only when objects touch. A non-contact force acts even when objects do not touch. Look at the five pictures. Drag ONE label into the empty box next to each picture to name the type of force.", "context_html": "", "options": [ { "id": "gtNC33", "text": "non-contact force", "plain": "non-contact force", "correct": false, "kind": "gap-token" }, { "id": "gtNO33", "text": "no force", "plain": "no force", "correct": false, "kind": "gap-token" }, { "id": "gtCT33", "text": "contact force", "plain": "contact force", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot33-crop1.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot33-crop2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot33-crop3.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot33-crop4.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot33-crop5.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "gtCT33 g1", "gtCT33 g2", "gtNC33 g3", "gtNC33 g4", "gtNC33 g5" ] }, "n_options": 3 }, { "n": 36, "item_id": "_fbae0b3b-0637-40c3-b4d7-29dd175a92f7", "type": "choice", "title": "Honeybee Colonies and Fruit", "standards": [ "3-LS4-4" ], "prompt_html": "

Honeybees are pollinators. Pollinators carry pollen from flower to flower. The model shows how honeybees help apple trees make fruit. Honeybees live in groups called colonies. The table shows the number of honeybee colonies in one country over 30 years.

Based on the model and the table, how did the change in honeybee colonies most likely affect the fruit people can grow?

\"Model

Honeybee Colonies, 1990-2020

YearNumber of colonies (thousands)
19903,400
20002,900
20102,600
20202,300
", "prompt_plain": "Honeybees are pollinators. Pollinators carry pollen from flower to flower. The model shows how honeybees help apple trees make fruit. Honeybees live in groups called colonies. The table shows the number of honeybee colonies in one country over 30 years. Based on the model and the table, how did the change in honeybee colonies most likely affect the fruit people can grow? Honeybee Colonies, 1990-2020 Year Number of colonies (thousands) 1990 3,400 2000 2,900 2010 2,600 2020 2,300", "context_html": "", "options": [ { "id": "cA34", "text": "The drop in honeybee colonies most likely caused fewer apples to grow.", "plain": "The drop in honeybee colonies most likely caused fewer apples to grow.", "correct": true, "kind": "choice" }, { "id": "cB34", "text": "The drop in honeybee colonies most likely caused flowers to make more pollen.", "plain": "The drop in honeybee colonies most likely caused flowers to make more pollen.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "The rise in honeybee colonies most likely caused more apples to grow.", "plain": "The rise in honeybee colonies most likely caused more apples to grow.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "The rise in honeybee colonies most likely caused flowers to make less pollen.", "plain": "The rise in honeybee colonies most likely caused flowers to make less pollen.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-24/images/slot34.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA34" ] }, "n_options": 4 } ] }, { "form": "G3.25", "grade": "G3", "title": "Alpha Standardized Science G3.25", "test_id": "_test-012a4791-daf7-4882-b8c5-ec0fe65d60ef", "n_items": 36, "n_stimuli": 7, "stimuli": { "_06d0c055-571d-4c91-a9ed-e7d5ac2167ca": { "title": "Willow and Pepper", "html": "

Willow and Pepper

Rhea helps at an animal shelter in Toledo, Ohio. She cares for twin kittens named Willow and Pepper. The kittens have the same mother and father. Rhea wrote down what she observed about each kitten. Table 1 shows her observations.

Table 1. Kitten Observations

ObservationWillowPepper
Eye color nowGreenCopper
Fur at birthDark gray with faint stripesSolid dark gray
Fur nowDark gray with faint stripesBack fur turned lighter brown
Favorite napping spotShady basketSunny windowsill
Ear shapePointedPointed
" }, "_f89fcb52-fd7d-4c7d-bd30-d42002c064ad": { "title": "Blizzard Plan at Silver Bow", "html": "

Blizzard Plan at Silver Bow

Silver Bow School is in Butte, Montana. A blizzard (a snowstorm with strong wind and heavy snow) is coming. Table 1 shows the weather forecast.

Table 1. Blizzard Forecast

DaySnow expectedWindAir temperature
Friday14 inches35 miles per hour10 °F
Saturday3 inches15 miles per hour5 °F

Principal Ortiz asks students to help the school get ready. The school's furnace could lose power during the storm. Two student teams each built a backup heater for the reading room. Table 2 shows the results of a weekend test of both heaters.

Table 2. Backup-Heater Test Results

DesignRoom temperature after one hourHours it ranFuel used
Team 1 heater71 °F10 hours4 fuel cans
Team 2 heater68 °F6 hours2 fuel cans

The school also compared two ways to keep the front walkway clear of snow. Table 3 shows how each way worked during last year's storm.

Table 3. Two Walkway Solutions

SolutionDuring the stormHow it was run
Heated matsSnow melted as it landedA teacher flipped a switch inside the school
Morning shovel crewSnow piled up until morningTwo workers shoveled outside after the storm
" }, "_3517a27d-9888-40e6-8cb7-9f6bb1caa87d": { "title": "Miller Pond Frogs", "html": "

Miller Pond Frogs

Miller Pond is in Iowa. Two years ago, workers built a bike path there. They cleared the tall plants around the pond. Since then, students have counted fewer leopard frog egg masses each spring. Leopard frogs lay more eggs in cool, shaded, shallow water.

Alonzo's nature club tested one solution at each of two smaller ponds nearby. Both small ponds started with about the same number of egg masses. At Pond A, the club planted tall grasses and willow shrubs along the water's edge. At Pond B, the club placed a plastic owl statue to scare away egg-eating raccoons. Table 1 shows the egg-mass counts for three springs.

Table 1. Egg Masses at Two Ponds

PondSolution triedSpring 1Spring 2Spring 3
Pond APlanted tall grasses and shrubs4915
Pond BPlaced a plastic owl statue434
" }, "_c4a1cec5-4225-4b09-9772-2c99b048977f": { "title": "The Magnet Maze Game", "html": "

The Magnet Maze Game

Silvan's team is building a game for the science fair in Boise, Idaho. A small steel ball sits inside a maze box. A clear plastic lid keeps the box closed. Players must move the ball from Start to Finish without opening the lid. Players will use a hand-held wand from outside the box. Figure 1 shows the maze box. The team tested four wand designs. Each wand was tested the same way on the same maze. Table 1 shows the test results.

Figure 1

\"A

Table 1. Wand Test Results

WandMoved the ball through the whole maze?Highest height above the lid that still moved the ball
Wand 1Yes1 cm
Wand 2No — ball stopped at the turns5 cm
Wand 3Yes3 cm
Wand 4No — ball stopped halfway1 cm
" }, "_d834ba54-8dc7-4ec9-8d66-f745b1a0261e": { "title": "Salvia and Temperature", "html": "

Salvia and Temperature

Marisol’s class visited a greenhouse in Portland, Oregon. The class tested how temperature affects salvia plants (small flowering plants). They grew four trays of salvia for six weeks. Every tray got the same soil, water, and light. Each tray was kept at a different temperature. Table 1 shows the results.

Table 1. Salvia Tray Results

Tray temperatureNumber of flowersPlant health
15°C3Small and slow-growing
20°C9Healthy
25°C18Tall and healthy
30°C7Drooping leaves

The class also found the average afternoon temperature for each month in Portland. Figure 1 shows the graph.

\"Bar

" }, "_1b9f87a0-c13f-4a60-aadb-10428bdfd16c": { "title": "Lacewing and Frog Life Cycles", "html": "

Lacewing and Frog Life Cycles

Noa visited the Cypress Creek Nature Center. A ranger showed Noa two posters side by side. One poster shows the life cycle of a green lacewing (a small flying insect). The other poster shows the life cycle of a leopard frog. Figure 1 shows both life-cycle diagrams. Each diagram uses arrows to show the order of the stages.

Figure 1. Two Life-Cycle Posters

\"Two

" }, "_f4582c74-c3ce-4af0-94ca-e058b8715d00": { "title": "The Grocery-Bag Question", "html": "

The Grocery-Bag Question

Wren shops with her family at Millbrook Market in Vermont. The market offers three kinds of bags: paper, plastic, and cloth. A sign asks shoppers to think about the environment. The sign explains that thrown-away bags often end up in the river near town. There, the bag trash can harm fish, ducks, and turtles. Wren wants to know which bag choice makes the least trash over a whole year. The photo shows the three kinds of bags. Table 1 shows facts about each kind of bag.

\"Three

Table 1. Facts About Each Bag

Kind of bagMade fromHow many times it is usually used
PaperTreesOnce or twice
PlasticOil pumped from undergroundOnce or twice
ClothCotton plantsHundreds of times
" } }, "questions": [ { "n": 1, "item_id": "_48685c78-15d4-418a-8e06-01e0dc27231a", "type": "choice", "title": "Crate Pulled Both Ways", "standards": [ "3-PS2-1" ], "prompt_html": "

Imani and Dax each hold one side handle of a wooden supply crate. The crate starts out still. Then Imani pulls her handle to the left while Dax pulls his handle to the right. The crate starts to slide to the left.

\"Imani

Why does the crate start to slide to the left?

", "prompt_plain": "Imani and Dax each hold one side handle of a wooden supply crate. The crate starts out still. Then Imani pulls her handle to the left while Dax pulls his handle to the right. The crate starts to slide to the left. Why does the crate start to slide to the left?", "context_html": "", "options": [ { "id": "cA1", "text": "Dax pulls the crate with more force than Imani.", "plain": "Dax pulls the crate with more force than Imani.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Imani pulls the crate with more force than Dax.", "plain": "Imani pulls the crate with more force than Dax.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Dax stands closer to the crate than Imani does.", "plain": "Dax stands closer to the crate than Imani does.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Imani stands closer to the crate than Dax does.", "plain": "Imani stands closer to the crate than Dax does.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot01_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_5fb0fdc8-697c-4572-938a-3cd15ab69c28", "type": "choice", "title": "Two Buckets on a Rope", "standards": [ "3-PS2-1" ], "prompt_html": "

Celia hangs two matching buckets from one rope. The rope runs over a wheel that lets the rope move. Bucket 1 holds 800 grams of sand and hangs lower. Bucket 2 holds 500 grams of sand and hangs higher. Celia holds both buckets still while she adds 300 grams of sand to Bucket 2. Then she gently lets go of both buckets.

\"Two

What will most likely happen to the buckets?

", "prompt_plain": "Celia hangs two matching buckets from one rope. The rope runs over a wheel that lets the rope move. Bucket 1 holds 800 grams of sand and hangs lower. Bucket 2 holds 500 grams of sand and hangs higher. Celia holds both buckets still while she adds 300 grams of sand to Bucket 2. Then she gently lets go of both buckets. What will most likely happen to the buckets?", "context_html": "", "options": [ { "id": "cA1", "text": "Bucket 1 will move down because it was heavier at the start.", "plain": "Bucket 1 will move down because it was heavier at the start.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Bucket 2 will move all the way down because it got new sand.", "plain": "Bucket 2 will move all the way down because it got new sand.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The buckets will trade places, with Bucket 2 lower than Bucket 1.", "plain": "The buckets will trade places, with Bucket 2 lower than Bucket 1.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The buckets will hang still because both now pull down equally hard.", "plain": "The buckets will hang still because both now pull down equally hard.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot02.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 3, "item_id": "_aa57905e-5b6b-4bf2-9389-01a862a7f1c2", "type": "choice", "title": "Who Kicked the Soccer Ball?", "standards": [ "3-PS2-2" ], "prompt_html": "

Four students play soccer at recess. The arrow in the picture shows the path the ball travels when it is kicked.

\"Overhead

Which student most likely kicked the ball?

", "prompt_plain": "Four students play soccer at recess. The arrow in the picture shows the path the ball travels when it is kicked. Which student most likely kicked the ball?", "context_html": "", "options": [ { "id": "cA1", "text": "Student 1", "plain": "Student 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Student 2", "plain": "Student 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Student 3", "plain": "Student 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Student 4", "plain": "Student 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot03_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 4, "item_id": "_7fbd4fed-714a-4bca-8f21-4070a1425f7f", "type": "text-entry", "title": "Toy-Car Roll Distances", "standards": [ "3-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Bodhi rolls the same toy car down a ramp five times. He starts the car from the same mark each time. Then he measures how far the car rolls. Table 1 shows the five distances.

\"A

Table 1. Toy-Car Roll Distances

RollDistance (centimeters)
139
240
340
441
540
6?

Based on the pattern, how many centimeters will the car most likely roll on roll 6? Enter the exact number.

Give your answer as a whole number (e.g., 25).

Distance in centimeters:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot04_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "40" ] }, "n_options": 0 }, { "n": 5, "item_id": "_00429dfd-ff6e-4e6b-b8fc-c823f251794b", "type": "choice", "title": "The Hidden Magnet Test", "standards": [ "3-PS2-3" ], "prompt_html": "

Petra wraps a bar magnet inside a dish towel so it cannot be seen. She holds the wrapped towel the same distance from four objects from a kitchen drawer, one at a time. Table 1 shows what happens.

Table 1. Kitchen Drawer Test

ObjectWhat happened
Wooden spoonDid not move
Steel whiskMoved toward the towel
Plastic spatulaDid not move
Rubber scraperDid not move

Which statement best explains why the steel whisk moved?

", "prompt_plain": "Petra wraps a bar magnet inside a dish towel so it cannot be seen. She holds the wrapped towel the same distance from four objects from a kitchen drawer, one at a time. Table 1 shows what happens. Table 1. Kitchen Drawer Test Object What happened Wooden spoon Did not move Steel whisk Moved toward the towel Plastic spatula Did not move Rubber scraper Did not move Which statement best explains why the steel whisk moved?", "context_html": "", "options": [ { "id": "cA1", "text": "The towel rubbed the whisk and pulled it with static electricity.", "plain": "The towel rubbed the whisk and pulled it with static electricity.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The whisk was the lightest object, so it was easiest to move.", "plain": "The whisk was the lightest object, so it was easiest to move.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The whisk is made of a magnetic material the hidden magnet attracts.", "plain": "The whisk is made of a magnetic material the hidden magnet attracts.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The whisk was closer to the towel than the other objects were.", "plain": "The whisk was closer to the towel than the other objects were.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_c6abae7a-b291-45ed-952c-3db69cec68b8", "type": "choice", "title": "Magnet End Trials", "standards": [ "3-PS2-3" ], "prompt_html": "

Arjun tests two bar magnets. Each magnet has an N end and an S end. He slowly brings two ends close together and records what happens. Table 1 shows his four trials.

Table 1. Magnet End Trials

TrialEnds brought close togetherWhat happened
1N end and N endPushed apart
2N end and S endPulled together before touching
3S end and S endPushed apart
4S end and N endPulled together before touching

Which TWO statements do Arjun's results support? Choose the TWO best answers.

", "prompt_plain": "Arjun tests two bar magnets. Each magnet has an N end and an S end. He slowly brings two ends close together and records what happens. Table 1 shows his four trials. Table 1. Magnet End Trials Trial Ends brought close together What happened 1 N end and N end Pushed apart 2 N end and S end Pulled together before touching 3 S end and S end Pushed apart 4 S end and N end Pulled together before touching Which TWO statements do Arjun's results support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The magnets need to touch before they can pull together.", "plain": "The magnets need to touch before they can pull together.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Two ends that are the same kind push away from each other.", "plain": "Two ends that are the same kind push away from each other.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The N end of a magnet pulls with more force than the S end.", "plain": "The N end of a magnet pulls with more force than the S end.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Two ends that are different kinds pull toward each other.", "plain": "Two ends that are different kinds pull toward each other.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Two magnets push away from each other the first time they meet.", "plain": "Two magnets push away from each other the first time they meet.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_69117fc8-4d26-41bf-b5b7-2138d7ec8b1a", "type": "choice", "title": "Magnet Maze — Choosing the Wand", "standards": [ "3-PS2-4" ], "prompt_html": "

Look at Figure 1. The team must choose how its wand will move the steel ball. The lid must stay closed.

Which wand idea is the best way to move the ball from Start to Finish?

", "prompt_plain": "Look at Figure 1. The team must choose how its wand will move the steel ball. The lid must stay closed. Which wand idea is the best way to move the ball from Start to Finish?", "context_html": "", "options": [ { "id": "cA1", "text": "A wand with a strong magnet at the tip, held just above the lid.", "plain": "A wand with a strong magnet at the tip, held just above the lid.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A wand with a steel tip, pressed gently on the top of the lid.", "plain": "A wand with a steel tip, pressed gently on the top of the lid.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A wand that taps on the lid until the ball bounces down the path.", "plain": "A wand that taps on the lid until the ball bounces down the path.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A thin wand slid under the lid after lifting one corner open.", "plain": "A thin wand slid under the lid after lifting one corner open.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c4a1cec5-4225-4b09-9772-2c99b048977f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Magnet Maze Game

Silvan's team is building a game for the science fair in Boise, Idaho. A small steel ball sits inside a maze box. A clear plastic lid keeps the box closed. Players must move the ball from Start to Finish without opening the lid. Players will use a hand-held wand from outside the box. Figure 1 shows the maze box. The team tested four wand designs. Each wand was tested the same way on the same maze. Table 1 shows the test results.

Figure 1

\"A

Table 1. Wand Test Results

WandMoved the ball through the whole maze?Highest height above the lid that still moved the ball
Wand 1Yes1 cm
Wand 2No — ball stopped at the turns5 cm
Wand 3Yes3 cm
Wand 4No — ball stopped halfway1 cm
", "passage_plain": "The Magnet Maze Game Silvan's team is building a game for the science fair in Boise, Idaho. A small steel ball sits inside a maze box. A clear plastic lid keeps the box closed. Players must move the ball from Start to Finish without opening the lid. Players will use a hand-held wand from outside the box. Figure 1 shows the maze box. The team tested four wand designs. Each wand was tested the same way on the same maze. Table 1 shows the test results. Figure 1 Table 1. Wand Test Results Wand Moved the ball through the whole maze? Highest height above the lid that still moved the ball Wand 1 Yes 1 cm Wand 2 No — ball stopped at the turns 5 cm Wand 3 Yes 3 cm Wand 4 No — ball stopped halfway 1 cm" }, { "n": 8, "item_id": "_75d37ccd-678f-409b-ad79-a1b8af2c0b1b", "type": "choice", "title": "Magnet Maze — Wand Requirements", "standards": [ "3-PS2-4" ], "prompt_html": "

The team set two requirements for the wand. The wand must move the ball through the whole maze. It must also still move the ball when held more than 2 centimeters above the lid.

Look at Table 1. Which wand meets both requirements?

", "prompt_plain": "The team set two requirements for the wand. The wand must move the ball through the whole maze. It must also still move the ball when held more than 2 centimeters above the lid. Look at Table 1. Which wand meets both requirements?", "context_html": "", "options": [ { "id": "cA1", "text": "Wand 1", "plain": "Wand 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Wand 2", "plain": "Wand 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Wand 3", "plain": "Wand 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Wand 4", "plain": "Wand 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c4a1cec5-4225-4b09-9772-2c99b048977f" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Magnet Maze Game

Silvan's team is building a game for the science fair in Boise, Idaho. A small steel ball sits inside a maze box. A clear plastic lid keeps the box closed. Players must move the ball from Start to Finish without opening the lid. Players will use a hand-held wand from outside the box. Figure 1 shows the maze box. The team tested four wand designs. Each wand was tested the same way on the same maze. Table 1 shows the test results.

Figure 1

\"A

Table 1. Wand Test Results

WandMoved the ball through the whole maze?Highest height above the lid that still moved the ball
Wand 1Yes1 cm
Wand 2No — ball stopped at the turns5 cm
Wand 3Yes3 cm
Wand 4No — ball stopped halfway1 cm
", "passage_plain": "The Magnet Maze Game Silvan's team is building a game for the science fair in Boise, Idaho. A small steel ball sits inside a maze box. A clear plastic lid keeps the box closed. Players must move the ball from Start to Finish without opening the lid. Players will use a hand-held wand from outside the box. Figure 1 shows the maze box. The team tested four wand designs. Each wand was tested the same way on the same maze. Table 1 shows the test results. Figure 1 Table 1. Wand Test Results Wand Moved the ball through the whole maze? Highest height above the lid that still moved the ball Wand 1 Yes 1 cm Wand 2 No — ball stopped at the turns 5 cm Wand 3 Yes 3 cm Wand 4 No — ball stopped halfway 1 cm" }, { "n": 9, "item_id": "_70e3be67-1e81-408b-929c-53da0ebdd89e", "type": "gap-match", "title": "Magnet Maze — Design Rules", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The team wrote four design rules for its wand before building anything.

 

Drag one card to each row to show whether the rule is a criterion or a constraint. You may use a card more than once.

", "prompt_plain": "The team wrote four design rules for its wand before building anything. Drag one card to each row to show whether the rule is a criterion or a constraint. You may use a card more than once.", "context_html": "", "options": [ { "id": "tcon1", "text": "Constraint", "plain": "Constraint", "correct": false, "kind": "gap-token" }, { "id": "tcrit1", "text": "Criterion", "plain": "Criterion", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_c4a1cec5-4225-4b09-9772-2c99b048977f" ], "key_letters": "", "key_values": { "RESPONSE": [ "tcrit1 g1", "tcon1 g2", "tcrit1 g3", "tcon1 g4" ] }, "n_options": 2, "passage_html": "

The Magnet Maze Game

Silvan's team is building a game for the science fair in Boise, Idaho. A small steel ball sits inside a maze box. A clear plastic lid keeps the box closed. Players must move the ball from Start to Finish without opening the lid. Players will use a hand-held wand from outside the box. Figure 1 shows the maze box. The team tested four wand designs. Each wand was tested the same way on the same maze. Table 1 shows the test results.

Figure 1

\"A

Table 1. Wand Test Results

WandMoved the ball through the whole maze?Highest height above the lid that still moved the ball
Wand 1Yes1 cm
Wand 2No — ball stopped at the turns5 cm
Wand 3Yes3 cm
Wand 4No — ball stopped halfway1 cm
", "passage_plain": "The Magnet Maze Game Silvan's team is building a game for the science fair in Boise, Idaho. A small steel ball sits inside a maze box. A clear plastic lid keeps the box closed. Players must move the ball from Start to Finish without opening the lid. Players will use a hand-held wand from outside the box. Figure 1 shows the maze box. The team tested four wand designs. Each wand was tested the same way on the same maze. Table 1 shows the test results. Figure 1 Table 1. Wand Test Results Wand Moved the ball through the whole maze? Highest height above the lid that still moved the ball Wand 1 Yes 1 cm Wand 2 No — ball stopped at the turns 5 cm Wand 3 Yes 3 cm Wand 4 No — ball stopped halfway 1 cm" }, { "n": 10, "item_id": "_934c4e3c-0a22-4548-bc0a-17b1f8a50019", "type": "choice", "title": "Lacewing and Frog Part A", "standards": [ "3-LS1-1" ], "prompt_html": "

Part A

Look at Figure 1. Which claim about a pattern shared by BOTH life cycles do the two diagrams support?

", "prompt_plain": "Part A Look at Figure 1. Which claim about a pattern shared by BOTH life cycles do the two diagrams support?", "context_html": "", "options": [ { "id": "cA1", "text": "Both animals hatch looking like tiny adult animals.", "plain": "Both animals hatch looking like tiny adult animals.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both animals grow inside a pupa before becoming adults.", "plain": "Both animals grow inside a pupa before becoming adults.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both animals start as eggs and change form while growing.", "plain": "Both animals start as eggs and change form while growing.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both animals become adults right after they hatch from eggs.", "plain": "Both animals become adults right after they hatch from eggs.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1b9f87a0-c13f-4a60-aadb-10428bdfd16c" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Lacewing and Frog Life Cycles

Noa visited the Cypress Creek Nature Center. A ranger showed Noa two posters side by side. One poster shows the life cycle of a green lacewing (a small flying insect). The other poster shows the life cycle of a leopard frog. Figure 1 shows both life-cycle diagrams. Each diagram uses arrows to show the order of the stages.

Figure 1. Two Life-Cycle Posters

\"Two

", "passage_plain": "Lacewing and Frog Life Cycles Noa visited the Cypress Creek Nature Center. A ranger showed Noa two posters side by side. One poster shows the life cycle of a green lacewing (a small flying insect). The other poster shows the life cycle of a leopard frog. Figure 1 shows both life-cycle diagrams. Each diagram uses arrows to show the order of the stages. Figure 1. Two Life-Cycle Posters" }, { "n": 11, "item_id": "_7b282a96-f133-4757-9262-c1ed7c78640a", "type": "choice", "title": "Lacewing and Frog Part B", "standards": [ "3-LS1-1" ], "prompt_html": "

Part B

Which evidence from the diagrams in Figure 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which evidence from the diagrams in Figure 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The lacewing diagram shows egg then larva, and the frog diagram shows egg then tadpole.", "plain": "The lacewing diagram shows egg then larva, and the frog diagram shows egg then tadpole.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Only the lacewing diagram, not the frog diagram, shows a pupa stage.", "plain": "Only the lacewing diagram, not the frog diagram, shows a pupa stage.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both diagrams show the adult stage at the very start of the cycle.", "plain": "Both diagrams show the adult stage at the very start of the cycle.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The frog diagram shows the tadpole swimming in the water of a pond.", "plain": "The frog diagram shows the tadpole swimming in the water of a pond.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1b9f87a0-c13f-4a60-aadb-10428bdfd16c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Lacewing and Frog Life Cycles

Noa visited the Cypress Creek Nature Center. A ranger showed Noa two posters side by side. One poster shows the life cycle of a green lacewing (a small flying insect). The other poster shows the life cycle of a leopard frog. Figure 1 shows both life-cycle diagrams. Each diagram uses arrows to show the order of the stages.

Figure 1. Two Life-Cycle Posters

\"Two

", "passage_plain": "Lacewing and Frog Life Cycles Noa visited the Cypress Creek Nature Center. A ranger showed Noa two posters side by side. One poster shows the life cycle of a green lacewing (a small flying insect). The other poster shows the life cycle of a leopard frog. Figure 1 shows both life-cycle diagrams. Each diagram uses arrows to show the order of the stages. Figure 1. Two Life-Cycle Posters" }, { "n": 12, "item_id": "_9d40a8e3-66d5-4012-907e-c26d0f89ff64", "type": "choice", "title": "Why Twins Differ at Birth", "standards": [ "3-LS3-1" ], "prompt_html": "

Look at Table 1. Willow and Pepper already had different fur when they were born, even though they are twins.

Which statement best explains why the twin kittens were born with different traits?

", "prompt_plain": "Look at Table 1. Willow and Pepper already had different fur when they were born, even though they are twins. Which statement best explains why the twin kittens were born with different traits?", "context_html": "", "options": [ { "id": "cA1", "text": "The kittens must have different mothers because their traits do not match.", "plain": "The kittens must have different mothers because their traits do not match.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each kitten inherited a different mix of traits from the same two parents.", "plain": "Each kitten inherited a different mix of traits from the same two parents.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The shelter food changed the eye color of one of the kittens.", "plain": "The shelter food changed the eye color of one of the kittens.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each kitten got its traits from one parent instead of both parents.", "plain": "Each kitten got its traits from one parent instead of both parents.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_06d0c055-571d-4c91-a9ed-e7d5ac2167ca" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Willow and Pepper

Rhea helps at an animal shelter in Toledo, Ohio. She cares for twin kittens named Willow and Pepper. The kittens have the same mother and father. Rhea wrote down what she observed about each kitten. Table 1 shows her observations.

Table 1. Kitten Observations

ObservationWillowPepper
Eye color nowGreenCopper
Fur at birthDark gray with faint stripesSolid dark gray
Fur nowDark gray with faint stripesBack fur turned lighter brown
Favorite napping spotShady basketSunny windowsill
Ear shapePointedPointed
", "passage_plain": "Willow and Pepper Rhea helps at an animal shelter in Toledo, Ohio. She cares for twin kittens named Willow and Pepper. The kittens have the same mother and father. Rhea wrote down what she observed about each kitten. Table 1 shows her observations. Table 1. Kitten Observations Observation Willow Pepper Eye color now Green Copper Fur at birth Dark gray with faint stripes Solid dark gray Fur now Dark gray with faint stripes Back fur turned lighter brown Favorite napping spot Shady basket Sunny windowsill Ear shape Pointed Pointed" }, { "n": 13, "item_id": "_02f123e2-8aad-43b1-b41f-cc5ebba5a8ea", "type": "choice", "title": "Evidence for Fur Change", "standards": [ "3-LS3-2" ], "prompt_html": "

Pepper’s back fur turned lighter after she was born.

Which TWO observations from Table 1 best support the idea that this change came from her environment, not from her parents? Choose the TWO best answers.

", "prompt_plain": "Pepper’s back fur turned lighter after she was born. Which TWO observations from Table 1 best support the idea that this change came from her environment, not from her parents? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Pepper’s eyes are copper and Willow’s eyes are green.", "plain": "Pepper’s eyes are copper and Willow’s eyes are green.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Pepper’s favorite napping spot is the sunny windowsill.", "plain": "Pepper’s favorite napping spot is the sunny windowsill.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Willow’s fur at birth was dark gray with faint stripes.", "plain": "Willow’s fur at birth was dark gray with faint stripes.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both kittens have pointed ears.", "plain": "Both kittens have pointed ears.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Pepper’s fur was solid dark gray when she was born.", "plain": "Pepper’s fur was solid dark gray when she was born.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_06d0c055-571d-4c91-a9ed-e7d5ac2167ca" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Willow and Pepper

Rhea helps at an animal shelter in Toledo, Ohio. She cares for twin kittens named Willow and Pepper. The kittens have the same mother and father. Rhea wrote down what she observed about each kitten. Table 1 shows her observations.

Table 1. Kitten Observations

ObservationWillowPepper
Eye color nowGreenCopper
Fur at birthDark gray with faint stripesSolid dark gray
Fur nowDark gray with faint stripesBack fur turned lighter brown
Favorite napping spotShady basketSunny windowsill
Ear shapePointedPointed
", "passage_plain": "Willow and Pepper Rhea helps at an animal shelter in Toledo, Ohio. She cares for twin kittens named Willow and Pepper. The kittens have the same mother and father. Rhea wrote down what she observed about each kitten. Table 1 shows her observations. Table 1. Kitten Observations Observation Willow Pepper Eye color now Green Copper Fur at birth Dark gray with faint stripes Solid dark gray Fur now Dark gray with faint stripes Back fur turned lighter brown Favorite napping spot Shady basket Sunny windowsill Ear shape Pointed Pointed" }, { "n": 14, "item_id": "_0ec52ae5-ecf8-4f09-a177-cffa3380bd82", "type": "choice", "title": "Trout Inherited Traits", "standards": [ "3-LS3-1" ], "prompt_html": "

A fish farm in Idaho raises rainbow trout. A worker wrote six observations about one trout in Table 1.

Which three observations describe traits the trout inherited from its parents?

Table 1. Observations of One Rainbow Trout

NumberObservation
1The trout has a pink stripe along each side.
2The trout swims to the surface when it sees the food scoop.
3The trout has a small tear in its tail fin from a sharp rock.
4The trout has black spots on its back.
5The trout grew thin during a week with little food.
6The trout has two pairs of side fins.
", "prompt_plain": "A fish farm in Idaho raises rainbow trout. A worker wrote six observations about one trout in Table 1. Which three observations describe traits the trout inherited from its parents? Table 1. Observations of One Rainbow Trout Number Observation 1 The trout has a pink stripe along each side. 2 The trout swims to the surface when it sees the food scoop. 3 The trout has a small tear in its tail fin from a sharp rock. 4 The trout has black spots on its back. 5 The trout grew thin during a week with little food. 6 The trout has two pairs of side fins.", "context_html": "", "options": [ { "id": "cA1", "text": "Observations 1, 2, and 4", "plain": "Observations 1, 2, and 4", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Observations 2, 3, and 5", "plain": "Observations 2, 3, and 5", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Observations 3, 5, and 6", "plain": "Observations 3, 5, and 6", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Observations 1, 4, and 6", "plain": "Observations 1, 4, and 6", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 15, "item_id": "_1c7056e0-b45e-459a-ada7-a7798ce0414b", "type": "choice", "title": "Best Planting Month Part A", "standards": [ "3-ESS2-1" ], "prompt_html": "

Part A

The class will plant salvia outdoors during its best growing month.

Based on Table 1 and Figure 1, in which month would the salvia most likely grow best?

", "prompt_plain": "Part A The class will plant salvia outdoors during its best growing month. Based on Table 1 and Figure 1, in which month would the salvia most likely grow best ?", "context_html": "", "options": [ { "id": "cA1", "text": "June", "plain": "June", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "July", "plain": "July", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "August", "plain": "August", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "October", "plain": "October", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d834ba54-8dc7-4ec9-8d66-f745b1a0261e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Salvia and Temperature

Marisol’s class visited a greenhouse in Portland, Oregon. The class tested how temperature affects salvia plants (small flowering plants). They grew four trays of salvia for six weeks. Every tray got the same soil, water, and light. Each tray was kept at a different temperature. Table 1 shows the results.

Table 1. Salvia Tray Results

Tray temperatureNumber of flowersPlant health
15°C3Small and slow-growing
20°C9Healthy
25°C18Tall and healthy
30°C7Drooping leaves

The class also found the average afternoon temperature for each month in Portland. Figure 1 shows the graph.

\"Bar

", "passage_plain": "Salvia and Temperature Marisol’s class visited a greenhouse in Portland, Oregon. The class tested how temperature affects salvia plants (small flowering plants). They grew four trays of salvia for six weeks. Every tray got the same soil, water, and light. Each tray was kept at a different temperature. Table 1 shows the results. Table 1. Salvia Tray Results Tray temperature Number of flowers Plant health 15°C 3 Small and slow-growing 20°C 9 Healthy 25°C 18 Tall and healthy 30°C 7 Drooping leaves The class also found the average afternoon temperature for each month in Portland. Figure 1 shows the graph." }, { "n": 16, "item_id": "_6881764b-ae59-4da7-aa95-940836175b86", "type": "choice", "title": "Best Planting Month Part B", "standards": [ "3-ESS2-1" ], "prompt_html": "

Part B

Which evidence best supports the answer in Part A?

", "prompt_plain": "Part B Which evidence best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The graph shows that month has the hottest afternoon temperature.", "plain": "The graph shows that month has the hottest afternoon temperature.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Table 1 shows the 20°C tray grew nine flowers and stayed healthy.", "plain": "Table 1 shows the 20°C tray grew nine flowers and stayed healthy.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The graph shows that month gets the most hours of sunlight.", "plain": "The graph shows that month gets the most hours of sunlight.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "That month’s average temperature matches the tray where salvia grew the most flowers.", "plain": "That month’s average temperature matches the tray where salvia grew the most flowers.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d834ba54-8dc7-4ec9-8d66-f745b1a0261e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Salvia and Temperature

Marisol’s class visited a greenhouse in Portland, Oregon. The class tested how temperature affects salvia plants (small flowering plants). They grew four trays of salvia for six weeks. Every tray got the same soil, water, and light. Each tray was kept at a different temperature. Table 1 shows the results.

Table 1. Salvia Tray Results

Tray temperatureNumber of flowersPlant health
15°C3Small and slow-growing
20°C9Healthy
25°C18Tall and healthy
30°C7Drooping leaves

The class also found the average afternoon temperature for each month in Portland. Figure 1 shows the graph.

\"Bar

", "passage_plain": "Salvia and Temperature Marisol’s class visited a greenhouse in Portland, Oregon. The class tested how temperature affects salvia plants (small flowering plants). They grew four trays of salvia for six weeks. Every tray got the same soil, water, and light. Each tray was kept at a different temperature. Table 1 shows the results. Table 1. Salvia Tray Results Tray temperature Number of flowers Plant health 15°C 3 Small and slow-growing 20°C 9 Healthy 25°C 18 Tall and healthy 30°C 7 Drooping leaves The class also found the average afternoon temperature for each month in Portland. Figure 1 shows the graph." }, { "n": 17, "item_id": "_bf70f2b0-9a1e-416e-8e44-ec01306f2987", "type": "portable-custom", "title": "Build the Snowfall Bar Graph", "standards": [ "3-ESS2-1" ], "prompt_html": "

Zola measured snowfall in Duluth, Minnesota, for one school week in January. Table 1 shows how many centimeters (cm) of snow fell each day.

\n

 

\n

Drag each day's bar to the correct height so the graph shows that day's snowfall in centimeters (cm).

\n

Table 1. Snowfall in Duluth, One January Week

\n
DaySnowfall (cm)
Monday4
Tuesday10
Wednesday2
Thursday8
Friday6
", "prompt_plain": "Zola measured snowfall in Duluth, Minnesota, for one school week in January. Table 1 shows how many centimeters (cm) of snow fell each day. Drag each day's bar to the correct height so the graph shows that day's snowfall in centimeters (cm). Table 1. Snowfall in Duluth, One January Week Day Snowfall (cm) Monday 4 Tuesday 10 Wednesday 2 Thursday 8 Friday 6", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Mon\",\"y\":4},{\"x\":\"Tue\",\"y\":10},{\"x\":\"Wed\",\"y\":2},{\"x\":\"Thu\",\"y\":8},{\"x\":\"Fri\",\"y\":6}]" ] }, "n_options": 0 }, { "n": 18, "item_id": "_472a3163-ce62-44c8-afaa-ad24f8cc1cad", "type": "hottext", "title": "July Weather Conclusion", "standards": [ "3-ESS2-2" ], "prompt_html": "

A weather club compared four cities in July. Table 1 shows each city’s average July high temperature and number of rainy days.

Select the ONE statement that the data in Table 1 support.

Table 1. July Weather in Four Cities

CityAverage July high (°C)Rainy days in July
Phoenix, Arizona414
Seattle, Washington255
Miami, Florida3218
Buffalo, New York2710
", "prompt_plain": "A weather club compared four cities in July. Table 1 shows each city’s average July high temperature and number of rainy days. Select the ONE statement that the data in Table 1 support. Table 1. July Weather in Four Cities City Average July high (°C) Rainy days in July Phoenix, Arizona 41 4 Seattle, Washington 25 5 Miami, Florida 32 18 Buffalo, New York 27 10", "context_html": "", "options": [ { "id": "hA1", "text": "Seattle has the most rainy days of the four cities.", "plain": "Seattle has the most rainy days of the four cities.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Phoenix is hotter in July than Miami but has fewer rainy days.", "plain": "Phoenix is hotter in July than Miami but has fewer rainy days.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "The city with the highest temperature also has the most rainy days.", "plain": "The city with the highest temperature also has the most rainy days.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "Buffalo has a higher average July high than Miami.", "plain": "Buffalo has a higher average July high than Miami.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "Miami and Seattle have the same number of rainy days in July.", "plain": "Miami and Seattle have the same number of rainy days in July.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB1" ] }, "n_options": 5 }, { "n": 19, "item_id": "_41d42582-fdba-4719-9f28-28f6062ae381", "type": "text-entry", "title": "July Temperature Difference", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Emil compared the July climate of two cities. Table 1 shows the average July high temperature for each city.

Table 1. Average July High Temperature

CityAverage July high (°C)
Fresno, California37
Portland, Maine26

How many degrees Celsius (°C) warmer is Fresno than Portland in July? Enter the exact number.

Give your answer as a whole number (e.g., 4).

Answer: °C

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "11" ] }, "n_options": 0 }, { "n": 20, "item_id": "_72006457-e08e-4b03-98ce-47febabf82ff", "type": "choice", "title": "Blizzard Preparation Choices", "standards": [ "3-ESS3-1" ], "prompt_html": "

Principal Ortiz lists five possible ways to get the school ready.

Based on Table 1, which TWO preparations would best keep students safe during the blizzard? Choose the TWO best answers.

", "prompt_plain": "Principal Ortiz lists five possible ways to get the school ready. Based on Table 1, which TWO preparations would best keep students safe during the blizzard? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Stack sandbags in front of the school doors.", "plain": "Stack sandbags in front of the school doors.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Store extra blankets and warm coats at the school.", "plain": "Store extra blankets and warm coats at the school.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Collect rainwater in barrels for dry weather.", "plain": "Collect rainwater in barrels for dry weather.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Check the backup heater and stock extra food.", "plain": "Check the backup heater and stock extra food.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Put a tall lightning rod on the school roof.", "plain": "Put a tall lightning rod on the school roof.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f89fcb52-fd7d-4c7d-bd30-d42002c064ad" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Blizzard Plan at Silver Bow

Silver Bow School is in Butte, Montana. A blizzard (a snowstorm with strong wind and heavy snow) is coming. Table 1 shows the weather forecast.

Table 1. Blizzard Forecast

DaySnow expectedWindAir temperature
Friday14 inches35 miles per hour10 °F
Saturday3 inches15 miles per hour5 °F

Principal Ortiz asks students to help the school get ready. The school's furnace could lose power during the storm. Two student teams each built a backup heater for the reading room. Table 2 shows the results of a weekend test of both heaters.

Table 2. Backup-Heater Test Results

DesignRoom temperature after one hourHours it ranFuel used
Team 1 heater71 °F10 hours4 fuel cans
Team 2 heater68 °F6 hours2 fuel cans

The school also compared two ways to keep the front walkway clear of snow. Table 3 shows how each way worked during last year's storm.

Table 3. Two Walkway Solutions

SolutionDuring the stormHow it was run
Heated matsSnow melted as it landedA teacher flipped a switch inside the school
Morning shovel crewSnow piled up until morningTwo workers shoveled outside after the storm
", "passage_plain": "Blizzard Plan at Silver Bow Silver Bow School is in Butte, Montana. A blizzard (a snowstorm with strong wind and heavy snow) is coming. Table 1 shows the weather forecast. Table 1. Blizzard Forecast Day Snow expected Wind Air temperature Friday 14 inches 35 miles per hour 10 °F Saturday 3 inches 15 miles per hour 5 °F Principal Ortiz asks students to help the school get ready. The school's furnace could lose power during the storm. Two student teams each built a backup heater for the reading room. Table 2 shows the results of a weekend test of both heaters. Table 2. Backup-Heater Test Results Design Room temperature after one hour Hours it ran Fuel used Team 1 heater 71 °F 10 hours 4 fuel cans Team 2 heater 68 °F 6 hours 2 fuel cans The school also compared two ways to keep the front walkway clear of snow. Table 3 shows how each way worked during last year's storm. Table 3. Two Walkway Solutions Solution During the storm How it was run Heated mats Snow melted as it landed A teacher flipped a switch inside the school Morning shovel crew Snow piled up until morning Two workers shoveled outside after the storm" }, { "n": 21, "item_id": "_f964b7a9-f824-4b07-9887-64a6489ce1ba", "type": "choice", "title": "Choosing the Backup Heater", "standards": [ "3-ESS3-1" ], "prompt_html": "

A backup heater must meet two requirements. It must warm the reading room to at least 65 °F. It must run for at least 8 hours without stopping.

Look at the requirements and Table 2. Which statement best explains which heater the school should choose?

", "prompt_plain": "A backup heater must meet two requirements. It must warm the reading room to at least 65 °F. It must run for at least 8 hours without stopping. Look at the requirements and Table 2. Which statement best explains which heater the school should choose?", "context_html": "", "options": [ { "id": "cA1", "text": "Team 2's heater, because it used less fuel during the test.", "plain": "Team 2's heater, because it used less fuel during the test.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Team 1's heater, because it got warm enough and ran long enough.", "plain": "Team 1's heater, because it got warm enough and ran long enough.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Team 2's heater, because six hours is long enough for a school day.", "plain": "Team 2's heater, because six hours is long enough for a school day.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Either heater, because both warmed the room to more than 65 °F.", "plain": "Either heater, because both warmed the room to more than 65 °F.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f89fcb52-fd7d-4c7d-bd30-d42002c064ad" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Blizzard Plan at Silver Bow

Silver Bow School is in Butte, Montana. A blizzard (a snowstorm with strong wind and heavy snow) is coming. Table 1 shows the weather forecast.

Table 1. Blizzard Forecast

DaySnow expectedWindAir temperature
Friday14 inches35 miles per hour10 °F
Saturday3 inches15 miles per hour5 °F

Principal Ortiz asks students to help the school get ready. The school's furnace could lose power during the storm. Two student teams each built a backup heater for the reading room. Table 2 shows the results of a weekend test of both heaters.

Table 2. Backup-Heater Test Results

DesignRoom temperature after one hourHours it ranFuel used
Team 1 heater71 °F10 hours4 fuel cans
Team 2 heater68 °F6 hours2 fuel cans

The school also compared two ways to keep the front walkway clear of snow. Table 3 shows how each way worked during last year's storm.

Table 3. Two Walkway Solutions

SolutionDuring the stormHow it was run
Heated matsSnow melted as it landedA teacher flipped a switch inside the school
Morning shovel crewSnow piled up until morningTwo workers shoveled outside after the storm
", "passage_plain": "Blizzard Plan at Silver Bow Silver Bow School is in Butte, Montana. A blizzard (a snowstorm with strong wind and heavy snow) is coming. Table 1 shows the weather forecast. Table 1. Blizzard Forecast Day Snow expected Wind Air temperature Friday 14 inches 35 miles per hour 10 °F Saturday 3 inches 15 miles per hour 5 °F Principal Ortiz asks students to help the school get ready. The school's furnace could lose power during the storm. Two student teams each built a backup heater for the reading room. Table 2 shows the results of a weekend test of both heaters. Table 2. Backup-Heater Test Results Design Room temperature after one hour Hours it ran Fuel used Team 1 heater 71 °F 10 hours 4 fuel cans Team 2 heater 68 °F 6 hours 2 fuel cans The school also compared two ways to keep the front walkway clear of snow. Table 3 shows how each way worked during last year's storm. Table 3. Two Walkway Solutions Solution During the storm How it was run Heated mats Snow melted as it landed A teacher flipped a switch inside the school Morning shovel crew Snow piled up until morning Two workers shoveled outside after the storm" }, { "n": 22, "item_id": "_e3f7dd99-afa3-4fc7-aaff-0d2be364aa85", "type": "choice", "title": "Clearing the Front Walkway", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

The school has two goals for its walkway plan. Goal 1: the walkway stays safe to walk on while snow is falling. Goal 2: no one has to work outside during the storm.

Based on Table 3, which solution meets both goals, and why?

", "prompt_plain": "The school has two goals for its walkway plan. Goal 1: the walkway stays safe to walk on while snow is falling. Goal 2: no one has to work outside during the storm. Based on Table 3, which solution meets both goals, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "The shovel crew, because shoveling can clear even very deep snow.", "plain": "The shovel crew, because shoveling can clear even very deep snow.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The heated mats, because mats cost less money than paying a crew.", "plain": "The heated mats, because mats cost less money than paying a crew.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The shovel crew, because the workers can also spread sand on the ice.", "plain": "The shovel crew, because the workers can also spread sand on the ice.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The heated mats, because the walkway stayed clear and no one went outside.", "plain": "The heated mats, because the walkway stayed clear and no one went outside.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f89fcb52-fd7d-4c7d-bd30-d42002c064ad" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Blizzard Plan at Silver Bow

Silver Bow School is in Butte, Montana. A blizzard (a snowstorm with strong wind and heavy snow) is coming. Table 1 shows the weather forecast.

Table 1. Blizzard Forecast

DaySnow expectedWindAir temperature
Friday14 inches35 miles per hour10 °F
Saturday3 inches15 miles per hour5 °F

Principal Ortiz asks students to help the school get ready. The school's furnace could lose power during the storm. Two student teams each built a backup heater for the reading room. Table 2 shows the results of a weekend test of both heaters.

Table 2. Backup-Heater Test Results

DesignRoom temperature after one hourHours it ranFuel used
Team 1 heater71 °F10 hours4 fuel cans
Team 2 heater68 °F6 hours2 fuel cans

The school also compared two ways to keep the front walkway clear of snow. Table 3 shows how each way worked during last year's storm.

Table 3. Two Walkway Solutions

SolutionDuring the stormHow it was run
Heated matsSnow melted as it landedA teacher flipped a switch inside the school
Morning shovel crewSnow piled up until morningTwo workers shoveled outside after the storm
", "passage_plain": "Blizzard Plan at Silver Bow Silver Bow School is in Butte, Montana. A blizzard (a snowstorm with strong wind and heavy snow) is coming. Table 1 shows the weather forecast. Table 1. Blizzard Forecast Day Snow expected Wind Air temperature Friday 14 inches 35 miles per hour 10 °F Saturday 3 inches 15 miles per hour 5 °F Principal Ortiz asks students to help the school get ready. The school's furnace could lose power during the storm. Two student teams each built a backup heater for the reading room. Table 2 shows the results of a weekend test of both heaters. Table 2. Backup-Heater Test Results Design Room temperature after one hour Hours it ran Fuel used Team 1 heater 71 °F 10 hours 4 fuel cans Team 2 heater 68 °F 6 hours 2 fuel cans The school also compared two ways to keep the front walkway clear of snow. Table 3 shows how each way worked during last year's storm. Table 3. Two Walkway Solutions Solution During the storm How it was run Heated mats Snow melted as it landed A teacher flipped a switch inside the school Morning shovel crew Snow piled up until morning Two workers shoveled outside after the storm" }, { "n": 23, "item_id": "_7bcb563a-80be-4d24-b9bc-9d6d0a933539", "type": "choice", "title": "Pond Solutions Claim", "standards": [ "3-LS4-4" ], "prompt_html": "

Look at Table 1. Which claim about the two solutions is best supported by the data?

", "prompt_plain": "Look at Table 1. Which claim about the two solutions is best supported by the data?", "context_html": "", "options": [ { "id": "cA1", "text": "The owl statue helped, because it kept raccoons away from Pond B.", "plain": "The owl statue helped, because it kept raccoons away from Pond B.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Neither solution helped, because the counts changed at both ponds.", "plain": "Neither solution helped, because the counts changed at both ponds.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Planting grasses and shrubs helped, because Pond A's counts rose each spring.", "plain": "Planting grasses and shrubs helped, because Pond A's counts rose each spring.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both solutions worked the same, because both ponds had egg masses each spring.", "plain": "Both solutions worked the same, because both ponds had egg masses each spring.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3517a27d-9888-40e6-8cb7-9f6bb1caa87d" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Miller Pond Frogs

Miller Pond is in Iowa. Two years ago, workers built a bike path there. They cleared the tall plants around the pond. Since then, students have counted fewer leopard frog egg masses each spring. Leopard frogs lay more eggs in cool, shaded, shallow water.

Alonzo's nature club tested one solution at each of two smaller ponds nearby. Both small ponds started with about the same number of egg masses. At Pond A, the club planted tall grasses and willow shrubs along the water's edge. At Pond B, the club placed a plastic owl statue to scare away egg-eating raccoons. Table 1 shows the egg-mass counts for three springs.

Table 1. Egg Masses at Two Ponds

PondSolution triedSpring 1Spring 2Spring 3
Pond APlanted tall grasses and shrubs4915
Pond BPlaced a plastic owl statue434
", "passage_plain": "Miller Pond Frogs Miller Pond is in Iowa. Two years ago, workers built a bike path there. They cleared the tall plants around the pond. Since then, students have counted fewer leopard frog egg masses each spring. Leopard frogs lay more eggs in cool, shaded, shallow water. Alonzo's nature club tested one solution at each of two smaller ponds nearby. Both small ponds started with about the same number of egg masses. At Pond A, the club planted tall grasses and willow shrubs along the water's edge. At Pond B, the club placed a plastic owl statue to scare away egg-eating raccoons. Table 1 shows the egg-mass counts for three springs. Table 1. Egg Masses at Two Ponds Pond Solution tried Spring 1 Spring 2 Spring 3 Pond A Planted tall grasses and shrubs 4 9 15 Pond B Placed a plastic owl statue 4 3 4" }, { "n": 24, "item_id": "_b9be9059-2dd2-45ae-9dc4-3e5ac725a594", "type": "inline-choice", "title": "Removing the Pond Plants", "standards": [ "3-LS4-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The city may remove the tall plants at Pond A to widen the bike path.

Choose the word that best completes each sentence.

If the tall plants are removed, the water at Pond A will most likely get .

So the number of egg masses at Pond A will most likely .

", "options": [ { "id": "cB1O1", "text": "cooler", "plain": "cooler", "correct": false, "kind": "inline" }, { "id": "cB1O2", "text": "warmer", "plain": "warmer", "correct": true, "kind": "inline" }, { "id": "cB1O3", "text": "deeper", "plain": "deeper", "correct": false, "kind": "inline" }, { "id": "cB2O1", "text": "increase", "plain": "increase", "correct": false, "kind": "inline" }, { "id": "cB2O2", "text": "stay the same", "plain": "stay the same", "correct": false, "kind": "inline" }, { "id": "cB2O3", "text": "decrease", "plain": "decrease", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_3517a27d-9888-40e6-8cb7-9f6bb1caa87d" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O2" ], "RESPONSE2": [ "cB2O3" ] }, "n_options": 6, "passage_html": "

Miller Pond Frogs

Miller Pond is in Iowa. Two years ago, workers built a bike path there. They cleared the tall plants around the pond. Since then, students have counted fewer leopard frog egg masses each spring. Leopard frogs lay more eggs in cool, shaded, shallow water.

Alonzo's nature club tested one solution at each of two smaller ponds nearby. Both small ponds started with about the same number of egg masses. At Pond A, the club planted tall grasses and willow shrubs along the water's edge. At Pond B, the club placed a plastic owl statue to scare away egg-eating raccoons. Table 1 shows the egg-mass counts for three springs.

Table 1. Egg Masses at Two Ponds

PondSolution triedSpring 1Spring 2Spring 3
Pond APlanted tall grasses and shrubs4915
Pond BPlaced a plastic owl statue434
", "passage_plain": "Miller Pond Frogs Miller Pond is in Iowa. Two years ago, workers built a bike path there. They cleared the tall plants around the pond. Since then, students have counted fewer leopard frog egg masses each spring. Leopard frogs lay more eggs in cool, shaded, shallow water. Alonzo's nature club tested one solution at each of two smaller ponds nearby. Both small ponds started with about the same number of egg masses. At Pond A, the club planted tall grasses and willow shrubs along the water's edge. At Pond B, the club placed a plastic owl statue to scare away egg-eating raccoons. Table 1 shows the egg-mass counts for three springs. Table 1. Egg Masses at Two Ponds Pond Solution tried Spring 1 Spring 2 Spring 3 Pond A Planted tall grasses and shrubs 4 9 15 Pond B Placed a plastic owl statue 4 3 4" }, { "n": 25, "item_id": "_cbf743d5-0288-4250-9c76-13263e07e467", "type": "choice", "title": "Grocery-Bag Trash Part A", "standards": [ "3-LS4-4" ], "prompt_html": "

Part A

Wren's family shops at the market once every week.

Which choice will most likely make the least bag trash over a whole year?

", "prompt_plain": "Part A Wren's family shops at the market once every week. Which choice will most likely make the least bag trash over a whole year?", "context_html": "", "options": [ { "id": "cA1", "text": "Bring the same cloth bag on every shopping trip.", "plain": "Bring the same cloth bag on every shopping trip.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Take a new paper bag on every shopping trip.", "plain": "Take a new paper bag on every shopping trip.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Take a new plastic bag on every shopping trip.", "plain": "Take a new plastic bag on every shopping trip.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Take a paper bag and a plastic bag on every trip.", "plain": "Take a paper bag and a plastic bag on every trip.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f4582c74-c3ce-4af0-94ca-e058b8715d00" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Grocery-Bag Question

Wren shops with her family at Millbrook Market in Vermont. The market offers three kinds of bags: paper, plastic, and cloth. A sign asks shoppers to think about the environment. The sign explains that thrown-away bags often end up in the river near town. There, the bag trash can harm fish, ducks, and turtles. Wren wants to know which bag choice makes the least trash over a whole year. The photo shows the three kinds of bags. Table 1 shows facts about each kind of bag.

\"Three

Table 1. Facts About Each Bag

Kind of bagMade fromHow many times it is usually used
PaperTreesOnce or twice
PlasticOil pumped from undergroundOnce or twice
ClothCotton plantsHundreds of times
", "passage_plain": "The Grocery-Bag Question Wren shops with her family at Millbrook Market in Vermont. The market offers three kinds of bags: paper, plastic, and cloth. A sign asks shoppers to think about the environment. The sign explains that thrown-away bags often end up in the river near town. There, the bag trash can harm fish, ducks, and turtles. Wren wants to know which bag choice makes the least trash over a whole year. The photo shows the three kinds of bags. Table 1 shows facts about each kind of bag. Table 1. Facts About Each Bag Kind of bag Made from How many times it is usually used Paper Trees Once or twice Plastic Oil pumped from underground Once or twice Cloth Cotton plants Hundreds of times" }, { "n": 26, "item_id": "_06625ee2-e6b3-41de-8f5c-8eb4c42346f3", "type": "choice", "title": "Grocery-Bag Trash Part B", "standards": [ "3-LS4-4" ], "prompt_html": "

Part B

Which fact best supports the answer in Part A?

", "prompt_plain": "Part B Which fact best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Cloth bags are made from cotton plants grown on farms.", "plain": "Cloth bags are made from cotton plants grown on farms.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Paper bags can be recycled into new paper products.", "plain": "Paper bags can be recycled into new paper products.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Using the same bag again means fewer bags are thrown away.", "plain": "Using the same bag again means fewer bags are thrown away.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The market lets shoppers choose from three different kinds of bags.", "plain": "The market lets shoppers choose from three different kinds of bags.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f4582c74-c3ce-4af0-94ca-e058b8715d00" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Grocery-Bag Question

Wren shops with her family at Millbrook Market in Vermont. The market offers three kinds of bags: paper, plastic, and cloth. A sign asks shoppers to think about the environment. The sign explains that thrown-away bags often end up in the river near town. There, the bag trash can harm fish, ducks, and turtles. Wren wants to know which bag choice makes the least trash over a whole year. The photo shows the three kinds of bags. Table 1 shows facts about each kind of bag.

\"Three

Table 1. Facts About Each Bag

Kind of bagMade fromHow many times it is usually used
PaperTreesOnce or twice
PlasticOil pumped from undergroundOnce or twice
ClothCotton plantsHundreds of times
", "passage_plain": "The Grocery-Bag Question Wren shops with her family at Millbrook Market in Vermont. The market offers three kinds of bags: paper, plastic, and cloth. A sign asks shoppers to think about the environment. The sign explains that thrown-away bags often end up in the river near town. There, the bag trash can harm fish, ducks, and turtles. Wren wants to know which bag choice makes the least trash over a whole year. The photo shows the three kinds of bags. Table 1 shows facts about each kind of bag. Table 1. Facts About Each Bag Kind of bag Made from How many times it is usually used Paper Trees Once or twice Plastic Oil pumped from underground Once or twice Cloth Cotton plants Hundreds of times" }, { "n": 27, "item_id": "_db44a321-27e1-4ed7-afd8-98ddd327f3ae", "type": "hottext", "title": "Mackerel Ball Evidence", "standards": [ "3-LS2-1" ], "prompt_html": "

Damir watches an ocean video about Atlantic mackerel (a kind of small fish). He writes five sentences in his science log. A classmate makes this claim: forming a tight ball helps protect the mackerel from predators.

Select the ONE sentence from the log that gives the best evidence for this claim.

\"A

", "prompt_plain": "Damir watches an ocean video about Atlantic mackerel (a kind of small fish). He writes five sentences in his science log. A classmate makes this claim: forming a tight ball helps protect the mackerel from predators. Select the ONE sentence from the log that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Atlantic mackerel swim near the surface in large schools.", "plain": "Atlantic mackerel swim near the surface in large schools.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "A hunting seal swam quickly toward the school.", "plain": "A hunting seal swam quickly toward the school.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "The mackerel packed together into a tight, spinning ball.", "plain": "The mackerel packed together into a tight, spinning ball.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "The seal circled the ball many times but caught almost no fish.", "plain": "The seal circled the ball many times but caught almost no fish.", "correct": true, "kind": "hottext" }, { "id": "hE1", "text": "After the seal left, the mackerel spread out to feed again.", "plain": "After the seal left, the mackerel spread out to feed again.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot27.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD1" ] }, "n_options": 5 }, { "n": 28, "item_id": "_42eca920-b43a-4748-9254-6a4bd40ded1a", "type": "gap-match", "title": "Fossil Kit Finds", "standards": [ "3-LS4-1" ], "prompt_html": "

Solene opens a fossil kit at the science museum. The kit holds the four finds shown in the picture and described below. Each find matches one fossil type: mold, cast, trace, or preserved remains.

 

Drag one fossil-type label into the empty box next to each find. Use each label exactly once.

\"Four

", "prompt_plain": "Solene opens a fossil kit at the science museum. The kit holds the four finds shown in the picture and described below. Each find matches one fossil type: mold, cast, trace, or preserved remains. Drag one fossil-type label into the empty box next to each find. Use each label exactly once.", "context_html": "", "options": [ { "id": "tile-trace", "text": "trace fossil", "plain": "trace fossil", "correct": false, "kind": "gap-token" }, { "id": "tile-pres", "text": "preserved remains", "plain": "preserved remains", "correct": false, "kind": "gap-token" }, { "id": "tile-mold", "text": "mold fossil", "plain": "mold fossil", "correct": false, "kind": "gap-token" }, { "id": "tile-cast", "text": "cast fossil", "plain": "cast fossil", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot28.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-mold gap-f1", "tile-cast gap-f2", "tile-trace gap-f3", "tile-pres gap-f4" ] }, "n_options": 4 }, { "n": 29, "item_id": "_9f540cbb-9bd8-444a-8a62-0c2045ed7a7d", "type": "choice", "title": "Berry Bush Thorns", "standards": [ "3-LS4-2" ], "prompt_html": "

Bram visits a berry farm. All the bushes in one field are the same kind of berry plant. Some of the bushes grew many long, sharp thorns on their stems. Other bushes grew only a few small thorns. At night, deer come to the field and eat leaves from the bushes.

Which bushes will most likely keep more of their leaves, and why?

\"Two

", "prompt_plain": "Bram visits a berry farm. All the bushes in one field are the same kind of berry plant. Some of the bushes grew many long, sharp thorns on their stems. Other bushes grew only a few small thorns. At night, deer come to the field and eat leaves from the bushes. Which bushes will most likely keep more of their leaves, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "The bushes with many thorns, because thorns help the bushes grow taller.", "plain": "The bushes with many thorns, because thorns help the bushes grow taller.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The bushes with many thorns, because sharp thorns make it hard for deer to eat the leaves.", "plain": "The bushes with many thorns, because sharp thorns make it hard for deer to eat the leaves.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The bushes with few thorns, because those bushes can use more food to grow new leaves.", "plain": "The bushes with few thorns, because those bushes can use more food to grow new leaves.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both kinds of bushes the same, because plants of one kind grow and survive the same way.", "plain": "Both kinds of bushes the same, because plants of one kind grow and survive the same way.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_a2872b8c-bfed-42f0-adc0-a661405941ee", "type": "choice", "title": "Crickets in Two Pens", "standards": [ "3-LS4-2" ], "prompt_html": "

Scientists study crickets in two large outdoor pens near Aya's school. The ground in one pen is covered with light, dry grass. The ground in the other pen is dark, plowed soil. Low walls keep the crickets inside each pen, but birds can still fly in to hunt them. The scientists put 50 light-brown crickets and 50 dark-brown crickets into each pen. After two weeks, the scientists carefully search each pen and count every cricket still living there. Table 1 shows the counts.

Table 1. Crickets Still Living After Two Weeks

PenLight-brown crickets still livingDark-brown crickets still living
Light grass pen4211
Dark soil pen938

Which TWO statements do the data in Table 1 support? Choose the TWO best answers.

", "prompt_plain": "Scientists study crickets in two large outdoor pens near Aya's school. The ground in one pen is covered with light, dry grass. The ground in the other pen is dark, plowed soil. Low walls keep the crickets inside each pen, but birds can still fly in to hunt them. The scientists put 50 light-brown crickets and 50 dark-brown crickets into each pen. After two weeks, the scientists carefully search each pen and count every cricket still living there. Table 1 shows the counts. Table 1. Crickets Still Living After Two Weeks Pen Light-brown crickets still living Dark-brown crickets still living Light grass pen 42 11 Dark soil pen 9 38 Which TWO statements do the data in Table 1 support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA691252", "text": "Dark-brown crickets survived better than light-brown crickets in both pens.", "plain": "Dark-brown crickets survived better than light-brown crickets in both pens.", "correct": false, "kind": "choice" }, { "id": "cBd370bf", "text": "In each pen, crickets whose color matched the ground survived best.", "plain": "In each pen, crickets whose color matched the ground survived best.", "correct": true, "kind": "choice" }, { "id": "cCc98934", "text": "The crickets slowly changed their body color to match each pen's ground.", "plain": "The crickets slowly changed their body color to match each pen's ground.", "correct": false, "kind": "choice" }, { "id": "cD5245e3", "text": "Light-brown crickets survived better on light ground than on dark ground.", "plain": "Light-brown crickets survived better on light ground than on dark ground.", "correct": true, "kind": "choice" }, { "id": "cE1f1f1f", "text": "The two pens held the same number of crickets after two weeks.", "plain": "The two pens held the same number of crickets after two weeks.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cBd370bf", "cD5245e3" ] }, "n_options": 5 }, { "n": 31, "item_id": "_bf27ad60-7d19-41af-a19a-0d2acff6587d", "type": "choice", "title": "Animals in the Tundra", "standards": [ "3-LS4-3" ], "prompt_html": "

The card describes a tundra (a cold, dry land in the far north).

Tundra Description Card

Characteristic
Long winters with temperatures near −30 °C
About 20 centimeters of rain and snow each year
A thin layer of soil covers ground that stays frozen
Plants are mosses, grasses, and low shrubs

Based on the card, which pair of animals is LEAST likely to live in the tundra?

\"Four

", "prompt_plain": "The card describes a tundra (a cold, dry land in the far north). Tundra Description Card Characteristic Long winters with temperatures near −30 °C About 20 centimeters of rain and snow each year A thin layer of soil covers ground that stays frozen Plants are mosses, grasses, and low shrubs Based on the card, which pair of animals is LEAST likely to live in the tundra?", "context_html": "", "options": [ { "id": "cA027731", "text": "A fox with thick fur and an owl with thick feathers", "plain": "A fox with thick fur and an owl with thick feathers", "correct": false, "kind": "choice" }, { "id": "cBe2e637", "text": "A hare with wide, furry feet and a wolf with a thick fur coat", "plain": "A hare with wide, furry feet and a wolf with a thick fur coat", "correct": false, "kind": "choice" }, { "id": "cCb6b744", "text": "A tree frog with thin, wet skin and an alligator with bare, scaly skin", "plain": "A tree frog with thin, wet skin and an alligator with bare, scaly skin", "correct": true, "kind": "choice" }, { "id": "cDa64b7b", "text": "A bear with a heavy fur coat and a caribou (reindeer) with wide hooves", "plain": "A bear with a heavy fur coat and a caribou (reindeer) with wide hooves", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot31.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cCb6b744" ] }, "n_options": 4 }, { "n": 32, "item_id": "_a79cb780-91d2-4077-8bda-e542baf5cdfa", "type": "choice", "title": "Vida's Racecar Track", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Vida builds a racecar track for the science fair. The track has a ramp and a flat section covered with bumpy cardboard. The finish line is 200 centimeters past the bottom of the ramp. In each trial, Vida gives the car one gentle push at the top. The car slows down and stops before the finish line every time. Table 1 shows the results.

\"A

Table 1. Vida's Racecar Trials

TrialDistance rolled past the ramp (cm)
1152
2148
3155

Which TWO changes would most likely make the car roll far enough to cross the finish line? Choose the TWO best answers.

", "prompt_plain": "Vida builds a racecar track for the science fair. The track has a ramp and a flat section covered with bumpy cardboard. The finish line is 200 centimeters past the bottom of the ramp. In each trial, Vida gives the car one gentle push at the top. The car slows down and stops before the finish line every time. Table 1 shows the results. Table 1. Vida's Racecar Trials Trial Distance rolled past the ramp (cm) 1 152 2 148 3 155 Which TWO changes would most likely make the car roll far enough to cross the finish line? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cAb71447", "text": "Make the starting ramp taller so the car starts from higher up.", "plain": "Make the starting ramp taller so the car starts from higher up.", "correct": true, "kind": "choice" }, { "id": "cB8f00d3", "text": "Make the starting ramp shorter and lower to the ground.", "plain": "Make the starting ramp shorter and lower to the ground.", "correct": false, "kind": "choice" }, { "id": "cCf6bc0b", "text": "Cover the flat part of the track with smooth, hard plastic.", "plain": "Cover the flat part of the track with smooth, hard plastic.", "correct": true, "kind": "choice" }, { "id": "cD5a0992", "text": "Push the car more gently at the start of each trial.", "plain": "Push the car more gently at the start of each trial.", "correct": false, "kind": "choice" }, { "id": "cE424dd8", "text": "Cover the flat part of the track with soft, fuzzy carpet.", "plain": "Cover the flat part of the track with soft, fuzzy carpet.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot32_v2.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cAb71447", "cCf6bc0b" ] }, "n_options": 5 }, { "n": 33, "item_id": "_8f649cd0-1b7b-4a18-b2f7-b53f80ef2a08", "type": "order", "title": "Paper Airplane Fair Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Osman folds two paper airplanes to find out which one flies farther. The planes are the same except for one thing: one has wide wings and one has narrow wings.

 

Place the steps of Osman's fair test in order from first to last.

\"Two

", "prompt_plain": "Osman folds two paper airplanes to find out which one flies farther. The planes are the same except for one thing: one has wide wings and one has narrow wings. Place the steps of Osman's fair test in order from first to last.", "context_html": "", "options": [ { "id": "cAa94f8f", "text": "Measure how far each plane flew.", "plain": "Measure how far each plane flew.", "correct": true, "kind": "choice" }, { "id": "cB0e1b96", "text": "Fold two planes that differ only in wing width.", "plain": "Fold two planes that differ only in wing width.", "correct": true, "kind": "choice" }, { "id": "cC0c93d9", "text": "Compare the two distances to see which plane flew farther.", "plain": "Compare the two distances to see which plane flew farther.", "correct": true, "kind": "choice" }, { "id": "cD57e675", "text": "Throw each plane the same way from the same starting line.", "plain": "Throw each plane the same way from the same starting line.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot33.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cB0e1b96", "cD57e675", "cAa94f8f", "cC0c93d9" ] }, "n_options": 4 }, { "n": 34, "item_id": "_ec44e62d-88bb-46b7-b7af-f005920fcd77", "type": "choice", "title": "Soccer Ball on the Gym Floor", "standards": [ "3-PS2-1" ], "prompt_html": "

Nell pushes a soccer ball across a flat gym floor. The ball rolls at a steady speed. The figure shows Nell's push on the ball.

\"A

Which force acts in the exact opposite direction of Nell's push?

", "prompt_plain": "Nell pushes a soccer ball across a flat gym floor. The ball rolls at a steady speed. The figure shows Nell's push on the ball. Which force acts in the exact opposite direction of Nell's push?", "context_html": "", "options": [ { "id": "cA4daa79", "text": "Gravity, which pulls the ball down toward the floor", "plain": "Gravity, which pulls the ball down toward the floor", "correct": false, "kind": "choice" }, { "id": "cBa7b348", "text": "The floor's support force, which pushes up on the ball", "plain": "The floor's support force, which pushes up on the ball", "correct": false, "kind": "choice" }, { "id": "cC6b5b3f", "text": "The ball's own forward force, which keeps it rolling", "plain": "The ball's own forward force, which keeps it rolling", "correct": false, "kind": "choice" }, { "id": "cD24dfef", "text": "Friction, which acts between the ball and the gym floor", "plain": "Friction, which acts between the ball and the gym floor", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot34_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD24dfef" ] }, "n_options": 4 }, { "n": 35, "item_id": "_b46836cc-a668-4783-86be-5f1a749f6099", "type": "choice", "title": "Juggling Balls Come Back Down", "standards": [ "3-PS2-1" ], "prompt_html": "

Ford is learning to juggle three balls. Every ball he tosses up comes back down to his hands.

Which force pulls each ball back down?

", "prompt_plain": "Ford is learning to juggle three balls. Every ball he tosses up comes back down to his hands. Which force pulls each ball back down?", "context_html": "", "options": [ { "id": "cA6df7f4", "text": "friction", "plain": "friction", "correct": false, "kind": "choice" }, { "id": "cBbc8816", "text": "gravity", "plain": "gravity", "correct": true, "kind": "choice" }, { "id": "cCac69a7", "text": "magnetism", "plain": "magnetism", "correct": false, "kind": "choice" }, { "id": "cD0810ba", "text": "wind", "plain": "wind", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cBbc8816" ] }, "n_options": 4 }, { "n": 36, "item_id": "_629fb0ea-e561-448a-bf17-100a4c27037e", "type": "inline-choice", "title": "Two Photos of Forces", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Lupe looks at two photos of forces in action. Photo 1 shows a player kicking a soccer ball. Photo 2 shows a magnet lifting a steel paper clip into the air.

Choose the word that best completes each sentence.

\"Photo

In Photo 1, the kick that sends the ball flying is a force.

In Photo 2, the magnet’s pull on the paper clip is a force.

", "options": [ { "id": "cB144eca745", "text": "contact", "plain": "contact", "correct": true, "kind": "inline" }, { "id": "cB199810301", "text": "non-contact", "plain": "non-contact", "correct": false, "kind": "inline" }, { "id": "cB24b4650d3", "text": "contact", "plain": "contact", "correct": false, "kind": "inline" }, { "id": "cB281004789", "text": "non-contact", "plain": "non-contact", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-25/images/slot36.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB144eca745" ], "RESPONSE2": [ "cB281004789" ] }, "n_options": 4 } ] }, { "form": "G3.26", "grade": "G3", "title": "Alpha Standardized Science G3.26", "test_id": "_test-11207cc0-6b28-40d3-ab19-ce7001e403a8", "n_items": 36, "n_stimuli": 7, "stimuli": { "_650c461c-a241-46dc-91e5-670c706ca3b7": { "title": "Lunchbox Cool-Down Test", "html": "

Lunchbox Cool-Down Test

Marco and Suvi are students at Oakdale School. Their class built two lunchbox designs. Design A has a thin foam liner. Design B has a thick foam liner. The students want to know which design keeps food cold longer.

Each student planned a test. In each test, one cold water bottle went into each lunchbox. Table 1 shows each student's plan. Table 2 shows the results of Marco's test.

\"Marco's

Table 1. Two Test Plans

What was doneMarco's testSuvi's test
Water bottle start temperature5°C in both boxes5°C in both boxes
Where each lunchbox satBoth on the same shelfDesign A on a sunny windowsill; Design B on a shady shelf
Length of the test3 hours3 hours

Table 2. Results of Marco's Test

LunchboxStart temperature (°C)Temperature after 3 hours (°C)
Design A (thin liner)516
Design B (thick liner)59
" }, "_f479d674-f726-4c5b-8c21-87689f46e38d": { "title": "Green Bay Weather Log", "html": "

Green Bay Weather Log

Delia's class in Green Bay, Wisconsin, kept a weather log for one school week in January. Each day, the class measured the wind speed at noon and recorded the day's high temperature. Wind speed tells how fast the air moves, in miles per hour (mph). Table 1 shows the log.

Table 1. Green Bay Weather Log

DayWind speed (mph)High temperature (°F)
Monday1026
Tuesday2021
Wednesday530
Thursday1524
Friday2518
" }, "_41acfcbf-ada1-4187-ae40-cd87d3b6c0c0": { "title": "The Plant Swap Study", "html": "

The Plant Swap Study

Livia's class lives near a mountain meadow in the Rocky Mountains. A partner class lives by the sand dunes of Padre Island, Texas. The classes swapped plants to study where each plant grows well. The photos show the two habitats.

\"A

The mountain class planted dune grass in its cool, wet meadow. The island class planted alpine wildflowers in its hot, dry sand. Both classes recorded observations for eight weeks. Table 1 shows the observations.

Table 1. Plant Observations After Eight Weeks

PlantIn the mountain meadowOn the island dunes
Alpine wildflowerGrew new leaves and bloomedLeaves dried out and wilted
Dune grassTurned brown after a cold nightGrew tall and spread
" }, "_6038a0f6-5d7c-46d3-adcf-c08712e60223": { "title": "Drought at Red Rock Ranch", "html": "

Drought at Red Rock Ranch

Red Rock Ranch sits in a dry part of New Mexico. For two years, much less rain than usual has fallen there. A long time with very little rain is called a drought. The ranch's grass turned brown, and its pond shrank.

Table 1 compares the ranch's rain in a usual year to the two drought years. The ranch owners also tested two rainwater-storage designs. Table 2 shows the storage goals. Table 3 shows the test results for each design.

Table 1. Rain at Red Rock Ranch

YearRain (inches)
Usual year14
First drought year6
Second drought year5

Table 2. Water-Storage Goals

GoalWhat the design must do
Goal 1Store at least 500 gallons of rainwater
Goal 2Cost no more than $400 to build

Table 3. Test Results for Two Designs

DesignWater stored in the test (gallons)Cost to build
Tank design650$450
Barrel-row design520$325
" }, "_3d1a4aad-a37a-457b-8b78-8f7c18011e15": { "title": "The Cedar Lake Ferry", "html": "

The Cedar Lake Ferry

A small ferry carries people across Cedar Lake in Minnesota. The ferry travels back and forth between East Dock and West Dock. Kellan rides along one morning. He writes down each trip in a log. Figure 1 shows a map of the lake. Table 1 shows Kellan's morning log.

Figure 1. Map of Cedar Lake

\"Map

Table 1. Morning Ferry Log

Clock timeDock the ferry leavesDirection of travel
7:00 a.m.East DockTraveling west
7:30 a.m.West DockTraveling east
8:00 a.m.East DockTraveling west
8:30 a.m.West DockTraveling east
9:00 a.m.East DockTraveling west
" }, "_df86e6e1-d2e1-4b7e-ad13-e4d2ab5f4e02": { "title": "The Recycling Sorter", "html": "

The Recycling Sorter

Third graders at Franklin School in Dayton, Ohio, want to sort recycling faster. Cans, bottles, jars, and scraps must each end up in the right bin. The class designs a sorter that uses a strong magnet. A ramp carries the items under the magnet. The magnet should lift out some of the items and drop them in a side bin. Figure 1 shows the class design brief (the list of rules the sorter must follow). Table 1 lists the kinds of items in one test bin. Table 2 shows the results of the class's first test.

\"A

Figure 1. Sorter Design Brief

Design brief rules
Pull out at least 18 of the 20 food cans from each test bin.
Sort one full test bin in less than 3 minutes.
Spend no more than $20 on parts.
Finish building the sorter in one week.

Table 1. Kinds of Items in One Test Bin

ItemMaterial
Soup canSteel
Soda canAluminum
Water bottlePlastic
Jelly jarGlass
Wire scrapsAluminum
Bag clipSteel

Table 2. First Test Results

What was measuredResult
Food cans pulled out of the test bin19 out of 20
Time to sort the full test bin5 minutes
" }, "_c3c33877-b010-4c9b-936a-85cf40fce5e5": { "title": "Fire at Bear Hollow", "html": "

Fire at Bear Hollow

Bear Hollow is a forested canyon in Utah. Last June, a wildfire burned most of the trees and bushes on the canyon floor. The creek that runs through the canyon did not burn. The photos show the canyon before the fire and one month after.

\"The

Park rangers count the canyon's animals every year. They counted again one month after the fire. Table 1 shows the counts before and after the fire.

Table 1. Animal Counts Before and After the Fire

AnimalWhere it sheltersCount before fireCount one month after
Ground-nesting birdsNests on the canyon floor304
Tree squirrelsHoles in tall trees2410
Mule deerMoves through the whole canyon1812
Creek fishUnderwater in the creek4038
" } }, "questions": [ { "n": 1, "item_id": "_0e90cbfd-f7f3-49d6-9352-7f4504fa2109", "type": "choice", "title": "Seesaw Third Rider", "standards": [ "3-PS2-1" ], "prompt_html": "

Two children sit on a seesaw, one child on each end. The seesaw is balanced and level. A third child sits down next to the child on the right end.

Which picture shows what will most likely happen to the seesaw?

\"A

", "prompt_plain": "Two children sit on a seesaw, one child on each end. The seesaw is balanced and level. A third child sits down next to the child on the right end. Which picture shows what will most likely happen to the seesaw?", "context_html": "", "options": [ { "id": "cA1", "text": "The left end moves down, and the right end moves up.", "plain": "The left end moves down, and the right end moves up.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The seesaw stays level, and neither end moves up or down.", "plain": "The seesaw stays level, and neither end moves up or down.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The right end moves down, and the left end moves up.", "plain": "The right end moves down, and the left end moves up.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The seesaw ends rock up and down again and again.", "plain": "The seesaw ends rock up and down again and again.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-26/images/slot1.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_6c140306-f001-4eaf-80b4-e6d7d03f0ca8", "type": "gap-match", "title": "Balanced or Unbalanced Cards", "standards": [ "3-PS2-1" ], "prompt_html": "

Look at the four picture cards. Each card shows the forces acting on one object.

 

Drag one label into the box next to each card to show whether the forces on the object are balanced or unbalanced.

\"Four

", "prompt_plain": "Look at the four picture cards. Each card shows the forces acting on one object. Drag one label into the box next to each card to show whether the forces on the object are balanced or unbalanced.", "context_html": "", "options": [ { "id": "d-balanced", "text": "Balanced", "plain": "Balanced", "correct": false, "kind": "gap-token" }, { "id": "d-unbalanced", "text": "Unbalanced", "plain": "Unbalanced", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-26/images/slot2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "d-balanced g-card1", "d-unbalanced g-card2", "d-balanced g-card3", "d-unbalanced g-card4" ] }, "n_options": 2 }, { "n": 3, "item_id": "_ee4ec5de-4cd7-4c51-9d71-8928b1aa0628", "type": "choice", "title": "Recycling Sorter — Magnet Pull", "standards": [ "3-PS2-4" ], "prompt_html": "

The class pours one test bin onto the ramp.

Based on Table 1, which two kinds of items will the magnet pull out of the bin?

", "prompt_plain": "The class pours one test bin onto the ramp. Based on Table 1, which two kinds of items will the magnet pull out of the bin?", "context_html": "", "options": [ { "id": "cA1", "text": "The soup can and the bag clip", "plain": "The soup can and the bag clip", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The soda can and the soup can", "plain": "The soda can and the soup can", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The wire scraps and the soda can", "plain": "The wire scraps and the soda can", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The wire scraps and the bag clip", "plain": "The wire scraps and the bag clip", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_df86e6e1-d2e1-4b7e-ad13-e4d2ab5f4e02" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Recycling Sorter

Third graders at Franklin School in Dayton, Ohio, want to sort recycling faster. Cans, bottles, jars, and scraps must each end up in the right bin. The class designs a sorter that uses a strong magnet. A ramp carries the items under the magnet. The magnet should lift out some of the items and drop them in a side bin. Figure 1 shows the class design brief (the list of rules the sorter must follow). Table 1 lists the kinds of items in one test bin. Table 2 shows the results of the class's first test.

\"A

Figure 1. Sorter Design Brief

Design brief rules
Pull out at least 18 of the 20 food cans from each test bin.
Sort one full test bin in less than 3 minutes.
Spend no more than $20 on parts.
Finish building the sorter in one week.

Table 1. Kinds of Items in One Test Bin

ItemMaterial
Soup canSteel
Soda canAluminum
Water bottlePlastic
Jelly jarGlass
Wire scrapsAluminum
Bag clipSteel

Table 2. First Test Results

What was measuredResult
Food cans pulled out of the test bin19 out of 20
Time to sort the full test bin5 minutes
", "passage_plain": "The Recycling Sorter Third graders at Franklin School in Dayton, Ohio, want to sort recycling faster. Cans, bottles, jars, and scraps must each end up in the right bin. The class designs a sorter that uses a strong magnet. A ramp carries the items under the magnet. The magnet should lift out some of the items and drop them in a side bin. Figure 1 shows the class design brief (the list of rules the sorter must follow). Table 1 lists the kinds of items in one test bin. Table 2 shows the results of the class's first test. Figure 1. Sorter Design Brief Design brief rules Pull out at least 18 of the 20 food cans from each test bin. Sort one full test bin in less than 3 minutes. Spend no more than $20 on parts. Finish building the sorter in one week. Table 1. Kinds of Items in One Test Bin Item Material Soup can Steel Soda can Aluminum Water bottle Plastic Jelly jar Glass Wire scraps Aluminum Bag clip Steel Table 2. First Test Results What was measured Result Food cans pulled out of the test bin 19 out of 20 Time to sort the full test bin 5 minutes" }, { "n": 4, "item_id": "_71c03ff4-a54e-482c-83b8-23360c85c4c8", "type": "choice", "title": "Recycling Sorter — Design Fix", "standards": [ "3-PS2-4" ], "prompt_html": "

Look at Figure 1 and Table 2.

Which change would most likely help the sorter meet the design-brief rule it did not meet in the first test?

", "prompt_plain": "Look at Figure 1 and Table 2. Which change would most likely help the sorter meet the design-brief rule it did not meet in the first test?", "context_html": "", "options": [ { "id": "cA1", "text": "Add a second magnet above the ramp to pull out even more food cans.", "plain": "Add a second magnet above the ramp to pull out even more food cans.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Use a cheaper magnet so the sorter costs less money to build.", "plain": "Use a cheaper magnet so the sorter costs less money to build.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Run each test bin down the ramp two times instead of one time.", "plain": "Run each test bin down the ramp two times instead of one time.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Make the ramp wider so more items can slide past the magnet at once.", "plain": "Make the ramp wider so more items can slide past the magnet at once.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_df86e6e1-d2e1-4b7e-ad13-e4d2ab5f4e02" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The Recycling Sorter

Third graders at Franklin School in Dayton, Ohio, want to sort recycling faster. Cans, bottles, jars, and scraps must each end up in the right bin. The class designs a sorter that uses a strong magnet. A ramp carries the items under the magnet. The magnet should lift out some of the items and drop them in a side bin. Figure 1 shows the class design brief (the list of rules the sorter must follow). Table 1 lists the kinds of items in one test bin. Table 2 shows the results of the class's first test.

\"A

Figure 1. Sorter Design Brief

Design brief rules
Pull out at least 18 of the 20 food cans from each test bin.
Sort one full test bin in less than 3 minutes.
Spend no more than $20 on parts.
Finish building the sorter in one week.

Table 1. Kinds of Items in One Test Bin

ItemMaterial
Soup canSteel
Soda canAluminum
Water bottlePlastic
Jelly jarGlass
Wire scrapsAluminum
Bag clipSteel

Table 2. First Test Results

What was measuredResult
Food cans pulled out of the test bin19 out of 20
Time to sort the full test bin5 minutes
", "passage_plain": "The Recycling Sorter Third graders at Franklin School in Dayton, Ohio, want to sort recycling faster. Cans, bottles, jars, and scraps must each end up in the right bin. The class designs a sorter that uses a strong magnet. A ramp carries the items under the magnet. The magnet should lift out some of the items and drop them in a side bin. Figure 1 shows the class design brief (the list of rules the sorter must follow). Table 1 lists the kinds of items in one test bin. Table 2 shows the results of the class's first test. Figure 1. Sorter Design Brief Design brief rules Pull out at least 18 of the 20 food cans from each test bin. Sort one full test bin in less than 3 minutes. Spend no more than $20 on parts. Finish building the sorter in one week. Table 1. Kinds of Items in One Test Bin Item Material Soup can Steel Soda can Aluminum Water bottle Plastic Jelly jar Glass Wire scraps Aluminum Bag clip Steel Table 2. First Test Results What was measured Result Food cans pulled out of the test bin 19 out of 20 Time to sort the full test bin 5 minutes" }, { "n": 5, "item_id": "_6bfcabae-4e83-493d-89f9-a11f4a9b6651", "type": "choice", "title": "Recycling Sorter — Criteria", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The class lists what its sorter must do and the limits it must work within.

Which TWO statements are criteria for the sorter? Choose the TWO best answers.

", "prompt_plain": "The class lists what its sorter must do and the limits it must work within. Which TWO statements are criteria for the sorter? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The parts for the sorter cost no more than $20.", "plain": "The parts for the sorter cost no more than $20.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sorter pulls out at least 18 of 20 food cans.", "plain": "The sorter pulls out at least 18 of 20 food cans.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The class finishes building the whole sorter in one week.", "plain": "The class finishes building the whole sorter in one week.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The sorter sorts one full bin in less than 3 minutes.", "plain": "The sorter sorts one full bin in less than 3 minutes.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The sorter is painted in the school's red and gold colors.", "plain": "The sorter is painted in the school's red and gold colors.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_df86e6e1-d2e1-4b7e-ad13-e4d2ab5f4e02" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

The Recycling Sorter

Third graders at Franklin School in Dayton, Ohio, want to sort recycling faster. Cans, bottles, jars, and scraps must each end up in the right bin. The class designs a sorter that uses a strong magnet. A ramp carries the items under the magnet. The magnet should lift out some of the items and drop them in a side bin. Figure 1 shows the class design brief (the list of rules the sorter must follow). Table 1 lists the kinds of items in one test bin. Table 2 shows the results of the class's first test.

\"A

Figure 1. Sorter Design Brief

Design brief rules
Pull out at least 18 of the 20 food cans from each test bin.
Sort one full test bin in less than 3 minutes.
Spend no more than $20 on parts.
Finish building the sorter in one week.

Table 1. Kinds of Items in One Test Bin

ItemMaterial
Soup canSteel
Soda canAluminum
Water bottlePlastic
Jelly jarGlass
Wire scrapsAluminum
Bag clipSteel

Table 2. First Test Results

What was measuredResult
Food cans pulled out of the test bin19 out of 20
Time to sort the full test bin5 minutes
", "passage_plain": "The Recycling Sorter Third graders at Franklin School in Dayton, Ohio, want to sort recycling faster. Cans, bottles, jars, and scraps must each end up in the right bin. The class designs a sorter that uses a strong magnet. A ramp carries the items under the magnet. The magnet should lift out some of the items and drop them in a side bin. Figure 1 shows the class design brief (the list of rules the sorter must follow). Table 1 lists the kinds of items in one test bin. Table 2 shows the results of the class's first test. Figure 1. Sorter Design Brief Design brief rules Pull out at least 18 of the 20 food cans from each test bin. Sort one full test bin in less than 3 minutes. Spend no more than $20 on parts. Finish building the sorter in one week. Table 1. Kinds of Items in One Test Bin Item Material Soup can Steel Soda can Aluminum Water bottle Plastic Jelly jar Glass Wire scraps Aluminum Bag clip Steel Table 2. First Test Results What was measured Result Food cans pulled out of the test bin 19 out of 20 Time to sort the full test bin 5 minutes" }, { "n": 6, "item_id": "_0c125d2e-68eb-498f-970e-8d091f754c97", "type": "choice", "title": "The Cedar Lake Ferry — Part A", "standards": [ "3-PS2-2" ], "prompt_html": "

Part A

Look at Table 1. The ferry keeps the same schedule all morning.

Which statement about the ferry's 9:30 a.m. trip does the pattern in Table 1 best support?

", "prompt_plain": "Part A Look at Table 1. The ferry keeps the same schedule all morning. Which statement about the ferry's 9:30 a.m. trip does the pattern in Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The ferry will leave West Dock and travel east.", "plain": "The ferry will leave West Dock and travel east.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The ferry will leave East Dock and travel west.", "plain": "The ferry will leave East Dock and travel west.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The ferry will leave West Dock and travel west.", "plain": "The ferry will leave West Dock and travel west.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The ferry will stay at East Dock until the afternoon.", "plain": "The ferry will stay at East Dock until the afternoon.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3d1a4aad-a37a-457b-8b78-8f7c18011e15" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Cedar Lake Ferry

A small ferry carries people across Cedar Lake in Minnesota. The ferry travels back and forth between East Dock and West Dock. Kellan rides along one morning. He writes down each trip in a log. Figure 1 shows a map of the lake. Table 1 shows Kellan's morning log.

Figure 1. Map of Cedar Lake

\"Map

Table 1. Morning Ferry Log

Clock timeDock the ferry leavesDirection of travel
7:00 a.m.East DockTraveling west
7:30 a.m.West DockTraveling east
8:00 a.m.East DockTraveling west
8:30 a.m.West DockTraveling east
9:00 a.m.East DockTraveling west
", "passage_plain": "The Cedar Lake Ferry A small ferry carries people across Cedar Lake in Minnesota. The ferry travels back and forth between East Dock and West Dock. Kellan rides along one morning. He writes down each trip in a log. Figure 1 shows a map of the lake. Table 1 shows Kellan's morning log. Figure 1. Map of Cedar Lake Table 1. Morning Ferry Log Clock time Dock the ferry leaves Direction of travel 7:00 a.m. East Dock Traveling west 7:30 a.m. West Dock Traveling east 8:00 a.m. East Dock Traveling west 8:30 a.m. West Dock Traveling east 9:00 a.m. East Dock Traveling west" }, { "n": 7, "item_id": "_acfc2b44-c7fc-4a2d-b63e-7a41df240a96", "type": "choice", "title": "The Cedar Lake Ferry — Part B", "standards": [ "3-PS2-2" ], "prompt_html": "

Part B

Which two rows of Table 1 give the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which two rows of Table 1 give the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The 7:00 a.m. and 8:00 a.m. rows", "plain": "The 7:00 a.m. and 8:00 a.m. rows", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The 7:30 a.m. and 8:30 a.m. rows", "plain": "The 7:30 a.m. and 8:30 a.m. rows", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The 7:00 a.m. and 7:30 a.m. rows", "plain": "The 7:00 a.m. and 7:30 a.m. rows", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The 8:30 a.m. and 9:00 a.m. rows", "plain": "The 8:30 a.m. and 9:00 a.m. rows", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3d1a4aad-a37a-457b-8b78-8f7c18011e15" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The Cedar Lake Ferry

A small ferry carries people across Cedar Lake in Minnesota. The ferry travels back and forth between East Dock and West Dock. Kellan rides along one morning. He writes down each trip in a log. Figure 1 shows a map of the lake. Table 1 shows Kellan's morning log.

Figure 1. Map of Cedar Lake

\"Map

Table 1. Morning Ferry Log

Clock timeDock the ferry leavesDirection of travel
7:00 a.m.East DockTraveling west
7:30 a.m.West DockTraveling east
8:00 a.m.East DockTraveling west
8:30 a.m.West DockTraveling east
9:00 a.m.East DockTraveling west
", "passage_plain": "The Cedar Lake Ferry A small ferry carries people across Cedar Lake in Minnesota. The ferry travels back and forth between East Dock and West Dock. Kellan rides along one morning. He writes down each trip in a log. Figure 1 shows a map of the lake. Table 1 shows Kellan's morning log. Figure 1. Map of Cedar Lake Table 1. Morning Ferry Log Clock time Dock the ferry leaves Direction of travel 7:00 a.m. East Dock Traveling west 7:30 a.m. West Dock Traveling east 8:00 a.m. East Dock Traveling west 8:30 a.m. West Dock Traveling east 9:00 a.m. East Dock Traveling west" }, { "n": 8, "item_id": "_e73c3352-fc7c-4f26-8d27-2cfa302b9933", "type": "choice", "title": "Hidden Magnet Poster Board", "standards": [ "3-PS2-3" ], "prompt_html": "

Rafi's teacher tapes a small magnet under one spot of a poster board. The top of the board shows four numbered spots in a row. Rafi tapes two short strings to the board and ties a steel paper clip to each string. The picture shows both paper clips leaning toward the same spot without touching it.

Under which numbered spot is the magnet most likely hidden?

\"Poster

", "prompt_plain": "Rafi's teacher tapes a small magnet under one spot of a poster board. The top of the board shows four numbered spots in a row. Rafi tapes two short strings to the board and ties a steel paper clip to each string. The picture shows both paper clips leaning toward the same spot without touching it. Under which numbered spot is the magnet most likely hidden?", "context_html": "", "options": [ { "id": "cA1", "text": "Spot 1", "plain": "Spot 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Spot 2", "plain": "Spot 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Spot 3", "plain": "Spot 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Spot 4", "plain": "Spot 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-26/images/slot8_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_f1b3c65f-c29e-45d8-8320-1fd9e10eaecc", "type": "choice", "title": "Two Magnets and Washers", "standards": [ "3-PS2-3" ], "prompt_html": "

Tess holds Magnet A near a pile of steel washers and counts how many washers it picks up. She repeats the test with Magnet B. She tests each magnet at three distances. Table 1 shows her results.

Table 1. Washers Picked Up

Distance from washersMagnet AMagnet B
1 cm83
2 cm51
3 cm20

Which TWO statements do Tess's results support? Choose the TWO best answers.

", "prompt_plain": "Tess holds Magnet A near a pile of steel washers and counts how many washers it picks up. She repeats the test with Magnet B. She tests each magnet at three distances. Table 1 shows her results. Table 1. Washers Picked Up Distance from washers Magnet A Magnet B 1 cm 8 3 2 cm 5 1 3 cm 2 0 Which TWO statements do Tess's results support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The magnets picked up more washers as the distance got bigger.", "plain": "The magnets picked up more washers as the distance got bigger.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Magnet B cannot pick up washers at a distance of 1 centimeter.", "plain": "Magnet B cannot pick up washers at a distance of 1 centimeter.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Magnet A picked up more washers than Magnet B at each distance tested.", "plain": "Magnet A picked up more washers than Magnet B at each distance tested.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Magnet A is stronger because it is bigger than Magnet B.", "plain": "Magnet A is stronger because it is bigger than Magnet B.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Each magnet picked up fewer washers as the distance got bigger.", "plain": "Each magnet picked up fewer washers as the distance got bigger.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 10, "item_id": "_987e3b59-5f54-428d-950a-5af0d6f35a65", "type": "text-entry", "title": "Insect Growing Time", "standards": [ "3-LS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ines reads about how long two insects take to grow. The table shows the number of days each insect takes to go from egg to adult.

Days from Egg to Adult

InsectDays from egg to adult
Monarch butterfly35
House cricket75

How many more days does the house cricket take than the monarch butterfly? Enter the number of days.

Give your answer as a whole number (e.g., 12).

Number of days:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "40" ] }, "n_options": 0 }, { "n": 11, "item_id": "_cc25d1bd-3234-4601-b6d9-49d5898e369a", "type": "choice", "title": "Five Life Cycle Cards", "standards": [ "3-LS1-1" ], "prompt_html": "

A student claims that every animal hatches from an egg. The five cards show the life cycles of five animals.

\"Five

Choose the TWO cards that show the student's claim is false.

", "prompt_plain": "A student claims that every animal hatches from an egg. The five cards show the life cycles of five animals. Choose the TWO cards that show the student's claim is false.", "context_html": "", "options": [ { "id": "cA1", "text": "The robin card", "plain": "The robin card", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The dog card", "plain": "The dog card", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The frog card", "plain": "The frog card", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The butterfly card", "plain": "The butterfly card", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The dolphin card", "plain": "The dolphin card", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-26/images/slot11.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 12, "item_id": "_025bea27-c136-4a7a-8741-e273ad1fe0f8", "type": "choice", "title": "Puppy Trait Lists", "standards": [ "3-LS3-1" ], "prompt_html": "

A dog owner makes four lists about her puppy. Table 1 shows the lists.

Table 1. Four Lists About the Puppy

ListWhat the owner wrote
List 1a scar on its nose; a torn ear
List 2sits when told; walks calmly on a leash
List 3brown eyes; a curly tail
List 4prefers one certain toy; sleeps in one favorite spot

Which list shows traits the puppy most likely inherited from its parents?

", "prompt_plain": "A dog owner makes four lists about her puppy. Table 1 shows the lists. Table 1. Four Lists About the Puppy List What the owner wrote List 1 a scar on its nose; a torn ear List 2 sits when told; walks calmly on a leash List 3 brown eyes; a curly tail List 4 prefers one certain toy; sleeps in one favorite spot Which list shows traits the puppy most likely inherited from its parents?", "context_html": "", "options": [ { "id": "cA1", "text": "List 1", "plain": "List 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "List 2", "plain": "List 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "List 3", "plain": "List 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "List 4", "plain": "List 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_bb929bfb-48e0-44c0-85f9-6979b7dd1693", "type": "choice", "title": "Guinea Pig Coat Question", "standards": [ "3-LS3-1" ], "prompt_html": "

Yuna volunteers at an animal shelter. She observes two guinea pigs. Table 1 shows her observations. Yuna wonders whether Pip's long coat is an inherited trait.

Table 1. Two Guinea Pigs at the Shelter

Guinea pigCoat lengthCoat colorAge
PipLongWhite and brown1 year
NutmegShortBlack1 year

Which additional information would best help Yuna decide?

", "prompt_plain": "Yuna volunteers at an animal shelter. She observes two guinea pigs. Table 1 shows her observations. Yuna wonders whether Pip's long coat is an inherited trait. Table 1. Two Guinea Pigs at the Shelter Guinea pig Coat length Coat color Age Pip Long White and brown 1 year Nutmeg Short Black 1 year Which additional information would best help Yuna decide?", "context_html": "", "options": [ { "id": "cA1", "text": "The coat length of each of Pip's parents", "plain": "The coat length of each of Pip's parents", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The number of times Pip's coat gets brushed each week", "plain": "The number of times Pip's coat gets brushed each week", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The kind of food Pip eats at the shelter", "plain": "The kind of food Pip eats at the shelter", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The coat length Pip had when it was younger", "plain": "The coat length Pip had when it was younger", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 14, "item_id": "_e7dd9f09-5df5-433d-b09a-43c59214e1b1", "type": "choice", "title": "Gerbil Learned Behavior", "standards": [ "3-LS3-2" ], "prompt_html": "

Ravi lists four things his pet gerbil does. Table 1 shows his list.

Table 1. Ravi's Gerbil Observations

ObservationWhat the gerbil does
Observation 1The gerbil digs tunnels in its bedding.
Observation 2The gerbil cleans its fur with its paws.
Observation 3The gerbil sleeps curled up in a corner of the cage.
Observation 4The gerbil runs to its food dish when it hears pellets pouring.

Which behavior did the gerbil most likely learn?

", "prompt_plain": "Ravi lists four things his pet gerbil does. Table 1 shows his list. Table 1. Ravi's Gerbil Observations Observation What the gerbil does Observation 1 The gerbil digs tunnels in its bedding. Observation 2 The gerbil cleans its fur with its paws. Observation 3 The gerbil sleeps curled up in a corner of the cage. Observation 4 The gerbil runs to its food dish when it hears pellets pouring. Which behavior did the gerbil most likely learn?", "context_html": "", "options": [ { "id": "cA1", "text": "Observation 1", "plain": "Observation 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Observation 2", "plain": "Observation 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Observation 3", "plain": "Observation 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Observation 4", "plain": "Observation 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 15, "item_id": "_d81e89e7-1871-4fdc-9ab7-bf5822c085fb", "type": "choice", "title": "Lunchbox Cool-Down Part A", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part A

Marco and Suvi want to know which liner keeps food cold longer.

Look at Table 1 and Table 2. Which statement names the fair test and the claim its results support?

", "prompt_plain": "Part A Marco and Suvi want to know which liner keeps food cold longer. Look at Table 1 and Table 2. Which statement names the fair test and the claim its results support?", "context_html": "", "options": [ { "id": "cA1", "text": "Suvi's test is the fair test, and it shows a sunny windowsill warms water quickly.", "plain": "Suvi's test is the fair test, and it shows a sunny windowsill warms water quickly.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Marco's test is the fair test, and it shows Design B keeps water cold longer.", "plain": "Marco's test is the fair test, and it shows Design B keeps water cold longer.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Suvi's test is the fair test, and it shows Design A keeps water cold longer.", "plain": "Suvi's test is the fair test, and it shows Design A keeps water cold longer.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Marco's test is the fair test, and it shows both liners work equally well.", "plain": "Marco's test is the fair test, and it shows both liners work equally well.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_650c461c-a241-46dc-91e5-670c706ca3b7" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Lunchbox Cool-Down Test

Marco and Suvi are students at Oakdale School. Their class built two lunchbox designs. Design A has a thin foam liner. Design B has a thick foam liner. The students want to know which design keeps food cold longer.

Each student planned a test. In each test, one cold water bottle went into each lunchbox. Table 1 shows each student's plan. Table 2 shows the results of Marco's test.

\"Marco's

Table 1. Two Test Plans

What was doneMarco's testSuvi's test
Water bottle start temperature5°C in both boxes5°C in both boxes
Where each lunchbox satBoth on the same shelfDesign A on a sunny windowsill; Design B on a shady shelf
Length of the test3 hours3 hours

Table 2. Results of Marco's Test

LunchboxStart temperature (°C)Temperature after 3 hours (°C)
Design A (thin liner)516
Design B (thick liner)59
", "passage_plain": "Lunchbox Cool-Down Test Marco and Suvi are students at Oakdale School. Their class built two lunchbox designs. Design A has a thin foam liner. Design B has a thick foam liner. The students want to know which design keeps food cold longer. Each student planned a test. In each test, one cold water bottle went into each lunchbox. Table 1 shows each student's plan. Table 2 shows the results of Marco's test. Table 1. Two Test Plans What was done Marco's test Suvi's test Water bottle start temperature 5°C in both boxes 5°C in both boxes Where each lunchbox sat Both on the same shelf Design A on a sunny windowsill; Design B on a shady shelf Length of the test 3 hours 3 hours Table 2. Results of Marco's Test Lunchbox Start temperature (°C) Temperature after 3 hours (°C) Design A (thin liner) 5 16 Design B (thick liner) 5 9" }, { "n": 16, "item_id": "_7bd4e2c9-28da-429b-97b2-536627bf3307", "type": "choice", "title": "Lunchbox Cool-Down Part B", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part B

Look at Table 2. Which evidence best supports the answer in Part A?

", "prompt_plain": "Part B Look at Table 2. Which evidence best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The two water bottles started the test at the same temperature.", "plain": "The two water bottles started the test at the same temperature.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Marco kept both of the lunchboxes on the same shelf.", "plain": "Marco kept both of the lunchboxes on the same shelf.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The water in both lunchboxes warmed up by the same amount.", "plain": "The water in both lunchboxes warmed up by the same amount.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Design B's water ended 7 degrees colder than Design A's water.", "plain": "Design B's water ended 7 degrees colder than Design A's water.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_650c461c-a241-46dc-91e5-670c706ca3b7" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Lunchbox Cool-Down Test

Marco and Suvi are students at Oakdale School. Their class built two lunchbox designs. Design A has a thin foam liner. Design B has a thick foam liner. The students want to know which design keeps food cold longer.

Each student planned a test. In each test, one cold water bottle went into each lunchbox. Table 1 shows each student's plan. Table 2 shows the results of Marco's test.

\"Marco's

Table 1. Two Test Plans

What was doneMarco's testSuvi's test
Water bottle start temperature5°C in both boxes5°C in both boxes
Where each lunchbox satBoth on the same shelfDesign A on a sunny windowsill; Design B on a shady shelf
Length of the test3 hours3 hours

Table 2. Results of Marco's Test

LunchboxStart temperature (°C)Temperature after 3 hours (°C)
Design A (thin liner)516
Design B (thick liner)59
", "passage_plain": "Lunchbox Cool-Down Test Marco and Suvi are students at Oakdale School. Their class built two lunchbox designs. Design A has a thin foam liner. Design B has a thick foam liner. The students want to know which design keeps food cold longer. Each student planned a test. In each test, one cold water bottle went into each lunchbox. Table 1 shows each student's plan. Table 2 shows the results of Marco's test. Table 1. Two Test Plans What was done Marco's test Suvi's test Water bottle start temperature 5°C in both boxes 5°C in both boxes Where each lunchbox sat Both on the same shelf Design A on a sunny windowsill; Design B on a shady shelf Length of the test 3 hours 3 hours Table 2. Results of Marco's Test Lunchbox Start temperature (°C) Temperature after 3 hours (°C) Design A (thin liner) 5 16 Design B (thick liner) 5 9" }, { "n": 17, "item_id": "_fe2a8d74-88e6-427a-b406-f07320f0bbcd", "type": "portable-custom", "title": "Build the Wind Speed Graph", "standards": [ "3-ESS2-1" ], "prompt_html": "

Look at Table 1 in the passage.

\n

 

\n

Drag each day's bar to the correct height so the graph shows that day's wind speed in miles per hour (mph).

", "prompt_plain": "Look at Table 1 in the passage. Drag each day's bar to the correct height so the graph shows that day's wind speed in miles per hour (mph).", "context_html": "", "options": [], "images": [], "stimulus_ids": [ "_f479d674-f726-4c5b-8c21-87689f46e38d" ], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Mon\",\"y\":10},{\"x\":\"Tue\",\"y\":20},{\"x\":\"Wed\",\"y\":5},{\"x\":\"Thu\",\"y\":15},{\"x\":\"Fri\",\"y\":25}]" ] }, "n_options": 0, "passage_html": "

Green Bay Weather Log

Delia's class in Green Bay, Wisconsin, kept a weather log for one school week in January. Each day, the class measured the wind speed at noon and recorded the day's high temperature. Wind speed tells how fast the air moves, in miles per hour (mph). Table 1 shows the log.

Table 1. Green Bay Weather Log

DayWind speed (mph)High temperature (°F)
Monday1026
Tuesday2021
Wednesday530
Thursday1524
Friday2518
", "passage_plain": "Green Bay Weather Log Delia's class in Green Bay, Wisconsin, kept a weather log for one school week in January. Each day, the class measured the wind speed at noon and recorded the day's high temperature. Wind speed tells how fast the air moves, in miles per hour (mph). Table 1 shows the log. Table 1. Green Bay Weather Log Day Wind speed (mph) High temperature (°F) Monday 10 26 Tuesday 20 21 Wednesday 5 30 Thursday 15 24 Friday 25 18" }, { "n": 18, "item_id": "_9a8ddc71-ffdd-437a-b99b-afd1056036ba", "type": "choice", "title": "Green Bay Week Claim", "standards": [ "3-ESS2-1" ], "prompt_html": "

Look at Table 1.

Which statement about the school week is supported by the data?

", "prompt_plain": "Look at Table 1. Which statement about the school week is supported by the data?", "context_html": "", "options": [ { "id": "cA1", "text": "The windiest day of the week also had the lowest high temperature.", "plain": "The windiest day of the week also had the lowest high temperature.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Tuesday was the warmest day of the whole week.", "plain": "Tuesday was the warmest day of the whole week.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The calmest day had the lowest high temperature.", "plain": "The calmest day had the lowest high temperature.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The wind speed went down every day from Monday to Friday.", "plain": "The wind speed went down every day from Monday to Friday.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f479d674-f726-4c5b-8c21-87689f46e38d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Green Bay Weather Log

Delia's class in Green Bay, Wisconsin, kept a weather log for one school week in January. Each day, the class measured the wind speed at noon and recorded the day's high temperature. Wind speed tells how fast the air moves, in miles per hour (mph). Table 1 shows the log.

Table 1. Green Bay Weather Log

DayWind speed (mph)High temperature (°F)
Monday1026
Tuesday2021
Wednesday530
Thursday1524
Friday2518
", "passage_plain": "Green Bay Weather Log Delia's class in Green Bay, Wisconsin, kept a weather log for one school week in January. Each day, the class measured the wind speed at noon and recorded the day's high temperature. Wind speed tells how fast the air moves, in miles per hour (mph). Table 1 shows the log. Table 1. Green Bay Weather Log Day Wind speed (mph) High temperature (°F) Monday 10 26 Tuesday 20 21 Wednesday 5 30 Thursday 15 24 Friday 25 18" }, { "n": 19, "item_id": "_bedadd18-a2f5-4006-aef4-48e6514fd09d", "type": "choice", "title": "Drought Preparation Actions", "standards": [ "3-ESS3-1" ], "prompt_html": "

The owners of Red Rock Ranch want to prepare for more dry years.

Choose the TWO actions that would best reduce the drought's harm to the ranch.

", "prompt_plain": "The owners of Red Rock Ranch want to prepare for more dry years. Choose the TWO actions that would best reduce the drought's harm to the ranch.", "context_html": "", "options": [ { "id": "cA1", "text": "Build a covered tank to store water when rain does fall.", "plain": "Build a covered tank to store water when rain does fall.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Pile sandbags around the buildings to block rising water.", "plain": "Pile sandbags around the buildings to block rising water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Buy a snowplow to clear deep snow from the ranch roads.", "plain": "Buy a snowplow to clear deep snow from the ranch roads.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Use drip lines that water plants slowly with small amounts.", "plain": "Use drip lines that water plants slowly with small amounts.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Put lightning rods on the tops of the tallest barns.", "plain": "Put lightning rods on the tops of the tallest barns.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6038a0f6-5d7c-46d3-adcf-c08712e60223" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

Drought at Red Rock Ranch

Red Rock Ranch sits in a dry part of New Mexico. For two years, much less rain than usual has fallen there. A long time with very little rain is called a drought. The ranch's grass turned brown, and its pond shrank.

Table 1 compares the ranch's rain in a usual year to the two drought years. The ranch owners also tested two rainwater-storage designs. Table 2 shows the storage goals. Table 3 shows the test results for each design.

Table 1. Rain at Red Rock Ranch

YearRain (inches)
Usual year14
First drought year6
Second drought year5

Table 2. Water-Storage Goals

GoalWhat the design must do
Goal 1Store at least 500 gallons of rainwater
Goal 2Cost no more than $400 to build

Table 3. Test Results for Two Designs

DesignWater stored in the test (gallons)Cost to build
Tank design650$450
Barrel-row design520$325
", "passage_plain": "Drought at Red Rock Ranch Red Rock Ranch sits in a dry part of New Mexico. For two years, much less rain than usual has fallen there. A long time with very little rain is called a drought. The ranch's grass turned brown, and its pond shrank. Table 1 compares the ranch's rain in a usual year to the two drought years. The ranch owners also tested two rainwater-storage designs. Table 2 shows the storage goals. Table 3 shows the test results for each design. Table 1. Rain at Red Rock Ranch Year Rain (inches) Usual year 14 First drought year 6 Second drought year 5 Table 2. Water-Storage Goals Goal What the design must do Goal 1 Store at least 500 gallons of rainwater Goal 2 Cost no more than $400 to build Table 3. Test Results for Two Designs Design Water stored in the test (gallons) Cost to build Tank design 650 $450 Barrel-row design 520 $325" }, { "n": 20, "item_id": "_a1e02e33-3bc5-4620-9386-23d931993d00", "type": "choice", "title": "Storage Design Evaluation", "standards": [ "3-ESS3-1" ], "prompt_html": "

Look at Table 2 and Table 3.

Which statement best evaluates whether the designs meet the storage goals?

", "prompt_plain": "Look at Table 2 and Table 3. Which statement best evaluates whether the designs meet the storage goals?", "context_html": "", "options": [ { "id": "cA1", "text": "The tank design meets both goals because it stored the most water.", "plain": "The tank design meets both goals because it stored the most water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Neither design meets both goals because both designs cost too much to build.", "plain": "Neither design meets both goals because both designs cost too much to build.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The barrel-row design meets both goals for water stored and building cost.", "plain": "The barrel-row design meets both goals for water stored and building cost.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both designs meet both goals because each design stored enough water in the test.", "plain": "Both designs meet both goals because each design stored enough water in the test.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6038a0f6-5d7c-46d3-adcf-c08712e60223" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Drought at Red Rock Ranch

Red Rock Ranch sits in a dry part of New Mexico. For two years, much less rain than usual has fallen there. A long time with very little rain is called a drought. The ranch's grass turned brown, and its pond shrank.

Table 1 compares the ranch's rain in a usual year to the two drought years. The ranch owners also tested two rainwater-storage designs. Table 2 shows the storage goals. Table 3 shows the test results for each design.

Table 1. Rain at Red Rock Ranch

YearRain (inches)
Usual year14
First drought year6
Second drought year5

Table 2. Water-Storage Goals

GoalWhat the design must do
Goal 1Store at least 500 gallons of rainwater
Goal 2Cost no more than $400 to build

Table 3. Test Results for Two Designs

DesignWater stored in the test (gallons)Cost to build
Tank design650$450
Barrel-row design520$325
", "passage_plain": "Drought at Red Rock Ranch Red Rock Ranch sits in a dry part of New Mexico. For two years, much less rain than usual has fallen there. A long time with very little rain is called a drought. The ranch's grass turned brown, and its pond shrank. Table 1 compares the ranch's rain in a usual year to the two drought years. The ranch owners also tested two rainwater-storage designs. Table 2 shows the storage goals. Table 3 shows the test results for each design. Table 1. Rain at Red Rock Ranch Year Rain (inches) Usual year 14 First drought year 6 Second drought year 5 Table 2. Water-Storage Goals Goal What the design must do Goal 1 Store at least 500 gallons of rainwater Goal 2 Cost no more than $400 to build Table 3. Test Results for Two Designs Design Water stored in the test (gallons) Cost to build Tank design 650 $450 Barrel-row design 520 $325" }, { "n": 21, "item_id": "_e370f993-48d7-44db-a342-698e6ed86094", "type": "choice", "title": "Fire Effect on Tree Squirrels", "standards": [ "3-LS4-4" ], "prompt_html": "

Look at Table 1. How did the fire most likely affect the tree squirrels of Bear Hollow?

", "prompt_plain": "Look at Table 1. How did the fire most likely affect the tree squirrels of Bear Hollow?", "context_html": "", "options": [ { "id": "cA21", "text": "The squirrels changed their bodies on purpose to fit the burned canyon.", "plain": "The squirrels changed their bodies on purpose to fit the burned canyon.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The squirrels found survival easier with more open space to run in.", "plain": "The squirrels found survival easier with more open space to run in.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "The squirrels lost most of their food and shelter when the trees burned.", "plain": "The squirrels lost most of their food and shelter when the trees burned.", "correct": true, "kind": "choice" }, { "id": "cD21", "text": "The squirrels were not harmed, because fires change plants and not animals.", "plain": "The squirrels were not harmed, because fires change plants and not animals.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c3c33877-b010-4c9b-936a-85cf40fce5e5" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC21" ] }, "n_options": 4, "passage_html": "

Fire at Bear Hollow

Bear Hollow is a forested canyon in Utah. Last June, a wildfire burned most of the trees and bushes on the canyon floor. The creek that runs through the canyon did not burn. The photos show the canyon before the fire and one month after.

\"The

Park rangers count the canyon's animals every year. They counted again one month after the fire. Table 1 shows the counts before and after the fire.

Table 1. Animal Counts Before and After the Fire

AnimalWhere it sheltersCount before fireCount one month after
Ground-nesting birdsNests on the canyon floor304
Tree squirrelsHoles in tall trees2410
Mule deerMoves through the whole canyon1812
Creek fishUnderwater in the creek4038
", "passage_plain": "Fire at Bear Hollow Bear Hollow is a forested canyon in Utah. Last June, a wildfire burned most of the trees and bushes on the canyon floor. The creek that runs through the canyon did not burn. The photos show the canyon before the fire and one month after. Park rangers count the canyon's animals every year. They counted again one month after the fire. Table 1 shows the counts before and after the fire. Table 1. Animal Counts Before and After the Fire Animal Where it shelters Count before fire Count one month after Ground-nesting birds Nests on the canyon floor 30 4 Tree squirrels Holes in tall trees 24 10 Mule deer Moves through the whole canyon 18 12 Creek fish Underwater in the creek 40 38" }, { "n": 22, "item_id": "_dcff6643-e30f-4f05-b94f-48b655177fc5", "type": "hottext", "title": "Ranger Report Evidence", "standards": [ "3-LS4-4" ], "prompt_html": "

A ranger wrote this report about the fire. She claims the ground-nesting birds were affected more than any other animal.

Select the sentence in the report that best supports her claim.

", "prompt_plain": "A ranger wrote this report about the fire. She claims the ground-nesting birds were affected more than any other animal. Select the sentence in the report that best supports her claim.", "context_html": "", "options": [ { "id": "hA22", "text": "The fire moved fast across the dry canyon floor.", "plain": "The fire moved fast across the dry canyon floor.", "correct": false, "kind": "hottext" }, { "id": "hB22", "text": "Deer were seen drinking at the creek one week after the fire.", "plain": "Deer were seen drinking at the creek one week after the fire.", "correct": false, "kind": "hottext" }, { "id": "hC22", "text": "Ground-nesting bird counts fell from 30 to 4 after the fire.", "plain": "Ground-nesting bird counts fell from 30 to 4 after the fire.", "correct": true, "kind": "hottext" }, { "id": "hD22", "text": "The creek fish counts stayed almost the same after the fire.", "plain": "The creek fish counts stayed almost the same after the fire.", "correct": false, "kind": "hottext" }, { "id": "hE22", "text": "Ground-nesting birds should return when green shoots cover the canyon floor next spring.", "plain": "Ground-nesting birds should return when green shoots cover the canyon floor next spring.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_c3c33877-b010-4c9b-936a-85cf40fce5e5" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC22" ] }, "n_options": 5, "passage_html": "

Fire at Bear Hollow

Bear Hollow is a forested canyon in Utah. Last June, a wildfire burned most of the trees and bushes on the canyon floor. The creek that runs through the canyon did not burn. The photos show the canyon before the fire and one month after.

\"The

Park rangers count the canyon's animals every year. They counted again one month after the fire. Table 1 shows the counts before and after the fire.

Table 1. Animal Counts Before and After the Fire

AnimalWhere it sheltersCount before fireCount one month after
Ground-nesting birdsNests on the canyon floor304
Tree squirrelsHoles in tall trees2410
Mule deerMoves through the whole canyon1812
Creek fishUnderwater in the creek4038
", "passage_plain": "Fire at Bear Hollow Bear Hollow is a forested canyon in Utah. Last June, a wildfire burned most of the trees and bushes on the canyon floor. The creek that runs through the canyon did not burn. The photos show the canyon before the fire and one month after. Park rangers count the canyon's animals every year. They counted again one month after the fire. Table 1 shows the counts before and after the fire. Table 1. Animal Counts Before and After the Fire Animal Where it shelters Count before fire Count one month after Ground-nesting birds Nests on the canyon floor 30 4 Tree squirrels Holes in tall trees 24 10 Mule deer Moves through the whole canyon 18 12 Creek fish Underwater in the creek 40 38" }, { "n": 23, "item_id": "_9f948d3e-7672-44ec-8194-ca6f9e864656", "type": "gap-match", "title": "Animal Responses to the Fire", "standards": [ "3-LS4-4" ], "prompt_html": "

The fire changed habitats in Bear Hollow. When a habitat changes, an animal may survive in place, move to a new area, or be unable to survive.

 

Drag one response card into the box beside each animal. Cards show each animal's most likely response to the fire. You may use a card more than once.

", "prompt_plain": "The fire changed habitats in Bear Hollow. When a habitat changes, an animal may survive in place, move to a new area, or be unable to survive. Drag one response card into the box beside each animal. Cards show each animal's most likely response to the fire. You may use a card more than once.", "context_html": "", "options": [ { "id": "gtmv1", "text": "moves to a new area", "plain": "moves to a new area", "correct": false, "kind": "gap-token" }, { "id": "gtcs1", "text": "cannot survive", "plain": "cannot survive", "correct": false, "kind": "gap-token" }, { "id": "gtsp1", "text": "survives in place", "plain": "survives in place", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_c3c33877-b010-4c9b-936a-85cf40fce5e5" ], "key_letters": "", "key_values": { "RESPONSE": [ "gtsp1 g1", "gtmv1 g2", "gtcs1 g3", "gtmv1 g4" ] }, "n_options": 3, "passage_html": "

Fire at Bear Hollow

Bear Hollow is a forested canyon in Utah. Last June, a wildfire burned most of the trees and bushes on the canyon floor. The creek that runs through the canyon did not burn. The photos show the canyon before the fire and one month after.

\"The

Park rangers count the canyon's animals every year. They counted again one month after the fire. Table 1 shows the counts before and after the fire.

Table 1. Animal Counts Before and After the Fire

AnimalWhere it sheltersCount before fireCount one month after
Ground-nesting birdsNests on the canyon floor304
Tree squirrelsHoles in tall trees2410
Mule deerMoves through the whole canyon1812
Creek fishUnderwater in the creek4038
", "passage_plain": "Fire at Bear Hollow Bear Hollow is a forested canyon in Utah. Last June, a wildfire burned most of the trees and bushes on the canyon floor. The creek that runs through the canyon did not burn. The photos show the canyon before the fire and one month after. Park rangers count the canyon's animals every year. They counted again one month after the fire. Table 1 shows the counts before and after the fire. Table 1. Animal Counts Before and After the Fire Animal Where it shelters Count before fire Count one month after Ground-nesting birds Nests on the canyon floor 30 4 Tree squirrels Holes in tall trees 24 10 Mule deer Moves through the whole canyon 18 12 Creek fish Underwater in the creek 40 38" }, { "n": 24, "item_id": "_9ac74f42-a399-4c9e-adcb-1aebc89373a6", "type": "choice", "title": "Wildflower Claim Part A", "standards": [ "3-LS4-3" ], "prompt_html": "

Part A

Livia claims that the alpine wildflowers do not grow well on the island dunes.

Which statement about the claim does Table 1 best support?

", "prompt_plain": "Part A Livia claims that the alpine wildflowers do not grow well on the island dunes. Which statement about the claim does Table 1 best support?", "context_html": "", "options": [ { "id": "cA24", "text": "The claim is supported, because dune grass grew best at its own home site.", "plain": "The claim is supported, because dune grass grew best at its own home site.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "The claim is supported, because the wildflowers could not stay healthy in the dune habitat.", "plain": "The claim is supported, because the wildflowers could not stay healthy in the dune habitat.", "correct": true, "kind": "choice" }, { "id": "cC24", "text": "The claim is not supported, because the wildflowers grew well at their mountain home.", "plain": "The claim is not supported, because the wildflowers grew well at their mountain home.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "The claim is not supported, because the wildflowers may get used to the dunes over time.", "plain": "The claim is not supported, because the wildflowers may get used to the dunes over time.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_41acfcbf-ada1-4187-ae40-cd87d3b6c0c0" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB24" ] }, "n_options": 4, "passage_html": "

The Plant Swap Study

Livia's class lives near a mountain meadow in the Rocky Mountains. A partner class lives by the sand dunes of Padre Island, Texas. The classes swapped plants to study where each plant grows well. The photos show the two habitats.

\"A

The mountain class planted dune grass in its cool, wet meadow. The island class planted alpine wildflowers in its hot, dry sand. Both classes recorded observations for eight weeks. Table 1 shows the observations.

Table 1. Plant Observations After Eight Weeks

PlantIn the mountain meadowOn the island dunes
Alpine wildflowerGrew new leaves and bloomedLeaves dried out and wilted
Dune grassTurned brown after a cold nightGrew tall and spread
", "passage_plain": "The Plant Swap Study Livia's class lives near a mountain meadow in the Rocky Mountains. A partner class lives by the sand dunes of Padre Island, Texas. The classes swapped plants to study where each plant grows well. The photos show the two habitats. The mountain class planted dune grass in its cool, wet meadow. The island class planted alpine wildflowers in its hot, dry sand. Both classes recorded observations for eight weeks. Table 1 shows the observations. Table 1. Plant Observations After Eight Weeks Plant In the mountain meadow On the island dunes Alpine wildflower Grew new leaves and bloomed Leaves dried out and wilted Dune grass Turned brown after a cold night Grew tall and spread" }, { "n": 25, "item_id": "_c1bb8f79-3a75-4ef2-87fd-f75e50063422", "type": "choice", "title": "Wildflower Claim Part B", "standards": [ "3-LS4-3" ], "prompt_html": "

Part B

Which observation from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which observation from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA25", "text": "The dune grass grew tall and spread on the island dunes.", "plain": "The dune grass grew tall and spread on the island dunes.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "The alpine wildflowers grew new leaves and bloomed in the meadow.", "plain": "The alpine wildflowers grew new leaves and bloomed in the meadow.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "The dune grass turned brown in the meadow after a cold night.", "plain": "The dune grass turned brown in the meadow after a cold night.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The leaves of the alpine wildflowers dried out and wilted on the dunes.", "plain": "The leaves of the alpine wildflowers dried out and wilted on the dunes.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_41acfcbf-ada1-4187-ae40-cd87d3b6c0c0" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD25" ] }, "n_options": 4, "passage_html": "

The Plant Swap Study

Livia's class lives near a mountain meadow in the Rocky Mountains. A partner class lives by the sand dunes of Padre Island, Texas. The classes swapped plants to study where each plant grows well. The photos show the two habitats.

\"A

The mountain class planted dune grass in its cool, wet meadow. The island class planted alpine wildflowers in its hot, dry sand. Both classes recorded observations for eight weeks. Table 1 shows the observations.

Table 1. Plant Observations After Eight Weeks

PlantIn the mountain meadowOn the island dunes
Alpine wildflowerGrew new leaves and bloomedLeaves dried out and wilted
Dune grassTurned brown after a cold nightGrew tall and spread
", "passage_plain": "The Plant Swap Study Livia's class lives near a mountain meadow in the Rocky Mountains. A partner class lives by the sand dunes of Padre Island, Texas. The classes swapped plants to study where each plant grows well. The photos show the two habitats. The mountain class planted dune grass in its cool, wet meadow. The island class planted alpine wildflowers in its hot, dry sand. Both classes recorded observations for eight weeks. Table 1 shows the observations. Table 1. Plant Observations After Eight Weeks Plant In the mountain meadow On the island dunes Alpine wildflower Grew new leaves and bloomed Leaves dried out and wilted Dune grass Turned brown after a cold night Grew tall and spread" }, { "n": 26, "item_id": "_a8784174-5c25-4fa2-8f7c-d66d95b44dd7", "type": "hottext", "title": "Orca Pod Hunting Evidence", "standards": [ "3-LS2-1" ], "prompt_html": "

Read this passage about a pod, a group of orcas that lives together.

\"A

A scientist claims that hunting in a group helps the pod catch more food. Select the sentence that best supports this claim.

", "prompt_plain": "Read this passage about a pod, a group of orcas that lives together. A scientist claims that hunting in a group helps the pod catch more food. Select the sentence that best supports this claim.", "context_html": "", "options": [ { "id": "hA26", "text": "The Salish Sea pod has twelve orcas, including three young calves.", "plain": "The Salish Sea pod has twelve orcas, including three young calves.", "correct": false, "kind": "hottext" }, { "id": "hB26", "text": "Each orca has a gray saddle patch with its own special shape.", "plain": "Each orca has a gray saddle patch with its own special shape.", "correct": false, "kind": "hottext" }, { "id": "hC26", "text": "One orca hunting alone can catch only a single salmon.", "plain": "One orca hunting alone can catch only a single salmon.", "correct": false, "kind": "hottext" }, { "id": "hD26", "text": "The pod circles salmon together and traps many fish near the surface.", "plain": "The pod circles salmon together and traps many fish near the surface.", "correct": true, "kind": "hottext" }, { "id": "hE26", "text": "After a hunt, the orcas rest in calm water near the shore.", "plain": "After a hunt, the orcas rest in calm water near the shore.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-26/images/slot26.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD26" ] }, "n_options": 5 }, { "n": 27, "item_id": "_bc42a5bb-174a-4995-a6dc-e9319bc9b321", "type": "choice", "title": "Fossils on a Dry Hillside", "standards": [ "3-LS4-1" ], "prompt_html": "

A scientist finds seashell fossils and pine-cone fossils together in one rock layer on a dry hillside.

\"A

Which TWO conclusions about the hillside long ago do the fossils support? Choose the TWO best answers.

", "prompt_plain": "A scientist finds seashell fossils and pine-cone fossils together in one rock layer on a dry hillside. Which TWO conclusions about the hillside long ago do the fossils support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA27", "text": "The hillside was covered by water at some time long ago.", "plain": "The hillside was covered by water at some time long ago.", "correct": true, "kind": "choice" }, { "id": "cB27", "text": "Pine trees once grew on the seafloor next to the shellfish.", "plain": "Pine trees once grew on the seafloor next to the shellfish.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "The environment of the hillside changed over a very long time.", "plain": "The environment of the hillside changed over a very long time.", "correct": true, "kind": "choice" }, { "id": "cD27", "text": "Strong winds blew the seashells up the hillside from a beach.", "plain": "Strong winds blew the seashells up the hillside from a beach.", "correct": false, "kind": "choice" }, { "id": "cE27", "text": "The pine cones slowly changed into seashells inside the rock.", "plain": "The pine cones slowly changed into seashells inside the rock.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-26/images/slot27.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA27", "cC27" ] }, "n_options": 5 }, { "n": 28, "item_id": "_e88e6cca-c140-4918-91d5-397cc9c7967f", "type": "choice", "title": "Weasel Parts for Hunting", "standards": [ "3-LS4-2" ], "prompt_html": "

The photo shows a weasel with four body parts labeled. A weasel hunts small animals, such as mice, for food. The animals it hunts are called its prey.

\"A

Which pair of labeled parts best helps the weasel find and catch its prey?

", "prompt_plain": "The photo shows a weasel with four body parts labeled. A weasel hunts small animals, such as mice, for food. The animals it hunts are called its prey. Which pair of labeled parts best helps the weasel find and catch its prey?", "context_html": "", "options": [ { "id": "cA28", "text": "its fur and its tail", "plain": "its fur and its tail", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "its fur and its ears", "plain": "its fur and its ears", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "its tail and its claws", "plain": "its tail and its claws", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "its ears and its claws", "plain": "its ears and its claws", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-26/images/slot28.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_af1858fc-f370-4842-a3ce-216cbd9f2e43", "type": "inline-choice", "title": "Snail Shell Color Survival", "standards": [ "3-LS4-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Deshawn's class studies snails on a shore with dark rocks. Birds eat the snails they can see. The class marked 20 dark-shelled snails and 20 light-shelled snails. Table 1 shows how many marked snails the class found after one month.

Table 1. Marked Snails Found After One Month

Shell colorSnails markedSnails found after one month
Dark shell2016
Light shell205

Choose the word that best completes each sentence.

After one month, the class found dark-shelled snails than light-shelled snails.

This happened because, on the dark rocks, birds could see the dark shells easily than the light shells.

", "options": [ { "id": "cB1O1", "text": "fewer", "plain": "fewer", "correct": false, "kind": "inline" }, { "id": "cB1O2", "text": "more", "plain": "more", "correct": true, "kind": "inline" }, { "id": "cB2O1", "text": "less", "plain": "less", "correct": true, "kind": "inline" }, { "id": "cB2O2", "text": "more", "plain": "more", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O2" ], "RESPONSE2": [ "cB2O1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_a780af4d-fc84-4990-b2b5-7ede819358c5", "type": "choice", "title": "Bottle-Filling Station Test", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Brookfield School put in a new bottle-filling station. The station should fill a water bottle quickly without spilling water on the floor. Students tested the station for one week.

Which row shows the best way to measure success and a helpful next step?

", "prompt_plain": "Brookfield School put in a new bottle-filling station. The station should fill a water bottle quickly without spilling water on the floor. Students tested the station for one week. Which row shows the best way to measure success and a helpful next step?", "context_html": "", "options": [ { "id": "cA30", "text": "
Measure of successNext step
Time one bottle fill and check for spills.If filling is slow, make the flow faster and test again.
", "plain": "Measure of success Next step Time one bottle fill and check for spills. If filling is slow, make the flow faster and test again.", "correct": true, "kind": "choice" }, { "id": "cB30", "text": "
Measure of successNext step
Ask students whether the station looks nice.If they say no, decorate the outside of the station.
", "plain": "Measure of success Next step Ask students whether the station looks nice. If they say no, decorate the outside of the station.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "
Measure of successNext step
Check whether the station is the newest model sold.If it is not, order the newest model.
", "plain": "Measure of success Next step Check whether the station is the newest model sold. If it is not, order the newest model.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "
Measure of successNext step
Replace the nozzle with a wider one right away.Time the bottle filling again after the change.
", "plain": "Measure of success Next step Replace the nozzle with a wider one right away. Time the bottle filling again after the change.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_aa44caa2-40ec-48db-86d2-28987071ebdc", "type": "choice", "title": "Sapporo Climate Bar Graph", "standards": [ "3-ESS2-2" ], "prompt_html": "

The bar graph shows the average temperature in Sapporo, Japan, for each month, averaged over many years. In Sapporo, winter is December through February. Summer is June through August.

\"Bar

Which statement best describes the climate of Sapporo?

", "prompt_plain": "The bar graph shows the average temperature in Sapporo, Japan, for each month, averaged over many years. In Sapporo, winter is December through February. Summer is June through August. Which statement best describes the climate of Sapporo?", "context_html": "", "options": [ { "id": "cA31", "text": "Sapporo has a tropical climate, because its summer months are very warm.", "plain": "Sapporo has a tropical climate, because its summer months are very warm.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Sapporo has a temperate climate, with warm summers and cold winters.", "plain": "Sapporo has a temperate climate, with warm summers and cold winters.", "correct": true, "kind": "choice" }, { "id": "cC31", "text": "Sapporo has a desert climate, because its temperatures swing between hot and cold.", "plain": "Sapporo has a desert climate, because its temperatures swing between hot and cold.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "Sapporo’s climate is changing quickly, because the temperature changes from month to month.", "plain": "Sapporo’s climate is changing quickly, because the temperature changes from month to month.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-26/images/slot31_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_93073a7d-7cbf-45d9-983d-8057c7cf63a4", "type": "text-entry", "title": "Marquette Rainy Days Pictograph", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Nadira made a pictograph of rainy days in Marquette, Michigan. It shows the number of rainy days in each month, from April through August.

Pictograph 1. Rainy Days in Marquette

MonthRainy days
April●●●
May●●●●●
June●●●●●●●
July●●●●
August●●●●●●

Each ● symbol = 2 rainy days.

Look at the pictograph. How many rainy days did the wettest month (the month with the most rainy days) have?

Give your answer as a whole number (e.g., 20).

Number of rainy days:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "14" ] }, "n_options": 0 }, { "n": 33, "item_id": "_a1831ff3-3bb7-4fbc-8fd5-4bfdf1770da7", "type": "gap-match", "title": "Match Cities to Climate Zones", "standards": [ "3-ESS2-2" ], "prompt_html": "

Table 1 shows the year-round weather pattern of four cities.

 

Match each city to the climate zone that describes it. Drag one climate zone name to each city.

", "prompt_plain": "Table 1 shows the year-round weather pattern of four cities. Match each city to the climate zone that describes it. Drag one climate zone name to each city.", "context_html": "", "options": [ { "id": "gtPO33", "text": "Polar", "plain": "Polar", "correct": false, "kind": "gap-token" }, { "id": "gtDE33", "text": "Desert", "plain": "Desert", "correct": false, "kind": "gap-token" }, { "id": "gtTR33", "text": "Tropical", "plain": "Tropical", "correct": false, "kind": "gap-token" }, { "id": "gtTE33", "text": "Temperate", "plain": "Temperate", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "gtTR33 gM1", "gtTE33 gM2", "gtPO33 gM3", "gtDE33 gM4" ] }, "n_options": 4 }, { "n": 34, "item_id": "_73282604-4f90-4ddc-8a24-e782e2044815", "type": "choice", "title": "Scooter Coasting to a Stop", "standards": [ "3-PS2-1" ], "prompt_html": "

Iker rides his scooter on a flat, level sidewalk. He stops pushing with his foot. The scooter coasts (rolls on its own) and slowly comes to a stop. The diagram shows the scooter and the direction it moves.

\"A

What force causes the scooter to stop?

", "prompt_plain": "Iker rides his scooter on a flat, level sidewalk. He stops pushing with his foot. The scooter coasts (rolls on its own) and slowly comes to a stop. The diagram shows the scooter and the direction it moves. What force causes the scooter to stop?", "context_html": "", "options": [ { "id": "cA34", "text": "Gravity, pulling in the same direction the scooter moves", "plain": "Gravity, pulling in the same direction the scooter moves", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Friction, pushing in the same direction the scooter moves", "plain": "Friction, pushing in the same direction the scooter moves", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Gravity, pulling in the direction opposite the scooter’s motion", "plain": "Gravity, pulling in the direction opposite the scooter’s motion", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Friction, pushing in the direction opposite the scooter’s motion", "plain": "Friction, pushing in the direction opposite the scooter’s motion", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-26/images/slot34_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_4db7cc16-4074-44d0-9dcb-67fba9d50460", "type": "choice", "title": "Foam Pieces on a Sleeve", "standards": [ "3-PS2-3" ], "prompt_html": "

Sana unpacks a delivery box filled with small foam pieces. When she reaches in, some foam pieces stick to her sleeve.

\"Small

Which statement gives the most likely reason the foam pieces stick to the sleeve?

", "prompt_plain": "Sana unpacks a delivery box filled with small foam pieces. When she reaches in, some foam pieces stick to her sleeve. Which statement gives the most likely reason the foam pieces stick to the sleeve?", "context_html": "", "options": [ { "id": "cA35", "text": "Opposite static charges pull the foam pieces and the sleeve together.", "plain": "Opposite static charges pull the foam pieces and the sleeve together.", "correct": true, "kind": "choice" }, { "id": "cB35", "text": "The force of gravity holds the foam pieces against the sleeve.", "plain": "The force of gravity holds the foam pieces against the sleeve.", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "A magnetic force attracts the foam pieces to the sleeve.", "plain": "A magnetic force attracts the foam pieces to the sleeve.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "The sleeve’s rough texture traps the foam pieces in place.", "plain": "The sleeve’s rough texture traps the foam pieces in place.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-26/images/slot35.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA35" ] }, "n_options": 4 }, { "n": 36, "item_id": "_aeccd842-9355-4c30-a3c8-2c42ddb82ce0", "type": "inline-choice", "title": "Falling Water Bottle", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Gus is climbing the practice wall at an indoor climbing gym. His water bottle slips out of the holder on his belt.

Choose the word or words that best complete each sentence.

The bottle falls the ground.

The force that pulls the bottle down is .

", "options": [ { "id": "c36d1o1", "text": "away from", "plain": "away from", "correct": false, "kind": "inline" }, { "id": "c36d1o2", "text": "toward", "plain": "toward", "correct": true, "kind": "inline" }, { "id": "c36d2o1", "text": "magnetism", "plain": "magnetism", "correct": false, "kind": "inline" }, { "id": "c36d2o2", "text": "friction", "plain": "friction", "correct": false, "kind": "inline" }, { "id": "c36d2o3", "text": "gravity", "plain": "gravity", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c36d1o2" ], "RESPONSE2": [ "c36d2o3" ] }, "n_options": 5 } ] }, { "form": "G3.27", "grade": "G3", "title": "Alpha Standardized Science G3.27", "test_id": "_test-64c3748a-d2a7-4195-8edd-f4546714af23", "n_items": 36, "n_stimuli": 7, "stimuli": { "_0c9aa4fe-e38d-41e1-b0c1-ddfc3c1b8865": { "title": "Junior-Ranger Guides from Two Parks", "html": "

Junior-Ranger Guides from Two Parks

Tova is a junior ranger at Saguaro National Park in Arizona. Zayd is a junior ranger at Olympic National Park in Washington. Each junior ranger made a data card about the park where they work. The data cards show what each park is usually like, based on many years of records. Table 1 shows the two data cards.

Table 1. Park Data Cards

DataSaguaro National Park (Arizona)Olympic National Park (Washington)
Usual summer afternoon temperatureAbout 100°FAbout 70°F
Usual groundDry, rocky ground with sandy soilDamp forest floor under tall trees
" }, "_a265706a-bde7-44da-ad16-8563577b8a45": { "title": "Dragonfly and Sunflower Timelines", "html": "

Dragonfly and Sunflower Timelines

Campers at Marsh Hollow camp made two photo timelines last summer. One timeline follows a dragonfly living at the camp pond. The other follows a sunflower growing in the camp garden. The campers wrote the date under each photo. Figure 1 shows both timelines and their dates.

Figure 1

\"Two
" }, "_6e6af4e9-a034-4d1f-9da1-ad2f9e694edc": { "title": "Two Sirens for Maple County", "html": "

Two Sirens for Maple County

Maple County wants to add tornado warning sirens. The county has four neighborhoods: North, South, East, and West. The safety team wrote two rules. Rule 1: every neighborhood must sit inside a siren's sound area. Rule 2: after a siren sounds, every family must reach shelter in under 10 minutes. The county can spend no more than $50,000 on sirens.

The team drew two layouts. Layout 1 uses one large siren at the center of the county. It would cost $28,000. Layout 2 uses four small sirens, one in each neighborhood. It would cost $46,000. Figure 1 shows the sound area for each layout. The team ran a practice drill with each layout. In each drill, the team measured the minutes from the siren sounding until families reached shelter. Table 1 shows the drill results.

Figure 1. Sound Area for Each Layout

\"Two

Table 1. Tornado Drill Results

NeighborhoodLayout 1: minutes to reach shelterLayout 2: minutes to reach shelter
North66
South76
East137
West148
" }, "_abde3f32-b06e-4a17-a07c-79b4e64b851a": { "title": "The Meadow Under the New Reservoir", "html": "

The Meadow Under the New Reservoir

A town built a dam across a river in a valley. The water behind the dam formed a new reservoir (a lake made by people). Most of a large meadow in the valley is now under water. The park rangers counted three kinds of animals in the meadow area before the dam. They counted the same animals in the same meadow area two years after. Table 1 shows the counts and one ranger note about each animal.

\"Two

Table 1. Ranger Animal Counts

AnimalCount before the damCount two years afterRanger note
Bobolink (a small meadow bird)263Flocks now live in a grassland farther up the valley, outside the meadow area.
Mallard (a wild duck)221Mallards swim and feed on the new open water.
Gopher (a digging animal)445Most gopher tunnels in the meadow are under water.
" }, "_13a50795-4529-4d9a-99a4-9c6c67878d58": { "title": "The Key-Keeper Rack", "html": "

The Key-Keeper Rack

Members of a community garden in Galena, Illinois, share keys for the toolshed and the front gate. Loose keys kept getting lost inside the shed. The garden club asked two junior builders to design a key rack for the shed wall. Each key must hang on the rack by sticking to a magnet. The club's design brief lists rules for the rack. Each builder made a different rack. Figure 1 shows Rack 1 and Rack 2. The club tested both racks the same way. Table 1 shows the results.

Figure 1

\"Two

Table 1. Rack Test Results

TestRack 1Rack 2
Number of keys held without falling12 keys16 keys
Taking one key offSlid off with a light thumb-and-finger pinchCame off only when pulled with both hands
" }, "_b5270c84-f6c2-4880-bc79-c8b8334e24ad": { "title": "Field-Day Forecast Watch", "html": "

Field-Day Forecast Watch

Students at a school in Alpena, Michigan, are planning field day for May 15. They look up the predicted weather for three days. Table 1 shows the forecast. Under the table, one student copies a line from a weather almanac (a book of weather records from many years).

Table 1. Predicted Weather Conditions for Alpena, Michigan

Weather conditionMay 14May 15May 16
Sky conditioncloudypartly sunnysunny
Highest air temperature64°F68°F71°F
Lowest air temperature48°F51°F53°F
Chance of rain70%20%10%

Almanac note: In Alpena, May is usually mild, and rain falls on about 8 days spread across the whole month.

" }, "_42d17b39-2f06-438b-9af9-0e155c09deba": { "title": "The Leafcutter Ant Room", "html": "

The Leafcutter Ant Room

Galen works at an insect zoo in Santa Fe, New Mexico. The zoo keeps a leafcutter ant colony in a glass ant room. The ants share the work of the colony in job groups. Galen watched the colony for one month. Table 1 shows the job groups Galen saw. Table 2 shows part of Galen’s observation log.

Table 1. Ant Job Groups

Job groupWhat the ants in the group do
CuttersCut small pieces from leaves outside the nest
CarriersCarry the leaf pieces into the nest
Fungus gardenersUse the leaf pieces to grow the fungus the colony eats
Waste haulersCarry waste out of the nest

Table 2. Galen’s Observation Log (part)

DateObservation
May 3Cutters cut leaf pieces, and carriers took the pieces into the nest.
May 10Fungus gardeners spread leaf pieces on the fungus garden. The colony ate the fungus.
May 17Waste haulers carried old waste away, and the fungus garden stayed healthy.
May 24Ants in each job group still did the jobs listed in Table 1.
" } }, "questions": [ { "n": 1, "item_id": "_0810e0c1-3324-4d14-8f96-0f54e375821d", "type": "choice", "title": "Mail Cart Package Loads", "standards": [ "3-PS2-1" ], "prompt_html": "

A mail carrier pushes the same cart of packages across a flat, smooth floor three times. All the packages are the same size and weight. On each trip, the carrier gets the cart moving in the same way. Figure 1 shows the load for each trip: 4 packages, 10 packages, and 18 packages.

\"The

Which statement best explains how the load changes the push the cart needs?

", "prompt_plain": "A mail carrier pushes the same cart of packages across a flat, smooth floor three times. All the packages are the same size and weight. On each trip, the carrier gets the cart moving in the same way. Figure 1 shows the load for each trip: 4 packages, 10 packages, and 18 packages. Which statement best explains how the load changes the push the cart needs?", "context_html": "", "options": [ { "id": "cA1", "text": "The heavier the load, the weaker the push the cart needs.", "plain": "The heavier the load, the weaker the push the cart needs.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The heavier the load, the stronger the push the cart needs.", "plain": "The heavier the load, the stronger the push the cart needs.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Every trip needs the same push because it is the same cart.", "plain": "Every trip needs the same push because it is the same cart.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Every trip needs the same push because the floor does not change.", "plain": "Every trip needs the same push because the floor does not change.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot01.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_a848f9fb-ba81-4283-bead-78fcaa09ba22", "type": "choice", "title": "Still Hammock Forces", "standards": [ "3-PS2-1" ], "prompt_html": "

A backyard hammock hangs from two strong posts. The hammock is not moving at all.

\"An

Choose the TWO statements that must be true about the forces acting on the still hammock.

", "prompt_plain": "A backyard hammock hangs from two strong posts. The hammock is not moving at all. Choose the TWO statements that must be true about the forces acting on the still hammock.", "context_html": "", "options": [ { "id": "cA1", "text": "No forces act on the hammock while it hangs still.", "plain": "No forces act on the hammock while it hangs still.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The upward pull of the ropes balances the downward pull of gravity.", "plain": "The upward pull of the ropes balances the downward pull of gravity.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Gravity stops pulling on the hammock once the ropes hold it up.", "plain": "Gravity stops pulling on the hammock once the ropes hold it up.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "More than one force acts on the hammock even though it does not move.", "plain": "More than one force acts on the hammock even though it does not move.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "One rope must pull harder than the other to keep the hammock still.", "plain": "One rope must pull harder than the other to keep the hammock still.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot02_v2.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 3, "item_id": "_27ad2e37-2046-46eb-a5cf-34fcfba3eab0", "type": "choice", "title": "Ball on a Ramp", "standards": [ "3-PS2-2" ], "prompt_html": "

A ball rolls down a long, straight ramp. Figure 1 shows the ball's position at 0, 1, 2, and 3 seconds. The ramp continues past the last mark.

\"A

Which statement best describes the ball's motion during the next second, while it is still on the ramp?

", "prompt_plain": "A ball rolls down a long, straight ramp. Figure 1 shows the ball's position at 0, 1, 2, and 3 seconds. The ramp continues past the last mark. Which statement best describes the ball's motion during the next second, while it is still on the ramp?", "context_html": "", "options": [ { "id": "cA1", "text": "It will roll a longer distance than it did in the last second.", "plain": "It will roll a longer distance than it did in the last second.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "It will roll the same distance as it did in the last second.", "plain": "It will roll the same distance as it did in the last second.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It will roll a shorter distance than it did in the last second.", "plain": "It will roll a shorter distance than it did in the last second.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It will turn and start rolling back up the ramp.", "plain": "It will turn and start rolling back up the ramp.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot03_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 4, "item_id": "_989415ad-1cee-44ff-ac64-20e8638cfc2b", "type": "text-entry", "title": "Jump-Rope Turn Counts", "standards": [ "3-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Bruno turns a jump rope for 100 seconds without stopping. A friend counts Bruno's rope turns during each 20-second part of the jump. Table 1 shows the counts so far.

Table 1. Jump-Rope Turn Counts

Part of the jumpTurns counted
First 20 seconds46
Second 20 seconds42
Third 20 seconds38
Fourth 20 seconds34

If the pattern continues, how many turns will Bruno most likely make during the fifth 20-second part?

Give your answer as a whole number (e.g., 12).

Number of turns:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "30" ] }, "n_options": 0 }, { "n": 5, "item_id": "_703a393c-99a6-42fc-9b15-d9c41ee7eb4c", "type": "choice", "title": "Garden Shed Magnet Test", "standards": [ "3-PS2-3" ], "prompt_html": "

Cora wants to find out which objects in the garden shed are made of magnetic material. She touches a bar magnet to each object. Table 1 shows her results.

Table 1. Magnet Test Results

ObjectWhat it is made ofDid the magnet attract it?
Garden trowel (small digging tool)SteelYes
Plant hoopSteelYes
Plant tag (shiny)CopperNo
Ball of twineStringNo
Flower potClayNo

Which conclusion does Table 1 best support?

", "prompt_plain": "Cora wants to find out which objects in the garden shed are made of magnetic material. She touches a bar magnet to each object. Table 1 shows her results. Table 1. Magnet Test Results Object What it is made of Did the magnet attract it? Garden trowel (small digging tool) Steel Yes Plant hoop Steel Yes Plant tag (shiny) Copper No Ball of twine String No Flower pot Clay No Which conclusion does Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The magnet attracts objects that are round.", "plain": "The magnet attracts objects that are round.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The magnet attracts objects that are shiny.", "plain": "The magnet attracts objects that are shiny.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The magnet attracts objects made of steel.", "plain": "The magnet attracts objects made of steel.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The magnet attracts objects made of metal.", "plain": "The magnet attracts objects made of metal.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_b05c4553-8f75-4c3a-bf57-3a882d1f9ee8", "type": "choice", "title": "Board Game Magnet Design", "standards": [ "3-PS2-3" ], "prompt_html": "

Dinah's class is building a two-player board game. Each player will move a steel token on top of the board by sliding a magnet underneath the board. The class's first design uses the thick board and Magnet 1. Table 1 shows the class's tests.

\"Cutaway

Table 1. Board and Magnet Tests

TestBoardMagnetWhat the token did
1Thin boardMagnet 1Followed the magnet every time
2Thick boardMagnet 1Did not move
3Thick boardMagnet 2Followed the magnet slowly

Based on the results in Table 1, choose the TWO changes that would make the magnetic force on a token stronger.

", "prompt_plain": "Dinah's class is building a two-player board game. Each player will move a steel token on top of the board by sliding a magnet underneath the board. The class's first design uses the thick board and Magnet 1. Table 1 shows the class's tests. Table 1. Board and Magnet Tests Test Board Magnet What the token did 1 Thin board Magnet 1 Followed the magnet every time 2 Thick board Magnet 1 Did not move 3 Thick board Magnet 2 Followed the magnet slowly Based on the results in Table 1, choose the TWO changes that would make the magnetic force on a token stronger.", "context_html": "", "options": [ { "id": "cA1", "text": "Hold the magnet farther below the board.", "plain": "Hold the magnet farther below the board.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Slide the magnet from side to side faster.", "plain": "Slide the magnet from side to side faster.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Switch the steel token for an aluminum token.", "plain": "Switch the steel token for an aluminum token.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Use Magnet 2 in place of Magnet 1.", "plain": "Use Magnet 2 in place of Magnet 1.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Use the thin board instead of the thick board.", "plain": "Use the thin board instead of the thick board.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot06_v2.png" ], "stimulus_ids": [], "key_letters": "D, E", "key_values": { "RESPONSE": [ "cD1", "cE1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_14fe03e1-b5a0-4239-b652-fdd5f930d486", "type": "choice", "title": "Key-Keeper Rack — Checking the Criteria", "standards": [ "3-PS2-4" ], "prompt_html": "

The design brief lists two criteria: the rack must hold at least 10 keys at one time, and a member must be able to take one key off using one hand.

Based on Table 1, which statement about the two racks is correct?

", "prompt_plain": "The design brief lists two criteria: the rack must hold at least 10 keys at one time, and a member must be able to take one key off using one hand. Based on Table 1, which statement about the two racks is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "Only Rack 1 meets both criteria.", "plain": "Only Rack 1 meets both criteria.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Only Rack 2 meets both criteria.", "plain": "Only Rack 2 meets both criteria.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both racks meet both criteria.", "plain": "Both racks meet both criteria.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Neither rack meets both criteria.", "plain": "Neither rack meets both criteria.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_13a50795-4529-4d9a-99a4-9c6c67878d58" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Key-Keeper Rack

Members of a community garden in Galena, Illinois, share keys for the toolshed and the front gate. Loose keys kept getting lost inside the shed. The garden club asked two junior builders to design a key rack for the shed wall. Each key must hang on the rack by sticking to a magnet. The club's design brief lists rules for the rack. Each builder made a different rack. Figure 1 shows Rack 1 and Rack 2. The club tested both racks the same way. Table 1 shows the results.

Figure 1

\"Two

Table 1. Rack Test Results

TestRack 1Rack 2
Number of keys held without falling12 keys16 keys
Taking one key offSlid off with a light thumb-and-finger pinchCame off only when pulled with both hands
", "passage_plain": "The Key-Keeper Rack Members of a community garden in Galena, Illinois, share keys for the toolshed and the front gate. Loose keys kept getting lost inside the shed. The garden club asked two junior builders to design a key rack for the shed wall. Each key must hang on the rack by sticking to a magnet. The club's design brief lists rules for the rack. Each builder made a different rack. Figure 1 shows Rack 1 and Rack 2. The club tested both racks the same way. Table 1 shows the results. Figure 1 Table 1. Rack Test Results Test Rack 1 Rack 2 Number of keys held without falling 12 keys 16 keys Taking one key off Slid off with a light thumb-and-finger pinch Came off only when pulled with both hands" }, { "n": 8, "item_id": "_6f054c2d-bd83-4f94-bebd-e32cf636ac7f", "type": "choice", "title": "Key-Keeper Rack — Rebuild Evidence", "standards": [ "3-PS2-4" ], "prompt_html": "

After the tests, the builders rebuild Rack 1 with a cheaper magnet strip so the rack will cost less.

\"The

Which test result would best prove that the rebuilt rack still meets the criterion of holding at least 10 keys?

", "prompt_plain": "After the tests, the builders rebuild Rack 1 with a cheaper magnet strip so the rack will cost less. Which test result would best prove that the rebuilt rack still meets the criterion of holding at least 10 keys?", "context_html": "", "options": [ { "id": "cA1", "text": "The new magnet strip costs two dollars less than the old strip.", "plain": "The new magnet strip costs two dollars less than the old strip.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The rebuilt rack holds 8 keys overnight without any falling.", "plain": "The rebuilt rack holds 8 keys overnight without any falling.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A builder says the new strip feels as strong as before.", "plain": "A builder says the new strip feels as strong as before.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The rebuilt rack holds 13 keys overnight without any falling.", "plain": "The rebuilt rack holds 13 keys overnight without any falling.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot08_v2.png" ], "stimulus_ids": [ "_13a50795-4529-4d9a-99a4-9c6c67878d58" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The Key-Keeper Rack

Members of a community garden in Galena, Illinois, share keys for the toolshed and the front gate. Loose keys kept getting lost inside the shed. The garden club asked two junior builders to design a key rack for the shed wall. Each key must hang on the rack by sticking to a magnet. The club's design brief lists rules for the rack. Each builder made a different rack. Figure 1 shows Rack 1 and Rack 2. The club tested both racks the same way. Table 1 shows the results.

Figure 1

\"Two

Table 1. Rack Test Results

TestRack 1Rack 2
Number of keys held without falling12 keys16 keys
Taking one key offSlid off with a light thumb-and-finger pinchCame off only when pulled with both hands
", "passage_plain": "The Key-Keeper Rack Members of a community garden in Galena, Illinois, share keys for the toolshed and the front gate. Loose keys kept getting lost inside the shed. The garden club asked two junior builders to design a key rack for the shed wall. Each key must hang on the rack by sticking to a magnet. The club's design brief lists rules for the rack. Each builder made a different rack. Figure 1 shows Rack 1 and Rack 2. The club tested both racks the same way. Table 1 shows the results. Figure 1 Table 1. Rack Test Results Test Rack 1 Rack 2 Number of keys held without falling 12 keys 16 keys Taking one key off Slid off with a light thumb-and-finger pinch Came off only when pulled with both hands" }, { "n": 9, "item_id": "_564d8ba1-fb52-40f2-8f89-bff8abd6f7d6", "type": "gap-match", "title": "Key-Keeper Rack — Sorting the Rules", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The club's design brief also lists other rules. Four of those rules are shown in the table.

 

Drag one card into the box next to each rule to show whether it is a criterion or a constraint. You may use a card more than once.

", "prompt_plain": "The club's design brief also lists other rules. Four of those rules are shown in the table. Drag one card into the box next to each rule to show whether it is a criterion or a constraint. You may use a card more than once.", "context_html": "", "options": [ { "id": "d-constraint", "text": "Constraint", "plain": "Constraint", "correct": false, "kind": "gap-token" }, { "id": "d-criterion", "text": "Criterion", "plain": "Criterion", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_13a50795-4529-4d9a-99a4-9c6c67878d58" ], "key_letters": "", "key_values": { "RESPONSE": [ "d-constraint g1", "d-criterion g2", "d-constraint g3", "d-criterion g4" ] }, "n_options": 2, "passage_html": "

The Key-Keeper Rack

Members of a community garden in Galena, Illinois, share keys for the toolshed and the front gate. Loose keys kept getting lost inside the shed. The garden club asked two junior builders to design a key rack for the shed wall. Each key must hang on the rack by sticking to a magnet. The club's design brief lists rules for the rack. Each builder made a different rack. Figure 1 shows Rack 1 and Rack 2. The club tested both racks the same way. Table 1 shows the results.

Figure 1

\"Two

Table 1. Rack Test Results

TestRack 1Rack 2
Number of keys held without falling12 keys16 keys
Taking one key offSlid off with a light thumb-and-finger pinchCame off only when pulled with both hands
", "passage_plain": "The Key-Keeper Rack Members of a community garden in Galena, Illinois, share keys for the toolshed and the front gate. Loose keys kept getting lost inside the shed. The garden club asked two junior builders to design a key rack for the shed wall. Each key must hang on the rack by sticking to a magnet. The club's design brief lists rules for the rack. Each builder made a different rack. Figure 1 shows Rack 1 and Rack 2. The club tested both racks the same way. Table 1 shows the results. Figure 1 Table 1. Rack Test Results Test Rack 1 Rack 2 Number of keys held without falling 12 keys 16 keys Taking one key off Slid off with a light thumb-and-finger pinch Came off only when pulled with both hands" }, { "n": 10, "item_id": "_528c00e1-e2d1-4c44-b5f2-5612323bc91b", "type": "choice", "title": "Insect and Sunflower Part A", "standards": [ "3-LS1-1" ], "prompt_html": "

Part A

Look at Figure 1. The dragonfly and the sunflower go through very different stages.

Which claim about the two life cycles do BOTH timelines support?

", "prompt_plain": "Part A Look at Figure 1. The dragonfly and the sunflower go through very different stages. Which claim about the two life cycles do BOTH timelines support?", "context_html": "", "options": [ { "id": "cA10f", "text": "Both life cycles go through the same stages in the same order.", "plain": "Both life cycles go through the same stages in the same order.", "correct": false, "kind": "choice" }, { "id": "cB10f", "text": "Both life cycles include being born, growing, reproducing, and dying.", "plain": "Both life cycles include being born, growing, reproducing, and dying.", "correct": true, "kind": "choice" }, { "id": "cC10f", "text": "Each organism hatches from an egg before it begins to grow.", "plain": "Each organism hatches from an egg before it begins to grow.", "correct": false, "kind": "choice" }, { "id": "cD10f", "text": "Each life cycle starts over again in the spring of the next year.", "plain": "Each life cycle starts over again in the spring of the next year.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a265706a-bde7-44da-ad16-8563577b8a45" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB10f" ] }, "n_options": 4, "passage_html": "

Dragonfly and Sunflower Timelines

Campers at Marsh Hollow camp made two photo timelines last summer. One timeline follows a dragonfly living at the camp pond. The other follows a sunflower growing in the camp garden. The campers wrote the date under each photo. Figure 1 shows both timelines and their dates.

Figure 1

\"Two
", "passage_plain": "Dragonfly and Sunflower Timelines Campers at Marsh Hollow camp made two photo timelines last summer. One timeline follows a dragonfly living at the camp pond. The other follows a sunflower growing in the camp garden. The campers wrote the date under each photo. Figure 1 shows both timelines and their dates. Figure 1" }, { "n": 11, "item_id": "_6e64d594-8d97-42cd-973b-e2b7611bf0df", "type": "choice", "title": "Insect and Sunflower Part B", "standards": [ "3-LS1-1" ], "prompt_html": "

Part B

Which pair of details from the two timelines best supports the answer in Part A?

", "prompt_plain": "Part B Which pair of details from the two timelines best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA11f", "text": "The dragonfly timeline shows adults laying eggs, and the sunflower timeline shows a flower making seeds.", "plain": "The dragonfly timeline shows adults laying eggs, and the sunflower timeline shows a flower making seeds.", "correct": true, "kind": "choice" }, { "id": "cB11f", "text": "Only the dragonfly timeline shows a young form living in the water before it grows wings.", "plain": "Only the dragonfly timeline shows a young form living in the water before it grows wings.", "correct": false, "kind": "choice" }, { "id": "cC11f", "text": "Both timelines are made of photo cards with a date written under each photo.", "plain": "Both timelines are made of photo cards with a date written under each photo.", "correct": false, "kind": "choice" }, { "id": "cD11f", "text": "Both timelines show the adult in the first photo and the egg or seed last.", "plain": "Both timelines show the adult in the first photo and the egg or seed last.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a265706a-bde7-44da-ad16-8563577b8a45" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA11f" ] }, "n_options": 4, "passage_html": "

Dragonfly and Sunflower Timelines

Campers at Marsh Hollow camp made two photo timelines last summer. One timeline follows a dragonfly living at the camp pond. The other follows a sunflower growing in the camp garden. The campers wrote the date under each photo. Figure 1 shows both timelines and their dates.

Figure 1

\"Two
", "passage_plain": "Dragonfly and Sunflower Timelines Campers at Marsh Hollow camp made two photo timelines last summer. One timeline follows a dragonfly living at the camp pond. The other follows a sunflower growing in the camp garden. The campers wrote the date under each photo. Figure 1 shows both timelines and their dates. Figure 1" }, { "n": 12, "item_id": "_4748eb65-a5bb-4172-aa26-ade3d9839bd1", "type": "choice", "title": "Octopus Resting Pattern", "standards": [ "3-LS3-1" ], "prompt_html": "

At a sea-life center, two parent octopuses live in the same tank. An octopus can change its skin for a short time to hide. When an octopus rests calmly, it shows its own resting pattern. An octopus keeps the same resting pattern for its whole life. The resting pattern of both parents is gray skin with dark spots. One of their eggs hatches into a young octopus.

\"Two

Which resting pattern will the young octopus (the offspring) most likely inherit from its parents?

", "prompt_plain": "At a sea-life center, two parent octopuses live in the same tank. An octopus can change its skin for a short time to hide. When an octopus rests calmly, it shows its own resting pattern. An octopus keeps the same resting pattern for its whole life. The resting pattern of both parents is gray skin with dark spots. One of their eggs hatches into a young octopus. Which resting pattern will the young octopus (the offspring) most likely inherit from its parents?", "context_html": "", "options": [ { "id": "cA1", "text": "Gray skin with no spots", "plain": "Gray skin with no spots", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "White skin with dark spots", "plain": "White skin with dark spots", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Gray skin with dark spots", "plain": "Gray skin with dark spots", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Orange skin with white rings", "plain": "Orange skin with white rings", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot12_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_7cb55f12-4432-4b84-8045-de050f1dca33", "type": "choice", "title": "Young Marigold Plant Heights", "standards": [ "3-LS3-1" ], "prompt_html": "

Ingrid grows marigold plants. Two parent plants made seeds together. Parent plant 1 grew 40 centimeters tall. Parent plant 2 grew 50 centimeters tall. Ingrid planted 20 of their seeds in one garden bed. Every young plant got the same soil, water, and light. Table 1 shows the heights of the 20 young plants after they finished growing.

Table 1. Heights of 20 Young Marigold Plants

Height (centimeters)Number of young plants
383
425
467
504
541

Which claim does the data in Table 1 best support?

", "prompt_plain": "Ingrid grows marigold plants. Two parent plants made seeds together. Parent plant 1 grew 40 centimeters tall. Parent plant 2 grew 50 centimeters tall. Ingrid planted 20 of their seeds in one garden bed. Every young plant got the same soil, water, and light. Table 1 shows the heights of the 20 young plants after they finished growing. Table 1. Heights of 20 Young Marigold Plants Height (centimeters) Number of young plants 38 3 42 5 46 7 50 4 54 1 Which claim does the data in Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Most of the young plants grew to exactly the height of one parent plant.", "plain": "Most of the young plants grew to exactly the height of one parent plant.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The young plants inherited height from their parents, but their heights vary.", "plain": "The young plants inherited height from their parents, but their heights vary.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The heights of the young plants were decided by their water, soil, and light.", "plain": "The heights of the young plants were decided by their water, soil, and light.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The heights of the young plants have no connection to the parent plants.", "plain": "The heights of the young plants have no connection to the parent plants.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 14, "item_id": "_73d66dc7-4906-4197-878f-13c39508b116", "type": "gap-match", "title": "Burrowing Owl Grassland Survival", "standards": [ "3-LS4-2" ], "prompt_html": "

The burrowing owl lives in flat, dry grasslands. It rests and nests in a burrow (a hole in the ground). The picture shows four of this owl’s body features.

 

Match each body feature to the way it helps the owl survive in its grassland home. Drag one card into the empty box next to each body feature. Use each card exactly once.

\"A

", "prompt_plain": "The burrowing owl lives in flat, dry grasslands. It rests and nests in a burrow (a hole in the ground). The picture shows four of this owl’s body features. Match each body feature to the way it helps the owl survive in its grassland home. Drag one card into the empty box next to each body feature. Use each card exactly once.", "context_html": "", "options": [ { "id": "tile-dig", "text": "Digs and clears out its burrow home", "plain": "Digs and clears out its burrow home", "correct": false, "kind": "gap-token" }, { "id": "tile-see", "text": "Sees danger behind itself without moving its body", "plain": "Sees danger behind itself without moving its body", "correct": false, "kind": "gap-token" }, { "id": "tile-run", "text": "Runs quickly across open ground to escape danger", "plain": "Runs quickly across open ground to escape danger", "correct": false, "kind": "gap-token" }, { "id": "tile-hide", "text": "Blends in with dry grass and soil to stay hidden", "plain": "Blends in with dry grass and soil to stay hidden", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot14_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-run gap-f1", "tile-hide gap-f2", "tile-dig gap-f3", "tile-see gap-f4" ] }, "n_options": 4 }, { "n": 15, "item_id": "_808c8ab9-d820-4e8b-aab9-65c5439b0dac", "type": "hottext", "title": "Bunchgrass Field Report", "standards": [ "3-LS4-2" ], "prompt_html": "

A scientist wrote a field report about bunchgrass plants growing on a dry hill. The report makes this claim: bunchgrass plants with longer roots have a better chance of living through a dry summer.

\"Cutaway

Read the report. Select the ONE sentence that best supports the claim.

", "prompt_plain": "A scientist wrote a field report about bunchgrass plants growing on a dry hill. The report makes this claim: bunchgrass plants with longer roots have a better chance of living through a dry summer. Read the report. Select the ONE sentence that best supports the claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Bunchgrass grows in round clumps on the sunny side of the hill.", "plain": "Bunchgrass grows in round clumps on the sunny side of the hill.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Almost no rain fell on the hill from June through September.", "plain": "Almost no rain fell on the hill from June through September.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "The clumps that lived had much longer roots than the clumps that died.", "plain": "The clumps that lived had much longer roots than the clumps that died.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "Bunchgrass roots grow a little longer each year the plant lives.", "plain": "Bunchgrass roots grow a little longer each year the plant lives.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "In spring, new bunchgrass sprouts came up near the old clumps.", "plain": "In spring, new bunchgrass sprouts came up near the old clumps.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot15_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 5 }, { "n": 16, "item_id": "_512a41f1-73ee-4113-8b19-a59534fb0e16", "type": "choice", "title": "Leafcutter Colony Claim", "standards": [ "3-LS2-1" ], "prompt_html": "

Look at Table 1 and Table 2. Which claim about the ant colony do Galen’s observations best support?

", "prompt_plain": "Look at Table 1 and Table 2. Which claim about the ant colony do Galen’s observations best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Most ants in the colony work alone rather than in a job group.", "plain": "Most ants in the colony work alone rather than in a job group.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The ants often switch to new job groups as the month goes on.", "plain": "The ants often switch to new job groups as the month goes on.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The colony would stay healthy if the waste haulers stopped their work.", "plain": "The colony would stay healthy if the waste haulers stopped their work.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Groups of ants do different jobs that help the whole colony survive.", "plain": "Groups of ants do different jobs that help the whole colony survive.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_42d17b39-2f06-438b-9af9-0e155c09deba" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The Leafcutter Ant Room

Galen works at an insect zoo in Santa Fe, New Mexico. The zoo keeps a leafcutter ant colony in a glass ant room. The ants share the work of the colony in job groups. Galen watched the colony for one month. Table 1 shows the job groups Galen saw. Table 2 shows part of Galen’s observation log.

Table 1. Ant Job Groups

Job groupWhat the ants in the group do
CuttersCut small pieces from leaves outside the nest
CarriersCarry the leaf pieces into the nest
Fungus gardenersUse the leaf pieces to grow the fungus the colony eats
Waste haulersCarry waste out of the nest

Table 2. Galen’s Observation Log (part)

DateObservation
May 3Cutters cut leaf pieces, and carriers took the pieces into the nest.
May 10Fungus gardeners spread leaf pieces on the fungus garden. The colony ate the fungus.
May 17Waste haulers carried old waste away, and the fungus garden stayed healthy.
May 24Ants in each job group still did the jobs listed in Table 1.
", "passage_plain": "The Leafcutter Ant Room Galen works at an insect zoo in Santa Fe, New Mexico. The zoo keeps a leafcutter ant colony in a glass ant room. The ants share the work of the colony in job groups. Galen watched the colony for one month. Table 1 shows the job groups Galen saw. Table 2 shows part of Galen’s observation log. Table 1. Ant Job Groups Job group What the ants in the group do Cutters Cut small pieces from leaves outside the nest Carriers Carry the leaf pieces into the nest Fungus gardeners Use the leaf pieces to grow the fungus the colony eats Waste haulers Carry waste out of the nest Table 2. Galen’s Observation Log (part) Date Observation May 3 Cutters cut leaf pieces, and carriers took the pieces into the nest. May 10 Fungus gardeners spread leaf pieces on the fungus garden. The colony ate the fungus. May 17 Waste haulers carried old waste away, and the fungus garden stayed healthy. May 24 Ants in each job group still did the jobs listed in Table 1." }, { "n": 17, "item_id": "_2bc24ef1-2aa9-43d6-85f1-130540a9f1e1", "type": "choice", "title": "June Log Evidence Rows", "standards": [ "3-LS2-1" ], "prompt_html": "

Galen writes this claim: the work of one job group helps another job group do its job.

In June, Galen adds five more rows to the observation log. Which TWO of the new log rows support Galen’s claim? Choose the TWO best answers.

", "prompt_plain": "Galen writes this claim: the work of one job group helps another job group do its job. In June, Galen adds five more rows to the observation log. Which TWO of the new log rows support Galen’s claim? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "June 2 — Two cutters were larger than the other cutters in the colony.", "plain": "June 2 — Two cutters were larger than the other cutters in the colony.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "June 5 — While cutters and carriers gathered leaves, gardeners grew fungus to feed the colony.", "plain": "June 5 — While cutters and carriers gathered leaves, gardeners grew fungus to feed the colony.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "June 9 — One ant spent the morning walking along the glass wall of the room.", "plain": "June 9 — One ant spent the morning walking along the glass wall of the room.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "June 12 — Because the room was warm, the ants moved faster than on cool days.", "plain": "June 12 — Because the room was warm, the ants moved faster than on cool days.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "June 16 — Because waste haulers carried mold away, the fungus garden stayed healthy.", "plain": "June 16 — Because waste haulers carried mold away, the fungus garden stayed healthy.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_42d17b39-2f06-438b-9af9-0e155c09deba" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

The Leafcutter Ant Room

Galen works at an insect zoo in Santa Fe, New Mexico. The zoo keeps a leafcutter ant colony in a glass ant room. The ants share the work of the colony in job groups. Galen watched the colony for one month. Table 1 shows the job groups Galen saw. Table 2 shows part of Galen’s observation log.

Table 1. Ant Job Groups

Job groupWhat the ants in the group do
CuttersCut small pieces from leaves outside the nest
CarriersCarry the leaf pieces into the nest
Fungus gardenersUse the leaf pieces to grow the fungus the colony eats
Waste haulersCarry waste out of the nest

Table 2. Galen’s Observation Log (part)

DateObservation
May 3Cutters cut leaf pieces, and carriers took the pieces into the nest.
May 10Fungus gardeners spread leaf pieces on the fungus garden. The colony ate the fungus.
May 17Waste haulers carried old waste away, and the fungus garden stayed healthy.
May 24Ants in each job group still did the jobs listed in Table 1.
", "passage_plain": "The Leafcutter Ant Room Galen works at an insect zoo in Santa Fe, New Mexico. The zoo keeps a leafcutter ant colony in a glass ant room. The ants share the work of the colony in job groups. Galen watched the colony for one month. Table 1 shows the job groups Galen saw. Table 2 shows part of Galen’s observation log. Table 1. Ant Job Groups Job group What the ants in the group do Cutters Cut small pieces from leaves outside the nest Carriers Carry the leaf pieces into the nest Fungus gardeners Use the leaf pieces to grow the fungus the colony eats Waste haulers Carry waste out of the nest Table 2. Galen’s Observation Log (part) Date Observation May 3 Cutters cut leaf pieces, and carriers took the pieces into the nest. May 10 Fungus gardeners spread leaf pieces on the fungus garden. The colony ate the fungus. May 17 Waste haulers carried old waste away, and the fungus garden stayed healthy. May 24 Ants in each job group still did the jobs listed in Table 1." }, { "n": 18, "item_id": "_be14dcef-23d7-4c32-9b05-c4b10ff09f7a", "type": "choice", "title": "Meadow Reservoir Part A", "standards": [ "3-LS4-4" ], "prompt_html": "

Part A

Look at Table 1. Which claim do the rangers’ counts and notes best support?

", "prompt_plain": "Part A Look at Table 1. Which claim do the rangers’ counts and notes best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The new reservoir made the meadow area a worse habitat for all three animals.", "plain": "The new reservoir made the meadow area a worse habitat for all three animals.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The bobolinks and gophers will change their bodies so they can live in water.", "plain": "The bobolinks and gophers will change their bodies so they can live in water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The change made the meadow area a better habitat for one animal and worse for two.", "plain": "The change made the meadow area a better habitat for one animal and worse for two.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The animal counts changed because the meadow area had unusual weather for two years.", "plain": "The animal counts changed because the meadow area had unusual weather for two years.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_abde3f32-b06e-4a17-a07c-79b4e64b851a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Meadow Under the New Reservoir

A town built a dam across a river in a valley. The water behind the dam formed a new reservoir (a lake made by people). Most of a large meadow in the valley is now under water. The park rangers counted three kinds of animals in the meadow area before the dam. They counted the same animals in the same meadow area two years after. Table 1 shows the counts and one ranger note about each animal.

\"Two

Table 1. Ranger Animal Counts

AnimalCount before the damCount two years afterRanger note
Bobolink (a small meadow bird)263Flocks now live in a grassland farther up the valley, outside the meadow area.
Mallard (a wild duck)221Mallards swim and feed on the new open water.
Gopher (a digging animal)445Most gopher tunnels in the meadow are under water.
", "passage_plain": "The Meadow Under the New Reservoir A town built a dam across a river in a valley. The water behind the dam formed a new reservoir (a lake made by people). Most of a large meadow in the valley is now under water. The park rangers counted three kinds of animals in the meadow area before the dam. They counted the same animals in the same meadow area two years after. Table 1 shows the counts and one ranger note about each animal. Table 1. Ranger Animal Counts Animal Count before the dam Count two years after Ranger note Bobolink (a small meadow bird) 26 3 Flocks now live in a grassland farther up the valley, outside the meadow area. Mallard (a wild duck) 2 21 Mallards swim and feed on the new open water. Gopher (a digging animal) 44 5 Most gopher tunnels in the meadow are under water." }, { "n": 19, "item_id": "_63ccfb73-5ebd-4836-b877-b6a869ed92ed", "type": "choice", "title": "Meadow Reservoir Part B", "standards": [ "3-LS4-4" ], "prompt_html": "

Part B

Which evidence from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which evidence from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The mallard count rose from 2 to 21 while the bobolink and gopher counts fell.", "plain": "The mallard count rose from 2 to 21 while the bobolink and gopher counts fell.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The bobolink count fell from 26 to 3, and the gopher count fell from 44 to 5.", "plain": "The bobolink count fell from 26 to 3, and the gopher count fell from 44 to 5.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The mallard count was the smallest of the three counts before the dam was built.", "plain": "The mallard count was the smallest of the three counts before the dam was built.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The rangers counted the three animals one time before the dam and one time after.", "plain": "The rangers counted the three animals one time before the dam and one time after.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_abde3f32-b06e-4a17-a07c-79b4e64b851a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Meadow Under the New Reservoir

A town built a dam across a river in a valley. The water behind the dam formed a new reservoir (a lake made by people). Most of a large meadow in the valley is now under water. The park rangers counted three kinds of animals in the meadow area before the dam. They counted the same animals in the same meadow area two years after. Table 1 shows the counts and one ranger note about each animal.

\"Two

Table 1. Ranger Animal Counts

AnimalCount before the damCount two years afterRanger note
Bobolink (a small meadow bird)263Flocks now live in a grassland farther up the valley, outside the meadow area.
Mallard (a wild duck)221Mallards swim and feed on the new open water.
Gopher (a digging animal)445Most gopher tunnels in the meadow are under water.
", "passage_plain": "The Meadow Under the New Reservoir A town built a dam across a river in a valley. The water behind the dam formed a new reservoir (a lake made by people). Most of a large meadow in the valley is now under water. The park rangers counted three kinds of animals in the meadow area before the dam. They counted the same animals in the same meadow area two years after. Table 1 shows the counts and one ranger note about each animal. Table 1. Ranger Animal Counts Animal Count before the dam Count two years after Ranger note Bobolink (a small meadow bird) 26 3 Flocks now live in a grassland farther up the valley, outside the meadow area. Mallard (a wild duck) 2 21 Mallards swim and feed on the new open water. Gopher (a digging animal) 44 5 Most gopher tunnels in the meadow are under water." }, { "n": 20, "item_id": "_294f97c4-afae-4763-93c5-33baf664704b", "type": "choice", "title": "Field-Day Forecast Conditions", "standards": [ "3-ESS2-1" ], "prompt_html": "

Look at Table 1. Which two weather conditions are being predicted in the data table?

", "prompt_plain": "Look at Table 1. Which two weather conditions are being predicted in the data table?", "context_html": "", "options": [ { "id": "cA1", "text": "wind speed and air temperature", "plain": "wind speed and air temperature", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "sky condition and amount of snow", "plain": "sky condition and amount of snow", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "wind direction and chance of rain", "plain": "wind direction and chance of rain", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "chance of rain and air temperature", "plain": "chance of rain and air temperature", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b5270c84-f6c2-4880-bc79-c8b8334e24ad" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Field-Day Forecast Watch

Students at a school in Alpena, Michigan, are planning field day for May 15. They look up the predicted weather for three days. Table 1 shows the forecast. Under the table, one student copies a line from a weather almanac (a book of weather records from many years).

Table 1. Predicted Weather Conditions for Alpena, Michigan

Weather conditionMay 14May 15May 16
Sky conditioncloudypartly sunnysunny
Highest air temperature64°F68°F71°F
Lowest air temperature48°F51°F53°F
Chance of rain70%20%10%

Almanac note: In Alpena, May is usually mild, and rain falls on about 8 days spread across the whole month.

", "passage_plain": "Field-Day Forecast Watch Students at a school in Alpena, Michigan, are planning field day for May 15. They look up the predicted weather for three days. Table 1 shows the forecast. Under the table, one student copies a line from a weather almanac (a book of weather records from many years). Table 1. Predicted Weather Conditions for Alpena, Michigan Weather condition May 14 May 15 May 16 Sky condition cloudy partly sunny sunny Highest air temperature 64°F 68°F 71°F Lowest air temperature 48°F 51°F 53°F Chance of rain 70% 20% 10% Almanac note: In Alpena, May is usually mild, and rain falls on about 8 days spread across the whole month." }, { "n": 21, "item_id": "_e6f14890-87ec-4716-845d-0a43b03501d5", "type": "choice", "title": "Climate or Weather", "standards": [ "3-ESS2-2" ], "prompt_html": "

The class compares the field-day forecast in Table 1 with the almanac note. The students sort sentences about their town into weather and climate.

Which sentence is an example of climate, not weather?

", "prompt_plain": "The class compares the field-day forecast in Table 1 with the almanac note. The students sort sentences about their town into weather and climate. Which sentence is an example of climate, not weather?", "context_html": "", "options": [ { "id": "cA1", "text": "“Our town’s summers are usually hotter than its springs.”", "plain": "“Our town’s summers are usually hotter than its springs.”", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "“A thunderstorm will likely arrive on Friday afternoon.”", "plain": "“A thunderstorm will likely arrive on Friday afternoon.”", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "“Wednesday will be the windiest day this week.”", "plain": "“Wednesday will be the windiest day this week.”", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "“Dark clouds moved in just before lunch today.”", "plain": "“Dark clouds moved in just before lunch today.”", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b5270c84-f6c2-4880-bc79-c8b8334e24ad" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Field-Day Forecast Watch

Students at a school in Alpena, Michigan, are planning field day for May 15. They look up the predicted weather for three days. Table 1 shows the forecast. Under the table, one student copies a line from a weather almanac (a book of weather records from many years).

Table 1. Predicted Weather Conditions for Alpena, Michigan

Weather conditionMay 14May 15May 16
Sky conditioncloudypartly sunnysunny
Highest air temperature64°F68°F71°F
Lowest air temperature48°F51°F53°F
Chance of rain70%20%10%

Almanac note: In Alpena, May is usually mild, and rain falls on about 8 days spread across the whole month.

", "passage_plain": "Field-Day Forecast Watch Students at a school in Alpena, Michigan, are planning field day for May 15. They look up the predicted weather for three days. Table 1 shows the forecast. Under the table, one student copies a line from a weather almanac (a book of weather records from many years). Table 1. Predicted Weather Conditions for Alpena, Michigan Weather condition May 14 May 15 May 16 Sky condition cloudy partly sunny sunny Highest air temperature 64°F 68°F 71°F Lowest air temperature 48°F 51°F 53°F Chance of rain 70% 20% 10% Almanac note: In Alpena, May is usually mild, and rain falls on about 8 days spread across the whole month." }, { "n": 22, "item_id": "_ff016d27-9816-4c6b-bffd-b0379cadadfb", "type": "portable-custom", "title": "Portland Cloudy Days", "standards": [ "3-ESS2-1" ], "prompt_html": "

A weather club in Portland, Maine, counted the cloudy days in each of four months. Table 1 shows the counts.

Table 1. Cloudy Days in Portland, Maine

MonthSeptemberOctoberNovemberDecember
Number of cloudy days9121719

 

Use Table 1. Drag one bar onto each month of the graph. Each bar must show that month’s number of cloudy days.

", "prompt_plain": "A weather club in Portland, Maine, counted the cloudy days in each of four months. Table 1 shows the counts. Table 1. Cloudy Days in Portland, Maine Month September October November December Number of cloudy days 9 12 17 19 Use Table 1. Drag one bar onto each month of the graph. Each bar must show that month’s number of cloudy days.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"September\",\"y\":9},{\"x\":\"October\",\"y\":12},{\"x\":\"November\",\"y\":17},{\"x\":\"December\",\"y\":19}]" ] }, "n_options": 0 }, { "n": 23, "item_id": "_d71626ab-ef9a-414b-83a5-7b5bf1adc7ff", "type": "text-entry", "title": "Honolulu Warm Months", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Table 1 shows the average high temperature in Honolulu, Hawaii, for each month of the year. The temperatures are given in degrees Celsius (°C).

Table 1. Honolulu Average High Temperatures

MonthAverage high temperature (°C)
January27
February27
March27
April28
May29
June30
July31
August31
September31
October30
November29
December28

Based on Table 1, in how many months is the average high temperature 30 °C or higher?

Give your answer as a whole number (e.g., 50).

Number of months:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "5" ] }, "n_options": 0 }, { "n": 24, "item_id": "_993e4039-3e1a-4f03-a4e5-95f39def8500", "type": "choice", "title": "Siren Layout Claim (Part A)", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. Which claim about the two siren layouts do the maps and the drill results best support?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which claim about the two siren layouts do the maps and the drill results best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Layout 1 meets the time rule better because its sound area reaches all four neighborhoods.", "plain": "Layout 1 meets the time rule better because its sound area reaches all four neighborhoods.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Layout 1 meets the time rule better because one large siren is louder than four small ones.", "plain": "Layout 1 meets the time rule better because one large siren is louder than four small ones.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Layout 2 meets the time rule better because families in all four neighborhoods sheltered within the limit.", "plain": "Layout 2 meets the time rule better because families in all four neighborhoods sheltered within the limit.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both layouts meet the time rule because every drill ended with the families safe in a shelter.", "plain": "Both layouts meet the time rule because every drill ended with the families safe in a shelter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6e6af4e9-a034-4d1f-9da1-ad2f9e694edc" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Two Sirens for Maple County

Maple County wants to add tornado warning sirens. The county has four neighborhoods: North, South, East, and West. The safety team wrote two rules. Rule 1: every neighborhood must sit inside a siren's sound area. Rule 2: after a siren sounds, every family must reach shelter in under 10 minutes. The county can spend no more than $50,000 on sirens.

The team drew two layouts. Layout 1 uses one large siren at the center of the county. It would cost $28,000. Layout 2 uses four small sirens, one in each neighborhood. It would cost $46,000. Figure 1 shows the sound area for each layout. The team ran a practice drill with each layout. In each drill, the team measured the minutes from the siren sounding until families reached shelter. Table 1 shows the drill results.

Figure 1. Sound Area for Each Layout

\"Two

Table 1. Tornado Drill Results

NeighborhoodLayout 1: minutes to reach shelterLayout 2: minutes to reach shelter
North66
South76
East137
West148
", "passage_plain": "Two Sirens for Maple County Maple County wants to add tornado warning sirens. The county has four neighborhoods: North, South, East, and West. The safety team wrote two rules. Rule 1: every neighborhood must sit inside a siren's sound area. Rule 2: after a siren sounds, every family must reach shelter in under 10 minutes. The county can spend no more than $50,000 on sirens. The team drew two layouts. Layout 1 uses one large siren at the center of the county. It would cost $28,000. Layout 2 uses four small sirens, one in each neighborhood. It would cost $46,000. Figure 1 shows the sound area for each layout. The team ran a practice drill with each layout. In each drill, the team measured the minutes from the siren sounding until families reached shelter. Table 1 shows the drill results. Figure 1. Sound Area for Each Layout Table 1. Tornado Drill Results Neighborhood Layout 1: minutes to reach shelter Layout 2: minutes to reach shelter North 6 6 South 7 6 East 13 7 West 14 8" }, { "n": 25, "item_id": "_f46901c4-3c29-49b6-b04f-b6efc67d3435", "type": "choice", "title": "Siren Layout Evidence (Part B)", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part B

Which rows of Table 1 best support the answer in Part A?

", "prompt_plain": "Part B Which rows of Table 1 best support the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The North and South rows, where both layouts kept each drill time under the limit.", "plain": "The North and South rows, where both layouts kept each drill time under the limit.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The East and West rows, where Layout 2 met the limit and Layout 1 did not.", "plain": "The East and West rows, where Layout 2 met the limit and Layout 1 did not.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The North row, where families reached shelter in the shortest time recorded in the drills.", "plain": "The North row, where families reached shelter in the shortest time recorded in the drills.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The West row, where families took the longest time to reach shelter in the drills.", "plain": "The West row, where families took the longest time to reach shelter in the drills.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6e6af4e9-a034-4d1f-9da1-ad2f9e694edc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Two Sirens for Maple County

Maple County wants to add tornado warning sirens. The county has four neighborhoods: North, South, East, and West. The safety team wrote two rules. Rule 1: every neighborhood must sit inside a siren's sound area. Rule 2: after a siren sounds, every family must reach shelter in under 10 minutes. The county can spend no more than $50,000 on sirens.

The team drew two layouts. Layout 1 uses one large siren at the center of the county. It would cost $28,000. Layout 2 uses four small sirens, one in each neighborhood. It would cost $46,000. Figure 1 shows the sound area for each layout. The team ran a practice drill with each layout. In each drill, the team measured the minutes from the siren sounding until families reached shelter. Table 1 shows the drill results.

Figure 1. Sound Area for Each Layout

\"Two

Table 1. Tornado Drill Results

NeighborhoodLayout 1: minutes to reach shelterLayout 2: minutes to reach shelter
North66
South76
East137
West148
", "passage_plain": "Two Sirens for Maple County Maple County wants to add tornado warning sirens. The county has four neighborhoods: North, South, East, and West. The safety team wrote two rules. Rule 1: every neighborhood must sit inside a siren's sound area. Rule 2: after a siren sounds, every family must reach shelter in under 10 minutes. The county can spend no more than $50,000 on sirens. The team drew two layouts. Layout 1 uses one large siren at the center of the county. It would cost $28,000. Layout 2 uses four small sirens, one in each neighborhood. It would cost $46,000. Figure 1 shows the sound area for each layout. The team ran a practice drill with each layout. In each drill, the team measured the minutes from the siren sounding until families reached shelter. Table 1 shows the drill results. Figure 1. Sound Area for Each Layout Table 1. Tornado Drill Results Neighborhood Layout 1: minutes to reach shelter Layout 2: minutes to reach shelter North 6 6 South 7 6 East 13 7 West 14 8" }, { "n": 26, "item_id": "_c1a6d2ab-910d-4ba6-9f86-2d4b9a50956d", "type": "choice", "title": "Comparing Siren Solutions", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

The safety team compares the two layouts as solutions, using the county's two rules and its spending limit.

Which TWO statements do Figure 1, Table 1, and the cost information support? Choose the TWO best answers.

", "prompt_plain": "The safety team compares the two layouts as solutions, using the county's two rules and its spending limit. Which TWO statements do Figure 1, Table 1, and the cost information support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Layout 1 is the better solution because it costs less than Layout 2.", "plain": "Layout 1 is the better solution because it costs less than Layout 2.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both layouts keep their total cost within the county's spending limit.", "plain": "Both layouts keep their total cost within the county's spending limit.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Layout 2 goes over the county's spending limit with its four sirens.", "plain": "Layout 2 goes over the county's spending limit with its four sirens.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Only Layout 2 puts every neighborhood inside a siren's sound area.", "plain": "Only Layout 2 puts every neighborhood inside a siren's sound area.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Neither layout gets North families to shelter within the time limit.", "plain": "Neither layout gets North families to shelter within the time limit.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6e6af4e9-a034-4d1f-9da1-ad2f9e694edc" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Two Sirens for Maple County

Maple County wants to add tornado warning sirens. The county has four neighborhoods: North, South, East, and West. The safety team wrote two rules. Rule 1: every neighborhood must sit inside a siren's sound area. Rule 2: after a siren sounds, every family must reach shelter in under 10 minutes. The county can spend no more than $50,000 on sirens.

The team drew two layouts. Layout 1 uses one large siren at the center of the county. It would cost $28,000. Layout 2 uses four small sirens, one in each neighborhood. It would cost $46,000. Figure 1 shows the sound area for each layout. The team ran a practice drill with each layout. In each drill, the team measured the minutes from the siren sounding until families reached shelter. Table 1 shows the drill results.

Figure 1. Sound Area for Each Layout

\"Two

Table 1. Tornado Drill Results

NeighborhoodLayout 1: minutes to reach shelterLayout 2: minutes to reach shelter
North66
South76
East137
West148
", "passage_plain": "Two Sirens for Maple County Maple County wants to add tornado warning sirens. The county has four neighborhoods: North, South, East, and West. The safety team wrote two rules. Rule 1: every neighborhood must sit inside a siren's sound area. Rule 2: after a siren sounds, every family must reach shelter in under 10 minutes. The county can spend no more than $50,000 on sirens. The team drew two layouts. Layout 1 uses one large siren at the center of the county. It would cost $28,000. Layout 2 uses four small sirens, one in each neighborhood. It would cost $46,000. Figure 1 shows the sound area for each layout. The team ran a practice drill with each layout. In each drill, the team measured the minutes from the siren sounding until families reached shelter. Table 1 shows the drill results. Figure 1. Sound Area for Each Layout Table 1. Tornado Drill Results Neighborhood Layout 1: minutes to reach shelter Layout 2: minutes to reach shelter North 6 6 South 7 6 East 13 7 West 14 8" }, { "n": 27, "item_id": "_b851131a-c593-4fa4-b499-224b9a1c114c", "type": "choice", "title": "Testing a Ramp Idea", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Marta thinks a ball rolls farther across the floor when it starts from a higher ramp. She sets up a ramp and a ball. She has wooden blocks that can raise the ramp's high end.

\"A

Which plan will best test Marta's idea?

", "prompt_plain": "Marta thinks a ball rolls farther across the floor when it starts from a higher ramp. She sets up a ramp and a ball. She has wooden blocks that can raise the ramp's high end. Which plan will best test Marta's idea?", "context_html": "", "options": [ { "id": "cA1", "text": "Use a stopwatch to time one roll of the ball from the ramp's usual height.", "plain": "Use a stopwatch to time one roll of the ball from the ramp's usual height.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Use a scale to weigh the ball before each roll down the ramp.", "plain": "Use a scale to weigh the ball before each roll down the ramp.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Use a measuring tape to check how far two different balls roll from one height.", "plain": "Use a measuring tape to check how far two different balls roll from one height.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Use a measuring tape to measure how far the ball rolls from two different heights.", "plain": "Use a measuring tape to measure how far the ball rolls from two different heights.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot27_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 28, "item_id": "_d7e3a0aa-ee4f-4849-a729-7e601d3b37df", "type": "choice", "title": "A Fair Seed Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Quincy wants to find out whether a paper cup or a plastic cup works better for starting seeds. Quincy's plan has four steps. Step 1: fill the paper cup to the top with potting soil. Step 2: fill the plastic cup half full with the same soil. Step 3: plant one seed from the same packet in each cup. Step 4: water both cups equally and measure each seedling after two weeks.

\"A

What is the best change to make Quincy's plan a fair test?

", "prompt_plain": "Quincy wants to find out whether a paper cup or a plastic cup works better for starting seeds. Quincy's plan has four steps. Step 1: fill the paper cup to the top with potting soil. Step 2: fill the plastic cup half full with the same soil. Step 3: plant one seed from the same packet in each cup. Step 4: water both cups equally and measure each seedling after two weeks. What is the best change to make Quincy's plan a fair test?", "context_html": "", "options": [ { "id": "cA1", "text": "Fill both cups with the same amount of potting soil.", "plain": "Fill both cups with the same amount of potting soil.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Give the half-full plastic cup extra water every morning.", "plain": "Give the half-full plastic cup extra water every morning.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Plant two seeds instead of one in the plastic cup.", "plain": "Plant two seeds instead of one in the plastic cup.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Measure only the seedling that grows in the paper cup.", "plain": "Measure only the seedling that grows in the paper cup.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot28.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_5f59169c-b67e-4975-8d94-3d9e52a5d513", "type": "inline-choice", "title": "How Mona Learned to Paint", "standards": [ "3-LS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Mona joined an after-school painting club in the fall. Mona practiced painting every afternoon. Figure 1 shows Mona's first fall painting next to a new spring painting.

Figure 1. Mona’s Fall and Spring Paintings

\"Mona's

Choose the answer that best completes each sentence.

Mona's painting skill is a trait that is .

The best evidence is that Mona's paintings .

", "options": [ { "id": "c29d1o1", "text": "learned", "plain": "learned", "correct": true, "kind": "inline" }, { "id": "c29d1o2", "text": "inherited", "plain": "inherited", "correct": false, "kind": "inline" }, { "id": "c29d1o3", "text": "both learned and inherited", "plain": "both learned and inherited", "correct": false, "kind": "inline" }, { "id": "c29d2o1", "text": "got better after months of practice", "plain": "got better after months of practice", "correct": true, "kind": "inline" }, { "id": "c29d2o2", "text": "look just like Mona's mother's paintings", "plain": "look just like Mona's mother's paintings", "correct": false, "kind": "inline" }, { "id": "c29d2o3", "text": "use Mona's favorite bright paint colors", "plain": "use Mona's favorite bright paint colors", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot29.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c29d1o1" ], "RESPONSE2": [ "c29d2o1" ] }, "n_options": 6 }, { "n": 30, "item_id": "_8d9d8f3f-841b-4011-9256-9e477abc1f23", "type": "choice", "title": "Fossil Skull Clues", "standards": [ "3-LS4-1" ], "prompt_html": "

A science museum displays a fossil skull that was found in dry rock. The skull has long, sharp front teeth.

\"A

What can scientists most likely learn by examining this fossil skull?

", "prompt_plain": "A science museum displays a fossil skull that was found in dry rock. The skull has long, sharp front teeth. What can scientists most likely learn by examining this fossil skull?", "context_html": "", "options": [ { "id": "cA1", "text": "the color of the animal's skin and fur", "plain": "the color of the animal's skin and fur", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the kind of food the animal probably ate", "plain": "the kind of food the animal probably ate", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "the sounds the animal made to call others", "plain": "the sounds the animal made to call others", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "how fast the animal could run from danger", "plain": "how fast the animal could run from danger", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot30.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_57645974-aba7-47cc-b28c-375ef648eddc", "type": "gap-match", "title": "Junior-Ranger Parks — Plant Cards", "standards": [ "3-LS4-3" ], "prompt_html": "

Tova and Zayd read about four plants. Each plant grows well in one of the two parks.

 

Use Table 1 to help you. Drag one park card into each empty box in the table below to show the park where each plant would grow best. You may use a card more than once.

", "prompt_plain": "Tova and Zayd read about four plants. Each plant grows well in one of the two parks. Use Table 1 to help you. Drag one park card into each empty box in the table below to show the park where each plant would grow best . You may use a card more than once.", "context_html": "", "options": [ { "id": "tile-olympic", "text": "Olympic National Park", "plain": "Olympic National Park", "correct": false, "kind": "gap-token" }, { "id": "tile-saguaro", "text": "Saguaro National Park", "plain": "Saguaro National Park", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_0c9aa4fe-e38d-41e1-b0c1-ddfc3c1b8865" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-saguaro g1", "tile-olympic g2", "tile-olympic g3", "tile-saguaro g4" ] }, "n_options": 2, "passage_html": "

Junior-Ranger Guides from Two Parks

Tova is a junior ranger at Saguaro National Park in Arizona. Zayd is a junior ranger at Olympic National Park in Washington. Each junior ranger made a data card about the park where they work. The data cards show what each park is usually like, based on many years of records. Table 1 shows the two data cards.

Table 1. Park Data Cards

DataSaguaro National Park (Arizona)Olympic National Park (Washington)
Usual summer afternoon temperatureAbout 100°FAbout 70°F
Usual groundDry, rocky ground with sandy soilDamp forest floor under tall trees
", "passage_plain": "Junior-Ranger Guides from Two Parks Tova is a junior ranger at Saguaro National Park in Arizona. Zayd is a junior ranger at Olympic National Park in Washington. Each junior ranger made a data card about the park where they work. The data cards show what each park is usually like, based on many years of records. Table 1 shows the two data cards. Table 1. Park Data Cards Data Saguaro National Park (Arizona) Olympic National Park (Washington) Usual summer afternoon temperature About 100°F About 70°F Usual ground Dry, rocky ground with sandy soil Damp forest floor under tall trees" }, { "n": 32, "item_id": "_6efa045e-c40b-4699-a328-312bf8d74c1b", "type": "hottext", "title": "Junior-Ranger Parks — Climate Claim", "standards": [ "3-ESS2-2" ], "prompt_html": "

Tova and Zayd each wrote sentences for a park field guide. A visitor reads the guides and makes this claim: the two parks are in different climate zones.

Select the ONE sentence that gives the best evidence for this claim.

", "prompt_plain": "Tova and Zayd each wrote sentences for a park field guide. A visitor reads the guides and makes this claim: the two parks are in different climate zones. Select the ONE sentence that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Saguaro National Park has more than 150 miles of marked hiking trails for visitors.", "plain": "Saguaro National Park has more than 150 miles of marked hiking trails for visitors.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "One surprise rain shower fell at Saguaro last Tuesday and cooled the hot afternoon.", "plain": "One surprise rain shower fell at Saguaro last Tuesday and cooled the hot afternoon.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "Saguaro averages about 12 inches of rain each year, while Olympic forests average over 100 inches.", "plain": "Saguaro averages about 12 inches of rain each year, while Olympic forests average over 100 inches.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "Strong winds blew through both parks last weekend and knocked small branches onto trails.", "plain": "Strong winds blew through both parks last weekend and knocked small branches onto trails.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_0c9aa4fe-e38d-41e1-b0c1-ddfc3c1b8865" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 4, "passage_html": "

Junior-Ranger Guides from Two Parks

Tova is a junior ranger at Saguaro National Park in Arizona. Zayd is a junior ranger at Olympic National Park in Washington. Each junior ranger made a data card about the park where they work. The data cards show what each park is usually like, based on many years of records. Table 1 shows the two data cards.

Table 1. Park Data Cards

DataSaguaro National Park (Arizona)Olympic National Park (Washington)
Usual summer afternoon temperatureAbout 100°FAbout 70°F
Usual groundDry, rocky ground with sandy soilDamp forest floor under tall trees
", "passage_plain": "Junior-Ranger Guides from Two Parks Tova is a junior ranger at Saguaro National Park in Arizona. Zayd is a junior ranger at Olympic National Park in Washington. Each junior ranger made a data card about the park where they work. The data cards show what each park is usually like, based on many years of records. Table 1 shows the two data cards. Table 1. Park Data Cards Data Saguaro National Park (Arizona) Olympic National Park (Washington) Usual summer afternoon temperature About 100°F About 70°F Usual ground Dry, rocky ground with sandy soil Damp forest floor under tall trees" }, { "n": 33, "item_id": "_ba5d439f-c152-4ce5-8ad6-ea65d178bdf3", "type": "choice", "title": "Rabbit in a Brushy Field", "standards": [ "3-LS4-3" ], "prompt_html": "

A wild rabbit lives in a brushy field near a school. A student watches the rabbit one afternoon. The student writes four explanations of how the rabbit uses parts of its habitat.

Which explanation describes the rabbit using TWO nonliving parts of its habitat?

", "prompt_plain": "A wild rabbit lives in a brushy field near a school. A student watches the rabbit one afternoon. The student writes four explanations of how the rabbit uses parts of its habitat. Which explanation describes the rabbit using TWO nonliving parts of its habitat?", "context_html": "", "options": [ { "id": "cA33", "text": "The rabbit gets its food from green grass stems while it watches a hawk overhead.", "plain": "The rabbit gets its food from green grass stems while it watches a hawk overhead.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "The rabbit rests its body on bare soil and warms itself in the afternoon sunlight.", "plain": "The rabbit rests its body on bare soil and warms itself in the afternoon sunlight.", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "The rabbit stays safe under a leafy berry bush when loud thunder rumbles nearby.", "plain": "The rabbit stays safe under a leafy berry bush when loud thunder rumbles nearby.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "The rabbit cools its body by drinking water from a small rain puddle.", "plain": "The rabbit cools its body by drinking water from a small rain puddle.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB33" ] }, "n_options": 4 }, { "n": 34, "item_id": "_de683fc8-2174-4e22-94ba-61ea7d4f0f30", "type": "choice", "title": "Rolling Balls in the Hallway", "standards": [ "3-PS2-1" ], "prompt_html": "

During indoor recess, Wilbur gently rolls three rubber balls across the smooth, flat floor of the school hallway. No one touches the balls after he lets go, but each ball slows down and then stops.

\"Wilbur

Which force stops the balls?

", "prompt_plain": "During indoor recess, Wilbur gently rolls three rubber balls across the smooth, flat floor of the school hallway. No one touches the balls after he lets go, but each ball slows down and then stops. Which force stops the balls?", "context_html": "", "options": [ { "id": "cA34", "text": "friction between the floor and each ball", "plain": "friction between the floor and each ball", "correct": true, "kind": "choice" }, { "id": "cB34", "text": "gravity pulling down on each ball", "plain": "gravity pulling down on each ball", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "magnetism between the floor and each ball", "plain": "magnetism between the floor and each ball", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "static electricity pulling on each ball", "plain": "static electricity pulling on each ball", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot34.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_f27135a2-2a7e-4348-8bde-df1fa3449798", "type": "inline-choice", "title": "Backpack off the Hook", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Timo hangs his backpack on a wall hook. A classmate bumps the backpack, and it slips off the hook and falls to the floor.

Choose the word or words that best complete each sentence.

\"Timo’s

The backpack falls because pulls it toward .

This pull is a force.

", "options": [ { "id": "cB1grv", "text": "gravity", "plain": "gravity", "correct": true, "kind": "inline" }, { "id": "cB1mag", "text": "magnetism", "plain": "magnetism", "correct": false, "kind": "inline" }, { "id": "cB1sta", "text": "static electricity", "plain": "static electricity", "correct": false, "kind": "inline" }, { "id": "cB2ear", "text": "the Earth", "plain": "the Earth", "correct": true, "kind": "inline" }, { "id": "cB2hoo", "text": "the hook", "plain": "the hook", "correct": false, "kind": "inline" }, { "id": "cB2wal", "text": "the wall", "plain": "the wall", "correct": false, "kind": "inline" }, { "id": "cB3con", "text": "contact", "plain": "contact", "correct": false, "kind": "inline" }, { "id": "cB3non", "text": "non-contact", "plain": "non-contact", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-27/images/slot35.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1grv" ], "RESPONSE2": [ "cB2ear" ], "RESPONSE3": [ "cB3non" ] }, "n_options": 8 }, { "n": 36, "item_id": "_e4a42e41-4707-4a75-8fea-fe05842be38f", "type": "choice", "title": "Fleece Blanket Observations", "standards": [ "3-PS2-3" ], "prompt_html": "

Shreya takes a fleece blanket out of the clothes dryer. She writes five observations in her notebook. Table 1 shows her observations.

Table 1. Blanket Observations

ObservationWhat Shreya notices
1The blanket feels warm all over.
2The blanket crackles and makes tiny sparks as it is pulled away from the other clothes.
3One corner of the blanket slips over the edge of the laundry basket and hangs down.
4The blanket went into the dryer damp and comes out dry.
5Loose arm hairs rise up and lean toward the blanket before it touches them.

Which TWO observations are best explained by static electricity?

", "prompt_plain": "Shreya takes a fleece blanket out of the clothes dryer. She writes five observations in her notebook. Table 1 shows her observations. Table 1. Blanket Observations Observation What Shreya notices 1 The blanket feels warm all over. 2 The blanket crackles and makes tiny sparks as it is pulled away from the other clothes. 3 One corner of the blanket slips over the edge of the laundry basket and hangs down. 4 The blanket went into the dryer damp and comes out dry. 5 Loose arm hairs rise up and lean toward the blanket before it touches them. Which TWO observations are best explained by static electricity?", "context_html": "", "options": [ { "id": "cA36", "text": "Observation 1", "plain": "Observation 1", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "Observation 2", "plain": "Observation 2", "correct": true, "kind": "choice" }, { "id": "cC36", "text": "Observation 3", "plain": "Observation 3", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "Observation 4", "plain": "Observation 4", "correct": false, "kind": "choice" }, { "id": "cE36", "text": "Observation 5", "plain": "Observation 5", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB36", "cE36" ] }, "n_options": 5 } ] }, { "form": "G3.28", "grade": "G3", "title": "Alpha Standardized Science G3.28", "test_id": "_test-8166ee71-79c5-454f-8765-1451fad3b756", "n_items": 36, "n_stimuli": 7, "stimuli": { "_41fac55a-3055-4bf1-99a1-37eeedb13198": { "title": "Dining-Hall Food-Lift Hauls", "html": "

Dining-Hall Food-Lift Hauls

At a summer camp, the dining-hall porch sits above the kitchen storeroom. A wooden food box hangs from a strong rope. The rope runs over a wheel that lets the rope move. Campers haul on the rope to move the box between the storeroom and the porch. Full boxes of food go up. Empty boxes come back down. Cyrus times each morning haul and writes it in a log. Figure 1 shows the food lift. Table 1 shows the log.

Figure 1

\"A

Table 1. Morning Haul Log

HaulBox and directionTime (seconds)
1Full box, up32
2Empty box, down15
3Full box, up31
4Empty box, down14
" }, "_ca5af9b5-6b5a-4fbc-a40d-7c7ec5c33740": { "title": "Salt Truck Meets Cattail Pond", "html": "

Salt Truck Meets Cattail Pond

Cattail Pond is a small pond beside a road in a cold northern town. For the past two winters, trucks spread salt on the road to melt ice. Melting snow carried salty water into the pond. Hollis and a volunteer group survey the pond every spring. Table 1 compares last spring with this spring.

Table 1. Pond Survey Results

What was measuredLast springThis spring
Salt in the pond waterLowHigh
Cattail plants around the pondAbout 120About 30
Egg masses (clumps of eggs) in the water182
" }, "_a579241f-3069-49bf-8bd4-8b728a4ecde1": { "title": "Alpaca Fleece at the County Fair", "html": "

Alpaca Fleece at the County Fair

Gemma raises alpacas on a small farm. An alpaca is a farm animal with a coat of soft wool called fleece. At the county fair, Gemma shows two parent alpacas and their five young alpacas. A judge writes each animal’s fleece color in Table 1.

Table 1. Alpaca Fleece Colors

AnimalFleece color
MotherWhite
FatherDark brown
Young alpaca 1Dark brown
Young alpaca 2White
Young alpaca 3Light brown
Young alpaca 4White with brown patches
Young alpaca 5Dark brown
" }, "_e2eca7c6-f675-42cb-860b-a78957d6ffc8": { "title": "Kansas City Trip Packing", "html": "

Kansas City Trip Packing

Rania’s family plans a trip to Kansas City, Missouri. The family can travel during any month. Rania will pack the bags for the trip. She finds two graphs about the city’s usual weather. Figure 1 shows the city’s average temperature for six months. Figure 2 shows the city’s average rain for the same six months.

Figure 1

\"Bar

Figure 2

\"Bar
" }, "_1d6d8654-2981-4f34-a310-707f27ad0f56": { "title": "Retention Pond at Fairground Flats", "html": "

Retention Pond at Fairground Flats

Fairground Flats is a county fairground on low, flat land beside a creek. In heavy spring rains, storm water flows across the fairground. Water covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers suggest two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $12,500 to build. The berm would cost $21,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the fairground and tested each design with poured water. Table 2 shows the storm-test results.

Figure 1

\"Map

Table 1. County Goals for the Design

GoalWhat the design must do
Goal 1Keep the midway dry in a one-day storm of up to 6 cm of rain
Goal 2Cost no more than $18,000 to build

Table 2. Model Storm-Test Results

TestStorm size (cm of rain)Design testedWhat happened on the midway
12Raised bermStayed dry
22Retention pondStayed dry
38Raised bermCovered with water
48Retention pondStayed dry
510Retention pondSmall puddles at one edge
" }, "_d82de3d6-7224-4908-96f6-bfc3ed012c53": { "title": "The Mountain Goat Ledge Report", "html": "

The Mountain Goat Ledge Report

Ranger Ibarra works at a rocky mountain park. A herd of mountain goats lives on the park’s steep stone ledges. Each goat’s hooves have soft middle pads that grip the rock. The pads are not the same on every goat. Some goats have wide, rough pads. Other goats have narrower, smoother pads. Ranger Ibarra watched the herd for two weeks and wrote a report. Near the ledges, a park scientist found a fossil imprint of a plant pressed in a rock. Figure 1 shows a goat on a ledge.

\"A

" }, "_932ada1b-9075-46e3-b7db-1aa75f2e1892": { "title": "Door Draft-Stopper Test", "html": "

Door Draft-Stopper Test

A third-grade class feels cold air leak under its classroom door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences.

Sentence 1: The air near the door must not cool more than 4 degrees Fahrenheit (°F) overnight.
Sentence 2: The stopper must stay in place when the door opens and closes.
Sentence 3: The stopper must cost 8 dollars or less to build.
Sentence 4: The stopper must be easy to set out each afternoon.

The class builds two designs. Design 1, a cloth tube stuffed with cotton, cost 6 dollars. Design 2, a cloth tube stuffed with cloth strips, cost 3 dollars. The class tests on five winter nights that are about equally cold. Table 1 shows how much the air near the door cooled each night.

Figure 1

\"A

Table 1. Overnight Cooling Test

NightWhat was at the doorHow much the air cooled (°F)
Night 1No stopper10
Night 2Design 12
Night 3Design 13
Night 4Design 26
Night 5Design 27
" } }, "questions": [ { "n": 1, "item_id": "_f2af351e-be28-433f-9baf-d69dd0dad441", "type": "choice", "title": "Arm-Wrestling Standoff", "standards": [ "3-PS2-1" ], "prompt_html": "

Arlo and Ewan sit across a table and arm-wrestle. For ten seconds their gripped hands stay still, straight up in the middle, because the two pushes are balanced. Arlo wants to win by pushing Ewan's hand down to the table.

\"Arlo

What must Arlo do to win the match?

", "prompt_plain": "Arlo and Ewan sit across a table and arm-wrestle. For ten seconds their gripped hands stay still, straight up in the middle, because the two pushes are balanced. Arlo wants to win by pushing Ewan's hand down to the table. What must Arlo do to win the match?", "context_html": "", "options": [ { "id": "cA1", "text": "Push on Ewan's hand with more force than Ewan pushes.", "plain": "Push on Ewan's hand with more force than Ewan pushes.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Push with the same amount of force as Ewan.", "plain": "Push with the same amount of force as Ewan.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Push with the same force as Ewan for a longer time.", "plain": "Push with the same force as Ewan for a longer time.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Push with a little less force so Ewan's arm tires out.", "plain": "Push with a little less force so Ewan's arm tires out.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-28/images/slot01.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_6dabc560-ef96-4d0f-a3bd-68efe921288d", "type": "choice", "title": "Stuck Firewood Sled", "standards": [ "3-PS2-1" ], "prompt_html": "

Frida loads a sled with firewood and pulls its rope on flat, packed snow. The sled stays stuck and does not move. The figure shows the forces on the stuck sled.

\"Frida

Which TWO changes would most likely make the sled start to move? Choose the TWO best answers.

", "prompt_plain": "Frida loads a sled with firewood and pulls its rope on flat, packed snow. The sled stays stuck and does not move. The figure shows the forces on the stuck sled. Which TWO changes would most likely make the sled start to move? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Pull the rope with more force than before.", "plain": "Pull the rope with more force than before.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Pull the rope with the same force for longer.", "plain": "Pull the rope with the same force for longer.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Press down on the firewood while pulling the rope.", "plain": "Press down on the firewood while pulling the rope.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Take some of the firewood off the sled.", "plain": "Take some of the firewood off the sled.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Have a friend sit on the sled to steady it.", "plain": "Have a friend sit on the sled to steady it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-28/images/slot02.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 3, "item_id": "_40d1bc09-7a32-4168-8c9f-fe4d6c1c2b54", "type": "choice", "title": "Food-Lift Haul Log Part A", "standards": [ "3-PS2-2" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. The campers will make Haul 5 next.

Which claim about Haul 5 does the pattern in the log best support?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. The campers will make Haul 5 next. Which claim about Haul 5 does the pattern in the log best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Haul 5 will take about 14 seconds, because each haul is faster than the one before.", "plain": "Haul 5 will take about 14 seconds, because each haul is faster than the one before.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Haul 5 will take about 31 seconds, because the full-box-up hauls have taken about that long.", "plain": "Haul 5 will take about 31 seconds, because the full-box-up hauls have taken about that long.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Haul 5 will take about 45 seconds, because the campers grow more tired with every haul.", "plain": "Haul 5 will take about 45 seconds, because the campers grow more tired with every haul.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Haul 5's time cannot be predicted, because the four logged times differ from one another.", "plain": "Haul 5's time cannot be predicted, because the four logged times differ from one another.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_41fac55a-3055-4bf1-99a1-37eeedb13198" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Dining-Hall Food-Lift Hauls

At a summer camp, the dining-hall porch sits above the kitchen storeroom. A wooden food box hangs from a strong rope. The rope runs over a wheel that lets the rope move. Campers haul on the rope to move the box between the storeroom and the porch. Full boxes of food go up. Empty boxes come back down. Cyrus times each morning haul and writes it in a log. Figure 1 shows the food lift. Table 1 shows the log.

Figure 1

\"A

Table 1. Morning Haul Log

HaulBox and directionTime (seconds)
1Full box, up32
2Empty box, down15
3Full box, up31
4Empty box, down14
", "passage_plain": "Dining-Hall Food-Lift Hauls At a summer camp, the dining-hall porch sits above the kitchen storeroom. A wooden food box hangs from a strong rope. The rope runs over a wheel that lets the rope move. Campers haul on the rope to move the box between the storeroom and the porch. Full boxes of food go up. Empty boxes come back down. Cyrus times each morning haul and writes it in a log. Figure 1 shows the food lift. Table 1 shows the log. Figure 1 Table 1. Morning Haul Log Haul Box and direction Time (seconds) 1 Full box, up 32 2 Empty box, down 15 3 Full box, up 31 4 Empty box, down 14" }, { "n": 4, "item_id": "_f36844f6-0952-47ca-b2cb-e07d9e25071a", "type": "choice", "title": "Food-Lift Haul Log Part B", "standards": [ "3-PS2-2" ], "prompt_html": "

Part B

Which two hauls in Table 1 are the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which two hauls in Table 1 are the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Hauls 1 and 2", "plain": "Hauls 1 and 2", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Hauls 1 and 3", "plain": "Hauls 1 and 3", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Hauls 2 and 4", "plain": "Hauls 2 and 4", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Hauls 3 and 4", "plain": "Hauls 3 and 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_41fac55a-3055-4bf1-99a1-37eeedb13198" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Dining-Hall Food-Lift Hauls

At a summer camp, the dining-hall porch sits above the kitchen storeroom. A wooden food box hangs from a strong rope. The rope runs over a wheel that lets the rope move. Campers haul on the rope to move the box between the storeroom and the porch. Full boxes of food go up. Empty boxes come back down. Cyrus times each morning haul and writes it in a log. Figure 1 shows the food lift. Table 1 shows the log.

Figure 1

\"A

Table 1. Morning Haul Log

HaulBox and directionTime (seconds)
1Full box, up32
2Empty box, down15
3Full box, up31
4Empty box, down14
", "passage_plain": "Dining-Hall Food-Lift Hauls At a summer camp, the dining-hall porch sits above the kitchen storeroom. A wooden food box hangs from a strong rope. The rope runs over a wheel that lets the rope move. Campers haul on the rope to move the box between the storeroom and the porch. Full boxes of food go up. Empty boxes come back down. Cyrus times each morning haul and writes it in a log. Figure 1 shows the food lift. Table 1 shows the log. Figure 1 Table 1. Morning Haul Log Haul Box and direction Time (seconds) 1 Full box, up 32 2 Empty box, down 15 3 Full box, up 31 4 Empty box, down 14" }, { "n": 5, "item_id": "_fa6f6e18-14d1-4654-aefb-6c53d53ee9c1", "type": "choice", "title": "The Covered Knife Strip", "standards": [ "3-PS2-3" ], "prompt_html": "

A magnetic knife strip hangs on Dinah's kitchen wall. A thin bamboo guard covers the whole strip, so nothing can touch the strip itself. Dinah places steel scissors flat against the guard and lets go. The scissors stay up, held against the guard.

\"Cutaway

Which statement best explains why the scissors stay up?

", "prompt_plain": "A magnetic knife strip hangs on Dinah's kitchen wall. A thin bamboo guard covers the whole strip, so nothing can touch the strip itself. Dinah places steel scissors flat against the guard and lets go. The scissors stay up, held against the guard. Which statement best explains why the scissors stay up?", "context_html": "", "options": [ { "id": "cA1", "text": "The bamboo guard is sticky like tape and holds the scissors on.", "plain": "The bamboo guard is sticky like tape and holds the scissors on.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The magnetic strip pulls in air and holds the scissors on by suction.", "plain": "The magnetic strip pulls in air and holds the scissors on by suction.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The strip's magnetic force pulls the steel scissors to it right through the bamboo.", "plain": "The strip's magnetic force pulls the steel scissors to it right through the bamboo.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Rubbing against the guard gave the scissors a static charge that makes them stick.", "plain": "Rubbing against the guard gave the scissors a static charge that makes them stick.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-28/images/slot05.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_dfe73d9d-9e8a-4743-a343-54499925010e", "type": "choice", "title": "Bar-Magnet Trial Results", "standards": [ "3-PS2-3" ], "prompt_html": "

Blythe lays two bar magnets flat on a smooth table with two ends facing each other. Each magnet has an N end and an S end. She starts the magnets close together or far apart, lets go, and watches. Table 1 shows her four trials.

Table 1. Bar-Magnet Trials

TrialEnds facing each otherHow far apart at the startWhat happened
1N and NClose togetherPushed apart without touching
2N and SClose togetherPulled together quickly
3S and SClose togetherPushed apart without touching
4N and SFar apartSlid together slowly

Which TWO statements do Blythe's trials support? Choose the TWO best answers.

", "prompt_plain": "Blythe lays two bar magnets flat on a smooth table with two ends facing each other. Each magnet has an N end and an S end. She starts the magnets close together or far apart, lets go, and watches. Table 1 shows her four trials. Table 1. Bar-Magnet Trials Trial Ends facing each other How far apart at the start What happened 1 N and N Close together Pushed apart without touching 2 N and S Close together Pulled together quickly 3 S and S Close together Pushed apart without touching 4 N and S Far apart Slid together slowly Which TWO statements do Blythe's trials support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Ends of two different kinds pull toward each other.", "plain": "Ends of two different kinds pull toward each other.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Ends of the same kind push apart after they touch each other.", "plain": "Ends of the same kind push apart after they touch each other.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The pull between different ends is stronger when they start closer together.", "plain": "The pull between different ends is stronger when they start closer together.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "A magnet's N end pulls with more force than its S end.", "plain": "A magnet's N end pulls with more force than its S end.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Bar magnets push apart when their ends face each other.", "plain": "Bar magnets push apart when their ends face each other.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_43dca75e-c3c4-4828-8b44-98c2e3169bf2", "type": "choice", "title": "Draft-Stopper Test Part A", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part A

Look at the design brief and Table 1.

Which claim do the brief and the test results together best support?

", "prompt_plain": "Part A Look at the design brief and Table 1. Which claim do the brief and the test results together best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Design 1 meets the overnight cooling requirement, because its two nights stayed within the allowed cooling.", "plain": "Design 1 meets the overnight cooling requirement, because its two nights stayed within the allowed cooling.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Design 2 is the better stopper for the room, because it cost the least money to build.", "plain": "Design 2 is the better stopper for the room, because it cost the least money to build.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Design 2 meets the overnight cooling requirement, because the air cooled the most on its nights.", "plain": "Design 2 meets the overnight cooling requirement, because the air cooled the most on its nights.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both designs meet the overnight cooling requirement, because both cooled less than the no-stopper night.", "plain": "Both designs meet the overnight cooling requirement, because both cooled less than the no-stopper night.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_932ada1b-9075-46e3-b7db-1aa75f2e1892" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Door Draft-Stopper Test

A third-grade class feels cold air leak under its classroom door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences.

Sentence 1: The air near the door must not cool more than 4 degrees Fahrenheit (°F) overnight.
Sentence 2: The stopper must stay in place when the door opens and closes.
Sentence 3: The stopper must cost 8 dollars or less to build.
Sentence 4: The stopper must be easy to set out each afternoon.

The class builds two designs. Design 1, a cloth tube stuffed with cotton, cost 6 dollars. Design 2, a cloth tube stuffed with cloth strips, cost 3 dollars. The class tests on five winter nights that are about equally cold. Table 1 shows how much the air near the door cooled each night.

Figure 1

\"A

Table 1. Overnight Cooling Test

NightWhat was at the doorHow much the air cooled (°F)
Night 1No stopper10
Night 2Design 12
Night 3Design 13
Night 4Design 26
Night 5Design 27
", "passage_plain": "Door Draft-Stopper Test A third-grade class feels cold air leak under its classroom door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences. Sentence 1: The air near the door must not cool more than 4 degrees Fahrenheit (°F) overnight. Sentence 2: The stopper must stay in place when the door opens and closes. Sentence 3: The stopper must cost 8 dollars or less to build. Sentence 4: The stopper must be easy to set out each afternoon. The class builds two designs. Design 1, a cloth tube stuffed with cotton, cost 6 dollars. Design 2, a cloth tube stuffed with cloth strips, cost 3 dollars. The class tests on five winter nights that are about equally cold. Table 1 shows how much the air near the door cooled each night. Figure 1 Table 1. Overnight Cooling Test Night What was at the door How much the air cooled (°F) Night 1 No stopper 10 Night 2 Design 1 2 Night 3 Design 1 3 Night 4 Design 2 6 Night 5 Design 2 7" }, { "n": 8, "item_id": "_29a2fa6f-5d8a-417b-a70e-0ec06d0d90a7", "type": "choice", "title": "Draft-Stopper Test Part B", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part B

Which rows of Table 1 are the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which rows of Table 1 are the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The Night 1 and Night 2 rows", "plain": "The Night 1 and Night 2 rows", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The Night 1 and Night 5 rows", "plain": "The Night 1 and Night 5 rows", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The Night 2 and Night 3 rows", "plain": "The Night 2 and Night 3 rows", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The Night 4 and Night 5 rows", "plain": "The Night 4 and Night 5 rows", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_932ada1b-9075-46e3-b7db-1aa75f2e1892" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Door Draft-Stopper Test

A third-grade class feels cold air leak under its classroom door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences.

Sentence 1: The air near the door must not cool more than 4 degrees Fahrenheit (°F) overnight.
Sentence 2: The stopper must stay in place when the door opens and closes.
Sentence 3: The stopper must cost 8 dollars or less to build.
Sentence 4: The stopper must be easy to set out each afternoon.

The class builds two designs. Design 1, a cloth tube stuffed with cotton, cost 6 dollars. Design 2, a cloth tube stuffed with cloth strips, cost 3 dollars. The class tests on five winter nights that are about equally cold. Table 1 shows how much the air near the door cooled each night.

Figure 1

\"A

Table 1. Overnight Cooling Test

NightWhat was at the doorHow much the air cooled (°F)
Night 1No stopper10
Night 2Design 12
Night 3Design 13
Night 4Design 26
Night 5Design 27
", "passage_plain": "Door Draft-Stopper Test A third-grade class feels cold air leak under its classroom door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences. Sentence 1: The air near the door must not cool more than 4 degrees Fahrenheit (°F) overnight. Sentence 2: The stopper must stay in place when the door opens and closes. Sentence 3: The stopper must cost 8 dollars or less to build. Sentence 4: The stopper must be easy to set out each afternoon. The class builds two designs. Design 1, a cloth tube stuffed with cotton, cost 6 dollars. Design 2, a cloth tube stuffed with cloth strips, cost 3 dollars. The class tests on five winter nights that are about equally cold. Table 1 shows how much the air near the door cooled each night. Figure 1 Table 1. Overnight Cooling Test Night What was at the door How much the air cooled (°F) Night 1 No stopper 10 Night 2 Design 1 2 Night 3 Design 1 3 Night 4 Design 2 6 Night 5 Design 2 7" }, { "n": 9, "item_id": "_2aefe186-12c2-4831-9539-f3b33d969099", "type": "choice", "title": "The Design Brief Constraint", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The design brief for the draft stopper has four numbered sentences.

Which sentence in the design brief states a constraint on the design?

", "prompt_plain": "The design brief for the draft stopper has four numbered sentences. Which sentence in the design brief states a constraint on the design?", "context_html": "", "options": [ { "id": "cA1", "text": "Sentence 1", "plain": "Sentence 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sentence 2", "plain": "Sentence 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Sentence 3", "plain": "Sentence 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Sentence 4", "plain": "Sentence 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_932ada1b-9075-46e3-b7db-1aa75f2e1892" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Door Draft-Stopper Test

A third-grade class feels cold air leak under its classroom door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences.

Sentence 1: The air near the door must not cool more than 4 degrees Fahrenheit (°F) overnight.
Sentence 2: The stopper must stay in place when the door opens and closes.
Sentence 3: The stopper must cost 8 dollars or less to build.
Sentence 4: The stopper must be easy to set out each afternoon.

The class builds two designs. Design 1, a cloth tube stuffed with cotton, cost 6 dollars. Design 2, a cloth tube stuffed with cloth strips, cost 3 dollars. The class tests on five winter nights that are about equally cold. Table 1 shows how much the air near the door cooled each night.

Figure 1

\"A

Table 1. Overnight Cooling Test

NightWhat was at the doorHow much the air cooled (°F)
Night 1No stopper10
Night 2Design 12
Night 3Design 13
Night 4Design 26
Night 5Design 27
", "passage_plain": "Door Draft-Stopper Test A third-grade class feels cold air leak under its classroom door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences. Sentence 1: The air near the door must not cool more than 4 degrees Fahrenheit (°F) overnight. Sentence 2: The stopper must stay in place when the door opens and closes. Sentence 3: The stopper must cost 8 dollars or less to build. Sentence 4: The stopper must be easy to set out each afternoon. The class builds two designs. Design 1, a cloth tube stuffed with cotton, cost 6 dollars. Design 2, a cloth tube stuffed with cloth strips, cost 3 dollars. The class tests on five winter nights that are about equally cold. Table 1 shows how much the air near the door cooled each night. Figure 1 Table 1. Overnight Cooling Test Night What was at the door How much the air cooled (°F) Night 1 No stopper 10 Night 2 Design 1 2 Night 3 Design 1 3 Night 4 Design 2 6 Night 5 Design 2 7" }, { "n": 10, "item_id": "_008f30f7-28af-43ac-bc74-7e2b9b89f49d", "type": "choice", "title": "Butterfly and Rabbit Life Cycles", "standards": [ "3-LS1-1" ], "prompt_html": "

The two diagrams show a butterfly's life cycle and a rabbit's life cycle.

\"Two

Which statement best describes a difference in how the two animals develop from birth to adulthood?

", "prompt_plain": "The two diagrams show a butterfly's life cycle and a rabbit's life cycle. Which statement best describes a difference in how the two animals develop from birth to adulthood?", "context_html": "", "options": [ { "id": "cA1", "text": "The rabbit begins life inside an egg that hatches, but the butterfly is born live.", "plain": "The rabbit begins life inside an egg that hatches, but the butterfly is born live.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The butterfly's life cycle has no reproduction stage, but the rabbit's life cycle has one.", "plain": "The butterfly's life cycle has no reproduction stage, but the rabbit's life cycle has one.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The rabbit passes through a resting stage inside a hard case, but the butterfly does not.", "plain": "The rabbit passes through a resting stage inside a hard case, but the butterfly does not.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The butterfly's body form changes completely as it grows, but the rabbit keeps the same form.", "plain": "The butterfly's body form changes completely as it grows, but the rabbit keeps the same form.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-28/images/slot10.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 11, "item_id": "_1c8bd8ba-4ab2-4c08-8d5c-f637181bcad0", "type": "gap-match", "title": "Salamander Life Stages", "standards": [ "3-LS1-1" ], "prompt_html": "

The five cards describe stages in the life of a salamander, an amphibian. One card does NOT belong in a salamander’s life cycle.

 

Drag one card into each box to put the salamander’s life stages in order from first to last. Do not use the card that does not belong.

", "prompt_plain": "The five cards describe stages in the life of a salamander, an amphibian. One card does NOT belong in a salamander’s life cycle. Drag one card into each box to put the salamander’s life stages in order from first to last. Do not use the card that does not belong.", "context_html": "", "options": [ { "id": "tile-larva", "text": "Larva with gills in the water", "plain": "Larva with gills in the water", "correct": false, "kind": "gap-token" }, { "id": "tile-milk", "text": "Newborn salamander drinking milk from its mother", "plain": "Newborn salamander drinking milk from its mother", "correct": false, "kind": "gap-token" }, { "id": "tile-adult", "text": "Adult salamander that can lay eggs", "plain": "Adult salamander that can lay eggs", "correct": false, "kind": "gap-token" }, { "id": "tile-egg", "text": "Egg laid in the water", "plain": "Egg laid in the water", "correct": false, "kind": "gap-token" }, { "id": "tile-young", "text": "Young salamander with lungs on land", "plain": "Young salamander with lungs on land", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-egg g1", "tile-larva g2", "tile-young g3", "tile-adult g4" ] }, "n_options": 5 }, { "n": 12, "item_id": "_195e42c4-a6e9-45c1-b9c4-0f5eb5e1a6f5", "type": "choice", "title": "Alpaca Fleece Part A", "standards": [ "3-LS3-1" ], "prompt_html": "

Part A

Look at Table 1. Which claim do the fleece colors in the table best support?

", "prompt_plain": "Part A Look at Table 1. Which claim do the fleece colors in the table best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Every young alpaca has the same fleece color as one of its parents.", "plain": "Every young alpaca has the same fleece color as one of its parents.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The fleece colors of the young alpacas do not come from the parents.", "plain": "The fleece colors of the young alpacas do not come from the parents.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The young alpacas inherited fleece colors from the parents, but the colors vary.", "plain": "The young alpacas inherited fleece colors from the parents, but the colors vary.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The young alpacas got their fleece colors from the food they ate.", "plain": "The young alpacas got their fleece colors from the food they ate.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a579241f-3069-49bf-8bd4-8b728a4ecde1" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Alpaca Fleece at the County Fair

Gemma raises alpacas on a small farm. An alpaca is a farm animal with a coat of soft wool called fleece. At the county fair, Gemma shows two parent alpacas and their five young alpacas. A judge writes each animal’s fleece color in Table 1.

Table 1. Alpaca Fleece Colors

AnimalFleece color
MotherWhite
FatherDark brown
Young alpaca 1Dark brown
Young alpaca 2White
Young alpaca 3Light brown
Young alpaca 4White with brown patches
Young alpaca 5Dark brown
", "passage_plain": "Alpaca Fleece at the County Fair Gemma raises alpacas on a small farm. An alpaca is a farm animal with a coat of soft wool called fleece. At the county fair, Gemma shows two parent alpacas and their five young alpacas. A judge writes each animal’s fleece color in Table 1. Table 1. Alpaca Fleece Colors Animal Fleece color Mother White Father Dark brown Young alpaca 1 Dark brown Young alpaca 2 White Young alpaca 3 Light brown Young alpaca 4 White with brown patches Young alpaca 5 Dark brown" }, { "n": 13, "item_id": "_584ee561-5b41-4073-8f36-3774046ac3f6", "type": "choice", "title": "Alpaca Fleece Part B", "standards": [ "3-LS3-1" ], "prompt_html": "

Part B

Which two rows of Table 1 give the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which two rows of Table 1 give the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Young alpaca 1 and Young alpaca 2, because they differ in color and each matches a parent.", "plain": "Young alpaca 1 and Young alpaca 2, because they differ in color and each matches a parent.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Young alpaca 1 and Young alpaca 5, because both of them have dark brown fleece.", "plain": "Young alpaca 1 and Young alpaca 5, because both of them have dark brown fleece.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The Mother row and the Father row, because the two parents have different fleece colors.", "plain": "The Mother row and the Father row, because the two parents have different fleece colors.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Young alpaca 2 and the Mother row, because both of them have white fleece.", "plain": "Young alpaca 2 and the Mother row, because both of them have white fleece.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a579241f-3069-49bf-8bd4-8b728a4ecde1" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Alpaca Fleece at the County Fair

Gemma raises alpacas on a small farm. An alpaca is a farm animal with a coat of soft wool called fleece. At the county fair, Gemma shows two parent alpacas and their five young alpacas. A judge writes each animal’s fleece color in Table 1.

Table 1. Alpaca Fleece Colors

AnimalFleece color
MotherWhite
FatherDark brown
Young alpaca 1Dark brown
Young alpaca 2White
Young alpaca 3Light brown
Young alpaca 4White with brown patches
Young alpaca 5Dark brown
", "passage_plain": "Alpaca Fleece at the County Fair Gemma raises alpacas on a small farm. An alpaca is a farm animal with a coat of soft wool called fleece. At the county fair, Gemma shows two parent alpacas and their five young alpacas. A judge writes each animal’s fleece color in Table 1. Table 1. Alpaca Fleece Colors Animal Fleece color Mother White Father Dark brown Young alpaca 1 Dark brown Young alpaca 2 White Young alpaca 3 Light brown Young alpaca 4 White with brown patches Young alpaca 5 Dark brown" }, { "n": 14, "item_id": "_ce2925f0-1283-4ea2-a311-f2fea16e2609", "type": "inline-choice", "title": "Basil in Sun and Shade", "standards": [ "3-LS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Jordan plants two basil seeds from the same seed packet in matching pots on the same day. One pot sits on a sunny windowsill. The other pot sits in a shady corner of the room. After four weeks, the plant in the sun has many large leaves. The plant in the shade has few small leaves.

Choose the words that best complete each sentence.

\"Two

The trait that differs between the two plants is .

The plants have different leaf sizes because each plant grew in a different .

", "options": [ { "id": "cB1O1", "text": "kind of seed", "plain": "kind of seed", "correct": false, "kind": "inline" }, { "id": "cB1O2", "text": "leaf size", "plain": "leaf size", "correct": true, "kind": "inline" }, { "id": "cB1O3", "text": "planting day", "plain": "planting day", "correct": false, "kind": "inline" }, { "id": "cB2O1", "text": "family", "plain": "family", "correct": false, "kind": "inline" }, { "id": "cB2O2", "text": "seed packet", "plain": "seed packet", "correct": false, "kind": "inline" }, { "id": "cB2O3", "text": "environment", "plain": "environment", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-28/images/slot14.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O2" ], "RESPONSE2": [ "cB2O3" ] }, "n_options": 6 }, { "n": 15, "item_id": "_3604238e-660f-4b22-ad55-41298726a432", "type": "choice", "title": "Deer Antler Advantage", "standards": [ "3-LS4-2" ], "prompt_html": "

Two wild deer live in the same forest. Deer A has larger antlers and a larger body than Deer B.

\"Two

Look at the picture of the two deer. Which sentence best explains an advantage Deer A has over Deer B in finding a mate?

", "prompt_plain": "Two wild deer live in the same forest. Deer A has larger antlers and a larger body than Deer B. Look at the picture of the two deer. Which sentence best explains an advantage Deer A has over Deer B in finding a mate?", "context_html": "", "options": [ { "id": "cA1", "text": "Deer A has antlers on its head, and antlers help a deer find mates.", "plain": "Deer A has antlers on its head, and antlers help a deer find mates.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Deer A can push other male deer away better with its bigger antlers and heavier body.", "plain": "Deer A can push other male deer away better with its bigger antlers and heavier body.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Deer A has brown fur that helps it blend into the trees and hide.", "plain": "Deer A has brown fur that helps it blend into the trees and hide.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Deer A has strong legs that help it run away from danger quickly.", "plain": "Deer A has strong legs that help it run away from danger quickly.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-28/images/slot15.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 16, "item_id": "_6a8da578-4ffa-4ecc-92d6-13f0bdfaa8bc", "type": "hottext", "title": "Goat Hoof Pad Evidence", "standards": [ "3-LS4-2" ], "prompt_html": "

Ranger Ibarra wrote five notes in the report. Ranger Ibarra also makes this claim: goats with wide, rough hoof pads can cross steep, wet ledges better than goats with smoother pads.

Select the ONE note that gives the best evidence for this claim.

", "prompt_plain": "Ranger Ibarra wrote five notes in the report. Ranger Ibarra also makes this claim: goats with wide, rough hoof pads can cross steep, wet ledges better than goats with smoother pads. Select the ONE note that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "The herd rested together in the shade during the hottest part of the day.", "plain": "The herd rested together in the shade during the hottest part of the day.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Goats with wide, rough pads crossed the wet ledge, but goats with smoother pads turned back.", "plain": "Goats with wide, rough pads crossed the wet ledge, but goats with smoother pads turned back.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "Most of the goats in the herd have thick white coats for cold mountain weather.", "plain": "Most of the goats in the herd have thick white coats for cold mountain weather.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "The goats walked down the slope to a small stream to drink each morning.", "plain": "The goats walked down the slope to a small stream to drink each morning.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "One goat with wide, rough pads slept longer than any other goat in the herd.", "plain": "One goat with wide, rough pads slept longer than any other goat in the herd.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_d82de3d6-7224-4908-96f6-bfc3ed012c53" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB1" ] }, "n_options": 5, "passage_html": "

The Mountain Goat Ledge Report

Ranger Ibarra works at a rocky mountain park. A herd of mountain goats lives on the park’s steep stone ledges. Each goat’s hooves have soft middle pads that grip the rock. The pads are not the same on every goat. Some goats have wide, rough pads. Other goats have narrower, smoother pads. Ranger Ibarra watched the herd for two weeks and wrote a report. Near the ledges, a park scientist found a fossil imprint of a plant pressed in a rock. Figure 1 shows a goat on a ledge.

\"A

", "passage_plain": "The Mountain Goat Ledge Report Ranger Ibarra works at a rocky mountain park. A herd of mountain goats lives on the park’s steep stone ledges. Each goat’s hooves have soft middle pads that grip the rock. The pads are not the same on every goat. Some goats have wide, rough pads. Other goats have narrower, smoother pads. Ranger Ibarra watched the herd for two weeks and wrote a report. Near the ledges, a park scientist found a fossil imprint of a plant pressed in a rock. Figure 1 shows a goat on a ledge." }, { "n": 17, "item_id": "_4ab9eba2-f132-45c9-a8c6-968c63a3f0cb", "type": "choice", "title": "Plant Fossil in the Park", "standards": [ "3-LS4-1" ], "prompt_html": "

Think about the plant fossil described in the report.

\"A

Which question can a scientist best answer by studying this fossil?

", "prompt_plain": "Think about the plant fossil described in the report. Which question can a scientist best answer by studying this fossil?", "context_html": "", "options": [ { "id": "cA1", "text": "How many plants grow in the park today?", "plain": "How many plants grow in the park today?", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "What color were the leaves of the living plant?", "plain": "What color were the leaves of the living plant?", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "What will grow on the park ledges next spring?", "plain": "What will grow on the park ledges next spring?", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "What kinds of plants grew in this area long ago?", "plain": "What kinds of plants grew in this area long ago?", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-28/images/slot17.png" ], "stimulus_ids": [ "_d82de3d6-7224-4908-96f6-bfc3ed012c53" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The Mountain Goat Ledge Report

Ranger Ibarra works at a rocky mountain park. A herd of mountain goats lives on the park’s steep stone ledges. Each goat’s hooves have soft middle pads that grip the rock. The pads are not the same on every goat. Some goats have wide, rough pads. Other goats have narrower, smoother pads. Ranger Ibarra watched the herd for two weeks and wrote a report. Near the ledges, a park scientist found a fossil imprint of a plant pressed in a rock. Figure 1 shows a goat on a ledge.

\"A

", "passage_plain": "The Mountain Goat Ledge Report Ranger Ibarra works at a rocky mountain park. A herd of mountain goats lives on the park’s steep stone ledges. Each goat’s hooves have soft middle pads that grip the rock. The pads are not the same on every goat. Some goats have wide, rough pads. Other goats have narrower, smoother pads. Ranger Ibarra watched the herd for two weeks and wrote a report. Near the ledges, a park scientist found a fossil imprint of a plant pressed in a rock. Figure 1 shows a goat on a ledge." }, { "n": 18, "item_id": "_95f59f75-108a-4e9a-9651-1360a97ff456", "type": "gap-match", "title": "A Chickadee in the Woodlot", "standards": [ "3-LS4-3" ], "prompt_html": "

A chickadee is a small songbird. It lives all year in a woodlot, a small patch of trees. The needs card shows what the chickadee needs to survive.

The Chickadee’s Needs Card

NeedWhat the chickadee must find
FoodSmall insects and seeds
WaterFresh water to drink
ShelterA safe, dry place to rest

 

Drag one woodlot card to each need it meets. One card does not meet any of the needs.

", "prompt_plain": "A chickadee is a small songbird. It lives all year in a woodlot, a small patch of trees. The needs card shows what the chickadee needs to survive. The Chickadee’s Needs Card Need What the chickadee must find Food Small insects and seeds Water Fresh water to drink Shelter A safe, dry place to rest Drag one woodlot card to each need it meets. One card does not meet any of the needs.", "context_html": "", "options": [ { "id": "tile-hole", "text": "A small hole in a dead tree trunk", "plain": "A small hole in a dead tree trunk", "correct": false, "kind": "gap-token" }, { "id": "tile-wind", "text": "Cold wind blowing between the trees", "plain": "Cold wind blowing between the trees", "correct": false, "kind": "gap-token" }, { "id": "tile-beetles", "text": "Beetles crawling under loose tree bark", "plain": "Beetles crawling under loose tree bark", "correct": false, "kind": "gap-token" }, { "id": "tile-stream", "text": "A thin stream trickling between the rocks", "plain": "A thin stream trickling between the rocks", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-beetles g1", "tile-stream g2", "tile-hole g3" ] }, "n_options": 4 }, { "n": 19, "item_id": "_ddecab51-94aa-4a2b-b920-335c535ddd18", "type": "choice", "title": "Cattail Pond Claim", "standards": [ "3-LS4-4" ], "prompt_html": "

Look at Table 1. Which claim about Cattail Pond do the survey results best support?

", "prompt_plain": "Look at Table 1. Which claim about Cattail Pond do the survey results best support?", "context_html": "", "options": [ { "id": "cA1", "text": "As the pond water got saltier, fewer cattails and egg masses were found there.", "plain": "As the pond water got saltier, fewer cattails and egg masses were found there.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The pond water got saltier because the cattail plants around it died.", "plain": "The pond water got saltier because the cattail plants around it died.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The pond animals laid fewer eggs so the salt could not hurt them.", "plain": "The pond animals laid fewer eggs so the salt could not hurt them.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pond is a better home for cattails this spring than last spring.", "plain": "The pond is a better home for cattails this spring than last spring.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ca5af9b5-6b5a-4fbc-a40d-7c7ec5c33740" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Salt Truck Meets Cattail Pond

Cattail Pond is a small pond beside a road in a cold northern town. For the past two winters, trucks spread salt on the road to melt ice. Melting snow carried salty water into the pond. Hollis and a volunteer group survey the pond every spring. Table 1 compares last spring with this spring.

Table 1. Pond Survey Results

What was measuredLast springThis spring
Salt in the pond waterLowHigh
Cattail plants around the pondAbout 120About 30
Egg masses (clumps of eggs) in the water182
", "passage_plain": "Salt Truck Meets Cattail Pond Cattail Pond is a small pond beside a road in a cold northern town. For the past two winters, trucks spread salt on the road to melt ice. Melting snow carried salty water into the pond. Hollis and a volunteer group survey the pond every spring. Table 1 compares last spring with this spring. Table 1. Pond Survey Results What was measured Last spring This spring Salt in the pond water Low High Cattail plants around the pond About 120 About 30 Egg masses (clumps of eggs) in the water 18 2" }, { "n": 20, "item_id": "_b8a7effb-8abf-4604-9236-58745eed25de", "type": "gap-match", "title": "What Happens to Pond Organisms", "standards": [ "3-LS4-4" ], "prompt_html": "

The road salt keeps washing into Cattail Pond, and the water stays salty.

 

Drag one card into each row of the table to show what will most likely happen to each pond organism. You may use a card more than once.

", "prompt_plain": "The road salt keeps washing into Cattail Pond, and the water stays salty. Drag one card into each row of the table to show what will most likely happen to each pond organism. You may use a card more than once.", "context_html": "", "options": [ { "id": "tile-stays", "text": "Stays and lives in the pond", "plain": "Stays and lives in the pond", "correct": false, "kind": "gap-token" }, { "id": "tile-moves", "text": "Moves to a new place", "plain": "Moves to a new place", "correct": false, "kind": "gap-token" }, { "id": "tile-dies", "text": "Dies", "plain": "Dies", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_ca5af9b5-6b5a-4fbc-a40d-7c7ec5c33740" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-moves g1", "tile-dies g2", "tile-stays g3", "tile-dies g4" ] }, "n_options": 3, "passage_html": "

Salt Truck Meets Cattail Pond

Cattail Pond is a small pond beside a road in a cold northern town. For the past two winters, trucks spread salt on the road to melt ice. Melting snow carried salty water into the pond. Hollis and a volunteer group survey the pond every spring. Table 1 compares last spring with this spring.

Table 1. Pond Survey Results

What was measuredLast springThis spring
Salt in the pond waterLowHigh
Cattail plants around the pondAbout 120About 30
Egg masses (clumps of eggs) in the water182
", "passage_plain": "Salt Truck Meets Cattail Pond Cattail Pond is a small pond beside a road in a cold northern town. For the past two winters, trucks spread salt on the road to melt ice. Melting snow carried salty water into the pond. Hollis and a volunteer group survey the pond every spring. Table 1 compares last spring with this spring. Table 1. Pond Survey Results What was measured Last spring This spring Salt in the pond water Low High Cattail plants around the pond About 120 About 30 Egg masses (clumps of eggs) in the water 18 2" }, { "n": 21, "item_id": "_21c1d3f0-071d-45d7-97ce-f2115e65bee4", "type": "choice", "title": "Packing for Kansas City", "standards": [ "3-ESS2-1" ], "prompt_html": "

Rania must pack for whichever month the family picks. Look at Figure 1 and Figure 2.

In which month would Rania most likely need to pack BOTH a winter coat and an umbrella?

", "prompt_plain": "Rania must pack for whichever month the family picks. Look at Figure 1 and Figure 2. In which month would Rania most likely need to pack BOTH a winter coat and an umbrella?", "context_html": "", "options": [ { "id": "cA1", "text": "January", "plain": "January", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "May", "plain": "May", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "July", "plain": "July", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "November", "plain": "November", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e2eca7c6-f675-42cb-860b-a78957d6ffc8" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Kansas City Trip Packing

Rania’s family plans a trip to Kansas City, Missouri. The family can travel during any month. Rania will pack the bags for the trip. She finds two graphs about the city’s usual weather. Figure 1 shows the city’s average temperature for six months. Figure 2 shows the city’s average rain for the same six months.

Figure 1

\"Bar

Figure 2

\"Bar
", "passage_plain": "Kansas City Trip Packing Rania’s family plans a trip to Kansas City, Missouri. The family can travel during any month. Rania will pack the bags for the trip. She finds two graphs about the city’s usual weather. Figure 1 shows the city’s average temperature for six months. Figure 2 shows the city’s average rain for the same six months. Figure 1 Figure 2" }, { "n": 22, "item_id": "_f89f42d5-e337-4089-8e78-a72ca5b85acb", "type": "choice", "title": "Kansas City Temperature Pattern", "standards": [ "3-ESS2-1" ], "prompt_html": "

Look at Figure 1.

Which statement best describes the pattern in Kansas City’s average temperatures?

", "prompt_plain": "Look at Figure 1. Which statement best describes the pattern in Kansas City’s average temperatures?", "context_html": "", "options": [ { "id": "cA1", "text": "The temperature stays about the same in the six months shown.", "plain": "The temperature stays about the same in the six months shown.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The temperature rises from January to July and then falls through November.", "plain": "The temperature rises from January to July and then falls through November.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The temperature falls from January to July and then rises through November.", "plain": "The temperature falls from January to July and then rises through November.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The temperature is highest in January and lowest in July.", "plain": "The temperature is highest in January and lowest in July.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e2eca7c6-f675-42cb-860b-a78957d6ffc8" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Kansas City Trip Packing

Rania’s family plans a trip to Kansas City, Missouri. The family can travel during any month. Rania will pack the bags for the trip. She finds two graphs about the city’s usual weather. Figure 1 shows the city’s average temperature for six months. Figure 2 shows the city’s average rain for the same six months.

Figure 1

\"Bar

Figure 2

\"Bar
", "passage_plain": "Kansas City Trip Packing Rania’s family plans a trip to Kansas City, Missouri. The family can travel during any month. Rania will pack the bags for the trip. She finds two graphs about the city’s usual weather. Figure 1 shows the city’s average temperature for six months. Figure 2 shows the city’s average rain for the same six months. Figure 1 Figure 2" }, { "n": 23, "item_id": "_872496df-6fd3-40a4-95c6-3211c21399f7", "type": "choice", "title": "Mexico City Next July", "standards": [ "3-ESS2-2" ], "prompt_html": "

Table 1 shows the average summer weather in Mexico City over the last 30 years.

Table 1. Mexico City Summer Weather Averages

MonthAverage temperature (degrees F)Days with rain
June7514
July7316
August7415

Based on this pattern, which weather is most likely in Mexico City next July?

", "prompt_plain": "Table 1 shows the average summer weather in Mexico City over the last 30 years. Table 1. Mexico City Summer Weather Averages Month Average temperature (degrees F) Days with rain June 75 14 July 73 16 August 74 15 Based on this pattern, which weather is most likely in Mexico City next July?", "context_html": "", "options": [ { "id": "cA1", "text": "Hot and dry, with clear skies on most days.", "plain": "Hot and dry, with clear skies on most days.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Warm, with rain falling on about half of the days.", "plain": "Warm, with rain falling on about half of the days.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Cool, with rain falling on nearly every day.", "plain": "Cool, with rain falling on nearly every day.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The very same weather as last July, day by day.", "plain": "The very same weather as last July, day by day.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_8c4640ed-c152-47b4-bb16-52968da0b207", "type": "text-entry", "title": "Tampa and Yuma Rainy Days", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Quincy compares the July weather records of two cities. Table 1 shows the average number of rainy days in July for Tampa, Florida, and for Yuma, Arizona.

Table 1. Average Rainy Days in July

CityRainy days in July
Tampa, Florida16
Yuma, Arizona3

How many more rainy days does Tampa average in July than Yuma? Enter the exact number.

Give your answer as a whole number (e.g., 40).

Answer: rainy days

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "13" ] }, "n_options": 0 }, { "n": 25, "item_id": "_8984f6ef-4043-4402-ba46-ecd70c238680", "type": "choice", "title": "Why the Pond Works", "standards": [ "3-ESS3-1" ], "prompt_html": "

The county wants to stop storm water from covering the midway.

Why would digging the retention pond most likely keep the midway dry during a heavy rain?

", "prompt_plain": "The county wants to stop storm water from covering the midway. Why would digging the retention pond most likely keep the midway dry during a heavy rain?", "context_html": "", "options": [ { "id": "cA1", "text": "The pond collects the storm water before the water reaches the midway.", "plain": "The pond collects the storm water before the water reaches the midway.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The pond causes less rain to fall over the fairground during a storm.", "plain": "The pond causes less rain to fall over the fairground during a storm.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The pond turns the storm water into water vapor during the storm.", "plain": "The pond turns the storm water into water vapor during the storm.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pond moves the creek so its water flows around the fairground.", "plain": "The pond moves the creek so its water flows around the fairground.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1d6d8654-2981-4f34-a310-707f27ad0f56" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Retention Pond at Fairground Flats

Fairground Flats is a county fairground on low, flat land beside a creek. In heavy spring rains, storm water flows across the fairground. Water covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers suggest two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $12,500 to build. The berm would cost $21,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the fairground and tested each design with poured water. Table 2 shows the storm-test results.

Figure 1

\"Map

Table 1. County Goals for the Design

GoalWhat the design must do
Goal 1Keep the midway dry in a one-day storm of up to 6 cm of rain
Goal 2Cost no more than $18,000 to build

Table 2. Model Storm-Test Results

TestStorm size (cm of rain)Design testedWhat happened on the midway
12Raised bermStayed dry
22Retention pondStayed dry
38Raised bermCovered with water
48Retention pondStayed dry
510Retention pondSmall puddles at one edge
", "passage_plain": "Retention Pond at Fairground Flats Fairground Flats is a county fairground on low, flat land beside a creek. In heavy spring rains, storm water flows across the fairground. Water covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers suggest two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $12,500 to build. The berm would cost $21,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the fairground and tested each design with poured water. Table 2 shows the storm-test results. Figure 1 Table 1. County Goals for the Design Goal What the design must do Goal 1 Keep the midway dry in a one-day storm of up to 6 cm of rain Goal 2 Cost no more than $18,000 to build Table 2. Model Storm-Test Results Test Storm size (cm of rain) Design tested What happened on the midway 1 2 Raised berm Stayed dry 2 2 Retention pond Stayed dry 3 8 Raised berm Covered with water 4 8 Retention pond Stayed dry 5 10 Retention pond Small puddles at one edge" }, { "n": 26, "item_id": "_32ba9fd1-d54f-40cb-811d-18458cf9fc56", "type": "choice", "title": "Pond Evidence Rows", "standards": [ "3-ESS3-1" ], "prompt_html": "

The county claims that the retention pond meets Goal 1 in Table 1.

Which TWO rows in Table 2 give evidence that supports this claim? Choose the TWO best answers.

", "prompt_plain": "The county claims that the retention pond meets Goal 1 in Table 1. Which TWO rows in Table 2 give evidence that supports this claim? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Test 1", "plain": "Test 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Test 2", "plain": "Test 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Test 3", "plain": "Test 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Test 4", "plain": "Test 4", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Test 5", "plain": "Test 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1d6d8654-2981-4f34-a310-707f27ad0f56" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Retention Pond at Fairground Flats

Fairground Flats is a county fairground on low, flat land beside a creek. In heavy spring rains, storm water flows across the fairground. Water covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers suggest two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $12,500 to build. The berm would cost $21,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the fairground and tested each design with poured water. Table 2 shows the storm-test results.

Figure 1

\"Map

Table 1. County Goals for the Design

GoalWhat the design must do
Goal 1Keep the midway dry in a one-day storm of up to 6 cm of rain
Goal 2Cost no more than $18,000 to build

Table 2. Model Storm-Test Results

TestStorm size (cm of rain)Design testedWhat happened on the midway
12Raised bermStayed dry
22Retention pondStayed dry
38Raised bermCovered with water
48Retention pondStayed dry
510Retention pondSmall puddles at one edge
", "passage_plain": "Retention Pond at Fairground Flats Fairground Flats is a county fairground on low, flat land beside a creek. In heavy spring rains, storm water flows across the fairground. Water covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers suggest two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $12,500 to build. The berm would cost $21,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the fairground and tested each design with poured water. Table 2 shows the storm-test results. Figure 1 Table 1. County Goals for the Design Goal What the design must do Goal 1 Keep the midway dry in a one-day storm of up to 6 cm of rain Goal 2 Cost no more than $18,000 to build Table 2. Model Storm-Test Results Test Storm size (cm of rain) Design tested What happened on the midway 1 2 Raised berm Stayed dry 2 2 Retention pond Stayed dry 3 8 Raised berm Covered with water 4 8 Retention pond Stayed dry 5 10 Retention pond Small puddles at one edge" }, { "n": 27, "item_id": "_2c7e0984-e6d4-4a23-a39c-401d491008a8", "type": "choice", "title": "Comparing Pond and Berm", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Use Table 1, Table 2, and the building costs given in the passage.

Which TWO statements correctly compare the two designs? Choose the TWO best answers.

", "prompt_plain": "Use Table 1, Table 2, and the building costs given in the passage. Which TWO statements correctly compare the two designs? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The berm kept the midway dry in more storm tests than the pond.", "plain": "The berm kept the midway dry in more storm tests than the pond.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The pond would cost more money to build than the berm.", "plain": "The pond would cost more money to build than the berm.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "In the 8-cm storm test, only the pond kept the midway dry.", "plain": "In the 8-cm storm test, only the pond kept the midway dry.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The pond and the berm both meet the cost goal in Table 1.", "plain": "The pond and the berm both meet the cost goal in Table 1.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The pond meets the cost goal, but the berm costs too much.", "plain": "The pond meets the cost goal, but the berm costs too much.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1d6d8654-2981-4f34-a310-707f27ad0f56" ], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5, "passage_html": "

Retention Pond at Fairground Flats

Fairground Flats is a county fairground on low, flat land beside a creek. In heavy spring rains, storm water flows across the fairground. Water covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers suggest two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $12,500 to build. The berm would cost $21,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the fairground and tested each design with poured water. Table 2 shows the storm-test results.

Figure 1

\"Map

Table 1. County Goals for the Design

GoalWhat the design must do
Goal 1Keep the midway dry in a one-day storm of up to 6 cm of rain
Goal 2Cost no more than $18,000 to build

Table 2. Model Storm-Test Results

TestStorm size (cm of rain)Design testedWhat happened on the midway
12Raised bermStayed dry
22Retention pondStayed dry
38Raised bermCovered with water
48Retention pondStayed dry
510Retention pondSmall puddles at one edge
", "passage_plain": "Retention Pond at Fairground Flats Fairground Flats is a county fairground on low, flat land beside a creek. In heavy spring rains, storm water flows across the fairground. Water covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers suggest two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $12,500 to build. The berm would cost $21,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the fairground and tested each design with poured water. Table 2 shows the storm-test results. Figure 1 Table 1. County Goals for the Design Goal What the design must do Goal 1 Keep the midway dry in a one-day storm of up to 6 cm of rain Goal 2 Cost no more than $18,000 to build Table 2. Model Storm-Test Results Test Storm size (cm of rain) Design tested What happened on the midway 1 2 Raised berm Stayed dry 2 2 Retention pond Stayed dry 3 8 Raised berm Covered with water 4 8 Retention pond Stayed dry 5 10 Retention pond Small puddles at one edge" }, { "n": 28, "item_id": "_78d7b019-ddd2-40b9-abf2-e67a8d0ef696", "type": "hottext", "title": "Purple Martin Notebook Evidence", "standards": [ "3-LS2-1" ], "prompt_html": "

Nico watches purple martins at the city park and writes five sentences in a nature notebook. A classmate makes this claim: nesting together in a big group helps protect purple martins from predators.

Select the ONE sentence from the notebook that gives the best evidence for this claim.

\"Purple

", "prompt_plain": "Nico watches purple martins at the city park and writes five sentences in a nature notebook. A classmate makes this claim: nesting together in a big group helps protect purple martins from predators. Select the ONE sentence from the notebook that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Purple martins nest side by side in a rack of hollow gourds.", "plain": "Purple martins nest side by side in a rack of hollow gourds.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "More than forty martins raise their chicks together at the rack.", "plain": "More than forty martins raise their chicks together at the rack.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "One morning, a hawk flew straight toward the gourd rack.", "plain": "One morning, a hawk flew straight toward the gourd rack.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "Many martins rushed out together and chased the hawk away from the nests.", "plain": "Many martins rushed out together and chased the hawk away from the nests.", "correct": true, "kind": "hottext" }, { "id": "hE1", "text": "In the evening, single martins flew off alone to catch insects.", "plain": "In the evening, single martins flew off alone to catch insects.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-28/images/slot28.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD1" ] }, "n_options": 5 }, { "n": 29, "item_id": "_cff97046-bd96-4932-87ca-adc47cdf520a", "type": "choice", "title": "Magnet Challenge Statements", "standards": [ "3-PS2-4" ], "prompt_html": "

Four groups in a science class each write a design problem for a magnet challenge. The teacher gives two rules. Rule 1: The statement must name a problem and tell what job the design must do. Rule 2: The magnet’s pull must do the job. The design may use only a magnet and the objects named in the statement. Table 1 shows the four written statements.

Table 1. Group Design-Problem Statements

GroupWritten statement
Group 1We will glue a strong magnet onto the classroom wall.
Group 2Our plastic building blocks fall off the wooden shelf. We need a way to make the blocks stay on the shelf.
Group 3Our paper score cards blow off the steel scoreboard at recess. We need a way to hold the cards onto the scoreboard.
Group 4Our aluminum juice cans tip over on the lunch table. We need a way to keep the cans standing up.

Which group’s statement follows BOTH of the teacher’s rules?

", "prompt_plain": "Four groups in a science class each write a design problem for a magnet challenge. The teacher gives two rules. Rule 1: The statement must name a problem and tell what job the design must do. Rule 2: The magnet’s pull must do the job. The design may use only a magnet and the objects named in the statement. Table 1 shows the four written statements. Table 1. Group Design-Problem Statements Group Written statement Group 1 We will glue a strong magnet onto the classroom wall. Group 2 Our plastic building blocks fall off the wooden shelf. We need a way to make the blocks stay on the shelf. Group 3 Our paper score cards blow off the steel scoreboard at recess. We need a way to hold the cards onto the scoreboard. Group 4 Our aluminum juice cans tip over on the lunch table. We need a way to keep the cans standing up. Which group’s statement follows BOTH of the teacher’s rules?", "context_html": "", "options": [ { "id": "cA1", "text": "Group 1", "plain": "Group 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Group 2", "plain": "Group 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Group 3", "plain": "Group 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Group 4", "plain": "Group 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_4590045c-0476-4f0c-8b46-1260fa05aeb5", "type": "text-entry", "title": "Pin-Catch Design Test", "standards": [ "3-PS2-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Marnie’s craft group keeps steel pins on a work table, and the pins spill easily. Marnie builds three magnetic pin-catch designs. The group tests how many steel pins each design can hold at once. A design wins only if it holds at least 25 pins. Table 1 shows the results.

Table 1. Pin-Catch Test Results

DesignSteel pins held at once
Design 118
Design 231
Design 322

How many steel pins did the winning design hold? Enter the exact number.

Give your answer as a whole number (e.g., 60).

Answer: steel pins

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "31" ] }, "n_options": 0 }, { "n": 31, "item_id": "_3a32d156-e866-4642-9405-97f99fd34db3", "type": "choice", "title": "Five Animal Trait Cards", "standards": [ "3-LS3-1" ], "prompt_html": "

A science teacher shows the class five animal trait cards. Each card has a drawing of one animal with its name. The drawings show each animal's body traits.

\"Five

Which TWO of the animals are invertebrates? Choose the TWO best answers.

", "prompt_plain": "A science teacher shows the class five animal trait cards. Each card has a drawing of one animal with its name. The drawings show each animal's body traits. Which TWO of the animals are invertebrates? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Catfish", "plain": "Catfish", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Jellyfish", "plain": "Jellyfish", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Sea star", "plain": "Sea star", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Seahorse", "plain": "Seahorse", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Skink", "plain": "Skink", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-28/images/slot31.png" ], "stimulus_ids": [], "key_letters": "B, C", "key_values": { "RESPONSE": [ "cB1", "cC1" ] }, "n_options": 5 }, { "n": 32, "item_id": "_d14547c7-ab2f-464b-aeba-04b65bcc2c45", "type": "choice", "title": "Waxed Toboggan Glide Test", "standards": [ "3-PS2-1" ], "prompt_html": "

Sasha tests a wooden toboggan that slides on two long wooden runners. In Run 1 the runners are bare wood. In Run 2 Sasha rubs a thin coat of slippery wax onto the runners. Sasha checks that the toboggan weighs the same before both runs. For each run, Sasha starts the empty toboggan at the same start line. The toboggan slides down the same snowy hill. Sasha measures how far past the bottom of the hill the toboggan glides. Table 1 shows the results.

Table 1. Toboggan Glide Test

RunRunnersGlide distance past the hill bottom
1Bare wood4 meters
2Waxed wood9 meters

Which claim do the results of the two runs best support?

", "prompt_plain": "Sasha tests a wooden toboggan that slides on two long wooden runners. In Run 1 the runners are bare wood. In Run 2 Sasha rubs a thin coat of slippery wax onto the runners. Sasha checks that the toboggan weighs the same before both runs. For each run, Sasha starts the empty toboggan at the same start line. The toboggan slides down the same snowy hill. Sasha measures how far past the bottom of the hill the toboggan glides. Table 1 shows the results. Table 1. Toboggan Glide Test Run Runners Glide distance past the hill bottom 1 Bare wood 4 meters 2 Waxed wood 9 meters Which claim do the results of the two runs best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Wax raised the friction between the runners and the snow, so the toboggan glided farther.", "plain": "Wax raised the friction between the runners and the snow, so the toboggan glided farther.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Wax made the toboggan heavier, and the extra weight made it glide farther.", "plain": "Wax made the toboggan heavier, and the extra weight made it glide farther.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The two runs cannot be compared because both used the same hill and start line.", "plain": "The two runs cannot be compared because both used the same hill and start line.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Wax lowered the friction between the runners and the snow, so the toboggan glided farther.", "plain": "Wax lowered the friction between the runners and the snow, so the toboggan glided farther.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_6cfe663a-bf62-4213-ac80-f46e73bba0e8", "type": "choice", "title": "The Bending Water Stream", "standards": [ "3-PS2-3" ], "prompt_html": "

Yael rubs a balloon back and forth on her hair several times. Then Yael holds the balloon close to a thin stream of water from a faucet. The balloon is held still and never touches the water. The thin stream bends toward the balloon.

\"A

Which statement best explains why the stream bends toward the balloon?

", "prompt_plain": "Yael rubs a balloon back and forth on her hair several times. Then Yael holds the balloon close to a thin stream of water from a faucet. The balloon is held still and never touches the water. The thin stream bends toward the balloon. Which statement best explains why the stream bends toward the balloon?", "context_html": "", "options": [ { "id": "cA1", "text": "Rubbing turned the balloon into a magnet that pulls the water stream toward it.", "plain": "Rubbing turned the balloon into a magnet that pulls the water stream toward it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rubbing gave the balloon a static charge that attracts the thin water stream.", "plain": "Rubbing gave the balloon a static charge that attracts the thin water stream.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The balloon pushes air toward the water, and the moving air bends the stream.", "plain": "The balloon pushes air toward the water, and the moving air bends the stream.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Gravity pulls the water toward the balloon because rubbing made the balloon heavier.", "plain": "Gravity pulls the water toward the balloon because rubbing made the balloon heavier.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-28/images/slot33.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 34, "item_id": "_f14313bc-1181-4c5e-a1b8-c0723df6fd95", "type": "inline-choice", "title": "A Bracelet and a Magnet", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zia puts a steel bracelet flat on a table. Zia then holds a magnet near the bracelet. The magnet never touches the bracelet. The bracelet slides across the table toward the magnet.

Choose the word that best completes each sentence.

\"A

The magnet acts on the bracelet with a force.

That force is a on the bracelet.

", "options": [ { "id": "cB1c774c249c", "text": "contact", "plain": "contact", "correct": false, "kind": "inline" }, { "id": "cB18de4c553f", "text": "non-contact", "plain": "non-contact", "correct": true, "kind": "inline" }, { "id": "cB2a809af480", "text": "push", "plain": "push", "correct": false, "kind": "inline" }, { "id": "cB2ada1bf791", "text": "pull", "plain": "pull", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-28/images/slot34_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB18de4c553f" ], "RESPONSE2": [ "cB2ada1bf791" ] }, "n_options": 4 }, { "n": 35, "item_id": "_38753558-7342-4f58-b031-bcef24c9904f", "type": "portable-custom", "title": "Bozeman Winter Snowfall", "standards": [ "3-ESS2-1" ], "prompt_html": "

A third-grade class in Bozeman, Montana, measured each month's total snowfall one winter. Table 1 shows the snowfall in inches for four months.

 

Drag each month's bar to the correct height so the graph shows that month's snowfall in inches.

Table 1. Bozeman Monthly Snowfall

MonthSnowfall (inches)
December12
January14
February9
March11
", "prompt_plain": "A third-grade class in Bozeman, Montana, measured each month's total snowfall one winter. Table 1 shows the snowfall in inches for four months. Drag each month's bar to the correct height so the graph shows that month's snowfall in inches. Table 1. Bozeman Monthly Snowfall Month Snowfall (inches) December 12 January 14 February 9 March 11", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"December\",\"y\":12},{\"x\":\"January\",\"y\":14},{\"x\":\"February\",\"y\":9},{\"x\":\"March\",\"y\":11}]" ] }, "n_options": 0 }, { "n": 36, "item_id": "_06191036-d370-44e7-926e-593a93f55898", "type": "choice", "title": "Class Aquarium Observations", "standards": [ "3-LS4-3" ], "prompt_html": "

Students in a third-grade class watch their class aquarium. The aquarium is the habitat for two fish and a water plant. The students record six observations.

Observations

1. The striped fish swims through the line of air bubbles rising from the air pump.

2. The orange fish rests under the plastic bridge at the bottom of the tank.

3. The striped fish pushes a small stone with its nose.

4. The orange fish nibbles a leaf of the water plant.

5. The striped fish digs in the sand at the bottom of the tank.

6. The orange fish follows flakes of fish food drifting down through the water.

Which observation shows an interaction between two living parts of the habitat?

", "prompt_plain": "Students in a third-grade class watch their class aquarium. The aquarium is the habitat for two fish and a water plant. The students record six observations. Observations 1. The striped fish swims through the line of air bubbles rising from the air pump. 2. The orange fish rests under the plastic bridge at the bottom of the tank. 3. The striped fish pushes a small stone with its nose. 4. The orange fish nibbles a leaf of the water plant. 5. The striped fish digs in the sand at the bottom of the tank. 6. The orange fish follows flakes of fish food drifting down through the water. Which observation shows an interaction between two living parts of the habitat?", "context_html": "", "options": [ { "id": "cA1", "text": "Observation 1", "plain": "Observation 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Observation 3", "plain": "Observation 3", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Observation 4", "plain": "Observation 4", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Observation 6", "plain": "Observation 6", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 } ] }, { "form": "G3.29", "grade": "G3", "title": "Alpha Standardized Science G3.29", "test_id": "_test-2d3fd0dc-14ef-4e73-93da-e25d4368db0d", "n_items": 36, "n_stimuli": 7, "stimuli": { "_bcd615fc-ea78-45cc-8276-439ce126d1ff": { "title": "Hatchery Chick Records", "html": "

Hatchery Chick Records

Students visit a chicken hatchery, a farm where chicken eggs hatch and young chickens grow. The hatchery keeps records about its chickens. Figure 1 shows three photo cards from the hatchery wall. The cards are not in life-cycle order.

Figure 1. Hatchery Photo Cards

\"Three

A comb is the red flap of skin on top of a chicken’s head. Workers measured the comb size of each chicken in two families. Table 1 shows the comb sizes. All six offspring in Table 1 are now fully grown.

Table 1. Comb Sizes in Two Chicken Families

FamilyParent 1Parent 2Offspring 1Offspring 2Offspring 3
Family ALargeLargeLargeLargeMedium
Family BSmallSmallSmallSmallMedium
" }, "_2c0c2ef1-dc21-4679-a896-a93758b01967": { "title": "Gym Push Trials", "html": "

Gym Push Trials

Students in gym class test how balls move. A spring push-board sits behind a starting line on a flat wooden floor. A student pulls the board back to a tape mark and lets go. The spring then gives one push of the same strength every time. The class will push four balls, one at a time, from the starting line. Table 1 lists each ball's size and its mass (the amount of matter in it).

Figure 1

\"A

Table 1. Balls for the Push Trials

BallSizeMass (grams)
Beach ballBiggest150
VolleyballMedium280
KickballMedium400
Medicine ballMedium2,000
" }, "_4a2e2d9b-daf9-46c2-b0a1-b5249df396e1": { "title": "Cottonwood Wash Field Study", "html": "

Cottonwood Wash Field Study

A class studies two sites along Cottonwood Wash, a dry, sandy desert streambed. Site 1 is a shady bend with tall cottonwood trees. Site 2 is an open flat away from the trees. The class wants to know which site is the better habitat for the kangaroo rat, a small desert animal. Figure 1 shows a kangaroo rat.

Figure 1

\"A

Table 1 is the needs card the class wrote for the kangaroo rat. Table 2 shows the class’s data cards for each habitat part at both sites.

Table 1. Kangaroo Rat Needs Card

NeedWhat the kangaroo rat needs
FoodEats mostly small seeds it finds on the ground
HomeDigs its burrow where the ground is soft; it stays cool inside on hot days
WaterGets its water from the seeds it eats; it does not drink from pools

Table 2. Site Data Cards

RowHabitat partSite 1 (shady bend)Site 2 (open flat)
1ShadeDeep shade under tall cottonwood treesAlmost no shade at midday
2Seeds on the groundFew seed plants grow in the deep shadeMany grass plants and wildflowers drop seeds
3Digging spotsGround is hard, damp clayGround is loose and sandy
4Open waterA spring pool holds water all yearNo open water
" }, "_eff830e2-9528-46b1-9223-1b09b935b1f6": { "title": "Willow Marsh Survey", "html": "

Willow Marsh Survey

A naturalist studies Willow Marsh, a wetland named for its many willow shrubs. The naturalist watches the marsh animals and writes notebook sentences about them. Figure 1 shows the naturalist’s sketch of a muskrat’s back foot.

Figure 1. Muskrat Back-Foot Sketch

\"A

A thick patch of willows, called the willow stand, grows at the edge of the marsh. Table 1 shows how some marsh animals use the willow stand. The county plans to cut down the willow stand this fall to widen a road.

Table 1. Willow-Stand Survey Results

AnimalHow it uses the willow stand
MuskratsEat the young willow stems
Yellow warblersBuild nests in the willow branches
" }, "_959387f0-63dd-4591-a688-86d0accfc2bf": { "title": "The Nail Sweeper", "html": "

The Nail Sweeper

Workers at a model farm fix fences and wooden pallets near the hay yard. Small steel nails sometimes drop into the dirt. The nails can hurt animals' feet and flatten wheelbarrow tires. The farm's building club wants a rolling tool that cleans up the nails. The club built two sweeper prototypes (test models). Each sweeper has a magnet roller and is pushed across the yard. The club set two requirements. The sweeper must pick up at least 20 nails in one pass. It must also drop its nails into the collection bin at the end of the pass. The club tested each sweeper on two passes. Table 1 shows the results.

Figure 1

\"Two

Table 1. Sweeper Test Results

RowSweeperPassNails picked upWhat happened at the bin
1Sweeper 1First pass28Nails stayed stuck to the roller
2Sweeper 1Second pass31Nails stayed stuck to the roller
3Sweeper 2First pass24Nails dropped into the bin
4Sweeper 2Second pass27Nails dropped into the bin
" }, "_7493e386-00d9-438b-88ec-b8a6bb159e39": { "title": "Water Savers for Dry Summer", "html": "

Water Savers for Dry Summer

A school garden club grows vegetables in raised beds. This summer, the town is under a drought advisory. A drought is a long stretch of weather with very little rain. The advisory asks everyone in town to use less water. The club wrote two rules for a good watering plan. Rule 1: The bed soil must stay damp on every day of the week. Rule 2: The plan must cost no more than $25 to set up. The club tested two plans for one week on matching beds. Plan 1 covers a bed with shredded-leaf mulch and waters it twice a week. Plan 2 waters a bare bed every morning before the day gets hot. Table 1 shows the test results. Figure 1 shows the two test beds.

Table 1. Watering-Plan Test Results

PlanDays the bed soil stayed damp (out of 7)Water used in the week (liters)Cost to set up
Plan 1 (mulch bed)741$8
Plan 2 (morning watering)552$0

Figure 1

\"Two
" }, "_3d47ed7f-fbd4-4900-94a9-f7b4acfe4a87": { "title": "Two Towns, One Year of Graphs", "html": "

Two Towns, One Year of Graphs

Students in two towns kept weather records for one full year. The town of Tumbleweed sits far from the ocean. The town of Driftwood sits on the ocean coast. The students made a graph pair for each town. Figure 1 shows Tumbleweed’s average temperature for each month. Figure 2 shows Tumbleweed’s rain for each month. Figure 3 shows Driftwood’s average temperature for each month. Figure 4 shows Driftwood’s rain for each month.

Figure 1

\"Bar

Figure 2

\"Bar

Figure 3

\"Bar

Figure 4

\"Bar
" } }, "questions": [ { "n": 1, "item_id": "_0d3ae97a-66b2-4bb5-86df-212f71b28d9b", "type": "choice", "title": "Shortest Roll After the Push", "standards": [ "3-PS2-1" ], "prompt_html": "

Look at Table 1. The push-board gives each ball one push of the same strength.

Which ball will most likely roll the shortest distance after its push?

", "prompt_plain": "Look at Table 1. The push-board gives each ball one push of the same strength. Which ball will most likely roll the shortest distance after its push?", "context_html": "", "options": [ { "id": "cA1", "text": "The beach ball", "plain": "The beach ball", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The volleyball", "plain": "The volleyball", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The kickball", "plain": "The kickball", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The medicine ball", "plain": "The medicine ball", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2c0c2ef1-dc21-4679-a896-a93758b01967" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Gym Push Trials

Students in gym class test how balls move. A spring push-board sits behind a starting line on a flat wooden floor. A student pulls the board back to a tape mark and lets go. The spring then gives one push of the same strength every time. The class will push four balls, one at a time, from the starting line. Table 1 lists each ball's size and its mass (the amount of matter in it).

Figure 1

\"A

Table 1. Balls for the Push Trials

BallSizeMass (grams)
Beach ballBiggest150
VolleyballMedium280
KickballMedium400
Medicine ballMedium2,000
", "passage_plain": "Gym Push Trials Students in gym class test how balls move. A spring push-board sits behind a starting line on a flat wooden floor. A student pulls the board back to a tape mark and lets go. The spring then gives one push of the same strength every time. The class will push four balls, one at a time, from the starting line. Table 1 lists each ball's size and its mass (the amount of matter in it). Figure 1 Table 1. Balls for the Push Trials Ball Size Mass (grams) Beach ball Biggest 150 Volleyball Medium 280 Kickball Medium 400 Medicine ball Medium 2,000" }, { "n": 2, "item_id": "_d745cfbe-6213-44e0-8d33-882638217ec3", "type": "gap-match", "title": "Planned Push Trials", "standards": [ "3-PS2-1" ], "prompt_html": "

The gym class plans four new trials with the balls from Table 1. In every trial listed below, the ball starts still behind the line. For one trial, the class adds a second matching push-board pulled to the same mark.

 

Drag one card into each row of the table to show how the ball in that trial will most likely move, compared with the other trials. You may use a card more than once.

", "prompt_plain": "The gym class plans four new trials with the balls from Table 1. In every trial listed below, the ball starts still behind the line. For one trial, the class adds a second matching push-board pulled to the same mark. Drag one card into each row of the table to show how the ball in that trial will most likely move, compared with the other trials. You may use a card more than once.", "context_html": "", "options": [ { "id": "tstill1", "text": "Stays still", "plain": "Stays still", "correct": false, "kind": "gap-token" }, { "id": "tfar1", "text": "Moves the farthest", "plain": "Moves the farthest", "correct": false, "kind": "gap-token" }, { "id": "tlit1", "text": "Moves only a little", "plain": "Moves only a little", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_2c0c2ef1-dc21-4679-a896-a93758b01967" ], "key_letters": "", "key_values": { "RESPONSE": [ "tfar1 g1", "tlit1 g2", "tstill1 g3", "tstill1 g4" ] }, "n_options": 3, "passage_html": "

Gym Push Trials

Students in gym class test how balls move. A spring push-board sits behind a starting line on a flat wooden floor. A student pulls the board back to a tape mark and lets go. The spring then gives one push of the same strength every time. The class will push four balls, one at a time, from the starting line. Table 1 lists each ball's size and its mass (the amount of matter in it).

Figure 1

\"A

Table 1. Balls for the Push Trials

BallSizeMass (grams)
Beach ballBiggest150
VolleyballMedium280
KickballMedium400
Medicine ballMedium2,000
", "passage_plain": "Gym Push Trials Students in gym class test how balls move. A spring push-board sits behind a starting line on a flat wooden floor. A student pulls the board back to a tape mark and lets go. The spring then gives one push of the same strength every time. The class will push four balls, one at a time, from the starting line. Table 1 lists each ball's size and its mass (the amount of matter in it). Figure 1 Table 1. Balls for the Push Trials Ball Size Mass (grams) Beach ball Biggest 150 Volleyball Medium 280 Kickball Medium 400 Medicine ball Medium 2,000" }, { "n": 3, "item_id": "_8f22cbe5-8467-4b5a-b0a5-10726fe7b514", "type": "choice", "title": "Sailboats After 30 Seconds", "standards": [ "3-PS2-2" ], "prompt_html": "

Astrid floats two model sailboats on a model-boat pond. Boat 1 has a large sail. Boat 2 has a small sail. A big fan at the 0-meter mark blows steadily along the pond. Figure 1 shows each boat's place after 10 seconds and after 20 seconds.

Figure 1

\"Two

If the fan keeps blowing the same way, where will the two boats most likely be after 30 seconds?

", "prompt_plain": "Astrid floats two model sailboats on a model-boat pond. Boat 1 has a large sail. Boat 2 has a small sail. A big fan at the 0-meter mark blows steadily along the pond. Figure 1 shows each boat's place after 10 seconds and after 20 seconds. Figure 1 If the fan keeps blowing the same way, where will the two boats most likely be after 30 seconds?", "context_html": "", "options": [ { "id": "cA1", "text": "Boat 1 will be near the 9-meter mark, with Boat 2 near the 6-meter mark.", "plain": "Boat 1 will be near the 9-meter mark, with Boat 2 near the 6-meter mark.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Boat 2 will be near the 9-meter mark, with Boat 1 behind it.", "plain": "Boat 2 will be near the 9-meter mark, with Boat 1 behind it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Boat 1 and Boat 2 will both be near the same 6-meter mark.", "plain": "Boat 1 and Boat 2 will both be near the same 6-meter mark.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Boat 1 will stop at the 6-meter mark, with Boat 2 at 4 meters.", "plain": "Boat 1 will stop at the 6-meter mark, with Boat 2 at 4 meters.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot03.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 4, "item_id": "_dae3ba2d-5409-44f2-82d1-6b1e3cd9ed96", "type": "choice", "title": "Windshield Wiper Counts", "standards": [ "3-PS2-2" ], "prompt_html": "

Darby rides in the family van in steady rain. The van's windshield wipers have three speed settings. At each setting, Darby counts the wipes the blades make in 30 seconds. Table 1 shows the counts.

Table 1. Wiper Counts

Speed settingWipes in 30 seconds
120
230
340

Which TWO statements does the pattern in Table 1 support? Choose the TWO best answers.

", "prompt_plain": "Darby rides in the family van in steady rain. The van's windshield wipers have three speed settings. At each setting, Darby counts the wipes the blades make in 30 seconds. Table 1 shows the counts. Table 1. Wiper Counts Speed setting Wipes in 30 seconds 1 20 2 30 3 40 Which TWO statements does the pattern in Table 1 support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Each higher setting adds 10 more wipes to the count in 30 seconds.", "plain": "Each higher setting adds 10 more wipes to the count in 30 seconds.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Setting 2 makes twice as many wipes as Setting 1 makes.", "plain": "Setting 2 makes twice as many wipes as Setting 1 makes.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The wipers make the same number of wipes at each setting.", "plain": "The wipers make the same number of wipes at each setting.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The wipe count changes by a different amount at each new setting.", "plain": "The wipe count changes by a different amount at each new setting.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "A fourth setting would most likely give about 50 wipes in 30 seconds.", "plain": "A fourth setting would most likely give about 50 wipes in 30 seconds.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, E", "key_values": { "RESPONSE": [ "cA1", "cE1" ] }, "n_options": 5 }, { "n": 5, "item_id": "_c48faac7-8e6e-4c16-9c4b-d940757f2eb4", "type": "choice", "title": "Train-Car Push-Apart Trials", "standards": [ "3-PS2-3" ], "prompt_html": "

Amos slides two toy train cars toward each other on a track. Each car has a magnet hidden inside each end, so no pole labels show. Table 1 shows what happened in four trials.

\"Two

Table 1. Train-Car End Trials

TrialEnds brought togetherWhat happened
1Front of Car 1 and front of Car 2Pushed apart
2Front of Car 1 and back of Car 2Snapped together
3Back of Car 1 and back of Car 2Pushed apart
4Back of Car 1 and front of Car 2Snapped together

Which statement best explains the trials that pushed apart?

", "prompt_plain": "Amos slides two toy train cars toward each other on a track. Each car has a magnet hidden inside each end, so no pole labels show. Table 1 shows what happened in four trials. Table 1. Train-Car End Trials Trial Ends brought together What happened 1 Front of Car 1 and front of Car 2 Pushed apart 2 Front of Car 1 and back of Car 2 Snapped together 3 Back of Car 1 and back of Car 2 Pushed apart 4 Back of Car 1 and front of Car 2 Snapped together Which statement best explains the trials that pushed apart?", "context_html": "", "options": [ { "id": "cA1", "text": "Some of the hidden magnets are too weak to pull the other car.", "plain": "Some of the hidden magnets are too weak to pull the other car.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The car ends that pushed apart have lost their magnetism over time.", "plain": "The car ends that pushed apart have lost their magnetism over time.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Matching magnetic poles face each other in each trial that pushed apart.", "plain": "Matching magnetic poles face each other in each trial that pushed apart.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The car ends pull together when the cars are brought close enough.", "plain": "The car ends pull together when the cars are brought close enough.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot05_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_81b5ec37-6e0b-4793-8431-667f43c1e83c", "type": "choice", "title": "Magnet Pull Through Barriers", "standards": [ "3-PS2-3" ], "prompt_html": "

Alvin tests whether a magnet's pull can act through different materials. He puts a steel clip on one side of each material and holds a strong magnet at the same spot on the other side. Table 1 shows what the clip did each time.

Table 1. Barrier Trials

Material between magnet and clipHow thickWhat the clip did
Cardboard sheetThinMoved toward the magnet
Cloth squareThinMoved toward the magnet
Foil sheetThinMoved toward the magnet
Wooden tabletopThickDid not move

Which TWO conclusions do Alvin's results support? Choose the TWO best answers.

", "prompt_plain": "Alvin tests whether a magnet's pull can act through different materials. He puts a steel clip on one side of each material and holds a strong magnet at the same spot on the other side. Table 1 shows what the clip did each time. Table 1. Barrier Trials Material between magnet and clip How thick What the clip did Cardboard sheet Thin Moved toward the magnet Cloth square Thin Moved toward the magnet Foil sheet Thin Moved toward the magnet Wooden tabletop Thick Did not move Which TWO conclusions do Alvin's results support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "A magnet's pull can act on steel through each of the thin barriers.", "plain": "A magnet's pull can act on steel through each of the thin barriers.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The foil blocked the magnet's pull because foil is a kind of metal.", "plain": "The foil blocked the magnet's pull because foil is a kind of metal.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The magnet pulled hardest on the clip through the cloth square.", "plain": "The magnet pulled hardest on the clip through the cloth square.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The magnet's pull was too weak to move the clip through the thick tabletop.", "plain": "The magnet's pull was too weak to move the clip through the thick tabletop.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The magnet needs to touch the clip to make the clip move.", "plain": "The magnet needs to touch the clip to make the clip move.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_a1b746e1-7067-4edf-af91-e70ef7259025", "type": "choice", "title": "The Nail Sweeper — Part A", "standards": [ "3-PS2-4" ], "prompt_html": "

Part A

Look at Table 1 and the club's two requirements in the passage.

Which claim about the sweeper prototypes do the test results support?

", "prompt_plain": "Part A Look at Table 1 and the club's two requirements in the passage. Which claim about the sweeper prototypes do the test results support?", "context_html": "", "options": [ { "id": "cA1", "text": "Sweeper 1 alone meets both requirements.", "plain": "Sweeper 1 alone meets both requirements.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sweeper 2 alone meets both requirements.", "plain": "Sweeper 2 alone meets both requirements.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Both sweepers meet both requirements.", "plain": "Both sweepers meet both requirements.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Neither sweeper meets both requirements.", "plain": "Neither sweeper meets both requirements.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_959387f0-63dd-4591-a688-86d0accfc2bf" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The Nail Sweeper

Workers at a model farm fix fences and wooden pallets near the hay yard. Small steel nails sometimes drop into the dirt. The nails can hurt animals' feet and flatten wheelbarrow tires. The farm's building club wants a rolling tool that cleans up the nails. The club built two sweeper prototypes (test models). Each sweeper has a magnet roller and is pushed across the yard. The club set two requirements. The sweeper must pick up at least 20 nails in one pass. It must also drop its nails into the collection bin at the end of the pass. The club tested each sweeper on two passes. Table 1 shows the results.

Figure 1

\"Two

Table 1. Sweeper Test Results

RowSweeperPassNails picked upWhat happened at the bin
1Sweeper 1First pass28Nails stayed stuck to the roller
2Sweeper 1Second pass31Nails stayed stuck to the roller
3Sweeper 2First pass24Nails dropped into the bin
4Sweeper 2Second pass27Nails dropped into the bin
", "passage_plain": "The Nail Sweeper Workers at a model farm fix fences and wooden pallets near the hay yard. Small steel nails sometimes drop into the dirt. The nails can hurt animals' feet and flatten wheelbarrow tires. The farm's building club wants a rolling tool that cleans up the nails. The club built two sweeper prototypes (test models). Each sweeper has a magnet roller and is pushed across the yard. The club set two requirements. The sweeper must pick up at least 20 nails in one pass. It must also drop its nails into the collection bin at the end of the pass. The club tested each sweeper on two passes. Table 1 shows the results. Figure 1 Table 1. Sweeper Test Results Row Sweeper Pass Nails picked up What happened at the bin 1 Sweeper 1 First pass 28 Nails stayed stuck to the roller 2 Sweeper 1 Second pass 31 Nails stayed stuck to the roller 3 Sweeper 2 First pass 24 Nails dropped into the bin 4 Sweeper 2 Second pass 27 Nails dropped into the bin" }, { "n": 8, "item_id": "_8d3ad969-7f48-41c0-bdcb-9fc203b93821", "type": "choice", "title": "The Nail Sweeper — Part B", "standards": [ "3-PS2-4" ], "prompt_html": "

Part B

Which rows of Table 1 show one of the sweepers meeting both of the club's requirements on its two passes?

", "prompt_plain": "Part B Which rows of Table 1 show one of the sweepers meeting both of the club's requirements on its two passes?", "context_html": "", "options": [ { "id": "cA1", "text": "Rows 1 and 2", "plain": "Rows 1 and 2", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rows 1 and 3", "plain": "Rows 1 and 3", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rows 2 and 4", "plain": "Rows 2 and 4", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rows 3 and 4", "plain": "Rows 3 and 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_959387f0-63dd-4591-a688-86d0accfc2bf" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The Nail Sweeper

Workers at a model farm fix fences and wooden pallets near the hay yard. Small steel nails sometimes drop into the dirt. The nails can hurt animals' feet and flatten wheelbarrow tires. The farm's building club wants a rolling tool that cleans up the nails. The club built two sweeper prototypes (test models). Each sweeper has a magnet roller and is pushed across the yard. The club set two requirements. The sweeper must pick up at least 20 nails in one pass. It must also drop its nails into the collection bin at the end of the pass. The club tested each sweeper on two passes. Table 1 shows the results.

Figure 1

\"Two

Table 1. Sweeper Test Results

RowSweeperPassNails picked upWhat happened at the bin
1Sweeper 1First pass28Nails stayed stuck to the roller
2Sweeper 1Second pass31Nails stayed stuck to the roller
3Sweeper 2First pass24Nails dropped into the bin
4Sweeper 2Second pass27Nails dropped into the bin
", "passage_plain": "The Nail Sweeper Workers at a model farm fix fences and wooden pallets near the hay yard. Small steel nails sometimes drop into the dirt. The nails can hurt animals' feet and flatten wheelbarrow tires. The farm's building club wants a rolling tool that cleans up the nails. The club built two sweeper prototypes (test models). Each sweeper has a magnet roller and is pushed across the yard. The club set two requirements. The sweeper must pick up at least 20 nails in one pass. It must also drop its nails into the collection bin at the end of the pass. The club tested each sweeper on two passes. Table 1 shows the results. Figure 1 Table 1. Sweeper Test Results Row Sweeper Pass Nails picked up What happened at the bin 1 Sweeper 1 First pass 28 Nails stayed stuck to the roller 2 Sweeper 1 Second pass 31 Nails stayed stuck to the roller 3 Sweeper 2 First pass 24 Nails dropped into the bin 4 Sweeper 2 Second pass 27 Nails dropped into the bin" }, { "n": 9, "item_id": "_de041562-1b0f-474d-ba42-b5ee01e132cb", "type": "choice", "title": "Design Brief Rules", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The club's design brief lists more rules for the project. Four sentences from the brief are shown below.

Which sentence states a criterion for the sweeper?

", "prompt_plain": "The club's design brief lists more rules for the project. Four sentences from the brief are shown below. Which sentence states a criterion for the sweeper?", "context_html": "", "options": [ { "id": "cA1", "text": "The sweeper must be finished before the fall hay delivery.", "plain": "The sweeper must be finished before the fall hay delivery.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The club may spend no more than 15 dollars on parts.", "plain": "The club may spend no more than 15 dollars on parts.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The sweeper must roll smoothly across the packed dirt of the yard.", "plain": "The sweeper must roll smoothly across the packed dirt of the yard.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Building a rolling sweeper is more fun than raking the yard.", "plain": "Building a rolling sweeper is more fun than raking the yard.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_959387f0-63dd-4591-a688-86d0accfc2bf" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Nail Sweeper

Workers at a model farm fix fences and wooden pallets near the hay yard. Small steel nails sometimes drop into the dirt. The nails can hurt animals' feet and flatten wheelbarrow tires. The farm's building club wants a rolling tool that cleans up the nails. The club built two sweeper prototypes (test models). Each sweeper has a magnet roller and is pushed across the yard. The club set two requirements. The sweeper must pick up at least 20 nails in one pass. It must also drop its nails into the collection bin at the end of the pass. The club tested each sweeper on two passes. Table 1 shows the results.

Figure 1

\"Two

Table 1. Sweeper Test Results

RowSweeperPassNails picked upWhat happened at the bin
1Sweeper 1First pass28Nails stayed stuck to the roller
2Sweeper 1Second pass31Nails stayed stuck to the roller
3Sweeper 2First pass24Nails dropped into the bin
4Sweeper 2Second pass27Nails dropped into the bin
", "passage_plain": "The Nail Sweeper Workers at a model farm fix fences and wooden pallets near the hay yard. Small steel nails sometimes drop into the dirt. The nails can hurt animals' feet and flatten wheelbarrow tires. The farm's building club wants a rolling tool that cleans up the nails. The club built two sweeper prototypes (test models). Each sweeper has a magnet roller and is pushed across the yard. The club set two requirements. The sweeper must pick up at least 20 nails in one pass. It must also drop its nails into the collection bin at the end of the pass. The club tested each sweeper on two passes. Table 1 shows the results. Figure 1 Table 1. Sweeper Test Results Row Sweeper Pass Nails picked up What happened at the bin 1 Sweeper 1 First pass 28 Nails stayed stuck to the roller 2 Sweeper 1 Second pass 31 Nails stayed stuck to the roller 3 Sweeper 2 First pass 24 Nails dropped into the bin 4 Sweeper 2 Second pass 27 Nails dropped into the bin" }, { "n": 10, "item_id": "_bfce0c4b-4601-4a49-8ed9-e59ea98a755c", "type": "choice", "title": "The Seed That Never Sprouted", "standards": [ "3-LS1-1" ], "prompt_html": "

Erin plants a pumpkin seed in a cup of dry soil and keeps the cup in a cold room. Erin never waters the seed. After four weeks, Erin digs up the seed. It looks the same as on planting day, with no root and no sprout.

\"Cutaway

Which stage of the pumpkin plant's life cycle failed to happen first?

", "prompt_plain": "Erin plants a pumpkin seed in a cup of dry soil and keeps the cup in a cold room. Erin never waters the seed. After four weeks, Erin digs up the seed. It looks the same as on planting day, with no root and no sprout. Which stage of the pumpkin plant's life cycle failed to happen first?", "context_html": "", "options": [ { "id": "cA1", "text": "Germination", "plain": "Germination", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Growth", "plain": "Growth", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Pollination", "plain": "Pollination", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Reproduction", "plain": "Reproduction", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot10.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 11, "item_id": "_cf924c32-8d72-4daf-b945-27ea5f12f66f", "type": "gap-match", "title": "Chicken Life-Cycle Cards", "standards": [ "3-LS1-1" ], "prompt_html": "

Look at Figure 1. The three photo cards show stages of a chicken life cycle. The cards are not in order.

 

Match each photo card to the life-cycle stage it shows. Drag one stage name to each photo card.

", "prompt_plain": "Look at Figure 1. The three photo cards show stages of a chicken life cycle. The cards are not in order. Match each photo card to the life-cycle stage it shows. Drag one stage name to each photo card.", "context_html": "", "options": [ { "id": "tile-chick", "text": "Chick", "plain": "Chick", "correct": false, "kind": "gap-token" }, { "id": "tile-adult", "text": "Adult chicken", "plain": "Adult chicken", "correct": false, "kind": "gap-token" }, { "id": "tile-egg", "text": "Egg", "plain": "Egg", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_bcd615fc-ea78-45cc-8276-439ce126d1ff" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-adult gap-p1", "tile-egg gap-p2", "tile-chick gap-p3" ] }, "n_options": 3, "passage_html": "

Hatchery Chick Records

Students visit a chicken hatchery, a farm where chicken eggs hatch and young chickens grow. The hatchery keeps records about its chickens. Figure 1 shows three photo cards from the hatchery wall. The cards are not in life-cycle order.

Figure 1. Hatchery Photo Cards

\"Three

A comb is the red flap of skin on top of a chicken’s head. Workers measured the comb size of each chicken in two families. Table 1 shows the comb sizes. All six offspring in Table 1 are now fully grown.

Table 1. Comb Sizes in Two Chicken Families

FamilyParent 1Parent 2Offspring 1Offspring 2Offspring 3
Family ALargeLargeLargeLargeMedium
Family BSmallSmallSmallSmallMedium
", "passage_plain": "Hatchery Chick Records Students visit a chicken hatchery, a farm where chicken eggs hatch and young chickens grow. The hatchery keeps records about its chickens. Figure 1 shows three photo cards from the hatchery wall. The cards are not in life-cycle order. Figure 1. Hatchery Photo Cards A comb is the red flap of skin on top of a chicken’s head. Workers measured the comb size of each chicken in two families. Table 1 shows the comb sizes. All six offspring in Table 1 are now fully grown. Table 1. Comb Sizes in Two Chicken Families Family Parent 1 Parent 2 Offspring 1 Offspring 2 Offspring 3 Family A Large Large Large Large Medium Family B Small Small Small Small Medium" }, { "n": 12, "item_id": "_2541d5a5-494d-42c9-b1a5-949ede132d73", "type": "choice", "title": "Comb Size Claim", "standards": [ "3-LS3-1" ], "prompt_html": "

Look at Table 1.

Which claim about comb size does Table 1 best support?

", "prompt_plain": "Look at Table 1. Which claim about comb size does Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Offspring comb sizes are decided by the food each young chicken eats.", "plain": "Offspring comb sizes are decided by the food each young chicken eats.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Offspring comb sizes are close to their parents’ comb sizes, with small differences.", "plain": "Offspring comb sizes are close to their parents’ comb sizes, with small differences.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Offspring comb sizes match their parents’ comb sizes exactly, with zero differences.", "plain": "Offspring comb sizes match their parents’ comb sizes exactly, with zero differences.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Offspring comb sizes have no connection to their parents’ comb sizes.", "plain": "Offspring comb sizes have no connection to their parents’ comb sizes.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bcd615fc-ea78-45cc-8276-439ce126d1ff" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Hatchery Chick Records

Students visit a chicken hatchery, a farm where chicken eggs hatch and young chickens grow. The hatchery keeps records about its chickens. Figure 1 shows three photo cards from the hatchery wall. The cards are not in life-cycle order.

Figure 1. Hatchery Photo Cards

\"Three

A comb is the red flap of skin on top of a chicken’s head. Workers measured the comb size of each chicken in two families. Table 1 shows the comb sizes. All six offspring in Table 1 are now fully grown.

Table 1. Comb Sizes in Two Chicken Families

FamilyParent 1Parent 2Offspring 1Offspring 2Offspring 3
Family ALargeLargeLargeLargeMedium
Family BSmallSmallSmallSmallMedium
", "passage_plain": "Hatchery Chick Records Students visit a chicken hatchery, a farm where chicken eggs hatch and young chickens grow. The hatchery keeps records about its chickens. Figure 1 shows three photo cards from the hatchery wall. The cards are not in life-cycle order. Figure 1. Hatchery Photo Cards A comb is the red flap of skin on top of a chicken’s head. Workers measured the comb size of each chicken in two families. Table 1 shows the comb sizes. All six offspring in Table 1 are now fully grown. Table 1. Comb Sizes in Two Chicken Families Family Parent 1 Parent 2 Offspring 1 Offspring 2 Offspring 3 Family A Large Large Large Large Medium Family B Small Small Small Small Medium" }, { "n": 13, "item_id": "_198897ff-a172-419f-b3c0-8572c0e4b26f", "type": "choice", "title": "Curly Hair Traits", "standards": [ "3-LS3-1" ], "prompt_html": "

Jada’s hair grows curly on its own, and Jada’s mother’s hair grows curly too. Jada’s friend Kendra got curly hair last week from a perm. A perm is a salon treatment that curls straight hair.

Which statement best describes the two students’ curly hair?

\"Jada

", "prompt_plain": "Jada’s hair grows curly on its own, and Jada’s mother’s hair grows curly too. Jada’s friend Kendra got curly hair last week from a perm. A perm is a salon treatment that curls straight hair. Which statement best describes the two students’ curly hair?", "context_html": "", "options": [ { "id": "cA1", "text": "Both Jada and Kendra have curly hair as an inherited trait.", "plain": "Both Jada and Kendra have curly hair as an inherited trait.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both Jada and Kendra have curly hair as an acquired trait.", "plain": "Both Jada and Kendra have curly hair as an acquired trait.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Jada’s curly hair is inherited, and Kendra’s curly hair is acquired.", "plain": "Jada’s curly hair is inherited, and Kendra’s curly hair is acquired.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Jada’s curly hair is acquired, and Kendra’s curly hair is inherited.", "plain": "Jada’s curly hair is acquired, and Kendra’s curly hair is inherited.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot13.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 14, "item_id": "_396c12aa-5726-4fad-90ac-3562eb4033f7", "type": "choice", "title": "Pelican Pouch Function", "standards": [ "3-LS4-2" ], "prompt_html": "

The pelican is a large water bird. Under its beak, a pelican has a pouch of stretchy skin. Figure 1 shows the pouch.

Which statement best explains how the pouch helps the pelican get food?

Figure 1. Pelican Pouch

\"A

", "prompt_plain": "The pelican is a large water bird. Under its beak, a pelican has a pouch of stretchy skin. Figure 1 shows the pouch. Which statement best explains how the pouch helps the pelican get food? Figure 1. Pelican Pouch", "context_html": "", "options": [ { "id": "cA1", "text": "The pouch chews each fish into small bites before the pelican swallows.", "plain": "The pouch chews each fish into small bites before the pelican swallows.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The pouch smells fish under the water so the pelican can find them.", "plain": "The pouch smells fish under the water so the pelican can find them.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The pouch carries the pelican’s babies while the pelican hunts.", "plain": "The pouch carries the pelican’s babies while the pelican hunts.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pouch scoops up fish and water like a net.", "plain": "The pouch scoops up fish and water like a net.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot14.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 15, "item_id": "_657dcfdd-9996-47c6-9ebd-1394c63dd31a", "type": "hottext", "title": "Muskrat Notebook Evidence", "standards": [ "3-LS4-2" ], "prompt_html": "

The naturalist wrote these five sentences in the Willow Marsh notebook. A student reads them and makes this claim: webbed back feet help muskrats swim fast in the marsh.

Select the ONE sentence from the notebook that gives the best evidence for this claim.

", "prompt_plain": "The naturalist wrote these five sentences in the Willow Marsh notebook. A student reads them and makes this claim: webbed back feet help muskrats swim fast in the marsh. Select the ONE sentence from the notebook that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Willow Marsh has open water, tall marsh grass, and a stand of willow shrubs.", "plain": "Willow Marsh has open water, tall marsh grass, and a stand of willow shrubs.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Muskrat back feet are wide, with webbing stretched between the toes.", "plain": "Muskrat back feet are wide, with webbing stretched between the toes.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "One muskrat kicked its webbed back feet and shot across the deep channel.", "plain": "One muskrat kicked its webbed back feet and shot across the deep channel.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "Muskrats pile plant stems and mud into small dome-shaped homes.", "plain": "Muskrats pile plant stems and mud into small dome-shaped homes.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "This year the naturalist counted twelve muskrats living in the marsh.", "plain": "This year the naturalist counted twelve muskrats living in the marsh.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_eff830e2-9528-46b1-9223-1b09b935b1f6" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 5, "passage_html": "

Willow Marsh Survey

A naturalist studies Willow Marsh, a wetland named for its many willow shrubs. The naturalist watches the marsh animals and writes notebook sentences about them. Figure 1 shows the naturalist’s sketch of a muskrat’s back foot.

Figure 1. Muskrat Back-Foot Sketch

\"A

A thick patch of willows, called the willow stand, grows at the edge of the marsh. Table 1 shows how some marsh animals use the willow stand. The county plans to cut down the willow stand this fall to widen a road.

Table 1. Willow-Stand Survey Results

AnimalHow it uses the willow stand
MuskratsEat the young willow stems
Yellow warblersBuild nests in the willow branches
", "passage_plain": "Willow Marsh Survey A naturalist studies Willow Marsh, a wetland named for its many willow shrubs. The naturalist watches the marsh animals and writes notebook sentences about them. Figure 1 shows the naturalist’s sketch of a muskrat’s back foot. Figure 1. Muskrat Back-Foot Sketch A thick patch of willows, called the willow stand, grows at the edge of the marsh. Table 1 shows how some marsh animals use the willow stand. The county plans to cut down the willow stand this fall to widen a road. Table 1. Willow-Stand Survey Results Animal How it uses the willow stand Muskrats Eat the young willow stems Yellow warblers Build nests in the willow branches" }, { "n": 16, "item_id": "_7bbe5830-315b-4a6e-997a-a53c6606e96a", "type": "choice", "title": "Willow Stand Changes", "standards": [ "3-LS4-4" ], "prompt_html": "

Look at Table 1. The county will cut down the willow stand this fall.

Based on the survey, which TWO changes in the marsh are most likely? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. The county will cut down the willow stand this fall. Based on the survey, which TWO changes in the marsh are most likely ? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The muskrats will lose one of their foods.", "plain": "The muskrats will lose one of their foods.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The fish in the open water will lose their main food.", "plain": "The fish in the open water will lose their main food.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The marsh animals will change their bodies to live without willows.", "plain": "The marsh animals will change their bodies to live without willows.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The yellow warblers will need new places to build their nests.", "plain": "The yellow warblers will need new places to build their nests.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The marsh will gain more muskrats because it will have more space.", "plain": "The marsh will gain more muskrats because it will have more space.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_eff830e2-9528-46b1-9223-1b09b935b1f6" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

Willow Marsh Survey

A naturalist studies Willow Marsh, a wetland named for its many willow shrubs. The naturalist watches the marsh animals and writes notebook sentences about them. Figure 1 shows the naturalist’s sketch of a muskrat’s back foot.

Figure 1. Muskrat Back-Foot Sketch

\"A

A thick patch of willows, called the willow stand, grows at the edge of the marsh. Table 1 shows how some marsh animals use the willow stand. The county plans to cut down the willow stand this fall to widen a road.

Table 1. Willow-Stand Survey Results

AnimalHow it uses the willow stand
MuskratsEat the young willow stems
Yellow warblersBuild nests in the willow branches
", "passage_plain": "Willow Marsh Survey A naturalist studies Willow Marsh, a wetland named for its many willow shrubs. The naturalist watches the marsh animals and writes notebook sentences about them. Figure 1 shows the naturalist’s sketch of a muskrat’s back foot. Figure 1. Muskrat Back-Foot Sketch A thick patch of willows, called the willow stand, grows at the edge of the marsh. Table 1 shows how some marsh animals use the willow stand. The county plans to cut down the willow stand this fall to widen a road. Table 1. Willow-Stand Survey Results Animal How it uses the willow stand Muskrats Eat the young willow stems Yellow warblers Build nests in the willow branches" }, { "n": 17, "item_id": "_2c5b79ef-7b73-432b-90b0-94a76117a5a1", "type": "inline-choice", "title": "Two Ponies in Winter", "standards": [ "3-LS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Two ponies of the same breed and the same age live at a farm. Pony 1 stays in a warm barn on cold nights. Pony 2 lives outside in an open paddock (a fenced grass yard) all winter. In summer, the two ponies’ coats look the same. By the middle of winter, Pony 2 has a much thicker, shaggier coat than Pony 1.

\"Pony

Choose the words that best complete the sentence.

The difference in the two ponies’ winter coats comes from .

", "options": [ { "id": "cB1O1", "text": "the ponies’ different ages", "plain": "the ponies’ different ages", "correct": false, "kind": "inline" }, { "id": "cB1O2", "text": "the ponies’ different breeds", "plain": "the ponies’ different breeds", "correct": false, "kind": "inline" }, { "id": "cB1O3", "text": "the ponies’ different environments", "plain": "the ponies’ different environments", "correct": true, "kind": "inline" }, { "id": "cB1O4", "text": "the ponies’ different parents", "plain": "the ponies’ different parents", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot17.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cB1O3" ] }, "n_options": 4 }, { "n": 18, "item_id": "_8fccc63a-aa65-4d0e-a4c0-3f2843d6c303", "type": "hottext", "title": "Elephant Herd Notes", "standards": [ "3-LS2-1" ], "prompt_html": "

A wildlife guide watches one elephant herd and writes five sentences of notes. A student reads the notes and makes this claim: forming a circle helps protect the elephant calves (young elephants) from hyenas.

Select the ONE sentence from the notes that gives the best evidence for this claim.

\"Adult

", "prompt_plain": "A wildlife guide watches one elephant herd and writes five sentences of notes. A student reads the notes and makes this claim: forming a circle helps protect the elephant calves (young elephants) from hyenas. Select the ONE sentence from the notes that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "This herd lives near a wide, muddy river.", "plain": "This herd lives near a wide, muddy river.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Hyenas hunt in packs and can run much faster than a young elephant.", "plain": "Hyenas hunt in packs and can run much faster than a young elephant.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "When hyenas come near, the adult elephants form a tight circle around the calves.", "plain": "When hyenas come near, the adult elephants form a tight circle around the calves.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "Each time the circle formed, the hyenas soon gave up and walked away.", "plain": "Each time the circle formed, the hyenas soon gave up and walked away.", "correct": true, "kind": "hottext" }, { "id": "hE1", "text": "Adult elephants spend many hours each day eating grasses and leaves.", "plain": "Adult elephants spend many hours each day eating grasses and leaves.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot18.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD1" ] }, "n_options": 5 }, { "n": 19, "item_id": "_fdce67d7-d124-4f9b-8de6-edf7e4bfa618", "type": "choice", "title": "Quarry Trackway Claim", "standards": [ "3-LS4-1" ], "prompt_html": "

Workers at a stone quarry uncover a flat rock surface between two rock layers. Two lines of footprint fossils cross the surface. Figure 1 shows a map of the footprints. Table 1 shows the footprint measurements.

Which claim do the map and the table together best support?

Figure 1. Map of the Footprints

\"Map

Table 1. Footprint Measurements

MeasurementTrackway 1Trackway 2
Length of one footprint45 cm12 cm
Distance between footprints150 cm40 cm
", "prompt_plain": "Workers at a stone quarry uncover a flat rock surface between two rock layers. Two lines of footprint fossils cross the surface. Figure 1 shows a map of the footprints. Table 1 shows the footprint measurements. Which claim do the map and the table together best support? Figure 1. Map of the Footprints Table 1. Footprint Measurements Measurement Trackway 1 Trackway 2 Length of one footprint 45 cm 12 cm Distance between footprints 150 cm 40 cm", "context_html": "", "options": [ { "id": "cA1", "text": "Two animals of different sizes moved across this place in the same direction.", "plain": "Two animals of different sizes moved across this place in the same direction.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The large animal was hunting the small animal when the prints formed.", "plain": "The large animal was hunting the small animal when the prints formed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The two animals made their footprints on the same day.", "plain": "The two animals made their footprints on the same day.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Sharp-clawed animals scratched these footprints into hard rock.", "plain": "Sharp-clawed animals scratched these footprints into hard rock.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 20, "item_id": "_96385583-9657-462f-9e5b-648ba291cf79", "type": "choice", "title": "Helping the Creek Frogs", "standards": [ "3-LS4-4" ], "prompt_html": "

A greenhouse (a glass building for growing plants) washes its flower pots with warm water every day. The used wash water drains through a pipe into a small creek pool. The pool’s water is now much warmer than it was before the pipe was added. Frogs that live in the pool are becoming less healthy. The town wants the frogs to stay healthy in their creek pool.

Which solution would best help the frogs in the pool?

\"A

", "prompt_plain": "A greenhouse (a glass building for growing plants) washes its flower pots with warm water every day. The used wash water drains through a pipe into a small creek pool. The pool’s water is now much warmer than it was before the pipe was added. Frogs that live in the pool are becoming less healthy. The town wants the frogs to stay healthy in their creek pool. Which solution would best help the frogs in the pool?", "context_html": "", "options": [ { "id": "cA1", "text": "Add more water plants to the pool so the frogs can hide.", "plain": "Add more water plants to the pool so the frogs can hide.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Cool the wash water in a tank before it drains into the pool.", "plain": "Cool the wash water in a tank before it drains into the pool.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Bring extra food to the pool so the frogs can eat more.", "plain": "Bring extra food to the pool so the frogs can eat more.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Catch the frogs and keep them in a tank inside the greenhouse.", "plain": "Catch the frogs and keep them in a tank inside the greenhouse.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot20_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 21, "item_id": "_e3a95ed4-cdde-4a2a-8ac3-c8bd0a5067ff", "type": "portable-custom", "title": "Astoria Rainfall Graph", "standards": [ "3-ESS2-1" ], "prompt_html": "

Renn’s class measured the rain in Astoria, Oregon, for four weeks. Table 1 shows the total rainfall for each week.

 

Table 1. Rainfall in Astoria, Oregon, Over Four Weeks

WeekRainfall (millimeters)
Week 130
Week 245
Week 315
Week 425

Use Table 1. Drag one bar onto each week of the graph. Each bar must show that week’s rainfall in millimeters (mm).

", "prompt_plain": "Renn’s class measured the rain in Astoria, Oregon, for four weeks. Table 1 shows the total rainfall for each week. Table 1. Rainfall in Astoria, Oregon, Over Four Weeks Week Rainfall (millimeters) Week 1 30 Week 2 45 Week 3 15 Week 4 25 Use Table 1. Drag one bar onto each week of the graph. Each bar must show that week’s rainfall in millimeters (mm).", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Week 1\",\"y\":30},{\"x\":\"Week 2\",\"y\":45},{\"x\":\"Week 3\",\"y\":15},{\"x\":\"Week 4\",\"y\":25}]" ] }, "n_options": 0 }, { "n": 22, "item_id": "_8ea0f611-a645-4ac1-a9c0-ff139c8a58b3", "type": "text-entry", "title": "Morning and Afternoon Readings", "standards": [ "3-ESS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Piper reads her school’s outdoor thermometer in the morning and again in the afternoon. The pictures show the two readings.

\"Two

How many degrees Celsius (°C) warmer is the afternoon reading than the morning reading? Enter the exact number.

Give your answer as a whole number (e.g., 30).

Answer: °C

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot22.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "14" ] }, "n_options": 0 }, { "n": 23, "item_id": "_4e3b0475-a26a-4c3e-a88e-458c9452ae4f", "type": "choice", "title": "Florida and Alaska January", "standards": [ "3-ESS2-2" ], "prompt_html": "

A third-grade class in Florida and one in Alaska traded weather records for their two towns. Table 1 shows each town’s usual January weather, averaged over the last ten years.

Table 1. Usual January Weather in Two Towns

TownAverage high temperature (°F)Days with snow in a usual January
The Florida town700
The Alaska town822

Which TWO statements does Table 1 support? Choose the TWO best answers.

", "prompt_plain": "A third-grade class in Florida and one in Alaska traded weather records for their two towns. Table 1 shows each town’s usual January weather, averaged over the last ten years. Table 1. Usual January Weather in Two Towns Town Average high temperature (°F) Days with snow in a usual January The Florida town 70 0 The Alaska town 8 22 Which TWO statements does Table 1 support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The two towns have the same January climate because both are in the United States.", "plain": "The two towns have the same January climate because both are in the United States.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "January days in the Florida town are usually much warmer than in the Alaska town.", "plain": "January days in the Florida town are usually much warmer than in the Alaska town.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Snow falls in the Florida town on about 22 days in a usual January.", "plain": "Snow falls in the Florida town on about 22 days in a usual January.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Snowy days are common in January in the Alaska town but not the Florida town.", "plain": "Snowy days are common in January in the Alaska town but not the Florida town.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Students in both towns need heavy snow coats for recess in January.", "plain": "Students in both towns need heavy snow coats for recess in January.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 24, "item_id": "_223296a1-c708-46c2-9b3d-094362c76ee9", "type": "choice", "title": "Two Towns Weather Claim", "standards": [ "3-ESS2-2" ], "prompt_html": "

Look at Figures 1, 2, 3, and 4.

Which claim about the two towns’ year-round weather patterns is best supported by the graphs?

", "prompt_plain": "Look at Figures 1, 2, 3, and 4. Which claim about the two towns’ year-round weather patterns is best supported by the graphs?", "context_html": "", "options": [ { "id": "cA1", "text": "Both towns are hottest in July, and both get their most rain in July.", "plain": "Both towns are hottest in July, and both get their most rain in July.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both towns get most of their rain during the winter months of the year.", "plain": "Both towns get most of their rain during the winter months of the year.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Tumbleweed’s temperature changes more across the year, and Driftwood gets far more rain.", "plain": "Tumbleweed’s temperature changes more across the year, and Driftwood gets far more rain.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both towns get about the same total rain for the year, spread over different months.", "plain": "Both towns get about the same total rain for the year, spread over different months.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3d47ed7f-fbd4-4900-94a9-f7b4acfe4a87" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Two Towns, One Year of Graphs

Students in two towns kept weather records for one full year. The town of Tumbleweed sits far from the ocean. The town of Driftwood sits on the ocean coast. The students made a graph pair for each town. Figure 1 shows Tumbleweed’s average temperature for each month. Figure 2 shows Tumbleweed’s rain for each month. Figure 3 shows Driftwood’s average temperature for each month. Figure 4 shows Driftwood’s rain for each month.

Figure 1

\"Bar

Figure 2

\"Bar

Figure 3

\"Bar

Figure 4

\"Bar
", "passage_plain": "Two Towns, One Year of Graphs Students in two towns kept weather records for one full year. The town of Tumbleweed sits far from the ocean. The town of Driftwood sits on the ocean coast. The students made a graph pair for each town. Figure 1 shows Tumbleweed’s average temperature for each month. Figure 2 shows Tumbleweed’s rain for each month. Figure 3 shows Driftwood’s average temperature for each month. Figure 4 shows Driftwood’s rain for each month. Figure 1 Figure 2 Figure 3 Figure 4" }, { "n": 25, "item_id": "_885ef07e-0d2b-4b0e-88b5-3c9a7bd5a183", "type": "choice", "title": "Tumbleweed Climate Zone", "standards": [ "3-ESS2-2" ], "prompt_html": "

A climate zone is a large area of Earth with similar usual weather patterns year after year. Look at Figures 1 and 2 for Tumbleweed.

Which climate-zone description best fits Tumbleweed?

", "prompt_plain": "A climate zone is a large area of Earth with similar usual weather patterns year after year. Look at Figures 1 and 2 for Tumbleweed. Which climate-zone description best fits Tumbleweed?", "context_html": "", "options": [ { "id": "cA1", "text": "A dry desert zone, with hot summers and very little rain year-round.", "plain": "A dry desert zone, with hot summers and very little rain year-round.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A polar zone, with freezing temperatures during most months of the year.", "plain": "A polar zone, with freezing temperatures during most months of the year.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A temperate zone, with mild temperatures and steady rain through the seasons.", "plain": "A temperate zone, with mild temperatures and steady rain through the seasons.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A tropical zone, with hot temperatures and heavy rain for most of the year.", "plain": "A tropical zone, with hot temperatures and heavy rain for most of the year.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3d47ed7f-fbd4-4900-94a9-f7b4acfe4a87" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Two Towns, One Year of Graphs

Students in two towns kept weather records for one full year. The town of Tumbleweed sits far from the ocean. The town of Driftwood sits on the ocean coast. The students made a graph pair for each town. Figure 1 shows Tumbleweed’s average temperature for each month. Figure 2 shows Tumbleweed’s rain for each month. Figure 3 shows Driftwood’s average temperature for each month. Figure 4 shows Driftwood’s rain for each month.

Figure 1

\"Bar

Figure 2

\"Bar

Figure 3

\"Bar

Figure 4

\"Bar
", "passage_plain": "Two Towns, One Year of Graphs Students in two towns kept weather records for one full year. The town of Tumbleweed sits far from the ocean. The town of Driftwood sits on the ocean coast. The students made a graph pair for each town. Figure 1 shows Tumbleweed’s average temperature for each month. Figure 2 shows Tumbleweed’s rain for each month. Figure 3 shows Driftwood’s average temperature for each month. Figure 4 shows Driftwood’s rain for each month. Figure 1 Figure 2 Figure 3 Figure 4" }, { "n": 26, "item_id": "_7cdc8866-ae1c-472a-ad70-148b1c2687ea", "type": "choice", "title": "Water Savers Part A", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part A

Read the club’s two rules and look at Table 1.

Which claim about Rule 1 does the test best support?

", "prompt_plain": "Part A Read the club’s two rules and look at Table 1. Which claim about Rule 1 does the test best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Both Plan 1 and Plan 2 meet Rule 1 in the test.", "plain": "Both Plan 1 and Plan 2 meet Rule 1 in the test.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Plan 1 meets Rule 1 in the test, but Plan 2 does not.", "plain": "Plan 1 meets Rule 1 in the test, but Plan 2 does not.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Plan 2 meets Rule 1 in the test, but Plan 1 does not.", "plain": "Plan 2 meets Rule 1 in the test, but Plan 1 does not.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Neither Plan 1 nor Plan 2 meets Rule 1 in the test.", "plain": "Neither Plan 1 nor Plan 2 meets Rule 1 in the test.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7493e386-00d9-438b-88ec-b8a6bb159e39" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Water Savers for Dry Summer

A school garden club grows vegetables in raised beds. This summer, the town is under a drought advisory. A drought is a long stretch of weather with very little rain. The advisory asks everyone in town to use less water. The club wrote two rules for a good watering plan. Rule 1: The bed soil must stay damp on every day of the week. Rule 2: The plan must cost no more than $25 to set up. The club tested two plans for one week on matching beds. Plan 1 covers a bed with shredded-leaf mulch and waters it twice a week. Plan 2 waters a bare bed every morning before the day gets hot. Table 1 shows the test results. Figure 1 shows the two test beds.

Table 1. Watering-Plan Test Results

PlanDays the bed soil stayed damp (out of 7)Water used in the week (liters)Cost to set up
Plan 1 (mulch bed)741$8
Plan 2 (morning watering)552$0

Figure 1

\"Two
", "passage_plain": "Water Savers for Dry Summer A school garden club grows vegetables in raised beds. This summer, the town is under a drought advisory. A drought is a long stretch of weather with very little rain. The advisory asks everyone in town to use less water. The club wrote two rules for a good watering plan. Rule 1: The bed soil must stay damp on every day of the week. Rule 2: The plan must cost no more than $25 to set up. The club tested two plans for one week on matching beds. Plan 1 covers a bed with shredded-leaf mulch and waters it twice a week. Plan 2 waters a bare bed every morning before the day gets hot. Table 1 shows the test results. Figure 1 shows the two test beds. Table 1. Watering-Plan Test Results Plan Days the bed soil stayed damp (out of 7) Water used in the week (liters) Cost to set up Plan 1 (mulch bed) 7 41 $8 Plan 2 (morning watering) 5 52 $0 Figure 1" }, { "n": 27, "item_id": "_82de25ad-04ea-413a-9468-4e041ce982b5", "type": "choice", "title": "Water Savers Part B", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part B

Which information is the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which information is the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Plan 1 cost $8 to set up, while Plan 2 cost nothing extra.", "plain": "Plan 1 cost $8 to set up, while Plan 2 cost nothing extra.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Plan 1 used 41 liters of water, while Plan 2 used 52 liters.", "plain": "Plan 1 used 41 liters of water, while Plan 2 used 52 liters.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Town leaders posted a drought advisory asking everyone to use less water this summer.", "plain": "Town leaders posted a drought advisory asking everyone to use less water this summer.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Plan 1’s bed stayed damp on 7 of 7 days, and Plan 2’s on 5.", "plain": "Plan 1’s bed stayed damp on 7 of 7 days, and Plan 2’s on 5.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7493e386-00d9-438b-88ec-b8a6bb159e39" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Water Savers for Dry Summer

A school garden club grows vegetables in raised beds. This summer, the town is under a drought advisory. A drought is a long stretch of weather with very little rain. The advisory asks everyone in town to use less water. The club wrote two rules for a good watering plan. Rule 1: The bed soil must stay damp on every day of the week. Rule 2: The plan must cost no more than $25 to set up. The club tested two plans for one week on matching beds. Plan 1 covers a bed with shredded-leaf mulch and waters it twice a week. Plan 2 waters a bare bed every morning before the day gets hot. Table 1 shows the test results. Figure 1 shows the two test beds.

Table 1. Watering-Plan Test Results

PlanDays the bed soil stayed damp (out of 7)Water used in the week (liters)Cost to set up
Plan 1 (mulch bed)741$8
Plan 2 (morning watering)552$0

Figure 1

\"Two
", "passage_plain": "Water Savers for Dry Summer A school garden club grows vegetables in raised beds. This summer, the town is under a drought advisory. A drought is a long stretch of weather with very little rain. The advisory asks everyone in town to use less water. The club wrote two rules for a good watering plan. Rule 1: The bed soil must stay damp on every day of the week. Rule 2: The plan must cost no more than $25 to set up. The club tested two plans for one week on matching beds. Plan 1 covers a bed with shredded-leaf mulch and waters it twice a week. Plan 2 waters a bare bed every morning before the day gets hot. Table 1 shows the test results. Figure 1 shows the two test beds. Table 1. Watering-Plan Test Results Plan Days the bed soil stayed damp (out of 7) Water used in the week (liters) Cost to set up Plan 1 (mulch bed) 7 41 $8 Plan 2 (morning watering) 5 52 $0 Figure 1" }, { "n": 28, "item_id": "_c4e44808-00e3-462a-b570-8c8ec0a6a219", "type": "gap-match", "title": "Garden Plan Features", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

The club listed features of the two plans.

 

Drag each feature card into the table to show which plan the feature is part of and which rule it was designed to help meet. Each card may be used only once. One card will not be used.

", "prompt_plain": "The club listed features of the two plans. Drag each feature card into the table to show which plan the feature is part of and which rule it was designed to help meet. Each card may be used only once. One card will not be used.", "context_html": "", "options": [ { "id": "card-mulch-shade", "text": "The mulch layer blocks hot sun and wind, so the soil dries out more slowly.", "plain": "The mulch layer blocks hot sun and wind, so the soil dries out more slowly.", "correct": false, "kind": "gap-token" }, { "id": "card-morning-soak", "text": "Water poured in the cool morning soaks in before the day’s heat dries the bed.", "plain": "Water poured in the cool morning soaks in before the day’s heat dries the bed.", "correct": false, "kind": "gap-token" }, { "id": "card-mulch-cost", "text": "Two bags of shredded-leaf mulch sell for only a few dollars.", "plain": "Two bags of shredded-leaf mulch sell for only a few dollars.", "correct": false, "kind": "gap-token" }, { "id": "card-no-new-supplies", "text": "Morning watering needs no new supplies, only the cans the club already owns.", "plain": "Morning watering needs no new supplies, only the cans the club already owns.", "correct": false, "kind": "gap-token" }, { "id": "card-same-size-beds", "text": "Both plans were tested on garden beds of the same size.", "plain": "Both plans were tested on garden beds of the same size.", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_7493e386-00d9-438b-88ec-b8a6bb159e39" ], "key_letters": "", "key_values": { "RESPONSE": [ "card-mulch-shade gap-plan1-rule1", "card-mulch-cost gap-plan1-rule2", "card-morning-soak gap-plan2-rule1", "card-no-new-supplies gap-plan2-rule2" ] }, "n_options": 5, "passage_html": "

Water Savers for Dry Summer

A school garden club grows vegetables in raised beds. This summer, the town is under a drought advisory. A drought is a long stretch of weather with very little rain. The advisory asks everyone in town to use less water. The club wrote two rules for a good watering plan. Rule 1: The bed soil must stay damp on every day of the week. Rule 2: The plan must cost no more than $25 to set up. The club tested two plans for one week on matching beds. Plan 1 covers a bed with shredded-leaf mulch and waters it twice a week. Plan 2 waters a bare bed every morning before the day gets hot. Table 1 shows the test results. Figure 1 shows the two test beds.

Table 1. Watering-Plan Test Results

PlanDays the bed soil stayed damp (out of 7)Water used in the week (liters)Cost to set up
Plan 1 (mulch bed)741$8
Plan 2 (morning watering)552$0

Figure 1

\"Two
", "passage_plain": "Water Savers for Dry Summer A school garden club grows vegetables in raised beds. This summer, the town is under a drought advisory. A drought is a long stretch of weather with very little rain. The advisory asks everyone in town to use less water. The club wrote two rules for a good watering plan. Rule 1: The bed soil must stay damp on every day of the week. Rule 2: The plan must cost no more than $25 to set up. The club tested two plans for one week on matching beds. Plan 1 covers a bed with shredded-leaf mulch and waters it twice a week. Plan 2 waters a bare bed every morning before the day gets hot. Table 1 shows the test results. Figure 1 shows the two test beds. Table 1. Watering-Plan Test Results Plan Days the bed soil stayed damp (out of 7) Water used in the week (liters) Cost to set up Plan 1 (mulch bed) 7 41 $8 Plan 2 (morning watering) 5 52 $0 Figure 1" }, { "n": 29, "item_id": "_40c454cd-6685-4189-bcce-af5d2e2817c3", "type": "choice", "title": "Marble Track Fix", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Nika builds a marble track for a class engineering test. A marble starts at the top of a short ramp. It rolls down the ramp and then along a long flat part of the track. At the end of the track, the marble should hit a paper cup hard enough to knock it over. Nika tests the track three times. Each time, the marble slows down and stops about 10 centimeters before the cup.

\"Side

Which change to the track would most likely make the cup fall?

", "prompt_plain": "Nika builds a marble track for a class engineering test. A marble starts at the top of a short ramp. It rolls down the ramp and then along a long flat part of the track. At the end of the track, the marble should hit a paper cup hard enough to knock it over. Nika tests the track three times. Each time, the marble slows down and stops about 10 centimeters before the cup. Which change to the track would most likely make the cup fall?", "context_html": "", "options": [ { "id": "cA1", "text": "Make the starting ramp taller so the marble is moving faster along the track.", "plain": "Make the starting ramp taller so the marble is moving faster along the track.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Move the cup another 10 centimeters away from the end of the track.", "plain": "Move the cup another 10 centimeters away from the end of the track.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Make the flat part of the track longer so the marble rolls for more time.", "plain": "Make the flat part of the track longer so the marble rolls for more time.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Use a smaller, lighter marble so the track is easier for it to roll on.", "plain": "Use a smaller, lighter marble so the track is easier for it to roll on.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot29_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_108db7ff-a324-49da-94e4-efa5c8421be5", "type": "text-entry", "title": "Kite Flight Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Romy builds two kites, Kite A and Kite B, and gives them a fair test. She flies each kite three times in the same field, on the same afternoon, in the same steady wind. Table 1 shows each kite’s longest flight.

Table 1. Kite Flight Test

KiteLongest flight (seconds)
Kite A85
Kite B62

How many seconds longer was Kite A’s longest flight than Kite B’s longest flight? Enter the exact number.

Give your answer as a whole number (e.g., 60).

Answer: seconds

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "23" ] }, "n_options": 0 }, { "n": 31, "item_id": "_2a090a6b-e441-4fc5-b69b-88f8c12362ad", "type": "choice", "title": "Two Sites for a Kangaroo Rat", "standards": [ "3-LS4-3" ], "prompt_html": "

Part A

Look at Table 1 and Table 2.

Which claim about the two sites do the data cards best support?

", "prompt_plain": "Part A Look at Table 1 and Table 2. Which claim about the two sites do the data cards best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Site 1 is the better habitat because it has the most shade and water.", "plain": "Site 1 is the better habitat because it has the most shade and water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Site 2 is the better habitat because it has the right food and soil.", "plain": "Site 2 is the better habitat because it has the right food and soil.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Both sites are good habitats because plants of some kind grow at both.", "plain": "Both sites are good habitats because plants of some kind grow at both.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Neither site is a good habitat because Site 2 has no open water.", "plain": "Neither site is a good habitat because Site 2 has no open water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4a2e2d9b-daf9-46c2-b0a1-b5249df396e1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Cottonwood Wash Field Study

A class studies two sites along Cottonwood Wash, a dry, sandy desert streambed. Site 1 is a shady bend with tall cottonwood trees. Site 2 is an open flat away from the trees. The class wants to know which site is the better habitat for the kangaroo rat, a small desert animal. Figure 1 shows a kangaroo rat.

Figure 1

\"A

Table 1 is the needs card the class wrote for the kangaroo rat. Table 2 shows the class’s data cards for each habitat part at both sites.

Table 1. Kangaroo Rat Needs Card

NeedWhat the kangaroo rat needs
FoodEats mostly small seeds it finds on the ground
HomeDigs its burrow where the ground is soft; it stays cool inside on hot days
WaterGets its water from the seeds it eats; it does not drink from pools

Table 2. Site Data Cards

RowHabitat partSite 1 (shady bend)Site 2 (open flat)
1ShadeDeep shade under tall cottonwood treesAlmost no shade at midday
2Seeds on the groundFew seed plants grow in the deep shadeMany grass plants and wildflowers drop seeds
3Digging spotsGround is hard, damp clayGround is loose and sandy
4Open waterA spring pool holds water all yearNo open water
", "passage_plain": "Cottonwood Wash Field Study A class studies two sites along Cottonwood Wash, a dry, sandy desert streambed. Site 1 is a shady bend with tall cottonwood trees. Site 2 is an open flat away from the trees. The class wants to know which site is the better habitat for the kangaroo rat, a small desert animal. Figure 1 shows a kangaroo rat. Figure 1 Table 1 is the needs card the class wrote for the kangaroo rat. Table 2 shows the class’s data cards for each habitat part at both sites. Table 1. Kangaroo Rat Needs Card Need What the kangaroo rat needs Food Eats mostly small seeds it finds on the ground Home Digs its burrow where the ground is soft; it stays cool inside on hot days Water Gets its water from the seeds it eats; it does not drink from pools Table 2. Site Data Cards Row Habitat part Site 1 (shady bend) Site 2 (open flat) 1 Shade Deep shade under tall cottonwood trees Almost no shade at midday 2 Seeds on the ground Few seed plants grow in the deep shade Many grass plants and wildflowers drop seeds 3 Digging spots Ground is hard, damp clay Ground is loose and sandy 4 Open water A spring pool holds water all year No open water" }, { "n": 32, "item_id": "_3c94fe55-c91f-4623-957c-fe0271631527", "type": "choice", "title": "Evidence for Site 2", "standards": [ "3-LS4-3" ], "prompt_html": "

Part B

Which rows of Table 2 best show that Site 2 meets the kangaroo rat’s needs?

", "prompt_plain": "Part B Which rows of Table 2 best show that Site 2 meets the kangaroo rat’s needs?", "context_html": "", "options": [ { "id": "cA1", "text": "Rows 1 and 2", "plain": "Rows 1 and 2", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rows 1 and 4", "plain": "Rows 1 and 4", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rows 2 and 3", "plain": "Rows 2 and 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Rows 3 and 4", "plain": "Rows 3 and 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4a2e2d9b-daf9-46c2-b0a1-b5249df396e1" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Cottonwood Wash Field Study

A class studies two sites along Cottonwood Wash, a dry, sandy desert streambed. Site 1 is a shady bend with tall cottonwood trees. Site 2 is an open flat away from the trees. The class wants to know which site is the better habitat for the kangaroo rat, a small desert animal. Figure 1 shows a kangaroo rat.

Figure 1

\"A

Table 1 is the needs card the class wrote for the kangaroo rat. Table 2 shows the class’s data cards for each habitat part at both sites.

Table 1. Kangaroo Rat Needs Card

NeedWhat the kangaroo rat needs
FoodEats mostly small seeds it finds on the ground
HomeDigs its burrow where the ground is soft; it stays cool inside on hot days
WaterGets its water from the seeds it eats; it does not drink from pools

Table 2. Site Data Cards

RowHabitat partSite 1 (shady bend)Site 2 (open flat)
1ShadeDeep shade under tall cottonwood treesAlmost no shade at midday
2Seeds on the groundFew seed plants grow in the deep shadeMany grass plants and wildflowers drop seeds
3Digging spotsGround is hard, damp clayGround is loose and sandy
4Open waterA spring pool holds water all yearNo open water
", "passage_plain": "Cottonwood Wash Field Study A class studies two sites along Cottonwood Wash, a dry, sandy desert streambed. Site 1 is a shady bend with tall cottonwood trees. Site 2 is an open flat away from the trees. The class wants to know which site is the better habitat for the kangaroo rat, a small desert animal. Figure 1 shows a kangaroo rat. Figure 1 Table 1 is the needs card the class wrote for the kangaroo rat. Table 2 shows the class’s data cards for each habitat part at both sites. Table 1. Kangaroo Rat Needs Card Need What the kangaroo rat needs Food Eats mostly small seeds it finds on the ground Home Digs its burrow where the ground is soft; it stays cool inside on hot days Water Gets its water from the seeds it eats; it does not drink from pools Table 2. Site Data Cards Row Habitat part Site 1 (shady bend) Site 2 (open flat) 1 Shade Deep shade under tall cottonwood trees Almost no shade at midday 2 Seeds on the ground Few seed plants grow in the deep shade Many grass plants and wildflowers drop seeds 3 Digging spots Ground is hard, damp clay Ground is loose and sandy 4 Open water A spring pool holds water all year No open water" }, { "n": 33, "item_id": "_21d9d40e-3818-46c8-b080-5c448e3d749f", "type": "choice", "title": "Wood Thrush Counts", "standards": [ "3-LS4-4" ], "prompt_html": "

Scientists counted the wood thrushes, a kind of songbird, living in one forest. They counted the birds every ten years from 1965 to 2005. Figure 1 shows the counts. A population is all the birds of one kind living in an area. Endangered means very few are left, and the population is in danger of dying out. Extinct means the population has died out completely, with none left.

\"Line

Which word best describes the forest’s wood thrush population in 2005?

", "prompt_plain": "Scientists counted the wood thrushes, a kind of songbird, living in one forest. They counted the birds every ten years from 1965 to 2005. Figure 1 shows the counts. A population is all the birds of one kind living in an area. Endangered means very few are left, and the population is in danger of dying out. Extinct means the population has died out completely, with none left. Which word best describes the forest’s wood thrush population in 2005?", "context_html": "", "options": [ { "id": "cA1", "text": "Growing", "plain": "Growing", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Common", "plain": "Common", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Endangered", "plain": "Endangered", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Extinct", "plain": "Extinct", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot33.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 34, "item_id": "_64a4a4ba-9d06-4286-a3ba-41fa8b111a9e", "type": "choice", "title": "Everyday Events and Forces", "standards": [ "3-PS2-1" ], "prompt_html": "

The pictures show four everyday events.

\"Four

Which event is caused by Earth’s gravity?

", "prompt_plain": "The pictures show four everyday events. Which event is caused by Earth’s gravity?", "context_html": "", "options": [ { "id": "cA1", "text": "A ripe pear drops from a tree branch to the ground.", "plain": "A ripe pear drops from a tree branch to the ground.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A gust of wind lifts a paper napkin off a wooden table.", "plain": "A gust of wind lifts a paper napkin off a wooden table.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A rolling ball slows down and stops on the grass.", "plain": "A rolling ball slows down and stops on the grass.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A trampoline bounces a jumper high into the air.", "plain": "A trampoline bounces a jumper high into the air.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot34.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 35, "item_id": "_907b1a50-a9b0-484b-b376-c2b77c73f7bf", "type": "inline-choice", "title": "Hair at the Slide", "standards": [ "3-PS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Suri goes down the tall plastic slide at the playground. At the bottom, strands of her hair rise up toward the slide. Her hair does not touch the slide.

Choose the words that best complete the sentences.

\"A

Rubbing against the plastic slide built up on Suri’s hair and on the slide.

The pull that lifts her hair is a force, because the slide pulls her hair from a short distance away.

", "options": [ { "id": "cB1aac1c115f", "text": "a magnetic force", "plain": "a magnetic force", "correct": false, "kind": "inline" }, { "id": "cB19903710bc", "text": "a static charge", "plain": "a static charge", "correct": true, "kind": "inline" }, { "id": "cB10d9bf3a21", "text": "extra gravity", "plain": "extra gravity", "correct": false, "kind": "inline" }, { "id": "cB134fb618a2", "text": "trapped air", "plain": "trapped air", "correct": false, "kind": "inline" }, { "id": "cB2b0f73c70d", "text": "balanced", "plain": "balanced", "correct": false, "kind": "inline" }, { "id": "cB27811f7c0d", "text": "contact", "plain": "contact", "correct": false, "kind": "inline" }, { "id": "cB2d22176a9f", "text": "friction", "plain": "friction", "correct": false, "kind": "inline" }, { "id": "cB2d763a74ba", "text": "non-contact", "plain": "non-contact", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot35.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB19903710bc" ], "RESPONSE2": [ "cB2d763a74ba" ] }, "n_options": 8 }, { "n": 36, "item_id": "_2f2fbcad-1e47-498e-a0e3-1fcee17df3ca", "type": "choice", "title": "Forces on Moving Day", "standards": [ "3-PS2-1" ], "prompt_html": "

Tilly’s family is moving into a new house. The five pictures show things that happen on moving day.

\"Five

In which TWO pictures does a force move an object without touching it? Choose the TWO best answers.

", "prompt_plain": "Tilly’s family is moving into a new house. The five pictures show things that happen on moving day. In which TWO pictures does a force move an object without touching it? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "A pair of movers carries a heavy couch up the front steps.", "plain": "A pair of movers carries a heavy couch up the front steps.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A framed picture slips out of an open box and falls to the floor.", "plain": "A framed picture slips out of an open box and falls to the floor.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A mover tips a tall bookcase side to side to walk it forward.", "plain": "A mover tips a tall bookcase side to side to walk it forward.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A box of books slides to a stop on the smooth wooden floor.", "plain": "A box of books slides to a stop on the smooth wooden floor.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "A fresh strip of packing tape swings toward a nearby cardboard box.", "plain": "A fresh strip of packing tape swings toward a nearby cardboard box.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-29/images/slot36.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 } ] }, { "form": "G3.30", "grade": "G3", "title": "Alpha Standardized Science G3.30", "test_id": "_test-becc46df-6ce4-4af8-a64c-645c6d46feda", "n_items": 36, "n_stimuli": 7, "stimuli": { "_ef6de75c-35bd-4bfa-b5c9-a508019a815a": { "title": "Garden-Center Plant Traits", "html": "

Garden-Center Plant Traits

Lidia works at a garden center, a store that grows and sells plants. Two parent tomato plants grow at the back of the store. Both parent plants grew round, red tomatoes last summer. Lidia planted seeds from these two parents. The young plants now grow in a tray on a bench. Figure 1 shows the parent plants and the tray of young plants.

\"Two

" }, "_1bc2a126-3e6f-4c58-867e-edb2ea463f9b": { "title": "Pigeon Loft Records", "html": "

Pigeon Loft Records

Jonah raises pigeons in a loft, a small bird house on a rooftop. Twelve pigeons live together in the main loft. Three pigeons live in a small side pen. Jonah records the feather color of each bird in two pigeon families in Table 1. He also keeps a log about the main flock.

Table 1. Feather Colors in Two Pigeon Families

BirdFeather color
Family 1 - motherDark gray
Family 1 - fatherWhite
Family 1 - young pigeon 1Dark gray
Family 1 - young pigeon 2White
Family 2 - motherBrown
Family 2 - fatherBrown
Family 2 - young pigeon 1Brown
Family 2 - young pigeon 2Light brown

Flock Log - Main Loft

May 3: While most of the flock fed, two pigeons perched up high and watched for hawks.

May 9: The flock huddled close together during a cold rain.

May 15: When one pigeon flapped loudly at a hawk, the whole flock flew up together.

" }, "_25bb8680-b1c9-4383-9102-09048d765295": { "title": "Two Weather Stations at Big Pine", "html": "

Two Weather Stations at Big Pine

Big Pine School keeps two matching weather stations. Each station holds a thermometer inside a small white box on a post. Station 1 stands on the blacktop play area near the parking lot. Station 2 stands in the grass field behind the school. Figure 1 shows the two stations. Third graders read both thermometers at 3:00 p.m. on five afternoons over two weeks. They also wrote down whether the sky was sunny or cloudy. Table 1 shows their records.

Figure 1

\"A

Table 1. Afternoon Temperature Records

DaySkyStation 1 on blacktop (degrees F)Station 2 in grass field (degrees F)
Day 1Sunny8476
Day 2Cloudy6970
Day 3Sunny8879
Day 4Cloudy6666
Day 5Sunny8678
" }, "_cd8cd524-2976-4a9c-b76d-c2c2b1f275c7": { "title": "Playground Forces Walk", "html": "

Playground Forces Walk

Sylvie's class takes a forces walk around the school playground. The students hunt for pushes and pulls at work. They take photos of what they find. The class picks three photos for its science poster. Photo 1 shows a ball one student tossed straight up. Photo 2 shows a student at the top of the slide pushing off to start sliding. Photo 3 shows a leaf falling from a tree to the ground.

" }, "_b31ce10e-d09a-472f-98e4-e4ae502e1588": { "title": "Clearwater Creek Cleanup", "html": "

Clearwater Creek Cleanup

Clearwater Creek runs past a construction site. Last spring, rain washed silt (fine mud) from the site’s bare soil into the creek. The silt settled on the rocky bottom where water insects live and small fish lay eggs. Fewer small fish were seen that June than in past years. The town creek team planted a wetland buffer, a wide strip of plants along the bank between the site and the creek. Figure 1 shows the creek, the site, and the buffer.

\"Clearwater

" }, "_6ee7aed4-e66d-418e-95a9-0b55068319d6": { "title": "Art-Fair Window Posters", "html": "

Art-Fair Window Posters

The art class will show paper posters at the school art fair. The fair lasts 14 days. Each poster will hang on a glass window in the front hall. The school's building manager wrote a list of rules for the poster holders. Table 1 shows the list. The class sketched four ideas for holding a poster on the glass. Figure 1 shows the four ideas. Supplies for every idea cost less than $3 for each window. The class also tested a tape strip and a glue circle on one window. The peeled-off tape left gray sticky patches on the glass. The dried glue circle peeled away and left cloudy white spots.

Figure 1

\"Four

Table 1. The Manager's List

RuleWhat the rule says
Rule 1Keep each poster in its place on the glass for all 14 days.
Rule 2Come off the glass without leaving any marks behind.
Rule 3Cost $3 or less for each window.
Rule 4Make no holes in the glass or the window frame.
" }, "_f9ae52e0-c632-4acd-ada6-bd4006f91df4": { "title": "Warming Hut at the Bus Loop", "html": "

Warming Hut at the Bus Loop

A school in a snowy northern town has an open bus loop where students wait for buses. Winter blizzards bring strong wind and blowing snow to the loop. The school will build one small warming hut there. Builders made two full-size test huts. Design 1 has a flat roof and a doorway that faces the open field. Design 2 has a sloped roof and a doorway that faces away from the field. Figure 1 shows both designs. Table 1 lists the school’s two goals for the hut. Workers tested the huts side by side during one windy snowstorm in early winter. Both huts got the same wind and snow that day. Table 2 shows the results.

Figure 1

\"Two

Table 1. School Goals for the Hut

GoalWhat the hut must do
Goal 1Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm
Goal 2Let less than 5 centimeters of snow pile up inside the doorway during a storm

Table 2. Snowstorm Test Results

MeasurementDesign 1Design 2
Air temperature outside the huts (degrees F)1010
Air temperature inside the hut (degrees F)1833
Snow depth inside the doorway after the storm (cm)122
" } }, "questions": [ { "n": 1, "item_id": "_e81c8e00-dfee-42e2-a9cc-06954072cdd4", "type": "choice", "title": "Sliding the Storage Bin", "standards": [ "3-PS2-1" ], "prompt_html": "

Bree and Dov must slide a full storage bin across the floor to the supply-room door. The bin's front side faces the door. Look at the picture.

\"Bree

Which plan is the best way to move the bin toward the door?

", "prompt_plain": "Bree and Dov must slide a full storage bin across the floor to the supply-room door. The bin's front side faces the door. Look at the picture. Which plan is the best way to move the bin toward the door?", "context_html": "", "options": [ { "id": "cA1", "text": "Bree pushes the back of the bin while Dov pushes the front of the bin.", "plain": "Bree pushes the back of the bin while Dov pushes the front of the bin.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Bree pushes the back of the bin while Dov pulls the front of the bin.", "plain": "Bree pushes the back of the bin while Dov pulls the front of the bin.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Bree pulls the back of the bin while Dov pushes the front of the bin.", "plain": "Bree pulls the back of the bin while Dov pushes the front of the bin.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Bree pulls the back of the bin while Dov pulls the front of the bin.", "plain": "Bree pulls the back of the bin while Dov pulls the front of the bin.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot01_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_dca0e856-836b-4574-a50c-fffccb4b8952", "type": "choice", "title": "Wheelbarrow on the Slope", "standards": [ "3-PS2-1" ], "prompt_html": "

Cato loads a wheelbarrow with soil and stops partway up a garden slope. Cato holds the handles, and the wheelbarrow stays still. The force diagram shows the two forces along the slope.

\"A

Which TWO statements does the diagram support? Choose the TWO best answers.

", "prompt_plain": "Cato loads a wheelbarrow with soil and stops partway up a garden slope. Cato holds the handles, and the wheelbarrow stays still. The force diagram shows the two forces along the slope. Which TWO statements does the diagram support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "No forces act on the wheelbarrow while it stays still.", "plain": "No forces act on the wheelbarrow while it stays still.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Cato's pull up the slope is as strong as the pull down the slope.", "plain": "Cato's pull up the slope is as strong as the pull down the slope.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The pull down the slope is stronger because the load is heavy.", "plain": "The pull down the slope is stronger because the load is heavy.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The two forces on the wheelbarrow point in opposite directions.", "plain": "The two forces on the wheelbarrow point in opposite directions.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Gravity stops pulling on the wheelbarrow when it stops moving.", "plain": "Gravity stops pulling on the wheelbarrow when it stops moving.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot02.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 3, "item_id": "_e867a70a-40d9-459b-9bf8-265399effcc1", "type": "choice", "title": "The Swing's Motion Pattern", "standards": [ "3-PS2-2" ], "prompt_html": "

A child swings on a playground swing without stopping. Look at the picture.

\"A

Which pattern of motion does the swing show?

", "prompt_plain": "A child swings on a playground swing without stopping. Look at the picture. Which pattern of motion does the swing show?", "context_html": "", "options": [ { "id": "cA1", "text": "It moves in a full circle over the top bar.", "plain": "It moves in a full circle over the top bar.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It zigzags from one side to the other side.", "plain": "It zigzags from one side to the other side.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It moves in one straight line, over and over.", "plain": "It moves in one straight line, over and over.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It moves back and forth, over and over.", "plain": "It moves back and forth, over and over.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot03_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 4, "item_id": "_1c2f2fd1-66c7-4eb3-abc3-48679b62b236", "type": "choice", "title": "Wind-Up Woodpecker Counts", "standards": [ "3-PS2-2" ], "prompt_html": "

Anouk winds up a toy woodpecker and counts how many times it bobs its head before it stops. Anouk tests 1 full wind, then 2 full winds, then 3 full winds. Table 1 shows the counts.

Table 1. Head-Bob Counts

Full windsHead bobs
16
212
318
4?

Based on the pattern in Table 1, which prediction for 4 full winds is best?

", "prompt_plain": "Anouk winds up a toy woodpecker and counts how many times it bobs its head before it stops. Anouk tests 1 full wind, then 2 full winds, then 3 full winds. Table 1 shows the counts. Table 1. Head-Bob Counts Full winds Head bobs 1 6 2 12 3 18 4 ? Based on the pattern in Table 1, which prediction for 4 full winds is best ?", "context_html": "", "options": [ { "id": "cA1", "text": "18 bobs, because the toy stops at its highest count.", "plain": "18 bobs, because the toy stops at its highest count.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "19 bobs, because the count goes up by one after each wind.", "plain": "19 bobs, because the count goes up by one after each wind.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "24 bobs, because each full wind adds 6 more head bobs.", "plain": "24 bobs, because each full wind adds 6 more head bobs.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "36 bobs, because the bob count doubles with each new wind.", "plain": "36 bobs, because the bob count doubles with each new wind.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_a8a25608-60eb-47bb-8a74-bf96efa98448", "type": "choice", "title": "Two Hanging Balls", "standards": [ "3-PS2-3" ], "prompt_html": "

Etta rubs a plastic rod and two small hanging balls with a wool cloth so that each one carries a charge. She then holds the rod near the balls without touching them. Ball 1 swings away from the rod. Ball 2 swings toward the rod.

\"A

Which statement best explains why the balls move in different directions?

", "prompt_plain": "Etta rubs a plastic rod and two small hanging balls with a wool cloth so that each one carries a charge. She then holds the rod near the balls without touching them. Ball 1 swings away from the rod. Ball 2 swings toward the rod. Which statement best explains why the balls move in different directions?", "context_html": "", "options": [ { "id": "cA1", "text": "Ball 1 carries the same kind of charge as the rod, and Ball 2 carries the opposite kind.", "plain": "Ball 1 carries the same kind of charge as the rod, and Ball 2 carries the opposite kind.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The rod acts like a magnet, so it pushes on one ball and pulls on the other one.", "plain": "The rod acts like a magnet, so it pushes on one ball and pulls on the other one.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rubbing the rod makes it blow a stream of air that pushes Ball 1 away from it.", "plain": "Rubbing the rod makes it blow a stream of air that pushes Ball 1 away from it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The wool cloth took away Ball 1's charge, so the rod cannot pull that ball toward it.", "plain": "The wool cloth took away Ball 1's charge, so the rod cannot pull that ball toward it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot05.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_e60b0ca3-57b5-413c-99ad-da0f43edc05e", "type": "choice", "title": "Big and Small Magnets", "standards": [ "3-PS2-3" ], "prompt_html": "

A science club tests four magnets. Two of the magnets are big, and two are small. Club members hold every magnet at the same height above the table. They hang steel paper clips from each magnet, one at a time, until a clip drops. Table 1 shows how many clips each magnet held.

Table 1. Magnet Strength Test

MagnetSizePaper clips held
Magnet 1Big4
Magnet 2Big12
Magnet 3Small15
Magnet 4Small5

Which TWO statements do the results in Table 1 support? Choose the TWO best answers.

", "prompt_plain": "A science club tests four magnets. Two of the magnets are big, and two are small. Club members hold every magnet at the same height above the table. They hang steel paper clips from each magnet, one at a time, until a clip drops. Table 1 shows how many clips each magnet held. Table 1. Magnet Strength Test Magnet Size Paper clips held Magnet 1 Big 4 Magnet 2 Big 12 Magnet 3 Small 15 Magnet 4 Small 5 Which TWO statements do the results in Table 1 support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Magnet 3 held more paper clips than both big magnets.", "plain": "Magnet 3 held more paper clips than both big magnets.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The bigger a magnet is, the more paper clips it holds.", "plain": "The bigger a magnet is, the more paper clips it holds.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The two small magnets held the same number of paper clips.", "plain": "The two small magnets held the same number of paper clips.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both big magnets held more paper clips than Magnet 4.", "plain": "Both big magnets held more paper clips than Magnet 4.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "A magnet's size does not tell you how strong it is.", "plain": "A magnet's size does not tell you how strong it is.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, E", "key_values": { "RESPONSE": [ "cA1", "cE1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_50d57c0f-a1cd-45fb-81f7-d75801b3932b", "type": "choice", "title": "Art-Fair Posters — Best Idea", "standards": [ "3-PS2-4" ], "prompt_html": "

Look at Figure 1 and Table 1. Rules 1 and 2 are criteria (things the poster holder must do).

Which idea in Figure 1 would best meet all four rules in Table 1?

", "prompt_plain": "Look at Figure 1 and Table 1. Rules 1 and 2 are criteria (things the poster holder must do). Which idea in Figure 1 would best meet all four rules in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "Idea 1", "plain": "Idea 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Idea 2", "plain": "Idea 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Idea 3", "plain": "Idea 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Idea 4", "plain": "Idea 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6ee7aed4-e66d-418e-95a9-0b55068319d6" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Art-Fair Window Posters

The art class will show paper posters at the school art fair. The fair lasts 14 days. Each poster will hang on a glass window in the front hall. The school's building manager wrote a list of rules for the poster holders. Table 1 shows the list. The class sketched four ideas for holding a poster on the glass. Figure 1 shows the four ideas. Supplies for every idea cost less than $3 for each window. The class also tested a tape strip and a glue circle on one window. The peeled-off tape left gray sticky patches on the glass. The dried glue circle peeled away and left cloudy white spots.

Figure 1

\"Four

Table 1. The Manager's List

RuleWhat the rule says
Rule 1Keep each poster in its place on the glass for all 14 days.
Rule 2Come off the glass without leaving any marks behind.
Rule 3Cost $3 or less for each window.
Rule 4Make no holes in the glass or the window frame.
", "passage_plain": "Art-Fair Window Posters The art class will show paper posters at the school art fair. The fair lasts 14 days. Each poster will hang on a glass window in the front hall. The school's building manager wrote a list of rules for the poster holders. Table 1 shows the list. The class sketched four ideas for holding a poster on the glass. Figure 1 shows the four ideas. Supplies for every idea cost less than $3 for each window. The class also tested a tape strip and a glue circle on one window. The peeled-off tape left gray sticky patches on the glass. The dried glue circle peeled away and left cloudy white spots. Figure 1 Table 1. The Manager's List Rule What the rule says Rule 1 Keep each poster in its place on the glass for all 14 days. Rule 2 Come off the glass without leaving any marks behind. Rule 3 Cost $3 or less for each window. Rule 4 Make no holes in the glass or the window frame." }, { "n": 8, "item_id": "_f935984e-420d-42f0-85cc-706d974911b6", "type": "choice", "title": "Art-Fair Posters — Part A", "standards": [ "3-PS2-4" ], "prompt_html": "

Part A

The class built Idea 4, the magnet pairs. Thin paper posters stayed in place on the test window. Then the class made the real fair posters from thick, heavy paper. A heavy poster slowly slid down the glass and ended up crooked. Each change below would cost less than $3 for each window.

Which change would most likely help Idea 4 meet Rule 1 for the heavy posters while still following the other rules?

", "prompt_plain": "Part A The class built Idea 4, the magnet pairs. Thin paper posters stayed in place on the test window. Then the class made the real fair posters from thick, heavy paper. A heavy poster slowly slid down the glass and ended up crooked. Each change below would cost less than $3 for each window. Which change would most likely help Idea 4 meet Rule 1 for the heavy posters while still following the other rules?", "context_html": "", "options": [ { "id": "cA1", "text": "Put strips of clear tape over each poster's top corners.", "plain": "Put strips of clear tape over each poster's top corners.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Use weaker magnets so they press less on the thick paper.", "plain": "Use weaker magnets so they press less on the thick paper.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Use stronger magnets in each magnet pair on the glass.", "plain": "Use stronger magnets in each magnet pair on the glass.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Hang each poster from a hook screwed into the window frame.", "plain": "Hang each poster from a hook screwed into the window frame.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6ee7aed4-e66d-418e-95a9-0b55068319d6" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Art-Fair Window Posters

The art class will show paper posters at the school art fair. The fair lasts 14 days. Each poster will hang on a glass window in the front hall. The school's building manager wrote a list of rules for the poster holders. Table 1 shows the list. The class sketched four ideas for holding a poster on the glass. Figure 1 shows the four ideas. Supplies for every idea cost less than $3 for each window. The class also tested a tape strip and a glue circle on one window. The peeled-off tape left gray sticky patches on the glass. The dried glue circle peeled away and left cloudy white spots.

Figure 1

\"Four

Table 1. The Manager's List

RuleWhat the rule says
Rule 1Keep each poster in its place on the glass for all 14 days.
Rule 2Come off the glass without leaving any marks behind.
Rule 3Cost $3 or less for each window.
Rule 4Make no holes in the glass or the window frame.
", "passage_plain": "Art-Fair Window Posters The art class will show paper posters at the school art fair. The fair lasts 14 days. Each poster will hang on a glass window in the front hall. The school's building manager wrote a list of rules for the poster holders. Table 1 shows the list. The class sketched four ideas for holding a poster on the glass. Figure 1 shows the four ideas. Supplies for every idea cost less than $3 for each window. The class also tested a tape strip and a glue circle on one window. The peeled-off tape left gray sticky patches on the glass. The dried glue circle peeled away and left cloudy white spots. Figure 1 Table 1. The Manager's List Rule What the rule says Rule 1 Keep each poster in its place on the glass for all 14 days. Rule 2 Come off the glass without leaving any marks behind. Rule 3 Cost $3 or less for each window. Rule 4 Make no holes in the glass or the window frame." }, { "n": 9, "item_id": "_186d615a-f8ef-4541-8177-6a5593804c0b", "type": "choice", "title": "Art-Fair Posters — Part B", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Part B

The class decides to use stronger magnets, as in Part A.

Which rule in Table 1 states the criterion (a thing the holder must do) that the stronger magnets are meant to meet?

", "prompt_plain": "Part B The class decides to use stronger magnets, as in Part A. Which rule in Table 1 states the criterion (a thing the holder must do) that the stronger magnets are meant to meet?", "context_html": "", "options": [ { "id": "cA1", "text": "Rule 1", "plain": "Rule 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Rule 2", "plain": "Rule 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rule 3", "plain": "Rule 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rule 4", "plain": "Rule 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6ee7aed4-e66d-418e-95a9-0b55068319d6" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Art-Fair Window Posters

The art class will show paper posters at the school art fair. The fair lasts 14 days. Each poster will hang on a glass window in the front hall. The school's building manager wrote a list of rules for the poster holders. Table 1 shows the list. The class sketched four ideas for holding a poster on the glass. Figure 1 shows the four ideas. Supplies for every idea cost less than $3 for each window. The class also tested a tape strip and a glue circle on one window. The peeled-off tape left gray sticky patches on the glass. The dried glue circle peeled away and left cloudy white spots.

Figure 1

\"Four

Table 1. The Manager's List

RuleWhat the rule says
Rule 1Keep each poster in its place on the glass for all 14 days.
Rule 2Come off the glass without leaving any marks behind.
Rule 3Cost $3 or less for each window.
Rule 4Make no holes in the glass or the window frame.
", "passage_plain": "Art-Fair Window Posters The art class will show paper posters at the school art fair. The fair lasts 14 days. Each poster will hang on a glass window in the front hall. The school's building manager wrote a list of rules for the poster holders. Table 1 shows the list. The class sketched four ideas for holding a poster on the glass. Figure 1 shows the four ideas. Supplies for every idea cost less than $3 for each window. The class also tested a tape strip and a glue circle on one window. The peeled-off tape left gray sticky patches on the glass. The dried glue circle peeled away and left cloudy white spots. Figure 1 Table 1. The Manager's List Rule What the rule says Rule 1 Keep each poster in its place on the glass for all 14 days. Rule 2 Come off the glass without leaving any marks behind. Rule 3 Cost $3 or less for each window. Rule 4 Make no holes in the glass or the window frame." }, { "n": 10, "item_id": "_35048dea-81b3-47d8-8ccc-0b86f7d4c48b", "type": "gap-match", "title": "Dolphin and Human Life Cycles", "standards": [ "3-LS1-1" ], "prompt_html": "

Figure 1 shows a life-cycle timeline for a dolphin and a life-cycle timeline for a human.

Figure 1

\"Two

 

Drag one card into each row to show which animal's timeline matches the statement. You may use a card more than once.

", "prompt_plain": "Figure 1 shows a life-cycle timeline for a dolphin and a life-cycle timeline for a human. Figure 1 Drag one card into each row to show which animal's timeline matches the statement. You may use a card more than once.", "context_html": "", "options": [ { "id": "tnei1", "text": "Neither animal", "plain": "Neither animal", "correct": false, "kind": "gap-token" }, { "id": "tdol1", "text": "Dolphin only", "plain": "Dolphin only", "correct": false, "kind": "gap-token" }, { "id": "tboth1", "text": "Both animals", "plain": "Both animals", "correct": false, "kind": "gap-token" }, { "id": "thum1", "text": "Human only", "plain": "Human only", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot10.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tboth1 g1", "tboth1 g2", "tdol1 g3", "tnei1 g4", "thum1 g5" ] }, "n_options": 4 }, { "n": 11, "item_id": "_0ce6a8f4-8fe9-43eb-b099-6a2aa54efd1f", "type": "text-entry", "title": "A Frog Grows Up", "standards": [ "3-LS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A nature page lists how long each stage of one frog’s life lasts. After the froglet stage, the frog is an adult. Table 1 shows the number of days each stage lasts.

Table 1. Days in Each Frog Stage

StageNumber of days
Egg6
Tadpole90
Froglet (young frog with a tail)24

How many days in all does it take this frog to grow from a new egg to an adult?

Give your answer as a whole number (e.g., 45).

Answer: days

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "120" ] }, "n_options": 0 }, { "n": 12, "item_id": "_913ef45e-ce19-4dc8-b822-9f14b356ce45", "type": "choice", "title": "Young Tomato Plant Prediction", "standards": [ "3-LS3-1" ], "prompt_html": "

The young plants in the tray grew from seeds of the two parent plants. The young plants are not old enough to grow tomatoes yet.

Which statement best predicts the tomatoes the young plants will grow?

", "prompt_plain": "The young plants in the tray grew from seeds of the two parent plants. The young plants are not old enough to grow tomatoes yet. Which statement best predicts the tomatoes the young plants will grow?", "context_html": "", "options": [ { "id": "cA1", "text": "Each young plant will grow tomatoes that match the parents’ tomatoes exactly.", "plain": "Each young plant will grow tomatoes that match the parents’ tomatoes exactly.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The soil in the tray will mostly decide how the young plants’ tomatoes look.", "plain": "The soil in the tray will mostly decide how the young plants’ tomatoes look.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Most of the young plants will grow tomatoes that are round and red.", "plain": "Most of the young plants will grow tomatoes that are round and red.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The young plants will likely grow tomatoes with many different shapes and colors.", "plain": "The young plants will likely grow tomatoes with many different shapes and colors.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ef6de75c-35bd-4bfa-b5c9-a508019a815a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Garden-Center Plant Traits

Lidia works at a garden center, a store that grows and sells plants. Two parent tomato plants grow at the back of the store. Both parent plants grew round, red tomatoes last summer. Lidia planted seeds from these two parents. The young plants now grow in a tray on a bench. Figure 1 shows the parent plants and the tray of young plants.

\"Two

", "passage_plain": "Garden-Center Plant Traits Lidia works at a garden center, a store that grows and sells plants. Two parent tomato plants grow at the back of the store. Both parent plants grew round, red tomatoes last summer. Lidia planted seeds from these two parents. The young plants now grow in a tray on a bench. Figure 1 shows the parent plants and the tray of young plants." }, { "n": 13, "item_id": "_acfe0e7c-506b-4c2f-b013-4c65e467d655", "type": "choice", "title": "Tomato Leaf Observations", "standards": [ "3-LS3-2" ], "prompt_html": "

Lidia writes four observations about the young tomato plants’ leaves.

Which observation does NOT describe an inherited trait?

", "prompt_plain": "Lidia writes four observations about the young tomato plants’ leaves. Which observation does NOT describe an inherited trait?", "context_html": "", "options": [ { "id": "cA1", "text": "The leaves are each made of several smaller leaflets.", "plain": "The leaves are each made of several smaller leaflets.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Some leaves have holes where insects chewed them.", "plain": "Some leaves have holes where insects chewed them.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The leaves take turns growing from one side of the stem, then the other.", "plain": "The leaves take turns growing from one side of the stem, then the other.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The leaves have jagged edges, like the parent plants’ leaves.", "plain": "The leaves have jagged edges, like the parent plants’ leaves.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ef6de75c-35bd-4bfa-b5c9-a508019a815a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Garden-Center Plant Traits

Lidia works at a garden center, a store that grows and sells plants. Two parent tomato plants grow at the back of the store. Both parent plants grew round, red tomatoes last summer. Lidia planted seeds from these two parents. The young plants now grow in a tray on a bench. Figure 1 shows the parent plants and the tray of young plants.

\"Two

", "passage_plain": "Garden-Center Plant Traits Lidia works at a garden center, a store that grows and sells plants. Two parent tomato plants grow at the back of the store. Both parent plants grew round, red tomatoes last summer. Lidia planted seeds from these two parents. The young plants now grow in a tray on a bench. Figure 1 shows the parent plants and the tray of young plants." }, { "n": 14, "item_id": "_d83a5ec7-8124-4a58-ac74-31cdbf984441", "type": "choice", "title": "Pigeon Family Color Claims", "standards": [ "3-LS3-1" ], "prompt_html": "

Look at Table 1. It shows the feather colors in two pigeon families in Jonah’s loft.

Which TWO claims do the records in Table 1 support? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. It shows the feather colors in two pigeon families in Jonah’s loft. Which TWO claims do the records in Table 1 support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Young pigeons look more like their mothers than like their fathers.", "plain": "Young pigeons look more like their mothers than like their fathers.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A young pigeon can have its mother’s color or its father’s color.", "plain": "A young pigeon can have its mother’s color or its father’s color.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A young pigeon usually grows a feather color that neither parent has.", "plain": "A young pigeon usually grows a feather color that neither parent has.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Two young pigeons with the same parents can have different colors.", "plain": "Two young pigeons with the same parents can have different colors.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The food a young pigeon eats can change its feather color.", "plain": "The food a young pigeon eats can change its feather color.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1bc2a126-3e6f-4c58-867e-edb2ea463f9b" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Pigeon Loft Records

Jonah raises pigeons in a loft, a small bird house on a rooftop. Twelve pigeons live together in the main loft. Three pigeons live in a small side pen. Jonah records the feather color of each bird in two pigeon families in Table 1. He also keeps a log about the main flock.

Table 1. Feather Colors in Two Pigeon Families

BirdFeather color
Family 1 - motherDark gray
Family 1 - fatherWhite
Family 1 - young pigeon 1Dark gray
Family 1 - young pigeon 2White
Family 2 - motherBrown
Family 2 - fatherBrown
Family 2 - young pigeon 1Brown
Family 2 - young pigeon 2Light brown

Flock Log - Main Loft

May 3: While most of the flock fed, two pigeons perched up high and watched for hawks.

May 9: The flock huddled close together during a cold rain.

May 15: When one pigeon flapped loudly at a hawk, the whole flock flew up together.

", "passage_plain": "Pigeon Loft Records Jonah raises pigeons in a loft, a small bird house on a rooftop. Twelve pigeons live together in the main loft. Three pigeons live in a small side pen. Jonah records the feather color of each bird in two pigeon families in Table 1. He also keeps a log about the main flock. Table 1. Feather Colors in Two Pigeon Families Bird Feather color Family 1 - mother Dark gray Family 1 - father White Family 1 - young pigeon 1 Dark gray Family 1 - young pigeon 2 White Family 2 - mother Brown Family 2 - father Brown Family 2 - young pigeon 1 Brown Family 2 - young pigeon 2 Light brown Flock Log - Main Loft May 3: While most of the flock fed, two pigeons perched up high and watched for hawks. May 9: The flock huddled close together during a cold rain. May 15: When one pigeon flapped loudly at a hawk, the whole flock flew up together." }, { "n": 15, "item_id": "_e5ce1599-7c24-49dc-9fd5-ddf2787ffa8f", "type": "choice", "title": "What Jonah Needs to Know", "standards": [ "3-LS2-1" ], "prompt_html": "

Jonah reads his Flock Log about the main loft. He wonders whether pigeons that live in a smaller group depend on each other less than pigeons in a larger group.

Jonah wants to make a claim that answers his question. What ONE piece of new information would he most likely need?

", "prompt_plain": "Jonah reads his Flock Log about the main loft. He wonders whether pigeons that live in a smaller group depend on each other less than pigeons in a larger group. Jonah wants to make a claim that answers his question. What ONE piece of new information would he most likely need?", "context_html": "", "options": [ { "id": "cA1", "text": "A log of what the side-pen pigeons do together each day", "plain": "A log of what the side-pen pigeons do together each day", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A count of the pigeons living in each part of the loft", "plain": "A count of the pigeons living in each part of the loft", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A second log of how the main-loft pigeons act together each day", "plain": "A second log of how the main-loft pigeons act together each day", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A weekly record of how much each side-pen pigeon weighs", "plain": "A weekly record of how much each side-pen pigeon weighs", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1bc2a126-3e6f-4c58-867e-edb2ea463f9b" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Pigeon Loft Records

Jonah raises pigeons in a loft, a small bird house on a rooftop. Twelve pigeons live together in the main loft. Three pigeons live in a small side pen. Jonah records the feather color of each bird in two pigeon families in Table 1. He also keeps a log about the main flock.

Table 1. Feather Colors in Two Pigeon Families

BirdFeather color
Family 1 - motherDark gray
Family 1 - fatherWhite
Family 1 - young pigeon 1Dark gray
Family 1 - young pigeon 2White
Family 2 - motherBrown
Family 2 - fatherBrown
Family 2 - young pigeon 1Brown
Family 2 - young pigeon 2Light brown

Flock Log - Main Loft

May 3: While most of the flock fed, two pigeons perched up high and watched for hawks.

May 9: The flock huddled close together during a cold rain.

May 15: When one pigeon flapped loudly at a hawk, the whole flock flew up together.

", "passage_plain": "Pigeon Loft Records Jonah raises pigeons in a loft, a small bird house on a rooftop. Twelve pigeons live together in the main loft. Three pigeons live in a small side pen. Jonah records the feather color of each bird in two pigeon families in Table 1. He also keeps a log about the main flock. Table 1. Feather Colors in Two Pigeon Families Bird Feather color Family 1 - mother Dark gray Family 1 - father White Family 1 - young pigeon 1 Dark gray Family 1 - young pigeon 2 White Family 2 - mother Brown Family 2 - father Brown Family 2 - young pigeon 1 Brown Family 2 - young pigeon 2 Light brown Flock Log - Main Loft May 3: While most of the flock fed, two pigeons perched up high and watched for hawks. May 9: The flock huddled close together during a cold rain. May 15: When one pigeon flapped loudly at a hawk, the whole flock flew up together." }, { "n": 16, "item_id": "_eee02904-81b7-4a84-8903-e12723afb18d", "type": "choice", "title": "Tree Frog on a Green Leaf", "standards": [ "3-LS4-2" ], "prompt_html": "

A small green tree frog rests on a green leaf in a forest. The frog’s color is so close to the leaf’s color that the frog is hard to see.

\"A

How does being hard to see most likely help the tree frog?

", "prompt_plain": "A small green tree frog rests on a green leaf in a forest. The frog’s color is so close to the leaf’s color that the frog is hard to see. How does being hard to see most likely help the tree frog?", "context_html": "", "options": [ { "id": "cA1", "text": "The green color keeps the frog’s wet skin from drying out in the sun.", "plain": "The green color keeps the frog’s wet skin from drying out in the sun.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The green color warns hunting animals that the frog is bad to eat.", "plain": "The green color warns hunting animals that the frog is bad to eat.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The green color helps the frog stay warm in the cool forest shade.", "plain": "The green color helps the frog stay warm in the cool forest shade.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The green color makes hunting animals pass by without catching the frog.", "plain": "The green color makes hunting animals pass by without catching the frog.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot16.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_4949fc0e-c4f1-4039-a3a0-e71e1a3687a4", "type": "choice", "title": "Limpet Shells on Two Shores", "standards": [ "3-LS4-2" ], "prompt_html": "

A science team visits two rocky shores. One shore has big, crashing waves. The other shore has calm water. Limpets live on the rocks at both shores. A limpet is a small sea animal with a hard, cone-shaped shell that holds onto rock. At each shore, some limpets have thick shells and some have thin shells. Last fall, the team counted the limpets at each shore. Each shore had 60 limpets with thick shells and 60 with thin shells. After the winter storms, the team counts again and writes what it finds in Table 1.

Table 1. Limpet Survey After Winter Storms

RowShoreWhat the team found
1Wavy shore52 of the 60 limpets with thick shells found alive on the rocks
2Calm shore41 of the 60 limpets with thick shells and 44 of the 60 with thin shells found alive
3Both shoresLimpets of both kinds seen eating algae (tiny water plants)
4Wavy shoreOnly 3 of the 60 limpets with thin shells found alive; many broken thin shells on the sand
5Wavy shoreWater slightly colder than the calm-shore water

The team makes this claim: on the wavy shore, limpets with thick shells survive better than limpets with thin shells.

Which TWO rows of Table 1 support the team’s claim? Choose the TWO best answers.

", "prompt_plain": "A science team visits two rocky shores. One shore has big, crashing waves. The other shore has calm water. Limpets live on the rocks at both shores. A limpet is a small sea animal with a hard, cone-shaped shell that holds onto rock. At each shore, some limpets have thick shells and some have thin shells. Last fall, the team counted the limpets at each shore. Each shore had 60 limpets with thick shells and 60 with thin shells. After the winter storms, the team counts again and writes what it finds in Table 1. Table 1. Limpet Survey After Winter Storms Row Shore What the team found 1 Wavy shore 52 of the 60 limpets with thick shells found alive on the rocks 2 Calm shore 41 of the 60 limpets with thick shells and 44 of the 60 with thin shells found alive 3 Both shores Limpets of both kinds seen eating algae (tiny water plants) 4 Wavy shore Only 3 of the 60 limpets with thin shells found alive; many broken thin shells on the sand 5 Wavy shore Water slightly colder than the calm-shore water The team makes this claim: on the wavy shore, limpets with thick shells survive better than limpets with thin shells. Which TWO rows of Table 1 support the team’s claim? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Row 1", "plain": "Row 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Row 2", "plain": "Row 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Row 3", "plain": "Row 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Row 4", "plain": "Row 4", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Row 5", "plain": "Row 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 18, "item_id": "_a77c53d3-35c8-4aee-9b5d-0666553786d0", "type": "choice", "title": "Remains That Could Become Fossils", "standards": [ "3-LS4-1" ], "prompt_html": "

The picture shows the remains of four living things in four different places.

\"Four

Which remains are most likely to become a fossil over a very long time?

", "prompt_plain": "The picture shows the remains of four living things in four different places. Which remains are most likely to become a fossil over a very long time?", "context_html": "", "options": [ { "id": "cA1", "text": "A fish skeleton that settles into soft mud at a lake bottom", "plain": "A fish skeleton that settles into soft mud at a lake bottom", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A dead earthworm lying on top of the soil in a garden", "plain": "A dead earthworm lying on top of the soil in a garden", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A dry leaf blowing across a wide, sunny field in the wind", "plain": "A dry leaf blowing across a wide, sunny field in the wind", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A dead moth resting on the bark of a tree in a forest", "plain": "A dead moth resting on the bark of a tree in a forest", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot18.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 19, "item_id": "_1fc18300-697f-434b-86dd-eb26d76a0e87", "type": "gap-match", "title": "More Help for Clearwater Creek", "standards": [ "3-LS4-4" ], "prompt_html": "

At a town meeting, people suggest three more actions to help the living things in Clearwater Creek next year.

 

Drag each action card into the box that best tells what the action would do for the creek and its animals.

", "prompt_plain": "At a town meeting, people suggest three more actions to help the living things in Clearwater Creek next year. Drag each action card into the box that best tells what the action would do for the creek and its animals.", "context_html": "", "options": [ { "id": "tile-signs", "text": "Put up new signs that tell visitors the history of the creek", "plain": "Put up new signs that tell visitors the history of the creek", "correct": false, "kind": "gap-token" }, { "id": "tile-mats", "text": "Cover the bare soil piles at the work site with straw mats", "plain": "Cover the bare soil piles at the work site with straw mats", "correct": false, "kind": "gap-token" }, { "id": "tile-move", "text": "Move the small fish to a pond on the other side of town", "plain": "Move the small fish to a pond on the other side of town", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_b31ce10e-d09a-472f-98e4-e4ae502e1588" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-mats g1", "tile-signs g2", "tile-move g3" ] }, "n_options": 3, "passage_html": "

Clearwater Creek Cleanup

Clearwater Creek runs past a construction site. Last spring, rain washed silt (fine mud) from the site’s bare soil into the creek. The silt settled on the rocky bottom where water insects live and small fish lay eggs. Fewer small fish were seen that June than in past years. The town creek team planted a wetland buffer, a wide strip of plants along the bank between the site and the creek. Figure 1 shows the creek, the site, and the buffer.

\"Clearwater

", "passage_plain": "Clearwater Creek Cleanup Clearwater Creek runs past a construction site. Last spring, rain washed silt (fine mud) from the site’s bare soil into the creek. The silt settled on the rocky bottom where water insects live and small fish lay eggs. Fewer small fish were seen that June than in past years. The town creek team planted a wetland buffer, a wide strip of plants along the bank between the site and the creek. Figure 1 shows the creek, the site, and the buffer." }, { "n": 20, "item_id": "_6be947ae-7fa1-49ef-a910-7fc5fe652a7b", "type": "hottext", "title": "The Creek Team Report", "standards": [ "3-LS4-4" ], "prompt_html": "

One year after planting the wetland buffer, the creek team wrote a report. The team makes this claim: the wetland buffer helped the small fish in Clearwater Creek.

The report sentences are shown below. Select the ONE sentence that gives the best evidence for the team’s claim.

", "prompt_plain": "One year after planting the wetland buffer, the creek team wrote a report. The team makes this claim: the wetland buffer helped the small fish in Clearwater Creek. The report sentences are shown below. Select the ONE sentence that gives the best evidence for the team’s claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Volunteers planted the whole buffer strip of young plants in one Saturday afternoon.", "plain": "Volunteers planted the whole buffer strip of young plants in one Saturday afternoon.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "After storms, the water below the buffer now stays clearer than it did before.", "plain": "After storms, the water below the buffer now stays clearer than it did before.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "This June we counted 38 small fish below the buffer, up from 14 last year.", "plain": "This June we counted 38 small fish below the buffer, up from 14 last year.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "Everyone on the team agrees the buffer is our best project so far.", "plain": "Everyone on the team agrees the buffer is our best project so far.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "The plants in the buffer grow well in the wet soil beside the creek.", "plain": "The plants in the buffer grow well in the wet soil beside the creek.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_b31ce10e-d09a-472f-98e4-e4ae502e1588" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 5, "passage_html": "

Clearwater Creek Cleanup

Clearwater Creek runs past a construction site. Last spring, rain washed silt (fine mud) from the site’s bare soil into the creek. The silt settled on the rocky bottom where water insects live and small fish lay eggs. Fewer small fish were seen that June than in past years. The town creek team planted a wetland buffer, a wide strip of plants along the bank between the site and the creek. Figure 1 shows the creek, the site, and the buffer.

\"Clearwater

", "passage_plain": "Clearwater Creek Cleanup Clearwater Creek runs past a construction site. Last spring, rain washed silt (fine mud) from the site’s bare soil into the creek. The silt settled on the rocky bottom where water insects live and small fish lay eggs. Fewer small fish were seen that June than in past years. The town creek team planted a wetland buffer, a wide strip of plants along the bank between the site and the creek. Figure 1 shows the creek, the site, and the buffer." }, { "n": 21, "item_id": "_a2bfb57a-7825-4d3c-8587-c7448c77c880", "type": "choice", "title": "Big Pine Records Part A", "standards": [ "3-ESS2-1" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1.

Which conclusion about the two stations do the records best support?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which conclusion about the two stations do the records best support?", "context_html": "", "options": [ { "id": "cA1", "text": "On sunny afternoons, the blacktop station read warmer than the grass station.", "plain": "On sunny afternoons, the blacktop station read warmer than the grass station.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "On sunny afternoons, the grass station read warmer than the blacktop station.", "plain": "On sunny afternoons, the grass station read warmer than the blacktop station.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "On cloudy afternoons, the blacktop station read warmer than the grass station.", "plain": "On cloudy afternoons, the blacktop station read warmer than the grass station.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The two stations read about the same temperature on all five afternoons.", "plain": "The two stations read about the same temperature on all five afternoons.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_25bb8680-b1c9-4383-9102-09048d765295" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Two Weather Stations at Big Pine

Big Pine School keeps two matching weather stations. Each station holds a thermometer inside a small white box on a post. Station 1 stands on the blacktop play area near the parking lot. Station 2 stands in the grass field behind the school. Figure 1 shows the two stations. Third graders read both thermometers at 3:00 p.m. on five afternoons over two weeks. They also wrote down whether the sky was sunny or cloudy. Table 1 shows their records.

Figure 1

\"A

Table 1. Afternoon Temperature Records

DaySkyStation 1 on blacktop (degrees F)Station 2 in grass field (degrees F)
Day 1Sunny8476
Day 2Cloudy6970
Day 3Sunny8879
Day 4Cloudy6666
Day 5Sunny8678
", "passage_plain": "Two Weather Stations at Big Pine Big Pine School keeps two matching weather stations. Each station holds a thermometer inside a small white box on a post. Station 1 stands on the blacktop play area near the parking lot. Station 2 stands in the grass field behind the school. Figure 1 shows the two stations. Third graders read both thermometers at 3:00 p.m. on five afternoons over two weeks. They also wrote down whether the sky was sunny or cloudy. Table 1 shows their records. Figure 1 Table 1. Afternoon Temperature Records Day Sky Station 1 on blacktop (degrees F) Station 2 in grass field (degrees F) Day 1 Sunny 84 76 Day 2 Cloudy 69 70 Day 3 Sunny 88 79 Day 4 Cloudy 66 66 Day 5 Sunny 86 78" }, { "n": 22, "item_id": "_7922dd3c-be8a-43f4-a2a4-6d5487984db9", "type": "choice", "title": "Big Pine Records Part B", "standards": [ "3-ESS2-1" ], "prompt_html": "

Part B

Which two rows of Table 1 give the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which two rows of Table 1 give the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Day 1 and Day 2", "plain": "Day 1 and Day 2", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Day 1 and Day 3", "plain": "Day 1 and Day 3", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Day 2 and Day 4", "plain": "Day 2 and Day 4", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Day 3 and Day 4", "plain": "Day 3 and Day 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_25bb8680-b1c9-4383-9102-09048d765295" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Two Weather Stations at Big Pine

Big Pine School keeps two matching weather stations. Each station holds a thermometer inside a small white box on a post. Station 1 stands on the blacktop play area near the parking lot. Station 2 stands in the grass field behind the school. Figure 1 shows the two stations. Third graders read both thermometers at 3:00 p.m. on five afternoons over two weeks. They also wrote down whether the sky was sunny or cloudy. Table 1 shows their records.

Figure 1

\"A

Table 1. Afternoon Temperature Records

DaySkyStation 1 on blacktop (degrees F)Station 2 in grass field (degrees F)
Day 1Sunny8476
Day 2Cloudy6970
Day 3Sunny8879
Day 4Cloudy6666
Day 5Sunny8678
", "passage_plain": "Two Weather Stations at Big Pine Big Pine School keeps two matching weather stations. Each station holds a thermometer inside a small white box on a post. Station 1 stands on the blacktop play area near the parking lot. Station 2 stands in the grass field behind the school. Figure 1 shows the two stations. Third graders read both thermometers at 3:00 p.m. on five afternoons over two weeks. They also wrote down whether the sky was sunny or cloudy. Table 1 shows their records. Figure 1 Table 1. Afternoon Temperature Records Day Sky Station 1 on blacktop (degrees F) Station 2 in grass field (degrees F) Day 1 Sunny 84 76 Day 2 Cloudy 69 70 Day 3 Sunny 88 79 Day 4 Cloudy 66 66 Day 5 Sunny 86 78" }, { "n": 23, "item_id": "_18a23af2-a7f7-4b10-bb3c-9666cafba747", "type": "hottext", "title": "Weather Report from Maine", "standards": [ "3-ESS2-2" ], "prompt_html": "

Nikhil wrote this weather report about the state of Maine for the class weather journal.

Select the ONE sentence that describes the climate of Maine.

", "prompt_plain": "Nikhil wrote this weather report about the state of Maine for the class weather journal. Select the ONE sentence that describes the climate of Maine.", "context_html": "", "options": [ { "id": "hA1", "text": "On Tuesday morning, rain fell on the town for three hours.", "plain": "On Tuesday morning, rain fell on the town for three hours.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "By noon, a strong wind pushed the rain clouds out to sea.", "plain": "By noon, a strong wind pushed the rain clouds out to sea.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "Winters in Maine are usually long, snowy, and very cold.", "plain": "Winters in Maine are usually long, snowy, and very cold.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "Last night, the temperature dropped to 40 degrees Fahrenheit.", "plain": "Last night, the temperature dropped to 40 degrees Fahrenheit.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "The town weather station recorded thunder two times on Friday.", "plain": "The town weather station recorded thunder two times on Friday.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 5 }, { "n": 24, "item_id": "_98f8d442-50e3-47df-b4ad-16018eb7fee5", "type": "text-entry", "title": "International Falls Average Highs", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Peyton reads about the climate of International Falls, Minnesota. Table 1 shows the city’s average high temperature in four months, found from many years of weather records.

Table 1. Average High Temperatures in International Falls

MonthAverage high temperature (degrees F)
January16
April46
July78
October49

How many degrees warmer is the average high in July than the average high in January? Enter the exact number.

Give your answer as a whole number (e.g., 30).

Answer: degrees Fahrenheit

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "62" ] }, "n_options": 0 }, { "n": 25, "item_id": "_f9c192c5-fc38-4f37-9846-9306ae937864", "type": "choice", "title": "Warming Hut Part A", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part A

Look at Table 1 and Table 2.

Which claim about Goal 1 do the test results best support?

", "prompt_plain": "Part A Look at Table 1 and Table 2. Which claim about Goal 1 do the test results best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Both designs meet Goal 1.", "plain": "Both designs meet Goal 1.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Neither design meets Goal 1.", "plain": "Neither design meets Goal 1.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Only Design 1 meets Goal 1.", "plain": "Only Design 1 meets Goal 1.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Only Design 2 meets Goal 1.", "plain": "Only Design 2 meets Goal 1.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f9ae52e0-c632-4acd-ada6-bd4006f91df4" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Warming Hut at the Bus Loop

A school in a snowy northern town has an open bus loop where students wait for buses. Winter blizzards bring strong wind and blowing snow to the loop. The school will build one small warming hut there. Builders made two full-size test huts. Design 1 has a flat roof and a doorway that faces the open field. Design 2 has a sloped roof and a doorway that faces away from the field. Figure 1 shows both designs. Table 1 lists the school’s two goals for the hut. Workers tested the huts side by side during one windy snowstorm in early winter. Both huts got the same wind and snow that day. Table 2 shows the results.

Figure 1

\"Two

Table 1. School Goals for the Hut

GoalWhat the hut must do
Goal 1Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm
Goal 2Let less than 5 centimeters of snow pile up inside the doorway during a storm

Table 2. Snowstorm Test Results

MeasurementDesign 1Design 2
Air temperature outside the huts (degrees F)1010
Air temperature inside the hut (degrees F)1833
Snow depth inside the doorway after the storm (cm)122
", "passage_plain": "Warming Hut at the Bus Loop A school in a snowy northern town has an open bus loop where students wait for buses. Winter blizzards bring strong wind and blowing snow to the loop. The school will build one small warming hut there. Builders made two full-size test huts. Design 1 has a flat roof and a doorway that faces the open field. Design 2 has a sloped roof and a doorway that faces away from the field. Figure 1 shows both designs. Table 1 lists the school’s two goals for the hut. Workers tested the huts side by side during one windy snowstorm in early winter. Both huts got the same wind and snow that day. Table 2 shows the results. Figure 1 Table 1. School Goals for the Hut Goal What the hut must do Goal 1 Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm Goal 2 Let less than 5 centimeters of snow pile up inside the doorway during a storm Table 2. Snowstorm Test Results Measurement Design 1 Design 2 Air temperature outside the huts (degrees F) 10 10 Air temperature inside the hut (degrees F) 18 33 Snow depth inside the doorway after the storm (cm) 12 2" }, { "n": 26, "item_id": "_187afebb-245e-43a4-a7e6-408a264e4237", "type": "choice", "title": "Warming Hut Part B", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part B

Which rows of Table 2 give the evidence needed for the answer in Part A?

", "prompt_plain": "Part B Which rows of Table 2 give the evidence needed for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The inside-air temperature row, used all by itself.", "plain": "The inside-air temperature row, used all by itself.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The doorway-snow depth row, used all by itself.", "plain": "The doorway-snow depth row, used all by itself.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The outside-air temperature row and the inside-air temperature row.", "plain": "The outside-air temperature row and the inside-air temperature row.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The inside-air temperature row and the doorway-snow depth row.", "plain": "The inside-air temperature row and the doorway-snow depth row.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f9ae52e0-c632-4acd-ada6-bd4006f91df4" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Warming Hut at the Bus Loop

A school in a snowy northern town has an open bus loop where students wait for buses. Winter blizzards bring strong wind and blowing snow to the loop. The school will build one small warming hut there. Builders made two full-size test huts. Design 1 has a flat roof and a doorway that faces the open field. Design 2 has a sloped roof and a doorway that faces away from the field. Figure 1 shows both designs. Table 1 lists the school’s two goals for the hut. Workers tested the huts side by side during one windy snowstorm in early winter. Both huts got the same wind and snow that day. Table 2 shows the results.

Figure 1

\"Two

Table 1. School Goals for the Hut

GoalWhat the hut must do
Goal 1Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm
Goal 2Let less than 5 centimeters of snow pile up inside the doorway during a storm

Table 2. Snowstorm Test Results

MeasurementDesign 1Design 2
Air temperature outside the huts (degrees F)1010
Air temperature inside the hut (degrees F)1833
Snow depth inside the doorway after the storm (cm)122
", "passage_plain": "Warming Hut at the Bus Loop A school in a snowy northern town has an open bus loop where students wait for buses. Winter blizzards bring strong wind and blowing snow to the loop. The school will build one small warming hut there. Builders made two full-size test huts. Design 1 has a flat roof and a doorway that faces the open field. Design 2 has a sloped roof and a doorway that faces away from the field. Figure 1 shows both designs. Table 1 lists the school’s two goals for the hut. Workers tested the huts side by side during one windy snowstorm in early winter. Both huts got the same wind and snow that day. Table 2 shows the results. Figure 1 Table 1. School Goals for the Hut Goal What the hut must do Goal 1 Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm Goal 2 Let less than 5 centimeters of snow pile up inside the doorway during a storm Table 2. Snowstorm Test Results Measurement Design 1 Design 2 Air temperature outside the huts (degrees F) 10 10 Air temperature inside the hut (degrees F) 18 33 Snow depth inside the doorway after the storm (cm) 12 2" }, { "n": 27, "item_id": "_35916385-c71f-498b-825e-bd42d102e29e", "type": "choice", "title": "Choosing the Warming Hut", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

The school will build the one design that meets BOTH goals in Table 1.

Which design should the school build, and which reason best supports the choice?

", "prompt_plain": "The school will build the one design that meets BOTH goals in Table 1. Which design should the school build, and which reason best supports the choice?", "context_html": "", "options": [ { "id": "cA1", "text": "Design 1, because deep snow in its doorway helps block the cold wind.", "plain": "Design 1, because deep snow in its doorway helps block the cold wind.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Design 1, because its inside temperature stayed the closest to the outside temperature.", "plain": "Design 1, because its inside temperature stayed the closest to the outside temperature.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Design 2, because its inside stayed much warmer and less snow entered its doorway.", "plain": "Design 2, because its inside stayed much warmer and less snow entered its doorway.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Design 2, because it faced a stronger storm during the test than Design 1 did.", "plain": "Design 2, because it faced a stronger storm during the test than Design 1 did.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f9ae52e0-c632-4acd-ada6-bd4006f91df4" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Warming Hut at the Bus Loop

A school in a snowy northern town has an open bus loop where students wait for buses. Winter blizzards bring strong wind and blowing snow to the loop. The school will build one small warming hut there. Builders made two full-size test huts. Design 1 has a flat roof and a doorway that faces the open field. Design 2 has a sloped roof and a doorway that faces away from the field. Figure 1 shows both designs. Table 1 lists the school’s two goals for the hut. Workers tested the huts side by side during one windy snowstorm in early winter. Both huts got the same wind and snow that day. Table 2 shows the results.

Figure 1

\"Two

Table 1. School Goals for the Hut

GoalWhat the hut must do
Goal 1Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm
Goal 2Let less than 5 centimeters of snow pile up inside the doorway during a storm

Table 2. Snowstorm Test Results

MeasurementDesign 1Design 2
Air temperature outside the huts (degrees F)1010
Air temperature inside the hut (degrees F)1833
Snow depth inside the doorway after the storm (cm)122
", "passage_plain": "Warming Hut at the Bus Loop A school in a snowy northern town has an open bus loop where students wait for buses. Winter blizzards bring strong wind and blowing snow to the loop. The school will build one small warming hut there. Builders made two full-size test huts. Design 1 has a flat roof and a doorway that faces the open field. Design 2 has a sloped roof and a doorway that faces away from the field. Figure 1 shows both designs. Table 1 lists the school’s two goals for the hut. Workers tested the huts side by side during one windy snowstorm in early winter. Both huts got the same wind and snow that day. Table 2 shows the results. Figure 1 Table 1. School Goals for the Hut Goal What the hut must do Goal 1 Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm Goal 2 Let less than 5 centimeters of snow pile up inside the doorway during a storm Table 2. Snowstorm Test Results Measurement Design 1 Design 2 Air temperature outside the huts (degrees F) 10 10 Air temperature inside the hut (degrees F) 18 33 Snow depth inside the doorway after the storm (cm) 12 2" }, { "n": 28, "item_id": "_f54f48f8-94e5-4718-9146-abce777c2e09", "type": "choice", "title": "Paper Bridge Next Step", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Ruben folds a sheet of paper into a flat bridge that rests on two wooden blocks. He wants the bridge to hold at least 20 pennies. In his first test, the bridge bent and dropped its pennies when he stacked the ninth penny.

What should Ruben do NEXT to improve his bridge?

\"A

", "prompt_plain": "Ruben folds a sheet of paper into a flat bridge that rests on two wooden blocks. He wants the bridge to hold at least 20 pennies. In his first test, the bridge bent and dropped its pennies when he stacked the ninth penny. What should Ruben do NEXT to improve his bridge?", "context_html": "", "options": [ { "id": "cA1", "text": "Fold the paper into a stronger shape and then run the same penny test again.", "plain": "Fold the paper into a stronger shape and then run the same penny test again.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Run the exact same test again on the bridge without changing anything about it.", "plain": "Run the exact same test again on the bridge without changing anything about it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Move the two wooden blocks closer together and switch to testing with lighter coins.", "plain": "Move the two wooden blocks closer together and switch to testing with lighter coins.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Stop the project and report that a bridge made of paper is too weak to work.", "plain": "Stop the project and report that a bridge made of paper is too weak to work.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot28.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_459e6e15-9a56-400f-86ef-532b2c016a39", "type": "choice", "title": "Kale Plant Fair Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Maribel wants to find out if extra water makes kale plants grow taller. She sets up the test shown in the picture. Plant 1 sits by the classroom’s big window and gets water every day. Plant 2 sits at the back of the room, far from the window. It gets water once a week. Plant 1 was already taller than Plant 2 when the test began. After two weeks, Plant 1 is much taller than Plant 2. Maribel concludes that the extra water made Plant 1 grow taller.

Which TWO statements explain why the test does NOT support her conclusion? Choose the TWO best answers.

\"Day

", "prompt_plain": "Maribel wants to find out if extra water makes kale plants grow taller. She sets up the test shown in the picture. Plant 1 sits by the classroom’s big window and gets water every day. Plant 2 sits at the back of the room, far from the window. It gets water once a week. Plant 1 was already taller than Plant 2 when the test began. After two weeks, Plant 1 is much taller than Plant 2. Maribel concludes that the extra water made Plant 1 grow taller. Which TWO statements explain why the test does NOT support her conclusion? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The plants got different amounts of light, so light could cause the difference.", "plain": "The plants got different amounts of light, so light could cause the difference.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Both pots held the same soil, so the soil could not make the test fair.", "plain": "Both pots held the same soil, so the soil could not make the test fair.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Plant 1 started out taller, so ending taller does not show it grew more.", "plain": "Plant 1 started out taller, so ending taller does not show it grew more.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Maribel should have given both plants the same amount of water.", "plain": "Maribel should have given both plants the same amount of water.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "A fair test about watering needs several different kinds of plants, not just kale.", "plain": "A fair test about watering needs several different kinds of plants, not just kale.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot29.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 30, "item_id": "_4ada7767-a747-4fd5-905c-b6b3f5babf19", "type": "match", "title": "Animal Trait Cards", "standards": [ "3-LS4-3" ], "prompt_html": "

Figure 1 shows four animals. Each animal card below tells about body parts or behaviors that help the animal survive.

 

Drag each animal card to the habitat where the animal would survive best. One habitat will get two animal cards.

Figure 1

\"Four

", "prompt_plain": "Figure 1 shows four animals. Each animal card below tells about body parts or behaviors that help the animal survive. Drag each animal card to the habitat where the animal would survive best . One habitat will get two animal cards. Figure 1", "context_html": "", "options": [ { "id": "sM1", "text": "Water strider - long, light legs let it stand and walk on calm, flat water", "plain": "Water strider - long, light legs let it stand and walk on calm, flat water", "correct": false, "kind": "match-token" }, { "id": "sM2", "text": "Roadrunner - rarely drinks; it gets the water it needs from the small animals it catches", "plain": "Roadrunner - rarely drinks; it gets the water it needs from the small animals it catches", "correct": false, "kind": "match-token" }, { "id": "sM3", "text": "Ptarmigan - grows thick, warm feathers that cover its body, legs, and even its toes", "plain": "Ptarmigan - grows thick, warm feathers that cover its body, legs, and even its toes", "correct": false, "kind": "match-token" }, { "id": "sM4", "text": "Scorpion - rests in cool cracks under rocks by day and hunts after dark", "plain": "Scorpion - rests in cool cracks under rocks by day and hunts after dark", "correct": false, "kind": "match-token" }, { "id": "tH1", "text": "Hot, dry desert", "plain": "Hot, dry desert", "correct": false, "kind": "match-token" }, { "id": "tH2", "text": "Cold, snowy plain", "plain": "Cold, snowy plain", "correct": false, "kind": "match-token" }, { "id": "tH3", "text": "Still, quiet lake", "plain": "Still, quiet lake", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot30.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "sM1 tH3", "sM2 tH1", "sM3 tH2", "sM4 tH1" ] }, "n_options": 7 }, { "n": 31, "item_id": "_9386e82b-d6e9-4805-9e5c-ac46f4249743", "type": "choice", "title": "Box Turtle Observations", "standards": [ "3-LS4-3" ], "prompt_html": "

Yolanda watches a box turtle for one afternoon. She numbers each thing she sees the turtle do.

Observation 1: The turtle drinks rainwater from a small dip in the ground.

Observation 2: The turtle eats the yellow flower of a dandelion plant.

Observation 3: The turtle rests in the shade under a flat rock.

Observation 4: The turtle digs a shallow hole in the soft soil.

Observation 5: The turtle pulls an earthworm out of the ground and eats it.

Observation 6: The turtle sits in a patch of warm sunlight.

Which TWO observations show the box turtle interacting with living parts of its habitat?

", "prompt_plain": "Yolanda watches a box turtle for one afternoon. She numbers each thing she sees the turtle do. Observation 1: The turtle drinks rainwater from a small dip in the ground. Observation 2: The turtle eats the yellow flower of a dandelion plant. Observation 3: The turtle rests in the shade under a flat rock. Observation 4: The turtle digs a shallow hole in the soft soil. Observation 5: The turtle pulls an earthworm out of the ground and eats it. Observation 6: The turtle sits in a patch of warm sunlight. Which TWO observations show the box turtle interacting with living parts of its habitat?", "context_html": "", "options": [ { "id": "cA31", "text": "Observations 1 and 3", "plain": "Observations 1 and 3", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Observations 2 and 4", "plain": "Observations 2 and 4", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "Observations 2 and 5", "plain": "Observations 2 and 5", "correct": true, "kind": "choice" }, { "id": "cD31", "text": "Observations 4 and 6", "plain": "Observations 4 and 6", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_846df24f-6a75-4a8b-9ac2-12fa6ecfd13c", "type": "inline-choice", "title": "Stroller on Two Paths", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Tunde pushes his baby sister's stroller at the park. He gives the stroller the same push on two paths. One is the smooth park path. The other is the bumpy wood-chip trail. On the smooth path, the stroller rolls far before stopping. On the wood-chip trail, it stops quickly.

Choose the words that best complete each sentence.

\"A

The rolling stroller slows down because a force called acts between the wheels and the ground.

The stroller rolls farther on the smooth path because this force is there.

", "options": [ { "id": "cB1b296a93f1", "text": "friction", "plain": "friction", "correct": true, "kind": "inline" }, { "id": "cB1c2b53efe5", "text": "gravity", "plain": "gravity", "correct": false, "kind": "inline" }, { "id": "cB12b57fff90", "text": "static electricity", "plain": "static electricity", "correct": false, "kind": "inline" }, { "id": "cB22bb725dd3", "text": "larger", "plain": "larger", "correct": false, "kind": "inline" }, { "id": "cB20a5bcd603", "text": "smaller", "plain": "smaller", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot32.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1b296a93f1" ], "RESPONSE2": [ "cB20a5bcd603" ] }, "n_options": 5 }, { "n": 33, "item_id": "_5665c990-d2e6-4b9b-9293-61f7012cf525", "type": "choice", "title": "Ball at the Top", "standards": [ "3-PS2-1" ], "prompt_html": "

Look at Photo 1. The tossed ball is at its highest point. For a brief moment, the ball is not moving.

\"Photo

Which statement about gravity is true at this moment?

", "prompt_plain": "Look at Photo 1. The tossed ball is at its highest point. For a brief moment, the ball is not moving. Which statement about gravity is true at this moment?", "context_html": "", "options": [ { "id": "cA33", "text": "Gravity has stopped acting on the ball while the ball is not moving.", "plain": "Gravity has stopped acting on the ball while the ball is not moving.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "Gravity keeps pulling the ball down while it rises, stops, and falls.", "plain": "Gravity keeps pulling the ball down while it rises, stops, and falls.", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "Gravity will start acting on the ball when it starts to fall.", "plain": "Gravity will start acting on the ball when it starts to fall.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "Gravity will start acting on the ball when it lands on the ground.", "plain": "Gravity will start acting on the ball when it lands on the ground.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot33.png" ], "stimulus_ids": [ "_cd8cd524-2976-4a9c-b76d-c2c2b1f275c7" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB33" ] }, "n_options": 4, "passage_html": "

Playground Forces Walk

Sylvie's class takes a forces walk around the school playground. The students hunt for pushes and pulls at work. They take photos of what they find. The class picks three photos for its science poster. Photo 1 shows a ball one student tossed straight up. Photo 2 shows a student at the top of the slide pushing off to start sliding. Photo 3 shows a leaf falling from a tree to the ground.

", "passage_plain": "Playground Forces Walk Sylvie's class takes a forces walk around the school playground. The students hunt for pushes and pulls at work. They take photos of what they find. The class picks three photos for its science poster. Photo 1 shows a ball one student tossed straight up. Photo 2 shows a student at the top of the slide pushing off to start sliding. Photo 3 shows a leaf falling from a tree to the ground." }, { "n": 34, "item_id": "_ac0ddd87-cbe4-4a21-aec4-f08b0365e6ae", "type": "inline-choice", "title": "Playground Push and Falling Leaf", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Look at Photo 2 and Photo 3.

Choose the words that best complete each sentence.

\"Photo

In Photo 2, the push that starts the student moving down the slide is a force.

In Photo 3, the force pulling the leaf down to the ground is a force.

", "options": [ { "id": "cB12abd215e1", "text": "contact", "plain": "contact", "correct": true, "kind": "inline" }, { "id": "cB1b37328706", "text": "non-contact", "plain": "non-contact", "correct": false, "kind": "inline" }, { "id": "cB2b5a93905b", "text": "contact", "plain": "contact", "correct": false, "kind": "inline" }, { "id": "cB2748c48944", "text": "non-contact", "plain": "non-contact", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot34_v2.png" ], "stimulus_ids": [ "_cd8cd524-2976-4a9c-b76d-c2c2b1f275c7" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB12abd215e1" ], "RESPONSE2": [ "cB2748c48944" ] }, "n_options": 4, "passage_html": "

Playground Forces Walk

Sylvie's class takes a forces walk around the school playground. The students hunt for pushes and pulls at work. They take photos of what they find. The class picks three photos for its science poster. Photo 1 shows a ball one student tossed straight up. Photo 2 shows a student at the top of the slide pushing off to start sliding. Photo 3 shows a leaf falling from a tree to the ground.

", "passage_plain": "Playground Forces Walk Sylvie's class takes a forces walk around the school playground. The students hunt for pushes and pulls at work. They take photos of what they find. The class picks three photos for its science poster. Photo 1 shows a ball one student tossed straight up. Photo 2 shows a student at the top of the slide pushing off to start sliding. Photo 3 shows a leaf falling from a tree to the ground." }, { "n": 35, "item_id": "_2bac48d8-9649-447f-93b2-edaef5f53a1a", "type": "portable-custom", "title": "Casper Sunshine Week", "standards": [ "3-ESS2-1" ], "prompt_html": "

A weather club in Casper, Wyoming, counted the hours of sunshine each day for one school week. Table 1 shows the number of hours for each day.

 

Drag each day's bar to the correct height so the graph shows that day's hours of sunshine.

Table 1. Casper Hours of Sunshine

DayHours of sunshine
Monday9
Tuesday12
Wednesday6
Thursday10
Friday13
", "prompt_plain": "A weather club in Casper, Wyoming, counted the hours of sunshine each day for one school week. Table 1 shows the number of hours for each day. Drag each day's bar to the correct height so the graph shows that day's hours of sunshine. Table 1. Casper Hours of Sunshine Day Hours of sunshine Monday 9 Tuesday 12 Wednesday 6 Thursday 10 Friday 13", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Monday\",\"y\":9},{\"x\":\"Tuesday\",\"y\":12},{\"x\":\"Wednesday\",\"y\":6},{\"x\":\"Thursday\",\"y\":10},{\"x\":\"Friday\",\"y\":13}]" ] }, "n_options": 0 }, { "n": 36, "item_id": "_65bc500a-f4d5-46b5-a066-9073bcef5e9f", "type": "choice", "title": "Zebra Herd Survival", "standards": [ "3-LS2-1" ], "prompt_html": "

Zebras live together in big groups called herds. A herd may have dozens of zebras.

\"A

Which statement best explains how living in a herd helps zebras survive?

", "prompt_plain": "Zebras live together in big groups called herds. A herd may have dozens of zebras. Which statement best explains how living in a herd helps zebras survive?", "context_html": "", "options": [ { "id": "cA36", "text": "Many zebras in a herd can spot danger sooner than one zebra alone.", "plain": "Many zebras in a herd can spot danger sooner than one zebra alone.", "correct": true, "kind": "choice" }, { "id": "cB36", "text": "Zebras that live in a herd grow faster than zebras that live alone.", "plain": "Zebras that live in a herd grow faster than zebras that live alone.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "Living in a herd changes each zebra's stripes to match the dry grass.", "plain": "Living in a herd changes each zebra's stripes to match the dry grass.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "Zebras in a herd need less food and water than zebras living alone.", "plain": "Zebras in a herd need less food and water than zebras living alone.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-30/images/slot36.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA36" ] }, "n_options": 4 } ] }, { "form": "G3.31", "grade": "G3", "title": "Alpha Standardized Science G3.31", "test_id": "_test-a5271f62-dcab-42f7-989f-f2558e6f6519", "n_items": 36, "n_stimuli": 7, "stimuli": { "_6a068dfa-f9e2-4413-badb-e98e4ca2f47a": { "title": "Ranch Dog Traits Chart", "html": "

Ranch Dog Traits Chart

Hattie raises dogs on a ranch. Two parent dogs live on the ranch with their three pups. Hattie made a chart about the five dogs. Table 1 shows the chart. The parent dogs finished many weeks of training lessons. The pups have not started training lessons yet.

Table 1. Traits of the Five Dogs

What Hattie observedParent 1Parent 2Pup 1Pup 2Pup 3
Coat colorBlackBlackBlackBlackBrown
White mark on the chestYesYesYesYesYes
Comes when Hattie callsYesYesNoNoNo
" }, "_1523d2c9-8f4a-4cfa-98eb-a854b979112c": { "title": "The Orchard Comes Down", "html": "

The Orchard Comes Down

For many years, an old fruit orchard grew at the edge of town. The orchard had open, grassy rows between old trees. Last month, workers removed the orchard to make room for new houses. A wildlife scientist had studied the animals living there. After the trees came down, the scientist visited the field again. The scientist's data card lists three orchard animals, what each animal needs, and what the scientist saw on the new visit. Table 1 shows the data card.

Table 1. Orchard Animal Data Card

AnimalFood it needsHome it needsWhat the scientist saw on the new visit
BluebirdInsects it catches over open, grassy groundA small hole in an old tree for its nestNo bluebirds were seen in the field, but a few bluebirds were seen in old trees nearby
WoodchuckGrasses and soft green plantsAn underground den it digs in open groundWoodchucks still live in their dens in the field
Mason beeFood from spring flowersA small tunnel in dead woodOnly a few mason bees were seen, now that the spring flowers are gone
" }, "_747566b6-70f1-4520-b3f6-e98bfc7b2e4c": { "title": "Hurricane Watch at Pelican Shores", "html": "

Hurricane Watch at Pelican Shores

Pelican Shores is a small town by the sea. The weather center has placed the town under a hurricane watch: a hurricane may arrive within two days. Families are getting ready now. Table 1 shows actions a family could take and what each action does.

Table 1. Family Prep Actions

ActionWhat it does
Move the supplies to the floor of the lowest roomSupplies sit at the lowest spot in the house
Bring in the chairs and toys from the yardStrong wind cannot pick them up and throw them
Wait to pack a supply bag until the storm arrivesThe family packs only if the storm really comes
Fill clean containers with drinking water before the stormThe family has safe water if the pipes stop working
Open the windows so wind can pass throughWind and rain can move through the rooms

The town is also planning ahead with two rules for new storm projects. Rule 1: a project must help keep people safe in a hurricane. Rule 2: the town's own workers must finish it before storm season starts, four months from now. Table 2 shows four project ideas.

Table 2. Storm Project Ideas

ProjectWhat it would doWho builds it, and how long
Storm shelter: set up the town meeting hall with cots and stored waterFamilies would have a strong place to stay during a stormTown workers - about three weeks
Tree trimming: cut weak, dead branches off trees that hang over homesBranches could not break off and fall on housesTown workers - about two weeks
Buried power lines: move the town's power lines undergroundThe town would keep electric power during and after stormsOutside company - about two years
Welcome sign: repaint the town's welcome sign and plant flowers beside itThe town would look brighter for summer visitorsTown workers - about one week

Last spring, the town tested its storm warning system, which sends a warning message to every family's phone. The system's goal is for every family to get the warning within 10 minutes.

" }, "_1245d07b-a677-4095-8c3c-26925a46d5e2": { "title": "The Traveler's Brochure", "html": "

The Traveler's Brochure

A travel brochure tells visitors about Marrakesh, a city in Morocco. Four lines from the brochure are numbered below.

Line 1: Marrakesh sits where flat, dusty plains meet tall mountains.

Line 2: Winters here are mild, with warm, sunny afternoons almost every year.

Line 3: In most years, rain falls on only a few days each month.

Line 4: Today the market square is bright, hot, and crowded.

" }, "_0c3b0a36-4dd5-44da-a8e8-34cfb0000ea3": { "title": "Crescent Playa Dry-Down", "html": "

Crescent Playa Dry-Down

A playa is a shallow desert lake that fills with spring rain, then slowly dries. Tiny animals called tadpole shrimp hatch in its water. The shrimp must grow and lay eggs before the playa dries. In late 2023, a road crew dug a deep ditch beside the playa to protect a nearby road. Now much of the rain that once filled the playa runs into the ditch instead. Each spring, scientists record how many weeks the playa holds water and count the shrimp. Table 1 shows their records. They also wrote notes about three possible solutions.

Table 1. Crescent Playa Spring Records

YearWeeks the playa held waterTadpole shrimp counted
2022984
2023879
2024430
202539

Solution Notes

Solution 1: Change the ground's slope so rainwater flows past the ditch into the playa again.

Solution 2: Build a fence so visitors watch the playa from far away.

Solution 3: Move the shrimp to a deep river that holds water all year and is full of fish.

" }, "_b0dadd00-d212-439a-8fd5-ddecb72b63fc": { "title": "Stage Piano on Wheels", "html": "

Stage Piano on Wheels

The music teacher's piano rolls on four small wheels. Today the piano must cross the school stage. Anouk stands at the left end of the piano and pushes toward the right. At the same time, Bree stands at the right end and pushes toward the left. Figure 1 is a force diagram of the piano. Each arrow shows one push. A longer arrow means a stronger push.

Figure 1

\"Force

" }, "_63363fee-7918-43a5-87b6-4f54a7d82232": { "title": "Windbreak Screen for the Reading Patio", "html": "

Windbreak Screen for the Reading Patio

Students at one school read outside on a small patio. Strong wind often flips book pages and blows papers away. The reading club wants to build a cloth screen to block the wind. The club wrote a design brief with rules for the screen. Then the club ran a fair test on two screen fabrics. Each fabric was clamped in the same frame. A fan blew air at the frame from the same spot each time. A wind meter behind the frame measured the wind that got through. Only the fabric changed between tests. Figure 1 shows the test setup. Table 1 shows the results.

Figure 1

\"A

Table 1. Wind-Meter Test Results

TestWhat was in the frameWind speed behind the frame (kilometers per hour)
1No fabric18
2Fabric 14
3Fabric 212
4Fabric 15
5Fabric 211
" } }, "questions": [ { "n": 1, "item_id": "_d1456356-9f1a-4729-b163-91de99509373", "type": "choice", "title": "Stage Piano — First Move", "standards": [ "3-PS2-1" ], "prompt_html": "

Look at Figure 1. The piano starts out still. Anouk and Bree keep pushing just as the arrows show.

What will most likely happen to the piano?

", "prompt_plain": "Look at Figure 1. The piano starts out still. Anouk and Bree keep pushing just as the arrows show. What will most likely happen to the piano?", "context_html": "", "options": [ { "id": "cA1", "text": "It will stay in one place without rolling either way.", "plain": "It will stay in one place without rolling either way.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It will start to roll toward Bree's end of the stage.", "plain": "It will start to roll toward Bree's end of the stage.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "It will start to roll toward Anouk's end of the stage.", "plain": "It will start to roll toward Anouk's end of the stage.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It will rock back and forth without leaving its place.", "plain": "It will rock back and forth without leaving its place.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b0dadd00-d212-439a-8fd5-ddecb72b63fc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Stage Piano on Wheels

The music teacher's piano rolls on four small wheels. Today the piano must cross the school stage. Anouk stands at the left end of the piano and pushes toward the right. At the same time, Bree stands at the right end and pushes toward the left. Figure 1 is a force diagram of the piano. Each arrow shows one push. A longer arrow means a stronger push.

Figure 1

\"Force

", "passage_plain": "Stage Piano on Wheels The music teacher's piano rolls on four small wheels. Today the piano must cross the school stage. Anouk stands at the left end of the piano and pushes toward the right. At the same time, Bree stands at the right end and pushes toward the left. Figure 1 is a force diagram of the piano. Each arrow shows one push. A longer arrow means a stronger push. Figure 1" }, { "n": 2, "item_id": "_da432aae-67c9-4566-910b-acbd3bdc7086", "type": "choice", "title": "Stage Piano — Second Move", "standards": [ "3-PS2-1" ], "prompt_html": "

The students move the piano a second time. Read the motion note.

Motion note: For the second move, a third helper joins Bree's end. Anouk pushes exactly as hard as before. This time the piano starts to roll toward Anouk's end and speeds up.

Based on Figure 1 and the motion note, which claim about the pushes on the piano is best supported?

", "prompt_plain": "The students move the piano a second time. Read the motion note. Motion note: For the second move, a third helper joins Bree's end. Anouk pushes exactly as hard as before. This time the piano starts to roll toward Anouk's end and speeds up. Based on Figure 1 and the motion note, which claim about the pushes on the piano is best supported?", "context_html": "", "options": [ { "id": "cA1", "text": "Together, the two pushes at Bree's end are stronger than Anouk's push.", "plain": "Together, the two pushes at Bree's end are stronger than Anouk's push.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Anouk's push got weaker as soon as the third helper joined in.", "plain": "Anouk's push got weaker as soon as the third helper joined in.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The pushes at the two ends of the piano are now equal.", "plain": "The pushes at the two ends of the piano are now equal.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The third helper's push by itself is stronger than Anouk's push.", "plain": "The third helper's push by itself is stronger than Anouk's push.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b0dadd00-d212-439a-8fd5-ddecb72b63fc" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Stage Piano on Wheels

The music teacher's piano rolls on four small wheels. Today the piano must cross the school stage. Anouk stands at the left end of the piano and pushes toward the right. At the same time, Bree stands at the right end and pushes toward the left. Figure 1 is a force diagram of the piano. Each arrow shows one push. A longer arrow means a stronger push.

Figure 1

\"Force

", "passage_plain": "Stage Piano on Wheels The music teacher's piano rolls on four small wheels. Today the piano must cross the school stage. Anouk stands at the left end of the piano and pushes toward the right. At the same time, Bree stands at the right end and pushes toward the left. Figure 1 is a force diagram of the piano. Each arrow shows one push. A longer arrow means a stronger push. Figure 1" }, { "n": 3, "item_id": "_f07bbda4-d49f-41c3-b78b-57ac68203d36", "type": "choice", "title": "Merry-Go-Round Slowing Turns", "standards": [ "3-PS2-2" ], "prompt_html": "

Fia sits on the playground merry-go-round and holds the handrail. Classmates push it until it spins, then step away and stop pushing. The class times each full turn after the pushes stop. Table 1 shows the times.

\"A

Table 1. Time for Each Full Turn After the Pushes Stop

TurnTime for the full turn (seconds)
15
27
39

Which prediction about the merry-go-round's motion is best supported by the pattern in Table 1?

", "prompt_plain": "Fia sits on the playground merry-go-round and holds the handrail. Classmates push it until it spins, then step away and stop pushing. The class times each full turn after the pushes stop. Table 1 shows the times. Table 1. Time for Each Full Turn After the Pushes Stop Turn Time for the full turn (seconds) 1 5 2 7 3 9 Which prediction about the merry-go-round's motion is best supported by the pattern in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "It will begin to speed up and take less time for each new turn.", "plain": "It will begin to speed up and take less time for each new turn.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It will keep turning steadily, taking 9 seconds for every new turn.", "plain": "It will keep turning steadily, taking 9 seconds for every new turn.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It will keep slowing, taking more time for each turn until it stops.", "plain": "It will keep slowing, taking more time for each turn until it stops.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "It will stop all at once before it can finish another full turn.", "plain": "It will stop all at once before it can finish another full turn.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot03_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 4, "item_id": "_57c8ec59-c408-4cef-8af9-cba22ac725eb", "type": "choice", "title": "Wave-Set Start Times", "standards": [ "3-PS2-2" ], "prompt_html": "

At a water park, a machine at one end of the big pool makes wave sets. A lifeguard writes down when each wave set starts. Table 1 shows the times.

Table 1. Wave-Set Start Times

Wave setStart time (seconds after the machine turns on)
Set 140
Set 280
Set 3120
Set 4160

Which TWO statements does the pattern in Table 1 support? Choose the TWO best answers.

", "prompt_plain": "At a water park, a machine at one end of the big pool makes wave sets. A lifeguard writes down when each wave set starts. Table 1 shows the times. Table 1. Wave-Set Start Times Wave set Start time (seconds after the machine turns on) Set 1 40 Set 2 80 Set 3 120 Set 4 160 Which TWO statements does the pattern in Table 1 support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Each wave set starts 40 seconds sooner than the one before.", "plain": "Each wave set starts 40 seconds sooner than the one before.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The wave sets arrive in a time pattern that repeats.", "plain": "The wave sets arrive in a time pattern that repeats.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The wave sets grow bigger and bigger as more sets arrive.", "plain": "The wave sets grow bigger and bigger as more sets arrive.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The wave sets start at times no one can predict.", "plain": "The wave sets start at times no one can predict.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The next wave set should start 40 seconds after Set 4.", "plain": "The next wave set should start 40 seconds after Set 4.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 5, "item_id": "_85f77568-d880-4938-82b7-b1ab96139959", "type": "choice", "title": "Magnet on Two Doors", "standards": [ "3-PS2-3" ], "prompt_html": "

Darya's magnet holds a photo on the refrigerator door. She tries the same magnet on the kitchen's wooden cabinet door, and it falls off. Figure 1 shows the two doors.

Figure 1

\"A

Which statement best explains why the magnet sticks to one door but not the other?

", "prompt_plain": "Darya's magnet holds a photo on the refrigerator door. She tries the same magnet on the kitchen's wooden cabinet door, and it falls off. Figure 1 shows the two doors. Figure 1 Which statement best explains why the magnet sticks to one door but not the other?", "context_html": "", "options": [ { "id": "cA1", "text": "Rubbing on the refrigerator gives the magnet a static charge that holds it.", "plain": "Rubbing on the refrigerator gives the magnet a static charge that holds it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The refrigerator door is rough, so friction holds the magnet tightly in place.", "plain": "The refrigerator door is rough, so friction holds the magnet tightly in place.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The refrigerator door is cold, and magnets stick better to cold surfaces.", "plain": "The refrigerator door is cold, and magnets stick better to cold surfaces.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The refrigerator door is made of a material that the magnet attracts.", "plain": "The refrigerator door is made of a material that the magnet attracts.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot05_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_dc06dd54-bc05-43be-8a02-d059352f3716", "type": "gap-match", "title": "Ruler-Mark Magnet Evidence", "standards": [ "3-PS2-3" ], "prompt_html": "

Edda lays a bar magnet on a table next to a centimeter ruler. A steel thumbtack sits just past the ruler's 0 mark. Edda slides the magnet to a distance mark, holds it still, and writes one observation card. She tests three marks and also writes two cards about her materials. Her claim: 'The closer the magnet is to the thumbtack, the stronger its pull on the thumbtack.'

\"A

 

Drag one label into the box next to each observation card to show whether the card supports the claim or does not support the claim. You may use a label more than once.

", "prompt_plain": "Edda lays a bar magnet on a table next to a centimeter ruler. A steel thumbtack sits just past the ruler's 0 mark. Edda slides the magnet to a distance mark, holds it still, and writes one observation card. She tests three marks and also writes two cards about her materials. Her claim: 'The closer the magnet is to the thumbtack, the stronger its pull on the thumbtack.' Drag one label into the box next to each observation card to show whether the card supports the claim or does not support the claim. You may use a label more than once.", "context_html": "", "options": [ { "id": "tnot1", "text": "Does not support the claim", "plain": "Does not support the claim", "correct": false, "kind": "gap-token" }, { "id": "tsup1", "text": "Supports the claim", "plain": "Supports the claim", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tsup1 g1", "tnot1 g2", "tsup1 g3", "tnot1 g4", "tsup1 g5" ] }, "n_options": 2 }, { "n": 7, "item_id": "_86cc9850-ce9f-4f0b-8101-7e675c98e9bd", "type": "choice", "title": "Greeter Name-Tag Designs", "standards": [ "3-PS2-4" ], "prompt_html": "

Every morning, two student greeters welcome visitors at the school's front door. In cold months, the greeters wear sweaters. The art teacher is making new name tags and lists two criteria: each tag must stay in place on the front of a greeter's sweater, and it must leave no holes in the sweater. Figure 1 shows the backs of four tag designs.

Figure 1

\"The

Which tag design meets both criteria?

", "prompt_plain": "Every morning, two student greeters welcome visitors at the school's front door. In cold months, the greeters wear sweaters. The art teacher is making new name tags and lists two criteria: each tag must stay in place on the front of a greeter's sweater, and it must leave no holes in the sweater. Figure 1 shows the backs of four tag designs. Figure 1 Which tag design meets both criteria?", "context_html": "", "options": [ { "id": "cA1", "text": "Tag 1: a sharp steel pin on the back that pokes through the sweater.", "plain": "Tag 1: a sharp steel pin on the back that pokes through the sweater.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Tag 2: a flat magnet on the back, with nothing worn inside the sweater.", "plain": "Tag 2: a flat magnet on the back, with nothing worn inside the sweater.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Tag 3: a flat magnet on the back, plus a steel piece inside the sweater.", "plain": "Tag 3: a flat magnet on the back, plus a steel piece inside the sweater.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Tag 4: a flat magnet on the back, plus a plastic piece inside the sweater.", "plain": "Tag 4: a flat magnet on the back, plus a plastic piece inside the sweater.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot07_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_7d4c1e3e-ffec-4a2d-90ec-e1fdc47283c4", "type": "choice", "title": "Pegboard Tool-Clip Results", "standards": [ "3-PS2-4" ], "prompt_html": "

Corbin helps organize the family garage. He buys a magnetic tool clip for the pegboard to hold his wrench set. Before trusting it, he lists two criteria: the clip must hold all six wrenches of the set, and it must let him take one wrench off with one hand. He tests the clip for a week. Table 1 shows five results.

Table 1. Tool-Clip Test Results

ResultWhat happened
Result 1The clip held eight wrenches overnight without any slipping.
Result 2The clip held three wrenches during a short test.
Result 3Corbin lifted one wrench off using only two fingers.
Result 4Corbin got a wrench off by bracing the board and pulling with both hands.
Result 5The clip's red coating looked bright and clean after the week of tests.

Which TWO results together show that the clip meets both criteria? Choose the TWO best answers.

", "prompt_plain": "Corbin helps organize the family garage. He buys a magnetic tool clip for the pegboard to hold his wrench set. Before trusting it, he lists two criteria: the clip must hold all six wrenches of the set, and it must let him take one wrench off with one hand. He tests the clip for a week. Table 1 shows five results. Table 1. Tool-Clip Test Results Result What happened Result 1 The clip held eight wrenches overnight without any slipping. Result 2 The clip held three wrenches during a short test. Result 3 Corbin lifted one wrench off using only two fingers. Result 4 Corbin got a wrench off by bracing the board and pulling with both hands. Result 5 The clip's red coating looked bright and clean after the week of tests. Which TWO results together show that the clip meets both criteria? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Result 1", "plain": "Result 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Result 2", "plain": "Result 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Result 3", "plain": "Result 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Result 4", "plain": "Result 4", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Result 5", "plain": "Result 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 9, "item_id": "_51a87c51-391f-477f-9e76-e4762d99519d", "type": "choice", "title": "The Screen Design Brief", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The reading club's design brief lists four rules for the screen.

Which rule states a constraint on the screen design?

", "prompt_plain": "The reading club's design brief lists four rules for the screen. Which rule states a constraint on the screen design?", "context_html": "", "options": [ { "id": "cA1", "text": "The screen must block most of the wind that crosses the patio.", "plain": "The screen must block most of the wind that crosses the patio.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The screen must cost no more than 60 dollars to build.", "plain": "The screen must cost no more than 60 dollars to build.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The screen must stand up in strong wind without tipping over.", "plain": "The screen must stand up in strong wind without tipping over.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The screen must let readers see the garden through it.", "plain": "The screen must let readers see the garden through it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_63363fee-7918-43a5-87b6-4f54a7d82232" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Windbreak Screen for the Reading Patio

Students at one school read outside on a small patio. Strong wind often flips book pages and blows papers away. The reading club wants to build a cloth screen to block the wind. The club wrote a design brief with rules for the screen. Then the club ran a fair test on two screen fabrics. Each fabric was clamped in the same frame. A fan blew air at the frame from the same spot each time. A wind meter behind the frame measured the wind that got through. Only the fabric changed between tests. Figure 1 shows the test setup. Table 1 shows the results.

Figure 1

\"A

Table 1. Wind-Meter Test Results

TestWhat was in the frameWind speed behind the frame (kilometers per hour)
1No fabric18
2Fabric 14
3Fabric 212
4Fabric 15
5Fabric 211
", "passage_plain": "Windbreak Screen for the Reading Patio Students at one school read outside on a small patio. Strong wind often flips book pages and blows papers away. The reading club wants to build a cloth screen to block the wind. The club wrote a design brief with rules for the screen. Then the club ran a fair test on two screen fabrics. Each fabric was clamped in the same frame. A fan blew air at the frame from the same spot each time. A wind meter behind the frame measured the wind that got through. Only the fabric changed between tests. Figure 1 shows the test setup. Table 1 shows the results. Figure 1 Table 1. Wind-Meter Test Results Test What was in the frame Wind speed behind the frame (kilometers per hour) 1 No fabric 18 2 Fabric 1 4 3 Fabric 2 12 4 Fabric 1 5 5 Fabric 2 11" }, { "n": 10, "item_id": "_d8e1a7a6-1140-4187-9091-c0248a100b7b", "type": "choice", "title": "Windbreak Screen — Part A", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part A

Look at Table 1. The reading club compares the two fabrics.

Which claim about the fabrics do the test results best support?

", "prompt_plain": "Part A Look at Table 1. The reading club compares the two fabrics. Which claim about the fabrics do the test results best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Fabric 1 blocked more of the fan's wind than Fabric 2.", "plain": "Fabric 1 blocked more of the fan's wind than Fabric 2.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Fabric 2 blocked more of the fan's wind than Fabric 1.", "plain": "Fabric 2 blocked more of the fan's wind than Fabric 1.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The two fabrics blocked the same amount of the fan's wind.", "plain": "The two fabrics blocked the same amount of the fan's wind.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The fan must have blown harder during the Fabric 2 tests.", "plain": "The fan must have blown harder during the Fabric 2 tests.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_63363fee-7918-43a5-87b6-4f54a7d82232" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Windbreak Screen for the Reading Patio

Students at one school read outside on a small patio. Strong wind often flips book pages and blows papers away. The reading club wants to build a cloth screen to block the wind. The club wrote a design brief with rules for the screen. Then the club ran a fair test on two screen fabrics. Each fabric was clamped in the same frame. A fan blew air at the frame from the same spot each time. A wind meter behind the frame measured the wind that got through. Only the fabric changed between tests. Figure 1 shows the test setup. Table 1 shows the results.

Figure 1

\"A

Table 1. Wind-Meter Test Results

TestWhat was in the frameWind speed behind the frame (kilometers per hour)
1No fabric18
2Fabric 14
3Fabric 212
4Fabric 15
5Fabric 211
", "passage_plain": "Windbreak Screen for the Reading Patio Students at one school read outside on a small patio. Strong wind often flips book pages and blows papers away. The reading club wants to build a cloth screen to block the wind. The club wrote a design brief with rules for the screen. Then the club ran a fair test on two screen fabrics. Each fabric was clamped in the same frame. A fan blew air at the frame from the same spot each time. A wind meter behind the frame measured the wind that got through. Only the fabric changed between tests. Figure 1 shows the test setup. Table 1 shows the results. Figure 1 Table 1. Wind-Meter Test Results Test What was in the frame Wind speed behind the frame (kilometers per hour) 1 No fabric 18 2 Fabric 1 4 3 Fabric 2 12 4 Fabric 1 5 5 Fabric 2 11" }, { "n": 11, "item_id": "_8b44d0ea-baa8-476b-9ab8-d2fd7afd4e87", "type": "choice", "title": "Windbreak Screen — Part B", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part B

Which result from the fair test best supports the answer in Part A?

", "prompt_plain": "Part B Which result from the fair test best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The wind speed behind the frame was highest when no fabric was inside.", "plain": "The wind speed behind the frame was highest when no fabric was inside.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The wind speed behind Fabric 1 was almost the same in its two tests.", "plain": "The wind speed behind Fabric 1 was almost the same in its two tests.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The wind speed behind Fabric 1 was lower than behind Fabric 2 both times.", "plain": "The wind speed behind Fabric 1 was lower than behind Fabric 2 both times.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The wind speed behind Fabric 2 was lower than with no fabric in the frame.", "plain": "The wind speed behind Fabric 2 was lower than with no fabric in the frame.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_63363fee-7918-43a5-87b6-4f54a7d82232" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Windbreak Screen for the Reading Patio

Students at one school read outside on a small patio. Strong wind often flips book pages and blows papers away. The reading club wants to build a cloth screen to block the wind. The club wrote a design brief with rules for the screen. Then the club ran a fair test on two screen fabrics. Each fabric was clamped in the same frame. A fan blew air at the frame from the same spot each time. A wind meter behind the frame measured the wind that got through. Only the fabric changed between tests. Figure 1 shows the test setup. Table 1 shows the results.

Figure 1

\"A

Table 1. Wind-Meter Test Results

TestWhat was in the frameWind speed behind the frame (kilometers per hour)
1No fabric18
2Fabric 14
3Fabric 212
4Fabric 15
5Fabric 211
", "passage_plain": "Windbreak Screen for the Reading Patio Students at one school read outside on a small patio. Strong wind often flips book pages and blows papers away. The reading club wants to build a cloth screen to block the wind. The club wrote a design brief with rules for the screen. Then the club ran a fair test on two screen fabrics. Each fabric was clamped in the same frame. A fan blew air at the frame from the same spot each time. A wind meter behind the frame measured the wind that got through. Only the fabric changed between tests. Figure 1 shows the test setup. Table 1 shows the results. Figure 1 Table 1. Wind-Meter Test Results Test What was in the frame Wind speed behind the frame (kilometers per hour) 1 No fabric 18 2 Fabric 1 4 3 Fabric 2 12 4 Fabric 1 5 5 Fabric 2 11" }, { "n": 12, "item_id": "_f3fe8c4e-ea38-4f4c-bcaf-f2a00da1f40e", "type": "choice", "title": "Finding the Living Thing", "standards": [ "3-LS1-1" ], "prompt_html": "

Look at the four pictures. Which of these is a living thing?

\"Four

", "prompt_plain": "Look at the four pictures. Which of these is a living thing?", "context_html": "", "options": [ { "id": "cA1", "text": "Cloud", "plain": "Cloud", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rain", "plain": "Rain", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rock", "plain": "Rock", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Seed", "plain": "Seed", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot12_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_0bd47654-f512-4c3f-b1c5-0415b334c183", "type": "order", "title": "Cicada Life Stages", "standards": [ "3-LS1-1" ], "prompt_html": "

A cicada is an insect. The photo cards show three stages of a cicada’s life cycle.

 

Drag the cards to put the stages in order, starting with the earliest stage.

", "prompt_plain": "A cicada is an insect. The photo cards show three stages of a cicada’s life cycle. Drag the cards to put the stages in order, starting with the earliest stage.", "context_html": "", "options": [ { "id": "cAdc09f4", "text": "\"Photo", "plain": "", "correct": true, "kind": "choice" }, { "id": "cB04c057", "text": "\"Photo", "plain": "", "correct": true, "kind": "choice" }, { "id": "cC53b394", "text": "\"Photo", "plain": "", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot13_card_nymph.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot13_card_adult.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot13_card_egg.png" ], "stimulus_ids": [], "key_letters": "A, B, C", "key_values": { "RESPONSE": [ "cC53b394", "cAdc09f4", "cB04c057" ] }, "n_options": 3 }, { "n": 14, "item_id": "_604f40d1-da21-4b73-a03a-06be5d08a66e", "type": "gap-match", "title": "Ranch Dog Observations", "standards": [ "3-LS3-1" ], "prompt_html": "

Hattie wrote four observations about the dogs.

 

Drag one card to each row to show whether the observation describes an inherited trait or an acquired trait. You may use a card more than once.

", "prompt_plain": "Hattie wrote four observations about the dogs. Drag one card to each row to show whether the observation describes an inherited trait or an acquired trait. You may use a card more than once.", "context_html": "", "options": [ { "id": "tacq1", "text": "Acquired trait", "plain": "Acquired trait", "correct": false, "kind": "gap-token" }, { "id": "tinh1", "text": "Inherited trait", "plain": "Inherited trait", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_6a068dfa-f9e2-4413-badb-e98e4ca2f47a" ], "key_letters": "", "key_values": { "RESPONSE": [ "tinh1 g1", "tacq1 g2", "tinh1 g3", "tacq1 g4" ] }, "n_options": 2, "passage_html": "

Ranch Dog Traits Chart

Hattie raises dogs on a ranch. Two parent dogs live on the ranch with their three pups. Hattie made a chart about the five dogs. Table 1 shows the chart. The parent dogs finished many weeks of training lessons. The pups have not started training lessons yet.

Table 1. Traits of the Five Dogs

What Hattie observedParent 1Parent 2Pup 1Pup 2Pup 3
Coat colorBlackBlackBlackBlackBrown
White mark on the chestYesYesYesYesYes
Comes when Hattie callsYesYesNoNoNo
", "passage_plain": "Ranch Dog Traits Chart Hattie raises dogs on a ranch. Two parent dogs live on the ranch with their three pups. Hattie made a chart about the five dogs. Table 1 shows the chart. The parent dogs finished many weeks of training lessons. The pups have not started training lessons yet. Table 1. Traits of the Five Dogs What Hattie observed Parent 1 Parent 2 Pup 1 Pup 2 Pup 3 Coat color Black Black Black Black Brown White mark on the chest Yes Yes Yes Yes Yes Comes when Hattie calls Yes Yes No No No" }, { "n": 15, "item_id": "_011d8651-3c2f-4271-af32-bc20e15f6dc1", "type": "choice", "title": "Pup Traits Claim", "standards": [ "3-LS3-1" ], "prompt_html": "

Look at Table 1. Which claim about the three pups does the chart best support?

", "prompt_plain": "Look at Table 1. Which claim about the three pups does the chart best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The pups are exact copies of the two parent dogs.", "plain": "The pups are exact copies of the two parent dogs.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The pups inherited traits from the parents but are not all alike.", "plain": "The pups inherited traits from the parents but are not all alike.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The pups’ coats got their colors from the sunlight in the yard.", "plain": "The pups’ coats got their colors from the sunlight in the yard.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pups will come when Hattie calls without any training lessons.", "plain": "The pups will come when Hattie calls without any training lessons.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6a068dfa-f9e2-4413-badb-e98e4ca2f47a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Ranch Dog Traits Chart

Hattie raises dogs on a ranch. Two parent dogs live on the ranch with their three pups. Hattie made a chart about the five dogs. Table 1 shows the chart. The parent dogs finished many weeks of training lessons. The pups have not started training lessons yet.

Table 1. Traits of the Five Dogs

What Hattie observedParent 1Parent 2Pup 1Pup 2Pup 3
Coat colorBlackBlackBlackBlackBrown
White mark on the chestYesYesYesYesYes
Comes when Hattie callsYesYesNoNoNo
", "passage_plain": "Ranch Dog Traits Chart Hattie raises dogs on a ranch. Two parent dogs live on the ranch with their three pups. Hattie made a chart about the five dogs. Table 1 shows the chart. The parent dogs finished many weeks of training lessons. The pups have not started training lessons yet. Table 1. Traits of the Five Dogs What Hattie observed Parent 1 Parent 2 Pup 1 Pup 2 Pup 3 Coat color Black Black Black Black Brown White mark on the chest Yes Yes Yes Yes Yes Comes when Hattie calls Yes Yes No No No" }, { "n": 16, "item_id": "_cd7e52ef-05b2-4723-9221-c664cbd4523b", "type": "choice", "title": "Sea Otter Thick Fur", "standards": [ "3-LS4-2" ], "prompt_html": "

Sea otters spend almost all of their time in cold ocean water. A sea otter has very thick fur.

\"A

Which statement best explains how thick fur helps a sea otter survive?

", "prompt_plain": "Sea otters spend almost all of their time in cold ocean water. A sea otter has very thick fur. Which statement best explains how thick fur helps a sea otter survive?", "context_html": "", "options": [ { "id": "cA1", "text": "It keeps the otter warm when it is in the water.", "plain": "It keeps the otter warm when it is in the water.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "It helps the otter swim much faster through the water.", "plain": "It helps the otter swim much faster through the water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It hides the otter by matching the color of the water.", "plain": "It hides the otter by matching the color of the water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It lets the otter hold its breath longer under the water.", "plain": "It lets the otter hold its breath longer under the water.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot16.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_55fc8ad7-00df-4953-91df-85277ad896af", "type": "hottext", "title": "Bighorn Ledge Contests", "standards": [ "3-LS4-2" ], "prompt_html": "

A scientist watched desert bighorn sheep and wrote a field report. Bighorn sheep rest on high rock ledges. Sometimes two sheep push against each other over the same ledge until one walks away.

The report makes this claim: sheep with larger horns have a better chance of keeping a resting ledge.

Read the field report. Select the ONE sentence that best supports the claim.

\"A

", "prompt_plain": "A scientist watched desert bighorn sheep and wrote a field report. Bighorn sheep rest on high rock ledges. Sometimes two sheep push against each other over the same ledge until one walks away. The report makes this claim: sheep with larger horns have a better chance of keeping a resting ledge. Read the field report. Select the ONE sentence that best supports the claim.", "context_html": "", "options": [ { "id": "hA1", "text": "The rocky slopes above the desert stay cooler than the flat ground below.", "plain": "The rocky slopes above the desert stay cooler than the flat ground below.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Some sheep in the herd have much larger horns than other sheep.", "plain": "Some sheep in the herd have much larger horns than other sheep.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "The horns of a bighorn sheep keep growing all through its life.", "plain": "The horns of a bighorn sheep keep growing all through its life.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "In nine of ten pushing contests, the sheep with larger horns kept the ledge.", "plain": "In nine of ten pushing contests, the sheep with larger horns kept the ledge.", "correct": true, "kind": "hottext" }, { "id": "hE1", "text": "Each sheep rested on a ledge during the hottest part of the day.", "plain": "Each sheep rested on a ledge during the hottest part of the day.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot17.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD1" ] }, "n_options": 5 }, { "n": 18, "item_id": "_975322a3-b68d-470c-9dc3-e1c44cf5616a", "type": "choice", "title": "Tomato Plant Characteristics", "standards": [ "3-LS3-2" ], "prompt_html": "

A tomato plant grows in a garden. The picture shows four parts of the plant.

\"A

Which characteristic of the tomato plant is least likely to be inherited from its parent plants?

", "prompt_plain": "A tomato plant grows in a garden. The picture shows four parts of the plant. Which characteristic of the tomato plant is least likely to be inherited from its parent plants?", "context_html": "", "options": [ { "id": "cA1", "text": "Its leaves grow with pointed, jagged edges.", "plain": "Its leaves grow with pointed, jagged edges.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Its ripe tomatoes turn a deep red.", "plain": "Its ripe tomatoes turn a deep red.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Its flowers open with bright yellow petals.", "plain": "Its flowers open with bright yellow petals.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Its stems droop after weeks without rain.", "plain": "Its stems droop after weeks without rain.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot18.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 19, "item_id": "_e42b96b7-15ba-46af-868b-5626ffdc8d6e", "type": "text-entry", "title": "Minnow School Counts", "standards": [ "3-LS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A scientist watched two schools (groups) of minnows in a lake for four weeks. Table 1 shows the counts for each school.

Table 1. Minnow Counts in Two Schools

SchoolMinnows at the startMinnows alive after four weeks
Large school6043
Small school156

After four weeks, how many more minnows were alive in the large school than in the small school?

Give your answer as a whole number (e.g., 20).

Answer: minnows

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "37" ] }, "n_options": 0 }, { "n": 20, "item_id": "_1a3c77fc-2b37-4037-8c5f-810b4143bfe4", "type": "choice", "title": "Shark Tooth Fossil", "standards": [ "3-LS4-1" ], "prompt_html": "

A scientist finds a fossilized shark tooth deep inside a layer of rock. The whole tooth is preserved (kept safe), so the scientist can see its exact shape.

\"A

Which process best explains how the tooth became a fossil?

", "prompt_plain": "A scientist finds a fossilized shark tooth deep inside a layer of rock. The whole tooth is preserved (kept safe), so the scientist can see its exact shape. Which process best explains how the tooth became a fossil?", "context_html": "", "options": [ { "id": "cA1", "text": "The tooth was buried fast by mud and sand that slowly hardened around it.", "plain": "The tooth was buried fast by mud and sand that slowly hardened around it.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The tooth dried out and slowly hardened while lying in the hot sun.", "plain": "The tooth dried out and slowly hardened while lying in the hot sun.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Ocean waves rubbed the tooth against sand until the tooth turned to stone.", "plain": "Ocean waves rubbed the tooth against sand until the tooth turned to stone.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The tooth soaked up cold seawater, and the water inside turned to stone.", "plain": "The tooth soaked up cold seawater, and the water inside turned to stone.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot20.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 21, "item_id": "_149faf9a-d714-492e-8285-5506fe8a6f85", "type": "choice", "title": "Helping the Tadpole Shrimp (Part A)", "standards": [ "3-LS4-4" ], "prompt_html": "

Part A

Look at Table 1 and the Solution Notes. Which claim do the records and the notes best support?

", "prompt_plain": "Part A Look at Table 1 and the Solution Notes. Which claim do the records and the notes best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Solution 1 will help most, because the shrimp need the playa to hold rainwater longer.", "plain": "Solution 1 will help most, because the shrimp need the playa to hold rainwater longer.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Solution 2 will help most, because visitors walking nearby are what dries the playa out.", "plain": "Solution 2 will help most, because visitors walking nearby are what dries the playa out.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Solution 3 will help most, because the shrimp can grow anywhere that has water all year.", "plain": "Solution 3 will help most, because the shrimp can grow anywhere that has water all year.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The shrimp need no help, because they will change to live on the dry playa floor.", "plain": "The shrimp need no help, because they will change to live on the dry playa floor.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0c3b0a36-4dd5-44da-a8e8-34cfb0000ea3" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Crescent Playa Dry-Down

A playa is a shallow desert lake that fills with spring rain, then slowly dries. Tiny animals called tadpole shrimp hatch in its water. The shrimp must grow and lay eggs before the playa dries. In late 2023, a road crew dug a deep ditch beside the playa to protect a nearby road. Now much of the rain that once filled the playa runs into the ditch instead. Each spring, scientists record how many weeks the playa holds water and count the shrimp. Table 1 shows their records. They also wrote notes about three possible solutions.

Table 1. Crescent Playa Spring Records

YearWeeks the playa held waterTadpole shrimp counted
2022984
2023879
2024430
202539

Solution Notes

Solution 1: Change the ground's slope so rainwater flows past the ditch into the playa again.

Solution 2: Build a fence so visitors watch the playa from far away.

Solution 3: Move the shrimp to a deep river that holds water all year and is full of fish.

", "passage_plain": "Crescent Playa Dry-Down A playa is a shallow desert lake that fills with spring rain, then slowly dries. Tiny animals called tadpole shrimp hatch in its water. The shrimp must grow and lay eggs before the playa dries. In late 2023, a road crew dug a deep ditch beside the playa to protect a nearby road. Now much of the rain that once filled the playa runs into the ditch instead. Each spring, scientists record how many weeks the playa holds water and count the shrimp. Table 1 shows their records. They also wrote notes about three possible solutions. Table 1. Crescent Playa Spring Records Year Weeks the playa held water Tadpole shrimp counted 2022 9 84 2023 8 79 2024 4 30 2025 3 9 Solution Notes Solution 1: Change the ground's slope so rainwater flows past the ditch into the playa again. Solution 2: Build a fence so visitors watch the playa from far away. Solution 3: Move the shrimp to a deep river that holds water all year and is full of fish." }, { "n": 22, "item_id": "_2c6ffb6b-d83d-44cd-b469-b07f22806c41", "type": "choice", "title": "Playa Evidence Rows (Part B)", "standards": [ "3-LS4-4" ], "prompt_html": "

Part B

Which rows of Table 1 give the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which rows of Table 1 give the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "the 2022 and 2023 rows, when the playa held water for almost the same number of weeks", "plain": "the 2022 and 2023 rows, when the playa held water for almost the same number of weeks", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the 2022 and 2025 rows, which show fewer weeks of water along with far fewer shrimp", "plain": "the 2022 and 2025 rows, which show fewer weeks of water along with far fewer shrimp", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "the 2024 row by itself, because it was the first spring after the crew dug the ditch", "plain": "the 2024 row by itself, because it was the first spring after the crew dug the ditch", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "the 2025 row by itself, because it shows the smallest shrimp count in the whole table", "plain": "the 2025 row by itself, because it shows the smallest shrimp count in the whole table", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0c3b0a36-4dd5-44da-a8e8-34cfb0000ea3" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Crescent Playa Dry-Down

A playa is a shallow desert lake that fills with spring rain, then slowly dries. Tiny animals called tadpole shrimp hatch in its water. The shrimp must grow and lay eggs before the playa dries. In late 2023, a road crew dug a deep ditch beside the playa to protect a nearby road. Now much of the rain that once filled the playa runs into the ditch instead. Each spring, scientists record how many weeks the playa holds water and count the shrimp. Table 1 shows their records. They also wrote notes about three possible solutions.

Table 1. Crescent Playa Spring Records

YearWeeks the playa held waterTadpole shrimp counted
2022984
2023879
2024430
202539

Solution Notes

Solution 1: Change the ground's slope so rainwater flows past the ditch into the playa again.

Solution 2: Build a fence so visitors watch the playa from far away.

Solution 3: Move the shrimp to a deep river that holds water all year and is full of fish.

", "passage_plain": "Crescent Playa Dry-Down A playa is a shallow desert lake that fills with spring rain, then slowly dries. Tiny animals called tadpole shrimp hatch in its water. The shrimp must grow and lay eggs before the playa dries. In late 2023, a road crew dug a deep ditch beside the playa to protect a nearby road. Now much of the rain that once filled the playa runs into the ditch instead. Each spring, scientists record how many weeks the playa holds water and count the shrimp. Table 1 shows their records. They also wrote notes about three possible solutions. Table 1. Crescent Playa Spring Records Year Weeks the playa held water Tadpole shrimp counted 2022 9 84 2023 8 79 2024 4 30 2025 3 9 Solution Notes Solution 1: Change the ground's slope so rainwater flows past the ditch into the playa again. Solution 2: Build a fence so visitors watch the playa from far away. Solution 3: Move the shrimp to a deep river that holds water all year and is full of fish." }, { "n": 23, "item_id": "_b4655500-ae58-49d2-9310-950c3e368420", "type": "portable-custom", "title": "Amarillo Windy Days", "standards": [ "3-ESS2-1" ], "prompt_html": "

Students in Amarillo, Texas, counted the windy days in each of four months. Table 1 shows their counts.

Table 1. Windy Days in Amarillo, Texas

MonthNumber of windy days
March16
April13
May11
June8

 

Use Table 1. Drag one bar onto each month of the graph. Each bar must show that month's number of windy days.

", "prompt_plain": "Students in Amarillo, Texas, counted the windy days in each of four months. Table 1 shows their counts. Table 1. Windy Days in Amarillo, Texas Month Number of windy days March 16 April 13 May 11 June 8 Use Table 1. Drag one bar onto each month of the graph. Each bar must show that month's number of windy days.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"March\",\"y\":16},{\"x\":\"April\",\"y\":13},{\"x\":\"May\",\"y\":11},{\"x\":\"June\",\"y\":8}]" ] }, "n_options": 0 }, { "n": 24, "item_id": "_19990459-b893-4941-96c5-581d19424805", "type": "choice", "title": "Albany Warming Months", "standards": [ "3-ESS2-1" ], "prompt_html": "

In Albany, New York, the average temperature rises each month from February through June. The four tables below show temperature patterns in degrees Celsius (°C).

Table 1

MonthTemperature (°C)
February24
March19
April13
May8
June2

Table 2

MonthTemperature (°C)
February5
March12
April18
May11
June4

Table 3

MonthTemperature (°C)
February12
March13
April12
May13
June12

Table 4

MonthTemperature (°C)
February2
March8
April13
May19
June24

Which table shows Albany's rising pattern?

", "prompt_plain": "In Albany, New York, the average temperature rises each month from February through June. The four tables below show temperature patterns in degrees Celsius (°C). Table 1 Month Temperature (°C) February 24 March 19 April 13 May 8 June 2 Table 2 Month Temperature (°C) February 5 March 12 April 18 May 11 June 4 Table 3 Month Temperature (°C) February 12 March 13 April 12 May 13 June 12 Table 4 Month Temperature (°C) February 2 March 8 April 13 May 19 June 24 Which table shows Albany's rising pattern?", "context_html": "", "options": [ { "id": "cA1", "text": "Table 1", "plain": "Table 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Table 2", "plain": "Table 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Table 3", "plain": "Table 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Table 4", "plain": "Table 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 25, "item_id": "_79dfe02a-a2b6-4484-8065-d40fe10245c2", "type": "choice", "title": "Weather or Climate? (Part A)", "standards": [ "3-ESS2-2" ], "prompt_html": "

Part A

Read the four numbered lines. Is the brochure mostly describing the city's weather or its climate?

", "prompt_plain": "Part A Read the four numbered lines. Is the brochure mostly describing the city's weather or its climate?", "context_html": "", "options": [ { "id": "cA1", "text": "Weather, because the brochure tells what the city is like at one certain moment.", "plain": "Weather, because the brochure tells what the city is like at one certain moment.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Weather, because the brochure talks about things like sunshine, rain, and warm afternoons.", "plain": "Weather, because the brochure talks about things like sunshine, rain, and warm afternoons.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Climate, because the brochure mostly tells what conditions are usually like year after year.", "plain": "Climate, because the brochure mostly tells what conditions are usually like year after year.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Climate, because today's hot market square shows what the city is usually like.", "plain": "Climate, because today's hot market square shows what the city is usually like.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1245d07b-a677-4095-8c3c-26925a46d5e2" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Traveler's Brochure

A travel brochure tells visitors about Marrakesh, a city in Morocco. Four lines from the brochure are numbered below.

Line 1: Marrakesh sits where flat, dusty plains meet tall mountains.

Line 2: Winters here are mild, with warm, sunny afternoons almost every year.

Line 3: In most years, rain falls on only a few days each month.

Line 4: Today the market square is bright, hot, and crowded.

", "passage_plain": "The Traveler's Brochure A travel brochure tells visitors about Marrakesh, a city in Morocco. Four lines from the brochure are numbered below. Line 1: Marrakesh sits where flat, dusty plains meet tall mountains. Line 2: Winters here are mild, with warm, sunny afternoons almost every year. Line 3: In most years, rain falls on only a few days each month. Line 4: Today the market square is bright, hot, and crowded." }, { "n": 26, "item_id": "_8c1c9772-0e14-4d51-a59c-36db1339a9e2", "type": "choice", "title": "Brochure Evidence Lines (Part B)", "standards": [ "3-ESS2-2" ], "prompt_html": "

Part B

Which lines from the brochure give the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which lines from the brochure give the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Line 1 and Line 4, about the city's location and today's market", "plain": "Line 1 and Line 4, about the city's location and today's market", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Line 2 and Line 3, about conditions that repeat over many years", "plain": "Line 2 and Line 3, about conditions that repeat over many years", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Line 1 only, because mountains and plains shape what a city is like", "plain": "Line 1 only, because mountains and plains shape what a city is like", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Line 4 only, because it describes the hot, crowded market square today", "plain": "Line 4 only, because it describes the hot, crowded market square today", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1245d07b-a677-4095-8c3c-26925a46d5e2" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The Traveler's Brochure

A travel brochure tells visitors about Marrakesh, a city in Morocco. Four lines from the brochure are numbered below.

Line 1: Marrakesh sits where flat, dusty plains meet tall mountains.

Line 2: Winters here are mild, with warm, sunny afternoons almost every year.

Line 3: In most years, rain falls on only a few days each month.

Line 4: Today the market square is bright, hot, and crowded.

", "passage_plain": "The Traveler's Brochure A travel brochure tells visitors about Marrakesh, a city in Morocco. Four lines from the brochure are numbered below. Line 1: Marrakesh sits where flat, dusty plains meet tall mountains. Line 2: Winters here are mild, with warm, sunny afternoons almost every year. Line 3: In most years, rain falls on only a few days each month. Line 4: Today the market square is bright, hot, and crowded." }, { "n": 27, "item_id": "_40740eb3-d3e0-43c4-81f2-3d94b45a64a0", "type": "choice", "title": "Getting Ready for the Hurricane", "standards": [ "3-ESS3-1" ], "prompt_html": "

A family in Pelican Shores reads Table 1 to get ready for the storm.

Which TWO actions would best prepare the family for the hurricane? Choose the TWO best answers.

", "prompt_plain": "A family in Pelican Shores reads Table 1 to get ready for the storm. Which TWO actions would best prepare the family for the hurricane? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Move the supplies to the floor of the lowest room.", "plain": "Move the supplies to the floor of the lowest room.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Bring in the chairs and toys from the yard.", "plain": "Bring in the chairs and toys from the yard.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Wait to pack a supply bag until the storm arrives.", "plain": "Wait to pack a supply bag until the storm arrives.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Fill clean containers with drinking water before the storm.", "plain": "Fill clean containers with drinking water before the storm.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Open the windows so wind can pass through the house.", "plain": "Open the windows so wind can pass through the house.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_747566b6-70f1-4520-b3f6-e98bfc7b2e4c" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Hurricane Watch at Pelican Shores

Pelican Shores is a small town by the sea. The weather center has placed the town under a hurricane watch: a hurricane may arrive within two days. Families are getting ready now. Table 1 shows actions a family could take and what each action does.

Table 1. Family Prep Actions

ActionWhat it does
Move the supplies to the floor of the lowest roomSupplies sit at the lowest spot in the house
Bring in the chairs and toys from the yardStrong wind cannot pick them up and throw them
Wait to pack a supply bag until the storm arrivesThe family packs only if the storm really comes
Fill clean containers with drinking water before the stormThe family has safe water if the pipes stop working
Open the windows so wind can pass throughWind and rain can move through the rooms

The town is also planning ahead with two rules for new storm projects. Rule 1: a project must help keep people safe in a hurricane. Rule 2: the town's own workers must finish it before storm season starts, four months from now. Table 2 shows four project ideas.

Table 2. Storm Project Ideas

ProjectWhat it would doWho builds it, and how long
Storm shelter: set up the town meeting hall with cots and stored waterFamilies would have a strong place to stay during a stormTown workers - about three weeks
Tree trimming: cut weak, dead branches off trees that hang over homesBranches could not break off and fall on housesTown workers - about two weeks
Buried power lines: move the town's power lines undergroundThe town would keep electric power during and after stormsOutside company - about two years
Welcome sign: repaint the town's welcome sign and plant flowers beside itThe town would look brighter for summer visitorsTown workers - about one week

Last spring, the town tested its storm warning system, which sends a warning message to every family's phone. The system's goal is for every family to get the warning within 10 minutes.

", "passage_plain": "Hurricane Watch at Pelican Shores Pelican Shores is a small town by the sea. The weather center has placed the town under a hurricane watch: a hurricane may arrive within two days. Families are getting ready now. Table 1 shows actions a family could take and what each action does. Table 1. Family Prep Actions Action What it does Move the supplies to the floor of the lowest room Supplies sit at the lowest spot in the house Bring in the chairs and toys from the yard Strong wind cannot pick them up and throw them Wait to pack a supply bag until the storm arrives The family packs only if the storm really comes Fill clean containers with drinking water before the storm The family has safe water if the pipes stop working Open the windows so wind can pass through Wind and rain can move through the rooms The town is also planning ahead with two rules for new storm projects. Rule 1: a project must help keep people safe in a hurricane. Rule 2: the town's own workers must finish it before storm season starts, four months from now. Table 2 shows four project ideas. Table 2. Storm Project Ideas Project What it would do Who builds it, and how long Storm shelter: set up the town meeting hall with cots and stored water Families would have a strong place to stay during a storm Town workers - about three weeks Tree trimming: cut weak, dead branches off trees that hang over homes Branches could not break off and fall on houses Town workers - about two weeks Buried power lines: move the town's power lines underground The town would keep electric power during and after storms Outside company - about two years Welcome sign: repaint the town's welcome sign and plant flowers beside it The town would look brighter for summer visitors Town workers - about one week Last spring, the town tested its storm warning system, which sends a warning message to every family's phone. The system's goal is for every family to get the warning within 10 minutes." }, { "n": 28, "item_id": "_047b8524-4c9e-4f6b-b6f3-9c5870ea77b9", "type": "hottext", "title": "Did the Warning System Work?", "standards": [ "3-ESS3-1" ], "prompt_html": "

The town’s drill report has five sentences.

Select the ONE sentence that best shows the warning system met its goal.

", "prompt_plain": "The town’s drill report has five sentences. Select the ONE sentence that best shows the warning system met its goal.", "context_html": "", "options": [ { "id": "hA1", "text": "The practice drill began at nine o’clock on a sunny morning.", "plain": "The practice drill began at nine o’clock on a sunny morning.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "The warning message reached the phones in every neighborhood of town.", "plain": "The warning message reached the phones in every neighborhood of town.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "All 58 families in town got the warning message within 7 minutes.", "plain": "All 58 families in town got the warning message within 7 minutes.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "Six helpers visited homes a week early to explain the drill.", "plain": "Six helpers visited homes a week early to explain the drill.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "Many families said the warning message was very easy to read.", "plain": "Many families said the warning message was very easy to read.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_747566b6-70f1-4520-b3f6-e98bfc7b2e4c" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 5, "passage_html": "

Hurricane Watch at Pelican Shores

Pelican Shores is a small town by the sea. The weather center has placed the town under a hurricane watch: a hurricane may arrive within two days. Families are getting ready now. Table 1 shows actions a family could take and what each action does.

Table 1. Family Prep Actions

ActionWhat it does
Move the supplies to the floor of the lowest roomSupplies sit at the lowest spot in the house
Bring in the chairs and toys from the yardStrong wind cannot pick them up and throw them
Wait to pack a supply bag until the storm arrivesThe family packs only if the storm really comes
Fill clean containers with drinking water before the stormThe family has safe water if the pipes stop working
Open the windows so wind can pass throughWind and rain can move through the rooms

The town is also planning ahead with two rules for new storm projects. Rule 1: a project must help keep people safe in a hurricane. Rule 2: the town's own workers must finish it before storm season starts, four months from now. Table 2 shows four project ideas.

Table 2. Storm Project Ideas

ProjectWhat it would doWho builds it, and how long
Storm shelter: set up the town meeting hall with cots and stored waterFamilies would have a strong place to stay during a stormTown workers - about three weeks
Tree trimming: cut weak, dead branches off trees that hang over homesBranches could not break off and fall on housesTown workers - about two weeks
Buried power lines: move the town's power lines undergroundThe town would keep electric power during and after stormsOutside company - about two years
Welcome sign: repaint the town's welcome sign and plant flowers beside itThe town would look brighter for summer visitorsTown workers - about one week

Last spring, the town tested its storm warning system, which sends a warning message to every family's phone. The system's goal is for every family to get the warning within 10 minutes.

", "passage_plain": "Hurricane Watch at Pelican Shores Pelican Shores is a small town by the sea. The weather center has placed the town under a hurricane watch: a hurricane may arrive within two days. Families are getting ready now. Table 1 shows actions a family could take and what each action does. Table 1. Family Prep Actions Action What it does Move the supplies to the floor of the lowest room Supplies sit at the lowest spot in the house Bring in the chairs and toys from the yard Strong wind cannot pick them up and throw them Wait to pack a supply bag until the storm arrives The family packs only if the storm really comes Fill clean containers with drinking water before the storm The family has safe water if the pipes stop working Open the windows so wind can pass through Wind and rain can move through the rooms The town is also planning ahead with two rules for new storm projects. Rule 1: a project must help keep people safe in a hurricane. Rule 2: the town's own workers must finish it before storm season starts, four months from now. Table 2 shows four project ideas. Table 2. Storm Project Ideas Project What it would do Who builds it, and how long Storm shelter: set up the town meeting hall with cots and stored water Families would have a strong place to stay during a storm Town workers - about three weeks Tree trimming: cut weak, dead branches off trees that hang over homes Branches could not break off and fall on houses Town workers - about two weeks Buried power lines: move the town's power lines underground The town would keep electric power during and after storms Outside company - about two years Welcome sign: repaint the town's welcome sign and plant flowers beside it The town would look brighter for summer visitors Town workers - about one week Last spring, the town tested its storm warning system, which sends a warning message to every family's phone. The system's goal is for every family to get the warning within 10 minutes." }, { "n": 29, "item_id": "_b98c431e-9817-4c62-8ed0-bcb4992ee0e7", "type": "choice", "title": "Choosing Storm Projects", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

The town can pay for only two of the projects in Table 2.

Look at Table 2 and the town's two rules. Which pair of projects follows both rules?

", "prompt_plain": "The town can pay for only two of the projects in Table 2. Look at Table 2 and the town's two rules. Which pair of projects follows both rules?", "context_html": "", "options": [ { "id": "cA1", "text": "Set up the storm shelter and trim the trees.", "plain": "Set up the storm shelter and trim the trees.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Set up the storm shelter and bury the power lines.", "plain": "Set up the storm shelter and bury the power lines.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Trim the trees and fix up the welcome sign.", "plain": "Trim the trees and fix up the welcome sign.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Bury the power lines and fix up the welcome sign.", "plain": "Bury the power lines and fix up the welcome sign.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_747566b6-70f1-4520-b3f6-e98bfc7b2e4c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Hurricane Watch at Pelican Shores

Pelican Shores is a small town by the sea. The weather center has placed the town under a hurricane watch: a hurricane may arrive within two days. Families are getting ready now. Table 1 shows actions a family could take and what each action does.

Table 1. Family Prep Actions

ActionWhat it does
Move the supplies to the floor of the lowest roomSupplies sit at the lowest spot in the house
Bring in the chairs and toys from the yardStrong wind cannot pick them up and throw them
Wait to pack a supply bag until the storm arrivesThe family packs only if the storm really comes
Fill clean containers with drinking water before the stormThe family has safe water if the pipes stop working
Open the windows so wind can pass throughWind and rain can move through the rooms

The town is also planning ahead with two rules for new storm projects. Rule 1: a project must help keep people safe in a hurricane. Rule 2: the town's own workers must finish it before storm season starts, four months from now. Table 2 shows four project ideas.

Table 2. Storm Project Ideas

ProjectWhat it would doWho builds it, and how long
Storm shelter: set up the town meeting hall with cots and stored waterFamilies would have a strong place to stay during a stormTown workers - about three weeks
Tree trimming: cut weak, dead branches off trees that hang over homesBranches could not break off and fall on housesTown workers - about two weeks
Buried power lines: move the town's power lines undergroundThe town would keep electric power during and after stormsOutside company - about two years
Welcome sign: repaint the town's welcome sign and plant flowers beside itThe town would look brighter for summer visitorsTown workers - about one week

Last spring, the town tested its storm warning system, which sends a warning message to every family's phone. The system's goal is for every family to get the warning within 10 minutes.

", "passage_plain": "Hurricane Watch at Pelican Shores Pelican Shores is a small town by the sea. The weather center has placed the town under a hurricane watch: a hurricane may arrive within two days. Families are getting ready now. Table 1 shows actions a family could take and what each action does. Table 1. Family Prep Actions Action What it does Move the supplies to the floor of the lowest room Supplies sit at the lowest spot in the house Bring in the chairs and toys from the yard Strong wind cannot pick them up and throw them Wait to pack a supply bag until the storm arrives The family packs only if the storm really comes Fill clean containers with drinking water before the storm The family has safe water if the pipes stop working Open the windows so wind can pass through Wind and rain can move through the rooms The town is also planning ahead with two rules for new storm projects. Rule 1: a project must help keep people safe in a hurricane. Rule 2: the town's own workers must finish it before storm season starts, four months from now. Table 2 shows four project ideas. Table 2. Storm Project Ideas Project What it would do Who builds it, and how long Storm shelter: set up the town meeting hall with cots and stored water Families would have a strong place to stay during a storm Town workers - about three weeks Tree trimming: cut weak, dead branches off trees that hang over homes Branches could not break off and fall on houses Town workers - about two weeks Buried power lines: move the town's power lines underground The town would keep electric power during and after storms Outside company - about two years Welcome sign: repaint the town's welcome sign and plant flowers beside it The town would look brighter for summer visitors Town workers - about one week Last spring, the town tested its storm warning system, which sends a warning message to every family's phone. The system's goal is for every family to get the warning within 10 minutes." }, { "n": 30, "item_id": "_28d805d6-9570-40e4-8930-2e1cbf8774c0", "type": "choice", "title": "A New Home for Bluebirds", "standards": [ "3-LS4-3" ], "prompt_html": "

There are several different kinds of places near the old orchard field.

Based on the data card in Table 1, in which of these places would a bluebird most likely survive well?

", "prompt_plain": "There are several different kinds of places near the old orchard field. Based on the data card in Table 1, in which of these places would a bluebird most likely survive well?", "context_html": "", "options": [ { "id": "cA1", "text": "a grassy, open area with a few old trees that have small holes", "plain": "a grassy, open area with a few old trees that have small holes", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "a thick, shady forest where tall trees grow very close together", "plain": "a thick, shady forest where tall trees grow very close together", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "a wide stretch of short grass with no trees or bushes anywhere", "plain": "a wide stretch of short grass with no trees or bushes anywhere", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "a bare, empty lot where no grass or trees can grow", "plain": "a bare, empty lot where no grass or trees can grow", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1523d2c9-8f4a-4cfa-98eb-a854b979112c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Orchard Comes Down

For many years, an old fruit orchard grew at the edge of town. The orchard had open, grassy rows between old trees. Last month, workers removed the orchard to make room for new houses. A wildlife scientist had studied the animals living there. After the trees came down, the scientist visited the field again. The scientist's data card lists three orchard animals, what each animal needs, and what the scientist saw on the new visit. Table 1 shows the data card.

Table 1. Orchard Animal Data Card

AnimalFood it needsHome it needsWhat the scientist saw on the new visit
BluebirdInsects it catches over open, grassy groundA small hole in an old tree for its nestNo bluebirds were seen in the field, but a few bluebirds were seen in old trees nearby
WoodchuckGrasses and soft green plantsAn underground den it digs in open groundWoodchucks still live in their dens in the field
Mason beeFood from spring flowersA small tunnel in dead woodOnly a few mason bees were seen, now that the spring flowers are gone
", "passage_plain": "The Orchard Comes Down For many years, an old fruit orchard grew at the edge of town. The orchard had open, grassy rows between old trees. Last month, workers removed the orchard to make room for new houses. A wildlife scientist had studied the animals living there. After the trees came down, the scientist visited the field again. The scientist's data card lists three orchard animals, what each animal needs, and what the scientist saw on the new visit. Table 1 shows the data card. Table 1. Orchard Animal Data Card Animal Food it needs Home it needs What the scientist saw on the new visit Bluebird Insects it catches over open, grassy ground A small hole in an old tree for its nest No bluebirds were seen in the field, but a few bluebirds were seen in old trees nearby Woodchuck Grasses and soft green plants An underground den it digs in open ground Woodchucks still live in their dens in the field Mason bee Food from spring flowers A small tunnel in dead wood Only a few mason bees were seen, now that the spring flowers are gone" }, { "n": 31, "item_id": "_7499eace-ebd7-45f2-8445-4c4ad35591e3", "type": "choice", "title": "Wildlife After the Orchard", "standards": [ "3-LS4-4" ], "prompt_html": "

Look at Table 1 on the wildlife data card.

Which TWO claims about the animals do the data on the card support? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1 on the wildlife data card. Which TWO claims about the animals do the data on the card support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA31", "text": "The bluebirds moved away to look for new nesting places.", "plain": "The bluebirds moved away to look for new nesting places.", "correct": true, "kind": "choice" }, { "id": "cB31", "text": "The bluebirds still nest in the field where the orchard stood.", "plain": "The bluebirds still nest in the field where the orchard stood.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "The woodchucks changed their bodies to fit the new open field.", "plain": "The woodchucks changed their bodies to fit the new open field.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "The woodchucks kept living in the field after the trees came down.", "plain": "The woodchucks kept living in the field after the trees came down.", "correct": true, "kind": "choice" }, { "id": "cE31", "text": "The mason bees found just as many blossoms as before.", "plain": "The mason bees found just as many blossoms as before.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1523d2c9-8f4a-4cfa-98eb-a854b979112c" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA31", "cD31" ] }, "n_options": 5, "passage_html": "

The Orchard Comes Down

For many years, an old fruit orchard grew at the edge of town. The orchard had open, grassy rows between old trees. Last month, workers removed the orchard to make room for new houses. A wildlife scientist had studied the animals living there. After the trees came down, the scientist visited the field again. The scientist's data card lists three orchard animals, what each animal needs, and what the scientist saw on the new visit. Table 1 shows the data card.

Table 1. Orchard Animal Data Card

AnimalFood it needsHome it needsWhat the scientist saw on the new visit
BluebirdInsects it catches over open, grassy groundA small hole in an old tree for its nestNo bluebirds were seen in the field, but a few bluebirds were seen in old trees nearby
WoodchuckGrasses and soft green plantsAn underground den it digs in open groundWoodchucks still live in their dens in the field
Mason beeFood from spring flowersA small tunnel in dead woodOnly a few mason bees were seen, now that the spring flowers are gone
", "passage_plain": "The Orchard Comes Down For many years, an old fruit orchard grew at the edge of town. The orchard had open, grassy rows between old trees. Last month, workers removed the orchard to make room for new houses. A wildlife scientist had studied the animals living there. After the trees came down, the scientist visited the field again. The scientist's data card lists three orchard animals, what each animal needs, and what the scientist saw on the new visit. Table 1 shows the data card. Table 1. Orchard Animal Data Card Animal Food it needs Home it needs What the scientist saw on the new visit Bluebird Insects it catches over open, grassy ground A small hole in an old tree for its nest No bluebirds were seen in the field, but a few bluebirds were seen in old trees nearby Woodchuck Grasses and soft green plants An underground den it digs in open ground Woodchucks still live in their dens in the field Mason bee Food from spring flowers A small tunnel in dead wood Only a few mason bees were seen, now that the spring flowers are gone" }, { "n": 32, "item_id": "_b4f45280-4103-4166-af15-db05de19de82", "type": "text-entry", "title": "Block Slide on Two Floors", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Sylvie tests how far a wooden block slides on two different floors. She gives the block the same push each time. Table 1 shows how far the block slid on each floor.

Table 1. Block Slide Test

FloorHow far the block slid
Smooth tile62 centimeters
Carpet32 centimeters

How many centimeters shorter did the block slide on the carpet floor than on the tile floor? Enter the exact number.

Give your answer as a whole number (e.g., 45).

Answer: centimeters

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "30" ] }, "n_options": 0 }, { "n": 33, "item_id": "_6c54accc-8ae2-4f41-bfc5-5cad3357f187", "type": "inline-choice", "title": "Pencil at the Desk Edge", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A pencil rolls across a desk and off the edge.

Choose the word that best completes each blank.

\"A

As soon as it leaves the desk, pulls the pencil to the floor.

", "options": [ { "id": "cB12bde1a1b2", "text": "friction", "plain": "friction", "correct": false, "kind": "inline" }, { "id": "cB10839daeb0", "text": "gravity", "plain": "gravity", "correct": true, "kind": "inline" }, { "id": "cB10a4f18898", "text": "static electricity", "plain": "static electricity", "correct": false, "kind": "inline" }, { "id": "cB2b242b6179", "text": "down", "plain": "down", "correct": true, "kind": "inline" }, { "id": "cB2b8ae0041a", "text": "sideways", "plain": "sideways", "correct": false, "kind": "inline" }, { "id": "cB2fb506c9fe", "text": "up", "plain": "up", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot33_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB10839daeb0" ], "RESPONSE2": [ "cB2b242b6179" ] }, "n_options": 6 }, { "n": 34, "item_id": "_266bc60c-3bea-492a-93f1-b24bb9412290", "type": "inline-choice", "title": "A Comb and Paper Bits", "standards": [ "3-PS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Tomek rubs a plastic comb through his hair many times. Then he holds the comb just above tiny bits of paper. The paper bits jump up and stick to the comb.

Choose the words that best complete each sentence.

\"A

Rubbing the comb through hair gave the comb .

The comb can pull the paper bits .

", "options": [ { "id": "cB10aa1f03f6", "text": "a gravity pull", "plain": "a gravity pull", "correct": false, "kind": "inline" }, { "id": "cB14b5f969aa", "text": "a magnetic force", "plain": "a magnetic force", "correct": false, "kind": "inline" }, { "id": "cB1914d26856", "text": "a static charge", "plain": "a static charge", "correct": true, "kind": "inline" }, { "id": "cB21fb6ed9d9", "text": "by touching them first", "plain": "by touching them first", "correct": false, "kind": "inline" }, { "id": "cB26ce1e2f78", "text": "by warming the air", "plain": "by warming the air", "correct": false, "kind": "inline" }, { "id": "cB2c9b7a6523", "text": "without touching them", "plain": "without touching them", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-31/images/slot34_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1914d26856" ], "RESPONSE2": [ "cB2c9b7a6523" ] }, "n_options": 6 }, { "n": 35, "item_id": "_522e35d0-ac36-453e-ba26-9c32156decad", "type": "choice", "title": "Climate Cards for Five Cities", "standards": [ "3-ESS2-2" ], "prompt_html": "

Vikram collects climate cards for five cities. Each card shows what the city is usually like, based on many years of records. Table 1 shows the five cards.

Table 1. City Climate Cards

CityUsual summer afternoon temperatureUsual rain each year
City 195°F60 inches
City 2100°F4 inches
City 350°F6 inches
City 485°F45 inches
City 5105°F3 inches

Which TWO cities most likely have a hot desert climate? Choose the TWO best answers.

", "prompt_plain": "Vikram collects climate cards for five cities. Each card shows what the city is usually like, based on many years of records. Table 1 shows the five cards. Table 1. City Climate Cards City Usual summer afternoon temperature Usual rain each year City 1 95°F 60 inches City 2 100°F 4 inches City 3 50°F 6 inches City 4 85°F 45 inches City 5 105°F 3 inches Which TWO cities most likely have a hot desert climate? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA35", "text": "City 1", "plain": "City 1", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "City 2", "plain": "City 2", "correct": true, "kind": "choice" }, { "id": "cC35", "text": "City 3", "plain": "City 3", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "City 4", "plain": "City 4", "correct": false, "kind": "choice" }, { "id": "cE35", "text": "City 5", "plain": "City 5", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB35", "cE35" ] }, "n_options": 5 }, { "n": 36, "item_id": "_41f5705a-659e-4039-9c59-8e1bb2269ebb", "type": "choice", "title": "Largemouth Bass Observations", "standards": [ "3-LS4-3" ], "prompt_html": "

A largemouth bass is a fish that lives in a lake. A student watches one bass for an afternoon and writes down four observations.

Which observation shows the bass interacting with a living part of its habitat?

", "prompt_plain": "A largemouth bass is a fish that lives in a lake. A student watches one bass for an afternoon and writes down four observations. Which observation shows the bass interacting with a living part of its habitat?", "context_html": "", "options": [ { "id": "cA36", "text": "The bass swims into a patch of warm, sunny water near the shore.", "plain": "The bass swims into a patch of warm, sunny water near the shore.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "The bass fans small stones with its tail to shape a nest.", "plain": "The bass fans small stones with its tail to shape a nest.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "The bass rests in the shade under a mat of floating water plants.", "plain": "The bass rests in the shade under a mat of floating water plants.", "correct": true, "kind": "choice" }, { "id": "cD36", "text": "The bass swims against the moving water where a stream enters the lake.", "plain": "The bass swims against the moving water where a stream enters the lake.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC36" ] }, "n_options": 4 } ] }, { "form": "G3.32", "grade": "G3", "title": "Alpha Standardized Science G3.32", "test_id": "_test-b984ad94-ffdb-4e8f-8e08-5a701f756273", "n_items": 36, "n_stimuli": 7, "stimuli": { "_17ea50dc-90af-4f8c-b231-9465b67d19be": { "title": "Pond and Garden Timelines", "html": "

Pond and Garden Timelines

Campers at Marsh Hollow camp made two photo timelines. One timeline follows a dragonfly that lived at the camp pond. The other follows a sunflower that grew in the camp garden. The campers wrote the date under each photo. Figure 1 shows both timelines with their dates.

Figure 1

\"Two
" }, "_aed52d6e-b396-4605-8501-fd0dcf41b43f": { "title": "Two Sirens for Maple County", "html": "

Two Sirens for Maple County

Maple County wants to warn people when a tornado is coming. The county tested two siren layouts. Layout A uses a few tall sirens. Layout B uses many smaller sirens spread across the county. In four drills, workers stood at different distances from the town center. Each time they wrote down the warning time: how many seconds of warning the sirens gave before a test alert ended. Sirens that are harder to hear from far away give people less warning time. Table 1 shows the warning times.

Table 1. Warning Time in Four Drills (seconds)

Distance from centerLayout ALayout B
1 kilometer6058
2 kilometers4555
3 kilometers3052
4 kilometers2048
" }, "_ce6a5075-c89b-49e8-b020-fd245c5ab2fe": { "title": "Meadow Under the Reservoir", "html": "

Meadow Under the Reservoir

Rangers studied a valley meadow after people filled a new reservoir (a lake made by people). The water covered most of the meadow. Before the reservoir was filled, the rangers counted three kinds of animals in the meadow. They counted the same animals in the same place two years after. Table 1 shows the counts and one ranger note for each animal.

\"Two

Table 1. Ranger Animal Counts

AnimalCount before the reservoirCount two years afterRanger note
Meadow vole (a small ground animal)386Most vole tunnels in the meadow are now under water.
Painted turtle (a pond turtle)319Turtles now swim and rest on logs in the new open water.
Field sparrow (a grassland bird)225Flocks now live in dry grassland higher up the valley, outside the flooded meadow.
" }, "_8d5a1bb1-d1b1-4ec5-821a-a4b11eab9024": { "title": "Field-Day Forecast Watch", "html": "

Field-Day Forecast Watch

A school committee in Topeka, Kansas, is planning field day for late May. The committee wants a warm, dry, calm day for outdoor games. They looked up the forecast for three days. Table 1 shows the forecast. Under the table, a committee member copied one line from a weather almanac (a book of weather records kept over many years).

Table 1. Three-Day Forecast for Topeka, Kansas

Weather conditionMay 20May 21May 22
Sky conditioncloudysunnypartly sunny
Highest air temperature62°F74°F70°F
Chance of rain60%10%30%
Windbreezylightstrong

Almanac note: In Topeka, late May is usually warm, and rain falls on about 9 days spread across the whole month.

" }, "_8fd2a379-027b-48ec-8be3-01577bbac08e": { "title": "Toolshed Key Rack", "html": "

Toolshed Key Rack

Volunteers at a community garden in Galena, Illinois, hang the toolshed and gate keys on hooks, but loose keys keep getting lost. The garden club asked two volunteers to build a key rack that holds the keys on magnets. The club wrote a design brief with rules the rack must follow. Each volunteer built a different prototype rack. The club tested both racks the same way. Table 1 shows what happened.

Figure 1

\"Two

Table 1. Prototype Test Results

TestRack ARack B
Keys held without falling8 keys13 keys
Taking one key offPopped off with one quick finger-and-thumb pinchStayed on until tugged hard with both hands
" }, "_d456f1a7-41b3-4520-93a5-68717eb5e38e": { "title": "Two Park Ranger Cards", "html": "

Two Park Ranger Cards

Yara is a junior ranger at Saguaro National Park in Arizona. Soren is a junior ranger at Olympic National Park in Washington. Each ranger made a data card about their park, using many years of records. Table 1 shows the two cards.

Table 1. Park Data Cards

DataSaguaro National Park (Arizona)Olympic National Park (Washington)
Usual rainfall over the yearVery little; long dry spellsFrequent; damp most days
Usual sunlightStrong sun, few cloudsOften cloudy and shady
" }, "_92910a67-3aab-4ce9-b268-2836f58962a9": { "title": "The Leafcutter Ant Room", "html": "

The Leafcutter Ant Room

Nadia works at an insect zoo in Dayton, Ohio. The zoo keeps a leafcutter ant colony in a glass nest. The ants share the colony’s work in job groups. Nadia watched the colony for one month. Table 1 shows the job groups. Table 2 shows part of Nadia’s observation log.

Table 1. Ant Job Groups

Job groupWhat the ants in the group do
Leaf cuttersCut small pieces from fresh leaves outside the nest
CarriersCarry the leaf pieces down into the nest
Fungus tendersGrow and care for the fungus that the colony eats
GuardsStand at the nest opening and block attackers

Table 2. Nadia’s Observation Log (part)

DateObservation
Aug 4Leaf cutters cut leaf pieces while carriers moved them into the nest.
Aug 11Fungus tenders fed the leaf pieces to the fungus, and the colony ate the fungus.
Aug 18Guards blocked a group of beetles from entering the nest opening.
Aug 25Each job group kept doing the job listed for it in Table 1.
" } }, "questions": [ { "n": 1, "item_id": "_17b42a2a-af9d-4c19-ad8e-265a5ada7b37", "type": "choice", "title": "Cart Push Test Loads", "standards": [ "3-PS2-1" ], "prompt_html": "

A delivery worker tests how hard three carts are to push across the same flat, smooth floor. The carts are the same size, and each one is pushed the same way. The carts carry different numbers of parcels. Table 1 shows the push test.

Table 1. Cart Push Test

CartParcels carriedHow hard to push
Cart 14 parcelsA little hard
Cart 28 parcelsHarder
Cart 312 parcelsHardest

Which conclusion does Table 1 best support?

", "prompt_plain": "A delivery worker tests how hard three carts are to push across the same flat, smooth floor. The carts are the same size, and each one is pushed the same way. The carts carry different numbers of parcels. Table 1 shows the push test. Table 1. Cart Push Test Cart Parcels carried How hard to push Cart 1 4 parcels A little hard Cart 2 8 parcels Harder Cart 3 12 parcels Hardest Which conclusion does Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "A cart that holds fewer parcels is harder to push.", "plain": "A cart that holds fewer parcels is harder to push.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Every cart needs the same size push to get moving.", "plain": "Every cart needs the same size push to get moving.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A cart that holds more parcels is harder to push.", "plain": "A cart that holds more parcels is harder to push.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The floor alone sets how hard a cart is to push.", "plain": "The floor alone sets how hard a cart is to push.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_6f4feaf7-4d80-4af4-8589-18fe8c8d6769", "type": "choice", "title": "Still Platform Forces", "standards": [ "3-PS2-1" ], "prompt_html": "

A window-washer platform hangs from two cables beside a tall building. The platform is not moving at all.

\"An

Choose the TWO statements that must be true about the forces on the still platform.

", "prompt_plain": "A window-washer platform hangs from two cables beside a tall building. The platform is not moving at all. Choose the TWO statements that must be true about the forces on the still platform.", "context_html": "", "options": [ { "id": "cA1", "text": "No force acts on the platform because it is not moving.", "plain": "No force acts on the platform because it is not moving.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Gravity still pulls down on the platform while it hangs still.", "plain": "Gravity still pulls down on the platform while it hangs still.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The upward and downward forces on the platform are equal in strength.", "plain": "The upward and downward forces on the platform are equal in strength.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The downward pull on the platform is stronger than the upward pull.", "plain": "The downward pull on the platform is stronger than the upward pull.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The cables pull up harder than gravity pulls down on the platform.", "plain": "The cables pull up harder than gravity pulls down on the platform.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot02.png" ], "stimulus_ids": [], "key_letters": "B, C", "key_values": { "RESPONSE": [ "cB1", "cC1" ] }, "n_options": 5 }, { "n": 3, "item_id": "_5cc63cf1-ab6a-464c-ab6c-9635b8c31b9b", "type": "choice", "title": "Marble Ramp Repeat Runs", "standards": [ "3-PS2-2" ], "prompt_html": "

A student rolls a marble down the same ramp from the same starting line four times. Each run, the marble stops at the same spot on the floor. Figure 1 shows where the marble stopped on runs 1 through 4.

\"A

If the student rolls the marble the same way again, what will most likely happen on run 5?

", "prompt_plain": "A student rolls a marble down the same ramp from the same starting line four times. Each run, the marble stops at the same spot on the floor. Figure 1 shows where the marble stopped on runs 1 through 4. If the student rolls the marble the same way again, what will most likely happen on run 5?", "context_html": "", "options": [ { "id": "cA1", "text": "Run 5 will stop at the same floor spot again.", "plain": "Run 5 will stop at the same floor spot again.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Run 5 will stop farther along because the marble speeds up.", "plain": "Run 5 will stop farther along because the marble speeds up.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Run 5 will stop at a different spot no one can predict.", "plain": "Run 5 will stop at a different spot no one can predict.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Run 5 will stop a little past the marked spot this time.", "plain": "Run 5 will stop a little past the marked spot this time.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot03.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 4, "item_id": "_271a08d0-7deb-47ba-a1df-5d8c0e668e0a", "type": "text-entry", "title": "Warm-Up Rope Turn Counts", "standards": [ "3-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Leo jumps rope without stopping and slowly speeds up as he warms up. A friend counts Leo’s rope turns during each 10-second part of the jump. Table 1 shows the counts so far.

Table 1. Jump-Rope Turn Counts

Part of the jumpTurns counted
First 10 seconds20
Second 10 seconds25
Third 10 seconds30
Fourth 10 seconds35

If the pattern continues, how many turns will Leo most likely make during the fifth 10-second part?

Give your answer as a whole number (e.g., 12).

Number of turns:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "40" ] }, "n_options": 0 }, { "n": 5, "item_id": "_b6ee7909-40da-4aad-947c-debaec4e88eb", "type": "choice", "title": "Toolshed Magnet Test", "standards": [ "3-PS2-3" ], "prompt_html": "

Owen wants to find which objects in the toolshed are made of magnetic material. He touches a bar magnet to each object. Table 1 shows his results.

Table 1. Magnet Test Results

ObjectWhat it is made ofDid the magnet attract it?
Paper clipSteelYes
Key (shiny)BrassNo
Can tabAluminumNo
NailIronYes

Which conclusion does Table 1 best support?

", "prompt_plain": "Owen wants to find which objects in the toolshed are made of magnetic material. He touches a bar magnet to each object. Table 1 shows his results. Table 1. Magnet Test Results Object What it is made of Did the magnet attract it? Paper clip Steel Yes Key (shiny) Brass No Can tab Aluminum No Nail Iron Yes Which conclusion does Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The magnet attracts any object that is made of metal.", "plain": "The magnet attracts any object that is made of metal.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The magnet attracts objects that look shiny and bright.", "plain": "The magnet attracts objects that look shiny and bright.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The magnet attracts the lightest objects on the table.", "plain": "The magnet attracts the lightest objects on the table.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The magnet attracts objects made of iron or steel.", "plain": "The magnet attracts objects made of iron or steel.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_c50cc439-25f9-4547-a954-2906cc5a4a59", "type": "choice", "title": "Magnet Across the Table", "standards": [ "3-PS2-3" ], "prompt_html": "

At a science museum, a steel token sits on a smooth, flat tabletop. A worker holds a magnet in the air to one side of the token, not touching it, and slowly moves the magnet closer across the table. Table 1 shows what the token did.

\"A

Table 1. Magnet Distance Tests

TestWhere the magnet was heldWhat the steel token did
1Far to the side of the tokenDid not move
2Partway closer to the tokenSlid slowly toward the magnet
3Very close to the tokenSlid quickly to the magnet

Based on Table 1, choose the TWO conclusions about the magnet’s force that the results support.

", "prompt_plain": "At a science museum, a steel token sits on a smooth, flat tabletop. A worker holds a magnet in the air to one side of the token, not touching it, and slowly moves the magnet closer across the table. Table 1 shows what the token did. Table 1. Magnet Distance Tests Test Where the magnet was held What the steel token did 1 Far to the side of the token Did not move 2 Partway closer to the token Slid slowly toward the magnet 3 Very close to the token Slid quickly to the magnet Based on Table 1, choose the TWO conclusions about the magnet’s force that the results support.", "context_html": "", "options": [ { "id": "cA1", "text": "The magnet can pull the steel token without touching it.", "plain": "The magnet can pull the steel token without touching it.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The closer the magnet, the stronger its pull on the token.", "plain": "The closer the magnet, the stronger its pull on the token.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The magnet must touch the token before the token can move.", "plain": "The magnet must touch the token before the token can move.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The token moves because the smooth tabletop lets it slide freely.", "plain": "The token moves because the smooth tabletop lets it slide freely.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "A plastic token would be pulled in exactly the same way.", "plain": "A plastic token would be pulled in exactly the same way.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot06.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_0c764a33-2115-4913-af2e-6e9d0bef23a0", "type": "choice", "title": "Key Rack Hold Rule", "standards": [ "3-PS2-4" ], "prompt_html": "

The design brief says the rack must hold at least 10 keys and must let a volunteer take one key off using one hand. These are the rack’s criteria.

Look at Table 1. Which statement about the rule to hold at least 10 keys is correct?

", "prompt_plain": "The design brief says the rack must hold at least 10 keys and must let a volunteer take one key off using one hand. These are the rack’s criteria. Look at Table 1. Which statement about the rule to hold at least 10 keys is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "Only Rack A holds at least 10 keys.", "plain": "Only Rack A holds at least 10 keys.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both racks hold at least 10 keys.", "plain": "Both racks hold at least 10 keys.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Only Rack B holds at least 10 keys.", "plain": "Only Rack B holds at least 10 keys.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Neither rack holds at least 10 keys.", "plain": "Neither rack holds at least 10 keys.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8fd2a379-027b-48ec-8be3-01577bbac08e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Toolshed Key Rack

Volunteers at a community garden in Galena, Illinois, hang the toolshed and gate keys on hooks, but loose keys keep getting lost. The garden club asked two volunteers to build a key rack that holds the keys on magnets. The club wrote a design brief with rules the rack must follow. Each volunteer built a different prototype rack. The club tested both racks the same way. Table 1 shows what happened.

Figure 1

\"Two

Table 1. Prototype Test Results

TestRack ARack B
Keys held without falling8 keys13 keys
Taking one key offPopped off with one quick finger-and-thumb pinchStayed on until tugged hard with both hands
", "passage_plain": "Toolshed Key Rack Volunteers at a community garden in Galena, Illinois, hang the toolshed and gate keys on hooks, but loose keys keep getting lost. The garden club asked two volunteers to build a key rack that holds the keys on magnets. The club wrote a design brief with rules the rack must follow. Each volunteer built a different prototype rack. The club tested both racks the same way. Table 1 shows what happened. Figure 1 Table 1. Prototype Test Results Test Rack A Rack B Keys held without falling 8 keys 13 keys Taking one key off Popped off with one quick finger-and-thumb pinch Stayed on until tugged hard with both hands" }, { "n": 8, "item_id": "_bbba1be5-36ed-48ea-b8b0-4dfa871621ae", "type": "choice", "title": "Key Rack Strip Test", "standards": [ "3-PS2-4" ], "prompt_html": "

Neither prototype rack met both of the design criteria, so the volunteers test four new magnet strips to find one that can hold at least 10 keys AND still let a key come off with one hand. The figure shows how each strip did.

\"Four

Which strip best meets both criteria?

", "prompt_plain": "Neither prototype rack met both of the design criteria, so the volunteers test four new magnet strips to find one that can hold at least 10 keys AND still let a key come off with one hand. The figure shows how each strip did. Which strip best meets both criteria?", "context_html": "", "options": [ { "id": "cA1", "text": "Strip 1", "plain": "Strip 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Strip 2", "plain": "Strip 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Strip 3", "plain": "Strip 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Strip 4", "plain": "Strip 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot08.png" ], "stimulus_ids": [ "_8fd2a379-027b-48ec-8be3-01577bbac08e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Toolshed Key Rack

Volunteers at a community garden in Galena, Illinois, hang the toolshed and gate keys on hooks, but loose keys keep getting lost. The garden club asked two volunteers to build a key rack that holds the keys on magnets. The club wrote a design brief with rules the rack must follow. Each volunteer built a different prototype rack. The club tested both racks the same way. Table 1 shows what happened.

Figure 1

\"Two

Table 1. Prototype Test Results

TestRack ARack B
Keys held without falling8 keys13 keys
Taking one key offPopped off with one quick finger-and-thumb pinchStayed on until tugged hard with both hands
", "passage_plain": "Toolshed Key Rack Volunteers at a community garden in Galena, Illinois, hang the toolshed and gate keys on hooks, but loose keys keep getting lost. The garden club asked two volunteers to build a key rack that holds the keys on magnets. The club wrote a design brief with rules the rack must follow. Each volunteer built a different prototype rack. The club tested both racks the same way. Table 1 shows what happened. Figure 1 Table 1. Prototype Test Results Test Rack A Rack B Keys held without falling 8 keys 13 keys Taking one key off Popped off with one quick finger-and-thumb pinch Stayed on until tugged hard with both hands" }, { "n": 9, "item_id": "_220e7c7a-4d47-4c17-a926-be707b202570", "type": "gap-match", "title": "Design Rule Types", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The design brief also lists other rules. Four of those rules are shown in the table.

 

Drag one card into the box next to each rule to show whether it is a criterion or a constraint. You may use a card more than once.

", "prompt_plain": "The design brief also lists other rules. Four of those rules are shown in the table. Drag one card into the box next to each rule to show whether it is a criterion or a constraint. You may use a card more than once.", "context_html": "", "options": [ { "id": "d-criterion", "text": "Criterion", "plain": "Criterion", "correct": false, "kind": "gap-token" }, { "id": "d-constraint", "text": "Constraint", "plain": "Constraint", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_8fd2a379-027b-48ec-8be3-01577bbac08e" ], "key_letters": "", "key_values": { "RESPONSE": [ "d-constraint g1", "d-criterion g2", "d-constraint g3", "d-criterion g4" ] }, "n_options": 2, "passage_html": "

Toolshed Key Rack

Volunteers at a community garden in Galena, Illinois, hang the toolshed and gate keys on hooks, but loose keys keep getting lost. The garden club asked two volunteers to build a key rack that holds the keys on magnets. The club wrote a design brief with rules the rack must follow. Each volunteer built a different prototype rack. The club tested both racks the same way. Table 1 shows what happened.

Figure 1

\"Two

Table 1. Prototype Test Results

TestRack ARack B
Keys held without falling8 keys13 keys
Taking one key offPopped off with one quick finger-and-thumb pinchStayed on until tugged hard with both hands
", "passage_plain": "Toolshed Key Rack Volunteers at a community garden in Galena, Illinois, hang the toolshed and gate keys on hooks, but loose keys keep getting lost. The garden club asked two volunteers to build a key rack that holds the keys on magnets. The club wrote a design brief with rules the rack must follow. Each volunteer built a different prototype rack. The club tested both racks the same way. Table 1 shows what happened. Figure 1 Table 1. Prototype Test Results Test Rack A Rack B Keys held without falling 8 keys 13 keys Taking one key off Popped off with one quick finger-and-thumb pinch Stayed on until tugged hard with both hands" }, { "n": 10, "item_id": "_b60316d2-26c2-4696-83ab-5b918b81a00e", "type": "choice", "title": "Insect and Sunflower Part A", "standards": [ "3-LS1-1" ], "prompt_html": "

Part A

Look at Figure 1. The dragonfly and the sunflower are very different living things.

Which claim about the two life cycles do BOTH timelines support?

", "prompt_plain": "Part A Look at Figure 1. The dragonfly and the sunflower are very different living things. Which claim about the two life cycles do BOTH timelines support?", "context_html": "", "options": [ { "id": "cA1", "text": "Both organisms grow, make new living things, and later die.", "plain": "Both organisms grow, make new living things, and later die.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Both organisms look alike at each stage of life.", "plain": "Both organisms look alike at each stage of life.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both organisms begin life by hatching from an egg.", "plain": "Both organisms begin life by hatching from an egg.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both organisms grow larger but make no new living things.", "plain": "Both organisms grow larger but make no new living things.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_17ea50dc-90af-4f8c-b231-9465b67d19be" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Pond and Garden Timelines

Campers at Marsh Hollow camp made two photo timelines. One timeline follows a dragonfly that lived at the camp pond. The other follows a sunflower that grew in the camp garden. The campers wrote the date under each photo. Figure 1 shows both timelines with their dates.

Figure 1

\"Two
", "passage_plain": "Pond and Garden Timelines Campers at Marsh Hollow camp made two photo timelines. One timeline follows a dragonfly that lived at the camp pond. The other follows a sunflower that grew in the camp garden. The campers wrote the date under each photo. Figure 1 shows both timelines with their dates. Figure 1" }, { "n": 11, "item_id": "_c8e1f41e-0dea-4d0c-8b75-24d624173192", "type": "choice", "title": "Insect and Plant Part B", "standards": [ "3-LS1-1" ], "prompt_html": "

Part B

Which evidence from the two timelines best supports the answer in Part A?

", "prompt_plain": "Part B Which evidence from the two timelines best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Both timelines show a living thing grow up and make new young of its kind.", "plain": "Both timelines show a living thing grow up and make new young of its kind.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Only the dragonfly timeline shows a young stage that lives underwater before it grows wings.", "plain": "Only the dragonfly timeline shows a young stage that lives underwater before it grows wings.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both of the timelines are made from photos taken at the same nature camp.", "plain": "Both of the timelines are made from photos taken at the same nature camp.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both timelines show the grown adult first and the egg or seed at the end.", "plain": "Both timelines show the grown adult first and the egg or seed at the end.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_17ea50dc-90af-4f8c-b231-9465b67d19be" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Pond and Garden Timelines

Campers at Marsh Hollow camp made two photo timelines. One timeline follows a dragonfly that lived at the camp pond. The other follows a sunflower that grew in the camp garden. The campers wrote the date under each photo. Figure 1 shows both timelines with their dates.

Figure 1

\"Two
", "passage_plain": "Pond and Garden Timelines Campers at Marsh Hollow camp made two photo timelines. One timeline follows a dragonfly that lived at the camp pond. The other follows a sunflower that grew in the camp garden. The campers wrote the date under each photo. Figure 1 shows both timelines with their dates. Figure 1" }, { "n": 12, "item_id": "_e0ce9ba6-894d-44a8-ba72-123b784fc196", "type": "choice", "title": "Young Clownfish Pattern", "standards": [ "3-LS3-1" ], "prompt_html": "

At a science center, two parent clownfish live in the same tank. In clownfish, the grown-up color pattern is passed from parents to their young. Both parents have reddish-brown skin with white bands. One of their eggs hatches, and the young clownfish grows up.

\"Two

Which color pattern will the grown young clownfish (the offspring) most likely inherit from its parents?

", "prompt_plain": "At a science center, two parent clownfish live in the same tank. In clownfish, the grown-up color pattern is passed from parents to their young. Both parents have reddish-brown skin with white bands. One of their eggs hatches, and the young clownfish grows up. Which color pattern will the grown young clownfish (the offspring) most likely inherit from its parents?", "context_html": "", "options": [ { "id": "cA1", "text": "Red-brown skin with no stripes", "plain": "Red-brown skin with no stripes", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Pale skin with white stripes", "plain": "Pale skin with white stripes", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Red-brown skin with white stripes", "plain": "Red-brown skin with white stripes", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Yellow skin with dark rings", "plain": "Yellow skin with dark rings", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot12.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_b9a9e066-d745-4434-9cfe-d96de3dfebe7", "type": "choice", "title": "Marigold Plant Heights", "standards": [ "3-LS3-1" ], "prompt_html": "

Priya grows marigold plants. Two parent plants made seeds together. Parent plant 1 grew 32 centimeters tall. Parent plant 2 grew 40 centimeters tall. Priya planted 24 of their seeds in one garden bed. Every young plant got the same soil, water, and sunlight. Table 1 shows the heights of the 24 young plants after they finished growing.

Table 1. Heights of 24 Young Marigold Plants

Height (centimeters)Number of young plants
282
325
369
404
444

Which claim does the data in Table 1 best support?

", "prompt_plain": "Priya grows marigold plants. Two parent plants made seeds together. Parent plant 1 grew 32 centimeters tall. Parent plant 2 grew 40 centimeters tall. Priya planted 24 of their seeds in one garden bed. Every young plant got the same soil, water, and sunlight. Table 1 shows the heights of the 24 young plants after they finished growing. Table 1. Heights of 24 Young Marigold Plants Height (centimeters) Number of young plants 28 2 32 5 36 9 40 4 44 4 Which claim does the data in Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Most of the young plants grew to exactly the same height as one parent plant.", "plain": "Most of the young plants grew to exactly the same height as one parent plant.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The young plants inherited their height from their parents, but their heights still vary.", "plain": "The young plants inherited their height from their parents, but their heights still vary.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The soil, water, and sunlight decided how tall each young plant would grow.", "plain": "The soil, water, and sunlight decided how tall each young plant would grow.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The heights of the young plants have no link to the parent plants.", "plain": "The heights of the young plants have no link to the parent plants.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 14, "item_id": "_02b09f6c-1cc2-4263-944a-54510a9b9173", "type": "match", "title": "Burrowing Owl Feature Match", "standards": [ "3-LS4-2" ], "prompt_html": "

Burrowing owls live in flat, dry grassland and nest in burrows (holes in the ground). Owls of this kind are not all alike: some have body features that help them more than others. The picture shows four of these features.

 

Match each body feature to the way it can help an owl that has it survive better in the dry grassland.

\"A

", "prompt_plain": "Burrowing owls live in flat, dry grassland and nest in burrows (holes in the ground). Owls of this kind are not all alike: some have body features that help them more than others. The picture shows four of these features. Match each body feature to the way it can help an owl that has it survive better in the dry grassland.", "context_html": "", "options": [ { "id": "feat1", "text": "Long legs", "plain": "Long legs", "correct": false, "kind": "match-token" }, { "id": "feat2", "text": "Dull brown feathers", "plain": "Dull brown feathers", "correct": false, "kind": "match-token" }, { "id": "feat3", "text": "Toes with strong claws", "plain": "Toes with strong claws", "correct": false, "kind": "match-token" }, { "id": "feat4", "text": "Head that turns far to each side", "plain": "Head that turns far to each side", "correct": false, "kind": "match-token" }, { "id": "func1", "text": "Stand tall to look over the grass for danger", "plain": "Stand tall to look over the grass for danger", "correct": false, "kind": "match-token" }, { "id": "func2", "text": "Blend in with the dry soil so predators do not spot it", "plain": "Blend in with the dry soil so predators do not spot it", "correct": false, "kind": "match-token" }, { "id": "func3", "text": "Dig a deeper burrow to hide from the midday heat", "plain": "Dig a deeper burrow to hide from the midday heat", "correct": false, "kind": "match-token" }, { "id": "func4", "text": "Keep watch all around without leaving the burrow opening", "plain": "Keep watch all around without leaving the burrow opening", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot14.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "feat1 func1", "feat2 func2", "feat3 func3", "feat4 func4" ] }, "n_options": 8 }, { "n": 15, "item_id": "_14232cab-8bb8-483a-ba33-8e2d2d85ab5a", "type": "hottext", "title": "Bunchgrass Root Evidence", "standards": [ "3-LS4-2" ], "prompt_html": "

A plant scientist wrote a field report about bunchgrass plants growing on a dry hill. The report makes this claim: bunchgrass plants with longer roots have a better chance of living through a dry summer.

\"Cutaway

Read the report. Select the TWO sentences that are evidence for the claim.

", "prompt_plain": "A plant scientist wrote a field report about bunchgrass plants growing on a dry hill. The report makes this claim: bunchgrass plants with longer roots have a better chance of living through a dry summer. Read the report. Select the TWO sentences that are evidence for the claim.", "context_html": "", "options": [ { "id": "hA1", "text": "The clumps that lived through the dry summer had long, deep roots underground.", "plain": "The clumps that lived through the dry summer had long, deep roots underground.", "correct": true, "kind": "hottext" }, { "id": "hB1", "text": "The clumps that died had only short roots near the top of the soil.", "plain": "The clumps that died had only short roots near the top of the soil.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "The bunchgrass grows in round clumps, each clump holding many thin roots.", "plain": "The bunchgrass grows in round clumps, each clump holding many thin roots.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "Very little rain fell on the dry hill from early June through late September.", "plain": "Very little rain fell on the dry hill from early June through late September.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "Each spring the old bunchgrass turns from brown back to green again.", "plain": "Each spring the old bunchgrass turns from brown back to green again.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot15.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hA1", "hB1" ] }, "n_options": 5 }, { "n": 16, "item_id": "_202a4f4c-ebb0-47da-b5d8-6400e0691ada", "type": "choice", "title": "Ant Colony Jobs Claim", "standards": [ "3-LS2-1" ], "prompt_html": "

Look at Table 1 and Table 2. Which claim about the colony do Nadia’s observations best support?

", "prompt_plain": "Look at Table 1 and Table 2. Which claim about the colony do Nadia’s observations best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Most ants in the colony do every colony job by themselves.", "plain": "Most ants in the colony do every colony job by themselves.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The ants trade jobs with other groups as the weeks pass.", "plain": "The ants trade jobs with other groups as the weeks pass.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The colony would stay healthy even if the guards all stopped.", "plain": "The colony would stay healthy even if the guards all stopped.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Ants in different job groups do work that keeps the whole colony alive.", "plain": "Ants in different job groups do work that keeps the whole colony alive.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_92910a67-3aab-4ce9-b268-2836f58962a9" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The Leafcutter Ant Room

Nadia works at an insect zoo in Dayton, Ohio. The zoo keeps a leafcutter ant colony in a glass nest. The ants share the colony’s work in job groups. Nadia watched the colony for one month. Table 1 shows the job groups. Table 2 shows part of Nadia’s observation log.

Table 1. Ant Job Groups

Job groupWhat the ants in the group do
Leaf cuttersCut small pieces from fresh leaves outside the nest
CarriersCarry the leaf pieces down into the nest
Fungus tendersGrow and care for the fungus that the colony eats
GuardsStand at the nest opening and block attackers

Table 2. Nadia’s Observation Log (part)

DateObservation
Aug 4Leaf cutters cut leaf pieces while carriers moved them into the nest.
Aug 11Fungus tenders fed the leaf pieces to the fungus, and the colony ate the fungus.
Aug 18Guards blocked a group of beetles from entering the nest opening.
Aug 25Each job group kept doing the job listed for it in Table 1.
", "passage_plain": "The Leafcutter Ant Room Nadia works at an insect zoo in Dayton, Ohio. The zoo keeps a leafcutter ant colony in a glass nest. The ants share the colony’s work in job groups. Nadia watched the colony for one month. Table 1 shows the job groups. Table 2 shows part of Nadia’s observation log. Table 1. Ant Job Groups Job group What the ants in the group do Leaf cutters Cut small pieces from fresh leaves outside the nest Carriers Carry the leaf pieces down into the nest Fungus tenders Grow and care for the fungus that the colony eats Guards Stand at the nest opening and block attackers Table 2. Nadia’s Observation Log (part) Date Observation Aug 4 Leaf cutters cut leaf pieces while carriers moved them into the nest. Aug 11 Fungus tenders fed the leaf pieces to the fungus, and the colony ate the fungus. Aug 18 Guards blocked a group of beetles from entering the nest opening. Aug 25 Each job group kept doing the job listed for it in Table 1." }, { "n": 17, "item_id": "_525621ca-fb3b-4392-90ea-664ac98f04af", "type": "choice", "title": "Ant Colony Role Sharing", "standards": [ "3-LS2-1" ], "prompt_html": "

Nadia writes this claim: sharing the work among the job groups helps the whole colony stay alive.

In September, Nadia adds five more rows to the observation log. Which TWO of the new log rows support Nadia’s claim? Choose the TWO best answers.

", "prompt_plain": "Nadia writes this claim: sharing the work among the job groups helps the whole colony stay alive. In September, Nadia adds five more rows to the observation log. Which TWO of the new log rows support Nadia’s claim? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Sept 3 — A few of the guards were a bit bigger than the other guards.", "plain": "Sept 3 — A few of the guards were a bit bigger than the other guards.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sept 7 — The leaf cutters and carriers brought in leaves, and fungus tenders grew the colony’s food.", "plain": "Sept 7 — The leaf cutters and carriers brought in leaves, and fungus tenders grew the colony’s food.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Sept 10 — One ant climbed the glass wall of the nest for most of the morning.", "plain": "Sept 10 — One ant climbed the glass wall of the nest for most of the morning.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Sept 14 — The nest was warmer than usual, so the whole colony moved more slowly that day.", "plain": "Sept 14 — The nest was warmer than usual, so the whole colony moved more slowly that day.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Sept 20 — Because the guards blocked a line of beetles, the whole colony stayed safe.", "plain": "Sept 20 — Because the guards blocked a line of beetles, the whole colony stayed safe.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_92910a67-3aab-4ce9-b268-2836f58962a9" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

The Leafcutter Ant Room

Nadia works at an insect zoo in Dayton, Ohio. The zoo keeps a leafcutter ant colony in a glass nest. The ants share the colony’s work in job groups. Nadia watched the colony for one month. Table 1 shows the job groups. Table 2 shows part of Nadia’s observation log.

Table 1. Ant Job Groups

Job groupWhat the ants in the group do
Leaf cuttersCut small pieces from fresh leaves outside the nest
CarriersCarry the leaf pieces down into the nest
Fungus tendersGrow and care for the fungus that the colony eats
GuardsStand at the nest opening and block attackers

Table 2. Nadia’s Observation Log (part)

DateObservation
Aug 4Leaf cutters cut leaf pieces while carriers moved them into the nest.
Aug 11Fungus tenders fed the leaf pieces to the fungus, and the colony ate the fungus.
Aug 18Guards blocked a group of beetles from entering the nest opening.
Aug 25Each job group kept doing the job listed for it in Table 1.
", "passage_plain": "The Leafcutter Ant Room Nadia works at an insect zoo in Dayton, Ohio. The zoo keeps a leafcutter ant colony in a glass nest. The ants share the colony’s work in job groups. Nadia watched the colony for one month. Table 1 shows the job groups. Table 2 shows part of Nadia’s observation log. Table 1. Ant Job Groups Job group What the ants in the group do Leaf cutters Cut small pieces from fresh leaves outside the nest Carriers Carry the leaf pieces down into the nest Fungus tenders Grow and care for the fungus that the colony eats Guards Stand at the nest opening and block attackers Table 2. Nadia’s Observation Log (part) Date Observation Aug 4 Leaf cutters cut leaf pieces while carriers moved them into the nest. Aug 11 Fungus tenders fed the leaf pieces to the fungus, and the colony ate the fungus. Aug 18 Guards blocked a group of beetles from entering the nest opening. Aug 25 Each job group kept doing the job listed for it in Table 1." }, { "n": 18, "item_id": "_1bd33954-c853-44b6-bf93-b80d22c2a7f1", "type": "choice", "title": "Reservoir Meadow Part A", "standards": [ "3-LS4-4" ], "prompt_html": "

Part A

Look at Table 1. Which claim do the rangers’ counts and notes best support?

", "prompt_plain": "Part A Look at Table 1. Which claim do the rangers’ counts and notes best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The new reservoir made the meadow a worse home for all three animals.", "plain": "The new reservoir made the meadow a worse home for all three animals.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The vole and sparrow will change their bodies to live in the water.", "plain": "The vole and sparrow will change their bodies to live in the water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The new reservoir was a better home for one animal but worse for two.", "plain": "The new reservoir was a better home for one animal but worse for two.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The counts changed because the meadow had unusual weather for two whole years.", "plain": "The counts changed because the meadow had unusual weather for two whole years.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ce6a5075-c89b-49e8-b020-fd245c5ab2fe" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Meadow Under the Reservoir

Rangers studied a valley meadow after people filled a new reservoir (a lake made by people). The water covered most of the meadow. Before the reservoir was filled, the rangers counted three kinds of animals in the meadow. They counted the same animals in the same place two years after. Table 1 shows the counts and one ranger note for each animal.

\"Two

Table 1. Ranger Animal Counts

AnimalCount before the reservoirCount two years afterRanger note
Meadow vole (a small ground animal)386Most vole tunnels in the meadow are now under water.
Painted turtle (a pond turtle)319Turtles now swim and rest on logs in the new open water.
Field sparrow (a grassland bird)225Flocks now live in dry grassland higher up the valley, outside the flooded meadow.
", "passage_plain": "Meadow Under the Reservoir Rangers studied a valley meadow after people filled a new reservoir (a lake made by people). The water covered most of the meadow. Before the reservoir was filled, the rangers counted three kinds of animals in the meadow. They counted the same animals in the same place two years after. Table 1 shows the counts and one ranger note for each animal. Table 1. Ranger Animal Counts Animal Count before the reservoir Count two years after Ranger note Meadow vole (a small ground animal) 38 6 Most vole tunnels in the meadow are now under water. Painted turtle (a pond turtle) 3 19 Turtles now swim and rest on logs in the new open water. Field sparrow (a grassland bird) 22 5 Flocks now live in dry grassland higher up the valley, outside the flooded meadow." }, { "n": 19, "item_id": "_5853d15a-3fcf-47e8-b0b8-9b4bae2d943e", "type": "choice", "title": "Reservoir Meadow Part B", "standards": [ "3-LS4-4" ], "prompt_html": "

Part B

Which evidence from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which evidence from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The turtle count rose from 3 to 19 while the vole and sparrow counts fell.", "plain": "The turtle count rose from 3 to 19 while the vole and sparrow counts fell.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The vole count fell from 38 to 6, and the sparrow count also fell.", "plain": "The vole count fell from 38 to 6, and the sparrow count also fell.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The turtle had the smallest count of the three animals before the reservoir.", "plain": "The turtle had the smallest count of the three animals before the reservoir.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The rangers counted each animal one time before the reservoir and one after.", "plain": "The rangers counted each animal one time before the reservoir and one after.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ce6a5075-c89b-49e8-b020-fd245c5ab2fe" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Meadow Under the Reservoir

Rangers studied a valley meadow after people filled a new reservoir (a lake made by people). The water covered most of the meadow. Before the reservoir was filled, the rangers counted three kinds of animals in the meadow. They counted the same animals in the same place two years after. Table 1 shows the counts and one ranger note for each animal.

\"Two

Table 1. Ranger Animal Counts

AnimalCount before the reservoirCount two years afterRanger note
Meadow vole (a small ground animal)386Most vole tunnels in the meadow are now under water.
Painted turtle (a pond turtle)319Turtles now swim and rest on logs in the new open water.
Field sparrow (a grassland bird)225Flocks now live in dry grassland higher up the valley, outside the flooded meadow.
", "passage_plain": "Meadow Under the Reservoir Rangers studied a valley meadow after people filled a new reservoir (a lake made by people). The water covered most of the meadow. Before the reservoir was filled, the rangers counted three kinds of animals in the meadow. They counted the same animals in the same place two years after. Table 1 shows the counts and one ranger note for each animal. Table 1. Ranger Animal Counts Animal Count before the reservoir Count two years after Ranger note Meadow vole (a small ground animal) 38 6 Most vole tunnels in the meadow are now under water. Painted turtle (a pond turtle) 3 19 Turtles now swim and rest on logs in the new open water. Field sparrow (a grassland bird) 22 5 Flocks now live in dry grassland higher up the valley, outside the flooded meadow." }, { "n": 20, "item_id": "_a3849245-828a-432b-a15b-bc762d3ffd30", "type": "choice", "title": "Field-Day Forecast Day", "standards": [ "3-ESS2-1" ], "prompt_html": "

Look at Table 1. On which day would field day best fit what the committee wants?

", "prompt_plain": "Look at Table 1. On which day would field day best fit what the committee wants?", "context_html": "", "options": [ { "id": "cA1", "text": "May 20, because it will be sunny with just a light breeze.", "plain": "May 20, because it will be sunny with just a light breeze.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "May 21, because it will be sunny, warm, and unlikely to rain.", "plain": "May 21, because it will be sunny, warm, and unlikely to rain.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "May 22, because it will be warm with a gentle breeze.", "plain": "May 22, because it will be warm with a gentle breeze.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "May 20, because it will be warm, dry, and calm.", "plain": "May 20, because it will be warm, dry, and calm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8d5a1bb1-d1b1-4ec5-821a-a4b11eab9024" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Field-Day Forecast Watch

A school committee in Topeka, Kansas, is planning field day for late May. The committee wants a warm, dry, calm day for outdoor games. They looked up the forecast for three days. Table 1 shows the forecast. Under the table, a committee member copied one line from a weather almanac (a book of weather records kept over many years).

Table 1. Three-Day Forecast for Topeka, Kansas

Weather conditionMay 20May 21May 22
Sky conditioncloudysunnypartly sunny
Highest air temperature62°F74°F70°F
Chance of rain60%10%30%
Windbreezylightstrong

Almanac note: In Topeka, late May is usually warm, and rain falls on about 9 days spread across the whole month.

", "passage_plain": "Field-Day Forecast Watch A school committee in Topeka, Kansas, is planning field day for late May. The committee wants a warm, dry, calm day for outdoor games. They looked up the forecast for three days. Table 1 shows the forecast. Under the table, a committee member copied one line from a weather almanac (a book of weather records kept over many years). Table 1. Three-Day Forecast for Topeka, Kansas Weather condition May 20 May 21 May 22 Sky condition cloudy sunny partly sunny Highest air temperature 62°F 74°F 70°F Chance of rain 60% 10% 30% Wind breezy light strong Almanac note: In Topeka, late May is usually warm, and rain falls on about 9 days spread across the whole month." }, { "n": 21, "item_id": "_7f83244c-9f17-4df7-a1e2-eaf04afe715d", "type": "choice", "title": "Climate or Weather", "standards": [ "3-ESS2-2" ], "prompt_html": "

The field-day committee compares Thursday's forecast with the almanac note.

Thursday's high is 62 degrees Fahrenheit, but a usual May day here has a high near 70 degrees Fahrenheit. Which statement best explains this difference?

", "prompt_plain": "The field-day committee compares Thursday's forecast with the almanac note. Thursday's high is 62 degrees Fahrenheit, but a usual May day here has a high near 70 degrees Fahrenheit. Which statement best explains this difference?", "context_html": "", "options": [ { "id": "cA1", "text": "The area's climate has changed to a cooler one, since this Thursday is cooler than usual.", "plain": "The area's climate has changed to a cooler one, since this Thursday is cooler than usual.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A single cool day is normal weather and does not show that the May climate has changed.", "plain": "A single cool day is normal weather and does not show that the May climate has changed.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The usual-May number must be a mistake, because a May day should match the climate value.", "plain": "The usual-May number must be a mistake, because a May day should match the climate value.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The rest of May will be cooler than usual, because this one day is cool.", "plain": "The rest of May will be cooler than usual, because this one day is cool.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8d5a1bb1-d1b1-4ec5-821a-a4b11eab9024" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Field-Day Forecast Watch

A school committee in Topeka, Kansas, is planning field day for late May. The committee wants a warm, dry, calm day for outdoor games. They looked up the forecast for three days. Table 1 shows the forecast. Under the table, a committee member copied one line from a weather almanac (a book of weather records kept over many years).

Table 1. Three-Day Forecast for Topeka, Kansas

Weather conditionMay 20May 21May 22
Sky conditioncloudysunnypartly sunny
Highest air temperature62°F74°F70°F
Chance of rain60%10%30%
Windbreezylightstrong

Almanac note: In Topeka, late May is usually warm, and rain falls on about 9 days spread across the whole month.

", "passage_plain": "Field-Day Forecast Watch A school committee in Topeka, Kansas, is planning field day for late May. The committee wants a warm, dry, calm day for outdoor games. They looked up the forecast for three days. Table 1 shows the forecast. Under the table, a committee member copied one line from a weather almanac (a book of weather records kept over many years). Table 1. Three-Day Forecast for Topeka, Kansas Weather condition May 20 May 21 May 22 Sky condition cloudy sunny partly sunny Highest air temperature 62°F 74°F 70°F Chance of rain 60% 10% 30% Wind breezy light strong Almanac note: In Topeka, late May is usually warm, and rain falls on about 9 days spread across the whole month." }, { "n": 22, "item_id": "_5b266508-69cf-4c04-ad49-27477de97fa5", "type": "portable-custom", "title": "Portland Cloudy Days", "standards": [ "3-ESS2-1" ], "prompt_html": "

Cloudy Days in Portland, Maine

Table 1 shows the number of cloudy days each month in Portland, Maine, from September to December.

Table 1. Cloudy Days per Month, Portland, Maine

MonthCloudy days
September10
October20
November15
December25

 

Use the grid to build a bar graph of the cloudy days. Make the height of each bar match the number of cloudy days for that month in Table 1.

", "prompt_plain": "Cloudy Days in Portland, Maine Table 1 shows the number of cloudy days each month in Portland, Maine, from September to December. Table 1. Cloudy Days per Month, Portland, Maine Month Cloudy days September 10 October 20 November 15 December 25 Use the grid to build a bar graph of the cloudy days. Make the height of each bar match the number of cloudy days for that month in Table 1.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\": \"September\", \"y\": 10}, {\"x\": \"October\", \"y\": 20}, {\"x\": \"November\", \"y\": 15}, {\"x\": \"December\", \"y\": 25}]" ] }, "n_options": 0 }, { "n": 23, "item_id": "_22009e83-6b89-441f-a320-66eddcd06a31", "type": "text-entry", "title": "Honolulu Warmer in July", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Honolulu Usual High Temperatures

Table 1 shows the usual high temperature in Honolulu for four months.

Table 1. Usual High Temperature in Honolulu

MonthUsual high temperature (degrees Fahrenheit)
January80
April85
July88
October87

How many degrees warmer is the usual high in July than in January?

Give your answer as a whole number (e.g., 2).

Number of degrees:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "8" ] }, "n_options": 0 }, { "n": 24, "item_id": "_d00f5713-28ce-41b3-bd65-edf2c2c874f1", "type": "choice", "title": "Siren Layout Claim (Part A)", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part A

Look at Table 1.

Which claim about the two siren layouts do the drill data best support?

", "prompt_plain": "Part A Look at Table 1. Which claim about the two siren layouts do the drill data best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Layout A gives more warning time than Layout B at each distance in the drills.", "plain": "Layout A gives more warning time than Layout B at each distance in the drills.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both layouts give the same warning time at each distance in the drills.", "plain": "Both layouts give the same warning time at each distance in the drills.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Layout B gives more warning time than Layout A at most distances in the drills.", "plain": "Layout B gives more warning time than Layout A at most distances in the drills.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Layout B gives more warning time than Layout A just at the closest distance.", "plain": "Layout B gives more warning time than Layout A just at the closest distance.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_aed52d6e-b396-4605-8501-fd0dcf41b43f" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Two Sirens for Maple County

Maple County wants to warn people when a tornado is coming. The county tested two siren layouts. Layout A uses a few tall sirens. Layout B uses many smaller sirens spread across the county. In four drills, workers stood at different distances from the town center. Each time they wrote down the warning time: how many seconds of warning the sirens gave before a test alert ended. Sirens that are harder to hear from far away give people less warning time. Table 1 shows the warning times.

Table 1. Warning Time in Four Drills (seconds)

Distance from centerLayout ALayout B
1 kilometer6058
2 kilometers4555
3 kilometers3052
4 kilometers2048
", "passage_plain": "Two Sirens for Maple County Maple County wants to warn people when a tornado is coming. The county tested two siren layouts. Layout A uses a few tall sirens. Layout B uses many smaller sirens spread across the county. In four drills, workers stood at different distances from the town center. Each time they wrote down the warning time: how many seconds of warning the sirens gave before a test alert ended. Sirens that are harder to hear from far away give people less warning time. Table 1 shows the warning times. Table 1. Warning Time in Four Drills (seconds) Distance from center Layout A Layout B 1 kilometer 60 58 2 kilometers 45 55 3 kilometers 30 52 4 kilometers 20 48" }, { "n": 25, "item_id": "_a050295a-7d52-4a51-9205-3048b495d181", "type": "choice", "title": "Siren Layout Evidence (Part B)", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part B

Which drill result from Table 1 best supports the claim that Layout B warns people for more seconds at most of the distances?

", "prompt_plain": "Part B Which drill result from Table 1 best supports the claim that Layout B warns people for more seconds at most of the distances?", "context_html": "", "options": [ { "id": "cA1", "text": "At 1 kilometer, Layout B gave 58 seconds and Layout A gave 60 seconds.", "plain": "At 1 kilometer, Layout B gave 58 seconds and Layout A gave 60 seconds.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "At 4 kilometers, Layout B gave 48 seconds and Layout A gave 20 seconds.", "plain": "At 4 kilometers, Layout B gave 48 seconds and Layout A gave 20 seconds.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "At 2 kilometers, Layout A gave 45 seconds and Layout B gave 45 seconds.", "plain": "At 2 kilometers, Layout A gave 45 seconds and Layout B gave 45 seconds.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "At 3 kilometers, Layout B gave 30 seconds and Layout A gave 52 seconds.", "plain": "At 3 kilometers, Layout B gave 30 seconds and Layout A gave 52 seconds.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_aed52d6e-b396-4605-8501-fd0dcf41b43f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Two Sirens for Maple County

Maple County wants to warn people when a tornado is coming. The county tested two siren layouts. Layout A uses a few tall sirens. Layout B uses many smaller sirens spread across the county. In four drills, workers stood at different distances from the town center. Each time they wrote down the warning time: how many seconds of warning the sirens gave before a test alert ended. Sirens that are harder to hear from far away give people less warning time. Table 1 shows the warning times.

Table 1. Warning Time in Four Drills (seconds)

Distance from centerLayout ALayout B
1 kilometer6058
2 kilometers4555
3 kilometers3052
4 kilometers2048
", "passage_plain": "Two Sirens for Maple County Maple County wants to warn people when a tornado is coming. The county tested two siren layouts. Layout A uses a few tall sirens. Layout B uses many smaller sirens spread across the county. In four drills, workers stood at different distances from the town center. Each time they wrote down the warning time: how many seconds of warning the sirens gave before a test alert ended. Sirens that are harder to hear from far away give people less warning time. Table 1 shows the warning times. Table 1. Warning Time in Four Drills (seconds) Distance from center Layout A Layout B 1 kilometer 60 58 2 kilometers 45 55 3 kilometers 30 52 4 kilometers 20 48" }, { "n": 26, "item_id": "_29aa748e-a02b-45cf-81d3-aec871eebd99", "type": "choice", "title": "Comparing Siren Solutions", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

The county will choose one siren layout. A good tornado-warning system should give people enough warning time no matter where they live in the county.

Using Table 1, choose the TWO statements that best support choosing Layout B.

", "prompt_plain": "The county will choose one siren layout. A good tornado-warning system should give people enough warning time no matter where they live in the county. Using Table 1, choose the TWO statements that best support choosing Layout B.", "context_html": "", "options": [ { "id": "cA1", "text": "Even 4 kilometers out, Layout B still gives about 48 seconds of warning.", "plain": "Even 4 kilometers out, Layout B still gives about 48 seconds of warning.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Layout B's warning time changes only a little across the four distances.", "plain": "Layout B's warning time changes only a little across the four distances.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Layout A gives the most warning at the distance closest to the center.", "plain": "Layout A gives the most warning at the distance closest to the center.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Using fewer sirens, Layout A must warn people better than Layout B.", "plain": "Using fewer sirens, Layout A must warn people better than Layout B.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Both layouts give people far from the center the same amount of warning.", "plain": "Both layouts give people far from the center the same amount of warning.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_aed52d6e-b396-4605-8501-fd0dcf41b43f" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

Two Sirens for Maple County

Maple County wants to warn people when a tornado is coming. The county tested two siren layouts. Layout A uses a few tall sirens. Layout B uses many smaller sirens spread across the county. In four drills, workers stood at different distances from the town center. Each time they wrote down the warning time: how many seconds of warning the sirens gave before a test alert ended. Sirens that are harder to hear from far away give people less warning time. Table 1 shows the warning times.

Table 1. Warning Time in Four Drills (seconds)

Distance from centerLayout ALayout B
1 kilometer6058
2 kilometers4555
3 kilometers3052
4 kilometers2048
", "passage_plain": "Two Sirens for Maple County Maple County wants to warn people when a tornado is coming. The county tested two siren layouts. Layout A uses a few tall sirens. Layout B uses many smaller sirens spread across the county. In four drills, workers stood at different distances from the town center. Each time they wrote down the warning time: how many seconds of warning the sirens gave before a test alert ended. Sirens that are harder to hear from far away give people less warning time. Table 1 shows the warning times. Table 1. Warning Time in Four Drills (seconds) Distance from center Layout A Layout B 1 kilometer 60 58 2 kilometers 45 55 3 kilometers 30 52 4 kilometers 20 48" }, { "n": 27, "item_id": "_fbea3b43-0709-416f-9758-6a99ecf8101e", "type": "choice", "title": "Testing a Ramp Idea", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Diego thinks that a taller ramp will make a toy car roll farther across the floor. He wants to test his idea with a fair test.

\"Side

Which plan would best test Diego's idea?

", "prompt_plain": "Diego thinks that a taller ramp will make a toy car roll farther across the floor. He wants to test his idea with a fair test. Which plan would best test Diego's idea?", "context_html": "", "options": [ { "id": "cA1", "text": "Roll the same car down ramps of three different heights, and measure how far it rolls.", "plain": "Roll the same car down ramps of three different heights, and measure how far it rolls.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Roll three different cars down ramps of three different heights, and measure how far each rolls.", "plain": "Roll three different cars down ramps of three different heights, and measure how far each rolls.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Roll the same car down one ramp three times, and measure how far it rolls each time.", "plain": "Roll the same car down one ramp three times, and measure how far it rolls each time.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Roll the same car down a tall ramp onto carpet, then a short ramp onto smooth floor.", "plain": "Roll the same car down a tall ramp onto carpet, then a short ramp onto smooth floor.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot27.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 28, "item_id": "_d42fb69d-9ccb-4283-96a5-70aa6bfcb4f8", "type": "choice", "title": "A Fair Seed Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

A class wants to find out whether more sunlight makes bean seeds sprout faster. They fill two cups with the same soil and plant one bean seed in each. They put Cup 1 on a sunny windowsill and water it every day. They put Cup 2 in a dark closet and water it twice a week.

\"Two

In a fair test, only the sunlight should be different between the two cups. Which other condition is also different, making the test unfair?

", "prompt_plain": "A class wants to find out whether more sunlight makes bean seeds sprout faster. They fill two cups with the same soil and plant one bean seed in each. They put Cup 1 on a sunny windowsill and water it every day. They put Cup 2 in a dark closet and water it twice a week. In a fair test, only the sunlight should be different between the two cups. Which other condition is also different, making the test unfair?", "context_html": "", "options": [ { "id": "cA1", "text": "Both cups hold the same kind of soil, so the soil cannot change how the seeds sprout.", "plain": "Both cups hold the same kind of soil, so the soil cannot change how the seeds sprout.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Just one bean seed grows in each cup, so there are too few seeds to really compare.", "plain": "Just one bean seed grows in each cup, so there are too few seeds to really compare.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The seeds grow in cups instead of in a garden outside, so the test is not real.", "plain": "The seeds grow in cups instead of in a garden outside, so the test is not real.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The watering is daily for Cup 1 but just twice a week for Cup 2, so water could matter.", "plain": "The watering is daily for Cup 1 but just twice a week for Cup 2, so water could matter.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot28.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_65c42f3d-be49-4340-8a0c-8851049269fd", "type": "inline-choice", "title": "How Marcus Learned to Paint", "standards": [ "3-LS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Marcus could not paint neat lines when he started art class. He practiced painting every week for a year. Now Marcus paints very neat lines.

Complete the statements about Marcus's painting.

Marcus's ability to paint neat lines is a because it .

", "options": [ { "id": "c29d1o1", "text": "learned skill", "plain": "learned skill", "correct": true, "kind": "inline" }, { "id": "c29d1o2", "text": "trait he inherited", "plain": "trait he inherited", "correct": false, "kind": "inline" }, { "id": "c29d1o3", "text": "trait he was born with", "plain": "trait he was born with", "correct": false, "kind": "inline" }, { "id": "c29d2o1", "text": "was passed down from his parents", "plain": "was passed down from his parents", "correct": false, "kind": "inline" }, { "id": "c29d2o2", "text": "was something he could always do", "plain": "was something he could always do", "correct": false, "kind": "inline" }, { "id": "c29d2o3", "text": "got better the more he worked at it", "plain": "got better the more he worked at it", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c29d1o1" ], "RESPONSE2": [ "c29d2o3" ] }, "n_options": 6 }, { "n": 30, "item_id": "_6e47c5df-ea50-4f7f-aa29-8477a0c4c37c", "type": "choice", "title": "Fossil Skull Clues", "standards": [ "3-LS4-1" ], "prompt_html": "

Scientists found the fossil skull of an animal that lived long ago. The picture shows the skull and its teeth.

\"Side

Which claim about the animal does the fossil skull best support?

", "prompt_plain": "Scientists found the fossil skull of an animal that lived long ago. The picture shows the skull and its teeth. Which claim about the animal does the fossil skull best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The animal ate meat, because teeth like these are good for tearing meat.", "plain": "The animal ate meat, because teeth like these are good for tearing meat.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The animal lived in a cold, snowy place that had very few plants to eat.", "plain": "The animal lived in a cold, snowy place that had very few plants to eat.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The animal ate plants, because teeth like these are good for grinding plants.", "plain": "The animal ate plants, because teeth like these are good for grinding plants.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The animal still lives in that same area today, since its skull was found there.", "plain": "The animal still lives in that same area today, since its skull was found there.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot30.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_13a42ea4-676c-4d9a-b751-607f855989f4", "type": "gap-match", "title": "Plants in Two Parks", "standards": [ "3-LS4-3" ], "prompt_html": "

Yara and Soren read about four plants. Each plant grows well in only one of the two parks.

 

Use Table 1 to help you. Drag one park card into each empty box to show the park where each plant would grow best. You may use a card more than once.

", "prompt_plain": "Yara and Soren read about four plants. Each plant grows well in only one of the two parks. Use Table 1 to help you. Drag one park card into each empty box to show the park where each plant would grow best . You may use a card more than once.", "context_html": "", "options": [ { "id": "tile-olympic", "text": "Olympic National Park", "plain": "Olympic National Park", "correct": false, "kind": "gap-token" }, { "id": "tile-saguaro", "text": "Saguaro National Park", "plain": "Saguaro National Park", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_d456f1a7-41b3-4520-93a5-68717eb5e38e" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-olympic g1", "tile-saguaro g2", "tile-saguaro g3", "tile-olympic g4" ] }, "n_options": 2, "passage_html": "

Two Park Ranger Cards

Yara is a junior ranger at Saguaro National Park in Arizona. Soren is a junior ranger at Olympic National Park in Washington. Each ranger made a data card about their park, using many years of records. Table 1 shows the two cards.

Table 1. Park Data Cards

DataSaguaro National Park (Arizona)Olympic National Park (Washington)
Usual rainfall over the yearVery little; long dry spellsFrequent; damp most days
Usual sunlightStrong sun, few cloudsOften cloudy and shady
", "passage_plain": "Two Park Ranger Cards Yara is a junior ranger at Saguaro National Park in Arizona. Soren is a junior ranger at Olympic National Park in Washington. Each ranger made a data card about their park, using many years of records. Table 1 shows the two cards. Table 1. Park Data Cards Data Saguaro National Park (Arizona) Olympic National Park (Washington) Usual rainfall over the year Very little; long dry spells Frequent; damp most days Usual sunlight Strong sun, few clouds Often cloudy and shady" }, { "n": 32, "item_id": "_8da7fb11-915c-46cc-9605-bb17ec345c74", "type": "hottext", "title": "Parks and Climate Zones", "standards": [ "3-ESS2-2" ], "prompt_html": "

Yara and Soren each wrote field-guide sentences about their park. A visitor wants to know which climate zone each park is in.

Look at Table 1. Select the TWO sentences that give the best evidence of the long-term climate of each park.

", "prompt_plain": "Yara and Soren each wrote field-guide sentences about their park. A visitor wants to know which climate zone each park is in. Look at Table 1. Select the TWO sentences that give the best evidence of the long-term climate of each park.", "context_html": "", "options": [ { "id": "hA", "text": "Saguaro usually gets very little rain and strong sun all year.", "plain": "Saguaro usually gets very little rain and strong sun all year.", "correct": true, "kind": "hottext" }, { "id": "hB", "text": "Last Thursday a short storm dropped rain on Saguaro one afternoon.", "plain": "Last Thursday a short storm dropped rain on Saguaro one afternoon.", "correct": false, "kind": "hottext" }, { "id": "hC", "text": "In most years, Olympic gets frequent rain and many cloudy days.", "plain": "In most years, Olympic gets frequent rain and many cloudy days.", "correct": true, "kind": "hottext" }, { "id": "hD", "text": "Saguaro keeps its visitor center open through the year for hikers.", "plain": "Saguaro keeps its visitor center open through the year for hikers.", "correct": false, "kind": "hottext" }, { "id": "hE", "text": "This morning the sky at Olympic looked clearer than usual.", "plain": "This morning the sky at Olympic looked clearer than usual.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_d456f1a7-41b3-4520-93a5-68717eb5e38e" ], "key_letters": "", "key_values": { "RESPONSE": [ "hA", "hC" ] }, "n_options": 5, "passage_html": "

Two Park Ranger Cards

Yara is a junior ranger at Saguaro National Park in Arizona. Soren is a junior ranger at Olympic National Park in Washington. Each ranger made a data card about their park, using many years of records. Table 1 shows the two cards.

Table 1. Park Data Cards

DataSaguaro National Park (Arizona)Olympic National Park (Washington)
Usual rainfall over the yearVery little; long dry spellsFrequent; damp most days
Usual sunlightStrong sun, few cloudsOften cloudy and shady
", "passage_plain": "Two Park Ranger Cards Yara is a junior ranger at Saguaro National Park in Arizona. Soren is a junior ranger at Olympic National Park in Washington. Each ranger made a data card about their park, using many years of records. Table 1 shows the two cards. Table 1. Park Data Cards Data Saguaro National Park (Arizona) Olympic National Park (Washington) Usual rainfall over the year Very little; long dry spells Frequent; damp most days Usual sunlight Strong sun, few clouds Often cloudy and shady" }, { "n": 33, "item_id": "_50598452-d870-4d93-80ff-320f835df7b5", "type": "choice", "title": "Rabbit Habitat Parts", "standards": [ "3-LS4-3" ], "prompt_html": "

A wild rabbit lives in a brushy field beside a rocky stream. A camper watches the rabbit for one hour and writes four notes about how the rabbit uses its habitat.

\"A

Which note describes the rabbit using TWO nonliving parts of its habitat?

", "prompt_plain": "A wild rabbit lives in a brushy field beside a rocky stream. A camper watches the rabbit for one hour and writes four notes about how the rabbit uses its habitat. Which note describes the rabbit using TWO nonliving parts of its habitat?", "context_html": "", "options": [ { "id": "cA33", "text": "The rabbit eats green clover leaves and hops over the grassy patch.", "plain": "The rabbit eats green clover leaves and hops over the grassy patch.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "The rabbit digs into the loose soil and rests on a clover patch.", "plain": "The rabbit digs into the loose soil and rests on a clover patch.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "The rabbit drinks from the stream and rests in the shade of a rock.", "plain": "The rabbit drinks from the stream and rests in the shade of a rock.", "correct": true, "kind": "choice" }, { "id": "cD33", "text": "The rabbit feels the cold wind and hides under a leafy shrub.", "plain": "The rabbit feels the cold wind and hides under a leafy shrub.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot33.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC33" ] }, "n_options": 4 }, { "n": 34, "item_id": "_1d7aad99-7929-41c3-99af-6f7448a22455", "type": "choice", "title": "Balls in the Hallway", "standards": [ "3-PS2-1" ], "prompt_html": "

At indoor recess, Opal gently rolls two plastic balls down the smooth, flat hallway floor. No one touches the balls after she lets go, but each ball slows down and then stops.

\"Opal

Which force slows the balls?

", "prompt_plain": "At indoor recess, Opal gently rolls two plastic balls down the smooth, flat hallway floor. No one touches the balls after she lets go, but each ball slows down and then stops. Which force slows the balls?", "context_html": "", "options": [ { "id": "cA34", "text": "gravity pulling down on each ball", "plain": "gravity pulling down on each ball", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "magnetism between each ball and the floor", "plain": "magnetism between each ball and the floor", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "static electricity tugging on each ball", "plain": "static electricity tugging on each ball", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "friction between each ball and the floor", "plain": "friction between each ball and the floor", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-32/images/slot34.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_b648aa74-1208-4f0c-9b65-cf30338bf5e5", "type": "inline-choice", "title": "Backpack Comes Loose", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zuri hangs her backpack on a classroom wall hook. The hook slips, and the backpack comes loose from the hook.

Choose the word or words that best complete each sentence.

When the hook slips, pulls the backpack .

A pull that acts like this is a force.

", "options": [ { "id": "cB1grv", "text": "gravity", "plain": "gravity", "correct": true, "kind": "inline" }, { "id": "cB1mag", "text": "magnetism", "plain": "magnetism", "correct": false, "kind": "inline" }, { "id": "cB1sta", "text": "static electricity", "plain": "static electricity", "correct": false, "kind": "inline" }, { "id": "cB2dwn", "text": "down", "plain": "down", "correct": true, "kind": "inline" }, { "id": "cB2up", "text": "up", "plain": "up", "correct": false, "kind": "inline" }, { "id": "cB2sid", "text": "sideways", "plain": "sideways", "correct": false, "kind": "inline" }, { "id": "cB3con", "text": "contact", "plain": "contact", "correct": false, "kind": "inline" }, { "id": "cB3non", "text": "non-contact", "plain": "non-contact", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1grv" ], "RESPONSE2": [ "cB2dwn" ], "RESPONSE3": [ "cB3non" ] }, "n_options": 8 }, { "n": 36, "item_id": "_2ae0e56a-fa5a-4d81-9f7e-bee5d0dd3115", "type": "choice", "title": "Fleece Blanket Observations", "standards": [ "3-PS2-3" ], "prompt_html": "

Mira takes a warm fleece blanket out of the clothes dryer. She writes five observations in her notebook. Table 1 shows her observations.

Table 1. Blanket Observations

ObservationWhat Mira notices
1The blanket feels warm all over right after the dryer stops.
2Small paper scraps jump up to the blanket before it even touches them.
3The blanket went into the dryer damp and comes out dry.
4Held near an arm, the blanket makes the arm hairs lean toward it.
5One corner slips off the basket edge and hangs down toward the floor.

Choose the TWO observations that show a non-contact charge effect.

", "prompt_plain": "Mira takes a warm fleece blanket out of the clothes dryer. She writes five observations in her notebook. Table 1 shows her observations. Table 1. Blanket Observations Observation What Mira notices 1 The blanket feels warm all over right after the dryer stops. 2 Small paper scraps jump up to the blanket before it even touches them. 3 The blanket went into the dryer damp and comes out dry. 4 Held near an arm, the blanket makes the arm hairs lean toward it. 5 One corner slips off the basket edge and hangs down toward the floor. Choose the TWO observations that show a non-contact charge effect.", "context_html": "", "options": [ { "id": "cA36", "text": "Observation 1", "plain": "Observation 1", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "Observation 2", "plain": "Observation 2", "correct": true, "kind": "choice" }, { "id": "cC36", "text": "Observation 3", "plain": "Observation 3", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "Observation 4", "plain": "Observation 4", "correct": true, "kind": "choice" }, { "id": "cE36", "text": "Observation 5", "plain": "Observation 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB36", "cD36" ] }, "n_options": 5 } ] }, { "form": "G3.33", "grade": "G3", "title": "Alpha Standardized Science G3.33", "test_id": "_test-ac0fa5f5-89f3-4a50-a483-af5aad80644a", "n_items": 36, "n_stimuli": 7, "stimuli": { "_f3825e2a-c50e-4aa9-82d4-42477f8bd5ee": { "title": "Birch Hollow Trip Packing", "html": "

Birch Hollow Trip Packing

Talia’s family is planning a trip to Birch Hollow, a small mountain town. The family can go in any month. Talia will choose what to pack. She finds two graphs about the town’s usual weather. Figure 1 shows the town’s average temperature for six months. Figure 2 shows the town’s average rain for the same six months.

Figure 1

\"Bar

Figure 2

\"Bar
" }, "_639d7696-5840-4848-9a09-1bf721e29198": { "title": "Alpaca Fleece at the County Fair", "html": "

Alpaca Fleece at the County Fair

Marisol keeps alpacas on a small farm. An alpaca is a farm animal with a soft wool coat called fleece. At the county fair she shows two parent alpacas and their five young alpacas. A judge writes each animal’s fleece color in Table 1.

Table 1. Alpaca Fleece Colors

AnimalFleece color
MotherDark gray
FatherWhite
Young alpaca 1White
Young alpaca 2Dark gray
Young alpaca 3Light gray
Young alpaca 4Gray with white patches
Young alpaca 5White
" }, "_7a164b57-f0bc-42cc-9dc1-92c1c92a59cc": { "title": "Library Door Draft-Stopper Test", "html": "

Library Door Draft-Stopper Test

A third-grade class feels cold air leak under the library reading-room door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences.

Sentence 1: The air near the door must not cool more than 5 degrees Fahrenheit (°F) overnight.
Sentence 2: The stopper must cost 7 dollars or less to build.
Sentence 3: The stopper must stay against the gap when the door opens and closes.
Sentence 4: The stopper must be quick to put down each evening.

The class builds two designs. Design 1, a felt tube filled with wool, cost 5 dollars. Design 2, a felt tube filled with foam pieces, cost 2 dollars. The class tests on five nights that are about equally cold. Table 1 shows how much the air near the door cooled each night.

Figure 1

\"A

Table 1. Overnight Cooling Test

NightWhat was at the doorHow much the air cooled (°F)
Night 1No stopper12
Night 2Design 29
Night 3Design 28
Night 4Design 12
Night 5Design 14
" }, "_4df69cb7-6c8f-478d-92d2-437f03a3e8c0": { "title": "Salt Truck Meets Cattail Pond", "html": "

Salt Truck Meets Cattail Pond

Cattail Pond sits beside a road in a cold northern town. For two winters, trucks have spread salt on the road to melt ice. Melting snow carried salty water into the pond. Tomas and a volunteer group check the pond each spring. Table 1 compares last spring with this spring.

Table 1. Pond Survey Results

What was measuredLast springThis spring
Salt in the pond waterSmall amountLarge amount
Cattail plants around the pondAbout 90About 25
Egg masses (clumps of eggs) in the water153
" }, "_b7ccda50-c218-49f6-9560-5adfde79ff4e": { "title": "Retention Pond at Fairground Flats", "html": "

Retention Pond at Fairground Flats

Fairground Flats holds the county fair each spring on low, flat ground beside Elder Creek. When heavy spring rains come, storm water spreads across the grounds and covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers plan two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $9,000 to build. The berm would cost $16,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the grounds and tested each design by pouring water on it. Table 2 shows the storm-test results.

Figure 1

\"Map

Table 1. County Goals for the Design

GoalWhat the design must do
Goal 1Keep the midway dry in a one-day storm of up to 5 cm of rain
Goal 2Cost no more than $12,000 to build

Table 2. Model Storm-Test Results

TestStorm size (cm of rain)Design testedWhat happened on the midway
12Retention pondStayed dry
22Raised bermStayed dry
37Retention pondStayed dry
47Raised bermCovered with water
59Retention pondSmall puddles at one edge
" }, "_a966c0b4-9f2e-4ac7-8bb9-bec2f76b0e42": { "title": "The Mountain Goat Ledge Report", "html": "

The Mountain Goat Ledge Report

Ranger Okafor watches a herd of mountain goats in a steep, rocky park. The goats climb along narrow stone ledges. The soft pads on the bottom of their hooves are not all alike. Some goats have large, soft pads. Other goats have small, hard pads. Ranger Okafor watched the herd for ten days and wrote five notes. Near one ledge, a scientist found a small insect trapped inside a piece of hardened tree sap, called amber. Figure 1 shows a goat on a ledge.

\"A

" }, "_31bb97b1-963b-42cd-bb7f-f5a515c1cacc": { "title": "Lodge Kitchen Food-Lift Log", "html": "

Lodge Kitchen Food-Lift Log

At a mountain lodge, the kitchen sits one floor above the basement pantry. A wooden box hangs from a strong rope. The rope runs over a wheel that lets the rope move. Workers haul on the rope to move the box between the pantry and the kitchen. Full boxes of food go up. Empty boxes come back down. Wade times each haul and writes it in a log. He missed the first haul, so the log starts at Haul 2. Figure 1 shows the food lift. Table 1 shows the log.

Figure 1

\"A

Table 1. Morning Haul Log

HaulBox and directionTime (seconds)
2Full box, up24
3Empty box, down10
4Full box, up25
5Empty box, down11
" } }, "questions": [ { "n": 1, "item_id": "_921eca99-3aa9-44b4-95fc-3ca54dcf483d", "type": "choice", "title": "Arm-Wrestle Force Standoff", "standards": [ "3-PS2-1" ], "prompt_html": "

Hugo and Ingrid sit across a table and arm-wrestle. For ten seconds their gripped hands stay still, straight up in the middle, because the two pushes are balanced. Ingrid wants to win by pushing Hugo's hand down to the table.

\"Hugo

What must Ingrid do to win the match?

", "prompt_plain": "Hugo and Ingrid sit across a table and arm-wrestle. For ten seconds their gripped hands stay still, straight up in the middle, because the two pushes are balanced. Ingrid wants to win by pushing Hugo's hand down to the table. What must Ingrid do to win the match?", "context_html": "", "options": [ { "id": "cA1", "text": "Push with the same amount of force that Hugo uses.", "plain": "Push with the same amount of force that Hugo uses.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Keep pushing with the same force for a longer time.", "plain": "Keep pushing with the same force for a longer time.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Push on Hugo's hand with more force than Hugo pushes.", "plain": "Push on Hugo's hand with more force than Hugo pushes.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Push with a little less force so Hugo's arm tires out.", "plain": "Push with a little less force so Hugo's arm tires out.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-33/images/slot01.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_fa19bd7e-013b-4227-8f3d-b80172e63141", "type": "choice", "title": "Stuck Toboggan on Snow", "standards": [ "3-PS2-1" ], "prompt_html": "

Nadia loads a toboggan with water jugs and pulls its rope on flat, packed snow. The toboggan stays stuck and does not move. The figure shows the forces on the stuck toboggan.

\"Nadia

Which TWO changes would most likely make the toboggan start to move? Choose the TWO best answers.

", "prompt_plain": "Nadia loads a toboggan with water jugs and pulls its rope on flat, packed snow. The toboggan stays stuck and does not move. The figure shows the forces on the stuck toboggan. Which TWO changes would most likely make the toboggan start to move? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Pull the rope with the same force for longer.", "plain": "Pull the rope with the same force for longer.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Pull harder on the rope than Nadia pulled before.", "plain": "Pull harder on the rope than Nadia pulled before.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Take some of the water jugs off the toboggan.", "plain": "Take some of the water jugs off the toboggan.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Push down on the jugs while pulling the rope.", "plain": "Push down on the jugs while pulling the rope.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Set a heavy pack on the toboggan to steady it.", "plain": "Set a heavy pack on the toboggan to steady it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-33/images/slot02.png" ], "stimulus_ids": [], "key_letters": "B, C", "key_values": { "RESPONSE": [ "cB1", "cC1" ] }, "n_options": 5 }, { "n": 3, "item_id": "_c3bb8d4c-2fb9-45e3-acd1-d81eb8578076", "type": "choice", "title": "Lodge Food-Lift Log Part A", "standards": [ "3-PS2-2" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. The workers will make Haul 6 next.

Which claim about Haul 6 does the pattern in the log best support?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. The workers will make Haul 6 next. Which claim about Haul 6 does the pattern in the log best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Haul 6 will take about 11 seconds, because each haul is quicker than the last one.", "plain": "Haul 6 will take about 11 seconds, because each haul is quicker than the last one.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Haul 6 will take about 24 seconds, because the full-box-up hauls take about that long.", "plain": "Haul 6 will take about 24 seconds, because the full-box-up hauls take about that long.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Haul 6 will take about 36 seconds, because the workers grow more tired each haul.", "plain": "Haul 6 will take about 36 seconds, because the workers grow more tired each haul.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Haul 6's time cannot be known, because the four logged times are not the same.", "plain": "Haul 6's time cannot be known, because the four logged times are not the same.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_31bb97b1-963b-42cd-bb7f-f5a515c1cacc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Lodge Kitchen Food-Lift Log

At a mountain lodge, the kitchen sits one floor above the basement pantry. A wooden box hangs from a strong rope. The rope runs over a wheel that lets the rope move. Workers haul on the rope to move the box between the pantry and the kitchen. Full boxes of food go up. Empty boxes come back down. Wade times each haul and writes it in a log. He missed the first haul, so the log starts at Haul 2. Figure 1 shows the food lift. Table 1 shows the log.

Figure 1

\"A

Table 1. Morning Haul Log

HaulBox and directionTime (seconds)
2Full box, up24
3Empty box, down10
4Full box, up25
5Empty box, down11
", "passage_plain": "Lodge Kitchen Food-Lift Log At a mountain lodge, the kitchen sits one floor above the basement pantry. A wooden box hangs from a strong rope. The rope runs over a wheel that lets the rope move. Workers haul on the rope to move the box between the pantry and the kitchen. Full boxes of food go up. Empty boxes come back down. Wade times each haul and writes it in a log. He missed the first haul, so the log starts at Haul 2. Figure 1 shows the food lift. Table 1 shows the log. Figure 1 Table 1. Morning Haul Log Haul Box and direction Time (seconds) 2 Full box, up 24 3 Empty box, down 10 4 Full box, up 25 5 Empty box, down 11" }, { "n": 4, "item_id": "_78ac1d3d-40fa-4424-b322-6b65956f5c37", "type": "choice", "title": "Lodge Food-Lift Log Part B", "standards": [ "3-PS2-2" ], "prompt_html": "

Part B

Which two hauls in Table 1 are the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which two hauls in Table 1 are the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Hauls 2 and 4", "plain": "Hauls 2 and 4", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Hauls 3 and 4", "plain": "Hauls 3 and 4", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Hauls 3 and 5", "plain": "Hauls 3 and 5", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Hauls 4 and 5", "plain": "Hauls 4 and 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_31bb97b1-963b-42cd-bb7f-f5a515c1cacc" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Lodge Kitchen Food-Lift Log

At a mountain lodge, the kitchen sits one floor above the basement pantry. A wooden box hangs from a strong rope. The rope runs over a wheel that lets the rope move. Workers haul on the rope to move the box between the pantry and the kitchen. Full boxes of food go up. Empty boxes come back down. Wade times each haul and writes it in a log. He missed the first haul, so the log starts at Haul 2. Figure 1 shows the food lift. Table 1 shows the log.

Figure 1

\"A

Table 1. Morning Haul Log

HaulBox and directionTime (seconds)
2Full box, up24
3Empty box, down10
4Full box, up25
5Empty box, down11
", "passage_plain": "Lodge Kitchen Food-Lift Log At a mountain lodge, the kitchen sits one floor above the basement pantry. A wooden box hangs from a strong rope. The rope runs over a wheel that lets the rope move. Workers haul on the rope to move the box between the pantry and the kitchen. Full boxes of food go up. Empty boxes come back down. Wade times each haul and writes it in a log. He missed the first haul, so the log starts at Haul 2. Figure 1 shows the food lift. Table 1 shows the log. Figure 1 Table 1. Morning Haul Log Haul Box and direction Time (seconds) 2 Full box, up 24 3 Empty box, down 10 4 Full box, up 25 5 Empty box, down 11" }, { "n": 5, "item_id": "_c357d7ee-b9ac-43e6-8366-f9c06b808977", "type": "choice", "title": "Covered Magnetic Tool Bar", "standards": [ "3-PS2-3" ], "prompt_html": "

A magnetic tool bar hangs on the wall of Marwa's workshop. A thin plastic cover is fixed over the whole bar, so nothing can touch the bar itself. Marwa presses a steel wrench flat against the cover and lets go. The wrench stays up, held against the cover.

\"Cutaway

Which statement best explains why the wrench stays up?

", "prompt_plain": "A magnetic tool bar hangs on the wall of Marwa's workshop. A thin plastic cover is fixed over the whole bar, so nothing can touch the bar itself. Marwa presses a steel wrench flat against the cover and lets go. The wrench stays up, held against the cover. Which statement best explains why the wrench stays up?", "context_html": "", "options": [ { "id": "cA1", "text": "The plastic cover is sticky like tape and holds the wrench on.", "plain": "The plastic cover is sticky like tape and holds the wrench on.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The magnetic bar pulls in air and holds the wrench on by suction.", "plain": "The magnetic bar pulls in air and holds the wrench on by suction.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The rubbing gave the wrench a static charge that makes it stick on.", "plain": "The rubbing gave the wrench a static charge that makes it stick on.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The bar's magnetic force pulls the steel wrench to it right through the plastic.", "plain": "The bar's magnetic force pulls the steel wrench to it right through the plastic.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-33/images/slot05.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_d7cfd477-8422-4c6a-b4c0-975e2a1cf3fd", "type": "choice", "title": "Bar-Magnet Trial Results", "standards": [ "3-PS2-3" ], "prompt_html": "

Takoda lays two bar magnets flat on a smooth desk with two ends facing each other. Each magnet has an N end and an S end. He starts the magnets close together or far apart, lets go, and watches. Table 1 shows his four trials.

Table 1. Bar-Magnet Trials

TrialEnds facing each otherHow far apart at the startWhat happened
1N and SFar apartSlid together slowly
2S and SClose togetherPushed apart without touching
3N and SClose togetherSnapped together quickly
4N and NClose togetherPushed apart without touching

Which TWO statements do Takoda's trials support? Choose the TWO best answers.

", "prompt_plain": "Takoda lays two bar magnets flat on a smooth desk with two ends facing each other. Each magnet has an N end and an S end. He starts the magnets close together or far apart, lets go, and watches. Table 1 shows his four trials. Table 1. Bar-Magnet Trials Trial Ends facing each other How far apart at the start What happened 1 N and S Far apart Slid together slowly 2 S and S Close together Pushed apart without touching 3 N and S Close together Snapped together quickly 4 N and N Close together Pushed apart without touching Which TWO statements do Takoda's trials support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Ends of the same kind push apart after they touch.", "plain": "Ends of the same kind push apart after they touch.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Ends of two different kinds pull toward each other.", "plain": "Ends of two different kinds pull toward each other.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Two magnets push apart whenever two ends face each other.", "plain": "Two magnets push apart whenever two ends face each other.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pull between different ends is stronger when closer.", "plain": "The pull between different ends is stronger when closer.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "A magnet's S end pushes harder than its N end.", "plain": "A magnet's S end pushes harder than its N end.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_8bc1bf83-1a5b-4b9d-9c73-8ddf393ded4e", "type": "choice", "title": "Library Draft-Stopper Test Part A", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part A

Look at the design brief and Table 1.

Which claim do the brief and the test results together best support?

", "prompt_plain": "Part A Look at the design brief and Table 1. Which claim do the brief and the test results together best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Design 2 is the better stopper, because it cost the least money to build.", "plain": "Design 2 is the better stopper, because it cost the least money to build.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Design 2 meets the overnight cooling requirement, because the air cooled the most on its nights.", "plain": "Design 2 meets the overnight cooling requirement, because the air cooled the most on its nights.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Design 1 meets the overnight cooling requirement, because both its nights stayed within the allowed cooling.", "plain": "Design 1 meets the overnight cooling requirement, because both its nights stayed within the allowed cooling.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both designs meet the overnight cooling requirement, because both cooled less than the no-stopper night.", "plain": "Both designs meet the overnight cooling requirement, because both cooled less than the no-stopper night.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7a164b57-f0bc-42cc-9dc1-92c1c92a59cc" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Library Door Draft-Stopper Test

A third-grade class feels cold air leak under the library reading-room door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences.

Sentence 1: The air near the door must not cool more than 5 degrees Fahrenheit (°F) overnight.
Sentence 2: The stopper must cost 7 dollars or less to build.
Sentence 3: The stopper must stay against the gap when the door opens and closes.
Sentence 4: The stopper must be quick to put down each evening.

The class builds two designs. Design 1, a felt tube filled with wool, cost 5 dollars. Design 2, a felt tube filled with foam pieces, cost 2 dollars. The class tests on five nights that are about equally cold. Table 1 shows how much the air near the door cooled each night.

Figure 1

\"A

Table 1. Overnight Cooling Test

NightWhat was at the doorHow much the air cooled (°F)
Night 1No stopper12
Night 2Design 29
Night 3Design 28
Night 4Design 12
Night 5Design 14
", "passage_plain": "Library Door Draft-Stopper Test A third-grade class feels cold air leak under the library reading-room door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences. Sentence 1: The air near the door must not cool more than 5 degrees Fahrenheit (°F) overnight. Sentence 2: The stopper must cost 7 dollars or less to build. Sentence 3: The stopper must stay against the gap when the door opens and closes. Sentence 4: The stopper must be quick to put down each evening. The class builds two designs. Design 1, a felt tube filled with wool, cost 5 dollars. Design 2, a felt tube filled with foam pieces, cost 2 dollars. The class tests on five nights that are about equally cold. Table 1 shows how much the air near the door cooled each night. Figure 1 Table 1. Overnight Cooling Test Night What was at the door How much the air cooled (°F) Night 1 No stopper 12 Night 2 Design 2 9 Night 3 Design 2 8 Night 4 Design 1 2 Night 5 Design 1 4" }, { "n": 8, "item_id": "_164be590-fd2e-4091-824b-5003b79bd022", "type": "choice", "title": "Library Draft-Stopper Test Part B", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part B

Which rows of Table 1 are the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which rows of Table 1 are the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The Night 1 and Night 2 rows", "plain": "The Night 1 and Night 2 rows", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The Night 1 and Night 4 rows", "plain": "The Night 1 and Night 4 rows", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The Night 2 and Night 3 rows", "plain": "The Night 2 and Night 3 rows", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The Night 4 and Night 5 rows", "plain": "The Night 4 and Night 5 rows", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7a164b57-f0bc-42cc-9dc1-92c1c92a59cc" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Library Door Draft-Stopper Test

A third-grade class feels cold air leak under the library reading-room door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences.

Sentence 1: The air near the door must not cool more than 5 degrees Fahrenheit (°F) overnight.
Sentence 2: The stopper must cost 7 dollars or less to build.
Sentence 3: The stopper must stay against the gap when the door opens and closes.
Sentence 4: The stopper must be quick to put down each evening.

The class builds two designs. Design 1, a felt tube filled with wool, cost 5 dollars. Design 2, a felt tube filled with foam pieces, cost 2 dollars. The class tests on five nights that are about equally cold. Table 1 shows how much the air near the door cooled each night.

Figure 1

\"A

Table 1. Overnight Cooling Test

NightWhat was at the doorHow much the air cooled (°F)
Night 1No stopper12
Night 2Design 29
Night 3Design 28
Night 4Design 12
Night 5Design 14
", "passage_plain": "Library Door Draft-Stopper Test A third-grade class feels cold air leak under the library reading-room door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences. Sentence 1: The air near the door must not cool more than 5 degrees Fahrenheit (°F) overnight. Sentence 2: The stopper must cost 7 dollars or less to build. Sentence 3: The stopper must stay against the gap when the door opens and closes. Sentence 4: The stopper must be quick to put down each evening. The class builds two designs. Design 1, a felt tube filled with wool, cost 5 dollars. Design 2, a felt tube filled with foam pieces, cost 2 dollars. The class tests on five nights that are about equally cold. Table 1 shows how much the air near the door cooled each night. Figure 1 Table 1. Overnight Cooling Test Night What was at the door How much the air cooled (°F) Night 1 No stopper 12 Night 2 Design 2 9 Night 3 Design 2 8 Night 4 Design 1 2 Night 5 Design 1 4" }, { "n": 9, "item_id": "_9488097a-ceaa-456e-8323-b040c41998d5", "type": "choice", "title": "The Design Brief Constraint", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The design brief for the draft stopper has four numbered sentences.

Which sentence in the design brief states a constraint on the design?

", "prompt_plain": "The design brief for the draft stopper has four numbered sentences. Which sentence in the design brief states a constraint on the design?", "context_html": "", "options": [ { "id": "cA1", "text": "Sentence 1", "plain": "Sentence 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sentence 2", "plain": "Sentence 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Sentence 3", "plain": "Sentence 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Sentence 4", "plain": "Sentence 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7a164b57-f0bc-42cc-9dc1-92c1c92a59cc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Library Door Draft-Stopper Test

A third-grade class feels cold air leak under the library reading-room door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences.

Sentence 1: The air near the door must not cool more than 5 degrees Fahrenheit (°F) overnight.
Sentence 2: The stopper must cost 7 dollars or less to build.
Sentence 3: The stopper must stay against the gap when the door opens and closes.
Sentence 4: The stopper must be quick to put down each evening.

The class builds two designs. Design 1, a felt tube filled with wool, cost 5 dollars. Design 2, a felt tube filled with foam pieces, cost 2 dollars. The class tests on five nights that are about equally cold. Table 1 shows how much the air near the door cooled each night.

Figure 1

\"A

Table 1. Overnight Cooling Test

NightWhat was at the doorHow much the air cooled (°F)
Night 1No stopper12
Night 2Design 29
Night 3Design 28
Night 4Design 12
Night 5Design 14
", "passage_plain": "Library Door Draft-Stopper Test A third-grade class feels cold air leak under the library reading-room door. The class will build a draft stopper, a soft tube that lies against the gap. The class writes a design brief with four sentences. Sentence 1: The air near the door must not cool more than 5 degrees Fahrenheit (°F) overnight. Sentence 2: The stopper must cost 7 dollars or less to build. Sentence 3: The stopper must stay against the gap when the door opens and closes. Sentence 4: The stopper must be quick to put down each evening. The class builds two designs. Design 1, a felt tube filled with wool, cost 5 dollars. Design 2, a felt tube filled with foam pieces, cost 2 dollars. The class tests on five nights that are about equally cold. Table 1 shows how much the air near the door cooled each night. Figure 1 Table 1. Overnight Cooling Test Night What was at the door How much the air cooled (°F) Night 1 No stopper 12 Night 2 Design 2 9 Night 3 Design 2 8 Night 4 Design 1 2 Night 5 Design 1 4" }, { "n": 10, "item_id": "_fbe5c9a1-7042-4b43-85ad-f20a7486bed0", "type": "choice", "title": "Frog and Horse Life Cycles", "standards": [ "3-LS1-1" ], "prompt_html": "

The two diagrams show a frog's life cycle and a horse's life cycle.

\"Two

Which statement best describes a difference in how the two animals develop from birth to adulthood?

", "prompt_plain": "The two diagrams show a frog's life cycle and a horse's life cycle. Which statement best describes a difference in how the two animals develop from birth to adulthood?", "context_html": "", "options": [ { "id": "cA1", "text": "The horse changes its body form as it grows, but the frog keeps one form.", "plain": "The horse changes its body form as it grows, but the frog keeps one form.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The frog's life cycle has no reproduction stage, but the horse's cycle has one.", "plain": "The frog's life cycle has no reproduction stage, but the horse's cycle has one.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The frog changes its body form as it grows, but the horse keeps one form.", "plain": "The frog changes its body form as it grows, but the horse keeps one form.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The frog goes through fewer growth stages than the horse does before adulthood.", "plain": "The frog goes through fewer growth stages than the horse does before adulthood.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-33/images/slot10.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 11, "item_id": "_6e8d0db5-6a83-440f-9e01-a17ce0390c9e", "type": "gap-match", "title": "Salamander Life Stages", "standards": [ "3-LS1-1" ], "prompt_html": "

The five cards describe things about a salamander, an amphibian. One card does NOT belong in a salamander’s life cycle.

 

Drag one card into each box to put the salamander’s life stages in order from first to last. Do not use the card that does not belong.

", "prompt_plain": "The five cards describe things about a salamander, an amphibian. One card does NOT belong in a salamander’s life cycle. Drag one card into each box to put the salamander’s life stages in order from first to last. Do not use the card that does not belong.", "context_html": "", "options": [ { "id": "tile-1", "text": "Water larva that breathes with gills", "plain": "Water larva that breathes with gills", "correct": false, "kind": "gap-token" }, { "id": "tile-2", "text": "Grown salamander that grows back a lost tail", "plain": "Grown salamander that grows back a lost tail", "correct": false, "kind": "gap-token" }, { "id": "tile-3", "text": "Young salamander that climbs onto land", "plain": "Young salamander that climbs onto land", "correct": false, "kind": "gap-token" }, { "id": "tile-4", "text": "Jelly-covered egg laid in a pond", "plain": "Jelly-covered egg laid in a pond", "correct": false, "kind": "gap-token" }, { "id": "tile-5", "text": "Grown salamander that lays its own eggs", "plain": "Grown salamander that lays its own eggs", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-4 g1", "tile-1 g2", "tile-3 g3", "tile-5 g4" ] }, "n_options": 5 }, { "n": 12, "item_id": "_79feda53-6c44-4088-9e56-8e46e2c8c164", "type": "choice", "title": "Alpaca Fleece Part A", "standards": [ "3-LS3-1" ], "prompt_html": "

Part A

Look at Table 1. Which claim about the young alpacas do the fleece colors best support?

", "prompt_plain": "Part A Look at Table 1. Which claim about the young alpacas do the fleece colors best support?", "context_html": "", "options": [ { "id": "cA1", "text": "A young alpaca’s coat is the exact same color as one parent’s coat.", "plain": "A young alpaca’s coat is the exact same color as one parent’s coat.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The young alpacas inherited their coat colors from the parents, and the shades vary.", "plain": "The young alpacas inherited their coat colors from the parents, and the shades vary.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The young alpacas’ coat colors did not come from either of their parents.", "plain": "The young alpacas’ coat colors did not come from either of their parents.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The young alpacas got their coat colors from the grass they eat.", "plain": "The young alpacas got their coat colors from the grass they eat.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_639d7696-5840-4848-9a09-1bf721e29198" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Alpaca Fleece at the County Fair

Marisol keeps alpacas on a small farm. An alpaca is a farm animal with a soft wool coat called fleece. At the county fair she shows two parent alpacas and their five young alpacas. A judge writes each animal’s fleece color in Table 1.

Table 1. Alpaca Fleece Colors

AnimalFleece color
MotherDark gray
FatherWhite
Young alpaca 1White
Young alpaca 2Dark gray
Young alpaca 3Light gray
Young alpaca 4Gray with white patches
Young alpaca 5White
", "passage_plain": "Alpaca Fleece at the County Fair Marisol keeps alpacas on a small farm. An alpaca is a farm animal with a soft wool coat called fleece. At the county fair she shows two parent alpacas and their five young alpacas. A judge writes each animal’s fleece color in Table 1. Table 1. Alpaca Fleece Colors Animal Fleece color Mother Dark gray Father White Young alpaca 1 White Young alpaca 2 Dark gray Young alpaca 3 Light gray Young alpaca 4 Gray with white patches Young alpaca 5 White" }, { "n": 13, "item_id": "_8da677ff-8433-40f0-a91f-4aa6170925f4", "type": "choice", "title": "Alpaca Fleece Part B", "standards": [ "3-LS3-1" ], "prompt_html": "

Part B

Which two rows of Table 1 give the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which two rows of Table 1 give the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Young alpaca 1 and Young alpaca 2, because they differ in color and match a parent.", "plain": "Young alpaca 1 and Young alpaca 2, because they differ in color and match a parent.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Young alpaca 1 and Young alpaca 5, because both of them have white fleece.", "plain": "Young alpaca 1 and Young alpaca 5, because both of them have white fleece.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Mother row and the Father row, because the two parents have different coat colors.", "plain": "Mother row and the Father row, because the two parents have different coat colors.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Young alpaca 2 and the Mother row, because both of them are dark gray.", "plain": "Young alpaca 2 and the Mother row, because both of them are dark gray.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_639d7696-5840-4848-9a09-1bf721e29198" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Alpaca Fleece at the County Fair

Marisol keeps alpacas on a small farm. An alpaca is a farm animal with a soft wool coat called fleece. At the county fair she shows two parent alpacas and their five young alpacas. A judge writes each animal’s fleece color in Table 1.

Table 1. Alpaca Fleece Colors

AnimalFleece color
MotherDark gray
FatherWhite
Young alpaca 1White
Young alpaca 2Dark gray
Young alpaca 3Light gray
Young alpaca 4Gray with white patches
Young alpaca 5White
", "passage_plain": "Alpaca Fleece at the County Fair Marisol keeps alpacas on a small farm. An alpaca is a farm animal with a soft wool coat called fleece. At the county fair she shows two parent alpacas and their five young alpacas. A judge writes each animal’s fleece color in Table 1. Table 1. Alpaca Fleece Colors Animal Fleece color Mother Dark gray Father White Young alpaca 1 White Young alpaca 2 Dark gray Young alpaca 3 Light gray Young alpaca 4 Gray with white patches Young alpaca 5 White" }, { "n": 14, "item_id": "_62c43319-0232-49fa-b0d8-e1b714ef318a", "type": "inline-choice", "title": "Basil Plants and Light", "standards": [ "3-LS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Priya plants two basil seeds from the same seed packet in matching pots on the same day. One pot sits on a bright kitchen windowsill. The other pot sits under a low shelf with little light. After three weeks, the plant on the windowsill is tall with many leaves. The plant under the shelf is short with few leaves.

Choose the words that best complete each sentence.

\"Two

The thing that is different between the two basil plants is their .

The two plants grew to different heights because each one grew in a different .

", "options": [ { "id": "cB1O1", "text": "kind of seed", "plain": "kind of seed", "correct": false, "kind": "inline" }, { "id": "cB1O2", "text": "height", "plain": "height", "correct": true, "kind": "inline" }, { "id": "cB1O3", "text": "planting day", "plain": "planting day", "correct": false, "kind": "inline" }, { "id": "cB2O1", "text": "family", "plain": "family", "correct": false, "kind": "inline" }, { "id": "cB2O2", "text": "seed packet", "plain": "seed packet", "correct": false, "kind": "inline" }, { "id": "cB2O3", "text": "environment", "plain": "environment", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-33/images/slot14.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O2" ], "RESPONSE2": [ "cB2O3" ] }, "n_options": 6 }, { "n": 15, "item_id": "_75f79221-a369-42a0-bc32-6885abe2b5c1", "type": "choice", "title": "Deer Antler Advantage", "standards": [ "3-LS4-2" ], "prompt_html": "

In one meadow, two male deer have different-sized antlers. Deer A has large, wide antlers. Deer B has small, short antlers.

\"Two

Look at the picture of the two deer. Which sentence best explains why Deer A is more likely than Deer B to win a contest for a mate?

", "prompt_plain": "In one meadow, two male deer have different-sized antlers. Deer A has large, wide antlers. Deer B has small, short antlers. Look at the picture of the two deer. Which sentence best explains why Deer A is more likely than Deer B to win a contest for a mate?", "context_html": "", "options": [ { "id": "cA1", "text": "Deer A has larger antlers than Deer B, and male deer grow new antlers each year.", "plain": "Deer A has larger antlers than Deer B, and male deer grow new antlers each year.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Deer A has a brown coat that helps it hide from wolves in the trees.", "plain": "Deer A has a brown coat that helps it hide from wolves in the trees.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Deer A has hard hooves that help it run away from danger quickly.", "plain": "Deer A has hard hooves that help it run away from danger quickly.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Deer A can push rival males away from the females with its larger antlers.", "plain": "Deer A can push rival males away from the females with its larger antlers.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-33/images/slot15.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 16, "item_id": "_16c040d5-5362-47a5-a726-0ed30e354381", "type": "hottext", "title": "Goat Hoof Pad Evidence", "standards": [ "3-LS4-2" ], "prompt_html": "

Ranger Okafor wrote five notes in the report. Ranger Okafor also makes this claim: goats with large, soft hoof pads can grip narrow ledges better than goats with small, hard pads.

Select the ONE note that gives the best evidence for this claim.

", "prompt_plain": "Ranger Okafor wrote five notes in the report. Ranger Okafor also makes this claim: goats with large, soft hoof pads can grip narrow ledges better than goats with small, hard pads. Select the ONE note that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Goats with small, hard pads often rested on the wide, flat rocks near the cliff top.", "plain": "Goats with small, hard pads often rested on the wide, flat rocks near the cliff top.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "On the narrow ledges, goats with soft pads kept their footing, but goats with hard pads slipped.", "plain": "On the narrow ledges, goats with soft pads kept their footing, but goats with hard pads slipped.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "Most goats grew thick, pale coats that kept them warm in the cold winter.", "plain": "Most goats grew thick, pale coats that kept them warm in the cold winter.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "Each morning the goats walked along the ledge to reach a patch of grass.", "plain": "Each morning the goats walked along the ledge to reach a patch of grass.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "One goat with large, soft pads had the loudest call in the whole herd.", "plain": "One goat with large, soft pads had the loudest call in the whole herd.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_a966c0b4-9f2e-4ac7-8bb9-bec2f76b0e42" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB1" ] }, "n_options": 5, "passage_html": "

The Mountain Goat Ledge Report

Ranger Okafor watches a herd of mountain goats in a steep, rocky park. The goats climb along narrow stone ledges. The soft pads on the bottom of their hooves are not all alike. Some goats have large, soft pads. Other goats have small, hard pads. Ranger Okafor watched the herd for ten days and wrote five notes. Near one ledge, a scientist found a small insect trapped inside a piece of hardened tree sap, called amber. Figure 1 shows a goat on a ledge.

\"A

", "passage_plain": "The Mountain Goat Ledge Report Ranger Okafor watches a herd of mountain goats in a steep, rocky park. The goats climb along narrow stone ledges. The soft pads on the bottom of their hooves are not all alike. Some goats have large, soft pads. Other goats have small, hard pads. Ranger Okafor watched the herd for ten days and wrote five notes. Near one ledge, a scientist found a small insect trapped inside a piece of hardened tree sap, called amber. Figure 1 shows a goat on a ledge." }, { "n": 17, "item_id": "_b633ff12-ad7d-4045-bcf6-6c6bfc25288d", "type": "choice", "title": "Insect in Amber Fossil", "standards": [ "3-LS4-1" ], "prompt_html": "

Think about the insect in amber described in the report.

\"A

Which question can a scientist best answer by studying this fossil?

", "prompt_plain": "Think about the insect in amber described in the report. Which question can a scientist best answer by studying this fossil?", "context_html": "", "options": [ { "id": "cA1", "text": "How many insects live in the park today?", "plain": "How many insects live in the park today?", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Which insects will hatch in the park next summer?", "plain": "Which insects will hatch in the park next summer?", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "What kinds of insects lived here long ago?", "plain": "What kinds of insects lived here long ago?", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "What sound did the living insect once make?", "plain": "What sound did the living insect once make?", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-33/images/slot17.png" ], "stimulus_ids": [ "_a966c0b4-9f2e-4ac7-8bb9-bec2f76b0e42" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Mountain Goat Ledge Report

Ranger Okafor watches a herd of mountain goats in a steep, rocky park. The goats climb along narrow stone ledges. The soft pads on the bottom of their hooves are not all alike. Some goats have large, soft pads. Other goats have small, hard pads. Ranger Okafor watched the herd for ten days and wrote five notes. Near one ledge, a scientist found a small insect trapped inside a piece of hardened tree sap, called amber. Figure 1 shows a goat on a ledge.

\"A

", "passage_plain": "The Mountain Goat Ledge Report Ranger Okafor watches a herd of mountain goats in a steep, rocky park. The goats climb along narrow stone ledges. The soft pads on the bottom of their hooves are not all alike. Some goats have large, soft pads. Other goats have small, hard pads. Ranger Okafor watched the herd for ten days and wrote five notes. Near one ledge, a scientist found a small insect trapped inside a piece of hardened tree sap, called amber. Figure 1 shows a goat on a ledge." }, { "n": 18, "item_id": "_349473bb-26a1-4bc6-83b8-d7e380290702", "type": "gap-match", "title": "A Tide-Pool Anemone", "standards": [ "3-LS4-3" ], "prompt_html": "

A sea anemone is a soft sea animal that holds onto rocks in a tide pool, a small pool of sea water among the rocks at the shore. The needs card shows what the anemone needs to stay alive.

The Anemone’s Needs Card

NeedWhat the anemone must have
FoodSmall animals to eat
WaterSea water to stay in
A place to hold onA surface to attach to

 

Drag one shore card to each need it meets. One card does not meet any of the needs.

", "prompt_plain": "A sea anemone is a soft sea animal that holds onto rocks in a tide pool, a small pool of sea water among the rocks at the shore. The needs card shows what the anemone needs to stay alive. The Anemone’s Needs Card Need What the anemone must have Food Small animals to eat Water Sea water to stay in A place to hold on A surface to attach to Drag one shore card to each need it meets. One card does not meet any of the needs.", "context_html": "", "options": [ { "id": "tile-1", "text": "A bumpy rock stuck fast to the sea floor", "plain": "A bumpy rock stuck fast to the sea floor", "correct": false, "kind": "gap-token" }, { "id": "tile-2", "text": "A seagull resting on a nearby rock", "plain": "A seagull resting on a nearby rock", "correct": false, "kind": "gap-token" }, { "id": "tile-3", "text": "Bits of shrimp that drift past on the current", "plain": "Bits of shrimp that drift past on the current", "correct": false, "kind": "gap-token" }, { "id": "tile-4", "text": "The salty tide that rises into the pool", "plain": "The salty tide that rises into the pool", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-3 g1", "tile-4 g2", "tile-1 g3" ] }, "n_options": 4 }, { "n": 19, "item_id": "_0724b543-31fc-442b-ad7c-fba5d583fcd4", "type": "choice", "title": "Cattail Pond Claim", "standards": [ "3-LS4-4" ], "prompt_html": "

Look at Table 1. Which claim about Cattail Pond do the survey results best support?

", "prompt_plain": "Look at Table 1. Which claim about Cattail Pond do the survey results best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The pond water became saltier because the cattails around it died.", "plain": "The pond water became saltier because the cattails around it died.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The pond water became saltier, and fewer cattails and egg masses were counted.", "plain": "The pond water became saltier, and fewer cattails and egg masses were counted.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The pond animals laid fewer egg masses on purpose to avoid the salt.", "plain": "The pond animals laid fewer egg masses on purpose to avoid the salt.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pond was a better home for cattails this spring than last spring.", "plain": "The pond was a better home for cattails this spring than last spring.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4df69cb7-6c8f-478d-92d2-437f03a3e8c0" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Salt Truck Meets Cattail Pond

Cattail Pond sits beside a road in a cold northern town. For two winters, trucks have spread salt on the road to melt ice. Melting snow carried salty water into the pond. Tomas and a volunteer group check the pond each spring. Table 1 compares last spring with this spring.

Table 1. Pond Survey Results

What was measuredLast springThis spring
Salt in the pond waterSmall amountLarge amount
Cattail plants around the pondAbout 90About 25
Egg masses (clumps of eggs) in the water153
", "passage_plain": "Salt Truck Meets Cattail Pond Cattail Pond sits beside a road in a cold northern town. For two winters, trucks have spread salt on the road to melt ice. Melting snow carried salty water into the pond. Tomas and a volunteer group check the pond each spring. Table 1 compares last spring with this spring. Table 1. Pond Survey Results What was measured Last spring This spring Salt in the pond water Small amount Large amount Cattail plants around the pond About 90 About 25 Egg masses (clumps of eggs) in the water 15 3" }, { "n": 20, "item_id": "_9d3ee3a3-af51-42f3-a5cf-8b575a1f114b", "type": "gap-match", "title": "What Happens to Pond Life", "standards": [ "3-LS4-4" ], "prompt_html": "

The road salt keeps washing into Cattail Pond, and the water stays salty.

 

Drag one card into each row of the table to show what will most likely happen to each pond organism. You may use a card more than once.

", "prompt_plain": "The road salt keeps washing into Cattail Pond, and the water stays salty. Drag one card into each row of the table to show what will most likely happen to each pond organism. You may use a card more than once.", "context_html": "", "options": [ { "id": "tile-1", "text": "Stays and lives in the pond", "plain": "Stays and lives in the pond", "correct": false, "kind": "gap-token" }, { "id": "tile-2", "text": "Moves to a new place", "plain": "Moves to a new place", "correct": false, "kind": "gap-token" }, { "id": "tile-3", "text": "Dies", "plain": "Dies", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_4df69cb7-6c8f-478d-92d2-437f03a3e8c0" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-2 g1", "tile-3 g2", "tile-1 g3", "tile-3 g4" ] }, "n_options": 3, "passage_html": "

Salt Truck Meets Cattail Pond

Cattail Pond sits beside a road in a cold northern town. For two winters, trucks have spread salt on the road to melt ice. Melting snow carried salty water into the pond. Tomas and a volunteer group check the pond each spring. Table 1 compares last spring with this spring.

Table 1. Pond Survey Results

What was measuredLast springThis spring
Salt in the pond waterSmall amountLarge amount
Cattail plants around the pondAbout 90About 25
Egg masses (clumps of eggs) in the water153
", "passage_plain": "Salt Truck Meets Cattail Pond Cattail Pond sits beside a road in a cold northern town. For two winters, trucks have spread salt on the road to melt ice. Melting snow carried salty water into the pond. Tomas and a volunteer group check the pond each spring. Table 1 compares last spring with this spring. Table 1. Pond Survey Results What was measured Last spring This spring Salt in the pond water Small amount Large amount Cattail plants around the pond About 90 About 25 Egg masses (clumps of eggs) in the water 15 3" }, { "n": 21, "item_id": "_09872c86-d3ca-4fcc-8267-f968bedf7bae", "type": "choice", "title": "Packing for Birch Hollow", "standards": [ "3-ESS2-1" ], "prompt_html": "

Talia must pack for whichever month the family picks. Look at Figure 1 and Figure 2.

In which month would Talia most likely need to pack BOTH a winter coat and an umbrella?

", "prompt_plain": "Talia must pack for whichever month the family picks. Look at Figure 1 and Figure 2. In which month would Talia most likely need to pack BOTH a winter coat and an umbrella?", "context_html": "", "options": [ { "id": "cA1", "text": "June", "plain": "June", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "August", "plain": "August", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "October", "plain": "October", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "December", "plain": "December", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f3825e2a-c50e-4aa9-82d4-42477f8bd5ee" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Birch Hollow Trip Packing

Talia’s family is planning a trip to Birch Hollow, a small mountain town. The family can go in any month. Talia will choose what to pack. She finds two graphs about the town’s usual weather. Figure 1 shows the town’s average temperature for six months. Figure 2 shows the town’s average rain for the same six months.

Figure 1

\"Bar

Figure 2

\"Bar
", "passage_plain": "Birch Hollow Trip Packing Talia’s family is planning a trip to Birch Hollow, a small mountain town. The family can go in any month. Talia will choose what to pack. She finds two graphs about the town’s usual weather. Figure 1 shows the town’s average temperature for six months. Figure 2 shows the town’s average rain for the same six months. Figure 1 Figure 2" }, { "n": 22, "item_id": "_a70d7a5f-ed64-4796-b948-77835b69002c", "type": "choice", "title": "Birch Hollow Temperature Pattern", "standards": [ "3-ESS2-1" ], "prompt_html": "

Look at Figure 1.

Which statement best describes the pattern in Birch Hollow’s average temperatures?

", "prompt_plain": "Look at Figure 1. Which statement best describes the pattern in Birch Hollow’s average temperatures?", "context_html": "", "options": [ { "id": "cA1", "text": "The temperature stays about the same from month to month.", "plain": "The temperature stays about the same from month to month.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The temperature rises from February to August and then falls through December.", "plain": "The temperature rises from February to August and then falls through December.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The temperature falls from February to August and then rises through December.", "plain": "The temperature falls from February to August and then rises through December.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The temperature is highest in December and lowest in August.", "plain": "The temperature is highest in December and lowest in August.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f3825e2a-c50e-4aa9-82d4-42477f8bd5ee" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Birch Hollow Trip Packing

Talia’s family is planning a trip to Birch Hollow, a small mountain town. The family can go in any month. Talia will choose what to pack. She finds two graphs about the town’s usual weather. Figure 1 shows the town’s average temperature for six months. Figure 2 shows the town’s average rain for the same six months.

Figure 1

\"Bar

Figure 2

\"Bar
", "passage_plain": "Birch Hollow Trip Packing Talia’s family is planning a trip to Birch Hollow, a small mountain town. The family can go in any month. Talia will choose what to pack. She finds two graphs about the town’s usual weather. Figure 1 shows the town’s average temperature for six months. Figure 2 shows the town’s average rain for the same six months. Figure 1 Figure 2" }, { "n": 23, "item_id": "_1d0bce05-7b72-4398-b988-202bb70b2552", "type": "choice", "title": "Miami Next July Weather", "standards": [ "3-ESS2-2" ], "prompt_html": "

Table 1 shows the average summer weather in Miami, Florida over the last 30 years.

Table 1. Miami Summer Weather Averages

MonthAverage temperature (degrees F)Days with rain
June8418
July8523
August8521

Based on this pattern, which weather is most likely in Miami next July?

", "prompt_plain": "Table 1 shows the average summer weather in Miami, Florida over the last 30 years. Table 1. Miami Summer Weather Averages Month Average temperature (degrees F) Days with rain June 84 18 July 85 23 August 85 21 Based on this pattern, which weather is most likely in Miami next July?", "context_html": "", "options": [ { "id": "cA1", "text": "Hot, with rain falling on most of the days.", "plain": "Hot, with rain falling on most of the days.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Hot and dry, with clear skies on most days.", "plain": "Hot and dry, with clear skies on most days.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Cool, with rain falling on about half the days.", "plain": "Cool, with rain falling on about half the days.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Exactly the same weather as last July, day by day.", "plain": "Exactly the same weather as last July, day by day.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_a77912e9-eec3-4853-afe1-77c68c2b91d4", "type": "text-entry", "title": "Tucson and San Francisco", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Darius compares the July weather of two cities. Table 1 shows the average high temperature in July for Tucson, Arizona, and for San Francisco, California.

Table 1. Average High Temperature in July

CityAverage high temperature (degrees F)
Tucson, Arizona100
San Francisco, California68

How many degrees higher is Tucson’s average July high temperature than San Francisco’s? Enter the exact number.

Give your answer as a whole number (e.g., 50).

Answer: degrees Fahrenheit

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "32" ] }, "n_options": 0 }, { "n": 25, "item_id": "_eef97020-3d0a-46a5-a0d5-430e54a76633", "type": "choice", "title": "Why the Pond Works", "standards": [ "3-ESS3-1" ], "prompt_html": "

The county wants to stop storm water from covering the midway.

Why would digging the retention pond most likely keep the midway dry during a heavy rain?

", "prompt_plain": "The county wants to stop storm water from covering the midway. Why would digging the retention pond most likely keep the midway dry during a heavy rain?", "context_html": "", "options": [ { "id": "cA1", "text": "The pond fills with the storm water before it can reach the midway.", "plain": "The pond fills with the storm water before it can reach the midway.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The pond makes less rain fall over the fairground during the storm.", "plain": "The pond makes less rain fall over the fairground during the storm.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The pond turns the storm water into water vapor right away.", "plain": "The pond turns the storm water into water vapor right away.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pond moves the creek so its water flows around the fairground.", "plain": "The pond moves the creek so its water flows around the fairground.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b7ccda50-c218-49f6-9560-5adfde79ff4e" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Retention Pond at Fairground Flats

Fairground Flats holds the county fair each spring on low, flat ground beside Elder Creek. When heavy spring rains come, storm water spreads across the grounds and covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers plan two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $9,000 to build. The berm would cost $16,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the grounds and tested each design by pouring water on it. Table 2 shows the storm-test results.

Figure 1

\"Map

Table 1. County Goals for the Design

GoalWhat the design must do
Goal 1Keep the midway dry in a one-day storm of up to 5 cm of rain
Goal 2Cost no more than $12,000 to build

Table 2. Model Storm-Test Results

TestStorm size (cm of rain)Design testedWhat happened on the midway
12Retention pondStayed dry
22Raised bermStayed dry
37Retention pondStayed dry
47Raised bermCovered with water
59Retention pondSmall puddles at one edge
", "passage_plain": "Retention Pond at Fairground Flats Fairground Flats holds the county fair each spring on low, flat ground beside Elder Creek. When heavy spring rains come, storm water spreads across the grounds and covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers plan two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $9,000 to build. The berm would cost $16,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the grounds and tested each design by pouring water on it. Table 2 shows the storm-test results. Figure 1 Table 1. County Goals for the Design Goal What the design must do Goal 1 Keep the midway dry in a one-day storm of up to 5 cm of rain Goal 2 Cost no more than $12,000 to build Table 2. Model Storm-Test Results Test Storm size (cm of rain) Design tested What happened on the midway 1 2 Retention pond Stayed dry 2 2 Raised berm Stayed dry 3 7 Retention pond Stayed dry 4 7 Raised berm Covered with water 5 9 Retention pond Small puddles at one edge" }, { "n": 26, "item_id": "_bd26c3a0-16ac-4ace-b755-66819613e8ff", "type": "choice", "title": "Pond Evidence Rows", "standards": [ "3-ESS3-1" ], "prompt_html": "

The county claims that the retention pond meets Goal 1 in Table 1.

Which TWO rows in Table 2 give evidence that supports this claim? Choose the TWO best answers.

", "prompt_plain": "The county claims that the retention pond meets Goal 1 in Table 1. Which TWO rows in Table 2 give evidence that supports this claim? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Test 1", "plain": "Test 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Test 2", "plain": "Test 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Test 3", "plain": "Test 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Test 4", "plain": "Test 4", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Test 5", "plain": "Test 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b7ccda50-c218-49f6-9560-5adfde79ff4e" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Retention Pond at Fairground Flats

Fairground Flats holds the county fair each spring on low, flat ground beside Elder Creek. When heavy spring rains come, storm water spreads across the grounds and covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers plan two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $9,000 to build. The berm would cost $16,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the grounds and tested each design by pouring water on it. Table 2 shows the storm-test results.

Figure 1

\"Map

Table 1. County Goals for the Design

GoalWhat the design must do
Goal 1Keep the midway dry in a one-day storm of up to 5 cm of rain
Goal 2Cost no more than $12,000 to build

Table 2. Model Storm-Test Results

TestStorm size (cm of rain)Design testedWhat happened on the midway
12Retention pondStayed dry
22Raised bermStayed dry
37Retention pondStayed dry
47Raised bermCovered with water
59Retention pondSmall puddles at one edge
", "passage_plain": "Retention Pond at Fairground Flats Fairground Flats holds the county fair each spring on low, flat ground beside Elder Creek. When heavy spring rains come, storm water spreads across the grounds and covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers plan two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $9,000 to build. The berm would cost $16,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the grounds and tested each design by pouring water on it. Table 2 shows the storm-test results. Figure 1 Table 1. County Goals for the Design Goal What the design must do Goal 1 Keep the midway dry in a one-day storm of up to 5 cm of rain Goal 2 Cost no more than $12,000 to build Table 2. Model Storm-Test Results Test Storm size (cm of rain) Design tested What happened on the midway 1 2 Retention pond Stayed dry 2 2 Raised berm Stayed dry 3 7 Retention pond Stayed dry 4 7 Raised berm Covered with water 5 9 Retention pond Small puddles at one edge" }, { "n": 27, "item_id": "_c841949c-4679-4a01-8870-520bd8d8fe73", "type": "choice", "title": "Comparing Pond and Berm", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Use Table 1, Table 2, and the building costs given in the passage.

Which TWO statements correctly compare the two designs? Choose the TWO best answers.

", "prompt_plain": "Use Table 1, Table 2, and the building costs given in the passage. Which TWO statements correctly compare the two designs? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The pond and the berm both meet the Table 1 cost goal.", "plain": "The pond and the berm both meet the Table 1 cost goal.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The midway stayed dry in the 7-cm test with the pond but not the berm.", "plain": "The midway stayed dry in the 7-cm test with the pond but not the berm.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The berm kept the midway dry in more tests than the pond.", "plain": "The berm kept the midway dry in more tests than the pond.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pond meets the cost goal, but the berm costs too much.", "plain": "The pond meets the cost goal, but the berm costs too much.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The pond would cost more money to build than the berm would.", "plain": "The pond would cost more money to build than the berm would.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b7ccda50-c218-49f6-9560-5adfde79ff4e" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Retention Pond at Fairground Flats

Fairground Flats holds the county fair each spring on low, flat ground beside Elder Creek. When heavy spring rains come, storm water spreads across the grounds and covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers plan two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $9,000 to build. The berm would cost $16,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the grounds and tested each design by pouring water on it. Table 2 shows the storm-test results.

Figure 1

\"Map

Table 1. County Goals for the Design

GoalWhat the design must do
Goal 1Keep the midway dry in a one-day storm of up to 5 cm of rain
Goal 2Cost no more than $12,000 to build

Table 2. Model Storm-Test Results

TestStorm size (cm of rain)Design testedWhat happened on the midway
12Retention pondStayed dry
22Raised bermStayed dry
37Retention pondStayed dry
47Raised bermCovered with water
59Retention pondSmall puddles at one edge
", "passage_plain": "Retention Pond at Fairground Flats Fairground Flats holds the county fair each spring on low, flat ground beside Elder Creek. When heavy spring rains come, storm water spreads across the grounds and covers the midway, the fair’s main walkway. The county wants the midway to stay dry. Engineers plan two designs. Design 1 is a retention pond, a wide dug-out basin that catches and holds storm water. Design 2 is a raised berm, a long mound of packed earth between the creek and the midway. The pond would cost $9,000 to build. The berm would cost $16,000 to build. Figure 1 shows where each design would go. Table 1 lists the county’s goals. Workers also built a small model of the grounds and tested each design by pouring water on it. Table 2 shows the storm-test results. Figure 1 Table 1. County Goals for the Design Goal What the design must do Goal 1 Keep the midway dry in a one-day storm of up to 5 cm of rain Goal 2 Cost no more than $12,000 to build Table 2. Model Storm-Test Results Test Storm size (cm of rain) Design tested What happened on the midway 1 2 Retention pond Stayed dry 2 2 Raised berm Stayed dry 3 7 Retention pond Stayed dry 4 7 Raised berm Covered with water 5 9 Retention pond Small puddles at one edge" }, { "n": 28, "item_id": "_6e854b8f-63b1-4b3a-abe4-8bcf2d0d24ba", "type": "hottext", "title": "Meerkat Group Safety Evidence", "standards": [ "3-LS2-1" ], "prompt_html": "

Elena watches a group of meerkats at a wildlife park and writes five sentences in a notebook. A classmate makes this claim: living together in a large group helps meerkats stay safe from predators.

Select the ONE sentence from the notebook that gives the best evidence for this claim.

", "prompt_plain": "Elena watches a group of meerkats at a wildlife park and writes five sentences in a notebook. A classmate makes this claim: living together in a large group helps meerkats stay safe from predators. Select the ONE sentence from the notebook that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "The meerkats live together in a wide sandy burrow with many tunnels.", "plain": "The meerkats live together in a wide sandy burrow with many tunnels.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "More than twenty meerkats share the same burrow and dig for food side by side.", "plain": "More than twenty meerkats share the same burrow and dig for food side by side.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "One meerkat stood up tall on a mound while the others dug in the sand.", "plain": "One meerkat stood up tall on a mound while the others dug in the sand.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "One morning, a large eagle circled in the sky above the group.", "plain": "One morning, a large eagle circled in the sky above the group.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "The lookout barked loudly, and the meerkats dashed into the tunnels before the eagle could dive.", "plain": "The lookout barked loudly, and the meerkats dashed into the tunnels before the eagle could dive.", "correct": true, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hE1" ] }, "n_options": 5 }, { "n": 29, "item_id": "_da6158ed-d14f-4594-a2ab-88f13615f5f1", "type": "choice", "title": "Magnet Challenge Statements", "standards": [ "3-PS2-4" ], "prompt_html": "

Four groups in a science class each write a design problem for a magnet challenge. The teacher gives two rules. Rule 1: The statement must name a problem and tell what job the design must do. Rule 2: The magnet’s pull must do the job, and the design may use only a magnet and the objects named in the statement. Table 1 shows the four written statements.

Table 1. Group Design-Problem Statements

GroupWritten statement
Group 1We will put a large magnet on the art room door.
Group 2Our wooden paintbrushes roll off the supply tray and fall. We need a way to keep the brushes on the tray.
Group 3Our copper wire coils slide off the storage shelf. We need a way to hold the coils on the shelf.
Group 4Our steel paper clips scatter across the work desk and get lost. We need a way to gather the clips in one spot.

Which group’s statement follows BOTH of the teacher’s rules?

", "prompt_plain": "Four groups in a science class each write a design problem for a magnet challenge. The teacher gives two rules. Rule 1: The statement must name a problem and tell what job the design must do. Rule 2: The magnet’s pull must do the job, and the design may use only a magnet and the objects named in the statement. Table 1 shows the four written statements. Table 1. Group Design-Problem Statements Group Written statement Group 1 We will put a large magnet on the art room door. Group 2 Our wooden paintbrushes roll off the supply tray and fall. We need a way to keep the brushes on the tray. Group 3 Our copper wire coils slide off the storage shelf. We need a way to hold the coils on the shelf. Group 4 Our steel paper clips scatter across the work desk and get lost. We need a way to gather the clips in one spot. Which group’s statement follows BOTH of the teacher’s rules?", "context_html": "", "options": [ { "id": "cA1", "text": "Group 1", "plain": "Group 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Group 2", "plain": "Group 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Group 3", "plain": "Group 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Group 4", "plain": "Group 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_97c6a264-dd67-45b8-b1b1-eb7f7b3ec121", "type": "text-entry", "title": "Washer-Holding Magnet Test", "standards": [ "3-PS2-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Omar builds three magnet holders for a tool wall. Each holder must grip steel washers so they do not roll away. A holder passes the test only if it holds at least 20 steel washers at once. Table 1 shows the test results.

Table 1. Washer-Holding Test Results

HolderSteel washers held at once
Holder 115
Holder 228
Holder 312

How many steel washers did the holder that passed the test hold? Enter the exact number.

Give your answer as a whole number (e.g., 50).

Answer: steel washers

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "28" ] }, "n_options": 0 }, { "n": 31, "item_id": "_f6e34f01-9e1b-490e-9d96-24c87db899aa", "type": "choice", "title": "Five Animal Trait Cards", "standards": [ "3-LS3-1" ], "prompt_html": "

A teacher lays out five animal trait cards. Each card shows a drawing of one animal with its name. The drawings show each animal's body traits.

\"Five

Which TWO of the animals are invertebrates? Choose the TWO best answers.

", "prompt_plain": "A teacher lays out five animal trait cards. Each card shows a drawing of one animal with its name. The drawings show each animal's body traits. Which TWO of the animals are invertebrates? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Crab", "plain": "Crab", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Garden spider", "plain": "Garden spider", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Gecko", "plain": "Gecko", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Perch", "plain": "Perch", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Tree frog", "plain": "Tree frog", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-33/images/slot31.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 32, "item_id": "_bac32005-c091-4c46-9ab8-58dcd01d6fbc", "type": "choice", "title": "Waxed Toboggan Glide Test", "standards": [ "3-PS2-1" ], "prompt_html": "

Wesley tests a wooden toboggan that slides on two long wooden runners. In Run 1 Wesley rubs a thin coat of slippery wax onto the runners. In Run 2 the runners are left as bare wood. Wesley checks that the empty toboggan weighs the same before both runs. For each run, Wesley starts the toboggan at the same start line and lets it slide down the same snowy hill. Wesley measures how far past the bottom of the hill the toboggan glides. Table 1 shows the results.

Table 1. Toboggan Glide Test

RunRunnersGlide distance past the hill bottom
1Waxed wood12 meters
2Bare wood5 meters

Which claim do the results of the two runs best support?

", "prompt_plain": "Wesley tests a wooden toboggan that slides on two long wooden runners. In Run 1 Wesley rubs a thin coat of slippery wax onto the runners. In Run 2 the runners are left as bare wood. Wesley checks that the empty toboggan weighs the same before both runs. For each run, Wesley starts the toboggan at the same start line and lets it slide down the same snowy hill. Wesley measures how far past the bottom of the hill the toboggan glides. Table 1 shows the results. Table 1. Toboggan Glide Test Run Runners Glide distance past the hill bottom 1 Waxed wood 12 meters 2 Bare wood 5 meters Which claim do the results of the two runs best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Wax raised the friction between the runners and the snow, so the toboggan slid farther.", "plain": "Wax raised the friction between the runners and the snow, so the toboggan slid farther.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Wax lowered the friction between the runners and the snow, so the toboggan slid farther.", "plain": "Wax lowered the friction between the runners and the snow, so the toboggan slid farther.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Wax made the toboggan heavier, and the added weight made it slide farther.", "plain": "Wax made the toboggan heavier, and the added weight made it slide farther.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Using the same hill for both runs makes the results impossible to compare.", "plain": "Using the same hill for both runs makes the results impossible to compare.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_f969fd63-bef1-4a8d-80c2-468e3118cdc7", "type": "choice", "title": "The Bending Water Stream", "standards": [ "3-PS2-3" ], "prompt_html": "

Soraya rubs a balloon back and forth on her hair about ten times. She then holds the balloon close to a thin stream of water falling from a faucet. The balloon is held still and never touches the water. The thin stream bends toward the balloon.

\"A

Which statement best explains why the stream bends toward the balloon?

", "prompt_plain": "Soraya rubs a balloon back and forth on her hair about ten times. She then holds the balloon close to a thin stream of water falling from a faucet. The balloon is held still and never touches the water. The thin stream bends toward the balloon. Which statement best explains why the stream bends toward the balloon?", "context_html": "", "options": [ { "id": "cA1", "text": "Rubbing turned the balloon into a magnet that pulls the water stream toward it.", "plain": "Rubbing turned the balloon into a magnet that pulls the water stream toward it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Gravity pulls the water toward the balloon because rubbing made the balloon heavier.", "plain": "Gravity pulls the water toward the balloon because rubbing made the balloon heavier.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rubbing gave the balloon a static charge that pulls the water stream toward it.", "plain": "Rubbing gave the balloon a static charge that pulls the water stream toward it.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Moving air from the balloon pushes the stream and bends it toward the balloon.", "plain": "Moving air from the balloon pushes the stream and bends it toward the balloon.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-33/images/slot33.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 34, "item_id": "_f57b351c-1fdd-4516-9da8-12c483fc339c", "type": "inline-choice", "title": "A Magnet and a Paper Clip", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Tariq holds a bar magnet just above a steel paper clip that is lying on a desk. The magnet never touches the paper clip. The paper clip jumps up off the desk to the magnet.

Choose the word that best completes each sentence.

\"A

The magnet acts on the paper clip with a force.

That force is a on the paper clip.

", "options": [ { "id": "cB13276d944e", "text": "contact", "plain": "contact", "correct": false, "kind": "inline" }, { "id": "cB1217cad03c", "text": "non-contact", "plain": "non-contact", "correct": true, "kind": "inline" }, { "id": "cB229b58ffd6", "text": "push", "plain": "push", "correct": false, "kind": "inline" }, { "id": "cB2660876af3", "text": "pull", "plain": "pull", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-33/images/slot34.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1217cad03c" ], "RESPONSE2": [ "cB2660876af3" ] }, "n_options": 4 }, { "n": 35, "item_id": "_93843e9e-0d7a-4a5d-8ef7-55c3d03ce48b", "type": "portable-custom", "title": "Bozeman Winter Snowfall", "standards": [ "3-ESS2-1" ], "prompt_html": "

A third-grade class in Bozeman, Montana, measured each month's total snowfall one winter. Table 1 shows the snowfall in inches for four months.

 

Drag each month's bar to the correct height so the graph shows that month's snowfall in inches.

Table 1. Bozeman Monthly Snowfall

MonthSnowfall (inches)
December6
January13
February8
March14
", "prompt_plain": "A third-grade class in Bozeman, Montana, measured each month's total snowfall one winter. Table 1 shows the snowfall in inches for four months. Drag each month's bar to the correct height so the graph shows that month's snowfall in inches. Table 1. Bozeman Monthly Snowfall Month Snowfall (inches) December 6 January 13 February 8 March 14", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"December\",\"y\":6},{\"x\":\"January\",\"y\":13},{\"x\":\"February\",\"y\":8},{\"x\":\"March\",\"y\":14}]" ] }, "n_options": 0 }, { "n": 36, "item_id": "_a9932d44-17be-4437-8adb-8772aea26362", "type": "choice", "title": "Class Aquarium Observations", "standards": [ "3-LS4-3" ], "prompt_html": "

A third-grade class watches their class aquarium. The aquarium is the habitat for two fish and a water plant. The students record six observations.

Observations

1. The silver fish swims through the stream of bubbles rising from the air stone.

2. The red fish hides behind the clay pot at the bottom of the tank.

3. The silver fish pushes a blue pebble across the gravel with its fin.

4. The red fish rests on a flat rock near the filter.

5. The silver fish bites at a flake of fish food sinking in the water.

6. The red fish chases the silver fish away from the back corner of the tank.

Which observation shows an interaction between two living parts of the habitat?

", "prompt_plain": "A third-grade class watches their class aquarium. The aquarium is the habitat for two fish and a water plant. The students record six observations. Observations 1. The silver fish swims through the stream of bubbles rising from the air stone. 2. The red fish hides behind the clay pot at the bottom of the tank. 3. The silver fish pushes a blue pebble across the gravel with its fin. 4. The red fish rests on a flat rock near the filter. 5. The silver fish bites at a flake of fish food sinking in the water. 6. The red fish chases the silver fish away from the back corner of the tank. Which observation shows an interaction between two living parts of the habitat?", "context_html": "", "options": [ { "id": "cA1", "text": "Observation 1", "plain": "Observation 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Observation 3", "plain": "Observation 3", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Observation 5", "plain": "Observation 5", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Observation 6", "plain": "Observation 6", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 } ] }, { "form": "G3.34", "grade": "G3", "title": "Alpha Standardized Science G3.34", "test_id": "_test-080d7abe-7ce8-4896-83ac-56c0cf57b492", "n_items": 36, "n_stimuli": 7, "stimuli": { "_00b4906e-325d-40aa-aa02-242db33eb6a6": { "title": "Gym Push Trials", "html": "

Gym Push Trials

A class tests how balls move on a flat floor. A spring push-board sits behind a starting line. A student pulls the board back to a tape mark and lets go. The spring then gives one push of the same strength every time. The class pushes four balls, one at a time, from the line. Table 1 lists each ball's mass (the amount of matter in it) and how far it rolled.

Figure 1

\"A

Table 1. Push Trial Results

BallMass (grams)How far it rolled (centimeters)
Hollow plastic ball150120
Foam-filled ball30090
Leather ball50060
Sand-filled ball1,20020
" }, "_d4e0e995-92ba-4282-b4f9-977c33e8b3c0": { "title": "Cottonwood Wash Study", "html": "

Cottonwood Wash Study

Students study two sites along a dry desert wash. They want to learn which site better fits a kangaroo rat. Table 1 shows what each site has. Table 2 shows what a kangaroo rat needs to live well.

Table 1. What Each Site Has

SiteSeed plantsGround for burrowsShadeStanding water
Upper WashManyFirm (holds a burrow)Some from shrubsVery little
Lower WashFewLoose (caves in)Almost noneA stream, a lot

Table 2. What a Kangaroo Rat Needs

NeedDetail
FoodEats seeds
HomeDigs a burrow in firm ground
RestHides in shade during the hot day
WaterGets water from its seeds, so needs little standing water
" }, "_8a2f35a5-6cad-462d-9c8b-27fab3d14daa": { "title": "Hatchery Chick Records", "html": "

Hatchery Chick Records

A county hatchery is a farm where chicken eggs hatch and young chickens grow. The hatchery keeps records about its chickens. Figure 1 shows four photo cards from the hatchery wall. The cards are not in life-cycle order.

Figure 1. Hatchery Photo Cards

\"Four

A comb is the red flap of skin on top of a chicken’s head. Workers measured the comb size of four chicks and the comb sizes of each chick’s two parents. Table 1 shows what they found. All four chicks in Table 1 are now fully grown.

Table 1. Comb Sizes of Four Chicks

ChickParent 1 combParent 2 combChick’s comb
Chick 1SmallSmallLarge
Chick 2MediumLargeSmall
Chick 3LargeLargeLarge
Chick 4SmallMediumLarge
" }, "_709d823b-c6ac-4b69-8f5f-7deef5fd1953": { "title": "Willow Marsh Survey", "html": "

Willow Marsh Survey

A naturalist studies Willow Marsh, a wetland named for its many willow shrubs. A thick patch of willows, called the willow stand, grows along one bank. Table 1 shows how two marsh animals use the willow stand. It also shows how many of each the naturalist counted before any change.

Table 1. Willow-Stand Survey (Before the Cut)

AnimalHow it uses the willow standNumber counted
MuskratsEat willow bark and twigs in winter14
Marsh wrensBuild nests in the willow branches9

The county plans to cut down the willow stand this fall to make room for a wider path.

" }, "_6e691c1d-48bc-4053-b7e3-fe25813b1aa1": { "title": "School-Garden Water Savers", "html": "

School-Garden Water Savers

Pinecrest School grows a vegetable garden. The town is under a drought advisory, so everyone must use less water. The school tests two plans to keep the garden alive on less water. Plan 1 covers the beds with a layer of wood-chip mulch. Plan 2 waters the beds only in the early morning. The school has two goals. The soil must stay damp through the hot afternoon. The garden must use less than 50 liters of water each week. Table 1 shows what happened after two weeks.

Table 1. Water-Saver Plan Results

PlanSoil still damp at 3 p.m.?Water used each week (liters)Cost to start
Plan 1: Mulch bedsYes40$60
Plan 2: Morning wateringNo70$10
" }, "_a260e828-841a-45f3-ac50-08a628bc341a": { "title": "Two Towns, One Year", "html": "

Two Towns, One Year

Two towns keep weather records for a whole year. Dry Mesa sits at the edge of a desert. Cove Harbor sits next to the ocean. Figure 1 shows each town’s average high temperature for every month. Figure 2 shows each town’s average rainfall for every month.

Figure 1

\"Line

Figure 2

\"Line
" }, "_ae6d6090-a0de-47b0-a1d7-c19afcd052bf": { "title": "The Nail Sweeper", "html": "

The Nail Sweeper

A model-farm club keeps a hay yard. Dropped steel nails sometimes end up in the dirt, where they can hurt the animals' feet. The club wants a rolling tool with a magnet roller. The tool must pick up the nails and drop them in a bin.

The club wrote a design brief. Goal: clean the dropped steel nails out of the hay yard. Criteria (what the sweeper must do): pick up at least 15 nails each pass. The sweeper must also drop the nails into the bin. Constraints (limits the club must stay within): spend no more than 12 dollars on parts. The club must also finish before spring planting.

The club built two sweepers and tested each on two passes. Table 1 and Table 2 show the results.

Figure 1

\"Two

Table 1. Sweeper A Test

PassNails picked upWhat happened at the bin
First pass18Dropped into the bin
Second pass22Dropped into the bin

Table 2. Sweeper B Test

PassNails picked upWhat happened at the bin
First pass25Stayed stuck to the roller
Second pass27Stayed stuck to the roller
" } }, "questions": [ { "n": 1, "item_id": "_ee8a8b57-3012-4377-8c05-7cda93b29f72", "type": "choice", "title": "Roll Distance and Ball Mass", "standards": [ "3-PS2-1" ], "prompt_html": "

Look at Table 1. Each ball got one push of the same strength.

Which statement best describes the pattern between a ball's mass and how far it rolled?

", "prompt_plain": "Look at Table 1. Each ball got one push of the same strength. Which statement best describes the pattern between a ball's mass and how far it rolled?", "context_html": "", "options": [ { "id": "cA1", "text": "The greater a ball's mass, the farther the distance it rolled.", "plain": "The greater a ball's mass, the farther the distance it rolled.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A ball's mass did not change the distance it rolled.", "plain": "A ball's mass did not change the distance it rolled.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The greater a ball's mass, the shorter the distance it rolled.", "plain": "The greater a ball's mass, the shorter the distance it rolled.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The lightest and the heaviest balls rolled the same distance.", "plain": "The lightest and the heaviest balls rolled the same distance.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_00b4906e-325d-40aa-aa02-242db33eb6a6" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Gym Push Trials

A class tests how balls move on a flat floor. A spring push-board sits behind a starting line. A student pulls the board back to a tape mark and lets go. The spring then gives one push of the same strength every time. The class pushes four balls, one at a time, from the line. Table 1 lists each ball's mass (the amount of matter in it) and how far it rolled.

Figure 1

\"A

Table 1. Push Trial Results

BallMass (grams)How far it rolled (centimeters)
Hollow plastic ball150120
Foam-filled ball30090
Leather ball50060
Sand-filled ball1,20020
", "passage_plain": "Gym Push Trials A class tests how balls move on a flat floor. A spring push-board sits behind a starting line. A student pulls the board back to a tape mark and lets go. The spring then gives one push of the same strength every time. The class pushes four balls, one at a time, from the line. Table 1 lists each ball's mass (the amount of matter in it) and how far it rolled. Figure 1 Table 1. Push Trial Results Ball Mass (grams) How far it rolled (centimeters) Hollow plastic ball 150 120 Foam-filled ball 300 90 Leather ball 500 60 Sand-filled ball 1,200 20" }, { "n": 2, "item_id": "_c2361660-e521-45db-8bec-f13df3a0acb0", "type": "gap-match", "title": "Which Band Each Ball Fits", "standards": [ "3-PS2-1" ], "prompt_html": "

Use the roll distances in Table 1.

 

Drag each ball card into the distance band that matches how far that ball rolled.

", "prompt_plain": "Use the roll distances in Table 1. Drag each ball card into the distance band that matches how far that ball rolled.", "context_html": "", "options": [ { "id": "dleather", "text": "Leather ball", "plain": "Leather ball", "correct": false, "kind": "gap-token" }, { "id": "dsand", "text": "Sand-filled ball", "plain": "Sand-filled ball", "correct": false, "kind": "gap-token" }, { "id": "dhollow", "text": "Hollow plastic ball", "plain": "Hollow plastic ball", "correct": false, "kind": "gap-token" }, { "id": "dfoam", "text": "Foam-filled ball", "plain": "Foam-filled ball", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_00b4906e-325d-40aa-aa02-242db33eb6a6" ], "key_letters": "", "key_values": { "RESPONSE": [ "dhollow band-over100", "dfoam band-61to100", "dleather band-21to60", "dsand band-20orless" ] }, "n_options": 4, "passage_html": "

Gym Push Trials

A class tests how balls move on a flat floor. A spring push-board sits behind a starting line. A student pulls the board back to a tape mark and lets go. The spring then gives one push of the same strength every time. The class pushes four balls, one at a time, from the line. Table 1 lists each ball's mass (the amount of matter in it) and how far it rolled.

Figure 1

\"A

Table 1. Push Trial Results

BallMass (grams)How far it rolled (centimeters)
Hollow plastic ball150120
Foam-filled ball30090
Leather ball50060
Sand-filled ball1,20020
", "passage_plain": "Gym Push Trials A class tests how balls move on a flat floor. A spring push-board sits behind a starting line. A student pulls the board back to a tape mark and lets go. The spring then gives one push of the same strength every time. The class pushes four balls, one at a time, from the line. Table 1 lists each ball's mass (the amount of matter in it) and how far it rolled. Figure 1 Table 1. Push Trial Results Ball Mass (grams) How far it rolled (centimeters) Hollow plastic ball 150 120 Foam-filled ball 300 90 Leather ball 500 60 Sand-filled ball 1,200 20" }, { "n": 3, "item_id": "_4411046d-d492-43cf-8985-3c54164dc94d", "type": "choice", "title": "Why the Open Boat Moved", "standards": [ "3-PS2-2" ], "prompt_html": "

Priya floats two model sailboats on a calm pond. Both boats are the same size and shape. One boat floats in open water. The other sits behind a low rock wall. She switches on a box fan. Figure 1 shows where each boat was before and after the fan ran.

Figure 1

\"A

Which statement best explains why the open boat moved far but the sheltered boat barely moved?

", "prompt_plain": "Priya floats two model sailboats on a calm pond. Both boats are the same size and shape. One boat floats in open water. The other sits behind a low rock wall. She switches on a box fan. Figure 1 shows where each boat was before and after the fan ran. Figure 1 Which statement best explains why the open boat moved far but the sheltered boat barely moved?", "context_html": "", "options": [ { "id": "cA1", "text": "The open boat weighs less, so the same moving air moves just that boat.", "plain": "The open boat weighs less, so the same moving air moves just that boat.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sheltered boat sits in deeper water, which holds that boat in place.", "plain": "The sheltered boat sits in deeper water, which holds that boat in place.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The fan pulls the open boat toward it, so that boat moves there.", "plain": "The fan pulls the open boat toward it, so that boat moves there.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The fan's moving air pushes the open boat, but the wall blocks the other.", "plain": "The fan's moving air pushes the open boat, but the wall blocks the other.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot03.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 4, "item_id": "_4ae98437-7afe-4556-b00b-e3e1e91f5cc7", "type": "choice", "title": "Wiper Wipes in 30 Seconds", "standards": [ "3-PS2-2" ], "prompt_html": "

Dominic rides in a car during steady rain. The wipers have three speed settings. At each setting, Dominic counts the wipes the blades make in 30 seconds. Table 1 shows the counts.

Table 1. Wiper Counts

Speed settingWipes in 30 seconds
112
218
324

Which TWO statements does the pattern in Table 1 support? Choose the TWO best answers.

", "prompt_plain": "Dominic rides in a car during steady rain. The wipers have three speed settings. At each setting, Dominic counts the wipes the blades make in 30 seconds. Table 1 shows the counts. Table 1. Wiper Counts Speed setting Wipes in 30 seconds 1 12 2 18 3 24 Which TWO statements does the pattern in Table 1 support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Each higher setting adds 6 more wipes in 30 seconds.", "plain": "Each higher setting adds 6 more wipes in 30 seconds.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Setting 2 makes twice as many wipes as Setting 1.", "plain": "Setting 2 makes twice as many wipes as Setting 1.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The setting does not change how many wipes the wiper makes.", "plain": "The setting does not change how many wipes the wiper makes.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The wipe count changes by a different amount each time.", "plain": "The wipe count changes by a different amount each time.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "A fourth setting would reach about 30 wipes in 30 seconds.", "plain": "A fourth setting would reach about 30 wipes in 30 seconds.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, E", "key_values": { "RESPONSE": [ "cA1", "cE1" ] }, "n_options": 5 }, { "n": 5, "item_id": "_98f0465e-9ead-451f-850f-45bcc20b61bd", "type": "choice", "title": "Magnet Pole Pairings", "standards": [ "3-PS2-3" ], "prompt_html": "

Elena joins toy train cars using magnets. Each car end is marked N or S. Table 1 shows what happens when she brings different pole pairings together.

Table 1. Magnet Pole Pairings

Ends brought togetherWhat happened
N and SSnapped together
S and NSnapped together
N and NPushed apart
S and SPushed apart

Which statement best explains the pattern in Table 1?

", "prompt_plain": "Elena joins toy train cars using magnets. Each car end is marked N or S. Table 1 shows what happens when she brings different pole pairings together. Table 1. Magnet Pole Pairings Ends brought together What happened N and S Snapped together S and N Snapped together N and N Pushed apart S and S Pushed apart Which statement best explains the pattern in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "Ends with the same pole snap together, and ends with different poles push apart.", "plain": "Ends with the same pole snap together, and ends with different poles push apart.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Ends with different poles snap together, and ends with the same pole push apart.", "plain": "Ends with different poles snap together, and ends with the same pole push apart.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Two magnet ends will snap together whenever they are brought close together.", "plain": "Two magnet ends will snap together whenever they are brought close together.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Magnet ends will snap together whenever an N pole is on the left.", "plain": "Magnet ends will snap together whenever an N pole is on the left.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_058d547e-e694-4598-ac8e-84eb1f40d55c", "type": "choice", "title": "Magnet Pull Through Barriers", "standards": [ "3-PS2-3" ], "prompt_html": "

Marcus tests whether a magnet's pull can act through different materials. He puts a steel clip on one side of each material and holds a strong magnet at the same spot on the other side. Table 1 shows what the clip did.

Table 1. Barrier Trials

Material between magnet and clipHow thickWhat the clip did
Plastic folderThinMoved toward the magnet
Paper sheetThinMoved toward the magnet
Glass plateThinMoved toward the magnet
Wooden shelfThickDid not move

Which TWO conclusions do Marcus's results support? Choose the TWO best answers.

", "prompt_plain": "Marcus tests whether a magnet's pull can act through different materials. He puts a steel clip on one side of each material and holds a strong magnet at the same spot on the other side. Table 1 shows what the clip did. Table 1. Barrier Trials Material between magnet and clip How thick What the clip did Plastic folder Thin Moved toward the magnet Paper sheet Thin Moved toward the magnet Glass plate Thin Moved toward the magnet Wooden shelf Thick Did not move Which TWO conclusions do Marcus's results support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The magnet's pull reached the clip through each of the thin barriers.", "plain": "The magnet's pull reached the clip through each of the thin barriers.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The glass stopped the pull because magnets cannot work through clear materials.", "plain": "The glass stopped the pull because magnets cannot work through clear materials.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The magnet pulled the clip hardest through the thin paper sheet.", "plain": "The magnet pulled the clip hardest through the thin paper sheet.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pull was too weak to move the clip through the thick shelf.", "plain": "The pull was too weak to move the clip through the thick shelf.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The magnet must touch the steel clip before the clip can move.", "plain": "The magnet must touch the steel clip before the clip can move.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_e0f3773b-743f-4228-abc0-911947746d5d", "type": "choice", "title": "The Nail Sweeper — Part A", "standards": [ "3-PS2-4" ], "prompt_html": "

Part A

Look at Table 1, Table 2, and the club's two criteria in the brief.

Which claim about the sweepers do the test results support?

", "prompt_plain": "Part A Look at Table 1, Table 2, and the club's two criteria in the brief. Which claim about the sweepers do the test results support?", "context_html": "", "options": [ { "id": "cA1", "text": "Sweeper A meets both of the club's criteria.", "plain": "Sweeper A meets both of the club's criteria.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Sweeper B meets both of the club's criteria.", "plain": "Sweeper B meets both of the club's criteria.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both sweepers meet both of the club's criteria.", "plain": "Both sweepers meet both of the club's criteria.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Neither sweeper meets both of the club's criteria.", "plain": "Neither sweeper meets both of the club's criteria.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ae6d6090-a0de-47b0-a1d7-c19afcd052bf" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Nail Sweeper

A model-farm club keeps a hay yard. Dropped steel nails sometimes end up in the dirt, where they can hurt the animals' feet. The club wants a rolling tool with a magnet roller. The tool must pick up the nails and drop them in a bin.

The club wrote a design brief. Goal: clean the dropped steel nails out of the hay yard. Criteria (what the sweeper must do): pick up at least 15 nails each pass. The sweeper must also drop the nails into the bin. Constraints (limits the club must stay within): spend no more than 12 dollars on parts. The club must also finish before spring planting.

The club built two sweepers and tested each on two passes. Table 1 and Table 2 show the results.

Figure 1

\"Two

Table 1. Sweeper A Test

PassNails picked upWhat happened at the bin
First pass18Dropped into the bin
Second pass22Dropped into the bin

Table 2. Sweeper B Test

PassNails picked upWhat happened at the bin
First pass25Stayed stuck to the roller
Second pass27Stayed stuck to the roller
", "passage_plain": "The Nail Sweeper A model-farm club keeps a hay yard. Dropped steel nails sometimes end up in the dirt, where they can hurt the animals' feet. The club wants a rolling tool with a magnet roller. The tool must pick up the nails and drop them in a bin. The club wrote a design brief. Goal: clean the dropped steel nails out of the hay yard. Criteria (what the sweeper must do): pick up at least 15 nails each pass. The sweeper must also drop the nails into the bin. Constraints (limits the club must stay within): spend no more than 12 dollars on parts. The club must also finish before spring planting. The club built two sweepers and tested each on two passes. Table 1 and Table 2 show the results. Figure 1 Table 1. Sweeper A Test Pass Nails picked up What happened at the bin First pass 18 Dropped into the bin Second pass 22 Dropped into the bin Table 2. Sweeper B Test Pass Nails picked up What happened at the bin First pass 25 Stayed stuck to the roller Second pass 27 Stayed stuck to the roller" }, { "n": 8, "item_id": "_ef517381-6b22-4501-9f34-96ba9c6b6f25", "type": "choice", "title": "The Nail Sweeper — Part B", "standards": [ "3-PS2-4" ], "prompt_html": "

Part B

Which rows are the best evidence that one sweeper meets both criteria on both of its passes?

", "prompt_plain": "Part B Which rows are the best evidence that one sweeper meets both criteria on both of its passes?", "context_html": "", "options": [ { "id": "cA1", "text": "Both rows of Table 2, where 25 and 27 nails stayed on the roller.", "plain": "Both rows of Table 2, where 25 and 27 nails stayed on the roller.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The first row of each table, where 18 and 25 nails were picked up.", "plain": "The first row of each table, where 18 and 25 nails were picked up.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both rows of Table 1, where 18 and 22 nails reached the bin.", "plain": "Both rows of Table 1, where 18 and 22 nails reached the bin.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The second row of each table, where 22 and 27 nails were picked up.", "plain": "The second row of each table, where 22 and 27 nails were picked up.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ae6d6090-a0de-47b0-a1d7-c19afcd052bf" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Nail Sweeper

A model-farm club keeps a hay yard. Dropped steel nails sometimes end up in the dirt, where they can hurt the animals' feet. The club wants a rolling tool with a magnet roller. The tool must pick up the nails and drop them in a bin.

The club wrote a design brief. Goal: clean the dropped steel nails out of the hay yard. Criteria (what the sweeper must do): pick up at least 15 nails each pass. The sweeper must also drop the nails into the bin. Constraints (limits the club must stay within): spend no more than 12 dollars on parts. The club must also finish before spring planting.

The club built two sweepers and tested each on two passes. Table 1 and Table 2 show the results.

Figure 1

\"Two

Table 1. Sweeper A Test

PassNails picked upWhat happened at the bin
First pass18Dropped into the bin
Second pass22Dropped into the bin

Table 2. Sweeper B Test

PassNails picked upWhat happened at the bin
First pass25Stayed stuck to the roller
Second pass27Stayed stuck to the roller
", "passage_plain": "The Nail Sweeper A model-farm club keeps a hay yard. Dropped steel nails sometimes end up in the dirt, where they can hurt the animals' feet. The club wants a rolling tool with a magnet roller. The tool must pick up the nails and drop them in a bin. The club wrote a design brief. Goal: clean the dropped steel nails out of the hay yard. Criteria (what the sweeper must do): pick up at least 15 nails each pass. The sweeper must also drop the nails into the bin. Constraints (limits the club must stay within): spend no more than 12 dollars on parts. The club must also finish before spring planting. The club built two sweepers and tested each on two passes. Table 1 and Table 2 show the results. Figure 1 Table 1. Sweeper A Test Pass Nails picked up What happened at the bin First pass 18 Dropped into the bin Second pass 22 Dropped into the bin Table 2. Sweeper B Test Pass Nails picked up What happened at the bin First pass 25 Stayed stuck to the roller Second pass 27 Stayed stuck to the roller" }, { "n": 9, "item_id": "_d7965c35-1be5-4516-b51e-fbb2d9452c2c", "type": "choice", "title": "Stating the Design Problem", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Look at the club's design brief. It lists the goal, the criteria (what the sweeper must do), and the constraints (limits the club must stay within).

Which sentence best states the design problem the club must solve?

", "prompt_plain": "Look at the club's design brief. It lists the goal, the criteria (what the sweeper must do), and the constraints (limits the club must stay within). Which sentence best states the design problem the club must solve?", "context_html": "", "options": [ { "id": "cA1", "text": "Design a sweeper that shows whether nails or screws are easier to see.", "plain": "Design a sweeper that shows whether nails or screws are easier to see.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Design a sweeper that one club member can build faster than the others.", "plain": "Design a sweeper that one club member can build faster than the others.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Design a sweeper that feels nicer to use than a hand rake.", "plain": "Design a sweeper that feels nicer to use than a hand rake.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Design a sweeper that picks up the dropped nails and drops them in the bin.", "plain": "Design a sweeper that picks up the dropped nails and drops them in the bin.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ae6d6090-a0de-47b0-a1d7-c19afcd052bf" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The Nail Sweeper

A model-farm club keeps a hay yard. Dropped steel nails sometimes end up in the dirt, where they can hurt the animals' feet. The club wants a rolling tool with a magnet roller. The tool must pick up the nails and drop them in a bin.

The club wrote a design brief. Goal: clean the dropped steel nails out of the hay yard. Criteria (what the sweeper must do): pick up at least 15 nails each pass. The sweeper must also drop the nails into the bin. Constraints (limits the club must stay within): spend no more than 12 dollars on parts. The club must also finish before spring planting.

The club built two sweepers and tested each on two passes. Table 1 and Table 2 show the results.

Figure 1

\"Two

Table 1. Sweeper A Test

PassNails picked upWhat happened at the bin
First pass18Dropped into the bin
Second pass22Dropped into the bin

Table 2. Sweeper B Test

PassNails picked upWhat happened at the bin
First pass25Stayed stuck to the roller
Second pass27Stayed stuck to the roller
", "passage_plain": "The Nail Sweeper A model-farm club keeps a hay yard. Dropped steel nails sometimes end up in the dirt, where they can hurt the animals' feet. The club wants a rolling tool with a magnet roller. The tool must pick up the nails and drop them in a bin. The club wrote a design brief. Goal: clean the dropped steel nails out of the hay yard. Criteria (what the sweeper must do): pick up at least 15 nails each pass. The sweeper must also drop the nails into the bin. Constraints (limits the club must stay within): spend no more than 12 dollars on parts. The club must also finish before spring planting. The club built two sweepers and tested each on two passes. Table 1 and Table 2 show the results. Figure 1 Table 1. Sweeper A Test Pass Nails picked up What happened at the bin First pass 18 Dropped into the bin Second pass 22 Dropped into the bin Table 2. Sweeper B Test Pass Nails picked up What happened at the bin First pass 25 Stayed stuck to the roller Second pass 27 Stayed stuck to the roller" }, { "n": 10, "item_id": "_9d4cf63b-68cb-4f0a-ba7c-406b634a6676", "type": "choice", "title": "The Seed That Did Not Sprout", "standards": [ "3-LS1-1" ], "prompt_html": "

Hana plants a bean seed. She gives it no water and no fresh air, and she keeps it in a cold place. Weeks later, the seed has not changed at all since planting day. It has not begun to grow.

\"A

Which stage of the bean plant's life cycle should start first?

", "prompt_plain": "Hana plants a bean seed. She gives it no water and no fresh air, and she keeps it in a cold place. Weeks later, the seed has not changed at all since planting day. It has not begun to grow. Which stage of the bean plant's life cycle should start first?", "context_html": "", "options": [ { "id": "cA1", "text": "Germinating when the seed sprouts a root and shoot.", "plain": "Germinating when the seed sprouts a root and shoot.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Growing into a tall and leafy bean plant.", "plain": "Growing into a tall and leafy bean plant.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Flowering to open up the bean plant's blossoms.", "plain": "Flowering to open up the bean plant's blossoms.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Making new bean seeds for the next plants.", "plain": "Making new bean seeds for the next plants.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot10.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 11, "item_id": "_2e1ead5c-a48c-490f-b19d-a0ed6310e36e", "type": "order", "title": "Chicken Life Stages", "standards": [ "3-LS1-1" ], "prompt_html": "

Look at Figure 1. The four photo cards show stages of a chicken’s life cycle. The cards are not in order.

 

Put the four photo cards in order from the chicken’s FIRST life-cycle stage to its LAST stage.

", "prompt_plain": "Look at Figure 1. The four photo cards show stages of a chicken’s life cycle. The cards are not in order. Put the four photo cards in order from the chicken’s FIRST life-cycle stage to its LAST stage.", "context_html": "", "options": [ { "id": "cA1", "text": "Photo 1", "plain": "Photo 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Photo 2", "plain": "Photo 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Photo 3", "plain": "Photo 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Photo 4", "plain": "Photo 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8a2f35a5-6cad-462d-9c8b-27fab3d14daa" ], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cC1", "cD1", "cA1", "cB1" ] }, "n_options": 4, "passage_html": "

Hatchery Chick Records

A county hatchery is a farm where chicken eggs hatch and young chickens grow. The hatchery keeps records about its chickens. Figure 1 shows four photo cards from the hatchery wall. The cards are not in life-cycle order.

Figure 1. Hatchery Photo Cards

\"Four

A comb is the red flap of skin on top of a chicken’s head. Workers measured the comb size of four chicks and the comb sizes of each chick’s two parents. Table 1 shows what they found. All four chicks in Table 1 are now fully grown.

Table 1. Comb Sizes of Four Chicks

ChickParent 1 combParent 2 combChick’s comb
Chick 1SmallSmallLarge
Chick 2MediumLargeSmall
Chick 3LargeLargeLarge
Chick 4SmallMediumLarge
", "passage_plain": "Hatchery Chick Records A county hatchery is a farm where chicken eggs hatch and young chickens grow. The hatchery keeps records about its chickens. Figure 1 shows four photo cards from the hatchery wall. The cards are not in life-cycle order. Figure 1. Hatchery Photo Cards A comb is the red flap of skin on top of a chicken’s head. Workers measured the comb size of four chicks and the comb sizes of each chick’s two parents. Table 1 shows what they found. All four chicks in Table 1 are now fully grown. Table 1. Comb Sizes of Four Chicks Chick Parent 1 comb Parent 2 comb Chick’s comb Chick 1 Small Small Large Chick 2 Medium Large Small Chick 3 Large Large Large Chick 4 Small Medium Large" }, { "n": 12, "item_id": "_dd14a8c3-8727-42c8-a99e-3e7f9e5c4612", "type": "choice", "title": "Chick Comb Sizes", "standards": [ "3-LS3-1" ], "prompt_html": "

Look at Table 1. It shows the comb size of four chicks and the comb sizes of each chick’s two parents.

Which chick’s comb size best matches both of its parents’ comb sizes?

", "prompt_plain": "Look at Table 1. It shows the comb size of four chicks and the comb sizes of each chick’s two parents. Which chick’s comb size best matches both of its parents’ comb sizes?", "context_html": "", "options": [ { "id": "cA1", "text": "Chick 1", "plain": "Chick 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Chick 2", "plain": "Chick 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Chick 3", "plain": "Chick 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Chick 4", "plain": "Chick 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8a2f35a5-6cad-462d-9c8b-27fab3d14daa" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Hatchery Chick Records

A county hatchery is a farm where chicken eggs hatch and young chickens grow. The hatchery keeps records about its chickens. Figure 1 shows four photo cards from the hatchery wall. The cards are not in life-cycle order.

Figure 1. Hatchery Photo Cards

\"Four

A comb is the red flap of skin on top of a chicken’s head. Workers measured the comb size of four chicks and the comb sizes of each chick’s two parents. Table 1 shows what they found. All four chicks in Table 1 are now fully grown.

Table 1. Comb Sizes of Four Chicks

ChickParent 1 combParent 2 combChick’s comb
Chick 1SmallSmallLarge
Chick 2MediumLargeSmall
Chick 3LargeLargeLarge
Chick 4SmallMediumLarge
", "passage_plain": "Hatchery Chick Records A county hatchery is a farm where chicken eggs hatch and young chickens grow. The hatchery keeps records about its chickens. Figure 1 shows four photo cards from the hatchery wall. The cards are not in life-cycle order. Figure 1. Hatchery Photo Cards A comb is the red flap of skin on top of a chicken’s head. Workers measured the comb size of four chicks and the comb sizes of each chick’s two parents. Table 1 shows what they found. All four chicks in Table 1 are now fully grown. Table 1. Comb Sizes of Four Chicks Chick Parent 1 comb Parent 2 comb Chick’s comb Chick 1 Small Small Large Chick 2 Medium Large Small Chick 3 Large Large Large Chick 4 Small Medium Large" }, { "n": 13, "item_id": "_11340051-c021-4e00-8024-6daf61280212", "type": "choice", "title": "Wavy Hair Traits", "standards": [ "3-LS3-1" ], "prompt_html": "

Nora has wavy hair, the same as her grandmother’s wavy hair. Nora’s classmate Tessa has wavy hair this month. Tessa got her waves from a perm. A perm is a salon treatment that adds waves to straight hair.

Which statement best describes the two girls’ wavy hair?

\"Nora

", "prompt_plain": "Nora has wavy hair, the same as her grandmother’s wavy hair. Nora’s classmate Tessa has wavy hair this month. Tessa got her waves from a perm. A perm is a salon treatment that adds waves to straight hair. Which statement best describes the two girls’ wavy hair?", "context_html": "", "options": [ { "id": "cA1", "text": "Both Nora and Tessa have wavy hair as an inherited trait.", "plain": "Both Nora and Tessa have wavy hair as an inherited trait.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both Nora and Tessa have wavy hair as an acquired trait.", "plain": "Both Nora and Tessa have wavy hair as an acquired trait.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Nora’s wavy hair is acquired, and Tessa’s wavy hair is inherited.", "plain": "Nora’s wavy hair is acquired, and Tessa’s wavy hair is inherited.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Nora’s wavy hair is inherited, and Tessa’s wavy hair is acquired.", "plain": "Nora’s wavy hair is inherited, and Tessa’s wavy hair is acquired.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot13.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 14, "item_id": "_be8bd99c-883f-4575-b529-257cfd0c3534", "type": "choice", "title": "Anteater Tongue Function", "standards": [ "3-LS4-2" ], "prompt_html": "

A giant anteater has a very long, sticky tongue, and its mouth has no teeth. Figure 1 shows the anteater’s tongue. Anteaters eat ants that live deep inside narrow nests.

Which statement best explains how the long, sticky tongue helps the anteater get food?

Figure 1. Anteater Tongue

\"A

", "prompt_plain": "A giant anteater has a very long, sticky tongue, and its mouth has no teeth. Figure 1 shows the anteater’s tongue. Anteaters eat ants that live deep inside narrow nests. Which statement best explains how the long, sticky tongue helps the anteater get food? Figure 1. Anteater Tongue", "context_html": "", "options": [ { "id": "cA1", "text": "The long tongue reaches into the nest and pulls out many ants at once.", "plain": "The long tongue reaches into the nest and pulls out many ants at once.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The tongue grinds the hard nest into bits so the ants fall out.", "plain": "The tongue grinds the hard nest into bits so the ants fall out.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The tongue tastes the nest to find which ants are safe to eat.", "plain": "The tongue tastes the nest to find which ants are safe to eat.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The tongue scares the ants out of their nest toward the anteater.", "plain": "The tongue scares the ants out of their nest toward the anteater.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot14.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 15, "item_id": "_f2c0cc15-bbcd-44a1-a8a8-88c12912f1da", "type": "hottext", "title": "Willow Marsh Notebook", "standards": [ "3-LS4-2" ], "prompt_html": "

The naturalist wrote these five sentences in the Willow Marsh notebook. A student reads them and makes this claim: the willow stand helps the muskrats survive the winter.

Select the ONE sentence from the notebook that gives the best evidence for this claim.

", "prompt_plain": "The naturalist wrote these five sentences in the Willow Marsh notebook. A student reads them and makes this claim: the willow stand helps the muskrats survive the winter. Select the ONE sentence from the notebook that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Willow Marsh has open water, tall marsh grass, and a thick stand of willow shrubs.", "plain": "Willow Marsh has open water, tall marsh grass, and a thick stand of willow shrubs.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "The muskrats strip bark from the willow stems and stay well fed through the cold winter.", "plain": "The muskrats strip bark from the willow stems and stay well fed through the cold winter.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "A muskrat has strong front teeth the color of orange.", "plain": "A muskrat has strong front teeth the color of orange.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "Muskrats can stay underwater for several minutes at a time.", "plain": "Muskrats can stay underwater for several minutes at a time.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "The naturalist counted fourteen muskrats in the marsh this winter.", "plain": "The naturalist counted fourteen muskrats in the marsh this winter.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_709d823b-c6ac-4b69-8f5f-7deef5fd1953" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB1" ] }, "n_options": 5, "passage_html": "

Willow Marsh Survey

A naturalist studies Willow Marsh, a wetland named for its many willow shrubs. A thick patch of willows, called the willow stand, grows along one bank. Table 1 shows how two marsh animals use the willow stand. It also shows how many of each the naturalist counted before any change.

Table 1. Willow-Stand Survey (Before the Cut)

AnimalHow it uses the willow standNumber counted
MuskratsEat willow bark and twigs in winter14
Marsh wrensBuild nests in the willow branches9

The county plans to cut down the willow stand this fall to make room for a wider path.

", "passage_plain": "Willow Marsh Survey A naturalist studies Willow Marsh, a wetland named for its many willow shrubs. A thick patch of willows, called the willow stand, grows along one bank. Table 1 shows how two marsh animals use the willow stand. It also shows how many of each the naturalist counted before any change. Table 1. Willow-Stand Survey (Before the Cut) Animal How it uses the willow stand Number counted Muskrats Eat willow bark and twigs in winter 14 Marsh wrens Build nests in the willow branches 9 The county plans to cut down the willow stand this fall to make room for a wider path." }, { "n": 16, "item_id": "_a7b80ee9-8b12-4277-b3ac-9667524a97f5", "type": "choice", "title": "Willow Stand Changes", "standards": [ "3-LS4-4" ], "prompt_html": "

Look at Table 1. The county will cut down the willow stand this fall.

Based on the survey, which TWO changes in the marsh are most likely? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. The county will cut down the willow stand this fall. Based on the survey, which TWO changes in the marsh are most likely ? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The fish in the open water will lose the food they get from the willows.", "plain": "The fish in the open water will lose the food they get from the willows.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The muskrats will have less food during the winter.", "plain": "The muskrats will have less food during the winter.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The muskrats will quickly grow new body parts so they can live without willows.", "plain": "The muskrats will quickly grow new body parts so they can live without willows.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The marsh will gain more muskrats because there will be more open space.", "plain": "The marsh will gain more muskrats because there will be more open space.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The marsh wrens will need to find new places to build their nests.", "plain": "The marsh wrens will need to find new places to build their nests.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_709d823b-c6ac-4b69-8f5f-7deef5fd1953" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Willow Marsh Survey

A naturalist studies Willow Marsh, a wetland named for its many willow shrubs. A thick patch of willows, called the willow stand, grows along one bank. Table 1 shows how two marsh animals use the willow stand. It also shows how many of each the naturalist counted before any change.

Table 1. Willow-Stand Survey (Before the Cut)

AnimalHow it uses the willow standNumber counted
MuskratsEat willow bark and twigs in winter14
Marsh wrensBuild nests in the willow branches9

The county plans to cut down the willow stand this fall to make room for a wider path.

", "passage_plain": "Willow Marsh Survey A naturalist studies Willow Marsh, a wetland named for its many willow shrubs. A thick patch of willows, called the willow stand, grows along one bank. Table 1 shows how two marsh animals use the willow stand. It also shows how many of each the naturalist counted before any change. Table 1. Willow-Stand Survey (Before the Cut) Animal How it uses the willow stand Number counted Muskrats Eat willow bark and twigs in winter 14 Marsh wrens Build nests in the willow branches 9 The county plans to cut down the willow stand this fall to make room for a wider path." }, { "n": 17, "item_id": "_5ba2f9d3-1ad2-41ef-a9a7-844edc41819f", "type": "inline-choice", "title": "Two Ponies in Winter", "standards": [ "3-LS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Two ponies of the same breed were born in the same month. Pony A spends cold nights in a heated barn. Pony B is kept outside in a windy field all winter. In early summer, the two ponies’ coats look the same. By the middle of winter, Pony B has grown a much thicker, shaggier coat than Pony A.

\"Pony

Choose the words that best complete the sentence.

The thicker winter coat on Pony B is caused mainly by .

", "options": [ { "id": "cB1O1", "text": "Pony B’s breed", "plain": "Pony B’s breed", "correct": false, "kind": "inline" }, { "id": "cB1O2", "text": "Pony B’s age", "plain": "Pony B’s age", "correct": false, "kind": "inline" }, { "id": "cB1O3", "text": "Pony B’s environment", "plain": "Pony B’s environment", "correct": true, "kind": "inline" }, { "id": "cB1O4", "text": "Pony B’s parents", "plain": "Pony B’s parents", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot17.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cB1O3" ] }, "n_options": 4 }, { "n": 18, "item_id": "_2063a465-f04e-468f-a8ad-4ab1d3db2efd", "type": "hottext", "title": "Meerkat Group Notes", "standards": [ "3-LS2-1" ], "prompt_html": "

A scientist watches one meerkat group in a dry grassland and writes five sentences of notes. A student reads the notes and makes this claim: taking turns as a lookout helps the meerkat group stay safe from eagles.

Select the ONE sentence from the notes that gives the best evidence for this claim.

", "prompt_plain": "A scientist watches one meerkat group in a dry grassland and writes five sentences of notes. A student reads the notes and makes this claim: taking turns as a lookout helps the meerkat group stay safe from eagles. Select the ONE sentence from the notes that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Meerkats dig their burrows in soft, sandy soil.", "plain": "Meerkats dig their burrows in soft, sandy soil.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "One meerkat stands up tall on a mound to watch while the others dig for food.", "plain": "One meerkat stands up tall on a mound to watch while the others dig for food.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "Each time the lookout barked a warning, the whole group dashed into the burrows before the eagle could strike.", "plain": "Each time the lookout barked a warning, the whole group dashed into the burrows before the eagle could strike.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "Eagles hunt from the sky and can catch a meerkat that is not watching.", "plain": "Eagles hunt from the sky and can catch a meerkat that is not watching.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "Meerkats eat beetles, scorpions, and other small animals.", "plain": "Meerkats eat beetles, scorpions, and other small animals.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 5 }, { "n": 19, "item_id": "_699a7e80-6b6f-4c5b-8b88-667722f03bdf", "type": "choice", "title": "Quarry Trackway Claim", "standards": [ "3-LS4-1" ], "prompt_html": "

Workers at a stone quarry uncover footprint fossils pressed into two rock layers. The same kind of animal made both trackways. Figure 1 shows the two trackways. Table 1 shows how far apart the footprints are and how many prints are in each trackway.

Which claim do the figure and the table together best support?

Figure 1. Quarry Rock Layers

\"A

Table 1. Footprint Spacing

MeasurementLower-layer trackwayUpper-layer trackway
Distance between footprints30 cm90 cm
Footprints in the trackway88
", "prompt_plain": "Workers at a stone quarry uncover footprint fossils pressed into two rock layers. The same kind of animal made both trackways. Figure 1 shows the two trackways. Table 1 shows how far apart the footprints are and how many prints are in each trackway. Which claim do the figure and the table together best support? Figure 1. Quarry Rock Layers Table 1. Footprint Spacing Measurement Lower-layer trackway Upper-layer trackway Distance between footprints 30 cm 90 cm Footprints in the trackway 8 8", "context_html": "", "options": [ { "id": "cA1", "text": "The lower-layer animal was moving faster because its footprints are closer together.", "plain": "The lower-layer animal was moving faster because its footprints are closer together.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The two animals moved across the rock at the same speed.", "plain": "The two animals moved across the rock at the same speed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The lower-layer animal had a bigger body than the upper-layer animal.", "plain": "The lower-layer animal had a bigger body than the upper-layer animal.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The upper-layer animal was moving faster than the lower-layer animal.", "plain": "The upper-layer animal was moving faster than the lower-layer animal.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot19.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 20, "item_id": "_1493ab80-15b8-49e0-80b2-d09bd7511d01", "type": "choice", "title": "Helping the Creek Frogs", "standards": [ "3-LS4-4" ], "prompt_html": "

A car wash sprays cars with warm water all day. The warm rinse water drains through a pipe into a small creek pool. The pool is now much warmer than it was before the pipe was added. Frogs that live in the pool are becoming less healthy. The town wants the frogs to stay healthy in their creek pool.

Which solution would best help the frogs in the pool?

\"A

", "prompt_plain": "A car wash sprays cars with warm water all day. The warm rinse water drains through a pipe into a small creek pool. The pool is now much warmer than it was before the pipe was added. Frogs that live in the pool are becoming less healthy. The town wants the frogs to stay healthy in their creek pool. Which solution would best help the frogs in the pool?", "context_html": "", "options": [ { "id": "cA1", "text": "Put a dark cover over the pool to trap more of the sun’s heat.", "plain": "Put a dark cover over the pool to trap more of the sun’s heat.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Drop extra food into the warm pool so the frogs can eat more.", "plain": "Drop extra food into the warm pool so the frogs can eat more.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Cool the warm water in a shaded tank before it reaches the pool.", "plain": "Cool the warm water in a shaded tank before it reaches the pool.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Move the frogs to a warm tank inside the car wash building.", "plain": "Move the frogs to a warm tank inside the car wash building.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot20.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 21, "item_id": "_fe36f410-a77f-4b14-81dc-42b16cf6d455", "type": "portable-custom", "title": "Pine Hollow Rainfall", "standards": [ "3-ESS2-1" ], "prompt_html": "

Pine Hollow Rainfall

Table 1 shows how much rain fell in Pine Hollow each week for four weeks.

 

Table 1. Weekly Rainfall in Pine Hollow

WeekRainfall (centimeters)
Week 16
Week 212
Week 39
Week 43

Use the grid to build a bar graph of the rainfall. Make the height of each bar match the centimeters of rain for that week in Table 1.

", "prompt_plain": "Pine Hollow Rainfall Table 1 shows how much rain fell in Pine Hollow each week for four weeks. Table 1. Weekly Rainfall in Pine Hollow Week Rainfall (centimeters) Week 1 6 Week 2 12 Week 3 9 Week 4 3 Use the grid to build a bar graph of the rainfall. Make the height of each bar match the centimeters of rain for that week in Table 1.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Week 1\",\"y\":6},{\"x\":\"Week 2\",\"y\":12},{\"x\":\"Week 3\",\"y\":9},{\"x\":\"Week 4\",\"y\":3}]" ] }, "n_options": 0 }, { "n": 22, "item_id": "_72a4aa68-4195-48ec-b13f-4a14ee7475e8", "type": "text-entry", "title": "Morning and Afternoon", "standards": [ "3-ESS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Morning and Afternoon

A class reads the same outdoor thermometer twice in one day. The two drawings show the morning temperature and the afternoon temperature.

\"Two

How many degrees warmer was the afternoon than the morning?

Give your answer as a whole number (e.g., 5).

Answer: degrees Fahrenheit

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot22.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "18" ] }, "n_options": 0 }, { "n": 23, "item_id": "_fdefc6b1-eb1f-4180-a26b-509201522b55", "type": "choice", "title": "Miami and Fairbanks", "standards": [ "3-ESS2-2" ], "prompt_html": "

Table 1 compares the usual January weather in Miami, Florida, and in Fairbanks, Alaska.

Table 1. Usual January Weather

PlaceAverage high temperature (degrees F)Average snow (cm)
Miami, Florida760
Fairbanks, Alaska-430

Which TWO things does the table show about how the two places differ in January? Choose the TWO best answers.

", "prompt_plain": "Table 1 compares the usual January weather in Miami, Florida, and in Fairbanks, Alaska. Table 1. Usual January Weather Place Average high temperature (degrees F) Average snow (cm) Miami, Florida 76 0 Fairbanks, Alaska -4 30 Which TWO things does the table show about how the two places differ in January? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Miami is much warmer than Fairbanks during the month of January.", "plain": "Miami is much warmer than Fairbanks during the month of January.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Fairbanks gets far more snow than Miami during the month of January.", "plain": "Fairbanks gets far more snow than Miami during the month of January.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Miami and Fairbanks have about the same temperature during January.", "plain": "Miami and Fairbanks have about the same temperature during January.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Fairbanks is a little warmer than Miami during the month of January.", "plain": "Fairbanks is a little warmer than Miami during the month of January.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Both places get a lot of snow during the month of January.", "plain": "Both places get a lot of snow during the month of January.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 24, "item_id": "_ea632586-b64c-46c6-a3a6-9c4e3b28df13", "type": "choice", "title": "Two Towns Weather Claim", "standards": [ "3-ESS2-2" ], "prompt_html": "

Look at Figure 1 and Figure 2.

Which claim about the two towns’ weather over the whole year do both graphs best support?

", "prompt_plain": "Look at Figure 1 and Figure 2. Which claim about the two towns’ weather over the whole year do both graphs best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Both towns reach their hottest point in summer and get most of their yearly rain in summer.", "plain": "Both towns reach their hottest point in summer and get most of their yearly rain in summer.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Cove Harbor has much bigger temperature changes across the whole year than Dry Mesa has.", "plain": "Cove Harbor has much bigger temperature changes across the whole year than Dry Mesa has.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Dry Mesa has hot, dry summers, while cooler Cove Harbor gets most of its rain in winter.", "plain": "Dry Mesa has hot, dry summers, while cooler Cove Harbor gets most of its rain in winter.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both towns stay about the same temperature through the year and get the same rain each month.", "plain": "Both towns stay about the same temperature through the year and get the same rain each month.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a260e828-841a-45f3-ac50-08a628bc341a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Two Towns, One Year

Two towns keep weather records for a whole year. Dry Mesa sits at the edge of a desert. Cove Harbor sits next to the ocean. Figure 1 shows each town’s average high temperature for every month. Figure 2 shows each town’s average rainfall for every month.

Figure 1

\"Line

Figure 2

\"Line
", "passage_plain": "Two Towns, One Year Two towns keep weather records for a whole year. Dry Mesa sits at the edge of a desert. Cove Harbor sits next to the ocean. Figure 1 shows each town’s average high temperature for every month. Figure 2 shows each town’s average rainfall for every month. Figure 1 Figure 2" }, { "n": 25, "item_id": "_0d4096f0-4355-48af-97d3-20a9e131ce7c", "type": "choice", "title": "Drier Climate Zone", "standards": [ "3-ESS2-2" ], "prompt_html": "

A climate zone is a large area where the usual weather is much the same.

Figure 2 shows one year of rainfall for the two towns. Based on Figure 2, which town lies in the drier climate zone?

", "prompt_plain": "A climate zone is a large area where the usual weather is much the same. Figure 2 shows one year of rainfall for the two towns. Based on Figure 2, which town lies in the drier climate zone?", "context_html": "", "options": [ { "id": "cA1", "text": "Cove Harbor, because it gets a lot of rain during the winter months.", "plain": "Cove Harbor, because it gets a lot of rain during the winter months.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Dry Mesa, because it gets just a little rain in each month.", "plain": "Dry Mesa, because it gets just a little rain in each month.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Cove Harbor, because its summer months are dry with very little rain.", "plain": "Cove Harbor, because its summer months are dry with very little rain.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Dry Mesa, because its summers are much hotter than Cove Harbor’s summers.", "plain": "Dry Mesa, because its summers are much hotter than Cove Harbor’s summers.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a260e828-841a-45f3-ac50-08a628bc341a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Two Towns, One Year

Two towns keep weather records for a whole year. Dry Mesa sits at the edge of a desert. Cove Harbor sits next to the ocean. Figure 1 shows each town’s average high temperature for every month. Figure 2 shows each town’s average rainfall for every month.

Figure 1

\"Line

Figure 2

\"Line
", "passage_plain": "Two Towns, One Year Two towns keep weather records for a whole year. Dry Mesa sits at the edge of a desert. Cove Harbor sits next to the ocean. Figure 1 shows each town’s average high temperature for every month. Figure 2 shows each town’s average rainfall for every month. Figure 1 Figure 2" }, { "n": 26, "item_id": "_df1f21ac-d29a-4c09-871e-0442e8872a3d", "type": "choice", "title": "Water Savers Part A", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part A

The school wants to keep the garden alive and still save water. Using Table 1, which plan best meets both of the school’s goals?

", "prompt_plain": "Part A The school wants to keep the garden alive and still save water. Using Table 1, which plan best meets both of the school’s goals?", "context_html": "", "options": [ { "id": "cA1", "text": "The mulch plan, because the soil stays damp and it uses just forty liters a week.", "plain": "The mulch plan, because the soil stays damp and it uses just forty liters a week.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The morning-watering plan, because it adds the most water to the garden beds each week.", "plain": "The morning-watering plan, because it adds the most water to the garden beds each week.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The morning-watering plan, because it costs the least money for the school to start.", "plain": "The morning-watering plan, because it costs the least money for the school to start.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The mulch plan, because the wood chips look neat and were easy to spread.", "plain": "The mulch plan, because the wood chips look neat and were easy to spread.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6e691c1d-48bc-4053-b7e3-fe25813b1aa1" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

School-Garden Water Savers

Pinecrest School grows a vegetable garden. The town is under a drought advisory, so everyone must use less water. The school tests two plans to keep the garden alive on less water. Plan 1 covers the beds with a layer of wood-chip mulch. Plan 2 waters the beds only in the early morning. The school has two goals. The soil must stay damp through the hot afternoon. The garden must use less than 50 liters of water each week. Table 1 shows what happened after two weeks.

Table 1. Water-Saver Plan Results

PlanSoil still damp at 3 p.m.?Water used each week (liters)Cost to start
Plan 1: Mulch bedsYes40$60
Plan 2: Morning wateringNo70$10
", "passage_plain": "School-Garden Water Savers Pinecrest School grows a vegetable garden. The town is under a drought advisory, so everyone must use less water. The school tests two plans to keep the garden alive on less water. Plan 1 covers the beds with a layer of wood-chip mulch. Plan 2 waters the beds only in the early morning. The school has two goals. The soil must stay damp through the hot afternoon. The garden must use less than 50 liters of water each week. Table 1 shows what happened after two weeks. Table 1. Water-Saver Plan Results Plan Soil still damp at 3 p.m.? Water used each week (liters) Cost to start Plan 1: Mulch beds Yes 40 $60 Plan 2: Morning watering No 70 $10" }, { "n": 27, "item_id": "_36cfe3d7-d082-4086-a876-d483c6ae6cfe", "type": "choice", "title": "Water Savers Part B", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part B

Which row of Table 1 gives the best evidence for the plan you chose in Part A?

", "prompt_plain": "Part B Which row of Table 1 gives the best evidence for the plan you chose in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The morning-watering plan kept the soil damp and used just forty liters a week.", "plain": "The morning-watering plan kept the soil damp and used just forty liters a week.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The mulch plan kept the soil damp and used just forty liters each week.", "plain": "The mulch plan kept the soil damp and used just forty liters each week.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The mulch plan left the soil dry and used seventy liters each week.", "plain": "The mulch plan left the soil dry and used seventy liters each week.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The mulch plan cost sixty dollars, more than the morning-watering plan did.", "plain": "The mulch plan cost sixty dollars, more than the morning-watering plan did.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6e691c1d-48bc-4053-b7e3-fe25813b1aa1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

School-Garden Water Savers

Pinecrest School grows a vegetable garden. The town is under a drought advisory, so everyone must use less water. The school tests two plans to keep the garden alive on less water. Plan 1 covers the beds with a layer of wood-chip mulch. Plan 2 waters the beds only in the early morning. The school has two goals. The soil must stay damp through the hot afternoon. The garden must use less than 50 liters of water each week. Table 1 shows what happened after two weeks.

Table 1. Water-Saver Plan Results

PlanSoil still damp at 3 p.m.?Water used each week (liters)Cost to start
Plan 1: Mulch bedsYes40$60
Plan 2: Morning wateringNo70$10
", "passage_plain": "School-Garden Water Savers Pinecrest School grows a vegetable garden. The town is under a drought advisory, so everyone must use less water. The school tests two plans to keep the garden alive on less water. Plan 1 covers the beds with a layer of wood-chip mulch. Plan 2 waters the beds only in the early morning. The school has two goals. The soil must stay damp through the hot afternoon. The garden must use less than 50 liters of water each week. Table 1 shows what happened after two weeks. Table 1. Water-Saver Plan Results Plan Soil still damp at 3 p.m.? Water used each week (liters) Cost to start Plan 1: Mulch beds Yes 40 $60 Plan 2: Morning watering No 70 $10" }, { "n": 28, "item_id": "_5bcdb2a3-8d64-418b-9693-59b564313cd0", "type": "gap-match", "title": "Garden Plan Features", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

The school lists three water-saving goals and three plan features.

 

Drag each goal card into the box next to the plan feature that best meets it. Use every card once.

", "prompt_plain": "The school lists three water-saving goals and three plan features. Drag each goal card into the box next to the plan feature that best meets it. Use every card once.", "context_html": "", "options": [ { "id": "card3", "text": "Avoid watering soil that is already wet", "plain": "Avoid watering soil that is already wet", "correct": false, "kind": "gap-token" }, { "id": "card1", "text": "Slow water from drying out of the soil surface", "plain": "Slow water from drying out of the soil surface", "correct": false, "kind": "gap-token" }, { "id": "card2", "text": "Lose less water to the hot midday sun", "plain": "Lose less water to the hot midday sun", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_6e691c1d-48bc-4053-b7e3-fe25813b1aa1" ], "key_letters": "", "key_values": { "RESPONSE": [ "card1 g1", "card2 g2", "card3 g3" ] }, "n_options": 3, "passage_html": "

School-Garden Water Savers

Pinecrest School grows a vegetable garden. The town is under a drought advisory, so everyone must use less water. The school tests two plans to keep the garden alive on less water. Plan 1 covers the beds with a layer of wood-chip mulch. Plan 2 waters the beds only in the early morning. The school has two goals. The soil must stay damp through the hot afternoon. The garden must use less than 50 liters of water each week. Table 1 shows what happened after two weeks.

Table 1. Water-Saver Plan Results

PlanSoil still damp at 3 p.m.?Water used each week (liters)Cost to start
Plan 1: Mulch bedsYes40$60
Plan 2: Morning wateringNo70$10
", "passage_plain": "School-Garden Water Savers Pinecrest School grows a vegetable garden. The town is under a drought advisory, so everyone must use less water. The school tests two plans to keep the garden alive on less water. Plan 1 covers the beds with a layer of wood-chip mulch. Plan 2 waters the beds only in the early morning. The school has two goals. The soil must stay damp through the hot afternoon. The garden must use less than 50 liters of water each week. Table 1 shows what happened after two weeks. Table 1. Water-Saver Plan Results Plan Soil still damp at 3 p.m.? Water used each week (liters) Cost to start Plan 1: Mulch beds Yes 40 $60 Plan 2: Morning watering No 70 $10" }, { "n": 29, "item_id": "_3551c9d2-3490-4ddc-b4f0-f9ca9491dbab", "type": "choice", "title": "Kangaroo Rat Part A", "standards": [ "3-LS4-3" ], "prompt_html": "

Part A

Use Table 1 and Table 2. Which site best fits what the kangaroo rat needs?

", "prompt_plain": "Part A Use Table 1 and Table 2. Which site best fits what the kangaroo rat needs?", "context_html": "", "options": [ { "id": "cA1", "text": "Lower Wash, because its stream gives the rat plenty of drinking water.", "plain": "Lower Wash, because its stream gives the rat plenty of drinking water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Lower Wash, because its loose ground is easy to dig and has a stream.", "plain": "Lower Wash, because its loose ground is easy to dig and has a stream.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Upper Wash, because its stream gives the rat the water it needs.", "plain": "Upper Wash, because its stream gives the rat the water it needs.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Upper Wash, because it has seed plants and firm burrow ground.", "plain": "Upper Wash, because it has seed plants and firm burrow ground.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d4e0e995-92ba-4282-b4f9-977c33e8b3c0" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Cottonwood Wash Study

Students study two sites along a dry desert wash. They want to learn which site better fits a kangaroo rat. Table 1 shows what each site has. Table 2 shows what a kangaroo rat needs to live well.

Table 1. What Each Site Has

SiteSeed plantsGround for burrowsShadeStanding water
Upper WashManyFirm (holds a burrow)Some from shrubsVery little
Lower WashFewLoose (caves in)Almost noneA stream, a lot

Table 2. What a Kangaroo Rat Needs

NeedDetail
FoodEats seeds
HomeDigs a burrow in firm ground
RestHides in shade during the hot day
WaterGets water from its seeds, so needs little standing water
", "passage_plain": "Cottonwood Wash Study Students study two sites along a dry desert wash. They want to learn which site better fits a kangaroo rat. Table 1 shows what each site has. Table 2 shows what a kangaroo rat needs to live well. Table 1. What Each Site Has Site Seed plants Ground for burrows Shade Standing water Upper Wash Many Firm (holds a burrow) Some from shrubs Very little Lower Wash Few Loose (caves in) Almost none A stream, a lot Table 2. What a Kangaroo Rat Needs Need Detail Food Eats seeds Home Digs a burrow in firm ground Rest Hides in shade during the hot day Water Gets water from its seeds, so needs little standing water" }, { "n": 30, "item_id": "_e3893f53-c7c9-4319-bedd-b869e533de77", "type": "choice", "title": "Kangaroo Rat Part B", "standards": [ "3-LS4-3" ], "prompt_html": "

Part B

Which fact from Table 1 best shows that the site you chose in Part A fits the kangaroo rat?

", "prompt_plain": "Part B Which fact from Table 1 best shows that the site you chose in Part A fits the kangaroo rat?", "context_html": "", "options": [ { "id": "cA1", "text": "Upper Wash has many seed plants and firm ground for a burrow.", "plain": "Upper Wash has many seed plants and firm ground for a burrow.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Lower Wash has a stream holding a large amount of standing water.", "plain": "Lower Wash has a stream holding a large amount of standing water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Lower Wash has loose ground that caves in when it is dug.", "plain": "Lower Wash has loose ground that caves in when it is dug.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Upper Wash has very little standing water near any of its plants.", "plain": "Upper Wash has very little standing water near any of its plants.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d4e0e995-92ba-4282-b4f9-977c33e8b3c0" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Cottonwood Wash Study

Students study two sites along a dry desert wash. They want to learn which site better fits a kangaroo rat. Table 1 shows what each site has. Table 2 shows what a kangaroo rat needs to live well.

Table 1. What Each Site Has

SiteSeed plantsGround for burrowsShadeStanding water
Upper WashManyFirm (holds a burrow)Some from shrubsVery little
Lower WashFewLoose (caves in)Almost noneA stream, a lot

Table 2. What a Kangaroo Rat Needs

NeedDetail
FoodEats seeds
HomeDigs a burrow in firm ground
RestHides in shade during the hot day
WaterGets water from its seeds, so needs little standing water
", "passage_plain": "Cottonwood Wash Study Students study two sites along a dry desert wash. They want to learn which site better fits a kangaroo rat. Table 1 shows what each site has. Table 2 shows what a kangaroo rat needs to live well. Table 1. What Each Site Has Site Seed plants Ground for burrows Shade Standing water Upper Wash Many Firm (holds a burrow) Some from shrubs Very little Lower Wash Few Loose (caves in) Almost none A stream, a lot Table 2. What a Kangaroo Rat Needs Need Detail Food Eats seeds Home Digs a burrow in firm ground Rest Hides in shade during the hot day Water Gets water from its seeds, so needs little standing water" }, { "n": 31, "item_id": "_fbcb2151-6f79-4cd9-891a-e4694c1a6d99", "type": "choice", "title": "Marble Track Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Students built a marble track. A marble rolls down the track and flies off the end. The marble should land in a cup placed 40 cm from the end of the track. The cup must stay 40 cm away. The students tried three release heights and measured where the marble landed. Table 1 shows what happened.

Table 1. Marble Track Test

TrialRelease heightWhere the marble landed
110 cm25 cm from the track end
220 cm31 cm from the track end
330 cm37 cm from the track end

Using the results, how should the students change the track so the marble lands in the cup? Choose the best answer.

", "prompt_plain": "Students built a marble track. A marble rolls down the track and flies off the end. The marble should land in a cup placed 40 cm from the end of the track. The cup must stay 40 cm away. The students tried three release heights and measured where the marble landed. Table 1 shows what happened. Table 1. Marble Track Test Trial Release height Where the marble landed 1 10 cm 25 cm from the track end 2 20 cm 31 cm from the track end 3 30 cm 37 cm from the track end Using the results, how should the students change the track so the marble lands in the cup? Choose the best answer.", "context_html": "", "options": [ { "id": "cA1", "text": "Release the marble from a lower point so it leaves the track slower.", "plain": "Release the marble from a lower point so it leaves the track slower.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Release the marble from a higher point so it leaves the track faster.", "plain": "Release the marble from a higher point so it leaves the track faster.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Use a heavier marble so it falls straight down into the cup.", "plain": "Use a heavier marble so it falls straight down into the cup.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Make the track rougher so the marble grips it and slows down.", "plain": "Make the track rougher so the marble grips it and slows down.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_0cd6454e-c8db-4db8-83e2-77105e31111f", "type": "text-entry", "title": "Kite Flight Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A class built a kite and tested it on a windy day. They flew the kite four times to see how long it would stay up. Table 1 shows how many seconds the kite stayed up in each flight.

Table 1. Kite Flight Test

FlightSeconds the kite stayed up
118
225
39
421

How many more seconds did the longest flight last than the shortest flight?

Give your answer as a whole number (e.g., 7).

Answer: seconds

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "16" ] }, "n_options": 0 }, { "n": 33, "item_id": "_28043d2a-f6cb-4650-85ac-d9373c218504", "type": "choice", "title": "Box Turtle Counts", "standards": [ "3-LS4-4" ], "prompt_html": "

A nature center counted the woodland box turtles living in one forest. They counted the turtles once every ten years from 1965 to 2005. The line graph in Figure 1 shows how many turtles they counted each time.

\"A

Which statement best describes what the graph shows about the box turtle population?

", "prompt_plain": "A nature center counted the woodland box turtles living in one forest. They counted the turtles once every ten years from 1965 to 2005. The line graph in Figure 1 shows how many turtles they counted each time. Which statement best describes what the graph shows about the box turtle population?", "context_html": "", "options": [ { "id": "cA1", "text": "The population declined, and the fewest turtles were counted in 2005.", "plain": "The population declined, and the fewest turtles were counted in 2005.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The population grew larger, and the most turtles were counted in 2005.", "plain": "The population grew larger, and the most turtles were counted in 2005.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The population stayed about the same from 1965 through 2005.", "plain": "The population stayed about the same from 1965 through 2005.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The population rose and fell with no clear pattern each decade.", "plain": "The population rose and fell with no clear pattern each decade.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot33.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 34, "item_id": "_f453f44c-bc46-44fd-a730-b8e4f30ac682", "type": "choice", "title": "Four Everyday Events", "standards": [ "3-PS2-1" ], "prompt_html": "

Figure 1 shows four everyday events. In each event, a force makes something move.

\"Four

Which picture shows an event that is caused by Earth’s gravity?

", "prompt_plain": "Figure 1 shows four everyday events. In each event, a force makes something move. Which picture shows an event that is caused by Earth’s gravity?", "context_html": "", "options": [ { "id": "cA1", "text": "Picture 1", "plain": "Picture 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Picture 2", "plain": "Picture 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Picture 3", "plain": "Picture 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Picture 4", "plain": "Picture 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot34.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 35, "item_id": "_48b355fa-768e-4031-b245-6288717d9c32", "type": "inline-choice", "title": "Hair and the Slide", "standards": [ "3-PS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A child slides down a dry plastic playground slide. At the bottom, the child’s hair stands up and leans toward the slide. The hair never touches the slide.

\"A

Choose the words that best complete the sentence.

The hair leans toward the slide because .

", "options": [ { "id": "cB1O1", "text": "sliding gave the hair a static charge that pulls it toward the slide", "plain": "sliding gave the hair a static charge that pulls it toward the slide", "correct": true, "kind": "inline" }, { "id": "cB1O2", "text": "sliding made the hair heavier so it swings toward the slide", "plain": "sliding made the hair heavier so it swings toward the slide", "correct": false, "kind": "inline" }, { "id": "cB1O3", "text": "sliding warmed the hair so the heat lifts it toward the slide", "plain": "sliding warmed the hair so the heat lifts it toward the slide", "correct": false, "kind": "inline" }, { "id": "cB1O4", "text": "sliding turned the slide into a magnet that pulls the hair to it", "plain": "sliding turned the slide into a magnet that pulls the hair to it", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot35.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cB1O1" ] }, "n_options": 4 }, { "n": 36, "item_id": "_1a6173a1-f597-41ca-8233-453a0e9454d3", "type": "choice", "title": "Five Everyday Situations", "standards": [ "3-PS2-1" ], "prompt_html": "

Figure 1 shows five everyday situations. In each one, a force acts on an object.

\"Five

Which TWO situations show a non-contact force? Choose the TWO best answers.

", "prompt_plain": "Figure 1 shows five everyday situations. In each one, a force acts on an object. Which TWO situations show a non-contact force? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Situation 1", "plain": "Situation 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Situation 2", "plain": "Situation 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Situation 3", "plain": "Situation 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Situation 4", "plain": "Situation 4", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Situation 5", "plain": "Situation 5", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-34/images/slot36.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 } ] }, { "form": "G3.35", "grade": "G3", "title": "Alpha Standardized Science G3.35", "test_id": "_test-83645d29-b656-47db-8c65-bb2c37a3647f", "n_items": 36, "n_stimuli": 7, "stimuli": { "_8209242c-fb08-4140-bfff-091890b5dd57": { "title": "Art-Fair Window Posters", "html": "

Art-Fair Window Posters

The Maple Street Library will show student posters on its glass windows for one week.

The class writes three rules for holding up each poster.

Rule 1: Each poster must stay up for the whole week.
Rule 2: The way it is held must come off the glass without leaving marks.
Rule 3: Holding each poster must cost 3 dollars or less.

A magnet will not stick to smooth glass the way it sticks to steel. Figure 1 shows four ways the class tried. They pick Design 2. It uses a magnet on each side of the glass. Table 1 shows how Design 2 did in the test.

Figure 1

\"Four

Table 1. Test of Design 2

What was testedResult
Stayed up all weekYes
Came off with no marksYes
Cost for each poster4 dollars
" }, "_6664fe74-aa14-4748-8b39-5731e5e85be6": { "title": "Bus-Stop Warming Hut", "html": "

Bus-Stop Warming Hut

A school in a cold prairie town has an open bus stop. Students wait there each morning. Winter blizzards bring strong wind and blowing snow. The school will build one small warming hut at the stop. Builders made two full-size test huts. Design A has a doorway that opens straight toward the open field. Design B has a doorway set behind a short wind wall. Figure 1 shows both designs. Table 1 lists the school’s two goals. Workers tested both huts side by side in one blizzard. Each hut got the same wind and snow. Table 2 shows the results.

Figure 1

\"Two

Table 1. Goals for the Warming Hut

GoalWhat the hut must do
Goal 1Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm
Goal 2Let less than 4 centimeters of snow pile up inside the doorway during a storm

Table 2. Blizzard Test Results

MeasurementDesign ADesign B
Air temperature outside the hut (degrees F)88
Air temperature inside the hut (degrees F)2431
Snow depth inside the doorway after the storm (cm)92
" }, "_30a184ea-f696-4b95-8a97-05ef6f9062c1": { "title": "Clearwater Creek Cleanup", "html": "

Clearwater Creek Cleanup

Workers are building new houses on a hill above Clearwater Creek. When it rains, muddy water full of silt (tiny bits of dirt) washes down into the creek. The silt covers the smooth stones where fish lay their eggs. Nadia leads a town group that studies ways to help the creek.

" }, "_10fbd3fd-406b-4e70-acbb-e3e298d56047": { "title": "Rosa’s Pigeon Loft", "html": "

Rosa’s Pigeon Loft

Rosa keeps racing pigeons in a loft, a small house for birds. Table 1 shows the feather color of two parent pigeons and their five young pigeons. Rosa also watches what the whole flock does together and writes it in a log.

Table 1. Pigeon Feather Colors

PigeonFeather color
MotherBlue-gray
FatherWhite
Young 1Blue-gray
Young 2White
Young 3White
Young 4Blue-gray
Young 5White
" }, "_9efa811e-db45-4dd3-8da3-f2b2f24db3e2": { "title": "Playground Forces Walk", "html": "

Playground Forces Walk

Zuri’s class takes a forces walk around the schoolyard. The students look for pushes and pulls in action and take photos of what they find. They choose three photos for a class chart. Photo 1 shows a kickball one student tossed straight up into the air. Photo 2 shows a student at the top of the slide pushing off with both hands to start down. Photo 3 shows a maple leaf drifting down from a tree branch to the ground.

" }, "_cba4a6c9-e7c0-4328-8f8b-86c2adc5e9de": { "title": "Weather Stations at Cedar Ridge", "html": "

Weather Stations at Cedar Ridge

Cedar Ridge School set up two matching weather stations. Each station holds a thermometer inside a small white box on a post. Station 1 stands on the paved parking lot. Station 2 stands in the grass soccer field. Figure 1 shows the two stations. Students read both thermometers at 1:00 p.m. on six days over two weeks. They also wrote down whether each day was sunny or cloudy. Table 1 shows what they recorded.

Figure 1

\"A

Table 1. Afternoon Temperature Records

DaySkyStation 1 on pavement (degrees F)Station 2 in grass (degrees F)
Day 1Sunny9082
Day 2Cloudy7172
Day 3Sunny9385
Day 4Cloudy6868
Day 5Sunny8780
Day 6Cloudy7473
" }, "_b562c9ac-6895-4f28-814d-931d86c150b6": { "title": "Garden-Center Tomato Plants", "html": "

Garden-Center Tomato Plants

Elena works at a garden center. On one bench she keeps two parent tomato plants and a tray of their young plants. A tomato plant is a garden plant that grows red fruit. The young plants grew from the parent plants’ seeds. Figure 1 shows the bench.

Elena also writes notes about the plants:

\"A

" } }, "questions": [ { "n": 1, "item_id": "_7f1de6ed-bfea-4536-8a04-f378bcdcacfe", "type": "choice", "title": "Pushing the Bin to the Door", "standards": [ "3-PS2-1" ], "prompt_html": "

Hana and Ted want to slide a heavy bin across the floor to the door. The picture shows the door, the back wall, and the side walls of the room. They push the bin at the same time.

\"Floor

Which way of pushing would move the bin to the door most easily?

", "prompt_plain": "Hana and Ted want to slide a heavy bin across the floor to the door. The picture shows the door, the back wall, and the side walls of the room. They push the bin at the same time. Which way of pushing would move the bin to the door most easily?", "context_html": "", "options": [ { "id": "cA1", "text": "Hana and Ted push the bin toward each other from opposite sides.", "plain": "Hana and Ted push the bin toward each other from opposite sides.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Hana and Ted both push the bin the same way, toward the door.", "plain": "Hana and Ted both push the bin the same way, toward the door.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Hana pushes the bin toward the door while Ted pushes toward a side wall.", "plain": "Hana pushes the bin toward the door while Ted pushes toward a side wall.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Hana and Ted both push the bin toward the back, away from the door.", "plain": "Hana and Ted both push the bin toward the back, away from the door.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot01.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_29af29cb-40d6-415a-9a1d-51c149ebcd75", "type": "choice", "title": "Wheelbarrow Held on a Slope", "standards": [ "3-PS2-1" ], "prompt_html": "

Priya parks a wheelbarrow full of soil on a gentle slope. She sets a brick against the wheel so the wheelbarrow stays still. The arrows in the picture show the two forces acting along the slope on the still wheelbarrow.

\"A

Which TWO statements does the picture best support? Choose the TWO best answers.

", "prompt_plain": "Priya parks a wheelbarrow full of soil on a gentle slope. She sets a brick against the wheel so the wheelbarrow stays still. The arrows in the picture show the two forces acting along the slope on the still wheelbarrow. Which TWO statements does the picture best support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The two forces along the slope are equal and balanced.", "plain": "The two forces along the slope are equal and balanced.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "If the brick is taken away, the wheelbarrow will roll downhill.", "plain": "If the brick is taken away, the wheelbarrow will roll downhill.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The brick pushes uphill harder than gravity pulls the load downhill.", "plain": "The brick pushes uphill harder than gravity pulls the load downhill.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Forces stop acting on the wheelbarrow once it holds still.", "plain": "Forces stop acting on the wheelbarrow once it holds still.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "If the brick is taken away, the wheelbarrow will stay still.", "plain": "If the brick is taken away, the wheelbarrow will stay still.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot02.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 3, "item_id": "_c0ae41f5-1b97-4f3c-a979-b237d66f2ebd", "type": "choice", "title": "How the Swing Moves", "standards": [ "3-PS2-2" ], "prompt_html": "

Maya sits on a playground swing. Someone gives the swing one push and then steps back.

\"A

Which statement best describes the pattern in how the swing moves?

", "prompt_plain": "Maya sits on a playground swing. Someone gives the swing one push and then steps back. Which statement best describes the pattern in how the swing moves?", "context_html": "", "options": [ { "id": "cA1", "text": "It swings around and around in a full circle again and again.", "plain": "It swings around and around in a full circle again and again.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It moves away in one straight line and keeps on going.", "plain": "It moves away in one straight line and keeps on going.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It swings forward just one time and then quickly stops.", "plain": "It swings forward just one time and then quickly stops.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It swings back and forth on the same path again and again.", "plain": "It swings back and forth on the same path again and again.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot03.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 4, "item_id": "_780adb8e-6a58-494f-b5c6-b5a6703a6183", "type": "choice", "title": "Winding the Toy Woodpecker", "standards": [ "3-PS2-2" ], "prompt_html": "

Devin winds up a toy woodpecker and counts how many times it bobs its head. Each wind is one full turn of the key. Table 1 shows what he found.

Table 1. Woodpecker Winding Test

Turns of the keyHead bobs
28
312
416

If Devin winds the key 6 full turns, how many times will the woodpecker most likely bob its head?

", "prompt_plain": "Devin winds up a toy woodpecker and counts how many times it bobs its head. Each wind is one full turn of the key. Table 1 shows what he found. Table 1. Woodpecker Winding Test Turns of the key Head bobs 2 8 3 12 4 16 If Devin winds the key 6 full turns, how many times will the woodpecker most likely bob its head?", "context_html": "", "options": [ { "id": "cA1", "text": "16 head bobs", "plain": "16 head bobs", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "20 head bobs", "plain": "20 head bobs", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "24 head bobs", "plain": "24 head bobs", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "28 head bobs", "plain": "28 head bobs", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_878feb17-6fdb-40fb-815b-a934ea471275", "type": "choice", "title": "Two Charged Foam Balls", "standards": [ "3-PS2-3" ], "prompt_html": "

Nina rubs a plastic rod with a wool cloth to give it a static charge. Two light foam balls hang on threads, and each ball was given a charge earlier. Nina holds the rod near the balls without touching them. One ball swings away from the rod, and the other ball swings toward it.

\"A

Which statement best explains why the two balls move in different ways?

", "prompt_plain": "Nina rubs a plastic rod with a wool cloth to give it a static charge. Two light foam balls hang on threads, and each ball was given a charge earlier. Nina holds the rod near the balls without touching them. One ball swings away from the rod, and the other ball swings toward it. Which statement best explains why the two balls move in different ways?", "context_html": "", "options": [ { "id": "cA1", "text": "The rod's charge is the same as the pushed ball but different from the pulled ball.", "plain": "The rod's charge is the same as the pushed ball but different from the pulled ball.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The rod is a magnet, so it pulls one foam ball and pushes the other one away.", "plain": "The rod is a magnet, so it pulls one foam ball and pushes the other one away.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The pushed ball lost its charge, so the rod simply pushed the empty ball away.", "plain": "The pushed ball lost its charge, so the rod simply pushed the empty ball away.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The rod blows air that pushes one ball away and pulls the other one closer.", "plain": "The rod blows air that pushes one ball away and pulls the other one closer.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot05.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_bea2db40-1fc4-4696-a169-ebf205f3bfa7", "type": "choice", "title": "Magnets and Paper Clips", "standards": [ "3-PS2-3" ], "prompt_html": "

Lena tests four magnets to see how many steel paper clips each one can hold. She touches each magnet to a pile of clips, lifts it, and counts the clips that hang on. Table 1 shows her results.

Table 1. Magnet Clip Test

MagnetSizePaper clips held
WSmall5
XLarge12
YSmall6
ZLarge11

Which TWO statements do Lena's results best support? Choose the TWO best answers.

", "prompt_plain": "Lena tests four magnets to see how many steel paper clips each one can hold. She touches each magnet to a pile of clips, lifts it, and counts the clips that hang on. Table 1 shows her results. Table 1. Magnet Clip Test Magnet Size Paper clips held W Small 5 X Large 12 Y Small 6 Z Large 11 Which TWO statements do Lena's results best support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The large magnets picked up more clips than the small magnets.", "plain": "The large magnets picked up more clips than the small magnets.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A magnet that holds more clips has a stronger pull.", "plain": "A magnet that holds more clips has a stronger pull.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The four magnets picked up the same number of paper clips.", "plain": "The four magnets picked up the same number of paper clips.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The small magnets picked up more clips than the large magnets.", "plain": "The small magnets picked up more clips than the large magnets.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "A magnet's color decided how many clips it picked up.", "plain": "A magnet's color decided how many clips it picked up.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_a1d12772-90cc-4f9b-a003-8d91b4accc87", "type": "choice", "title": "Window Posters — Magnet Idea", "standards": [ "3-PS2-4" ], "prompt_html": "

Look at Figure 1. The class picked Design 2, which has a magnet on each side of the glass.

Why does Design 2 hold the poster against the glass?

", "prompt_plain": "Look at Figure 1. The class picked Design 2, which has a magnet on each side of the glass. Why does Design 2 hold the poster against the glass?", "context_html": "", "options": [ { "id": "cA1", "text": "The glass is really a metal, so each magnet sticks right to the glass.", "plain": "The glass is really a metal, so each magnet sticks right to the glass.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The magnets are coated with glue, so they stick the poster to the glass.", "plain": "The magnets are coated with glue, so they stick the poster to the glass.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The poster is so light that it rests on the glass without any force.", "plain": "The poster is so light that it rests on the glass without any force.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The two magnets pull toward each other through the glass and hold the poster.", "plain": "The two magnets pull toward each other through the glass and hold the poster.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8209242c-fb08-4140-bfff-091890b5dd57" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Art-Fair Window Posters

The Maple Street Library will show student posters on its glass windows for one week.

The class writes three rules for holding up each poster.

Rule 1: Each poster must stay up for the whole week.
Rule 2: The way it is held must come off the glass without leaving marks.
Rule 3: Holding each poster must cost 3 dollars or less.

A magnet will not stick to smooth glass the way it sticks to steel. Figure 1 shows four ways the class tried. They pick Design 2. It uses a magnet on each side of the glass. Table 1 shows how Design 2 did in the test.

Figure 1

\"Four

Table 1. Test of Design 2

What was testedResult
Stayed up all weekYes
Came off with no marksYes
Cost for each poster4 dollars
", "passage_plain": "Art-Fair Window Posters The Maple Street Library will show student posters on its glass windows for one week. The class writes three rules for holding up each poster. Rule 1: Each poster must stay up for the whole week. Rule 2: The way it is held must come off the glass without leaving marks. Rule 3: Holding each poster must cost 3 dollars or less. A magnet will not stick to smooth glass the way it sticks to steel. Figure 1 shows four ways the class tried. They pick Design 2. It uses a magnet on each side of the glass. Table 1 shows how Design 2 did in the test. Figure 1 Table 1. Test of Design 2 What was tested Result Stayed up all week Yes Came off with no marks Yes Cost for each poster 4 dollars" }, { "n": 8, "item_id": "_72c81200-1547-44ee-b86e-5e5d23913173", "type": "choice", "title": "Window Posters — Part A", "standards": [ "3-PS2-4" ], "prompt_html": "

Part A

Look at the three rules and Table 1. The class tested Design 2 against the three rules.

Which claim do the test results best support?

", "prompt_plain": "Part A Look at the three rules and Table 1. The class tested Design 2 against the three rules. Which claim do the test results best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Design 2 does well and meets the three rules the class wrote.", "plain": "Design 2 does well and meets the three rules the class wrote.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Design 2 passes two rules but costs more than the rules allow.", "plain": "Design 2 passes two rules but costs more than the rules allow.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Design 2 fails because it left marks and did not stay up.", "plain": "Design 2 fails because it left marks and did not stay up.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Design 2 stays up but leaves marks when it comes off the glass.", "plain": "Design 2 stays up but leaves marks when it comes off the glass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8209242c-fb08-4140-bfff-091890b5dd57" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Art-Fair Window Posters

The Maple Street Library will show student posters on its glass windows for one week.

The class writes three rules for holding up each poster.

Rule 1: Each poster must stay up for the whole week.
Rule 2: The way it is held must come off the glass without leaving marks.
Rule 3: Holding each poster must cost 3 dollars or less.

A magnet will not stick to smooth glass the way it sticks to steel. Figure 1 shows four ways the class tried. They pick Design 2. It uses a magnet on each side of the glass. Table 1 shows how Design 2 did in the test.

Figure 1

\"Four

Table 1. Test of Design 2

What was testedResult
Stayed up all weekYes
Came off with no marksYes
Cost for each poster4 dollars
", "passage_plain": "Art-Fair Window Posters The Maple Street Library will show student posters on its glass windows for one week. The class writes three rules for holding up each poster. Rule 1: Each poster must stay up for the whole week. Rule 2: The way it is held must come off the glass without leaving marks. Rule 3: Holding each poster must cost 3 dollars or less. A magnet will not stick to smooth glass the way it sticks to steel. Figure 1 shows four ways the class tried. They pick Design 2. It uses a magnet on each side of the glass. Table 1 shows how Design 2 did in the test. Figure 1 Table 1. Test of Design 2 What was tested Result Stayed up all week Yes Came off with no marks Yes Cost for each poster 4 dollars" }, { "n": 9, "item_id": "_051234d9-31ad-4493-886e-cbd9ca4c5bb4", "type": "choice", "title": "Window Posters — Part B", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Part B

Which evidence from the rules and Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which evidence from the rules and Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Rule 3 allows 3 dollars for each poster, but the test cost 4 dollars.", "plain": "Rule 3 allows 3 dollars for each poster, but the test cost 4 dollars.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Rule 1 says each poster must stay up, and in the test it stayed up.", "plain": "Rule 1 says each poster must stay up, and in the test it stayed up.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rule 2 says it must come off clean, and in the test it came off clean.", "plain": "Rule 2 says it must come off clean, and in the test it came off clean.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Glass is smooth, so a piece of metal cannot stick to it by itself.", "plain": "Glass is smooth, so a piece of metal cannot stick to it by itself.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8209242c-fb08-4140-bfff-091890b5dd57" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Art-Fair Window Posters

The Maple Street Library will show student posters on its glass windows for one week.

The class writes three rules for holding up each poster.

Rule 1: Each poster must stay up for the whole week.
Rule 2: The way it is held must come off the glass without leaving marks.
Rule 3: Holding each poster must cost 3 dollars or less.

A magnet will not stick to smooth glass the way it sticks to steel. Figure 1 shows four ways the class tried. They pick Design 2. It uses a magnet on each side of the glass. Table 1 shows how Design 2 did in the test.

Figure 1

\"Four

Table 1. Test of Design 2

What was testedResult
Stayed up all weekYes
Came off with no marksYes
Cost for each poster4 dollars
", "passage_plain": "Art-Fair Window Posters The Maple Street Library will show student posters on its glass windows for one week. The class writes three rules for holding up each poster. Rule 1: Each poster must stay up for the whole week. Rule 2: The way it is held must come off the glass without leaving marks. Rule 3: Holding each poster must cost 3 dollars or less. A magnet will not stick to smooth glass the way it sticks to steel. Figure 1 shows four ways the class tried. They pick Design 2. It uses a magnet on each side of the glass. Table 1 shows how Design 2 did in the test. Figure 1 Table 1. Test of Design 2 What was tested Result Stayed up all week Yes Came off with no marks Yes Cost for each poster 4 dollars" }, { "n": 10, "item_id": "_41394dfa-b0a1-43eb-9c48-a49661e37c5f", "type": "gap-match", "title": "Dolphin and Human Life Cycles", "standards": [ "3-LS1-1" ], "prompt_html": "

A dolphin is a mammal that lives in the ocean. A human is a mammal that lives on land.

 

Drag one card into each row of the table. Show whether the row is true for the dolphin only, the human only, or both. You may use a card more than once.

", "prompt_plain": "A dolphin is a mammal that lives in the ocean. A human is a mammal that lives on land. Drag one card into each row of the table. Show whether the row is true for the dolphin only, the human only, or both. You may use a card more than once.", "context_html": "", "options": [ { "id": "tdol1", "text": "Dolphin only", "plain": "Dolphin only", "correct": false, "kind": "gap-token" }, { "id": "tboth1", "text": "Both", "plain": "Both", "correct": false, "kind": "gap-token" }, { "id": "thum1", "text": "Human only", "plain": "Human only", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tboth1 g1", "tdol1 g2", "thum1 g3", "tboth1 g4", "tboth1 g5" ] }, "n_options": 3 }, { "n": 11, "item_id": "_d895db45-2b5b-401e-b2b0-55cc7e14e63e", "type": "text-entry", "title": "Pond Frog Stages", "standards": [ "3-LS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A pond frog goes through stages as it grows. Table 1 shows how many days some stages last.

Table 1. Days in Each Stage of a Pond Frog

StageNumber of days
Egg8
Tadpole65
Froglet35

The tadpole stage is longer than the egg stage and froglet stage put together. How many days longer is it?

Give your answer as a whole number (e.g., 5).

Answer: days

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "22" ] }, "n_options": 0 }, { "n": 12, "item_id": "_ddd8cd87-9e71-4cd0-b0c1-3be9ee6ad1a8", "type": "choice", "title": "Young Tomato Leaf Edges", "standards": [ "3-LS3-1" ], "prompt_html": "

Look at Figure 1.

What do the leaf edges of the young tomato plants best show?

", "prompt_plain": "Look at Figure 1. What do the leaf edges of the young tomato plants best show?", "context_html": "", "options": [ { "id": "cA1", "text": "The young plants have leaf edges exactly the same as their parents.", "plain": "The young plants have leaf edges exactly the same as their parents.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The young plants got their leaf-edge shape from the parents, but it varies.", "plain": "The young plants got their leaf-edge shape from the parents, but it varies.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The young plants’ leaf edges did not come from the parents.", "plain": "The young plants’ leaf edges did not come from the parents.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The young plants grew jagged leaf edges because of the bright sunlight.", "plain": "The young plants grew jagged leaf edges because of the bright sunlight.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b562c9ac-6895-4f28-814d-931d86c150b6" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Garden-Center Tomato Plants

Elena works at a garden center. On one bench she keeps two parent tomato plants and a tray of their young plants. A tomato plant is a garden plant that grows red fruit. The young plants grew from the parent plants’ seeds. Figure 1 shows the bench.

Elena also writes notes about the plants:

\"A

", "passage_plain": "Garden-Center Tomato Plants Elena works at a garden center. On one bench she keeps two parent tomato plants and a tray of their young plants. A tomato plant is a garden plant that grows red fruit. The young plants grew from the parent plants’ seeds. Figure 1 shows the bench. Elena also writes notes about the plants: Young plants grown on a bright windowsill have dark green leaves. Elena moved two young plants to a dim shelf with little light. After two weeks, the dim-shelf plants grew pale, smaller leaves." }, { "n": 13, "item_id": "_12de2b12-eaf4-4806-a419-1e1d60615554", "type": "choice", "title": "Dim Shelf Tomato Leaves", "standards": [ "3-LS3-2" ], "prompt_html": "

Read Elena’s notes.

Which sentence best explains why the dim-shelf plants have pale, smaller leaves?

", "prompt_plain": "Read Elena’s notes. Which sentence best explains why the dim-shelf plants have pale, smaller leaves?", "context_html": "", "options": [ { "id": "cA1", "text": "The environment where each young plant grew changed its leaves.", "plain": "The environment where each young plant grew changed its leaves.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The pale color is an inherited trait from the parent plants.", "plain": "The pale color is an inherited trait from the parent plants.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The dim-shelf plants are really a different kind of plant.", "plain": "The dim-shelf plants are really a different kind of plant.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pale leaves show that these plants are the oldest ones.", "plain": "The pale leaves show that these plants are the oldest ones.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b562c9ac-6895-4f28-814d-931d86c150b6" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Garden-Center Tomato Plants

Elena works at a garden center. On one bench she keeps two parent tomato plants and a tray of their young plants. A tomato plant is a garden plant that grows red fruit. The young plants grew from the parent plants’ seeds. Figure 1 shows the bench.

Elena also writes notes about the plants:

\"A

", "passage_plain": "Garden-Center Tomato Plants Elena works at a garden center. On one bench she keeps two parent tomato plants and a tray of their young plants. A tomato plant is a garden plant that grows red fruit. The young plants grew from the parent plants’ seeds. Figure 1 shows the bench. Elena also writes notes about the plants: Young plants grown on a bright windowsill have dark green leaves. Elena moved two young plants to a dim shelf with little light. After two weeks, the dim-shelf plants grew pale, smaller leaves." }, { "n": 14, "item_id": "_37d8d1f0-ecc4-4bb3-84d8-43a760b190ca", "type": "choice", "title": "Pigeon Feather Color Claims", "standards": [ "3-LS3-1" ], "prompt_html": "

Look at Table 1.

Choose the TWO statements that the feather colors of the young pigeons best support.

", "prompt_plain": "Look at Table 1. Choose the TWO statements that the feather colors of the young pigeons best support.", "context_html": "", "options": [ { "id": "cA1", "text": "The young pigeons got their feather colors from their parents.", "plain": "The young pigeons got their feather colors from their parents.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Each young pigeon looks exactly like its mother in color.", "plain": "Each young pigeon looks exactly like its mother in color.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The young pigeons show some variety in their feather colors.", "plain": "The young pigeons show some variety in their feather colors.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The young pigeons got their colors from the food they eat.", "plain": "The young pigeons got their colors from the food they eat.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The young pigeons have brand-new colors that neither parent has.", "plain": "The young pigeons have brand-new colors that neither parent has.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_10fbd3fd-406b-4e70-acbb-e3e298d56047" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Rosa’s Pigeon Loft

Rosa keeps racing pigeons in a loft, a small house for birds. Table 1 shows the feather color of two parent pigeons and their five young pigeons. Rosa also watches what the whole flock does together and writes it in a log.

Table 1. Pigeon Feather Colors

PigeonFeather color
MotherBlue-gray
FatherWhite
Young 1Blue-gray
Young 2White
Young 3White
Young 4Blue-gray
Young 5White
", "passage_plain": "Rosa’s Pigeon Loft Rosa keeps racing pigeons in a loft, a small house for birds. Table 1 shows the feather color of two parent pigeons and their five young pigeons. Rosa also watches what the whole flock does together and writes it in a log. Table 1. Pigeon Feather Colors Pigeon Feather color Mother Blue-gray Father White Young 1 Blue-gray Young 2 White Young 3 White Young 4 Blue-gray Young 5 White" }, { "n": 15, "item_id": "_f24b8073-25ba-4641-8948-510fbd7c475e", "type": "choice", "title": "Pigeon Flock Safety Evidence", "standards": [ "3-LS2-1" ], "prompt_html": "

Rosa claims that flying together in a flock helps the pigeons stay safe from hawks.

Which observation from Rosa’s log gives the best evidence for this claim?

", "prompt_plain": "Rosa claims that flying together in a flock helps the pigeons stay safe from hawks. Which observation from Rosa’s log gives the best evidence for this claim?", "context_html": "", "options": [ { "id": "cA1", "text": "The pigeons eat seeds from the same feeder each morning.", "plain": "The pigeons eat seeds from the same feeder each morning.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The whole flock flew up together when a hawk flew past the loft.", "plain": "The whole flock flew up together when a hawk flew past the loft.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A pigeon flying alone was chased by a hawk, but the flock escaped.", "plain": "A pigeon flying alone was chased by a hawk, but the flock escaped.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The youngest pigeons in the flock have the brightest feather color.", "plain": "The youngest pigeons in the flock have the brightest feather color.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_10fbd3fd-406b-4e70-acbb-e3e298d56047" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Rosa’s Pigeon Loft

Rosa keeps racing pigeons in a loft, a small house for birds. Table 1 shows the feather color of two parent pigeons and their five young pigeons. Rosa also watches what the whole flock does together and writes it in a log.

Table 1. Pigeon Feather Colors

PigeonFeather color
MotherBlue-gray
FatherWhite
Young 1Blue-gray
Young 2White
Young 3White
Young 4Blue-gray
Young 5White
", "passage_plain": "Rosa’s Pigeon Loft Rosa keeps racing pigeons in a loft, a small house for birds. Table 1 shows the feather color of two parent pigeons and their five young pigeons. Rosa also watches what the whole flock does together and writes it in a log. Table 1. Pigeon Feather Colors Pigeon Feather color Mother Blue-gray Father White Young 1 Blue-gray Young 2 White Young 3 White Young 4 Blue-gray Young 5 White" }, { "n": 16, "item_id": "_c386c794-5b0d-4cbd-baad-14ea7c07eda6", "type": "choice", "title": "Tree Frog on Leaf", "standards": [ "3-LS4-2" ], "prompt_html": "

A green tree frog sits on a green leaf. A bird looking for food has a hard time seeing the frog.

\"A

How does being hard to see most likely help the tree frog?

", "prompt_plain": "A green tree frog sits on a green leaf. A bird looking for food has a hard time seeing the frog. How does being hard to see most likely help the tree frog?", "context_html": "", "options": [ { "id": "cA1", "text": "It helps the frog avoid birds that would eat it.", "plain": "It helps the frog avoid birds that would eat it.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "It helps the frog look bigger so a bird leaves it alone.", "plain": "It helps the frog look bigger so a bird leaves it alone.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It helps the frog grow larger than the other frogs.", "plain": "It helps the frog grow larger than the other frogs.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It helps the frog stay warm on cool spring nights.", "plain": "It helps the frog stay warm on cool spring nights.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot16.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_7693b413-58a7-478e-acc2-f12899a51143", "type": "choice", "title": "Limpet Shell Survey", "standards": [ "3-LS4-2" ], "prompt_html": "

Students surveyed limpets, small shelled animals that cling to shore rocks, on two shores. Table 1 shows what they found.

Table 1. Limpet Shell Survey

ShoreLimpets checkedWith thick shellsWith thin shells
Wavy, rough shore20173
Calm, sheltered shore20416

Choose the TWO statements that the data best support.

", "prompt_plain": "Students surveyed limpets, small shelled animals that cling to shore rocks, on two shores. Table 1 shows what they found. Table 1. Limpet Shell Survey Shore Limpets checked With thick shells With thin shells Wavy, rough shore 20 17 3 Calm, sheltered shore 20 4 16 Choose the TWO statements that the data best support.", "context_html": "", "options": [ { "id": "cA1", "text": "Most limpets on the wavy, rough shore had thick shells.", "plain": "Most limpets on the wavy, rough shore had thick shells.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Thin shells were more common on the calm, sheltered shore.", "plain": "Thin shells were more common on the calm, sheltered shore.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Most limpets on the calm shore had a thick shell.", "plain": "Most limpets on the calm shore had a thick shell.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Limpets grow thick shells to keep cool under the hot sun.", "plain": "Limpets grow thick shells to keep cool under the hot sun.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The calm shore had more limpets than the wavy shore.", "plain": "The calm shore had more limpets than the wavy shore.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 18, "item_id": "_99577003-817c-4ff3-b2ac-56a684622852", "type": "choice", "title": "Remains That Become Fossils", "standards": [ "3-LS4-1" ], "prompt_html": "

The four pictures show things left behind by living things that died long ago. Look at the pictures.

\"Four

Which one is most likely to be found as a fossil many years later?

", "prompt_plain": "The four pictures show things left behind by living things that died long ago. Look at the pictures. Which one is most likely to be found as a fossil many years later?", "context_html": "", "options": [ { "id": "cA1", "text": "The jellyfish", "plain": "The jellyfish", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The flower", "plain": "The flower", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The earthworm", "plain": "The earthworm", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The snail", "plain": "The snail", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot18.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 19, "item_id": "_81303253-0612-4f2f-ad78-67fefc8fdc29", "type": "gap-match", "title": "Clearwater Creek Actions", "standards": [ "3-LS4-4" ], "prompt_html": "

Nadia’s group lists three actions. Each action is meant to reach one goal for the creek.

 

Drag one action card into each goal. One card does not meet any goal. Leave that card out.

", "prompt_plain": "Nadia’s group lists three actions. Each action is meant to reach one goal for the creek. Drag one action card into each goal. One card does not meet any goal. Leave that card out.", "context_html": "", "options": [ { "id": "tile-1", "text": "Add a bar of clean gravel to the creek bottom", "plain": "Add a bar of clean gravel to the creek bottom", "correct": false, "kind": "gap-token" }, { "id": "tile-2", "text": "Paint the new houses a bright color", "plain": "Paint the new houses a bright color", "correct": false, "kind": "gap-token" }, { "id": "tile-3", "text": "Put up a silt fence along the edge of the building site", "plain": "Put up a silt fence along the edge of the building site", "correct": false, "kind": "gap-token" }, { "id": "tile-4", "text": "Plant a strip of grasses along the creek bank", "plain": "Plant a strip of grasses along the creek bank", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_30a184ea-f696-4b95-8a97-05ef6f9062c1" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-3 g1", "tile-4 g2", "tile-1 g3" ] }, "n_options": 4, "passage_html": "

Clearwater Creek Cleanup

Workers are building new houses on a hill above Clearwater Creek. When it rains, muddy water full of silt (tiny bits of dirt) washes down into the creek. The silt covers the smooth stones where fish lay their eggs. Nadia leads a town group that studies ways to help the creek.

", "passage_plain": "Clearwater Creek Cleanup Workers are building new houses on a hill above Clearwater Creek. When it rains, muddy water full of silt (tiny bits of dirt) washes down into the creek. The silt covers the smooth stones where fish lay their eggs. Nadia leads a town group that studies ways to help the creek." }, { "n": 20, "item_id": "_f14645ae-3343-43fd-b6ec-eb60d675721d", "type": "hottext", "title": "Silt Fence Report Evidence", "standards": [ "3-LS4-4" ], "prompt_html": "

One year later, Nadia’s group wrote a report. Nadia makes this claim: the silt fence helped the fish by keeping silt out of the creek.

Select the ONE sentence that gives the best evidence for this claim.

", "prompt_plain": "One year later, Nadia’s group wrote a report. Nadia makes this claim: the silt fence helped the fish by keeping silt out of the creek. Select the ONE sentence that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "In the early spring, the group put up the new silt fence along the building site.", "plain": "In the early spring, the group put up the new silt fence along the building site.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "After the fence went up, less silt reached the creek and more fish eggs were found.", "plain": "After the fence went up, less silt reached the creek and more fish eggs were found.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "By the end of the summer, the workers had finished two of the new houses.", "plain": "By the end of the summer, the workers had finished two of the new houses.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "On one Saturday, some volunteers walked along the creek path and picked up some litter.", "plain": "On one Saturday, some volunteers walked along the creek path and picked up some litter.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "This year the creek water looked a little clearer than it did the year before.", "plain": "This year the creek water looked a little clearer than it did the year before.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_30a184ea-f696-4b95-8a97-05ef6f9062c1" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB1" ] }, "n_options": 5, "passage_html": "

Clearwater Creek Cleanup

Workers are building new houses on a hill above Clearwater Creek. When it rains, muddy water full of silt (tiny bits of dirt) washes down into the creek. The silt covers the smooth stones where fish lay their eggs. Nadia leads a town group that studies ways to help the creek.

", "passage_plain": "Clearwater Creek Cleanup Workers are building new houses on a hill above Clearwater Creek. When it rains, muddy water full of silt (tiny bits of dirt) washes down into the creek. The silt covers the smooth stones where fish lay their eggs. Nadia leads a town group that studies ways to help the creek." }, { "n": 21, "item_id": "_edc8f37c-f296-40bd-92b0-5fe0b453339d", "type": "choice", "title": "Cedar Ridge Stations (Part A)", "standards": [ "3-ESS2-1" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1.

Which conclusion about the two stations do the records best support?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which conclusion about the two stations do the records best support?", "context_html": "", "options": [ { "id": "cA1", "text": "On sunny days, the pavement station read warmer than the grass station.", "plain": "On sunny days, the pavement station read warmer than the grass station.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "On sunny days, the grass station read warmer than the pavement station.", "plain": "On sunny days, the grass station read warmer than the pavement station.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "On cloudy days, the pavement station read much warmer than the grass station.", "plain": "On cloudy days, the pavement station read much warmer than the grass station.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The two stations read about the same on all six days.", "plain": "The two stations read about the same on all six days.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cba4a6c9-e7c0-4328-8f8b-86c2adc5e9de" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Weather Stations at Cedar Ridge

Cedar Ridge School set up two matching weather stations. Each station holds a thermometer inside a small white box on a post. Station 1 stands on the paved parking lot. Station 2 stands in the grass soccer field. Figure 1 shows the two stations. Students read both thermometers at 1:00 p.m. on six days over two weeks. They also wrote down whether each day was sunny or cloudy. Table 1 shows what they recorded.

Figure 1

\"A

Table 1. Afternoon Temperature Records

DaySkyStation 1 on pavement (degrees F)Station 2 in grass (degrees F)
Day 1Sunny9082
Day 2Cloudy7172
Day 3Sunny9385
Day 4Cloudy6868
Day 5Sunny8780
Day 6Cloudy7473
", "passage_plain": "Weather Stations at Cedar Ridge Cedar Ridge School set up two matching weather stations. Each station holds a thermometer inside a small white box on a post. Station 1 stands on the paved parking lot. Station 2 stands in the grass soccer field. Figure 1 shows the two stations. Students read both thermometers at 1:00 p.m. on six days over two weeks. They also wrote down whether each day was sunny or cloudy. Table 1 shows what they recorded. Figure 1 Table 1. Afternoon Temperature Records Day Sky Station 1 on pavement (degrees F) Station 2 in grass (degrees F) Day 1 Sunny 90 82 Day 2 Cloudy 71 72 Day 3 Sunny 93 85 Day 4 Cloudy 68 68 Day 5 Sunny 87 80 Day 6 Cloudy 74 73" }, { "n": 22, "item_id": "_24808174-2623-4f12-9a8d-0889c383d37a", "type": "choice", "title": "Cedar Ridge Evidence (Part B)", "standards": [ "3-ESS2-1" ], "prompt_html": "

Part B

Which two days from Table 1 give the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which two days from Table 1 give the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Day 1 and Day 2", "plain": "Day 1 and Day 2", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Day 2 and Day 4", "plain": "Day 2 and Day 4", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Day 3 and Day 5", "plain": "Day 3 and Day 5", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Day 4 and Day 6", "plain": "Day 4 and Day 6", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cba4a6c9-e7c0-4328-8f8b-86c2adc5e9de" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Weather Stations at Cedar Ridge

Cedar Ridge School set up two matching weather stations. Each station holds a thermometer inside a small white box on a post. Station 1 stands on the paved parking lot. Station 2 stands in the grass soccer field. Figure 1 shows the two stations. Students read both thermometers at 1:00 p.m. on six days over two weeks. They also wrote down whether each day was sunny or cloudy. Table 1 shows what they recorded.

Figure 1

\"A

Table 1. Afternoon Temperature Records

DaySkyStation 1 on pavement (degrees F)Station 2 in grass (degrees F)
Day 1Sunny9082
Day 2Cloudy7172
Day 3Sunny9385
Day 4Cloudy6868
Day 5Sunny8780
Day 6Cloudy7473
", "passage_plain": "Weather Stations at Cedar Ridge Cedar Ridge School set up two matching weather stations. Each station holds a thermometer inside a small white box on a post. Station 1 stands on the paved parking lot. Station 2 stands in the grass soccer field. Figure 1 shows the two stations. Students read both thermometers at 1:00 p.m. on six days over two weeks. They also wrote down whether each day was sunny or cloudy. Table 1 shows what they recorded. Figure 1 Table 1. Afternoon Temperature Records Day Sky Station 1 on pavement (degrees F) Station 2 in grass (degrees F) Day 1 Sunny 90 82 Day 2 Cloudy 71 72 Day 3 Sunny 93 85 Day 4 Cloudy 68 68 Day 5 Sunny 87 80 Day 6 Cloudy 74 73" }, { "n": 23, "item_id": "_e39fa924-13fc-4599-9184-28dbf6f96705", "type": "hottext", "title": "Maine Climate Report", "standards": [ "3-ESS2-2" ], "prompt_html": "

Tariq wrote this report about the usual weather in the state of Maine.

Select the ONE sentence that describes the climate of Maine.

", "prompt_plain": "Tariq wrote this report about the usual weather in the state of Maine. Select the ONE sentence that describes the climate of Maine.", "context_html": "", "options": [ { "id": "hA1", "text": "On Monday morning, thick fog covered a Maine harbor for hours.", "plain": "On Monday morning, thick fog covered a Maine harbor for hours.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Maine summers are usually warm but not very hot.", "plain": "Maine summers are usually warm but not very hot.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "A strong north wind blew across a Maine bay all afternoon.", "plain": "A strong north wind blew across a Maine bay all afternoon.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "The thermometer showed 28 degrees Fahrenheit early today.", "plain": "The thermometer showed 28 degrees Fahrenheit early today.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "Heavy rain flooded one road near the school on Saturday.", "plain": "Heavy rain flooded one road near the school on Saturday.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB1" ] }, "n_options": 5 }, { "n": 24, "item_id": "_1c7032f1-202b-453c-9912-fe4776968b09", "type": "text-entry", "title": "Bismarck High Temperatures", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Bismarck Climate Normals

Table 1 shows the usual high temperature in Bismarck, North Dakota, for four months. These numbers come from many years of weather records.

Table 1. Usual High Temperature in Bismarck

MonthUsual high temperature (degrees Fahrenheit)
January18
April52
July83
October55

How many degrees warmer is the usual high in July than the usual high in January?

Give your answer as a whole number (e.g., 40).

Number of degrees:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "65" ] }, "n_options": 0 }, { "n": 25, "item_id": "_bb344e18-9115-45c7-88e0-9c236dba6ba8", "type": "choice", "title": "Warming Hut Claim (Part A)", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part A

Look at Table 1 and Table 2.

Which claim about Goal 1 do the test results best support?

", "prompt_plain": "Part A Look at Table 1 and Table 2. Which claim about Goal 1 do the test results best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Both designs meet Goal 1.", "plain": "Both designs meet Goal 1.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Neither design meets Goal 1.", "plain": "Neither design meets Goal 1.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Only Design A meets Goal 1.", "plain": "Only Design A meets Goal 1.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Only Design B meets Goal 1.", "plain": "Only Design B meets Goal 1.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6664fe74-aa14-4748-8b39-5731e5e85be6" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Bus-Stop Warming Hut

A school in a cold prairie town has an open bus stop. Students wait there each morning. Winter blizzards bring strong wind and blowing snow. The school will build one small warming hut at the stop. Builders made two full-size test huts. Design A has a doorway that opens straight toward the open field. Design B has a doorway set behind a short wind wall. Figure 1 shows both designs. Table 1 lists the school’s two goals. Workers tested both huts side by side in one blizzard. Each hut got the same wind and snow. Table 2 shows the results.

Figure 1

\"Two

Table 1. Goals for the Warming Hut

GoalWhat the hut must do
Goal 1Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm
Goal 2Let less than 4 centimeters of snow pile up inside the doorway during a storm

Table 2. Blizzard Test Results

MeasurementDesign ADesign B
Air temperature outside the hut (degrees F)88
Air temperature inside the hut (degrees F)2431
Snow depth inside the doorway after the storm (cm)92
", "passage_plain": "Bus-Stop Warming Hut A school in a cold prairie town has an open bus stop. Students wait there each morning. Winter blizzards bring strong wind and blowing snow. The school will build one small warming hut at the stop. Builders made two full-size test huts. Design A has a doorway that opens straight toward the open field. Design B has a doorway set behind a short wind wall. Figure 1 shows both designs. Table 1 lists the school’s two goals. Workers tested both huts side by side in one blizzard. Each hut got the same wind and snow. Table 2 shows the results. Figure 1 Table 1. Goals for the Warming Hut Goal What the hut must do Goal 1 Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm Goal 2 Let less than 4 centimeters of snow pile up inside the doorway during a storm Table 2. Blizzard Test Results Measurement Design A Design B Air temperature outside the hut (degrees F) 8 8 Air temperature inside the hut (degrees F) 24 31 Snow depth inside the doorway after the storm (cm) 9 2" }, { "n": 26, "item_id": "_272a8cf4-2bf1-4334-8ac2-eef99e8020a6", "type": "choice", "title": "Warming Hut Evidence (Part B)", "standards": [ "3-ESS3-1" ], "prompt_html": "

Part B

Which rows of Table 2 give the evidence needed for the answer in Part A?

", "prompt_plain": "Part B Which rows of Table 2 give the evidence needed for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Only the inside-air temperature row for each design.", "plain": "Only the inside-air temperature row for each design.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Only the doorway snow-depth row for each design.", "plain": "Only the doorway snow-depth row for each design.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The outside-air and inside-air temperature rows together.", "plain": "The outside-air and inside-air temperature rows together.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The inside-air temperature row with the snow-depth row.", "plain": "The inside-air temperature row with the snow-depth row.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6664fe74-aa14-4748-8b39-5731e5e85be6" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Bus-Stop Warming Hut

A school in a cold prairie town has an open bus stop. Students wait there each morning. Winter blizzards bring strong wind and blowing snow. The school will build one small warming hut at the stop. Builders made two full-size test huts. Design A has a doorway that opens straight toward the open field. Design B has a doorway set behind a short wind wall. Figure 1 shows both designs. Table 1 lists the school’s two goals. Workers tested both huts side by side in one blizzard. Each hut got the same wind and snow. Table 2 shows the results.

Figure 1

\"Two

Table 1. Goals for the Warming Hut

GoalWhat the hut must do
Goal 1Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm
Goal 2Let less than 4 centimeters of snow pile up inside the doorway during a storm

Table 2. Blizzard Test Results

MeasurementDesign ADesign B
Air temperature outside the hut (degrees F)88
Air temperature inside the hut (degrees F)2431
Snow depth inside the doorway after the storm (cm)92
", "passage_plain": "Bus-Stop Warming Hut A school in a cold prairie town has an open bus stop. Students wait there each morning. Winter blizzards bring strong wind and blowing snow. The school will build one small warming hut at the stop. Builders made two full-size test huts. Design A has a doorway that opens straight toward the open field. Design B has a doorway set behind a short wind wall. Figure 1 shows both designs. Table 1 lists the school’s two goals. Workers tested both huts side by side in one blizzard. Each hut got the same wind and snow. Table 2 shows the results. Figure 1 Table 1. Goals for the Warming Hut Goal What the hut must do Goal 1 Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm Goal 2 Let less than 4 centimeters of snow pile up inside the doorway during a storm Table 2. Blizzard Test Results Measurement Design A Design B Air temperature outside the hut (degrees F) 8 8 Air temperature inside the hut (degrees F) 24 31 Snow depth inside the doorway after the storm (cm) 9 2" }, { "n": 27, "item_id": "_d717e9d1-6f75-4225-a16a-804f8ce7455a", "type": "choice", "title": "Choosing the Warming Hut", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

The school will build the one design that meets BOTH goals in Table 1.

Which design should the school build, and which reason best supports the choice?

", "prompt_plain": "The school will build the one design that meets BOTH goals in Table 1. Which design should the school build, and which reason best supports the choice?", "context_html": "", "options": [ { "id": "cA1", "text": "Design A, because the snow piled in its doorway helps block the cold wind.", "plain": "Design A, because the snow piled in its doorway helps block the cold wind.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Design B, because its inside stayed much warmer and less snow blew inside.", "plain": "Design B, because its inside stayed much warmer and less snow blew inside.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Design A, because its inside stayed warm enough and little snow blew inside.", "plain": "Design A, because its inside stayed warm enough and little snow blew inside.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Design B, because it faced a stronger blizzard during the test than Design A.", "plain": "Design B, because it faced a stronger blizzard during the test than Design A.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6664fe74-aa14-4748-8b39-5731e5e85be6" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Bus-Stop Warming Hut

A school in a cold prairie town has an open bus stop. Students wait there each morning. Winter blizzards bring strong wind and blowing snow. The school will build one small warming hut at the stop. Builders made two full-size test huts. Design A has a doorway that opens straight toward the open field. Design B has a doorway set behind a short wind wall. Figure 1 shows both designs. Table 1 lists the school’s two goals. Workers tested both huts side by side in one blizzard. Each hut got the same wind and snow. Table 2 shows the results.

Figure 1

\"Two

Table 1. Goals for the Warming Hut

GoalWhat the hut must do
Goal 1Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm
Goal 2Let less than 4 centimeters of snow pile up inside the doorway during a storm

Table 2. Blizzard Test Results

MeasurementDesign ADesign B
Air temperature outside the hut (degrees F)88
Air temperature inside the hut (degrees F)2431
Snow depth inside the doorway after the storm (cm)92
", "passage_plain": "Bus-Stop Warming Hut A school in a cold prairie town has an open bus stop. Students wait there each morning. Winter blizzards bring strong wind and blowing snow. The school will build one small warming hut at the stop. Builders made two full-size test huts. Design A has a doorway that opens straight toward the open field. Design B has a doorway set behind a short wind wall. Figure 1 shows both designs. Table 1 lists the school’s two goals. Workers tested both huts side by side in one blizzard. Each hut got the same wind and snow. Table 2 shows the results. Figure 1 Table 1. Goals for the Warming Hut Goal What the hut must do Goal 1 Keep the air inside at least 15 degrees Fahrenheit warmer than the air outside during a storm Goal 2 Let less than 4 centimeters of snow pile up inside the doorway during a storm Table 2. Blizzard Test Results Measurement Design A Design B Air temperature outside the hut (degrees F) 8 8 Air temperature inside the hut (degrees F) 24 31 Snow depth inside the doorway after the storm (cm) 9 2" }, { "n": 28, "item_id": "_0eb7aceb-5129-47cd-b4a3-0ab853aaefc5", "type": "choice", "title": "Dexter Paper Bridge", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Dexter builds a flat paper bridge that rests across two cans. He wants it to hold at least 15 metal washers. On his first try, the bridge sagged and dropped the washers when he added the eighth washer.

\"A

What should Dexter do NEXT to improve his bridge?

", "prompt_plain": "Dexter builds a flat paper bridge that rests across two cans. He wants it to hold at least 15 metal washers. On his first try, the bridge sagged and dropped the washers when he added the eighth washer. What should Dexter do NEXT to improve his bridge?", "context_html": "", "options": [ { "id": "cA1", "text": "Fold the paper into a new shape, then run the same washer test again.", "plain": "Fold the paper into a new shape, then run the same washer test again.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Run the same test again on the bridge without changing anything about it.", "plain": "Run the same test again on the bridge without changing anything about it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Fold the paper into a new shape, but also use lighter plastic washers.", "plain": "Fold the paper into a new shape, but also use lighter plastic washers.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Stop the project and decide that paper is too weak for a bridge.", "plain": "Stop the project and decide that paper is too weak for a bridge.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot28.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_d99cac19-caa0-409f-82fc-d15e46aa176b", "type": "choice", "title": "Imani Plant Light Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Imani wants to find out if more light makes pea plants grow taller. Plant 1 sits on a bright windowsill and gets water every day. Plant 2 sits in a dim corner and gets water once a week. Plant 1 was already taller than Plant 2 when the test began. After two weeks, Plant 1 is much taller. Imani decides that the extra light made Plant 1 grow taller.

\"Day

Which TWO statements explain why this test does NOT support her idea? Choose the TWO best answers.

", "prompt_plain": "Imani wants to find out if more light makes pea plants grow taller. Plant 1 sits on a bright windowsill and gets water every day. Plant 2 sits in a dim corner and gets water once a week. Plant 1 was already taller than Plant 2 when the test began. After two weeks, Plant 1 is much taller. Imani decides that the extra light made Plant 1 grow taller. Which TWO statements explain why this test does NOT support her idea? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The plants got different amounts of water, so water could cause the difference.", "plain": "The plants got different amounts of water, so water could cause the difference.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Both pots used the same soil, so the test could not be fair.", "plain": "Both pots used the same soil, so the test could not be fair.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Plant 1 started out taller, so ending taller does not show it grew more.", "plain": "Plant 1 started out taller, so ending taller does not show it grew more.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Imani should have given both plants the same amount of light.", "plain": "Imani should have given both plants the same amount of light.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "A fair test about light needs several kinds of plants, not just peas.", "plain": "A fair test about light needs several kinds of plants, not just peas.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot29.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 30, "item_id": "_b61ca291-7a68-48b9-b50c-73d77c3840e8", "type": "match", "title": "Animal Habitat Cards", "standards": [ "3-LS4-3" ], "prompt_html": "

Figure 1 shows four animals. Each card tells about a body part or behavior that helps the animal survive.

 

Drag each animal card to the habitat where it would survive best. One habitat will get two cards.

Figure 1

\"Four

", "prompt_plain": "Figure 1 shows four animals. Each card tells about a body part or behavior that helps the animal survive. Drag each animal card to the habitat where it would survive best . One habitat will get two cards. Figure 1", "context_html": "", "options": [ { "id": "sM1", "text": "Jerboa - gets the water it needs from seeds and rests in a cool burrow all day", "plain": "Jerboa - gets the water it needs from seeds and rests in a cool burrow all day", "correct": false, "kind": "match-token" }, { "id": "sM2", "text": "Mayfly larva - a flat body clings to stones so moving water cannot sweep it away", "plain": "Mayfly larva - a flat body clings to stones so moving water cannot sweep it away", "correct": false, "kind": "match-token" }, { "id": "sM3", "text": "Flying squirrel - loose skin flaps let it glide from one tall tree to the next", "plain": "Flying squirrel - loose skin flaps let it glide from one tall tree to the next", "correct": false, "kind": "match-token" }, { "id": "sM4", "text": "Fringe-toed lizard - dives under loose, warm grains to hide from the strong midday heat", "plain": "Fringe-toed lizard - dives under loose, warm grains to hide from the strong midday heat", "correct": false, "kind": "match-token" }, { "id": "tH1", "text": "Dry, sandy desert", "plain": "Dry, sandy desert", "correct": false, "kind": "match-token" }, { "id": "tH2", "text": "Fast mountain stream", "plain": "Fast mountain stream", "correct": false, "kind": "match-token" }, { "id": "tH3", "text": "Thick, shady forest", "plain": "Thick, shady forest", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot30.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "sM1 tH1", "sM2 tH2", "sM3 tH3", "sM4 tH1" ] }, "n_options": 7 }, { "n": 31, "item_id": "_3d446cbc-26c9-4bff-b908-4b25e104db91", "type": "choice", "title": "Box Turtle in a Garden", "standards": [ "3-LS4-3" ], "prompt_html": "

Vera watches a box turtle in a garden for one afternoon. She numbers each thing the turtle does.

Observation 1: The turtle bites the green leaves off a small wild violet.

Observation 2: The turtle drinks water that has collected in a hollow stone.

Observation 3: The turtle rests in the cool shade of a large gray rock.

Observation 4: The turtle snaps up a brown beetle walking across the ground.

Observation 5: The turtle crawls across a patch of warm, dry sand.

Observation 6: The turtle warms itself on a flat, sunny rock.

Which TWO observations show the box turtle interacting with living parts of its habitat?

", "prompt_plain": "Vera watches a box turtle in a garden for one afternoon. She numbers each thing the turtle does. Observation 1: The turtle bites the green leaves off a small wild violet. Observation 2: The turtle drinks water that has collected in a hollow stone. Observation 3: The turtle rests in the cool shade of a large gray rock. Observation 4: The turtle snaps up a brown beetle walking across the ground. Observation 5: The turtle crawls across a patch of warm, dry sand. Observation 6: The turtle warms itself on a flat, sunny rock. Which TWO observations show the box turtle interacting with living parts of its habitat?", "context_html": "", "options": [ { "id": "cA1", "text": "Observations 1 and 3", "plain": "Observations 1 and 3", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Observations 1 and 4", "plain": "Observations 1 and 4", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Observations 2 and 4", "plain": "Observations 2 and 4", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Observations 5 and 6", "plain": "Observations 5 and 6", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_2f1f7dcf-a571-4053-ae17-0c2b8f387032", "type": "inline-choice", "title": "Suitcase on Two Surfaces", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Wes pulls a rolling suitcase the same gentle way on two surfaces. He pulls it down a smooth tile hallway, then across a grassy lawn. After he lets go, the suitcase keeps rolling far down the smooth hallway. On the grassy lawn, it stops almost right away.

Choose the words that best complete each sentence.

\"A

The rolling suitcase slows down because a force called acts between the wheels and the ground.

The suitcase stops sooner on the grassy lawn because this force is there.

", "options": [ { "id": "cB147fb44a54", "text": "friction", "plain": "friction", "correct": true, "kind": "inline" }, { "id": "cB1939ab6f0a", "text": "gravity", "plain": "gravity", "correct": false, "kind": "inline" }, { "id": "cB1af02500d1", "text": "static electricity", "plain": "static electricity", "correct": false, "kind": "inline" }, { "id": "cB2383527e3f", "text": "larger", "plain": "larger", "correct": true, "kind": "inline" }, { "id": "cB254c577c10", "text": "smaller", "plain": "smaller", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot32.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB147fb44a54" ], "RESPONSE2": [ "cB2383527e3f" ] }, "n_options": 5 }, { "n": 33, "item_id": "_c96270c9-0375-4e9e-aa3a-ad7b0f30464c", "type": "choice", "title": "Kickball at the Top", "standards": [ "3-PS2-1" ], "prompt_html": "

Look at Photo 1. The kickball is at its highest point. For a short moment, the kickball is not moving.

\"Photo

Which statement about gravity is true at this moment?

", "prompt_plain": "Look at Photo 1. The kickball is at its highest point. For a short moment, the kickball is not moving. Which statement about gravity is true at this moment?", "context_html": "", "options": [ { "id": "cA1", "text": "Gravity stops pulling the kickball while it hangs still at the top.", "plain": "Gravity stops pulling the kickball while it hangs still at the top.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Gravity will begin to pull the kickball only once it starts to drop.", "plain": "Gravity will begin to pull the kickball only once it starts to drop.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Gravity keeps pulling the kickball down as it rises, stops, and falls.", "plain": "Gravity keeps pulling the kickball down as it rises, stops, and falls.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Gravity will pull on the kickball only after it lands on the ground.", "plain": "Gravity will pull on the kickball only after it lands on the ground.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot33.png" ], "stimulus_ids": [ "_9efa811e-db45-4dd3-8da3-f2b2f24db3e2" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Playground Forces Walk

Zuri’s class takes a forces walk around the schoolyard. The students look for pushes and pulls in action and take photos of what they find. They choose three photos for a class chart. Photo 1 shows a kickball one student tossed straight up into the air. Photo 2 shows a student at the top of the slide pushing off with both hands to start down. Photo 3 shows a maple leaf drifting down from a tree branch to the ground.

", "passage_plain": "Playground Forces Walk Zuri’s class takes a forces walk around the schoolyard. The students look for pushes and pulls in action and take photos of what they find. They choose three photos for a class chart. Photo 1 shows a kickball one student tossed straight up into the air. Photo 2 shows a student at the top of the slide pushing off with both hands to start down. Photo 3 shows a maple leaf drifting down from a tree branch to the ground." }, { "n": 34, "item_id": "_54a6fb28-e7b2-4533-a635-94a124f5dfb8", "type": "inline-choice", "title": "Falling Leaf and Slide Push", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zuri took Photo 2 and Photo 3 on the class forces walk.

Choose the words that best complete each sentence.

\"Photo

In Photo 3, the force that pulls the maple leaf down to the ground is a force.

In Photo 2, the push the student uses to start down the slide is a force.

", "options": [ { "id": "cB16bcfdfc50", "text": "contact", "plain": "contact", "correct": false, "kind": "inline" }, { "id": "cB106ef14b54", "text": "non-contact", "plain": "non-contact", "correct": true, "kind": "inline" }, { "id": "cB26d0a54827", "text": "contact", "plain": "contact", "correct": true, "kind": "inline" }, { "id": "cB2d4001d735", "text": "non-contact", "plain": "non-contact", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot34.png" ], "stimulus_ids": [ "_9efa811e-db45-4dd3-8da3-f2b2f24db3e2" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB106ef14b54" ], "RESPONSE2": [ "cB26d0a54827" ] }, "n_options": 4, "passage_html": "

Playground Forces Walk

Zuri’s class takes a forces walk around the schoolyard. The students look for pushes and pulls in action and take photos of what they find. They choose three photos for a class chart. Photo 1 shows a kickball one student tossed straight up into the air. Photo 2 shows a student at the top of the slide pushing off with both hands to start down. Photo 3 shows a maple leaf drifting down from a tree branch to the ground.

", "passage_plain": "Playground Forces Walk Zuri’s class takes a forces walk around the schoolyard. The students look for pushes and pulls in action and take photos of what they find. They choose three photos for a class chart. Photo 1 shows a kickball one student tossed straight up into the air. Photo 2 shows a student at the top of the slide pushing off with both hands to start down. Photo 3 shows a maple leaf drifting down from a tree branch to the ground." }, { "n": 35, "item_id": "_cc0e9f42-2459-470e-ba52-83e519679b40", "type": "portable-custom", "title": "Casper High Temperatures", "standards": [ "3-ESS2-1" ], "prompt_html": "

A weather club in Casper, Wyoming, recorded the highest temperature each day for one school week. Table 1 shows the high temperature in degrees Fahrenheit for each day.

 

Drag each day’s bar to the correct height so the graph shows that day’s high temperature.

Table 1. Casper Daily High Temperatures

DayHigh temperature (°F)
Monday55
Tuesday60
Wednesday45
Thursday50
Friday65
", "prompt_plain": "A weather club in Casper, Wyoming, recorded the highest temperature each day for one school week. Table 1 shows the high temperature in degrees Fahrenheit for each day. Drag each day’s bar to the correct height so the graph shows that day’s high temperature. Table 1. Casper Daily High Temperatures Day High temperature (°F) Monday 55 Tuesday 60 Wednesday 45 Thursday 50 Friday 65", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Monday\",\"y\":55},{\"x\":\"Tuesday\",\"y\":60},{\"x\":\"Wednesday\",\"y\":45},{\"x\":\"Thursday\",\"y\":50},{\"x\":\"Friday\",\"y\":65}]" ] }, "n_options": 0 }, { "n": 36, "item_id": "_6fab9223-c5d2-4dcc-8267-0e9d60bee7aa", "type": "choice", "title": "Zebras in a Herd", "standards": [ "3-LS2-1" ], "prompt_html": "

Zebras often live together in large groups called herds. A herd can include many zebras of all ages.

\"A

Which statement best explains how living in a herd helps a zebra survive?

", "prompt_plain": "Zebras often live together in large groups called herds. A herd can include many zebras of all ages. Which statement best explains how living in a herd helps a zebra survive?", "context_html": "", "options": [ { "id": "cA1", "text": "Living in a herd lets each zebra run faster than it could by itself.", "plain": "Living in a herd lets each zebra run faster than it could by itself.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Being in a herd slowly changes each zebra’s stripes so it can hide from danger.", "plain": "Being in a herd slowly changes each zebra’s stripes so it can hide from danger.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Zebras in a herd each need much less food and water than a lone zebra.", "plain": "Zebras in a herd each need much less food and water than a lone zebra.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Adult zebras in a herd work together to protect their young from predators.", "plain": "Adult zebras in a herd work together to protect their young from predators.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-35/images/slot36.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 } ] }, { "form": "G3.36", "grade": "G3", "title": "Alpha Standardized Science G3.36", "test_id": "_test-0ecd00e9-b842-4832-a0de-dbc506eff1de", "n_items": 36, "n_stimuli": 8, "stimuli": { "_1ca6f833-2994-4077-b624-d14a9761872d": { "title": "Crescent Playa Dry-Down", "html": "

Crescent Playa Dry-Down

Crescent Playa is a shallow desert lake. It fills with fresh rain water in wet years. In a two-year dry spell the playa shrank, and the little water left behind turned very salty. Tadpole shrimp live only in fresh rain pools. Shorebirds wade in shallow water. Brine shrimp can live in very salty water. Scientists counted the animals each year.

Table 1. Animal Counts at Crescent Playa

AnimalYear 1 (wet)Year 2 (dry)
Tadpole shrimp805
Shorebirds3512
Brine shrimp1560
" }, "_052af8bf-a813-4456-9877-289c3366f28a": { "title": "Festival Hay-Wagon", "html": "

Festival Hay-Wagon

At a harvest festival, volunteers move a hay-wagon along a flat, straight path. One team stands at the front hitch and pulls toward the barn. Another team stands at the back tailgate. They pull the other way, toward the hayfield. Figure 1 shows an arrow for each team. A longer arrow means that team pulls harder.

Figure 1

\"A
" }, "_d564c345-6e4e-48ec-b03b-9144df777ab9": { "title": "Hurricane Watch at Pelican Shores", "html": "

Hurricane Watch at Pelican Shores

Pelican Shores is a small coastal town. Weather reports say a hurricane may reach the coast this week. The town looked at how much each get-ready action lowered the number of homes damaged in past storms. The town also tested a new storm-warning system in a practice drill.

Table 1. Homes Damaged in Past Storms

Get-ready actionHomes damaged without the actionHomes damaged with the action
Cover windows with boards308
Fill sandbags at the doors256
Plant new street trees2018
Repaint the town signs1616
Clear the roof gutters1413
" }, "_cd2201b6-d404-4811-b49c-b2dcbd41bae4": { "title": "The Orchard Comes Down", "html": "

The Orchard Comes Down

An old apple orchard was cut down to build a warehouse. Where the trees once stood, the land is now open ground covered with weeds and wildflowers. There are no tree holes left, and there is almost no shade. A wildlife office made a card showing what three animals need to live and how far each one can move.

Table 1. What Each Animal Needs and How Far It Can Move

AnimalWhat it needs to liveHow far it can move
BluebirdTree holes for nesting; open space to catch insectsFlies long distances to new places
Box turtleShady ground and damp leaves to hide underMoves slowly; cannot travel far
Mason beeWildflowers for food; hollow plant stems for nestingFlies only short distances
" }, "_f80025f7-a4f4-4254-865e-ab48560ed021": { "title": "Ranch Dog Traits Chart", "html": "

Ranch Dog Traits Chart

A family raises working dogs on a ranch. Two parent dogs had three pups. A ranch helper watched the dogs for one month. The helper wrote down traits of the two parents and the three pups. Table 1 shows the coat color and ear shape of each dog.

Table 1. Traits of the Parents and Pups

DogCoat colorEar shape
FatherBrownPointed
MotherBrownPointed
Pup 1BrownPointed
Pup 2BrownFloppy
Pup 3BrownPointed
" }, "_8bf6d2d9-d842-41e7-ac1f-41a68cb8e388": { "title": "Reading Patio Windbreak", "html": "

Reading Patio Windbreak

Students read outdoors on the school patio. Strong gusts of wind blow their papers around and make reading hard. The school plans a windbreak screen to block some of the wind. Students fair-test two fabrics for the screen. They measure how much each fabric cuts the gust. They also measure how much it sags after rain. Table 1 shows what they found.

\"Students

Table 1. Two-Fabric Fair-Test

MeasureMesh panelCanvas panel
Gust cut at reading height18 km/h20 km/h
Sag after rain2 cm7 cm
" }, "_dcf5d25d-e244-4586-bf30-efd307f9e173": { "title": "Marrakesh Travel Brochure", "html": "

Marrakesh Travel Brochure

Welcome to Marrakesh, Morocco!

Summers here are usually hot and dry.

Most of the year’s rain falls in the winter months.

The sky is sunny on most days, all year long.

Pack for warm weather in almost every month.

" }, "_cf9d3d03-841f-4dae-8ccf-bbedfa70c838": { "title": "The Orchard Comes Down", "html": "

The Orchard Comes Down

An old apple orchard was cut down to build a warehouse. Where the trees once stood, the land is now open ground covered with weeds and wildflowers. There are no tree holes left, and there is almost no shade. A wildlife office made a card showing what three animals need to live and how far each one can move.

Table 1. What Each Animal Needs and How Far It Can Move

AnimalWhat it needs to liveHow far it can move
BluebirdTree holes for nesting; open space to catch insectsFlies long distances to new places
Box turtleShady ground and damp leaves to hide underMoves slowly; cannot travel far
Mason beeWildflowers for food; hollow plant stems for nestingFlies only short distances
" } }, "questions": [ { "n": 1, "item_id": "_15db3784-acbe-4cd7-a496-b83ef5fed1ae", "type": "choice", "title": "Festival Hay-Wagon Pull", "standards": [ "3-PS2-1" ], "prompt_html": "

Look at Figure 1. One team pulls the hay-wagon toward the barn, and another team pulls it toward the hayfield. The teams keep pulling and do not change how hard they pull.

Which way will the hay-wagon most likely move?

", "prompt_plain": "Look at Figure 1. One team pulls the hay-wagon toward the barn, and another team pulls it toward the hayfield. The teams keep pulling and do not change how hard they pull. Which way will the hay-wagon most likely move?", "context_html": "", "options": [ { "id": "cA1", "text": "It moves toward the hayfield, where the pull is stronger.", "plain": "It moves toward the hayfield, where the pull is stronger.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It moves toward the barn, where the pull is stronger.", "plain": "It moves toward the barn, where the pull is stronger.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "It stays still, because the two teams pull it evenly.", "plain": "It stays still, because the two teams pull it evenly.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It spins in a circle midway between the two teams.", "plain": "It spins in a circle midway between the two teams.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_052af8bf-a813-4456-9877-289c3366f28a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Festival Hay-Wagon

At a harvest festival, volunteers move a hay-wagon along a flat, straight path. One team stands at the front hitch and pulls toward the barn. Another team stands at the back tailgate. They pull the other way, toward the hayfield. Figure 1 shows an arrow for each team. A longer arrow means that team pulls harder.

Figure 1

\"A
", "passage_plain": "Festival Hay-Wagon At a harvest festival, volunteers move a hay-wagon along a flat, straight path. One team stands at the front hitch and pulls toward the barn. Another team stands at the back tailgate. They pull the other way, toward the hayfield. Figure 1 shows an arrow for each team. A longer arrow means that team pulls harder. Figure 1" }, { "n": 2, "item_id": "_8ea7876c-67f3-48ce-9061-85596d9c41cc", "type": "choice", "title": "Festival Hay-Wagon Forces", "standards": [ "3-PS2-1" ], "prompt_html": "

Look at Figure 1 again. Some students make claims about the two pulls on the hay-wagon.

Which claim about the forces is best supported by the arrows in the diagram?

", "prompt_plain": "Look at Figure 1 again. Some students make claims about the two pulls on the hay-wagon. Which claim about the forces is best supported by the arrows in the diagram?", "context_html": "", "options": [ { "id": "cA1", "text": "The two pulls are equal, so the forces on the wagon are balanced.", "plain": "The two pulls are equal, so the forces on the wagon are balanced.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The hayfield pull is the larger force, so the leftover force points to the field.", "plain": "The hayfield pull is the larger force, so the leftover force points to the field.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The barn pull is the larger force, so the leftover force points to the barn.", "plain": "The barn pull is the larger force, so the leftover force points to the barn.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Because two teams pull at once, the forces cancel and nothing is left.", "plain": "Because two teams pull at once, the forces cancel and nothing is left.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_052af8bf-a813-4456-9877-289c3366f28a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Festival Hay-Wagon

At a harvest festival, volunteers move a hay-wagon along a flat, straight path. One team stands at the front hitch and pulls toward the barn. Another team stands at the back tailgate. They pull the other way, toward the hayfield. Figure 1 shows an arrow for each team. A longer arrow means that team pulls harder.

Figure 1

\"A
", "passage_plain": "Festival Hay-Wagon At a harvest festival, volunteers move a hay-wagon along a flat, straight path. One team stands at the front hitch and pulls toward the barn. Another team stands at the back tailgate. They pull the other way, toward the hayfield. Figure 1 shows an arrow for each team. A longer arrow means that team pulls harder. Figure 1" }, { "n": 3, "item_id": "_359027cc-4694-490a-954d-184592f63849", "type": "choice", "title": "Merry-Go-Round Turns", "standards": [ "3-PS2-2" ], "prompt_html": "

Some children push a playground merry-go-round a few times, then stop pushing. After they stop, it keeps turning in the same circle, but each full turn is a little slower than the turn before. Figure 1 shows the turns getting slower.

\"A

If nothing else touches it, what will the merry-go-round most likely do next?

", "prompt_plain": "Some children push a playground merry-go-round a few times, then stop pushing. After they stop, it keeps turning in the same circle, but each full turn is a little slower than the turn before. Figure 1 shows the turns getting slower. If nothing else touches it, what will the merry-go-round most likely do next?", "context_html": "", "options": [ { "id": "cA1", "text": "Keep turning in the same circle, slowing until it stops.", "plain": "Keep turning in the same circle, slowing until it stops.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Keep turning in the same circle at a steady, even speed.", "plain": "Keep turning in the same circle at a steady, even speed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Speed up again and turn faster with each new turn.", "plain": "Speed up again and turn faster with each new turn.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Come to a full stop the instant the pushing ended.", "plain": "Come to a full stop the instant the pushing ended.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-36/images/slot03.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 4, "item_id": "_b6dba201-650d-4ce1-b4f9-f68255e8bbec", "type": "choice", "title": "Wave Set Arrival Times", "standards": [ "3-PS2-2" ], "prompt_html": "

A wave machine at a water park turns on, and a lifeguard writes down the time each wave set reaches the pool edge. Table 1 shows the times for the first three sets.

Table 1. Wave Set Arrival Times

Wave setTime it reached the edge
Set 140 seconds
Set 280 seconds
Set 3120 seconds

Choose the TWO statements that the pattern in Table 1 best supports.

", "prompt_plain": "A wave machine at a water park turns on, and a lifeguard writes down the time each wave set reaches the pool edge. Table 1 shows the times for the first three sets. Table 1. Wave Set Arrival Times Wave set Time it reached the edge Set 1 40 seconds Set 2 80 seconds Set 3 120 seconds Choose the TWO statements that the pattern in Table 1 best supports.", "context_html": "", "options": [ { "id": "cA1", "text": "A new wave set reaches the edge about 40 seconds later.", "plain": "A new wave set reaches the edge about 40 seconds later.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The wait between wave sets grows longer after each new set.", "plain": "The wait between wave sets grows longer after each new set.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The next set will most likely reach the edge near 160 seconds.", "plain": "The next set will most likely reach the edge near 160 seconds.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The wave sets will stop coming after the third set arrives.", "plain": "The wave sets will stop coming after the third set arrives.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Each set reaches the edge at a time no one can predict.", "plain": "Each set reaches the edge at a time no one can predict.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 5, "item_id": "_bef42416-0fbb-467a-b7de-5a27722a5924", "type": "choice", "title": "Cabinet Door Magnet Test", "standards": [ "3-PS2-3" ], "prompt_html": "

In a kitchen, some cabinet doors are made of steel and some are made of wood. A child presses the same refrigerator magnet on each door. The magnet sticks to every steel door but slides off every wooden door. Figure 1 shows the test.

\"Four

Which statement best explains why the magnet sticks only to the steel doors?

", "prompt_plain": "In a kitchen, some cabinet doors are made of steel and some are made of wood. A child presses the same refrigerator magnet on each door. The magnet sticks to every steel door but slides off every wooden door. Figure 1 shows the test. Which statement best explains why the magnet sticks only to the steel doors?", "context_html": "", "options": [ { "id": "cA1", "text": "The steel doors are a brighter, shinier color than the wooden doors.", "plain": "The steel doors are a brighter, shinier color than the wooden doors.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The steel doors are heavier and thicker than the wooden doors.", "plain": "The steel doors are heavier and thicker than the wooden doors.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The steel doors feel smoother, so the magnet can grip them better.", "plain": "The steel doors feel smoother, so the magnet can grip them better.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The steel doors are made of a magnetic material, so the magnet is attracted.", "plain": "The steel doors are made of a magnetic material, so the magnet is attracted.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-36/images/slot05.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_614f93a1-9149-4215-863b-0c5aed908785", "type": "gap-match", "title": "Magnet Distance Pull Test", "standards": [ "3-PS2-3" ], "prompt_html": "

A student tests how a magnet pulls on a steel paperclip from different distances. She writes down what she did in each test.

 

Drag one card into the box beside each test to show whether it makes the magnet’s pull on the paperclip stronger or weaker. You may use a card more than once.

", "prompt_plain": "A student tests how a magnet pulls on a steel paperclip from different distances. She writes down what she did in each test. Drag one card into the box beside each test to show whether it makes the magnet’s pull on the paperclip stronger or weaker. You may use a card more than once.", "context_html": "", "options": [ { "id": "d-stronger", "text": "Stronger pull", "plain": "Stronger pull", "correct": false, "kind": "gap-token" }, { "id": "d-weaker", "text": "Weaker pull", "plain": "Weaker pull", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "d-stronger g1", "d-weaker g2", "d-stronger g3", "d-weaker g4" ] }, "n_options": 2 }, { "n": 7, "item_id": "_a40d55fe-7861-4014-940c-b435d9188168", "type": "choice", "title": "Camper-Van Clip Test", "standards": [ "3-PS2-4" ], "prompt_html": "

A family wants a window curtain for their camper van that is held up by magnet clips. The curtain must meet two criteria: it must stay closed all night, and a camper must be able to slide it open with one hand. The family tests four clips. Table 1 shows how each clip did.

Table 1. Camper-Van Clip Test

ClipStayed closed all night?Opens with one hand?
Clip 1NoYes
Clip 2YesYes
Clip 3YesNo
Clip 4NoNo

Which clip best meets both criteria?

", "prompt_plain": "A family wants a window curtain for their camper van that is held up by magnet clips. The curtain must meet two criteria: it must stay closed all night, and a camper must be able to slide it open with one hand. The family tests four clips. Table 1 shows how each clip did. Table 1. Camper-Van Clip Test Clip Stayed closed all night? Opens with one hand? Clip 1 No Yes Clip 2 Yes Yes Clip 3 Yes No Clip 4 No No Which clip best meets both criteria?", "context_html": "", "options": [ { "id": "cA1", "text": "Clip 1", "plain": "Clip 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Clip 2", "plain": "Clip 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Clip 3", "plain": "Clip 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Clip 4", "plain": "Clip 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_e511668e-f387-4bc5-b510-aec5ac4fc3a2", "type": "choice", "title": "Curtain Hold Evidence", "standards": [ "3-PS2-4" ], "prompt_html": "

Engineers test one magnet clip to see if it meets the hold criterion: the clip must keep a camper-van curtain closed. Table 1 shows what the curtain did in five tests.

Table 1. Curtain Hold Tests

TestWhat the curtain did
Test 1Stayed closed through a calm night
Test 2Stayed closed even when the van door slammed
Test 3Slipped open when a camper brushed past it
Test 4Came off easily with one gentle pull
Test 5Left a faint mark on the window frame

Choose the TWO results that are the best evidence that the clip meets the hold criterion.

", "prompt_plain": "Engineers test one magnet clip to see if it meets the hold criterion: the clip must keep a camper-van curtain closed. Table 1 shows what the curtain did in five tests. Table 1. Curtain Hold Tests Test What the curtain did Test 1 Stayed closed through a calm night Test 2 Stayed closed even when the van door slammed Test 3 Slipped open when a camper brushed past it Test 4 Came off easily with one gentle pull Test 5 Left a faint mark on the window frame Choose the TWO results that are the best evidence that the clip meets the hold criterion.", "context_html": "", "options": [ { "id": "cA1", "text": "Test 1: the curtain stayed closed through a calm night.", "plain": "Test 1: the curtain stayed closed through a calm night.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Test 2: the curtain stayed closed even when the van door slammed.", "plain": "Test 2: the curtain stayed closed even when the van door slammed.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Test 3: the curtain slipped open when a camper brushed past it.", "plain": "Test 3: the curtain slipped open when a camper brushed past it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Test 4: the curtain came off easily with one gentle pull.", "plain": "Test 4: the curtain came off easily with one gentle pull.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Test 5: the clip left a faint mark on the window frame.", "plain": "Test 5: the clip left a faint mark on the window frame.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 9, "item_id": "_03403f2d-a556-469c-afb0-2200d0609c3c", "type": "choice", "title": "Reading Patio Design Problem", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The school wants to fix the problem shown on the reading patio.

Which sentence best states the design problem the school needs to solve?

", "prompt_plain": "The school wants to fix the problem shown on the reading patio. Which sentence best states the design problem the school needs to solve?", "context_html": "", "options": [ { "id": "cA1", "text": "Build a screen that blocks enough wind for reading on the patio.", "plain": "Build a screen that blocks enough wind for reading on the patio.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Decide which fabric color looks nicest along the edge of the patio.", "plain": "Decide which fabric color looks nicest along the edge of the patio.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Find out what makes the wind blow across the school patio.", "plain": "Find out what makes the wind blow across the school patio.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Choose the mesh fabric because it is the strongest windbreak screen.", "plain": "Choose the mesh fabric because it is the strongest windbreak screen.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8bf6d2d9-d842-41e7-ac1f-41a68cb8e388" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Reading Patio Windbreak

Students read outdoors on the school patio. Strong gusts of wind blow their papers around and make reading hard. The school plans a windbreak screen to block some of the wind. Students fair-test two fabrics for the screen. They measure how much each fabric cuts the gust. They also measure how much it sags after rain. Table 1 shows what they found.

\"Students

Table 1. Two-Fabric Fair-Test

MeasureMesh panelCanvas panel
Gust cut at reading height18 km/h20 km/h
Sag after rain2 cm7 cm
", "passage_plain": "Reading Patio Windbreak Students read outdoors on the school patio. Strong gusts of wind blow their papers around and make reading hard. The school plans a windbreak screen to block some of the wind. Students fair-test two fabrics for the screen. They measure how much each fabric cuts the gust. They also measure how much it sags after rain. Table 1 shows what they found. Table 1. Two-Fabric Fair-Test Measure Mesh panel Canvas panel Gust cut at reading height 18 km/h 20 km/h Sag after rain 2 cm 7 cm" }, { "n": 10, "item_id": "_565eda9e-29a4-48ff-84cf-6357dfd61ecf", "type": "choice", "title": "Reading Patio Windbreak Part A", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part A

A good windbreak screen must cut the gust at reading height by at least 15 km/h and must sag no more than 4 cm after it rains. Look at Table 1.

Which fabric best meets both of these rules?

", "prompt_plain": "Part A A good windbreak screen must cut the gust at reading height by at least 15 km/h and must sag no more than 4 cm after it rains. Look at Table 1. Which fabric best meets both of these rules?", "context_html": "", "options": [ { "id": "cA1", "text": "The canvas panel, because it cuts the most wind away.", "plain": "The canvas panel, because it cuts the most wind away.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both panels meet the two rules about equally well here.", "plain": "Both panels meet the two rules about equally well here.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The mesh panel, because it cuts enough wind and sags little.", "plain": "The mesh panel, because it cuts enough wind and sags little.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Neither panel is able to meet both of the rules.", "plain": "Neither panel is able to meet both of the rules.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8bf6d2d9-d842-41e7-ac1f-41a68cb8e388" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Reading Patio Windbreak

Students read outdoors on the school patio. Strong gusts of wind blow their papers around and make reading hard. The school plans a windbreak screen to block some of the wind. Students fair-test two fabrics for the screen. They measure how much each fabric cuts the gust. They also measure how much it sags after rain. Table 1 shows what they found.

\"Students

Table 1. Two-Fabric Fair-Test

MeasureMesh panelCanvas panel
Gust cut at reading height18 km/h20 km/h
Sag after rain2 cm7 cm
", "passage_plain": "Reading Patio Windbreak Students read outdoors on the school patio. Strong gusts of wind blow their papers around and make reading hard. The school plans a windbreak screen to block some of the wind. Students fair-test two fabrics for the screen. They measure how much each fabric cuts the gust. They also measure how much it sags after rain. Table 1 shows what they found. Table 1. Two-Fabric Fair-Test Measure Mesh panel Canvas panel Gust cut at reading height 18 km/h 20 km/h Sag after rain 2 cm 7 cm" }, { "n": 11, "item_id": "_79d4812b-b3c6-4da0-8b16-e2e2a8fa96a9", "type": "choice", "title": "Windbreak Fabric Part B", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part B

Table 1. Two-Fabric Fair-Test

MeasureMesh panelCanvas panel
Gust cut at reading height18 km/h20 km/h
Sag after rain2 cm7 cm

Which evidence from the fair-test table best supports the answer in Part A?

", "prompt_plain": "Part B Table 1. Two-Fabric Fair-Test Measure Mesh panel Canvas panel Gust cut at reading height 18 km/h 20 km/h Sag after rain 2 cm 7 cm Which evidence from the fair-test table best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "After rain, the mesh panel sagged 2 cm and the canvas panel sagged 7 cm.", "plain": "After rain, the mesh panel sagged 2 cm and the canvas panel sagged 7 cm.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "At reading height, the canvas panel cut the wind gust more than the mesh panel.", "plain": "At reading height, the canvas panel cut the wind gust more than the mesh panel.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both panels were tested on the same patio on the same stormy day.", "plain": "Both panels were tested on the same patio on the same stormy day.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "At reading height, the mesh panel cut the wind gust by 18 km/h.", "plain": "At reading height, the mesh panel cut the wind gust by 18 km/h.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_46796e72-bf21-40d6-a2ed-ee2c2362f41f", "type": "choice", "title": "Which Thing Is Living", "standards": [ "3-LS1-1" ], "prompt_html": "

A picture shows four things: a seed, a rock, falling rain, and a cloud.

\"Four

Which one of these is a living thing?

", "prompt_plain": "A picture shows four things: a seed, a rock, falling rain, and a cloud. Which one of these is a living thing?", "context_html": "", "options": [ { "id": "cA1", "text": "The rock, because it has been there a long time.", "plain": "The rock, because it has been there a long time.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The rain, because it moves quickly as it falls down.", "plain": "The rain, because it moves quickly as it falls down.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The seed, because it can grow into a new plant.", "plain": "The seed, because it can grow into a new plant.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The cloud, because it slowly moves and changes shape.", "plain": "The cloud, because it slowly moves and changes shape.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-36/images/slot12.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_4d35226e-814e-4815-a88f-e24ee0b48fe4", "type": "order", "title": "Painted Lady Life Cycle", "standards": [ "3-LS1-1" ], "prompt_html": "

The painted lady is a kind of butterfly. The four cards describe four stages in its life cycle.

 

Drag the cards into the boxes to put the painted lady’s life cycle in order from first to last.

", "prompt_plain": "The painted lady is a kind of butterfly. The four cards describe four stages in its life cycle. Drag the cards into the boxes to put the painted lady’s life cycle in order from first to last.", "context_html": "", "options": [ { "id": "cA1", "text": "Chrysalis hanging from a stem", "plain": "Chrysalis hanging from a stem", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Adult butterfly with wings", "plain": "Adult butterfly with wings", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Tiny egg on a leaf", "plain": "Tiny egg on a leaf", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Caterpillar that eats leaves", "plain": "Caterpillar that eats leaves", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cC1", "cD1", "cA1", "cB1" ] }, "n_options": 4 }, { "n": 14, "item_id": "_44c5b8e5-1f8b-4ef5-a184-52faa5459f13", "type": "gap-match", "title": "Ranch Dog Traits", "standards": [ "3-LS3-1" ], "prompt_html": "

The ranch dogs have inherited traits and acquired traits. An inherited trait is passed from parents to pups. An acquired trait is gained during a dog’s life.

 

Drag one card into each row to show whether the trait is inherited or acquired. You may use a card more than once.

", "prompt_plain": "The ranch dogs have inherited traits and acquired traits. An inherited trait is passed from parents to pups. An acquired trait is gained during a dog’s life. Drag one card into each row to show whether the trait is inherited or acquired. You may use a card more than once.", "context_html": "", "options": [ { "id": "tacq1", "text": "Acquired", "plain": "Acquired", "correct": false, "kind": "gap-token" }, { "id": "tinh1", "text": "Inherited", "plain": "Inherited", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_f80025f7-a4f4-4254-865e-ab48560ed021" ], "key_letters": "", "key_values": { "RESPONSE": [ "tinh1 g1", "tinh1 g2", "tacq1 g3", "tacq1 g4" ] }, "n_options": 2, "passage_html": "

Ranch Dog Traits Chart

A family raises working dogs on a ranch. Two parent dogs had three pups. A ranch helper watched the dogs for one month. The helper wrote down traits of the two parents and the three pups. Table 1 shows the coat color and ear shape of each dog.

Table 1. Traits of the Parents and Pups

DogCoat colorEar shape
FatherBrownPointed
MotherBrownPointed
Pup 1BrownPointed
Pup 2BrownFloppy
Pup 3BrownPointed
", "passage_plain": "Ranch Dog Traits Chart A family raises working dogs on a ranch. Two parent dogs had three pups. A ranch helper watched the dogs for one month. The helper wrote down traits of the two parents and the three pups. Table 1 shows the coat color and ear shape of each dog. Table 1. Traits of the Parents and Pups Dog Coat color Ear shape Father Brown Pointed Mother Brown Pointed Pup 1 Brown Pointed Pup 2 Brown Floppy Pup 3 Brown Pointed" }, { "n": 15, "item_id": "_4517e257-a3b4-40c4-9f21-411e5293f4b8", "type": "choice", "title": "Ranch Dog Trait Data", "standards": [ "3-LS3-1" ], "prompt_html": "

Look at Table 1. Which claim about the pups’ traits do the data best support?

", "prompt_plain": "Look at Table 1. Which claim about the pups’ traits do the data best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The pups’ ears show that they did not get traits from their parents.", "plain": "The pups’ ears show that they did not get traits from their parents.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each pup is an exact copy of both of its two parents.", "plain": "Each pup is an exact copy of both of its two parents.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The pups got their brown coats from the food on the ranch.", "plain": "The pups got their brown coats from the food on the ranch.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pups got their brown coat color from both of their parents.", "plain": "The pups got their brown coat color from both of their parents.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f80025f7-a4f4-4254-865e-ab48560ed021" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Ranch Dog Traits Chart

A family raises working dogs on a ranch. Two parent dogs had three pups. A ranch helper watched the dogs for one month. The helper wrote down traits of the two parents and the three pups. Table 1 shows the coat color and ear shape of each dog.

Table 1. Traits of the Parents and Pups

DogCoat colorEar shape
FatherBrownPointed
MotherBrownPointed
Pup 1BrownPointed
Pup 2BrownFloppy
Pup 3BrownPointed
", "passage_plain": "Ranch Dog Traits Chart A family raises working dogs on a ranch. Two parent dogs had three pups. A ranch helper watched the dogs for one month. The helper wrote down traits of the two parents and the three pups. Table 1 shows the coat color and ear shape of each dog. Table 1. Traits of the Parents and Pups Dog Coat color Ear shape Father Brown Pointed Mother Brown Pointed Pup 1 Brown Pointed Pup 2 Brown Floppy Pup 3 Brown Pointed" }, { "n": 16, "item_id": "_f7590bfa-87cd-4139-bf74-56060681064a", "type": "choice", "title": "Sea Otter Thick Fur", "standards": [ "3-LS4-2" ], "prompt_html": "

Sea otters live and swim in cold ocean water. A sea otter has very thick fur.

\"A

How does the sea otter’s thick fur best help it survive in the cold water?

", "prompt_plain": "Sea otters live and swim in cold ocean water. A sea otter has very thick fur. How does the sea otter’s thick fur best help it survive in the cold water?", "context_html": "", "options": [ { "id": "cA1", "text": "The thick fur helps the sea otter swim faster to catch fish.", "plain": "The thick fur helps the sea otter swim faster to catch fish.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The thick fur keeps the sea otter’s body heat from escaping.", "plain": "The thick fur keeps the sea otter’s body heat from escaping.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The thick fur softens bumps when the otter rubs against sharp rocks.", "plain": "The thick fur softens bumps when the otter rubs against sharp rocks.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The thick fur helps the sea otter hide from animals in water.", "plain": "The thick fur helps the sea otter hide from animals in water.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-36/images/slot16.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_d3423b56-cbe2-4941-96fd-e1ec652b862a", "type": "hottext", "title": "Desert Bighorn Horns", "standards": [ "3-LS4-2" ], "prompt_html": "

A scientist watched a herd of desert bighorn sheep and wrote a field report. The report tests this claim: rams with larger horns win more contests over the top ledges.

Read the report. Select the TWO sentences that give evidence for the claim.

\"A

", "prompt_plain": "A scientist watched a herd of desert bighorn sheep and wrote a field report. The report tests this claim: rams with larger horns win more contests over the top ledges. Read the report. Select the TWO sentences that give evidence for the claim.", "context_html": "", "options": [ { "id": "hA1", "text": "The bighorn sheep live on steep, rocky desert mountains far from any town.", "plain": "The bighorn sheep live on steep, rocky desert mountains far from any town.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Rams with the largest horns won most contests on the narrow ledges.", "plain": "Rams with the largest horns won most contests on the narrow ledges.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "The rams grow a little more horn each year of their lives.", "plain": "The rams grow a little more horn each year of their lives.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "The ram with the smallest horns lost its ledge contests again and again.", "plain": "The ram with the smallest horns lost its ledge contests again and again.", "correct": true, "kind": "hottext" }, { "id": "hE1", "text": "After the contests, each ram drinks at the spring down in the canyon.", "plain": "After the contests, each ram drinks at the spring down in the canyon.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-36/images/slot17.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB1", "hD1" ] }, "n_options": 5 }, { "n": 18, "item_id": "_ac7cb557-1373-4003-9c05-6be1471fc41a", "type": "choice", "title": "Tomato Plant Traits", "standards": [ "3-LS3-2" ], "prompt_html": "

A gardener grows tomato plants. Four features of one tomato plant are listed in the choices.

\"A

Which feature is least likely to be inherited from the parent plants?

", "prompt_plain": "A gardener grows tomato plants. Four features of one tomato plant are listed in the choices. Which feature is least likely to be inherited from the parent plants?", "context_html": "", "options": [ { "id": "cA1", "text": "The shape of its green leaves", "plain": "The shape of its green leaves", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The color of its ripe tomatoes", "plain": "The color of its ripe tomatoes", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The chew marks on its leaves", "plain": "The chew marks on its leaves", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The color of its yellow flowers", "plain": "The color of its yellow flowers", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-36/images/slot18.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 19, "item_id": "_20152340-9903-46fe-82be-a82edd3698a7", "type": "text-entry", "title": "Fish School Survival", "standards": [ "3-LS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Many small fish swim together in a group called a school. A scientist watched a big hunter fish chase two schools of the same kind of fish. The scientist counted how many fish from each school lived through the hunt. Table 1 shows the counts.

Table 1. Fish That Lived Through the Hunt

Fish schoolNumber of fish that lived
Small school9
Large school24

How many more fish lived through the hunt in the large school than in the small school?

Give your answer as a whole number (e.g., 6).

Answer:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "15" ] }, "n_options": 0 }, { "n": 20, "item_id": "_4c4930c9-e664-4b46-b3da-d88bead05896", "type": "choice", "title": "Fossil Shark Tooth", "standards": [ "3-LS4-1" ], "prompt_html": "

Divers find a shark tooth that has turned to stone. It was buried deep in the ground for a very long time.

\"A

Which statement best explains how this shark tooth became a fossil?

", "prompt_plain": "Divers find a shark tooth that has turned to stone. It was buried deep in the ground for a very long time. Which statement best explains how this shark tooth became a fossil?", "context_html": "", "options": [ { "id": "cA1", "text": "The buried tooth slowly turned into a fossil over a long time.", "plain": "The buried tooth slowly turned into a fossil over a long time.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A shark living today lost the tooth just a few days ago.", "plain": "A shark living today lost the tooth just a few days ago.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The tooth grew on its own deep down in the ground.", "plain": "The tooth grew on its own deep down in the ground.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Fast-moving water quickly carved the tooth shape into a plain stone.", "plain": "Fast-moving water quickly carved the tooth shape into a plain stone.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-36/images/slot20.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 21, "item_id": "_7ff8b100-60fb-4d1d-800d-170db601ac1a", "type": "choice", "title": "Playa Dry-Down Claim (Part A)", "standards": [ "3-LS4-4" ], "prompt_html": "

Part A

Look at Table 1.

Which claim about how the dry spell changed the playa community do the data best support?

", "prompt_plain": "Part A Look at Table 1. Which claim about how the dry spell changed the playa community do the data best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The dry spell helped every kind of animal in the playa.", "plain": "The dry spell helped every kind of animal in the playa.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The dry spell helped brine shrimp but hurt tadpole shrimp and birds.", "plain": "The dry spell helped brine shrimp but hurt tadpole shrimp and birds.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The dry spell hurt every kind of animal in the playa.", "plain": "The dry spell hurt every kind of animal in the playa.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The dry spell changed the water but not the animals there.", "plain": "The dry spell changed the water but not the animals there.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1ca6f833-2994-4077-b624-d14a9761872d" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Crescent Playa Dry-Down

Crescent Playa is a shallow desert lake. It fills with fresh rain water in wet years. In a two-year dry spell the playa shrank, and the little water left behind turned very salty. Tadpole shrimp live only in fresh rain pools. Shorebirds wade in shallow water. Brine shrimp can live in very salty water. Scientists counted the animals each year.

Table 1. Animal Counts at Crescent Playa

AnimalYear 1 (wet)Year 2 (dry)
Tadpole shrimp805
Shorebirds3512
Brine shrimp1560
", "passage_plain": "Crescent Playa Dry-Down Crescent Playa is a shallow desert lake. It fills with fresh rain water in wet years. In a two-year dry spell the playa shrank, and the little water left behind turned very salty. Tadpole shrimp live only in fresh rain pools. Shorebirds wade in shallow water. Brine shrimp can live in very salty water. Scientists counted the animals each year. Table 1. Animal Counts at Crescent Playa Animal Year 1 (wet) Year 2 (dry) Tadpole shrimp 80 5 Shorebirds 35 12 Brine shrimp 15 60" }, { "n": 22, "item_id": "_a28664df-b1d0-4188-8dc2-9fb4fa3ea1dd", "type": "choice", "title": "Playa Dry-Down Plan (Part B)", "standards": [ "3-LS4-4" ], "prompt_html": "

Part B

A park ranger wants to help the most kinds of playa animals during dry years.

Which plan would best help the playa community?

", "prompt_plain": "Part B A park ranger wants to help the most kinds of playa animals during dry years. Which plan would best help the playa community?", "context_html": "", "options": [ { "id": "cA1", "text": "Add salt to the playa so even more brine shrimp live there.", "plain": "Add salt to the playa so even more brine shrimp live there.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Build a fence around the playa to keep the animals from leaving.", "plain": "Build a fence around the playa to keep the animals from leaving.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Move the shorebirds to a different lake far away from here.", "plain": "Move the shorebirds to a different lake far away from here.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Add fresh water to refill the playa pools during dry years.", "plain": "Add fresh water to refill the playa pools during dry years.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1ca6f833-2994-4077-b624-d14a9761872d" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Crescent Playa Dry-Down

Crescent Playa is a shallow desert lake. It fills with fresh rain water in wet years. In a two-year dry spell the playa shrank, and the little water left behind turned very salty. Tadpole shrimp live only in fresh rain pools. Shorebirds wade in shallow water. Brine shrimp can live in very salty water. Scientists counted the animals each year.

Table 1. Animal Counts at Crescent Playa

AnimalYear 1 (wet)Year 2 (dry)
Tadpole shrimp805
Shorebirds3512
Brine shrimp1560
", "passage_plain": "Crescent Playa Dry-Down Crescent Playa is a shallow desert lake. It fills with fresh rain water in wet years. In a two-year dry spell the playa shrank, and the little water left behind turned very salty. Tadpole shrimp live only in fresh rain pools. Shorebirds wade in shallow water. Brine shrimp can live in very salty water. Scientists counted the animals each year. Table 1. Animal Counts at Crescent Playa Animal Year 1 (wet) Year 2 (dry) Tadpole shrimp 80 5 Shorebirds 35 12 Brine shrimp 15 60" }, { "n": 23, "item_id": "_3fa35cde-7e40-4197-b018-957f55c7318f", "type": "choice", "title": "Marrakesh Brochure Climate (Part A)", "standards": [ "3-ESS2-2" ], "prompt_html": "

Part A

Read the brochure.

Does the brochure describe the weather or the climate of Marrakesh, and how do you know?

", "prompt_plain": "Part A Read the brochure. Does the brochure describe the weather or the climate of Marrakesh, and how do you know?", "context_html": "", "options": [ { "id": "cA1", "text": "The weather, because it tells how the sky looks on a single day.", "plain": "The weather, because it tells how the sky looks on a single day.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The weather, because it gives the temperature for one day of a trip.", "plain": "The weather, because it gives the temperature for one day of a trip.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The climate, because it tells the usual weather pattern over the whole year.", "plain": "The climate, because it tells the usual weather pattern over the whole year.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The climate, because it reports the rain that fell in Marrakesh yesterday.", "plain": "The climate, because it reports the rain that fell in Marrakesh yesterday.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dcf5d25d-e244-4586-bf30-efd307f9e173" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Marrakesh Travel Brochure

Welcome to Marrakesh, Morocco!

Summers here are usually hot and dry.

Most of the year’s rain falls in the winter months.

The sky is sunny on most days, all year long.

Pack for warm weather in almost every month.

", "passage_plain": "Marrakesh Travel Brochure Welcome to Marrakesh, Morocco! Summers here are usually hot and dry. Most of the year’s rain falls in the winter months. The sky is sunny on most days, all year long. Pack for warm weather in almost every month." }, { "n": 24, "item_id": "_1925a0db-60db-4f7a-8b5e-f83df6e0eb09", "type": "choice", "title": "Marrakesh Weather Sentence (Part B)", "standards": [ "3-ESS2-2" ], "prompt_html": "

Part B

The brochure describes the usual pattern over many years.

Which new sentence describes the weather in Marrakesh instead of the climate?

", "prompt_plain": "Part B The brochure describes the usual pattern over many years. Which new sentence describes the weather in Marrakesh instead of the climate?", "context_html": "", "options": [ { "id": "cA1", "text": "Rain is falling on the Marrakesh market right now.", "plain": "Rain is falling on the Marrakesh market right now.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Marrakesh summers are usually hot and dry every year.", "plain": "Marrakesh summers are usually hot and dry every year.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Most of the rain in Marrakesh falls during winter.", "plain": "Most of the rain in Marrakesh falls during winter.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Marrakesh skies are sunny on most days through the year.", "plain": "Marrakesh skies are sunny on most days through the year.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dcf5d25d-e244-4586-bf30-efd307f9e173" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Marrakesh Travel Brochure

Welcome to Marrakesh, Morocco!

Summers here are usually hot and dry.

Most of the year’s rain falls in the winter months.

The sky is sunny on most days, all year long.

Pack for warm weather in almost every month.

", "passage_plain": "Marrakesh Travel Brochure Welcome to Marrakesh, Morocco! Summers here are usually hot and dry. Most of the year’s rain falls in the winter months. The sky is sunny on most days, all year long. Pack for warm weather in almost every month." }, { "n": 25, "item_id": "_b8e64566-50b6-4d61-9cd3-ce2490fbeb02", "type": "portable-custom", "title": "Windy Days in Amarillo", "standards": [ "3-ESS2-1" ], "prompt_html": "

Windy Days in Amarillo

Table 1 shows the number of windy days each month in Amarillo, Texas, from March to June.

Table 1. Windy Days per Month, Amarillo, Texas

MonthWindy days
March20
April25
May15
June10

 

Use the grid to build a bar graph of the windy days. Make the height of each bar match the number of windy days for that month in Table 1.

", "prompt_plain": "Windy Days in Amarillo Table 1 shows the number of windy days each month in Amarillo, Texas, from March to June. Table 1. Windy Days per Month, Amarillo, Texas Month Windy days March 20 April 25 May 15 June 10 Use the grid to build a bar graph of the windy days. Make the height of each bar match the number of windy days for that month in Table 1.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\": \"March\", \"y\": 20}, {\"x\": \"April\", \"y\": 25}, {\"x\": \"May\", \"y\": 15}, {\"x\": \"June\", \"y\": 10}]" ] }, "n_options": 0 }, { "n": 26, "item_id": "_004ece9a-79a5-4235-b0ca-dc1ea6d1543a", "type": "choice", "title": "Rising Temperature Tables", "standards": [ "3-ESS2-1" ], "prompt_html": "

Four nature clubs wrote down the temperature on the same three days: in February, April, and June. The tables below show what each club wrote.

Table A

MonthTemperature (degrees)
February55
April55
June55

Table B

MonthTemperature (degrees)
February65
April50
June40

Table C

MonthTemperature (degrees)
February40
April55
June70

Table D

MonthTemperature (degrees)
February45
April65
June50

Which club’s table shows the temperature rising all the way from February to June?

", "prompt_plain": "Four nature clubs wrote down the temperature on the same three days: in February, April, and June. The tables below show what each club wrote. Table A Month Temperature (degrees) February 55 April 55 June 55 Table B Month Temperature (degrees) February 65 April 50 June 40 Table C Month Temperature (degrees) February 40 April 55 June 70 Table D Month Temperature (degrees) February 45 April 65 June 50 Which club’s table shows the temperature rising all the way from February to June?", "context_html": "", "options": [ { "id": "cA1", "text": "Table A", "plain": "Table A", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Table B", "plain": "Table B", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Table C", "plain": "Table C", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Table D", "plain": "Table D", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 27, "item_id": "_b5c0a0bb-2f95-4b1c-a157-b38b6b448f88", "type": "choice", "title": "Hurricane Prep Actions", "standards": [ "3-ESS3-1" ], "prompt_html": "

Look at Table 1.

The town wants to lower the number of homes damaged by the hurricane. Using Table 1, choose the TWO actions that lowered the number of damaged homes the most.

", "prompt_plain": "Look at Table 1. The town wants to lower the number of homes damaged by the hurricane. Using Table 1, choose the TWO actions that lowered the number of damaged homes the most.", "context_html": "", "options": [ { "id": "cA1", "text": "Cover windows with boards", "plain": "Cover windows with boards", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Fill sandbags at the doors", "plain": "Fill sandbags at the doors", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Plant new street trees", "plain": "Plant new street trees", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Repaint the town signs", "plain": "Repaint the town signs", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Clear the roof gutters", "plain": "Clear the roof gutters", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d564c345-6e4e-48ec-b03b-9144df777ab9" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

Hurricane Watch at Pelican Shores

Pelican Shores is a small coastal town. Weather reports say a hurricane may reach the coast this week. The town looked at how much each get-ready action lowered the number of homes damaged in past storms. The town also tested a new storm-warning system in a practice drill.

Table 1. Homes Damaged in Past Storms

Get-ready actionHomes damaged without the actionHomes damaged with the action
Cover windows with boards308
Fill sandbags at the doors256
Plant new street trees2018
Repaint the town signs1616
Clear the roof gutters1413
", "passage_plain": "Hurricane Watch at Pelican Shores Pelican Shores is a small coastal town. Weather reports say a hurricane may reach the coast this week. The town looked at how much each get-ready action lowered the number of homes damaged in past storms. The town also tested a new storm-warning system in a practice drill. Table 1. Homes Damaged in Past Storms Get-ready action Homes damaged without the action Homes damaged with the action Cover windows with boards 30 8 Fill sandbags at the doors 25 6 Plant new street trees 20 18 Repaint the town signs 16 16 Clear the roof gutters 14 13" }, { "n": 28, "item_id": "_8a50588a-e5ec-48d0-b20f-4b852a8f3700", "type": "hottext", "title": "Warning System Drill Evidence", "standards": [ "3-ESS3-1" ], "prompt_html": "

A town worker wrote a short report about the storm-warning-system drill at Pelican Shores.

Select the two sentences that give the best evidence that the warning system worked.

", "prompt_plain": "A town worker wrote a short report about the storm-warning-system drill at Pelican Shores. Select the two sentences that give the best evidence that the warning system worked.", "context_html": "", "options": [ { "id": "hH11", "text": "The new siren sounded 20 minutes before the test storm reached the town.", "plain": "The new siren sounded 20 minutes before the test storm reached the town.", "correct": true, "kind": "hottext" }, { "id": "hH21", "text": "Most families reached a safe shelter before the test storm arrived.", "plain": "Most families reached a safe shelter before the test storm arrived.", "correct": true, "kind": "hottext" }, { "id": "hH31", "text": "The drill took place on a warm, sunny afternoon.", "plain": "The drill took place on a warm, sunny afternoon.", "correct": false, "kind": "hottext" }, { "id": "hH41", "text": "The town’s new warning signs were painted a bright blue color.", "plain": "The town’s new warning signs were painted a bright blue color.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_d564c345-6e4e-48ec-b03b-9144df777ab9" ], "key_letters": "", "key_values": { "RESPONSE": [ "hH11", "hH21" ] }, "n_options": 4, "passage_html": "

Hurricane Watch at Pelican Shores

Pelican Shores is a small coastal town. Weather reports say a hurricane may reach the coast this week. The town looked at how much each get-ready action lowered the number of homes damaged in past storms. The town also tested a new storm-warning system in a practice drill.

Table 1. Homes Damaged in Past Storms

Get-ready actionHomes damaged without the actionHomes damaged with the action
Cover windows with boards308
Fill sandbags at the doors256
Plant new street trees2018
Repaint the town signs1616
Clear the roof gutters1413
", "passage_plain": "Hurricane Watch at Pelican Shores Pelican Shores is a small coastal town. Weather reports say a hurricane may reach the coast this week. The town looked at how much each get-ready action lowered the number of homes damaged in past storms. The town also tested a new storm-warning system in a practice drill. Table 1. Homes Damaged in Past Storms Get-ready action Homes damaged without the action Homes damaged with the action Cover windows with boards 30 8 Fill sandbags at the doors 25 6 Plant new street trees 20 18 Repaint the town signs 16 16 Clear the roof gutters 14 13" }, { "n": 29, "item_id": "_0e9275c6-2e1e-4641-950e-b39849a04ba0", "type": "choice", "title": "Choosing a Warning System", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

The town will buy one storm-warning system for Pelican Shores. The two systems below are checked against the town’s two rules.

A good warning system must (1) give at least 15 minutes of warning and (2) keep working when the electricity goes off.

System X gives 30 minutes of warning. It must be plugged into the wall to work.

System Y gives 20 minutes of warning. It runs on its own battery.

Which option should the town pick?

", "prompt_plain": "The town will buy one storm-warning system for Pelican Shores. The two systems below are checked against the town’s two rules. A good warning system must (1) give at least 15 minutes of warning and (2) keep working when the electricity goes off. System X gives 30 minutes of warning. It must be plugged into the wall to work. System Y gives 20 minutes of warning. It runs on its own battery. Which option should the town pick?", "context_html": "", "options": [ { "id": "cA1", "text": "System X, because it gives more minutes of warning than System Y.", "plain": "System X, because it gives more minutes of warning than System Y.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "System Y, because it follows both of the town rules for warnings.", "plain": "System Y, because it follows both of the town rules for warnings.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "System X, because the electricity will probably stay on in the storm.", "plain": "System X, because the electricity will probably stay on in the storm.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "System Y, because it is the newest kind of warning system there is.", "plain": "System Y, because it is the newest kind of warning system there is.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d564c345-6e4e-48ec-b03b-9144df777ab9" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Hurricane Watch at Pelican Shores

Pelican Shores is a small coastal town. Weather reports say a hurricane may reach the coast this week. The town looked at how much each get-ready action lowered the number of homes damaged in past storms. The town also tested a new storm-warning system in a practice drill.

Table 1. Homes Damaged in Past Storms

Get-ready actionHomes damaged without the actionHomes damaged with the action
Cover windows with boards308
Fill sandbags at the doors256
Plant new street trees2018
Repaint the town signs1616
Clear the roof gutters1413
", "passage_plain": "Hurricane Watch at Pelican Shores Pelican Shores is a small coastal town. Weather reports say a hurricane may reach the coast this week. The town looked at how much each get-ready action lowered the number of homes damaged in past storms. The town also tested a new storm-warning system in a practice drill. Table 1. Homes Damaged in Past Storms Get-ready action Homes damaged without the action Homes damaged with the action Cover windows with boards 30 8 Fill sandbags at the doors 25 6 Plant new street trees 20 18 Repaint the town signs 16 16 Clear the roof gutters 14 13" }, { "n": 30, "item_id": "_3cd85155-6c47-46c2-9458-3f7be2b7890d", "type": "choice", "title": "Cleared Orchard Habitat Fit", "standards": [ "3-LS4-3" ], "prompt_html": "

Look at the card.

Which animal is best suited to live on the cleared orchard land now?

", "prompt_plain": "Look at the card. Which animal is best suited to live on the cleared orchard land now?", "context_html": "", "options": [ { "id": "cA1", "text": "The bluebird, because it can hunt insects in the open, weedy ground.", "plain": "The bluebird, because it can hunt insects in the open, weedy ground.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The box turtle, because the open, sunny ground is easy to walk across.", "plain": "The box turtle, because the open, sunny ground is easy to walk across.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The bluebird, because the tall weeds give it holes to build nests.", "plain": "The bluebird, because the tall weeds give it holes to build nests.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The mason bee, because it finds both wildflowers and hollow stems here.", "plain": "The mason bee, because it finds both wildflowers and hollow stems here.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cf9d3d03-841f-4dae-8ccf-bbedfa70c838" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The Orchard Comes Down

An old apple orchard was cut down to build a warehouse. Where the trees once stood, the land is now open ground covered with weeds and wildflowers. There are no tree holes left, and there is almost no shade. A wildlife office made a card showing what three animals need to live and how far each one can move.

Table 1. What Each Animal Needs and How Far It Can Move

AnimalWhat it needs to liveHow far it can move
BluebirdTree holes for nesting; open space to catch insectsFlies long distances to new places
Box turtleShady ground and damp leaves to hide underMoves slowly; cannot travel far
Mason beeWildflowers for food; hollow plant stems for nestingFlies only short distances
", "passage_plain": "The Orchard Comes Down An old apple orchard was cut down to build a warehouse. Where the trees once stood, the land is now open ground covered with weeds and wildflowers. There are no tree holes left, and there is almost no shade. A wildlife office made a card showing what three animals need to live and how far each one can move. Table 1. What Each Animal Needs and How Far It Can Move Animal What it needs to live How far it can move Bluebird Tree holes for nesting; open space to catch insects Flies long distances to new places Box turtle Shady ground and damp leaves to hide under Moves slowly; cannot travel far Mason bee Wildflowers for food; hollow plant stems for nesting Flies only short distances" }, { "n": 31, "item_id": "_2eebd19e-11b0-45a7-b795-a2c2971144e6", "type": "choice", "title": "The Orchard Comes Down", "standards": [ "3-LS4-3" ], "prompt_html": "

The old orchard where the bluebirds, box turtles, and mason bees live is being cleared to build a warehouse. Soon the trees and the leafy ground will be gone.

Look at the data card. Which TWO responses are these animals most likely to show after the orchard is gone? Choose the TWO best answers.

", "prompt_plain": "The old orchard where the bluebirds, box turtles, and mason bees live is being cleared to build a warehouse. Soon the trees and the leafy ground will be gone. Look at the data card. Which TWO responses are these animals most likely to show after the orchard is gone? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The bluebirds fly to a nearby patch of woods and nest in its trees.", "plain": "The bluebirds fly to a nearby patch of woods and nest in its trees.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The box turtles move too slowly to escape, so most of them die out.", "plain": "The box turtles move too slowly to escape, so most of them die out.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The box turtles quickly crawl to a far forest and settle in there.", "plain": "The box turtles quickly crawl to a far forest and settle in there.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The mason bees fly south for the winter and come back in spring.", "plain": "The mason bees fly south for the winter and come back in spring.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The three kinds of animals keep living in the same spot as before.", "plain": "The three kinds of animals keep living in the same spot as before.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cd2201b6-d404-4811-b49c-b2dcbd41bae4" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

The Orchard Comes Down

An old apple orchard was cut down to build a warehouse. Where the trees once stood, the land is now open ground covered with weeds and wildflowers. There are no tree holes left, and there is almost no shade. A wildlife office made a card showing what three animals need to live and how far each one can move.

Table 1. What Each Animal Needs and How Far It Can Move

AnimalWhat it needs to liveHow far it can move
BluebirdTree holes for nesting; open space to catch insectsFlies long distances to new places
Box turtleShady ground and damp leaves to hide underMoves slowly; cannot travel far
Mason beeWildflowers for food; hollow plant stems for nestingFlies only short distances
", "passage_plain": "The Orchard Comes Down An old apple orchard was cut down to build a warehouse. Where the trees once stood, the land is now open ground covered with weeds and wildflowers. There are no tree holes left, and there is almost no shade. A wildlife office made a card showing what three animals need to live and how far each one can move. Table 1. What Each Animal Needs and How Far It Can Move Animal What it needs to live How far it can move Bluebird Tree holes for nesting; open space to catch insects Flies long distances to new places Box turtle Shady ground and damp leaves to hide under Moves slowly; cannot travel far Mason bee Wildflowers for food; hollow plant stems for nesting Flies only short distances" }, { "n": 32, "item_id": "_517d5e4f-d77a-4e89-b38f-b7fb7c821a1f", "type": "text-entry", "title": "Block Slide Test", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Felix slides the same wooden block across two floors with the same gentle push. One floor is covered with carpet, and the other floor is smooth tile. He measures how far the block slides on each floor. Table 1 shows the results.

Table 1. Block Slide Test

FloorDistance the block slid
Carpet15 centimeters
Smooth tile40 centimeters

How many more centimeters did the block slide on the tile than on the carpet? Enter the exact number.

Give your answer as a whole number (e.g., 10).

Answer: centimeters

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "25" ] }, "n_options": 0 }, { "n": 33, "item_id": "_c87ad8e0-8c94-4723-9179-28dcc3bd92ac", "type": "inline-choice", "title": "A Pencil Rolls Off", "standards": [ "3-PS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Gwen sets a round pencil near the edge of her desk. The pencil rolls off the edge of the desk.

Choose the word that best completes each part of the sentence.

\"A

As soon as the pencil leaves the desk, pulls it to the floor.

", "options": [ { "id": "cR1O1", "text": "gravity", "plain": "gravity", "correct": true, "kind": "inline" }, { "id": "cR1O2", "text": "magnetism", "plain": "magnetism", "correct": false, "kind": "inline" }, { "id": "cR1O3", "text": "static electricity", "plain": "static electricity", "correct": false, "kind": "inline" }, { "id": "cR2O1", "text": "down", "plain": "down", "correct": true, "kind": "inline" }, { "id": "cR2O2", "text": "up", "plain": "up", "correct": false, "kind": "inline" }, { "id": "cR2O3", "text": "sideways", "plain": "sideways", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-36/images/slot33.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cR1O1" ], "RESPONSE2": [ "cR2O1" ] }, "n_options": 6 }, { "n": 34, "item_id": "_99e272e3-242b-4ede-b380-f297d9c37622", "type": "inline-choice", "title": "A Comb and Paper Bits", "standards": [ "3-PS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Hassan rubs a plastic comb back and forth through his dry hair. He then holds the comb just above some tiny bits of paper on the table. The bits of paper jump up to the comb, and the comb never touches them.

Choose the word or words that best complete the sentence.

\"Tiny

The bits of paper jump to the comb because the comb has a charge that acts .

", "options": [ { "id": "cR1O1", "text": "static", "plain": "static", "correct": true, "kind": "inline" }, { "id": "cR1O2", "text": "magnetic", "plain": "magnetic", "correct": false, "kind": "inline" }, { "id": "cR2O1", "text": "without touching", "plain": "without touching", "correct": true, "kind": "inline" }, { "id": "cR2O2", "text": "only by touching", "plain": "only by touching", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-36/images/slot34.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cR1O1" ], "RESPONSE2": [ "cR2O1" ] }, "n_options": 4 }, { "n": 35, "item_id": "_f3911221-6335-43d3-8b0d-f6449fd29e43", "type": "choice", "title": "Five City Climate Cards", "standards": [ "3-ESS2-2" ], "prompt_html": "

Table 1 shows climate-data cards for five cities. A climate zone groups places that have a similar climate over many years.

Table 1. City Climate Cards

CityUsual temperatureUsual rain or snow
DryhillHot all yearVery little rain
OakvaleWarm summers, cold snowy wintersRain through the year
SunbasinHot all yearVery little rain
FernportCool all yearRain most days
RockmontCool summers, very cold wintersHeavy winter snow

Using Table 1, which TWO cities have climate data that place them in the same climate zone? Choose the TWO best answers.

", "prompt_plain": "Table 1 shows climate-data cards for five cities. A climate zone groups places that have a similar climate over many years. Table 1. City Climate Cards City Usual temperature Usual rain or snow Dryhill Hot all year Very little rain Oakvale Warm summers, cold snowy winters Rain through the year Sunbasin Hot all year Very little rain Fernport Cool all year Rain most days Rockmont Cool summers, very cold winters Heavy winter snow Using Table 1, which TWO cities have climate data that place them in the same climate zone? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Dryhill", "plain": "Dryhill", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Oakvale", "plain": "Oakvale", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Sunbasin", "plain": "Sunbasin", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Fernport", "plain": "Fernport", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Rockmont", "plain": "Rockmont", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 36, "item_id": "_e5a24e9b-4c67-4f40-b60a-1506036c5ebc", "type": "choice", "title": "A Sunfish in a Pond", "standards": [ "3-LS4-3" ], "prompt_html": "

A sunfish lives in a pond. The pond habitat has both living parts and nonliving parts. A student watches the sunfish for a while.

\"A

Which observation shows the sunfish interacting with a living part of its habitat?

", "prompt_plain": "A sunfish lives in a pond. The pond habitat has both living parts and nonliving parts. A student watches the sunfish for a while. Which observation shows the sunfish interacting with a living part of its habitat?", "context_html": "", "options": [ { "id": "cA1", "text": "The sunfish rests in the shade of a large rock.", "plain": "The sunfish rests in the shade of a large rock.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sunfish swims against the cool water flowing into the pond.", "plain": "The sunfish swims against the cool water flowing into the pond.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The sunfish hides among the green leaves of a water plant.", "plain": "The sunfish hides among the green leaves of a water plant.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The sunfish lies still in a patch of warm, sunlit water.", "plain": "The sunfish lies still in a patch of warm, sunlit water.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g3-36/images/slot36.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 } ] }, { "form": "G4.21", "grade": "G4", "title": "Alpha Standardized Science G4.21", "test_id": "_test-6aedb9db-9362-4ad0-b61a-8fe3bb17a135", "n_items": 36, "n_stimuli": 7, "stimuli": { "_3ff767c6-3413-4f9e-8441-9fa2f33146b7": { "title": "Two Digging Mammals", "html": "

Two Digging Mammals

Ximena studies two mammals at a nature center. Both animals dig burrows (underground homes). The American badger digs deep dens in hard prairie soil. The eastern mole pushes long, shallow tunnels through loose garden soil. Both animals dig with their front limbs, but the limbs look different. Figure 1 shows each animal's front limb. Table 1 compares the two diggers. Figure 2 shows some structures inside the badger's body.

Figure 1. Front limbs of the two diggers

\"Drawings

Table 1. Comparing the Two Diggers

FeatureAmerican badgerEastern mole
Where it digsHard prairie soilLoose garden soil
Front limbLong, sturdy claws and strong legsWide, paddle-shaped paws with short claws
Burrow it makesDeep denLong, shallow tunnels

Figure 2. Some structures inside the badger's body

\"Cutaway

" }, "_2983e069-94ad-4c95-84ec-a56ee45ddfdd": { "title": "The River Gorge", "html": "

The River Gorge

Wyatt's family visited a deep river gorge (a narrow valley with steep rock walls). A river flows along the bottom. Figure 1 is a photo of one gorge wall. The wall shows flat rock layers stacked on top of each other. Some layers are light tan, and some are dark gray or red. Some layers feel grainy, and some feel smooth.

Figure 1. One Wall of the Gorge

\"A

Figure 2 shows one bend in the river from above. The water on the outside of the bend moves quickly. The water on the inside of the bend moves slowly and carries sand and mud.

Figure 2. One Bend in the River, Seen from Above

\"Overhead

" }, "_07adcbde-81ce-470c-aa54-0e4f99e433a6": { "title": "Mountain and Earthquake Maps", "html": "

Mountain and Earthquake Maps

Sena's class studied two maps of the same large region. Map 1 shows the region's mountain ranges. It also shows four labeled locations: 1, 2, 3, and 4. Map 2 shows every earthquake recorded in the region during the last 50 years. Each dot marks one earthquake. The class compared the patterns on the two maps.

\"Two

" }, "_c9e857d1-1b66-4c8e-973e-af8d3bc2aa57": { "title": "Tapping a Water Bottle", "html": "

Tapping a Water Bottle

Yusuf fills a glass bottle halfway with water. He sets the bottle on a table. He gently taps the side of the bottle with a metal spoon. He taps several times and records what he notices after each tap. The picture shows his setup. Table 1 lists his observations.

\"A

Table 1. Yusuf's Observations

ObservationWhat Yusuf noticed
1A soft ringing sound comes from the bottle.
2Tiny ripples move across the water.
3The bottle stays in the same place on the table.
4The spoon looks the same after every tap.
" }, "_1ca27db2-5d1a-416e-a9b0-d0f02e51126b": { "title": "Prairie Dog Field Notes", "html": "

Prairie Dog Field Notes

Femi watched a prairie dog town at a state park. A prairie dog town is a large area of burrows (underground homes). Femi wrote five field notes:

1. Prairie dogs live in large family groups in underground burrows.

2. When a hawk flew overhead, one prairie dog gave a loud, sharp whistle.

3. Right after the whistle, the nearby prairie dogs ran into their burrows and hid.

4. I think the whistle tells the other prairie dogs that danger is near.

5. Later, the prairie dogs came out of the family’s burrows and ate grasses.

\"A

" }, "_296a644d-7431-4e5e-b470-9ccb138ed922": { "title": "Hillside Weathering Study", "html": "

Hillside Weathering Study

Uma's science team compared four hillsides: W, X, Y, and Z. Solid rock lies under the soil on every hillside. The team measured how fast the rock on each hillside weathers (breaks apart in place). Table 1 shows what the team found about how three factors changed the weathering rate on these hillsides. Table 2 shows the conditions on each hillside. Figure 1 shows hillside Z. On hillside Z, rain often washes soil downhill. Moving soil off a hillside like this is called erosion.

Table 1. What the Team Found: How Each Factor Changed the Weathering Rate

FactorEffect the team found on these hillsides
RainfallThe rock weathered faster where more rain fell.
Soil coverThe rock weathered slower where thicker soil covered it.
SlopeThe rock weathered faster on steeper slopes.

Table 2. Conditions on Each Hillside

HillsideRainfallSoil coverSlope
WHighThickGentle
XLowThinSteep
YLowThickGentle
ZHighThinSteep

Figure 1. Hillside Z

\"A

" }, "_976c2b42-305c-4b83-8c83-62c09884b5ac": { "title": "Night Signals Across Bear Lake", "html": "

Night Signals Across Bear Lake

Amara and Ugo are camping with their families on opposite sides of Bear Lake. During the day, they send messages by beating two different drums. A tablet app records the sound of each drum as a wave. Figure 1 shows the wave made by each drum on the same grid.

Figure 1. Sound Waves from the Two Drums

\"Two

At night, the campground has quiet rules, and the far shore is hard to see. The friends write rules for a night signal in Table 1. They list four possible signal methods in Table 2.

Table 1. Night Message Rules

RuleWhat the signal must do
1It must be silent.
2It must be easy to notice in the dark.

Table 2. Signal Choices

Method
Beating a drum
Holding up a written note
Whistling a soft tune
Flashing a lantern
" } }, "questions": [ { "n": 1, "item_id": "_5eba3a92-22ab-4734-9fb7-e3508273248a", "type": "choice", "title": "Swing Release Trials", "standards": [ "4-PS3-1" ], "prompt_html": "

Kaya tested a playground swing. She put the same sandbag on the seat each time. She pulled the seat back to four different heights and let go. A speed sensor recorded the swing's speed at the bottom. Table 1 shows her results.

Table 1. Swing Release Trials

Release height (centimeters)Speed at bottom (meters per second)
202.0
402.8
603.4
804.0

What relationship does the data in Table 1 show?

", "prompt_plain": "Kaya tested a playground swing. She put the same sandbag on the seat each time. She pulled the seat back to four different heights and let go. A speed sensor recorded the swing's speed at the bottom. Table 1 shows her results. Table 1. Swing Release Trials Release height (centimeters) Speed at bottom (meters per second) 20 2.0 40 2.8 60 3.4 80 4.0 What relationship does the data in Table 1 show?", "context_html": "", "options": [ { "id": "cA1", "text": "The release height does not change the swing's speed at the bottom.", "plain": "The release height does not change the swing's speed at the bottom.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The swing moves faster at the bottom when released from a lower height.", "plain": "The swing moves faster at the bottom when released from a lower height.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The swing released from a higher point moves faster at the bottom.", "plain": "The swing released from a higher point moves faster at the bottom.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Doubling the release height always doubles the swing's speed at the bottom.", "plain": "Doubling the release height always doubles the swing's speed at the bottom.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_1c99f85a-7cbf-454f-bc54-659ec8c754dc", "type": "choice", "title": "Tapping a Water Bottle — Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

Yusuf wonders where the energy from each tap goes.

Which idea can Yusuf's investigation best help him test?

", "prompt_plain": "Part A Yusuf wonders where the energy from each tap goes. Which idea can Yusuf's investigation best help him test?", "context_html": "", "options": [ { "id": "cA1", "text": "Tapping makes the spoon and the bottle magnetic for a short time.", "plain": "Tapping makes the spoon and the bottle magnetic for a short time.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A tap can transfer energy to the bottle and the water.", "plain": "A tap can transfer energy to the bottle and the water.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The water creates new energy each time the bottle is tapped.", "plain": "The water creates new energy each time the bottle is tapped.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The spoon's energy is used up and gone after each tap.", "plain": "The spoon's energy is used up and gone after each tap.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c9e857d1-1b66-4c8e-973e-af8d3bc2aa57" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Tapping a Water Bottle

Yusuf fills a glass bottle halfway with water. He sets the bottle on a table. He gently taps the side of the bottle with a metal spoon. He taps several times and records what he notices after each tap. The picture shows his setup. Table 1 lists his observations.

\"A

Table 1. Yusuf's Observations

ObservationWhat Yusuf noticed
1A soft ringing sound comes from the bottle.
2Tiny ripples move across the water.
3The bottle stays in the same place on the table.
4The spoon looks the same after every tap.
", "passage_plain": "Tapping a Water Bottle Yusuf fills a glass bottle halfway with water. He sets the bottle on a table. He gently taps the side of the bottle with a metal spoon. He taps several times and records what he notices after each tap. The picture shows his setup. Table 1 lists his observations. Table 1. Yusuf's Observations Observation What Yusuf noticed 1 A soft ringing sound comes from the bottle. 2 Tiny ripples move across the water. 3 The bottle stays in the same place on the table. 4 The spoon looks the same after every tap." }, { "n": 3, "item_id": "_cba8434f-37ea-4006-84fe-0407eada2ee8", "type": "choice", "title": "Tapping a Water Bottle — Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Which observations from Table 1 best support the answer in Part A?

", "prompt_plain": "Part B Which observations from Table 1 best support the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Observations 1 and 2", "plain": "Observations 1 and 2", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Observations 3 and 4", "plain": "Observations 3 and 4", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Observations 2 and 3", "plain": "Observations 2 and 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Observations 1 and 4", "plain": "Observations 1 and 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c9e857d1-1b66-4c8e-973e-af8d3bc2aa57" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Tapping a Water Bottle

Yusuf fills a glass bottle halfway with water. He sets the bottle on a table. He gently taps the side of the bottle with a metal spoon. He taps several times and records what he notices after each tap. The picture shows his setup. Table 1 lists his observations.

\"A

Table 1. Yusuf's Observations

ObservationWhat Yusuf noticed
1A soft ringing sound comes from the bottle.
2Tiny ripples move across the water.
3The bottle stays in the same place on the table.
4The spoon looks the same after every tap.
", "passage_plain": "Tapping a Water Bottle Yusuf fills a glass bottle halfway with water. He sets the bottle on a table. He gently taps the side of the bottle with a metal spoon. He taps several times and records what he notices after each tap. The picture shows his setup. Table 1 lists his observations. Table 1. Yusuf's Observations Observation What Yusuf noticed 1 A soft ringing sound comes from the bottle. 2 Tiny ripples move across the water. 3 The bottle stays in the same place on the table. 4 The spoon looks the same after every tap." }, { "n": 4, "item_id": "_97b0b375-5eb8-45f5-ad72-1b45911464de", "type": "choice", "title": "Where the Tap Energy Goes", "standards": [ "4-PS3-3" ], "prompt_html": "

A few seconds after each tap, the bottle becomes quiet and the water becomes still again.

What most likely happened to the energy from the tap?

", "prompt_plain": "A few seconds after each tap, the bottle becomes quiet and the water becomes still again. What most likely happened to the energy from the tap?", "context_html": "", "options": [ { "id": "cA1", "text": "The energy was destroyed when the sound and ripples stopped.", "plain": "The energy was destroyed when the sound and ripples stopped.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The bottle made its own new energy, so none came from the tap.", "plain": "The bottle made its own new energy, so none came from the tap.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The tap did not transfer energy, and the bottle rang on its own.", "plain": "The tap did not transfer energy, and the bottle rang on its own.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The energy moved out into the air and surroundings as sound and heat.", "plain": "The energy moved out into the air and surroundings as sound and heat.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c9e857d1-1b66-4c8e-973e-af8d3bc2aa57" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Tapping a Water Bottle

Yusuf fills a glass bottle halfway with water. He sets the bottle on a table. He gently taps the side of the bottle with a metal spoon. He taps several times and records what he notices after each tap. The picture shows his setup. Table 1 lists his observations.

\"A

Table 1. Yusuf's Observations

ObservationWhat Yusuf noticed
1A soft ringing sound comes from the bottle.
2Tiny ripples move across the water.
3The bottle stays in the same place on the table.
4The spoon looks the same after every tap.
", "passage_plain": "Tapping a Water Bottle Yusuf fills a glass bottle halfway with water. He sets the bottle on a table. He gently taps the side of the bottle with a metal spoon. He taps several times and records what he notices after each tap. The picture shows his setup. Table 1 lists his observations. Table 1. Yusuf's Observations Observation What Yusuf noticed 1 A soft ringing sound comes from the bottle. 2 Tiny ripples move across the water. 3 The bottle stays in the same place on the table. 4 The spoon looks the same after every tap." }, { "n": 5, "item_id": "_d177e19b-78c5-4ba6-8f68-603decee0f35", "type": "choice", "title": "Fan Circuit Trials", "standards": [ "4-PS3-4" ], "prompt_html": "

Greta built a circuit with a battery holder, wires, and a small fan. She tested the circuit with one battery, then two, then three. Table 1 shows what she observed.

Table 1. Fan Circuit Trials

Number of batteriesWhat the fan did
1Spun slowly
2Spun faster
3Spun fastest

What does the data in Table 1 show?

", "prompt_plain": "Greta built a circuit with a battery holder, wires, and a small fan. She tested the circuit with one battery, then two, then three. Table 1 shows what she observed. Table 1. Fan Circuit Trials Number of batteries What the fan did 1 Spun slowly 2 Spun faster 3 Spun fastest What does the data in Table 1 show?", "context_html": "", "options": [ { "id": "cA1", "text": "More batteries cause energy to be transferred to the fan more quickly, so it spins faster.", "plain": "More batteries cause energy to be transferred to the fan more quickly, so it spins faster.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The fan spins faster because each new battery lets the fan make more of its own energy.", "plain": "The fan spins faster because each new battery lets the fan make more of its own energy.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The fan spins faster because extra batteries use up the fan's stored energy more quickly.", "plain": "The fan spins faster because extra batteries use up the fan's stored energy more quickly.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The fan spins faster only because newer batteries are fresher, not because more energy reaches it.", "plain": "The fan spins faster only because newer batteries are fresher, not because more energy reaches it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_2e8935c1-d4ef-4ffd-bd91-81ce72586e4f", "type": "gap-match", "title": "Playground Energy Labels", "standards": [ "4-PS3-2" ], "prompt_html": "

Pia's class made a poster of a playground scene. Six things in the picture are numbered.

 

Drag the energy label that best matches each numbered thing. Use each label only once. Two labels will not be used.

", "prompt_plain": "Pia's class made a poster of a playground scene. Six things in the picture are numbered. Drag the energy label that best matches each numbered thing. Use each label only once. Two labels will not be used.", "context_html": "", "options": [ { "id": "tile-heat-energy", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" }, { "id": "tile-kinetic-energy", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "gap-token" }, { "id": "tile-no-energy", "text": "no energy", "plain": "no energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" }, { "id": "tile-sound-energy", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile-used-up-energy", "text": "used-up energy", "plain": "used-up energy", "correct": false, "kind": "gap-token" }, { "id": "tile-stored-energy", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-kinetic-energy gap-1", "tile-stored-energy gap-2", "tile-light-energy gap-3", "tile-heat-energy gap-4", "tile-sound-energy gap-5", "tile-electrical-energy gap-6" ] }, "n_options": 8 }, { "n": 7, "item_id": "_8d198125-b1cc-46e5-90fd-428fdb2dda47", "type": "gap-match", "title": "Build Wave 2", "standards": [ "4-PS4-1" ], "prompt_html": "

Dmitri drew Wave 1 on the top grid. The bottom grid is empty.

Wave 1 has an amplitude of 1 cm and a wavelength of 4 cm.

Wave 2 must have the same wavelength as Wave 1 and twice the amplitude.

 

Drag one wave card onto the empty grid to show Wave 2.

\"Four
", "prompt_plain": "Dmitri drew Wave 1 on the top grid. The bottom grid is empty. Wave 1 has an amplitude of 1 cm and a wavelength of 4 cm. Wave 2 must have the same wavelength as Wave 1 and twice the amplitude. Drag one wave card onto the empty grid to show Wave 2.", "context_html": "", "options": [ { "id": "card-a", "text": "Card A", "plain": "Card A", "correct": false, "kind": "gap-token" }, { "id": "card-b", "text": "Card B", "plain": "Card B", "correct": false, "kind": "gap-token" }, { "id": "card-c", "text": "Card C", "plain": "Card C", "correct": false, "kind": "gap-token" }, { "id": "card-d", "text": "Card D", "plain": "Card D", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot07-cards_v3.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot07_v3.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "card-b gap-wave2" ] }, "n_options": 4 }, { "n": 8, "item_id": "_87d64a6d-3111-4201-a605-d618081125aa", "type": "choice", "title": "Which Drum Carries More Energy", "standards": [ "4-PS4-1" ], "prompt_html": "

Ugo claims the sound from Drum 2 carries more energy because its wave is more spread out. Amara claims the sound from Drum 1 carries more energy because its wave is taller.

Which statement best evaluates these claims using Figure 1?

", "prompt_plain": "Ugo claims the sound from Drum 2 carries more energy because its wave is more spread out. Amara claims the sound from Drum 1 carries more energy because its wave is taller. Which statement best evaluates these claims using Figure 1?", "context_html": "", "options": [ { "id": "cA1", "text": "Ugo is correct because a longer wavelength means more energy.", "plain": "Ugo is correct because a longer wavelength means more energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Amara is correct because a wave with a larger amplitude carries more energy.", "plain": "Amara is correct because a wave with a larger amplitude carries more energy.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Ugo is correct because the air itself travels farther with wider waves.", "plain": "Ugo is correct because the air itself travels farther with wider waves.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Neither is correct because sound does not carry energy between places.", "plain": "Neither is correct because sound does not carry energy between places.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_976c2b42-305c-4b83-8c83-62c09884b5ac" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Night Signals Across Bear Lake

Amara and Ugo are camping with their families on opposite sides of Bear Lake. During the day, they send messages by beating two different drums. A tablet app records the sound of each drum as a wave. Figure 1 shows the wave made by each drum on the same grid.

Figure 1. Sound Waves from the Two Drums

\"Two

At night, the campground has quiet rules, and the far shore is hard to see. The friends write rules for a night signal in Table 1. They list four possible signal methods in Table 2.

Table 1. Night Message Rules

RuleWhat the signal must do
1It must be silent.
2It must be easy to notice in the dark.

Table 2. Signal Choices

Method
Beating a drum
Holding up a written note
Whistling a soft tune
Flashing a lantern
", "passage_plain": "Night Signals Across Bear Lake Amara and Ugo are camping with their families on opposite sides of Bear Lake. During the day, they send messages by beating two different drums. A tablet app records the sound of each drum as a wave. Figure 1 shows the wave made by each drum on the same grid. Figure 1. Sound Waves from the Two Drums At night, the campground has quiet rules, and the far shore is hard to see. The friends write rules for a night signal in Table 1. They list four possible signal methods in Table 2. Table 1. Night Message Rules Rule What the signal must do 1 It must be silent. 2 It must be easy to notice in the dark. Table 2. Signal Choices Method Beating a drum Holding up a written note Whistling a soft tune Flashing a lantern" }, { "n": 9, "item_id": "_2738bd6f-12ea-4116-8e60-7cfeb06ce042", "type": "choice", "title": "Choosing a Night Signal", "standards": [ "4-PS4-3" ], "prompt_html": "

At night, Amara and Ugo want to send the message \"COME OVER\" across the lake. For every method in Table 2, the two friends have already agreed on a pattern that stands for this message.

Which method from Table 2 best follows both rules in Table 1, and why?

", "prompt_plain": "At night, Amara and Ugo want to send the message \"COME OVER\" across the lake. For every method in Table 2, the two friends have already agreed on a pattern that stands for this message. Which method from Table 2 best follows both rules in Table 1, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Beating a drum, because each beat is easy to notice and the sound stops right after it.", "plain": "Beating a drum, because each beat is easy to notice and the sound stops right after it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Holding up a written note, because a note makes no sound and can be read in the moonlight.", "plain": "Holding up a written note, because a note makes no sound and can be read in the moonlight.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Whistling a soft tune, because a soft whistle is easy to hear and quiet enough to count as silent.", "plain": "Whistling a soft tune, because a soft whistle is easy to hear and quiet enough to count as silent.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Flashing a lantern, because light shows up in the dark without any sound.", "plain": "Flashing a lantern, because light shows up in the dark without any sound.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_976c2b42-305c-4b83-8c83-62c09884b5ac" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Night Signals Across Bear Lake

Amara and Ugo are camping with their families on opposite sides of Bear Lake. During the day, they send messages by beating two different drums. A tablet app records the sound of each drum as a wave. Figure 1 shows the wave made by each drum on the same grid.

Figure 1. Sound Waves from the Two Drums

\"Two

At night, the campground has quiet rules, and the far shore is hard to see. The friends write rules for a night signal in Table 1. They list four possible signal methods in Table 2.

Table 1. Night Message Rules

RuleWhat the signal must do
1It must be silent.
2It must be easy to notice in the dark.

Table 2. Signal Choices

Method
Beating a drum
Holding up a written note
Whistling a soft tune
Flashing a lantern
", "passage_plain": "Night Signals Across Bear Lake Amara and Ugo are camping with their families on opposite sides of Bear Lake. During the day, they send messages by beating two different drums. A tablet app records the sound of each drum as a wave. Figure 1 shows the wave made by each drum on the same grid. Figure 1. Sound Waves from the Two Drums At night, the campground has quiet rules, and the far shore is hard to see. The friends write rules for a night signal in Table 1. They list four possible signal methods in Table 2. Table 1. Night Message Rules Rule What the signal must do 1 It must be silent. 2 It must be easy to notice in the dark. Table 2. Signal Choices Method Beating a drum Holding up a written note Whistling a soft tune Flashing a lantern" }, { "n": 10, "item_id": "_dd9bf911-3d38-4447-a64e-e8055d8c07ef", "type": "inline-choice", "title": "Signal Flag Code", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Delia and a friend send messages with signal flags. A raised flag means 1. A lowered flag means 0. Table 1 shows the code for six letters. The picture shows three groups of flags Delia received.

Table 1. Flag Code

LetterCode
A0101
J1000
L0011
M1011
O1010
W1100

\"Three

Choose the letter that matches each group of flags.

The flags in Group 1 stand for the letter .

The flags in Group 2 stand for the letter .

The flags in Group 3 stand for the letter .

", "options": [ { "id": "c10b1o1", "text": "A", "plain": "A", "correct": false, "kind": "inline" }, { "id": "c10b1o2", "text": "M", "plain": "M", "correct": false, "kind": "inline" }, { "id": "c10b1o3", "text": "O", "plain": "O", "correct": true, "kind": "inline" }, { "id": "c10b2o1", "text": "J", "plain": "J", "correct": false, "kind": "inline" }, { "id": "c10b2o2", "text": "L", "plain": "L", "correct": false, "kind": "inline" }, { "id": "c10b2o3", "text": "W", "plain": "W", "correct": true, "kind": "inline" }, { "id": "c10b3o1", "text": "J", "plain": "J", "correct": false, "kind": "inline" }, { "id": "c10b3o2", "text": "M", "plain": "M", "correct": true, "kind": "inline" }, { "id": "c10b3o3", "text": "O", "plain": "O", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot10.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c10b1o3" ], "RESPONSEB2": [ "c10b2o3" ], "RESPONSEB3": [ "c10b3o2" ] }, "n_options": 9 }, { "n": 11, "item_id": "_196c4290-aed9-4589-8b45-0f6a476e072f", "type": "choice", "title": "Straight and Bent Tubes", "standards": [ "4-PS4-2" ], "prompt_html": "

Mira is in a dark room with a small lamp that has one lit bulb. She has two cardboard tubes of the same length. One tube is straight. The other tube has a sharp bend in the middle. She points each tube at the bulb and looks through it with one eye.

\"Mira

Through which tube can Mira see the lit bulb, and why?

", "prompt_plain": "Mira is in a dark room with a small lamp that has one lit bulb. She has two cardboard tubes of the same length. One tube is straight. The other tube has a sharp bend in the middle. She points each tube at the bulb and looks through it with one eye. Through which tube can Mira see the lit bulb, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Both tubes, because light bounces off the inside walls and follows each tube's shape.", "plain": "Both tubes, because light bounces off the inside walls and follows each tube's shape.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both tubes, because light spreads out to fill any space that it enters.", "plain": "Both tubes, because light spreads out to fill any space that it enters.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The straight tube, because light travels in a straight line from the bulb to her eye.", "plain": "The straight tube, because light travels in a straight line from the bulb to her eye.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Neither tube, because her eyes cannot send sight lines through a dark tube.", "plain": "Neither tube, because her eyes cannot send sight lines through a dark tube.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot11.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_c6bbccfe-e4d2-42a1-b775-7037e1be7306", "type": "choice", "title": "Two Ropes on One Post", "standards": [ "4-PS4-1" ], "prompt_html": "

Iker ties Rope 1 and Rope 2 to a fence post. He shakes each rope to make waves. The waves in both ropes move toward the post at the same speed. The picture shows both ropes. The wavelength (the distance from one crest, or high point, to the next) is shorter in Rope 2.

\"Rope

Which statement about the wave crests reaching the post is correct?

", "prompt_plain": "Iker ties Rope 1 and Rope 2 to a fence post. He shakes each rope to make waves. The waves in both ropes move toward the post at the same speed. The picture shows both ropes. The wavelength (the distance from one crest, or high point, to the next) is shorter in Rope 2. Which statement about the wave crests reaching the post is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "More crests reach the post each second from Rope 2, because its wavelength is shorter.", "plain": "More crests reach the post each second from Rope 2, because its wavelength is shorter.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "More crests reach the post each second from Rope 1, because its wavelength is longer.", "plain": "More crests reach the post each second from Rope 1, because its wavelength is longer.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Each rope sends the same number of crests, because both ropes are the same length.", "plain": "Each rope sends the same number of crests, because both ropes are the same length.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Fewer crests reach the post from Rope 2, because short waves die out before arriving.", "plain": "Fewer crests reach the post from Rope 2, because short waves die out before arriving.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot12_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_368a00aa-2b96-4d20-bee1-e09fb02b8943", "type": "choice", "title": "Two Digging Mammals Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. Both animals use their front limbs to dig.

Which statement best explains why the two animals' front limbs have different shapes?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Both animals use their front limbs to dig. Which statement best explains why the two animals' front limbs have different shapes?", "context_html": "", "options": [ { "id": "cA1", "text": "The mole wanted to swim through soil, so its paws slowly became paddle-shaped.", "plain": "The mole wanted to swim through soil, so its paws slowly became paddle-shaped.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The mole's paws became paddle-shaped because the mole digs much more often than the badger.", "plain": "The mole's paws became paddle-shaped because the mole digs much more often than the badger.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The mole's paws did not finish growing, so they look different from the badger's claws.", "plain": "The mole's paws did not finish growing, so they look different from the badger's claws.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each animal's front limbs match the soil where it digs and the burrow it makes.", "plain": "Each animal's front limbs match the soil where it digs and the burrow it makes.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3ff767c6-3413-4f9e-8441-9fa2f33146b7" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Two Digging Mammals

Ximena studies two mammals at a nature center. Both animals dig burrows (underground homes). The American badger digs deep dens in hard prairie soil. The eastern mole pushes long, shallow tunnels through loose garden soil. Both animals dig with their front limbs, but the limbs look different. Figure 1 shows each animal's front limb. Table 1 compares the two diggers. Figure 2 shows some structures inside the badger's body.

Figure 1. Front limbs of the two diggers

\"Drawings

Table 1. Comparing the Two Diggers

FeatureAmerican badgerEastern mole
Where it digsHard prairie soilLoose garden soil
Front limbLong, sturdy claws and strong legsWide, paddle-shaped paws with short claws
Burrow it makesDeep denLong, shallow tunnels

Figure 2. Some structures inside the badger's body

\"Cutaway

", "passage_plain": "Two Digging Mammals Ximena studies two mammals at a nature center. Both animals dig burrows (underground homes). The American badger digs deep dens in hard prairie soil. The eastern mole pushes long, shallow tunnels through loose garden soil. Both animals dig with their front limbs, but the limbs look different. Figure 1 shows each animal's front limb. Table 1 compares the two diggers. Figure 2 shows some structures inside the badger's body. Figure 1. Front limbs of the two diggers Table 1. Comparing the Two Diggers Feature American badger Eastern mole Where it digs Hard prairie soil Loose garden soil Front limb Long, sturdy claws and strong legs Wide, paddle-shaped paws with short claws Burrow it makes Deep den Long, shallow tunnels Figure 2. Some structures inside the badger's body" }, { "n": 14, "item_id": "_0b0aaba3-a562-4f06-9b50-a0757986cef9", "type": "choice", "title": "Two Digging Mammals Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which evidence best supports the answer to Part A?

", "prompt_plain": "Part B Which evidence best supports the answer to Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Both animals dig underground burrows where they can rest and stay safe.", "plain": "Both animals dig underground burrows where they can rest and stay safe.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Long, sturdy claws break hard prairie soil, and wide paws push loose soil aside.", "plain": "Long, sturdy claws break hard prairie soil, and wide paws push loose soil aside.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The badger's body is much larger and heavier than the eastern mole's body.", "plain": "The badger's body is much larger and heavier than the eastern mole's body.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The badger digs a deep den in its soil, and the mole pushes long, shallow tunnels through its soil.", "plain": "The badger digs a deep den in its soil, and the mole pushes long, shallow tunnels through its soil.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3ff767c6-3413-4f9e-8441-9fa2f33146b7" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Two Digging Mammals

Ximena studies two mammals at a nature center. Both animals dig burrows (underground homes). The American badger digs deep dens in hard prairie soil. The eastern mole pushes long, shallow tunnels through loose garden soil. Both animals dig with their front limbs, but the limbs look different. Figure 1 shows each animal's front limb. Table 1 compares the two diggers. Figure 2 shows some structures inside the badger's body.

Figure 1. Front limbs of the two diggers

\"Drawings

Table 1. Comparing the Two Diggers

FeatureAmerican badgerEastern mole
Where it digsHard prairie soilLoose garden soil
Front limbLong, sturdy claws and strong legsWide, paddle-shaped paws with short claws
Burrow it makesDeep denLong, shallow tunnels

Figure 2. Some structures inside the badger's body

\"Cutaway

", "passage_plain": "Two Digging Mammals Ximena studies two mammals at a nature center. Both animals dig burrows (underground homes). The American badger digs deep dens in hard prairie soil. The eastern mole pushes long, shallow tunnels through loose garden soil. Both animals dig with their front limbs, but the limbs look different. Figure 1 shows each animal's front limb. Table 1 compares the two diggers. Figure 2 shows some structures inside the badger's body. Figure 1. Front limbs of the two diggers Table 1. Comparing the Two Diggers Feature American badger Eastern mole Where it digs Hard prairie soil Loose garden soil Front limb Long, sturdy claws and strong legs Wide, paddle-shaped paws with short claws Burrow it makes Deep den Long, shallow tunnels Figure 2. Some structures inside the badger's body" }, { "n": 15, "item_id": "_ea82583f-de3e-474c-ab6d-0e335f62b2d9", "type": "choice", "title": "Badger Digging Structures", "standards": [ "4-LS1-1" ], "prompt_html": "

Look at Figure 2. It shows some structures inside the badger's body. Internal structures are body parts hidden under the skin.

Which TWO internal structures help the badger most with digging its den? Choose the TWO best answers.

", "prompt_plain": "Look at Figure 2. It shows some structures inside the badger's body. Internal structures are body parts hidden under the skin. Which TWO internal structures help the badger most with digging its den? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Strong muscles that attach to the front legs", "plain": "Strong muscles that attach to the front legs", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The stomach that turns the badger's food into fuel for its front legs", "plain": "The stomach that turns the badger's food into fuel for its front legs", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Thick, sturdy bones inside the front legs", "plain": "Thick, sturdy bones inside the front legs", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The strong heart that pumps blood to the muscles in the front legs", "plain": "The strong heart that pumps blood to the muscles in the front legs", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The lungs that take in air for the whole body", "plain": "The lungs that take in air for the whole body", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3ff767c6-3413-4f9e-8441-9fa2f33146b7" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Two Digging Mammals

Ximena studies two mammals at a nature center. Both animals dig burrows (underground homes). The American badger digs deep dens in hard prairie soil. The eastern mole pushes long, shallow tunnels through loose garden soil. Both animals dig with their front limbs, but the limbs look different. Figure 1 shows each animal's front limb. Table 1 compares the two diggers. Figure 2 shows some structures inside the badger's body.

Figure 1. Front limbs of the two diggers

\"Drawings

Table 1. Comparing the Two Diggers

FeatureAmerican badgerEastern mole
Where it digsHard prairie soilLoose garden soil
Front limbLong, sturdy claws and strong legsWide, paddle-shaped paws with short claws
Burrow it makesDeep denLong, shallow tunnels

Figure 2. Some structures inside the badger's body

\"Cutaway

", "passage_plain": "Two Digging Mammals Ximena studies two mammals at a nature center. Both animals dig burrows (underground homes). The American badger digs deep dens in hard prairie soil. The eastern mole pushes long, shallow tunnels through loose garden soil. Both animals dig with their front limbs, but the limbs look different. Figure 1 shows each animal's front limb. Table 1 compares the two diggers. Figure 2 shows some structures inside the badger's body. Figure 1. Front limbs of the two diggers Table 1. Comparing the Two Diggers Feature American badger Eastern mole Where it digs Hard prairie soil Loose garden soil Front limb Long, sturdy claws and strong legs Wide, paddle-shaped paws with short claws Burrow it makes Deep den Long, shallow tunnels Figure 2. Some structures inside the badger's body" }, { "n": 16, "item_id": "_13b1ffe5-b6b7-439f-9b13-d78293d746e2", "type": "choice", "title": "Camel Feet Function", "standards": [ "4-LS1-1" ], "prompt_html": "

Camels live in sandy deserts. A camel has wide, flat feet that keep it from sinking into loose sand.

\"A

These feet best help the camel with which life activity?

", "prompt_plain": "Camels live in sandy deserts. A camel has wide, flat feet that keep it from sinking into loose sand. These feet best help the camel with which life activity?", "context_html": "", "options": [ { "id": "cA1", "text": "movement", "plain": "movement", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "growth", "plain": "growth", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "reproduction", "plain": "reproduction", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "camouflage (blending in)", "plain": "camouflage (blending in)", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot16.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_807d9721-dd2d-4cd0-9622-3eef36ca6c56", "type": "hottext", "title": "Prairie Dog Whistle Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

Femi makes this claim: A prairie dog’s loud whistle warns other prairie dogs of danger.

Select the ONE sentence from Femi’s field notes that is the best evidence for this claim.

", "prompt_plain": "Femi makes this claim: A prairie dog’s loud whistle warns other prairie dogs of danger. Select the ONE sentence from Femi’s field notes that is the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA17", "text": "Prairie dogs live in large family groups in underground burrows.", "plain": "Prairie dogs live in large family groups in underground burrows.", "correct": false, "kind": "hottext" }, { "id": "hB17", "text": "When a hawk flew overhead, one prairie dog gave a loud, sharp whistle.", "plain": "When a hawk flew overhead, one prairie dog gave a loud, sharp whistle.", "correct": false, "kind": "hottext" }, { "id": "hC17", "text": "Right after the whistle, the nearby prairie dogs ran into their burrows and hid.", "plain": "Right after the whistle, the nearby prairie dogs ran into their burrows and hid.", "correct": true, "kind": "hottext" }, { "id": "hD17", "text": "I think the whistle tells the other prairie dogs that danger is near.", "plain": "I think the whistle tells the other prairie dogs that danger is near.", "correct": false, "kind": "hottext" }, { "id": "hE17", "text": "Later, the prairie dogs came out of the family’s burrows and ate grasses.", "plain": "Later, the prairie dogs came out of the family’s burrows and ate grasses.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_1ca27db2-5d1a-416e-a9b0-d0f02e51126b" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC17" ] }, "n_options": 5, "passage_html": "

Prairie Dog Field Notes

Femi watched a prairie dog town at a state park. A prairie dog town is a large area of burrows (underground homes). Femi wrote five field notes:

1. Prairie dogs live in large family groups in underground burrows.

2. When a hawk flew overhead, one prairie dog gave a loud, sharp whistle.

3. Right after the whistle, the nearby prairie dogs ran into their burrows and hid.

4. I think the whistle tells the other prairie dogs that danger is near.

5. Later, the prairie dogs came out of the family’s burrows and ate grasses.

\"A

", "passage_plain": "Prairie Dog Field Notes Femi watched a prairie dog town at a state park. A prairie dog town is a large area of burrows (underground homes). Femi wrote five field notes: 1. Prairie dogs live in large family groups in underground burrows. 2. When a hawk flew overhead, one prairie dog gave a loud, sharp whistle. 3. Right after the whistle, the nearby prairie dogs ran into their burrows and hid. 4. I think the whistle tells the other prairie dogs that danger is near. 5. Later, the prairie dogs came out of the family’s burrows and ate grasses." }, { "n": 18, "item_id": "_93120474-2cf0-4733-8cf3-705e4a36a328", "type": "choice", "title": "Receiving the Whistle Signal", "standards": [ "4-LS1-2" ], "prompt_html": "

Read Femi’s field notes again. A nearby prairie dog never saw the hawk itself.

Which statement describes how that prairie dog receives the whistle signal and knows what it means?

", "prompt_plain": "Read Femi’s field notes again. A nearby prairie dog never saw the hawk itself. Which statement describes how that prairie dog receives the whistle signal and knows what it means?", "context_html": "", "options": [ { "id": "cA1", "text": "Its ears receive the whistle, and its ears also decide what the sound means.", "plain": "Its ears receive the whistle, and its ears also decide what the sound means.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Its eyes receive the whistle, and its brain decides what the signal means.", "plain": "Its eyes receive the whistle, and its brain decides what the signal means.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Its ears receive the whistle, and the sound goes straight to its legs to make it run.", "plain": "Its ears receive the whistle, and the sound goes straight to its legs to make it run.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Its ears receive the whistle, and its brain decides what the sound means.", "plain": "Its ears receive the whistle, and its brain decides what the sound means.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1ca27db2-5d1a-416e-a9b0-d0f02e51126b" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Prairie Dog Field Notes

Femi watched a prairie dog town at a state park. A prairie dog town is a large area of burrows (underground homes). Femi wrote five field notes:

1. Prairie dogs live in large family groups in underground burrows.

2. When a hawk flew overhead, one prairie dog gave a loud, sharp whistle.

3. Right after the whistle, the nearby prairie dogs ran into their burrows and hid.

4. I think the whistle tells the other prairie dogs that danger is near.

5. Later, the prairie dogs came out of the family’s burrows and ate grasses.

\"A

", "passage_plain": "Prairie Dog Field Notes Femi watched a prairie dog town at a state park. A prairie dog town is a large area of burrows (underground homes). Femi wrote five field notes: 1. Prairie dogs live in large family groups in underground burrows. 2. When a hawk flew overhead, one prairie dog gave a loud, sharp whistle. 3. Right after the whistle, the nearby prairie dogs ran into their burrows and hid. 4. I think the whistle tells the other prairie dogs that danger is near. 5. Later, the prairie dogs came out of the family’s burrows and ate grasses." }, { "n": 19, "item_id": "_bc21ac16-9c49-4294-ad55-fc127c0eb1bb", "type": "order", "title": "How the Bear Finds the Berries", "standards": [ "4-LS1-2" ], "prompt_html": "

A black bear lifts its nose as it walks through the forest. The air carries the smell of ripe berries the bear has eaten before.

 

Drag the events into the boxes in the correct order. Show how the bear finds the berries, from first to last.

", "prompt_plain": "A black bear lifts its nose as it walks through the forest. The air carries the smell of ripe berries the bear has eaten before. Drag the events into the boxes in the correct order. Show how the bear finds the berries, from first to last.", "context_html": "", "options": [ { "id": "cB72f33f", "text": "Nerves carry the smell signal from the nose to the bear's brain.", "plain": "Nerves carry the smell signal from the nose to the bear's brain.", "correct": true, "kind": "choice" }, { "id": "cD5d3ed5", "text": "The bear follows the smell and finds the berry patch.", "plain": "The bear follows the smell and finds the berry patch.", "correct": true, "kind": "choice" }, { "id": "cAd1911a", "text": "Scent from the berries enters the bear's nose and reaches its smell receptors.", "plain": "Scent from the berries enters the bear's nose and reaches its smell receptors.", "correct": true, "kind": "choice" }, { "id": "cC694501", "text": "The brain matches the smell to the bear's memory of eating berries.", "plain": "The brain matches the smell to the bear's memory of eating berries.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cAd1911a", "cB72f33f", "cC694501", "cD5d3ed5" ] }, "n_options": 4 }, { "n": 20, "item_id": "_78a0322c-1408-4f10-9686-d3994e64c120", "type": "choice", "title": "Hedgehog Detects the Fox", "standards": [ "4-LS1-2" ], "prompt_html": "

A hedgehog has weak eyes but strong senses of smell and hearing. One dark night, a fox moves toward a hedgehog through the grass. The hedgehog quickly rolls into a tight, spiny ball.

\"At

Which TWO processes most likely happen as the hedgehog detects the fox and responds? Choose the TWO best answers.

", "prompt_plain": "A hedgehog has weak eyes but strong senses of smell and hearing. One dark night, a fox moves toward a hedgehog through the grass. The hedgehog quickly rolls into a tight, spiny ball. Which TWO processes most likely happen as the hedgehog detects the fox and responds? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The hedgehog's nose smells the fox, and nerves carry the signal to its brain.", "plain": "The hedgehog's nose smells the fox, and nerves carry the signal to its brain.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The hedgehog's sharp eyes clearly watch the fox move closer in the dark.", "plain": "The hedgehog's sharp eyes clearly watch the fox move closer in the dark.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The hedgehog's spines send out warning signals that tell the fox to stay away.", "plain": "The hedgehog's spines send out warning signals that tell the fox to stay away.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The hedgehog's brain processes the danger signals and makes its body roll up.", "plain": "The hedgehog's brain processes the danger signals and makes its body roll up.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The hedgehog's ears hear the fox and decide the danger without using the brain.", "plain": "The hedgehog's ears hear the fox and decide the danger without using the brain.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot20.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_364e7ad9-c928-42a6-a568-1d1c80e8ad23", "type": "choice", "title": "River Dolphin Sound Path", "standards": [ "4-LS1-2" ], "prompt_html": "

Joon watches a video about river dolphins. River dolphins live in muddy rivers, so they cannot see far. A dolphin makes clicking sounds. The clicks bounce off a fish and travel back to the dolphin. The returning sound enters the dolphin's lower jaw. Figure 1 shows the body parts the dolphin uses to sense the sound.

Figure 1. River Dolphin Head

\"Diagram

Which answer shows the correct order of the path the returning sound information follows?

", "prompt_plain": "Joon watches a video about river dolphins. River dolphins live in muddy rivers, so they cannot see far. A dolphin makes clicking sounds. The clicks bounce off a fish and travel back to the dolphin. The returning sound enters the dolphin's lower jaw. Figure 1 shows the body parts the dolphin uses to sense the sound. Figure 1. River Dolphin Head Which answer shows the correct order of the path the returning sound information follows?", "context_html": "", "options": [ { "id": "cA1", "text": "lower jaw → brain → inner ear → nerve", "plain": "lower jaw → brain → inner ear → nerve", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "lower jaw → inner ear → nerve → brain", "plain": "lower jaw → inner ear → nerve → brain", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "lower jaw → nerve → inner ear → brain", "plain": "lower jaw → nerve → inner ear → brain", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "brain → nerve → inner ear → lower jaw", "plain": "brain → nerve → inner ear → lower jaw", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot21_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 22, "item_id": "_c9a76817-6f27-4eb0-98ed-aa3e820c9b8e", "type": "choice", "title": "The River Gorge Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Figure 1.

Which observation is the best evidence that the gorge landscape changed over a long period of time?

", "prompt_plain": "Part A Look at Figure 1. Which observation is the best evidence that the gorge landscape changed over a long period of time?", "context_html": "", "options": [ { "id": "cA1", "text": "The rock in the gorge walls feels hard and solid.", "plain": "The rock in the gorge walls feels hard and solid.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A river flows along the bottom of the gorge.", "plain": "A river flows along the bottom of the gorge.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The gorge walls did not change at all during Wyatt's visit.", "plain": "The gorge walls did not change at all during Wyatt's visit.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The gorge walls show rock layers with different colors and textures.", "plain": "The gorge walls show rock layers with different colors and textures.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2983e069-94ad-4c95-84ec-a56ee45ddfdd" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The River Gorge

Wyatt's family visited a deep river gorge (a narrow valley with steep rock walls). A river flows along the bottom. Figure 1 is a photo of one gorge wall. The wall shows flat rock layers stacked on top of each other. Some layers are light tan, and some are dark gray or red. Some layers feel grainy, and some feel smooth.

Figure 1. One Wall of the Gorge

\"A

Figure 2 shows one bend in the river from above. The water on the outside of the bend moves quickly. The water on the inside of the bend moves slowly and carries sand and mud.

Figure 2. One Bend in the River, Seen from Above

\"Overhead

", "passage_plain": "The River Gorge Wyatt's family visited a deep river gorge (a narrow valley with steep rock walls). A river flows along the bottom. Figure 1 is a photo of one gorge wall. The wall shows flat rock layers stacked on top of each other. Some layers are light tan, and some are dark gray or red. Some layers feel grainy, and some feel smooth. Figure 1. One Wall of the Gorge Figure 2 shows one bend in the river from above. The water on the outside of the bend moves quickly. The water on the inside of the bend moves slowly and carries sand and mud. Figure 2. One Bend in the River, Seen from Above" }, { "n": 23, "item_id": "_f1cc021d-418f-4cb4-b16a-b693bca09fb9", "type": "choice", "title": "The River Gorge Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Wyatt reads a park sign about other things scientists observed at the gorge.

Which new observation best supports the idea from Part A that the gorge landscape changed over a long period of time?

", "prompt_plain": "Part B Wyatt reads a park sign about other things scientists observed at the gorge. Which new observation best supports the idea from Part A that the gorge landscape changed over a long period of time?", "context_html": "", "options": [ { "id": "cA1", "text": "One high rock layer holds fossils of water animals.", "plain": "One high rock layer holds fossils of water animals.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Small loose rocks lie along the bottom of the gorge.", "plain": "Small loose rocks lie along the bottom of the gorge.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The river water turns brown after every heavy rain.", "plain": "The river water turns brown after every heavy rain.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The top layer of the gorge wall is the thickest layer.", "plain": "The top layer of the gorge wall is the thickest layer.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2983e069-94ad-4c95-84ec-a56ee45ddfdd" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The River Gorge

Wyatt's family visited a deep river gorge (a narrow valley with steep rock walls). A river flows along the bottom. Figure 1 is a photo of one gorge wall. The wall shows flat rock layers stacked on top of each other. Some layers are light tan, and some are dark gray or red. Some layers feel grainy, and some feel smooth.

Figure 1. One Wall of the Gorge

\"A

Figure 2 shows one bend in the river from above. The water on the outside of the bend moves quickly. The water on the inside of the bend moves slowly and carries sand and mud.

Figure 2. One Bend in the River, Seen from Above

\"Overhead

", "passage_plain": "The River Gorge Wyatt's family visited a deep river gorge (a narrow valley with steep rock walls). A river flows along the bottom. Figure 1 is a photo of one gorge wall. The wall shows flat rock layers stacked on top of each other. Some layers are light tan, and some are dark gray or red. Some layers feel grainy, and some feel smooth. Figure 1. One Wall of the Gorge Figure 2 shows one bend in the river from above. The water on the outside of the bend moves quickly. The water on the inside of the bend moves slowly and carries sand and mud. Figure 2. One Bend in the River, Seen from Above" }, { "n": 24, "item_id": "_622f5ee8-796d-4c40-99ed-0835c54caee3", "type": "choice", "title": "Inside-Bend Landform", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Figure 2. The river keeps moving slowly along the inside of the bend for many years.

Which landform will most likely build up on the inside of the bend, and why?

", "prompt_plain": "Look at Figure 2. The river keeps moving slowly along the inside of the bend for many years. Which landform will most likely build up on the inside of the bend, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "A delta, because a river drops its sediment as it rounds each bend", "plain": "A delta, because a river drops its sediment as it rounds each bend", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "An alluvial fan, because the bend spreads the water out like a fan over the land", "plain": "An alluvial fan, because the bend spreads the water out like a fan over the land", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A sandbar, because slow-moving water drops the sediment it carries", "plain": "A sandbar, because slow-moving water drops the sediment it carries", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "A deeper channel, because slow water digs into the riverbed faster", "plain": "A deeper channel, because slow water digs into the riverbed faster", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2983e069-94ad-4c95-84ec-a56ee45ddfdd" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The River Gorge

Wyatt's family visited a deep river gorge (a narrow valley with steep rock walls). A river flows along the bottom. Figure 1 is a photo of one gorge wall. The wall shows flat rock layers stacked on top of each other. Some layers are light tan, and some are dark gray or red. Some layers feel grainy, and some feel smooth.

Figure 1. One Wall of the Gorge

\"A

Figure 2 shows one bend in the river from above. The water on the outside of the bend moves quickly. The water on the inside of the bend moves slowly and carries sand and mud.

Figure 2. One Bend in the River, Seen from Above

\"Overhead

", "passage_plain": "The River Gorge Wyatt's family visited a deep river gorge (a narrow valley with steep rock walls). A river flows along the bottom. Figure 1 is a photo of one gorge wall. The wall shows flat rock layers stacked on top of each other. Some layers are light tan, and some are dark gray or red. Some layers feel grainy, and some feel smooth. Figure 1. One Wall of the Gorge Figure 2 shows one bend in the river from above. The water on the outside of the bend moves quickly. The water on the inside of the bend moves slowly and carries sand and mud. Figure 2. One Bend in the River, Seen from Above" }, { "n": 25, "item_id": "_c452e42c-43b5-4362-a6b3-740dfd8b2d7e", "type": "text-entry", "title": "Contour Map Elevation", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Petra hikes a trail up a small hill. She uses the contour map in Figure 1. A contour line connects points that have the same elevation (height above sea level). The contour interval is the elevation difference between two neighboring lines. On this map, only some of the contour lines are labeled.

Figure 1. Contour Map of the Hill

\"Contour

What is the elevation, in feet, at point P? Enter the exact number.

Give your answer as a whole number (e.g., 150).

Elevation in feet:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "220" ] }, "n_options": 0 }, { "n": 26, "item_id": "_e27d7247-35ac-4300-93b6-1b89308bed65", "type": "choice", "title": "Slowest Weathering Hillside", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Table 1 and Table 2.

On which hillside will the rock most likely weather at the slowest rate?

", "prompt_plain": "Look at Table 1 and Table 2. On which hillside will the rock most likely weather at the slowest rate?", "context_html": "", "options": [ { "id": "cA1", "text": "Hillside W", "plain": "Hillside W", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Hillside X", "plain": "Hillside X", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Hillside Y", "plain": "Hillside Y", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Hillside Z", "plain": "Hillside Z", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_296a644d-7431-4e5e-b470-9ccb138ed922" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Hillside Weathering Study

Uma's science team compared four hillsides: W, X, Y, and Z. Solid rock lies under the soil on every hillside. The team measured how fast the rock on each hillside weathers (breaks apart in place). Table 1 shows what the team found about how three factors changed the weathering rate on these hillsides. Table 2 shows the conditions on each hillside. Figure 1 shows hillside Z. On hillside Z, rain often washes soil downhill. Moving soil off a hillside like this is called erosion.

Table 1. What the Team Found: How Each Factor Changed the Weathering Rate

FactorEffect the team found on these hillsides
RainfallThe rock weathered faster where more rain fell.
Soil coverThe rock weathered slower where thicker soil covered it.
SlopeThe rock weathered faster on steeper slopes.

Table 2. Conditions on Each Hillside

HillsideRainfallSoil coverSlope
WHighThickGentle
XLowThinSteep
YLowThickGentle
ZHighThinSteep

Figure 1. Hillside Z

\"A

", "passage_plain": "Hillside Weathering Study Uma's science team compared four hillsides: W, X, Y, and Z. Solid rock lies under the soil on every hillside. The team measured how fast the rock on each hillside weathers (breaks apart in place). Table 1 shows what the team found about how three factors changed the weathering rate on these hillsides. Table 2 shows the conditions on each hillside. Figure 1 shows hillside Z. On hillside Z, rain often washes soil downhill. Moving soil off a hillside like this is called erosion. Table 1. What the Team Found: How Each Factor Changed the Weathering Rate Factor Effect the team found on these hillsides Rainfall The rock weathered faster where more rain fell. Soil cover The rock weathered slower where thicker soil covered it. Slope The rock weathered faster on steeper slopes. Table 2. Conditions on Each Hillside Hillside Rainfall Soil cover Slope W High Thick Gentle X Low Thin Steep Y Low Thick Gentle Z High Thin Steep Figure 1. Hillside Z" }, { "n": 27, "item_id": "_37277c22-8f32-4d92-bb4a-ef438a8c7744", "type": "choice", "title": "Plants Reduce Erosion", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Figure 1. The team plants grass and bushes all across hillside Z.

Which TWO changes from the plants will best reduce the soil erosion? Choose the TWO best answers.

", "prompt_plain": "Look at Figure 1. The team plants grass and bushes all across hillside Z. Which TWO changes from the plants will best reduce the soil erosion? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The roots hold the soil in place.", "plain": "The roots hold the soil in place.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The plants make the soil heavier, so water cannot carry it.", "plain": "The plants make the soil heavier, so water cannot carry it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The roots break the rock under the soil into small pieces.", "plain": "The roots break the rock under the soil into small pieces.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The stems and leaves slow the rainwater flowing downhill.", "plain": "The stems and leaves slow the rainwater flowing downhill.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The plants attract animals that pack the soil down hard.", "plain": "The plants attract animals that pack the soil down hard.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_296a644d-7431-4e5e-b470-9ccb138ed922" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

Hillside Weathering Study

Uma's science team compared four hillsides: W, X, Y, and Z. Solid rock lies under the soil on every hillside. The team measured how fast the rock on each hillside weathers (breaks apart in place). Table 1 shows what the team found about how three factors changed the weathering rate on these hillsides. Table 2 shows the conditions on each hillside. Figure 1 shows hillside Z. On hillside Z, rain often washes soil downhill. Moving soil off a hillside like this is called erosion.

Table 1. What the Team Found: How Each Factor Changed the Weathering Rate

FactorEffect the team found on these hillsides
RainfallThe rock weathered faster where more rain fell.
Soil coverThe rock weathered slower where thicker soil covered it.
SlopeThe rock weathered faster on steeper slopes.

Table 2. Conditions on Each Hillside

HillsideRainfallSoil coverSlope
WHighThickGentle
XLowThinSteep
YLowThickGentle
ZHighThinSteep

Figure 1. Hillside Z

\"A

", "passage_plain": "Hillside Weathering Study Uma's science team compared four hillsides: W, X, Y, and Z. Solid rock lies under the soil on every hillside. The team measured how fast the rock on each hillside weathers (breaks apart in place). Table 1 shows what the team found about how three factors changed the weathering rate on these hillsides. Table 2 shows the conditions on each hillside. Figure 1 shows hillside Z. On hillside Z, rain often washes soil downhill. Moving soil off a hillside like this is called erosion. Table 1. What the Team Found: How Each Factor Changed the Weathering Rate Factor Effect the team found on these hillsides Rainfall The rock weathered faster where more rain fell. Soil cover The rock weathered slower where thicker soil covered it. Slope The rock weathered faster on steeper slopes. Table 2. Conditions on Each Hillside Hillside Rainfall Soil cover Slope W High Thick Gentle X Low Thin Steep Y Low Thick Gentle Z High Thin Steep Figure 1. Hillside Z" }, { "n": 28, "item_id": "_7ea7dc4d-ff6e-47af-8e61-a169fcbbe6d5", "type": "choice", "title": "Next Earthquake Location", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Map 1 and Map 2. Suppose an earthquake happens somewhere in this region next year.

Based on both maps, at which location is the earthquake most likely to happen?

", "prompt_plain": "Look at Map 1 and Map 2. Suppose an earthquake happens somewhere in this region next year. Based on both maps, at which location is the earthquake most likely to happen?", "context_html": "", "options": [ { "id": "cA1", "text": "Location 1", "plain": "Location 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Location 2", "plain": "Location 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Location 3", "plain": "Location 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Location 4", "plain": "Location 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_07adcbde-81ce-470c-aa54-0e4f99e433a6" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Mountain and Earthquake Maps

Sena's class studied two maps of the same large region. Map 1 shows the region's mountain ranges. It also shows four labeled locations: 1, 2, 3, and 4. Map 2 shows every earthquake recorded in the region during the last 50 years. Each dot marks one earthquake. The class compared the patterns on the two maps.

\"Two

", "passage_plain": "Mountain and Earthquake Maps Sena's class studied two maps of the same large region. Map 1 shows the region's mountain ranges. It also shows four labeled locations: 1, 2, 3, and 4. Map 2 shows every earthquake recorded in the region during the last 50 years. Each dot marks one earthquake. The class compared the patterns on the two maps." }, { "n": 29, "item_id": "_2efe2be2-2f35-4de2-87c3-d34427ae3989", "type": "hottext", "title": "Maps Support Which Statement", "standards": [ "4-ESS2-2" ], "prompt_html": "

The students each wrote one statement about the region.

Select the ONE statement that the patterns in Map 1 and Map 2 support.

", "prompt_plain": "The students each wrote one statement about the region. Select the ONE statement that the patterns in Map 1 and Map 2 support.", "context_html": "", "options": [ { "id": "hA29", "text": "Earthquakes in this region happen only along the coastline.", "plain": "Earthquakes in this region happen only along the coastline.", "correct": false, "kind": "hottext" }, { "id": "hB29", "text": "Most earthquakes in this region happen where the mountain ranges are.", "plain": "Most earthquakes in this region happen where the mountain ranges are.", "correct": true, "kind": "hottext" }, { "id": "hC29", "text": "Earthquakes are spread evenly across the whole region.", "plain": "Earthquakes are spread evenly across the whole region.", "correct": false, "kind": "hottext" }, { "id": "hD29", "text": "The middle plains have more earthquakes than the mountains.", "plain": "The middle plains have more earthquakes than the mountains.", "correct": false, "kind": "hottext" }, { "id": "hE29", "text": "Mountain ranges form only in places that have no earthquakes.", "plain": "Mountain ranges form only in places that have no earthquakes.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_07adcbde-81ce-470c-aa54-0e4f99e433a6" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB29" ] }, "n_options": 5, "passage_html": "

Mountain and Earthquake Maps

Sena's class studied two maps of the same large region. Map 1 shows the region's mountain ranges. It also shows four labeled locations: 1, 2, 3, and 4. Map 2 shows every earthquake recorded in the region during the last 50 years. Each dot marks one earthquake. The class compared the patterns on the two maps.

\"Two

", "passage_plain": "Mountain and Earthquake Maps Sena's class studied two maps of the same large region. Map 1 shows the region's mountain ranges. It also shows four labeled locations: 1, 2, 3, and 4. Map 2 shows every earthquake recorded in the region during the last 50 years. Each dot marks one earthquake. The class compared the patterns on the two maps." }, { "n": 30, "item_id": "_c35834b3-49b7-453c-9b9a-c52a46a0b860", "type": "choice", "title": "Renewable Resources", "standards": [ "4-ESS3-1" ], "prompt_html": "

Enzo's class listed five natural resources that people use. Table 1 shows the list.

Table 1. Five Natural Resources

ResourceHow people use it
CoalBurned to make electricity
Trees on a tree farmCut for lumber to build homes
Natural gasBurned to heat homes
Fish in a stocked lakeCaught for food
Petroleum (oil)Made into fuel for vehicles

Which TWO resources in Table 1 are renewable? Choose the TWO correct answers.

", "prompt_plain": "Enzo's class listed five natural resources that people use. Table 1 shows the list. Table 1. Five Natural Resources Resource How people use it Coal Burned to make electricity Trees on a tree farm Cut for lumber to build homes Natural gas Burned to heat homes Fish in a stocked lake Caught for food Petroleum (oil) Made into fuel for vehicles Which TWO resources in Table 1 are renewable? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Coal dug from a mine", "plain": "Coal dug from a mine", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Trees grown on a tree farm", "plain": "Trees grown on a tree farm", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Natural gas from deep wells", "plain": "Natural gas from deep wells", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Fish raised in a stocked lake", "plain": "Fish raised in a stocked lake", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Petroleum pumped from oil wells", "plain": "Petroleum pumped from oil wells", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 31, "item_id": "_fc93a42f-877c-47cb-87c7-cb523e263bd0", "type": "choice", "title": "Surface Mine Beside Cedar Creek", "standards": [ "4-ESS3-1" ], "prompt_html": "

A mining company plans a surface mine for coal on a hillside beside Cedar Creek. Surface mining removes the grass, trees, and top layer of soil. The picture shows the hillside before mining and after mining begins.

Figure 1. The Hillside Before and After Mining

\"Before-and-after

What is the most likely effect of this change on Cedar Creek?

", "prompt_plain": "A mining company plans a surface mine for coal on a hillside beside Cedar Creek. Surface mining removes the grass, trees, and top layer of soil. The picture shows the hillside before mining and after mining begins. Figure 1. The Hillside Before and After Mining What is the most likely effect of this change on Cedar Creek?", "context_html": "", "options": [ { "id": "cA31", "text": "Rain will wash loose soil into the creek and make the water muddy.", "plain": "Rain will wash loose soil into the creek and make the water muddy.", "correct": true, "kind": "choice" }, { "id": "cB31", "text": "The creek will slowly dry up because coal soaks up the rainwater.", "plain": "The creek will slowly dry up because coal soaks up the rainwater.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "The creek will stay the same because changes on land cannot reach water.", "plain": "The creek will stay the same because changes on land cannot reach water.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "The creek will get cleaner because falling leaves no longer land in it.", "plain": "The creek will get cleaner because falling leaves no longer land in it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot31.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_f889981c-3e35-465f-a17f-e0188d7dfabe", "type": "choice", "title": "Bakery Flood Barrier Choice", "standards": [ "4-ESS3-2" ], "prompt_html": "

Gia owns a bakery beside the Silver River. Spring floods there reach about 3 feet deep. Gia has two needs. The barrier must keep spring floodwater out of the bakery. It must also let the riverbank drain naturally during the rest of the year. Table 1 compares the two barriers Gia is considering.

Table 1. Two Flood Barriers

FeatureBarrier X (permanent floodwall)Barrier Y (removable panels)
MaterialConcrete and steelWaterproof fabric and aluminum
Blocks floodwater up to6 feet deep4 feet deep when set up
Time in placeAll year, every yearSet up before floods; stored the rest of the year
Effect on the riverbankBlocks the bank's natural drainage all yearLittle change to natural drainage
Set-up work before a floodNoneAbout 2 hours

Which barrier best meets both of Gia's needs, and why?

", "prompt_plain": "Gia owns a bakery beside the Silver River. Spring floods there reach about 3 feet deep. Gia has two needs. The barrier must keep spring floodwater out of the bakery. It must also let the riverbank drain naturally during the rest of the year. Table 1 compares the two barriers Gia is considering. Table 1. Two Flood Barriers Feature Barrier X (permanent floodwall) Barrier Y (removable panels) Material Concrete and steel Waterproof fabric and aluminum Blocks floodwater up to 6 feet deep 4 feet deep when set up Time in place All year, every year Set up before floods; stored the rest of the year Effect on the riverbank Blocks the bank's natural drainage all year Little change to natural drainage Set-up work before a flood None About 2 hours Which barrier best meets both of Gia's needs, and why?", "context_html": "", "options": [ { "id": "cA32", "text": "Barrier X, because a strong permanent wall matters more than how well the riverbank drains.", "plain": "Barrier X, because a strong permanent wall matters more than how well the riverbank drains.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "Barrier X, because it needs no set-up work, so the bakery is never left unprotected before a flood.", "plain": "Barrier X, because it needs no set-up work, so the bakery is never left unprotected before a flood.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "Barrier Y, because it blocks the spring floods and barely changes the bank's drainage.", "plain": "Barrier Y, because it blocks the spring floods and barely changes the bank's drainage.", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "Barrier Y, because taking the panels down after spring lets everyone see the river in the other seasons.", "plain": "Barrier Y, because taking the panels down after spring lets everyone see the river in the other seasons.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_0cf7f205-4942-4019-a9ec-47b644ba1776", "type": "choice", "title": "Milldale Flood Damage Plan", "standards": [ "4-ESS3-2" ], "prompt_html": "

The town of Milldale sits on low, flat land beside the Blue River. Most springs, the river overflows and floodwater damages homes and shops. Town leaders know they cannot stop the river from flooding. They want to reduce the damage the floods cause. The map shows the town and the land that floods.

Figure 1. Map of Milldale and the Blue River

\"Map

Which TWO actions would most likely reduce flood damage in Milldale? Choose the TWO best answers.

", "prompt_plain": "The town of Milldale sits on low, flat land beside the Blue River. Most springs, the river overflows and floodwater damages homes and shops. Town leaders know they cannot stop the river from flooding. They want to reduce the damage the floods cause. The map shows the town and the land that floods. Figure 1. Map of Milldale and the Blue River Which TWO actions would most likely reduce flood damage in Milldale? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA33", "text": "Widen the main road so cars can drive out of town faster.", "plain": "Widen the main road so cars can drive out of town faster.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "Plant a wide band of deep-rooted grasses and shrubs across the land that floods.", "plain": "Plant a wide band of deep-rooted grasses and shrubs across the land that floods.", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "Check the river each morning and write down how high the water is.", "plain": "Check the river each morning and write down how high the water is.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "Build a low earth levee between the river and the nearby houses.", "plain": "Build a low earth levee between the river and the nearby houses.", "correct": true, "kind": "choice" }, { "id": "cE33", "text": "Build the town's new playground on the empty field beside the river.", "plain": "Build the town's new playground on the empty field beside the river.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot33.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB33", "cD33" ] }, "n_options": 5 }, { "n": 34, "item_id": "_0ad51ed5-2fb6-4908-938d-49b90a20eb74", "type": "inline-choice", "title": "Footbridge Criterion or Constraint", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Hana's engineering team is planning a new footbridge over Miller Creek. The town gave the team a list of requirements for the design.

Choose the word that best completes each sentence.

The bridge must be strong enough to hold ten walkers at once. This requirement is a .

The bridge cannot cost more than the town's $30,000 budget. This requirement is a .

", "options": [ { "id": "c34b1o1", "text": "criterion", "plain": "criterion", "correct": true, "kind": "inline" }, { "id": "c34b1o2", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "c34b2o1", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "c34b2o2", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c34b1o1" ], "RESPONSEB2": [ "c34b2o2" ] }, "n_options": 4 }, { "n": 35, "item_id": "_03ad4800-e395-4467-8b1a-f538e375937d", "type": "text-entry", "title": "Erosion Barrier Test Count", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ansel's class tested six erosion-barrier designs on a slope of loose soil. The class poured the same amount of water down the slope for each design. Then they weighed the soil that washed past each barrier. A design passes only if the soil loss stays under 40 grams. Table 1 shows the results.

Table 1. Erosion-Barrier Test Results

Barrier designSoil washed past the barrier (grams)
A52
B38
C41
D25
E40
F33

How many of the six designs kept soil loss under 40 grams? Enter the exact number of designs.

Give your answer as a whole number (e.g., 8).

Number of designs:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 36, "item_id": "_6bc4de85-8729-450d-bac4-9c844f7f199e", "type": "gap-match", "title": "Glider Test Variable Jobs", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Tess built a launcher that uses a stretched rubber band to launch a paper glider. She wants to know if a longer pull-back makes the glider fly farther. She launches the same glider from the same table five times. In each trial she pulls the band back a different distance. After each launch she measures how far the glider flew.

Figure 1. Tess’s Glider Launcher

\"A

 

Drag one tile into each empty box in Table 1 to show each variable's job. You may use a tile more than once.

", "prompt_plain": "Tess built a launcher that uses a stretched rubber band to launch a paper glider. She wants to know if a longer pull-back makes the glider fly farther. She launches the same glider from the same table five times. In each trial she pulls the band back a different distance. After each launch she measures how far the glider flew. Figure 1. Tess’s Glider Launcher Drag one tile into each empty box in Table 1 to show each variable's job. You may use a tile more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "kept the same", "plain": "kept the same", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "measured", "plain": "measured", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "changed on purpose", "plain": "changed on purpose", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-21/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile3 g1", "tile1 g2", "tile1 g3", "tile2 g4" ] }, "n_options": 3 } ] }, { "form": "G4.22", "grade": "G4", "title": "Alpha Standardized Science G4.22", "test_id": "_test-239cfd36-d145-4148-b822-3c1cbb3951e6", "n_items": 36, "n_stimuli": 7, "stimuli": { "_94bddfe7-3d1a-4777-8368-3c38e395c438": { "title": "Esme’s Gecko Terrarium", "html": "

Esme’s Gecko Terrarium

Esme sets up a terrarium (a glass container for plants and small animals) in her classroom. It holds plants and a leopard gecko. Geckos are cold-blooded: a gecko’s body temperature matches the temperature around it. A gecko that gets too cold becomes weak. The pet-store guide says this gecko stays healthy between 24°C and 32°C. Esme places the terrarium on a sunny windowsill. During the day, sunlight keeps the terrarium warm. Esme measured the terrarium temperature three times in one day. Table 1 shows her measurements.

\"A

Table 1. Terrarium Temperatures

TimeTerrarium temperature
Noon (sunny)31°C
9 p.m.19°C
Midnight14°C
" }, "_fc6f7ef6-c903-435f-8799-7f121e7ff1db": { "title": "Farm Runoff Tray Experiment", "html": "

Farm Runoff Tray Experiment

Tomas builds a model of a sloped farm field. He fills two matching trays with the same soil. Tray 1 has thick grass growing in its soil. Tray 2 has bare soil. He raises one end of each tray to the same height. Before the test, his classmate Prem makes a prediction: "Only a tiny bit of soil will wash off either tray. A gentle stream of water is too weak to move soil." Tomas slowly pours the same amount of water on the top end of each tray. He collects the runoff (the water and soil that flow off the low end) in a bin under each tray. Figure 1 shows the setup. Table 1 shows the results.

Figure 1. The Two Trays

\"Two

Table 1. Runoff Test Results

TrayTray surfaceWater pouredSoil collected in bin
1Thick grass4 liters15 grams
2Bare soil4 liters120 grams
" }, "_606fb28d-0f15-45c0-9a4b-7c0da7183a23": { "title": "Harbor Horn Signals", "html": "

Harbor Horn Signals

Iker works in the signal tower at a harbor. At night, the tower and the ships send messages to each other across the water. One evening, the tower horn and a ship horn each made one long blast. A sound sensor recorded each horn’s sound as a wave diagram. Figure 1 shows the two wave diagrams drawn on the same grid.

Figure 1. Two Horn Sound Waves

\"Two

Later that night, the tower must send a warning message to a ship that is many kilometers away. Table 1 lists what the warning signal must do. The harbor keeps records about its signals. On clear, dark nights, ships have seen the tower’s flashing light from more than 20 kilometers away. No ship has ever heard the tower’s horn from more than 3 kilometers away.

Table 1. Warning-Signal Criteria

The warning signal must...
reach a ship many kilometers away
work in the dark
" }, "_c0f45616-be25-4ca4-98d6-b68cb0db20fa": { "title": "World Volcano and Earthquake Belts", "html": "

World Volcano and Earthquake Belts

Lena's class compares two maps of the same lands and oceans. Map 1 shows volcanoes that erupted in the last 100 years. Each triangle marks one volcano. Map 2 shows strong earthquakes from the same 100 years. Each dot marks one earthquake. Two regions are outlined on both maps. Region 1 lies along the continent's west coast. Region 2 lies far inland, near the middle of the continent.

\"Two

" }, "_550697f4-b421-4206-8138-5793f1714f68": { "title": "Barn Cat Night Watch", "html": "

Barn Cat Night Watch

Lars keeps a barn cat on his farm. For one week, he watched the cat at night and wrote notes.

Lars made a claim. He said the cat’s whiskers help it feel its way through tight, dark spaces.

Lars’s notes:

1. The cat’s whiskers are long, white, and stiff.

2. I think this cat is the smartest animal on the farm.

3. Its whiskers brushed both sides of a dark, narrow gap as the cat slipped through.

4. The cat spends most afternoons asleep on a warm shelf.

One night, Lars set food in a bowl in the dark pantry (small food room). The cat ran in from the barn, even though it could not see the bowl.

" }, "_4403052b-43e8-40f0-a76b-e3f86351d5d1": { "title": "Palm Fossil in a Cold Cliff", "html": "

Palm Fossil in a Cold Cliff

Maeve's science club visits a rocky cliff in a cold northern valley. Winters there are long, with heavy snow. The cliff face shows four rock layers. The layers lie flat, one on top of another. A park guide points to one layer. It holds many fossil imprints of palm fronds (a palm frond is a palm plant's leaf). One imprint shows the base of a palm trunk with its roots still spread in place in the rock. Today, palm plants grow in warm places that rarely freeze. Figure 1 shows the cliff layers, from Layer W at the top to Layer Z at the bottom. The fossils sit in Layer X.

Figure 1. Cliff Rock Layers

\"Cliff

" }, "_d7fb3c60-65ec-4913-8803-29fb5399f76a": { "title": "Desert Plants Water Study", "html": "

Desert Plants Water Study

Quinn’s class visited a desert garden. Quinn studied two desert plants: a barrel cactus and an ocotillo (oh-koh-TEE-yoh). The ocotillo is a shrub with long, thin stems. The desert gets very little rain in most years. Both plants grow bright flowers in spring. Both plants have sharp spines and a waxy coating on their stems. Neither plant has wide, flat leaves. The garden guide said both plants have wide-spreading roots just under the soil.

The guide cut one stem from each plant and stood each stem in blue-dyed water for one day. Figure 1 shows the inside of each cut stem. In both stems, the blue dye had moved up from the bottom through thin tubes. Figure 2 shows the outside of both living plants with parts labeled.

Figure 1

\"Cutaway

Figure 2

\"A

" } }, "questions": [ { "n": 1, "item_id": "_0abe7388-202a-46c5-9dd0-97240a8ca1af", "type": "choice", "title": "Wind Turbine Site Choice", "standards": [ "4-PS3-1" ], "prompt_html": "

Wells lives in a town that wants to build one wind turbine to make electricity. Workers observed the wind at four possible sites every day for one month. The map shows the four sites. Table 1 shows what the workers observed.

\"Landscape

Table 1. Wind Observed at Four Sites

SiteWind observed on most days
HilltopVery fast wind
Open fieldMedium wind
Beside tall barnSlow wind
Valley floorVery slow wind

Look at Table 1 and the map. Where should the town place the wind turbine to produce the most electrical energy?

", "prompt_plain": "Wells lives in a town that wants to build one wind turbine to make electricity. Workers observed the wind at four possible sites every day for one month. The map shows the four sites. Table 1 shows what the workers observed. Table 1. Wind Observed at Four Sites Site Wind observed on most days Hilltop Very fast wind Open field Medium wind Beside tall barn Slow wind Valley floor Very slow wind Look at Table 1 and the map. Where should the town place the wind turbine to produce the most electrical energy?", "context_html": "", "options": [ { "id": "cA1", "text": "The valley floor, because gentle wind turns the blades smoothly without wasting energy.", "plain": "The valley floor, because gentle wind turns the blades smoothly without wasting energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The open field, because steady medium wind carries more energy than fast wind.", "plain": "The open field, because steady medium wind carries more energy than fast wind.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The hilltop, because the faster-moving air there carries more energy to turn the blades.", "plain": "The hilltop, because the faster-moving air there carries more energy to turn the blades.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Beside the tall barn, because the barn shelters the turbine so it keeps its energy longer.", "plain": "Beside the tall barn, because the barn shelters the turbine so it keeps its energy longer.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot01_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_0e101ea4-fcd5-4492-a734-20ee3c3f91c5", "type": "choice", "title": "Esme’s Gecko Terrarium — Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

Look at Table 1. The terrarium gets too cold for the gecko at night.

Which object could Esme add to the terrarium to help the gecko stay warm enough at night?

", "prompt_plain": "Part A Look at Table 1. The terrarium gets too cold for the gecko at night. Which object could Esme add to the terrarium to help the gecko stay warm enough at night?", "context_html": "", "options": [ { "id": "cA1", "text": "a thermometer taped inside the glass", "plain": "a thermometer taped inside the glass", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "a small heat lamp above the terrarium", "plain": "a small heat lamp above the terrarium", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "a fan that blows air across the terrarium", "plain": "a fan that blows air across the terrarium", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "a mirror that faces the night window", "plain": "a mirror that faces the night window", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_94bddfe7-3d1a-4777-8368-3c38e395c438" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Esme’s Gecko Terrarium

Esme sets up a terrarium (a glass container for plants and small animals) in her classroom. It holds plants and a leopard gecko. Geckos are cold-blooded: a gecko’s body temperature matches the temperature around it. A gecko that gets too cold becomes weak. The pet-store guide says this gecko stays healthy between 24°C and 32°C. Esme places the terrarium on a sunny windowsill. During the day, sunlight keeps the terrarium warm. Esme measured the terrarium temperature three times in one day. Table 1 shows her measurements.

\"A

Table 1. Terrarium Temperatures

TimeTerrarium temperature
Noon (sunny)31°C
9 p.m.19°C
Midnight14°C
", "passage_plain": "Esme’s Gecko Terrarium Esme sets up a terrarium (a glass container for plants and small animals) in her classroom. It holds plants and a leopard gecko. Geckos are cold-blooded: a gecko’s body temperature matches the temperature around it. A gecko that gets too cold becomes weak. The pet-store guide says this gecko stays healthy between 24°C and 32°C. Esme places the terrarium on a sunny windowsill. During the day, sunlight keeps the terrarium warm. Esme measured the terrarium temperature three times in one day. Table 1 shows her measurements. Table 1. Terrarium Temperatures Time Terrarium temperature Noon (sunny) 31°C 9 p.m. 19°C Midnight 14°C" }, { "n": 3, "item_id": "_b7052186-9917-445d-bcf5-bf081ad03941", "type": "choice", "title": "Esme’s Gecko Terrarium — Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Which statement best explains how the object chosen in Part A keeps the gecko warm at night?

", "prompt_plain": "Part B Which statement best explains how the object chosen in Part A keeps the gecko warm at night?", "context_html": "", "options": [ { "id": "cA1", "text": "It blocks the night’s cold so the cold cannot flow into the terrarium.", "plain": "It blocks the night’s cold so the cold cannot flow into the terrarium.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It saves up sunlight during the day and lets the light out at night.", "plain": "It saves up sunlight during the day and lets the light out at night.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It can pass heat to the gecko only while the gecko touches its warm surface.", "plain": "It can pass heat to the gecko only while the gecko touches its warm surface.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It changes electrical energy into heat, and the heat travels through the air to the gecko.", "plain": "It changes electrical energy into heat, and the heat travels through the air to the gecko.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_94bddfe7-3d1a-4777-8368-3c38e395c438" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Esme’s Gecko Terrarium

Esme sets up a terrarium (a glass container for plants and small animals) in her classroom. It holds plants and a leopard gecko. Geckos are cold-blooded: a gecko’s body temperature matches the temperature around it. A gecko that gets too cold becomes weak. The pet-store guide says this gecko stays healthy between 24°C and 32°C. Esme places the terrarium on a sunny windowsill. During the day, sunlight keeps the terrarium warm. Esme measured the terrarium temperature three times in one day. Table 1 shows her measurements.

\"A

Table 1. Terrarium Temperatures

TimeTerrarium temperature
Noon (sunny)31°C
9 p.m.19°C
Midnight14°C
", "passage_plain": "Esme’s Gecko Terrarium Esme sets up a terrarium (a glass container for plants and small animals) in her classroom. It holds plants and a leopard gecko. Geckos are cold-blooded: a gecko’s body temperature matches the temperature around it. A gecko that gets too cold becomes weak. The pet-store guide says this gecko stays healthy between 24°C and 32°C. Esme places the terrarium on a sunny windowsill. During the day, sunlight keeps the terrarium warm. Esme measured the terrarium temperature three times in one day. Table 1 shows her measurements. Table 1. Terrarium Temperatures Time Terrarium temperature Noon (sunny) 31°C 9 p.m. 19°C Midnight 14°C" }, { "n": 4, "item_id": "_9755df87-f122-48ba-bd9c-4b38cdde153e", "type": "choice", "title": "Marble Collision Sounds", "standards": [ "4-PS3-3" ], "prompt_html": "

Yusuf rolls the same marble across a smooth floor toward a wooden block three times. He rolls it slowly, then at medium speed, then fast. He listens to the sound of each collision. Table 1 shows his results.

Table 1. Marble Collision Trials

TrialMarble’s speedSound of the collision
1SlowSoft click
2MediumMedium tap
3FastLoud crack

Which claim about energy do Yusuf’s results support?

", "prompt_plain": "Yusuf rolls the same marble across a smooth floor toward a wooden block three times. He rolls it slowly, then at medium speed, then fast. He listens to the sound of each collision. Table 1 shows his results. Table 1. Marble Collision Trials Trial Marble’s speed Sound of the collision 1 Slow Soft click 2 Medium Medium tap 3 Fast Loud crack Which claim about energy do Yusuf’s results support?", "context_html": "", "options": [ { "id": "cA1", "text": "A faster marble carries more energy, so more of its energy changes to sound.", "plain": "A faster marble carries more energy, so more of its energy changes to sound.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The collision destroys the marble’s energy, so its speed cannot change the sound.", "plain": "The collision destroys the marble’s energy, so its speed cannot change the sound.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Each collision creates brand-new energy that did not come from the moving marble.", "plain": "Each collision creates brand-new energy that did not come from the moving marble.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The marble carries the same amount of energy no matter how fast it rolls.", "plain": "The marble carries the same amount of energy no matter how fast it rolls.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_559e0840-ae4a-4e61-a45f-cfb52ffa9856", "type": "choice", "title": "Hot Plate Energy Change", "standards": [ "4-PS3-4" ], "prompt_html": "

Suvi’s class uses an electric hot plate to heat a beaker of water. The hot plate is plugged into a wall outlet and switched on. The picture shows the setup.

\"A

Which statement describes how the hot plate uses energy to heat the water?

", "prompt_plain": "Suvi’s class uses an electric hot plate to heat a beaker of water. The hot plate is plugged into a wall outlet and switched on. The picture shows the setup. Which statement describes how the hot plate uses energy to heat the water?", "context_html": "", "options": [ { "id": "cA1", "text": "The hot plate changes heat energy from the water into electrical energy.", "plain": "The hot plate changes heat energy from the water into electrical energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The hot plate changes electrical energy into heat energy that transfers to the water.", "plain": "The hot plate changes electrical energy into heat energy that transfers to the water.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The hot plate stores up sunlight during the day and releases it when switched on.", "plain": "The hot plate stores up sunlight during the day and releases it when switched on.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The hot plate creates new energy that is not carried in by the electric current.", "plain": "The hot plate creates new energy that is not carried in by the electric current.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot05.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_e86afe14-2c92-4ab1-ba37-977079c9342a", "type": "gap-match", "title": "Laser Cutter Energy Forms", "standards": [ "extension:", "energy-forms", "taxonomy", "(U1-2)" ], "prompt_html": "

Kofi watches a laser cutter, a machine that cuts shapes out of metal sheets, at a workshop. He writes down five things he observes while the machine works. Table 1 lists his observations.

 

Drag one energy-form tile into each empty box in Table 1 to name the form of energy in each observation. Use each tile no more than once. One tile will not be used.

\"A

Table 1. Kofi’s Observations

", "prompt_plain": "Kofi watches a laser cutter, a machine that cuts shapes out of metal sheets, at a workshop. He writes down five things he observes while the machine works. Table 1 lists his observations. Drag one energy-form tile into each empty box in Table 1 to name the form of energy in each observation. Use each tile no more than once. One tile will not be used. Table 1. Kofi’s Observations", "context_html": "", "options": [ { "id": "dHeat", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" }, { "id": "dElec", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" }, { "id": "dChem", "text": "chemical energy", "plain": "chemical energy", "correct": false, "kind": "gap-token" }, { "id": "dLight", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" }, { "id": "dKin", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "gap-token" }, { "id": "dSound", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "dLight g1", "dHeat g2", "dSound g3", "dKin g4", "dElec g5" ] }, "n_options": 6 }, { "n": 7, "item_id": "_62f59dfb-400e-4bd4-81fe-d820188827a2", "type": "gap-match", "title": "Build the Wave 2 Model", "standards": [ "4-PS4-1" ], "prompt_html": "

Amara is drawing wave models. Figure 1 shows Wave 1 on a grid. The panel for Wave 2 below it is empty. Wave 2 must have the same amplitude as Wave 1 and one-half the wavelength of Wave 1.

Wave 1 has an amplitude of 2 cm and a wavelength of 8 cm.

 

Drag one wave tile into the empty Wave 2 panel to complete the model. Three tiles will not be used.

Figure 1. The top panel shows Wave 1. The empty bottom panel is for Wave 2.

", "prompt_plain": "Amara is drawing wave models. Figure 1 shows Wave 1 on a grid. The panel for Wave 2 below it is empty. Wave 2 must have the same amplitude as Wave 1 and one-half the wavelength of Wave 1. Wave 1 has an amplitude of 2 cm and a wavelength of 8 cm. Drag one wave tile into the empty Wave 2 panel to complete the model. Three tiles will not be used. Figure 1. The top panel shows Wave 1. The empty bottom panel is for Wave 2.", "context_html": "", "options": [ { "id": "tile-half-amp-half-wl", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-same-amp-half-wl", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-same-amp-same-wl", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-double-amp-half-wl", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot07-tile-half-amp-half-wl_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot07-tile-same-amp-half-wl_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot07-tile-same-amp-same-wl_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot07-tile-double-amp-half-wl_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot07_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-same-amp-half-wl gap-wave2" ] }, "n_options": 4 }, { "n": 8, "item_id": "_223af23e-ef99-4725-8584-322bacf9b86a", "type": "choice", "title": "Harbor Horns — Loudness Claim", "standards": [ "4-PS4-1" ], "prompt_html": "

After the two blasts, Iker says, \"The tower horn made the loudest sound.\"

Look at Figure 1. Is Iker’s claim supported by the wave diagrams?

", "prompt_plain": "After the two blasts, Iker says, \"The tower horn made the loudest sound.\" Look at Figure 1. Is Iker’s claim supported by the wave diagrams?", "context_html": "", "options": [ { "id": "cA1", "text": "Yes; the tower horn’s wave has the longer wavelength, and a longer wavelength means a louder sound.", "plain": "Yes; the tower horn’s wave has the longer wavelength, and a longer wavelength means a louder sound.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Yes; the tower horn’s wave has the smaller amplitude, and a smaller amplitude means a louder sound.", "plain": "Yes; the tower horn’s wave has the smaller amplitude, and a smaller amplitude means a louder sound.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "No; the tower horn’s wave has the longer wavelength, and a longer wavelength means a quieter sound.", "plain": "No; the tower horn’s wave has the longer wavelength, and a longer wavelength means a quieter sound.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "No; the ship horn’s wave has the larger amplitude, so the ship horn’s sound was the louder one.", "plain": "No; the ship horn’s wave has the larger amplitude, so the ship horn’s sound was the louder one.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_606fb28d-0f15-45c0-9a4b-7c0da7183a23" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Harbor Horn Signals

Iker works in the signal tower at a harbor. At night, the tower and the ships send messages to each other across the water. One evening, the tower horn and a ship horn each made one long blast. A sound sensor recorded each horn’s sound as a wave diagram. Figure 1 shows the two wave diagrams drawn on the same grid.

Figure 1. Two Horn Sound Waves

\"Two

Later that night, the tower must send a warning message to a ship that is many kilometers away. Table 1 lists what the warning signal must do. The harbor keeps records about its signals. On clear, dark nights, ships have seen the tower’s flashing light from more than 20 kilometers away. No ship has ever heard the tower’s horn from more than 3 kilometers away.

Table 1. Warning-Signal Criteria

The warning signal must...
reach a ship many kilometers away
work in the dark
", "passage_plain": "Harbor Horn Signals Iker works in the signal tower at a harbor. At night, the tower and the ships send messages to each other across the water. One evening, the tower horn and a ship horn each made one long blast. A sound sensor recorded each horn’s sound as a wave diagram. Figure 1 shows the two wave diagrams drawn on the same grid. Figure 1. Two Horn Sound Waves Later that night, the tower must send a warning message to a ship that is many kilometers away. Table 1 lists what the warning signal must do. The harbor keeps records about its signals. On clear, dark nights, ships have seen the tower’s flashing light from more than 20 kilometers away. No ship has ever heard the tower’s horn from more than 3 kilometers away. Table 1. Warning-Signal Criteria The warning signal must... reach a ship many kilometers away work in the dark" }, { "n": 9, "item_id": "_7b612e9f-7a44-4c36-8736-3cc1f43069d0", "type": "choice", "title": "Choosing the Warning Signal", "standards": [ "4-PS4-3" ], "prompt_html": "

The tower can send the warning message with a flashing light or with a horn blast.

Look at Table 1. Which choice best meets both criteria (things the signal must do), and why?

", "prompt_plain": "The tower can send the warning message with a flashing light or with a horn blast. Look at Table 1. Which choice best meets both criteria (things the signal must do), and why?", "context_html": "", "options": [ { "id": "cA1", "text": "A flashing light, because ships have seen the light from more than 20 kilometers away at night.", "plain": "A flashing light, because ships have seen the light from more than 20 kilometers away at night.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A flashing light, because light waves travel faster at night than they do in the daytime.", "plain": "A flashing light, because light waves travel faster at night than they do in the daytime.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A horn blast, because sound carries farther than light across open water at night.", "plain": "A horn blast, because sound carries farther than light across open water at night.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A horn blast, because a sailor who is not watching the tower can still hear it.", "plain": "A horn blast, because a sailor who is not watching the tower can still hear it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_606fb28d-0f15-45c0-9a4b-7c0da7183a23" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Harbor Horn Signals

Iker works in the signal tower at a harbor. At night, the tower and the ships send messages to each other across the water. One evening, the tower horn and a ship horn each made one long blast. A sound sensor recorded each horn’s sound as a wave diagram. Figure 1 shows the two wave diagrams drawn on the same grid.

Figure 1. Two Horn Sound Waves

\"Two

Later that night, the tower must send a warning message to a ship that is many kilometers away. Table 1 lists what the warning signal must do. The harbor keeps records about its signals. On clear, dark nights, ships have seen the tower’s flashing light from more than 20 kilometers away. No ship has ever heard the tower’s horn from more than 3 kilometers away.

Table 1. Warning-Signal Criteria

The warning signal must...
reach a ship many kilometers away
work in the dark
", "passage_plain": "Harbor Horn Signals Iker works in the signal tower at a harbor. At night, the tower and the ships send messages to each other across the water. One evening, the tower horn and a ship horn each made one long blast. A sound sensor recorded each horn’s sound as a wave diagram. Figure 1 shows the two wave diagrams drawn on the same grid. Figure 1. Two Horn Sound Waves Later that night, the tower must send a warning message to a ship that is many kilometers away. Table 1 lists what the warning signal must do. The harbor keeps records about its signals. On clear, dark nights, ships have seen the tower’s flashing light from more than 20 kilometers away. No ship has ever heard the tower’s horn from more than 3 kilometers away. Table 1. Warning-Signal Criteria The warning signal must... reach a ship many kilometers away work in the dark" }, { "n": 10, "item_id": "_18d9e1d1-5885-4803-8afc-f06e07d5e07b", "type": "inline-choice", "title": "Femi’s Lantern Covers", "standards": [ "extension:", "opaque", "/", "translucent", "/", "transparent", "(U3-3,", "taught", "U3-7", "light", "lesson)" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Femi builds a lantern with a bulb inside. He can close the lantern with three different covers. Table 1 lists the covers. A transparent material lets almost all light pass through. A translucent (partly see-through) material lets some light pass through. An opaque material lets no light pass through.

\"An

Table 1. Femi’s Three Lantern Covers

CoverMaterial
1Clear glass
2Frosted plastic
3Aluminum foil sheet

Complete the sentences about Femi’s lantern. Choose one answer in each box.

With Cover 1 (clear glass), of the bulb’s light passes through the cover.

With Cover 2 (frosted plastic), of the bulb’s light passes through the cover.

With Cover 3 (aluminum foil sheet), of the bulb’s light passes through the cover.

", "options": [ { "id": "ca17afe6d92", "text": "almost all", "plain": "almost all", "correct": true, "kind": "inline" }, { "id": "ca5fa6026fe", "text": "some", "plain": "some", "correct": false, "kind": "inline" }, { "id": "ca28020947c", "text": "none", "plain": "none", "correct": false, "kind": "inline" }, { "id": "cbc6322c2cf", "text": "almost all", "plain": "almost all", "correct": false, "kind": "inline" }, { "id": "cb9a4b12c5f", "text": "some", "plain": "some", "correct": true, "kind": "inline" }, { "id": "cbb80cd777b", "text": "none", "plain": "none", "correct": false, "kind": "inline" }, { "id": "ccf90fcb0fe", "text": "almost all", "plain": "almost all", "correct": false, "kind": "inline" }, { "id": "ccc412b637f", "text": "some", "plain": "some", "correct": false, "kind": "inline" }, { "id": "cc4a45b58b7", "text": "none", "plain": "none", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot10.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "ca17afe6d92" ], "RESPONSE2": [ "cb9a4b12c5f" ], "RESPONSE3": [ "cc4a45b58b7" ] }, "n_options": 9 }, { "n": 11, "item_id": "_66b2d3b6-7738-46ae-816b-fe1b15a637b4", "type": "choice", "title": "Lantern Light Path Models", "standards": [ "4-PS4-2" ], "prompt_html": "

Ansel camps in a field on a dark night. A lantern on a post is the only light source. A light source makes its own light. The tent does not make its own light. From his chair, Ansel can see the tent.

Figure 1 shows four models. Each model uses arrows to show a path light might travel.

\"Four

Which model correctly shows how light travels so Ansel sees the tent?

", "prompt_plain": "Ansel camps in a field on a dark night. A lantern on a post is the only light source. A light source makes its own light. The tent does not make its own light. From his chair, Ansel can see the tent. Figure 1 shows four models. Each model uses arrows to show a path light might travel. Which model correctly shows how light travels so Ansel sees the tent?", "context_html": "", "options": [ { "id": "cA1", "text": "Model 1", "plain": "Model 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Model 2", "plain": "Model 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Model 3", "plain": "Model 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Model 4", "plain": "Model 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot11_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_27d5b722-b572-496f-b41b-7a2c13ab7a0f", "type": "choice", "title": "Soup Ladle Heat Path", "standards": [ "4-PS3-2" ], "prompt_html": "

Petra stirs a pot of hot soup with a metal ladle (a deep serving spoon). The handle sticks out to the side, away from the rising steam. Soon the handle feels warm. The handle never touched the soup.

Which statement best explains how most of the heat energy reached the handle?

", "prompt_plain": "Petra stirs a pot of hot soup with a metal ladle (a deep serving spoon). The handle sticks out to the side, away from the rising steam. Soon the handle feels warm. The handle never touched the soup. Which statement best explains how most of the heat energy reached the handle?", "context_html": "", "options": [ { "id": "cA1", "text": "Heat energy moved from the soup through the metal ladle to its handle.", "plain": "Heat energy moved from the soup through the metal ladle to its handle.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The handle made its own heat energy once the soup became hot.", "plain": "The handle made its own heat energy once the soup became hot.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Heat jumped through the air from the soup to the handle.", "plain": "Heat jumped through the air from the soup to the handle.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Stirring changed the ladle’s motion into heat right inside the handle.", "plain": "Stirring changed the ladle’s motion into heat right inside the handle.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_62e752dc-4e13-4fba-be06-85416967c864", "type": "choice", "title": "Desert Stems Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Look at Figure 1. Which claim about the two plants’ stems is best supported by what Quinn saw?

", "prompt_plain": "Part A Look at Figure 1. Which claim about the two plants’ stems is best supported by what Quinn saw?", "context_html": "", "options": [ { "id": "cA1", "text": "Tubes inside each stem carry water from the roots to the rest of the plant.", "plain": "Tubes inside each stem carry water from the roots to the rest of the plant.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The waxy coating soaks up water from the desert air for the plant.", "plain": "The waxy coating soaks up water from the desert air for the plant.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The sharp spines pull water from the soil and pass it to the flowers.", "plain": "The sharp spines pull water from the soil and pass it to the flowers.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each stem takes in rainwater and uses it up within the same day.", "plain": "Each stem takes in rainwater and uses it up within the same day.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d7fb3c60-65ec-4913-8803-29fb5399f76a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Desert Plants Water Study

Quinn’s class visited a desert garden. Quinn studied two desert plants: a barrel cactus and an ocotillo (oh-koh-TEE-yoh). The ocotillo is a shrub with long, thin stems. The desert gets very little rain in most years. Both plants grow bright flowers in spring. Both plants have sharp spines and a waxy coating on their stems. Neither plant has wide, flat leaves. The garden guide said both plants have wide-spreading roots just under the soil.

The guide cut one stem from each plant and stood each stem in blue-dyed water for one day. Figure 1 shows the inside of each cut stem. In both stems, the blue dye had moved up from the bottom through thin tubes. Figure 2 shows the outside of both living plants with parts labeled.

Figure 1

\"Cutaway

Figure 2

\"A

", "passage_plain": "Desert Plants Water Study Quinn’s class visited a desert garden. Quinn studied two desert plants: a barrel cactus and an ocotillo (oh-koh-TEE-yoh). The ocotillo is a shrub with long, thin stems. The desert gets very little rain in most years. Both plants grow bright flowers in spring. Both plants have sharp spines and a waxy coating on their stems. Neither plant has wide, flat leaves. The garden guide said both plants have wide-spreading roots just under the soil. The guide cut one stem from each plant and stood each stem in blue-dyed water for one day. Figure 1 shows the inside of each cut stem. In both stems, the blue dye had moved up from the bottom through thin tubes. Figure 2 shows the outside of both living plants with parts labeled. Figure 1 Figure 2" }, { "n": 14, "item_id": "_963a6810-1d8b-4741-a1db-b0164e072f4a", "type": "choice", "title": "Desert Stems Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which detail from the stimulus best supports the answer in Part A?

", "prompt_plain": "Part B Which detail from the stimulus best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "In Figure 1, pale water-storing tissue fills the middle of each cut stem.", "plain": "In Figure 1, pale water-storing tissue fills the middle of each cut stem.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both desert plants grow bright, colorful flowers during the spring season.", "plain": "Both desert plants grow bright, colorful flowers during the spring season.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both desert plants have many sharp spines along their outside stems.", "plain": "Both desert plants have many sharp spines along their outside stems.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "In Figure 1, blue dye moved up through tubes inside each stem.", "plain": "In Figure 1, blue dye moved up through tubes inside each stem.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d7fb3c60-65ec-4913-8803-29fb5399f76a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Desert Plants Water Study

Quinn’s class visited a desert garden. Quinn studied two desert plants: a barrel cactus and an ocotillo (oh-koh-TEE-yoh). The ocotillo is a shrub with long, thin stems. The desert gets very little rain in most years. Both plants grow bright flowers in spring. Both plants have sharp spines and a waxy coating on their stems. Neither plant has wide, flat leaves. The garden guide said both plants have wide-spreading roots just under the soil.

The guide cut one stem from each plant and stood each stem in blue-dyed water for one day. Figure 1 shows the inside of each cut stem. In both stems, the blue dye had moved up from the bottom through thin tubes. Figure 2 shows the outside of both living plants with parts labeled.

Figure 1

\"Cutaway

Figure 2

\"A

", "passage_plain": "Desert Plants Water Study Quinn’s class visited a desert garden. Quinn studied two desert plants: a barrel cactus and an ocotillo (oh-koh-TEE-yoh). The ocotillo is a shrub with long, thin stems. The desert gets very little rain in most years. Both plants grow bright flowers in spring. Both plants have sharp spines and a waxy coating on their stems. Neither plant has wide, flat leaves. The garden guide said both plants have wide-spreading roots just under the soil. The guide cut one stem from each plant and stood each stem in blue-dyed water for one day. Figure 1 shows the inside of each cut stem. In both stems, the blue dye had moved up from the bottom through thin tubes. Figure 2 shows the outside of both living plants with parts labeled. Figure 1 Figure 2" }, { "n": 15, "item_id": "_4c980239-4fc6-43da-9656-db5acd1f064c", "type": "choice", "title": "Water-Keeping Structures", "standards": [ "4-LS1-1" ], "prompt_html": "

Desert plants must keep water inside their bodies during long dry times.

Look at Figure 2. Which TWO outside structures help keep water from leaving the plants’ bodies? Choose the TWO best answers.

", "prompt_plain": "Desert plants must keep water inside their bodies during long dry times. Look at Figure 2. Which TWO outside structures help keep water from leaving the plants’ bodies? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "the bright flowers that bloom in the spring", "plain": "the bright flowers that bloom in the spring", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the waxy coating that covers each stem", "plain": "the waxy coating that covers each stem", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "the wide-spreading roots just under the soil", "plain": "the wide-spreading roots just under the soil", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "the sharp spines that replace wide, flat leaves", "plain": "the sharp spines that replace wide, flat leaves", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "the long, thin stems that the ocotillo grows", "plain": "the long, thin stems that the ocotillo grows", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d7fb3c60-65ec-4913-8803-29fb5399f76a" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Desert Plants Water Study

Quinn’s class visited a desert garden. Quinn studied two desert plants: a barrel cactus and an ocotillo (oh-koh-TEE-yoh). The ocotillo is a shrub with long, thin stems. The desert gets very little rain in most years. Both plants grow bright flowers in spring. Both plants have sharp spines and a waxy coating on their stems. Neither plant has wide, flat leaves. The garden guide said both plants have wide-spreading roots just under the soil.

The guide cut one stem from each plant and stood each stem in blue-dyed water for one day. Figure 1 shows the inside of each cut stem. In both stems, the blue dye had moved up from the bottom through thin tubes. Figure 2 shows the outside of both living plants with parts labeled.

Figure 1

\"Cutaway

Figure 2

\"A

", "passage_plain": "Desert Plants Water Study Quinn’s class visited a desert garden. Quinn studied two desert plants: a barrel cactus and an ocotillo (oh-koh-TEE-yoh). The ocotillo is a shrub with long, thin stems. The desert gets very little rain in most years. Both plants grow bright flowers in spring. Both plants have sharp spines and a waxy coating on their stems. Neither plant has wide, flat leaves. The garden guide said both plants have wide-spreading roots just under the soil. The guide cut one stem from each plant and stood each stem in blue-dyed water for one day. Figure 1 shows the inside of each cut stem. In both stems, the blue dye had moved up from the bottom through thin tubes. Figure 2 shows the outside of both living plants with parts labeled. Figure 1 Figure 2" }, { "n": 16, "item_id": "_31e4660d-f104-49e5-b2f7-69d5097f59e6", "type": "choice", "title": "Long Feeding Parts", "standards": [ "4-LS1-1" ], "prompt_html": "

The butterfly and the hummingbird in the picture both feed at flowers. Each animal has a long body part used for feeding.

\"A

Which statement best explains why both animals have long feeding parts?

", "prompt_plain": "The butterfly and the hummingbird in the picture both feed at flowers. Each animal has a long body part used for feeding. Which statement best explains why both animals have long feeding parts?", "context_html": "", "options": [ { "id": "cA1", "text": "The two animals are close family members, so their bodies match inside.", "plain": "The two animals are close family members, so their bodies match inside.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The long feeding parts let both animals reach nectar deep inside flowers.", "plain": "The long feeding parts let both animals reach nectar deep inside flowers.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Each animal decided to grow a longer feeding part when food was hard to reach.", "plain": "Each animal decided to grow a longer feeding part when food was hard to reach.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The long feeding parts help both animals scare away birds that hunt them.", "plain": "The long feeding parts help both animals scare away birds that hunt them.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot16.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_c03e821a-14b2-40fa-90d6-13e395a1a014", "type": "hottext", "title": "Whisker Claim Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

Read Lars’s four notes in the passage.

Select the ONE note that gives the best evidence for Lars’s claim about whiskers.

", "prompt_plain": "Read Lars’s four notes in the passage. Select the ONE note that gives the best evidence for Lars’s claim about whiskers.", "context_html": "", "options": [ { "id": "hA1", "text": "The cat’s whiskers are long, white, and stiff.", "plain": "The cat’s whiskers are long, white, and stiff.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "I think this cat is the smartest animal on the farm.", "plain": "I think this cat is the smartest animal on the farm.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "Its whiskers brushed both sides of a dark, narrow gap as the cat slipped through.", "plain": "Its whiskers brushed both sides of a dark, narrow gap as the cat slipped through.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "The cat spends most afternoons asleep on a warm shelf.", "plain": "The cat spends most afternoons asleep on a warm shelf.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_550697f4-b421-4206-8138-5793f1714f68" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 4, "passage_html": "

Barn Cat Night Watch

Lars keeps a barn cat on his farm. For one week, he watched the cat at night and wrote notes.

Lars made a claim. He said the cat’s whiskers help it feel its way through tight, dark spaces.

Lars’s notes:

1. The cat’s whiskers are long, white, and stiff.

2. I think this cat is the smartest animal on the farm.

3. Its whiskers brushed both sides of a dark, narrow gap as the cat slipped through.

4. The cat spends most afternoons asleep on a warm shelf.

One night, Lars set food in a bowl in the dark pantry (small food room). The cat ran in from the barn, even though it could not see the bowl.

", "passage_plain": "Barn Cat Night Watch Lars keeps a barn cat on his farm. For one week, he watched the cat at night and wrote notes. Lars made a claim. He said the cat’s whiskers help it feel its way through tight, dark spaces. Lars’s notes: 1. The cat’s whiskers are long, white, and stiff. 2. I think this cat is the smartest animal on the farm. 3. Its whiskers brushed both sides of a dark, narrow gap as the cat slipped through. 4. The cat spends most afternoons asleep on a warm shelf. One night, Lars set food in a bowl in the dark pantry (small food room). The cat ran in from the barn, even though it could not see the bowl." }, { "n": 18, "item_id": "_37ed4846-d44b-46b9-8ba9-112d1f23dc7f", "type": "choice", "title": "Cat Smell Pathway", "standards": [ "4-LS1-2" ], "prompt_html": "

Think about the night the cat found food in the dark pantry.

Which statement best explains how the cat knew food was in the bowl?

", "prompt_plain": "Think about the night the cat found food in the dark pantry. Which statement best explains how the cat knew food was in the bowl?", "context_html": "", "options": [ { "id": "cA1", "text": "The cat’s nose sent tiny food pieces through its blood to its brain.", "plain": "The cat’s nose sent tiny food pieces through its blood to its brain.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The cat’s nose sensed the smell, and nerves carried signals to its brain.", "plain": "The cat’s nose sensed the smell, and nerves carried signals to its brain.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The smell floated from the cat’s nose straight into its brain.", "plain": "The smell floated from the cat’s nose straight into its brain.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The cat’s nose decided the smell was food without needing the brain.", "plain": "The cat’s nose decided the smell was food without needing the brain.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_550697f4-b421-4206-8138-5793f1714f68" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Barn Cat Night Watch

Lars keeps a barn cat on his farm. For one week, he watched the cat at night and wrote notes.

Lars made a claim. He said the cat’s whiskers help it feel its way through tight, dark spaces.

Lars’s notes:

1. The cat’s whiskers are long, white, and stiff.

2. I think this cat is the smartest animal on the farm.

3. Its whiskers brushed both sides of a dark, narrow gap as the cat slipped through.

4. The cat spends most afternoons asleep on a warm shelf.

One night, Lars set food in a bowl in the dark pantry (small food room). The cat ran in from the barn, even though it could not see the bowl.

", "passage_plain": "Barn Cat Night Watch Lars keeps a barn cat on his farm. For one week, he watched the cat at night and wrote notes. Lars made a claim. He said the cat’s whiskers help it feel its way through tight, dark spaces. Lars’s notes: 1. The cat’s whiskers are long, white, and stiff. 2. I think this cat is the smartest animal on the farm. 3. Its whiskers brushed both sides of a dark, narrow gap as the cat slipped through. 4. The cat spends most afternoons asleep on a warm shelf. One night, Lars set food in a bowl in the dark pantry (small food room). The cat ran in from the barn, even though it could not see the bowl." }, { "n": 19, "item_id": "_0cf3b870-7bb9-4404-b9ac-1e72ae0a7d88", "type": "order", "title": "Whisker Touch Sequence", "standards": [ "4-LS1-2" ], "prompt_html": "

One dark night, the cat walks toward a narrow gap between two boards.

 

Drag the four steps into the order they happen. Start when a whisker touches a board.

", "prompt_plain": "One dark night, the cat walks toward a narrow gap between two boards. Drag the four steps into the order they happen. Start when a whisker touches a board.", "context_html": "", "options": [ { "id": "c763544c4", "text": "The brain figures out how close the board is", "plain": "The brain figures out how close the board is", "correct": true, "kind": "choice" }, { "id": "cd9837fec", "text": "A whisker touches the edge of the board", "plain": "A whisker touches the edge of the board", "correct": true, "kind": "choice" }, { "id": "cd4dd1bc3", "text": "The cat turns its body away from the board", "plain": "The cat turns its body away from the board", "correct": true, "kind": "choice" }, { "id": "c4b5acb27", "text": "A signal travels from the whisker to the brain", "plain": "A signal travels from the whisker to the brain", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_550697f4-b421-4206-8138-5793f1714f68" ], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cd9837fec", "c4b5acb27", "c763544c4", "cd4dd1bc3" ] }, "n_options": 4, "passage_html": "

Barn Cat Night Watch

Lars keeps a barn cat on his farm. For one week, he watched the cat at night and wrote notes.

Lars made a claim. He said the cat’s whiskers help it feel its way through tight, dark spaces.

Lars’s notes:

1. The cat’s whiskers are long, white, and stiff.

2. I think this cat is the smartest animal on the farm.

3. Its whiskers brushed both sides of a dark, narrow gap as the cat slipped through.

4. The cat spends most afternoons asleep on a warm shelf.

One night, Lars set food in a bowl in the dark pantry (small food room). The cat ran in from the barn, even though it could not see the bowl.

", "passage_plain": "Barn Cat Night Watch Lars keeps a barn cat on his farm. For one week, he watched the cat at night and wrote notes. Lars made a claim. He said the cat’s whiskers help it feel its way through tight, dark spaces. Lars’s notes: 1. The cat’s whiskers are long, white, and stiff. 2. I think this cat is the smartest animal on the farm. 3. Its whiskers brushed both sides of a dark, narrow gap as the cat slipped through. 4. The cat spends most afternoons asleep on a warm shelf. One night, Lars set food in a bowl in the dark pantry (small food room). The cat ran in from the barn, even though it could not see the bowl." }, { "n": 20, "item_id": "_5adc8467-d0f7-4640-b51b-088248835147", "type": "choice", "title": "Dog Observation Table", "standards": [ "4-LS1-2" ], "prompt_html": "

Yuki watched her dog for one day. The table shows what she saw.

Table 1. Yuki’s Dog Observations

ObservationWhat Yuki saw
1The dog’s fur got wet while it stood in the rain.
2The dog heard the treat jar shake and ran to the kitchen.
3The dog breathed faster after running fast across the whole yard.
4The dog’s legs twitched while it was sound asleep on the rug.
5The dog saw Yuki lift the leash and then waited by the door.

Which TWO observations show the brain using sense information to choose an action? Choose the TWO best answers.

", "prompt_plain": "Yuki watched her dog for one day. The table shows what she saw. Table 1. Yuki’s Dog Observations Observation What Yuki saw 1 The dog’s fur got wet while it stood in the rain. 2 The dog heard the treat jar shake and ran to the kitchen. 3 The dog breathed faster after running fast across the whole yard. 4 The dog’s legs twitched while it was sound asleep on the rug. 5 The dog saw Yuki lift the leash and then waited by the door. Which TWO observations show the brain using sense information to choose an action? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The dog’s fur got wet while it stood in the rain.", "plain": "The dog’s fur got wet while it stood in the rain.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The dog heard the treat jar shake and ran to the kitchen.", "plain": "The dog heard the treat jar shake and ran to the kitchen.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The dog breathed faster after running fast across the whole yard.", "plain": "The dog breathed faster after running fast across the whole yard.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The dog’s legs twitched while it was sound asleep on the rug.", "plain": "The dog’s legs twitched while it was sound asleep on the rug.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The dog saw Yuki lift the leash and then waited by the door.", "plain": "The dog saw Yuki lift the leash and then waited by the door.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_3b28557f-a5eb-44e4-812f-851507887b90", "type": "choice", "title": "Predicting the Next Eruption", "standards": [ "4-ESS2-2" ], "prompt_html": "

Hiro studies a map of volcano activity. Each triangle shows a volcano that erupted in the last 100 years. Four regions are outlined on the map.

In which region is the next volcanic eruption most likely to happen?

\"Map

", "prompt_plain": "Hiro studies a map of volcano activity. Each triangle shows a volcano that erupted in the last 100 years. Four regions are outlined on the map. In which region is the next volcanic eruption most likely to happen?", "context_html": "", "options": [ { "id": "cA1", "text": "Region W", "plain": "Region W", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Region X", "plain": "Region X", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Region Y", "plain": "Region Y", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Region Z", "plain": "Region Z", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot21.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 22, "item_id": "_386e6677-58c2-4f3b-8413-12ce8e4f6363", "type": "choice", "title": "Palm Fossil in a Cold Cliff — Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Figure 1. Many palm fossils, including a trunk base with its roots still in place, sit in Layer X of this cold-valley cliff.

Which statement best explains what the fossils show about this area long ago?

", "prompt_plain": "Part A Look at Figure 1. Many palm fossils, including a trunk base with its roots still in place, sit in Layer X of this cold-valley cliff. Which statement best explains what the fossils show about this area long ago?", "context_html": "", "options": [ { "id": "cA1", "text": "Long ago, palm plants were able to grow well in cold, snowy places.", "plain": "Long ago, palm plants were able to grow well in cold, snowy places.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Long ago, this area had a much warmer climate than it has today.", "plain": "Long ago, this area had a much warmer climate than it has today.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Long ago, a strong flood carried these fossils here from a faraway warm place.", "plain": "Long ago, a strong flood carried these fossils here from a faraway warm place.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Long ago, people brought palm plants to this valley and planted them.", "plain": "Long ago, people brought palm plants to this valley and planted them.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4403052b-43e8-40f0-a76b-e3f86351d5d1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Palm Fossil in a Cold Cliff

Maeve's science club visits a rocky cliff in a cold northern valley. Winters there are long, with heavy snow. The cliff face shows four rock layers. The layers lie flat, one on top of another. A park guide points to one layer. It holds many fossil imprints of palm fronds (a palm frond is a palm plant's leaf). One imprint shows the base of a palm trunk with its roots still spread in place in the rock. Today, palm plants grow in warm places that rarely freeze. Figure 1 shows the cliff layers, from Layer W at the top to Layer Z at the bottom. The fossils sit in Layer X.

Figure 1. Cliff Rock Layers

\"Cliff

", "passage_plain": "Palm Fossil in a Cold Cliff Maeve's science club visits a rocky cliff in a cold northern valley. Winters there are long, with heavy snow. The cliff face shows four rock layers. The layers lie flat, one on top of another. A park guide points to one layer. It holds many fossil imprints of palm fronds (a palm frond is a palm plant's leaf). One imprint shows the base of a palm trunk with its roots still spread in place in the rock. Today, palm plants grow in warm places that rarely freeze. Figure 1 shows the cliff layers, from Layer W at the top to Layer Z at the bottom. The fossils sit in Layer X. Figure 1. Cliff Rock Layers" }, { "n": 23, "item_id": "_46d89417-0b50-40b9-b079-b6a759fe239e", "type": "choice", "title": "Palm Fossil in a Cold Cliff — Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Which fact best supports the answer in Part A?

", "prompt_plain": "Part B Which fact best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Palm plants living today do well only where the weather stays warm all year.", "plain": "Palm plants living today do well only where the weather stays warm all year.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The cliff and its layers look the same now as when the fossil formed.", "plain": "The cliff and its layers look the same now as when the fossil formed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Winters in this valley bring heavy snow, but summer afternoons there can feel warm.", "plain": "Winters in this valley bring heavy snow, but summer afternoons there can feel warm.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The palm-frond imprints in the rock show each part of the leaf.", "plain": "The palm-frond imprints in the rock show each part of the leaf.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4403052b-43e8-40f0-a76b-e3f86351d5d1" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Palm Fossil in a Cold Cliff

Maeve's science club visits a rocky cliff in a cold northern valley. Winters there are long, with heavy snow. The cliff face shows four rock layers. The layers lie flat, one on top of another. A park guide points to one layer. It holds many fossil imprints of palm fronds (a palm frond is a palm plant's leaf). One imprint shows the base of a palm trunk with its roots still spread in place in the rock. Today, palm plants grow in warm places that rarely freeze. Figure 1 shows the cliff layers, from Layer W at the top to Layer Z at the bottom. The fossils sit in Layer X.

Figure 1. Cliff Rock Layers

\"Cliff

", "passage_plain": "Palm Fossil in a Cold Cliff Maeve's science club visits a rocky cliff in a cold northern valley. Winters there are long, with heavy snow. The cliff face shows four rock layers. The layers lie flat, one on top of another. A park guide points to one layer. It holds many fossil imprints of palm fronds (a palm frond is a palm plant's leaf). One imprint shows the base of a palm trunk with its roots still spread in place in the rock. Today, palm plants grow in warm places that rarely freeze. Figure 1 shows the cliff layers, from Layer W at the top to Layer Z at the bottom. The fossils sit in Layer X. Figure 1. Cliff Rock Layers" }, { "n": 24, "item_id": "_ba245a5c-ee03-4f57-b09e-4185b44da929", "type": "choice", "title": "Oldest Rock Layer", "standards": [ "4-ESS1-1" ], "prompt_html": "

Look at Figure 1. The four rock layers have not been folded or flipped since they formed.

Which layer is the oldest, and how do we know?

", "prompt_plain": "Look at Figure 1. The four rock layers have not been folded or flipped since they formed. Which layer is the oldest, and how do we know?", "context_html": "", "options": [ { "id": "cA1", "text": "Layer W, because the top layer has been open to sun and rain the longest.", "plain": "Layer W, because the top layer has been open to sun and rain the longest.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Layer X, because a layer that holds a fossil is older than the layers around it.", "plain": "Layer X, because a layer that holds a fossil is older than the layers around it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Layer Y, because layers near the middle get pressed harder than other layers.", "plain": "Layer Y, because layers near the middle get pressed harder than other layers.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Layer Z, because each new layer settled on top of the layers already there.", "plain": "Layer Z, because each new layer settled on top of the layers already there.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4403052b-43e8-40f0-a76b-e3f86351d5d1" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Palm Fossil in a Cold Cliff

Maeve's science club visits a rocky cliff in a cold northern valley. Winters there are long, with heavy snow. The cliff face shows four rock layers. The layers lie flat, one on top of another. A park guide points to one layer. It holds many fossil imprints of palm fronds (a palm frond is a palm plant's leaf). One imprint shows the base of a palm trunk with its roots still spread in place in the rock. Today, palm plants grow in warm places that rarely freeze. Figure 1 shows the cliff layers, from Layer W at the top to Layer Z at the bottom. The fossils sit in Layer X.

Figure 1. Cliff Rock Layers

\"Cliff

", "passage_plain": "Palm Fossil in a Cold Cliff Maeve's science club visits a rocky cliff in a cold northern valley. Winters there are long, with heavy snow. The cliff face shows four rock layers. The layers lie flat, one on top of another. A park guide points to one layer. It holds many fossil imprints of palm fronds (a palm frond is a palm plant's leaf). One imprint shows the base of a palm trunk with its roots still spread in place in the rock. Today, palm plants grow in warm places that rarely freeze. Figure 1 shows the cliff layers, from Layer W at the top to Layer Z at the bottom. The fossils sit in Layer X. Figure 1. Cliff Rock Layers" }, { "n": 25, "item_id": "_d77d9c20-bf14-42c8-a747-c7fe67145725", "type": "text-entry", "title": "Cone Peak Contour Map", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ugo hikes on Cone Peak, an old volcano. The map shows contour lines (lines that connect points at the same elevation, or height). The contour interval is 100 feet. Each contour line is 100 feet higher than the next line below it. Point A and Point B are marked on the map.

\"Contour

How many feet higher is Point A than Point B? Enter the number.

Give your answer as a whole number (e.g., 250).

Number of feet:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "600" ] }, "n_options": 0 }, { "n": 26, "item_id": "_f2cc43ef-44f3-49d7-b198-36bdd978d897", "type": "choice", "title": "Checking Prem's Prediction", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Table 1. Prem's prediction did not match the results.

Which statement best explains what was wrong with Prem's prediction?

", "prompt_plain": "Look at Table 1. Prem's prediction did not match the results. Which statement best explains what was wrong with Prem's prediction?", "context_html": "", "options": [ { "id": "cA1", "text": "Both bins caught about the same amount of soil, so the water was too weak.", "plain": "Both bins caught about the same amount of soil, so the water was too weak.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The gently poured water still carried 120 grams of soil off the bare tray.", "plain": "The gently poured water still carried 120 grams of soil off the bare tray.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Water can move soil in real rivers, but not in small classroom trays.", "plain": "Water can move soil in real rivers, but not in small classroom trays.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The grass tray lost a little soil, so grass failed to protect the soil.", "plain": "The grass tray lost a little soil, so grass failed to protect the soil.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fc6f7ef6-c903-435f-8799-7f121e7ff1db" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Farm Runoff Tray Experiment

Tomas builds a model of a sloped farm field. He fills two matching trays with the same soil. Tray 1 has thick grass growing in its soil. Tray 2 has bare soil. He raises one end of each tray to the same height. Before the test, his classmate Prem makes a prediction: "Only a tiny bit of soil will wash off either tray. A gentle stream of water is too weak to move soil." Tomas slowly pours the same amount of water on the top end of each tray. He collects the runoff (the water and soil that flow off the low end) in a bin under each tray. Figure 1 shows the setup. Table 1 shows the results.

Figure 1. The Two Trays

\"Two

Table 1. Runoff Test Results

TrayTray surfaceWater pouredSoil collected in bin
1Thick grass4 liters15 grams
2Bare soil4 liters120 grams
", "passage_plain": "Farm Runoff Tray Experiment Tomas builds a model of a sloped farm field. He fills two matching trays with the same soil. Tray 1 has thick grass growing in its soil. Tray 2 has bare soil. He raises one end of each tray to the same height. Before the test, his classmate Prem makes a prediction: \"Only a tiny bit of soil will wash off either tray. A gentle stream of water is too weak to move soil.\" Tomas slowly pours the same amount of water on the top end of each tray. He collects the runoff (the water and soil that flow off the low end) in a bin under each tray. Figure 1 shows the setup. Table 1 shows the results. Figure 1. The Two Trays Table 1. Runoff Test Results Tray Tray surface Water poured Soil collected in bin 1 Thick grass 4 liters 15 grams 2 Bare soil 4 liters 120 grams" }, { "n": 27, "item_id": "_6d16d0bf-e5b0-41a8-ab2e-0c07aa00f1d5", "type": "choice", "title": "Speeding Up Erosion", "standards": [ "4-ESS2-1" ], "prompt_html": "

Tomas plans to test Tray 2 (bare soil) again. He wants to know what makes erosion (soil being carried away by moving water) speed up.

Which TWO changes would most likely increase the amount of soil that washes off Tray 2? Choose the TWO best answers.

", "prompt_plain": "Tomas plans to test Tray 2 (bare soil) again. He wants to know what makes erosion (soil being carried away by moving water) speed up. Which TWO changes would most likely increase the amount of soil that washes off Tray 2? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Plant thick grass across the soil before pouring the water.", "plain": "Plant thick grass across the soil before pouring the water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Raise one end of the tray to a steeper slope.", "plain": "Raise one end of the tray to a steeper slope.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Pour the same amount of water much more slowly.", "plain": "Pour the same amount of water much more slowly.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Spread a layer of small, flat stones over the soil before pouring the water.", "plain": "Spread a layer of small, flat stones over the soil before pouring the water.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Pour twice as much water over the soil.", "plain": "Pour twice as much water over the soil.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fc6f7ef6-c903-435f-8799-7f121e7ff1db" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Farm Runoff Tray Experiment

Tomas builds a model of a sloped farm field. He fills two matching trays with the same soil. Tray 1 has thick grass growing in its soil. Tray 2 has bare soil. He raises one end of each tray to the same height. Before the test, his classmate Prem makes a prediction: "Only a tiny bit of soil will wash off either tray. A gentle stream of water is too weak to move soil." Tomas slowly pours the same amount of water on the top end of each tray. He collects the runoff (the water and soil that flow off the low end) in a bin under each tray. Figure 1 shows the setup. Table 1 shows the results.

Figure 1. The Two Trays

\"Two

Table 1. Runoff Test Results

TrayTray surfaceWater pouredSoil collected in bin
1Thick grass4 liters15 grams
2Bare soil4 liters120 grams
", "passage_plain": "Farm Runoff Tray Experiment Tomas builds a model of a sloped farm field. He fills two matching trays with the same soil. Tray 1 has thick grass growing in its soil. Tray 2 has bare soil. He raises one end of each tray to the same height. Before the test, his classmate Prem makes a prediction: \"Only a tiny bit of soil will wash off either tray. A gentle stream of water is too weak to move soil.\" Tomas slowly pours the same amount of water on the top end of each tray. He collects the runoff (the water and soil that flow off the low end) in a bin under each tray. Figure 1 shows the setup. Table 1 shows the results. Figure 1. The Two Trays Table 1. Runoff Test Results Tray Tray surface Water poured Soil collected in bin 1 Thick grass 4 liters 15 grams 2 Bare soil 4 liters 120 grams" }, { "n": 28, "item_id": "_6d0aec1b-c108-4e6a-9ec6-236ce130e7b0", "type": "choice", "title": "Comparing the Two Maps", "standards": [ "4-ESS2-2" ], "prompt_html": "

Lena counts the triangles and dots inside Region 1 and Region 2 on both maps.

Which chart best matches the pattern the two maps show?

", "prompt_plain": "Lena counts the triangles and dots inside Region 1 and Region 2 on both maps. Which chart best matches the pattern the two maps show?", "context_html": "", "options": [ { "id": "cA1", "text": "
RegionVolcanoesEarthquakes
Region 1ManyMany
Region 2FewFew
", "plain": "Region Volcanoes Earthquakes Region 1 Many Many Region 2 Few Few", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "
RegionVolcanoesEarthquakes
Region 1FewFew
Region 2ManyMany
", "plain": "Region Volcanoes Earthquakes Region 1 Few Few Region 2 Many Many", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "
RegionVolcanoesEarthquakes
Region 1ManyFew
Region 2FewMany
", "plain": "Region Volcanoes Earthquakes Region 1 Many Few Region 2 Few Many", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "
RegionVolcanoesEarthquakes
Region 1ManyMany
Region 2ManyMany
", "plain": "Region Volcanoes Earthquakes Region 1 Many Many Region 2 Many Many", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0f45616-be25-4ca4-98d6-b68cb0db20fa" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

World Volcano and Earthquake Belts

Lena's class compares two maps of the same lands and oceans. Map 1 shows volcanoes that erupted in the last 100 years. Each triangle marks one volcano. Map 2 shows strong earthquakes from the same 100 years. Each dot marks one earthquake. Two regions are outlined on both maps. Region 1 lies along the continent's west coast. Region 2 lies far inland, near the middle of the continent.

\"Two

", "passage_plain": "World Volcano and Earthquake Belts Lena's class compares two maps of the same lands and oceans. Map 1 shows volcanoes that erupted in the last 100 years. Each triangle marks one volcano. Map 2 shows strong earthquakes from the same 100 years. Each dot marks one earthquake. Two regions are outlined on both maps. Region 1 lies along the continent's west coast. Region 2 lies far inland, near the middle of the continent." }, { "n": 29, "item_id": "_57f673dd-7329-487b-baea-c1969524854d", "type": "hottext", "title": "Claims About the Maps", "standards": [ "4-ESS2-2" ], "prompt_html": "

Read the five claims below.

Select the ONE claim that the two maps do NOT support.

", "prompt_plain": "Read the five claims below. Select the ONE claim that the two maps do NOT support.", "context_html": "", "options": [ { "id": "hA1", "text": "Volcanoes and strong earthquakes often strike the same areas.", "plain": "Volcanoes and strong earthquakes often strike the same areas.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "The volcano triangles form a long, narrow band near the coast.", "plain": "The volcano triangles form a long, narrow band near the coast.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "Most volcanoes erupt far out in the ocean, away from coastlines.", "plain": "Most volcanoes erupt far out in the ocean, away from coastlines.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "Strong earthquakes are rare in Region 2, far inland.", "plain": "Strong earthquakes are rare in Region 2, far inland.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "The earthquake band and the volcano band lie in almost the same places.", "plain": "The earthquake band and the volcano band lie in almost the same places.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_c0f45616-be25-4ca4-98d6-b68cb0db20fa" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 5, "passage_html": "

World Volcano and Earthquake Belts

Lena's class compares two maps of the same lands and oceans. Map 1 shows volcanoes that erupted in the last 100 years. Each triangle marks one volcano. Map 2 shows strong earthquakes from the same 100 years. Each dot marks one earthquake. Two regions are outlined on both maps. Region 1 lies along the continent's west coast. Region 2 lies far inland, near the middle of the continent.

\"Two

", "passage_plain": "World Volcano and Earthquake Belts Lena's class compares two maps of the same lands and oceans. Map 1 shows volcanoes that erupted in the last 100 years. Each triangle marks one volcano. Map 2 shows strong earthquakes from the same 100 years. Each dot marks one earthquake. Two regions are outlined on both maps. Region 1 lies along the continent's west coast. Region 2 lies far inland, near the middle of the continent." }, { "n": 30, "item_id": "_4af88bc7-dc9b-4fff-b295-3f4fd870240d", "type": "choice", "title": "Protecting the Silver River", "standards": [ "4-ESS3-1" ], "prompt_html": "

Vida's town gets its drinking water and its fish from the Silver River. The river is a natural resource (a useful material or supply that comes from nature). The picture shows land along the river.

Which TWO activities would most likely harm the river as a natural resource? Choose the TWO best answers.

\"A

", "prompt_plain": "Vida's town gets its drinking water and its fish from the Silver River. The river is a natural resource (a useful material or supply that comes from nature). The picture shows land along the river. Which TWO activities would most likely harm the river as a natural resource? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Watering a backyard vegetable garden with rain collected in big barrels.", "plain": "Watering a backyard vegetable garden with rain collected in big barrels.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Catching a few fish from the bank with a fishing pole.", "plain": "Catching a few fish from the bank with a fishing pole.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Pouring used motor oil into a drain that empties into the river.", "plain": "Pouring used motor oil into a drain that empties into the river.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Riding bikes on the paved path that runs along the riverbank.", "plain": "Riding bikes on the paved path that runs along the riverbank.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Letting a factory pipe pour dirty wastewater straight into the river.", "plain": "Letting a factory pipe pour dirty wastewater straight into the river.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot30.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 31, "item_id": "_de2d8fef-5e08-4385-871a-f4e15210c1bf", "type": "choice", "title": "Riverton Electricity Resources", "standards": [ "4-ESS3-1" ], "prompt_html": "

Bram reads a town report about energy resources. The report lists the four resources the town uses to make electricity. The table shows each resource and its share of the town’s electricity.

Table 1. Resources Riverton Uses to Make Electricity

ResourceShare of the town's electricity
Natural gas38%
Wind24%
Coal22%
Petroleum16%

Which resource on the list is renewable?

", "prompt_plain": "Bram reads a town report about energy resources. The report lists the four resources the town uses to make electricity. The table shows each resource and its share of the town’s electricity. Table 1. Resources Riverton Uses to Make Electricity Resource Share of the town's electricity Natural gas 38% Wind 24% Coal 22% Petroleum 16% Which resource on the list is renewable?", "context_html": "", "options": [ { "id": "cA805079592", "text": "Natural gas", "plain": "Natural gas", "correct": false, "kind": "choice" }, { "id": "cBc1f2bd0de", "text": "Wind", "plain": "Wind", "correct": true, "kind": "choice" }, { "id": "cC579154c3f", "text": "Coal", "plain": "Coal", "correct": false, "kind": "choice" }, { "id": "cD38adabca4", "text": "Petroleum", "plain": "Petroleum", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cBc1f2bd0de" ] }, "n_options": 4 }, { "n": 32, "item_id": "_e49c9d37-74b1-46ca-ac34-c54e9b529393", "type": "choice", "title": "Levee or Floodwall Test", "standards": [ "4-ESS3-2" ], "prompt_html": "

Ximena’s town sits beside a river that floods. The town will build one flood solution. One choice is a levee (a wall of packed soil). The other is a floodwall (a wall of concrete). The table compares the two plans. Every feature in the table is the same. No one knows yet how each material holds up in flowing water.

Table 1. Two Flood Solution Plans

FeatureLevee (packed soil)Floodwall (concrete)
Height2 meters2 meters
Length1 kilometer1 kilometer
Cost to build$2 million$2 million
Time to build4 months4 months

Which test would give the town the best evidence for choosing a material?

", "prompt_plain": "Ximena’s town sits beside a river that floods. The town will build one flood solution. One choice is a levee (a wall of packed soil). The other is a floodwall (a wall of concrete). The table compares the two plans. Every feature in the table is the same. No one knows yet how each material holds up in flowing water. Table 1. Two Flood Solution Plans Feature Levee (packed soil) Floodwall (concrete) Height 2 meters 2 meters Length 1 kilometer 1 kilometer Cost to build $2 million $2 million Time to build 4 months 4 months Which test would give the town the best evidence for choosing a material?", "context_html": "", "options": [ { "id": "cA511ad7ae6", "text": "Pour the same flowing water over a soil block and a concrete block. Measure how much of each wears away.", "plain": "Pour the same flowing water over a soil block and a concrete block. Measure how much of each wears away.", "correct": true, "kind": "choice" }, { "id": "cBca945bd3b", "text": "Ask many people in town which wall material they trust more. Count the votes for each material.", "plain": "Ask many people in town which wall material they trust more. Count the votes for each material.", "correct": false, "kind": "choice" }, { "id": "cCb47e2c472", "text": "Pour fast water over a soil block and slow water over a concrete block. Measure the wear on each.", "plain": "Pour fast water over a soil block and slow water over a concrete block. Measure the wear on each.", "correct": false, "kind": "choice" }, { "id": "cD02ea37e37", "text": "Hit a soil block and a concrete block with a hammer. Count how many hits each takes to break.", "plain": "Hit a soil block and a concrete block with a hammer. Count how many hits each takes to break.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA511ad7ae6" ] }, "n_options": 4 }, { "n": 33, "item_id": "_cb083549-f5b9-40c4-af7d-1954424d8bd5", "type": "choice", "title": "Reducing Tsunami Harm", "standards": [ "4-ESS3-2" ], "prompt_html": "

Faye’s town sits on low land beside a harbor. Scientists say a tsunami (a giant ocean wave) could someday reach the coast. The picture shows a side view of the coast. Town leaders want to reduce the harm a tsunami could cause to people and property.

\"Side

Which TWO actions should the town take to reduce the harm from a tsunami? Choose the TWO best answers.

", "prompt_plain": "Faye’s town sits on low land beside a harbor. Scientists say a tsunami (a giant ocean wave) could someday reach the coast. The picture shows a side view of the coast. Town leaders want to reduce the harm a tsunami could cause to people and property. Which TWO actions should the town take to reduce the harm from a tsunami? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1799ed5ff", "text": "Find a way to stop underwater earthquakes before they can start.", "plain": "Find a way to stop underwater earthquakes before they can start.", "correct": false, "kind": "choice" }, { "id": "cB90de74512", "text": "Build a strong seawall between the harbor and the low part of town.", "plain": "Build a strong seawall between the harbor and the low part of town.", "correct": true, "kind": "choice" }, { "id": "cC1f044cf4d", "text": "Build new houses on the low land right beside the busy harbor.", "plain": "Build new houses on the low land right beside the busy harbor.", "correct": false, "kind": "choice" }, { "id": "cD7b8f0e854", "text": "Post signs that mark evacuation routes from the town to high ground.", "plain": "Post signs that mark evacuation routes from the town to high ground.", "correct": true, "kind": "choice" }, { "id": "cEe023e7bff", "text": "Bolt the roofs of houses down tightly to protect against strong winds.", "plain": "Bolt the roofs of houses down tightly to protect against strong winds.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot33_v2.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB90de74512", "cD7b8f0e854" ] }, "n_options": 5 }, { "n": 34, "item_id": "_0510dee5-eec6-4b78-bd28-75b25580a091", "type": "inline-choice", "title": "Solar Panels Over Crops", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ada’s family wants to put solar panels over part of its farm field. The family also wants flowering plants to keep growing under the panels. Before the project starts, Ada writes down questions to define the problem.

Complete each sentence about Ada’s questions. Choose one answer in each box.

The question “Will the plants under the panels get enough light to grow?” asks about .

The question “How much money can the family spend on the project?” asks about .

The question “How many weeks are left before planting season?” asks about .

", "options": [ { "id": "cA614cfb89c", "text": "a criterion", "plain": "a criterion", "correct": true, "kind": "inline" }, { "id": "cAa2fc0efc9", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "cAcb1142663", "text": "a test result", "plain": "a test result", "correct": false, "kind": "inline" }, { "id": "cBe937f8571", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "cBda02334d7", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" }, { "id": "cB9dcdcbedb", "text": "a test result", "plain": "a test result", "correct": false, "kind": "inline" }, { "id": "cC7b4c30b70", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "cCf625ff397", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" }, { "id": "cC327f0e0fc", "text": "a test result", "plain": "a test result", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cA614cfb89c" ], "RESPONSE2": [ "cBda02334d7" ], "RESPONSE3": [ "cCf625ff397" ] }, "n_options": 9 }, { "n": 35, "item_id": "_29b908fb-9155-4395-b8b9-7d1df9e66463", "type": "text-entry", "title": "Warm-Water Cup Designs", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Talia’s class built seven cup designs to keep water warm. Every cup started with the same warm water. Each design used a different wrap around the cup. The table shows how many minutes the water in each cup stayed above 40°C.

Table 1. Cup Design Results

DesignWrap around the cupMinutes the water stayed above 40°C
1No wrap34
2Foam sheet62
3Paper towel48
4Wool sock75
5Foam sheet and wool sock90
6Cotton cloth55
7Aluminum foil41

How many designs kept the water above 40°C for more than 60 minutes?

Give your answer as a whole number (e.g., 8).

Number of designs:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 36, "item_id": "_36031746-7fed-4fd2-a735-49b91dbd4fa4", "type": "gap-match", "title": "Flood Barrier Retest Report", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Uma’s team tests a model flood barrier in a flume. A flume is a long, tilted tray with flowing water. The barrier protects a model house at the low end of the flume. The first test failed, so the team changed the design and retested it. The team’s retest report has three empty boxes.

 

Drag one statement tile into each empty box to complete the retest report. Each tile may be used once. Some tiles will not be used.

\"A

Table 1. Retest Report

", "prompt_plain": "Uma’s team tests a model flood barrier in a flume. A flume is a long, tilted tray with flowing water. The barrier protects a model house at the low end of the flume. The first test failed, so the team changed the design and retested it. The team’s retest report has three empty boxes. Drag one statement tile into each empty box to complete the retest report. Each tile may be used once. Some tiles will not be used. Table 1. Retest Report", "context_html": "", "options": [ { "id": "d6ed96ef96", "text": "The barrier was built from plastic blocks.", "plain": "The barrier was built from plastic blocks.", "correct": false, "kind": "gap-token" }, { "id": "d12df4cf53", "text": "Build the next barrier three blocks taller.", "plain": "Build the next barrier three blocks taller.", "correct": false, "kind": "gap-token" }, { "id": "d5bfee1d59", "text": "The barrier must keep water off the model house.", "plain": "The barrier must keep water off the model house.", "correct": false, "kind": "gap-token" }, { "id": "decdc3e38b", "text": "Each test used the same amount of water.", "plain": "Each test used the same amount of water.", "correct": false, "kind": "gap-token" }, { "id": "d8b82a5b86", "text": "Water flowed over the top of the barrier.", "plain": "Water flowed over the top of the barrier.", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-22/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "d5bfee1d59 g1", "d8b82a5b86 g2", "d12df4cf53 g3" ] }, "n_options": 5 } ] }, { "form": "G4.23", "grade": "G4", "title": "Alpha Standardized Science G4.23", "test_id": "_test-c19f0d47-f33c-41dd-8509-780bc8fd90c4", "n_items": 36, "n_stimuli": 7, "stimuli": { "_43ad78a3-130b-4339-8033-e0e6c5d4fa99": { "title": "Pacific Trench and Volcano Maps", "html": "

Pacific Trench and Volcano Maps

Sol studies two maps of the Pacific Ocean. A deep-sea trench is a long, narrow valley in the ocean floor. Map 1 shows where the deepest trenches are. Map 2 shows the same ocean area with the locations of volcanoes. Sol compares the patterns on the two maps.

\"Map

\"Map

" }, "_ec3747f3-ede4-47e1-afcc-bab21bc50320": { "title": "Black T-Shirt in the Sun", "html": "

Black T-Shirt in the Sun

Xiu wonders why her black T-shirt feels hotter than her white one on sunny days. She lays a black shirt and a white shirt side by side on a table outdoors. Both shirts are the same size and are made of the same cloth. The morning is sunny with no wind. First she keeps both shirts in the shade and touches each one. Then she moves both shirts into direct sunlight. Every five minutes she touches each shirt and records how it feels. Table 1 shows her observations.

\"A

Table 1. How Each Shirt Felt

TimeBlack shirtWhite shirt
Start (in the shade)CoolCool
After 5 minutes in sunlightWarmCool
After 10 minutes in sunlightHotSlightly warm
" }, "_63542b53-adeb-41ce-b511-5e0543c31ab2": { "title": "Search Dog Field Notes", "html": "

Search Dog Field Notes

Nadia trains a search-and-rescue dog. The dog finds people who are lost outdoors. Nadia claims that the dog's nose is what helps it find hidden people. During one drill, a volunteer hid far away behind thick trees. Wind blew from the volunteer's hiding spot toward the dog. After the drill, Nadia wrote five sentences in her notebook.

Nadia's notebook:

1. I believe the dog’s nose is far more sensitive than my own nose.

2. The dog probably remembered where volunteers hid during last week’s drills.

3. The dog sniffed the air, turned into the wind, and found the hidden volunteer.

4. The dog seemed proud and excited after it made each find.

5. The dog’s wet nose most likely helps it trap more scent.

\"A

" }, "_2307c030-b638-4b16-be31-e9c4965eb068": { "title": "Musk Ox Winter Survival", "html": "

Musk Ox Winter Survival

Carmen is a scientist at an arctic research station. She studies musk oxen, large shaggy animals that stay outside all winter. Winter air there can drop to -40 degrees Celsius. Strong winds blow snow across the flat land. The musk oxen do not hide underground, and they do not leave. Carmen watches the herd and writes down what she sees. One note says: \"Snow lands on the oxen's backs and stays frozen for days without melting.\" Table 1 shows the body structures Carmen observed and what each structure did.

Table 1. Carmen's Musk Ox Observations

Body structureWhat Carmen observed
Long outer guard hairsOuter hairs hang almost to the ground; wind and blowing snow slide off them
Thick woolly underwoolA soft under-layer grows each fall; it is so thick Carmen cannot press a finger through it to the skin
Wide, sharp-edged hoovesThe sharp edges break the ice crust; oxen dig pits in the snow to reach buried plants
Short, strong legsThick, short legs carry the heavy ox through deep snow
Curved hornsOxen use them to push rivals and to face wolves

\"A

" }, "_063a5b26-96a7-4040-a519-a84e3ca11148": { "title": "Foggy Forest Rescue Signals", "html": "

Foggy Forest Rescue Signals

Hana's hiking group practices what to do if someone gets separated. Before the hike, the group agrees on two emergency signals.

Method 1: Flash a small mirror toward the searchers in a repeating light pattern.

Method 2: Blow a whistle in a repeating pattern of short and long blasts.

At camp, Boris records two different whistle blasts on a sound display screen. Figure 1 shows the two recorded waves, Wave P and Wave Q.

\"Two

Figure 1. The two recorded whistle waves, Wave P and Wave Q.

Later, on a foggy morning, Hana gets separated from the group. The thick fog makes it hard to see very far, and the sun is hidden. Hana is carrying both her mirror and her whistle.

" }, "_6d87cb91-e451-4d09-ac64-428b08c7c4b6": { "title": "Stream-Table Erosion Test", "html": "

Stream-Table Erosion Test

Dmitri and Chike test how slope changes erosion. They build two ramps out of the same sandy soil. Ramp A has a steep slope. Ramp B has a gentle slope. Everything else about the two ramps is the same. They slowly pour the same amount of water down each ramp for one minute. A tray at the bottom of each ramp catches soil. Figure 1 shows the setup. Table 1 shows the results.

After the test, the team wrote four observations:

1. Muddy water carried soil grains down each ramp.

2. Soil piled up in a fan shape in each tray.

3. Some soil grains broke into smaller pieces as they tumbled down.

4. Some water near the top of each ramp soaked into the soil.

Figure 1

\"Two

Table 1. Soil Caught in Each Tray

RampSlopeSoil in the tray after one minute
Ramp ASteepLarge pile
Ramp BGentleSmall pile
" }, "_c76c1a8a-0066-48b0-9fe3-b6e288a7681a": { "title": "Sea-Cliff Rock Layers", "html": "

Sea-Cliff Rock Layers

Isla visits a tall sea cliff with her science club. The face of the cliff shows four flat rock layers. The layers sit one on top of another, like a stack of blankets. A club leader says the layers have never been flipped or stirred since they formed. Figure 1 shows the cliff face. The club lists the fossils found in each layer. Table 1 shows the list.

Figure 1

\"A

Table 1. Fossils Found in Each Layer

LayerFossils found
Layer 1 (top)Shells of ocean animals
Layer 2Imprints of ferns (land plants)
Layer 3None found
Layer 4 (bottom)None found
" } }, "questions": [ { "n": 1, "item_id": "_5a2e817f-be40-4ed9-84c2-3dd9af671c98", "type": "choice", "title": "Gym Cart Motion Energy", "standards": [ "4-PS3-1" ], "prompt_html": "

Gus watches four identical carts in the school gym. Table 1 describes how each cart is moving at the same moment.

Table 1. How Each Cart Is Moving

CartHow it is moving
Cart 1Rolling much faster than a walking student
Cart 2Standing still
Cart 3Rolling slower than a walking student
Cart 4Rolling about as fast as a walking student

Which list orders the carts by their motion energy, from least to greatest?

", "prompt_plain": "Gus watches four identical carts in the school gym. Table 1 describes how each cart is moving at the same moment. Table 1. How Each Cart Is Moving Cart How it is moving Cart 1 Rolling much faster than a walking student Cart 2 Standing still Cart 3 Rolling slower than a walking student Cart 4 Rolling about as fast as a walking student Which list orders the carts by their motion energy, from least to greatest?", "context_html": "", "options": [ { "id": "cA1", "text": "Cart 1, Cart 4, Cart 3, Cart 2", "plain": "Cart 1, Cart 4, Cart 3, Cart 2", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Cart 3, Cart 4, Cart 1, Cart 2", "plain": "Cart 3, Cart 4, Cart 1, Cart 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Cart 2, Cart 3, Cart 1, Cart 4", "plain": "Cart 2, Cart 3, Cart 1, Cart 4", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Cart 2, Cart 3, Cart 4, Cart 1", "plain": "Cart 2, Cart 3, Cart 4, Cart 1", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_8e71782b-9094-4dd2-a748-ac881cfd6d1d", "type": "choice", "title": "Black T-Shirt in the Sun — Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

Look at Table 1. Which statement best explains why the black shirt warmed faster than the white shirt?

", "prompt_plain": "Part A Look at Table 1. Which statement best explains why the black shirt warmed faster than the white shirt?", "context_html": "", "options": [ { "id": "cA1", "text": "The black shirt absorbs more of the sunlight, so more light energy changes to heat energy in it.", "plain": "The black shirt absorbs more of the sunlight, so more light energy changes to heat energy in it.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Temperature moves from the sun to the black shirt faster than it moves to the white shirt.", "plain": "Temperature moves from the sun to the black shirt faster than it moves to the white shirt.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The cold leaves the black shirt faster than it leaves the white shirt in the sunlight.", "plain": "The cold leaves the black shirt faster than it leaves the white shirt in the sunlight.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The sun cannot send energy to the shirts without touching them, so each shirt makes its own heat.", "plain": "The sun cannot send energy to the shirts without touching them, so each shirt makes its own heat.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ec3747f3-ede4-47e1-afcc-bab21bc50320" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Black T-Shirt in the Sun

Xiu wonders why her black T-shirt feels hotter than her white one on sunny days. She lays a black shirt and a white shirt side by side on a table outdoors. Both shirts are the same size and are made of the same cloth. The morning is sunny with no wind. First she keeps both shirts in the shade and touches each one. Then she moves both shirts into direct sunlight. Every five minutes she touches each shirt and records how it feels. Table 1 shows her observations.

\"A

Table 1. How Each Shirt Felt

TimeBlack shirtWhite shirt
Start (in the shade)CoolCool
After 5 minutes in sunlightWarmCool
After 10 minutes in sunlightHotSlightly warm
", "passage_plain": "Black T-Shirt in the Sun Xiu wonders why her black T-shirt feels hotter than her white one on sunny days. She lays a black shirt and a white shirt side by side on a table outdoors. Both shirts are the same size and are made of the same cloth. The morning is sunny with no wind. First she keeps both shirts in the shade and touches each one. Then she moves both shirts into direct sunlight. Every five minutes she touches each shirt and records how it feels. Table 1 shows her observations. Table 1. How Each Shirt Felt Time Black shirt White shirt Start (in the shade) Cool Cool After 5 minutes in sunlight Warm Cool After 10 minutes in sunlight Hot Slightly warm" }, { "n": 3, "item_id": "_d2bb3e18-13d5-442e-a8ca-7104f83bc727", "type": "choice", "title": "Black T-Shirt in the Sun — Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Which observation from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which observation from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "At the start, both shirts felt cool while they sat in the shade.", "plain": "At the start, both shirts felt cool while they sat in the shade.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "After 10 minutes, the black shirt felt hot but the white shirt felt slightly warm.", "plain": "After 10 minutes, the black shirt felt hot but the white shirt felt slightly warm.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The black shirt felt warmer after 10 minutes than it felt after 5 minutes.", "plain": "The black shirt felt warmer after 10 minutes than it felt after 5 minutes.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The white shirt still felt cool after its first 5 minutes in the sunlight.", "plain": "The white shirt still felt cool after its first 5 minutes in the sunlight.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ec3747f3-ede4-47e1-afcc-bab21bc50320" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Black T-Shirt in the Sun

Xiu wonders why her black T-shirt feels hotter than her white one on sunny days. She lays a black shirt and a white shirt side by side on a table outdoors. Both shirts are the same size and are made of the same cloth. The morning is sunny with no wind. First she keeps both shirts in the shade and touches each one. Then she moves both shirts into direct sunlight. Every five minutes she touches each shirt and records how it feels. Table 1 shows her observations.

\"A

Table 1. How Each Shirt Felt

TimeBlack shirtWhite shirt
Start (in the shade)CoolCool
After 5 minutes in sunlightWarmCool
After 10 minutes in sunlightHotSlightly warm
", "passage_plain": "Black T-Shirt in the Sun Xiu wonders why her black T-shirt feels hotter than her white one on sunny days. She lays a black shirt and a white shirt side by side on a table outdoors. Both shirts are the same size and are made of the same cloth. The morning is sunny with no wind. First she keeps both shirts in the shade and touches each one. Then she moves both shirts into direct sunlight. Every five minutes she touches each shirt and records how it feels. Table 1 shows her observations. Table 1. How Each Shirt Felt Time Black shirt White shirt Start (in the shade) Cool Cool After 5 minutes in sunlight Warm Cool After 10 minutes in sunlight Hot Slightly warm" }, { "n": 4, "item_id": "_11d44816-5314-4fd7-9cc5-613fbb0567b0", "type": "choice", "title": "Coin Collision Clicks", "standards": [ "4-PS3-3" ], "prompt_html": "

Ugo does a coin experiment on a smooth table. He flicks one coin so it slides and hits a second coin that is at rest. In Trial 1 he flicks gently. In Trial 2 he flicks strongly. Figure 1 shows how far the struck coin slid in each trial. Ugo now repeats both trials and listens closely to each collision.

\"Two

Figure 1. How far the struck coin slid in each trial.

Which prediction about the sounds is best?

", "prompt_plain": "Ugo does a coin experiment on a smooth table. He flicks one coin so it slides and hits a second coin that is at rest. In Trial 1 he flicks gently. In Trial 2 he flicks strongly. Figure 1 shows how far the struck coin slid in each trial. Ugo now repeats both trials and listens closely to each collision. Figure 1. How far the struck coin slid in each trial. Which prediction about the sounds is best ?", "context_html": "", "options": [ { "id": "cA1", "text": "The two collisions will make clicks that are equally loud, because the same two coins hit each other.", "plain": "The two collisions will make clicks that are equally loud, because the same two coins hit each other.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The Trial 1 collision will make the louder click, because the slower coins stay in contact for a longer time.", "plain": "The Trial 1 collision will make the louder click, because the slower coins stay in contact for a longer time.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The Trial 2 collision will make the louder click, because more energy transfers, and some of it becomes sound.", "plain": "The Trial 2 collision will make the louder click, because more energy transfers, and some of it becomes sound.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Neither collision will make any click, because the energy stays in the motion of the two coins.", "plain": "Neither collision will make any click, because the energy stays in the motion of the two coins.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot04.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_ed088e7b-2d36-4960-9e09-ce3a26ef8537", "type": "choice", "title": "Rubber-Band Car Test Plan", "standards": [ "4-PS3-4" ], "prompt_html": "

Uma builds a toy car that is powered by a rubber band. Turning the winder twists the rubber band and stores energy in it. When Uma lets go, the stored energy changes into motion energy and the car rolls. Figure 1 shows the car. Uma wants to test how the amount of stored energy changes how far the car rolls.

\"A

Figure 1. Uma’s rubber-band toy car.

Which plan would best test this?

", "prompt_plain": "Uma builds a toy car that is powered by a rubber band. Turning the winder twists the rubber band and stores energy in it. When Uma lets go, the stored energy changes into motion energy and the car rolls. Figure 1 shows the car. Uma wants to test how the amount of stored energy changes how far the car rolls. Figure 1. Uma’s rubber-band toy car. Which plan would best test this?", "context_html": "", "options": [ { "id": "cA1", "text": "Wind the rubber band a different number of turns each trial and keep everything else the same.", "plain": "Wind the rubber band a different number of turns each trial and keep everything else the same.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Wind the rubber band more turns each trial and also roll the car on a smoother floor each trial.", "plain": "Wind the rubber band more turns each trial and also roll the car on a smoother floor each trial.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Put wider wheels on the car each trial and wind the rubber band the same number of turns.", "plain": "Put wider wheels on the car each trial and wind the rubber band the same number of turns.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Launch the car by hand, using a different amount of effort each trial instead of winding the rubber band.", "plain": "Launch the car by hand, using a different amount of effort each trial instead of winding the rubber band.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot05_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_a7a0c944-b11a-4346-b807-094b29cdd6d0", "type": "gap-match", "title": "Energy in the Flashlight", "standards": [ "4-PS3-2" ], "prompt_html": "

Mira turns on a battery-powered flashlight in a dark room. The bulb glows and lights up the room. After a few minutes, the glowing bulb also feels slightly warm.

 

Drag one energy label into each empty box in the chart to show the form of energy at each place in the flashlight. Two labels will not be used.

\"Cutaway

Figure 1. Inside the flashlight.

", "prompt_plain": "Mira turns on a battery-powered flashlight in a dark room. The bulb glows and lights up the room. After a few minutes, the glowing bulb also feels slightly warm. Drag one energy label into each empty box in the chart to show the form of energy at each place in the flashlight. Two labels will not be used. Figure 1. Inside the flashlight.", "context_html": "", "options": [ { "id": "tLight6", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" }, { "id": "tUsedup6", "text": "used-up energy", "plain": "used-up energy", "correct": false, "kind": "gap-token" }, { "id": "tStored6", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tSound6", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" }, { "id": "tHeat6", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" }, { "id": "tElec6", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot06_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tStored6 g1", "tElec6 g2", "tLight6 g3", "tHeat6 g4" ] }, "n_options": 6 }, { "n": 7, "item_id": "_0958f48c-8a2c-4c3d-bedf-51297c94ac5e", "type": "gap-match", "title": "Build the Loud Blast Wave", "standards": [ "4-PS4-1" ], "prompt_html": "

Ford blows a whistle softly. A sound display draws the soft blast as the wave in Figure 1. Then Ford blows the same whistle loudly. The loud blast's wave has a greater amplitude than the soft blast's wave, but the same wavelength.

The soft blast's wave has an amplitude of 1 cm and a wavelength of 4 cm. The loud blast's wave has an amplitude of 2 cm and the same 4 cm wavelength.

 

Build the loud blast's wave. Drag one wave piece into each of the three empty boxes on the lower grid. You may use the same piece more than once. Some pieces will not be used.

Figure 1. The soft blast’s wave (upper grid) and the empty lower grid.

", "prompt_plain": "Ford blows a whistle softly. A sound display draws the soft blast as the wave in Figure 1. Then Ford blows the same whistle loudly. The loud blast's wave has a greater amplitude than the soft blast's wave, but the same wavelength. The soft blast's wave has an amplitude of 1 cm and a wavelength of 4 cm. The loud blast's wave has an amplitude of 2 cm and the same 4 cm wavelength. Build the loud blast's wave. Drag one wave piece into each of the three empty boxes on the lower grid. You may use the same piece more than once. Some pieces will not be used. Figure 1. The soft blast’s wave (upper grid) and the empty lower grid.", "context_html": "", "options": [ { "id": "piece-short-narrow", "text": "\"One", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "piece-tall-wide", "text": "\"One", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "piece-short-wide", "text": "\"One", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "piece-tall-narrow", "text": "\"One", "plain": "", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot07-piece-short-narrow_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot07-piece-tall-wide_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot07-piece-short-wide_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot07-piece-tall-narrow_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot07_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "piece-tall-wide g1", "piece-tall-wide g2", "piece-tall-wide g3" ] }, "n_options": 4 }, { "n": 8, "item_id": "_bece5f49-281d-4685-8b1c-b88670a998b9", "type": "choice", "title": "Wave Energy Claim Check", "standards": [ "4-PS4-1" ], "prompt_html": "

Look at Figure 1. Boris claims that Wave Q carries more energy than Wave P because Wave Q has a longer wavelength.

Which statement best evaluates Boris's claim?

", "prompt_plain": "Look at Figure 1. Boris claims that Wave Q carries more energy than Wave P because Wave Q has a longer wavelength. Which statement best evaluates Boris's claim?", "context_html": "", "options": [ { "id": "cA1", "text": "The claim is correct, because a longer wavelength gives a wave more room to carry energy along.", "plain": "The claim is correct, because a longer wavelength gives a wave more room to carry energy along.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The claim is correct, because the air itself travels farther with each of Wave Q's longer waves.", "plain": "The claim is correct, because the air itself travels farther with each of Wave Q's longer waves.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The claim is incorrect, because two blasts from the same whistle carry the same amount of energy.", "plain": "The claim is incorrect, because two blasts from the same whistle carry the same amount of energy.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The claim is incorrect, because a wave's energy depends on its amplitude, and Wave P has taller crests.", "plain": "The claim is incorrect, because a wave's energy depends on its amplitude, and Wave P has taller crests.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_063a5b26-96a7-4040-a519-a84e3ca11148" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Foggy Forest Rescue Signals

Hana's hiking group practices what to do if someone gets separated. Before the hike, the group agrees on two emergency signals.

Method 1: Flash a small mirror toward the searchers in a repeating light pattern.

Method 2: Blow a whistle in a repeating pattern of short and long blasts.

At camp, Boris records two different whistle blasts on a sound display screen. Figure 1 shows the two recorded waves, Wave P and Wave Q.

\"Two

Figure 1. The two recorded whistle waves, Wave P and Wave Q.

Later, on a foggy morning, Hana gets separated from the group. The thick fog makes it hard to see very far, and the sun is hidden. Hana is carrying both her mirror and her whistle.

", "passage_plain": "Foggy Forest Rescue Signals Hana's hiking group practices what to do if someone gets separated. Before the hike, the group agrees on two emergency signals. Method 1: Flash a small mirror toward the searchers in a repeating light pattern. Method 2: Blow a whistle in a repeating pattern of short and long blasts. At camp, Boris records two different whistle blasts on a sound display screen. Figure 1 shows the two recorded waves, Wave P and Wave Q. Figure 1. The two recorded whistle waves, Wave P and Wave Q. Later, on a foggy morning, Hana gets separated from the group. The thick fog makes it hard to see very far, and the sun is hidden. Hana is carrying both her mirror and her whistle." }, { "n": 9, "item_id": "_4cb29477-cb23-4739-ac08-60b3e79bc67a", "type": "choice", "title": "Fog Rescue Signal Choice", "standards": [ "4-PS4-3" ], "prompt_html": "

The fog is thick, and Hana cannot see the searchers. She must choose one of the group's two signal methods to send her message now.

\"Two

Which method would most likely get Hana's message to the searchers, and why?

", "prompt_plain": "The fog is thick, and Hana cannot see the searchers. She must choose one of the group's two signal methods to send her message now. Which method would most likely get Hana's message to the searchers, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Method 1, because light travels faster than sound, so her message would arrive sooner.", "plain": "Method 1, because light travels faster than sound, so her message would arrive sooner.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Method 2, because the whistle's sound can reach the searchers through fog that blocks light flashes.", "plain": "Method 2, because the whistle's sound can reach the searchers through fog that blocks light flashes.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Method 2, because sound waves travel faster through foggy air than light flashes do.", "plain": "Method 2, because sound waves travel faster through foggy air than light flashes do.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Method 1, because a repeating light pattern is easier for searchers to notice than whistle sounds.", "plain": "Method 1, because a repeating light pattern is easier for searchers to notice than whistle sounds.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot09.png" ], "stimulus_ids": [ "_063a5b26-96a7-4040-a519-a84e3ca11148" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Foggy Forest Rescue Signals

Hana's hiking group practices what to do if someone gets separated. Before the hike, the group agrees on two emergency signals.

Method 1: Flash a small mirror toward the searchers in a repeating light pattern.

Method 2: Blow a whistle in a repeating pattern of short and long blasts.

At camp, Boris records two different whistle blasts on a sound display screen. Figure 1 shows the two recorded waves, Wave P and Wave Q.

\"Two

Figure 1. The two recorded whistle waves, Wave P and Wave Q.

Later, on a foggy morning, Hana gets separated from the group. The thick fog makes it hard to see very far, and the sun is hidden. Hana is carrying both her mirror and her whistle.

", "passage_plain": "Foggy Forest Rescue Signals Hana's hiking group practices what to do if someone gets separated. Before the hike, the group agrees on two emergency signals. Method 1: Flash a small mirror toward the searchers in a repeating light pattern. Method 2: Blow a whistle in a repeating pattern of short and long blasts. At camp, Boris records two different whistle blasts on a sound display screen. Figure 1 shows the two recorded waves, Wave P and Wave Q. Figure 1. The two recorded whistle waves, Wave P and Wave Q. Later, on a foggy morning, Hana gets separated from the group. The thick fog makes it hard to see very far, and the sun is hidden. Hana is carrying both her mirror and her whistle." }, { "n": 10, "item_id": "_5acb59c2-e07f-48ab-95e2-161baf9b7088", "type": "inline-choice", "title": "Trail Camera Photo Copies", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A trail camera at a nature park takes a photo of a fox. The camera saves the photo, and a computer sends a copy of it to a scientist in another city. Figure 1 shows the photo the camera took.

\"A

Figure 1. The photo the camera took.

Complete the explanation. Choose one answer in each box.

The camera stores the photo as , so a computer can make each copy .

", "options": [ { "id": "ca11", "text": "a beam of light that bounces between cameras", "plain": "a beam of light that bounces between cameras", "correct": false, "kind": "inline" }, { "id": "ca21", "text": "a pattern of 1s and 0s called binary code", "plain": "a pattern of 1s and 0s called binary code", "correct": true, "kind": "inline" }, { "id": "ca31", "text": "a tiny printed picture on a strip of film", "plain": "a tiny printed picture on a strip of film", "correct": false, "kind": "inline" }, { "id": "cb11", "text": "look exactly like the original photo", "plain": "look exactly like the original photo", "correct": true, "kind": "inline" }, { "id": "cb21", "text": "look a little blurrier than the original", "plain": "look a little blurrier than the original", "correct": false, "kind": "inline" }, { "id": "cb31", "text": "look lighter and more faded than the original", "plain": "look lighter and more faded than the original", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot10_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "ca21" ], "RESPONSE2": [ "cb11" ] }, "n_options": 6 }, { "n": 11, "item_id": "_6325ef47-a44b-4e19-89e0-6e679e07aab0", "type": "choice", "title": "Barn Sunbeam Photo", "standards": [ "4-PS4-2" ], "prompt_html": "

Faye takes a photo inside an old barn. Sunlight shines through a small hole in the wall. Dust floats in the air. The photo shows what the beam looks like between the hole and the floor.

\"A

What does Faye's photo show about how light travels?

", "prompt_plain": "Faye takes a photo inside an old barn. Sunlight shines through a small hole in the wall. Dust floats in the air. The photo shows what the beam looks like between the hole and the floor. What does Faye's photo show about how light travels?", "context_html": "", "options": [ { "id": "cA1", "text": "Light curves and spreads out as it moves through the air.", "plain": "Light curves and spreads out as it moves through the air.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Light needs the floating dust to carry it through the air.", "plain": "Light needs the floating dust to carry it through the air.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Light travels in a straight line until it hits an object.", "plain": "Light travels in a straight line until it hits an object.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The dust specks make their own light while they float.", "plain": "The dust specks make their own light while they float.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot11.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_42160a3b-1900-47e6-9702-0b8a2582b641", "type": "choice", "title": "Heat Between Touching Blocks", "standards": [ "4-PS3-2" ], "prompt_html": "

Zane places two metal blocks so their sides touch. Block P is at 45 degrees Celsius. Block Q is at 20 degrees Celsius. The figure shows the touching blocks and their temperatures.

\"Two

In which direction does heat move between the touching blocks?

", "prompt_plain": "Zane places two metal blocks so their sides touch. Block P is at 45 degrees Celsius. Block Q is at 20 degrees Celsius. The figure shows the touching blocks and their temperatures. In which direction does heat move between the touching blocks?", "context_html": "", "options": [ { "id": "cA1", "text": "Heat moves from Block P to Block Q.", "plain": "Heat moves from Block P to Block Q.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Heat moves from Block Q to Block P.", "plain": "Heat moves from Block Q to Block P.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Cold moves from Block Q to Block P.", "plain": "Cold moves from Block Q to Block P.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "No energy moves between the two blocks.", "plain": "No energy moves between the two blocks.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot12_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_7bf37524-8349-4811-aab1-c812d4a0b71f", "type": "choice", "title": "Musk Ox Survival Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Look at Table 1. Musk oxen stay alive outside through the whole arctic winter.

Which claim best explains how the musk ox survives the extreme winter cold?

", "prompt_plain": "Part A Look at Table 1. Musk oxen stay alive outside through the whole arctic winter. Which claim best explains how the musk ox survives the extreme winter cold?", "context_html": "", "options": [ { "id": "cA1", "text": "Its winter coat makes new heat, warming the ox like a small stove.", "plain": "Its winter coat makes new heat, warming the ox like a small stove.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The musk ox chooses to grow extra wool whenever it starts to feel cold.", "plain": "The musk ox chooses to grow extra wool whenever it starts to feel cold.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Its thick skin blocks the cold from passing into the ox's body.", "plain": "Its thick skin blocks the cold from passing into the ox's body.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Its thick winter coat traps warmed air, so little body heat escapes.", "plain": "Its thick winter coat traps warmed air, so little body heat escapes.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2307c030-b638-4b16-be31-e9c4965eb068" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Musk Ox Winter Survival

Carmen is a scientist at an arctic research station. She studies musk oxen, large shaggy animals that stay outside all winter. Winter air there can drop to -40 degrees Celsius. Strong winds blow snow across the flat land. The musk oxen do not hide underground, and they do not leave. Carmen watches the herd and writes down what she sees. One note says: \"Snow lands on the oxen's backs and stays frozen for days without melting.\" Table 1 shows the body structures Carmen observed and what each structure did.

Table 1. Carmen's Musk Ox Observations

Body structureWhat Carmen observed
Long outer guard hairsOuter hairs hang almost to the ground; wind and blowing snow slide off them
Thick woolly underwoolA soft under-layer grows each fall; it is so thick Carmen cannot press a finger through it to the skin
Wide, sharp-edged hoovesThe sharp edges break the ice crust; oxen dig pits in the snow to reach buried plants
Short, strong legsThick, short legs carry the heavy ox through deep snow
Curved hornsOxen use them to push rivals and to face wolves

\"A

", "passage_plain": "Musk Ox Winter Survival Carmen is a scientist at an arctic research station. She studies musk oxen, large shaggy animals that stay outside all winter. Winter air there can drop to -40 degrees Celsius. Strong winds blow snow across the flat land. The musk oxen do not hide underground, and they do not leave. Carmen watches the herd and writes down what she sees. One note says: \"Snow lands on the oxen's backs and stays frozen for days without melting.\" Table 1 shows the body structures Carmen observed and what each structure did. Table 1. Carmen's Musk Ox Observations Body structure What Carmen observed Long outer guard hairs Outer hairs hang almost to the ground; wind and blowing snow slide off them Thick woolly underwool A soft under-layer grows each fall; it is so thick Carmen cannot press a finger through it to the skin Wide, sharp-edged hooves The sharp edges break the ice crust; oxen dig pits in the snow to reach buried plants Short, strong legs Thick, short legs carry the heavy ox through deep snow Curved horns Oxen use them to push rivals and to face wolves" }, { "n": 14, "item_id": "_001c3430-6a20-4759-9041-9bd2dc9bd0b1", "type": "choice", "title": "Musk Ox Survival Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which evidence from Carmen's notes and Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which evidence from Carmen's notes and Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Oxen dig pits in the snow with their sharp-edged hooves to reach buried plants.", "plain": "Oxen dig pits in the snow with their sharp-edged hooves to reach buried plants.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Snow lands on the oxen's backs and stays frozen for days without melting.", "plain": "Snow lands on the oxen's backs and stays frozen for days without melting.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Musk oxen grew thick wool because they knew a hard winter was coming.", "plain": "Musk oxen grew thick wool because they knew a hard winter was coming.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Oxen use their curved horns to push rivals and to face down wolves.", "plain": "Oxen use their curved horns to push rivals and to face down wolves.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2307c030-b638-4b16-be31-e9c4965eb068" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Musk Ox Winter Survival

Carmen is a scientist at an arctic research station. She studies musk oxen, large shaggy animals that stay outside all winter. Winter air there can drop to -40 degrees Celsius. Strong winds blow snow across the flat land. The musk oxen do not hide underground, and they do not leave. Carmen watches the herd and writes down what she sees. One note says: \"Snow lands on the oxen's backs and stays frozen for days without melting.\" Table 1 shows the body structures Carmen observed and what each structure did.

Table 1. Carmen's Musk Ox Observations

Body structureWhat Carmen observed
Long outer guard hairsOuter hairs hang almost to the ground; wind and blowing snow slide off them
Thick woolly underwoolA soft under-layer grows each fall; it is so thick Carmen cannot press a finger through it to the skin
Wide, sharp-edged hoovesThe sharp edges break the ice crust; oxen dig pits in the snow to reach buried plants
Short, strong legsThick, short legs carry the heavy ox through deep snow
Curved hornsOxen use them to push rivals and to face wolves

\"A

", "passage_plain": "Musk Ox Winter Survival Carmen is a scientist at an arctic research station. She studies musk oxen, large shaggy animals that stay outside all winter. Winter air there can drop to -40 degrees Celsius. Strong winds blow snow across the flat land. The musk oxen do not hide underground, and they do not leave. Carmen watches the herd and writes down what she sees. One note says: \"Snow lands on the oxen's backs and stays frozen for days without melting.\" Table 1 shows the body structures Carmen observed and what each structure did. Table 1. Carmen's Musk Ox Observations Body structure What Carmen observed Long outer guard hairs Outer hairs hang almost to the ground; wind and blowing snow slide off them Thick woolly underwool A soft under-layer grows each fall; it is so thick Carmen cannot press a finger through it to the skin Wide, sharp-edged hooves The sharp edges break the ice crust; oxen dig pits in the snow to reach buried plants Short, strong legs Thick, short legs carry the heavy ox through deep snow Curved horns Oxen use them to push rivals and to face wolves" }, { "n": 15, "item_id": "_65c57807-c22c-4c2e-a141-56bc3d7ade7a", "type": "choice", "title": "Musk Ox Warm-Keeping Structures", "standards": [ "4-LS1-1" ], "prompt_html": "

Look at Table 1 and the figure.

Based only on what Carmen observed in Table 1, which TWO body structures help keep the musk ox warm in the extreme cold? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1 and the figure. Based only on what Carmen observed in Table 1, which TWO body structures help keep the musk ox warm in the extreme cold? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "wide, sharp-edged hooves", "plain": "wide, sharp-edged hooves", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "long guard hairs", "plain": "long guard hairs", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "curved horns", "plain": "curved horns", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "short, strong legs", "plain": "short, strong legs", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "thick woolly underwool", "plain": "thick woolly underwool", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2307c030-b638-4b16-be31-e9c4965eb068" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Musk Ox Winter Survival

Carmen is a scientist at an arctic research station. She studies musk oxen, large shaggy animals that stay outside all winter. Winter air there can drop to -40 degrees Celsius. Strong winds blow snow across the flat land. The musk oxen do not hide underground, and they do not leave. Carmen watches the herd and writes down what she sees. One note says: \"Snow lands on the oxen's backs and stays frozen for days without melting.\" Table 1 shows the body structures Carmen observed and what each structure did.

Table 1. Carmen's Musk Ox Observations

Body structureWhat Carmen observed
Long outer guard hairsOuter hairs hang almost to the ground; wind and blowing snow slide off them
Thick woolly underwoolA soft under-layer grows each fall; it is so thick Carmen cannot press a finger through it to the skin
Wide, sharp-edged hoovesThe sharp edges break the ice crust; oxen dig pits in the snow to reach buried plants
Short, strong legsThick, short legs carry the heavy ox through deep snow
Curved hornsOxen use them to push rivals and to face wolves

\"A

", "passage_plain": "Musk Ox Winter Survival Carmen is a scientist at an arctic research station. She studies musk oxen, large shaggy animals that stay outside all winter. Winter air there can drop to -40 degrees Celsius. Strong winds blow snow across the flat land. The musk oxen do not hide underground, and they do not leave. Carmen watches the herd and writes down what she sees. One note says: \"Snow lands on the oxen's backs and stays frozen for days without melting.\" Table 1 shows the body structures Carmen observed and what each structure did. Table 1. Carmen's Musk Ox Observations Body structure What Carmen observed Long outer guard hairs Outer hairs hang almost to the ground; wind and blowing snow slide off them Thick woolly underwool A soft under-layer grows each fall; it is so thick Carmen cannot press a finger through it to the skin Wide, sharp-edged hooves The sharp edges break the ice crust; oxen dig pits in the snow to reach buried plants Short, strong legs Thick, short legs carry the heavy ox through deep snow Curved horns Oxen use them to push rivals and to face wolves" }, { "n": 16, "item_id": "_d781ffd6-aab9-4536-8bae-a944a8538f7e", "type": "choice", "title": "Why Frog 2 Is Sluggish", "standards": [ "4-LS1-1" ], "prompt_html": "

Tess studies two frogs of the same kind in a laboratory. The two frogs are the same size and age. Both frogs live in the same tank with the same temperature, food, and water. Blood carries oxygen (a gas the body needs to release energy) from the lungs to the body. Table 1 compares the two frogs.

Table 1. Two Frogs Compared

ObservationFrog 1Frog 2
ActivitySwims and jumps oftenMoves very little
Blood vessels (tubes that carry blood) that carry blood from the lungs to the bodyWideMuch narrower
Blood moving through those vesselsA large, steady flowA small, slow flow

Which statement best explains why Frog 2 is sluggish (slow and less active)?

", "prompt_plain": "Tess studies two frogs of the same kind in a laboratory. The two frogs are the same size and age. Both frogs live in the same tank with the same temperature, food, and water. Blood carries oxygen (a gas the body needs to release energy) from the lungs to the body. Table 1 compares the two frogs. Table 1. Two Frogs Compared Observation Frog 1 Frog 2 Activity Swims and jumps often Moves very little Blood vessels (tubes that carry blood) that carry blood from the lungs to the body Wide Much narrower Blood moving through those vessels A large, steady flow A small, slow flow Which statement best explains why Frog 2 is sluggish (slow and less active)?", "context_html": "", "options": [ { "id": "cA1", "text": "Frog 2's narrow vessels push blood through faster, so its body gets extra oxygen and releases too much energy.", "plain": "Frog 2's narrow vessels push blood through faster, so its body gets extra oxygen and releases too much energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Frog 1 moves around more because its leg muscles are much stronger.", "plain": "Frog 1 moves around more because its leg muscles are much stronger.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Frog 2's narrow vessels deliver less oxygen, so its body releases less energy.", "plain": "Frog 2's narrow vessels deliver less oxygen, so its body releases less energy.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Frog 2's narrow vessels show it is younger, so its muscles have not finished growing.", "plain": "Frog 2's narrow vessels show it is younger, so its muscles have not finished growing.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_4ac250e8-ddfb-4747-af23-3d911f3321a9", "type": "hottext", "title": "Observation in the Field Notes", "standards": [ "4-LS1-1" ], "prompt_html": "

An observation records only what a person sees, hears, smells, or touches. An inference is an idea that goes beyond what was observed.

Select the ONE notebook sentence that is an observation supporting Nadia’s claim about the dog’s nose.

", "prompt_plain": "An observation records only what a person sees, hears, smells, or touches. An inference is an idea that goes beyond what was observed. Select the ONE notebook sentence that is an observation supporting Nadia’s claim about the dog’s nose.", "context_html": "", "options": [ { "id": "hA17", "text": "1. I believe the dog’s nose is far more sensitive than my own nose.", "plain": "1. I believe the dog’s nose is far more sensitive than my own nose.", "correct": false, "kind": "hottext" }, { "id": "hB17", "text": "2. The dog probably remembered where volunteers hid during last week’s drills.", "plain": "2. The dog probably remembered where volunteers hid during last week’s drills.", "correct": false, "kind": "hottext" }, { "id": "hC17", "text": "3. The dog sniffed the air, turned into the wind, and found the hidden volunteer.", "plain": "3. The dog sniffed the air, turned into the wind, and found the hidden volunteer.", "correct": true, "kind": "hottext" }, { "id": "hD17", "text": "4. The dog seemed proud and excited after it made each find.", "plain": "4. The dog seemed proud and excited after it made each find.", "correct": false, "kind": "hottext" }, { "id": "hE17", "text": "5. The dog’s wet nose most likely helps it trap more scent.", "plain": "5. The dog’s wet nose most likely helps it trap more scent.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_63542b53-adeb-41ce-b511-5e0543c31ab2" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC17" ] }, "n_options": 5, "passage_html": "

Search Dog Field Notes

Nadia trains a search-and-rescue dog. The dog finds people who are lost outdoors. Nadia claims that the dog's nose is what helps it find hidden people. During one drill, a volunteer hid far away behind thick trees. Wind blew from the volunteer's hiding spot toward the dog. After the drill, Nadia wrote five sentences in her notebook.

Nadia's notebook:

1. I believe the dog’s nose is far more sensitive than my own nose.

2. The dog probably remembered where volunteers hid during last week’s drills.

3. The dog sniffed the air, turned into the wind, and found the hidden volunteer.

4. The dog seemed proud and excited after it made each find.

5. The dog’s wet nose most likely helps it trap more scent.

\"A

", "passage_plain": "Search Dog Field Notes Nadia trains a search-and-rescue dog. The dog finds people who are lost outdoors. Nadia claims that the dog's nose is what helps it find hidden people. During one drill, a volunteer hid far away behind thick trees. Wind blew from the volunteer's hiding spot toward the dog. After the drill, Nadia wrote five sentences in her notebook. Nadia's notebook: 1. I believe the dog’s nose is far more sensitive than my own nose. 2. The dog probably remembered where volunteers hid during last week’s drills. 3. The dog sniffed the air, turned into the wind, and found the hidden volunteer. 4. The dog seemed proud and excited after it made each find. 5. The dog’s wet nose most likely helps it trap more scent." }, { "n": 18, "item_id": "_e35a09ea-883d-4785-a2e1-1985a181ed83", "type": "choice", "title": "How the Dog Found the Volunteer", "standards": [ "4-LS1-2" ], "prompt_html": "

Read the field notes again. Receptor cells are cells in a body part that detect information from the surroundings.

Which statement best explains how the dog found the volunteer?

", "prompt_plain": "Read the field notes again. Receptor cells are cells in a body part that detect information from the surroundings. Which statement best explains how the dog found the volunteer?", "context_html": "", "options": [ { "id": "cA1", "text": "Receptor cells in the dog's nose detected the wind-carried scent and signaled its brain.", "plain": "Receptor cells in the dog's nose detected the wind-carried scent and signaled its brain.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Receptor cells in the dog's eyes sensed body heat coming from the volunteer's hiding spot.", "plain": "Receptor cells in the dog's eyes sensed body heat coming from the volunteer's hiding spot.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Receptor cells in the dog's nose felt how hard the wind was blowing.", "plain": "Receptor cells in the dog's nose felt how hard the wind was blowing.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Receptor cells in the dog's paws felt tiny ground shakes made by the volunteer's footsteps.", "plain": "Receptor cells in the dog's paws felt tiny ground shakes made by the volunteer's footsteps.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_63542b53-adeb-41ce-b511-5e0543c31ab2" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Search Dog Field Notes

Nadia trains a search-and-rescue dog. The dog finds people who are lost outdoors. Nadia claims that the dog's nose is what helps it find hidden people. During one drill, a volunteer hid far away behind thick trees. Wind blew from the volunteer's hiding spot toward the dog. After the drill, Nadia wrote five sentences in her notebook.

Nadia's notebook:

1. I believe the dog’s nose is far more sensitive than my own nose.

2. The dog probably remembered where volunteers hid during last week’s drills.

3. The dog sniffed the air, turned into the wind, and found the hidden volunteer.

4. The dog seemed proud and excited after it made each find.

5. The dog’s wet nose most likely helps it trap more scent.

\"A

", "passage_plain": "Search Dog Field Notes Nadia trains a search-and-rescue dog. The dog finds people who are lost outdoors. Nadia claims that the dog's nose is what helps it find hidden people. During one drill, a volunteer hid far away behind thick trees. Wind blew from the volunteer's hiding spot toward the dog. After the drill, Nadia wrote five sentences in her notebook. Nadia's notebook: 1. I believe the dog’s nose is far more sensitive than my own nose. 2. The dog probably remembered where volunteers hid during last week’s drills. 3. The dog sniffed the air, turned into the wind, and found the hidden volunteer. 4. The dog seemed proud and excited after it made each find. 5. The dog’s wet nose most likely helps it trap more scent." }, { "n": 19, "item_id": "_1ab55026-9a3b-4832-92eb-0859edcb6550", "type": "order", "title": "Bat Echolocation Steps", "standards": [ "4-LS1-2" ], "prompt_html": "

Some bats hunt flying insects in the dark. A bat's ears pick up sound waves that bounce back from objects. The bat's brain uses signals from the ears to tell where an insect is. To start a hunt, the bat sends out high squeaks that travel as sound waves. When the waves hit a moth, they bounce back toward the bat.

 

Drag the steps into the order they happen when a bat finds a moth. Start with the squeak.

\"A

", "prompt_plain": "Some bats hunt flying insects in the dark. A bat's ears pick up sound waves that bounce back from objects. The bat's brain uses signals from the ears to tell where an insect is. To start a hunt, the bat sends out high squeaks that travel as sound waves. When the waves hit a moth, they bounce back toward the bat. Drag the steps into the order they happen when a bat finds a moth. Start with the squeak.", "context_html": "", "options": [ { "id": "cA6fb4ec", "text": "The bat's ears send signals to the bat's brain.", "plain": "The bat's ears send signals to the bat's brain.", "correct": true, "kind": "choice" }, { "id": "cB3438e8", "text": "The bat makes a high squeak.", "plain": "The bat makes a high squeak.", "correct": true, "kind": "choice" }, { "id": "cC92262d", "text": "The sound waves bounce back to the bat's ears.", "plain": "The sound waves bounce back to the bat's ears.", "correct": true, "kind": "choice" }, { "id": "cD86d13d", "text": "The bat's brain works out where the moth is.", "plain": "The bat's brain works out where the moth is.", "correct": true, "kind": "choice" }, { "id": "cE19fef6", "text": "The sound waves hit a flying moth.", "plain": "The sound waves hit a flying moth.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D, E", "key_values": { "RESPONSE": [ "cB3438e8", "cE19fef6", "cC92262d", "cA6fb4ec", "cD86d13d" ] }, "n_options": 5 }, { "n": 20, "item_id": "_cda7b5b9-09d4-479c-99b5-047f8aaeb456", "type": "choice", "title": "Gecko Detect-and-Respond Steps", "standards": [ "4-LS1-2" ], "prompt_html": "

At night, Pia watches a gecko in a glass tank. A cricket moves in dry leaves behind the gecko, out of its sight. The gecko turns its head toward the sound, waits, and then catches the cricket.

\"A

Which TWO statements correctly describe steps in the gecko's detect-and-respond chain? Choose the TWO best answers.

", "prompt_plain": "At night, Pia watches a gecko in a glass tank. A cricket moves in dry leaves behind the gecko, out of its sight. The gecko turns its head toward the sound, waits, and then catches the cricket. Which TWO statements correctly describe steps in the gecko's detect-and-respond chain? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The gecko's ears pick up the cricket's sound and send signals to the gecko's brain.", "plain": "The gecko's ears pick up the cricket's sound and send signals to the gecko's brain.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The gecko's eyes sense the cricket's sound coming through the dry leaves.", "plain": "The gecko's eyes sense the cricket's sound coming through the dry leaves.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The gecko's ears decide to attack and move the gecko's legs on their own.", "plain": "The gecko's ears decide to attack and move the gecko's legs on their own.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The gecko's brain uses the signals to direct its head to turn toward the sound.", "plain": "The gecko's brain uses the signals to direct its head to turn toward the sound.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The cricket's sound travels into the gecko's brain without using any sense organ.", "plain": "The cricket's sound travels into the gecko's brain without using any sense organ.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot20.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_356bea83-a392-4322-96b8-990a13487ae3", "type": "choice", "title": "Cart Crash Sound Energy", "standards": [ "4-PS3-3" ], "prompt_html": "

Ravi rolls the same toy cart down the same ramp four times. In each trial, the cart starts at the same spot. So the cart has the same motion energy at the bottom every time. In each trial, the cart crashes into a wall made of a different material. A sound app measures how much sound energy reaches it from each crash. The app sits the same distance from the wall every time. Table 1 shows the results.

Table 1. Sound Energy Measured in Each Trial

TrialWall materialSound energy the app measured
1Foam blockVery small amount
2Wood boardSmall amount
3Metal sheetLargest amount
4Plastic binLarge amount

In which trial did the crash change the most motion energy into sound energy?

", "prompt_plain": "Ravi rolls the same toy cart down the same ramp four times. In each trial, the cart starts at the same spot. So the cart has the same motion energy at the bottom every time. In each trial, the cart crashes into a wall made of a different material. A sound app measures how much sound energy reaches it from each crash. The app sits the same distance from the wall every time. Table 1 shows the results. Table 1. Sound Energy Measured in Each Trial Trial Wall material Sound energy the app measured 1 Foam block Very small amount 2 Wood board Small amount 3 Metal sheet Largest amount 4 Plastic bin Large amount In which trial did the crash change the most motion energy into sound energy?", "context_html": "", "options": [ { "id": "cAf2a0a0aac", "text": "Trial 1", "plain": "Trial 1", "correct": false, "kind": "choice" }, { "id": "cB51a97d22d", "text": "Trial 2", "plain": "Trial 2", "correct": false, "kind": "choice" }, { "id": "cCd057d7000", "text": "Trial 3", "plain": "Trial 3", "correct": true, "kind": "choice" }, { "id": "cDd89b8d728", "text": "Trial 4", "plain": "Trial 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cCd057d7000" ] }, "n_options": 4 }, { "n": 22, "item_id": "_5346ea72-7d10-43bf-8534-dc456a8d297c", "type": "choice", "title": "Sea-Cliff Layers Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1.

Which statement best explains how the rock layers in the cliff formed?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which statement best explains how the rock layers in the cliff formed?", "context_html": "", "options": [ { "id": "cAbe71df033", "text": "An earthquake cracked one solid rock into flat layers all at once.", "plain": "An earthquake cracked one solid rock into flat layers all at once.", "correct": false, "kind": "choice" }, { "id": "cB9bb0e0b30", "text": "Sediment piled up in flat layers over a long time.", "plain": "Sediment piled up in flat layers over a long time.", "correct": true, "kind": "choice" }, { "id": "cC485c1e01e", "text": "Waves carved stripe patterns into the outside of the cliff face.", "plain": "Waves carved stripe patterns into the outside of the cliff face.", "correct": false, "kind": "choice" }, { "id": "cD3e8788396", "text": "The cliff has had these same layers since Earth first formed.", "plain": "The cliff has had these same layers since Earth first formed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c76c1a8a-0066-48b0-9fe3-b6e288a7681a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9bb0e0b30" ] }, "n_options": 4, "passage_html": "

Sea-Cliff Rock Layers

Isla visits a tall sea cliff with her science club. The face of the cliff shows four flat rock layers. The layers sit one on top of another, like a stack of blankets. A club leader says the layers have never been flipped or stirred since they formed. Figure 1 shows the cliff face. The club lists the fossils found in each layer. Table 1 shows the list.

Figure 1

\"A

Table 1. Fossils Found in Each Layer

LayerFossils found
Layer 1 (top)Shells of ocean animals
Layer 2Imprints of ferns (land plants)
Layer 3None found
Layer 4 (bottom)None found
", "passage_plain": "Sea-Cliff Rock Layers Isla visits a tall sea cliff with her science club. The face of the cliff shows four flat rock layers. The layers sit one on top of another, like a stack of blankets. A club leader says the layers have never been flipped or stirred since they formed. Figure 1 shows the cliff face. The club lists the fossils found in each layer. Table 1 shows the list. Figure 1 Table 1. Fossils Found in Each Layer Layer Fossils found Layer 1 (top) Shells of ocean animals Layer 2 Imprints of ferns (land plants) Layer 3 None found Layer 4 (bottom) None found" }, { "n": 23, "item_id": "_696dfcf1-680d-450f-a8af-bcc482c59c4b", "type": "choice", "title": "Sea-Cliff Layers Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Look at Table 1. The club studies the fern fossil found in Layer 2.

Which question can the fern fossil best help scientists answer?

", "prompt_plain": "Part B Look at Table 1. The club studies the fern fossil found in Layer 2. Which question can the fern fossil best help scientists answer?", "context_html": "", "options": [ { "id": "cA0725a0749", "text": "How many ferns grow on the cliff top today?", "plain": "How many ferns grow on the cliff top today?", "correct": false, "kind": "choice" }, { "id": "cBd8ea26d0c", "text": "What color were the living fern’s leaves?", "plain": "What color were the living fern’s leaves?", "correct": false, "kind": "choice" }, { "id": "cCde94256f4", "text": "How deep is the ocean near the cliff today?", "plain": "How deep is the ocean near the cliff today?", "correct": false, "kind": "choice" }, { "id": "cDde398d86d", "text": "What was the environment like when the fern was alive?", "plain": "What was the environment like when the fern was alive?", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c76c1a8a-0066-48b0-9fe3-b6e288a7681a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cDde398d86d" ] }, "n_options": 4, "passage_html": "

Sea-Cliff Rock Layers

Isla visits a tall sea cliff with her science club. The face of the cliff shows four flat rock layers. The layers sit one on top of another, like a stack of blankets. A club leader says the layers have never been flipped or stirred since they formed. Figure 1 shows the cliff face. The club lists the fossils found in each layer. Table 1 shows the list.

Figure 1

\"A

Table 1. Fossils Found in Each Layer

LayerFossils found
Layer 1 (top)Shells of ocean animals
Layer 2Imprints of ferns (land plants)
Layer 3None found
Layer 4 (bottom)None found
", "passage_plain": "Sea-Cliff Rock Layers Isla visits a tall sea cliff with her science club. The face of the cliff shows four flat rock layers. The layers sit one on top of another, like a stack of blankets. A club leader says the layers have never been flipped or stirred since they formed. Figure 1 shows the cliff face. The club lists the fossils found in each layer. Table 1 shows the list. Figure 1 Table 1. Fossils Found in Each Layer Layer Fossils found Layer 1 (top) Shells of ocean animals Layer 2 Imprints of ferns (land plants) Layer 3 None found Layer 4 (bottom) None found" }, { "n": 24, "item_id": "_4c230f77-ea58-481b-a2b1-44cc248d0a7a", "type": "choice", "title": "Cliff Layers History Claim", "standards": [ "4-ESS1-1" ], "prompt_html": "

Look at Figure 1 and Table 1. Remember that the layers have never been flipped or stirred.

The shell fossils sit in the layer above the fern fossils. Which statement about the order of changes in this area do the layers support?

", "prompt_plain": "Look at Figure 1 and Table 1. Remember that the layers have never been flipped or stirred. The shell fossils sit in the layer above the fern fossils. Which statement about the order of changes in this area do the layers support?", "context_html": "", "options": [ { "id": "cA489284fc0", "text": "The area was home to land plants first, and ocean water covered it later.", "plain": "The area was home to land plants first, and ocean water covered it later.", "correct": true, "kind": "choice" }, { "id": "cBa93210820", "text": "The area was covered by ocean water first, and land plants grew there later.", "plain": "The area was covered by ocean water first, and land plants grew there later.", "correct": false, "kind": "choice" }, { "id": "cC47f255ccd", "text": "The land ferns and the ocean shellfish lived in the area at the same time.", "plain": "The land ferns and the ocean shellfish lived in the area at the same time.", "correct": false, "kind": "choice" }, { "id": "cDe355557cf", "text": "Storm waves threw the shells onto the cliff after the rock had formed.", "plain": "Storm waves threw the shells onto the cliff after the rock had formed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c76c1a8a-0066-48b0-9fe3-b6e288a7681a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA489284fc0" ] }, "n_options": 4, "passage_html": "

Sea-Cliff Rock Layers

Isla visits a tall sea cliff with her science club. The face of the cliff shows four flat rock layers. The layers sit one on top of another, like a stack of blankets. A club leader says the layers have never been flipped or stirred since they formed. Figure 1 shows the cliff face. The club lists the fossils found in each layer. Table 1 shows the list.

Figure 1

\"A

Table 1. Fossils Found in Each Layer

LayerFossils found
Layer 1 (top)Shells of ocean animals
Layer 2Imprints of ferns (land plants)
Layer 3None found
Layer 4 (bottom)None found
", "passage_plain": "Sea-Cliff Rock Layers Isla visits a tall sea cliff with her science club. The face of the cliff shows four flat rock layers. The layers sit one on top of another, like a stack of blankets. A club leader says the layers have never been flipped or stirred since they formed. Figure 1 shows the cliff face. The club lists the fossils found in each layer. Table 1 shows the list. Figure 1 Table 1. Fossils Found in Each Layer Layer Fossils found Layer 1 (top) Shells of ocean animals Layer 2 Imprints of ferns (land plants) Layer 3 None found Layer 4 (bottom) None found" }, { "n": 25, "item_id": "_362c77ca-1a2c-4036-8344-98373b3206f7", "type": "text-entry", "title": "Contour Interval", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Kofi studies the topographic map in Figure 1. It shows one side of a ridge. A contour line connects points that have the same elevation (height above sea level). The contour interval is the elevation difference between one contour line and the next. On this map, only two contour lines are labeled: 200 feet and 300 feet. Exactly four unlabeled contour lines lie between the two labeled lines.

Figure 1

\"Contour

What is the contour interval of this map, in feet? Enter the exact number.

Give your answer as a whole number (e.g., 50).

Contour interval (feet):

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot25_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "20" ] }, "n_options": 0 }, { "n": 26, "item_id": "_6739b8bc-e708-40cf-bf99-9dba4fc641ad", "type": "choice", "title": "Stream-Table Conclusion", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Figure 1 and Table 1.

Which conclusion is best supported by the team’s results?

", "prompt_plain": "Look at Figure 1 and Table 1. Which conclusion is best supported by the team’s results?", "context_html": "", "options": [ { "id": "cA1a6232c00", "text": "Water moving down a gentler slope erodes more soil.", "plain": "Water moving down a gentler slope erodes more soil.", "correct": false, "kind": "choice" }, { "id": "cB429f48d53", "text": "Adding more water to a ramp erodes more soil.", "plain": "Adding more water to a ramp erodes more soil.", "correct": false, "kind": "choice" }, { "id": "cCf2255dd8c", "text": "Water erodes rocky soil more slowly than sandy soil.", "plain": "Water erodes rocky soil more slowly than sandy soil.", "correct": false, "kind": "choice" }, { "id": "cD69caba104", "text": "Water moving down a steeper slope erodes more soil.", "plain": "Water moving down a steeper slope erodes more soil.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6d87cb91-e451-4d09-ac64-428b08c7c4b6" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD69caba104" ] }, "n_options": 4, "passage_html": "

Stream-Table Erosion Test

Dmitri and Chike test how slope changes erosion. They build two ramps out of the same sandy soil. Ramp A has a steep slope. Ramp B has a gentle slope. Everything else about the two ramps is the same. They slowly pour the same amount of water down each ramp for one minute. A tray at the bottom of each ramp catches soil. Figure 1 shows the setup. Table 1 shows the results.

After the test, the team wrote four observations:

1. Muddy water carried soil grains down each ramp.

2. Soil piled up in a fan shape in each tray.

3. Some soil grains broke into smaller pieces as they tumbled down.

4. Some water near the top of each ramp soaked into the soil.

Figure 1

\"Two

Table 1. Soil Caught in Each Tray

RampSlopeSoil in the tray after one minute
Ramp ASteepLarge pile
Ramp BGentleSmall pile
", "passage_plain": "Stream-Table Erosion Test Dmitri and Chike test how slope changes erosion. They build two ramps out of the same sandy soil. Ramp A has a steep slope. Ramp B has a gentle slope. Everything else about the two ramps is the same. They slowly pour the same amount of water down each ramp for one minute. A tray at the bottom of each ramp catches soil. Figure 1 shows the setup. Table 1 shows the results. After the test, the team wrote four observations: 1. Muddy water carried soil grains down each ramp. 2. Soil piled up in a fan shape in each tray. 3. Some soil grains broke into smaller pieces as they tumbled down. 4. Some water near the top of each ramp soaked into the soil. Figure 1 Table 1. Soil Caught in Each Tray Ramp Slope Soil in the tray after one minute Ramp A Steep Large pile Ramp B Gentle Small pile" }, { "n": 27, "item_id": "_007e2dba-ca58-4a23-8ec7-33f523c97f37", "type": "choice", "title": "Erosion Process Match", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at the team’s four numbered observations in the passage.

Which TWO statements correctly match an observation to the process it shows? Choose the TWO correct answers.

", "prompt_plain": "Look at the team’s four numbered observations in the passage. Which TWO statements correctly match an observation to the process it shows? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cAa83e6a33c", "text": "Observation 1 shows erosion, because moving water carried soil to a new place.", "plain": "Observation 1 shows erosion, because moving water carried soil to a new place.", "correct": true, "kind": "choice" }, { "id": "cB46d46771d", "text": "Observation 2 shows weathering, because the soil at the bottom changed location.", "plain": "Observation 2 shows weathering, because the soil at the bottom changed location.", "correct": false, "kind": "choice" }, { "id": "cC4f30f3a0d", "text": "Observation 1 shows deposition, because the soil left the top of the ramp.", "plain": "Observation 1 shows deposition, because the soil left the top of the ramp.", "correct": false, "kind": "choice" }, { "id": "cDf19a04165", "text": "Observation 2 shows deposition, because the water dropped the soil it was carrying.", "plain": "Observation 2 shows deposition, because the water dropped the soil it was carrying.", "correct": true, "kind": "choice" }, { "id": "cE14b30d265", "text": "Observation 3 shows erosion, because the soil grains broke into smaller pieces.", "plain": "Observation 3 shows erosion, because the soil grains broke into smaller pieces.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6d87cb91-e451-4d09-ac64-428b08c7c4b6" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cAa83e6a33c", "cDf19a04165" ] }, "n_options": 5, "passage_html": "

Stream-Table Erosion Test

Dmitri and Chike test how slope changes erosion. They build two ramps out of the same sandy soil. Ramp A has a steep slope. Ramp B has a gentle slope. Everything else about the two ramps is the same. They slowly pour the same amount of water down each ramp for one minute. A tray at the bottom of each ramp catches soil. Figure 1 shows the setup. Table 1 shows the results.

After the test, the team wrote four observations:

1. Muddy water carried soil grains down each ramp.

2. Soil piled up in a fan shape in each tray.

3. Some soil grains broke into smaller pieces as they tumbled down.

4. Some water near the top of each ramp soaked into the soil.

Figure 1

\"Two

Table 1. Soil Caught in Each Tray

RampSlopeSoil in the tray after one minute
Ramp ASteepLarge pile
Ramp BGentleSmall pile
", "passage_plain": "Stream-Table Erosion Test Dmitri and Chike test how slope changes erosion. They build two ramps out of the same sandy soil. Ramp A has a steep slope. Ramp B has a gentle slope. Everything else about the two ramps is the same. They slowly pour the same amount of water down each ramp for one minute. A tray at the bottom of each ramp catches soil. Figure 1 shows the setup. Table 1 shows the results. After the test, the team wrote four observations: 1. Muddy water carried soil grains down each ramp. 2. Soil piled up in a fan shape in each tray. 3. Some soil grains broke into smaller pieces as they tumbled down. 4. Some water near the top of each ramp soaked into the soil. Figure 1 Table 1. Soil Caught in Each Tray Ramp Slope Soil in the tray after one minute Ramp A Steep Large pile Ramp B Gentle Small pile" }, { "n": 28, "item_id": "_ab5106b3-486f-49b5-8582-f526e08be440", "type": "choice", "title": "Trench Pattern", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Map 1.

Which statement best describes the pattern the deep-sea trenches make?

", "prompt_plain": "Look at Map 1. Which statement best describes the pattern the deep-sea trenches make?", "context_html": "", "options": [ { "id": "cA2b8645cd5", "text": "The trenches are spread evenly across the whole ocean floor.", "plain": "The trenches are spread evenly across the whole ocean floor.", "correct": false, "kind": "choice" }, { "id": "cB269a6190a", "text": "The trenches form long, curved bands near the edges of the ocean.", "plain": "The trenches form long, curved bands near the edges of the ocean.", "correct": true, "kind": "choice" }, { "id": "cCcdb24dafc", "text": "The trenches sit mostly in the middle of the ocean, far from land.", "plain": "The trenches sit mostly in the middle of the ocean, far from land.", "correct": false, "kind": "choice" }, { "id": "cD09170c29d", "text": "The trenches form one straight band along the equator.", "plain": "The trenches form one straight band along the equator.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_43ad78a3-130b-4339-8033-e0e6c5d4fa99" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB269a6190a" ] }, "n_options": 4, "passage_html": "

Pacific Trench and Volcano Maps

Sol studies two maps of the Pacific Ocean. A deep-sea trench is a long, narrow valley in the ocean floor. Map 1 shows where the deepest trenches are. Map 2 shows the same ocean area with the locations of volcanoes. Sol compares the patterns on the two maps.

\"Map

\"Map

", "passage_plain": "Pacific Trench and Volcano Maps Sol studies two maps of the Pacific Ocean. A deep-sea trench is a long, narrow valley in the ocean floor. Map 1 shows where the deepest trenches are. Map 2 shows the same ocean area with the locations of volcanoes. Sol compares the patterns on the two maps." }, { "n": 29, "item_id": "_24191a02-9d7b-446b-9b9d-7ea8bdd98d68", "type": "hottext", "title": "Volcano Claim Check", "standards": [ "4-ESS2-2" ], "prompt_html": "

Sol wrote five claims after comparing Map 1 and Map 2.

Select the ONE claim Sol should remove because the maps show a different pattern.

", "prompt_plain": "Sol wrote five claims after comparing Map 1 and Map 2. Select the ONE claim Sol should remove because the maps show a different pattern.", "context_html": "", "options": [ { "id": "hAdc8cbe195", "text": "Many volcanoes sit close to the deep-sea trenches.", "plain": "Many volcanoes sit close to the deep-sea trenches.", "correct": false, "kind": "hottext" }, { "id": "hB4d62fa0ce", "text": "The volcanoes form long chains instead of spreading out evenly.", "plain": "The volcanoes form long chains instead of spreading out evenly.", "correct": false, "kind": "hottext" }, { "id": "hC1b0b8f79a", "text": "Some volcanoes sit along chains of small islands.", "plain": "Some volcanoes sit along chains of small islands.", "correct": false, "kind": "hottext" }, { "id": "hDe972c74a1", "text": "More volcanoes sit in the ocean’s middle than near its edges.", "plain": "More volcanoes sit in the ocean’s middle than near its edges.", "correct": true, "kind": "hottext" }, { "id": "hEa409bc96a", "text": "The volcano pattern looks similar to the trench pattern.", "plain": "The volcano pattern looks similar to the trench pattern.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_43ad78a3-130b-4339-8033-e0e6c5d4fa99" ], "key_letters": "", "key_values": { "RESPONSE": [ "hDe972c74a1" ] }, "n_options": 5, "passage_html": "

Pacific Trench and Volcano Maps

Sol studies two maps of the Pacific Ocean. A deep-sea trench is a long, narrow valley in the ocean floor. Map 1 shows where the deepest trenches are. Map 2 shows the same ocean area with the locations of volcanoes. Sol compares the patterns on the two maps.

\"Map

\"Map

", "passage_plain": "Pacific Trench and Volcano Maps Sol studies two maps of the Pacific Ocean. A deep-sea trench is a long, narrow valley in the ocean floor. Map 1 shows where the deepest trenches are. Map 2 shows the same ocean area with the locations of volcanoes. Sol compares the patterns on the two maps." }, { "n": 30, "item_id": "_1acf4825-79b3-4f8d-bc4b-4c2662315596", "type": "choice", "title": "Renewable Home Energy", "standards": [ "4-ESS3-1" ], "prompt_html": "

Tomas’s family is building a new house. The family wants the house to rely only on renewable energy resources. Table 1 shows five energy options for the house.

Table 1. Energy Options for the New House

OptionWhere the energy comes from
Gas furnaceNatural gas piped from deep underground
Coal electricityCoal dug from a mine
Solar panelsSunlight shining on the roof
Oil heaterFuel oil made from underground oil
Wind turbineWind blowing through the yard

Which TWO options should the family choose? Choose the TWO best answers.

", "prompt_plain": "Tomas’s family is building a new house. The family wants the house to rely only on renewable energy resources. Table 1 shows five energy options for the house. Table 1. Energy Options for the New House Option Where the energy comes from Gas furnace Natural gas piped from deep underground Coal electricity Coal dug from a mine Solar panels Sunlight shining on the roof Oil heater Fuel oil made from underground oil Wind turbine Wind blowing through the yard Which TWO options should the family choose? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA728afd79b", "text": "A furnace that burns natural gas", "plain": "A furnace that burns natural gas", "correct": false, "kind": "choice" }, { "id": "cBaab899ffd", "text": "Electricity from a coal-burning power plant", "plain": "Electricity from a coal-burning power plant", "correct": false, "kind": "choice" }, { "id": "cC0884d5987", "text": "Solar panels on the roof", "plain": "Solar panels on the roof", "correct": true, "kind": "choice" }, { "id": "cDd74051fb0", "text": "A heater that burns fuel oil", "plain": "A heater that burns fuel oil", "correct": false, "kind": "choice" }, { "id": "cE31d1a00a0", "text": "A small wind turbine in the yard", "plain": "A small wind turbine in the yard", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC0884d5987", "cE31d1a00a0" ] }, "n_options": 5 }, { "n": 31, "item_id": "_a1ad4979-2c05-4d1c-84d1-924c396655ef", "type": "choice", "title": "How the Oil Formed", "standards": [ "4-ESS3-1" ], "prompt_html": "

Keiko reads about an oil field near her town. Workers there pump oil from deep underground. Figure 1 shows the layers of rock below the oil field.

Figure 1. Rock Layers Below the Oil Field

\"Cross-section

Which statement describes how the oil formed?

", "prompt_plain": "Keiko reads about an oil field near her town. Workers there pump oil from deep underground. Figure 1 shows the layers of rock below the oil field. Figure 1. Rock Layers Below the Oil Field Which statement describes how the oil formed?", "context_html": "", "options": [ { "id": "cAcd079ff31", "text": "Ocean water soaked deep into the ground and slowly turned into oil.", "plain": "Ocean water soaked deep into the ground and slowly turned into oil.", "correct": false, "kind": "choice" }, { "id": "cB3789e51b5", "text": "Melted rock from deep underground cooled slowly and hardened into oil.", "plain": "Melted rock from deep underground cooled slowly and hardened into oil.", "correct": false, "kind": "choice" }, { "id": "cCcca492e3d", "text": "Heat and pressure slowly changed buried remains of living things into oil.", "plain": "Heat and pressure slowly changed buried remains of living things into oil.", "correct": true, "kind": "choice" }, { "id": "cDcfaae4c44", "text": "Rainwater dissolved minerals out of rocks, and the minerals became oil.", "plain": "Rainwater dissolved minerals out of rocks, and the minerals became oil.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot31.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cCcca492e3d" ] }, "n_options": 4 }, { "n": 32, "item_id": "_341eaac9-2347-4222-9528-4f0749f46ef2", "type": "choice", "title": "Foundation Reinforcement Choice", "standards": [ "4-ESS3-2" ], "prompt_html": "

Hamza’s family lives where earthquakes happen often. The family wants to reinforce the foundation of its house (make the base stronger). An engineer’s report compares two methods. Table 1 shows the report.

Table 1. Foundation Reinforcement Methods

FeatureMethod A: Steel frameMethod B: Concrete
Cost$9,200$4,100
Time to install3 weeks1 week
Protection rating from shake testsHighestHigh
Expected lifeAbout 50 years15 to 20 years
Who can install itLicensed crew onlyLicensed crew or trained builder

The family wants strong protection and can spend no more than $5,000. Which choice best meets the family’s needs?

", "prompt_plain": "Hamza’s family lives where earthquakes happen often. The family wants to reinforce the foundation of its house (make the base stronger). An engineer’s report compares two methods. Table 1 shows the report. Table 1. Foundation Reinforcement Methods Feature Method A: Steel frame Method B: Concrete Cost $9,200 $4,100 Time to install 3 weeks 1 week Protection rating from shake tests Highest High Expected life About 50 years 15 to 20 years Who can install it Licensed crew only Licensed crew or trained builder The family wants strong protection and can spend no more than $5,000. Which choice best meets the family’s needs?", "context_html": "", "options": [ { "id": "cAc0c55ebbd", "text": "Method A, because the strongest protection is worth more than any savings.", "plain": "Method A, because the strongest protection is worth more than any savings.", "correct": false, "kind": "choice" }, { "id": "cBe01f47e70", "text": "Method A, because it will last about fifty years without needing replacement.", "plain": "Method A, because it will last about fifty years without needing replacement.", "correct": false, "kind": "choice" }, { "id": "cC2b0d3e790", "text": "Method B, because a one-week installation protects the family much sooner.", "plain": "Method B, because a one-week installation protects the family much sooner.", "correct": false, "kind": "choice" }, { "id": "cD4d6f70d0c", "text": "Method B, because it gives strong protection at a much lower cost.", "plain": "Method B, because it gives strong protection at a much lower cost.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD4d6f70d0c" ] }, "n_options": 4 }, { "n": 33, "item_id": "_7ad41611-e47b-4e1b-b5eb-96ae001f9c83", "type": "choice", "title": "Reducing Volcano Harm", "standards": [ "4-ESS3-2" ], "prompt_html": "

Zola’s town sits in a valley below a volcano. Scientists say the volcano could erupt again someday. Figure 1 shows the town, the volcano, and the hazard zone along the valley floor.

Figure 1. The Volcano, the Town, and the Hazard Zone

\"Sketch

Which TWO actions would best reduce the harm from a future eruption? Choose the TWO best answers.

", "prompt_plain": "Zola’s town sits in a valley below a volcano. Scientists say the volcano could erupt again someday. Figure 1 shows the town, the volcano, and the hazard zone along the valley floor. Figure 1. The Volcano, the Town, and the Hazard Zone Which TWO actions would best reduce the harm from a future eruption? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1144423c0", "text": "Use instruments to watch the volcano for early warning signs.", "plain": "Use instruments to watch the volcano for early warning signs.", "correct": true, "kind": "choice" }, { "id": "cB9ed63479e", "text": "Build a wall around the vent to stop eruptions from happening.", "plain": "Build a wall around the vent to stop eruptions from happening.", "correct": false, "kind": "choice" }, { "id": "cC02338cb08", "text": "Plan and practice evacuation routes that lead out of the valley.", "plain": "Plan and practice evacuation routes that lead out of the valley.", "correct": true, "kind": "choice" }, { "id": "cDd2a8eb032", "text": "Wait until ash starts falling to decide where people should go.", "plain": "Wait until ash starts falling to decide where people should go.", "correct": false, "kind": "choice" }, { "id": "cE4392b3656", "text": "Move the town’s warning sirens close to the volcano’s vent.", "plain": "Move the town’s warning sirens close to the volcano’s vent.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot33.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1144423c0", "cC02338cb08" ] }, "n_options": 5 }, { "n": 34, "item_id": "_0cce0aa9-5367-4ab3-8bfd-dd624afc97ee", "type": "inline-choice", "title": "Garden Watering Design Statements", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Osman’s class is designing a watering system for the school garden. Before designing, the class writes three statements about the project.

Complete each sentence about the statements. Choose one answer in each box.

The statement “Plants in the school garden wilt over the weekend because no one waters them” describes .

The statement “The watering system must keep the soil damp for two days in a row” describes .

The statement “The system may use only parts from the classroom supply box” describes .

", "options": [ { "id": "cB173680943c", "text": "the problem", "plain": "the problem", "correct": true, "kind": "inline" }, { "id": "cB112959dbba", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "cB17432e3e1d", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "cB1f5c7508cb", "text": "a test result", "plain": "a test result", "correct": false, "kind": "inline" }, { "id": "cB2e2b11506a", "text": "the problem", "plain": "the problem", "correct": false, "kind": "inline" }, { "id": "cB270bdf35b9", "text": "a criterion", "plain": "a criterion", "correct": true, "kind": "inline" }, { "id": "cB2cd097ed84", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "cB2d1ef58778", "text": "a test result", "plain": "a test result", "correct": false, "kind": "inline" }, { "id": "cB30cd682562", "text": "the problem", "plain": "the problem", "correct": false, "kind": "inline" }, { "id": "cB30adf89668", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "cB3e3f00d33f", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" }, { "id": "cB395cb8a3cb", "text": "a test result", "plain": "a test result", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB173680943c" ], "RESPONSE2": [ "cB270bdf35b9" ], "RESPONSE3": [ "cB3e3f00d33f" ] }, "n_options": 12 }, { "n": 35, "item_id": "_61d4206e-0852-4303-bcc7-1a576b9d9f1a", "type": "text-entry", "title": "Bridge Models That Held 20 Blocks", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Petra’s class built eight model bridges from craft sticks. The class tested each bridge the same way. Students stacked blocks on each bridge until it started to bend. Table 1 shows how many blocks each bridge held.

Table 1. Blocks Each Bridge Held

Bridge modelBlocks held before bending
A14
B26
C21
D9
E31
F18
G22
H25

How many of the bridge models held at least 20 blocks?

Give your answer as a whole number (e.g., 3).

Number of bridge models:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "5" ] }, "n_options": 0 }, { "n": 36, "item_id": "_443d0c3e-2597-4906-92c3-f4a17682488e", "type": "gap-match", "title": "Wave Barrier Test Plan", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Esme’s team tests model wave barriers in a wave tank (a long water tank with a wave-making paddle). In the team’s first test, water splashed past its barrier. Now the team plans a new test to compare three barrier shapes. Table 1 shows the plan with three empty boxes.

 

Drag one tile into each empty box to complete the test plan. Each tile may be used once. Two tiles will not be used.

Figure 1. The Wave Tank

\"Side

Table 1. Wave Barrier Test Plan

", "prompt_plain": "Esme’s team tests model wave barriers in a wave tank (a long water tank with a wave-making paddle). In the team’s first test, water splashed past its barrier. Now the team plans a new test to compare three barrier shapes. Table 1 shows the plan with three empty boxes. Drag one tile into each empty box to complete the test plan. Each tile may be used once. Two tiles will not be used. Figure 1. The Wave Tank Table 1. Wave Barrier Test Plan", "context_html": "", "options": [ { "id": "d3d274b0c6", "text": "The team’s favorite barrier shape", "plain": "The team’s favorite barrier shape", "correct": false, "kind": "gap-token" }, { "id": "d45b2bcc66", "text": "The size of the waves in the tank", "plain": "The size of the waves in the tank", "correct": false, "kind": "gap-token" }, { "id": "d994127ee3", "text": "The number of students on the team", "plain": "The number of students on the team", "correct": false, "kind": "gap-token" }, { "id": "df52319b0e", "text": "The shape of the barrier", "plain": "The shape of the barrier", "correct": false, "kind": "gap-token" }, { "id": "de3985f2d4", "text": "The amount of water that gets past the barrier", "plain": "The amount of water that gets past the barrier", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-23/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "df52319b0e g1", "d45b2bcc66 g2", "de3985f2d4 g3" ] }, "n_options": 5 } ] }, { "form": "G4.24", "grade": "G4", "title": "Alpha Standardized Science G4.24", "test_id": "_test-9923600a-815a-4fb7-85a8-7242b2708e59", "n_items": 36, "n_stimuli": 7, "stimuli": { "_d2dc2a6e-41f7-4b8a-b165-36bc04555110": { "title": "Cordova Region Earthquake Map", "html": "

Cordova Region Earthquake Map

Deshi’s class studies Map 1 of the Cordova region. A mountain belt (a long chain of mountains) runs from north to south. A flat plain covers the east side of the region. Each dot on Map 1 shows one earthquake recorded in the region last year. The class counted the dots and sorted them by distance from the mountain belt. Table 1 shows the counts.

Map 1

\"A

Table 1. Earthquake Dots on Map 1

Distance from the mountain beltNumber of earthquake dots
Within 50 miles18
More than 50 miles3
" }, "_367cc29a-572b-4bc9-904a-1e7051c0f5b5": { "title": "Sunny Windowsill Water Glasses", "html": "

Sunny Windowsill Water Glasses

Suvi fills two glasses of the same size with the same amount of cool water. She puts Glass 1 on a sunny windowsill. She puts Glass 2 on a table in a shaded corner of the same room. She measures the water temperature in each glass at the start. She measures again two hours later. Table 1 shows her measurements. The picture shows both glasses with their thermometers.

Table 1. Water Temperature Measurements

GlassLocationStart temperature (°C)Temperature after 2 hours (°C)
Glass 1Sunny windowsill2029
Glass 2Shaded table2021

\"Two

" }, "_736b58ab-ec09-4121-9815-738c5e6d8c9d": { "title": "Elephant Ranger Notes", "html": "

Elephant Ranger Notes

Alba is a ranger at a wildlife park. She watched a small herd of elephants and wrote five notes:

1. The herd has nine elephants that usually stay close together.

2. On a hot afternoon, one elephant slowly flapped its large ears back and forth.

3. One elephant spread its ears wide and turned toward the feeding truck before it appeared.

4. I think an elephant’s large ears help it notice quiet sounds from far away.

5. The herd walked to the water hole and sprayed mud on their backs.

Alba also read that an elephant has special touch-sensing cells, called pressure receptors, in the pads of its feet.

\"Part

" }, "_a6259647-3279-4110-bfdf-10998fadd87c": { "title": "Signal Lamp Across the Harbor", "html": "

Signal Lamp Across the Harbor

Dmitri works on a ship anchored in a harbor. His friend Chike works on the shore. At night they send messages with a signal lamp. Dmitri uses a code card to turn each word into a pattern of long and short flashes. Chike watches for the flashes from the shore.

Steady waves roll across the harbor toward the shore. A buoy, a floating marker, sits in the water between the ship and the shore. Figure 1 shows the buoy as the waves pass under it.

Figure 1. The Buoy as Waves Pass

\"A

" }, "_156da88c-b810-4899-8ccb-04ddad1914d0": { "title": "Redstone Butte Rock Layers", "html": "

Redstone Butte Rock Layers

Ford’s family stopped at Redstone Butte. A butte is a steep hill with a flat top and rocky sides. A park ranger said the butte’s side shows three stacked rock layers. Each layer formed from sand and mud that settled long ago. The layers have not been folded or flipped since they formed. Figure 1 shows the three layers, labeled Q, T, and E. Layer Q is at the top. Layer T is in the middle. Layer E is at the bottom.

Figure 1

\"A

" }, "_666a5c16-7201-4a4b-b43b-bf5ddb355717": { "title": "Dune and Sand-Tray Study", "html": "

Dune and Sand-Tray Study

Boris’s class visited sand dunes beside a lake. Wind blew sand from the bare part of a dune onto a boardwalk. Dune grass covered one part of the same dune. The class saw that much less sand blew off the grassy part. Figure 1 shows the dune. Back at school, the class built a model. They piled damp sand into a hill at one end of a long tray. They carved a straight channel down the hill’s slope. Then they slowly poured water into the channel at the top. Figure 2 shows the tray setup. Table 1 shows the tray before and after the water was poured.

Figure 1

\"A

Figure 2

\"A

Table 1. Sand-Tray Observations

Part of trayBefore pouringAfter pouring
Hill slopeSmooth sand surface with a shallow channelDeeper groove cut along the channel
Bottom of trayFlat and emptyA fan of sand spread out
" }, "_05fcfd74-dd66-405b-8169-f6d7aace7012": { "title": "Two Desert Reptiles", "html": "

Two Desert Reptiles

Yusuf studies two reptiles at a desert nature center: the desert tortoise and the horned lizard. Figure 1 shows the front feet of each reptile. Table 1 compares the two reptiles.

Figure 1. Front Feet of the Two Reptiles

\"Drawings

Table 1. Comparing the Two Reptiles

FeatureDesert tortoiseHorned lizard
Where it livesHot desert with sandy soilHot desert with loose sand
How it escapes the heatDigs a deep burrow (underground home) and rests insideDigs down into loose sand until it is covered
Body coveringThick, tough scales on its front legsSharp, pointed spines on its head and back
What it does when a predator comes nearPulls its scaled front legs across its headPuffs up its body so its spines stick out
" } }, "questions": [ { "n": 1, "item_id": "_fecf369a-953e-477c-8870-b8d2733dc121", "type": "choice", "title": "Two Sledding Hills", "standards": [ "4-PS3-1" ], "prompt_html": "

Gia's family sleds on two snowy hills. Hill 1 has a gentle slope. Hill 2 is steep. Two sleds of the same size and weight slide down, one on each hill. A speed sensor sits at the bottom of each hill. Sled 1 passes its sensor at 2 meters per second. Sled 2 passes its sensor at 6 meters per second. The diagram shows the two runs.

\"Two

Gia claims, \"Both sleds had the same amount of motion energy at the bottom, because the sleds are exactly alike.\"

Which statement best evaluates Gia's claim?

", "prompt_plain": "Gia's family sleds on two snowy hills. Hill 1 has a gentle slope. Hill 2 is steep. Two sleds of the same size and weight slide down, one on each hill. A speed sensor sits at the bottom of each hill. Sled 1 passes its sensor at 2 meters per second. Sled 2 passes its sensor at 6 meters per second. The diagram shows the two runs. Gia claims, \"Both sleds had the same amount of motion energy at the bottom, because the sleds are exactly alike.\" Which statement best evaluates Gia's claim?", "context_html": "", "options": [ { "id": "cA1", "text": "Yes. The sleds are identical, so they have the same motion energy at any speed.", "plain": "Yes. The sleds are identical, so they have the same motion energy at any speed.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Yes. Both sleds finished at the bottom of a hill, so their motion energies must match.", "plain": "Yes. Both sleds finished at the bottom of a hill, so their motion energies must match.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "No. Sled 2 was moving faster at the bottom, so it had more motion energy than Sled 1.", "plain": "No. Sled 2 was moving faster at the bottom, so it had more motion energy than Sled 1.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "No. Sled 1 was on its hill for a longer time, so it actually gained more motion energy.", "plain": "No. Sled 1 was on its hill for a longer time, so it actually gained more motion energy.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot01_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_68c14264-8796-4a26-9969-da4b5fd65cd7", "type": "choice", "title": "Sunny Windowsill Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

Look at Table 1. Which statement best explains why the water in Glass 1 warmed?

", "prompt_plain": "Part A Look at Table 1. Which statement best explains why the water in Glass 1 warmed?", "context_html": "", "options": [ { "id": "cA2", "text": "The glass blocked cold from reaching the water inside it.", "plain": "The glass blocked cold from reaching the water inside it.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Light passed straight through the water without giving it any energy.", "plain": "Light passed straight through the water without giving it any energy.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "The water created its own heat energy while it sat still.", "plain": "The water created its own heat energy while it sat still.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "The water absorbed light energy, and that energy changed to heat.", "plain": "The water absorbed light energy, and that energy changed to heat.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_367cc29a-572b-4bc9-904a-1e7051c0f5b5" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD2" ] }, "n_options": 4, "passage_html": "

Sunny Windowsill Water Glasses

Suvi fills two glasses of the same size with the same amount of cool water. She puts Glass 1 on a sunny windowsill. She puts Glass 2 on a table in a shaded corner of the same room. She measures the water temperature in each glass at the start. She measures again two hours later. Table 1 shows her measurements. The picture shows both glasses with their thermometers.

Table 1. Water Temperature Measurements

GlassLocationStart temperature (°C)Temperature after 2 hours (°C)
Glass 1Sunny windowsill2029
Glass 2Shaded table2021

\"Two

", "passage_plain": "Sunny Windowsill Water Glasses Suvi fills two glasses of the same size with the same amount of cool water. She puts Glass 1 on a sunny windowsill. She puts Glass 2 on a table in a shaded corner of the same room. She measures the water temperature in each glass at the start. She measures again two hours later. Table 1 shows her measurements. The picture shows both glasses with their thermometers. Table 1. Water Temperature Measurements Glass Location Start temperature (°C) Temperature after 2 hours (°C) Glass 1 Sunny windowsill 20 29 Glass 2 Shaded table 20 21" }, { "n": 3, "item_id": "_24d2444c-e5a0-4b3e-b96e-837329cfa274", "type": "choice", "title": "Sunny Windowsill Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Which comparison from the investigation best supports the answer in Part A?

", "prompt_plain": "Part B Which comparison from the investigation best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA3", "text": "Both glasses held the same amount of water at the start.", "plain": "Both glasses held the same amount of water at the start.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Glass 1 warmed by 9°C, but the shaded glass warmed by 1°C.", "plain": "Glass 1 warmed by 9°C, but the shaded glass warmed by 1°C.", "correct": true, "kind": "choice" }, { "id": "cC3", "text": "Glass 1 sat on the windowsill for the whole two hours.", "plain": "Glass 1 sat on the windowsill for the whole two hours.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Suvi measured both glasses again after the same two hours of waiting.", "plain": "Suvi measured both glasses again after the same two hours of waiting.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_367cc29a-572b-4bc9-904a-1e7051c0f5b5" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB3" ] }, "n_options": 4, "passage_html": "

Sunny Windowsill Water Glasses

Suvi fills two glasses of the same size with the same amount of cool water. She puts Glass 1 on a sunny windowsill. She puts Glass 2 on a table in a shaded corner of the same room. She measures the water temperature in each glass at the start. She measures again two hours later. Table 1 shows her measurements. The picture shows both glasses with their thermometers.

Table 1. Water Temperature Measurements

GlassLocationStart temperature (°C)Temperature after 2 hours (°C)
Glass 1Sunny windowsill2029
Glass 2Shaded table2021

\"Two

", "passage_plain": "Sunny Windowsill Water Glasses Suvi fills two glasses of the same size with the same amount of cool water. She puts Glass 1 on a sunny windowsill. She puts Glass 2 on a table in a shaded corner of the same room. She measures the water temperature in each glass at the start. She measures again two hours later. Table 1 shows her measurements. The picture shows both glasses with their thermometers. Table 1. Water Temperature Measurements Glass Location Start temperature (°C) Temperature after 2 hours (°C) Glass 1 Sunny windowsill 20 29 Glass 2 Shaded table 20 21" }, { "n": 4, "item_id": "_46b761a5-b06f-49bb-bd6a-6e998f1839a7", "type": "choice", "title": "Hockey Puck Collision", "standards": [ "4-PS3-3" ], "prompt_html": "

Keiko slides a hockey puck across smooth ice. It hits a second puck that is not moving. Table 1 describes both pucks before and after the collision.

Table 1. The Two Pucks Before and After

TimePuck 1Puck 2
Before the collisionSliding fastNot moving
After the collisionSliding slowlySliding fast

Which claim about energy is supported by the data in Table 1?

", "prompt_plain": "Keiko slides a hockey puck across smooth ice. It hits a second puck that is not moving. Table 1 describes both pucks before and after the collision. Table 1. The Two Pucks Before and After Time Puck 1 Puck 2 Before the collision Sliding fast Not moving After the collision Sliding slowly Sliding fast Which claim about energy is supported by the data in Table 1?", "context_html": "", "options": [ { "id": "cA4", "text": "Motion energy moved from Puck 1 to Puck 2 when the pucks collided.", "plain": "Motion energy moved from Puck 1 to Puck 2 when the pucks collided.", "correct": true, "kind": "choice" }, { "id": "cB4", "text": "Puck 2 created new motion energy on its own when it started to slide.", "plain": "Puck 2 created new motion energy on its own when it started to slide.", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "Puck 1's change in speed is not connected to where its energy went.", "plain": "Puck 1's change in speed is not connected to where its energy went.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "Puck 1's motion energy was used up and disappeared during the hit.", "plain": "Puck 1's motion energy was used up and disappeared during the hit.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_89c01bc2-e25f-4259-8e0f-acbb34a8ac4a", "type": "choice", "title": "Sunlight Water-Warming Box", "standards": [ "4-PS3-4" ], "prompt_html": "

Liam builds a box to warm a bottle of water using sunlight. The box has a clear plastic top that lets sunlight in. The bottle sits inside the box. The inside walls of the box are white. The picture shows the box. Liam wants the water to warm more.

\"Cutaway

Which change to the box would best improve how much the water warms?

", "prompt_plain": "Liam builds a box to warm a bottle of water using sunlight. The box has a clear plastic top that lets sunlight in. The bottle sits inside the box. The inside walls of the box are white. The picture shows the box. Liam wants the water to warm more. Which change to the box would best improve how much the water warms?", "context_html": "", "options": [ { "id": "cA5", "text": "Cover the clear top with a thick wooden lid to trap the heat inside.", "plain": "Cover the clear top with a thick wooden lid to trap the heat inside.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "Paint the inside walls black so they absorb more of the light energy.", "plain": "Paint the inside walls black so they absorb more of the light energy.", "correct": true, "kind": "choice" }, { "id": "cC5", "text": "Prop the top open so warm outdoor air can blow across the bottle.", "plain": "Prop the top open so warm outdoor air can blow across the bottle.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "Use a bottle that holds twice as much water to collect more warmth.", "plain": "Use a bottle that holds twice as much water to collect more warmth.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot05.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB5" ] }, "n_options": 4 }, { "n": 6, "item_id": "_9f4cc319-59c2-46af-bebd-79f84995fb4c", "type": "gap-match", "title": "Toy Oven Energy Labels", "standards": [ "4-PS3-2" ], "prompt_html": "

June bakes a small cake in a toy oven. The oven uses a lightbulb instead of a flame. The picture shows the inside of the oven with four numbered parts.

\"Cutaway

 

Drag one energy label onto each numbered part to name the energy found there. Use each label only once. Two labels will not be used.

", "prompt_plain": "June bakes a small cake in a toy oven. The oven uses a lightbulb instead of a flame. The picture shows the inside of the oven with four numbered parts. Drag one energy label onto each numbered part to name the energy found there. Use each label only once. Two labels will not be used.", "context_html": "", "options": [ { "id": "tile1", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "used-up energy", "plain": "used-up energy", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" }, { "id": "tile4", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile5", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile6", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile3 gap-1", "tile6 gap-2", "tile1 gap-3", "tile5 gap-4" ] }, "n_options": 6 }, { "n": 7, "item_id": "_be6db443-91c4-4855-b9d1-1c862389bc0d", "type": "gap-match", "title": "Build the Wave 2 Model", "standards": [ "4-PS4-1" ], "prompt_html": "

Zola ties one end of a rope to a post and shakes the other end. A motion app draws her wave as Wave 1 on the top grid in the picture. The bottom grid is empty.

Wave 1 has an amplitude of 1 cm and a wavelength of 6 cm.

Wave 2 must fit the same length of rope and show more crests than Wave 1. Its amplitude must stay the same as Wave 1.

 

Drag one wave card onto the empty bottom grid to show Wave 2.

", "prompt_plain": "Zola ties one end of a rope to a post and shakes the other end. A motion app draws her wave as Wave 1 on the top grid in the picture. The bottom grid is empty. Wave 1 has an amplitude of 1 cm and a wavelength of 6 cm. Wave 2 must fit the same length of rope and show more crests than Wave 1. Its amplitude must stay the same as Wave 1. Drag one wave card onto the empty bottom grid to show Wave 2.", "context_html": "", "options": [ { "id": "wave-amp2-wl3", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "wave-amp1-wl6", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "wave-amp1-wl3", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "wave-amp2-wl6", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot07-tile-amp2-wl3_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot07-tile-amp1-wl6_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot07-tile-amp1-wl3_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot07-tile-amp2-wl6_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot07-panels_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "wave-amp1-wl3 gap-wave2" ] }, "n_options": 4 }, { "n": 8, "item_id": "_9eeca4a2-42d7-4064-bbf9-8dcef1b41e3d", "type": "choice", "title": "The Bobbing Buoy", "standards": [ "4-PS4-1" ], "prompt_html": "

Dmitri watches the buoy in Figure 1 while waves roll toward the shore. The buoy bobs up and down but stays in the same spot.

What does this observation show about the waves?

", "prompt_plain": "Dmitri watches the buoy in Figure 1 while waves roll toward the shore. The buoy bobs up and down but stays in the same spot. What does this observation show about the waves?", "context_html": "", "options": [ { "id": "cA8", "text": "The waves push the water and the buoy along with them all the way to the shore.", "plain": "The waves push the water and the buoy along with them all the way to the shore.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The waves use up all their energy lifting the buoy, so nothing reaches the shore.", "plain": "The waves use up all their energy lifting the buoy, so nothing reaches the shore.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The waves carry energy toward the shore without carrying the water or the buoy along with them.", "plain": "The waves carry energy toward the shore without carrying the water or the buoy along with them.", "correct": true, "kind": "choice" }, { "id": "cD8", "text": "The buoy's bobbing makes new waves that push the harbor water back out to the ship.", "plain": "The buoy's bobbing makes new waves that push the harbor water back out to the ship.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a6259647-3279-4110-bfdf-10998fadd87c" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC8" ] }, "n_options": 4, "passage_html": "

Signal Lamp Across the Harbor

Dmitri works on a ship anchored in a harbor. His friend Chike works on the shore. At night they send messages with a signal lamp. Dmitri uses a code card to turn each word into a pattern of long and short flashes. Chike watches for the flashes from the shore.

Steady waves roll across the harbor toward the shore. A buoy, a floating marker, sits in the water between the ship and the shore. Figure 1 shows the buoy as the waves pass under it.

Figure 1. The Buoy as Waves Pass

\"A

", "passage_plain": "Signal Lamp Across the Harbor Dmitri works on a ship anchored in a harbor. His friend Chike works on the shore. At night they send messages with a signal lamp. Dmitri uses a code card to turn each word into a pattern of long and short flashes. Chike watches for the flashes from the shore. Steady waves roll across the harbor toward the shore. A buoy, a floating marker, sits in the water between the ship and the shore. Figure 1 shows the buoy as the waves pass under it. Figure 1. The Buoy as Waves Pass" }, { "n": 9, "item_id": "_81e7e6ea-0c89-403e-9a42-1119d7d87c23", "type": "choice", "title": "Signal Lamp Message Steps", "standards": [ "4-PS4-3" ], "prompt_html": "

Figure 2 shows a model of how one message travels from the ship to the shore.

Figure 2. How One Message Travels

\"Four-step

Step 1: Dmitri uses his code card to turn each word into a pattern of long and short flashes.

Step 2: Dmitri's lamp sends the flash pattern as light.

Step 3: The light travels across the harbor to the shore.

Step 4: Chike watches the flashes and checks each pattern against his code card.

At which step is the message received and decoded, or turned back into words?

", "prompt_plain": "Figure 2 shows a model of how one message travels from the ship to the shore. Figure 2. How One Message Travels Step 1: Dmitri uses his code card to turn each word into a pattern of long and short flashes. Step 2: Dmitri's lamp sends the flash pattern as light. Step 3: The light travels across the harbor to the shore. Step 4: Chike watches the flashes and checks each pattern against his code card. At which step is the message received and decoded, or turned back into words?", "context_html": "", "options": [ { "id": "cA9", "text": "Step 1", "plain": "Step 1", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "Step 2", "plain": "Step 2", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "Step 3", "plain": "Step 3", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "Step 4", "plain": "Step 4", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot09.png" ], "stimulus_ids": [ "_a6259647-3279-4110-bfdf-10998fadd87c" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD9" ] }, "n_options": 4, "passage_html": "

Signal Lamp Across the Harbor

Dmitri works on a ship anchored in a harbor. His friend Chike works on the shore. At night they send messages with a signal lamp. Dmitri uses a code card to turn each word into a pattern of long and short flashes. Chike watches for the flashes from the shore.

Steady waves roll across the harbor toward the shore. A buoy, a floating marker, sits in the water between the ship and the shore. Figure 1 shows the buoy as the waves pass under it.

Figure 1. The Buoy as Waves Pass

\"A

", "passage_plain": "Signal Lamp Across the Harbor Dmitri works on a ship anchored in a harbor. His friend Chike works on the shore. At night they send messages with a signal lamp. Dmitri uses a code card to turn each word into a pattern of long and short flashes. Chike watches for the flashes from the shore. Steady waves roll across the harbor toward the shore. A buoy, a floating marker, sits in the water between the ship and the shore. Figure 1 shows the buoy as the waves pass under it. Figure 1. The Buoy as Waves Pass" }, { "n": 10, "item_id": "_9aac0489-8abc-44f3-af92-d627b616a91d", "type": "inline-choice", "title": "Dock Light Codes", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A dock at a lake uses a signal lamp to send three-flash codes to boats. A long flash means 1. A short flash means 0. Table 1 shows what each code means. The picture shows three signals a boat crew saw.

Table 1. Dock Light Code

CodeMeaning
001Storm near
010Stay out
011Dock full
100Fuel here
101Lift bridge
110Come in

\"Three

Choose the meaning of each signal.

Signal 1 shows the code 110, which means .

Signal 2 shows the code 100, which means .

Signal 3 shows the code 011, which means .

", "options": [ { "id": "c10b1o1", "text": "Come in", "plain": "Come in", "correct": true, "kind": "inline" }, { "id": "c10b1o2", "text": "Dock full", "plain": "Dock full", "correct": false, "kind": "inline" }, { "id": "c10b1o3", "text": "Fuel here", "plain": "Fuel here", "correct": false, "kind": "inline" }, { "id": "c10b2o1", "text": "Come in", "plain": "Come in", "correct": false, "kind": "inline" }, { "id": "c10b2o2", "text": "Fuel here", "plain": "Fuel here", "correct": true, "kind": "inline" }, { "id": "c10b2o3", "text": "Storm near", "plain": "Storm near", "correct": false, "kind": "inline" }, { "id": "c10b3o1", "text": "Come in", "plain": "Come in", "correct": false, "kind": "inline" }, { "id": "c10b3o2", "text": "Dock full", "plain": "Dock full", "correct": true, "kind": "inline" }, { "id": "c10b3o3", "text": "Storm near", "plain": "Storm near", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot10_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c10b1o1" ], "RESPONSEB2": [ "c10b2o2" ], "RESPONSEB3": [ "c10b3o2" ] }, "n_options": 9 }, { "n": 11, "item_id": "_34750f73-d5cc-4bc7-905e-72a3732b4e9a", "type": "choice", "title": "Seeing the Owl at Night", "standards": [ "4-PS4-2" ], "prompt_html": "

Maeve is a park ranger. At night, she sits inside a wildlife hide (a small, dark shelter for watching animals). The hide’s viewing window is open. Outside, an owl sits on a tree branch. The moon shines brightly over the field.

\"At

What must happen for Maeve to see the owl?

", "prompt_plain": "Maeve is a park ranger. At night, she sits inside a wildlife hide (a small, dark shelter for watching animals). The hide’s viewing window is open. Outside, an owl sits on a tree branch. The moon shines brightly over the field. What must happen for Maeve to see the owl?", "context_html": "", "options": [ { "id": "cA1", "text": "Maeve’s eyes must send out sight beams that travel to the owl.", "plain": "Maeve’s eyes must send out sight beams that travel to the owl.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Moonlight must reflect off the owl and travel to Maeve’s eyes.", "plain": "Moonlight must reflect off the owl and travel to Maeve’s eyes.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The owl must give off its own light for Maeve to see it.", "plain": "The owl must give off its own light for Maeve to see it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Maeve’s eyes must fully adjust so she can see with no light at all.", "plain": "Maeve’s eyes must fully adjust so she can see with no light at all.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot11.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_152be74f-a91f-47a8-9711-09c48f4cfb64", "type": "choice", "title": "Why the Lemonade Got Cold", "standards": [ "4-PS3-2" ], "prompt_html": "

Vera pours a glass of warm lemonade. She drops in two ice cubes. Ten minutes later, the lemonade is cold. Vera says, “Coldness flowed out of the ice cubes and into the lemonade.”

Which statement describes what really happened to make the lemonade cold?

", "prompt_plain": "Vera pours a glass of warm lemonade. She drops in two ice cubes. Ten minutes later, the lemonade is cold. Vera says, “Coldness flowed out of the ice cubes and into the lemonade.” Which statement describes what really happened to make the lemonade cold?", "context_html": "", "options": [ { "id": "cA1", "text": "Heat energy moved from the warm lemonade into the colder ice cubes.", "plain": "Heat energy moved from the warm lemonade into the colder ice cubes.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Cold energy moved from the ice cubes into the warmer lemonade.", "plain": "Cold energy moved from the ice cubes into the warmer lemonade.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The ice cubes destroyed most of the heat energy in the lemonade.", "plain": "The ice cubes destroyed most of the heat energy in the lemonade.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The lemonade used up its own heat energy while it sat in the glass.", "plain": "The lemonade used up its own heat energy while it sat in the glass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_2c48928d-6e0a-4a43-9807-266634abee60", "type": "choice", "title": "Two Desert Reptiles Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. Both reptiles have front feet with short, sturdy claws.

Which statement describes how the claws help both reptiles?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Both reptiles have front feet with short, sturdy claws. Which statement describes how the claws help both reptiles?", "context_html": "", "options": [ { "id": "cA1", "text": "The claws help each reptile catch and hold fast-moving prey.", "plain": "The claws help each reptile catch and hold fast-moving prey.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The claws help each reptile climb tall desert plants.", "plain": "The claws help each reptile climb tall desert plants.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The claws help each reptile scare predators away by looking sharp.", "plain": "The claws help each reptile scare predators away by looking sharp.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The claws help each reptile dig into the desert ground.", "plain": "The claws help each reptile dig into the desert ground.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_05fcfd74-dd66-405b-8169-f6d7aace7012" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Two Desert Reptiles

Yusuf studies two reptiles at a desert nature center: the desert tortoise and the horned lizard. Figure 1 shows the front feet of each reptile. Table 1 compares the two reptiles.

Figure 1. Front Feet of the Two Reptiles

\"Drawings

Table 1. Comparing the Two Reptiles

FeatureDesert tortoiseHorned lizard
Where it livesHot desert with sandy soilHot desert with loose sand
How it escapes the heatDigs a deep burrow (underground home) and rests insideDigs down into loose sand until it is covered
Body coveringThick, tough scales on its front legsSharp, pointed spines on its head and back
What it does when a predator comes nearPulls its scaled front legs across its headPuffs up its body so its spines stick out
", "passage_plain": "Two Desert Reptiles Yusuf studies two reptiles at a desert nature center: the desert tortoise and the horned lizard. Figure 1 shows the front feet of each reptile. Table 1 compares the two reptiles. Figure 1. Front Feet of the Two Reptiles Table 1. Comparing the Two Reptiles Feature Desert tortoise Horned lizard Where it lives Hot desert with sandy soil Hot desert with loose sand How it escapes the heat Digs a deep burrow (underground home) and rests inside Digs down into loose sand until it is covered Body covering Thick, tough scales on its front legs Sharp, pointed spines on its head and back What it does when a predator comes near Pulls its scaled front legs across its head Puffs up its body so its spines stick out" }, { "n": 14, "item_id": "_f2c5d64c-d156-474a-8c08-bc0f9ed83bc7", "type": "choice", "title": "Two Desert Reptiles Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which row of Table 1 gives the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which row of Table 1 gives the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "the “Where it lives” row", "plain": "the “Where it lives” row", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the “How it escapes the heat” row", "plain": "the “How it escapes the heat” row", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "the “Body covering” row", "plain": "the “Body covering” row", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "the “What it does near a predator” row", "plain": "the “What it does near a predator” row", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_05fcfd74-dd66-405b-8169-f6d7aace7012" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Two Desert Reptiles

Yusuf studies two reptiles at a desert nature center: the desert tortoise and the horned lizard. Figure 1 shows the front feet of each reptile. Table 1 compares the two reptiles.

Figure 1. Front Feet of the Two Reptiles

\"Drawings

Table 1. Comparing the Two Reptiles

FeatureDesert tortoiseHorned lizard
Where it livesHot desert with sandy soilHot desert with loose sand
How it escapes the heatDigs a deep burrow (underground home) and rests insideDigs down into loose sand until it is covered
Body coveringThick, tough scales on its front legsSharp, pointed spines on its head and back
What it does when a predator comes nearPulls its scaled front legs across its headPuffs up its body so its spines stick out
", "passage_plain": "Two Desert Reptiles Yusuf studies two reptiles at a desert nature center: the desert tortoise and the horned lizard. Figure 1 shows the front feet of each reptile. Table 1 compares the two reptiles. Figure 1. Front Feet of the Two Reptiles Table 1. Comparing the Two Reptiles Feature Desert tortoise Horned lizard Where it lives Hot desert with sandy soil Hot desert with loose sand How it escapes the heat Digs a deep burrow (underground home) and rests inside Digs down into loose sand until it is covered Body covering Thick, tough scales on its front legs Sharp, pointed spines on its head and back What it does when a predator comes near Pulls its scaled front legs across its head Puffs up its body so its spines stick out" }, { "n": 15, "item_id": "_c31daa8b-751c-400e-ba51-60c041732b1b", "type": "choice", "title": "Reptile Protection Structures", "standards": [ "4-LS1-1" ], "prompt_html": "

Look at Table 1.

Which TWO structures help protect these reptiles from predators? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. Which TWO structures help protect these reptiles from predators? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "the horned lizard’s sharp, pointed spines on its head and back", "plain": "the horned lizard’s sharp, pointed spines on its head and back", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "the claws both reptiles grew on purpose to fight predators", "plain": "the claws both reptiles grew on purpose to fight predators", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "the tortoise’s thick, tough scales on its front legs", "plain": "the tortoise’s thick, tough scales on its front legs", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "the lungs inside each reptile that take air into its body", "plain": "the lungs inside each reptile that take air into its body", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "the horned lizard’s eyes that sense the light around it", "plain": "the horned lizard’s eyes that sense the light around it", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_05fcfd74-dd66-405b-8169-f6d7aace7012" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Two Desert Reptiles

Yusuf studies two reptiles at a desert nature center: the desert tortoise and the horned lizard. Figure 1 shows the front feet of each reptile. Table 1 compares the two reptiles.

Figure 1. Front Feet of the Two Reptiles

\"Drawings

Table 1. Comparing the Two Reptiles

FeatureDesert tortoiseHorned lizard
Where it livesHot desert with sandy soilHot desert with loose sand
How it escapes the heatDigs a deep burrow (underground home) and rests insideDigs down into loose sand until it is covered
Body coveringThick, tough scales on its front legsSharp, pointed spines on its head and back
What it does when a predator comes nearPulls its scaled front legs across its headPuffs up its body so its spines stick out
", "passage_plain": "Two Desert Reptiles Yusuf studies two reptiles at a desert nature center: the desert tortoise and the horned lizard. Figure 1 shows the front feet of each reptile. Table 1 compares the two reptiles. Figure 1. Front Feet of the Two Reptiles Table 1. Comparing the Two Reptiles Feature Desert tortoise Horned lizard Where it lives Hot desert with sandy soil Hot desert with loose sand How it escapes the heat Digs a deep burrow (underground home) and rests inside Digs down into loose sand until it is covered Body covering Thick, tough scales on its front legs Sharp, pointed spines on its head and back What it does when a predator comes near Pulls its scaled front legs across its head Puffs up its body so its spines stick out" }, { "n": 16, "item_id": "_7cb1b964-b12e-44e8-9a62-bf4c11fc549d", "type": "choice", "title": "Chameleon on a Branch", "standards": [ "4-LS1-1" ], "prompt_html": "

A chameleon lives high in rainforest trees. It spends the day moving along thin branches. The picture shows the chameleon on a branch.

\"A

Which body structure best helps the chameleon move through the branches?

", "prompt_plain": "A chameleon lives high in rainforest trees. It spends the day moving along thin branches. The picture shows the chameleon on a branch. Which body structure best helps the chameleon move through the branches?", "context_html": "", "options": [ { "id": "cA1", "text": "eyes that can look in two directions at once", "plain": "eyes that can look in two directions at once", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "skin that changes color to match the leaves", "plain": "skin that changes color to match the leaves", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "feet that grip and wrap around thin branches", "plain": "feet that grip and wrap around thin branches", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "a long tongue that stretches out to catch insects on other thin branches", "plain": "a long tongue that stretches out to catch insects on other thin branches", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot16.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_5a14df31-4ffc-481e-920a-7d5bb40d8705", "type": "hottext", "title": "Evidence in the Ranger Notes", "standards": [ "4-LS1-1" ], "prompt_html": "

Alba makes this claim: An elephant’s large ears help it notice quiet sounds from far away.

Notes 2 and 3 both mention the elephant’s ears. Select the ONE note from Alba’s notes that is the stronger evidence for this claim.

", "prompt_plain": "Alba makes this claim: An elephant’s large ears help it notice quiet sounds from far away. Notes 2 and 3 both mention the elephant’s ears. Select the ONE note from Alba’s notes that is the stronger evidence for this claim.", "context_html": "", "options": [ { "id": "hA17", "text": "1. The herd has nine elephants that usually stay close together.", "plain": "1. The herd has nine elephants that usually stay close together.", "correct": false, "kind": "hottext" }, { "id": "hB17", "text": "2. On a hot afternoon, one elephant slowly flapped its large ears back and forth.", "plain": "2. On a hot afternoon, one elephant slowly flapped its large ears back and forth.", "correct": false, "kind": "hottext" }, { "id": "hC17", "text": "3. One elephant spread its ears wide and turned toward the feeding truck before it appeared.", "plain": "3. One elephant spread its ears wide and turned toward the feeding truck before it appeared.", "correct": true, "kind": "hottext" }, { "id": "hD17", "text": "4. I think an elephant’s large ears help it notice quiet sounds from far away.", "plain": "4. I think an elephant’s large ears help it notice quiet sounds from far away.", "correct": false, "kind": "hottext" }, { "id": "hE17", "text": "5. The herd walked to the water hole and sprayed mud on their backs.", "plain": "5. The herd walked to the water hole and sprayed mud on their backs.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_736b58ab-ec09-4121-9815-738c5e6d8c9d" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC17" ] }, "n_options": 5, "passage_html": "

Elephant Ranger Notes

Alba is a ranger at a wildlife park. She watched a small herd of elephants and wrote five notes:

1. The herd has nine elephants that usually stay close together.

2. On a hot afternoon, one elephant slowly flapped its large ears back and forth.

3. One elephant spread its ears wide and turned toward the feeding truck before it appeared.

4. I think an elephant’s large ears help it notice quiet sounds from far away.

5. The herd walked to the water hole and sprayed mud on their backs.

Alba also read that an elephant has special touch-sensing cells, called pressure receptors, in the pads of its feet.

\"Part

", "passage_plain": "Elephant Ranger Notes Alba is a ranger at a wildlife park. She watched a small herd of elephants and wrote five notes: 1. The herd has nine elephants that usually stay close together. 2. On a hot afternoon, one elephant slowly flapped its large ears back and forth. 3. One elephant spread its ears wide and turned toward the feeding truck before it appeared. 4. I think an elephant’s large ears help it notice quiet sounds from far away. 5. The herd walked to the water hole and sprayed mud on their backs. Alba also read that an elephant has special touch-sensing cells, called pressure receptors, in the pads of its feet." }, { "n": 18, "item_id": "_c2992154-b5d3-4a81-b2a7-4db1f2d7ad33", "type": "choice", "title": "Receptors in Elephant Feet", "standards": [ "4-LS1-2" ], "prompt_html": "

Read Alba’s last sentence about pressure receptors. One evening, a low rumble from a faraway elephant herd travels through the ground.

Which statement describes how the receptors in an elephant’s feet help it notice the rumble?

", "prompt_plain": "Read Alba’s last sentence about pressure receptors. One evening, a low rumble from a faraway elephant herd travels through the ground. Which statement describes how the receptors in an elephant’s feet help it notice the rumble?", "context_html": "", "options": [ { "id": "cA1", "text": "The cells in the foot pads feel the shaking ground as a kind of pressure.", "plain": "The cells in the foot pads feel the shaking ground as a kind of pressure.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The cells in the foot pads hear the rumble the way ears hear air sounds.", "plain": "The cells in the foot pads hear the rumble the way ears hear air sounds.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The cells in the foot pads pass the pressure along to the leg muscles, which decide what the rumble means.", "plain": "The cells in the foot pads pass the pressure along to the leg muscles, which decide what the rumble means.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The cells in the foot pads sense the ground getting warmer as the rumble passes.", "plain": "The cells in the foot pads sense the ground getting warmer as the rumble passes.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_736b58ab-ec09-4121-9815-738c5e6d8c9d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Elephant Ranger Notes

Alba is a ranger at a wildlife park. She watched a small herd of elephants and wrote five notes:

1. The herd has nine elephants that usually stay close together.

2. On a hot afternoon, one elephant slowly flapped its large ears back and forth.

3. One elephant spread its ears wide and turned toward the feeding truck before it appeared.

4. I think an elephant’s large ears help it notice quiet sounds from far away.

5. The herd walked to the water hole and sprayed mud on their backs.

Alba also read that an elephant has special touch-sensing cells, called pressure receptors, in the pads of its feet.

\"Part

", "passage_plain": "Elephant Ranger Notes Alba is a ranger at a wildlife park. She watched a small herd of elephants and wrote five notes: 1. The herd has nine elephants that usually stay close together. 2. On a hot afternoon, one elephant slowly flapped its large ears back and forth. 3. One elephant spread its ears wide and turned toward the feeding truck before it appeared. 4. I think an elephant’s large ears help it notice quiet sounds from far away. 5. The herd walked to the water hole and sprayed mud on their backs. Alba also read that an elephant has special touch-sensing cells, called pressure receptors, in the pads of its feet." }, { "n": 19, "item_id": "_841e828f-189a-4ee5-8659-023d619b57be", "type": "choice", "title": "Thunder Response Steps", "standards": [ "4-LS1-2" ], "prompt_html": "

One evening, faraway thunder makes a low sound in the air. Soon the elephants stop grazing and bunch close together.

Which model shows the correct order of steps between the sound and the herd's response?

", "prompt_plain": "One evening, faraway thunder makes a low sound in the air. Soon the elephants stop grazing and bunch close together. Which model shows the correct order of steps between the sound and the herd's response?", "context_html": "", "options": [ { "id": "cA1", "text": "thunder sound → ear cells sense it → herd bunches together → brain decides what it means", "plain": "thunder sound → ear cells sense it → herd bunches together → brain decides what it means", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "thunder sound → brain decides what it means → ear cells sense it → herd bunches together", "plain": "thunder sound → brain decides what it means → ear cells sense it → herd bunches together", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "thunder sound → ear cells sense it → herd bunches together", "plain": "thunder sound → ear cells sense it → herd bunches together", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "thunder sound → ear cells sense it → brain decides what it means → herd bunches together", "plain": "thunder sound → ear cells sense it → brain decides what it means → herd bunches together", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_736b58ab-ec09-4121-9815-738c5e6d8c9d" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Elephant Ranger Notes

Alba is a ranger at a wildlife park. She watched a small herd of elephants and wrote five notes:

1. The herd has nine elephants that usually stay close together.

2. On a hot afternoon, one elephant slowly flapped its large ears back and forth.

3. One elephant spread its ears wide and turned toward the feeding truck before it appeared.

4. I think an elephant’s large ears help it notice quiet sounds from far away.

5. The herd walked to the water hole and sprayed mud on their backs.

Alba also read that an elephant has special touch-sensing cells, called pressure receptors, in the pads of its feet.

\"Part

", "passage_plain": "Elephant Ranger Notes Alba is a ranger at a wildlife park. She watched a small herd of elephants and wrote five notes: 1. The herd has nine elephants that usually stay close together. 2. On a hot afternoon, one elephant slowly flapped its large ears back and forth. 3. One elephant spread its ears wide and turned toward the feeding truck before it appeared. 4. I think an elephant’s large ears help it notice quiet sounds from far away. 5. The herd walked to the water hole and sprayed mud on their backs. Alba also read that an elephant has special touch-sensing cells, called pressure receptors, in the pads of its feet." }, { "n": 20, "item_id": "_5389bb55-29b0-4f6a-a391-fea5c86646b9", "type": "choice", "title": "Animal Signals and Receptors", "standards": [ "4-LS1-2" ], "prompt_html": "

Table 1 shows five animals and the signal each animal noticed.

Table 1. Animal Signals

RowAnimalSignal the animal noticed
1HawkA bright flash of light from the water
2RabbitA quiet rustle in the grass
3MouseThe scent of a fox
4CatA light touch on its whisker
5DeerCold evening air on its body

Which TWO sentences pair an animal’s signal with the correct receptor? Choose the TWO best answers.

", "prompt_plain": "Table 1 shows five animals and the signal each animal noticed. Table 1. Animal Signals Row Animal Signal the animal noticed 1 Hawk A bright flash of light from the water 2 Rabbit A quiet rustle in the grass 3 Mouse The scent of a fox 4 Cat A light touch on its whisker 5 Deer Cold evening air on its body Which TWO sentences pair an animal’s signal with the correct receptor? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Row 1: The hawk senses the flash of light with receptors in its ears.", "plain": "Row 1: The hawk senses the flash of light with receptors in its ears.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Row 2: The rabbit senses the quiet rustle with receptors in its ears.", "plain": "Row 2: The rabbit senses the quiet rustle with receptors in its ears.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Row 3: The mouse senses the fox’s scent with receptors in its eyes.", "plain": "Row 3: The mouse senses the fox’s scent with receptors in its eyes.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Row 4: The cat senses the light touch with receptors in its skin.", "plain": "Row 4: The cat senses the light touch with receptors in its skin.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Row 5: The deer senses the cold air with receptors in its eyes.", "plain": "Row 5: The deer senses the cold air with receptors in its eyes.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_04c45927-7d58-4c63-932f-7a2a735cbca7", "type": "choice", "title": "Banana Plant Light Collector", "standards": [ "4-LS1-1" ], "prompt_html": "

Quinn studies the diagram of a banana plant. The plant needs light to grow.

\"A

Which plant part collects the most light for the plant, and why?

", "prompt_plain": "Quinn studies the diagram of a banana plant. The plant needs light to grow. Which plant part collects the most light for the plant, and why?", "context_html": "", "options": [ { "id": "cA2f343d9cd", "text": "The roots, because light soaks into the soil around them.", "plain": "The roots, because light soaks into the soil around them.", "correct": false, "kind": "choice" }, { "id": "cB4deb701d1", "text": "The stem, because the tallest part is closest to the sunlight.", "plain": "The stem, because the tallest part is closest to the sunlight.", "correct": false, "kind": "choice" }, { "id": "cC9e395b3a5", "text": "The flowers, because their bright colors pull in the sunlight.", "plain": "The flowers, because their bright colors pull in the sunlight.", "correct": false, "kind": "choice" }, { "id": "cD7fa27bf2a", "text": "The leaves, because their wide, flat surfaces face the light.", "plain": "The leaves, because their wide, flat surfaces face the light.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot21.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD7fa27bf2a" ] }, "n_options": 4 }, { "n": 22, "item_id": "_3ead75b3-ffd8-4127-9fd9-1f7cd42b6f5c", "type": "choice", "title": "Redstone Butte Layers Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Figure 1.

Which list shows the order the rock layers formed, from first to last?

", "prompt_plain": "Part A Look at Figure 1. Which list shows the order the rock layers formed, from first to last?", "context_html": "", "options": [ { "id": "cA6ee312dc7", "text": "Q, T, E", "plain": "Q, T, E", "correct": false, "kind": "choice" }, { "id": "cB6f1299065", "text": "T, E, Q", "plain": "T, E, Q", "correct": false, "kind": "choice" }, { "id": "cC566aab138", "text": "E, T, Q", "plain": "E, T, Q", "correct": true, "kind": "choice" }, { "id": "cD8d9ef0918", "text": "E, Q, T", "plain": "E, Q, T", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_156da88c-b810-4899-8ccb-04ddad1914d0" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC566aab138" ] }, "n_options": 4, "passage_html": "

Redstone Butte Rock Layers

Ford’s family stopped at Redstone Butte. A butte is a steep hill with a flat top and rocky sides. A park ranger said the butte’s side shows three stacked rock layers. Each layer formed from sand and mud that settled long ago. The layers have not been folded or flipped since they formed. Figure 1 shows the three layers, labeled Q, T, and E. Layer Q is at the top. Layer T is in the middle. Layer E is at the bottom.

Figure 1

\"A

", "passage_plain": "Redstone Butte Rock Layers Ford’s family stopped at Redstone Butte. A butte is a steep hill with a flat top and rocky sides. A park ranger said the butte’s side shows three stacked rock layers. Each layer formed from sand and mud that settled long ago. The layers have not been folded or flipped since they formed. Figure 1 shows the three layers, labeled Q, T, and E. Layer Q is at the top. Layer T is in the middle. Layer E is at the bottom. Figure 1" }, { "n": 23, "item_id": "_af1b8ec8-5427-4685-a8d3-22674a8ec98c", "type": "choice", "title": "Redstone Butte Layers Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Which evidence best supports the answer in Part A?

", "prompt_plain": "Part B Which evidence best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA5323e3f53", "text": "Layer Q is on top, so it was the first layer to form.", "plain": "Layer Q is on top, so it was the first layer to form.", "correct": false, "kind": "choice" }, { "id": "cB6c86424fd", "text": "The layers sit in a stack, and each new layer settled on top of older ones.", "plain": "The layers sit in a stack, and each new layer settled on top of older ones.", "correct": true, "kind": "choice" }, { "id": "cC4961f459a", "text": "Moving water cannot build new rock, so the three layers formed at one time.", "plain": "Moving water cannot build new rock, so the three layers formed at one time.", "correct": false, "kind": "choice" }, { "id": "cD2b414d114", "text": "Layer T sits in the middle because it pushed up between the other two layers.", "plain": "Layer T sits in the middle because it pushed up between the other two layers.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_156da88c-b810-4899-8ccb-04ddad1914d0" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB6c86424fd" ] }, "n_options": 4, "passage_html": "

Redstone Butte Rock Layers

Ford’s family stopped at Redstone Butte. A butte is a steep hill with a flat top and rocky sides. A park ranger said the butte’s side shows three stacked rock layers. Each layer formed from sand and mud that settled long ago. The layers have not been folded or flipped since they formed. Figure 1 shows the three layers, labeled Q, T, and E. Layer Q is at the top. Layer T is in the middle. Layer E is at the bottom.

Figure 1

\"A

", "passage_plain": "Redstone Butte Rock Layers Ford’s family stopped at Redstone Butte. A butte is a steep hill with a flat top and rocky sides. A park ranger said the butte’s side shows three stacked rock layers. Each layer formed from sand and mud that settled long ago. The layers have not been folded or flipped since they formed. Figure 1 shows the three layers, labeled Q, T, and E. Layer Q is at the top. Layer T is in the middle. Layer E is at the bottom. Figure 1" }, { "n": 24, "item_id": "_ad5e768b-c523-44f3-a342-5a8cbb25b66c", "type": "order", "title": "Rock Layer Formation Steps", "standards": [ "4-ESS1-1" ], "prompt_html": "

The ranger explains that every rock layer on Redstone Butte formed underwater long ago.

 

Drag the steps into the order they happened, from first to last.

", "prompt_plain": "The ranger explains that every rock layer on Redstone Butte formed underwater long ago. Drag the steps into the order they happened, from first to last.", "context_html": "", "options": [ { "id": "cAf5816a", "text": "The buried layers are pressed and cemented into rock.", "plain": "The buried layers are pressed and cemented into rock.", "correct": true, "kind": "choice" }, { "id": "cB6b1d60", "text": "The land rises, and the rock layers stand above the water.", "plain": "The land rises, and the rock layers stand above the water.", "correct": true, "kind": "choice" }, { "id": "cC1a59dc", "text": "Sand and mud settle at the bottom of shallow water.", "plain": "Sand and mud settle at the bottom of shallow water.", "correct": true, "kind": "choice" }, { "id": "cDd57317", "text": "More sand and mud settle in the water, making more layers.", "plain": "More sand and mud settle in the water, making more layers.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_156da88c-b810-4899-8ccb-04ddad1914d0" ], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cC1a59dc", "cDd57317", "cAf5816a", "cB6b1d60" ] }, "n_options": 4, "passage_html": "

Redstone Butte Rock Layers

Ford’s family stopped at Redstone Butte. A butte is a steep hill with a flat top and rocky sides. A park ranger said the butte’s side shows three stacked rock layers. Each layer formed from sand and mud that settled long ago. The layers have not been folded or flipped since they formed. Figure 1 shows the three layers, labeled Q, T, and E. Layer Q is at the top. Layer T is in the middle. Layer E is at the bottom.

Figure 1

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", "passage_plain": "Redstone Butte Rock Layers Ford’s family stopped at Redstone Butte. A butte is a steep hill with a flat top and rocky sides. A park ranger said the butte’s side shows three stacked rock layers. Each layer formed from sand and mud that settled long ago. The layers have not been folded or flipped since they formed. Figure 1 shows the three layers, labeled Q, T, and E. Layer Q is at the top. Layer T is in the middle. Layer E is at the bottom. Figure 1" }, { "n": 25, "item_id": "_89044dde-f748-4665-887c-fdb39f6e365d", "type": "text-entry", "title": "Trail Length from Map Scale", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Jorik visits a coastal park. He uses the park map in Figure 1. The map’s scale bar shows the map length that equals 2 miles on the ground. The dashed trail from the lighthouse to the dune overlook is straight. Jorik cuts a paper strip exactly as long as the scale bar. He lays the strip along the trail again and again. The strip fits exactly 3 times, end to end, with nothing left over.

Figure 1

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How many miles long is the trail from the lighthouse to the dune overlook? Enter the exact number.

Give your answer as a whole number (e.g., 20).

Trail length (miles):

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "6" ] }, "n_options": 0 }, { "n": 26, "item_id": "_d4d3385e-da34-4100-8a8d-694d8fbd94a4", "type": "choice", "title": "Sand-Tray Model Processes", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Table 1 and Figure 2.

Which statement about the processes the tray models is best supported by the results?

", "prompt_plain": "Look at Table 1 and Figure 2. Which statement about the processes the tray models is best supported by the results?", "context_html": "", "options": [ { "id": "cA0c3dd3ef6", "text": "The moving water carried sand away and dropped it lower down, modeling erosion and deposition.", "plain": "The moving water carried sand away and dropped it lower down, modeling erosion and deposition.", "correct": true, "kind": "choice" }, { "id": "cB59513d975", "text": "The moving water dissolved the sand, so the sand turned into water and disappeared.", "plain": "The moving water dissolved the sand, so the sand turned into water and disappeared.", "correct": false, "kind": "choice" }, { "id": "cCb5892c8ea", "text": "The moving water broke each sand grain into smaller grains, modeling weathering only.", "plain": "The moving water broke each sand grain into smaller grains, modeling weathering only.", "correct": false, "kind": "choice" }, { "id": "cD848ebc065", "text": "The sand fan was already in the tray before the water was poured.", "plain": "The sand fan was already in the tray before the water was poured.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_666a5c16-7201-4a4b-b43b-bf5ddb355717" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA0c3dd3ef6" ] }, "n_options": 4, "passage_html": "

Dune and Sand-Tray Study

Boris’s class visited sand dunes beside a lake. Wind blew sand from the bare part of a dune onto a boardwalk. Dune grass covered one part of the same dune. The class saw that much less sand blew off the grassy part. Figure 1 shows the dune. Back at school, the class built a model. They piled damp sand into a hill at one end of a long tray. They carved a straight channel down the hill’s slope. Then they slowly poured water into the channel at the top. Figure 2 shows the tray setup. Table 1 shows the tray before and after the water was poured.

Figure 1

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Figure 2

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Table 1. Sand-Tray Observations

Part of trayBefore pouringAfter pouring
Hill slopeSmooth sand surface with a shallow channelDeeper groove cut along the channel
Bottom of trayFlat and emptyA fan of sand spread out
", "passage_plain": "Dune and Sand-Tray Study Boris’s class visited sand dunes beside a lake. Wind blew sand from the bare part of a dune onto a boardwalk. Dune grass covered one part of the same dune. The class saw that much less sand blew off the grassy part. Figure 1 shows the dune. Back at school, the class built a model. They piled damp sand into a hill at one end of a long tray. They carved a straight channel down the hill’s slope. Then they slowly poured water into the channel at the top. Figure 2 shows the tray setup. Table 1 shows the tray before and after the water was poured. Figure 1 Figure 2 Table 1. Sand-Tray Observations Part of tray Before pouring After pouring Hill slope Smooth sand surface with a shallow channel Deeper groove cut along the channel Bottom of tray Flat and empty A fan of sand spread out" }, { "n": 27, "item_id": "_ebaca2e4-05d8-4ce8-aadc-49a9037e87a0", "type": "choice", "title": "Slowing Wind Erosion", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Figure 1. At the lakeshore, wind keeps blowing sand off the bare part of the dune and onto the boardwalk.

Which TWO actions would best slow this wind erosion (the wind carrying sand away)? Choose the TWO best answers.

", "prompt_plain": "Look at Figure 1. At the lakeshore, wind keeps blowing sand off the bare part of the dune and onto the boardwalk. Which TWO actions would best slow this wind erosion (the wind carrying sand away)? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cAd4bbad970", "text": "Plant dune grass across the bare sand so the roots hold the sand.", "plain": "Plant dune grass across the bare sand so the roots hold the sand.", "correct": true, "kind": "choice" }, { "id": "cB3e891a9c7", "text": "Pull out the dune grass so the wind moves smoothly over the sand.", "plain": "Pull out the dune grass so the wind moves smoothly over the sand.", "correct": false, "kind": "choice" }, { "id": "cC0aec3ddbb", "text": "Pile the loose sand higher so the dune has a steeper side.", "plain": "Pile the loose sand higher so the dune has a steeper side.", "correct": false, "kind": "choice" }, { "id": "cDd3562f53f", "text": "Put up a fence that slows the wind before it crosses the dune.", "plain": "Put up a fence that slows the wind before it crosses the dune.", "correct": true, "kind": "choice" }, { "id": "cE9cf0dba83", "text": "Sweep the boardwalk sand into the lake at the end of each week.", "plain": "Sweep the boardwalk sand into the lake at the end of each week.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_666a5c16-7201-4a4b-b43b-bf5ddb355717" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cAd4bbad970", "cDd3562f53f" ] }, "n_options": 5, "passage_html": "

Dune and Sand-Tray Study

Boris’s class visited sand dunes beside a lake. Wind blew sand from the bare part of a dune onto a boardwalk. Dune grass covered one part of the same dune. The class saw that much less sand blew off the grassy part. Figure 1 shows the dune. Back at school, the class built a model. They piled damp sand into a hill at one end of a long tray. They carved a straight channel down the hill’s slope. Then they slowly poured water into the channel at the top. Figure 2 shows the tray setup. Table 1 shows the tray before and after the water was poured.

Figure 1

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Figure 2

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Table 1. Sand-Tray Observations

Part of trayBefore pouringAfter pouring
Hill slopeSmooth sand surface with a shallow channelDeeper groove cut along the channel
Bottom of trayFlat and emptyA fan of sand spread out
", "passage_plain": "Dune and Sand-Tray Study Boris’s class visited sand dunes beside a lake. Wind blew sand from the bare part of a dune onto a boardwalk. Dune grass covered one part of the same dune. The class saw that much less sand blew off the grassy part. Figure 1 shows the dune. Back at school, the class built a model. They piled damp sand into a hill at one end of a long tray. They carved a straight channel down the hill’s slope. Then they slowly poured water into the channel at the top. Figure 2 shows the tray setup. Table 1 shows the tray before and after the water was poured. Figure 1 Figure 2 Table 1. Sand-Tray Observations Part of tray Before pouring After pouring Hill slope Smooth sand surface with a shallow channel Deeper groove cut along the channel Bottom of tray Flat and empty A fan of sand spread out" }, { "n": 28, "item_id": "_720ab7ba-21cc-4cd8-b03f-5aeb498eeab1", "type": "choice", "title": "Checking the Earthquake Pattern", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Map 1 and Table 1. The map shows earthquakes from only one year.

Which additional data would best show whether last year’s earthquake pattern continues over many years?

", "prompt_plain": "Look at Map 1 and Table 1. The map shows earthquakes from only one year. Which additional data would best show whether last year’s earthquake pattern continues over many years?", "context_html": "", "options": [ { "id": "cAebb6f7147", "text": "The locations of earthquakes recorded during one more week.", "plain": "The locations of earthquakes recorded during one more week.", "correct": false, "kind": "choice" }, { "id": "cB2ff4ddd7f", "text": "The number of earthquakes each year, without their locations.", "plain": "The number of earthquakes each year, without their locations.", "correct": false, "kind": "choice" }, { "id": "cCb3d405394", "text": "The locations of earthquakes recorded during one year 50 years ago.", "plain": "The locations of earthquakes recorded during one year 50 years ago.", "correct": false, "kind": "choice" }, { "id": "cD9e472ad02", "text": "The locations of earthquakes recorded during the past 50 years.", "plain": "The locations of earthquakes recorded during the past 50 years.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d2dc2a6e-41f7-4b8a-b165-36bc04555110" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD9e472ad02" ] }, "n_options": 4, "passage_html": "

Cordova Region Earthquake Map

Deshi’s class studies Map 1 of the Cordova region. A mountain belt (a long chain of mountains) runs from north to south. A flat plain covers the east side of the region. Each dot on Map 1 shows one earthquake recorded in the region last year. The class counted the dots and sorted them by distance from the mountain belt. Table 1 shows the counts.

Map 1

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Table 1. Earthquake Dots on Map 1

Distance from the mountain beltNumber of earthquake dots
Within 50 miles18
More than 50 miles3
", "passage_plain": "Cordova Region Earthquake Map Deshi’s class studies Map 1 of the Cordova region. A mountain belt (a long chain of mountains) runs from north to south. A flat plain covers the east side of the region. Each dot on Map 1 shows one earthquake recorded in the region last year. The class counted the dots and sorted them by distance from the mountain belt. Table 1 shows the counts. Map 1 Table 1. Earthquake Dots on Map 1 Distance from the mountain belt Number of earthquake dots Within 50 miles 18 More than 50 miles 3" }, { "n": 29, "item_id": "_eb9754d6-83ac-4335-8735-a4e085f9ba82", "type": "hottext", "title": "Earthquake Map Claim Check", "standards": [ "4-ESS2-2" ], "prompt_html": "

The students each wrote one statement about the Cordova region.

Select the ONE statement that the data in Map 1 and Table 1 support.

", "prompt_plain": "The students each wrote one statement about the Cordova region. Select the ONE statement that the data in Map 1 and Table 1 support.", "context_html": "", "options": [ { "id": "hAf81f9c546", "text": "Last year’s earthquakes were spread evenly across the whole region.", "plain": "Last year’s earthquakes were spread evenly across the whole region.", "correct": false, "kind": "hottext" }, { "id": "hB8898db5c2", "text": "More earthquakes happened far from the mountain belt than close to it.", "plain": "More earthquakes happened far from the mountain belt than close to it.", "correct": false, "kind": "hottext" }, { "id": "hC07f90627e", "text": "Most of last year’s earthquakes happened close to the mountain belt.", "plain": "Most of last year’s earthquakes happened close to the mountain belt.", "correct": true, "kind": "hottext" }, { "id": "hD8e3881fdf", "text": "The mountain belt has never changed since Earth first formed.", "plain": "The mountain belt has never changed since Earth first formed.", "correct": false, "kind": "hottext" }, { "id": "hE83263fd64", "text": "Most of next year’s earthquakes will happen far out on the flat plain.", "plain": "Most of next year’s earthquakes will happen far out on the flat plain.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_d2dc2a6e-41f7-4b8a-b165-36bc04555110" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC07f90627e" ] }, "n_options": 5, "passage_html": "

Cordova Region Earthquake Map

Deshi’s class studies Map 1 of the Cordova region. A mountain belt (a long chain of mountains) runs from north to south. A flat plain covers the east side of the region. Each dot on Map 1 shows one earthquake recorded in the region last year. The class counted the dots and sorted them by distance from the mountain belt. Table 1 shows the counts.

Map 1

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Table 1. Earthquake Dots on Map 1

Distance from the mountain beltNumber of earthquake dots
Within 50 miles18
More than 50 miles3
", "passage_plain": "Cordova Region Earthquake Map Deshi’s class studies Map 1 of the Cordova region. A mountain belt (a long chain of mountains) runs from north to south. A flat plain covers the east side of the region. Each dot on Map 1 shows one earthquake recorded in the region last year. The class counted the dots and sorted them by distance from the mountain belt. Table 1 shows the counts. Map 1 Table 1. Earthquake Dots on Map 1 Distance from the mountain belt Number of earthquake dots Within 50 miles 18 More than 50 miles 3" }, { "n": 30, "item_id": "_3871ceec-66ce-4776-82d8-8d68681722fb", "type": "choice", "title": "Groundwater Pumping Effects", "standards": [ "4-ESS3-1" ], "prompt_html": "

Ines lives in a valley with farms and a town. They pump groundwater (water stored underground) from wells. Each year they pump out more water than rain puts back. A wetland (land with shallow water and wet soil) lies in the lowest part of the valley. The groundwater keeps the wetland wet. The figure shows the valley.

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Which TWO changes will the heavy pumping most likely cause? Choose the TWO best answers.

", "prompt_plain": "Ines lives in a valley with farms and a town. They pump groundwater (water stored underground) from wells. Each year they pump out more water than rain puts back. A wetland (land with shallow water and wet soil) lies in the lowest part of the valley. The groundwater keeps the wetland wet. The figure shows the valley. Which TWO changes will the heavy pumping most likely cause? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA8a94cb177", "text": "The groundwater rises closer to the valley’s surface.", "plain": "The groundwater rises closer to the valley’s surface.", "correct": false, "kind": "choice" }, { "id": "cBf89aac8f8", "text": "The wetland shrinks as its soil slowly dries out.", "plain": "The wetland shrinks as its soil slowly dries out.", "correct": true, "kind": "choice" }, { "id": "cCb0b301425", "text": "The valley gets more rain because more water is pumped.", "plain": "The valley gets more rain because more water is pumped.", "correct": false, "kind": "choice" }, { "id": "cD949db1c1a", "text": "The wetland floods with extra water flowing from the wells.", "plain": "The wetland floods with extra water flowing from the wells.", "correct": false, "kind": "choice" }, { "id": "cEfea938fd7", "text": "Some wells need to be dug deeper to reach the water.", "plain": "Some wells need to be dug deeper to reach the water.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot30_v2.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cBf89aac8f8", "cEfea938fd7" ] }, "n_options": 5 }, { "n": 31, "item_id": "_ae0671ab-74d6-40a0-b364-45141a6962be", "type": "choice", "title": "Choosing a Renewable Resource", "standards": [ "4-ESS3-1" ], "prompt_html": "

Nadia’s family can buy electricity made in two ways. One power plant burns coal. The other plant uses wind turbines (tall machines turned by moving air). The family wants the plant that uses a renewable energy resource.

Which resource should the family choose, and why?

", "prompt_plain": "Nadia’s family can buy electricity made in two ways. One power plant burns coal. The other plant uses wind turbines (tall machines turned by moving air). The family wants the plant that uses a renewable energy resource. Which resource should the family choose, and why?", "context_html": "", "options": [ { "id": "cAdd596439c", "text": "Coal, because new coal forms underground fast enough to replace burned coal.", "plain": "Coal, because new coal forms underground fast enough to replace burned coal.", "correct": false, "kind": "choice" }, { "id": "cB4a9033d3e", "text": "Wind, because moving air keeps blowing and will not be used up.", "plain": "Wind, because moving air keeps blowing and will not be used up.", "correct": true, "kind": "choice" }, { "id": "cC7d0f7046e", "text": "Coal, because burning coal makes a large amount of energy at any hour.", "plain": "Coal, because burning coal makes a large amount of energy at any hour.", "correct": false, "kind": "choice" }, { "id": "cD62dd56cdc", "text": "Wind, because wind is a natural thing found everywhere on Earth.", "plain": "Wind, because wind is a natural thing found everywhere on Earth.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB4a9033d3e" ] }, "n_options": 4 }, { "n": 32, "item_id": "_bf4f59a6-0866-47a2-88a1-c4ef3aa30913", "type": "choice", "title": "Landslide Protection Choice", "standards": [ "4-ESS3-2" ], "prompt_html": "

The town of Pinecrest sits below a steep mountain slope. Heavy rain there starts landslides most years. The town council will pick one method to protect the homes below the slope. The council has two main needs. The protection must keep working for many years. It must also ask very little work of the people living there. Table 1 compares the two methods.

Table 1. Two Landslide Protection Methods

FeatureMethod P (anchored retaining wall)Method Q (reinforced soil slope)
Time to build5 months6 weeks
CostHighModerate
Holds back debris up to900 tons450 tons
Expected working life40 years12 years, then it must be rebuilt
UpkeepHired crew inspects it once a yearPeople living there clear its drains every month
Warning sensorsNoneIncluded

Which method best meets both of the council’s needs, and why?

", "prompt_plain": "The town of Pinecrest sits below a steep mountain slope. Heavy rain there starts landslides most years. The town council will pick one method to protect the homes below the slope. The council has two main needs. The protection must keep working for many years. It must also ask very little work of the people living there. Table 1 compares the two methods. Table 1. Two Landslide Protection Methods Feature Method P (anchored retaining wall) Method Q (reinforced soil slope) Time to build 5 months 6 weeks Cost High Moderate Holds back debris up to 900 tons 450 tons Expected working life 40 years 12 years, then it must be rebuilt Upkeep Hired crew inspects it once a year People living there clear its drains every month Warning sensors None Included Which method best meets both of the council’s needs, and why?", "context_html": "", "options": [ { "id": "cA097feb067", "text": "Method P, because it works far longer and a hired crew handles its upkeep.", "plain": "Method P, because it works far longer and a hired crew handles its upkeep.", "correct": true, "kind": "choice" }, { "id": "cBd5c72afce", "text": "Method Q, because its sensors warn people to leave, and warnings protect the homes best.", "plain": "Method Q, because its sensors warn people to leave, and warnings protect the homes best.", "correct": false, "kind": "choice" }, { "id": "cCff320925c", "text": "Method Q, because its lower cost and faster build meet the council’s two main needs.", "plain": "Method Q, because its lower cost and faster build meet the council’s two main needs.", "correct": false, "kind": "choice" }, { "id": "cD076220065", "text": "Method P, because building it in five months means the town gets protected sooner.", "plain": "Method P, because building it in five months means the town gets protected sooner.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA097feb067" ] }, "n_options": 4 }, { "n": 33, "item_id": "_4d1fed58-c38d-4c3e-a5b3-0445d2fc6a8b", "type": "choice", "title": "Earthquake-Resistant Building Features", "standards": [ "4-ESS3-2" ], "prompt_html": "

A strong earthquake shook a city and damaged many buildings. Engineers will now design new buildings for the city. The figure shows a side cutaway view of one planned building.

Figure 1. Side Cutaway View of One Planned Building

\"Side

Which TWO design features would most likely reduce earthquake damage to the new buildings? Choose the TWO best answers.

", "prompt_plain": "A strong earthquake shook a city and damaged many buildings. Engineers will now design new buildings for the city. The figure shows a side cutaway view of one planned building. Figure 1. Side Cutaway View of One Planned Building Which TWO design features would most likely reduce earthquake damage to the new buildings? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA470792082", "text": "Rest each building on flexible base pads that let the ground shift beneath it.", "plain": "Rest each building on flexible base pads that let the ground shift beneath it.", "correct": true, "kind": "choice" }, { "id": "cBbeaed51f5", "text": "Build each frame from the stiffest materials so it cannot bend at all when the ground shakes.", "plain": "Build each frame from the stiffest materials so it cannot bend at all when the ground shakes.", "correct": false, "kind": "choice" }, { "id": "cCa0b322291", "text": "Build each frame from materials that can bend without breaking during shaking.", "plain": "Build each frame from materials that can bend without breaking during shaking.", "correct": true, "kind": "choice" }, { "id": "cD1d6901d1d", "text": "Fasten each building so tightly to the ground that it cannot move at all during an earthquake.", "plain": "Fasten each building so tightly to the ground that it cannot move at all during an earthquake.", "correct": false, "kind": "choice" }, { "id": "cE78ee90981", "text": "Make each building much heavier so that earthquake shaking cannot move its walls.", "plain": "Make each building much heavier so that earthquake shaking cannot move its walls.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot33.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA470792082", "cCa0b322291" ] }, "n_options": 5 }, { "n": 34, "item_id": "_2af1ae62-eaff-44c7-ba79-a9992bfbf6d0", "type": "inline-choice", "title": "Shade Structure Requirements", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Cleo’s student council will design a shade structure for the playground slide. The metal slide gets too hot to use on sunny afternoons. The council wrote three requirements for the design.

Choose the word that best completes each sentence.

The structure must keep the slide cool enough for students to touch. This requirement is a .

The council can spend no more than $150 on materials. This requirement is a .

The structure must be finished before summer break begins. This requirement is a .

", "options": [ { "id": "cB172fa1cd80", "text": "criterion", "plain": "criterion", "correct": true, "kind": "inline" }, { "id": "cB14d42ff79d", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "cB2fad183573", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "cB283ff38193", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" }, { "id": "cB31c708da44", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "cB3a6103ba35", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB172fa1cd80" ], "RESPONSE2": [ "cB283ff38193" ], "RESPONSE3": [ "cB3a6103ba35" ] }, "n_options": 6 }, { "n": 35, "item_id": "_ea866d00-fbef-4cbc-9b91-306357dddf30", "type": "text-entry", "title": "Solar Heaters That Met the Target", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ravi’s class built six passive solar water heaters (devices that warm water using only sunlight). Each heater started with water at 20 degrees Celsius. The class set all six heaters in the sun for one hour. A heater meets the class target if its water reaches 35 degrees Celsius or warmer. Table 1 shows the results.

Table 1. Solar Heater Test Results

HeaterWater temperature after one hour (degrees Celsius)
A38
B35
C31
D42
E36
F33

How many of the six heaters met the class target? Enter the exact number of heaters.

Give your answer as a whole number (e.g., 9).

Number of heaters:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 36, "item_id": "_afaf3cc0-bea2-4447-aa0e-c7e7524f63ec", "type": "gap-match", "title": "Tablet Stand Design Fixes", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Wren built a cardboard tablet stand for the school library. Wren tested the stand for one week and wrote down three problems. Each problem can be fixed by one design change.

 

Drag one design change into each empty box in Table 1. One design change will not be used.

Figure 1. Wren’s Cardboard Tablet Stand

\"A

Table 1. Test Problems and Design Changes

", "prompt_plain": "Wren built a cardboard tablet stand for the school library. Wren tested the stand for one week and wrote down three problems. Each problem can be fixed by one design change. Drag one design change into each empty box in Table 1. One design change will not be used. Figure 1. Wren’s Cardboard Tablet Stand Table 1. Test Problems and Design Changes", "context_html": "", "options": [ { "id": "dbe45164cb", "text": "Make the part that props up the tablet two layers thick", "plain": "Make the part that props up the tablet two layers thick", "correct": false, "kind": "gap-token" }, { "id": "deef9f3a3f", "text": "Make the back panel taller", "plain": "Make the back panel taller", "correct": false, "kind": "gap-token" }, { "id": "d6fb54783c", "text": "Make the base wider and longer", "plain": "Make the base wider and longer", "correct": false, "kind": "gap-token" }, { "id": "d4ae5fc98c", "text": "Glue a strip of rubber where the tablet rests", "plain": "Glue a strip of rubber where the tablet rests", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-24/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "d6fb54783c g1", "d4ae5fc98c g2", "dbe45164cb g3" ] }, "n_options": 4 } ] }, { "form": "G4.25", "grade": "G4", "title": "Alpha Standardized Science G4.25", "test_id": "_test-9641d279-3f19-4e83-9866-2337c8ea817f", "n_items": 36, "n_stimuli": 7, "stimuli": { "_676e107b-124c-4bca-9f8d-d808e0d94ca2": { "title": "Electric Kettle Morning Test", "html": "

Electric Kettle Morning Test

One cold morning, Uma heats water for cocoa in an electric kettle. She plugs the kettle into the wall outlet and switches it on. She watches the kettle closely from start to finish. She writes down what she notices. Table 1 lists her observations.

\"An

Table 1. Uma's Kettle Observations

ObservationWhat Uma noticed
1A small light on the kettle turns on.
2A soft humming sound comes from the kettle.
3After a few minutes, the water bubbles, and steam rises from the spout.
4The kettle then switches itself off.
" }, "_e834a27c-c89b-466f-b839-7cbff66b1b2e": { "title": "The Shrinking Bluff", "html": "

The Shrinking Bluff

Opal’s science club studies a tall coastal bluff. A bluff is a steep slope of rock and soil beside the sea. The club compared two photos of the bluff taken 40 years apart. The bluff edge has moved back toward the town. Loose soil sits on top of the bluff. In winter, water freezes inside cracks in the bluff rock. At high tide, waves hit the base of the bluff. In the calm water nearby, a flat sandbar of settled sand has grown larger. Figure 1 shows the bluff today.

Figure 1

\"Cross-section

" }, "_f8b1a331-5fba-4c24-bf35-ed7c1ebba5b3": { "title": "United States Earthquake-Risk Map", "html": "

United States Earthquake-Risk Map

Quinn’s class studies earthquake risk. Risk means the chance that a strong earthquake will happen in a place. Map 1 shows earthquake risk across the mainland United States - the 48 connected states. Darker shading means higher risk. Lighter shading means lower risk. The class uses the pattern on the map to check claims about earthquake risk.

\"Map

" }, "_b86369c4-ef2d-4928-b249-5d7b93a6720c": { "title": "Barn Owl Night Hunting", "html": "

Barn Owl Night Hunting

Gia is doing a night survey of a barn owl at her family’s farm. Last week, Gia watched the owl catch three mice in the north meadow. Tonight, the owl flew straight back to the north meadow. Figure 1 shows the owl’s head and body parts. Gia’s field guide says the facial disc gathers faint sounds toward the ear openings. The brain uses sounds from both ears to tell where prey is. Gia wrote five notes during tonight’s watch:

1. Barn owls roost in our barn and hunt over the fields at night.

2. Clouds covered the moon, so the meadow was in near-total darkness.

3. I think the owl’s dish-shaped facial disc helps it find prey by sound.

4. The owl turned toward a faint rustle, then dived and caught a mouse.

5. After eating, the owl flew back to its roost inside the barn.

Figure 1. Barn Owl Body Parts

" }, "_77d7a938-efeb-46b9-9a1a-cf492a04731d": { "title": "Songbird Tracking at Gull Lake", "html": "

Songbird Tracking at Gull Lake

Maeve is a scientist who studies songbirds. Her team camps beside Gull Lake. They watch songbirds that fly high over the water at night. The team floats a wave buoy (a float that records water waves) on the lake. Figure 1 shows two water waves the buoy recorded on the same grid.

Figure 1. Two Waves Recorded by the Buoy

\"Two

The team wants to follow the birds in the dark without upsetting them. The birds fly far up in the open air. The team compares two tracking tools, sonar and radar. Figure 2 shows what each tool does.

Figure 2. What Sonar and Radar Do

\"Venn

" }, "_366f2195-e4ca-4670-a9ce-dc8b1bd806d5": { "title": "Two Fish, Two Tail Fins", "html": "

Two Fish, Two Tail Fins

Amara studies two fish at a public aquarium. The yellowfin tuna swims in the huge open-water tank. The bluegill, a small freshwater fish, lives in the weedy pond tank. Figure 1 shows each fish and its tail fin. The tuna's tail fin is stiff and shaped like a thin crescent moon. The bluegill's tail fin is broad, rounded, and flexible. Table 1 compares the two fish. An aquarium sign says: \"A fish's gills take in oxygen from the water. Blood then carries that oxygen through its body.\" Figure 2 shows structures inside the bluegill's body.

Figure 1. The Two Fish and Their Tail Fins

\"Drawings

Table 1. Comparing the Two Fish

FeatureYellowfin tunaBluegill
Where it livesOpen ocean watersWeedy pond edges
How it swimsCruises fast for long distancesMakes quick turns in tight spaces
What it eatsSmaller fishInsects and small water animals
How long it livesAbout 7 yearsAbout 6 years

Figure 2. Inside the Bluegill

\"Cutaway

" }, "_90a8dff2-a554-4ab5-a135-f801a91c900e": { "title": "The Quarry Wall", "html": "

The Quarry Wall

Reed’s class visited a rock quarry (a pit where rock is dug out). One tall quarry wall shows four flat rock layers stacked on top of each other. The layers lie level. They have not been flipped or folded. Each layer is a different kind of rock. Each kind formed when tiny bits of mud, sand, or shell were slowly pressed into rock. The class numbered the layers from the top down. Figure 1 shows the wall. Table 1 shows the rock and the fossils found in each layer. The class learned that in undisturbed flat layers, the bottom layer formed first, and new layers settled on top.

Figure 1

\"A

Table 1. Quarry Wall Layers

LayerRock in the layerFossils found
Layer 1 (top)Crumbly tan rock made of pressed sandFern leaves and footprints of small land animals
Layer 2Soft gray rock made of pressed mudLeaves of swamp plants
Layer 3Pale rock made of pressed shell bitsClam shells and coral pieces
Layer 4 (bottom)Dark gray rock made of pressed mudBones and teeth of ocean fish
" } }, "questions": [ { "n": 1, "item_id": "_9c431086-8793-4c2f-8316-1bb1d5d60143", "type": "choice", "title": "Bus Route Motion Energy", "standards": [ "4-PS3-1" ], "prompt_html": "

Hamza rides Bus 12 to school. The bus drives through three zones on its route. Table 1 shows how fast the bus moves in each zone.

Table 1. Bus Route Zones

ZoneHow fast the bus moves
School zoneSlow
Neighborhood streetMedium
HighwayFast

In which zone does the moving bus have the greatest motion energy, and why?

", "prompt_plain": "Hamza rides Bus 12 to school. The bus drives through three zones on its route. Table 1 shows how fast the bus moves in each zone. Table 1. Bus Route Zones Zone How fast the bus moves School zone Slow Neighborhood street Medium Highway Fast In which zone does the moving bus have the greatest motion energy, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "The school zone, because the bus saves up its energy by moving slowly.", "plain": "The school zone, because the bus saves up its energy by moving slowly.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The neighborhood street, because a medium speed keeps the bus's energy steady.", "plain": "The neighborhood street, because a medium speed keeps the bus's energy steady.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The highway, because the bus moves at its fastest speed there.", "plain": "The highway, because the bus moves at its fastest speed there.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The three zones are tied, because the same bus carries the same energy.", "plain": "The three zones are tied, because the same bus carries the same energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_fb1e4b6e-17e5-4265-9980-536096732ece", "type": "choice", "title": "Electric Kettle Morning Test — Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

Uma wonders how the kettle made the water hot.

Which statement best explains the change that happened to energy inside the kettle?

", "prompt_plain": "Part A Uma wonders how the kettle made the water hot. Which statement best explains the change that happened to energy inside the kettle?", "context_html": "", "options": [ { "id": "cA1", "text": "The humming sound moves through the water and heats the water up.", "plain": "The humming sound moves through the water and heats the water up.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Electrical energy moves through the kettle and changes into heat energy in the water.", "plain": "Electrical energy moves through the kettle and changes into heat energy in the water.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The kettle creates brand-new energy inside itself, and this energy warms the water.", "plain": "The kettle creates brand-new energy inside itself, and this energy warms the water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Coldness flows out of the water into the kettle, making the water warm.", "plain": "Coldness flows out of the water into the kettle, making the water warm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_676e107b-124c-4bca-9f8d-d808e0d94ca2" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Electric Kettle Morning Test

One cold morning, Uma heats water for cocoa in an electric kettle. She plugs the kettle into the wall outlet and switches it on. She watches the kettle closely from start to finish. She writes down what she notices. Table 1 lists her observations.

\"An

Table 1. Uma's Kettle Observations

ObservationWhat Uma noticed
1A small light on the kettle turns on.
2A soft humming sound comes from the kettle.
3After a few minutes, the water bubbles, and steam rises from the spout.
4The kettle then switches itself off.
", "passage_plain": "Electric Kettle Morning Test One cold morning, Uma heats water for cocoa in an electric kettle. She plugs the kettle into the wall outlet and switches it on. She watches the kettle closely from start to finish. She writes down what she notices. Table 1 lists her observations. Table 1. Uma's Kettle Observations Observation What Uma noticed 1 A small light on the kettle turns on. 2 A soft humming sound comes from the kettle. 3 After a few minutes, the water bubbles, and steam rises from the spout. 4 The kettle then switches itself off." }, { "n": 3, "item_id": "_0fea68ac-d87c-4d04-9641-423a1c64463b", "type": "choice", "title": "Electric Kettle Morning Test — Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Which observation from Table 1 is the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which observation from Table 1 is the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "After a few minutes, the water bubbles, and steam rises from the spout.", "plain": "After a few minutes, the water bubbles, and steam rises from the spout.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A soft humming sound comes from the kettle while it heats.", "plain": "A soft humming sound comes from the kettle while it heats.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A small light on the front of the kettle turns on right away.", "plain": "A small light on the front of the kettle turns on right away.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The kettle switches itself off on its own after a few minutes.", "plain": "The kettle switches itself off on its own after a few minutes.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_676e107b-124c-4bca-9f8d-d808e0d94ca2" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Electric Kettle Morning Test

One cold morning, Uma heats water for cocoa in an electric kettle. She plugs the kettle into the wall outlet and switches it on. She watches the kettle closely from start to finish. She writes down what she notices. Table 1 lists her observations.

\"An

Table 1. Uma's Kettle Observations

ObservationWhat Uma noticed
1A small light on the kettle turns on.
2A soft humming sound comes from the kettle.
3After a few minutes, the water bubbles, and steam rises from the spout.
4The kettle then switches itself off.
", "passage_plain": "Electric Kettle Morning Test One cold morning, Uma heats water for cocoa in an electric kettle. She plugs the kettle into the wall outlet and switches it on. She watches the kettle closely from start to finish. She writes down what she notices. Table 1 lists her observations. Table 1. Uma's Kettle Observations Observation What Uma noticed 1 A small light on the kettle turns on. 2 A soft humming sound comes from the kettle. 3 After a few minutes, the water bubbles, and steam rises from the spout. 4 The kettle then switches itself off." }, { "n": 4, "item_id": "_06097fc3-5464-4575-89b1-64577a3fa434", "type": "choice", "title": "Freight Car Bump", "standards": [ "4-PS3-3" ], "prompt_html": "

At a model-railroad club, Ravi lets one freight car roll along a straight, level track. The car bumps into three identical cars standing still and hooks onto them. All four cars then move together much more slowly than the first car moved. The diagram shows the track before and after the bump.

\"Before:

What most likely happened to the first car's motion energy?

", "prompt_plain": "At a model-railroad club, Ravi lets one freight car roll along a straight, level track. The car bumps into three identical cars standing still and hooks onto them. All four cars then move together much more slowly than the first car moved. The diagram shows the track before and after the bump. What most likely happened to the first car's motion energy?", "context_html": "", "options": [ { "id": "cA1", "text": "The car's motion energy was destroyed when the cars bumped together.", "plain": "The car's motion energy was destroyed when the cars bumped together.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The car kept its energy, and the still cars moved on their own.", "plain": "The car kept its energy, and the still cars moved on their own.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The car's motion energy became sound instead of passing to the still cars.", "plain": "The car's motion energy became sound instead of passing to the still cars.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Some of the car's motion energy transferred to the three still cars.", "plain": "Some of the car's motion energy transferred to the three still cars.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot04.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_739fc681-a224-4bfd-8020-7b329a5067ee", "type": "choice", "title": "Pedal-Powered Charger", "standards": [ "4-PS3-4" ], "prompt_html": "

Bram's science club builds a pedal-powered charger. It has pedals, a wheel, a generator (a machine that makes electric current), and a battery. The wheel, the generator, and the battery together make up the charger system. The diagram shows how the parts are connected.

\"A

Which statement best describes the energy that goes into the charger system and where that energy ends up?

", "prompt_plain": "Bram's science club builds a pedal-powered charger. It has pedals, a wheel, a generator (a machine that makes electric current), and a battery. The wheel, the generator, and the battery together make up the charger system. The diagram shows how the parts are connected. Which statement best describes the energy that goes into the charger system and where that energy ends up?", "context_html": "", "options": [ { "id": "cA1", "text": "Motion energy from the pedals goes in, and the energy ends up stored in the battery.", "plain": "Motion energy from the pedals goes in, and the energy ends up stored in the battery.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Stored energy from the battery goes in, and the energy ends up as motion energy of the wheel.", "plain": "Stored energy from the battery goes in, and the energy ends up as motion energy of the wheel.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Motion energy from the pedals goes in, and the battery uses all of the energy up.", "plain": "Motion energy from the pedals goes in, and the battery uses all of the energy up.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Electrical energy from the generator goes in, and the energy ends up as motion energy of the pedals.", "plain": "Electrical energy from the generator goes in, and the energy ends up as motion energy of the pedals.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot05_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_0a189325-0801-464f-bab9-58eca472c277", "type": "gap-match", "title": "Roller-Coaster Energy Labels", "standards": [ "4-PS3-2" ], "prompt_html": "

Lena's class made a poster of a roller-coaster park. Six things in the picture are numbered.

 

Drag one energy label onto each numbered thing. Use each label only once. Two labels will not be used.

", "prompt_plain": "Lena's class made a poster of a roller-coaster park. Six things in the picture are numbered. Drag one energy label onto each numbered thing. Use each label only once. Two labels will not be used.", "context_html": "", "options": [ { "id": "tile-heat-energy", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" }, { "id": "tile-no-energy", "text": "no energy", "plain": "no energy", "correct": false, "kind": "gap-token" }, { "id": "tile-kinetic-energy", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" }, { "id": "tile-used-up-energy", "text": "used-up energy", "plain": "used-up energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" }, { "id": "tile-stored-energy", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-sound-energy", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-stored-energy gap-1", "tile-kinetic-energy gap-2", "tile-sound-energy gap-3", "tile-light-energy gap-4", "tile-heat-energy gap-5", "tile-electrical-energy gap-6" ] }, "n_options": 8 }, { "n": 7, "item_id": "_62ebd0b6-fb46-4fc8-a78d-3ec3bff3b6e4", "type": "gap-match", "title": "Build Wave 2", "standards": [ "4-PS4-1" ], "prompt_html": "

Ines drew Wave 1 on the top grid. The bottom grid is empty.

Wave 1 has an amplitude of 2 cm and a wavelength of 4 cm, so Wave 2 must have an amplitude of 1 cm and a wavelength of 8 cm.

Wave 2 must have half the amplitude of Wave 1. It must also have twice the wavelength of Wave 1.

 

Drag one wave card onto the empty grid to show Wave 2.

\"Four
", "prompt_plain": "Ines drew Wave 1 on the top grid. The bottom grid is empty. Wave 1 has an amplitude of 2 cm and a wavelength of 4 cm, so Wave 2 must have an amplitude of 1 cm and a wavelength of 8 cm. Wave 2 must have half the amplitude of Wave 1. It must also have twice the wavelength of Wave 1. Drag one wave card onto the empty grid to show Wave 2.", "context_html": "", "options": [ { "id": "card-a", "text": "Card A", "plain": "Card A", "correct": false, "kind": "gap-token" }, { "id": "card-b", "text": "Card B", "plain": "Card B", "correct": false, "kind": "gap-token" }, { "id": "card-c", "text": "Card C", "plain": "Card C", "correct": false, "kind": "gap-token" }, { "id": "card-d", "text": "Card D", "plain": "Card D", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot07-cards_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot07-grids_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "card-b gap-wave2" ] }, "n_options": 4 }, { "n": 8, "item_id": "_439fed4c-f090-4b88-bf31-a46467615704", "type": "choice", "title": "Rhea's Wave Claim", "standards": [ "4-PS4-1" ], "prompt_html": "

Rhea, a student helper on the team, looks at Figure 1. She claims, \"Wave B carries more energy than Wave A because its waves are longer.\"

Which statement best describes Rhea's claim?

", "prompt_plain": "Rhea, a student helper on the team, looks at Figure 1. She claims, \"Wave B carries more energy than Wave A because its waves are longer.\" Which statement best describes Rhea's claim?", "context_html": "", "options": [ { "id": "cA1", "text": "The claim is correct, because a longer wavelength means a wave carries more energy.", "plain": "The claim is correct, because a longer wavelength means a wave carries more energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The claim is incorrect, because Wave A's greater amplitude means it carries more energy.", "plain": "The claim is incorrect, because Wave A's greater amplitude means it carries more energy.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The claim is correct, because waves that repeat less often each hold more energy.", "plain": "The claim is correct, because waves that repeat less often each hold more energy.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The claim is incorrect, because both waves carry exactly the same amount of energy.", "plain": "The claim is incorrect, because both waves carry exactly the same amount of energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_77d7a938-efeb-46b9-9a1a-cf492a04731d" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Songbird Tracking at Gull Lake

Maeve is a scientist who studies songbirds. Her team camps beside Gull Lake. They watch songbirds that fly high over the water at night. The team floats a wave buoy (a float that records water waves) on the lake. Figure 1 shows two water waves the buoy recorded on the same grid.

Figure 1. Two Waves Recorded by the Buoy

\"Two

The team wants to follow the birds in the dark without upsetting them. The birds fly far up in the open air. The team compares two tracking tools, sonar and radar. Figure 2 shows what each tool does.

Figure 2. What Sonar and Radar Do

\"Venn

", "passage_plain": "Songbird Tracking at Gull Lake Maeve is a scientist who studies songbirds. Her team camps beside Gull Lake. They watch songbirds that fly high over the water at night. The team floats a wave buoy (a float that records water waves) on the lake. Figure 1 shows two water waves the buoy recorded on the same grid. Figure 1. Two Waves Recorded by the Buoy The team wants to follow the birds in the dark without upsetting them. The birds fly far up in the open air. The team compares two tracking tools, sonar and radar. Figure 2 shows what each tool does. Figure 2. What Sonar and Radar Do" }, { "n": 9, "item_id": "_6081393a-71ad-4900-b84a-de5bb092cb4f", "type": "choice", "title": "Choosing a Tracking Tool", "standards": [ "4-PS4-3" ], "prompt_html": "

The team can pack only one tracking tool for the night watch. Look at the team's needs in the passage and at Figure 2.

Which tool should the team choose for the night watch, and why?

", "prompt_plain": "The team can pack only one tracking tool for the night watch. Look at the team's needs in the passage and at Figure 2. Which tool should the team choose for the night watch, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Sonar, because its sound pulses travel very well through deep lake water.", "plain": "Sonar, because its sound pulses travel very well through deep lake water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sonar, because its pulses can reach the birds flying above the water.", "plain": "Sonar, because its pulses can reach the birds flying above the water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Radar, because its waves work in open air and the birds cannot hear them.", "plain": "Radar, because its waves work in open air and the birds cannot hear them.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Radar, because its loud clicks help the team hear where the birds are.", "plain": "Radar, because its loud clicks help the team hear where the birds are.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_77d7a938-efeb-46b9-9a1a-cf492a04731d" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Songbird Tracking at Gull Lake

Maeve is a scientist who studies songbirds. Her team camps beside Gull Lake. They watch songbirds that fly high over the water at night. The team floats a wave buoy (a float that records water waves) on the lake. Figure 1 shows two water waves the buoy recorded on the same grid.

Figure 1. Two Waves Recorded by the Buoy

\"Two

The team wants to follow the birds in the dark without upsetting them. The birds fly far up in the open air. The team compares two tracking tools, sonar and radar. Figure 2 shows what each tool does.

Figure 2. What Sonar and Radar Do

\"Venn

", "passage_plain": "Songbird Tracking at Gull Lake Maeve is a scientist who studies songbirds. Her team camps beside Gull Lake. They watch songbirds that fly high over the water at night. The team floats a wave buoy (a float that records water waves) on the lake. Figure 1 shows two water waves the buoy recorded on the same grid. Figure 1. Two Waves Recorded by the Buoy The team wants to follow the birds in the dark without upsetting them. The birds fly far up in the open air. The team compares two tracking tools, sonar and radar. Figure 2 shows what each tool does. Figure 2. What Sonar and Radar Do" }, { "n": 10, "item_id": "_d8b1fead-76ed-4172-ae70-3d5abf19c739", "type": "inline-choice", "title": "Hawk Tag Signal", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A wildlife center clips a small tag to a young hawk's leg. The tag sends out the hawk's location as a coded signal. The picture shows the signal's path from the tag to the center's computer far away. At each stop, a machine reads the code and sends it on.

\"A

Choose the words that best complete each sentence.

The tag's digital code is made of .

The code stays correct over the long trip because each machine can .

The thing that travels all the way to the computer is .

", "options": [ { "id": "c10b1o1", "text": "1s and 0s", "plain": "1s and 0s", "correct": true, "kind": "inline" }, { "id": "c10b1o2", "text": "tiny pictures", "plain": "tiny pictures", "correct": false, "kind": "inline" }, { "id": "c10b1o3", "text": "spoken words", "plain": "spoken words", "correct": false, "kind": "inline" }, { "id": "c10b2o1", "text": "copy the 1s and 0s exactly", "plain": "copy the 1s and 0s exactly", "correct": true, "kind": "inline" }, { "id": "c10b2o2", "text": "guess the signal's wiggly shape", "plain": "guess the signal's wiggly shape", "correct": false, "kind": "inline" }, { "id": "c10b2o3", "text": "add extra 1s to boost it", "plain": "add extra 1s to boost it", "correct": false, "kind": "inline" }, { "id": "c10b3o1", "text": "a wave pattern carrying the code", "plain": "a wave pattern carrying the code", "correct": true, "kind": "inline" }, { "id": "c10b3o2", "text": "the tag itself moving through the air", "plain": "the tag itself moving through the air", "correct": false, "kind": "inline" }, { "id": "c10b3o3", "text": "a tiny broken piece of the tag", "plain": "a tiny broken piece of the tag", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot10_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c10b1o1" ], "RESPONSEB2": [ "c10b2o1" ], "RESPONSEB3": [ "c10b3o1" ] }, "n_options": 9 }, { "n": 11, "item_id": "_7217e1f0-870f-4150-9c53-939a7ca8ff8d", "type": "choice", "title": "Tent Fabric at Night", "standards": [ "4-PS4-2" ], "prompt_html": "

At night, Vera’s friend Ansel sits inside a tent with a small lantern. From outside, Vera can see Ansel’s outline through the tent fabric. She cannot see any details, like his face or his shirt.

\"At

Which term best describes the tent fabric?

", "prompt_plain": "At night, Vera’s friend Ansel sits inside a tent with a small lantern. From outside, Vera can see Ansel’s outline through the tent fabric. She cannot see any details, like his face or his shirt. Which term best describes the tent fabric?", "context_html": "", "options": [ { "id": "cA1", "text": "transparent", "plain": "transparent", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "luminous", "plain": "luminous", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "translucent", "plain": "translucent", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "opaque", "plain": "opaque", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot11.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_116f5fae-368d-496b-9563-25850fdd9d82", "type": "choice", "title": "Frozen Juice Bar Claim", "standards": [ "4-PS3-2" ], "prompt_html": "

On a hot day, Lars takes a frozen juice bar out of the freezer. Lars says, “This bar is frozen, so it has no thermal energy at all.”

Which statement best evaluates Lars’s claim?

", "prompt_plain": "On a hot day, Lars takes a frozen juice bar out of the freezer. Lars says, “This bar is frozen, so it has no thermal energy at all.” Which statement best evaluates Lars’s claim?", "context_html": "", "options": [ { "id": "cA1", "text": "Lars is correct, because freezing takes away all of a food's thermal energy.", "plain": "Lars is correct, because freezing takes away all of a food's thermal energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Lars is incorrect, because the frozen bar still has some thermal energy, just less than when the bar is warm.", "plain": "Lars is incorrect, because the frozen bar still has some thermal energy, just less than when the bar is warm.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Lars is correct, because coldness fills the juice bar and pushes out all of the heat.", "plain": "Lars is correct, because coldness fills the juice bar and pushes out all of the heat.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Lars is incorrect, because the bar holds more thermal energy when it is frozen than when it is warm.", "plain": "Lars is incorrect, because the bar holds more thermal energy when it is frozen than when it is warm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_9044a758-34dd-4aba-af1b-1c15f626ddab", "type": "choice", "title": "Two Fish, Two Tail Fins Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. The yellowfin tuna and the bluegill have very differently shaped tail fins.

Which statement best explains why the two fish have different tail-fin shapes?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. The yellowfin tuna and the bluegill have very differently shaped tail fins. Which statement best explains why the two fish have different tail-fin shapes?", "context_html": "", "options": [ { "id": "cA1", "text": "Each fish's tail-fin shape matches the way that fish needs to swim.", "plain": "Each fish's tail-fin shape matches the way that fish needs to swim.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Each fish chose to grow the tail-fin shape that fits its own way of swimming.", "plain": "Each fish chose to grow the tail-fin shape that fits its own way of swimming.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The two fish grew different tail-fin shapes because they hunt for different foods while swimming.", "plain": "The two fish grew different tail-fin shapes because they hunt for different foods while swimming.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The tuna's crescent tail fin would also help the bluegill swim in its pond.", "plain": "The tuna's crescent tail fin would also help the bluegill swim in its pond.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_366f2195-e4ca-4670-a9ce-dc8b1bd806d5" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Two Fish, Two Tail Fins

Amara studies two fish at a public aquarium. The yellowfin tuna swims in the huge open-water tank. The bluegill, a small freshwater fish, lives in the weedy pond tank. Figure 1 shows each fish and its tail fin. The tuna's tail fin is stiff and shaped like a thin crescent moon. The bluegill's tail fin is broad, rounded, and flexible. Table 1 compares the two fish. An aquarium sign says: \"A fish's gills take in oxygen from the water. Blood then carries that oxygen through its body.\" Figure 2 shows structures inside the bluegill's body.

Figure 1. The Two Fish and Their Tail Fins

\"Drawings

Table 1. Comparing the Two Fish

FeatureYellowfin tunaBluegill
Where it livesOpen ocean watersWeedy pond edges
How it swimsCruises fast for long distancesMakes quick turns in tight spaces
What it eatsSmaller fishInsects and small water animals
How long it livesAbout 7 yearsAbout 6 years

Figure 2. Inside the Bluegill

\"Cutaway

", "passage_plain": "Two Fish, Two Tail Fins Amara studies two fish at a public aquarium. The yellowfin tuna swims in the huge open-water tank. The bluegill, a small freshwater fish, lives in the weedy pond tank. Figure 1 shows each fish and its tail fin. The tuna's tail fin is stiff and shaped like a thin crescent moon. The bluegill's tail fin is broad, rounded, and flexible. Table 1 compares the two fish. An aquarium sign says: \"A fish's gills take in oxygen from the water. Blood then carries that oxygen through its body.\" Figure 2 shows structures inside the bluegill's body. Figure 1. The Two Fish and Their Tail Fins Table 1. Comparing the Two Fish Feature Yellowfin tuna Bluegill Where it lives Open ocean waters Weedy pond edges How it swims Cruises fast for long distances Makes quick turns in tight spaces What it eats Smaller fish Insects and small water animals How long it lives About 7 years About 6 years Figure 2. Inside the Bluegill" }, { "n": 14, "item_id": "_965f165a-d668-44e4-82ce-8e32a84f1ae8", "type": "choice", "title": "Two Fish, Two Tail Fins Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which row of Table 1 gives the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which row of Table 1 gives the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "the \"Where it lives\" row", "plain": "the \"Where it lives\" row", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the \"What it eats\" row", "plain": "the \"What it eats\" row", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "the \"How long it lives\" row", "plain": "the \"How long it lives\" row", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "the \"How it swims\" row", "plain": "the \"How it swims\" row", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_366f2195-e4ca-4670-a9ce-dc8b1bd806d5" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Two Fish, Two Tail Fins

Amara studies two fish at a public aquarium. The yellowfin tuna swims in the huge open-water tank. The bluegill, a small freshwater fish, lives in the weedy pond tank. Figure 1 shows each fish and its tail fin. The tuna's tail fin is stiff and shaped like a thin crescent moon. The bluegill's tail fin is broad, rounded, and flexible. Table 1 compares the two fish. An aquarium sign says: \"A fish's gills take in oxygen from the water. Blood then carries that oxygen through its body.\" Figure 2 shows structures inside the bluegill's body.

Figure 1. The Two Fish and Their Tail Fins

\"Drawings

Table 1. Comparing the Two Fish

FeatureYellowfin tunaBluegill
Where it livesOpen ocean watersWeedy pond edges
How it swimsCruises fast for long distancesMakes quick turns in tight spaces
What it eatsSmaller fishInsects and small water animals
How long it livesAbout 7 yearsAbout 6 years

Figure 2. Inside the Bluegill

\"Cutaway

", "passage_plain": "Two Fish, Two Tail Fins Amara studies two fish at a public aquarium. The yellowfin tuna swims in the huge open-water tank. The bluegill, a small freshwater fish, lives in the weedy pond tank. Figure 1 shows each fish and its tail fin. The tuna's tail fin is stiff and shaped like a thin crescent moon. The bluegill's tail fin is broad, rounded, and flexible. Table 1 compares the two fish. An aquarium sign says: \"A fish's gills take in oxygen from the water. Blood then carries that oxygen through its body.\" Figure 2 shows structures inside the bluegill's body. Figure 1. The Two Fish and Their Tail Fins Table 1. Comparing the Two Fish Feature Yellowfin tuna Bluegill Where it lives Open ocean waters Weedy pond edges How it swims Cruises fast for long distances Makes quick turns in tight spaces What it eats Smaller fish Insects and small water animals How long it lives About 7 years About 6 years Figure 2. Inside the Bluegill" }, { "n": 15, "item_id": "_394ff8b4-8295-4fb6-ba5e-972a978ae8b7", "type": "choice", "title": "Inside the Bluegill", "standards": [ "4-LS1-1" ], "prompt_html": "

Fish need oxygen, a gas found in the water around them.

Look at Figure 2 and the aquarium sign. Which TWO internal structures work together to bring oxygen to the rest of the fish's body? Choose the TWO best answers.

", "prompt_plain": "Fish need oxygen, a gas found in the water around them. Look at Figure 2 and the aquarium sign. Which TWO internal structures work together to bring oxygen to the rest of the fish's body? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The stomach, which breaks down food that the blood then carries through the fish's body", "plain": "The stomach, which breaks down food that the blood then carries through the fish's body", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The gills, which take in a needed gas from the water", "plain": "The gills, which take in a needed gas from the water", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The swim bladder, which fills with a gas to help the fish float in the water", "plain": "The swim bladder, which fills with a gas to help the fish float in the water", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The backbone, which holds up the fish's body", "plain": "The backbone, which holds up the fish's body", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The heart, which pumps blood through the fish's body", "plain": "The heart, which pumps blood through the fish's body", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_366f2195-e4ca-4670-a9ce-dc8b1bd806d5" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Two Fish, Two Tail Fins

Amara studies two fish at a public aquarium. The yellowfin tuna swims in the huge open-water tank. The bluegill, a small freshwater fish, lives in the weedy pond tank. Figure 1 shows each fish and its tail fin. The tuna's tail fin is stiff and shaped like a thin crescent moon. The bluegill's tail fin is broad, rounded, and flexible. Table 1 compares the two fish. An aquarium sign says: \"A fish's gills take in oxygen from the water. Blood then carries that oxygen through its body.\" Figure 2 shows structures inside the bluegill's body.

Figure 1. The Two Fish and Their Tail Fins

\"Drawings

Table 1. Comparing the Two Fish

FeatureYellowfin tunaBluegill
Where it livesOpen ocean watersWeedy pond edges
How it swimsCruises fast for long distancesMakes quick turns in tight spaces
What it eatsSmaller fishInsects and small water animals
How long it livesAbout 7 yearsAbout 6 years

Figure 2. Inside the Bluegill

\"Cutaway

", "passage_plain": "Two Fish, Two Tail Fins Amara studies two fish at a public aquarium. The yellowfin tuna swims in the huge open-water tank. The bluegill, a small freshwater fish, lives in the weedy pond tank. Figure 1 shows each fish and its tail fin. The tuna's tail fin is stiff and shaped like a thin crescent moon. The bluegill's tail fin is broad, rounded, and flexible. Table 1 compares the two fish. An aquarium sign says: \"A fish's gills take in oxygen from the water. Blood then carries that oxygen through its body.\" Figure 2 shows structures inside the bluegill's body. Figure 1. The Two Fish and Their Tail Fins Table 1. Comparing the Two Fish Feature Yellowfin tuna Bluegill Where it lives Open ocean waters Weedy pond edges How it swims Cruises fast for long distances Makes quick turns in tight spaces What it eats Smaller fish Insects and small water animals How long it lives About 7 years About 6 years Figure 2. Inside the Bluegill" }, { "n": 16, "item_id": "_36a731ef-3ce3-4667-95e6-26ea775fe07b", "type": "choice", "title": "Cattail and Sagebrush Leaves", "standards": [ "4-LS1-1" ], "prompt_html": "

On a nature-center walk, Ford compares two plants. Cattails (tall marsh plants) grow in shallow pond water. Sagebrush (a desert shrub) grows in dry, sandy soil. The picture shows leaves from each plant. Cattail leaves are long, thin, and bendy. Sagebrush leaves are small and silvery.

\"A

Which statement best explains how each plant's leaves help it survive where it lives?

", "prompt_plain": "On a nature-center walk, Ford compares two plants. Cattails (tall marsh plants) grow in shallow pond water. Sagebrush (a desert shrub) grows in dry, sandy soil. The picture shows leaves from each plant. Cattail leaves are long, thin, and bendy. Sagebrush leaves are small and silvery. Which statement best explains how each plant's leaves help it survive where it lives?", "context_html": "", "options": [ { "id": "cA1", "text": "Long cattail leaves attract pond animals that spread the plant's seeds. Silvery sagebrush leaves attract bees to its flowers.", "plain": "Long cattail leaves attract pond animals that spread the plant's seeds. Silvery sagebrush leaves attract bees to its flowers.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Bendy cattail leaves store pond water for winter. Small sagebrush leaves soak up water from the air.", "plain": "Bendy cattail leaves store pond water for winter. Small sagebrush leaves soak up water from the air.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Long cattail leaves reach sunlight above the water. Small sagebrush leaves lose little water.", "plain": "Long cattail leaves reach sunlight above the water. Small sagebrush leaves lose little water.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Thin cattail leaves block waves from hitting the plant. Small sagebrush leaves shade the desert soil around it.", "plain": "Thin cattail leaves block waves from hitting the plant. Small sagebrush leaves shade the desert soil around it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot16_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_46aaaf00-6461-4c32-bf5d-1fc0ff1f55ef", "type": "hottext", "title": "Evidence in the Survey Notes", "standards": [ "4-LS1-1" ], "prompt_html": "

Gia claims the owl can find its prey by sound, even in near-total darkness.

Select the ONE sentence from Gia’s notes that is the best evidence for this claim.

", "prompt_plain": "Gia claims the owl can find its prey by sound, even in near-total darkness. Select the ONE sentence from Gia’s notes that is the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA17", "text": "1. Barn owls roost in our barn and hunt over the fields at night.", "plain": "1. Barn owls roost in our barn and hunt over the fields at night.", "correct": false, "kind": "hottext" }, { "id": "hB17", "text": "2. Clouds covered the moon, so the meadow was in near-total darkness.", "plain": "2. Clouds covered the moon, so the meadow was in near-total darkness.", "correct": false, "kind": "hottext" }, { "id": "hC17", "text": "3. I think the owl’s dish-shaped facial disc helps it find prey by sound.", "plain": "3. I think the owl’s dish-shaped facial disc helps it find prey by sound.", "correct": false, "kind": "hottext" }, { "id": "hD17", "text": "4. The owl turned toward a faint rustle, then dived and caught a mouse.", "plain": "4. The owl turned toward a faint rustle, then dived and caught a mouse.", "correct": true, "kind": "hottext" }, { "id": "hE17", "text": "5. After eating, the owl flew back to its roost inside the barn.", "plain": "5. After eating, the owl flew back to its roost inside the barn.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_b86369c4-ef2d-4928-b249-5d7b93a6720c" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD17" ] }, "n_options": 5, "passage_html": "

Barn Owl Night Hunting

Gia is doing a night survey of a barn owl at her family’s farm. Last week, Gia watched the owl catch three mice in the north meadow. Tonight, the owl flew straight back to the north meadow. Figure 1 shows the owl’s head and body parts. Gia’s field guide says the facial disc gathers faint sounds toward the ear openings. The brain uses sounds from both ears to tell where prey is. Gia wrote five notes during tonight’s watch:

1. Barn owls roost in our barn and hunt over the fields at night.

2. Clouds covered the moon, so the meadow was in near-total darkness.

3. I think the owl’s dish-shaped facial disc helps it find prey by sound.

4. The owl turned toward a faint rustle, then dived and caught a mouse.

5. After eating, the owl flew back to its roost inside the barn.

Figure 1. Barn Owl Body Parts

", "passage_plain": "Barn Owl Night Hunting Gia is doing a night survey of a barn owl at her family’s farm. Last week, Gia watched the owl catch three mice in the north meadow. Tonight, the owl flew straight back to the north meadow. Figure 1 shows the owl’s head and body parts. Gia’s field guide says the facial disc gathers faint sounds toward the ear openings. The brain uses sounds from both ears to tell where prey is. Gia wrote five notes during tonight’s watch: 1. Barn owls roost in our barn and hunt over the fields at night. 2. Clouds covered the moon, so the meadow was in near-total darkness. 3. I think the owl’s dish-shaped facial disc helps it find prey by sound. 4. The owl turned toward a faint rustle, then dived and caught a mouse. 5. After eating, the owl flew back to its roost inside the barn. Figure 1. Barn Owl Body Parts" }, { "n": 18, "item_id": "_7d470528-1f24-4ffa-8848-cb2b0ab683b5", "type": "choice", "title": "Return to the North Meadow", "standards": [ "4-LS1-2" ], "prompt_html": "

Read the first part of Gia’s survey again.

Why did the owl most likely fly back to that meadow tonight?

", "prompt_plain": "Read the first part of Gia’s survey again. Why did the owl most likely fly back to that meadow tonight?", "context_html": "", "options": [ { "id": "cA1", "text": "It remembers that hunting went well in that meadow before.", "plain": "It remembers that hunting went well in that meadow before.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "It follows the smell of mice drifting from the meadow to its barn roost.", "plain": "It follows the smell of mice drifting from the meadow to its barn roost.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It sees mice moving in that meadow from its roost in the barn.", "plain": "It sees mice moving in that meadow from its roost in the barn.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Owls are born already knowing the best fields to hunt in.", "plain": "Owls are born already knowing the best fields to hunt in.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b86369c4-ef2d-4928-b249-5d7b93a6720c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Barn Owl Night Hunting

Gia is doing a night survey of a barn owl at her family’s farm. Last week, Gia watched the owl catch three mice in the north meadow. Tonight, the owl flew straight back to the north meadow. Figure 1 shows the owl’s head and body parts. Gia’s field guide says the facial disc gathers faint sounds toward the ear openings. The brain uses sounds from both ears to tell where prey is. Gia wrote five notes during tonight’s watch:

1. Barn owls roost in our barn and hunt over the fields at night.

2. Clouds covered the moon, so the meadow was in near-total darkness.

3. I think the owl’s dish-shaped facial disc helps it find prey by sound.

4. The owl turned toward a faint rustle, then dived and caught a mouse.

5. After eating, the owl flew back to its roost inside the barn.

Figure 1. Barn Owl Body Parts

", "passage_plain": "Barn Owl Night Hunting Gia is doing a night survey of a barn owl at her family’s farm. Last week, Gia watched the owl catch three mice in the north meadow. Tonight, the owl flew straight back to the north meadow. Figure 1 shows the owl’s head and body parts. Gia’s field guide says the facial disc gathers faint sounds toward the ear openings. The brain uses sounds from both ears to tell where prey is. Gia wrote five notes during tonight’s watch: 1. Barn owls roost in our barn and hunt over the fields at night. 2. Clouds covered the moon, so the meadow was in near-total darkness. 3. I think the owl’s dish-shaped facial disc helps it find prey by sound. 4. The owl turned toward a faint rustle, then dived and caught a mouse. 5. After eating, the owl flew back to its roost inside the barn. Figure 1. Barn Owl Body Parts" }, { "n": 19, "item_id": "_7509d205-3d3c-46bb-8b6c-1a8297eba9ad", "type": "choice", "title": "Owl Parts Working Together", "standards": [ "4-LS1-2" ], "prompt_html": "

Look at Figure 1 and Gia’s field-guide information. When the barn owl hunts in the dark, several of its body parts work together.

Which TWO statements correctly describe how these parts work together? Choose the TWO best answers.

", "prompt_plain": "Look at Figure 1 and Gia’s field-guide information. When the barn owl hunts in the dark, several of its body parts work together. Which TWO statements correctly describe how these parts work together? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Its facial disc collects faint sounds and funnels them to its ear openings.", "plain": "Its facial disc collects faint sounds and funnels them to its ear openings.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Its ear openings gather faint sounds and funnel them toward its facial disc.", "plain": "Its ear openings gather faint sounds and funnel them toward its facial disc.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Its facial disc compares the sounds on its own and tells where prey is, without the brain.", "plain": "Its facial disc compares the sounds on its own and tells where prey is, without the brain.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Its brain compares sounds reaching its two ears to tell where the mouse is.", "plain": "Its brain compares sounds reaching its two ears to tell where the mouse is.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Its brain gathers the faint sounds itself and sends them out to its two ears.", "plain": "Its brain gathers the faint sounds itself and sends them out to its two ears.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b86369c4-ef2d-4928-b249-5d7b93a6720c" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

Barn Owl Night Hunting

Gia is doing a night survey of a barn owl at her family’s farm. Last week, Gia watched the owl catch three mice in the north meadow. Tonight, the owl flew straight back to the north meadow. Figure 1 shows the owl’s head and body parts. Gia’s field guide says the facial disc gathers faint sounds toward the ear openings. The brain uses sounds from both ears to tell where prey is. Gia wrote five notes during tonight’s watch:

1. Barn owls roost in our barn and hunt over the fields at night.

2. Clouds covered the moon, so the meadow was in near-total darkness.

3. I think the owl’s dish-shaped facial disc helps it find prey by sound.

4. The owl turned toward a faint rustle, then dived and caught a mouse.

5. After eating, the owl flew back to its roost inside the barn.

Figure 1. Barn Owl Body Parts

", "passage_plain": "Barn Owl Night Hunting Gia is doing a night survey of a barn owl at her family’s farm. Last week, Gia watched the owl catch three mice in the north meadow. Tonight, the owl flew straight back to the north meadow. Figure 1 shows the owl’s head and body parts. Gia’s field guide says the facial disc gathers faint sounds toward the ear openings. The brain uses sounds from both ears to tell where prey is. Gia wrote five notes during tonight’s watch: 1. Barn owls roost in our barn and hunt over the fields at night. 2. Clouds covered the moon, so the meadow was in near-total darkness. 3. I think the owl’s dish-shaped facial disc helps it find prey by sound. 4. The owl turned toward a faint rustle, then dived and caught a mouse. 5. After eating, the owl flew back to its roost inside the barn. Figure 1. Barn Owl Body Parts" }, { "n": 20, "item_id": "_e9a90e90-775d-4a8d-ab4d-da1530ddae41", "type": "choice", "title": "Octopus in the Tide Pool", "standards": [ "4-LS1-2" ], "prompt_html": "

Osman watches an octopus in a tide pool. First, a hungry eel (a long, snake-shaped fish) glides into the pool. Two seconds later, the octopus turns rock-colored and slides into a narrow crack.

\"A

Which TWO statements correctly describe how the octopus decides to hide? Choose the TWO best answers.

", "prompt_plain": "Osman watches an octopus in a tide pool. First, a hungry eel (a long, snake-shaped fish) glides into the pool. Two seconds later, the octopus turns rock-colored and slides into a narrow crack. Which TWO statements correctly describe how the octopus decides to hide? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Its eyes decide to hide as soon as they spot the eel, without the brain.", "plain": "Its eyes decide to hide as soon as they spot the eel, without the brain.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Its body hides first, and its brain learns about the eel only afterward.", "plain": "Its body hides first, and its brain learns about the eel only afterward.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Nerves carry signals about the eel from the octopus's eyes to its brain.", "plain": "Nerves carry signals about the eel from the octopus's eyes to its brain.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Its skin watches the eel on its own and picks the matching rock color.", "plain": "Its skin watches the eel on its own and picks the matching rock color.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Its brain uses the eye signals to start the color change and pick the crack.", "plain": "Its brain uses the eye signals to start the color change and pick the crack.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot20.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_03eaed33-f6f8-4a7f-a54d-df938bfa7502", "type": "choice", "title": "Lava Path Warning", "standards": [ "4-ESS3-2" ], "prompt_html": "

Noor is a scientist watching Mount Kapu, an active volcano. Slow-moving lava has started flowing from the top. Figure 1 shows two valley paths the lava could take. Path W drops down a steep, narrow valley toward Seaview Village. Path X crosses wide, nearly flat land toward Farport Village.

Figure 1

\"Map

Which path will the lava most likely follow, and which village should be warned first?

", "prompt_plain": "Noor is a scientist watching Mount Kapu, an active volcano. Slow-moving lava has started flowing from the top. Figure 1 shows two valley paths the lava could take. Path W drops down a steep, narrow valley toward Seaview Village. Path X crosses wide, nearly flat land toward Farport Village. Figure 1 Which path will the lava most likely follow, and which village should be warned first?", "context_html": "", "options": [ { "id": "cA4a5c239c3", "text": "Path X, because a wide, flat path gives the lava room to spread out, so warn Farport Village.", "plain": "Path X, because a wide, flat path gives the lava room to spread out, so warn Farport Village.", "correct": false, "kind": "choice" }, { "id": "cB0ebeddca8", "text": "Path X, because it is the shorter way down the mountain, so warn Farport Village.", "plain": "Path X, because it is the shorter way down the mountain, so warn Farport Village.", "correct": false, "kind": "choice" }, { "id": "cC59e21d8cd", "text": "Path W, because lava flows downhill and moves fastest down the steep valley, so warn Seaview Village.", "plain": "Path W, because lava flows downhill and moves fastest down the steep valley, so warn Seaview Village.", "correct": true, "kind": "choice" }, { "id": "cDd41ca0846", "text": "Path W, because a steep, narrow valley can hold more lava than flat land, so warn Seaview Village.", "plain": "Path W, because a steep, narrow valley can hold more lava than flat land, so warn Seaview Village.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot21.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC59e21d8cd" ] }, "n_options": 4 }, { "n": 22, "item_id": "_2bea24b1-5699-4599-ac06-3569a3b9c331", "type": "choice", "title": "Quarry Wall Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Table 1.

Which statement about the history of the quarry area do the fossil layers best support?

", "prompt_plain": "Part A Look at Table 1. Which statement about the history of the quarry area do the fossil layers best support?", "context_html": "", "options": [ { "id": "cAffb4fef2a", "text": "The area has always been dry land where plants grew.", "plain": "The area has always been dry land where plants grew.", "correct": false, "kind": "choice" }, { "id": "cB5e9a4e3e2", "text": "Over time, the area changed from dry land to a deep ocean.", "plain": "Over time, the area changed from dry land to a deep ocean.", "correct": false, "kind": "choice" }, { "id": "cC1c90c35ba", "text": "One sudden flood washed sea animals onto the land.", "plain": "One sudden flood washed sea animals onto the land.", "correct": false, "kind": "choice" }, { "id": "cD92fee7b5b", "text": "Over time, the area changed from an ocean to dry land.", "plain": "Over time, the area changed from an ocean to dry land.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_90a8dff2-a554-4ab5-a135-f801a91c900e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD92fee7b5b" ] }, "n_options": 4, "passage_html": "

The Quarry Wall

Reed’s class visited a rock quarry (a pit where rock is dug out). One tall quarry wall shows four flat rock layers stacked on top of each other. The layers lie level. They have not been flipped or folded. Each layer is a different kind of rock. Each kind formed when tiny bits of mud, sand, or shell were slowly pressed into rock. The class numbered the layers from the top down. Figure 1 shows the wall. Table 1 shows the rock and the fossils found in each layer. The class learned that in undisturbed flat layers, the bottom layer formed first, and new layers settled on top.

Figure 1

\"A

Table 1. Quarry Wall Layers

LayerRock in the layerFossils found
Layer 1 (top)Crumbly tan rock made of pressed sandFern leaves and footprints of small land animals
Layer 2Soft gray rock made of pressed mudLeaves of swamp plants
Layer 3Pale rock made of pressed shell bitsClam shells and coral pieces
Layer 4 (bottom)Dark gray rock made of pressed mudBones and teeth of ocean fish
", "passage_plain": "The Quarry Wall Reed’s class visited a rock quarry (a pit where rock is dug out). One tall quarry wall shows four flat rock layers stacked on top of each other. The layers lie level. They have not been flipped or folded. Each layer is a different kind of rock. Each kind formed when tiny bits of mud, sand, or shell were slowly pressed into rock. The class numbered the layers from the top down. Figure 1 shows the wall. Table 1 shows the rock and the fossils found in each layer. The class learned that in undisturbed flat layers, the bottom layer formed first, and new layers settled on top. Figure 1 Table 1. Quarry Wall Layers Layer Rock in the layer Fossils found Layer 1 (top) Crumbly tan rock made of pressed sand Fern leaves and footprints of small land animals Layer 2 Soft gray rock made of pressed mud Leaves of swamp plants Layer 3 Pale rock made of pressed shell bits Clam shells and coral pieces Layer 4 (bottom) Dark gray rock made of pressed mud Bones and teeth of ocean fish" }, { "n": 23, "item_id": "_3848fce3-1238-469a-acc9-d4b453e48be2", "type": "choice", "title": "Quarry Wall Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Which detail from Table 1 is the best evidence for the answer to Part A?

", "prompt_plain": "Part B Which detail from Table 1 is the best evidence for the answer to Part A?", "context_html": "", "options": [ { "id": "cAf1cf4a7c4", "text": "Sea-animal fossils were found in the two bottom layers, and land fossils were found in the two top layers.", "plain": "Sea-animal fossils were found in the two bottom layers, and land fossils were found in the two top layers.", "correct": true, "kind": "choice" }, { "id": "cB665c52da4", "text": "The rock in Layer 1 is crumbly, and the rock in Layer 4 is dark gray.", "plain": "The rock in Layer 1 is crumbly, and the rock in Layer 4 is dark gray.", "correct": false, "kind": "choice" }, { "id": "cC5ee069112", "text": "Every one of the four quarry layers contains at least one kind of fossil.", "plain": "Every one of the four quarry layers contains at least one kind of fossil.", "correct": false, "kind": "choice" }, { "id": "cD3b1b30333", "text": "The clam shells in Layer 3 are larger than the fern leaves in Layer 1.", "plain": "The clam shells in Layer 3 are larger than the fern leaves in Layer 1.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_90a8dff2-a554-4ab5-a135-f801a91c900e" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cAf1cf4a7c4" ] }, "n_options": 4, "passage_html": "

The Quarry Wall

Reed’s class visited a rock quarry (a pit where rock is dug out). One tall quarry wall shows four flat rock layers stacked on top of each other. The layers lie level. They have not been flipped or folded. Each layer is a different kind of rock. Each kind formed when tiny bits of mud, sand, or shell were slowly pressed into rock. The class numbered the layers from the top down. Figure 1 shows the wall. Table 1 shows the rock and the fossils found in each layer. The class learned that in undisturbed flat layers, the bottom layer formed first, and new layers settled on top.

Figure 1

\"A

Table 1. Quarry Wall Layers

LayerRock in the layerFossils found
Layer 1 (top)Crumbly tan rock made of pressed sandFern leaves and footprints of small land animals
Layer 2Soft gray rock made of pressed mudLeaves of swamp plants
Layer 3Pale rock made of pressed shell bitsClam shells and coral pieces
Layer 4 (bottom)Dark gray rock made of pressed mudBones and teeth of ocean fish
", "passage_plain": "The Quarry Wall Reed’s class visited a rock quarry (a pit where rock is dug out). One tall quarry wall shows four flat rock layers stacked on top of each other. The layers lie level. They have not been flipped or folded. Each layer is a different kind of rock. Each kind formed when tiny bits of mud, sand, or shell were slowly pressed into rock. The class numbered the layers from the top down. Figure 1 shows the wall. Table 1 shows the rock and the fossils found in each layer. The class learned that in undisturbed flat layers, the bottom layer formed first, and new layers settled on top. Figure 1 Table 1. Quarry Wall Layers Layer Rock in the layer Fossils found Layer 1 (top) Crumbly tan rock made of pressed sand Fern leaves and footprints of small land animals Layer 2 Soft gray rock made of pressed mud Leaves of swamp plants Layer 3 Pale rock made of pressed shell bits Clam shells and coral pieces Layer 4 (bottom) Dark gray rock made of pressed mud Bones and teeth of ocean fish" }, { "n": 24, "item_id": "_fb892947-7671-431b-9eda-4067e27ae315", "type": "choice", "title": "Oldest Quarry Layer", "standards": [ "4-ESS1-1" ], "prompt_html": "

Look at Table 1. Remember what the class learned about undisturbed flat layers. The quarry layers lie flat, without flips or folds.

Which conclusion about the ages of the four layers is valid?

", "prompt_plain": "Look at Table 1. Remember what the class learned about undisturbed flat layers. The quarry layers lie flat, without flips or folds. Which conclusion about the ages of the four layers is valid?", "context_html": "", "options": [ { "id": "cA1e9804133", "text": "Layer 1 is the oldest, so the fern fossils are the oldest fossils in the wall.", "plain": "Layer 1 is the oldest, so the fern fossils are the oldest fossils in the wall.", "correct": false, "kind": "choice" }, { "id": "cB62e8c4ad8", "text": "Layer 4 is the oldest, so the fish fossils are the oldest fossils in the wall.", "plain": "Layer 4 is the oldest, so the fish fossils are the oldest fossils in the wall.", "correct": true, "kind": "choice" }, { "id": "cCd4390685d", "text": "Layers 2 and 3 formed at the same time because their rocks touch each other.", "plain": "Layers 2 and 3 formed at the same time because their rocks touch each other.", "correct": false, "kind": "choice" }, { "id": "cD35703df85", "text": "The ages of the layers cannot be compared because no layer shows its age in years.", "plain": "The ages of the layers cannot be compared because no layer shows its age in years.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_90a8dff2-a554-4ab5-a135-f801a91c900e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB62e8c4ad8" ] }, "n_options": 4, "passage_html": "

The Quarry Wall

Reed’s class visited a rock quarry (a pit where rock is dug out). One tall quarry wall shows four flat rock layers stacked on top of each other. The layers lie level. They have not been flipped or folded. Each layer is a different kind of rock. Each kind formed when tiny bits of mud, sand, or shell were slowly pressed into rock. The class numbered the layers from the top down. Figure 1 shows the wall. Table 1 shows the rock and the fossils found in each layer. The class learned that in undisturbed flat layers, the bottom layer formed first, and new layers settled on top.

Figure 1

\"A

Table 1. Quarry Wall Layers

LayerRock in the layerFossils found
Layer 1 (top)Crumbly tan rock made of pressed sandFern leaves and footprints of small land animals
Layer 2Soft gray rock made of pressed mudLeaves of swamp plants
Layer 3Pale rock made of pressed shell bitsClam shells and coral pieces
Layer 4 (bottom)Dark gray rock made of pressed mudBones and teeth of ocean fish
", "passage_plain": "The Quarry Wall Reed’s class visited a rock quarry (a pit where rock is dug out). One tall quarry wall shows four flat rock layers stacked on top of each other. The layers lie level. They have not been flipped or folded. Each layer is a different kind of rock. Each kind formed when tiny bits of mud, sand, or shell were slowly pressed into rock. The class numbered the layers from the top down. Figure 1 shows the wall. Table 1 shows the rock and the fossils found in each layer. The class learned that in undisturbed flat layers, the bottom layer formed first, and new layers settled on top. Figure 1 Table 1. Quarry Wall Layers Layer Rock in the layer Fossils found Layer 1 (top) Crumbly tan rock made of pressed sand Fern leaves and footprints of small land animals Layer 2 Soft gray rock made of pressed mud Leaves of swamp plants Layer 3 Pale rock made of pressed shell bits Clam shells and coral pieces Layer 4 (bottom) Dark gray rock made of pressed mud Bones and teeth of ocean fish" }, { "n": 25, "item_id": "_a649399b-aa54-4c69-af16-b3c2d9dadf3e", "type": "text-entry", "title": "Saddle Elevation", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Yara hikes in a park that has two hills. A low saddle (a dip between two hilltops) connects the hills. She uses the contour map in Figure 1. Every point on a contour line has the same elevation (height above sea level). The contour interval is the elevation difference between two neighboring lines. Only some of the lines on this map are labeled. Two trails meet at point S on the saddle.

Figure 1

\"Contour

What is the elevation, in feet, at point S? Enter the exact number.

Give your answer as a whole number (e.g., 120).

Elevation (feet):

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "440" ] }, "n_options": 0 }, { "n": 26, "item_id": "_6851ed5b-2f01-4fb4-9843-e7b9833778ad", "type": "choice", "title": "Bluff Protection Plans", "standards": [ "4-ESS2-1" ], "prompt_html": "

The town wants to slow the loss of the bluff. Planners compare two plans. Plan 1: plant deep-rooted shrubs across the bluff top. Plan 2: build a strong concrete wall along the base of the bluff.

Which statement best compares how the two plans would slow the bluff loss?

", "prompt_plain": "The town wants to slow the loss of the bluff. Planners compare two plans. Plan 1: plant deep-rooted shrubs across the bluff top. Plan 2: build a strong concrete wall along the base of the bluff. Which statement best compares how the two plans would slow the bluff loss?", "context_html": "", "options": [ { "id": "cAd28581c90", "text": "The shrub roots would block the waves at the bluff’s base, and the wall would hold the loose soil on the bluff top in place.", "plain": "The shrub roots would block the waves at the bluff’s base, and the wall would hold the loose soil on the bluff top in place.", "correct": false, "kind": "choice" }, { "id": "cB8b9a8886b", "text": "The shrubs would press the loose soil flat with their weight, and the wall would hold the bluff’s base still with its weight.", "plain": "The shrubs would press the loose soil flat with their weight, and the wall would hold the bluff’s base still with its weight.", "correct": false, "kind": "choice" }, { "id": "cC17a5cb97e", "text": "The shrub roots would hold the loose soil in place, and the wall would block waves from reaching the bluff’s base.", "plain": "The shrub roots would hold the loose soil in place, and the wall would block waves from reaching the bluff’s base.", "correct": true, "kind": "choice" }, { "id": "cD5a4f93b9b", "text": "The shrubs and the wall would both help the bluff’s loose soil harden into new solid rock.", "plain": "The shrubs and the wall would both help the bluff’s loose soil harden into new solid rock.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e834a27c-c89b-466f-b839-7cbff66b1b2e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC17a5cb97e" ] }, "n_options": 4, "passage_html": "

The Shrinking Bluff

Opal’s science club studies a tall coastal bluff. A bluff is a steep slope of rock and soil beside the sea. The club compared two photos of the bluff taken 40 years apart. The bluff edge has moved back toward the town. Loose soil sits on top of the bluff. In winter, water freezes inside cracks in the bluff rock. At high tide, waves hit the base of the bluff. In the calm water nearby, a flat sandbar of settled sand has grown larger. Figure 1 shows the bluff today.

Figure 1

\"Cross-section

", "passage_plain": "The Shrinking Bluff Opal’s science club studies a tall coastal bluff. A bluff is a steep slope of rock and soil beside the sea. The club compared two photos of the bluff taken 40 years apart. The bluff edge has moved back toward the town. Loose soil sits on top of the bluff. In winter, water freezes inside cracks in the bluff rock. At high tide, waves hit the base of the bluff. In the calm water nearby, a flat sandbar of settled sand has grown larger. Figure 1 shows the bluff today. Figure 1" }, { "n": 27, "item_id": "_6cdf736b-5e59-418f-a0d9-509ebb45857b", "type": "order", "title": "Bluff Rock Changes Order", "standards": [ "4-ESS2-1" ], "prompt_html": "

Opal writes three notes about what happens to the same bluff rock over many years.

 

Drag the notes into the boxes in the correct order, from first to last.

", "prompt_plain": "Opal writes three notes about what happens to the same bluff rock over many years. Drag the notes into the boxes in the correct order, from first to last.", "context_html": "", "options": [ { "id": "cCf202c1ef5", "text": "Deposition: the moving water slows, and the pieces settle to build the sandbar.", "plain": "Deposition: the moving water slows, and the pieces settle to build the sandbar.", "correct": true, "kind": "choice" }, { "id": "cA25b5bb386", "text": "Weathering: freezing water widens cracks and breaks the bluff rock into pieces.", "plain": "Weathering: freezing water widens cracks and breaks the bluff rock into pieces.", "correct": true, "kind": "choice" }, { "id": "cB76aed923e", "text": "Erosion: moving water picks up the loose rock pieces and carries them away.", "plain": "Erosion: moving water picks up the loose rock pieces and carries them away.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e834a27c-c89b-466f-b839-7cbff66b1b2e" ], "key_letters": "A, B, C", "key_values": { "RESPONSE": [ "cA25b5bb386", "cB76aed923e", "cCf202c1ef5" ] }, "n_options": 3, "passage_html": "

The Shrinking Bluff

Opal’s science club studies a tall coastal bluff. A bluff is a steep slope of rock and soil beside the sea. The club compared two photos of the bluff taken 40 years apart. The bluff edge has moved back toward the town. Loose soil sits on top of the bluff. In winter, water freezes inside cracks in the bluff rock. At high tide, waves hit the base of the bluff. In the calm water nearby, a flat sandbar of settled sand has grown larger. Figure 1 shows the bluff today.

Figure 1

\"Cross-section

", "passage_plain": "The Shrinking Bluff Opal’s science club studies a tall coastal bluff. A bluff is a steep slope of rock and soil beside the sea. The club compared two photos of the bluff taken 40 years apart. The bluff edge has moved back toward the town. Loose soil sits on top of the bluff. In winter, water freezes inside cracks in the bluff rock. At high tide, waves hit the base of the bluff. In the calm water nearby, a flat sandbar of settled sand has grown larger. Figure 1 shows the bluff today. Figure 1" }, { "n": 28, "item_id": "_c951d574-3934-41e6-9fa3-55cde762526e", "type": "choice", "title": "Highest Earthquake Risk", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Map 1.

Where is the risk of a strong earthquake highest in the mainland United States?

", "prompt_plain": "Look at Map 1. Where is the risk of a strong earthquake highest in the mainland United States?", "context_html": "", "options": [ { "id": "cAf8c7bc3fd", "text": "Along the East Coast", "plain": "Along the East Coast", "correct": false, "kind": "choice" }, { "id": "cB4c901a674", "text": "Along the West Coast", "plain": "Along the West Coast", "correct": true, "kind": "choice" }, { "id": "cCc61ff2abf", "text": "Across the middle plains", "plain": "Across the middle plains", "correct": false, "kind": "choice" }, { "id": "cD425871f38", "text": "Along the Gulf Coast", "plain": "Along the Gulf Coast", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f8b1a331-5fba-4c24-bf35-ed7c1ebba5b3" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB4c901a674" ] }, "n_options": 4, "passage_html": "

United States Earthquake-Risk Map

Quinn’s class studies earthquake risk. Risk means the chance that a strong earthquake will happen in a place. Map 1 shows earthquake risk across the mainland United States - the 48 connected states. Darker shading means higher risk. Lighter shading means lower risk. The class uses the pattern on the map to check claims about earthquake risk.

\"Map

", "passage_plain": "United States Earthquake-Risk Map Quinn’s class studies earthquake risk. Risk means the chance that a strong earthquake will happen in a place. Map 1 shows earthquake risk across the mainland United States - the 48 connected states. Darker shading means higher risk. Lighter shading means lower risk. The class uses the pattern on the map to check claims about earthquake risk." }, { "n": 29, "item_id": "_bcbf466e-0eaf-4ab1-bff8-db3b6812f5b5", "type": "hottext", "title": "Earthquake Claim Check", "standards": [ "4-ESS2-2" ], "prompt_html": "

Each student wrote one claim about earthquake risk in the mainland United States.

Select the ONE claim that Map 1 does NOT support.

", "prompt_plain": "Each student wrote one claim about earthquake risk in the mainland United States. Select the ONE claim that Map 1 does NOT support.", "context_html": "", "options": [ { "id": "hA5dd9f3ecb", "text": "Most of the Gulf Coast has low earthquake risk.", "plain": "Most of the Gulf Coast has low earthquake risk.", "correct": false, "kind": "hottext" }, { "id": "hBb77e53e3f", "text": "A few places far from any coast also have high earthquake risk.", "plain": "A few places far from any coast also have high earthquake risk.", "correct": false, "kind": "hottext" }, { "id": "hCbdf76df5f", "text": "Large parts of the middle of the country have low earthquake risk.", "plain": "Large parts of the middle of the country have low earthquake risk.", "correct": false, "kind": "hottext" }, { "id": "hD650b87e48", "text": "The middle plains have a higher earthquake risk than the southeastern coast.", "plain": "The middle plains have a higher earthquake risk than the southeastern coast.", "correct": true, "kind": "hottext" }, { "id": "hEf0c794ee9", "text": "The map’s pattern shows the risk changes from region to region.", "plain": "The map’s pattern shows the risk changes from region to region.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_f8b1a331-5fba-4c24-bf35-ed7c1ebba5b3" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD650b87e48" ] }, "n_options": 5, "passage_html": "

United States Earthquake-Risk Map

Quinn’s class studies earthquake risk. Risk means the chance that a strong earthquake will happen in a place. Map 1 shows earthquake risk across the mainland United States - the 48 connected states. Darker shading means higher risk. Lighter shading means lower risk. The class uses the pattern on the map to check claims about earthquake risk.

\"Map

", "passage_plain": "United States Earthquake-Risk Map Quinn’s class studies earthquake risk. Risk means the chance that a strong earthquake will happen in a place. Map 1 shows earthquake risk across the mainland United States - the 48 connected states. Darker shading means higher risk. Lighter shading means lower risk. The class uses the pattern on the map to check claims about earthquake risk." }, { "n": 30, "item_id": "_af2f0b1e-dba4-4d7d-a287-035dfa95773e", "type": "choice", "title": "Natural Resources Pick", "standards": [ "4-ESS3-1" ], "prompt_html": "

Vida lists five items she noticed this week. Table 1 shows the list.

Table 1. Items Vida Noticed This Week

ItemWhere Vida noticed it
Glass jarOn a kitchen shelf
WindBlowing across a valley
Notebook paperOn a school desk
Concrete blockAlong a street
Coal lumpIn a mine visitor display

Which TWO items are natural resources rather than goods made by people? Choose the TWO correct answers.

", "prompt_plain": "Vida lists five items she noticed this week. Table 1 shows the list. Table 1. Items Vida Noticed This Week Item Where Vida noticed it Glass jar On a kitchen shelf Wind Blowing across a valley Notebook paper On a school desk Concrete block Along a street Coal lump In a mine visitor display Which TWO items are natural resources rather than goods made by people? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA6737d2df9", "text": "The glass jar", "plain": "The glass jar", "correct": false, "kind": "choice" }, { "id": "cBe1cf149a6", "text": "The wind", "plain": "The wind", "correct": true, "kind": "choice" }, { "id": "cC762953c91", "text": "The notebook paper", "plain": "The notebook paper", "correct": false, "kind": "choice" }, { "id": "cDcd1f8b298", "text": "The concrete block", "plain": "The concrete block", "correct": false, "kind": "choice" }, { "id": "cEd9a2f6c1e", "text": "The coal lump", "plain": "The coal lump", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cBe1cf149a6", "cEd9a2f6c1e" ] }, "n_options": 5 }, { "n": 31, "item_id": "_67aec4cc-13fe-4616-98a0-a000eb98c02f", "type": "choice", "title": "River Water as Renewable", "standards": [ "4-ESS3-1" ], "prompt_html": "

Pia visits a dam on the Gray River. The dam uses the moving river water to make electricity. Pia makes a claim: the river’s water is a renewable energy resource. Table 1 shows the river’s water level in each season for two years.

Table 1. Gray River Water Level

SeasonYear 1 water levelYear 2 water level
SpringHighHigh
SummerMediumMedium
FallLowLow
WinterMediumMedium

Which statement is the best evidence for Pia’s claim?

", "prompt_plain": "Pia visits a dam on the Gray River. The dam uses the moving river water to make electricity. Pia makes a claim: the river’s water is a renewable energy resource. Table 1 shows the river’s water level in each season for two years. Table 1. Gray River Water Level Season Year 1 water level Year 2 water level Spring High High Summer Medium Medium Fall Low Low Winter Medium Medium Which statement is the best evidence for Pia’s claim?", "context_html": "", "options": [ { "id": "cA8bf26297d", "text": "The dam makes electricity without burning any fuel or making any smoke.", "plain": "The dam makes electricity without burning any fuel or making any smoke.", "correct": false, "kind": "choice" }, { "id": "cB71dceadee", "text": "The river holds so much water that it will not run out for many years.", "plain": "The river holds so much water that it will not run out for many years.", "correct": false, "kind": "choice" }, { "id": "cCecd491d66", "text": "The dam can keep making electricity in the daytime and at night.", "plain": "The dam can keep making electricity in the daytime and at night.", "correct": false, "kind": "choice" }, { "id": "cDa819c80d6", "text": "The river fills back to a high level each spring as rain and snowmelt return.", "plain": "The river fills back to a high level each spring as rain and snowmelt return.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cDa819c80d6" ] }, "n_options": 4 }, { "n": 32, "item_id": "_84537c10-0a71-4bae-bf0e-e76c19133923", "type": "choice", "title": "Coast Road Protection Choice", "standards": [ "4-ESS3-2" ], "prompt_html": "

The town of Gullwing sits behind a beach. Storm waves wash away beach sand and damage the coast road. The town has a small yearly budget, so it cannot pay for big repairs or new supplies year after year. It wants the coast road protected without a break for the next fifty years. Table 1 compares the three methods the town is considering.

Table 1. Three Coast-Protection Methods

MethodHow it protectsHow long it worksOther effects
Concrete sea wallBlocks waves that reach the shoreAbout 25 years, then it must be rebuiltWaves bounce off it and carry away nearby sand faster
Adding new beach sandA wider beach soaks up wave energyAbout 4 years, then it must be repeatedKeeps the beach open for visitors
Offshore reef blocksWeaken waves before they reach the beach60 years or more with little upkeepTake about 3 years to settle before they work fully

Which combination of methods would best meet the town’s needs?

", "prompt_plain": "The town of Gullwing sits behind a beach. Storm waves wash away beach sand and damage the coast road. The town has a small yearly budget, so it cannot pay for big repairs or new supplies year after year. It wants the coast road protected without a break for the next fifty years. Table 1 compares the three methods the town is considering. Table 1. Three Coast-Protection Methods Method How it protects How long it works Other effects Concrete sea wall Blocks waves that reach the shore About 25 years, then it must be rebuilt Waves bounce off it and carry away nearby sand faster Adding new beach sand A wider beach soaks up wave energy About 4 years, then it must be repeated Keeps the beach open for visitors Offshore reef blocks Weaken waves before they reach the beach 60 years or more with little upkeep Take about 3 years to settle before they work fully Which combination of methods would best meet the town’s needs?", "context_html": "", "options": [ { "id": "cA9fb26ce2c", "text": "The sea wall, used by itself", "plain": "The sea wall, used by itself", "correct": false, "kind": "choice" }, { "id": "cB0e5673010", "text": "The beach sand plus the reef blocks", "plain": "The beach sand plus the reef blocks", "correct": true, "kind": "choice" }, { "id": "cC00aa05bdd", "text": "The beach sand, used by itself", "plain": "The beach sand, used by itself", "correct": false, "kind": "choice" }, { "id": "cD50a59600f", "text": "The sea wall plus the beach sand", "plain": "The sea wall plus the beach sand", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB0e5673010" ] }, "n_options": 4 }, { "n": 33, "item_id": "_8737ec7b-9bd4-4f8e-a326-565a4c261e43", "type": "choice", "title": "Riverside House Flood Features", "standards": [ "4-ESS3-2" ], "prompt_html": "

Enzo’s family is building a house beside a river that floods most springs. The family cannot stop the river from flooding. It wants the house to be damaged as little as possible. The picture shows the family’s plan for the house and yard.

Figure 1. The Family’s Plan for the House and Yard

\"Side

Which TWO features would most likely protect the house from floodwater? Choose the TWO best answers.

", "prompt_plain": "Enzo’s family is building a house beside a river that floods most springs. The family cannot stop the river from flooding. It wants the house to be damaged as little as possible. The picture shows the family’s plan for the house and yard. Figure 1. The Family’s Plan for the House and Yard Which TWO features would most likely protect the house from floodwater? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cAf58323e15", "text": "A low wall of packed soil between the house and the river.", "plain": "A low wall of packed soil between the house and the river.", "correct": true, "kind": "choice" }, { "id": "cBcf7e48c59", "text": "A low wall of packed soil built behind the house, on the side away from the river.", "plain": "A low wall of packed soil built behind the house, on the side away from the river.", "correct": false, "kind": "choice" }, { "id": "cC3765cdba2", "text": "Tall, strong posts that hold the backyard toolshed high above the ground.", "plain": "Tall, strong posts that hold the backyard toolshed high above the ground.", "correct": false, "kind": "choice" }, { "id": "cDca7ce9ce6", "text": "Tall, strong posts that hold the floor of the house high above the ground.", "plain": "Tall, strong posts that hold the floor of the house high above the ground.", "correct": true, "kind": "choice" }, { "id": "cEa5d4228fc", "text": "A rope ladder the family can use to climb quickly onto the roof.", "plain": "A rope ladder the family can use to climb quickly onto the roof.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot33_v2.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cAf58323e15", "cDca7ce9ce6" ] }, "n_options": 5 }, { "n": 34, "item_id": "_9eee1ef1-b914-40ee-9fbc-fca22455702b", "type": "inline-choice", "title": "Solar Oven Prototype Plan", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zadie’s team is designing a solar oven that uses sunlight to warm food. Before building the full-size oven, the team plans a prototype - a small test version of the design. A criterion is something the design must do to succeed. A constraint is a limit the design must stay within. The team writes four statements about the prototype plan.

Choose the words that best complete each sentence.

The team will build a small test oven first to find out if the design idea works. This statement describes .

The oven must melt a square of chocolate placed inside it. This statement describes .

The team may use only cardboard, foil, and clear plastic wrap. This statement describes .

The oven must heat food all the way through so no part of it stays cold. This statement describes .

", "options": [ { "id": "cB11f69ad4b0", "text": "the purpose of the prototype", "plain": "the purpose of the prototype", "correct": true, "kind": "inline" }, { "id": "cB117259e084", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "cB1473edf617", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "cB2372f7e913", "text": "the purpose of the prototype", "plain": "the purpose of the prototype", "correct": false, "kind": "inline" }, { "id": "cB2ed34048c0", "text": "a criterion", "plain": "a criterion", "correct": true, "kind": "inline" }, { "id": "cB2f1fcd124b", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "cB3aa225c179", "text": "the purpose of the prototype", "plain": "the purpose of the prototype", "correct": false, "kind": "inline" }, { "id": "cB3bc4a82669", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "cB30ef75fc5e", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" }, { "id": "cB4b382ade5b", "text": "the purpose of the prototype", "plain": "the purpose of the prototype", "correct": false, "kind": "inline" }, { "id": "cB4a8f242674", "text": "a criterion", "plain": "a criterion", "correct": true, "kind": "inline" }, { "id": "cB4595bd4861", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB11f69ad4b0" ], "RESPONSE2": [ "cB2ed34048c0" ], "RESPONSE3": [ "cB30ef75fc5e" ], "RESPONSE4": [ "cB4a8f242674" ] }, "n_options": 12 }, { "n": 35, "item_id": "_8a4e4446-8d25-4c18-a7d0-719020c08e13", "type": "text-entry", "title": "Soil Mixes That Passed", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Nils’s class is choosing a soil mix for the school’s planter boxes. The class tested six mixes to see how well water drains through them. Students poured the same amount of water into a pot of each mix. Then they measured the water that dripped out the bottom in ten minutes. A mix passes the drainage test only if more than 60 milliliters drips out. Table 1 shows the results.

Table 1. Drainage-Test Results

Soil mixWater that dripped out (milliliters)
A45
B72
C60
D88
E61
F66

How many of the six mixes passed the drainage test? Enter the exact number of mixes.

Give your answer as a whole number (e.g., 9).

Number of mixes:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 36, "item_id": "_144e0aba-57ca-49ae-918e-606ae2ad09ff", "type": "gap-match", "title": "Sea-Wall Model Test Results", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Belen’s team builds a model sea wall from small blocks. The wall stands on a sand beach in a plastic tub. The wall’s job is to keep water from washing onto the model town behind it. The team tries four changes to the wall, one at a time. After each change, the team makes waves the same way and writes down what happens. The team wants to keep only the changes that helped. Table 1 lists the observations with an empty box after each one.

 

Drag one tile into each empty box to show what each change did. You may use a tile more than once.

Figure 1. The Team’s Model Sea Wall

\"Side

Table 1. Sea-Wall Test Observations

", "prompt_plain": "Belen’s team builds a model sea wall from small blocks. The wall stands on a sand beach in a plastic tub. The wall’s job is to keep water from washing onto the model town behind it. The team tries four changes to the wall, one at a time. After each change, the team makes waves the same way and writes down what happens. The team wants to keep only the changes that helped. Table 1 lists the observations with an empty box after each one. Drag one tile into each empty box to show what each change did. You may use a tile more than once. Figure 1. The Team’s Model Sea Wall Table 1. Sea-Wall Test Observations", "context_html": "", "options": [ { "id": "db9ef71080", "text": "made the result worse", "plain": "made the result worse", "correct": false, "kind": "gap-token" }, { "id": "d80e6da8ad", "text": "did not change the result", "plain": "did not change the result", "correct": false, "kind": "gap-token" }, { "id": "ddd15393fe", "text": "made the result better", "plain": "made the result better", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-25/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "ddd15393fe g1", "d80e6da8ad g2", "db9ef71080 g3", "ddd15393fe g4" ] }, "n_options": 3 } ] }, { "form": "G4.26", "grade": "G4", "title": "Alpha Standardized Science G4.26", "test_id": "_test-f6caee1c-a905-46ba-83e7-3227a8b43cc7", "n_items": 36, "n_stimuli": 7, "stimuli": { "_dddfe5be-63d5-49df-b7d7-fb48fbe416e6": { "title": "Marina Wave-Barrier Spec Sheets", "html": "

Marina Wave-Barrier Spec Sheets

A marina on a large lake rents boat slips along its docks. During storms, wind builds waves on the lake that can reach 4 feet tall. The marina's owners want to add a wave barrier to protect the docks and the buildings behind them.

The owners list two requirements. The barrier must stop the lake's storm waves before they reach the docks. Boats must still be able to enter and leave the marina.

Each design leaves a 40-foot gap so boats can pass through. A gate closes across the gap during storms. Each spec sheet's wave rating counts the whole barrier with its gate closed.

A spec sheet is a card that lists facts about a product. Table 1 and Table 2 show the spec sheets for the two barrier designs the owners are comparing.

Figure 1. The Marina on the Lake

\"A

Table 1. Floating Boom Spec Sheet

FeatureDetail
Made ofFoam-filled tubes that float on the water
Tallest wave it can stop2 feet
Opening for boats40-foot gap with a storm gate
Cost$9,000
Time to put in place1 day

Table 2. Boulder Wall Spec Sheet

FeatureDetail
Made ofLarge rocks stacked on the lake bottom
Tallest wave it can stop6 feet
Opening for boats40-foot gap with a storm gate
Cost$42,000
Time to put in place20 days
" }, "_b3c68e56-a4f5-49ce-9dc6-0103e8839d2b": { "title": "Mangrove Trees at the Shore", "html": "

Mangrove Trees at the Shore

Mangrove trees grow at a muddy shoreline. Each full-grown mangrove holds itself up on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud on all sides. Waves wash over the mud twice each day.

Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1.

\"A

Table 1. Field Notes

NoteObservation
1The shoreline mud is soft and slides a little each time waves wash over it.
2Each full-grown mangrove stands on many prop roots that spread wider than its trunk.
3Full-grown mangroves standing on many prop roots stayed upright through a week of daily waves.
4One young mangrove standing on two prop roots leaned over in the soft mud.
5The inland oak grows in firm soil, and its roots stay hidden underground.
6Mangrove leaves are thick, shiny, and green all year.
" }, "_2250655d-597f-4afd-9da6-3a9f880d17df": { "title": "Crystal Spring Cave Survey", "html": "

Crystal Spring Cave Survey

Cavers (cave explorers) measure the same underground passage in Crystal Spring Cave every ten years. A small stream flows along the floor of the passage. The passage walls are made of a rock so soft that a fingernail can scratch a groove in it. The cave stays cool all year, and the stream inside never freezes.

The stream water carries tiny bits of rock. Farther downstream, the stream slows down in a wide chamber. There, the cavers find a pile of sand and small rock pieces. The pile grows larger at every survey. Table 1 shows the passage measurements from the last three surveys. Figure 1 shows the passage outline traced at each survey.

Table 1. Cave Passage Surveys

Survey yearPassage height (feet)Passage width (feet)
20058.012.0
20158.412.6
20258.913.1

Figure 1. Passage Outlines from Three Surveys

\"Three

" }, "_33703bea-f71f-4e3c-a4b1-5b3ffa2c8b3a": { "title": "Ridge and Quake Maps", "html": "

Ridge and Quake Maps

Nia's science club studies two maps of the same part of an ocean. Map 1 shows the shape of the ocean floor. A long chain of underwater mountains, called a ridge, runs through the middle of the mapped region. The ridge runs from north to south. Map 2 shows the same region with one dot for each strong earthquake recorded there during the past 40 years.

\"Two

" }, "_ab1140f8-d137-425b-9aa5-4d003b37f750": { "title": "Spadefoot Toads After Rain", "html": "

Spadefoot Toads After Rain

Spadefoot toads live in a dry, sandy park. A park scientist watches the toads for a full year and writes these numbered field notes.

Note 1. Spadefoot toads stay buried in the sand through the long dry months.

Note 2. Each back foot has a hard, dark bump, called a spade, shaped like a tiny shovel.

Note 3. I think the toads must use their spades to dig down into the sand.

Note 4. A toad pressed its spades into the sand and scooped sand aside until it sank out of sight.

Note 5. The night after a heavy rain, many toads came up out of the ground and gathered at the puddles.

\"Two

" }, "_20fcdeff-1381-43ec-9e75-39c64519dbf7": { "title": "Toy Car on the Floor", "html": "

Toy Car on the Floor

Elke switches on a battery-powered toy car and sets it on the wooden floor. The car zips across the floor. Elke watches the car move and listens to the sound of its motor. The picture shows the car crossing the floor.

\"A
" }, "_a640f703-95c5-431f-8617-361120ad2cdf": { "title": "The Bluewater Creek Cut", "html": "

The Bluewater Creek Cut

Ronan's class visits a boat ramp on Bluewater Creek. Behind the ramp, workers dug a fresh, straight cut into the rock to widen the parking area. The cut shows four flat rock layers stacked one on top of another. The layers have never been flipped or folded. Each layer is a different color, and the bottom layer is the thickest. Figure 1 shows the cut. Table 1 lists the fossils the class saw in each layer.

Figure 1. The Cut Behind the Boat Ramp

\"A

Table 1. Fossils Found in Each Layer

LayerFossils found
Layer 1 (top)Marks pressed into the rock by oak tree leaves
Layer 2Bones of pond turtles
Layer 3Large, whole fossils of sand dollars (flat, round sea animals)
Layer 4 (bottom)Fossils of ocean sponges (simple sea animals)

Next to the ramp, the creek runs at the bottom of a deep, narrow canyon. Figure 2 shows two diagrams: how scientists think the area looked long ago, and how it looks today. The same four rock layers appear on both walls of the canyon.

Figure 2. The Area Long Ago and Today

\"Two

" } }, "questions": [ { "n": 1, "item_id": "_c1acc0b1-b894-4f9a-a3b7-a3108d3f1a1a", "type": "choice", "title": "Kayak and the Floating Log", "standards": [ "4-PS3-1" ], "prompt_html": "

Flora sits on a bench beside a calm river. Her cousin rides the same rental kayak past the bench three times. Each pass is at a different speed. On each pass, the kayak gently bumps the same floating log. Flora watches the log after each bump until it stops moving. Before the next pass, her cousin floats the log back to its starting spot. Table 1 shows Flora's notes.

Table 1. Kayak Drift Notes

PassHow the kayak was movingWhat the log did after the bump
1Drifting very slowly past the reedsBarely moved
2Moving at a steady, medium speedDrifted forward a short way
3Gliding past quicklyMoved far ahead, rocking side to side

Which statement about the kayak's energy does Table 1 best support?

", "prompt_plain": "Flora sits on a bench beside a calm river. Her cousin rides the same rental kayak past the bench three times. Each pass is at a different speed. On each pass, the kayak gently bumps the same floating log. Flora watches the log after each bump until it stops moving. Before the next pass, her cousin floats the log back to its starting spot. Table 1 shows Flora's notes. Table 1. Kayak Drift Notes Pass How the kayak was moving What the log did after the bump 1 Drifting very slowly past the reeds Barely moved 2 Moving at a steady, medium speed Drifted forward a short way 3 Gliding past quickly Moved far ahead, rocking side to side Which statement about the kayak's energy does Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The kayak carries the same energy whether it moves slowly or quickly.", "plain": "The kayak carries the same energy whether it moves slowly or quickly.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The faster the kayak moves, the more energy it carries.", "plain": "The faster the kayak moves, the more energy it carries.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The slower the kayak moves, the more energy it carries.", "plain": "The slower the kayak moves, the more energy it carries.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The kayak's energy appears at the moment it bumps into the log.", "plain": "The kayak's energy appears at the moment it bumps into the log.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_8ac194c1-0222-4c9e-a44b-761cee74aaa9", "type": "choice", "title": "Energy Carrier Diagrams", "standards": [ "4-PS3-2" ], "prompt_html": "

Inside the toy car, energy travels from the battery through wires to the motor.

\"Four

Which diagram below best shows energy being moved from one place to another in the same way?

", "prompt_plain": "Inside the toy car, energy travels from the battery through wires to the motor. Which diagram below best shows energy being moved from one place to another in the same way?", "context_html": "", "options": [ { "id": "cA1", "text": "Diagram A", "plain": "Diagram A", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Diagram B", "plain": "Diagram B", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Diagram C", "plain": "Diagram C", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Diagram D", "plain": "Diagram D", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot02.png" ], "stimulus_ids": [ "_20fcdeff-1381-43ec-9e75-39c64519dbf7" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Toy Car on the Floor

Elke switches on a battery-powered toy car and sets it on the wooden floor. The car zips across the floor. Elke watches the car move and listens to the sound of its motor. The picture shows the car crossing the floor.

\"A
", "passage_plain": "Toy Car on the Floor Elke switches on a battery-powered toy car and sets it on the wooden floor. The car zips across the floor. Elke watches the car move and listens to the sound of its motor. The picture shows the car crossing the floor." }, { "n": 3, "item_id": "_c5a0c576-e7a6-4649-99ac-1217bb945ea1", "type": "choice", "title": "Seeing and Hearing the Toy Car", "standards": [ "4-PS3-2" ], "prompt_html": "

Elke watches the toy car zip across the floor and listens to its motor.

Which TWO types of energy does Elke use to see and hear the toy car? Select the TWO correct answers.

", "prompt_plain": "Elke watches the toy car zip across the floor and listens to its motor. Which TWO types of energy does Elke use to see and hear the toy car? Select the TWO correct answers.", "context_html": "", "options": [ { "id": "cA1", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "light energy", "plain": "light energy", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "sound energy", "plain": "sound energy", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_20fcdeff-1381-43ec-9e75-39c64519dbf7" ], "key_letters": "D, E", "key_values": { "RESPONSE": [ "cD1", "cE1" ] }, "n_options": 5, "passage_html": "

Toy Car on the Floor

Elke switches on a battery-powered toy car and sets it on the wooden floor. The car zips across the floor. Elke watches the car move and listens to the sound of its motor. The picture shows the car crossing the floor.

\"A
", "passage_plain": "Toy Car on the Floor Elke switches on a battery-powered toy car and sets it on the wooden floor. The car zips across the floor. Elke watches the car move and listens to the sound of its motor. The picture shows the car crossing the floor." }, { "n": 4, "item_id": "_c7eac2b8-e58f-4908-a02b-f29a46075371", "type": "choice", "title": "Cart Collision Energy Claim", "standards": [ "4-PS3-3" ], "prompt_html": "

Students roll Cart A along a long, level table toward Cart B, which is sitting still. The carts collide. Table 1 shows what the students observed.

Table 1. Cart Collision Observations

WhenObservation
Before the collisionCart A rolls quickly toward Cart B. Cart B is still.
During the collisionThe carts hit each other with a loud click.
After the collisionCart A rolls slowly. Cart B rolls away quickly.

Which claim about energy is best supported by the observations in Table 1?

", "prompt_plain": "Students roll Cart A along a long, level table toward Cart B, which is sitting still. The carts collide. Table 1 shows what the students observed. Table 1. Cart Collision Observations When Observation Before the collision Cart A rolls quickly toward Cart B. Cart B is still. During the collision The carts hit each other with a loud click. After the collision Cart A rolls slowly. Cart B rolls away quickly. Which claim about energy is best supported by the observations in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "Cart B started rolling by making new energy of its own after the carts hit.", "plain": "Cart B started rolling by making new energy of its own after the carts hit.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Some of Cart A's energy was destroyed, and that is why Cart A slowed down.", "plain": "Some of Cart A's energy was destroyed, and that is why Cart A slowed down.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Cart A and Cart B bumped and clicked, but no energy moved between them.", "plain": "Cart A and Cart B bumped and clicked, but no energy moved between them.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Some of Cart A's energy moved to Cart B and some became sound.", "plain": "Some of Cart A's energy moved to Cart B and some became sound.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_968aa53e-0449-452b-b470-804479deb9c8", "type": "choice", "title": "Electric Pencil Sharpener Energy", "standards": [ "4-PS3-4" ], "prompt_html": "

The diagram shows an electric pencil sharpener plugged into a wall outlet. When a pencil is pushed in, the blades spin, the sharpener makes a whirring sound, and its motor slowly gets warm.

\"An

Which statement best describes how energy changes form while the sharpener runs?

", "prompt_plain": "The diagram shows an electric pencil sharpener plugged into a wall outlet. When a pencil is pushed in, the blades spin, the sharpener makes a whirring sound, and its motor slowly gets warm. Which statement best describes how energy changes form while the sharpener runs?", "context_html": "", "options": [ { "id": "cA1", "text": "Electrical energy changes into kinetic energy, sound energy, and heat energy.", "plain": "Electrical energy changes into kinetic energy, sound energy, and heat energy.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Kinetic energy changes into electrical energy, sound energy, and heat energy.", "plain": "Kinetic energy changes into electrical energy, sound energy, and heat energy.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Electrical energy changes into light energy, stored energy, and sound energy.", "plain": "Electrical energy changes into light energy, stored energy, and sound energy.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Heat energy changes into kinetic energy, sound energy, and electrical energy.", "plain": "Heat energy changes into kinetic energy, sound energy, and electrical energy.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot05_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_6d75f8d1-8a48-4a10-ac46-fe8d2644c874", "type": "gap-match", "title": "Night Market Energy Labels", "standards": [ "4-PS3-2" ], "prompt_html": "

The picture shows a busy night market. Six things in the picture are numbered.

 

Drag the energy label that best matches each numbered thing. Use each label only once. Two labels will not be used.

", "prompt_plain": "The picture shows a busy night market. Six things in the picture are numbered. Drag the energy label that best matches each numbered thing. Use each label only once. Two labels will not be used.", "context_html": "", "options": [ { "id": "tile-sound-energy", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile-stored-energy", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-no-energy", "text": "no energy", "plain": "no energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" }, { "id": "tile-kinetic-energy", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "gap-token" }, { "id": "tile-used-up-energy", "text": "used-up energy", "plain": "used-up energy", "correct": false, "kind": "gap-token" }, { "id": "tile-heat-energy", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-kinetic-energy gap-1", "tile-stored-energy gap-2", "tile-light-energy gap-3", "tile-heat-energy gap-4", "tile-sound-energy gap-5", "tile-electrical-energy gap-6" ] }, "n_options": 8 }, { "n": 7, "item_id": "_4724db2c-4c56-4cf1-af7e-2c6be4991436", "type": "gap-match", "title": "Wave 2 on the Empty Grid", "standards": [ "4-PS4-1" ], "prompt_html": "

Wave 1 is drawn on the top grid. The bottom grid is empty.

\"Wave

Wave 1 has an amplitude of 2 cm and a wavelength of 4 cm.

Wave 2 must have the same wavelength as Wave 1 and half the amplitude.

 

Drag one wave card onto the empty grid to show Wave 2.

", "prompt_plain": "Wave 1 is drawn on the top grid. The bottom grid is empty. Wave 1 has an amplitude of 2 cm and a wavelength of 4 cm. Wave 2 must have the same wavelength as Wave 1 and half the amplitude. Drag one wave card onto the empty grid to show Wave 2.", "context_html": "", "options": [ { "id": "card-a", "text": "Card A", "plain": "Card A", "correct": false, "kind": "gap-token" }, { "id": "card-b", "text": "Card B", "plain": "Card B", "correct": false, "kind": "gap-token" }, { "id": "card-c", "text": "Card C", "plain": "Card C", "correct": false, "kind": "gap-token" }, { "id": "card-d", "text": "Card D", "plain": "Card D", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot07_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot07-cards_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "card-c gap-wave2" ] }, "n_options": 4 }, { "n": 8, "item_id": "_2fb80ba4-7837-4791-a15f-b93a78cc8167", "type": "choice", "title": "Waves at the Dock", "standards": [ "4-PS4-1" ], "prompt_html": "

The drawing shows two water waves that passed a dock on the same afternoon. Students watched both waves and wrote down observations.

\"Two

Which observation is the best evidence that Wave A carries more energy than Wave B?

", "prompt_plain": "The drawing shows two water waves that passed a dock on the same afternoon. Students watched both waves and wrote down observations. Which observation is the best evidence that Wave A carries more energy than Wave B?", "context_html": "", "options": [ { "id": "cA1", "text": "Wave A's crests are closer together than Wave B's crests.", "plain": "Wave A's crests are closer together than Wave B's crests.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Wave A lifts the floating swim raft higher than Wave B does.", "plain": "Wave A lifts the floating swim raft higher than Wave B does.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Both waves travel across the water toward the same shore.", "plain": "Both waves travel across the water toward the same shore.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Wave A reached the dock a few seconds before Wave B did.", "plain": "Wave A reached the dock a few seconds before Wave B did.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot08.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_d0d6dcca-1038-46b9-b48e-33929b6631a6", "type": "choice", "title": "Hallway Flash Code", "standards": [ "4-PS4-3" ], "prompt_html": "

Callum and Edith have rooms at opposite ends of a dark hallway. They agree on the flash code in Table 1. At bedtime, Callum points a flashlight into the hallway and flashes it two times. Edith sees the two flashes from her doorway.

Table 1. Flash Code

Number of flashesMessage
1Good night
2Come to my room
3Time for dinner

\"A

How does the flashlight system get Callum's message to Edith?

", "prompt_plain": "Callum and Edith have rooms at opposite ends of a dark hallway. They agree on the flash code in Table 1. At bedtime, Callum points a flashlight into the hallway and flashes it two times. Edith sees the two flashes from her doorway. Table 1. Flash Code Number of flashes Message 1 Good night 2 Come to my room 3 Time for dinner How does the flashlight system get Callum's message to Edith?", "context_html": "", "options": [ { "id": "cA1", "text": "Two flashes mean the same thing to anyone, even without a code.", "plain": "Two flashes mean the same thing to anyone, even without a code.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sending more flashes makes the message stronger and easier to understand.", "plain": "Sending more flashes makes the message stronger and easier to understand.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both friends know the code, so two flashes stand for one message.", "plain": "Both friends know the code, so two flashes stand for one message.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Edith gets the message because the flashlight lights up her whole room.", "plain": "Edith gets the message because the flashlight lights up her whole room.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot09.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_d15a2a41-ea29-4cdd-ba95-addc7790314f", "type": "inline-choice", "title": "Domino Code Letters", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Students in a coding club send letters using rows of dominoes on a table. A standing domino means 1. A flat domino means 0. Table 1 shows the three-digit code for six letters. The picture shows three rows of dominoes.

Table 1. Domino Code

LetterCode
B101
E011
G110
N100
R010
T001

\"Three

Choose the letter that matches each row of dominoes.

The dominoes in Row 1 stand for the letter .

The dominoes in Row 2 stand for the letter .

The dominoes in Row 3 stand for the letter .

", "options": [ { "id": "c10d1o1", "text": "B", "plain": "B", "correct": false, "kind": "inline" }, { "id": "c10d1o2", "text": "N", "plain": "N", "correct": false, "kind": "inline" }, { "id": "c10d1o3", "text": "T", "plain": "T", "correct": true, "kind": "inline" }, { "id": "c10d2o1", "text": "E", "plain": "E", "correct": false, "kind": "inline" }, { "id": "c10d2o2", "text": "G", "plain": "G", "correct": true, "kind": "inline" }, { "id": "c10d2o3", "text": "N", "plain": "N", "correct": false, "kind": "inline" }, { "id": "c10d3o1", "text": "E", "plain": "E", "correct": true, "kind": "inline" }, { "id": "c10d3o2", "text": "G", "plain": "G", "correct": false, "kind": "inline" }, { "id": "c10d3o3", "text": "R", "plain": "R", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot10.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c10d1o3" ], "RESPONSE2": [ "c10d2o2" ], "RESPONSE3": [ "c10d3o1" ] }, "n_options": 9 }, { "n": 11, "item_id": "_fdd55e8f-2e19-4839-a2c5-c47dc1694097", "type": "choice", "title": "Face in the Mirror", "standards": [ "4-PS4-2" ], "prompt_html": "

Giselle stands in front of a flat mirror in a bright room. A lamp on the ceiling lights the room. She sees her own face in the mirror.

\"A

Which sequence best models how light lets Giselle see her face in the mirror?

", "prompt_plain": "Giselle stands in front of a flat mirror in a bright room. A lamp on the ceiling lights the room. She sees her own face in the mirror. Which sequence best models how light lets Giselle see her face in the mirror?", "context_html": "", "options": [ { "id": "cA1", "text": "Giselle’s eyes send out sight rays that bounce off the mirror and light up her face.", "plain": "Giselle’s eyes send out sight rays that bounce off the mirror and light up her face.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Giselle’s mirror makes its own light, which shines onto her face and into her eyes.", "plain": "Giselle’s mirror makes its own light, which shines onto her face and into her eyes.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Light from the lamp bounces off Giselle’s face, then off the mirror, and enters her eyes.", "plain": "Light from the lamp bounces off Giselle’s face, then off the mirror, and enters her eyes.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Light from the lamp goes into Giselle’s eyes first, and her eyes reflect it to the mirror.", "plain": "Light from the lamp goes into Giselle’s eyes first, and her eyes reflect it to the mirror.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot11.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_64a776d7-cd9b-4d82-bc18-17cf2fa0bda7", "type": "choice", "title": "Cooling Tea Temperature", "standards": [ "4-PS3-2" ], "prompt_html": "

A cup of hot tea sits on a kitchen counter. At 3:00 p.m., a thermometer in the tea reads 80 degrees Celsius (°C). The air in the kitchen stays at 22°C all afternoon. By 3:20 p.m., the tea has lost some of its thermal energy to the air.

Which temperature reading is possible for the tea at 3:20 p.m.?

", "prompt_plain": "A cup of hot tea sits on a kitchen counter. At 3:00 p.m., a thermometer in the tea reads 80 degrees Celsius (°C). The air in the kitchen stays at 22°C all afternoon. By 3:20 p.m., the tea has lost some of its thermal energy to the air. Which temperature reading is possible for the tea at 3:20 p.m.?", "context_html": "", "options": [ { "id": "cA1", "text": "15°C", "plain": "15°C", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "64°C", "plain": "64°C", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "80°C", "plain": "80°C", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "91°C", "plain": "91°C", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_fec446c8-1cad-48c2-8013-d9e361988b18", "type": "choice", "title": "Mangrove Prop Roots Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Look at Table 1.

Which claim best explains how the arching prop roots help the mangrove tree survive at the shoreline?

", "prompt_plain": "Part A Look at Table 1. Which claim best explains how the arching prop roots help the mangrove tree survive at the shoreline?", "context_html": "", "options": [ { "id": "cA1", "text": "The prop roots make food from the mud so the tree does not need sunlight.", "plain": "The prop roots make food from the mud so the tree does not need sunlight.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The prop roots block the waves before water can touch the mangrove’s trunk.", "plain": "The prop roots block the waves before water can touch the mangrove’s trunk.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The prop roots store extra water for the tree to use when the tide is out.", "plain": "The prop roots store extra water for the tree to use when the tide is out.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The prop roots brace the tree so it stays upright in the soft mud.", "plain": "The prop roots brace the tree so it stays upright in the soft mud.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b3c68e56-a4f5-49ce-9dc6-0103e8839d2b" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Mangrove Trees at the Shore

Mangrove trees grow at a muddy shoreline. Each full-grown mangrove holds itself up on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud on all sides. Waves wash over the mud twice each day.

Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1.

\"A

Table 1. Field Notes

NoteObservation
1The shoreline mud is soft and slides a little each time waves wash over it.
2Each full-grown mangrove stands on many prop roots that spread wider than its trunk.
3Full-grown mangroves standing on many prop roots stayed upright through a week of daily waves.
4One young mangrove standing on two prop roots leaned over in the soft mud.
5The inland oak grows in firm soil, and its roots stay hidden underground.
6Mangrove leaves are thick, shiny, and green all year.
", "passage_plain": "Mangrove Trees at the Shore Mangrove trees grow at a muddy shoreline. Each full-grown mangrove holds itself up on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud on all sides. Waves wash over the mud twice each day. Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1. Table 1. Field Notes Note Observation 1 The shoreline mud is soft and slides a little each time waves wash over it. 2 Each full-grown mangrove stands on many prop roots that spread wider than its trunk. 3 Full-grown mangroves standing on many prop roots stayed upright through a week of daily waves. 4 One young mangrove standing on two prop roots leaned over in the soft mud. 5 The inland oak grows in firm soil, and its roots stay hidden underground. 6 Mangrove leaves are thick, shiny, and green all year." }, { "n": 14, "item_id": "_ac139d1e-830d-4134-8bb4-544d6fe4b412", "type": "choice", "title": "Mangrove Prop Roots Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which evidence from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which evidence from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Mangroves stand on wide prop roots in shifting mud, but oak roots sit in firm soil.", "plain": "Mangroves stand on wide prop roots in shifting mud, but oak roots sit in firm soil.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The mangrove trees keep leaves that stay thick, shiny, and green through the whole year.", "plain": "The mangrove trees keep leaves that stay thick, shiny, and green through the whole year.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Soft mud at the shoreline slides a little each time waves wash over it.", "plain": "Soft mud at the shoreline slides a little each time waves wash over it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The inland oak tree grows in firm soil where its roots stay hidden underground.", "plain": "The inland oak tree grows in firm soil where its roots stay hidden underground.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b3c68e56-a4f5-49ce-9dc6-0103e8839d2b" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Mangrove Trees at the Shore

Mangrove trees grow at a muddy shoreline. Each full-grown mangrove holds itself up on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud on all sides. Waves wash over the mud twice each day.

Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1.

\"A

Table 1. Field Notes

NoteObservation
1The shoreline mud is soft and slides a little each time waves wash over it.
2Each full-grown mangrove stands on many prop roots that spread wider than its trunk.
3Full-grown mangroves standing on many prop roots stayed upright through a week of daily waves.
4One young mangrove standing on two prop roots leaned over in the soft mud.
5The inland oak grows in firm soil, and its roots stay hidden underground.
6Mangrove leaves are thick, shiny, and green all year.
", "passage_plain": "Mangrove Trees at the Shore Mangrove trees grow at a muddy shoreline. Each full-grown mangrove holds itself up on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud on all sides. Waves wash over the mud twice each day. Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1. Table 1. Field Notes Note Observation 1 The shoreline mud is soft and slides a little each time waves wash over it. 2 Each full-grown mangrove stands on many prop roots that spread wider than its trunk. 3 Full-grown mangroves standing on many prop roots stayed upright through a week of daily waves. 4 One young mangrove standing on two prop roots leaned over in the soft mud. 5 The inland oak grows in firm soil, and its roots stay hidden underground. 6 Mangrove leaves are thick, shiny, and green all year." }, { "n": 15, "item_id": "_868640e1-602b-4922-a841-0a7a7275beda", "type": "choice", "title": "Prop Root Evidence Notes", "standards": [ "4-LS1-1" ], "prompt_html": "

Look at Table 1.

Which TWO notes are evidence that the mangrove’s prop roots anchor the tree in the soft mud? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. Which TWO notes are evidence that the mangrove’s prop roots anchor the tree in the soft mud? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The shoreline mud is soft and slides a little each time waves wash over it.", "plain": "The shoreline mud is soft and slides a little each time waves wash over it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Full-grown mangroves standing on many prop roots stayed upright through a week of daily waves.", "plain": "Full-grown mangroves standing on many prop roots stayed upright through a week of daily waves.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Each full-grown mangrove stands on many prop roots that spread wider than its trunk.", "plain": "Each full-grown mangrove stands on many prop roots that spread wider than its trunk.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "One young mangrove standing on two prop roots leaned over in the soft mud.", "plain": "One young mangrove standing on two prop roots leaned over in the soft mud.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The oak’s roots stay hidden under the ground in the firm inland soil.", "plain": "The oak’s roots stay hidden under the ground in the firm inland soil.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b3c68e56-a4f5-49ce-9dc6-0103e8839d2b" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Mangrove Trees at the Shore

Mangrove trees grow at a muddy shoreline. Each full-grown mangrove holds itself up on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud on all sides. Waves wash over the mud twice each day.

Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1.

\"A

Table 1. Field Notes

NoteObservation
1The shoreline mud is soft and slides a little each time waves wash over it.
2Each full-grown mangrove stands on many prop roots that spread wider than its trunk.
3Full-grown mangroves standing on many prop roots stayed upright through a week of daily waves.
4One young mangrove standing on two prop roots leaned over in the soft mud.
5The inland oak grows in firm soil, and its roots stay hidden underground.
6Mangrove leaves are thick, shiny, and green all year.
", "passage_plain": "Mangrove Trees at the Shore Mangrove trees grow at a muddy shoreline. Each full-grown mangrove holds itself up on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud on all sides. Waves wash over the mud twice each day. Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1. Table 1. Field Notes Note Observation 1 The shoreline mud is soft and slides a little each time waves wash over it. 2 Each full-grown mangrove stands on many prop roots that spread wider than its trunk. 3 Full-grown mangroves standing on many prop roots stayed upright through a week of daily waves. 4 One young mangrove standing on two prop roots leaned over in the soft mud. 5 The inland oak grows in firm soil, and its roots stay hidden underground. 6 Mangrove leaves are thick, shiny, and green all year." }, { "n": 16, "item_id": "_8888114f-9799-4460-9a56-9b421c3d24d5", "type": "choice", "title": "Two Plant Journals", "standards": [ "4-LS1-1" ], "prompt_html": "

Harvey and Imogen keep separate journals about the same wild plant. Table 1 shows notes from both journals.

\"A

Table 1. Two Plant Journals

Harvey’s journalImogen’s journal
The stem is covered with sharp thorns.The leaves feel thick and have a waxy coating.
A rabbit sniffed the plant and hopped away without biting it.In a hot, dry week, the leaves stayed flat and green.
The main root grows down deeper than my trowel.A nearby plant with thin, plain leaves had curled, dry leaves.

Using notes from BOTH journals, which statement best describes how the plant’s structures protect it?

", "prompt_plain": "Harvey and Imogen keep separate journals about the same wild plant. Table 1 shows notes from both journals. Table 1. Two Plant Journals Harvey’s journal Imogen’s journal The stem is covered with sharp thorns. The leaves feel thick and have a waxy coating. A rabbit sniffed the plant and hopped away without biting it. In a hot, dry week, the leaves stayed flat and green. The main root grows down deeper than my trowel. A nearby plant with thin, plain leaves had curled, dry leaves. Using notes from BOTH journals, which statement best describes how the plant’s structures protect it?", "context_html": "", "options": [ { "id": "cA1", "text": "Its thorns and its waxy leaves both work to keep animals from biting it.", "plain": "Its thorns and its waxy leaves both work to keep animals from biting it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Its thorns keep animals away, and its waxy leaves hold water in.", "plain": "Its thorns keep animals away, and its waxy leaves hold water in.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Its thorns keep animals away, and its deep root reaches water during dry weather.", "plain": "Its thorns keep animals away, and its deep root reaches water during dry weather.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Its thorns and waxy leaves grew because the plant chose to keep itself safe.", "plain": "Its thorns and waxy leaves grew because the plant chose to keep itself safe.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot16.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_4981c768-94aa-4c48-976f-f613885313c7", "type": "hottext", "title": "Spadefoot Spade Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

A student reads the field notes and makes this claim: The spadefoot toad’s spade is a structure for digging.

Select the ONE sentence from the field notes that is the best evidence for this claim.

", "prompt_plain": "A student reads the field notes and makes this claim: The spadefoot toad’s spade is a structure for digging. Select the ONE sentence from the field notes that is the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA17", "text": "Spadefoot toads stay buried in the sand through the long dry months.", "plain": "Spadefoot toads stay buried in the sand through the long dry months.", "correct": false, "kind": "hottext" }, { "id": "hB17", "text": "Each back foot has a hard, dark bump, called a spade, shaped like a tiny shovel.", "plain": "Each back foot has a hard, dark bump, called a spade, shaped like a tiny shovel.", "correct": false, "kind": "hottext" }, { "id": "hC17", "text": "I think the toads must use their spades to dig down into the sand.", "plain": "I think the toads must use their spades to dig down into the sand.", "correct": false, "kind": "hottext" }, { "id": "hD17", "text": "A toad pressed its spades into the sand and scooped sand aside until it sank out of sight.", "plain": "A toad pressed its spades into the sand and scooped sand aside until it sank out of sight.", "correct": true, "kind": "hottext" }, { "id": "hE17", "text": "The night after a heavy rain, many toads came up out of the ground and gathered at the puddles.", "plain": "The night after a heavy rain, many toads came up out of the ground and gathered at the puddles.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_ab1140f8-d137-425b-9aa5-4d003b37f750" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD17" ] }, "n_options": 5, "passage_html": "

Spadefoot Toads After Rain

Spadefoot toads live in a dry, sandy park. A park scientist watches the toads for a full year and writes these numbered field notes.

Note 1. Spadefoot toads stay buried in the sand through the long dry months.

Note 2. Each back foot has a hard, dark bump, called a spade, shaped like a tiny shovel.

Note 3. I think the toads must use their spades to dig down into the sand.

Note 4. A toad pressed its spades into the sand and scooped sand aside until it sank out of sight.

Note 5. The night after a heavy rain, many toads came up out of the ground and gathered at the puddles.

\"Two

", "passage_plain": "Spadefoot Toads After Rain Spadefoot toads live in a dry, sandy park. A park scientist watches the toads for a full year and writes these numbered field notes. Note 1. Spadefoot toads stay buried in the sand through the long dry months. Note 2. Each back foot has a hard, dark bump, called a spade, shaped like a tiny shovel. Note 3. I think the toads must use their spades to dig down into the sand. Note 4. A toad pressed its spades into the sand and scooped sand aside until it sank out of sight. Note 5. The night after a heavy rain, many toads came up out of the ground and gathered at the puddles." }, { "n": 18, "item_id": "_cec81981-8aab-4d1c-bfd5-ef58e94f4e89", "type": "choice", "title": "Buried Toads Rain Signal", "standards": [ "4-LS1-2" ], "prompt_html": "

Read the field notes again. For months before the rain, the toads stayed buried under the sand.

Which signal most likely tells the buried toads it is time to dig out?

", "prompt_plain": "Read the field notes again. For months before the rain, the toads stayed buried under the sand. Which signal most likely tells the buried toads it is time to dig out?", "context_html": "", "options": [ { "id": "cA1", "text": "Rain drumming on the sand and rainwater soaking down reach the buried toads.", "plain": "Rain drumming on the sand and rainwater soaking down reach the buried toads.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Moonlight shines down through the sand and wakes the buried toads.", "plain": "Moonlight shines down through the sand and wakes the buried toads.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Inner clocks in the buried toads pick the same calendar date each year.", "plain": "Inner clocks in the buried toads pick the same calendar date each year.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Footsteps of animals walking above call the toads up to feed.", "plain": "Footsteps of animals walking above call the toads up to feed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ab1140f8-d137-425b-9aa5-4d003b37f750" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Spadefoot Toads After Rain

Spadefoot toads live in a dry, sandy park. A park scientist watches the toads for a full year and writes these numbered field notes.

Note 1. Spadefoot toads stay buried in the sand through the long dry months.

Note 2. Each back foot has a hard, dark bump, called a spade, shaped like a tiny shovel.

Note 3. I think the toads must use their spades to dig down into the sand.

Note 4. A toad pressed its spades into the sand and scooped sand aside until it sank out of sight.

Note 5. The night after a heavy rain, many toads came up out of the ground and gathered at the puddles.

\"Two

", "passage_plain": "Spadefoot Toads After Rain Spadefoot toads live in a dry, sandy park. A park scientist watches the toads for a full year and writes these numbered field notes. Note 1. Spadefoot toads stay buried in the sand through the long dry months. Note 2. Each back foot has a hard, dark bump, called a spade, shaped like a tiny shovel. Note 3. I think the toads must use their spades to dig down into the sand. Note 4. A toad pressed its spades into the sand and scooped sand aside until it sank out of sight. Note 5. The night after a heavy rain, many toads came up out of the ground and gathered at the puddles." }, { "n": 19, "item_id": "_a21ed9a4-b836-4994-8cad-96462bd4ce6d", "type": "order", "title": "Star-Nosed Mole Meal", "standards": [ "4-LS1-2" ], "prompt_html": "

A star-nosed mole hunts underground in total darkness. The star of fleshy feelers on its nose is packed with touch receptors.

\"A

 

Drag the events into the boxes in the correct order. Show how the mole finds a meal, from first to last.

", "prompt_plain": "A star-nosed mole hunts underground in total darkness. The star of fleshy feelers on its nose is packed with touch receptors. Drag the events into the boxes in the correct order. Show how the mole finds a meal, from first to last.", "context_html": "", "options": [ { "id": "cA1f4fb0", "text": "The mole’s brain figures out that the buried object is food.", "plain": "The mole’s brain figures out that the buried object is food.", "correct": true, "kind": "choice" }, { "id": "cB600211", "text": "The star’s feelers press against a buried worm, and the touch receptors sense it.", "plain": "The star’s feelers press against a buried worm, and the touch receptors sense it.", "correct": true, "kind": "choice" }, { "id": "cCcdc752", "text": "The mole digs toward the worm and grabs it with its mouth.", "plain": "The mole digs toward the worm and grabs it with its mouth.", "correct": true, "kind": "choice" }, { "id": "cD28ff79", "text": "The touch signal travels along nerves from the star to the mole’s brain.", "plain": "The touch signal travels along nerves from the star to the mole’s brain.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cB600211", "cD28ff79", "cA1f4fb0", "cCcdc752" ] }, "n_options": 4 }, { "n": 20, "item_id": "_af8319e8-1b75-47e6-bbe8-870dc9665198", "type": "choice", "title": "Garter Snake Tongue Clues", "standards": [ "4-LS1-2" ], "prompt_html": "

A garter snake hunts in tall grass. As it moves, it flicks its forked tongue in and out of its mouth.

\"A

Which TWO statements correctly describe steps in how the snake finds its prey? Choose the TWO best answers.

", "prompt_plain": "A garter snake hunts in tall grass. As it moves, it flicks its forked tongue in and out of its mouth. Which TWO statements correctly describe steps in how the snake finds its prey? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The flicking tongue cools the snake’s body so it can hunt longer.", "plain": "The flicking tongue cools the snake’s body so it can hunt longer.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The tongue stings the prey with venom so the prey cannot run away.", "plain": "The tongue stings the prey with venom so the prey cannot run away.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The tongue carries scent particles from the air to a sense organ in the snake’s mouth.", "plain": "The tongue carries scent particles from the air to a sense organ in the snake’s mouth.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The scent signal goes straight from the tongue to the snake’s muscles without the brain.", "plain": "The scent signal goes straight from the tongue to the snake’s muscles without the brain.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The snake’s brain uses the scent information to steer the snake toward its prey.", "plain": "The snake’s brain uses the scent information to steer the snake toward its prey.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot20.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_3adf4662-fef3-429a-b531-f17cb5a81e6d", "type": "choice", "title": "World Earthquake Map", "standards": [ "4-ESS2-2" ], "prompt_html": "

The world map shows where strong earthquakes have been recorded during the past 100 years. Five locations on the map are numbered 1 through 5.

\"A

Which pair of locations will most likely have major earthquakes in the future?

", "prompt_plain": "The world map shows where strong earthquakes have been recorded during the past 100 years. Five locations on the map are numbered 1 through 5. Which pair of locations will most likely have major earthquakes in the future?", "context_html": "", "options": [ { "id": "cA1", "text": "Locations 1 and 3", "plain": "Locations 1 and 3", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Locations 2 and 5", "plain": "Locations 2 and 5", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Locations 3 and 5", "plain": "Locations 3 and 5", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Locations 4 and 5", "plain": "Locations 4 and 5", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot21.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 22, "item_id": "_b0501b90-73ee-4b83-a81b-501457e794e3", "type": "choice", "title": "Bluewater Creek Cut Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Figure 2.

Which statement best explains what caused the canyon to become deeper over time?

", "prompt_plain": "Part A Look at Figure 2. Which statement best explains what caused the canyon to become deeper over time?", "context_html": "", "options": [ { "id": "cA1", "text": "An earthquake split the ground open and formed the canyon in one day", "plain": "An earthquake split the ground open and formed the canyon in one day", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The creek's moving water slowly wore away rock and carried it downstream", "plain": "The creek's moving water slowly wore away rock and carried it downstream", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A new rock layer piled up on each side of the creek, making the walls taller", "plain": "A new rock layer piled up on each side of the creek, making the walls taller", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The canyon was already this deep long ago, and just the creek's water level changed", "plain": "The canyon was already this deep long ago, and just the creek's water level changed", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a640f703-95c5-431f-8617-361120ad2cdf" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The Bluewater Creek Cut

Ronan's class visits a boat ramp on Bluewater Creek. Behind the ramp, workers dug a fresh, straight cut into the rock to widen the parking area. The cut shows four flat rock layers stacked one on top of another. The layers have never been flipped or folded. Each layer is a different color, and the bottom layer is the thickest. Figure 1 shows the cut. Table 1 lists the fossils the class saw in each layer.

Figure 1. The Cut Behind the Boat Ramp

\"A

Table 1. Fossils Found in Each Layer

LayerFossils found
Layer 1 (top)Marks pressed into the rock by oak tree leaves
Layer 2Bones of pond turtles
Layer 3Large, whole fossils of sand dollars (flat, round sea animals)
Layer 4 (bottom)Fossils of ocean sponges (simple sea animals)

Next to the ramp, the creek runs at the bottom of a deep, narrow canyon. Figure 2 shows two diagrams: how scientists think the area looked long ago, and how it looks today. The same four rock layers appear on both walls of the canyon.

Figure 2. The Area Long Ago and Today

\"Two

", "passage_plain": "The Bluewater Creek Cut Ronan's class visits a boat ramp on Bluewater Creek. Behind the ramp, workers dug a fresh, straight cut into the rock to widen the parking area. The cut shows four flat rock layers stacked one on top of another. The layers have never been flipped or folded. Each layer is a different color, and the bottom layer is the thickest. Figure 1 shows the cut. Table 1 lists the fossils the class saw in each layer. Figure 1. The Cut Behind the Boat Ramp Table 1. Fossils Found in Each Layer Layer Fossils found Layer 1 (top) Marks pressed into the rock by oak tree leaves Layer 2 Bones of pond turtles Layer 3 Large, whole fossils of sand dollars (flat, round sea animals) Layer 4 (bottom) Fossils of ocean sponges (simple sea animals) Next to the ramp, the creek runs at the bottom of a deep, narrow canyon. Figure 2 shows two diagrams: how scientists think the area looked long ago, and how it looks today. The same four rock layers appear on both walls of the canyon. Figure 2. The Area Long Ago and Today" }, { "n": 23, "item_id": "_ff16c223-dba7-42da-b95b-7f9eea0154d7", "type": "choice", "title": "Bluewater Creek Cut Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Which observation best supports the answer in Part A?

", "prompt_plain": "Part B Which observation best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Each rock layer on the canyon walls is a different color.", "plain": "Each rock layer on the canyon walls is a different color.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Fossils were found in each of the four rock layers.", "plain": "Fossils were found in each of the four rock layers.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The bottom layer in the cut is the thickest layer.", "plain": "The bottom layer in the cut is the thickest layer.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The same four layers appear on both walls of the canyon.", "plain": "The same four layers appear on both walls of the canyon.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a640f703-95c5-431f-8617-361120ad2cdf" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The Bluewater Creek Cut

Ronan's class visits a boat ramp on Bluewater Creek. Behind the ramp, workers dug a fresh, straight cut into the rock to widen the parking area. The cut shows four flat rock layers stacked one on top of another. The layers have never been flipped or folded. Each layer is a different color, and the bottom layer is the thickest. Figure 1 shows the cut. Table 1 lists the fossils the class saw in each layer.

Figure 1. The Cut Behind the Boat Ramp

\"A

Table 1. Fossils Found in Each Layer

LayerFossils found
Layer 1 (top)Marks pressed into the rock by oak tree leaves
Layer 2Bones of pond turtles
Layer 3Large, whole fossils of sand dollars (flat, round sea animals)
Layer 4 (bottom)Fossils of ocean sponges (simple sea animals)

Next to the ramp, the creek runs at the bottom of a deep, narrow canyon. Figure 2 shows two diagrams: how scientists think the area looked long ago, and how it looks today. The same four rock layers appear on both walls of the canyon.

Figure 2. The Area Long Ago and Today

\"Two

", "passage_plain": "The Bluewater Creek Cut Ronan's class visits a boat ramp on Bluewater Creek. Behind the ramp, workers dug a fresh, straight cut into the rock to widen the parking area. The cut shows four flat rock layers stacked one on top of another. The layers have never been flipped or folded. Each layer is a different color, and the bottom layer is the thickest. Figure 1 shows the cut. Table 1 lists the fossils the class saw in each layer. Figure 1. The Cut Behind the Boat Ramp Table 1. Fossils Found in Each Layer Layer Fossils found Layer 1 (top) Marks pressed into the rock by oak tree leaves Layer 2 Bones of pond turtles Layer 3 Large, whole fossils of sand dollars (flat, round sea animals) Layer 4 (bottom) Fossils of ocean sponges (simple sea animals) Next to the ramp, the creek runs at the bottom of a deep, narrow canyon. Figure 2 shows two diagrams: how scientists think the area looked long ago, and how it looks today. The same four rock layers appear on both walls of the canyon. Figure 2. The Area Long Ago and Today" }, { "n": 24, "item_id": "_c30d6ef5-ef4c-4f2e-9b52-60f8fc9d190a", "type": "choice", "title": "Fossil Layer Ages", "standards": [ "4-ESS1-1" ], "prompt_html": "

Look at Figure 1 and Table 1. The layers in the cut have never been flipped or folded.

According to the Law of Superposition, which organisms in Table 1 lived most recently?

", "prompt_plain": "Look at Figure 1 and Table 1. The layers in the cut have never been flipped or folded. According to the Law of Superposition, which organisms in Table 1 lived most recently?", "context_html": "", "options": [ { "id": "cA1", "text": "The oak trees whose leaf marks are in Layer 1", "plain": "The oak trees whose leaf marks are in Layer 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The pond turtles whose bones are in Layer 2", "plain": "The pond turtles whose bones are in Layer 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The sand dollars whose fossils are in Layer 3", "plain": "The sand dollars whose fossils are in Layer 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The ocean sponges whose fossils are in Layer 4", "plain": "The ocean sponges whose fossils are in Layer 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a640f703-95c5-431f-8617-361120ad2cdf" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Bluewater Creek Cut

Ronan's class visits a boat ramp on Bluewater Creek. Behind the ramp, workers dug a fresh, straight cut into the rock to widen the parking area. The cut shows four flat rock layers stacked one on top of another. The layers have never been flipped or folded. Each layer is a different color, and the bottom layer is the thickest. Figure 1 shows the cut. Table 1 lists the fossils the class saw in each layer.

Figure 1. The Cut Behind the Boat Ramp

\"A

Table 1. Fossils Found in Each Layer

LayerFossils found
Layer 1 (top)Marks pressed into the rock by oak tree leaves
Layer 2Bones of pond turtles
Layer 3Large, whole fossils of sand dollars (flat, round sea animals)
Layer 4 (bottom)Fossils of ocean sponges (simple sea animals)

Next to the ramp, the creek runs at the bottom of a deep, narrow canyon. Figure 2 shows two diagrams: how scientists think the area looked long ago, and how it looks today. The same four rock layers appear on both walls of the canyon.

Figure 2. The Area Long Ago and Today

\"Two

", "passage_plain": "The Bluewater Creek Cut Ronan's class visits a boat ramp on Bluewater Creek. Behind the ramp, workers dug a fresh, straight cut into the rock to widen the parking area. The cut shows four flat rock layers stacked one on top of another. The layers have never been flipped or folded. Each layer is a different color, and the bottom layer is the thickest. Figure 1 shows the cut. Table 1 lists the fossils the class saw in each layer. Figure 1. The Cut Behind the Boat Ramp Table 1. Fossils Found in Each Layer Layer Fossils found Layer 1 (top) Marks pressed into the rock by oak tree leaves Layer 2 Bones of pond turtles Layer 3 Large, whole fossils of sand dollars (flat, round sea animals) Layer 4 (bottom) Fossils of ocean sponges (simple sea animals) Next to the ramp, the creek runs at the bottom of a deep, narrow canyon. Figure 2 shows two diagrams: how scientists think the area looked long ago, and how it looks today. The same four rock layers appear on both walls of the canyon. Figure 2. The Area Long Ago and Today" }, { "n": 25, "item_id": "_a276f0b6-d764-4c68-bfc8-4e4d8b74a2e0", "type": "text-entry", "title": "Marbury Trail Elevation", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ruby walks the Marbury Creek Trail. The map shows contour lines (lines that connect points at the same elevation, or height above sea level). Each contour line on this map is labeled with its elevation in feet. The trail is shown as a dashed line.

\"A

What is the lowest labeled elevation, in feet, that the trail crosses? Enter the number.

Give your answer as a whole number (e.g., 120).

Elevation in feet:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "340" ] }, "n_options": 0 }, { "n": 26, "item_id": "_ec2b8bb6-5b23-45e8-92a6-16b45305ae36", "type": "choice", "title": "Growing Cave Passage", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Table 1 and Figure 1.

What most likely caused the passage to become taller and wider between the 2005 and 2025 surveys?

", "prompt_plain": "Look at Table 1 and Figure 1. What most likely caused the passage to become taller and wider between the 2005 and 2025 surveys?", "context_html": "", "options": [ { "id": "cA1", "text": "The cavers measured a different part of the passage at each survey visit", "plain": "The cavers measured a different part of the passage at each survey visit", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The stream's moving water slowly wore away rock from the walls and floor", "plain": "The stream's moving water slowly wore away rock from the walls and floor", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Ice formed in cracks in the walls each winter and broke away pieces of rock", "plain": "Ice formed in cracks in the walls each winter and broke away pieces of rock", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Strong wind moving through the cave wore away pieces of the passage walls", "plain": "Strong wind moving through the cave wore away pieces of the passage walls", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2250655d-597f-4afd-9da6-3a9f880d17df" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Crystal Spring Cave Survey

Cavers (cave explorers) measure the same underground passage in Crystal Spring Cave every ten years. A small stream flows along the floor of the passage. The passage walls are made of a rock so soft that a fingernail can scratch a groove in it. The cave stays cool all year, and the stream inside never freezes.

The stream water carries tiny bits of rock. Farther downstream, the stream slows down in a wide chamber. There, the cavers find a pile of sand and small rock pieces. The pile grows larger at every survey. Table 1 shows the passage measurements from the last three surveys. Figure 1 shows the passage outline traced at each survey.

Table 1. Cave Passage Surveys

Survey yearPassage height (feet)Passage width (feet)
20058.012.0
20158.412.6
20258.913.1

Figure 1. Passage Outlines from Three Surveys

\"Three

", "passage_plain": "Crystal Spring Cave Survey Cavers (cave explorers) measure the same underground passage in Crystal Spring Cave every ten years. A small stream flows along the floor of the passage. The passage walls are made of a rock so soft that a fingernail can scratch a groove in it. The cave stays cool all year, and the stream inside never freezes. The stream water carries tiny bits of rock. Farther downstream, the stream slows down in a wide chamber. There, the cavers find a pile of sand and small rock pieces. The pile grows larger at every survey. Table 1 shows the passage measurements from the last three surveys. Figure 1 shows the passage outline traced at each survey. Table 1. Cave Passage Surveys Survey year Passage height (feet) Passage width (feet) 2005 8.0 12.0 2015 8.4 12.6 2025 8.9 13.1 Figure 1. Passage Outlines from Three Surveys" }, { "n": 27, "item_id": "_34e3f9c7-a518-48e4-97b3-995b00363cf3", "type": "choice", "title": "Cave Stream Processes", "standards": [ "4-ESS2-1" ], "prompt_html": "

The cavers think about their observations of the stream, the rock bits it carries, and the growing pile.

Which TWO statements correctly describe processes happening in the cave? Choose the TWO correct answers.

", "prompt_plain": "The cavers think about their observations of the stream, the rock bits it carries, and the growing pile. Which TWO statements correctly describe processes happening in the cave? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Deposition: rock bits pile up where the stream runs fastest through the narrow passage", "plain": "Deposition: rock bits pile up where the stream runs fastest through the narrow passage", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Deposition: rock bits settle into a growing pile where the stream slows in the wide chamber", "plain": "Deposition: rock bits settle into a growing pile where the stream slows in the wide chamber", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Erosion: the stream picks up loose rock bits and carries them down the passage", "plain": "Erosion: the stream picks up loose rock bits and carries them down the passage", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Erosion: the carried rock bits wear away to nothing before they reach the chamber", "plain": "Erosion: the carried rock bits wear away to nothing before they reach the chamber", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Weathering: the stream carries rock bits from the passage walls to the far chamber", "plain": "Weathering: the stream carries rock bits from the passage walls to the far chamber", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2250655d-597f-4afd-9da6-3a9f880d17df" ], "key_letters": "B, C", "key_values": { "RESPONSE": [ "cB1", "cC1" ] }, "n_options": 5, "passage_html": "

Crystal Spring Cave Survey

Cavers (cave explorers) measure the same underground passage in Crystal Spring Cave every ten years. A small stream flows along the floor of the passage. The passage walls are made of a rock so soft that a fingernail can scratch a groove in it. The cave stays cool all year, and the stream inside never freezes.

The stream water carries tiny bits of rock. Farther downstream, the stream slows down in a wide chamber. There, the cavers find a pile of sand and small rock pieces. The pile grows larger at every survey. Table 1 shows the passage measurements from the last three surveys. Figure 1 shows the passage outline traced at each survey.

Table 1. Cave Passage Surveys

Survey yearPassage height (feet)Passage width (feet)
20058.012.0
20158.412.6
20258.913.1

Figure 1. Passage Outlines from Three Surveys

\"Three

", "passage_plain": "Crystal Spring Cave Survey Cavers (cave explorers) measure the same underground passage in Crystal Spring Cave every ten years. A small stream flows along the floor of the passage. The passage walls are made of a rock so soft that a fingernail can scratch a groove in it. The cave stays cool all year, and the stream inside never freezes. The stream water carries tiny bits of rock. Farther downstream, the stream slows down in a wide chamber. There, the cavers find a pile of sand and small rock pieces. The pile grows larger at every survey. Table 1 shows the passage measurements from the last three surveys. Figure 1 shows the passage outline traced at each survey. Table 1. Cave Passage Surveys Survey year Passage height (feet) Passage width (feet) 2005 8.0 12.0 2015 8.4 12.6 2025 8.9 13.1 Figure 1. Passage Outlines from Three Surveys" }, { "n": 28, "item_id": "_55914bed-2a37-4960-b8ef-1987ed9a6e93", "type": "choice", "title": "Ridge and Quake Pattern", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Map 1 and Map 2.

Which statement best describes the pattern the two maps show together?

", "prompt_plain": "Look at Map 1 and Map 2. Which statement best describes the pattern the two maps show together?", "context_html": "", "options": [ { "id": "cA1", "text": "Most recorded earthquakes happened along the coastlines at the edges of the region", "plain": "Most recorded earthquakes happened along the coastlines at the edges of the region", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Recorded earthquakes are scattered evenly across the whole mapped region", "plain": "Recorded earthquakes are scattered evenly across the whole mapped region", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Most recorded earthquakes happened along the line of the underwater mountain chain", "plain": "Most recorded earthquakes happened along the line of the underwater mountain chain", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Earthquakes happened widely across the middle of the region, far from the chain too", "plain": "Earthquakes happened widely across the middle of the region, far from the chain too", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_33703bea-f71f-4e3c-a4b1-5b3ffa2c8b3a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Ridge and Quake Maps

Nia's science club studies two maps of the same part of an ocean. Map 1 shows the shape of the ocean floor. A long chain of underwater mountains, called a ridge, runs through the middle of the mapped region. The ridge runs from north to south. Map 2 shows the same region with one dot for each strong earthquake recorded there during the past 40 years.

\"Two

", "passage_plain": "Ridge and Quake Maps Nia's science club studies two maps of the same part of an ocean. Map 1 shows the shape of the ocean floor. A long chain of underwater mountains, called a ridge, runs through the middle of the mapped region. The ridge runs from north to south. Map 2 shows the same region with one dot for each strong earthquake recorded there during the past 40 years." }, { "n": 29, "item_id": "_1eb4dba2-4562-4e82-872c-5d1c3fcf7baf", "type": "hottext", "title": "Ocean Region Claims", "standards": [ "4-ESS2-2" ], "prompt_html": "

Club members wrote five claims about the ocean region.

Select the ONE claim that Map 1 and Map 2 do NOT support.

", "prompt_plain": "Club members wrote five claims about the ocean region. Select the ONE claim that Map 1 and Map 2 do NOT support.", "context_html": "", "options": [ { "id": "hA29", "text": "A chain of underwater mountains runs north to south through the region.", "plain": "A chain of underwater mountains runs north to south through the region.", "correct": false, "kind": "hottext" }, { "id": "hB29", "text": "The areas far from the mountain chain had few recorded earthquakes.", "plain": "The areas far from the mountain chain had few recorded earthquakes.", "correct": false, "kind": "hottext" }, { "id": "hC29", "text": "The region’s next strong earthquake is more likely to happen near the chain.", "plain": "The region’s next strong earthquake is more likely to happen near the chain.", "correct": false, "kind": "hottext" }, { "id": "hD29", "text": "The region had more earthquakes in winter than in summer.", "plain": "The region had more earthquakes in winter than in summer.", "correct": true, "kind": "hottext" }, { "id": "hE29", "text": "The earthquake dots on Map 2 do not fall evenly across the region.", "plain": "The earthquake dots on Map 2 do not fall evenly across the region.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_33703bea-f71f-4e3c-a4b1-5b3ffa2c8b3a" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD29" ] }, "n_options": 5, "passage_html": "

Ridge and Quake Maps

Nia's science club studies two maps of the same part of an ocean. Map 1 shows the shape of the ocean floor. A long chain of underwater mountains, called a ridge, runs through the middle of the mapped region. The ridge runs from north to south. Map 2 shows the same region with one dot for each strong earthquake recorded there during the past 40 years.

\"Two

", "passage_plain": "Ridge and Quake Maps Nia's science club studies two maps of the same part of an ocean. Map 1 shows the shape of the ocean floor. A long chain of underwater mountains, called a ridge, runs through the middle of the mapped region. The ridge runs from north to south. Map 2 shows the same region with one dot for each strong earthquake recorded there during the past 40 years." }, { "n": 30, "item_id": "_5b844ba6-106c-4711-8c63-6885227e8465", "type": "choice", "title": "Town Energy Sources", "standards": [ "4-ESS3-1" ], "prompt_html": "

Reva's town is choosing new energy sources. Table 1 lists five energy sources the town could use.

Table 1. Five Energy Sources

Energy sourceHow it is used
CoalBurned at a power plant to make electricity
GasolineBurned in car and truck engines
Natural gasBurned in furnaces to heat buildings
Solar panelsTurn sunlight into electricity
Wind turbinesUse moving air to make electricity

Which TWO energy sources in Table 1 do NOT add to air pollution? Choose the TWO correct answers.

", "prompt_plain": "Reva's town is choosing new energy sources. Table 1 lists five energy sources the town could use. Table 1. Five Energy Sources Energy source How it is used Coal Burned at a power plant to make electricity Gasoline Burned in car and truck engines Natural gas Burned in furnaces to heat buildings Solar panels Turn sunlight into electricity Wind turbines Use moving air to make electricity Which TWO energy sources in Table 1 do NOT add to air pollution? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Coal", "plain": "Coal", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Gasoline", "plain": "Gasoline", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Natural gas", "plain": "Natural gas", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Solar panels", "plain": "Solar panels", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Wind turbines", "plain": "Wind turbines", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D, E", "key_values": { "RESPONSE": [ "cD1", "cE1" ] }, "n_options": 5 }, { "n": 31, "item_id": "_f92cea91-65ba-49ab-8f85-ea68f0f23ac3", "type": "choice", "title": "Heating the Community Building", "standards": [ "4-ESS3-1" ], "prompt_html": "

The leaders of a small town are choosing a heating system for the town's community building. They want a system that uses a renewable energy source and adds little smoke to the air.

Which heating system is the best choice for the town?

", "prompt_plain": "The leaders of a small town are choosing a heating system for the town's community building. They want a system that uses a renewable energy source and adds little smoke to the air. Which heating system is the best choice for the town?", "context_html": "", "options": [ { "id": "cA31", "text": "A coal furnace, because coal is the cheapest fuel for the town to buy each winter.", "plain": "A coal furnace, because coal is the cheapest fuel for the town to buy each winter.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "A diesel furnace, because one fuel delivery can heat the building for many weeks.", "plain": "A diesel furnace, because one fuel delivery can heat the building for many weeks.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "A geothermal system, because it moves heat from deep underground into the building.", "plain": "A geothermal system, because it moves heat from deep underground into the building.", "correct": true, "kind": "choice" }, { "id": "cD31", "text": "A wood furnace, because new trees can be planted to replace the trees that are burned.", "plain": "A wood furnace, because new trees can be planted to replace the trees that are burned.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_b208610f-3899-449c-a755-3e304dd20a16", "type": "choice", "title": "Marina Barrier Claim (Part A)", "standards": [ "4-ESS3-2" ], "prompt_html": "

Part A

Read the marina's two requirements. Then compare the spec sheets in Table 1 and Table 2.

Which barrier best meets the marina's two requirements, and why?

", "prompt_plain": "Part A Read the marina's two requirements. Then compare the spec sheets in Table 1 and Table 2. Which barrier best meets the marina's two requirements, and why?", "context_html": "", "options": [ { "id": "cA32", "text": "The floating boom, because it costs less and can be put in place in just one day.", "plain": "The floating boom, because it costs less and can be put in place in just one day.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "The floating boom, because it rises with the tallest storm waves and keeps the gap boats need.", "plain": "The floating boom, because it rises with the tallest storm waves and keeps the gap boats need.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "The boulder wall, because heavy rocks look more natural than foam tubes along a lakeshore.", "plain": "The boulder wall, because heavy rocks look more natural than foam tubes along a lakeshore.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "The boulder wall, because it stops waves taller than the lake's storm waves and still lets boats pass.", "plain": "The boulder wall, because it stops waves taller than the lake's storm waves and still lets boats pass.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dddfe5be-63d5-49df-b7d7-fb48fbe416e6" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD32" ] }, "n_options": 4, "passage_html": "

Marina Wave-Barrier Spec Sheets

A marina on a large lake rents boat slips along its docks. During storms, wind builds waves on the lake that can reach 4 feet tall. The marina's owners want to add a wave barrier to protect the docks and the buildings behind them.

The owners list two requirements. The barrier must stop the lake's storm waves before they reach the docks. Boats must still be able to enter and leave the marina.

Each design leaves a 40-foot gap so boats can pass through. A gate closes across the gap during storms. Each spec sheet's wave rating counts the whole barrier with its gate closed.

A spec sheet is a card that lists facts about a product. Table 1 and Table 2 show the spec sheets for the two barrier designs the owners are comparing.

Figure 1. The Marina on the Lake

\"A

Table 1. Floating Boom Spec Sheet

FeatureDetail
Made ofFoam-filled tubes that float on the water
Tallest wave it can stop2 feet
Opening for boats40-foot gap with a storm gate
Cost$9,000
Time to put in place1 day

Table 2. Boulder Wall Spec Sheet

FeatureDetail
Made ofLarge rocks stacked on the lake bottom
Tallest wave it can stop6 feet
Opening for boats40-foot gap with a storm gate
Cost$42,000
Time to put in place20 days
", "passage_plain": "Marina Wave-Barrier Spec Sheets A marina on a large lake rents boat slips along its docks. During storms, wind builds waves on the lake that can reach 4 feet tall. The marina's owners want to add a wave barrier to protect the docks and the buildings behind them. The owners list two requirements. The barrier must stop the lake's storm waves before they reach the docks. Boats must still be able to enter and leave the marina. Each design leaves a 40-foot gap so boats can pass through. A gate closes across the gap during storms. Each spec sheet's wave rating counts the whole barrier with its gate closed. A spec sheet is a card that lists facts about a product. Table 1 and Table 2 show the spec sheets for the two barrier designs the owners are comparing. Figure 1. The Marina on the Lake Table 1. Floating Boom Spec Sheet Feature Detail Made of Foam-filled tubes that float on the water Tallest wave it can stop 2 feet Opening for boats 40-foot gap with a storm gate Cost $9,000 Time to put in place 1 day Table 2. Boulder Wall Spec Sheet Feature Detail Made of Large rocks stacked on the lake bottom Tallest wave it can stop 6 feet Opening for boats 40-foot gap with a storm gate Cost $42,000 Time to put in place 20 days" }, { "n": 33, "item_id": "_4fedfe96-e093-4820-bb46-5a0b4769f04c", "type": "choice", "title": "Marina Barrier Evidence (Part B)", "standards": [ "4-ESS3-2" ], "prompt_html": "

Part B

Which rows from the spec sheets give the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which rows from the spec sheets give the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA33", "text": "The rows that show what each barrier is made of and how much it costs.", "plain": "The rows that show what each barrier is made of and how much it costs.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "The rows that show the tallest wave each barrier can stop and the opening it gives boats.", "plain": "The rows that show the tallest wave each barrier can stop and the opening it gives boats.", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "The rows that show what each barrier costs and how long it takes to put in place.", "plain": "The rows that show what each barrier costs and how long it takes to put in place.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "The rows that show what each barrier is made of and how long it takes.", "plain": "The rows that show what each barrier is made of and how long it takes.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dddfe5be-63d5-49df-b7d7-fb48fbe416e6" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB33" ] }, "n_options": 4, "passage_html": "

Marina Wave-Barrier Spec Sheets

A marina on a large lake rents boat slips along its docks. During storms, wind builds waves on the lake that can reach 4 feet tall. The marina's owners want to add a wave barrier to protect the docks and the buildings behind them.

The owners list two requirements. The barrier must stop the lake's storm waves before they reach the docks. Boats must still be able to enter and leave the marina.

Each design leaves a 40-foot gap so boats can pass through. A gate closes across the gap during storms. Each spec sheet's wave rating counts the whole barrier with its gate closed.

A spec sheet is a card that lists facts about a product. Table 1 and Table 2 show the spec sheets for the two barrier designs the owners are comparing.

Figure 1. The Marina on the Lake

\"A

Table 1. Floating Boom Spec Sheet

FeatureDetail
Made ofFoam-filled tubes that float on the water
Tallest wave it can stop2 feet
Opening for boats40-foot gap with a storm gate
Cost$9,000
Time to put in place1 day

Table 2. Boulder Wall Spec Sheet

FeatureDetail
Made ofLarge rocks stacked on the lake bottom
Tallest wave it can stop6 feet
Opening for boats40-foot gap with a storm gate
Cost$42,000
Time to put in place20 days
", "passage_plain": "Marina Wave-Barrier Spec Sheets A marina on a large lake rents boat slips along its docks. During storms, wind builds waves on the lake that can reach 4 feet tall. The marina's owners want to add a wave barrier to protect the docks and the buildings behind them. The owners list two requirements. The barrier must stop the lake's storm waves before they reach the docks. Boats must still be able to enter and leave the marina. Each design leaves a 40-foot gap so boats can pass through. A gate closes across the gap during storms. Each spec sheet's wave rating counts the whole barrier with its gate closed. A spec sheet is a card that lists facts about a product. Table 1 and Table 2 show the spec sheets for the two barrier designs the owners are comparing. Figure 1. The Marina on the Lake Table 1. Floating Boom Spec Sheet Feature Detail Made of Foam-filled tubes that float on the water Tallest wave it can stop 2 feet Opening for boats 40-foot gap with a storm gate Cost $9,000 Time to put in place 1 day Table 2. Boulder Wall Spec Sheet Feature Detail Made of Large rocks stacked on the lake bottom Tallest wave it can stop 6 feet Opening for boats 40-foot gap with a storm gate Cost $42,000 Time to put in place 20 days" }, { "n": 34, "item_id": "_ca6d405e-f45b-494c-9b44-6b08e8fd9f30", "type": "inline-choice", "title": "Coat Rack Design Brief", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zara's design team is planning a coat rack for the space beside the gym door. The team's design brief lists three statements, shown in the table.

Design Brief: Gym-Door Coat Rack

StatementWhat the team wrote
1Coats left by the gym door end up in a tangled pile on the floor.
2The rack must hold at least 30 coats without tipping over.
3The team may spend no more than $80 on materials.

Choose the word that best completes each sentence.

Statement 1 is the team's .

Statement 2 is a for the design.

Statement 3 is a for the design.

", "options": [ { "id": "c34b1o1", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "c34b1o2", "text": "problem", "plain": "problem", "correct": true, "kind": "inline" }, { "id": "c34b1o3", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "c34b2o1", "text": "problem", "plain": "problem", "correct": false, "kind": "inline" }, { "id": "c34b2o2", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "c34b2o3", "text": "criterion", "plain": "criterion", "correct": true, "kind": "inline" }, { "id": "c34b3o1", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" }, { "id": "c34b3o2", "text": "problem", "plain": "problem", "correct": false, "kind": "inline" }, { "id": "c34b3o3", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c34b1o2" ], "RESPONSEB2": [ "c34b2o3" ], "RESPONSEB3": [ "c34b3o1" ] }, "n_options": 9 }, { "n": 35, "item_id": "_fa6ab5ac-2f97-4967-b515-aa12973f1a58", "type": "text-entry", "title": "Sand-Timer Design Challenge", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A fourth-grade class held a sand-timer design challenge. Each of six teams built a sealed sand timer of a different design. A timer design meets the class's run-time rule only if the timer runs for at least 60 seconds after one flip. The class flipped each timer and measured its run time. Table 1 shows the results.

Table 1. Sand-Timer Run Times

Timer designRun time (seconds)
A45
B66
C62
D58
E72
F61

How many of the six timer designs met the run-time rule? Enter the exact number of designs.

Give your answer as a whole number (e.g., 9).

Number of designs:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 36, "item_id": "_f3f5a1e9-39bb-4a72-9aaa-93cca6dda578", "type": "gap-match", "title": "Sponge Test Variable Jobs", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Walid wants to find out if a thicker sponge picks up more water. He cuts four sponges to the same length and width but different thicknesses. One at a time, he dips each sponge into the same bowl of water for 10 seconds. Then he squeezes the water the sponge picked up into a measuring cup and records the amount.

Figure 1. Walid’s Sponge Test

\"Four

 

Drag one card into each empty box in Table 1 to show each variable's job in the test. You may use a card more than once.

", "prompt_plain": "Walid wants to find out if a thicker sponge picks up more water. He cuts four sponges to the same length and width but different thicknesses. One at a time, he dips each sponge into the same bowl of water for 10 seconds. Then he squeezes the water the sponge picked up into a measuring cup and records the amount. Figure 1. Walid’s Sponge Test Drag one card into each empty box in Table 1 to show each variable's job in the test. You may use a card more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "kept the same", "plain": "kept the same", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "measured", "plain": "measured", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "changed on purpose", "plain": "changed on purpose", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-26/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile3 g1", "tile1 g2", "tile1 g3", "tile2 g4" ] }, "n_options": 3 } ] }, { "form": "G4.27", "grade": "G4", "title": "Alpha Standardized Science G4.27", "test_id": "_test-dba142e3-c1a7-4c89-9ccb-774cc4bd0e31", "n_items": 36, "n_stimuli": 7, "stimuli": { "_c0c11fda-0eca-415a-acb6-4971883488e6": { "title": "Railroad Cut at Miller Hill", "html": "

Railroad Cut at Miller Hill

Workers dug a deep cut for a railroad track through Miller Hill. The cut exposes four stacked rock layers. Figure 1 shows the cut. Along one stretch of the cut, the layers are tilted at a steep slant. The bottom layer is much thicker than the other layers.

Figure 1. Rock Layers at the Cut

\"A

Students studying the cut list each layer’s rock and fossils in Table 1.

Table 1. Layers at the Miller Hill Cut

Layer (top to bottom)What the rock looks likeFossils found
1tan, sandy rockroots and stems of plants that grow in dry soil
2dark, muddy rockferns and other swamp plants
3gray, hard rockshells of sea animals
4gray, hard rockfish skeletons and shells of sea animals
" }, "_3441154e-0020-4ab8-8525-9ace1e971176": { "title": "Two Flower Shapes in a Garden", "html": "

Two Flower Shapes in a Garden

Jolene helps in a community garden. One garden bed grows two kinds of flowers. The first kind has wide, flat petals that make an open landing place. The second kind is shaped like a deep, narrow tube with sweet nectar at the bottom. Jolene watches the bed on a sunny morning and writes what she sees in Table 1.

\"A

Table 1. Jolene’s Garden Notes

Flower shapeWhat Jolene sees
Wide, flat petalsBees and butterflies land on the petals and walk to the center of the flower.
Deep, narrow tubeHummingbirds hover in the air and reach deep inside the tube with their long beaks.
" }, "_03eb19f2-c736-4914-b728-49d0ebaa27a2": { "title": "Rock Tumbler Mass Log", "html": "

Rock Tumbler Mass Log

A science club puts one piece of sandstone into a rock tumbler with water and sand. The spinning tumbler makes the water and sand rub against the rock over and over, wearing the rock away. This models how moving water and sediment wear away rock outdoors. Once a day, the club dries the sandstone and measures its mass. Table 1 shows the mass log.

Table 1. Sandstone Mass Log

DayMass of the sandstone
1120 grams
290 grams
360 grams
" }, "_6f8e8319-58b3-4765-b7e5-6f10da0fac12": { "title": "Cinder Island Hazard Brief", "html": "

Cinder Island Hazard Brief

Cinder Island is a small island with a volcano at its center. A town sits on the island's shore. The volcano has erupted before, so the town keeps a hazard brief. Table 1 shows what the brief says.

Figure 1

\"A

Table 1. Cinder Island Hazard Brief

SectionWhat the brief says
Eruption historyThe volcano has erupted four times in the past 200 years. Between eruptions, it stays quiet for many years.
MonitoringInstruments on the volcano sense ground shaking and escaping gases. Changes in these signals can warn scientists days before an eruption.
Evacuation planMarked routes lead from every neighborhood to the island's safe meeting areas. The town practices using the routes twice each year.
" }, "_3160c171-c7c0-4509-a285-d865353eb1c0": { "title": "Clip-Switch Test Circuit", "html": "

Clip-Switch Test Circuit

Britta builds a test circuit with a battery, wires, and a light bulb. Two metal clips, labeled X and Y, hang at a gap in the circuit. Figure 1 shows her setup with the clips apart. Britta touches clip X to clip Y, then holds them apart, and writes down what the bulb does each time. Table 1 shows her observations.

Figure 1

\"A

Table 1. Britta's Observations

Position of the clipsWhat the bulb does
Clips X and Y touchingThe bulb glows brightly
Clips X and Y apartThe bulb stays dark
" }, "_57bc59b0-0035-42ac-9a1d-3eec9925e1fa": { "title": "Cottontail at the Hedgerow", "html": "

Cottontail at the Hedgerow

Tavio watches a wild cottontail rabbit from a quiet path. The rabbit feeds on grass beside a hedgerow, a row of thick bushes. Tavio numbers each thing he sees and lists his field notes in Table 1.

\"A

Table 1. Tavio’s Field Notes

NoteWhat Tavio sees
1The rabbit nibbles the grass, and its whiskers feel the plant stems as it feeds.
2A dog barks down the path, and the rabbit swivels both ears toward the bark and goes still.
3Songbirds chirp in the hedgerow while the rabbit sits up tall and slowly turns its head to look across the open field.
4The rabbit presses its front paws against the firm ground just before it hops away.
5A shadow crosses the grass, and the rabbit bolts into the thick hedgerow to hide.
" }, "_a5118efd-b5ad-42da-9d16-aec7ebdd251e": { "title": "Aleutian Island Arc Maps", "html": "

Aleutian Island Arc Maps

The Aleutian Islands form a long, curved island chain. The chain lies between the Pacific Ocean and the Bering Sea. Map 1 and Map 2 show the same region.

Map 1 shows earthquakes recorded in the region over many years. Each dot marks the location of one earthquake. Map 2 shows volcanoes. Each triangle marks the location of one volcano.

\"Map

" } }, "questions": [ { "n": 1, "item_id": "_da41c7e4-cfee-4d37-a1da-2ca71f427060", "type": "choice", "title": "Washer Slide Trials", "standards": [ "4-PS3-1" ], "prompt_html": "

Aiko slides the same metal washer across a smooth table two times. Table 1 shows her notes for each trial.

Table 1. Washer Slide Trials

TrialWhat Aiko observed
1The washer slid slowly and stopped near the middle of the table.
2The washer slid fast and crossed the whole table before stopping at the far edge.

\"Top

Which statement gives the best evidence that the washer had more energy in trial 2?

", "prompt_plain": "Aiko slides the same metal washer across a smooth table two times. Table 1 shows her notes for each trial. Table 1. Washer Slide Trials Trial What Aiko observed 1 The washer slid slowly and stopped near the middle of the table. 2 The washer slid fast and crossed the whole table before stopping at the far edge. Which statement gives the best evidence that the washer had more energy in trial 2?", "context_html": "", "options": [ { "id": "cA1", "text": "The washer moved more slowly in trial 1, and a slower-moving object has more energy.", "plain": "The washer moved more slowly in trial 1, and a slower-moving object has more energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The same washer was used in both trials, so it had the same amount of energy each time.", "plain": "The same washer was used in both trials, so it had the same amount of energy each time.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The washer moved faster in trial 2, and a faster-moving object has more energy.", "plain": "The washer moved faster in trial 2, and a faster-moving object has more energy.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The washer's change in speed is not evidence about energy, because speed and energy are not connected.", "plain": "The washer's change in speed is not evidence about energy, because speed and energy are not connected.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot01_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_e799b0df-75ee-45e2-b959-3be373b0c46a", "type": "choice", "title": "Clip-Switch Test Circuit — Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1.

Which statement best explains why the bulb lights when clips X and Y touch?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which statement best explains why the bulb lights when clips X and Y touch?", "context_html": "", "options": [ { "id": "cA1", "text": "The clips make new electrical energy the moment they touch each other.", "plain": "The clips make new electrical energy the moment they touch each other.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Touching the clips closes the path, so electrical energy can flow to the bulb.", "plain": "Touching the clips closes the path, so electrical energy can flow to the bulb.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Touching the clips warms the wires, and that heat is what makes the bulb glow.", "plain": "Touching the clips warms the wires, and that heat is what makes the bulb glow.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The bulb stores energy while the clips are apart and lets it out when they touch.", "plain": "The bulb stores energy while the clips are apart and lets it out when they touch.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3160c171-c7c0-4509-a285-d865353eb1c0" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Clip-Switch Test Circuit

Britta builds a test circuit with a battery, wires, and a light bulb. Two metal clips, labeled X and Y, hang at a gap in the circuit. Figure 1 shows her setup with the clips apart. Britta touches clip X to clip Y, then holds them apart, and writes down what the bulb does each time. Table 1 shows her observations.

Figure 1

\"A

Table 1. Britta's Observations

Position of the clipsWhat the bulb does
Clips X and Y touchingThe bulb glows brightly
Clips X and Y apartThe bulb stays dark
", "passage_plain": "Clip-Switch Test Circuit Britta builds a test circuit with a battery, wires, and a light bulb. Two metal clips, labeled X and Y, hang at a gap in the circuit. Figure 1 shows her setup with the clips apart. Britta touches clip X to clip Y, then holds them apart, and writes down what the bulb does each time. Table 1 shows her observations. Figure 1 Table 1. Britta's Observations Position of the clips What the bulb does Clips X and Y touching The bulb glows brightly Clips X and Y apart The bulb stays dark" }, { "n": 3, "item_id": "_97832abe-65f6-4947-8f95-724f8fed6c23", "type": "choice", "title": "Clip-Switch Test Circuit — Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Which statement about the battery best supports the answer in Part A?

", "prompt_plain": "Part B Which statement about the battery best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The battery changes the circuit's electrical energy into the light you see.", "plain": "The battery changes the circuit's electrical energy into the light you see.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The battery carries energy from place to place in the circuit the way the wires do.", "plain": "The battery carries energy from place to place in the circuit the way the wires do.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The battery uses up the energy that is left over in the circuit after the bulb glows.", "plain": "The battery uses up the energy that is left over in the circuit after the bulb glows.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The battery supplies the energy that the current carries through the circuit.", "plain": "The battery supplies the energy that the current carries through the circuit.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3160c171-c7c0-4509-a285-d865353eb1c0" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Clip-Switch Test Circuit

Britta builds a test circuit with a battery, wires, and a light bulb. Two metal clips, labeled X and Y, hang at a gap in the circuit. Figure 1 shows her setup with the clips apart. Britta touches clip X to clip Y, then holds them apart, and writes down what the bulb does each time. Table 1 shows her observations.

Figure 1

\"A

Table 1. Britta's Observations

Position of the clipsWhat the bulb does
Clips X and Y touchingThe bulb glows brightly
Clips X and Y apartThe bulb stays dark
", "passage_plain": "Clip-Switch Test Circuit Britta builds a test circuit with a battery, wires, and a light bulb. Two metal clips, labeled X and Y, hang at a gap in the circuit. Figure 1 shows her setup with the clips apart. Britta touches clip X to clip Y, then holds them apart, and writes down what the bulb does each time. Table 1 shows her observations. Figure 1 Table 1. Britta's Observations Position of the clips What the bulb does Clips X and Y touching The bulb glows brightly Clips X and Y apart The bulb stays dark" }, { "n": 4, "item_id": "_a21381f5-9d51-4f27-8273-2378afb49240", "type": "choice", "title": "Bumper Cars at the Fair", "standards": [ "4-PS3-3" ], "prompt_html": "

At a fair, bumper car X rolls toward bumper car Y, which is sitting still. The cars bump. Right after the bump, car X moves more slowly than before, and car Y starts to move. The picture shows the cars before and after the bump.

\"Before:

What do these speed changes show about the cars' energy?

", "prompt_plain": "At a fair, bumper car X rolls toward bumper car Y, which is sitting still. The cars bump. Right after the bump, car X moves more slowly than before, and car Y starts to move. The picture shows the cars before and after the bump. What do these speed changes show about the cars' energy?", "context_html": "", "options": [ { "id": "cA1", "text": "Car X passed some of its energy to car Y when the cars bumped.", "plain": "Car X passed some of its energy to car Y when the cars bumped.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Car X's energy was destroyed at the moment the cars bumped.", "plain": "Car X's energy was destroyed at the moment the cars bumped.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Car Y made new energy of its own at the moment the cars bumped.", "plain": "Car Y made new energy of its own at the moment the cars bumped.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each car kept its own energy, so no energy moved between the cars.", "plain": "Each car kept its own energy, so no energy moved between the cars.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot04_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_87e6bd4b-1be6-4232-807f-68cf9efb5389", "type": "choice", "title": "Pinwheel and LED Light", "standards": [ "4-PS3-4" ], "prompt_html": "

Cedric clips a small generator to a pinwheel and takes it outside. The wind spins the pinwheel fast. Then Cedric connects an LED light to the generator with wires. The LED glows, and at the same moment the pinwheel starts spinning more slowly, even though the wind has not changed.

\"A

Which statement best explains why the pinwheel slows down?

", "prompt_plain": "Cedric clips a small generator to a pinwheel and takes it outside. The wind spins the pinwheel fast. Then Cedric connects an LED light to the generator with wires. The LED glows, and at the same moment the pinwheel starts spinning more slowly, even though the wind has not changed. Which statement best explains why the pinwheel slows down?", "context_html": "", "options": [ { "id": "cA1", "text": "The LED sends some of its energy back through the wires, and that returning energy slows the pinwheel.", "plain": "The LED sends some of its energy back through the wires, and that returning energy slows the pinwheel.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Some of the pinwheel's own energy supply was already used up just as the LED was connected.", "plain": "Some of the pinwheel's own energy supply was already used up just as the LED was connected.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Some of the pinwheel's motion energy is now changed into electrical energy to light the LED.", "plain": "Some of the pinwheel's motion energy is now changed into electrical energy to light the LED.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The light shining out of the LED lands on the pinwheel and slows the spinning blades.", "plain": "The light shining out of the LED lands on the pinwheel and slows the spinning blades.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot05.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_0ea64e35-e756-4bed-9596-ce55e19969c5", "type": "gap-match", "title": "Science-Fair Booth Energies", "standards": [ "4-PS3-2" ], "prompt_html": "

A class sets up a booth at the school science fair. Six things at the booth are numbered in the picture.

 

Drag the energy label that best matches each numbered thing. Use each label only once. One label will not be used.

", "prompt_plain": "A class sets up a booth at the school science fair. Six things at the booth are numbered in the picture. Drag the energy label that best matches each numbered thing. Use each label only once. One label will not be used.", "context_html": "", "options": [ { "id": "tile-sound-energy", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile-stored-energy", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-used-up-energy", "text": "used-up energy", "plain": "used-up energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" }, { "id": "tile-kinetic-energy", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" }, { "id": "tile-heat-energy", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-kinetic-energy gap-1", "tile-stored-energy gap-2", "tile-light-energy gap-3", "tile-heat-energy gap-4", "tile-sound-energy gap-5", "tile-electrical-energy gap-6" ] }, "n_options": 7 }, { "n": 7, "item_id": "_b8ddcfb1-b4bb-450f-aa08-aa4bc395109f", "type": "gap-match", "title": "Wave 2 on the Grid", "standards": [ "4-PS4-1" ], "prompt_html": "

Celeste drew Wave 1 on the top grid. The bottom grid is empty.

Each grid square is 1 cm. Wave 1 has an amplitude of 2 cm and a wavelength of 3 cm.

Wave 2 must have the same amplitude as Wave 1 and twice the wavelength.

 

Drag one wave card onto the empty grid to show Wave 2.

\"Four
", "prompt_plain": "Celeste drew Wave 1 on the top grid. The bottom grid is empty. Each grid square is 1 cm. Wave 1 has an amplitude of 2 cm and a wavelength of 3 cm. Wave 2 must have the same amplitude as Wave 1 and twice the wavelength. Drag one wave card onto the empty grid to show Wave 2.", "context_html": "", "options": [ { "id": "card-a", "text": "Card A", "plain": "Card A", "correct": false, "kind": "gap-token" }, { "id": "card-b", "text": "Card B", "plain": "Card B", "correct": false, "kind": "gap-token" }, { "id": "card-c", "text": "Card C", "plain": "Card C", "correct": false, "kind": "gap-token" }, { "id": "card-d", "text": "Card D", "plain": "Card D", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot07-cards-labeled_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot07_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "card-b gap-wave2" ] }, "n_options": 4 }, { "n": 8, "item_id": "_7e80b97d-b22f-459f-9c57-e1fd33e3a55c", "type": "choice", "title": "Two Boat Wakes", "standards": [ "4-PS4-1" ], "prompt_html": "

Two boats pass a quiet fishing spot on a lake, one large and one small. Each boat leaves behind a trail of waves, called a wake. Figure 1 shows the shape of each wake on the same grid. Wake A has taller waves (a larger amplitude). Wake B has longer, more stretched-out waves (a longer wavelength).

Figure 1

\"Two

Fenna claims that Wake B carries more energy because its waves are longer.

Which statement best evaluates Fenna's claim?

", "prompt_plain": "Two boats pass a quiet fishing spot on a lake, one large and one small. Each boat leaves behind a trail of waves, called a wake. Figure 1 shows the shape of each wake on the same grid. Wake A has taller waves (a larger amplitude). Wake B has longer, more stretched-out waves (a longer wavelength). Figure 1 Fenna claims that Wake B carries more energy because its waves are longer. Which statement best evaluates Fenna's claim?", "context_html": "", "options": [ { "id": "cA1", "text": "Fenna is correct because a longer wavelength means each wave carries more energy.", "plain": "Fenna is correct because a longer wavelength means each wave carries more energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Fenna is incorrect because the wave with the larger amplitude carries more energy, and Wake A's waves are taller.", "plain": "Fenna is incorrect because the wave with the larger amplitude carries more energy, and Wake A's waves are taller.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Fenna is correct because the lake water itself travels farther with the longer waves of Wake B.", "plain": "Fenna is correct because the lake water itself travels farther with the longer waves of Wake B.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Fenna is incorrect because the two wakes carry the same amount of energy through the same water.", "plain": "Fenna is incorrect because the two wakes carry the same amount of energy through the same water.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot08.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_a813be51-71e2-4172-98a7-3ef17395c8f9", "type": "choice", "title": "Trail Buzzer Relay", "standards": [ "4-PS4-3" ], "prompt_html": "

A trail crew uses buzzers to send messages along a forest trail. Crew members wait at three stations: Birch Gate, then Stone Fork, then High Meadow. The crew member at Birch Gate taps a pattern on the buzzer. The crew member at Stone Fork hears it and taps the exact same pattern for High Meadow. The picture shows the stations and the tap pattern they use for \"send more water.\"

\"Three

Which statement best explains why the crew member at Stone Fork must repeat the tap pattern exactly?

", "prompt_plain": "A trail crew uses buzzers to send messages along a forest trail. Crew members wait at three stations: Birch Gate, then Stone Fork, then High Meadow. The crew member at Birch Gate taps a pattern on the buzzer. The crew member at Stone Fork hears it and taps the exact same pattern for High Meadow. The picture shows the stations and the tap pattern they use for \"send more water.\" Which statement best explains why the crew member at Stone Fork must repeat the tap pattern exactly?", "context_html": "", "options": [ { "id": "cA1", "text": "Repeating the taps exactly makes the sound louder, so the message can reach farther down the trail.", "plain": "Repeating the taps exactly makes the sound louder, so the message can reach farther down the trail.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Repeating the taps exactly helps the message travel faster from one station to the next.", "plain": "Repeating the taps exactly helps the message travel faster from one station to the next.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Repeating the taps exactly adds more energy to the message each time it is passed on.", "plain": "Repeating the taps exactly adds more energy to the message each time it is passed on.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Repeating the taps exactly keeps the meaning from changing, because a different set of taps could stand for a different message.", "plain": "Repeating the taps exactly keeps the meaning from changing, because a different set of taps could stand for a different message.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot09_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_a7428e5e-fda6-46ab-bad0-38f59bab6d6a", "type": "inline-choice", "title": "Pixel Grid Letters", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A computer club draws letters on small grids of squares called pixels. Each grid is 3 pixels wide and 5 pixels tall. A shaded pixel stands for 1. A white pixel stands for 0. Table 1 shows the row codes for eight letters, listed from the top row to the bottom row. The picture shows three grids the club shaded.

Table 1. Letter Row Codes

LetterRow codes (top row to bottom row)
C111, 100, 100, 100, 111
E111, 100, 111, 100, 111
F111, 100, 111, 100, 100
H101, 101, 111, 101, 101
I111, 010, 010, 010, 111
O111, 101, 101, 101, 111
T111, 010, 010, 010, 010
U101, 101, 101, 101, 111

\"Three

Choose the letter that matches each grid.

Grid 1 shows the letter .

Grid 2 shows the letter .

Grid 3 shows the letter .

", "options": [ { "id": "c10b1o1", "text": "H", "plain": "H", "correct": true, "kind": "inline" }, { "id": "c10b1o2", "text": "O", "plain": "O", "correct": false, "kind": "inline" }, { "id": "c10b1o3", "text": "U", "plain": "U", "correct": false, "kind": "inline" }, { "id": "c10b2o1", "text": "F", "plain": "F", "correct": false, "kind": "inline" }, { "id": "c10b2o2", "text": "I", "plain": "I", "correct": false, "kind": "inline" }, { "id": "c10b2o3", "text": "T", "plain": "T", "correct": true, "kind": "inline" }, { "id": "c10b3o1", "text": "C", "plain": "C", "correct": true, "kind": "inline" }, { "id": "c10b3o2", "text": "E", "plain": "E", "correct": false, "kind": "inline" }, { "id": "c10b3o3", "text": "O", "plain": "O", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot10.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c10b1o1" ], "RESPONSEB2": [ "c10b2o3" ], "RESPONSEB3": [ "c10b3o1" ] }, "n_options": 9 }, { "n": 11, "item_id": "_ca5712ec-2edc-4fbe-b347-08f488907ed3", "type": "choice", "title": "Light Through Three Cards", "standards": [ "4-PS4-2" ], "prompt_html": "

Leilani stands a lit bulb behind three cards. Each card has a small hole in its center. She lines up the cards on a table so she can see the bulb through all three holes at once.

\"A

Then Leilani slides the middle card several centimeters to the left.

Can Leilani still see the bulb through the holes, and why?

", "prompt_plain": "Leilani stands a lit bulb behind three cards. Each card has a small hole in its center. She lines up the cards on a table so she can see the bulb through all three holes at once. Then Leilani slides the middle card several centimeters to the left. Can Leilani still see the bulb through the holes, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Yes. Light bends around the edge of the moved card and still reaches her eye.", "plain": "Yes. Light bends around the edge of the moved card and still reaches her eye.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Yes. Her eyes send out sight rays that can find the bulb through any small opening.", "plain": "Yes. Her eyes send out sight rays that can find the bulb through any small opening.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "No. Light travels in straight lines, so it cannot pass through holes that no longer line up.", "plain": "No. Light travels in straight lines, so it cannot pass through holes that no longer line up.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "No. The moved card soaks up the light, so nothing is left on the other side.", "plain": "No. The moved card soaks up the light, so nothing is left on the other side.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot11_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_aeb29ebf-af4d-40a8-8213-65fbe5d03f0f", "type": "choice", "title": "Shaking a Rope Faster", "standards": [ "4-PS4-1" ], "prompt_html": "

Jerome ties one end of a rope to a pier post and shakes the free end to send waves along the rope. He keeps the rope stretched just as tight and changes only how fast he shakes it. When he shakes the rope faster, more wave crests pass the post each second.

\"A

Which statement describes the rope waves when Jerome shakes the rope faster?

", "prompt_plain": "Jerome ties one end of a rope to a pier post and shakes the free end to send waves along the rope. He keeps the rope stretched just as tight and changes only how fast he shakes it. When he shakes the rope faster, more wave crests pass the post each second. Which statement describes the rope waves when Jerome shakes the rope faster?", "context_html": "", "options": [ { "id": "cA1", "text": "The frequency of the waves increases, and the wavelength gets shorter.", "plain": "The frequency of the waves increases, and the wavelength gets shorter.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The frequency of the waves increases, and the wavelength gets longer.", "plain": "The frequency of the waves increases, and the wavelength gets longer.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The frequency of the waves decreases, and the wavelength gets shorter.", "plain": "The frequency of the waves decreases, and the wavelength gets shorter.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The frequency of the waves stays the same, and the wavelength stays the same.", "plain": "The frequency of the waves stays the same, and the wavelength stays the same.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot12.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_b49bdad7-eb52-44f4-a0e8-75987c59a57c", "type": "choice", "title": "Garden Flower Visitors Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Jolene wonders why each kind of visitor goes to only one of the two flower shapes.

Which claim best explains what Jolene sees in the garden bed?

", "prompt_plain": "Part A Jolene wonders why each kind of visitor goes to only one of the two flower shapes. Which claim best explains what Jolene sees in the garden bed?", "context_html": "", "options": [ { "id": "cA1", "text": "Each visitor lands on whichever flower it reaches first, so the visits happen by chance.", "plain": "Each visitor lands on whichever flower it reaches first, so the visits happen by chance.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each flower chooses the visitors it wants and closes its petals when other visitors come.", "plain": "Each flower chooses the visitors it wants and closes its petals when other visitors come.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Visitors go to the flowers with the brightest colors, so flower shape makes no difference.", "plain": "Visitors go to the flowers with the brightest colors, so flower shape makes no difference.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each flower shape fits a different visitor’s body, so each visitor feeds where it can reach the nectar.", "plain": "Each flower shape fits a different visitor’s body, so each visitor feeds where it can reach the nectar.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3441154e-0020-4ab8-8525-9ace1e971176" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Two Flower Shapes in a Garden

Jolene helps in a community garden. One garden bed grows two kinds of flowers. The first kind has wide, flat petals that make an open landing place. The second kind is shaped like a deep, narrow tube with sweet nectar at the bottom. Jolene watches the bed on a sunny morning and writes what she sees in Table 1.

\"A

Table 1. Jolene’s Garden Notes

Flower shapeWhat Jolene sees
Wide, flat petalsBees and butterflies land on the petals and walk to the center of the flower.
Deep, narrow tubeHummingbirds hover in the air and reach deep inside the tube with their long beaks.
", "passage_plain": "Two Flower Shapes in a Garden Jolene helps in a community garden. One garden bed grows two kinds of flowers. The first kind has wide, flat petals that make an open landing place. The second kind is shaped like a deep, narrow tube with sweet nectar at the bottom. Jolene watches the bed on a sunny morning and writes what she sees in Table 1. Table 1. Jolene’s Garden Notes Flower shape What Jolene sees Wide, flat petals Bees and butterflies land on the petals and walk to the center of the flower. Deep, narrow tube Hummingbirds hover in the air and reach deep inside the tube with their long beaks." }, { "n": 14, "item_id": "_8d46198a-7c33-48f6-98db-837b23a898e4", "type": "choice", "title": "Garden Flower Visitors Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Jolene makes four more observations at the garden bed. Which observation best supports the answer in Part A?

", "prompt_plain": "Part B Jolene makes four more observations at the garden bed. Which observation best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Bees walk to the center of wide blooms but turn back at the narrow tube openings.", "plain": "Bees walk to the center of wide blooms but turn back at the narrow tube openings.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The deep tube flowers grow on taller stems than the wide, flat blooms.", "plain": "The deep tube flowers grow on taller stems than the wide, flat blooms.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Bees visit many more flowers in the bed on warm days than on cool days.", "plain": "Bees visit many more flowers in the bed on warm days than on cool days.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both kinds of flowers have smooth green stems with pointed leaves.", "plain": "Both kinds of flowers have smooth green stems with pointed leaves.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3441154e-0020-4ab8-8525-9ace1e971176" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Two Flower Shapes in a Garden

Jolene helps in a community garden. One garden bed grows two kinds of flowers. The first kind has wide, flat petals that make an open landing place. The second kind is shaped like a deep, narrow tube with sweet nectar at the bottom. Jolene watches the bed on a sunny morning and writes what she sees in Table 1.

\"A

Table 1. Jolene’s Garden Notes

Flower shapeWhat Jolene sees
Wide, flat petalsBees and butterflies land on the petals and walk to the center of the flower.
Deep, narrow tubeHummingbirds hover in the air and reach deep inside the tube with their long beaks.
", "passage_plain": "Two Flower Shapes in a Garden Jolene helps in a community garden. One garden bed grows two kinds of flowers. The first kind has wide, flat petals that make an open landing place. The second kind is shaped like a deep, narrow tube with sweet nectar at the bottom. Jolene watches the bed on a sunny morning and writes what she sees in Table 1. Table 1. Jolene’s Garden Notes Flower shape What Jolene sees Wide, flat petals Bees and butterflies land on the petals and walk to the center of the flower. Deep, narrow tube Hummingbirds hover in the air and reach deep inside the tube with their long beaks." }, { "n": 15, "item_id": "_690ef4a7-0c80-43c3-829b-a22fca3d7a2f", "type": "choice", "title": "Petals and Seed Pods", "standards": [ "4-LS1-1" ], "prompt_html": "

Jolene reads that petals help a plant make seeds by bringing visitors that carry pollen from flower to flower.

Which TWO statements from Jolene’s notebook are evidence that petals help the plant make seeds? Choose the TWO best answers.

", "prompt_plain": "Jolene reads that petals help a plant make seeds by bringing visitors that carry pollen from flower to flower. Which TWO statements from Jolene’s notebook are evidence that petals help the plant make seeds? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Flowers with wide, flat petals and flowers with tube-shaped petals grow side by side in the same bed.", "plain": "Flowers with wide, flat petals and flowers with tube-shaped petals grow side by side in the same bed.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Flowers that visitors landed on grew seed pods a few weeks later.", "plain": "Flowers that visitors landed on grew seed pods a few weeks later.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Seed pods on plants near the fence grew longer than pods on plants in the middle.", "plain": "Seed pods on plants near the fence grew longer than pods on plants in the middle.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Bees kept visiting the garden bed on both sunny and cloudy mornings.", "plain": "Bees kept visiting the garden bed on both sunny and cloudy mornings.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Flowers that lost their petals early got few visitors and almost no seed pods.", "plain": "Flowers that lost their petals early got few visitors and almost no seed pods.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3441154e-0020-4ab8-8525-9ace1e971176" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Two Flower Shapes in a Garden

Jolene helps in a community garden. One garden bed grows two kinds of flowers. The first kind has wide, flat petals that make an open landing place. The second kind is shaped like a deep, narrow tube with sweet nectar at the bottom. Jolene watches the bed on a sunny morning and writes what she sees in Table 1.

\"A

Table 1. Jolene’s Garden Notes

Flower shapeWhat Jolene sees
Wide, flat petalsBees and butterflies land on the petals and walk to the center of the flower.
Deep, narrow tubeHummingbirds hover in the air and reach deep inside the tube with their long beaks.
", "passage_plain": "Two Flower Shapes in a Garden Jolene helps in a community garden. One garden bed grows two kinds of flowers. The first kind has wide, flat petals that make an open landing place. The second kind is shaped like a deep, narrow tube with sweet nectar at the bottom. Jolene watches the bed on a sunny morning and writes what she sees in Table 1. Table 1. Jolene’s Garden Notes Flower shape What Jolene sees Wide, flat petals Bees and butterflies land on the petals and walk to the center of the flower. Deep, narrow tube Hummingbirds hover in the air and reach deep inside the tube with their long beaks." }, { "n": 16, "item_id": "_c36ad7b8-4ae2-4120-9730-4cc7e33183c3", "type": "choice", "title": "Quills and Scent Glands", "standards": [ "4-LS1-1" ], "prompt_html": "

A porcupine has stiff, sharp quills on its back and tail. A skunk has scent glands under its tail that can spray a strong-smelling liquid.

How do the quills and the scent glands help the two animals in a similar way?

", "prompt_plain": "A porcupine has stiff, sharp quills on its back and tail. A skunk has scent glands under its tail that can spray a strong-smelling liquid. How do the quills and the scent glands help the two animals in a similar way?", "context_html": "", "options": [ { "id": "cA1", "text": "Both structures help the animal attract a mate in the spring.", "plain": "Both structures help the animal attract a mate in the spring.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both structures help the animal sense a predator coming from far away.", "plain": "Both structures help the animal sense a predator coming from far away.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both structures help the animal warn others of its kind about danger.", "plain": "Both structures help the animal warn others of its kind about danger.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both structures help the animal defend itself when a predator attacks.", "plain": "Both structures help the animal defend itself when a predator attacks.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_436dfc0a-c3bf-479e-a3dd-549b59269e8b", "type": "hottext", "title": "Cottontail Claim Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

Tavio makes this claim: The rabbit uses a body structure to notice possible danger from a sound.

Select the ONE sentence from Tavio’s field notes in Table 1 that is the best evidence for this claim.

", "prompt_plain": "Tavio makes this claim: The rabbit uses a body structure to notice possible danger from a sound. Select the ONE sentence from Tavio’s field notes in Table 1 that is the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA17", "text": "The rabbit nibbles the grass, and its whiskers feel the plant stems as it feeds.", "plain": "The rabbit nibbles the grass, and its whiskers feel the plant stems as it feeds.", "correct": false, "kind": "hottext" }, { "id": "hB17", "text": "A dog barks down the path, and the rabbit swivels both ears toward the bark and goes still.", "plain": "A dog barks down the path, and the rabbit swivels both ears toward the bark and goes still.", "correct": true, "kind": "hottext" }, { "id": "hC17", "text": "Songbirds chirp in the hedgerow while the rabbit sits up tall and slowly turns its head to look across the open field.", "plain": "Songbirds chirp in the hedgerow while the rabbit sits up tall and slowly turns its head to look across the open field.", "correct": false, "kind": "hottext" }, { "id": "hD17", "text": "The rabbit presses its front paws against the firm ground just before it hops away.", "plain": "The rabbit presses its front paws against the firm ground just before it hops away.", "correct": false, "kind": "hottext" }, { "id": "hE17", "text": "A shadow crosses the grass, and the rabbit bolts into the thick hedgerow to hide.", "plain": "A shadow crosses the grass, and the rabbit bolts into the thick hedgerow to hide.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_57bc59b0-0035-42ac-9a1d-3eec9925e1fa" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB17" ] }, "n_options": 5, "passage_html": "

Cottontail at the Hedgerow

Tavio watches a wild cottontail rabbit from a quiet path. The rabbit feeds on grass beside a hedgerow, a row of thick bushes. Tavio numbers each thing he sees and lists his field notes in Table 1.

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Table 1. Tavio’s Field Notes

NoteWhat Tavio sees
1The rabbit nibbles the grass, and its whiskers feel the plant stems as it feeds.
2A dog barks down the path, and the rabbit swivels both ears toward the bark and goes still.
3Songbirds chirp in the hedgerow while the rabbit sits up tall and slowly turns its head to look across the open field.
4The rabbit presses its front paws against the firm ground just before it hops away.
5A shadow crosses the grass, and the rabbit bolts into the thick hedgerow to hide.
", "passage_plain": "Cottontail at the Hedgerow Tavio watches a wild cottontail rabbit from a quiet path. The rabbit feeds on grass beside a hedgerow, a row of thick bushes. Tavio numbers each thing he sees and lists his field notes in Table 1. Table 1. Tavio’s Field Notes Note What Tavio sees 1 The rabbit nibbles the grass, and its whiskers feel the plant stems as it feeds. 2 A dog barks down the path, and the rabbit swivels both ears toward the bark and goes still. 3 Songbirds chirp in the hedgerow while the rabbit sits up tall and slowly turns its head to look across the open field. 4 The rabbit presses its front paws against the firm ground just before it hops away. 5 A shadow crosses the grass, and the rabbit bolts into the thick hedgerow to hide." }, { "n": 18, "item_id": "_cac90205-ff84-4738-ba72-3bb6052626ea", "type": "choice", "title": "From Shadow to Action", "standards": [ "4-LS1-2" ], "prompt_html": "

Look at note 5 in Table 1. The shadow crosses the grass, and an instant later the rabbit bolts into the hedgerow.

Which sequence describes how the rabbit’s body turns what it senses into action?

", "prompt_plain": "Look at note 5 in Table 1. The shadow crosses the grass, and an instant later the rabbit bolts into the hedgerow. Which sequence describes how the rabbit’s body turns what it senses into action?", "context_html": "", "options": [ { "id": "cA1", "text": "Its eyes sense the shadow, its legs move first, and the nerves tell the brain afterward.", "plain": "Its eyes sense the shadow, its legs move first, and the nerves tell the brain afterward.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Its brain senses the shadow on its own and then tells the eyes where the rabbit should look.", "plain": "Its brain senses the shadow on its own and then tells the eyes where the rabbit should look.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Its leg muscles sense the shadow and send a signal telling the brain that the legs are moving.", "plain": "Its leg muscles sense the shadow and send a signal telling the brain that the legs are moving.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Its eyes sense the shadow, nerves carry the signal to the brain, and the brain signals the leg muscles.", "plain": "Its eyes sense the shadow, nerves carry the signal to the brain, and the brain signals the leg muscles.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_57bc59b0-0035-42ac-9a1d-3eec9925e1fa" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Cottontail at the Hedgerow

Tavio watches a wild cottontail rabbit from a quiet path. The rabbit feeds on grass beside a hedgerow, a row of thick bushes. Tavio numbers each thing he sees and lists his field notes in Table 1.

\"A

Table 1. Tavio’s Field Notes

NoteWhat Tavio sees
1The rabbit nibbles the grass, and its whiskers feel the plant stems as it feeds.
2A dog barks down the path, and the rabbit swivels both ears toward the bark and goes still.
3Songbirds chirp in the hedgerow while the rabbit sits up tall and slowly turns its head to look across the open field.
4The rabbit presses its front paws against the firm ground just before it hops away.
5A shadow crosses the grass, and the rabbit bolts into the thick hedgerow to hide.
", "passage_plain": "Cottontail at the Hedgerow Tavio watches a wild cottontail rabbit from a quiet path. The rabbit feeds on grass beside a hedgerow, a row of thick bushes. Tavio numbers each thing he sees and lists his field notes in Table 1. Table 1. Tavio’s Field Notes Note What Tavio sees 1 The rabbit nibbles the grass, and its whiskers feel the plant stems as it feeds. 2 A dog barks down the path, and the rabbit swivels both ears toward the bark and goes still. 3 Songbirds chirp in the hedgerow while the rabbit sits up tall and slowly turns its head to look across the open field. 4 The rabbit presses its front paws against the firm ground just before it hops away. 5 A shadow crosses the grass, and the rabbit bolts into the thick hedgerow to hide." }, { "n": 19, "item_id": "_b08ffd67-4c49-4994-a1e7-4f75ba5fe497", "type": "choice", "title": "Touch in the Field Notes", "standards": [ "4-LS1-2" ], "prompt_html": "

Look at Table 1. In which TWO numbered field notes does the rabbit use its sense of touch?

", "prompt_plain": "Look at Table 1. In which TWO numbered field notes does the rabbit use its sense of touch?", "context_html": "", "options": [ { "id": "cA1", "text": "Notes 1 and 3", "plain": "Notes 1 and 3", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Notes 1 and 4", "plain": "Notes 1 and 4", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Notes 2 and 4", "plain": "Notes 2 and 4", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Notes 3 and 5", "plain": "Notes 3 and 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_57bc59b0-0035-42ac-9a1d-3eec9925e1fa" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Cottontail at the Hedgerow

Tavio watches a wild cottontail rabbit from a quiet path. The rabbit feeds on grass beside a hedgerow, a row of thick bushes. Tavio numbers each thing he sees and lists his field notes in Table 1.

\"A

Table 1. Tavio’s Field Notes

NoteWhat Tavio sees
1The rabbit nibbles the grass, and its whiskers feel the plant stems as it feeds.
2A dog barks down the path, and the rabbit swivels both ears toward the bark and goes still.
3Songbirds chirp in the hedgerow while the rabbit sits up tall and slowly turns its head to look across the open field.
4The rabbit presses its front paws against the firm ground just before it hops away.
5A shadow crosses the grass, and the rabbit bolts into the thick hedgerow to hide.
", "passage_plain": "Cottontail at the Hedgerow Tavio watches a wild cottontail rabbit from a quiet path. The rabbit feeds on grass beside a hedgerow, a row of thick bushes. Tavio numbers each thing he sees and lists his field notes in Table 1. Table 1. Tavio’s Field Notes Note What Tavio sees 1 The rabbit nibbles the grass, and its whiskers feel the plant stems as it feeds. 2 A dog barks down the path, and the rabbit swivels both ears toward the bark and goes still. 3 Songbirds chirp in the hedgerow while the rabbit sits up tall and slowly turns its head to look across the open field. 4 The rabbit presses its front paws against the firm ground just before it hops away. 5 A shadow crosses the grass, and the rabbit bolts into the thick hedgerow to hide." }, { "n": 20, "item_id": "_208cbfd9-d7e8-49ff-9a99-d9bf2760adad", "type": "choice", "title": "Animal Sense Structures", "standards": [ "4-LS1-2" ], "prompt_html": "

Table 1 gives facts about four animals and the sense structures they use to find food.

Table 1. Four Animals and Their Sense Structures

AnimalFacts
KiwiA bird that hunts worms at night. Its nostrils sit at the very tip of its long beak. Its eyes are small.
Pit viperA snake that hunts mice in the dark. Small pits on its face sense the warmth of nearby animals.
PlatypusSwims in muddy rivers with its eyes shut. Its soft bill can feel the smallest movements of water animals.
Jumping spiderStalks insects in the daytime. Its two large front eyes see sharp detail from far away.

Which TWO statements correctly pair an animal with the sense it uses to find its food? Choose the TWO best answers.

", "prompt_plain": "Table 1 gives facts about four animals and the sense structures they use to find food. Table 1. Four Animals and Their Sense Structures Animal Facts Kiwi A bird that hunts worms at night. Its nostrils sit at the very tip of its long beak. Its eyes are small. Pit viper A snake that hunts mice in the dark. Small pits on its face sense the warmth of nearby animals. Platypus Swims in muddy rivers with its eyes shut. Its soft bill can feel the smallest movements of water animals. Jumping spider Stalks insects in the daytime. Its two large front eyes see sharp detail from far away. Which TWO statements correctly pair an animal with the sense it uses to find its food? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The pit viper finds a mouse in the dark by sensing the warmth of the mouse’s body.", "plain": "The pit viper finds a mouse in the dark by sensing the warmth of the mouse’s body.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The kiwi finds worms at night by watching for them with sharp, powerful eyes.", "plain": "The kiwi finds worms at night by watching for them with sharp, powerful eyes.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The platypus finds water animals in the muddy river when its bill feels them move.", "plain": "The platypus finds water animals in the muddy river when its bill feels them move.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The jumping spider finds insects by sensing the warmth of their bodies from far away.", "plain": "The jumping spider finds insects by sensing the warmth of their bodies from far away.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The kiwi finds worms under the leaves by listening for the sounds the worms make.", "plain": "The kiwi finds worms under the leaves by listening for the sounds the worms make.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_49f8ced9-27c2-4fbe-a071-edbc3b5811dc", "type": "match", "title": "Garden Plant Parts", "standards": [ "4-LS1-1" ], "prompt_html": "

The diagram shows a garden plant. Three of its parts are labeled 1, 2, and 3.

 

Match each numbered part to what it helps the plant do.

\"A

", "prompt_plain": "The diagram shows a garden plant. Three of its parts are labeled 1, 2, and 3. Match each numbered part to what it helps the plant do.", "context_html": "", "options": [ { "id": "sP1", "text": "Part 1", "plain": "Part 1", "correct": false, "kind": "match-token" }, { "id": "sP2", "text": "Part 2", "plain": "Part 2", "correct": false, "kind": "match-token" }, { "id": "sP3", "text": "Part 3", "plain": "Part 3", "correct": false, "kind": "match-token" }, { "id": "tF1", "text": "Takes in water from the ground", "plain": "Takes in water from the ground", "correct": false, "kind": "match-token" }, { "id": "tF2", "text": "Makes the seeds for new plants", "plain": "Makes the seeds for new plants", "correct": false, "kind": "match-token" }, { "id": "tF3", "text": "Lifts the leaves and flowers toward the light", "plain": "Lifts the leaves and flowers toward the light", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot21.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "sP1 tF2", "sP2 tF3", "sP3 tF1" ] }, "n_options": 6 }, { "n": 22, "item_id": "_6b6ae393-c04e-4900-bfa7-45f47ee96dfb", "type": "choice", "title": "Miller Hill Layers Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Table 1 and Figure 1.

What do the fossils in the Miller Hill layers show about the area?

", "prompt_plain": "Part A Look at Table 1 and Figure 1. What do the fossils in the Miller Hill layers show about the area?", "context_html": "", "options": [ { "id": "cA1", "text": "The area stayed under the sea, and the swamp and dry-land fossils washed in from other places.", "plain": "The area stayed under the sea, and the swamp and dry-land fossils washed in from other places.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The area was once a sea, later became a swamp, and then became dry land.", "plain": "The area was once a sea, later became a swamp, and then became dry land.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The area changed from dry land, to a swamp, and then finally to a deep sea.", "plain": "The area changed from dry land, to a swamp, and then finally to a deep sea.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The fossils formed from living things that moved into cracks in the rock after the layers formed.", "plain": "The fossils formed from living things that moved into cracks in the rock after the layers formed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0c11fda-0eca-415a-acb6-4971883488e6" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Railroad Cut at Miller Hill

Workers dug a deep cut for a railroad track through Miller Hill. The cut exposes four stacked rock layers. Figure 1 shows the cut. Along one stretch of the cut, the layers are tilted at a steep slant. The bottom layer is much thicker than the other layers.

Figure 1. Rock Layers at the Cut

\"A

Students studying the cut list each layer’s rock and fossils in Table 1.

Table 1. Layers at the Miller Hill Cut

Layer (top to bottom)What the rock looks likeFossils found
1tan, sandy rockroots and stems of plants that grow in dry soil
2dark, muddy rockferns and other swamp plants
3gray, hard rockshells of sea animals
4gray, hard rockfish skeletons and shells of sea animals
", "passage_plain": "Railroad Cut at Miller Hill Workers dug a deep cut for a railroad track through Miller Hill. The cut exposes four stacked rock layers. Figure 1 shows the cut. Along one stretch of the cut, the layers are tilted at a steep slant. The bottom layer is much thicker than the other layers. Figure 1. Rock Layers at the Cut Students studying the cut list each layer’s rock and fossils in Table 1. Table 1. Layers at the Miller Hill Cut Layer (top to bottom) What the rock looks like Fossils found 1 tan, sandy rock roots and stems of plants that grow in dry soil 2 dark, muddy rock ferns and other swamp plants 3 gray, hard rock shells of sea animals 4 gray, hard rock fish skeletons and shells of sea animals" }, { "n": 23, "item_id": "_5819e8f0-ccd1-4553-8c62-c7c6fdc5dac2", "type": "choice", "title": "Miller Hill Layers Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Which observation from the Miller Hill cut best supports the answer in Part A?

", "prompt_plain": "Part B Which observation from the Miller Hill cut best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "One stretch of the rock layers in the cut is tilted at a steep slant.", "plain": "One stretch of the rock layers in the cut is tilted at a steep slant.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Fossils of fish skeletons and sea-animal shells fill layer 4 at the bottom of the cut.", "plain": "Fossils of fish skeletons and sea-animal shells fill layer 4 at the bottom of the cut.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The bottom layer of the cut is much thicker than any of the layers above it.", "plain": "The bottom layer of the cut is much thicker than any of the layers above it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Sea-animal fossils sit in layers 3 and 4, ferns in layer 2, and dry-soil plants in layer 1.", "plain": "Sea-animal fossils sit in layers 3 and 4, ferns in layer 2, and dry-soil plants in layer 1.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0c11fda-0eca-415a-acb6-4971883488e6" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Railroad Cut at Miller Hill

Workers dug a deep cut for a railroad track through Miller Hill. The cut exposes four stacked rock layers. Figure 1 shows the cut. Along one stretch of the cut, the layers are tilted at a steep slant. The bottom layer is much thicker than the other layers.

Figure 1. Rock Layers at the Cut

\"A

Students studying the cut list each layer’s rock and fossils in Table 1.

Table 1. Layers at the Miller Hill Cut

Layer (top to bottom)What the rock looks likeFossils found
1tan, sandy rockroots and stems of plants that grow in dry soil
2dark, muddy rockferns and other swamp plants
3gray, hard rockshells of sea animals
4gray, hard rockfish skeletons and shells of sea animals
", "passage_plain": "Railroad Cut at Miller Hill Workers dug a deep cut for a railroad track through Miller Hill. The cut exposes four stacked rock layers. Figure 1 shows the cut. Along one stretch of the cut, the layers are tilted at a steep slant. The bottom layer is much thicker than the other layers. Figure 1. Rock Layers at the Cut Students studying the cut list each layer’s rock and fossils in Table 1. Table 1. Layers at the Miller Hill Cut Layer (top to bottom) What the rock looks like Fossils found 1 tan, sandy rock roots and stems of plants that grow in dry soil 2 dark, muddy rock ferns and other swamp plants 3 gray, hard rock shells of sea animals 4 gray, hard rock fish skeletons and shells of sea animals" }, { "n": 24, "item_id": "_52158d74-c6b1-408f-aaef-16f9ea475fe4", "type": "choice", "title": "Superposition at Miller Hill", "standards": [ "4-ESS1-1" ], "prompt_html": "

In flat stretches of the cut, the layers still lie the way they formed. The Law of Superposition says that in rock layers that have not been disturbed, the bottom layer is the oldest.

Which statement applies the law correctly at the Miller Hill cut?

", "prompt_plain": "In flat stretches of the cut, the layers still lie the way they formed. The Law of Superposition says that in rock layers that have not been disturbed, the bottom layer is the oldest. Which statement applies the law correctly at the Miller Hill cut?", "context_html": "", "options": [ { "id": "cA1", "text": "In the flat stretch, bottom-layer fossils are older than the fossils in the layers above.", "plain": "In the flat stretch, bottom-layer fossils are older than the fossils in the layers above.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "In the tilted stretch, the layer that now sits highest holds the youngest fossils.", "plain": "In the tilted stretch, the layer that now sits highest holds the youngest fossils.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "In the flat stretch, the four rock layers and their fossils formed at the same time.", "plain": "In the flat stretch, the four rock layers and their fossils formed at the same time.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "In the tilted stretch, the layers formed at a slant and their order still shows their ages.", "plain": "In the tilted stretch, the layers formed at a slant and their order still shows their ages.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0c11fda-0eca-415a-acb6-4971883488e6" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Railroad Cut at Miller Hill

Workers dug a deep cut for a railroad track through Miller Hill. The cut exposes four stacked rock layers. Figure 1 shows the cut. Along one stretch of the cut, the layers are tilted at a steep slant. The bottom layer is much thicker than the other layers.

Figure 1. Rock Layers at the Cut

\"A

Students studying the cut list each layer’s rock and fossils in Table 1.

Table 1. Layers at the Miller Hill Cut

Layer (top to bottom)What the rock looks likeFossils found
1tan, sandy rockroots and stems of plants that grow in dry soil
2dark, muddy rockferns and other swamp plants
3gray, hard rockshells of sea animals
4gray, hard rockfish skeletons and shells of sea animals
", "passage_plain": "Railroad Cut at Miller Hill Workers dug a deep cut for a railroad track through Miller Hill. The cut exposes four stacked rock layers. Figure 1 shows the cut. Along one stretch of the cut, the layers are tilted at a steep slant. The bottom layer is much thicker than the other layers. Figure 1. Rock Layers at the Cut Students studying the cut list each layer’s rock and fossils in Table 1. Table 1. Layers at the Miller Hill Cut Layer (top to bottom) What the rock looks like Fossils found 1 tan, sandy rock roots and stems of plants that grow in dry soil 2 dark, muddy rock ferns and other swamp plants 3 gray, hard rock shells of sea animals 4 gray, hard rock fish skeletons and shells of sea animals" }, { "n": 25, "item_id": "_889e4f2a-b36c-4acd-bd99-829eb1da96b8", "type": "text-entry", "title": "Trail to the Overlook", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Odette hikes the marked trail on the map in Figure 1. The trail starts at a bench, marked A, and ends at an overlook, marked B. A contour line connects points that have the same elevation (height above sea level).

Figure 1. Contour Map of the Trail

\"A

How many contour lines does Odette cross as she walks from A to B? Enter the exact number.

Give your answer as a whole number (e.g., 12).

Answer: contour lines

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "5" ] }, "n_options": 0 }, { "n": 26, "item_id": "_65a7852d-4d38-4032-9825-fd47b94eb9ec", "type": "choice", "title": "Sandstone Mass Pattern", "standards": [ "4-ESS2-1" ], "prompt_html": "

After day 3, the club keeps the tumbler turning with the same water, sand, and speed.

Based on the pattern in Table 1, what is the most likely mass of the sandstone on day 4?

", "prompt_plain": "After day 3, the club keeps the tumbler turning with the same water, sand, and speed. Based on the pattern in Table 1, what is the most likely mass of the sandstone on day 4?", "context_html": "", "options": [ { "id": "cA1", "text": "30 grams", "plain": "30 grams", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "60 grams", "plain": "60 grams", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "90 grams", "plain": "90 grams", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "120 grams", "plain": "120 grams", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_03eb19f2-c736-4914-b728-49d0ebaa27a2" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Rock Tumbler Mass Log

A science club puts one piece of sandstone into a rock tumbler with water and sand. The spinning tumbler makes the water and sand rub against the rock over and over, wearing the rock away. This models how moving water and sediment wear away rock outdoors. Once a day, the club dries the sandstone and measures its mass. Table 1 shows the mass log.

Table 1. Sandstone Mass Log

DayMass of the sandstone
1120 grams
290 grams
360 grams
", "passage_plain": "Rock Tumbler Mass Log A science club puts one piece of sandstone into a rock tumbler with water and sand. The spinning tumbler makes the water and sand rub against the rock over and over, wearing the rock away. This models how moving water and sediment wear away rock outdoors. Once a day, the club dries the sandstone and measures its mass. Table 1 shows the mass log. Table 1. Sandstone Mass Log Day Mass of the sandstone 1 120 grams 2 90 grams 3 60 grams" }, { "n": 27, "item_id": "_04fbffd7-4194-4286-a6d9-1024d10cc8f4", "type": "choice", "title": "Judging a Sandstone Claim", "standards": [ "4-ESS2-1" ], "prompt_html": "

Ramona reads Table 1 and claims that the sandstone will reach 0 grams by day 5.

Which TWO statements best explain why Table 1 does not prove Ramona’s claim? Choose the TWO best answers.

", "prompt_plain": "Ramona reads Table 1 and claims that the sandstone will reach 0 grams by day 5. Which TWO statements best explain why Table 1 does not prove Ramona’s claim? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Table 1 shows the mass falling more slowly each day, so the wearing away nearly stopped by day 3.", "plain": "Table 1 shows the mass falling more slowly each day, so the wearing away nearly stopped by day 3.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Table 1 stops at day 3, so it cannot show the mass of the sandstone on day 5.", "plain": "Table 1 stops at day 3, so it cannot show the mass of the sandstone on day 5.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The mass fell 30 grams each day, so Table 1 proves the mass must reach 0 grams on day 5.", "plain": "The mass fell 30 grams each day, so Table 1 proves the mass must reach 0 grams on day 5.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The sandstone lost half its mass by day 3, so it needs three more days to lose the other half.", "plain": "The sandstone lost half its mass by day 3, so it needs three more days to lose the other half.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Ramona assumes the 30-gram daily loss will continue, but the drop could get faster or slower after day 3.", "plain": "Ramona assumes the 30-gram daily loss will continue, but the drop could get faster or slower after day 3.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_03eb19f2-c736-4914-b728-49d0ebaa27a2" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Rock Tumbler Mass Log

A science club puts one piece of sandstone into a rock tumbler with water and sand. The spinning tumbler makes the water and sand rub against the rock over and over, wearing the rock away. This models how moving water and sediment wear away rock outdoors. Once a day, the club dries the sandstone and measures its mass. Table 1 shows the mass log.

Table 1. Sandstone Mass Log

DayMass of the sandstone
1120 grams
290 grams
360 grams
", "passage_plain": "Rock Tumbler Mass Log A science club puts one piece of sandstone into a rock tumbler with water and sand. The spinning tumbler makes the water and sand rub against the rock over and over, wearing the rock away. This models how moving water and sediment wear away rock outdoors. Once a day, the club dries the sandstone and measures its mass. Table 1 shows the mass log. Table 1. Sandstone Mass Log Day Mass of the sandstone 1 120 grams 2 90 grams 3 60 grams" }, { "n": 28, "item_id": "_e8a8200c-316d-47b8-a53c-fedc8ab4cca6", "type": "choice", "title": "Where Quakes and Volcanoes Occur", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Map 1 and Map 2.

Which statement describes where earthquakes and volcanoes occur in this region?

", "prompt_plain": "Look at Map 1 and Map 2. Which statement describes where earthquakes and volcanoes occur in this region?", "context_html": "", "options": [ { "id": "cA1", "text": "The earthquake dots appear across the whole map area, and the volcano triangles appear just on the mainland.", "plain": "The earthquake dots appear across the whole map area, and the volcano triangles appear just on the mainland.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The earthquake dots and the volcano triangles both form a curved band along the island chain.", "plain": "The earthquake dots and the volcano triangles both form a curved band along the island chain.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The volcano triangles line up along the islands, but the earthquake dots are scattered evenly everywhere.", "plain": "The volcano triangles line up along the islands, but the earthquake dots are scattered evenly everywhere.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The earthquake dots and the volcano triangles form separate bands on opposite sides of the map.", "plain": "The earthquake dots and the volcano triangles form separate bands on opposite sides of the map.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a5118efd-b5ad-42da-9d16-aec7ebdd251e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Aleutian Island Arc Maps

The Aleutian Islands form a long, curved island chain. The chain lies between the Pacific Ocean and the Bering Sea. Map 1 and Map 2 show the same region.

Map 1 shows earthquakes recorded in the region over many years. Each dot marks the location of one earthquake. Map 2 shows volcanoes. Each triangle marks the location of one volcano.

\"Map

", "passage_plain": "Aleutian Island Arc Maps The Aleutian Islands form a long, curved island chain. The chain lies between the Pacific Ocean and the Bering Sea. Map 1 and Map 2 show the same region. Map 1 shows earthquakes recorded in the region over many years. Each dot marks the location of one earthquake. Map 2 shows volcanoes. Each triangle marks the location of one volcano." }, { "n": 29, "item_id": "_e151e252-67bd-456b-a115-95c7bd3f01b0", "type": "hottext", "title": "Aleutian Maps Evidence", "standards": [ "4-ESS2-2" ], "prompt_html": "

Five statements about the region are listed below.

Select the ONE statement that Map 1 and Map 2 support.

", "prompt_plain": "Five statements about the region are listed below. Select the ONE statement that Map 1 and Map 2 support.", "context_html": "", "options": [ { "id": "hA1", "text": "Volcanoes in this region wait for a nearby earthquake before they erupt.", "plain": "Volcanoes in this region wait for a nearby earthquake before they erupt.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "The earthquake dots are spread evenly across the whole map area.", "plain": "The earthquake dots are spread evenly across the whole map area.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "Some earthquake dots sit away from the island chain, but no triangles do.", "plain": "Some earthquake dots sit away from the island chain, but no triangles do.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "Map 2 shows more volcano triangles than Map 1 shows earthquake dots.", "plain": "Map 2 shows more volcano triangles than Map 1 shows earthquake dots.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "The mainland coast has more earthquake dots than the island chain has.", "plain": "The mainland coast has more earthquake dots than the island chain has.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_a5118efd-b5ad-42da-9d16-aec7ebdd251e" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 5, "passage_html": "

Aleutian Island Arc Maps

The Aleutian Islands form a long, curved island chain. The chain lies between the Pacific Ocean and the Bering Sea. Map 1 and Map 2 show the same region.

Map 1 shows earthquakes recorded in the region over many years. Each dot marks the location of one earthquake. Map 2 shows volcanoes. Each triangle marks the location of one volcano.

\"Map

", "passage_plain": "Aleutian Island Arc Maps The Aleutian Islands form a long, curved island chain. The chain lies between the Pacific Ocean and the Bering Sea. Map 1 and Map 2 show the same region. Map 1 shows earthquakes recorded in the region over many years. Each dot marks the location of one earthquake. Map 2 shows volcanoes. Each triangle marks the location of one volcano." }, { "n": 30, "item_id": "_98ce8205-4f02-48fd-ab3a-e664fa4ab809", "type": "choice", "title": "Mine Site Land Changes", "standards": [ "4-ESS3-1" ], "prompt_html": "

A company digs rock from a large open pit at a surface mine. Every ten years, the county measures the land at the mine site. Table 1 shows the results. An acre is a unit for measuring land area.

Table 1. Land at the Mine Site

YearLand covered by the mine pit (acres)Meadow habitat next to the mine (acres)
200020100
20106060
202010020

Which TWO changes at the mine site do the data in Table 1 support? Choose the TWO best answers.

", "prompt_plain": "A company digs rock from a large open pit at a surface mine. Every ten years, the county measures the land at the mine site. Table 1 shows the results. An acre is a unit for measuring land area. Table 1. Land at the Mine Site Year Land covered by the mine pit (acres) Meadow habitat next to the mine (acres) 2000 20 100 2010 60 60 2020 100 20 Which TWO changes at the mine site do the data in Table 1 support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The land covered by the mine pit grew larger from 2000 to 2020.", "plain": "The land covered by the mine pit grew larger from 2000 to 2020.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The mine pit stopped growing and stayed the same size after 2010.", "plain": "The mine pit stopped growing and stayed the same size after 2010.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "In 2020, the meadow covered more land than the mine pit did.", "plain": "In 2020, the meadow covered more land than the mine pit did.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The meadow habitat next to the mine got smaller from 2000 to 2020.", "plain": "The meadow habitat next to the mine got smaller from 2000 to 2020.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Trees and grass grew back quickly on land the mine had already cleared.", "plain": "Trees and grass grew back quickly on land the mine had already cleared.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 31, "item_id": "_7b88d606-5d72-4689-88b3-af55cd9c831f", "type": "choice", "title": "Town Power Station Choice", "standards": [ "4-ESS3-1" ], "prompt_html": "

A town needs one new power station on an empty field outside town. The town is choosing between a natural-gas power plant, which makes electricity by burning natural gas, and a solar farm, which makes electricity from sunlight.

Which statement best predicts a long-term effect of the town's choice?

", "prompt_plain": "A town needs one new power station on an empty field outside town. The town is choosing between a natural-gas power plant, which makes electricity by burning natural gas, and a solar farm, which makes electricity from sunlight. Which statement best predicts a long-term effect of the town's choice?", "context_html": "", "options": [ { "id": "cA31", "text": "The natural-gas plant would not affect the environment, because the gas it burns disappears.", "plain": "The natural-gas plant would not affect the environment, because the gas it burns disappears.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "The natural-gas plant would keep adding polluting gases to the air for many years.", "plain": "The natural-gas plant would keep adding polluting gases to the air for many years.", "correct": true, "kind": "choice" }, { "id": "cC31", "text": "The solar farm would slowly use up sunlight, so less sunlight would reach the town.", "plain": "The solar farm would slowly use up sunlight, so less sunlight would reach the town.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "The two choices would change the environment in the same ways, because both make electricity.", "plain": "The two choices would change the environment in the same ways, because both make electricity.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_d4d40f35-90ea-4288-9e63-2821302fda7b", "type": "choice", "title": "Cinder Island — Rapid Change", "standards": [ "4-ESS3-2" ], "prompt_html": "

The landforms of Cinder Island took shape at different rates. Some formed during sudden events. Others formed over many years.

Which feature of Cinder Island was most likely formed by a rapid change to Earth's surface?

", "prompt_plain": "The landforms of Cinder Island took shape at different rates. Some formed during sudden events. Others formed over many years. Which feature of Cinder Island was most likely formed by a rapid change to Earth's surface?", "context_html": "", "options": [ { "id": "cA32", "text": "the deep ravine that a stream has cut into the volcano's slope", "plain": "the deep ravine that a stream has cut into the volcano's slope", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "the shallow pits that rainwater has dissolved into the shore rock", "plain": "the shallow pits that rainwater has dissolved into the shore rock", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "the black-rock shore that formed where erupting lava met the sea", "plain": "the black-rock shore that formed where erupting lava met the sea", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "the smooth hollows where blowing sand wears away the cliff rock", "plain": "the smooth hollows where blowing sand wears away the cliff rock", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6f8e8319-58b3-4765-b7e5-6f10da0fac12" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4, "passage_html": "

Cinder Island Hazard Brief

Cinder Island is a small island with a volcano at its center. A town sits on the island's shore. The volcano has erupted before, so the town keeps a hazard brief. Table 1 shows what the brief says.

Figure 1

\"A

Table 1. Cinder Island Hazard Brief

SectionWhat the brief says
Eruption historyThe volcano has erupted four times in the past 200 years. Between eruptions, it stays quiet for many years.
MonitoringInstruments on the volcano sense ground shaking and escaping gases. Changes in these signals can warn scientists days before an eruption.
Evacuation planMarked routes lead from every neighborhood to the island's safe meeting areas. The town practices using the routes twice each year.
", "passage_plain": "Cinder Island Hazard Brief Cinder Island is a small island with a volcano at its center. A town sits on the island's shore. The volcano has erupted before, so the town keeps a hazard brief. Table 1 shows what the brief says. Figure 1 Table 1. Cinder Island Hazard Brief Section What the brief says Eruption history The volcano has erupted four times in the past 200 years. Between eruptions, it stays quiet for many years. Monitoring Instruments on the volcano sense ground shaking and escaping gases. Changes in these signals can warn scientists days before an eruption. Evacuation plan Marked routes lead from every neighborhood to the island's safe meeting areas. The town practices using the routes twice each year." }, { "n": 33, "item_id": "_61dce880-96ff-49f8-a2f2-f5c619b9c739", "type": "choice", "title": "Cinder Island — Remaining Risks", "standards": [ "4-ESS3-2" ], "prompt_html": "

Cinder Island's town follows its hazard brief: scientists monitor the volcano, and the town practices its evacuation routes.

Which TWO risks would most likely remain for the town even when both steps work as planned? Choose the TWO best answers.

", "prompt_plain": "Cinder Island's town follows its hazard brief: scientists monitor the volcano, and the town practices its evacuation routes. Which TWO risks would most likely remain for the town even when both steps work as planned? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA33", "text": "The town's homes and roads could still be damaged by falling ash and flowing lava.", "plain": "The town's homes and roads could still be damaged by falling ash and flowing lava.", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "The volcano could still erupt sooner, because the instruments on its slopes disturb the ground they measure.", "plain": "The volcano could still erupt sooner, because the instruments on its slopes disturb the ground they measure.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "The volcano could still erupt more often, because so many footsteps shake the ground during each practice.", "plain": "The volcano could still erupt more often, because so many footsteps shake the ground during each practice.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "The volcano could still erupt, because the town's plans cannot stop an eruption.", "plain": "The volcano could still erupt, because the town's plans cannot stop an eruption.", "correct": true, "kind": "choice" }, { "id": "cE33", "text": "The town could still lose time and money each year, because the instruments and the practice drills must be kept up.", "plain": "The town could still lose time and money each year, because the instruments and the practice drills must be kept up.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6f8e8319-58b3-4765-b7e5-6f10da0fac12" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA33", "cD33" ] }, "n_options": 5, "passage_html": "

Cinder Island Hazard Brief

Cinder Island is a small island with a volcano at its center. A town sits on the island's shore. The volcano has erupted before, so the town keeps a hazard brief. Table 1 shows what the brief says.

Figure 1

\"A

Table 1. Cinder Island Hazard Brief

SectionWhat the brief says
Eruption historyThe volcano has erupted four times in the past 200 years. Between eruptions, it stays quiet for many years.
MonitoringInstruments on the volcano sense ground shaking and escaping gases. Changes in these signals can warn scientists days before an eruption.
Evacuation planMarked routes lead from every neighborhood to the island's safe meeting areas. The town practices using the routes twice each year.
", "passage_plain": "Cinder Island Hazard Brief Cinder Island is a small island with a volcano at its center. A town sits on the island's shore. The volcano has erupted before, so the town keeps a hazard brief. Table 1 shows what the brief says. Figure 1 Table 1. Cinder Island Hazard Brief Section What the brief says Eruption history The volcano has erupted four times in the past 200 years. Between eruptions, it stays quiet for many years. Monitoring Instruments on the volcano sense ground shaking and escaping gases. Changes in these signals can warn scientists days before an eruption. Evacuation plan Marked routes lead from every neighborhood to the island's safe meeting areas. The town practices using the routes twice each year." }, { "n": 34, "item_id": "_f8212e09-4be0-4edc-bc42-96c9a37d0571", "type": "inline-choice", "title": "Rain Cover Design Brief", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A town knitting club will show its hand-dyed yarn on an outdoor table at the town's heritage day. The club is designing a rain cover for the yarn display. Table 1 shows the club's design brief.

Table 1. Design Brief Statements

StatementWhat it says
1Rain could soak the hand-dyed yarn while it sits on the outdoor table.
2The cover must keep rain off the yarn for the whole afternoon.
3The club can spend no more than $25 on cover materials.

Choose the word that best completes each sentence.

Statement 1 is a .

Statement 2 is a .

Statement 3 is a .

", "options": [ { "id": "cB1bebbea473", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "cB14f4ba3551", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "cB1c0d3acec5", "text": "problem", "plain": "problem", "correct": true, "kind": "inline" }, { "id": "cB207e0966cd", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "cB2f9ff13660", "text": "criterion", "plain": "criterion", "correct": true, "kind": "inline" }, { "id": "cB21da8933e4", "text": "problem", "plain": "problem", "correct": false, "kind": "inline" }, { "id": "cB3725ac54c7", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" }, { "id": "cB30dc93877f", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "cB30b5e37f0e", "text": "problem", "plain": "problem", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1c0d3acec5" ], "RESPONSE2": [ "cB2f9ff13660" ], "RESPONSE3": [ "cB3725ac54c7" ] }, "n_options": 9 }, { "n": 35, "item_id": "_d79dcd86-14e5-4b30-94af-afb520c9979c", "type": "text-entry", "title": "Rain Cover Test Count", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A town knitting club built five rain-cover designs for its outdoor yarn display. The club tested every design the same way. A dry sheet of paper sat under the cover where the yarn would go. A sprinkler sprayed water over the cover for ten minutes. Then the club counted the water spots on the paper. A design passes the test if its paper shows fewer than 4 water spots. Table 1 shows the results.

Table 1. Sprinkler Test Results

Cover designWater spots on the paper
19
22
36
40
54

How many of the five designs passed the test?

Give your answer as a whole number (e.g., 7).

Answer: designs

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "2" ] }, "n_options": 0 }, { "n": 36, "item_id": "_c76c5899-afe2-4d14-a043-d4576869986d", "type": "gap-match", "title": "Drip Waterer Retest Notes", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Tindra built a slow-drip waterer for the window box outside her family's kitchen window. An upside-down bottle drips water into the soil through a small hole. After her first test, Tindra made the drip hole smaller and ran a two-day retest. Then she wrote a retest report with six notes.

\"An

 

Drag one card into each empty box in Table 1 to show what kind of note each one is. You may use a card more than once.

", "prompt_plain": "Tindra built a slow-drip waterer for the window box outside her family's kitchen window. An upside-down bottle drips water into the soil through a small hole. After her first test, Tindra made the drip hole smaller and ran a two-day retest. Then she wrote a retest report with six notes. Drag one card into each empty box in Table 1 to show what kind of note each one is. You may use a card more than once.", "context_html": "", "options": [ { "id": "tres36", "text": "test result", "plain": "test result", "correct": false, "kind": "gap-token" }, { "id": "tchg36", "text": "next design change", "plain": "next design change", "correct": false, "kind": "gap-token" }, { "id": "tcrit36", "text": "design criterion", "plain": "design criterion", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-27/images/slot36.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tcrit36 g1", "tres36 g2", "tchg36 g3", "tres36 g4", "tcrit36 g5", "tchg36 g6" ] }, "n_options": 3 } ] }, { "form": "G4.28", "grade": "G4", "title": "Alpha Standardized Science G4.28", "test_id": "_test-ecf6adfa-448b-43eb-884e-76b16e9ffa96", "n_items": 36, "n_stimuli": 7, "stimuli": { "_d4dc9b40-9978-48b6-a053-c71b78c5377b": { "title": "The Channel Dig Log", "html": "

The Channel Dig Log

Workers are digging a long channel to carry flood water away from a town. The digging uncovers a wall of four stacked rock layers. The layers are undisturbed (they still lie flat, in the order they formed). The workers log the fossils they find in each layer. Table 1 shows the dig log. Figure 1 shows the four layers in the channel wall.

Table 1. The Workers’ Dig Log

Layer (top to bottom)Fossils logged in the layer
1 (top)Seeds and roots of land plants
2Shells of sea snails
3Bones of small land animals
4 (bottom)Fossils of sea urchins (round, spiny sea animals)

Figure 1. The Four Layers in the Channel Wall

\"A

" }, "_974b7d21-3a06-4674-bbd2-a361a5543004": { "title": "Ice on Two Sidewalk Squares", "html": "

Ice on Two Sidewalk Squares

On a cold winter morning, Daphne notices thin ice on two squares of the school sidewalk. One square is in bright sunlight. The other square is in the shade of the building. By lunchtime, Daphne has recorded the observations in Table 1.

Figure 1

\"Two

Table 1. Daphne’s Sidewalk Observations

ObservationWhat Daphne noticed
1The sunny square feels warmer to the touch than the shady square.
2The ice on the sunny square is soft and slushy, but the ice on the shady square is still hard.
3The air feels just as cold at the sunny square as at the shady square.
4Both squares are made of the same gray concrete.
" }, "_7e96766b-3270-4109-a9ad-b91fecb136e2": { "title": "Juno at the Feed Room", "html": "

Juno at the Feed Room

Juno is a kelpie, a breed of farm dog. Her tall ear flaps can turn in different directions. Lucinda watched Juno in the farmyard one afternoon and wrote five notes:

1. Juno’s coat is short and brown, with one white patch showing on her broad chest.

2. While resting with her eyes closed in the shade, Juno turned one ear flap toward the barn.

3. Both ear flaps turned toward the feed room, and Juno jumped at a latch click I could not hear.

4. I think Juno’s tall ear flaps must work like cupped hands that catch quiet sounds around her.

5. Juno raced across the whole farmyard and reached the feed-room door in only a few seconds.

Figure 1. Juno in the farmyard

\"A

" }, "_fb15fdf5-e5a6-4316-a21d-c645a8b5b93d": { "title": "Shake-Table Model House Test", "html": "

Shake-Table Model House Test

A fourth-grade class builds two model houses that are the same size, shape, and weight. The class sets both houses on a shake table - a low platform that shakes from side to side to act like an earthquake. House 1 is bolted tightly to the table. House 2 rests on soft, flexible pads that let the house sway gently.

The shake table has three settings: gentle, medium, and strong. The class runs each setting one time and records the damage to each house in Table 1.

Figure 1. The two model houses on the shake table

\"Two

Table 1. Shake-Table Test Results

Shake settingHouse 1 (bolted to the table)House 2 (resting on flexible pads)
GentleNo damageNo damage
MediumThin cracks in two wallsNo damage
StrongOne wall broke apartThin cracks in one wall
" }, "_2533a059-dc99-4f92-80b5-8474247b01b8": { "title": "Sand Pile After a Downpour", "html": "

Sand Pile After a Downpour

A construction crew leaves a tall pile of sand in an open yard. Overnight, heavy rain pours down on the pile for hours. In the morning, the crew studies how the rain changed the pile. Figure 1 shows the pile after the storm.

Figure 1. The Pile After the Storm

\"A

" }, "_d86e65aa-0351-46db-a8bc-88c74fcf52b1": { "title": "The Woodpecker’s Tool Kit", "html": "

The Woodpecker’s Tool Kit

Jerome watches a pileated woodpecker at a nature preserve. The large bird clings upright to the trunk of a dead tree and hammers into the wood with fast, hard strikes to reach insects inside. Jerome also checks a field guide to learn about the parts of a woodpecker’s body he cannot see. He writes a note about each body structure. Table 1 lists his notes.

Figure 1. The woodpecker at the tree trunk

\"A

Table 1. Jerome’s Structure Notes

NoteWhat Jerome observed or learned
1The beak ends in a flat tip shaped like a chisel, and wood chips fly with every strike.
2A layer of spongy bone lies inside the skull, behind the hard beak.
3Stiff tail feathers press flat against the tree below the bird’s body.
4On each foot, two toes point forward and two point backward, wrapping around the bark.
5The feathers are mostly black, with bright white stripes along the neck.
6The thick neck pulls the head far back and drives it forward with each strike.
" }, "_08cfbad1-8290-422d-8135-1b44e85b7e0d": { "title": "Maps of the Inland Sea", "html": "

Maps of the Inland Sea

A science class studies two maps of the same region. A large inland sea (a sea surrounded by land) sits in the middle of the region. Map 1 shows every earthquake recorded in the region during the last 50 years. Each dot marks one earthquake. Map 2 shows the mountain belts in the region. The class compares the patterns on the two maps.

\"Two

" } }, "questions": [ { "n": 1, "item_id": "_07068061-22e1-4df0-b342-099cbf5892cd", "type": "choice", "title": "Paddle Wheel in the Creek", "standards": [ "4-PS3-1" ], "prompt_html": "

Fritz holds a small paddle wheel in a creek at three different spots. The strength of the water current is different at each spot. Table 1 shows what he observes.

Table 1. Paddle-Wheel Observations

SpotHow the water movesWhat the wheel did
1Slow, gentle currentTurned slowly
2Medium currentTurned faster
3Fast, rushing currentTurned fastest

Which statement about energy do the observations in Table 1 support?

", "prompt_plain": "Fritz holds a small paddle wheel in a creek at three different spots. The strength of the water current is different at each spot. Table 1 shows what he observes. Table 1. Paddle-Wheel Observations Spot How the water moves What the wheel did 1 Slow, gentle current Turned slowly 2 Medium current Turned faster 3 Fast, rushing current Turned fastest Which statement about energy do the observations in Table 1 support?", "context_html": "", "options": [ { "id": "cA1", "text": "Moving water transfers the same amount of energy to the wheel at every spot.", "plain": "Moving water transfers the same amount of energy to the wheel at every spot.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Slower-moving water transfers more energy to the wheel than faster water.", "plain": "Slower-moving water transfers more energy to the wheel than faster water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Faster-moving water transfers more energy to the wheel than slower water.", "plain": "Faster-moving water transfers more energy to the wheel than slower water.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The wheel turns on its own without receiving energy from the moving water.", "plain": "The wheel turns on its own without receiving energy from the moving water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_359b1f33-5b87-4c58-9184-70ee475e5a4d", "type": "choice", "title": "Ice on Two Sidewalk Squares — Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

The air stays cold all morning, yet only the ice on the sunny square thaws.

What most likely caused the ice on the sunny square to thaw?

", "prompt_plain": "Part A The air stays cold all morning, yet only the ice on the sunny square thaws. What most likely caused the ice on the sunny square to thaw?", "context_html": "", "options": [ { "id": "cA1", "text": "The air warmed the sunny square more than the shady square.", "plain": "The air warmed the sunny square more than the shady square.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Wind blowing across the sunny square slowly warmed the ice.", "plain": "Wind blowing across the sunny square slowly warmed the ice.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Coldness flowed out of the ice and into the ground below.", "plain": "Coldness flowed out of the ice and into the ground below.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Sunlight transferred energy that made the sunny square warm.", "plain": "Sunlight transferred energy that made the sunny square warm.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_974b7d21-3a06-4674-bbd2-a361a5543004" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Ice on Two Sidewalk Squares

On a cold winter morning, Daphne notices thin ice on two squares of the school sidewalk. One square is in bright sunlight. The other square is in the shade of the building. By lunchtime, Daphne has recorded the observations in Table 1.

Figure 1

\"Two

Table 1. Daphne’s Sidewalk Observations

ObservationWhat Daphne noticed
1The sunny square feels warmer to the touch than the shady square.
2The ice on the sunny square is soft and slushy, but the ice on the shady square is still hard.
3The air feels just as cold at the sunny square as at the shady square.
4Both squares are made of the same gray concrete.
", "passage_plain": "Ice on Two Sidewalk Squares On a cold winter morning, Daphne notices thin ice on two squares of the school sidewalk. One square is in bright sunlight. The other square is in the shade of the building. By lunchtime, Daphne has recorded the observations in Table 1. Figure 1 Table 1. Daphne’s Sidewalk Observations Observation What Daphne noticed 1 The sunny square feels warmer to the touch than the shady square. 2 The ice on the sunny square is soft and slushy, but the ice on the shady square is still hard. 3 The air feels just as cold at the sunny square as at the shady square. 4 Both squares are made of the same gray concrete." }, { "n": 3, "item_id": "_20023e0c-414e-4fe5-b89d-183874d9d591", "type": "choice", "title": "Ice on Two Sidewalk Squares — Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Which two observations from Table 1 best support the answer in Part A?

", "prompt_plain": "Part B Which two observations from Table 1 best support the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Observations 1 and 3", "plain": "Observations 1 and 3", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Observations 1 and 2", "plain": "Observations 1 and 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Observations 2 and 4", "plain": "Observations 2 and 4", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Observations 3 and 4", "plain": "Observations 3 and 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_974b7d21-3a06-4674-bbd2-a361a5543004" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Ice on Two Sidewalk Squares

On a cold winter morning, Daphne notices thin ice on two squares of the school sidewalk. One square is in bright sunlight. The other square is in the shade of the building. By lunchtime, Daphne has recorded the observations in Table 1.

Figure 1

\"Two

Table 1. Daphne’s Sidewalk Observations

ObservationWhat Daphne noticed
1The sunny square feels warmer to the touch than the shady square.
2The ice on the sunny square is soft and slushy, but the ice on the shady square is still hard.
3The air feels just as cold at the sunny square as at the shady square.
4Both squares are made of the same gray concrete.
", "passage_plain": "Ice on Two Sidewalk Squares On a cold winter morning, Daphne notices thin ice on two squares of the school sidewalk. One square is in bright sunlight. The other square is in the shade of the building. By lunchtime, Daphne has recorded the observations in Table 1. Figure 1 Table 1. Daphne’s Sidewalk Observations Observation What Daphne noticed 1 The sunny square feels warmer to the touch than the shady square. 2 The ice on the sunny square is soft and slushy, but the ice on the shady square is still hard. 3 The air feels just as cold at the sunny square as at the shady square. 4 Both squares are made of the same gray concrete." }, { "n": 4, "item_id": "_c25fce3b-05e4-42b2-bf02-26175135bea7", "type": "choice", "title": "Bocce Ball Collision Sound", "standards": [ "4-PS3-3" ], "prompt_html": "

Two bocce balls roll across a court and collide. A sharp clicking sound is heard.

Why is a sound produced when the balls collide?

", "prompt_plain": "Two bocce balls roll across a court and collide. A sharp clicking sound is heard. Why is a sound produced when the balls collide?", "context_html": "", "options": [ { "id": "cA1", "text": "The sound was stored inside the balls and is set free when they touch.", "plain": "The sound was stored inside the balls and is set free when they touch.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Some of the balls’ motion energy changes to sound energy when they collide.", "plain": "Some of the balls’ motion energy changes to sound energy when they collide.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The collision creates new energy that then leaves the balls as sound.", "plain": "The collision creates new energy that then leaves the balls as sound.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The sound comes from the air alone and does not involve the balls’ energy.", "plain": "The sound comes from the air alone and does not involve the balls’ energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_3361b3a0-d38e-47c2-8c2f-a0419323ea4e", "type": "choice", "title": "Electric Fan Energy Chain", "standards": [ "4-PS3-4" ], "prompt_html": "

On a warm day, an electric fan is plugged into a wall outlet and switched on. The blades begin to spin.

\"An

Which statement correctly describes the energy change that makes the blades spin?

", "prompt_plain": "On a warm day, an electric fan is plugged into a wall outlet and switched on. The blades begin to spin. Which statement correctly describes the energy change that makes the blades spin?", "context_html": "", "options": [ { "id": "cA1", "text": "Electrical energy moves into the fan and changes into the motion energy of the blades.", "plain": "Electrical energy moves into the fan and changes into the motion energy of the blades.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Motion energy of the blades moves into the fan and changes into electrical energy.", "plain": "Motion energy of the blades moves into the fan and changes into electrical energy.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Heat energy from the warm air moves into the fan and changes into motion energy.", "plain": "Heat energy from the warm air moves into the fan and changes into motion energy.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The blades spin without any energy moving into or out of the fan.", "plain": "The blades spin without any energy moving into or out of the fan.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot05.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_46aface0-46b1-4c9b-91b1-d5dee7542d26", "type": "gap-match", "title": "Fishing Pier Energy Labels", "standards": [ "4-PS3-2" ], "prompt_html": "

Abram’s class made a poster of a fishing pier. Six things in the picture are numbered.

 

Drag the energy label that best matches each numbered thing. Use each label only once. One label will not be used.

", "prompt_plain": "Abram’s class made a poster of a fishing pier. Six things in the picture are numbered. Drag the energy label that best matches each numbered thing. Use each label only once. One label will not be used.", "context_html": "", "options": [ { "id": "tile-sound-energy", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile-kinetic-energy", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "gap-token" }, { "id": "tile-life-energy", "text": "life energy", "plain": "life energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" }, { "id": "tile-stored-energy", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" }, { "id": "tile-heat-energy", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-kinetic-energy gap-1", "tile-stored-energy gap-2", "tile-light-energy gap-3", "tile-heat-energy gap-4", "tile-sound-energy gap-5", "tile-electrical-energy gap-6" ] }, "n_options": 7 }, { "n": 7, "item_id": "_848da80e-51e5-44a1-85a9-95e738fe348f", "type": "gap-match", "title": "Wave on the Empty Grid", "standards": [ "4-PS4-1" ], "prompt_html": "

Cedric must show a wave on the empty grid. Each grid square is 1 unit.

The wave must have an amplitude of 2 units and show exactly 3 crests.

\"An

 

Drag one wave card onto the empty grid to show this wave.

", "prompt_plain": "Cedric must show a wave on the empty grid. Each grid square is 1 unit. The wave must have an amplitude of 2 units and show exactly 3 crests. Drag one wave card onto the empty grid to show this wave.", "context_html": "", "options": [ { "id": "tile-wave-amp1-c4", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-wave-amp2-c3", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-wave-amp1-c3", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-wave-amp2-c4", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot07.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot07-wave-amp1-c4.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot07-wave-amp2-c3.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot07-wave-amp1-c3.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot07-wave-amp2-c4.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-wave-amp2-c3 gap-wave" ] }, "n_options": 4 }, { "n": 8, "item_id": "_03a8487e-5299-4f88-91e5-1d02fb45c8b5", "type": "choice", "title": "Parking Sensor Wave Display", "standards": [ "4-PS4-1" ], "prompt_html": "

A car’s parking sensor sends out sound waves. The waves bounce off objects behind the car and return to the sensor. A small screen draws the returning wave. When an object moves toward the sensor, the returning wave has a shorter wavelength than when the object is still. Figure 1 shows the returning wave from an object that is not moving.

\"Figure

Which drawing shows the returning wave from an object moving toward the sensor?

", "prompt_plain": "A car’s parking sensor sends out sound waves. The waves bounce off objects behind the car and return to the sensor. A small screen draws the returning wave. When an object moves toward the sensor, the returning wave has a shorter wavelength than when the object is still. Figure 1 shows the returning wave from an object that is not moving. Which drawing shows the returning wave from an object moving toward the sensor?", "context_html": "", "options": [ { "id": "cA1", "text": "\"A", "plain": "", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "\"A", "plain": "", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "\"A", "plain": "", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "\"A", "plain": "", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot08.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot08-optA.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot08-optB.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot08-optC.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot08-optD.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_770c8520-5f95-4146-bb33-87e544794980", "type": "choice", "title": "Ridge Trail Signal Codes", "standards": [ "4-PS4-3" ], "prompt_html": "

A trail crew works along a high ridge. Crew members signal each other using arm positions. They test two codes. Code A uses 2 different arm signals. Code B uses 5 different arm signals. The crew’s rules: no signal may be misread, and a full trail report must take less than 1 minute to send. Table 1 shows the test results.

Table 1. Signal-Code Test Results

TestCode A (2 arm signals)Code B (5 arm signals)
Signals read correctly from the far ridge50 out of 5039 out of 50
Time to send one full trail report40 seconds25 seconds

Which code best meets both of the crew’s rules, and why?

", "prompt_plain": "A trail crew works along a high ridge. Crew members signal each other using arm positions. They test two codes. Code A uses 2 different arm signals. Code B uses 5 different arm signals. The crew’s rules: no signal may be misread, and a full trail report must take less than 1 minute to send. Table 1 shows the test results. Table 1. Signal-Code Test Results Test Code A (2 arm signals) Code B (5 arm signals) Signals read correctly from the far ridge 50 out of 50 39 out of 50 Time to send one full trail report 40 seconds 25 seconds Which code best meets both of the crew’s rules, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Code B, because a code with more arm signals carries more information in each message.", "plain": "Code B, because a code with more arm signals carries more information in each message.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Code B, because its full report is sent 15 seconds faster than Code A’s report.", "plain": "Code B, because its full report is sent 15 seconds faster than Code A’s report.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Code A, because it had zero signal mix-ups and a full report takes only 40 seconds.", "plain": "Code A, because it had zero signal mix-ups and a full report takes only 40 seconds.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Code A, because a code with fewer arm signals takes less time to send a report.", "plain": "Code A, because a code with fewer arm signals takes less time to send a report.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_ead0cda6-90c6-405d-b494-6d6f34f10413", "type": "inline-choice", "title": "Robot Remote Codes", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Elio programs a toy robot. The robot’s remote sends codes made of four digits. Each digit is a 0 or a 1. Table 1 shows the command for each code.

Table 1. Robot Command Codes

CommandCode
move forward0011
move backward1100
turn left0101
turn right1010
stop0111
flash its light1110

Choose the command that matches each code the remote sends.

When the remote sends the code 0011, the robot will .

When the remote sends the code 1010, the robot will .

When the remote sends the code 0111, the robot will .

", "options": [ { "id": "c10b1o1", "text": "move backward", "plain": "move backward", "correct": false, "kind": "inline" }, { "id": "c10b1o2", "text": "move forward", "plain": "move forward", "correct": true, "kind": "inline" }, { "id": "c10b1o3", "text": "stop", "plain": "stop", "correct": false, "kind": "inline" }, { "id": "c10b2o1", "text": "turn left", "plain": "turn left", "correct": false, "kind": "inline" }, { "id": "c10b2o2", "text": "flash its light", "plain": "flash its light", "correct": false, "kind": "inline" }, { "id": "c10b2o3", "text": "turn right", "plain": "turn right", "correct": true, "kind": "inline" }, { "id": "c10b3o1", "text": "flash its light", "plain": "flash its light", "correct": false, "kind": "inline" }, { "id": "c10b3o2", "text": "stop", "plain": "stop", "correct": true, "kind": "inline" }, { "id": "c10b3o3", "text": "move forward", "plain": "move forward", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c10b1o2" ], "RESPONSEB2": [ "c10b2o3" ], "RESPONSEB3": [ "c10b3o2" ] }, "n_options": 9 }, { "n": 11, "item_id": "_228d58f3-c6b7-4792-accb-71d7f4ed4bc6", "type": "choice", "title": "Wax Paper Conclusion", "standards": [ "4-PS4-2" ], "prompt_html": "

Imogen tests a sheet of wax paper from her kitchen. Table 1 shows her two tests and what she observed.

Table 1. Imogen’s Wax-Paper Tests

TestWhat Imogen observed
Hold the sheet up toward a sunny windowThe sheet glows brightly with light from the window
Lay the sheet over a page of large lettersThe letters under the sheet look gray and blurry and cannot be read

\"Hands

Imogen concludes: \"Wax paper is transparent, because light passes through it.\"

Which statement is the best evaluation of Imogen’s conclusion?

", "prompt_plain": "Imogen tests a sheet of wax paper from her kitchen. Table 1 shows her two tests and what she observed. Table 1. Imogen’s Wax-Paper Tests Test What Imogen observed Hold the sheet up toward a sunny window The sheet glows brightly with light from the window Lay the sheet over a page of large letters The letters under the sheet look gray and blurry and cannot be read Imogen concludes: \"Wax paper is transparent, because light passes through it.\" Which statement is the best evaluation of Imogen’s conclusion?", "context_html": "", "options": [ { "id": "cA1", "text": "Her conclusion is supported, because both of her tests show light passing through the sheet.", "plain": "Her conclusion is supported, because both of her tests show light passing through the sheet.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Her conclusion is supported, because the glowing sheet was giving off its own light.", "plain": "Her conclusion is supported, because the glowing sheet was giving off its own light.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Her conclusion is not supported, because the sheet is opaque and blocks the light reaching it.", "plain": "Her conclusion is not supported, because the sheet is opaque and blocks the light reaching it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Her conclusion is not supported, because the sheet is translucent and blurs what is seen through it.", "plain": "Her conclusion is not supported, because the sheet is translucent and blurs what is seen through it.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot11.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_40859dfc-8f0c-4dab-b2d3-90efc0929e25", "type": "choice", "title": "Frosty Hood Thaws", "standards": [ "4-PS3-2" ], "prompt_html": "

A thin layer of ice covers the metal hood of a car on a cold winter morning. The driver starts the engine and lets it run, and the engine makes the hood warm. A few minutes later, the ice on the hood thaws, even though the air stays just as cold.

\"A

Why does the ice on the hood thaw?

", "prompt_plain": "A thin layer of ice covers the metal hood of a car on a cold winter morning. The driver starts the engine and lets it run, and the engine makes the hood warm. A few minutes later, the ice on the hood thaws, even though the air stays just as cold. Why does the ice on the hood thaw?", "context_html": "", "options": [ { "id": "cA1", "text": "Heat moves by conduction from the warm hood into the cooler ice.", "plain": "Heat moves by conduction from the warm hood into the cooler ice.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Cold moves by conduction from the ice into the warm hood.", "plain": "Cold moves by conduction from the ice into the warm hood.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Vibrations from the running engine shake the ice until it turns to water.", "plain": "Vibrations from the running engine shake the ice until it turns to water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Thermal energy leaves the ice and enters the hood, which thaws the ice.", "plain": "Thermal energy leaves the ice and enters the hood, which thaws the ice.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot12.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_d04c9ee2-4f22-4625-b980-631095ddccd7", "type": "choice", "title": "Woodpecker Tool Kit Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Jerome reads that a woodpecker’s brain can survive thousands of hammering strikes every day.

Which claim about the woodpecker’s skull do Jerome’s notes best support?

", "prompt_plain": "Part A Jerome reads that a woodpecker’s brain can survive thousands of hammering strikes every day. Which claim about the woodpecker’s skull do Jerome’s notes best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The spongy bone layer stores extra energy that makes each strike more powerful.", "plain": "The spongy bone layer stores extra energy that makes each strike more powerful.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The skull holds the brain far back in the head, where the strikes cannot reach it.", "plain": "The skull holds the brain far back in the head, where the strikes cannot reach it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The spongy bone layer takes in the shock of each strike before it reaches the brain.", "plain": "The spongy bone layer takes in the shock of each strike before it reaches the brain.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The skull is solid bone all the way through, so the strikes cannot shake it.", "plain": "The skull is solid bone all the way through, so the strikes cannot shake it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d86e65aa-0351-46db-a8bc-88c74fcf52b1" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Woodpecker’s Tool Kit

Jerome watches a pileated woodpecker at a nature preserve. The large bird clings upright to the trunk of a dead tree and hammers into the wood with fast, hard strikes to reach insects inside. Jerome also checks a field guide to learn about the parts of a woodpecker’s body he cannot see. He writes a note about each body structure. Table 1 lists his notes.

Figure 1. The woodpecker at the tree trunk

\"A

Table 1. Jerome’s Structure Notes

NoteWhat Jerome observed or learned
1The beak ends in a flat tip shaped like a chisel, and wood chips fly with every strike.
2A layer of spongy bone lies inside the skull, behind the hard beak.
3Stiff tail feathers press flat against the tree below the bird’s body.
4On each foot, two toes point forward and two point backward, wrapping around the bark.
5The feathers are mostly black, with bright white stripes along the neck.
6The thick neck pulls the head far back and drives it forward with each strike.
", "passage_plain": "The Woodpecker’s Tool Kit Jerome watches a pileated woodpecker at a nature preserve. The large bird clings upright to the trunk of a dead tree and hammers into the wood with fast, hard strikes to reach insects inside. Jerome also checks a field guide to learn about the parts of a woodpecker’s body he cannot see. He writes a note about each body structure. Table 1 lists his notes. Figure 1. The woodpecker at the tree trunk Table 1. Jerome’s Structure Notes Note What Jerome observed or learned 1 The beak ends in a flat tip shaped like a chisel, and wood chips fly with every strike. 2 A layer of spongy bone lies inside the skull, behind the hard beak. 3 Stiff tail feathers press flat against the tree below the bird’s body. 4 On each foot, two toes point forward and two point backward, wrapping around the bark. 5 The feathers are mostly black, with bright white stripes along the neck. 6 The thick neck pulls the head far back and drives it forward with each strike." }, { "n": 14, "item_id": "_4cf7dee1-a15f-4bd6-ade3-4e394688725c", "type": "choice", "title": "Woodpecker Tool Kit Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which note from Table 1 is the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which note from Table 1 is the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Note 1", "plain": "Note 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Note 2", "plain": "Note 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Note 3", "plain": "Note 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Note 6", "plain": "Note 6", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d86e65aa-0351-46db-a8bc-88c74fcf52b1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The Woodpecker’s Tool Kit

Jerome watches a pileated woodpecker at a nature preserve. The large bird clings upright to the trunk of a dead tree and hammers into the wood with fast, hard strikes to reach insects inside. Jerome also checks a field guide to learn about the parts of a woodpecker’s body he cannot see. He writes a note about each body structure. Table 1 lists his notes.

Figure 1. The woodpecker at the tree trunk

\"A

Table 1. Jerome’s Structure Notes

NoteWhat Jerome observed or learned
1The beak ends in a flat tip shaped like a chisel, and wood chips fly with every strike.
2A layer of spongy bone lies inside the skull, behind the hard beak.
3Stiff tail feathers press flat against the tree below the bird’s body.
4On each foot, two toes point forward and two point backward, wrapping around the bark.
5The feathers are mostly black, with bright white stripes along the neck.
6The thick neck pulls the head far back and drives it forward with each strike.
", "passage_plain": "The Woodpecker’s Tool Kit Jerome watches a pileated woodpecker at a nature preserve. The large bird clings upright to the trunk of a dead tree and hammers into the wood with fast, hard strikes to reach insects inside. Jerome also checks a field guide to learn about the parts of a woodpecker’s body he cannot see. He writes a note about each body structure. Table 1 lists his notes. Figure 1. The woodpecker at the tree trunk Table 1. Jerome’s Structure Notes Note What Jerome observed or learned 1 The beak ends in a flat tip shaped like a chisel, and wood chips fly with every strike. 2 A layer of spongy bone lies inside the skull, behind the hard beak. 3 Stiff tail feathers press flat against the tree below the bird’s body. 4 On each foot, two toes point forward and two point backward, wrapping around the bark. 5 The feathers are mostly black, with bright white stripes along the neck. 6 The thick neck pulls the head far back and drives it forward with each strike." }, { "n": 15, "item_id": "_45a682d6-05fd-4231-b272-26c67312c931", "type": "choice", "title": "Holding Steady on the Trunk", "standards": [ "4-LS1-1" ], "prompt_html": "

While the woodpecker hammers, its body stays steady instead of slipping down.

Based on Table 1, which TWO structures hold the woodpecker’s body steady while it hammers? Choose the TWO best answers.

", "prompt_plain": "While the woodpecker hammers, its body stays steady instead of slipping down. Based on Table 1, which TWO structures hold the woodpecker’s body steady while it hammers? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The flat chisel tip of the striking beak", "plain": "The flat chisel tip of the striking beak", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The thick neck that drives each hammering strike", "plain": "The thick neck that drives each hammering strike", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The stiff tail feathers pressed against the tree", "plain": "The stiff tail feathers pressed against the tree", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The toes wrapped around the bark on each foot", "plain": "The toes wrapped around the bark on each foot", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The black feathers with bright white neck stripes", "plain": "The black feathers with bright white neck stripes", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d86e65aa-0351-46db-a8bc-88c74fcf52b1" ], "key_letters": "C, D", "key_values": { "RESPONSE": [ "cC1", "cD1" ] }, "n_options": 5, "passage_html": "

The Woodpecker’s Tool Kit

Jerome watches a pileated woodpecker at a nature preserve. The large bird clings upright to the trunk of a dead tree and hammers into the wood with fast, hard strikes to reach insects inside. Jerome also checks a field guide to learn about the parts of a woodpecker’s body he cannot see. He writes a note about each body structure. Table 1 lists his notes.

Figure 1. The woodpecker at the tree trunk

\"A

Table 1. Jerome’s Structure Notes

NoteWhat Jerome observed or learned
1The beak ends in a flat tip shaped like a chisel, and wood chips fly with every strike.
2A layer of spongy bone lies inside the skull, behind the hard beak.
3Stiff tail feathers press flat against the tree below the bird’s body.
4On each foot, two toes point forward and two point backward, wrapping around the bark.
5The feathers are mostly black, with bright white stripes along the neck.
6The thick neck pulls the head far back and drives it forward with each strike.
", "passage_plain": "The Woodpecker’s Tool Kit Jerome watches a pileated woodpecker at a nature preserve. The large bird clings upright to the trunk of a dead tree and hammers into the wood with fast, hard strikes to reach insects inside. Jerome also checks a field guide to learn about the parts of a woodpecker’s body he cannot see. He writes a note about each body structure. Table 1 lists his notes. Figure 1. The woodpecker at the tree trunk Table 1. Jerome’s Structure Notes Note What Jerome observed or learned 1 The beak ends in a flat tip shaped like a chisel, and wood chips fly with every strike. 2 A layer of spongy bone lies inside the skull, behind the hard beak. 3 Stiff tail feathers press flat against the tree below the bird’s body. 4 On each foot, two toes point forward and two point backward, wrapping around the bark. 5 The feathers are mostly black, with bright white stripes along the neck. 6 The thick neck pulls the head far back and drives it forward with each strike." }, { "n": 16, "item_id": "_d42906c0-39fb-4c6a-ae1b-bb896df18c66", "type": "choice", "title": "Garden Flower Seed Formation", "standards": [ "4-LS1-1" ], "prompt_html": "

The picture shows a garden flower with four parts labeled.

\"Diagram

Inside which labeled part do the flower’s seeds form?

", "prompt_plain": "The picture shows a garden flower with four parts labeled. Inside which labeled part do the flower’s seeds form?", "context_html": "", "options": [ { "id": "cA1", "text": "Petal", "plain": "Petal", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Pistil", "plain": "Pistil", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Sepal", "plain": "Sepal", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Stamen", "plain": "Stamen", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot16.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_1099da00-1130-4b24-801a-b13e576c6afa", "type": "hottext", "title": "Ear Flap Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

Lucinda makes this claim: Juno’s swiveling ear flaps help her gather quiet sounds.

Select the ONE sentence from Lucinda’s notes that is the best evidence for this claim.

", "prompt_plain": "Lucinda makes this claim: Juno’s swiveling ear flaps help her gather quiet sounds. Select the ONE sentence from Lucinda’s notes that is the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Juno’s coat is short and brown, with one white patch showing on her broad chest.", "plain": "Juno’s coat is short and brown, with one white patch showing on her broad chest.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "While resting with her eyes closed in the shade, Juno turned one ear flap toward the barn.", "plain": "While resting with her eyes closed in the shade, Juno turned one ear flap toward the barn.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "Both ear flaps turned toward the feed room, and Juno jumped at a latch click I could not hear.", "plain": "Both ear flaps turned toward the feed room, and Juno jumped at a latch click I could not hear.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "I think Juno’s tall ear flaps must work like cupped hands that catch quiet sounds around her.", "plain": "I think Juno’s tall ear flaps must work like cupped hands that catch quiet sounds around her.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "Juno raced across the whole farmyard and reached the feed-room door in only a few seconds.", "plain": "Juno raced across the whole farmyard and reached the feed-room door in only a few seconds.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_7e96766b-3270-4109-a9ad-b91fecb136e2" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 5, "passage_html": "

Juno at the Feed Room

Juno is a kelpie, a breed of farm dog. Her tall ear flaps can turn in different directions. Lucinda watched Juno in the farmyard one afternoon and wrote five notes:

1. Juno’s coat is short and brown, with one white patch showing on her broad chest.

2. While resting with her eyes closed in the shade, Juno turned one ear flap toward the barn.

3. Both ear flaps turned toward the feed room, and Juno jumped at a latch click I could not hear.

4. I think Juno’s tall ear flaps must work like cupped hands that catch quiet sounds around her.

5. Juno raced across the whole farmyard and reached the feed-room door in only a few seconds.

Figure 1. Juno in the farmyard

\"A

", "passage_plain": "Juno at the Feed Room Juno is a kelpie, a breed of farm dog. Her tall ear flaps can turn in different directions. Lucinda watched Juno in the farmyard one afternoon and wrote five notes: 1. Juno’s coat is short and brown, with one white patch showing on her broad chest. 2. While resting with her eyes closed in the shade, Juno turned one ear flap toward the barn. 3. Both ear flaps turned toward the feed room, and Juno jumped at a latch click I could not hear. 4. I think Juno’s tall ear flaps must work like cupped hands that catch quiet sounds around her. 5. Juno raced across the whole farmyard and reached the feed-room door in only a few seconds. Figure 1. Juno in the farmyard" }, { "n": 18, "item_id": "_b29d67d7-1383-41e1-83a3-84faa82a122b", "type": "choice", "title": "Juno’s Missing Model Step", "standards": [ "4-LS1-2" ], "prompt_html": "

The model below shows how Juno receives and reacts to the latch click. One step is missing.

Juno’s Response Model

StepWhat happens
1Juno’s ears receive the sound of the latch click.
2?
3Juno’s legs carry her across the yard to the feed-room door.

Which step best completes the model?

", "prompt_plain": "The model below shows how Juno receives and reacts to the latch click. One step is missing. Juno’s Response Model Step What happens 1 Juno’s ears receive the sound of the latch click. 2 ? 3 Juno’s legs carry her across the yard to the feed-room door. Which step best completes the model?", "context_html": "", "options": [ { "id": "cA1", "text": "The sound signal travels from Juno’s ears straight to her leg muscles.", "plain": "The sound signal travels from Juno’s ears straight to her leg muscles.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Juno’s ears decide that the click means food and command her legs.", "plain": "Juno’s ears decide that the click means food and command her legs.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Juno’s brain interprets the click and signals her body to move.", "plain": "Juno’s brain interprets the click and signals her body to move.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Juno’s nose detects the click and sends the message to her brain.", "plain": "Juno’s nose detects the click and sends the message to her brain.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7e96766b-3270-4109-a9ad-b91fecb136e2" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Juno at the Feed Room

Juno is a kelpie, a breed of farm dog. Her tall ear flaps can turn in different directions. Lucinda watched Juno in the farmyard one afternoon and wrote five notes:

1. Juno’s coat is short and brown, with one white patch showing on her broad chest.

2. While resting with her eyes closed in the shade, Juno turned one ear flap toward the barn.

3. Both ear flaps turned toward the feed room, and Juno jumped at a latch click I could not hear.

4. I think Juno’s tall ear flaps must work like cupped hands that catch quiet sounds around her.

5. Juno raced across the whole farmyard and reached the feed-room door in only a few seconds.

Figure 1. Juno in the farmyard

\"A

", "passage_plain": "Juno at the Feed Room Juno is a kelpie, a breed of farm dog. Her tall ear flaps can turn in different directions. Lucinda watched Juno in the farmyard one afternoon and wrote five notes: 1. Juno’s coat is short and brown, with one white patch showing on her broad chest. 2. While resting with her eyes closed in the shade, Juno turned one ear flap toward the barn. 3. Both ear flaps turned toward the feed room, and Juno jumped at a latch click I could not hear. 4. I think Juno’s tall ear flaps must work like cupped hands that catch quiet sounds around her. 5. Juno raced across the whole farmyard and reached the feed-room door in only a few seconds. Figure 1. Juno in the farmyard" }, { "n": 19, "item_id": "_dafb305c-11cd-4d47-b875-9eca2131dceb", "type": "order", "title": "A Toad Catches a Moth", "standards": [ "4-LS1-2" ], "prompt_html": "

A hungry toad sits very still at the edge of a garden as evening insects fly past.

\"At

 

Drag the events into the boxes in the correct order. Show how the toad senses and captures a moth, from first to last.

", "prompt_plain": "A hungry toad sits very still at the edge of a garden as evening insects fly past. Drag the events into the boxes in the correct order. Show how the toad senses and captures a moth, from first to last.", "context_html": "", "options": [ { "id": "cCa26f13", "text": "The toad’s brain recognizes the moth as food and signals the mouth muscles.", "plain": "The toad’s brain recognizes the moth as food and signals the mouth muscles.", "correct": true, "kind": "choice" }, { "id": "cAb22238", "text": "A moth flutters across the grass right in front of the toad.", "plain": "A moth flutters across the grass right in front of the toad.", "correct": true, "kind": "choice" }, { "id": "cD70bd1d", "text": "The toad’s sticky tongue snaps out and pulls the moth into its mouth.", "plain": "The toad’s sticky tongue snaps out and pulls the moth into its mouth.", "correct": true, "kind": "choice" }, { "id": "cBd9ae38", "text": "The toad’s eyes detect the moth’s movement and send signals along nerves to the brain.", "plain": "The toad’s eyes detect the moth’s movement and send signals along nerves to the brain.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cAb22238", "cBd9ae38", "cCa26f13", "cD70bd1d" ] }, "n_options": 4 }, { "n": 20, "item_id": "_fbf3ecc9-fcff-401c-b5ae-397dcaaffd7e", "type": "choice", "title": "Crows at the Crosswalk", "standards": [ "4-LS1-2" ], "prompt_html": "

In one city, crows pick up fallen walnuts, drop them onto a crosswalk, and wait nearby. Cars roll over the walnuts and crack the shells. When the traffic stops, the crows hop down and eat the walnut pieces.

\"Two

Which TWO statements show that a crow’s brain is using stored information (memories)? Choose the TWO best answers.

", "prompt_plain": "In one city, crows pick up fallen walnuts, drop them onto a crosswalk, and wait nearby. Cars roll over the walnuts and crack the shells. When the traffic stops, the crows hop down and eat the walnut pieces. Which TWO statements show that a crow’s brain is using stored information (memories)? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The crows watch the walnuts lying on the pavement below their perch all morning.", "plain": "The crows watch the walnuts lying on the pavement below their perch all morning.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The crows drop the walnuts on the crosswalk where cars cracked shells on earlier days.", "plain": "The crows drop the walnuts on the crosswalk where cars cracked shells on earlier days.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The crows spread their wings and glide down from the traffic-signal pole to the road.", "plain": "The crows spread their wings and glide down from the traffic-signal pole to the road.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The crows began waiting for cars to stop after one crow was almost hit.", "plain": "The crows began waiting for cars to stop after one crow was almost hit.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The crows grow hungrier through the morning as they wait near the crosswalk.", "plain": "The crows grow hungrier through the morning as they wait near the crosswalk.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot20.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_ef8dddd6-c303-41b0-b6d5-d3a9a8683659", "type": "choice", "title": "Cart Collision Energy Claim", "standards": [ "4-PS3-3" ], "prompt_html": "

Navid rolls Cart 1 across a smooth floor so it bumps into Cart 2, which starts at rest. He runs two trials, one gentle and one fast. Table 1 shows his observations before and after each collision.

Table 1. Two Collision Trials

TrialCart 1 beforeCart 1 afterCart 2 afterSound at impact
1 (gentle)rolling slowlynearly stoppedrolls forward a short waysoft thud
2 (fast)rolling fastrolling slowlyrolls forward a long wayloud thud

Which claim about energy do the observations in Table 1 support?

", "prompt_plain": "Navid rolls Cart 1 across a smooth floor so it bumps into Cart 2, which starts at rest. He runs two trials, one gentle and one fast. Table 1 shows his observations before and after each collision. Table 1. Two Collision Trials Trial Cart 1 before Cart 1 after Cart 2 after Sound at impact 1 (gentle) rolling slowly nearly stopped rolls forward a short way soft thud 2 (fast) rolling fast rolling slowly rolls forward a long way loud thud Which claim about energy do the observations in Table 1 support?", "context_html": "", "options": [ { "id": "cA1", "text": "Each collision created brand-new energy that made Cart 2 begin to roll forward.", "plain": "Each collision created brand-new energy that made Cart 2 begin to roll forward.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Cart 1 slowed down in each trial, but its energy did not go anywhere.", "plain": "Cart 1 slowed down in each trial, but its energy did not go anywhere.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Cart 1 passed some of its energy to Cart 2 and some to the surroundings as sound.", "plain": "Cart 1 passed some of its energy to Cart 2 and some to the surroundings as sound.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Cart 1 ended each trial with more energy than it had before the collision.", "plain": "Cart 1 ended each trial with more energy than it had before the collision.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 22, "item_id": "_08d4718f-6781-493b-b659-c2644984986c", "type": "choice", "title": "Channel Dig Log Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Table 1 and Figure 1.

Which statement best explains what happened to the area while the four layers formed?

", "prompt_plain": "Part A Look at Table 1 and Figure 1. Which statement best explains what happened to the area while the four layers formed?", "context_html": "", "options": [ { "id": "cA1", "text": "The area was covered by the sea one time, and then it stayed dry land after that.", "plain": "The area was covered by the sea one time, and then it stayed dry land after that.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The area has always been dry land, and rivers carried the sea fossils in long ago.", "plain": "The area has always been dry land, and rivers carried the sea fossils in long ago.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "All four of the layers formed at the same time in one single environment.", "plain": "All four of the layers formed at the same time in one single environment.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The area switched back and forth between being a sea and being dry land.", "plain": "The area switched back and forth between being a sea and being dry land.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d4dc9b40-9978-48b6-a053-c71b78c5377b" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The Channel Dig Log

Workers are digging a long channel to carry flood water away from a town. The digging uncovers a wall of four stacked rock layers. The layers are undisturbed (they still lie flat, in the order they formed). The workers log the fossils they find in each layer. Table 1 shows the dig log. Figure 1 shows the four layers in the channel wall.

Table 1. The Workers’ Dig Log

Layer (top to bottom)Fossils logged in the layer
1 (top)Seeds and roots of land plants
2Shells of sea snails
3Bones of small land animals
4 (bottom)Fossils of sea urchins (round, spiny sea animals)

Figure 1. The Four Layers in the Channel Wall

\"A

", "passage_plain": "The Channel Dig Log Workers are digging a long channel to carry flood water away from a town. The digging uncovers a wall of four stacked rock layers. The layers are undisturbed (they still lie flat, in the order they formed). The workers log the fossils they find in each layer. Table 1 shows the dig log. Figure 1 shows the four layers in the channel wall. Table 1. The Workers’ Dig Log Layer (top to bottom) Fossils logged in the layer 1 (top) Seeds and roots of land plants 2 Shells of sea snails 3 Bones of small land animals 4 (bottom) Fossils of sea urchins (round, spiny sea animals) Figure 1. The Four Layers in the Channel Wall" }, { "n": 23, "item_id": "_8f1d85d7-6086-4bc2-a100-5ca337278c5c", "type": "choice", "title": "Channel Dig Log Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Which detail from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which detail from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Every layer in the wall holds at least one kind of fossil.", "plain": "Every layer in the wall holds at least one kind of fossil.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Land fossils and sea fossils take turns going down the stack.", "plain": "Land fossils and sea fossils take turns going down the stack.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Layer 1 is the layer that sits closest to the ground surface.", "plain": "Layer 1 is the layer that sits closest to the ground surface.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Layer 3 holds the bones of several small land animals.", "plain": "Layer 3 holds the bones of several small land animals.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d4dc9b40-9978-48b6-a053-c71b78c5377b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The Channel Dig Log

Workers are digging a long channel to carry flood water away from a town. The digging uncovers a wall of four stacked rock layers. The layers are undisturbed (they still lie flat, in the order they formed). The workers log the fossils they find in each layer. Table 1 shows the dig log. Figure 1 shows the four layers in the channel wall.

Table 1. The Workers’ Dig Log

Layer (top to bottom)Fossils logged in the layer
1 (top)Seeds and roots of land plants
2Shells of sea snails
3Bones of small land animals
4 (bottom)Fossils of sea urchins (round, spiny sea animals)

Figure 1. The Four Layers in the Channel Wall

\"A

", "passage_plain": "The Channel Dig Log Workers are digging a long channel to carry flood water away from a town. The digging uncovers a wall of four stacked rock layers. The layers are undisturbed (they still lie flat, in the order they formed). The workers log the fossils they find in each layer. Table 1 shows the dig log. Figure 1 shows the four layers in the channel wall. Table 1. The Workers’ Dig Log Layer (top to bottom) Fossils logged in the layer 1 (top) Seeds and roots of land plants 2 Shells of sea snails 3 Bones of small land animals 4 (bottom) Fossils of sea urchins (round, spiny sea animals) Figure 1. The Four Layers in the Channel Wall" }, { "n": 24, "item_id": "_139073ae-4c09-41b2-aded-7cc7bd6e2f4d", "type": "choice", "title": "Channel Wall Fossil Ages", "standards": [ "4-ESS1-1" ], "prompt_html": "

The Law of Superposition says that in undisturbed rock layers, the deepest layer formed first. The layers in the channel wall are undisturbed.

Which statement about the ages of the fossils in Table 1 is accurate?

", "prompt_plain": "The Law of Superposition says that in undisturbed rock layers, the deepest layer formed first. The layers in the channel wall are undisturbed. Which statement about the ages of the fossils in Table 1 is accurate?", "context_html": "", "options": [ { "id": "cA1", "text": "The sea-urchin fossils in Layer 4 are older than the animal bones in Layer 3.", "plain": "The sea-urchin fossils in Layer 4 are older than the animal bones in Layer 3.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The plant seeds and roots in Layer 1 are the oldest fossils in the wall.", "plain": "The plant seeds and roots in Layer 1 are the oldest fossils in the wall.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The animal bones in Layer 3 are younger than the plant seeds and roots in Layer 1.", "plain": "The animal bones in Layer 3 are younger than the plant seeds and roots in Layer 1.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The snail shells in Layer 2 are older than the sea-urchin fossils in Layer 4.", "plain": "The snail shells in Layer 2 are older than the sea-urchin fossils in Layer 4.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d4dc9b40-9978-48b6-a053-c71b78c5377b" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Channel Dig Log

Workers are digging a long channel to carry flood water away from a town. The digging uncovers a wall of four stacked rock layers. The layers are undisturbed (they still lie flat, in the order they formed). The workers log the fossils they find in each layer. Table 1 shows the dig log. Figure 1 shows the four layers in the channel wall.

Table 1. The Workers’ Dig Log

Layer (top to bottom)Fossils logged in the layer
1 (top)Seeds and roots of land plants
2Shells of sea snails
3Bones of small land animals
4 (bottom)Fossils of sea urchins (round, spiny sea animals)

Figure 1. The Four Layers in the Channel Wall

\"A

", "passage_plain": "The Channel Dig Log Workers are digging a long channel to carry flood water away from a town. The digging uncovers a wall of four stacked rock layers. The layers are undisturbed (they still lie flat, in the order they formed). The workers log the fossils they find in each layer. Table 1 shows the dig log. Figure 1 shows the four layers in the channel wall. Table 1. The Workers’ Dig Log Layer (top to bottom) Fossils logged in the layer 1 (top) Seeds and roots of land plants 2 Shells of sea snails 3 Bones of small land animals 4 (bottom) Fossils of sea urchins (round, spiny sea animals) Figure 1. The Four Layers in the Channel Wall" }, { "n": 25, "item_id": "_042f1fa1-c644-4304-9945-3b8627f7e5ff", "type": "text-entry", "title": "Campsite Trail Contour", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Mavis camps on a mountainside between two lakes. The contour map in Figure 1 shows her campsite. A contour line connects points that have the same elevation (height above sea level). Every contour line on this map is labeled with its elevation in feet. A marked trail leads downhill from the campsite to the shore of Lower Lake, the lower of the two lakes.

Figure 1. The Campsite Contour Map

\"A

What is the elevation, in feet, of the first contour line the trail crosses? Enter the exact number.

Give your answer as a whole number (e.g., 45).

Elevation in feet:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "580" ] }, "n_options": 0 }, { "n": 26, "item_id": "_3c25001c-7ef6-46d8-8ce7-044678345124", "type": "choice", "title": "Rainwater and the Sand Pile", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Figure 1. During the storm, rainwater cut narrow, winding channels into the pile’s steep sides.

Which real-world change is the best match for what the rainwater did to the pile’s sides?

", "prompt_plain": "Look at Figure 1. During the storm, rainwater cut narrow, winding channels into the pile’s steep sides. Which real-world change is the best match for what the rainwater did to the pile’s sides?", "context_html": "", "options": [ { "id": "cA1", "text": "Water freezing inside a crack and slowly splitting a large boulder into pieces", "plain": "Water freezing inside a crack and slowly splitting a large boulder into pieces", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A river wearing away a canyon’s rock walls and carrying the pieces downstream", "plain": "A river wearing away a canyon’s rock walls and carrying the pieces downstream", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Wind carrying loose sand and piling it into tall dunes in a desert", "plain": "Wind carrying loose sand and piling it into tall dunes in a desert", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Hot lava hardening into brand-new rock on the side of a volcano", "plain": "Hot lava hardening into brand-new rock on the side of a volcano", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2533a059-dc99-4f92-80b5-8474247b01b8" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Sand Pile After a Downpour

A construction crew leaves a tall pile of sand in an open yard. Overnight, heavy rain pours down on the pile for hours. In the morning, the crew studies how the rain changed the pile. Figure 1 shows the pile after the storm.

Figure 1. The Pile After the Storm

\"A

", "passage_plain": "Sand Pile After a Downpour A construction crew leaves a tall pile of sand in an open yard. Overnight, heavy rain pours down on the pile for hours. In the morning, the crew studies how the rain changed the pile. Figure 1 shows the pile after the storm. Figure 1. The Pile After the Storm" }, { "n": 27, "item_id": "_726cc2aa-9689-4fe5-be45-e86a780105c8", "type": "choice", "title": "Deposition Evidence at the Base", "standards": [ "4-ESS2-1" ], "prompt_html": "

After the storm, the crew lists five observations of the sand pile.

Which TWO observations are evidence that deposition happened near the base of the pile? Choose the TWO best answers.

", "prompt_plain": "After the storm, the crew lists five observations of the sand pile. Which TWO observations are evidence that deposition happened near the base of the pile? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Sheets of new sand lie spread out at the base of the pile.", "plain": "Sheets of new sand lie spread out at the base of the pile.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Narrow channels are cut into the sand where the sides meet the base.", "plain": "Narrow channels are cut into the sand where the sides meet the base.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Low mounds of washed-down sand rest in hollows near the pile’s base.", "plain": "Low mounds of washed-down sand rest in hollows near the pile’s base.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "A wide puddle of rainwater stands on the ground beside the pile’s base.", "plain": "A wide puddle of rainwater stands on the ground beside the pile’s base.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The sand around the pile’s base looks darker where the rain soaked it.", "plain": "The sand around the pile’s base looks darker where the rain soaked it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2533a059-dc99-4f92-80b5-8474247b01b8" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Sand Pile After a Downpour

A construction crew leaves a tall pile of sand in an open yard. Overnight, heavy rain pours down on the pile for hours. In the morning, the crew studies how the rain changed the pile. Figure 1 shows the pile after the storm.

Figure 1. The Pile After the Storm

\"A

", "passage_plain": "Sand Pile After a Downpour A construction crew leaves a tall pile of sand in an open yard. Overnight, heavy rain pours down on the pile for hours. In the morning, the crew studies how the rain changed the pile. Figure 1 shows the pile after the storm. Figure 1. The Pile After the Storm" }, { "n": 28, "item_id": "_5f88e45c-7e53-4ba4-b586-06dbc2a75627", "type": "choice", "title": "Inland Sea Claim Check", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Map 1 and Map 2.

One student makes this claim: In this region, earthquake bands and mountain belts occur only near the shoreline of the inland sea.

Which statement about the claim do the two maps best support?

", "prompt_plain": "Look at Map 1 and Map 2. One student makes this claim: In this region, earthquake bands and mountain belts occur only near the shoreline of the inland sea. Which statement about the claim do the two maps best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The claim is correct, because earthquakes and mountains form where the land meets the water.", "plain": "The claim is correct, because earthquakes and mountains form where the land meets the water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The claim is correct, because a mountain belt runs along the north shore of the sea.", "plain": "The claim is correct, because a mountain belt runs along the north shore of the sea.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The claim is not correct, because one earthquake band and one mountain belt sit far from the sea.", "plain": "The claim is not correct, because one earthquake band and one mountain belt sit far from the sea.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The claim is not correct, because earthquake bands and mountain belts sit on different sides of the region.", "plain": "The claim is not correct, because earthquake bands and mountain belts sit on different sides of the region.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_08cfbad1-8290-422d-8135-1b44e85b7e0d" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Maps of the Inland Sea

A science class studies two maps of the same region. A large inland sea (a sea surrounded by land) sits in the middle of the region. Map 1 shows every earthquake recorded in the region during the last 50 years. Each dot marks one earthquake. Map 2 shows the mountain belts in the region. The class compares the patterns on the two maps.

\"Two

", "passage_plain": "Maps of the Inland Sea A science class studies two maps of the same region. A large inland sea (a sea surrounded by land) sits in the middle of the region. Map 1 shows every earthquake recorded in the region during the last 50 years. Each dot marks one earthquake. Map 2 shows the mountain belts in the region. The class compares the patterns on the two maps." }, { "n": 29, "item_id": "_dbfd51d8-dc47-42af-90ec-da585287e227", "type": "hottext", "title": "Inland Sea Region Claims", "standards": [ "4-ESS2-2" ], "prompt_html": "

The students each write one claim about the region.

Select the ONE claim that the patterns in Map 1 and Map 2 do NOT support.

", "prompt_plain": "The students each write one claim about the region. Select the ONE claim that the patterns in Map 1 and Map 2 do NOT support.", "context_html": "", "options": [ { "id": "hA29", "text": "Most of the region’s earthquakes happen inside its two dense dot bands.", "plain": "Most of the region’s earthquakes happen inside its two dense dot bands.", "correct": false, "kind": "hottext" }, { "id": "hB29", "text": "Some large parts of the region show no earthquake dots and no mountain belts.", "plain": "Some large parts of the region show no earthquake dots and no mountain belts.", "correct": false, "kind": "hottext" }, { "id": "hC29", "text": "One mountain belt follows part of the north shore of the inland sea.", "plain": "One mountain belt follows part of the north shore of the inland sea.", "correct": false, "kind": "hottext" }, { "id": "hD29", "text": "All of the region’s mountain belts lie in places with no recorded earthquakes.", "plain": "All of the region’s mountain belts lie in places with no recorded earthquakes.", "correct": true, "kind": "hottext" }, { "id": "hE29", "text": "No earthquakes were recorded along the south shore of the inland sea.", "plain": "No earthquakes were recorded along the south shore of the inland sea.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_08cfbad1-8290-422d-8135-1b44e85b7e0d" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD29" ] }, "n_options": 5, "passage_html": "

Maps of the Inland Sea

A science class studies two maps of the same region. A large inland sea (a sea surrounded by land) sits in the middle of the region. Map 1 shows every earthquake recorded in the region during the last 50 years. Each dot marks one earthquake. Map 2 shows the mountain belts in the region. The class compares the patterns on the two maps.

\"Two

", "passage_plain": "Maps of the Inland Sea A science class studies two maps of the same region. A large inland sea (a sea surrounded by land) sits in the middle of the region. Map 1 shows every earthquake recorded in the region during the last 50 years. Each dot marks one earthquake. Map 2 shows the mountain belts in the region. The class compares the patterns on the two maps." }, { "n": 30, "item_id": "_cc4950d9-34ec-436b-8201-718433979d14", "type": "choice", "title": "Electricity in 2040", "standards": [ "4-ESS3-1" ], "prompt_html": "

The graph in Figure 1 shows how one country makes its electricity today and how experts predict it will make electricity in the year 2040.

Figure 1. Electricity Sources, Today and Predicted 2040

\"Bar

Which TWO statements does the graph support? Choose the TWO best answers.

", "prompt_plain": "The graph in Figure 1 shows how one country makes its electricity today and how experts predict it will make electricity in the year 2040. Figure 1. Electricity Sources, Today and Predicted 2040 Which TWO statements does the graph support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Coal is predicted to supply a larger share of electricity in 2040 than it supplies today.", "plain": "Coal is predicted to supply a larger share of electricity in 2040 than it supplies today.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The share of electricity from wind is predicted to double between today and 2040.", "plain": "The share of electricity from wind is predicted to double between today and 2040.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The country is predicted to stop using coal completely by 2040.", "plain": "The country is predicted to stop using coal completely by 2040.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The share of electricity from solar is predicted to shrink by 2040.", "plain": "The share of electricity from solar is predicted to shrink by 2040.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Wind and solar together are predicted to supply more than half of the electricity in 2040.", "plain": "Wind and solar together are predicted to supply more than half of the electricity in 2040.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot30.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 31, "item_id": "_127d2a9e-6cf2-48ff-a35f-37e2c4c9ad06", "type": "choice", "title": "Energy Use and Air Quality", "standards": [ "4-ESS3-1" ], "prompt_html": "

A town lists four ways its people use energy every day.

Which energy use has the LEAST negative impact on air quality?

", "prompt_plain": "A town lists four ways its people use energy every day. Which energy use has the LEAST negative impact on air quality?", "context_html": "", "options": [ { "id": "cA1", "text": "Making electricity from coal at a large power station.", "plain": "Making electricity from coal at a large power station.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Fueling delivery trucks and family cars with gasoline.", "plain": "Fueling delivery trucks and family cars with gasoline.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Making electricity from wind with rows of tall turbines.", "plain": "Making electricity from wind with rows of tall turbines.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Heating homes all winter with indoor wood stoves.", "plain": "Heating homes all winter with indoor wood stoves.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_115d102d-8683-4419-92fd-352a769f789b", "type": "choice", "title": "Shake-Table Test Conclusion", "standards": [ "4-ESS3-2" ], "prompt_html": "

The class compares the damage to House 1 and House 2 across the three settings.

Which conclusion do the results in Table 1 best support?

", "prompt_plain": "The class compares the damage to House 1 and House 2 across the three settings. Which conclusion do the results in Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Both houses came through the gentle shake undamaged, so the two designs will protect a house equally well in any earthquake.", "plain": "Both houses came through the gentle shake undamaged, so the two designs will protect a house equally well in any earthquake.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "House 1 was damaged at a weaker setting than House 2, so bolting a house down makes the ground shake harder under it.", "plain": "House 1 was damaged at a weaker setting than House 2, so bolting a house down makes the ground shake harder under it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "House 2 still cracked at the strong setting, so the flexible pads failed the test and neither design should be built.", "plain": "House 2 still cracked at the strong setting, so the flexible pads failed the test and neither design should be built.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "House 2 had less damage than House 1 at the stronger settings but still cracked, so the pads reduce damage without preventing it all.", "plain": "House 2 had less damage than House 1 at the stronger settings but still cracked, so the pads reduce damage without preventing it all.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fb15fdf5-e5a6-4316-a21d-c645a8b5b93d" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Shake-Table Model House Test

A fourth-grade class builds two model houses that are the same size, shape, and weight. The class sets both houses on a shake table - a low platform that shakes from side to side to act like an earthquake. House 1 is bolted tightly to the table. House 2 rests on soft, flexible pads that let the house sway gently.

The shake table has three settings: gentle, medium, and strong. The class runs each setting one time and records the damage to each house in Table 1.

Figure 1. The two model houses on the shake table

\"Two

Table 1. Shake-Table Test Results

Shake settingHouse 1 (bolted to the table)House 2 (resting on flexible pads)
GentleNo damageNo damage
MediumThin cracks in two wallsNo damage
StrongOne wall broke apartThin cracks in one wall
", "passage_plain": "Shake-Table Model House Test A fourth-grade class builds two model houses that are the same size, shape, and weight. The class sets both houses on a shake table - a low platform that shakes from side to side to act like an earthquake. House 1 is bolted tightly to the table. House 2 rests on soft, flexible pads that let the house sway gently. The shake table has three settings: gentle, medium, and strong. The class runs each setting one time and records the damage to each house in Table 1. Figure 1. The two model houses on the shake table Table 1. Shake-Table Test Results Shake setting House 1 (bolted to the table) House 2 (resting on flexible pads) Gentle No damage No damage Medium Thin cracks in two walls No damage Strong One wall broke apart Thin cracks in one wall" }, { "n": 33, "item_id": "_1064c51a-8653-4e86-91e4-a557fc892090", "type": "choice", "title": "Earthquake Damage Discussion", "standards": [ "4-ESS3-2" ], "prompt_html": "

After the test, the students discuss what people can do about earthquakes and earthquake damage.

Choose the TWO statements that are correct.

", "prompt_plain": "After the test, the students discuss what people can do about earthquakes and earthquake damage. Choose the TWO statements that are correct.", "context_html": "", "options": [ { "id": "cA1", "text": "A town with strong, well-built houses will stop earthquakes from starting nearby.", "plain": "A town with strong, well-built houses will stop earthquakes from starting nearby.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Maps of past earthquakes help towns decide where buildings need the strongest designs.", "plain": "Maps of past earthquakes help towns decide where buildings need the strongest designs.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Scientists can tell a town the exact day an earthquake will strike it.", "plain": "Scientists can tell a town the exact day an earthquake will strike it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A town built where no earthquakes have struck before will never have earthquake damage.", "plain": "A town built where no earthquakes have struck before will never have earthquake damage.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "No design for a building can keep an earthquake from happening.", "plain": "No design for a building can keep an earthquake from happening.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fb15fdf5-e5a6-4316-a21d-c645a8b5b93d" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Shake-Table Model House Test

A fourth-grade class builds two model houses that are the same size, shape, and weight. The class sets both houses on a shake table - a low platform that shakes from side to side to act like an earthquake. House 1 is bolted tightly to the table. House 2 rests on soft, flexible pads that let the house sway gently.

The shake table has three settings: gentle, medium, and strong. The class runs each setting one time and records the damage to each house in Table 1.

Figure 1. The two model houses on the shake table

\"Two

Table 1. Shake-Table Test Results

Shake settingHouse 1 (bolted to the table)House 2 (resting on flexible pads)
GentleNo damageNo damage
MediumThin cracks in two wallsNo damage
StrongOne wall broke apartThin cracks in one wall
", "passage_plain": "Shake-Table Model House Test A fourth-grade class builds two model houses that are the same size, shape, and weight. The class sets both houses on a shake table - a low platform that shakes from side to side to act like an earthquake. House 1 is bolted tightly to the table. House 2 rests on soft, flexible pads that let the house sway gently. The shake table has three settings: gentle, medium, and strong. The class runs each setting one time and records the damage to each house in Table 1. Figure 1. The two model houses on the shake table Table 1. Shake-Table Test Results Shake setting House 1 (bolted to the table) House 2 (resting on flexible pads) Gentle No damage No damage Medium Thin cracks in two walls No damage Strong One wall broke apart Thin cracks in one wall" }, { "n": 34, "item_id": "_86a98f3a-8042-4520-b225-ce5c4f0a6da4", "type": "inline-choice", "title": "Heron Guard Design Brief", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Soraya’s family keeps koi fish in a small backyard pond. Soraya writes a design brief for a heron guard for the pond. The brief lists three statements, shown in the table.

Design Brief: Koi-Pond Heron Guard

StatementWhat Soraya wrote
1A tall gray heron keeps landing at the pond and eating the family’s koi fish.
2The guard must still let sunlight reach the plants growing in the pond.
3The family can spend no more than $50 on materials for the guard.

Choose the word that best completes each sentence.

Statement 1 is the family’s .

Statement 2 is a for the design.

Statement 3 is a for the design.

", "options": [ { "id": "cB1faccd211a", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "cB1b3003b224", "text": "problem", "plain": "problem", "correct": true, "kind": "inline" }, { "id": "cB11e10588be", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "cB20256392ff", "text": "problem", "plain": "problem", "correct": false, "kind": "inline" }, { "id": "cB24dc4ca754", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "cB2ee3c21555", "text": "criterion", "plain": "criterion", "correct": true, "kind": "inline" }, { "id": "cB36160e2ca4", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" }, { "id": "cB3a3984703a", "text": "problem", "plain": "problem", "correct": false, "kind": "inline" }, { "id": "cB3c40cd4e27", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1b3003b224" ], "RESPONSE2": [ "cB2ee3c21555" ], "RESPONSE3": [ "cB36160e2ca4" ] }, "n_options": 9 }, { "n": 35, "item_id": "_1b409697-fc03-4a04-aab4-096441e2d328", "type": "text-entry", "title": "Heron Guard Test Count", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A pond-supply store tested six heron-guard designs, one at a time, over a koi pond that wild herons visit. During each design’s test, herons tried to land at the pond 12 times. The store set two requirements. Requirement 1: the guard must block at least 9 of the 12 landing tries. Requirement 2: the guard must open for fish feeding in 2 minutes or less. Table 1 shows the results.

Table 1. Heron-Guard Test Results

DesignLanding tries blocked (out of 12)Time to open for feeding (minutes)
A111
B102
C114
D61
E83
F103

How many of the six designs met both requirements? Enter the exact number of designs.

Give your answer as a whole number (e.g., 5).

Answer: designs

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "2" ] }, "n_options": 0 }, { "n": 36, "item_id": "_70c74cb7-e7bf-431f-a78c-bcd44ee8c1c3", "type": "gap-match", "title": "Walking Toy Fair Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Wallace winds the key on a small walking toy and lets it walk across the floor. He wants to find out if winding the key more turns makes the toy walk farther. Wallace plans four trials. In each trial he winds the key a different number of turns, starts the toy from the same tape line, and lets it walk on the same wooden floor until it stops.

\"A

 

Drag one card into each empty box in Table 1 to show each variable’s job in the test. You may use a card more than once.

", "prompt_plain": "Wallace winds the key on a small walking toy and lets it walk across the floor. He wants to find out if winding the key more turns makes the toy walk farther. Wallace plans four trials. In each trial he winds the key a different number of turns, starts the toy from the same tape line, and lets it walk on the same wooden floor until it stops. Drag one card into each empty box in Table 1 to show each variable’s job in the test. You may use a card more than once.", "context_html": "", "options": [ { "id": "tmeas36", "text": "measured", "plain": "measured", "correct": false, "kind": "gap-token" }, { "id": "tchg36", "text": "changed on purpose", "plain": "changed on purpose", "correct": false, "kind": "gap-token" }, { "id": "tsame36", "text": "kept the same", "plain": "kept the same", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-28/images/slot36.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tchg36 g1", "tsame36 g2", "tsame36 g3", "tmeas36 g4" ] }, "n_options": 3 } ] }, { "form": "G4.29", "grade": "G4", "title": "Alpha Standardized Science G4.29", "test_id": "_test-fdc8caa8-b83a-47d0-88db-ac92c76b3dae", "n_items": 36, "n_stimuli": 7, "stimuli": { "_c19f1701-15b7-4263-8a45-dcecdf1f46fe": { "title": "Evening at the Stable", "html": "

Evening at the Stable

A stable worker finishes the evening feeding and watches a horse in the stable yard. A dirt lane leads away from the yard to a gate at its far end. The worker writes five numbered field notes.

Note 1. The evening feeding is done, and the stable yard is quiet.

Note 2. Each of the horse’s tall ears is stiff. Each ear can rotate on its own to aim in a new direction.

Note 3. I think a horse’s rotating ears must help it tell where a sound is coming from.

Note 4. The horse sniffed my jacket and then pulled a mouthful of hay from its net.

Note 5. Both ears rotated to aim at the far gate, and the horse turned its head. Moments later I heard the gate hinge creak.

Figure 1. The stable yard at dusk

\"A

" }, "_eb74808c-4d93-4f73-a819-7b9e8a7056fc": { "title": "Cedar River Levee Project", "html": "

Cedar River Levee Project

A small town sits on low land beside the Cedar River. In most springs, heavy rain makes the river rise. Floodwater used to reach the homes and shops closest to the river.

Two years ago, the town finished the Cedar River project. Workers built a levee, a long, raised bank of soil, along the town side of the river. Workers also put smooth new pavement on the town’s parking lot. They planted a row of young trees at the school yard.

Table 1 compares town records from the year before the project with the year after it. The picture shows the town after the project.

Table 1. Cedar River Town Records

Town recordYear before the projectYear after the project
Homes damaged by floodwater24 homes2 homes
Highest river level during a flood14 feet14 feet
Shops damaged by floodwater9 shops1 shop
People living in the town2,100 people2,300 people
Rain in the wettest month9 inches9 inches

Figure 1

\"A
" }, "_11cb7cc0-19a6-4324-a1d4-30c878465bd8": { "title": "Sixty Years of Earthquakes", "html": "

Sixty Years of Earthquakes

Students study a map of a large region. Each dot on the map marks the center of one strong earthquake. The earthquakes were recorded in the region during the past 60 years. Four parts of the region, labeled J, K, L, and M, have no dots. Figure 1 shows the map.

Figure 1. Earthquake Map of the Region

\"A

" }, "_29c24353-7833-481e-9b2e-136ae850a37c": { "title": "Tuning Fork and Rice", "html": "

Tuning Fork and Rice

Adela stretches plastic wrap tightly over the top of a bowl. She sprinkles rice grains on the wrap. She strikes a tuning fork on a rubber block. While the fork hums, she holds it in the air just above the middle of the wrap. The fork does not touch the wrap or the bowl. She tries a soft strike and a hard strike and records what happens in Table 1. She uses the same bowl, wrap, and tuning fork for both trials. She also spreads the rice the same way each time. After each strike, the hum can be heard for a few seconds.

Table 1. Two Strike Trials

TrialStrikeSound heardWhat the rice did
1SoftQuiet humGrains hopped a little
2HardLouder humGrains jumped higher
" }, "_d2f7750e-3111-4841-ba5d-43a8af75f0a7": { "title": "Beach Flood Models", "html": "

Beach Flood Models

During a flood, water can flow across a beach. Reyna’s class wants to find out how this moving water changes a beach. Each team will build a small model of a beach in a shallow tray. Teams will make water move across the model and record how the model beach changes. Table 1 shows the five trials one team plans.

Figure 1. The Tray Setup

\"An

Table 1. The Team’s Trial Plan

TrialSpeed of the moving waterBeach material used (cups)Tray position
Trial 1Slow3Flat
Trial 2Slow5Flat
Trial 3Fast3One end raised
Trial 4Fast5Flat
Trial 5Fast5One end raised
" }, "_494bc5d1-9db4-4471-89a3-4ca433650c34": { "title": "The Sediment Jar Test", "html": "

The Sediment Jar Test

Marisa fills a clear jar halfway with water. She adds one scoop of sand and one scoop of soft clay. She screws the lid on and shakes the jar hard. The water turns cloudy, and the materials mix all through it. Then she sets the jar on a shelf where nothing moves it. Table 1 lists what she observes. Figure 1 shows the jar right after shaking and again two hours later.

Table 1. Jar Observations

TimeWhat Marisa observes
Right after shakingThe water is cloudy from top to bottom. No layers show.
After 10 minutesA layer of sand covers the jar bottom. The water above it is still cloudy with clay.
After 2 hoursA smooth clay layer rests on top of the sand layer. The water above is clear.

Figure 1. The Jar at Two Times

\"Two

" }, "_dbc3cbc1-9997-4daf-9fd6-10c4ee0a6973": { "title": "Osprey at Silver Marsh", "html": "

Osprey at Silver Marsh

An osprey is a large hunting bird that catches fish with its feet. Students on a boardwalk at Silver Marsh watch an osprey hunt all morning. Between dives, they also notice the osprey’s wide yellow eyes and its long narrow wings. They see the stiff tail feathers it spreads as it flies. They write their observations in Table 1.

Figure 1. The osprey over the marsh

\"An

Table 1. Marsh Observations

NoteObservation
1The fish the osprey pulls from the water are wet and slippery, and they twist from side to side.
2On each foot, the osprey’s outer toe can swing around to point backward, so two toes hold each side of a fish.
3The pads on the bottom of each foot are covered with tiny, sharp barbs.
4A caught fish twisted hard, but it stayed locked in the osprey’s feet during the whole flight across the marsh.
5The osprey glides on its long wings and hovers in the air before it dives.
" } }, "questions": [ { "n": 1, "item_id": "_c1f55c2c-309f-417a-9b35-4f599eace5b2", "type": "choice", "title": "Beanbag Slide Trials", "standards": [ "4-PS3-1" ], "prompt_html": "

Duncan slides beanbags across a smooth floor into stacks of blocks. Bag 1 is heavier than Bag 2. Table 1 shows his three trials.

\"A

Table 1. Beanbag Trials

TrialBagSliding speedBlocks knocked over
1Bag 1Fast6
2Bag 2Slow2
3Bag 2Fast6

After Trials 1 and 2, Duncan claims that Bag 1 knocked over more blocks because it is heavier.

Which evidence from Table 1 shows that Duncan’s claim is wrong?

", "prompt_plain": "Duncan slides beanbags across a smooth floor into stacks of blocks. Bag 1 is heavier than Bag 2. Table 1 shows his three trials. Table 1. Beanbag Trials Trial Bag Sliding speed Blocks knocked over 1 Bag 1 Fast 6 2 Bag 2 Slow 2 3 Bag 2 Fast 6 After Trials 1 and 2, Duncan claims that Bag 1 knocked over more blocks because it is heavier. Which evidence from Table 1 shows that Duncan’s claim is wrong?", "context_html": "", "options": [ { "id": "cA1", "text": "Bag 1 weighs more than Bag 2 in each of the three trials.", "plain": "Bag 1 weighs more than Bag 2 in each of the three trials.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "In Trial 1, Bag 1 slid fast and knocked over six blocks.", "plain": "In Trial 1, Bag 1 slid fast and knocked over six blocks.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "In Trial 2, Bag 2 slid slowly and knocked over two blocks.", "plain": "In Trial 2, Bag 2 slid slowly and knocked over two blocks.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "In Trial 3, Bag 2 slid fast and knocked over six blocks.", "plain": "In Trial 3, Bag 2 slid fast and knocked over six blocks.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot01_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_1a1dbc39-680b-4ead-875e-edc1a1c15928", "type": "choice", "title": "Tuning Fork and Rice — Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

Look at Table 1.

Which idea do the rice grains’ jumps best support?

", "prompt_plain": "Part A Look at Table 1. Which idea do the rice grains’ jumps best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Rice grains can store energy from earlier strikes and release it later.", "plain": "Rice grains can store energy from earlier strikes and release it later.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sound vibrations from the fork carry energy to the wrap and the rice.", "plain": "Sound vibrations from the fork carry energy to the wrap and the rice.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The fork’s energy is used up making the hum, so nothing reaches the rice.", "plain": "The fork’s energy is used up making the hum, so nothing reaches the rice.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The plastic wrap slowly loosens and lets the rice shift on its own.", "plain": "The plastic wrap slowly loosens and lets the rice shift on its own.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_29c24353-7833-481e-9b2e-136ae850a37c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Tuning Fork and Rice

Adela stretches plastic wrap tightly over the top of a bowl. She sprinkles rice grains on the wrap. She strikes a tuning fork on a rubber block. While the fork hums, she holds it in the air just above the middle of the wrap. The fork does not touch the wrap or the bowl. She tries a soft strike and a hard strike and records what happens in Table 1. She uses the same bowl, wrap, and tuning fork for both trials. She also spreads the rice the same way each time. After each strike, the hum can be heard for a few seconds.

Table 1. Two Strike Trials

TrialStrikeSound heardWhat the rice did
1SoftQuiet humGrains hopped a little
2HardLouder humGrains jumped higher
", "passage_plain": "Tuning Fork and Rice Adela stretches plastic wrap tightly over the top of a bowl. She sprinkles rice grains on the wrap. She strikes a tuning fork on a rubber block. While the fork hums, she holds it in the air just above the middle of the wrap. The fork does not touch the wrap or the bowl. She tries a soft strike and a hard strike and records what happens in Table 1. She uses the same bowl, wrap, and tuning fork for both trials. She also spreads the rice the same way each time. After each strike, the hum can be heard for a few seconds. Table 1. Two Strike Trials Trial Strike Sound heard What the rice did 1 Soft Quiet hum Grains hopped a little 2 Hard Louder hum Grains jumped higher" }, { "n": 3, "item_id": "_d9896923-72da-460d-a9a7-09f50759b91b", "type": "choice", "title": "Tuning Fork and Rice — Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Which comparison of the two trials best supports the answer in Part A?

", "prompt_plain": "Part B Which comparison of the two trials best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The hard strike made a louder hum and higher rice jumps than the soft strike.", "plain": "The hard strike made a louder hum and higher rice jumps than the soft strike.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The rice grains were spread over the wrap the same way in both trials.", "plain": "The rice grains were spread over the wrap the same way in both trials.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The same bowl, wrap, and tuning fork were used in the two trials.", "plain": "The same bowl, wrap, and tuning fork were used in the two trials.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The hum could still be heard a few seconds after each of the strikes.", "plain": "The hum could still be heard a few seconds after each of the strikes.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_29c24353-7833-481e-9b2e-136ae850a37c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Tuning Fork and Rice

Adela stretches plastic wrap tightly over the top of a bowl. She sprinkles rice grains on the wrap. She strikes a tuning fork on a rubber block. While the fork hums, she holds it in the air just above the middle of the wrap. The fork does not touch the wrap or the bowl. She tries a soft strike and a hard strike and records what happens in Table 1. She uses the same bowl, wrap, and tuning fork for both trials. She also spreads the rice the same way each time. After each strike, the hum can be heard for a few seconds.

Table 1. Two Strike Trials

TrialStrikeSound heardWhat the rice did
1SoftQuiet humGrains hopped a little
2HardLouder humGrains jumped higher
", "passage_plain": "Tuning Fork and Rice Adela stretches plastic wrap tightly over the top of a bowl. She sprinkles rice grains on the wrap. She strikes a tuning fork on a rubber block. While the fork hums, she holds it in the air just above the middle of the wrap. The fork does not touch the wrap or the bowl. She tries a soft strike and a hard strike and records what happens in Table 1. She uses the same bowl, wrap, and tuning fork for both trials. She also spreads the rice the same way each time. After each strike, the hum can be heard for a few seconds. Table 1. Two Strike Trials Trial Strike Sound heard What the rice did 1 Soft Quiet hum Grains hopped a little 2 Hard Louder hum Grains jumped higher" }, { "n": 4, "item_id": "_ad3e1ff1-1db6-4e63-8e47-34baa0ed2e5f", "type": "choice", "title": "Croquet Ball Collision", "standards": [ "4-PS3-3" ], "prompt_html": "

In the lawn game croquet, a player swings a long-handled wooden mallet to send a ball rolling along the grass. Benji watches one play, in which Ball 1 rolls into Ball 2, and records his observations in Table 1.

Table 1. Croquet Collision Observations

WhenObservation
Before the balls touchBall 1 is rolling fast; Ball 2 is still
When the balls touchA sharp click is heard
After the balls touchBall 1 is rolling slowly; Ball 2 is rolling fast

Which claim about energy is supported by the data in Table 1?

", "prompt_plain": "In the lawn game croquet, a player swings a long-handled wooden mallet to send a ball rolling along the grass. Benji watches one play, in which Ball 1 rolls into Ball 2, and records his observations in Table 1. Table 1. Croquet Collision Observations When Observation Before the balls touch Ball 1 is rolling fast; Ball 2 is still When the balls touch A sharp click is heard After the balls touch Ball 1 is rolling slowly; Ball 2 is rolling fast Which claim about energy is supported by the data in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "The collision destroyed most of Ball 1’s energy of motion.", "plain": "The collision destroyed most of Ball 1’s energy of motion.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Ball 2 created its own energy when it started to roll away.", "plain": "Ball 2 created its own energy when it started to roll away.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Ball 1 passed energy to Ball 2, and some energy became sound.", "plain": "Ball 1 passed energy to Ball 2, and some energy became sound.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The click’s sound gave Ball 1 the energy it kept after the hit.", "plain": "The click’s sound gave Ball 1 the energy it kept after the hit.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_5d31e357-bb34-42fc-9eb3-449d4c92a377", "type": "choice", "title": "Charging the Camp Radio", "standards": [ "4-PS3-4" ], "prompt_html": "

A trail-repair worker keeps a small radio at her camp. She wants the radio’s battery to charge during the day while she is away working. The day is sunny with no wind, and the stream beside the camp has dried into a still pool.

Which device will charge the radio’s battery best that day?

", "prompt_plain": "A trail-repair worker keeps a small radio at her camp. She wants the radio’s battery to charge during the day while she is away working. The day is sunny with no wind, and the stream beside the camp has dried into a still pool. Which device will charge the radio’s battery best that day?", "context_html": "", "options": [ { "id": "cA1", "text": "A solar-panel charger set out in the open sunlight", "plain": "A solar-panel charger set out in the open sunlight", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A small wind-turbine charger raised up on a tall pole", "plain": "A small wind-turbine charger raised up on a tall pole", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A water-wheel charger placed out in the still pool", "plain": "A water-wheel charger placed out in the still pool", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A hand-crank charger left sitting on the camp table", "plain": "A hand-crank charger left sitting on the camp table", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_299962bd-959f-46d0-b8e3-d9068ea60ac9", "type": "gap-match", "title": "Windmill Yard Energy Labels", "standards": [ "4-PS3-2" ], "prompt_html": "

The picture shows a farm yard with a windmill. Six things in the picture are numbered.

 

Drag the energy label that best matches each numbered thing. Use each label only once. Two labels will not be used.

", "prompt_plain": "The picture shows a farm yard with a windmill. Six things in the picture are numbered. Drag the energy label that best matches each numbered thing. Use each label only once. Two labels will not be used.", "context_html": "", "options": [ { "id": "tile-stored-energy", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-sound-energy", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile-chemical-energy", "text": "chemical energy", "plain": "chemical energy", "correct": false, "kind": "gap-token" }, { "id": "tile-heat-energy", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" }, { "id": "tile-kinetic-energy", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "gap-token" }, { "id": "tile-cold-energy", "text": "cold energy", "plain": "cold energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-kinetic-energy gap-1", "tile-stored-energy gap-2", "tile-light-energy gap-3", "tile-heat-energy gap-4", "tile-sound-energy gap-5", "tile-electrical-energy gap-6" ] }, "n_options": 8 }, { "n": 7, "item_id": "_c0a70b1d-31c8-4bf1-8cf4-1878631b38c8", "type": "gap-match", "title": "Wave from a Written Plan", "standards": [ "4-PS4-1" ], "prompt_html": "

A wave must be drawn on the empty grid to match this written plan: an amplitude of 3 grid units and a wavelength of 4 grid units.

\"An

 

Drag the one wave card that matches the plan onto the empty grid.

", "prompt_plain": "A wave must be drawn on the empty grid to match this written plan: an amplitude of 3 grid units and a wavelength of 4 grid units. Drag the one wave card that matches the plan onto the empty grid.", "context_html": "", "options": [ { "id": "tile-wave-amp3-wl8", "text": "\"A", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-wave-amp3-wl4", "text": "\"A", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-wave-amp6-wl4", "text": "\"A", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-wave-amp4-wl3", "text": "\"A", "plain": "", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot07.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot07-card-amp3-wl8.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot07-card-amp3-wl4.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot07-card-amp6-wl4.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot07-card-amp4-wl3.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-wave-amp3-wl4 gap-wave" ] }, "n_options": 4 }, { "n": 8, "item_id": "_7b76112f-69d5-48b5-8bb9-34792a98cee8", "type": "choice", "title": "Two Water Waves Compared", "standards": [ "4-PS4-1" ], "prompt_html": "

The diagram shows two water waves. Wave A has a wavelength of 3 centimeters and an amplitude of 5 centimeters. Wave B has a wavelength of 5 centimeters and an amplitude of 2 centimeters.

\"Two

Which statement correctly compares the two waves?

", "prompt_plain": "The diagram shows two water waves. Wave A has a wavelength of 3 centimeters and an amplitude of 5 centimeters. Wave B has a wavelength of 5 centimeters and an amplitude of 2 centimeters. Which statement correctly compares the two waves?", "context_html": "", "options": [ { "id": "cA1", "text": "Wave A has a longer wavelength and a smaller amplitude than Wave B.", "plain": "Wave A has a longer wavelength and a smaller amplitude than Wave B.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Wave A has a shorter wavelength and a larger amplitude than Wave B.", "plain": "Wave A has a shorter wavelength and a larger amplitude than Wave B.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Wave A has a longer wavelength and a larger amplitude than Wave B.", "plain": "Wave A has a longer wavelength and a larger amplitude than Wave B.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Wave A has a shorter wavelength and a smaller amplitude than Wave B.", "plain": "Wave A has a shorter wavelength and a smaller amplitude than Wave B.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot08.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_5f31698c-ce35-4af8-8b3c-508acaa8d985", "type": "choice", "title": "Mountain Camp Lantern Designs", "standards": [ "4-PS4-3" ], "prompt_html": "

A trail crew is repairing a mountain path. At night, the crew members at the top camp need to send many different short messages to the bottom camp, such as \"send tools,\" \"all clear,\" and \"need help.\" The two camps agree on a code before dark. The crew compares four lantern designs.

\"At

Which lantern design best lets the crew send many different messages at night?

", "prompt_plain": "A trail crew is repairing a mountain path. At night, the crew members at the top camp need to send many different short messages to the bottom camp, such as \"send tools,\" \"all clear,\" and \"need help.\" The two camps agree on a code before dark. The crew compares four lantern designs. Which lantern design best lets the crew send many different messages at night?", "context_html": "", "options": [ { "id": "cA1", "text": "A lantern with a brighter flame that can be seen from much farther away", "plain": "A lantern with a brighter flame that can be seen from much farther away", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A lantern with a wide glass case that keeps its flame lit in strong wind", "plain": "A lantern with a wide glass case that keeps its flame lit in strong wind", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A row of three lanterns that are lit at dark and left burning until sunrise", "plain": "A row of three lanterns that are lit at dark and left burning until sunrise", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A lantern with a sliding shutter that makes short and long flashes in any order", "plain": "A lantern with a sliding shutter that makes short and long flashes in any order", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot09.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_e085066f-177a-49a6-b27b-e033b1e6d02a", "type": "inline-choice", "title": "Radio Message Through Static", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Carys sends a code message to her friend using a two-way radio. The radio turns the message into a digital signal - a pattern of numbers. The radio link is full of static. Table 1 shows the pattern Carys sent and the pattern her friend received.

Table 1. Radio Message

StepPattern
Pattern sent1 0 1 1 0 0 1 0
Pattern received1 0 1 1 0 0 1 0

\"Two

Choose the words that correctly complete each sentence.

Each piece of a digital signal can only be read as one of possible values.

The static does not ruin the message because .

If the friend’s radio passes the message on to another radio, the new copy will be .

", "options": [ { "id": "c10b1o1", "text": "two", "plain": "two", "correct": true, "kind": "inline" }, { "id": "c10b1o2", "text": "ten", "plain": "ten", "correct": false, "kind": "inline" }, { "id": "c10b1o3", "text": "one hundred", "plain": "one hundred", "correct": false, "kind": "inline" }, { "id": "c10b2o1", "text": "the static slowly fades away as the signal travels", "plain": "the static slowly fades away as the signal travels", "correct": false, "kind": "inline" }, { "id": "c10b2o2", "text": "a weak, crackly 1 still counts exactly as a 1", "plain": "a weak, crackly 1 still counts exactly as a 1", "correct": true, "kind": "inline" }, { "id": "c10b2o3", "text": "the static can change only the 0s, never the 1s", "plain": "the static can change only the 0s, never the 1s", "correct": false, "kind": "inline" }, { "id": "c10b3o1", "text": "exactly the same pattern of 1s and 0s", "plain": "exactly the same pattern of 1s and 0s", "correct": true, "kind": "inline" }, { "id": "c10b3o2", "text": "slightly less clear each time it is copied", "plain": "slightly less clear each time it is copied", "correct": false, "kind": "inline" }, { "id": "c10b3o3", "text": "shorter, with a few of the numbers missing", "plain": "shorter, with a few of the numbers missing", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot10_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c10b1o1" ], "RESPONSEB2": [ "c10b2o2" ], "RESPONSEB3": [ "c10b3o1" ] }, "n_options": 9 }, { "n": 11, "item_id": "_d4cd3b32-c66b-44cb-bc4d-fe05d0a0baec", "type": "choice", "title": "Reflectors in the Beam", "standards": [ "4-PS4-2" ], "prompt_html": "

Henrik parks his bike in a dim garage. The plastic reflectors on the bike’s wheels look dull and gray. When Henrik points a flashlight at the bike, the reflectors flash bright.

\"A

Why do the reflectors look brighter in the flashlight beam?

", "prompt_plain": "Henrik parks his bike in a dim garage. The plastic reflectors on the bike’s wheels look dull and gray. When Henrik points a flashlight at the bike, the reflectors flash bright. Why do the reflectors look brighter in the flashlight beam?", "context_html": "", "options": [ { "id": "cA1", "text": "The reflectors store up light during the day and let it back out in the dark.", "plain": "The reflectors store up light during the day and let it back out in the dark.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The reflectors bounce light from the beam back toward Henrik’s eyes.", "plain": "The reflectors bounce light from the beam back toward Henrik’s eyes.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The flashlight’s beam turns the reflectors on so they make their own new light.", "plain": "The flashlight’s beam turns the reflectors on so they make their own new light.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The reflectors shine because Henrik’s eyes send out sight beams at them.", "plain": "The reflectors shine because Henrik’s eyes send out sight beams at them.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot11.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_fc2536aa-2ea8-4b9e-85a4-92a293b2ebaf", "type": "choice", "title": "Bathtub and Teacup Water", "standards": [ "4-PS3-2" ], "prompt_html": "

A bathtub holds a large amount of warm water. A thermometer in the bathtub reads 30 degrees Celsius (°C). A teacup beside the tub holds a small amount of hot water. A thermometer in the teacup reads 75°C.

\"A

Which statement about the water in the bathtub and the teacup is correct?

", "prompt_plain": "A bathtub holds a large amount of warm water. A thermometer in the bathtub reads 30 degrees Celsius (°C). A teacup beside the tub holds a small amount of hot water. A thermometer in the teacup reads 75°C. Which statement about the water in the bathtub and the teacup is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "The teacup’s water has a higher temperature, so it must also have more total thermal energy.", "plain": "The teacup’s water has a higher temperature, so it must also have more total thermal energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The two amounts of water have the same total thermal energy because both are warmer than the room.", "plain": "The two amounts of water have the same total thermal energy because both are warmer than the room.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The bathtub’s water has more total thermal energy, even though its temperature is lower.", "plain": "The bathtub’s water has more total thermal energy, even though its temperature is lower.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The bathtub’s water has no thermal energy because its water is warm rather than hot.", "plain": "The bathtub’s water has no thermal energy because its water is warm rather than hot.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot12.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_5ea359b4-e2bc-459e-9bc8-42545ebf867e", "type": "choice", "title": "Osprey Feet Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Look at Table 1.

Which claim best explains how the osprey’s feet help it catch and carry fish?

", "prompt_plain": "Part A Look at Table 1. Which claim best explains how the osprey’s feet help it catch and carry fish?", "context_html": "", "options": [ { "id": "cA1", "text": "The osprey’s feet work like paddles that push the osprey through the marsh water.", "plain": "The osprey’s feet work like paddles that push the osprey through the marsh water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The osprey’s feet feel the water to sense exactly where the fish are swimming.", "plain": "The osprey’s feet feel the water to sense exactly where the fish are swimming.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The osprey chose to grow toes and barbs on its feet so it could catch more fish.", "plain": "The osprey chose to grow toes and barbs on its feet so it could catch more fish.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The osprey’s feet grip slippery, twisting fish firmly so the fish cannot slip free.", "plain": "The osprey’s feet grip slippery, twisting fish firmly so the fish cannot slip free.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dbc3cbc1-9997-4daf-9fd6-10c4ee0a6973" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Osprey at Silver Marsh

An osprey is a large hunting bird that catches fish with its feet. Students on a boardwalk at Silver Marsh watch an osprey hunt all morning. Between dives, they also notice the osprey’s wide yellow eyes and its long narrow wings. They see the stiff tail feathers it spreads as it flies. They write their observations in Table 1.

Figure 1. The osprey over the marsh

\"An

Table 1. Marsh Observations

NoteObservation
1The fish the osprey pulls from the water are wet and slippery, and they twist from side to side.
2On each foot, the osprey’s outer toe can swing around to point backward, so two toes hold each side of a fish.
3The pads on the bottom of each foot are covered with tiny, sharp barbs.
4A caught fish twisted hard, but it stayed locked in the osprey’s feet during the whole flight across the marsh.
5The osprey glides on its long wings and hovers in the air before it dives.
", "passage_plain": "Osprey at Silver Marsh An osprey is a large hunting bird that catches fish with its feet. Students on a boardwalk at Silver Marsh watch an osprey hunt all morning. Between dives, they also notice the osprey’s wide yellow eyes and its long narrow wings. They see the stiff tail feathers it spreads as it flies. They write their observations in Table 1. Figure 1. The osprey over the marsh Table 1. Marsh Observations Note Observation 1 The fish the osprey pulls from the water are wet and slippery, and they twist from side to side. 2 On each foot, the osprey’s outer toe can swing around to point backward, so two toes hold each side of a fish. 3 The pads on the bottom of each foot are covered with tiny, sharp barbs. 4 A caught fish twisted hard, but it stayed locked in the osprey’s feet during the whole flight across the marsh. 5 The osprey glides on its long wings and hovers in the air before it dives." }, { "n": 14, "item_id": "_161982bc-99a4-408c-99e3-dfe3b80bfd64", "type": "choice", "title": "Osprey Feet Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which note from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which note from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "A twisting fish stayed locked in the osprey’s feet for the whole flight across the marsh.", "plain": "A twisting fish stayed locked in the osprey’s feet for the whole flight across the marsh.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The fish that the osprey pulls from the marsh water are wet and slippery and twist hard.", "plain": "The fish that the osprey pulls from the marsh water are wet and slippery and twist hard.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The osprey glides on its long wings and hovers in the air before it starts each dive.", "plain": "The osprey glides on its long wings and hovers in the air before it starts each dive.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The outer toe on each of the osprey’s feet is able to swing around to point backward.", "plain": "The outer toe on each of the osprey’s feet is able to swing around to point backward.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dbc3cbc1-9997-4daf-9fd6-10c4ee0a6973" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Osprey at Silver Marsh

An osprey is a large hunting bird that catches fish with its feet. Students on a boardwalk at Silver Marsh watch an osprey hunt all morning. Between dives, they also notice the osprey’s wide yellow eyes and its long narrow wings. They see the stiff tail feathers it spreads as it flies. They write their observations in Table 1.

Figure 1. The osprey over the marsh

\"An

Table 1. Marsh Observations

NoteObservation
1The fish the osprey pulls from the water are wet and slippery, and they twist from side to side.
2On each foot, the osprey’s outer toe can swing around to point backward, so two toes hold each side of a fish.
3The pads on the bottom of each foot are covered with tiny, sharp barbs.
4A caught fish twisted hard, but it stayed locked in the osprey’s feet during the whole flight across the marsh.
5The osprey glides on its long wings and hovers in the air before it dives.
", "passage_plain": "Osprey at Silver Marsh An osprey is a large hunting bird that catches fish with its feet. Students on a boardwalk at Silver Marsh watch an osprey hunt all morning. Between dives, they also notice the osprey’s wide yellow eyes and its long narrow wings. They see the stiff tail feathers it spreads as it flies. They write their observations in Table 1. Figure 1. The osprey over the marsh Table 1. Marsh Observations Note Observation 1 The fish the osprey pulls from the water are wet and slippery, and they twist from side to side. 2 On each foot, the osprey’s outer toe can swing around to point backward, so two toes hold each side of a fish. 3 The pads on the bottom of each foot are covered with tiny, sharp barbs. 4 A caught fish twisted hard, but it stayed locked in the osprey’s feet during the whole flight across the marsh. 5 The osprey glides on its long wings and hovers in the air before it dives." }, { "n": 15, "item_id": "_0eef6e0d-c66b-4e7f-8509-52390ba60e88", "type": "choice", "title": "Holding a Slippery Fish", "standards": [ "4-LS1-1" ], "prompt_html": "

Look at Table 1.

Which TWO structures let the osprey hold onto and carry a slippery, twisting fish? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. Which TWO structures let the osprey hold onto and carry a slippery, twisting fish? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "the wide yellow eyes that spot fish in the water below", "plain": "the wide yellow eyes that spot fish in the water below", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the outer toes that can swing around to point backward", "plain": "the outer toes that can swing around to point backward", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "the foot pads that cushion the osprey’s landings on its perch", "plain": "the foot pads that cushion the osprey’s landings on its perch", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "the foot pads covered with many tiny, sharp barbs", "plain": "the foot pads covered with many tiny, sharp barbs", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "the stiff tail feathers the osprey spreads as it flies", "plain": "the stiff tail feathers the osprey spreads as it flies", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dbc3cbc1-9997-4daf-9fd6-10c4ee0a6973" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Osprey at Silver Marsh

An osprey is a large hunting bird that catches fish with its feet. Students on a boardwalk at Silver Marsh watch an osprey hunt all morning. Between dives, they also notice the osprey’s wide yellow eyes and its long narrow wings. They see the stiff tail feathers it spreads as it flies. They write their observations in Table 1.

Figure 1. The osprey over the marsh

\"An

Table 1. Marsh Observations

NoteObservation
1The fish the osprey pulls from the water are wet and slippery, and they twist from side to side.
2On each foot, the osprey’s outer toe can swing around to point backward, so two toes hold each side of a fish.
3The pads on the bottom of each foot are covered with tiny, sharp barbs.
4A caught fish twisted hard, but it stayed locked in the osprey’s feet during the whole flight across the marsh.
5The osprey glides on its long wings and hovers in the air before it dives.
", "passage_plain": "Osprey at Silver Marsh An osprey is a large hunting bird that catches fish with its feet. Students on a boardwalk at Silver Marsh watch an osprey hunt all morning. Between dives, they also notice the osprey’s wide yellow eyes and its long narrow wings. They see the stiff tail feathers it spreads as it flies. They write their observations in Table 1. Figure 1. The osprey over the marsh Table 1. Marsh Observations Note Observation 1 The fish the osprey pulls from the water are wet and slippery, and they twist from side to side. 2 On each foot, the osprey’s outer toe can swing around to point backward, so two toes hold each side of a fish. 3 The pads on the bottom of each foot are covered with tiny, sharp barbs. 4 A caught fish twisted hard, but it stayed locked in the osprey’s feet during the whole flight across the marsh. 5 The osprey glides on its long wings and hovers in the air before it dives." }, { "n": 16, "item_id": "_db57e151-d088-4996-a83d-dc2dcc4aa4e8", "type": "choice", "title": "Roots on a Sandy Hillside", "standards": [ "4-LS1-1" ], "prompt_html": "

A plant grows on a sandy hillside where the loose soil often shifts. The picture shows the plant and its roots spreading through the soil.

\"A

Which statement describes one way the roots help this plant?

", "prompt_plain": "A plant grows on a sandy hillside where the loose soil often shifts. The picture shows the plant and its roots spreading through the soil. Which statement describes one way the roots help this plant?", "context_html": "", "options": [ { "id": "cA1", "text": "The roots hold the plant firmly in place as the ground around it moves.", "plain": "The roots hold the plant firmly in place as the ground around it moves.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The roots make food for the plant by catching sunlight under the ground.", "plain": "The roots make food for the plant by catching sunlight under the ground.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The roots attract bees and other insects that carry the plant’s pollen.", "plain": "The roots attract bees and other insects that carry the plant’s pollen.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The roots keep hungry animals away from the plant with sharp thorns.", "plain": "The roots keep hungry animals away from the plant with sharp thorns.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot16.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_f79c6ad0-def2-4218-b30a-d0bfaa30ae72", "type": "hottext", "title": "Gate Creak Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

The stable worker makes this claim: A horse’s rotating ears are structures that help it tell where a far-off sound is coming from.

Select the ONE sentence from the field notes that is the best evidence for this claim.

", "prompt_plain": "The stable worker makes this claim: A horse’s rotating ears are structures that help it tell where a far-off sound is coming from. Select the ONE sentence from the field notes that is the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "The evening feeding is done, and the stable yard is quiet.", "plain": "The evening feeding is done, and the stable yard is quiet.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Each of the horse’s tall ears is stiff, and each ear can rotate on its own to aim in a new direction.", "plain": "Each of the horse’s tall ears is stiff, and each ear can rotate on its own to aim in a new direction.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "I think a horse’s rotating ears must help it tell where a sound is coming from.", "plain": "I think a horse’s rotating ears must help it tell where a sound is coming from.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "The horse sniffed my jacket and then pulled a mouthful of hay from its net.", "plain": "The horse sniffed my jacket and then pulled a mouthful of hay from its net.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "Both ears rotated to aim at the far gate, the horse turned its head, and moments later I heard the gate hinge creak.", "plain": "Both ears rotated to aim at the far gate, the horse turned its head, and moments later I heard the gate hinge creak.", "correct": true, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_c19f1701-15b7-4263-8a45-dcecdf1f46fe" ], "key_letters": "", "key_values": { "RESPONSE": [ "hE1" ] }, "n_options": 5, "passage_html": "

Evening at the Stable

A stable worker finishes the evening feeding and watches a horse in the stable yard. A dirt lane leads away from the yard to a gate at its far end. The worker writes five numbered field notes.

Note 1. The evening feeding is done, and the stable yard is quiet.

Note 2. Each of the horse’s tall ears is stiff. Each ear can rotate on its own to aim in a new direction.

Note 3. I think a horse’s rotating ears must help it tell where a sound is coming from.

Note 4. The horse sniffed my jacket and then pulled a mouthful of hay from its net.

Note 5. Both ears rotated to aim at the far gate, and the horse turned its head. Moments later I heard the gate hinge creak.

Figure 1. The stable yard at dusk

\"A

", "passage_plain": "Evening at the Stable A stable worker finishes the evening feeding and watches a horse in the stable yard. A dirt lane leads away from the yard to a gate at its far end. The worker writes five numbered field notes. Note 1. The evening feeding is done, and the stable yard is quiet. Note 2. Each of the horse’s tall ears is stiff. Each ear can rotate on its own to aim in a new direction. Note 3. I think a horse’s rotating ears must help it tell where a sound is coming from. Note 4. The horse sniffed my jacket and then pulled a mouthful of hay from its net. Note 5. Both ears rotated to aim at the far gate, and the horse turned its head. Moments later I heard the gate hinge creak. Figure 1. The stable yard at dusk" }, { "n": 18, "item_id": "_60fc5248-017e-4c02-acbb-99653f5a7e3a", "type": "choice", "title": "From Ears to Brain", "standards": [ "4-LS1-2" ], "prompt_html": "

Look at Note 5. The horse’s ears pick up the faint creak of the far gate.

How does the information about the sound travel from the horse’s ears to its brain?

", "prompt_plain": "Look at Note 5. The horse’s ears pick up the faint creak of the far gate. How does the information about the sound travel from the horse’s ears to its brain?", "context_html": "", "options": [ { "id": "cA1", "text": "as sound waves that keep moving through open air inside the horse’s head", "plain": "as sound waves that keep moving through open air inside the horse’s head", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "as electrical signals that travel along nerves from the ears to the brain", "plain": "as electrical signals that travel along nerves from the ears to the brain", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "as sound waves that squeeze through the nerves the same way they move through air", "plain": "as sound waves that squeeze through the nerves the same way they move through air", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "as tiny pieces of sound that the horse’s blood carries up to its brain", "plain": "as tiny pieces of sound that the horse’s blood carries up to its brain", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c19f1701-15b7-4263-8a45-dcecdf1f46fe" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Evening at the Stable

A stable worker finishes the evening feeding and watches a horse in the stable yard. A dirt lane leads away from the yard to a gate at its far end. The worker writes five numbered field notes.

Note 1. The evening feeding is done, and the stable yard is quiet.

Note 2. Each of the horse’s tall ears is stiff. Each ear can rotate on its own to aim in a new direction.

Note 3. I think a horse’s rotating ears must help it tell where a sound is coming from.

Note 4. The horse sniffed my jacket and then pulled a mouthful of hay from its net.

Note 5. Both ears rotated to aim at the far gate, and the horse turned its head. Moments later I heard the gate hinge creak.

Figure 1. The stable yard at dusk

\"A

", "passage_plain": "Evening at the Stable A stable worker finishes the evening feeding and watches a horse in the stable yard. A dirt lane leads away from the yard to a gate at its far end. The worker writes five numbered field notes. Note 1. The evening feeding is done, and the stable yard is quiet. Note 2. Each of the horse’s tall ears is stiff. Each ear can rotate on its own to aim in a new direction. Note 3. I think a horse’s rotating ears must help it tell where a sound is coming from. Note 4. The horse sniffed my jacket and then pulled a mouthful of hay from its net. Note 5. Both ears rotated to aim at the far gate, and the horse turned its head. Moments later I heard the gate hinge creak. Figure 1. The stable yard at dusk" }, { "n": 19, "item_id": "_2683fa77-8957-4520-b149-7abfa30f34c4", "type": "choice", "title": "Scent on the Wind", "standards": [ "4-LS1-2" ], "prompt_html": "

A deer feeds on grass in a meadow. The wind blows toward the deer and carries a new scent with it.

\"A

A student draws this model of the path the scent information takes:

scent in the air → [?] → deer’s brain

Which sense organ belongs in the model where the [?] is?

", "prompt_plain": "A deer feeds on grass in a meadow. The wind blows toward the deer and carries a new scent with it. A student draws this model of the path the scent information takes: scent in the air → [?] → deer’s brain Which sense organ belongs in the model where the [?] is?", "context_html": "", "options": [ { "id": "cA1", "text": "the deer’s ears", "plain": "the deer’s ears", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the deer’s eyes", "plain": "the deer’s eyes", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "the deer’s nose", "plain": "the deer’s nose", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "the deer’s tongue", "plain": "the deer’s tongue", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot19.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 20, "item_id": "_fbbdab88-1d39-4878-bde3-33e5cb7f9ce3", "type": "choice", "title": "Falcon Dive Decision", "standards": [ "4-LS1-2" ], "prompt_html": "

A falcon flies high above a field and watches a flock of small birds below. When one bird leaves the flock, the falcon begins a steep dive and steers toward that bird all the way down.

\"A

Which TWO statements correctly describe steps in how the falcon senses its prey and responds? Choose the TWO best answers.

", "prompt_plain": "A falcon flies high above a field and watches a flock of small birds below. When one bird leaves the flock, the falcon begins a steep dive and steers toward that bird all the way down. Which TWO statements correctly describe steps in how the falcon senses its prey and responds? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The falcon’s eyes collect information about the small bird’s speed and direction.", "plain": "The falcon’s eyes collect information about the small bird’s speed and direction.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The falcon’s eyes choose the moment to dive without sending signals to the brain.", "plain": "The falcon’s eyes choose the moment to dive without sending signals to the brain.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The falcon’s brain uses the eye signals to time the dive and steer the wings.", "plain": "The falcon’s brain uses the eye signals to time the dive and steer the wings.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The falcon’s wing muscles sense the small bird’s turns and steer the dive on their own.", "plain": "The falcon’s wing muscles sense the small bird’s turns and steer the dive on their own.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The falcon’s brain watches the small bird directly, so the falcon’s eyes are not needed.", "plain": "The falcon’s brain watches the small bird directly, so the falcon’s eyes are not needed.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot20.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_ae972296-80e8-4a67-9ed6-7b0070a18074", "type": "choice", "title": "Animal Touch Receptors", "standards": [ "4-LS1-2" ], "prompt_html": "

Scientists counted the touch receptors in the skin of three animals. Each count comes from a patch of skin of the same size. When something brushes the skin, each touch receptor there sends a signal to the animal’s brain. Table 1 shows the counts.

Table 1. Touch Receptors Counted

AnimalBody part testedTouch receptors in a coin-size patch of skin
ManateeSnout640
WalrusMuzzle2,800
CatfishSkin near the mouth180

Which prediction do the counts in Table 1 best support?

", "prompt_plain": "Scientists counted the touch receptors in the skin of three animals. Each count comes from a patch of skin of the same size. When something brushes the skin, each touch receptor there sends a signal to the animal’s brain. Table 1 shows the counts. Table 1. Touch Receptors Counted Animal Body part tested Touch receptors in a coin-size patch of skin Manatee Snout 640 Walrus Muzzle 2,800 Catfish Skin near the mouth 180 Which prediction do the counts in Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The catfish will sense lighter touches than the walrus or the manatee.", "plain": "The catfish will sense lighter touches than the walrus or the manatee.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The three animals will sense a light touch about equally well.", "plain": "The three animals will sense a light touch about equally well.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The manatee will sense lighter touches because it has fewer receptors.", "plain": "The manatee will sense lighter touches because it has fewer receptors.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The walrus will sense lighter touches than the manatee or the catfish.", "plain": "The walrus will sense lighter touches than the manatee or the catfish.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 22, "item_id": "_e11c27b5-08cb-4128-9886-97b9d31e46be", "type": "choice", "title": "Sediment Jar Layers Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Table 1 and Figure 1.

Which statement best describes how the two settled layers in the jar formed?

", "prompt_plain": "Part A Look at Table 1 and Figure 1. Which statement best describes how the two settled layers in the jar formed?", "context_html": "", "options": [ { "id": "cA1", "text": "The clay settled into a layer first, and the sand landed on top of it.", "plain": "The clay settled into a layer first, and the sand landed on top of it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sand settled into a layer first, and the clay settled on top of it later.", "plain": "The sand settled into a layer first, and the clay settled on top of it later.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The sand and the clay stopped moving at the same time and sorted themselves into layers.", "plain": "The sand and the clay stopped moving at the same time and sorted themselves into layers.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The shaking pressed the sand into a bottom layer before the water stopped swirling.", "plain": "The shaking pressed the sand into a bottom layer before the water stopped swirling.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_494bc5d1-9db4-4471-89a3-4ca433650c34" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The Sediment Jar Test

Marisa fills a clear jar halfway with water. She adds one scoop of sand and one scoop of soft clay. She screws the lid on and shakes the jar hard. The water turns cloudy, and the materials mix all through it. Then she sets the jar on a shelf where nothing moves it. Table 1 lists what she observes. Figure 1 shows the jar right after shaking and again two hours later.

Table 1. Jar Observations

TimeWhat Marisa observes
Right after shakingThe water is cloudy from top to bottom. No layers show.
After 10 minutesA layer of sand covers the jar bottom. The water above it is still cloudy with clay.
After 2 hoursA smooth clay layer rests on top of the sand layer. The water above is clear.

Figure 1. The Jar at Two Times

\"Two

", "passage_plain": "The Sediment Jar Test Marisa fills a clear jar halfway with water. She adds one scoop of sand and one scoop of soft clay. She screws the lid on and shakes the jar hard. The water turns cloudy, and the materials mix all through it. Then she sets the jar on a shelf where nothing moves it. Table 1 lists what she observes. Figure 1 shows the jar right after shaking and again two hours later. Table 1. Jar Observations Time What Marisa observes Right after shaking The water is cloudy from top to bottom. No layers show. After 10 minutes A layer of sand covers the jar bottom. The water above it is still cloudy with clay. After 2 hours A smooth clay layer rests on top of the sand layer. The water above is clear. Figure 1. The Jar at Two Times" }, { "n": 23, "item_id": "_fe363249-e26b-48c5-99b0-a608bc640e00", "type": "choice", "title": "Sediment Jar Layers Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

The jar is a model of a sea floor where rock layers form over many years.

Which statement best tells what the jar result shows about a stack of rock layers on a sea floor?

", "prompt_plain": "Part B The jar is a model of a sea floor where rock layers form over many years. Which statement best tells what the jar result shows about a stack of rock layers on a sea floor?", "context_html": "", "options": [ { "id": "cA1", "text": "The layer at the top of the stack formed before the layers below it.", "plain": "The layer at the top of the stack formed before the layers below it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The layers in the stack formed together during the same short stretch of time.", "plain": "The layers in the stack formed together during the same short stretch of time.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The layer at the bottom of the stack formed from material that settled first.", "plain": "The layer at the bottom of the stack formed from material that settled first.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The layers in the stack mix back together whenever the water above them moves.", "plain": "The layers in the stack mix back together whenever the water above them moves.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_494bc5d1-9db4-4471-89a3-4ca433650c34" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Sediment Jar Test

Marisa fills a clear jar halfway with water. She adds one scoop of sand and one scoop of soft clay. She screws the lid on and shakes the jar hard. The water turns cloudy, and the materials mix all through it. Then she sets the jar on a shelf where nothing moves it. Table 1 lists what she observes. Figure 1 shows the jar right after shaking and again two hours later.

Table 1. Jar Observations

TimeWhat Marisa observes
Right after shakingThe water is cloudy from top to bottom. No layers show.
After 10 minutesA layer of sand covers the jar bottom. The water above it is still cloudy with clay.
After 2 hoursA smooth clay layer rests on top of the sand layer. The water above is clear.

Figure 1. The Jar at Two Times

\"Two

", "passage_plain": "The Sediment Jar Test Marisa fills a clear jar halfway with water. She adds one scoop of sand and one scoop of soft clay. She screws the lid on and shakes the jar hard. The water turns cloudy, and the materials mix all through it. Then she sets the jar on a shelf where nothing moves it. Table 1 lists what she observes. Figure 1 shows the jar right after shaking and again two hours later. Table 1. Jar Observations Time What Marisa observes Right after shaking The water is cloudy from top to bottom. No layers show. After 10 minutes A layer of sand covers the jar bottom. The water above it is still cloudy with clay. After 2 hours A smooth clay layer rests on top of the sand layer. The water above is clear. Figure 1. The Jar at Two Times" }, { "n": 24, "item_id": "_863646bf-800b-4d39-a664-f369a502ee9f", "type": "order", "title": "From Sediment to Stone", "standards": [ "4-ESS1-1" ], "prompt_html": "

On a sea floor, settling like the settling in the jar can slowly build a stack of rock layers.

 

Drag the steps into the boxes in the correct order. Show how loose sediment becomes a stack of rock layers, from first to last.

", "prompt_plain": "On a sea floor, settling like the settling in the jar can slowly build a stack of rock layers. Drag the steps into the boxes in the correct order. Show how loose sediment becomes a stack of rock layers, from first to last.", "context_html": "", "options": [ { "id": "cC2969ca", "text": "New layers of sediment settle on top of the first layer.", "plain": "New layers of sediment settle on top of the first layer.", "correct": true, "kind": "choice" }, { "id": "cAcf4eb2", "text": "Moving water carries loose sediment into deep, calm water.", "plain": "Moving water carries loose sediment into deep, calm water.", "correct": true, "kind": "choice" }, { "id": "cD9d381e", "text": "The buried lower layers slowly harden into solid rock.", "plain": "The buried lower layers slowly harden into solid rock.", "correct": true, "kind": "choice" }, { "id": "cBf817fb", "text": "The sediment settles out of the calm water and covers the bottom.", "plain": "The sediment settles out of the calm water and covers the bottom.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_494bc5d1-9db4-4471-89a3-4ca433650c34" ], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cAcf4eb2", "cBf817fb", "cC2969ca", "cD9d381e" ] }, "n_options": 4, "passage_html": "

The Sediment Jar Test

Marisa fills a clear jar halfway with water. She adds one scoop of sand and one scoop of soft clay. She screws the lid on and shakes the jar hard. The water turns cloudy, and the materials mix all through it. Then she sets the jar on a shelf where nothing moves it. Table 1 lists what she observes. Figure 1 shows the jar right after shaking and again two hours later.

Table 1. Jar Observations

TimeWhat Marisa observes
Right after shakingThe water is cloudy from top to bottom. No layers show.
After 10 minutesA layer of sand covers the jar bottom. The water above it is still cloudy with clay.
After 2 hoursA smooth clay layer rests on top of the sand layer. The water above is clear.

Figure 1. The Jar at Two Times

\"Two

", "passage_plain": "The Sediment Jar Test Marisa fills a clear jar halfway with water. She adds one scoop of sand and one scoop of soft clay. She screws the lid on and shakes the jar hard. The water turns cloudy, and the materials mix all through it. Then she sets the jar on a shelf where nothing moves it. Table 1 lists what she observes. Figure 1 shows the jar right after shaking and again two hours later. Table 1. Jar Observations Time What Marisa observes Right after shaking The water is cloudy from top to bottom. No layers show. After 10 minutes A layer of sand covers the jar bottom. The water above it is still cloudy with clay. After 2 hours A smooth clay layer rests on top of the sand layer. The water above is clear. Figure 1. The Jar at Two Times" }, { "n": 25, "item_id": "_4fe79f13-b146-41a4-ac4d-bff5dd8ba67e", "type": "text-entry", "title": "Fire Tower to Lake Dock", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Portia is hiking to a lake. Her trail map has a scale bar (a ruler printed on the map that shows how map distance stands for real distance). The scale bar shows that 1 centimeter on the map equals 3 kilometers on the ground. On the map, the straight trail from the fire tower to the lake dock measures 4 centimeters.

Figure 1. Trail Map with Scale Bar

\"A

How many kilometers long is the straight trail from the fire tower to the lake dock?

Give your answer as a whole number (e.g., 40).

Answer: kilometers

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "12" ] }, "n_options": 0 }, { "n": 26, "item_id": "_ee5d42a1-366d-45df-a01a-8835776ec5cb", "type": "choice", "title": "Materials for a Beach Model", "standards": [ "4-ESS2-1" ], "prompt_html": "

Each team must choose the materials for its model.

Which choice would best model how flood water changes a real beach?

", "prompt_plain": "Each team must choose the materials for its model. Which choice would best model how flood water changes a real beach?", "context_html": "", "options": [ { "id": "cA1", "text": "Shape damp sand into a beach and pour a stream of water across it.", "plain": "Shape damp sand into a beach and pour a stream of water across it.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Shape damp sand into a beach and soak it in a pan of still water.", "plain": "Shape damp sand into a beach and soak it in a pan of still water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Use a flat, hard brick as the beach and pour water across it.", "plain": "Use a flat, hard brick as the beach and pour water across it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Shape damp sand into a beach and blow air across it with a fan.", "plain": "Shape damp sand into a beach and blow air across it with a fan.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d2f7750e-3111-4841-ba5d-43a8af75f0a7" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Beach Flood Models

During a flood, water can flow across a beach. Reyna’s class wants to find out how this moving water changes a beach. Each team will build a small model of a beach in a shallow tray. Teams will make water move across the model and record how the model beach changes. Table 1 shows the five trials one team plans.

Figure 1. The Tray Setup

\"An

Table 1. The Team’s Trial Plan

TrialSpeed of the moving waterBeach material used (cups)Tray position
Trial 1Slow3Flat
Trial 2Slow5Flat
Trial 3Fast3One end raised
Trial 4Fast5Flat
Trial 5Fast5One end raised
", "passage_plain": "Beach Flood Models During a flood, water can flow across a beach. Reyna’s class wants to find out how this moving water changes a beach. Each team will build a small model of a beach in a shallow tray. Teams will make water move across the model and record how the model beach changes. Table 1 shows the five trials one team plans. Figure 1. The Tray Setup Table 1. The Team’s Trial Plan Trial Speed of the moving water Beach material used (cups) Tray position Trial 1 Slow 3 Flat Trial 2 Slow 5 Flat Trial 3 Fast 3 One end raised Trial 4 Fast 5 Flat Trial 5 Fast 5 One end raised" }, { "n": 27, "item_id": "_b5a1e2bd-c814-44f8-bd67-0be785520065", "type": "choice", "title": "A Fair Test of Speed", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Table 1. The team wants to find out how the speed of the moving water changes the model beach.

Which TWO trials should the team compare to make a fair test? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. The team wants to find out how the speed of the moving water changes the model beach. Which TWO trials should the team compare to make a fair test? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Trial 1", "plain": "Trial 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Trial 2", "plain": "Trial 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Trial 3", "plain": "Trial 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Trial 4", "plain": "Trial 4", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Trial 5", "plain": "Trial 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d2f7750e-3111-4841-ba5d-43a8af75f0a7" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Beach Flood Models

During a flood, water can flow across a beach. Reyna’s class wants to find out how this moving water changes a beach. Each team will build a small model of a beach in a shallow tray. Teams will make water move across the model and record how the model beach changes. Table 1 shows the five trials one team plans.

Figure 1. The Tray Setup

\"An

Table 1. The Team’s Trial Plan

TrialSpeed of the moving waterBeach material used (cups)Tray position
Trial 1Slow3Flat
Trial 2Slow5Flat
Trial 3Fast3One end raised
Trial 4Fast5Flat
Trial 5Fast5One end raised
", "passage_plain": "Beach Flood Models During a flood, water can flow across a beach. Reyna’s class wants to find out how this moving water changes a beach. Each team will build a small model of a beach in a shallow tray. Teams will make water move across the model and record how the model beach changes. Table 1 shows the five trials one team plans. Figure 1. The Tray Setup Table 1. The Team’s Trial Plan Trial Speed of the moving water Beach material used (cups) Tray position Trial 1 Slow 3 Flat Trial 2 Slow 5 Flat Trial 3 Fast 3 One end raised Trial 4 Fast 5 Flat Trial 5 Fast 5 One end raised" }, { "n": 28, "item_id": "_be05c8ee-a49f-48f5-bb9a-59fc933b57af", "type": "choice", "title": "The Next Strong Earthquake", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Figure 1.

Which lettered part of the map will most likely record a strong earthquake in the future?

", "prompt_plain": "Look at Figure 1. Which lettered part of the map will most likely record a strong earthquake in the future?", "context_html": "", "options": [ { "id": "cA1", "text": "Part J", "plain": "Part J", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Part K", "plain": "Part K", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Part L", "plain": "Part L", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Part M", "plain": "Part M", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_11cb7cc0-19a6-4324-a1d4-30c878465bd8" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Sixty Years of Earthquakes

Students study a map of a large region. Each dot on the map marks the center of one strong earthquake. The earthquakes were recorded in the region during the past 60 years. Four parts of the region, labeled J, K, L, and M, have no dots. Figure 1 shows the map.

Figure 1. Earthquake Map of the Region

\"A

", "passage_plain": "Sixty Years of Earthquakes Students study a map of a large region. Each dot on the map marks the center of one strong earthquake. The earthquakes were recorded in the region during the past 60 years. Four parts of the region, labeled J, K, L, and M, have no dots. Figure 1 shows the map. Figure 1. Earthquake Map of the Region" }, { "n": 29, "item_id": "_96ddd797-f242-48c3-bda7-c050f5a7ba17", "type": "hottext", "title": "Earthquake Map Claims", "standards": [ "4-ESS2-2" ], "prompt_html": "

A student reads the map and writes five claims about the region.

Select the ONE claim that the map does NOT support.

", "prompt_plain": "A student reads the map and writes five claims about the region. Select the ONE claim that the map does NOT support.", "context_html": "", "options": [ { "id": "hA1", "text": "Most of the recorded earthquakes happened along one belt across the region.", "plain": "Most of the recorded earthquakes happened along one belt across the region.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Area L has had more strong earthquakes than areas J, K, and M.", "plain": "Area L has had more strong earthquakes than areas J, K, and M.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "Strong earthquakes were recorded in both the northwest and the southeast parts of the region.", "plain": "Strong earthquakes were recorded in both the northwest and the southeast parts of the region.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "The areas labeled J, K, L, and M have had fewer strong earthquakes than the rest of the region.", "plain": "The areas labeled J, K, L, and M have had fewer strong earthquakes than the rest of the region.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "The sea touches the region along the east side of the map.", "plain": "The sea touches the region along the east side of the map.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_11cb7cc0-19a6-4324-a1d4-30c878465bd8" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB1" ] }, "n_options": 5, "passage_html": "

Sixty Years of Earthquakes

Students study a map of a large region. Each dot on the map marks the center of one strong earthquake. The earthquakes were recorded in the region during the past 60 years. Four parts of the region, labeled J, K, L, and M, have no dots. Figure 1 shows the map.

Figure 1. Earthquake Map of the Region

\"A

", "passage_plain": "Sixty Years of Earthquakes Students study a map of a large region. Each dot on the map marks the center of one strong earthquake. The earthquakes were recorded in the region during the past 60 years. Four parts of the region, labeled J, K, L, and M, have no dots. Figure 1 shows the map. Figure 1. Earthquake Map of the Region" }, { "n": 30, "item_id": "_7e7353a6-6e5e-45f0-84d9-32a34f3c0a46", "type": "choice", "title": "A Dam Changes a River", "standards": [ "4-ESS3-1" ], "prompt_html": "

A town builds a dam across a river. The dam holds back the river water and uses the moving water to make electricity.

\"A

Which TWO changes to the river habitat will the dam most likely cause? Choose the TWO best answers.

", "prompt_plain": "A town builds a dam across a river. The dam holds back the river water and uses the moving water to make electricity. Which TWO changes to the river habitat will the dam most likely cause? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "A lake forms behind the dam and covers land that used to be dry.", "plain": "A lake forms behind the dam and covers land that used to be dry.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "More rain starts to fall on the valley once the dam is finished.", "plain": "More rain starts to fall on the valley once the dam is finished.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The river water below the dam slowly turns as salty as ocean water.", "plain": "The river water below the dam slowly turns as salty as ocean water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The dam uses up the river water as it makes electricity each day.", "plain": "The dam uses up the river water as it makes electricity each day.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Fish that swim up the river to lay eggs are blocked at the dam wall.", "plain": "Fish that swim up the river to lay eggs are blocked at the dam wall.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot30_v2.png" ], "stimulus_ids": [], "key_letters": "A, E", "key_values": { "RESPONSE": [ "cA1", "cE1" ] }, "n_options": 5 }, { "n": 31, "item_id": "_27aa3c9f-0fb9-4a10-bece-695bb2822d78", "type": "choice", "title": "Town Energy Resource Rules", "standards": [ "4-ESS3-1" ], "prompt_html": "

A town wants to make its own electricity using two energy resources at the same time. The town sets two rules: each resource must not run out, and each resource must give energy without being burned.

Which pair of resources follows both of the town's rules?

", "prompt_plain": "A town wants to make its own electricity using two energy resources at the same time. The town sets two rules: each resource must not run out, and each resource must give energy without being burned. Which pair of resources follows both of the town's rules?", "context_html": "", "options": [ { "id": "cA31", "text": "Coal and moving water", "plain": "Coal and moving water", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Natural gas and sunlight", "plain": "Natural gas and sunlight", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "Sunlight and moving water", "plain": "Sunlight and moving water", "correct": true, "kind": "choice" }, { "id": "cD31", "text": "Wood and moving water", "plain": "Wood and moving water", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_fcc66beb-0a17-484a-8541-79ed904c19fd", "type": "choice", "title": "Cedar River — Damage Drop", "standards": [ "4-ESS3-2" ], "prompt_html": "

Town records show that flood damage decreased after the Cedar River project was finished.

Which change made during the project most likely explains this drop in flood damage?

", "prompt_plain": "Town records show that flood damage decreased after the Cedar River project was finished. Which change made during the project most likely explains this drop in flood damage?", "context_html": "", "options": [ { "id": "cA32", "text": "The levee, because it blocks river water from spreading into the streets when the river rises.", "plain": "The levee, because it blocks river water from spreading into the streets when the river rises.", "correct": true, "kind": "choice" }, { "id": "cB32", "text": "The levee, because it keeps the river from rising as high as it did before the project.", "plain": "The levee, because it keeps the river from rising as high as it did before the project.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "The new pavement, because rainwater runs off a smooth parking lot faster than off a cracked one.", "plain": "The new pavement, because rainwater runs off a smooth parking lot faster than off a cracked one.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "The young trees, because they drink up most of the rain that falls on the town each spring.", "plain": "The young trees, because they drink up most of the rain that falls on the town each spring.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_eb74808c-4d93-4f73-a819-7b9e8a7056fc" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA32" ] }, "n_options": 4, "passage_html": "

Cedar River Levee Project

A small town sits on low land beside the Cedar River. In most springs, heavy rain makes the river rise. Floodwater used to reach the homes and shops closest to the river.

Two years ago, the town finished the Cedar River project. Workers built a levee, a long, raised bank of soil, along the town side of the river. Workers also put smooth new pavement on the town’s parking lot. They planted a row of young trees at the school yard.

Table 1 compares town records from the year before the project with the year after it. The picture shows the town after the project.

Table 1. Cedar River Town Records

Town recordYear before the projectYear after the project
Homes damaged by floodwater24 homes2 homes
Highest river level during a flood14 feet14 feet
Shops damaged by floodwater9 shops1 shop
People living in the town2,100 people2,300 people
Rain in the wettest month9 inches9 inches

Figure 1

\"A
", "passage_plain": "Cedar River Levee Project A small town sits on low land beside the Cedar River. In most springs, heavy rain makes the river rise. Floodwater used to reach the homes and shops closest to the river. Two years ago, the town finished the Cedar River project. Workers built a levee, a long, raised bank of soil, along the town side of the river. Workers also put smooth new pavement on the town’s parking lot. They planted a row of young trees at the school yard. Table 1 compares town records from the year before the project with the year after it. The picture shows the town after the project. Table 1. Cedar River Town Records Town record Year before the project Year after the project Homes damaged by floodwater 24 homes 2 homes Highest river level during a flood 14 feet 14 feet Shops damaged by floodwater 9 shops 1 shop People living in the town 2,100 people 2,300 people Rain in the wettest month 9 inches 9 inches Figure 1" }, { "n": 33, "item_id": "_024141f9-80df-4f34-ab63-ecac0f8a48c7", "type": "choice", "title": "Cedar River — Newspaper Claim", "standards": [ "4-ESS3-2" ], "prompt_html": "

The town's newspaper printed this claim: “Compared with the year before the project, the town had much less flood damage in the year after it.”

Choose the TWO rows in Table 1 that give the best evidence that the claim is true.

", "prompt_plain": "The town's newspaper printed this claim: “Compared with the year before the project, the town had much less flood damage in the year after it.” Choose the TWO rows in Table 1 that give the best evidence that the claim is true.", "context_html": "", "options": [ { "id": "cA33", "text": "The row that shows the number of homes damaged by floodwater.", "plain": "The row that shows the number of homes damaged by floodwater.", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "The row that shows how high the floodwater rose during the floods that damaged the town.", "plain": "The row that shows how high the floodwater rose during the floods that damaged the town.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "The row that shows the number of shops damaged by floodwater.", "plain": "The row that shows the number of shops damaged by floodwater.", "correct": true, "kind": "choice" }, { "id": "cD33", "text": "The row that shows how many people live in the town.", "plain": "The row that shows how many people live in the town.", "correct": false, "kind": "choice" }, { "id": "cE33", "text": "The row that shows how much rain fell in the wettest month.", "plain": "The row that shows how much rain fell in the wettest month.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_eb74808c-4d93-4f73-a819-7b9e8a7056fc" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA33", "cC33" ] }, "n_options": 5, "passage_html": "

Cedar River Levee Project

A small town sits on low land beside the Cedar River. In most springs, heavy rain makes the river rise. Floodwater used to reach the homes and shops closest to the river.

Two years ago, the town finished the Cedar River project. Workers built a levee, a long, raised bank of soil, along the town side of the river. Workers also put smooth new pavement on the town’s parking lot. They planted a row of young trees at the school yard.

Table 1 compares town records from the year before the project with the year after it. The picture shows the town after the project.

Table 1. Cedar River Town Records

Town recordYear before the projectYear after the project
Homes damaged by floodwater24 homes2 homes
Highest river level during a flood14 feet14 feet
Shops damaged by floodwater9 shops1 shop
People living in the town2,100 people2,300 people
Rain in the wettest month9 inches9 inches

Figure 1

\"A
", "passage_plain": "Cedar River Levee Project A small town sits on low land beside the Cedar River. In most springs, heavy rain makes the river rise. Floodwater used to reach the homes and shops closest to the river. Two years ago, the town finished the Cedar River project. Workers built a levee, a long, raised bank of soil, along the town side of the river. Workers also put smooth new pavement on the town’s parking lot. They planted a row of young trees at the school yard. Table 1 compares town records from the year before the project with the year after it. The picture shows the town after the project. Table 1. Cedar River Town Records Town record Year before the project Year after the project Homes damaged by floodwater 24 homes 2 homes Highest river level during a flood 14 feet 14 feet Shops damaged by floodwater 9 shops 1 shop People living in the town 2,100 people 2,300 people Rain in the wettest month 9 inches 9 inches Figure 1" }, { "n": 34, "item_id": "_52c5f702-da2a-4051-84d9-84bc022d4ce0", "type": "inline-choice", "title": "Book Chute Design Brief", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Saskia's design team is planning a book-return chute for the school library. A reader will drop a returned book into a slot near the library door, and the book will move down the chute into a padded bin. Table 1 shows three statements from the team's design brief.

Table 1. Chute Design Brief

StatementWhat the team wrote
1Every returned book must land in the bin without damage.
2The chute must fit through the 40-centimeter opening beside the library door.
3The team may spend no more than $60 on parts.

Choose the word that best completes each sentence.

Statement 1 is a for the design.

Statement 2 is a for the design.

Statement 3 is a for the design.

", "options": [ { "id": "cB191458d96b", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "cB11e7e4ae06", "text": "criterion", "plain": "criterion", "correct": true, "kind": "inline" }, { "id": "cB2f8442a824", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" }, { "id": "cB2e8e695883", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "cB3cb9cb92ad", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "cB3c9c100061", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB11e7e4ae06" ], "RESPONSE2": [ "cB2f8442a824" ], "RESPONSE3": [ "cB3c9c100061" ] }, "n_options": 6 }, { "n": 35, "item_id": "_e80da365-aa61-40fe-9131-6336b8179f4d", "type": "text-entry", "title": "Chute Noise Rule Count", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A school library asked students to design a book-return chute for its reading room. Six student teams each built a different chute design. The library set a noise rule: a chute design passes only if a sound-level meter reads below 70 while a returned book moves down the chute. The students tested every design with the same book and recorded each meter reading. Table 1 shows the results.

Table 1. Chute Sound-Level Readings

Chute designSound-level meter reading
A74
B68
C70
D65
E69
F67

How many of the six chute designs passed the library's noise rule?

Give your answer as a whole number (e.g., 8).

Answer: designs

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 36, "item_id": "_15fce637-0cd6-427c-8206-bd0390490c1d", "type": "gap-match", "title": "Fabric Fade Fair Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Uzma reads that some sun-shade fabrics fade after weeks in bright sunlight. She wants to find out which of four sun-shade fabrics keeps its color best. She cuts one square swatch from each fabric. All four swatches are the same size and start the same dark-blue color. She tapes the swatches in a row on one board and sets the board where it gets bright sunlight all day. After 20 days, she will compare each swatch to a color scale numbered 1 to 5 and record each swatch's number.

\"Four

 

Drag one card into each empty box in Table 1 to show each variable's job in Uzma's fair test. You may use a card more than once.

", "prompt_plain": "Uzma reads that some sun-shade fabrics fade after weeks in bright sunlight. She wants to find out which of four sun-shade fabrics keeps its color best . She cuts one square swatch from each fabric. All four swatches are the same size and start the same dark-blue color. She tapes the swatches in a row on one board and sets the board where it gets bright sunlight all day. After 20 days, she will compare each swatch to a color scale numbered 1 to 5 and record each swatch's number. Drag one card into each empty box in Table 1 to show each variable's job in Uzma's fair test. You may use a card more than once.", "context_html": "", "options": [ { "id": "tmeas36", "text": "measured", "plain": "measured", "correct": false, "kind": "gap-token" }, { "id": "tchg36", "text": "changed on purpose", "plain": "changed on purpose", "correct": false, "kind": "gap-token" }, { "id": "theld36", "text": "held the same", "plain": "held the same", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-29/images/slot36.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tchg36 g1", "theld36 g2", "theld36 g3", "tmeas36 g4" ] }, "n_options": 3 } ] }, { "form": "G4.30", "grade": "G4", "title": "Alpha Standardized Science G4.30", "test_id": "_test-17a688b5-42c9-499a-9f38-5064e473e18c", "n_items": 36, "n_stimuli": 7, "stimuli": { "_9f1325cb-c5ad-413f-b65e-0c3dae9c811c": { "title": "Shed Switch and Pond Lamp", "html": "

Shed Switch and Pond Lamp

Eloise’s family put a small lamp at the edge of their backyard pond. A cable runs under the ground from a switch inside the garden shed all the way to the lamp. Eloise keeps a log of what she notices about the lamp. Table 1 shows her notes. The picture shows the shed, the buried cable, and the lamp.

Figure 1

\"A

Table 1. Eloise’s Lamp Log

NoteWhat Eloise noticed
1As the evening gets darker, the lamp seems to glow more brightly.
2The moment the switch in the shed is flipped on, the lamp at the pond lights up.
3After a rainy night, small drops of water sit on the lamp’s glass cover.
4Little flags in the grass show where the cable runs under the yard.
" }, "_f779b8ce-3531-4ad8-8b64-b3c5f09da6a7": { "title": "Raccoon at Dusk Creek", "html": "

Raccoon at Dusk Creek

A wildlife watcher studies one raccoon at a creek called Dusk Creek. The watcher writes five numbered notes.

Note 1. Just after dark each night, the same raccoon comes back to the same small pool in the creek.

Note 2. The raccoon feels under the pool’s stones with both front paws while its eyes look up at the bank.

Note 3. Three weeks ago, the watcher saw the same raccoon eating three crayfish on the bank beside this pool.

Note 4. Raccoons living in this valley also eat berries, insects, spiders, and the eggs of ground-nesting birds.

Note 5. The raccoon’s bushy tail has dark rings that are easy for the watcher to see in daylight.

Figure 1. The raccoon at the pool

\"A

" }, "_e79bb48e-879e-43f9-b69a-abe819b3cdaf": { "title": "Three Cliffs Ranger Logbook", "html": "

Three Cliffs Ranger Logbook

A park ranger checks three rocky sea cliffs every season. The cliffs are named Cliff A, Cliff B, and Cliff C. All three cliffs are made of the same kind of soft rock. Waves of about the same size reach the base of each cliff. Cliff B and Cliff C sit in the shade, where water in their cracks freezes during winter cold snaps. Bushes grow on the face of Cliff C, and their roots reach into its cracks.

Figure 1 shows the three cliffs. Table 1 is the ranger's ten-year logbook summary.

Figure 1. The Three Cliffs

\"Three

Table 1. Ranger’s Ten-Year Summary

CliffWhat acts on the cliffCliff face worn back in 10 years
AWaves at the base3 centimeters
BWaves; winter freezing in cracks7 centimeters
CWaves; winter freezing in cracks; roots growing in cracks15 centimeters
" }, "_bffcb617-74d7-497a-82bd-3e7416053805": { "title": "Mountain Belts and Continent Edges", "html": "

Mountain Belts and Continent Edges

A science class studies two maps of the same continent. Figure 1 shades the continent's mountain belts (long bands of mountains) in dark gray. Figure 2 shows the same continent outline with one dot for each recorded earthquake.

Figure 1. Mountain Belts of the Continent

\"A

Figure 2. Recorded Earthquakes on the Continent

\"The

" }, "_573d36a5-5b98-4fe1-963d-928cc0af4fef": { "title": "Kestrel Bone and Feather Display", "html": "

Kestrel Bone and Feather Display

A raptor center is a place that cares for hunting birds. Its display compares two birds. The American kestrel is a small falcon that hunts while flying. The quail is a plump bird that lives mostly on the ground.

The display’s six cards are listed in Table 1.

Figure 1. The kestrel and quail display

\"A

Table 1. Display Cards

CardWhat the card says
1A cut-open model shows that the kestrel’s wing bone is hollow, with thin criss-cross struts inside. The quail’s wing bone is solid all the way through.
2A kestrel wing bone has less mass than a quail wing bone of the same length, yet in the display’s bend test it held the same load without breaking.
3When a visitor bends a stiff kestrel flight feather, it springs back flat, keeping a smooth surface for pushing against the air.
4A hunting kestrel can hover in one spot in the air over an open field.
5The wing bones of both birds are made of the same kind of bone material.
6A center kestrel that lost several flight feathers could not hover steadily until new feathers grew in.
" }, "_0afa1a8a-4de0-4edb-9472-89d51b393f63": { "title": "Coral Fossils on a Dry Ridge", "html": "

Coral Fossils on a Dry Ridge

Hikers find coral-head fossils in the rock of a high, dry ridge. The ridge is far from any modern sea. Living corals can grow only under sea water. The ridge is made of four flat rock layers that have stayed in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 2, the thickest layer.

Figure 1. The Four Rock Layers in the Ridge

\"A

" }, "_5b85cd40-1f44-4530-a618-6a50ffdd8150": { "title": "Hillside Town Hazard Plan", "html": "

Hillside Town Hazard Plan

A small town sits at the foot of a steep hillside. Wildflowers, low bushes, and many small animals live on the slope. After weeks of heavy rain, wet soil sometimes slides down the hill toward the town. The town calls this danger a mudslide.

The town keeps a hazard plan. The plan's goal has two parts. It must keep sliding soil away from the town's homes. It must also keep the hillside a healthy habitat for its plants and animals. The plan also describes named solutions that towns can build against other natural hazards. Table 1 lists these named solutions.

Table 1. Named Solutions in the Plan

Named solutionWhat it is
leveea long, raised earth bank built along low ground
base isolationflexible pads set between a building and the ground under it
warning systemsirens and signs that tell people to move to safety when danger is coming

Figure 1

\"A
" } }, "questions": [ { "n": 1, "item_id": "_d82073e3-1195-4a8a-b6e7-9296cfb99afe", "type": "choice", "title": "Paddleboarders Across the Cove", "standards": [ "4-PS3-1" ], "prompt_html": "

Two paddleboarders cross the same small cove, leaving the beach at the same time. Each paddleboarder and board together has the same mass. Table 1 shows notes about how each one crossed. The picture shows the two paddleboarders partway across.

Table 1. Crossing Notes

PaddleboarderNote
1Paddled quickly the whole way and reached the far side first.
2Paddled slowly the whole way and arrived long after Paddleboarder 1.

\"Two

Ainsley claims that Paddleboarder 2 carried more energy of motion, because Paddleboarder 2 was moving for a longer time.

Which statement best evaluates Ainsley’s claim?

", "prompt_plain": "Two paddleboarders cross the same small cove, leaving the beach at the same time. Each paddleboarder and board together has the same mass. Table 1 shows notes about how each one crossed. The picture shows the two paddleboarders partway across. Table 1. Crossing Notes Paddleboarder Note 1 Paddled quickly the whole way and reached the far side first. 2 Paddled slowly the whole way and arrived long after Paddleboarder 1. Ainsley claims that Paddleboarder 2 carried more energy of motion, because Paddleboarder 2 was moving for a longer time. Which statement best evaluates Ainsley’s claim?", "context_html": "", "options": [ { "id": "cA1", "text": "The claim is correct because moving for a longer time gives a paddleboarder more energy of motion.", "plain": "The claim is correct because moving for a longer time gives a paddleboarder more energy of motion.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The claim is correct because paddling slowly lets a paddleboarder save up energy of motion.", "plain": "The claim is correct because paddling slowly lets a paddleboarder save up energy of motion.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The claim is incorrect because both paddleboarders carried the same energy of motion across the cove.", "plain": "The claim is incorrect because both paddleboarders carried the same energy of motion across the cove.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The claim is incorrect because the faster paddleboarder carried more energy of motion while crossing.", "plain": "The claim is incorrect because the faster paddleboarder carried more energy of motion while crossing.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot01.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_76eeb7a2-8d17-452d-b52f-1bfb862a9556", "type": "choice", "title": "Shed Switch and Pond Lamp — Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

The lamp at the pond needs energy to light up.

Which statement best describes how energy reaches the lamp?

", "prompt_plain": "Part A The lamp at the pond needs energy to light up. Which statement best describes how energy reaches the lamp?", "context_html": "", "options": [ { "id": "cA1", "text": "Electric current moves through the buried cable and carries energy to the lamp.", "plain": "Electric current moves through the buried cable and carries energy to the lamp.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Heat energy flows along the buried cable from the shed to the lamp.", "plain": "Heat energy flows along the buried cable from the shed to the lamp.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Light energy travels under the ground from the shed to the lamp.", "plain": "Light energy travels under the ground from the shed to the lamp.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "New energy appears inside the lamp as soon as it is switched on.", "plain": "New energy appears inside the lamp as soon as it is switched on.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9f1325cb-c5ad-413f-b65e-0c3dae9c811c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Shed Switch and Pond Lamp

Eloise’s family put a small lamp at the edge of their backyard pond. A cable runs under the ground from a switch inside the garden shed all the way to the lamp. Eloise keeps a log of what she notices about the lamp. Table 1 shows her notes. The picture shows the shed, the buried cable, and the lamp.

Figure 1

\"A

Table 1. Eloise’s Lamp Log

NoteWhat Eloise noticed
1As the evening gets darker, the lamp seems to glow more brightly.
2The moment the switch in the shed is flipped on, the lamp at the pond lights up.
3After a rainy night, small drops of water sit on the lamp’s glass cover.
4Little flags in the grass show where the cable runs under the yard.
", "passage_plain": "Shed Switch and Pond Lamp Eloise’s family put a small lamp at the edge of their backyard pond. A cable runs under the ground from a switch inside the garden shed all the way to the lamp. Eloise keeps a log of what she notices about the lamp. Table 1 shows her notes. The picture shows the shed, the buried cable, and the lamp. Figure 1 Table 1. Eloise’s Lamp Log Note What Eloise noticed 1 As the evening gets darker, the lamp seems to glow more brightly. 2 The moment the switch in the shed is flipped on, the lamp at the pond lights up. 3 After a rainy night, small drops of water sit on the lamp’s glass cover. 4 Little flags in the grass show where the cable runs under the yard." }, { "n": 3, "item_id": "_71beae9e-07e6-4fa8-9c8b-efbac8223e84", "type": "choice", "title": "Shed Switch and Pond Lamp — Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Which note from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which note from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Note 1", "plain": "Note 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Note 2", "plain": "Note 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Note 3", "plain": "Note 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Note 4", "plain": "Note 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9f1325cb-c5ad-413f-b65e-0c3dae9c811c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Shed Switch and Pond Lamp

Eloise’s family put a small lamp at the edge of their backyard pond. A cable runs under the ground from a switch inside the garden shed all the way to the lamp. Eloise keeps a log of what she notices about the lamp. Table 1 shows her notes. The picture shows the shed, the buried cable, and the lamp.

Figure 1

\"A

Table 1. Eloise’s Lamp Log

NoteWhat Eloise noticed
1As the evening gets darker, the lamp seems to glow more brightly.
2The moment the switch in the shed is flipped on, the lamp at the pond lights up.
3After a rainy night, small drops of water sit on the lamp’s glass cover.
4Little flags in the grass show where the cable runs under the yard.
", "passage_plain": "Shed Switch and Pond Lamp Eloise’s family put a small lamp at the edge of their backyard pond. A cable runs under the ground from a switch inside the garden shed all the way to the lamp. Eloise keeps a log of what she notices about the lamp. Table 1 shows her notes. The picture shows the shed, the buried cable, and the lamp. Figure 1 Table 1. Eloise’s Lamp Log Note What Eloise noticed 1 As the evening gets darker, the lamp seems to glow more brightly. 2 The moment the switch in the shed is flipped on, the lamp at the pond lights up. 3 After a rainy night, small drops of water sit on the lamp’s glass cover. 4 Little flags in the grass show where the cable runs under the yard." }, { "n": 4, "item_id": "_a16177d9-8b80-46d3-8442-f473f4eff19f", "type": "choice", "title": "Rubbing Palms Warm", "standards": [ "4-PS3-3" ], "prompt_html": "

On a cold morning, Darla rubs her palms together quickly, and they soon feel warm. Darla thinks the warmth comes from her moving hands. A friend thinks the warmth comes from the air around them.

Which energy changed into the heat energy that warmed Darla’s palms?

", "prompt_plain": "On a cold morning, Darla rubs her palms together quickly, and they soon feel warm. Darla thinks the warmth comes from her moving hands. A friend thinks the warmth comes from the air around them. Which energy changed into the heat energy that warmed Darla’s palms?", "context_html": "", "options": [ { "id": "cA1", "text": "motion energy from her two hands rubbing together quickly", "plain": "motion energy from her two hands rubbing together quickly", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "light energy shining down on her two cold hands", "plain": "light energy shining down on her two cold hands", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "energy from the cold air moving into her palms", "plain": "energy from the cold air moving into her palms", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "sound energy her hands made while they rubbed together", "plain": "sound energy her hands made while they rubbed together", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_f31c5c96-f305-4681-867b-950a3ee675a1", "type": "choice", "title": "Stomp Pad Walkway Light", "standards": [ "4-PS3-4" ], "prompt_html": "

In a park, a walkway light flashes on each time someone steps on a stomp pad set into the ground. A wire connects the pad to the light. The picture shows the walkway.

\"A

Which statement best describes how energy changes form between the step and the glowing bulb?

", "prompt_plain": "In a park, a walkway light flashes on each time someone steps on a stomp pad set into the ground. A wire connects the pad to the light. The picture shows the walkway. Which statement best describes how energy changes form between the step and the glowing bulb?", "context_html": "", "options": [ { "id": "cA1", "text": "Electrical energy in the wire changes to motion energy in the pad and then to light energy.", "plain": "Electrical energy in the wire changes to motion energy in the pad and then to light energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Brand-new light energy is created in the bulb each time a step presses down on the pad.", "plain": "Brand-new light energy is created in the bulb each time a step presses down on the pad.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Motion energy from the step changes to electrical energy in the wire and then to light energy.", "plain": "Motion energy from the step changes to electrical energy in the wire and then to light energy.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Motion energy from the step changes to heat energy in the pad and then to light energy.", "plain": "Motion energy from the step changes to heat energy in the pad and then to light energy.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot05.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_ac3ab039-276a-498d-9207-4b5c9859d98f", "type": "gap-match", "title": "Laundromat Energy Cards", "standards": [ "4-PS3-2" ], "prompt_html": "

A poster shows the inside of a laundromat. Six things in the picture are numbered.

 

Drag the energy card that best matches each numbered thing. You may use a card more than once. One card will not be used.

", "prompt_plain": "A poster shows the inside of a laundromat. Six things in the picture are numbered. Drag the energy card that best matches each numbered thing. You may use a card more than once. One card will not be used.", "context_html": "", "options": [ { "id": "tile-sound-energy", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile-heat-energy", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" }, { "id": "tile-stored-energy", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-kinetic-energy", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-kinetic-energy gap-1", "tile-heat-energy gap-2", "tile-light-energy gap-3", "tile-sound-energy gap-4", "tile-electrical-energy gap-5", "tile-heat-energy gap-6" ] }, "n_options": 6 }, { "n": 7, "item_id": "_0738d633-e3ed-40d7-91bf-d6405a22e636", "type": "gap-match", "title": "Wave Pattern Keeps Going", "standards": [ "4-PS4-1" ], "prompt_html": "

The picture shows a wave pattern that repeats. The wave stops partway across the grid, and the right half of the grid is empty. Each grid square is 1 unit.

The wave pattern must keep going across the empty part of the grid with two more crests, without changing its amplitude or its wavelength.

\"A

 

Drag the one wave card that continues the pattern into the empty space.

", "prompt_plain": "The picture shows a wave pattern that repeats. The wave stops partway across the grid, and the right half of the grid is empty. Each grid square is 1 unit. The wave pattern must keep going across the empty part of the grid with two more crests, without changing its amplitude or its wavelength. Drag the one wave card that continues the pattern into the empty space.", "context_html": "", "options": [ { "id": "tile-card-b", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-card-a", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-card-d", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-card-c", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot07.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot07-card1.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot07-card2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot07-card3.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot07-card4.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-card-a gap-continue" ] }, "n_options": 4 }, { "n": 8, "item_id": "_140c0c3a-eb92-4313-bee2-cc90dd98f6d3", "type": "choice", "title": "Waves in Two Channels", "standards": [ "4-PS4-1" ], "prompt_html": "

A science club measures the waves in two narrow water channels on the same windy morning. Table 1 shows the measurements.

Table 1. Wave Measurements

RowMeasurementChannel 1Channel 2
1Wave crests passing each minute88
2Average crest height15 centimeters40 centimeters
3Water depth2 meters3 meters
4Water temperature64 °F61 °F

A student claims that the waves in Channel 2 carry more energy than the waves in Channel 1.

Which row of Table 1 gives the best evidence for this claim?

", "prompt_plain": "A science club measures the waves in two narrow water channels on the same windy morning. Table 1 shows the measurements. Table 1. Wave Measurements Row Measurement Channel 1 Channel 2 1 Wave crests passing each minute 8 8 2 Average crest height 15 centimeters 40 centimeters 3 Water depth 2 meters 3 meters 4 Water temperature 64 °F 61 °F A student claims that the waves in Channel 2 carry more energy than the waves in Channel 1. Which row of Table 1 gives the best evidence for this claim?", "context_html": "", "options": [ { "id": "cA1", "text": "Row 1", "plain": "Row 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Row 2", "plain": "Row 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Row 3", "plain": "Row 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Row 4", "plain": "Row 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_12769c11-fcbc-4ae9-aa3a-589a8162877c", "type": "choice", "title": "Trail Beacon or Painted Signs", "standards": [ "4-PS4-3" ], "prompt_html": "

A nature park shares a short message with hikers at the start of its main hiking trail. The park can use a pulsing light beacon on a post, or a set of painted wooden signs. The painted signs are fixed in place, and their letters cannot be repainted or replaced each day. Park staff can change the beacon’s flashes each morning, and hikers are taught what the different flashes mean. Table 1 shows the two things the message system must do. The picture shows both choices.

Table 1. Message System Needs

NeedWhat the system must do
1Give hikers a new message every morning.
2Be easy to notice before the sun is fully up.

\"Left:

Which statement best explains which method the park should choose?

", "prompt_plain": "A nature park shares a short message with hikers at the start of its main hiking trail. The park can use a pulsing light beacon on a post, or a set of painted wooden signs. The painted signs are fixed in place, and their letters cannot be repainted or replaced each day. Park staff can change the beacon’s flashes each morning, and hikers are taught what the different flashes mean. Table 1 shows the two things the message system must do. The picture shows both choices. Table 1. Message System Needs Need What the system must do 1 Give hikers a new message every morning. 2 Be easy to notice before the sun is fully up. Which statement best explains which method the park should choose?", "context_html": "", "options": [ { "id": "cA1", "text": "The beacon, because running a small light costs the park less than repainting wooden signs again and again.", "plain": "The beacon, because running a small light costs the park less than repainting wooden signs again and again.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The painted signs, because big painted letters are simple for hikers to spot in dim morning light.", "plain": "The painted signs, because big painted letters are simple for hikers to spot in dim morning light.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The beacon, because its flashes show up in dim light and can carry a different message each day.", "plain": "The beacon, because its flashes show up in dim light and can carry a different message each day.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The painted signs, because a message needs written words, and flashing light cannot carry a message.", "plain": "The painted signs, because a message needs written words, and flashing light cannot carry a message.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot09.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_309fe44d-6338-4c86-ac4e-ce020b7eb567", "type": "inline-choice", "title": "Bathroom Scale Two Ways", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Edwin’s bathroom scale shows his weight in two ways. A dial with a moving pointer shows the reading, and a small memory unit stores the same reading as a code. Edwin wants to share the reading with his doctor, who lives far away. He could send a photo of the dial, or the memory unit can send its code. The picture shows the dial and the memory unit.

\"A

Choose the words that correctly complete each sentence.

The dial shows the reading as .

The memory unit stores the reading as .

After the code is sent and copied many times, the reading stays exact because each part of the code .

", "options": [ { "id": "c10b1o1", "text": "a pointer position on a marked scale", "plain": "a pointer position on a marked scale", "correct": true, "kind": "inline" }, { "id": "c10b1o2", "text": "a pattern of 1s and 0s", "plain": "a pattern of 1s and 0s", "correct": false, "kind": "inline" }, { "id": "c10b1o3", "text": "a recorded voice saying the number", "plain": "a recorded voice saying the number", "correct": false, "kind": "inline" }, { "id": "c10b2o1", "text": "a tiny photo of the dial", "plain": "a tiny photo of the dial", "correct": false, "kind": "inline" }, { "id": "c10b2o2", "text": "a pattern of 1s and 0s", "plain": "a pattern of 1s and 0s", "correct": true, "kind": "inline" }, { "id": "c10b2o3", "text": "a copy of the moving pointer", "plain": "a copy of the moving pointer", "correct": false, "kind": "inline" }, { "id": "c10b3o1", "text": "travels faster than a photo can", "plain": "travels faster than a photo can", "correct": false, "kind": "inline" }, { "id": "c10b3o2", "text": "grows stronger each time it is sent", "plain": "grows stronger each time it is sent", "correct": false, "kind": "inline" }, { "id": "c10b3o3", "text": "is copied as either 1 or 0", "plain": "is copied as either 1 or 0", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot10_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c10b1o1" ], "RESPONSEB2": [ "c10b2o2" ], "RESPONSEB3": [ "c10b3o3" ] }, "n_options": 9 }, { "n": 11, "item_id": "_eb575d40-1e3d-4e65-baf4-7668cc61f951", "type": "choice", "title": "Seeing the Toy Puppet", "standards": [ "4-PS4-2" ], "prompt_html": "

Students set a toy puppet on a shelf in an inside room that has no windows. They test when they can see the puppet. Table 1 shows their three trials.

Table 1. Seeing the Puppet

TrialLight in the roomWhat the students observed
1Ceiling lamp onThey saw the puppet clearly.
2Lamp off, door shut (no light)They could not see the puppet at all, even after waiting ten minutes.
3Lamp off, door open a crack (a little light)They saw only a dim shape of the puppet.

Based on Table 1, which statement best explains how the students are able to see the puppet?

", "prompt_plain": "Students set a toy puppet on a shelf in an inside room that has no windows. They test when they can see the puppet. Table 1 shows their three trials. Table 1. Seeing the Puppet Trial Light in the room What the students observed 1 Ceiling lamp on They saw the puppet clearly. 2 Lamp off, door shut (no light) They could not see the puppet at all, even after waiting ten minutes. 3 Lamp off, door open a crack (a little light) They saw only a dim shape of the puppet. Based on Table 1, which statement best explains how the students are able to see the puppet?", "context_html": "", "options": [ { "id": "cA1", "text": "Their eyes make their own beams that shine onto the puppet in the dark.", "plain": "Their eyes make their own beams that shine onto the puppet in the dark.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "After enough time in the dark, their eyes adjust until they can see the puppet without light.", "plain": "After enough time in the dark, their eyes adjust until they can see the puppet without light.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Light in the room bounces off the puppet and then travels into their eyes.", "plain": "Light in the room bounces off the puppet and then travels into their eyes.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Stored light from the lamp makes the puppet glow in the dark for a while.", "plain": "Stored light from the lamp makes the puppet glow in the dark for a while.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_339654be-913a-4d36-81ea-b2892d757876", "type": "choice", "title": "Radiator and Ice Bucket Cups", "standards": [ "4-PS3-2" ], "prompt_html": "

Levi fills two metal cups with cool water. He sets Cup 1 against a warm radiator. He sets Cup 2 against the ice in an ice bucket. Each cup touches its neighbor, so energy can move by conduction. After 30 minutes, the water in Cup 1 has become warmer, and the water in Cup 2 has become cooler.

\"One

Which statement best describes the energy transfer that happened?

", "prompt_plain": "Levi fills two metal cups with cool water. He sets Cup 1 against a warm radiator. He sets Cup 2 against the ice in an ice bucket. Each cup touches its neighbor, so energy can move by conduction. After 30 minutes, the water in Cup 1 has become warmer, and the water in Cup 2 has become cooler. Which statement best describes the energy transfer that happened?", "context_html": "", "options": [ { "id": "cA1", "text": "Heat energy moved from the radiator into the water in Cup 1, and from the water in Cup 2 into the ice.", "plain": "Heat energy moved from the radiator into the water in Cup 1, and from the water in Cup 2 into the ice.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Heat energy moved from the water in Cup 1 into the radiator, and from the ice into the water in Cup 2.", "plain": "Heat energy moved from the water in Cup 1 into the radiator, and from the ice into the water in Cup 2.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Cold moved from the ice into the water in Cup 2, and heat energy moved from the radiator into Cup 1.", "plain": "Cold moved from the ice into the water in Cup 2, and heat energy moved from the radiator into Cup 1.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Heat energy moved into the water in Cup 1, but nothing moved at Cup 2, because ice has no energy to give.", "plain": "Heat energy moved into the water in Cup 1, but nothing moved at Cup 2, because ice has no energy to give.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot12.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_cc341d3a-eb27-4800-b37b-146167064cf4", "type": "choice", "title": "Kestrel Wing Bones Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Look at Table 1.

Which claim best explains how the kestrel’s hollow, strut-braced wing bones help it fly?

", "prompt_plain": "Part A Look at Table 1. Which claim best explains how the kestrel’s hollow, strut-braced wing bones help it fly?", "context_html": "", "options": [ { "id": "cA1", "text": "The hollow bones fill with warm air that lifts the kestrel upward, the way hot air lifts a balloon.", "plain": "The hollow bones fill with warm air that lifts the kestrel upward, the way hot air lifts a balloon.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The hollow space keeps the bones light, and the struts keep them strong, so flying takes less effort.", "plain": "The hollow space keeps the bones light, and the struts keep them strong, so flying takes less effort.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The struts inside the bones give the kestrel’s flight muscles more places to attach and grow.", "plain": "The struts inside the bones give the kestrel’s flight muscles more places to attach and grow.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The struts let the hollow bones bend easily, so the kestrel can fold its wings flat to dive.", "plain": "The struts let the hollow bones bend easily, so the kestrel can fold its wings flat to dive.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_573d36a5-5b98-4fe1-963d-928cc0af4fef" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Kestrel Bone and Feather Display

A raptor center is a place that cares for hunting birds. Its display compares two birds. The American kestrel is a small falcon that hunts while flying. The quail is a plump bird that lives mostly on the ground.

The display’s six cards are listed in Table 1.

Figure 1. The kestrel and quail display

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Table 1. Display Cards

CardWhat the card says
1A cut-open model shows that the kestrel’s wing bone is hollow, with thin criss-cross struts inside. The quail’s wing bone is solid all the way through.
2A kestrel wing bone has less mass than a quail wing bone of the same length, yet in the display’s bend test it held the same load without breaking.
3When a visitor bends a stiff kestrel flight feather, it springs back flat, keeping a smooth surface for pushing against the air.
4A hunting kestrel can hover in one spot in the air over an open field.
5The wing bones of both birds are made of the same kind of bone material.
6A center kestrel that lost several flight feathers could not hover steadily until new feathers grew in.
", "passage_plain": "Kestrel Bone and Feather Display A raptor center is a place that cares for hunting birds. Its display compares two birds. The American kestrel is a small falcon that hunts while flying. The quail is a plump bird that lives mostly on the ground. The display’s six cards are listed in Table 1. Figure 1. The kestrel and quail display Table 1. Display Cards Card What the card says 1 A cut-open model shows that the kestrel’s wing bone is hollow, with thin criss-cross struts inside. The quail’s wing bone is solid all the way through. 2 A kestrel wing bone has less mass than a quail wing bone of the same length, yet in the display’s bend test it held the same load without breaking. 3 When a visitor bends a stiff kestrel flight feather, it springs back flat, keeping a smooth surface for pushing against the air. 4 A hunting kestrel can hover in one spot in the air over an open field. 5 The wing bones of both birds are made of the same kind of bone material. 6 A center kestrel that lost several flight feathers could not hover steadily until new feathers grew in." }, { "n": 14, "item_id": "_00bb4ab4-62c2-4122-8aac-d91bda4fdd7a", "type": "choice", "title": "Kestrel Wing Bones Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which card from Table 1 is the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which card from Table 1 is the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Card 2, because the lighter kestrel bone still held the same load in the bend test.", "plain": "Card 2, because the lighter kestrel bone still held the same load in the bend test.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Card 3, because a bent kestrel flight feather springs back flat and stays smooth.", "plain": "Card 3, because a bent kestrel flight feather springs back flat and stays smooth.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Card 4, because a hunting kestrel can hover in one spot in the air.", "plain": "Card 4, because a hunting kestrel can hover in one spot in the air.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Card 5, because the wing bones of both birds are made of the same material.", "plain": "Card 5, because the wing bones of both birds are made of the same material.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_573d36a5-5b98-4fe1-963d-928cc0af4fef" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Kestrel Bone and Feather Display

A raptor center is a place that cares for hunting birds. Its display compares two birds. The American kestrel is a small falcon that hunts while flying. The quail is a plump bird that lives mostly on the ground.

The display’s six cards are listed in Table 1.

Figure 1. The kestrel and quail display

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Table 1. Display Cards

CardWhat the card says
1A cut-open model shows that the kestrel’s wing bone is hollow, with thin criss-cross struts inside. The quail’s wing bone is solid all the way through.
2A kestrel wing bone has less mass than a quail wing bone of the same length, yet in the display’s bend test it held the same load without breaking.
3When a visitor bends a stiff kestrel flight feather, it springs back flat, keeping a smooth surface for pushing against the air.
4A hunting kestrel can hover in one spot in the air over an open field.
5The wing bones of both birds are made of the same kind of bone material.
6A center kestrel that lost several flight feathers could not hover steadily until new feathers grew in.
", "passage_plain": "Kestrel Bone and Feather Display A raptor center is a place that cares for hunting birds. Its display compares two birds. The American kestrel is a small falcon that hunts while flying. The quail is a plump bird that lives mostly on the ground. The display’s six cards are listed in Table 1. Figure 1. The kestrel and quail display Table 1. Display Cards Card What the card says 1 A cut-open model shows that the kestrel’s wing bone is hollow, with thin criss-cross struts inside. The quail’s wing bone is solid all the way through. 2 A kestrel wing bone has less mass than a quail wing bone of the same length, yet in the display’s bend test it held the same load without breaking. 3 When a visitor bends a stiff kestrel flight feather, it springs back flat, keeping a smooth surface for pushing against the air. 4 A hunting kestrel can hover in one spot in the air over an open field. 5 The wing bones of both birds are made of the same kind of bone material. 6 A center kestrel that lost several flight feathers could not hover steadily until new feathers grew in." }, { "n": 15, "item_id": "_2d8dc57d-8c1b-42eb-a41b-a8c0c14dede4", "type": "choice", "title": "Stiff Feather Flight Claim", "standards": [ "4-LS1-1" ], "prompt_html": "

The display makes this claim: The kestrel’s stiff flight feathers are structures that support its hunting flight.

Which TWO statements are evidence that supports this claim, NOT just a repeat of it? Choose the TWO best answers.

", "prompt_plain": "The display makes this claim: The kestrel’s stiff flight feathers are structures that support its hunting flight. Which TWO statements are evidence that supports this claim, NOT just a repeat of it? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The kestrel’s stiff flight feathers are what help the kestrel fly and hunt so well.", "plain": "The kestrel’s stiff flight feathers are what help the kestrel fly and hunt so well.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A kestrel that lost several flight feathers could not hover steadily until new feathers grew in.", "plain": "A kestrel that lost several flight feathers could not hover steadily until new feathers grew in.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The kestrel chose to grow stiff flight feathers so that it could become a better hunter.", "plain": "The kestrel chose to grow stiff flight feathers so that it could become a better hunter.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A bent kestrel flight feather springs back flat, keeping a smooth surface for pushing against the air.", "plain": "A bent kestrel flight feather springs back flat, keeping a smooth surface for pushing against the air.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The wing bones of both birds are made of the same kind of bone material.", "plain": "The wing bones of both birds are made of the same kind of bone material.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_573d36a5-5b98-4fe1-963d-928cc0af4fef" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Kestrel Bone and Feather Display

A raptor center is a place that cares for hunting birds. Its display compares two birds. The American kestrel is a small falcon that hunts while flying. The quail is a plump bird that lives mostly on the ground.

The display’s six cards are listed in Table 1.

Figure 1. The kestrel and quail display

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Table 1. Display Cards

CardWhat the card says
1A cut-open model shows that the kestrel’s wing bone is hollow, with thin criss-cross struts inside. The quail’s wing bone is solid all the way through.
2A kestrel wing bone has less mass than a quail wing bone of the same length, yet in the display’s bend test it held the same load without breaking.
3When a visitor bends a stiff kestrel flight feather, it springs back flat, keeping a smooth surface for pushing against the air.
4A hunting kestrel can hover in one spot in the air over an open field.
5The wing bones of both birds are made of the same kind of bone material.
6A center kestrel that lost several flight feathers could not hover steadily until new feathers grew in.
", "passage_plain": "Kestrel Bone and Feather Display A raptor center is a place that cares for hunting birds. Its display compares two birds. The American kestrel is a small falcon that hunts while flying. The quail is a plump bird that lives mostly on the ground. The display’s six cards are listed in Table 1. Figure 1. The kestrel and quail display Table 1. Display Cards Card What the card says 1 A cut-open model shows that the kestrel’s wing bone is hollow, with thin criss-cross struts inside. The quail’s wing bone is solid all the way through. 2 A kestrel wing bone has less mass than a quail wing bone of the same length, yet in the display’s bend test it held the same load without breaking. 3 When a visitor bends a stiff kestrel flight feather, it springs back flat, keeping a smooth surface for pushing against the air. 4 A hunting kestrel can hover in one spot in the air over an open field. 5 The wing bones of both birds are made of the same kind of bone material. 6 A center kestrel that lost several flight feathers could not hover steadily until new feathers grew in." }, { "n": 16, "item_id": "_f14c7d0f-1a1e-4d6e-bd17-d28e7e3276db", "type": "choice", "title": "Macaw Tongue Bone", "standards": [ "4-LS1-1" ], "prompt_html": "

Table 1 compares two birds that eat very different foods.

Table 1. Two Birds

CharacteristicMacawHornbill
Main foodNuts with hard, thick shellsSoft fruits
BeakShort, thick, and curved; cracks nut shellsLong and wide; picks fruit with the tip
TongueThick and strong, with a small bone insideShort and thin, with no bone
How it eatsHolds one nut against its beak and turns the nut while cracking itTosses each fruit straight back into its throat and swallows it whole

Based on Table 1, what advantage does the bone inside the macaw’s tongue most likely give the macaw that the hornbill does NOT need?

", "prompt_plain": "Table 1 compares two birds that eat very different foods. Table 1. Two Birds Characteristic Macaw Hornbill Main food Nuts with hard, thick shells Soft fruits Beak Short, thick, and curved; cracks nut shells Long and wide; picks fruit with the tip Tongue Thick and strong, with a small bone inside Short and thin, with no bone How it eats Holds one nut against its beak and turns the nut while cracking it Tosses each fruit straight back into its throat and swallows it whole Based on Table 1, what advantage does the bone inside the macaw’s tongue most likely give the macaw that the hornbill does NOT need?", "context_html": "", "options": [ { "id": "cA1", "text": "It gives the tongue a stronger sense of taste for checking each nut before cracking it.", "plain": "It gives the tongue a stronger sense of taste for checking each nut before cracking it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It lets the macaw toss food straight back into its throat, the way the hornbill does.", "plain": "It lets the macaw toss food straight back into its throat, the way the hornbill does.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It stores extra food inside the tongue so the macaw can eat again later in the day.", "plain": "It stores extra food inside the tongue so the macaw can eat again later in the day.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It makes the tongue stiff and strong for holding and turning hard nuts against the beak.", "plain": "It makes the tongue stiff and strong for holding and turning hard nuts against the beak.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_78dde08c-7ba7-45c3-bbef-8124808b8f6c", "type": "hottext", "title": "Raccoon Touch Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

Kalinda reads the notes and makes this claim: The raccoon’s front paws are structures for finding food by touch.

Select the ONE sentence from the notes that is the best evidence for this claim.

", "prompt_plain": "Kalinda reads the notes and makes this claim: The raccoon’s front paws are structures for finding food by touch. Select the ONE sentence from the notes that is the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Just after dark each night, the same raccoon comes back to the same small pool in the creek.", "plain": "Just after dark each night, the same raccoon comes back to the same small pool in the creek.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "The raccoon presses both front feet under the pool’s stones while its eyes look up at the bank.", "plain": "The raccoon presses both front feet under the pool’s stones while its eyes look up at the bank.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "Three weeks ago, the watcher saw the same raccoon eating three crayfish on the bank beside this pool.", "plain": "Three weeks ago, the watcher saw the same raccoon eating three crayfish on the bank beside this pool.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "Raccoons living in this valley also eat berries, insects, spiders, and the eggs of ground-nesting birds.", "plain": "Raccoons living in this valley also eat berries, insects, spiders, and the eggs of ground-nesting birds.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "The raccoon’s front paws and ring-striped bushy tail are easy for the watcher to see in daylight.", "plain": "The raccoon’s front paws and ring-striped bushy tail are easy for the watcher to see in daylight.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_f779b8ce-3531-4ad8-8b64-b3c5f09da6a7" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB1" ] }, "n_options": 5, "passage_html": "

Raccoon at Dusk Creek

A wildlife watcher studies one raccoon at a creek called Dusk Creek. The watcher writes five numbered notes.

Note 1. Just after dark each night, the same raccoon comes back to the same small pool in the creek.

Note 2. The raccoon feels under the pool’s stones with both front paws while its eyes look up at the bank.

Note 3. Three weeks ago, the watcher saw the same raccoon eating three crayfish on the bank beside this pool.

Note 4. Raccoons living in this valley also eat berries, insects, spiders, and the eggs of ground-nesting birds.

Note 5. The raccoon’s bushy tail has dark rings that are easy for the watcher to see in daylight.

Figure 1. The raccoon at the pool

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", "passage_plain": "Raccoon at Dusk Creek A wildlife watcher studies one raccoon at a creek called Dusk Creek. The watcher writes five numbered notes. Note 1. Just after dark each night, the same raccoon comes back to the same small pool in the creek. Note 2. The raccoon feels under the pool’s stones with both front paws while its eyes look up at the bank. Note 3. Three weeks ago, the watcher saw the same raccoon eating three crayfish on the bank beside this pool. Note 4. Raccoons living in this valley also eat berries, insects, spiders, and the eggs of ground-nesting birds. Note 5. The raccoon’s bushy tail has dark rings that are easy for the watcher to see in daylight. Figure 1. The raccoon at the pool" }, { "n": 18, "item_id": "_85b96cdd-c74b-491f-8f33-cc9f9d50d59a", "type": "choice", "title": "Raccoon Night Return", "standards": [ "4-LS1-2" ], "prompt_html": "

Read the notes again.

Which statement best explains why the raccoon comes back to this same pool night after night?

", "prompt_plain": "Read the notes again. Which statement best explains why the raccoon comes back to this same pool night after night?", "context_html": "", "options": [ { "id": "cA1", "text": "The raccoon sees the crayfish under the stones from the bank each night before it walks over.", "plain": "The raccoon sees the crayfish under the stones from the bank each night before it walks over.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The raccoon forgets where it hunted before, so each night it finds the pool again by luck.", "plain": "The raccoon forgets where it hunted before, so each night it finds the pool again by luck.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The raccoon’s brain stored information about finding food here, and that memory guides it back.", "plain": "The raccoon’s brain stored information about finding food here, and that memory guides it back.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The raccoon was born already knowing the spot where this pool sits along the creek.", "plain": "The raccoon was born already knowing the spot where this pool sits along the creek.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f779b8ce-3531-4ad8-8b64-b3c5f09da6a7" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Raccoon at Dusk Creek

A wildlife watcher studies one raccoon at a creek called Dusk Creek. The watcher writes five numbered notes.

Note 1. Just after dark each night, the same raccoon comes back to the same small pool in the creek.

Note 2. The raccoon feels under the pool’s stones with both front paws while its eyes look up at the bank.

Note 3. Three weeks ago, the watcher saw the same raccoon eating three crayfish on the bank beside this pool.

Note 4. Raccoons living in this valley also eat berries, insects, spiders, and the eggs of ground-nesting birds.

Note 5. The raccoon’s bushy tail has dark rings that are easy for the watcher to see in daylight.

Figure 1. The raccoon at the pool

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", "passage_plain": "Raccoon at Dusk Creek A wildlife watcher studies one raccoon at a creek called Dusk Creek. The watcher writes five numbered notes. Note 1. Just after dark each night, the same raccoon comes back to the same small pool in the creek. Note 2. The raccoon feels under the pool’s stones with both front paws while its eyes look up at the bank. Note 3. Three weeks ago, the watcher saw the same raccoon eating three crayfish on the bank beside this pool. Note 4. Raccoons living in this valley also eat berries, insects, spiders, and the eggs of ground-nesting birds. Note 5. The raccoon’s bushy tail has dark rings that are easy for the watcher to see in daylight. Figure 1. The raccoon at the pool" }, { "n": 19, "item_id": "_7e96f195-115c-468b-b4e9-55dd7ced8bfe", "type": "order", "title": "Moth Escape Chain", "standards": [ "4-LS1-2" ], "prompt_html": "

One evening, a moth flies over a meadow. Very high clicking sounds sweep across the meadow. An instant later, the moth folds its wings and drops safely out of the air.

\"A

 

Drag the events into the boxes in the correct order. Show how the moth’s body senses the clicks and makes its escape, from first to last.

", "prompt_plain": "One evening, a moth flies over a meadow. Very high clicking sounds sweep across the meadow. An instant later, the moth folds its wings and drops safely out of the air. Drag the events into the boxes in the correct order. Show how the moth’s body senses the clicks and makes its escape, from first to last.", "context_html": "", "options": [ { "id": "cCe7194f", "text": "The moth’s brain reads the message as danger and orders the wing muscles to act.", "plain": "The moth’s brain reads the message as danger and orders the wing muscles to act.", "correct": true, "kind": "choice" }, { "id": "cA122fb7", "text": "Sharp clicking sounds reach the moth’s ears.", "plain": "Sharp clicking sounds reach the moth’s ears.", "correct": true, "kind": "choice" }, { "id": "cD1e3d0a", "text": "The moth folds its wings and drops straight down to land among the flower stems.", "plain": "The moth folds its wings and drops straight down to land among the flower stems.", "correct": true, "kind": "choice" }, { "id": "cBc9d644", "text": "Nerves carry the sound message from the moth’s ears to its brain.", "plain": "Nerves carry the sound message from the moth’s ears to its brain.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cA122fb7", "cBc9d644", "cCe7194f", "cD1e3d0a" ] }, "n_options": 4 }, { "n": 20, "item_id": "_93017612-c6f8-4f55-be72-398532c752ef", "type": "choice", "title": "Tarsier Night Hunt", "standards": [ "4-LS1-2" ], "prompt_html": "

A tarsier is a small tree animal that hunts insects at night. It has very large eyes that gather dim light, ears that swivel toward small sounds, long fingers with gripping pads, and strong back legs for leaping.

\"A

Which TWO statements correctly describe how the tarsier’s parts work together during a night hunt? Choose the TWO best answers.

", "prompt_plain": "A tarsier is a small tree animal that hunts insects at night. It has very large eyes that gather dim light, ears that swivel toward small sounds, long fingers with gripping pads, and strong back legs for leaping. Which TWO statements correctly describe how the tarsier’s parts work together during a night hunt? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Its finger pads grip a branch and decide where its back legs should leap next.", "plain": "Its finger pads grip a branch and decide where its back legs should leap next.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Its ears send signals straight to its leg muscles without using its brain.", "plain": "Its ears send signals straight to its leg muscles without using its brain.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Its eyes pick up faint light and pass what they sense to its brain.", "plain": "Its eyes pick up faint light and pass what they sense to its brain.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Its eyes can spot insects in total darkness, where there is no light left to gather.", "plain": "Its eyes can spot insects in total darkness, where there is no light left to gather.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Its brain combines what it sees and hears, then signals the back legs to leap.", "plain": "Its brain combines what it sees and hears, then signals the back legs to leap.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot20.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_d0d25f76-76c6-48a3-a348-8c298171f8b9", "type": "choice", "title": "Volcano Observatory Readings", "standards": [ "4-ESS3-2" ], "prompt_html": "

Scientists at a volcano observatory measure three things every week: the volcanic gas the volcano lets out, the number of small earthquakes, and how far the ground near the top has bulged upward. Table 1 shows their readings for four weeks.

Table 1. Four Weeks of Volcano Readings

WeekVolcanic gas (tons each day)Small earthquakes (number that week)Ground bulge (centimeters)
1851
215123
330257
4604812

Which action does the data in Table 1 best support?

", "prompt_plain": "Scientists at a volcano observatory measure three things every week: the volcanic gas the volcano lets out, the number of small earthquakes, and how far the ground near the top has bulged upward. Table 1 shows their readings for four weeks. Table 1. Four Weeks of Volcano Readings Week Volcanic gas (tons each day) Small earthquakes (number that week) Ground bulge (centimeters) 1 8 5 1 2 15 12 3 3 30 25 7 4 60 48 12 Which action does the data in Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Lower the alert level, because a twelve-centimeter bulge is too small to matter.", "plain": "Lower the alert level, because a twelve-centimeter bulge is too small to matter.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Keep the alert level the same, because volcanoes let out some gas even while quiet.", "plain": "Keep the alert level the same, because volcanoes let out some gas even while quiet.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Raise the alert level, because the three readings climbed together for four weeks.", "plain": "Raise the alert level, because the three readings climbed together for four weeks.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Announce that the volcano will erupt today, because the gas reading doubled in one week.", "plain": "Announce that the volcano will erupt today, because the gas reading doubled in one week.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 22, "item_id": "_6f53cbdb-3df6-4d4e-a1ba-57a94f162ba6", "type": "choice", "title": "Coral Ridge Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Figure 1.

Which statement best explains why coral fossils are in the rock of the dry ridge?

", "prompt_plain": "Part A Look at Figure 1. Which statement best explains why coral fossils are in the rock of the dry ridge?", "context_html": "", "options": [ { "id": "cA1", "text": "The corals slowly learned to live out of water on the dry ridge.", "plain": "The corals slowly learned to live out of water on the dry ridge.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The area that is now the ridge was once covered by a sea.", "plain": "The area that is now the ridge was once covered by a sea.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The coral fossils grew inside the rock after the layers hardened.", "plain": "The coral fossils grew inside the rock after the layers hardened.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The storm waves of the modern ocean threw the corals onto the ridge.", "plain": "The storm waves of the modern ocean threw the corals onto the ridge.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0afa1a8a-4de0-4edb-9472-89d51b393f63" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Coral Fossils on a Dry Ridge

Hikers find coral-head fossils in the rock of a high, dry ridge. The ridge is far from any modern sea. Living corals can grow only under sea water. The ridge is made of four flat rock layers that have stayed in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 2, the thickest layer.

Figure 1. The Four Rock Layers in the Ridge

\"A

", "passage_plain": "Coral Fossils on a Dry Ridge Hikers find coral-head fossils in the rock of a high, dry ridge. The ridge is far from any modern sea. Living corals can grow only under sea water. The ridge is made of four flat rock layers that have stayed in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 2, the thickest layer. Figure 1. The Four Rock Layers in the Ridge" }, { "n": 23, "item_id": "_26f78cde-2198-4d99-8a9e-399dfba1a905", "type": "choice", "title": "Coral Ridge Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Which new observation from the ridge would best support the answer in Part A?

", "prompt_plain": "Part B Which new observation from the ridge would best support the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The ridge rock is hard and can scratch a glass slab.", "plain": "The ridge rock is hard and can scratch a glass slab.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rock from every layer of the ridge is the same gray color as rocks found on beaches beside today’s sea.", "plain": "Rock from every layer of the ridge is the same gray color as rocks found on beaches beside today’s sea.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Wind blows the loose sand at the base of the ridge into ripples that look like tiny ocean waves.", "plain": "Wind blows the loose sand at the base of the ridge into ripples that look like tiny ocean waves.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The same rock layers also hold many seashells that have turned to stone.", "plain": "The same rock layers also hold many seashells that have turned to stone.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0afa1a8a-4de0-4edb-9472-89d51b393f63" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Coral Fossils on a Dry Ridge

Hikers find coral-head fossils in the rock of a high, dry ridge. The ridge is far from any modern sea. Living corals can grow only under sea water. The ridge is made of four flat rock layers that have stayed in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 2, the thickest layer.

Figure 1. The Four Rock Layers in the Ridge

\"A

", "passage_plain": "Coral Fossils on a Dry Ridge Hikers find coral-head fossils in the rock of a high, dry ridge. The ridge is far from any modern sea. Living corals can grow only under sea water. The ridge is made of four flat rock layers that have stayed in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 2, the thickest layer. Figure 1. The Four Rock Layers in the Ridge" }, { "n": 24, "item_id": "_dd7e1fb3-bf52-4a29-8f28-1f4e588f0901", "type": "choice", "title": "Ridge Layer Ages", "standards": [ "4-ESS1-1" ], "prompt_html": "

Scientists use the Law of Superposition to compare the ages of the rock layers in Figure 1.

Which layer formed first?

", "prompt_plain": "Scientists use the Law of Superposition to compare the ages of the rock layers in Figure 1. Which layer formed first?", "context_html": "", "options": [ { "id": "cA1", "text": "Layer 4", "plain": "Layer 4", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Layer 3", "plain": "Layer 3", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Layer 2", "plain": "Layer 2", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Layer 1", "plain": "Layer 1", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0afa1a8a-4de0-4edb-9472-89d51b393f63" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Coral Fossils on a Dry Ridge

Hikers find coral-head fossils in the rock of a high, dry ridge. The ridge is far from any modern sea. Living corals can grow only under sea water. The ridge is made of four flat rock layers that have stayed in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 2, the thickest layer.

Figure 1. The Four Rock Layers in the Ridge

\"A

", "passage_plain": "Coral Fossils on a Dry Ridge Hikers find coral-head fossils in the rock of a high, dry ridge. The ridge is far from any modern sea. Living corals can grow only under sea water. The ridge is made of four flat rock layers that have stayed in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 2, the thickest layer. Figure 1. The Four Rock Layers in the Ridge" }, { "n": 25, "item_id": "_0588ce08-8776-4e80-b6d5-29d70e866744", "type": "text-entry", "title": "Hilltop Contour Rings", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The map in Figure 1 shows the top of a rounded hill. Each contour line connects points that have the same elevation (height above sea level). The map’s contour interval is 20 feet: each contour ring is 20 feet higher than the ring just outside it. The highest ring on the map is labeled 900 feet.

Figure 1. The Hilltop Contour Map

\"A

The hilltop is higher than 900 feet, but it is not high enough to reach the next contour elevation, so no more rings are drawn. What elevation, in feet, would the next contour ring above 900 feet show?

Give your answer as a whole number (e.g., 45).

Elevation in feet:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot25_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "920" ] }, "n_options": 0 }, { "n": 26, "item_id": "_b26d4044-274c-46e0-bb46-870411da95f9", "type": "choice", "title": "Fastest-Wearing Cliff", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Table 1.

Which statement best explains why Cliff C’s face wore back the fastest?

", "prompt_plain": "Look at Table 1. Which statement best explains why Cliff C’s face wore back the fastest?", "context_html": "", "options": [ { "id": "cA1", "text": "The freezing water in Cliff C's cracks broke off more rock by itself than the waves and the plant roots together.", "plain": "The freezing water in Cliff C's cracks broke off more rock by itself than the waves and the plant roots together.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Cliff C sits in the shade, and shade alone makes soft rock crumble faster.", "plain": "Cliff C sits in the shade, and shade alone makes soft rock crumble faster.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "More things are wearing away Cliff C at the same time than are wearing away either of the other cliffs.", "plain": "More things are wearing away Cliff C at the same time than are wearing away either of the other cliffs.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Roots of the bushes alone wore Cliff C back faster than waves or ice.", "plain": "Roots of the bushes alone wore Cliff C back faster than waves or ice.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e79bb48e-879e-43f9-b69a-abe819b3cdaf" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Three Cliffs Ranger Logbook

A park ranger checks three rocky sea cliffs every season. The cliffs are named Cliff A, Cliff B, and Cliff C. All three cliffs are made of the same kind of soft rock. Waves of about the same size reach the base of each cliff. Cliff B and Cliff C sit in the shade, where water in their cracks freezes during winter cold snaps. Bushes grow on the face of Cliff C, and their roots reach into its cracks.

Figure 1 shows the three cliffs. Table 1 is the ranger's ten-year logbook summary.

Figure 1. The Three Cliffs

\"Three

Table 1. Ranger’s Ten-Year Summary

CliffWhat acts on the cliffCliff face worn back in 10 years
AWaves at the base3 centimeters
BWaves; winter freezing in cracks7 centimeters
CWaves; winter freezing in cracks; roots growing in cracks15 centimeters
", "passage_plain": "Three Cliffs Ranger Logbook A park ranger checks three rocky sea cliffs every season. The cliffs are named Cliff A, Cliff B, and Cliff C. All three cliffs are made of the same kind of soft rock. Waves of about the same size reach the base of each cliff. Cliff B and Cliff C sit in the shade, where water in their cracks freezes during winter cold snaps. Bushes grow on the face of Cliff C, and their roots reach into its cracks. Figure 1 shows the three cliffs. Table 1 is the ranger's ten-year logbook summary. Figure 1. The Three Cliffs Table 1. Ranger’s Ten-Year Summary Cliff What acts on the cliff Cliff face worn back in 10 years A Waves at the base 3 centimeters B Waves; winter freezing in cracks 7 centimeters C Waves; winter freezing in cracks; roots growing in cracks 15 centimeters" }, { "n": 27, "item_id": "_daa66be1-a502-46ff-bfbf-1821db04bf9f", "type": "choice", "title": "Ranger Notes on Weathering", "standards": [ "4-ESS2-1" ], "prompt_html": "

The ranger also wrote five notes about the cliffs. The notes are listed as the answer choices.

Which TWO notes describe weathering rather than erosion? Choose the TWO correct answers.

", "prompt_plain": "The ranger also wrote five notes about the cliffs. The notes are listed as the answer choices. Which TWO notes describe weathering rather than erosion? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Water froze inside Cliff B and split a thin sheet of rock off its face.", "plain": "Water froze inside Cliff B and split a thin sheet of rock off its face.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Waves carried broken bits of rock away from the base of Cliff A.", "plain": "Waves carried broken bits of rock away from the base of Cliff A.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rainwater washed loose sand from the top of Cliff A down to the shore.", "plain": "Rainwater washed loose sand from the top of Cliff A down to the shore.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Plant roots grew into a crack on Cliff C and slowly wedged the rock apart.", "plain": "Plant roots grew into a crack on Cliff C and slowly wedged the rock apart.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Sand grains settled and piled up on a flat stretch of shore nearby.", "plain": "Sand grains settled and piled up on a flat stretch of shore nearby.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e79bb48e-879e-43f9-b69a-abe819b3cdaf" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

Three Cliffs Ranger Logbook

A park ranger checks three rocky sea cliffs every season. The cliffs are named Cliff A, Cliff B, and Cliff C. All three cliffs are made of the same kind of soft rock. Waves of about the same size reach the base of each cliff. Cliff B and Cliff C sit in the shade, where water in their cracks freezes during winter cold snaps. Bushes grow on the face of Cliff C, and their roots reach into its cracks.

Figure 1 shows the three cliffs. Table 1 is the ranger's ten-year logbook summary.

Figure 1. The Three Cliffs

\"Three

Table 1. Ranger’s Ten-Year Summary

CliffWhat acts on the cliffCliff face worn back in 10 years
AWaves at the base3 centimeters
BWaves; winter freezing in cracks7 centimeters
CWaves; winter freezing in cracks; roots growing in cracks15 centimeters
", "passage_plain": "Three Cliffs Ranger Logbook A park ranger checks three rocky sea cliffs every season. The cliffs are named Cliff A, Cliff B, and Cliff C. All three cliffs are made of the same kind of soft rock. Waves of about the same size reach the base of each cliff. Cliff B and Cliff C sit in the shade, where water in their cracks freezes during winter cold snaps. Bushes grow on the face of Cliff C, and their roots reach into its cracks. Figure 1 shows the three cliffs. Table 1 is the ranger's ten-year logbook summary. Figure 1. The Three Cliffs Table 1. Ranger’s Ten-Year Summary Cliff What acts on the cliff Cliff face worn back in 10 years A Waves at the base 3 centimeters B Waves; winter freezing in cracks 7 centimeters C Waves; winter freezing in cracks; roots growing in cracks 15 centimeters" }, { "n": 28, "item_id": "_4c1c2f17-c3cb-4613-ae8e-1cc3477e8123", "type": "choice", "title": "Belts and Earthquake Dots", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Figure 1 and Figure 2.

Which statement describes the pattern the two maps show together?

", "prompt_plain": "Look at Figure 1 and Figure 2. Which statement describes the pattern the two maps show together?", "context_html": "", "options": [ { "id": "cA1", "text": "The earthquake dots are spread evenly across the whole continent.", "plain": "The earthquake dots are spread evenly across the whole continent.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Most earthquake dots fall along the western edge, where a mountain belt runs.", "plain": "Most earthquake dots fall along the western edge, where a mountain belt runs.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Most earthquake dots sit in the middle of the continent, far from the belts.", "plain": "Most earthquake dots sit in the middle of the continent, far from the belts.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The earthquake dots mark places where the land finished changing long ago.", "plain": "The earthquake dots mark places where the land finished changing long ago.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bffcb617-74d7-497a-82bd-3e7416053805" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Mountain Belts and Continent Edges

A science class studies two maps of the same continent. Figure 1 shades the continent's mountain belts (long bands of mountains) in dark gray. Figure 2 shows the same continent outline with one dot for each recorded earthquake.

Figure 1. Mountain Belts of the Continent

\"A

Figure 2. Recorded Earthquakes on the Continent

\"The

", "passage_plain": "Mountain Belts and Continent Edges A science class studies two maps of the same continent. Figure 1 shades the continent's mountain belts (long bands of mountains) in dark gray. Figure 2 shows the same continent outline with one dot for each recorded earthquake. Figure 1. Mountain Belts of the Continent Figure 2. Recorded Earthquakes on the Continent" }, { "n": 29, "item_id": "_ab689c7a-ba8a-4bcd-a7f5-90d86f8de718", "type": "hottext", "title": "Continent Map Claims", "standards": [ "4-ESS2-2" ], "prompt_html": "

Five claims about the continent are listed below.

Select the ONE claim that the maps in Figure 1 and Figure 2 do NOT support.

", "prompt_plain": "Five claims about the continent are listed below. Select the ONE claim that the maps in Figure 1 and Figure 2 do NOT support.", "context_html": "", "options": [ { "id": "hA29", "text": "This continent has mountain belts in more than one part of the land.", "plain": "This continent has mountain belts in more than one part of the land.", "correct": false, "kind": "hottext" }, { "id": "hB29", "text": "A few earthquake dots lie close to the short northeastern mountain belt.", "plain": "A few earthquake dots lie close to the short northeastern mountain belt.", "correct": false, "kind": "hottext" }, { "id": "hC29", "text": "Shaded mountain belts cover most parts of the land on this continent.", "plain": "Shaded mountain belts cover most parts of the land on this continent.", "correct": true, "kind": "hottext" }, { "id": "hD29", "text": "A long mountain belt runs from north to south near the western edge.", "plain": "A long mountain belt runs from north to south near the western edge.", "correct": false, "kind": "hottext" }, { "id": "hE29", "text": "Some places on the continent have both a mountain belt and many earthquake dots.", "plain": "Some places on the continent have both a mountain belt and many earthquake dots.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_bffcb617-74d7-497a-82bd-3e7416053805" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC29" ] }, "n_options": 5, "passage_html": "

Mountain Belts and Continent Edges

A science class studies two maps of the same continent. Figure 1 shades the continent's mountain belts (long bands of mountains) in dark gray. Figure 2 shows the same continent outline with one dot for each recorded earthquake.

Figure 1. Mountain Belts of the Continent

\"A

Figure 2. Recorded Earthquakes on the Continent

\"The

", "passage_plain": "Mountain Belts and Continent Edges A science class studies two maps of the same continent. Figure 1 shades the continent's mountain belts (long bands of mountains) in dark gray. Figure 2 shows the same continent outline with one dot for each recorded earthquake. Figure 1. Mountain Belts of the Continent Figure 2. Recorded Earthquakes on the Continent" }, { "n": 30, "item_id": "_ea2ebd26-1315-4bc3-910a-53ce76ccd1f5", "type": "choice", "title": "Ferry Switch Trade-Offs", "standards": [ "4-ESS3-1" ], "prompt_html": "

A harbor ferry line replaces its old ferries, which ran on engine fuel, with new battery ferries. The batteries charge from solar panels on the dock roof. Table 1 lists facts about the switch.

Table 1. Ferry Switch Facts

AboutFact
Old ferriesRan on engine fuel bought every week
New ferriesRun on batteries charged by solar panels on the dock roof
Harbor weatherSunny most weeks, with some long cloudy stretches each winter
Battery packsEach pack holds a full day of sailing and lasts about eight years

A trade-off is a downside a group accepts in order to get a benefit. Which TWO statements describe trade-offs the ferry line accepts by switching? Choose the TWO correct answers.

", "prompt_plain": "A harbor ferry line replaces its old ferries, which ran on engine fuel, with new battery ferries. The batteries charge from solar panels on the dock roof. Table 1 lists facts about the switch. Table 1. Ferry Switch Facts About Fact Old ferries Ran on engine fuel bought every week New ferries Run on batteries charged by solar panels on the dock roof Harbor weather Sunny most weeks, with some long cloudy stretches each winter Battery packs Each pack holds a full day of sailing and lasts about eight years A trade-off is a downside a group accepts in order to get a benefit. Which TWO statements describe trade-offs the ferry line accepts by switching? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The new ferries put out less smoke over the harbor while they run.", "plain": "The new ferries put out less smoke over the harbor while they run.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "During long cloudy stretches, the ferries may need charging from another power source.", "plain": "During long cloudy stretches, the ferries may need charging from another power source.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The solar panels will slowly use up the sunlight that reaches the harbor.", "plain": "The solar panels will slowly use up the sunlight that reaches the harbor.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The ferry line buys less engine fuel once the battery ferries arrive.", "plain": "The ferry line buys less engine fuel once the battery ferries arrive.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Worn-out battery packs must be swapped out and handled as waste over the years.", "plain": "Worn-out battery packs must be swapped out and handled as waste over the years.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 31, "item_id": "_9598aef5-c1dc-453c-8b48-0acb02ce2af0", "type": "choice", "title": "Tree Farm Firewood Evidence", "standards": [ "4-ESS3-1" ], "prompt_html": "

A tree farm sells firewood for people to burn for heat. Every winter, workers cut down one strip of trees for firewood. Every spring, they plant young trees in the strip they cut.

A student claims that firewood from this tree farm is a renewable energy resource.

\"A

Which statement is the best evidence for the student's claim?

", "prompt_plain": "A tree farm sells firewood for people to burn for heat. Every winter, workers cut down one strip of trees for firewood. Every spring, they plant young trees in the strip they cut. A student claims that firewood from this tree farm is a renewable energy resource. Which statement is the best evidence for the student's claim?", "context_html": "", "options": [ { "id": "cA31", "text": "The firewood comes from trees, which are living parts of nature.", "plain": "The firewood comes from trees, which are living parts of nature.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "The farm keeps a huge stack of cut firewood ready to sell.", "plain": "The farm keeps a huge stack of cut firewood ready to sell.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "The firewood gives off a large amount of heat when it burns.", "plain": "The firewood gives off a large amount of heat when it burns.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "The cut strips regrow into full-sized trees within a person's lifetime.", "plain": "The cut strips regrow into full-sized trees within a person's lifetime.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot31.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_486e2ad8-8fd4-40b0-9966-08b513f2ea29", "type": "choice", "title": "Hillside Town — Mudslide Plan", "standards": [ "4-ESS3-2" ], "prompt_html": "

The hazard plan lists four ideas for protecting the town from mudslides.

Which idea best meets both parts of the plan's goal?

", "prompt_plain": "The hazard plan lists four ideas for protecting the town from mudslides. Which idea best meets both parts of the plan's goal?", "context_html": "", "options": [ { "id": "cA32", "text": "Cover the slope with a thick shell of sprayed concrete.", "plain": "Cover the slope with a thick shell of sprayed concrete.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "Grow rows of deep-rooted shrubs and small trees across the slope.", "plain": "Grow rows of deep-rooted shrubs and small trees across the slope.", "correct": true, "kind": "choice" }, { "id": "cC32", "text": "Scrape the loose soil off the slope until bare rock shows.", "plain": "Scrape the loose soil off the slope until bare rock shows.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "Leave the slope untouched so the wild hillside stays as it is.", "plain": "Leave the slope untouched so the wild hillside stays as it is.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5b85cd40-1f44-4530-a618-6a50ffdd8150" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB32" ] }, "n_options": 4, "passage_html": "

Hillside Town Hazard Plan

A small town sits at the foot of a steep hillside. Wildflowers, low bushes, and many small animals live on the slope. After weeks of heavy rain, wet soil sometimes slides down the hill toward the town. The town calls this danger a mudslide.

The town keeps a hazard plan. The plan's goal has two parts. It must keep sliding soil away from the town's homes. It must also keep the hillside a healthy habitat for its plants and animals. The plan also describes named solutions that towns can build against other natural hazards. Table 1 lists these named solutions.

Table 1. Named Solutions in the Plan

Named solutionWhat it is
leveea long, raised earth bank built along low ground
base isolationflexible pads set between a building and the ground under it
warning systemsirens and signs that tell people to move to safety when danger is coming

Figure 1

\"A
", "passage_plain": "Hillside Town Hazard Plan A small town sits at the foot of a steep hillside. Wildflowers, low bushes, and many small animals live on the slope. After weeks of heavy rain, wet soil sometimes slides down the hill toward the town. The town calls this danger a mudslide. The town keeps a hazard plan. The plan's goal has two parts. It must keep sliding soil away from the town's homes. It must also keep the hillside a healthy habitat for its plants and animals. The plan also describes named solutions that towns can build against other natural hazards. Table 1 lists these named solutions. Table 1. Named Solutions in the Plan Named solution What it is levee a long, raised earth bank built along low ground base isolation flexible pads set between a building and the ground under it warning system sirens and signs that tell people to move to safety when danger is coming Figure 1" }, { "n": 33, "item_id": "_140dc3ce-348e-47d9-93f8-5048fb2d143c", "type": "choice", "title": "Hillside Town — Solution Pairings", "standards": [ "4-ESS3-2" ], "prompt_html": "

The plan team wrote five statements about how the named solutions in Table 1 protect towns from natural hazards.

Which TWO statements are correct? Choose the TWO best answers.

", "prompt_plain": "The plan team wrote five statements about how the named solutions in Table 1 protect towns from natural hazards. Which TWO statements are correct? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA33", "text": "Base isolation pairs with floods, because its flexible pads lift a building above rising water.", "plain": "Base isolation pairs with floods, because its flexible pads lift a building above rising water.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "A levee pairs with earthquakes, because its raised earth bank blocks the shaking from reaching the town.", "plain": "A levee pairs with earthquakes, because its raised earth bank blocks the shaking from reaching the town.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "A levee pairs with floods, because its raised earth bank holds back rising water.", "plain": "A levee pairs with floods, because its raised earth bank holds back rising water.", "correct": true, "kind": "choice" }, { "id": "cD33", "text": "Base isolation pairs with mudslides, because its flexible pads hold wet soil in place on a hillside.", "plain": "Base isolation pairs with mudslides, because its flexible pads hold wet soil in place on a hillside.", "correct": false, "kind": "choice" }, { "id": "cE33", "text": "Base isolation pairs with earthquakes, because its flexible pads soak up the shaking under a building.", "plain": "Base isolation pairs with earthquakes, because its flexible pads soak up the shaking under a building.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5b85cd40-1f44-4530-a618-6a50ffdd8150" ], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC33", "cE33" ] }, "n_options": 5, "passage_html": "

Hillside Town Hazard Plan

A small town sits at the foot of a steep hillside. Wildflowers, low bushes, and many small animals live on the slope. After weeks of heavy rain, wet soil sometimes slides down the hill toward the town. The town calls this danger a mudslide.

The town keeps a hazard plan. The plan's goal has two parts. It must keep sliding soil away from the town's homes. It must also keep the hillside a healthy habitat for its plants and animals. The plan also describes named solutions that towns can build against other natural hazards. Table 1 lists these named solutions.

Table 1. Named Solutions in the Plan

Named solutionWhat it is
leveea long, raised earth bank built along low ground
base isolationflexible pads set between a building and the ground under it
warning systemsirens and signs that tell people to move to safety when danger is coming

Figure 1

\"A
", "passage_plain": "Hillside Town Hazard Plan A small town sits at the foot of a steep hillside. Wildflowers, low bushes, and many small animals live on the slope. After weeks of heavy rain, wet soil sometimes slides down the hill toward the town. The town calls this danger a mudslide. The town keeps a hazard plan. The plan's goal has two parts. It must keep sliding soil away from the town's homes. It must also keep the hillside a healthy habitat for its plants and animals. The plan also describes named solutions that towns can build against other natural hazards. Table 1 lists these named solutions. Table 1. Named Solutions in the Plan Named solution What it is levee a long, raised earth bank built along low ground base isolation flexible pads set between a building and the ground under it warning system sirens and signs that tell people to move to safety when danger is coming Figure 1" }, { "n": 34, "item_id": "_cf6ef989-5562-47e3-b8c2-0295df7557e5", "type": "inline-choice", "title": "Treehouse Design Brief", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zaid is designing a treehouse that will sit in the one tall tree strong enough to hold it. Before building, he writes a design brief. Table 1 shows the three statements in his brief.

Table 1. Design Brief Statements

StatementWhat it says
1Zaid has no spot of his own where he can sit and draw.
2The treehouse must have room for Zaid and two friends to sit inside.
3Zaid can build only on weekend afternoons, when his aunt is free to help.

Choose the word that best completes each sentence.

Statement 1 is a .

Statement 2 is a .

Statement 3 is a .

", "options": [ { "id": "cB1132f29c17", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "cB1b27f5c391", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "cB193eda0676", "text": "problem", "plain": "problem", "correct": true, "kind": "inline" }, { "id": "cB2e49bdaaf4", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "cB229f169b4f", "text": "criterion", "plain": "criterion", "correct": true, "kind": "inline" }, { "id": "cB2731fadb74", "text": "problem", "plain": "problem", "correct": false, "kind": "inline" }, { "id": "cB33b9344425", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" }, { "id": "cB35a04927af", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "cB30756a4e12", "text": "problem", "plain": "problem", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB193eda0676" ], "RESPONSE2": [ "cB229f169b4f" ], "RESPONSE3": [ "cB33b9344425" ] }, "n_options": 9 }, { "n": 35, "item_id": "_910ce2ec-1fc5-43ac-8eb9-7768efc577ec", "type": "text-entry", "title": "Treehouse Load-Test Count", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A class built five model treehouses, each with a different floor design. Students tested every model the same way. They set the same 4-kilogram target mass on each model's floor and left it there for one minute. Table 1 shows what happened in each test.

Table 1. Treehouse Load-Test Results

DesignLoad-test result
1Held
2Gave way
3Held
4Gave way
5Held

How many of the five treehouse designs held the target mass?

Give your answer as a whole number (e.g., 9).

Answer: designs

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 36, "item_id": "_f922051e-6158-4a6b-bf84-82d429cb2177", "type": "gap-match", "title": "Squirrel-Guard Fixes", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Varsha hung a birdfeeder on a metal pole. Squirrels kept taking the birdseed, so she added a guard: a wide metal cap that hangs over the feeder. For one week she watched the feeder and wrote down every way the squirrels still reached the seed. Her four observations are listed in Table 1.

\"A

 

Drag one fix card into each empty box in Table 1 to show which design fix addresses each observation. Use each card only once. One card will not be used.

", "prompt_plain": "Varsha hung a birdfeeder on a metal pole. Squirrels kept taking the birdseed, so she added a guard: a wide metal cap that hangs over the feeder. For one week she watched the feeder and wrote down every way the squirrels still reached the seed. Her four observations are listed in Table 1. Drag one fix card into each empty box in Table 1 to show which design fix addresses each observation. Use each card only once. One card will not be used.", "context_html": "", "options": [ { "id": "tcatch36", "text": "Hang a wide seed catcher under the feeder.", "plain": "Hang a wide seed catcher under the feeder.", "correct": false, "kind": "gap-token" }, { "id": "tpaint36", "text": "Paint the feeder bright colors that attract more birds.", "plain": "Paint the feeder bright colors that attract more birds.", "correct": false, "kind": "gap-token" }, { "id": "ttube36", "text": "Cover the pole with a smooth, slippery tube.", "plain": "Cover the pole with a smooth, slippery tube.", "correct": false, "kind": "gap-token" }, { "id": "tmetal36", "text": "Rebuild the feeder wall with metal instead of plastic.", "plain": "Rebuild the feeder wall with metal instead of plastic.", "correct": false, "kind": "gap-token" }, { "id": "tbranch36", "text": "Move the feeder pole away from overhanging branches.", "plain": "Move the feeder pole away from overhanging branches.", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-30/images/slot36.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tbranch36 g1", "ttube36 g2", "tcatch36 g3", "tmetal36 g4" ] }, "n_options": 5 } ] }, { "form": "G4.31", "grade": "G4", "title": "Alpha Standardized Science G4.31", "test_id": "_test-6ba921f4-591b-402e-9dd2-f06afbf6480d", "n_items": 36, "n_stimuli": 7, "stimuli": { "_1056afa9-5ffd-499b-a2f1-909855f46b01": { "title": "Toy Car on the Tile", "html": "

Toy Car on the Tile

Mateo switches on a battery-powered toy car and sets it on the smooth tile floor. The car rolls across the tiles. Mateo watches the car move and listens to the hum of its motor. The picture shows the car crossing the floor.

\"A
" }, "_9c243872-cb1b-432a-8035-be1b9bc82792": { "title": "Mangroves on the Tidal Flat", "html": "

Mangroves on the Tidal Flat

Mangrove trees grow along a tidal mudflat. Each grown mangrove stands on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud. The tide flows over the flat twice each day.

Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1.

\"A

Table 1. Field Notes

NoteObservation
1The flat mud is loose and shifts a little each time the tide flows over it.
2Each grown mangrove spreads wide on many arching prop roots that reach past the edge of its leaves.
3During three days of storm tides, grown mangroves on many prop roots stayed upright.
4One small mangrove on just three prop roots tilted sideways in the loose mud.
5The inland oak stands in firm, packed soil, and its roots stay hidden out of sight.
6A grown mangrove's grey bark is covered with many small breathing bumps.
" }, "_bd1120c6-c8f2-4bc4-900c-a769e5c02e8e": { "title": "Harbor Wave-Barrier Designs", "html": "

Harbor Wave-Barrier Designs

A harbor wants a barrier to protect its buildings from large storm waves.

The barrier must block waves at least 3 meters tall and must last at least 20 years.

Two designs are compared in the tables and diagram below.

Table 1: Rock Mound Barrier

Waves it blocksUp to 4 meters
Years it lasts25 years
Cost to build90 thousand dollars

Table 2: Floating Barrier

Waves it blocksUp to 2 meters
Years it lasts15 years
Cost to build60 thousand dollars

Figure 1. Two Harbor Barrier Designs

\"Diagram

" }, "_e8627b80-0710-47c2-aaa0-3c22bf7b9968": { "title": "Echo Hollow Cave Survey", "html": "

Echo Hollow Cave Survey

A small stream runs along the floor of Echo Hollow cave. The stream picks up tiny rock bits as it flows. It carries the rock bits downstream. Where the stream slows in a wide chamber, it drops the rock bits in a growing pile. The cavers measure the passage every ten years. The cross-section drawings show the passage from three surveys.

Figure 1. Passage Outlines from Three Surveys

\"Three

" }, "_5d7ce5eb-6be1-42d6-b356-3b0b176e9b86": { "title": "Ridge and Quake Maps", "html": "

Ridge and Quake Maps

Two maps show the same part of an ocean. Map 1 shows a long underwater mountain chain called a ridge. Map 2 shows dots where earthquakes have shaken the sea floor. A class compares the two maps to look for a pattern.

\"Two

" }, "_784d21a0-6fda-40b3-b0a9-36d416587739": { "title": "Desert Spadefoots After Rain", "html": "

Desert Spadefoots After Rain

Spadefoot toads live on a dry desert flat. A park ranger watches the toads for a whole year and writes these numbered field notes.

Note 1. Through the long dry months, spadefoot toads stay buried below the dry desert ground.

Note 2. Each back foot has a hard, sharp wedge of skin along its edge.

Note 3. The ranger wrote that the toads probably use these wedges to push into the ground.

Note 4. One toad pressed a back-foot wedge into the soil and flung the dirt aside.

Note 5. On the first night after a soaking rain, dozens of toads pushed up through the wet ground.

\"Two

" }, "_2a6e1049-a9eb-47ad-af05-4c9ca129d7fe": { "title": "Willow Draw Layer Cut", "html": "

Willow Draw Layer Cut

A fresh cut behind the Willow Draw trail shows four flat rock layers. Each layer formed as sediment settled on top of the layer below. The layers hold fossils. Layer 1 is at the bottom and Layer 4 is at the top. Layer 1 holds a trilobite and Layer 2 holds a fish. Layer 3 holds a fern and Layer 4 holds a snail shell. Two diagrams show the creek long ago and today. Long ago the creek was shallow. Today the creek has cut a deep canyon through all four layers.

Figure 1. Willow Draw Layer Cut

\"A

" } }, "questions": [ { "n": 1, "item_id": "_f522961b-748c-451d-8915-ab5d32683f05", "type": "choice", "title": "Paddleboards and the Floating Marker", "standards": [ "4-PS3-1" ], "prompt_html": "

Priya sits on a dock beside a slow river. She watches three identical paddleboards drift past the same floating marker near the bank. Each paddleboard moves at a different speed. As each one passes, it gently nudges the marker. Priya records how the marker moves in Table 1.

Table 1. Paddleboard Drift Notes

PaddleboardHow it was movingWhat the marker did after the nudge
1Drifting slowly past the bankBarely dipped
2Moving at a steady, medium speedDipped and bobbed once
3Gliding past quicklyBobbed several times

Which statement about a paddleboard's energy does Table 1 best support?

", "prompt_plain": "Priya sits on a dock beside a slow river. She watches three identical paddleboards drift past the same floating marker near the bank. Each paddleboard moves at a different speed. As each one passes, it gently nudges the marker. Priya records how the marker moves in Table 1. Table 1. Paddleboard Drift Notes Paddleboard How it was moving What the marker did after the nudge 1 Drifting slowly past the bank Barely dipped 2 Moving at a steady, medium speed Dipped and bobbed once 3 Gliding past quickly Bobbed several times Which statement about a paddleboard's energy does Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "A paddleboard carries the same energy whether it moves slowly or quickly.", "plain": "A paddleboard carries the same energy whether it moves slowly or quickly.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The slower a paddleboard moves, the more energy it carries.", "plain": "The slower a paddleboard moves, the more energy it carries.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The faster a paddleboard moves, the more energy it carries.", "plain": "The faster a paddleboard moves, the more energy it carries.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "A paddleboard's energy appears at the moment it nudges the marker.", "plain": "A paddleboard's energy appears at the moment it nudges the marker.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_a4009e56-9aea-4e9d-a5f5-b25557470bee", "type": "choice", "title": "Energy Carrier Diagrams", "standards": [ "4-PS3-2" ], "prompt_html": "

Inside the toy car, energy travels from the battery through wires to the motor.

\"Four

Which diagram below best shows energy moving from one place to another in the same way?

", "prompt_plain": "Inside the toy car, energy travels from the battery through wires to the motor. Which diagram below best shows energy moving from one place to another in the same way?", "context_html": "", "options": [ { "id": "cA1", "text": "Diagram A", "plain": "Diagram A", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Diagram B", "plain": "Diagram B", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Diagram C", "plain": "Diagram C", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Diagram D", "plain": "Diagram D", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/img-s2-carrier-options-tile.png" ], "stimulus_ids": [ "_1056afa9-5ffd-499b-a2f1-909855f46b01" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Toy Car on the Tile

Mateo switches on a battery-powered toy car and sets it on the smooth tile floor. The car rolls across the tiles. Mateo watches the car move and listens to the hum of its motor. The picture shows the car crossing the floor.

\"A
", "passage_plain": "Toy Car on the Tile Mateo switches on a battery-powered toy car and sets it on the smooth tile floor. The car rolls across the tiles. Mateo watches the car move and listens to the hum of its motor. The picture shows the car crossing the floor." }, { "n": 3, "item_id": "_f7401db6-d05d-4e24-8706-5d2e631a3bb3", "type": "choice", "title": "Seeing and Hearing the Toy Car", "standards": [ "4-PS3-2" ], "prompt_html": "

Mateo watches the toy car roll across the tile floor and listens to its motor hum.

Which TWO types of energy does Mateo use to see and hear the toy car? Select the TWO correct answers.

", "prompt_plain": "Mateo watches the toy car roll across the tile floor and listens to its motor hum. Which TWO types of energy does Mateo use to see and hear the toy car? Select the TWO correct answers.", "context_html": "", "options": [ { "id": "cA1", "text": "light energy", "plain": "light energy", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "sound energy", "plain": "sound energy", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1056afa9-5ffd-499b-a2f1-909855f46b01" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Toy Car on the Tile

Mateo switches on a battery-powered toy car and sets it on the smooth tile floor. The car rolls across the tiles. Mateo watches the car move and listens to the hum of its motor. The picture shows the car crossing the floor.

\"A
", "passage_plain": "Toy Car on the Tile Mateo switches on a battery-powered toy car and sets it on the smooth tile floor. The car rolls across the tiles. Mateo watches the car move and listens to the hum of its motor. The picture shows the car crossing the floor." }, { "n": 4, "item_id": "_fbadeccb-2859-4f6b-bff8-bce7eb2cd01c", "type": "choice", "title": "Marble Collision Energy Claim", "standards": [ "4-PS3-3" ], "prompt_html": "

Nadia rolls a blue marble along a flat table toward a red marble that is sitting still. The marbles collide. Table 1 shows what Nadia observed.

Table 1. Marble Collision Observations

WhenObservation
Before the collisionThe blue marble rolls quickly toward the red marble. The red marble is still.
During the collisionThe marbles hit each other with a sharp click.
After the collisionThe blue marble rolls slowly. The red marble rolls away quickly.

Which claim about energy is best supported by the observations in Table 1?

", "prompt_plain": "Nadia rolls a blue marble along a flat table toward a red marble that is sitting still. The marbles collide. Table 1 shows what Nadia observed. Table 1. Marble Collision Observations When Observation Before the collision The blue marble rolls quickly toward the red marble. The red marble is still. During the collision The marbles hit each other with a sharp click. After the collision The blue marble rolls slowly. The red marble rolls away quickly. Which claim about energy is best supported by the observations in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "The red marble started to move by making new energy of its own.", "plain": "The red marble started to move by making new energy of its own.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Some of the blue marble's energy was destroyed, so it slowed down.", "plain": "Some of the blue marble's energy was destroyed, so it slowed down.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Some of the blue marble's energy went to the red marble and to sound.", "plain": "Some of the blue marble's energy went to the red marble and to sound.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The two marbles clicked when they met, but no energy moved between them.", "plain": "The two marbles clicked when they met, but no energy moved between them.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_0550688c-ea5b-4ac7-ae7e-168d425cf4c4", "type": "choice", "title": "Electric Desk Fan Energy", "standards": [ "4-PS3-4" ], "prompt_html": "

A class builds an electric desk fan and tests it as a device that changes energy from one form into other forms. They plug it into a wall outlet and switch it on. The blades spin, the fan hums, and the motor slowly becomes warm.

\"An

Which statement best describes how energy changes form while the fan runs?

", "prompt_plain": "A class builds an electric desk fan and tests it as a device that changes energy from one form into other forms. They plug it into a wall outlet and switch it on. The blades spin, the fan hums, and the motor slowly becomes warm. Which statement best describes how energy changes form while the fan runs?", "context_html": "", "options": [ { "id": "cA1", "text": "Kinetic energy changes into electrical energy, sound energy, and heat energy.", "plain": "Kinetic energy changes into electrical energy, sound energy, and heat energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Electrical energy changes into light energy, stored energy, and sound energy.", "plain": "Electrical energy changes into light energy, stored energy, and sound energy.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Heat energy changes into kinetic energy, sound energy, and electrical energy.", "plain": "Heat energy changes into kinetic energy, sound energy, and electrical energy.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Electrical energy changes into kinetic energy, sound energy, and heat energy.", "plain": "Electrical energy changes into kinetic energy, sound energy, and heat energy.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/img-s5-deskfan.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_69871152-77d4-48c6-83c0-d56c6faeadbf", "type": "gap-match", "title": "Carnival Booth Energy Labels", "standards": [ "4-PS3-2" ], "prompt_html": "

The picture shows a busy school carnival booth. Six things in the picture are numbered.

 

Drag the energy label that best matches each numbered thing. Use each label only once. Two labels will not be used.

", "prompt_plain": "The picture shows a busy school carnival booth. Six things in the picture are numbered. Drag the energy label that best matches each numbered thing. Use each label only once. Two labels will not be used.", "context_html": "", "options": [ { "id": "tile-sound-energy", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile-stored-energy", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-no-energy", "text": "no energy", "plain": "no energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" }, { "id": "tile-kinetic-energy", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "gap-token" }, { "id": "tile-used-up-energy", "text": "used-up energy", "plain": "used-up energy", "correct": false, "kind": "gap-token" }, { "id": "tile-heat-energy", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/img-s6-carnival.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-kinetic-energy gap-1", "tile-stored-energy gap-2", "tile-light-energy gap-3", "tile-heat-energy gap-4", "tile-sound-energy gap-5", "tile-electrical-energy gap-6" ] }, "n_options": 8 }, { "n": 7, "item_id": "_77300f13-9d74-45d7-967f-365261a45332", "type": "gap-match", "title": "Wave 2 on the Empty Grid", "standards": [ "4-PS4-1" ], "prompt_html": "

Wave 1 is drawn on the top grid. The bottom grid is empty.

\"Wave

Wave 2 must have the same amplitude as Wave 1 and double the wavelength.

The four wave cards appear below the grids. Reading left to right, the top row is Card A then Card B, and the bottom row is Card C then Card D.

 

Drag one wave card onto the empty grid to show Wave 2.

", "prompt_plain": "Wave 1 is drawn on the top grid. The bottom grid is empty. Wave 2 must have the same amplitude as Wave 1 and double the wavelength. The four wave cards appear below the grids. Reading left to right, the top row is Card A then Card B, and the bottom row is Card C then Card D. Drag one wave card onto the empty grid to show Wave 2.", "context_html": "", "options": [ { "id": "card-a", "text": "Card A", "plain": "Card A", "correct": false, "kind": "gap-token" }, { "id": "card-b", "text": "Card B", "plain": "Card B", "correct": false, "kind": "gap-token" }, { "id": "card-c", "text": "Card C", "plain": "Card C", "correct": false, "kind": "gap-token" }, { "id": "card-d", "text": "Card D", "plain": "Card D", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/img-s7-wave-grid-31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "card-c gap-wave2" ] }, "n_options": 4 }, { "n": 8, "item_id": "_e2edc99a-9a3f-4f0b-8b8f-d3242a002be5", "type": "choice", "title": "Waves and the Floating Buoy", "standards": [ "4-PS4-1" ], "prompt_html": "

The drawing shows two water waves that rolled past a floating buoy on the same morning. Students watched both waves and wrote down what they saw.

\"Two

Which observation is the best evidence that Wave A carries more energy than Wave B?

", "prompt_plain": "The drawing shows two water waves that rolled past a floating buoy on the same morning. Students watched both waves and wrote down what they saw. Which observation is the best evidence that Wave A carries more energy than Wave B?", "context_html": "", "options": [ { "id": "cA1", "text": "Wave A lifts the floating buoy higher than Wave B does.", "plain": "Wave A lifts the floating buoy higher than Wave B does.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Wave A's crests are closer together than Wave B's crests.", "plain": "Wave A's crests are closer together than Wave B's crests.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both waves move across the water toward the same beach.", "plain": "Both waves move across the water toward the same beach.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Wave A reached the buoy a moment before Wave B did.", "plain": "Wave A reached the buoy a moment before Wave B did.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/img-s8-buoy-waves.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_5a4bdd4f-88a9-4810-984b-ba60a1fd1516", "type": "choice", "title": "Cabin Blink Code", "standards": [ "4-PS4-3" ], "prompt_html": "

Theo and Lena stay in cabins across a dark field from each other. They agree on the blink code in Table 1. One night, Theo blinks his desk lamp three times. Lena sees the three blinks from her window.

Table 1. Blink Code

Number of blinksMessage
1All is well
2Come over
3Meet at the dock

\"Two

How does the desk-lamp system get Theo's message to Lena?

", "prompt_plain": "Theo and Lena stay in cabins across a dark field from each other. They agree on the blink code in Table 1. One night, Theo blinks his desk lamp three times. Lena sees the three blinks from her window. Table 1. Blink Code Number of blinks Message 1 All is well 2 Come over 3 Meet at the dock How does the desk-lamp system get Theo's message to Lena?", "context_html": "", "options": [ { "id": "cA1", "text": "The three blinks reach Lena's window, so she gets the message on her own.", "plain": "The three blinks reach Lena's window, so she gets the message on her own.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The two friends set up the code together, so three blinks mean one message.", "plain": "The two friends set up the code together, so three blinks mean one message.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Blinking the lamp more times makes the message stronger and clearer.", "plain": "Blinking the lamp more times makes the message stronger and clearer.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Lena reads the message from how bright the lamp's blinks look to her.", "plain": "Lena reads the message from how bright the lamp's blinks look to her.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/img-s9-two-cabins.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_87c28349-429f-4077-96d6-af4dae9b9475", "type": "inline-choice", "title": "Card Flip Code Letters", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Students in a coding club send letters using rows of flip cards on a desk. A face-up card means 1. A face-down card means 0. Table 1 shows the three-digit code for six letters. The picture shows three rows of cards.

Table 1. Card Code

LetterCode
A100
C001
D011
O110
P101
S010

\"Three

Choose the letter that matches each row of cards.

The cards in Row 1 stand for the letter .

The cards in Row 2 stand for the letter .

The cards in Row 3 stand for the letter .

", "options": [ { "id": "c10d1o1", "text": "A", "plain": "A", "correct": true, "kind": "inline" }, { "id": "c10d1o2", "text": "C", "plain": "C", "correct": false, "kind": "inline" }, { "id": "c10d1o3", "text": "P", "plain": "P", "correct": false, "kind": "inline" }, { "id": "c10d2o1", "text": "D", "plain": "D", "correct": true, "kind": "inline" }, { "id": "c10d2o2", "text": "O", "plain": "O", "correct": false, "kind": "inline" }, { "id": "c10d2o3", "text": "S", "plain": "S", "correct": false, "kind": "inline" }, { "id": "c10d3o1", "text": "A", "plain": "A", "correct": false, "kind": "inline" }, { "id": "c10d3o2", "text": "D", "plain": "D", "correct": false, "kind": "inline" }, { "id": "c10d3o3", "text": "O", "plain": "O", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/img-s10-cardflip-rows.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c10d1o1" ], "RESPONSE2": [ "c10d2o1" ], "RESPONSE3": [ "c10d3o3" ] }, "n_options": 9 }, { "n": 11, "item_id": "_ed219e87-0612-4f1c-a2bf-19724ed9089f", "type": "choice", "title": "Classmate in the Mirror", "standards": [ "4-PS4-2" ], "prompt_html": "

Omar stands in a school hallway. A light on the ceiling is on. He looks at the flat mirror on the wall and sees his classmate, who is standing behind him.

\"A

Which sequence best models how light lets Omar see his classmate in the mirror?

", "prompt_plain": "Omar stands in a school hallway. A light on the ceiling is on. He looks at the flat mirror on the wall and sees his classmate, who is standing behind him. Which sequence best models how light lets Omar see his classmate in the mirror?", "context_html": "", "options": [ { "id": "cA1", "text": "Omar's eyes send out sight rays that bounce off the mirror and light his classmate.", "plain": "Omar's eyes send out sight rays that bounce off the mirror and light his classmate.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The mirror makes its own light that shines on the classmate and into Omar's eyes.", "plain": "The mirror makes its own light that shines on the classmate and into Omar's eyes.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Light from the ceiling enters Omar's eyes first, and his eyes send it to the mirror.", "plain": "Light from the ceiling enters Omar's eyes first, and his eyes send it to the mirror.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Light from the ceiling bounces off the classmate, then off the mirror, into Omar's eyes.", "plain": "Light from the ceiling bounces off the classmate, then off the mirror, into Omar's eyes.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/img-s11-hallmirror.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_17d3a336-2f47-4f72-afcd-ad0385411f26", "type": "choice", "title": "Cooling Cocoa Temperature", "standards": [ "4-PS3-2" ], "prompt_html": "

A mug of hot cocoa sits on a kitchen counter. At 2:00 p.m., a thermometer in the cocoa reads 75 degrees Celsius (°C). The air in the kitchen stays at 20°C all afternoon. By 2:30 p.m., the cocoa has lost some of its thermal energy to the air.

Which temperature reading is possible for the cocoa at 2:30 p.m.?

", "prompt_plain": "A mug of hot cocoa sits on a kitchen counter. At 2:00 p.m., a thermometer in the cocoa reads 75 degrees Celsius (°C). The air in the kitchen stays at 20°C all afternoon. By 2:30 p.m., the cocoa has lost some of its thermal energy to the air. Which temperature reading is possible for the cocoa at 2:30 p.m.?", "context_html": "", "options": [ { "id": "cA1", "text": "12°C", "plain": "12°C", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "58°C", "plain": "58°C", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "75°C", "plain": "75°C", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "84°C", "plain": "84°C", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_7ac71aa5-3ddd-4d7d-ac99-9b73d6231689", "type": "choice", "title": "Mangrove Prop Roots Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Look at Table 1.

Which claim best explains how the arching prop roots help the mangrove survive on the soft tidal flat?

", "prompt_plain": "Part A Look at Table 1. Which claim best explains how the arching prop roots help the mangrove survive on the soft tidal flat?", "context_html": "", "options": [ { "id": "cA1", "text": "The prop roots make food for the mangrove so it needs no leaves.", "plain": "The prop roots make food for the mangrove so it needs no leaves.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The wide prop roots hold the mangrove upright in the soft, shifting mud.", "plain": "The wide prop roots hold the mangrove upright in the soft, shifting mud.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The prop roots block the rising tide from reaching the mangrove's trunk.", "plain": "The prop roots block the rising tide from reaching the mangrove's trunk.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The prop roots soak up and store tide water for the mangrove to drink.", "plain": "The prop roots soak up and store tide water for the mangrove to drink.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9c243872-cb1b-432a-8035-be1b9bc82792" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Mangroves on the Tidal Flat

Mangrove trees grow along a tidal mudflat. Each grown mangrove stands on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud. The tide flows over the flat twice each day.

Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1.

\"A

Table 1. Field Notes

NoteObservation
1The flat mud is loose and shifts a little each time the tide flows over it.
2Each grown mangrove spreads wide on many arching prop roots that reach past the edge of its leaves.
3During three days of storm tides, grown mangroves on many prop roots stayed upright.
4One small mangrove on just three prop roots tilted sideways in the loose mud.
5The inland oak stands in firm, packed soil, and its roots stay hidden out of sight.
6A grown mangrove's grey bark is covered with many small breathing bumps.
", "passage_plain": "Mangroves on the Tidal Flat Mangrove trees grow along a tidal mudflat. Each grown mangrove stands on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud. The tide flows over the flat twice each day. Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1. Table 1. Field Notes Note Observation 1 The flat mud is loose and shifts a little each time the tide flows over it. 2 Each grown mangrove spreads wide on many arching prop roots that reach past the edge of its leaves. 3 During three days of storm tides, grown mangroves on many prop roots stayed upright. 4 One small mangrove on just three prop roots tilted sideways in the loose mud. 5 The inland oak stands in firm, packed soil, and its roots stay hidden out of sight. 6 A grown mangrove's grey bark is covered with many small breathing bumps." }, { "n": 14, "item_id": "_ccd7098b-cd08-4863-9dd5-01264a1f12bf", "type": "choice", "title": "Mangrove Prop Roots Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which evidence from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which evidence from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The flat mud is loose and shifts each time the tide flows over it.", "plain": "The flat mud is loose and shifts each time the tide flows over it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each grown mangrove spreads wide on many arching prop roots.", "plain": "Each grown mangrove spreads wide on many arching prop roots.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Mangroves spread wide on prop roots, but the oak's roots sit in firm soil.", "plain": "Mangroves spread wide on prop roots, but the oak's roots sit in firm soil.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The inland oak stands in firm soil with its roots hidden out of sight.", "plain": "The inland oak stands in firm soil with its roots hidden out of sight.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9c243872-cb1b-432a-8035-be1b9bc82792" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Mangroves on the Tidal Flat

Mangrove trees grow along a tidal mudflat. Each grown mangrove stands on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud. The tide flows over the flat twice each day.

Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1.

\"A

Table 1. Field Notes

NoteObservation
1The flat mud is loose and shifts a little each time the tide flows over it.
2Each grown mangrove spreads wide on many arching prop roots that reach past the edge of its leaves.
3During three days of storm tides, grown mangroves on many prop roots stayed upright.
4One small mangrove on just three prop roots tilted sideways in the loose mud.
5The inland oak stands in firm, packed soil, and its roots stay hidden out of sight.
6A grown mangrove's grey bark is covered with many small breathing bumps.
", "passage_plain": "Mangroves on the Tidal Flat Mangrove trees grow along a tidal mudflat. Each grown mangrove stands on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud. The tide flows over the flat twice each day. Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1. Table 1. Field Notes Note Observation 1 The flat mud is loose and shifts a little each time the tide flows over it. 2 Each grown mangrove spreads wide on many arching prop roots that reach past the edge of its leaves. 3 During three days of storm tides, grown mangroves on many prop roots stayed upright. 4 One small mangrove on just three prop roots tilted sideways in the loose mud. 5 The inland oak stands in firm, packed soil, and its roots stay hidden out of sight. 6 A grown mangrove's grey bark is covered with many small breathing bumps." }, { "n": 15, "item_id": "_c021eb8e-935e-4d7f-8b8c-d601b5cf8b13", "type": "choice", "title": "Prop Root Evidence Notes", "standards": [ "4-LS1-1" ], "prompt_html": "

Look at Table 1.

Which TWO notes are evidence that the mangrove's prop roots hold the tree up in the soft mud? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. Which TWO notes are evidence that the mangrove's prop roots hold the tree up in the soft mud? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The flat mud is loose and shifts each time the tide flows over it.", "plain": "The flat mud is loose and shifts each time the tide flows over it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "During three days of storm tides, grown mangroves on many prop roots stayed upright.", "plain": "During three days of storm tides, grown mangroves on many prop roots stayed upright.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Each grown mangrove's prop roots reach out past the edge of its leaves.", "plain": "Each grown mangrove's prop roots reach out past the edge of its leaves.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "One small mangrove on just three prop roots tilted sideways in the loose mud.", "plain": "One small mangrove on just three prop roots tilted sideways in the loose mud.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The inland oak keeps its roots hidden below the firm, packed soil.", "plain": "The inland oak keeps its roots hidden below the firm, packed soil.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9c243872-cb1b-432a-8035-be1b9bc82792" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Mangroves on the Tidal Flat

Mangrove trees grow along a tidal mudflat. Each grown mangrove stands on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud. The tide flows over the flat twice each day.

Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1.

\"A

Table 1. Field Notes

NoteObservation
1The flat mud is loose and shifts a little each time the tide flows over it.
2Each grown mangrove spreads wide on many arching prop roots that reach past the edge of its leaves.
3During three days of storm tides, grown mangroves on many prop roots stayed upright.
4One small mangrove on just three prop roots tilted sideways in the loose mud.
5The inland oak stands in firm, packed soil, and its roots stay hidden out of sight.
6A grown mangrove's grey bark is covered with many small breathing bumps.
", "passage_plain": "Mangroves on the Tidal Flat Mangrove trees grow along a tidal mudflat. Each grown mangrove stands on many arching prop roots. The roots curve down from low on the trunk and spread out into the mud. The tide flows over the flat twice each day. Students on a field walk also study an oak tree growing inland. They write comparison notes about both trees in Table 1. Table 1. Field Notes Note Observation 1 The flat mud is loose and shifts a little each time the tide flows over it. 2 Each grown mangrove spreads wide on many arching prop roots that reach past the edge of its leaves. 3 During three days of storm tides, grown mangroves on many prop roots stayed upright. 4 One small mangrove on just three prop roots tilted sideways in the loose mud. 5 The inland oak stands in firm, packed soil, and its roots stay hidden out of sight. 6 A grown mangrove's grey bark is covered with many small breathing bumps." }, { "n": 16, "item_id": "_fb8b6d83-26d2-428c-9589-dfeea9fab39b", "type": "choice", "title": "Two Desert Plant Logs", "standards": [ "4-LS1-1" ], "prompt_html": "

Dalia and Wesley keep separate logs about the same wild desert plant. Table 1 shows notes from both logs.

\"A

Table 1. Two Garden Logs

Dalia's logWesley's log
The stem is lined with sharp spines.The thick stem has a waxy coating.
A goat sniffed the plant and walked off without biting it.After two weeks with no rain, the thick stem stayed firm and green.
The main root reaches deeper than my shovel.A nearby plant with a thin, bare stem went limp and dry.

Using notes from BOTH logs, which statement best describes how the plant's structures help it survive the dry desert?

", "prompt_plain": "Dalia and Wesley keep separate logs about the same wild desert plant. Table 1 shows notes from both logs. Table 1. Two Garden Logs Dalia's log Wesley's log The stem is lined with sharp spines. The thick stem has a waxy coating. A goat sniffed the plant and walked off without biting it. After two weeks with no rain, the thick stem stayed firm and green. The main root reaches deeper than my shovel. A nearby plant with a thin, bare stem went limp and dry. Using notes from BOTH logs, which statement best describes how the plant's structures help it survive the dry desert?", "context_html": "", "options": [ { "id": "cA1", "text": "Its spines keep animals from biting it, and its thick waxy stem holds water inside.", "plain": "Its spines keep animals from biting it, and its thick waxy stem holds water inside.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Its spines and its thick waxy stem both keep animals from biting the plant.", "plain": "Its spines and its thick waxy stem both keep animals from biting the plant.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Its spines keep animals away, and its deep taproot reaches water far underground.", "plain": "Its spines keep animals away, and its deep taproot reaches water far underground.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Its spines and waxy stem grew because the plant decided to keep itself safe.", "plain": "Its spines and waxy stem grew because the plant decided to keep itself safe.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/img-s16-desertplant.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_6f822594-5b46-4bfb-ac6b-cbcc3a85a5f6", "type": "hottext", "title": "Spadefoot Wedge Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

A student reads the field notes and makes this claim: The spadefoot toad’s hardened foot wedge is a structure for digging.

Select the ONE sentence from the field notes that is the best evidence for this claim.

", "prompt_plain": "A student reads the field notes and makes this claim: The spadefoot toad’s hardened foot wedge is a structure for digging. Select the ONE sentence from the field notes that is the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA17", "text": "Through the long dry months, spadefoot toads stay buried below the dry desert ground.", "plain": "Through the long dry months, spadefoot toads stay buried below the dry desert ground.", "correct": false, "kind": "hottext" }, { "id": "hB17", "text": "Each back foot has a hard, sharp wedge of skin along its edge.", "plain": "Each back foot has a hard, sharp wedge of skin along its edge.", "correct": false, "kind": "hottext" }, { "id": "hC17", "text": "The ranger wrote that the toads probably use these wedges to push into the ground.", "plain": "The ranger wrote that the toads probably use these wedges to push into the ground.", "correct": false, "kind": "hottext" }, { "id": "hD17", "text": "One toad pressed a back-foot wedge into the soil and flung the dirt aside.", "plain": "One toad pressed a back-foot wedge into the soil and flung the dirt aside.", "correct": true, "kind": "hottext" }, { "id": "hE17", "text": "On the first night after a soaking rain, dozens of toads pushed up through the wet ground.", "plain": "On the first night after a soaking rain, dozens of toads pushed up through the wet ground.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_784d21a0-6fda-40b3-b0a9-36d416587739" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD17" ] }, "n_options": 5, "passage_html": "

Desert Spadefoots After Rain

Spadefoot toads live on a dry desert flat. A park ranger watches the toads for a whole year and writes these numbered field notes.

Note 1. Through the long dry months, spadefoot toads stay buried below the dry desert ground.

Note 2. Each back foot has a hard, sharp wedge of skin along its edge.

Note 3. The ranger wrote that the toads probably use these wedges to push into the ground.

Note 4. One toad pressed a back-foot wedge into the soil and flung the dirt aside.

Note 5. On the first night after a soaking rain, dozens of toads pushed up through the wet ground.

\"Two

", "passage_plain": "Desert Spadefoots After Rain Spadefoot toads live on a dry desert flat. A park ranger watches the toads for a whole year and writes these numbered field notes. Note 1. Through the long dry months, spadefoot toads stay buried below the dry desert ground. Note 2. Each back foot has a hard, sharp wedge of skin along its edge. Note 3. The ranger wrote that the toads probably use these wedges to push into the ground. Note 4. One toad pressed a back-foot wedge into the soil and flung the dirt aside. Note 5. On the first night after a soaking rain, dozens of toads pushed up through the wet ground." }, { "n": 18, "item_id": "_59b5c89e-5485-4a75-a538-4b7a84803422", "type": "choice", "title": "Buried Toads Rain Signal", "standards": [ "4-LS1-2" ], "prompt_html": "

Read the field notes again. For many dry months the toads stayed buried below the ground.

Which signal most likely tells the buried toads it is time to dig out?

", "prompt_plain": "Read the field notes again. For many dry months the toads stayed buried below the ground. Which signal most likely tells the buried toads it is time to dig out?", "context_html": "", "options": [ { "id": "cA1", "text": "Warmth from the slowly heating soil tells the toads to dig out.", "plain": "Warmth from the slowly heating soil tells the toads to dig out.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rainwater filling the soil lifts the buried toads up to the surface.", "plain": "Rainwater filling the soil lifts the buried toads up to the surface.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rain soaking into the ground and raindrops drumming above reach the buried toads.", "plain": "Rain soaking into the ground and raindrops drumming above reach the buried toads.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Footsteps of animals walking overhead call the buried toads up to feed.", "plain": "Footsteps of animals walking overhead call the buried toads up to feed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_784d21a0-6fda-40b3-b0a9-36d416587739" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Desert Spadefoots After Rain

Spadefoot toads live on a dry desert flat. A park ranger watches the toads for a whole year and writes these numbered field notes.

Note 1. Through the long dry months, spadefoot toads stay buried below the dry desert ground.

Note 2. Each back foot has a hard, sharp wedge of skin along its edge.

Note 3. The ranger wrote that the toads probably use these wedges to push into the ground.

Note 4. One toad pressed a back-foot wedge into the soil and flung the dirt aside.

Note 5. On the first night after a soaking rain, dozens of toads pushed up through the wet ground.

\"Two

", "passage_plain": "Desert Spadefoots After Rain Spadefoot toads live on a dry desert flat. A park ranger watches the toads for a whole year and writes these numbered field notes. Note 1. Through the long dry months, spadefoot toads stay buried below the dry desert ground. Note 2. Each back foot has a hard, sharp wedge of skin along its edge. Note 3. The ranger wrote that the toads probably use these wedges to push into the ground. Note 4. One toad pressed a back-foot wedge into the soil and flung the dirt aside. Note 5. On the first night after a soaking rain, dozens of toads pushed up through the wet ground." }, { "n": 19, "item_id": "_df7e1f26-4f8d-435e-b9c4-0dbb5a5062ca", "type": "order", "title": "Honeybee Finds a Flower", "standards": [ "4-LS1-2" ], "prompt_html": "

A honeybee flies over a meadow. Its antennae can pick up the scent given off by a flower.

\"A

 

Drag the events into the boxes in the correct order. Show how the honeybee finds the flower, from first to last.

", "prompt_plain": "A honeybee flies over a meadow. Its antennae can pick up the scent given off by a flower. Drag the events into the boxes in the correct order. Show how the honeybee finds the flower, from first to last.", "context_html": "", "options": [ { "id": "cAee41fc", "text": "The nerve signal travels to the honeybee's brain.", "plain": "The nerve signal travels to the honeybee's brain.", "correct": true, "kind": "choice" }, { "id": "cBffa617", "text": "Scent from the flower reaches the honeybee's antennae.", "plain": "Scent from the flower reaches the honeybee's antennae.", "correct": true, "kind": "choice" }, { "id": "cC7a1eed", "text": "The honeybee flies toward the flower to reach the nectar.", "plain": "The honeybee flies toward the flower to reach the nectar.", "correct": true, "kind": "choice" }, { "id": "cD7c6e27", "text": "Scent receptors on the antennae fire a nerve signal.", "plain": "Scent receptors on the antennae fire a nerve signal.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/img-s19-honeybee.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cBffa617", "cD7c6e27", "cAee41fc", "cC7a1eed" ] }, "n_options": 4 }, { "n": 20, "item_id": "_9fff8f6e-febb-45c5-876f-dd2bb2eebaad", "type": "choice", "title": "Trout Lateral Line Clues", "standards": [ "4-LS1-2" ], "prompt_html": "

A trout swims in a stream. A row of tiny sense organs runs along each side of its body. This row is called the lateral line, and it senses movements in the water.

\"A

Which TWO statements correctly describe steps in how the trout senses and escapes a predator? Choose the TWO best answers.

", "prompt_plain": "A trout swims in a stream. A row of tiny sense organs runs along each side of its body. This row is called the lateral line, and it senses movements in the water. Which TWO statements correctly describe steps in how the trout senses and escapes a predator? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The lateral line senses light from the predator and signals the trout to hide.", "plain": "The lateral line senses light from the predator and signals the trout to hide.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The lateral line senses the predator and pulls the trout to safety by itself.", "plain": "The lateral line senses the predator and pulls the trout to safety by itself.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The lateral line picks up the predator's water movement and sends a nerve signal.", "plain": "The lateral line picks up the predator's water movement and sends a nerve signal.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The water movement goes straight to the trout's muscles without reaching the brain.", "plain": "The water movement goes straight to the trout's muscles without reaching the brain.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The trout's brain reads the signal and makes the trout dart away to safety.", "plain": "The trout's brain reads the signal and makes the trout dart away to safety.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/img-s20-trout.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_18ff8e07-cdea-4f03-95e6-6eb580b5fdde", "type": "choice", "title": "Future Earthquake Zones", "standards": [ "4-ESS2-2" ], "prompt_html": "

The map shows where strong earthquakes have been recorded (the dots) and five numbered locations on Earth. The recorded earthquakes form one curving band.

\"World

Based on the pattern, which pair of locations is most likely to have a major earthquake in the future?

", "prompt_plain": "The map shows where strong earthquakes have been recorded (the dots) and five numbered locations on Earth. The recorded earthquakes form one curving band. Based on the pattern, which pair of locations is most likely to have a major earthquake in the future?", "context_html": "", "options": [ { "id": "cA1", "text": "Locations 1 and 5", "plain": "Locations 1 and 5", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Locations 2 and 4", "plain": "Locations 2 and 4", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Locations 1 and 2", "plain": "Locations 1 and 2", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Locations 3 and 5", "plain": "Locations 3 and 5", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/G4.31_slot21_quake_map.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 22, "item_id": "_7a2da021-6a04-40e6-b599-17b48ab746a1", "type": "choice", "title": "Canyon Change Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

The creek canyon is much deeper today than it was long ago.

What most likely caused this change?

", "prompt_plain": "Part A The creek canyon is much deeper today than it was long ago. What most likely caused this change?", "context_html": "", "options": [ { "id": "cA1", "text": "The ground slowly lifted the rock layers up to form the deep canyon.", "plain": "The ground slowly lifted the rock layers up to form the deep canyon.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Wind blew the loose rock layers away as dust over many years.", "plain": "Wind blew the loose rock layers away as dust over many years.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Moving water in the creek slowly wore away rock over a long time.", "plain": "Moving water in the creek slowly wore away rock over a long time.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "A sudden flood carved out the whole canyon in a short time.", "plain": "A sudden flood carved out the whole canyon in a short time.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2a6e1049-a9eb-47ad-af05-4c9ca129d7fe" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Willow Draw Layer Cut

A fresh cut behind the Willow Draw trail shows four flat rock layers. Each layer formed as sediment settled on top of the layer below. The layers hold fossils. Layer 1 is at the bottom and Layer 4 is at the top. Layer 1 holds a trilobite and Layer 2 holds a fish. Layer 3 holds a fern and Layer 4 holds a snail shell. Two diagrams show the creek long ago and today. Long ago the creek was shallow. Today the creek has cut a deep canyon through all four layers.

Figure 1. Willow Draw Layer Cut

\"A

", "passage_plain": "Willow Draw Layer Cut A fresh cut behind the Willow Draw trail shows four flat rock layers. Each layer formed as sediment settled on top of the layer below. The layers hold fossils. Layer 1 is at the bottom and Layer 4 is at the top. Layer 1 holds a trilobite and Layer 2 holds a fish. Layer 3 holds a fern and Layer 4 holds a snail shell. Two diagrams show the creek long ago and today. Long ago the creek was shallow. Today the creek has cut a deep canyon through all four layers. Figure 1. Willow Draw Layer Cut" }, { "n": 23, "item_id": "_39cd59eb-6b34-4621-b664-f1e3ec098c6f", "type": "choice", "title": "Canyon Change Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Which observation best supports the answer to Part A?

", "prompt_plain": "Part B Which observation best supports the answer to Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The creek's water is cool and clear where it flows today.", "plain": "The creek's water is cool and clear where it flows today.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The creek now runs through a deep channel cut across the layers.", "plain": "The creek now runs through a deep channel cut across the layers.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The deepest layer holds the oldest fossils in the cut.", "plain": "The deepest layer holds the oldest fossils in the cut.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The layers are each made of hardened, settled sediment.", "plain": "The layers are each made of hardened, settled sediment.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2a6e1049-a9eb-47ad-af05-4c9ca129d7fe" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Willow Draw Layer Cut

A fresh cut behind the Willow Draw trail shows four flat rock layers. Each layer formed as sediment settled on top of the layer below. The layers hold fossils. Layer 1 is at the bottom and Layer 4 is at the top. Layer 1 holds a trilobite and Layer 2 holds a fish. Layer 3 holds a fern and Layer 4 holds a snail shell. Two diagrams show the creek long ago and today. Long ago the creek was shallow. Today the creek has cut a deep canyon through all four layers.

Figure 1. Willow Draw Layer Cut

\"A

", "passage_plain": "Willow Draw Layer Cut A fresh cut behind the Willow Draw trail shows four flat rock layers. Each layer formed as sediment settled on top of the layer below. The layers hold fossils. Layer 1 is at the bottom and Layer 4 is at the top. Layer 1 holds a trilobite and Layer 2 holds a fish. Layer 3 holds a fern and Layer 4 holds a snail shell. Two diagrams show the creek long ago and today. Long ago the creek was shallow. Today the creek has cut a deep canyon through all four layers. Figure 1. Willow Draw Layer Cut" }, { "n": 24, "item_id": "_a95d1d55-cc5a-4fc4-9c8d-12e4c6fd0a26", "type": "choice", "title": "Most Recent Fossil", "standards": [ "4-ESS1-1" ], "prompt_html": "

Look at the layer cut. Using the way the layers formed, which organism lived most recently?

", "prompt_plain": "Look at the layer cut. Using the way the layers formed, which organism lived most recently?", "context_html": "", "options": [ { "id": "cA1", "text": "The trilobite in Layer 1", "plain": "The trilobite in Layer 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The fish in Layer 2", "plain": "The fish in Layer 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The fern in Layer 3", "plain": "The fern in Layer 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The snail in Layer 4", "plain": "The snail in Layer 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2a6e1049-a9eb-47ad-af05-4c9ca129d7fe" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Willow Draw Layer Cut

A fresh cut behind the Willow Draw trail shows four flat rock layers. Each layer formed as sediment settled on top of the layer below. The layers hold fossils. Layer 1 is at the bottom and Layer 4 is at the top. Layer 1 holds a trilobite and Layer 2 holds a fish. Layer 3 holds a fern and Layer 4 holds a snail shell. Two diagrams show the creek long ago and today. Long ago the creek was shallow. Today the creek has cut a deep canyon through all four layers.

Figure 1. Willow Draw Layer Cut

\"A

", "passage_plain": "Willow Draw Layer Cut A fresh cut behind the Willow Draw trail shows four flat rock layers. Each layer formed as sediment settled on top of the layer below. The layers hold fossils. Layer 1 is at the bottom and Layer 4 is at the top. Layer 1 holds a trilobite and Layer 2 holds a fish. Layer 3 holds a fern and Layer 4 holds a snail shell. Two diagrams show the creek long ago and today. Long ago the creek was shallow. Today the creek has cut a deep canyon through all four layers. Figure 1. Willow Draw Layer Cut" }, { "n": 25, "item_id": "_c5237af0-f3a5-46d0-a965-c7ee15ac706a", "type": "text-entry", "title": "Juniper Ridge Elevation", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Juniper Ridge Trail

The contour map shows the Juniper Ridge trail. Each line is labeled with its height above sea level in feet. The lines are labeled 200, 400, 600, and 800 feet.

\"Topographic

What is the lowest labeled elevation, in feet, that the trail crosses?

Give your answer as a whole number (e.g., 50).

Elevation in feet:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-31/images/G4.31_slot25_contour_map.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "400" ] }, "n_options": 0 }, { "n": 26, "item_id": "_dbdf99a4-d066-4386-b383-bd0a264931c4", "type": "choice", "title": "Cave Passage Growth", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at the three surveys in Table 1. The passage grew taller and wider from 2005 to 2025.

Table 1. Passage Surveys

Survey yearPassage widthPassage height
20053 m2 m
20154 m3 m
20255 m4 m

What most likely caused this change?

", "prompt_plain": "Look at the three surveys in Table 1. The passage grew taller and wider from 2005 to 2025. Table 1. Passage Surveys Survey year Passage width Passage height 2005 3 m 2 m 2015 4 m 3 m 2025 5 m 4 m What most likely caused this change?", "context_html": "", "options": [ { "id": "cA1", "text": "The stream slowly wore away rock from the passage walls.", "plain": "The stream slowly wore away rock from the passage walls.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "New rock grew on the walls and pushed them outward.", "plain": "New rock grew on the walls and pushed them outward.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The cavers dug the passage out to make it bigger.", "plain": "The cavers dug the passage out to make it bigger.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rock bits settling in the chamber widened the passage.", "plain": "Rock bits settling in the chamber widened the passage.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8627b80-0710-47c2-aaa0-3c22bf7b9968" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Echo Hollow Cave Survey

A small stream runs along the floor of Echo Hollow cave. The stream picks up tiny rock bits as it flows. It carries the rock bits downstream. Where the stream slows in a wide chamber, it drops the rock bits in a growing pile. The cavers measure the passage every ten years. The cross-section drawings show the passage from three surveys.

Figure 1. Passage Outlines from Three Surveys

\"Three

", "passage_plain": "Echo Hollow Cave Survey A small stream runs along the floor of Echo Hollow cave. The stream picks up tiny rock bits as it flows. It carries the rock bits downstream. Where the stream slows in a wide chamber, it drops the rock bits in a growing pile. The cavers measure the passage every ten years. The cross-section drawings show the passage from three surveys. Figure 1. Passage Outlines from Three Surveys" }, { "n": 27, "item_id": "_b5320719-5383-4b63-9a70-07714d3f9134", "type": "choice", "title": "Stream Rock Processes", "standards": [ "4-ESS2-1" ], "prompt_html": "

The stream carries rock bits along the passage and then drops them in the downstream chamber.

Which TWO processes are happening? Choose the TWO best answers.

", "prompt_plain": "The stream carries rock bits along the passage and then drops them in the downstream chamber. Which TWO processes are happening? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The moving water carries rock bits away from the walls.", "plain": "The moving water carries rock bits away from the walls.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The stream drops rock bits where it slows down.", "plain": "The stream drops rock bits where it slows down.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The cave walls grow new rock and slowly get thicker.", "plain": "The cave walls grow new rock and slowly get thicker.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The flowing water pushes the cave walls farther apart.", "plain": "The flowing water pushes the cave walls farther apart.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The rock bits sink and harden back into the cave wall.", "plain": "The rock bits sink and harden back into the cave wall.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8627b80-0710-47c2-aaa0-3c22bf7b9968" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

Echo Hollow Cave Survey

A small stream runs along the floor of Echo Hollow cave. The stream picks up tiny rock bits as it flows. It carries the rock bits downstream. Where the stream slows in a wide chamber, it drops the rock bits in a growing pile. The cavers measure the passage every ten years. The cross-section drawings show the passage from three surveys.

Figure 1. Passage Outlines from Three Surveys

\"Three

", "passage_plain": "Echo Hollow Cave Survey A small stream runs along the floor of Echo Hollow cave. The stream picks up tiny rock bits as it flows. It carries the rock bits downstream. Where the stream slows in a wide chamber, it drops the rock bits in a growing pile. The cavers measure the passage every ten years. The cross-section drawings show the passage from three surveys. Figure 1. Passage Outlines from Three Surveys" }, { "n": 28, "item_id": "_228a460e-ccad-4a5c-9942-d6aa0cf95b5a", "type": "choice", "title": "Ridge and Quake Pattern", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Map 1 and Map 2.

Which statement best describes the pattern that links the ridge and the earthquakes?

", "prompt_plain": "Look at Map 1 and Map 2. Which statement best describes the pattern that links the ridge and the earthquakes?", "context_html": "", "options": [ { "id": "cA1", "text": "The earthquakes are spread evenly across the ocean floor.", "plain": "The earthquakes are spread evenly across the ocean floor.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The earthquakes happen far away from the ridge.", "plain": "The earthquakes happen far away from the ridge.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The earthquakes line up along the same path as the ridge.", "plain": "The earthquakes line up along the same path as the ridge.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The earthquakes form a circle around the edge of the ridge.", "plain": "The earthquakes form a circle around the edge of the ridge.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5d7ce5eb-6be1-42d6-b356-3b0b176e9b86" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Ridge and Quake Maps

Two maps show the same part of an ocean. Map 1 shows a long underwater mountain chain called a ridge. Map 2 shows dots where earthquakes have shaken the sea floor. A class compares the two maps to look for a pattern.

\"Two

", "passage_plain": "Ridge and Quake Maps Two maps show the same part of an ocean. Map 1 shows a long underwater mountain chain called a ridge. Map 2 shows dots where earthquakes have shaken the sea floor. A class compares the two maps to look for a pattern." }, { "n": 29, "item_id": "_a5fdeca3-6439-4ed0-b14b-700e9bbb799a", "type": "hottext", "title": "Claims About the Maps", "standards": [ "4-ESS2-2" ], "prompt_html": "

Three of the claims below are supported by Map 1 and Map 2. Select the one claim that the maps do NOT support.

", "prompt_plain": "Three of the claims below are supported by Map 1 and Map 2. Select the one claim that the maps do NOT support.", "context_html": "", "options": [ { "id": "hA29", "text": "The earthquakes line up along the underwater ridge.", "plain": "The earthquakes line up along the underwater ridge.", "correct": false, "kind": "hottext" }, { "id": "hB29", "text": "The ocean’s sea-floor features follow one curving band.", "plain": "The ocean’s sea-floor features follow one curving band.", "correct": false, "kind": "hottext" }, { "id": "hC29", "text": "The ridge and the earthquakes are found in the same region.", "plain": "The ridge and the earthquakes are found in the same region.", "correct": false, "kind": "hottext" }, { "id": "hD29", "text": "The ridge makes the ocean’s water warmer.", "plain": "The ridge makes the ocean’s water warmer.", "correct": true, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_5d7ce5eb-6be1-42d6-b356-3b0b176e9b86" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD29" ] }, "n_options": 4, "passage_html": "

Ridge and Quake Maps

Two maps show the same part of an ocean. Map 1 shows a long underwater mountain chain called a ridge. Map 2 shows dots where earthquakes have shaken the sea floor. A class compares the two maps to look for a pattern.

\"Two

", "passage_plain": "Ridge and Quake Maps Two maps show the same part of an ocean. Map 1 shows a long underwater mountain chain called a ridge. Map 2 shows dots where earthquakes have shaken the sea floor. A class compares the two maps to look for a pattern." }, { "n": 30, "item_id": "_3f961ed6-35ce-4987-9198-c53f20b2a583", "type": "choice", "title": "Clean Energy Sources", "standards": [ "4-ESS3-1" ], "prompt_html": "

A town lists five energy sources it could use.

Choose the TWO sources that do NOT add to air pollution. Choose the TWO best answers.

", "prompt_plain": "A town lists five energy sources it could use. Choose the TWO sources that do NOT add to air pollution. Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Sunlight collected by solar panels", "plain": "Sunlight collected by solar panels", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Wind turning the turbine blades", "plain": "Wind turning the turbine blades", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Coal burned in a power plant", "plain": "Coal burned in a power plant", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Gasoline burned in truck engines", "plain": "Gasoline burned in truck engines", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Wood burned in a stove", "plain": "Wood burned in a stove", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 31, "item_id": "_25205837-0665-480e-a491-dad2660056ef", "type": "choice", "title": "Library Heating Choice", "standards": [ "4-ESS3-1" ], "prompt_html": "

Library Heating Choice

A town is building a new library. The town wants a heating system it can use for many years without running out of fuel and without adding much air pollution.

Which heating system is the most sustainable choice (one that can keep working far into the future) for the new library?

", "prompt_plain": "Library Heating Choice A town is building a new library. The town wants a heating system it can use for many years without running out of fuel and without adding much air pollution. Which heating system is the most sustainable choice (one that can keep working far into the future) for the new library?", "context_html": "", "options": [ { "id": "cA31", "text": "A coal-burning system that burns coal for heat", "plain": "A coal-burning system that burns coal for heat", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "A geothermal system that draws heat from underground", "plain": "A geothermal system that draws heat from underground", "correct": true, "kind": "choice" }, { "id": "cC31", "text": "A diesel-burning system that burns fuel oil", "plain": "A diesel-burning system that burns fuel oil", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "A wood-burning system that burns logs for heat", "plain": "A wood-burning system that burns logs for heat", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_6f02bf28-dbab-4c35-a1b4-7f67f7c95df4", "type": "choice", "title": "Harbor Barrier Choice", "standards": [ "4-ESS3-2" ], "prompt_html": "

Part A

Use the spec sheets and the diagram for the harbor barrier designs.

Which barrier design should the harbor choose to protect its buildings during storms?

", "prompt_plain": "Part A Use the spec sheets and the diagram for the harbor barrier designs. Which barrier design should the harbor choose to protect its buildings during storms?", "context_html": "", "options": [ { "id": "cA32", "text": "The Floating Barrier, because it meets both the wave and lifespan rules", "plain": "The Floating Barrier, because it meets both the wave and lifespan rules", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "The Rock Mound Barrier, because it meets the wave rule but fails the lifespan rule", "plain": "The Rock Mound Barrier, because it meets the wave rule but fails the lifespan rule", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "The Rock Mound Barrier, because it meets the wave and lifespan rules", "plain": "The Rock Mound Barrier, because it meets the wave and lifespan rules", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "The Floating Barrier, because it meets the lifespan rule but not the wave rule", "plain": "The Floating Barrier, because it meets the lifespan rule but not the wave rule", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bd1120c6-c8f2-4bc4-900c-a769e5c02e8e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4, "passage_html": "

Harbor Wave-Barrier Designs

A harbor wants a barrier to protect its buildings from large storm waves.

The barrier must block waves at least 3 meters tall and must last at least 20 years.

Two designs are compared in the tables and diagram below.

Table 1: Rock Mound Barrier

Waves it blocksUp to 4 meters
Years it lasts25 years
Cost to build90 thousand dollars

Table 2: Floating Barrier

Waves it blocksUp to 2 meters
Years it lasts15 years
Cost to build60 thousand dollars

Figure 1. Two Harbor Barrier Designs

\"Diagram

", "passage_plain": "Harbor Wave-Barrier Designs A harbor wants a barrier to protect its buildings from large storm waves. The barrier must block waves at least 3 meters tall and must last at least 20 years. Two designs are compared in the tables and diagram below. Table 1: Rock Mound Barrier Waves it blocks Up to 4 meters Years it lasts 25 years Cost to build 90 thousand dollars Table 2: Floating Barrier Waves it blocks Up to 2 meters Years it lasts 15 years Cost to build 60 thousand dollars Figure 1. Two Harbor Barrier Designs" }, { "n": 33, "item_id": "_d3f12ada-3cce-49dc-a5e2-e3bfc5af3700", "type": "choice", "title": "Harbor Barrier Evidence", "standards": [ "4-ESS3-2" ], "prompt_html": "

Part B

Use Table 1 and Table 2 for the harbor barrier designs.

Which piece of evidence best supports choosing the Rock Mound Barrier?

", "prompt_plain": "Part B Use Table 1 and Table 2 for the harbor barrier designs. Which piece of evidence best supports choosing the Rock Mound Barrier?", "context_html": "", "options": [ { "id": "cA33", "text": "The Rock Mound blocks 4-meter waves and lasts 25 years.", "plain": "The Rock Mound blocks 4-meter waves and lasts 25 years.", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "The Floating Barrier costs less to build than the Rock Mound.", "plain": "The Floating Barrier costs less to build than the Rock Mound.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "The Rock Mound costs more to build than the Floating Barrier.", "plain": "The Rock Mound costs more to build than the Floating Barrier.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "The Floating Barrier blocks waves up to 2 meters.", "plain": "The Floating Barrier blocks waves up to 2 meters.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bd1120c6-c8f2-4bc4-900c-a769e5c02e8e" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA33" ] }, "n_options": 4, "passage_html": "

Harbor Wave-Barrier Designs

A harbor wants a barrier to protect its buildings from large storm waves.

The barrier must block waves at least 3 meters tall and must last at least 20 years.

Two designs are compared in the tables and diagram below.

Table 1: Rock Mound Barrier

Waves it blocksUp to 4 meters
Years it lasts25 years
Cost to build90 thousand dollars

Table 2: Floating Barrier

Waves it blocksUp to 2 meters
Years it lasts15 years
Cost to build60 thousand dollars

Figure 1. Two Harbor Barrier Designs

\"Diagram

", "passage_plain": "Harbor Wave-Barrier Designs A harbor wants a barrier to protect its buildings from large storm waves. The barrier must block waves at least 3 meters tall and must last at least 20 years. Two designs are compared in the tables and diagram below. Table 1: Rock Mound Barrier Waves it blocks Up to 4 meters Years it lasts 25 years Cost to build 90 thousand dollars Table 2: Floating Barrier Waves it blocks Up to 2 meters Years it lasts 15 years Cost to build 60 thousand dollars Figure 1. Two Harbor Barrier Designs" }, { "n": 34, "item_id": "_fcce83c5-abd6-4154-9218-48ff3216878d", "type": "inline-choice", "title": "Book-Return Cart Brief", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Book-Return Cart Brief

A school library wants a new cart to collect books that students return. A design team writes three statements about the cart.

Choose the word that correctly classifies each statement.

1. Returned books pile up in a messy stack on the front desk. This statement states .

2. The cart should hold at least thirty returned books. This statement states .

3. The cart must cost no more than forty dollars to build. This statement states .

", "options": [ { "id": "c34b1o1", "text": "a problem", "plain": "a problem", "correct": true, "kind": "inline" }, { "id": "c34b1o2", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "c34b1o3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "c34b2o1", "text": "a problem", "plain": "a problem", "correct": false, "kind": "inline" }, { "id": "c34b2o2", "text": "a criterion", "plain": "a criterion", "correct": true, "kind": "inline" }, { "id": "c34b2o3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "c34b3o1", "text": "a problem", "plain": "a problem", "correct": false, "kind": "inline" }, { "id": "c34b3o2", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "c34b3o3", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c34b1o1" ], "RESPONSEB2": [ "c34b2o2" ], "RESPONSEB3": [ "c34b3o3" ] }, "n_options": 9 }, { "n": 35, "item_id": "_de56b092-3926-4b65-ad5a-77d375a0af61", "type": "text-entry", "title": "Water-Clock Run Times", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Water-Clock Run Times

Students build five water-clock designs, A through E. A design passes the test if it runs for at least 10 minutes.

The table shows how long each design ran.

Water-Clock Run Times

ClockRun time (minutes)
A8
B12
C9
D15
E11

How many of the five designs passed the test?

Give your answer as a whole number (e.g., 6).

Number of designs:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 36, "item_id": "_ebd1714c-f00a-4abd-b7ce-526d8a6dea22", "type": "gap-match", "title": "Paper-Towel Fair Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Paper-Towel Fair Test

A class tests which paper towel soaks up the most water. They plan a fair test.

 

Drag one job card into each empty box to show how each plan statement is used in the fair test. You may use a card more than once.

", "prompt_plain": "Paper-Towel Fair Test A class tests which paper towel soaks up the most water. They plan a fair test. Drag one job card into each empty box to show how each plan statement is used in the fair test. You may use a card more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "Held the same", "plain": "Held the same", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "Measured", "plain": "Measured", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "Changed", "plain": "Changed", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile3 g1", "tile1 g2", "tile1 g3", "tile1 g4", "tile2 g5" ] }, "n_options": 3 } ] }, { "form": "G4.32", "grade": "G4", "title": "Alpha Standardized Science G4.32", "test_id": "_test-3134014e-69c4-43d6-8a14-7031fe3016c5", "n_items": 36, "n_stimuli": 7, "stimuli": { "_66d622d5-7693-4fe7-a10f-6e399f9a8ff1": { "title": "Bench-Tester Lamp Loop", "html": "

Bench-Tester Lamp Loop

Ravi built a bench tester to check if a loop is complete. It has a dry cell, a wire, and a small lamp. Two bent paper-clip contacts, labeled P and Q, can be pressed together. When P and Q touch, the loop is closed. When P and Q are apart, the loop is open. The diagram shows the bench tester.

Figure 1

\"A

" }, "_0b3b4473-497e-4ff0-a2cc-805fc8c2defb": { "title": "Cascadia Coast Maps", "html": "

Cascadia Coast Maps

Two maps show the same stretch of coast. Map 1 marks every place an earthquake has been recorded with a dot. Map 2 marks every volcano with a triangle. Both maps cover the same area, so you can compare where each one appears.

Figure 1

\"Two
" }, "_738ce52d-da07-4bcb-b8b7-b088cd3418fe": { "title": "Soft-Stone Tumbler Log", "html": "

Soft-Stone Tumbler Log

A class puts a batch of soft stones into a rock tumbler. The tumbler spins the stones with water and sand, the way a stream wears down rocks. Each day the stones are taken out and weighed. Table 1 shows the mass of the batch after each day.

Table 1: Mass of the Soft-Stone Batch

DayMass (g)
1200
2160
3120
" }, "_fffdb848-0c1e-499f-8aee-598e53710bf5": { "title": "Harbor Rock Island Brief", "html": "

Harbor Rock Island Brief

Harbor Rock Island is a young island. It rose from the sea when a volcano erupted under the water. A small town now sits on the island. In the last 100 years the volcano has erupted three times. The town set up ground sensors that beep when the volcano begins to shake. One main road leads from the town down to boats at the dock.

Figure 1. Harbor Rock Island

\"Side

" }, "_77dd0989-b91a-4709-be49-e0250e4a9024": { "title": "Squirrel at the Wall", "html": "

Squirrel at the Wall

A gray squirrel feeds on seeds at the bottom of a stone wall. A twig snaps nearby. The squirrel freezes and stops chewing. It turns its head toward the sound and spots a hawk creeping closer. The squirrel dashes up a nearby tree trunk and hides.

\"A

" }, "_0b185bfc-a413-409d-84b9-041eb13b51f0": { "title": "Two Garden Blossoms", "html": "

Two Garden Blossoms

A garden bed has two kinds of flowers. Broad, open saucer-shaped blossoms sit near the ground. Slim, deep trumpet-shaped blossoms grow on tall stems. Short-tongued flies and beetles land on the flat saucer blossoms. Long-beaked hummingbirds hover at the deep trumpet blossoms. Both flowers make seeds after animals visit them.

\"Two

" }, "_67b4114e-2b11-4a2c-9186-067f976b83b7": { "title": "Road Cut on Route 9", "html": "

Road Cut on Route 9

A road crew cut into a hillside along Route 9. The flat cut shows rock layers stacked from bottom to top. The bottom layer holds sea-shell fossils. The middle layer holds beach-snail fossils and ripple marks. The top layer holds leaf fossils and a river clam. One block of the layers is tilted to one side.

Figure 1

\"A
" } }, "questions": [ { "n": 1, "item_id": "_99a25588-b799-4b6c-9baa-81c8a7b829e1", "type": "choice", "title": "Marble Roll Trials", "standards": [ "4-PS3-1" ], "prompt_html": "

A student rolled a steel marble across a smooth floor so it hit a small wooden block. She rolled the same marble in two trials and recorded what happened in the table.

Table 1. Two Marble-Roll Trials

TrialHow the marble was launchedHow far the block slid
1Gentle push10 cm
2Hard push25 cm

\"A

Which observation is the best evidence that the marble in Trial 2 had more energy of motion than the marble in Trial 1?

", "prompt_plain": "A student rolled a steel marble across a smooth floor so it hit a small wooden block. She rolled the same marble in two trials and recorded what happened in the table. Table 1. Two Marble-Roll Trials Trial How the marble was launched How far the block slid 1 Gentle push 10 cm 2 Hard push 25 cm Which observation is the best evidence that the marble in Trial 2 had more energy of motion than the marble in Trial 1?", "context_html": "", "options": [ { "id": "cA1", "text": "In Trial 2, the marble pushed the block farther across the floor.", "plain": "In Trial 2, the marble pushed the block farther across the floor.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "In Trial 2, the same steel marble was rolled once again.", "plain": "In Trial 2, the same steel marble was rolled once again.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "In Trial 2, the marble rolled on the same smooth floor.", "plain": "In Trial 2, the marble rolled on the same smooth floor.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "In Trial 2, the marble stopped moving after it hit the block.", "plain": "In Trial 2, the marble stopped moving after it hit the block.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot01.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_d090cef8-f7a4-412a-92c3-27f2b89887bd", "type": "choice", "title": "Bench-Tester Lamp Loop — Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

When Ravi presses paper-clip contacts P and Q together, the lamp lights up. When he lets P and Q come apart, the lamp goes dark.

Which statement best explains why the lamp glows only when P and Q touch?

", "prompt_plain": "Part A When Ravi presses paper-clip contacts P and Q together, the lamp lights up. When he lets P and Q come apart, the lamp goes dark. Which statement best explains why the lamp glows only when P and Q touch?", "context_html": "", "options": [ { "id": "cA1", "text": "Pressing P and Q together makes the dry cell store more energy.", "plain": "Pressing P and Q together makes the dry cell store more energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Pressing P and Q together completes the path so energy can reach the lamp.", "plain": "Pressing P and Q together completes the path so energy can reach the lamp.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Pressing P and Q together lets the wire light the lamp without the dry cell.", "plain": "Pressing P and Q together lets the wire light the lamp without the dry cell.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Pressing P and Q together turns the two contacts into the lamp's light.", "plain": "Pressing P and Q together turns the two contacts into the lamp's light.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_66d622d5-7693-4fe7-a10f-6e399f9a8ff1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Bench-Tester Lamp Loop

Ravi built a bench tester to check if a loop is complete. It has a dry cell, a wire, and a small lamp. Two bent paper-clip contacts, labeled P and Q, can be pressed together. When P and Q touch, the loop is closed. When P and Q are apart, the loop is open. The diagram shows the bench tester.

Figure 1

\"A

", "passage_plain": "Bench-Tester Lamp Loop Ravi built a bench tester to check if a loop is complete. It has a dry cell, a wire, and a small lamp. Two bent paper-clip contacts, labeled P and Q, can be pressed together. When P and Q touch, the loop is closed. When P and Q are apart, the loop is open. The diagram shows the bench tester. Figure 1" }, { "n": 3, "item_id": "_9e515131-7205-423e-b226-a3e45942ad95", "type": "choice", "title": "Bench-Tester Lamp Loop — Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Part A asked why the lamp glows when P and Q touch.

Which statement best describes the job of the dry cell in this loop?

", "prompt_plain": "Part B Part A asked why the lamp glows when P and Q touch. Which statement best describes the job of the dry cell in this loop?", "context_html": "", "options": [ { "id": "cA1", "text": "The dry cell is the source of the electrical energy in the loop.", "plain": "The dry cell is the source of the electrical energy in the loop.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The dry cell is the path that carries energy away from the lamp.", "plain": "The dry cell is the path that carries energy away from the lamp.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The dry cell changes the electrical energy into the lamp's light.", "plain": "The dry cell changes the electrical energy into the lamp's light.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The dry cell stores the light that the glowing lamp makes.", "plain": "The dry cell stores the light that the glowing lamp makes.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_66d622d5-7693-4fe7-a10f-6e399f9a8ff1" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Bench-Tester Lamp Loop

Ravi built a bench tester to check if a loop is complete. It has a dry cell, a wire, and a small lamp. Two bent paper-clip contacts, labeled P and Q, can be pressed together. When P and Q touch, the loop is closed. When P and Q are apart, the loop is open. The diagram shows the bench tester.

Figure 1

\"A

", "passage_plain": "Bench-Tester Lamp Loop Ravi built a bench tester to check if a loop is complete. It has a dry cell, a wire, and a small lamp. Two bent paper-clip contacts, labeled P and Q, can be pressed together. When P and Q touch, the loop is closed. When P and Q are apart, the loop is open. The diagram shows the bench tester. Figure 1" }, { "n": 4, "item_id": "_895e32ac-b271-46fa-b222-cc567d070118", "type": "choice", "title": "Toy Truck Bump", "standards": [ "4-PS3-3" ], "prompt_html": "

A rolling toy truck labeled M bumps into a parked toy truck labeled N. After the bump, truck M slows down and truck N starts to move forward.

\"Before:

Which statement best explains what happened to the energy of motion during the bump?

", "prompt_plain": "A rolling toy truck labeled M bumps into a parked toy truck labeled N. After the bump, truck M slows down and truck N starts to move forward. Which statement best explains what happened to the energy of motion during the bump?", "context_html": "", "options": [ { "id": "cA1", "text": "Truck M's energy of motion simply disappeared when it slowed down.", "plain": "Truck M's energy of motion simply disappeared when it slowed down.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Truck N made brand-new energy of motion on its own when hit.", "plain": "Truck N made brand-new energy of motion on its own when hit.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Energy of motion passed from truck M into truck N during the bump.", "plain": "Energy of motion passed from truck M into truck N during the bump.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Truck M held on to its energy of motion after the bump.", "plain": "Truck M held on to its energy of motion after the bump.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot04.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_fbdf0dfe-6948-4033-bb5b-cec3b6f681e7", "type": "choice", "title": "Water Wheel and Bulb", "standards": [ "4-PS3-4" ], "prompt_html": "

A toy water wheel spins when water pours onto it. When the wheel turns a small generator with no bulb attached, it spins quickly. When a small light bulb is connected to the generator, the bulb lights up and the wheel turns more slowly, even though the same amount of water pours onto it.

\"Water

Which statement best explains why the wheel turns more slowly when the bulb is lit?

", "prompt_plain": "A toy water wheel spins when water pours onto it. When the wheel turns a small generator with no bulb attached, it spins quickly. When a small light bulb is connected to the generator, the bulb lights up and the wheel turns more slowly, even though the same amount of water pours onto it. Which statement best explains why the wheel turns more slowly when the bulb is lit?", "context_html": "", "options": [ { "id": "cA1", "text": "The moving water pushes the wheel with less force once the bulb is connected.", "plain": "The moving water pushes the wheel with less force once the bulb is connected.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The lit bulb sends energy back into the wheel and slows it down.", "plain": "The lit bulb sends energy back into the wheel and slows it down.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The generator destroys some of the wheel's energy while the bulb is on.", "plain": "The generator destroys some of the wheel's energy while the bulb is on.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The wheel's energy of motion partly changes into light energy in the bulb.", "plain": "The wheel's energy of motion partly changes into light energy in the bulb.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot05.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_a710c3f1-b988-4d78-9d26-11eec5df6940", "type": "gap-match", "title": "Playground Energy Forms", "standards": [ "4-PS3-2" ], "prompt_html": "

The picture shows a busy playground. Six things on the playground are labeled.

 

Drag the energy form that each labeled thing shows into the box next to it. One energy-form card will not be used.

", "prompt_plain": "The picture shows a busy playground. Six things on the playground are labeled. Drag the energy form that each labeled thing shows into the box next to it. One energy-form card will not be used.", "context_html": "", "options": [ { "id": "tile-energy-of-motion", "text": "Energy of motion", "plain": "Energy of motion", "correct": false, "kind": "gap-token" }, { "id": "tile-stored-energy", "text": "Stored energy", "plain": "Stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "Light energy", "plain": "Light energy", "correct": false, "kind": "gap-token" }, { "id": "tile-sound-energy", "text": "Sound energy", "plain": "Sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile-heat-energy", "text": "Heat energy", "plain": "Heat energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "Electrical energy", "plain": "Electrical energy", "correct": false, "kind": "gap-token" }, { "id": "tile-used-up-energy", "text": "Used-up energy", "plain": "Used-up energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-energy-of-motion g1", "tile-stored-energy g2", "tile-light-energy g3", "tile-sound-energy g4", "tile-heat-energy g5", "tile-electrical-energy g6" ] }, "n_options": 7 }, { "n": 7, "item_id": "_59334e64-6499-4f24-85e2-044d9c9fe857", "type": "gap-match", "title": "Wave B on the Grid", "standards": [ "4-PS4-1" ], "prompt_html": "

The grid shows Wave A and an empty grid for Wave B, both drawn below.

 

Build Wave B so that it has the same height as Wave A but half the wavelength of Wave A (its crests and troughs are half as far apart). Begin Wave B with a crest in the first space on the left, the same way Wave A begins with a crest. Drag a wave-segment card into each of the four spaces on the Wave B grid. You may use a card more than once.

\"Five
", "prompt_plain": "The grid shows Wave A and an empty grid for Wave B, both drawn below. Build Wave B so that it has the same height as Wave A but half the wavelength of Wave A (its crests and troughs are half as far apart). Begin Wave B with a crest in the first space on the left, the same way Wave A begins with a crest. Drag a wave-segment card into each of the four spaces on the Wave B grid. You may use a card more than once.", "context_html": "", "options": [ { "id": "tall-narrow-crest", "text": "narrow crest, full height", "plain": "narrow crest, full height", "correct": false, "kind": "gap-token" }, { "id": "tall-narrow-trough", "text": "narrow trough, full depth", "plain": "narrow trough, full depth", "correct": false, "kind": "gap-token" }, { "id": "tall-wide-crest", "text": "wide crest, full height", "plain": "wide crest, full height", "correct": false, "kind": "gap-token" }, { "id": "tall-wide-trough", "text": "wide trough, full depth", "plain": "wide trough, full depth", "correct": false, "kind": "gap-token" }, { "id": "short-narrow-crest", "text": "narrow crest, half height", "plain": "narrow crest, half height", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot07-cards.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot07.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tall-narrow-crest g1", "tall-narrow-trough g2", "tall-narrow-crest g3", "tall-narrow-trough g4" ] }, "n_options": 5 }, { "n": 8, "item_id": "_2aa529d5-2ed6-4478-8591-4f446af74e55", "type": "choice", "title": "Two Duck Ripples", "standards": [ "4-PS4-1" ], "prompt_html": "

Two ducks swim across a calm pond. Each duck makes a train of ripples. The ripples from both ducks rise to the same height, but one duck's ripples are spaced far apart and the other duck's ripples are spaced close together, as the drawing shows.

\"Two

Leo claims the far-apart ripples carry more energy because they have the longer wavelength. Which statement best explains why Leo's claim is incorrect?

", "prompt_plain": "Two ducks swim across a calm pond. Each duck makes a train of ripples. The ripples from both ducks rise to the same height, but one duck's ripples are spaced far apart and the other duck's ripples are spaced close together, as the drawing shows. Leo claims the far-apart ripples carry more energy because they have the longer wavelength. Which statement best explains why Leo's claim is incorrect?", "context_html": "", "options": [ { "id": "cA1", "text": "The far-apart ripples carry more energy because their longer wavelength adds energy.", "plain": "The far-apart ripples carry more energy because their longer wavelength adds energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The two ripple trains carry about the same energy, since they rise equally high.", "plain": "The two ripple trains carry about the same energy, since they rise equally high.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The close-set ripples carry more energy because their shorter wavelength adds energy.", "plain": "The close-set ripples carry more energy because their shorter wavelength adds energy.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The far-apart ripples carry less energy, even though both ripple trains rise equally high.", "plain": "The far-apart ripples carry less energy, even though both ripple trains rise equally high.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot08.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_9048e4e1-3066-47d8-9a4e-71c7c3623a66", "type": "choice", "title": "Fence-Post Knock Relay", "standards": [ "4-PS4-3" ], "prompt_html": "

Three friends stand at three fence posts in a row. To send a message, the first friend taps a knock pattern on her post. The next friend listens, then taps the same knock pattern on his post, and the third friend does the same down the row.

\"Three

Why must each friend repeat the exact same knock pattern?

", "prompt_plain": "Three friends stand at three fence posts in a row. To send a message, the first friend taps a knock pattern on her post. The next friend listens, then taps the same knock pattern on his post, and the third friend does the same down the row. Why must each friend repeat the exact same knock pattern?", "context_html": "", "options": [ { "id": "cA1", "text": "Repeating the pattern makes the knocks grow louder along the row of posts.", "plain": "Repeating the pattern makes the knocks grow louder along the row of posts.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Repeating the pattern makes the message travel faster to the last post.", "plain": "Repeating the pattern makes the message travel faster to the last post.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The pattern must be repeated so the wooden posts do not block it.", "plain": "The pattern must be repeated so the wooden posts do not block it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The knock pattern carries the message, so changing it would change the message.", "plain": "The knock pattern carries the message, so changing it would change the message.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot09.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_2c395b89-541a-4693-ad9d-09391ef67adf", "type": "inline-choice", "title": "Picture-Code Number Grid", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

In a picture code, a grid of squares is used to send a number. Some squares are shaded and some are left blank, and each blank square stands for 0. The shaded squares make the shape of a number.

\"A

Look at the grid. Choose the word or number that best completes each sentence.

The shaded squares make the shape of the number .

In this picture code, each shaded square stands for a .

", "options": [ { "id": "c10b1o1", "text": "2", "plain": "2", "correct": true, "kind": "inline" }, { "id": "c10b1o2", "text": "5", "plain": "5", "correct": false, "kind": "inline" }, { "id": "c10b1o3", "text": "7", "plain": "7", "correct": false, "kind": "inline" }, { "id": "c10b2o1", "text": "0", "plain": "0", "correct": false, "kind": "inline" }, { "id": "c10b2o2", "text": "1", "plain": "1", "correct": true, "kind": "inline" }, { "id": "c10b2o3", "text": "letter", "plain": "letter", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot10.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c10b1o1" ], "RESPONSEB2": [ "c10b2o2" ] }, "n_options": 6 }, { "n": 11, "item_id": "_9ede1dac-1ab7-4aa4-8d04-27bec7fcc8e7", "type": "choice", "title": "Candle Through Hole-Cards", "standards": [ "4-PS4-2" ], "prompt_html": "

Mia holds up three cards in a row. Each card has one small hole punched in its center. She lines up the holes so she can see a candle flame through all three cards.

Mia then slides the middle card to the side so its hole no longer lines up with the other two holes.

\"Two

What will Mia most likely see now, and why?

", "prompt_plain": "Mia holds up three cards in a row. Each card has one small hole punched in its center. She lines up the holes so she can see a candle flame through all three cards. Mia then slides the middle card to the side so its hole no longer lines up with the other two holes. What will Mia most likely see now, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "She will still see the flame, because light bends around the card to reach her eye.", "plain": "She will still see the flame, because light bends around the card to reach her eye.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "She will not see the flame, because light travels in straight lines and the moved hole breaks the path.", "plain": "She will not see the flame, because light travels in straight lines and the moved hole breaks the path.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "She will still see the flame, because her eyes send out beams that reach the flame.", "plain": "She will still see the flame, because her eyes send out beams that reach the flame.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "She will not see the flame, because the candle has used up its own light.", "plain": "She will not see the flame, because the candle has used up its own light.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot11.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_b316c191-914c-4d77-b4ea-beb4c04b65a7", "type": "choice", "title": "Faster Hose Waves", "standards": [ "4-PS4-1" ], "prompt_html": "

Theo lays a long hose straight on the ground and holds one end near a gatepost. He shakes that end up and down to send waves along the hose.

The waves travel along the hose at the same speed no matter how he shakes. When he shakes faster, more wave crests pass the gatepost each second.

\"Two

Which statement about the faster waves is correct?

", "prompt_plain": "Theo lays a long hose straight on the ground and holds one end near a gatepost. He shakes that end up and down to send waves along the hose. The waves travel along the hose at the same speed no matter how he shakes. When he shakes faster, more wave crests pass the gatepost each second. Which statement about the faster waves is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "The crests of the faster waves are farther apart than the crests of the slower waves.", "plain": "The crests of the faster waves are farther apart than the crests of the slower waves.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The crests of the faster waves are taller than the crests of the slower waves.", "plain": "The crests of the faster waves are taller than the crests of the slower waves.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The crests of the faster waves are closer together than the crests of the slower waves.", "plain": "The crests of the faster waves are closer together than the crests of the slower waves.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The crests of the faster waves are spaced the same as the crests of the slower waves.", "plain": "The crests of the faster waves are spaced the same as the crests of the slower waves.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot12.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_c6a1e9c2-e638-4827-9a19-525b7fb03178", "type": "choice", "title": "Garden Blossom Shapes (Part A)", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Scientists notice that the two flower shapes in the garden bed are visited by different kinds of animals.

Which claim best explains why the saucer flowers and the trumpet flowers attract different animal visitors?

", "prompt_plain": "Part A Scientists notice that the two flower shapes in the garden bed are visited by different kinds of animals. Which claim best explains why the saucer flowers and the trumpet flowers attract different animal visitors?", "context_html": "", "options": [ { "id": "cA1", "text": "Each animal, not the flower’s shape, decides which flower it visits.", "plain": "Each animal, not the flower’s shape, decides which flower it visits.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each flower shape changes to match whichever animal happens to arrive at it first.", "plain": "Each flower shape changes to match whichever animal happens to arrive at it first.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both flower shapes give off a sweet smell that pulls in nearby animals.", "plain": "Both flower shapes give off a sweet smell that pulls in nearby animals.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each flower shape fits a certain animal’s body, so that animal can reach its nectar.", "plain": "Each flower shape fits a certain animal’s body, so that animal can reach its nectar.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0b185bfc-a413-409d-84b9-041eb13b51f0" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Two Garden Blossoms

A garden bed has two kinds of flowers. Broad, open saucer-shaped blossoms sit near the ground. Slim, deep trumpet-shaped blossoms grow on tall stems. Short-tongued flies and beetles land on the flat saucer blossoms. Long-beaked hummingbirds hover at the deep trumpet blossoms. Both flowers make seeds after animals visit them.

\"Two

", "passage_plain": "Two Garden Blossoms A garden bed has two kinds of flowers. Broad, open saucer-shaped blossoms sit near the ground. Slim, deep trumpet-shaped blossoms grow on tall stems. Short-tongued flies and beetles land on the flat saucer blossoms. Long-beaked hummingbirds hover at the deep trumpet blossoms. Both flowers make seeds after animals visit them." }, { "n": 14, "item_id": "_cb428668-ed07-4e71-bee2-19565fb66218", "type": "choice", "title": "Garden Blossom Evidence (Part B)", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which observation from the garden bed best supports the claim you chose in Part A?

", "prompt_plain": "Part B Which observation from the garden bed best supports the claim you chose in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Hummingbirds hover at the deep trumpet flowers, and short-tongued beetles land on the flat saucer flowers.", "plain": "Hummingbirds hover at the deep trumpet flowers, and short-tongued beetles land on the flat saucer flowers.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Both kinds of flowers open their petals in the morning and close them again at night.", "plain": "Both kinds of flowers open their petals in the morning and close them again at night.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Trumpet flowers show a brighter color than the nearby saucer flowers.", "plain": "Trumpet flowers show a brighter color than the nearby saucer flowers.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Bees visit the garden more often on warm and sunny days.", "plain": "Bees visit the garden more often on warm and sunny days.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0b185bfc-a413-409d-84b9-041eb13b51f0" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Two Garden Blossoms

A garden bed has two kinds of flowers. Broad, open saucer-shaped blossoms sit near the ground. Slim, deep trumpet-shaped blossoms grow on tall stems. Short-tongued flies and beetles land on the flat saucer blossoms. Long-beaked hummingbirds hover at the deep trumpet blossoms. Both flowers make seeds after animals visit them.

\"Two

", "passage_plain": "Two Garden Blossoms A garden bed has two kinds of flowers. Broad, open saucer-shaped blossoms sit near the ground. Slim, deep trumpet-shaped blossoms grow on tall stems. Short-tongued flies and beetles land on the flat saucer blossoms. Long-beaked hummingbirds hover at the deep trumpet blossoms. Both flowers make seeds after animals visit them." }, { "n": 15, "item_id": "_96fab96b-75c2-48e4-9856-72620abaf8ae", "type": "choice", "title": "Blossom Shape Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

Look at the two flower shapes and their visitors in the garden bed.

Choose the TWO statements that are evidence that a blossom’s shape helps the plant make seeds.

", "prompt_plain": "Look at the two flower shapes and their visitors in the garden bed. Choose the TWO statements that are evidence that a blossom’s shape helps the plant make seeds.", "context_html": "", "options": [ { "id": "cA1", "text": "After hummingbirds visit the deep trumpet flowers, those trumpet flowers form seeds.", "plain": "After hummingbirds visit the deep trumpet flowers, those trumpet flowers form seeds.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "After beetles crawl inside the flat saucer flowers, those saucer flowers form seeds.", "plain": "After beetles crawl inside the flat saucer flowers, those saucer flowers form seeds.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The trumpet flowers grow on taller stems than the saucer flowers.", "plain": "The trumpet flowers grow on taller stems than the saucer flowers.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both kinds of flowers grow together in the same garden bed.", "plain": "Both kinds of flowers grow together in the same garden bed.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The saucer flowers sit low near the ground in the garden bed.", "plain": "The saucer flowers sit low near the ground in the garden bed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0b185bfc-a413-409d-84b9-041eb13b51f0" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

Two Garden Blossoms

A garden bed has two kinds of flowers. Broad, open saucer-shaped blossoms sit near the ground. Slim, deep trumpet-shaped blossoms grow on tall stems. Short-tongued flies and beetles land on the flat saucer blossoms. Long-beaked hummingbirds hover at the deep trumpet blossoms. Both flowers make seeds after animals visit them.

\"Two

", "passage_plain": "Two Garden Blossoms A garden bed has two kinds of flowers. Broad, open saucer-shaped blossoms sit near the ground. Slim, deep trumpet-shaped blossoms grow on tall stems. Short-tongued flies and beetles land on the flat saucer blossoms. Long-beaked hummingbirds hover at the deep trumpet blossoms. Both flowers make seeds after animals visit them." }, { "n": 16, "item_id": "_45673455-6d5a-4e4e-9d1b-5b974d55cf32", "type": "choice", "title": "Pufferfish and Stinkbug Defenses", "standards": [ "4-LS1-1" ], "prompt_html": "

A pufferfish can raise sharp spines all over its body when a bigger fish swims close. A stinkbug can let out a bad-smelling spray when a bird tries to grab it.

In what way are the pufferfish’s spines and the stinkbug’s spray alike?

", "prompt_plain": "A pufferfish can raise sharp spines all over its body when a bigger fish swims close. A stinkbug can let out a bad-smelling spray when a bird tries to grab it. In what way are the pufferfish’s spines and the stinkbug’s spray alike?", "context_html": "", "options": [ { "id": "cA1", "text": "Both defenses help the animal find and catch its food.", "plain": "Both defenses help the animal find and catch its food.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both defenses help the animal move from place to place.", "plain": "Both defenses help the animal move from place to place.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both defenses help the animal protect itself from predators.", "plain": "Both defenses help the animal protect itself from predators.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both defenses help the animal keep its body warm.", "plain": "Both defenses help the animal keep its body warm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_6e9bc0e4-82d4-45a1-bd3d-4b3211c5f7f8", "type": "hottext", "title": "Squirrel Detects a Predator", "standards": [ "4-LS1-1" ], "prompt_html": "

Read the sentences about the gray squirrel at the stone wall.

Select the sentence that is evidence for the claim that the squirrel turning its head toward a sound is a way it detects predators.

", "prompt_plain": "Read the sentences about the gray squirrel at the stone wall. Select the sentence that is evidence for the claim that the squirrel turning its head toward a sound is a way it detects predators.", "context_html": "", "options": [ { "id": "hA17", "text": "The squirrel feeds on seeds at the base of the stone wall.", "plain": "The squirrel feeds on seeds at the base of the stone wall.", "correct": false, "kind": "hottext" }, { "id": "hB17", "text": "The squirrel freezes and stops chewing when the twig snaps.", "plain": "The squirrel freezes and stops chewing when the twig snaps.", "correct": false, "kind": "hottext" }, { "id": "hC17", "text": "As soon as the squirrel turns its head toward the sound, it spots the hawk and dashes up the tree to escape.", "plain": "As soon as the squirrel turns its head toward the sound, it spots the hawk and dashes up the tree to escape.", "correct": true, "kind": "hottext" }, { "id": "hD17", "text": "A hawk is circling in the sky above the grassy yard.", "plain": "A hawk is circling in the sky above the grassy yard.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_77dd0989-b91a-4709-be49-e0250e4a9024" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC17" ] }, "n_options": 4, "passage_html": "

Squirrel at the Wall

A gray squirrel feeds on seeds at the bottom of a stone wall. A twig snaps nearby. The squirrel freezes and stops chewing. It turns its head toward the sound and spots a hawk creeping closer. The squirrel dashes up a nearby tree trunk and hides.

\"A

", "passage_plain": "Squirrel at the Wall A gray squirrel feeds on seeds at the bottom of a stone wall. A twig snaps nearby. The squirrel freezes and stops chewing. It turns its head toward the sound and spots a hawk creeping closer. The squirrel dashes up a nearby tree trunk and hides." }, { "n": 18, "item_id": "_688d48e9-ecca-4056-9c9f-8c37327e119b", "type": "choice", "title": "Squirrel Sense Pathway", "standards": [ "4-LS1-2" ], "prompt_html": "

When the squirrel hears the snapping twig and then dashes away, its body uses a sense-to-action pathway.

Which list shows the correct order of this pathway?

", "prompt_plain": "When the squirrel hears the snapping twig and then dashes away, its body uses a sense-to-action pathway. Which list shows the correct order of this pathway?", "context_html": "", "options": [ { "id": "cA1", "text": "brain, then ears, then nerves, then leg muscles", "plain": "brain, then ears, then nerves, then leg muscles", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "ears, then nerves, then brain, then leg muscles", "plain": "ears, then nerves, then brain, then leg muscles", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "ears, then brain, then leg muscles, then nerves", "plain": "ears, then brain, then leg muscles, then nerves", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "nerves, then ears, then leg muscles, then brain", "plain": "nerves, then ears, then leg muscles, then brain", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_77dd0989-b91a-4709-be49-e0250e4a9024" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Squirrel at the Wall

A gray squirrel feeds on seeds at the bottom of a stone wall. A twig snaps nearby. The squirrel freezes and stops chewing. It turns its head toward the sound and spots a hawk creeping closer. The squirrel dashes up a nearby tree trunk and hides.

\"A

", "passage_plain": "Squirrel at the Wall A gray squirrel feeds on seeds at the bottom of a stone wall. A twig snaps nearby. The squirrel freezes and stops chewing. It turns its head toward the sound and spots a hawk creeping closer. The squirrel dashes up a nearby tree trunk and hides." }, { "n": 19, "item_id": "_eaacc0b0-5dc1-4920-81c1-2c18fc188cb6", "type": "choice", "title": "Squirrel Sense of Touch", "standards": [ "4-LS1-2" ], "prompt_html": "

The list shows four things the squirrel did.

1. It grips the rough bark with its claws while climbing the trunk.
2. It turns its head toward a snapping sound.
3. It watches a hawk glide across the sky.
4. It sniffs a seed before eating it.

In which action does the squirrel use its sense of touch?

", "prompt_plain": "The list shows four things the squirrel did. 1. It grips the rough bark with its claws while climbing the trunk. 2. It turns its head toward a snapping sound. 3. It watches a hawk glide across the sky. 4. It sniffs a seed before eating it. In which action does the squirrel use its sense of touch?", "context_html": "", "options": [ { "id": "cA1", "text": "Action 1", "plain": "Action 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Action 2", "plain": "Action 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Action 3", "plain": "Action 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Action 4", "plain": "Action 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_77dd0989-b91a-4709-be49-e0250e4a9024" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Squirrel at the Wall

A gray squirrel feeds on seeds at the bottom of a stone wall. A twig snaps nearby. The squirrel freezes and stops chewing. It turns its head toward the sound and spots a hawk creeping closer. The squirrel dashes up a nearby tree trunk and hides.

\"A

", "passage_plain": "Squirrel at the Wall A gray squirrel feeds on seeds at the bottom of a stone wall. A twig snaps nearby. The squirrel freezes and stops chewing. It turns its head toward the sound and spots a hawk creeping closer. The squirrel dashes up a nearby tree trunk and hides." }, { "n": 20, "item_id": "_626a933f-91e0-4d41-bfd0-a1b64e13b22e", "type": "choice", "title": "Animal Senses for Finding Food", "standards": [ "4-LS1-2" ], "prompt_html": "

Different animals use different senses to find food. Each animal below lives or hunts in a place that makes some senses more useful than others.

\"A

Choose the TWO statements that correctly match an animal to the sense it would most likely use to find its food.

", "prompt_plain": "Different animals use different senses to find food. Each animal below lives or hunts in a place that makes some senses more useful than others. Choose the TWO statements that correctly match an animal to the sense it would most likely use to find its food.", "context_html": "", "options": [ { "id": "cA1", "text": "A barn owl hunting on a dark night finds a mouse mainly by the sounds the mouse makes.", "plain": "A barn owl hunting on a dark night finds a mouse mainly by the sounds the mouse makes.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A catfish in muddy river water finds food mainly by tasting chemicals in the water with its whiskers.", "plain": "A catfish in muddy river water finds food mainly by tasting chemicals in the water with its whiskers.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A star-nosed mole digging in dark soil finds a worm mainly by watching for it with its eyes.", "plain": "A star-nosed mole digging in dark soil finds a worm mainly by watching for it with its eyes.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A mantis shrimp hunting in bright, clear water finds its prey mainly by smelling it from far away.", "plain": "A mantis shrimp hunting in bright, clear water finds its prey mainly by smelling it from far away.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "A barn owl hunting on a dark night finds a mouse mainly by smelling the mouse from across the field.", "plain": "A barn owl hunting on a dark night finds a mouse mainly by smelling the mouse from across the field.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot20.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_7b061584-d671-45a7-ba39-89be56512a0f", "type": "match", "title": "Sunflower Plant Parts", "standards": [ "4-LS1-1" ], "prompt_html": "

The diagram shows a sunflower plant with three parts labeled 1, 2, and 3.

 

Match each labeled part to the job it does for the plant. One job will not be used.

\"A

", "prompt_plain": "The diagram shows a sunflower plant with three parts labeled 1, 2, and 3. Match each labeled part to the job it does for the plant. One job will not be used.", "context_html": "", "options": [ { "id": "sP1", "text": "Part 1", "plain": "Part 1", "correct": false, "kind": "match-token" }, { "id": "sP2", "text": "Part 2", "plain": "Part 2", "correct": false, "kind": "match-token" }, { "id": "sP3", "text": "Part 3", "plain": "Part 3", "correct": false, "kind": "match-token" }, { "id": "tF1", "text": "Takes in water from the soil", "plain": "Takes in water from the soil", "correct": false, "kind": "match-token" }, { "id": "tF2", "text": "Holds the plant up and carries water", "plain": "Holds the plant up and carries water", "correct": false, "kind": "match-token" }, { "id": "tF3", "text": "Makes seeds for new plants", "plain": "Makes seeds for new plants", "correct": false, "kind": "match-token" }, { "id": "tF4", "text": "Protects the plant with sharp thorns", "plain": "Protects the plant with sharp thorns", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot21.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "sP1 tF1", "sP2 tF2", "sP3 tF3" ] }, "n_options": 7 }, { "n": 22, "item_id": "_0ea41dc7-b55a-4a30-bfe8-cc16125f81ad", "type": "choice", "title": "Road Cut Fossil Layers Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

The layers formed one on top of another over a long time. The bottom layer holds sea-shell fossils, the middle layer holds beach-snail fossils, and the top layer holds leaf fossils and a river clam.

What is the best explanation for this pattern of fossils?

", "prompt_plain": "Part A The layers formed one on top of another over a long time. The bottom layer holds sea-shell fossils, the middle layer holds beach-snail fossils, and the top layer holds leaf fossils and a river clam. What is the best explanation for this pattern of fossils?", "context_html": "", "options": [ { "id": "cA22", "text": "The area changed from a river floodplain to a beach to a sea.", "plain": "The area changed from a river floodplain to a beach to a sea.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "The plants and animals here lived together in this one spot at the same time.", "plain": "The plants and animals here lived together in this one spot at the same time.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "The area changed from a sea to a beach to a river floodplain.", "plain": "The area changed from a sea to a beach to a river floodplain.", "correct": true, "kind": "choice" }, { "id": "cD22", "text": "A flood washed the sea shells, sand, and leaves together into one layer.", "plain": "A flood washed the sea shells, sand, and leaves together into one layer.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_67b4114e-2b11-4a2c-9186-067f976b83b7" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC22" ] }, "n_options": 4, "passage_html": "

Road Cut on Route 9

A road crew cut into a hillside along Route 9. The flat cut shows rock layers stacked from bottom to top. The bottom layer holds sea-shell fossils. The middle layer holds beach-snail fossils and ripple marks. The top layer holds leaf fossils and a river clam. One block of the layers is tilted to one side.

Figure 1

\"A
", "passage_plain": "Road Cut on Route 9 A road crew cut into a hillside along Route 9. The flat cut shows rock layers stacked from bottom to top. The bottom layer holds sea-shell fossils. The middle layer holds beach-snail fossils and ripple marks. The top layer holds leaf fossils and a river clam. One block of the layers is tilted to one side. Figure 1" }, { "n": 23, "item_id": "_699c10cc-3bd3-466b-a390-0271794a39e3", "type": "choice", "title": "Road Cut Evidence Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Which observation from the road cut best supports the idea that this area changed from a sea to a river floodplain over time?

", "prompt_plain": "Part B Which observation from the road cut best supports the idea that this area changed from a sea to a river floodplain over time?", "context_html": "", "options": [ { "id": "cA23", "text": "The bottom layer holds sea-shell fossils and the top layer holds plant fossils.", "plain": "The bottom layer holds sea-shell fossils and the top layer holds plant fossils.", "correct": true, "kind": "choice" }, { "id": "cB23", "text": "The bottom layer and the top layer are made of the same hard rock.", "plain": "The bottom layer and the top layer are made of the same hard rock.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "The top layer is thicker than the bottom layer.", "plain": "The top layer is thicker than the bottom layer.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "The very same kind of shell appears in both the bottom and top layers.", "plain": "The very same kind of shell appears in both the bottom and top layers.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_67b4114e-2b11-4a2c-9186-067f976b83b7" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA23" ] }, "n_options": 4, "passage_html": "

Road Cut on Route 9

A road crew cut into a hillside along Route 9. The flat cut shows rock layers stacked from bottom to top. The bottom layer holds sea-shell fossils. The middle layer holds beach-snail fossils and ripple marks. The top layer holds leaf fossils and a river clam. One block of the layers is tilted to one side.

Figure 1

\"A
", "passage_plain": "Road Cut on Route 9 A road crew cut into a hillside along Route 9. The flat cut shows rock layers stacked from bottom to top. The bottom layer holds sea-shell fossils. The middle layer holds beach-snail fossils and ripple marks. The top layer holds leaf fossils and a river clam. One block of the layers is tilted to one side. Figure 1" }, { "n": 24, "item_id": "_148496a4-1645-41c6-b329-716fb479631c", "type": "choice", "title": "Road Cut Tilted Block", "standards": [ "4-ESS1-1" ], "prompt_html": "

One block of the road cut is tilted at a slant, while the flat layers lie beside it.

Which conclusion about the tilted block is best supported by what the rock layers show?

", "prompt_plain": "One block of the road cut is tilted at a slant, while the flat layers lie beside it. Which conclusion about the tilted block is best supported by what the rock layers show?", "context_html": "", "options": [ { "id": "cA24", "text": "The tilting happened before any of the layers formed.", "plain": "The tilting happened before any of the layers formed.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "The tilted layers can no longer be put in any age order.", "plain": "The tilted layers can no longer be put in any age order.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "The tilted layers must be younger than the flat layers beside them.", "plain": "The tilted layers must be younger than the flat layers beside them.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "The layers were already in place before the block was tilted.", "plain": "The layers were already in place before the block was tilted.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_67b4114e-2b11-4a2c-9186-067f976b83b7" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD24" ] }, "n_options": 4, "passage_html": "

Road Cut on Route 9

A road crew cut into a hillside along Route 9. The flat cut shows rock layers stacked from bottom to top. The bottom layer holds sea-shell fossils. The middle layer holds beach-snail fossils and ripple marks. The top layer holds leaf fossils and a river clam. One block of the layers is tilted to one side.

Figure 1

\"A
", "passage_plain": "Road Cut on Route 9 A road crew cut into a hillside along Route 9. The flat cut shows rock layers stacked from bottom to top. The bottom layer holds sea-shell fossils. The middle layer holds beach-snail fossils and ripple marks. The top layer holds leaf fossils and a river clam. One block of the layers is tilted to one side. Figure 1" }, { "n": 25, "item_id": "_10cc4259-5a14-47af-ae7f-1a286ff4c9d5", "type": "text-entry", "title": "Trail to Ridge D", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Trail to Ridge D

The map shows a hiking trail from campsite C up to ridge D. The curved lines are contour lines. The hiker climbs higher each time the trail crosses one.

Figure 1

\"A

Count the contour lines the trail crosses between campsite C and ridge D.

Give your answer as a whole number (e.g., 4).

Answer: contour lines

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-32/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "6" ] }, "n_options": 0 }, { "n": 26, "item_id": "_66efaf8d-00f0-4881-b290-a078a81c62f9", "type": "choice", "title": "Soft-Stone Tumbler Day 4", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Table 1. If the tumbling stays the same, what is the mass of the batch most likely to be on day 4?

", "prompt_plain": "Look at Table 1. If the tumbling stays the same, what is the mass of the batch most likely to be on day 4?", "context_html": "", "options": [ { "id": "cA26", "text": "40 g", "plain": "40 g", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "80 g", "plain": "80 g", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "120 g", "plain": "120 g", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "160 g", "plain": "160 g", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_738ce52d-da07-4bcb-b8b7-b088cd3418fe" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB26" ] }, "n_options": 4, "passage_html": "

Soft-Stone Tumbler Log

A class puts a batch of soft stones into a rock tumbler. The tumbler spins the stones with water and sand, the way a stream wears down rocks. Each day the stones are taken out and weighed. Table 1 shows the mass of the batch after each day.

Table 1: Mass of the Soft-Stone Batch

DayMass (g)
1200
2160
3120
", "passage_plain": "Soft-Stone Tumbler Log A class puts a batch of soft stones into a rock tumbler. The tumbler spins the stones with water and sand, the way a stream wears down rocks. Each day the stones are taken out and weighed. Table 1 shows the mass of the batch after each day. Table 1: Mass of the Soft-Stone Batch Day Mass (g) 1 200 2 160 3 120" }, { "n": 27, "item_id": "_ca4b0d65-7960-4f56-a7a1-602c784c07d9", "type": "choice", "title": "Soft-Stone Tumbler Claim Check", "standards": [ "4-ESS2-1" ], "prompt_html": "

A classmate claims the batch will reach 0 g by day 5.

Choose the TWO statements that use Table 1 to show the claim is wrong.

", "prompt_plain": "A classmate claims the batch will reach 0 g by day 5. Choose the TWO statements that use Table 1 to show the claim is wrong.", "context_html": "", "options": [ { "id": "cA27", "text": "The mass falls 40 g each day, so day 5 would be about 40 g.", "plain": "The mass falls 40 g each day, so day 5 would be about 40 g.", "correct": true, "kind": "choice" }, { "id": "cB27", "text": "The batch loses 40 g a day and would reach 0 g near day 6.", "plain": "The batch loses 40 g a day and would reach 0 g near day 6.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "The mass stays the same each day, so it will not reach 0 g.", "plain": "The mass stays the same each day, so it will not reach 0 g.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "The stones lose more mass each day, so they reach 0 g before day 5.", "plain": "The stones lose more mass each day, so they reach 0 g before day 5.", "correct": false, "kind": "choice" }, { "id": "cE27", "text": "The mass rose on some days, so the batch cannot reach 0 g.", "plain": "The mass rose on some days, so the batch cannot reach 0 g.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_738ce52d-da07-4bcb-b8b7-b088cd3418fe" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA27", "cB27" ] }, "n_options": 5, "passage_html": "

Soft-Stone Tumbler Log

A class puts a batch of soft stones into a rock tumbler. The tumbler spins the stones with water and sand, the way a stream wears down rocks. Each day the stones are taken out and weighed. Table 1 shows the mass of the batch after each day.

Table 1: Mass of the Soft-Stone Batch

DayMass (g)
1200
2160
3120
", "passage_plain": "Soft-Stone Tumbler Log A class puts a batch of soft stones into a rock tumbler. The tumbler spins the stones with water and sand, the way a stream wears down rocks. Each day the stones are taken out and weighed. Table 1 shows the mass of the batch after each day. Table 1: Mass of the Soft-Stone Batch Day Mass (g) 1 200 2 160 3 120" }, { "n": 28, "item_id": "_1c0bbb79-d9dd-45dc-b073-f774cc6406f0", "type": "choice", "title": "Cascadia Coast Map Pattern", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Map 1 and Map 2. What do the two maps best show about where earthquakes and volcanoes happen along this coast?

", "prompt_plain": "Look at Map 1 and Map 2. What do the two maps best show about where earthquakes and volcanoes happen along this coast?", "context_html": "", "options": [ { "id": "cA28", "text": "Earthquakes spread across the whole map; volcanoes stay near the coast.", "plain": "Earthquakes spread across the whole map; volcanoes stay near the coast.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "Volcanoes and earthquakes appear in different places far apart.", "plain": "Volcanoes and earthquakes appear in different places far apart.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "Earthquakes and volcanoes cluster together in one narrow band near the coast.", "plain": "Earthquakes and volcanoes cluster together in one narrow band near the coast.", "correct": true, "kind": "choice" }, { "id": "cD28", "text": "Earthquakes happen where there are no volcanoes nearby.", "plain": "Earthquakes happen where there are no volcanoes nearby.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0b3b4473-497e-4ff0-a2cc-805fc8c2defb" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC28" ] }, "n_options": 4, "passage_html": "

Cascadia Coast Maps

Two maps show the same stretch of coast. Map 1 marks every place an earthquake has been recorded with a dot. Map 2 marks every volcano with a triangle. Both maps cover the same area, so you can compare where each one appears.

Figure 1

\"Two
", "passage_plain": "Cascadia Coast Maps Two maps show the same stretch of coast. Map 1 marks every place an earthquake has been recorded with a dot. Map 2 marks every volcano with a triangle. Both maps cover the same area, so you can compare where each one appears. Figure 1" }, { "n": 29, "item_id": "_1bb6a8df-033e-4d7c-9230-d98288ebfb43", "type": "hottext", "title": "Cascadia Coast Map Evidence", "standards": [ "4-ESS2-2" ], "prompt_html": "

Read the statements about Map 1 and Map 2. Click the one statement that the two maps actually support.

", "prompt_plain": "Read the statements about Map 1 and Map 2. Click the one statement that the two maps actually support.", "context_html": "", "options": [ { "id": "hA29", "text": "Most of the volcano triangles lie close to the line of earthquake dots.", "plain": "Most of the volcano triangles lie close to the line of earthquake dots.", "correct": true, "kind": "hottext" }, { "id": "hB29", "text": "The earthquake dots are scattered far from any volcano.", "plain": "The earthquake dots are scattered far from any volcano.", "correct": false, "kind": "hottext" }, { "id": "hC29", "text": "There are many more volcanoes than earthquakes on the maps.", "plain": "There are many more volcanoes than earthquakes on the maps.", "correct": false, "kind": "hottext" }, { "id": "hD29", "text": "The volcanoes sit along the far inland edge, away from the coast.", "plain": "The volcanoes sit along the far inland edge, away from the coast.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_0b3b4473-497e-4ff0-a2cc-805fc8c2defb" ], "key_letters": "", "key_values": { "RESPONSE": [ "hA29" ] }, "n_options": 4, "passage_html": "

Cascadia Coast Maps

Two maps show the same stretch of coast. Map 1 marks every place an earthquake has been recorded with a dot. Map 2 marks every volcano with a triangle. Both maps cover the same area, so you can compare where each one appears.

Figure 1

\"Two
", "passage_plain": "Cascadia Coast Maps Two maps show the same stretch of coast. Map 1 marks every place an earthquake has been recorded with a dot. Map 2 marks every volcano with a triangle. Both maps cover the same area, so you can compare where each one appears. Figure 1" }, { "n": 30, "item_id": "_f85d0456-ab30-4d4e-82cc-53f1295cb8b1", "type": "choice", "title": "Gravel Pit Over Four Years", "standards": [ "4-ESS3-1" ], "prompt_html": "

Table 1 shows a gravel pit over four years.

Table 1: Gravel Pit Over Four Years

YearGravel pit (acres)Forest (acres)Animal dens
124012
25379
39336
414283

Choose the TWO changes that the data in the table support.

", "prompt_plain": "Table 1 shows a gravel pit over four years. Table 1: Gravel Pit Over Four Years Year Gravel pit (acres) Forest (acres) Animal dens 1 2 40 12 2 5 37 9 3 9 33 6 4 14 28 3 Choose the TWO changes that the data in the table support.", "context_html": "", "options": [ { "id": "cA30", "text": "The gravel pit grew larger each year.", "plain": "The gravel pit grew larger each year.", "correct": true, "kind": "choice" }, { "id": "cB30", "text": "The forest got smaller as the gravel pit grew.", "plain": "The forest got smaller as the gravel pit grew.", "correct": true, "kind": "choice" }, { "id": "cC30", "text": "The number of animal dens went up over the four years.", "plain": "The number of animal dens went up over the four years.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "The gravel pit stayed the same size after year 2.", "plain": "The gravel pit stayed the same size after year 2.", "correct": false, "kind": "choice" }, { "id": "cE30", "text": "The forest grew back larger by year 4.", "plain": "The forest grew back larger by year 4.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA30", "cB30" ] }, "n_options": 5 }, { "n": 31, "item_id": "_af745487-e9be-4391-9cd0-988aed14b9b4", "type": "choice", "title": "Lodge Power Source Choice", "standards": [ "4-ESS3-1" ], "prompt_html": "

A remote mountain lodge has no power lines. The owners must choose between a rooftop solar array and a diesel generator that burns fuel.

Which prediction best describes a long-term effect on the environment of choosing the diesel generator instead of the solar array?

", "prompt_plain": "A remote mountain lodge has no power lines. The owners must choose between a rooftop solar array and a diesel generator that burns fuel. Which prediction best describes a long-term effect on the environment of choosing the diesel generator instead of the solar array?", "context_html": "", "options": [ { "id": "cA1", "text": "The diesel generator will stop working whenever there is not enough sunlight.", "plain": "The diesel generator will stop working whenever there is not enough sunlight.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The solar array will keep adding smoke to the air as it runs.", "plain": "The solar array will keep adding smoke to the air as it runs.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The diesel generator will keep putting polluting gases into the air for many years.", "plain": "The diesel generator will keep putting polluting gases into the air for many years.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The diesel generator will stop making any gases once it has warmed up.", "plain": "The diesel generator will stop making any gases once it has warmed up.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_b3018264-5e4b-40e5-bea8-f058d7ab7fe8", "type": "choice", "title": "Harbor Rock Island Formation", "standards": [ "4-ESS3-2" ], "prompt_html": "

The brief explains that the whole island first appeared above the sea within a single year. It built up as erupting lava cooled and piled higher and higher.

Which statement best explains why forming this island counts as a rapid change to Earth's surface?

", "prompt_plain": "The brief explains that the whole island first appeared above the sea within a single year. It built up as erupting lava cooled and piled higher and higher. Which statement best explains why forming this island counts as a rapid change to Earth's surface?", "context_html": "", "options": [ { "id": "cA1", "text": "The island grows a little larger each year over a long time.", "plain": "The island grows a little larger each year over a long time.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Erupting lava quickly cooled and hardened into new land within months.", "plain": "Erupting lava quickly cooled and hardened into new land within months.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The ocean waves quickly piled up sand to build the island in just days.", "plain": "The ocean waves quickly piled up sand to build the island in just days.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Ocean water slowly wore away the seafloor until the island appeared.", "plain": "Ocean water slowly wore away the seafloor until the island appeared.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fffdb848-0c1e-499f-8aee-598e53710bf5" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Harbor Rock Island Brief

Harbor Rock Island is a young island. It rose from the sea when a volcano erupted under the water. A small town now sits on the island. In the last 100 years the volcano has erupted three times. The town set up ground sensors that beep when the volcano begins to shake. One main road leads from the town down to boats at the dock.

Figure 1. Harbor Rock Island

\"Side

", "passage_plain": "Harbor Rock Island Brief Harbor Rock Island is a young island. It rose from the sea when a volcano erupted under the water. A small town now sits on the island. In the last 100 years the volcano has erupted three times. The town set up ground sensors that beep when the volcano begins to shake. One main road leads from the town down to boats at the dock. Figure 1. Harbor Rock Island" }, { "n": 33, "item_id": "_9dbb5943-87a2-418a-b9cb-e9d948fe3d61", "type": "choice", "title": "Island Volcano Residual Risks", "standards": [ "4-ESS3-2" ], "prompt_html": "

The town has warning sensors and one departure route to help keep people safer when the volcano erupts. These solutions lower the danger, but they cannot take away every danger.

Choose the TWO statements that describe a risk the town still faces even with these solutions.

", "prompt_plain": "The town has warning sensors and one departure route to help keep people safer when the volcano erupts. These solutions lower the danger, but they cannot take away every danger. Choose the TWO statements that describe a risk the town still faces even with these solutions.", "context_html": "", "options": [ { "id": "cA1", "text": "Lava or ash could still destroy homes and roads during an eruption.", "plain": "Lava or ash could still destroy homes and roads during an eruption.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The warning sensors could stop the volcano from erupting.", "plain": "The warning sensors could stop the volcano from erupting.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "If the one road is blocked, people may not reach the boats.", "plain": "If the one road is blocked, people may not reach the boats.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The departure route could remove the danger of living here.", "plain": "The departure route could remove the danger of living here.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The ground sensors warn people after the eruption has already ended.", "plain": "The ground sensors warn people after the eruption has already ended.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fffdb848-0c1e-499f-8aee-598e53710bf5" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Harbor Rock Island Brief

Harbor Rock Island is a young island. It rose from the sea when a volcano erupted under the water. A small town now sits on the island. In the last 100 years the volcano has erupted three times. The town set up ground sensors that beep when the volcano begins to shake. One main road leads from the town down to boats at the dock.

Figure 1. Harbor Rock Island

\"Side

", "passage_plain": "Harbor Rock Island Brief Harbor Rock Island is a young island. It rose from the sea when a volcano erupted under the water. A small town now sits on the island. In the last 100 years the volcano has erupted three times. The town set up ground sensors that beep when the volcano begins to shake. One main road leads from the town down to boats at the dock. Figure 1. Harbor Rock Island" }, { "n": 34, "item_id": "_099d4450-355b-469f-a617-856760777754", "type": "inline-choice", "title": "Boot-Scraper Mat Brief", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Boot-Scraper Mat Brief

Mud and grit get tracked into the school through the side door. The school wants a boot-scraper mat so students can scrape dirt off their boots before they step inside.

Choose the word or phrase that best completes each sentence.

Students track mud and grit inside through the side door. This is .

The mat must scrape off most of the dirt from each boot. This is .

The mat must fit on the landing, which is only 1 meter wide. This is .

The mat should still work well after a whole winter of use. This is .

", "options": [ { "id": "c34g1o1", "text": "a problem to solve", "plain": "a problem to solve", "correct": true, "kind": "inline" }, { "id": "c34g1o2", "text": "a design criterion", "plain": "a design criterion", "correct": false, "kind": "inline" }, { "id": "c34g1o3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "c34g2o1", "text": "a problem to solve", "plain": "a problem to solve", "correct": false, "kind": "inline" }, { "id": "c34g2o2", "text": "a design criterion", "plain": "a design criterion", "correct": true, "kind": "inline" }, { "id": "c34g2o3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "c34g3o1", "text": "a problem to solve", "plain": "a problem to solve", "correct": false, "kind": "inline" }, { "id": "c34g3o2", "text": "a design criterion", "plain": "a design criterion", "correct": false, "kind": "inline" }, { "id": "c34g3o3", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" }, { "id": "c34g4o1", "text": "a problem to solve", "plain": "a problem to solve", "correct": false, "kind": "inline" }, { "id": "c34g4o2", "text": "a design criterion", "plain": "a design criterion", "correct": true, "kind": "inline" }, { "id": "c34g4o3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEG1": [ "c34g1o1" ], "RESPONSEG2": [ "c34g2o2" ], "RESPONSEG3": [ "c34g3o3" ], "RESPONSEG4": [ "c34g4o2" ] }, "n_options": 12 }, { "n": 35, "item_id": "_f41717a7-900b-4c03-b940-920ad78b6cfc", "type": "text-entry", "title": "Boot-Scraper Dirt Test", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Boot-Scraper Dirt Test

Five boot-scraper mat designs were tested. For each one, a dirty boot was pushed across the mat, and the dirt that came off was weighed. The results are shown in the table. A mat passes the test if it scrapes off at least 20 grams of dirt.

Dirt scraped off each mat design

Mat designDirt scraped off (grams)
Design 124
Design 215
Design 331
Design 418
Design 527

How many of the five mat designs passed the test?

Give your answer as a whole number (e.g., 9).

Number of designs:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 36, "item_id": "_f840ddd0-e91f-476c-9067-8abf8c78bb4f", "type": "gap-match", "title": "Poster-Stand Easel Retest", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Poster-Stand Easel Retest

A class is testing a cardboard poster-stand easel. The stand must hold a poster upright at the marked angle without folding flat. The class tested the stand, wrote down what happened, and planned changes.

 

Drag a card to each statement to show what kind of statement it is. You may use a card more than once.

", "prompt_plain": "Poster-Stand Easel Retest A class is testing a cardboard poster-stand easel. The stand must hold a poster upright at the marked angle without folding flat. The class tested the stand, wrote down what happened, and planned changes. Drag a card to each statement to show what kind of statement it is. You may use a card more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "Test result", "plain": "Test result", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "Next design change", "plain": "Next design change", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "Design criterion", "plain": "Design criterion", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile3 s1", "tile1 s2", "tile2 s3", "tile1 s4", "tile2 s5", "tile3 s6" ] }, "n_options": 3 } ] }, { "form": "G4.33", "grade": "G4", "title": "Alpha Standardized Science G4.33", "test_id": "_test-017af365-d208-42e3-83e5-d2b79a14da5c", "n_items": 36, "n_stimuli": 7, "stimuli": { "_93e4cf5b-cc80-4afb-a106-e492dc8d560e": { "title": "Shake-Table Tower Test", "html": "

Shake-Table Tower Test

A fourth-grade class builds two model towers out of the same blocks. Tower A is screwed down to a shake table. Tower B rests on rubber feet (called base isolation). The class shakes the table at four strengths and records what happens to each tower in Table 1.

Table 1. Shake-Table Results

Shaking strengthTower A: screwed downTower B: on rubber feet
GentleNo blocks fellNo blocks fell
Medium4 blocks fellNo blocks fell
StrongTower toppled over2 blocks fell
Very strongTower toppled overTower toppled over

Figure 1

\"Two

" }, "_2bc647ee-3e07-4e1f-b381-a1d86a46c9fc": { "title": "Gravel Stockpile After Storm", "html": "

Gravel Stockpile After Storm

A gravel yard keeps a tall, cone-shaped stockpile of gravel outdoors. After a heavy storm, runoff cut channels down the sides of the pile. The runoff also spread gravel into fan-shaped piles at the base. Figure 1 shows the gravel stockpile after the storm.

Figure 1. The Gravel Stockpile After the Storm

\"Gravel

" }, "_229a9cd7-1529-46ba-807a-7c315bf2743e": { "title": "Highway Roadcut Layers", "html": "

Highway Roadcut Layers

A road crew is cutting a new highway through a hillside. The cut leaves a wall of five stacked rock layers exposed. The layers are undisturbed (they still lie flat, in the order they formed). Table 1 lists the fossils found in each layer. Figure 1 shows the five layers in the roadcut wall.

Table 1. Fossils in each roadcut layer

Layer (top to bottom)Fossils found
Layer 5 (top)Sea shells
Layer 4Tree leaves
Layer 3Sea shells
Layer 2Tree leaves
Layer 1 (bottom)Sea shells

Figure 1. The Five Layers in the Roadcut Wall

\"Roadcut

" }, "_14b3ec57-6a07-424a-a078-7b5873ea2e73": { "title": "Frost on a Park Bench", "html": "

Frost on a Park Bench

On a cold morning, Mr. Okafor sees frost on a long metal park bench. One end of the bench is in bright sunlight. The other end is in the shade of a wall. An hour later, he writes down his observations in Table 1.

Figure 1

\"A

Table 1. Bench Observations

ObservationWhat Mr. Okafor noticed
1Both ends of the bench are made of the same metal.
2The sunny end of the bench feels warmer to the touch than the shady end.
3The frost on the sunny end is gone, but the frost on the shady end is still there.
4The air feels just as cold at the sunny end as at the shady end.
" }, "_e8def88d-ddd0-49e5-9bc2-98091375cb38": { "title": "The Acorn Woodpecker’s Tools", "html": "

The Acorn Woodpecker's Tools

Jonah watches an acorn woodpecker at a park. The bird clings to the trunk of a dead oak. It pecks hard into the wood to reach insects and to store acorns. Jonah also reads a field guide to learn about body parts he cannot see. He writes a note about each structure. Table 1 lists his notes.

Figure 1. The acorn woodpecker at the dead oak

\"An

Table 1. Jonah’s Structure Notes

NoteWhat Jonah observed or learned
1The beak is straight and hard with a chisel-shaped tip, and bits of wood break off with each peck.
2Each foot has toes that spread wide, with sharp claws that hook into the bark.
3The two center tail feathers are stiff and press against the trunk below the bird’s body.
4Behind the beak, a band of spongy bone sits inside the skull around the brain.
5A patch of bright red feathers caps the top of the bird’s head.
6Strong neck muscles pull the head back and drive it forward with each peck.
" }, "_78798a2d-55a0-4538-b139-d9bde75948dd": { "title": "Kip at the Pasture Gate", "html": "

Kip at the Pasture Gate

Kip is a border collie. His tall ears can turn in different directions. Gwen watched Kip resting on the porch one afternoon and wrote five notes:

1. Kip’s coat is black and white, with a narrow white stripe running down his face.

2. Resting on the porch with his eyes half closed, Kip turned one ear toward the driveway.

3. Both ears cupped toward the pasture gate as Kip sprang up at a chain rattle Gwen could not hear.

4. Gwen thinks Kip’s tall, cupped ears must work like small dishes that gather faint sounds.

5. Kip dashed down the porch steps and across the yard, reaching the gate in a few seconds.

Figure 1. Kip on the porch

\"A

" }, "_bbeac461-974c-41ea-ad95-b820e382a63f": { "title": "Coastal Quake and Ridge Maps", "html": "

Coastal Quake and Ridge Maps

Two maps show the same coastal mountain region, with the ocean along one edge. Map 1 plots where earthquakes have happened as dots. Map 2 plots the mountain ridges as lines. Figure 1 shows the two maps side by side.

\"Two

" } }, "questions": [ { "n": 1, "item_id": "_337f1089-3a63-4d55-bba6-d0e968c7f10f", "type": "choice", "title": "Waterwheel in the Hose Stream", "standards": [ "4-PS3-1" ], "prompt_html": "

Priya holds a toy waterwheel in the stream of water from a garden hose. She sets the hose to three different flow settings and watches the wheel each time. Table 1 shows what she observes.

Table 1. Waterwheel Observations

Flow settingHow the water flowsWhat the wheel did
LowGentle trickleTurned slowly
MediumSteady streamTurned faster
HighStrong rushing streamTurned fastest

Which statement about energy do the observations in Table 1 support?

", "prompt_plain": "Priya holds a toy waterwheel in the stream of water from a garden hose. She sets the hose to three different flow settings and watches the wheel each time. Table 1 shows what she observes. Table 1. Waterwheel Observations Flow setting How the water flows What the wheel did Low Gentle trickle Turned slowly Medium Steady stream Turned faster High Strong rushing stream Turned fastest Which statement about energy do the observations in Table 1 support?", "context_html": "", "options": [ { "id": "cA1", "text": "Moving water gives the wheel the same energy at every flow setting.", "plain": "Moving water gives the wheel the same energy at every flow setting.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Faster-moving water transfers more energy to the wheel than slower-moving water.", "plain": "Faster-moving water transfers more energy to the wheel than slower-moving water.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Slower-moving water transfers more energy to the wheel than faster-moving water.", "plain": "Slower-moving water transfers more energy to the wheel than faster-moving water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The wheel keeps spinning without receiving any energy from the moving water.", "plain": "The wheel keeps spinning without receiving any energy from the moving water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_d3204d3e-59c0-472c-897e-7fbe1b22304d", "type": "choice", "title": "Frost on a Park Bench — Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

The air stays cold all morning, yet only the frost on the sunny end of the bench clears.

What most likely caused the sunny end of the bench to lose its frost?

", "prompt_plain": "Part A The air stays cold all morning, yet only the frost on the sunny end of the bench clears. What most likely caused the sunny end of the bench to lose its frost?", "context_html": "", "options": [ { "id": "cA1", "text": "The cold air warmed the sunny end more than the shady end.", "plain": "The cold air warmed the sunny end more than the shady end.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Wind blowing across the sunny end slowly warmed the metal there.", "plain": "Wind blowing across the sunny end slowly warmed the metal there.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Sunlight transferred energy that warmed the metal at the sunny end.", "plain": "Sunlight transferred energy that warmed the metal at the sunny end.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Coldness flowed out of the metal and down into the ground below.", "plain": "Coldness flowed out of the metal and down into the ground below.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_14b3ec57-6a07-424a-a078-7b5873ea2e73" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Frost on a Park Bench

On a cold morning, Mr. Okafor sees frost on a long metal park bench. One end of the bench is in bright sunlight. The other end is in the shade of a wall. An hour later, he writes down his observations in Table 1.

Figure 1

\"A

Table 1. Bench Observations

ObservationWhat Mr. Okafor noticed
1Both ends of the bench are made of the same metal.
2The sunny end of the bench feels warmer to the touch than the shady end.
3The frost on the sunny end is gone, but the frost on the shady end is still there.
4The air feels just as cold at the sunny end as at the shady end.
", "passage_plain": "Frost on a Park Bench On a cold morning, Mr. Okafor sees frost on a long metal park bench. One end of the bench is in bright sunlight. The other end is in the shade of a wall. An hour later, he writes down his observations in Table 1. Figure 1 Table 1. Bench Observations Observation What Mr. Okafor noticed 1 Both ends of the bench are made of the same metal. 2 The sunny end of the bench feels warmer to the touch than the shady end. 3 The frost on the sunny end is gone, but the frost on the shady end is still there. 4 The air feels just as cold at the sunny end as at the shady end." }, { "n": 3, "item_id": "_ef000867-1548-4c63-86bd-77df00961d0d", "type": "choice", "title": "Frost on a Park Bench — Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Which two observations in Table 1 are the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which two observations in Table 1 are the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Observations 2 and 3", "plain": "Observations 2 and 3", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Observations 1 and 3", "plain": "Observations 1 and 3", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Observations 1 and 4", "plain": "Observations 1 and 4", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Observations 2 and 4", "plain": "Observations 2 and 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_14b3ec57-6a07-424a-a078-7b5873ea2e73" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Frost on a Park Bench

On a cold morning, Mr. Okafor sees frost on a long metal park bench. One end of the bench is in bright sunlight. The other end is in the shade of a wall. An hour later, he writes down his observations in Table 1.

Figure 1

\"A

Table 1. Bench Observations

ObservationWhat Mr. Okafor noticed
1Both ends of the bench are made of the same metal.
2The sunny end of the bench feels warmer to the touch than the shady end.
3The frost on the sunny end is gone, but the frost on the shady end is still there.
4The air feels just as cold at the sunny end as at the shady end.
", "passage_plain": "Frost on a Park Bench On a cold morning, Mr. Okafor sees frost on a long metal park bench. One end of the bench is in bright sunlight. The other end is in the shade of a wall. An hour later, he writes down his observations in Table 1. Figure 1 Table 1. Bench Observations Observation What Mr. Okafor noticed 1 Both ends of the bench are made of the same metal. 2 The sunny end of the bench feels warmer to the touch than the shady end. 3 The frost on the sunny end is gone, but the frost on the shady end is still there. 4 The air feels just as cold at the sunny end as at the shady end." }, { "n": 4, "item_id": "_8ad23a69-fc68-4f24-a966-0c0df9af0672", "type": "choice", "title": "Wooden Blocks Clapping Sound", "standards": [ "4-PS3-3" ], "prompt_html": "

Two wooden blocks are clapped together on a desk. A sharp clacking sound is heard.

Why is a sound produced when the two blocks are clapped together?

", "prompt_plain": "Two wooden blocks are clapped together on a desk. A sharp clacking sound is heard. Why is a sound produced when the two blocks are clapped together?", "context_html": "", "options": [ { "id": "cA1", "text": "The sound energy was stored inside the blocks and is let out when touched.", "plain": "The sound energy was stored inside the blocks and is let out when touched.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The clap makes brand-new energy that then leaves the blocks as sound.", "plain": "The clap makes brand-new energy that then leaves the blocks as sound.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Some of the blocks’ motion energy changes into sound energy when they hit.", "plain": "Some of the blocks’ motion energy changes into sound energy when they hit.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The sound comes from the desk alone and not from the blocks’ energy.", "plain": "The sound comes from the desk alone and not from the blocks’ energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_21e2adce-3f6e-4e8a-bd7a-576c6fb237e0", "type": "choice", "title": "Desk Lamp Energy Chain", "standards": [ "4-PS3-4" ], "prompt_html": "

Rohan switches on a desk lamp in his study. The bulb glows brightly.

\"A

Which statement correctly names the energy coming into the lamp and the energy going out?

", "prompt_plain": "Rohan switches on a desk lamp in his study. The bulb glows brightly. Which statement correctly names the energy coming into the lamp and the energy going out?", "context_html": "", "options": [ { "id": "cA1", "text": "Light energy comes in, and electrical energy goes out from the bulb.", "plain": "Light energy comes in, and electrical energy goes out from the bulb.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Electrical energy comes in, and light energy goes out from the bulb.", "plain": "Electrical energy comes in, and light energy goes out from the bulb.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Heat energy from the warm room comes in and turns into the light.", "plain": "Heat energy from the warm room comes in and turns into the light.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The bulb glows without any energy coming in or going out.", "plain": "The bulb glows without any energy coming in or going out.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot05.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_566f94b2-c3d5-4228-90f5-77dbfbe44281", "type": "gap-match", "title": "City Park Energy Labels", "standards": [ "4-PS3-2" ], "prompt_html": "

Tomas made a poster of a city park. Six things in the picture are numbered.

 

Drag the energy label that best matches each numbered thing. Use each label only once. One label will not be used.

", "prompt_plain": "Tomas made a poster of a city park. Six things in the picture are numbered. Drag the energy label that best matches each numbered thing. Use each label only once. One label will not be used.", "context_html": "", "options": [ { "id": "tile-sound-energy", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile-kinetic-energy", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "gap-token" }, { "id": "tile-life-energy", "text": "life energy", "plain": "life energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" }, { "id": "tile-stored-energy", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" }, { "id": "tile-heat-energy", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-kinetic-energy gap-1", "tile-stored-energy gap-2", "tile-light-energy gap-3", "tile-heat-energy gap-4", "tile-sound-energy gap-5", "tile-electrical-energy gap-6" ] }, "n_options": 7 }, { "n": 7, "item_id": "_f1898d17-0e37-4483-a316-b8534c44f0f7", "type": "gap-match", "title": "Wave on the Unit Grid", "standards": [ "4-PS4-1" ], "prompt_html": "

Lena must show a wave on the empty grid. Each grid square is 1 unit.

The wave must have an amplitude of 2 units and show exactly 4 crests.

\"Empty

 

Drag one wave card onto the empty grid to show this wave.

", "prompt_plain": "Lena must show a wave on the empty grid. Each grid square is 1 unit. The wave must have an amplitude of 2 units and show exactly 4 crests. Drag one wave card onto the empty grid to show this wave.", "context_html": "", "options": [ { "id": "tile-wave-amp2-c3", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-wave-amp1-c4", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-wave-amp2-c5", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-wave-amp2-c4", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot07.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot07-wave-amp2-c3.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot07-wave-amp1-c4.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot07-wave-amp2-c5.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot07-wave-amp2-c4.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-wave-amp2-c4 gap-wave" ] }, "n_options": 4 }, { "n": 8, "item_id": "_ddc8a1ab-de65-4ec7-a9c6-e72305fbb650", "type": "choice", "title": "Doorway Sensor Wave Display", "standards": [ "4-PS4-1" ], "prompt_html": "

A doorway has a motion sensor that sends out sound waves. The waves bounce off objects and return to the sensor, which draws the returning wave on a small screen. When an object moves toward the sensor, the returning wave has a shorter wavelength than when the object is still. Figure 1 shows the returning wave from a cart that is not moving.

\"Figure

Which drawing shows the returning wave from a cart moving toward the sensor?

", "prompt_plain": "A doorway has a motion sensor that sends out sound waves. The waves bounce off objects and return to the sensor, which draws the returning wave on a small screen. When an object moves toward the sensor, the returning wave has a shorter wavelength than when the object is still. Figure 1 shows the returning wave from a cart that is not moving. Which drawing shows the returning wave from a cart moving toward the sensor?", "context_html": "", "options": [ { "id": "cA1", "text": "\"A", "plain": "", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "\"A", "plain": "", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "\"A", "plain": "", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "\"A", "plain": "", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot08.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot08-optA.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot08-optB.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot08-optC.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot08-optD.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_2cbf800e-1194-4f0a-a9c2-1ba05b84a529", "type": "choice", "title": "Harbor Flash Signal Codes", "standards": [ "4-PS4-3" ], "prompt_html": "

A harbor crew signals boats using flashes of light. They test two codes. Code A uses 3 different light flashes. Code B uses 6 different light flashes. The crew’s rules: no flash may be misread, and a full harbor message must take less than 1 minute to send. Table 1 shows the test results.

Table 1. Flash-Code Test Results

TestCode A (3 light flashes)Code B (6 light flashes)
Flashes read correctly from across the harbor50 out of 5042 out of 50
Time to send one full message45 seconds30 seconds

Which code best meets both of the crew’s rules, and why?

", "prompt_plain": "A harbor crew signals boats using flashes of light. They test two codes. Code A uses 3 different light flashes. Code B uses 6 different light flashes. The crew’s rules: no flash may be misread, and a full harbor message must take less than 1 minute to send. Table 1 shows the test results. Table 1. Flash-Code Test Results Test Code A (3 light flashes) Code B (6 light flashes) Flashes read correctly from across the harbor 50 out of 50 42 out of 50 Time to send one full message 45 seconds 30 seconds Which code best meets both of the crew’s rules, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Code B, because it had no misread flashes and sends a full message in under a minute.", "plain": "Code B, because it had no misread flashes and sends a full message in under a minute.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Code B, because its full message is sent 15 seconds faster than Code A’s message.", "plain": "Code B, because its full message is sent 15 seconds faster than Code A’s message.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Code A, because a code with fewer light flashes takes less time to send a message.", "plain": "Code A, because a code with fewer light flashes takes less time to send a message.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Code A, because it had no misread flashes and sends a full message in 45 seconds.", "plain": "Code A, because it had no misread flashes and sends a full message in 45 seconds.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_150b6167-7242-456e-b6e2-f5dec334ec26", "type": "inline-choice", "title": "Elevator Floor Codes", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Mira uses a panel that sends codes to an elevator. Each code is made of four digits, and each digit is a 0 or a 1. Table 1 shows the floor for each code.

Table 1. Elevator Floor Codes

FloorCode
Floor 10001
Floor 20011
Floor 30101
Floor 41100
Floor 51000
Roof1010

Choose the floor that matches each code the panel sends.

When the panel sends the code 0011, the elevator goes to .

When the panel sends the code 1010, the elevator goes to .

When the panel sends the code 0101, the elevator goes to .

", "options": [ { "id": "c10b1o1", "text": "Floor 4", "plain": "Floor 4", "correct": false, "kind": "inline" }, { "id": "c10b1o2", "text": "Floor 2", "plain": "Floor 2", "correct": true, "kind": "inline" }, { "id": "c10b1o3", "text": "Floor 1", "plain": "Floor 1", "correct": false, "kind": "inline" }, { "id": "c10b2o1", "text": "Floor 3", "plain": "Floor 3", "correct": false, "kind": "inline" }, { "id": "c10b2o2", "text": "Floor 5", "plain": "Floor 5", "correct": false, "kind": "inline" }, { "id": "c10b2o3", "text": "Roof", "plain": "Roof", "correct": true, "kind": "inline" }, { "id": "c10b3o1", "text": "Floor 3", "plain": "Floor 3", "correct": true, "kind": "inline" }, { "id": "c10b3o2", "text": "Roof", "plain": "Roof", "correct": false, "kind": "inline" }, { "id": "c10b3o3", "text": "Floor 1", "plain": "Floor 1", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c10b1o2" ], "RESPONSEB2": [ "c10b2o3" ], "RESPONSEB3": [ "c10b3o1" ] }, "n_options": 9 }, { "n": 11, "item_id": "_db400569-f6ce-4852-a80c-65bd98dc0da8", "type": "choice", "title": "Tracing Paper Conclusion", "standards": [ "4-PS4-2" ], "prompt_html": "

Leona tests a sheet of tracing paper. Table 1 shows her two tests and what she observed.

Table 1. Leona’s Tracing-Paper Tests

TestWhat Leona observed
Hold the sheet up toward a bright lampThe whole sheet glows with light from the lamp
Lay the sheet flat over a page of printed wordsThe words under the sheet look faint and fuzzy and cannot be read

\"Hands

Leona concludes: \"Tracing paper is transparent, because light passes through it.\"

Which statement is the best evaluation of Leona’s conclusion?

", "prompt_plain": "Leona tests a sheet of tracing paper. Table 1 shows her two tests and what she observed. Table 1. Leona’s Tracing-Paper Tests Test What Leona observed Hold the sheet up toward a bright lamp The whole sheet glows with light from the lamp Lay the sheet flat over a page of printed words The words under the sheet look faint and fuzzy and cannot be read Leona concludes: \"Tracing paper is transparent, because light passes through it.\" Which statement is the best evaluation of Leona’s conclusion?", "context_html": "", "options": [ { "id": "cA1", "text": "Her conclusion is supported; both of her tests show light passing through the sheet.", "plain": "Her conclusion is supported; both of her tests show light passing through the sheet.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Her conclusion is not supported; the sheet is opaque and blocks the light that reaches it.", "plain": "Her conclusion is not supported; the sheet is opaque and blocks the light that reaches it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Her conclusion is not supported; the sheet is translucent and blurs the view through it.", "plain": "Her conclusion is not supported; the sheet is translucent and blurs the view through it.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Her conclusion is supported; the sheet was glowing with light that it made itself.", "plain": "Her conclusion is supported; the sheet was glowing with light that it made itself.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot11.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_9a2928bd-216c-4f07-bdb0-f510a72d1da0", "type": "choice", "title": "Warm Spoon in Hot Soup", "standards": [ "4-PS3-2" ], "prompt_html": "

A cold metal spoon is placed in a bowl of hot soup. A few minutes later, the spoon feels warm all over, even though no one has touched it.

\"A

Why does the cold spoon become warm?

", "prompt_plain": "A cold metal spoon is placed in a bowl of hot soup. A few minutes later, the spoon feels warm all over, even though no one has touched it. Why does the cold spoon become warm?", "context_html": "", "options": [ { "id": "cA1", "text": "Cold moves by conduction out of the spoon into the warmer soup.", "plain": "Cold moves by conduction out of the spoon into the warmer soup.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Heat moves by conduction from the warmer soup into the cooler spoon.", "plain": "Heat moves by conduction from the warmer soup into the cooler spoon.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Contact with the hot soup makes the spoon produce its own heat.", "plain": "Contact with the hot soup makes the spoon produce its own heat.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Thermal energy moves from the cooler spoon into the warmer soup.", "plain": "Thermal energy moves from the cooler spoon into the warmer soup.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot12.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_283ff6a7-3a72-4f8e-a826-efa7c216396f", "type": "choice", "title": "Acorn Woodpecker Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Jonah reads that an acorn woodpecker can peck into wood thousands of times a day without harming its brain.

Which claim about the acorn woodpecker’s skull do Jonah’s notes best support?

", "prompt_plain": "Part A Jonah reads that an acorn woodpecker can peck into wood thousands of times a day without harming its brain. Which claim about the acorn woodpecker’s skull do Jonah’s notes best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The spongy bone band packs snugly around the brain and helps keep it from shifting during each peck.", "plain": "The spongy bone band packs snugly around the brain and helps keep it from shifting during each peck.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The spongy bone band stores energy that makes each peck hit the wood harder.", "plain": "The spongy bone band stores energy that makes each peck hit the wood harder.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The skull is solid, heavy bone, so the hard pecks cannot shake it.", "plain": "The skull is solid, heavy bone, so the hard pecks cannot shake it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The skull holds the brain near the front, where the pecks pass around it.", "plain": "The skull holds the brain near the front, where the pecks pass around it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8def88d-ddd0-49e5-9bc2-98091375cb38" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Acorn Woodpecker's Tools

Jonah watches an acorn woodpecker at a park. The bird clings to the trunk of a dead oak. It pecks hard into the wood to reach insects and to store acorns. Jonah also reads a field guide to learn about body parts he cannot see. He writes a note about each structure. Table 1 lists his notes.

Figure 1. The acorn woodpecker at the dead oak

\"An

Table 1. Jonah’s Structure Notes

NoteWhat Jonah observed or learned
1The beak is straight and hard with a chisel-shaped tip, and bits of wood break off with each peck.
2Each foot has toes that spread wide, with sharp claws that hook into the bark.
3The two center tail feathers are stiff and press against the trunk below the bird’s body.
4Behind the beak, a band of spongy bone sits inside the skull around the brain.
5A patch of bright red feathers caps the top of the bird’s head.
6Strong neck muscles pull the head back and drive it forward with each peck.
", "passage_plain": "The Acorn Woodpecker's Tools Jonah watches an acorn woodpecker at a park. The bird clings to the trunk of a dead oak. It pecks hard into the wood to reach insects and to store acorns. Jonah also reads a field guide to learn about body parts he cannot see. He writes a note about each structure. Table 1 lists his notes. Figure 1. The acorn woodpecker at the dead oak Table 1. Jonah’s Structure Notes Note What Jonah observed or learned 1 The beak is straight and hard with a chisel-shaped tip, and bits of wood break off with each peck. 2 Each foot has toes that spread wide, with sharp claws that hook into the bark. 3 The two center tail feathers are stiff and press against the trunk below the bird’s body. 4 Behind the beak, a band of spongy bone sits inside the skull around the brain. 5 A patch of bright red feathers caps the top of the bird’s head. 6 Strong neck muscles pull the head back and drive it forward with each peck." }, { "n": 14, "item_id": "_37c1724b-7d87-4887-8854-c7c6bd4d0e24", "type": "choice", "title": "Acorn Woodpecker Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which note from Table 1 is the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which note from Table 1 is the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Note 1", "plain": "Note 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Note 3", "plain": "Note 3", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Note 4", "plain": "Note 4", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Note 6", "plain": "Note 6", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8def88d-ddd0-49e5-9bc2-98091375cb38" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Acorn Woodpecker's Tools

Jonah watches an acorn woodpecker at a park. The bird clings to the trunk of a dead oak. It pecks hard into the wood to reach insects and to store acorns. Jonah also reads a field guide to learn about body parts he cannot see. He writes a note about each structure. Table 1 lists his notes.

Figure 1. The acorn woodpecker at the dead oak

\"An

Table 1. Jonah’s Structure Notes

NoteWhat Jonah observed or learned
1The beak is straight and hard with a chisel-shaped tip, and bits of wood break off with each peck.
2Each foot has toes that spread wide, with sharp claws that hook into the bark.
3The two center tail feathers are stiff and press against the trunk below the bird’s body.
4Behind the beak, a band of spongy bone sits inside the skull around the brain.
5A patch of bright red feathers caps the top of the bird’s head.
6Strong neck muscles pull the head back and drive it forward with each peck.
", "passage_plain": "The Acorn Woodpecker's Tools Jonah watches an acorn woodpecker at a park. The bird clings to the trunk of a dead oak. It pecks hard into the wood to reach insects and to store acorns. Jonah also reads a field guide to learn about body parts he cannot see. He writes a note about each structure. Table 1 lists his notes. Figure 1. The acorn woodpecker at the dead oak Table 1. Jonah’s Structure Notes Note What Jonah observed or learned 1 The beak is straight and hard with a chisel-shaped tip, and bits of wood break off with each peck. 2 Each foot has toes that spread wide, with sharp claws that hook into the bark. 3 The two center tail feathers are stiff and press against the trunk below the bird’s body. 4 Behind the beak, a band of spongy bone sits inside the skull around the brain. 5 A patch of bright red feathers caps the top of the bird’s head. 6 Strong neck muscles pull the head back and drive it forward with each peck." }, { "n": 15, "item_id": "_e272eef8-be31-4018-a8ae-932e8612e85c", "type": "choice", "title": "Bracing Against the Trunk", "standards": [ "4-LS1-1" ], "prompt_html": "

While the acorn woodpecker pecks, its body stays braced against the trunk instead of slipping down.

Based on Table 1, which TWO structures hold the bird steady against the trunk while it pecks? Choose the TWO best answers.

", "prompt_plain": "While the acorn woodpecker pecks, its body stays braced against the trunk instead of slipping down. Based on Table 1, which TWO structures hold the bird steady against the trunk while it pecks? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The chisel-shaped tip of the pecking beak", "plain": "The chisel-shaped tip of the pecking beak", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The strong neck muscles that power each peck", "plain": "The strong neck muscles that power each peck", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The stiff center tail feathers beneath the body", "plain": "The stiff center tail feathers beneath the body", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The wide toes with sharp, curved claws", "plain": "The wide toes with sharp, curved claws", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The bright red head patch that signals other birds", "plain": "The bright red head patch that signals other birds", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8def88d-ddd0-49e5-9bc2-98091375cb38" ], "key_letters": "C, D", "key_values": { "RESPONSE": [ "cC1", "cD1" ] }, "n_options": 5, "passage_html": "

The Acorn Woodpecker's Tools

Jonah watches an acorn woodpecker at a park. The bird clings to the trunk of a dead oak. It pecks hard into the wood to reach insects and to store acorns. Jonah also reads a field guide to learn about body parts he cannot see. He writes a note about each structure. Table 1 lists his notes.

Figure 1. The acorn woodpecker at the dead oak

\"An

Table 1. Jonah’s Structure Notes

NoteWhat Jonah observed or learned
1The beak is straight and hard with a chisel-shaped tip, and bits of wood break off with each peck.
2Each foot has toes that spread wide, with sharp claws that hook into the bark.
3The two center tail feathers are stiff and press against the trunk below the bird’s body.
4Behind the beak, a band of spongy bone sits inside the skull around the brain.
5A patch of bright red feathers caps the top of the bird’s head.
6Strong neck muscles pull the head back and drive it forward with each peck.
", "passage_plain": "The Acorn Woodpecker's Tools Jonah watches an acorn woodpecker at a park. The bird clings to the trunk of a dead oak. It pecks hard into the wood to reach insects and to store acorns. Jonah also reads a field guide to learn about body parts he cannot see. He writes a note about each structure. Table 1 lists his notes. Figure 1. The acorn woodpecker at the dead oak Table 1. Jonah’s Structure Notes Note What Jonah observed or learned 1 The beak is straight and hard with a chisel-shaped tip, and bits of wood break off with each peck. 2 Each foot has toes that spread wide, with sharp claws that hook into the bark. 3 The two center tail feathers are stiff and press against the trunk below the bird’s body. 4 Behind the beak, a band of spongy bone sits inside the skull around the brain. 5 A patch of bright red feathers caps the top of the bird’s head. 6 Strong neck muscles pull the head back and drive it forward with each peck." }, { "n": 16, "item_id": "_1ad7097a-2f79-4712-92e8-d585485da74c", "type": "choice", "title": "Pea Plant Water Uptake", "standards": [ "4-LS1-1" ], "prompt_html": "

The picture shows a pea plant with four parts labeled.

\"Diagram

Which labeled part takes in water from the soil for the plant?

", "prompt_plain": "The picture shows a pea plant with four parts labeled. Which labeled part takes in water from the soil for the plant?", "context_html": "", "options": [ { "id": "cA1", "text": "Flower", "plain": "Flower", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Leaf", "plain": "Leaf", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Root", "plain": "Root", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Stem", "plain": "Stem", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot16.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_1ceef7ae-aed0-4c64-851a-7be767c4ca53", "type": "hottext", "title": "Cupped Ears Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

Gwen makes this claim: Kip’s tall, cupped ears help him gather faint sounds.

Select the ONE sentence from Gwen’s notes that is the best evidence for this claim.

", "prompt_plain": "Gwen makes this claim: Kip’s tall, cupped ears help him gather faint sounds. Select the ONE sentence from Gwen’s notes that is the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "Kip’s coat is black and white, with a narrow white stripe running down his face.", "plain": "Kip’s coat is black and white, with a narrow white stripe running down his face.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Resting on the porch with his eyes half closed, Kip turned one ear toward the driveway.", "plain": "Resting on the porch with his eyes half closed, Kip turned one ear toward the driveway.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "Both ears cupped toward the pasture gate as Kip sprang up at a chain rattle Gwen could not hear.", "plain": "Both ears cupped toward the pasture gate as Kip sprang up at a chain rattle Gwen could not hear.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "Gwen thinks Kip’s tall, cupped ears must work like small dishes that gather faint sounds.", "plain": "Gwen thinks Kip’s tall, cupped ears must work like small dishes that gather faint sounds.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "Kip dashed down the porch steps and across the yard, reaching the gate in a few seconds.", "plain": "Kip dashed down the porch steps and across the yard, reaching the gate in a few seconds.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_78798a2d-55a0-4538-b139-d9bde75948dd" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 5, "passage_html": "

Kip at the Pasture Gate

Kip is a border collie. His tall ears can turn in different directions. Gwen watched Kip resting on the porch one afternoon and wrote five notes:

1. Kip’s coat is black and white, with a narrow white stripe running down his face.

2. Resting on the porch with his eyes half closed, Kip turned one ear toward the driveway.

3. Both ears cupped toward the pasture gate as Kip sprang up at a chain rattle Gwen could not hear.

4. Gwen thinks Kip’s tall, cupped ears must work like small dishes that gather faint sounds.

5. Kip dashed down the porch steps and across the yard, reaching the gate in a few seconds.

Figure 1. Kip on the porch

\"A

", "passage_plain": "Kip at the Pasture Gate Kip is a border collie. His tall ears can turn in different directions. Gwen watched Kip resting on the porch one afternoon and wrote five notes: 1. Kip’s coat is black and white, with a narrow white stripe running down his face. 2. Resting on the porch with his eyes half closed, Kip turned one ear toward the driveway. 3. Both ears cupped toward the pasture gate as Kip sprang up at a chain rattle Gwen could not hear. 4. Gwen thinks Kip’s tall, cupped ears must work like small dishes that gather faint sounds. 5. Kip dashed down the porch steps and across the yard, reaching the gate in a few seconds. Figure 1. Kip on the porch" }, { "n": 18, "item_id": "_55ec946b-d97b-45ed-b06a-affccf045344", "type": "choice", "title": "Kip’s Missing Model Step", "standards": [ "4-LS1-2" ], "prompt_html": "

The model below shows how Kip receives and reacts to the gate-chain rattle. One step is missing.

Kip’s Response Model

StepWhat happens
1Kip’s ears receive the sound of the gate-chain rattle.
2?
3Kip’s legs carry him across the yard to the pasture gate.

Which step best completes the model?

", "prompt_plain": "The model below shows how Kip receives and reacts to the gate-chain rattle. One step is missing. Kip’s Response Model Step What happens 1 Kip’s ears receive the sound of the gate-chain rattle. 2 ? 3 Kip’s legs carry him across the yard to the pasture gate. Which step best completes the model?", "context_html": "", "options": [ { "id": "cA1", "text": "Kip’s ears send the sound signal straight to his leg muscles.", "plain": "Kip’s ears send the sound signal straight to his leg muscles.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Kip’s ears decide the rattle means the gate and command his legs.", "plain": "Kip’s ears decide the rattle means the gate and command his legs.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Kip’s nose detects the rattle and sends the message to his brain.", "plain": "Kip’s nose detects the rattle and sends the message to his brain.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Kip’s brain interprets the rattle and signals his body to move.", "plain": "Kip’s brain interprets the rattle and signals his body to move.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_78798a2d-55a0-4538-b139-d9bde75948dd" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Kip at the Pasture Gate

Kip is a border collie. His tall ears can turn in different directions. Gwen watched Kip resting on the porch one afternoon and wrote five notes:

1. Kip’s coat is black and white, with a narrow white stripe running down his face.

2. Resting on the porch with his eyes half closed, Kip turned one ear toward the driveway.

3. Both ears cupped toward the pasture gate as Kip sprang up at a chain rattle Gwen could not hear.

4. Gwen thinks Kip’s tall, cupped ears must work like small dishes that gather faint sounds.

5. Kip dashed down the porch steps and across the yard, reaching the gate in a few seconds.

Figure 1. Kip on the porch

\"A

", "passage_plain": "Kip at the Pasture Gate Kip is a border collie. His tall ears can turn in different directions. Gwen watched Kip resting on the porch one afternoon and wrote five notes: 1. Kip’s coat is black and white, with a narrow white stripe running down his face. 2. Resting on the porch with his eyes half closed, Kip turned one ear toward the driveway. 3. Both ears cupped toward the pasture gate as Kip sprang up at a chain rattle Gwen could not hear. 4. Gwen thinks Kip’s tall, cupped ears must work like small dishes that gather faint sounds. 5. Kip dashed down the porch steps and across the yard, reaching the gate in a few seconds. Figure 1. Kip on the porch" }, { "n": 19, "item_id": "_3d950c85-2f54-42a6-8133-4485c39536e7", "type": "order", "title": "A Chameleon Catches a Cricket", "standards": [ "4-LS1-2" ], "prompt_html": "

A chameleon rests on a branch and holds very still as insects move nearby.

\"A

 

Drag the events into the boxes in the correct order. Show how the chameleon senses and captures a cricket, from first to last.

", "prompt_plain": "A chameleon rests on a branch and holds very still as insects move nearby. Drag the events into the boxes in the correct order. Show how the chameleon senses and captures a cricket, from first to last.", "context_html": "", "options": [ { "id": "cCa70e32", "text": "The chameleon’s brain recognizes the cricket as food and signals the tongue muscles.", "plain": "The chameleon’s brain recognizes the cricket as food and signals the tongue muscles.", "correct": true, "kind": "choice" }, { "id": "cAe79d6e", "text": "A cricket moves across the branch in front of the chameleon.", "plain": "A cricket moves across the branch in front of the chameleon.", "correct": true, "kind": "choice" }, { "id": "cDa24dd3", "text": "The chameleon’s long sticky tongue shoots out and pulls the cricket into its mouth.", "plain": "The chameleon’s long sticky tongue shoots out and pulls the cricket into its mouth.", "correct": true, "kind": "choice" }, { "id": "cB49c7a1", "text": "The chameleon’s eyes detect the cricket’s movement and send signals along nerves to the brain.", "plain": "The chameleon’s eyes detect the cricket’s movement and send signals along nerves to the brain.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cAe79d6e", "cB49c7a1", "cCa70e32", "cDa24dd3" ] }, "n_options": 4 }, { "n": 20, "item_id": "_3ca0d760-f018-482e-9ec9-dd38fa103660", "type": "choice", "title": "Squirrel Winter Caches", "standards": [ "4-LS1-2" ], "prompt_html": "

In autumn, a gray squirrel buries acorns in many spots around a park. Weeks later, with snow on the ground, the squirrel digs in several of those spots and finds acorns it buried.

\"A

Which TWO statements show that the squirrel’s brain is using stored information (memories)? Choose the TWO best answers.

", "prompt_plain": "In autumn, a gray squirrel buries acorns in many spots around a park. Weeks later, with snow on the ground, the squirrel digs in several of those spots and finds acorns it buried. Which TWO statements show that the squirrel’s brain is using stored information (memories)? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The squirrel sniffs and looks around the park as it moves between the trees.", "plain": "The squirrel sniffs and looks around the park as it moves between the trees.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The squirrel digs in the same hidden spots where it buried acorns weeks earlier.", "plain": "The squirrel digs in the same hidden spots where it buried acorns weeks earlier.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The squirrel climbs down the tree trunk and hops out across the snowy ground.", "plain": "The squirrel climbs down the tree trunk and hops out across the snowy ground.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The squirrel skips new ground and returns to places that held food in past winters.", "plain": "The squirrel skips new ground and returns to places that held food in past winters.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The squirrel grows hungrier and more restless as the cold afternoon goes on.", "plain": "The squirrel grows hungrier and more restless as the cold afternoon goes on.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot20.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_9b1c16bc-a971-4771-9aa3-89b45483ce0b", "type": "choice", "title": "Two-Marble Collision", "standards": [ "4-PS3-3" ], "prompt_html": "

Look at Table 1. A click sound is heard when the marbles hit.

Table 1. Before and after the hit

MarbleBefore the hitAfter the hit
Moving marbleRolling fastRolling slowly
Still marbleNot movingRolling fast

Which claim about the energy is best supported by the data?

", "prompt_plain": "Look at Table 1. A click sound is heard when the marbles hit. Table 1. Before and after the hit Marble Before the hit After the hit Moving marble Rolling fast Rolling slowly Still marble Not moving Rolling fast Which claim about the energy is best supported by the data?", "context_html": "", "options": [ { "id": "cA1", "text": "The click sound means energy disappeared when the moving marble slowed down.", "plain": "The click sound means energy disappeared when the moving marble slowed down.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The moving marble passed energy to the still marble, and some became the click sound.", "plain": "The moving marble passed energy to the still marble, and some became the click sound.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The still marble made brand-new energy that we hear as the click sound.", "plain": "The still marble made brand-new energy that we hear as the click sound.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The marbles had no energy left after the hit, so the click sound faded away.", "plain": "The marbles had no energy left after the hit, so the click sound faded away.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 22, "item_id": "_566816e9-ce9f-4ed3-9b20-6434a8d12575", "type": "choice", "title": "Roadcut Layers Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Table 1 and Figure 1. The layers are flat and have not been moved since they formed.

Which statement best explains the environmental change these layers show?

", "prompt_plain": "Part A Look at Table 1 and Figure 1. The layers are flat and have not been moved since they formed. Which statement best explains the environmental change these layers show?", "context_html": "", "options": [ { "id": "cA1", "text": "The area changed back and forth between ocean and dry land as the layers formed.", "plain": "The area changed back and forth between ocean and dry land as the layers formed.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The area stayed covered by ocean the whole time the layers formed.", "plain": "The area stayed covered by ocean the whole time the layers formed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The area stayed dry land the whole time the layers formed.", "plain": "The area stayed dry land the whole time the layers formed.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The road crew mixed shells and leaves together while cutting the wall.", "plain": "The road crew mixed shells and leaves together while cutting the wall.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_229a9cd7-1529-46ba-807a-7c315bf2743e" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Highway Roadcut Layers

A road crew is cutting a new highway through a hillside. The cut leaves a wall of five stacked rock layers exposed. The layers are undisturbed (they still lie flat, in the order they formed). Table 1 lists the fossils found in each layer. Figure 1 shows the five layers in the roadcut wall.

Table 1. Fossils in each roadcut layer

Layer (top to bottom)Fossils found
Layer 5 (top)Sea shells
Layer 4Tree leaves
Layer 3Sea shells
Layer 2Tree leaves
Layer 1 (bottom)Sea shells

Figure 1. The Five Layers in the Roadcut Wall

\"Roadcut

", "passage_plain": "Highway Roadcut Layers A road crew is cutting a new highway through a hillside. The cut leaves a wall of five stacked rock layers exposed. The layers are undisturbed (they still lie flat, in the order they formed). Table 1 lists the fossils found in each layer. Figure 1 shows the five layers in the roadcut wall. Table 1. Fossils in each roadcut layer Layer (top to bottom) Fossils found Layer 5 (top) Sea shells Layer 4 Tree leaves Layer 3 Sea shells Layer 2 Tree leaves Layer 1 (bottom) Sea shells Figure 1. The Five Layers in the Roadcut Wall" }, { "n": 23, "item_id": "_2ec2f396-6824-43b2-8e52-7033c36b1468", "type": "choice", "title": "Roadcut Layers Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Look at Table 1 again.

Which detail from the roadcut is the best evidence for that explanation?

", "prompt_plain": "Part B Look at Table 1 again. Which detail from the roadcut is the best evidence for that explanation?", "context_html": "", "options": [ { "id": "cA1", "text": "The five layers hold the very same kind of fossil.", "plain": "The five layers hold the very same kind of fossil.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The top layer of the roadcut wall is the thickest layer.", "plain": "The top layer of the roadcut wall is the thickest layer.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The rock layers are tilted steeply toward one side of the road.", "plain": "The rock layers are tilted steeply toward one side of the road.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Shell layers and leaf layers take turns going up the wall.", "plain": "Shell layers and leaf layers take turns going up the wall.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_229a9cd7-1529-46ba-807a-7c315bf2743e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Highway Roadcut Layers

A road crew is cutting a new highway through a hillside. The cut leaves a wall of five stacked rock layers exposed. The layers are undisturbed (they still lie flat, in the order they formed). Table 1 lists the fossils found in each layer. Figure 1 shows the five layers in the roadcut wall.

Table 1. Fossils in each roadcut layer

Layer (top to bottom)Fossils found
Layer 5 (top)Sea shells
Layer 4Tree leaves
Layer 3Sea shells
Layer 2Tree leaves
Layer 1 (bottom)Sea shells

Figure 1. The Five Layers in the Roadcut Wall

\"Roadcut

", "passage_plain": "Highway Roadcut Layers A road crew is cutting a new highway through a hillside. The cut leaves a wall of five stacked rock layers exposed. The layers are undisturbed (they still lie flat, in the order they formed). Table 1 lists the fossils found in each layer. Figure 1 shows the five layers in the roadcut wall. Table 1. Fossils in each roadcut layer Layer (top to bottom) Fossils found Layer 5 (top) Sea shells Layer 4 Tree leaves Layer 3 Sea shells Layer 2 Tree leaves Layer 1 (bottom) Sea shells Figure 1. The Five Layers in the Roadcut Wall" }, { "n": 24, "item_id": "_44a0f5fa-5a5b-4870-ba07-100ab62e9127", "type": "choice", "title": "Roadcut Fossil Ages", "standards": [ "4-ESS1-1" ], "prompt_html": "

Look at Figure 1. The layers have not been moved since they formed.

Which statement about the ages of the fossils is correct?

", "prompt_plain": "Look at Figure 1. The layers have not been moved since they formed. Which statement about the ages of the fossils is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "The fossils in the top layer are the oldest ones in the wall.", "plain": "The fossils in the top layer are the oldest ones in the wall.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Every one of these fossils formed at exactly the same time.", "plain": "Every one of these fossils formed at exactly the same time.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The fossils in the bottom layer are older than those above them.", "plain": "The fossils in the bottom layer are older than those above them.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The fossil ages cannot be told from these rock layers.", "plain": "The fossil ages cannot be told from these rock layers.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_229a9cd7-1529-46ba-807a-7c315bf2743e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Highway Roadcut Layers

A road crew is cutting a new highway through a hillside. The cut leaves a wall of five stacked rock layers exposed. The layers are undisturbed (they still lie flat, in the order they formed). Table 1 lists the fossils found in each layer. Figure 1 shows the five layers in the roadcut wall.

Table 1. Fossils in each roadcut layer

Layer (top to bottom)Fossils found
Layer 5 (top)Sea shells
Layer 4Tree leaves
Layer 3Sea shells
Layer 2Tree leaves
Layer 1 (bottom)Sea shells

Figure 1. The Five Layers in the Roadcut Wall

\"Roadcut

", "passage_plain": "Highway Roadcut Layers A road crew is cutting a new highway through a hillside. The cut leaves a wall of five stacked rock layers exposed. The layers are undisturbed (they still lie flat, in the order they formed). Table 1 lists the fossils found in each layer. Figure 1 shows the five layers in the roadcut wall. Table 1. Fossils in each roadcut layer Layer (top to bottom) Fossils found Layer 5 (top) Sea shells Layer 4 Tree leaves Layer 3 Sea shells Layer 2 Tree leaves Layer 1 (bottom) Sea shells Figure 1. The Five Layers in the Roadcut Wall" }, { "n": 25, "item_id": "_86cf306c-e2cf-49c9-b042-1c644b285363", "type": "text-entry", "title": "Reading Contour Line Elevations", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Trail and Contour Map

\"A

A marked trail starts at the trailhead, which sits right on the 240-foot contour line, and climbs uphill toward the ridge.

What is the elevation, in feet, of the FIRST contour line the trail crosses as it climbs above the trailhead?

Give your answer as a whole number (e.g., 50).

Elevation (feet):

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "260" ] }, "n_options": 0 }, { "n": 26, "item_id": "_24a759dc-3fdc-49c6-8906-b63c2752c9b7", "type": "choice", "title": "Gravel Pile Runoff", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Figure 1. The storm’s runoff cut channels down the sides of the gravel pile.

The way the runoff cut these channels is most like which real-world process?

", "prompt_plain": "Look at Figure 1. The storm’s runoff cut channels down the sides of the gravel pile. The way the runoff cut these channels is most like which real-world process?", "context_html": "", "options": [ { "id": "cA1", "text": "A river slowly carving a canyon into solid rock.", "plain": "A river slowly carving a canyon into solid rock.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Wind piling loose desert sand into a tall dune.", "plain": "Wind piling loose desert sand into a tall dune.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Waves building a sandbar across the mouth of a bay.", "plain": "Waves building a sandbar across the mouth of a bay.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Wet mud drying and cracking in the hot sun.", "plain": "Wet mud drying and cracking in the hot sun.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2bc647ee-3e07-4e1f-b381-a1d86a46c9fc" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Gravel Stockpile After Storm

A gravel yard keeps a tall, cone-shaped stockpile of gravel outdoors. After a heavy storm, runoff cut channels down the sides of the pile. The runoff also spread gravel into fan-shaped piles at the base. Figure 1 shows the gravel stockpile after the storm.

Figure 1. The Gravel Stockpile After the Storm

\"Gravel

", "passage_plain": "Gravel Stockpile After Storm A gravel yard keeps a tall, cone-shaped stockpile of gravel outdoors. After a heavy storm, runoff cut channels down the sides of the pile. The runoff also spread gravel into fan-shaped piles at the base. Figure 1 shows the gravel stockpile after the storm. Figure 1. The Gravel Stockpile After the Storm" }, { "n": 27, "item_id": "_c404e703-ee73-4f7a-84dd-9ce6c2f1a6f4", "type": "choice", "title": "Deposition at the Base", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Figure 1.

Which TWO observations at the base of the pile are evidence of deposition? Choose the TWO best answers.

", "prompt_plain": "Look at Figure 1. Which TWO observations at the base of the pile are evidence of deposition? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Deep channels are cut into the upper sides of the pile.", "plain": "Deep channels are cut into the upper sides of the pile.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Fan-shaped spreads of gravel sit where the runoff slowed down.", "plain": "Fan-shaped spreads of gravel sit where the runoff slowed down.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Runoff scoured a bare, gravel-free gully across the base of the pile.", "plain": "Runoff scoured a bare, gravel-free gully across the base of the pile.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The biggest pebbles dropped first, with finer gravel spread farther out.", "plain": "The biggest pebbles dropped first, with finer gravel spread farther out.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Bare tracks show where gravel was carried off the upper slope.", "plain": "Bare tracks show where gravel was carried off the upper slope.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2bc647ee-3e07-4e1f-b381-a1d86a46c9fc" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Gravel Stockpile After Storm

A gravel yard keeps a tall, cone-shaped stockpile of gravel outdoors. After a heavy storm, runoff cut channels down the sides of the pile. The runoff also spread gravel into fan-shaped piles at the base. Figure 1 shows the gravel stockpile after the storm.

Figure 1. The Gravel Stockpile After the Storm

\"Gravel

", "passage_plain": "Gravel Stockpile After Storm A gravel yard keeps a tall, cone-shaped stockpile of gravel outdoors. After a heavy storm, runoff cut channels down the sides of the pile. The runoff also spread gravel into fan-shaped piles at the base. Figure 1 shows the gravel stockpile after the storm. Figure 1. The Gravel Stockpile After the Storm" }, { "n": 28, "item_id": "_a46c7fc4-801a-4091-9f8c-c9cd5a69bac7", "type": "choice", "title": "Coastal Quake Claim", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Map 1 and Map 2. A student says the region’s earthquakes happen only along the coast.

Use both maps. Is the student correct, and how do the maps show it?

", "prompt_plain": "Look at Map 1 and Map 2. A student says the region’s earthquakes happen only along the coast. Use both maps. Is the student correct, and how do the maps show it?", "context_html": "", "options": [ { "id": "cA1", "text": "Correct - every earthquake dot sits right along the coastline.", "plain": "Correct - every earthquake dot sits right along the coastline.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Correct - the mountain ridges keep the earthquakes near the coast.", "plain": "Correct - the mountain ridges keep the earthquakes near the coast.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Incorrect - the two maps show no pattern in where earthquakes happen.", "plain": "Incorrect - the two maps show no pattern in where earthquakes happen.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Incorrect - earthquake dots also follow the mountain ridges inland.", "plain": "Incorrect - earthquake dots also follow the mountain ridges inland.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bbeac461-974c-41ea-ad95-b820e382a63f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Coastal Quake and Ridge Maps

Two maps show the same coastal mountain region, with the ocean along one edge. Map 1 plots where earthquakes have happened as dots. Map 2 plots the mountain ridges as lines. Figure 1 shows the two maps side by side.

\"Two

", "passage_plain": "Coastal Quake and Ridge Maps Two maps show the same coastal mountain region, with the ocean along one edge. Map 1 plots where earthquakes have happened as dots. Map 2 plots the mountain ridges as lines. Figure 1 shows the two maps side by side." }, { "n": 29, "item_id": "_2ff36b4c-fddc-4a3a-9d7f-8bfa85d5c101", "type": "hottext", "title": "Coastal Map Claims", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Map 1 and Map 2. Click the one claim that the maps do NOT support.

", "prompt_plain": "Look at Map 1 and Map 2. Click the one claim that the maps do NOT support.", "context_html": "", "options": [ { "id": "h1", "text": "Most of the region’s earthquakes happen near the mountain ridges.", "plain": "Most of the region’s earthquakes happen near the mountain ridges.", "correct": false, "kind": "hottext" }, { "id": "h2", "text": "The earthquakes and the ridges follow the same curved line.", "plain": "The earthquakes and the ridges follow the same curved line.", "correct": false, "kind": "hottext" }, { "id": "h3", "text": "The maps show which earthquake shook the ground the hardest.", "plain": "The maps show which earthquake shook the ground the hardest.", "correct": true, "kind": "hottext" }, { "id": "h4", "text": "Earthquakes are common along this stretch of the coast.", "plain": "Earthquakes are common along this stretch of the coast.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_bbeac461-974c-41ea-ad95-b820e382a63f" ], "key_letters": "", "key_values": { "RESPONSE": [ "h3" ] }, "n_options": 4, "passage_html": "

Coastal Quake and Ridge Maps

Two maps show the same coastal mountain region, with the ocean along one edge. Map 1 plots where earthquakes have happened as dots. Map 2 plots the mountain ridges as lines. Figure 1 shows the two maps side by side.

\"Two

", "passage_plain": "Coastal Quake and Ridge Maps Two maps show the same coastal mountain region, with the ocean along one edge. Map 1 plots where earthquakes have happened as dots. Map 2 plots the mountain ridges as lines. Figure 1 shows the two maps side by side." }, { "n": 30, "item_id": "_1e5dd7e9-037e-47c5-ac8d-f21c331a34d8", "type": "choice", "title": "Electricity Shares by 2050", "standards": [ "4-ESS3-1" ], "prompt_html": "

Electricity Sources by 2050

Look at Figure 1.

Figure 1

\"Figure

Which TWO developments does the graph support for 2050? Choose the TWO best answers.

", "prompt_plain": "Electricity Sources by 2050 Look at Figure 1. Figure 1 Which TWO developments does the graph support for 2050? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The community’s share of electricity from solar will rise from 2025 to 2050.", "plain": "The community’s share of electricity from solar will rise from 2025 to 2050.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The community’s share of electricity from natural gas will rise from 2025 to 2050.", "plain": "The community’s share of electricity from natural gas will rise from 2025 to 2050.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The community’s share of electricity from wind will fall from 2025 to 2050.", "plain": "The community’s share of electricity from wind will fall from 2025 to 2050.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The community’s share of electricity from coal will fall from 2025 to 2050.", "plain": "The community’s share of electricity from coal will fall from 2025 to 2050.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "In 2050, coal will give a larger share of the community’s electricity than solar.", "plain": "In 2050, coal will give a larger share of the community’s electricity than solar.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-33/images/slot30.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 31, "item_id": "_ce6f2db4-1829-4409-a948-889e93d157c8", "type": "choice", "title": "Household Energy and Air Quality", "standards": [ "4-ESS3-1" ], "prompt_html": "

A family does everyday tasks around the house.

Which everyday use of energy adds the LEAST to local air pollution?

", "prompt_plain": "A family does everyday tasks around the house. Which everyday use of energy adds the LEAST to local air pollution?", "context_html": "", "options": [ { "id": "cA1", "text": "Heating the bath water with a natural-gas burner.", "plain": "Heating the bath water with a natural-gas burner.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Driving the gasoline car to the corner store.", "plain": "Driving the gasoline car to the corner store.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Drying the laundry outdoors on a sunny clothesline.", "plain": "Drying the laundry outdoors on a sunny clothesline.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Warming the room with a small wood-burning stove.", "plain": "Warming the room with a small wood-burning stove.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_0740d449-705c-4836-a3fd-15c28d262aeb", "type": "choice", "title": "Rubber-Feet Tower Results", "standards": [ "4-ESS3-2" ], "prompt_html": "

Look at Table 1.

Which statement best describes what the results show about the tower on rubber feet?

", "prompt_plain": "Look at Table 1. Which statement best describes what the results show about the tower on rubber feet?", "context_html": "", "options": [ { "id": "cA1", "text": "The rubber-feet tower lost fewer blocks at each of the four shaking strengths, so rubber feet prevent quake damage.", "plain": "The rubber-feet tower lost fewer blocks at each of the four shaking strengths, so rubber feet prevent quake damage.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The rubber-feet tower lost fewer blocks at the medium and strong shakes, but both towers toppled at the very strong shake.", "plain": "The rubber-feet tower lost fewer blocks at the medium and strong shakes, but both towers toppled at the very strong shake.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The two towers lost the same number of blocks at each shaking strength, so the rubber feet made no difference.", "plain": "The two towers lost the same number of blocks at each shaking strength, so the rubber feet made no difference.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The rubber-feet tower lost fewer blocks at the gentle and medium shakes, but the screwed-down tower held up better at the strong shake.", "plain": "The rubber-feet tower lost fewer blocks at the gentle and medium shakes, but the screwed-down tower held up better at the strong shake.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_93e4cf5b-cc80-4afb-a106-e492dc8d560e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Shake-Table Tower Test

A fourth-grade class builds two model towers out of the same blocks. Tower A is screwed down to a shake table. Tower B rests on rubber feet (called base isolation). The class shakes the table at four strengths and records what happens to each tower in Table 1.

Table 1. Shake-Table Results

Shaking strengthTower A: screwed downTower B: on rubber feet
GentleNo blocks fellNo blocks fell
Medium4 blocks fellNo blocks fell
StrongTower toppled over2 blocks fell
Very strongTower toppled overTower toppled over

Figure 1

\"Two

", "passage_plain": "Shake-Table Tower Test A fourth-grade class builds two model towers out of the same blocks. Tower A is screwed down to a shake table. Tower B rests on rubber feet (called base isolation). The class shakes the table at four strengths and records what happens to each tower in Table 1. Table 1. Shake-Table Results Shaking strength Tower A: screwed down Tower B: on rubber feet Gentle No blocks fell No blocks fell Medium 4 blocks fell No blocks fell Strong Tower toppled over 2 blocks fell Very strong Tower toppled over Tower toppled over Figure 1" }, { "n": 33, "item_id": "_a893d86b-840d-4e15-8d80-66a3cb69d4d4", "type": "choice", "title": "Reducing Earthquake Damage", "standards": [ "4-ESS3-2" ], "prompt_html": "

Look again at the two towers in the test.

Choose the TWO statements that correctly describe what a tower design can and cannot do about earthquakes.

", "prompt_plain": "Look again at the two towers in the test. Choose the TWO statements that correctly describe what a tower design can and cannot do about earthquakes.", "context_html": "", "options": [ { "id": "cA1", "text": "A strong tower design can prevent nearby earthquakes from starting.", "plain": "A strong tower design can prevent nearby earthquakes from starting.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A good design can lower the quake damage to the tower.", "plain": "A good design can lower the quake damage to the tower.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Adding rubber feet keeps earthquakes from forming under the tower.", "plain": "Adding rubber feet keeps earthquakes from forming under the tower.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "No tower design can keep a nearby earthquake from happening.", "plain": "No tower design can keep a nearby earthquake from happening.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Bolting the tower down stops quakes from reaching the building.", "plain": "Bolting the tower down stops quakes from reaching the building.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_93e4cf5b-cc80-4afb-a106-e492dc8d560e" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Shake-Table Tower Test

A fourth-grade class builds two model towers out of the same blocks. Tower A is screwed down to a shake table. Tower B rests on rubber feet (called base isolation). The class shakes the table at four strengths and records what happens to each tower in Table 1.

Table 1. Shake-Table Results

Shaking strengthTower A: screwed downTower B: on rubber feet
GentleNo blocks fellNo blocks fell
Medium4 blocks fellNo blocks fell
StrongTower toppled over2 blocks fell
Very strongTower toppled overTower toppled over

Figure 1

\"Two

", "passage_plain": "Shake-Table Tower Test A fourth-grade class builds two model towers out of the same blocks. Tower A is screwed down to a shake table. Tower B rests on rubber feet (called base isolation). The class shakes the table at four strengths and records what happens to each tower in Table 1. Table 1. Shake-Table Results Shaking strength Tower A: screwed down Tower B: on rubber feet Gentle No blocks fell No blocks fell Medium 4 blocks fell No blocks fell Strong Tower toppled over 2 blocks fell Very strong Tower toppled over Tower toppled over Figure 1" }, { "n": 34, "item_id": "_784bf4c8-1c5d-4ad3-bbbb-7b174828a60a", "type": "inline-choice", "title": "Squirrel-Guard Design Brief", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Maya’s class reads the design brief in Table 1. They write three statements about the squirrel-guard they will design.

Table 1. Design Brief: Squirrel-Guard

PartDetails
SettingA bird feeder stands on a pole in the schoolyard.
GoalDesign a guard so squirrels cannot reach the bird seed.

For each statement, choose whether it is a problem, a criterion, or a constraint.

Squirrels climb the pole and eat the seed meant for the birds. This statement is .

The guard must still let small birds reach the seed. This statement is .

The guard can cost no more than 8 dollars to build. This statement is .

", "options": [ { "id": "c34b1o1", "text": "a problem", "plain": "a problem", "correct": true, "kind": "inline" }, { "id": "c34b1o2", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "c34b1o3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "c34b2o1", "text": "a problem", "plain": "a problem", "correct": false, "kind": "inline" }, { "id": "c34b2o2", "text": "a criterion", "plain": "a criterion", "correct": true, "kind": "inline" }, { "id": "c34b2o3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "c34b3o1", "text": "a problem", "plain": "a problem", "correct": false, "kind": "inline" }, { "id": "c34b3o2", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "c34b3o3", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c34b1o1" ], "RESPONSEB2": [ "c34b2o2" ], "RESPONSEB3": [ "c34b3o3" ] }, "n_options": 9 }, { "n": 35, "item_id": "_442f59df-c678-4547-8398-80003d874419", "type": "text-entry", "title": "Squirrel-Guard Success Count", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Theo’s team built six squirrel-guard designs. A design is a success when it keeps squirrels off AND lets birds feed. Table 1 shows the test results.

Table 1. Squirrel-Guard Test Results

DesignKept squirrels off?Let birds feed?
Design 1YesYes
Design 2YesNo
Design 3YesYes
Design 4NoYes
Design 5YesYes
Design 6NoNo

How many of the six designs met BOTH of these criteria?

Give your answer as a whole number (e.g., 4).

Number of designs:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 36, "item_id": "_fe55a391-92e1-4311-bc72-6d4510653698", "type": "gap-match", "title": "Rubber-Band Car Fair Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Rubber-Band Car Fair Test

Quinn tests how winding a rubber-band car more times changes how far it travels. To make it a fair test, Quinn sorts the parts of the plan.

 

Drag one job card into each box to show how each plan statement is used in the fair test. You may use a card more than once.

", "prompt_plain": "Rubber-Band Car Fair Test Quinn tests how winding a rubber-band car more times changes how far it travels. To make it a fair test, Quinn sorts the parts of the plan. Drag one job card into each box to show how each plan statement is used in the fair test. You may use a card more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "What to measure", "plain": "What to measure", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "What to keep the same", "plain": "What to keep the same", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "What to change", "plain": "What to change", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile3 g1", "tile1 g2", "tile2 g3", "tile2 g4", "tile2 g5" ] }, "n_options": 3 } ] }, { "form": "G4.34", "grade": "G4", "title": "Alpha Standardized Science G4.34", "test_id": "_test-8526b5a4-1296-428f-917a-06bd734d6ae2", "n_items": 36, "n_stimuli": 7, "stimuli": { "_06a0e0c8-ebe4-4550-a66c-0810cb6a2bcf": { "title": "Osprey over Reed Bay", "html": "

Osprey over Reed Bay

An osprey is a large bird that hunts fish with its feet. From a wildlife blind at Reed Bay, students watch one osprey hunt all afternoon. Between dives they also see its sharp hooked beak, its broad wings, and its white chest. They record what they notice in Table 1.

Figure 1. An osprey hunting over the bay

\"An

Table 1. Bay Observations

NoteObservation
1The fish lifted from the bay are wet and smooth, and they thrash from side to side.
2On each foot, one outer toe can turn to face backward, so two toes press on each side of a fish.
3Short, spiny scales cover the underside of each toe and footpad.
4One hooked fish thrashed hard, yet it stayed clamped in the osprey’s feet for the whole flight to a tree.
5Between hunts, the osprey circles on its broad wings and holds still in the air before it drops.
" }, "_8f754382-dedb-45de-b633-3672663e3085": { "title": "Settling Jar Layers", "html": "

Settling Jar Layers

A class fills a clear jar with gravel, sand, and clay, then adds water. They shake the jar hard and set it down. By the next day the material has settled into flat layers. The gravel sits on the bottom. The sand rests in the middle. The fine clay forms the top layer, with clear water above it. The class uses the jar as a model for how sediment settles into layers.

Figure 1. Settling Jar

\"Two

" }, "_174ee410-be39-41af-a354-78b9039e8a07": { "title": "Beach Model Tray", "html": "

Beach Model Tray

Students build a model beach in a tray. They pack damp sand into a slope at one end. At the top of the slope they pour water to act like a flood. The moving water runs down across the sand. The class watches how the flowing water changes the shape of the model beach.

Figure 1. Beach Model Tray

\"A

" }, "_205e10dc-4c0a-402d-8dbf-c2d9cd3ed8ac": { "title": "Earthquake Band Map", "html": "

Earthquake Band Map

A map shows where earthquakes have been recorded across one region. Each dot marks one earthquake. The dots form a long band that curves across the map. Near the middle of the band is a short stretch with very few dots. This quiet stretch lies between two parts of the band that are packed with dots.

Figure 1. Earthquake Band Map

\"A

" }, "_7a56d2c8-b745-4e50-bb11-a44a8604640e": { "title": "Tuning Fork and Rice", "html": "

Tuning Fork and Rice

Maya covers a plate tightly with plastic wrap and sprinkles a few rice grains on top. She strikes a tuning fork and holds it just above the plate, without letting the fork touch the plate. The rice grains hop. She strikes the fork two ways: first a soft tap, then a hard tap. Table 1 shows what the rice grains did after each tap. The fork never touched the plate during either tap.

Figure 1

\"A

Table 1. What the Rice Grains Did

TapWhat the rice grains did
Soft tapHopped a little (small hops)
Hard tapHopped high (big hops)
" }, "_04c73375-bcd0-431b-9071-5d57a6100d20": { "title": "Night Check at the Barn", "html": "

Night Check at the Barn

A barn hand does the last check of the night and watches a horse in the paddock. A long path runs from the paddock to a feed-room door at its far end. The barn hand writes five numbered notes.

Note 1. The last feeding is finished, and the paddock is calm and still.

Note 2. Each of the horse’s ears stands tall, and each ear can turn by itself to point a new way.

Note 3. I believe a horse’s turning ears must help it find which way a sound comes from.

Note 4. The horse nosed my sleeve and then tugged a bite of hay from the rack.

Note 5. A rattle came from the far feed-room door, both ears turned toward it, and the horse swung its head.

Figure 1. The barn paddock at night

\"A

" }, "_825de263-0988-40bb-989b-f7592ae2d7fd": { "title": "Cedar Bend Levee Project", "html": "

Cedar Bend Levee Project

The town of Cedar Bend sits beside the Cedar River. In some springs the river rises and floods the town. To reduce the damage, the town built a levee along the riverbank. A levee is a long raised wall of packed soil that holds back high water.

Table 1 shows flood damage from one big spring flood before the levee. It also shows damage from one big spring flood after the levee.

Figure 1. The Cedar Bend Levee

\"A

Table 1. Flood Damage Before and After the Levee

Flood damageBefore leveeAfter levee
Homes flooded385
Roads closed71
Days of cleanup204
" } }, "questions": [ { "n": 1, "item_id": "_b4803303-dd00-4816-bf57-df4f35fcb2f5", "type": "choice", "title": "Beanbag Slide Fair Test", "standards": [ "4-PS3-1" ], "prompt_html": "

Bianca and Hugo test how a sliding beanbag’s energy of motion can knock down a stack of toy blocks. Each student slides one beanbag across a table into a stack of identical blocks. Table 1 shows what they did and what happened.

\"A

Table 1. Two Beanbag Slides

BeanbagWeightHow it was slidBlocks knocked down
Bianca’sLightSlid fast3 blocks
Hugo’sHeavySlid slowly5 blocks

What is the best reason Table 1 cannot show how speed alone changes a beanbag’s energy of motion?

", "prompt_plain": "Bianca and Hugo test how a sliding beanbag’s energy of motion can knock down a stack of toy blocks. Each student slides one beanbag across a table into a stack of identical blocks. Table 1 shows what they did and what happened. Table 1. Two Beanbag Slides Beanbag Weight How it was slid Blocks knocked down Bianca’s Light Slid fast 3 blocks Hugo’s Heavy Slid slowly 5 blocks What is the best reason Table 1 cannot show how speed alone changes a beanbag’s energy of motion?", "context_html": "", "options": [ { "id": "cA1", "text": "The two beanbags were different weights, so the heavier one could knock down more blocks by itself.", "plain": "The two beanbags were different weights, so the heavier one could knock down more blocks by itself.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The slower beanbag knocked down more blocks, so slower beanbags carry more energy of motion.", "plain": "The slower beanbag knocked down more blocks, so slower beanbags carry more energy of motion.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The test is fair already because both beanbags slid into a stack of identical blocks.", "plain": "The test is fair already because both beanbags slid into a stack of identical blocks.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both beanbags came to a stop, so each beanbag carried the same energy of motion.", "plain": "Both beanbags came to a stop, so each beanbag carried the same energy of motion.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot01.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_1b180f46-28dd-484c-af7d-826fc121b264", "type": "choice", "title": "Tuning Fork and Rice — Part A", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

The struck tuning fork never touches the plate, yet the rice grains hop.

Which statement best explains how the energy reaches the rice grains?

", "prompt_plain": "Part A The struck tuning fork never touches the plate, yet the rice grains hop. Which statement best explains how the energy reaches the rice grains?", "context_html": "", "options": [ { "id": "cA1", "text": "The fork touches the plate as it is struck, and that bump makes the rice hop.", "plain": "The fork touches the plate as it is struck, and that bump makes the rice hop.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The struck fork makes sound energy that travels through the air to the plate.", "plain": "The struck fork makes sound energy that travels through the air to the plate.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The rice grains make their own energy and hop when the room gets loud.", "plain": "The rice grains make their own energy and hop when the room gets loud.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The shiny fork sends light energy to the plate, and the light makes the rice hop.", "plain": "The shiny fork sends light energy to the plate, and the light makes the rice hop.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7a56d2c8-b745-4e50-bb11-a44a8604640e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Tuning Fork and Rice

Maya covers a plate tightly with plastic wrap and sprinkles a few rice grains on top. She strikes a tuning fork and holds it just above the plate, without letting the fork touch the plate. The rice grains hop. She strikes the fork two ways: first a soft tap, then a hard tap. Table 1 shows what the rice grains did after each tap. The fork never touched the plate during either tap.

Figure 1

\"A

Table 1. What the Rice Grains Did

TapWhat the rice grains did
Soft tapHopped a little (small hops)
Hard tapHopped high (big hops)
", "passage_plain": "Tuning Fork and Rice Maya covers a plate tightly with plastic wrap and sprinkles a few rice grains on top. She strikes a tuning fork and holds it just above the plate, without letting the fork touch the plate. The rice grains hop. She strikes the fork two ways: first a soft tap, then a hard tap. Table 1 shows what the rice grains did after each tap. The fork never touched the plate during either tap. Figure 1 Table 1. What the Rice Grains Did Tap What the rice grains did Soft tap Hopped a little (small hops) Hard tap Hopped high (big hops)" }, { "n": 3, "item_id": "_2fdc2a1a-aea1-44c1-8a8d-e907a1ae3396", "type": "choice", "title": "Tuning Fork and Rice — Part B", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Maya struck the fork with a soft tap and then with a hard tap. Table 1 shows what the rice grains did after each tap.

Which observation is the best evidence that the hard tap sent more energy to the rice grains?

", "prompt_plain": "Part B Maya struck the fork with a soft tap and then with a hard tap. Table 1 shows what the rice grains did after each tap. Which observation is the best evidence that the hard tap sent more energy to the rice grains?", "context_html": "", "options": [ { "id": "cA1", "text": "The rice grains hopped after the soft tap and after the hard tap.", "plain": "The rice grains hopped after the soft tap and after the hard tap.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The fork stayed above the plate during both the soft and hard taps.", "plain": "The fork stayed above the plate during both the soft and hard taps.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The rice grains hopped higher after the hard tap than after the soft tap.", "plain": "The rice grains hopped higher after the hard tap than after the soft tap.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The rice grains settled back onto the plastic wrap after each tap.", "plain": "The rice grains settled back onto the plastic wrap after each tap.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7a56d2c8-b745-4e50-bb11-a44a8604640e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Tuning Fork and Rice

Maya covers a plate tightly with plastic wrap and sprinkles a few rice grains on top. She strikes a tuning fork and holds it just above the plate, without letting the fork touch the plate. The rice grains hop. She strikes the fork two ways: first a soft tap, then a hard tap. Table 1 shows what the rice grains did after each tap. The fork never touched the plate during either tap.

Figure 1

\"A

Table 1. What the Rice Grains Did

TapWhat the rice grains did
Soft tapHopped a little (small hops)
Hard tapHopped high (big hops)
", "passage_plain": "Tuning Fork and Rice Maya covers a plate tightly with plastic wrap and sprinkles a few rice grains on top. She strikes a tuning fork and holds it just above the plate, without letting the fork touch the plate. The rice grains hop. She strikes the fork two ways: first a soft tap, then a hard tap. Table 1 shows what the rice grains did after each tap. The fork never touched the plate during either tap. Figure 1 Table 1. What the Rice Grains Did Tap What the rice grains did Soft tap Hopped a little (small hops) Hard tap Hopped high (big hops)" }, { "n": 4, "item_id": "_1bf60d0e-0d56-4984-877f-9778bf577bde", "type": "choice", "title": "Croquet Mallet Ball Collision", "standards": [ "4-PS3-3" ], "prompt_html": "

Owen uses a croquet mallet to send a ball rolling into a second ball that is sitting still. Table 1 shows what he observed before they meet, when they meet, and after they meet.

\"A

Table 1. Croquet Ball Observations

WhenWhat Owen observed
BeforeThe mallet sends the first ball rolling quickly toward the still second ball.
When they meetThe two balls make a sharp click.
AfterThe first ball rolls slowly. The second ball rolls away quickly.

Which claim about the energy of motion is best supported by Table 1?

", "prompt_plain": "Owen uses a croquet mallet to send a ball rolling into a second ball that is sitting still. Table 1 shows what he observed before they meet, when they meet, and after they meet. Table 1. Croquet Ball Observations When What Owen observed Before The mallet sends the first ball rolling quickly toward the still second ball. When they meet The two balls make a sharp click. After The first ball rolls slowly. The second ball rolls away quickly. Which claim about the energy of motion is best supported by Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "The first ball’s energy of motion disappeared when it slowed down after they met.", "plain": "The first ball’s energy of motion disappeared when it slowed down after they met.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The second ball made brand-new energy of motion by itself when it was struck.", "plain": "The second ball made brand-new energy of motion by itself when it was struck.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The energy of motion stayed inside the first ball after the two balls met.", "plain": "The energy of motion stayed inside the first ball after the two balls met.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Some of the first ball’s energy of motion passed to the second ball and to sound.", "plain": "Some of the first ball’s energy of motion passed to the second ball and to sound.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot04.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_669e617a-e2f6-4166-8320-b8013bf114f9", "type": "choice", "title": "Solar Trail Radio Charging", "standards": [ "4-PS3-4" ], "prompt_html": "

On a sunny, windless day, Celia leaves her small trail radio outside. The radio has a small solar panel on top. After a few hours in the sunlight, the radio’s battery becomes charged.

Which statement best explains how the energy changes as the battery charges?

", "prompt_plain": "On a sunny, windless day, Celia leaves her small trail radio outside. The radio has a small solar panel on top. After a few hours in the sunlight, the radio’s battery becomes charged. Which statement best explains how the energy changes as the battery charges?", "context_html": "", "options": [ { "id": "cA1", "text": "Sound energy from the radio changes into the light energy that charges the battery.", "plain": "Sound energy from the radio changes into the light energy that charges the battery.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Light energy from the Sun changes into stored energy in the radio’s battery.", "plain": "Light energy from the Sun changes into stored energy in the radio’s battery.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Heat energy from the Sun changes into moving wind energy that charges the battery.", "plain": "Heat energy from the Sun changes into moving wind energy that charges the battery.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The battery makes brand-new energy by itself once the Sun warms the radio.", "plain": "The battery makes brand-new energy by itself once the Sun warms the radio.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_e7a4e918-813d-47e3-8159-34706cb2d720", "type": "gap-match", "title": "Farm Windmill Yard Energy", "standards": [ "4-PS3-2" ], "prompt_html": "

The picture shows a busy farm windmill-yard. Six things in the picture are numbered.

 

Drag the energy label that best matches each numbered thing. Use each label only once. Two labels will not be used.

", "prompt_plain": "The picture shows a busy farm windmill-yard. Six things in the picture are numbered. Drag the energy label that best matches each numbered thing. Use each label only once. Two labels will not be used.", "context_html": "", "options": [ { "id": "tile-sound-energy", "text": "Sound energy", "plain": "Sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile-stored-energy", "text": "Stored energy", "plain": "Stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-no-energy", "text": "No energy", "plain": "No energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "Light energy", "plain": "Light energy", "correct": false, "kind": "gap-token" }, { "id": "tile-energy-of-motion", "text": "Energy of motion", "plain": "Energy of motion", "correct": false, "kind": "gap-token" }, { "id": "tile-used-up-energy", "text": "Used-up energy", "plain": "Used-up energy", "correct": false, "kind": "gap-token" }, { "id": "tile-heat-energy", "text": "Heat energy", "plain": "Heat energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "Electrical energy", "plain": "Electrical energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-energy-of-motion gap-1", "tile-stored-energy gap-2", "tile-light-energy gap-3", "tile-sound-energy gap-4", "tile-heat-energy gap-5", "tile-electrical-energy gap-6" ] }, "n_options": 8 }, { "n": 7, "item_id": "_0da96ac4-0aa5-4451-96b8-88d2ccab3f4a", "type": "gap-match", "title": "Wave from a Written Plan", "standards": [ "4-PS4-1" ], "prompt_html": "

The grid below is empty. Each grid square is 1 unit.

Build a wave on the grid that has an amplitude of 2 squares (crests and troughs reach 2 squares from the center line) and a wavelength of 4 squares (each crest and each trough is 2 squares wide). Start the wave with a crest, so the first space shows a crest above the center line.

\"An

 

Drag one wave-segment card into each of the four spaces on the grid, from left to right. You may use a card more than once.

", "prompt_plain": "The grid below is empty. Each grid square is 1 unit. Build a wave on the grid that has an amplitude of 2 squares (crests and troughs reach 2 squares from the center line) and a wavelength of 4 squares (each crest and each trough is 2 squares wide). Start the wave with a crest, so the first space shows a crest above the center line. Drag one wave-segment card into each of the four spaces on the grid, from left to right. You may use a card more than once.", "context_html": "", "options": [ { "id": "tile-narrow-crest-full", "text": "narrow crest, 2 squares wide and 2 squares tall", "plain": "narrow crest, 2 squares wide and 2 squares tall", "correct": false, "kind": "gap-token" }, { "id": "tile-narrow-trough-full", "text": "narrow trough, 2 squares wide and 2 squares deep", "plain": "narrow trough, 2 squares wide and 2 squares deep", "correct": false, "kind": "gap-token" }, { "id": "tile-wide-crest-full", "text": "wide crest, 4 squares wide and 2 squares tall", "plain": "wide crest, 4 squares wide and 2 squares tall", "correct": false, "kind": "gap-token" }, { "id": "tile-wide-trough-full", "text": "wide trough, 4 squares wide and 2 squares deep", "plain": "wide trough, 4 squares wide and 2 squares deep", "correct": false, "kind": "gap-token" }, { "id": "tile-narrow-crest-half", "text": "narrow crest, 2 squares wide and 1 square tall", "plain": "narrow crest, 2 squares wide and 1 square tall", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot07.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-narrow-crest-full gap-1", "tile-narrow-trough-full gap-2", "tile-narrow-crest-full gap-3", "tile-narrow-trough-full gap-4" ] }, "n_options": 5 }, { "n": 8, "item_id": "_9628c5b2-c105-4a4c-9563-9e1279bf471f", "type": "choice", "title": "Two Water Waves Compared", "standards": [ "4-PS4-1" ], "prompt_html": "

Two water waves were measured in a tank. Wave A has an amplitude of 4 centimeters and a wavelength of 8 centimeters. Wave B has an amplitude of 2 centimeters and a wavelength of 8 centimeters. The drawing shows both waves.

\"Two

Which statement is best supported by the measurements?

", "prompt_plain": "Two water waves were measured in a tank. Wave A has an amplitude of 4 centimeters and a wavelength of 8 centimeters. Wave B has an amplitude of 2 centimeters and a wavelength of 8 centimeters. The drawing shows both waves. Which statement is best supported by the measurements?", "context_html": "", "options": [ { "id": "cA1", "text": "Wave B carries more energy than Wave A because Wave B has lower crests.", "plain": "Wave B carries more energy than Wave A because Wave B has lower crests.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The two waves carry the same energy because they have the same wavelength.", "plain": "The two waves carry the same energy because they have the same wavelength.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The two waves carry the same energy because both of them are water waves.", "plain": "The two waves carry the same energy because both of them are water waves.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Wave A carries more energy than Wave B because Wave A has the greater amplitude.", "plain": "Wave A carries more energy than Wave B because Wave A has the greater amplitude.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot08.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_369a5266-8ced-4f71-8709-659994e8474b", "type": "choice", "title": "Trail Crew Lantern Designs", "standards": [ "4-PS4-3" ], "prompt_html": "

A trail crew needs to send messages to each other across a dark valley at night. They look at four lantern designs, shown as Design A through Design D.

Which design would best let the crew send different messages using the light?

", "prompt_plain": "A trail crew needs to send messages to each other across a dark valley at night. They look at four lantern designs, shown as Design A through Design D. Which design would best let the crew send different messages using the light?", "context_html": "", "options": [ { "id": "cA1", "text": "\"A", "plain": "", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "\"A", "plain": "", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "\"A", "plain": "", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "\"A", "plain": "", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot09a.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot09b.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot09c.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot09d.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_a73855a2-5183-43f3-b2d9-4d3ebdea4fa1", "type": "inline-choice", "title": "Radio Link Through Static", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A weather station sends its readings to a town over a radio link. The link is crackly and full of static. Even so, the town receives the station’s digital message exactly, with no mistakes.

\"A

Use what you know about digital messages to choose the words that best complete each sentence.

A digital message is sent as a pattern of .

As long as a 1 still looks different from a 0, the crackly static does not change the message, because the receiver only has to decide whether each signal is a .

", "options": [ { "id": "c10b1o1", "text": "just two signals, 1 and 0", "plain": "just two signals, 1 and 0", "correct": true, "kind": "inline" }, { "id": "c10b1o2", "text": "many smooth, changing waves", "plain": "many smooth, changing waves", "correct": false, "kind": "inline" }, { "id": "c10b1o3", "text": "slowly fading colors", "plain": "slowly fading colors", "correct": false, "kind": "inline" }, { "id": "c10b2o1", "text": "1 or a 0", "plain": "1 or a 0", "correct": true, "kind": "inline" }, { "id": "c10b2o2", "text": "little bit louder", "plain": "little bit louder", "correct": false, "kind": "inline" }, { "id": "c10b2o3", "text": "new color", "plain": "new color", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot10.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c10b1o1" ], "RESPONSEB2": [ "c10b2o1" ] }, "n_options": 6 }, { "n": 11, "item_id": "_8b9a16ea-fdc7-47fe-afa2-4b653d8f1cd4", "type": "choice", "title": "Bike Reflector at Dusk", "standards": [ "4-PS4-2" ], "prompt_html": "

Priya leaves her bike beside a shed as the sky gets dark. The round reflector on the back of the bike looks dull and gray. When Priya points a flashlight at it, the reflector flashes bright.

\"A

Why does the reflector look brighter when the flashlight shines on it?

", "prompt_plain": "Priya leaves her bike beside a shed as the sky gets dark. The round reflector on the back of the bike looks dull and gray. When Priya points a flashlight at it, the reflector flashes bright. Why does the reflector look brighter when the flashlight shines on it?", "context_html": "", "options": [ { "id": "cA1", "text": "The reflector bounces the light from the flashlight back toward Priya’s eyes.", "plain": "The reflector bounces the light from the flashlight back toward Priya’s eyes.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Priya’s eyes send out sight beams that hit the reflector and light it.", "plain": "Priya’s eyes send out sight beams that hit the reflector and light it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The reflector soaks up light during the day and lets it out later.", "plain": "The reflector soaks up light during the day and lets it out later.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The flashlight turns the reflector on so it makes its own light.", "plain": "The flashlight turns the reflector on so it makes its own light.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot11.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_5b15c547-b42d-45be-88c8-ac994ad45362", "type": "choice", "title": "Warm Tub and Hot Cup", "standards": [ "4-PS3-2" ], "prompt_html": "

A bathtub is filled with a large amount of warm water. A thermometer in the bathtub reads 35 degrees Celsius (°C). Nearby, a small teacup holds a little hot water, and a thermometer in the teacup reads 80°C.

\"A

Which statement about the total thermal energy of the two amounts of water is correct?

", "prompt_plain": "A bathtub is filled with a large amount of warm water. A thermometer in the bathtub reads 35 degrees Celsius (°C). Nearby, a small teacup holds a little hot water, and a thermometer in the teacup reads 80°C. Which statement about the total thermal energy of the two amounts of water is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "The teacup’s water is hotter, so it must hold more total thermal energy.", "plain": "The teacup’s water is hotter, so it must hold more total thermal energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The bathtub holds more total thermal energy, even though its water is cooler.", "plain": "The bathtub holds more total thermal energy, even though its water is cooler.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Both amounts of water hold the same total thermal energy because both feel warm.", "plain": "Both amounts of water hold the same total thermal energy because both feel warm.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The bathtub’s water holds no thermal energy because its water stays warm, not hot.", "plain": "The bathtub’s water holds no thermal energy because its water stays warm, not hot.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot12.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_21339683-bc3f-40ad-abfb-babb1b65444e", "type": "choice", "title": "Osprey Grip Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Look at Table 1.

Which claim best explains how the osprey’s feet help it catch and hold fish?

", "prompt_plain": "Part A Look at Table 1. Which claim best explains how the osprey’s feet help it catch and hold fish?", "context_html": "", "options": [ { "id": "cA1", "text": "The osprey’s feet paddle through the bay water to chase down the fish.", "plain": "The osprey’s feet paddle through the bay water to chase down the fish.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The osprey’s feet sense the water to find where the fish are hiding.", "plain": "The osprey’s feet sense the water to find where the fish are hiding.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The osprey’s feet hold wet, thrashing fish tightly and keep them from slipping.", "plain": "The osprey’s feet hold wet, thrashing fish tightly and keep them from slipping.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The osprey grew backward toes and spines on purpose to catch more fish.", "plain": "The osprey grew backward toes and spines on purpose to catch more fish.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_06a0e0c8-ebe4-4550-a66c-0810cb6a2bcf" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Osprey over Reed Bay

An osprey is a large bird that hunts fish with its feet. From a wildlife blind at Reed Bay, students watch one osprey hunt all afternoon. Between dives they also see its sharp hooked beak, its broad wings, and its white chest. They record what they notice in Table 1.

Figure 1. An osprey hunting over the bay

\"An

Table 1. Bay Observations

NoteObservation
1The fish lifted from the bay are wet and smooth, and they thrash from side to side.
2On each foot, one outer toe can turn to face backward, so two toes press on each side of a fish.
3Short, spiny scales cover the underside of each toe and footpad.
4One hooked fish thrashed hard, yet it stayed clamped in the osprey’s feet for the whole flight to a tree.
5Between hunts, the osprey circles on its broad wings and holds still in the air before it drops.
", "passage_plain": "Osprey over Reed Bay An osprey is a large bird that hunts fish with its feet. From a wildlife blind at Reed Bay, students watch one osprey hunt all afternoon. Between dives they also see its sharp hooked beak, its broad wings, and its white chest. They record what they notice in Table 1. Figure 1. An osprey hunting over the bay Table 1. Bay Observations Note Observation 1 The fish lifted from the bay are wet and smooth, and they thrash from side to side. 2 On each foot, one outer toe can turn to face backward, so two toes press on each side of a fish. 3 Short, spiny scales cover the underside of each toe and footpad. 4 One hooked fish thrashed hard, yet it stayed clamped in the osprey’s feet for the whole flight to a tree. 5 Between hunts, the osprey circles on its broad wings and holds still in the air before it drops." }, { "n": 14, "item_id": "_a571e5ed-c8d9-41d5-8d36-f5760f0e8519", "type": "choice", "title": "Osprey Grip Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which note from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which note from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "A hooked fish thrashed hard yet stayed clamped in the feet the whole flight.", "plain": "A hooked fish thrashed hard yet stayed clamped in the feet the whole flight.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The fish lifted from the bay are wet, smooth, and thrash side to side.", "plain": "The fish lifted from the bay are wet, smooth, and thrash side to side.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Between hunts the osprey circles on its broad wings and holds still in air.", "plain": "Between hunts the osprey circles on its broad wings and holds still in air.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "On each foot, one outer toe can turn to face backward near a fish.", "plain": "On each foot, one outer toe can turn to face backward near a fish.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_06a0e0c8-ebe4-4550-a66c-0810cb6a2bcf" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Osprey over Reed Bay

An osprey is a large bird that hunts fish with its feet. From a wildlife blind at Reed Bay, students watch one osprey hunt all afternoon. Between dives they also see its sharp hooked beak, its broad wings, and its white chest. They record what they notice in Table 1.

Figure 1. An osprey hunting over the bay

\"An

Table 1. Bay Observations

NoteObservation
1The fish lifted from the bay are wet and smooth, and they thrash from side to side.
2On each foot, one outer toe can turn to face backward, so two toes press on each side of a fish.
3Short, spiny scales cover the underside of each toe and footpad.
4One hooked fish thrashed hard, yet it stayed clamped in the osprey’s feet for the whole flight to a tree.
5Between hunts, the osprey circles on its broad wings and holds still in the air before it drops.
", "passage_plain": "Osprey over Reed Bay An osprey is a large bird that hunts fish with its feet. From a wildlife blind at Reed Bay, students watch one osprey hunt all afternoon. Between dives they also see its sharp hooked beak, its broad wings, and its white chest. They record what they notice in Table 1. Figure 1. An osprey hunting over the bay Table 1. Bay Observations Note Observation 1 The fish lifted from the bay are wet and smooth, and they thrash from side to side. 2 On each foot, one outer toe can turn to face backward, so two toes press on each side of a fish. 3 Short, spiny scales cover the underside of each toe and footpad. 4 One hooked fish thrashed hard, yet it stayed clamped in the osprey’s feet for the whole flight to a tree. 5 Between hunts, the osprey circles on its broad wings and holds still in the air before it drops." }, { "n": 15, "item_id": "_5e72554d-eb7b-4e09-968d-1421bdf21b82", "type": "choice", "title": "Gripping a Slippery Fish", "standards": [ "4-LS1-1" ], "prompt_html": "

Look at Table 1.

Which TWO structures let the osprey grip and hold onto a slippery, thrashing fish? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. Which TWO structures let the osprey grip and hold onto a slippery, thrashing fish? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "the sharp hooked beak that tears food into bites", "plain": "the sharp hooked beak that tears food into bites", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the outer toes that can turn to face backward", "plain": "the outer toes that can turn to face backward", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "the broad wings that lift the osprey over the bay", "plain": "the broad wings that lift the osprey over the bay", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "the footpads covered with many short, spiny scales underneath", "plain": "the footpads covered with many short, spiny scales underneath", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "the white chest feathers that keep the osprey warm", "plain": "the white chest feathers that keep the osprey warm", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_06a0e0c8-ebe4-4550-a66c-0810cb6a2bcf" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Osprey over Reed Bay

An osprey is a large bird that hunts fish with its feet. From a wildlife blind at Reed Bay, students watch one osprey hunt all afternoon. Between dives they also see its sharp hooked beak, its broad wings, and its white chest. They record what they notice in Table 1.

Figure 1. An osprey hunting over the bay

\"An

Table 1. Bay Observations

NoteObservation
1The fish lifted from the bay are wet and smooth, and they thrash from side to side.
2On each foot, one outer toe can turn to face backward, so two toes press on each side of a fish.
3Short, spiny scales cover the underside of each toe and footpad.
4One hooked fish thrashed hard, yet it stayed clamped in the osprey’s feet for the whole flight to a tree.
5Between hunts, the osprey circles on its broad wings and holds still in the air before it drops.
", "passage_plain": "Osprey over Reed Bay An osprey is a large bird that hunts fish with its feet. From a wildlife blind at Reed Bay, students watch one osprey hunt all afternoon. Between dives they also see its sharp hooked beak, its broad wings, and its white chest. They record what they notice in Table 1. Figure 1. An osprey hunting over the bay Table 1. Bay Observations Note Observation 1 The fish lifted from the bay are wet and smooth, and they thrash from side to side. 2 On each foot, one outer toe can turn to face backward, so two toes press on each side of a fish. 3 Short, spiny scales cover the underside of each toe and footpad. 4 One hooked fish thrashed hard, yet it stayed clamped in the osprey’s feet for the whole flight to a tree. 5 Between hunts, the osprey circles on its broad wings and holds still in the air before it drops." }, { "n": 16, "item_id": "_4e04a920-df14-4363-9dcd-466f8c5b7372", "type": "choice", "title": "Roots in Dune Sand", "standards": [ "4-LS1-1" ], "prompt_html": "

A clump of tall grass grows on a windy sand dune, where the loose sand slides and shifts. The picture shows the grass and its roots spreading through the sand.

\"A

Which statement tells one way the roots help this grass?

", "prompt_plain": "A clump of tall grass grows on a windy sand dune, where the loose sand slides and shifts. The picture shows the grass and its roots spreading through the sand. Which statement tells one way the roots help this grass?", "context_html": "", "options": [ { "id": "cA1", "text": "The roots make food for the grass by trapping sunlight below the sand.", "plain": "The roots make food for the grass by trapping sunlight below the sand.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The roots draw insects that carry pollen from one flower to another.", "plain": "The roots draw insects that carry pollen from one flower to another.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The roots anchor the grass firmly so it stays upright and in place.", "plain": "The roots anchor the grass firmly so it stays upright and in place.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The roots protect the grass from animals by growing sharp, stiff thorns.", "plain": "The roots protect the grass from animals by growing sharp, stiff thorns.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot16.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_e8261dc6-cc9a-4531-bb46-2db1b938d255", "type": "hottext", "title": "Barn Night Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

The barn hand makes this claim: A horse’s turning ears are structures that help it tell which way a far-off sound comes from.

Select the ONE note from the field notes that is the best evidence for this claim.

", "prompt_plain": "The barn hand makes this claim: A horse’s turning ears are structures that help it tell which way a far-off sound comes from. Select the ONE note from the field notes that is the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA1", "text": "The last feeding is finished, and the paddock is calm and still.", "plain": "The last feeding is finished, and the paddock is calm and still.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Each of the horse’s ears stands tall, and each ear can turn by itself to point a new way.", "plain": "Each of the horse’s ears stands tall, and each ear can turn by itself to point a new way.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "I believe a horse’s turning ears must help it find which way a sound comes from.", "plain": "I believe a horse’s turning ears must help it find which way a sound comes from.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "The horse nosed my sleeve and then tugged a bite of hay from the rack.", "plain": "The horse nosed my sleeve and then tugged a bite of hay from the rack.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "A rattle came from the far feed-room door, both ears turned toward it, and the horse swung its head.", "plain": "A rattle came from the far feed-room door, both ears turned toward it, and the horse swung its head.", "correct": true, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_04c73375-bcd0-431b-9071-5d57a6100d20" ], "key_letters": "", "key_values": { "RESPONSE": [ "hE1" ] }, "n_options": 5, "passage_html": "

Night Check at the Barn

A barn hand does the last check of the night and watches a horse in the paddock. A long path runs from the paddock to a feed-room door at its far end. The barn hand writes five numbered notes.

Note 1. The last feeding is finished, and the paddock is calm and still.

Note 2. Each of the horse’s ears stands tall, and each ear can turn by itself to point a new way.

Note 3. I believe a horse’s turning ears must help it find which way a sound comes from.

Note 4. The horse nosed my sleeve and then tugged a bite of hay from the rack.

Note 5. A rattle came from the far feed-room door, both ears turned toward it, and the horse swung its head.

Figure 1. The barn paddock at night

\"A

", "passage_plain": "Night Check at the Barn A barn hand does the last check of the night and watches a horse in the paddock. A long path runs from the paddock to a feed-room door at its far end. The barn hand writes five numbered notes. Note 1. The last feeding is finished, and the paddock is calm and still. Note 2. Each of the horse’s ears stands tall, and each ear can turn by itself to point a new way. Note 3. I believe a horse’s turning ears must help it find which way a sound comes from. Note 4. The horse nosed my sleeve and then tugged a bite of hay from the rack. Note 5. A rattle came from the far feed-room door, both ears turned toward it, and the horse swung its head. Figure 1. The barn paddock at night" }, { "n": 18, "item_id": "_725c490b-4fcd-4b1c-8d1d-213db113061e", "type": "choice", "title": "From Ears to Brain", "standards": [ "4-LS1-2" ], "prompt_html": "

Look at Note 5. The horse’s ears pick up the rattle of the far feed-room door.

In what form does this information travel from the horse’s ears to its brain?

", "prompt_plain": "Look at Note 5. The horse’s ears pick up the rattle of the far feed-room door. In what form does this information travel from the horse’s ears to its brain?", "context_html": "", "options": [ { "id": "cA1", "text": "as sound waves that keep traveling through the air inside the horse’s head", "plain": "as sound waves that keep traveling through the air inside the horse’s head", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "as sound waves that slip through the nerves just as they move through air", "plain": "as sound waves that slip through the nerves just as they move through air", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "as small bits of sound that the horse’s blood carries up to the brain", "plain": "as small bits of sound that the horse’s blood carries up to the brain", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "as electrical signals carried along nerves from the ears to the brain", "plain": "as electrical signals carried along nerves from the ears to the brain", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_04c73375-bcd0-431b-9071-5d57a6100d20" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Night Check at the Barn

A barn hand does the last check of the night and watches a horse in the paddock. A long path runs from the paddock to a feed-room door at its far end. The barn hand writes five numbered notes.

Note 1. The last feeding is finished, and the paddock is calm and still.

Note 2. Each of the horse’s ears stands tall, and each ear can turn by itself to point a new way.

Note 3. I believe a horse’s turning ears must help it find which way a sound comes from.

Note 4. The horse nosed my sleeve and then tugged a bite of hay from the rack.

Note 5. A rattle came from the far feed-room door, both ears turned toward it, and the horse swung its head.

Figure 1. The barn paddock at night

\"A

", "passage_plain": "Night Check at the Barn A barn hand does the last check of the night and watches a horse in the paddock. A long path runs from the paddock to a feed-room door at its far end. The barn hand writes five numbered notes. Note 1. The last feeding is finished, and the paddock is calm and still. Note 2. Each of the horse’s ears stands tall, and each ear can turn by itself to point a new way. Note 3. I believe a horse’s turning ears must help it find which way a sound comes from. Note 4. The horse nosed my sleeve and then tugged a bite of hay from the rack. Note 5. A rattle came from the far feed-room door, both ears turned toward it, and the horse swung its head. Figure 1. The barn paddock at night" }, { "n": 19, "item_id": "_7cd38904-10fb-4476-b137-e0806f6508f9", "type": "choice", "title": "Scent on the Breeze", "standards": [ "4-LS1-2" ], "prompt_html": "

A deer stands at the edge of a forest and nibbles on leaves. A breeze carries a new smell toward the deer.

\"A

A student makes this model of how the smell reaches the deer’s brain:

smell on the breeze → [?] → deer’s brain

Which body part belongs where the [?] is in the model?

", "prompt_plain": "A deer stands at the edge of a forest and nibbles on leaves. A breeze carries a new smell toward the deer. A student makes this model of how the smell reaches the deer’s brain: smell on the breeze → [?] → deer’s brain Which body part belongs where the [?] is in the model?", "context_html": "", "options": [ { "id": "cA1", "text": "the deer’s eyes", "plain": "the deer’s eyes", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the deer’s nose", "plain": "the deer’s nose", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "the deer’s ears", "plain": "the deer’s ears", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "the deer’s tongue", "plain": "the deer’s tongue", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot19.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 20, "item_id": "_4a66f98c-ffaa-4f35-a08b-ab1ab2469ade", "type": "choice", "title": "Falcon Dive Senses", "standards": [ "4-LS1-2" ], "prompt_html": "

A falcon perches on a cliff and scans the valley below. A pigeon flies out across the open valley, and the falcon drops into a fast dive, adjusting its path to stay aimed at the pigeon.

\"A

Which TWO statements correctly describe steps in how the falcon senses its prey and responds? Choose the TWO best answers.

", "prompt_plain": "A falcon perches on a cliff and scans the valley below. A pigeon flies out across the open valley, and the falcon drops into a fast dive, adjusting its path to stay aimed at the pigeon. Which TWO statements correctly describe steps in how the falcon senses its prey and responds? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The falcon’s wings feel the pigeon’s movements and send a picture to the brain.", "plain": "The falcon’s wings feel the pigeon’s movements and send a picture to the brain.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The falcon’s eyes decide when to dive without passing signals to the brain.", "plain": "The falcon’s eyes decide when to dive without passing signals to the brain.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The falcon’s eyes gather information about the moving pigeon’s path and speed.", "plain": "The falcon’s eyes gather information about the moving pigeon’s path and speed.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The falcon’s brain watches the pigeon on its own, so the eyes go unused.", "plain": "The falcon’s brain watches the pigeon on its own, so the eyes go unused.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The falcon’s brain reads the eye signals to time and steer the dive.", "plain": "The falcon’s brain reads the eye signals to time and steer the dive.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot20.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_33753c72-0456-443c-9f53-ba37934f7e64", "type": "choice", "title": "Touch in Murky Water", "standards": [ "4-LS1-2" ], "prompt_html": "

Walruses hunt for food by touch in dark, muddy water at the bottom of the sea. They feel for food with touch-sensitive whiskers. Table 1 shows how many touch whiskers were counted on three walruses.

Table 1: Touch Whiskers

WalrusTouch whiskers
Walrus 1420
Walrus 2540
Walrus 3660

Based on the data, which walrus is best able to find food by touch in dark water?

", "prompt_plain": "Walruses hunt for food by touch in dark, muddy water at the bottom of the sea. They feel for food with touch-sensitive whiskers. Table 1 shows how many touch whiskers were counted on three walruses. Table 1: Touch Whiskers Walrus Touch whiskers Walrus 1 420 Walrus 2 540 Walrus 3 660 Based on the data, which walrus is best able to find food by touch in dark water?", "context_html": "", "options": [ { "id": "cA1", "text": "Walrus 2, because it has more whiskers than Walrus 1.", "plain": "Walrus 2, because it has more whiskers than Walrus 1.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Walrus 3, because it has the most touch whiskers.", "plain": "Walrus 3, because it has the most touch whiskers.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Walrus 1, because fewer whiskers give a sharper sense of touch.", "plain": "Walrus 1, because fewer whiskers give a sharper sense of touch.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The three walruses sense touch the same, since each one has whiskers.", "plain": "The three walruses sense touch the same, since each one has whiskers.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 22, "item_id": "_b19a7cbc-c0bf-4304-8fed-42e0c4278cbb", "type": "choice", "title": "Settling Layers Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at the jar after it settled. The gravel ended up on the bottom and the fine clay ended up on top.

What best explains why the material settled in this order?

", "prompt_plain": "Part A Look at the jar after it settled. The gravel ended up on the bottom and the fine clay ended up on top. What best explains why the material settled in this order?", "context_html": "", "options": [ { "id": "cA1", "text": "The clay was added to the jar last, so it stayed on top.", "plain": "The clay was added to the jar last, so it stayed on top.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The shaking sorted the pieces by their color.", "plain": "The shaking sorted the pieces by their color.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The larger gravel pieces settled out of the water faster than the fine clay.", "plain": "The larger gravel pieces settled out of the water faster than the fine clay.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The water lifted the clay up and pushed the gravel down.", "plain": "The water lifted the clay up and pushed the gravel down.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8f754382-dedb-45de-b633-3672663e3085" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Settling Jar Layers

A class fills a clear jar with gravel, sand, and clay, then adds water. They shake the jar hard and set it down. By the next day the material has settled into flat layers. The gravel sits on the bottom. The sand rests in the middle. The fine clay forms the top layer, with clear water above it. The class uses the jar as a model for how sediment settles into layers.

Figure 1. Settling Jar

\"Two

", "passage_plain": "Settling Jar Layers A class fills a clear jar with gravel, sand, and clay, then adds water. They shake the jar hard and set it down. By the next day the material has settled into flat layers. The gravel sits on the bottom. The sand rests in the middle. The fine clay forms the top layer, with clear water above it. The class uses the jar as a model for how sediment settles into layers. Figure 1. Settling Jar" }, { "n": 23, "item_id": "_65b7da7d-431e-4720-9207-fb26644c9029", "type": "choice", "title": "Settling Layers Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

A student says the jar is a good model for how real rock layers form over time.

Which statement best supports this idea?

", "prompt_plain": "Part B A student says the jar is a good model for how real rock layers form over time. Which statement best supports this idea?", "context_html": "", "options": [ { "id": "cA1", "text": "In both the jar and real rock, the bottom layer settled first and the top layer settled last.", "plain": "In both the jar and real rock, the bottom layer settled first and the top layer settled last.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "In both the jar and real rock, every layer forms at the very same moment.", "plain": "In both the jar and real rock, every layer forms at the very same moment.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The jar has clear water on top, just as real rock has water on top.", "plain": "The jar has clear water on top, just as real rock has water on top.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The jar layers have different colors, just like layers of real rock.", "plain": "The jar layers have different colors, just like layers of real rock.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8f754382-dedb-45de-b633-3672663e3085" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Settling Jar Layers

A class fills a clear jar with gravel, sand, and clay, then adds water. They shake the jar hard and set it down. By the next day the material has settled into flat layers. The gravel sits on the bottom. The sand rests in the middle. The fine clay forms the top layer, with clear water above it. The class uses the jar as a model for how sediment settles into layers.

Figure 1. Settling Jar

\"Two

", "passage_plain": "Settling Jar Layers A class fills a clear jar with gravel, sand, and clay, then adds water. They shake the jar hard and set it down. By the next day the material has settled into flat layers. The gravel sits on the bottom. The sand rests in the middle. The fine clay forms the top layer, with clear water above it. The class uses the jar as a model for how sediment settles into layers. Figure 1. Settling Jar" }, { "n": 24, "item_id": "_cc5361d7-388c-4424-ab88-013497fd8a6e", "type": "order", "title": "From Sediment to Stone", "standards": [ "4-ESS1-1" ], "prompt_html": "

The jar shows how loose sediment settles into layers. Real sediment turns into stacked rock layers through a series of steps.

 

Put the steps in order, from first to last, to show how stacked rock layers form.

", "prompt_plain": "The jar shows how loose sediment settles into layers. Real sediment turns into stacked rock layers through a series of steps. Put the steps in order, from first to last , to show how stacked rock layers form.", "context_html": "", "options": [ { "id": "cCd54004", "text": "The weight of the upper layers presses the lower layers together.", "plain": "The weight of the upper layers presses the lower layers together.", "correct": true, "kind": "choice" }, { "id": "cAa8b6cb", "text": "Loose sediment settles to the bottom, forming a flat layer.", "plain": "Loose sediment settles to the bottom, forming a flat layer.", "correct": true, "kind": "choice" }, { "id": "cDa09199", "text": "The pressed sediment hardens into solid, stacked rock layers.", "plain": "The pressed sediment hardens into solid, stacked rock layers.", "correct": true, "kind": "choice" }, { "id": "cB723cf2", "text": "More sediment settles on top, adding new layers above.", "plain": "More sediment settles on top, adding new layers above.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8f754382-dedb-45de-b633-3672663e3085" ], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cAa8b6cb", "cB723cf2", "cCd54004", "cDa09199" ] }, "n_options": 4, "passage_html": "

Settling Jar Layers

A class fills a clear jar with gravel, sand, and clay, then adds water. They shake the jar hard and set it down. By the next day the material has settled into flat layers. The gravel sits on the bottom. The sand rests in the middle. The fine clay forms the top layer, with clear water above it. The class uses the jar as a model for how sediment settles into layers.

Figure 1. Settling Jar

\"Two

", "passage_plain": "Settling Jar Layers A class fills a clear jar with gravel, sand, and clay, then adds water. They shake the jar hard and set it down. By the next day the material has settled into flat layers. The gravel sits on the bottom. The sand rests in the middle. The fine clay forms the top layer, with clear water above it. The class uses the jar as a model for how sediment settles into layers. Figure 1. Settling Jar" }, { "n": 25, "item_id": "_f322e68f-adeb-48ca-8b25-fe9f8c62d5c0", "type": "text-entry", "title": "Fire Tower to Lake Dock", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Fire Tower to Lake Dock

The park map shows a straight trail from the fire tower to the lake dock. On the map, this trail measures 4 centimeters long. The map scale bar shows that 1 centimeter stands for 2 kilometers.

\"A

What is the real distance from the fire tower to the lake dock, in kilometers?

Give your answer as a whole number (e.g., 3).

Answer: kilometers

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "8" ] }, "n_options": 0 }, { "n": 26, "item_id": "_97c1199b-245c-4bba-b682-28cc814bd449", "type": "choice", "title": "Beach Model Change", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at the model beach before and after the water was poured. A notch is cut near the top of the slope, and a fan of sand has built up at the bottom.

What best explains this change?

", "prompt_plain": "Look at the model beach before and after the water was poured. A notch is cut near the top of the slope, and a fan of sand has built up at the bottom. What best explains this change?", "context_html": "", "options": [ { "id": "cA1", "text": "The water packed the sand down into a flat, even layer.", "plain": "The water packed the sand down into a flat, even layer.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sand at the top soaked up water and sank down.", "plain": "The sand at the top soaked up water and sank down.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The water spread the sand evenly across the whole tray.", "plain": "The water spread the sand evenly across the whole tray.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The moving water carried sand from the top to the bottom.", "plain": "The moving water carried sand from the top to the bottom.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_174ee410-be39-41af-a354-78b9039e8a07" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Beach Model Tray

Students build a model beach in a tray. They pack damp sand into a slope at one end. At the top of the slope they pour water to act like a flood. The moving water runs down across the sand. The class watches how the flowing water changes the shape of the model beach.

Figure 1. Beach Model Tray

\"A

", "passage_plain": "Beach Model Tray Students build a model beach in a tray. They pack damp sand into a slope at one end. At the top of the slope they pour water to act like a flood. The moving water runs down across the sand. The class watches how the flowing water changes the shape of the model beach. Figure 1. Beach Model Tray" }, { "n": 27, "item_id": "_d174a10e-2897-4cd0-bc61-a77eec0fdec2", "type": "choice", "title": "Beach Model Trials", "standards": [ "4-ESS2-1" ], "prompt_html": "

The class ran three trials with the beach model. Table 1 shows the results.

Table 1: Beach Model Trials

TrialSlopeWater poured (cups)Sand washed down (g)
1Low210
2Low420
3Low630

Choose the TWO statements that the trial data support.

", "prompt_plain": "The class ran three trials with the beach model. Table 1 shows the results. Table 1: Beach Model Trials Trial Slope Water poured (cups) Sand washed down (g) 1 Low 2 10 2 Low 4 20 3 Low 6 30 Choose the TWO statements that the trial data support.", "context_html": "", "options": [ { "id": "cA1", "text": "Pouring more water washed down more sand.", "plain": "Pouring more water washed down more sand.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The class changed only the amount of water poured.", "plain": "The class changed only the amount of water poured.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The same amount of sand washed down in every trial.", "plain": "The same amount of sand washed down in every trial.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A steeper slope washed down less sand.", "plain": "A steeper slope washed down less sand.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Pouring more water washed down less sand.", "plain": "Pouring more water washed down less sand.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_174ee410-be39-41af-a354-78b9039e8a07" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

Beach Model Tray

Students build a model beach in a tray. They pack damp sand into a slope at one end. At the top of the slope they pour water to act like a flood. The moving water runs down across the sand. The class watches how the flowing water changes the shape of the model beach.

Figure 1. Beach Model Tray

\"A

", "passage_plain": "Beach Model Tray Students build a model beach in a tray. They pack damp sand into a slope at one end. At the top of the slope they pour water to act like a flood. The moving water runs down across the sand. The class watches how the flowing water changes the shape of the model beach. Figure 1. Beach Model Tray" }, { "n": 28, "item_id": "_dac6e28a-fcb3-4124-bca8-0e6fa1bec550", "type": "choice", "title": "Town Most Likely to Shake", "standards": [ "4-ESS2-2" ], "prompt_html": "

Town 1 sits in the quiet gap, between the two packed stretches of dots. Town 2 sits far away from the whole band.

Based on the pattern, which town is more likely to feel a future earthquake, and why?

", "prompt_plain": "Town 1 sits in the quiet gap, between the two packed stretches of dots. Town 2 sits far away from the whole band. Based on the pattern, which town is more likely to feel a future earthquake, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Town 2, because earthquakes avoid places that have already shaken.", "plain": "Town 2, because earthquakes avoid places that have already shaken.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Town 1, because it lies along the same earthquake band.", "plain": "Town 1, because it lies along the same earthquake band.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Town 2, because the gap shows no earthquakes there at all.", "plain": "Town 2, because the gap shows no earthquakes there at all.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both towns are equally likely, because earthquakes can happen anywhere.", "plain": "Both towns are equally likely, because earthquakes can happen anywhere.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_205e10dc-4c0a-402d-8dbf-c2d9cd3ed8ac" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Earthquake Band Map

A map shows where earthquakes have been recorded across one region. Each dot marks one earthquake. The dots form a long band that curves across the map. Near the middle of the band is a short stretch with very few dots. This quiet stretch lies between two parts of the band that are packed with dots.

Figure 1. Earthquake Band Map

\"A

", "passage_plain": "Earthquake Band Map A map shows where earthquakes have been recorded across one region. Each dot marks one earthquake. The dots form a long band that curves across the map. Near the middle of the band is a short stretch with very few dots. This quiet stretch lies between two parts of the band that are packed with dots. Figure 1. Earthquake Band Map" }, { "n": 29, "item_id": "_63983df7-4500-4d8f-9c3e-7d876c431c31", "type": "hottext", "title": "Claims About the Map", "standards": [ "4-ESS2-2" ], "prompt_html": "

Read the claims about the earthquake map. Click the one claim that the map does NOT support.

", "prompt_plain": "Read the claims about the earthquake map. Click the one claim that the map does NOT support.", "context_html": "", "options": [ { "id": "h1", "text": "The earthquakes line up in one long band across the region.", "plain": "The earthquakes line up in one long band across the region.", "correct": false, "kind": "hottext" }, { "id": "h2", "text": "The quiet gap lies along the same band as the other earthquakes.", "plain": "The quiet gap lies along the same band as the other earthquakes.", "correct": false, "kind": "hottext" }, { "id": "h3", "text": "Most places away from the band have few or no earthquake dots.", "plain": "Most places away from the band have few or no earthquake dots.", "correct": false, "kind": "hottext" }, { "id": "h4", "text": "The earthquakes are spread evenly across the whole region.", "plain": "The earthquakes are spread evenly across the whole region.", "correct": true, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_205e10dc-4c0a-402d-8dbf-c2d9cd3ed8ac" ], "key_letters": "", "key_values": { "RESPONSE": [ "h4" ] }, "n_options": 4, "passage_html": "

Earthquake Band Map

A map shows where earthquakes have been recorded across one region. Each dot marks one earthquake. The dots form a long band that curves across the map. Near the middle of the band is a short stretch with very few dots. This quiet stretch lies between two parts of the band that are packed with dots.

Figure 1. Earthquake Band Map

\"A

", "passage_plain": "Earthquake Band Map A map shows where earthquakes have been recorded across one region. Each dot marks one earthquake. The dots form a long band that curves across the map. Near the middle of the band is a short stretch with very few dots. This quiet stretch lies between two parts of the band that are packed with dots. Figure 1. Earthquake Band Map" }, { "n": 30, "item_id": "_970350b2-c007-42b3-8298-305872d20ef8", "type": "choice", "title": "New River Dam", "standards": [ "4-ESS3-1" ], "prompt_html": "

A town builds a new dam across a river to make electricity. The dam blocks the river's flow.

\"A

Choose the TWO changes the dam is most likely to cause to the river.

", "prompt_plain": "A town builds a new dam across a river to make electricity. The dam blocks the river's flow. Choose the TWO changes the dam is most likely to cause to the river.", "context_html": "", "options": [ { "id": "cA1", "text": "Water backs up and forms a lake above the dam.", "plain": "Water backs up and forms a lake above the dam.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Less water flows in the river just below the dam.", "plain": "Less water flows in the river just below the dam.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The river below the dam flows faster and deeper than before.", "plain": "The river below the dam flows faster and deeper than before.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The river below the dam flows just as it did before.", "plain": "The river below the dam flows just as it did before.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The water above the dam quickly drains away instead of pooling.", "plain": "The water above the dam quickly drains away instead of pooling.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-34/images/slot30.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 31, "item_id": "_8b4c93cb-94f2-4cf1-b1ff-7707e258b0b2", "type": "choice", "title": "Field Station Power Choice", "standards": [ "4-ESS3-1" ], "prompt_html": "

A small science station sits beside a fast-flowing river. The station needs electricity every hour of the day and night. The workers want a steady supply that does not burn fuel.

Which power source would best give the station a steady supply of electricity without burning fuel?

", "prompt_plain": "A small science station sits beside a fast-flowing river. The station needs electricity every hour of the day and night. The workers want a steady supply that does not burn fuel. Which power source would best give the station a steady supply of electricity without burning fuel?", "context_html": "", "options": [ { "id": "cA31", "text": "A waterwheel turned by the fast river beside the station.", "plain": "A waterwheel turned by the fast river beside the station.", "correct": true, "kind": "choice" }, { "id": "cB31", "text": "A generator run on coal that is trucked in weekly.", "plain": "A generator run on coal that is trucked in weekly.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "A stove fed with firewood gathered from the forest nearby.", "plain": "A stove fed with firewood gathered from the forest nearby.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "A battery that is used once and then runs down.", "plain": "A battery that is used once and then runs down.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_d5df6a04-f584-4154-a9a7-5a6da01868ca", "type": "choice", "title": "Why the Levee Helped", "standards": [ "4-ESS3-2" ], "prompt_html": "

Look at the Cedar Bend Levee Project.

Which statement best explains why the levee reduced the flood damage in Cedar Bend?

", "prompt_plain": "Look at the Cedar Bend Levee Project. Which statement best explains why the levee reduced the flood damage in Cedar Bend?", "context_html": "", "options": [ { "id": "cA32", "text": "The levee kept the river from rising in the spring.", "plain": "The levee kept the river from rising in the spring.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "The levee blocked the river's high water from reaching the town.", "plain": "The levee blocked the river's high water from reaching the town.", "correct": true, "kind": "choice" }, { "id": "cC32", "text": "The levee made the big spring floods happen less often.", "plain": "The levee made the big spring floods happen less often.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "The levee soaked up the river water near the town.", "plain": "The levee soaked up the river water near the town.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_825de263-0988-40bb-989b-f7592ae2d7fd" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB32" ] }, "n_options": 4, "passage_html": "

Cedar Bend Levee Project

The town of Cedar Bend sits beside the Cedar River. In some springs the river rises and floods the town. To reduce the damage, the town built a levee along the riverbank. A levee is a long raised wall of packed soil that holds back high water.

Table 1 shows flood damage from one big spring flood before the levee. It also shows damage from one big spring flood after the levee.

Figure 1. The Cedar Bend Levee

\"A

Table 1. Flood Damage Before and After the Levee

Flood damageBefore leveeAfter levee
Homes flooded385
Roads closed71
Days of cleanup204
", "passage_plain": "Cedar Bend Levee Project The town of Cedar Bend sits beside the Cedar River. In some springs the river rises and floods the town. To reduce the damage, the town built a levee along the riverbank. A levee is a long raised wall of packed soil that holds back high water. Table 1 shows flood damage from one big spring flood before the levee. It also shows damage from one big spring flood after the levee. Figure 1. The Cedar Bend Levee Table 1. Flood Damage Before and After the Levee Flood damage Before levee After levee Homes flooded 38 5 Roads closed 7 1 Days of cleanup 20 4" }, { "n": 33, "item_id": "_cfcf749a-f976-496c-9755-c67dd1724a62", "type": "choice", "title": "Flood Damage Evidence", "standards": [ "4-ESS3-2" ], "prompt_html": "

Look at Table 1. It shows flood damage before and after the levee.

Choose the TWO statements that the data in Table 1 best support.

", "prompt_plain": "Look at Table 1. It shows flood damage before and after the levee. Choose the TWO statements that the data in Table 1 best support.", "context_html": "", "options": [ { "id": "cA33", "text": "After the levee, far fewer homes flooded in a big flood.", "plain": "After the levee, far fewer homes flooded in a big flood.", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "After the levee, the town's flooding problem was gone for good.", "plain": "After the levee, the town's flooding problem was gone for good.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "After the levee, the town needed fewer days to clean up.", "plain": "After the levee, the town needed fewer days to clean up.", "correct": true, "kind": "choice" }, { "id": "cD33", "text": "After the levee, about the same number of homes flooded as before.", "plain": "After the levee, about the same number of homes flooded as before.", "correct": false, "kind": "choice" }, { "id": "cE33", "text": "After the levee, more roads were closed in the big flood.", "plain": "After the levee, more roads were closed in the big flood.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_825de263-0988-40bb-989b-f7592ae2d7fd" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA33", "cC33" ] }, "n_options": 5, "passage_html": "

Cedar Bend Levee Project

The town of Cedar Bend sits beside the Cedar River. In some springs the river rises and floods the town. To reduce the damage, the town built a levee along the riverbank. A levee is a long raised wall of packed soil that holds back high water.

Table 1 shows flood damage from one big spring flood before the levee. It also shows damage from one big spring flood after the levee.

Figure 1. The Cedar Bend Levee

\"A

Table 1. Flood Damage Before and After the Levee

Flood damageBefore leveeAfter levee
Homes flooded385
Roads closed71
Days of cleanup204
", "passage_plain": "Cedar Bend Levee Project The town of Cedar Bend sits beside the Cedar River. In some springs the river rises and floods the town. To reduce the damage, the town built a levee along the riverbank. A levee is a long raised wall of packed soil that holds back high water. Table 1 shows flood damage from one big spring flood before the levee. It also shows damage from one big spring flood after the levee. Figure 1. The Cedar Bend Levee Table 1. Flood Damage Before and After the Levee Flood damage Before levee After levee Homes flooded 38 5 Roads closed 7 1 Days of cleanup 20 4" }, { "n": 34, "item_id": "_1d08ab09-3f96-45fb-b208-bc014b688ea3", "type": "inline-choice", "title": "Book-Return Chute Brief", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Book-Return Chute Brief

The town library wants a book-return chute by its front door. Readers will drop books into a slot, and the books will slide down a ramp into a bin. Students are helping plan the chute.

Choose the words that complete each sentence.

Books left outside the library get wet and ruined. This is .

The chute must let books slide down gently so they are not damaged. This is .

The chute must fit beside the door, in a space 2 meters tall. This is .

The chute should be quiet enough not to bother readers inside. This is .

", "options": [ { "id": "c34b1o1", "text": "a problem to solve", "plain": "a problem to solve", "correct": true, "kind": "inline" }, { "id": "c34b1o2", "text": "a design criterion", "plain": "a design criterion", "correct": false, "kind": "inline" }, { "id": "c34b1o3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "c34b2o1", "text": "a problem to solve", "plain": "a problem to solve", "correct": false, "kind": "inline" }, { "id": "c34b2o2", "text": "a design criterion", "plain": "a design criterion", "correct": true, "kind": "inline" }, { "id": "c34b2o3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "c34b3o1", "text": "a problem to solve", "plain": "a problem to solve", "correct": false, "kind": "inline" }, { "id": "c34b3o2", "text": "a design criterion", "plain": "a design criterion", "correct": false, "kind": "inline" }, { "id": "c34b3o3", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" }, { "id": "c34b4o1", "text": "a problem to solve", "plain": "a problem to solve", "correct": false, "kind": "inline" }, { "id": "c34b4o2", "text": "a design criterion", "plain": "a design criterion", "correct": true, "kind": "inline" }, { "id": "c34b4o3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c34b1o1" ], "RESPONSEB2": [ "c34b2o2" ], "RESPONSEB3": [ "c34b3o3" ], "RESPONSEB4": [ "c34b4o2" ] }, "n_options": 12 }, { "n": 35, "item_id": "_ce556055-31b9-429a-991b-96872073ca9a", "type": "text-entry", "title": "Chute Noise Test", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Book-Return Chute Noise Test

Five book-return chute designs were tested. A sound meter gave each chute a loudness score. A lower score means the chute is quieter. Look at Table 1.

Table 1. Chute Noise Scores

Chute designLoudness score
Design 158
Design 244
Design 361
Design 439
Design 552

A chute passes the test if its loudness score is below 45. How many of the five chute designs passed the test?

Give your answer as a whole number (e.g., 7).

Number of designs:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "2" ] }, "n_options": 0 }, { "n": 36, "item_id": "_744e9c40-c0bb-45b8-96d9-f13ef45ad2ec", "type": "gap-match", "title": "Fabric Fade Fair Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Sun-Shade Fabric Fade Test

A class wants to find out which sun-shade fabric fades the least in sunlight. They cut pieces of different fabrics and place them outside. They plan the test so it is fair.

 

Drag a card to each statement to show its part in the fair test. You may use a card more than once.

", "prompt_plain": "Sun-Shade Fabric Fade Test A class wants to find out which sun-shade fabric fades the least in sunlight. They cut pieces of different fabrics and place them outside. They plan the test so it is fair. Drag a card to each statement to show its part in the fair test. You may use a card more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "Kept the same", "plain": "Kept the same", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "Measured", "plain": "Measured", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "Changed on purpose", "plain": "Changed on purpose", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile3 g1", "tile2 g2", "tile1 g3", "tile1 g4", "tile1 g5", "tile1 g6" ] }, "n_options": 3 } ] }, { "form": "G4.35", "grade": "G4", "title": "Alpha Standardized Science G4.35", "test_id": "_test-fd455e2f-bec5-4996-ba2f-a7c3cda9a35f", "n_items": 36, "n_stimuli": 7, "stimuli": { "_5605c24a-6465-432f-9312-d2d0422a2e86": { "title": "Garage Switch and Gate Lamp", "html": "

Garage Switch and Gate Lamp

Rosa's family put a lamp on the gatepost at the end of their driveway. A cable runs under the ground from a switch inside the garage all the way to the lamp. Rosa keeps a log of what she notices about the lamp. Table 1 shows her notes. The picture shows the garage, the buried cable, and the gatepost lamp.

Table 1. Rosa's Lamp Log

NoteWhat Rosa noticed
1The lamp looks brighter after the sky turns fully dark in the evening.
2A line of small stones in the grass marks where the cable runs under the yard.
3The moment the switch in the garage is flipped on, the gatepost lamp lights up.
4On a frosty morning, a thin layer of ice covers the lamp's glass cover.
\"A
" }, "_c0d0f59f-6ac7-4579-85d1-409f4000d9f3": { "title": "Cedar Slope Hazard Plan", "html": "

Cedar Slope Hazard Plan

Cedar Slope is a small town built at the bottom of a steep hill. The plan lists the natural hazards the town faces.

Table 1. Cedar Slope Hazards

HazardWhat happens
MudslideAfter heavy rain, mud and rock slide down the steep hill toward homes.
FloodThe creek beside the town can rise and cover the streets.
EarthquakeThe ground can shake and crack the walls of buildings.
" }, "_d3e968bd-8407-49a2-8486-27f83c8b2e64": { "title": "Kestrel and Quail Display", "html": "

Kestrel and Quail Display

A nature center builds a display about two birds. The kestrel is a small falcon that hovers in the air and dives to catch prey. The quail is a ground bird that mostly walks and runs and flies only in short bursts.

A sign compares the two birds' body parts in Table 1.

\"A

Table 1. Two Birds' Body Parts

Body partKestrelQuail
Wing bonesHollow, with thin criss-cross struts inside; very lightSolid and heavier
Flight feathersLong, stiff, and smoothShort and rounded
Chest musclesLarge, for long flapping flightLarge, for short bursts of flight
Time in the airHovers and soars for long stretchesFlies only in short bursts
" }, "_fbaa961a-2777-40a4-81f9-81eb36c5d32d": { "title": "Coral Fossils on Stonecap Ridge", "html": "

Coral Fossils on Stonecap Ridge

Stonecap Ridge is a high, dry ridge far from any sea. Hikers find coral-head fossils in its rock. Living coral can grow only in sea water. The ridge is built of four flat rock layers in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 3, the thickest layer.

Figure 1

\"A
" }, "_316e9123-d90d-4526-b250-2d1368316eb6": { "title": "Mountain Belts and Earthquake Dots", "html": "

Mountain Belts and Earthquake Dots

A science class studies two maps of the same continent. Figure 1 shades the continent's mountain belts (long bands of mountains) in dark gray. Figure 2 shows the same continent outline with one dot for each recorded earthquake.

Figure 1

\"A

Figure 2

\"The
" }, "_77999d9f-bb5e-4993-bd91-4831f2dd7e5a": { "title": "Three Sea Cliffs Logbook", "html": "

Three Sea Cliffs Logbook

A park ranger checks three rocky sea cliffs each season. The cliffs are named Cliff 1, Cliff 2, and Cliff 3. All three are made of the same soft rock. Waves of about the same size reach the base of each cliff. Cliff 2 and Cliff 3 sit in the shade, where water in their cracks freezes on cold winter nights. Bushes grow on the face of Cliff 3, and their roots reach into its cracks.

Figure 1 shows the three cliffs. Table 1 is the ranger's five-year logbook summary.

Figure 1

\"Three

Table 1. Ranger's Five-Year Summary

CliffWhat acts on the cliffCliff face worn back in 5 years
Cliff 1Waves at the base2 centimeters
Cliff 2Waves; winter freezing in cracks6 centimeters
Cliff 3Waves; winter freezing in cracks; roots growing in cracks14 centimeters
" }, "_e2c9c1ae-60cc-48e3-b674-e21293dbd90e": { "title": "Raccoon at the Creek Pool", "html": "

Raccoon at the Creek Pool

A student watches a raccoon at a creek and writes five notes.

Note 1. The raccoon comes to the same creek pool every night after dark.

Note 2. Its front paws have long, bare fingers that are very sensitive to touch.

Note 3. The water in the pool is cloudy, so the raccoon cannot see the crayfish under the stones.

Note 4. The raccoon reaches under the stones, feels around with its front paws, and pulls out a crayfish it never saw.

Note 5. On earlier nights, the raccoon found many crayfish in this same pool.

\"A

" } }, "questions": [ { "n": 1, "item_id": "_98586b4c-9801-4e48-9f2a-16c5017dd67d", "type": "choice", "title": "Scooter Riders and Motion Energy", "standards": [ "4-PS3-1" ], "prompt_html": "

Two riders cross the same flat playground on kick scooters, starting from the fence at the same time. Each rider and scooter together has the same mass. Table 1 shows notes about how each one crossed. The picture shows the two riders partway across.

Table 1. Crossing Notes

RiderNote
1Rolled quickly the whole way and reached the far fence first.
2Rolled slowly the whole way and arrived long after Rider 1.

\"Two

Marcus claims that Rider 2 carried more energy of motion, because Rider 2 was moving for a longer time.

Which statement best evaluates Marcus's claim?

", "prompt_plain": "Two riders cross the same flat playground on kick scooters, starting from the fence at the same time. Each rider and scooter together has the same mass. Table 1 shows notes about how each one crossed. The picture shows the two riders partway across. Table 1. Crossing Notes Rider Note 1 Rolled quickly the whole way and reached the far fence first. 2 Rolled slowly the whole way and arrived long after Rider 1. Marcus claims that Rider 2 carried more energy of motion, because Rider 2 was moving for a longer time. Which statement best evaluates Marcus's claim?", "context_html": "", "options": [ { "id": "cA1", "text": "The claim is correct because moving for more time builds up more energy of motion.", "plain": "The claim is correct because moving for more time builds up more energy of motion.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The claim is correct because going slowly lets a rider store extra energy of motion.", "plain": "The claim is correct because going slowly lets a rider store extra energy of motion.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The claim is incorrect because the faster rider carried more energy of motion while crossing.", "plain": "The claim is incorrect because the faster rider carried more energy of motion while crossing.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The claim is incorrect because both riders carried the same energy of motion across the playground.", "plain": "The claim is incorrect because both riders carried the same energy of motion across the playground.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot01.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_0746fd16-d5cf-4ef1-ad04-52c052eea129", "type": "choice", "title": "Energy to the Gatepost Lamp", "standards": [ "4-PS3-2" ], "prompt_html": "

Part A

The lamp on the gatepost needs energy to light up.

Which statement best describes how energy reaches the lamp?

", "prompt_plain": "Part A The lamp on the gatepost needs energy to light up. Which statement best describes how energy reaches the lamp?", "context_html": "", "options": [ { "id": "cA1", "text": "Light energy travels through the ground from the garage to the lamp.", "plain": "Light energy travels through the ground from the garage to the lamp.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Electric current moves through the buried cable and carries energy to the lamp.", "plain": "Electric current moves through the buried cable and carries energy to the lamp.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Heat energy flows along the buried cable from the garage to the lamp.", "plain": "Heat energy flows along the buried cable from the garage to the lamp.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "New energy appears inside the lamp the moment it is switched on.", "plain": "New energy appears inside the lamp the moment it is switched on.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5605c24a-6465-432f-9312-d2d0422a2e86" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Garage Switch and Gate Lamp

Rosa's family put a lamp on the gatepost at the end of their driveway. A cable runs under the ground from a switch inside the garage all the way to the lamp. Rosa keeps a log of what she notices about the lamp. Table 1 shows her notes. The picture shows the garage, the buried cable, and the gatepost lamp.

Table 1. Rosa's Lamp Log

NoteWhat Rosa noticed
1The lamp looks brighter after the sky turns fully dark in the evening.
2A line of small stones in the grass marks where the cable runs under the yard.
3The moment the switch in the garage is flipped on, the gatepost lamp lights up.
4On a frosty morning, a thin layer of ice covers the lamp's glass cover.
\"A
", "passage_plain": "Garage Switch and Gate Lamp Rosa's family put a lamp on the gatepost at the end of their driveway. A cable runs under the ground from a switch inside the garage all the way to the lamp. Rosa keeps a log of what she notices about the lamp. Table 1 shows her notes. The picture shows the garage, the buried cable, and the gatepost lamp. Table 1. Rosa's Lamp Log Note What Rosa noticed 1 The lamp looks brighter after the sky turns fully dark in the evening. 2 A line of small stones in the grass marks where the cable runs under the yard. 3 The moment the switch in the garage is flipped on, the gatepost lamp lights up. 4 On a frosty morning, a thin layer of ice covers the lamp's glass cover." }, { "n": 3, "item_id": "_b64fdd0a-58cf-4018-b096-ee42c8c486e4", "type": "choice", "title": "Evidence for the Lamp Energy", "standards": [ "4-PS3-2" ], "prompt_html": "

Part B

Which note from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which note from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Note 1", "plain": "Note 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Note 2", "plain": "Note 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Note 3", "plain": "Note 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Note 4", "plain": "Note 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5605c24a-6465-432f-9312-d2d0422a2e86" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Garage Switch and Gate Lamp

Rosa's family put a lamp on the gatepost at the end of their driveway. A cable runs under the ground from a switch inside the garage all the way to the lamp. Rosa keeps a log of what she notices about the lamp. Table 1 shows her notes. The picture shows the garage, the buried cable, and the gatepost lamp.

Table 1. Rosa's Lamp Log

NoteWhat Rosa noticed
1The lamp looks brighter after the sky turns fully dark in the evening.
2A line of small stones in the grass marks where the cable runs under the yard.
3The moment the switch in the garage is flipped on, the gatepost lamp lights up.
4On a frosty morning, a thin layer of ice covers the lamp's glass cover.
\"A
", "passage_plain": "Garage Switch and Gate Lamp Rosa's family put a lamp on the gatepost at the end of their driveway. A cable runs under the ground from a switch inside the garage all the way to the lamp. Rosa keeps a log of what she notices about the lamp. Table 1 shows her notes. The picture shows the garage, the buried cable, and the gatepost lamp. Table 1. Rosa's Lamp Log Note What Rosa noticed 1 The lamp looks brighter after the sky turns fully dark in the evening. 2 A line of small stones in the grass marks where the cable runs under the yard. 3 The moment the switch in the garage is flipped on, the gatepost lamp lights up. 4 On a frosty morning, a thin layer of ice covers the lamp's glass cover." }, { "n": 4, "item_id": "_6a0787b6-c1e6-460f-932e-d313a3379a48", "type": "choice", "title": "Rubbing Hands Warm the Palms", "standards": [ "4-PS3-3" ], "prompt_html": "

On a chilly morning, Priya rubs her two cold hands together quickly, and they soon feel warm. Priya thinks the warmth came from her hands rubbing. A friend thinks the warmth came from the morning sunshine.

Which energy changed into the heat energy that warmed Priya's palms?

", "prompt_plain": "On a chilly morning, Priya rubs her two cold hands together quickly, and they soon feel warm. Priya thinks the warmth came from her hands rubbing. A friend thinks the warmth came from the morning sunshine. Which energy changed into the heat energy that warmed Priya's palms?", "context_html": "", "options": [ { "id": "cA1", "text": "light energy from the morning sun on her hands", "plain": "light energy from the morning sun on her hands", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "motion energy from her two hands rubbing quickly", "plain": "motion energy from her two hands rubbing quickly", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "energy from the cold air pressing into her palms", "plain": "energy from the cold air pressing into her palms", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "sound energy made by her hands as they rubbed", "plain": "sound energy made by her hands as they rubbed", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_e600200f-d2ee-404f-a9b0-6332666eed11", "type": "choice", "title": "Dance Tile Energy Chain", "standards": [ "4-PS3-4" ], "prompt_html": "

At a school fair, a floor tile lights up each time a dancer steps on it. A wire runs from the tile to a small bulb at the edge of the tile. The picture shows the dance tile.

\"A

Which statement best describes how energy changes form between the step and the glowing bulb?

", "prompt_plain": "At a school fair, a floor tile lights up each time a dancer steps on it. A wire runs from the tile to a small bulb at the edge of the tile. The picture shows the dance tile. Which statement best describes how energy changes form between the step and the glowing bulb?", "context_html": "", "options": [ { "id": "cA1", "text": "Motion energy from the step changes to electrical energy in the wire and then to light energy.", "plain": "Motion energy from the step changes to electrical energy in the wire and then to light energy.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Electrical energy in the wire changes to motion energy in the tile and then to light energy.", "plain": "Electrical energy in the wire changes to motion energy in the tile and then to light energy.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Motion energy from the step changes to heat energy in the tile and then to light energy.", "plain": "Motion energy from the step changes to heat energy in the tile and then to light energy.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Brand-new light energy is made in the bulb each time a dancer steps on the tile.", "plain": "Brand-new light energy is made in the bulb each time a dancer steps on the tile.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot05.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_709b9048-2c26-4789-a8ab-24b3722f9032", "type": "gap-match", "title": "School Kitchen Energy Labels", "standards": [ "4-PS3-2" ], "prompt_html": "

A poster shows the inside of a school kitchen. Six things in the picture are numbered.

 

Drag the energy card that best matches each numbered thing. You may use a card more than once. One card will not be used.

", "prompt_plain": "A poster shows the inside of a school kitchen. Six things in the picture are numbered. Drag the energy card that best matches each numbered thing. You may use a card more than once. One card will not be used.", "context_html": "", "options": [ { "id": "tile-sound-energy", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "gap-token" }, { "id": "tile-heat-energy", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" }, { "id": "tile-stored-energy", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "gap-token" }, { "id": "tile-kinetic-energy", "text": "kinetic energy", "plain": "kinetic energy", "correct": false, "kind": "gap-token" }, { "id": "tile-electrical-energy", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "gap-token" }, { "id": "tile-light-energy", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-kinetic-energy gap-1", "tile-heat-energy gap-2", "tile-light-energy gap-3", "tile-sound-energy gap-4", "tile-electrical-energy gap-5", "tile-heat-energy gap-6" ] }, "n_options": 6 }, { "n": 7, "item_id": "_a675d5ac-1864-48fb-86d4-ca1cddcabcce", "type": "gap-match", "title": "Continue the Wave Pattern", "standards": [ "4-PS4-1" ], "prompt_html": "

The picture shows a wave pattern that repeats. The wave stops partway across the grid, and the right part of the grid is empty. Each grid square is 1 unit.

\"A

The wave pattern must keep going across the empty part of the grid with two more crests, without changing its amplitude or its wavelength.

 

Drag the one wave card that continues the pattern into the empty space.

", "prompt_plain": "The picture shows a wave pattern that repeats. The wave stops partway across the grid, and the right part of the grid is empty. Each grid square is 1 unit. The wave pattern must keep going across the empty part of the grid with two more crests, without changing its amplitude or its wavelength. Drag the one wave card that continues the pattern into the empty space.", "context_html": "", "options": [ { "id": "card-c", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "card-a", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "card-d", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "card-b", "text": "\"Wave", "plain": "", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot07.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot07-card1.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot07-card2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot07-card3.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot07-card4.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "card-a gap-continue" ] }, "n_options": 4 }, { "n": 8, "item_id": "_24c86fb0-0bb0-45a5-a3f7-a15b52020362", "type": "choice", "title": "Wave Energy in Two Tanks", "standards": [ "4-PS4-1" ], "prompt_html": "

At a science center, workers measure the waves in two water tanks on the same day. Table 1 shows the measurements.

Table 1. Wave Measurements

RowMeasurementTank 1Tank 2
1Average crest height10 centimeters30 centimeters
2Wave crests passing each minute1212
3Water depth60 centimeters45 centimeters
4Water temperature20 °C20 °C

A student claims that the waves in Tank 2 carry more energy than the waves in Tank 1.

Which row of Table 1 gives the best evidence for this claim?

", "prompt_plain": "At a science center, workers measure the waves in two water tanks on the same day. Table 1 shows the measurements. Table 1. Wave Measurements Row Measurement Tank 1 Tank 2 1 Average crest height 10 centimeters 30 centimeters 2 Wave crests passing each minute 12 12 3 Water depth 60 centimeters 45 centimeters 4 Water temperature 20 °C 20 °C A student claims that the waves in Tank 2 carry more energy than the waves in Tank 1. Which row of Table 1 gives the best evidence for this claim?", "context_html": "", "options": [ { "id": "cA1", "text": "Row 1", "plain": "Row 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Row 2", "plain": "Row 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Row 3", "plain": "Row 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Row 4", "plain": "Row 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_2f492c63-9b65-405a-bd4e-4979fb8b17d1", "type": "choice", "title": "Zoo Entrance Message System", "standards": [ "4-PS4-3" ], "prompt_html": "

A zoo shows visitors a short message at its front entrance. The zoo can use a flashing light panel, or a set of painted wooden boards. The painted boards are fixed in place, and their letters cannot be repainted or replaced each day. Zoo staff can change the panel's flashes every morning, and visitors are taught what the different flashes mean. Table 1 shows the two things the message system must do. The picture shows both choices.

Table 1. Message System Needs

NeedWhat the system must do
1Show a different message each morning.
2Stand out clearly before the gates open at dawn.

\"Left:

Which statement best explains which method the zoo should choose?

", "prompt_plain": "A zoo shows visitors a short message at its front entrance. The zoo can use a flashing light panel, or a set of painted wooden boards. The painted boards are fixed in place, and their letters cannot be repainted or replaced each day. Zoo staff can change the panel's flashes every morning, and visitors are taught what the different flashes mean. Table 1 shows the two things the message system must do. The picture shows both choices. Table 1. Message System Needs Need What the system must do 1 Show a different message each morning. 2 Stand out clearly before the gates open at dawn. Which statement best explains which method the zoo should choose?", "context_html": "", "options": [ { "id": "cA1", "text": "The painted boards, because large painted letters are easy to read once the sun is up.", "plain": "The painted boards, because large painted letters are easy to read once the sun is up.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The flashing panel, because running a light costs less than repainting the boards each day.", "plain": "The flashing panel, because running a light costs less than repainting the boards each day.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The painted boards, because a message needs written words, and flashing light cannot carry one.", "plain": "The painted boards, because a message needs written words, and flashing light cannot carry one.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The flashing panel, because its flashes can change daily and show up in low light.", "plain": "The flashing panel, because its flashes can change daily and show up in low light.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot09.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_0966a96c-37e5-4a0d-9c44-1442ea6d5578", "type": "inline-choice", "title": "Luggage Scale Digital Code", "standards": [ "4-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Theo weighs his backpack two ways. A dial luggage scale with a moving pointer shows the weight, and a digital luggage scale stores the same weight on a small memory chip as a code. Theo wants to send the weight to a pen pal who lives far away. He could send a photo of the dial, or the memory chip can send its code. The picture shows the dial and the memory chip.

\"A

Choose the words that correctly complete each sentence.

The dial scale shows the weight as .

The memory chip stores the weight as .

After the code is copied and sent many times, the weight stays exact because each part of the code .

", "options": [ { "id": "c10d1o1", "text": "a pointer resting on a marked scale", "plain": "a pointer resting on a marked scale", "correct": true, "kind": "inline" }, { "id": "c10d1o2", "text": "a pattern of 1s and 0s", "plain": "a pattern of 1s and 0s", "correct": false, "kind": "inline" }, { "id": "c10d1o3", "text": "a spoken number read out loud", "plain": "a spoken number read out loud", "correct": false, "kind": "inline" }, { "id": "c10d2o1", "text": "a tiny picture of the dial", "plain": "a tiny picture of the dial", "correct": false, "kind": "inline" }, { "id": "c10d2o2", "text": "a pattern of 1s and 0s", "plain": "a pattern of 1s and 0s", "correct": true, "kind": "inline" }, { "id": "c10d2o3", "text": "a small copy of the pointer", "plain": "a small copy of the pointer", "correct": false, "kind": "inline" }, { "id": "c10d3o1", "text": "moves faster than a picture does", "plain": "moves faster than a picture does", "correct": false, "kind": "inline" }, { "id": "c10d3o2", "text": "gets stronger each time it is sent", "plain": "gets stronger each time it is sent", "correct": false, "kind": "inline" }, { "id": "c10d3o3", "text": "is only ever a 1 or a 0", "plain": "is only ever a 1 or a 0", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot10.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c10d1o1" ], "RESPONSE2": [ "c10d2o2" ], "RESPONSE3": [ "c10d3o3" ] }, "n_options": 9 }, { "n": 11, "item_id": "_800cc798-eba8-48ac-84d1-3fe687b25ae3", "type": "choice", "title": "Seeing the Gray Stone", "standards": [ "4-PS4-2" ], "prompt_html": "

Nadia's class puts a small gray stone on a table. The students test when they can see the stone. Table 1 shows what they did and what they saw.

Table 1. Seeing the Stone

TestWhat the students didCould they see the stone?
1Room lamp on; the stone sat out in the openYes
2Room lamp off, room dark; the stone sat out in the openNo
3Room lamp on; an upside-down box covered the stoneNo
4Room lamp on; a solid screen stood between the stone and the studentsNo

Which statement best explains the pattern in Table 1?

", "prompt_plain": "Nadia's class puts a small gray stone on a table. The students test when they can see the stone. Table 1 shows what they did and what they saw. Table 1. Seeing the Stone Test What the students did Could they see the stone? 1 Room lamp on; the stone sat out in the open Yes 2 Room lamp off, room dark; the stone sat out in the open No 3 Room lamp on; an upside-down box covered the stone No 4 Room lamp on; a solid screen stood between the stone and the students No Which statement best explains the pattern in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "The students could see the stone only when their own eyes made light that reached it.", "plain": "The students could see the stone only when their own eyes made light that reached it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The students could see the stone whenever the room lamp was switched on, no matter what.", "plain": "The students could see the stone whenever the room lamp was switched on, no matter what.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The students could see the stone only when light could reach it and bounce back to their eyes.", "plain": "The students could see the stone only when light could reach it and bounce back to their eyes.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The students could see the stone only when it grew warm enough to glow with its own light.", "plain": "The students could see the stone only when it grew warm enough to glow with its own light.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_e5e3322e-915d-42ab-bf1b-510e9f0846ac", "type": "choice", "title": "Cups by Radiator and Ice", "standards": [ "4-PS3-2" ], "prompt_html": "

Felix fills two identical cups with water at room temperature. Cup 1 touches a warm radiator. Cup 2 touches a bucket of ice. Twenty minutes later, Cup 1 is warmer and Cup 2 is cooler than when they started.

\"Two

Which statement best describes how thermal energy moved?

", "prompt_plain": "Felix fills two identical cups with water at room temperature. Cup 1 touches a warm radiator. Cup 2 touches a bucket of ice. Twenty minutes later, Cup 1 is warmer and Cup 2 is cooler than when they started. Which statement best describes how thermal energy moved?", "context_html": "", "options": [ { "id": "cA1", "text": "Thermal energy moved from the radiator into Cup 1, and cold moved from the ice into Cup 2.", "plain": "Thermal energy moved from the radiator into Cup 1, and cold moved from the ice into Cup 2.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Thermal energy moved from the radiator into Cup 1, and from Cup 2 into the cold ice.", "plain": "Thermal energy moved from the radiator into Cup 1, and from Cup 2 into the cold ice.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Thermal energy moved into both cups, so both cups became warmer than they had been.", "plain": "Thermal energy moved into both cups, so both cups became warmer than they had been.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Cup 1 made its own thermal energy, while Cup 2's thermal energy simply stopped moving.", "plain": "Cup 1 made its own thermal energy, while Cup 2's thermal energy simply stopped moving.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot12.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 13, "item_id": "_5f0dcc34-8e66-405b-a680-146af7a31534", "type": "choice", "title": "Kestrel Wing Bones Part A", "standards": [ "4-LS1-1" ], "prompt_html": "

Part A

Look at Table 1. The kestrel spends long stretches hovering and diving in the air, while the quail stays near the ground.

Which claim best explains how the kestrel's hollow, strut-braced wing bones help it fly?

", "prompt_plain": "Part A Look at Table 1. The kestrel spends long stretches hovering and diving in the air, while the quail stays near the ground. Which claim best explains how the kestrel's hollow, strut-braced wing bones help it fly?", "context_html": "", "options": [ { "id": "cA1", "text": "The hollow bones weigh little yet stay stiff and strong for flying well.", "plain": "The hollow bones weigh little yet stay stiff and strong for flying well.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The hollow bones store extra food inside the wing for the kestrel's long flights.", "plain": "The hollow bones store extra food inside the wing for the kestrel's long flights.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The hollow bones make the kestrel's wings heavier so it can dive down faster.", "plain": "The hollow bones make the kestrel's wings heavier so it can dive down faster.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The hollow bones let the kestrel grow new flight feathers much more quickly.", "plain": "The hollow bones let the kestrel grow new flight feathers much more quickly.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d3e968bd-8407-49a2-8486-27f83c8b2e64" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Kestrel and Quail Display

A nature center builds a display about two birds. The kestrel is a small falcon that hovers in the air and dives to catch prey. The quail is a ground bird that mostly walks and runs and flies only in short bursts.

A sign compares the two birds' body parts in Table 1.

\"A

Table 1. Two Birds' Body Parts

Body partKestrelQuail
Wing bonesHollow, with thin criss-cross struts inside; very lightSolid and heavier
Flight feathersLong, stiff, and smoothShort and rounded
Chest musclesLarge, for long flapping flightLarge, for short bursts of flight
Time in the airHovers and soars for long stretchesFlies only in short bursts
", "passage_plain": "Kestrel and Quail Display A nature center builds a display about two birds. The kestrel is a small falcon that hovers in the air and dives to catch prey. The quail is a ground bird that mostly walks and runs and flies only in short bursts. A sign compares the two birds' body parts in Table 1. Table 1. Two Birds' Body Parts Body part Kestrel Quail Wing bones Hollow, with thin criss-cross struts inside; very light Solid and heavier Flight feathers Long, stiff, and smooth Short and rounded Chest muscles Large, for long flapping flight Large, for short bursts of flight Time in the air Hovers and soars for long stretches Flies only in short bursts" }, { "n": 14, "item_id": "_08fe8571-b033-448a-b8f5-860c8a2eb6e7", "type": "choice", "title": "Kestrel Wing Bones Part B", "standards": [ "4-LS1-1" ], "prompt_html": "

Part B

Which comparison in Table 1 is the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which comparison in Table 1 is the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The kestrel's flight feathers are long and stiff, while the quail's are short and rounded.", "plain": "The kestrel's flight feathers are long and stiff, while the quail's are short and rounded.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The kestrel's chest muscles move its wing bones, while the quail's power short bursts.", "plain": "The kestrel's chest muscles move its wing bones, while the quail's power short bursts.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The kestrel hovers and soars for long stretches, while the quail flies only in short bursts.", "plain": "The kestrel hovers and soars for long stretches, while the quail flies only in short bursts.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The kestrel's wing bones are hollow and light, while the quail's are solid and heavier.", "plain": "The kestrel's wing bones are hollow and light, while the quail's are solid and heavier.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d3e968bd-8407-49a2-8486-27f83c8b2e64" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Kestrel and Quail Display

A nature center builds a display about two birds. The kestrel is a small falcon that hovers in the air and dives to catch prey. The quail is a ground bird that mostly walks and runs and flies only in short bursts.

A sign compares the two birds' body parts in Table 1.

\"A

Table 1. Two Birds' Body Parts

Body partKestrelQuail
Wing bonesHollow, with thin criss-cross struts inside; very lightSolid and heavier
Flight feathersLong, stiff, and smoothShort and rounded
Chest musclesLarge, for long flapping flightLarge, for short bursts of flight
Time in the airHovers and soars for long stretchesFlies only in short bursts
", "passage_plain": "Kestrel and Quail Display A nature center builds a display about two birds. The kestrel is a small falcon that hovers in the air and dives to catch prey. The quail is a ground bird that mostly walks and runs and flies only in short bursts. A sign compares the two birds' body parts in Table 1. Table 1. Two Birds' Body Parts Body part Kestrel Quail Wing bones Hollow, with thin criss-cross struts inside; very light Solid and heavier Flight feathers Long, stiff, and smooth Short and rounded Chest muscles Large, for long flapping flight Large, for short bursts of flight Time in the air Hovers and soars for long stretches Flies only in short bursts" }, { "n": 15, "item_id": "_2f65d9e9-bc67-42c3-b7d9-0dd43db9922c", "type": "choice", "title": "Kestrel Flight Evidence", "standards": [ "4-LS1-1" ], "prompt_html": "

Look at Table 1. A student claims that the kestrel's body structures help it fly and hunt in the air.

Which TWO statements are the best evidence for this claim? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. A student claims that the kestrel's body structures help it fly and hunt in the air. Which TWO statements are the best evidence for this claim? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The kestrel's hollow, light wing bones match its long time hovering and soaring.", "plain": "The kestrel's hollow, light wing bones match its long time hovering and soaring.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The kestrel's long, stiff flight feathers stay smooth as it dives after prey.", "plain": "The kestrel's long, stiff flight feathers stay smooth as it dives after prey.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The kestrel's hollow bones grew because it chose to become a strong flyer.", "plain": "The kestrel's hollow bones grew because it chose to become a strong flyer.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The quail has short, rounded wings and mostly walks and runs on the ground.", "plain": "The quail has short, rounded wings and mostly walks and runs on the ground.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The kestrel is a kind of small falcon seen in many open fields.", "plain": "The kestrel is a kind of small falcon seen in many open fields.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d3e968bd-8407-49a2-8486-27f83c8b2e64" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

Kestrel and Quail Display

A nature center builds a display about two birds. The kestrel is a small falcon that hovers in the air and dives to catch prey. The quail is a ground bird that mostly walks and runs and flies only in short bursts.

A sign compares the two birds' body parts in Table 1.

\"A

Table 1. Two Birds' Body Parts

Body partKestrelQuail
Wing bonesHollow, with thin criss-cross struts inside; very lightSolid and heavier
Flight feathersLong, stiff, and smoothShort and rounded
Chest musclesLarge, for long flapping flightLarge, for short bursts of flight
Time in the airHovers and soars for long stretchesFlies only in short bursts
", "passage_plain": "Kestrel and Quail Display A nature center builds a display about two birds. The kestrel is a small falcon that hovers in the air and dives to catch prey. The quail is a ground bird that mostly walks and runs and flies only in short bursts. A sign compares the two birds' body parts in Table 1. Table 1. Two Birds' Body Parts Body part Kestrel Quail Wing bones Hollow, with thin criss-cross struts inside; very light Solid and heavier Flight feathers Long, stiff, and smooth Short and rounded Chest muscles Large, for long flapping flight Large, for short bursts of flight Time in the air Hovers and soars for long stretches Flies only in short bursts" }, { "n": 16, "item_id": "_03dfbbc5-30aa-4886-8d57-b5566d55dd78", "type": "choice", "title": "Flamingo and Sparrow Tongues", "standards": [ "4-LS1-1" ], "prompt_html": "

Table 1 compares a flamingo and a sparrow. The flamingo has rows of tiny bristles on its tongue that the sparrow does not have.

Table 1. Flamingo and Sparrow

TraitFlamingoSparrow
Beak shapeLarge beak that bends downward, with comb-like ridges along the edgesShort, thick, cone-shaped beak
TongueCovered with rows of tiny bristlesShort and smooth
Usual foodTiny shrimp and bits of plant in shallow waterHard seeds
How it feedsSweeps its beak through the water and pushes the water back outCracks seeds open

What is the main advantage of the flamingo's bristly tongue?

", "prompt_plain": "Table 1 compares a flamingo and a sparrow. The flamingo has rows of tiny bristles on its tongue that the sparrow does not have. Table 1. Flamingo and Sparrow Trait Flamingo Sparrow Beak shape Large beak that bends downward, with comb-like ridges along the edges Short, thick, cone-shaped beak Tongue Covered with rows of tiny bristles Short and smooth Usual food Tiny shrimp and bits of plant in shallow water Hard seeds How it feeds Sweeps its beak through the water and pushes the water back out Cracks seeds open What is the main advantage of the flamingo's bristly tongue?", "context_html": "", "options": [ { "id": "cA1", "text": "It helps the flamingo crack open the hard seeds that it eats.", "plain": "It helps the flamingo crack open the hard seeds that it eats.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It helps the flamingo make louder calls to other flamingos.", "plain": "It helps the flamingo make louder calls to other flamingos.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It helps the flamingo strain tiny bits of food from the water.", "plain": "It helps the flamingo strain tiny bits of food from the water.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "It helps the flamingo keep its tongue warm in the cold water.", "plain": "It helps the flamingo keep its tongue warm in the cold water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_dcb8016a-e8de-42e8-bed9-6416fac37a70", "type": "hottext", "title": "Raccoon Paws Find Food", "standards": [ "4-LS1-1" ], "prompt_html": "

A student makes this claim: the raccoon’s front paws are structures it uses to find food by touch.

Select the ONE sentence from the notes that is the best evidence for this claim.

", "prompt_plain": "A student makes this claim: the raccoon’s front paws are structures it uses to find food by touch. Select the ONE sentence from the notes that is the best evidence for this claim.", "context_html": "", "options": [ { "id": "hA17", "text": "The raccoon comes to the same creek pool every night after dark.", "plain": "The raccoon comes to the same creek pool every night after dark.", "correct": false, "kind": "hottext" }, { "id": "hB17", "text": "Its front paws have long, bare fingers that are very sensitive to touch.", "plain": "Its front paws have long, bare fingers that are very sensitive to touch.", "correct": false, "kind": "hottext" }, { "id": "hC17", "text": "The water in the pool is cloudy, so the raccoon cannot see the crayfish under the stones.", "plain": "The water in the pool is cloudy, so the raccoon cannot see the crayfish under the stones.", "correct": false, "kind": "hottext" }, { "id": "hD17", "text": "The raccoon reaches under the stones, feels around with its front paws, and pulls out a crayfish it never saw.", "plain": "The raccoon reaches under the stones, feels around with its front paws, and pulls out a crayfish it never saw.", "correct": true, "kind": "hottext" }, { "id": "hE17", "text": "On earlier nights, the raccoon found many crayfish in this same pool.", "plain": "On earlier nights, the raccoon found many crayfish in this same pool.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_e2c9c1ae-60cc-48e3-b674-e21293dbd90e" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD17" ] }, "n_options": 5, "passage_html": "

Raccoon at the Creek Pool

A student watches a raccoon at a creek and writes five notes.

Note 1. The raccoon comes to the same creek pool every night after dark.

Note 2. Its front paws have long, bare fingers that are very sensitive to touch.

Note 3. The water in the pool is cloudy, so the raccoon cannot see the crayfish under the stones.

Note 4. The raccoon reaches under the stones, feels around with its front paws, and pulls out a crayfish it never saw.

Note 5. On earlier nights, the raccoon found many crayfish in this same pool.

\"A

", "passage_plain": "Raccoon at the Creek Pool A student watches a raccoon at a creek and writes five notes. Note 1. The raccoon comes to the same creek pool every night after dark. Note 2. Its front paws have long, bare fingers that are very sensitive to touch. Note 3. The water in the pool is cloudy, so the raccoon cannot see the crayfish under the stones. Note 4. The raccoon reaches under the stones, feels around with its front paws, and pulls out a crayfish it never saw. Note 5. On earlier nights, the raccoon found many crayfish in this same pool." }, { "n": 18, "item_id": "_96468abf-cc2f-4661-b9c3-f01cacc12761", "type": "choice", "title": "Raccoon Returns to the Pool", "standards": [ "4-LS1-2" ], "prompt_html": "

Read the notes about the raccoon again. The raccoon returns to the very same creek pool night after night, even when other pools are closer.

Which statement best explains why the raccoon keeps coming back to this pool?

", "prompt_plain": "Read the notes about the raccoon again. The raccoon returns to the very same creek pool night after night, even when other pools are closer. Which statement best explains why the raccoon keeps coming back to this pool?", "context_html": "", "options": [ { "id": "cA1", "text": "The raccoon was born already knowing that this exact pool holds crayfish.", "plain": "The raccoon was born already knowing that this exact pool holds crayfish.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The raccoon remembers finding crayfish at this pool before, and that memory guides it back.", "plain": "The raccoon remembers finding crayfish at this pool before, and that memory guides it back.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The raccoon can smell the crayfish in this pool from far across the forest.", "plain": "The raccoon can smell the crayfish in this pool from far across the forest.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The raccoon picks a pool by chance each night, and this one comes up by luck.", "plain": "The raccoon picks a pool by chance each night, and this one comes up by luck.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e2c9c1ae-60cc-48e3-b674-e21293dbd90e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Raccoon at the Creek Pool

A student watches a raccoon at a creek and writes five notes.

Note 1. The raccoon comes to the same creek pool every night after dark.

Note 2. Its front paws have long, bare fingers that are very sensitive to touch.

Note 3. The water in the pool is cloudy, so the raccoon cannot see the crayfish under the stones.

Note 4. The raccoon reaches under the stones, feels around with its front paws, and pulls out a crayfish it never saw.

Note 5. On earlier nights, the raccoon found many crayfish in this same pool.

\"A

", "passage_plain": "Raccoon at the Creek Pool A student watches a raccoon at a creek and writes five notes. Note 1. The raccoon comes to the same creek pool every night after dark. Note 2. Its front paws have long, bare fingers that are very sensitive to touch. Note 3. The water in the pool is cloudy, so the raccoon cannot see the crayfish under the stones. Note 4. The raccoon reaches under the stones, feels around with its front paws, and pulls out a crayfish it never saw. Note 5. On earlier nights, the raccoon found many crayfish in this same pool." }, { "n": 19, "item_id": "_10d2325f-8157-4fad-a677-4438250611ab", "type": "order", "title": "A Chipmunk Hears a Hawk", "standards": [ "4-LS1-2" ], "prompt_html": "

A chipmunk is feeding in a meadow. Its ears can pick up sounds from high above.

\"A

 

Drag the events into the boxes in the correct order. Show how the chipmunk hears danger and escapes, from first to last.

", "prompt_plain": "A chipmunk is feeding in a meadow. Its ears can pick up sounds from high above. Drag the events into the boxes in the correct order. Show how the chipmunk hears danger and escapes, from first to last.", "context_html": "", "options": [ { "id": "cA495bcf", "text": "The chipmunk’s brain reads the sound as a sign of danger.", "plain": "The chipmunk’s brain reads the sound as a sign of danger.", "correct": true, "kind": "choice" }, { "id": "cBeee033", "text": "A hawk’s sharp cry sounds high above the meadow.", "plain": "A hawk’s sharp cry sounds high above the meadow.", "correct": true, "kind": "choice" }, { "id": "cCcb7c85", "text": "The chipmunk darts into its burrow to hide.", "plain": "The chipmunk darts into its burrow to hide.", "correct": true, "kind": "choice" }, { "id": "cDb4b136", "text": "The chipmunk’s ears pick up the sound and send a signal along its nerves.", "plain": "The chipmunk’s ears pick up the sound and send a signal along its nerves.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cBeee033", "cDb4b136", "cA495bcf", "cCcb7c85" ] }, "n_options": 4 }, { "n": 20, "item_id": "_0a8ff034-3f8e-4fa2-9ac0-2ce54b15abb6", "type": "choice", "title": "Red Fox Night Hunt", "standards": [ "4-LS1-2" ], "prompt_html": "

On a dark winter night, a red fox hunts for voles (small animals like mice) in a snowy meadow. A vole moves under the snow.

\"A

Which TWO statements correctly describe how the fox's body parts work together to find and catch the vole? Choose the TWO best answers.

", "prompt_plain": "On a dark winter night, a red fox hunts for voles (small animals like mice) in a snowy meadow. A vole moves under the snow. Which TWO statements correctly describe how the fox's body parts work together to find and catch the vole? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The fox's ears turn toward the faint rustle under the snow and pass the sound to its brain.", "plain": "The fox's ears turn toward the faint rustle under the snow and pass the sound to its brain.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The fox's bushy tail brushes the snow and feels the vole moving right below the fox.", "plain": "The fox's bushy tail brushes the snow and feels the vole moving right below the fox.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The fox's whiskers reach down through the snow and touch the vole to find its exact spot.", "plain": "The fox's whiskers reach down through the snow and touch the vole to find its exact spot.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The fox's sharp eyes gather the dim moonlight so it can aim its pounce at the spot.", "plain": "The fox's sharp eyes gather the dim moonlight so it can aim its pounce at the spot.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The fox's warm nose melts a small hole in the snow so it can see the vole below.", "plain": "The fox's warm nose melts a small hole in the snow so it can see the vole below.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot20.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_cc190ee8-8145-4abb-9c02-298df04b271c", "type": "choice", "title": "Volcano Monitoring Readings", "standards": [ "4-ESS3-2" ], "prompt_html": "

A science team watches a volcano from a monitoring station. Each month they take three readings: how high the steam plume rises, the water temperature of the crater lake, and how far the ground near the top has tilted. Table 1 shows four months of readings.

Table 1. Four Months of Volcano Readings

MonthSteam plume height (meters)Crater-lake water (degrees C)Ground tilt reading
120182
245245
390339
41604114

Which action does the data in Table 1 best support?

", "prompt_plain": "A science team watches a volcano from a monitoring station. Each month they take three readings: how high the steam plume rises, the water temperature of the crater lake, and how far the ground near the top has tilted. Table 1 shows four months of readings. Table 1. Four Months of Volcano Readings Month Steam plume height (meters) Crater-lake water (degrees C) Ground tilt reading 1 20 18 2 2 45 24 5 3 90 33 9 4 160 41 14 Which action does the data in Table 1 best support?", "context_html": "", "options": [ { "id": "cA21", "text": "Lower the warning level, because a steam plume is a normal sight at volcanoes.", "plain": "Lower the warning level, because a steam plume is a normal sight at volcanoes.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "Keep the warning level the same, because a 41-degree lake is not very hot.", "plain": "Keep the warning level the same, because a 41-degree lake is not very hot.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "Raise the warning level, because the three readings climbed month after month.", "plain": "Raise the warning level, because the three readings climbed month after month.", "correct": true, "kind": "choice" }, { "id": "cD21", "text": "Announce the day the volcano will erupt, because the plume height nearly doubled.", "plain": "Announce the day the volcano will erupt, because the plume height nearly doubled.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC21" ] }, "n_options": 4 }, { "n": 22, "item_id": "_e44834c2-fa79-4ac1-85eb-3209c2e06b71", "type": "choice", "title": "Coral Fossils Part A", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part A

Look at Figure 1.

Which statement best explains why coral fossils are found in the rock of Stonecap Ridge?

", "prompt_plain": "Part A Look at Figure 1. Which statement best explains why coral fossils are found in the rock of Stonecap Ridge?", "context_html": "", "options": [ { "id": "cA22", "text": "Over many years the coral slowly learned to live on dry land.", "plain": "Over many years the coral slowly learned to live on dry land.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "Long ago, the place that is now the ridge was covered by sea.", "plain": "Long ago, the place that is now the ridge was covered by sea.", "correct": true, "kind": "choice" }, { "id": "cC22", "text": "The coral grew inside the rock layers after those layers became hard.", "plain": "The coral grew inside the rock layers after those layers became hard.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "A flood from the modern ocean carried the coral up onto the ridge.", "plain": "A flood from the modern ocean carried the coral up onto the ridge.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fbaa961a-2777-40a4-81f9-81eb36c5d32d" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB22" ] }, "n_options": 4, "passage_html": "

Coral Fossils on Stonecap Ridge

Stonecap Ridge is a high, dry ridge far from any sea. Hikers find coral-head fossils in its rock. Living coral can grow only in sea water. The ridge is built of four flat rock layers in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 3, the thickest layer.

Figure 1

\"A
", "passage_plain": "Coral Fossils on Stonecap Ridge Stonecap Ridge is a high, dry ridge far from any sea. Hikers find coral-head fossils in its rock. Living coral can grow only in sea water. The ridge is built of four flat rock layers in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 3, the thickest layer. Figure 1" }, { "n": 23, "item_id": "_0da1c8d2-bebc-45b5-88a8-160d492a0bde", "type": "choice", "title": "Coral Fossils Part B", "standards": [ "4-ESS1-1" ], "prompt_html": "

Part B

Which new observation from Stonecap Ridge would best support the answer in Part A?

", "prompt_plain": "Part B Which new observation from Stonecap Ridge would best support the answer in Part A?", "context_html": "", "options": [ { "id": "cA23", "text": "The same layer also holds fossils of sea urchins, animals that need seawater.", "plain": "The same layer also holds fossils of sea urchins, animals that need seawater.", "correct": true, "kind": "choice" }, { "id": "cB23", "text": "The ridge holds fossils of ferns that grew in dry soil, not seawater.", "plain": "The ridge holds fossils of ferns that grew in dry soil, not seawater.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "The foot of the ridge collects shallow rain puddles after heavy storms.", "plain": "The foot of the ridge collects shallow rain puddles after heavy storms.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "The ridge rises much higher above the land than the nearby hills do.", "plain": "The ridge rises much higher above the land than the nearby hills do.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fbaa961a-2777-40a4-81f9-81eb36c5d32d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA23" ] }, "n_options": 4, "passage_html": "

Coral Fossils on Stonecap Ridge

Stonecap Ridge is a high, dry ridge far from any sea. Hikers find coral-head fossils in its rock. Living coral can grow only in sea water. The ridge is built of four flat rock layers in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 3, the thickest layer.

Figure 1

\"A
", "passage_plain": "Coral Fossils on Stonecap Ridge Stonecap Ridge is a high, dry ridge far from any sea. Hikers find coral-head fossils in its rock. Living coral can grow only in sea water. The ridge is built of four flat rock layers in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 3, the thickest layer. Figure 1" }, { "n": 24, "item_id": "_f3707b4b-a10a-42a8-a31d-c5b5f2ab2c8b", "type": "choice", "title": "Stonecap Ridge Oldest Layer", "standards": [ "4-ESS1-1" ], "prompt_html": "

Scientists use the Law of Superposition to put the layers in the order they formed.

If the layers are still in their original order, which layer formed first?

", "prompt_plain": "Scientists use the Law of Superposition to put the layers in the order they formed. If the layers are still in their original order, which layer formed first?", "context_html": "", "options": [ { "id": "cA24", "text": "Layer 1", "plain": "Layer 1", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Layer 2", "plain": "Layer 2", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "Layer 3", "plain": "Layer 3", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Layer 4", "plain": "Layer 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fbaa961a-2777-40a4-81f9-81eb36c5d32d" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD24" ] }, "n_options": 4, "passage_html": "

Coral Fossils on Stonecap Ridge

Stonecap Ridge is a high, dry ridge far from any sea. Hikers find coral-head fossils in its rock. Living coral can grow only in sea water. The ridge is built of four flat rock layers in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 3, the thickest layer.

Figure 1

\"A
", "passage_plain": "Coral Fossils on Stonecap Ridge Stonecap Ridge is a high, dry ridge far from any sea. Hikers find coral-head fossils in its rock. Living coral can grow only in sea water. The ridge is built of four flat rock layers in the order they formed. Figure 1 shows the layers, labeled Layer 1 at the top down to Layer 4 at the bottom. The coral fossils sit in Layer 3, the thickest layer. Figure 1" }, { "n": 25, "item_id": "_fcd46198-76a4-48f4-95da-15586e38f9ec", "type": "text-entry", "title": "Hilltop Contour Elevation", "standards": [ "4-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The map in Figure 1 shows the top of a rounded hill. Each contour line connects points at the same elevation (height above sea level). The contour interval is 25 feet: each ring is 25 feet higher than the ring just outside it. The highest ring on the map is labeled 1,250 feet.

Figure 1

\"A

The hilltop rises above 1,250 feet, but it is not high enough to reach the next contour elevation, so no more rings are drawn. What elevation, in feet, would the next contour ring above 1,250 feet show?

Give your answer as a whole number (e.g., 60).

Answer: feet

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g4-35/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "1275" ] }, "n_options": 0 }, { "n": 26, "item_id": "_368a1d7d-5f28-4478-bb3b-60fc94e193fa", "type": "choice", "title": "Three Sea Cliffs Fastest Wear", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Table 1.

Which statement best explains why Cliff 3's face wore back the fastest?

", "prompt_plain": "Look at Table 1. Which statement best explains why Cliff 3's face wore back the fastest?", "context_html": "", "options": [ { "id": "cA26", "text": "Cliff 3 is made of softer rock than the other two cliffs.", "plain": "Cliff 3 is made of softer rock than the other two cliffs.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Much bigger waves strike Cliff 3 than strike the other two cliffs.", "plain": "Much bigger waves strike Cliff 3 than strike the other two cliffs.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "Plant roots alone wore Cliff 3 back faster than waves or ice.", "plain": "Plant roots alone wore Cliff 3 back faster than waves or ice.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Waves, freezing water, and plant roots each wear away Cliff 3 over time.", "plain": "Waves, freezing water, and plant roots each wear away Cliff 3 over time.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_77999d9f-bb5e-4993-bd91-4831f2dd7e5a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD26" ] }, "n_options": 4, "passage_html": "

Three Sea Cliffs Logbook

A park ranger checks three rocky sea cliffs each season. The cliffs are named Cliff 1, Cliff 2, and Cliff 3. All three are made of the same soft rock. Waves of about the same size reach the base of each cliff. Cliff 2 and Cliff 3 sit in the shade, where water in their cracks freezes on cold winter nights. Bushes grow on the face of Cliff 3, and their roots reach into its cracks.

Figure 1 shows the three cliffs. Table 1 is the ranger's five-year logbook summary.

Figure 1

\"Three

Table 1. Ranger's Five-Year Summary

CliffWhat acts on the cliffCliff face worn back in 5 years
Cliff 1Waves at the base2 centimeters
Cliff 2Waves; winter freezing in cracks6 centimeters
Cliff 3Waves; winter freezing in cracks; roots growing in cracks14 centimeters
", "passage_plain": "Three Sea Cliffs Logbook A park ranger checks three rocky sea cliffs each season. The cliffs are named Cliff 1, Cliff 2, and Cliff 3. All three are made of the same soft rock. Waves of about the same size reach the base of each cliff. Cliff 2 and Cliff 3 sit in the shade, where water in their cracks freezes on cold winter nights. Bushes grow on the face of Cliff 3, and their roots reach into its cracks. Figure 1 shows the three cliffs. Table 1 is the ranger's five-year logbook summary. Figure 1 Table 1. Ranger's Five-Year Summary Cliff What acts on the cliff Cliff face worn back in 5 years Cliff 1 Waves at the base 2 centimeters Cliff 2 Waves; winter freezing in cracks 6 centimeters Cliff 3 Waves; winter freezing in cracks; roots growing in cracks 14 centimeters" }, { "n": 27, "item_id": "_b06265b1-f91d-4550-bfc8-f4231049cc95", "type": "choice", "title": "Sea Cliffs Weathering Notes", "standards": [ "4-ESS2-1" ], "prompt_html": "

The ranger also wrote five notes about the cliffs. The notes are listed as the answer choices.

Which TWO notes describe weathering rather than erosion? Choose the TWO correct answers.

", "prompt_plain": "The ranger also wrote five notes about the cliffs. The notes are listed as the answer choices. Which TWO notes describe weathering rather than erosion? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA27", "text": "Flowing water carries small pebbles away from the foot of Cliff 1 downstream.", "plain": "Flowing water carries small pebbles away from the foot of Cliff 1 downstream.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "Wind-blown sand slowly scratches and pits the bare rock face of Cliff 1.", "plain": "Wind-blown sand slowly scratches and pits the bare rock face of Cliff 1.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "Rainwater washes loose grit from the top of Cliff 2 down to the shore.", "plain": "Rainwater washes loose grit from the top of Cliff 2 down to the shore.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Loose sand and grit settle and pile up on the flat shore nearby.", "plain": "Loose sand and grit settle and pile up on the flat shore nearby.", "correct": false, "kind": "choice" }, { "id": "cE27", "text": "Water in a crack on Cliff 3 freezes and splits off a flake.", "plain": "Water in a crack on Cliff 3 freezes and splits off a flake.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_77999d9f-bb5e-4993-bd91-4831f2dd7e5a" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB27", "cE27" ] }, "n_options": 5, "passage_html": "

Three Sea Cliffs Logbook

A park ranger checks three rocky sea cliffs each season. The cliffs are named Cliff 1, Cliff 2, and Cliff 3. All three are made of the same soft rock. Waves of about the same size reach the base of each cliff. Cliff 2 and Cliff 3 sit in the shade, where water in their cracks freezes on cold winter nights. Bushes grow on the face of Cliff 3, and their roots reach into its cracks.

Figure 1 shows the three cliffs. Table 1 is the ranger's five-year logbook summary.

Figure 1

\"Three

Table 1. Ranger's Five-Year Summary

CliffWhat acts on the cliffCliff face worn back in 5 years
Cliff 1Waves at the base2 centimeters
Cliff 2Waves; winter freezing in cracks6 centimeters
Cliff 3Waves; winter freezing in cracks; roots growing in cracks14 centimeters
", "passage_plain": "Three Sea Cliffs Logbook A park ranger checks three rocky sea cliffs each season. The cliffs are named Cliff 1, Cliff 2, and Cliff 3. All three are made of the same soft rock. Waves of about the same size reach the base of each cliff. Cliff 2 and Cliff 3 sit in the shade, where water in their cracks freezes on cold winter nights. Bushes grow on the face of Cliff 3, and their roots reach into its cracks. Figure 1 shows the three cliffs. Table 1 is the ranger's five-year logbook summary. Figure 1 Table 1. Ranger's Five-Year Summary Cliff What acts on the cliff Cliff face worn back in 5 years Cliff 1 Waves at the base 2 centimeters Cliff 2 Waves; winter freezing in cracks 6 centimeters Cliff 3 Waves; winter freezing in cracks; roots growing in cracks 14 centimeters" }, { "n": 28, "item_id": "_a5a0dafe-d45d-4693-9ddd-769c4ab7afd6", "type": "choice", "title": "Mountain Belts and Earthquakes Pattern", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Figure 1 and Figure 2.

Which statement describes the pattern the two maps show together?

", "prompt_plain": "Look at Figure 1 and Figure 2. Which statement describes the pattern the two maps show together?", "context_html": "", "options": [ { "id": "cA28", "text": "The earthquake dots mark spots where the land stopped changing long ago.", "plain": "The earthquake dots mark spots where the land stopped changing long ago.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "The earthquake dots are spread out evenly across the whole continent today.", "plain": "The earthquake dots are spread out evenly across the whole continent today.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "Most earthquake dots fall along the eastern edge, where a mountain belt runs.", "plain": "Most earthquake dots fall along the eastern edge, where a mountain belt runs.", "correct": true, "kind": "choice" }, { "id": "cD28", "text": "Most earthquake dots sit in the middle of the continent, far from the belts.", "plain": "Most earthquake dots sit in the middle of the continent, far from the belts.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_316e9123-d90d-4526-b250-2d1368316eb6" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC28" ] }, "n_options": 4, "passage_html": "

Mountain Belts and Earthquake Dots

A science class studies two maps of the same continent. Figure 1 shades the continent's mountain belts (long bands of mountains) in dark gray. Figure 2 shows the same continent outline with one dot for each recorded earthquake.

Figure 1

\"A

Figure 2

\"The
", "passage_plain": "Mountain Belts and Earthquake Dots A science class studies two maps of the same continent. Figure 1 shades the continent's mountain belts (long bands of mountains) in dark gray. Figure 2 shows the same continent outline with one dot for each recorded earthquake. Figure 1 Figure 2" }, { "n": 29, "item_id": "_1c9eb4bd-8c13-4d40-8826-19cb45a913c9", "type": "hottext", "title": "Mountain Belts Map Claim Check", "standards": [ "4-ESS2-2" ], "prompt_html": "

The class writes down five statements about what the two maps show.

Which ONE statement is NOT supported by Figure 1 and Figure 2?

", "prompt_plain": "The class writes down five statements about what the two maps show. Which ONE statement is NOT supported by Figure 1 and Figure 2?", "context_html": "", "options": [ { "id": "hA29", "text": "The continent has more than one separate area of mountain belts.", "plain": "The continent has more than one separate area of mountain belts.", "correct": false, "kind": "hottext" }, { "id": "hB29", "text": "Just a few earthquake dots appear near the short southwestern belt.", "plain": "Just a few earthquake dots appear near the short southwestern belt.", "correct": false, "kind": "hottext" }, { "id": "hC29", "text": "Most of the continent is covered by the shaded mountain belts.", "plain": "Most of the continent is covered by the shaded mountain belts.", "correct": true, "kind": "hottext" }, { "id": "hD29", "text": "A long mountain belt runs down the eastern edge of the continent.", "plain": "A long mountain belt runs down the eastern edge of the continent.", "correct": false, "kind": "hottext" }, { "id": "hE29", "text": "Along the eastern edge, belts and many earthquake dots appear together.", "plain": "Along the eastern edge, belts and many earthquake dots appear together.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_316e9123-d90d-4526-b250-2d1368316eb6" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC29" ] }, "n_options": 5, "passage_html": "

Mountain Belts and Earthquake Dots

A science class studies two maps of the same continent. Figure 1 shades the continent's mountain belts (long bands of mountains) in dark gray. Figure 2 shows the same continent outline with one dot for each recorded earthquake.

Figure 1

\"A

Figure 2

\"The
", "passage_plain": "Mountain Belts and Earthquake Dots A science class studies two maps of the same continent. Figure 1 shades the continent's mountain belts (long bands of mountains) in dark gray. Figure 2 shows the same continent outline with one dot for each recorded earthquake. Figure 1 Figure 2" }, { "n": 30, "item_id": "_c0a37b47-2b25-4b92-9723-bbf076a0b8c0", "type": "choice", "title": "Harbor Ferry Trade-Offs", "standards": [ "4-ESS3-1" ], "prompt_html": "

A harbor ferry line replaces its old ferries, which ran on engine fuel, with new battery ferries. The batteries charge from solar panels on the dock roof. Table 1 lists facts about the switch.

Table 1. Ferry Switch Facts

AboutFact
Old ferriesRan on engine fuel bought each month
New ferriesRun on batteries charged by rooftop solar panels at the dock
Dock roofThe panels and batteries cost a large sum to buy and install
Battery packsEach pack lasts about six years, then must be replaced
Harbor sunThe harbor gets strong sunlight on most days of the year

A trade-off is a downside a group accepts in order to get a benefit. Which TWO statements describe trade-offs the ferry line accepts by switching? Choose the TWO correct answers.

", "prompt_plain": "A harbor ferry line replaces its old ferries, which ran on engine fuel, with new battery ferries. The batteries charge from solar panels on the dock roof. Table 1 lists facts about the switch. Table 1. Ferry Switch Facts About Fact Old ferries Ran on engine fuel bought each month New ferries Run on batteries charged by rooftop solar panels at the dock Dock roof The panels and batteries cost a large sum to buy and install Battery packs Each pack lasts about six years, then must be replaced Harbor sun The harbor gets strong sunlight on most days of the year A trade-off is a downside a group accepts in order to get a benefit. Which TWO statements describe trade-offs the ferry line accepts by switching? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA30", "text": "Setting up the rooftop solar panels and the batteries costs a lot up front.", "plain": "Setting up the rooftop solar panels and the batteries costs a lot up front.", "correct": true, "kind": "choice" }, { "id": "cB30", "text": "The new ferries send out less smoke over the harbor while they run.", "plain": "The new ferries send out less smoke over the harbor while they run.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "The rooftop panels will slowly use up the sunlight reaching the busy harbor.", "plain": "The rooftop panels will slowly use up the sunlight reaching the busy harbor.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "Worn-out battery packs must be replaced and handled as waste after a few years.", "plain": "Worn-out battery packs must be replaced and handled as waste after a few years.", "correct": true, "kind": "choice" }, { "id": "cE30", "text": "The ferry line buys less engine fuel once the battery ferries start running.", "plain": "The ferry line buys less engine fuel once the battery ferries start running.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA30", "cD30" ] }, "n_options": 5 }, { "n": 31, "item_id": "_b3082cb8-6396-4da5-8c45-ea3a82b605ae", "type": "choice", "title": "Tree Farm Firewood Evidence", "standards": [ "4-ESS3-1" ], "prompt_html": "

A tree farm grows trees to sell as firewood. Each year, workers cut down some trees for firewood and plant young trees to take their place.

A worker says the firewood from this farm is a renewable resource (a resource that nature can make more of within a human lifetime). Which observation is the best evidence that the worker is correct?

", "prompt_plain": "A tree farm grows trees to sell as firewood. Each year, workers cut down some trees for firewood and plant young trees to take their place. A worker says the firewood from this farm is a renewable resource (a resource that nature can make more of within a human lifetime). Which observation is the best evidence that the worker is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "The firewood gives off heat and light energy when it is burned.", "plain": "The firewood gives off heat and light energy when it is burned.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The tree farm has thousands of grown trees standing on it right now.", "plain": "The tree farm has thousands of grown trees standing on it right now.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The newly planted trees grow back about as fast as the old trees are cut.", "plain": "The newly planted trees grow back about as fast as the old trees are cut.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The firewood is a natural material that comes from living trees, not a factory.", "plain": "The firewood is a natural material that comes from living trees, not a factory.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_2b2fec39-0f9c-44b9-81b7-71bed0aa2af6", "type": "choice", "title": "Cedar Slope Mudslide Plan", "standards": [ "4-ESS3-2" ], "prompt_html": "

The town wants to reduce the mudslide danger on the steep hill. Any fix should protect the homes and keep the hillside's habitat (its plants and animals).

Which fix would best protect the homes from mudslides while keeping the hillside's plants and animals?

", "prompt_plain": "The town wants to reduce the mudslide danger on the steep hill. Any fix should protect the homes and keep the hillside's habitat (its plants and animals). Which fix would best protect the homes from mudslides while keeping the hillside's plants and animals?", "context_html": "", "options": [ { "id": "cA1", "text": "Cover the whole hillside with a thick concrete layer so no mud can move.", "plain": "Cover the whole hillside with a thick concrete layer so no mud can move.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Plant deep-rooted shrubs on the slope so their roots hold the soil in place.", "plain": "Plant deep-rooted shrubs on the slope so their roots hold the soil in place.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Build a tall metal wall and clear away the plants on the slope behind it.", "plain": "Build a tall metal wall and clear away the plants on the slope behind it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Leave the hillside as it is and warn people to move away during heavy rain.", "plain": "Leave the hillside as it is and warn people to move away during heavy rain.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0d0f59f-6ac7-4579-85d1-409f4000d9f3" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Cedar Slope Hazard Plan

Cedar Slope is a small town built at the bottom of a steep hill. The plan lists the natural hazards the town faces.

Table 1. Cedar Slope Hazards

HazardWhat happens
MudslideAfter heavy rain, mud and rock slide down the steep hill toward homes.
FloodThe creek beside the town can rise and cover the streets.
EarthquakeThe ground can shake and crack the walls of buildings.
", "passage_plain": "Cedar Slope Hazard Plan Cedar Slope is a small town built at the bottom of a steep hill. The plan lists the natural hazards the town faces. Table 1. Cedar Slope Hazards Hazard What happens Mudslide After heavy rain, mud and rock slide down the steep hill toward homes. Flood The creek beside the town can rise and cover the streets. Earthquake The ground can shake and crack the walls of buildings." }, { "n": 33, "item_id": "_160d9e37-7c4c-4547-a34c-ca0bfcc915b4", "type": "choice", "title": "Cedar Slope Solution Pairings", "standards": [ "4-ESS3-2" ], "prompt_html": "

Use the hazards in Table 1. Each pairing below names a Cedar Slope hazard and a real way engineers reduce a hazard, but some are matched with the wrong hazard.

Choose the TWO pairings that correctly match a Cedar Slope hazard to a solution that would reduce it.

", "prompt_plain": "Use the hazards in Table 1. Each pairing below names a Cedar Slope hazard and a real way engineers reduce a hazard, but some are matched with the wrong hazard. Choose the TWO pairings that correctly match a Cedar Slope hazard to a solution that would reduce it.", "context_html": "", "options": [ { "id": "cA1", "text": "Flood from the creek - build a tall levee or floodwall near the town.", "plain": "Flood from the creek - build a tall levee or floodwall near the town.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Earthquake shaking - set the building on base isolators that let it sway.", "plain": "Earthquake shaking - set the building on base isolators that let it sway.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Mudslide on the slope - add flexible frames so the building can sway.", "plain": "Mudslide on the slope - add flexible frames so the building can sway.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Flood from the creek - set the building on base isolators to reduce shaking.", "plain": "Flood from the creek - set the building on base isolators to reduce shaking.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Earthquake shaking - build a levee or floodwall to hold back water.", "plain": "Earthquake shaking - build a levee or floodwall to hold back water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0d0f59f-6ac7-4579-85d1-409f4000d9f3" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

Cedar Slope Hazard Plan

Cedar Slope is a small town built at the bottom of a steep hill. The plan lists the natural hazards the town faces.

Table 1. Cedar Slope Hazards

HazardWhat happens
MudslideAfter heavy rain, mud and rock slide down the steep hill toward homes.
FloodThe creek beside the town can rise and cover the streets.
EarthquakeThe ground can shake and crack the walls of buildings.
", "passage_plain": "Cedar Slope Hazard Plan Cedar Slope is a small town built at the bottom of a steep hill. The plan lists the natural hazards the town faces. Table 1. Cedar Slope Hazards Hazard What happens Mudslide After heavy rain, mud and rock slide down the steep hill toward homes. Flood The creek beside the town can rise and cover the streets. Earthquake The ground can shake and crack the walls of buildings." }, { "n": 34, "item_id": "_9d9ec9f4-3901-438f-a60a-f1ac2967f881", "type": "inline-choice", "title": "Treehouse Design Brief", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Treehouse Design Brief

A family wants a treehouse built in one strong tree so their children have a place to sit and read up off the ground.

Choose the words that correctly complete each sentence.

The children have no safe place to sit and read up off the ground. This is .

The treehouse floor must hold at least two children at once. This is .

The platform must sit no higher than 3 meters off the ground. This is .

The treehouse should stay dry inside when it rains. This is .

", "options": [ { "id": "b1c1", "text": "a problem to solve", "plain": "a problem to solve", "correct": true, "kind": "inline" }, { "id": "b1c2", "text": "a design criterion", "plain": "a design criterion", "correct": false, "kind": "inline" }, { "id": "b1c3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "b2c1", "text": "a problem to solve", "plain": "a problem to solve", "correct": false, "kind": "inline" }, { "id": "b2c2", "text": "a design criterion", "plain": "a design criterion", "correct": true, "kind": "inline" }, { "id": "b2c3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "b3c1", "text": "a problem to solve", "plain": "a problem to solve", "correct": false, "kind": "inline" }, { "id": "b3c2", "text": "a design criterion", "plain": "a design criterion", "correct": false, "kind": "inline" }, { "id": "b3c3", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" }, { "id": "b4c1", "text": "a problem to solve", "plain": "a problem to solve", "correct": false, "kind": "inline" }, { "id": "b4c2", "text": "a design criterion", "plain": "a design criterion", "correct": true, "kind": "inline" }, { "id": "b4c3", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1c1" ], "RESPONSE2": [ "b2c2" ], "RESPONSE3": [ "b3c3" ], "RESPONSE4": [ "b4c2" ] }, "n_options": 12 }, { "n": 35, "item_id": "_a952edd6-9fef-4456-91a9-d54c22c56ade", "type": "text-entry", "title": "Treehouse Load Test Count", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Five model treehouse designs were built and tested. Weights were added to each floor until the floor gave way. Table 1 shows the mass each floor held. A design passes if its floor holds at least 8 kilograms.

Table 1. Mass Each Model Floor Held

DesignMass held (kilograms)
Design 19
Design 211
Design 312
Design 410
Design 56

How many of the five designs passed the test?

Give your answer as a whole number (e.g., 7).

Answer: designs

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 36, "item_id": "_cf30e43f-6624-4166-a3ba-b8935701ba40", "type": "gap-match", "title": "Birdfeeder Problems and Fixes", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Birdfeeder Problems and Fixes

A class built a birdfeeder with a squirrel-guard so squirrels cannot reach the seed. They tested it and wrote down the problems they saw with the feeder.

 

Drag the design fix that would solve each problem into the box next to that problem.

", "prompt_plain": "Birdfeeder Problems and Fixes A class built a birdfeeder with a squirrel-guard so squirrels cannot reach the seed. They tested it and wrote down the problems they saw with the feeder. Drag the design fix that would solve each problem into the box next to that problem.", "context_html": "", "options": [ { "id": "troof36", "text": "Add a roof above the seed tray", "plain": "Add a roof above the seed tray", "correct": false, "kind": "gap-token" }, { "id": "tbranch36", "text": "Move the feeder far away from any branches", "plain": "Move the feeder far away from any branches", "correct": false, "kind": "gap-token" }, { "id": "tperch36", "text": "Add a second perch so more birds can land at once", "plain": "Add a second perch so more birds can land at once", "correct": false, "kind": "gap-token" }, { "id": "tdome36", "text": "Add a smooth, wide dome on the pole to block climbers", "plain": "Add a smooth, wide dome on the pole to block climbers", "correct": false, "kind": "gap-token" }, { "id": "tbigger36", "text": "Use a larger container that holds more food", "plain": "Use a larger container that holds more food", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tdome36 s1", "tbranch36 s2", "troof36 s3", "tbigger36 s4" ] }, "n_options": 5 } ] }, { "form": "G5.22", "grade": "G5", "title": "Alpha Standardized Science G5.22", "test_id": "_test-2978406e-2be7-447f-8a87-675443a033c9", "n_items": 36, "n_stimuli": 7, "stimuli": { "_2f9c3ac8-e03c-4556-b629-6eccebb42389": { "title": "The Sealed Terrarium Log", "html": "

The Sealed Terrarium Log

Uma built a sealed terrarium. She put 200 grams of dry soil, a small bean plant, and a cup of water inside a clear jar. She weighed the plant and the dry soil first. Then she closed the lid tightly so that nothing could get in or out of the jar. She placed the jar in a sunny window for 60 days and kept a log of what she observed. The diagram shows the sealed terrarium.

\"A

" }, "_93b2c15d-0f9c-466b-88bd-f81957f86af1": { "title": "The White Powders Lab", "html": "

The White Powders Lab

Quinn's science club keeps five white powders in labeled jars. The club tested every powder the same way. They looked at its texture. They stirred a spoonful into water. They added vinegar drops to a fresh spoonful. They also tested whether the powder's water mixture conducts electricity (lets electricity flow). Table 1 shows the results. After the tests, one tray held a leftover mixture. That mixture was iron filings, table salt, and sand stirred together. Table 2 shows the properties of these three components.

Table 1. Powder Test Results

PowderTextureDissolves in waterBubbles with vinegarWater mixture conducts electricity
Baking sodaFineYesYesYes
Chalk powderFineNoYesNo
CornstarchFineNoNoNo
SugarGrainyYesNoNo
Table saltGrainyYesNoYes

Table 2. Leftover Tray Components

ComponentPulled by a magnetDissolves in water
Iron filingsYesNo
Table saltNoYes
SandNoNo
" }, "_b7760e7c-366d-4436-899c-a0227e27ed62": { "title": "Mongoose Mobs of the Dry Valley", "html": "

Mongoose Mobs of the Dry Valley

Amara reads a report about banded mongooses that live in a dry valley. Banded mongooses live in family groups called mobs. Adult helpers in a mob bring insects to the pups and guard them while they grow. The mongooses find most of their insects in shaded, damp areas beside the valley’s stream. The report says insects become harder to find in hot, dry summers.

Scientists studied the mobs for many years. Figure 1 shows how much food a pup eats each day in mobs with different numbers of adult helpers. Figure 2 shows the average mass of pups at three months old in those same mobs. Figure 3 shows the highest summer temperature in the valley in each study year. Table 1 shows the average mass of pups at three months old in each of those years.

\"Line

\"Line

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Table 1. Average Pup Mass by Year

YearAverage pup mass at 3 months (grams)
Year 1320
Year 3310
Year 5296
Year 7284
Year 9271
" }, "_3d320c52-c35f-4e13-9faa-0846037d85e4": { "title": "Meadow Food Web Shake-Up", "html": "

Meadow Food Web Shake-Up

Hamza’s class studies a food web from a meadow. Figure 1 shows the meadow food web. Each arrow points from a living thing to the living thing that eats it.

\"A

One summer, a disease kills all the grasshoppers in the meadow.

" }, "_c0be744e-dec6-4769-9889-6f5255d9b340": { "title": "Four Mixing Investigations", "html": "

Four Mixing Investigations

Pia investigated what happens when two substances are mixed. She did four mixing investigations, called Mix 1 through Mix 4. She mixed each pair inside a sealed container. She measured the mass of each substance before mixing. Later, she tried to get each starting substance back out. Table 1 lists the substances in each mix. Table 2 shows the masses before mixing. Table 3 shows what Pia observed during each mix. Table 4 shows what she found when she checked each mixture afterward.

Table 1. The Four Mixes

MixFirst substanceSecond substance
1VinegarChalk powder
2WaterTable salt
3WaterSand
4Salt waterSteel wool

Table 2. Masses Before Mixing

MixMass of first substanceMass of second substance
160 g2 g
285 g15 g
390 g20 g
475 g10 g

Table 3. Observations During Each Mix

MixWhat Pia observed
1Bubbles formed, and foam rose inside the container.
2The salt seemed to disappear as Pia stirred.
3The sand sank. There were no bubbles, no color change, and no temperature change.
4The steel wool sat in the salt water. Nothing happened at first.

Table 4. Checking the Substances Afterward

MixWhat Pia found
1The chalk powder was gone. A gas had collected in the container.
2When the water evaporated, salt crystals reappeared, unchanged.
3The sand Pia filtered out looked and felt the same as before.
4After three days, orange-brown flakes covered the steel wool.
" }, "_39da77b8-1c39-493e-bd5c-b6864c5a3757": { "title": "Lake Whitefish Harvest", "html": "

Lake Whitefish Harvest

Greta reads a report about lake whitefish in Torvala Lake, a very large lake. The number of whitefish in the lake dropped between 1990 and 2015. Two groups catch whitefish at the lake. Commercial boats catch whitefish to sell. Sport anglers catch whitefish with fishing rods. Graph 1 shows the commercial catch each year, in thousands of kilograms. Graph 2 shows the sport catch each year, in kilograms.

\"Line

\"Line

" }, "_e39870cf-4988-44dc-90cd-fa283a3281a7": { "title": "Constellations Through the Year", "html": "

Constellations Through the Year

Vida builds a model of Earth's trip around the Sun. The diagram shows the Sun at the center and Earth at four orbit points. The diagram labels the month when Earth is at each point. Four constellations (star patterns) lie far beyond the orbit. They are Orion, Leo, Cygnus, and Pegasus. At night, Vida can see only the stars on Earth's night side. The night side is the side facing away from the Sun. Vida sees a different constellation high in the sky in December, March, June, and September.

\"The

" } }, "questions": [ { "n": 1, "item_id": "_1f4ff1d4-750d-4f9b-a7c6-ab451f5773df", "type": "choice", "title": "Sugar Dissolving Particle Model", "standards": [ "5-PS1-1" ], "prompt_html": "

Elif stirs a spoonful of sugar into a glass of warm water. Soon she cannot see the sugar anywhere in the clear water. The diagram shows a particle model of the glass BEFORE stirring.

\"Before-stirring

Which model best shows the sugar and water particles AFTER the sugar dissolves?

", "prompt_plain": "Elif stirs a spoonful of sugar into a glass of warm water. Soon she cannot see the sugar anywhere in the clear water. The diagram shows a particle model of the glass BEFORE stirring. Which model best shows the sugar and water particles AFTER the sugar dissolves?", "context_html": "", "options": [ { "id": "cA1", "text": "

\"Model

The sugar particles have disappeared, and the water particles are spread out.

", "plain": "The sugar particles have disappeared, and the water particles are spread out.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "

\"Model

The same number of sugar particles is mixed evenly among the water particles.

", "plain": "The same number of sugar particles is mixed evenly among the water particles.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "

\"Model

The sugar particles have broken into a smaller number of tiny pieces.

", "plain": "The sugar particles have broken into a smaller number of tiny pieces.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "

\"Model

The sugar particles are still joined together in one clump at the bottom.

", "plain": "The sugar particles are still joined together in one clump at the bottom.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot01_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot01-optA_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot01-optB_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot01-optC_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot01-optD_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_028b7b49-fd91-4870-89f8-58195ff2a7b9", "type": "choice", "title": "Sealed Syringe Push", "standards": [ "5-PS1-1" ], "prompt_html": "

Ravi seals the tip of a plastic syringe so no air can get in or out. He pushes the plunger in as far as he can. The plunger moves partway in and then stops. The figure shows the syringe before and after the push.

\"A

Choose the TWO observations that are evidence that air is made of tiny, moving particles with empty space between them.

", "prompt_plain": "Ravi seals the tip of a plastic syringe so no air can get in or out. He pushes the plunger in as far as he can. The plunger moves partway in and then stops. The figure shows the syringe before and after the push. Choose the TWO observations that are evidence that air is made of tiny, moving particles with empty space between them.", "context_html": "", "options": [ { "id": "cA1", "text": "The plunger can be pushed partway in, squeezing the air into less space.", "plain": "The plunger can be pushed partway in, squeezing the air into less space.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The sealed syringe has the same mass before and after the push.", "plain": "The sealed syringe has the same mass before and after the push.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The plunger springs back out when Ravi lets go of it.", "plain": "The plunger springs back out when Ravi lets go of it.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The outside of the syringe feels smooth and cool in Ravi's hand.", "plain": "The outside of the syringe feels smooth and cool in Ravi's hand.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The air inside the syringe stays invisible during the whole push.", "plain": "The air inside the syringe stays invisible during the whole push.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot02.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 3, "item_id": "_c05e262b-6a93-4807-b27d-4ccf9e2e453b", "type": "choice", "title": "Mixing Investigations — Mix 2 Mass", "standards": [ "5-PS1-2" ], "prompt_html": "

Pia stirs Mix 2 until the salt disappears into the water. The container stays sealed the whole time.

Look at Table 2. What should the mass of the whole Mix 2 mixture be after mixing?

", "prompt_plain": "Pia stirs Mix 2 until the salt disappears into the water. The container stays sealed the whole time. Look at Table 2. What should the mass of the whole Mix 2 mixture be after mixing?", "context_html": "", "options": [ { "id": "cA1", "text": "70 g", "plain": "70 g", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "85 g", "plain": "85 g", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "100 g", "plain": "100 g", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "115 g", "plain": "115 g", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0be744e-dec6-4769-9889-6f5255d9b340" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Four Mixing Investigations

Pia investigated what happens when two substances are mixed. She did four mixing investigations, called Mix 1 through Mix 4. She mixed each pair inside a sealed container. She measured the mass of each substance before mixing. Later, she tried to get each starting substance back out. Table 1 lists the substances in each mix. Table 2 shows the masses before mixing. Table 3 shows what Pia observed during each mix. Table 4 shows what she found when she checked each mixture afterward.

Table 1. The Four Mixes

MixFirst substanceSecond substance
1VinegarChalk powder
2WaterTable salt
3WaterSand
4Salt waterSteel wool

Table 2. Masses Before Mixing

MixMass of first substanceMass of second substance
160 g2 g
285 g15 g
390 g20 g
475 g10 g

Table 3. Observations During Each Mix

MixWhat Pia observed
1Bubbles formed, and foam rose inside the container.
2The salt seemed to disappear as Pia stirred.
3The sand sank. There were no bubbles, no color change, and no temperature change.
4The steel wool sat in the salt water. Nothing happened at first.

Table 4. Checking the Substances Afterward

MixWhat Pia found
1The chalk powder was gone. A gas had collected in the container.
2When the water evaporated, salt crystals reappeared, unchanged.
3The sand Pia filtered out looked and felt the same as before.
4After three days, orange-brown flakes covered the steel wool.
", "passage_plain": "Four Mixing Investigations Pia investigated what happens when two substances are mixed. She did four mixing investigations, called Mix 1 through Mix 4. She mixed each pair inside a sealed container. She measured the mass of each substance before mixing. Later, she tried to get each starting substance back out. Table 1 lists the substances in each mix. Table 2 shows the masses before mixing. Table 3 shows what Pia observed during each mix. Table 4 shows what she found when she checked each mixture afterward. Table 1. The Four Mixes Mix First substance Second substance 1 Vinegar Chalk powder 2 Water Table salt 3 Water Sand 4 Salt water Steel wool Table 2. Masses Before Mixing Mix Mass of first substance Mass of second substance 1 60 g 2 g 2 85 g 15 g 3 90 g 20 g 4 75 g 10 g Table 3. Observations During Each Mix Mix What Pia observed 1 Bubbles formed, and foam rose inside the container. 2 The salt seemed to disappear as Pia stirred. 3 The sand sank. There were no bubbles, no color change, and no temperature change. 4 The steel wool sat in the salt water. Nothing happened at first. Table 4. Checking the Substances Afterward Mix What Pia found 1 The chalk powder was gone. A gas had collected in the container. 2 When the water evaporated, salt crystals reappeared, unchanged. 3 The sand Pia filtered out looked and felt the same as before. 4 After three days, orange-brown flakes covered the steel wool." }, { "n": 4, "item_id": "_6a19a670-5c15-49bc-92a6-80591800b647", "type": "choice", "title": "Mixing Investigations — Claim Check", "standards": [ "5-PS1-4" ], "prompt_html": "

A classmate looks at Pia's results and claims that mixing two substances always makes a new substance.

Look at Tables 1 through 4. Which statement best evaluates this claim?

", "prompt_plain": "A classmate looks at Pia's results and claims that mixing two substances always makes a new substance. Look at Tables 1 through 4. Which statement best evaluates this claim?", "context_html": "", "options": [ { "id": "cA1", "text": "The claim is correct, because the salt could not be seen after Mix 2 was stirred.", "plain": "The claim is correct, because the salt could not be seen after Mix 2 was stirred.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The claim is correct, because bubbles formed when the two substances in Mix 1 met.", "plain": "The claim is correct, because bubbles formed when the two substances in Mix 1 met.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The claim is incorrect, because each mix stayed sealed inside its container the whole time.", "plain": "The claim is incorrect, because each mix stayed sealed inside its container the whole time.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The claim is incorrect, because evaporating Mix 2 separated the salt back out of the water.", "plain": "The claim is incorrect, because evaporating Mix 2 separated the salt back out of the water.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0be744e-dec6-4769-9889-6f5255d9b340" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Four Mixing Investigations

Pia investigated what happens when two substances are mixed. She did four mixing investigations, called Mix 1 through Mix 4. She mixed each pair inside a sealed container. She measured the mass of each substance before mixing. Later, she tried to get each starting substance back out. Table 1 lists the substances in each mix. Table 2 shows the masses before mixing. Table 3 shows what Pia observed during each mix. Table 4 shows what she found when she checked each mixture afterward.

Table 1. The Four Mixes

MixFirst substanceSecond substance
1VinegarChalk powder
2WaterTable salt
3WaterSand
4Salt waterSteel wool

Table 2. Masses Before Mixing

MixMass of first substanceMass of second substance
160 g2 g
285 g15 g
390 g20 g
475 g10 g

Table 3. Observations During Each Mix

MixWhat Pia observed
1Bubbles formed, and foam rose inside the container.
2The salt seemed to disappear as Pia stirred.
3The sand sank. There were no bubbles, no color change, and no temperature change.
4The steel wool sat in the salt water. Nothing happened at first.

Table 4. Checking the Substances Afterward

MixWhat Pia found
1The chalk powder was gone. A gas had collected in the container.
2When the water evaporated, salt crystals reappeared, unchanged.
3The sand Pia filtered out looked and felt the same as before.
4After three days, orange-brown flakes covered the steel wool.
", "passage_plain": "Four Mixing Investigations Pia investigated what happens when two substances are mixed. She did four mixing investigations, called Mix 1 through Mix 4. She mixed each pair inside a sealed container. She measured the mass of each substance before mixing. Later, she tried to get each starting substance back out. Table 1 lists the substances in each mix. Table 2 shows the masses before mixing. Table 3 shows what Pia observed during each mix. Table 4 shows what she found when she checked each mixture afterward. Table 1. The Four Mixes Mix First substance Second substance 1 Vinegar Chalk powder 2 Water Table salt 3 Water Sand 4 Salt water Steel wool Table 2. Masses Before Mixing Mix Mass of first substance Mass of second substance 1 60 g 2 g 2 85 g 15 g 3 90 g 20 g 4 75 g 10 g Table 3. Observations During Each Mix Mix What Pia observed 1 Bubbles formed, and foam rose inside the container. 2 The salt seemed to disappear as Pia stirred. 3 The sand sank. There were no bubbles, no color change, and no temperature change. 4 The steel wool sat in the salt water. Nothing happened at first. Table 4. Checking the Substances Afterward Mix What Pia found 1 The chalk powder was gone. A gas had collected in the container. 2 When the water evaporated, salt crystals reappeared, unchanged. 3 The sand Pia filtered out looked and felt the same as before. 4 After three days, orange-brown flakes covered the steel wool." }, { "n": 5, "item_id": "_cb62ef3a-1d58-4d2a-a406-0321eb5db5ee", "type": "choice", "title": "Mixing Investigations — Mix 3 Evidence", "standards": [ "5-PS1-4" ], "prompt_html": "

Pia argues that no new substance formed in Mix 3.

Look at the tables. Choose the TWO results that are evidence supporting Pia's argument.

", "prompt_plain": "Pia argues that no new substance formed in Mix 3. Look at the tables. Choose the TWO results that are evidence supporting Pia's argument.", "context_html": "", "options": [ { "id": "cA1", "text": "Mix 3 stayed sealed, so no matter was lost while Pia stirred.", "plain": "Mix 3 stayed sealed, so no matter was lost while Pia stirred.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sand Pia filtered out looked and felt the same as before.", "plain": "The sand Pia filtered out looked and felt the same as before.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Pia used 90 grams of water and only 20 grams of sand in Mix 3.", "plain": "Pia used 90 grams of water and only 20 grams of sand in Mix 3.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "After three days, orange-brown flakes covered the steel wool in Mix 4.", "plain": "After three days, orange-brown flakes covered the steel wool in Mix 4.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Mix 3 showed no bubbles, no color change, and no temperature change.", "plain": "Mix 3 showed no bubbles, no color change, and no temperature change.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0be744e-dec6-4769-9889-6f5255d9b340" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Four Mixing Investigations

Pia investigated what happens when two substances are mixed. She did four mixing investigations, called Mix 1 through Mix 4. She mixed each pair inside a sealed container. She measured the mass of each substance before mixing. Later, she tried to get each starting substance back out. Table 1 lists the substances in each mix. Table 2 shows the masses before mixing. Table 3 shows what Pia observed during each mix. Table 4 shows what she found when she checked each mixture afterward.

Table 1. The Four Mixes

MixFirst substanceSecond substance
1VinegarChalk powder
2WaterTable salt
3WaterSand
4Salt waterSteel wool

Table 2. Masses Before Mixing

MixMass of first substanceMass of second substance
160 g2 g
285 g15 g
390 g20 g
475 g10 g

Table 3. Observations During Each Mix

MixWhat Pia observed
1Bubbles formed, and foam rose inside the container.
2The salt seemed to disappear as Pia stirred.
3The sand sank. There were no bubbles, no color change, and no temperature change.
4The steel wool sat in the salt water. Nothing happened at first.

Table 4. Checking the Substances Afterward

MixWhat Pia found
1The chalk powder was gone. A gas had collected in the container.
2When the water evaporated, salt crystals reappeared, unchanged.
3The sand Pia filtered out looked and felt the same as before.
4After three days, orange-brown flakes covered the steel wool.
", "passage_plain": "Four Mixing Investigations Pia investigated what happens when two substances are mixed. She did four mixing investigations, called Mix 1 through Mix 4. She mixed each pair inside a sealed container. She measured the mass of each substance before mixing. Later, she tried to get each starting substance back out. Table 1 lists the substances in each mix. Table 2 shows the masses before mixing. Table 3 shows what Pia observed during each mix. Table 4 shows what she found when she checked each mixture afterward. Table 1. The Four Mixes Mix First substance Second substance 1 Vinegar Chalk powder 2 Water Table salt 3 Water Sand 4 Salt water Steel wool Table 2. Masses Before Mixing Mix Mass of first substance Mass of second substance 1 60 g 2 g 2 85 g 15 g 3 90 g 20 g 4 75 g 10 g Table 3. Observations During Each Mix Mix What Pia observed 1 Bubbles formed, and foam rose inside the container. 2 The salt seemed to disappear as Pia stirred. 3 The sand sank. There were no bubbles, no color change, and no temperature change. 4 The steel wool sat in the salt water. Nothing happened at first. Table 4. Checking the Substances Afterward Mix What Pia found 1 The chalk powder was gone. A gas had collected in the container. 2 When the water evaporated, salt crystals reappeared, unchanged. 3 The sand Pia filtered out looked and felt the same as before. 4 After three days, orange-brown flakes covered the steel wool." }, { "n": 6, "item_id": "_5db16e82-b7df-4c7f-8f94-2aa5e1a2ba00", "type": "choice", "title": "White Powders — Unlabeled Jar", "standards": [ "5-PS1-3" ], "prompt_html": "

Quinn finds one more jar with no label. The powder inside has a fine texture. It does not dissolve in water. It bubbles when vinegar is added.

Look at Table 1. Which powder is most likely in the unlabeled jar?

", "prompt_plain": "Quinn finds one more jar with no label. The powder inside has a fine texture. It does not dissolve in water. It bubbles when vinegar is added. Look at Table 1. Which powder is most likely in the unlabeled jar?", "context_html": "", "options": [ { "id": "cA1", "text": "Chalk powder", "plain": "Chalk powder", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Baking soda", "plain": "Baking soda", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Cornstarch", "plain": "Cornstarch", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Table salt", "plain": "Table salt", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_93b2c15d-0f9c-466b-88bd-f81957f86af1" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The White Powders Lab

Quinn's science club keeps five white powders in labeled jars. The club tested every powder the same way. They looked at its texture. They stirred a spoonful into water. They added vinegar drops to a fresh spoonful. They also tested whether the powder's water mixture conducts electricity (lets electricity flow). Table 1 shows the results. After the tests, one tray held a leftover mixture. That mixture was iron filings, table salt, and sand stirred together. Table 2 shows the properties of these three components.

Table 1. Powder Test Results

PowderTextureDissolves in waterBubbles with vinegarWater mixture conducts electricity
Baking sodaFineYesYesYes
Chalk powderFineNoYesNo
CornstarchFineNoNoNo
SugarGrainyYesNoNo
Table saltGrainyYesNoYes

Table 2. Leftover Tray Components

ComponentPulled by a magnetDissolves in water
Iron filingsYesNo
Table saltNoYes
SandNoNo
", "passage_plain": "The White Powders Lab Quinn's science club keeps five white powders in labeled jars. The club tested every powder the same way. They looked at its texture. They stirred a spoonful into water. They added vinegar drops to a fresh spoonful. They also tested whether the powder's water mixture conducts electricity (lets electricity flow). Table 1 shows the results. After the tests, one tray held a leftover mixture. That mixture was iron filings, table salt, and sand stirred together. Table 2 shows the properties of these three components. Table 1. Powder Test Results Powder Texture Dissolves in water Bubbles with vinegar Water mixture conducts electricity Baking soda Fine Yes Yes Yes Chalk powder Fine No Yes No Cornstarch Fine No No No Sugar Grainy Yes No No Table salt Grainy Yes No Yes Table 2. Leftover Tray Components Component Pulled by a magnet Dissolves in water Iron filings Yes No Table salt No Yes Sand No No" }, { "n": 7, "item_id": "_d68d41ab-e08e-4572-b6df-2dd0f3174664", "type": "choice", "title": "White Powders — Separation Plan", "standards": [ "5-PS1-4" ], "prompt_html": "

Quinn wants to separate the leftover tray mixture back into iron filings, table salt, and sand.

Look at Table 2. Which plan will separate all three components from one another?

", "prompt_plain": "Quinn wants to separate the leftover tray mixture back into iron filings, table salt, and sand. Look at Table 2. Which plan will separate all three components from one another?", "context_html": "", "options": [ { "id": "cA1", "text": "Stir everything into water, filter the mixture, and then evaporate the water.", "plain": "Stir everything into water, filter the mixture, and then evaporate the water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Use a magnet first, stir the rest into water, filter, then evaporate the water.", "plain": "Use a magnet first, stir the rest into water, filter, then evaporate the water.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Use a magnet first, and then pour the dry mixture through a paper filter.", "plain": "Use a magnet first, and then pour the dry mixture through a paper filter.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Stir everything into water, evaporate the water, and then use a magnet.", "plain": "Stir everything into water, evaporate the water, and then use a magnet.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_93b2c15d-0f9c-466b-88bd-f81957f86af1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The White Powders Lab

Quinn's science club keeps five white powders in labeled jars. The club tested every powder the same way. They looked at its texture. They stirred a spoonful into water. They added vinegar drops to a fresh spoonful. They also tested whether the powder's water mixture conducts electricity (lets electricity flow). Table 1 shows the results. After the tests, one tray held a leftover mixture. That mixture was iron filings, table salt, and sand stirred together. Table 2 shows the properties of these three components.

Table 1. Powder Test Results

PowderTextureDissolves in waterBubbles with vinegarWater mixture conducts electricity
Baking sodaFineYesYesYes
Chalk powderFineNoYesNo
CornstarchFineNoNoNo
SugarGrainyYesNoNo
Table saltGrainyYesNoYes

Table 2. Leftover Tray Components

ComponentPulled by a magnetDissolves in water
Iron filingsYesNo
Table saltNoYes
SandNoNo
", "passage_plain": "The White Powders Lab Quinn's science club keeps five white powders in labeled jars. The club tested every powder the same way. They looked at its texture. They stirred a spoonful into water. They added vinegar drops to a fresh spoonful. They also tested whether the powder's water mixture conducts electricity (lets electricity flow). Table 1 shows the results. After the tests, one tray held a leftover mixture. That mixture was iron filings, table salt, and sand stirred together. Table 2 shows the properties of these three components. Table 1. Powder Test Results Powder Texture Dissolves in water Bubbles with vinegar Water mixture conducts electricity Baking soda Fine Yes Yes Yes Chalk powder Fine No Yes No Cornstarch Fine No No No Sugar Grainy Yes No No Table salt Grainy Yes No Yes Table 2. Leftover Tray Components Component Pulled by a magnet Dissolves in water Iron filings Yes No Table salt No Yes Sand No No" }, { "n": 8, "item_id": "_bbee8f0c-0a91-4943-a765-bf04329d1cbb", "type": "choice", "title": "Evaporating Pan Particle Model", "standards": [ "5-PS1-1" ], "prompt_html": "

Maeve fills a shallow pan with water and leaves it on a sunny windowsill. Three days later, most of the water is gone. The diagram shows a particle model of the pan on the first day.

\"A

Which statement about the water particles best explains where the water went?

", "prompt_plain": "Maeve fills a shallow pan with water and leaves it on a sunny windowsill. Three days later, most of the water is gone. The diagram shows a particle model of the pan on the first day. Which statement about the water particles best explains where the water went?", "context_html": "", "options": [ { "id": "cA1", "text": "Water particles near the top left the liquid and spread into the air.", "plain": "Water particles near the top left the liquid and spread into the air.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Water particles shrank until they were too small for anyone to see.", "plain": "Water particles shrank until they were too small for anyone to see.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Water particles were destroyed a little at a time as the pan sat.", "plain": "Water particles were destroyed a little at a time as the pan sat.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Water particles sank down and hid inside the material of the pan.", "plain": "Water particles sank down and hid inside the material of the pan.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot08_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_f8d2466d-c4c5-4770-9d7c-bbc97f2b7ce9", "type": "choice", "title": "Gravity Evidence Cards", "standards": [ "5-PS2-1" ], "prompt_html": "

Zadie's class lists five everyday scenarios, shown on the cards.

\"Five

Choose the TWO scenarios that are evidence that Earth pulls objects toward it with a gravitational force.

", "prompt_plain": "Zadie's class lists five everyday scenarios, shown on the cards. Choose the TWO scenarios that are evidence that Earth pulls objects toward it with a gravitational force.", "context_html": "", "options": [ { "id": "cA1", "text": "An apple that breaks off its branch falls straight down to the ground.", "plain": "An apple that breaks off its branch falls straight down to the ground.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A kicked ball rises, slows down, and then falls back toward the ground.", "plain": "A kicked ball rises, slows down, and then falls back toward the ground.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A helium balloon floats up into the sky when it is let go.", "plain": "A helium balloon floats up into the sky when it is let go.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A magnet lifts a steel paper clip up off a wooden table.", "plain": "A magnet lifts a steel paper clip up off a wooden table.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "A rolling soccer ball slows down and finally stops on flat grass.", "plain": "A rolling soccer ball slows down and finally stops on flat grass.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot09.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 10, "item_id": "_fce6c0ba-b68d-4d8c-bbaa-07bd836c7ae2", "type": "hottext", "title": "Fox Food Energy Trace", "standards": [ "5-PS3-1" ], "prompt_html": "

Sol watched a red fox for one morning and wrote five field notes, shown below.

\"An

Select the ONE sentence that is evidence that the energy in the fox’s food began as sunlight.

", "prompt_plain": "Sol watched a red fox for one morning and wrote five field notes, shown below. Select the ONE sentence that is evidence that the energy in the fox’s food began as sunlight.", "context_html": "", "options": [ { "id": "hA1", "text": "The fox trotted along the fence line just after sunrise.", "plain": "The fox trotted along the fence line just after sunrise.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "The fox caught a plump vole in the tall meadow grass.", "plain": "The fox caught a plump vole in the tall meadow grass.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "The vole’s cheeks were stuffed with seeds from the meadow grass plants.", "plain": "The vole’s cheeks were stuffed with seeds from the meadow grass plants.", "correct": true, "kind": "hottext" }, { "id": "hD1", "text": "The fox’s thick fur kept it warm in the chilly morning air.", "plain": "The fox’s thick fur kept it warm in the chilly morning air.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "After eating, the fox stretched out in a patch of warm sunlight.", "plain": "After eating, the fox stretched out in a patch of warm sunlight.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot10_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC1" ] }, "n_options": 5 }, { "n": 11, "item_id": "_82314910-673c-4b5a-ad5b-79aa970794c9", "type": "hottext", "title": "Terrarium Log Evidence", "standards": [ "5-LS1-1" ], "prompt_html": "

Uma’s log is shown below. The plant gained mass while it was sealed inside the jar.

Select the ONE sentence from the log that is the best evidence that the plant’s new mass did NOT come mostly from the soil.

", "prompt_plain": "Uma’s log is shown below. The plant gained mass while it was sealed inside the jar. Select the ONE sentence from the log that is the best evidence that the plant’s new mass did NOT come mostly from the soil.", "context_html": "", "options": [ { "id": "hA1", "text": "Day 1: I sealed the jar with the bean plant, 200 grams of dry soil, and a cup of water inside.", "plain": "Day 1: I sealed the jar with the bean plant, 200 grams of dry soil, and a cup of water inside.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "Day 10: The roots grew longer and spread through all of the soil in the jar.", "plain": "Day 10: The roots grew longer and spread through all of the soil in the jar.", "correct": false, "kind": "hottext" }, { "id": "hC1", "text": "Day 25: Drops of water collected on the inside walls of the sealed glass jar.", "plain": "Day 25: Drops of water collected on the inside walls of the sealed glass jar.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "Day 60: I weighed everything again. The plant gained 12 grams, but the soil lost almost none.", "plain": "Day 60: I weighed everything again. The plant gained 12 grams, but the soil lost almost none.", "correct": true, "kind": "hottext" }, { "id": "hE1", "text": "Day 60: The leaves on the sunny side of the jar were much larger than the others.", "plain": "Day 60: The leaves on the sunny side of the jar were much larger than the others.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_2f9c3ac8-e03c-4556-b629-6eccebb42389" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD1" ] }, "n_options": 5, "passage_html": "

The Sealed Terrarium Log

Uma built a sealed terrarium. She put 200 grams of dry soil, a small bean plant, and a cup of water inside a clear jar. She weighed the plant and the dry soil first. Then she closed the lid tightly so that nothing could get in or out of the jar. She placed the jar in a sunny window for 60 days and kept a log of what she observed. The diagram shows the sealed terrarium.

\"A

", "passage_plain": "The Sealed Terrarium Log Uma built a sealed terrarium. She put 200 grams of dry soil, a small bean plant, and a cup of water inside a clear jar. She weighed the plant and the dry soil first. Then she closed the lid tightly so that nothing could get in or out of the jar. She placed the jar in a sunny window for 60 days and kept a log of what she observed. The diagram shows the sealed terrarium." }, { "n": 12, "item_id": "_066fea4a-42e3-48e0-b6d0-424f75a5e3e3", "type": "choice", "title": "Completing the Photosynthesis Model", "standards": [ "5-LS1-1" ], "prompt_html": "

Uma drew a model of photosynthesis, the process happening in her bean plant’s leaves. The figure shows her model with two missing inputs.

\"A

Which TWO inputs complete the model? Choose the TWO best answers.

", "prompt_plain": "Uma drew a model of photosynthesis, the process happening in her bean plant’s leaves. The figure shows her model with two missing inputs. Which TWO inputs complete the model? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Carbon dioxide from the air", "plain": "Carbon dioxide from the air", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Minerals taken in from the soil", "plain": "Minerals taken in from the soil", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Stored food from the bean seed", "plain": "Stored food from the bean seed", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Water taken in by the roots", "plain": "Water taken in by the roots", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Bits of soil carried up the stem", "plain": "Bits of soil carried up the stem", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot12_v2.png" ], "stimulus_ids": [ "_2f9c3ac8-e03c-4556-b629-6eccebb42389" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

The Sealed Terrarium Log

Uma built a sealed terrarium. She put 200 grams of dry soil, a small bean plant, and a cup of water inside a clear jar. She weighed the plant and the dry soil first. Then she closed the lid tightly so that nothing could get in or out of the jar. She placed the jar in a sunny window for 60 days and kept a log of what she observed. The diagram shows the sealed terrarium.

\"A

", "passage_plain": "The Sealed Terrarium Log Uma built a sealed terrarium. She put 200 grams of dry soil, a small bean plant, and a cup of water inside a clear jar. She weighed the plant and the dry soil first. Then she closed the lid tightly so that nothing could get in or out of the jar. She placed the jar in a sunny window for 60 days and kept a log of what she observed. The diagram shows the sealed terrarium." }, { "n": 13, "item_id": "_46a3b008-96cd-480c-99d8-263ca3adc068", "type": "choice", "title": "Meadow Food Web Part A", "standards": [ "5-LS2-1" ], "prompt_html": "

Part A

Look at Figure 1. After the disease kills all the grasshoppers, which population will most likely decrease first?

", "prompt_plain": "Part A Look at Figure 1. After the disease kills all the grasshoppers, which population will most likely decrease first?", "context_html": "", "options": [ { "id": "cA1", "text": "Hawks", "plain": "Hawks", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rabbits", "plain": "Rabbits", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Sparrows", "plain": "Sparrows", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Grass", "plain": "Grass", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3d320c52-c35f-4e13-9faa-0846037d85e4" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Meadow Food Web Shake-Up

Hamza’s class studies a food web from a meadow. Figure 1 shows the meadow food web. Each arrow points from a living thing to the living thing that eats it.

\"A

One summer, a disease kills all the grasshoppers in the meadow.

", "passage_plain": "Meadow Food Web Shake-Up Hamza’s class studies a food web from a meadow. Figure 1 shows the meadow food web. Each arrow points from a living thing to the living thing that eats it. One summer, a disease kills all the grasshoppers in the meadow." }, { "n": 14, "item_id": "_e21cd21f-5b19-481b-bbc1-a4f09a7bbeca", "type": "choice", "title": "Meadow Food Web Part B", "standards": [ "5-LS2-1" ], "prompt_html": "

Part B

Which evidence from Figure 1 best supports the answer to Part A?

", "prompt_plain": "Part B Which evidence from Figure 1 best supports the answer to Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The only arrow pointing to the sparrows comes from the grasshoppers, so the sparrows lose their only food.", "plain": "The only arrow pointing to the sparrows comes from the grasshoppers, so the sparrows lose their only food.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "An arrow connects the grass to the grasshoppers, so the grass loses its food when the grasshoppers die.", "plain": "An arrow connects the grass to the grasshoppers, so the grass loses its food when the grasshoppers die.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The hawks are at the top of the food web, so any change in the web reaches the hawks first.", "plain": "The hawks are at the top of the food web, so any change in the web reaches the hawks first.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The mushrooms are connected to every organism, so all the populations decrease at the same time.", "plain": "The mushrooms are connected to every organism, so all the populations decrease at the same time.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3d320c52-c35f-4e13-9faa-0846037d85e4" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Meadow Food Web Shake-Up

Hamza’s class studies a food web from a meadow. Figure 1 shows the meadow food web. Each arrow points from a living thing to the living thing that eats it.

\"A

One summer, a disease kills all the grasshoppers in the meadow.

", "passage_plain": "Meadow Food Web Shake-Up Hamza’s class studies a food web from a meadow. Figure 1 shows the meadow food web. Each arrow points from a living thing to the living thing that eats it. One summer, a disease kills all the grasshoppers in the meadow." }, { "n": 15, "item_id": "_0f37d244-aed9-4cb1-8ab9-b8dbb56912fe", "type": "choice", "title": "Trout Size and Winter Survival", "standards": [ "3-LS4-2" ], "prompt_html": "

Milo reads a report about young brook trout (a small fish) living in one stream. Scientists measured groups of young trout in two different years. Smaller, lighter trout can hide from predators in narrow spaces between rocks. Table 1 shows the average size of each group and how many trout out of every 10 tagged survived the winter.

Table 1. Young Trout Size and Winter Survival

YearGroupAverage length (cm)Average mass (g)Survivors out of 10 tagged
Year 1Group 112307
Year 1Group 216554
Year 2Group 311268
Year 2Group 415505

A scientist claims that smaller young trout survived the winter better than larger young trout. Which THREE statements use evidence from Table 1 to support this claim? Choose the THREE best answers.

", "prompt_plain": "Milo reads a report about young brook trout (a small fish) living in one stream. Scientists measured groups of young trout in two different years. Smaller, lighter trout can hide from predators in narrow spaces between rocks. Table 1 shows the average size of each group and how many trout out of every 10 tagged survived the winter. Table 1. Young Trout Size and Winter Survival Year Group Average length (cm) Average mass (g) Survivors out of 10 tagged Year 1 Group 1 12 30 7 Year 1 Group 2 16 55 4 Year 2 Group 3 11 26 8 Year 2 Group 4 15 50 5 A scientist claims that smaller young trout survived the winter better than larger young trout. Which THREE statements use evidence from Table 1 to support this claim? Choose the THREE best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "In Year 1, the Group 1 trout were shorter than the Group 2 trout, and more of them survived.", "plain": "In Year 1, the Group 1 trout were shorter than the Group 2 trout, and more of them survived.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "In Year 1, the shorter Group 1 trout had 9 survivors out of 10, while the longer Group 2 trout had 6.", "plain": "In Year 1, the shorter Group 1 trout had 9 survivors out of 10, while the longer Group 2 trout had 6.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "In Year 2, the lighter Group 3 trout had more survivors out of 10 than the heavier Group 4 trout.", "plain": "In Year 2, the lighter Group 3 trout had more survivors out of 10 than the heavier Group 4 trout.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "In both years, the group with the smaller average size had more survivors out of every 10 tagged.", "plain": "In both years, the group with the smaller average size had more survivors out of every 10 tagged.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "In both years, the smaller group’s average mass was about half the larger group’s mass, which shows the smaller trout survived better.", "plain": "In both years, the smaller group’s average mass was about half the larger group’s mass, which shows the smaller trout survived better.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C, D", "key_values": { "RESPONSE": [ "cA1", "cC1", "cD1" ] }, "n_options": 5 }, { "n": 16, "item_id": "_3d1923cb-7d29-4f3e-8af7-6ee8e88a800c", "type": "choice", "title": "Helpers and Pup Survival Argument", "standards": [ "3-LS2-1" ], "prompt_html": "

Look at Figure 1 and Figure 2.

Which argument best uses BOTH graphs to support the claim that living in a mob with more adult helpers helps pups survive?

", "prompt_plain": "Look at Figure 1 and Figure 2. Which argument best uses BOTH graphs to support the claim that living in a mob with more adult helpers helps pups survive?", "context_html": "", "options": [ { "id": "cA1", "text": "Mobs with more helpers raise more pups each year, so more pups in the valley survive.", "plain": "Mobs with more helpers raise more pups each year, so more pups in the valley survive.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Pups in small mobs eat less food, so they survive by saving their energy while they grow.", "plain": "Pups in small mobs eat less food, so they survive by saving their energy while they grow.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Adult helpers gain mass as the mob gets bigger, so it is mainly the adults whose survival improves.", "plain": "Adult helpers gain mass as the mob gets bigger, so it is mainly the adults whose survival improves.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Pups with more adult helpers eat more food and grow larger, which improves their chances of surviving.", "plain": "Pups with more adult helpers eat more food and grow larger, which improves their chances of surviving.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b7760e7c-366d-4436-899c-a0227e27ed62" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Mongoose Mobs of the Dry Valley

Amara reads a report about banded mongooses that live in a dry valley. Banded mongooses live in family groups called mobs. Adult helpers in a mob bring insects to the pups and guard them while they grow. The mongooses find most of their insects in shaded, damp areas beside the valley’s stream. The report says insects become harder to find in hot, dry summers.

Scientists studied the mobs for many years. Figure 1 shows how much food a pup eats each day in mobs with different numbers of adult helpers. Figure 2 shows the average mass of pups at three months old in those same mobs. Figure 3 shows the highest summer temperature in the valley in each study year. Table 1 shows the average mass of pups at three months old in each of those years.

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Table 1. Average Pup Mass by Year

YearAverage pup mass at 3 months (grams)
Year 1320
Year 3310
Year 5296
Year 7284
Year 9271
", "passage_plain": "Mongoose Mobs of the Dry Valley Amara reads a report about banded mongooses that live in a dry valley. Banded mongooses live in family groups called mobs. Adult helpers in a mob bring insects to the pups and guard them while they grow. The mongooses find most of their insects in shaded, damp areas beside the valley’s stream. The report says insects become harder to find in hot, dry summers. Scientists studied the mobs for many years. Figure 1 shows how much food a pup eats each day in mobs with different numbers of adult helpers. Figure 2 shows the average mass of pups at three months old in those same mobs. Figure 3 shows the highest summer temperature in the valley in each study year. Table 1 shows the average mass of pups at three months old in each of those years. Table 1. Average Pup Mass by Year Year Average pup mass at 3 months (grams) Year 1 320 Year 3 310 Year 5 296 Year 7 284 Year 9 271" }, { "n": 17, "item_id": "_7c698e37-4e9b-4f25-ac29-68b9dbe1fbb2", "type": "choice", "title": "Heat and Pup Mass Pattern", "standards": [ "3-LS3-2" ], "prompt_html": "

Look at Figure 3 and Table 1. Which statement describes the pattern the graph and the table show together?

", "prompt_plain": "Look at Figure 3 and Table 1. Which statement describes the pattern the graph and the table show together?", "context_html": "", "options": [ { "id": "cA1", "text": "The average pup mass went up and down with no clear pattern across the study years.", "plain": "The average pup mass went up and down with no clear pattern across the study years.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "In years with hotter summers, the average pup mass at three months was lower.", "plain": "In years with hotter summers, the average pup mass at three months was lower.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The pups grew smaller because they decided to save energy during the hotter summers.", "plain": "The pups grew smaller because they decided to save energy during the hotter summers.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The average pup mass changed with the number of adult helpers, not with the summer heat.", "plain": "The average pup mass changed with the number of adult helpers, not with the summer heat.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b7760e7c-366d-4436-899c-a0227e27ed62" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Mongoose Mobs of the Dry Valley

Amara reads a report about banded mongooses that live in a dry valley. Banded mongooses live in family groups called mobs. Adult helpers in a mob bring insects to the pups and guard them while they grow. The mongooses find most of their insects in shaded, damp areas beside the valley’s stream. The report says insects become harder to find in hot, dry summers.

Scientists studied the mobs for many years. Figure 1 shows how much food a pup eats each day in mobs with different numbers of adult helpers. Figure 2 shows the average mass of pups at three months old in those same mobs. Figure 3 shows the highest summer temperature in the valley in each study year. Table 1 shows the average mass of pups at three months old in each of those years.

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Table 1. Average Pup Mass by Year

YearAverage pup mass at 3 months (grams)
Year 1320
Year 3310
Year 5296
Year 7284
Year 9271
", "passage_plain": "Mongoose Mobs of the Dry Valley Amara reads a report about banded mongooses that live in a dry valley. Banded mongooses live in family groups called mobs. Adult helpers in a mob bring insects to the pups and guard them while they grow. The mongooses find most of their insects in shaded, damp areas beside the valley’s stream. The report says insects become harder to find in hot, dry summers. Scientists studied the mobs for many years. Figure 1 shows how much food a pup eats each day in mobs with different numbers of adult helpers. Figure 2 shows the average mass of pups at three months old in those same mobs. Figure 3 shows the highest summer temperature in the valley in each study year. Table 1 shows the average mass of pups at three months old in each of those years. Table 1. Average Pup Mass by Year Year Average pup mass at 3 months (grams) Year 1 320 Year 3 310 Year 5 296 Year 7 284 Year 9 271" }, { "n": 18, "item_id": "_38804613-a2ed-41cf-a3c1-43074df01459", "type": "choice", "title": "Claim and Solution Match", "standards": [ "3-LS4-4" ], "prompt_html": "

Hotter, drier summers are becoming more common in the valley.

Which row pairs a claim about the mongooses with a solution that best matches the claim?

", "prompt_plain": "Hotter, drier summers are becoming more common in the valley. Which row pairs a claim about the mongooses with a solution that best matches the claim?", "context_html": "", "options": [ { "id": "cA1", "text": "Claim: Mongoose pups grow larger in hotter summers. Solution: Clear away shade trees so the valley gets more sun.", "plain": "Claim: Mongoose pups grow larger in hotter summers. Solution: Clear away shade trees so the valley gets more sun.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Claim: The mongooses will change their bodies on purpose to handle the heat. Solution: People do not need to take any action.", "plain": "Claim: The mongooses will change their bodies on purpose to handle the heat. Solution: People do not need to take any action.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Claim: In hotter, drier years, pups get less food and grow less. Solution: Protect the shaded stream areas where the mongooses find insects.", "plain": "Claim: In hotter, drier years, pups get less food and grow less. Solution: Protect the shaded stream areas where the mongooses find insects.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Claim: In hotter, drier years, pups get less food and grow less. Solution: Build fences that keep the mobs far apart from each other.", "plain": "Claim: In hotter, drier years, pups get less food and grow less. Solution: Build fences that keep the mobs far apart from each other.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b7760e7c-366d-4436-899c-a0227e27ed62" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Mongoose Mobs of the Dry Valley

Amara reads a report about banded mongooses that live in a dry valley. Banded mongooses live in family groups called mobs. Adult helpers in a mob bring insects to the pups and guard them while they grow. The mongooses find most of their insects in shaded, damp areas beside the valley’s stream. The report says insects become harder to find in hot, dry summers.

Scientists studied the mobs for many years. Figure 1 shows how much food a pup eats each day in mobs with different numbers of adult helpers. Figure 2 shows the average mass of pups at three months old in those same mobs. Figure 3 shows the highest summer temperature in the valley in each study year. Table 1 shows the average mass of pups at three months old in each of those years.

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Table 1. Average Pup Mass by Year

YearAverage pup mass at 3 months (grams)
Year 1320
Year 3310
Year 5296
Year 7284
Year 9271
", "passage_plain": "Mongoose Mobs of the Dry Valley Amara reads a report about banded mongooses that live in a dry valley. Banded mongooses live in family groups called mobs. Adult helpers in a mob bring insects to the pups and guard them while they grow. The mongooses find most of their insects in shaded, damp areas beside the valley’s stream. The report says insects become harder to find in hot, dry summers. Scientists studied the mobs for many years. Figure 1 shows how much food a pup eats each day in mobs with different numbers of adult helpers. Figure 2 shows the average mass of pups at three months old in those same mobs. Figure 3 shows the highest summer temperature in the valley in each study year. Table 1 shows the average mass of pups at three months old in each of those years. Table 1. Average Pup Mass by Year Year Average pup mass at 3 months (grams) Year 1 320 Year 3 310 Year 5 296 Year 7 284 Year 9 271" }, { "n": 19, "item_id": "_6c455bae-6995-45f0-adf6-4876db63c286", "type": "choice", "title": "Why the Sun Looks Bigger", "standards": [ "5-ESS1-1" ], "prompt_html": "

Efe compares the Sun with two other stars. Table 1 shows how wide each star is compared to the Sun and how far each star is from Earth. Distance is measured in AU. One AU is the distance from Earth to the Sun.

Table 1. Three Stars

StarWidth compared to the SunDistance from Earth (AU)
Sun1 (the Sun’s own width)1
Star AAbout the same as the Sun280,000
Star BAbout 2 times wider than the Sun6,500,000

Which statement best uses the evidence in Table 1 to explain why the Sun looks bigger and brighter than Star B?

", "prompt_plain": "Efe compares the Sun with two other stars. Table 1 shows how wide each star is compared to the Sun and how far each star is from Earth. Distance is measured in AU. One AU is the distance from Earth to the Sun. Table 1. Three Stars Star Width compared to the Sun Distance from Earth (AU) Sun 1 (the Sun’s own width) 1 Star A About the same as the Sun 280,000 Star B About 2 times wider than the Sun 6,500,000 Which statement best uses the evidence in Table 1 to explain why the Sun looks bigger and brighter than Star B?", "context_html": "", "options": [ { "id": "cA1", "text": "The Sun is far closer to Earth than Star B, so the Sun looks bigger and brighter even though Star B is wider.", "plain": "The Sun is far closer to Earth than Star B, so the Sun looks bigger and brighter even though Star B is wider.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The Sun looks bigger and brighter than Star B because the Sun is the widest star in the table.", "plain": "The Sun looks bigger and brighter than Star B because the Sun is the widest star in the table.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The Sun gives off more light than other stars, so its distance from Earth does not change how it looks.", "plain": "The Sun gives off more light than other stars, so its distance from Earth does not change how it looks.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Star B looks small and dim because most of its light burns out on the long trip to Earth.", "plain": "Star B looks small and dim because most of its light burns out on the long trip to Earth.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 20, "item_id": "_f1f2c300-2203-4f66-82cc-a8d592b40b75", "type": "choice", "title": "Constellations Through the Year — Part A", "standards": [ "5-ESS1-2" ], "prompt_html": "

Part A

Look at the diagram. Which table correctly matches each month with the constellation Vida sees high in the night sky?

", "prompt_plain": "Part A Look at the diagram. Which table correctly matches each month with the constellation Vida sees high in the night sky?", "context_html": "", "options": [ { "id": "cA1", "text": "
DecemberMarchJuneSeptember
CygnusPegasusOrionLeo
", "plain": "December March June September Cygnus Pegasus Orion Leo", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "
DecemberMarchJuneSeptember
OrionLeoCygnusPegasus
", "plain": "December March June September Orion Leo Cygnus Pegasus", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "
DecemberMarchJuneSeptember
LeoCygnusPegasusOrion
", "plain": "December March June September Leo Cygnus Pegasus Orion", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "
DecemberMarchJuneSeptember
PegasusOrionLeoCygnus
", "plain": "December March June September Pegasus Orion Leo Cygnus", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e39870cf-4988-44dc-90cd-fa283a3281a7" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Constellations Through the Year

Vida builds a model of Earth's trip around the Sun. The diagram shows the Sun at the center and Earth at four orbit points. The diagram labels the month when Earth is at each point. Four constellations (star patterns) lie far beyond the orbit. They are Orion, Leo, Cygnus, and Pegasus. At night, Vida can see only the stars on Earth's night side. The night side is the side facing away from the Sun. Vida sees a different constellation high in the sky in December, March, June, and September.

\"The

", "passage_plain": "Constellations Through the Year Vida builds a model of Earth's trip around the Sun. The diagram shows the Sun at the center and Earth at four orbit points. The diagram labels the month when Earth is at each point. Four constellations (star patterns) lie far beyond the orbit. They are Orion, Leo, Cygnus, and Pegasus. At night, Vida can see only the stars on Earth's night side. The night side is the side facing away from the Sun. Vida sees a different constellation high in the sky in December, March, June, and September." }, { "n": 21, "item_id": "_514192e3-8b23-49b1-a9a5-145175687988", "type": "choice", "title": "Constellations Through the Year — Part B", "standards": [ "5-ESS1-2" ], "prompt_html": "

Part B

Vida sees this same pattern of constellations repeat every year.

What causes the repeating yearly pattern?

", "prompt_plain": "Part B Vida sees this same pattern of constellations repeat every year. What causes the repeating yearly pattern?", "context_html": "", "options": [ { "id": "cA1", "text": "Earth spins around on its axis one full time every day and night.", "plain": "Earth spins around on its axis one full time every day and night.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The constellations slowly move to new places in space during each season.", "plain": "The constellations slowly move to new places in space during each season.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Earth's night side faces a different part of space as Earth orbits the Sun.", "plain": "Earth's night side faces a different part of space as Earth orbits the Sun.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The Sun shines less brightly in some seasons, letting dimmer stars be seen.", "plain": "The Sun shines less brightly in some seasons, letting dimmer stars be seen.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e39870cf-4988-44dc-90cd-fa283a3281a7" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Constellations Through the Year

Vida builds a model of Earth's trip around the Sun. The diagram shows the Sun at the center and Earth at four orbit points. The diagram labels the month when Earth is at each point. Four constellations (star patterns) lie far beyond the orbit. They are Orion, Leo, Cygnus, and Pegasus. At night, Vida can see only the stars on Earth's night side. The night side is the side facing away from the Sun. Vida sees a different constellation high in the sky in December, March, June, and September.

\"The

", "passage_plain": "Constellations Through the Year Vida builds a model of Earth's trip around the Sun. The diagram shows the Sun at the center and Earth at four orbit points. The diagram labels the month when Earth is at each point. Four constellations (star patterns) lie far beyond the orbit. They are Orion, Leo, Cygnus, and Pegasus. At night, Vida can see only the stars on Earth's night side. The night side is the side facing away from the Sun. Vida sees a different constellation high in the sky in December, March, June, and September." }, { "n": 22, "item_id": "_3d7264b4-bceb-4ab5-8d22-ff9667e58c71", "type": "choice", "title": "Pen Pal's June Season", "standards": [ "5-ESS1-2" ], "prompt_html": "

Ansel's pen pal lives in a city in the Southern Hemisphere. The diagram shows Earth at four points in its orbit, with the months labeled. Earth's axis stays tilted the same way all year.

Which season is it in the pen pal's city in June, and what causes that season?

\"Earth

", "prompt_plain": "Ansel's pen pal lives in a city in the Southern Hemisphere. The diagram shows Earth at four points in its orbit, with the months labeled. Earth's axis stays tilted the same way all year. Which season is it in the pen pal's city in June, and what causes that season?", "context_html": "", "options": [ { "id": "cA1", "text": "Summer, because Earth moves closest to the Sun during the month of June.", "plain": "Summer, because Earth moves closest to the Sun during the month of June.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Summer, because the Southern Hemisphere is tilted toward the Sun in June.", "plain": "Summer, because the Southern Hemisphere is tilted toward the Sun in June.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Winter, because Earth moves farthest from the Sun during the month of June.", "plain": "Winter, because Earth moves farthest from the Sun during the month of June.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Winter, because the Southern Hemisphere is tilted away from the Sun in June.", "plain": "Winter, because the Southern Hemisphere is tilted away from the Sun in June.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot22.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 23, "item_id": "_2bcc9fc6-d5a8-4433-bfaa-798363774230", "type": "choice", "title": "Muddy River After Tree Removal", "standards": [ "5-ESS2-1" ], "prompt_html": "

A town cut down the trees on a hillside to build new houses. The next spring, the river below the hillside turned much muddier after each rain. The model shows how Earth's four systems interact on the hillside.

Which chain of sphere interactions best explains why the river became muddier?

\"Model

", "prompt_plain": "A town cut down the trees on a hillside to build new houses. The next spring, the river below the hillside turned much muddier after each rain. The model shows how Earth's four systems interact on the hillside. Which chain of sphere interactions best explains why the river became muddier?", "context_html": "", "options": [ { "id": "cA1", "text": "Biosphere to geosphere to hydrosphere: fewer roots hold the soil, so rain washes loose soil into the river.", "plain": "Biosphere to geosphere to hydrosphere: fewer roots hold the soil, so rain washes loose soil into the river.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Hydrosphere to geosphere to biosphere: the river wore away the hillside's base, so the trees fell into the water.", "plain": "Hydrosphere to geosphere to biosphere: the river wore away the hillside's base, so the trees fell into the water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Atmosphere to hydrosphere to geosphere: storms dropped far more rain that spring, so the rising river looked darker.", "plain": "Atmosphere to hydrosphere to geosphere: storms dropped far more rain that spring, so the rising river looked darker.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Geosphere to biosphere to hydrosphere: loose soil buried the remaining small plants, so the plants stopped cleaning the river water.", "plain": "Geosphere to biosphere to hydrosphere: loose soil buried the remaining small plants, so the plants stopped cleaning the river water.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot23.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_8bfeaf34-ef2d-4cc0-ab5a-099a6d4b7be4", "type": "portable-custom", "title": "Build the Earth’s Water Bar Graph", "standards": [ "5-ESS2-2" ], "prompt_html": "

Salt water in the oceans makes up 970 of every 1,000 parts of Earth's water. The rest is fresh water. To model Earth's fresh water, a science class fills 30 jugs. Each jug stands for an equal share of all the fresh water on Earth. Their research shows:

\n \n

 

\n

Use the research findings to figure out how many jugs belong in each category. Then complete the bar graph to show the class's model of Earth's fresh water. Drag each place's bar to the correct height.

", "prompt_plain": "Salt water in the oceans makes up 970 of every 1,000 parts of Earth's water. The rest is fresh water. To model Earth's fresh water, a science class fills 30 jugs. Each jug stands for an equal share of all the fresh water on Earth. Their research shows: Two out of every three jugs stand for water frozen in glaciers and ice caps. Of the jugs that are not frozen, nine out of every ten stand for groundwater. The rest stand for surface fresh water in rivers and lakes. Use the research findings to figure out how many jugs belong in each category. Then complete the bar graph to show the class's model of Earth's fresh water. Drag each place's bar to the correct height.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Glaciers and ice caps\",\"y\":20},{\"x\":\"Groundwater\",\"y\":9},{\"x\":\"Rivers and lakes\",\"y\":1}]" ] }, "n_options": 0 }, { "n": 25, "item_id": "_16461c51-2a99-47e2-846c-ee955371e6de", "type": "text-entry", "title": "Bike Speed at the Hill Bottom", "standards": [ "4-PS3-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Bodhi rides a bike down four hills of different heights. A speedometer shows the bike's speed at the bottom of each hill. Table 1 shows the heights and speeds.

Table 1. Bike Speed at the Bottom of Each Hill

HillHill height (meters)Speed at bottom (meters per second)
W1218
X915
Y612
Z3?

Based on the pattern in Table 1, what is the most likely speed of the bike, in meters per second, at the bottom of Hill Z?

Give your answer as a whole number (e.g., 20).

Speed in meters per second:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "9" ] }, "n_options": 0 }, { "n": 26, "item_id": "_0218b9e8-b2ed-436e-886d-cbae0f2b4db0", "type": "choice", "title": "Lake Whitefish Harvest — Part A", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part A

Look at Graph 1 and Graph 2. Which group's fishing most likely had the greater effect on the whitefish population from 1990 to 2015?

", "prompt_plain": "Part A Look at Graph 1 and Graph 2. Which group's fishing most likely had the greater effect on the whitefish population from 1990 to 2015?", "context_html": "", "options": [ { "id": "cA1", "text": "Sport anglers, because the axis numbers on Graph 2 are larger than the axis numbers on Graph 1.", "plain": "Sport anglers, because the axis numbers on Graph 2 are larger than the axis numbers on Graph 1.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sport anglers, because the line on Graph 2 climbs more steeply than the line on Graph 1.", "plain": "Sport anglers, because the line on Graph 2 climbs more steeply than the line on Graph 1.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Commercial boats, because commercial crews work on the lake during more months of each year.", "plain": "Commercial boats, because commercial crews work on the lake during more months of each year.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Commercial boats, because Graph 1 counts thousands of kilograms, so it shows a far greater mass of whitefish.", "plain": "Commercial boats, because Graph 1 counts thousands of kilograms, so it shows a far greater mass of whitefish.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_39da77b8-1c39-493e-bd5c-b6864c5a3757" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Lake Whitefish Harvest

Greta reads a report about lake whitefish in Torvala Lake, a very large lake. The number of whitefish in the lake dropped between 1990 and 2015. Two groups catch whitefish at the lake. Commercial boats catch whitefish to sell. Sport anglers catch whitefish with fishing rods. Graph 1 shows the commercial catch each year, in thousands of kilograms. Graph 2 shows the sport catch each year, in kilograms.

\"Line

\"Line

", "passage_plain": "Lake Whitefish Harvest Greta reads a report about lake whitefish in Torvala Lake, a very large lake. The number of whitefish in the lake dropped between 1990 and 2015. Two groups catch whitefish at the lake. Commercial boats catch whitefish to sell. Sport anglers catch whitefish with fishing rods. Graph 1 shows the commercial catch each year, in thousands of kilograms. Graph 2 shows the sport catch each year, in kilograms." }, { "n": 27, "item_id": "_406a17f6-91d7-4fa2-992d-674cb0530957", "type": "choice", "title": "Lake Whitefish Harvest — Part B", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part B

Which numerical evidence from BOTH graphs best supports the answer in Part A?

", "prompt_plain": "Part B Which numerical evidence from BOTH graphs best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "In 2015, Graph 2 shows 9,000 kilograms, a larger number than the 900 shown on Graph 1.", "plain": "In 2015, Graph 2 shows 9,000 kilograms, a larger number than the 900 shown on Graph 1.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "In 2015, commercial boats caught about 900 thousand kilograms, while sport anglers caught about 9,000 kilograms.", "plain": "In 2015, commercial boats caught about 900 thousand kilograms, while sport anglers caught about 9,000 kilograms.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "From 1990 to 2015, both lines rise, showing that both groups caught more whitefish over time.", "plain": "From 1990 to 2015, both lines rise, showing that both groups caught more whitefish over time.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Graph 1's line sits near the middle of its grid, and Graph 2's line ends near the top.", "plain": "Graph 1's line sits near the middle of its grid, and Graph 2's line ends near the top.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_39da77b8-1c39-493e-bd5c-b6864c5a3757" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Lake Whitefish Harvest

Greta reads a report about lake whitefish in Torvala Lake, a very large lake. The number of whitefish in the lake dropped between 1990 and 2015. Two groups catch whitefish at the lake. Commercial boats catch whitefish to sell. Sport anglers catch whitefish with fishing rods. Graph 1 shows the commercial catch each year, in thousands of kilograms. Graph 2 shows the sport catch each year, in kilograms.

\"Line

\"Line

", "passage_plain": "Lake Whitefish Harvest Greta reads a report about lake whitefish in Torvala Lake, a very large lake. The number of whitefish in the lake dropped between 1990 and 2015. Two groups catch whitefish at the lake. Commercial boats catch whitefish to sell. Sport anglers catch whitefish with fishing rods. Graph 1 shows the commercial catch each year, in thousands of kilograms. Graph 2 shows the sport catch each year, in kilograms." }, { "n": 28, "item_id": "_1115adb7-7602-402a-a7e7-a93126abf8a4", "type": "choice", "title": "Landforms and Their Processes", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at the four landform drawings.

Which statement correctly pairs a landform with the process that formed it?

\"Four

", "prompt_plain": "Look at the four landform drawings. Which statement correctly pairs a landform with the process that formed it?", "context_html": "", "options": [ { "id": "cA1", "text": "A delta forms where a river slows down and drops the sediment it carries.", "plain": "A delta forms where a river slows down and drops the sediment it carries.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A sandbar forms where strong winds blow sand into the middle of a river.", "plain": "A sandbar forms where strong winds blow sand into the middle of a river.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A canyon forms where a flowing river piles up sediment layer by layer.", "plain": "A canyon forms where a flowing river piles up sediment layer by layer.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "An alluvial fan forms where freezing water cracks apart the rock beneath it.", "plain": "An alluvial fan forms where freezing water cracks apart the rock beneath it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot28.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_9cc8a048-50b3-46b5-b722-c1cfae85ca4d", "type": "choice", "title": "Wild Horse Band's Trail Memory", "standards": [ "4-LS1-2" ], "prompt_html": "

A band of wild horses lives on open rangeland. Long ago, when the band's oldest mare was young, people set traps at two water holes, and she escaped from traps at both places. The traps were taken away many years ago. That mare now leads the band, and the band still stays away from those two water holes. The map shows the band's trails.

Which statement best explains how the band stays away from the old trap sites?

\"Map

", "prompt_plain": "A band of wild horses lives on open rangeland. Long ago, when the band's oldest mare was young, people set traps at two water holes, and she escaped from traps at both places. The traps were taken away many years ago. That mare now leads the band, and the band still stays away from those two water holes. The map shows the band's trails. Which statement best explains how the band stays away from the old trap sites?", "context_html": "", "options": [ { "id": "cA1", "text": "The horses' noses detect the smell of traps still sitting at the two water holes.", "plain": "The horses' noses detect the smell of traps still sitting at the two water holes.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The horses are born already knowing which of the water holes are unsafe to visit.", "plain": "The horses are born already knowing which of the water holes are unsafe to visit.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The lead mare's brain stores memories of the traps, and the memories guide the band's travels.", "plain": "The lead mare's brain stores memories of the traps, and the memories guide the band's travels.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The horses' eyes send warning signals straight to their legs without the brain processing them.", "plain": "The horses' eyes send warning signals straight to their legs without the brain processing them.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot29.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_edce7345-fc17-45a4-bd7b-ad2bef80f26a", "type": "gap-match", "title": "Signals Across the Lake", "standards": [ "4-PS4-3" ], "prompt_html": "

Ugo’s camp group needs to send messages from a lookout hill to the main camp across a lake. The group compares two signal systems. System 1 uses flashlight blinks in a code. System 2 uses drumbeats in a code. Table 1 lists one fact about each system in each row.

 

Drag one tile into each empty box to show whether the fact is an advantage or a disadvantage of that system. You may use a tile more than once.

\"Two

Table 1. Facts About the Two Signal Systems

", "prompt_plain": "Ugo’s camp group needs to send messages from a lookout hill to the main camp across a lake. The group compares two signal systems. System 1 uses flashlight blinks in a code. System 2 uses drumbeats in a code. Table 1 lists one fact about each system in each row. Drag one tile into each empty box to show whether the fact is an advantage or a disadvantage of that system. You may use a tile more than once. Table 1. Facts About the Two Signal Systems", "context_html": "", "options": [ { "id": "dDis", "text": "disadvantage", "plain": "disadvantage", "correct": false, "kind": "gap-token" }, { "id": "dAdv", "text": "advantage", "plain": "advantage", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot30_v3.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "dAdv g1", "dDis g2", "dAdv g3", "dDis g4" ] }, "n_options": 2 }, { "n": 31, "item_id": "_6b3c2e66-05bb-4d27-b38c-f136e65779d8", "type": "gap-match", "title": "Energy Source Cards", "standards": [ "4-ESS3-1" ], "prompt_html": "

Alba’s town will pick one energy source for its new community center. The town can use a fossil fuel or solar energy. Alba writes one fact on each of four cards.

 

Match each card to the energy source it describes. Each energy source will be used more than once.

", "prompt_plain": "Alba’s town will pick one energy source for its new community center. The town can use a fossil fuel or solar energy. Alba writes one fact on each of four cards. Match each card to the energy source it describes. Each energy source will be used more than once.", "context_html": "", "options": [ { "id": "dSolar", "text": "solar energy", "plain": "solar energy", "correct": false, "kind": "gap-token" }, { "id": "dFossil", "text": "fossil fuel energy", "plain": "fossil fuel energy", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "dFossil g1", "dSolar g2", "dFossil g3", "dSolar g4" ] }, "n_options": 2 }, { "n": 32, "item_id": "_98da72e2-2b0a-4ef3-a9ac-1d3d7eda8959", "type": "inline-choice", "title": "The Hot Playground Slide", "standards": [ "4-PS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

On a sunny morning, Iker checks the dark metal slide on the playground three times. Table 1 shows how the slide felt each time he touched it. A part of the slide shaded by a tree stayed cool all morning, even though the same air surrounded the whole slide.

Table 1. How the Slide Felt

Time checkedHow the slide felt
8:00 a.m.Cool to the touch
10:00 a.m.Warm to the touch
12:00 noonHot to the touch

Use the observations as evidence. Choose the word that best completes each sentence about why the slide changed.

The slide gets hotter because transfers to it.

That energy comes from the .

The energy reaches the slide in the form of .

", "options": [ { "id": "cB1Of895b770a", "text": "energy", "plain": "energy", "correct": true, "kind": "inline" }, { "id": "cB1O180a31714", "text": "temperature", "plain": "temperature", "correct": false, "kind": "inline" }, { "id": "cB1Oa3034b034", "text": "weight", "plain": "weight", "correct": false, "kind": "inline" }, { "id": "cB2Of064240fc", "text": "air", "plain": "air", "correct": false, "kind": "inline" }, { "id": "cB2O9dfd93d04", "text": "ground", "plain": "ground", "correct": false, "kind": "inline" }, { "id": "cB2O14411d29b", "text": "sun", "plain": "sun", "correct": true, "kind": "inline" }, { "id": "cB3Od4819a826", "text": "electric current", "plain": "electric current", "correct": false, "kind": "inline" }, { "id": "cB3O78c1c6ca3", "text": "light", "plain": "light", "correct": true, "kind": "inline" }, { "id": "cB3O48ff49830", "text": "sound", "plain": "sound", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Of895b770a" ], "RESPONSE2": [ "cB2O14411d29b" ], "RESPONSE3": [ "cB3O78c1c6ca3" ] }, "n_options": 9 }, { "n": 33, "item_id": "_447438fa-580d-4ed7-8101-885d5ecc0425", "type": "inline-choice", "title": "Greenhouse Planning Words", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Viv’s team is planning a small greenhouse for the school garden. The team sorts its planning statements using three engineering words: criterion, constraint, and tradeoff.

Choose the word that best completes each sentence.

The greenhouse must keep plants warm on cold mornings. This statement is a .

The team may use only the materials in one supply box. This statement is a .

Choosing thicker walls that hold warmth means giving up window space for light. This statement is a .

", "options": [ { "id": "cB1Oce59915b5", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "cB1Oc5c70e421", "text": "criterion", "plain": "criterion", "correct": true, "kind": "inline" }, { "id": "cB1O0a9234d1c", "text": "tradeoff", "plain": "tradeoff", "correct": false, "kind": "inline" }, { "id": "cB2O5e84c3a7d", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" }, { "id": "cB2O28c476d31", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "cB2O0e5e0e67b", "text": "tradeoff", "plain": "tradeoff", "correct": false, "kind": "inline" }, { "id": "cB3O6ed772cd4", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "cB3Od8fc7de1d", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "cB3O291f13fc9", "text": "tradeoff", "plain": "tradeoff", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Oc5c70e421" ], "RESPONSE2": [ "cB2O5e84c3a7d" ], "RESPONSE3": [ "cB3O291f13fc9" ] }, "n_options": 9 }, { "n": 34, "item_id": "_046b222e-11a6-45a2-8827-62b7b37066c1", "type": "choice", "title": "Plant-Watering Device", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Wells’s class needs a device that waters a potted plant while school is closed. The class lists this criterion: the device must keep the soil from drying out over a three-day weekend. Figure 1 shows two designs. Design 1 is an open tray of water under the pot. Design 2 is a closed bottle that drips water through a narrow spout into the soil.

Figure 1. Two Plant-Watering Designs

\"Two

Which statement describes a benefit of Design 2 compared with Design 1 for meeting the criterion?

", "prompt_plain": "Wells’s class needs a device that waters a potted plant while school is closed. The class lists this criterion: the device must keep the soil from drying out over a three-day weekend. Figure 1 shows two designs. Design 1 is an open tray of water under the pot. Design 2 is a closed bottle that drips water through a narrow spout into the soil. Figure 1. Two Plant-Watering Designs Which statement describes a benefit of Design 2 compared with Design 1 for meeting the criterion?", "context_html": "", "options": [ { "id": "cA123ee89f0", "text": "Design 2 holds more water, so the soil gets its whole three-day water supply on the first afternoon.", "plain": "Design 2 holds more water, so the soil gets its whole three-day water supply on the first afternoon.", "correct": false, "kind": "choice" }, { "id": "cB5c8600550", "text": "Design 2 lets water evaporate faster, so the plant gets watered more quickly.", "plain": "Design 2 lets water evaporate faster, so the plant gets watered more quickly.", "correct": false, "kind": "choice" }, { "id": "cC1f3e98dc4", "text": "Design 2 releases water slowly, so the soil stays damp for more days.", "plain": "Design 2 releases water slowly, so the soil stays damp for more days.", "correct": true, "kind": "choice" }, { "id": "cD66b38e57d", "text": "Design 2 keeps its water covered, so the water stays clean all weekend for the plant.", "plain": "Design 2 keeps its water covered, so the water stays clean all weekend for the plant.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot34_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1f3e98dc4" ] }, "n_options": 4 }, { "n": 35, "item_id": "_2f74ac59-8597-422c-9d3e-c5074696b5f4", "type": "text-entry", "title": "Glider Design Test", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Tomas’s club tested six paper glider designs. A design passes only if it meets both requirements. Requirement 1: the glider must fly farther than 6 meters. Requirement 2: the glider must cost less than 10 dollars to build. Table 1 shows the test results.

Table 1. Glider Test Results

DesignFlight distance (meters)Cost to build (dollars)
A7.58
B4.212
C6.89
D9.17
E5.55
F6.311

How many of the six designs met both requirements? Enter the exact number of designs.

Give your answer as a whole number (e.g., 20).

Number of designs:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 36, "item_id": "_56df729e-55a0-44bf-a0fe-4fea6c85f7d7", "type": "gap-match", "title": "Foam-Rocket Fair Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Otto’s team built a foam-rocket launcher that uses a stretched rubber band. The team wants to answer one question: does pulling the rubber band back farther make the rocket land farther away? The team plans launches with the rubber band pulled back 10 cm, 15 cm, and 20 cm, using a ruler to set each pull. Table 1 lists the parts of the test plan.

 

Drag one tile into each empty box to show the job of each part in a fair test. You may use a tile more than once.

\"A

Table 1. Parts of the Launcher Test

", "prompt_plain": "Otto’s team built a foam-rocket launcher that uses a stretched rubber band. The team wants to answer one question: does pulling the rubber band back farther make the rocket land farther away? The team plans launches with the rubber band pulled back 10 cm, 15 cm, and 20 cm, using a ruler to set each pull. Table 1 lists the parts of the test plan. Drag one tile into each empty box to show the job of each part in a fair test. You may use a tile more than once. Table 1. Parts of the Launcher Test", "context_html": "", "options": [ { "id": "dSame", "text": "kept the same", "plain": "kept the same", "correct": false, "kind": "gap-token" }, { "id": "dMeas", "text": "measured as the result", "plain": "measured as the result", "correct": false, "kind": "gap-token" }, { "id": "dChg", "text": "changed on purpose", "plain": "changed on purpose", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-22/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "dChg g1", "dSame g2", "dSame g3", "dMeas g4", "dSame g5" ] }, "n_options": 3 } ] }, { "form": "G5.23", "grade": "G5", "title": "Alpha Standardized Science G5.23", "test_id": "_test-f17072e0-4d7c-49e6-a62d-bb629619bd31", "n_items": 36, "n_stimuli": 7, "stimuli": { "_3cee5e08-be24-476f-a8b1-99648d324de7": { "title": "Crate-Pull Practice Tests", "html": "

Crate-Pull Practice Tests

Milo's gym class held a crate-pull contest. A heavy crate sat on a wheeled platform that rolls very easily across the gym floor. A rope was tied to each end of the platform. Four teams took turns doing a practice pull-test. In each test, one team pulled its rope alone. A spring scale (a tool that measures pull strength) connected each rope to the platform. The scale showed each team's strongest steady pull in newtons (N). Table 1 shows the pull-test results. After the practice tests, two teams at a time pulled on opposite ends of the crate. In the first match, Team 1 pulled against Team 3, and the crate rolled toward Team 1. In the second match, Team 2 pulled against Team 4, and the crate rolled toward Team 2.

\"A

Table 1. Pull-Test Results

TeamNumber of studentsStrongest steady pull (N)
Team 1390
Team 2460
Team 3560
Team 4640
" }, "_00f5fb92-7053-497e-a47e-28504306b03b": { "title": "The Rain-Gauge Jar", "html": "

The Rain-Gauge Jar

Petra set an open glass jar outdoors to catch rain. After a storm, the jar held rainwater, and Petra marked the water line on the glass. The jar then sat in a sunny spot for one week. No rain fell that week, and nobody touched the jar. At the end of the week, the water level was far below Petra's mark. The jar had no cracks or leaks. The diagram shows the jar at the start and at the end of the week.

\"An

" }, "_13aeb9ee-4fab-41c1-aa1a-c0717ac128e3": { "title": "Steel Marble Track Lab", "html": "

Steel Marble Track Lab

Jorik's lab group built a smooth plastic track that ends on a flat table. The group released a steel marble, Marble 1, from three points on the track. The points were labeled Low, Middle, and High. Marble 1 rolled down and hit Marble 2 at the bottom. Marble 2 was an identical marble resting on the flat table. The group kept everything else the same in every test. Table 1 shows the group's lab notes.

\"A

Table 1. Marble-Track Lab Notes

Release pointSpeed of Marble 1 at the bottomSound at impactDistance Marble 2 rolled
LowSlowQuiet click12 cm
MiddleMediumLouder click25 cm
HighFastLoudest click48 cm
" }, "_7799801d-ef6e-43a5-81cd-7de6719b001a": { "title": "A Broken Day-Night Model", "html": "

A Broken Day-Night Model

Iker draws a model to explain day and night. His drawing shows all of these features: Earth stands still in space. Earth stays the same distance from the sun the whole time. The sun travels in a circle around Earth one time each day. Sunlight reaches the half of Earth that faces the sun, and the sun looks close to Earth in the drawing. Figure 1 shows Iker's model. His teacher says the model has one important error.

\"A

" }, "_db5b2d84-59a3-4cbd-afe6-8a21583446dd": { "title": "Three Beach Sands", "html": "

Three Beach Sands

Ximena's class collected sand samples from three beaches: North Beach, East Beach, and South Beach. From each sample, the class counted out 100 sand grains and used a hand lens to identify the mineral each grain was made of. Every sample contained the same three minerals, but in different amounts. Figure 1 shows the percentage of the 100 counted grains made of each mineral for each beach. Table 1 shows properties of the three minerals.

\"Three

Table 1. Properties of the Three Minerals

MineralColorAttracted to a magnet?Dissolves in water?Hardness
QuartzLight gray to dark grayNoNoHard
FeldsparTanNoNoHard
MagnetiteBlackYesNoHard
" }, "_dcaca047-c9f8-4dfa-9156-f24839e2992b": { "title": "Two Ponds After the Storm", "html": "

Two Ponds After the Storm

A nature club watches two ponds near town. Cedar Pond is home to fifteen kinds of plants and animals. Willow Pond is home to just three kinds of plants and animals. In April, one storm washed mud into both ponds during the same week. Two months later, Cedar Pond's plants and animals were feeding and breeding as before. Club members hope Willow Pond will someday be full of life again. Table 1 shows what the club counted. Figure 1 shows the Cedar Pond food web.

Table 1. Pond Life Counts

PondKinds of organisms before the stormKinds of organisms two months after
Cedar Pond1514
Willow Pond31

\"Cedar

" }, "_1e83b710-2d10-4038-8e92-fe5d051b5d69": { "title": "Prairie Food Chain Study", "html": "

Prairie Food Chain Study

Chike's class studies a tallgrass prairie. The class draws a food chain for the prairie. Big bluestem grass grows in the open field. Grasshoppers eat the grass. Prairie mice eat the grasshoppers. A red-tailed hawk eats the mice. Figure 1 shows the food chain. Each arrow points from the living thing that is eaten to the living thing that eats it.

\"Food

" } }, "questions": [ { "n": 1, "item_id": "_68272c7f-4961-470c-a397-f2db3aac4c3b", "type": "choice", "title": "The Rain-Gauge Jar — Part A", "standards": [ "5-PS1-1" ], "prompt_html": "

Part A

Look at the diagram and the three models. Each model shows the water particles in and around the jar at the end of the week. Water is made of particles too small to see.

Which model best shows what happened to the water that left the jar?

\"Three

", "prompt_plain": "Part A Look at the diagram and the three models. Each model shows the water particles in and around the jar at the end of the week. Water is made of particles too small to see. Which model best shows what happened to the water that left the jar?", "context_html": "", "options": [ { "id": "cA1", "text": "Model 1: fewer water particles are in the jar, and none are anywhere in the air.", "plain": "Model 1: fewer water particles are in the jar, and none are anywhere in the air.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Model 2: water particles are in the jar, and some are spread far apart in the air.", "plain": "Model 2: water particles are in the jar, and some are spread far apart in the air.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Model 3: water particles are in the jar, and some are soaked into the glass itself.", "plain": "Model 3: water particles are in the jar, and some are soaked into the glass itself.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/cluster-C1-2_v2.png" ], "stimulus_ids": [ "_00f5fb92-7053-497e-a47e-28504306b03b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 3, "passage_html": "

The Rain-Gauge Jar

Petra set an open glass jar outdoors to catch rain. After a storm, the jar held rainwater, and Petra marked the water line on the glass. The jar then sat in a sunny spot for one week. No rain fell that week, and nobody touched the jar. At the end of the week, the water level was far below Petra's mark. The jar had no cracks or leaks. The diagram shows the jar at the start and at the end of the week.

\"An

", "passage_plain": "The Rain-Gauge Jar Petra set an open glass jar outdoors to catch rain. After a storm, the jar held rainwater, and Petra marked the water line on the glass. The jar then sat in a sunny spot for one week. No rain fell that week, and nobody touched the jar. At the end of the week, the water level was far below Petra's mark. The jar had no cracks or leaks. The diagram shows the jar at the start and at the end of the week." }, { "n": 2, "item_id": "_0ecb9ca2-6066-4831-9e41-85061e55f200", "type": "choice", "title": "The Rain-Gauge Jar — Part B", "standards": [ "5-PS1-1" ], "prompt_html": "

Part B

Look again at the diagram of Petra's jar.

Which process best explains why the water level in the open jar dropped during the sunny week?

", "prompt_plain": "Part B Look again at the diagram of Petra's jar. Which process best explains why the water level in the open jar dropped during the sunny week?", "context_html": "", "options": [ { "id": "cA1", "text": "condensation", "plain": "condensation", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "dissolving", "plain": "dissolving", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "evaporation", "plain": "evaporation", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "melting", "plain": "melting", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_00f5fb92-7053-497e-a47e-28504306b03b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Rain-Gauge Jar

Petra set an open glass jar outdoors to catch rain. After a storm, the jar held rainwater, and Petra marked the water line on the glass. The jar then sat in a sunny spot for one week. No rain fell that week, and nobody touched the jar. At the end of the week, the water level was far below Petra's mark. The jar had no cracks or leaks. The diagram shows the jar at the start and at the end of the week.

\"An

", "passage_plain": "The Rain-Gauge Jar Petra set an open glass jar outdoors to catch rain. After a storm, the jar held rainwater, and Petra marked the water line on the glass. The jar then sat in a sunny spot for one week. No rain fell that week, and nobody touched the jar. At the end of the week, the water level was far below Petra's mark. The jar had no cracks or leaks. The diagram shows the jar at the start and at the end of the week." }, { "n": 3, "item_id": "_edec0a00-f3b2-4d60-817d-4dcd0abc8769", "type": "text-entry", "title": "Drink Powder Mixture", "standards": [ "5-PS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Sena stirs 20 grams of drink powder into 300 grams of water. All of the powder dissolves, and nothing spills or evaporates.

What is the total mass of the drink mixture, in grams? Enter the exact number.

Give your answer as a whole number (e.g., 45).

Total mass in grams:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "320" ] }, "n_options": 0 }, { "n": 4, "item_id": "_9da3844a-3f2f-4f3e-81b8-4e838e5f018a", "type": "choice", "title": "Three Beach Sands — Dark Grain", "standards": [ "5-PS1-3" ], "prompt_html": "

Ximena picks one dark grain out of the South Beach sample. Under the hand lens she cannot tell from its color alone which of two minerals in Table 1 the grain could be.

Which test would give the best evidence about which mineral the grain is?

", "prompt_plain": "Ximena picks one dark grain out of the South Beach sample. Under the hand lens she cannot tell from its color alone which of two minerals in Table 1 the grain could be. Which test would give the best evidence about which mineral the grain is?", "context_html": "", "options": [ { "id": "cA1", "text": "Hold a strong magnet right next to the grain.", "plain": "Hold a strong magnet right next to the grain.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Drop the grain into water to see if it dissolves.", "plain": "Drop the grain into water to see if it dissolves.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Try to scratch the grain with another hard rock.", "plain": "Try to scratch the grain with another hard rock.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Look at the grain's color under a brighter light.", "plain": "Look at the grain's color under a brighter light.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_db5b2d84-59a3-4cbd-afe6-8a21583446dd" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Three Beach Sands

Ximena's class collected sand samples from three beaches: North Beach, East Beach, and South Beach. From each sample, the class counted out 100 sand grains and used a hand lens to identify the mineral each grain was made of. Every sample contained the same three minerals, but in different amounts. Figure 1 shows the percentage of the 100 counted grains made of each mineral for each beach. Table 1 shows properties of the three minerals.

\"Three

Table 1. Properties of the Three Minerals

MineralColorAttracted to a magnet?Dissolves in water?Hardness
QuartzLight gray to dark grayNoNoHard
FeldsparTanNoNoHard
MagnetiteBlackYesNoHard
", "passage_plain": "Three Beach Sands Ximena's class collected sand samples from three beaches: North Beach, East Beach, and South Beach. From each sample, the class counted out 100 sand grains and used a hand lens to identify the mineral each grain was made of. Every sample contained the same three minerals, but in different amounts. Figure 1 shows the percentage of the 100 counted grains made of each mineral for each beach. Table 1 shows properties of the three minerals. Table 1. Properties of the Three Minerals Mineral Color Attracted to a magnet? Dissolves in water? Hardness Quartz Light gray to dark gray No No Hard Feldspar Tan No No Hard Magnetite Black Yes No Hard" }, { "n": 5, "item_id": "_accc5519-74f7-4fc0-b53b-0992d76a1b26", "type": "choice", "title": "Three Beach Sands — South Beach Claims", "standards": [ "5-PS1-3" ], "prompt_html": "

Look at Figure 1 and Table 1.

Which TWO statements about South Beach sand do the figure and the table support? Choose the TWO best answers.

", "prompt_plain": "Look at Figure 1 and Table 1. Which TWO statements about South Beach sand do the figure and the table support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "A magnet would attract a larger share of South Beach sand than of the other sands.", "plain": "A magnet would attract a larger share of South Beach sand than of the other sands.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "More than half of the grains in the South Beach sand sample are quartz.", "plain": "More than half of the grains in the South Beach sand sample are quartz.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Most of the grains in South Beach sand would dissolve in a bucket of water.", "plain": "Most of the grains in South Beach sand would dissolve in a bucket of water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "South Beach sand contains a larger share of black grains than the sand from the other two beaches.", "plain": "South Beach sand contains a larger share of black grains than the sand from the other two beaches.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "South Beach sand contains more feldspar than either of the other two sands contains.", "plain": "South Beach sand contains more feldspar than either of the other two sands contains.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_db5b2d84-59a3-4cbd-afe6-8a21583446dd" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

Three Beach Sands

Ximena's class collected sand samples from three beaches: North Beach, East Beach, and South Beach. From each sample, the class counted out 100 sand grains and used a hand lens to identify the mineral each grain was made of. Every sample contained the same three minerals, but in different amounts. Figure 1 shows the percentage of the 100 counted grains made of each mineral for each beach. Table 1 shows properties of the three minerals.

\"Three

Table 1. Properties of the Three Minerals

MineralColorAttracted to a magnet?Dissolves in water?Hardness
QuartzLight gray to dark grayNoNoHard
FeldsparTanNoNoHard
MagnetiteBlackYesNoHard
", "passage_plain": "Three Beach Sands Ximena's class collected sand samples from three beaches: North Beach, East Beach, and South Beach. From each sample, the class counted out 100 sand grains and used a hand lens to identify the mineral each grain was made of. Every sample contained the same three minerals, but in different amounts. Figure 1 shows the percentage of the 100 counted grains made of each mineral for each beach. Table 1 shows properties of the three minerals. Table 1. Properties of the Three Minerals Mineral Color Attracted to a magnet? Dissolves in water? Hardness Quartz Light gray to dark gray No No Hard Feldspar Tan No No Hard Magnetite Black Yes No Hard" }, { "n": 6, "item_id": "_b737fbec-4984-4e85-8492-ac81927c4ded", "type": "choice", "title": "Evidence of a New Substance", "standards": [ "5-PS1-4" ], "prompt_html": "

Nils stirs two clear liquids together in a cup and watches the mixture for ten minutes.

Which THREE observations would give evidence that a new substance formed? Choose the THREE best answers.

", "prompt_plain": "Nils stirs two clear liquids together in a cup and watches the mixture for ten minutes. Which THREE observations would give evidence that a new substance formed? Choose the THREE best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Bubbles of a gas keep rising up through the mixture.", "plain": "Bubbles of a gas keep rising up through the mixture.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The liquid level in the cup rises when the liquids are combined.", "plain": "The liquid level in the cup rises when the liquids are combined.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The mixture slowly turns a color that neither liquid had.", "plain": "The mixture slowly turns a color that neither liquid had.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "A small amount of the mixture evaporates from the open cup during the ten minutes.", "plain": "A small amount of the mixture evaporates from the open cup during the ten minutes.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The mixture gives off a sharp smell that neither liquid had.", "plain": "The mixture gives off a sharp smell that neither liquid had.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C, E", "key_values": { "RESPONSE": [ "cA1", "cC1", "cE1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_02b73e98-1168-478e-b2c8-a5605cc42151", "type": "choice", "title": "Cereal Magnet Test", "standards": [ "5-PS1-4" ], "prompt_html": "

Isla investigates a fortified breakfast cereal. She follows the four steps shown in the table. In Step 4, tiny dark specks stick to the magnet.

Isla's Investigation Steps

StepAction
1Crush the cereal into a fine powder.
2Stir the powder into a cup of warm water.
3Move a strong magnet slowly through the mixture.
4Look closely at what sticks to the magnet.

Isla is testing the cereal for the presence of which substance?

", "prompt_plain": "Isla investigates a fortified breakfast cereal. She follows the four steps shown in the table. In Step 4, tiny dark specks stick to the magnet. Isla's Investigation Steps Step Action 1 Crush the cereal into a fine powder. 2 Stir the powder into a cup of warm water. 3 Move a strong magnet slowly through the mixture. 4 Look closely at what sticks to the magnet. Isla is testing the cereal for the presence of which substance?", "context_html": "", "options": [ { "id": "cA1", "text": "calcium", "plain": "calcium", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "iron", "plain": "iron", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "salt", "plain": "salt", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "sugar", "plain": "sugar", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_bbe1c28d-9160-4141-b734-a351d381b490", "type": "choice", "title": "Two Capped Syringes", "standards": [ "5-PS1-1" ], "prompt_html": "

Tomas fills one capped syringe with air and a second capped syringe with water. He pushes the plunger of each syringe as hard as he can. The plunger of the air syringe moves in, but the plunger of the water syringe barely moves.

Which statement best explains why the air can be squeezed into a smaller space?

\"Two

", "prompt_plain": "Tomas fills one capped syringe with air and a second capped syringe with water. He pushes the plunger of each syringe as hard as he can. The plunger of the air syringe moves in, but the plunger of the water syringe barely moves. Which statement best explains why the air can be squeezed into a smaller space?", "context_html": "", "options": [ { "id": "cA1", "text": "The air particles shrink to a smaller size when the plunger pushes on them.", "plain": "The air particles shrink to a smaller size when the plunger pushes on them.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The air particles leak out of the syringe when the plunger pushes on them.", "plain": "The air particles leak out of the syringe when the plunger pushes on them.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The water particles are locked in place and cannot move around or past each other.", "plain": "The water particles are locked in place and cannot move around or past each other.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The air particles have wide spaces between them and can be pushed closer together.", "plain": "The air particles have wide spaces between them and can be pushed closer together.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/slot08.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_2ce7a705-cf7b-4f1e-afe8-9cb21c3487cd", "type": "hottext", "title": "Evidence for Gravity", "standards": [ "5-PS2-1" ], "prompt_html": "

Lars kept a science log during a trip to three coasts: the Oregon coast, the coast of Chile, and the coast of Japan. Read the four sentences from his log. Gravity pulls objects toward the center of Earth.

Select the sentence from the log that gives the best evidence for this claim.

\"A

", "prompt_plain": "Lars kept a science log during a trip to three coasts: the Oregon coast, the coast of Chile, and the coast of Japan. Read the four sentences from his log. Gravity pulls objects toward the center of Earth. Select the sentence from the log that gives the best evidence for this claim.", "context_html": "", "options": [ { "id": "cA1", "text": "I believe gravity is the most interesting force that we have learned about in science class this year.", "plain": "I believe gravity is the most interesting force that we have learned about in science class this year.", "correct": false, "kind": "hottext" }, { "id": "cB1", "text": "The shell I found on the beach in Japan was the smoothest shell in my whole collection.", "plain": "The shell I found on the beach in Japan was the smoothest shell in my whole collection.", "correct": false, "kind": "hottext" }, { "id": "cC1", "text": "My cousin says that objects fall down to the ground simply because they are very heavy.", "plain": "My cousin says that objects fall down to the ground simply because they are very heavy.", "correct": false, "kind": "hottext" }, { "id": "cD1", "text": "My dropped shell fell toward the ground at all three coasts, even though they face different sides of Earth.", "plain": "My dropped shell fell toward the ground at all three coasts, even though they face different sides of Earth.", "correct": true, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/slot09_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_ec0f14f9-4b58-49ce-9e7a-982459ec37c3", "type": "choice", "title": "Prairie Food Chain Part A", "standards": [ "5-PS3-1" ], "prompt_html": "

Part A

Look at Figure 1. The red-tailed hawk eats a prairie mouse.

The energy in the hawk's meal can be traced back to which source?

", "prompt_plain": "Part A Look at Figure 1. The red-tailed hawk eats a prairie mouse. The energy in the hawk's meal can be traced back to which source?", "context_html": "", "options": [ { "id": "cA1", "text": "minerals that the grass roots took from the soil", "plain": "minerals that the grass roots took from the soil", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "water that the mouse drank from a stream", "plain": "water that the mouse drank from a stream", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "sunlight that the big bluestem grass took in", "plain": "sunlight that the big bluestem grass took in", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "air that the hawk breathed while it flew", "plain": "air that the hawk breathed while it flew", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1e83b710-2d10-4038-8e92-fe5d051b5d69" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Prairie Food Chain Study

Chike's class studies a tallgrass prairie. The class draws a food chain for the prairie. Big bluestem grass grows in the open field. Grasshoppers eat the grass. Prairie mice eat the grasshoppers. A red-tailed hawk eats the mice. Figure 1 shows the food chain. Each arrow points from the living thing that is eaten to the living thing that eats it.

\"Food

", "passage_plain": "Prairie Food Chain Study Chike's class studies a tallgrass prairie. The class draws a food chain for the prairie. Big bluestem grass grows in the open field. Grasshoppers eat the grass. Prairie mice eat the grasshoppers. A red-tailed hawk eats the mice. Figure 1 shows the food chain. Each arrow points from the living thing that is eaten to the living thing that eats it." }, { "n": 11, "item_id": "_b0326017-46b2-49c9-ad27-39fdc3640f7e", "type": "choice", "title": "Prairie Food Chain Part B", "standards": [ "5-PS3-1" ], "prompt_html": "

Part B

Which chain of evidence best supports the answer to Part A?

", "prompt_plain": "Part B Which chain of evidence best supports the answer to Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Grass grown in richer prairie soil stores more food, and that stored soil food passes from the grass to the grasshopper, the mouse, and the hawk.", "plain": "Grass grown in richer prairie soil stores more food, and that stored soil food passes from the grass to the grasshopper, the mouse, and the hawk.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Grass kept away from light stops making food and dies, and each animal in the chain gets its food energy by eating the living thing before it.", "plain": "Grass kept away from light stops making food and dies, and each animal in the chain gets its food energy by eating the living thing before it.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Mice and hawks that rest in bright light are warmed by it, and their warmed bodies then turn the light they soaked up into food energy.", "plain": "Mice and hawks that rest in bright light are warmed by it, and their warmed bodies then turn the light they soaked up into food energy.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The hawk makes its own energy while it hunts, and that extra energy passes back down the chain to the mouse, the grasshopper, and the grass.", "plain": "The hawk makes its own energy while it hunts, and that extra energy passes back down the chain to the mouse, the grasshopper, and the grass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1e83b710-2d10-4038-8e92-fe5d051b5d69" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Prairie Food Chain Study

Chike's class studies a tallgrass prairie. The class draws a food chain for the prairie. Big bluestem grass grows in the open field. Grasshoppers eat the grass. Prairie mice eat the grasshoppers. A red-tailed hawk eats the mice. Figure 1 shows the food chain. Each arrow points from the living thing that is eaten to the living thing that eats it.

\"Food

", "passage_plain": "Prairie Food Chain Study Chike's class studies a tallgrass prairie. The class draws a food chain for the prairie. Big bluestem grass grows in the open field. Grasshoppers eat the grass. Prairie mice eat the grasshoppers. A red-tailed hawk eats the mice. Figure 1 shows the food chain. Each arrow points from the living thing that is eaten to the living thing that eats it." }, { "n": 12, "item_id": "_00488002-b2cf-4a30-9770-0d18c828e173", "type": "gap-match", "title": "Bean Plant Matter Sources", "standards": [ "5-LS1-1" ], "prompt_html": "

Talia's bean plant grew from 5 grams to 250 grams. She wonders where the matter for the new stems and leaves came from. The figure shows what the plant takes in.

\"A

 

Drag one card into each empty box to complete the table. Each card tells how much of the plant's new matter that source provides. You may use a card more than once. One card will not be used.

", "prompt_plain": "Talia's bean plant grew from 5 grams to 250 grams. She wonders where the matter for the new stems and leaves came from. The figure shows what the plant takes in. Drag one card into each empty box to complete the table. Each card tells how much of the plant's new matter that source provides. You may use a card more than once. One card will not be used.", "context_html": "", "options": [ { "id": "tsmall12", "text": "a small amount", "plain": "a small amount", "correct": false, "kind": "gap-token" }, { "id": "tnone12", "text": "no matter at all", "plain": "no matter at all", "correct": false, "kind": "gap-token" }, { "id": "tlarge12", "text": "a large amount", "plain": "a large amount", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/slot12.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tlarge12 g1", "tlarge12 g2", "tsmall12 g3" ] }, "n_options": 3 }, { "n": 13, "item_id": "_6bfb510e-972c-454a-ab67-076d28f929de", "type": "hottext", "title": "Cedar Pond Stability Evidence", "standards": [ "5-LS2-1" ], "prompt_html": "

Read the passage about Cedar Pond and Willow Pond.

Select the ONE sentence from the passage that is evidence that the pond with more kinds of organisms stayed stable after the storm.

", "prompt_plain": "Read the passage about Cedar Pond and Willow Pond. Select the ONE sentence from the passage that is evidence that the pond with more kinds of organisms stayed stable after the storm.", "context_html": "", "options": [ { "id": "hA13", "text": "Cedar Pond is home to fifteen kinds of plants and animals.", "plain": "Cedar Pond is home to fifteen kinds of plants and animals.", "correct": false, "kind": "hottext" }, { "id": "hB13", "text": "Willow Pond is home to just three kinds of plants and animals.", "plain": "Willow Pond is home to just three kinds of plants and animals.", "correct": false, "kind": "hottext" }, { "id": "hC13", "text": "In April, one storm washed mud into both ponds during the same week.", "plain": "In April, one storm washed mud into both ponds during the same week.", "correct": false, "kind": "hottext" }, { "id": "hD13", "text": "Two months later, Cedar Pond’s plants and animals were feeding and breeding as before.", "plain": "Two months later, Cedar Pond’s plants and animals were feeding and breeding as before.", "correct": true, "kind": "hottext" }, { "id": "hE13", "text": "Club members hope Willow Pond will someday be full of life again.", "plain": "Club members hope Willow Pond will someday be full of life again.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_dcaca047-c9f8-4dfa-9156-f24839e2992b" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD13" ] }, "n_options": 5, "passage_html": "

Two Ponds After the Storm

A nature club watches two ponds near town. Cedar Pond is home to fifteen kinds of plants and animals. Willow Pond is home to just three kinds of plants and animals. In April, one storm washed mud into both ponds during the same week. Two months later, Cedar Pond's plants and animals were feeding and breeding as before. Club members hope Willow Pond will someday be full of life again. Table 1 shows what the club counted. Figure 1 shows the Cedar Pond food web.

Table 1. Pond Life Counts

PondKinds of organisms before the stormKinds of organisms two months after
Cedar Pond1514
Willow Pond31

\"Cedar

", "passage_plain": "Two Ponds After the Storm A nature club watches two ponds near town. Cedar Pond is home to fifteen kinds of plants and animals. Willow Pond is home to just three kinds of plants and animals. In April, one storm washed mud into both ponds during the same week. Two months later, Cedar Pond's plants and animals were feeding and breeding as before. Club members hope Willow Pond will someday be full of life again. Table 1 shows what the club counted. Figure 1 shows the Cedar Pond food web. Table 1. Pond Life Counts Pond Kinds of organisms before the storm Kinds of organisms two months after Cedar Pond 15 14 Willow Pond 3 1" }, { "n": 14, "item_id": "_a952dc36-f495-4d56-924d-a15a3e871368", "type": "choice", "title": "Cedar Pond Matter Movement", "standards": [ "5-LS2-1" ], "prompt_html": "

Look at Figure 1, the Cedar Pond food web.

Which TWO statements about how matter moves in the pond does Figure 1 support? Choose the TWO best answers.

", "prompt_plain": "Look at Figure 1, the Cedar Pond food web. Which TWO statements about how matter moves in the pond does Figure 1 support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Decomposers break down dead organisms and return matter to the pond water and soil.", "plain": "Decomposers break down dead organisms and return matter to the pond water and soil.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Matter is used up and disappears after the top predator in the web uses it.", "plain": "Matter is used up and disappears after the top predator in the web uses it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Each arrow shows matter moving from the organism eaten to the organism that eats it.", "plain": "Each arrow shows matter moving from the organism eaten to the organism that eats it.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Fish and herons make new matter inside their bodies without eating other organisms.", "plain": "Fish and herons make new matter inside their bodies without eating other organisms.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Matter moves from the largest organisms to the smallest organisms in the web.", "plain": "Matter moves from the largest organisms to the smallest organisms in the web.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dcaca047-c9f8-4dfa-9156-f24839e2992b" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Two Ponds After the Storm

A nature club watches two ponds near town. Cedar Pond is home to fifteen kinds of plants and animals. Willow Pond is home to just three kinds of plants and animals. In April, one storm washed mud into both ponds during the same week. Two months later, Cedar Pond's plants and animals were feeding and breeding as before. Club members hope Willow Pond will someday be full of life again. Table 1 shows what the club counted. Figure 1 shows the Cedar Pond food web.

Table 1. Pond Life Counts

PondKinds of organisms before the stormKinds of organisms two months after
Cedar Pond1514
Willow Pond31

\"Cedar

", "passage_plain": "Two Ponds After the Storm A nature club watches two ponds near town. Cedar Pond is home to fifteen kinds of plants and animals. Willow Pond is home to just three kinds of plants and animals. In April, one storm washed mud into both ponds during the same week. Two months later, Cedar Pond's plants and animals were feeding and breeding as before. Club members hope Willow Pond will someday be full of life again. Table 1 shows what the club counted. Figure 1 shows the Cedar Pond food web. Table 1. Pond Life Counts Pond Kinds of organisms before the storm Kinds of organisms two months after Cedar Pond 15 14 Willow Pond 3 1" }, { "n": 15, "item_id": "_6584ef54-091a-4a09-9f8a-8e0e42ec68ed", "type": "gap-match", "title": "Meadow Matter Model", "standards": [ "5-LS2-1" ], "prompt_html": "

Ines helps restore a wet meadow near her school. She draws a model of how matter moves through the meadow. Figure 1 shows her model with four empty boxes. An arrow at the bottom shows decomposed material returning to the soil and air.

 

Drag one name into each empty box to complete the model. Use each name one time. Two names will not be used.

", "prompt_plain": "Ines helps restore a wet meadow near her school. She draws a model of how matter moves through the meadow. Figure 1 shows her model with four empty boxes. An arrow at the bottom shows decomposed material returning to the soil and air. Drag one name into each empty box to complete the model. Use each name one time. Two names will not be used.", "context_html": "", "options": [ { "id": "tsparrow15", "text": "grasshopper sparrow", "plain": "grasshopper sparrow", "correct": false, "kind": "gap-token" }, { "id": "tsunlight15", "text": "sunlight", "plain": "sunlight", "correct": false, "kind": "gap-token" }, { "id": "tbacteria15", "text": "soil bacteria", "plain": "soil bacteria", "correct": false, "kind": "gap-token" }, { "id": "tswitchgrass15", "text": "switchgrass", "plain": "switchgrass", "correct": false, "kind": "gap-token" }, { "id": "toxygen15", "text": "oxygen", "plain": "oxygen", "correct": false, "kind": "gap-token" }, { "id": "tbeetle15", "text": "leaf beetle", "plain": "leaf beetle", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/slot15.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tswitchgrass15 gap-producer", "tbeetle15 gap-planteater", "tsparrow15 gap-animaleater", "tbacteria15 gap-decomposer" ] }, "n_options": 6 }, { "n": 16, "item_id": "_b0098924-59ef-4cde-83a3-f9b145d450e9", "type": "choice", "title": "Why Star R Looks Dimmer", "standards": [ "5-ESS1-1" ], "prompt_html": "

Ugo's class collects information about the sun and two other stars. Table 1 shows the data.

Table 1. Three Stars

StarDistance from EarthHow bright it looks from EarthSize compared to the sun
Sunclosestbrightestmedium-size star
Star Qfardimlarger than the sun
Star Rfarthestdimmestmuch larger than the sun

Which conclusion about why Star R looks dimmer than the sun does the data in Table 1 best support?

", "prompt_plain": "Ugo's class collects information about the sun and two other stars. Table 1 shows the data. Table 1. Three Stars Star Distance from Earth How bright it looks from Earth Size compared to the sun Sun closest brightest medium-size star Star Q far dim larger than the sun Star R farthest dimmest much larger than the sun Which conclusion about why Star R looks dimmer than the sun does the data in Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Star R gives off less light because it is smaller than the sun.", "plain": "Star R gives off less light because it is smaller than the sun.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Star R looks dimmer because it is much farther from Earth than the sun.", "plain": "Star R looks dimmer because it is much farther from Earth than the sun.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Star R is burning out, so it sends less light toward Earth.", "plain": "Star R is burning out, so it sends less light toward Earth.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Star R looks dimmer because Earth's clouds block most of its light.", "plain": "Star R looks dimmer because Earth's clouds block most of its light.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_1fc41d00-8b6e-4459-add5-480c3b155934", "type": "choice", "title": "Day-Night Model Part A", "standards": [ "5-ESS1-2" ], "prompt_html": "

Part A

Look at Figure 1.

Which sentence best describes the error in Iker's model?

", "prompt_plain": "Part A Look at Figure 1. Which sentence best describes the error in Iker's model?", "context_html": "", "options": [ { "id": "cA1", "text": "The model shows the sun far too close to Earth.", "plain": "The model shows the sun far too close to Earth.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The model shows Earth staying the same distance from the sun.", "plain": "The model shows Earth staying the same distance from the sun.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The model shows sunlight reaching just one half of Earth.", "plain": "The model shows sunlight reaching just one half of Earth.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The model shows the sun moving around Earth once each day.", "plain": "The model shows the sun moving around Earth once each day.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7799801d-ef6e-43a5-81cd-7de6719b001a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

A Broken Day-Night Model

Iker draws a model to explain day and night. His drawing shows all of these features: Earth stands still in space. Earth stays the same distance from the sun the whole time. The sun travels in a circle around Earth one time each day. Sunlight reaches the half of Earth that faces the sun, and the sun looks close to Earth in the drawing. Figure 1 shows Iker's model. His teacher says the model has one important error.

\"A

", "passage_plain": "A Broken Day-Night Model Iker draws a model to explain day and night. His drawing shows all of these features: Earth stands still in space. Earth stays the same distance from the sun the whole time. The sun travels in a circle around Earth one time each day. Sunlight reaches the half of Earth that faces the sun, and the sun looks close to Earth in the drawing. Figure 1 shows Iker's model. His teacher says the model has one important error." }, { "n": 18, "item_id": "_55c7d934-7460-4262-a3a1-93e8c7c51bb5", "type": "choice", "title": "Day-Night Model Part B", "standards": [ "5-ESS1-2" ], "prompt_html": "

Part B

What actually causes day and night on Earth?

", "prompt_plain": "Part B What actually causes day and night on Earth?", "context_html": "", "options": [ { "id": "cA1", "text": "Earth spins on its axis about one time every 24 hours.", "plain": "Earth spins on its axis about one time every 24 hours.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Earth travels around the sun about one time every 24 hours.", "plain": "Earth travels around the sun about one time every 24 hours.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The moon covers the sun each night and uncovers it each morning.", "plain": "The moon covers the sun each night and uncovers it each morning.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Earth moves toward the sun each day and away each night.", "plain": "Earth moves toward the sun each day and away each night.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7799801d-ef6e-43a5-81cd-7de6719b001a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

A Broken Day-Night Model

Iker draws a model to explain day and night. His drawing shows all of these features: Earth stands still in space. Earth stays the same distance from the sun the whole time. The sun travels in a circle around Earth one time each day. Sunlight reaches the half of Earth that faces the sun, and the sun looks close to Earth in the drawing. Figure 1 shows Iker's model. His teacher says the model has one important error.

\"A

", "passage_plain": "A Broken Day-Night Model Iker draws a model to explain day and night. His drawing shows all of these features: Earth stands still in space. Earth stays the same distance from the sun the whole time. The sun travels in a circle around Earth one time each day. Sunlight reaches the half of Earth that faces the sun, and the sun looks close to Earth in the drawing. Figure 1 shows Iker's model. His teacher says the model has one important error." }, { "n": 19, "item_id": "_1deaab43-1a19-4e1d-b0a9-55440255a713", "type": "choice", "title": "North Pole Daylight in December", "standards": [ "5-ESS1-2" ], "prompt_html": "

Look at Figure 1. It shows Earth's tilt as Earth orbits the sun.

\"Earth

Compared to June 21, how much daylight does the North Pole get on December 21, and why?

", "prompt_plain": "Look at Figure 1. It shows Earth's tilt as Earth orbits the sun. Compared to June 21, how much daylight does the North Pole get on December 21, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "More daylight, because Earth's tilt points the North Pole toward the sun.", "plain": "More daylight, because Earth's tilt points the North Pole toward the sun.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "More daylight, because Earth moves closer to the sun in December.", "plain": "More daylight, because Earth moves closer to the sun in December.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Less daylight, because Earth's tilt points the North Pole away from the sun.", "plain": "Less daylight, because Earth's tilt points the North Pole away from the sun.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Less daylight, because Earth moves farther from the sun in December.", "plain": "Less daylight, because Earth moves farther from the sun in December.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/slot19_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 20, "item_id": "_9a12f233-6112-4853-bed9-ace2cfb01d93", "type": "gap-match", "title": "Hillside Sphere Chain", "standards": [ "5-ESS2-1" ], "prompt_html": "

Reed's class visited a hillside where loggers had cut down the trees. During a storm, heavy rain washed loose soil down the bare slope. The stream at the bottom of the hill turned brown and muddy.

 

Drag one sphere label into each empty box to complete the model of the chain of changes on the hillside. One label will not be used.

\"Rain

", "prompt_plain": "Reed's class visited a hillside where loggers had cut down the trees. During a storm, heavy rain washed loose soil down the bare slope. The stream at the bottom of the hill turned brown and muddy. Drag one sphere label into each empty box to complete the model of the chain of changes on the hillside. One label will not be used.", "context_html": "", "options": [ { "id": "gthyd", "text": "hydrosphere", "plain": "hydrosphere", "correct": false, "kind": "gap-token" }, { "id": "gtatm", "text": "atmosphere", "plain": "atmosphere", "correct": false, "kind": "gap-token" }, { "id": "gtbio", "text": "biosphere", "plain": "biosphere", "correct": false, "kind": "gap-token" }, { "id": "gtgeo", "text": "geosphere", "plain": "geosphere", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/slot20_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "gtbio g1", "gtgeo g2", "gthyd g3" ] }, "n_options": 4 }, { "n": 21, "item_id": "_73f2b279-3505-45a1-82f8-f5a4185812cc", "type": "text-entry", "title": "Earth’s Water Model", "standards": [ "5-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Hana's class made a model of all the water on Earth. The class imagined a tank that holds exactly 1,000 liters. Each liter in the tank stands for an equal share of the planet's water. The table shows the class's plan for the model.

The 1,000-Liter Water Model

Kind of waterLiters in the model
Salt water in the oceans970
Fresh water (ice, groundwater, rivers, lakes)?
Total1,000

How many liters in the model stand for fresh water?

Give your answer as a whole number (e.g., 20).

Liters for fresh water:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "30" ] }, "n_options": 0 }, { "n": 22, "item_id": "_beb097d8-834e-4519-aa4e-2836ae713476", "type": "choice", "title": "Crate Pull - New Match", "standards": [ "3-PS2-1" ], "prompt_html": "

After the practice tests, Team 2 and Team 3 held a match. The two teams pulled on opposite ends of the crate at the same time.

Based on Table 1, what will most likely happen to the crate?

", "prompt_plain": "After the practice tests, Team 2 and Team 3 held a match. The two teams pulled on opposite ends of the crate at the same time. Based on Table 1, what will most likely happen to the crate?", "context_html": "", "options": [ { "id": "cA22", "text": "The crate moves toward Team 2's end of the rope.", "plain": "The crate moves toward Team 2's end of the rope.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "The crate moves toward Team 3's end of the rope.", "plain": "The crate moves toward Team 3's end of the rope.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "The crate slides back and forth between the two ends.", "plain": "The crate slides back and forth between the two ends.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "The crate stays in one place on the gym floor.", "plain": "The crate stays in one place on the gym floor.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3cee5e08-be24-476f-a8b1-99648d324de7" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD22" ] }, "n_options": 4, "passage_html": "

Crate-Pull Practice Tests

Milo's gym class held a crate-pull contest. A heavy crate sat on a wheeled platform that rolls very easily across the gym floor. A rope was tied to each end of the platform. Four teams took turns doing a practice pull-test. In each test, one team pulled its rope alone. A spring scale (a tool that measures pull strength) connected each rope to the platform. The scale showed each team's strongest steady pull in newtons (N). Table 1 shows the pull-test results. After the practice tests, two teams at a time pulled on opposite ends of the crate. In the first match, Team 1 pulled against Team 3, and the crate rolled toward Team 1. In the second match, Team 2 pulled against Team 4, and the crate rolled toward Team 2.

\"A

Table 1. Pull-Test Results

TeamNumber of studentsStrongest steady pull (N)
Team 1390
Team 2460
Team 3560
Team 4640
", "passage_plain": "Crate-Pull Practice Tests Milo's gym class held a crate-pull contest. A heavy crate sat on a wheeled platform that rolls very easily across the gym floor. A rope was tied to each end of the platform. Four teams took turns doing a practice pull-test. In each test, one team pulled its rope alone. A spring scale (a tool that measures pull strength) connected each rope to the platform. The scale showed each team's strongest steady pull in newtons (N). Table 1 shows the pull-test results. After the practice tests, two teams at a time pulled on opposite ends of the crate. In the first match, Team 1 pulled against Team 3, and the crate rolled toward Team 1. In the second match, Team 2 pulled against Team 4, and the crate rolled toward Team 2. Table 1. Pull-Test Results Team Number of students Strongest steady pull (N) Team 1 3 90 Team 2 4 60 Team 3 5 60 Team 4 6 40" }, { "n": 23, "item_id": "_dc6cb141-5914-471e-94c4-d6a5b1c27650", "type": "choice", "title": "Crate Pull - Balanced Pulls", "standards": [ "3-PS2-1" ], "prompt_html": "

In one match, two teams pulled on opposite ends of the crate at the same time. During the whole match, the spring scale at each end read 70 N, and the crate did not move.

Which statement best describes the two rope pulls on the crate during this match?

", "prompt_plain": "In one match, two teams pulled on opposite ends of the crate at the same time. During the whole match, the spring scale at each end read 70 N, and the crate did not move. Which statement best describes the two rope pulls on the crate during this match?", "context_html": "", "options": [ { "id": "cA23", "text": "The two pulls canceled each other out, so no force at all was acting on the crate.", "plain": "The two pulls canceled each other out, so no force at all was acting on the crate.", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "Two pulls of equal strength were acting in opposite directions.", "plain": "Two pulls of equal strength were acting in opposite directions.", "correct": true, "kind": "choice" }, { "id": "cC23", "text": "Two rope pulls of equal strength were pulling the crate in the same direction.", "plain": "Two rope pulls of equal strength were pulling the crate in the same direction.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "Two rope pulls of different strengths were acting in opposite directions.", "plain": "Two rope pulls of different strengths were acting in opposite directions.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3cee5e08-be24-476f-a8b1-99648d324de7" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB23" ] }, "n_options": 4, "passage_html": "

Crate-Pull Practice Tests

Milo's gym class held a crate-pull contest. A heavy crate sat on a wheeled platform that rolls very easily across the gym floor. A rope was tied to each end of the platform. Four teams took turns doing a practice pull-test. In each test, one team pulled its rope alone. A spring scale (a tool that measures pull strength) connected each rope to the platform. The scale showed each team's strongest steady pull in newtons (N). Table 1 shows the pull-test results. After the practice tests, two teams at a time pulled on opposite ends of the crate. In the first match, Team 1 pulled against Team 3, and the crate rolled toward Team 1. In the second match, Team 2 pulled against Team 4, and the crate rolled toward Team 2.

\"A

Table 1. Pull-Test Results

TeamNumber of studentsStrongest steady pull (N)
Team 1390
Team 2460
Team 3560
Team 4640
", "passage_plain": "Crate-Pull Practice Tests Milo's gym class held a crate-pull contest. A heavy crate sat on a wheeled platform that rolls very easily across the gym floor. A rope was tied to each end of the platform. Four teams took turns doing a practice pull-test. In each test, one team pulled its rope alone. A spring scale (a tool that measures pull strength) connected each rope to the platform. The scale showed each team's strongest steady pull in newtons (N). Table 1 shows the pull-test results. After the practice tests, two teams at a time pulled on opposite ends of the crate. In the first match, Team 1 pulled against Team 3, and the crate rolled toward Team 1. In the second match, Team 2 pulled against Team 4, and the crate rolled toward Team 2. Table 1. Pull-Test Results Team Number of students Strongest steady pull (N) Team 1 3 90 Team 2 4 60 Team 3 5 60 Team 4 6 40" }, { "n": 24, "item_id": "_e4c0ad87-8c9d-4b87-bcb3-f4e3f714c1d6", "type": "choice", "title": "Crate Pull - Next Matches", "standards": [ "3-PS2-2" ], "prompt_html": "

The class used the pull-test readings in Table 1 and the results of the first two matches to predict what would happen in new matches between two teams.

Which prediction follows the pattern in the class's results?

", "prompt_plain": "The class used the pull-test readings in Table 1 and the results of the first two matches to predict what would happen in new matches between two teams. Which prediction follows the pattern in the class's results?", "context_html": "", "options": [ { "id": "cA24", "text": "Team 1 against Team 4: the crate moves toward Team 1's end.", "plain": "Team 1 against Team 4: the crate moves toward Team 1's end.", "correct": true, "kind": "choice" }, { "id": "cB24", "text": "Team 1 against Team 2: the crate stays in one place.", "plain": "Team 1 against Team 2: the crate stays in one place.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "Team 2 against Team 3: the crate moves toward Team 3's end.", "plain": "Team 2 against Team 3: the crate moves toward Team 3's end.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Team 3 against Team 4: the crate stays in one place.", "plain": "Team 3 against Team 4: the crate stays in one place.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3cee5e08-be24-476f-a8b1-99648d324de7" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA24" ] }, "n_options": 4, "passage_html": "

Crate-Pull Practice Tests

Milo's gym class held a crate-pull contest. A heavy crate sat on a wheeled platform that rolls very easily across the gym floor. A rope was tied to each end of the platform. Four teams took turns doing a practice pull-test. In each test, one team pulled its rope alone. A spring scale (a tool that measures pull strength) connected each rope to the platform. The scale showed each team's strongest steady pull in newtons (N). Table 1 shows the pull-test results. After the practice tests, two teams at a time pulled on opposite ends of the crate. In the first match, Team 1 pulled against Team 3, and the crate rolled toward Team 1. In the second match, Team 2 pulled against Team 4, and the crate rolled toward Team 2.

\"A

Table 1. Pull-Test Results

TeamNumber of studentsStrongest steady pull (N)
Team 1390
Team 2460
Team 3560
Team 4640
", "passage_plain": "Crate-Pull Practice Tests Milo's gym class held a crate-pull contest. A heavy crate sat on a wheeled platform that rolls very easily across the gym floor. A rope was tied to each end of the platform. Four teams took turns doing a practice pull-test. In each test, one team pulled its rope alone. A spring scale (a tool that measures pull strength) connected each rope to the platform. The scale showed each team's strongest steady pull in newtons (N). Table 1 shows the pull-test results. After the practice tests, two teams at a time pulled on opposite ends of the crate. In the first match, Team 1 pulled against Team 3, and the crate rolled toward Team 1. In the second match, Team 2 pulled against Team 4, and the crate rolled toward Team 2. Table 1. Pull-Test Results Team Number of students Strongest steady pull (N) Team 1 3 90 Team 2 4 60 Team 3 5 60 Team 4 6 40" }, { "n": 25, "item_id": "_3c4dcb8f-6c74-4556-b437-5d0e324cc827", "type": "inline-choice", "title": "Maple City Weather Weeks", "standards": [ "3-ESS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Efe found weather data from two different weeks in Maple City, a city in the United States. The two weeks came from the same year. The table shows the data.

Weather Data from Two Weeks in Maple City

Weather measurementWeek AWeek B
Average high temperature90 °F30 °F
PrecipitationRain from afternoon thunderstormsSnow showers
Hours of daylight each dayAbout 14 hoursAbout 9 hours

Complete the sentence. Choose one answer in each box.

Week A's weather happened in , and Week B's weather happened in .

", "options": [ { "id": "c25a1", "text": "January", "plain": "January", "correct": false, "kind": "inline" }, { "id": "c25a2", "text": "June", "plain": "June", "correct": true, "kind": "inline" }, { "id": "c25a3", "text": "October", "plain": "October", "correct": false, "kind": "inline" }, { "id": "c25b1", "text": "January", "plain": "January", "correct": true, "kind": "inline" }, { "id": "c25b2", "text": "June", "plain": "June", "correct": false, "kind": "inline" }, { "id": "c25b3", "text": "October", "plain": "October", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEA": [ "c25a2" ], "RESPONSEB": [ "c25b1" ] }, "n_options": 6 }, { "n": 26, "item_id": "_0447bfce-a43d-46bb-9ec6-fc8da104b922", "type": "choice", "title": "Marble Track - Energy Change", "standards": [ "4-PS3-2" ], "prompt_html": "

Look at Table 1. Which statement pairs an energy change that happens when Marble 1 hits Marble 2 with evidence from the lab notes that supports it?

", "prompt_plain": "Look at Table 1. Which statement pairs an energy change that happens when Marble 1 hits Marble 2 with evidence from the lab notes that supports it?", "context_html": "", "options": [ { "id": "cA26", "text": "Sound energy changes to motion energy. Evidence: Marble 2 rolled farthest in the test with the loudest click.", "plain": "Sound energy changes to motion energy. Evidence: Marble 2 rolled farthest in the test with the loudest click.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Heat energy changes to sound energy. Evidence: the click grew louder from the Low test to the High test.", "plain": "Heat energy changes to sound energy. Evidence: the click grew louder from the Low test to the High test.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "Motion energy changes to sound energy. Evidence: a click was heard at the moment of each impact.", "plain": "Motion energy changes to sound energy. Evidence: a click was heard at the moment of each impact.", "correct": true, "kind": "choice" }, { "id": "cD26", "text": "Motion energy changes to electrical energy. Evidence: the click was loudest in the High release test.", "plain": "Motion energy changes to electrical energy. Evidence: the click was loudest in the High release test.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_13aeb9ee-4fab-41c1-aa1a-c0717ac128e3" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC26" ] }, "n_options": 4, "passage_html": "

Steel Marble Track Lab

Jorik's lab group built a smooth plastic track that ends on a flat table. The group released a steel marble, Marble 1, from three points on the track. The points were labeled Low, Middle, and High. Marble 1 rolled down and hit Marble 2 at the bottom. Marble 2 was an identical marble resting on the flat table. The group kept everything else the same in every test. Table 1 shows the group's lab notes.

\"A

Table 1. Marble-Track Lab Notes

Release pointSpeed of Marble 1 at the bottomSound at impactDistance Marble 2 rolled
LowSlowQuiet click12 cm
MiddleMediumLouder click25 cm
HighFastLoudest click48 cm
", "passage_plain": "Steel Marble Track Lab Jorik's lab group built a smooth plastic track that ends on a flat table. The group released a steel marble, Marble 1, from three points on the track. The points were labeled Low, Middle, and High. Marble 1 rolled down and hit Marble 2 at the bottom. Marble 2 was an identical marble resting on the flat table. The group kept everything else the same in every test. Table 1 shows the group's lab notes. Table 1. Marble-Track Lab Notes Release point Speed of Marble 1 at the bottom Sound at impact Distance Marble 2 rolled Low Slow Quiet click 12 cm Middle Medium Louder click 25 cm High Fast Loudest click 48 cm" }, { "n": 27, "item_id": "_8d60c448-5060-41d2-9055-520ed8b8ce6b", "type": "choice", "title": "Marble Track - Higher Release", "standards": [ "4-PS3-3" ], "prompt_html": "

The group plans one more test from a new release point that is even higher than the High point. Marble 2 will rest at the bottom, the same as before.

Which prediction shows what will most likely happen when Marble 1 hits Marble 2?

", "prompt_plain": "The group plans one more test from a new release point that is even higher than the High point. Marble 2 will rest at the bottom, the same as before. Which prediction shows what will most likely happen when Marble 1 hits Marble 2?", "context_html": "", "options": [ { "id": "cA27", "text": "Marble 1 carries more energy than in the High test, and Marble 2 rolls farther than 48 centimeters.", "plain": "Marble 1 carries more energy than in the High test, and Marble 2 rolls farther than 48 centimeters.", "correct": true, "kind": "choice" }, { "id": "cB27", "text": "Marble 1 carries more energy than in the High test, and Marble 2 rolls a shorter distance than 12 centimeters.", "plain": "Marble 1 carries more energy than in the High test, and Marble 2 rolls a shorter distance than 12 centimeters.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "Marble 1 carries less energy than in the High test, and Marble 2 rolls farther than 48 centimeters.", "plain": "Marble 1 carries less energy than in the High test, and Marble 2 rolls farther than 48 centimeters.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Marble 1 carries the same energy as in the High test, and Marble 2 rolls about 48 centimeters.", "plain": "Marble 1 carries the same energy as in the High test, and Marble 2 rolls about 48 centimeters.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_13aeb9ee-4fab-41c1-aa1a-c0717ac128e3" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA27" ] }, "n_options": 4, "passage_html": "

Steel Marble Track Lab

Jorik's lab group built a smooth plastic track that ends on a flat table. The group released a steel marble, Marble 1, from three points on the track. The points were labeled Low, Middle, and High. Marble 1 rolled down and hit Marble 2 at the bottom. Marble 2 was an identical marble resting on the flat table. The group kept everything else the same in every test. Table 1 shows the group's lab notes.

\"A

Table 1. Marble-Track Lab Notes

Release pointSpeed of Marble 1 at the bottomSound at impactDistance Marble 2 rolled
LowSlowQuiet click12 cm
MiddleMediumLouder click25 cm
HighFastLoudest click48 cm
", "passage_plain": "Steel Marble Track Lab Jorik's lab group built a smooth plastic track that ends on a flat table. The group released a steel marble, Marble 1, from three points on the track. The points were labeled Low, Middle, and High. Marble 1 rolled down and hit Marble 2 at the bottom. Marble 2 was an identical marble resting on the flat table. The group kept everything else the same in every test. Table 1 shows the group's lab notes. Table 1. Marble-Track Lab Notes Release point Speed of Marble 1 at the bottom Sound at impact Distance Marble 2 rolled Low Slow Quiet click 12 cm Middle Medium Louder click 25 cm High Fast Loudest click 48 cm" }, { "n": 28, "item_id": "_12ca5601-e8d2-4d72-a935-c81dcbe9db60", "type": "choice", "title": "Marble Track - Best Evidence", "standards": [ "4-PS3-1" ], "prompt_html": "

The group claims that Marble 1 had more energy before impact when it was moving faster.

Which evidence from Table 1 best supports this claim?

", "prompt_plain": "The group claims that Marble 1 had more energy before impact when it was moving faster. Which evidence from Table 1 best supports this claim?", "context_html": "", "options": [ { "id": "cA28", "text": "Marble 1 was moving fastest at the bottom in the High test.", "plain": "Marble 1 was moving fastest at the bottom in the High test.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "A clicking sound happened in each test, no matter the release point.", "plain": "A clicking sound happened in each test, no matter the release point.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "The very same steel marble rolled down the same track in each test.", "plain": "The very same steel marble rolled down the same track in each test.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "The impact click was louder in the High test than in the Low test.", "plain": "The impact click was louder in the High test than in the Low test.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_13aeb9ee-4fab-41c1-aa1a-c0717ac128e3" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD28" ] }, "n_options": 4, "passage_html": "

Steel Marble Track Lab

Jorik's lab group built a smooth plastic track that ends on a flat table. The group released a steel marble, Marble 1, from three points on the track. The points were labeled Low, Middle, and High. Marble 1 rolled down and hit Marble 2 at the bottom. Marble 2 was an identical marble resting on the flat table. The group kept everything else the same in every test. Table 1 shows the group's lab notes.

\"A

Table 1. Marble-Track Lab Notes

Release pointSpeed of Marble 1 at the bottomSound at impactDistance Marble 2 rolled
LowSlowQuiet click12 cm
MiddleMediumLouder click25 cm
HighFastLoudest click48 cm
", "passage_plain": "Steel Marble Track Lab Jorik's lab group built a smooth plastic track that ends on a flat table. The group released a steel marble, Marble 1, from three points on the track. The points were labeled Low, Middle, and High. Marble 1 rolled down and hit Marble 2 at the bottom. Marble 2 was an identical marble resting on the flat table. The group kept everything else the same in every test. Table 1 shows the group's lab notes. Table 1. Marble-Track Lab Notes Release point Speed of Marble 1 at the bottom Sound at impact Distance Marble 2 rolled Low Slow Quiet click 12 cm Middle Medium Louder click 25 cm High Fast Loudest click 48 cm" }, { "n": 29, "item_id": "_2d3636ca-4db0-4383-a1a6-346393d42b11", "type": "inline-choice", "title": "Drum Hit Wave Model", "standards": [ "4-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Viv records two drum hits with a computer program. The program draws a wave model of each sound. The first hit is soft. The second hit is loud. The diagram shows the wave model of the soft hit.

\"A

Complete the sentence about the loud hit's wave model. Choose one answer in each box.

Compared with the soft hit's wave, the loud hit's wave will have crests that are and troughs that are , because the loud sound carries more energy.

", "options": [ { "id": "c29a1", "text": "higher", "plain": "higher", "correct": true, "kind": "inline" }, { "id": "c29a2", "text": "lower", "plain": "lower", "correct": false, "kind": "inline" }, { "id": "c29a3", "text": "the same height", "plain": "the same height", "correct": false, "kind": "inline" }, { "id": "c29b1", "text": "lower", "plain": "lower", "correct": true, "kind": "inline" }, { "id": "c29b2", "text": "higher", "plain": "higher", "correct": false, "kind": "inline" }, { "id": "c29b3", "text": "the same depth", "plain": "the same depth", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/slot29_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEA": [ "c29a1" ], "RESPONSEB": [ "c29b1" ] }, "n_options": 6 }, { "n": 30, "item_id": "_934ad7e8-7a87-4e3b-98d1-3dfe5c4238c6", "type": "choice", "title": "Finch Beak and Hard Seeds", "standards": [ "4-LS1-1" ], "prompt_html": "

A finch is a small bird that eats hard seeds. The finch cracks each seed open with its beak before eating it. The drawing shows the finch's head and beak.

\"Drawing

Use the drawing and what you know about how body structures work. Which TWO characteristics make this finch's beak good for cracking hard seeds? Choose the TWO best answers.

", "prompt_plain": "A finch is a small bird that eats hard seeds. The finch cracks each seed open with its beak before eating it. The drawing shows the finch's head and beak. Use the drawing and what you know about how body structures work. Which TWO characteristics make this finch's beak good for cracking hard seeds? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The beak is bright orange in color.", "plain": "The beak is bright orange in color.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The beak is long and narrow.", "plain": "The beak is long and narrow.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The beak is short and thick.", "plain": "The beak is short and thick.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The beak feels smooth on the outside.", "plain": "The beak feels smooth on the outside.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The beak is made of hard material.", "plain": "The beak is made of hard material.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/slot30_v2.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 31, "item_id": "_2f63a8af-aca6-47b1-b23d-6319a1adbced", "type": "choice", "title": "Split Boulder on the Mountain", "standards": [ "4-ESS2-1" ], "prompt_html": "

Noor photographs a large granite boulder that has split into two pieces. The boulder sits high on a rocky mountain slope, above where trees and plants grow. Water collects in the boulder's crack each fall. The winters there are long and cold. The crack has grown wider after each winter.

\"A

Which process most likely split the boulder?

", "prompt_plain": "Noor photographs a large granite boulder that has split into two pieces. The boulder sits high on a rocky mountain slope, above where trees and plants grow. Water collects in the boulder's crack each fall. The winters there are long and cold. The crack has grown wider after each winter. Which process most likely split the boulder?", "context_html": "", "options": [ { "id": "cA1", "text": "Tree roots grew into the crack and slowly pushed the rock apart.", "plain": "Tree roots grew into the crack and slowly pushed the rock apart.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Water in the crack froze and thawed many times, widening the crack.", "plain": "Water in the crack froze and thawed many times, widening the crack.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Wind-blown sand carved into the crack and cut the boulder in half.", "plain": "Wind-blown sand carved into the crack and cut the boulder in half.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rain slowly dissolved the middle of the boulder until the rock split.", "plain": "Rain slowly dissolved the middle of the boulder until the rock split.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/slot31.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_e9ccd80c-5292-4089-89cb-e0310d355643", "type": "choice", "title": "Draining a Wetland", "standards": [ "5-ESS3-1" ], "prompt_html": "

Figure 1 shows a developer's plan for a piece of land. The developer will drain the water from a wetland and build houses on the land.

\"Figure

Which change in the environment is most likely to happen after the wetland is drained?

", "prompt_plain": "Figure 1 shows a developer's plan for a piece of land. The developer will drain the water from a wetland and build houses on the land. Which change in the environment is most likely to happen after the wetland is drained?", "context_html": "", "options": [ { "id": "cA1", "text": "Fewer native wetland plants will grow in the area than before.", "plain": "Fewer native wetland plants will grow in the area than before.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "More water birds will come to the area to build nests.", "plain": "More water birds will come to the area to build nests.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The ground in the area will store more water than before.", "plain": "The ground in the area will store more water than before.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The nearby streams will carry less mud after heavy rains.", "plain": "The nearby streams will carry less mud after heavy rains.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/slot32.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_82881e7f-8f4e-4564-86bf-ddcab766d7b1", "type": "gap-match", "title": "Footbridge Criteria and Constraints", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Deshi's team is designing a small footbridge over a creek on a park trail.

A criterion is a goal a design must meet. A constraint is a limit the design must work within.

 

Decide whether each statement is a criterion or a constraint for the footbridge design. Drag one label — Criterion or Constraint — into the box next to each statement. Each label may be used more than once.

", "prompt_plain": "Deshi's team is designing a small footbridge over a creek on a park trail. A criterion is a goal a design must meet. A constraint is a limit the design must work within. Decide whether each statement is a criterion or a constraint for the footbridge design. Drag one label — Criterion or Constraint — into the box next to each statement. Each label may be used more than once.", "context_html": "", "options": [ { "id": "tile-crit", "text": "Criterion", "plain": "Criterion", "correct": false, "kind": "gap-token" }, { "id": "tile-cons", "text": "Constraint", "plain": "Constraint", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-crit gap-s1", "tile-cons gap-s2", "tile-cons gap-s3", "tile-crit gap-s4" ] }, "n_options": 2 }, { "n": 34, "item_id": "_b918ad0a-ebbc-4a68-b681-2fdbba1dc9eb", "type": "choice", "title": "Comparing Two Water Filters", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Nadia's team builds two different water filters, Filter 1 and Filter 2. The team pours the same amount of muddy water through each filter. The team wants the filter that gives clearer water and faster flow.

\"Two

Which TWO measurements would best show which filter works better? Choose the TWO best answers.

", "prompt_plain": "Nadia's team builds two different water filters, Filter 1 and Filter 2. The team pours the same amount of muddy water through each filter. The team wants the filter that gives clearer water and faster flow. Which TWO measurements would best show which filter works better? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The clearness of the muddy water before it is poured into each filter", "plain": "The clearness of the muddy water before it is poured into each filter", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The clearness of the water coming out of each filter", "plain": "The clearness of the water coming out of each filter", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The time the team takes to build and set up each filter", "plain": "The time the team takes to build and set up each filter", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The time the water takes to pass through each filter", "plain": "The time the water takes to pass through each filter", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The temperature of the muddy water before it is poured", "plain": "The temperature of the muddy water before it is poured", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-23/images/slot34.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 35, "item_id": "_c1c52323-a409-4782-9f4c-7b3ea47bf52b", "type": "choice", "title": "Cardboard Bridge Next Step", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Cleo's team is designing a small cardboard bridge. The bridge must hold at least 20 marbles. Table 1 shows the team's first two trials.

Table 1. Bridge Trials

TrialChange madeMarbles held before bending
1First design12
2Added a second support17

The bridge failed both trials. Which plan is the best next step for the team?

", "prompt_plain": "Cleo's team is designing a small cardboard bridge. The bridge must hold at least 20 marbles. Table 1 shows the team's first two trials. Table 1. Bridge Trials Trial Change made Marbles held before bending 1 First design 12 2 Added a second support 17 The bridge failed both trials. Which plan is the best next step for the team?", "context_html": "", "options": [ { "id": "cA1", "text": "Change the deck, the supports, and the tape at the same time in Trial 3.", "plain": "Change the deck, the supports, and the tape at the same time in Trial 3.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Throw away the whole plan and start building a brand-new bridge design instead.", "plain": "Throw away the whole plan and start building a brand-new bridge design instead.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Change one part of the deck, keep the rest the same, and retest.", "plain": "Change one part of the deck, keep the rest the same, and retest.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Run Trial 3 on the same bridge, without changes, hoping it holds more.", "plain": "Run Trial 3 on the same bridge, without changes, hoping it holds more.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 36, "item_id": "_91b72ee3-7c35-42c1-b8cf-30219893f2c6", "type": "choice", "title": "Ramp Test Repeat Trial", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Keiko's team builds a ramp to test its model car design. The team rolls the car down the ramp one time. The result card shows what happened in Trial 1.

Trial 1 Result Card

Trial1
Distance the car traveled92 cm

Why should the team run the same ramp test a second time?

", "prompt_plain": "Keiko's team builds a ramp to test its model car design. The team rolls the car down the ramp one time. The result card shows what happened in Trial 1. Trial 1 Result Card Trial 1 Distance the car traveled 92 cm Why should the team run the same ramp test a second time?", "context_html": "", "options": [ { "id": "cA1", "text": "To make the car travel a longer distance than it did in Trial 1.", "plain": "To make the car travel a longer distance than it did in Trial 1.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "To change one part of the ramp and see how the distance changes.", "plain": "To change one part of the ramp and see how the distance changes.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "To prove to the rest of the class that this design is the best.", "plain": "To prove to the rest of the class that this design is the best.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "To check whether the result comes out close to 92 cm again.", "plain": "To check whether the result comes out close to 92 cm again.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 } ] }, { "form": "G5.24", "grade": "G5", "title": "Alpha Standardized Science G5.24", "test_id": "_test-f9d29d02-8010-4983-b2e9-deb90c7ccb2e", "n_items": 36, "n_stimuli": 7, "stimuli": { "_f708b174-3608-4719-bd64-a1fa8b9867a5": { "title": "Three Metal Samples", "html": "

Three Metal Samples

Ximena's class tested three metal samples in the school lab. The class measured the same four properties for every sample. Table 1 shows the results. Then the class looked up the properties of four known metals. Table 2 shows the known metals.

Table 1. Properties of the Three Samples

PropertySample 1Sample 2Sample 3
ColorReddish-orangeSilver-graySilver-gray
Attracted to a magnet?NoYesNo
Conducts electricity?YesYesYes
Dissolves in water?NoNoNo

Table 2. Properties of Four Known Metals

MetalColorAttracted to a magnet?Conducts electricity?Dissolves in water?
CopperReddish-orangeNoYesNo
IronSilver-grayYesYesNo
AluminumSilver-grayNoYesNo
ZincSilver-grayNoYesNo
" }, "_4f09e975-e70f-4f38-b7c1-51086390525b": { "title": "Pine Hollow Forest Survey", "html": "

Pine Hollow Forest Survey

Zadie’s class spent a morning studying a marked plot in Pine Hollow Forest. Figure 1 shows a food web the class drew for the plot. The class also wrote these survey notes about what they observed:

\"Food

Figure 1. Food web for the Pine Hollow plot.

Survey Notes

Wide-leaved oak trees stretched toward the bright morning sunlight above the trail. Clumps of small mushrooms grew along the side of a fallen log. Where an older log had crumbled, rotted wood was mixing into the dark soil. A rabbit sat in a sunny patch and nibbled the low green leaves. By noon, sunlight had warmed the leaf-covered floor of the forest.

" }, "_84cffc4b-26f9-42c0-a610-e322e33b1121": { "title": "Maple River Ranger Report", "html": "

Maple River Ranger Report

Esme's class visited the Maple River valley with a ranger. Farm fields sit on a slope above the river. The ranger's report says:

Rain fell from the dark clouds and ran downhill into the wide river. The rushing river water carved away part of the muddy riverbank. Ducks paddled in the calm water near the wooden footbridge. Tree roots pushed into cracks in the rocky hillside and split the rock. By afternoon, sunlight had warmed the air above the whole valley.

Back at school, the class built a model. Two sloped soil trays sat above a water bin. One tray was bare soil; the other was covered with growing grass. Students mixed equal numbers of fertilizer pellets into each tray. Then they sprinkled the same amount of \"rain\" onto each tray. The covered tray's grass stayed green during the test. Table 1 shows the runoff results.

\"A

Table 1. Runoff from Two Model Hillsides

Model hillsideRunoff water that reached the bin
Bare soilDark and muddy, with many fertilizer pellets
Covered with growing grassNearly clear, with almost no soil or pellets
" }, "_c0c3127b-c43b-401b-9167-99bb5ba7a750": { "title": "Star Club Observing Night", "html": "

Star Club Observing Night

Lars joined his school’s star club. The club uses a star chart — a map that shows which stars appear in the night sky. The chart has a different page for each month of the year. Before an observing night, club members must pick the correct chart page.

\"An

Lars also copied Table 1 from the club’s star guidebook. It lists four stars the club hopes to find. Distance is given in light-years. A light-year is the distance light travels in one year; a bigger number means the star is farther from Earth.

Table 1. Four Stars from the Guidebook

StarSize compared to the sunDistance from Earth (light-years)How bright it looks from Earth (1 = brightest of the four)
Star QAbout the same size41
Star RMuch larger9004
Star SLarger903
Star TSmaller112
" }, "_bb35751c-8b9a-43a9-a8f9-5401b03cb359": { "title": "The Falling-Objects Notebook", "html": "

The Falling-Objects Notebook

Delia keeps a science notebook. One week, she wrote three observations about objects that fall.

\"A

" }, "_7b914c4d-e32c-4ea4-a7d0-371c4f740f91": { "title": "Two Pots on the Stove", "html": "

Two Pots on the Stove

Alba heated two pots of water on a stove. Pot 1 had a tight clear lid. Pot 2 had no lid. She warmed both pots gently for 10 minutes. She used a kitchen scale to measure the mass of each pot of water. She measured at the start and again after 10 minutes. Table 1 shows her results. After 10 minutes, the water level in Pot 2 was lower than at the start.

\"Two

Table 1. Mass of Each Pot of Water

PotMass at start (g)Mass after 10 minutes (g)
Pot 1 (tight lid)300300
Pot 2 (no lid)400350
" }, "_37b09760-7268-4242-82ea-c0fafd61656f": { "title": "Red Rock Road Cut", "html": "

Red Rock Road Cut

Dmitri's class stopped at a road cut, a place where a hillside was sliced open to build a road. The wall of the road cut shows three flat rock layers, as the diagram shows. The class listed what they found in each layer:

Layer A, the top layer, holds fossil seashells and fossil fish bones.

Layer B, the middle layer, holds fossil leaves from land plants and fossil tree stumps with roots still standing in a buried soil.

Layer C, the bottom layer, is hardened sand with no fossils.

\"Diagram

" } }, "questions": [ { "n": 1, "item_id": "_1896fc3c-415e-4ccf-bc57-0c6019c882e3", "type": "choice", "title": "Two Air Demonstrations", "standards": [ "5-PS1-1" ], "prompt_html": "

Jorik does two demonstrations with air.

Demo 1: He tapes a dry paper towel inside a clear cup. He turns the cup upside down. Then he pushes it straight down into a tank of water.

Demo 2: He puts two identical basketballs on a balance. Then he pumps extra air into one ball.

Which TWO results are evidence that air is matter? Choose the TWO best answers.

\"Demo

", "prompt_plain": "Jorik does two demonstrations with air. Demo 1: He tapes a dry paper towel inside a clear cup. He turns the cup upside down. Then he pushes it straight down into a tank of water. Demo 2: He puts two identical basketballs on a balance. Then he pumps extra air into one ball. Which TWO results are evidence that air is matter? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "In Demo 1, the paper towel inside the cup stays dry under the water.", "plain": "In Demo 1, the paper towel inside the cup stays dry under the water.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "In Demo 1, the cup feels lighter as Jorik pushes it deeper into the water.", "plain": "In Demo 1, the cup feels lighter as Jorik pushes it deeper into the water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "In Demo 2, both basketballs still look the same size after the extra pumping.", "plain": "In Demo 2, both basketballs still look the same size after the extra pumping.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "In Demo 2, the balance tips down on the side of the ball with extra air.", "plain": "In Demo 2, the balance tips down on the side of the ball with extra air.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "In Demo 2, the pump feels warm in Jorik's hands after he pumps.", "plain": "In Demo 2, the pump feels warm in Jorik's hands after he pumps.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot01.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 2, "item_id": "_e4284bbd-144f-4dac-aceb-933c10659ceb", "type": "choice", "title": "Two Pots — Missing Water", "standards": [ "5-PS1-1" ], "prompt_html": "

After 10 minutes, Pot 2 held less water than at the start.

What most likely happened to the missing water?

", "prompt_plain": "After 10 minutes, Pot 2 held less water than at the start. What most likely happened to the missing water?", "context_html": "", "options": [ { "id": "cA1", "text": "The heat destroyed some of the water, so there is less matter now.", "plain": "The heat destroyed some of the water, so there is less matter now.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The missing water soaked into the metal bottom and sides of the pot.", "plain": "The missing water soaked into the metal bottom and sides of the pot.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Tiny water particles escaped from the open pot into the air as a gas.", "plain": "Tiny water particles escaped from the open pot into the air as a gas.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The missing water changed into heat energy and spread around the kitchen.", "plain": "The missing water changed into heat energy and spread around the kitchen.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7b914c4d-e32c-4ea4-a7d0-371c4f740f91" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Two Pots on the Stove

Alba heated two pots of water on a stove. Pot 1 had a tight clear lid. Pot 2 had no lid. She warmed both pots gently for 10 minutes. She used a kitchen scale to measure the mass of each pot of water. She measured at the start and again after 10 minutes. Table 1 shows her results. After 10 minutes, the water level in Pot 2 was lower than at the start.

\"Two

Table 1. Mass of Each Pot of Water

PotMass at start (g)Mass after 10 minutes (g)
Pot 1 (tight lid)300300
Pot 2 (no lid)400350
", "passage_plain": "Two Pots on the Stove Alba heated two pots of water on a stove. Pot 1 had a tight clear lid. Pot 2 had no lid. She warmed both pots gently for 10 minutes. She used a kitchen scale to measure the mass of each pot of water. She measured at the start and again after 10 minutes. Table 1 shows her results. After 10 minutes, the water level in Pot 2 was lower than at the start. Table 1. Mass of Each Pot of Water Pot Mass at start (g) Mass after 10 minutes (g) Pot 1 (tight lid) 300 300 Pot 2 (no lid) 400 350" }, { "n": 3, "item_id": "_f66e49fa-7b0c-41c6-b62e-b447e23f6c25", "type": "portable-custom", "title": "Build the Pot Mass Graph", "standards": [ "5-PS1-2" ], "prompt_html": "

Table 1. Mass of Each Pot of Water

\n
PotMass at start (g)Mass after 10 minutes (g)
Pot 1 (tight lid)300300
Pot 2 (no lid)400350
\n

 

\n

Look at Table 1 in the passage.

\n

 

\n

Drag each column's bar to the correct height so the graph shows that pot's mass in grams (g).

", "prompt_plain": "Table 1. Mass of Each Pot of Water Pot Mass at start (g) Mass after 10 minutes (g) Pot 1 (tight lid) 300 300 Pot 2 (no lid) 400 350 Look at Table 1 in the passage. Drag each column's bar to the correct height so the graph shows that pot's mass in grams (g).", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Pot 1 start\",\"y\":300},{\"x\":\"Pot 1 after\",\"y\":300},{\"x\":\"Pot 2 start\",\"y\":400},{\"x\":\"Pot 2 after\",\"y\":350}]" ] }, "n_options": 0 }, { "n": 4, "item_id": "_62608c26-3d9a-4604-9a70-06dc69999357", "type": "choice", "title": "Three Metal Samples — Part A", "standards": [ "5-PS1-3" ], "prompt_html": "

Part A

Look at Table 1 and Table 2. Which metal is Sample 2 most likely to be?

", "prompt_plain": "Part A Look at Table 1 and Table 2. Which metal is Sample 2 most likely to be?", "context_html": "", "options": [ { "id": "cA1", "text": "Aluminum", "plain": "Aluminum", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Iron", "plain": "Iron", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Copper", "plain": "Copper", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Zinc", "plain": "Zinc", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f708b174-3608-4719-bd64-a1fa8b9867a5" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Three Metal Samples

Ximena's class tested three metal samples in the school lab. The class measured the same four properties for every sample. Table 1 shows the results. Then the class looked up the properties of four known metals. Table 2 shows the known metals.

Table 1. Properties of the Three Samples

PropertySample 1Sample 2Sample 3
ColorReddish-orangeSilver-graySilver-gray
Attracted to a magnet?NoYesNo
Conducts electricity?YesYesYes
Dissolves in water?NoNoNo

Table 2. Properties of Four Known Metals

MetalColorAttracted to a magnet?Conducts electricity?Dissolves in water?
CopperReddish-orangeNoYesNo
IronSilver-grayYesYesNo
AluminumSilver-grayNoYesNo
ZincSilver-grayNoYesNo
", "passage_plain": "Three Metal Samples Ximena's class tested three metal samples in the school lab. The class measured the same four properties for every sample. Table 1 shows the results. Then the class looked up the properties of four known metals. Table 2 shows the known metals. Table 1. Properties of the Three Samples Property Sample 1 Sample 2 Sample 3 Color Reddish-orange Silver-gray Silver-gray Attracted to a magnet? No Yes No Conducts electricity? Yes Yes Yes Dissolves in water? No No No Table 2. Properties of Four Known Metals Metal Color Attracted to a magnet? Conducts electricity? Dissolves in water? Copper Reddish-orange No Yes No Iron Silver-gray Yes Yes No Aluminum Silver-gray No Yes No Zinc Silver-gray No Yes No" }, { "n": 5, "item_id": "_6a40f5d4-43fd-4590-a9a2-beca17a685af", "type": "choice", "title": "Three Metal Samples — Part B", "standards": [ "5-PS1-3" ], "prompt_html": "

Part B

Iron, aluminum, and zinc in Table 2 are all silver-gray. Which property could the class use to tell some of these silver-gray metals apart?

", "prompt_plain": "Part B Iron, aluminum, and zinc in Table 2 are all silver-gray. Which property could the class use to tell some of these silver-gray metals apart?", "context_html": "", "options": [ { "id": "cA1", "text": "Color: the three silver-gray metals in the table look the same.", "plain": "Color: the three silver-gray metals in the table look the same.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Conducts electricity: the three silver-gray metals in the table conduct.", "plain": "Conducts electricity: the three silver-gray metals in the table conduct.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Dissolves in water: the three silver-gray metals do not dissolve.", "plain": "Dissolves in water: the three silver-gray metals do not dissolve.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Attracted to a magnet: iron is attracted, but aluminum and zinc are not.", "plain": "Attracted to a magnet: iron is attracted, but aluminum and zinc are not.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f708b174-3608-4719-bd64-a1fa8b9867a5" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Three Metal Samples

Ximena's class tested three metal samples in the school lab. The class measured the same four properties for every sample. Table 1 shows the results. Then the class looked up the properties of four known metals. Table 2 shows the known metals.

Table 1. Properties of the Three Samples

PropertySample 1Sample 2Sample 3
ColorReddish-orangeSilver-graySilver-gray
Attracted to a magnet?NoYesNo
Conducts electricity?YesYesYes
Dissolves in water?NoNoNo

Table 2. Properties of Four Known Metals

MetalColorAttracted to a magnet?Conducts electricity?Dissolves in water?
CopperReddish-orangeNoYesNo
IronSilver-grayYesYesNo
AluminumSilver-grayNoYesNo
ZincSilver-grayNoYesNo
", "passage_plain": "Three Metal Samples Ximena's class tested three metal samples in the school lab. The class measured the same four properties for every sample. Table 1 shows the results. Then the class looked up the properties of four known metals. Table 2 shows the known metals. Table 1. Properties of the Three Samples Property Sample 1 Sample 2 Sample 3 Color Reddish-orange Silver-gray Silver-gray Attracted to a magnet? No Yes No Conducts electricity? Yes Yes Yes Dissolves in water? No No No Table 2. Properties of Four Known Metals Metal Color Attracted to a magnet? Conducts electricity? Dissolves in water? Copper Reddish-orange No Yes No Iron Silver-gray Yes Yes No Aluminum Silver-gray No Yes No Zinc Silver-gray No Yes No" }, { "n": 6, "item_id": "_a2088375-727f-4260-9c6e-5077bbdbe611", "type": "gap-match", "title": "Sorting Change Cards", "standards": [ "5-PS1-4" ], "prompt_html": "

Belen sorts observation cards in science class. Each card describes one change she has seen.

 

Match each card to the type of change it shows. Each type of change will be used more than once.

", "prompt_plain": "Belen sorts observation cards in science class. Each card describes one change she has seen. Match each card to the type of change it shows. Each type of change will be used more than once.", "context_html": "", "options": [ { "id": "cat-physical", "text": "physical change - no new substance forms", "plain": "physical change - no new substance forms", "correct": false, "kind": "gap-token" }, { "id": "cat-chemical", "text": "chemical change - one or more new substances form", "plain": "chemical change - one or more new substances form", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cat-physical gap-card1", "cat-physical gap-card2", "cat-chemical gap-card3", "cat-chemical gap-card4", "cat-chemical gap-card5" ] }, "n_options": 2 }, { "n": 7, "item_id": "_7c67d170-362c-4b49-89c5-e377de5210e2", "type": "choice", "title": "Beads and a Magnet", "standards": [ "5-PS1-4" ], "prompt_html": "

Opal stirs steel beads and plastic beads together in a bowl. She holds a strong magnet just above the mix. Only the steel beads jump up and stick to the magnet.

Which process does Opal's demonstration show?

\"A

", "prompt_plain": "Opal stirs steel beads and plastic beads together in a bowl. She holds a strong magnet just above the mix. Only the steel beads jump up and stick to the magnet. Which process does Opal's demonstration show?", "context_html": "", "options": [ { "id": "cA1", "text": "Separating a mixture by using one part's magnetic property", "plain": "Separating a mixture by using one part's magnetic property", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Forming a solution by stirring two different solids together", "plain": "Forming a solution by stirring two different solids together", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Making a new substance by causing a chemical change", "plain": "Making a new substance by causing a chemical change", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Melting the solid beads into a liquid state of matter", "plain": "Melting the solid beads into a liquid state of matter", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot07.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_6a6a7150-067b-4a65-96b4-6ab974ba5220", "type": "choice", "title": "Falling-Objects Notebook — Part A", "standards": [ "5-PS2-1" ], "prompt_html": "

Part A

Read the three observations in Delia's notebook. Which claim do all three observations support?

", "prompt_plain": "Part A Read the three observations in Delia's notebook. Which claim do all three observations support?", "context_html": "", "options": [ { "id": "cA1", "text": "Magnets deep inside Earth pull metal objects down toward the ground.", "plain": "Magnets deep inside Earth pull metal objects down toward the ground.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Moving air presses down on objects and pushes them toward the ground.", "plain": "Moving air presses down on objects and pushes them toward the ground.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Earth's gravity pulls objects down toward the center of Earth.", "plain": "Earth's gravity pulls objects down toward the center of Earth.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Objects fall to the ground because they are heavier than air.", "plain": "Objects fall to the ground because they are heavier than air.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bb35751c-8b9a-43a9-a8f9-5401b03cb359" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

The Falling-Objects Notebook

Delia keeps a science notebook. One week, she wrote three observations about objects that fall.

\"A

", "passage_plain": "The Falling-Objects Notebook Delia keeps a science notebook. One week, she wrote three observations about objects that fall. A coin slipped out of my hand and fell straight down to the sidewalk. When I jump as high as I can, I always come back down to the ground. Raindrops fell from the clouds down to the puddles on our street." }, { "n": 9, "item_id": "_b4335c4f-cffe-4ff2-8353-1e93fedf3016", "type": "choice", "title": "Falling-Objects Notebook — Part B", "standards": [ "5-PS2-1" ], "prompt_html": "

Part B

Delia wants stronger evidence that objects fall down toward the ground no matter where on Earth they are.

Which new observation would best give her that evidence?

", "prompt_plain": "Part B Delia wants stronger evidence that objects fall down toward the ground no matter where on Earth they are. Which new observation would best give her that evidence?", "context_html": "", "options": [ { "id": "cA1", "text": "Delia drops the same coin again, and it falls to the sidewalk again.", "plain": "Delia drops the same coin again, and it falls to the sidewalk again.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "On the opposite side of Earth, a pen pal drops a rock, and it falls too.", "plain": "On the opposite side of Earth, a pen pal drops a rock, and it falls too.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A helium balloon rises up into the sky when Delia lets go of it.", "plain": "A helium balloon rises up into the sky when Delia lets go of it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A magnet on a table pulls a steel paper clip sideways across the table.", "plain": "A magnet on a table pulls a steel paper clip sideways across the table.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bb35751c-8b9a-43a9-a8f9-5401b03cb359" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The Falling-Objects Notebook

Delia keeps a science notebook. One week, she wrote three observations about objects that fall.

\"A

", "passage_plain": "The Falling-Objects Notebook Delia keeps a science notebook. One week, she wrote three observations about objects that fall. A coin slipped out of my hand and fell straight down to the sidewalk. When I jump as high as I can, I always come back down to the ground. Raindrops fell from the clouds down to the puddles on our street." }, { "n": 10, "item_id": "_8763044c-31a0-4217-89ea-52943e9414e2", "type": "choice", "title": "Which Organism Is a Plant", "standards": [ "5-PS3-1" ], "prompt_html": "

Table 1 shows how four organisms in a forest get the energy they need.

Table 1. How Four Organisms Get Energy

OrganismHow it gets the energy it needs
Organism QCatches and eats insects
Organism RBreaks down dead leaves and wood
Organism SEats both plants and small animals
Organism TMakes its own food using sunlight, air, and water

Which organism is most likely a plant?

", "prompt_plain": "Table 1 shows how four organisms in a forest get the energy they need. Table 1. How Four Organisms Get Energy Organism How it gets the energy it needs Organism Q Catches and eats insects Organism R Breaks down dead leaves and wood Organism S Eats both plants and small animals Organism T Makes its own food using sunlight, air, and water Which organism is most likely a plant?", "context_html": "", "options": [ { "id": "cA1", "text": "Organism Q", "plain": "Organism Q", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Organism R", "plain": "Organism R", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Organism S", "plain": "Organism S", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Organism T", "plain": "Organism T", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 11, "item_id": "_f6417b6f-b7f3-46e2-b0e0-344dc31fae26", "type": "choice", "title": "Where Tree Mass Comes From", "standards": [ "5-LS1-1" ], "prompt_html": "

A tiny maple seed sprouts in a park. Over 25 years, it grows into a tree with a mass of several hundred kilograms. The figure shows the seedling and the grown tree.

\"A

Where does MOST of the material that makes up the tree’s new mass come from? Choose the TWO best answers.

", "prompt_plain": "A tiny maple seed sprouts in a park. Over 25 years, it grows into a tree with a mass of several hundred kilograms. The figure shows the seedling and the grown tree. Where does MOST of the material that makes up the tree’s new mass come from? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA11", "text": "minerals the roots take in from the soil", "plain": "minerals the roots take in from the soil", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "carbon dioxide the leaves take in from the air", "plain": "carbon dioxide the leaves take in from the air", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "sunlight the leaves absorb during the day", "plain": "sunlight the leaves absorb during the day", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "water the roots take up from the ground", "plain": "water the roots take up from the ground", "correct": true, "kind": "choice" }, { "id": "cE11", "text": "food the roots absorb from the soil", "plain": "food the roots absorb from the soil", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot11_v2.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB11", "cD11" ] }, "n_options": 5 }, { "n": 12, "item_id": "_6bfb7ddc-e293-403d-9a01-f2575528a4b2", "type": "gap-match", "title": "Food Web Roles", "standards": [ "5-LS2-1" ], "prompt_html": "

Look at Figure 1. Each organism in the food web gets the matter it needs in its own way.

 

Drag one role tile into each empty box to show the role of each organism in the ecosystem. You may use a tile more than once.

", "prompt_plain": "Look at Figure 1. Each organism in the food web gets the matter it needs in its own way. Drag one role tile into each empty box to show the role of each organism in the ecosystem. You may use a tile more than once.", "context_html": "", "options": [ { "id": "tile-deco", "text": "decomposer", "plain": "decomposer", "correct": false, "kind": "gap-token" }, { "id": "tile-prod", "text": "producer", "plain": "producer", "correct": false, "kind": "gap-token" }, { "id": "tile-cons", "text": "consumer", "plain": "consumer", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_4f09e975-e70f-4f38-b7c1-51086390525b" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-prod gap-oak", "tile-cons gap-rabbit", "tile-cons gap-fox", "tile-deco gap-mushroom", "tile-deco gap-bacteria" ] }, "n_options": 3, "passage_html": "

Pine Hollow Forest Survey

Zadie’s class spent a morning studying a marked plot in Pine Hollow Forest. Figure 1 shows a food web the class drew for the plot. The class also wrote these survey notes about what they observed:

\"Food

Figure 1. Food web for the Pine Hollow plot.

Survey Notes

Wide-leaved oak trees stretched toward the bright morning sunlight above the trail. Clumps of small mushrooms grew along the side of a fallen log. Where an older log had crumbled, rotted wood was mixing into the dark soil. A rabbit sat in a sunny patch and nibbled the low green leaves. By noon, sunlight had warmed the leaf-covered floor of the forest.

", "passage_plain": "Pine Hollow Forest Survey Zadie’s class spent a morning studying a marked plot in Pine Hollow Forest. Figure 1 shows a food web the class drew for the plot. The class also wrote these survey notes about what they observed: Figure 1. Food web for the Pine Hollow plot. Survey Notes Wide-leaved oak trees stretched toward the bright morning sunlight above the trail. Clumps of small mushrooms grew along the side of a fallen log. Where an older log had crumbled, rotted wood was mixing into the dark soil. A rabbit sat in a sunny patch and nibbled the low green leaves. By noon, sunlight had warmed the leaf-covered floor of the forest." }, { "n": 13, "item_id": "_bd84cc9b-db04-47ad-9f29-6d5076a3c263", "type": "hottext", "title": "Evidence That Matter Enters Soil", "standards": [ "5-LS2-1" ], "prompt_html": "

Matter in an ecosystem moves among plants, animals, decomposers, and the environment. Zadie claims that matter from dead organisms in the plot does not just disappear — it becomes part of the nonliving environment.

Select the ONE sentence from the survey notes that gives the best evidence for Zadie’s claim.

", "prompt_plain": "Matter in an ecosystem moves among plants, animals, decomposers, and the environment. Zadie claims that matter from dead organisms in the plot does not just disappear — it becomes part of the nonliving environment. Select the ONE sentence from the survey notes that gives the best evidence for Zadie’s claim.", "context_html": "", "options": [ { "id": "hA13", "text": "Wide-leaved oak trees stretched toward the bright morning sunlight above the trail.", "plain": "Wide-leaved oak trees stretched toward the bright morning sunlight above the trail.", "correct": false, "kind": "hottext" }, { "id": "hB13", "text": "Clumps of small mushrooms grew along the side of a fallen log.", "plain": "Clumps of small mushrooms grew along the side of a fallen log.", "correct": false, "kind": "hottext" }, { "id": "hC13", "text": "Where an older log had crumbled, rotted wood was mixing into the dark soil.", "plain": "Where an older log had crumbled, rotted wood was mixing into the dark soil.", "correct": true, "kind": "hottext" }, { "id": "hD13", "text": "A rabbit sat in a sunny patch and nibbled the low green leaves.", "plain": "A rabbit sat in a sunny patch and nibbled the low green leaves.", "correct": false, "kind": "hottext" }, { "id": "hE13", "text": "By noon, sunlight had warmed the leaf-covered floor of the forest.", "plain": "By noon, sunlight had warmed the leaf-covered floor of the forest.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC13" ] }, "n_options": 5 }, { "n": 14, "item_id": "_b3045ff5-2d30-4720-8120-1b145e87f4ad", "type": "choice", "title": "Where Photosynthesis Happens", "standards": [ "5-LS1-1" ], "prompt_html": "

Elif learns that plants use photosynthesis to make sugar from carbon dioxide, water, and light energy. She also learns that a plant part carrying out photosynthesis gives off oxygen gas, which forms tiny bubbles underwater. Elif wonders whether the leaves or the roots of a water plant carry out photosynthesis. The card shows her plan so far.

Elif’s Plan So Far

1. Question: Do the leaves or the roots of a water plant carry out photosynthesis?

2. Fact: a plant part carrying out photosynthesis underwater gives off tiny bubbles of oxygen gas.

3. Next step: ?

Which next step would best help Elif answer her question?

", "prompt_plain": "Elif learns that plants use photosynthesis to make sugar from carbon dioxide, water, and light energy. She also learns that a plant part carrying out photosynthesis gives off oxygen gas, which forms tiny bubbles underwater. Elif wonders whether the leaves or the roots of a water plant carry out photosynthesis. The card shows her plan so far. Elif’s Plan So Far 1. Question: Do the leaves or the roots of a water plant carry out photosynthesis? 2. Fact: a plant part carrying out photosynthesis underwater gives off tiny bubbles of oxygen gas. 3. Next step: ? Which next step would best help Elif answer her question?", "context_html": "", "options": [ { "id": "cA14", "text": "Place a leaf piece and a root piece underwater in bright light and compare the bubbles on each.", "plain": "Place a leaf piece and a root piece underwater in bright light and compare the bubbles on each.", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "Give the plant extra water every day for a week and measure how tall the plant grows.", "plain": "Give the plant extra water every day for a week and measure how tall the plant grows.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "Move the whole plant into a dark closet for a week and check whether its leaves droop.", "plain": "Move the whole plant into a dark closet for a week and check whether its leaves droop.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "Measure how much water the plant takes in from its pot during one sunny week.", "plain": "Measure how much water the plant takes in from its pot during one sunny week.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA14" ] }, "n_options": 4 }, { "n": 15, "item_id": "_6541d878-f891-4a14-9d0b-32423f097483", "type": "choice", "title": "Dog Life Cycle Stages", "standards": [ "3-LS1-1" ], "prompt_html": "

Wyatt draws a model of his dog’s life cycle. He labels one stage \"reproduction\" but leaves stages 1, 2, and 3 unlabeled. The figure shows his model.

\"Circular

Which table correctly labels stages 1, 2, and 3?

", "prompt_plain": "Wyatt draws a model of his dog’s life cycle. He labels one stage \"reproduction\" but leaves stages 1, 2, and 3 unlabeled. The figure shows his model. Which table correctly labels stages 1, 2, and 3?", "context_html": "", "options": [ { "id": "cA15", "text": "1 — growth, 2 — birth, 3 — death", "plain": "1 — growth, 2 — birth, 3 — death", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "1 — death, 2 — growth, 3 — birth", "plain": "1 — death, 2 — growth, 3 — birth", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "1 — birth, 2 — death, 3 — growth", "plain": "1 — birth, 2 — death, 3 — growth", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "1 — birth, 2 — growth, 3 — death", "plain": "1 — birth, 2 — growth, 3 — death", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot15.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD15" ] }, "n_options": 4 }, { "n": 16, "item_id": "_45b4f5ca-4c15-4260-97ce-1f539e28ff06", "type": "choice", "title": "Learned Behavior on the List", "standards": [ "3-LS3-2" ], "prompt_html": "

Pia watches her three-year-old brother during a day at home. She lists four things he is able to do.

Which ability on her list is a LEARNED behavior?

", "prompt_plain": "Pia watches her three-year-old brother during a day at home. She lists four things he is able to do. Which ability on her list is a LEARNED behavior?", "context_html": "", "options": [ { "id": "cA16", "text": "blinking when a bright light shines in his eyes", "plain": "blinking when a bright light shines in his eyes", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "riding his new tricycle in circles around the yard", "plain": "riding his new tricycle in circles around the yard", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "sneezing when dust from a shelf tickles his nose", "plain": "sneezing when dust from a shelf tickles his nose", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "yawning when he feels sleepy in the evening", "plain": "yawning when he feels sleepy in the evening", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB16" ] }, "n_options": 4 }, { "n": 17, "item_id": "_d9eda6bd-b21f-4091-9872-61d4bfc0549a", "type": "choice", "title": "Butterflies and the Preserve", "standards": [ "3-LS4-3" ], "prompt_html": "

The map shows every location in one state where two kinds of butterflies have been found. The state may end protection of Sandpine Preserve, and the preserve’s habitat could be destroyed.

\"State

According to the map, which butterfly is most likely to still survive in the state if the preserve’s habitat is destroyed?

", "prompt_plain": "The map shows every location in one state where two kinds of butterflies have been found. The state may end protection of Sandpine Preserve, and the preserve’s habitat could be destroyed. According to the map, which butterfly is most likely to still survive in the state if the preserve’s habitat is destroyed?", "context_html": "", "options": [ { "id": "cA17", "text": "The harbor blue, because the map shows every place it has been found is inside Sandpine Preserve.", "plain": "The harbor blue, because the map shows every place it has been found is inside Sandpine Preserve.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "The meadow skipper, because the map shows it also lives in many places outside the preserve.", "plain": "The meadow skipper, because the map shows it also lives in many places outside the preserve.", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "The harbor blue, because butterflies can change their body parts to live in a new habitat.", "plain": "The harbor blue, because butterflies can change their body parts to live in a new habitat.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "The meadow skipper, because it is the stronger flier of the two kinds of butterflies.", "plain": "The meadow skipper, because it is the stronger flier of the two kinds of butterflies.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot17.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB17" ] }, "n_options": 4 }, { "n": 18, "item_id": "_28d2372f-e767-4a4d-8f09-91908185ea68", "type": "choice", "title": "Keeping the Box Lid Closed", "standards": [ "3-PS2-4" ], "prompt_html": "

Ansel is building a wooden keepsake box with a hinged lid. He wants the lid to stay closed when the box is carried. His plan is to attach one small bar magnet to the front edge of the lid and one small part to the box directly below it. The figure shows where the two parts will go. Ansel lists five choices for the two parts.

\"A

Which TWO choices will hold the lid closed? Choose the TWO best answers.

", "prompt_plain": "Ansel is building a wooden keepsake box with a hinged lid. He wants the lid to stay closed when the box is carried. His plan is to attach one small bar magnet to the front edge of the lid and one small part to the box directly below it. The figure shows where the two parts will go. Ansel lists five choices for the two parts. Which TWO choices will hold the lid closed? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA18", "text": "The lid magnet’s N pole faces an S pole on a box magnet.", "plain": "The lid magnet’s N pole faces an S pole on a box magnet.", "correct": true, "kind": "choice" }, { "id": "cB18", "text": "The lid magnet’s N pole faces an N pole on a box magnet.", "plain": "The lid magnet’s N pole faces an N pole on a box magnet.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The lid magnet’s S pole faces an S pole on a box magnet.", "plain": "The lid magnet’s S pole faces an S pole on a box magnet.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The lid magnet’s N pole faces a steel plate on the box.", "plain": "The lid magnet’s N pole faces a steel plate on the box.", "correct": true, "kind": "choice" }, { "id": "cE18", "text": "The lid magnet’s N pole faces an aluminum plate on the box.", "plain": "The lid magnet’s N pole faces an aluminum plate on the box.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot18_v2.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA18", "cD18" ] }, "n_options": 5 }, { "n": 19, "item_id": "_c2686523-edf4-4891-8bfe-b28a0a442b0d", "type": "choice", "title": "Choosing the Star Chart Page", "standards": [ "5-ESS1-2" ], "prompt_html": "

The star chart has a separate page for each month, and club members must check the date before choosing a page.

Why must Lars know the month to choose the correct star chart page?

", "prompt_plain": "The star chart has a separate page for each month, and club members must check the date before choosing a page. Why must Lars know the month to choose the correct star chart page?", "context_html": "", "options": [ { "id": "cA19", "text": "The stars a person can see at night change with the seasons of the year.", "plain": "The stars a person can see at night change with the seasons of the year.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "Stars give off more light in some months than in other months.", "plain": "Stars give off more light in some months than in other months.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Stars race to new places in space during each month of the year.", "plain": "Stars race to new places in space during each month of the year.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Some stars stop shining and other stars begin shining as the months pass.", "plain": "Some stars stop shining and other stars begin shining as the months pass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0c3127b-c43b-401b-9167-99bb5ba7a750" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4, "passage_html": "

Star Club Observing Night

Lars joined his school’s star club. The club uses a star chart — a map that shows which stars appear in the night sky. The chart has a different page for each month of the year. Before an observing night, club members must pick the correct chart page.

\"An

Lars also copied Table 1 from the club’s star guidebook. It lists four stars the club hopes to find. Distance is given in light-years. A light-year is the distance light travels in one year; a bigger number means the star is farther from Earth.

Table 1. Four Stars from the Guidebook

StarSize compared to the sunDistance from Earth (light-years)How bright it looks from Earth (1 = brightest of the four)
Star QAbout the same size41
Star RMuch larger9004
Star SLarger903
Star TSmaller112
", "passage_plain": "Star Club Observing Night Lars joined his school’s star club. The club uses a star chart — a map that shows which stars appear in the night sky. The chart has a different page for each month of the year. Before an observing night, club members must pick the correct chart page. Lars also copied Table 1 from the club’s star guidebook. It lists four stars the club hopes to find. Distance is given in light-years. A light-year is the distance light travels in one year; a bigger number means the star is farther from Earth. Table 1. Four Stars from the Guidebook Star Size compared to the sun Distance from Earth (light-years) How bright it looks from Earth (1 = brightest of the four) Star Q About the same size 4 1 Star R Much larger 900 4 Star S Larger 90 3 Star T Smaller 11 2" }, { "n": 20, "item_id": "_d733865e-74c0-4939-a790-5ea6019fbde3", "type": "choice", "title": "What the Star Table Supports", "standards": [ "5-ESS1-1" ], "prompt_html": "

Look at Table 1. The club wants to know what makes some stars look brighter than others from Earth.

Which TWO statements does the data in Table 1 support? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. The club wants to know what makes some stars look brighter than others from Earth. Which TWO statements does the data in Table 1 support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA20", "text": "The stars that look brightest from Earth are the ones closest to Earth.", "plain": "The stars that look brightest from Earth are the ones closest to Earth.", "correct": true, "kind": "choice" }, { "id": "cB20", "text": "The stars that look brightest from Earth are the ones largest in size.", "plain": "The stars that look brightest from Earth are the ones largest in size.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "A star much larger than the sun can look dimmer than a smaller star.", "plain": "A star much larger than the sun can look dimmer than a smaller star.", "correct": true, "kind": "choice" }, { "id": "cD20", "text": "The four stars are about the same distance away from Earth.", "plain": "The four stars are about the same distance away from Earth.", "correct": false, "kind": "choice" }, { "id": "cE20", "text": "Star R looks dimmest because it is the smallest star in the table.", "plain": "Star R looks dimmest because it is the smallest star in the table.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0c3127b-c43b-401b-9167-99bb5ba7a750" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA20", "cC20" ] }, "n_options": 5, "passage_html": "

Star Club Observing Night

Lars joined his school’s star club. The club uses a star chart — a map that shows which stars appear in the night sky. The chart has a different page for each month of the year. Before an observing night, club members must pick the correct chart page.

\"An

Lars also copied Table 1 from the club’s star guidebook. It lists four stars the club hopes to find. Distance is given in light-years. A light-year is the distance light travels in one year; a bigger number means the star is farther from Earth.

Table 1. Four Stars from the Guidebook

StarSize compared to the sunDistance from Earth (light-years)How bright it looks from Earth (1 = brightest of the four)
Star QAbout the same size41
Star RMuch larger9004
Star SLarger903
Star TSmaller112
", "passage_plain": "Star Club Observing Night Lars joined his school’s star club. The club uses a star chart — a map that shows which stars appear in the night sky. The chart has a different page for each month of the year. Before an observing night, club members must pick the correct chart page. Lars also copied Table 1 from the club’s star guidebook. It lists four stars the club hopes to find. Distance is given in light-years. A light-year is the distance light travels in one year; a bigger number means the star is farther from Earth. Table 1. Four Stars from the Guidebook Star Size compared to the sun Distance from Earth (light-years) How bright it looks from Earth (1 = brightest of the four) Star Q About the same size 4 1 Star R Much larger 900 4 Star S Larger 90 3 Star T Smaller 11 2" }, { "n": 21, "item_id": "_fa64a1eb-c311-4402-996a-a4634d5493ae", "type": "choice", "title": "Flagpole Shadow at 10 a.m.", "standards": [ "5-ESS1-2" ], "prompt_html": "

One sunny day at Gia's school, the sun rose in the east. At 12:00 noon, Gia drew the school flagpole and its short shadow. Her drawing is shown above the answer diagrams.

\"A

Which diagram most likely shows the flagpole's shadow at 10:00 a.m. on that same day?

", "prompt_plain": "One sunny day at Gia's school, the sun rose in the east. At 12:00 noon, Gia drew the school flagpole and its short shadow. Her drawing is shown above the answer diagrams. Which diagram most likely shows the flagpole's shadow at 10:00 a.m. on that same day?", "context_html": "", "options": [ { "id": "cA21", "text": "Diagram 1", "plain": "Diagram 1", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "Diagram 2", "plain": "Diagram 2", "correct": true, "kind": "choice" }, { "id": "cC21", "text": "Diagram 3", "plain": "Diagram 3", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "Diagram 4", "plain": "Diagram 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot21.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB21" ] }, "n_options": 4 }, { "n": 22, "item_id": "_ebde725d-6862-46a0-90d1-d8d1aa52ace0", "type": "inline-choice", "title": "Where Earth’s Water Is Found", "standards": [ "5-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Sol's class studied Figure 1, which shows where Earth's water is found.

Use Figure 1. Choose the words that best complete each sentence.

Figure 1. Where Earth’s Water Is Found

\"Two

Most of Earth's fresh water is .

Most of Earth's liquid fresh water is .

", "options": [ { "id": "c22b1o1", "text": "frozen in glaciers and ice caps", "plain": "frozen in glaciers and ice caps", "correct": true, "kind": "inline" }, { "id": "c22b1o2", "text": "flowing in rivers and lakes", "plain": "flowing in rivers and lakes", "correct": false, "kind": "inline" }, { "id": "c22b1o3", "text": "stored under the ground", "plain": "stored under the ground", "correct": false, "kind": "inline" }, { "id": "c22b2o1", "text": "under the ground", "plain": "under the ground", "correct": true, "kind": "inline" }, { "id": "c22b2o2", "text": "in lakes and rivers", "plain": "in lakes and rivers", "correct": false, "kind": "inline" }, { "id": "c22b2o3", "text": "in the ocean", "plain": "in the ocean", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot22.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c22b1o1" ], "RESPONSEB2": [ "c22b2o1" ] }, "n_options": 6 }, { "n": 23, "item_id": "_ba315edd-55bb-472c-86e0-577693fd475f", "type": "hottext", "title": "Maple River Sphere Interaction", "standards": [ "5-ESS2-1" ], "prompt_html": "

Earth’s four systems are the geosphere (rock and soil), the hydrosphere (water), the atmosphere (air), and the biosphere (living things). The ranger’s report describes ways these systems interact.

Select the ONE sentence from the report that describes an interaction between the geosphere and the biosphere.

", "prompt_plain": "Earth’s four systems are the geosphere (rock and soil), the hydrosphere (water), the atmosphere (air), and the biosphere (living things). The ranger’s report describes ways these systems interact. Select the ONE sentence from the report that describes an interaction between the geosphere and the biosphere.", "context_html": "", "options": [ { "id": "hA23", "text": "Rain fell from the dark clouds and ran downhill into the wide river.", "plain": "Rain fell from the dark clouds and ran downhill into the wide river.", "correct": false, "kind": "hottext" }, { "id": "hB23", "text": "The rushing river water carved away part of the muddy riverbank.", "plain": "The rushing river water carved away part of the muddy riverbank.", "correct": false, "kind": "hottext" }, { "id": "hC23", "text": "Ducks paddled in the calm water near the wooden footbridge.", "plain": "Ducks paddled in the calm water near the wooden footbridge.", "correct": false, "kind": "hottext" }, { "id": "hD23", "text": "Tree roots pushed into cracks in the rocky hillside and split the rock.", "plain": "Tree roots pushed into cracks in the rocky hillside and split the rock.", "correct": true, "kind": "hottext" }, { "id": "hE23", "text": "By afternoon, sunlight had warmed the air above the whole valley.", "plain": "By afternoon, sunlight had warmed the air above the whole valley.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_84cffc4b-26f9-42c0-a610-e322e33b1121" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD23" ] }, "n_options": 5, "passage_html": "

Maple River Ranger Report

Esme's class visited the Maple River valley with a ranger. Farm fields sit on a slope above the river. The ranger's report says:

Rain fell from the dark clouds and ran downhill into the wide river. The rushing river water carved away part of the muddy riverbank. Ducks paddled in the calm water near the wooden footbridge. Tree roots pushed into cracks in the rocky hillside and split the rock. By afternoon, sunlight had warmed the air above the whole valley.

Back at school, the class built a model. Two sloped soil trays sat above a water bin. One tray was bare soil; the other was covered with growing grass. Students mixed equal numbers of fertilizer pellets into each tray. Then they sprinkled the same amount of \"rain\" onto each tray. The covered tray's grass stayed green during the test. Table 1 shows the runoff results.

\"A

Table 1. Runoff from Two Model Hillsides

Model hillsideRunoff water that reached the bin
Bare soilDark and muddy, with many fertilizer pellets
Covered with growing grassNearly clear, with almost no soil or pellets
", "passage_plain": "Maple River Ranger Report Esme's class visited the Maple River valley with a ranger. Farm fields sit on a slope above the river. The ranger's report says: Rain fell from the dark clouds and ran downhill into the wide river. The rushing river water carved away part of the muddy riverbank. Ducks paddled in the calm water near the wooden footbridge. Tree roots pushed into cracks in the rocky hillside and split the rock. By afternoon, sunlight had warmed the air above the whole valley. Back at school, the class built a model. Two sloped soil trays sat above a water bin. One tray was bare soil; the other was covered with growing grass. Students mixed equal numbers of fertilizer pellets into each tray. Then they sprinkled the same amount of \"rain\" onto each tray. The covered tray's grass stayed green during the test. Table 1 shows the runoff results. Table 1. Runoff from Two Model Hillsides Model hillside Runoff water that reached the bin Bare soil Dark and muddy, with many fertilizer pellets Covered with growing grass Nearly clear, with almost no soil or pellets" }, { "n": 24, "item_id": "_ba0e53d2-1b4e-4050-b5c1-f1b797bfe992", "type": "choice", "title": "River Pollution Fix - Part A", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part A

Rain washes loose soil and fertilizer from the farm fields into the Maple River.

Which action would best reduce the amount of pollution that reaches the river?

", "prompt_plain": "Part A Rain washes loose soil and fertilizer from the farm fields into the Maple River. Which action would best reduce the amount of pollution that reaches the river?", "context_html": "", "options": [ { "id": "cA24", "text": "Put up signs that warn people not to touch the river water.", "plain": "Put up signs that warn people not to touch the river water.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Spread extra fertilizer on the fields on rainy days so it soaks in faster.", "plain": "Spread extra fertilizer on the fields on rainy days so it soaks in faster.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "Plant a wide strip of grass and shrubs between the fields and the river.", "plain": "Plant a wide strip of grass and shrubs between the fields and the river.", "correct": true, "kind": "choice" }, { "id": "cD24", "text": "Test the river water for pollution one time every week.", "plain": "Test the river water for pollution one time every week.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_84cffc4b-26f9-42c0-a610-e322e33b1121" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC24" ] }, "n_options": 4, "passage_html": "

Maple River Ranger Report

Esme's class visited the Maple River valley with a ranger. Farm fields sit on a slope above the river. The ranger's report says:

Rain fell from the dark clouds and ran downhill into the wide river. The rushing river water carved away part of the muddy riverbank. Ducks paddled in the calm water near the wooden footbridge. Tree roots pushed into cracks in the rocky hillside and split the rock. By afternoon, sunlight had warmed the air above the whole valley.

Back at school, the class built a model. Two sloped soil trays sat above a water bin. One tray was bare soil; the other was covered with growing grass. Students mixed equal numbers of fertilizer pellets into each tray. Then they sprinkled the same amount of \"rain\" onto each tray. The covered tray's grass stayed green during the test. Table 1 shows the runoff results.

\"A

Table 1. Runoff from Two Model Hillsides

Model hillsideRunoff water that reached the bin
Bare soilDark and muddy, with many fertilizer pellets
Covered with growing grassNearly clear, with almost no soil or pellets
", "passage_plain": "Maple River Ranger Report Esme's class visited the Maple River valley with a ranger. Farm fields sit on a slope above the river. The ranger's report says: Rain fell from the dark clouds and ran downhill into the wide river. The rushing river water carved away part of the muddy riverbank. Ducks paddled in the calm water near the wooden footbridge. Tree roots pushed into cracks in the rocky hillside and split the rock. By afternoon, sunlight had warmed the air above the whole valley. Back at school, the class built a model. Two sloped soil trays sat above a water bin. One tray was bare soil; the other was covered with growing grass. Students mixed equal numbers of fertilizer pellets into each tray. Then they sprinkled the same amount of \"rain\" onto each tray. The covered tray's grass stayed green during the test. Table 1 shows the runoff results. Table 1. Runoff from Two Model Hillsides Model hillside Runoff water that reached the bin Bare soil Dark and muddy, with many fertilizer pellets Covered with growing grass Nearly clear, with almost no soil or pellets" }, { "n": 25, "item_id": "_c6e543ed-6a8d-4df7-9b59-e63b5e77dc06", "type": "choice", "title": "River Pollution Fix - Part B", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part B

Which result from the class model gives the best evidence about how growing plants change what runoff carries downhill?

", "prompt_plain": "Part B Which result from the class model gives the best evidence about how growing plants change what runoff carries downhill?", "context_html": "", "options": [ { "id": "cA25", "text": "The grass tray's runoff was nearly clear, but the bare tray's was muddy.", "plain": "The grass tray's runoff was nearly clear, but the bare tray's was muddy.", "correct": true, "kind": "choice" }, { "id": "cB25", "text": "Water ran downhill from the trays and reached the bin below both trays.", "plain": "Water ran downhill from the trays and reached the bin below both trays.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "The bare tray's runoff carried many fertilizer pellets down into the bin.", "plain": "The bare tray's runoff carried many fertilizer pellets down into the bin.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The covered tray's grass stayed green during the whole class test.", "plain": "The covered tray's grass stayed green during the whole class test.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_84cffc4b-26f9-42c0-a610-e322e33b1121" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA25" ] }, "n_options": 4, "passage_html": "

Maple River Ranger Report

Esme's class visited the Maple River valley with a ranger. Farm fields sit on a slope above the river. The ranger's report says:

Rain fell from the dark clouds and ran downhill into the wide river. The rushing river water carved away part of the muddy riverbank. Ducks paddled in the calm water near the wooden footbridge. Tree roots pushed into cracks in the rocky hillside and split the rock. By afternoon, sunlight had warmed the air above the whole valley.

Back at school, the class built a model. Two sloped soil trays sat above a water bin. One tray was bare soil; the other was covered with growing grass. Students mixed equal numbers of fertilizer pellets into each tray. Then they sprinkled the same amount of \"rain\" onto each tray. The covered tray's grass stayed green during the test. Table 1 shows the runoff results.

\"A

Table 1. Runoff from Two Model Hillsides

Model hillsideRunoff water that reached the bin
Bare soilDark and muddy, with many fertilizer pellets
Covered with growing grassNearly clear, with almost no soil or pellets
", "passage_plain": "Maple River Ranger Report Esme's class visited the Maple River valley with a ranger. Farm fields sit on a slope above the river. The ranger's report says: Rain fell from the dark clouds and ran downhill into the wide river. The rushing river water carved away part of the muddy riverbank. Ducks paddled in the calm water near the wooden footbridge. Tree roots pushed into cracks in the rocky hillside and split the rock. By afternoon, sunlight had warmed the air above the whole valley. Back at school, the class built a model. Two sloped soil trays sat above a water bin. One tray was bare soil; the other was covered with growing grass. Students mixed equal numbers of fertilizer pellets into each tray. Then they sprinkled the same amount of \"rain\" onto each tray. The covered tray's grass stayed green during the test. Table 1 shows the runoff results. Table 1. Runoff from Two Model Hillsides Model hillside Runoff water that reached the bin Bare soil Dark and muddy, with many fertilizer pellets Covered with growing grass Nearly clear, with almost no soil or pellets" }, { "n": 26, "item_id": "_18ef882b-8d3d-45a6-b995-6ebf623690f9", "type": "inline-choice", "title": "Road Cut Environments", "standards": [ "4-ESS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Use the diagram and the class list. Choose the words that best complete each sentence about the road cut.

The tree stumps in Layer B, with roots still standing in a buried soil, show that when Layer B formed, this place was .

Together, the fossils in Layer A and Layer B show that this landscape has .

", "options": [ { "id": "c26b1o1", "text": "dry land with plants", "plain": "dry land with plants", "correct": true, "kind": "inline" }, { "id": "c26b1o2", "text": "a deep sea", "plain": "a deep sea", "correct": false, "kind": "inline" }, { "id": "c26b1o3", "text": "covered by thick ice", "plain": "covered by thick ice", "correct": false, "kind": "inline" }, { "id": "c26b2o1", "text": "changed over time", "plain": "changed over time", "correct": true, "kind": "inline" }, { "id": "c26b2o2", "text": "been dry land during both times shown", "plain": "been dry land during both times shown", "correct": false, "kind": "inline" }, { "id": "c26b2o3", "text": "been underwater during both times shown", "plain": "been underwater during both times shown", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_37b09760-7268-4242-82ea-c0fafd61656f" ], "key_letters": "", "key_values": { "RESPONSEB1": [ "c26b1o1" ], "RESPONSEB2": [ "c26b2o1" ] }, "n_options": 6, "passage_html": "

Red Rock Road Cut

Dmitri's class stopped at a road cut, a place where a hillside was sliced open to build a road. The wall of the road cut shows three flat rock layers, as the diagram shows. The class listed what they found in each layer:

Layer A, the top layer, holds fossil seashells and fossil fish bones.

Layer B, the middle layer, holds fossil leaves from land plants and fossil tree stumps with roots still standing in a buried soil.

Layer C, the bottom layer, is hardened sand with no fossils.

\"Diagram

", "passage_plain": "Red Rock Road Cut Dmitri's class stopped at a road cut, a place where a hillside was sliced open to build a road. The wall of the road cut shows three flat rock layers, as the diagram shows. The class listed what they found in each layer: Layer A, the top layer, holds fossil seashells and fossil fish bones. Layer B, the middle layer, holds fossil leaves from land plants and fossil tree stumps with roots still standing in a buried soil. Layer C, the bottom layer, is hardened sand with no fossils." }, { "n": 27, "item_id": "_263225a4-2626-47b1-aa2a-46861b891c18", "type": "choice", "title": "Road Cut Oldest Layer", "standards": [ "4-ESS1-1" ], "prompt_html": "

Look at the diagram. Which statement about Layer C, the bottom layer, is best supported?

", "prompt_plain": "Look at the diagram. Which statement about Layer C, the bottom layer, is best supported?", "context_html": "", "options": [ { "id": "cA27", "text": "Layer C is the youngest layer because new rock forms under the older rock.", "plain": "Layer C is the youngest layer because new rock forms under the older rock.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "Layer C formed at the same time as Layer A and Layer B.", "plain": "Layer C formed at the same time as Layer A and Layer B.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "Layer C once held the most fossils because it has existed the longest.", "plain": "Layer C once held the most fossils because it has existed the longest.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Layer C formed first, so it is the oldest layer in the wall.", "plain": "Layer C formed first, so it is the oldest layer in the wall.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_37b09760-7268-4242-82ea-c0fafd61656f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD27" ] }, "n_options": 4, "passage_html": "

Red Rock Road Cut

Dmitri's class stopped at a road cut, a place where a hillside was sliced open to build a road. The wall of the road cut shows three flat rock layers, as the diagram shows. The class listed what they found in each layer:

Layer A, the top layer, holds fossil seashells and fossil fish bones.

Layer B, the middle layer, holds fossil leaves from land plants and fossil tree stumps with roots still standing in a buried soil.

Layer C, the bottom layer, is hardened sand with no fossils.

\"Diagram

", "passage_plain": "Red Rock Road Cut Dmitri's class stopped at a road cut, a place where a hillside was sliced open to build a road. The wall of the road cut shows three flat rock layers, as the diagram shows. The class listed what they found in each layer: Layer A, the top layer, holds fossil seashells and fossil fish bones. Layer B, the middle layer, holds fossil leaves from land plants and fossil tree stumps with roots still standing in a buried soil. Layer C, the bottom layer, is hardened sand with no fossils." }, { "n": 28, "item_id": "_8b0e12f4-2d86-477b-8d9e-af91bed6a030", "type": "choice", "title": "Road Cut Sea Evidence", "standards": [ "4-ESS1-1" ], "prompt_html": "

Dmitri claims that the land at the road cut was once covered by a sea.

Which TWO pieces of evidence from the diagram, taken together, best support his claim?

", "prompt_plain": "Dmitri claims that the land at the road cut was once covered by a sea. Which TWO pieces of evidence from the diagram, taken together, best support his claim?", "context_html": "", "options": [ { "id": "cA28", "text": "The rock wall is tall, and its three layers lie flat.", "plain": "The rock wall is tall, and its three layers lie flat.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "Layer A holds seashell fossils, and Layer A also holds fish-bone fossils.", "plain": "Layer A holds seashell fossils, and Layer A also holds fish-bone fossils.", "correct": true, "kind": "choice" }, { "id": "cC28", "text": "Layer B holds leaf fossils, and Layer C holds no fossils at all.", "plain": "Layer B holds leaf fossils, and Layer C holds no fossils at all.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "Layer C sits at the bottom, and Layer A sits at the top.", "plain": "Layer C sits at the bottom, and Layer A sits at the top.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_37b09760-7268-4242-82ea-c0fafd61656f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB28" ] }, "n_options": 4, "passage_html": "

Red Rock Road Cut

Dmitri's class stopped at a road cut, a place where a hillside was sliced open to build a road. The wall of the road cut shows three flat rock layers, as the diagram shows. The class listed what they found in each layer:

Layer A, the top layer, holds fossil seashells and fossil fish bones.

Layer B, the middle layer, holds fossil leaves from land plants and fossil tree stumps with roots still standing in a buried soil.

Layer C, the bottom layer, is hardened sand with no fossils.

\"Diagram

", "passage_plain": "Red Rock Road Cut Dmitri's class stopped at a road cut, a place where a hillside was sliced open to build a road. The wall of the road cut shows three flat rock layers, as the diagram shows. The class listed what they found in each layer: Layer A, the top layer, holds fossil seashells and fossil fish bones. Layer B, the middle layer, holds fossil leaves from land plants and fossil tree stumps with roots still standing in a buried soil. Layer C, the bottom layer, is hardened sand with no fossils." }, { "n": 29, "item_id": "_f8b3cf7b-db39-4710-bced-4a4390459f2a", "type": "text-entry", "title": "Sand Depth Prediction", "standards": [ "4-ESS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A steady wind blows across a beach toward a marker post. Each month, Tess measures how deep the sand is piled against the post as the wind deposits more sand there. Table 1 shows her measurements.

Table 1. Sand Depth at the Marker Post

MonthSand depth (centimeters)
March115
April134
May153
June172
July191
August?

Based on the pattern in Table 1, how many centimeters deep will the sand most likely be in August?

Give your answer as a whole number (e.g., 150).

Sand depth in August (centimeters):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "210" ] }, "n_options": 0 }, { "n": 30, "item_id": "_42dae539-56e0-4c03-b330-01e38611a90c", "type": "choice", "title": "Cedar Grove Earthquake Plans", "standards": [ "4-ESS3-2" ], "prompt_html": "

The town of Cedar Grove sits in a valley far from the ocean. Most residents live in older apartment buildings in the town center, which stands on soft soil that shakes strongly during earthquakes. A narrow strip of solid bedrock at the edge of town shakes much less, but that strip is a protected park where no buildings are allowed. The town council listed five possible projects.

\"Cross-section

Choose the TWO projects that would best reduce the impact of a future earthquake for most of the town's residents.

", "prompt_plain": "The town of Cedar Grove sits in a valley far from the ocean. Most residents live in older apartment buildings in the town center, which stands on soft soil that shakes strongly during earthquakes. A narrow strip of solid bedrock at the edge of town shakes much less, but that strip is a protected park where no buildings are allowed. The town council listed five possible projects. Choose the TWO projects that would best reduce the impact of a future earthquake for most of the town's residents.", "context_html": "", "options": [ { "id": "cA30", "text": "Strengthen the older apartment buildings with flexible frames that sway without breaking.", "plain": "Strengthen the older apartment buildings with flexible frames that sway without breaking.", "correct": true, "kind": "choice" }, { "id": "cB30", "text": "Build a tsunami early-warning system to alert everyone living in the valley.", "plain": "Build a tsunami early-warning system to alert everyone living in the valley.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "Move new home construction onto the strip of solid bedrock at the edge of town.", "plain": "Move new home construction onto the strip of solid bedrock at the edge of town.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "Place base-isolation pads, which let a building move separately from shaking ground, under the apartments.", "plain": "Place base-isolation pads, which let a building move separately from shaking ground, under the apartments.", "correct": true, "kind": "choice" }, { "id": "cE30", "text": "Post warning signs that tell residents the day the next earthquake will strike.", "plain": "Post warning signs that tell residents the day the next earthquake will strike.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot30_v2.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA30", "cD30" ] }, "n_options": 5 }, { "n": 31, "item_id": "_84a23a25-9829-4919-ae17-538d0d269aed", "type": "choice", "title": "Wind Farm Field Trip", "standards": [ "4-PS3-2" ], "prompt_html": "

Milo's class visits a wind farm. The turbines there make electric energy that moves through wires to nearby homes. The figure shows one of the turbines.

\"A

Which weather condition would most likely cause a turbine to make the most electric energy?

", "prompt_plain": "Milo's class visits a wind farm. The turbines there make electric energy that moves through wires to nearby homes. The figure shows one of the turbines. Which weather condition would most likely cause a turbine to make the most electric energy?", "context_html": "", "options": [ { "id": "cA1", "text": "a hot, sunny afternoon with still air", "plain": "a hot, sunny afternoon with still air", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "a cool, cloudy day with only brief, light breezes", "plain": "a cool, cloudy day with only brief, light breezes", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "a day with strong, steady wind", "plain": "a day with strong, steady wind", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "a rainy day with still air", "plain": "a rainy day with still air", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot31.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_240f57d6-6f8a-4858-898f-b833880b09b7", "type": "choice", "title": "Community Garden for Everyone", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Sena's class is designing a community garden. One criterion for the design is that people who use wheelchairs must be able to reach every garden bed. The figure shows the class's first sketch of the garden.

\"Overhead

Which design feature would best meet this criterion?

", "prompt_plain": "Sena's class is designing a community garden. One criterion for the design is that people who use wheelchairs must be able to reach every garden bed. The figure shows the class's first sketch of the garden. Which design feature would best meet this criterion?", "context_html": "", "options": [ { "id": "cA1", "text": "paths between the garden beds that are wide, firm, and flat", "plain": "paths between the garden beds that are wide, firm, and flat", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "large signs that name the plants growing in each garden bed", "plain": "large signs that name the plants growing in each garden bed", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "wooden steps that lead up to a raised viewing deck", "plain": "wooden steps that lead up to a raised viewing deck", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "paths covered with deep, loose gravel so rain drains quickly", "plain": "paths covered with deep, loose gravel so rain drains quickly", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot32.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_b7966c09-60e8-43f5-a202-87523d295e05", "type": "text-entry", "title": "Kite Reel Wind-Up Test", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Joon's class built two kite reels, Reel A and Reel B, for winding kite line back in. Each reel was tested by winding in the same length of kite line. The test had two stages, and a stopwatch timed each stage. Table 1 shows the recorded times.

Table 1. Kite Reel Wind-Up Times

ReelStage 1 time (seconds)Stage 2 time (seconds)
A2632
B1922

How many seconds faster did Reel B complete the full wind-up test than Reel A?

Give your answer as a whole number (e.g., 20).

Seconds faster:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "17" ] }, "n_options": 0 }, { "n": 34, "item_id": "_348ccce2-5257-49e0-8e52-23224eaa4d58", "type": "choice", "title": "Rain Barrel Screen Problem", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Gus builds a rain barrel that collects rainwater from a roof gutter. A screen across the top of the barrel is supposed to keep leaves and dirt out of the water. When Gus tests the barrel during a rainstorm, small pieces of leaves pass through the screen and float in the collected water. The figure shows the test result.

\"Cross-section

Which change to the design would best fix this problem?

", "prompt_plain": "Gus builds a rain barrel that collects rainwater from a roof gutter. A screen across the top of the barrel is supposed to keep leaves and dirt out of the water. When Gus tests the barrel during a rainstorm, small pieces of leaves pass through the screen and float in the collected water. The figure shows the test result. Which change to the design would best fix this problem?", "context_html": "", "options": [ { "id": "cA1", "text": "replacing the screen with one that has larger holes", "plain": "replacing the screen with one that has larger holes", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "replacing the screen with one that has smaller holes", "plain": "replacing the screen with one that has smaller holes", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "brushing leaves off the screen after each rainstorm", "plain": "brushing leaves off the screen after each rainstorm", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "using a larger barrel that can hold more rainwater", "plain": "using a larger barrel that can hold more rainwater", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot34.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 35, "item_id": "_29f3c07e-9e5e-4c65-a134-c3f2e1fd028e", "type": "gap-match", "title": "Bird Feeder Failure Analysis", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Vera's team designed a bird feeder that should drop seed when a bird lands on its perch. Seed pours into a funnel. A spring holds the perch up, and a bird's weight must push the perch down against the spring to open the seed gate below the funnel. The team ran three trials to test the feeder. Table 1 shows the results.

Table 1. Feeder Test Results

TrialWhat the team didWhat happened
1Held the gate open by hand and poured in seedSeed flowed through the funnel and out the gate
2Set a sandbag as heavy as a bird on the perchPerch barely moved; gate stayed shut; no seed came out
3Pressed the perch all the way down by handGate opened; seed flowed out

 

Drag one statement into each empty box: the design problem that the test data support, and the single retest that would check it. Three statements will not be used.

", "prompt_plain": "Vera's team designed a bird feeder that should drop seed when a bird lands on its perch. Seed pours into a funnel. A spring holds the perch up, and a bird's weight must push the perch down against the spring to open the seed gate below the funnel. The team ran three trials to test the feeder. Table 1 shows the results. Table 1. Feeder Test Results Trial What the team did What happened 1 Held the gate open by hand and poured in seed Seed flowed through the funnel and out the gate 2 Set a sandbag as heavy as a bird on the perch Perch barely moved; gate stayed shut; no seed came out 3 Pressed the perch all the way down by hand Gate opened; seed flowed out Drag one statement into each empty box: the design problem that the test data support, and the single retest that would check it. Three statements will not be used.", "context_html": "", "options": [ { "id": "tile1", "text": "The funnel is too narrow for seed to pass through.", "plain": "The funnel is too narrow for seed to pass through.", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "Replace only the perch spring with a softer spring, then repeat the sandbag trial.", "plain": "Replace only the perch spring with a softer spring, then repeat the sandbag trial.", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "The seed gate is stuck and cannot open.", "plain": "The seed gate is stuck and cannot open.", "correct": false, "kind": "gap-token" }, { "id": "tile4", "text": "Replace the spring, the gate, and the funnel, then repeat the sandbag trial.", "plain": "Replace the spring, the gate, and the funnel, then repeat the sandbag trial.", "correct": false, "kind": "gap-token" }, { "id": "tile5", "text": "The perch spring is too stiff for a bird's weight.", "plain": "The perch spring is too stiff for a bird's weight.", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile5 g1", "tile2 g2" ] }, "n_options": 5 }, { "n": 36, "item_id": "_3d2cb971-419c-4502-bb9e-b8bc2fca0822", "type": "choice", "title": "Glider Fair Test", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Bodhi built a paper glider and measured how far it flew. Then Bodhi built a second glider that was exactly the same except for one change: a new wing shape. Now Bodhi wants to test whether the new wing shape really makes a glider fly farther. The figure shows the plan card for the two trials.

\"Plan

Which testing plan would make the comparison a fair test?

", "prompt_plain": "Bodhi built a paper glider and measured how far it flew. Then Bodhi built a second glider that was exactly the same except for one change: a new wing shape. Now Bodhi wants to test whether the new wing shape really makes a glider fly farther. The figure shows the plan card for the two trials. Which testing plan would make the comparison a fair test?", "context_html": "", "options": [ { "id": "cA1", "text": "Launch the improved glider with a harder throw so it flies its best.", "plain": "Launch the improved glider with a harder throw so it flies its best.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Test the improved glider on a calm day and the other on a windy day.", "plain": "Test the improved glider on a calm day and the other on a windy day.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Change the wing shape and the paper type at the same time to save trials.", "plain": "Change the wing shape and the paper type at the same time to save trials.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Launch both gliders the same way from the same spot on the same calm day.", "plain": "Launch both gliders the same way from the same spot on the same calm day.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-24/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 } ] }, { "form": "G5.25", "grade": "G5", "title": "Alpha Standardized Science G5.25", "test_id": "_test-95383d23-b873-45be-882a-5221ac0b6b0e", "n_items": 36, "n_stimuli": 7, "stimuli": { "_a17db0d4-05d5-4286-af9a-f882c84dfa82": { "title": "Shortgrass Prairie Plots", "html": "

Shortgrass Prairie Plots

Wells's science club marked two square study plots in a shortgrass prairie. In the spring, the club counted the kinds of plants in each plot: Plot 1 had 12 kinds of plants, and Plot 2 had 3 kinds. In both plots, members watched grasshoppers chewing grass blades, meadowlarks catching grasshoppers, and a hawk hunting meadowlarks.

That summer, no rain fell for six weeks, and both plots dried out. Both plots got the same weather the whole time. The club measured how much ground was covered by living plants before the drought and again two months after the drought ended. Table 1 shows the measurements.

Table 1. Plot Plant Cover Measurements

MeasurementPlot 1Plot 2
Kinds of plants before the drought123
Ground covered by living plants before the drought90%88%
Ground covered by living plants two months after the drought75%30%
" }, "_37d4f55f-a6b1-4856-862e-8d02c2d708fa": { "title": "The Candle Claims", "html": "

The Candle Claims

Ada and Tomas watched a small candle burn in science class. Their teacher held a metal spoon above the flame for one minute. The two students wrote the observation card shown in Table 1. Then each student made a claim about the wax.

Table 1. Observation Card

#Observation
1Wax near the flame turned into a clear liquid.
2Drips of liquid wax hardened into small solid lumps.
3Black soot collected on the spoon held above the flame.
4The candle slowly became shorter as it burned.

Ada's claim: The melting and the burning are both physical changes.

Tomas's claim: The melting and the burning are both chemical changes.

" }, "_12472548-eb6a-45ea-b7fd-cec9404e51e7": { "title": "Dairy Goats and Their Feed", "html": "

Dairy Goats and Their Feed

Maeve helps on her uncle's dairy-goat farm. The farm keeps five mother goats, and each mother has grown daughters. The farm split each mother's daughters into two groups. Group 1 eats fresh alfalfa. Group 2 eats dry hay. Everything else about the two groups' care is the same. Table 1 shows how much milk each mother gives and the average milk from her daughters in each group.

Table 1. Milk from Mother Goats and Daughters (liters per day)

RowMother goatMother's milkDaughters in Group 1 (fresh alfalfa)Daughters in Group 2 (dry hay)
1Clover4.44.23.5
2Petal3.02.92.9
3Hazel4.03.83.1
4Snow2.52.52.5
5Willow3.53.33.0
" }, "_0228e707-95bd-464b-821f-2a3976145ecc": { "title": "The Three-Day Cup Record", "html": "

The Three-Day Cup Record

Ximena filled an open cup with water for a science project. She measured the water depth each morning for three days. She kept the cup in one spot the whole time. She did not tell her class where the spot was. Table 1 shows her measurements. Last month, Ximena ran a practice test with the same cup on the classroom counter. In that test, the water depth dropped about 1 centimeter each day.

\"An

Table 1. Water Depth in the Cup

DayWater depth (centimeters)
Day 19.0
Day 28.9
Day 38.8
" }, "_82ef93de-3343-4426-aa79-ba0f0d51c042": { "title": "Dust Storm at Harlow Flats", "html": "

Dust Storm at Harlow Flats

Harlow Flats is a farming community spread across a wide, dry valley. One spring, many weeks passed with no rain. The plowed fields turned loose and powdery. One afternoon, strong winds swept across the valley and lifted soil from the bare fields high into the air. A thick brown dust cloud rolled over the community. The dust made it hard for people to breathe, coated the leaves of crops, and forced farm animals into their barns. Storms like this one can form in less than an hour, at any time of day or night. The community decided to build a warning system so families can get indoors before the dust arrives. Table 1 shows the requirements the community agreed on.

\"Wind

Table 1. Warning-System Requirements

Requirement numberWhat the warning system must do
1Warn every farm in the valley no more than 10 minutes after a dust storm is detected
2Give warnings at any hour, day or night
3Keep working during an electric power outage
" }, "_c22a0bfe-968c-4e42-bdc5-0b855de4001e": { "title": "The Hamster and the Bean Plant", "html": "

The Hamster and the Bean Plant

Liam's class takes care of two living things: a hamster in a cage and a bean plant in a pot on the sunny windowsill. Each day, students write notes about both in a care log. The label on the bag of hamster pellets says the pellets are made mostly from crushed grains and dried plants.

\"A

" }, "_c7e02e89-8586-40e2-b544-5b22e26cc4a3": { "title": "Drone Delivery Field Test", "html": "

Drone Delivery Field Test

Bodhi's engineering club built a small drone to carry packages to houses near the school. On each delivery, the drone flies a route, lowers the package, and returns. The club's delivery list has short routes and long routes; the longest route takes about 20 minutes of flying. The club tested the drone on six deliveries with different routes, package masses, and weather. Table 1 shows the results.

Table 1. Drone Delivery Test Results

TrialRoute flying timePackage massWeatherResult
16 minutes500 gWindyPackage delivered
29 minutes200 gCalmPackage delivered
312 minutes500 gCalmPackage delivered
416 minutes200 gCalmDrone came down before reaching the house
518 minutes200 gWindyDrone came down before reaching the house
620 minutes500 gCalmDrone came down before reaching the house
" } }, "questions": [ { "n": 1, "item_id": "_7d7359aa-f845-436d-9a24-693dd79415f2", "type": "choice", "title": "Choosing a Stir Stick Material", "standards": [ "5-PS1-3" ], "prompt_html": "

Delia's science club sells hot cocoa at the winter fair. The club is choosing a material for stir sticks. The material needs low thermal conductivity, so fingers stay cool. It must not dissolve in the hot cocoa. It must be stiff, so it does not bend while stirring.

Table 1. Properties of Four Materials

MaterialThermal conductivity (carries heat)Solubility (dissolves in water)Stiffness (resists bending)
Material 1LowDoes not dissolveFlexible
Material 2HighDoes not dissolveStiff
Material 3LowDoes not dissolveStiff
Material 4LowDissolves slowly in hot waterStiff

Look at Table 1. Which material best meets the club's needs?

", "prompt_plain": "Delia's science club sells hot cocoa at the winter fair. The club is choosing a material for stir sticks. The material needs low thermal conductivity, so fingers stay cool. It must not dissolve in the hot cocoa. It must be stiff, so it does not bend while stirring. Table 1. Properties of Four Materials Material Thermal conductivity (carries heat) Solubility (dissolves in water) Stiffness (resists bending) Material 1 Low Does not dissolve Flexible Material 2 High Does not dissolve Stiff Material 3 Low Does not dissolve Stiff Material 4 Low Dissolves slowly in hot water Stiff Look at Table 1. Which material best meets the club's needs?", "context_html": "", "options": [ { "id": "cA1", "text": "Material 1", "plain": "Material 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Material 2", "plain": "Material 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Material 3", "plain": "Material 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Material 4", "plain": "Material 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_e3d6c64b-e74c-41ae-8799-a0198bf0e9cd", "type": "choice", "title": "The Three-Day Cup Record — Part A", "standards": [ "5-PS1-1" ], "prompt_html": "

Part A

Look at Table 1. Over the three days, the water depth dropped much less than in Ximena's practice test on the counter.

Where was the cup most likely kept during the three days?

", "prompt_plain": "Part A Look at Table 1. Over the three days, the water depth dropped much less than in Ximena's practice test on the counter. Where was the cup most likely kept during the three days?", "context_html": "", "options": [ { "id": "cA1", "text": "on a sunny windowsill", "plain": "on a sunny windowsill", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "inside a refrigerator", "plain": "inside a refrigerator", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "next to a heater", "plain": "next to a heater", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "on the classroom counter", "plain": "on the classroom counter", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0228e707-95bd-464b-821f-2a3976145ecc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The Three-Day Cup Record

Ximena filled an open cup with water for a science project. She measured the water depth each morning for three days. She kept the cup in one spot the whole time. She did not tell her class where the spot was. Table 1 shows her measurements. Last month, Ximena ran a practice test with the same cup on the classroom counter. In that test, the water depth dropped about 1 centimeter each day.

\"An

Table 1. Water Depth in the Cup

DayWater depth (centimeters)
Day 19.0
Day 28.9
Day 38.8
", "passage_plain": "The Three-Day Cup Record Ximena filled an open cup with water for a science project. She measured the water depth each morning for three days. She kept the cup in one spot the whole time. She did not tell her class where the spot was. Table 1 shows her measurements. Last month, Ximena ran a practice test with the same cup on the classroom counter. In that test, the water depth dropped about 1 centimeter each day. Table 1. Water Depth in the Cup Day Water depth (centimeters) Day 1 9.0 Day 2 8.9 Day 3 8.8" }, { "n": 3, "item_id": "_f0203571-134c-4b89-865e-3127b347b24a", "type": "choice", "title": "The Three-Day Cup Record — Part B", "standards": [ "5-PS1-1" ], "prompt_html": "

Part B

Which statement best explains why so little water left the cup?

", "prompt_plain": "Part B Which statement best explains why so little water left the cup?", "context_html": "", "options": [ { "id": "cA1", "text": "The water particles were moving more slowly, so fewer of them escaped into the air.", "plain": "The water particles were moving more slowly, so fewer of them escaped into the air.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The air just above the cup pushed every escaping water particle back into the liquid, so no water could leave.", "plain": "The air just above the cup pushed every escaping water particle back into the liquid, so no water could leave.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The water particles stopped moving completely, so no water could leave the cup.", "plain": "The water particles stopped moving completely, so no water could leave the cup.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The water particles shrank, so the water level dropped without any particles leaving the cup.", "plain": "The water particles shrank, so the water level dropped without any particles leaving the cup.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0228e707-95bd-464b-821f-2a3976145ecc" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Three-Day Cup Record

Ximena filled an open cup with water for a science project. She measured the water depth each morning for three days. She kept the cup in one spot the whole time. She did not tell her class where the spot was. Table 1 shows her measurements. Last month, Ximena ran a practice test with the same cup on the classroom counter. In that test, the water depth dropped about 1 centimeter each day.

\"An

Table 1. Water Depth in the Cup

DayWater depth (centimeters)
Day 19.0
Day 28.9
Day 38.8
", "passage_plain": "The Three-Day Cup Record Ximena filled an open cup with water for a science project. She measured the water depth each morning for three days. She kept the cup in one spot the whole time. She did not tell her class where the spot was. Table 1 shows her measurements. Last month, Ximena ran a practice test with the same cup on the classroom counter. In that test, the water depth dropped about 1 centimeter each day. Table 1. Water Depth in the Cup Day Water depth (centimeters) Day 1 9.0 Day 2 8.9 Day 3 8.8" }, { "n": 4, "item_id": "_15ad10b3-c159-49f3-a801-28ccd9a528dc", "type": "text-entry", "title": "The Fizzing Tablet on the Balance", "standards": [ "5-PS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

\"An

Dax drops a fizzing tablet into an open cup of water on a balance. When the fizzing starts, the balance reads 250 grams. As the mixture fizzes, 2 grams of gas escape into the air through the open top. The cup has no lid, so the gas cannot stay inside.

What number will the balance show, in grams, after the fizzing stops?

Give your answer as a whole number (e.g., 30).

Number of grams:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/slot04.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "248" ] }, "n_options": 0 }, { "n": 5, "item_id": "_baff06bb-2dd3-4758-bf00-949adbd1cd29", "type": "choice", "title": "The Candle Claims — Part A", "standards": [ "5-PS1-4" ], "prompt_html": "

Part A

Read the two claims. Ada and Tomas disagree about the melting and the burning of the wax.

Which statement about the two claims is correct?

", "prompt_plain": "Part A Read the two claims. Ada and Tomas disagree about the melting and the burning of the wax. Which statement about the two claims is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "Ada is correct, because the drips of wax harden back into solid wax.", "plain": "Ada is correct, because the drips of wax harden back into solid wax.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Tomas is correct, because the candle cannot get its burned wax back.", "plain": "Tomas is correct, because the candle cannot get its burned wax back.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both claims are correct, because the wax melting and the wax burning happen at the same time.", "plain": "Both claims are correct, because the wax melting and the wax burning happen at the same time.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Neither claim is correct: melting is a physical change, and burning is a chemical change.", "plain": "Neither claim is correct: melting is a physical change, and burning is a chemical change.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_37d4f55f-a6b1-4856-862e-8d02c2d708fa" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

The Candle Claims

Ada and Tomas watched a small candle burn in science class. Their teacher held a metal spoon above the flame for one minute. The two students wrote the observation card shown in Table 1. Then each student made a claim about the wax.

Table 1. Observation Card

#Observation
1Wax near the flame turned into a clear liquid.
2Drips of liquid wax hardened into small solid lumps.
3Black soot collected on the spoon held above the flame.
4The candle slowly became shorter as it burned.

Ada's claim: The melting and the burning are both physical changes.

Tomas's claim: The melting and the burning are both chemical changes.

", "passage_plain": "The Candle Claims Ada and Tomas watched a small candle burn in science class. Their teacher held a metal spoon above the flame for one minute. The two students wrote the observation card shown in Table 1. Then each student made a claim about the wax. Table 1. Observation Card # Observation 1 Wax near the flame turned into a clear liquid. 2 Drips of liquid wax hardened into small solid lumps. 3 Black soot collected on the spoon held above the flame. 4 The candle slowly became shorter as it burned. Ada's claim: The melting and the burning are both physical changes. Tomas's claim: The melting and the burning are both chemical changes." }, { "n": 6, "item_id": "_d8470990-a46c-410b-8856-1c4458bc8df3", "type": "choice", "title": "The Candle Claims — Part B", "standards": [ "5-PS1-4" ], "prompt_html": "

Part B

Part of what happens to the candle is a chemical change.

Which observation from Table 1 is the best evidence that a chemical change happened?

", "prompt_plain": "Part B Part of what happens to the candle is a chemical change. Which observation from Table 1 is the best evidence that a chemical change happened?", "context_html": "", "options": [ { "id": "cA1", "text": "Black soot collected on the spoon held above the flame.", "plain": "Black soot collected on the spoon held above the flame.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Wax near the flame turned into a clear liquid.", "plain": "Wax near the flame turned into a clear liquid.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Drips of liquid wax hardened into small solid lumps.", "plain": "Drips of liquid wax hardened into small solid lumps.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The candle slowly became shorter as it burned.", "plain": "The candle slowly became shorter as it burned.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_37d4f55f-a6b1-4856-862e-8d02c2d708fa" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

The Candle Claims

Ada and Tomas watched a small candle burn in science class. Their teacher held a metal spoon above the flame for one minute. The two students wrote the observation card shown in Table 1. Then each student made a claim about the wax.

Table 1. Observation Card

#Observation
1Wax near the flame turned into a clear liquid.
2Drips of liquid wax hardened into small solid lumps.
3Black soot collected on the spoon held above the flame.
4The candle slowly became shorter as it burned.

Ada's claim: The melting and the burning are both physical changes.

Tomas's claim: The melting and the burning are both chemical changes.

", "passage_plain": "The Candle Claims Ada and Tomas watched a small candle burn in science class. Their teacher held a metal spoon above the flame for one minute. The two students wrote the observation card shown in Table 1. Then each student made a claim about the wax. Table 1. Observation Card # Observation 1 Wax near the flame turned into a clear liquid. 2 Drips of liquid wax hardened into small solid lumps. 3 Black soot collected on the spoon held above the flame. 4 The candle slowly became shorter as it burned. Ada's claim: The melting and the burning are both physical changes. Tomas's claim: The melting and the burning are both chemical changes." }, { "n": 7, "item_id": "_f69da892-9d03-4d08-a06d-5f5681e93543", "type": "choice", "title": "Separating Iron Filings from Sand", "standards": [ "5-PS1-4" ], "prompt_html": "

Iker sweeps the workshop floor and collects a pile of dry sand mixed with tiny iron filings. The sand grains and the filings are about the same size. He wants to take the iron filings out of the sand.

\"Labeled

Which tool would work best to separate the iron filings from the sand?

", "prompt_plain": "Iker sweeps the workshop floor and collects a pile of dry sand mixed with tiny iron filings. The sand grains and the filings are about the same size. He wants to take the iron filings out of the sand. Which tool would work best to separate the iron filings from the sand?", "context_html": "", "options": [ { "id": "cA1", "text": "a hand lens", "plain": "a hand lens", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "a bar magnet", "plain": "a bar magnet", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "a filter funnel with paper", "plain": "a filter funnel with paper", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "a fine-mesh sieve", "plain": "a fine-mesh sieve", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/slot07_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_09dd2c90-5d45-44ff-bf0a-17171d446e2f", "type": "choice", "title": "The Overnight Blue Water", "standards": [ "5-PS1-1" ], "prompt_html": "

Before bed, Xiu adds one drop of blue food coloring to a glass of still water. Nobody touches or stirs the glass all night. In the morning, the water is an even light blue from top to bottom. The pictures show the glass at night and in the morning.

\"The

Which statement best explains why the color spread through the water?

", "prompt_plain": "Before bed, Xiu adds one drop of blue food coloring to a glass of still water. Nobody touches or stirs the glass all night. In the morning, the water is an even light blue from top to bottom. The pictures show the glass at night and in the morning. Which statement best explains why the color spread through the water?", "context_html": "", "options": [ { "id": "cA1", "text": "The water slowly changed the coloring into a new blue substance.", "plain": "The water slowly changed the coloring into a new blue substance.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The coloring particles broke down and turned into water particles.", "plain": "The coloring particles broke down and turned into water particles.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The coloring sank, and the water soaked it up like a sponge.", "plain": "The coloring sank, and the water soaked it up like a sponge.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The tiny moving particles of the coloring and the water slowly mixed together.", "plain": "The tiny moving particles of the coloring and the water slowly mixed together.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/slot08_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_30ca9e80-a76a-459d-b740-573dbfba1a88", "type": "choice", "title": "Evidence for the Gravity Claim", "standards": [ "5-PS2-1" ], "prompt_html": "

Joon's class investigated gravity for a week. The class wrote the claim shown in Table 1. Then the class listed five statements from its notebooks.

Table 1. The Class Claim

Claim
Gravity pulls objects down toward the center of Earth.

Which TWO statements are results that count as evidence supporting the claim? Choose the TWO best answers.

", "prompt_plain": "Joon's class investigated gravity for a week. The class wrote the claim shown in Table 1. Then the class listed five statements from its notebooks. Table 1. The Class Claim Claim Gravity pulls objects down toward the center of Earth. Which TWO statements are results that count as evidence supporting the claim? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "A mango that broke off a branch fell until it hit the ground.", "plain": "A mango that broke off a branch fell until it hit the ground.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Gravity pulls rocks, balls, and other objects down to the ground.", "plain": "Gravity pulls rocks, balls, and other objects down to the ground.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Students on opposite sides of Earth both saw dropped rocks fall toward the ground.", "plain": "Students on opposite sides of Earth both saw dropped rocks fall toward the ground.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "A magnet pulled a steel paper clip up off the table.", "plain": "A magnet pulled a steel paper clip up off the table.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Objects fall to the ground because they are heavy.", "plain": "Objects fall to the ground because they are heavy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 10, "item_id": "_085cb890-cc1b-4aa0-991e-c0e7cb674651", "type": "hottext", "title": "Care Log Evidence", "standards": [ "5-PS3-1" ], "prompt_html": "

Liam’s class claims that the bean plant makes its own food, but the hamster cannot. Table 1 shows five notes from the care log.

Select the ONE row of Table 1 that is the best evidence that the bean plant makes its own food.

Table 1. Care Log Notes

", "prompt_plain": "Liam’s class claims that the bean plant makes its own food, but the hamster cannot. Table 1 shows five notes from the care log. Select the ONE row of Table 1 that is the best evidence that the bean plant makes its own food. Table 1. Care Log Notes", "context_html": "", "options": [ { "id": "hA10", "text": "The hamster is given food pellets and fresh vegetables every day.", "plain": "The hamster is given food pellets and fresh vegetables every day.", "correct": false, "kind": "hottext" }, { "id": "hB10", "text": "The hamster drinks water from its bottle several times a day.", "plain": "The hamster drinks water from its bottle several times a day.", "correct": false, "kind": "hottext" }, { "id": "hC10", "text": "The bean plant is given water every three days.", "plain": "The bean plant is given water every three days.", "correct": false, "kind": "hottext" }, { "id": "hD10", "text": "The bean plant grows taller even though it is never fed.", "plain": "The bean plant grows taller even though it is never fed.", "correct": true, "kind": "hottext" }, { "id": "hE10", "text": "The bean plant’s leaves lean toward the sunny window.", "plain": "The bean plant’s leaves lean toward the sunny window.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_c22a0bfe-968c-4e42-bdc5-0b855de4001e" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD10" ] }, "n_options": 5, "passage_html": "

The Hamster and the Bean Plant

Liam's class takes care of two living things: a hamster in a cage and a bean plant in a pot on the sunny windowsill. Each day, students write notes about both in a care log. The label on the bag of hamster pellets says the pellets are made mostly from crushed grains and dried plants.

\"A

", "passage_plain": "The Hamster and the Bean Plant Liam's class takes care of two living things: a hamster in a cage and a bean plant in a pot on the sunny windowsill. Each day, students write notes about both in a care log. The label on the bag of hamster pellets says the pellets are made mostly from crushed grains and dried plants." }, { "n": 11, "item_id": "_80a516fb-7425-4b74-aefb-91f3e87c879f", "type": "gap-match", "title": "Sun to Hamster Energy Model", "standards": [ "5-PS3-1" ], "prompt_html": "

Energy for both the hamster and the bean plant can be traced back to the sun.

 

Drag one label into each empty box to complete the model of how energy moves from the sun to the hamster and then to decomposers. Each label may be used only once, and two labels will not be used.

", "prompt_plain": "Energy for both the hamster and the bean plant can be traced back to the sun. Drag one label into each empty box to complete the model of how energy moves from the sun to the hamster and then to decomposers. Each label may be used only once, and two labels will not be used.", "context_html": "", "options": [ { "id": "tsoil11", "text": "soil", "plain": "soil", "correct": false, "kind": "gap-token" }, { "id": "thamster11", "text": "hamster", "plain": "hamster", "correct": false, "kind": "gap-token" }, { "id": "twater11", "text": "water", "plain": "water", "correct": false, "kind": "gap-token" }, { "id": "tplants11", "text": "green plants", "plain": "green plants", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_c22a0bfe-968c-4e42-bdc5-0b855de4001e" ], "key_letters": "", "key_values": { "RESPONSE": [ "tplants11 g1", "thamster11 g2" ] }, "n_options": 4, "passage_html": "

The Hamster and the Bean Plant

Liam's class takes care of two living things: a hamster in a cage and a bean plant in a pot on the sunny windowsill. Each day, students write notes about both in a care log. The label on the bag of hamster pellets says the pellets are made mostly from crushed grains and dried plants.

\"A

", "passage_plain": "The Hamster and the Bean Plant Liam's class takes care of two living things: a hamster in a cage and a bean plant in a pot on the sunny windowsill. Each day, students write notes about both in a care log. The label on the bag of hamster pellets says the pellets are made mostly from crushed grains and dried plants." }, { "n": 12, "item_id": "_a28eddf3-321f-43ab-9e5e-a0b89164e26f", "type": "choice", "title": "Radish Seedlings in Water", "standards": [ "5-LS1-1" ], "prompt_html": "

Belen grows 20 radish seedlings in clear tubes. Each tube holds only water, and the leaves grow up into the air. There is no soil in any tube. Table 1 shows her measurements after six weeks.

Table 1. Radish Seedling Investigation

MeasurementResult
What each tube holdsWater only (no soil)
Total mass of seedlings at the start8 grams
Total mass of seedlings after 6 weeks96 grams
Water level in the tubesWent down; Belen refilled the tubes each week

Which conclusion do Belen's data best support?

", "prompt_plain": "Belen grows 20 radish seedlings in clear tubes. Each tube holds only water, and the leaves grow up into the air. There is no soil in any tube. Table 1 shows her measurements after six weeks. Table 1. Radish Seedling Investigation Measurement Result What each tube holds Water only (no soil) Total mass of seedlings at the start 8 grams Total mass of seedlings after 6 weeks 96 grams Water level in the tubes Went down; Belen refilled the tubes each week Which conclusion do Belen's data best support?", "context_html": "", "options": [ { "id": "cA12", "text": "The seedlings gained most of their new mass from soil.", "plain": "The seedlings gained most of their new mass from soil.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "The seedlings needed soil before they could gain any mass.", "plain": "The seedlings needed soil before they could gain any mass.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The seedlings built new mass mostly from water and air.", "plain": "The seedlings built new mass mostly from water and air.", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "The seedlings turned sunlight itself into their new mass.", "plain": "The seedlings turned sunlight itself into their new mass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC12" ] }, "n_options": 4 }, { "n": 13, "item_id": "_d1df5820-6cef-4c18-b8dc-cca2bf830432", "type": "gap-match", "title": "Prairie Matter Chain", "standards": [ "5-LS2-1" ], "prompt_html": "

Matter moves from organism to organism in the prairie plots. The model below shows four empty boxes connected by arrows, ending at decomposers.

 

Drag each organism into the correct box to show how matter moves through a prairie plot. Each organism is used exactly once.

", "prompt_plain": "Matter moves from organism to organism in the prairie plots. The model below shows four empty boxes connected by arrows, ending at decomposers. Drag each organism into the correct box to show how matter moves through a prairie plot. Each organism is used exactly once.", "context_html": "", "options": [ { "id": "tlark13", "text": "meadowlark", "plain": "meadowlark", "correct": false, "kind": "gap-token" }, { "id": "thawk13", "text": "hawk", "plain": "hawk", "correct": false, "kind": "gap-token" }, { "id": "tgrass13", "text": "prairie grass", "plain": "prairie grass", "correct": false, "kind": "gap-token" }, { "id": "thopper13", "text": "grasshopper", "plain": "grasshopper", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_a17db0d4-05d5-4286-af9a-f882c84dfa82" ], "key_letters": "", "key_values": { "RESPONSE": [ "tgrass13 g1", "thopper13 g2", "tlark13 g3", "thawk13 g4" ] }, "n_options": 4, "passage_html": "

Shortgrass Prairie Plots

Wells's science club marked two square study plots in a shortgrass prairie. In the spring, the club counted the kinds of plants in each plot: Plot 1 had 12 kinds of plants, and Plot 2 had 3 kinds. In both plots, members watched grasshoppers chewing grass blades, meadowlarks catching grasshoppers, and a hawk hunting meadowlarks.

That summer, no rain fell for six weeks, and both plots dried out. Both plots got the same weather the whole time. The club measured how much ground was covered by living plants before the drought and again two months after the drought ended. Table 1 shows the measurements.

Table 1. Plot Plant Cover Measurements

MeasurementPlot 1Plot 2
Kinds of plants before the drought123
Ground covered by living plants before the drought90%88%
Ground covered by living plants two months after the drought75%30%
", "passage_plain": "Shortgrass Prairie Plots Wells's science club marked two square study plots in a shortgrass prairie. In the spring, the club counted the kinds of plants in each plot: Plot 1 had 12 kinds of plants, and Plot 2 had 3 kinds. In both plots, members watched grasshoppers chewing grass blades, meadowlarks catching grasshoppers, and a hawk hunting meadowlarks. That summer, no rain fell for six weeks, and both plots dried out. Both plots got the same weather the whole time. The club measured how much ground was covered by living plants before the drought and again two months after the drought ended. Table 1 shows the measurements. Table 1. Plot Plant Cover Measurements Measurement Plot 1 Plot 2 Kinds of plants before the drought 12 3 Ground covered by living plants before the drought 90% 88% Ground covered by living plants two months after the drought 75% 30%" }, { "n": 14, "item_id": "_e8e823a3-a7aa-4b99-aca9-e79e8ef7c439", "type": "choice", "title": "Prairie Recovery Claim", "standards": [ "5-LS2-1" ], "prompt_html": "

After studying Table 1, the science club makes this claim:

\"A prairie plot with more kinds of plants recovers better after a drought.\"

Which TWO observations support the claim? Choose the TWO best answers.

", "prompt_plain": "After studying Table 1, the science club makes this claim: \"A prairie plot with more kinds of plants recovers better after a drought.\" Which TWO observations support the claim? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA14", "text": "Both plots were covered by about the same amount of living plants before the drought.", "plain": "Both plots were covered by about the same amount of living plants before the drought.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "Plot 1, with 12 kinds of plants, covered 75% of its ground after the drought.", "plain": "Plot 1, with 12 kinds of plants, covered 75% of its ground after the drought.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "Plot 1 covered less ground after the drought than it did before the drought.", "plain": "Plot 1 covered less ground after the drought than it did before the drought.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "Plot 2, with 3 kinds of plants, covered 30% of its ground after the drought.", "plain": "Plot 2, with 3 kinds of plants, covered 30% of its ground after the drought.", "correct": true, "kind": "choice" }, { "id": "cE14", "text": "Grasshoppers, meadowlarks, and a hawk were seen in both plots in the spring.", "plain": "Grasshoppers, meadowlarks, and a hawk were seen in both plots in the spring.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a17db0d4-05d5-4286-af9a-f882c84dfa82" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB14", "cD14" ] }, "n_options": 5, "passage_html": "

Shortgrass Prairie Plots

Wells's science club marked two square study plots in a shortgrass prairie. In the spring, the club counted the kinds of plants in each plot: Plot 1 had 12 kinds of plants, and Plot 2 had 3 kinds. In both plots, members watched grasshoppers chewing grass blades, meadowlarks catching grasshoppers, and a hawk hunting meadowlarks.

That summer, no rain fell for six weeks, and both plots dried out. Both plots got the same weather the whole time. The club measured how much ground was covered by living plants before the drought and again two months after the drought ended. Table 1 shows the measurements.

Table 1. Plot Plant Cover Measurements

MeasurementPlot 1Plot 2
Kinds of plants before the drought123
Ground covered by living plants before the drought90%88%
Ground covered by living plants two months after the drought75%30%
", "passage_plain": "Shortgrass Prairie Plots Wells's science club marked two square study plots in a shortgrass prairie. In the spring, the club counted the kinds of plants in each plot: Plot 1 had 12 kinds of plants, and Plot 2 had 3 kinds. In both plots, members watched grasshoppers chewing grass blades, meadowlarks catching grasshoppers, and a hawk hunting meadowlarks. That summer, no rain fell for six weeks, and both plots dried out. Both plots got the same weather the whole time. The club measured how much ground was covered by living plants before the drought and again two months after the drought ended. Table 1 shows the measurements. Table 1. Plot Plant Cover Measurements Measurement Plot 1 Plot 2 Kinds of plants before the drought 12 3 Ground covered by living plants before the drought 90% 88% Ground covered by living plants two months after the drought 75% 30%" }, { "n": 15, "item_id": "_d8bd6521-d850-4cc1-929b-9eeef59883ad", "type": "choice", "title": "Duckweed Habitat", "standards": [ "3-LS4-3" ], "prompt_html": "

Duckweed is a small plant that floats freely on top of water. Its thin roots hang down into the water instead of growing into soil. The figure shows duckweed plants.

\"Small

In which ecosystem would duckweed most likely survive well?

", "prompt_plain": "Duckweed is a small plant that floats freely on top of water. Its thin roots hang down into the water instead of growing into soil. The figure shows duckweed plants. In which ecosystem would duckweed most likely survive well?", "context_html": "", "options": [ { "id": "cA15", "text": "a calm freshwater pond protected from wind", "plain": "a calm freshwater pond protected from wind", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "an ocean shore with strong, crashing waves", "plain": "an ocean shore with strong, crashing waves", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "a fast, rocky stream rushing down a mountain", "plain": "a fast, rocky stream rushing down a mountain", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "a dry, sandy desert with very little rain", "plain": "a dry, sandy desert with very little rain", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/slot15.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA15" ] }, "n_options": 4 }, { "n": 16, "item_id": "_4309ff00-316b-45bb-89f7-b2c0528fa6da", "type": "choice", "title": "Goat Milk Pattern", "standards": [ "3-LS3-1" ], "prompt_html": "

Look at Table 1. Which pattern in the milk amounts is the same for the daughters in Group 1 and the daughters in Group 2?

", "prompt_plain": "Look at Table 1. Which pattern in the milk amounts is the same for the daughters in Group 1 and the daughters in Group 2?", "context_html": "", "options": [ { "id": "cA16", "text": "Daughters gave more milk than their mothers gave.", "plain": "Daughters gave more milk than their mothers gave.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Daughters of mothers that gave more milk also gave more milk.", "plain": "Daughters of mothers that gave more milk also gave more milk.", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "Daughters in the same group gave equal amounts of milk.", "plain": "Daughters in the same group gave equal amounts of milk.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Daughters fed dry hay gave more milk than daughters fed alfalfa.", "plain": "Daughters fed dry hay gave more milk than daughters fed alfalfa.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_12472548-eb6a-45ea-b7fd-cec9404e51e7" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB16" ] }, "n_options": 4, "passage_html": "

Dairy Goats and Their Feed

Maeve helps on her uncle's dairy-goat farm. The farm keeps five mother goats, and each mother has grown daughters. The farm split each mother's daughters into two groups. Group 1 eats fresh alfalfa. Group 2 eats dry hay. Everything else about the two groups' care is the same. Table 1 shows how much milk each mother gives and the average milk from her daughters in each group.

Table 1. Milk from Mother Goats and Daughters (liters per day)

RowMother goatMother's milkDaughters in Group 1 (fresh alfalfa)Daughters in Group 2 (dry hay)
1Clover4.44.23.5
2Petal3.02.92.9
3Hazel4.03.83.1
4Snow2.52.52.5
5Willow3.53.33.0
", "passage_plain": "Dairy Goats and Their Feed Maeve helps on her uncle's dairy-goat farm. The farm keeps five mother goats, and each mother has grown daughters. The farm split each mother's daughters into two groups. Group 1 eats fresh alfalfa. Group 2 eats dry hay. Everything else about the two groups' care is the same. Table 1 shows how much milk each mother gives and the average milk from her daughters in each group. Table 1. Milk from Mother Goats and Daughters (liters per day) Row Mother goat Mother's milk Daughters in Group 1 (fresh alfalfa) Daughters in Group 2 (dry hay) 1 Clover 4.4 4.2 3.5 2 Petal 3.0 2.9 2.9 3 Hazel 4.0 3.8 3.1 4 Snow 2.5 2.5 2.5 5 Willow 3.5 3.3 3.0" }, { "n": 17, "item_id": "_02a31047-a1c3-444e-a484-3d50f35065a1", "type": "choice", "title": "Feed Claim Evidence", "standards": [ "3-LS3-2" ], "prompt_html": "

Maeve's uncle claims: \"The type of feed makes no difference in how much milk a goat gives.\"

Look at Table 1. Which THREE rows are evidence AGAINST the uncle's claim? Choose the THREE best answers.

", "prompt_plain": "Maeve's uncle claims: \"The type of feed makes no difference in how much milk a goat gives.\" Look at Table 1. Which THREE rows are evidence AGAINST the uncle's claim? Choose the THREE best answers.", "context_html": "", "options": [ { "id": "cA17", "text": "Row 1 - Clover's daughters gave 4.2 liters on alfalfa and 3.5 liters on dry hay.", "plain": "Row 1 - Clover's daughters gave 4.2 liters on alfalfa and 3.5 liters on dry hay.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "Row 2 - Petal's daughters gave 2.9 liters on alfalfa and 2.9 liters on dry hay.", "plain": "Row 2 - Petal's daughters gave 2.9 liters on alfalfa and 2.9 liters on dry hay.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Row 3 - Hazel's daughters gave 3.8 liters on alfalfa and 3.1 liters on dry hay.", "plain": "Row 3 - Hazel's daughters gave 3.8 liters on alfalfa and 3.1 liters on dry hay.", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "Row 4 - Snow's daughters gave 2.5 liters on alfalfa and 2.5 liters on dry hay.", "plain": "Row 4 - Snow's daughters gave 2.5 liters on alfalfa and 2.5 liters on dry hay.", "correct": false, "kind": "choice" }, { "id": "cE17", "text": "Row 5 - Willow's daughters gave 3.3 liters on alfalfa and 3.0 liters on dry hay.", "plain": "Row 5 - Willow's daughters gave 3.3 liters on alfalfa and 3.0 liters on dry hay.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_12472548-eb6a-45ea-b7fd-cec9404e51e7" ], "key_letters": "A, C, E", "key_values": { "RESPONSE": [ "cA17", "cC17", "cE17" ] }, "n_options": 5, "passage_html": "

Dairy Goats and Their Feed

Maeve helps on her uncle's dairy-goat farm. The farm keeps five mother goats, and each mother has grown daughters. The farm split each mother's daughters into two groups. Group 1 eats fresh alfalfa. Group 2 eats dry hay. Everything else about the two groups' care is the same. Table 1 shows how much milk each mother gives and the average milk from her daughters in each group.

Table 1. Milk from Mother Goats and Daughters (liters per day)

RowMother goatMother's milkDaughters in Group 1 (fresh alfalfa)Daughters in Group 2 (dry hay)
1Clover4.44.23.5
2Petal3.02.92.9
3Hazel4.03.83.1
4Snow2.52.52.5
5Willow3.53.33.0
", "passage_plain": "Dairy Goats and Their Feed Maeve helps on her uncle's dairy-goat farm. The farm keeps five mother goats, and each mother has grown daughters. The farm split each mother's daughters into two groups. Group 1 eats fresh alfalfa. Group 2 eats dry hay. Everything else about the two groups' care is the same. Table 1 shows how much milk each mother gives and the average milk from her daughters in each group. Table 1. Milk from Mother Goats and Daughters (liters per day) Row Mother goat Mother's milk Daughters in Group 1 (fresh alfalfa) Daughters in Group 2 (dry hay) 1 Clover 4.4 4.2 3.5 2 Petal 3.0 2.9 2.9 3 Hazel 4.0 3.8 3.1 4 Snow 2.5 2.5 2.5 5 Willow 3.5 3.3 3.0" }, { "n": 18, "item_id": "_fb83ec93-bbff-44f0-91f6-197754dc9d98", "type": "inline-choice", "title": "Milk Conclusion Sentences", "standards": [ "3-LS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Maeve uses Table 1 to write a conclusion about what shapes the amount of milk a goat gives.

Choose the word or phrase that best completes each sentence.

In Table 1, compare Clover's daughters with Snow's daughters in both feed groups. The pattern in these rows shows that the amount of milk a goat gives is partly .

Now compare the Group 1 and Group 2 columns for the same mother's daughters. Where the two numbers differ, the difference shows that the amount of milk is also shaped by the goat's .

", "options": [ { "id": "c18b1o1", "text": "inherited from its parents", "plain": "inherited from its parents", "correct": true, "kind": "inline" }, { "id": "c18b1o2", "text": "learned by copying other goats", "plain": "learned by copying other goats", "correct": false, "kind": "inline" }, { "id": "c18b1o3", "text": "decided by the type of feed", "plain": "decided by the type of feed", "correct": false, "kind": "inline" }, { "id": "c18b2o1", "text": "environment", "plain": "environment", "correct": true, "kind": "inline" }, { "id": "c18b2o2", "text": "parents", "plain": "parents", "correct": false, "kind": "inline" }, { "id": "c18b2o3", "text": "size", "plain": "size", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_12472548-eb6a-45ea-b7fd-cec9404e51e7" ], "key_letters": "", "key_values": { "RESPONSEB1": [ "c18b1o1" ], "RESPONSEB2": [ "c18b2o1" ] }, "n_options": 6, "passage_html": "

Dairy Goats and Their Feed

Maeve helps on her uncle's dairy-goat farm. The farm keeps five mother goats, and each mother has grown daughters. The farm split each mother's daughters into two groups. Group 1 eats fresh alfalfa. Group 2 eats dry hay. Everything else about the two groups' care is the same. Table 1 shows how much milk each mother gives and the average milk from her daughters in each group.

Table 1. Milk from Mother Goats and Daughters (liters per day)

RowMother goatMother's milkDaughters in Group 1 (fresh alfalfa)Daughters in Group 2 (dry hay)
1Clover4.44.23.5
2Petal3.02.92.9
3Hazel4.03.83.1
4Snow2.52.52.5
5Willow3.53.33.0
", "passage_plain": "Dairy Goats and Their Feed Maeve helps on her uncle's dairy-goat farm. The farm keeps five mother goats, and each mother has grown daughters. The farm split each mother's daughters into two groups. Group 1 eats fresh alfalfa. Group 2 eats dry hay. Everything else about the two groups' care is the same. Table 1 shows how much milk each mother gives and the average milk from her daughters in each group. Table 1. Milk from Mother Goats and Daughters (liters per day) Row Mother goat Mother's milk Daughters in Group 1 (fresh alfalfa) Daughters in Group 2 (dry hay) 1 Clover 4.4 4.2 3.5 2 Petal 3.0 2.9 2.9 3 Hazel 4.0 3.8 3.1 4 Snow 2.5 2.5 2.5 5 Willow 3.5 3.3 3.0" }, { "n": 19, "item_id": "_12ec5f3d-b03b-4ea6-9264-4b67a22c72ce", "type": "choice", "title": "The Sun and Star P", "standards": [ "5-ESS1-1" ], "prompt_html": "

Enzo reads the star fact card below. At night, Star P looks like a tiny dot of light, but during the day the sun looks far brighter than any other star.

Star Fact Card

StarSizeDistance from Earth
The sunA medium-sized star93 million miles
Star PAbout the same size as the sunMore than 250,000 times farther away than the sun

Which statement best explains why the sun looks so much brighter than Star P?

", "prompt_plain": "Enzo reads the star fact card below. At night, Star P looks like a tiny dot of light, but during the day the sun looks far brighter than any other star. Star Fact Card Star Size Distance from Earth The sun A medium-sized star 93 million miles Star P About the same size as the sun More than 250,000 times farther away than the sun Which statement best explains why the sun looks so much brighter than Star P?", "context_html": "", "options": [ { "id": "cA19", "text": "The sun is a much larger star than Star P.", "plain": "The sun is a much larger star than Star P.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The sun makes its own light, but Star P reflects sunlight.", "plain": "The sun makes its own light, but Star P reflects sunlight.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The sun shines in the daytime, but Star P shines at night.", "plain": "The sun shines in the daytime, but Star P shines at night.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The sun is much closer to Earth than Star P is.", "plain": "The sun is much closer to Earth than Star P is.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_342193c5-5f09-46d8-a546-38e609936c94", "type": "choice", "title": "Classroom Constellation Model", "standards": [ "5-ESS1-2" ], "prompt_html": "

Talia's class hung drawings of constellations on the four walls of their classroom. Talia stood in the middle of the room and turned around slowly in place. As she turned, different constellation drawings seemed to pass slowly in front of her, one after another.

\"A

What does Talia's model show?

", "prompt_plain": "Talia's class hung drawings of constellations on the four walls of their classroom. Talia stood in the middle of the room and turned around slowly in place. As she turned, different constellation drawings seemed to pass slowly in front of her, one after another. What does Talia's model show?", "context_html": "", "options": [ { "id": "cA20", "text": "Earth moving along its orbit around the Sun.", "plain": "Earth moving along its orbit around the Sun.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "The constellations revolving around a still Earth.", "plain": "The constellations revolving around a still Earth.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "Earth slowly rotating, or spinning, on its axis.", "plain": "Earth slowly rotating, or spinning, on its axis.", "correct": true, "kind": "choice" }, { "id": "cD20", "text": "The constellations moving closer to Earth after sunset.", "plain": "The constellations moving closer to Earth after sunset.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/slot20.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC20" ] }, "n_options": 4 }, { "n": 21, "item_id": "_69dc4232-0802-4af2-902e-eb89ec274580", "type": "text-entry", "title": "Shadow Length Change", "standards": [ "5-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ford's class stood a meter stick straight up in the schoolyard and measured its shadow five times during one sunny day. The table shows the measurements.

Meter-Stick Shadow Measurements

Time of dayLength of shadow (cm)
9 a.m.120
11 a.m.60
1 p.m.45
3 p.m.80
5 p.m.130

How many centimeters shorter was the stick's shadow at 1 p.m. than at 9 a.m.?

Give your answer as a whole number (e.g., 30).

Difference in shadow length (centimeters):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "75" ] }, "n_options": 0 }, { "n": 22, "item_id": "_097fb179-c633-40af-8a74-256f2b714828", "type": "choice", "title": "Orion in Winter and Summer", "standards": [ "5-ESS1-2" ], "prompt_html": "

On winter evenings, Elif can easily find the constellation Orion in the night sky. In the middle of summer, Elif cannot find Orion in the night sky at all.

\"Two

Which statement best explains why Elif cannot see Orion on summer nights?

", "prompt_plain": "On winter evenings, Elif can easily find the constellation Orion in the night sky. In the middle of summer, Elif cannot find Orion in the night sky at all. Which statement best explains why Elif cannot see Orion on summer nights?", "context_html": "", "options": [ { "id": "cA22", "text": "Orion's stars give off much less light in summer than they do in winter.", "plain": "Orion's stars give off much less light in summer than they do in winter.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "In summer, Earth's night side faces away from Orion, so Orion is up during daylight.", "plain": "In summer, Earth's night side faces away from Orion, so Orion is up during daylight.", "correct": true, "kind": "choice" }, { "id": "cC22", "text": "The warm summer air blocks most of the starlight before it reaches the ground.", "plain": "The warm summer air blocks most of the starlight before it reaches the ground.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "Orion drifts far away from Earth each summer and then moves back each winter.", "plain": "Orion drifts far away from Earth each summer and then moves back each winter.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/slot22.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB22" ] }, "n_options": 4 }, { "n": 23, "item_id": "_61329cb1-b303-4796-8119-a11d9a573d5d", "type": "choice", "title": "Earth's Water Circle Graph", "standards": [ "5-ESS2-2" ], "prompt_html": "

Gia's class studied where Earth's water is found. The circle graph shows how all of Earth's water is divided among three groups.

\"Circle

Which TWO conclusions does the circle graph support? Choose the TWO best answers.

", "prompt_plain": "Gia's class studied where Earth's water is found. The circle graph shows how all of Earth's water is divided among three groups. Which TWO conclusions does the circle graph support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA23", "text": "Nearly all of Earth's water is salt water in the oceans.", "plain": "Nearly all of Earth's water is salt water in the oceans.", "correct": true, "kind": "choice" }, { "id": "cB23", "text": "The amount of salt water in the oceans grows larger every year.", "plain": "The amount of salt water in the oceans grows larger every year.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "Earth holds more fresh water in rivers and lakes than in glaciers.", "plain": "Earth holds more fresh water in rivers and lakes than in glaciers.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "Most of Earth's fresh water is frozen in glaciers and ice caps.", "plain": "Most of Earth's fresh water is frozen in glaciers and ice caps.", "correct": true, "kind": "choice" }, { "id": "cE23", "text": "Fresh water is easy for people to collect anywhere on Earth.", "plain": "Fresh water is easy for people to collect anywhere on Earth.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/slot23.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA23", "cD23" ] }, "n_options": 5 }, { "n": 24, "item_id": "_cf08e88e-f8c2-49f2-9b03-f17cddb21393", "type": "inline-choice", "title": "Dust Storm Earth Systems", "standards": [ "5-ESS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Think about how Earth's systems interacted during the dust storm at Harlow Flats.

Complete the sentences about the storm. Choose one answer in each box.

The loose, powdery soil on the plowed fields is part of the . When the wind lifted the soil into the air, the dust entered the . The dust then harmed the people, crops, and farm animals, which are all part of the .

", "options": [ { "id": "c24ao1", "text": "biosphere", "plain": "biosphere", "correct": false, "kind": "inline" }, { "id": "c24ao2", "text": "geosphere", "plain": "geosphere", "correct": true, "kind": "inline" }, { "id": "c24ao3", "text": "hydrosphere", "plain": "hydrosphere", "correct": false, "kind": "inline" }, { "id": "c24bo1", "text": "atmosphere", "plain": "atmosphere", "correct": true, "kind": "inline" }, { "id": "c24bo2", "text": "geosphere", "plain": "geosphere", "correct": false, "kind": "inline" }, { "id": "c24bo3", "text": "hydrosphere", "plain": "hydrosphere", "correct": false, "kind": "inline" }, { "id": "c24co1", "text": "atmosphere", "plain": "atmosphere", "correct": false, "kind": "inline" }, { "id": "c24co2", "text": "biosphere", "plain": "biosphere", "correct": true, "kind": "inline" }, { "id": "c24co3", "text": "hydrosphere", "plain": "hydrosphere", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_82ef93de-3343-4426-aa79-ba0f0d51c042" ], "key_letters": "", "key_values": { "RESPONSEA": [ "c24ao2" ], "RESPONSEB": [ "c24bo1" ], "RESPONSEC": [ "c24co2" ] }, "n_options": 9, "passage_html": "

Dust Storm at Harlow Flats

Harlow Flats is a farming community spread across a wide, dry valley. One spring, many weeks passed with no rain. The plowed fields turned loose and powdery. One afternoon, strong winds swept across the valley and lifted soil from the bare fields high into the air. A thick brown dust cloud rolled over the community. The dust made it hard for people to breathe, coated the leaves of crops, and forced farm animals into their barns. Storms like this one can form in less than an hour, at any time of day or night. The community decided to build a warning system so families can get indoors before the dust arrives. Table 1 shows the requirements the community agreed on.

\"Wind

Table 1. Warning-System Requirements

Requirement numberWhat the warning system must do
1Warn every farm in the valley no more than 10 minutes after a dust storm is detected
2Give warnings at any hour, day or night
3Keep working during an electric power outage
", "passage_plain": "Dust Storm at Harlow Flats Harlow Flats is a farming community spread across a wide, dry valley. One spring, many weeks passed with no rain. The plowed fields turned loose and powdery. One afternoon, strong winds swept across the valley and lifted soil from the bare fields high into the air. A thick brown dust cloud rolled over the community. The dust made it hard for people to breathe, coated the leaves of crops, and forced farm animals into their barns. Storms like this one can form in less than an hour, at any time of day or night. The community decided to build a warning system so families can get indoors before the dust arrives. Table 1 shows the requirements the community agreed on. Table 1. Warning-System Requirements Requirement number What the warning system must do 1 Warn every farm in the valley no more than 10 minutes after a dust storm is detected 2 Give warnings at any hour, day or night 3 Keep working during an electric power outage" }, { "n": 25, "item_id": "_0a9006df-970d-4a76-8fbb-167c77f656d2", "type": "choice", "title": "Dust Storm Warning Design", "standards": [ "4-ESS3-2" ], "prompt_html": "

The community compared four warning-system designs.

Look at Table 1. Which design best meets all three of the community's requirements?

", "prompt_plain": "The community compared four warning-system designs. Look at Table 1. Which design best meets all three of the community's requirements?", "context_html": "", "options": [ { "id": "cA25", "text": "A newsletter mailed to every farm once a week that lists days when dust storms are expected and gives dust-safety tips.", "plain": "A newsletter mailed to every farm once a week that lists days when dust storms are expected and gives dust-safety tips.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "A page on the community website that a volunteer updates with storm news every evening after checking the day's weather reports.", "plain": "A page on the community website that a volunteer updates with storm news every evening after checking the day's weather reports.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "A large orange flag raised over the town hall whenever sensors detect blowing dust.", "plain": "A large orange flag raised over the town hall whenever sensors detect blowing dust.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "Battery-powered sensors and sirens on towers spaced across the valley so all the farms hear the sound moments after blowing dust is detected.", "plain": "Battery-powered sensors and sirens on towers spaced across the valley so all the farms hear the sound moments after blowing dust is detected.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_82ef93de-3343-4426-aa79-ba0f0d51c042" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD25" ] }, "n_options": 4, "passage_html": "

Dust Storm at Harlow Flats

Harlow Flats is a farming community spread across a wide, dry valley. One spring, many weeks passed with no rain. The plowed fields turned loose and powdery. One afternoon, strong winds swept across the valley and lifted soil from the bare fields high into the air. A thick brown dust cloud rolled over the community. The dust made it hard for people to breathe, coated the leaves of crops, and forced farm animals into their barns. Storms like this one can form in less than an hour, at any time of day or night. The community decided to build a warning system so families can get indoors before the dust arrives. Table 1 shows the requirements the community agreed on.

\"Wind

Table 1. Warning-System Requirements

Requirement numberWhat the warning system must do
1Warn every farm in the valley no more than 10 minutes after a dust storm is detected
2Give warnings at any hour, day or night
3Keep working during an electric power outage
", "passage_plain": "Dust Storm at Harlow Flats Harlow Flats is a farming community spread across a wide, dry valley. One spring, many weeks passed with no rain. The plowed fields turned loose and powdery. One afternoon, strong winds swept across the valley and lifted soil from the bare fields high into the air. A thick brown dust cloud rolled over the community. The dust made it hard for people to breathe, coated the leaves of crops, and forced farm animals into their barns. Storms like this one can form in less than an hour, at any time of day or night. The community decided to build a warning system so families can get indoors before the dust arrives. Table 1 shows the requirements the community agreed on. Table 1. Warning-System Requirements Requirement number What the warning system must do 1 Warn every farm in the valley no more than 10 minutes after a dust storm is detected 2 Give warnings at any hour, day or night 3 Keep working during an electric power outage" }, { "n": 26, "item_id": "_1f0ff2c6-69cf-49c5-9ad7-af0bb1ccbfd3", "type": "choice", "title": "Coastline Change Diagram", "standards": [ "4-ESS2-1" ], "prompt_html": "

Wren studies a diagram of the same stretch of coastline. The diagram shows the coastline at four different times over 300 years.

\"Four

Which process does the diagram most likely show?

", "prompt_plain": "Wren studies a diagram of the same stretch of coastline. The diagram shows the coastline at four different times over 300 years. Which process does the diagram most likely show?", "context_html": "", "options": [ { "id": "cA26", "text": "Sediment carried by the river settled and slowly built new land along the shore.", "plain": "Sediment carried by the river settled and slowly built new land along the shore.", "correct": true, "kind": "choice" }, { "id": "cB26", "text": "Waves slowly wore the shoreline away and carried the broken pieces out to sea.", "plain": "Waves slowly wore the shoreline away and carried the broken pieces out to sea.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "Freezing and thawing water cracked the coastal rock into smaller pieces in place.", "plain": "Freezing and thawing water cracked the coastal rock into smaller pieces in place.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "An earthquake suddenly pushed a new piece of the coastline up out of the sea.", "plain": "An earthquake suddenly pushed a new piece of the coastline up out of the sea.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/slot26.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_4d668266-d4cc-4ea0-8ce9-3a9eed4e6a00", "type": "choice", "title": "Earthquake Map Pattern", "standards": [ "4-ESS2-2" ], "prompt_html": "

Hamza's class studied a world map. Each dot on the map shows the location of one strong earthquake recorded during the past 50 years.

\"World

Based on the map, which statement best describes the pattern of earthquake locations?

", "prompt_plain": "Hamza's class studied a world map. Each dot on the map shows the location of one strong earthquake recorded during the past 50 years. Based on the map, which statement best describes the pattern of earthquake locations?", "context_html": "", "options": [ { "id": "cA27", "text": "Earthquakes are spread evenly across all parts of Earth's surface.", "plain": "Earthquakes are spread evenly across all parts of Earth's surface.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "Most earthquakes happen along some boundaries where continents meet oceans.", "plain": "Most earthquakes happen along some boundaries where continents meet oceans.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "Most earthquakes happen near the middle of the large continents.", "plain": "Most earthquakes happen near the middle of the large continents.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Earthquakes happen at every boundary where a continent meets an ocean.", "plain": "Earthquakes happen at every boundary where a continent meets an ocean.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/slot27.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB27" ] }, "n_options": 4 }, { "n": 28, "item_id": "_fd07969f-7903-4aa2-8bf9-60c5c92a98bc", "type": "choice", "title": "Faster Ball Collision", "standards": [ "4-PS3-1" ], "prompt_html": "

Wyatt builds a launcher model. A ball rolls along a straight track and hits a rubber stopper resting at the end of the track. The stopper then slides along the smooth floor. When Wyatt releases the ball so it moves faster, the stopper slides farther than before.

\"A

Which statement best explains why the faster ball makes the stopper slide farther?

", "prompt_plain": "Wyatt builds a launcher model. A ball rolls along a straight track and hits a rubber stopper resting at the end of the track. The stopper then slides along the smooth floor. When Wyatt releases the ball so it moves faster, the stopper slides farther than before. Which statement best explains why the faster ball makes the stopper slide farther?", "context_html": "", "options": [ { "id": "cA28", "text": "The faster ball has more energy, so it transfers more energy to the stopper when they collide.", "plain": "The faster ball has more energy, so it transfers more energy to the stopper when they collide.", "correct": true, "kind": "choice" }, { "id": "cB28", "text": "The faster ball becomes heavier as it speeds up, and the extra weight pushes the stopper harder.", "plain": "The faster ball becomes heavier as it speeds up, and the extra weight pushes the stopper harder.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "The air rushing along behind the faster ball keeps blowing the stopper across the smooth floor.", "plain": "The air rushing along behind the faster ball keeps blowing the stopper across the smooth floor.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "The faster ball pushes on the stopper for a longer time, and the longer push slides it farther.", "plain": "The faster ball pushes on the stopper for a longer time, and the longer push slides it farther.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/slot28_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_17e6bcae-646b-4653-a910-8e86ec0d5a22", "type": "choice", "title": "Ball on a Ramp", "standards": [ "4-PS3-1" ], "prompt_html": "

Prem watches a ball on a ramp. The ball starts at rest at Point 1 at the top of the ramp. The ball rolls down and passes Point 2 near the bottom of the ramp.

\"A

Which form of energy does the ball have more of at Point 2 than at Point 1?

", "prompt_plain": "Prem watches a ball on a ramp. The ball starts at rest at Point 1 at the top of the ramp. The ball rolls down and passes Point 2 near the bottom of the ramp. Which form of energy does the ball have more of at Point 2 than at Point 1?", "context_html": "", "options": [ { "id": "cA29", "text": "chemical energy", "plain": "chemical energy", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "light energy", "plain": "light energy", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "motion energy", "plain": "motion energy", "correct": true, "kind": "choice" }, { "id": "cD29", "text": "stored energy", "plain": "stored energy", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/slot29_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC29" ] }, "n_options": 4 }, { "n": 30, "item_id": "_faa2d6a5-c8f6-4e9f-9bb8-79b5792fa761", "type": "hottext", "title": "Cactus Argument Missing Claim", "standards": [ "4-LS1-1" ], "prompt_html": "

Umar is writing a science argument about how a cactus survives in the desert. A strong argument has three parts: a claim (what you say is true), evidence (observations that support the claim), and reasoning (why the evidence supports the claim). Umar’s draft is shown below, but the claim line is still empty.

Umar’s draft:

Claim: ________

Evidence: After a rainstorm, a cactus stem swells and grows wider. The stem’s waxy coating slows the loss of stored water into the dry air.

Reasoning: A plant that can hold water inside its stem can keep living through the long weeks between desert rains.

Read the four sentences from Umar’s notebook. Select the sentence that states the missing claim.

", "prompt_plain": "Umar is writing a science argument about how a cactus survives in the desert. A strong argument has three parts: a claim (what you say is true), evidence (observations that support the claim), and reasoning (why the evidence supports the claim). Umar’s draft is shown below, but the claim line is still empty. Umar’s draft: Claim: ________ Evidence: After a rainstorm, a cactus stem swells and grows wider. The stem’s waxy coating slows the loss of stored water into the dry air. Reasoning: A plant that can hold water inside its stem can keep living through the long weeks between desert rains. Read the four sentences from Umar’s notebook. Select the sentence that states the missing claim.", "context_html": "", "options": [ { "id": "hA1", "text": "A cactus stem is wide, green, and covered by a waxy outer coating.", "plain": "A cactus stem is wide, green, and covered by a waxy outer coating.", "correct": false, "kind": "hottext" }, { "id": "hB1", "text": "A cactus’s thick stem helps it survive dry weather by storing water.", "plain": "A cactus’s thick stem helps it survive dry weather by storing water.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "Deserts can go many weeks at a time without getting any rainfall.", "plain": "Deserts can go many weeks at a time without getting any rainfall.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "Cactuses are the most amazing and interesting plants in the desert.", "plain": "Cactuses are the most amazing and interesting plants in the desert.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_3b0a0f01-57dc-4033-b12f-03b679daa5ad", "type": "choice", "title": "School Resource Protection Programs", "standards": [ "5-ESS3-1" ], "prompt_html": "

Hana's class read about ways communities protect natural resources such as water, trees, and clean air. The class wants to start two new programs at school that do the same thing.

Which TWO actions would help protect natural resources? Choose the TWO best answers.

", "prompt_plain": "Hana's class read about ways communities protect natural resources such as water, trees, and clean air. The class wants to start two new programs at school that do the same thing. Which TWO actions would help protect natural resources? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Run the sprinklers every day so the school lawn stays green, even after it rains.", "plain": "Run the sprinklers every day so the school lawn stays green, even after it rains.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Set up bins to collect paper and cans for recycling.", "plain": "Set up bins to collect paper and cans for recycling.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Give each student a new plastic water bottle every month.", "plain": "Give each student a new plastic water bottle every month.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Paint a colorful nature mural on the cafeteria wall.", "plain": "Paint a colorful nature mural on the cafeteria wall.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Fix dripping faucets so water is not wasted.", "plain": "Fix dripping faucets so water is not wasted.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 32, "item_id": "_257094e5-756b-415c-931a-dc59329c481c", "type": "gap-match", "title": "Reading Corner Planning Sort", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Esme's team is designing a reading corner for their classroom. The two criteria conflict: the corner must be comfortable for readers, but it must also fit in a small space, so the team will have to make tradeoffs. Before designing starts, the team must also know the problem's constraints - the limits the design must work within. The team listed five facts about the project.

 

Drag one tile onto each fact to show whether the team needs to know it now, before designing starts, or whether it can wait until later. Tiles may be used more than once.

", "prompt_plain": "Esme's team is designing a reading corner for their classroom. The two criteria conflict: the corner must be comfortable for readers, but it must also fit in a small space, so the team will have to make tradeoffs. Before designing starts, the team must also know the problem's constraints - the limits the design must work within. The team listed five facts about the project. Drag one tile onto each fact to show whether the team needs to know it now, before designing starts, or whether it can wait until later. Tiles may be used more than once.", "context_html": "", "options": [ { "id": "tile-now", "text": "Need to know now", "plain": "Need to know now", "correct": false, "kind": "gap-token" }, { "id": "tile-later", "text": "Can wait until later", "plain": "Can wait until later", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-now gap-g1", "tile-now gap-g2", "tile-now gap-g3", "tile-later gap-g4", "tile-later gap-g5" ] }, "n_options": 2 }, { "n": 33, "item_id": "_f0123caf-7167-4816-b4eb-18563849c621", "type": "gap-match", "title": "Water Filter Requirements Match", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Nadia built three water filters for a design problem with two requirements: the filtered water must come out with no specks that you can see, and a full pitcher of muddy water must finish filtering in less than 10 minutes. She tested each filter with the same amount of the same muddy water. Table 1 shows her results.

Table 1. Water Filter Test Results

FilterTime to filter a full pitcherHow the water looked
Filter 14 minutesTiny dark flakes float in the water
Filter 216 minutesWater looks completely clean
Filter 37 minutesWater looks completely clean

 

Match each filter to the statement that describes its test results. One statement will not be used. Drag one statement into the box next to each filter.

", "prompt_plain": "Nadia built three water filters for a design problem with two requirements: the filtered water must come out with no specks that you can see, and a full pitcher of muddy water must finish filtering in less than 10 minutes. She tested each filter with the same amount of the same muddy water. Table 1 shows her results. Table 1. Water Filter Test Results Filter Time to filter a full pitcher How the water looked Filter 1 4 minutes Tiny dark flakes float in the water Filter 2 16 minutes Water looks completely clean Filter 3 7 minutes Water looks completely clean Match each filter to the statement that describes its test results. One statement will not be used. Drag one statement into the box next to each filter.", "context_html": "", "options": [ { "id": "t-stmt1", "text": "fails the filtering-speed requirement", "plain": "fails the filtering-speed requirement", "correct": false, "kind": "gap-token" }, { "id": "t-stmt2", "text": "fails the clean-looking-water requirement", "plain": "fails the clean-looking-water requirement", "correct": false, "kind": "gap-token" }, { "id": "t-stmt3", "text": "meets both requirements", "plain": "meets both requirements", "correct": false, "kind": "gap-token" }, { "id": "t-stmt4", "text": "fails both requirements", "plain": "fails both requirements", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t-stmt2 gap-f1", "t-stmt1 gap-f2", "t-stmt3 gap-f3" ] }, "n_options": 4 }, { "n": 34, "item_id": "_0bc2a02e-1e56-434c-8596-43cda0132d66", "type": "choice", "title": "Drone Delivery — Failure Cause (Part A)", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part A

Look at Table 1. Which part of the drone's design is the most likely cause of the failed deliveries?

", "prompt_plain": "Part A Look at Table 1. Which part of the drone's design is the most likely cause of the failed deliveries?", "context_html": "", "options": [ { "id": "cA1", "text": "The package holder, because it lets go of packages that are heavy.", "plain": "The package holder, because it lets go of packages that are heavy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The propeller motors, because they are not strong enough to lift the heaviest packages.", "plain": "The propeller motors, because they are not strong enough to lift the heaviest packages.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The battery, because it runs out of stored energy on the longest routes.", "plain": "The battery, because it runs out of stored energy on the longest routes.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The navigation system, because wind pushes the drone off its planned path.", "plain": "The navigation system, because wind pushes the drone off its planned path.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c7e02e89-8586-40e2-b544-5b22e26cc4a3" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Drone Delivery Field Test

Bodhi's engineering club built a small drone to carry packages to houses near the school. On each delivery, the drone flies a route, lowers the package, and returns. The club's delivery list has short routes and long routes; the longest route takes about 20 minutes of flying. The club tested the drone on six deliveries with different routes, package masses, and weather. Table 1 shows the results.

Table 1. Drone Delivery Test Results

TrialRoute flying timePackage massWeatherResult
16 minutes500 gWindyPackage delivered
29 minutes200 gCalmPackage delivered
312 minutes500 gCalmPackage delivered
416 minutes200 gCalmDrone came down before reaching the house
518 minutes200 gWindyDrone came down before reaching the house
620 minutes500 gCalmDrone came down before reaching the house
", "passage_plain": "Drone Delivery Field Test Bodhi's engineering club built a small drone to carry packages to houses near the school. On each delivery, the drone flies a route, lowers the package, and returns. The club's delivery list has short routes and long routes; the longest route takes about 20 minutes of flying. The club tested the drone on six deliveries with different routes, package masses, and weather. Table 1 shows the results. Table 1. Drone Delivery Test Results Trial Route flying time Package mass Weather Result 1 6 minutes 500 g Windy Package delivered 2 9 minutes 200 g Calm Package delivered 3 12 minutes 500 g Calm Package delivered 4 16 minutes 200 g Calm Drone came down before reaching the house 5 18 minutes 200 g Windy Drone came down before reaching the house 6 20 minutes 500 g Calm Drone came down before reaching the house" }, { "n": 35, "item_id": "_6b0575a2-6dcd-431c-b418-88d613fda6f7", "type": "choice", "title": "Drone Delivery — Retest Plan (Part B)", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part B

The club wants to run one more test flight to find the cause of the failed deliveries.

Which single retest would give the club the best evidence about the cause?

", "prompt_plain": "Part B The club wants to run one more test flight to find the cause of the failed deliveries. Which single retest would give the club the best evidence about the cause?", "context_html": "", "options": [ { "id": "cA1", "text": "Fly the 20-minute route again with the same package, changing only to a battery that stores more energy.", "plain": "Fly the 20-minute route again with the same package, changing only to a battery that stores more energy.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Fly a much shorter route with a lighter package and a new battery to see if delivery works.", "plain": "Fly a much shorter route with a lighter package and a new battery to see if delivery works.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Fly the 20-minute route again on a calm day, keeping the same package and the same battery.", "plain": "Fly the 20-minute route again on a calm day, keeping the same package and the same battery.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Fly the 20-minute route again with the same battery, changing only to stronger propeller motors.", "plain": "Fly the 20-minute route again with the same battery, changing only to stronger propeller motors.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c7e02e89-8586-40e2-b544-5b22e26cc4a3" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Drone Delivery Field Test

Bodhi's engineering club built a small drone to carry packages to houses near the school. On each delivery, the drone flies a route, lowers the package, and returns. The club's delivery list has short routes and long routes; the longest route takes about 20 minutes of flying. The club tested the drone on six deliveries with different routes, package masses, and weather. Table 1 shows the results.

Table 1. Drone Delivery Test Results

TrialRoute flying timePackage massWeatherResult
16 minutes500 gWindyPackage delivered
29 minutes200 gCalmPackage delivered
312 minutes500 gCalmPackage delivered
416 minutes200 gCalmDrone came down before reaching the house
518 minutes200 gWindyDrone came down before reaching the house
620 minutes500 gCalmDrone came down before reaching the house
", "passage_plain": "Drone Delivery Field Test Bodhi's engineering club built a small drone to carry packages to houses near the school. On each delivery, the drone flies a route, lowers the package, and returns. The club's delivery list has short routes and long routes; the longest route takes about 20 minutes of flying. The club tested the drone on six deliveries with different routes, package masses, and weather. Table 1 shows the results. Table 1. Drone Delivery Test Results Trial Route flying time Package mass Weather Result 1 6 minutes 500 g Windy Package delivered 2 9 minutes 200 g Calm Package delivered 3 12 minutes 500 g Calm Package delivered 4 16 minutes 200 g Calm Drone came down before reaching the house 5 18 minutes 200 g Windy Drone came down before reaching the house 6 20 minutes 500 g Calm Drone came down before reaching the house" }, { "n": 36, "item_id": "_ea1265b0-1af8-4f7f-b34a-c5cb506023df", "type": "choice", "title": "Drone Delivery — Battery Choice", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

When the club first built the drone, it collected information about four batteries that fit it. The drone's motors can lift a full package only if the battery has a mass of no more than 400 grams. Figure 1 shows the flight time and the mass of each battery.

\"Two

Look at Figure 1. For future deliveries, the club wants to choose one of the four batteries in Figure 1. The battery must let the drone finish the longest route on the delivery list and still lift a full package.

Which battery is the best choice for the drone?

", "prompt_plain": "When the club first built the drone, it collected information about four batteries that fit it. The drone's motors can lift a full package only if the battery has a mass of no more than 400 grams. Figure 1 shows the flight time and the mass of each battery. Look at Figure 1. For future deliveries, the club wants to choose one of the four batteries in Figure 1. The battery must let the drone finish the longest route on the delivery list and still lift a full package. Which battery is the best choice for the drone?", "context_html": "", "options": [ { "id": "cA1", "text": "Battery P", "plain": "Battery P", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Battery Q", "plain": "Battery Q", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Battery R", "plain": "Battery R", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Battery S", "plain": "Battery S", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-25/images/cluster-C3-1.png" ], "stimulus_ids": [ "_c7e02e89-8586-40e2-b544-5b22e26cc4a3" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Drone Delivery Field Test

Bodhi's engineering club built a small drone to carry packages to houses near the school. On each delivery, the drone flies a route, lowers the package, and returns. The club's delivery list has short routes and long routes; the longest route takes about 20 minutes of flying. The club tested the drone on six deliveries with different routes, package masses, and weather. Table 1 shows the results.

Table 1. Drone Delivery Test Results

TrialRoute flying timePackage massWeatherResult
16 minutes500 gWindyPackage delivered
29 minutes200 gCalmPackage delivered
312 minutes500 gCalmPackage delivered
416 minutes200 gCalmDrone came down before reaching the house
518 minutes200 gWindyDrone came down before reaching the house
620 minutes500 gCalmDrone came down before reaching the house
", "passage_plain": "Drone Delivery Field Test Bodhi's engineering club built a small drone to carry packages to houses near the school. On each delivery, the drone flies a route, lowers the package, and returns. The club's delivery list has short routes and long routes; the longest route takes about 20 minutes of flying. The club tested the drone on six deliveries with different routes, package masses, and weather. Table 1 shows the results. Table 1. Drone Delivery Test Results Trial Route flying time Package mass Weather Result 1 6 minutes 500 g Windy Package delivered 2 9 minutes 200 g Calm Package delivered 3 12 minutes 500 g Calm Package delivered 4 16 minutes 200 g Calm Drone came down before reaching the house 5 18 minutes 200 g Windy Drone came down before reaching the house 6 20 minutes 500 g Calm Drone came down before reaching the house" } ] }, { "form": "G5.26", "grade": "G5", "title": "Alpha Standardized Science G5.26", "test_id": "_test-633286b7-3f39-48bf-88b8-f667926a2fc0", "n_items": 36, "n_stimuli": 7, "stimuli": { "_63edca5d-1e3f-479b-9dc1-bb5e742baa91": { "title": "Groundwater at the Old Landfill", "html": "

Groundwater at the Old Landfill

Lena reads a report from her town. The town landfill (trash burial site) opened in 1990. The oldest part of the landfill has no liner. A liner is a waterproof layer that stops water in the trash from leaking out. In 2024, workers opened a new part built on top of a liner. They also drilled monitoring wells near both parts. A monitoring well is a narrow pipe used to collect water from underground. Figure 1 shows the landfill from the side. Groundwater flows through a gravel layer below both parts.

Figure 1. Side View of the Landfill

\"Cross-section

" }, "_17677c15-08da-4cf5-8211-c5debf17c4ef": { "title": "Daylight in Two Cities", "html": "

Daylight in Two Cities

Milo compares two cities that sit on opposite sides of Earth. Northport is far north of the equator. Southvale is far south of the equator. Figure 1 shows where each city sits on Earth. Milo looks up each city’s hours of daylight in four different months. Table 1 shows the daylight data.

Figure 1. Where the Two Cities Sit on Earth

\"Two

Table 1. Hours of Daylight in Each City

MonthNorthport daylight (hours)Southvale daylight (hours)
December618
March1212
June186
September1212
" }, "_3bcdc5ed-ec0a-432e-8428-b1a925b244c8": { "title": "Sled-Dog Kennel Records", "html": "

Sled-Dog Kennel Records

June helps at a sled-dog kennel, where the dogs live in groups. Each group has its own adult dogs, and pups are born and raised inside the group. The adult dogs in a group huddle with the pups on cold nights, share food, and warn the group about danger. Table 1 shows the kennel’s records for five groups from last winter.

Table 1. Kennel Group Records From Last Winter

GroupAdult dogs in groupPups bornPups that survived the winter
Aspen622
Birch1287
Maple1063
Cedar382
Spruce454

The records also describe the dogs. In the Birch group, one mother dog had a litter of four pups, and each pup has a different coat pattern. The kennel’s husky-breed dogs shed much more than its terrier-breed dogs, no matter which group they live in. Every dog in the kennel sheds the most in spring, when daylight hours grow longer.

" }, "_74204bc9-64a6-4cd1-8d11-943b5d3fa105": { "title": "The Willow in the Barrel", "html": "

The Willow in the Barrel

Wren’s class reads a gardener’s log about a willow tree. Five years ago, the gardener planted a young willow in a large barrel of soil and weighed the tree and the dry soil. For five years the gardener kept the barrel outdoors, wrote one line in the log each year, and weighed everything again at the end. The diagram shows the willow in the barrel.

\"A

" }, "_663fd216-9a84-4600-98b1-020998d35a0e": { "title": "Robot Cart Trials", "html": "

Robot Cart Trials

Carmen's technology club built a robot cart to deliver books down a school hallway. The club wrote two requirements for the cart. Requirement 1: the cart must carry at least 1.8 kilograms of books. Requirement 2: the cart must stay inside a taped lane for the whole 9-meter run. The club ran three trials. Before Trial 3, the club made one design change. Table 1 shows each trial. Figure 1 shows the cart in its lane.

Table 1. Robot Cart Trials

TrialLoad of booksDesign change before the trialResult
11.0 kgNone (first build)Finished the run and stayed inside the lane
22.0 kgNoneDrifted out of the lane near the end of the run
32.0 kgWider wheels addedStayed inside the lane but stopped 3 meters before the finish

Figure 1. The Cart in Its Lane

\"A

" }, "_5baf6f6f-c132-4467-91fe-7d99d9695231": { "title": "The Ash-Cloud Year", "html": "

The Ash-Cloud Year

Reed reads a report about an island where a volcano erupted. For most of one year, a cloud of ash high in the sky blocked much of the sunlight from reaching the island. Figure 1 shows the island food web. Each solid arrow points from a living thing to the living thing that eats it. Each dashed arrow points from a living thing to the mushrooms and shows that the mushrooms feed on that living thing’s dead remains. Table 1 shows the island populations counted before the eruption and at the end of the ash year.

\"An

Table 1. Island Populations Before and After the Ash Year

OrganismsCount before the eruptionCount at the end of the ash year
Grasses (patches)1,000450
Rabbits600380
Deer9060
Hawks4031
Mushrooms (clusters)200340
" }, "_edc138eb-be39-477d-9b73-b791ab13477d": { "title": "Sandbags on Three Continents", "html": "

Sandbags on Three Continents

Uma's science club mailed identical sandbags to partner schools on three continents. Each school released its sandbag from a height of 2 meters. Each school recorded which way the sandbag moved after it was released. No school touched or pushed the bag after letting go. Table 1 shows the results from all three test sites.

\"A

Table 1. Sandbag Drop Results

Test siteContinentDrop heightWhich way the sandbag fell
NairobiAfrica2 metersStraight down, toward the ground
Alice SpringsAustralia2 metersStraight down, toward the ground
CalgaryNorth America2 metersStraight down, toward the ground
" } }, "questions": [ { "n": 1, "item_id": "_9872b4ce-dd27-4995-bcc6-84c8792a03b9", "type": "gap-match", "title": "Finish the Dissolving Model", "standards": [ "5-PS1-1" ], "prompt_html": "

Kaya's class builds a particle model of sugar dissolving in water. The Before panel shows the glass right after Kaya drops in a sugar cube. The After panel shows the same glass after all of the sugar has dissolved, but four spots in the model are empty.

 

Drag one tile onto each empty spot to finish the After panel. The finished model must show all of the matter that was in the glass at the start. Some tiles will not be used.

", "prompt_plain": "Kaya's class builds a particle model of sugar dissolving in water. The Before panel shows the glass right after Kaya drops in a sugar cube. The After panel shows the same glass after all of the sugar has dissolved, but four spots in the model are empty. Drag one tile onto each empty spot to finish the After panel. The finished model must show all of the matter that was in the glass at the start. Some tiles will not be used.", "context_html": "", "options": [ { "id": "tile-water-particle", "text": "water particle", "plain": "water particle", "correct": false, "kind": "gap-token" }, { "id": "tile-sugar-clump", "text": "sugar clump", "plain": "sugar clump", "correct": false, "kind": "gap-token" }, { "id": "tile-sugar-particle", "text": "sugar particle", "plain": "sugar particle", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot01.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-sugar-particle gap-a1", "tile-sugar-particle gap-a2", "tile-sugar-particle gap-a3", "tile-sugar-particle gap-a4" ] }, "n_options": 3 }, { "n": 2, "item_id": "_9b60dcdc-6f9e-4fc6-80fa-5c0aabc93c8c", "type": "text-entry", "title": "Total Mass of the Drink", "standards": [ "5-PS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

\"A

Prem pours 150 grams of juice into a jar that already holds 65 grams of water. Nothing spills, and nothing evaporates.

What is the total mass of the drink in the jar, in grams? Enter the exact number.

Give your answer as a whole number (e.g., 30).

Total mass of the drink (grams):

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot02.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "215" ] }, "n_options": 0 }, { "n": 3, "item_id": "_a37fcfb1-8e4d-477b-af7e-096d202f97eb", "type": "gap-match", "title": "Match Properties to Objects", "standards": [ "5-PS1-3" ], "prompt_html": "

Delia tests five objects at a science station. Her notes tell what each object did during the tests.

 

Drag each property word to the object note it matches. Each property word will be used exactly one time.

", "prompt_plain": "Delia tests five objects at a science station. Her notes tell what each object did during the tests. Drag each property word to the object note it matches. Each property word will be used exactly one time.", "context_html": "", "options": [ { "id": "prop-1", "text": "soluble", "plain": "soluble", "correct": false, "kind": "gap-token" }, { "id": "prop-2", "text": "thermal conductor", "plain": "thermal conductor", "correct": false, "kind": "gap-token" }, { "id": "prop-3", "text": "magnetic", "plain": "magnetic", "correct": false, "kind": "gap-token" }, { "id": "prop-4", "text": "electrical conductor", "plain": "electrical conductor", "correct": false, "kind": "gap-token" }, { "id": "prop-5", "text": "reflective", "plain": "reflective", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "prop-3 gap-note1", "prop-1 gap-note2", "prop-5 gap-note3", "prop-4 gap-note4", "prop-2 gap-note5" ] }, "n_options": 5 }, { "n": 4, "item_id": "_09c143c0-8216-4328-a5d6-7e65d897f894", "type": "choice", "title": "Which Chocolate Melts First", "standards": [ "5-PS1-3" ], "prompt_html": "

Vida sets up a fair test with four chocolate squares of the same size. She turns on two identical warming trays set to the same low heat. She puts one square on a paper plate and one on a metal pan, each on its own warming tray. She also puts one square on a paper plate and one on a metal pan on a room-temperature counter. The figure shows the four setups.

\"Four

Which chocolate square most likely melts first?

", "prompt_plain": "Vida sets up a fair test with four chocolate squares of the same size. She turns on two identical warming trays set to the same low heat. She puts one square on a paper plate and one on a metal pan, each on its own warming tray. She also puts one square on a paper plate and one on a metal pan on a room-temperature counter. The figure shows the four setups. Which chocolate square most likely melts first?", "context_html": "", "options": [ { "id": "cA4", "text": "the square on the paper plate on a warming tray, because paper passes along the tray's heat faster than metal", "plain": "the square on the paper plate on a warming tray, because paper passes along the tray's heat faster than metal", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "the square on the metal pan on a warming tray, because the metal pan conducts the tray's heat quickly", "plain": "the square on the metal pan on a warming tray, because the metal pan conducts the tray's heat quickly", "correct": true, "kind": "choice" }, { "id": "cC4", "text": "the square on the metal pan on the counter, because metal warms food even without a heat source", "plain": "the square on the metal pan on the counter, because metal warms food even without a heat source", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "the square on the paper plate on the counter, because paper traps warm air around chocolate", "plain": "the square on the paper plate on the counter, because paper traps warm air around chocolate", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot04.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_d30e4d1b-3f22-44c4-b2bd-7608e0f63fe7", "type": "hottext", "title": "Copper Roof Evidence", "standards": [ "5-PS1-4" ], "prompt_html": "

A town asked a building inspector to examine the copper roof of its old town hall. The roof was once shiny and orange-brown. Read the four sentences from the inspector’s report.

\"A

Select the sentence from the report that is the best evidence that a new substance formed on the roof.

", "prompt_plain": "A town asked a building inspector to examine the copper roof of its old town hall. The roof was once shiny and orange-brown. Read the four sentences from the inspector’s report. Select the sentence from the report that is the best evidence that a new substance formed on the roof.", "context_html": "", "options": [ { "id": "hA5", "text": "City records show the copper sheets were placed on this roof about eighty years ago.", "plain": "City records show the copper sheets were placed on this roof about eighty years ago.", "correct": false, "kind": "hottext" }, { "id": "hB5", "text": "Rain and snow have landed on the roof each year since it was built.", "plain": "Rain and snow have landed on the roof each year since it was built.", "correct": false, "kind": "hottext" }, { "id": "hC5", "text": "A dull green, crumbly coating covers the roof and does not act like shiny copper.", "plain": "A dull green, crumbly coating covers the roof and does not act like shiny copper.", "correct": true, "kind": "hottext" }, { "id": "hD5", "text": "The total weight of the roof is almost the same as it was when it was new.", "plain": "The total weight of the roof is almost the same as it was when it was new.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot05.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC5" ] }, "n_options": 4 }, { "n": 6, "item_id": "_88d0d446-d9b4-4a7a-988d-2cc8a416e422", "type": "choice", "title": "Two Powders Evidence", "standards": [ "5-PS1-4" ], "prompt_html": "

Iker's teacher stirs two dry white powders together in a beaker sitting on a small wet board. No liquid is added. After the mixing, the class records its measurements. Table 1 shows the measurements from before and after mixing.

\"A

Table 1. Before and After Mixing

MeasurementBefore mixingAfter mixing
Total mass of beaker and contents180 g180 g
Temperature of contents22 °C-8 °C
Color of the contentsWhiteWhite
How the contents are arrangedTwo separate pilesEvenly mixed together
What the contents look likeTwo dry white powdersWet, slushy paste

Which TWO results in Table 1 are the best evidence that mixing the powders formed one or more new substances?

", "prompt_plain": "Iker's teacher stirs two dry white powders together in a beaker sitting on a small wet board. No liquid is added. After the mixing, the class records its measurements. Table 1 shows the measurements from before and after mixing. Table 1. Before and After Mixing Measurement Before mixing After mixing Total mass of beaker and contents 180 g 180 g Temperature of contents 22 °C -8 °C Color of the contents White White How the contents are arranged Two separate piles Evenly mixed together What the contents look like Two dry white powders Wet, slushy paste Which TWO results in Table 1 are the best evidence that mixing the powders formed one or more new substances?", "context_html": "", "options": [ { "id": "cA6", "text": "The total mass of the beaker and its contents was 180 grams before and after mixing.", "plain": "The total mass of the beaker and its contents was 180 grams before and after mixing.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "The temperature of the mixture fell from 22 degrees Celsius to -8 degrees Celsius.", "plain": "The temperature of the mixture fell from 22 degrees Celsius to -8 degrees Celsius.", "correct": true, "kind": "choice" }, { "id": "cC6", "text": "The contents were white before the mixing and were still white after the mixing.", "plain": "The contents were white before the mixing and were still white after the mixing.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "A wet, slushy paste formed even though no liquid was added to the beaker.", "plain": "A wet, slushy paste formed even though no liquid was added to the beaker.", "correct": true, "kind": "choice" }, { "id": "cE6", "text": "The contents went from two separate piles to being evenly mixed together.", "plain": "The contents went from two separate piles to being evenly mixed together.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot06_v2.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB6", "cD6" ] }, "n_options": 5 }, { "n": 7, "item_id": "_1fcd6378-f307-484e-b187-b815a057a152", "type": "choice", "title": "Collecting Salt from Seawater", "standards": [ "5-PS1-4" ], "prompt_html": "

Enzo has a shallow pan of seawater. The salt is completely dissolved, so the water looks clear. He wants to collect the salt from the pan.

\"A

Which method best separates the salt from the water?

", "prompt_plain": "Enzo has a shallow pan of seawater. The salt is completely dissolved, so the water looks clear. He wants to collect the salt from the pan. Which method best separates the salt from the water?", "context_html": "", "options": [ { "id": "cA7", "text": "Let the water evaporate from the pan, because salt does not evaporate and stays behind", "plain": "Let the water evaporate from the pan, because salt does not evaporate and stays behind", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "Pour the seawater through filter paper, because the paper catches the salt inside it", "plain": "Pour the seawater through filter paper, because the paper catches the salt inside it", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "Move a strong magnet through the seawater, because the magnet pulls the salt out", "plain": "Move a strong magnet through the seawater, because the magnet pulls the salt out", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "Let the pan sit without stirring, because the salt slowly settles to the bottom", "plain": "Let the pan sit without stirring, because the salt slowly settles to the bottom", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot07_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA7" ] }, "n_options": 4 }, { "n": 8, "item_id": "_c9f5f254-4d7f-41ec-af80-682a3594018b", "type": "choice", "title": "Sealed Jar Water Model", "standards": [ "5-PS1-1" ], "prompt_html": "

Petra puts a small open dish of water inside a large jar and seals the lid tightly. Three days later the dish holds much less water, and tiny droplets cling to the inside walls of the jar. The total mass of the sealed jar has not changed. The figure shows a particle model of the jar on day 1 and day 3.

\"Day

Which statement best explains why the dish holds less water on day 3?

", "prompt_plain": "Petra puts a small open dish of water inside a large jar and seals the lid tightly. Three days later the dish holds much less water, and tiny droplets cling to the inside walls of the jar. The total mass of the sealed jar has not changed. The figure shows a particle model of the jar on day 1 and day 3. Which statement best explains why the dish holds less water on day 3?", "context_html": "", "options": [ { "id": "cA8", "text": "The water particles in the dish were destroyed, so less water was left behind", "plain": "The water particles in the dish were destroyed, so less water was left behind", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The liquid water slowly soaked through the glass sides of the dish and jar", "plain": "The liquid water slowly soaked through the glass sides of the dish and jar", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The water changed into a new substance made of a different kind of particle", "plain": "The water changed into a new substance made of a different kind of particle", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "Water particles left the liquid and spread through the air inside the jar as a gas", "plain": "Water particles left the liquid and spread through the air inside the jar as a gas", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot08.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD8" ] }, "n_options": 4 }, { "n": 9, "item_id": "_51fd23fb-c983-4df7-962b-f4ddaa908607", "type": "choice", "title": "Sandbags on Three Continents - Part A", "standards": [ "5-PS2-1" ], "prompt_html": "

Part A

Look at Table 1. The three test sites are on different continents, spread around Earth.

Which statement best explains why the sandbag fell the same way at all three sites?

", "prompt_plain": "Part A Look at Table 1. The three test sites are on different continents, spread around Earth. Which statement best explains why the sandbag fell the same way at all three sites?", "context_html": "", "options": [ { "id": "cA9", "text": "The sandbags fell because heavy objects naturally move downward on their own", "plain": "The sandbags fell because heavy objects naturally move downward on their own", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "Magnetic force from metal deep inside Earth pulled each sandbag downward", "plain": "Magnetic force from metal deep inside Earth pulled each sandbag downward", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "Gravity pulled each of the sandbags toward the center of Earth", "plain": "Gravity pulled each of the sandbags toward the center of Earth", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "Air pressing down from above pushed each sandbag toward the ground", "plain": "Air pressing down from above pushed each sandbag toward the ground", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_edc138eb-be39-477d-9b73-b791ab13477d" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC9" ] }, "n_options": 4, "passage_html": "

Sandbags on Three Continents

Uma's science club mailed identical sandbags to partner schools on three continents. Each school released its sandbag from a height of 2 meters. Each school recorded which way the sandbag moved after it was released. No school touched or pushed the bag after letting go. Table 1 shows the results from all three test sites.

\"A

Table 1. Sandbag Drop Results

Test siteContinentDrop heightWhich way the sandbag fell
NairobiAfrica2 metersStraight down, toward the ground
Alice SpringsAustralia2 metersStraight down, toward the ground
CalgaryNorth America2 metersStraight down, toward the ground
", "passage_plain": "Sandbags on Three Continents Uma's science club mailed identical sandbags to partner schools on three continents. Each school released its sandbag from a height of 2 meters. Each school recorded which way the sandbag moved after it was released. No school touched or pushed the bag after letting go. Table 1 shows the results from all three test sites. Table 1. Sandbag Drop Results Test site Continent Drop height Which way the sandbag fell Nairobi Africa 2 meters Straight down, toward the ground Alice Springs Australia 2 meters Straight down, toward the ground Calgary North America 2 meters Straight down, toward the ground" }, { "n": 10, "item_id": "_a0e9cc06-d6c7-4b5d-aca4-8658747b9889", "type": "choice", "title": "Sandbags on Three Continents - Part B", "standards": [ "5-PS2-1" ], "prompt_html": "

Part B

The science club makes this claim: a dropped object will fall toward the ground no matter where on Earth it is dropped.

Which additional test would best check whether this claim is true everywhere on Earth?

", "prompt_plain": "Part B The science club makes this claim: a dropped object will fall toward the ground no matter where on Earth it is dropped. Which additional test would best check whether this claim is true everywhere on Earth?", "context_html": "", "options": [ { "id": "cA10", "text": "Drop the same sandbag many more times at the same site in Kenya", "plain": "Drop the same sandbag many more times at the same site in Kenya", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Drop a sandbag on the opposite side of Earth and record which way it falls", "plain": "Drop a sandbag on the opposite side of Earth and record which way it falls", "correct": true, "kind": "choice" }, { "id": "cC10", "text": "Drop a much heavier sandbag at one of the three sites already tested", "plain": "Drop a much heavier sandbag at one of the three sites already tested", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "Measure the mass of each sandbag one more time before it is dropped", "plain": "Measure the mass of each sandbag one more time before it is dropped", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_edc138eb-be39-477d-9b73-b791ab13477d" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB10" ] }, "n_options": 4, "passage_html": "

Sandbags on Three Continents

Uma's science club mailed identical sandbags to partner schools on three continents. Each school released its sandbag from a height of 2 meters. Each school recorded which way the sandbag moved after it was released. No school touched or pushed the bag after letting go. Table 1 shows the results from all three test sites.

\"A

Table 1. Sandbag Drop Results

Test siteContinentDrop heightWhich way the sandbag fell
NairobiAfrica2 metersStraight down, toward the ground
Alice SpringsAustralia2 metersStraight down, toward the ground
CalgaryNorth America2 metersStraight down, toward the ground
", "passage_plain": "Sandbags on Three Continents Uma's science club mailed identical sandbags to partner schools on three continents. Each school released its sandbag from a height of 2 meters. Each school recorded which way the sandbag moved after it was released. No school touched or pushed the bag after letting go. Table 1 shows the results from all three test sites. Table 1. Sandbag Drop Results Test site Continent Drop height Which way the sandbag fell Nairobi Africa 2 meters Straight down, toward the ground Alice Springs Australia 2 meters Straight down, toward the ground Calgary North America 2 meters Straight down, toward the ground" }, { "n": 11, "item_id": "_0e3fc853-178e-44e8-b485-2ebc56d9f805", "type": "choice", "title": "The Ash-Cloud Year — Part A", "standards": [ "5-PS3-1" ], "prompt_html": "

Part A

Look at Figure 1. During the months when the ash cloud blocked most of the sunlight, which organisms had their way of getting energy affected most directly?

", "prompt_plain": "Part A Look at Figure 1. During the months when the ash cloud blocked most of the sunlight, which organisms had their way of getting energy affected most directly ?", "context_html": "", "options": [ { "id": "cA11", "text": "Hawks", "plain": "Hawks", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Deer", "plain": "Deer", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "Grasses", "plain": "Grasses", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "Mushrooms", "plain": "Mushrooms", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5baf6f6f-c132-4467-91fe-7d99d9695231" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

The Ash-Cloud Year

Reed reads a report about an island where a volcano erupted. For most of one year, a cloud of ash high in the sky blocked much of the sunlight from reaching the island. Figure 1 shows the island food web. Each solid arrow points from a living thing to the living thing that eats it. Each dashed arrow points from a living thing to the mushrooms and shows that the mushrooms feed on that living thing’s dead remains. Table 1 shows the island populations counted before the eruption and at the end of the ash year.

\"An

Table 1. Island Populations Before and After the Ash Year

OrganismsCount before the eruptionCount at the end of the ash year
Grasses (patches)1,000450
Rabbits600380
Deer9060
Hawks4031
Mushrooms (clusters)200340
", "passage_plain": "The Ash-Cloud Year Reed reads a report about an island where a volcano erupted. For most of one year, a cloud of ash high in the sky blocked much of the sunlight from reaching the island. Figure 1 shows the island food web. Each solid arrow points from a living thing to the living thing that eats it. Each dashed arrow points from a living thing to the mushrooms and shows that the mushrooms feed on that living thing’s dead remains. Table 1 shows the island populations counted before the eruption and at the end of the ash year. Table 1. Island Populations Before and After the Ash Year Organisms Count before the eruption Count at the end of the ash year Grasses (patches) 1,000 450 Rabbits 600 380 Deer 90 60 Hawks 40 31 Mushrooms (clusters) 200 340" }, { "n": 12, "item_id": "_2eb00cd9-056c-4b1b-8904-2c0acd2a132a", "type": "choice", "title": "The Ash-Cloud Year — Part B", "standards": [ "5-PS3-1" ], "prompt_html": "

Part B

Which statement best explains why the answer to Part A is correct?

", "prompt_plain": "Part B Which statement best explains why the answer to Part A is correct?", "context_html": "", "options": [ { "id": "cA12", "text": "Plants use sunlight to make their food, so months of dim light mean plants make less food and have less energy to pass on.", "plain": "Plants use sunlight to make their food, so months of dim light mean plants make less food and have less energy to pass on.", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "Plants pull their energy up out of the soil, so ash settling on the ground keeps the soil’s energy from reaching plant roots.", "plain": "Plants pull their energy up out of the soil, so ash settling on the ground keeps the soil’s energy from reaching plant roots.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Animals need sunlight to keep their bodies warm, so months of dim light leave animals too cold to move around and hunt for food.", "plain": "Animals need sunlight to keep their bodies warm, so months of dim light leave animals too cold to move around and hunt for food.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Ash washes into the streams and ponds, so animals that drink the ash-filled water become sick before other living things do.", "plain": "Ash washes into the streams and ponds, so animals that drink the ash-filled water become sick before other living things do.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5baf6f6f-c132-4467-91fe-7d99d9695231" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA12" ] }, "n_options": 4, "passage_html": "

The Ash-Cloud Year

Reed reads a report about an island where a volcano erupted. For most of one year, a cloud of ash high in the sky blocked much of the sunlight from reaching the island. Figure 1 shows the island food web. Each solid arrow points from a living thing to the living thing that eats it. Each dashed arrow points from a living thing to the mushrooms and shows that the mushrooms feed on that living thing’s dead remains. Table 1 shows the island populations counted before the eruption and at the end of the ash year.

\"An

Table 1. Island Populations Before and After the Ash Year

OrganismsCount before the eruptionCount at the end of the ash year
Grasses (patches)1,000450
Rabbits600380
Deer9060
Hawks4031
Mushrooms (clusters)200340
", "passage_plain": "The Ash-Cloud Year Reed reads a report about an island where a volcano erupted. For most of one year, a cloud of ash high in the sky blocked much of the sunlight from reaching the island. Figure 1 shows the island food web. Each solid arrow points from a living thing to the living thing that eats it. Each dashed arrow points from a living thing to the mushrooms and shows that the mushrooms feed on that living thing’s dead remains. Table 1 shows the island populations counted before the eruption and at the end of the ash year. Table 1. Island Populations Before and After the Ash Year Organisms Count before the eruption Count at the end of the ash year Grasses (patches) 1,000 450 Rabbits 600 380 Deer 90 60 Hawks 40 31 Mushrooms (clusters) 200 340" }, { "n": 13, "item_id": "_7be714c5-11d9-4e18-bc94-9f4a0be96111", "type": "choice", "title": "Ash-Year Matter and Energy", "standards": [ "5-LS2-1" ], "prompt_html": "

Look at Figure 1 and Table 1. Which TWO statements about how matter and energy moved during the ash year do the data support? Choose the TWO best answers.

", "prompt_plain": "Look at Figure 1 and Table 1. Which TWO statements about how matter and energy moved during the ash year do the data support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA13", "text": "The rabbits and deer got their energy directly from the ash-covered soil when plants became scarce.", "plain": "The rabbits and deer got their energy directly from the ash-covered soil when plants became scarce.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "The grasses declined during the ash year, and the animals that eat the grasses also declined.", "plain": "The grasses declined during the ash year, and the animals that eat the grasses also declined.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "The hawks were not affected by the ash year because hawks eat only animals, not plants.", "plain": "The hawks were not affected by the ash year because hawks eat only animals, not plants.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "The mushrooms increased, which fits more dead plant and animal matter becoming food for decomposers.", "plain": "The mushrooms increased, which fits more dead plant and animal matter becoming food for decomposers.", "correct": true, "kind": "choice" }, { "id": "cE13", "text": "New food matter formed in the soil to replace the food the plants stopped making.", "plain": "New food matter formed in the soil to replace the food the plants stopped making.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5baf6f6f-c132-4467-91fe-7d99d9695231" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB13", "cD13" ] }, "n_options": 5, "passage_html": "

The Ash-Cloud Year

Reed reads a report about an island where a volcano erupted. For most of one year, a cloud of ash high in the sky blocked much of the sunlight from reaching the island. Figure 1 shows the island food web. Each solid arrow points from a living thing to the living thing that eats it. Each dashed arrow points from a living thing to the mushrooms and shows that the mushrooms feed on that living thing’s dead remains. Table 1 shows the island populations counted before the eruption and at the end of the ash year.

\"An

Table 1. Island Populations Before and After the Ash Year

OrganismsCount before the eruptionCount at the end of the ash year
Grasses (patches)1,000450
Rabbits600380
Deer9060
Hawks4031
Mushrooms (clusters)200340
", "passage_plain": "The Ash-Cloud Year Reed reads a report about an island where a volcano erupted. For most of one year, a cloud of ash high in the sky blocked much of the sunlight from reaching the island. Figure 1 shows the island food web. Each solid arrow points from a living thing to the living thing that eats it. Each dashed arrow points from a living thing to the mushrooms and shows that the mushrooms feed on that living thing’s dead remains. Table 1 shows the island populations counted before the eruption and at the end of the ash year. Table 1. Island Populations Before and After the Ash Year Organisms Count before the eruption Count at the end of the ash year Grasses (patches) 1,000 450 Rabbits 600 380 Deer 90 60 Hawks 40 31 Mushrooms (clusters) 200 340" }, { "n": 14, "item_id": "_a9cc4d61-f969-4b82-905e-44b830dc8725", "type": "hottext", "title": "Log Line as Evidence", "standards": [ "5-LS1-1" ], "prompt_html": "

The gardener’s log is shown below, one line for each year.

Select the ONE line from the log that gives the best evidence for this claim: The willow’s new mass did not come mostly from the soil.

", "prompt_plain": "The gardener’s log is shown below, one line for each year. Select the ONE line from the log that gives the best evidence for this claim: The willow’s new mass did not come mostly from the soil.", "context_html": "", "options": [ { "id": "hA14", "text": "Year 1: I planted a young willow weighing 2 kilograms in a barrel holding 90 kilograms of dry soil.", "plain": "Year 1: I planted a young willow weighing 2 kilograms in a barrel holding 90 kilograms of dry soil.", "correct": false, "kind": "hottext" }, { "id": "hB14", "text": "Year 2: The willow’s roots spread through every part of the soil in the barrel.", "plain": "Year 2: The willow’s roots spread through every part of the soil in the barrel.", "correct": false, "kind": "hottext" }, { "id": "hC14", "text": "Year 3: I added nothing to the barrel all year except rainwater.", "plain": "Year 3: I added nothing to the barrel all year except rainwater.", "correct": false, "kind": "hottext" }, { "id": "hD14", "text": "Year 4: The willow grew taller than the garden shed beside the barrel.", "plain": "Year 4: The willow grew taller than the garden shed beside the barrel.", "correct": false, "kind": "hottext" }, { "id": "hE14", "text": "Year 5: The willow now weighs 77 kilograms, but the barrel’s soil lost only 0.1 kilogram.", "plain": "Year 5: The willow now weighs 77 kilograms, but the barrel’s soil lost only 0.1 kilogram.", "correct": true, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_74204bc9-64a6-4cd1-8d11-943b5d3fa105" ], "key_letters": "", "key_values": { "RESPONSE": [ "hE14" ] }, "n_options": 5, "passage_html": "

The Willow in the Barrel

Wren’s class reads a gardener’s log about a willow tree. Five years ago, the gardener planted a young willow in a large barrel of soil and weighed the tree and the dry soil. For five years the gardener kept the barrel outdoors, wrote one line in the log each year, and weighed everything again at the end. The diagram shows the willow in the barrel.

\"A

", "passage_plain": "The Willow in the Barrel Wren’s class reads a gardener’s log about a willow tree. Five years ago, the gardener planted a young willow in a large barrel of soil and weighed the tree and the dry soil. For five years the gardener kept the barrel outdoors, wrote one line in the log each year, and weighed everything again at the end. The diagram shows the willow in the barrel." }, { "n": 15, "item_id": "_b5b55f54-25bb-4ac9-83be-498030eac268", "type": "choice", "title": "Why the Willow Needs Sunlight", "standards": [ "5-LS1-1" ], "prompt_html": "

The gardener notices that the willow grows well only in seasons with plenty of sunlight.

Which statement best explains why the willow needs sunlight to keep growing?

", "prompt_plain": "The gardener notices that the willow grows well only in seasons with plenty of sunlight. Which statement best explains why the willow needs sunlight to keep growing?", "context_html": "", "options": [ { "id": "cA15", "text": "Sunlight warms the barrel’s soil so the roots can take in food that is stored in the soil.", "plain": "Sunlight warms the barrel’s soil so the roots can take in food that is stored in the soil.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "Sunlight is the willow’s food, and the leaves take the light in and use it directly as food.", "plain": "Sunlight is the willow’s food, and the leaves take the light in and use it directly as food.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Sunlight changes directly into new wood and new leaves wherever it lands on the tree.", "plain": "Sunlight changes directly into new wood and new leaves wherever it lands on the tree.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Sunlight powers photosynthesis, which the willow uses to make its own food from carbon dioxide and water.", "plain": "Sunlight powers photosynthesis, which the willow uses to make its own food from carbon dioxide and water.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_74204bc9-64a6-4cd1-8d11-943b5d3fa105" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD15" ] }, "n_options": 4, "passage_html": "

The Willow in the Barrel

Wren’s class reads a gardener’s log about a willow tree. Five years ago, the gardener planted a young willow in a large barrel of soil and weighed the tree and the dry soil. For five years the gardener kept the barrel outdoors, wrote one line in the log each year, and weighed everything again at the end. The diagram shows the willow in the barrel.

\"A

", "passage_plain": "The Willow in the Barrel Wren’s class reads a gardener’s log about a willow tree. Five years ago, the gardener planted a young willow in a large barrel of soil and weighed the tree and the dry soil. For five years the gardener kept the barrel outdoors, wrote one line in the log each year, and weighed everything again at the end. The diagram shows the willow in the barrel." }, { "n": 16, "item_id": "_240e16e1-a919-4c34-b822-ff0333852aae", "type": "choice", "title": "Evidence for June’s Claim", "standards": [ "3-LS2-1" ], "prompt_html": "

June makes this claim: \"Pups raised in groups with more adult dogs are more likely to survive their first winter.\"

Which TWO rows of Table 1 best support June’s claim? Choose the TWO best answers.

", "prompt_plain": "June makes this claim: \"Pups raised in groups with more adult dogs are more likely to survive their first winter.\" Which TWO rows of Table 1 best support June’s claim? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA16", "text": "Aspen group: 6 adult dogs, and 2 of 2 pups survived", "plain": "Aspen group: 6 adult dogs, and 2 of 2 pups survived", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Birch group: 12 adult dogs, and 7 of 8 pups survived", "plain": "Birch group: 12 adult dogs, and 7 of 8 pups survived", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "Maple group: 10 adult dogs, and 3 of 6 pups survived", "plain": "Maple group: 10 adult dogs, and 3 of 6 pups survived", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Cedar group: 3 adult dogs, and 2 of 8 pups survived", "plain": "Cedar group: 3 adult dogs, and 2 of 8 pups survived", "correct": true, "kind": "choice" }, { "id": "cE16", "text": "Spruce group: 4 adult dogs, and 4 of 5 pups survived", "plain": "Spruce group: 4 adult dogs, and 4 of 5 pups survived", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3bcdc5ed-ec0a-432e-8428-b1a925b244c8" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB16", "cD16" ] }, "n_options": 5, "passage_html": "

Sled-Dog Kennel Records

June helps at a sled-dog kennel, where the dogs live in groups. Each group has its own adult dogs, and pups are born and raised inside the group. The adult dogs in a group huddle with the pups on cold nights, share food, and warn the group about danger. Table 1 shows the kennel’s records for five groups from last winter.

Table 1. Kennel Group Records From Last Winter

GroupAdult dogs in groupPups bornPups that survived the winter
Aspen622
Birch1287
Maple1063
Cedar382
Spruce454

The records also describe the dogs. In the Birch group, one mother dog had a litter of four pups, and each pup has a different coat pattern. The kennel’s husky-breed dogs shed much more than its terrier-breed dogs, no matter which group they live in. Every dog in the kennel sheds the most in spring, when daylight hours grow longer.

", "passage_plain": "Sled-Dog Kennel Records June helps at a sled-dog kennel, where the dogs live in groups. Each group has its own adult dogs, and pups are born and raised inside the group. The adult dogs in a group huddle with the pups on cold nights, share food, and warn the group about danger. Table 1 shows the kennel’s records for five groups from last winter. Table 1. Kennel Group Records From Last Winter Group Adult dogs in group Pups born Pups that survived the winter Aspen 6 2 2 Birch 12 8 7 Maple 10 6 3 Cedar 3 8 2 Spruce 4 5 4 The records also describe the dogs. In the Birch group, one mother dog had a litter of four pups, and each pup has a different coat pattern. The kennel’s husky-breed dogs shed much more than its terrier-breed dogs, no matter which group they live in. Every dog in the kennel sheds the most in spring, when daylight hours grow longer." }, { "n": 17, "item_id": "_24ff53da-80ca-4293-9e93-801ca7ae23bf", "type": "choice", "title": "Four Pups, Four Coat Patterns", "standards": [ "3-LS3-1" ], "prompt_html": "

In the Birch group, one mother dog had a litter of four pups. Each pup has a different coat pattern.

Which statement best explains why each pup’s coat pattern is different?

", "prompt_plain": "In the Birch group, one mother dog had a litter of four pups. Each pup has a different coat pattern. Which statement best explains why each pup’s coat pattern is different?", "context_html": "", "options": [ { "id": "cA17", "text": "Each pup copied the coat pattern of a different adult dog that it sleeps near.", "plain": "Each pup copied the coat pattern of a different adult dog that it sleeps near.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Each pup inherited a different mix of information from its mother and its father.", "plain": "Each pup inherited a different mix of information from its mother and its father.", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "Each pup’s coat pattern changed to match the spot in the kennel where it was born.", "plain": "Each pup’s coat pattern changed to match the spot in the kennel where it was born.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Each pup grew a different coat pattern because of the different food that it eats.", "plain": "Each pup grew a different coat pattern because of the different food that it eats.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3bcdc5ed-ec0a-432e-8428-b1a925b244c8" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB17" ] }, "n_options": 4, "passage_html": "

Sled-Dog Kennel Records

June helps at a sled-dog kennel, where the dogs live in groups. Each group has its own adult dogs, and pups are born and raised inside the group. The adult dogs in a group huddle with the pups on cold nights, share food, and warn the group about danger. Table 1 shows the kennel’s records for five groups from last winter.

Table 1. Kennel Group Records From Last Winter

GroupAdult dogs in groupPups bornPups that survived the winter
Aspen622
Birch1287
Maple1063
Cedar382
Spruce454

The records also describe the dogs. In the Birch group, one mother dog had a litter of four pups, and each pup has a different coat pattern. The kennel’s husky-breed dogs shed much more than its terrier-breed dogs, no matter which group they live in. Every dog in the kennel sheds the most in spring, when daylight hours grow longer.

", "passage_plain": "Sled-Dog Kennel Records June helps at a sled-dog kennel, where the dogs live in groups. Each group has its own adult dogs, and pups are born and raised inside the group. The adult dogs in a group huddle with the pups on cold nights, share food, and warn the group about danger. Table 1 shows the kennel’s records for five groups from last winter. Table 1. Kennel Group Records From Last Winter Group Adult dogs in group Pups born Pups that survived the winter Aspen 6 2 2 Birch 12 8 7 Maple 10 6 3 Cedar 3 8 2 Spruce 4 5 4 The records also describe the dogs. In the Birch group, one mother dog had a litter of four pups, and each pup has a different coat pattern. The kennel’s husky-breed dogs shed much more than its terrier-breed dogs, no matter which group they live in. Every dog in the kennel sheds the most in spring, when daylight hours grow longer." }, { "n": 18, "item_id": "_88e0dddd-4627-4e0c-9bd9-e0506f2b330d", "type": "choice", "title": "What Causes Shedding", "standards": [ "3-LS3-2" ], "prompt_html": "

The kennel records show that husky-breed dogs shed much more than terrier-breed dogs, and that every dog sheds the most in spring, when daylight hours grow longer.

Which statement best describes what causes how much a dog sheds?

", "prompt_plain": "The kennel records show that husky-breed dogs shed much more than terrier-breed dogs, and that every dog sheds the most in spring, when daylight hours grow longer. Which statement best describes what causes how much a dog sheds?", "context_html": "", "options": [ { "id": "cA18", "text": "Shedding is affected only by the information a dog inherits from its parents.", "plain": "Shedding is affected only by the information a dog inherits from its parents.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Shedding is affected only by conditions in the dog’s environment, such as daylight.", "plain": "Shedding is affected only by conditions in the dog’s environment, such as daylight.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "Shedding is affected both by inherited information and by the dog’s environment.", "plain": "Shedding is affected both by inherited information and by the dog’s environment.", "correct": true, "kind": "choice" }, { "id": "cD18", "text": "Shedding is not affected by inherited information or by the dog’s environment.", "plain": "Shedding is not affected by inherited information or by the dog’s environment.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3bcdc5ed-ec0a-432e-8428-b1a925b244c8" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC18" ] }, "n_options": 4, "passage_html": "

Sled-Dog Kennel Records

June helps at a sled-dog kennel, where the dogs live in groups. Each group has its own adult dogs, and pups are born and raised inside the group. The adult dogs in a group huddle with the pups on cold nights, share food, and warn the group about danger. Table 1 shows the kennel’s records for five groups from last winter.

Table 1. Kennel Group Records From Last Winter

GroupAdult dogs in groupPups bornPups that survived the winter
Aspen622
Birch1287
Maple1063
Cedar382
Spruce454

The records also describe the dogs. In the Birch group, one mother dog had a litter of four pups, and each pup has a different coat pattern. The kennel’s husky-breed dogs shed much more than its terrier-breed dogs, no matter which group they live in. Every dog in the kennel sheds the most in spring, when daylight hours grow longer.

", "passage_plain": "Sled-Dog Kennel Records June helps at a sled-dog kennel, where the dogs live in groups. Each group has its own adult dogs, and pups are born and raised inside the group. The adult dogs in a group huddle with the pups on cold nights, share food, and warn the group about danger. Table 1 shows the kennel’s records for five groups from last winter. Table 1. Kennel Group Records From Last Winter Group Adult dogs in group Pups born Pups that survived the winter Aspen 6 2 2 Birch 12 8 7 Maple 10 6 3 Cedar 3 8 2 Spruce 4 5 4 The records also describe the dogs. In the Birch group, one mother dog had a litter of four pups, and each pup has a different coat pattern. The kennel’s husky-breed dogs shed much more than its terrier-breed dogs, no matter which group they live in. Every dog in the kennel sheds the most in spring, when daylight hours grow longer." }, { "n": 19, "item_id": "_54e09861-22f2-47a1-be50-484ba5f15cfc", "type": "choice", "title": "Surviving the Open Ocean", "standards": [ "3-LS4-3" ], "prompt_html": "

Opal reads about a group of sea turtles that spend almost their whole lives in the open ocean, far from land. These turtles come ashore only to lay their eggs. The picture shows one of the sea turtles in the open ocean. All four statements below are true about these sea turtles.

\"A

Which trait best helps a sea turtle survive in the open ocean?

", "prompt_plain": "Opal reads about a group of sea turtles that spend almost their whole lives in the open ocean, far from land. These turtles come ashore only to lay their eggs. The picture shows one of the sea turtles in the open ocean. All four statements below are true about these sea turtles. Which trait best helps a sea turtle survive in the open ocean?", "context_html": "", "options": [ { "id": "cA19", "text": "It can stay underwater for a long time without coming up for a breath.", "plain": "It can stay underwater for a long time without coming up for a breath.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "It lays many eggs at one time in a nest dug into a sandy beach.", "plain": "It lays many eggs at one time in a nest dug into a sandy beach.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "It returns to the same stretch of coast where it hatched when it is ready to nest.", "plain": "It returns to the same stretch of coast where it hatched when it is ready to nest.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "It crawls quickly across the sand right after it hatches from its egg.", "plain": "It crawls quickly across the sand right after it hatches from its egg.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_c70e9b92-f686-4de4-968b-87eb20dafcb4", "type": "text-entry", "title": "Comparing Star Distances", "standards": [ "5-ESS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zola compares two stars that give off the same amount of light. In the night sky, Star A looks much brighter than Star B. Table 1 shows the distance of each star from Earth.

Table 1. Distance of Two Stars From Earth

StarDistance from Earth (light-years)
Star A5
Star B50

Star B is how many times as far from Earth as Star A?

Give your answer as a whole number (e.g., 20).

Number of times as far:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "10" ] }, "n_options": 0 }, { "n": 21, "item_id": "_8dd6504a-e524-4ee4-8f1b-6cdc890601e8", "type": "choice", "title": "Daylight in Two Cities — Conclusions", "standards": [ "5-ESS1-2" ], "prompt_html": "

Milo compares the daylight hours for the two cities.

Look at Table 1. Choose the TWO conclusions that the data support.

", "prompt_plain": "Milo compares the daylight hours for the two cities. Look at Table 1. Choose the TWO conclusions that the data support.", "context_html": "", "options": [ { "id": "cA1", "text": "Both cities have their longest daylight hours in the same month, June.", "plain": "Both cities have their longest daylight hours in the same month, June.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "When Northport has its longest daylight, Southvale has its shortest daylight.", "plain": "When Northport has its longest daylight, Southvale has its shortest daylight.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Daylight in Southvale stays about the same from month to month.", "plain": "Daylight in Southvale stays about the same from month to month.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Northport gets more hours of daylight than Southvale does in December.", "plain": "Northport gets more hours of daylight than Southvale does in December.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "In March and September, the two cities have about equal daylight.", "plain": "In March and September, the two cities have about equal daylight.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_17677c15-08da-4cf5-8211-c5debf17c4ef" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Daylight in Two Cities

Milo compares two cities that sit on opposite sides of Earth. Northport is far north of the equator. Southvale is far south of the equator. Figure 1 shows where each city sits on Earth. Milo looks up each city’s hours of daylight in four different months. Table 1 shows the daylight data.

Figure 1. Where the Two Cities Sit on Earth

\"Two

Table 1. Hours of Daylight in Each City

MonthNorthport daylight (hours)Southvale daylight (hours)
December618
March1212
June186
September1212
", "passage_plain": "Daylight in Two Cities Milo compares two cities that sit on opposite sides of Earth. Northport is far north of the equator. Southvale is far south of the equator. Figure 1 shows where each city sits on Earth. Milo looks up each city’s hours of daylight in four different months. Table 1 shows the daylight data. Figure 1. Where the Two Cities Sit on Earth Table 1. Hours of Daylight in Each City Month Northport daylight (hours) Southvale daylight (hours) December 6 18 March 12 12 June 18 6 September 12 12" }, { "n": 22, "item_id": "_8ad88d1a-0bf0-4267-b1ce-036b0722730e", "type": "inline-choice", "title": "Daylight in Two Cities — Day and Night", "standards": [ "5-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Look at Figure 1. Northport and Southvale are on opposite sides of Earth.

Choose the phrase that best completes each sentence.

When it is noon in Northport, it is the middle of the in Southvale.

The two cities have different times of day because Earth once every 24 hours.

", "options": [ { "id": "c22b1o1", "text": "morning", "plain": "morning", "correct": false, "kind": "inline" }, { "id": "c22b1o2", "text": "night", "plain": "night", "correct": true, "kind": "inline" }, { "id": "c22b1o3", "text": "summer", "plain": "summer", "correct": false, "kind": "inline" }, { "id": "c22b2o1", "text": "spins (rotates) on its axis", "plain": "spins (rotates) on its axis", "correct": true, "kind": "inline" }, { "id": "c22b2o2", "text": "travels (orbits) around the Sun", "plain": "travels (orbits) around the Sun", "correct": false, "kind": "inline" }, { "id": "c22b2o3", "text": "tilts its axis toward the Sun", "plain": "tilts its axis toward the Sun", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_17677c15-08da-4cf5-8211-c5debf17c4ef" ], "key_letters": "", "key_values": { "RESPONSEB1": [ "c22b1o2" ], "RESPONSEB2": [ "c22b2o1" ] }, "n_options": 6, "passage_html": "

Daylight in Two Cities

Milo compares two cities that sit on opposite sides of Earth. Northport is far north of the equator. Southvale is far south of the equator. Figure 1 shows where each city sits on Earth. Milo looks up each city’s hours of daylight in four different months. Table 1 shows the daylight data.

Figure 1. Where the Two Cities Sit on Earth

\"Two

Table 1. Hours of Daylight in Each City

MonthNorthport daylight (hours)Southvale daylight (hours)
December618
March1212
June186
September1212
", "passage_plain": "Daylight in Two Cities Milo compares two cities that sit on opposite sides of Earth. Northport is far north of the equator. Southvale is far south of the equator. Figure 1 shows where each city sits on Earth. Milo looks up each city’s hours of daylight in four different months. Table 1 shows the daylight data. Figure 1. Where the Two Cities Sit on Earth Table 1. Hours of Daylight in Each City Month Northport daylight (hours) Southvale daylight (hours) December 6 18 March 12 12 June 18 6 September 12 12" }, { "n": 23, "item_id": "_e9791c16-289a-4e82-897f-7d5e3a4e56b7", "type": "choice", "title": "Earth’s Systems at the Coast", "standards": [ "5-ESS2-1" ], "prompt_html": "

Isla’s class visits a rocky coast. Isla learns that Earth has four systems: the geosphere (rock and soil), the hydrosphere (water), the atmosphere (air), and the biosphere (living things). Isla writes five observations in Table 1.

Table 1. Isla’s Coast Observations

ObservationWhat Isla saw
1The afternoon air high above the coast slowly gets warmer.
2A thick layer of gray rock lies under the beach sand.
3Waves crash against the cliff and break off small pieces of rock.
4Ocean water far from shore moves in slow, steady currents.
5Roots of dune grass hold the loose sand of the dune in place.

Choose the TWO observations that show two of Earth’s systems interacting (affecting each other).

", "prompt_plain": "Isla’s class visits a rocky coast. Isla learns that Earth has four systems: the geosphere (rock and soil), the hydrosphere (water), the atmosphere (air), and the biosphere (living things). Isla writes five observations in Table 1. Table 1. Isla’s Coast Observations Observation What Isla saw 1 The afternoon air high above the coast slowly gets warmer. 2 A thick layer of gray rock lies under the beach sand. 3 Waves crash against the cliff and break off small pieces of rock. 4 Ocean water far from shore moves in slow, steady currents. 5 Roots of dune grass hold the loose sand of the dune in place. Choose the TWO observations that show two of Earth’s systems interacting (affecting each other).", "context_html": "", "options": [ { "id": "cA1", "text": "Observation 1", "plain": "Observation 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Observation 2", "plain": "Observation 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Observation 3", "plain": "Observation 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Observation 4", "plain": "Observation 4", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Observation 5", "plain": "Observation 5", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 24, "item_id": "_cd565195-f520-47be-a299-effee19aa3fa", "type": "gap-match", "title": "Earth’s Water Poster", "standards": [ "5-ESS2-2" ], "prompt_html": "

Alba’s class makes a poster about where Earth’s water is found. The poster is a simple model that uses rounded, ’about’ numbers, so the four shares do not add up to exactly 100. The picture shows four bars. Each bar stands for one share of Earth’s water.

 

Drag each place label onto the bar that matches that place’s share of Earth’s water. Each bar gets one label. Use each label exactly once.

", "prompt_plain": "Alba’s class makes a poster about where Earth’s water is found. The poster is a simple model that uses rounded, ’about’ numbers, so the four shares do not add up to exactly 100. The picture shows four bars. Each bar stands for one share of Earth’s water. Drag each place label onto the bar that matches that place’s share of Earth’s water. Each bar gets one label. Use each label exactly once.", "context_html": "", "options": [ { "id": "label-glaciers", "text": "Glaciers and ice caps", "plain": "Glaciers and ice caps", "correct": false, "kind": "gap-token" }, { "id": "label-rivers-lakes", "text": "Rivers and lakes", "plain": "Rivers and lakes", "correct": false, "kind": "gap-token" }, { "id": "label-oceans", "text": "Oceans (salt water)", "plain": "Oceans (salt water)", "correct": false, "kind": "gap-token" }, { "id": "label-groundwater", "text": "Groundwater (water underground)", "plain": "Groundwater (water underground)", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot24.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "label-oceans bar-97", "label-glaciers bar-2", "label-groundwater bar-1", "label-rivers-lakes bar-lt01" ] }, "n_options": 4 }, { "n": 25, "item_id": "_148f3245-ee86-442b-8cf2-30aa21e5a65c", "type": "choice", "title": "Groundwater at the Old Landfill — Part A", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part A

Look at Figure 1. Rain keeps soaking down through the old part of the landfill, which has no liner.

What most likely happens to the groundwater below the old part?

", "prompt_plain": "Part A Look at Figure 1. Rain keeps soaking down through the old part of the landfill, which has no liner. What most likely happens to the groundwater below the old part?", "context_html": "", "options": [ { "id": "cA1", "text": "The rainwater evaporates from the landfill before it can sink down to the groundwater.", "plain": "The rainwater evaporates from the landfill before it can sink down to the groundwater.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The soil under the trash filters the water clean before it reaches the groundwater.", "plain": "The soil under the trash filters the water clean before it reaches the groundwater.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Water that trickles down through the trash carries pollution into the groundwater.", "plain": "Water that trickles down through the trash carries pollution into the groundwater.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The groundwater stays clean because underground water is separate from the water above it.", "plain": "The groundwater stays clean because underground water is separate from the water above it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_63edca5d-1e3f-479b-9dc1-bb5e742baa91" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Groundwater at the Old Landfill

Lena reads a report from her town. The town landfill (trash burial site) opened in 1990. The oldest part of the landfill has no liner. A liner is a waterproof layer that stops water in the trash from leaking out. In 2024, workers opened a new part built on top of a liner. They also drilled monitoring wells near both parts. A monitoring well is a narrow pipe used to collect water from underground. Figure 1 shows the landfill from the side. Groundwater flows through a gravel layer below both parts.

Figure 1. Side View of the Landfill

\"Cross-section

", "passage_plain": "Groundwater at the Old Landfill Lena reads a report from her town. The town landfill (trash burial site) opened in 1990. The oldest part of the landfill has no liner. A liner is a waterproof layer that stops water in the trash from leaking out. In 2024, workers opened a new part built on top of a liner. They also drilled monitoring wells near both parts. A monitoring well is a narrow pipe used to collect water from underground. Figure 1 shows the landfill from the side. Groundwater flows through a gravel layer below both parts. Figure 1. Side View of the Landfill" }, { "n": 26, "item_id": "_b8fb516c-6121-43d5-a906-8a4933be33c7", "type": "choice", "title": "Groundwater at the Old Landfill — Part B", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part B

Each year, the town collects records about the landfill.

Which yearly record would give the best evidence about whether the new liner is protecting the groundwater?

", "prompt_plain": "Part B Each year, the town collects records about the landfill. Which yearly record would give the best evidence about whether the new liner is protecting the groundwater?", "context_html": "", "options": [ { "id": "cA1", "text": "The number of truckloads of trash the landfill takes in each year.", "plain": "The number of truckloads of trash the landfill takes in each year.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The results of tests on water taken from the monitoring wells each year.", "plain": "The results of tests on water taken from the monitoring wells each year.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The total amount of rain that falls on the landfill each year.", "plain": "The total amount of rain that falls on the landfill each year.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The number of grass plants growing on the landfill’s soil cover each year.", "plain": "The number of grass plants growing on the landfill’s soil cover each year.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_63edca5d-1e3f-479b-9dc1-bb5e742baa91" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Groundwater at the Old Landfill

Lena reads a report from her town. The town landfill (trash burial site) opened in 1990. The oldest part of the landfill has no liner. A liner is a waterproof layer that stops water in the trash from leaking out. In 2024, workers opened a new part built on top of a liner. They also drilled monitoring wells near both parts. A monitoring well is a narrow pipe used to collect water from underground. Figure 1 shows the landfill from the side. Groundwater flows through a gravel layer below both parts.

Figure 1. Side View of the Landfill

\"Cross-section

", "passage_plain": "Groundwater at the Old Landfill Lena reads a report from her town. The town landfill (trash burial site) opened in 1990. The oldest part of the landfill has no liner. A liner is a waterproof layer that stops water in the trash from leaking out. In 2024, workers opened a new part built on top of a liner. They also drilled monitoring wells near both parts. A monitoring well is a narrow pipe used to collect water from underground. Figure 1 shows the landfill from the side. Groundwater flows through a gravel layer below both parts. Figure 1. Side View of the Landfill" }, { "n": 27, "item_id": "_7316ca3a-0c48-424d-8993-9148bcf7d70a", "type": "choice", "title": "Seafloor Depth Map", "standards": [ "4-ESS2-2" ], "prompt_html": "

Jorik studies a map of the seafloor near a coast. The map uses isolines (depth lines). Every point on an isoline has the same depth below the water’s surface.

\"Map

Look at Point X on the map. Which statement correctly pairs the depth at Point X with the map’s evidence about the seafloor’s shape?

", "prompt_plain": "Jorik studies a map of the seafloor near a coast. The map uses isolines (depth lines). Every point on an isoline has the same depth below the water’s surface. Look at Point X on the map. Which statement correctly pairs the depth at Point X with the map’s evidence about the seafloor’s shape?", "context_html": "", "options": [ { "id": "cA1", "text": "Between 100 and 200 meters deep, and widely spaced isolines show a nearly flat seafloor.", "plain": "Between 100 and 200 meters deep, and widely spaced isolines show a nearly flat seafloor.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Between 100 and 200 meters deep, and closely spaced isolines show a steep seafloor.", "plain": "Between 100 and 200 meters deep, and closely spaced isolines show a steep seafloor.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Between 200 and 300 meters deep, and widely spaced isolines show a nearly flat seafloor.", "plain": "Between 200 and 300 meters deep, and widely spaced isolines show a nearly flat seafloor.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Between 200 and 300 meters deep, and closely spaced isolines show a steep seafloor.", "plain": "Between 200 and 300 meters deep, and closely spaced isolines show a steep seafloor.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot27.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 28, "item_id": "_4c6a498c-84ad-416e-aab2-721a169042d1", "type": "choice", "title": "Ball Speed and Bounce Height", "standards": [ "4-PS3-1" ], "prompt_html": "

Ford drops the same bouncy ball from nine different heights onto the same floor. A motion sensor shows the ball’s speed just before it hits the floor. A meterstick shows how high the ball bounces. Table 1 shows the nine trials.

Table 1. Ball Speed and Bounce Height

Drop height (cm)Speed just before hitting the floor (m/s)Bounce height (cm)
202.014
402.828
603.442
804.055
1004.469
1204.883
1405.297
1605.6110
1805.9124

Which statement best explains what the data show about the ball’s speed and its energy?

", "prompt_plain": "Ford drops the same bouncy ball from nine different heights onto the same floor. A motion sensor shows the ball’s speed just before it hits the floor. A meterstick shows how high the ball bounces. Table 1 shows the nine trials. Table 1. Ball Speed and Bounce Height Drop height (cm) Speed just before hitting the floor (m/s) Bounce height (cm) 20 2.0 14 40 2.8 28 60 3.4 42 80 4.0 55 100 4.4 69 120 4.8 83 140 5.2 97 160 5.6 110 180 5.9 124 Which statement best explains what the data show about the ball’s speed and its energy?", "context_html": "", "options": [ { "id": "cA1", "text": "Faster speeds went with higher bounces across the nine trials, so a faster ball carries more energy.", "plain": "Faster speeds went with higher bounces across the nine trials, so a faster ball carries more energy.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The same ball was dropped in the nine trials, so it had the same energy each time.", "plain": "The same ball was dropped in the nine trials, so it had the same energy each time.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The ball’s energy was used up each time it hit the floor, so speed did not matter.", "plain": "The ball’s energy was used up each time it hit the floor, so speed did not matter.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The slowest drops made the ball push hardest on the floor, so slow balls carry more energy.", "plain": "The slowest drops made the ball push hardest on the floor, so slow balls carry more energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_a5977c53-1f6c-4526-99f1-286310b73d49", "type": "choice", "title": "Tree Root in the Rock", "standards": [ "4-ESS2-1" ], "prompt_html": "

Nils sees a young tree growing on top of a large rock. One of its roots grows down into a crack in the rock. The drawing shows the root inside the crack.

\"A

How will the root most likely change the rock over many years?

", "prompt_plain": "Nils sees a young tree growing on top of a large rock. One of its roots grows down into a crack in the rock. The drawing shows the root inside the crack. How will the root most likely change the rock over many years?", "context_html": "", "options": [ { "id": "cA1", "text": "The root will hold the two sides of the crack together and stop the rock from breaking.", "plain": "The root will hold the two sides of the crack together and stop the rock from breaking.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "As it grows thicker, the root will push the crack wider until pieces of rock break off.", "plain": "As it grows thicker, the root will push the crack wider until pieces of rock break off.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The rock is too hard for the root to change, so the crack will stay the same size.", "plain": "The rock is too hard for the root to change, so the crack will stay the same size.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The root will pull bits of the rock in through the crack and use them as food.", "plain": "The root will pull bits of the rock in through the crack and use them as food.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_3d6080e2-71b2-4a43-a3c2-56cd989d9960", "type": "choice", "title": "Coal-Forming Environment", "standards": [ "4-ESS3-1" ], "prompt_html": "

Boris reads that coal is a fossil fuel. Coal forms from thick layers of dead plants. The layers must be buried and squeezed for millions of years.

Which environment would most likely form coal if its ground were buried for a very long time?

", "prompt_plain": "Boris reads that coal is a fossil fuel. Coal forms from thick layers of dead plants. The layers must be buried and squeezed for millions of years. Which environment would most likely form coal if its ground were buried for a very long time?", "context_html": "", "options": [ { "id": "cA1", "text": "A dry, sandy desert where a few small cactus plants grow far apart.", "plain": "A dry, sandy desert where a few small cactus plants grow far apart.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A bare and rocky mountain peak that rises high above the tree line.", "plain": "A bare and rocky mountain peak that rises high above the tree line.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The open ocean far from land, where tiny algae float near the surface.", "plain": "The open ocean far from land, where tiny algae float near the surface.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A swampy forest where piles of dead plants collect in still, shallow water.", "plain": "A swampy forest where piles of dead plants collect in still, shallow water.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_b4196172-9be9-4e0b-8229-0af8df438d39", "type": "choice", "title": "Field Day Signal Systems", "standards": [ "4-PS4-3" ], "prompt_html": "

On field day, Yara sends race results from the finish line to the scorers' table. The scorers have a clear, straight view of the finish line. When the crowd is quiet, a whistle can easily be heard from end to end of the small field. But when the crowd cheers, the scorers often cannot pick out whistle sounds. Yara compares two signal systems whose codes send exactly the same set of race results. System 1 uses a colored-light wand code. System 2 uses a whistle code. Figure 1 shows the two systems.

Figure 1. Two Signal Systems

\"Two

Which statement describes an advantage of the light signals over the whistle blasts on this field?

", "prompt_plain": "On field day, Yara sends race results from the finish line to the scorers' table. The scorers have a clear, straight view of the finish line. When the crowd is quiet, a whistle can easily be heard from end to end of the small field. But when the crowd cheers, the scorers often cannot pick out whistle sounds. Yara compares two signal systems whose codes send exactly the same set of race results. System 1 uses a colored-light wand code. System 2 uses a whistle code. Figure 1 shows the two systems. Figure 1. Two Signal Systems Which statement describes an advantage of the light signals over the whistle blasts on this field?", "context_html": "", "options": [ { "id": "cA31", "text": "They travel around people in the crowd to reach the scorers' table.", "plain": "They travel around people in the crowd to reach the scorers' table.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "They can still be seen clearly when loud cheering covers up whistle sounds.", "plain": "They can still be seen clearly when loud cheering covers up whistle sounds.", "correct": true, "kind": "choice" }, { "id": "cC31", "text": "They can send kinds of race results that the whistle code cannot send.", "plain": "They can send kinds of race results that the whistle code cannot send.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "They keep working over distances too long for a whistle to reach.", "plain": "They keep working over distances too long for a whistle to reach.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot31_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_0c6720c2-aa56-4a39-b84a-193f2e0e1712", "type": "choice", "title": "Slipping Rock Blocks Model", "standards": [ "4-ESS3-2" ], "prompt_html": "

Chike studies a model of rock deep under the ground. Figure 1 shows two large blocks of rock that meet along a break. The arrows show the blocks suddenly slipping past each other at point X.

Figure 1. Model of Rock Blocks

\"Cutaway

Which event most likely happens at the land above point X when the blocks slip?

", "prompt_plain": "Chike studies a model of rock deep under the ground. Figure 1 shows two large blocks of rock that meet along a break. The arrows show the blocks suddenly slipping past each other at point X. Figure 1. Model of Rock Blocks Which event most likely happens at the land above point X when the blocks slip?", "context_html": "", "options": [ { "id": "cA32", "text": "The ground above the break shakes in an earthquake.", "plain": "The ground above the break shakes in an earthquake.", "correct": true, "kind": "choice" }, { "id": "cB32", "text": "Melted rock rises through the break and forms a volcano.", "plain": "Melted rock rises through the break and forms a volcano.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "Groundwater squeezes out of the rock and floods the land.", "plain": "Groundwater squeezes out of the rock and floods the land.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "The land above the break slowly wears away into sand.", "plain": "The land above the break slowly wears away into sand.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot32_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_5ee32d8a-6c20-4439-9297-908aeda1d893", "type": "inline-choice", "title": "Toy Car Design Fixes", "standards": [ "3-5-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Suvi built a toy car and then changed three parts of its design. Figure 1 shows the car before and after the changes.

Figure 1. Toy Car Before and After

\"A

Choose the problem that best completes each sentence.

Suvi replaced the hard, slick plastic wheels with soft rubber wheels. This change most likely fixed the problem that .

Suvi lowered the car's tall body and made its base wider. This change most likely fixed the problem that .

Suvi added a soft foam pad to the front of the car. This change most likely fixed the problem that .

", "options": [ { "id": "c33b1o1", "text": "the wheels spun in place on smooth floors", "plain": "the wheels spun in place on smooth floors", "correct": true, "kind": "inline" }, { "id": "c33b1o2", "text": "the car tipped over during fast turns", "plain": "the car tipped over during fast turns", "correct": false, "kind": "inline" }, { "id": "c33b1o3", "text": "the front broke when the car hit a wall", "plain": "the front broke when the car hit a wall", "correct": false, "kind": "inline" }, { "id": "c33b2o1", "text": "the wheels spun in place on smooth floors", "plain": "the wheels spun in place on smooth floors", "correct": false, "kind": "inline" }, { "id": "c33b2o2", "text": "the car tipped over during fast turns", "plain": "the car tipped over during fast turns", "correct": true, "kind": "inline" }, { "id": "c33b2o3", "text": "the front broke when the car hit a wall", "plain": "the front broke when the car hit a wall", "correct": false, "kind": "inline" }, { "id": "c33b3o1", "text": "the wheels spun in place on smooth floors", "plain": "the wheels spun in place on smooth floors", "correct": false, "kind": "inline" }, { "id": "c33b3o2", "text": "the car tipped over during fast turns", "plain": "the car tipped over during fast turns", "correct": false, "kind": "inline" }, { "id": "c33b3o3", "text": "the front broke when the car hit a wall", "plain": "the front broke when the car hit a wall", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-26/images/slot33_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c33b1o1" ], "RESPONSEB2": [ "c33b2o2" ], "RESPONSEB3": [ "c33b3o3" ] }, "n_options": 9 }, { "n": 34, "item_id": "_0a89f23e-9bd5-45a4-a1b2-acaaee622060", "type": "choice", "title": "Garden Footbridge Designs", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Esme's class builds model footbridges for a garden path out of straws and tape. Each design must meet one criterion: hold at least 450 grams. Each design must also meet one constraint: cost less than 8 dollars in materials. Table 1 shows the four designs the class tested.

Table 1. Footbridge Test Results

DesignLoad held without bending (grams)Cost of materials (dollars)
Bridge W5209.25
Bridge X4156.50
Bridge Y4807.25
Bridge Z6108.75

Which design meets both the criterion and the constraint?

", "prompt_plain": "Esme's class builds model footbridges for a garden path out of straws and tape. Each design must meet one criterion: hold at least 450 grams. Each design must also meet one constraint: cost less than 8 dollars in materials. Table 1 shows the four designs the class tested. Table 1. Footbridge Test Results Design Load held without bending (grams) Cost of materials (dollars) Bridge W 520 9.25 Bridge X 415 6.50 Bridge Y 480 7.25 Bridge Z 610 8.75 Which design meets both the criterion and the constraint?", "context_html": "", "options": [ { "id": "cA34", "text": "Bridge W", "plain": "Bridge W", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Bridge X", "plain": "Bridge X", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Bridge Y", "plain": "Bridge Y", "correct": true, "kind": "choice" }, { "id": "cD34", "text": "Bridge Z", "plain": "Bridge Z", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_2e480405-0dff-4133-a6fd-33ed6ef4370b", "type": "gap-match", "title": "Cart Notebook Sort", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Carmen's club keeps a notebook for the cart project. Look at Table 1 in the passage. Six notes from the notebook are listed in Table 2.

 

Drag one tile into each empty box to show whether the note is a requirement, a test result, or a redesign decision. You may use a tile more than once.

", "prompt_plain": "Carmen's club keeps a notebook for the cart project. Look at Table 1 in the passage. Six notes from the notebook are listed in Table 2. Drag one tile into each empty box to show whether the note is a requirement, a test result, or a redesign decision. You may use a tile more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "test result", "plain": "test result", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "redesign decision", "plain": "redesign decision", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "requirement", "plain": "requirement", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_663fd216-9a84-4600-98b1-020998d35a0e" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile3 g1", "tile1 g2", "tile2 g3", "tile3 g5", "tile2 g6", "tile1 g4" ] }, "n_options": 3, "passage_html": "

Robot Cart Trials

Carmen's technology club built a robot cart to deliver books down a school hallway. The club wrote two requirements for the cart. Requirement 1: the cart must carry at least 1.8 kilograms of books. Requirement 2: the cart must stay inside a taped lane for the whole 9-meter run. The club ran three trials. Before Trial 3, the club made one design change. Table 1 shows each trial. Figure 1 shows the cart in its lane.

Table 1. Robot Cart Trials

TrialLoad of booksDesign change before the trialResult
11.0 kgNone (first build)Finished the run and stayed inside the lane
22.0 kgNoneDrifted out of the lane near the end of the run
32.0 kgWider wheels addedStayed inside the lane but stopped 3 meters before the finish

Figure 1. The Cart in Its Lane

\"A

", "passage_plain": "Robot Cart Trials Carmen's technology club built a robot cart to deliver books down a school hallway. The club wrote two requirements for the cart. Requirement 1: the cart must carry at least 1.8 kilograms of books. Requirement 2: the cart must stay inside a taped lane for the whole 9-meter run. The club ran three trials. Before Trial 3, the club made one design change. Table 1 shows each trial. Figure 1 shows the cart in its lane. Table 1. Robot Cart Trials Trial Load of books Design change before the trial Result 1 1.0 kg None (first build) Finished the run and stayed inside the lane 2 2.0 kg None Drifted out of the lane near the end of the run 3 2.0 kg Wider wheels added Stayed inside the lane but stopped 3 meters before the finish Figure 1. The Cart in Its Lane" }, { "n": 36, "item_id": "_b67f67fb-62fe-4193-86a3-1ed2f01624a2", "type": "choice", "title": "Robot Cart Next Step", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Look at Table 1. In Trial 3, the loaded cart stayed inside the lane but stopped before the finish.

Which action should the club take next?

", "prompt_plain": "Look at Table 1. In Trial 3, the loaded cart stayed inside the lane but stopped before the finish. Which action should the club take next?", "context_html": "", "options": [ { "id": "cA36", "text": "Run the same loaded trial again and again until the cart finishes.", "plain": "Run the same loaded trial again and again until the cart finishes.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "Take the cart apart and start a completely new design from scratch.", "plain": "Take the cart apart and start a completely new design from scratch.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "Report that the cart passed because it stayed inside the taped lane.", "plain": "Report that the cart passed because it stayed inside the taped lane.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "Change one part to fix the stopping problem, then retest the loaded cart.", "plain": "Change one part to fix the stopping problem, then retest the loaded cart.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_663fd216-9a84-4600-98b1-020998d35a0e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD36" ] }, "n_options": 4, "passage_html": "

Robot Cart Trials

Carmen's technology club built a robot cart to deliver books down a school hallway. The club wrote two requirements for the cart. Requirement 1: the cart must carry at least 1.8 kilograms of books. Requirement 2: the cart must stay inside a taped lane for the whole 9-meter run. The club ran three trials. Before Trial 3, the club made one design change. Table 1 shows each trial. Figure 1 shows the cart in its lane.

Table 1. Robot Cart Trials

TrialLoad of booksDesign change before the trialResult
11.0 kgNone (first build)Finished the run and stayed inside the lane
22.0 kgNoneDrifted out of the lane near the end of the run
32.0 kgWider wheels addedStayed inside the lane but stopped 3 meters before the finish

Figure 1. The Cart in Its Lane

\"A

", "passage_plain": "Robot Cart Trials Carmen's technology club built a robot cart to deliver books down a school hallway. The club wrote two requirements for the cart. Requirement 1: the cart must carry at least 1.8 kilograms of books. Requirement 2: the cart must stay inside a taped lane for the whole 9-meter run. The club ran three trials. Before Trial 3, the club made one design change. Table 1 shows each trial. Figure 1 shows the cart in its lane. Table 1. Robot Cart Trials Trial Load of books Design change before the trial Result 1 1.0 kg None (first build) Finished the run and stayed inside the lane 2 2.0 kg None Drifted out of the lane near the end of the run 3 2.0 kg Wider wheels added Stayed inside the lane but stopped 3 meters before the finish Figure 1. The Cart in Its Lane" } ] }, { "form": "G5.27", "grade": "G5", "title": "Alpha Standardized Science G5.27", "test_id": "_test-8eecba9a-d017-4a91-80dd-c5a5aeddbbb6", "n_items": 36, "n_stimuli": 7, "stimuli": { "_6867662d-4f81-4e59-905f-900bfd76a314": { "title": "Rooftop Drop Log", "html": "

Rooftop Drop Log

A science class stands with their teacher on the school's walled rooftop walkway. At the rail, a student holds out one ball at a time and lets go without pushing it. The class drops three different balls this way and repeats each drop three times - nine drops in all. Figure 1 shows one drop as a photo sequence. Table 1 is the class log of every drop.

\"Three

Table 1. Drop Log

BallMassTrial 1Trial 2Trial 3
Table-tennis ball3 gFell straight downFell straight downFell straight down
Golf ball46 gFell straight downFell straight downFell straight down
Wooden ball120 gFell straight downFell straight downFell straight down
" }, "_93e53e7f-a80e-4d8d-a8fb-0836ec2a3383": { "title": "Solar Cooker Bake-Off", "html": "

Solar Cooker Bake-Off

Signe and Tyler entered the solar cooker bake-off at the school field day. The bake-off rules list one criterion: the cooker must melt a marshmallow using only sunlight. Both students started with the same cardboard box, black metal tray, and clear lid. Signe's Design 1 adds one flat foil panel standing behind the box. Tyler's Design 2 adds three foil panels angled to reflect sunlight into the box. The two cookers sat side by side in full sun. Figure 1 shows the two designs. Table 1 shows the bake-off results.

Figure 1. The Two Cooker Designs

\"Two

Table 1. Bake-Off Results

DesignTime to melt the marshmallow (minutes)Highest temperature inside the box (°C)
Design 14472
Design 22295
" }, "_8f82cd3c-cabe-4b73-aa8c-cc60fac8287c": { "title": "Gull Point Shoreline Project", "html": "

Gull Point Shoreline Project

Waves wash away part of the shoreline at Gull Point every year. Last spring, the town tried to slow this loss. Workers split the shore into four sections. Each section got a different protection method. Table 1 lists the methods.

Table 1. Shoreline Protection Methods

SectionProtection method
Section 1A wide strip of marsh grass planted along the whole shore edge
Section 2Small clumps of marsh grass planted far apart
Section 3A single line of large stones placed at the water's edge
Section 4No protection added

Figure 1 shows how many meters of shoreline each section lost. It compares the year before the project with the year after the project.

\"Grouped

" }, "_3bd180eb-8872-45af-9b8d-5c8f472616ec": { "title": "Substance Sort at the Science Fair", "html": "

Substance Sort at the Science Fair

A booth at the science fair challenges visitors to tell four look-alike solids apart. The solids are labeled Solid A, Solid B, Solid C, and Solid D. A judge tested a small sample of each solid five ways: dropping vinegar on it, stirring it into water, touching a conductivity probe to its water mixture (the probe light turns on if electricity can flow through), checking how shiny it looks, and feeling its texture. Table 1 shows the results.

Table 1. Solid Test Results

SolidVinegar dropStir into waterProbe lightShine testTexture
ANo changeDissolvesTurns onDullGrainy
BNo changeDissolvesStays offDullGrainy
CFizzes; bubbles of gas formDoes not dissolveStays offDullPowdery
DNo changeDoes not dissolveStays offShinyPowdery
" }, "_903c3f1d-9ede-4304-a471-f5f1110e1159": { "title": "Cypress Slough Food Web", "html": "

Cypress Slough Food Web

A slough is a slow, shallow waterway. This slough winds between cypress trees in a town park. Figure 1 shows part of the slough food web. Each arrow points from a living thing to the animal that eats it. This spring, park rangers posted a die-off notice. The notice says a fish called the gar has died out of this slough. The gar box in Figure 1 is now empty.

Figure 1. Part of the slough food web

\"Food

" }, "_cd81b0b0-797a-4a5f-9975-17aafad86f23": { "title": "Greenway Border-Strip Survey", "html": "

Greenway Border-Strip Survey

A walking path called the greenway crosses the town. A strip of ground borders each side of the path. Kaisa helps the club that cares for these strips. The club planted the west strip with 12 kinds of grasses and flowering plants. The east strip is plain turf, which is one kind of grass. The club surveyed both strips in May. Then a six-week dry spell hit the town. The club surveyed both strips again in July. Table 1 shows the counts. The club also posted a food-chain note. The note says: sunlight → strip grasses → leaf-eating insects → insect-eating birds.

Table 1. Strip Survey Counts

Survey countPlanted strip, MayPlanted strip, JulyTurf strip, MayTurf strip, July
Kinds of plants alive121211
Kinds of insects seen in one hour141262
Ground covered by green leaves90%80%95%35%
" }, "_af9475b5-9e93-47cb-96e6-68675e8ba0d6": { "title": "Felt-Layer Magnet Trials", "html": "

Felt-Layer Magnet Trials

Jovan’s class tested one bar magnet. They held the magnet on top of a stack of felt sheets. Then they counted how many steel washers the magnet could hold hanging under the stack. They repeated the trial with different numbers of felt sheets in the stack. Every felt sheet has the same thickness. Table 1 shows the results. The class will use the results to design a refrigerator magnet. The magnet must hold at least six sheets of paper against a steel door.

Figure 1. The felt-stack trial rig

\"A

Table 1. Washers Held Through Felt

Felt sheets in the stackSteel washers held
18
25
32
40
" } }, "questions": [ { "n": 1, "item_id": "_31eb0bcd-1220-4828-a49d-5ce84ef00924", "type": "choice", "title": "Sealed Box Particle Model", "standards": [ "5-PS1-1" ], "prompt_html": "

Asta hangs a small sealed box from a spring scale. The scale reads 250 grams, so the material inside the box has mass. A card on the box says the material inside keeps its own shape and its own volume in any container.

\"A

Which particle model best shows how the particles of the material inside the box are arranged?

", "prompt_plain": "Asta hangs a small sealed box from a spring scale. The scale reads 250 grams, so the material inside the box has mass. A card on the box says the material inside keeps its own shape and its own volume in any container. Which particle model best shows how the particles of the material inside the box are arranged?", "context_html": "", "options": [ { "id": "cA1", "text": "

\"Box

Particles spread far apart from one another, moving freely through the whole box.

", "plain": "Particles spread far apart from one another, moving freely through the whole box.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "

\"Box

Particles packed close together in a regular pattern, each vibrating in place.

", "plain": "Particles packed close together in a regular pattern, each vibrating in place.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "

\"Box

Particles close together but sliding past one another with no set pattern.

", "plain": "Particles close together but sliding past one another with no set pattern.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "

\"Box

No separate particles anywhere - one smooth, unbroken block of material.

", "plain": "No separate particles anywhere - one smooth, unbroken block of material.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot01_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot01-optA.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot01-optB.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot01-optC.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot01-optD.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_5a807c77-5f18-4d4c-a785-7506002731f0", "type": "choice", "title": "Foot Pump Ball Evidence", "standards": [ "5-PS1-1" ], "prompt_html": "

Berit connects a foot pump to a flat playground ball and pumps air into it until it is full. She weighs the ball before and after pumping. The figure shows her setup and the two scale readings.

\"A

Choose the TWO observations that are evidence that the air added to the ball is matter, made of particles too small to see.

", "prompt_plain": "Berit connects a foot pump to a flat playground ball and pumps air into it until it is full. She weighs the ball before and after pumping. The figure shows her setup and the two scale readings. Choose the TWO observations that are evidence that the air added to the ball is matter, made of particles too small to see.", "context_html": "", "options": [ { "id": "cA1", "text": "The soft hissing sound stops as soon as Berit stops pressing the pedal.", "plain": "The soft hissing sound stops as soon as Berit stops pressing the pedal.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The printed blue ring on the ball looks the same before and after pumping.", "plain": "The printed blue ring on the ball looks the same before and after pumping.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The flat ball fills out and becomes firm, though nothing can be seen going in.", "plain": "The flat ball fills out and becomes firm, though nothing can be seen going in.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The foot pump itself is heavier than the empty ball when each sits on the scale.", "plain": "The foot pump itself is heavier than the empty ball when each sits on the scale.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The scale reading for the ball rises from 405 grams to 410 grams after pumping.", "plain": "The scale reading for the ball rises from 405 grams to 410 grams after pumping.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot02.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 3, "item_id": "_998ac243-b901-4b8a-a9dc-2c8c21e817ed", "type": "text-entry", "title": "Plaster Powder Mass", "standards": [ "5-PS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Cilla mixes craft plaster in a tub that has a snap-on lid. First she puts water in the tub, snaps the lid on, and measures the total mass: 316 grams. Then she opens the lid, stirs in one scoop of plaster powder, and snaps the same lid back on. The sealed tub now has a total mass of 349 grams. The figure shows both measurements.

\"A

What was the mass, in grams, of the plaster powder Cilla stirred in?

Give your answer as a whole number (e.g., 20).

Mass in grams:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot03.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "33" ] }, "n_options": 0 }, { "n": 4, "item_id": "_5734891b-086f-4422-9a0e-d0691d8c05bf", "type": "choice", "title": "Telling Two Solids Apart", "standards": [ "5-PS1-3" ], "prompt_html": "

The judge wants to run ONE test on fresh samples of Solid A and Solid B to tell the two solids apart.

Look at Table 1. Which test would best tell Solid A apart from Solid B?

", "prompt_plain": "The judge wants to run ONE test on fresh samples of Solid A and Solid B to tell the two solids apart. Look at Table 1. Which test would best tell Solid A apart from Solid B?", "context_html": "", "options": [ { "id": "cA1", "text": "The vinegar-drop test", "plain": "The vinegar-drop test", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The stir-into-water test", "plain": "The stir-into-water test", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The conductivity-probe test", "plain": "The conductivity-probe test", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The texture test", "plain": "The texture test", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3bd180eb-8872-45af-9b8d-5c8f472616ec" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Substance Sort at the Science Fair

A booth at the science fair challenges visitors to tell four look-alike solids apart. The solids are labeled Solid A, Solid B, Solid C, and Solid D. A judge tested a small sample of each solid five ways: dropping vinegar on it, stirring it into water, touching a conductivity probe to its water mixture (the probe light turns on if electricity can flow through), checking how shiny it looks, and feeling its texture. Table 1 shows the results.

Table 1. Solid Test Results

SolidVinegar dropStir into waterProbe lightShine testTexture
ANo changeDissolvesTurns onDullGrainy
BNo changeDissolvesStays offDullGrainy
CFizzes; bubbles of gas formDoes not dissolveStays offDullPowdery
DNo changeDoes not dissolveStays offShinyPowdery
", "passage_plain": "Substance Sort at the Science Fair A booth at the science fair challenges visitors to tell four look-alike solids apart. The solids are labeled Solid A, Solid B, Solid C, and Solid D. A judge tested a small sample of each solid five ways: dropping vinegar on it, stirring it into water, touching a conductivity probe to its water mixture (the probe light turns on if electricity can flow through), checking how shiny it looks, and feeling its texture. Table 1 shows the results. Table 1. Solid Test Results Solid Vinegar drop Stir into water Probe light Shine test Texture A No change Dissolves Turns on Dull Grainy B No change Dissolves Stays off Dull Grainy C Fizzes; bubbles of gas form Does not dissolve Stays off Dull Powdery D No change Does not dissolve Stays off Shiny Powdery" }, { "n": 5, "item_id": "_800bc45c-6a70-47f9-b091-77a2d310a606", "type": "choice", "title": "Two Groups of Solids", "standards": [ "5-PS1-3" ], "prompt_html": "

At the end of the day, the judge sorts the four solids into two groups. Group 1 is Solid A and Solid B. Group 2 is Solid C and Solid D.

Look at Table 1. Choose the TWO tests whose results split the four solids into exactly these two groups.

", "prompt_plain": "At the end of the day, the judge sorts the four solids into two groups. Group 1 is Solid A and Solid B. Group 2 is Solid C and Solid D. Look at Table 1. Choose the TWO tests whose results split the four solids into exactly these two groups.", "context_html": "", "options": [ { "id": "cA1", "text": "Vinegar drop", "plain": "Vinegar drop", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Stir into water", "plain": "Stir into water", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Probe light", "plain": "Probe light", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Shine test", "plain": "Shine test", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Texture", "plain": "Texture", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3bd180eb-8872-45af-9b8d-5c8f472616ec" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Substance Sort at the Science Fair

A booth at the science fair challenges visitors to tell four look-alike solids apart. The solids are labeled Solid A, Solid B, Solid C, and Solid D. A judge tested a small sample of each solid five ways: dropping vinegar on it, stirring it into water, touching a conductivity probe to its water mixture (the probe light turns on if electricity can flow through), checking how shiny it looks, and feeling its texture. Table 1 shows the results.

Table 1. Solid Test Results

SolidVinegar dropStir into waterProbe lightShine testTexture
ANo changeDissolvesTurns onDullGrainy
BNo changeDissolvesStays offDullGrainy
CFizzes; bubbles of gas formDoes not dissolveStays offDullPowdery
DNo changeDoes not dissolveStays offShinyPowdery
", "passage_plain": "Substance Sort at the Science Fair A booth at the science fair challenges visitors to tell four look-alike solids apart. The solids are labeled Solid A, Solid B, Solid C, and Solid D. A judge tested a small sample of each solid five ways: dropping vinegar on it, stirring it into water, touching a conductivity probe to its water mixture (the probe light turns on if electricity can flow through), checking how shiny it looks, and feeling its texture. Table 1 shows the results. Table 1. Solid Test Results Solid Vinegar drop Stir into water Probe light Shine test Texture A No change Dissolves Turns on Dull Grainy B No change Dissolves Stays off Dull Grainy C Fizzes; bubbles of gas form Does not dissolve Stays off Dull Powdery D No change Does not dissolve Stays off Shiny Powdery" }, { "n": 6, "item_id": "_8462732e-b41d-467f-8973-1c2f924545b4", "type": "hottext", "title": "New Substance Evidence", "standards": [ "5-PS1-4" ], "prompt_html": "

The judge also kept a log of five observations from the day, shown below.

Select the ONE observation that is evidence that a new substance formed when vinegar touched a solid.

", "prompt_plain": "The judge also kept a log of five observations from the day, shown below. Select the ONE observation that is evidence that a new substance formed when vinegar touched a solid.", "context_html": "", "options": [ { "id": "hA6", "text": "Solid A disappeared into the water as it was stirred.", "plain": "Solid A disappeared into the water as it was stirred.", "correct": false, "kind": "hottext" }, { "id": "hB6", "text": "Solid B kept its grainy feel after sitting out all morning.", "plain": "Solid B kept its grainy feel after sitting out all morning.", "correct": false, "kind": "hottext" }, { "id": "hC6", "text": "The probe light glowed in the water mixture made with Solid A.", "plain": "The probe light glowed in the water mixture made with Solid A.", "correct": false, "kind": "hottext" }, { "id": "hD6", "text": "Bubbles of gas fizzed up where vinegar drops landed on Solid C.", "plain": "Bubbles of gas fizzed up where vinegar drops landed on Solid C.", "correct": true, "kind": "hottext" }, { "id": "hE6", "text": "Vinegar drops sat on Solid D and made no change to it.", "plain": "Vinegar drops sat on Solid D and made no change to it.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_3bd180eb-8872-45af-9b8d-5c8f472616ec" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD6" ] }, "n_options": 5, "passage_html": "

Substance Sort at the Science Fair

A booth at the science fair challenges visitors to tell four look-alike solids apart. The solids are labeled Solid A, Solid B, Solid C, and Solid D. A judge tested a small sample of each solid five ways: dropping vinegar on it, stirring it into water, touching a conductivity probe to its water mixture (the probe light turns on if electricity can flow through), checking how shiny it looks, and feeling its texture. Table 1 shows the results.

Table 1. Solid Test Results

SolidVinegar dropStir into waterProbe lightShine testTexture
ANo changeDissolvesTurns onDullGrainy
BNo changeDissolvesStays offDullGrainy
CFizzes; bubbles of gas formDoes not dissolveStays offDullPowdery
DNo changeDoes not dissolveStays offShinyPowdery
", "passage_plain": "Substance Sort at the Science Fair A booth at the science fair challenges visitors to tell four look-alike solids apart. The solids are labeled Solid A, Solid B, Solid C, and Solid D. A judge tested a small sample of each solid five ways: dropping vinegar on it, stirring it into water, touching a conductivity probe to its water mixture (the probe light turns on if electricity can flow through), checking how shiny it looks, and feeling its texture. Table 1 shows the results. Table 1. Solid Test Results Solid Vinegar drop Stir into water Probe light Shine test Texture A No change Dissolves Turns on Dull Grainy B No change Dissolves Stays off Dull Grainy C Fizzes; bubbles of gas form Does not dissolve Stays off Dull Powdery D No change Does not dissolve Stays off Shiny Powdery" }, { "n": 7, "item_id": "_96e32006-41e4-4f70-9679-27658009251a", "type": "order", "title": "Sand, Salt, and Iron Jar", "standards": [ "5-PS1-4" ], "prompt_html": "

Doria has a jar holding a dry mixture of sand, table salt, and iron filings. For a craft project, she must separate the mixture and keep all three parts.

\"A

 

Drag the four steps into the order that separates all three parts, from first step to last step.

", "prompt_plain": "Doria has a jar holding a dry mixture of sand, table salt, and iron filings. For a craft project, she must separate the mixture and keep all three parts. Drag the four steps into the order that separates all three parts, from first step to last step.", "context_html": "", "options": [ { "id": "cAcbf2a5", "text": "Pour the salty water through filter paper, because the sand grains are too big to pass through it.", "plain": "Pour the salty water through filter paper, because the sand grains are too big to pass through it.", "correct": true, "kind": "choice" }, { "id": "cB253919", "text": "Move a magnet just above the spread-out dry mixture, because only the iron filings will jump up to a magnet.", "plain": "Move a magnet just above the spread-out dry mixture, because only the iron filings will jump up to a magnet.", "correct": true, "kind": "choice" }, { "id": "cC9174e8", "text": "Set the filtered salt water in a warm spot until the water evaporates, because the salt will stay behind.", "plain": "Set the filtered salt water in a warm spot until the water evaporates, because the salt will stay behind.", "correct": true, "kind": "choice" }, { "id": "cD2f63fc", "text": "Stir the leftover sand and salt into a container of water, because salt dissolves in water and sand does not.", "plain": "Stir the leftover sand and salt into a container of water, because salt dissolves in water and sand does not.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot07_v2.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cB253919", "cD2f63fc", "cAcbf2a5", "cC9174e8" ] }, "n_options": 4 }, { "n": 8, "item_id": "_ca7b1ec6-73ff-4f10-8d59-7d566b12c50a", "type": "choice", "title": "Sealed Pool Float Squash", "standards": [ "5-PS1-1" ], "prompt_html": "

Eneko presses down on a sealed pool float with both hands. The float squashes, squeezing the air inside into a smaller space, and no air gets in or out. When he lets go, the float springs back to its full shape.

\"A

Which statement best explains why the sealed float can squash and then spring back?

", "prompt_plain": "Eneko presses down on a sealed pool float with both hands. The float squashes, squeezing the air inside into a smaller space, and no air gets in or out. When he lets go, the float springs back to its full shape. Which statement best explains why the sealed float can squash and then spring back?", "context_html": "", "options": [ { "id": "cA1", "text": "Tiny moving air particles with empty space between them get pushed closer, then spread back apart.", "plain": "Tiny moving air particles with empty space between them get pushed closer, then spread back apart.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Each air particle inside shrinks while it is pressed and swells back to full size afterward.", "plain": "Each air particle inside shrinks while it is pressed and swells back to full size afterward.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The air inside is one connected material with no empty space, so only the plastic skin stretches.", "plain": "The air inside is one connected material with no empty space, so only the plastic skin stretches.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Some of the air particles are destroyed by the press, and new ones form as the float refills.", "plain": "Some of the air particles are destroyed by the press, and new ones form as the float refills.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot08.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_8b297ef8-5036-4c88-8b1c-f789dc7a2add", "type": "choice", "title": "Rooftop Drop Claim (Part A)", "standards": [ "5-PS2-1" ], "prompt_html": "

Part A

Look at Table 1.

Which claim is supported by the results of all nine drops?

", "prompt_plain": "Part A Look at Table 1. Which claim is supported by the results of all nine drops?", "context_html": "", "options": [ { "id": "cA1", "text": "Air pressing down from above pushes each ball to the ground.", "plain": "Air pressing down from above pushes each ball to the ground.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Earth's gravity pulls each ball down toward the center of Earth.", "plain": "Earth's gravity pulls each ball down toward the center of Earth.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Each ball moves downward naturally, without any pull or push acting on it.", "plain": "Each ball moves downward naturally, without any pull or push acting on it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Gravity pulls the two heavier balls down; the lightest ball drifts down some other way.", "plain": "Gravity pulls the two heavier balls down; the lightest ball drifts down some other way.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6867662d-4f81-4e59-905f-900bfd76a314" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Rooftop Drop Log

A science class stands with their teacher on the school's walled rooftop walkway. At the rail, a student holds out one ball at a time and lets go without pushing it. The class drops three different balls this way and repeats each drop three times - nine drops in all. Figure 1 shows one drop as a photo sequence. Table 1 is the class log of every drop.

\"Three

Table 1. Drop Log

BallMassTrial 1Trial 2Trial 3
Table-tennis ball3 gFell straight downFell straight downFell straight down
Golf ball46 gFell straight downFell straight downFell straight down
Wooden ball120 gFell straight downFell straight downFell straight down
", "passage_plain": "Rooftop Drop Log A science class stands with their teacher on the school's walled rooftop walkway. At the rail, a student holds out one ball at a time and lets go without pushing it. The class drops three different balls this way and repeats each drop three times - nine drops in all. Figure 1 shows one drop as a photo sequence. Table 1 is the class log of every drop. Table 1. Drop Log Ball Mass Trial 1 Trial 2 Trial 3 Table-tennis ball 3 g Fell straight down Fell straight down Fell straight down Golf ball 46 g Fell straight down Fell straight down Fell straight down Wooden ball 120 g Fell straight down Fell straight down Fell straight down" }, { "n": 10, "item_id": "_02c3cf10-5f88-46fe-822c-8d1cf2797cb4", "type": "choice", "title": "Rooftop Drop Evidence (Part B)", "standards": [ "5-PS2-1" ], "prompt_html": "

Part B

Which statement about the class investigation is the best evidence for the claim in Part A?

", "prompt_plain": "Part B Which statement about the class investigation is the best evidence for the claim in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Every ball was released from the same spot at the rail in each trial.", "plain": "Every ball was released from the same spot at the rail in each trial.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The wooden ball has forty times the mass of the table-tennis ball.", "plain": "The wooden ball has forty times the mass of the table-tennis ball.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The class wrote each result in the log right after watching the drop.", "plain": "The class wrote each result in the log right after watching the drop.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Balls of three different masses fell straight down in all nine drops.", "plain": "Balls of three different masses fell straight down in all nine drops.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6867662d-4f81-4e59-905f-900bfd76a314" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Rooftop Drop Log

A science class stands with their teacher on the school's walled rooftop walkway. At the rail, a student holds out one ball at a time and lets go without pushing it. The class drops three different balls this way and repeats each drop three times - nine drops in all. Figure 1 shows one drop as a photo sequence. Table 1 is the class log of every drop.

\"Three

Table 1. Drop Log

BallMassTrial 1Trial 2Trial 3
Table-tennis ball3 gFell straight downFell straight downFell straight down
Golf ball46 gFell straight downFell straight downFell straight down
Wooden ball120 gFell straight downFell straight downFell straight down
", "passage_plain": "Rooftop Drop Log A science class stands with their teacher on the school's walled rooftop walkway. At the rail, a student holds out one ball at a time and lets go without pushing it. The class drops three different balls this way and repeats each drop three times - nine drops in all. Figure 1 shows one drop as a photo sequence. Table 1 is the class log of every drop. Table 1. Drop Log Ball Mass Trial 1 Trial 2 Trial 3 Table-tennis ball 3 g Fell straight down Fell straight down Fell straight down Golf ball 46 g Fell straight down Fell straight down Fell straight down Wooden ball 120 g Fell straight down Fell straight down Fell straight down" }, { "n": 11, "item_id": "_796dd271-ee95-48f5-830b-6e6f3cf9eeeb", "type": "choice", "title": "Strip Grasses in the Food Chain", "standards": [ "5-PS3-1" ], "prompt_html": "

Look at the food-chain note posted by the club. Which statement best describes the role of the strip grasses in the food chain?

", "prompt_plain": "Look at the food-chain note posted by the club. Which statement best describes the role of the strip grasses in the food chain?", "context_html": "", "options": [ { "id": "cA11", "text": "They are decomposers that pass energy to insects by breaking down dead leaves.", "plain": "They are decomposers that pass energy to insects by breaking down dead leaves.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "They are producers that capture energy from sunlight and store it in food.", "plain": "They are producers that capture energy from sunlight and store it in food.", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "They take in food from the soil and pass it up to the insects.", "plain": "They take in food from the soil and pass it up to the insects.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "They warm the air above the path, which gives the insects energy to move.", "plain": "They warm the air above the path, which gives the insects energy to move.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cd81b0b0-797a-4a5f-9975-17aafad86f23" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB11" ] }, "n_options": 4, "passage_html": "

Greenway Border-Strip Survey

A walking path called the greenway crosses the town. A strip of ground borders each side of the path. Kaisa helps the club that cares for these strips. The club planted the west strip with 12 kinds of grasses and flowering plants. The east strip is plain turf, which is one kind of grass. The club surveyed both strips in May. Then a six-week dry spell hit the town. The club surveyed both strips again in July. Table 1 shows the counts. The club also posted a food-chain note. The note says: sunlight → strip grasses → leaf-eating insects → insect-eating birds.

Table 1. Strip Survey Counts

Survey countPlanted strip, MayPlanted strip, JulyTurf strip, MayTurf strip, July
Kinds of plants alive121211
Kinds of insects seen in one hour141262
Ground covered by green leaves90%80%95%35%
", "passage_plain": "Greenway Border-Strip Survey A walking path called the greenway crosses the town. A strip of ground borders each side of the path. Kaisa helps the club that cares for these strips. The club planted the west strip with 12 kinds of grasses and flowering plants. The east strip is plain turf, which is one kind of grass. The club surveyed both strips in May. Then a six-week dry spell hit the town. The club surveyed both strips again in July. Table 1 shows the counts. The club also posted a food-chain note. The note says: sunlight → strip grasses → leaf-eating insects → insect-eating birds. Table 1. Strip Survey Counts Survey count Planted strip, May Planted strip, July Turf strip, May Turf strip, July Kinds of plants alive 12 12 1 1 Kinds of insects seen in one hour 14 12 6 2 Ground covered by green leaves 90% 80% 95% 35%" }, { "n": 12, "item_id": "_2279582b-4ee4-4777-8577-2acc74428fda", "type": "choice", "title": "Dry-Spell Strip Evidence", "standards": [ "5-LS2-1" ], "prompt_html": "

The club claims that the planted strip changed less during the dry spell because it has a greater variety of plants.

Look at Table 1. Choose the TWO survey results that are evidence supporting the club’s claim.

", "prompt_plain": "The club claims that the planted strip changed less during the dry spell because it has a greater variety of plants. Look at Table 1. Choose the TWO survey results that are evidence supporting the club’s claim.", "context_html": "", "options": [ { "id": "cA12", "text": "Before the dry spell, green cover was 90% on the planted strip but 95% on the turf strip.", "plain": "Before the dry spell, green cover was 90% on the planted strip but 95% on the turf strip.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Insect kinds fell by 2 on the planted strip but by 4 on the turf strip.", "plain": "Insect kinds fell by 2 on the planted strip but by 4 on the turf strip.", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "The club counted plants and insects on both strips in May and again in July.", "plain": "The club counted plants and insects on both strips in May and again in July.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Green cover fell 10 points on the planted strip but 60 points on the turf strip.", "plain": "Green cover fell 10 points on the planted strip but 60 points on the turf strip.", "correct": true, "kind": "choice" }, { "id": "cE12", "text": "The planted strip and the turf strip sit on opposite sides of the greenway path.", "plain": "The planted strip and the turf strip sit on opposite sides of the greenway path.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cd81b0b0-797a-4a5f-9975-17aafad86f23" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB12", "cD12" ] }, "n_options": 5, "passage_html": "

Greenway Border-Strip Survey

A walking path called the greenway crosses the town. A strip of ground borders each side of the path. Kaisa helps the club that cares for these strips. The club planted the west strip with 12 kinds of grasses and flowering plants. The east strip is plain turf, which is one kind of grass. The club surveyed both strips in May. Then a six-week dry spell hit the town. The club surveyed both strips again in July. Table 1 shows the counts. The club also posted a food-chain note. The note says: sunlight → strip grasses → leaf-eating insects → insect-eating birds.

Table 1. Strip Survey Counts

Survey countPlanted strip, MayPlanted strip, JulyTurf strip, MayTurf strip, July
Kinds of plants alive121211
Kinds of insects seen in one hour141262
Ground covered by green leaves90%80%95%35%
", "passage_plain": "Greenway Border-Strip Survey A walking path called the greenway crosses the town. A strip of ground borders each side of the path. Kaisa helps the club that cares for these strips. The club planted the west strip with 12 kinds of grasses and flowering plants. The east strip is plain turf, which is one kind of grass. The club surveyed both strips in May. Then a six-week dry spell hit the town. The club surveyed both strips again in July. Table 1 shows the counts. The club also posted a food-chain note. The note says: sunlight → strip grasses → leaf-eating insects → insect-eating birds. Table 1. Strip Survey Counts Survey count Planted strip, May Planted strip, July Turf strip, May Turf strip, July Kinds of plants alive 12 12 1 1 Kinds of insects seen in one hour 14 12 6 2 Ground covered by green leaves 90% 80% 95% 35%" }, { "n": 13, "item_id": "_6c9377a1-a429-4746-a1a1-05eb47f6d7d3", "type": "hottext", "title": "Balcony Plant Mass Log", "standards": [ "5-LS1-1" ], "prompt_html": "

Haruki grew a young plant in a pot on a balcony for 12 weeks. He sealed the soil with a tight cover, so only the stem poked through a small hole. He added only measured water through a thin tube in the cover. His log is shown below.

\"A

Select the ONE sentence from the log that is the best evidence that the plant’s new mass came mostly from air and water, not from the soil.

", "prompt_plain": "Haruki grew a young plant in a pot on a balcony for 12 weeks. He sealed the soil with a tight cover, so only the stem poked through a small hole. He added only measured water through a thin tube in the cover. His log is shown below. Select the ONE sentence from the log that is the best evidence that the plant’s new mass came mostly from air and water, not from the soil.", "context_html": "", "options": [ { "id": "hA13", "text": "Week 1: The young plant weighed 30 grams, and the dry soil weighed 500 grams.", "plain": "Week 1: The young plant weighed 30 grams, and the dry soil weighed 500 grams.", "correct": false, "kind": "hottext" }, { "id": "hB13", "text": "Week 4: New leaves opened near the top of the stem, and the stem grew thicker.", "plain": "Week 4: New leaves opened near the top of the stem, and the stem grew thicker.", "correct": false, "kind": "hottext" }, { "id": "hC13", "text": "Week 10: White roots had pressed against every side of the pot underneath the cover.", "plain": "Week 10: White roots had pressed against every side of the pot underneath the cover.", "correct": false, "kind": "hottext" }, { "id": "hD13", "text": "Week 12: The plant had gained 190 grams, and the soil had lost 2 grams.", "plain": "Week 12: The plant had gained 190 grams, and the soil had lost 2 grams.", "correct": true, "kind": "hottext" }, { "id": "hE13", "text": "Week 12: The plant grew two new side branches that leaned out toward the bright sunlight.", "plain": "Week 12: The plant grew two new side branches that leaned out toward the bright sunlight.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot13.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD13" ] }, "n_options": 5 }, { "n": 14, "item_id": "_3d55a08e-80d1-4a59-b339-8794e186761f", "type": "choice", "title": "Slough Food Web Part A", "standards": [ "5-LS2-1" ], "prompt_html": "

Part A

Look at Figure 1. Which type of living thing could fill the emptied box in the food web?

", "prompt_plain": "Part A Look at Figure 1. Which type of living thing could fill the emptied box in the food web?", "context_html": "", "options": [ { "id": "cA14", "text": "A producer that uses sunlight to make its own food in the slough", "plain": "A producer that uses sunlight to make its own food in the slough", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "A decomposer that breaks down dead leaves on the slough bottom", "plain": "A decomposer that breaks down dead leaves on the slough bottom", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "An animal that eats crayfish and is itself eaten by herons", "plain": "An animal that eats crayfish and is itself eaten by herons", "correct": true, "kind": "choice" }, { "id": "cD14", "text": "An animal that hunts the herons and is then eaten by crayfish", "plain": "An animal that hunts the herons and is then eaten by crayfish", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_903c3f1d-9ede-4304-a471-f5f1110e1159" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC14" ] }, "n_options": 4, "passage_html": "

Cypress Slough Food Web

A slough is a slow, shallow waterway. This slough winds between cypress trees in a town park. Figure 1 shows part of the slough food web. Each arrow points from a living thing to the animal that eats it. This spring, park rangers posted a die-off notice. The notice says a fish called the gar has died out of this slough. The gar box in Figure 1 is now empty.

Figure 1. Part of the slough food web

\"Food

", "passage_plain": "Cypress Slough Food Web A slough is a slow, shallow waterway. This slough winds between cypress trees in a town park. Figure 1 shows part of the slough food web. Each arrow points from a living thing to the animal that eats it. This spring, park rangers posted a die-off notice. The notice says a fish called the gar has died out of this slough. The gar box in Figure 1 is now empty. Figure 1. Part of the slough food web" }, { "n": 15, "item_id": "_c809b17c-b298-4469-a638-d36e31237d7e", "type": "choice", "title": "Slough Food Web Part B", "standards": [ "5-LS2-1" ], "prompt_html": "

Part B

Which feature of Figure 1 best supports the answer to Part A?

", "prompt_plain": "Part B Which feature of Figure 1 best supports the answer to Part A?", "context_html": "", "options": [ { "id": "cA15", "text": "Arrows point from the crayfish into the emptied box and from that box to the heron.", "plain": "Arrows point from the crayfish into the emptied box and from that box to the heron.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "The algae box sits at the bottom of the figure, below all of the animal boxes.", "plain": "The algae box sits at the bottom of the figure, below all of the animal boxes.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "The emptied box has the same size and shape as the other boxes in the web.", "plain": "The emptied box has the same size and shape as the other boxes in the web.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "An arrow also runs straight from the crayfish to the heron in the web.", "plain": "An arrow also runs straight from the crayfish to the heron in the web.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_903c3f1d-9ede-4304-a471-f5f1110e1159" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA15" ] }, "n_options": 4, "passage_html": "

Cypress Slough Food Web

A slough is a slow, shallow waterway. This slough winds between cypress trees in a town park. Figure 1 shows part of the slough food web. Each arrow points from a living thing to the animal that eats it. This spring, park rangers posted a die-off notice. The notice says a fish called the gar has died out of this slough. The gar box in Figure 1 is now empty.

Figure 1. Part of the slough food web

\"Food

", "passage_plain": "Cypress Slough Food Web A slough is a slow, shallow waterway. This slough winds between cypress trees in a town park. Figure 1 shows part of the slough food web. Each arrow points from a living thing to the animal that eats it. This spring, park rangers posted a die-off notice. The notice says a fish called the gar has died out of this slough. The gar box in Figure 1 is now empty. Figure 1. Part of the slough food web" }, { "n": 16, "item_id": "_3f5568b2-c657-419a-9272-036f4c971653", "type": "choice", "title": "Sea-Turtle Nest Temperatures", "standards": [ "3-LS3-2" ], "prompt_html": "

Ida works with a beach patrol that watches sea-turtle nests. The patrol measured the sand temperature of three nests on the same beach. Table 1 shows each nest and the young turtles that hatched from it.

Table 1. Three Sea-Turtle Nests

MeasurementNest 1Nest 2Nest 3
Sand temperature of the nest26 °C28 °C30 °C
Share of young that were female10%50%90%
Number of shell plates on each back131313
Average length of the young turtles5 cm5 cm5 cm

Which statement is best supported by the data in Table 1?

", "prompt_plain": "Ida works with a beach patrol that watches sea-turtle nests. The patrol measured the sand temperature of three nests on the same beach. Table 1 shows each nest and the young turtles that hatched from it. Table 1. Three Sea-Turtle Nests Measurement Nest 1 Nest 2 Nest 3 Sand temperature of the nest 26 °C 28 °C 30 °C Share of young that were female 10% 50% 90% Number of shell plates on each back 13 13 13 Average length of the young turtles 5 cm 5 cm 5 cm Which statement is best supported by the data in Table 1?", "context_html": "", "options": [ { "id": "cA16", "text": "The number of shell plates on a young turtle depends on the temperature of its nest.", "plain": "The number of shell plates on a young turtle depends on the temperature of its nest.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "The young turtles in the warmest nest grew longer than the turtles in the cooler nests.", "plain": "The young turtles in the warmest nest grew longer than the turtles in the cooler nests.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "The turtles in the warmest nest chose to become female so they could survive the heat.", "plain": "The turtles in the warmest nest chose to become female so they could survive the heat.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "The share of young turtles that are female is influenced by the temperature of the nest.", "plain": "The share of young turtles that are female is influenced by the temperature of the nest.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD16" ] }, "n_options": 4 }, { "n": 17, "item_id": "_698771aa-c9bb-4baf-8fa5-87a9a36d062b", "type": "choice", "title": "Felt-Layer Trial Purpose", "standards": [ "3-PS2-3" ], "prompt_html": "

Look at Table 1. Which question was the class investigation designed to answer?

", "prompt_plain": "Look at Table 1. Which question was the class investigation designed to answer?", "context_html": "", "options": [ { "id": "cA17", "text": "How does the distance between a magnet and steel washers change the strength of the magnetic pull?", "plain": "How does the distance between a magnet and steel washers change the strength of the magnetic pull?", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "Which of the two materials, felt sheets or steel washers, will stick to a bar magnet?", "plain": "Which of the two materials, felt sheets or steel washers, will stick to a bar magnet?", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "How does the number of washers hanging under the stack change the thickness of each felt sheet?", "plain": "How does the number of washers hanging under the stack change the thickness of each felt sheet?", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "How much pulling strength does a bar magnet lose when it is used many times in a row?", "plain": "How much pulling strength does a bar magnet lose when it is used many times in a row?", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_af9475b5-9e93-47cb-96e6-68675e8ba0d6" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA17" ] }, "n_options": 4, "passage_html": "

Felt-Layer Magnet Trials

Jovan’s class tested one bar magnet. They held the magnet on top of a stack of felt sheets. Then they counted how many steel washers the magnet could hold hanging under the stack. They repeated the trial with different numbers of felt sheets in the stack. Every felt sheet has the same thickness. Table 1 shows the results. The class will use the results to design a refrigerator magnet. The magnet must hold at least six sheets of paper against a steel door.

Figure 1. The felt-stack trial rig

\"A

Table 1. Washers Held Through Felt

Felt sheets in the stackSteel washers held
18
25
32
40
", "passage_plain": "Felt-Layer Magnet Trials Jovan’s class tested one bar magnet. They held the magnet on top of a stack of felt sheets. Then they counted how many steel washers the magnet could hold hanging under the stack. They repeated the trial with different numbers of felt sheets in the stack. Every felt sheet has the same thickness. Table 1 shows the results. The class will use the results to design a refrigerator magnet. The magnet must hold at least six sheets of paper against a steel door. Figure 1. The felt-stack trial rig Table 1. Washers Held Through Felt Felt sheets in the stack Steel washers held 1 8 2 5 3 2 4 0" }, { "n": 18, "item_id": "_3625e079-083b-40d5-879a-32f186f19fef", "type": "choice", "title": "Two Stacked Magnets", "standards": [ "3-PS2-3" ], "prompt_html": "

The class repeats the same trials with two bar magnets stacked together instead of one magnet.

Which results table is most likely?

", "prompt_plain": "The class repeats the same trials with two bar magnets stacked together instead of one magnet. Which results table is most likely ?", "context_html": "", "options": [ { "id": "cA18", "text": "
Felt sheets in the stackSteel washers held
14
22
31
40
", "plain": "Felt sheets in the stack Steel washers held 1 4 2 2 3 1 4 0", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "
Felt sheets in the stackSteel washers held
18
25
32
40
", "plain": "Felt sheets in the stack Steel washers held 1 8 2 5 3 2 4 0", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "
Felt sheets in the stackSteel washers held
112
28
35
42
", "plain": "Felt sheets in the stack Steel washers held 1 12 2 8 3 5 4 2", "correct": true, "kind": "choice" }, { "id": "cD18", "text": "
Felt sheets in the stackSteel washers held
112
212
312
412
", "plain": "Felt sheets in the stack Steel washers held 1 12 2 12 3 12 4 12", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_af9475b5-9e93-47cb-96e6-68675e8ba0d6" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC18" ] }, "n_options": 4, "passage_html": "

Felt-Layer Magnet Trials

Jovan’s class tested one bar magnet. They held the magnet on top of a stack of felt sheets. Then they counted how many steel washers the magnet could hold hanging under the stack. They repeated the trial with different numbers of felt sheets in the stack. Every felt sheet has the same thickness. Table 1 shows the results. The class will use the results to design a refrigerator magnet. The magnet must hold at least six sheets of paper against a steel door.

Figure 1. The felt-stack trial rig

\"A

Table 1. Washers Held Through Felt

Felt sheets in the stackSteel washers held
18
25
32
40
", "passage_plain": "Felt-Layer Magnet Trials Jovan’s class tested one bar magnet. They held the magnet on top of a stack of felt sheets. Then they counted how many steel washers the magnet could hold hanging under the stack. They repeated the trial with different numbers of felt sheets in the stack. Every felt sheet has the same thickness. Table 1 shows the results. The class will use the results to design a refrigerator magnet. The magnet must hold at least six sheets of paper against a steel door. Figure 1. The felt-stack trial rig Table 1. Washers Held Through Felt Felt sheets in the stack Steel washers held 1 8 2 5 3 2 4 0" }, { "n": 19, "item_id": "_925b2b80-6eed-477a-b677-54cf7d2dfc3f", "type": "inline-choice", "title": "Refrigerator Magnet Design", "standards": [ "3-PS2-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The class now designs the refrigerator magnet. Use Table 1 as evidence.

Choose the word or phrase that best completes each sentence.

The sheets of paper between the magnet and the steel door act like the in the trials.

Table 1 shows that when more felt sheets are added, the magnetic pull is .

To hold at least six sheets of paper against the door, the class should pick the magnet with the .

", "options": [ { "id": "cB19caf7f", "text": "steel washers", "plain": "steel washers", "correct": false, "kind": "inline" }, { "id": "cB15d219a", "text": "felt sheets", "plain": "felt sheets", "correct": true, "kind": "inline" }, { "id": "cB13fd3c4", "text": "bar magnet", "plain": "bar magnet", "correct": false, "kind": "inline" }, { "id": "cB27c947e", "text": "weaker", "plain": "weaker", "correct": true, "kind": "inline" }, { "id": "cB20ee45a", "text": "stronger", "plain": "stronger", "correct": false, "kind": "inline" }, { "id": "cB23833f9", "text": "unchanged", "plain": "unchanged", "correct": false, "kind": "inline" }, { "id": "cB3a153d6", "text": "biggest size", "plain": "biggest size", "correct": false, "kind": "inline" }, { "id": "cB386d3b6", "text": "shiniest coating", "plain": "shiniest coating", "correct": false, "kind": "inline" }, { "id": "cB3e8d038", "text": "strongest pull", "plain": "strongest pull", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_af9475b5-9e93-47cb-96e6-68675e8ba0d6" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB15d219a" ], "RESPONSE2": [ "cB27c947e" ], "RESPONSE3": [ "cB3e8d038" ] }, "n_options": 9, "passage_html": "

Felt-Layer Magnet Trials

Jovan’s class tested one bar magnet. They held the magnet on top of a stack of felt sheets. Then they counted how many steel washers the magnet could hold hanging under the stack. They repeated the trial with different numbers of felt sheets in the stack. Every felt sheet has the same thickness. Table 1 shows the results. The class will use the results to design a refrigerator magnet. The magnet must hold at least six sheets of paper against a steel door.

Figure 1. The felt-stack trial rig

\"A

Table 1. Washers Held Through Felt

Felt sheets in the stackSteel washers held
18
25
32
40
", "passage_plain": "Felt-Layer Magnet Trials Jovan’s class tested one bar magnet. They held the magnet on top of a stack of felt sheets. Then they counted how many steel washers the magnet could hold hanging under the stack. They repeated the trial with different numbers of felt sheets in the stack. Every felt sheet has the same thickness. Table 1 shows the results. The class will use the results to design a refrigerator magnet. The magnet must hold at least six sheets of paper against a steel door. Figure 1. The felt-stack trial rig Table 1. Washers Held Through Felt Felt sheets in the stack Steel washers held 1 8 2 5 3 2 4 0" }, { "n": 20, "item_id": "_85eab653-7d17-4128-839d-46f98c2a36f6", "type": "choice", "title": "Three Stars Data Card", "standards": [ "5-ESS1-1" ], "prompt_html": "

Golda’s class made a data card about three stars. All three stars give off the same amount of light. Table 1 shows how far each star is from Earth.

Table 1. Three Stars

StarDistance from Earth
Star 1900 light-years
Star 29 light-years
Star 390 light-years

Which statement explains which star looks brightest in the night sky?

", "prompt_plain": "Golda’s class made a data card about three stars. All three stars give off the same amount of light. Table 1 shows how far each star is from Earth. Table 1. Three Stars Star Distance from Earth Star 1 900 light-years Star 2 9 light-years Star 3 90 light-years Which statement explains which star looks brightest in the night sky?", "context_html": "", "options": [ { "id": "cA20", "text": "Star 1 looks brightest, because starlight grows stronger as it travels a longer distance.", "plain": "Star 1 looks brightest, because starlight grows stronger as it travels a longer distance.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "Star 2 looks brightest, because it is the closest of the three stars to Earth.", "plain": "Star 2 looks brightest, because it is the closest of the three stars to Earth.", "correct": true, "kind": "choice" }, { "id": "cC20", "text": "Star 3 looks brightest, because a middle distance lets the most light reach Earth.", "plain": "Star 3 looks brightest, because a middle distance lets the most light reach Earth.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "The three stars look equally bright, because they give off the same amount of light.", "plain": "The three stars look equally bright, because they give off the same amount of light.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB20" ] }, "n_options": 4 }, { "n": 21, "item_id": "_7046be65-a0a3-45d7-ae20-aa4a6030cf13", "type": "portable-custom", "title": "Goalpost Shadow Lengths", "standards": [ "5-ESS1-2" ], "prompt_html": "

Renzo measures the shadow of the soccer goalpost on the school field. He measures at four times during one day. The sky stays clear all day. He records each length to the nearest meter. Table 1 shows his data.

Table 1. Goalpost Shadow Lengths

Time of day9:00 a.m.11:00 a.m.1:00 p.m.3:00 p.m.
Shadow length (meters)6325

 

Use Table 1. Drag one bar onto each time of day. Each bar must show the shadow's length at that time.

", "prompt_plain": "Renzo measures the shadow of the soccer goalpost on the school field. He measures at four times during one day. The sky stays clear all day. He records each length to the nearest meter. Table 1 shows his data. Table 1. Goalpost Shadow Lengths Time of day 9:00 a.m. 11:00 a.m. 1:00 p.m. 3:00 p.m. Shadow length (meters) 6 3 2 5 Use Table 1. Drag one bar onto each time of day. Each bar must show the shadow's length at that time.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"9:00 a.m.\",\"y\":6},{\"x\":\"11:00 a.m.\",\"y\":3},{\"x\":\"1:00 p.m.\",\"y\":2},{\"x\":\"3:00 p.m.\",\"y\":5}]" ] }, "n_options": 0 }, { "n": 22, "item_id": "_9bd4bcde-5119-4280-bb64-440d979c1625", "type": "choice", "title": "Polaris on the Sky Log", "standards": [ "5-ESS1-2" ], "prompt_html": "

Raisa keeps a sky log for one full year. Once each month, she draws the star patterns she sees at night. Different star patterns appear in different seasons. Polaris, the North Star, appears in her log every single month.

\"A

Which statement best explains why Raisa can see Polaris all year?

", "prompt_plain": "Raisa keeps a sky log for one full year. Once each month, she draws the star patterns she sees at night. Different star patterns appear in different seasons. Polaris, the North Star, appears in her log every single month. Which statement best explains why Raisa can see Polaris all year?", "context_html": "", "options": [ { "id": "cA1", "text": "Polaris travels around Earth one time each year, so it stays above her town every night.", "plain": "Polaris travels around Earth one time each year, so it stays above her town every night.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Polaris sits almost directly above Earth's North Pole, so its place in her sky barely changes.", "plain": "Polaris sits almost directly above Earth's North Pole, so its place in her sky barely changes.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Polaris gives off more light than other stars, so it is bright enough to see in every season.", "plain": "Polaris gives off more light than other stars, so it is bright enough to see in every season.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Polaris is the closest star to Earth after the Sun, so it can be found in any month.", "plain": "Polaris is the closest star to Earth after the Sun, so it can be found in any month.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot22_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 23, "item_id": "_8f2ee39d-ffe4-441d-bbf2-5f6d754f13f7", "type": "inline-choice", "title": "Quarry Earth Systems", "standards": [ "5-ESS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A work crew digs rock from a wide, shallow pit at a quarry outside town. Rain has filled the low middle of the pit and made a small pond. Two of Earth's major systems meet at this quarry.

\"A

Choose the word that correctly completes each sentence.

The rainwater pond in the middle of the pit is part of the .

The rock the crew digs from the sides of the pit is part of the .

", "options": [ { "id": "c23b1o1", "text": "atmosphere", "plain": "atmosphere", "correct": false, "kind": "inline" }, { "id": "c23b1o2", "text": "biosphere", "plain": "biosphere", "correct": false, "kind": "inline" }, { "id": "c23b1o3", "text": "geosphere", "plain": "geosphere", "correct": false, "kind": "inline" }, { "id": "c23b1o4", "text": "hydrosphere", "plain": "hydrosphere", "correct": true, "kind": "inline" }, { "id": "c23b2o1", "text": "atmosphere", "plain": "atmosphere", "correct": false, "kind": "inline" }, { "id": "c23b2o2", "text": "biosphere", "plain": "biosphere", "correct": false, "kind": "inline" }, { "id": "c23b2o3", "text": "geosphere", "plain": "geosphere", "correct": true, "kind": "inline" }, { "id": "c23b2o4", "text": "hydrosphere", "plain": "hydrosphere", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot23.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c23b1o4" ], "RESPONSEB2": [ "c23b2o3" ] }, "n_options": 8 }, { "n": 24, "item_id": "_a0bb06b0-98ff-4ed2-a523-98b18bbac4e4", "type": "choice", "title": "Earth's Water Data Card", "standards": [ "5-ESS2-2" ], "prompt_html": "

A science club makes a data card about Earth's water supply. The card imagines all of Earth's water split into 1,000 equal units. Table 1 shows how many units each source holds.

Table 1. Earth's Water in 1,000 Units

Water sourceUnits out of 1,000
Oceans (salt water)970
Glaciers and ice caps (frozen fresh water)20
Groundwater (fresh water underground)9
Rivers and lakes (fresh water at the surface)1

Which TWO conclusions do the data on the card support? Choose the TWO best answers.

", "prompt_plain": "A science club makes a data card about Earth's water supply. The card imagines all of Earth's water split into 1,000 equal units. Table 1 shows how many units each source holds. Table 1. Earth's Water in 1,000 Units Water source Units out of 1,000 Oceans (salt water) 970 Glaciers and ice caps (frozen fresh water) 20 Groundwater (fresh water underground) 9 Rivers and lakes (fresh water at the surface) 1 Which TWO conclusions do the data on the card support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Rivers and lakes hold the largest share of Earth's fresh water supply.", "plain": "Rivers and lakes hold the largest share of Earth's fresh water supply.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Almost all of Earth's water is the salt water found in the oceans.", "plain": "Almost all of Earth's water is the salt water found in the oceans.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Earth holds about the same amount of salt water and fresh water.", "plain": "Earth holds about the same amount of salt water and fresh water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Groundwater holds more of Earth's fresh water than glaciers and ice caps.", "plain": "Groundwater holds more of Earth's fresh water than glaciers and ice caps.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Most of Earth's fresh water is frozen in glaciers and ice caps.", "plain": "Most of Earth's fresh water is frozen in glaciers and ice caps.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 25, "item_id": "_ed1fa9a2-0bb8-49b2-8f4b-4abd0f0c675f", "type": "choice", "title": "Gull Point Shoreline Part A", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part A

Look at Figure 1. Compare each section's two bars.

Which section shows the greatest decrease in shoreline loss after the project?

", "prompt_plain": "Part A Look at Figure 1. Compare each section's two bars. Which section shows the greatest decrease in shoreline loss after the project?", "context_html": "", "options": [ { "id": "cA1", "text": "Section 1", "plain": "Section 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Section 2", "plain": "Section 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Section 3", "plain": "Section 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Section 4", "plain": "Section 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8f82cd3c-cabe-4b73-aa8c-cc60fac8287c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Gull Point Shoreline Project

Waves wash away part of the shoreline at Gull Point every year. Last spring, the town tried to slow this loss. Workers split the shore into four sections. Each section got a different protection method. Table 1 lists the methods.

Table 1. Shoreline Protection Methods

SectionProtection method
Section 1A wide strip of marsh grass planted along the whole shore edge
Section 2Small clumps of marsh grass planted far apart
Section 3A single line of large stones placed at the water's edge
Section 4No protection added

Figure 1 shows how many meters of shoreline each section lost. It compares the year before the project with the year after the project.

\"Grouped

", "passage_plain": "Gull Point Shoreline Project Waves wash away part of the shoreline at Gull Point every year. Last spring, the town tried to slow this loss. Workers split the shore into four sections. Each section got a different protection method. Table 1 lists the methods. Table 1. Shoreline Protection Methods Section Protection method Section 1 A wide strip of marsh grass planted along the whole shore edge Section 2 Small clumps of marsh grass planted far apart Section 3 A single line of large stones placed at the water's edge Section 4 No protection added Figure 1 shows how many meters of shoreline each section lost. It compares the year before the project with the year after the project." }, { "n": 26, "item_id": "_fecab4c3-56b7-40c0-bd8e-757797a14e84", "type": "choice", "title": "Gull Point Shoreline Part B", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part B

Use Table 1 and Figure 1 together.

Which statement best explains how the marsh-grass planting protected the shoreline at Gull Point?

", "prompt_plain": "Part B Use Table 1 and Figure 1 together. Which statement best explains how the marsh-grass planting protected the shoreline at Gull Point?", "context_html": "", "options": [ { "id": "cA1", "text": "The stones protected the shore best, because Section 3 lost less shoreline after the project than the planted sections.", "plain": "The stones protected the shore best, because Section 3 lost less shoreline after the project than the planted sections.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The marsh grass soaked up the rainwater that washes soil away, so the planted sections stopped losing shoreline.", "plain": "The marsh grass soaked up the rainwater that washes soil away, so the planted sections stopped losing shoreline.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Calmer weather lowered the shoreline loss in the four sections, so the planting did not cause the smaller losses.", "plain": "Calmer weather lowered the shoreline loss in the four sections, so the planting did not cause the smaller losses.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The marsh-grass roots held the soil in place, because the wide strip's loss fell from 5 meters to 1 meter.", "plain": "The marsh-grass roots held the soil in place, because the wide strip's loss fell from 5 meters to 1 meter.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8f82cd3c-cabe-4b73-aa8c-cc60fac8287c" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Gull Point Shoreline Project

Waves wash away part of the shoreline at Gull Point every year. Last spring, the town tried to slow this loss. Workers split the shore into four sections. Each section got a different protection method. Table 1 lists the methods.

Table 1. Shoreline Protection Methods

SectionProtection method
Section 1A wide strip of marsh grass planted along the whole shore edge
Section 2Small clumps of marsh grass planted far apart
Section 3A single line of large stones placed at the water's edge
Section 4No protection added

Figure 1 shows how many meters of shoreline each section lost. It compares the year before the project with the year after the project.

\"Grouped

", "passage_plain": "Gull Point Shoreline Project Waves wash away part of the shoreline at Gull Point every year. Last spring, the town tried to slow this loss. Workers split the shore into four sections. Each section got a different protection method. Table 1 lists the methods. Table 1. Shoreline Protection Methods Section Protection method Section 1 A wide strip of marsh grass planted along the whole shore edge Section 2 Small clumps of marsh grass planted far apart Section 3 A single line of large stones placed at the water's edge Section 4 No protection added Figure 1 shows how many meters of shoreline each section lost. It compares the year before the project with the year after the project." }, { "n": 27, "item_id": "_1aaec898-d36b-4d5a-9675-6ec1f97ecc38", "type": "gap-match", "title": "River Land Sections", "standards": [ "4-ESS2-1" ], "prompt_html": "

The diagram shows three sections of land along one river. In Section 1, high on the mountain, water freezes in rock cracks each winter and breaks the rock into smaller pieces. In Section 2, the fast river lifts small rock pieces and carries them downstream. In Section 3, where the river meets a lake, the slow water drops its load of sand. The sand builds up a new flat bank.

\"A

 

Drag one process name into each box to label the process shaping the land in that section.

", "prompt_plain": "The diagram shows three sections of land along one river. In Section 1, high on the mountain, water freezes in rock cracks each winter and breaks the rock into smaller pieces. In Section 2, the fast river lifts small rock pieces and carries them downstream. In Section 3, where the river meets a lake, the slow water drops its load of sand. The sand builds up a new flat bank. Drag one process name into each box to label the process shaping the land in that section.", "context_html": "", "options": [ { "id": "tok-deposition", "text": "deposition", "plain": "deposition", "correct": false, "kind": "gap-token" }, { "id": "tok-erosion", "text": "erosion", "plain": "erosion", "correct": false, "kind": "gap-token" }, { "id": "tok-melting", "text": "melting", "plain": "melting", "correct": false, "kind": "gap-token" }, { "id": "tok-weathering", "text": "weathering", "plain": "weathering", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot27.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-weathering gap-s1", "tok-erosion gap-s2", "tok-deposition gap-s3" ] }, "n_options": 4 }, { "n": 28, "item_id": "_1de68485-a9ec-41e8-965d-943c9d80f71d", "type": "choice", "title": "Fossils in a Highway Cut", "standards": [ "4-ESS1-1" ], "prompt_html": "

A road crew cuts through a low hillside to widen a highway. Scientists study the flat rock layers in the fresh cut. Table 1 lists what they find in each layer, from top to bottom.

Table 1. Fossils Found in Each Layer

LayerFossils found
Layer 1 (top)Imprints of grass stems and roots
Layer 2Bones of small mammals that lived on land
Layer 3Imprints of leaves from hickory trees, tall land trees
Layer 4Fossils of barnacles, small animals that live attached to rocks in the sea
Layer 5 (bottom)Stem pieces of sea lilies, animals that live attached to the sea floor

Which TWO layers hold fossils showing that this area was once under water? Choose the TWO best answers.

", "prompt_plain": "A road crew cuts through a low hillside to widen a highway. Scientists study the flat rock layers in the fresh cut. Table 1 lists what they find in each layer, from top to bottom. Table 1. Fossils Found in Each Layer Layer Fossils found Layer 1 (top) Imprints of grass stems and roots Layer 2 Bones of small mammals that lived on land Layer 3 Imprints of leaves from hickory trees, tall land trees Layer 4 Fossils of barnacles, small animals that live attached to rocks in the sea Layer 5 (bottom) Stem pieces of sea lilies, animals that live attached to the sea floor Which TWO layers hold fossils showing that this area was once under water? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Layer 1", "plain": "Layer 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Layer 2", "plain": "Layer 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Layer 3", "plain": "Layer 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Layer 4", "plain": "Layer 4", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Layer 5", "plain": "Layer 5", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D, E", "key_values": { "RESPONSE": [ "cD1", "cE1" ] }, "n_options": 5 }, { "n": 29, "item_id": "_d58cd18b-c347-4fce-8cca-9567e99625e9", "type": "choice", "title": "Roller-Coaster Stored Energy", "standards": [ "4-PS3-1" ], "prompt_html": "

The diagram shows a roller-coaster track at a fair. A chain pulls the car up the first hill. After that, the car rolls on its own. Four points on the track are labeled P, Q, R, and S.

\"Side

At which point does the car have the greatest amount of stored energy?

", "prompt_plain": "The diagram shows a roller-coaster track at a fair. A chain pulls the car up the first hill. After that, the car rolls on its own. Four points on the track are labeled P, Q, R, and S. At which point does the car have the greatest amount of stored energy?", "context_html": "", "options": [ { "id": "cA1", "text": "Point P", "plain": "Point P", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Point Q", "plain": "Point Q", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Point R", "plain": "Point R", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Point S", "plain": "Point S", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot29_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_1a7bfe76-2819-4c10-90e0-866c1ab7eea6", "type": "choice", "title": "Four Shirts in Sunlight", "standards": [ "4-PS4-2" ], "prompt_html": "

At an outdoor club meeting, students spread four clean T-shirts flat on a sunny grass field. The shirts are black, red, white, and yellow. Afternoon sunlight shines equally on all four shirts.

\"Four

Which shirt absorbs the most light energy instead of reflecting it?

", "prompt_plain": "At an outdoor club meeting, students spread four clean T-shirts flat on a sunny grass field. The shirts are black, red, white, and yellow. Afternoon sunlight shines equally on all four shirts. Which shirt absorbs the most light energy instead of reflecting it?", "context_html": "", "options": [ { "id": "cA1", "text": "The black shirt", "plain": "The black shirt", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The red shirt", "plain": "The red shirt", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The white shirt", "plain": "The white shirt", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The yellow shirt", "plain": "The yellow shirt", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot30.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_89cc4db1-51aa-4b33-aece-91b862a728c7", "type": "gap-match", "title": "Animal Hearing Ranges", "standards": [ "4-LS1-2" ], "prompt_html": "

A speaker plays a test sound at 35,000 hertz (Hz). Hertz is a unit used to describe sounds. When the speaker plays the sound, the students in the room hear nothing. Figure 1 shows the range of sounds each of four animals can hear. It also shows the human range.

Figure 1. Hearing Ranges and the Test Sound

\"Bar

 

Use Figure 1. Drag one tile into each empty box to show whether hearing the test sound is possible or not possible for that animal. You may use a tile more than once.

", "prompt_plain": "A speaker plays a test sound at 35,000 hertz (Hz). Hertz is a unit used to describe sounds. When the speaker plays the sound, the students in the room hear nothing. Figure 1 shows the range of sounds each of four animals can hear. It also shows the human range. Figure 1. Hearing Ranges and the Test Sound Use Figure 1. Drag one tile into each empty box to show whether hearing the test sound is possible or not possible for that animal. You may use a tile more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "possible", "plain": "possible", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "not possible", "plain": "not possible", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile2 g1", "tile1 g2", "tile2 g3", "tile1 g4" ] }, "n_options": 2 }, { "n": 32, "item_id": "_e34a400b-ef29-4a0e-a70c-a727168bf1aa", "type": "choice", "title": "Creek Town Flood Plan", "standards": [ "4-ESS3-2" ], "prompt_html": "

Figure 1 is a map of a town beside a creek. After hours of heavy rain, creek water spread over the low ground and reached the homes there. The school on the hill stayed dry. The town will build new flood protection, and it wants the least building work.

Figure 1. Map of the Town

\"Town

Look at the map. Which plan is the best choice to reduce future flood damage to the homes?

", "prompt_plain": "Figure 1 is a map of a town beside a creek. After hours of heavy rain, creek water spread over the low ground and reached the homes there. The school on the hill stayed dry. The town will build new flood protection, and it wants the least building work. Figure 1. Map of the Town Look at the map. Which plan is the best choice to reduce future flood damage to the homes?", "context_html": "", "options": [ { "id": "cA32", "text": "Build a floodwall around the whole town, including the hill.", "plain": "Build a floodwall around the whole town, including the hill.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "Build a floodwall between the creek and the homes on the low ground.", "plain": "Build a floodwall between the creek and the homes on the low ground.", "correct": true, "kind": "choice" }, { "id": "cC32", "text": "Build a floodwall between the creek and the school on the hill.", "plain": "Build a floodwall between the creek and the school on the hill.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "Build a floodwall along the far side of the creek, away from the homes.", "plain": "Build a floodwall along the far side of the creek, away from the homes.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-27/images/slot32.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_ab3245d0-20da-4da4-8447-e46e75e673e5", "type": "choice", "title": "Solar Cooker Design Problem", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Look at the criterion in the bake-off rules.

Which problem were both solar cookers designed to solve?

", "prompt_plain": "Look at the criterion in the bake-off rules. Which problem were both solar cookers designed to solve?", "context_html": "", "options": [ { "id": "cA33", "text": "How to collect enough of the sun's energy to heat food", "plain": "How to collect enough of the sun's energy to heat food", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "How to make a cooker easy to carry to the field day", "plain": "How to make a cooker easy to carry to the field day", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "How to melt many marshmallows at one time on the field day", "plain": "How to melt many marshmallows at one time on the field day", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "How to heat food faster than a kitchen oven heats it", "plain": "How to heat food faster than a kitchen oven heats it", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_93e53e7f-a80e-4d8d-a8fb-0836ec2a3383" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA33" ] }, "n_options": 4, "passage_html": "

Solar Cooker Bake-Off

Signe and Tyler entered the solar cooker bake-off at the school field day. The bake-off rules list one criterion: the cooker must melt a marshmallow using only sunlight. Both students started with the same cardboard box, black metal tray, and clear lid. Signe's Design 1 adds one flat foil panel standing behind the box. Tyler's Design 2 adds three foil panels angled to reflect sunlight into the box. The two cookers sat side by side in full sun. Figure 1 shows the two designs. Table 1 shows the bake-off results.

Figure 1. The Two Cooker Designs

\"Two

Table 1. Bake-Off Results

DesignTime to melt the marshmallow (minutes)Highest temperature inside the box (°C)
Design 14472
Design 22295
", "passage_plain": "Solar Cooker Bake-Off Signe and Tyler entered the solar cooker bake-off at the school field day. The bake-off rules list one criterion: the cooker must melt a marshmallow using only sunlight. Both students started with the same cardboard box, black metal tray, and clear lid. Signe's Design 1 adds one flat foil panel standing behind the box. Tyler's Design 2 adds three foil panels angled to reflect sunlight into the box. The two cookers sat side by side in full sun. Figure 1 shows the two designs. Table 1 shows the bake-off results. Figure 1. The Two Cooker Designs Table 1. Bake-Off Results Design Time to melt the marshmallow (minutes) Highest temperature inside the box (°C) Design 1 44 72 Design 2 22 95" }, { "n": 34, "item_id": "_e4ca48a6-40df-48e4-bbb1-441b7a88f7da", "type": "choice", "title": "Why Design 2 Melted Faster", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Look at Figure 1 and Table 1.

Which statement best explains why Design 2 melted the marshmallow faster than Design 1?

", "prompt_plain": "Look at Figure 1 and Table 1. Which statement best explains why Design 2 melted the marshmallow faster than Design 1?", "context_html": "", "options": [ { "id": "cA34", "text": "Design 2 sat in warmer air than Design 1, which pushed its melt time down to 22 minutes.", "plain": "Design 2 sat in warmer air than Design 1, which pushed its melt time down to 22 minutes.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Design 2's black tray made its own heat, so it needed less sunlight than Design 1.", "plain": "Design 2's black tray made its own heat, so it needed less sunlight than Design 1.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Design 2's extra panels blocked wind from its box better than Design 1's one panel.", "plain": "Design 2's extra panels blocked wind from its box better than Design 1's one panel.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Design 2's three angled panels reflected more sunlight into its box, so it reached 95 °C.", "plain": "Design 2's three angled panels reflected more sunlight into its box, so it reached 95 °C.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_93e53e7f-a80e-4d8d-a8fb-0836ec2a3383" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD34" ] }, "n_options": 4, "passage_html": "

Solar Cooker Bake-Off

Signe and Tyler entered the solar cooker bake-off at the school field day. The bake-off rules list one criterion: the cooker must melt a marshmallow using only sunlight. Both students started with the same cardboard box, black metal tray, and clear lid. Signe's Design 1 adds one flat foil panel standing behind the box. Tyler's Design 2 adds three foil panels angled to reflect sunlight into the box. The two cookers sat side by side in full sun. Figure 1 shows the two designs. Table 1 shows the bake-off results.

Figure 1. The Two Cooker Designs

\"Two

Table 1. Bake-Off Results

DesignTime to melt the marshmallow (minutes)Highest temperature inside the box (°C)
Design 14472
Design 22295
", "passage_plain": "Solar Cooker Bake-Off Signe and Tyler entered the solar cooker bake-off at the school field day. The bake-off rules list one criterion: the cooker must melt a marshmallow using only sunlight. Both students started with the same cardboard box, black metal tray, and clear lid. Signe's Design 1 adds one flat foil panel standing behind the box. Tyler's Design 2 adds three foil panels angled to reflect sunlight into the box. The two cookers sat side by side in full sun. Figure 1 shows the two designs. Table 1 shows the bake-off results. Figure 1. The Two Cooker Designs Table 1. Bake-Off Results Design Time to melt the marshmallow (minutes) Highest temperature inside the box (°C) Design 1 44 72 Design 2 22 95" }, { "n": 35, "item_id": "_51acd53c-b109-4611-883e-64f5910cfb10", "type": "choice", "title": "Catapult Test Plan Note", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Trina's team built a small catapult for a design contest. The team's test plan has this note: \"Launch the catapult five times, not just one time, before judging the design.\"

Which statement best explains how following the note improves the test?

", "prompt_plain": "Trina's team built a small catapult for a design contest. The team's test plan has this note: \"Launch the catapult five times, not just one time, before judging the design.\" Which statement best explains how following the note improves the test?", "context_html": "", "options": [ { "id": "cA35", "text": "Launching five times lets the team report the farthest launch as the design's usual result.", "plain": "Launching five times lets the team report the farthest launch as the design's usual result.", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "Launching five times lets the team change several parts of the design in one test.", "plain": "Launching five times lets the team change several parts of the design in one test.", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "Launching five times shows a typical result, so one unusual launch cannot mislead the team.", "plain": "Launching five times shows a typical result, so one unusual launch cannot mislead the team.", "correct": true, "kind": "choice" }, { "id": "cD35", "text": "Launching five times makes every launch travel the same distance as the first launch.", "plain": "Launching five times makes every launch travel the same distance as the first launch.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC35" ] }, "n_options": 4 }, { "n": 36, "item_id": "_2cb6b27a-48c7-4767-a4e9-aa8a134da41f", "type": "text-entry", "title": "Fan-Cart Course Times", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Vince's science club built two fan carts. Each cart uses a battery-powered fan to push itself along the same flat 6-meter course. Table 1 shows each cart's time.

Table 1. Fan-Cart Course Times

CartTime to finish the course (seconds)
Cart 118
Cart 211

How many seconds faster did Cart 2 finish the course than Cart 1? Enter the exact number of seconds.

Give your answer as a whole number (e.g., 40).

Number of seconds:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "7" ] }, "n_options": 0 } ] }, { "form": "G5.28", "grade": "G5", "title": "Alpha Standardized Science G5.28", "test_id": "_test-43efeacb-1cb2-4df8-8e79-5eebd55904c9", "n_items": 36, "n_stimuli": 7, "stimuli": { "_7c12831b-0d9b-40fe-ae58-9cdb10d5d054": { "title": "Oak Hollow Study Plot", "html": "

Oak Hollow Study Plot

Ilsa’s class keeps a study card for a forest plot called Oak Hollow. One large oak tree grows at the center of the plot. Each year, the class measures the oak. Table 1 shows the measurements from Year 1 and Year 10. The class also records what the animals eat. Wood mice eat seeds that drop from the oak. Pill bugs eat bits of dead matter on the ground. In the model, decomposers are living things that break down dead matter. Figure 1 shows a food-web model for the plot. Three boxes in the model are empty.

Table 1. Oak Measurements at the Plot

MeasurementYear 1Year 10
Distance around the trunk96 cm128 cm
Estimated mass of the tree850 kg1,150 kg

\"A

" }, "_95414d41-33f4-417c-a888-bf70185b45aa": { "title": "River Bend Field Guide", "html": "

River Bend Field Guide

Otis's class keeps a field guide for the River Bend Trail. The trail follows a river from the steep upstream hills down to a lake. Figure 1 is the class's sketch of the spot where the river flows into the lake. Table 1 lists the class's four Trail Notes from this year's walk.

\"A

Table 1. Trail Notes

NoteWhat the class observed
1A deep crack in the boulder beside the trail is wider than it was last fall. Ice filled the crack all winter.
2Pebbles made of the same gray rock as the steep upstream hills lie along the riverbed far downstream from those hills.
3Sand now covers the riverbed in a wide part where the water moves slowly.
4Tree roots have split a rock beside the trail into several pieces.
" }, "_fb9e375a-4ef6-4031-b944-8154b332c66b": { "title": "Prairie-Dog Town Energy Trace", "html": "

Prairie-Dog Town Energy Trace

A study card shows part of a prairie-dog town on open grassland. The diagram on the card connects three living things with arrows that mean “is eaten by.” Prairie dogs in this town eat mostly grass. A ferruginous hawk hunts prairie dogs over the town.

\"A
" }, "_3d4b0158-4387-4961-ae51-82e48e9143f7": { "title": "Griddle Kitchen Demo Table", "html": "

Griddle Kitchen Demo Table

Ms. Farrow’s class watches four short kitchen demos at a demo bench. Two demos use a tabletop griddle (a flat electric cooking plate). The class records what it observes before and after each demo action in Table 1.

Table 1. Kitchen Demo Observations

Demo actionObservation beforeObservation after
Ice cubes sealed in a glass jarSolid ice; total mass 412 gLiquid water; total mass 412 g
Bread slice heated on the griddleSoft and paleCrisp, golden brown, with a toasted smell
Cheese grated over a plateOne solid blockPile of thin shreds
Batter poured on the hot griddleWet and runnySmall air bubbles rise and pop on top; the batter is still wet and runny
\"A
" }, "_0eefa7a4-b5bd-4c62-80cc-94ede8f08a9a": { "title": "Parachute Drop Trials", "html": "

Parachute Drop Trials

A student design team builds three parachutes for the same toy figure. Each parachute uses the same square of cloth and the same four strings. Only the canopy design changes. Design 1 stays open as a flat sheet. Design 2 is rolled into a tight ball held by a rubber band. It cannot open. Design 3 is a flat sheet with one small vent hole cut in its center. A team member releases each parachute three times from a marked height of 3 meters. Table 1 shows the drop times in seconds. In one drop, the strings of Design 3 tangled, and its canopy never opened. That drop is marked with a star (*) in Table 1.

Table 1. Parachute Drop Times (seconds)

Canopy designDrop 1Drop 2Drop 3
Design 1 (flat sheet)3.03.23.1
Design 2 (packed ball)1.00.91.0
Design 3 (vented sheet)2.41.0*2.5
" }, "_fc075b7b-1ad9-45b8-90d7-92c54074f78b": { "title": "Pronghorn Sentry Study Card", "html": "

Pronghorn Sentry Study Card

A wildlife class watches a herd of pronghorn on open grassland. Pronghorn are large, fast plant-eaters. While most of the herd grazes, a few pronghorn stand with their heads up and look, listen, and smell the air. The class calls these watchers sentries. Figure 1 shows the class's model of how a pronghorn takes in and uses information. Table 1 lists four facts the class recorded.

\"A

Table 1. Field Facts

FactWhat the class recorded
1A sentry stared at a spot of far-off movement long before the students could see what was moving there.
2When the students stood upwind behind a low rise, hidden from view, the sentries still turned to face them.
3Pronghorn are among the fastest-running animals in North America.
4The herd grazed in the same open area for the whole four-hour visit.
" }, "_fcd3ac1a-c3dc-4bee-b465-535c3142c407": { "title": "Party Balloon Static Tests", "html": "

Party Balloon Static Tests

Lorenzo is getting balloons ready for a birthday party. He rubs two balloons, one at a time, with a wool cloth. Then he hangs each balloon on its own thread from a shelf edge. The figure shows the two hanging balloons. Lorenzo writes five sentences in his observation log.

\"Two

Lorenzo’s log:

1. I rubbed each balloon ten times with the same wool cloth.

2. I heard a soft crackle while I rubbed the second balloon.

3. When I let go, the balloons swung away from each other.

4. Later, one balloon hung perfectly still in one spot on its thread.

5. Each balloon kept its smooth, round shape after the rubbing ended.

" } }, "questions": [ { "n": 1, "item_id": "_93616eed-d55a-4351-8e73-9c73bdd7cc01", "type": "choice", "title": "Sealed Jar Melting Mass", "standards": [ "5-PS1-2" ], "prompt_html": "

In the first demo action, the jar stayed sealed the whole time the ice was melting.

Look at Table 1. Which statement best explains why the total mass was 412 g both times?

", "prompt_plain": "In the first demo action, the jar stayed sealed the whole time the ice was melting. Look at Table 1. Which statement best explains why the total mass was 412 g both times?", "context_html": "", "options": [ { "id": "cA1", "text": "The jar is so heavy that any change in the ice was too small to measure.", "plain": "The jar is so heavy that any change in the ice was too small to measure.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Melting destroyed some ice, but new water formed to make up the missing mass.", "plain": "Melting destroyed some ice, but new water formed to make up the missing mass.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The amount of matter in the jar stayed the same, so its mass was conserved.", "plain": "The amount of matter in the jar stayed the same, so its mass was conserved.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Cold things keep their mass steady, and the jar stayed cold during the whole demo.", "plain": "Cold things keep their mass steady, and the jar stayed cold during the whole demo.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3d4b0158-4387-4961-ae51-82e48e9143f7" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Griddle Kitchen Demo Table

Ms. Farrow’s class watches four short kitchen demos at a demo bench. Two demos use a tabletop griddle (a flat electric cooking plate). The class records what it observes before and after each demo action in Table 1.

Table 1. Kitchen Demo Observations

Demo actionObservation beforeObservation after
Ice cubes sealed in a glass jarSolid ice; total mass 412 gLiquid water; total mass 412 g
Bread slice heated on the griddleSoft and paleCrisp, golden brown, with a toasted smell
Cheese grated over a plateOne solid blockPile of thin shreds
Batter poured on the hot griddleWet and runnySmall air bubbles rise and pop on top; the batter is still wet and runny
\"A
", "passage_plain": "Griddle Kitchen Demo Table Ms. Farrow’s class watches four short kitchen demos at a demo bench. Two demos use a tabletop griddle (a flat electric cooking plate). The class records what it observes before and after each demo action in Table 1. Table 1. Kitchen Demo Observations Demo action Observation before Observation after Ice cubes sealed in a glass jar Solid ice; total mass 412 g Liquid water; total mass 412 g Bread slice heated on the griddle Soft and pale Crisp, golden brown, with a toasted smell Cheese grated over a plate One solid block Pile of thin shreds Batter poured on the hot griddle Wet and runny Small air bubbles rise and pop on top; the batter is still wet and runny" }, { "n": 2, "item_id": "_1de98e37-2f0d-4a8d-8b5b-0e07b9083eed", "type": "choice", "title": "Kitchen Demo Changes Part A", "standards": [ "5-PS1-4" ], "prompt_html": "

Part A

Based only on the observations recorded in Table 1, which demo action most likely made a new substance?

", "prompt_plain": "Part A Based only on the observations recorded in Table 1, which demo action most likely made a new substance?", "context_html": "", "options": [ { "id": "cA1", "text": "Letting the ice melt inside the sealed jar", "plain": "Letting the ice melt inside the sealed jar", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Heating the bread slice on the griddle", "plain": "Heating the bread slice on the griddle", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Grating the cheese block into thin shreds", "plain": "Grating the cheese block into thin shreds", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Pouring the batter onto the hot griddle", "plain": "Pouring the batter onto the hot griddle", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3d4b0158-4387-4961-ae51-82e48e9143f7" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Griddle Kitchen Demo Table

Ms. Farrow’s class watches four short kitchen demos at a demo bench. Two demos use a tabletop griddle (a flat electric cooking plate). The class records what it observes before and after each demo action in Table 1.

Table 1. Kitchen Demo Observations

Demo actionObservation beforeObservation after
Ice cubes sealed in a glass jarSolid ice; total mass 412 gLiquid water; total mass 412 g
Bread slice heated on the griddleSoft and paleCrisp, golden brown, with a toasted smell
Cheese grated over a plateOne solid blockPile of thin shreds
Batter poured on the hot griddleWet and runnySmall air bubbles rise and pop on top; the batter is still wet and runny
\"A
", "passage_plain": "Griddle Kitchen Demo Table Ms. Farrow’s class watches four short kitchen demos at a demo bench. Two demos use a tabletop griddle (a flat electric cooking plate). The class records what it observes before and after each demo action in Table 1. Table 1. Kitchen Demo Observations Demo action Observation before Observation after Ice cubes sealed in a glass jar Solid ice; total mass 412 g Liquid water; total mass 412 g Bread slice heated on the griddle Soft and pale Crisp, golden brown, with a toasted smell Cheese grated over a plate One solid block Pile of thin shreds Batter poured on the hot griddle Wet and runny Small air bubbles rise and pop on top; the batter is still wet and runny" }, { "n": 3, "item_id": "_31e03633-a416-4a00-af0c-e91e32363a36", "type": "choice", "title": "Kitchen Demo Changes Part B", "standards": [ "5-PS1-4" ], "prompt_html": "

Part B

Which observation from Table 1 is the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which observation from Table 1 is the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The bread went onto a griddle that was already hot.", "plain": "The bread went onto a griddle that was already hot.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Small air bubbles rose and popped on top of the batter.", "plain": "Small air bubbles rose and popped on top of the batter.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The grated cheese fell in a pile of thin shreds.", "plain": "The grated cheese fell in a pile of thin shreds.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The bread turned crisp and golden brown with a toasted smell.", "plain": "The bread turned crisp and golden brown with a toasted smell.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3d4b0158-4387-4961-ae51-82e48e9143f7" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Griddle Kitchen Demo Table

Ms. Farrow’s class watches four short kitchen demos at a demo bench. Two demos use a tabletop griddle (a flat electric cooking plate). The class records what it observes before and after each demo action in Table 1.

Table 1. Kitchen Demo Observations

Demo actionObservation beforeObservation after
Ice cubes sealed in a glass jarSolid ice; total mass 412 gLiquid water; total mass 412 g
Bread slice heated on the griddleSoft and paleCrisp, golden brown, with a toasted smell
Cheese grated over a plateOne solid blockPile of thin shreds
Batter poured on the hot griddleWet and runnySmall air bubbles rise and pop on top; the batter is still wet and runny
\"A
", "passage_plain": "Griddle Kitchen Demo Table Ms. Farrow’s class watches four short kitchen demos at a demo bench. Two demos use a tabletop griddle (a flat electric cooking plate). The class records what it observes before and after each demo action in Table 1. Table 1. Kitchen Demo Observations Demo action Observation before Observation after Ice cubes sealed in a glass jar Solid ice; total mass 412 g Liquid water; total mass 412 g Bread slice heated on the griddle Soft and pale Crisp, golden brown, with a toasted smell Cheese grated over a plate One solid block Pile of thin shreds Batter poured on the hot griddle Wet and runny Small air bubbles rise and pop on top; the batter is still wet and runny" }, { "n": 4, "item_id": "_81eee508-1f0e-4e63-83fc-92ed7ab71632", "type": "choice", "title": "Ocean Poster Particles", "standards": [ "5-PS1-1" ], "prompt_html": "

A science poster shows the sun shining on the ocean. A wide arrow shows water moving from the ocean’s surface into the air. An inset circle shows a close-up model of the particles in the liquid water near the surface.

\"A

Which statement best describes the water particles that leave the ocean’s surface?

", "prompt_plain": "A science poster shows the sun shining on the ocean. A wide arrow shows water moving from the ocean’s surface into the air. An inset circle shows a close-up model of the particles in the liquid water near the surface. Which statement best describes the water particles that leave the ocean’s surface?", "context_html": "", "options": [ { "id": "cA1", "text": "They turn into air particles and are no longer water.", "plain": "They turn into air particles and are no longer water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "They break apart in the sunlight and slowly stop existing.", "plain": "They break apart in the sunlight and slowly stop existing.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "They spread out into the air and are still water particles.", "plain": "They spread out into the air and are still water particles.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "They leave the liquid only if the ocean water starts to boil.", "plain": "They leave the liquid only if the ocean water starts to boil.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot04.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_a0db56cb-0082-4f9b-8d49-df3ebbb54dbe", "type": "choice", "title": "Candle Wax Particles", "standards": [ "5-PS1-1" ], "prompt_html": "

A demo card shows the same candle at three times: before it is lit, while it burns, and after it is blown out. While the candle burns, a small pool of liquid wax forms near the wick. After the candle is blown out, the pool cools and hardens.

\"Three

Choose the TWO statements that correctly describe the wax’s particles.

", "prompt_plain": "A demo card shows the same candle at three times: before it is lit, while it burns, and after it is blown out. While the candle burns, a small pool of liquid wax forms near the wick. After the candle is blown out, the pool cools and hardens. Choose the TWO statements that correctly describe the wax’s particles.", "context_html": "", "options": [ { "id": "cA1", "text": "In the melting wax, each particle softens and turns runny.", "plain": "In the melting wax, each particle softens and turns runny.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "In the pool of liquid wax, the particles slide past one another.", "plain": "In the pool of liquid wax, the particles slide past one another.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "In the liquid wax, the particles grow larger than they were.", "plain": "In the liquid wax, the particles grow larger than they were.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "In the solid wax, the particles stay packed tightly in place.", "plain": "In the solid wax, the particles stay packed tightly in place.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "In the hardened pool, the wax ends up with fewer particles.", "plain": "In the hardened pool, the wax ends up with fewer particles.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot05.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 6, "item_id": "_db3b33cf-13c3-4521-80a4-f99c051d24ec", "type": "choice", "title": "Leaf Property Change", "standards": [ "5-PS1-3" ], "prompt_html": "

The pictures show the same leaf on a tree at school in early September and in late October. The leaf is the same length and shape in both pictures. It still feels smooth and bends easily. Its deep green has turned bright yellow.

\"The

Which physical property of the leaf changed?

", "prompt_plain": "The pictures show the same leaf on a tree at school in early September and in late October. The leaf is the same length and shape in both pictures. It still feels smooth and bends easily. Its deep green has turned bright yellow. Which physical property of the leaf changed?", "context_html": "", "options": [ { "id": "cA1", "text": "Its color", "plain": "Its color", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Its length", "plain": "Its length", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Its shape", "plain": "Its shape", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Its texture", "plain": "Its texture", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot06.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 7, "item_id": "_8e7d82a5-101f-4a20-ac51-dd10a756f5a3", "type": "order", "title": "Iron Granules in Potting Soil", "standards": [ "5-PS1-4" ], "prompt_html": "

Efrem checks whether tiny iron granules were mixed into a bag of damp potting soil. He has a magnet wand and a sheet of white paper.

\"A

 

Drag the four steps into the order that lets the magnet wand reach every iron granule.

", "prompt_plain": "Efrem checks whether tiny iron granules were mixed into a bag of damp potting soil. He has a magnet wand and a sheet of white paper. Drag the four steps into the order that lets the magnet wand reach every iron granule.", "context_html": "", "options": [ { "id": "cAcd0912", "text": "Spread the crumbs in a thin layer on the white paper.", "plain": "Spread the crumbs in a thin layer on the white paper.", "correct": true, "kind": "choice" }, { "id": "cB10183b", "text": "Let the damp soil dry out completely.", "plain": "Let the damp soil dry out completely.", "correct": true, "kind": "choice" }, { "id": "cCf7fc6d", "text": "Sweep the magnet wand just above the thin layer.", "plain": "Sweep the magnet wand just above the thin layer.", "correct": true, "kind": "choice" }, { "id": "cD69bf7a", "text": "Crush the dried clumps into loose crumbs.", "plain": "Crush the dried clumps into loose crumbs.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot07.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cB10183b", "cD69bf7a", "cAcd0912", "cCf7fc6d" ] }, "n_options": 4 }, { "n": 8, "item_id": "_44342cdd-bba9-45a7-97ef-8444da0aa92e", "type": "choice", "title": "Two Mass Experiments", "standards": [ "5-PS1-2" ], "prompt_html": "

Briar does two experiments. In each one, Briar measures the total mass of the whole setup at the start and at the end. Table 1 shows the results.

Table 1. Two Mass Experiments

ExperimentWhat Briar didMass at startMass at end
1Filled a plastic bottle with water, sealed the cap, and left it in a freezer until the water froze.500 g500 g
2Dropped a fizzing tablet into an open bowl of water and let it fizz until it stopped.302 g300 g

\"Two

Choose the TWO statements that together best explain both mass results.

", "prompt_plain": "Briar does two experiments. In each one, Briar measures the total mass of the whole setup at the start and at the end. Table 1 shows the results. Table 1. Two Mass Experiments Experiment What Briar did Mass at start Mass at end 1 Filled a plastic bottle with water, sealed the cap, and left it in a freezer until the water froze. 500 g 500 g 2 Dropped a fizzing tablet into an open bowl of water and let it fizz until it stopped. 302 g 300 g Choose the TWO statements that together best explain both mass results.", "context_html": "", "options": [ { "id": "cA1", "text": "No matter could enter or leave the sealed bottle, so its mass did not change.", "plain": "No matter could enter or leave the sealed bottle, so its mass did not change.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The freezer’s cold air pressed down on the bottle and held its mass steady.", "plain": "The freezer’s cold air pressed down on the bottle and held its mass steady.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The part of the tablet that disappeared stopped having mass once it dissolved.", "plain": "The part of the tablet that disappeared stopped having mass once it dissolved.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Gas made in the open bowl escaped into the air, taking mass with it.", "plain": "Gas made in the open bowl escaped into the air, taking mass with it.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "A small amount of the tablet’s matter was destroyed as the bubbles popped.", "plain": "A small amount of the tablet’s matter was destroyed as the bubbles popped.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot08.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 9, "item_id": "_198b3e82-234c-433b-9cb8-a9d09c77652d", "type": "choice", "title": "Prairie-Dog Town Energy Part A", "standards": [ "5-PS3-1" ], "prompt_html": "

Part A

Use the diagram on the study card. Which statement describes one way energy moves through the prairie-dog town?

", "prompt_plain": "Part A Use the diagram on the study card. Which statement describes one way energy moves through the prairie-dog town?", "context_html": "", "options": [ { "id": "cA1", "text": "Energy moves from the soil into the grass when the grass takes in food through its roots.", "plain": "Energy moves from the soil into the grass when the grass takes in food through its roots.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Energy moves from the grass to the prairie dogs when the prairie dogs eat the grass.", "plain": "Energy moves from the grass to the prairie dogs when the prairie dogs eat the grass.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Energy moves from the hawk down to the prairie dogs as the hawk circles above the town.", "plain": "Energy moves from the hawk down to the prairie dogs as the hawk circles above the town.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Energy moves from the prairie dogs into the grass when the prairie dogs dig near its roots.", "plain": "Energy moves from the prairie dogs into the grass when the prairie dogs dig near its roots.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fb9e375a-4ef6-4031-b944-8154b332c66b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Prairie-Dog Town Energy Trace

A study card shows part of a prairie-dog town on open grassland. The diagram on the card connects three living things with arrows that mean “is eaten by.” Prairie dogs in this town eat mostly grass. A ferruginous hawk hunts prairie dogs over the town.

\"A
", "passage_plain": "Prairie-Dog Town Energy Trace A study card shows part of a prairie-dog town on open grassland. The diagram on the card connects three living things with arrows that mean “is eaten by.” Prairie dogs in this town eat mostly grass. A ferruginous hawk hunts prairie dogs over the town." }, { "n": 10, "item_id": "_f6fe7972-e8c2-4890-9c96-094a35146332", "type": "choice", "title": "Prairie-Dog Town Energy Part B", "standards": [ "5-PS3-1" ], "prompt_html": "

Part B

Which chain of evidence best supports the idea that the energy the hawk gets from its food once came from sunlight?

", "prompt_plain": "Part B Which chain of evidence best supports the idea that the energy the hawk gets from its food once came from sunlight?", "context_html": "", "options": [ { "id": "cA1", "text": "Sunlight warms the hawk’s feathers each morning, so the hawk needs less energy from its food.", "plain": "Sunlight warms the hawk’s feathers each morning, so the hawk needs less energy from its food.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sun makes the wind blow, and the hawk rides on that moving wind while it hunts.", "plain": "The sun makes the wind blow, and the hawk rides on that moving wind while it hunts.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Prairie dogs warm themselves in the morning sun, so their bodies store that sunshine as food.", "plain": "Prairie dogs warm themselves in the morning sun, so their bodies store that sunshine as food.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Grass makes its food using sunlight, prairie dogs eat the grass, and the hawk eats prairie dogs.", "plain": "Grass makes its food using sunlight, prairie dogs eat the grass, and the hawk eats prairie dogs.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fb9e375a-4ef6-4031-b944-8154b332c66b" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Prairie-Dog Town Energy Trace

A study card shows part of a prairie-dog town on open grassland. The diagram on the card connects three living things with arrows that mean “is eaten by.” Prairie dogs in this town eat mostly grass. A ferruginous hawk hunts prairie dogs over the town.

\"A
", "passage_plain": "Prairie-Dog Town Energy Trace A study card shows part of a prairie-dog town on open grassland. The diagram on the card connects three living things with arrows that mean “is eaten by.” Prairie dogs in this town eat mostly grass. A ferruginous hawk hunts prairie dogs over the town." }, { "n": 11, "item_id": "_93d13a32-e283-44f1-a73a-93e206dc099e", "type": "choice", "title": "Milk Jug on the Scale", "standards": [ "5-PS2-1" ], "prompt_html": "

Grady sets a full milk jug on a kitchen scale. The scale shows the jug’s weight.

What causes the milk jug to have weight?

", "prompt_plain": "Grady sets a full milk jug on a kitchen scale. The scale shows the jug’s weight. What causes the milk jug to have weight?", "context_html": "", "options": [ { "id": "cA1", "text": "Air presses down on the top of the jug from above.", "plain": "Air presses down on the top of the jug from above.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Earth’s gravity pulls the jug toward the center of Earth.", "plain": "Earth’s gravity pulls the jug toward the center of Earth.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The metal scale pulls the jug downward like a magnet.", "plain": "The metal scale pulls the jug downward like a magnet.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The scale’s surface pushes up against the bottom of the jug.", "plain": "The scale’s surface pushes up against the bottom of the jug.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_a2eedc39-4814-4e99-b9d1-f66aec679223", "type": "choice", "title": "Oak Tree New Mass", "standards": [ "5-LS1-1" ], "prompt_html": "

Table 1 shows that between Year 1 and Year 10, the oak at Oak Hollow gained about 300 kilograms of new mass.

Which statement best explains where most of the oak’s new mass came from?

", "prompt_plain": "Table 1 shows that between Year 1 and Year 10, the oak at Oak Hollow gained about 300 kilograms of new mass. Which statement best explains where most of the oak’s new mass came from?", "context_html": "", "options": [ { "id": "cA1", "text": "It came mostly from soil that the roots slowly took apart underground.", "plain": "It came mostly from soil that the roots slowly took apart underground.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It came mostly from minerals in the ground that built the new wood.", "plain": "It came mostly from minerals in the ground that built the new wood.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It came mostly from carbon dioxide in the air and from water.", "plain": "It came mostly from carbon dioxide in the air and from water.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "It came mostly from sunlight that turned into wood inside the trunk.", "plain": "It came mostly from sunlight that turned into wood inside the trunk.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7c12831b-0d9b-40fe-ae58-9cdb10d5d054" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Oak Hollow Study Plot

Ilsa’s class keeps a study card for a forest plot called Oak Hollow. One large oak tree grows at the center of the plot. Each year, the class measures the oak. Table 1 shows the measurements from Year 1 and Year 10. The class also records what the animals eat. Wood mice eat seeds that drop from the oak. Pill bugs eat bits of dead matter on the ground. In the model, decomposers are living things that break down dead matter. Figure 1 shows a food-web model for the plot. Three boxes in the model are empty.

Table 1. Oak Measurements at the Plot

MeasurementYear 1Year 10
Distance around the trunk96 cm128 cm
Estimated mass of the tree850 kg1,150 kg

\"A

", "passage_plain": "Oak Hollow Study Plot Ilsa’s class keeps a study card for a forest plot called Oak Hollow. One large oak tree grows at the center of the plot. Each year, the class measures the oak. Table 1 shows the measurements from Year 1 and Year 10. The class also records what the animals eat. Wood mice eat seeds that drop from the oak. Pill bugs eat bits of dead matter on the ground. In the model, decomposers are living things that break down dead matter. Figure 1 shows a food-web model for the plot. Three boxes in the model are empty. Table 1. Oak Measurements at the Plot Measurement Year 1 Year 10 Distance around the trunk 96 cm 128 cm Estimated mass of the tree 850 kg 1,150 kg" }, { "n": 13, "item_id": "_e84ef917-90ba-49fc-a9ff-96e98828a287", "type": "gap-match", "title": "Oak Hollow Food-Web Boxes", "standards": [ "5-LS2-1" ], "prompt_html": "

Look at Figure 1. A solid arrow points from the Producer box to the Consumer box. Dashed arrows point from both boxes to the Decomposers box.

 

Drag one card into each empty box to complete the food-web model for the Oak Hollow plot. Two cards will not be used.

", "prompt_plain": "Look at Figure 1. A solid arrow points from the Producer box to the Consumer box. Dashed arrows point from both boxes to the Decomposers box. Drag one card into each empty box to complete the food-web model for the Oak Hollow plot. Two cards will not be used.", "context_html": "", "options": [ { "id": "tile-sunlight", "text": "sunlight", "plain": "sunlight", "correct": false, "kind": "gap-token" }, { "id": "tile-wood-mice", "text": "wood mice", "plain": "wood mice", "correct": false, "kind": "gap-token" }, { "id": "tile-soil", "text": "soil", "plain": "soil", "correct": false, "kind": "gap-token" }, { "id": "tile-oak-tree", "text": "oak tree", "plain": "oak tree", "correct": false, "kind": "gap-token" }, { "id": "tile-pill-bugs", "text": "pill bugs", "plain": "pill bugs", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_7c12831b-0d9b-40fe-ae58-9cdb10d5d054" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-oak-tree g1", "tile-wood-mice g2", "tile-pill-bugs g3" ] }, "n_options": 5, "passage_html": "

Oak Hollow Study Plot

Ilsa’s class keeps a study card for a forest plot called Oak Hollow. One large oak tree grows at the center of the plot. Each year, the class measures the oak. Table 1 shows the measurements from Year 1 and Year 10. The class also records what the animals eat. Wood mice eat seeds that drop from the oak. Pill bugs eat bits of dead matter on the ground. In the model, decomposers are living things that break down dead matter. Figure 1 shows a food-web model for the plot. Three boxes in the model are empty.

Table 1. Oak Measurements at the Plot

MeasurementYear 1Year 10
Distance around the trunk96 cm128 cm
Estimated mass of the tree850 kg1,150 kg

\"A

", "passage_plain": "Oak Hollow Study Plot Ilsa’s class keeps a study card for a forest plot called Oak Hollow. One large oak tree grows at the center of the plot. Each year, the class measures the oak. Table 1 shows the measurements from Year 1 and Year 10. The class also records what the animals eat. Wood mice eat seeds that drop from the oak. Pill bugs eat bits of dead matter on the ground. In the model, decomposers are living things that break down dead matter. Figure 1 shows a food-web model for the plot. Three boxes in the model are empty. Table 1. Oak Measurements at the Plot Measurement Year 1 Year 10 Distance around the trunk 96 cm 128 cm Estimated mass of the tree 850 kg 1,150 kg" }, { "n": 14, "item_id": "_7571f2af-0ebe-407d-91f7-3a020b985248", "type": "inline-choice", "title": "Photosynthesis Sketch Arrows", "standards": [ "5-LS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Jarek draws a sketch of photosynthesis, the way a plant makes its own food. The numbered arrows in his sketch match the numbered sentences below.

\"A

Choose the word or words that best complete each sentence.

Arrow 1: The leaf takes in from the air.

Arrow 2: The roots take in from the ground.

Arrow 3: Using light energy, the leaf makes , the plant’s food.

", "options": [ { "id": "c14d1o1", "text": "carbon dioxide", "plain": "carbon dioxide", "correct": true, "kind": "inline" }, { "id": "c14d1o2", "text": "oxygen", "plain": "oxygen", "correct": false, "kind": "inline" }, { "id": "c14d1o3", "text": "sugar", "plain": "sugar", "correct": false, "kind": "inline" }, { "id": "c14d2o1", "text": "bits of soil", "plain": "bits of soil", "correct": false, "kind": "inline" }, { "id": "c14d2o2", "text": "plant food", "plain": "plant food", "correct": false, "kind": "inline" }, { "id": "c14d2o3", "text": "water", "plain": "water", "correct": true, "kind": "inline" }, { "id": "c14d3o1", "text": "carbon dioxide", "plain": "carbon dioxide", "correct": false, "kind": "inline" }, { "id": "c14d3o2", "text": "oxygen", "plain": "oxygen", "correct": false, "kind": "inline" }, { "id": "c14d3o3", "text": "sugar", "plain": "sugar", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot14.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c14d1o1" ], "RESPONSE2": [ "c14d2o3" ], "RESPONSE3": [ "c14d3o3" ] }, "n_options": 9 }, { "n": 15, "item_id": "_20000ccd-242c-486a-b5c3-81c43d8213b5", "type": "choice", "title": "Wolf Pup Coat Colors", "standards": [ "3-LS3-1" ], "prompt_html": "

Kenna studies a wildlife center’s record of three wolf pairs and their pups. Table 1 shows the coat colors of the parents and their pups.

Table 1. Wolf Pairs and Their Pups

Wolf pairCoat colors of the parentsCoat colors of the pups
Pair 1Both parents gray4 gray pups
Pair 2One gray parent, one black parent2 gray pups, 3 black pups
Pair 3Both parents black4 black pups, 1 gray pup

Which statement about pup coat color is best supported by Table 1?

", "prompt_plain": "Kenna studies a wildlife center’s record of three wolf pairs and their pups. Table 1 shows the coat colors of the parents and their pups. Table 1. Wolf Pairs and Their Pups Wolf pair Coat colors of the parents Coat colors of the pups Pair 1 Both parents gray 4 gray pups Pair 2 One gray parent, one black parent 2 gray pups, 3 black pups Pair 3 Both parents black 4 black pups, 1 gray pup Which statement about pup coat color is best supported by Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "Pups usually have coat colors similar to their parents’ coat colors.", "plain": "Pups usually have coat colors similar to their parents’ coat colors.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Pups always match the coat colors of both parents exactly.", "plain": "Pups always match the coat colors of both parents exactly.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Pups mostly get their coat colors from the food they eat.", "plain": "Pups mostly get their coat colors from the food they eat.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Pups commonly have coat colors unlike either parent’s coat color.", "plain": "Pups commonly have coat colors unlike either parent’s coat color.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 16, "item_id": "_859fd396-ad54-4422-9e8c-29a4ec68acb2", "type": "hottext", "title": "Balanced Balloon Evidence", "standards": [ "3-PS2-1" ], "prompt_html": "

Read Lorenzo’s observation log.

Select the ONE sentence from the log that is the best evidence that the forces acting on a hanging balloon are balanced.

", "prompt_plain": "Read Lorenzo’s observation log. Select the ONE sentence from the log that is the best evidence that the forces acting on a hanging balloon are balanced.", "context_html": "", "options": [ { "id": "hA16", "text": "I rubbed each balloon ten times with the same wool cloth.", "plain": "I rubbed each balloon ten times with the same wool cloth.", "correct": false, "kind": "hottext" }, { "id": "hB16", "text": "I heard a soft crackle while I rubbed the second balloon.", "plain": "I heard a soft crackle while I rubbed the second balloon.", "correct": false, "kind": "hottext" }, { "id": "hC16", "text": "When I let go, the balloons swung away from each other.", "plain": "When I let go, the balloons swung away from each other.", "correct": false, "kind": "hottext" }, { "id": "hD16", "text": "Later, one balloon hung perfectly still in one spot on its thread.", "plain": "Later, one balloon hung perfectly still in one spot on its thread.", "correct": true, "kind": "hottext" }, { "id": "hE16", "text": "Each balloon kept its smooth, round shape after the rubbing ended.", "plain": "Each balloon kept its smooth, round shape after the rubbing ended.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_fcd3ac1a-c3dc-4bee-b465-535c3142c407" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD16" ] }, "n_options": 5, "passage_html": "

Party Balloon Static Tests

Lorenzo is getting balloons ready for a birthday party. He rubs two balloons, one at a time, with a wool cloth. Then he hangs each balloon on its own thread from a shelf edge. The figure shows the two hanging balloons. Lorenzo writes five sentences in his observation log.

\"Two

Lorenzo’s log:

1. I rubbed each balloon ten times with the same wool cloth.

2. I heard a soft crackle while I rubbed the second balloon.

3. When I let go, the balloons swung away from each other.

4. Later, one balloon hung perfectly still in one spot on its thread.

5. Each balloon kept its smooth, round shape after the rubbing ended.

", "passage_plain": "Party Balloon Static Tests Lorenzo is getting balloons ready for a birthday party. He rubs two balloons, one at a time, with a wool cloth. Then he hangs each balloon on its own thread from a shelf edge. The figure shows the two hanging balloons. Lorenzo writes five sentences in his observation log. Lorenzo’s log: 1. I rubbed each balloon ten times with the same wool cloth. 2. I heard a soft crackle while I rubbed the second balloon. 3. When I let go, the balloons swung away from each other. 4. Later, one balloon hung perfectly still in one spot on its thread. 5. Each balloon kept its smooth, round shape after the rubbing ended." }, { "n": 17, "item_id": "_c692926c-d4ce-471b-8078-61467bdd0bca", "type": "inline-choice", "title": "What the Rubbing Did", "standards": [ "3-PS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Look at the figure and Lorenzo’s log.

Choose the word or words that best complete each sentence.

Rubbing with the wool cloth left both balloons in the same way.

Because both balloons match in this way, they moved each other.

", "options": [ { "id": "c17d1o1", "text": "charged", "plain": "charged", "correct": true, "kind": "inline" }, { "id": "c17d1o2", "text": "heavier", "plain": "heavier", "correct": false, "kind": "inline" }, { "id": "c17d1o3", "text": "magnetic", "plain": "magnetic", "correct": false, "kind": "inline" }, { "id": "c17d2o1", "text": "around", "plain": "around", "correct": false, "kind": "inline" }, { "id": "c17d2o2", "text": "away from", "plain": "away from", "correct": true, "kind": "inline" }, { "id": "c17d2o3", "text": "toward", "plain": "toward", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_fcd3ac1a-c3dc-4bee-b465-535c3142c407" ], "key_letters": "", "key_values": { "RESPONSE1": [ "c17d1o1" ], "RESPONSE2": [ "c17d2o2" ] }, "n_options": 6, "passage_html": "

Party Balloon Static Tests

Lorenzo is getting balloons ready for a birthday party. He rubs two balloons, one at a time, with a wool cloth. Then he hangs each balloon on its own thread from a shelf edge. The figure shows the two hanging balloons. Lorenzo writes five sentences in his observation log.

\"Two

Lorenzo’s log:

1. I rubbed each balloon ten times with the same wool cloth.

2. I heard a soft crackle while I rubbed the second balloon.

3. When I let go, the balloons swung away from each other.

4. Later, one balloon hung perfectly still in one spot on its thread.

5. Each balloon kept its smooth, round shape after the rubbing ended.

", "passage_plain": "Party Balloon Static Tests Lorenzo is getting balloons ready for a birthday party. He rubs two balloons, one at a time, with a wool cloth. Then he hangs each balloon on its own thread from a shelf edge. The figure shows the two hanging balloons. Lorenzo writes five sentences in his observation log. Lorenzo’s log: 1. I rubbed each balloon ten times with the same wool cloth. 2. I heard a soft crackle while I rubbed the second balloon. 3. When I let go, the balloons swung away from each other. 4. Later, one balloon hung perfectly still in one spot on its thread. 5. Each balloon kept its smooth, round shape after the rubbing ended." }, { "n": 18, "item_id": "_3ef8e081-87be-41ae-b6ed-3715e84bc919", "type": "choice", "title": "Balloons After More Rubbing", "standards": [ "3-PS2-3" ], "prompt_html": "

Lorenzo rubs each balloon ten more times and hangs both balloons again. The figure for this question shows the balloons after 10 rubs and after 20 rubs.

\"The

Which statement best explains why the balloons hang farther apart after 20 rubs?

", "prompt_plain": "Lorenzo rubs each balloon ten more times and hangs both balloons again. The figure for this question shows the balloons after 10 rubs and after 20 rubs. Which statement best explains why the balloons hang farther apart after 20 rubs?", "context_html": "", "options": [ { "id": "cA1", "text": "More rubbing gives the balloons opposite kinds of charge, and opposite charges push each other away.", "plain": "More rubbing gives the balloons opposite kinds of charge, and opposite charges push each other away.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "More rubbing charges the air between the balloons, and that charged air pushes the balloons apart.", "plain": "More rubbing charges the air between the balloons, and that charged air pushes the balloons apart.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "More rubbing makes each balloon’s charge last longer, and longer-lasting charge pushes with more force.", "plain": "More rubbing makes each balloon’s charge last longer, and longer-lasting charge pushes with more force.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "More rubbing gives the balloons a stronger charge, so the push between them becomes stronger.", "plain": "More rubbing gives the balloons a stronger charge, so the push between them becomes stronger.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot18.png" ], "stimulus_ids": [ "_fcd3ac1a-c3dc-4bee-b465-535c3142c407" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Party Balloon Static Tests

Lorenzo is getting balloons ready for a birthday party. He rubs two balloons, one at a time, with a wool cloth. Then he hangs each balloon on its own thread from a shelf edge. The figure shows the two hanging balloons. Lorenzo writes five sentences in his observation log.

\"Two

Lorenzo’s log:

1. I rubbed each balloon ten times with the same wool cloth.

2. I heard a soft crackle while I rubbed the second balloon.

3. When I let go, the balloons swung away from each other.

4. Later, one balloon hung perfectly still in one spot on its thread.

5. Each balloon kept its smooth, round shape after the rubbing ended.

", "passage_plain": "Party Balloon Static Tests Lorenzo is getting balloons ready for a birthday party. He rubs two balloons, one at a time, with a wool cloth. Then he hangs each balloon on its own thread from a shelf edge. The figure shows the two hanging balloons. Lorenzo writes five sentences in his observation log. Lorenzo’s log: 1. I rubbed each balloon ten times with the same wool cloth. 2. I heard a soft crackle while I rubbed the second balloon. 3. When I let go, the balloons swung away from each other. 4. Later, one balloon hung perfectly still in one spot on its thread. 5. Each balloon kept its smooth, round shape after the rubbing ended." }, { "n": 19, "item_id": "_451d896e-dcc5-4253-b6c9-1260bd36246a", "type": "choice", "title": "Star J and Star M", "standards": [ "5-ESS1-1" ], "prompt_html": "

Hasina studies a data card about two stars, Star J and Star M. Table 1 shows what the card says.

Table 1. Two Stars Seen from Earth

StarLight the star gives offDistance from EarthHow it looks at night
Star JA smaller amount of lightMuch closer to EarthLooks brighter
Star MA much larger amount of lightMuch farther from EarthLooks dimmer

Which statement best explains why Star J looks brighter than Star M in the night sky?

", "prompt_plain": "Hasina studies a data card about two stars, Star J and Star M. Table 1 shows what the card says. Table 1. Two Stars Seen from Earth Star Light the star gives off Distance from Earth How it looks at night Star J A smaller amount of light Much closer to Earth Looks brighter Star M A much larger amount of light Much farther from Earth Looks dimmer Which statement best explains why Star J looks brighter than Star M in the night sky?", "context_html": "", "options": [ { "id": "cA1", "text": "Star J is much closer to Earth, so its light looks stronger even though the star gives off less.", "plain": "Star J is much closer to Earth, so its light looks stronger even though the star gives off less.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Star J gives off more light than Star M, so it is the one that looks brighter at night.", "plain": "Star J gives off more light than Star M, so it is the one that looks brighter at night.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Star M’s light takes longer to travel to Earth, so its light reaches us later at night.", "plain": "Star M’s light takes longer to travel to Earth, so its light reaches us later at night.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Earth’s air blocks the light of faraway stars while letting light from nearby stars pass through.", "plain": "Earth’s air blocks the light of faraway stars while letting light from nearby stars pass through.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 20, "item_id": "_ac8a900d-a3e8-482e-9123-9c181014bb12", "type": "choice", "title": "Mailbox Post Shadow", "standards": [ "5-ESS1-2" ], "prompt_html": "

Keturah logs the shadow of the mailbox post outside the school office. The log art shows the shadow at three times on one clear day.

\"Top-down

Based on the pattern in the log, which statement best predicts the post’s shadow at 4:00 p.m.?

", "prompt_plain": "Keturah logs the shadow of the mailbox post outside the school office. The log art shows the shadow at three times on one clear day. Based on the pattern in the log, which statement best predicts the post’s shadow at 4:00 p.m.?", "context_html": "", "options": [ { "id": "cA1", "text": "It will be shorter than the noon shadow and will point north.", "plain": "It will be shorter than the noon shadow and will point north.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It will be the same length as the noon shadow and will point south.", "plain": "It will be the same length as the noon shadow and will point south.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It will be longer than the noon shadow and will point northeast.", "plain": "It will be longer than the noon shadow and will point northeast.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "It will be longer than the noon shadow and will point northwest.", "plain": "It will be longer than the noon shadow and will point northwest.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot20.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 21, "item_id": "_bb55b6f5-55c4-4cf2-8a97-151ed7bb4303", "type": "text-entry", "title": "Earth Rotation Week", "standards": [ "5-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Nuria reads the card about Earth's rotation shown in the picture.

\"A

Based on the card, how many full rotations does Earth make during one week of 7 days and 7 nights? Enter the number.

Give your answer as a whole number (e.g., 12).

Number of rotations:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot21.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "7" ] }, "n_options": 0 }, { "n": 22, "item_id": "_60aad562-a2ed-4fce-aaa8-3e2c8dfe3054", "type": "choice", "title": "January Noon Sun", "standards": [ "5-ESS1-2" ], "prompt_html": "

The sketch shows the same schoolyard in a town in the Northern Hemisphere at 12:00 noon on a day in June and on a day in January. In January, the noon sun appears much lower in the sky.

\"Two

Which statement best explains why the noon sun is lower in January?

", "prompt_plain": "The sketch shows the same schoolyard in a town in the Northern Hemisphere at 12:00 noon on a day in June and on a day in January. In January, the noon sun appears much lower in the sky. Which statement best explains why the noon sun is lower in January?", "context_html": "", "options": [ { "id": "cA1", "text": "Earth moves much farther away from the sun during the coldest winter months.", "plain": "Earth moves much farther away from the sun during the coldest winter months.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sun gives off much less light and heat during the winter months.", "plain": "The sun gives off much less light and heat during the winter months.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Earth's tilted axis aims the town's part of Earth away from the sun in January.", "plain": "Earth's tilted axis aims the town's part of Earth away from the sun in January.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Earth spins more slowly in January, so the sun cannot climb very high each day.", "plain": "Earth spins more slowly in January, so the sun cannot climb very high each day.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot22.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 23, "item_id": "_cfee3aef-fbfe-4252-8f0d-836e55863264", "type": "choice", "title": "Two Sides of a Mountain", "standards": [ "5-ESS2-1" ], "prompt_html": "

The diagram shows a tall mountain near an ocean. Wind blows from the ocean toward the mountain all year. Side A faces the ocean and is rainy, with a thick forest. Side B faces away from the ocean and is dry, with few plants.

\"A

Which sequence of interactions between Earth's systems best explains the difference between Side A and Side B?

", "prompt_plain": "The diagram shows a tall mountain near an ocean. Wind blows from the ocean toward the mountain all year. Side A faces the ocean and is rainy, with a thick forest. Side B faces away from the ocean and is dry, with few plants. Which sequence of interactions between Earth's systems best explains the difference between Side A and Side B?", "context_html": "", "options": [ { "id": "cA1", "text": "Moist ocean air rises and cools over Side A, drops its rain there, and reaches Side B as mostly dry air.", "plain": "Moist ocean air rises and cools over Side A, drops its rain there, and reaches Side B as mostly dry air.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Thick forests on Side A pull water out of passing clouds, so the clouds are empty before they reach Side B.", "plain": "Thick forests on Side A pull water out of passing clouds, so the clouds are empty before they reach Side B.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The rock on Side B soaks up rainwater much faster than the rock on Side A, so Side B always looks dry.", "plain": "The rock on Side B soaks up rainwater much faster than the rock on Side A, so Side B always looks dry.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The sun shines more directly on Side B than on Side A, so rain there dries up almost at once.", "plain": "The sun shines more directly on Side B than on Side A, so rain there dries up almost at once.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot23.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_b7c7f3a5-2209-48b0-b83b-9ee99befe272", "type": "portable-custom", "title": "Earth’s Water in 100 Liters", "standards": [ "5-ESS2-2" ], "prompt_html": "

A science class makes a card about Earth's water, rounding every value to whole liters. Table 1 shows the card. Of the 3 liters of fresh water, frozen water in glaciers and ice caps makes up twice as many liters as all liquid fresh water put together.

Table 1. Earth's Water in Every 100 Liters

Type of waterLiters out of every 100 liters
Salt water in the oceans97
Fresh water (frozen + liquid)3

 

Use Table 1 and the sentence about frozen water. Drag the three bars to show how many liters out of every 100 liters of Earth's water are salt water, frozen fresh water, and liquid fresh water.

", "prompt_plain": "A science class makes a card about Earth's water, rounding every value to whole liters. Table 1 shows the card. Of the 3 liters of fresh water, frozen water in glaciers and ice caps makes up twice as many liters as all liquid fresh water put together. Table 1. Earth's Water in Every 100 Liters Type of water Liters out of every 100 liters Salt water in the oceans 97 Fresh water (frozen + liquid) 3 Use Table 1 and the sentence about frozen water. Drag the three bars to show how many liters out of every 100 liters of Earth's water are salt water, frozen fresh water, and liquid fresh water.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Salt water\",\"y\":97},{\"x\":\"Frozen fresh water\",\"y\":2},{\"x\":\"Liquid fresh water\",\"y\":1}]" ] }, "n_options": 0 }, { "n": 25, "item_id": "_5d6dcb9f-7d61-4fc2-af61-23d62d9c01c9", "type": "choice", "title": "River Mouth Landform", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Figure 1 in the field guide.

Which statement correctly identifies the landform where the river meets the lake and how it formed?

", "prompt_plain": "Look at Figure 1 in the field guide. Which statement correctly identifies the landform where the river meets the lake and how it formed?", "context_html": "", "options": [ { "id": "cA1", "text": "A sandbar, made by lake waves piling loose sand up and down the shoreline.", "plain": "A sandbar, made by lake waves piling loose sand up and down the shoreline.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "An alluvial fan, made where a mountain stream spreads out onto dry, flat land.", "plain": "An alluvial fan, made where a mountain stream spreads out onto dry, flat land.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A delta, made where the river's current cut deep channels into the lake bottom.", "plain": "A delta, made where the river's current cut deep channels into the lake bottom.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A delta, made where the river's sand and mud settled as it met still lake water.", "plain": "A delta, made where the river's sand and mud settled as it met still lake water.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_95414d41-33f4-417c-a888-bf70185b45aa" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

River Bend Field Guide

Otis's class keeps a field guide for the River Bend Trail. The trail follows a river from the steep upstream hills down to a lake. Figure 1 is the class's sketch of the spot where the river flows into the lake. Table 1 lists the class's four Trail Notes from this year's walk.

\"A

Table 1. Trail Notes

NoteWhat the class observed
1A deep crack in the boulder beside the trail is wider than it was last fall. Ice filled the crack all winter.
2Pebbles made of the same gray rock as the steep upstream hills lie along the riverbed far downstream from those hills.
3Sand now covers the riverbed in a wide part where the water moves slowly.
4Tree roots have split a rock beside the trail into several pieces.
", "passage_plain": "River Bend Field Guide Otis's class keeps a field guide for the River Bend Trail. The trail follows a river from the steep upstream hills down to a lake. Figure 1 is the class's sketch of the spot where the river flows into the lake. Table 1 lists the class's four Trail Notes from this year's walk. Table 1. Trail Notes Note What the class observed 1 A deep crack in the boulder beside the trail is wider than it was last fall. Ice filled the crack all winter. 2 Pebbles made of the same gray rock as the steep upstream hills lie along the riverbed far downstream from those hills. 3 Sand now covers the riverbed in a wide part where the water moves slowly. 4 Tree roots have split a rock beside the trail into several pieces." }, { "n": 26, "item_id": "_b185443a-d216-4127-8680-2e3277c535cf", "type": "choice", "title": "Trail Note Evidence", "standards": [ "4-ESS2-1" ], "prompt_html": "

Read Table 1 in the field guide.

Which Trail Note is the best evidence that erosion carried rock material away from where it started?

", "prompt_plain": "Read Table 1 in the field guide. Which Trail Note is the best evidence that erosion carried rock material away from where it started?", "context_html": "", "options": [ { "id": "cA1", "text": "Note 1: the boulder's deep crack growing wider over the icy winter", "plain": "Note 1: the boulder's deep crack growing wider over the icy winter", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Note 2: the gray-rock pebbles lying far downstream from the upstream hills", "plain": "Note 2: the gray-rock pebbles lying far downstream from the upstream hills", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Note 3: the sand covering the riverbed where the water moves slowly", "plain": "Note 3: the sand covering the riverbed where the water moves slowly", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Note 4: the trailside rock split into several pieces by tree roots", "plain": "Note 4: the trailside rock split into several pieces by tree roots", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_95414d41-33f4-417c-a888-bf70185b45aa" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

River Bend Field Guide

Otis's class keeps a field guide for the River Bend Trail. The trail follows a river from the steep upstream hills down to a lake. Figure 1 is the class's sketch of the spot where the river flows into the lake. Table 1 lists the class's four Trail Notes from this year's walk.

\"A

Table 1. Trail Notes

NoteWhat the class observed
1A deep crack in the boulder beside the trail is wider than it was last fall. Ice filled the crack all winter.
2Pebbles made of the same gray rock as the steep upstream hills lie along the riverbed far downstream from those hills.
3Sand now covers the riverbed in a wide part where the water moves slowly.
4Tree roots have split a rock beside the trail into several pieces.
", "passage_plain": "River Bend Field Guide Otis's class keeps a field guide for the River Bend Trail. The trail follows a river from the steep upstream hills down to a lake. Figure 1 is the class's sketch of the spot where the river flows into the lake. Table 1 lists the class's four Trail Notes from this year's walk. Table 1. Trail Notes Note What the class observed 1 A deep crack in the boulder beside the trail is wider than it was last fall. Ice filled the crack all winter. 2 Pebbles made of the same gray rock as the steep upstream hills lie along the riverbed far downstream from those hills. 3 Sand now covers the riverbed in a wide part where the water moves slowly. 4 Tree roots have split a rock beside the trail into several pieces." }, { "n": 27, "item_id": "_658c418d-8306-4a79-9b91-876a5512307c", "type": "choice", "title": "Sentry Model Features", "standards": [ "4-LS1-2" ], "prompt_html": "

The class makes this claim: two sentries can take in the very same information, yet respond in different ways - one may go back to grazing while the other keeps staring at the same spot.

Look at Figure 1. Choose the TWO features of the model that best support the class's claim.

", "prompt_plain": "The class makes this claim: two sentries can take in the very same information, yet respond in different ways - one may go back to grazing while the other keeps staring at the same spot. Look at Figure 1. Choose the TWO features of the model that best support the class's claim.", "context_html": "", "options": [ { "id": "cA1", "text": "Eyes, ears, and nose each detect a different kind of information.", "plain": "Eyes, ears, and nose each detect a different kind of information.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Every signal is processed in the brain before the pronghorn responds.", "plain": "Every signal is processed in the brain before the pronghorn responds.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Nerves carry signals from the sense organs toward the brain.", "plain": "Nerves carry signals from the sense organs toward the brain.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Stored memories are combined with each new signal the brain processes.", "plain": "Stored memories are combined with each new signal the brain processes.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "A pronghorn's body responds the moment its eyes detect any movement.", "plain": "A pronghorn's body responds the moment its eyes detect any movement.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fc075b7b-1ad9-45b8-90d7-92c54074f78b" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Pronghorn Sentry Study Card

A wildlife class watches a herd of pronghorn on open grassland. Pronghorn are large, fast plant-eaters. While most of the herd grazes, a few pronghorn stand with their heads up and look, listen, and smell the air. The class calls these watchers sentries. Figure 1 shows the class's model of how a pronghorn takes in and uses information. Table 1 lists four facts the class recorded.

\"A

Table 1. Field Facts

FactWhat the class recorded
1A sentry stared at a spot of far-off movement long before the students could see what was moving there.
2When the students stood upwind behind a low rise, hidden from view, the sentries still turned to face them.
3Pronghorn are among the fastest-running animals in North America.
4The herd grazed in the same open area for the whole four-hour visit.
", "passage_plain": "Pronghorn Sentry Study Card A wildlife class watches a herd of pronghorn on open grassland. Pronghorn are large, fast plant-eaters. While most of the herd grazes, a few pronghorn stand with their heads up and look, listen, and smell the air. The class calls these watchers sentries. Figure 1 shows the class's model of how a pronghorn takes in and uses information. Table 1 lists four facts the class recorded. Table 1. Field Facts Fact What the class recorded 1 A sentry stared at a spot of far-off movement long before the students could see what was moving there. 2 When the students stood upwind behind a low rise, hidden from view, the sentries still turned to face them. 3 Pronghorn are among the fastest-running animals in North America. 4 The herd grazed in the same open area for the whole four-hour visit." }, { "n": 28, "item_id": "_231fbed9-98b9-4fed-9823-46436c8154e3", "type": "gap-match", "title": "Field Fact Evidence", "standards": [ "4-LS1-2" ], "prompt_html": "

The class sorts the four field facts from Table 1.

 

Drag one label into the box after each fact to show whether that fact is evidence that the sentries use their senses to gather information. You may use each label more than once.

", "prompt_plain": "The class sorts the four field facts from Table 1. Drag one label into the box after each fact to show whether that fact is evidence that the sentries use their senses to gather information. You may use each label more than once.", "context_html": "", "options": [ { "id": "tile-not-evidence", "text": "not evidence about senses", "plain": "not evidence about senses", "correct": false, "kind": "gap-token" }, { "id": "tile-evidence-senses", "text": "evidence sentries use senses", "plain": "evidence sentries use senses", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_fc075b7b-1ad9-45b8-90d7-92c54074f78b" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-evidence-senses gap-1", "tile-evidence-senses gap-2", "tile-not-evidence gap-3", "tile-not-evidence gap-4" ] }, "n_options": 2, "passage_html": "

Pronghorn Sentry Study Card

A wildlife class watches a herd of pronghorn on open grassland. Pronghorn are large, fast plant-eaters. While most of the herd grazes, a few pronghorn stand with their heads up and look, listen, and smell the air. The class calls these watchers sentries. Figure 1 shows the class's model of how a pronghorn takes in and uses information. Table 1 lists four facts the class recorded.

\"A

Table 1. Field Facts

FactWhat the class recorded
1A sentry stared at a spot of far-off movement long before the students could see what was moving there.
2When the students stood upwind behind a low rise, hidden from view, the sentries still turned to face them.
3Pronghorn are among the fastest-running animals in North America.
4The herd grazed in the same open area for the whole four-hour visit.
", "passage_plain": "Pronghorn Sentry Study Card A wildlife class watches a herd of pronghorn on open grassland. Pronghorn are large, fast plant-eaters. While most of the herd grazes, a few pronghorn stand with their heads up and look, listen, and smell the air. The class calls these watchers sentries. Figure 1 shows the class's model of how a pronghorn takes in and uses information. Table 1 lists four facts the class recorded. Table 1. Field Facts Fact What the class recorded 1 A sentry stared at a spot of far-off movement long before the students could see what was moving there. 2 When the students stood upwind behind a low rise, hidden from view, the sentries still turned to face them. 3 Pronghorn are among the fastest-running animals in North America. 4 The herd grazed in the same open area for the whole four-hour visit." }, { "n": 29, "item_id": "_10fbd42c-1dec-4307-9d88-5a5be8e040e2", "type": "choice", "title": "Glowing Bulb Energy", "standards": [ "4-PS3-2" ], "prompt_html": "

Perrin connects a battery, two wires, a metal nail, and a small bulb, as shown in the sketch. When the nail joins the two bare wire ends, the loop is complete and the bulb glows.

\"A

Which energy change happens in the glowing bulb?

", "prompt_plain": "Perrin connects a battery, two wires, a metal nail, and a small bulb, as shown in the sketch. When the nail joins the two bare wire ends, the loop is complete and the bulb glows. Which energy change happens in the glowing bulb?", "context_html": "", "options": [ { "id": "cA1", "text": "The bulb changes stored chemical energy into light energy and heat energy.", "plain": "The bulb changes stored chemical energy into light energy and heat energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The bulb changes electrical energy into light energy and heat energy.", "plain": "The bulb changes electrical energy into light energy and heat energy.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The bulb changes light energy back into electrical energy for the wires.", "plain": "The bulb changes light energy back into electrical energy for the wires.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The bulb changes electrical energy into stored chemical energy inside the glass.", "plain": "The bulb changes electrical energy into stored chemical energy inside the glass.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_8ae68e3d-551c-4971-a928-e7bce6881801", "type": "choice", "title": "Toy Track Loop", "standards": [ "4-PS3-1" ], "prompt_html": "

Rosalie tests a toy track that ends in a tall, closed vertical loop. The problem card shows her setup. She lets a small ball go from the 30 cm mark on the starting ramp. The ball rolls down, enters the loop, and falls away from the track just before reaching the top of the loop.

\"A

Which change would most likely carry the ball all the way around the loop?

", "prompt_plain": "Rosalie tests a toy track that ends in a tall, closed vertical loop. The problem card shows her setup. She lets a small ball go from the 30 cm mark on the starting ramp. The ball rolls down, enters the loop, and falls away from the track just before reaching the top of the loop. Which change would most likely carry the ball all the way around the loop?", "context_html": "", "options": [ { "id": "cA1", "text": "Let the ball go from a higher mark, because a faster-moving ball carries more energy into the loop.", "plain": "Let the ball go from a higher mark, because a faster-moving ball carries more energy into the loop.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Let the ball go from a lower mark, because a slower ball holds onto the track more easily.", "plain": "Let the ball go from a lower mark, because a slower ball holds onto the track more easily.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Let the ball go from the same mark, because the ball's energy grows on its own with each try.", "plain": "Let the ball go from the same mark, because the ball's energy grows on its own with each try.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Make the loop taller, because a taller loop gives the ball more room to build up speed.", "plain": "Make the loop taller, because a taller loop gives the ball more room to build up speed.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-28/images/slot30.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_0206664c-4803-41c8-a570-be85ea35aeda", "type": "hottext", "title": "Ridgeline Trail Notice", "standards": [ "5-ESS3-1" ], "prompt_html": "

A park posted this notice at the start of the Ridgeline Trail.

Read the notice. Select the ONE sentence that states an effect on the environment.

", "prompt_plain": "A park posted this notice at the start of the Ridgeline Trail. Read the notice. Select the ONE sentence that states an effect on the environment.", "context_html": "", "options": [ { "id": "hA31", "text": "The steep middle section of the Ridgeline Trail will close on April 15.", "plain": "The steep middle section of the Ridgeline Trail will close on April 15.", "correct": false, "kind": "hottext" }, { "id": "hB31", "text": "Work crews will build a new, gentler path that curves across the hillside.", "plain": "Work crews will build a new, gentler path that curves across the hillside.", "correct": false, "kind": "hottext" }, { "id": "hC31", "text": "Rain washes soil from the worn path into Camas Creek, covering fish eggs.", "plain": "Rain washes soil from the worn path into Camas Creek, covering fish eggs.", "correct": true, "kind": "hottext" }, { "id": "hD31", "text": "Hikers should follow the marked detour signs while the crews are working.", "plain": "Hikers should follow the marked detour signs while the crews are working.", "correct": false, "kind": "hottext" }, { "id": "hE31", "text": "The park thanks all visitors for their patience during this trail project.", "plain": "The park thanks all visitors for their patience during this trail project.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC31" ] }, "n_options": 5 }, { "n": 32, "item_id": "_d033bba8-0980-4ec2-9c18-5f7fb264d128", "type": "choice", "title": "Rain Garden Soil Screen", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

A class will build a rain garden - a planted dip in the ground that soaks up rainwater - at the low corner of the schoolyard. The class set two requirements for the garden soil. Requirement 1: a test cup of water poured on the soil must soak in within 30 minutes. Requirement 2: the soil must have a nutrient score of at least 6 on the class scale.

Table 1. Soil Test Results

SoilTime for water to soak in (minutes)Nutrient score (1 = lowest, 10 = highest)
Soil A189
Soil B458
Soil C254
Soil D227
Soil E553

Look at Table 1. Choose the TWO soils that meet both requirements.

", "prompt_plain": "A class will build a rain garden - a planted dip in the ground that soaks up rainwater - at the low corner of the schoolyard. The class set two requirements for the garden soil. Requirement 1: a test cup of water poured on the soil must soak in within 30 minutes. Requirement 2: the soil must have a nutrient score of at least 6 on the class scale. Table 1. Soil Test Results Soil Time for water to soak in (minutes) Nutrient score (1 = lowest, 10 = highest) Soil A 18 9 Soil B 45 8 Soil C 25 4 Soil D 22 7 Soil E 55 3 Look at Table 1. Choose the TWO soils that meet both requirements.", "context_html": "", "options": [ { "id": "cA32", "text": "Soil A", "plain": "Soil A", "correct": true, "kind": "choice" }, { "id": "cB32", "text": "Soil B", "plain": "Soil B", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "Soil C", "plain": "Soil C", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "Soil D", "plain": "Soil D", "correct": true, "kind": "choice" }, { "id": "cE32", "text": "Soil E", "plain": "Soil E", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA32", "cD32" ] }, "n_options": 5 }, { "n": 33, "item_id": "_9f9fb77c-746e-4c8e-bfdb-5fb7d4ea7517", "type": "choice", "title": "Parachute Canopy Conclusion (Part A)", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part A

Look at Table 1. Which conclusion about the canopy designs do the drop times best support?

", "prompt_plain": "Part A Look at Table 1. Which conclusion about the canopy designs do the drop times best support?", "context_html": "", "options": [ { "id": "cA33", "text": "All three canopy designs slowed the toy’s fall by about the same amount.", "plain": "All three canopy designs slowed the toy’s fall by about the same amount.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "A canopy that opens wide slows the fall more than a closed one.", "plain": "A canopy that opens wide slows the fall more than a closed one.", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "The toy figure falls faster when it is released from a higher point.", "plain": "The toy figure falls faster when it is released from a higher point.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "The vent hole made Design 3 fall faster than the packed-ball design.", "plain": "The vent hole made Design 3 fall faster than the packed-ball design.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0eefa7a4-b5bd-4c62-80cc-94ede8f08a9a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB33" ] }, "n_options": 4, "passage_html": "

Parachute Drop Trials

A student design team builds three parachutes for the same toy figure. Each parachute uses the same square of cloth and the same four strings. Only the canopy design changes. Design 1 stays open as a flat sheet. Design 2 is rolled into a tight ball held by a rubber band. It cannot open. Design 3 is a flat sheet with one small vent hole cut in its center. A team member releases each parachute three times from a marked height of 3 meters. Table 1 shows the drop times in seconds. In one drop, the strings of Design 3 tangled, and its canopy never opened. That drop is marked with a star (*) in Table 1.

Table 1. Parachute Drop Times (seconds)

Canopy designDrop 1Drop 2Drop 3
Design 1 (flat sheet)3.03.23.1
Design 2 (packed ball)1.00.91.0
Design 3 (vented sheet)2.41.0*2.5
", "passage_plain": "Parachute Drop Trials A student design team builds three parachutes for the same toy figure. Each parachute uses the same square of cloth and the same four strings. Only the canopy design changes. Design 1 stays open as a flat sheet. Design 2 is rolled into a tight ball held by a rubber band. It cannot open. Design 3 is a flat sheet with one small vent hole cut in its center. A team member releases each parachute three times from a marked height of 3 meters. Table 1 shows the drop times in seconds. In one drop, the strings of Design 3 tangled, and its canopy never opened. That drop is marked with a star (*) in Table 1. Table 1. Parachute Drop Times (seconds) Canopy design Drop 1 Drop 2 Drop 3 Design 1 (flat sheet) 3.0 3.2 3.1 Design 2 (packed ball) 1.0 0.9 1.0 Design 3 (vented sheet) 2.4 1.0* 2.5" }, { "n": 34, "item_id": "_259d0261-6d1d-4f46-a167-e23dd03eaf3f", "type": "choice", "title": "Parachute Retest Plan (Part B)", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part B

The team decides to redo the drop that went wrong. There is time for only one more drop.

Which plan for the retest is the best way to get a fair time for Design 3?

", "prompt_plain": "Part B The team decides to redo the drop that went wrong. There is time for only one more drop. Which plan for the retest is the best way to get a fair time for Design 3?", "context_html": "", "options": [ { "id": "cA34", "text": "Drop Design 3 once more from the marked height after checking that its strings hang straight.", "plain": "Drop Design 3 once more from the marked height after checking that its strings hang straight.", "correct": true, "kind": "choice" }, { "id": "cB34", "text": "Drop Design 3 once more from a higher point so the canopy opens fully.", "plain": "Drop Design 3 once more from a higher point so the canopy opens fully.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Drop all three designs three more times each to make a completely new results table.", "plain": "Drop all three designs three more times each to make a completely new results table.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Drop Design 2 once more, because its canopy also stayed closed while it fell.", "plain": "Drop Design 2 once more, because its canopy also stayed closed while it fell.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0eefa7a4-b5bd-4c62-80cc-94ede8f08a9a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA34" ] }, "n_options": 4, "passage_html": "

Parachute Drop Trials

A student design team builds three parachutes for the same toy figure. Each parachute uses the same square of cloth and the same four strings. Only the canopy design changes. Design 1 stays open as a flat sheet. Design 2 is rolled into a tight ball held by a rubber band. It cannot open. Design 3 is a flat sheet with one small vent hole cut in its center. A team member releases each parachute three times from a marked height of 3 meters. Table 1 shows the drop times in seconds. In one drop, the strings of Design 3 tangled, and its canopy never opened. That drop is marked with a star (*) in Table 1.

Table 1. Parachute Drop Times (seconds)

Canopy designDrop 1Drop 2Drop 3
Design 1 (flat sheet)3.03.23.1
Design 2 (packed ball)1.00.91.0
Design 3 (vented sheet)2.41.0*2.5
", "passage_plain": "Parachute Drop Trials A student design team builds three parachutes for the same toy figure. Each parachute uses the same square of cloth and the same four strings. Only the canopy design changes. Design 1 stays open as a flat sheet. Design 2 is rolled into a tight ball held by a rubber band. It cannot open. Design 3 is a flat sheet with one small vent hole cut in its center. A team member releases each parachute three times from a marked height of 3 meters. Table 1 shows the drop times in seconds. In one drop, the strings of Design 3 tangled, and its canopy never opened. That drop is marked with a star (*) in Table 1. Table 1. Parachute Drop Times (seconds) Canopy design Drop 1 Drop 2 Drop 3 Design 1 (flat sheet) 3.0 3.2 3.1 Design 2 (packed ball) 1.0 0.9 1.0 Design 3 (vented sheet) 2.4 1.0* 2.5" }, { "n": 35, "item_id": "_e7338ed5-8d0b-41cd-9021-680fd77328ee", "type": "choice", "title": "Playground Shade Survey", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

A student council wants to add a shaded rest area to its school playground. Before designing anything, the council must define the design problem. The council collected survey answers from students, teachers, and the principal. The survey results are listed below.

Choose the TWO survey results that best help define the design problem.

", "prompt_plain": "A student council wants to add a shaded rest area to its school playground. Before designing anything, the council must define the design problem. The council collected survey answers from students, teachers, and the principal. The survey results are listed below. Choose the TWO survey results that best help define the design problem.", "context_html": "", "options": [ { "id": "cA35", "text": "Most students picked blue as the nicest color for new playground equipment.", "plain": "Most students picked blue as the nicest color for new playground equipment.", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "At recess, 30 students want shade, but the shady seating area holds 4.", "plain": "At recess, 30 students want shade, but the shady seating area holds 4.", "correct": true, "kind": "choice" }, { "id": "cC35", "text": "Several students suggested building a wooden roof over the seating area.", "plain": "Several students suggested building a wooden roof over the seating area.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "The principal wrote that the council may spend at most 500 dollars.", "plain": "The principal wrote that the council may spend at most 500 dollars.", "correct": true, "kind": "choice" }, { "id": "cE35", "text": "Most students said they like the four-square lines painted on the blacktop.", "plain": "Most students said they like the four-square lines painted on the blacktop.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB35", "cD35" ] }, "n_options": 5 }, { "n": 36, "item_id": "_a9b998cc-6fd4-441a-9684-127e3e8a6a73", "type": "text-entry", "title": "Fish Tank Filter Test", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Varun’s team built a water filter, called Design F2, for the classroom fish tank. The team measured how fast the filter cleans water. Table 1 shows the filter’s flow-rate card.

Table 1. Filter F2 Flow-Rate Card

Filter designLiters of water cleaned each hour
F26

Look at Table 1. How many liters of water will Design F2 clean if it runs for 4 hours?

Give your answer as a whole number (e.g., 9).

Liters of water:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "24" ] }, "n_options": 0 } ] }, { "form": "G5.29", "grade": "G5", "title": "Alpha Standardized Science G5.29", "test_id": "_test-ce1a1da5-2e50-4406-9c19-fffb2b01760c", "n_items": 36, "n_stimuli": 7, "stimuli": { "_54d9433f-5c14-44ed-a1be-e4515c4eea33": { "title": "Limestone Ledge Vinegar Tests", "html": "

Limestone Ledge Vinegar Tests

Beatrix collects five small rock samples near a limestone ledge. She crushes part of each sample into grains. She stirs one spoonful of each into its own beaker of water for two minutes. She also adds vinegar drops to a dry spoonful of each. Calcite is a mineral found in limestone. An acid, such as vinegar, makes calcite bubble. Table 1 shows the results.

Table 1. Ledge Sample Test Results

SampleStirred in water for two minutesVinegar drops added
Sample 1Pieces sank and stayed wholeBubbles formed right away
Sample 2Grains vanished; the water stayed clearNo change
Sample 3Water turned cloudy; powder settled back on the bottomNo change
Sample 4Grains slowly shrank until they were goneNo change
Sample 5Grains vanished; a dried drop of the water left tiny crystalsNo change
" }, "_05ae0eeb-887f-4589-ba09-ecad925e2f67": { "title": "Quake and Volcano Map Overlay", "html": "

Quake and Volcano Map Overlay

A class studies one ocean's rim. A paper map marks each volcano with a triangle. The class lays a clear plastic overlay on the map. The overlay marks each strong earthquake of the past 100 years with a dot. Figure 1 shows the map with the overlay in place. Two coastal regions are labeled on the map.

Figure 1. The Map With the Overlay in Place

\"Map

Hazard history notes: Region A's records list four strong earthquakes in the past 60 years. Region B's records list no strong earthquakes in the past 60 years.

" }, "_dbb587c8-6738-4dad-b711-bdc3a3edae1f": { "title": "Lunchbox Liner Trials", "html": "

Lunchbox Liner Trials

Winslow wants his lunchbox to keep food warm until lunchtime. He tests four liner materials, one at a time, in the same lunchbox. For each trial, he fills the same small container with hot water at 70 °C, sets it in the lined lunchbox, and measures the water 3 hours later. His plan lists two requirements. The liner must keep the water at 50 °C or warmer after 3 hours. The liner must cost $4.00 or less. Table 1 shows the results.

Table 1. Liner Trial Results

Liner materialWater temperature after 3 hours (°C)Cost of the liner ($)
Nylon mesh472.25
Bubble wrap543.50
Flannel pad493.75
Cork sheet564.75
" }, "_77366b4e-41a4-473e-a074-83c6b31b1a17": { "title": "Turtle Beach Lighting Report", "html": "

Turtle Beach Lighting Report

A shore town studies its sea-turtle nesting beach. At night, new hatchlings crawl toward the water. The town counts how many hatchlings out of every 100 reach the water in each beach section. Each section gets a different level of night lighting from the beach road. Table 1 shows the counts. The town will adopt ONE new lighting rule this year. Table 2 lists the three proposed rules and their costs. The town can spend no more than $20,000 on the new rule.

Table 1. Hatchlings Reaching the Water

Beach sectionNight lighting levelHatchlings reaching the water (out of every 100)
Section 1No lights90
Section 2Dim lights82
Section 3Medium lights66
Section 4Bright lights30

Table 2. Proposed Lighting Rules

RuleWhat the rule requiresCost
Rule 1Replace every light along the beach road with a low light that points at the ground$45,000
Rule 2Add covers that aim light away from the sand in the two brightest sections$12,000
Rule 3Post signs asking visitors to keep hand-held lights off the sand at night$1,000
" }, "_9ade9fff-712f-4139-a94a-f967b183b71b": { "title": "School Composter Logbook", "html": "

School Composter Logbook

Kalani’s class keeps a composter behind the school. Each week the class adds one pail of fruit and vegetable scraps. The class studies the living things inside and writes readings in a logbook. Table 1 is the organism card from the logbook. Table 2 shows the weekly readings.

Table 1. Composter Organism Card

What is in the composterWhat the class observed
Fruit and vegetable scrapsDead plant matter the class adds each week
Shredded dry leavesDead plant matter mixed in for air spaces
Red wormsThey eat the dead scraps and leave dark droppings
FungiThin white threads spread over the scraps and soften them
Tiny seedlingsGreen sprouts growing up from seeds in the scraps

Table 2. Weekly Logbook Readings

WeekVolume of material (liters)Temperature inside (°C)Outside air temperature (°C)
1601918
2522120
3451817
4382019

\"Cutaway

" }, "_b7938aba-c28b-42b8-a7ae-63d428cd006f": { "title": "Picnic Mix Mass Checks", "html": "

Picnic Mix Mass Checks

Delphine makes four mixes for a class picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Delphine observed while mixing.

Table 1. Mix Ingredients

MixIngredients
Trail mixRaisins, pretzel sticks
LemonadeWater, lemon juice, sugar
Fizz cupWater, fizzy drink powder
SaladChopped bell peppers, croutons

Table 2. Total Mass Before and After Mixing

MixMass before mixingMass after mixing
Trail mix150 g150 g
Lemonade225 g225 g
Fizz cup210 g208 g
Salad240 g240 g

Table 3. Observations While Mixing

MixWhat Delphine observed
Trail mixEvery raisin and pretzel stick looked the same after mixing.
LemonadeThe sugar vanished as she stirred. The drink stayed clear.
Fizz cupThe powder vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid.
SaladEvery pepper piece and crouton could still be seen and picked out.
" }, "_bf1d9e06-2113-4823-8527-317dd1effd1a": { "title": "Four-City Climate Cards", "html": "

Four-City Climate Cards

Joaquin’s class studies climate, the usual pattern of weather a place has over many years. Figure 1 is a United States map shaded by average January temperature. Figure 2 is the same map shaded by yearly rainfall. Joaquin uses the two maps to make a climate card for four cities. Table 1 shows his cards.

\"Two

Table 1. The Four City Cards

CityDistance north of the equator (miles)Average January temperature (°F)Rainfall each year (inches)
Savannah, Georgia2,2205048
Topeka, Kansas2,7002835
Fargo, North Dakota3,240823
Aberdeen, Washington3,2404284
" } }, "questions": [ { "n": 1, "item_id": "_299ead20-9777-4887-b894-585e40ba4645", "type": "choice", "title": "Lemonade Keeps Its Mass", "standards": [ "5-PS1-2" ], "prompt_html": "

Look at Table 2 and Table 3. In the lemonade, the sugar vanished as it was stirred, but the total mass is 225 g both before and after mixing.

Which statement best explains why the lemonade keeps its full mass after the sugar dissolves?

", "prompt_plain": "Look at Table 2 and Table 3. In the lemonade, the sugar vanished as it was stirred, but the total mass is 225 g both before and after mixing. Which statement best explains why the lemonade keeps its full mass after the sugar dissolves?", "context_html": "", "options": [ { "id": "cA1", "text": "The sugar changed into a gas as it was stirred, and that gas stayed trapped inside the drink.", "plain": "The sugar changed into a gas as it was stirred, and that gas stayed trapped inside the drink.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The water gained extra mass of its own to make up for the sugar that was destroyed.", "plain": "The water gained extra mass of its own to make up for the sugar that was destroyed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The sugar broke into particles too small to see, and those particles stayed in the drink.", "plain": "The sugar broke into particles too small to see, and those particles stayed in the drink.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The stirring packed the water's own particles more tightly together, which added extra mass.", "plain": "The stirring packed the water's own particles more tightly together, which added extra mass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b7938aba-c28b-42b8-a7ae-63d428cd006f" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Picnic Mix Mass Checks

Delphine makes four mixes for a class picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Delphine observed while mixing.

Table 1. Mix Ingredients

MixIngredients
Trail mixRaisins, pretzel sticks
LemonadeWater, lemon juice, sugar
Fizz cupWater, fizzy drink powder
SaladChopped bell peppers, croutons

Table 2. Total Mass Before and After Mixing

MixMass before mixingMass after mixing
Trail mix150 g150 g
Lemonade225 g225 g
Fizz cup210 g208 g
Salad240 g240 g

Table 3. Observations While Mixing

MixWhat Delphine observed
Trail mixEvery raisin and pretzel stick looked the same after mixing.
LemonadeThe sugar vanished as she stirred. The drink stayed clear.
Fizz cupThe powder vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid.
SaladEvery pepper piece and crouton could still be seen and picked out.
", "passage_plain": "Picnic Mix Mass Checks Delphine makes four mixes for a class picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Delphine observed while mixing. Table 1. Mix Ingredients Mix Ingredients Trail mix Raisins, pretzel sticks Lemonade Water, lemon juice, sugar Fizz cup Water, fizzy drink powder Salad Chopped bell peppers, croutons Table 2. Total Mass Before and After Mixing Mix Mass before mixing Mass after mixing Trail mix 150 g 150 g Lemonade 225 g 225 g Fizz cup 210 g 208 g Salad 240 g 240 g Table 3. Observations While Mixing Mix What Delphine observed Trail mix Every raisin and pretzel stick looked the same after mixing. Lemonade The sugar vanished as she stirred. The drink stayed clear. Fizz cup The powder vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid. Salad Every pepper piece and crouton could still be seen and picked out." }, { "n": 2, "item_id": "_4137236d-9e65-4cdb-a418-9effa538f9da", "type": "choice", "title": "Fizz Cup Change Part A", "standards": [ "5-PS1-4" ], "prompt_html": "

Part A

Look at Table 3.

Which statement best describes what happened in the fizz cup when the water and the fizzy drink powder were mixed?

", "prompt_plain": "Part A Look at Table 3. Which statement best describes what happened in the fizz cup when the water and the fizzy drink powder were mixed?", "context_html": "", "options": [ { "id": "cA1", "text": "Mixing made a new substance that was not there before.", "plain": "Mixing made a new substance that was not there before.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The powder simply dissolved, with no new substance made.", "plain": "The powder simply dissolved, with no new substance made.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The powder melted into a liquid form of the same powder.", "plain": "The powder melted into a liquid form of the same powder.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The water changed into a gas, which made the bubbles.", "plain": "The water changed into a gas, which made the bubbles.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b7938aba-c28b-42b8-a7ae-63d428cd006f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Picnic Mix Mass Checks

Delphine makes four mixes for a class picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Delphine observed while mixing.

Table 1. Mix Ingredients

MixIngredients
Trail mixRaisins, pretzel sticks
LemonadeWater, lemon juice, sugar
Fizz cupWater, fizzy drink powder
SaladChopped bell peppers, croutons

Table 2. Total Mass Before and After Mixing

MixMass before mixingMass after mixing
Trail mix150 g150 g
Lemonade225 g225 g
Fizz cup210 g208 g
Salad240 g240 g

Table 3. Observations While Mixing

MixWhat Delphine observed
Trail mixEvery raisin and pretzel stick looked the same after mixing.
LemonadeThe sugar vanished as she stirred. The drink stayed clear.
Fizz cupThe powder vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid.
SaladEvery pepper piece and crouton could still be seen and picked out.
", "passage_plain": "Picnic Mix Mass Checks Delphine makes four mixes for a class picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Delphine observed while mixing. Table 1. Mix Ingredients Mix Ingredients Trail mix Raisins, pretzel sticks Lemonade Water, lemon juice, sugar Fizz cup Water, fizzy drink powder Salad Chopped bell peppers, croutons Table 2. Total Mass Before and After Mixing Mix Mass before mixing Mass after mixing Trail mix 150 g 150 g Lemonade 225 g 225 g Fizz cup 210 g 208 g Salad 240 g 240 g Table 3. Observations While Mixing Mix What Delphine observed Trail mix Every raisin and pretzel stick looked the same after mixing. Lemonade The sugar vanished as she stirred. The drink stayed clear. Fizz cup The powder vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid. Salad Every pepper piece and crouton could still be seen and picked out." }, { "n": 3, "item_id": "_ee12bb66-e472-4ad9-b0ac-745d34ddf2ae", "type": "choice", "title": "Fizz Cup Change Part B", "standards": [ "5-PS1-4" ], "prompt_html": "

Part B

Which observation is the best evidence that mixing formed a new substance?

", "prompt_plain": "Part B Which observation is the best evidence that mixing formed a new substance?", "context_html": "", "options": [ { "id": "cA1", "text": "An ingredient vanished while it was being stirred.", "plain": "An ingredient vanished while it was being stirred.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Bubbles formed, and foam rose in the liquid.", "plain": "Bubbles formed, and foam rose in the liquid.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The finished mixture was still a liquid after mixing.", "plain": "The finished mixture was still a liquid after mixing.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The total mass went from 210 g to 208 g.", "plain": "The total mass went from 210 g to 208 g.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b7938aba-c28b-42b8-a7ae-63d428cd006f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Picnic Mix Mass Checks

Delphine makes four mixes for a class picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Delphine observed while mixing.

Table 1. Mix Ingredients

MixIngredients
Trail mixRaisins, pretzel sticks
LemonadeWater, lemon juice, sugar
Fizz cupWater, fizzy drink powder
SaladChopped bell peppers, croutons

Table 2. Total Mass Before and After Mixing

MixMass before mixingMass after mixing
Trail mix150 g150 g
Lemonade225 g225 g
Fizz cup210 g208 g
Salad240 g240 g

Table 3. Observations While Mixing

MixWhat Delphine observed
Trail mixEvery raisin and pretzel stick looked the same after mixing.
LemonadeThe sugar vanished as she stirred. The drink stayed clear.
Fizz cupThe powder vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid.
SaladEvery pepper piece and crouton could still be seen and picked out.
", "passage_plain": "Picnic Mix Mass Checks Delphine makes four mixes for a class picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Delphine observed while mixing. Table 1. Mix Ingredients Mix Ingredients Trail mix Raisins, pretzel sticks Lemonade Water, lemon juice, sugar Fizz cup Water, fizzy drink powder Salad Chopped bell peppers, croutons Table 2. Total Mass Before and After Mixing Mix Mass before mixing Mass after mixing Trail mix 150 g 150 g Lemonade 225 g 225 g Fizz cup 210 g 208 g Salad 240 g 240 g Table 3. Observations While Mixing Mix What Delphine observed Trail mix Every raisin and pretzel stick looked the same after mixing. Lemonade The sugar vanished as she stirred. The drink stayed clear. Fizz cup The powder vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid. Salad Every pepper piece and crouton could still be seen and picked out." }, { "n": 4, "item_id": "_3a2be2df-47b9-4687-8ac4-d074ecfacc01", "type": "choice", "title": "Calcite in Sample 1", "standards": [ "5-PS1-3" ], "prompt_html": "

Look at Table 1.

Based on the test results, why does Sample 1 most likely contain calcite?

", "prompt_plain": "Look at Table 1. Based on the test results, why does Sample 1 most likely contain calcite?", "context_html": "", "options": [ { "id": "cA1", "text": "Sample 1 came from a limestone ledge, and rocks found near limestone are known to contain calcite.", "plain": "Sample 1 came from a limestone ledge, and rocks found near limestone are known to contain calcite.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Vinegar made Sample 1 bubble, and bubbling with an acid is a known property of calcite.", "plain": "Vinegar made Sample 1 bubble, and bubbling with an acid is a known property of calcite.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Sample 1 sank in water, which shows it is heavy for its size, like calcite.", "plain": "Sample 1 sank in water, which shows it is heavy for its size, like calcite.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Sample 1 did not dissolve in water, which shows it is made of a single pure mineral.", "plain": "Sample 1 did not dissolve in water, which shows it is made of a single pure mineral.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_54d9433f-5c14-44ed-a1be-e4515c4eea33" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Limestone Ledge Vinegar Tests

Beatrix collects five small rock samples near a limestone ledge. She crushes part of each sample into grains. She stirs one spoonful of each into its own beaker of water for two minutes. She also adds vinegar drops to a dry spoonful of each. Calcite is a mineral found in limestone. An acid, such as vinegar, makes calcite bubble. Table 1 shows the results.

Table 1. Ledge Sample Test Results

SampleStirred in water for two minutesVinegar drops added
Sample 1Pieces sank and stayed wholeBubbles formed right away
Sample 2Grains vanished; the water stayed clearNo change
Sample 3Water turned cloudy; powder settled back on the bottomNo change
Sample 4Grains slowly shrank until they were goneNo change
Sample 5Grains vanished; a dried drop of the water left tiny crystalsNo change
", "passage_plain": "Limestone Ledge Vinegar Tests Beatrix collects five small rock samples near a limestone ledge. She crushes part of each sample into grains. She stirs one spoonful of each into its own beaker of water for two minutes. She also adds vinegar drops to a dry spoonful of each. Calcite is a mineral found in limestone. An acid, such as vinegar, makes calcite bubble. Table 1 shows the results. Table 1. Ledge Sample Test Results Sample Stirred in water for two minutes Vinegar drops added Sample 1 Pieces sank and stayed whole Bubbles formed right away Sample 2 Grains vanished; the water stayed clear No change Sample 3 Water turned cloudy; powder settled back on the bottom No change Sample 4 Grains slowly shrank until they were gone No change Sample 5 Grains vanished; a dried drop of the water left tiny crystals No change" }, { "n": 5, "item_id": "_49c13398-85bc-4567-a809-3bad562347db", "type": "choice", "title": "Samples That Did Not Dissolve", "standards": [ "5-PS1-4" ], "prompt_html": "

Look at Table 1.

Choose the TWO samples that did NOT dissolve in water.

", "prompt_plain": "Look at Table 1. Choose the TWO samples that did NOT dissolve in water.", "context_html": "", "options": [ { "id": "cA1", "text": "Sample 1", "plain": "Sample 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Sample 2", "plain": "Sample 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Sample 3", "plain": "Sample 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Sample 4", "plain": "Sample 4", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Sample 5", "plain": "Sample 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_54d9433f-5c14-44ed-a1be-e4515c4eea33" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Limestone Ledge Vinegar Tests

Beatrix collects five small rock samples near a limestone ledge. She crushes part of each sample into grains. She stirs one spoonful of each into its own beaker of water for two minutes. She also adds vinegar drops to a dry spoonful of each. Calcite is a mineral found in limestone. An acid, such as vinegar, makes calcite bubble. Table 1 shows the results.

Table 1. Ledge Sample Test Results

SampleStirred in water for two minutesVinegar drops added
Sample 1Pieces sank and stayed wholeBubbles formed right away
Sample 2Grains vanished; the water stayed clearNo change
Sample 3Water turned cloudy; powder settled back on the bottomNo change
Sample 4Grains slowly shrank until they were goneNo change
Sample 5Grains vanished; a dried drop of the water left tiny crystalsNo change
", "passage_plain": "Limestone Ledge Vinegar Tests Beatrix collects five small rock samples near a limestone ledge. She crushes part of each sample into grains. She stirs one spoonful of each into its own beaker of water for two minutes. She also adds vinegar drops to a dry spoonful of each. Calcite is a mineral found in limestone. An acid, such as vinegar, makes calcite bubble. Table 1 shows the results. Table 1. Ledge Sample Test Results Sample Stirred in water for two minutes Vinegar drops added Sample 1 Pieces sank and stayed whole Bubbles formed right away Sample 2 Grains vanished; the water stayed clear No change Sample 3 Water turned cloudy; powder settled back on the bottom No change Sample 4 Grains slowly shrank until they were gone No change Sample 5 Grains vanished; a dried drop of the water left tiny crystals No change" }, { "n": 6, "item_id": "_a76b9bd4-6130-41cd-9f73-bd9c7b105a28", "type": "choice", "title": "Two Cubes on Balances", "standards": [ "5-PS1-3" ], "prompt_html": "

A science card shows two cubes, Cube 1 and Cube 2. The card says both cubes have exactly the same volume. A balance shows that Cube 1 has a mass of 20 grams and Cube 2 has a mass of 64 grams.

\"Two

Which conclusion about the cubes does the card best support?

", "prompt_plain": "A science card shows two cubes, Cube 1 and Cube 2. The card says both cubes have exactly the same volume. A balance shows that Cube 1 has a mass of 20 grams and Cube 2 has a mass of 64 grams. Which conclusion about the cubes does the card best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Cube 2 must take up more space than Cube 1 does.", "plain": "Cube 2 must take up more space than Cube 1 does.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Cube 1 lost most of its matter sometime before it was measured.", "plain": "Cube 1 lost most of its matter sometime before it was measured.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The balance under Cube 2 was reading higher than the true mass.", "plain": "The balance under Cube 2 was reading higher than the true mass.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The two cubes are made of two different kinds of material.", "plain": "The two cubes are made of two different kinds of material.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot06.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 7, "item_id": "_493834b1-e26e-4822-9cf0-2bf9b40dc368", "type": "choice", "title": "Vanishing Puddle Photos", "standards": [ "5-PS1-1" ], "prompt_html": "

A class photographs a rain puddle on a sealed concrete slab at 8 a.m. The slab is painted so that water cannot soak into it. A photo of the same spot at 2 p.m. shows the puddle almost gone. The day was warm and sunny, and no one touched the puddle.

\"Two

Which statement best explains what happened to the missing water?

", "prompt_plain": "A class photographs a rain puddle on a sealed concrete slab at 8 a.m. The slab is painted so that water cannot soak into it. A photo of the same spot at 2 p.m. shows the puddle almost gone. The day was warm and sunny, and no one touched the puddle. Which statement best explains what happened to the missing water?", "context_html": "", "options": [ { "id": "cA1", "text": "The water slowly sank into tiny holes in the concrete under the puddle.", "plain": "The water slowly sank into tiny holes in the concrete under the puddle.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The water changed into a gas, and its tiny particles spread out into the air.", "plain": "The water changed into a gas, and its tiny particles spread out into the air.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The sunlight destroyed the water a little at a time until it was gone.", "plain": "The sunlight destroyed the water a little at a time until it was gone.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The water turned into plain air and is now the same substance as air.", "plain": "The water turned into plain air and is now the same substance as air.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot07.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_ac8d6b26-bb94-4b43-a0b7-e7cc8ac7bc1f", "type": "choice", "title": "Stone and Air Particles", "standards": [ "5-PS1-1" ], "prompt_html": "

A sketch shows a stone inside one closed jar and only air inside another closed jar. A close-up circle shows each one's particles. The stone keeps its own shape. The air spreads out and fills its whole jar.

\"Two

Which statement explains why the stone keeps its shape while the air spreads out?

", "prompt_plain": "A sketch shows a stone inside one closed jar and only air inside another closed jar. A close-up circle shows each one's particles. The stone keeps its own shape. The air spreads out and fills its whole jar. Which statement explains why the stone keeps its shape while the air spreads out?", "context_html": "", "options": [ { "id": "cA1", "text": "The stone's particles vibrate in place but keep their positions, while the air's particles move freely.", "plain": "The stone's particles vibrate in place but keep their positions, while the air's particles move freely.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The stone's particles stay in their places without moving, while the air's particles are free to move.", "plain": "The stone's particles stay in their places without moving, while the air's particles are free to move.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The jar's walls push the air's particles outward until they reach every corner of the jar.", "plain": "The jar's walls push the air's particles outward until they reach every corner of the jar.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The air's particles slowly grow larger until they are big enough to fill the whole jar.", "plain": "The air's particles slowly grow larger until they are big enough to fill the whole jar.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot08.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_85440f27-b121-446c-aa1f-5665abd32c6b", "type": "choice", "title": "Car on the Flat Highway", "standards": [ "5-PS2-1" ], "prompt_html": "

A car drives along a flat highway at a steady speed. The car's wheels stay on the road the whole time.

Which statement best explains why the moving car stays on the ground?

", "prompt_plain": "A car drives along a flat highway at a steady speed. The car's wheels stay on the road the whole time. Which statement best explains why the moving car stays on the ground?", "context_html": "", "options": [ { "id": "cA1", "text": "The weight of the air above the highway presses the car down onto the road.", "plain": "The weight of the air above the highway presses the car down onto the road.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The car's forward speed pushes it down harder against the road as it moves.", "plain": "The car's forward speed pushes it down harder against the road as it moves.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Gravity keeps pulling the car down toward the center of Earth while it moves.", "plain": "Gravity keeps pulling the car down toward the center of Earth while it moves.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Heavy objects like cars stay down on their own, without a pull toward Earth.", "plain": "Heavy objects like cars stay down on their own, without a pull toward Earth.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_65bbb5d5-504f-4a9a-906d-f607af31ecf2", "type": "choice", "title": "Tracing the Owl's Energy", "standards": [ "5-PS3-1" ], "prompt_html": "

A food-chain card shows arrows going from grass to a mouse and from the mouse to an owl.

\"A

Which statement best traces the energy stored in the owl's body back to its source?

", "prompt_plain": "A food-chain card shows arrows going from grass to a mouse and from the mouse to an owl. Which statement best traces the energy stored in the owl's body back to its source?", "context_html": "", "options": [ { "id": "cA1", "text": "The energy began in the soil and entered the grass through its underground roots.", "plain": "The energy began in the soil and entered the grass through its underground roots.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The owl's body made brand-new energy as it digested the mouse it had eaten.", "plain": "The owl's body made brand-new energy as it digested the mouse it had eaten.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The owl took in most of its energy straight from sunlight warming its feathers.", "plain": "The owl took in most of its energy straight from sunlight warming its feathers.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The grass stored the sun's energy in food, which passed to the mouse and the owl.", "plain": "The grass stored the sun's energy in food, which passed to the mouse and the owl.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot10.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 11, "item_id": "_e033fc11-f043-4e90-a1c7-bfafe3370024", "type": "hottext", "title": "Bok Choy Watering Report", "standards": [ "5-LS1-1" ], "prompt_html": "

Griffin investigated how water changes plant growth. His report is shown as five numbered sentences. Griffin claims the Group 1 plants grew taller than the Group 2 plants because Group 1 got more water.

Select the ONE sentence from the report that is the best evidence that the extra water, and not some other difference, caused the taller growth.

", "prompt_plain": "Griffin investigated how water changes plant growth. His report is shown as five numbered sentences. Griffin claims the Group 1 plants grew taller than the Group 2 plants because Group 1 got more water. Select the ONE sentence from the report that is the best evidence that the extra water, and not some other difference, caused the taller growth.", "context_html": "", "options": [ { "id": "hA11", "text": "1. I planted ten young bok choy plants of the same size in ten matching pots.", "plain": "1. I planted ten young bok choy plants of the same size in ten matching pots.", "correct": false, "kind": "hottext" }, { "id": "hB11", "text": "2. Every pot held the same kind of soil and the same amount of it.", "plain": "2. Every pot held the same kind of soil and the same amount of it.", "correct": false, "kind": "hottext" }, { "id": "hC11", "text": "3. I treated the two groups exactly alike, except Group 1 got twice as much water.", "plain": "3. I treated the two groups exactly alike, except Group 1 got twice as much water.", "correct": true, "kind": "hottext" }, { "id": "hD11", "text": "4. After three weeks, the Group 1 plants were about 8 centimeters taller on average.", "plain": "4. After three weeks, the Group 1 plants were about 8 centimeters taller on average.", "correct": false, "kind": "hottext" }, { "id": "hE11", "text": "5. Bok choy is a leafy vegetable that usually grows quickly in classroom pots.", "plain": "5. Bok choy is a leafy vegetable that usually grows quickly in classroom pots.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC11" ] }, "n_options": 5 }, { "n": 12, "item_id": "_66c24976-0cd7-4f8f-9db9-73d4fba10002", "type": "hottext", "title": "Greenhouse Jar Log", "standards": [ "5-LS1-1" ], "prompt_html": "

Halima kept three small plants in clear jars in the school greenhouse. Her day-numbered log is shown below. By the end of the month, Plant C’s leaves had slowly turned yellow.

Select the ONE sentence from the log that best explains why Plant C turned yellow.

", "prompt_plain": "Halima kept three small plants in clear jars in the school greenhouse. Her day-numbered log is shown below. By the end of the month, Plant C’s leaves had slowly turned yellow. Select the ONE sentence from the log that best explains why Plant C turned yellow.", "context_html": "", "options": [ { "id": "hA12", "text": "Day 1: I sealed Plants A, B, and C into three clear jars with matching lids.", "plain": "Day 1: I sealed Plants A, B, and C into three clear jars with matching lids.", "correct": false, "kind": "hottext" }, { "id": "hB12", "text": "Day 1: I set a dark cloth over Plant C’s jar, blocking all light from its leaves.", "plain": "Day 1: I set a dark cloth over Plant C’s jar, blocking all light from its leaves.", "correct": true, "kind": "hottext" }, { "id": "hC12", "text": "Day 8: I gave every plant the same small amount of water through a tube in its lid.", "plain": "Day 8: I gave every plant the same small amount of water through a tube in its lid.", "correct": false, "kind": "hottext" }, { "id": "hD12", "text": "Day 15: The greenhouse air stayed warm, near 24 °C, every day of the whole month.", "plain": "Day 15: The greenhouse air stayed warm, near 24 °C, every day of the whole month.", "correct": false, "kind": "hottext" }, { "id": "hE12", "text": "Day 22: Plants A and B slowly grew new green leaves near the tops of their stems.", "plain": "Day 22: Plants A and B slowly grew new green leaves near the tops of their stems.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB12" ] }, "n_options": 5 }, { "n": 13, "item_id": "_5b9c2023-bd9a-477a-83f4-0144f2bc2389", "type": "choice", "title": "Composter Decomposers Part A", "standards": [ "5-LS2-1" ], "prompt_html": "

Part A

Look at Table 1.

Which living things in the composter are decomposers?

", "prompt_plain": "Part A Look at Table 1. Which living things in the composter are decomposers?", "context_html": "", "options": [ { "id": "cA1", "text": "the tiny seedlings and the red worms", "plain": "the tiny seedlings and the red worms", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the red worms and the fungi", "plain": "the red worms and the fungi", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "the red worms but not the fungi", "plain": "the red worms but not the fungi", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "the fungi but not the red worms", "plain": "the fungi but not the red worms", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9ade9fff-712f-4139-a94a-f967b183b71b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

School Composter Logbook

Kalani’s class keeps a composter behind the school. Each week the class adds one pail of fruit and vegetable scraps. The class studies the living things inside and writes readings in a logbook. Table 1 is the organism card from the logbook. Table 2 shows the weekly readings.

Table 1. Composter Organism Card

What is in the composterWhat the class observed
Fruit and vegetable scrapsDead plant matter the class adds each week
Shredded dry leavesDead plant matter mixed in for air spaces
Red wormsThey eat the dead scraps and leave dark droppings
FungiThin white threads spread over the scraps and soften them
Tiny seedlingsGreen sprouts growing up from seeds in the scraps

Table 2. Weekly Logbook Readings

WeekVolume of material (liters)Temperature inside (°C)Outside air temperature (°C)
1601918
2522120
3451817
4382019

\"Cutaway

", "passage_plain": "School Composter Logbook Kalani’s class keeps a composter behind the school. Each week the class adds one pail of fruit and vegetable scraps. The class studies the living things inside and writes readings in a logbook. Table 1 is the organism card from the logbook. Table 2 shows the weekly readings. Table 1. Composter Organism Card What is in the composter What the class observed Fruit and vegetable scraps Dead plant matter the class adds each week Shredded dry leaves Dead plant matter mixed in for air spaces Red worms They eat the dead scraps and leave dark droppings Fungi Thin white threads spread over the scraps and soften them Tiny seedlings Green sprouts growing up from seeds in the scraps Table 2. Weekly Logbook Readings Week Volume of material (liters) Temperature inside (°C) Outside air temperature (°C) 1 60 19 18 2 52 21 20 3 45 18 17 4 38 20 19" }, { "n": 14, "item_id": "_93eebdd4-a07d-4959-9f65-95c35b542534", "type": "choice", "title": "Composter Decomposers Part B", "standards": [ "5-LS2-1" ], "prompt_html": "

Part B

Look at Table 2.

The volume of material keeps falling even though the class adds a pail of scraps every week. Which investigation would give the class the best evidence that the living things chosen in Part A are causing the volume to fall?

", "prompt_plain": "Part B Look at Table 2. The volume of material keeps falling even though the class adds a pail of scraps every week. Which investigation would give the class the best evidence that the living things chosen in Part A are causing the volume to fall?", "context_html": "", "options": [ { "id": "cA1", "text": "Set up a matching composter without those living things and compare the two volume records", "plain": "Set up a matching composter without those living things and compare the two volume records", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Move the composter to a warmer spot and watch whether the volume falls faster", "plain": "Move the composter to a warmer spot and watch whether the volume falls faster", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Add two pails of scraps each week instead of one and watch whether the volume rises", "plain": "Add two pails of scraps each week instead of one and watch whether the volume rises", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Count the living things that can be seen on top of the material each week", "plain": "Count the living things that can be seen on top of the material each week", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9ade9fff-712f-4139-a94a-f967b183b71b" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

School Composter Logbook

Kalani’s class keeps a composter behind the school. Each week the class adds one pail of fruit and vegetable scraps. The class studies the living things inside and writes readings in a logbook. Table 1 is the organism card from the logbook. Table 2 shows the weekly readings.

Table 1. Composter Organism Card

What is in the composterWhat the class observed
Fruit and vegetable scrapsDead plant matter the class adds each week
Shredded dry leavesDead plant matter mixed in for air spaces
Red wormsThey eat the dead scraps and leave dark droppings
FungiThin white threads spread over the scraps and soften them
Tiny seedlingsGreen sprouts growing up from seeds in the scraps

Table 2. Weekly Logbook Readings

WeekVolume of material (liters)Temperature inside (°C)Outside air temperature (°C)
1601918
2522120
3451817
4382019

\"Cutaway

", "passage_plain": "School Composter Logbook Kalani’s class keeps a composter behind the school. Each week the class adds one pail of fruit and vegetable scraps. The class studies the living things inside and writes readings in a logbook. Table 1 is the organism card from the logbook. Table 2 shows the weekly readings. Table 1. Composter Organism Card What is in the composter What the class observed Fruit and vegetable scraps Dead plant matter the class adds each week Shredded dry leaves Dead plant matter mixed in for air spaces Red worms They eat the dead scraps and leave dark droppings Fungi Thin white threads spread over the scraps and soften them Tiny seedlings Green sprouts growing up from seeds in the scraps Table 2. Weekly Logbook Readings Week Volume of material (liters) Temperature inside (°C) Outside air temperature (°C) 1 60 19 18 2 52 21 20 3 45 18 17 4 38 20 19" }, { "n": 15, "item_id": "_35493afd-1353-4da2-83a6-62c1ff124321", "type": "gap-match", "title": "Beaks and Their Foods", "standards": [ "3-LS4-2" ], "prompt_html": "

A bird guide shows four beak shapes. Each beak shape is a variation that helps a bird reach or open one kind of food.

 

Drag each food card to the beak that it fits best. Each food card is used exactly once.

", "prompt_plain": "A bird guide shows four beak shapes. Each beak shape is a variation that helps a bird reach or open one kind of food. Drag each food card to the beak that it fits best . Each food card is used exactly once.", "context_html": "", "options": [ { "id": "tile-seeds-with-hard-shells", "text": "seeds with hard shells", "plain": "seeds with hard shells", "correct": false, "kind": "gap-token" }, { "id": "tile-small-fish-in-shallow-water", "text": "small fish in shallow water", "plain": "small fish in shallow water", "correct": false, "kind": "gap-token" }, { "id": "tile-nectar-deep-inside-flowers", "text": "nectar deep inside flowers", "plain": "nectar deep inside flowers", "correct": false, "kind": "gap-token" }, { "id": "tile-tiny-plants-floating-in-pond-water", "text": "tiny plants floating in pond water", "plain": "tiny plants floating in pond water", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot15.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-nectar-deep-inside-flowers g1", "tile-seeds-with-hard-shells g2", "tile-tiny-plants-floating-in-pond-water g3", "tile-small-fish-in-shallow-water g4" ] }, "n_options": 4 }, { "n": 16, "item_id": "_40639cab-832f-4a8f-b852-aab0b2028973", "type": "choice", "title": "Two City Bar Graphs", "standards": [ "3-ESS2-2" ], "prompt_html": "

Look at Table 1.

Which bar graph correctly shows the average January temperatures of Fargo and Savannah?

", "prompt_plain": "Look at Table 1. Which bar graph correctly shows the average January temperatures of Fargo and Savannah?", "context_html": "", "options": [ { "id": "cA1", "text": "

\"Bar

Fargo bar near 50 °F; Savannah bar near 8 °F.

", "plain": "Fargo bar near 50 °F; Savannah bar near 8 °F.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "

\"Bar

Fargo bar near 29 °F; Savannah bar near 29 °F.

", "plain": "Fargo bar near 29 °F; Savannah bar near 29 °F.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "

\"Bar

Fargo bar near 8 °F; Savannah bar near 50 °F.

", "plain": "Fargo bar near 8 °F; Savannah bar near 50 °F.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "

\"Bar

Fargo bar near 23 °F; Savannah bar near 48 °F.

", "plain": "Fargo bar near 23 °F; Savannah bar near 48 °F.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot16-optA.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot16-optB.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot16-optC.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot16-optD.png" ], "stimulus_ids": [ "_bf1d9e06-2113-4823-8527-317dd1effd1a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Four-City Climate Cards

Joaquin’s class studies climate, the usual pattern of weather a place has over many years. Figure 1 is a United States map shaded by average January temperature. Figure 2 is the same map shaded by yearly rainfall. Joaquin uses the two maps to make a climate card for four cities. Table 1 shows his cards.

\"Two

Table 1. The Four City Cards

CityDistance north of the equator (miles)Average January temperature (°F)Rainfall each year (inches)
Savannah, Georgia2,2205048
Topeka, Kansas2,7002835
Fargo, North Dakota3,240823
Aberdeen, Washington3,2404284
", "passage_plain": "Four-City Climate Cards Joaquin’s class studies climate, the usual pattern of weather a place has over many years. Figure 1 is a United States map shaded by average January temperature. Figure 2 is the same map shaded by yearly rainfall. Joaquin uses the two maps to make a climate card for four cities. Table 1 shows his cards. Table 1. The Four City Cards City Distance north of the equator (miles) Average January temperature (°F) Rainfall each year (inches) Savannah, Georgia 2,220 50 48 Topeka, Kansas 2,700 28 35 Fargo, North Dakota 3,240 8 23 Aberdeen, Washington 3,240 42 84" }, { "n": 17, "item_id": "_53a1c325-86aa-4955-b35a-980b1244fa78", "type": "inline-choice", "title": "Climate Pattern Sentences", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Look at Table 1 and both figures.

Choose the words that correctly complete each sentence about the climate pattern.

Reading the cards from Savannah to Topeka to Fargo, the average January temperature .

Across all four cities, the yearly rainfall .

", "options": [ { "id": "c17d1o1", "text": "gets higher", "plain": "gets higher", "correct": false, "kind": "inline" }, { "id": "c17d1o2", "text": "gets lower", "plain": "gets lower", "correct": true, "kind": "inline" }, { "id": "c17d1o3", "text": "stays the same", "plain": "stays the same", "correct": false, "kind": "inline" }, { "id": "c17d2o1", "text": "falls from south to north", "plain": "falls from south to north", "correct": false, "kind": "inline" }, { "id": "c17d2o2", "text": "follows no single north-south rule", "plain": "follows no single north-south rule", "correct": true, "kind": "inline" }, { "id": "c17d2o3", "text": "rises from south to north", "plain": "rises from south to north", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_bf1d9e06-2113-4823-8527-317dd1effd1a" ], "key_letters": "", "key_values": { "RESPONSE1": [ "c17d1o2" ], "RESPONSE2": [ "c17d2o2" ] }, "n_options": 6, "passage_html": "

Four-City Climate Cards

Joaquin’s class studies climate, the usual pattern of weather a place has over many years. Figure 1 is a United States map shaded by average January temperature. Figure 2 is the same map shaded by yearly rainfall. Joaquin uses the two maps to make a climate card for four cities. Table 1 shows his cards.

\"Two

Table 1. The Four City Cards

CityDistance north of the equator (miles)Average January temperature (°F)Rainfall each year (inches)
Savannah, Georgia2,2205048
Topeka, Kansas2,7002835
Fargo, North Dakota3,240823
Aberdeen, Washington3,2404284
", "passage_plain": "Four-City Climate Cards Joaquin’s class studies climate, the usual pattern of weather a place has over many years. Figure 1 is a United States map shaded by average January temperature. Figure 2 is the same map shaded by yearly rainfall. Joaquin uses the two maps to make a climate card for four cities. Table 1 shows his cards. Table 1. The Four City Cards City Distance north of the equator (miles) Average January temperature (°F) Rainfall each year (inches) Savannah, Georgia 2,220 50 48 Topeka, Kansas 2,700 28 35 Fargo, North Dakota 3,240 8 23 Aberdeen, Washington 3,240 42 84" }, { "n": 18, "item_id": "_c48b543e-ba3c-446b-8d59-9cf09a7b3846", "type": "choice", "title": "Same Distance Different Climates", "standards": [ "3-ESS2-2" ], "prompt_html": "

Look at Table 1.

Joaquin claims that two cities can sit almost the same distance north of the equator and still have very different climates.

Choose the TWO statements that best support his claim.

", "prompt_plain": "Look at Table 1. Joaquin claims that two cities can sit almost the same distance north of the equator and still have very different climates. Choose the TWO statements that best support his claim.", "context_html": "", "options": [ { "id": "cA1", "text": "Savannah’s average January temperature is 42 °F higher than Fargo’s.", "plain": "Savannah’s average January temperature is 42 °F higher than Fargo’s.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Aberdeen’s average January temperature is 34 °F higher than Fargo’s.", "plain": "Aberdeen’s average January temperature is 34 °F higher than Fargo’s.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Topeka sits about 480 miles farther north than Savannah on the map.", "plain": "Topeka sits about 480 miles farther north than Savannah on the map.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Aberdeen gets more than three times as much rainfall as Fargo.", "plain": "Aberdeen gets more than three times as much rainfall as Fargo.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Fargo has a higher average January temperature than Topeka does.", "plain": "Fargo has a higher average January temperature than Topeka does.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bf1d9e06-2113-4823-8527-317dd1effd1a" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Four-City Climate Cards

Joaquin’s class studies climate, the usual pattern of weather a place has over many years. Figure 1 is a United States map shaded by average January temperature. Figure 2 is the same map shaded by yearly rainfall. Joaquin uses the two maps to make a climate card for four cities. Table 1 shows his cards.

\"Two

Table 1. The Four City Cards

CityDistance north of the equator (miles)Average January temperature (°F)Rainfall each year (inches)
Savannah, Georgia2,2205048
Topeka, Kansas2,7002835
Fargo, North Dakota3,240823
Aberdeen, Washington3,2404284
", "passage_plain": "Four-City Climate Cards Joaquin’s class studies climate, the usual pattern of weather a place has over many years. Figure 1 is a United States map shaded by average January temperature. Figure 2 is the same map shaded by yearly rainfall. Joaquin uses the two maps to make a climate card for four cities. Table 1 shows his cards. Table 1. The Four City Cards City Distance north of the equator (miles) Average January temperature (°F) Rainfall each year (inches) Savannah, Georgia 2,220 50 48 Topeka, Kansas 2,700 28 35 Fargo, North Dakota 3,240 8 23 Aberdeen, Washington 3,240 42 84" }, { "n": 19, "item_id": "_7c2d2874-e957-4074-85f0-2c562c58a264", "type": "text-entry", "title": "Three Star Distances", "standards": [ "5-ESS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Three stars give off about the same amount of light, but Star R looks much dimmer from Earth than Star P does. Lorena explains why by comparing the stars' distances. Table 1 shows each star's distance from Earth in light-years. A light-year is the distance light travels in one year.

Table 1. Distance From Earth to Three Stars

StarDistance from Earth (light-years)
Star P8
Star Q20
Star R96

How many times as far from Earth is Star R as Star P?

Give your answer as a whole number (e.g., 5).

Number of times as far:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "12" ] }, "n_options": 0 }, { "n": 20, "item_id": "_d1480115-aca1-4c88-8029-18a8eff70895", "type": "choice", "title": "Daylight Plan Sheet Columns", "standards": [ "5-ESS1-2" ], "prompt_html": "

Landon will investigate how the number of daylight hours changes over one full year. Once each week, he will record data on a plan sheet.

\"A

Which TWO columns of data must the plan sheet include to show the year-long daylight pattern? Choose the TWO best answers.

", "prompt_plain": "Landon will investigate how the number of daylight hours changes over one full year. Once each week, he will record data on a plan sheet. Which TWO columns of data must the plan sheet include to show the year-long daylight pattern? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "the calendar date of each weekly check", "plain": "the calendar date of each weekly check", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "the outdoor air temperature at noon that day", "plain": "the outdoor air temperature at noon that day", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "the times the sun rises and sets that day", "plain": "the times the sun rises and sets that day", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "the compass direction where the sun first rises", "plain": "the compass direction where the sun first rises", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "the amount of cloud cover in the evening sky", "plain": "the amount of cloud cover in the evening sky", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot20_v2.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_753061b9-8132-4199-b518-330a0b50f8b4", "type": "choice", "title": "Night-Sky Notes Pattern", "standards": [ "5-ESS1-2" ], "prompt_html": "

Margot watches the night sky from the same spot in her yard at 9:00 p.m. on the 15th of January, April, July, and October. Each time, she writes down which star group (star pattern) is high in the southern sky. She checks one more time the next January. Table 1 shows her notes.

Table 1. Margot's Night-Sky Notes

Date (9:00 p.m.)Star group high in the southern sky
January 15Group A
April 15Group B
July 15Group C
October 15Group D
January 15 (next year)Group A

Which statement describes the pattern in Margot's notes?

", "prompt_plain": "Margot watches the night sky from the same spot in her yard at 9:00 p.m. on the 15th of January, April, July, and October. Each time, she writes down which star group (star pattern) is high in the southern sky. She checks one more time the next January. Table 1 shows her notes. Table 1. Margot's Night-Sky Notes Date (9:00 p.m.) Star group high in the southern sky January 15 Group A April 15 Group B July 15 Group C October 15 Group D January 15 (next year) Group A Which statement describes the pattern in Margot's notes?", "context_html": "", "options": [ { "id": "cA1", "text": "The same star group stays high in the southern sky through the whole year.", "plain": "The same star group stays high in the southern sky through the whole year.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The star groups high in the sky change during one night but not from season to season.", "plain": "The star groups high in the sky change during one night but not from season to season.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A different star group is high in the sky each season, and the cycle repeats every year.", "plain": "A different star group is high in the sky each season, and the cycle repeats every year.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The star groups appear in a new random order each month and do not follow a cycle.", "plain": "The star groups appear in a new random order each month and do not follow a cycle.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 22, "item_id": "_c6c6d17b-00d5-4636-afa6-136ad03d35c5", "type": "inline-choice", "title": "Daylight Hours Sentences", "standards": [ "5-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A town records the sunrise time and the sunset time on four dates in one year. Table 1 shows the records.

Table 1. Sunrise and Sunset Times

DateSunrise timeSunset time
January 57:30 a.m.5:00 p.m.
April 56:30 a.m.7:00 p.m.
July 55:30 a.m.8:30 p.m.
October 57:00 a.m.6:30 p.m.

Use Table 1. Choose the answer that best completes each sentence.

On October 5, the town had of daylight.

The table shows that daylight in this town lasts longest in .

", "options": [ { "id": "c22d1o1", "text": "9.5 hours", "plain": "9.5 hours", "correct": false, "kind": "inline" }, { "id": "c22d1o2", "text": "11.5 hours", "plain": "11.5 hours", "correct": true, "kind": "inline" }, { "id": "c22d1o3", "text": "12.5 hours", "plain": "12.5 hours", "correct": false, "kind": "inline" }, { "id": "c22d2o1", "text": "fall", "plain": "fall", "correct": false, "kind": "inline" }, { "id": "c22d2o2", "text": "summer", "plain": "summer", "correct": true, "kind": "inline" }, { "id": "c22d2o3", "text": "winter", "plain": "winter", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c22d1o2" ], "RESPONSE2": [ "c22d2o2" ] }, "n_options": 6 }, { "n": 23, "item_id": "_87f579a4-1ed9-4b44-ab06-2781b79b5823", "type": "choice", "title": "Glacier Tray Model Parts", "standards": [ "5-ESS2-1" ], "prompt_html": "

Rohan plans a tray model of a melting mountain glacier. The tray holds a slope of packed sand with an ice block resting at the top. Figure 1 shows his plan. The model must show one thing: how the melting glacier connects the hydrosphere (Earth's water) and the geosphere (Earth's rock and land).

Figure 1. Rohan’s Tray Model Plan

\"Plan

Which TWO parts must Rohan's model include to show that connection? Choose the TWO best answers.

", "prompt_plain": "Rohan plans a tray model of a melting mountain glacier. The tray holds a slope of packed sand with an ice block resting at the top. Figure 1 shows his plan. The model must show one thing: how the melting glacier connects the hydrosphere (Earth's water) and the geosphere (Earth's rock and land). Figure 1. Rohan’s Tray Model Plan Which TWO parts must Rohan's model include to show that connection? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "A fan blowing air across the tray to stand for mountain wind", "plain": "A fan blowing air across the tray to stand for mountain wind", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Ice melting into water that flows down the sandy slope", "plain": "Ice melting into water that flows down the sandy slope", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Water vapor rising from the melting ice into the air", "plain": "Water vapor rising from the melting ice into the air", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Sand grains being picked up and carried downhill by the flowing water", "plain": "Sand grains being picked up and carried downhill by the flowing water", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Small model plants placed on the slope to show mountain life", "plain": "Small model plants placed on the slope to show mountain life", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot23.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 24, "item_id": "_4a55a2c0-d90b-415e-8974-2251b0c6776b", "type": "text-entry", "title": "Frozen Water in the Tank", "standards": [ "5-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Remy's class builds a water model for the schoolyard science fair. The class fills a 500-liter tank to stand for all of Earth's water. Table 1 shows the class plan for splitting the tank.

Table 1. Class Plan for the Water Model

Part of Earth's waterShare in the plan
Salt water in the oceans97 liters of every 100 liters in the tank
Fresh water3 liters of every 100 liters in the tank
Frozen fresh water (ice caps and glaciers)2 liters of every 3 liters of fresh water

How many liters in the tank stand for Earth's frozen fresh water?

Give your answer as a whole number (e.g., 25).

Number of liters:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "10" ] }, "n_options": 0 }, { "n": 25, "item_id": "_050e2810-c028-4fba-9802-c31a90ada8ab", "type": "choice", "title": "Turtle Beach Lighting Part A", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part A

Look at Table 1. Compare each beach section with the section one lighting level darker than it.

Which lighting level shows the biggest drop in hatchlings reaching the water?

", "prompt_plain": "Part A Look at Table 1. Compare each beach section with the section one lighting level darker than it. Which lighting level shows the biggest drop in hatchlings reaching the water?", "context_html": "", "options": [ { "id": "cA1", "text": "No lights", "plain": "No lights", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Dim lights", "plain": "Dim lights", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Medium lights", "plain": "Medium lights", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Bright lights", "plain": "Bright lights", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_77366b4e-41a4-473e-a074-83c6b31b1a17" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Turtle Beach Lighting Report

A shore town studies its sea-turtle nesting beach. At night, new hatchlings crawl toward the water. The town counts how many hatchlings out of every 100 reach the water in each beach section. Each section gets a different level of night lighting from the beach road. Table 1 shows the counts. The town will adopt ONE new lighting rule this year. Table 2 lists the three proposed rules and their costs. The town can spend no more than $20,000 on the new rule.

Table 1. Hatchlings Reaching the Water

Beach sectionNight lighting levelHatchlings reaching the water (out of every 100)
Section 1No lights90
Section 2Dim lights82
Section 3Medium lights66
Section 4Bright lights30

Table 2. Proposed Lighting Rules

RuleWhat the rule requiresCost
Rule 1Replace every light along the beach road with a low light that points at the ground$45,000
Rule 2Add covers that aim light away from the sand in the two brightest sections$12,000
Rule 3Post signs asking visitors to keep hand-held lights off the sand at night$1,000
", "passage_plain": "Turtle Beach Lighting Report A shore town studies its sea-turtle nesting beach. At night, new hatchlings crawl toward the water. The town counts how many hatchlings out of every 100 reach the water in each beach section. Each section gets a different level of night lighting from the beach road. Table 1 shows the counts. The town will adopt ONE new lighting rule this year. Table 2 lists the three proposed rules and their costs. The town can spend no more than $20,000 on the new rule. Table 1. Hatchlings Reaching the Water Beach section Night lighting level Hatchlings reaching the water (out of every 100) Section 1 No lights 90 Section 2 Dim lights 82 Section 3 Medium lights 66 Section 4 Bright lights 30 Table 2. Proposed Lighting Rules Rule What the rule requires Cost Rule 1 Replace every light along the beach road with a low light that points at the ground $45,000 Rule 2 Add covers that aim light away from the sand in the two brightest sections $12,000 Rule 3 Post signs asking visitors to keep hand-held lights off the sand at night $1,000" }, { "n": 26, "item_id": "_342bf706-ca4b-4531-ba26-ad9dc5316208", "type": "choice", "title": "Turtle Beach Lighting Part B", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part B

Look at Table 1 and Table 2, and remember the town's spending limit.

Which choice is the best lighting rule for the town, and why?

", "prompt_plain": "Part B Look at Table 1 and Table 2, and remember the town's spending limit. Which choice is the best lighting rule for the town, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Rule 1, because it would lower lighting in more sections than the other rules would.", "plain": "Rule 1, because it would lower lighting in more sections than the other rules would.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rule 2, because it dims the brightest sections and its cost is under the town's limit.", "plain": "Rule 2, because it dims the brightest sections and its cost is under the town's limit.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Rule 3, because the town should start with the rule that costs the least money.", "plain": "Rule 3, because the town should start with the rule that costs the least money.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rule 3, because hand-held lights on the sand caused the drops shown in Table 1.", "plain": "Rule 3, because hand-held lights on the sand caused the drops shown in Table 1.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_77366b4e-41a4-473e-a074-83c6b31b1a17" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Turtle Beach Lighting Report

A shore town studies its sea-turtle nesting beach. At night, new hatchlings crawl toward the water. The town counts how many hatchlings out of every 100 reach the water in each beach section. Each section gets a different level of night lighting from the beach road. Table 1 shows the counts. The town will adopt ONE new lighting rule this year. Table 2 lists the three proposed rules and their costs. The town can spend no more than $20,000 on the new rule.

Table 1. Hatchlings Reaching the Water

Beach sectionNight lighting levelHatchlings reaching the water (out of every 100)
Section 1No lights90
Section 2Dim lights82
Section 3Medium lights66
Section 4Bright lights30

Table 2. Proposed Lighting Rules

RuleWhat the rule requiresCost
Rule 1Replace every light along the beach road with a low light that points at the ground$45,000
Rule 2Add covers that aim light away from the sand in the two brightest sections$12,000
Rule 3Post signs asking visitors to keep hand-held lights off the sand at night$1,000
", "passage_plain": "Turtle Beach Lighting Report A shore town studies its sea-turtle nesting beach. At night, new hatchlings crawl toward the water. The town counts how many hatchlings out of every 100 reach the water in each beach section. Each section gets a different level of night lighting from the beach road. Table 1 shows the counts. The town will adopt ONE new lighting rule this year. Table 2 lists the three proposed rules and their costs. The town can spend no more than $20,000 on the new rule. Table 1. Hatchlings Reaching the Water Beach section Night lighting level Hatchlings reaching the water (out of every 100) Section 1 No lights 90 Section 2 Dim lights 82 Section 3 Medium lights 66 Section 4 Bright lights 30 Table 2. Proposed Lighting Rules Rule What the rule requires Cost Rule 1 Replace every light along the beach road with a low light that points at the ground $45,000 Rule 2 Add covers that aim light away from the sand in the two brightest sections $12,000 Rule 3 Post signs asking visitors to keep hand-held lights off the sand at night $1,000" }, { "n": 27, "item_id": "_85527c15-dfdc-45b1-9b62-0983563eee60", "type": "choice", "title": "Dots and Triangles Pattern", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Figure 1.

Which statement describes how the earthquake dots and the volcano triangles are arranged on the map?

", "prompt_plain": "Look at Figure 1. Which statement describes how the earthquake dots and the volcano triangles are arranged on the map?", "context_html": "", "options": [ { "id": "cA1", "text": "Most dots and triangles crowd together in the same narrow bands along the rim.", "plain": "Most dots and triangles crowd together in the same narrow bands along the rim.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The dots spread evenly across the map, while the triangles form narrow bands.", "plain": "The dots spread evenly across the map, while the triangles form narrow bands.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The dots form narrow bands, while the triangles spread evenly across the map.", "plain": "The dots form narrow bands, while the triangles spread evenly across the map.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Most dots sit far away from the places where the triangles appear on the map.", "plain": "Most dots sit far away from the places where the triangles appear on the map.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_05ae0eeb-887f-4589-ba09-ecad925e2f67" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Quake and Volcano Map Overlay

A class studies one ocean's rim. A paper map marks each volcano with a triangle. The class lays a clear plastic overlay on the map. The overlay marks each strong earthquake of the past 100 years with a dot. Figure 1 shows the map with the overlay in place. Two coastal regions are labeled on the map.

Figure 1. The Map With the Overlay in Place

\"Map

Hazard history notes: Region A's records list four strong earthquakes in the past 60 years. Region B's records list no strong earthquakes in the past 60 years.

", "passage_plain": "Quake and Volcano Map Overlay A class studies one ocean's rim. A paper map marks each volcano with a triangle. The class lays a clear plastic overlay on the map. The overlay marks each strong earthquake of the past 100 years with a dot. Figure 1 shows the map with the overlay in place. Two coastal regions are labeled on the map. Figure 1. The Map With the Overlay in Place Hazard history notes: Region A's records list four strong earthquakes in the past 60 years. Region B's records list no strong earthquakes in the past 60 years." }, { "n": 28, "item_id": "_4b250ea1-3161-4eb6-9476-8498f929fe38", "type": "choice", "title": "Region Quake Chances", "standards": [ "4-ESS3-2" ], "prompt_html": "

Use Figure 1 and the hazard history notes.

Which statement best compares the two regions' chances of a destructive earthquake?

", "prompt_plain": "Use Figure 1 and the hazard history notes. Which statement best compares the two regions' chances of a destructive earthquake?", "context_html": "", "options": [ { "id": "cA1", "text": "Region A's chance is greater, because it lies in a dot band and has repeated strong earthquakes.", "plain": "Region A's chance is greater, because it lies in a dot band and has repeated strong earthquakes.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Region B's chance is greater, because a region with no recent earthquakes is due for one soon.", "plain": "Region B's chance is greater, because a region with no recent earthquakes is due for one soon.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The chances are equal, because past earthquake locations do not point to future ones.", "plain": "The chances are equal, because past earthquake locations do not point to future ones.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Region A's chance is smaller, because its four earthquakes released the energy stored under it.", "plain": "Region A's chance is smaller, because its four earthquakes released the energy stored under it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_05ae0eeb-887f-4589-ba09-ecad925e2f67" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Quake and Volcano Map Overlay

A class studies one ocean's rim. A paper map marks each volcano with a triangle. The class lays a clear plastic overlay on the map. The overlay marks each strong earthquake of the past 100 years with a dot. Figure 1 shows the map with the overlay in place. Two coastal regions are labeled on the map.

Figure 1. The Map With the Overlay in Place

\"Map

Hazard history notes: Region A's records list four strong earthquakes in the past 60 years. Region B's records list no strong earthquakes in the past 60 years.

", "passage_plain": "Quake and Volcano Map Overlay A class studies one ocean's rim. A paper map marks each volcano with a triangle. The class lays a clear plastic overlay on the map. The overlay marks each strong earthquake of the past 100 years with a dot. Figure 1 shows the map with the overlay in place. Two coastal regions are labeled on the map. Figure 1. The Map With the Overlay in Place Hazard history notes: Region A's records list four strong earthquakes in the past 60 years. Region B's records list no strong earthquakes in the past 60 years." }, { "n": 29, "item_id": "_36b62d3a-b038-4737-b258-427a429aa3d1", "type": "choice", "title": "Landform Shaping Processes", "standards": [ "4-ESS2-1" ], "prompt_html": "

Figure 1 shows four features made of rock or sediment.

Figure 1. Four Rock and Sediment Features

\"Card

Which feature is correctly paired with the process that shaped it?

", "prompt_plain": "Figure 1 shows four features made of rock or sediment. Figure 1. Four Rock and Sediment Features Which feature is correctly paired with the process that shaped it?", "context_html": "", "options": [ { "id": "cA1", "text": "Delta - made by erosion, where a river carves away the coastline and carries it off.", "plain": "Delta - made by erosion, where a river carves away the coastline and carries it off.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Alluvial fan - made by deposition, where a slowing stream drops sediment at a slope's base.", "plain": "Alluvial fan - made by deposition, where a slowing stream drops sediment at a slope's base.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Sandbar - made by weathering, where waves crack the shore rock into sand-sized pieces.", "plain": "Sandbar - made by weathering, where waves crack the shore rock into sand-sized pieces.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Cracked hilltop rock - made by erosion, where water carries small pieces of the hill away.", "plain": "Cracked hilltop rock - made by erosion, where water carries small pieces of the hill away.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_74ec6651-1f5d-4948-a288-882ee7e01ec7", "type": "choice", "title": "Two Drying Trays", "standards": [ "4-PS3-2" ], "prompt_html": "

Pascal plans a drying investigation with two matching trays of wet washcloths. Tray 1 sits under a bright lamp that shines on the cloths. Tray 2 sits on a plugged-in heating pad that warms the tray by contact. Everything else about the two trays is the same, and Pascal will record which tray of cloths dries first. Figure 1 shows the two setups.

Figure 1. Pascal’s Two Drying Trays

\"Two

Which two forms of energy transfer does Pascal's investigation compare?

", "prompt_plain": "Pascal plans a drying investigation with two matching trays of wet washcloths. Tray 1 sits under a bright lamp that shines on the cloths. Tray 2 sits on a plugged-in heating pad that warms the tray by contact. Everything else about the two trays is the same, and Pascal will record which tray of cloths dries first. Figure 1 shows the two setups. Figure 1. Pascal’s Two Drying Trays Which two forms of energy transfer does Pascal's investigation compare?", "context_html": "", "options": [ { "id": "cA1", "text": "Electric current and heat", "plain": "Electric current and heat", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Electric current and sound", "plain": "Electric current and sound", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Light and sound", "plain": "Light and sound", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Light and heat", "plain": "Light and heat", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot30.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_1a38224a-bfbc-4ebd-ac9c-e95485bba66a", "type": "gap-match", "title": "Plant and Building Jobs", "standards": [ "4-LS1-1" ], "prompt_html": "

A class compares a flowering plant to a tall building. Each building part in Table 1 has a job. One plant structure in Figure 1 does the same kind of job for the plant.

Figure 1. A Flowering Plant

\"A

 

Use Figure 1. Drag one plant-structure tile into each empty box in Table 1 to match the building part with the same kind of job. One tile will not be used.

", "prompt_plain": "A class compares a flowering plant to a tall building. Each building part in Table 1 has a job. One plant structure in Figure 1 does the same kind of job for the plant. Figure 1. A Flowering Plant Use Figure 1. Drag one plant-structure tile into each empty box in Table 1 to match the building part with the same kind of job. One tile will not be used.", "context_html": "", "options": [ { "id": "tile1", "text": "petals", "plain": "petals", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "leaves", "plain": "leaves", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "roots", "plain": "roots", "correct": false, "kind": "gap-token" }, { "id": "tile4", "text": "thorns", "plain": "thorns", "correct": false, "kind": "gap-token" }, { "id": "tile5", "text": "stem", "plain": "stem", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile3 g1", "tile5 g2", "tile4 g3", "tile1 g4" ] }, "n_options": 5 }, { "n": 32, "item_id": "_39a28306-e86f-4eb6-8fd0-3e5e62653dd3", "type": "order", "title": "Window Color Code", "standards": [ "4-PS4-3" ], "prompt_html": "

Figure 1 shows how two neighbors send messages between two houses that face each other across a street. The neighbors are too far apart to hear each other. Each house keeps the same color chart. The chart pairs every letter with its own two-square color pattern.

Figure 1. The Two Houses and the Color Chart

\"Model

 

Drag the three steps into the order that moves a message from one house to the other, from first step to last step.

", "prompt_plain": "Figure 1 shows how two neighbors send messages between two houses that face each other across a street. The neighbors are too far apart to hear each other. Each house keeps the same color chart. The chart pairs every letter with its own two-square color pattern. Figure 1. The Two Houses and the Color Chart Drag the three steps into the order that moves a message from one house to the other, from first step to last step.", "context_html": "", "options": [ { "id": "cA28d1f2", "text": "The neighbor lines up the squares in the window, in order, facing the other house.", "plain": "The neighbor lines up the squares in the window, in order, facing the other house.", "correct": true, "kind": "choice" }, { "id": "cBe6cbd3", "text": "At the other house, a neighbor reads the row of squares and uses the color chart to turn it back into the message.", "plain": "At the other house, a neighbor reads the row of squares and uses the color chart to turn it back into the message.", "correct": true, "kind": "choice" }, { "id": "cC59fe7e", "text": "At one house, a neighbor uses the color chart to turn the message into a row of colored paper squares.", "plain": "At one house, a neighbor uses the color chart to turn the message into a row of colored paper squares.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-29/images/slot32.png" ], "stimulus_ids": [], "key_letters": "A, B, C", "key_values": { "RESPONSE": [ "cC59fe7e", "cA28d1f2", "cBe6cbd3" ] }, "n_options": 3 }, { "n": 33, "item_id": "_6704708e-d0cd-4afa-b579-16acd743603f", "type": "choice", "title": "Shade Feature Memo", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Simone directs a recreation center. She sends this memo to a student design group:

\"Memo - Shade for the Toddler Play Area. The play area gets full sun at midday, and the center wants one new shade feature built over it. The center can spend up to $2,000. Three features have been suggested: a stretched-cloth cover on poles, a solid wood roof, and a tall standing screen. The center has no other requirements. Please study the choices and report back.\"

The group must decide which suggested feature to recommend. Based only on the memo, choose the TWO factors the group should weigh when comparing the features.

", "prompt_plain": "Simone directs a recreation center. She sends this memo to a student design group: \"Memo - Shade for the Toddler Play Area. The play area gets full sun at midday, and the center wants one new shade feature built over it. The center can spend up to $2,000. Three features have been suggested: a stretched-cloth cover on poles, a solid wood roof, and a tall standing screen. The center has no other requirements. Please study the choices and report back.\" The group must decide which suggested feature to recommend. Based only on the memo, choose the TWO factors the group should weigh when comparing the features.", "context_html": "", "options": [ { "id": "cA33", "text": "How early in the memo each of the features is listed", "plain": "How early in the memo each of the features is listed", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "How much midday shade each feature would put over the play area", "plain": "How much midday shade each feature would put over the play area", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "How each feature would look in photos of the play area", "plain": "How each feature would look in photos of the play area", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "How each feature’s cost compares with the money the center can spend", "plain": "How each feature’s cost compares with the money the center can spend", "correct": true, "kind": "choice" }, { "id": "cE33", "text": "How new the building materials used in each feature are", "plain": "How new the building materials used in each feature are", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB33", "cD33" ] }, "n_options": 5 }, { "n": 34, "item_id": "_33f814db-f827-44df-ab05-e39e0bbb6f45", "type": "choice", "title": "Liner Requirements Check", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Look at the two requirements and Table 1.

Which liner material meets both the warmth requirement and the cost requirement?

", "prompt_plain": "Look at the two requirements and Table 1. Which liner material meets both the warmth requirement and the cost requirement?", "context_html": "", "options": [ { "id": "cA34", "text": "Nylon mesh", "plain": "Nylon mesh", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Bubble wrap", "plain": "Bubble wrap", "correct": true, "kind": "choice" }, { "id": "cC34", "text": "Flannel pad", "plain": "Flannel pad", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Cork sheet", "plain": "Cork sheet", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dbb587c8-6738-4dad-b711-bdc3a3edae1f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB34" ] }, "n_options": 4, "passage_html": "

Lunchbox Liner Trials

Winslow wants his lunchbox to keep food warm until lunchtime. He tests four liner materials, one at a time, in the same lunchbox. For each trial, he fills the same small container with hot water at 70 °C, sets it in the lined lunchbox, and measures the water 3 hours later. His plan lists two requirements. The liner must keep the water at 50 °C or warmer after 3 hours. The liner must cost $4.00 or less. Table 1 shows the results.

Table 1. Liner Trial Results

Liner materialWater temperature after 3 hours (°C)Cost of the liner ($)
Nylon mesh472.25
Bubble wrap543.50
Flannel pad493.75
Cork sheet564.75
", "passage_plain": "Lunchbox Liner Trials Winslow wants his lunchbox to keep food warm until lunchtime. He tests four liner materials, one at a time, in the same lunchbox. For each trial, he fills the same small container with hot water at 70 °C, sets it in the lined lunchbox, and measures the water 3 hours later. His plan lists two requirements. The liner must keep the water at 50 °C or warmer after 3 hours. The liner must cost $4.00 or less. Table 1 shows the results. Table 1. Liner Trial Results Liner material Water temperature after 3 hours (°C) Cost of the liner ($) Nylon mesh 47 2.25 Bubble wrap 54 3.50 Flannel pad 49 3.75 Cork sheet 56 4.75" }, { "n": 35, "item_id": "_6d0f2c9c-2ebe-4d06-9db6-6354b452159d", "type": "choice", "title": "Warmest Liner Reading", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Look at the temperature column in Table 1.

Which liner material kept the water warmest after 3 hours?

", "prompt_plain": "Look at the temperature column in Table 1. Which liner material kept the water warmest after 3 hours?", "context_html": "", "options": [ { "id": "cA35", "text": "Nylon mesh", "plain": "Nylon mesh", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "Bubble wrap", "plain": "Bubble wrap", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "Flannel pad", "plain": "Flannel pad", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "Cork sheet", "plain": "Cork sheet", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dbb587c8-6738-4dad-b711-bdc3a3edae1f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD35" ] }, "n_options": 4, "passage_html": "

Lunchbox Liner Trials

Winslow wants his lunchbox to keep food warm until lunchtime. He tests four liner materials, one at a time, in the same lunchbox. For each trial, he fills the same small container with hot water at 70 °C, sets it in the lined lunchbox, and measures the water 3 hours later. His plan lists two requirements. The liner must keep the water at 50 °C or warmer after 3 hours. The liner must cost $4.00 or less. Table 1 shows the results.

Table 1. Liner Trial Results

Liner materialWater temperature after 3 hours (°C)Cost of the liner ($)
Nylon mesh472.25
Bubble wrap543.50
Flannel pad493.75
Cork sheet564.75
", "passage_plain": "Lunchbox Liner Trials Winslow wants his lunchbox to keep food warm until lunchtime. He tests four liner materials, one at a time, in the same lunchbox. For each trial, he fills the same small container with hot water at 70 °C, sets it in the lined lunchbox, and measures the water 3 hours later. His plan lists two requirements. The liner must keep the water at 50 °C or warmer after 3 hours. The liner must cost $4.00 or less. Table 1 shows the results. Table 1. Liner Trial Results Liner material Water temperature after 3 hours (°C) Cost of the liner ($) Nylon mesh 47 2.25 Bubble wrap 54 3.50 Flannel pad 49 3.75 Cork sheet 56 4.75" }, { "n": 36, "item_id": "_0b84bd93-ca3c-41ea-bef0-96aabe8e613d", "type": "portable-custom", "title": "Egg Carrier Drop Results", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Xenia’s design club tests four padding designs for an egg carrier. For each design, the club drops the padded carrier 10 times from the same shelf height. A fresh egg goes in before every drop. Table 1 shows how many of the 10 drops cracked the egg.

Table 1. Egg Carrier Drop Tests

Padding designDrops that cracked the egg (out of 10)
Padding A6
Padding B1
Padding C3
Padding D8

Use Table 1. For each design, figure out how many drops left the egg unbroken. Drag each design’s bar to show that number.

", "prompt_plain": "Xenia’s design club tests four padding designs for an egg carrier. For each design, the club drops the padded carrier 10 times from the same shelf height. A fresh egg goes in before every drop. Table 1 shows how many of the 10 drops cracked the egg. Table 1. Egg Carrier Drop Tests Padding design Drops that cracked the egg (out of 10) Padding A 6 Padding B 1 Padding C 3 Padding D 8 Use Table 1. For each design, figure out how many drops left the egg unbroken. Drag each design’s bar to show that number.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Padding A\",\"y\":4},{\"x\":\"Padding B\",\"y\":9},{\"x\":\"Padding C\",\"y\":7},{\"x\":\"Padding D\",\"y\":2}]" ] }, "n_options": 0 } ] }, { "form": "G5.30", "grade": "G5", "title": "Alpha Standardized Science G5.30", "test_id": "_test-62707260-f2ec-4ea9-a306-a50589a1fd04", "n_items": 36, "n_stimuli": 7, "stimuli": { "_cadec95b-040d-443b-8c2e-0e3e8af8d5cf": { "title": "Tarwick Storm-Drain Project", "html": "

Tarwick Storm-Drain Project

After every rainstorm, street trash washes into the storm drains in the town of Tarwick. The drains empty into the creek at the edge of town. A town crew wrote a project brief.

Project brief:

The crew is considering two options. Option 1 is a floating trash boom stretched across the drain channel to catch floating trash. Option 2 is metal screens bolted over the drain openings to catch trash as water flows in. Table 1 shows how five other towns handled street trash.

Figure 1. The Two Options

\"Two

Table 1. How Five Other Towns Handled Street Trash

TownWhat the town didResult
Town 1Hung a row of floating barrels chained across its creek mouth; floating trash collects behind the barrelsTrash in its creek went down
Town 2Sent a sweeper truck to clean its streets once each weekStreets stayed cleaner between storms
Town 3Put up signs asking people not to drop trashLittle change in street trash
Town 4Stopped stores from handing out foam cupsLess foam trash on its streets
Town 5Fastened wire mesh under each of its drain openings; water passes through and trash stays behindIts drains sent far less trash downstream
" }, "_85d8ef69-6ef9-42db-8de3-23def6cc0881": { "title": "Switchback Road Washout Report", "html": "

Switchback Road Washout Report

A mountain road climbs the slope in sharp turns called switchbacks. Last month, heavy rain fell for three days. Part of the road’s outer edge collapsed. The county road crew wrote a damage report.

Figure 1 shows the collapsed road shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked fossil shells of sea animals in two layers. Figure 3 shows the crew’s sketches of the road edge before and after the storm.

Figure 1. The Collapsed Road Shoulder

\"A

Figure 2. Rock Layers in the Roadcut

\"A

Figure 3. Road Edge Before and After the Storm

\"Two

" }, "_e7713d96-f12a-4115-b516-4f25d3d27793": { "title": "Four Jar Bench Tests", "html": "

Four Jar Bench Tests

Anwen lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. Three days later she checks every jar again. Table 1 shows her notes.

Table 1. Jar Notes

JarPut into the waterSeen right awaySeen three days later
Jar 1An iron nailNo change is seenA reddish-brown crust coats the nail
Jar 2A spoonful of sugar, stirredThe sugar vanishes as it is stirredThe water is clear; nothing rests on the bottom
Jar 3A scoop of sand, stirredThe water turns cloudyThe sand rests on the bottom; the grains look unchanged
Jar 4A spoonful of fizz-mix powder, stirredBubbles rush up and foam formsThe bubbling has stopped; the powder is gone
" }, "_7bd3ee92-022e-4804-94b9-c3f770eb3009": { "title": "Field-Edge Shrub Removal Survey", "html": "

Field-Edge Shrub Removal Survey

Lavinia’s farm has a line of shrubs and tall grasses along one field edge. A class surveys the edge each June and again after the dry weeks of July. Before Year 2, the farm removed the shrub line to widen the field. Only planted grass grew there in Year 2. Table 1 shows the surveys.

Table 1. Field-Edge Surveys

Survey visitKinds of plantsInsects countedBird visits
Year 1, June (shrub edge)86015
Year 1, after dry weeks (shrub edge)85514
Year 2, June (grass only)2306
Year 2, after dry weeks (grass only)2122

Food note: The shrubs and grasses make their own food using sunlight. Beetles and caterpillars eat shrub leaves. Sparrows eat beetles and caterpillars. Hawks hunt sparrows and other small birds.

" }, "_c9c83818-e09a-4efb-a7ac-5f4b2c61c367": { "title": "Lamp-Post Sun and Shadow Log", "html": "

Lamp-Post Sun and Shadow Log

Gilda spends one clear day in the town square. Every two hours, she sketches where the sun appears above the square. She also measures the length of the lamp post’s shadow. Figure 1 shows three of her sun sketches. Table 1 shows her shadow measurements.

Figure 1. Gilda’s Sun Sketches

\"Three

Table 1. Lamp-Post Shadow Lengths

TimeShadow length (meters)
8 a.m.6
10 a.m.3
12 noon1
2 p.m.3
4 p.m.6
" }, "_bb85ff2b-ddb7-4844-bf5c-4eb05871a062": { "title": "Cellar Mushroom Farm", "html": "

Cellar Mushroom Farm

A farm grows mushrooms in a dark cellar. The mushrooms grow on long trays. Workers fill each tray with compost made from chopped dead plants, such as dry corn stalks and fallen leaves. Table 1 shows notes from the farm's harvest log.

Table 1. Harvest Log Notes

NoteWhat the workers recorded
1The cellar is dark. Lamps are switched on only at harvest time.
2Every tray is filled with compost made from chopped dead plants.
3As the mushrooms grow, the compost layer in each tray shrinks.
4Trays with a thicker compost layer give a bigger mushroom harvest.

\"A

" }, "_dcbffc4f-2d86-42ce-b5fa-72fd8edc9275": { "title": "Sled Pull Fair-Test Review", "html": "

Sled Pull Fair-Test Review

A science club tested this question: how does the number of bricks on a sled change the pull needed to move it? The club stacked bricks on a plastic sled. Members pulled the sled across a flat gym floor at a slow, steady speed. A spring scale tied into the rope showed the size of each pull in newtons (N). Table 1 shows the club’s four trials. During its review, the club marked one trial invalid - that trial’s result does not count.

Figure 1. The Sled Pull

\"Two

Table 1. Sled Pull Trials

TrialBricks on the sledFloorSpring-scale reading (N)
12Gym floor4
24Gym floor7
3 (marked invalid)6Hallway carpet16
48Gym floor13
" } }, "questions": [ { "n": 1, "item_id": "_5e107954-388a-4881-a2fa-aa68df37dbb4", "type": "gap-match", "title": "Four Jar Change Types", "standards": [ "5-PS1-4" ], "prompt_html": "

Look at Table 1.

 

Match each jar to the type of change that happened inside it. Each change type may be used more than once.

", "prompt_plain": "Look at Table 1. Match each jar to the type of change that happened inside it. Each change type may be used more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "Physical change (no new substance formed)", "plain": "Physical change (no new substance formed)", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "Chemical change (a new substance formed)", "plain": "Chemical change (a new substance formed)", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_e7713d96-f12a-4115-b516-4f25d3d27793" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile2 gap-jar1", "tile1 gap-jar2", "tile1 gap-jar3", "tile2 gap-jar4" ] }, "n_options": 2, "passage_html": "

Four Jar Bench Tests

Anwen lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. Three days later she checks every jar again. Table 1 shows her notes.

Table 1. Jar Notes

JarPut into the waterSeen right awaySeen three days later
Jar 1An iron nailNo change is seenA reddish-brown crust coats the nail
Jar 2A spoonful of sugar, stirredThe sugar vanishes as it is stirredThe water is clear; nothing rests on the bottom
Jar 3A scoop of sand, stirredThe water turns cloudyThe sand rests on the bottom; the grains look unchanged
Jar 4A spoonful of fizz-mix powder, stirredBubbles rush up and foam formsThe bubbling has stopped; the powder is gone
", "passage_plain": "Four Jar Bench Tests Anwen lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. Three days later she checks every jar again. Table 1 shows her notes. Table 1. Jar Notes Jar Put into the water Seen right away Seen three days later Jar 1 An iron nail No change is seen A reddish-brown crust coats the nail Jar 2 A spoonful of sugar, stirred The sugar vanishes as it is stirred The water is clear; nothing rests on the bottom Jar 3 A scoop of sand, stirred The water turns cloudy The sand rests on the bottom; the grains look unchanged Jar 4 A spoonful of fizz-mix powder, stirred Bubbles rush up and foam forms The bubbling has stopped; the powder is gone" }, { "n": 2, "item_id": "_fe84c8a1-e4e2-490b-bfc9-dac2e24695b5", "type": "choice", "title": "Sand Jar Claim Test", "standards": [ "5-PS1-4" ], "prompt_html": "

Anwen claims that Jar 3 still holds only sand and water - nothing new formed there.

Which extra test would give the best evidence that Anwen's claim is correct?

", "prompt_plain": "Anwen claims that Jar 3 still holds only sand and water - nothing new formed there. Which extra test would give the best evidence that Anwen's claim is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "Stir the jar hard again and check whether the water turns cloudy a second time.", "plain": "Stir the jar hard again and check whether the water turns cloudy a second time.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Let the sand settle, pour the water off, and compare the dried sand with unmixed sand.", "plain": "Let the sand settle, pour the water off, and compare the dried sand with unmixed sand.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Add a fresh scoop of sand to the jar and watch for bubbles in the water.", "plain": "Add a fresh scoop of sand to the jar and watch for bubbles in the water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Weigh the whole jar now and later, and check that its total mass has not changed.", "plain": "Weigh the whole jar now and later, and check that its total mass has not changed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e7713d96-f12a-4115-b516-4f25d3d27793" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Four Jar Bench Tests

Anwen lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. Three days later she checks every jar again. Table 1 shows her notes.

Table 1. Jar Notes

JarPut into the waterSeen right awaySeen three days later
Jar 1An iron nailNo change is seenA reddish-brown crust coats the nail
Jar 2A spoonful of sugar, stirredThe sugar vanishes as it is stirredThe water is clear; nothing rests on the bottom
Jar 3A scoop of sand, stirredThe water turns cloudyThe sand rests on the bottom; the grains look unchanged
Jar 4A spoonful of fizz-mix powder, stirredBubbles rush up and foam formsThe bubbling has stopped; the powder is gone
", "passage_plain": "Four Jar Bench Tests Anwen lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. Three days later she checks every jar again. Table 1 shows her notes. Table 1. Jar Notes Jar Put into the water Seen right away Seen three days later Jar 1 An iron nail No change is seen A reddish-brown crust coats the nail Jar 2 A spoonful of sugar, stirred The sugar vanishes as it is stirred The water is clear; nothing rests on the bottom Jar 3 A scoop of sand, stirred The water turns cloudy The sand rests on the bottom; the grains look unchanged Jar 4 A spoonful of fizz-mix powder, stirred Bubbles rush up and foam forms The bubbling has stopped; the powder is gone" }, { "n": 3, "item_id": "_717f29f3-510d-4169-b3ab-71d676e31d9d", "type": "choice", "title": "Separating Sand from Water", "standards": [ "5-PS1-4" ], "prompt_html": "

Anwen wants to take the sand out of Jar 3 and keep the water.

Which pictured tool is the best choice for separating the sand from the water?

", "prompt_plain": "Anwen wants to take the sand out of Jar 3 and keep the water. Which pictured tool is the best choice for separating the sand from the water?", "context_html": "", "options": [ { "id": "cA1", "text": "

\"A

A filter-paper cone set in a second jar's mouth, which traps the sand as the water drips through

", "plain": "A filter-paper cone set in a second jar's mouth, which traps the sand as the water drips through", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "

\"An

A shallow pan set in sunlight, which lets the water slowly escape into the air

", "plain": "A shallow pan set in sunlight, which lets the water slowly escape into the air", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "

\"A

A bar magnet held over the jar, which pulls small solid grains up out of the water

", "plain": "A bar magnet held over the jar, which pulls small solid grains up out of the water", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "

\"A

A window screen with holes larger than the sand grains, which strains solids out of liquids

", "plain": "A window screen with holes larger than the sand grains, which strains solids out of liquids", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot03-optA.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot03-optB.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot03-optC.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot03-optD.png" ], "stimulus_ids": [ "_e7713d96-f12a-4115-b516-4f25d3d27793" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Four Jar Bench Tests

Anwen lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. Three days later she checks every jar again. Table 1 shows her notes.

Table 1. Jar Notes

JarPut into the waterSeen right awaySeen three days later
Jar 1An iron nailNo change is seenA reddish-brown crust coats the nail
Jar 2A spoonful of sugar, stirredThe sugar vanishes as it is stirredThe water is clear; nothing rests on the bottom
Jar 3A scoop of sand, stirredThe water turns cloudyThe sand rests on the bottom; the grains look unchanged
Jar 4A spoonful of fizz-mix powder, stirredBubbles rush up and foam formsThe bubbling has stopped; the powder is gone
", "passage_plain": "Four Jar Bench Tests Anwen lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. Three days later she checks every jar again. Table 1 shows her notes. Table 1. Jar Notes Jar Put into the water Seen right away Seen three days later Jar 1 An iron nail No change is seen A reddish-brown crust coats the nail Jar 2 A spoonful of sugar, stirred The sugar vanishes as it is stirred The water is clear; nothing rests on the bottom Jar 3 A scoop of sand, stirred The water turns cloudy The sand rests on the bottom; the grains look unchanged Jar 4 A spoonful of fizz-mix powder, stirred Bubbles rush up and foam forms The bubbling has stopped; the powder is gone" }, { "n": 4, "item_id": "_f5d9cf3a-dfa2-4a0f-9ecf-c0fd3958e219", "type": "choice", "title": "Balloon Air Models", "standards": [ "5-PS1-1" ], "prompt_html": "

Birk blows up a round balloon and ties it shut. All day, the balloon keeps its round shape and feels firm on every side. The picture shows four models of the air inside the balloon.

\"A

Which model best explains why the balloon stays round and firm?

", "prompt_plain": "Birk blows up a round balloon and ties it shut. All day, the balloon keeps its round shape and feels firm on every side. The picture shows four models of the air inside the balloon. Which model best explains why the balloon stays round and firm?", "context_html": "", "options": [ { "id": "cA1", "text": "

\"A

The air is one solid block that completely fills the balloon and keeps it stiff.

", "plain": "The air is one solid block that completely fills the balloon and keeps it stiff.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "

\"A

The air particles lie piled in a still heap at the bottom of the balloon.

", "plain": "The air particles lie piled in a still heap at the bottom of the balloon.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "

\"A

The air is many tiny particles moving in all directions, pushing on the balloon everywhere.

", "plain": "The air is many tiny particles moving in all directions, pushing on the balloon everywhere.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "

\"A

The air is one single particle that stretched itself to match the balloon's shape.

", "plain": "The air is one single particle that stretched itself to match the balloon's shape.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot04.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot04-optA_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot04-optB_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot04-optC_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot04-optD_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_e312676f-2938-497d-90a5-b3f6696f6cac", "type": "choice", "title": "Drying the Swim Towel", "standards": [ "5-PS1-1" ], "prompt_html": "

Corin's swim towel is soaking wet. Corin wants it to dry as fast as possible. The picture shows four ways to leave the towel.

Which choice will dry the towel fastest, and why?

", "prompt_plain": "Corin's swim towel is soaking wet. Corin wants it to dry as fast as possible. The picture shows four ways to leave the towel. Which choice will dry the towel fastest, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "

\"The

Hang the towel up spread out wide, because water particles can escape into the air from the whole open surface.

", "plain": "Hang the towel up spread out wide, because water particles can escape into the air from the whole open surface.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "

\"The

Fold the towel into a flat, tight square, because the folded layers will press the water out of the cloth.

", "plain": "Fold the towel into a flat, tight square, because the folded layers will press the water out of the cloth.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "

\"The

Roll the towel into a tight ball, because the middle of the roll stays warm and dries the cloth from the inside.

", "plain": "Roll the towel into a tight ball, because the middle of the roll stays warm and dries the cloth from the inside.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "

\"The

Leave the towel bunched in a loose pile, because the water will slowly drain down and out of the cloth.

", "plain": "Leave the towel bunched in a loose pile, because the water will slowly drain down and out of the cloth.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot05-optA.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot05-optB.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot05-optC.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot05-optD.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_295b6e47-65cc-426a-962e-760314d295e6", "type": "portable-custom", "title": "Open and Sealed Beaker Masses", "standards": [ "5-PS1-2" ], "prompt_html": "

Dilys pours the same amount of water into two glass beakers. She leaves Beaker A open and seals Beaker B with a tight lid. Each morning she measures the mass of the water in each beaker. Table 1 shows her measurements.

Table 1. Mass of Water Each Morning

BeakerDay 1Day 2Day 3Day 4
Beaker A (open)120 g115 g110 g105 g
Beaker B (sealed)120 g120 g120 g120 g

 

Use Table 1. Drag one bar onto each labeled space of the graph. Each bar must show that mass from the table. More than one bar may show the same mass.

", "prompt_plain": "Dilys pours the same amount of water into two glass beakers. She leaves Beaker A open and seals Beaker B with a tight lid. Each morning she measures the mass of the water in each beaker. Table 1 shows her measurements. Table 1. Mass of Water Each Morning Beaker Day 1 Day 2 Day 3 Day 4 Beaker A (open) 120 g 115 g 110 g 105 g Beaker B (sealed) 120 g 120 g 120 g 120 g Use Table 1. Drag one bar onto each labeled space of the graph. Each bar must show that mass from the table. More than one bar may show the same mass.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"A Day 1\",\"y\":120},{\"x\":\"A Day 2\",\"y\":115},{\"x\":\"A Day 3\",\"y\":110},{\"x\":\"A Day 4\",\"y\":105},{\"x\":\"B Day 1\",\"y\":120},{\"x\":\"B Day 2\",\"y\":120},{\"x\":\"B Day 3\",\"y\":120},{\"x\":\"B Day 4\",\"y\":120}]" ] }, "n_options": 0 }, { "n": 7, "item_id": "_c0e19d66-aafa-467d-9079-f4bc7c702724", "type": "choice", "title": "Lightning Rod Materials", "standards": [ "5-PS1-3" ], "prompt_html": "

A crew is building a lightning rod for a tall building. The rod must have high electrical conductivity: electricity must be able to flow through it easily. Table 1 shows data for four materials.

Table 1. Rod Material Data

MaterialElectrical conductivityOther notes
GlassNoneStands up well to rain
Oak woodVery lowLight and easy to raise
PVC plasticNoneCosts the least
CopperHighCosts the most

Based on Table 1, which material is the best choice for the rod?

", "prompt_plain": "A crew is building a lightning rod for a tall building. The rod must have high electrical conductivity: electricity must be able to flow through it easily. Table 1 shows data for four materials. Table 1. Rod Material Data Material Electrical conductivity Other notes Glass None Stands up well to rain Oak wood Very low Light and easy to raise PVC plastic None Costs the least Copper High Costs the most Based on Table 1, which material is the best choice for the rod?", "context_html": "", "options": [ { "id": "cA1", "text": "Glass", "plain": "Glass", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Oak wood", "plain": "Oak wood", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "PVC plastic", "plain": "PVC plastic", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Copper", "plain": "Copper", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_658bbc0f-7261-4922-9638-a9dd7e92e698", "type": "choice", "title": "Chip Bag in the Freezer", "standards": [ "5-PS1-1" ], "prompt_html": "

Ewan finds a sealed chip bag that is puffed up with air at room temperature. He puts the bag in a freezer. An hour later the bag looks flat, but it is still sealed. Back on the counter, the bag slowly puffs up again.

\"A

Which statement about the air inside the bag best explains why the bag flattens in the freezer?

", "prompt_plain": "Ewan finds a sealed chip bag that is puffed up with air at room temperature. He puts the bag in a freezer. An hour later the bag looks flat, but it is still sealed. Back on the counter, the bag slowly puffs up again. Which statement about the air inside the bag best explains why the bag flattens in the freezer?", "context_html": "", "options": [ { "id": "cA1", "text": "Some of the air particles slip out through the cold plastic and come back in later.", "plain": "Some of the air particles slip out through the cold plastic and come back in later.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each air particle shrinks to a smaller size while the bag sits in the freezer.", "plain": "Each air particle shrinks to a smaller size while the bag sits in the freezer.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The same air particles slow down and move closer together, taking up less space.", "plain": "The same air particles slow down and move closer together, taking up less space.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The cold destroys many air particles, and the warm room later makes new ones.", "plain": "The cold destroys many air particles, and the warm room later makes new ones.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot08.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_fed65837-5f5f-420b-8dd5-258300079b3f", "type": "choice", "title": "Gravity and Everyday Events", "standards": [ "5-PS2-1" ], "prompt_html": "

Which event happens because Earth's gravity pulls objects toward Earth's center?

", "prompt_plain": "Which event happens because Earth's gravity pulls objects toward Earth's center?", "context_html": "", "options": [ { "id": "cA1", "text": "An ice cube slowly melts in a glass of juice.", "plain": "An ice cube slowly melts in a glass of juice.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Water spilled from a cup falls straight down to the floor.", "plain": "Water spilled from a cup falls straight down to the floor.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A shallow dish of water slowly dries up on a sunny windowsill.", "plain": "A shallow dish of water slowly dries up on a sunny windowsill.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Salt stirred into a glass of warm water seems to disappear.", "plain": "Salt stirred into a glass of warm water seems to disappear.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_66a92caf-c478-4dc7-8af6-68d19b4d7b06", "type": "choice", "title": "Mushroom Energy Part A", "standards": [ "5-PS3-1" ], "prompt_html": "

Part A

Look at Table 1.

Where did the energy stored in the harvested mushrooms first come from?

", "prompt_plain": "Part A Look at Table 1. Where did the energy stored in the harvested mushrooms first come from?", "context_html": "", "options": [ { "id": "cA1", "text": "The cellar's cool air, which surrounds the growing mushrooms.", "plain": "The cellar's cool air, which surrounds the growing mushrooms.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The water held inside the damp compost on the trays.", "plain": "The water held inside the damp compost on the trays.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The compost, which creates brand-new energy as it rots.", "plain": "The compost, which creates brand-new energy as it rots.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The sun, which powered the plants that became the compost.", "plain": "The sun, which powered the plants that became the compost.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bb85ff2b-ddb7-4844-bf5c-4eb05871a062" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Cellar Mushroom Farm

A farm grows mushrooms in a dark cellar. The mushrooms grow on long trays. Workers fill each tray with compost made from chopped dead plants, such as dry corn stalks and fallen leaves. Table 1 shows notes from the farm's harvest log.

Table 1. Harvest Log Notes

NoteWhat the workers recorded
1The cellar is dark. Lamps are switched on only at harvest time.
2Every tray is filled with compost made from chopped dead plants.
3As the mushrooms grow, the compost layer in each tray shrinks.
4Trays with a thicker compost layer give a bigger mushroom harvest.

\"A

", "passage_plain": "Cellar Mushroom Farm A farm grows mushrooms in a dark cellar. The mushrooms grow on long trays. Workers fill each tray with compost made from chopped dead plants, such as dry corn stalks and fallen leaves. Table 1 shows notes from the farm's harvest log. Table 1. Harvest Log Notes Note What the workers recorded 1 The cellar is dark. Lamps are switched on only at harvest time. 2 Every tray is filled with compost made from chopped dead plants. 3 As the mushrooms grow, the compost layer in each tray shrinks. 4 Trays with a thicker compost layer give a bigger mushroom harvest." }, { "n": 11, "item_id": "_1926ee05-2651-477e-ab28-2580c7458fd5", "type": "choice", "title": "Cellar Mushroom Energy Part B", "standards": [ "5-PS3-1" ], "prompt_html": "

Part B

Look at the compost-tray notes.

Which statement best shows how the energy named in Part A reached the mushrooms?

", "prompt_plain": "Part B Look at the compost-tray notes. Which statement best shows how the energy named in Part A reached the mushrooms?", "context_html": "", "options": [ { "id": "cA1", "text": "Energy moved from the minerals in the trays into the compost and then into the mushrooms.", "plain": "Energy moved from the minerals in the trays into the compost and then into the mushrooms.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Energy moved from the warm cellar air into the compost and then into the mushrooms.", "plain": "Energy moved from the warm cellar air into the compost and then into the mushrooms.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Energy moved from food made by living plants into the compost and then into the mushrooms.", "plain": "Energy moved from food made by living plants into the compost and then into the mushrooms.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Energy moved from the trays’ water into food that the mushrooms made for themselves.", "plain": "Energy moved from the trays’ water into food that the mushrooms made for themselves.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bb85ff2b-ddb7-4844-bf5c-4eb05871a062" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Cellar Mushroom Farm

A farm grows mushrooms in a dark cellar. The mushrooms grow on long trays. Workers fill each tray with compost made from chopped dead plants, such as dry corn stalks and fallen leaves. Table 1 shows notes from the farm's harvest log.

Table 1. Harvest Log Notes

NoteWhat the workers recorded
1The cellar is dark. Lamps are switched on only at harvest time.
2Every tray is filled with compost made from chopped dead plants.
3As the mushrooms grow, the compost layer in each tray shrinks.
4Trays with a thicker compost layer give a bigger mushroom harvest.

\"A

", "passage_plain": "Cellar Mushroom Farm A farm grows mushrooms in a dark cellar. The mushrooms grow on long trays. Workers fill each tray with compost made from chopped dead plants, such as dry corn stalks and fallen leaves. Table 1 shows notes from the farm's harvest log. Table 1. Harvest Log Notes Note What the workers recorded 1 The cellar is dark. Lamps are switched on only at harvest time. 2 Every tray is filled with compost made from chopped dead plants. 3 As the mushrooms grow, the compost layer in each tray shrinks. 4 Trays with a thicker compost layer give a bigger mushroom harvest." }, { "n": 12, "item_id": "_62c06eb9-f19e-4c3f-b73c-1fd56b00932d", "type": "inline-choice", "title": "Two Sealed Planters", "standards": [ "5-LS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Haleh grows two young plants of the same kind in two sealed, clear planters. Planter 1 holds normal air. The air sealed inside Planter 2 was treated to remove its carbon dioxide. Both planters get the same light and the same water.

\"Two

Choose the word or phrase that best completes each sentence.

After three weeks, compared with the plant in Planter 1, the plant in Planter 2 will probably .

This happens because plants build most of their new material using water and .

", "options": [ { "id": "c12d1o1", "text": "grow much faster", "plain": "grow much faster", "correct": false, "kind": "inline" }, { "id": "c12d1o2", "text": "grow about the same", "plain": "grow about the same", "correct": false, "kind": "inline" }, { "id": "c12d1o3", "text": "grow much less", "plain": "grow much less", "correct": true, "kind": "inline" }, { "id": "c12d2o1", "text": "carbon dioxide from the air", "plain": "carbon dioxide from the air", "correct": true, "kind": "inline" }, { "id": "c12d2o2", "text": "minerals from the soil", "plain": "minerals from the soil", "correct": false, "kind": "inline" }, { "id": "c12d2o3", "text": "oxygen from the air", "plain": "oxygen from the air", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot12_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c12d1o3" ], "RESPONSE2": [ "c12d2o1" ] }, "n_options": 6 }, { "n": 13, "item_id": "_3a6a8d01-ff47-4559-b185-06f8bd315497", "type": "gap-match", "title": "Field-Edge Food Energy Cards", "standards": [ "5-LS2-1" ], "prompt_html": "

Look at the food note in the survey.

 

Drag one card into each empty box to show where each living thing gets its food energy. You may use the same card more than once.

", "prompt_plain": "Look at the food note in the survey. Drag one card into each empty box to show where each living thing gets its food energy. You may use the same card more than once.", "context_html": "", "options": [ { "id": "tile-insects", "text": "insects", "plain": "insects", "correct": false, "kind": "gap-token" }, { "id": "tile-shrub-leaves", "text": "shrub leaves", "plain": "shrub leaves", "correct": false, "kind": "gap-token" }, { "id": "tile-small-birds", "text": "small birds", "plain": "small birds", "correct": false, "kind": "gap-token" }, { "id": "tile-soil", "text": "soil", "plain": "soil", "correct": false, "kind": "gap-token" }, { "id": "tile-sunlight", "text": "sunlight", "plain": "sunlight", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_7bd3ee92-022e-4804-94b9-c3f770eb3009" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-sunlight g1", "tile-shrub-leaves g2", "tile-shrub-leaves g3", "tile-insects g4", "tile-small-birds g5" ] }, "n_options": 5, "passage_html": "

Field-Edge Shrub Removal Survey

Lavinia’s farm has a line of shrubs and tall grasses along one field edge. A class surveys the edge each June and again after the dry weeks of July. Before Year 2, the farm removed the shrub line to widen the field. Only planted grass grew there in Year 2. Table 1 shows the surveys.

Table 1. Field-Edge Surveys

Survey visitKinds of plantsInsects countedBird visits
Year 1, June (shrub edge)86015
Year 1, after dry weeks (shrub edge)85514
Year 2, June (grass only)2306
Year 2, after dry weeks (grass only)2122

Food note: The shrubs and grasses make their own food using sunlight. Beetles and caterpillars eat shrub leaves. Sparrows eat beetles and caterpillars. Hawks hunt sparrows and other small birds.

", "passage_plain": "Field-Edge Shrub Removal Survey Lavinia’s farm has a line of shrubs and tall grasses along one field edge. A class surveys the edge each June and again after the dry weeks of July. Before Year 2, the farm removed the shrub line to widen the field. Only planted grass grew there in Year 2. Table 1 shows the surveys. Table 1. Field-Edge Surveys Survey visit Kinds of plants Insects counted Bird visits Year 1, June (shrub edge) 8 60 15 Year 1, after dry weeks (shrub edge) 8 55 14 Year 2, June (grass only) 2 30 6 Year 2, after dry weeks (grass only) 2 12 2 Food note: The shrubs and grasses make their own food using sunlight. Beetles and caterpillars eat shrub leaves. Sparrows eat beetles and caterpillars. Hawks hunt sparrows and other small birds." }, { "n": 14, "item_id": "_dbbc34db-e3bc-4dfe-9291-2dc5bd74cae4", "type": "hottext", "title": "Shrub Edge Stability Evidence", "standards": [ "5-LS2-1" ], "prompt_html": "

The class’s written notes are shown below.

Select the ONE sentence that is the best evidence that the high-variety shrub edge stayed stable through the dry weeks.

", "prompt_plain": "The class’s written notes are shown below. Select the ONE sentence that is the best evidence that the high-variety shrub edge stayed stable through the dry weeks.", "context_html": "", "options": [ { "id": "hA14", "text": "We walked the same 100-step stretch of the field edge on every single survey visit.", "plain": "We walked the same 100-step stretch of the field edge on every single survey visit.", "correct": false, "kind": "hottext" }, { "id": "hB14", "text": "After Year 1’s dry weeks, the shrub edge kept all 8 plant kinds and most insects.", "plain": "After Year 1’s dry weeks, the shrub edge kept all 8 plant kinds and most insects.", "correct": true, "kind": "hottext" }, { "id": "hC14", "text": "Wide green leaves made the shrub edge easily the prettiest part of the whole farm.", "plain": "Wide green leaves made the shrub edge easily the prettiest part of the whole farm.", "correct": false, "kind": "hottext" }, { "id": "hD14", "text": "After Year 2’s dry weeks, the grass-only edge had lost more than half its insects and most bird visits.", "plain": "After Year 2’s dry weeks, the grass-only edge had lost more than half its insects and most bird visits.", "correct": false, "kind": "hottext" }, { "id": "hE14", "text": "Hawks circled high over the field on most of the survey mornings in both years.", "plain": "Hawks circled high over the field on most of the survey mornings in both years.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_7bd3ee92-022e-4804-94b9-c3f770eb3009" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB14" ] }, "n_options": 5, "passage_html": "

Field-Edge Shrub Removal Survey

Lavinia’s farm has a line of shrubs and tall grasses along one field edge. A class surveys the edge each June and again after the dry weeks of July. Before Year 2, the farm removed the shrub line to widen the field. Only planted grass grew there in Year 2. Table 1 shows the surveys.

Table 1. Field-Edge Surveys

Survey visitKinds of plantsInsects countedBird visits
Year 1, June (shrub edge)86015
Year 1, after dry weeks (shrub edge)85514
Year 2, June (grass only)2306
Year 2, after dry weeks (grass only)2122

Food note: The shrubs and grasses make their own food using sunlight. Beetles and caterpillars eat shrub leaves. Sparrows eat beetles and caterpillars. Hawks hunt sparrows and other small birds.

", "passage_plain": "Field-Edge Shrub Removal Survey Lavinia’s farm has a line of shrubs and tall grasses along one field edge. A class surveys the edge each June and again after the dry weeks of July. Before Year 2, the farm removed the shrub line to widen the field. Only planted grass grew there in Year 2. Table 1 shows the surveys. Table 1. Field-Edge Surveys Survey visit Kinds of plants Insects counted Bird visits Year 1, June (shrub edge) 8 60 15 Year 1, after dry weeks (shrub edge) 8 55 14 Year 2, June (grass only) 2 30 6 Year 2, after dry weeks (grass only) 2 12 2 Food note: The shrubs and grasses make their own food using sunlight. Beetles and caterpillars eat shrub leaves. Sparrows eat beetles and caterpillars. Hawks hunt sparrows and other small birds." }, { "n": 15, "item_id": "_2460d5d8-f4e7-4382-a898-7ca724478962", "type": "choice", "title": "Fossil Skull Museum Card", "standards": [ "3-LS4-1" ], "prompt_html": "

A museum card shows the fossil skull of an animal that lived long ago. The skull has long, pointed teeth.

\"A

Which idea about the animal does the fossil skull best support?

", "prompt_plain": "A museum card shows the fossil skull of an animal that lived long ago. The skull has long, pointed teeth. Which idea about the animal does the fossil skull best support?", "context_html": "", "options": [ { "id": "cA1", "text": "It ate the meat of other animals.", "plain": "It ate the meat of other animals.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "It chewed mostly grasses and leaves.", "plain": "It chewed mostly grasses and leaves.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It had thick fur over its whole body.", "plain": "It had thick fur over its whole body.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It slept through the cold winter months.", "plain": "It slept through the cold winter months.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot15.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 16, "item_id": "_ed4c10e9-6f58-46b4-b1bd-71894ca18250", "type": "choice", "title": "Snowshoe Hare Fur Seasons", "standards": [ "3-LS4-2" ], "prompt_html": "

The pictures show the same snowshoe hare in summer and in winter. Its fur is brown in summer and white in winter.

\"Two

How does this fur-color change best help the hare survive?

", "prompt_plain": "The pictures show the same snowshoe hare in summer and in winter. Its fur is brown in summer and white in winter. How does this fur-color change best help the hare survive?", "context_html": "", "options": [ { "id": "cA1", "text": "White winter fur keeps the hare’s body warmer in the cold.", "plain": "White winter fur keeps the hare’s body warmer in the cold.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A fresh fur color each season helps the hare attract a mate.", "plain": "A fresh fur color each season helps the hare attract a mate.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Brown summer fur soaks up sunlight the hare can use as food energy.", "plain": "Brown summer fur soaks up sunlight the hare can use as food energy.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The fur color matches the ground each season, hiding the hare from predators.", "plain": "The fur color matches the ground each season, hiding the hare from predators.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot16.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_defb0799-01b5-46b1-acfd-295c78253f8a", "type": "choice", "title": "Newt and Quail Life Stages", "standards": [ "3-LS1-1" ], "prompt_html": "

Look at the two timeline strips in the figure. They show how a newt and a quail each grow and change.

\"Two

Which TWO statements do BOTH timelines support? Choose the TWO best answers.

", "prompt_plain": "Look at the two timeline strips in the figure. They show how a newt and a quail each grow and change. Which TWO statements do BOTH timelines support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Both animals hatch from an egg.", "plain": "Both animals hatch from an egg.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Both animals look like small adults when they hatch.", "plain": "Both animals look like small adults when they hatch.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both animals completely change their body form before adulthood.", "plain": "Both animals completely change their body form before adulthood.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both animals reach an adult stage as they grow.", "plain": "Both animals reach an adult stage as they grow.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Both animals live in the water while they are young.", "plain": "Both animals live in the water while they are young.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot17.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 18, "item_id": "_01fa2f22-cb72-4600-9309-b3b75f15c54d", "type": "choice", "title": "Folder Rub Test Evidence", "standards": [ "3-PS2-3" ], "prompt_html": "

Kasia rubs a flat plastic folder with a dry cloth. Then she holds the folder just above a pile of small paper circles from a hole punch. Table 1 shows her observations.

Table 1. Folder Rub Test Observations

RowObservation
1Before any rubbing, the folder held just above the circles picked up none of them.
2The cloth felt slightly warm right after the rubbing.
3After 20 rubs with the cloth, the folder held just above the circles picked up many of them.
4Every paper circle came from the same hole punch and the same sheet of paper.
5The folder was the same shade of blue after the rubbing as before.

Kasia explains that rubbing gave the folder a static charge (a charge made by rubbing) that pulls on the paper circles.

Which TWO rows of Table 1 give the best evidence for Kasia’s explanation? Choose the TWO best answers.

", "prompt_plain": "Kasia rubs a flat plastic folder with a dry cloth. Then she holds the folder just above a pile of small paper circles from a hole punch. Table 1 shows her observations. Table 1. Folder Rub Test Observations Row Observation 1 Before any rubbing, the folder held just above the circles picked up none of them. 2 The cloth felt slightly warm right after the rubbing. 3 After 20 rubs with the cloth, the folder held just above the circles picked up many of them. 4 Every paper circle came from the same hole punch and the same sheet of paper. 5 The folder was the same shade of blue after the rubbing as before. Kasia explains that rubbing gave the folder a static charge (a charge made by rubbing) that pulls on the paper circles. Which TWO rows of Table 1 give the best evidence for Kasia’s explanation? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Row 1 — the unrubbed folder picked up no paper circles.", "plain": "Row 1 — the unrubbed folder picked up no paper circles.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Row 2 — the cloth felt slightly warm right after the rubbing.", "plain": "Row 2 — the cloth felt slightly warm right after the rubbing.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Row 3 — the rubbed folder picked up many paper circles.", "plain": "Row 3 — the rubbed folder picked up many paper circles.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Row 4 — every circle came from the same hole punch and paper.", "plain": "Row 4 — every circle came from the same hole punch and paper.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Row 5 — the folder kept its same blue color after the rubbing.", "plain": "Row 5 — the folder kept its same blue color after the rubbing.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 19, "item_id": "_d6be4565-bc98-4f13-9b89-af240b520078", "type": "choice", "title": "Porch Candles and Star Brightness", "standards": [ "5-ESS1-1" ], "prompt_html": "

One evening, Greer lights two candles of the same size and kind on a porch. One candle stands 2 feet away from her. The other stands 10 feet away. The near candle looks much brighter, even though both candles give off the same amount of light. Table 1 lists facts about two stars.

\"Two

Table 1. Two Stars

StarLight given offDistance from Earth
Star PSame as Star Q40 light-years
Star QSame as Star P900 light-years

Which statement best explains how the two stars will look from Earth?

", "prompt_plain": "One evening, Greer lights two candles of the same size and kind on a porch. One candle stands 2 feet away from her. The other stands 10 feet away. The near candle looks much brighter, even though both candles give off the same amount of light. Table 1 lists facts about two stars. Table 1. Two Stars Star Light given off Distance from Earth Star P Same as Star Q 40 light-years Star Q Same as Star P 900 light-years Which statement best explains how the two stars will look from Earth?", "context_html": "", "options": [ { "id": "cA1", "text": "Both stars will look equally bright because they give off the same amount of light.", "plain": "Both stars will look equally bright because they give off the same amount of light.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Star P will look brighter than Star Q because Star P is much closer to Earth.", "plain": "Star P will look brighter than Star Q because Star P is much closer to Earth.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Star Q will look brighter than Star P because its light spreads across more space.", "plain": "Star Q will look brighter than Star P because its light spreads across more space.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Star P will look brighter than Star Q because closer stars make more light.", "plain": "Star P will look brighter than Star Q because closer stars make more light.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot19.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 20, "item_id": "_a1b91047-cdbc-44b9-8c43-c1dbc770da8c", "type": "choice", "title": "Sun and Shadow Log Part A", "standards": [ "5-ESS1-2" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1.

Why does the sun seem to move across the sky above the town square during the day?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Why does the sun seem to move across the sky above the town square during the day?", "context_html": "", "options": [ { "id": "cA1", "text": "The sun travels in a circle around Earth once each day.", "plain": "The sun travels in a circle around Earth once each day.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Earth makes one full trip around the sun each day.", "plain": "Earth makes one full trip around the sun each day.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Earth spins one full turn on its axis about every 24 hours.", "plain": "Earth spins one full turn on its axis about every 24 hours.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The sun spins one full turn on its own axis each day.", "plain": "The sun spins one full turn on its own axis each day.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c9c83818-e09a-4efb-a7ac-5f4b2c61c367" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Lamp-Post Sun and Shadow Log

Gilda spends one clear day in the town square. Every two hours, she sketches where the sun appears above the square. She also measures the length of the lamp post’s shadow. Figure 1 shows three of her sun sketches. Table 1 shows her shadow measurements.

Figure 1. Gilda’s Sun Sketches

\"Three

Table 1. Lamp-Post Shadow Lengths

TimeShadow length (meters)
8 a.m.6
10 a.m.3
12 noon1
2 p.m.3
4 p.m.6
", "passage_plain": "Lamp-Post Sun and Shadow Log Gilda spends one clear day in the town square. Every two hours, she sketches where the sun appears above the square. She also measures the length of the lamp post’s shadow. Figure 1 shows three of her sun sketches. Table 1 shows her shadow measurements. Figure 1. Gilda’s Sun Sketches Table 1. Lamp-Post Shadow Lengths Time Shadow length (meters) 8 a.m. 6 10 a.m. 3 12 noon 1 2 p.m. 3 4 p.m. 6" }, { "n": 21, "item_id": "_afdf7b5e-bf1e-4cf3-88b8-cbbb41bbc78c", "type": "choice", "title": "Lamp-Post Shadow Log Part B", "standards": [ "5-ESS1-2" ], "prompt_html": "

Part B

Use the sun-position sketches and the shadow-length table.

Which statement about the log best describes the change that the answer in Part A explains?

", "prompt_plain": "Part B Use the sun-position sketches and the shadow-length table. Which statement about the log best describes the change that the answer in Part A explains?", "context_html": "", "options": [ { "id": "cA1", "text": "The lamp post itself stayed the same height from the first sketch to the last.", "plain": "The lamp post itself stayed the same height from the first sketch to the last.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The shadow swung steadily from one side of the lamp post to the opposite side.", "plain": "The shadow swung steadily from one side of the lamp post to the opposite side.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The shadow was longest near midday, when the sun was sketched highest in the sky.", "plain": "The shadow was longest near midday, when the sun was sketched highest in the sky.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The sketches show the sun and the shadow on the same side of the lamp post.", "plain": "The sketches show the sun and the shadow on the same side of the lamp post.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c9c83818-e09a-4efb-a7ac-5f4b2c61c367" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Lamp-Post Sun and Shadow Log

Gilda spends one clear day in the town square. Every two hours, she sketches where the sun appears above the square. She also measures the length of the lamp post’s shadow. Figure 1 shows three of her sun sketches. Table 1 shows her shadow measurements.

Figure 1. Gilda’s Sun Sketches

\"Three

Table 1. Lamp-Post Shadow Lengths

TimeShadow length (meters)
8 a.m.6
10 a.m.3
12 noon1
2 p.m.3
4 p.m.6
", "passage_plain": "Lamp-Post Sun and Shadow Log Gilda spends one clear day in the town square. Every two hours, she sketches where the sun appears above the square. She also measures the length of the lamp post’s shadow. Figure 1 shows three of her sun sketches. Table 1 shows her shadow measurements. Figure 1. Gilda’s Sun Sketches Table 1. Lamp-Post Shadow Lengths Time Shadow length (meters) 8 a.m. 6 10 a.m. 3 12 noon 1 2 p.m. 3 4 p.m. 6" }, { "n": 22, "item_id": "_85b13458-a244-4683-a05e-bae5ec7f9d9b", "type": "text-entry", "title": "Daylight Through the Year", "standards": [ "5-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Roshan makes a graph of daylight in his town for one year. The graph shows the hours of daylight on the first day of each month. One point on the graph is marked with a star.

\"Line

How many hours of daylight did the town get on the starred day?

Give your answer as a whole number (e.g., 40).

Hours of daylight:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot22.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "15" ] }, "n_options": 0 }, { "n": 23, "item_id": "_2905a69a-feef-4da8-bd5c-28db069bd5d1", "type": "choice", "title": "Two Watersheds Compared", "standards": [ "5-ESS2-1" ], "prompt_html": "

A science class compares two watersheds on a data card. A watershed is all the land that drains its rainwater into one stream. Table 1 shows the card.

Table 1. Two Watersheds Compared

ObservationWatershed A (forest-covered slopes)Watershed B (bare, cleared slopes)
During a heavy rainStream rises slowly and stays clearStream floods quickly and turns muddy
After two dry weeksStream still flows steadilyStream nearly dries up

Which sequence of interactions among Earth’s systems best explains why the stream in Watershed A stays steadier?

", "prompt_plain": "A science class compares two watersheds on a data card. A watershed is all the land that drains its rainwater into one stream. Table 1 shows the card. Table 1. Two Watersheds Compared Observation Watershed A (forest-covered slopes) Watershed B (bare, cleared slopes) During a heavy rain Stream rises slowly and stays clear Stream floods quickly and turns muddy After two dry weeks Stream still flows steadily Stream nearly dries up Which sequence of interactions among Earth’s systems best explains why the stream in Watershed A stays steadier?", "context_html": "", "options": [ { "id": "cA1", "text": "Forest roots pack the soil into a hard crust, so rainwater races over the ground into the stream.", "plain": "Forest roots pack the soil into a hard crust, so rainwater races over the ground into the stream.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The trees drink in the storm’s rainwater, then their leaves drip the stored water into the stream.", "plain": "The trees drink in the storm’s rainwater, then their leaves drip the stored water into the stream.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Forest plants slow the rain, the soil stores the water, and stored water seeps slowly into the stream.", "plain": "Forest plants slow the rain, the soil stores the water, and stored water seeps slowly into the stream.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The forest air stays cooler than bare ground, so rain clouds form and extra rain keeps falling on the forest.", "plain": "The forest air stays cooler than bare ground, so rain clouds form and extra rain keeps falling on the forest.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_e5a2396c-0611-4730-9a2b-77156e4e6f03", "type": "choice", "title": "Water Supply Poster", "standards": [ "5-ESS2-2" ], "prompt_html": "

A poster in the school science hallway lists facts about Earth’s water supply. Table 1 shows the poster’s list.

Table 1. Earth’s Water Supply Poster

Where the water isHow much
Oceans (salt water)About 97 of every 100 liters of Earth’s water
All fresh water togetherAbout 3 of every 100 liters of Earth’s water
Frozen in ice caps and glaciersMost of the fresh water
UndergroundMost of the remaining fresh water
Rivers and lakesA tiny share of the fresh water

Which TWO conclusions do the facts on the poster support? Choose the TWO best answers.

", "prompt_plain": "A poster in the school science hallway lists facts about Earth’s water supply. Table 1 shows the poster’s list. Table 1. Earth’s Water Supply Poster Where the water is How much Oceans (salt water) About 97 of every 100 liters of Earth’s water All fresh water together About 3 of every 100 liters of Earth’s water Frozen in ice caps and glaciers Most of the fresh water Underground Most of the remaining fresh water Rivers and lakes A tiny share of the fresh water Which TWO conclusions do the facts on the poster support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Most of Earth’s fresh water is frozen, and most of the rest lies underground.", "plain": "Most of Earth’s fresh water is frozen, and most of the rest lies underground.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Salt water and fresh water make up about equal shares of Earth’s water.", "plain": "Salt water and fresh water make up about equal shares of Earth’s water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rivers and lakes together hold most of the fresh water found on Earth.", "plain": "Rivers and lakes together hold most of the fresh water found on Earth.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rivers and lakes hold a very small part of Earth’s total water supply.", "plain": "Rivers and lakes hold a very small part of Earth’s total water supply.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Earth holds more water underground than it holds in its salty oceans.", "plain": "Earth holds more water underground than it holds in its salty oceans.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 25, "item_id": "_5989715c-b859-423b-888d-8331de0d54e7", "type": "hottext", "title": "Greenfield Farm Bulletin", "standards": [ "5-ESS3-1" ], "prompt_html": "

Greenfield Farm sits on fields that slope down toward a stream. Rain can wash extra fertilizer off fields and into streams. This is called runoff. The farm posted a spring bulletin with its plans.

Select the ONE sentence from the bulletin that names the action that will best cut fertilizer runoff into the stream.

", "prompt_plain": "Greenfield Farm sits on fields that slope down toward a stream. Rain can wash extra fertilizer off fields and into streams. This is called runoff. The farm posted a spring bulletin with its plans. Select the ONE sentence from the bulletin that names the action that will best cut fertilizer runoff into the stream.", "context_html": "", "options": [ { "id": "hA25", "text": "We will switch to a cheaper kind of fertilizer for the corn fields this spring.", "plain": "We will switch to a cheaper kind of fertilizer for the corn fields this spring.", "correct": false, "kind": "hottext" }, { "id": "hB25", "text": "We will test the soil and match the fertilizer to what the corn can use.", "plain": "We will test the soil and match the fertilizer to what the corn can use.", "correct": true, "kind": "hottext" }, { "id": "hC25", "text": "We will dig ditches so storm water drains off the fields and into the stream faster.", "plain": "We will dig ditches so storm water drains off the fields and into the stream faster.", "correct": false, "kind": "hottext" }, { "id": "hD25", "text": "We will spread extra fertilizer before the spring rains so the corn sprouts quickly.", "plain": "We will spread extra fertilizer before the spring rains so the corn sprouts quickly.", "correct": false, "kind": "hottext" }, { "id": "hE25", "text": "We will store the fertilizer bags in a dry shed so rain cannot wet them.", "plain": "We will store the fertilizer bags in a dry shed so rain cannot wet them.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB25" ] }, "n_options": 5 }, { "n": 26, "item_id": "_24307b99-ad4c-4cfc-bdfb-7ca1108ea7c1", "type": "choice", "title": "Road Shoulder Erosion", "standards": [ "4-ESS2-1" ], "prompt_html": "

The report concludes that erosion caused the collapse.

Look at Figure 1 and Figure 3. Which statement best describes how the erosion damaged the road?

", "prompt_plain": "The report concludes that erosion caused the collapse. Look at Figure 1 and Figure 3. Which statement best describes how the erosion damaged the road?", "context_html": "", "options": [ { "id": "cA1", "text": "Flowing rainwater carried away the soil under the road’s outer edge until it lost support.", "plain": "Flowing rainwater carried away the soil under the road’s outer edge until it lost support.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Rainwater soaked into the road surface and slowly dissolved the pavement from the top down.", "plain": "Rainwater soaked into the road surface and slowly dissolved the pavement from the top down.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rainwater pushed the whole road sideways down the mountain slope in one unbroken piece.", "plain": "Rainwater pushed the whole road sideways down the mountain slope in one unbroken piece.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rainwater piled new sand and mud onto the road until the edge broke under the weight.", "plain": "Rainwater piled new sand and mud onto the road until the edge broke under the weight.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_85d8ef69-6ef9-42db-8de3-23def6cc0881" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Switchback Road Washout Report

A mountain road climbs the slope in sharp turns called switchbacks. Last month, heavy rain fell for three days. Part of the road’s outer edge collapsed. The county road crew wrote a damage report.

Figure 1 shows the collapsed road shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked fossil shells of sea animals in two layers. Figure 3 shows the crew’s sketches of the road edge before and after the storm.

Figure 1. The Collapsed Road Shoulder

\"A

Figure 2. Rock Layers in the Roadcut

\"A

Figure 3. Road Edge Before and After the Storm

\"Two

", "passage_plain": "Switchback Road Washout Report A mountain road climbs the slope in sharp turns called switchbacks. Last month, heavy rain fell for three days. Part of the road’s outer edge collapsed. The county road crew wrote a damage report. Figure 1 shows the collapsed road shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked fossil shells of sea animals in two layers. Figure 3 shows the crew’s sketches of the road edge before and after the storm. Figure 1. The Collapsed Road Shoulder Figure 2. Rock Layers in the Roadcut Figure 3. Road Edge Before and After the Storm" }, { "n": 27, "item_id": "_4ef92614-33ae-4507-a6fa-148152821936", "type": "inline-choice", "title": "Roadcut Slow Changes", "standards": [ "4-ESS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The report also describes how the roadcut area has been changing.

Look at Figure 2. Choose the word or phrase that correctly completes each sentence.

Each winter, ice in cracks slowly breaks the roadcut’s rock into smaller pieces. This process is called .

Figure 2 shows the roadcut’s five flat layers. Building up that whole stack took the three-day storm.

", "options": [ { "id": "c27b1o1", "text": "deposition", "plain": "deposition", "correct": false, "kind": "inline" }, { "id": "c27b1o2", "text": "freezing", "plain": "freezing", "correct": false, "kind": "inline" }, { "id": "c27b1o3", "text": "melting", "plain": "melting", "correct": false, "kind": "inline" }, { "id": "c27b1o4", "text": "weathering", "plain": "weathering", "correct": true, "kind": "inline" }, { "id": "c27b2o1", "text": "much less time than", "plain": "much less time than", "correct": false, "kind": "inline" }, { "id": "c27b2o2", "text": "about the same time as", "plain": "about the same time as", "correct": false, "kind": "inline" }, { "id": "c27b2o3", "text": "slightly more time than", "plain": "slightly more time than", "correct": false, "kind": "inline" }, { "id": "c27b2o4", "text": "very much more time than", "plain": "very much more time than", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_85d8ef69-6ef9-42db-8de3-23def6cc0881" ], "key_letters": "", "key_values": { "RESPONSEB1": [ "c27b1o4" ], "RESPONSEB2": [ "c27b2o4" ] }, "n_options": 8, "passage_html": "

Switchback Road Washout Report

A mountain road climbs the slope in sharp turns called switchbacks. Last month, heavy rain fell for three days. Part of the road’s outer edge collapsed. The county road crew wrote a damage report.

Figure 1 shows the collapsed road shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked fossil shells of sea animals in two layers. Figure 3 shows the crew’s sketches of the road edge before and after the storm.

Figure 1. The Collapsed Road Shoulder

\"A

Figure 2. Rock Layers in the Roadcut

\"A

Figure 3. Road Edge Before and After the Storm

\"Two

", "passage_plain": "Switchback Road Washout Report A mountain road climbs the slope in sharp turns called switchbacks. Last month, heavy rain fell for three days. Part of the road’s outer edge collapsed. The county road crew wrote a damage report. Figure 1 shows the collapsed road shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked fossil shells of sea animals in two layers. Figure 3 shows the crew’s sketches of the road edge before and after the storm. Figure 1. The Collapsed Road Shoulder Figure 2. Rock Layers in the Roadcut Figure 3. Road Edge Before and After the Storm" }, { "n": 28, "item_id": "_ed85f7c0-7099-48be-89c1-952f46039823", "type": "choice", "title": "Fossils in the Roadcut", "standards": [ "4-ESS1-1" ], "prompt_html": "

Use Figure 2 and the report together.

Which statement best explains why fossil shells of sea animals are inside the rock layers of this dry mountain roadcut?

", "prompt_plain": "Use Figure 2 and the report together. Which statement best explains why fossil shells of sea animals are inside the rock layers of this dry mountain roadcut?", "context_html": "", "options": [ { "id": "cA1", "text": "The layers formed as mud at the bottom of an old lake that slowly dried up.", "plain": "The layers formed as mud at the bottom of an old lake that slowly dried up.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The shells came from sea birds that dropped them high on the mountainside long ago.", "plain": "The shells came from sea birds that dropped them high on the mountainside long ago.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The shells slowly grew from minerals inside the rock layers, so no sea was ever needed.", "plain": "The shells slowly grew from minerals inside the rock layers, so no sea was ever needed.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The layers formed as sea-floor mud long ago, and the area slowly became dry mountain land.", "plain": "The layers formed as sea-floor mud long ago, and the area slowly became dry mountain land.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_85d8ef69-6ef9-42db-8de3-23def6cc0881" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Switchback Road Washout Report

A mountain road climbs the slope in sharp turns called switchbacks. Last month, heavy rain fell for three days. Part of the road’s outer edge collapsed. The county road crew wrote a damage report.

Figure 1 shows the collapsed road shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked fossil shells of sea animals in two layers. Figure 3 shows the crew’s sketches of the road edge before and after the storm.

Figure 1. The Collapsed Road Shoulder

\"A

Figure 2. Rock Layers in the Roadcut

\"A

Figure 3. Road Edge Before and After the Storm

\"Two

", "passage_plain": "Switchback Road Washout Report A mountain road climbs the slope in sharp turns called switchbacks. Last month, heavy rain fell for three days. Part of the road’s outer edge collapsed. The county road crew wrote a damage report. Figure 1 shows the collapsed road shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked fossil shells of sea animals in two layers. Figure 3 shows the crew’s sketches of the road edge before and after the storm. Figure 1. The Collapsed Road Shoulder Figure 2. Rock Layers in the Roadcut Figure 3. Road Edge Before and After the Storm" }, { "n": 29, "item_id": "_d53e1eb9-c766-4bc9-a6f0-77d445c85a3d", "type": "text-entry", "title": "Bounce Height Pattern", "standards": [ "4-PS3-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ozan drops a ball and lets it keep bouncing. He measures how high the ball rises after each bounce. Each bounce is lower than the one before, because the ball keeps less energy. Table 1 shows the measurements.

Table 1. Height After Each Bounce

BounceHeight (centimeters)
180
240
320
410

Use the pattern in Table 1. How many centimeters high will the ball most likely rise on bounce 5?

Give your answer as a whole number (e.g., 90).

Height in centimeters:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "5" ] }, "n_options": 0 }, { "n": 30, "item_id": "_cc26a20e-a4dc-439c-baa5-14f4794ba597", "type": "gap-match", "title": "Eagle Sight Model", "standards": [ "4-PS4-2" ], "prompt_html": "

An eagle flies above a river on a clear day. The eagle sees a fish near the surface of the water. The model below shows the path light travels so the eagle can see the fish.

\"An

 

Drag one name into each box to complete the light path.

", "prompt_plain": "An eagle flies above a river on a clear day. The eagle sees a fish near the surface of the water. The model below shows the path light travels so the eagle can see the fish. Drag one name into each box to complete the light path.", "context_html": "", "options": [ { "id": "tile1", "text": "the clouds", "plain": "the clouds", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "the eagle’s eye", "plain": "the eagle’s eye", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "the fish", "plain": "the fish", "correct": false, "kind": "gap-token" }, { "id": "tile4", "text": "the Sun", "plain": "the Sun", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-30/images/slot30.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile4 gap-1", "tile3 gap-2", "tile2 gap-3" ] }, "n_options": 4 }, { "n": 31, "item_id": "_a72732a1-8041-416d-b328-6d1606a479ca", "type": "choice", "title": "Solar Panels in Two Towns", "standards": [ "4-ESS3-1" ], "prompt_html": "

Town A and Town B each put solar panels on their town buildings last year. The two towns used the same number of panels and the same type of panels. The sheet in Table 1 shows each town’s yearly sunny-day count.

Table 1. Sunny-Day Counts Last Year

TownSunny days counted last year
Town A209
Town B141

Which TWO statements are best supported by the panel facts and the sheet? Choose the TWO best answers.

", "prompt_plain": "Town A and Town B each put solar panels on their town buildings last year. The two towns used the same number of panels and the same type of panels. The sheet in Table 1 shows each town’s yearly sunny-day count. Table 1. Sunny-Day Counts Last Year Town Sunny days counted last year Town A 209 Town B 141 Which TWO statements are best supported by the panel facts and the sheet? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA31", "text": "Solar panels slowly use up the sun’s supply of light, so towns should stop adding panels.", "plain": "Solar panels slowly use up the sun’s supply of light, so towns should stop adding panels.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Sunlight is a renewable energy resource, because using sunlight today does not use it up.", "plain": "Sunlight is a renewable energy resource, because using sunlight today does not use it up.", "correct": true, "kind": "choice" }, { "id": "cC31", "text": "Town B’s panels most likely made more electricity, because panels work hardest on cloudy days.", "plain": "Town B’s panels most likely made more electricity, because panels work hardest on cloudy days.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "Town A’s panels most likely made more electricity, because Town A had more sunny days.", "plain": "Town A’s panels most likely made more electricity, because Town A had more sunny days.", "correct": true, "kind": "choice" }, { "id": "cE31", "text": "Both towns’ panels most likely made equal electricity, because the towns used the same panels.", "plain": "Both towns’ panels most likely made equal electricity, because the towns used the same panels.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB31", "cD31" ] }, "n_options": 5 }, { "n": 32, "item_id": "_5f4afeee-af01-4acf-b4c6-27d116c7e82a", "type": "choice", "title": "Tarwick Problem Definition", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Read the project brief.

Which statement best defines the problem the Tarwick crew wants to solve?

", "prompt_plain": "Read the project brief. Which statement best defines the problem the Tarwick crew wants to solve?", "context_html": "", "options": [ { "id": "cA32", "text": "The town needs a way to stop rainstorms from washing rainwater into its storm drains.", "plain": "The town needs a way to stop rainstorms from washing rainwater into its storm drains.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "The town needs people to stop dropping trash on the streets so the drains stay clean.", "plain": "The town needs people to stop dropping trash on the streets so the drains stay clean.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "The town needs a low-cost, easy-to-clean way to trap street trash while letting rainwater flow on.", "plain": "The town needs a low-cost, easy-to-clean way to trap street trash while letting rainwater flow on.", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "The town needs metal screens bolted over every one of its drain openings before the next storm.", "plain": "The town needs metal screens bolted over every one of its drain openings before the next storm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cadec95b-040d-443b-8c2e-0e3e8af8d5cf" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4, "passage_html": "

Tarwick Storm-Drain Project

After every rainstorm, street trash washes into the storm drains in the town of Tarwick. The drains empty into the creek at the edge of town. A town crew wrote a project brief.

Project brief:

The crew is considering two options. Option 1 is a floating trash boom stretched across the drain channel to catch floating trash. Option 2 is metal screens bolted over the drain openings to catch trash as water flows in. Table 1 shows how five other towns handled street trash.

Figure 1. The Two Options

\"Two

Table 1. How Five Other Towns Handled Street Trash

TownWhat the town didResult
Town 1Hung a row of floating barrels chained across its creek mouth; floating trash collects behind the barrelsTrash in its creek went down
Town 2Sent a sweeper truck to clean its streets once each weekStreets stayed cleaner between storms
Town 3Put up signs asking people not to drop trashLittle change in street trash
Town 4Stopped stores from handing out foam cupsLess foam trash on its streets
Town 5Fastened wire mesh under each of its drain openings; water passes through and trash stays behindIts drains sent far less trash downstream
", "passage_plain": "Tarwick Storm-Drain Project After every rainstorm, street trash washes into the storm drains in the town of Tarwick. The drains empty into the creek at the edge of town. A town crew wrote a project brief. Project brief: Need: keep street trash from reaching the creek. Criteria: the fix must catch trash during rainstorms and must let rainwater keep flowing. Constraints: the fix must fit this year’s small budget, and a crew of two must be able to clean it. The crew is considering two options. Option 1 is a floating trash boom stretched across the drain channel to catch floating trash. Option 2 is metal screens bolted over the drain openings to catch trash as water flows in. Table 1 shows how five other towns handled street trash. Figure 1. The Two Options Table 1. How Five Other Towns Handled Street Trash Town What the town did Result Town 1 Hung a row of floating barrels chained across its creek mouth; floating trash collects behind the barrels Trash in its creek went down Town 2 Sent a sweeper truck to clean its streets once each week Streets stayed cleaner between storms Town 3 Put up signs asking people not to drop trash Little change in street trash Town 4 Stopped stores from handing out foam cups Less foam trash on its streets Town 5 Fastened wire mesh under each of its drain openings; water passes through and trash stays behind Its drains sent far less trash downstream" }, { "n": 33, "item_id": "_a3158bbd-9726-4378-9852-15c1509a812c", "type": "choice", "title": "Other Town Strategies", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Look at Table 1.

Which TWO towns used a solution that works the same way as one of Tarwick’s two options? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. Which TWO towns used a solution that works the same way as one of Tarwick’s two options? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA33", "text": "Town 1", "plain": "Town 1", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "Town 2", "plain": "Town 2", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "Town 3", "plain": "Town 3", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "Town 4", "plain": "Town 4", "correct": false, "kind": "choice" }, { "id": "cE33", "text": "Town 5", "plain": "Town 5", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cadec95b-040d-443b-8c2e-0e3e8af8d5cf" ], "key_letters": "A, E", "key_values": { "RESPONSE": [ "cA33", "cE33" ] }, "n_options": 5, "passage_html": "

Tarwick Storm-Drain Project

After every rainstorm, street trash washes into the storm drains in the town of Tarwick. The drains empty into the creek at the edge of town. A town crew wrote a project brief.

Project brief:

The crew is considering two options. Option 1 is a floating trash boom stretched across the drain channel to catch floating trash. Option 2 is metal screens bolted over the drain openings to catch trash as water flows in. Table 1 shows how five other towns handled street trash.

Figure 1. The Two Options

\"Two

Table 1. How Five Other Towns Handled Street Trash

TownWhat the town didResult
Town 1Hung a row of floating barrels chained across its creek mouth; floating trash collects behind the barrelsTrash in its creek went down
Town 2Sent a sweeper truck to clean its streets once each weekStreets stayed cleaner between storms
Town 3Put up signs asking people not to drop trashLittle change in street trash
Town 4Stopped stores from handing out foam cupsLess foam trash on its streets
Town 5Fastened wire mesh under each of its drain openings; water passes through and trash stays behindIts drains sent far less trash downstream
", "passage_plain": "Tarwick Storm-Drain Project After every rainstorm, street trash washes into the storm drains in the town of Tarwick. The drains empty into the creek at the edge of town. A town crew wrote a project brief. Project brief: Need: keep street trash from reaching the creek. Criteria: the fix must catch trash during rainstorms and must let rainwater keep flowing. Constraints: the fix must fit this year’s small budget, and a crew of two must be able to clean it. The crew is considering two options. Option 1 is a floating trash boom stretched across the drain channel to catch floating trash. Option 2 is metal screens bolted over the drain openings to catch trash as water flows in. Table 1 shows how five other towns handled street trash. Figure 1. The Two Options Table 1. How Five Other Towns Handled Street Trash Town What the town did Result Town 1 Hung a row of floating barrels chained across its creek mouth; floating trash collects behind the barrels Trash in its creek went down Town 2 Sent a sweeper truck to clean its streets once each week Streets stayed cleaner between storms Town 3 Put up signs asking people not to drop trash Little change in street trash Town 4 Stopped stores from handing out foam cups Less foam trash on its streets Town 5 Fastened wire mesh under each of its drain openings; water passes through and trash stays behind Its drains sent far less trash downstream" }, { "n": 34, "item_id": "_c9c33066-7034-46f9-bd64-3357b28b7562", "type": "choice", "title": "Sled Pull Fair Test (Part A)", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part A

Look at Table 1.

Which procedure makes the sled-pull investigation a fair, accurate test of the club’s question?

", "prompt_plain": "Part A Look at Table 1. Which procedure makes the sled-pull investigation a fair, accurate test of the club’s question?", "context_html": "", "options": [ { "id": "cA34", "text": "Change the number of bricks and the floor together, so each trial tests a brand-new combination.", "plain": "Change the number of bricks and the floor together, so each trial tests a brand-new combination.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Change only the number of bricks, and keep the sled, floor, rope, and pulling speed the same.", "plain": "Change only the number of bricks, and keep the sled, floor, rope, and pulling speed the same.", "correct": true, "kind": "choice" }, { "id": "cC34", "text": "Keep the number of bricks the same in every trial, so no trial gets an unfair advantage.", "plain": "Keep the number of bricks the same in every trial, so no trial gets an unfair advantage.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Use a brand-new sled and rope in every trial, so worn-out equipment cannot affect any reading.", "plain": "Use a brand-new sled and rope in every trial, so worn-out equipment cannot affect any reading.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dcbffc4f-2d86-42ce-b5fa-72fd8edc9275" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB34" ] }, "n_options": 4, "passage_html": "

Sled Pull Fair-Test Review

A science club tested this question: how does the number of bricks on a sled change the pull needed to move it? The club stacked bricks on a plastic sled. Members pulled the sled across a flat gym floor at a slow, steady speed. A spring scale tied into the rope showed the size of each pull in newtons (N). Table 1 shows the club’s four trials. During its review, the club marked one trial invalid - that trial’s result does not count.

Figure 1. The Sled Pull

\"Two

Table 1. Sled Pull Trials

TrialBricks on the sledFloorSpring-scale reading (N)
12Gym floor4
24Gym floor7
3 (marked invalid)6Hallway carpet16
48Gym floor13
", "passage_plain": "Sled Pull Fair-Test Review A science club tested this question: how does the number of bricks on a sled change the pull needed to move it? The club stacked bricks on a plastic sled. Members pulled the sled across a flat gym floor at a slow, steady speed. A spring scale tied into the rope showed the size of each pull in newtons (N). Table 1 shows the club’s four trials. During its review, the club marked one trial invalid - that trial’s result does not count. Figure 1. The Sled Pull Table 1. Sled Pull Trials Trial Bricks on the sled Floor Spring-scale reading (N) 1 2 Gym floor 4 2 4 Gym floor 7 3 (marked invalid) 6 Hallway carpet 16 4 8 Gym floor 13" }, { "n": 35, "item_id": "_0df84c82-8b47-433d-abcf-dd46324dde59", "type": "choice", "title": "Sled Pull Trial Review (Part B)", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part B

Look at Trial 3 in Table 1.

Which statement gives the reason Trial 3 is invalid and the single change that fixes it?

", "prompt_plain": "Part B Look at Trial 3 in Table 1. Which statement gives the reason Trial 3 is invalid and the single change that fixes it?", "context_html": "", "options": [ { "id": "cA35", "text": "Trial 3 changed the floor as well as the bricks, so the club should redo it with 6 bricks on the gym floor.", "plain": "Trial 3 changed the floor as well as the bricks, so the club should redo it with 6 bricks on the gym floor.", "correct": true, "kind": "choice" }, { "id": "cB35", "text": "Trial 3 has the highest reading in the table, so the club should cross out that reading and keep the other three trials.", "plain": "Trial 3 has the highest reading in the table, so the club should cross out that reading and keep the other three trials.", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "Trial 3 used two more bricks than Trial 2, so the club should redo it with the same number of bricks as Trial 2.", "plain": "Trial 3 used two more bricks than Trial 2, so the club should redo it with the same number of bricks as Trial 2.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "Trial 3 was run third out of the four trials, so the club should run all four trials again in a different order.", "plain": "Trial 3 was run third out of the four trials, so the club should run all four trials again in a different order.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dcbffc4f-2d86-42ce-b5fa-72fd8edc9275" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA35" ] }, "n_options": 4, "passage_html": "

Sled Pull Fair-Test Review

A science club tested this question: how does the number of bricks on a sled change the pull needed to move it? The club stacked bricks on a plastic sled. Members pulled the sled across a flat gym floor at a slow, steady speed. A spring scale tied into the rope showed the size of each pull in newtons (N). Table 1 shows the club’s four trials. During its review, the club marked one trial invalid - that trial’s result does not count.

Figure 1. The Sled Pull

\"Two

Table 1. Sled Pull Trials

TrialBricks on the sledFloorSpring-scale reading (N)
12Gym floor4
24Gym floor7
3 (marked invalid)6Hallway carpet16
48Gym floor13
", "passage_plain": "Sled Pull Fair-Test Review A science club tested this question: how does the number of bricks on a sled change the pull needed to move it? The club stacked bricks on a plastic sled. Members pulled the sled across a flat gym floor at a slow, steady speed. A spring scale tied into the rope showed the size of each pull in newtons (N). Table 1 shows the club’s four trials. During its review, the club marked one trial invalid - that trial’s result does not count. Figure 1. The Sled Pull Table 1. Sled Pull Trials Trial Bricks on the sled Floor Spring-scale reading (N) 1 2 Gym floor 4 2 4 Gym floor 7 3 (marked invalid) 6 Hallway carpet 16 4 8 Gym floor 13" }, { "n": 36, "item_id": "_de211aa4-9a4b-42c7-af6f-1cfdef3a66ac", "type": "choice", "title": "Ramp Cart Retest Plan", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

A design team is improving a ramp cart. The cart rolls down a ramp and then coasts along the floor. The team’s redesign memo says:

Redesign Memo

Retest goal - find out whether a taller ramp makes the cart coast farther.

Which retest plan best follows the memo?

", "prompt_plain": "A design team is improving a ramp cart. The cart rolls down a ramp and then coasts along the floor. The team’s redesign memo says: Redesign Memo Retest goal - find out whether a taller ramp makes the cart coast farther. Which retest plan best follows the memo?", "context_html": "", "options": [ { "id": "cA36", "text": "Raise the ramp and also add weight to the cart, so the change is easier to see.", "plain": "Raise the ramp and also add weight to the cart, so the change is easier to see.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "Raise the ramp and move the retest runs to a smoother stretch of the same floor.", "plain": "Raise the ramp and move the retest runs to a smoother stretch of the same floor.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "Raise the ramp and put brand-new wheels on the cart, so worn parts cannot spoil the retest.", "plain": "Raise the ramp and put brand-new wheels on the cart, so worn parts cannot spoil the retest.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "Raise the ramp and keep the cart, the wheels, the floor, and the release the same.", "plain": "Raise the ramp and keep the cart, the wheels, the floor, and the release the same.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD36" ] }, "n_options": 4 } ] }, { "form": "G5.31", "grade": "G5", "title": "Alpha Standardized Science G5.31", "test_id": "_test-53f867d5-3910-439d-8892-b2e57b867591", "n_items": 36, "n_stimuli": 7, "stimuli": { "_fe52f347-060f-478b-93fd-e50701584ec1": { "title": "Beaver Pond Food Web", "html": "

Beaver Pond Food Web

A beaver family lives in a town pond. The beavers gnaw off willow branches and eat the soft bark. Cut willow branches float in the shallow water. Figure 1 shows part of the pond food web. Each arrow points from a living thing to the eater that uses it for food. The pond crew posted a work plan by the pond. The plan says workers will move the beaver family to a wildlife area next month.

Figure 1. Part of the pond food web

\"Food

" }, "_cbbde579-c96f-48ac-a99a-0f6f216be861": { "title": "Two Coast Towns", "html": "

Two Coast Towns

Tidewell and Rockbay sit on the same coast. Students compared the two beaches over one year. Table 1 shows the shoreline conditions they recorded. Figure 1 shows each beach photographed from the same spot last year and this year.

Table 1. Shoreline Conditions

ConditionTidewellRockbay
Beach width last year40 meters26 meters
Beach width this year31 meters33 meters
Strong storms this year30
Small river reaching the beachNoneOne, carrying sand

\"Four

Two students read the table and the photos. Then each student made a claim.

Orrin’s claim: Waves carried sand away from both beaches, so both beaches are narrower this year.

Padma’s claim: Waves carried sand away from Tidewell’s beach, and moving water dropped new sand at Rockbay’s beach.

" }, "_f0606c0f-10c3-47ff-893e-19878be65904": { "title": "Globe Drop Debate", "html": "

Globe Drop Debate

Davina and Elvan study a diagram of Earth drawn as a globe. Four people stand at four points on the globe: the top, the bottom, and both sides. Each person holds a small stone, ready to drop it. The two students disagree about which way each stone will move. Elvan writes his idea on a card: “People at the bottom of Earth would fall off, and so would anything they drop.” Figure 1 shows the globe and the four points.

\"A

" }, "_99fd35c2-35f8-436f-bd42-55cc28b161dc": { "title": "Kitchen Drawer Object Sort", "html": "

Kitchen Drawer Object Sort

A student empties a kitchen drawer and picks five objects for a sorting tray. The objects are a metal spoon, a glass marble, a wooden block, a stack of steel paper clips, and a sealed packet of sugar. The student measures each object’s mass and checks its state at room temperature (Table 1). Then the student runs three tests on each object: holding a magnet close to it, stirring it into a cup of water, and checking whether electricity passes through it (Table 2). For the stir test, the student opens the packet and stirs the loose sugar into the water.

Table 1. Mass and State

ObjectMassState at room temperature
Metal spoon41 gSolid
Glass marble6 gSolid
Wooden block27 gSolid
Steel paper clips (stack)12 gSolid
Sugar (from the packet)4 gSolid

Table 2. Three Test Results

ObjectMagnet testStirred into waterConductivity test
Metal spoonPulled toward the magnetDoes not dissolveConducts electricity
Glass marbleNot pulledDoes not dissolveDoes not conduct
Wooden blockNot pulledDoes not dissolveDoes not conduct
Steel paper clips (stack)Pulled toward the magnetDo not dissolveConduct electricity
Sugar (from the packet)Not pulledDissolvesDoes not conduct

\"An

" }, "_88722c55-1632-430f-b250-ad22471c91de": { "title": "Creek Crossing Culvert Project", "html": "

Creek Crossing Culvert Project

A culvert is a wide pipe that carries a creek under a road. The old culvert under Creek Crossing Road is rusty and too narrow. The town posted a brief for a replacement culvert. The brief lists two requirements. The new culvert must carry at least 5,000 liters of creek water each minute. Fish must be able to swim through it. The brief also sets a spending limit: the town can spend no more than $8,000. Figure 1 shows how a culvert sits under a road. Table 1 compares the four options the town is considering. Note 1 tells what happened when the design team tested a model.

Figure 1. A Culvert Under a Road

\"Side

Table 1. Culvert Options

OptionWater it can carry (liters per minute)Fish passageCost
Concrete box culvertUp to 7,500Open$9,500
Paired small pipesUp to 5,600Blocked$6,800
Wide metal pipeUp to 6,200Open$7,200
Narrow plastic pipeUp to 3,800Open$4,100

Note 1. Model Test

The design team’s notes
We built a small model of the creek, the road, and one culvert option.
Test 1: We poured water into the model creek. Water backed up and flowed over the model road.
Fix: We put in a wider model pipe.
Next step: Retest the model.
" }, "_4485a21b-407a-4eef-be67-1662015398f6": { "title": "Prairie Restoration Plot", "html": "

Prairie Restoration Plot

A class visits a restored prairie plot where wild lupine, a prairie flower, was planted two years ago. The plot’s visitor worksheet lists four rows. Each row names a possible energy source for the lupine and tells how the lupine would use it (Table 1). A feeding note on the worksheet says: “Small animals in the plot eat lupine leaves and seeds, and a fox hunts those small animals.” After reading the worksheet, Fumiko says, “The fox gets its energy straight from the sun.”

Table 1. Possible Energy Sources for the Lupine

RowEnergy sourceHow the lupine would use it
Row 1SoilIts roots take in soil, and the soil itself is the lupine’s food.
Row 2SunlightIts leaves take in sunlight and use it to make the lupine’s food.
Row 3WaterIt drinks water, and the water itself is the lupine’s food.
Row 4Fertilizer pelletsIt eats the pellets, which garden stores call “plant food.”
" }, "_576ad76f-c3d2-4b79-9f35-5f0afa2e510b": { "title": "Lettuce Tower Greenhouse", "html": "

Lettuce Tower Greenhouse

A greenhouse class grows lettuce in a tall tower. The tower holds no soil at all. Each lettuce plant sits in a small cup. Its bare roots hang in water that flows down the tower. Figure 1 shows the tower. Table 1 lists everything the tower supplies to the plants. Table 2 shows the mass of all the lettuce plants together, measured every two weeks.

Figure 1. The lettuce tower

\"A

Table 1. What the Tower Supplies

SupplyHow the tower provides it
AirA fan moves fresh air past the leaves
WaterWater flows past the bare roots
LightBright lamps shine on the leaves

Table 2. Total Mass of the Lettuce Plants

WeekTotal mass of plants
040 grams
290 grams
4170 grams
6300 grams
" } }, "questions": [ { "n": 1, "item_id": "_e7015104-8110-4a39-b0aa-2801d3f6c179", "type": "choice", "title": "Drawer Objects Shared Properties", "standards": [ "5-PS1-3" ], "prompt_html": "

Look at Table 1 and Table 2.

Which pair of properties is shared by all four of these objects: the spoon, the marble, the block, and the paper clips?

", "prompt_plain": "Look at Table 1 and Table 2. Which pair of properties is shared by all four of these objects: the spoon, the marble, the block, and the paper clips?", "context_html": "", "options": [ { "id": "cA1", "text": "They are pulled by the magnet and they conduct electricity.", "plain": "They are pulled by the magnet and they conduct electricity.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "They are solid at room temperature and do not dissolve in water.", "plain": "They are solid at room temperature and do not dissolve in water.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "They conduct electricity and they do not dissolve in water.", "plain": "They conduct electricity and they do not dissolve in water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "They are solid at room temperature and are pulled by the magnet.", "plain": "They are solid at room temperature and are pulled by the magnet.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_99fd35c2-35f8-436f-bd42-55cc28b161dc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Kitchen Drawer Object Sort

A student empties a kitchen drawer and picks five objects for a sorting tray. The objects are a metal spoon, a glass marble, a wooden block, a stack of steel paper clips, and a sealed packet of sugar. The student measures each object’s mass and checks its state at room temperature (Table 1). Then the student runs three tests on each object: holding a magnet close to it, stirring it into a cup of water, and checking whether electricity passes through it (Table 2). For the stir test, the student opens the packet and stirs the loose sugar into the water.

Table 1. Mass and State

ObjectMassState at room temperature
Metal spoon41 gSolid
Glass marble6 gSolid
Wooden block27 gSolid
Steel paper clips (stack)12 gSolid
Sugar (from the packet)4 gSolid

Table 2. Three Test Results

ObjectMagnet testStirred into waterConductivity test
Metal spoonPulled toward the magnetDoes not dissolveConducts electricity
Glass marbleNot pulledDoes not dissolveDoes not conduct
Wooden blockNot pulledDoes not dissolveDoes not conduct
Steel paper clips (stack)Pulled toward the magnetDo not dissolveConduct electricity
Sugar (from the packet)Not pulledDissolvesDoes not conduct

\"An

", "passage_plain": "Kitchen Drawer Object Sort A student empties a kitchen drawer and picks five objects for a sorting tray. The objects are a metal spoon, a glass marble, a wooden block, a stack of steel paper clips, and a sealed packet of sugar. The student measures each object’s mass and checks its state at room temperature (Table 1). Then the student runs three tests on each object: holding a magnet close to it, stirring it into a cup of water, and checking whether electricity passes through it (Table 2). For the stir test, the student opens the packet and stirs the loose sugar into the water. Table 1. Mass and State Object Mass State at room temperature Metal spoon 41 g Solid Glass marble 6 g Solid Wooden block 27 g Solid Steel paper clips (stack) 12 g Solid Sugar (from the packet) 4 g Solid Table 2. Three Test Results Object Magnet test Stirred into water Conductivity test Metal spoon Pulled toward the magnet Does not dissolve Conducts electricity Glass marble Not pulled Does not dissolve Does not conduct Wooden block Not pulled Does not dissolve Does not conduct Steel paper clips (stack) Pulled toward the magnet Do not dissolve Conduct electricity Sugar (from the packet) Not pulled Dissolves Does not conduct" }, { "n": 2, "item_id": "_cbfc8575-c863-4321-8b95-113561dbacdf", "type": "choice", "title": "True for Every Tray Object", "standards": [ "5-PS1-3" ], "prompt_html": "

Look at Table 1 and Table 2.

Choose the TWO statements that are true for every object on the tray, including the sugar.

", "prompt_plain": "Look at Table 1 and Table 2. Choose the TWO statements that are true for every object on the tray, including the sugar.", "context_html": "", "options": [ { "id": "cA1", "text": "Every object on the tray is a solid at room temperature.", "plain": "Every object on the tray is a solid at room temperature.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Every object on the tray is pulled toward the magnet.", "plain": "Every object on the tray is pulled toward the magnet.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Every object on the tray has a mass less than 50 grams.", "plain": "Every object on the tray has a mass less than 50 grams.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Every object on the tray dissolves when it is stirred into water.", "plain": "Every object on the tray dissolves when it is stirred into water.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Every object on the tray conducts electricity in the test.", "plain": "Every object on the tray conducts electricity in the test.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_99fd35c2-35f8-436f-bd42-55cc28b161dc" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Kitchen Drawer Object Sort

A student empties a kitchen drawer and picks five objects for a sorting tray. The objects are a metal spoon, a glass marble, a wooden block, a stack of steel paper clips, and a sealed packet of sugar. The student measures each object’s mass and checks its state at room temperature (Table 1). Then the student runs three tests on each object: holding a magnet close to it, stirring it into a cup of water, and checking whether electricity passes through it (Table 2). For the stir test, the student opens the packet and stirs the loose sugar into the water.

Table 1. Mass and State

ObjectMassState at room temperature
Metal spoon41 gSolid
Glass marble6 gSolid
Wooden block27 gSolid
Steel paper clips (stack)12 gSolid
Sugar (from the packet)4 gSolid

Table 2. Three Test Results

ObjectMagnet testStirred into waterConductivity test
Metal spoonPulled toward the magnetDoes not dissolveConducts electricity
Glass marbleNot pulledDoes not dissolveDoes not conduct
Wooden blockNot pulledDoes not dissolveDoes not conduct
Steel paper clips (stack)Pulled toward the magnetDo not dissolveConduct electricity
Sugar (from the packet)Not pulledDissolvesDoes not conduct

\"An

", "passage_plain": "Kitchen Drawer Object Sort A student empties a kitchen drawer and picks five objects for a sorting tray. The objects are a metal spoon, a glass marble, a wooden block, a stack of steel paper clips, and a sealed packet of sugar. The student measures each object’s mass and checks its state at room temperature (Table 1). Then the student runs three tests on each object: holding a magnet close to it, stirring it into a cup of water, and checking whether electricity passes through it (Table 2). For the stir test, the student opens the packet and stirs the loose sugar into the water. Table 1. Mass and State Object Mass State at room temperature Metal spoon 41 g Solid Glass marble 6 g Solid Wooden block 27 g Solid Steel paper clips (stack) 12 g Solid Sugar (from the packet) 4 g Solid Table 2. Three Test Results Object Magnet test Stirred into water Conductivity test Metal spoon Pulled toward the magnet Does not dissolve Conducts electricity Glass marble Not pulled Does not dissolve Does not conduct Wooden block Not pulled Does not dissolve Does not conduct Steel paper clips (stack) Pulled toward the magnet Do not dissolve Conduct electricity Sugar (from the packet) Not pulled Dissolves Does not conduct" }, { "n": 3, "item_id": "_6c3c95ec-36a6-4d0e-9aa8-ddb40d34186c", "type": "choice", "title": "Sugar in the Stir Test", "standards": [ "5-PS1-4" ], "prompt_html": "

Table 2 shows that the sugar dissolves when the student stirs it into the cup of water.

Which statement describes what happens to the sugar when it dissolves?

", "prompt_plain": "Table 2 shows that the sugar dissolves when the student stirs it into the cup of water. Which statement describes what happens to the sugar when it dissolves?", "context_html": "", "options": [ { "id": "cA1", "text": "It melts into a puddle of liquid sugar because the water is warm.", "plain": "It melts into a puddle of liquid sugar because the water is warm.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It changes into a new substance that is not sugar when it touches the water.", "plain": "It changes into a new substance that is not sugar when it touches the water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It breaks into pieces too small to see and mixes through the water.", "plain": "It breaks into pieces too small to see and mixes through the water.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "It is destroyed by the water, so the cup no longer holds sugar.", "plain": "It is destroyed by the water, so the cup no longer holds sugar.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_99fd35c2-35f8-436f-bd42-55cc28b161dc" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Kitchen Drawer Object Sort

A student empties a kitchen drawer and picks five objects for a sorting tray. The objects are a metal spoon, a glass marble, a wooden block, a stack of steel paper clips, and a sealed packet of sugar. The student measures each object’s mass and checks its state at room temperature (Table 1). Then the student runs three tests on each object: holding a magnet close to it, stirring it into a cup of water, and checking whether electricity passes through it (Table 2). For the stir test, the student opens the packet and stirs the loose sugar into the water.

Table 1. Mass and State

ObjectMassState at room temperature
Metal spoon41 gSolid
Glass marble6 gSolid
Wooden block27 gSolid
Steel paper clips (stack)12 gSolid
Sugar (from the packet)4 gSolid

Table 2. Three Test Results

ObjectMagnet testStirred into waterConductivity test
Metal spoonPulled toward the magnetDoes not dissolveConducts electricity
Glass marbleNot pulledDoes not dissolveDoes not conduct
Wooden blockNot pulledDoes not dissolveDoes not conduct
Steel paper clips (stack)Pulled toward the magnetDo not dissolveConduct electricity
Sugar (from the packet)Not pulledDissolvesDoes not conduct

\"An

", "passage_plain": "Kitchen Drawer Object Sort A student empties a kitchen drawer and picks five objects for a sorting tray. The objects are a metal spoon, a glass marble, a wooden block, a stack of steel paper clips, and a sealed packet of sugar. The student measures each object’s mass and checks its state at room temperature (Table 1). Then the student runs three tests on each object: holding a magnet close to it, stirring it into a cup of water, and checking whether electricity passes through it (Table 2). For the stir test, the student opens the packet and stirs the loose sugar into the water. Table 1. Mass and State Object Mass State at room temperature Metal spoon 41 g Solid Glass marble 6 g Solid Wooden block 27 g Solid Steel paper clips (stack) 12 g Solid Sugar (from the packet) 4 g Solid Table 2. Three Test Results Object Magnet test Stirred into water Conductivity test Metal spoon Pulled toward the magnet Does not dissolve Conducts electricity Glass marble Not pulled Does not dissolve Does not conduct Wooden block Not pulled Does not dissolve Does not conduct Steel paper clips (stack) Pulled toward the magnet Do not dissolve Conduct electricity Sugar (from the packet) Not pulled Dissolves Does not conduct" }, { "n": 4, "item_id": "_1e6dd212-3302-4319-86ca-37a668631722", "type": "choice", "title": "Air Freshener Down the Hallway", "standards": [ "5-PS1-1" ], "prompt_html": "

Ayla sprays one puff of air freshener beside the door at one end of a long school hallway. One minute later, students at the far end of the hallway smell it.

\"A

Which statement uses the particle model to best explain how the smell reached the far end?

", "prompt_plain": "Ayla sprays one puff of air freshener beside the door at one end of a long school hallway. One minute later, students at the far end of the hallway smell it. Which statement uses the particle model to best explain how the smell reached the far end?", "context_html": "", "options": [ { "id": "cA1", "text": "The spray gives off a smell that is not matter, so nothing travels down the hallway.", "plain": "The spray gives off a smell that is not matter, so nothing travels down the hallway.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The scent waits in one cloud by the door until a passing student pushes the air along.", "plain": "The scent waits in one cloud by the door until a passing student pushes the air along.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Each scent particle swells up until it is large enough to fill the whole hallway.", "plain": "Each scent particle swells up until it is large enough to fill the whole hallway.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Tiny scent particles move through the air, mixing among the air particles down the hallway.", "plain": "Tiny scent particles move through the air, mixing among the air particles down the hallway.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot04.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_9e2f75a4-d1c1-4463-a1de-2e221d59f3df", "type": "text-entry", "title": "Sealed Flask on the Balance", "standards": [ "5-PS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Birta pushes a pad of steel wool into a glass flask and screws the cap on tightly, so nothing can get in or out. She places the sealed flask on a balance, and it reads 246 grams. After five days, reddish-brown rust has formed on the steel wool inside the still-sealed flask.

What will the balance read, in grams, when Birta weighs the sealed flask again?

Give your answer as a whole number (e.g., 30).

Balance reading in grams:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot05_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "246" ] }, "n_options": 0 }, { "n": 6, "item_id": "_6edc78c2-9972-40e2-8633-497fadd6c114", "type": "choice", "title": "Salt Jar and Sand Jar", "standards": [ "5-PS1-4" ], "prompt_html": "

A student stirs a spoonful of table salt into a jar of water. The student stirs a spoonful of sand into a second, identical jar of water. Both jars then sit still for five minutes. The figure shows the two jars right after stirring.

\"Two

Choose the TWO observations the student should expect after the five minutes.

", "prompt_plain": "A student stirs a spoonful of table salt into a jar of water. The student stirs a spoonful of sand into a second, identical jar of water. Both jars then sit still for five minutes. The figure shows the two jars right after stirring. Choose the TWO observations the student should expect after the five minutes.", "context_html": "", "options": [ { "id": "cA1", "text": "In the salt jar, the salt gathers in a thick layer on the bottom.", "plain": "In the salt jar, the salt gathers in a thick layer on the bottom.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "In the salt jar, the salt can no longer be seen in the clear water.", "plain": "In the salt jar, the salt can no longer be seen in the clear water.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "In the sand jar, the sand spreads out and disappears into the water.", "plain": "In the sand jar, the sand spreads out and disappears into the water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "In both jars, the water level drops because the solids soak up the water.", "plain": "In both jars, the water level drops because the solids soak up the water.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "In the sand jar, the sand settles into a layer on the jar's bottom.", "plain": "In the sand jar, the sand settles into a layer on the jar's bottom.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot06.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_cd1f2c3b-d0d0-42df-a83d-de2462aa094b", "type": "choice", "title": "Sugar in Two Teas", "standards": [ "5-PS1-1" ], "prompt_html": "

Ciro stirs one spoonful of sugar into a glass of hot tea and one spoonful into a glass of cold tea, stirring both the same way. The sugar disappears in the hot tea long before it disappears in the cold tea.

\"Two

Which statement best explains why the sugar dissolves faster in the hot tea?

", "prompt_plain": "Ciro stirs one spoonful of sugar into a glass of hot tea and one spoonful into a glass of cold tea, stirring both the same way. The sugar disappears in the hot tea long before it disappears in the cold tea. Which statement best explains why the sugar dissolves faster in the hot tea?", "context_html": "", "options": [ { "id": "cA1", "text": "The particles of the hot tea move faster, so they spread the sugar particles apart sooner.", "plain": "The particles of the hot tea move faster, so they spread the sugar particles apart sooner.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The sugar in the hot tea melts into a liquid instead of mixing into the tea.", "plain": "The sugar in the hot tea melts into a liquid instead of mixing into the tea.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The particles of the cold tea have stopped moving, so sugar mixes into it very slowly.", "plain": "The particles of the cold tea have stopped moving, so sugar mixes into it very slowly.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The hot tea destroys some of the sugar particles, so less sugar is left behind to see.", "plain": "The hot tea destroys some of the sugar particles, so less sugar is left behind to see.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot07.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_158f5247-6914-4333-b81b-c4540f7a2468", "type": "choice", "title": "Globe Drop Debate Part A", "standards": [ "5-PS2-1" ], "prompt_html": "

Part A

Look at Figure 1.

Which diagram correctly shows the direction each stone moves after it is dropped?

", "prompt_plain": "Part A Look at Figure 1. Which diagram correctly shows the direction each stone moves after it is dropped?", "context_html": "", "options": [ { "id": "cA1", "text": "

\"Small

At all four points, the arrow points from the stone toward the center of Earth.

", "plain": "At all four points, the arrow points from the stone toward the center of Earth.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "

\"Small

At all four points, the arrow points toward the bottom edge of the diagram.

", "plain": "At all four points, the arrow points toward the bottom edge of the diagram.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "

\"Small

The arrows point toward Earth everywhere except at the bottom, where the arrow points into space.

", "plain": "The arrows point toward Earth everywhere except at the bottom, where the arrow points into space.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "

\"Small

The top stone's arrow points toward Earth; the other three stones float in place.

", "plain": "The top stone's arrow points toward Earth; the other three stones float in place.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot08a.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot08b.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot08c.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot08d.png" ], "stimulus_ids": [ "_f0606c0f-10c3-47ff-893e-19878be65904" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Globe Drop Debate

Davina and Elvan study a diagram of Earth drawn as a globe. Four people stand at four points on the globe: the top, the bottom, and both sides. Each person holds a small stone, ready to drop it. The two students disagree about which way each stone will move. Elvan writes his idea on a card: “People at the bottom of Earth would fall off, and so would anything they drop.” Figure 1 shows the globe and the four points.

\"A

", "passage_plain": "Globe Drop Debate Davina and Elvan study a diagram of Earth drawn as a globe. Four people stand at four points on the globe: the top, the bottom, and both sides. Each person holds a small stone, ready to drop it. The two students disagree about which way each stone will move. Elvan writes his idea on a card: “People at the bottom of Earth would fall off, and so would anything they drop.” Figure 1 shows the globe and the four points." }, { "n": 9, "item_id": "_f1439396-dae7-41d7-ade2-160b69fb77f2", "type": "choice", "title": "Globe Drop Debate Part B", "standards": [ "5-PS2-1" ], "prompt_html": "

Part B

Which observation is the best evidence that the claim on Elvan’s card is wrong?

", "prompt_plain": "Part B Which observation is the best evidence that the claim on Elvan’s card is wrong?", "context_html": "", "options": [ { "id": "cA1", "text": "Heavy stones press harder against the ground than light stones do.", "plain": "Heavy stones press harder against the ground than light stones do.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Classroom globes stand on bases, so nothing slides off of them.", "plain": "Classroom globes stand on bases, so nothing slides off of them.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Most people live on the upper half of Earth, far away from the bottom.", "plain": "Most people live on the upper half of Earth, far away from the bottom.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "People on the opposite side of Earth see dropped objects land at their feet.", "plain": "People on the opposite side of Earth see dropped objects land at their feet.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f0606c0f-10c3-47ff-893e-19878be65904" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Globe Drop Debate

Davina and Elvan study a diagram of Earth drawn as a globe. Four people stand at four points on the globe: the top, the bottom, and both sides. Each person holds a small stone, ready to drop it. The two students disagree about which way each stone will move. Elvan writes his idea on a card: “People at the bottom of Earth would fall off, and so would anything they drop.” Figure 1 shows the globe and the four points.

\"A

", "passage_plain": "Globe Drop Debate Davina and Elvan study a diagram of Earth drawn as a globe. Four people stand at four points on the globe: the top, the bottom, and both sides. Each person holds a small stone, ready to drop it. The two students disagree about which way each stone will move. Elvan writes his idea on a card: “People at the bottom of Earth would fall off, and so would anything they drop.” Figure 1 shows the globe and the four points." }, { "n": 10, "item_id": "_678d5b8d-9aa6-4c2d-919f-9d8fa24706c6", "type": "choice", "title": "Prairie Energy Pathway Part A", "standards": [ "5-PS3-1" ], "prompt_html": "

Part A

Look at Table 1.

Which row correctly explains how energy begins the pathway that can later reach the fox?

", "prompt_plain": "Part A Look at Table 1. Which row correctly explains how energy begins the pathway that can later reach the fox?", "context_html": "", "options": [ { "id": "cA1", "text": "Row 1", "plain": "Row 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Row 2", "plain": "Row 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Row 3", "plain": "Row 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Row 4", "plain": "Row 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4485a21b-407a-4eef-be67-1662015398f6" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Prairie Restoration Plot

A class visits a restored prairie plot where wild lupine, a prairie flower, was planted two years ago. The plot’s visitor worksheet lists four rows. Each row names a possible energy source for the lupine and tells how the lupine would use it (Table 1). A feeding note on the worksheet says: “Small animals in the plot eat lupine leaves and seeds, and a fox hunts those small animals.” After reading the worksheet, Fumiko says, “The fox gets its energy straight from the sun.”

Table 1. Possible Energy Sources for the Lupine

RowEnergy sourceHow the lupine would use it
Row 1SoilIts roots take in soil, and the soil itself is the lupine’s food.
Row 2SunlightIts leaves take in sunlight and use it to make the lupine’s food.
Row 3WaterIt drinks water, and the water itself is the lupine’s food.
Row 4Fertilizer pelletsIt eats the pellets, which garden stores call “plant food.”
", "passage_plain": "Prairie Restoration Plot A class visits a restored prairie plot where wild lupine, a prairie flower, was planted two years ago. The plot’s visitor worksheet lists four rows. Each row names a possible energy source for the lupine and tells how the lupine would use it (Table 1). A feeding note on the worksheet says: “Small animals in the plot eat lupine leaves and seeds, and a fox hunts those small animals.” After reading the worksheet, Fumiko says, “The fox gets its energy straight from the sun.” Table 1. Possible Energy Sources for the Lupine Row Energy source How the lupine would use it Row 1 Soil Its roots take in soil, and the soil itself is the lupine’s food. Row 2 Sunlight Its leaves take in sunlight and use it to make the lupine’s food. Row 3 Water It drinks water, and the water itself is the lupine’s food. Row 4 Fertilizer pellets It eats the pellets, which garden stores call “plant food.”" }, { "n": 11, "item_id": "_841148fb-67bb-44b8-9d85-fe11b5896fb7", "type": "choice", "title": "Fox Energy Claim Part B", "standards": [ "5-PS3-1" ], "prompt_html": "

Part B

Read Fumiko’s claim and the feeding note again.

Which corrected claim about how the fox gets energy is best supported by Table 1 and the feeding note?

", "prompt_plain": "Part B Read Fumiko’s claim and the feeding note again. Which corrected claim about how the fox gets energy is best supported by Table 1 and the feeding note?", "context_html": "", "options": [ { "id": "cA1", "text": "The fox uses no energy from the sun because hunting creates new energy for it.", "plain": "The fox uses no energy from the sun because hunting creates new energy for it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The fox soaks up sunlight with its fur and uses that sunlight as food energy.", "plain": "The fox soaks up sunlight with its fur and uses that sunlight as food energy.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The energy from the sun reaches the fox through plants and the animals that eat them.", "plain": "The energy from the sun reaches the fox through plants and the animals that eat them.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The fox takes in its energy from the prairie soil and water, not the sun.", "plain": "The fox takes in its energy from the prairie soil and water, not the sun.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4485a21b-407a-4eef-be67-1662015398f6" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Prairie Restoration Plot

A class visits a restored prairie plot where wild lupine, a prairie flower, was planted two years ago. The plot’s visitor worksheet lists four rows. Each row names a possible energy source for the lupine and tells how the lupine would use it (Table 1). A feeding note on the worksheet says: “Small animals in the plot eat lupine leaves and seeds, and a fox hunts those small animals.” After reading the worksheet, Fumiko says, “The fox gets its energy straight from the sun.”

Table 1. Possible Energy Sources for the Lupine

RowEnergy sourceHow the lupine would use it
Row 1SoilIts roots take in soil, and the soil itself is the lupine’s food.
Row 2SunlightIts leaves take in sunlight and use it to make the lupine’s food.
Row 3WaterIt drinks water, and the water itself is the lupine’s food.
Row 4Fertilizer pelletsIt eats the pellets, which garden stores call “plant food.”
", "passage_plain": "Prairie Restoration Plot A class visits a restored prairie plot where wild lupine, a prairie flower, was planted two years ago. The plot’s visitor worksheet lists four rows. Each row names a possible energy source for the lupine and tells how the lupine would use it (Table 1). A feeding note on the worksheet says: “Small animals in the plot eat lupine leaves and seeds, and a fox hunts those small animals.” After reading the worksheet, Fumiko says, “The fox gets its energy straight from the sun.” Table 1. Possible Energy Sources for the Lupine Row Energy source How the lupine would use it Row 1 Soil Its roots take in soil, and the soil itself is the lupine’s food. Row 2 Sunlight Its leaves take in sunlight and use it to make the lupine’s food. Row 3 Water It drinks water, and the water itself is the lupine’s food. Row 4 Fertilizer pellets It eats the pellets, which garden stores call “plant food.”" }, { "n": 12, "item_id": "_f10da0a2-b69c-40fa-8f75-3ab0cc9a6758", "type": "hottext", "title": "Lettuce Log Evidence", "standards": [ "5-LS1-1" ], "prompt_html": "

Keziah keeps the class log for the lettuce tower. Five lines from the log are shown below.

Select the ONE line that is the best evidence that the new lettuce mass came mostly from air and water.

", "prompt_plain": "Keziah keeps the class log for the lettuce tower. Five lines from the log are shown below. Select the ONE line that is the best evidence that the new lettuce mass came mostly from air and water.", "context_html": "", "options": [ { "id": "hA12", "text": "Week 1: I set six young lettuce plants into the cups of the tower.", "plain": "Week 1: I set six young lettuce plants into the cups of the tower.", "correct": false, "kind": "hottext" }, { "id": "hB12", "text": "Week 2: The fan kept fresh air moving past the leaves under the bright lamps.", "plain": "Week 2: The fan kept fresh air moving past the leaves under the bright lamps.", "correct": false, "kind": "hottext" }, { "id": "hC12", "text": "Week 3: New leaves opened near the top, and every plant looked heavier than the week before.", "plain": "Week 3: New leaves opened near the top, and every plant looked heavier than the week before.", "correct": false, "kind": "hottext" }, { "id": "hD12", "text": "Week 4: The bare roots hung white and clean in the flowing water.", "plain": "Week 4: The bare roots hung white and clean in the flowing water.", "correct": false, "kind": "hottext" }, { "id": "hE12", "text": "Week 6: The plants gained 260 grams, and no soil or plant food was ever put into the tower.", "plain": "Week 6: The plants gained 260 grams, and no soil or plant food was ever put into the tower.", "correct": true, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_576ad76f-c3d2-4b79-9f35-5f0afa2e510b" ], "key_letters": "", "key_values": { "RESPONSE": [ "hE12" ] }, "n_options": 5, "passage_html": "

Lettuce Tower Greenhouse

A greenhouse class grows lettuce in a tall tower. The tower holds no soil at all. Each lettuce plant sits in a small cup. Its bare roots hang in water that flows down the tower. Figure 1 shows the tower. Table 1 lists everything the tower supplies to the plants. Table 2 shows the mass of all the lettuce plants together, measured every two weeks.

Figure 1. The lettuce tower

\"A

Table 1. What the Tower Supplies

SupplyHow the tower provides it
AirA fan moves fresh air past the leaves
WaterWater flows past the bare roots
LightBright lamps shine on the leaves

Table 2. Total Mass of the Lettuce Plants

WeekTotal mass of plants
040 grams
290 grams
4170 grams
6300 grams
", "passage_plain": "Lettuce Tower Greenhouse A greenhouse class grows lettuce in a tall tower. The tower holds no soil at all. Each lettuce plant sits in a small cup. Its bare roots hang in water that flows down the tower. Figure 1 shows the tower. Table 1 lists everything the tower supplies to the plants. Table 2 shows the mass of all the lettuce plants together, measured every two weeks. Figure 1. The lettuce tower Table 1. What the Tower Supplies Supply How the tower provides it Air A fan moves fresh air past the leaves Water Water flows past the bare roots Light Bright lamps shine on the leaves Table 2. Total Mass of the Lettuce Plants Week Total mass of plants 0 40 grams 2 90 grams 4 170 grams 6 300 grams" }, { "n": 13, "item_id": "_411a2152-4fb2-4071-8e41-c062414067bb", "type": "choice", "title": "Photosynthesis Raw Materials", "standards": [ "5-LS1-1" ], "prompt_html": "

The lettuce plants make their own sugar through photosynthesis. Light from the lamps supplies the energy for this process.

Look at Table 1. Which pair of materials must the tower supply so the plants can make sugar?

", "prompt_plain": "The lettuce plants make their own sugar through photosynthesis. Light from the lamps supplies the energy for this process. Look at Table 1. Which pair of materials must the tower supply so the plants can make sugar?", "context_html": "", "options": [ { "id": "cA1", "text": "Oxygen from the moving air and minerals from soil", "plain": "Oxygen from the moving air and minerals from soil", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Carbon dioxide from the air and water at the roots", "plain": "Carbon dioxide from the air and water at the roots", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Ready-made sugar and plant food mixed into the water", "plain": "Ready-made sugar and plant food mixed into the water", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Warmth from the lamps and oxygen from the water", "plain": "Warmth from the lamps and oxygen from the water", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_576ad76f-c3d2-4b79-9f35-5f0afa2e510b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Lettuce Tower Greenhouse

A greenhouse class grows lettuce in a tall tower. The tower holds no soil at all. Each lettuce plant sits in a small cup. Its bare roots hang in water that flows down the tower. Figure 1 shows the tower. Table 1 lists everything the tower supplies to the plants. Table 2 shows the mass of all the lettuce plants together, measured every two weeks.

Figure 1. The lettuce tower

\"A

Table 1. What the Tower Supplies

SupplyHow the tower provides it
AirA fan moves fresh air past the leaves
WaterWater flows past the bare roots
LightBright lamps shine on the leaves

Table 2. Total Mass of the Lettuce Plants

WeekTotal mass of plants
040 grams
290 grams
4170 grams
6300 grams
", "passage_plain": "Lettuce Tower Greenhouse A greenhouse class grows lettuce in a tall tower. The tower holds no soil at all. Each lettuce plant sits in a small cup. Its bare roots hang in water that flows down the tower. Figure 1 shows the tower. Table 1 lists everything the tower supplies to the plants. Table 2 shows the mass of all the lettuce plants together, measured every two weeks. Figure 1. The lettuce tower Table 1. What the Tower Supplies Supply How the tower provides it Air A fan moves fresh air past the leaves Water Water flows past the bare roots Light Bright lamps shine on the leaves Table 2. Total Mass of the Lettuce Plants Week Total mass of plants 0 40 grams 2 90 grams 4 170 grams 6 300 grams" }, { "n": 14, "item_id": "_fa8da439-4b60-476c-9042-922444f79a1d", "type": "choice", "title": "Pond Food Web Part A", "standards": [ "5-LS2-1" ], "prompt_html": "

Part A

Look at Figure 1. One arrow points from the algae to the insect larvae.

What does this arrow show?

", "prompt_plain": "Part A Look at Figure 1. One arrow points from the algae to the insect larvae. What does this arrow show?", "context_html": "", "options": [ { "id": "cA1", "text": "The larvae send some of their energy back to the algae.", "plain": "The larvae send some of their energy back to the algae.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The algae and the larvae compete with each other for food.", "plain": "The algae and the larvae compete with each other for food.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The algae and the larvae each make their own food from sunlight.", "plain": "The algae and the larvae each make their own food from sunlight.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The algae pass matter and energy to the larvae that eat them.", "plain": "The algae pass matter and energy to the larvae that eat them.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fe52f347-060f-478b-93fd-e50701584ec1" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Beaver Pond Food Web

A beaver family lives in a town pond. The beavers gnaw off willow branches and eat the soft bark. Cut willow branches float in the shallow water. Figure 1 shows part of the pond food web. Each arrow points from a living thing to the eater that uses it for food. The pond crew posted a work plan by the pond. The plan says workers will move the beaver family to a wildlife area next month.

Figure 1. Part of the pond food web

\"Food

", "passage_plain": "Beaver Pond Food Web A beaver family lives in a town pond. The beavers gnaw off willow branches and eat the soft bark. Cut willow branches float in the shallow water. Figure 1 shows part of the pond food web. Each arrow points from a living thing to the eater that uses it for food. The pond crew posted a work plan by the pond. The plan says workers will move the beaver family to a wildlife area next month. Figure 1. Part of the pond food web" }, { "n": 15, "item_id": "_9ba4c0e2-8e45-4521-b591-99e561df2b3b", "type": "choice", "title": "Pond Food Web Part B", "standards": [ "5-LS2-1" ], "prompt_html": "

Part B

The posted work plan says the beaver family will be moved out next month. The cut willow branches will stay behind in the pond.

Which statement best describes what will happen to the matter stored in those branches?

", "prompt_plain": "Part B The posted work plan says the beaver family will be moved out next month. The cut willow branches will stay behind in the pond. Which statement best describes what will happen to the matter stored in those branches?", "context_html": "", "options": [ { "id": "cA1", "text": "The larvae and decomposers will break down the branches, moving that matter through the pond system.", "plain": "The larvae and decomposers will break down the branches, moving that matter through the pond system.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The matter in the branches will leave the pond when the beavers are moved out.", "plain": "The matter in the branches will leave the pond when the beavers are moved out.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The branches will keep their matter locked inside, because dead wood cannot be used as food.", "plain": "The branches will keep their matter locked inside, because dead wood cannot be used as food.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The matter in the branches will change into light energy for the algae to use.", "plain": "The matter in the branches will change into light energy for the algae to use.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fe52f347-060f-478b-93fd-e50701584ec1" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Beaver Pond Food Web

A beaver family lives in a town pond. The beavers gnaw off willow branches and eat the soft bark. Cut willow branches float in the shallow water. Figure 1 shows part of the pond food web. Each arrow points from a living thing to the eater that uses it for food. The pond crew posted a work plan by the pond. The plan says workers will move the beaver family to a wildlife area next month.

Figure 1. Part of the pond food web

\"Food

", "passage_plain": "Beaver Pond Food Web A beaver family lives in a town pond. The beavers gnaw off willow branches and eat the soft bark. Cut willow branches float in the shallow water. Figure 1 shows part of the pond food web. Each arrow points from a living thing to the eater that uses it for food. The pond crew posted a work plan by the pond. The plan says workers will move the beaver family to a wildlife area next month. Figure 1. Part of the pond food web" }, { "n": 16, "item_id": "_aefcf4ab-56f0-40c7-94d3-8046937e55c4", "type": "choice", "title": "Balloon-Straw Car Forces", "standards": [ "3-PS2-1" ], "prompt_html": "

Halvor builds a balloon-straw car. He tapes a straw to the top of a small toy car. He blows up a balloon through the straw and pinches the straw shut. The car sits still on the floor. When Halvor lets go, air rushes out of the straw and the car starts to roll.

\"A

Which statement best describes the forces acting on the car when the air rushes out?

", "prompt_plain": "Halvor builds a balloon-straw car. He tapes a straw to the top of a small toy car. He blows up a balloon through the straw and pinches the straw shut. The car sits still on the floor. When Halvor lets go, air rushes out of the straw and the car starts to roll. Which statement best describes the forces acting on the car when the air rushes out?", "context_html": "", "options": [ { "id": "cA1", "text": "The forces on the car stay balanced, and balanced forces make the car speed up.", "plain": "The forces on the car stay balanced, and balanced forces make the car speed up.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The escaping air causes an unbalanced force, so the car starts to move.", "plain": "The escaping air causes an unbalanced force, so the car starts to move.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Gravity pulls the car forward across the floor as soon as the air escapes.", "plain": "Gravity pulls the car forward across the floor as soon as the air escapes.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "No forces act on the car while it rolls, because rolling needs no force.", "plain": "No forces act on the car while it rolls, because rolling needs no force.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot16.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_b7fae7d1-a554-410a-9ef1-2d517270e267", "type": "choice", "title": "Saved Seed Colors", "standards": [ "3-LS3-1" ], "prompt_html": "

Gwenna grows garden flowers. Last fall she saved seeds from plants that made dark seeds. This spring she planted those saved seeds. Most of the new plants also make dark seeds.

Which statement best explains why most of the new plants make dark seeds?

", "prompt_plain": "Gwenna grows garden flowers. Last fall she saved seeds from plants that made dark seeds. This spring she planted those saved seeds. Most of the new plants also make dark seeds. Which statement best explains why most of the new plants make dark seeds?", "context_html": "", "options": [ { "id": "cA1", "text": "Seed color is a trait the garden soil gives to growing seeds.", "plain": "Seed color is a trait the garden soil gives to growing seeds.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "New plants make dark seeds to hide them from hungry birds.", "plain": "New plants make dark seeds to hide them from hungry birds.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Strong spring sunlight darkened the seeds while they were still ripening.", "plain": "Strong spring sunlight darkened the seeds while they were still ripening.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Seed color is an inherited trait passed on from the parent plants.", "plain": "Seed color is an inherited trait passed on from the parent plants.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 18, "item_id": "_7cf54d88-ad7e-43b5-8b75-fbdd1c070019", "type": "choice", "title": "Stoat Seasons Card", "standards": [ "3-LS4-2" ], "prompt_html": "

A stoat is a small hunting animal that lives where winters are snowy. The seasons card shows the same stoat in summer and in winter. In summer its coat is brown. In winter its coat is white.

\"A

Which statement best explains how the coat change helps the stoat survive?

", "prompt_plain": "A stoat is a small hunting animal that lives where winters are snowy. The seasons card shows the same stoat in summer and in winter. In summer its coat is brown. In winter its coat is white. Which statement best explains how the coat change helps the stoat survive?", "context_html": "", "options": [ { "id": "cA1", "text": "The coat matches the ground in both seasons, making the stoat hard to see.", "plain": "The coat matches the ground in both seasons, making the stoat hard to see.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The white winter fur takes in more sunlight to keep the stoat warm.", "plain": "The white winter fur takes in more sunlight to keep the stoat warm.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The stoat decides to change its color each time danger comes close.", "plain": "The stoat decides to change its color each time danger comes close.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The color change lets the stoat sleep through the winter without hunting food.", "plain": "The color change lets the stoat sleep through the winter without hunting food.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot18.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 19, "item_id": "_a33064b3-c9da-4a8c-b6e5-e5a3fcf32acd", "type": "inline-choice", "title": "Weekend Forecast Table", "standards": [ "3-ESS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Kirra’s class checks the weekend forecast before a winter trip. Table 1 shows the forecast. Water freezes at 32 °F.

Table 1. Weekend Weather Forecast

DayHigh temperatureLow temperatureSky
Saturday28 °F19 °FGray clouds, precipitation expected
Sunday26 °F17 °FGray clouds, precipitation expected

Choose the word or phrase that best completes each sentence.

This weekend the precipitation will fall as .

It will fall that way because both days stay .

", "options": [ { "id": "c19d1o1", "text": "rain", "plain": "rain", "correct": false, "kind": "inline" }, { "id": "c19d1o2", "text": "snow", "plain": "snow", "correct": true, "kind": "inline" }, { "id": "c19d1o3", "text": "hail", "plain": "hail", "correct": false, "kind": "inline" }, { "id": "c19d2o1", "text": "above freezing", "plain": "above freezing", "correct": false, "kind": "inline" }, { "id": "c19d2o2", "text": "at freezing", "plain": "at freezing", "correct": false, "kind": "inline" }, { "id": "c19d2o3", "text": "below freezing", "plain": "below freezing", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c19d1o2" ], "RESPONSE2": [ "c19d2o3" ] }, "n_options": 6 }, { "n": 20, "item_id": "_f1a86f03-d6dc-43a7-96a4-781bd65a9004", "type": "choice", "title": "Three Stars From Earth", "standards": [ "5-ESS1-1" ], "prompt_html": "

Idalia studies Table 1, which compares three stars.

Table 1. Three Stars Seen from Earth

StarLight the star gives offDistance from EarthHow bright it looks from Earth
Star RSame as the sunClosest of the threeBrightest of the three
Star V500 times the sunFarthest of the threeDimmest of the three
Star W25 times the sunIn betweenIn between

Which conclusion about star brightness does Table 1 best support?

", "prompt_plain": "Idalia studies Table 1, which compares three stars. Table 1. Three Stars Seen from Earth Star Light the star gives off Distance from Earth How bright it looks from Earth Star R Same as the sun Closest of the three Brightest of the three Star V 500 times the sun Farthest of the three Dimmest of the three Star W 25 times the sun In between In between Which conclusion about star brightness does Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Star V looks the brightest of the three because it gives off the most light.", "plain": "Star V looks the brightest of the three because it gives off the most light.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Star R gives off more light than Star W because Star R looks brighter from Earth.", "plain": "Star R gives off more light than Star W because Star R looks brighter from Earth.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Star R looks brighter than Star V because Star R is much closer to Earth.", "plain": "Star R looks brighter than Star V because Star R is much closer to Earth.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Star W looks dimmer than Star R because Star W gives off less light than Star R.", "plain": "Star W looks dimmer than Star R because Star W gives off less light than Star R.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 21, "item_id": "_7972eb5e-e8c6-4884-8e84-6bf4482acc6d", "type": "inline-choice", "title": "Earth Rotation Positions", "standards": [ "5-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The diagram shows Earth as seen from above the North Pole. Sunlight arrives from one side. The curved arrow shows Earth’s rotation direction. Four positions on Earth’s surface are labeled A, B, C, and D.

\"Earth

Choose the word or phrase that best completes each sentence.

For a person standing at position C, the time of day is closest to .

Position C has this time of day because that side of Earth is turned .

", "options": [ { "id": "c21d1o1", "text": "noon", "plain": "noon", "correct": false, "kind": "inline" }, { "id": "c21d1o2", "text": "sunset", "plain": "sunset", "correct": false, "kind": "inline" }, { "id": "c21d1o3", "text": "midnight", "plain": "midnight", "correct": true, "kind": "inline" }, { "id": "c21d2o1", "text": "toward the sun", "plain": "toward the sun", "correct": false, "kind": "inline" }, { "id": "c21d2o2", "text": "away from the sun", "plain": "away from the sun", "correct": true, "kind": "inline" }, { "id": "c21d2o3", "text": "toward the moon", "plain": "toward the moon", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot21.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c21d1o3" ], "RESPONSE2": [ "c21d2o2" ] }, "n_options": 6 }, { "n": 22, "item_id": "_2583b3c2-016d-4689-b2f4-1a162e9ed0c6", "type": "choice", "title": "Midnight Sky Notes", "standards": [ "5-ESS1-2" ], "prompt_html": "

A student faces south and looks at the night sky at midnight on the first night of three months in a row. The student records where one star pattern appears. Figure 1 shows the three notes.

Figure 1. The Three Sky Notes

\"Three

Which statement best explains why the star pattern appears in a different place at midnight each month?

", "prompt_plain": "A student faces south and looks at the night sky at midnight on the first night of three months in a row. The student records where one star pattern appears. Figure 1 shows the three notes. Figure 1. The Three Sky Notes Which statement best explains why the star pattern appears in a different place at midnight each month?", "context_html": "", "options": [ { "id": "cA1", "text": "Earth’s daily rotation slowly turns the star pattern to a new part of the sky each month.", "plain": "Earth’s daily rotation slowly turns the star pattern to a new part of the sky each month.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The stars in the pattern travel around Earth and reach a new place each month.", "plain": "The stars in the pattern travel around Earth and reach a new place each month.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The stars in the pattern drift apart and gather into a new pattern each month.", "plain": "The stars in the pattern drift apart and gather into a new pattern each month.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Earth moves along its orbit around the sun, so its night side faces different stars each month.", "plain": "Earth moves along its orbit around the sun, so its night side faces different stars each month.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot22.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 23, "item_id": "_2f7d503d-da90-416d-aec2-ce41e3404edf", "type": "choice", "title": "Cliff at the Ocean Edge", "standards": [ "5-ESS2-1" ], "prompt_html": "

The picture shows a rock cliff at the edge of the ocean. Waves hit the base of the cliff every day. Over many years, the base wears away and rock crumbles from the cliff edge.

\"Ocean

Which statement best describes the interaction between two of Earth’s systems that changes the cliff?

", "prompt_plain": "The picture shows a rock cliff at the edge of the ocean. Waves hit the base of the cliff every day. Over many years, the base wears away and rock crumbles from the cliff edge. Which statement best describes the interaction between two of Earth’s systems that changes the cliff?", "context_html": "", "options": [ { "id": "cA1", "text": "The biosphere and the geosphere interact: plant roots on the cliff top hold the cliff rock in place.", "plain": "The biosphere and the geosphere interact: plant roots on the cliff top hold the cliff rock in place.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The hydrosphere and the geosphere interact: ocean water wears away the rock at the base of the cliff.", "plain": "The hydrosphere and the geosphere interact: ocean water wears away the rock at the base of the cliff.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The atmosphere and the hydrosphere interact: wind blowing over the ocean pushes the waves toward the shore.", "plain": "The atmosphere and the hydrosphere interact: wind blowing over the ocean pushes the waves toward the shore.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The geosphere and the biosphere interact: crumbled rock pieces cover the seaweed on the rocks below.", "plain": "The geosphere and the biosphere interact: crumbled rock pieces cover the seaweed on the rocks below.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot23.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_9ff9c490-f01d-43a4-ab71-14348e734ada", "type": "choice", "title": "The 100-Cup Water Model", "standards": [ "5-ESS2-2" ], "prompt_html": "

To model all the water on Earth, a class fills 100 identical cups with water. Table 1 shows what the cups stand for.

Table 1. The 100-Cup Water Model

CupsWhat the cups stand for
97 cupsSalt water in Earth’s oceans
2 cupsFresh water frozen in ice caps and glaciers
1 cupFresh water in lakes, rivers, and under the ground

Choose the TWO conclusions about Earth’s water that the model supports.

", "prompt_plain": "To model all the water on Earth, a class fills 100 identical cups with water. Table 1 shows what the cups stand for. Table 1. The 100-Cup Water Model Cups What the cups stand for 97 cups Salt water in Earth’s oceans 2 cups Fresh water frozen in ice caps and glaciers 1 cup Fresh water in lakes, rivers, and under the ground Choose the TWO conclusions about Earth’s water that the model supports.", "context_html": "", "options": [ { "id": "cA1", "text": "Earth has about the same amount of salt water and fresh water.", "plain": "Earth has about the same amount of salt water and fresh water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Most of Earth’s fresh water flows in lakes and rivers.", "plain": "Most of Earth’s fresh water flows in lakes and rivers.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Almost all of Earth’s water is salt water in the oceans.", "plain": "Almost all of Earth’s water is salt water in the oceans.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both frozen cups show that most of Earth’s salt water is frozen.", "plain": "Both frozen cups show that most of Earth’s salt water is frozen.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Most of Earth’s fresh water is frozen in ice caps and glaciers.", "plain": "Most of Earth’s fresh water is frozen in ice caps and glaciers.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 25, "item_id": "_88578143-d37f-4012-95bc-39000b8ff760", "type": "hottext", "title": "Recycling Week Newsletter", "standards": [ "5-ESS3-1" ], "prompt_html": "

The school newsletter printed five sentences about Recycling Week, shown below.

Select the ONE sentence that names an action that protects a natural resource.

", "prompt_plain": "The school newsletter printed five sentences about Recycling Week, shown below. Select the ONE sentence that names an action that protects a natural resource.", "context_html": "", "options": [ { "id": "hA25", "text": "Every class will decorate its door with bright new paper posters for Recycling Week.", "plain": "Every class will decorate its door with bright new paper posters for Recycling Week.", "correct": false, "kind": "hottext" }, { "id": "hB25", "text": "Paper collected this week will be made into new paper, so fewer trees are cut down.", "plain": "Paper collected this week will be made into new paper, so fewer trees are cut down.", "correct": true, "kind": "hottext" }, { "id": "hC25", "text": "Helpers will rinse the collection bins with clean water each afternoon so they shine.", "plain": "Helpers will rinse the collection bins with clean water each afternoon so they shine.", "correct": false, "kind": "hottext" }, { "id": "hD25", "text": "Cans saved during the week will be put into the regular trash bags when the week ends.", "plain": "Cans saved during the week will be put into the regular trash bags when the week ends.", "correct": false, "kind": "hottext" }, { "id": "hE25", "text": "Last year our school won a shiny city award for its cheerful Recycling Week spirit.", "plain": "Last year our school won a shiny city award for its cheerful Recycling Week spirit.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB25" ] }, "n_options": 5 }, { "n": 26, "item_id": "_bae03376-5db5-44b5-bcda-c7943ec13e0b", "type": "portable-custom", "title": "Wetland Bird Counts", "standards": [ "5-ESS3-1" ], "prompt_html": "

A town restored a wetland so that more birds could nest there. Volunteers count the nesting birds every ten years to check whether the restored wetland is helping. Table 1 shows the counts, starting in the year the restoration was finished.

Table 1. Wetland Bird Counts

Count year1990200020102020
Birds counted2060120180

 

Use Table 1. Drag one bar onto each count year to show how the bird count changed after the restoration. Each bar must show the number of birds counted that year.

", "prompt_plain": "A town restored a wetland so that more birds could nest there. Volunteers count the nesting birds every ten years to check whether the restored wetland is helping. Table 1 shows the counts, starting in the year the restoration was finished. Table 1. Wetland Bird Counts Count year 1990 2000 2010 2020 Birds counted 20 60 120 180 Use Table 1. Drag one bar onto each count year to show how the bird count changed after the restoration. Each bar must show the number of birds counted that year.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"1990\",\"y\":20},{\"x\":\"2000\",\"y\":60},{\"x\":\"2010\",\"y\":120},{\"x\":\"2020\",\"y\":180}]" ] }, "n_options": 0 }, { "n": 27, "item_id": "_69d2c05f-62ae-4d5c-9d10-7392d603ffcb", "type": "choice", "title": "Beach Width Evidence", "standards": [ "4-ESS2-1" ], "prompt_html": "

Use Table 1 and the photos in Figure 1.

Choose the TWO statements that the shoreline conditions and the photos support.

", "prompt_plain": "Use Table 1 and the photos in Figure 1. Choose the TWO statements that the shoreline conditions and the photos support.", "context_html": "", "options": [ { "id": "cA1", "text": "Tidewell’s beach lost about 9 meters of width between last year and this year.", "plain": "Tidewell’s beach lost about 9 meters of width between last year and this year.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Rockbay’s beach lost about 7 meters of width between last year and this year.", "plain": "Rockbay’s beach lost about 7 meters of width between last year and this year.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "This year, Tidewell’s beach has the narrowest width recorded anywhere in Table 1.", "plain": "This year, Tidewell’s beach has the narrowest width recorded anywhere in Table 1.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Figure 1 and Table 1 agree about how each beach’s width changed this year.", "plain": "Figure 1 and Table 1 agree about how each beach’s width changed this year.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Figure 1 shows a small river reaching each town’s beach this year.", "plain": "Figure 1 shows a small river reaching each town’s beach this year.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cbbde579-c96f-48ac-a99a-0f6f216be861" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

Two Coast Towns

Tidewell and Rockbay sit on the same coast. Students compared the two beaches over one year. Table 1 shows the shoreline conditions they recorded. Figure 1 shows each beach photographed from the same spot last year and this year.

Table 1. Shoreline Conditions

ConditionTidewellRockbay
Beach width last year40 meters26 meters
Beach width this year31 meters33 meters
Strong storms this year30
Small river reaching the beachNoneOne, carrying sand

\"Four

Two students read the table and the photos. Then each student made a claim.

Orrin’s claim: Waves carried sand away from both beaches, so both beaches are narrower this year.

Padma’s claim: Waves carried sand away from Tidewell’s beach, and moving water dropped new sand at Rockbay’s beach.

", "passage_plain": "Two Coast Towns Tidewell and Rockbay sit on the same coast. Students compared the two beaches over one year. Table 1 shows the shoreline conditions they recorded. Figure 1 shows each beach photographed from the same spot last year and this year. Table 1. Shoreline Conditions Condition Tidewell Rockbay Beach width last year 40 meters 26 meters Beach width this year 31 meters 33 meters Strong storms this year 3 0 Small river reaching the beach None One, carrying sand Two students read the table and the photos. Then each student made a claim. Orrin’s claim: Waves carried sand away from both beaches, so both beaches are narrower this year. Padma’s claim: Waves carried sand away from Tidewell’s beach, and moving water dropped new sand at Rockbay’s beach." }, { "n": 28, "item_id": "_e22efc83-53b8-44b8-ad82-6747ca5a5cfd", "type": "choice", "title": "Two Beach Claims", "standards": [ "4-ESS2-1" ], "prompt_html": "

Read Orrin’s claim and Padma’s claim in the passage. Use Table 1 and Figure 1.

Which statement best evaluates the two claims?

", "prompt_plain": "Read Orrin’s claim and Padma’s claim in the passage. Use Table 1 and Figure 1. Which statement best evaluates the two claims?", "context_html": "", "options": [ { "id": "cA1", "text": "Orrin is correct, because strong storms hit the coast, so both beaches lost sand.", "plain": "Orrin is correct, because strong storms hit the coast, so both beaches lost sand.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Orrin is correct, because the photos from this year show sand in both towns.", "plain": "Orrin is correct, because the photos from this year show sand in both towns.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Padma is correct, because Tidewell’s beach became narrower while Rockbay’s beach became wider.", "plain": "Padma is correct, because Tidewell’s beach became narrower while Rockbay’s beach became wider.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Padma is correct, because wind lifted sand from Tidewell and dropped it at Rockbay.", "plain": "Padma is correct, because wind lifted sand from Tidewell and dropped it at Rockbay.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cbbde579-c96f-48ac-a99a-0f6f216be861" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Two Coast Towns

Tidewell and Rockbay sit on the same coast. Students compared the two beaches over one year. Table 1 shows the shoreline conditions they recorded. Figure 1 shows each beach photographed from the same spot last year and this year.

Table 1. Shoreline Conditions

ConditionTidewellRockbay
Beach width last year40 meters26 meters
Beach width this year31 meters33 meters
Strong storms this year30
Small river reaching the beachNoneOne, carrying sand

\"Four

Two students read the table and the photos. Then each student made a claim.

Orrin’s claim: Waves carried sand away from both beaches, so both beaches are narrower this year.

Padma’s claim: Waves carried sand away from Tidewell’s beach, and moving water dropped new sand at Rockbay’s beach.

", "passage_plain": "Two Coast Towns Tidewell and Rockbay sit on the same coast. Students compared the two beaches over one year. Table 1 shows the shoreline conditions they recorded. Figure 1 shows each beach photographed from the same spot last year and this year. Table 1. Shoreline Conditions Condition Tidewell Rockbay Beach width last year 40 meters 26 meters Beach width this year 31 meters 33 meters Strong storms this year 3 0 Small river reaching the beach None One, carrying sand Two students read the table and the photos. Then each student made a claim. Orrin’s claim: Waves carried sand away from both beaches, so both beaches are narrower this year. Padma’s claim: Waves carried sand away from Tidewell’s beach, and moving water dropped new sand at Rockbay’s beach." }, { "n": 29, "item_id": "_4c392343-138c-4fb2-b4d9-b52a7ee08439", "type": "gap-match", "title": "Missing Circuit Part", "standards": [ "4-PS3-2" ], "prompt_html": "

The diagram shows a test circuit on a board. The circuit has a light bulb, a switch that is turned on, and connecting wires. One space in the loop is empty, shown as a dashed box. The bulb will not light because no energy can reach it.

\"A

 

Drag one part into the empty space so that energy can move through the wires to the bulb and the bulb lights.

", "prompt_plain": "The diagram shows a test circuit on a board. The circuit has a light bulb, a switch that is turned on, and connecting wires. One space in the loop is empty, shown as a dashed box. The bulb will not light because no energy can reach it. Drag one part into the empty space so that energy can move through the wires to the bulb and the bulb lights.", "context_html": "", "options": [ { "id": "tile1", "text": "extra wire", "plain": "extra wire", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "second bulb", "plain": "second bulb", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "battery", "plain": "battery", "correct": false, "kind": "gap-token" }, { "id": "tile4", "text": "wooden block", "plain": "wooden block", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot29.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile3 gap-1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_3f00cb60-1b52-490e-b76e-41d6dc09c303", "type": "choice", "title": "Wagon at the Hilltop", "standards": [ "4-PS3-1" ], "prompt_html": "

The picture shows an empty wagon resting at the top of a hill.

\"An

Which form of energy does the resting wagon have at the hilltop?

", "prompt_plain": "The picture shows an empty wagon resting at the top of a hill. Which form of energy does the resting wagon have at the hilltop?", "context_html": "", "options": [ { "id": "cA1", "text": "electrical energy", "plain": "electrical energy", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "motion energy", "plain": "motion energy", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "sound energy", "plain": "sound energy", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "stored energy", "plain": "stored energy", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot30.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_e9095e38-bfd1-4c8e-8b71-835e3218b1a5", "type": "gap-match", "title": "Rope Wave Arrows", "standards": [ "4-PS4-1" ], "prompt_html": "

Tovah shakes the end of a long rope up and down to send waves along it. A camera takes two snapshots, Wave 1 and Wave 2. In Figure 1, arrows P, Q, R, and S each mark one distance on a wave.

Figure 1. Wave 1 and Wave 2

\"Two

 

Use Figure 1. Drag one tile into each empty box to name the wave property each arrow marks. You may use a tile more than once.

", "prompt_plain": "Tovah shakes the end of a long rope up and down to send waves along it. A camera takes two snapshots, Wave 1 and Wave 2. In Figure 1, arrows P, Q, R, and S each mark one distance on a wave. Figure 1. Wave 1 and Wave 2 Use Figure 1. Drag one tile into each empty box to name the wave property each arrow marks. You may use a tile more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "amplitude", "plain": "amplitude", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "wavelength", "plain": "wavelength", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-31/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile2 g1", "tile1 g2", "tile1 g3", "tile2 g4" ] }, "n_options": 2 }, { "n": 32, "item_id": "_33c192e0-88ad-430c-8e43-04b345f4d162", "type": "choice", "title": "Plant Nursery Card", "standards": [ "4-LS1-1" ], "prompt_html": "

A plant nursery card compares two young plants, Plant A and Plant B. Zosia’s garden bed gets very little rain in summer, and pollinators often visit it. Zosia argues that Plant A can survive the dry summer in her garden bed and still make seeds.

Table 1. Plant Nursery Card

CharacteristicPlant APlant B
Root depthRoots grow about 2 meters downRoots stay in the top 20 centimeters
Petal colorBright yellowPale green
Leaf shapeNarrowWide and flat
Plant height30 centimeters60 centimeters

Look at Table 1. Choose the TWO characteristics of Plant A that best support Zosia’s argument.

", "prompt_plain": "A plant nursery card compares two young plants, Plant A and Plant B. Zosia’s garden bed gets very little rain in summer, and pollinators often visit it. Zosia argues that Plant A can survive the dry summer in her garden bed and still make seeds. Table 1. Plant Nursery Card Characteristic Plant A Plant B Root depth Roots grow about 2 meters down Roots stay in the top 20 centimeters Petal color Bright yellow Pale green Leaf shape Narrow Wide and flat Plant height 30 centimeters 60 centimeters Look at Table 1. Choose the TWO characteristics of Plant A that best support Zosia’s argument.", "context_html": "", "options": [ { "id": "cA32", "text": "Its bright yellow petals take in extra sunlight to make extra food for it.", "plain": "Its bright yellow petals take in extra sunlight to make extra food for it.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "Its deep roots can reach water that stays in the soil after the topsoil dries.", "plain": "Its deep roots can reach water that stays in the soil after the topsoil dries.", "correct": true, "kind": "choice" }, { "id": "cC32", "text": "Its narrow leaves catch more rain for the plant than wide, flat leaves catch.", "plain": "Its narrow leaves catch more rain for the plant than wide, flat leaves catch.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "Its bright petals make its flowers easy for pollinators to find, so seeds form.", "plain": "Its bright petals make its flowers easy for pollinators to find, so seeds form.", "correct": true, "kind": "choice" }, { "id": "cE32", "text": "Its tall stem lifts its flowers into stronger sunlight than Plant B’s flowers get.", "plain": "Its tall stem lifts its flowers into stronger sunlight than Plant B’s flowers get.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB32", "cD32" ] }, "n_options": 5 }, { "n": 33, "item_id": "_a423340e-2924-4753-b928-8f8432581c56", "type": "gap-match", "title": "Culvert Project Statements", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

The town held a meeting about the culvert project. People at the meeting made four statements about the design.

 

Match each statement to what it is for the project: a criterion, a constraint, or a tradeoff. A type may be used for more than one statement.

", "prompt_plain": "The town held a meeting about the culvert project. People at the meeting made four statements about the design. Match each statement to what it is for the project: a criterion, a constraint, or a tradeoff. A type may be used for more than one statement.", "context_html": "", "options": [ { "id": "tile1", "text": "constraint", "plain": "constraint", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "tradeoff", "plain": "tradeoff", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "criterion", "plain": "criterion", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_88722c55-1632-430f-b250-ad22471c91de" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile3 g1", "tile1 g2", "tile2 g3", "tile3 g4" ] }, "n_options": 3, "passage_html": "

Creek Crossing Culvert Project

A culvert is a wide pipe that carries a creek under a road. The old culvert under Creek Crossing Road is rusty and too narrow. The town posted a brief for a replacement culvert. The brief lists two requirements. The new culvert must carry at least 5,000 liters of creek water each minute. Fish must be able to swim through it. The brief also sets a spending limit: the town can spend no more than $8,000. Figure 1 shows how a culvert sits under a road. Table 1 compares the four options the town is considering. Note 1 tells what happened when the design team tested a model.

Figure 1. A Culvert Under a Road

\"Side

Table 1. Culvert Options

OptionWater it can carry (liters per minute)Fish passageCost
Concrete box culvertUp to 7,500Open$9,500
Paired small pipesUp to 5,600Blocked$6,800
Wide metal pipeUp to 6,200Open$7,200
Narrow plastic pipeUp to 3,800Open$4,100

Note 1. Model Test

The design team’s notes
We built a small model of the creek, the road, and one culvert option.
Test 1: We poured water into the model creek. Water backed up and flowed over the model road.
Fix: We put in a wider model pipe.
Next step: Retest the model.
", "passage_plain": "Creek Crossing Culvert Project A culvert is a wide pipe that carries a creek under a road. The old culvert under Creek Crossing Road is rusty and too narrow. The town posted a brief for a replacement culvert. The brief lists two requirements. The new culvert must carry at least 5,000 liters of creek water each minute. Fish must be able to swim through it. The brief also sets a spending limit: the town can spend no more than $8,000. Figure 1 shows how a culvert sits under a road. Table 1 compares the four options the town is considering. Note 1 tells what happened when the design team tested a model. Figure 1. A Culvert Under a Road Table 1. Culvert Options Option Water it can carry (liters per minute) Fish passage Cost Concrete box culvert Up to 7,500 Open $9,500 Paired small pipes Up to 5,600 Blocked $6,800 Wide metal pipe Up to 6,200 Open $7,200 Narrow plastic pipe Up to 3,800 Open $4,100 Note 1. Model Test The design team’s notes We built a small model of the creek, the road, and one culvert option. Test 1: We poured water into the model creek. Water backed up and flowed over the model road. Fix: We put in a wider model pipe. Next step: Retest the model." }, { "n": 34, "item_id": "_f4dddbba-c3c0-4f04-8ac6-148d5b34f6a1", "type": "choice", "title": "Culvert Option Decision", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

The town will pick one culvert option from the brief.

Look at Table 1. Which culvert option meets both requirements in the brief and stays within the town’s spending limit?

", "prompt_plain": "The town will pick one culvert option from the brief. Look at Table 1. Which culvert option meets both requirements in the brief and stays within the town’s spending limit?", "context_html": "", "options": [ { "id": "cA34", "text": "Concrete box culvert", "plain": "Concrete box culvert", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Paired small pipes", "plain": "Paired small pipes", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Wide metal pipe", "plain": "Wide metal pipe", "correct": true, "kind": "choice" }, { "id": "cD34", "text": "Narrow plastic pipe", "plain": "Narrow plastic pipe", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_88722c55-1632-430f-b250-ad22471c91de" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC34" ] }, "n_options": 4, "passage_html": "

Creek Crossing Culvert Project

A culvert is a wide pipe that carries a creek under a road. The old culvert under Creek Crossing Road is rusty and too narrow. The town posted a brief for a replacement culvert. The brief lists two requirements. The new culvert must carry at least 5,000 liters of creek water each minute. Fish must be able to swim through it. The brief also sets a spending limit: the town can spend no more than $8,000. Figure 1 shows how a culvert sits under a road. Table 1 compares the four options the town is considering. Note 1 tells what happened when the design team tested a model.

Figure 1. A Culvert Under a Road

\"Side

Table 1. Culvert Options

OptionWater it can carry (liters per minute)Fish passageCost
Concrete box culvertUp to 7,500Open$9,500
Paired small pipesUp to 5,600Blocked$6,800
Wide metal pipeUp to 6,200Open$7,200
Narrow plastic pipeUp to 3,800Open$4,100

Note 1. Model Test

The design team’s notes
We built a small model of the creek, the road, and one culvert option.
Test 1: We poured water into the model creek. Water backed up and flowed over the model road.
Fix: We put in a wider model pipe.
Next step: Retest the model.
", "passage_plain": "Creek Crossing Culvert Project A culvert is a wide pipe that carries a creek under a road. The old culvert under Creek Crossing Road is rusty and too narrow. The town posted a brief for a replacement culvert. The brief lists two requirements. The new culvert must carry at least 5,000 liters of creek water each minute. Fish must be able to swim through it. The brief also sets a spending limit: the town can spend no more than $8,000. Figure 1 shows how a culvert sits under a road. Table 1 compares the four options the town is considering. Note 1 tells what happened when the design team tested a model. Figure 1. A Culvert Under a Road Table 1. Culvert Options Option Water it can carry (liters per minute) Fish passage Cost Concrete box culvert Up to 7,500 Open $9,500 Paired small pipes Up to 5,600 Blocked $6,800 Wide metal pipe Up to 6,200 Open $7,200 Narrow plastic pipe Up to 3,800 Open $4,100 Note 1. Model Test The design team’s notes We built a small model of the creek, the road, and one culvert option. Test 1: We poured water into the model creek. Water backed up and flowed over the model road. Fix: We put in a wider model pipe. Next step: Retest the model." }, { "n": 35, "item_id": "_9e8599f1-e015-4e70-aef4-ff3452592851", "type": "choice", "title": "Culvert Model Retest", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Read Note 1. The design team wants the retest to show whether the wider pipe stops water from flowing over the model road.

Which retest plan makes the retest a fair test?

", "prompt_plain": "Read Note 1. The design team wants the retest to show whether the wider pipe stops water from flowing over the model road. Which retest plan makes the retest a fair test?", "context_html": "", "options": [ { "id": "cA35", "text": "Pour water in at the same rate as the first test, and test the wider pipe.", "plain": "Pour water in at the same rate as the first test, and test the wider pipe.", "correct": true, "kind": "choice" }, { "id": "cB35", "text": "Pour water in faster than in the first test to give the wider pipe a harder challenge.", "plain": "Pour water in faster than in the first test to give the wider pipe a harder challenge.", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "Pour water in at the same rate, but also make the model road taller and steeper.", "plain": "Pour water in at the same rate, but also make the model road taller and steeper.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "Pour water in more slowly than in the first test so the wider pipe cannot overflow.", "plain": "Pour water in more slowly than in the first test so the wider pipe cannot overflow.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_88722c55-1632-430f-b250-ad22471c91de" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA35" ] }, "n_options": 4, "passage_html": "

Creek Crossing Culvert Project

A culvert is a wide pipe that carries a creek under a road. The old culvert under Creek Crossing Road is rusty and too narrow. The town posted a brief for a replacement culvert. The brief lists two requirements. The new culvert must carry at least 5,000 liters of creek water each minute. Fish must be able to swim through it. The brief also sets a spending limit: the town can spend no more than $8,000. Figure 1 shows how a culvert sits under a road. Table 1 compares the four options the town is considering. Note 1 tells what happened when the design team tested a model.

Figure 1. A Culvert Under a Road

\"Side

Table 1. Culvert Options

OptionWater it can carry (liters per minute)Fish passageCost
Concrete box culvertUp to 7,500Open$9,500
Paired small pipesUp to 5,600Blocked$6,800
Wide metal pipeUp to 6,200Open$7,200
Narrow plastic pipeUp to 3,800Open$4,100

Note 1. Model Test

The design team’s notes
We built a small model of the creek, the road, and one culvert option.
Test 1: We poured water into the model creek. Water backed up and flowed over the model road.
Fix: We put in a wider model pipe.
Next step: Retest the model.
", "passage_plain": "Creek Crossing Culvert Project A culvert is a wide pipe that carries a creek under a road. The old culvert under Creek Crossing Road is rusty and too narrow. The town posted a brief for a replacement culvert. The brief lists two requirements. The new culvert must carry at least 5,000 liters of creek water each minute. Fish must be able to swim through it. The brief also sets a spending limit: the town can spend no more than $8,000. Figure 1 shows how a culvert sits under a road. Table 1 compares the four options the town is considering. Note 1 tells what happened when the design team tested a model. Figure 1. A Culvert Under a Road Table 1. Culvert Options Option Water it can carry (liters per minute) Fish passage Cost Concrete box culvert Up to 7,500 Open $9,500 Paired small pipes Up to 5,600 Blocked $6,800 Wide metal pipe Up to 6,200 Open $7,200 Narrow plastic pipe Up to 3,800 Open $4,100 Note 1. Model Test The design team’s notes We built a small model of the creek, the road, and one culvert option. Test 1: We poured water into the model creek. Water backed up and flowed over the model road. Fix: We put in a wider model pipe. Next step: Retest the model." }, { "n": 36, "item_id": "_91aa90f1-ca61-4d04-abb5-1dfd6dad7b4f", "type": "text-entry", "title": "Model Bridge Test Load", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Saanvi’s class builds small model bridges. The class tests each model bridge with a load heavier than the design calls for. Each test load must be exactly 3 times the load requirement on the card. Table 1 shows the card for Saanvi’s model bridge.

Table 1. Model Bridge Card

Card lineValue
Bridge being testedSaanvi’s model bridge
Load requirement14 blocks

How many blocks should the class place on Saanvi’s model bridge for the test?

Give your answer as a whole number (e.g., 50).

Number of blocks:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "42" ] }, "n_options": 0 } ] }, { "form": "G5.32", "grade": "G5", "title": "Alpha Standardized Science G5.32", "test_id": "_test-cf5748a3-4fa0-4ed4-8639-a43539e219c3", "n_items": 36, "n_stimuli": 7, "stimuli": { "_baa40f1b-0c4a-4d1f-bc67-61b3a73887fc": { "title": "Cypress Slough Food Web", "html": "

Cypress Slough Food Web

A cypress slough is a slow, swampy wetland. The diagram shows a food web for the living things there. An arrow points from each living thing to the one that eats it. A notice says all of the gar (a fish) have died off. The gar box in the web is now empty.

Figure 1

\"A

" }, "_beda8644-8a59-4fdf-be5a-483d546ea452": { "title": "Greenway Side Strips", "html": "

Greenway Side Strips

A town greenway has two strips of land beside its walking path. One strip was planted with many kinds of wildflowers and grasses. The other strip is plain mowed turf grass with only a few kinds of plants. After three weeks with almost no rain, students counted the living things in each strip. Table 1 shows what they found.

Table 1. Living Things Counted in Each Strip

What students countedPlanted stripPlain turf strip
Kinds of plants82
Plant kinds still green after the dry spell71
Kinds of insects123
Grasshoppers counted245

Food-chain note: In both strips, grasshoppers eat the plants, and sparrows eat the grasshoppers.

" }, "_98a78848-6232-4c3a-b566-f6511c021b87": { "title": "Gull Point Shoreline Project", "html": "

Gull Point Shoreline Project

The town of Gull Point is losing shoreline to the waves. Workers tested ways to protect four shoreline sections.

At North Cove, Pelican Bar, and Sand Spit, they planted marsh grass. Rocky Ledge was left as it was, with no new plants.

Planting notes: Marsh-grass roots hold soil in place.

Figure 1 shows the meters of shoreline each section lost before planting and after planting.

\"Grouped

" }, "_cd073246-f9a0-4f41-a3e6-869b3bcc8fb3": { "title": "Rooftop Drop Log", "html": "

Rooftop Drop Log

From a rooftop walkway, a class let go of three balls, one at a time, from the same railing. A camera recorded each fall. The paths are listed in the log.

\"Rooftop

Table 1. Drop Log

BallPath from the railingWhere it landed
Foam ballStraight downDirectly below the railing
Rubber ballStraight downDirectly below the railing
Tennis ballStraight downDirectly below the railing
" }, "_233eccbf-6f1f-4155-b490-b4245efdc20f": { "title": "Felt-Layer Magnet Trials", "html": "

Felt-Layer Magnet Trials

A student tested how well a magnet works through felt. A pile of steel washers was placed on a table. Flat felt squares were stacked on top of the washers. The student held the magnet above the felt and counted how many washers it lifted. Table 1 shows the results for different numbers of felt layers.

Figure 1

\"A

Table 1. Washers Lifted Through Felt Layers

Felt layersWashers lifted
16
24
32
40
" }, "_a6a835a9-2180-4c00-93f1-1fdb5381ec9b": { "title": "Solar Cooker Cook-Off", "html": "

Solar Cooker Cook-Off

Soraya and Weston entered the solar cooker cook-off at summer science camp. The cook-off rules list one criterion: the cooker must warm the water in its cup to at least 60 °C using only sunlight. Both students started with the same cardboard box, the same black metal cup of water, and the same clear lid. Soraya's Design 1 lines the inside of the box with plain white paper. Weston's Design 2 lines the inside of the box with shiny aluminum foil. The two cookers sat side by side in full sun. Figure 1 shows the two designs. Table 1 shows the test results.

Figure 1. The Two Cooker Designs

\"Two

Table 1. Cooker Test Results

DesignTime to reach 60 °C (minutes)Highest water temperature (°C)
Design 13166
Design 21788
" }, "_f49d14e6-c419-4e65-9fd4-7a276d1402e7": { "title": "Substance Sort at the Science Fair", "html": "

Substance Sort at the Science Fair

At a science-fair booth, four unlabeled solids were each given the same four tests. The results are shown in Table 1.

Table 1. Test Results for Four Solids

SolidVinegar dropStir in waterConductivity probeTexture
ABubbles formDissolvesBulb stays offFine white grains
BNo bubblesDissolvesBulb stays offFine white grains
CNo bubblesStays solidBulb lights upShiny gray flakes
DBubbles formStays solidBulb stays offChalky white chunks
" } }, "questions": [ { "n": 1, "item_id": "_5686c35c-7ca3-49a9-bdc7-6d8a0951da0a", "type": "choice", "title": "Wax Block Particles", "standards": [ "5-PS1-1" ], "prompt_html": "

Maya hangs a solid wax block from a spring scale. The block keeps the same shape and takes up the same amount of space on every shelf where she sets it. Which diagram best shows how the particles in the wax block are arranged?

\"Wax

", "prompt_plain": "Maya hangs a solid wax block from a spring scale. The block keeps the same shape and takes up the same amount of space on every shelf where she sets it. Which diagram best shows how the particles in the wax block are arranged?", "context_html": "", "options": [ { "id": "cA1", "text": "Particles spread far apart, drifting to fill the whole box.", "plain": "Particles spread far apart, drifting to fill the whole box.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Many particles packed tightly in a fixed, orderly arrangement.", "plain": "Many particles packed tightly in a fixed, orderly arrangement.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Particles touching but sliding past one another like a liquid.", "plain": "Particles touching but sliding past one another like a liquid.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A few scattered particles with large empty gaps between them.", "plain": "A few scattered particles with large empty gaps between them.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot01.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_4310fc0f-f5ce-49f1-abd7-4df126531df1", "type": "choice", "title": "Pumping Up a Ball", "standards": [ "5-PS1-1" ], "prompt_html": "

Theo uses a foot pump to fill a flat playground ball with air. He writes down what he notices before, during, and after pumping. Which TWO observations are the best evidence that air is made of tiny particles that take up space and have mass? Choose the TWO best answers.

\"Foot

", "prompt_plain": "Theo uses a foot pump to fill a flat playground ball with air. He writes down what he notices before, during, and after pumping. Which TWO observations are the best evidence that air is made of tiny particles that take up space and have mass? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "The ball gained mass on the balance after being pumped full.", "plain": "The ball gained mass on the balance after being pumped full.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The flat ball grew firm and round as air was pushed in.", "plain": "The flat ball grew firm and round as air was pushed in.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The pump handle grew warm while Theo pushed the air in.", "plain": "The pump handle grew warm while Theo pushed the air in.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The filled ball bounced higher on the sidewalk than the flat ball did.", "plain": "The filled ball bounced higher on the sidewalk than the flat ball did.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The filled ball looked shinier in the sunlight than the flat ball.", "plain": "The filled ball looked shinier in the sunlight than the flat ball.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot02.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 3, "item_id": "_c698d30f-f10b-49b7-85b0-28165b5e7a52", "type": "text-entry", "title": "Plaster in a Lidded Tub", "standards": [ "5-PS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ren stirs dry plaster powder into water inside a tub, then snaps the lid on tight. No matter can enter or leave the sealed tub. After the plaster hardens, Ren measures the mixture. What was the mass of the water Ren poured in, in grams?

Table 1. Sealed-Tub Masses

MeasurementMass
Dry plaster powder (before)265 g
Water (before)? g
Hardened mixture in sealed tub (after)410 g

Give your answer as a whole number (e.g., 30).

Mass in grams:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "145" ] }, "n_options": 0 }, { "n": 4, "item_id": "_6628ce13-4a55-4601-863d-f9ba2ba4ea62", "type": "choice", "title": "Telling Two Solids Apart", "standards": [ "5-PS1-3" ], "prompt_html": "

Look at Table 1. Solids A and B gave the same result on three of the tests. Which test result best tells Solid A apart from Solid B?

", "prompt_plain": "Look at Table 1. Solids A and B gave the same result on three of the tests. Which test result best tells Solid A apart from Solid B?", "context_html": "", "options": [ { "id": "cA1", "text": "The stir-in-water test result", "plain": "The stir-in-water test result", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The texture-check test result", "plain": "The texture-check test result", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The vinegar-drop test result", "plain": "The vinegar-drop test result", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The conductivity-probe test result", "plain": "The conductivity-probe test result", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f49d14e6-c419-4e65-9fd4-7a276d1402e7" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Substance Sort at the Science Fair

At a science-fair booth, four unlabeled solids were each given the same four tests. The results are shown in Table 1.

Table 1. Test Results for Four Solids

SolidVinegar dropStir in waterConductivity probeTexture
ABubbles formDissolvesBulb stays offFine white grains
BNo bubblesDissolvesBulb stays offFine white grains
CNo bubblesStays solidBulb lights upShiny gray flakes
DBubbles formStays solidBulb stays offChalky white chunks
", "passage_plain": "Substance Sort at the Science Fair At a science-fair booth, four unlabeled solids were each given the same four tests. The results are shown in Table 1. Table 1. Test Results for Four Solids Solid Vinegar drop Stir in water Conductivity probe Texture A Bubbles form Dissolves Bulb stays off Fine white grains B No bubbles Dissolves Bulb stays off Fine white grains C No bubbles Stays solid Bulb lights up Shiny gray flakes D Bubbles form Stays solid Bulb stays off Chalky white chunks" }, { "n": 5, "item_id": "_442b5f1b-b2f5-4d93-9bff-f715a3949b83", "type": "choice", "title": "Two Equal Groups of Solids", "standards": [ "5-PS1-3" ], "prompt_html": "

A student wants to sort all four solids into two equal groups of two, where the solids in each group share the same test result. Which TWO test results each make two groups of two? Choose the TWO best answers.

", "prompt_plain": "A student wants to sort all four solids into two equal groups of two, where the solids in each group share the same test result. Which TWO test results each make two groups of two? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Reaction with the vinegar drop", "plain": "Reaction with the vinegar drop", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Dissolving in the stir-in-water test", "plain": "Dissolving in the stir-in-water test", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Response to the conductivity probe", "plain": "Response to the conductivity probe", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Texture of the solid", "plain": "Texture of the solid", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Color of the solid", "plain": "Color of the solid", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f49d14e6-c419-4e65-9fd4-7a276d1402e7" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

Substance Sort at the Science Fair

At a science-fair booth, four unlabeled solids were each given the same four tests. The results are shown in Table 1.

Table 1. Test Results for Four Solids

SolidVinegar dropStir in waterConductivity probeTexture
ABubbles formDissolvesBulb stays offFine white grains
BNo bubblesDissolvesBulb stays offFine white grains
CNo bubblesStays solidBulb lights upShiny gray flakes
DBubbles formStays solidBulb stays offChalky white chunks
", "passage_plain": "Substance Sort at the Science Fair At a science-fair booth, four unlabeled solids were each given the same four tests. The results are shown in Table 1. Table 1. Test Results for Four Solids Solid Vinegar drop Stir in water Conductivity probe Texture A Bubbles form Dissolves Bulb stays off Fine white grains B No bubbles Dissolves Bulb stays off Fine white grains C No bubbles Stays solid Bulb lights up Shiny gray flakes D Bubbles form Stays solid Bulb stays off Chalky white chunks" }, { "n": 6, "item_id": "_2ebb51a2-1c48-4207-b353-cdfbff4002fd", "type": "hottext", "title": "New Substance Evidence", "standards": [ "5-PS1-4" ], "prompt_html": "

The booth kept a short log of what each solid did during testing. Click the one logged observation that is the best evidence that a new substance formed in one of the solids.

", "prompt_plain": "The booth kept a short log of what each solid did during testing. Click the one logged observation that is the best evidence that a new substance formed in one of the solids.", "context_html": "", "options": [ { "id": "hA6", "text": "Solid A bubbled and gave off a gas when vinegar touched it.", "plain": "Solid A bubbled and gave off a gas when vinegar touched it.", "correct": true, "kind": "hottext" }, { "id": "hB6", "text": "Solid B dissolved and spread evenly through the water.", "plain": "Solid B dissolved and spread evenly through the water.", "correct": false, "kind": "hottext" }, { "id": "hC6", "text": "Solid C made the probe bulb glow brightly.", "plain": "Solid C made the probe bulb glow brightly.", "correct": false, "kind": "hottext" }, { "id": "hD6", "text": "Solid D felt chalky and left white dust on the tray.", "plain": "Solid D felt chalky and left white dust on the tray.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_f49d14e6-c419-4e65-9fd4-7a276d1402e7" ], "key_letters": "", "key_values": { "RESPONSE": [ "hA6" ] }, "n_options": 4, "passage_html": "

Substance Sort at the Science Fair

At a science-fair booth, four unlabeled solids were each given the same four tests. The results are shown in Table 1.

Table 1. Test Results for Four Solids

SolidVinegar dropStir in waterConductivity probeTexture
ABubbles formDissolvesBulb stays offFine white grains
BNo bubblesDissolvesBulb stays offFine white grains
CNo bubblesStays solidBulb lights upShiny gray flakes
DBubbles formStays solidBulb stays offChalky white chunks
", "passage_plain": "Substance Sort at the Science Fair At a science-fair booth, four unlabeled solids were each given the same four tests. The results are shown in Table 1. Table 1. Test Results for Four Solids Solid Vinegar drop Stir in water Conductivity probe Texture A Bubbles form Dissolves Bulb stays off Fine white grains B No bubbles Dissolves Bulb stays off Fine white grains C No bubbles Stays solid Bulb lights up Shiny gray flakes D Bubbles form Stays solid Bulb stays off Chalky white chunks" }, { "n": 7, "item_id": "_555a009c-86f0-4f70-9d42-301ea0325e6f", "type": "order", "title": "Separating the Jar Mixture", "standards": [ "5-PS1-4" ], "prompt_html": "

A jar holds a dry mixture of sand, salt, and iron filings. A student wants to separate it into three clean piles using the materials' properties.

\"Clear

 

Put the steps in the correct order to separate the mixture.

", "prompt_plain": "A jar holds a dry mixture of sand, salt, and iron filings. A student wants to separate it into three clean piles using the materials' properties. Put the steps in the correct order to separate the mixture.", "context_html": "", "options": [ { "id": "cA0954cb", "text": "Pour the salty water through a filter to catch the sand.", "plain": "Pour the salty water through a filter to catch the sand.", "correct": true, "kind": "choice" }, { "id": "cB0d026a", "text": "While the mixture is dry, use a magnet to pull out the iron filings.", "plain": "While the mixture is dry, use a magnet to pull out the iron filings.", "correct": true, "kind": "choice" }, { "id": "cC7b3446", "text": "Let the filtered salt water dry up, leaving the salt behind.", "plain": "Let the filtered salt water dry up, leaving the salt behind.", "correct": true, "kind": "choice" }, { "id": "cDe40ec7", "text": "Stir the iron-free mixture into water so the salt dissolves.", "plain": "Stir the iron-free mixture into water so the salt dissolves.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot07.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cB0d026a", "cDe40ec7", "cA0954cb", "cC7b3446" ] }, "n_options": 4 }, { "n": 8, "item_id": "_adc3af1e-82c2-4d98-9f03-d2ab619d82f1", "type": "choice", "title": "Drops on a Cold Glass", "standards": [ "5-PS1-1" ], "prompt_html": "

On a hot day, Jonah fills a glass with ice water and sets it on the table. A few minutes later, small water drops appear on the OUTSIDE of the glass. Using the particle model, which explanation best tells where the drops came from?

\"Clear

", "prompt_plain": "On a hot day, Jonah fills a glass with ice water and sets it on the table. A few minutes later, small water drops appear on the OUTSIDE of the glass. Using the particle model, which explanation best tells where the drops came from?", "context_html": "", "options": [ { "id": "cA1", "text": "Water vapor in the air cooled and formed drops.", "plain": "Water vapor in the air cooled and formed drops.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Water particles leaked out through the solid glass wall.", "plain": "Water particles leaked out through the solid glass wall.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The cold created brand-new water particles on the surface.", "plain": "The cold created brand-new water particles on the surface.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Melted ice rose over the rim to the outside.", "plain": "Melted ice rose over the rim to the outside.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot08.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_268e2512-6f64-4576-be55-96fe5d1c2eb7", "type": "choice", "title": "Rooftop Drop Claim (Part A)", "standards": [ "5-PS2-1" ], "prompt_html": "

Part A

Look at the Drop Log in Table 1. Which claim about gravity do all three drops support?

", "prompt_plain": "Part A Look at the Drop Log in Table 1. Which claim about gravity do all three drops support?", "context_html": "", "options": [ { "id": "cA1", "text": "Gravity pulls only on balls that are already moving.", "plain": "Gravity pulls only on balls that are already moving.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Heavier balls fall down while lighter balls drift sideways.", "plain": "Heavier balls fall down while lighter balls drift sideways.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Each ball is pulled toward the nearest building wall.", "plain": "Each ball is pulled toward the nearest building wall.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Earth pulls every ball straight down, whatever its weight.", "plain": "Earth pulls every ball straight down, whatever its weight.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cd073246-f9a0-4f41-a3e6-869b3bcc8fb3" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Rooftop Drop Log

From a rooftop walkway, a class let go of three balls, one at a time, from the same railing. A camera recorded each fall. The paths are listed in the log.

\"Rooftop

Table 1. Drop Log

BallPath from the railingWhere it landed
Foam ballStraight downDirectly below the railing
Rubber ballStraight downDirectly below the railing
Tennis ballStraight downDirectly below the railing
", "passage_plain": "Rooftop Drop Log From a rooftop walkway, a class let go of three balls, one at a time, from the same railing. A camera recorded each fall. The paths are listed in the log. Table 1. Drop Log Ball Path from the railing Where it landed Foam ball Straight down Directly below the railing Rubber ball Straight down Directly below the railing Tennis ball Straight down Directly below the railing" }, { "n": 10, "item_id": "_0e78d229-f1ef-4fc5-9f80-12f90d9f17fe", "type": "choice", "title": "Rooftop Drop Evidence (Part B)", "standards": [ "5-PS2-1" ], "prompt_html": "

Part B

Think about the claim you chose in Part A. Which observation from the Drop Log is the best evidence for that claim?

", "prompt_plain": "Part B Think about the claim you chose in Part A. Which observation from the Drop Log is the best evidence for that claim?", "context_html": "", "options": [ { "id": "cA1", "text": "The foam ball was the lightest of the three.", "plain": "The foam ball was the lightest of the three.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The three balls each fell straight down below the railing.", "plain": "The three balls each fell straight down below the railing.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The tennis ball was bright yellow in the photos.", "plain": "The tennis ball was bright yellow in the photos.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The class dropped the balls one at a time.", "plain": "The class dropped the balls one at a time.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cd073246-f9a0-4f41-a3e6-869b3bcc8fb3" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Rooftop Drop Log

From a rooftop walkway, a class let go of three balls, one at a time, from the same railing. A camera recorded each fall. The paths are listed in the log.

\"Rooftop

Table 1. Drop Log

BallPath from the railingWhere it landed
Foam ballStraight downDirectly below the railing
Rubber ballStraight downDirectly below the railing
Tennis ballStraight downDirectly below the railing
", "passage_plain": "Rooftop Drop Log From a rooftop walkway, a class let go of three balls, one at a time, from the same railing. A camera recorded each fall. The paths are listed in the log. Table 1. Drop Log Ball Path from the railing Where it landed Foam ball Straight down Directly below the railing Rubber ball Straight down Directly below the railing Tennis ball Straight down Directly below the railing" }, { "n": 11, "item_id": "_6967b958-700a-49b5-ab9f-a028719b678f", "type": "choice", "title": "Role of Strip Plants", "standards": [ "5-PS3-1" ], "prompt_html": "

Look at Table 1 and the food-chain note. What is the main role of the plants in both strips?

", "prompt_plain": "Look at Table 1 and the food-chain note. What is the main role of the plants in both strips?", "context_html": "", "options": [ { "id": "cA11", "text": "They capture energy from sunlight and store it as food for animals.", "plain": "They capture energy from sunlight and store it as food for animals.", "correct": true, "kind": "choice" }, { "id": "cB11", "text": "They get their food energy by eating grasshoppers and other small insects.", "plain": "They get their food energy by eating grasshoppers and other small insects.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "They pull ready-made food energy from the soil up through their roots.", "plain": "They pull ready-made food energy from the soil up through their roots.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "They store the sun’s energy for themselves and pass none on to the animals.", "plain": "They store the sun’s energy for themselves and pass none on to the animals.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_beda8644-8a59-4fdf-be5a-483d546ea452" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA11" ] }, "n_options": 4, "passage_html": "

Greenway Side Strips

A town greenway has two strips of land beside its walking path. One strip was planted with many kinds of wildflowers and grasses. The other strip is plain mowed turf grass with only a few kinds of plants. After three weeks with almost no rain, students counted the living things in each strip. Table 1 shows what they found.

Table 1. Living Things Counted in Each Strip

What students countedPlanted stripPlain turf strip
Kinds of plants82
Plant kinds still green after the dry spell71
Kinds of insects123
Grasshoppers counted245

Food-chain note: In both strips, grasshoppers eat the plants, and sparrows eat the grasshoppers.

", "passage_plain": "Greenway Side Strips A town greenway has two strips of land beside its walking path. One strip was planted with many kinds of wildflowers and grasses. The other strip is plain mowed turf grass with only a few kinds of plants. After three weeks with almost no rain, students counted the living things in each strip. Table 1 shows what they found. Table 1. Living Things Counted in Each Strip What students counted Planted strip Plain turf strip Kinds of plants 8 2 Plant kinds still green after the dry spell 7 1 Kinds of insects 12 3 Grasshoppers counted 24 5 Food-chain note: In both strips, grasshoppers eat the plants, and sparrows eat the grasshoppers." }, { "n": 12, "item_id": "_c626cb8b-c3c6-4300-815d-de1122650f81", "type": "choice", "title": "Higher-Variety Strip Evidence", "standards": [ "5-LS2-1" ], "prompt_html": "

A student claims that the planted strip, with its many kinds of living things, stayed more stable through the dry spell than the plain turf strip.

Which TWO survey results are the best evidence for this claim? Choose the TWO best answers.

", "prompt_plain": "A student claims that the planted strip, with its many kinds of living things, stayed more stable through the dry spell than the plain turf strip. Which TWO survey results are the best evidence for this claim? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA12", "text": "After the dry spell, both strips still sat beside the same greenway path.", "plain": "After the dry spell, both strips still sat beside the same greenway path.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "After the dry spell, most plant kinds in the planted strip stayed green.", "plain": "After the dry spell, most plant kinds in the planted strip stayed green.", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "Both strips got the same amount of rain before the dry spell began.", "plain": "Both strips got the same amount of rain before the dry spell began.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "After the dry spell, the planted strip still had many kinds of insects.", "plain": "After the dry spell, the planted strip still had many kinds of insects.", "correct": true, "kind": "choice" }, { "id": "cE12", "text": "After the dry spell, grasshoppers still ate the plants in the planted strip.", "plain": "After the dry spell, grasshoppers still ate the plants in the planted strip.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_beda8644-8a59-4fdf-be5a-483d546ea452" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB12", "cD12" ] }, "n_options": 5, "passage_html": "

Greenway Side Strips

A town greenway has two strips of land beside its walking path. One strip was planted with many kinds of wildflowers and grasses. The other strip is plain mowed turf grass with only a few kinds of plants. After three weeks with almost no rain, students counted the living things in each strip. Table 1 shows what they found.

Table 1. Living Things Counted in Each Strip

What students countedPlanted stripPlain turf strip
Kinds of plants82
Plant kinds still green after the dry spell71
Kinds of insects123
Grasshoppers counted245

Food-chain note: In both strips, grasshoppers eat the plants, and sparrows eat the grasshoppers.

", "passage_plain": "Greenway Side Strips A town greenway has two strips of land beside its walking path. One strip was planted with many kinds of wildflowers and grasses. The other strip is plain mowed turf grass with only a few kinds of plants. After three weeks with almost no rain, students counted the living things in each strip. Table 1 shows what they found. Table 1. Living Things Counted in Each Strip What students counted Planted strip Plain turf strip Kinds of plants 8 2 Plant kinds still green after the dry spell 7 1 Kinds of insects 12 3 Grasshoppers counted 24 5 Food-chain note: In both strips, grasshoppers eat the plants, and sparrows eat the grasshoppers." }, { "n": 13, "item_id": "_80933c5f-2117-437f-8b6a-79497f944c18", "type": "hottext", "title": "Sealed Pot Plant Evidence", "standards": [ "5-LS1-1" ], "prompt_html": "

A student grew a bean plant in a pot on a balcony and kept a log. The student claims the plant’s added mass came mostly from air and water, not from the soil. Read the log.

\"A

Select the ONE sentence that is the best evidence for the student’s claim.

", "prompt_plain": "A student grew a bean plant in a pot on a balcony and kept a log. The student claims the plant’s added mass came mostly from air and water, not from the soil. Read the log. Select the ONE sentence that is the best evidence for the student’s claim.", "context_html": "", "options": [ { "id": "hA13", "text": "The student sealed the soil surface so only air and water reached it.", "plain": "The student sealed the soil surface so only air and water reached it.", "correct": false, "kind": "hottext" }, { "id": "hB13", "text": "Over eight weeks the young plant grew from 5 grams to 120 grams.", "plain": "Over eight weeks the young plant grew from 5 grams to 120 grams.", "correct": false, "kind": "hottext" }, { "id": "hC13", "text": "Over the same eight weeks the sealed soil lost only 2 grams of mass.", "plain": "Over the same eight weeks the sealed soil lost only 2 grams of mass.", "correct": true, "kind": "hottext" }, { "id": "hD13", "text": "The plant sat on a sunny balcony for the whole eight weeks.", "plain": "The plant sat on a sunny balcony for the whole eight weeks.", "correct": false, "kind": "hottext" }, { "id": "hE13", "text": "The student gave the plant the same amount of water each day.", "plain": "The student gave the plant the same amount of water each day.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot13.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC13" ] }, "n_options": 5 }, { "n": 14, "item_id": "_26e4e573-bb38-4bbd-b4e5-8d6e1d51528d", "type": "choice", "title": "Empty Web Box Part A", "standards": [ "5-LS2-1" ], "prompt_html": "

Part A

Look at the food web. The gar box is now empty. What type of living thing belongs in the empty box?

", "prompt_plain": "Part A Look at the food web. The gar box is now empty. What type of living thing belongs in the empty box?", "context_html": "", "options": [ { "id": "cA14", "text": "A producer that makes its own food from sunlight in the water.", "plain": "A producer that makes its own food from sunlight in the water.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "A consumer that eats crayfish and is itself eaten by the heron.", "plain": "A consumer that eats crayfish and is itself eaten by the heron.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "A decomposer that breaks down only dead algae on the slough floor.", "plain": "A decomposer that breaks down only dead algae on the slough floor.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "An animal that is eaten by both the crayfish and the algae.", "plain": "An animal that is eaten by both the crayfish and the algae.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_baa40f1b-0c4a-4d1f-bc67-61b3a73887fc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB14" ] }, "n_options": 4, "passage_html": "

Cypress Slough Food Web

A cypress slough is a slow, swampy wetland. The diagram shows a food web for the living things there. An arrow points from each living thing to the one that eats it. A notice says all of the gar (a fish) have died off. The gar box in the web is now empty.

Figure 1

\"A

", "passage_plain": "Cypress Slough Food Web A cypress slough is a slow, swampy wetland. The diagram shows a food web for the living things there. An arrow points from each living thing to the one that eats it. A notice says all of the gar (a fish) have died off. The gar box in the web is now empty. Figure 1" }, { "n": 15, "item_id": "_ede80ba6-b76c-4685-b16e-065114840acb", "type": "choice", "title": "Heron Food Evidence Part B", "standards": [ "5-LS2-1" ], "prompt_html": "

Part B

After the gar die-off, a student predicts that the herons will still have food. Which evidence from the food web best supports this prediction?

", "prompt_plain": "Part B After the gar die-off, a student predicts that the herons will still have food. Which evidence from the food web best supports this prediction?", "context_html": "", "options": [ { "id": "cA15", "text": "An arrow runs from the algae to the crayfish, so the crayfish find food.", "plain": "An arrow runs from the algae to the crayfish, so the crayfish find food.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "The gar box is now empty because all of the gar died off.", "plain": "The gar box is now empty because all of the gar died off.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "An arrow runs from the crayfish straight to the heron, so herons eat crayfish.", "plain": "An arrow runs from the crayfish straight to the heron, so herons eat crayfish.", "correct": true, "kind": "choice" }, { "id": "cD15", "text": "The heron sits at the top with no arrows pointing away from its box.", "plain": "The heron sits at the top with no arrows pointing away from its box.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_baa40f1b-0c4a-4d1f-bc67-61b3a73887fc" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC15" ] }, "n_options": 4, "passage_html": "

Cypress Slough Food Web

A cypress slough is a slow, swampy wetland. The diagram shows a food web for the living things there. An arrow points from each living thing to the one that eats it. A notice says all of the gar (a fish) have died off. The gar box in the web is now empty.

Figure 1

\"A

", "passage_plain": "Cypress Slough Food Web A cypress slough is a slow, swampy wetland. The diagram shows a food web for the living things there. An arrow points from each living thing to the one that eats it. A notice says all of the gar (a fish) have died off. The gar box in the web is now empty. Figure 1" }, { "n": 16, "item_id": "_25be0264-2952-4ed0-8c9e-5b9f838c5410", "type": "choice", "title": "Nest Temperature and Hatching", "standards": [ "3-LS3-2" ], "prompt_html": "

A scientist measured the sand temperature of four sea-turtle nests on a beach. For each nest, the scientist also recorded how many days passed until the eggs hatched. Table 1 shows the data.

Table 1. Sand Temperature and Days to Hatch

NestSand temperature (°F)Days until eggs hatched
Nest 18262
Nest 28556
Nest 38851
Nest 49146

What do the data best show about how the sand affected the turtles?

", "prompt_plain": "A scientist measured the sand temperature of four sea-turtle nests on a beach. For each nest, the scientist also recorded how many days passed until the eggs hatched. Table 1 shows the data. Table 1. Sand Temperature and Days to Hatch Nest Sand temperature (°F) Days until eggs hatched Nest 1 82 62 Nest 2 85 56 Nest 3 88 51 Nest 4 91 46 What do the data best show about how the sand affected the turtles?", "context_html": "", "options": [ { "id": "cA16", "text": "Sand temperature had no effect on when the eggs hatched.", "plain": "Sand temperature had no effect on when the eggs hatched.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Eggs in cooler sand hatched in fewer days than eggs in warmer sand.", "plain": "Eggs in cooler sand hatched in fewer days than eggs in warmer sand.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Every nest had its eggs hatch on exactly the same day.", "plain": "Every nest had its eggs hatch on exactly the same day.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Eggs in warmer sand hatched in fewer days than eggs in cooler sand.", "plain": "Eggs in warmer sand hatched in fewer days than eggs in cooler sand.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD16" ] }, "n_options": 4 }, { "n": 17, "item_id": "_b06b4864-7271-4b47-8263-6f87202adad6", "type": "choice", "title": "Magnet Trial Question", "standards": [ "3-PS2-3" ], "prompt_html": "

Look at Table 1. Which question was the student’s investigation testing?

", "prompt_plain": "Look at Table 1. Which question was the student’s investigation testing?", "context_html": "", "options": [ { "id": "cA17", "text": "How many washers can the magnet lift through different numbers of felt layers?", "plain": "How many washers can the magnet lift through different numbers of felt layers?", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "How does the color of the felt squares affect the number of washers lifted?", "plain": "How does the color of the felt squares affect the number of washers lifted?", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "How much does one steel washer weigh when it rests on the table alone?", "plain": "How much does one steel washer weigh when it rests on the table alone?", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "How long does the magnet stay stuck to the table after each trial ends?", "plain": "How long does the magnet stay stuck to the table after each trial ends?", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_233eccbf-6f1f-4155-b490-b4245efdc20f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA17" ] }, "n_options": 4, "passage_html": "

Felt-Layer Magnet Trials

A student tested how well a magnet works through felt. A pile of steel washers was placed on a table. Flat felt squares were stacked on top of the washers. The student held the magnet above the felt and counted how many washers it lifted. Table 1 shows the results for different numbers of felt layers.

Figure 1

\"A

Table 1. Washers Lifted Through Felt Layers

Felt layersWashers lifted
16
24
32
40
", "passage_plain": "Felt-Layer Magnet Trials A student tested how well a magnet works through felt. A pile of steel washers was placed on a table. Flat felt squares were stacked on top of the washers. The student held the magnet above the felt and counted how many washers it lifted. Table 1 shows the results for different numbers of felt layers. Figure 1 Table 1. Washers Lifted Through Felt Layers Felt layers Washers lifted 1 6 2 4 3 2 4 0" }, { "n": 18, "item_id": "_47b436b8-0f46-44c4-b6b4-ee0b399fc06b", "type": "choice", "title": "Stronger Magnet Results", "standards": [ "3-PS2-3" ], "prompt_html": "

Table 1 shows the results with one magnet. The student repeats the trials using two magnets stacked together, which make a stronger magnet.

Which results table shows the most likely outcome?

", "prompt_plain": "Table 1 shows the results with one magnet. The student repeats the trials using two magnets stacked together, which make a stronger magnet. Which results table shows the most likely outcome?", "context_html": "", "options": [ { "id": "cA18", "text": "
Felt layersWashers lifted
13
22
31
40
", "plain": "Felt layers Washers lifted 1 3 2 2 3 1 4 0", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "
Felt layersWashers lifted
19
27
35
42
", "plain": "Felt layers Washers lifted 1 9 2 7 3 5 4 2", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "
Felt layersWashers lifted
16
24
32
40
", "plain": "Felt layers Washers lifted 1 6 2 4 3 2 4 0", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "
Felt layersWashers lifted
19
29
39
49
", "plain": "Felt layers Washers lifted 1 9 2 9 3 9 4 9", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_233eccbf-6f1f-4155-b490-b4245efdc20f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB18" ] }, "n_options": 4, "passage_html": "

Felt-Layer Magnet Trials

A student tested how well a magnet works through felt. A pile of steel washers was placed on a table. Flat felt squares were stacked on top of the washers. The student held the magnet above the felt and counted how many washers it lifted. Table 1 shows the results for different numbers of felt layers.

Figure 1

\"A

Table 1. Washers Lifted Through Felt Layers

Felt layersWashers lifted
16
24
32
40
", "passage_plain": "Felt-Layer Magnet Trials A student tested how well a magnet works through felt. A pile of steel washers was placed on a table. Flat felt squares were stacked on top of the washers. The student held the magnet above the felt and counted how many washers it lifted. Table 1 shows the results for different numbers of felt layers. Figure 1 Table 1. Washers Lifted Through Felt Layers Felt layers Washers lifted 1 6 2 4 3 2 4 0" }, { "n": 19, "item_id": "_cca75f54-4b70-4de5-a2c1-0ff1de9935ef", "type": "inline-choice", "title": "Refrigerator Magnet Design", "standards": [ "3-PS2-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The student wants to design a refrigerator magnet that holds a thick stack of notes against the metal door. Use what the trials showed to finish the design plan.

To hold a thicker stack of notes, the magnet should be made .

To pull the notes tightly to the door, the gap between the magnet and the door should be .

", "options": [ { "id": "cB1o1", "text": "stronger", "plain": "stronger", "correct": true, "kind": "inline" }, { "id": "cB1o2", "text": "weaker", "plain": "weaker", "correct": false, "kind": "inline" }, { "id": "cB1o3", "text": "lighter", "plain": "lighter", "correct": false, "kind": "inline" }, { "id": "cB2o1", "text": "small", "plain": "small", "correct": true, "kind": "inline" }, { "id": "cB2o2", "text": "large", "plain": "large", "correct": false, "kind": "inline" }, { "id": "cB2o3", "text": "medium", "plain": "medium", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_233eccbf-6f1f-4155-b490-b4245efdc20f" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1o1" ], "RESPONSE2": [ "cB2o1" ] }, "n_options": 6, "passage_html": "

Felt-Layer Magnet Trials

A student tested how well a magnet works through felt. A pile of steel washers was placed on a table. Flat felt squares were stacked on top of the washers. The student held the magnet above the felt and counted how many washers it lifted. Table 1 shows the results for different numbers of felt layers.

Figure 1

\"A

Table 1. Washers Lifted Through Felt Layers

Felt layersWashers lifted
16
24
32
40
", "passage_plain": "Felt-Layer Magnet Trials A student tested how well a magnet works through felt. A pile of steel washers was placed on a table. Flat felt squares were stacked on top of the washers. The student held the magnet above the felt and counted how many washers it lifted. Table 1 shows the results for different numbers of felt layers. Figure 1 Table 1. Washers Lifted Through Felt Layers Felt layers Washers lifted 1 6 2 4 3 2 4 0" }, { "n": 20, "item_id": "_d034a5f3-2ad6-49a5-b98b-7929c9fab314", "type": "choice", "title": "Brightest Star by Distance", "standards": [ "5-ESS1-1" ], "prompt_html": "

Three stars each give off the same amount of light. Table 1 shows how far each star is from Earth.

Table 1. Distance of Each Star from Earth

StarDistance from Earth (light-years)
Vela20
Rhea50
Tovo90

Which star will look the brightest in the night sky?

", "prompt_plain": "Three stars each give off the same amount of light. Table 1 shows how far each star is from Earth. Table 1. Distance of Each Star from Earth Star Distance from Earth (light-years) Vela 20 Rhea 50 Tovo 90 Which star will look the brightest in the night sky?", "context_html": "", "options": [ { "id": "cA20", "text": "Tovo, because it is the farthest star from Earth.", "plain": "Tovo, because it is the farthest star from Earth.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "Rhea, because it is the middle distance from Earth.", "plain": "Rhea, because it is the middle distance from Earth.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "Vela, because it is the closest star to Earth.", "plain": "Vela, because it is the closest star to Earth.", "correct": true, "kind": "choice" }, { "id": "cD20", "text": "All three will look the same brightness from Earth.", "plain": "All three will look the same brightness from Earth.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC20" ] }, "n_options": 4 }, { "n": 21, "item_id": "_8eaf8720-cffc-4a6f-80a9-7ad34886140b", "type": "portable-custom", "title": "Goalpost Shadow Lengths", "standards": [ "5-ESS1-2" ], "prompt_html": "

Goalpost Shadow Lengths

Marcus measured the shadow of a soccer goalpost every two hours on one sunny day. Table 1 shows what he measured.

Table 1

TimeShadow length (cm)
8 AM120
10 AM70
12 PM20
2 PM60
4 PM130

 

Use the data in Table 1 to build a bar for each time on the graph.

", "prompt_plain": "Goalpost Shadow Lengths Marcus measured the shadow of a soccer goalpost every two hours on one sunny day. Table 1 shows what he measured. Table 1 Time Shadow length (cm) 8 AM 120 10 AM 70 12 PM 20 2 PM 60 4 PM 130 Use the data in Table 1 to build a bar for each time on the graph.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"8 AM\",\"y\":120},{\"x\":\"10 AM\",\"y\":70},{\"x\":\"12 PM\",\"y\":20},{\"x\":\"2 PM\",\"y\":60},{\"x\":\"4 PM\",\"y\":130}]" ] }, "n_options": 0 }, { "n": 22, "item_id": "_27547f42-17f4-4e45-9c30-5418ced7d810", "type": "choice", "title": "A Star That Stays Put", "standards": [ "5-ESS1-2" ], "prompt_html": "

Priya keeps a sky log for a whole year. Each month most stars shift to new positions, but the star Polaris stays in nearly the same spot.

\"Four

Why can Polaris be seen in about the same place through the year?

", "prompt_plain": "Priya keeps a sky log for a whole year. Each month most stars shift to new positions, but the star Polaris stays in nearly the same spot. Why can Polaris be seen in about the same place through the year?", "context_html": "", "options": [ { "id": "cA1", "text": "Polaris shines more brightly than nearby stars, so it stays in view.", "plain": "Polaris shines more brightly than nearby stars, so it stays in view.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Polaris is much closer to Earth than the other stars Priya logs.", "plain": "Polaris is much closer to Earth than the other stars Priya logs.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Polaris keeps making its light while the other stars slowly fade.", "plain": "Polaris keeps making its light while the other stars slowly fade.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Earth's axis points toward Polaris, so Polaris barely seems to move.", "plain": "Earth's axis points toward Polaris, so Polaris barely seems to move.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot22.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 23, "item_id": "_49d52af7-cb21-4b2b-9103-f66b839de836", "type": "inline-choice", "title": "Quarry Earth Systems", "standards": [ "5-ESS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

At a stone quarry, workers dig solid rock out of the ground. Rain falls and collects as a pond of water at the bottom of the pit.

\"Open

Choose the correct Earth system for each blank.

The solid rock the workers dig out is part of the .

The rainwater pooling in the pit is part of the .

", "options": [ { "id": "c23b1o1", "text": "atmosphere", "plain": "atmosphere", "correct": false, "kind": "inline" }, { "id": "c23b1o2", "text": "biosphere", "plain": "biosphere", "correct": false, "kind": "inline" }, { "id": "c23b1o3", "text": "geosphere", "plain": "geosphere", "correct": true, "kind": "inline" }, { "id": "c23b1o4", "text": "hydrosphere", "plain": "hydrosphere", "correct": false, "kind": "inline" }, { "id": "c23b2o1", "text": "atmosphere", "plain": "atmosphere", "correct": false, "kind": "inline" }, { "id": "c23b2o2", "text": "biosphere", "plain": "biosphere", "correct": false, "kind": "inline" }, { "id": "c23b2o3", "text": "geosphere", "plain": "geosphere", "correct": false, "kind": "inline" }, { "id": "c23b2o4", "text": "hydrosphere", "plain": "hydrosphere", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot23.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSEB1": [ "c23b1o3" ], "RESPONSEB2": [ "c23b2o4" ] }, "n_options": 8 }, { "n": 24, "item_id": "_015cc909-3817-4d41-b793-f65b0d5763d8", "type": "choice", "title": "Earth's Water Amounts", "standards": [ "5-ESS2-2" ], "prompt_html": "

Table 1 shows how Earth's water is split for every 1,000 units of water: 970 units are salt water in the oceans, 20 units are frozen in ice and glaciers, 9 units are groundwater, and 1 unit is surface fresh water in lakes and rivers.

Table 1

Where the water isUnits (out of 1,000)
Ocean salt water970
Ice and glaciers20
Groundwater9
Surface fresh water1

Which TWO conclusions are supported by the data? Choose the TWO best answers.

", "prompt_plain": "Table 1 shows how Earth's water is split for every 1,000 units of water: 970 units are salt water in the oceans, 20 units are frozen in ice and glaciers, 9 units are groundwater, and 1 unit is surface fresh water in lakes and rivers. Table 1 Where the water is Units (out of 1,000) Ocean salt water 970 Ice and glaciers 20 Groundwater 9 Surface fresh water 1 Which TWO conclusions are supported by the data? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Most of Earth's water is salt water in the oceans.", "plain": "Most of Earth's water is salt water in the oceans.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "More of Earth's water is frozen in ice than flows in lakes and rivers.", "plain": "More of Earth's water is frozen in ice than flows in lakes and rivers.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Most of Earth's water is fresh water that people can drink.", "plain": "Most of Earth's water is fresh water that people can drink.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "There is more surface water in lakes and rivers than water underground.", "plain": "There is more surface water in lakes and rivers than water underground.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Earth holds about the same amount of salt water and fresh water.", "plain": "Earth holds about the same amount of salt water and fresh water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 25, "item_id": "_e5c29225-03d9-4842-bf48-d32c9c3eb822", "type": "choice", "title": "Shoreline Change Part A", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part A

Look at Figure 1.

At which section did the shoreline loss drop the most after marsh grass was planted?

", "prompt_plain": "Part A Look at Figure 1. At which section did the shoreline loss drop the most after marsh grass was planted?", "context_html": "", "options": [ { "id": "cA1", "text": "Sand Spit", "plain": "Sand Spit", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Pelican Bar", "plain": "Pelican Bar", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "North Cove", "plain": "North Cove", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Rocky Ledge", "plain": "Rocky Ledge", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_98a78848-6232-4c3a-b566-f6511c021b87" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Gull Point Shoreline Project

The town of Gull Point is losing shoreline to the waves. Workers tested ways to protect four shoreline sections.

At North Cove, Pelican Bar, and Sand Spit, they planted marsh grass. Rocky Ledge was left as it was, with no new plants.

Planting notes: Marsh-grass roots hold soil in place.

Figure 1 shows the meters of shoreline each section lost before planting and after planting.

\"Grouped

", "passage_plain": "Gull Point Shoreline Project The town of Gull Point is losing shoreline to the waves. Workers tested ways to protect four shoreline sections. At North Cove, Pelican Bar, and Sand Spit, they planted marsh grass. Rocky Ledge was left as it was, with no new plants. Planting notes: Marsh-grass roots hold soil in place. Figure 1 shows the meters of shoreline each section lost before planting and after planting." }, { "n": 26, "item_id": "_059a3611-02dd-4ca1-83b7-4abe7b6e1c3a", "type": "choice", "title": "Shoreline Change Part B", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part B

Use Figure 1 and the planting notes.

How does planting marsh grass help protect a shoreline section from washing away?

", "prompt_plain": "Part B Use Figure 1 and the planting notes. How does planting marsh grass help protect a shoreline section from washing away?", "context_html": "", "options": [ { "id": "cA1", "text": "The grass roots hold the soil in place, so less of the shoreline washes away.", "plain": "The grass roots hold the soil in place, so less of the shoreline washes away.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The grass adds salt to the water, which makes the ocean waves break sooner.", "plain": "The grass adds salt to the water, which makes the ocean waves break sooner.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A rock wall at another section, not the grass roots, is what reduced the loss.", "plain": "A rock wall at another section, not the grass roots, is what reduced the loss.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The grass gives the town flat new land for building more houses and shops.", "plain": "The grass gives the town flat new land for building more houses and shops.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_98a78848-6232-4c3a-b566-f6511c021b87" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Gull Point Shoreline Project

The town of Gull Point is losing shoreline to the waves. Workers tested ways to protect four shoreline sections.

At North Cove, Pelican Bar, and Sand Spit, they planted marsh grass. Rocky Ledge was left as it was, with no new plants.

Planting notes: Marsh-grass roots hold soil in place.

Figure 1 shows the meters of shoreline each section lost before planting and after planting.

\"Grouped

", "passage_plain": "Gull Point Shoreline Project The town of Gull Point is losing shoreline to the waves. Workers tested ways to protect four shoreline sections. At North Cove, Pelican Bar, and Sand Spit, they planted marsh grass. Rocky Ledge was left as it was, with no new plants. Planting notes: Marsh-grass roots hold soil in place. Figure 1 shows the meters of shoreline each section lost before planting and after planting." }, { "n": 27, "item_id": "_fa85a259-4f00-4968-b66b-0606f184bb51", "type": "gap-match", "title": "Hillside Land Changes", "standards": [ "4-ESS2-1" ], "prompt_html": "

The diagram shows one hillside where a stream flows from the top down to a valley. Three areas are marked with empty boxes.

\"Hillside

 

Place one process label in each box to show what is happening in that area.

", "prompt_plain": "The diagram shows one hillside where a stream flows from the top down to a valley. Three areas are marked with empty boxes. Place one process label in each box to show what is happening in that area.", "context_html": "", "options": [ { "id": "tok-Deposition", "text": "Deposition", "plain": "Deposition", "correct": false, "kind": "gap-token" }, { "id": "tok-Erosion", "text": "Erosion", "plain": "Erosion", "correct": false, "kind": "gap-token" }, { "id": "tok-Weathering", "text": "Weathering", "plain": "Weathering", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot27.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-Weathering gap1", "tok-Erosion gap2", "tok-Deposition gap3" ] }, "n_options": 3 }, { "n": 28, "item_id": "_20bf656c-4d74-4382-9df3-ec10b0ac7078", "type": "choice", "title": "Fossils in a Roadcut", "standards": [ "4-ESS1-1" ], "prompt_html": "

A road crew cut into a hillside and exposed five rock layers. Table 1 lists the fossils found in each layer, from the top layer down to the bottom layer.

Table 1

LayerFossils found
Layer 1 (top)fern leaves
Layer 2clam shells
Layer 3tree bark
Layer 4fish bones
Layer 5 (bottom)insect wings

Which TWO layers have fossils that are evidence the area was once underwater? Choose the TWO best answers.

", "prompt_plain": "A road crew cut into a hillside and exposed five rock layers. Table 1 lists the fossils found in each layer, from the top layer down to the bottom layer. Table 1 Layer Fossils found Layer 1 (top) fern leaves Layer 2 clam shells Layer 3 tree bark Layer 4 fish bones Layer 5 (bottom) insect wings Which TWO layers have fossils that are evidence the area was once underwater? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Layer 1, with fern leaves", "plain": "Layer 1, with fern leaves", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Layer 2, with clam shells", "plain": "Layer 2, with clam shells", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Layer 3, with tree bark", "plain": "Layer 3, with tree bark", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Layer 4, with fish bones", "plain": "Layer 4, with fish bones", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Layer 5, with insect wings", "plain": "Layer 5, with insect wings", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 29, "item_id": "_8efaac9d-0456-4d5a-aaa9-c3a23439ab80", "type": "choice", "title": "Stored Energy on a Track", "standards": [ "4-PS3-1" ], "prompt_html": "

Dante rolls a cart along a track with hills, shown in the diagram. The cart starts at rest at point W, the highest point, and rolls down.

\"Open

At which point does the cart have the most stored (potential) energy?

", "prompt_plain": "Dante rolls a cart along a track with hills, shown in the diagram. The cart starts at rest at point W, the highest point, and rolls down. At which point does the cart have the most stored (potential) energy?", "context_html": "", "options": [ { "id": "cA1", "text": "Point X, at the bottom of the first hill", "plain": "Point X, at the bottom of the first hill", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Point W, at the top of the first hill", "plain": "Point W, at the top of the first hill", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Point Y, at the top of the second hill", "plain": "Point Y, at the top of the second hill", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Point Z, at the end of the track", "plain": "Point Z, at the end of the track", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_f6e9ffcd-4d81-409c-a7e7-27e80efad46f", "type": "choice", "title": "Shirt Colors in the Sun", "standards": [ "4-PS4-2" ], "prompt_html": "

Four shirts - white, yellow, red, and black - are hung on a line in bright sunlight. The diagram shows the four shirt colors.

\"Four

Which shirt color will absorb the most light energy from the sun?

", "prompt_plain": "Four shirts - white, yellow, red, and black - are hung on a line in bright sunlight. The diagram shows the four shirt colors. Which shirt color will absorb the most light energy from the sun?", "context_html": "", "options": [ { "id": "cA1", "text": "White, because its bright surface pulls in the most light energy", "plain": "White, because its bright surface pulls in the most light energy", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Yellow, because bright colors soak up the most light energy", "plain": "Yellow, because bright colors soak up the most light energy", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Red, because warm colors absorb more light than cool colors", "plain": "Red, because warm colors absorb more light than cool colors", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Black, because dark colors absorb the most light and reflect the least", "plain": "Black, because dark colors absorb the most light and reflect the least", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot30.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_5667e059-b7ca-48f3-8bee-ec2be1a357ff", "type": "gap-match", "title": "Animal Hearing Ranges", "standards": [ "4-LS1-2" ], "prompt_html": "

A speaker plays a test sound at 35,000 hertz (Hz). Hertz is a unit used to describe how high or low a sound is. When the speaker plays the sound, the people in the room hear nothing. Figure 1 shows the range of sounds that each of four animals can hear. It also shows the range people can hear.

Figure 1. Hearing Ranges and the Test Sound

\"Bar

 

Use Figure 1. Drag one tile into each empty box to show whether hearing the 35,000 Hz test sound is possible or not possible for that animal. You may use a tile more than once.

", "prompt_plain": "A speaker plays a test sound at 35,000 hertz (Hz). Hertz is a unit used to describe how high or low a sound is. When the speaker plays the sound, the people in the room hear nothing. Figure 1 shows the range of sounds that each of four animals can hear. It also shows the range people can hear. Figure 1. Hearing Ranges and the Test Sound Use Figure 1. Drag one tile into each empty box to show whether hearing the 35,000 Hz test sound is possible or not possible for that animal. You may use a tile more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "possible", "plain": "possible", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "not possible", "plain": "not possible", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile2 g1", "tile1 g2", "tile1 g3", "tile2 g4" ] }, "n_options": 2 }, { "n": 32, "item_id": "_d20a98ee-3adf-41a5-94fd-410cec08ace0", "type": "choice", "title": "Sloped Park Flood Plan", "standards": [ "4-ESS3-2" ], "prompt_html": "

Figure 1 is a map of a park built on a slope. The picnic shelter sits on the high side, and the ball field sits on the low side. After hours of heavy rain, water ran straight down the slope toward the ball field and spread across it, leaving it muddy and flooded. The picnic shelter on the high side stayed dry. The town will add new flood protection to the park, and it wants the least digging.

Figure 1. Map of the Park

\"Park

Look at the map. Which plan is the best choice to reduce future flooding at the ball field?

", "prompt_plain": "Figure 1 is a map of a park built on a slope. The picnic shelter sits on the high side, and the ball field sits on the low side. After hours of heavy rain, water ran straight down the slope toward the ball field and spread across it, leaving it muddy and flooded. The picnic shelter on the high side stayed dry. The town will add new flood protection to the park, and it wants the least digging. Figure 1. Map of the Park Look at the map. Which plan is the best choice to reduce future flooding at the ball field?", "context_html": "", "options": [ { "id": "cA32", "text": "Dig a drainage ditch around the whole park, including the high side by the picnic shelter.", "plain": "Dig a drainage ditch around the whole park, including the high side by the picnic shelter.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "Dig a drainage ditch along the low edge of the park, below the ball field.", "plain": "Dig a drainage ditch along the low edge of the park, below the ball field.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "Dig a drainage ditch between the slope and the ball field on the low side.", "plain": "Dig a drainage ditch between the slope and the ball field on the low side.", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "Dig a drainage ditch between the slope and the picnic shelter on the high side.", "plain": "Dig a drainage ditch between the slope and the picnic shelter on the high side.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-32/images/slot32.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_4e6f1ef7-436e-4888-b91d-3acd08b159ba", "type": "choice", "title": "Solar Cooker Design Problem", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Look at the criterion in the cook-off rules.

Which problem were both solar cookers built to solve?

", "prompt_plain": "Look at the criterion in the cook-off rules. Which problem were both solar cookers built to solve?", "context_html": "", "options": [ { "id": "cA33", "text": "How to build a cooker light enough to carry around the science camp", "plain": "How to build a cooker light enough to carry around the science camp", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "How to use sunlight to heat the water in the cup enough", "plain": "How to use sunlight to heat the water in the cup enough", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "How to heat several cups of water with sunlight all at once", "plain": "How to heat several cups of water with sunlight all at once", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "How to heat the water with sunlight faster than a kitchen stove", "plain": "How to heat the water with sunlight faster than a kitchen stove", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a6a835a9-2180-4c00-93f1-1fdb5381ec9b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB33" ] }, "n_options": 4, "passage_html": "

Solar Cooker Cook-Off

Soraya and Weston entered the solar cooker cook-off at summer science camp. The cook-off rules list one criterion: the cooker must warm the water in its cup to at least 60 °C using only sunlight. Both students started with the same cardboard box, the same black metal cup of water, and the same clear lid. Soraya's Design 1 lines the inside of the box with plain white paper. Weston's Design 2 lines the inside of the box with shiny aluminum foil. The two cookers sat side by side in full sun. Figure 1 shows the two designs. Table 1 shows the test results.

Figure 1. The Two Cooker Designs

\"Two

Table 1. Cooker Test Results

DesignTime to reach 60 °C (minutes)Highest water temperature (°C)
Design 13166
Design 21788
", "passage_plain": "Solar Cooker Cook-Off Soraya and Weston entered the solar cooker cook-off at summer science camp. The cook-off rules list one criterion: the cooker must warm the water in its cup to at least 60 °C using only sunlight. Both students started with the same cardboard box, the same black metal cup of water, and the same clear lid. Soraya's Design 1 lines the inside of the box with plain white paper. Weston's Design 2 lines the inside of the box with shiny aluminum foil. The two cookers sat side by side in full sun. Figure 1 shows the two designs. Table 1 shows the test results. Figure 1. The Two Cooker Designs Table 1. Cooker Test Results Design Time to reach 60 °C (minutes) Highest water temperature (°C) Design 1 31 66 Design 2 17 88" }, { "n": 34, "item_id": "_6a4f06d2-b49e-457e-8df8-e5c48761d189", "type": "choice", "title": "Why Design 2 Warmed Faster", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Look at Figure 1 and Table 1.

Which statement best explains why Design 2 warmed its water faster than Design 1?

", "prompt_plain": "Look at Figure 1 and Table 1. Which statement best explains why Design 2 warmed its water faster than Design 1?", "context_html": "", "options": [ { "id": "cA34", "text": "Design 2's foil lining reflected more sunlight onto the cup, so it reached 88 °C.", "plain": "Design 2's foil lining reflected more sunlight onto the cup, so it reached 88 °C.", "correct": true, "kind": "choice" }, { "id": "cB34", "text": "Design 2's black cup made its own heat, so it needed less sunlight than Design 1 did.", "plain": "Design 2's black cup made its own heat, so it needed less sunlight than Design 1 did.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Design 2 stood in warmer air than Design 1, which lowered its time to 17 minutes.", "plain": "Design 2 stood in warmer air than Design 1, which lowered its time to 17 minutes.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Design 2's shiny lining kept wind off the cup better than Design 1's paper lining did.", "plain": "Design 2's shiny lining kept wind off the cup better than Design 1's paper lining did.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a6a835a9-2180-4c00-93f1-1fdb5381ec9b" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA34" ] }, "n_options": 4, "passage_html": "

Solar Cooker Cook-Off

Soraya and Weston entered the solar cooker cook-off at summer science camp. The cook-off rules list one criterion: the cooker must warm the water in its cup to at least 60 °C using only sunlight. Both students started with the same cardboard box, the same black metal cup of water, and the same clear lid. Soraya's Design 1 lines the inside of the box with plain white paper. Weston's Design 2 lines the inside of the box with shiny aluminum foil. The two cookers sat side by side in full sun. Figure 1 shows the two designs. Table 1 shows the test results.

Figure 1. The Two Cooker Designs

\"Two

Table 1. Cooker Test Results

DesignTime to reach 60 °C (minutes)Highest water temperature (°C)
Design 13166
Design 21788
", "passage_plain": "Solar Cooker Cook-Off Soraya and Weston entered the solar cooker cook-off at summer science camp. The cook-off rules list one criterion: the cooker must warm the water in its cup to at least 60 °C using only sunlight. Both students started with the same cardboard box, the same black metal cup of water, and the same clear lid. Soraya's Design 1 lines the inside of the box with plain white paper. Weston's Design 2 lines the inside of the box with shiny aluminum foil. The two cookers sat side by side in full sun. Figure 1 shows the two designs. Table 1 shows the test results. Figure 1. The Two Cooker Designs Table 1. Cooker Test Results Design Time to reach 60 °C (minutes) Highest water temperature (°C) Design 1 31 66 Design 2 17 88" }, { "n": 35, "item_id": "_dfc25fec-1723-481f-8aed-ecaa6c74f9b6", "type": "choice", "title": "Catapult Test Plan Note", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Dilan's team built a small catapult for a design contest. The team's test plan has this note: \"Launch the catapult six times, not just once, before we judge the design.\"

Which statement best explains how following the note makes the test better?

", "prompt_plain": "Dilan's team built a small catapult for a design contest. The team's test plan has this note: \"Launch the catapult six times, not just once, before we judge the design.\" Which statement best explains how following the note makes the test better?", "context_html": "", "options": [ { "id": "cA35", "text": "Launching six times lets the team record the longest launch as the catapult's normal distance.", "plain": "Launching six times lets the team record the longest launch as the catapult's normal distance.", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "Launching six times lets the team change several catapult parts during the same test.", "plain": "Launching six times lets the team change several catapult parts during the same test.", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "Launching six times makes each launch travel the same distance as the first launch does.", "plain": "Launching six times makes each launch travel the same distance as the first launch does.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "Launching six times shows the usual distance, so one odd launch cannot fool the team.", "plain": "Launching six times shows the usual distance, so one odd launch cannot fool the team.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD35" ] }, "n_options": 4 }, { "n": 36, "item_id": "_b9d5fa0d-8468-4ca9-a0af-684e05c0c918", "type": "text-entry", "title": "Fan-Cart Track Times", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Teodoro's science club built two fan carts. Each cart uses a battery-powered fan to push itself along the same flat 8-meter track. Table 1 shows each cart's time.

Table 1. Fan-Cart Track Times

CartTime to finish the track (seconds)
Cart 124
Cart 215

How many seconds faster did Cart 2 finish the track than Cart 1? Enter the exact number of seconds.

Give your answer as a whole number (e.g., 50).

Number of seconds:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "9" ] }, "n_options": 0 } ] }, { "form": "G5.33", "grade": "G5", "title": "Alpha Standardized Science G5.33", "test_id": "_test-ecf1b0ae-e697-42e6-960b-acaac68f68cd", "n_items": 36, "n_stimuli": 7, "stimuli": { "_8b66f90d-0baf-4fa5-a099-0fb0845104be": { "title": "Watchful Herd Senses Study", "html": "

Watchful Herd Senses Study

A herd of pronghorn feeds on an open grassland. One pronghorn acts as a sentry and watches for danger. The study card shows how a pronghorn takes in information and acts on it. Its eyes and ears sense what is happening around it. Its brain makes sense of that information. Then the animal responds with an action. Field notes below the card list things the herd was seen doing during one morning watch.

\"A

" }, "_50f33431-5a32-4233-ba11-7319b08fc254": { "title": "Kitchen Demo Observations", "html": "

Kitchen Demo Observations

Ms. Alvarez runs a kitchen demo at a griddle station. She heats batter two ways and writes what she sees in Table 1.

Table 1. Kitchen Demo Observations

RowWhat Ms. Alvarez observed
1A sealed jar of batter sits on the warm griddle.
2Inside the sealed jar, the batter bubbles and puffs up.
3The sealed jar and batter weigh 248 g before heating.
4After the batter puffs up, the sealed jar and batter still weigh 248 g.
5Batter poured on the open griddle turns golden-brown and smells toasty.
" }, "_06cfe92e-7e83-466a-a3b7-6efe4339e8ab": { "title": "Parachute Drop Trials", "html": "

Parachute Drop Trials

A design team dropped three parachute canopies from the same height and timed each fall. A longer time means a slower fall. During the test, one canopy got tangled in a single trial and did not open. That one fall was unusually fast for that canopy.

Table 1: Drop Times (seconds)

CanopyTrial 1Trial 2Trial 3
Flat sheet3.13.03.2
Ball-packed1.92.01.8
Vented2.42.50.9
" }, "_e420cc33-e91d-4bac-a947-bd08fece3860": { "title": "River Bend Field Guide", "html": "

River Bend Field Guide

This guide page follows Cedar Creek on its walk to Blue Heron Lake. Near the lake, the creek slows down. As it slows, it drops the sand and mud it was carrying. Over many years, the dropped sand and mud pile up at the creek's mouth. A side note compares rocks along the creek. Upstream, the rocks are large and jagged. Downstream, near the lake, the rocks are small and round. The sketch shows the creek's mouth and the two rock samples.

\"A

" }, "_a69073b3-7cca-4576-b8d1-831e063469bc": { "title": "Prairie-Dog Town Diagram", "html": "

Prairie-Dog Town Diagram

Figure 1 shows a food chain in a prairie-dog town. Each arrow shows the direction that energy and matter move from one part to the next.

\"A

" }, "_5ae1dc9e-1707-474f-8f7f-fd722722139c": { "title": "Party Balloon Static Tests", "html": "

Party Balloon Static Tests

Priya is setting up for a birthday party. She rubs two balloons with a wool scarf and hangs each one from a thread. The balloons hang near each other. Priya writes down what she sees.

\"Two

" }, "_f537e36a-4b8c-4a7a-9ee9-976f133ab246": { "title": "Oak Hollow Study Plot", "html": "

Oak Hollow Study Plot

Mr. Okafor's class studies one young oak in the Oak Hollow plot. Each spring they measure the oak's trunk and weigh a marked soil sample from the same spot. They also chart the plot's living things.

Oak Growth

SpringOak trunk width (cm)Marked soil sample mass (kg)
Year 145.0
Year 395.0
Year 5154.9

\"Oak

" } }, "questions": [ { "n": 1, "item_id": "_721bb8b1-6c24-4263-98a4-e8cbb016dae2", "type": "choice", "title": "Sealed Jar Batter", "standards": [ "5-PS1-2" ], "prompt_html": "

Look at Table 1. The sealed jar of batter weighs the same before and after the batter puffs up.

Which claim about matter does the demo best support?

", "prompt_plain": "Look at Table 1. The sealed jar of batter weighs the same before and after the batter puffs up. Which claim about matter does the demo best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The amount of matter stayed the same as the batter changed.", "plain": "The amount of matter stayed the same as the batter changed.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The batter destroyed some matter as it bubbled and puffed up.", "plain": "The batter destroyed some matter as it bubbled and puffed up.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The batter made new matter as it puffed up in the jar.", "plain": "The batter made new matter as it puffed up in the jar.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The heat changed some matter into energy inside the sealed jar.", "plain": "The heat changed some matter into energy inside the sealed jar.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_50f33431-5a32-4233-ba11-7319b08fc254" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Kitchen Demo Observations

Ms. Alvarez runs a kitchen demo at a griddle station. She heats batter two ways and writes what she sees in Table 1.

Table 1. Kitchen Demo Observations

RowWhat Ms. Alvarez observed
1A sealed jar of batter sits on the warm griddle.
2Inside the sealed jar, the batter bubbles and puffs up.
3The sealed jar and batter weigh 248 g before heating.
4After the batter puffs up, the sealed jar and batter still weigh 248 g.
5Batter poured on the open griddle turns golden-brown and smells toasty.
", "passage_plain": "Kitchen Demo Observations Ms. Alvarez runs a kitchen demo at a griddle station. She heats batter two ways and writes what she sees in Table 1. Table 1. Kitchen Demo Observations Row What Ms. Alvarez observed 1 A sealed jar of batter sits on the warm griddle. 2 Inside the sealed jar, the batter bubbles and puffs up. 3 The sealed jar and batter weigh 248 g before heating. 4 After the batter puffs up, the sealed jar and batter still weigh 248 g. 5 Batter poured on the open griddle turns golden-brown and smells toasty." }, { "n": 2, "item_id": "_468c6e00-a092-4083-840b-3ec0dadd195e", "type": "choice", "title": "Sealed Jar Mass (Part A)", "standards": [ "5-PS1-4" ], "prompt_html": "

Part A

Inside the sealed jar, the batter bubbles and puffs up as it cooks.

Which claim about the total mass of the sealed jar is best supported?

", "prompt_plain": "Part A Inside the sealed jar, the batter bubbles and puffs up as it cooks. Which claim about the total mass of the sealed jar is best supported?", "context_html": "", "options": [ { "id": "cA2", "text": "The total mass goes up because the puffed batter fills more space.", "plain": "The total mass goes up because the puffed batter fills more space.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "The total mass stays the same because no matter leaves the jar.", "plain": "The total mass stays the same because no matter leaves the jar.", "correct": true, "kind": "choice" }, { "id": "cC2", "text": "The total mass goes down because cooking burns some matter away.", "plain": "The total mass goes down because cooking burns some matter away.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "The total mass goes up because new matter forms as it cooks.", "plain": "The total mass goes up because new matter forms as it cooks.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_50f33431-5a32-4233-ba11-7319b08fc254" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB2" ] }, "n_options": 4, "passage_html": "

Kitchen Demo Observations

Ms. Alvarez runs a kitchen demo at a griddle station. She heats batter two ways and writes what she sees in Table 1.

Table 1. Kitchen Demo Observations

RowWhat Ms. Alvarez observed
1A sealed jar of batter sits on the warm griddle.
2Inside the sealed jar, the batter bubbles and puffs up.
3The sealed jar and batter weigh 248 g before heating.
4After the batter puffs up, the sealed jar and batter still weigh 248 g.
5Batter poured on the open griddle turns golden-brown and smells toasty.
", "passage_plain": "Kitchen Demo Observations Ms. Alvarez runs a kitchen demo at a griddle station. She heats batter two ways and writes what she sees in Table 1. Table 1. Kitchen Demo Observations Row What Ms. Alvarez observed 1 A sealed jar of batter sits on the warm griddle. 2 Inside the sealed jar, the batter bubbles and puffs up. 3 The sealed jar and batter weigh 248 g before heating. 4 After the batter puffs up, the sealed jar and batter still weigh 248 g. 5 Batter poured on the open griddle turns golden-brown and smells toasty." }, { "n": 3, "item_id": "_a92239a1-7830-4710-9ad9-629e4c96a4e3", "type": "choice", "title": "Jar Mass Evidence (Part B)", "standards": [ "5-PS1-4" ], "prompt_html": "

Part B

Which rows in Table 1 give the best evidence for the claim in Part A?

", "prompt_plain": "Part B Which rows in Table 1 give the best evidence for the claim in Part A?", "context_html": "", "options": [ { "id": "cA3", "text": "Rows 1 and 2", "plain": "Rows 1 and 2", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Rows 2 and 5", "plain": "Rows 2 and 5", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "Rows 3 and 4", "plain": "Rows 3 and 4", "correct": true, "kind": "choice" }, { "id": "cD3", "text": "Rows 4 and 5", "plain": "Rows 4 and 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_50f33431-5a32-4233-ba11-7319b08fc254" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC3" ] }, "n_options": 4, "passage_html": "

Kitchen Demo Observations

Ms. Alvarez runs a kitchen demo at a griddle station. She heats batter two ways and writes what she sees in Table 1.

Table 1. Kitchen Demo Observations

RowWhat Ms. Alvarez observed
1A sealed jar of batter sits on the warm griddle.
2Inside the sealed jar, the batter bubbles and puffs up.
3The sealed jar and batter weigh 248 g before heating.
4After the batter puffs up, the sealed jar and batter still weigh 248 g.
5Batter poured on the open griddle turns golden-brown and smells toasty.
", "passage_plain": "Kitchen Demo Observations Ms. Alvarez runs a kitchen demo at a griddle station. She heats batter two ways and writes what she sees in Table 1. Table 1. Kitchen Demo Observations Row What Ms. Alvarez observed 1 A sealed jar of batter sits on the warm griddle. 2 Inside the sealed jar, the batter bubbles and puffs up. 3 The sealed jar and batter weigh 248 g before heating. 4 After the batter puffs up, the sealed jar and batter still weigh 248 g. 5 Batter poured on the open griddle turns golden-brown and smells toasty." }, { "n": 4, "item_id": "_eba96c10-0708-4559-9af9-e27b5eec1a65", "type": "choice", "title": "Water Over the Bay", "standards": [ "5-PS1-1" ], "prompt_html": "

A poster shows water leaving a warm bay and rising into the air. The water seems to disappear.

\"A

Which statement best explains what happens to the water?

", "prompt_plain": "A poster shows water leaving a warm bay and rising into the air. The water seems to disappear. Which statement best explains what happens to the water?", "context_html": "", "options": [ { "id": "cA4", "text": "The sun destroys the water so that it stops existing as matter.", "plain": "The sun destroys the water so that it stops existing as matter.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "The water turns into dry air, which is a different kind of matter.", "plain": "The water turns into dry air, which is a different kind of matter.", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "The water rises up and then changes into a brand-new liquid in the sky.", "plain": "The water rises up and then changes into a brand-new liquid in the sky.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "The water spreads into the air as tiny particles too small to see.", "plain": "The water spreads into the air as tiny particles too small to see.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-33/images/slot04-bay.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_e60c2c01-ecbc-46dc-a9d6-643b3941b961", "type": "choice", "title": "Covered Jar Candle", "standards": [ "5-PS1-1" ], "prompt_html": "

A candle burns inside a covered jar. The lid stays on the whole time, and the candle gets smaller as it burns. Table 1 shows the mass before and after.

Table 1. Covered-Jar Candle

When measuredMass of covered jar
Before the candle burns210 g
After the candle goes out210 g

Choose the TWO statements the readings best support.

", "prompt_plain": "A candle burns inside a covered jar. The lid stays on the whole time, and the candle gets smaller as it burns. Table 1 shows the mass before and after. Table 1. Covered-Jar Candle When measured Mass of covered jar Before the candle burns 210 g After the candle goes out 210 g Choose the TWO statements the readings best support.", "context_html": "", "options": [ { "id": "cA5", "text": "The covered jar’s total mass stays the same as the candle burns.", "plain": "The covered jar’s total mass stays the same as the candle burns.", "correct": true, "kind": "choice" }, { "id": "cB5", "text": "Some matter disappears from the jar as the candle slowly burns down.", "plain": "Some matter disappears from the jar as the candle slowly burns down.", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "The wax turns into tiny gas particles that stay in the jar.", "plain": "The wax turns into tiny gas particles that stay in the jar.", "correct": true, "kind": "choice" }, { "id": "cD5", "text": "New matter is created inside the jar to replace the burned wax.", "plain": "New matter is created inside the jar to replace the burned wax.", "correct": false, "kind": "choice" }, { "id": "cE5", "text": "The gas particles are too light to change the jar’s total mass.", "plain": "The gas particles are too light to change the jar’s total mass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA5", "cC5" ] }, "n_options": 5 }, { "n": 6, "item_id": "_a089e436-621e-47d2-93ac-7678046fa149", "type": "choice", "title": "Soaked Leaf Samples", "standards": [ "5-PS1-3" ], "prompt_html": "

Two leaf samples are soaked in a liquid. Table 1 lists their properties before and after soaking. One sample now has a new color and a new smell.

Table 1. Leaf Samples Before and After Soaking

Leaf sampleColor beforeColor afterSmell beforeSmell after
Sample 1greengreenfreshfresh
Sample 2greenreddish-brownfreshsour

Which conclusion do these properties best support?

", "prompt_plain": "Two leaf samples are soaked in a liquid. Table 1 lists their properties before and after soaking. One sample now has a new color and a new smell. Table 1. Leaf Samples Before and After Soaking Leaf sample Color before Color after Smell before Smell after Sample 1 green green fresh fresh Sample 2 green reddish-brown fresh sour Which conclusion do these properties best support?", "context_html": "", "options": [ { "id": "cA6", "text": "The new color and new smell show a different substance is now present.", "plain": "The new color and new smell show a different substance is now present.", "correct": true, "kind": "choice" }, { "id": "cB6", "text": "The leaf is the same substance because soaking just adds water to it.", "plain": "The leaf is the same substance because soaking just adds water to it.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "The leaf must be colder now because its color and smell changed.", "plain": "The leaf must be colder now because its color and smell changed.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "The leaf’s color and smell are weak clues about its material.", "plain": "The leaf’s color and smell are weak clues about its material.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA6" ] }, "n_options": 4 }, { "n": 7, "item_id": "_ca835193-1e8d-476c-8a96-ad45d702226c", "type": "match", "title": "Potting-Soil Blend Tools", "standards": [ "5-PS1-4" ], "prompt_html": "

A gardener mixes a potting-soil blend with iron bits, small pebbles, and salt. Each tool pulls one material out of the blend.

\"A

 

Match each tool to the physical property it uses. One property will not be used.

", "prompt_plain": "A gardener mixes a potting-soil blend with iron bits, small pebbles, and salt. Each tool pulls one material out of the blend. Match each tool to the physical property it uses. One property will not be used.", "context_html": "", "options": [ { "id": "t7_1", "text": "Magnet", "plain": "Magnet", "correct": false, "kind": "match-token" }, { "id": "t7_2", "text": "Sieve", "plain": "Sieve", "correct": false, "kind": "match-token" }, { "id": "t7_3", "text": "Water and filter", "plain": "Water and filter", "correct": false, "kind": "match-token" }, { "id": "p7_1", "text": "Whether a material is magnetic", "plain": "Whether a material is magnetic", "correct": false, "kind": "match-token" }, { "id": "p7_2", "text": "The size of the pieces in the blend", "plain": "The size of the pieces in the blend", "correct": false, "kind": "match-token" }, { "id": "p7_3", "text": "Whether a material dissolves in a liquid", "plain": "Whether a material dissolves in a liquid", "correct": false, "kind": "match-token" }, { "id": "p7_4", "text": "The color of each material in the blend", "plain": "The color of each material in the blend", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-33/images/slot07-blend.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t7_1 p7_1", "t7_2 p7_2", "t7_3 p7_3" ] }, "n_options": 7 }, { "n": 8, "item_id": "_df75ba21-48d4-4f19-a90b-cbc168fdfa70", "type": "choice", "title": "Closed Container Masses", "standards": [ "5-PS1-2" ], "prompt_html": "

Two experiments are done in closed containers. Table 1 lists the mass before and after each one.

Table 1. Closed-Container Masses

Closed-container experimentMass beforeMass after
Capped bottle of ice that melts to water300 g300 g
Sealed cup where a tablet fizzes in water180 g180 g

Choose the TWO correct statements about the total mass in each container.

", "prompt_plain": "Two experiments are done in closed containers. Table 1 lists the mass before and after each one. Table 1. Closed-Container Masses Closed-container experiment Mass before Mass after Capped bottle of ice that melts to water 300 g 300 g Sealed cup where a tablet fizzes in water 180 g 180 g Choose the TWO correct statements about the total mass in each container.", "context_html": "", "options": [ { "id": "cA8", "text": "In the capped bottle, the mass drops because melting removes some matter.", "plain": "In the capped bottle, the mass drops because melting removes some matter.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "In the capped bottle, the mass stays the same because no matter leaves.", "plain": "In the capped bottle, the mass stays the same because no matter leaves.", "correct": true, "kind": "choice" }, { "id": "cC8", "text": "In the sealed cup, the mass rises because the new gas adds matter.", "plain": "In the sealed cup, the mass rises because the new gas adds matter.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "In the sealed cup, the mass stays the same because the gas stays inside.", "plain": "In the sealed cup, the mass stays the same because the gas stays inside.", "correct": true, "kind": "choice" }, { "id": "cE8", "text": "In the sealed cup, the mass falls because the gas weighs very little.", "plain": "In the sealed cup, the mass falls because the gas weighs very little.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB8", "cD8" ] }, "n_options": 5 }, { "n": 9, "item_id": "_faf43c11-9cd8-45d7-b677-f5b4cf7ebaf2", "type": "choice", "title": "Prairie-Dog Matter Flow (Part A)", "standards": [ "5-PS3-1" ], "prompt_html": "

Part A

Figure 1 shows a food chain in a prairie-dog town.

Which claim best describes how matter moves through this food chain?

", "prompt_plain": "Part A Figure 1 shows a food chain in a prairie-dog town. Which claim best describes how matter moves through this food chain?", "context_html": "", "options": [ { "id": "cA9", "text": "The matter flows from hawk to prairie dog to grass.", "plain": "The matter flows from hawk to prairie dog to grass.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The matter flows from grass to prairie dog to hawk.", "plain": "The matter flows from grass to prairie dog to hawk.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "The animals each build their own matter without eating food.", "plain": "The animals each build their own matter without eating food.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "The grass makes matter by eating the prairie dog and hawk.", "plain": "The grass makes matter by eating the prairie dog and hawk.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a69073b3-7cca-4576-b8d1-831e063469bc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9" ] }, "n_options": 4, "passage_html": "

Prairie-Dog Town Diagram

Figure 1 shows a food chain in a prairie-dog town. Each arrow shows the direction that energy and matter move from one part to the next.

\"A

", "passage_plain": "Prairie-Dog Town Diagram Figure 1 shows a food chain in a prairie-dog town. Each arrow shows the direction that energy and matter move from one part to the next." }, { "n": 10, "item_id": "_798fcc94-8c74-45f6-a2fd-55e15f13d6ee", "type": "choice", "title": "Prairie-Dog Arrow Evidence (Part B)", "standards": [ "5-PS3-1" ], "prompt_html": "

Part B

Which arrows in Figure 1 give the best evidence for the claim in Part A?

", "prompt_plain": "Part B Which arrows in Figure 1 give the best evidence for the claim in Part A?", "context_html": "", "options": [ { "id": "cA10", "text": "Arrows 1 and 2", "plain": "Arrows 1 and 2", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Arrows 1 and 4", "plain": "Arrows 1 and 4", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "Arrows 2 and 3", "plain": "Arrows 2 and 3", "correct": true, "kind": "choice" }, { "id": "cD10", "text": "Arrows 3 and 4", "plain": "Arrows 3 and 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a69073b3-7cca-4576-b8d1-831e063469bc" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC10" ] }, "n_options": 4, "passage_html": "

Prairie-Dog Town Diagram

Figure 1 shows a food chain in a prairie-dog town. Each arrow shows the direction that energy and matter move from one part to the next.

\"A

", "passage_plain": "Prairie-Dog Town Diagram Figure 1 shows a food chain in a prairie-dog town. Each arrow shows the direction that energy and matter move from one part to the next." }, { "n": 11, "item_id": "_61eab805-96bd-45b6-a743-fccde379cf05", "type": "choice", "title": "Backpack on the Scale", "standards": [ "5-PS2-1" ], "prompt_html": "

Maya sets her loaded backpack on a bathroom scale. The scale shows a reading because gravity pulls on the backpack.

\"A

In which direction does gravity pull the backpack?

", "prompt_plain": "Maya sets her loaded backpack on a bathroom scale. The scale shows a reading because gravity pulls on the backpack. In which direction does gravity pull the backpack?", "context_html": "", "options": [ { "id": "cA1", "text": "Toward the center of Earth", "plain": "Toward the center of Earth", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Straight up, away from the floor", "plain": "Straight up, away from the floor", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Sideways, toward the nearest wall", "plain": "Sideways, toward the nearest wall", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Outward, away from the backpack", "plain": "Outward, away from the backpack", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-33/images/slot11-backpack-scale.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 12, "item_id": "_fa7e21c9-1d16-4ee2-95fd-7d2b1b57a4aa", "type": "choice", "title": "Oak Tree New Material", "standards": [ "5-LS1-1" ], "prompt_html": "

Look at the Oak Growth table for the Oak Hollow plot. The oak's trunk grew much wider over five years, but the marked soil sample lost almost no mass.

Which idea does this evidence BEST support?

", "prompt_plain": "Look at the Oak Growth table for the Oak Hollow plot. The oak's trunk grew much wider over five years, but the marked soil sample lost almost no mass. Which idea does this evidence BEST support?", "context_html": "", "options": [ { "id": "cA1", "text": "Most of its new material came from the plot's soil.", "plain": "Most of its new material came from the plot's soil.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Most of its new material came from sunlight it stored.", "plain": "Most of its new material came from sunlight it stored.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Most of its new material came from air and water.", "plain": "Most of its new material came from air and water.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Most of its new material came from the plot's rocks.", "plain": "Most of its new material came from the plot's rocks.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f537e36a-4b8c-4a7a-9ee9-976f133ab246" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Oak Hollow Study Plot

Mr. Okafor's class studies one young oak in the Oak Hollow plot. Each spring they measure the oak's trunk and weigh a marked soil sample from the same spot. They also chart the plot's living things.

Oak Growth

SpringOak trunk width (cm)Marked soil sample mass (kg)
Year 145.0
Year 395.0
Year 5154.9

\"Oak

", "passage_plain": "Oak Hollow Study Plot Mr. Okafor's class studies one young oak in the Oak Hollow plot. Each spring they measure the oak's trunk and weigh a marked soil sample from the same spot. They also chart the plot's living things. Oak Growth Spring Oak trunk width (cm) Marked soil sample mass (kg) Year 1 4 5.0 Year 3 9 5.0 Year 5 15 4.9" }, { "n": 13, "item_id": "_2fdedd26-e169-4ea3-b307-1497ed5da0eb", "type": "match", "title": "Oak Hollow Plot Roles", "standards": [ "5-LS2-1" ], "prompt_html": "

Look at the Oak Hollow feeding chart.

 

Drag each living thing into the box that shows its role in the plot.

", "prompt_plain": "Look at the Oak Hollow feeding chart. Drag each living thing into the box that shows its role in the plot.", "context_html": "", "options": [ { "id": "t13_1", "text": "Gray squirrel", "plain": "Gray squirrel", "correct": false, "kind": "match-token" }, { "id": "t13_2", "text": "Shelf fungus", "plain": "Shelf fungus", "correct": false, "kind": "match-token" }, { "id": "t13_3", "text": "Oak tree", "plain": "Oak tree", "correct": false, "kind": "match-token" }, { "id": "t13_4", "text": "Earthworm", "plain": "Earthworm", "correct": false, "kind": "match-token" }, { "id": "t13_5", "text": "Wild rye grass", "plain": "Wild rye grass", "correct": false, "kind": "match-token" }, { "id": "t13_6", "text": "Acorn weevil", "plain": "Acorn weevil", "correct": false, "kind": "match-token" }, { "id": "g_prod", "text": "Producers", "plain": "Producers", "correct": false, "kind": "match-token" }, { "id": "g_cons", "text": "Consumers", "plain": "Consumers", "correct": false, "kind": "match-token" }, { "id": "g_dec", "text": "Decomposers", "plain": "Decomposers", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [ "_f537e36a-4b8c-4a7a-9ee9-976f133ab246" ], "key_letters": "", "key_values": { "RESPONSE": [ "t13_3 g_prod", "t13_5 g_prod", "t13_1 g_cons", "t13_6 g_cons", "t13_2 g_dec", "t13_4 g_dec" ] }, "n_options": 9, "passage_html": "

Oak Hollow Study Plot

Mr. Okafor's class studies one young oak in the Oak Hollow plot. Each spring they measure the oak's trunk and weigh a marked soil sample from the same spot. They also chart the plot's living things.

Oak Growth

SpringOak trunk width (cm)Marked soil sample mass (kg)
Year 145.0
Year 395.0
Year 5154.9

\"Oak

", "passage_plain": "Oak Hollow Study Plot Mr. Okafor's class studies one young oak in the Oak Hollow plot. Each spring they measure the oak's trunk and weigh a marked soil sample from the same spot. They also chart the plot's living things. Oak Growth Spring Oak trunk width (cm) Marked soil sample mass (kg) Year 1 4 5.0 Year 3 9 5.0 Year 5 15 4.9" }, { "n": 14, "item_id": "_e8a5e234-0142-4be0-8824-5a6f30b1c44a", "type": "inline-choice", "title": "Plant Food Sketch", "standards": [ "5-LS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Dana drew a sketch of how a plant makes its own food. Use the sketch to complete the sentence.

\"A

A plant takes in and water. Using energy from , the plant builds sugars it can use to grow.

", "options": [ { "id": "c14_1_1", "text": "carbon dioxide from the air", "plain": "carbon dioxide from the air", "correct": true, "kind": "inline" }, { "id": "c14_1_2", "text": "oxygen from the air", "plain": "oxygen from the air", "correct": false, "kind": "inline" }, { "id": "c14_1_3", "text": "minerals from the soil", "plain": "minerals from the soil", "correct": false, "kind": "inline" }, { "id": "c14_2_1", "text": "the Sun's light", "plain": "the Sun's light", "correct": true, "kind": "inline" }, { "id": "c14_2_2", "text": "the warm soil", "plain": "the warm soil", "correct": false, "kind": "inline" }, { "id": "c14_2_3", "text": "the surrounding air", "plain": "the surrounding air", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-33/images/slot14-plant-sketch.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c14_1_1" ], "RESPONSE2": [ "c14_2_1" ] }, "n_options": 6 }, { "n": 15, "item_id": "_15822b41-a202-443b-9bbb-1379c69a9b9c", "type": "choice", "title": "Wolf Pup Coat Shades", "standards": [ "3-LS3-1" ], "prompt_html": "

A wildlife team recorded the coat shades of two wolf parents and their pups across two litters. Look at the Coat Shade record.

Coat Shade

WolfCoat shade
Mothergray
Fatherblack
Litter 1 pups2 gray, 1 black, 1 brown-gray
Litter 2 pups1 gray, 2 black

Which claim does the data BEST support?

", "prompt_plain": "A wildlife team recorded the coat shades of two wolf parents and their pups across two litters. Look at the Coat Shade record. Coat Shade Wolf Coat shade Mother gray Father black Litter 1 pups 2 gray, 1 black, 1 brown-gray Litter 2 pups 1 gray, 2 black Which claim does the data BEST support?", "context_html": "", "options": [ { "id": "cA1", "text": "The pups inherit coat shade, so each pup looks exactly like a parent.", "plain": "The pups inherit coat shade, so each pup looks exactly like a parent.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The pups inherit coat shade from their parents but still vary.", "plain": "The pups inherit coat shade from their parents but still vary.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A pup's coat shade comes from what it eats, not its parents.", "plain": "A pup's coat shade comes from what it eats, not its parents.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pups' coat shades are unrelated to their parents.", "plain": "The pups' coat shades are unrelated to their parents.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 16, "item_id": "_581c0742-0697-433a-9b76-3949b4099c15", "type": "hottext", "title": "Balloon Force Evidence", "standards": [ "3-PS2-1" ], "prompt_html": "

Look at Priya’s party set-up log.

Select the two sentences that are evidence that a force acted on the balloons.

", "prompt_plain": "Look at Priya’s party set-up log. Select the two sentences that are evidence that a force acted on the balloons.", "context_html": "", "options": [ { "id": "hA16", "text": "Priya rubbed each balloon with the wool scarf.", "plain": "Priya rubbed each balloon with the wool scarf.", "correct": false, "kind": "hottext" }, { "id": "hB16", "text": "The two hanging balloons swung away from each other.", "plain": "The two hanging balloons swung away from each other.", "correct": true, "kind": "hottext" }, { "id": "hC16", "text": "The balloons moved apart even though they never touched.", "plain": "The balloons moved apart even though they never touched.", "correct": true, "kind": "hottext" }, { "id": "hD16", "text": "The balloons’ ribbons were bright red.", "plain": "The balloons’ ribbons were bright red.", "correct": false, "kind": "hottext" }, { "id": "hE16", "text": "The wool scarf felt soft and warm.", "plain": "The wool scarf felt soft and warm.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_5ae1dc9e-1707-474f-8f7f-fd722722139c" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB16", "hC16" ] }, "n_options": 5, "passage_html": "

Party Balloon Static Tests

Priya is setting up for a birthday party. She rubs two balloons with a wool scarf and hangs each one from a thread. The balloons hang near each other. Priya writes down what she sees.

\"Two

", "passage_plain": "Party Balloon Static Tests Priya is setting up for a birthday party. She rubs two balloons with a wool scarf and hangs each one from a thread. The balloons hang near each other. Priya writes down what she sees." }, { "n": 17, "item_id": "_f6b1dd29-4ce5-4c51-ad32-24fdc3ae0cbd", "type": "inline-choice", "title": "What the Rubbing Did", "standards": [ "3-PS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Priya rubbed both balloons with the wool scarf. Use what you see to complete the sentence.

The two rubbed balloons each other because they now carry electric charge.

", "options": [ { "id": "c17_1_1", "text": "push away from", "plain": "push away from", "correct": true, "kind": "inline" }, { "id": "c17_1_2", "text": "pull toward", "plain": "pull toward", "correct": false, "kind": "inline" }, { "id": "c17_1_3", "text": "stay still beside", "plain": "stay still beside", "correct": false, "kind": "inline" }, { "id": "c17_2_1", "text": "the same kind of", "plain": "the same kind of", "correct": true, "kind": "inline" }, { "id": "c17_2_2", "text": "opposite kinds of", "plain": "opposite kinds of", "correct": false, "kind": "inline" }, { "id": "c17_2_3", "text": "no", "plain": "no", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_5ae1dc9e-1707-474f-8f7f-fd722722139c" ], "key_letters": "", "key_values": { "RESPONSE1": [ "c17_1_1" ], "RESPONSE2": [ "c17_2_1" ] }, "n_options": 6, "passage_html": "

Party Balloon Static Tests

Priya is setting up for a birthday party. She rubs two balloons with a wool scarf and hangs each one from a thread. The balloons hang near each other. Priya writes down what she sees.

\"Two

", "passage_plain": "Party Balloon Static Tests Priya is setting up for a birthday party. She rubs two balloons with a wool scarf and hangs each one from a thread. The balloons hang near each other. Priya writes down what she sees." }, { "n": 18, "item_id": "_7fd085f0-b324-41e0-b560-135c214a7b82", "type": "choice", "title": "Balloons After Release", "standards": [ "3-PS2-3" ], "prompt_html": "

Priya moves one hanging balloon closer to the other charged balloon and then lets it go.

What will most likely happen to the gap between them just after she lets go, and why?

", "prompt_plain": "Priya moves one hanging balloon closer to the other charged balloon and then lets it go. What will most likely happen to the gap between them just after she lets go, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "The gap will close, because moving one closer makes them stick.", "plain": "The gap will close, because moving one closer makes them stick.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The gap will stay the same, because a push needs the balloons to touch.", "plain": "The gap will stay the same, because a push needs the balloons to touch.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The gap will grow wider, because moving air pushes them apart.", "plain": "The gap will grow wider, because moving air pushes them apart.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The gap will grow wider, because the balloons push harder when closer.", "plain": "The gap will grow wider, because the balloons push harder when closer.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5ae1dc9e-1707-474f-8f7f-fd722722139c" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Party Balloon Static Tests

Priya is setting up for a birthday party. She rubs two balloons with a wool scarf and hangs each one from a thread. The balloons hang near each other. Priya writes down what she sees.

\"Two

", "passage_plain": "Party Balloon Static Tests Priya is setting up for a birthday party. She rubs two balloons with a wool scarf and hangs each one from a thread. The balloons hang near each other. Priya writes down what she sees." }, { "n": 19, "item_id": "_aff1c676-2af1-4706-a80d-0929a0bbccd6", "type": "choice", "title": "Two Stars Brightness", "standards": [ "5-ESS1-1" ], "prompt_html": "

Two stars are listed on the Star Card. Star Lumen looks brighter in the night sky than Star Delta, even though the card shows Lumen gives off less light.

Star Card

StarDistance from EarthTrue brightness (light given off)
Lumen8 light-yearslow
Delta400 light-yearshigh

Which statement BEST explains why Lumen looks brighter?

", "prompt_plain": "Two stars are listed on the Star Card. Star Lumen looks brighter in the night sky than Star Delta, even though the card shows Lumen gives off less light. Star Card Star Distance from Earth True brightness (light given off) Lumen 8 light-years low Delta 400 light-years high Which statement BEST explains why Lumen looks brighter?", "context_html": "", "options": [ { "id": "cA1", "text": "It gives off more light than Delta does, so it looks brighter.", "plain": "It gives off more light than Delta does, so it looks brighter.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It is much closer to Earth than Delta, so it looks brighter despite being truly dimmer.", "plain": "It is much closer to Earth than Delta, so it looks brighter despite being truly dimmer.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "It is farther from Earth than Delta, and stars that are farther away look brighter.", "plain": "It is farther from Earth than Delta, and stars that are farther away look brighter.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It is a much hotter star than Delta, so it burns brighter.", "plain": "It is a much hotter star than Delta, so it burns brighter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 20, "item_id": "_9f73b84a-12ba-4e0c-b642-a21cd287bf9f", "type": "choice", "title": "Stick Shadow Pattern", "standards": [ "5-ESS1-2" ], "prompt_html": "

A class put a stick in the ground and recorded its shadow five times in one day. Look at the Shadow Log.

Shadow Log

TimeShadow points towardShadow length
8 AMwestlong
10 AMnorthwestmedium
Noonnorthshort
2 PMnortheastmedium
4 PMeastlong

Which statement BEST explains the daily pattern in the shadow?

", "prompt_plain": "A class put a stick in the ground and recorded its shadow five times in one day. Look at the Shadow Log. Shadow Log Time Shadow points toward Shadow length 8 AM west long 10 AM northwest medium Noon north short 2 PM northeast medium 4 PM east long Which statement BEST explains the daily pattern in the shadow?", "context_html": "", "options": [ { "id": "cA1", "text": "The sun itself travels around a still Earth, which moves the shadow.", "plain": "The sun itself travels around a still Earth, which moves the shadow.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The stick slowly leans through the day, which turns its shadow.", "plain": "The stick slowly leans through the day, which turns its shadow.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Earth spins on its axis, so the sun appears to move and the shadow turns.", "plain": "Earth spins on its axis, so the sun appears to move and the shadow turns.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Clouds pass in front of the sun, which changes the shadow's direction.", "plain": "Clouds pass in front of the sun, which changes the shadow's direction.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 21, "item_id": "_049aa460-0f14-4836-82d0-a119c6aa36b2", "type": "text-entry", "title": "Earth's Turns in a Week", "standards": [ "5-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Earth's Turns in a Week

A student studies how Earth spins. Earth makes one full turn (one rotation) each day. This is what gives us day and night.

How many full turns does Earth make in one week?

Give your answer as a whole number (e.g., 3).

Number of full turns:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "7" ] }, "n_options": 0 }, { "n": 22, "item_id": "_30f4d92e-31ba-4324-ae96-bd3cab5b0abc", "type": "choice", "title": "Higher Noon Sun in Summer", "standards": [ "5-ESS1-2" ], "prompt_html": "

A sketch shows the noon Sun at the same place on two days of the year. In summer the noon Sun is high in the sky. In winter the noon Sun is low in the sky.

\"Two

Which statement best explains why the noon Sun is higher in summer?

", "prompt_plain": "A sketch shows the noon Sun at the same place on two days of the year. In summer the noon Sun is high in the sky. In winter the noon Sun is low in the sky. Which statement best explains why the noon Sun is higher in summer?", "context_html": "", "options": [ { "id": "cA1", "text": "In summer, Earth moves closer to the Sun, so the noon Sun climbs higher in the sky.", "plain": "In summer, Earth moves closer to the Sun, so the noon Sun climbs higher in the sky.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "In summer, this place tilts toward the Sun on Earth's tilted axis, so the noon Sun is higher.", "plain": "In summer, this place tilts toward the Sun on Earth's tilted axis, so the noon Sun is higher.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "In summer, the Sun grows larger and brighter, which lifts the noon Sun higher in the sky.", "plain": "In summer, the Sun grows larger and brighter, which lifts the noon Sun higher in the sky.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "In summer, the Sun travels along a higher path of its own, apart from anything Earth does.", "plain": "In summer, the Sun travels along a higher path of its own, apart from anything Earth does.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-33/images/slot22-sun-panels.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 23, "item_id": "_5d6aa16e-1076-4272-81f6-c1dc0aa8855b", "type": "choice", "title": "One Mountain, Two Sides", "standards": [ "5-ESS2-1" ], "prompt_html": "

A diagram shows Earth's systems working together at one tall mountain. Moving air (the atmosphere) is pushed up the near side of the mountain (the geosphere). Clouds and rain form on the near side. The far side stays dry.

\"Cross-section

Which statement best explains why one side is rainy and the far side is dry?

", "prompt_plain": "A diagram shows Earth's systems working together at one tall mountain. Moving air (the atmosphere) is pushed up the near side of the mountain (the geosphere). Clouds and rain form on the near side. The far side stays dry. Which statement best explains why one side is rainy and the far side is dry?", "context_html": "", "options": [ { "id": "cA1", "text": "The rising air cools and drops its water as rain on the near side, leaving the far side dry.", "plain": "The rising air cools and drops its water as rain on the near side, leaving the far side dry.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The mountain's shadow keeps the far side too cool, so rain cannot fall on that dry side.", "plain": "The mountain's shadow keeps the far side too cool, so rain cannot fall on that dry side.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The far side faces away from the lake, so no water reaches the air above it.", "plain": "The far side faces away from the lake, so no water reaches the air above it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The near side is warmer, so it pulls the clouds toward it and away from the far side.", "plain": "The near side is warmer, so it pulls the clouds toward it and away from the far side.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-33/images/slot23-mountain.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_05fce06b-68ab-41b2-bcc0-a1ec5f014c8d", "type": "portable-custom", "title": "Earth's Fresh Water", "standards": [ "5-ESS2-2" ], "prompt_html": "

Earth's Fresh Water

Most of Earth's water is salt water in the ocean. Only a small part is fresh water. Table 1 shows how Earth's fresh water is split among three stores, out of every 100 parts.

Table 1. Earth's Fresh Water (parts out of 100)

Fresh-water storeParts out of 100
Ice and glaciers69
Groundwater30
Surface water (lakes, rivers)the rest

 

Work out the missing value, then use the grid to build a bar graph. Make each bar's height match that store's parts out of 100.

", "prompt_plain": "Earth's Fresh Water Most of Earth's water is salt water in the ocean. Only a small part is fresh water. Table 1 shows how Earth's fresh water is split among three stores, out of every 100 parts. Table 1. Earth's Fresh Water (parts out of 100) Fresh-water store Parts out of 100 Ice and glaciers 69 Groundwater 30 Surface water (lakes, rivers) the rest Work out the missing value, then use the grid to build a bar graph. Make each bar's height match that store's parts out of 100.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Ice and glaciers\",\"y\":69},{\"x\":\"Groundwater\",\"y\":30},{\"x\":\"Surface water\",\"y\":1}]" ] }, "n_options": 0 }, { "n": 25, "item_id": "_e5481e16-e86c-409c-9a29-a195db36a91f", "type": "choice", "title": "Where the Creek Slows", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at the River Bend Field Guide sketch.

Near Blue Heron Lake, Cedar Creek slows down and drops the sand and mud it was carrying.

Which landform does the dropped sand and mud best build at the creek's mouth?

", "prompt_plain": "Look at the River Bend Field Guide sketch. Near Blue Heron Lake, Cedar Creek slows down and drops the sand and mud it was carrying. Which landform does the dropped sand and mud best build at the creek's mouth?", "context_html": "", "options": [ { "id": "cA1", "text": "A deep canyon cut straight down into the solid rock by the creek.", "plain": "A deep canyon cut straight down into the solid rock by the creek.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A tall waterfall where the creek drops over the edge of a cliff.", "plain": "A tall waterfall where the creek drops over the edge of a cliff.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A deep lake basin scooped out of the ground by the moving creek.", "plain": "A deep lake basin scooped out of the ground by the moving creek.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A new patch of flat land (a delta) where the creek meets the lake.", "plain": "A new patch of flat land (a delta) where the creek meets the lake.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e420cc33-e91d-4bac-a947-bd08fece3860" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

River Bend Field Guide

This guide page follows Cedar Creek on its walk to Blue Heron Lake. Near the lake, the creek slows down. As it slows, it drops the sand and mud it was carrying. Over many years, the dropped sand and mud pile up at the creek's mouth. A side note compares rocks along the creek. Upstream, the rocks are large and jagged. Downstream, near the lake, the rocks are small and round. The sketch shows the creek's mouth and the two rock samples.

\"A

", "passage_plain": "River Bend Field Guide This guide page follows Cedar Creek on its walk to Blue Heron Lake. Near the lake, the creek slows down. As it slows, it drops the sand and mud it was carrying. Over many years, the dropped sand and mud pile up at the creek's mouth. A side note compares rocks along the creek. Upstream, the rocks are large and jagged. Downstream, near the lake, the rocks are small and round. The sketch shows the creek's mouth and the two rock samples." }, { "n": 26, "item_id": "_dcbd043d-b77b-4ce2-8ed7-7e0d713ae97c", "type": "choice", "title": "Rocks Along the Creek", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at the rock samples in the River Bend Field Guide.

Upstream, the rocks are large and jagged. Downstream, near the lake, the rocks are small and round.

Which claim does this pattern best support?

", "prompt_plain": "Look at the rock samples in the River Bend Field Guide. Upstream, the rocks are large and jagged. Downstream, near the lake, the rocks are small and round. Which claim does this pattern best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The rocks grow larger as the creek carries them farther downstream over time.", "plain": "The rocks grow larger as the creek carries them farther downstream over time.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Downstream rocks are a different kind of rock that is naturally small and round.", "plain": "Downstream rocks are a different kind of rock that is naturally small and round.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Moving water wears the rocks down and carries the smaller, rounder pieces downstream.", "plain": "Moving water wears the rocks down and carries the smaller, rounder pieces downstream.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The creek drops its biggest rocks downstream and keeps the small ones upstream.", "plain": "The creek drops its biggest rocks downstream and keeps the small ones upstream.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e420cc33-e91d-4bac-a947-bd08fece3860" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

River Bend Field Guide

This guide page follows Cedar Creek on its walk to Blue Heron Lake. Near the lake, the creek slows down. As it slows, it drops the sand and mud it was carrying. Over many years, the dropped sand and mud pile up at the creek's mouth. A side note compares rocks along the creek. Upstream, the rocks are large and jagged. Downstream, near the lake, the rocks are small and round. The sketch shows the creek's mouth and the two rock samples.

\"A

", "passage_plain": "River Bend Field Guide This guide page follows Cedar Creek on its walk to Blue Heron Lake. Near the lake, the creek slows down. As it slows, it drops the sand and mud it was carrying. Over many years, the dropped sand and mud pile up at the creek's mouth. A side note compares rocks along the creek. Upstream, the rocks are large and jagged. Downstream, near the lake, the rocks are small and round. The sketch shows the creek's mouth and the two rock samples." }, { "n": 27, "item_id": "_b89dc9c1-5e04-48d7-a798-f6087b7878f8", "type": "choice", "title": "Senses, Brain, and Action", "standards": [ "4-LS1-2" ], "prompt_html": "

Look at the Watchful Herd Senses Study card. A pronghorn senses information, its brain makes sense of it, and then the animal responds with an action.

Choose the TWO field facts that best show a pronghorn sensing danger, its brain processing the information, and the animal responding.

", "prompt_plain": "Look at the Watchful Herd Senses Study card. A pronghorn senses information, its brain makes sense of it, and then the animal responds with an action. Choose the TWO field facts that best show a pronghorn sensing danger, its brain processing the information, and the animal responding.", "context_html": "", "options": [ { "id": "cA1", "text": "A sentry sees a far-off coyote and flares its rump hair to warn the herd.", "plain": "A sentry sees a far-off coyote and flares its rump hair to warn the herd.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "A pronghorn has two large lungs that take in air while it runs.", "plain": "A pronghorn has two large lungs that take in air while it runs.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A pronghorn smells fresh grass and walks over to graze on it.", "plain": "A pronghorn smells fresh grass and walks over to graze on it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A pronghorn hears a sharp snort, lifts its head, and bolts with the herd.", "plain": "A pronghorn hears a sharp snort, lifts its head, and bolts with the herd.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "A pronghorn grows a thicker coat of hair when the cold season comes.", "plain": "A pronghorn grows a thicker coat of hair when the cold season comes.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8b66f90d-0baf-4fa5-a099-0fb0845104be" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

Watchful Herd Senses Study

A herd of pronghorn feeds on an open grassland. One pronghorn acts as a sentry and watches for danger. The study card shows how a pronghorn takes in information and acts on it. Its eyes and ears sense what is happening around it. Its brain makes sense of that information. Then the animal responds with an action. Field notes below the card list things the herd was seen doing during one morning watch.

\"A

", "passage_plain": "Watchful Herd Senses Study A herd of pronghorn feeds on an open grassland. One pronghorn acts as a sentry and watches for danger. The study card shows how a pronghorn takes in information and acts on it. Its eyes and ears sense what is happening around it. Its brain makes sense of that information. Then the animal responds with an action. Field notes below the card list things the herd was seen doing during one morning watch." }, { "n": 28, "item_id": "_7e3fde70-6ad0-4179-8665-5eb616cace9a", "type": "gap-match", "title": "Herd Step Evidence", "standards": [ "4-LS1-2" ], "prompt_html": "

Look at the Watchful Herd Senses Study card.

 

Drag one observation into each box to show the step it fits: sensing the danger, processing the information, or responding. Two observations will not be used.

", "prompt_plain": "Look at the Watchful Herd Senses Study card. Drag one observation into each box to show the step it fits: sensing the danger, processing the information, or responding. Two observations will not be used.", "context_html": "", "options": [ { "id": "tile-0", "text": "The herd grazes on the grass through the quiet afternoon", "plain": "The herd grazes on the grass through the quiet afternoon", "correct": false, "kind": "gap-token" }, { "id": "tile-1", "text": "It flares its rump hair, and the herd runs to open ground", "plain": "It flares its rump hair, and the herd runs to open ground", "correct": false, "kind": "gap-token" }, { "id": "tile-2", "text": "A sentry pronghorn sees a wolf moving at the tree line", "plain": "A sentry pronghorn sees a wolf moving at the tree line", "correct": false, "kind": "gap-token" }, { "id": "tile-3", "text": "A pronghorn's long legs help it run across the plain", "plain": "A pronghorn's long legs help it run across the plain", "correct": false, "kind": "gap-token" }, { "id": "tile-4", "text": "Its brain knows the shape is a predator and decides to warn the herd", "plain": "Its brain knows the shape is a predator and decides to warn the herd", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_8b66f90d-0baf-4fa5-a099-0fb0845104be" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-2 gap-senses", "tile-4 gap-process", "tile-1 gap-respond" ] }, "n_options": 5, "passage_html": "

Watchful Herd Senses Study

A herd of pronghorn feeds on an open grassland. One pronghorn acts as a sentry and watches for danger. The study card shows how a pronghorn takes in information and acts on it. Its eyes and ears sense what is happening around it. Its brain makes sense of that information. Then the animal responds with an action. Field notes below the card list things the herd was seen doing during one morning watch.

\"A

", "passage_plain": "Watchful Herd Senses Study A herd of pronghorn feeds on an open grassland. One pronghorn acts as a sentry and watches for danger. The study card shows how a pronghorn takes in information and acts on it. Its eyes and ears sense what is happening around it. Its brain makes sense of that information. Then the animal responds with an action. Field notes below the card list things the herd was seen doing during one morning watch." }, { "n": 29, "item_id": "_c09b220f-437c-4cbf-bce4-bb0f44896f3c", "type": "choice", "title": "What the Battery Gives", "standards": [ "4-PS3-2" ], "prompt_html": "

A sketch shows a nail wrapped with wire. The two ends of the wire are joined to a battery.

When the battery is connected, the nail picks up paper clips. When the battery is taken off, the clips fall.

\"A

What does the battery best provide that lets the nail pick up the clips?

", "prompt_plain": "A sketch shows a nail wrapped with wire. The two ends of the wire are joined to a battery. When the battery is connected, the nail picks up paper clips. When the battery is taken off, the clips fall. What does the battery best provide that lets the nail pick up the clips?", "context_html": "", "options": [ { "id": "cA1", "text": "The battery adds extra weight that presses the paper clips against the nail.", "plain": "The battery adds extra weight that presses the paper clips against the nail.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The battery sends electric energy through the wire, which lets the nail attract the clips.", "plain": "The battery sends electric energy through the wire, which lets the nail attract the clips.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The battery makes the nail warmer, and the heat holds the paper clips on.", "plain": "The battery makes the nail warmer, and the heat holds the paper clips on.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The iron nail is already a magnet, and the battery just keeps it still.", "plain": "The iron nail is already a magnet, and the battery just keeps it still.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-33/images/slot29-electromagnet.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_099a27f2-acb8-46cf-866a-97c061768695", "type": "choice", "title": "Two Starts on the Loop", "standards": [ "4-PS3-1" ], "prompt_html": "

A cart is released on a track that has a tall loop. The class releases the same cart from two different start heights on the ramp.

From the higher start, the cart reaches the top of the loop. From the lower start, it does not reach the top.

\"A

Which statement best explains this difference?

", "prompt_plain": "A cart is released on a track that has a tall loop. The class releases the same cart from two different start heights on the ramp. From the higher start, the cart reaches the top of the loop. From the lower start, it does not reach the top. Which statement best explains this difference?", "context_html": "", "options": [ { "id": "cA1", "text": "The higher start is closer to the loop's top, so it has less far to climb.", "plain": "The higher start is closer to the loop's top, so it has less far to climb.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The cart from the lower start is heavier, so it slows down before the loop.", "plain": "The cart from the lower start is heavier, so it slows down before the loop.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The track is smoother from the higher start, so there is less rubbing to slow it.", "plain": "The track is smoother from the higher start, so there is less rubbing to slow it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The higher start gives the cart more speed and energy of motion to reach the top.", "plain": "The higher start gives the cart more speed and energy of motion to reach the top.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-33/images/slot30-loop-track.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_7785b282-8e92-4910-a8f1-60a00997ea5d", "type": "hottext", "title": "Ridgeline Stream Protection", "standards": [ "5-ESS3-1" ], "prompt_html": "

A sign stands at the start of a ridgeline trail. The trail runs above a stream that gives the town its drinking water.

Select the three lines that name an action people take to protect the stream.

", "prompt_plain": "A sign stands at the start of a ridgeline trail. The trail runs above a stream that gives the town its drinking water. Select the three lines that name an action people take to protect the stream.", "context_html": "", "options": [ { "id": "hL131", "text": "Stay on the marked path so loose soil doesn’t wash into the stream.", "plain": "Stay on the marked path so loose soil doesn’t wash into the stream.", "correct": true, "kind": "hottext" }, { "id": "hL231", "text": "Pack out your trash so it can’t reach the water below.", "plain": "Pack out your trash so it can’t reach the water below.", "correct": true, "kind": "hottext" }, { "id": "hL331", "text": "Wash your dishes at home so soap stays out of the stream.", "plain": "Wash your dishes at home so soap stays out of the stream.", "correct": true, "kind": "hottext" }, { "id": "hL431", "text": "The stream gives drinking water to the town in the valley.", "plain": "The stream gives drinking water to the town in the valley.", "correct": false, "kind": "hottext" }, { "id": "hL531", "text": "Many deer and birds visit this ridge in the springtime.", "plain": "Many deer and birds visit this ridge in the springtime.", "correct": false, "kind": "hottext" }, { "id": "hL631", "text": "Pick the wildflowers here so you can take a bouquet home.", "plain": "Pick the wildflowers here so you can take a bouquet home.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hL131", "hL231", "hL331" ] }, "n_options": 6 }, { "n": 32, "item_id": "_191b27e3-e7bb-4907-bc71-0300f84a47df", "type": "choice", "title": "Rain Garden Blend Choice", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

A class is building a rain garden to soak up rainwater runoff. They tested three soil blends. Table 1 shows how fast each blend soaked in water and what it costs.

Table 1: Soil Blends for the Rain Garden

Soil blendWater soaked in (cm per minute)Cost (per bag)
Blend X2$8
Blend Y5$9
Blend Z3$15

The class wants a blend that soaks in water quickly at a low cost. Choose the TWO reasons the table supports picking Blend Y as the better blend.

", "prompt_plain": "A class is building a rain garden to soak up rainwater runoff. They tested three soil blends. Table 1 shows how fast each blend soaked in water and what it costs. Table 1: Soil Blends for the Rain Garden Soil blend Water soaked in (cm per minute) Cost (per bag) Blend X 2 $8 Blend Y 5 $9 Blend Z 3 $15 The class wants a blend that soaks in water quickly at a low cost. Choose the TWO reasons the table supports picking Blend Y as the better blend.", "context_html": "", "options": [ { "id": "cA32", "text": "Blend Y soaks in water the fastest of the three blends.", "plain": "Blend Y soaks in water the fastest of the three blends.", "correct": true, "kind": "choice" }, { "id": "cB32", "text": "Blend Y costs much less than Blend Z but soaks faster.", "plain": "Blend Y costs much less than Blend Z but soaks faster.", "correct": true, "kind": "choice" }, { "id": "cC32", "text": "Blend Y is the cheapest blend in the table.", "plain": "Blend Y is the cheapest blend in the table.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "Blend Y soaks in water more slowly than Blend X.", "plain": "Blend Y soaks in water more slowly than Blend X.", "correct": false, "kind": "choice" }, { "id": "cE32", "text": "Blend Y is made of the same sand as Blend Z.", "plain": "Blend Y is made of the same sand as Blend Z.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA32", "cB32" ] }, "n_options": 5 }, { "n": 33, "item_id": "_47f7dcd3-36d4-4b10-b90f-15c01d94718b", "type": "choice", "title": "Parachute Drop Conclusion (Part A)", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part A

The design team wants the canopy with the slowest, steadiest fall.

Based on Table 1, which canopy gives the slowest and steadiest fall?

", "prompt_plain": "Part A The design team wants the canopy with the slowest, steadiest fall. Based on Table 1, which canopy gives the slowest and steadiest fall?", "context_html": "", "options": [ { "id": "cA33", "text": "The flat-sheet canopy, because its times are the longest and stay close together.", "plain": "The flat-sheet canopy, because its times are the longest and stay close together.", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "The ball-packed canopy, because its times are the shortest of the three.", "plain": "The ball-packed canopy, because its times are the shortest of the three.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "The vented canopy, because its times change the most between trials.", "plain": "The vented canopy, because its times change the most between trials.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "The ball-packed canopy, because its trials gave matching results.", "plain": "The ball-packed canopy, because its trials gave matching results.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_06cfe92e-7e83-466a-a3b7-6efe4339e8ab" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA33" ] }, "n_options": 4, "passage_html": "

Parachute Drop Trials

A design team dropped three parachute canopies from the same height and timed each fall. A longer time means a slower fall. During the test, one canopy got tangled in a single trial and did not open. That one fall was unusually fast for that canopy.

Table 1: Drop Times (seconds)

CanopyTrial 1Trial 2Trial 3
Flat sheet3.13.03.2
Ball-packed1.92.01.8
Vented2.42.50.9
", "passage_plain": "Parachute Drop Trials A design team dropped three parachute canopies from the same height and timed each fall. A longer time means a slower fall. During the test, one canopy got tangled in a single trial and did not open. That one fall was unusually fast for that canopy. Table 1: Drop Times (seconds) Canopy Trial 1 Trial 2 Trial 3 Flat sheet 3.1 3.0 3.2 Ball-packed 1.9 2.0 1.8 Vented 2.4 2.5 0.9" }, { "n": 34, "item_id": "_44be586d-3bd7-4105-9497-93b7182b0007", "type": "choice", "title": "Parachute Trial Evidence (Part B)", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part B

One trial in Table 1 does not fit the pattern for its canopy.

Which trial should the team leave out, and which drop times give the best evidence for the canopy you chose in Part A?

", "prompt_plain": "Part B One trial in Table 1 does not fit the pattern for its canopy. Which trial should the team leave out, and which drop times give the best evidence for the canopy you chose in Part A?", "context_html": "", "options": [ { "id": "cA34", "text": "Leave out the flat-sheet 3.1 s trial; the ball-packed times are the best evidence.", "plain": "Leave out the flat-sheet 3.1 s trial; the ball-packed times are the best evidence.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Keep each trial; the vented 0.9 s time is the best evidence the flat sheet is slowest.", "plain": "Keep each trial; the vented 0.9 s time is the best evidence the flat sheet is slowest.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Leave out the vented 0.9 s trial; the flat-sheet times 3.1, 3.0, and 3.2 s are the evidence.", "plain": "Leave out the vented 0.9 s trial; the flat-sheet times 3.1, 3.0, and 3.2 s are the evidence.", "correct": true, "kind": "choice" }, { "id": "cD34", "text": "Leave out the ball-packed 2.0 s trial; the vented times are the best evidence.", "plain": "Leave out the ball-packed 2.0 s trial; the vented times are the best evidence.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_06cfe92e-7e83-466a-a3b7-6efe4339e8ab" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC34" ] }, "n_options": 4, "passage_html": "

Parachute Drop Trials

A design team dropped three parachute canopies from the same height and timed each fall. A longer time means a slower fall. During the test, one canopy got tangled in a single trial and did not open. That one fall was unusually fast for that canopy.

Table 1: Drop Times (seconds)

CanopyTrial 1Trial 2Trial 3
Flat sheet3.13.03.2
Ball-packed1.92.01.8
Vented2.42.50.9
", "passage_plain": "Parachute Drop Trials A design team dropped three parachute canopies from the same height and timed each fall. A longer time means a slower fall. During the test, one canopy got tangled in a single trial and did not open. That one fall was unusually fast for that canopy. Table 1: Drop Times (seconds) Canopy Trial 1 Trial 2 Trial 3 Flat sheet 3.1 3.0 3.2 Ball-packed 1.9 2.0 1.8 Vented 2.4 2.5 0.9" }, { "n": 35, "item_id": "_a4aaf871-2838-4b2a-bad1-eb253c9b342b", "type": "choice", "title": "Playground Fix Survey", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

A school asked 100 students what should be fixed on the playground. Table 1 shows some of the results. The school has $500 to spend on the playground.

Table 1: Playground Survey Results

Survey resultNumber of students
Swings are too crowded to use60 of 100
Like the color of the playground fence8 of 100
Want a new name for the school mascot15 of 100

Choose the TWO pieces of information that best help define the design problem and its constraints (limits).

", "prompt_plain": "A school asked 100 students what should be fixed on the playground. Table 1 shows some of the results. The school has $500 to spend on the playground. Table 1: Playground Survey Results Survey result Number of students Swings are too crowded to use 60 of 100 Like the color of the playground fence 8 of 100 Want a new name for the school mascot 15 of 100 Choose the TWO pieces of information that best help define the design problem and its constraints (limits).", "context_html": "", "options": [ { "id": "cA35", "text": "Most students say the swings are too crowded to use.", "plain": "Most students say the swings are too crowded to use.", "correct": true, "kind": "choice" }, { "id": "cB35", "text": "The school has $500 to spend on the fix.", "plain": "The school has $500 to spend on the fix.", "correct": true, "kind": "choice" }, { "id": "cC35", "text": "A few students like the color of the playground fence.", "plain": "A few students like the color of the playground fence.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "Some students want a new name for the school mascot.", "plain": "Some students want a new name for the school mascot.", "correct": false, "kind": "choice" }, { "id": "cE35", "text": "Recess happens right after the lunch break each day.", "plain": "Recess happens right after the lunch break each day.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA35", "cB35" ] }, "n_options": 5 }, { "n": 36, "item_id": "_fbf3b490-2b06-4c0b-9cd7-8444753bf93c", "type": "text-entry", "title": "Water Filter Flow Test", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A team tested four water filters. Table 1 shows how much water each filter cleaned in one minute.

Table 1: Water Cleaned per Minute

FilterWater cleaned (mL per minute)
Filter A120
Filter B180
Filter C150
Filter D90

Look at the two filters that cleaned the most water each minute. How many more milliliters did the faster of these two clean in one minute than the other? Give your answer as a whole number (e.g., 7).

Milliliters:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "30" ] }, "n_options": 0 } ] }, { "form": "G5.34", "grade": "G5", "title": "Alpha Standardized Science G5.34", "test_id": "_test-b57ffdd7-5c86-4d00-9155-12c2821a666a", "n_items": 36, "n_stimuli": 7, "stimuli": { "_985e0b43-54f6-417c-a81a-bd7d2bac9378": { "title": "School Composter Logbook", "html": "

School Composter Logbook

Mr. Diaz’s class keeps a compost bin outside their room. Into the bin they put food scraps (banana peels and apple cores). The bin also holds red worms and fungi that grow on the scraps. Each week the class measures the temperature inside the bin and the volume of scraps left. Table 1 shows their readings for four weeks.

Table 1. Weekly Compost Readings

WeekBin temperature (°C)Scrap volume (L)
12032
22926
33519
42712

\"An

" }, "_95f6a817-04a1-4e9a-bfb9-ffdb503f8331": { "title": "Limestone Ledge Vinegar Tests", "html": "

Limestone Ledge Vinegar Tests

Cordelia collects five rock samples near a limestone ledge. She crushes part of each sample into grains. She stirs one spoonful of each into its own beaker of water for two minutes. She also adds vinegar drops to a dry spoonful of each. Calcite is a mineral found in limestone. An acid, such as vinegar, makes calcite bubble. Table 1 shows the results.

Table 1. Ledge Sample Test Results

SampleStirred in water for two minutesVinegar drops added
Rock KGrains vanished; the water stayed clearNo change
Rock LWater turned cloudy; powder settled back on the bottomNo change
Rock MPieces sank and stayed wholeBubbles formed right away
Rock NGrains slowly shrank until they were goneNo change
Rock PGrains vanished; a dried drop left tiny crystalsNo change
" }, "_3698026d-08e4-463e-af67-0167fd73b22f": { "title": "Four-City Climate Maps", "html": "

Four-City Climate Maps

The two maps show patterns across the United States. One map shades January temperatures from cool to warm. The other map shades how much rain each region gets in a year, from dry to wet. Four cities are marked on the maps: Miami, Minneapolis, Phoenix, and Seattle. Table 1 lists each city’s January temperature and its yearly rainfall.

\"Two

Table 1. City Climate Readings

CityJanuary average temperature (°C)Yearly rainfall (cm)
Miami20150
Minneapolis-880
Phoenix1320
Seattle695
" }, "_cae5f219-87dd-403f-ac61-dfa1bfd466db": { "title": "Sandy Point Lighting Report", "html": "

Sandy Point Lighting Report

A shore town studies its sea-turtle beach, Sandy Point. At night, new hatchlings crawl toward the water. The town counts how many hatchlings out of every 100 reach the water. Each beach section has a different level of night lighting from the road. Table 1 shows the counts. The town will adopt ONE new lighting rule this year. Table 2 lists three proposed rules and their costs. The town can spend no more than $15,000.

Table 1. Hatchlings Reaching the Water

Beach sectionNight lighting levelHatchlings reaching the water (out of every 100)
Section 1No lights95
Section 2Low lights90
Section 3Medium lights62
Section 4Bright lights44

Table 2. Proposed Lighting Rules

RuleWhat the rule requiresCost
Rule 1Put shades on the lights in the two brightest sections$9,000
Rule 2Replace every road light with a low light aimed at the ground$38,000
Rule 3Hand out flyers asking visitors to keep phone lights off the sand$800
" }, "_19d3baab-a9ae-4b22-a13e-74efc3fcd2e2": { "title": "Picnic Mix Mass Checks", "html": "

Picnic Mix Mass Checks

Esme makes four mixes for a park picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Esme observed while mixing.

Table 1. Mix Ingredients

MixIngredients
Snack mixPopcorn, almonds
Iced teaWater, tea powder, honey
Sparkling punchWater, fruit-fizz tablet
Fruit plateApple slices, cheese cubes

Table 2. Total Mass Before and After Mixing

MixMass before mixingMass after mixing
Snack mix180 g180 g
Iced tea255 g255 g
Sparkling punch190 g187 g
Fruit plate300 g300 g

Table 3. Observations While Mixing

MixWhat Esme observed
Snack mixEvery piece of popcorn and almond looked the same after mixing.
Iced teaThe tea powder and honey vanished as she stirred. The drink stayed clear.
Sparkling punchThe tablet vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid.
Fruit plateEvery apple slice and cheese cube could still be seen and picked out.
" }, "_761f3295-a573-45aa-8b27-d0dea8d241c4": { "title": "Lunchbox Liner Trials", "html": "

Lunchbox Liner Trials

Maya wants her lunchbox to keep food warm until lunch. She tests four liner materials, one at a time, in the same lunchbox. For each trial she fills the same cup with hot water at 75 °C. She sets the cup in the lined lunchbox and checks it 3 hours later. Her plan has two requirements. The liner must keep the water at 55 °C or warmer after 3 hours. The liner must cost $5.00 or less. Table 1 shows the results.

Table 1. Liner Trial Results

Liner materialWater temperature after 3 hours (°C)Cost of the liner ($)
Corrugated cardboard522.00
Down-feather pad564.50
Rubber mat596.50
Silicone liner503.00
" }, "_f4c39b74-219e-4182-825a-94842c0b2de8": { "title": "Ocean Rim Map Overlay", "html": "

Ocean Rim Map Overlay

A class studies the edge of one ocean. A paper map marks each volcano with a triangle. The class lays a clear plastic sheet over the map. The sheet marks each strong earthquake of the past 100 years with a dot. Figure 1 shows the map with the sheet in place. Two coastal zones are labeled Zone 1 and Zone 2.

Figure 1. The Map With the Overlay in Place

\"Map

Hazard history notes: Zone 1's records list three strong earthquakes in the past 50 years. Zone 2's records list no strong earthquakes in the past 50 years.

" } }, "questions": [ { "n": 1, "item_id": "_5a0f05de-508e-4902-aece-dc8ce1e5b7a3", "type": "choice", "title": "Iced Tea Keeps Mass", "standards": [ "5-PS1-2" ], "prompt_html": "

Look at Table 2 and Table 3. In the iced tea, the tea powder and honey vanished as the drink was stirred, but the total mass is 255 g both before and after mixing.

Which statement best explains why the iced tea keeps its full mass after the powder and honey dissolve?

", "prompt_plain": "Look at Table 2 and Table 3. In the iced tea, the tea powder and honey vanished as the drink was stirred, but the total mass is 255 g both before and after mixing. Which statement best explains why the iced tea keeps its full mass after the powder and honey dissolve?", "context_html": "", "options": [ { "id": "cA1", "text": "The tea powder turned into a gas as it was stirred, and the gas stayed in the glass.", "plain": "The tea powder turned into a gas as it was stirred, and the gas stayed in the glass.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The powder and honey broke into bits too tiny to see and stayed in the drink.", "plain": "The powder and honey broke into bits too tiny to see and stayed in the drink.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The water made extra matter of its own to replace the dissolved powder and honey.", "plain": "The water made extra matter of its own to replace the dissolved powder and honey.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The stirring pressed the water's own particles closer together, and that added the missing mass.", "plain": "The stirring pressed the water's own particles closer together, and that added the missing mass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_19d3baab-a9ae-4b22-a13e-74efc3fcd2e2" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Picnic Mix Mass Checks

Esme makes four mixes for a park picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Esme observed while mixing.

Table 1. Mix Ingredients

MixIngredients
Snack mixPopcorn, almonds
Iced teaWater, tea powder, honey
Sparkling punchWater, fruit-fizz tablet
Fruit plateApple slices, cheese cubes

Table 2. Total Mass Before and After Mixing

MixMass before mixingMass after mixing
Snack mix180 g180 g
Iced tea255 g255 g
Sparkling punch190 g187 g
Fruit plate300 g300 g

Table 3. Observations While Mixing

MixWhat Esme observed
Snack mixEvery piece of popcorn and almond looked the same after mixing.
Iced teaThe tea powder and honey vanished as she stirred. The drink stayed clear.
Sparkling punchThe tablet vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid.
Fruit plateEvery apple slice and cheese cube could still be seen and picked out.
", "passage_plain": "Picnic Mix Mass Checks Esme makes four mixes for a park picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Esme observed while mixing. Table 1. Mix Ingredients Mix Ingredients Snack mix Popcorn, almonds Iced tea Water, tea powder, honey Sparkling punch Water, fruit-fizz tablet Fruit plate Apple slices, cheese cubes Table 2. Total Mass Before and After Mixing Mix Mass before mixing Mass after mixing Snack mix 180 g 180 g Iced tea 255 g 255 g Sparkling punch 190 g 187 g Fruit plate 300 g 300 g Table 3. Observations While Mixing Mix What Esme observed Snack mix Every piece of popcorn and almond looked the same after mixing. Iced tea The tea powder and honey vanished as she stirred. The drink stayed clear. Sparkling punch The tablet vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid. Fruit plate Every apple slice and cheese cube could still be seen and picked out." }, { "n": 2, "item_id": "_7a924a33-47ac-49fb-abe6-fc12dfb0540a", "type": "choice", "title": "Sparkling Punch Change Part A", "standards": [ "5-PS1-4" ], "prompt_html": "

Part A

Look at Table 3.

Which statement best tells what took place in the sparkling punch as the water and the fruit-fizz tablet were stirred together?

", "prompt_plain": "Part A Look at Table 3. Which statement best tells what took place in the sparkling punch as the water and the fruit-fizz tablet were stirred together?", "context_html": "", "options": [ { "id": "cA1", "text": "The mixing produced a brand-new substance that had not been there before.", "plain": "The mixing produced a brand-new substance that had not been there before.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The tablet just dissolved in the water, and nothing new was formed.", "plain": "The tablet just dissolved in the water, and nothing new was formed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The solid tablet simply changed into its own liquid form.", "plain": "The solid tablet simply changed into its own liquid form.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The water itself turned partly into a gas, and that gas bubbled up.", "plain": "The water itself turned partly into a gas, and that gas bubbled up.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_19d3baab-a9ae-4b22-a13e-74efc3fcd2e2" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Picnic Mix Mass Checks

Esme makes four mixes for a park picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Esme observed while mixing.

Table 1. Mix Ingredients

MixIngredients
Snack mixPopcorn, almonds
Iced teaWater, tea powder, honey
Sparkling punchWater, fruit-fizz tablet
Fruit plateApple slices, cheese cubes

Table 2. Total Mass Before and After Mixing

MixMass before mixingMass after mixing
Snack mix180 g180 g
Iced tea255 g255 g
Sparkling punch190 g187 g
Fruit plate300 g300 g

Table 3. Observations While Mixing

MixWhat Esme observed
Snack mixEvery piece of popcorn and almond looked the same after mixing.
Iced teaThe tea powder and honey vanished as she stirred. The drink stayed clear.
Sparkling punchThe tablet vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid.
Fruit plateEvery apple slice and cheese cube could still be seen and picked out.
", "passage_plain": "Picnic Mix Mass Checks Esme makes four mixes for a park picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Esme observed while mixing. Table 1. Mix Ingredients Mix Ingredients Snack mix Popcorn, almonds Iced tea Water, tea powder, honey Sparkling punch Water, fruit-fizz tablet Fruit plate Apple slices, cheese cubes Table 2. Total Mass Before and After Mixing Mix Mass before mixing Mass after mixing Snack mix 180 g 180 g Iced tea 255 g 255 g Sparkling punch 190 g 187 g Fruit plate 300 g 300 g Table 3. Observations While Mixing Mix What Esme observed Snack mix Every piece of popcorn and almond looked the same after mixing. Iced tea The tea powder and honey vanished as she stirred. The drink stayed clear. Sparkling punch The tablet vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid. Fruit plate Every apple slice and cheese cube could still be seen and picked out." }, { "n": 3, "item_id": "_917de805-b131-4a38-9d70-31d321b1b6d9", "type": "choice", "title": "Sparkling Punch Change Part B", "standards": [ "5-PS1-4" ], "prompt_html": "

Part B

Which observation gives the best evidence that a new substance formed during the mixing?

", "prompt_plain": "Part B Which observation gives the best evidence that a new substance formed during the mixing?", "context_html": "", "options": [ { "id": "cA1", "text": "One of the ingredients disappeared from sight as the mix was stirred.", "plain": "One of the ingredients disappeared from sight as the mix was stirred.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The drink was still a runny liquid once the mixing was done.", "plain": "The drink was still a runny liquid once the mixing was done.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Foam bubbled up and a layer of froth rose on top.", "plain": "Foam bubbled up and a layer of froth rose on top.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The total mass dropped from 190 grams to 187 grams.", "plain": "The total mass dropped from 190 grams to 187 grams.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_19d3baab-a9ae-4b22-a13e-74efc3fcd2e2" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Picnic Mix Mass Checks

Esme makes four mixes for a park picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Esme observed while mixing.

Table 1. Mix Ingredients

MixIngredients
Snack mixPopcorn, almonds
Iced teaWater, tea powder, honey
Sparkling punchWater, fruit-fizz tablet
Fruit plateApple slices, cheese cubes

Table 2. Total Mass Before and After Mixing

MixMass before mixingMass after mixing
Snack mix180 g180 g
Iced tea255 g255 g
Sparkling punch190 g187 g
Fruit plate300 g300 g

Table 3. Observations While Mixing

MixWhat Esme observed
Snack mixEvery piece of popcorn and almond looked the same after mixing.
Iced teaThe tea powder and honey vanished as she stirred. The drink stayed clear.
Sparkling punchThe tablet vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid.
Fruit plateEvery apple slice and cheese cube could still be seen and picked out.
", "passage_plain": "Picnic Mix Mass Checks Esme makes four mixes for a park picnic. She measures the total mass of each mix's ingredients before mixing. She measures each finished mix right after mixing. Table 1 lists the ingredients. Table 2 shows the masses. Table 3 shows what Esme observed while mixing. Table 1. Mix Ingredients Mix Ingredients Snack mix Popcorn, almonds Iced tea Water, tea powder, honey Sparkling punch Water, fruit-fizz tablet Fruit plate Apple slices, cheese cubes Table 2. Total Mass Before and After Mixing Mix Mass before mixing Mass after mixing Snack mix 180 g 180 g Iced tea 255 g 255 g Sparkling punch 190 g 187 g Fruit plate 300 g 300 g Table 3. Observations While Mixing Mix What Esme observed Snack mix Every piece of popcorn and almond looked the same after mixing. Iced tea The tea powder and honey vanished as she stirred. The drink stayed clear. Sparkling punch The tablet vanished as she stirred. Bubbles formed, and foam rose. The finished drink was still a liquid. Fruit plate Every apple slice and cheese cube could still be seen and picked out." }, { "n": 4, "item_id": "_1da93dec-8a1d-43ad-baf1-b97d123fc1ce", "type": "choice", "title": "Calcite in Rock M", "standards": [ "5-PS1-3" ], "prompt_html": "

Look at Table 1.

Based on the test results, why does Rock M most likely contain calcite?

", "prompt_plain": "Look at Table 1. Based on the test results, why does Rock M most likely contain calcite?", "context_html": "", "options": [ { "id": "cA1", "text": "Rock M came from a limestone ledge, and ledge rocks are known to hold calcite.", "plain": "Rock M came from a limestone ledge, and ledge rocks are known to hold calcite.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rock M sank in water, which shows it is heavy for its size, like calcite.", "plain": "Rock M sank in water, which shows it is heavy for its size, like calcite.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rock M made bubbles while stirred in water, and bubbling in water shows calcite.", "plain": "Rock M made bubbles while stirred in water, and bubbling in water shows calcite.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Vinegar made Rock M bubble, and bubbling with an acid is a known calcite property.", "plain": "Vinegar made Rock M bubble, and bubbling with an acid is a known calcite property.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_95f6a817-04a1-4e9a-bfb9-ffdb503f8331" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Limestone Ledge Vinegar Tests

Cordelia collects five rock samples near a limestone ledge. She crushes part of each sample into grains. She stirs one spoonful of each into its own beaker of water for two minutes. She also adds vinegar drops to a dry spoonful of each. Calcite is a mineral found in limestone. An acid, such as vinegar, makes calcite bubble. Table 1 shows the results.

Table 1. Ledge Sample Test Results

SampleStirred in water for two minutesVinegar drops added
Rock KGrains vanished; the water stayed clearNo change
Rock LWater turned cloudy; powder settled back on the bottomNo change
Rock MPieces sank and stayed wholeBubbles formed right away
Rock NGrains slowly shrank until they were goneNo change
Rock PGrains vanished; a dried drop left tiny crystalsNo change
", "passage_plain": "Limestone Ledge Vinegar Tests Cordelia collects five rock samples near a limestone ledge. She crushes part of each sample into grains. She stirs one spoonful of each into its own beaker of water for two minutes. She also adds vinegar drops to a dry spoonful of each. Calcite is a mineral found in limestone. An acid, such as vinegar, makes calcite bubble. Table 1 shows the results. Table 1. Ledge Sample Test Results Sample Stirred in water for two minutes Vinegar drops added Rock K Grains vanished; the water stayed clear No change Rock L Water turned cloudy; powder settled back on the bottom No change Rock M Pieces sank and stayed whole Bubbles formed right away Rock N Grains slowly shrank until they were gone No change Rock P Grains vanished; a dried drop left tiny crystals No change" }, { "n": 5, "item_id": "_cb63eacf-e152-42b3-9e59-4e1a5ca50a19", "type": "choice", "title": "Rocks That Did Not Dissolve", "standards": [ "5-PS1-4" ], "prompt_html": "

Look at Table 1.

Choose the TWO samples that did NOT dissolve in water.

", "prompt_plain": "Look at Table 1. Choose the TWO samples that did NOT dissolve in water.", "context_html": "", "options": [ { "id": "cA1", "text": "Rock K", "plain": "Rock K", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rock L", "plain": "Rock L", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Rock M", "plain": "Rock M", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Rock N", "plain": "Rock N", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Rock P", "plain": "Rock P", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_95f6a817-04a1-4e9a-bfb9-ffdb503f8331" ], "key_letters": "B, C", "key_values": { "RESPONSE": [ "cB1", "cC1" ] }, "n_options": 5, "passage_html": "

Limestone Ledge Vinegar Tests

Cordelia collects five rock samples near a limestone ledge. She crushes part of each sample into grains. She stirs one spoonful of each into its own beaker of water for two minutes. She also adds vinegar drops to a dry spoonful of each. Calcite is a mineral found in limestone. An acid, such as vinegar, makes calcite bubble. Table 1 shows the results.

Table 1. Ledge Sample Test Results

SampleStirred in water for two minutesVinegar drops added
Rock KGrains vanished; the water stayed clearNo change
Rock LWater turned cloudy; powder settled back on the bottomNo change
Rock MPieces sank and stayed wholeBubbles formed right away
Rock NGrains slowly shrank until they were goneNo change
Rock PGrains vanished; a dried drop left tiny crystalsNo change
", "passage_plain": "Limestone Ledge Vinegar Tests Cordelia collects five rock samples near a limestone ledge. She crushes part of each sample into grains. She stirs one spoonful of each into its own beaker of water for two minutes. She also adds vinegar drops to a dry spoonful of each. Calcite is a mineral found in limestone. An acid, such as vinegar, makes calcite bubble. Table 1 shows the results. Table 1. Ledge Sample Test Results Sample Stirred in water for two minutes Vinegar drops added Rock K Grains vanished; the water stayed clear No change Rock L Water turned cloudy; powder settled back on the bottom No change Rock M Pieces sank and stayed whole Bubbles formed right away Rock N Grains slowly shrank until they were gone No change Rock P Grains vanished; a dried drop left tiny crystals No change" }, { "n": 6, "item_id": "_07cd0054-8d28-4539-b11a-b8aa361c2f5c", "type": "choice", "title": "Two Cubes on Balances", "standards": [ "5-PS1-3" ], "prompt_html": "

A science card shows two solid cubes, Cube 1 and Cube 2. The card says both solid cubes have exactly the same volume. A balance shows that Cube 1 has a mass of 30 grams and Cube 2 has a mass of 72 grams.

\"Two

Which conclusion about the cubes does the card best support?

", "prompt_plain": "A science card shows two solid cubes, Cube 1 and Cube 2. The card says both solid cubes have exactly the same volume. A balance shows that Cube 1 has a mass of 30 grams and Cube 2 has a mass of 72 grams. Which conclusion about the cubes does the card best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The two cubes are made of two different kinds of material.", "plain": "The two cubes are made of two different kinds of material.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Cube 2 must take up more space than Cube 1 does.", "plain": "Cube 2 must take up more space than Cube 1 does.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Cube 1 lost most of its matter before it was measured.", "plain": "Cube 1 lost most of its matter before it was measured.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The balance under Cube 2 was reading higher than the true mass.", "plain": "The balance under Cube 2 was reading higher than the true mass.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s6-two-cubes-card.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 7, "item_id": "_d99c0300-74fb-4cc5-b152-30a312c17444", "type": "choice", "title": "Puddle on a Sealed Mat", "standards": [ "5-PS1-1" ], "prompt_html": "

A class leaves a puddle of water on a flat, sealed rubber mat at 7 a.m. Water cannot soak through the mat. A photo of the same spot at 1 p.m. shows the puddle almost gone. The day was warm and sunny, and no one touched the puddle.

\"Two

Which statement best explains what happened to the missing water?

", "prompt_plain": "A class leaves a puddle of water on a flat, sealed rubber mat at 7 a.m. Water cannot soak through the mat. A photo of the same spot at 1 p.m. shows the puddle almost gone. The day was warm and sunny, and no one touched the puddle. Which statement best explains what happened to the missing water?", "context_html": "", "options": [ { "id": "cA1", "text": "The water slowly sank through tiny holes in the mat below the puddle.", "plain": "The water slowly sank through tiny holes in the mat below the puddle.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sunlight destroyed the water bit by bit until it was gone.", "plain": "The sunlight destroyed the water bit by bit until it was gone.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The water changed into a gas, and its tiny particles spread into the air.", "plain": "The water changed into a gas, and its tiny particles spread into the air.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The water turned into plain air and is now the same stuff as air.", "plain": "The water turned into plain air and is now the same stuff as air.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s7-puddle-mat-photos.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_ee620bcf-2441-46b0-9469-684adf98a9ea", "type": "choice", "title": "Bolt and Air Particles", "standards": [ "5-PS1-1" ], "prompt_html": "

A sketch shows a brass bolt inside one closed jar and only air inside another closed jar. A close-up circle shows each one's particles. The bolt keeps its own shape. The air spreads out and fills its whole jar.

\"Two

Which statement explains why the bolt keeps its shape while the air spreads out?

", "prompt_plain": "A sketch shows a brass bolt inside one closed jar and only air inside another closed jar. A close-up circle shows each one's particles. The bolt keeps its own shape. The air spreads out and fills its whole jar. Which statement explains why the bolt keeps its shape while the air spreads out?", "context_html": "", "options": [ { "id": "cA1", "text": "The bolt's particles vibrate in place but keep their spots, while the air's particles move freely.", "plain": "The bolt's particles vibrate in place but keep their spots, while the air's particles move freely.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The bolt's particles stay in their spots without moving, while the air's particles move about freely.", "plain": "The bolt's particles stay in their spots without moving, while the air's particles move about freely.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The jar walls push the air's particles outward until they reach the far side of the jar.", "plain": "The jar walls push the air's particles outward until they reach the far side of the jar.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The air's particles slowly grow larger until they are big enough to fill the jar.", "plain": "The air's particles slowly grow larger until they are big enough to fill the jar.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s8-bolt-air-jars.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_73b354d5-ea07-49c8-b5bf-1a1e3fb4a4ed", "type": "choice", "title": "Truck on a Level Road", "standards": [ "5-PS2-1" ], "prompt_html": "

A loaded delivery truck rolls along a level road at a steady speed. The truck's tires stay on the road the whole time.

Which statement best explains why the moving truck stays on the ground?

", "prompt_plain": "A loaded delivery truck rolls along a level road at a steady speed. The truck's tires stay on the road the whole time. Which statement best explains why the moving truck stays on the ground?", "context_html": "", "options": [ { "id": "cA1", "text": "The weight of the air above the road presses the truck down onto the road.", "plain": "The weight of the air above the road presses the truck down onto the road.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Gravity keeps pulling the truck down toward the center of Earth as it moves.", "plain": "Gravity keeps pulling the truck down toward the center of Earth as it moves.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The truck's forward speed pushes it down harder against the road as it rolls.", "plain": "The truck's forward speed pushes it down harder against the road as it rolls.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Heavy objects like trucks stay down on their own, with no pull toward Earth.", "plain": "Heavy objects like trucks stay down on their own, with no pull toward Earth.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_c8bacd52-cea2-4a9a-8630-edef81853276", "type": "choice", "title": "Tracing the Owl's Energy", "standards": [ "5-PS3-1" ], "prompt_html": "

A food-chain card shows arrows going from an oak tree to a chipmunk and from the chipmunk to an owl.

\"A

Which statement best traces the energy stored in the owl's body back to its source?

", "prompt_plain": "A food-chain card shows arrows going from an oak tree to a chipmunk and from the chipmunk to an owl. Which statement best traces the energy stored in the owl's body back to its source?", "context_html": "", "options": [ { "id": "cA1", "text": "The soil's energy entered the oak tree, then passed to the chipmunk and the owl.", "plain": "The soil's energy entered the oak tree, then passed to the chipmunk and the owl.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The owl's body made brand-new energy as it digested the chipmunk it had eaten.", "plain": "The owl's body made brand-new energy as it digested the chipmunk it had eaten.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The owl took in most of its energy straight from sunlight on its feathers.", "plain": "The owl took in most of its energy straight from sunlight on its feathers.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The oak stored sunlight as food, which passed to the chipmunk and then the owl.", "plain": "The oak stored sunlight as food, which passed to the chipmunk and then the owl.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s10-oak-chipmunk-owl-card.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 11, "item_id": "_7ec7ca5b-432e-4937-9a1d-936cf2ff610a", "type": "hottext", "title": "Bean Plant Report", "standards": [ "5-LS1-1" ], "prompt_html": "

Priya grew a bean plant and wrote a report about it. She claims the plant got most of its new material from air and water, not from the soil.

\"A

Select the ONE sentence from Priya’s report that is the best evidence for her claim.

", "prompt_plain": "Priya grew a bean plant and wrote a report about it. She claims the plant got most of its new material from air and water, not from the soil. Select the ONE sentence from Priya’s report that is the best evidence for her claim.", "context_html": "", "options": [ { "id": "hA11", "text": "Priya planted the young bean seedling in a pot of dry soil by a window.", "plain": "Priya planted the young bean seedling in a pot of dry soil by a window.", "correct": false, "kind": "hottext" }, { "id": "hB11", "text": "She gave the plant the same small cup of water three times each week.", "plain": "She gave the plant the same small cup of water three times each week.", "correct": false, "kind": "hottext" }, { "id": "hC11", "text": "The plant gained 480 grams, but the dry soil lost just 9 grams.", "plain": "The plant gained 480 grams, but the dry soil lost just 9 grams.", "correct": true, "kind": "hottext" }, { "id": "hD11", "text": "The plant grew two tall new stems and many wide, deep-green leaves.", "plain": "The plant grew two tall new stems and many wide, deep-green leaves.", "correct": false, "kind": "hottext" }, { "id": "hE11", "text": "Priya turned the pot each morning so its sides faced the window light.", "plain": "Priya turned the pot each morning so its sides faced the window light.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s11-beanplant.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC11" ] }, "n_options": 5 }, { "n": 12, "item_id": "_e1a60fdb-4262-4c5b-8eac-f86ccb18ca33", "type": "hottext", "title": "Sealed Jar Log", "standards": [ "5-LS1-1" ], "prompt_html": "

Owen sealed plants in jars and kept a log. He claims that a plant needs light to make the food it uses to grow.

\"Two

Select the ONE line from Owen’s jar log that is the best evidence for his claim.

", "prompt_plain": "Owen sealed plants in jars and kept a log. He claims that a plant needs light to make the food it uses to grow. Select the ONE line from Owen’s jar log that is the best evidence for his claim.", "context_html": "", "options": [ { "id": "hA12", "text": "Owen sealed two small green plants in two clear jars with moist soil.", "plain": "Owen sealed two small green plants in two clear jars with moist soil.", "correct": false, "kind": "hottext" }, { "id": "hB12", "text": "He placed one jar under a bright lamp and the other inside a dark closet.", "plain": "He placed one jar under a bright lamp and the other inside a dark closet.", "correct": false, "kind": "hottext" }, { "id": "hC12", "text": "When sealed, both jars felt slightly warm to the touch at the start.", "plain": "When sealed, both jars felt slightly warm to the touch at the start.", "correct": false, "kind": "hottext" }, { "id": "hD12", "text": "After a week the lamp-lit plant grew new leaves, but the dark plant turned pale.", "plain": "After a week the lamp-lit plant grew new leaves, but the dark plant turned pale.", "correct": true, "kind": "hottext" }, { "id": "hE12", "text": "Small water drops appeared on the inside walls of both jars by the end.", "plain": "Small water drops appeared on the inside walls of both jars by the end.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s12-jars.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD12" ] }, "n_options": 5 }, { "n": 13, "item_id": "_a6d9dae6-d7a5-4712-b1db-d723ef90a0ab", "type": "choice", "title": "Composter Matter Part A", "standards": [ "5-LS2-1" ], "prompt_html": "

Part A

Table 1 shows the scrap volume in the bin dropped from 32 liters in week 1 to 12 liters in week 4.

Which claim best explains where the matter from the scraps went?

", "prompt_plain": "Part A Table 1 shows the scrap volume in the bin dropped from 32 liters in week 1 to 12 liters in week 4. Which claim best explains where the matter from the scraps went?", "context_html": "", "options": [ { "id": "cA1", "text": "The decomposers break the scraps down, moving matter into soil, air, and themselves.", "plain": "The decomposers break the scraps down, moving matter into soil, air, and themselves.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The matter that made up the scraps is destroyed and stops existing.", "plain": "The matter that made up the scraps is destroyed and stops existing.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The scraps get smaller because they dry out and lose their water.", "plain": "The scraps get smaller because they dry out and lose their water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The worms carry the scraps out of the bin to faraway places.", "plain": "The worms carry the scraps out of the bin to faraway places.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_985e0b43-54f6-417c-a81a-bd7d2bac9378" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

School Composter Logbook

Mr. Diaz’s class keeps a compost bin outside their room. Into the bin they put food scraps (banana peels and apple cores). The bin also holds red worms and fungi that grow on the scraps. Each week the class measures the temperature inside the bin and the volume of scraps left. Table 1 shows their readings for four weeks.

Table 1. Weekly Compost Readings

WeekBin temperature (°C)Scrap volume (L)
12032
22926
33519
42712

\"An

", "passage_plain": "School Composter Logbook Mr. Diaz’s class keeps a compost bin outside their room. Into the bin they put food scraps (banana peels and apple cores). The bin also holds red worms and fungi that grow on the scraps. Each week the class measures the temperature inside the bin and the volume of scraps left. Table 1 shows their readings for four weeks. Table 1. Weekly Compost Readings Week Bin temperature (°C) Scrap volume (L) 1 20 32 2 29 26 3 35 19 4 27 12" }, { "n": 14, "item_id": "_9b982e07-9f30-4772-a6a9-7c0d8e49f05f", "type": "choice", "title": "Composter Matter Part B", "standards": [ "5-LS2-1" ], "prompt_html": "

Part B

Which measurement would best test the Part A claim that the matter moved somewhere rather than being destroyed?

", "prompt_plain": "Part B Which measurement would best test the Part A claim that the matter moved somewhere rather than being destroyed?", "context_html": "", "options": [ { "id": "cA1", "text": "Measure just the height of the scraps inside the bin each week.", "plain": "Measure just the height of the scraps inside the bin each week.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Measure the mass of the bin contents and any gases, at start and end.", "plain": "Measure the mass of the bin contents and any gases, at start and end.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Count how many worms are living inside the compost bin each week.", "plain": "Count how many worms are living inside the compost bin each week.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Record the color of the scraps as they slowly break down inside.", "plain": "Record the color of the scraps as they slowly break down inside.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_985e0b43-54f6-417c-a81a-bd7d2bac9378" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

School Composter Logbook

Mr. Diaz’s class keeps a compost bin outside their room. Into the bin they put food scraps (banana peels and apple cores). The bin also holds red worms and fungi that grow on the scraps. Each week the class measures the temperature inside the bin and the volume of scraps left. Table 1 shows their readings for four weeks.

Table 1. Weekly Compost Readings

WeekBin temperature (°C)Scrap volume (L)
12032
22926
33519
42712

\"An

", "passage_plain": "School Composter Logbook Mr. Diaz’s class keeps a compost bin outside their room. Into the bin they put food scraps (banana peels and apple cores). The bin also holds red worms and fungi that grow on the scraps. Each week the class measures the temperature inside the bin and the volume of scraps left. Table 1 shows their readings for four weeks. Table 1. Weekly Compost Readings Week Bin temperature (°C) Scrap volume (L) 1 20 32 2 29 26 3 35 19 4 27 12" }, { "n": 15, "item_id": "_2df04029-d1aa-4db5-8733-3bbc380794c4", "type": "gap-match", "title": "Beak Shapes and Foods", "standards": [ "3-LS4-2" ], "prompt_html": "

Four kinds of birds have differently shaped beaks. A beak shape that fits a food helps that bird get the food more easily.

 

Drag each food to the beak that is shaped best to get it.

", "prompt_plain": "Four kinds of birds have differently shaped beaks. A beak shape that fits a food helps that bird get the food more easily. Drag each food to the beak that is shaped best to get it.", "context_html": "", "options": [ { "id": "tile-hard-shelled-seeds", "text": "Hard-shelled seeds", "plain": "Hard-shelled seeds", "correct": false, "kind": "gap-token" }, { "id": "tile-tiny-bits-of-food-in-pond-water", "text": "Tiny bits of food in pond water", "plain": "Tiny bits of food in pond water", "correct": false, "kind": "gap-token" }, { "id": "tile-nectar-deep-inside-flowers", "text": "Nectar deep inside flowers", "plain": "Nectar deep inside flowers", "correct": false, "kind": "gap-token" }, { "id": "tile-small-animals-to-catch-and-eat", "text": "Small animals to catch and eat", "plain": "Small animals to catch and eat", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s15-beaks.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-nectar-deep-inside-flowers g1", "tile-hard-shelled-seeds g2", "tile-small-animals-to-catch-and-eat g3", "tile-tiny-bits-of-food-in-pond-water g4" ] }, "n_options": 4 }, { "n": 16, "item_id": "_b2cd4341-5e52-4a91-b319-4f1f83adac7c", "type": "choice", "title": "Warm and Dry City", "standards": [ "3-ESS2-2" ], "prompt_html": "

Climate is the usual pattern of temperature and rainfall in a place over many years.

Based on Table 1, which city has warm winters but very little rain each year?

", "prompt_plain": "Climate is the usual pattern of temperature and rainfall in a place over many years. Based on Table 1, which city has warm winters but very little rain each year?", "context_html": "", "options": [ { "id": "cA1", "text": "Miami", "plain": "Miami", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Minneapolis", "plain": "Minneapolis", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Phoenix", "plain": "Phoenix", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Seattle", "plain": "Seattle", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3698026d-08e4-463e-af67-0167fd73b22f" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Four-City Climate Maps

The two maps show patterns across the United States. One map shades January temperatures from cool to warm. The other map shades how much rain each region gets in a year, from dry to wet. Four cities are marked on the maps: Miami, Minneapolis, Phoenix, and Seattle. Table 1 lists each city’s January temperature and its yearly rainfall.

\"Two

Table 1. City Climate Readings

CityJanuary average temperature (°C)Yearly rainfall (cm)
Miami20150
Minneapolis-880
Phoenix1320
Seattle695
", "passage_plain": "Four-City Climate Maps The two maps show patterns across the United States. One map shades January temperatures from cool to warm. The other map shades how much rain each region gets in a year, from dry to wet. Four cities are marked on the maps: Miami, Minneapolis, Phoenix, and Seattle. Table 1 lists each city’s January temperature and its yearly rainfall. Table 1. City Climate Readings City January average temperature (°C) Yearly rainfall (cm) Miami 20 150 Minneapolis -8 80 Phoenix 13 20 Seattle 6 95" }, { "n": 17, "item_id": "_cdd80958-8867-4bcc-97cc-5037bdd83286", "type": "inline-choice", "title": "City Climate Sentence", "standards": [ "3-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Use Table 1 to complete the sentence about the four cities’ climates.

Of the four cities, has the coldest January, and gets the most rain each year.

", "options": [ { "id": "c17d1o1", "text": "Miami", "plain": "Miami", "correct": false, "kind": "inline" }, { "id": "c17d1o2", "text": "Minneapolis", "plain": "Minneapolis", "correct": true, "kind": "inline" }, { "id": "c17d1o3", "text": "Phoenix", "plain": "Phoenix", "correct": false, "kind": "inline" }, { "id": "c17d1o4", "text": "Seattle", "plain": "Seattle", "correct": false, "kind": "inline" }, { "id": "c17d2o1", "text": "Miami", "plain": "Miami", "correct": true, "kind": "inline" }, { "id": "c17d2o2", "text": "Minneapolis", "plain": "Minneapolis", "correct": false, "kind": "inline" }, { "id": "c17d2o3", "text": "Phoenix", "plain": "Phoenix", "correct": false, "kind": "inline" }, { "id": "c17d2o4", "text": "Seattle", "plain": "Seattle", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_3698026d-08e4-463e-af67-0167fd73b22f" ], "key_letters": "", "key_values": { "RESPONSE1": [ "c17d1o2" ], "RESPONSE2": [ "c17d2o1" ] }, "n_options": 8, "passage_html": "

Four-City Climate Maps

The two maps show patterns across the United States. One map shades January temperatures from cool to warm. The other map shades how much rain each region gets in a year, from dry to wet. Four cities are marked on the maps: Miami, Minneapolis, Phoenix, and Seattle. Table 1 lists each city’s January temperature and its yearly rainfall.

\"Two

Table 1. City Climate Readings

CityJanuary average temperature (°C)Yearly rainfall (cm)
Miami20150
Minneapolis-880
Phoenix1320
Seattle695
", "passage_plain": "Four-City Climate Maps The two maps show patterns across the United States. One map shades January temperatures from cool to warm. The other map shades how much rain each region gets in a year, from dry to wet. Four cities are marked on the maps: Miami, Minneapolis, Phoenix, and Seattle. Table 1 lists each city’s January temperature and its yearly rainfall. Table 1. City Climate Readings City January average temperature (°C) Yearly rainfall (cm) Miami 20 150 Minneapolis -8 80 Phoenix 13 20 Seattle 6 95" }, { "n": 18, "item_id": "_3f3b7d03-8c4a-4881-bd26-6dbbdfe14b70", "type": "choice", "title": "Reading Two Climate Maps", "standards": [ "3-ESS2-2" ], "prompt_html": "

Look at both maps and Table 1.

Which TWO statements are supported by the evidence? Choose the TWO best answers.

", "prompt_plain": "Look at both maps and Table 1. Which TWO statements are supported by the evidence? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Seattle and Miami get more yearly rain than inland Phoenix.", "plain": "Seattle and Miami get more yearly rain than inland Phoenix.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Phoenix has both the coldest January and the least rain.", "plain": "Phoenix has both the coldest January and the least rain.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Minneapolis has the coldest January of the four cities.", "plain": "Minneapolis has the coldest January of the four cities.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Seattle has a colder January than Minneapolis does.", "plain": "Seattle has a colder January than Minneapolis does.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Miami gets less yearly rain than Phoenix does.", "plain": "Miami gets less yearly rain than Phoenix does.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3698026d-08e4-463e-af67-0167fd73b22f" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Four-City Climate Maps

The two maps show patterns across the United States. One map shades January temperatures from cool to warm. The other map shades how much rain each region gets in a year, from dry to wet. Four cities are marked on the maps: Miami, Minneapolis, Phoenix, and Seattle. Table 1 lists each city’s January temperature and its yearly rainfall.

\"Two

Table 1. City Climate Readings

CityJanuary average temperature (°C)Yearly rainfall (cm)
Miami20150
Minneapolis-880
Phoenix1320
Seattle695
", "passage_plain": "Four-City Climate Maps The two maps show patterns across the United States. One map shades January temperatures from cool to warm. The other map shades how much rain each region gets in a year, from dry to wet. Four cities are marked on the maps: Miami, Minneapolis, Phoenix, and Seattle. Table 1 lists each city’s January temperature and its yearly rainfall. Table 1. City Climate Readings City January average temperature (°C) Yearly rainfall (cm) Miami 20 150 Minneapolis -8 80 Phoenix 13 20 Seattle 6 95" }, { "n": 19, "item_id": "_2281e1eb-4153-4ea1-931c-fbbf609fc3f2", "type": "text-entry", "title": "Star Distance Compared", "standards": [ "5-ESS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Star P and Star Q give off the same amount of light. Star Q looks dimmer from Earth because it is farther away.

Star Distances from Earth

StarDistance from Earth (light-years)
Star P6
Star Q24

The card shows how far each star is from Earth. How many times farther from Earth is Star Q than Star P?

Give your answer as a whole number (e.g., 2).

Number of times farther:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 20, "item_id": "_3213b744-0523-4dc6-91f3-762f2923b51e", "type": "choice", "title": "Daylight Hours Plan", "standards": [ "5-ESS1-2" ], "prompt_html": "

Nadia wants to find the pattern in how the number of daylight hours changes over one year.

Which TWO actions would best help her reveal that yearly pattern? Choose the TWO best answers.

", "prompt_plain": "Nadia wants to find the pattern in how the number of daylight hours changes over one year. Which TWO actions would best help her reveal that yearly pattern? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Record sunrise and sunset times one day each month for a year.", "plain": "Record sunrise and sunset times one day each month for a year.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Record the evening sunset time each month for a year.", "plain": "Record the evening sunset time each month for a year.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Graph the daylight hours for each month to show the pattern.", "plain": "Graph the daylight hours for each month to show the pattern.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Count the stars seen in the sky on one clear night.", "plain": "Count the stars seen in the sky on one clear night.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Record the wind direction each morning for one whole month.", "plain": "Record the wind direction each morning for one whole month.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 21, "item_id": "_00c45432-5765-46d5-aaf9-76e8eba0985c", "type": "choice", "title": "Night-Sky Notes Pattern", "standards": [ "5-ESS1-2" ], "prompt_html": "

Ingrid looks straight up at the night sky at 10:00 p.m. on the first night of each season. Each time she writes down which star pattern is overhead. She checks once more on the first night of the next fall. Table 1 shows her notes.

Table 1. Ingrid's Overhead Sky Notes

First night of (10:00 p.m.)Star pattern overhead
FallPattern W
WinterPattern X
SpringPattern Y
SummerPattern Z
Next fallPattern W

Based on Ingrid's notes, which star pattern will most likely be overhead on the first night of the next winter?

", "prompt_plain": "Ingrid looks straight up at the night sky at 10:00 p.m. on the first night of each season. Each time she writes down which star pattern is overhead. She checks once more on the first night of the next fall. Table 1 shows her notes. Table 1. Ingrid's Overhead Sky Notes First night of (10:00 p.m.) Star pattern overhead Fall Pattern W Winter Pattern X Spring Pattern Y Summer Pattern Z Next fall Pattern W Based on Ingrid's notes, which star pattern will most likely be overhead on the first night of the next winter?", "context_html": "", "options": [ { "id": "cA1", "text": "Pattern W, because the first pattern of the year returns before the others.", "plain": "Pattern W, because the first pattern of the year returns before the others.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Pattern X, because each season shows its own pattern and the cycle repeats each year.", "plain": "Pattern X, because each season shows its own pattern and the cycle repeats each year.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Pattern Y, because the patterns shift forward one season from year to year.", "plain": "Pattern Y, because the patterns shift forward one season from year to year.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Pattern Z, because the newest pattern seen stays overhead the longest.", "plain": "Pattern Z, because the newest pattern seen stays overhead the longest.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 22, "item_id": "_891de31a-89b4-46fe-9a72-5229a473509f", "type": "inline-choice", "title": "Daylight Hours Sentences", "standards": [ "5-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A weather club records the sunrise time and the sunset time on the 20th of four months in one year. Table 1 shows the records.

Table 1. Sunrise and Sunset Times

DateSunrise timeSunset time
February 207:00 a.m.6:00 p.m.
May 206:00 a.m.8:00 p.m.
August 206:30 a.m.7:30 p.m.
November 207:30 a.m.5:00 p.m.

Use Table 1. Choose the answer that best completes each sentence.

On February 20, the club recorded of daylight.

The table shows that daylight in this town lasts shortest in .

", "options": [ { "id": "c22d1o1", "text": "9.5 hours", "plain": "9.5 hours", "correct": false, "kind": "inline" }, { "id": "c22d1o2", "text": "11 hours", "plain": "11 hours", "correct": true, "kind": "inline" }, { "id": "c22d1o3", "text": "13 hours", "plain": "13 hours", "correct": false, "kind": "inline" }, { "id": "c22d2o1", "text": "fall", "plain": "fall", "correct": true, "kind": "inline" }, { "id": "c22d2o2", "text": "spring", "plain": "spring", "correct": false, "kind": "inline" }, { "id": "c22d2o3", "text": "winter", "plain": "winter", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c22d1o2" ], "RESPONSE2": [ "c22d2o1" ] }, "n_options": 6 }, { "n": 23, "item_id": "_38b4f0a8-3a2e-4cdd-80d2-bfa86403f2ad", "type": "choice", "title": "Glacier Tray Model Parts", "standards": [ "5-ESS2-1" ], "prompt_html": "

Soren plans a tray model of a mountain glacier. A block of ice sits on a slope of damp gravel and soil in a tilted tray. A low empty basin is at the bottom. Figure 1 shows his plan. The model must show how a moving, melting glacier links the geosphere (rock and soil) and the hydrosphere (water).

Figure 1. Soren’s Tray Model Plan

\"Plan

Which TWO things, if Soren's model shows them, would be the best evidence of that geosphere-hydrosphere link? Choose the TWO best answers.

", "prompt_plain": "Soren plans a tray model of a mountain glacier. A block of ice sits on a slope of damp gravel and soil in a tilted tray. A low empty basin is at the bottom. Figure 1 shows his plan. The model must show how a moving, melting glacier links the geosphere (rock and soil) and the hydrosphere (water). Figure 1. Soren’s Tray Model Plan Which TWO things, if Soren's model shows them, would be the best evidence of that geosphere-hydrosphere link? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Meltwater runs down and pools in a hollow it carves into the gravel.", "plain": "Meltwater runs down and pools in a hollow it carves into the gravel.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The sliding ice block scrapes gravel loose and drags it downhill.", "plain": "The sliding ice block scrapes gravel loose and drags it downhill.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A fan is aimed across the tray to copy mountain wind.", "plain": "A fan is aimed across the tray to copy mountain wind.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Water droplets form on a clear lid placed over the tray.", "plain": "Water droplets form on a clear lid placed over the tray.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Small plastic trees are set on the slope to make it look real.", "plain": "Small plastic trees are set on the slope to make it look real.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s23-glacier-tray.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 24, "item_id": "_f0adcb76-218c-47b4-9bfc-15d40b8f0b97", "type": "text-entry", "title": "Liquid Fresh Water in the Tank", "standards": [ "5-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Tomas and his class build a water model for the schoolyard science fair. The class fills a 500-liter tank to stand for all of Earth's water. Table 1 shows the class plan for splitting the tank.

Table 1. Class Plan for the Water Tank

Part of Earth's waterShare in the plan
Salt water in the oceans97 liters of every 100 liters in the tank
Fresh water3 liters of every 100 liters in the tank
Liquid fresh water (lakes, rivers, underground)1 liter of every 3 liters of fresh water

How many liters in the tank stand for liquid fresh water (water that is not frozen)?

Give your answer as a whole number (e.g., 20).

Number of liters:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "5" ] }, "n_options": 0 }, { "n": 25, "item_id": "_edd5bad8-1dc1-4a7c-9028-677719c38174", "type": "choice", "title": "Sandy Point Lighting Part A", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part A

Look at Table 1. Each section has brighter lighting than the one before it, and fewer hatchlings reach the water.

At which lighting level is the one-step drop in hatchlings the largest?

", "prompt_plain": "Part A Look at Table 1. Each section has brighter lighting than the one before it, and fewer hatchlings reach the water. At which lighting level is the one-step drop in hatchlings the largest?", "context_html": "", "options": [ { "id": "cA1", "text": "No lights", "plain": "No lights", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Low lights", "plain": "Low lights", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Medium lights", "plain": "Medium lights", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Bright lights", "plain": "Bright lights", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cae5f219-87dd-403f-ac61-dfa1bfd466db" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Sandy Point Lighting Report

A shore town studies its sea-turtle beach, Sandy Point. At night, new hatchlings crawl toward the water. The town counts how many hatchlings out of every 100 reach the water. Each beach section has a different level of night lighting from the road. Table 1 shows the counts. The town will adopt ONE new lighting rule this year. Table 2 lists three proposed rules and their costs. The town can spend no more than $15,000.

Table 1. Hatchlings Reaching the Water

Beach sectionNight lighting levelHatchlings reaching the water (out of every 100)
Section 1No lights95
Section 2Low lights90
Section 3Medium lights62
Section 4Bright lights44

Table 2. Proposed Lighting Rules

RuleWhat the rule requiresCost
Rule 1Put shades on the lights in the two brightest sections$9,000
Rule 2Replace every road light with a low light aimed at the ground$38,000
Rule 3Hand out flyers asking visitors to keep phone lights off the sand$800
", "passage_plain": "Sandy Point Lighting Report A shore town studies its sea-turtle beach, Sandy Point. At night, new hatchlings crawl toward the water. The town counts how many hatchlings out of every 100 reach the water. Each beach section has a different level of night lighting from the road. Table 1 shows the counts. The town will adopt ONE new lighting rule this year. Table 2 lists three proposed rules and their costs. The town can spend no more than $15,000. Table 1. Hatchlings Reaching the Water Beach section Night lighting level Hatchlings reaching the water (out of every 100) Section 1 No lights 95 Section 2 Low lights 90 Section 3 Medium lights 62 Section 4 Bright lights 44 Table 2. Proposed Lighting Rules Rule What the rule requires Cost Rule 1 Put shades on the lights in the two brightest sections $9,000 Rule 2 Replace every road light with a low light aimed at the ground $38,000 Rule 3 Hand out flyers asking visitors to keep phone lights off the sand $800" }, { "n": 26, "item_id": "_8c108abc-2acf-4c7f-8286-64661862a86b", "type": "choice", "title": "Sandy Point Lighting Part B", "standards": [ "5-ESS3-1" ], "prompt_html": "

Part B

Look at Table 1 and Table 2.

Which choice is the best lighting rule for the town, and why?

", "prompt_plain": "Part B Look at Table 1 and Table 2. Which choice is the best lighting rule for the town, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Rule 1, because it shades the brightest sections and costs less than the town's limit.", "plain": "Rule 1, because it shades the brightest sections and costs less than the town's limit.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Rule 2, because it improves the most sections and still costs less than the town's limit.", "plain": "Rule 2, because it improves the most sections and still costs less than the town's limit.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rule 3, because the town should choose the rule that costs the least money.", "plain": "Rule 3, because the town should choose the rule that costs the least money.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rule 3, because phone lights on the sand caused the drops shown in Table 1.", "plain": "Rule 3, because phone lights on the sand caused the drops shown in Table 1.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cae5f219-87dd-403f-ac61-dfa1bfd466db" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Sandy Point Lighting Report

A shore town studies its sea-turtle beach, Sandy Point. At night, new hatchlings crawl toward the water. The town counts how many hatchlings out of every 100 reach the water. Each beach section has a different level of night lighting from the road. Table 1 shows the counts. The town will adopt ONE new lighting rule this year. Table 2 lists three proposed rules and their costs. The town can spend no more than $15,000.

Table 1. Hatchlings Reaching the Water

Beach sectionNight lighting levelHatchlings reaching the water (out of every 100)
Section 1No lights95
Section 2Low lights90
Section 3Medium lights62
Section 4Bright lights44

Table 2. Proposed Lighting Rules

RuleWhat the rule requiresCost
Rule 1Put shades on the lights in the two brightest sections$9,000
Rule 2Replace every road light with a low light aimed at the ground$38,000
Rule 3Hand out flyers asking visitors to keep phone lights off the sand$800
", "passage_plain": "Sandy Point Lighting Report A shore town studies its sea-turtle beach, Sandy Point. At night, new hatchlings crawl toward the water. The town counts how many hatchlings out of every 100 reach the water. Each beach section has a different level of night lighting from the road. Table 1 shows the counts. The town will adopt ONE new lighting rule this year. Table 2 lists three proposed rules and their costs. The town can spend no more than $15,000. Table 1. Hatchlings Reaching the Water Beach section Night lighting level Hatchlings reaching the water (out of every 100) Section 1 No lights 95 Section 2 Low lights 90 Section 3 Medium lights 62 Section 4 Bright lights 44 Table 2. Proposed Lighting Rules Rule What the rule requires Cost Rule 1 Put shades on the lights in the two brightest sections $9,000 Rule 2 Replace every road light with a low light aimed at the ground $38,000 Rule 3 Hand out flyers asking visitors to keep phone lights off the sand $800" }, { "n": 27, "item_id": "_e75cad71-a07f-4e07-8631-d6f22ab5d108", "type": "choice", "title": "Dots and Triangles Pattern", "standards": [ "4-ESS2-2" ], "prompt_html": "

Look at Figure 1.

What pattern do the earthquake dots and the volcano triangles show on the map?

", "prompt_plain": "Look at Figure 1. What pattern do the earthquake dots and the volcano triangles show on the map?", "context_html": "", "options": [ { "id": "cA1", "text": "The triangles line up along the coast, but the dots are scattered across the map.", "plain": "The triangles line up along the coast, but the dots are scattered across the map.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The dots and triangles are spread evenly across the whole map.", "plain": "The dots and triangles are spread evenly across the whole map.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The dots and triangles line up together in the same strip along the coast.", "plain": "The dots and triangles line up together in the same strip along the coast.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The dots line up along the coast, but the triangles are scattered inland.", "plain": "The dots line up along the coast, but the triangles are scattered inland.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f4c39b74-219e-4182-825a-94842c0b2de8" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Ocean Rim Map Overlay

A class studies the edge of one ocean. A paper map marks each volcano with a triangle. The class lays a clear plastic sheet over the map. The sheet marks each strong earthquake of the past 100 years with a dot. Figure 1 shows the map with the sheet in place. Two coastal zones are labeled Zone 1 and Zone 2.

Figure 1. The Map With the Overlay in Place

\"Map

Hazard history notes: Zone 1's records list three strong earthquakes in the past 50 years. Zone 2's records list no strong earthquakes in the past 50 years.

", "passage_plain": "Ocean Rim Map Overlay A class studies the edge of one ocean. A paper map marks each volcano with a triangle. The class lays a clear plastic sheet over the map. The sheet marks each strong earthquake of the past 100 years with a dot. Figure 1 shows the map with the sheet in place. Two coastal zones are labeled Zone 1 and Zone 2. Figure 1. The Map With the Overlay in Place Hazard history notes: Zone 1's records list three strong earthquakes in the past 50 years. Zone 2's records list no strong earthquakes in the past 50 years." }, { "n": 28, "item_id": "_c2c86c23-a233-4400-8d1b-d31599bdc479", "type": "choice", "title": "Zone Quake Chances", "standards": [ "4-ESS3-2" ], "prompt_html": "

Use Figure 1 and the hazard history notes.

Which statement best compares the two zones' chances of a damaging earthquake?

", "prompt_plain": "Use Figure 1 and the hazard history notes. Which statement best compares the two zones' chances of a damaging earthquake?", "context_html": "", "options": [ { "id": "cA1", "text": "Zone 2 has the greater chance, because a coast that has stayed quiet is overdue for a big quake.", "plain": "Zone 2 has the greater chance, because a coast that has stayed quiet is overdue for a big quake.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Zone 1 has the greater chance, because it sits in the quake strip and has a record of strong quakes.", "plain": "Zone 1 has the greater chance, because it sits in the quake strip and has a record of strong quakes.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Both zones have an equal chance, because past quakes do not show where future ones will strike.", "plain": "Both zones have an equal chance, because past quakes do not show where future ones will strike.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Zone 1 has the smaller chance, because its past quakes already released the stored energy.", "plain": "Zone 1 has the smaller chance, because its past quakes already released the stored energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f4c39b74-219e-4182-825a-94842c0b2de8" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Ocean Rim Map Overlay

A class studies the edge of one ocean. A paper map marks each volcano with a triangle. The class lays a clear plastic sheet over the map. The sheet marks each strong earthquake of the past 100 years with a dot. Figure 1 shows the map with the sheet in place. Two coastal zones are labeled Zone 1 and Zone 2.

Figure 1. The Map With the Overlay in Place

\"Map

Hazard history notes: Zone 1's records list three strong earthquakes in the past 50 years. Zone 2's records list no strong earthquakes in the past 50 years.

", "passage_plain": "Ocean Rim Map Overlay A class studies the edge of one ocean. A paper map marks each volcano with a triangle. The class lays a clear plastic sheet over the map. The sheet marks each strong earthquake of the past 100 years with a dot. Figure 1 shows the map with the sheet in place. Two coastal zones are labeled Zone 1 and Zone 2. Figure 1. The Map With the Overlay in Place Hazard history notes: Zone 1's records list three strong earthquakes in the past 50 years. Zone 2's records list no strong earthquakes in the past 50 years." }, { "n": 29, "item_id": "_0f889675-7063-492a-afcc-19a76efae127", "type": "choice", "title": "Landform Shaping Processes", "standards": [ "4-ESS2-1" ], "prompt_html": "

Figure 1 shows four features made of rock or sediment.

Figure 1. Four Rock and Sediment Features

\"Card

Which feature is correctly paired with the process that shaped it?

", "prompt_plain": "Figure 1 shows four features made of rock or sediment. Figure 1. Four Rock and Sediment Features Which feature is correctly paired with the process that shaped it?", "context_html": "", "options": [ { "id": "cA1", "text": "Delta - made by weathering, where waves break the shore into tiny pieces.", "plain": "Delta - made by weathering, where waves break the shore into tiny pieces.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sand dune - made by erosion, where wind scrapes sand off the solid ground.", "plain": "Sand dune - made by erosion, where wind scrapes sand off the solid ground.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Cracked boulder - made by deposition, where new rock piles up on the hilltop.", "plain": "Cracked boulder - made by deposition, where new rock piles up on the hilltop.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Canyon - made by erosion, where a river wears down and carries away rock.", "plain": "Canyon - made by erosion, where a river wears down and carries away rock.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s29-landforms.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_8cca8844-293f-4a1e-9362-9a14404b19bb", "type": "choice", "title": "Two Drying Trays", "standards": [ "4-PS3-2" ], "prompt_html": "

A class plans two ways to dry wet felt squares. In Tray A, wet felt sits under a desk lamp that hangs above it. In Tray B, wet felt rests on top of a warm electric griddle, touching it. Figure 1 shows the two setups.

Figure 1. Two Drying Trays

\"Two

In Tray A, how does energy reach the wet felt?

", "prompt_plain": "A class plans two ways to dry wet felt squares. In Tray A, wet felt sits under a desk lamp that hangs above it. In Tray B, wet felt rests on top of a warm electric griddle, touching it. Figure 1 shows the two setups. Figure 1. Two Drying Trays In Tray A, how does energy reach the wet felt?", "context_html": "", "options": [ { "id": "cA1", "text": "Light travels from the lamp to the felt.", "plain": "Light travels from the lamp to the felt.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Heat moves straight into the felt because the lamp touches it.", "plain": "Heat moves straight into the felt because the lamp touches it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Sound from the lamp carries the energy to the felt.", "plain": "Sound from the lamp carries the energy to the felt.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Electric current flows out of the lamp into the felt.", "plain": "Electric current flows out of the lamp into the felt.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s30-two-trays.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_93c2a21e-7f24-44a7-84f4-8eef38af9b9c", "type": "gap-match", "title": "Plant and Building Jobs", "standards": [ "4-LS1-1" ], "prompt_html": "

A class compares a plant to a school building. Each school part in Table 1 does a job. One plant structure in Figure 1 does the same kind of job for the plant.

Figure 1. A Flowering Plant

\"A

 

Use Figure 1. Drag one plant-structure tile into each empty box in Table 1 to match the school part with the plant structure that does the same kind of job. One tile will not be used.

", "prompt_plain": "A class compares a plant to a school building. Each school part in Table 1 does a job. One plant structure in Figure 1 does the same kind of job for the plant. Figure 1. A Flowering Plant Use Figure 1. Drag one plant-structure tile into each empty box in Table 1 to match the school part with the plant structure that does the same kind of job. One tile will not be used.", "context_html": "", "options": [ { "id": "tile1", "text": "thorns", "plain": "thorns", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "leaves", "plain": "leaves", "correct": false, "kind": "gap-token" }, { "id": "tile3", "text": "stem", "plain": "stem", "correct": false, "kind": "gap-token" }, { "id": "tile4", "text": "petals", "plain": "petals", "correct": false, "kind": "gap-token" }, { "id": "tile5", "text": "roots", "plain": "roots", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s31-flowering-plant.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile5 g1", "tile3 g2", "tile2 g3", "tile4 g4" ] }, "n_options": 5 }, { "n": 32, "item_id": "_ee307516-fb6d-4e7d-8d22-8a21b69cba67", "type": "order", "title": "Tree House Message Relay", "standards": [ "4-PS4-3" ], "prompt_html": "

Figure 1 shows how two friends send messages between two tree houses. The friends are too far apart to call out to each other. Each tree house keeps the same hole chart. The chart pairs every letter with its own pattern of punched holes.

Figure 1. Two Tree Houses and the Hole Chart

\"Two

 

Drag the three steps into the order that moves a message from one tree house to the other, from first step to last.

", "prompt_plain": "Figure 1 shows how two friends send messages between two tree houses. The friends are too far apart to call out to each other. Each tree house keeps the same hole chart. The chart pairs every letter with its own pattern of punched holes. Figure 1. Two Tree Houses and the Hole Chart Drag the three steps into the order that moves a message from one tree house to the other, from first step to last.", "context_html": "", "options": [ { "id": "cA2cb532", "text": "The friend clips the punched card to the line and sends it across to the other tree house.", "plain": "The friend clips the punched card to the line and sends it across to the other tree house.", "correct": true, "kind": "choice" }, { "id": "cB1f8c04", "text": "At the other tree house, a friend reads the hole pattern and uses the hole chart to turn it back into the message.", "plain": "At the other tree house, a friend reads the hole pattern and uses the hole chart to turn it back into the message.", "correct": true, "kind": "choice" }, { "id": "cC290c0e", "text": "At one tree house, a friend uses the hole chart to punch a pattern of holes in a card.", "plain": "At one tree house, a friend uses the hole chart to punch a pattern of holes in a card.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-34/images/img-s32-treehouse-relay.png" ], "stimulus_ids": [], "key_letters": "A, B, C", "key_values": { "RESPONSE": [ "cC290c0e", "cA2cb532", "cB1f8c04" ] }, "n_options": 3 }, { "n": 33, "item_id": "_98ddfce5-7dcc-4107-9036-70f8f7fc18ec", "type": "choice", "title": "Water Station Memo", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Ms. Okafor leads a school. She sends this memo to a student design team:

\"Memo - New Water-Bottle Filling Station. The hallway fountain is crowded every break, and we want one new filling station. The school can spend up to $1,500. Three models have been suggested: a wall-mounted unit, a free-standing tower, and a countertop unit. The school has no other requirements. Please study the choices and report back.\"

The team must decide which model to recommend. Based only on the memo, choose the TWO factors the team should weigh when comparing the models.

", "prompt_plain": "Ms. Okafor leads a school. She sends this memo to a student design team: \"Memo - New Water-Bottle Filling Station. The hallway fountain is crowded every break, and we want one new filling station. The school can spend up to $1,500. Three models have been suggested: a wall-mounted unit, a free-standing tower, and a countertop unit. The school has no other requirements. Please study the choices and report back.\" The team must decide which model to recommend. Based only on the memo, choose the TWO factors the team should weigh when comparing the models.", "context_html": "", "options": [ { "id": "cA33", "text": "How early each station appears on the list of choices", "plain": "How early each station appears on the list of choices", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "How many students each station serves during a busy break", "plain": "How many students each station serves during a busy break", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "How closely each station's color matches the main hallway walls", "plain": "How closely each station's color matches the main hallway walls", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "How each station's price compares with the school's spending limit", "plain": "How each station's price compares with the school's spending limit", "correct": true, "kind": "choice" }, { "id": "cE33", "text": "How new each station's design is compared with older ones", "plain": "How new each station's design is compared with older ones", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB33", "cD33" ] }, "n_options": 5 }, { "n": 34, "item_id": "_d0474256-e346-4f8a-b057-7080147d8f22", "type": "choice", "title": "Liner Requirements Check", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Look at the two requirements and Table 1.

Which liner material meets both the warmth requirement and the cost requirement?

", "prompt_plain": "Look at the two requirements and Table 1. Which liner material meets both the warmth requirement and the cost requirement?", "context_html": "", "options": [ { "id": "cA34", "text": "Corrugated cardboard", "plain": "Corrugated cardboard", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Down-feather pad", "plain": "Down-feather pad", "correct": true, "kind": "choice" }, { "id": "cC34", "text": "Rubber mat", "plain": "Rubber mat", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Silicone liner", "plain": "Silicone liner", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_761f3295-a573-45aa-8b27-d0dea8d241c4" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB34" ] }, "n_options": 4, "passage_html": "

Lunchbox Liner Trials

Maya wants her lunchbox to keep food warm until lunch. She tests four liner materials, one at a time, in the same lunchbox. For each trial she fills the same cup with hot water at 75 °C. She sets the cup in the lined lunchbox and checks it 3 hours later. Her plan has two requirements. The liner must keep the water at 55 °C or warmer after 3 hours. The liner must cost $5.00 or less. Table 1 shows the results.

Table 1. Liner Trial Results

Liner materialWater temperature after 3 hours (°C)Cost of the liner ($)
Corrugated cardboard522.00
Down-feather pad564.50
Rubber mat596.50
Silicone liner503.00
", "passage_plain": "Lunchbox Liner Trials Maya wants her lunchbox to keep food warm until lunch. She tests four liner materials, one at a time, in the same lunchbox. For each trial she fills the same cup with hot water at 75 °C. She sets the cup in the lined lunchbox and checks it 3 hours later. Her plan has two requirements. The liner must keep the water at 55 °C or warmer after 3 hours. The liner must cost $5.00 or less. Table 1 shows the results. Table 1. Liner Trial Results Liner material Water temperature after 3 hours (°C) Cost of the liner ($) Corrugated cardboard 52 2.00 Down-feather pad 56 4.50 Rubber mat 59 6.50 Silicone liner 50 3.00" }, { "n": 35, "item_id": "_1512d3f7-bb5b-4acc-80c8-0fbc95318a8c", "type": "choice", "title": "Coolest Liner Reading", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Look at the temperature column in Table 1.

Which liner material let the water cool the most after 3 hours?

", "prompt_plain": "Look at the temperature column in Table 1. Which liner material let the water cool the most after 3 hours?", "context_html": "", "options": [ { "id": "cA35", "text": "Corrugated cardboard", "plain": "Corrugated cardboard", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "Down-feather pad", "plain": "Down-feather pad", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "Rubber mat", "plain": "Rubber mat", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "Silicone liner", "plain": "Silicone liner", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_761f3295-a573-45aa-8b27-d0dea8d241c4" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD35" ] }, "n_options": 4, "passage_html": "

Lunchbox Liner Trials

Maya wants her lunchbox to keep food warm until lunch. She tests four liner materials, one at a time, in the same lunchbox. For each trial she fills the same cup with hot water at 75 °C. She sets the cup in the lined lunchbox and checks it 3 hours later. Her plan has two requirements. The liner must keep the water at 55 °C or warmer after 3 hours. The liner must cost $5.00 or less. Table 1 shows the results.

Table 1. Liner Trial Results

Liner materialWater temperature after 3 hours (°C)Cost of the liner ($)
Corrugated cardboard522.00
Down-feather pad564.50
Rubber mat596.50
Silicone liner503.00
", "passage_plain": "Lunchbox Liner Trials Maya wants her lunchbox to keep food warm until lunch. She tests four liner materials, one at a time, in the same lunchbox. For each trial she fills the same cup with hot water at 75 °C. She sets the cup in the lined lunchbox and checks it 3 hours later. Her plan has two requirements. The liner must keep the water at 55 °C or warmer after 3 hours. The liner must cost $5.00 or less. Table 1 shows the results. Table 1. Liner Trial Results Liner material Water temperature after 3 hours (°C) Cost of the liner ($) Corrugated cardboard 52 2.00 Down-feather pad 56 4.50 Rubber mat 59 6.50 Silicone liner 50 3.00" }, { "n": 36, "item_id": "_88e64b60-0fd5-4b22-bb87-157980eceb0b", "type": "portable-custom", "title": "Rover Bumper Drop Results", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Rafael's design club tests four bumper designs for a model rover. For each design, the club drops the rover 10 times from the same shelf. A fresh shell goes on before every drop. Table 1 shows how many of the 10 drops cracked the shell.

Table 1. Rover Bumper Drop Tests

Bumper designDrops that cracked the shell (out of 10)
Bumper A2
Bumper B7
Bumper C4
Bumper D9

Use Table 1. For each design, figure out how many drops left the shell whole. Drag each design's bar to show that number.

", "prompt_plain": "Rafael's design club tests four bumper designs for a model rover. For each design, the club drops the rover 10 times from the same shelf. A fresh shell goes on before every drop. Table 1 shows how many of the 10 drops cracked the shell. Table 1. Rover Bumper Drop Tests Bumper design Drops that cracked the shell (out of 10) Bumper A 2 Bumper B 7 Bumper C 4 Bumper D 9 Use Table 1. For each design, figure out how many drops left the shell whole. Drag each design's bar to show that number.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Bumper A\",\"y\":8},{\"x\":\"Bumper B\",\"y\":3},{\"x\":\"Bumper C\",\"y\":6},{\"x\":\"Bumper D\",\"y\":1}]" ] }, "n_options": 0 } ] }, { "form": "G5.35", "grade": "G5", "title": "Alpha Standardized Science G5.35", "test_id": "_test-09e29361-6df4-4a9e-a0ea-fde55dc51453", "n_items": 36, "n_stimuli": 7, "stimuli": { "_b739ae38-ba51-4e84-8076-9485436ed799": { "title": "Four Jar Bench Tests", "html": "

Four Jar Bench Tests

Fiona lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. After three days she checks every jar again. Table 1 shows her notes.

Table 1. Jar Notes

JarPut into the waterSeen right awaySeen after three days
Jar 1A scoop of white sugar, stirredThe sugar disappears as it is stirredThe water is clear; nothing sits on the bottom
Jar 2A scoop of sand, stirredThe water turns cloudy and brownThe sand has settled; the grains look the same
Jar 3A shiny steel nailNo change is seenA flaky orange-brown coat covers the nail
Jar 4A spoon of fizz-tablet powder, stirredBubbles stream up and foam risesThe bubbling has ended; the powder is gone
" }, "_b1ad8a78-31e5-46e7-a814-911a2c174d94": { "title": "Field-Edge Shrub Removal Survey", "html": "

Field-Edge Shrub Removal Survey

Mr. Delgado’s farm has a hedgerow of shrubs and wildflowers along one field edge. A class surveys the hedgerow each June and again after the dry weeks of July. Before Year 2, the farm cleared the hedgerow to widen the field, and only planted grass grew there in Year 2. Table 1 shows the surveys.

Table 1. Field-Edge Surveys

Survey visitKinds of plantsInsects countedBird visits
Year 1, June (hedgerow)97218
Year 1, after dry weeks (hedgerow)96617
Year 2, June (grass only)3407
Year 2, after dry weeks (grass only)3152

Food note: The shrubs and wildflowers make their own food using sunlight. Leafhoppers feed on the plant leaves. Finches eat the leafhoppers. Kestrels hunt the finches.

" }, "_24ec2448-422d-47d4-a194-250e0cb7f880": { "title": "Ridge Pass Road Washout", "html": "

Ridge Pass Road Washout

A mountain road crosses Ridge Pass in a row of sharp turns. Heavy rain fell for two days. Then part of the road’s outer edge broke away and slid down the slope. A road crew wrote a damage report. Figure 1 shows the broken outer shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked clam shells of sea animals inside two of the layers. Figure 3 shows the crew’s before and after sketches of the road edge.

Figure 1. The Broken Shoulder

\"A

Figure 2. The Roadcut Layers

\"A

Figure 3. Before and After

\"Two

" }, "_b27610ff-7859-4016-80b3-11050380a60b": { "title": "Sled Runner Slide Test", "html": "

Sled Runner Slide Test

A science club built a toy sled and tested three runners to see which one lets the sled slide the farthest. The club kept the sled, the weight on it, and the starting push the same each time. Table 1 shows what each trial changed and how far the sled slid.

Table 1: Sled Runner Slide Trials

TrialRunnerFloorSlide distance (m)
Trial 1PlasticWood gym floor4.0
Trial 2MetalWood gym floor5.5
Trial 3Waxed woodCarpet2.0
" }, "_28aec9e9-d8bf-4396-97df-6c6434f84b61": { "title": "Lamp-Post Sun and Shadow Log", "html": "

Lamp-Post Sun and Shadow Log

Nadia spends one clear day in the schoolyard. Every two hours she sketches where the sun appears above the yard, and she measures the length of the lamp post’s shadow. Figure 1 shows three of her sun sketches. Table 1 shows her shadow measurements.

Figure 1

\"Three

Table 1. Lamp-Post Shadow Lengths

TimeShadow length (meters)
8 a.m.7
10 a.m.4
12 noon2
2 p.m.4
4 p.m.7
" }, "_286bdd6c-ed8f-4acf-934d-3d572d560d5e": { "title": "Cellar Mushroom Trays", "html": "

Cellar Mushroom Trays

A mushroom farm grows mushrooms in a dark underground cellar. The mushrooms grow in shallow trays. Each tray is filled with compost made from chopped dead plants, such as bean vines and dried grass clippings. Workers keep a harvest log. Table 1 shows notes from the log.

Table 1. Harvest Log Notes

NoteWhat the workers recorded
1The cellar has no windows. The only light is a worker's lamp switched on at picking time.
2Each tray is packed with compost made from chopped dead plants.
3The compost layer sinks lower as the mushrooms get bigger.
4Trays given more compost grow a larger crop of mushrooms.

\"A

" }, "_c4b05264-48e2-4f0d-96ae-07052c6f60ce": { "title": "Milldale Storm-Drain Project", "html": "

Milldale Storm-Drain Project

Milldale's storm drains carry rainwater to Mill Creek. After big storms, floating trash like bottles and bags washes into the creek. The town wants to catch most of this trash before it reaches the creek. It must also let the storm water flow so the drains do not back up. The town hopes to keep the cost low. It will try a trash boom (a floating barrier) or a mesh screen. Table 1 shows how each one worked in two other towns.

Table 1: How the Options Worked in Two Other Towns

TownOptionFloating trash caughtDrains back up?Cost
OakdaleTrash boom9 of 10 piecesNo$800
PinebrookMesh screen6 of 10 piecesOften$300
" } }, "questions": [ { "n": 1, "item_id": "_e7e7dd22-f624-4fd1-b534-6bdfba517222", "type": "gap-match", "title": "Four Jar Change Types", "standards": [ "5-PS1-4" ], "prompt_html": "

Look at Table 1.

 

Match each jar to the type of change that took place inside it. Each change type may be used more than once.

", "prompt_plain": "Look at Table 1. Match each jar to the type of change that took place inside it. Each change type may be used more than once.", "context_html": "", "options": [ { "id": "tile1", "text": "Chemical change (a new substance is made)", "plain": "Chemical change (a new substance is made)", "correct": false, "kind": "gap-token" }, { "id": "tile2", "text": "Physical change (no new substance is made)", "plain": "Physical change (no new substance is made)", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_b739ae38-ba51-4e84-8076-9485436ed799" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile2 gap-jar1", "tile2 gap-jar2", "tile1 gap-jar3", "tile1 gap-jar4" ] }, "n_options": 2, "passage_html": "

Four Jar Bench Tests

Fiona lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. After three days she checks every jar again. Table 1 shows her notes.

Table 1. Jar Notes

JarPut into the waterSeen right awaySeen after three days
Jar 1A scoop of white sugar, stirredThe sugar disappears as it is stirredThe water is clear; nothing sits on the bottom
Jar 2A scoop of sand, stirredThe water turns cloudy and brownThe sand has settled; the grains look the same
Jar 3A shiny steel nailNo change is seenA flaky orange-brown coat covers the nail
Jar 4A spoon of fizz-tablet powder, stirredBubbles stream up and foam risesThe bubbling has ended; the powder is gone
", "passage_plain": "Four Jar Bench Tests Fiona lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. After three days she checks every jar again. Table 1 shows her notes. Table 1. Jar Notes Jar Put into the water Seen right away Seen after three days Jar 1 A scoop of white sugar, stirred The sugar disappears as it is stirred The water is clear; nothing sits on the bottom Jar 2 A scoop of sand, stirred The water turns cloudy and brown The sand has settled; the grains look the same Jar 3 A shiny steel nail No change is seen A flaky orange-brown coat covers the nail Jar 4 A spoon of fizz-tablet powder, stirred Bubbles stream up and foam rises The bubbling has ended; the powder is gone" }, { "n": 2, "item_id": "_17e442e9-cebe-4f5a-8937-dcdcfe4b9959", "type": "choice", "title": "Sand Jar Evidence Test", "standards": [ "5-PS1-4" ], "prompt_html": "

Fiona thinks the sand jar (Jar 2) still holds only sand and water, with nothing new made.

Which extra bench test would give the best evidence that Fiona is right?

", "prompt_plain": "Fiona thinks the sand jar (Jar 2) still holds only sand and water, with nothing new made. Which extra bench test would give the best evidence that Fiona is right?", "context_html": "", "options": [ { "id": "cA1", "text": "Stir the jar hard again and watch whether the water turns cloudy a second time.", "plain": "Stir the jar hard again and watch whether the water turns cloudy a second time.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Weigh the whole jar now and again next week to check its mass stays equal.", "plain": "Weigh the whole jar now and again next week to check its mass stays equal.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Pour off the water, dry the leftover grains, and compare them with the sand she started with.", "plain": "Pour off the water, dry the leftover grains, and compare them with the sand she started with.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Add a fresh spoon of sand to the jar and watch closely for bubbles.", "plain": "Add a fresh spoon of sand to the jar and watch closely for bubbles.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b739ae38-ba51-4e84-8076-9485436ed799" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Four Jar Bench Tests

Fiona lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. After three days she checks every jar again. Table 1 shows her notes.

Table 1. Jar Notes

JarPut into the waterSeen right awaySeen after three days
Jar 1A scoop of white sugar, stirredThe sugar disappears as it is stirredThe water is clear; nothing sits on the bottom
Jar 2A scoop of sand, stirredThe water turns cloudy and brownThe sand has settled; the grains look the same
Jar 3A shiny steel nailNo change is seenA flaky orange-brown coat covers the nail
Jar 4A spoon of fizz-tablet powder, stirredBubbles stream up and foam risesThe bubbling has ended; the powder is gone
", "passage_plain": "Four Jar Bench Tests Fiona lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. After three days she checks every jar again. Table 1 shows her notes. Table 1. Jar Notes Jar Put into the water Seen right away Seen after three days Jar 1 A scoop of white sugar, stirred The sugar disappears as it is stirred The water is clear; nothing sits on the bottom Jar 2 A scoop of sand, stirred The water turns cloudy and brown The sand has settled; the grains look the same Jar 3 A shiny steel nail No change is seen A flaky orange-brown coat covers the nail Jar 4 A spoon of fizz-tablet powder, stirred Bubbles stream up and foam rises The bubbling has ended; the powder is gone" }, { "n": 3, "item_id": "_8cdf035d-4652-442d-bb97-86ac33e8bae7", "type": "choice", "title": "Separating Sand from Water", "standards": [ "5-PS1-4" ], "prompt_html": "

Fiona wants to take the sand out of Jar 2 and keep the water.

\"Four

Which pictured tool is the best choice for separating the sand from the water?

", "prompt_plain": "Fiona wants to take the sand out of Jar 2 and keep the water. Which pictured tool is the best choice for separating the sand from the water?", "context_html": "", "options": [ { "id": "cA1", "text": "A bar magnet lowered into the jar to pull the sand grains up out of the water.", "plain": "A bar magnet lowered into the jar to pull the sand grains up out of the water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A paper filter resting in the mouth of a clean cup, with the sandy water poured in.", "plain": "A paper filter resting in the mouth of a clean cup, with the sandy water poured in.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A shallow pan left in the sun so the water slowly escapes into the air.", "plain": "A shallow pan left in the sun so the water slowly escapes into the air.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A kitchen strainer with holes wider than the grains, held over an empty bowl.", "plain": "A kitchen strainer with holes wider than the grains, held over an empty bowl.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-35/images/img-g535-s3-tools.png" ], "stimulus_ids": [ "_b739ae38-ba51-4e84-8076-9485436ed799" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Four Jar Bench Tests

Fiona lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. After three days she checks every jar again. Table 1 shows her notes.

Table 1. Jar Notes

JarPut into the waterSeen right awaySeen after three days
Jar 1A scoop of white sugar, stirredThe sugar disappears as it is stirredThe water is clear; nothing sits on the bottom
Jar 2A scoop of sand, stirredThe water turns cloudy and brownThe sand has settled; the grains look the same
Jar 3A shiny steel nailNo change is seenA flaky orange-brown coat covers the nail
Jar 4A spoon of fizz-tablet powder, stirredBubbles stream up and foam risesThe bubbling has ended; the powder is gone
", "passage_plain": "Four Jar Bench Tests Fiona lines up four glass jars of water on the garage bench. She puts something different into each jar and watches what happens right away. After three days she checks every jar again. Table 1 shows her notes. Table 1. Jar Notes Jar Put into the water Seen right away Seen after three days Jar 1 A scoop of white sugar, stirred The sugar disappears as it is stirred The water is clear; nothing sits on the bottom Jar 2 A scoop of sand, stirred The water turns cloudy and brown The sand has settled; the grains look the same Jar 3 A shiny steel nail No change is seen A flaky orange-brown coat covers the nail Jar 4 A spoon of fizz-tablet powder, stirred Bubbles stream up and foam rises The bubbling has ended; the powder is gone" }, { "n": 4, "item_id": "_83e5ae79-2b02-4bbb-8617-c25a121ca8b8", "type": "choice", "title": "Balloon Weight and Air", "standards": [ "5-PS1-1" ], "prompt_html": "

A round balloon is set on a balance while flat and empty. It is then blown up with air, tied shut, and set on the same balance. The balloon weighs a little more after it is blown up.

\"The

Which statement best explains why the blown-up balloon weighs more?

", "prompt_plain": "A round balloon is set on a balance while flat and empty. It is then blown up with air, tied shut, and set on the same balance. The balloon weighs a little more after it is blown up. Which statement best explains why the blown-up balloon weighs more?", "context_html": "", "options": [ { "id": "cA1", "text": "The air blown in is made of tiny particles, and those particles have their own mass.", "plain": "The air blown in is made of tiny particles, and those particles have their own mass.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Air has no mass, so the extra weight comes from the balloon being stretched larger.", "plain": "Air has no mass, so the extra weight comes from the balloon being stretched larger.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Blowing stretched the rubber thinner, and thin rubber weighs more than thick rubber.", "plain": "Blowing stretched the rubber thinner, and thin rubber weighs more than thick rubber.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The warm breath inside pushes down on the balance and raises the reading.", "plain": "The warm breath inside pushes down on the balance and raises the reading.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-35/images/img-g535-s4-balloon-balance.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_0a8bf106-d37d-4fe3-acdb-4f6fdfe2a0c2", "type": "choice", "title": "Drying the Beach Towel", "standards": [ "5-PS1-1" ], "prompt_html": "

A wet beach towel needs to dry as fast as it can. The picture shows four ways to leave the towel.

\"The

Which setup will dry the towel fastest, and why?

", "prompt_plain": "A wet beach towel needs to dry as fast as it can. The picture shows four ways to leave the towel. Which setup will dry the towel fastest, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Press the towel into a tight folded stack, because squeezing pushes the water out of the cloth.", "plain": "Press the towel into a tight folded stack, because squeezing pushes the water out of the cloth.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Drape the towel flat over a slanted board, because gravity drips the water off its low edge.", "plain": "Drape the towel flat over a slanted board, because gravity drips the water off its low edge.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Roll the towel into a tight ball, because the warm middle dries the cloth from inside.", "plain": "Roll the towel into a tight ball, because the warm middle dries the cloth from inside.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Spread the towel flat and wide, because water particles can leave the open surface into the air.", "plain": "Spread the towel flat and wide, because water particles can leave the open surface into the air.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-35/images/img-g535-s5-towels.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 6, "item_id": "_2e224a0d-75d4-4ec9-ac6f-ab96585cec10", "type": "portable-custom", "title": "Open and Sealed Fizz Masses", "standards": [ "5-PS1-2" ], "prompt_html": "

A fizz tablet is dropped into water in an open cup and into water in a sealed bottle. The mass of each container is measured just after the tablet is added, before any fizzing begins, and again after the fizzing stops. Table 1 shows the masses.

Table 1. Mass Before and After Fizzing

ContainerBefore fizzingAfter fizzing
Open cup180 g175 g
Sealed bottle180 g180 g

 

Use Table 1. Drag one bar onto each labeled space of the graph. Each bar must show that mass from the table. More than one bar may show the same mass.

", "prompt_plain": "A fizz tablet is dropped into water in an open cup and into water in a sealed bottle. The mass of each container is measured just after the tablet is added, before any fizzing begins, and again after the fizzing stops. Table 1 shows the masses. Table 1. Mass Before and After Fizzing Container Before fizzing After fizzing Open cup 180 g 175 g Sealed bottle 180 g 180 g Use Table 1. Drag one bar onto each labeled space of the graph. Each bar must show that mass from the table. More than one bar may show the same mass.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Open before\",\"y\":180},{\"x\":\"Open after\",\"y\":175},{\"x\":\"Sealed before\",\"y\":180},{\"x\":\"Sealed after\",\"y\":180}]" ] }, "n_options": 0 }, { "n": 7, "item_id": "_d900b6f2-f2b2-4df0-998d-0795c560b0fc", "type": "choice", "title": "Lightning Rod Materials", "standards": [ "5-PS1-3" ], "prompt_html": "

A crew is choosing a material for a lightning rod. The rod must have high electrical conductivity: electricity must flow through it easily. Table 1 shows data for four materials.

Table 1. Rod Material Data

MaterialElectrical conductivityOther notes
AluminumHighDents the most easily
RubberNoneBends without breaking
Ceramic tileNoneHandles heat well
Pine boardVery lowCosts the least

Based on Table 1, which material is the best choice for the rod?

", "prompt_plain": "A crew is choosing a material for a lightning rod. The rod must have high electrical conductivity: electricity must flow through it easily. Table 1 shows data for four materials. Table 1. Rod Material Data Material Electrical conductivity Other notes Aluminum High Dents the most easily Rubber None Bends without breaking Ceramic tile None Handles heat well Pine board Very low Costs the least Based on Table 1, which material is the best choice for the rod?", "context_html": "", "options": [ { "id": "cA1", "text": "Aluminum", "plain": "Aluminum", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Rubber", "plain": "Rubber", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Ceramic tile", "plain": "Ceramic tile", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Pine board", "plain": "Pine board", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_a28479df-f547-4b5e-89a5-53e5d1ebbc67", "type": "choice", "title": "Sandwich Bag in the Freezer", "standards": [ "5-PS1-1" ], "prompt_html": "

A zip-top sandwich bag is puffed full of air and sealed shut at room temperature. It is put in a freezer. An hour later the bag looks smaller and partly collapsed, but it is still sealed. Back on the counter, it slowly puffs up again.

\"A

Which statement about the air inside the bag best explains why the bag shrinks in the freezer?

", "prompt_plain": "A zip-top sandwich bag is puffed full of air and sealed shut at room temperature. It is put in a freezer. An hour later the bag looks smaller and partly collapsed, but it is still sealed. Back on the counter, it slowly puffs up again. Which statement about the air inside the bag best explains why the bag shrinks in the freezer?", "context_html": "", "options": [ { "id": "cA1", "text": "The cold makes each air particle shrink to a smaller size inside the bag.", "plain": "The cold makes each air particle shrink to a smaller size inside the bag.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Some air particles leak out through the cold plastic and return when it warms up.", "plain": "Some air particles leak out through the cold plastic and return when it warms up.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The cold destroys some air particles, and the warm room makes new ones later.", "plain": "The cold destroys some air particles, and the warm room makes new ones later.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The same air particles slow down and move closer together, taking up less space.", "plain": "The same air particles slow down and move closer together, taking up less space.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-35/images/img-g535-s8-sandwichbag.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 9, "item_id": "_15a11fcd-2e9d-4947-8e32-5ff2f9120055", "type": "choice", "title": "Gravity and Everyday Events", "standards": [ "5-PS2-1" ], "prompt_html": "

Which event happens because Earth's gravity pulls objects toward Earth's center?

", "prompt_plain": "Which event happens because Earth's gravity pulls objects toward Earth's center?", "context_html": "", "options": [ { "id": "cA1", "text": "A wet chalkboard slowly dries while the class watches.", "plain": "A wet chalkboard slowly dries while the class watches.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sugar stirred into warm tea slowly seems to disappear.", "plain": "Sugar stirred into warm tea slowly seems to disappear.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A dropped eraser falls to the floor below the desk.", "plain": "A dropped eraser falls to the floor below the desk.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "A frozen ice pop melts into a sticky liquid.", "plain": "A frozen ice pop melts into a sticky liquid.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 10, "item_id": "_703d3091-a3f3-4de3-8e16-560dc209e375", "type": "choice", "title": "Mushroom Energy Part A", "standards": [ "5-PS3-1" ], "prompt_html": "

Part A

Look at Table 1.

The mushrooms store food energy in their bodies. Where did that energy first come from?

", "prompt_plain": "Part A Look at Table 1. The mushrooms store food energy in their bodies. Where did that energy first come from?", "context_html": "", "options": [ { "id": "cA1", "text": "From the compost itself, which makes fresh energy as it breaks down.", "plain": "From the compost itself, which makes fresh energy as it breaks down.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "From the sunlight that the dead plants captured before they became compost.", "plain": "From the sunlight that the dead plants captured before they became compost.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "From the lamp the workers switch on at picking time.", "plain": "From the lamp the workers switch on at picking time.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "From the water in the damp compost that the mushrooms take in.", "plain": "From the water in the damp compost that the mushrooms take in.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_286bdd6c-ed8f-4acf-934d-3d572d560d5e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Cellar Mushroom Trays

A mushroom farm grows mushrooms in a dark underground cellar. The mushrooms grow in shallow trays. Each tray is filled with compost made from chopped dead plants, such as bean vines and dried grass clippings. Workers keep a harvest log. Table 1 shows notes from the log.

Table 1. Harvest Log Notes

NoteWhat the workers recorded
1The cellar has no windows. The only light is a worker's lamp switched on at picking time.
2Each tray is packed with compost made from chopped dead plants.
3The compost layer sinks lower as the mushrooms get bigger.
4Trays given more compost grow a larger crop of mushrooms.

\"A

", "passage_plain": "Cellar Mushroom Trays A mushroom farm grows mushrooms in a dark underground cellar. The mushrooms grow in shallow trays. Each tray is filled with compost made from chopped dead plants, such as bean vines and dried grass clippings. Workers keep a harvest log. Table 1 shows notes from the log. Table 1. Harvest Log Notes Note What the workers recorded 1 The cellar has no windows. The only light is a worker's lamp switched on at picking time. 2 Each tray is packed with compost made from chopped dead plants. 3 The compost layer sinks lower as the mushrooms get bigger. 4 Trays given more compost grow a larger crop of mushrooms." }, { "n": 11, "item_id": "_57f1771b-abd6-4d7b-a943-145dd546f560", "type": "choice", "title": "Cellar Mushroom Energy Part B", "standards": [ "5-PS3-1" ], "prompt_html": "

Part B

Look again at the compost-tray notes and the dark cellar.

Which observation best supports the explanation for where the energy in the harvested mushrooms first came from?

", "prompt_plain": "Part B Look again at the compost-tray notes and the dark cellar. Which observation best supports the explanation for where the energy in the harvested mushrooms first came from?", "context_html": "", "options": [ { "id": "cA1", "text": "The cellar is kept warm, and warmth from the air passed into the mushrooms as they grew.", "plain": "The cellar is kept warm, and warmth from the air passed into the mushrooms as they grew.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The compost is made of dead plants that grew in sunlight, and the mushrooms fed on that compost.", "plain": "The compost is made of dead plants that grew in sunlight, and the mushrooms fed on that compost.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The trays were watered often, and the water carried food energy into the mushrooms.", "plain": "The trays were watered often, and the water carried food energy into the mushrooms.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The mushrooms used the cellar’s dim light to make their own food as they grew.", "plain": "The mushrooms used the cellar’s dim light to make their own food as they grew.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_286bdd6c-ed8f-4acf-934d-3d572d560d5e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Cellar Mushroom Trays

A mushroom farm grows mushrooms in a dark underground cellar. The mushrooms grow in shallow trays. Each tray is filled with compost made from chopped dead plants, such as bean vines and dried grass clippings. Workers keep a harvest log. Table 1 shows notes from the log.

Table 1. Harvest Log Notes

NoteWhat the workers recorded
1The cellar has no windows. The only light is a worker's lamp switched on at picking time.
2Each tray is packed with compost made from chopped dead plants.
3The compost layer sinks lower as the mushrooms get bigger.
4Trays given more compost grow a larger crop of mushrooms.

\"A

", "passage_plain": "Cellar Mushroom Trays A mushroom farm grows mushrooms in a dark underground cellar. The mushrooms grow in shallow trays. Each tray is filled with compost made from chopped dead plants, such as bean vines and dried grass clippings. Workers keep a harvest log. Table 1 shows notes from the log. Table 1. Harvest Log Notes Note What the workers recorded 1 The cellar has no windows. The only light is a worker's lamp switched on at picking time. 2 Each tray is packed with compost made from chopped dead plants. 3 The compost layer sinks lower as the mushrooms get bigger. 4 Trays given more compost grow a larger crop of mushrooms." }, { "n": 12, "item_id": "_24dcc3fe-5a5b-4e2e-9798-9a8066beb774", "type": "inline-choice", "title": "Sealed Clear Boxes Air Test", "standards": [ "5-LS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Harper grows two young bean plants of the same size in two sealed, clear boxes. Box 1 holds normal air. The air sealed in Box 2 had its carbon dioxide removed. Both boxes get the same light and the same water.

\"Two

Choose the word or phrase that best completes each sentence.

Compared with the plant in Box 1, after four weeks the plant in Box 2 will most likely .

This happens because a plant builds most of its new material from water and .

", "options": [ { "id": "c12d1o1", "text": "gain much less new mass", "plain": "gain much less new mass", "correct": true, "kind": "inline" }, { "id": "c12d1o2", "text": "gain much more new mass", "plain": "gain much more new mass", "correct": false, "kind": "inline" }, { "id": "c12d1o3", "text": "gain about the same new mass", "plain": "gain about the same new mass", "correct": false, "kind": "inline" }, { "id": "c12d2o1", "text": "carbon dioxide in the air", "plain": "carbon dioxide in the air", "correct": true, "kind": "inline" }, { "id": "c12d2o2", "text": "minerals in the soil", "plain": "minerals in the soil", "correct": false, "kind": "inline" }, { "id": "c12d2o3", "text": "oxygen it takes in", "plain": "oxygen it takes in", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-35/images/img-g535-s12-boxes.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c12d1o1" ], "RESPONSE2": [ "c12d2o1" ] }, "n_options": 6 }, { "n": 13, "item_id": "_9a8e19a2-955b-4884-b61c-287c06a303b2", "type": "gap-match", "title": "Field-Edge Food Energy Cards", "standards": [ "5-LS2-1" ], "prompt_html": "

Look at the food note in the Field-Edge Shrub Removal Survey.

 

Drag one card into each empty box to show where each living thing gets its food energy.

", "prompt_plain": "Look at the food note in the Field-Edge Shrub Removal Survey. Drag one card into each empty box to show where each living thing gets its food energy.", "context_html": "", "options": [ { "id": "tile-finches", "text": "finches", "plain": "finches", "correct": false, "kind": "gap-token" }, { "id": "tile-leafhoppers", "text": "leafhoppers", "plain": "leafhoppers", "correct": false, "kind": "gap-token" }, { "id": "tile-plant-leaves", "text": "plant leaves", "plain": "plant leaves", "correct": false, "kind": "gap-token" }, { "id": "tile-soil", "text": "soil", "plain": "soil", "correct": false, "kind": "gap-token" }, { "id": "tile-sunlight", "text": "sunlight", "plain": "sunlight", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_b1ad8a78-31e5-46e7-a814-911a2c174d94" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-sunlight g1", "tile-plant-leaves g2", "tile-leafhoppers g3", "tile-finches g4" ] }, "n_options": 5, "passage_html": "

Field-Edge Shrub Removal Survey

Mr. Delgado’s farm has a hedgerow of shrubs and wildflowers along one field edge. A class surveys the hedgerow each June and again after the dry weeks of July. Before Year 2, the farm cleared the hedgerow to widen the field, and only planted grass grew there in Year 2. Table 1 shows the surveys.

Table 1. Field-Edge Surveys

Survey visitKinds of plantsInsects countedBird visits
Year 1, June (hedgerow)97218
Year 1, after dry weeks (hedgerow)96617
Year 2, June (grass only)3407
Year 2, after dry weeks (grass only)3152

Food note: The shrubs and wildflowers make their own food using sunlight. Leafhoppers feed on the plant leaves. Finches eat the leafhoppers. Kestrels hunt the finches.

", "passage_plain": "Field-Edge Shrub Removal Survey Mr. Delgado’s farm has a hedgerow of shrubs and wildflowers along one field edge. A class surveys the hedgerow each June and again after the dry weeks of July. Before Year 2, the farm cleared the hedgerow to widen the field, and only planted grass grew there in Year 2. Table 1 shows the surveys. Table 1. Field-Edge Surveys Survey visit Kinds of plants Insects counted Bird visits Year 1, June (hedgerow) 9 72 18 Year 1, after dry weeks (hedgerow) 9 66 17 Year 2, June (grass only) 3 40 7 Year 2, after dry weeks (grass only) 3 15 2 Food note: The shrubs and wildflowers make their own food using sunlight. Leafhoppers feed on the plant leaves. Finches eat the leafhoppers. Kestrels hunt the finches." }, { "n": 14, "item_id": "_cea61f69-a9cf-4373-b0b7-c163c2ea819c", "type": "hottext", "title": "Hedgerow Stability Evidence", "standards": [ "5-LS2-1" ], "prompt_html": "

The class’s written notes are shown below.

Select the ONE sentence that is the best evidence that the many-species hedgerow stayed stable through the dry weeks.

", "prompt_plain": "The class’s written notes are shown below. Select the ONE sentence that is the best evidence that the many-species hedgerow stayed stable through the dry weeks.", "context_html": "", "options": [ { "id": "hA14", "text": "We walked the same 100-step stretch of the field edge on every survey visit.", "plain": "We walked the same 100-step stretch of the field edge on every survey visit.", "correct": false, "kind": "hottext" }, { "id": "hB14", "text": "Wide green leaves made the hedgerow the prettiest part of the whole farm.", "plain": "Wide green leaves made the hedgerow the prettiest part of the whole farm.", "correct": false, "kind": "hottext" }, { "id": "hC14", "text": "After Year 1’s dry weeks, the hedgerow still had all 9 plant kinds and most of its insects.", "plain": "After Year 1’s dry weeks, the hedgerow still had all 9 plant kinds and most of its insects.", "correct": true, "kind": "hottext" }, { "id": "hD14", "text": "After Year 2’s dry weeks, the grass-only edge had lost more than half its insects and most bird visits.", "plain": "After Year 2’s dry weeks, the grass-only edge had lost more than half its insects and most bird visits.", "correct": false, "kind": "hottext" }, { "id": "hE14", "text": "Kestrels circled high over the field on most survey mornings in both years.", "plain": "Kestrels circled high over the field on most survey mornings in both years.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_b1ad8a78-31e5-46e7-a814-911a2c174d94" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC14" ] }, "n_options": 5, "passage_html": "

Field-Edge Shrub Removal Survey

Mr. Delgado’s farm has a hedgerow of shrubs and wildflowers along one field edge. A class surveys the hedgerow each June and again after the dry weeks of July. Before Year 2, the farm cleared the hedgerow to widen the field, and only planted grass grew there in Year 2. Table 1 shows the surveys.

Table 1. Field-Edge Surveys

Survey visitKinds of plantsInsects countedBird visits
Year 1, June (hedgerow)97218
Year 1, after dry weeks (hedgerow)96617
Year 2, June (grass only)3407
Year 2, after dry weeks (grass only)3152

Food note: The shrubs and wildflowers make their own food using sunlight. Leafhoppers feed on the plant leaves. Finches eat the leafhoppers. Kestrels hunt the finches.

", "passage_plain": "Field-Edge Shrub Removal Survey Mr. Delgado’s farm has a hedgerow of shrubs and wildflowers along one field edge. A class surveys the hedgerow each June and again after the dry weeks of July. Before Year 2, the farm cleared the hedgerow to widen the field, and only planted grass grew there in Year 2. Table 1 shows the surveys. Table 1. Field-Edge Surveys Survey visit Kinds of plants Insects counted Bird visits Year 1, June (hedgerow) 9 72 18 Year 1, after dry weeks (hedgerow) 9 66 17 Year 2, June (grass only) 3 40 7 Year 2, after dry weeks (grass only) 3 15 2 Food note: The shrubs and wildflowers make their own food using sunlight. Leafhoppers feed on the plant leaves. Finches eat the leafhoppers. Kestrels hunt the finches." }, { "n": 15, "item_id": "_b11b2eaa-0c09-43c5-89da-73e463f6fe5a", "type": "choice", "title": "Fossil Skull Museum Card", "standards": [ "3-LS4-1" ], "prompt_html": "

A museum card shows the fossil skull of an animal that lived long ago. The skull has wide, flat teeth with broad, ridged tops.

\"A

Which idea about the animal does the fossil skull best support?

", "prompt_plain": "A museum card shows the fossil skull of an animal that lived long ago. The skull has wide, flat teeth with broad, ridged tops. Which idea about the animal does the fossil skull best support?", "context_html": "", "options": [ { "id": "cA1", "text": "It ground up tough plants such as leaves and stems.", "plain": "It ground up tough plants such as leaves and stems.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "It tore the flesh of animals that it caught.", "plain": "It tore the flesh of animals that it caught.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It had smooth, colorful scales along its back.", "plain": "It had smooth, colorful scales along its back.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It swam quickly through deep ocean water.", "plain": "It swam quickly through deep ocean water.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-35/images/img-g535-s15-skull.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 16, "item_id": "_869ed7ea-7891-44d3-8d4b-65e503661a90", "type": "choice", "title": "Snowshoe Hare Coat Timing", "standards": [ "3-LS4-2" ], "prompt_html": "

In one forest, winter snow now arrives much later than it used to. A snowshoe hare’s fur still turns white in early winter, before any snow has fallen on the brown ground.

\"A

Which statement best explains how this change affects the hare’s chance to survive?

", "prompt_plain": "In one forest, winter snow now arrives much later than it used to. A snowshoe hare’s fur still turns white in early winter, before any snow has fallen on the brown ground. Which statement best explains how this change affects the hare’s chance to survive?", "context_html": "", "options": [ { "id": "cA1", "text": "The white fur keeps the hare warmer, so it survives the cold better.", "plain": "The white fur keeps the hare warmer, so it survives the cold better.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The white fur blends in with the brown ground, so predators pass the hare by.", "plain": "The white fur blends in with the brown ground, so predators pass the hare by.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The white fur stands out on the brown ground, so predators spot the hare more easily.", "plain": "The white fur stands out on the brown ground, so predators spot the hare more easily.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The white fur warns predators to stay away, so they leave the hare alone.", "plain": "The white fur warns predators to stay away, so they leave the hare alone.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-35/images/img-g535-s16-hare.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 17, "item_id": "_36078437-fa14-4ad0-b915-afb7c71a433d", "type": "choice", "title": "Beetle and Turtle Life Stages", "standards": [ "3-LS1-1" ], "prompt_html": "

Look at the two timeline strips in the figure. They show how a mealworm beetle and a box turtle each grow and change.

\"Two

Which TWO statements do BOTH timelines support? Choose the TWO best answers.

", "prompt_plain": "Look at the two timeline strips in the figure. They show how a mealworm beetle and a box turtle each grow and change. Which TWO statements do BOTH timelines support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Both animals begin life as an egg.", "plain": "Both animals begin life as an egg.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Both animals look like tiny adults as soon as they hatch.", "plain": "Both animals look like tiny adults as soon as they hatch.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both animals go through a resting pupa stage before adulthood.", "plain": "Both animals go through a resting pupa stage before adulthood.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both animals reach an adult stage as they grow.", "plain": "Both animals reach an adult stage as they grow.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Both animals completely change their body form before becoming adults.", "plain": "Both animals completely change their body form before becoming adults.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-35/images/img-g535-s17-timelines.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 18, "item_id": "_17afed7f-e338-447c-8706-0ddb8d94413a", "type": "choice", "title": "Balloon Rub Test Evidence", "standards": [ "3-PS2-3" ], "prompt_html": "

Theo rubs an inflated balloon with a wool cloth and hangs it from a thread. He rubs a second balloon with the wool cloth in the same way. He then holds the second balloon near the hanging one, without letting the two balloons touch. Table 1 shows his tests.

Table 1. Balloon Rub Tests

RowWhat Theo didWhat happened
1Held an unrubbed balloon near the hanging balloonThe hanging balloon did not move
2Checked the wool cloth after rubbingThe cloth looked the same as before
3Measured the room temperature during the testIt stayed the same the whole time
4Held the rubbed balloon near the hanging balloonThe hanging balloon swung away, with no touch
5Measured both balloonsThey were blown up to the same size

Theo says that rubbing gave both balloons a charge, and the charges can push the hanging balloon away without touching it.

Which TWO rows give the best evidence for Theo’s idea? Choose the TWO best answers.

", "prompt_plain": "Theo rubs an inflated balloon with a wool cloth and hangs it from a thread. He rubs a second balloon with the wool cloth in the same way. He then holds the second balloon near the hanging one, without letting the two balloons touch. Table 1 shows his tests. Table 1. Balloon Rub Tests Row What Theo did What happened 1 Held an unrubbed balloon near the hanging balloon The hanging balloon did not move 2 Checked the wool cloth after rubbing The cloth looked the same as before 3 Measured the room temperature during the test It stayed the same the whole time 4 Held the rubbed balloon near the hanging balloon The hanging balloon swung away, with no touch 5 Measured both balloons They were blown up to the same size Theo says that rubbing gave both balloons a charge, and the charges can push the hanging balloon away without touching it. Which TWO rows give the best evidence for Theo’s idea? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Row 1 - the unrubbed balloon caused no movement in the hanging balloon.", "plain": "Row 1 - the unrubbed balloon caused no movement in the hanging balloon.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Row 2 - the wool cloth looked the same after the rubbing.", "plain": "Row 2 - the wool cloth looked the same after the rubbing.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Row 3 - the room temperature stayed the same during the test.", "plain": "Row 3 - the room temperature stayed the same during the test.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Row 4 - the rubbed balloon made the hanging balloon swing away without touching it.", "plain": "Row 4 - the rubbed balloon made the hanging balloon swing away without touching it.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Row 5 - both balloons were blown up to the same size.", "plain": "Row 5 - both balloons were blown up to the same size.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 19, "item_id": "_757856a6-ca6d-40da-bac2-8cbc52dcaed7", "type": "choice", "title": "Porch Candles and Star Brightness", "standards": [ "5-ESS1-1" ], "prompt_html": "

On a porch, two candles that give off the same amount of light are set at different distances. The candle 2 meters away looks much brighter than the candle 8 meters away.

\"Two

Two stars, Vela and Corvi, also give off the same amount of light, but Star Vela looks brighter in the night sky than Star Corvi.

Which statement best explains why Vela looks brighter?

", "prompt_plain": "On a porch, two candles that give off the same amount of light are set at different distances. The candle 2 meters away looks much brighter than the candle 8 meters away. Two stars, Vela and Corvi, also give off the same amount of light, but Star Vela looks brighter in the night sky than Star Corvi. Which statement best explains why Vela looks brighter?", "context_html": "", "options": [ { "id": "cA1", "text": "Vela gives off much more light than Corvi.", "plain": "Vela gives off much more light than Corvi.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Vela is a much larger star than Corvi.", "plain": "Vela is a much larger star than Corvi.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Vela is a much hotter star than Corvi.", "plain": "Vela is a much hotter star than Corvi.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Vela is much closer to Earth than Corvi.", "plain": "Vela is much closer to Earth than Corvi.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-35/images/img-g535-s19-candles.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 20, "item_id": "_fdcc4aa6-4d1f-4fca-bc86-07b88cb57ef0", "type": "choice", "title": "Sun and Shadow Log Part A", "standards": [ "5-ESS1-2" ], "prompt_html": "

Part A

Look at Table 1 in the Lamp-Post Sun and Shadow Log.

Which statement best describes the pattern in the lamp post’s shadow during the day?

", "prompt_plain": "Part A Look at Table 1 in the Lamp-Post Sun and Shadow Log. Which statement best describes the pattern in the lamp post’s shadow during the day?", "context_html": "", "options": [ { "id": "cA1", "text": "The shadow was short in the morning, longest near noon, then short again by afternoon.", "plain": "The shadow was short in the morning, longest near noon, then short again by afternoon.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The shadow was long in the morning, shortest near noon, then long again by afternoon.", "plain": "The shadow was long in the morning, shortest near noon, then long again by afternoon.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The shadow was short in the morning, grew longer, and stayed long all afternoon.", "plain": "The shadow was short in the morning, grew longer, and stayed long all afternoon.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The shadow stayed about the same length in the morning, at noon, and in the afternoon.", "plain": "The shadow stayed about the same length in the morning, at noon, and in the afternoon.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_28aec9e9-d8bf-4396-97df-6c6434f84b61" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Lamp-Post Sun and Shadow Log

Nadia spends one clear day in the schoolyard. Every two hours she sketches where the sun appears above the yard, and she measures the length of the lamp post’s shadow. Figure 1 shows three of her sun sketches. Table 1 shows her shadow measurements.

Figure 1

\"Three

Table 1. Lamp-Post Shadow Lengths

TimeShadow length (meters)
8 a.m.7
10 a.m.4
12 noon2
2 p.m.4
4 p.m.7
", "passage_plain": "Lamp-Post Sun and Shadow Log Nadia spends one clear day in the schoolyard. Every two hours she sketches where the sun appears above the yard, and she measures the length of the lamp post’s shadow. Figure 1 shows three of her sun sketches. Table 1 shows her shadow measurements. Figure 1 Table 1. Lamp-Post Shadow Lengths Time Shadow length (meters) 8 a.m. 7 10 a.m. 4 12 noon 2 2 p.m. 4 4 p.m. 7" }, { "n": 21, "item_id": "_af898b0b-403a-4f57-b403-bc96b9475099", "type": "choice", "title": "Why the Shadow Changed Length", "standards": [ "5-ESS1-2" ], "prompt_html": "

Part B

Use the schoolyard sun-and-shadow log (the sun-position sketches and the lamp-post shadow-length table).

Which statement best explains how the sun’s changing height caused the lamp post’s shadow to change length during the day?

", "prompt_plain": "Part B Use the schoolyard sun-and-shadow log (the sun-position sketches and the lamp-post shadow-length table). Which statement best explains how the sun’s changing height caused the lamp post’s shadow to change length during the day?", "context_html": "", "options": [ { "id": "cA1", "text": "The sun stayed at the same height through the day, so the shadow length stayed equal.", "plain": "The sun stayed at the same height through the day, so the shadow length stayed equal.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A low midday sun made the shortest shadow, and a high morning sun made long ones.", "plain": "A low midday sun made the shortest shadow, and a high morning sun made long ones.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A high midday sun made a short shadow; a low early or late sun made long ones.", "plain": "A high midday sun made a short shadow; a low early or late sun made long ones.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The midday sun shone brighter than the morning sun, and bright light makes a shadow shorter.", "plain": "The midday sun shone brighter than the morning sun, and bright light makes a shadow shorter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_28aec9e9-d8bf-4396-97df-6c6434f84b61" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Lamp-Post Sun and Shadow Log

Nadia spends one clear day in the schoolyard. Every two hours she sketches where the sun appears above the yard, and she measures the length of the lamp post’s shadow. Figure 1 shows three of her sun sketches. Table 1 shows her shadow measurements.

Figure 1

\"Three

Table 1. Lamp-Post Shadow Lengths

TimeShadow length (meters)
8 a.m.7
10 a.m.4
12 noon2
2 p.m.4
4 p.m.7
", "passage_plain": "Lamp-Post Sun and Shadow Log Nadia spends one clear day in the schoolyard. Every two hours she sketches where the sun appears above the yard, and she measures the length of the lamp post’s shadow. Figure 1 shows three of her sun sketches. Table 1 shows her shadow measurements. Figure 1 Table 1. Lamp-Post Shadow Lengths Time Shadow length (meters) 8 a.m. 7 10 a.m. 4 12 noon 2 2 p.m. 4 4 p.m. 7" }, { "n": 22, "item_id": "_aa03c5e2-7ac0-4092-8acb-e70fbde6d977", "type": "text-entry", "title": "Daylight Through the Year", "standards": [ "5-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Daylight Through the Year

A town records the hours of daylight on the first day of each month for one year. The graph shows the data. One day is marked with a star.

\"Line

How many hours of daylight did the town get on the starred day?

Give your answer as a whole number (e.g., 5).

Hours of daylight:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-35/images/G5.35_slot22_daylight_year_graph.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "13" ] }, "n_options": 0 }, { "n": 23, "item_id": "_cb5d7743-9430-4c77-9000-a5dd0643e716", "type": "choice", "title": "Two Valleys Compared", "standards": [ "5-ESS2-1" ], "prompt_html": "

A class compares two small valleys on a data card. Table 1 shows the card.

Table 1. Two Valleys Compared

ObservationValley A (grass and marsh)Valley B (bare, packed dirt)
During a heavy rainStream rises slowly and stays clearStream floods fast and turns brown
After two dry weeksStream still flows steadilyStream stops flowing

Which sequence of interactions among Earth’s systems best explains why Valley A’s stream keeps flowing through dry weeks?

", "prompt_plain": "A class compares two small valleys on a data card. Table 1 shows the card. Table 1. Two Valleys Compared Observation Valley A (grass and marsh) Valley B (bare, packed dirt) During a heavy rain Stream rises slowly and stays clear Stream floods fast and turns brown After two dry weeks Stream still flows steadily Stream stops flowing Which sequence of interactions among Earth’s systems best explains why Valley A’s stream keeps flowing through dry weeks?", "context_html": "", "options": [ { "id": "cA1", "text": "The grass packs the soil into a hard crust, so rain slides straight into the stream.", "plain": "The grass packs the soil into a hard crust, so rain slides straight into the stream.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Grass lets rain soak in, the soil stores the water, and it seeps out slowly to the stream.", "plain": "Grass lets rain soak in, the soil stores the water, and it seeps out slowly to the stream.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The marsh plants soak up rain and later drip the stored water from their leaves into the stream.", "plain": "The marsh plants soak up rain and later drip the stored water from their leaves into the stream.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Valley A gets gentle rain through the dry weeks, so its stream keeps getting new water.", "plain": "Valley A gets gentle rain through the dry weeks, so its stream keeps getting new water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_de7777fc-657d-42c0-b965-c05f79179685", "type": "choice", "title": "Earth’s Water Display", "standards": [ "5-ESS2-2" ], "prompt_html": "

A museum display card lists facts about Earth’s water. Table 1 shows the card.

Table 1. Earth’s Water Display Card

Where the water isHow much
Oceans (salt water)About 97 of every 100 liters of Earth’s water
All fresh water togetherAbout 3 of every 100 liters of Earth’s water
Frozen in ice caps and glaciersMost of the fresh water
UndergroundMost of the remaining fresh water
Lakes and riversA tiny share of the fresh water

Which TWO conclusions do the facts on the card support? Choose the TWO best answers.

", "prompt_plain": "A museum display card lists facts about Earth’s water. Table 1 shows the card. Table 1. Earth’s Water Display Card Where the water is How much Oceans (salt water) About 97 of every 100 liters of Earth’s water All fresh water together About 3 of every 100 liters of Earth’s water Frozen in ice caps and glaciers Most of the fresh water Underground Most of the remaining fresh water Lakes and rivers A tiny share of the fresh water Which TWO conclusions do the facts on the card support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Far more of Earth’s water is salt water than fresh water.", "plain": "Far more of Earth’s water is salt water than fresh water.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Salt water and fresh water are found in about equal amounts.", "plain": "Salt water and fresh water are found in about equal amounts.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Ice and glaciers hold more fresh water than lakes and rivers do.", "plain": "Ice and glaciers hold more fresh water than lakes and rivers do.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Lakes and rivers hold most of the fresh water on Earth.", "plain": "Lakes and rivers hold most of the fresh water on Earth.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Earth holds more water underground than it holds in its oceans.", "plain": "Earth holds more water underground than it holds in its oceans.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 25, "item_id": "_71a00e46-3110-4a3a-881f-1c581960e488", "type": "hottext", "title": "Greenfield Farm Bulletin", "standards": [ "5-ESS3-1" ], "prompt_html": "

Greenfield Farm pumps water from a nearby stream to water its crops. In dry summers the stream runs low. The farm posted a summer bulletin with its plans.

Select the ONE sentence from the bulletin that names the action that will best cut the amount of stream water the farm uses.

", "prompt_plain": "Greenfield Farm pumps water from a nearby stream to water its crops. In dry summers the stream runs low. The farm posted a summer bulletin with its plans. Select the ONE sentence from the bulletin that names the action that will best cut the amount of stream water the farm uses.", "context_html": "", "options": [ { "id": "hA25", "text": "We will water the fields at noon each day, when the sun is hottest and brightest.", "plain": "We will water the fields at noon each day, when the sun is hottest and brightest.", "correct": false, "kind": "hottext" }, { "id": "hB25", "text": "We will set up a sprinkler that throws water high into the air over the field.", "plain": "We will set up a sprinkler that throws water high into the air over the field.", "correct": false, "kind": "hottext" }, { "id": "hC25", "text": "We will put in drip lines that bring water slowly to the roots of each plant.", "plain": "We will put in drip lines that bring water slowly to the roots of each plant.", "correct": true, "kind": "hottext" }, { "id": "hD25", "text": "We will plant extra rows of corn so the crowded plants shade the bare soil.", "plain": "We will plant extra rows of corn so the crowded plants shade the bare soil.", "correct": false, "kind": "hottext" }, { "id": "hE25", "text": "We will dig the ditches deeper so water rushes to the fields much faster.", "plain": "We will dig the ditches deeper so water rushes to the fields much faster.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC25" ] }, "n_options": 5 }, { "n": 26, "item_id": "_e3567ea4-e3ae-47cb-9a7c-fba2733f9106", "type": "choice", "title": "How the Road Eroded", "standards": [ "4-ESS2-1" ], "prompt_html": "

The report concludes that erosion caused the shoulder to break away.

Look at Figure 1 and Figure 3. Which statement best describes how the erosion damaged the road?

", "prompt_plain": "The report concludes that erosion caused the shoulder to break away. Look at Figure 1 and Figure 3. Which statement best describes how the erosion damaged the road?", "context_html": "", "options": [ { "id": "cA1", "text": "Rainwater soaked into the pavement and slowly dissolved the road from the surface down.", "plain": "Rainwater soaked into the pavement and slowly dissolved the road from the surface down.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rainwater piled new mud and rock onto the shoulder until the extra weight broke it.", "plain": "Rainwater piled new mud and rock onto the shoulder until the extra weight broke it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rainwater pushed the whole road sideways down the slope in one solid piece.", "plain": "Rainwater pushed the whole road sideways down the slope in one solid piece.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Flowing rainwater carried away the soil under the outer edge until it lost support.", "plain": "Flowing rainwater carried away the soil under the outer edge until it lost support.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_24ec2448-422d-47d4-a194-250e0cb7f880" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Ridge Pass Road Washout

A mountain road crosses Ridge Pass in a row of sharp turns. Heavy rain fell for two days. Then part of the road’s outer edge broke away and slid down the slope. A road crew wrote a damage report. Figure 1 shows the broken outer shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked clam shells of sea animals inside two of the layers. Figure 3 shows the crew’s before and after sketches of the road edge.

Figure 1. The Broken Shoulder

\"A

Figure 2. The Roadcut Layers

\"A

Figure 3. Before and After

\"Two

", "passage_plain": "Ridge Pass Road Washout A mountain road crosses Ridge Pass in a row of sharp turns. Heavy rain fell for two days. Then part of the road’s outer edge broke away and slid down the slope. A road crew wrote a damage report. Figure 1 shows the broken outer shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked clam shells of sea animals inside two of the layers. Figure 3 shows the crew’s before and after sketches of the road edge. Figure 1. The Broken Shoulder Figure 2. The Roadcut Layers Figure 3. Before and After" }, { "n": 27, "item_id": "_80785251-3295-47f3-ba05-f71fa6f8829e", "type": "inline-choice", "title": "Roadcut Slow Changes", "standards": [ "4-ESS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The report also describes how the roadcut has been changing.

Look at Figure 2. Choose the word or phrase that correctly completes each sentence.

Each winter, water freezes in cracks and slowly breaks the roadcut rock into smaller pieces. This process is called .

Figure 2 shows four flat rock layers. Building that whole stack of layers took the two-day storm.

", "options": [ { "id": "c27d1o1", "text": "deposition", "plain": "deposition", "correct": false, "kind": "inline" }, { "id": "c27d1o2", "text": "flooding", "plain": "flooding", "correct": false, "kind": "inline" }, { "id": "c27d1o3", "text": "melting", "plain": "melting", "correct": false, "kind": "inline" }, { "id": "c27d1o4", "text": "weathering", "plain": "weathering", "correct": true, "kind": "inline" }, { "id": "c27d2o1", "text": "much less time than", "plain": "much less time than", "correct": false, "kind": "inline" }, { "id": "c27d2o2", "text": "about as long as", "plain": "about as long as", "correct": false, "kind": "inline" }, { "id": "c27d2o3", "text": "a little longer than", "plain": "a little longer than", "correct": false, "kind": "inline" }, { "id": "c27d2o4", "text": "far longer than", "plain": "far longer than", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_24ec2448-422d-47d4-a194-250e0cb7f880" ], "key_letters": "", "key_values": { "RESPONSE1": [ "c27d1o4" ], "RESPONSE2": [ "c27d2o4" ] }, "n_options": 8, "passage_html": "

Ridge Pass Road Washout

A mountain road crosses Ridge Pass in a row of sharp turns. Heavy rain fell for two days. Then part of the road’s outer edge broke away and slid down the slope. A road crew wrote a damage report. Figure 1 shows the broken outer shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked clam shells of sea animals inside two of the layers. Figure 3 shows the crew’s before and after sketches of the road edge.

Figure 1. The Broken Shoulder

\"A

Figure 2. The Roadcut Layers

\"A

Figure 3. Before and After

\"Two

", "passage_plain": "Ridge Pass Road Washout A mountain road crosses Ridge Pass in a row of sharp turns. Heavy rain fell for two days. Then part of the road’s outer edge broke away and slid down the slope. A road crew wrote a damage report. Figure 1 shows the broken outer shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked clam shells of sea animals inside two of the layers. Figure 3 shows the crew’s before and after sketches of the road edge. Figure 1. The Broken Shoulder Figure 2. The Roadcut Layers Figure 3. Before and After" }, { "n": 28, "item_id": "_ed935dc7-0936-4daf-85ed-5a077d5a33f7", "type": "choice", "title": "Why the Shells Are Here", "standards": [ "4-ESS1-1" ], "prompt_html": "

Use Figure 2 and the report together.

Which statement best explains why clam shells of sea animals are inside the rock layers of this dry mountain roadcut?

", "prompt_plain": "Use Figure 2 and the report together. Which statement best explains why clam shells of sea animals are inside the rock layers of this dry mountain roadcut?", "context_html": "", "options": [ { "id": "cA1", "text": "Long ago a sea covered this spot; the shells were buried in layers that later rose up.", "plain": "Long ago a sea covered this spot; the shells were buried in layers that later rose up.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The two-day storm washed sea shells up the mountain and pressed them into the rock layers.", "plain": "The two-day storm washed sea shells up the mountain and pressed them into the rock layers.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Sea birds carried the shells up the mountain and dropped them onto the rock long ago.", "plain": "Sea birds carried the shells up the mountain and dropped them onto the rock long ago.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The shells slowly grew from minerals inside the rock, so no sea was ever needed here.", "plain": "The shells slowly grew from minerals inside the rock, so no sea was ever needed here.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_24ec2448-422d-47d4-a194-250e0cb7f880" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Ridge Pass Road Washout

A mountain road crosses Ridge Pass in a row of sharp turns. Heavy rain fell for two days. Then part of the road’s outer edge broke away and slid down the slope. A road crew wrote a damage report. Figure 1 shows the broken outer shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked clam shells of sea animals inside two of the layers. Figure 3 shows the crew’s before and after sketches of the road edge.

Figure 1. The Broken Shoulder

\"A

Figure 2. The Roadcut Layers

\"A

Figure 3. Before and After

\"Two

", "passage_plain": "Ridge Pass Road Washout A mountain road crosses Ridge Pass in a row of sharp turns. Heavy rain fell for two days. Then part of the road’s outer edge broke away and slid down the slope. A road crew wrote a damage report. Figure 1 shows the broken outer shoulder. Figure 2 shows the flat rock layers in the roadcut behind the road. The crew marked clam shells of sea animals inside two of the layers. Figure 3 shows the crew’s before and after sketches of the road edge. Figure 1. The Broken Shoulder Figure 2. The Roadcut Layers Figure 3. Before and After" }, { "n": 29, "item_id": "_e535ce67-e5c1-4666-b3b9-530ac9380195", "type": "text-entry", "title": "Ball Bounce Heights", "standards": [ "4-PS3-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ball Bounce Heights

A ball is dropped and bounces several times. Each bounce rises less high than the one before. Table 1 shows the first three bounce heights. The heights follow a repeating pattern.

Table 1. Ball Bounce Heights

BounceBounce height (cm)
First bounce80
Second bounce40
Third bounce20
Fourth bounce?

How high will the fourth bounce rise, in centimeters?

Give your answer as a whole number (e.g., 3).

Bounce height (cm):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "10" ] }, "n_options": 0 }, { "n": 30, "item_id": "_3fa0f0f9-c98e-4758-9a3b-630ea71535bf", "type": "gap-match", "title": "How the Eagle Sees", "standards": [ "4-PS4-2" ], "prompt_html": "

An eagle flies over a field on a sunny day and sees a rabbit below.

 

\"A

Drag one event into each box to show, in order, how light lets the eagle see the rabbit. Two events will not be used.

", "prompt_plain": "An eagle flies over a field on a sunny day and sees a rabbit below. Drag one event into each box to show, in order, how light lets the eagle see the rabbit. Two events will not be used.", "context_html": "", "options": [ { "id": "tile-1", "text": "Sunlight shines down and hits the rabbit.", "plain": "Sunlight shines down and hits the rabbit.", "correct": false, "kind": "gap-token" }, { "id": "tile-2", "text": "Light bounces off the rabbit.", "plain": "Light bounces off the rabbit.", "correct": false, "kind": "gap-token" }, { "id": "tile-3", "text": "The bounced light enters the eagle’s eyes.", "plain": "The bounced light enters the eagle’s eyes.", "correct": false, "kind": "gap-token" }, { "id": "tile-4", "text": "The eagle’s eyes send out a beam that lights up the rabbit.", "plain": "The eagle’s eyes send out a beam that lights up the rabbit.", "correct": false, "kind": "gap-token" }, { "id": "tile-5", "text": "The rabbit makes its own light so the eagle can see it.", "plain": "The rabbit makes its own light so the eagle can see it.", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-35/images/G5.35_slot30_eagle_rabbit_sun.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-1 gap-1", "tile-2 gap-2", "tile-3 gap-3" ] }, "n_options": 5 }, { "n": 31, "item_id": "_1eb63000-27ac-4c55-9a7b-afc7f206f18a", "type": "choice", "title": "Two Towns and Electricity", "standards": [ "4-ESS3-1" ], "prompt_html": "

Two towns make their electricity in different ways. Table 1 shows facts about each town.

Table 1: How Two Towns Make Electricity

TownMain way it makes electricitySunny days each yearSmoke added to the air
RivertonBurns coal90A lot
SunmeadowSolar panels250None

Choose the TWO statements that Table 1 supports about the towns' energy choices.

", "prompt_plain": "Two towns make their electricity in different ways. Table 1 shows facts about each town. Table 1: How Two Towns Make Electricity Town Main way it makes electricity Sunny days each year Smoke added to the air Riverton Burns coal 90 A lot Sunmeadow Solar panels 250 None Choose the TWO statements that Table 1 supports about the towns' energy choices.", "context_html": "", "options": [ { "id": "cA31", "text": "Sunmeadow's many sunny days make solar panels a good energy choice there.", "plain": "Sunmeadow's many sunny days make solar panels a good energy choice there.", "correct": true, "kind": "choice" }, { "id": "cB31", "text": "Sunmeadow's solar panels add more smoke to the air than Riverton's coal.", "plain": "Sunmeadow's solar panels add more smoke to the air than Riverton's coal.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "Riverton's coal burning adds more smoke to the air than Sunmeadow's panels.", "plain": "Riverton's coal burning adds more smoke to the air than Sunmeadow's panels.", "correct": true, "kind": "choice" }, { "id": "cD31", "text": "Riverton's coal is not a natural resource that people use.", "plain": "Riverton's coal is not a natural resource that people use.", "correct": false, "kind": "choice" }, { "id": "cE31", "text": "Sunmeadow has fewer sunny days than Riverton for making solar power.", "plain": "Sunmeadow has fewer sunny days than Riverton for making solar power.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA31", "cC31" ] }, "n_options": 5 }, { "n": 32, "item_id": "_5052f5fb-695f-4821-afbf-a7f983d58771", "type": "choice", "title": "Milldale Storm-Drain Project", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Read the Milldale Storm-Drain Project brief.

Which of these is a criterion (a goal the solution must meet) for the project?

", "prompt_plain": "Read the Milldale Storm-Drain Project brief. Which of these is a criterion (a goal the solution must meet) for the project?", "context_html": "", "options": [ { "id": "cA32", "text": "It must stop most of the floating trash from reaching the creek.", "plain": "It must stop most of the floating trash from reaching the creek.", "correct": true, "kind": "choice" }, { "id": "cB32", "text": "It must remove the trash that is already floating in Mill Creek.", "plain": "It must remove the trash that is already floating in Mill Creek.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "It must teach the town's people to make less trash at home.", "plain": "It must teach the town's people to make less trash at home.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "It must clean the rainwater before it flows into the storm drains.", "plain": "It must clean the rainwater before it flows into the storm drains.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c4b05264-48e2-4f0d-96ae-07052c6f60ce" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA32" ] }, "n_options": 4, "passage_html": "

Milldale Storm-Drain Project

Milldale's storm drains carry rainwater to Mill Creek. After big storms, floating trash like bottles and bags washes into the creek. The town wants to catch most of this trash before it reaches the creek. It must also let the storm water flow so the drains do not back up. The town hopes to keep the cost low. It will try a trash boom (a floating barrier) or a mesh screen. Table 1 shows how each one worked in two other towns.

Table 1: How the Options Worked in Two Other Towns

TownOptionFloating trash caughtDrains back up?Cost
OakdaleTrash boom9 of 10 piecesNo$800
PinebrookMesh screen6 of 10 piecesOften$300
", "passage_plain": "Milldale Storm-Drain Project Milldale's storm drains carry rainwater to Mill Creek. After big storms, floating trash like bottles and bags washes into the creek. The town wants to catch most of this trash before it reaches the creek. It must also let the storm water flow so the drains do not back up. The town hopes to keep the cost low. It will try a trash boom (a floating barrier) or a mesh screen. Table 1 shows how each one worked in two other towns. Table 1: How the Options Worked in Two Other Towns Town Option Floating trash caught Drains back up? Cost Oakdale Trash boom 9 of 10 pieces No $800 Pinebrook Mesh screen 6 of 10 pieces Often $300" }, { "n": 33, "item_id": "_75b87ee7-f630-4317-834b-1565c11b9ba9", "type": "choice", "title": "Comparing the Trash Catchers", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Look at Table 1 in the Milldale Storm-Drain Project.

Choose the TWO criteria that the trash boom meets better than the mesh screen.

", "prompt_plain": "Look at Table 1 in the Milldale Storm-Drain Project. Choose the TWO criteria that the trash boom meets better than the mesh screen.", "context_html": "", "options": [ { "id": "cA33", "text": "It catches more of the floating trash than the mesh screen does.", "plain": "It catches more of the floating trash than the mesh screen does.", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "It costs less money to put in than the mesh screen does.", "plain": "It costs less money to put in than the mesh screen does.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "It keeps storm water flowing so the drains do not back up.", "plain": "It keeps storm water flowing so the drains do not back up.", "correct": true, "kind": "choice" }, { "id": "cD33", "text": "It lets more floating trash slip through than the screen does.", "plain": "It lets more floating trash slip through than the screen does.", "correct": false, "kind": "choice" }, { "id": "cE33", "text": "It makes the drains back up more often than the screen does.", "plain": "It makes the drains back up more often than the screen does.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c4b05264-48e2-4f0d-96ae-07052c6f60ce" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA33", "cC33" ] }, "n_options": 5, "passage_html": "

Milldale Storm-Drain Project

Milldale's storm drains carry rainwater to Mill Creek. After big storms, floating trash like bottles and bags washes into the creek. The town wants to catch most of this trash before it reaches the creek. It must also let the storm water flow so the drains do not back up. The town hopes to keep the cost low. It will try a trash boom (a floating barrier) or a mesh screen. Table 1 shows how each one worked in two other towns.

Table 1: How the Options Worked in Two Other Towns

TownOptionFloating trash caughtDrains back up?Cost
OakdaleTrash boom9 of 10 piecesNo$800
PinebrookMesh screen6 of 10 piecesOften$300
", "passage_plain": "Milldale Storm-Drain Project Milldale's storm drains carry rainwater to Mill Creek. After big storms, floating trash like bottles and bags washes into the creek. The town wants to catch most of this trash before it reaches the creek. It must also let the storm water flow so the drains do not back up. The town hopes to keep the cost low. It will try a trash boom (a floating barrier) or a mesh screen. Table 1 shows how each one worked in two other towns. Table 1: How the Options Worked in Two Other Towns Town Option Floating trash caught Drains back up? Cost Oakdale Trash boom 9 of 10 pieces No $800 Pinebrook Mesh screen 6 of 10 pieces Often $300" }, { "n": 34, "item_id": "_431cdb40-dee1-4c19-a9bf-c68de2a3e0bc", "type": "choice", "title": "Sled Runner Fair Test Part A", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part A

Look back at the sled runner test in Table 1. One trial was not a fair test of the runner.

Which trial was it, and why was it unfair?

", "prompt_plain": "Part A Look back at the sled runner test in Table 1. One trial was not a fair test of the runner. Which trial was it, and why was it unfair?", "context_html": "", "options": [ { "id": "cA34", "text": "Trial 1, because the test used the plastic sled runner.", "plain": "Trial 1, because the test used the plastic sled runner.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Trial 2, because that trial had the longest slide distance.", "plain": "Trial 2, because that trial had the longest slide distance.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Trial 3, because it used a different floor than the others.", "plain": "Trial 3, because it used a different floor than the others.", "correct": true, "kind": "choice" }, { "id": "cD34", "text": "Trial 3, because that trial had the shortest slide distance.", "plain": "Trial 3, because that trial had the shortest slide distance.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b27610ff-7859-4016-80b3-11050380a60b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC34" ] }, "n_options": 4, "passage_html": "

Sled Runner Slide Test

A science club built a toy sled and tested three runners to see which one lets the sled slide the farthest. The club kept the sled, the weight on it, and the starting push the same each time. Table 1 shows what each trial changed and how far the sled slid.

Table 1: Sled Runner Slide Trials

TrialRunnerFloorSlide distance (m)
Trial 1PlasticWood gym floor4.0
Trial 2MetalWood gym floor5.5
Trial 3Waxed woodCarpet2.0
", "passage_plain": "Sled Runner Slide Test A science club built a toy sled and tested three runners to see which one lets the sled slide the farthest. The club kept the sled, the weight on it, and the starting push the same each time. Table 1 shows what each trial changed and how far the sled slid. Table 1: Sled Runner Slide Trials Trial Runner Floor Slide distance (m) Trial 1 Plastic Wood gym floor 4.0 Trial 2 Metal Wood gym floor 5.5 Trial 3 Waxed wood Carpet 2.0" }, { "n": 35, "item_id": "_ae932942-c30f-4d2b-b375-ae4436f52b4f", "type": "choice", "title": "Sled Runner Fair Test Part B", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Part B

The club wants to fix the unfair trial so the test is fair for every runner.

Which single change would make the test fair?

", "prompt_plain": "Part B The club wants to fix the unfair trial so the test is fair for every runner. Which single change would make the test fair?", "context_html": "", "options": [ { "id": "cA35", "text": "Use a heavier sled in Trial 3 than in the other trials.", "plain": "Use a heavier sled in Trial 3 than in the other trials.", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "Run Trial 3 on the wood gym floor used in the other trials.", "plain": "Run Trial 3 on the wood gym floor used in the other trials.", "correct": true, "kind": "choice" }, { "id": "cC35", "text": "Give the sled a harder push in Trial 3 than before.", "plain": "Give the sled a harder push in Trial 3 than before.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "Run Trial 3 two more times, still on the carpet floor.", "plain": "Run Trial 3 two more times, still on the carpet floor.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b27610ff-7859-4016-80b3-11050380a60b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB35" ] }, "n_options": 4, "passage_html": "

Sled Runner Slide Test

A science club built a toy sled and tested three runners to see which one lets the sled slide the farthest. The club kept the sled, the weight on it, and the starting push the same each time. Table 1 shows what each trial changed and how far the sled slid.

Table 1: Sled Runner Slide Trials

TrialRunnerFloorSlide distance (m)
Trial 1PlasticWood gym floor4.0
Trial 2MetalWood gym floor5.5
Trial 3Waxed woodCarpet2.0
", "passage_plain": "Sled Runner Slide Test A science club built a toy sled and tested three runners to see which one lets the sled slide the farthest. The club kept the sled, the weight on it, and the starting push the same each time. Table 1 shows what each trial changed and how far the sled slid. Table 1: Sled Runner Slide Trials Trial Runner Floor Slide distance (m) Trial 1 Plastic Wood gym floor 4.0 Trial 2 Metal Wood gym floor 5.5 Trial 3 Waxed wood Carpet 2.0" }, { "n": 36, "item_id": "_218244a3-8a3e-46b0-b5aa-c44c49269a4a", "type": "choice", "title": "Cart Redesign Memo", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

A team built a small cart to carry a marble down a ramp. The memo below gives the team's goal, the test result, and the rule for the redesign.

Cart Redesign Memo

Goal: The cart must roll down the ramp and stop with the marble still inside.

Test result: The cart reached the bottom, but the marble bounced out of the open cart.

Rule: The team may add only one new part to the cart.

Which change should the team try next to meet the goal and follow the rule?

", "prompt_plain": "A team built a small cart to carry a marble down a ramp. The memo below gives the team's goal, the test result, and the rule for the redesign. Cart Redesign Memo Goal: The cart must roll down the ramp and stop with the marble still inside. Test result: The cart reached the bottom, but the marble bounced out of the open cart. Rule: The team may add only one new part to the cart. Which change should the team try next to meet the goal and follow the rule?", "context_html": "", "options": [ { "id": "cA36", "text": "Add a taller ramp so the cart rolls to the bottom faster.", "plain": "Add a taller ramp so the cart rolls to the bottom faster.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "Add a second marble for the cart to carry down the ramp.", "plain": "Add a second marble for the cart to carry down the ramp.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "Add a short, low lip along the open front edge of the cart.", "plain": "Add a short, low lip along the open front edge of the cart.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "Add a soft foam wall at the cart's front to stop the marble.", "plain": "Add a soft foam wall at the cart's front to stop the marble.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD36" ] }, "n_options": 4 } ] }, { "form": "G5.36", "grade": "G5", "title": "Alpha Standardized Science G5.36", "test_id": "_test-11e3b188-56a6-4391-a0bc-2639cf1c13b4", "n_items": 36, "n_stimuli": 7, "stimuli": { "_d941e009-ecf1-41e0-894b-a71677ab22b5": { "title": "Prairie Restoration Plot", "html": "

Prairie Restoration Plot

A class restored a prairie plot. Clover plants, grasshoppers, and kestrels (small falcons) live there. Table 1 shows what each living thing eats. One student claimed that the kestrel soaks up its energy directly from sunlight.

Table 1. What Each Living Thing Eats

Living thingWhat it eats
Clover plantMakes its own food; eats no other living thing
GrasshopperEats clover
KestrelEats grasshoppers
" }, "_e662e85e-50a7-483b-b13a-069d24c30c84": { "title": "Kitchen Drawer Object Sort", "html": "

Kitchen Drawer Object Sort

Five objects sit in a kitchen drawer. Each object is given the same four tests. Table 1 shows what happened in each test.

Table 1. Test Results for Five Drawer Objects

ObjectFloat testBends without breakingPulled by a magnetDissolves in water
Steel washerSinksNoYesNo
CorkFloatsNoNoNo
Plastic bottle capFloatsNoNoNo
Rubber bandSinksYesNoNo
Rock saltSinksNoNoYes
" }, "_cb3bf271-b4cc-4b13-a080-ee9d5a1149de": { "title": "Two Coast Towns", "html": "

Two Coast Towns

Harbor Cove and Gull Point sit on the same ocean coast. A class measures how wide the sandy beach is at each town. They measure the beach once last year and again this year. Table 1 shows the beach widths. The class also takes a beach photo at each town both years. Figure 1 shows the four photos. The moving ocean water carries sand along the coast all year.

Table 1. Beach Width at Each Town

TownBeach width last yearBeach width this year
Harbor Cove30 m18 m
Gull Point22 m34 m

\"Four

" }, "_dd10fcc6-17d1-4c6d-8947-e176e1b530a2": { "title": "Water-Culture Basil Jar", "html": "

Water-Culture Basil Jar

A class roots a basil cutting in a clear jar of plain water with no soil. The jar sits on a sunny windowsill. Each week the class weighs the plant and writes a short note.

Figure 1

\"Basil

Inputs beside the jar: air around the leaves, water in the jar, and sunlight from the window.

" }, "_dcadf09b-63c7-429e-9376-580bd9e623db": { "title": "Marsh Pond Food Web", "html": "

Marsh Pond Food Web

The food web for a marsh pond is shown. The arrows point from each living thing to what eats it. A cleanup crew has just cleared most of the pondweed and duckweed from the pond.

Figure 1

\"Marsh-pond

Feeding links in the web:

Pondweed and duckweed (plants) are eaten by mayfly nymphs and pond snails.

Mayfly nymphs and pond snails are eaten by bluegill (a fish).

Bluegill are eaten by the green heron (a wading bird).

" }, "_b394336b-bfd8-4a22-b746-ba906387c30c": { "title": "Globe Drop Debate", "html": "

Globe Drop Debate

Priya and Dominic study a globe. A small ball is drawn at four spots. One spot is near the North Pole at the top. Two spots are at the equator. One spot is near the South Pole at the bottom. An arrow at each spot shows which way a dropped ball would fall. Dominic claims that people near the bottom of the globe would fall off into space.

\"A

" }, "_fc5fdee5-323a-44d4-b669-719146e207e6": { "title": "Creek Culvert Project", "html": "

Creek Culvert Project

An old culvert (a pipe that carries a creek under a road) is too small and the road floods in storms. A town is choosing a new culvert. The town wrote down three statements about the project, compared three culvert designs, and ran a model test.

Table 1. Three Culvert Designs

DesignWater moved in a stormCostYears it lasts
Box culvertMost of the three$26,00050
Round pipeEnough for a heavy storm$18,00040
Arch culvertToo little for a heavy storm$15,00045

Table 2. Model Culvert Retest

Model testPipe widthRoad slopeResult
First test10 cm pipegentle slopewater overflowed
Retest15 cm pipesteep slopeno overflow

Between the two tests the team changed BOTH the pipe width AND the road slope, so they cannot tell which change stopped the overflow.

" } }, "questions": [ { "n": 1, "item_id": "_82f8288b-3727-4350-9fd4-e23e06d60871", "type": "choice", "title": "Objects Matching on Every Test", "standards": [ "5-PS1-3" ], "prompt_html": "

Look at Table 1.

Which two objects give the same result on every test in Table 1?

", "prompt_plain": "Look at Table 1. Which two objects give the same result on every test in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "Cork and plastic bottle cap", "plain": "Cork and plastic bottle cap", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Steel washer and rock salt", "plain": "Steel washer and rock salt", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rubber band and cork", "plain": "Rubber band and cork", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Plastic bottle cap and rubber band", "plain": "Plastic bottle cap and rubber band", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e662e85e-50a7-483b-b13a-069d24c30c84" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Kitchen Drawer Object Sort

Five objects sit in a kitchen drawer. Each object is given the same four tests. Table 1 shows what happened in each test.

Table 1. Test Results for Five Drawer Objects

ObjectFloat testBends without breakingPulled by a magnetDissolves in water
Steel washerSinksNoYesNo
CorkFloatsNoNoNo
Plastic bottle capFloatsNoNoNo
Rubber bandSinksYesNoNo
Rock saltSinksNoNoYes
", "passage_plain": "Kitchen Drawer Object Sort Five objects sit in a kitchen drawer. Each object is given the same four tests. Table 1 shows what happened in each test. Table 1. Test Results for Five Drawer Objects Object Float test Bends without breaking Pulled by a magnet Dissolves in water Steel washer Sinks No Yes No Cork Floats No No No Plastic bottle cap Floats No No No Rubber band Sinks Yes No No Rock salt Sinks No No Yes" }, { "n": 2, "item_id": "_e632868a-ae72-4992-aaa7-6185d158464f", "type": "choice", "title": "Claims the Drawer Table Supports", "standards": [ "5-PS1-3" ], "prompt_html": "

Look at Table 1.

Choose the TWO statements that Table 1 supports. Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. Choose the TWO statements that Table 1 supports. Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Exactly one object is pulled by a magnet.", "plain": "Exactly one object is pulled by a magnet.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "When stirred in water, just one object dissolves.", "plain": "When stirred in water, just one object dissolves.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "More objects float than sink in the water.", "plain": "More objects float than sink in the water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each object that floats also bends without breaking.", "plain": "Each object that floats also bends without breaking.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Both the rubber band and the steel washer float.", "plain": "Both the rubber band and the steel washer float.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e662e85e-50a7-483b-b13a-069d24c30c84" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

Kitchen Drawer Object Sort

Five objects sit in a kitchen drawer. Each object is given the same four tests. Table 1 shows what happened in each test.

Table 1. Test Results for Five Drawer Objects

ObjectFloat testBends without breakingPulled by a magnetDissolves in water
Steel washerSinksNoYesNo
CorkFloatsNoNoNo
Plastic bottle capFloatsNoNoNo
Rubber bandSinksYesNoNo
Rock saltSinksNoNoYes
", "passage_plain": "Kitchen Drawer Object Sort Five objects sit in a kitchen drawer. Each object is given the same four tests. Table 1 shows what happened in each test. Table 1. Test Results for Five Drawer Objects Object Float test Bends without breaking Pulled by a magnet Dissolves in water Steel washer Sinks No Yes No Cork Floats No No No Plastic bottle cap Floats No No No Rubber band Sinks Yes No No Rock salt Sinks No No Yes" }, { "n": 3, "item_id": "_244720b3-5458-4e10-ae6c-a4c326d1dc24", "type": "choice", "title": "Which Drawer Object Dissolves", "standards": [ "5-PS1-4" ], "prompt_html": "

Look at Table 1.

Which object dissolves when it is stirred into water?

", "prompt_plain": "Look at Table 1. Which object dissolves when it is stirred into water?", "context_html": "", "options": [ { "id": "cA1", "text": "Steel washer", "plain": "Steel washer", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rock salt", "plain": "Rock salt", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Cork", "plain": "Cork", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Plastic bottle cap", "plain": "Plastic bottle cap", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e662e85e-50a7-483b-b13a-069d24c30c84" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Kitchen Drawer Object Sort

Five objects sit in a kitchen drawer. Each object is given the same four tests. Table 1 shows what happened in each test.

Table 1. Test Results for Five Drawer Objects

ObjectFloat testBends without breakingPulled by a magnetDissolves in water
Steel washerSinksNoYesNo
CorkFloatsNoNoNo
Plastic bottle capFloatsNoNoNo
Rubber bandSinksYesNoNo
Rock saltSinksNoNoYes
", "passage_plain": "Kitchen Drawer Object Sort Five objects sit in a kitchen drawer. Each object is given the same four tests. Table 1 shows what happened in each test. Table 1. Test Results for Five Drawer Objects Object Float test Bends without breaking Pulled by a magnet Dissolves in water Steel washer Sinks No Yes No Cork Floats No No No Plastic bottle cap Floats No No No Rubber band Sinks Yes No No Rock salt Sinks No No Yes" }, { "n": 4, "item_id": "_23a3c0c6-9190-4403-ac93-3aec96cf7f10", "type": "choice", "title": "Scent Across a Calm Hallway", "standards": [ "5-PS1-1" ], "prompt_html": "

An air freshener is sprayed once at one end of a long hallway. After some time, students at the far end smell it, even though no one carried it and the air is calm, with no fans running and no open windows.

\"A

Which statement best explains how the scent reached the far end?

", "prompt_plain": "An air freshener is sprayed once at one end of a long hallway. After some time, students at the far end smell it, even though no one carried it and the air is calm, with no fans running and no open windows. Which statement best explains how the scent reached the far end?", "context_html": "", "options": [ { "id": "cA1", "text": "Warm air rose and carried the scent up to the ceiling and back down.", "plain": "Warm air rose and carried the scent up to the ceiling and back down.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The hallway walls soaked up the scent and passed it along to the far end.", "plain": "The hallway walls soaked up the scent and passed it along to the far end.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Tiny particles of the scent, too small to see, spread out and moved through the air.", "plain": "Tiny particles of the scent, too small to see, spread out and moved through the air.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The scent jumped instantly to the far end without anything having to move.", "plain": "The scent jumped instantly to the far end without anything having to move.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/slot04-hallway-scent.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_f1cc27f9-9c3e-49be-bf1a-794928bdb78e", "type": "text-entry", "title": "Oxygen That Formed the Rust", "standards": [ "5-PS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A sealed flask holds steel wool and air. No matter can enter or leave the flask. The steel wool slowly rusts as it combines with oxygen from the air inside. Table 1 shows the masses measured before and after the rusting.

Table 1. Steel Wool Masses

Steel wool before rusting40 g
Rust formed after rusting46 g

How many grams of oxygen combined with the steel wool to form the rust?

Give your answer as a whole number (e.g., 9).

Grams of oxygen:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "6" ] }, "n_options": 0 }, { "n": 6, "item_id": "_64cac505-a164-45ec-8013-e9ecd8ad2e47", "type": "choice", "title": "Separating Salt and Sand", "standards": [ "5-PS1-4" ], "prompt_html": "

Jar 1 holds salt stirred into water, and the salt has dissolved. Jar 2 holds sand stirred into water, and the sand has not dissolved.

\"Two

Choose the TWO methods that would best separate the materials. Choose the TWO best answers.

", "prompt_plain": "Jar 1 holds salt stirred into water, and the salt has dissolved. Jar 2 holds sand stirred into water, and the sand has not dissolved. Choose the TWO methods that would best separate the materials. Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Pour the sand water through a paper filter to trap the sand.", "plain": "Pour the sand water through a paper filter to trap the sand.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Let the salt water evaporate in the sun, leaving the salt behind.", "plain": "Let the salt water evaporate in the sun, leaving the salt behind.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Pour the salt water through a paper filter to trap the salt.", "plain": "Pour the salt water through a paper filter to trap the salt.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Stir both jars faster to make the sand and salt settle out.", "plain": "Stir both jars faster to make the sand and salt settle out.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Add more water to both jars to make the materials separate.", "plain": "Add more water to both jars to make the materials separate.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/slot06-two-jars.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 7, "item_id": "_c658f2fc-4551-499e-854b-74a712df08cd", "type": "choice", "title": "Sugar in Warm and Cold Water", "standards": [ "5-PS1-1" ], "prompt_html": "

A sugar cube is dropped into warm water and an identical sugar cube is dropped into cold water at the same time. The cube in the warm water disappears much sooner.

\"Two

Using the particle model, which statement best explains why the sugar cube disappears sooner in the warm water?

", "prompt_plain": "A sugar cube is dropped into warm water and an identical sugar cube is dropped into cold water at the same time. The cube in the warm water disappears much sooner. Using the particle model, which statement best explains why the sugar cube disappears sooner in the warm water?", "context_html": "", "options": [ { "id": "cA1", "text": "The warm water holds many more water particles than the cold water does.", "plain": "The warm water holds many more water particles than the cold water does.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The warm water destroys the sugar, while the cold water just hides it.", "plain": "The warm water destroys the sugar, while the cold water just hides it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The cold water is heavier, so it holds the sugar together longer.", "plain": "The cold water is heavier, so it holds the sugar together longer.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The particles in the warm water move faster and break the sugar apart sooner.", "plain": "The particles in the warm water move faster and break the sugar apart sooner.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/slot07-two-beakers.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 8, "item_id": "_68623c35-e641-4798-8ab7-29c3a7322ecc", "type": "choice", "title": "Globe Drop Pull Part A", "standards": [ "5-PS2-1" ], "prompt_html": "

Part A

Look at the arrows in the Globe Drop Debate figure.

Which claim about the pull on the dropped balls do the arrows support?

", "prompt_plain": "Part A Look at the arrows in the Globe Drop Debate figure. Which claim about the pull on the dropped balls do the arrows support?", "context_html": "", "options": [ { "id": "cA1", "text": "Each ball is pulled toward the top of the globe, near the North Pole.", "plain": "Each ball is pulled toward the top of the globe, near the North Pole.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each ball is pulled straight toward the center of the globe.", "plain": "Each ball is pulled straight toward the center of the globe.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Balls at the side spots are pushed outward, away from the globe.", "plain": "Balls at the side spots are pushed outward, away from the globe.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Gravity pulls the top ball down but leaves the other balls still.", "plain": "Gravity pulls the top ball down but leaves the other balls still.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b394336b-bfd8-4a22-b746-ba906387c30c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Globe Drop Debate

Priya and Dominic study a globe. A small ball is drawn at four spots. One spot is near the North Pole at the top. Two spots are at the equator. One spot is near the South Pole at the bottom. An arrow at each spot shows which way a dropped ball would fall. Dominic claims that people near the bottom of the globe would fall off into space.

\"A

", "passage_plain": "Globe Drop Debate Priya and Dominic study a globe. A small ball is drawn at four spots. One spot is near the North Pole at the top. Two spots are at the equator. One spot is near the South Pole at the bottom. An arrow at each spot shows which way a dropped ball would fall. Dominic claims that people near the bottom of the globe would fall off into space." }, { "n": 9, "item_id": "_db776a7e-cd1b-4583-b82d-e25ed07882bf", "type": "choice", "title": "Globe Drop Evidence Part B", "standards": [ "5-PS2-1" ], "prompt_html": "

Part B

Which observation in the figure is the best evidence that Dominic's idea is wrong?

", "prompt_plain": "Part B Which observation in the figure is the best evidence that Dominic's idea is wrong?", "context_html": "", "options": [ { "id": "cA1", "text": "At the top spot, the arrow points down toward the center of the globe.", "plain": "At the top spot, the arrow points down toward the center of the globe.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "At the side spots, the arrows point inward toward the center of the globe.", "plain": "At the side spots, the arrows point inward toward the center of the globe.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "At the bottom spot, the arrow points toward the center, not out into space.", "plain": "At the bottom spot, the arrow points toward the center, not out into space.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "At the side spots, the arrows are drawn a little longer than the others.", "plain": "At the side spots, the arrows are drawn a little longer than the others.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b394336b-bfd8-4a22-b746-ba906387c30c" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Globe Drop Debate

Priya and Dominic study a globe. A small ball is drawn at four spots. One spot is near the North Pole at the top. Two spots are at the equator. One spot is near the South Pole at the bottom. An arrow at each spot shows which way a dropped ball would fall. Dominic claims that people near the bottom of the globe would fall off into space.

\"A

", "passage_plain": "Globe Drop Debate Priya and Dominic study a globe. A small ball is drawn at four spots. One spot is near the North Pole at the top. Two spots are at the equator. One spot is near the South Pole at the bottom. An arrow at each spot shows which way a dropped ball would fall. Dominic claims that people near the bottom of the globe would fall off into space." }, { "n": 10, "item_id": "_a5b382ae-6736-4e42-b230-94ad604a5c40", "type": "choice", "title": "Prairie Clover Energy Part A", "standards": [ "5-PS3-1" ], "prompt_html": "

Part A

Look at Table 1.

Where does the clover plant get the energy it uses to grow?

", "prompt_plain": "Part A Look at Table 1. Where does the clover plant get the energy it uses to grow?", "context_html": "", "options": [ { "id": "cA1", "text": "It captures energy from sunlight as it grows.", "plain": "It captures energy from sunlight as it grows.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "It takes in its energy from the soil through its roots.", "plain": "It takes in its energy from the soil through its roots.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It gets its energy by eating tiny prairie insects.", "plain": "It gets its energy by eating tiny prairie insects.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It gets its energy from the grasshoppers that live nearby.", "plain": "It gets its energy from the grasshoppers that live nearby.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d941e009-ecf1-41e0-894b-a71677ab22b5" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Prairie Restoration Plot

A class restored a prairie plot. Clover plants, grasshoppers, and kestrels (small falcons) live there. Table 1 shows what each living thing eats. One student claimed that the kestrel soaks up its energy directly from sunlight.

Table 1. What Each Living Thing Eats

Living thingWhat it eats
Clover plantMakes its own food; eats no other living thing
GrasshopperEats clover
KestrelEats grasshoppers
", "passage_plain": "Prairie Restoration Plot A class restored a prairie plot. Clover plants, grasshoppers, and kestrels (small falcons) live there. Table 1 shows what each living thing eats. One student claimed that the kestrel soaks up its energy directly from sunlight. Table 1. What Each Living Thing Eats Living thing What it eats Clover plant Makes its own food; eats no other living thing Grasshopper Eats clover Kestrel Eats grasshoppers" }, { "n": 11, "item_id": "_aa0edf7d-b1da-44a4-b2b5-42059f740cc7", "type": "choice", "title": "Kestrel Energy Source Part B", "standards": [ "5-PS3-1" ], "prompt_html": "

Part B

A student claims, \"The kestrel soaks up its energy directly from sunlight.\" Look at Table 1.

Which piece of evidence from the chart best shows this claim is wrong?

", "prompt_plain": "Part B A student claims, \"The kestrel soaks up its energy directly from sunlight.\" Look at Table 1. Which piece of evidence from the chart best shows this claim is wrong?", "context_html": "", "options": [ { "id": "cA11", "text": "The clover plant captures sunlight to make its own food.", "plain": "The clover plant captures sunlight to make its own food.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The kestrel and the clover share the same sunny prairie.", "plain": "The kestrel and the clover share the same sunny prairie.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "The kestrel gains its energy by eating grasshoppers that ate clover.", "plain": "The kestrel gains its energy by eating grasshoppers that ate clover.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "The grasshopper gets its energy by eating the clover leaves.", "plain": "The grasshopper gets its energy by eating the clover leaves.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d941e009-ecf1-41e0-894b-a71677ab22b5" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Prairie Restoration Plot

A class restored a prairie plot. Clover plants, grasshoppers, and kestrels (small falcons) live there. Table 1 shows what each living thing eats. One student claimed that the kestrel soaks up its energy directly from sunlight.

Table 1. What Each Living Thing Eats

Living thingWhat it eats
Clover plantMakes its own food; eats no other living thing
GrasshopperEats clover
KestrelEats grasshoppers
", "passage_plain": "Prairie Restoration Plot A class restored a prairie plot. Clover plants, grasshoppers, and kestrels (small falcons) live there. Table 1 shows what each living thing eats. One student claimed that the kestrel soaks up its energy directly from sunlight. Table 1. What Each Living Thing Eats Living thing What it eats Clover plant Makes its own food; eats no other living thing Grasshopper Eats clover Kestrel Eats grasshoppers" }, { "n": 12, "item_id": "_2a75bbf1-3e2f-4e38-be68-b64b4fb11fe5", "type": "hottext", "title": "Basil Jar Mass Evidence", "standards": [ "5-LS1-1" ], "prompt_html": "

Look at the basil-jar growth log.

Click the one note that is the best evidence that the plant’s new material came from air and water.

", "prompt_plain": "Look at the basil-jar growth log. Click the one note that is the best evidence that the plant’s new material came from air and water.", "context_html": "", "options": [ { "id": "hA12", "text": "With no soil in the jar, the cutting grew from 8 grams to 19 grams.", "plain": "With no soil in the jar, the cutting grew from 8 grams to 19 grams.", "correct": true, "kind": "hottext" }, { "id": "hB12", "text": "The class topped off the jar’s water each week.", "plain": "The class topped off the jar’s water each week.", "correct": false, "kind": "hottext" }, { "id": "hC12", "text": "New leaves and longer white roots appeared on the stem.", "plain": "New leaves and longer white roots appeared on the stem.", "correct": false, "kind": "hottext" }, { "id": "hD12", "text": "The basil leaves smelled strongly of fresh herbs.", "plain": "The basil leaves smelled strongly of fresh herbs.", "correct": false, "kind": "hottext" }, { "id": "hE12", "text": "The jar stayed on the same sunny windowsill for six weeks.", "plain": "The jar stayed on the same sunny windowsill for six weeks.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_dd10fcc6-17d1-4c6d-8947-e176e1b530a2" ], "key_letters": "", "key_values": { "RESPONSE": [ "hA12" ] }, "n_options": 5, "passage_html": "

Water-Culture Basil Jar

A class roots a basil cutting in a clear jar of plain water with no soil. The jar sits on a sunny windowsill. Each week the class weighs the plant and writes a short note.

Figure 1

\"Basil

Inputs beside the jar: air around the leaves, water in the jar, and sunlight from the window.

", "passage_plain": "Water-Culture Basil Jar A class roots a basil cutting in a clear jar of plain water with no soil. The jar sits on a sunny windowsill. Each week the class weighs the plant and writes a short note. Figure 1 Inputs beside the jar: air around the leaves, water in the jar, and sunlight from the window." }, { "n": 13, "item_id": "_cf732869-af2a-4290-aeb6-3571ac19c533", "type": "choice", "title": "Basil New Material Source", "standards": [ "5-LS1-1" ], "prompt_html": "

The basil builds most of its new solid material (its added mass) from one of the inputs shown beside the jar.

Which input provides most of that new solid material?

", "prompt_plain": "The basil builds most of its new solid material (its added mass) from one of the inputs shown beside the jar. Which input provides most of that new solid material?", "context_html": "", "options": [ { "id": "cA13", "text": "The water its roots take in from the jar.", "plain": "The water its roots take in from the jar.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "The carbon dioxide gas its leaves take from the air.", "plain": "The carbon dioxide gas its leaves take from the air.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "The sunlight its leaves soak up from the sky.", "plain": "The sunlight its leaves soak up from the sky.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "The minerals its roots pull from the jar water.", "plain": "The minerals its roots pull from the jar water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dd10fcc6-17d1-4c6d-8947-e176e1b530a2" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4, "passage_html": "

Water-Culture Basil Jar

A class roots a basil cutting in a clear jar of plain water with no soil. The jar sits on a sunny windowsill. Each week the class weighs the plant and writes a short note.

Figure 1

\"Basil

Inputs beside the jar: air around the leaves, water in the jar, and sunlight from the window.

", "passage_plain": "Water-Culture Basil Jar A class roots a basil cutting in a clear jar of plain water with no soil. The jar sits on a sunny windowsill. Each week the class weighs the plant and writes a short note. Figure 1 Inputs beside the jar: air around the leaves, water in the jar, and sunlight from the window." }, { "n": 14, "item_id": "_abf4b533-caa4-47c5-b78b-ed29a915ab15", "type": "choice", "title": "Marsh Pond Drop Part A", "standards": [ "5-LS2-1" ], "prompt_html": "

Part A

The cleanup crew cleared most of the pondweed and duckweed from the marsh pond. Look at the food web.

Which population will most likely drop first?

", "prompt_plain": "Part A The cleanup crew cleared most of the pondweed and duckweed from the marsh pond. Look at the food web. Which population will most likely drop first?", "context_html": "", "options": [ { "id": "cA14", "text": "The green heron, because it sits atop the food web.", "plain": "The green heron, because it sits atop the food web.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The bluegill, because it eats the other pond animals.", "plain": "The bluegill, because it eats the other pond animals.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The green heron and bluegill, because they hunt most.", "plain": "The green heron and bluegill, because they hunt most.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The mayfly nymphs and snails, because they eat plants.", "plain": "The mayfly nymphs and snails, because they eat plants.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dcadf09b-63c7-429e-9376-580bd9e623db" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4, "passage_html": "

Marsh Pond Food Web

The food web for a marsh pond is shown. The arrows point from each living thing to what eats it. A cleanup crew has just cleared most of the pondweed and duckweed from the pond.

Figure 1

\"Marsh-pond

Feeding links in the web:

Pondweed and duckweed (plants) are eaten by mayfly nymphs and pond snails.

Mayfly nymphs and pond snails are eaten by bluegill (a fish).

Bluegill are eaten by the green heron (a wading bird).

", "passage_plain": "Marsh Pond Food Web The food web for a marsh pond is shown. The arrows point from each living thing to what eats it. A cleanup crew has just cleared most of the pondweed and duckweed from the pond. Figure 1 Feeding links in the web: Pondweed and duckweed (plants) are eaten by mayfly nymphs and pond snails. Mayfly nymphs and pond snails are eaten by bluegill (a fish). Bluegill are eaten by the green heron (a wading bird)." }, { "n": 15, "item_id": "_502b5447-5fbb-49ae-92c1-3732eaafbe62", "type": "choice", "title": "Marsh Pond Link Part B", "standards": [ "5-LS2-1" ], "prompt_html": "

Part B

In Part A you predicted which population would drop first after the plants were cleared. Look again at the food web.

Which link in the web is the best evidence for that prediction?

", "prompt_plain": "Part B In Part A you predicted which population would drop first after the plants were cleared. Look again at the food web. Which link in the web is the best evidence for that prediction?", "context_html": "", "options": [ { "id": "cA15", "text": "The green heron eats the bluegill in the pond.", "plain": "The green heron eats the bluegill in the pond.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "The mayfly nymphs and snails feed on pondweed and duckweed.", "plain": "The mayfly nymphs and snails feed on pondweed and duckweed.", "correct": true, "kind": "choice" }, { "id": "cC15", "text": "The bluegill eats the mayfly nymphs and the pond snails.", "plain": "The bluegill eats the mayfly nymphs and the pond snails.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The pond holds both pondweed and duckweed as plants.", "plain": "The pond holds both pondweed and duckweed as plants.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dcadf09b-63c7-429e-9376-580bd9e623db" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB15" ] }, "n_options": 4, "passage_html": "

Marsh Pond Food Web

The food web for a marsh pond is shown. The arrows point from each living thing to what eats it. A cleanup crew has just cleared most of the pondweed and duckweed from the pond.

Figure 1

\"Marsh-pond

Feeding links in the web:

Pondweed and duckweed (plants) are eaten by mayfly nymphs and pond snails.

Mayfly nymphs and pond snails are eaten by bluegill (a fish).

Bluegill are eaten by the green heron (a wading bird).

", "passage_plain": "Marsh Pond Food Web The food web for a marsh pond is shown. The arrows point from each living thing to what eats it. A cleanup crew has just cleared most of the pondweed and duckweed from the pond. Figure 1 Feeding links in the web: Pondweed and duckweed (plants) are eaten by mayfly nymphs and pond snails. Mayfly nymphs and pond snails are eaten by bluegill (a fish). Bluegill are eaten by the green heron (a wading bird)." }, { "n": 16, "item_id": "_ac6a42de-c2f6-42fa-8518-f0e6f6bebf13", "type": "choice", "title": "Balloon Car Push Test", "standards": [ "3-PS2-1" ], "prompt_html": "

Nadia rolls a balloon car across a smooth floor. In three trials she gives it a gentle, a medium, and a hard push and measures how far it rolls. Look at the Push Test table.

Push Test

TrialPush strengthDistance rolled
1gentle20 cm
2medium55 cm
3hard95 cm

Which statement does the table best support?

", "prompt_plain": "Nadia rolls a balloon car across a smooth floor. In three trials she gives it a gentle, a medium, and a hard push and measures how far it rolls. Look at the Push Test table. Push Test Trial Push strength Distance rolled 1 gentle 20 cm 2 medium 55 cm 3 hard 95 cm Which statement does the table best support?", "context_html": "", "options": [ { "id": "cA16", "text": "A bigger push did not change the rolling distance.", "plain": "A bigger push did not change the rolling distance.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "A gentle push made the car roll the farthest.", "plain": "A gentle push made the car roll the farthest.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "A harder push made the car roll a greater distance.", "plain": "A harder push made the car roll a greater distance.", "correct": true, "kind": "choice" }, { "id": "cD16", "text": "A harder push made the car roll a shorter distance.", "plain": "A harder push made the car roll a shorter distance.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC16" ] }, "n_options": 4 }, { "n": 17, "item_id": "_45995e09-9aac-43f3-b597-0b189d8512cc", "type": "choice", "title": "Bean Seed Color Pattern", "standards": [ "3-LS3-1" ], "prompt_html": "

A gardener saves seeds from bean plants. Both parent plants grew from dark seeds. The Seed Colors table shows the seed colors of their offspring plants.

Seed Colors

PlantSeed color
Parent 1dark
Parent 2dark
10 offspring plants8 dark, 2 speckled

The gardener plants more seeds from the same two dark-seeded parents. Which result is most likely?

", "prompt_plain": "A gardener saves seeds from bean plants. Both parent plants grew from dark seeds. The Seed Colors table shows the seed colors of their offspring plants. Seed Colors Plant Seed color Parent 1 dark Parent 2 dark 10 offspring plants 8 dark, 2 speckled The gardener plants more seeds from the same two dark-seeded parents. Which result is most likely ?", "context_html": "", "options": [ { "id": "cA17", "text": "Most will grow dark seeds, with a few that vary.", "plain": "Most will grow dark seeds, with a few that vary.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "They will grow seeds in a brand-new color instead.", "plain": "They will grow seeds in a brand-new color instead.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "They will grow seeds that look identical to each other.", "plain": "They will grow seeds that look identical to each other.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Most will grow pale seeds, unlike either parent plant.", "plain": "Most will grow pale seeds, unlike either parent plant.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA17" ] }, "n_options": 4 }, { "n": 18, "item_id": "_59992006-6d85-4eb4-9f13-99e51b7715f7", "type": "choice", "title": "Arctic Hare Coats", "standards": [ "3-LS4-2" ], "prompt_html": "

An arctic hare grows a grayish-brown coat in summer and a white coat in winter. In summer the tundra ground is brown; in winter it is covered with snow.

\"Two

Which explanation best tells how BOTH coats help the hare survive?

", "prompt_plain": "An arctic hare grows a grayish-brown coat in summer and a white coat in winter. In summer the tundra ground is brown; in winter it is covered with snow. Which explanation best tells how BOTH coats help the hare survive?", "context_html": "", "options": [ { "id": "cA18", "text": "Its white coat keeps the hare warmer out in the snow.", "plain": "Its white coat keeps the hare warmer out in the snow.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Bright coats help the hare’s mates find it more easily.", "plain": "Bright coats help the hare’s mates find it more easily.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "Changing color scares off the animals that hunt the hare.", "plain": "Changing color scares off the animals that hunt the hare.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Each coat matches the season’s ground, hiding it from predators.", "plain": "Each coat matches the season’s ground, hiding it from predators.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/slot18-arctic-hare.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD18" ] }, "n_options": 4 }, { "n": 19, "item_id": "_51d9b2ce-bfb9-4134-9d5b-0602f22a2812", "type": "inline-choice", "title": "Three-Day Weather Pattern", "standards": [ "3-ESS2-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A class recorded the weather for three days in the Three-Day Weather table.

Three-Day Weather

DayHigh temperatureRain
Saturday18 C0 mm
Sunday15 C12 mm
Monday10 C20 mm

Use the table to complete the sentence: Across the three days, the high temperature , and the amount of rain .

", "options": [ { "id": "c19b1o1", "text": "rose each day", "plain": "rose each day", "correct": false, "kind": "inline" }, { "id": "c19b1o2", "text": "fell each day", "plain": "fell each day", "correct": true, "kind": "inline" }, { "id": "c19b1o3", "text": "stayed the same", "plain": "stayed the same", "correct": false, "kind": "inline" }, { "id": "c19b2o1", "text": "increased each day", "plain": "increased each day", "correct": true, "kind": "inline" }, { "id": "c19b2o2", "text": "decreased each day", "plain": "decreased each day", "correct": false, "kind": "inline" }, { "id": "c19b2o3", "text": "stayed the same", "plain": "stayed the same", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c19b1o2" ], "RESPONSE2": [ "c19b2o1" ] }, "n_options": 6 }, { "n": 20, "item_id": "_73b10d24-6373-452e-a527-405a8998efa6", "type": "choice", "title": "Why Rigo Looks Dimmer", "standards": [ "5-ESS1-1" ], "prompt_html": "

The Star Data table lists how much light two stars give off and how far each is from Earth. Star Rigo gives off more light than Star Petra, yet Rigo looks dimmer in our night sky.

Star Data

StarLight given offDistance from Earth
Rigohigh600 light-years
Petralow25 light-years

Which statement best explains why Rigo looks dimmer from Earth?

", "prompt_plain": "The Star Data table lists how much light two stars give off and how far each is from Earth. Star Rigo gives off more light than Star Petra, yet Rigo looks dimmer in our night sky. Star Data Star Light given off Distance from Earth Rigo high 600 light-years Petra low 25 light-years Which statement best explains why Rigo looks dimmer from Earth?", "context_html": "", "options": [ { "id": "cA20", "text": "Rigo is much farther from Earth, so its light looks dimmer.", "plain": "Rigo is much farther from Earth, so its light looks dimmer.", "correct": true, "kind": "choice" }, { "id": "cB20", "text": "Rigo must give off less light than the table shows.", "plain": "Rigo must give off less light than the table shows.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "Rigo is a smaller star, so it looks much dimmer.", "plain": "Rigo is a smaller star, so it looks much dimmer.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "Rigo is an older star, so its light has faded out.", "plain": "Rigo is an older star, so its light has faded out.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA20" ] }, "n_options": 4 }, { "n": 21, "item_id": "_bfd732b9-d3fd-40cd-b5d5-c022843debc6", "type": "inline-choice", "title": "Shadows Through the Day", "standards": [ "5-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A straight pole stands on flat, open ground. A class marks the pole's shadow at three times on one sunny day: early morning, midday, and late afternoon. Figure 1 shows the three shadows.

\"A

Use Figure 1. Choose the answer that best completes each sentence.

From early morning to midday, the pole's shadow .

From morning to afternoon, the shadow swings to the of the pole.

", "options": [ { "id": "c21b1o1", "text": "gets shorter", "plain": "gets shorter", "correct": true, "kind": "inline" }, { "id": "c21b1o2", "text": "gets longer", "plain": "gets longer", "correct": false, "kind": "inline" }, { "id": "c21b1o3", "text": "stays the same", "plain": "stays the same", "correct": false, "kind": "inline" }, { "id": "c21b2o1", "text": "opposite side", "plain": "opposite side", "correct": true, "kind": "inline" }, { "id": "c21b2o2", "text": "same side", "plain": "same side", "correct": false, "kind": "inline" }, { "id": "c21b2o3", "text": "top", "plain": "top", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/G5.36_slot21_pole_shadows_day.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "c21b1o1" ], "RESPONSE2": [ "c21b2o1" ] }, "n_options": 6 }, { "n": 22, "item_id": "_4af021df-b073-4e5d-bc37-462173ba9022", "type": "choice", "title": "Star Group Three Months Apart", "standards": [ "5-ESS1-2" ], "prompt_html": "

A student watches the same bright star group, which the class calls the Kite, at midnight. Figure 1 shows the Kite's place above the southern horizon on three dates, three months apart. Each time, the Kite is in a different part of the sky.

\"The

Which statement best explains why the Kite is in a different part of the midnight sky three months later?

", "prompt_plain": "A student watches the same bright star group, which the class calls the Kite, at midnight. Figure 1 shows the Kite's place above the southern horizon on three dates, three months apart. Each time, the Kite is in a different part of the sky. Which statement best explains why the Kite is in a different part of the midnight sky three months later?", "context_html": "", "options": [ { "id": "cA1", "text": "The star group slowly drifts across space on its own, so it reaches a new spot every few months.", "plain": "The star group slowly drifts across space on its own, so it reaches a new spot every few months.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Earth has moved along its year-long path around the Sun, so midnight faces a new direction in space.", "plain": "Earth has moved along its year-long path around the Sun, so midnight faces a new direction in space.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The star group grows brighter in some months, which makes it appear to shift to a new place.", "plain": "The star group grows brighter in some months, which makes it appear to shift to a new place.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Earth spins faster in some months, so the same stars end up over a different part of the ground.", "plain": "Earth spins faster in some months, so the same stars end up over a different part of the ground.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/G5.36_slot22_kite_three_midnights.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 23, "item_id": "_34b99d78-adff-405a-a3a4-b8ba3340450b", "type": "choice", "title": "Waves Against the Cliff", "standards": [ "5-ESS2-1" ], "prompt_html": "

Figure 1 shows a tall rock cliff at the edge of the ocean. Day after day, ocean waves wash against the bottom of the cliff and slowly wear the rock back.

\"A

Which pair of Earth's systems is interacting in this scene?

", "prompt_plain": "Figure 1 shows a tall rock cliff at the edge of the ocean. Day after day, ocean waves wash against the bottom of the cliff and slowly wear the rock back. Which pair of Earth's systems is interacting in this scene?", "context_html": "", "options": [ { "id": "cA1", "text": "The atmosphere (Earth's air) and the geosphere (Earth's rock and land).", "plain": "The atmosphere (Earth's air) and the geosphere (Earth's rock and land).", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The hydrosphere (Earth's water) and the biosphere (Earth's living things).", "plain": "The hydrosphere (Earth's water) and the biosphere (Earth's living things).", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The atmosphere (Earth's air) and the hydrosphere (Earth's water).", "plain": "The atmosphere (Earth's air) and the hydrosphere (Earth's water).", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The hydrosphere (Earth's water) and the geosphere (Earth's rock and land).", "plain": "The hydrosphere (Earth's water) and the geosphere (Earth's rock and land).", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/slot23-coastal-cliff.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_b46382da-d625-426e-938d-07d12e02d8b7", "type": "choice", "title": "One Hundred Cups of Water", "standards": [ "5-ESS2-2" ], "prompt_html": "

A class builds a model of all of Earth's water using 100 small cups. Figure 1 shows the model. Each cup stands for one part out of 100 of Earth's water. The cups are shaded to show salt water, fresh water frozen in ice, and liquid fresh water (in the ground and in lakes and rivers).

\"A

Which TWO statements does the 100-cup model best support? Choose the TWO best answers.

", "prompt_plain": "A class builds a model of all of Earth's water using 100 small cups. Figure 1 shows the model. Each cup stands for one part out of 100 of Earth's water. The cups are shaded to show salt water, fresh water frozen in ice, and liquid fresh water (in the ground and in lakes and rivers). Which TWO statements does the 100-cup model best support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Almost all of the cups stand for salt water in the ocean.", "plain": "Almost all of the cups stand for salt water in the ocean.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "About half of the cups stand for fresh water people can drink.", "plain": "About half of the cups stand for fresh water people can drink.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Of the few fresh-water cups, most stand for water frozen in ice.", "plain": "Of the few fresh-water cups, most stand for water frozen in ice.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Most of the fresh-water cups stand for water in lakes and rivers.", "plain": "Most of the fresh-water cups stand for water in lakes and rivers.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Every cup in the model stands for water people can use each day.", "plain": "Every cup in the model stands for water people can use each day.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/G5.36_slot24_hundred_cup_model.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 25, "item_id": "_2142a2ac-8ed9-4636-9465-eef9e0117bd0", "type": "hottext", "title": "Recycling Week Newsletter", "standards": [ "5-ESS3-1" ], "prompt_html": "

A school sends home a Recycling Week newsletter. Read the newsletter below.

Click the three sentences that describe actions that reduce how much the school takes from Earth’s resources.

", "prompt_plain": "A school sends home a Recycling Week newsletter. Read the newsletter below. Click the three sentences that describe actions that reduce how much the school takes from Earth’s resources.", "context_html": "", "options": [ { "id": "h1", "text": "This week we’ll each bring a cloth lunch bag to pack our food in.", "plain": "This week we’ll each bring a cloth lunch bag to pack our food in.", "correct": true, "kind": "hottext" }, { "id": "h2", "text": "Our class will set up bins to collect used paper for the recycling truck.", "plain": "Our class will set up bins to collect used paper for the recycling truck.", "correct": true, "kind": "hottext" }, { "id": "h3", "text": "We will switch off the classroom lights whenever we leave the room.", "plain": "We will switch off the classroom lights whenever we leave the room.", "correct": true, "kind": "hottext" }, { "id": "h4", "text": "On Friday the whole school will wear green shirts to help the planet.", "plain": "On Friday the whole school will wear green shirts to help the planet.", "correct": false, "kind": "hottext" }, { "id": "h5", "text": "The art club will hang new posters that remind everyone to save Earth’s resources.", "plain": "The art club will hang new posters that remind everyone to save Earth’s resources.", "correct": false, "kind": "hottext" }, { "id": "h6", "text": "Everyone should remember that Recycling Week ends next Friday afternoon.", "plain": "Everyone should remember that Recycling Week ends next Friday afternoon.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "h1", "h2", "h3" ] }, "n_options": 6 }, { "n": 26, "item_id": "_3d8393c1-05f1-4e11-95e3-592979aa673f", "type": "portable-custom", "title": "Marsh Birds by Decade", "standards": [ "5-ESS3-1" ], "prompt_html": "

Marsh Birds by Decade

A town protected a marsh so more wading birds could nest. Volunteers counted the nesting birds once each decade. Table 1 shows the counts. The last count is given as a clue you must work out.

Table 1. Nesting Birds Counted Each Decade

DecadeNesting birds counted
1980s40
1990s60
2000s80
2010s20 more than the 2000s

 

Work out the missing 2010s count, then use the grid to build a bar graph. Make each bar's height match that decade's bird count.

", "prompt_plain": "Marsh Birds by Decade A town protected a marsh so more wading birds could nest. Volunteers counted the nesting birds once each decade. Table 1 shows the counts. The last count is given as a clue you must work out. Table 1. Nesting Birds Counted Each Decade Decade Nesting birds counted 1980s 40 1990s 60 2000s 80 2010s 20 more than the 2000s Work out the missing 2010s count, then use the grid to build a bar graph. Make each bar's height match that decade's bird count.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"1980s\",\"y\":40},{\"x\":\"1990s\",\"y\":60},{\"x\":\"2000s\",\"y\":80},{\"x\":\"2010s\",\"y\":100}]" ] }, "n_options": 0 }, { "n": 27, "item_id": "_996e7b78-128f-47d3-a93c-228206efa052", "type": "choice", "title": "Two Coast Towns", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at Table 1 in the Two Coast Towns card.

Moving ocean water can wear sand away from one place (erosion) and drop it at another (deposition).

Which TWO data points best show how moving water reshaped each town's beach over the year? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1 in the Two Coast Towns card. Moving ocean water can wear sand away from one place (erosion) and drop it at another (deposition). Which TWO data points best show how moving water reshaped each town's beach over the year? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Harbor Cove's beach width dropped from 30 m to 18 m.", "plain": "Harbor Cove's beach width dropped from 30 m to 18 m.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Both towns lie along the same 5 km of ocean coast.", "plain": "Both towns lie along the same 5 km of ocean coast.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Gull Point's beach width rose from 22 m to 34 m.", "plain": "Gull Point's beach width rose from 22 m to 34 m.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Each beach was measured just 2 times, one year apart.", "plain": "Each beach was measured just 2 times, one year apart.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Gull Point's wooden pier stands about 12 m long nearby.", "plain": "Gull Point's wooden pier stands about 12 m long nearby.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cb3bf271-b4cc-4b13-a080-ee9d5a1149de" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Two Coast Towns

Harbor Cove and Gull Point sit on the same ocean coast. A class measures how wide the sandy beach is at each town. They measure the beach once last year and again this year. Table 1 shows the beach widths. The class also takes a beach photo at each town both years. Figure 1 shows the four photos. The moving ocean water carries sand along the coast all year.

Table 1. Beach Width at Each Town

TownBeach width last yearBeach width this year
Harbor Cove30 m18 m
Gull Point22 m34 m

\"Four

", "passage_plain": "Two Coast Towns Harbor Cove and Gull Point sit on the same ocean coast. A class measures how wide the sandy beach is at each town. They measure the beach once last year and again this year. Table 1 shows the beach widths. The class also takes a beach photo at each town both years. Figure 1 shows the four photos. The moving ocean water carries sand along the coast all year. Table 1. Beach Width at Each Town Town Beach width last year Beach width this year Harbor Cove 30 m 18 m Gull Point 22 m 34 m" }, { "n": 28, "item_id": "_66b5e822-7ae2-4197-aa66-8d1d0dd67e25", "type": "choice", "title": "Beach Photos Claim", "standards": [ "4-ESS2-1" ], "prompt_html": "

Look at the four beach photos in Figure 1 of the Two Coast Towns card. Two students look at how each beach changed in one year.

Yara says moving water carried sand from one town to the other. Theo says the ocean simply added new sand to both towns.

Which claim do the year-apart photos best support?

", "prompt_plain": "Look at the four beach photos in Figure 1 of the Two Coast Towns card. Two students look at how each beach changed in one year. Yara says moving water carried sand from one town to the other. Theo says the ocean simply added new sand to both towns. Which claim do the year-apart photos best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Moving water wore sand away at Harbor Cove and dropped it along Gull Point's beach.", "plain": "Moving water wore sand away at Harbor Cove and dropped it along Gull Point's beach.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "New sand was added to both towns, so both beaches grew wider.", "plain": "New sand was added to both towns, so both beaches grew wider.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Harbor Cove's beach grew wider while Gull Point's beach wore away.", "plain": "Harbor Cove's beach grew wider while Gull Point's beach wore away.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Wind blew the missing sand far out to sea, and none of it reached Gull Point.", "plain": "Wind blew the missing sand far out to sea, and none of it reached Gull Point.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cb3bf271-b4cc-4b13-a080-ee9d5a1149de" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Two Coast Towns

Harbor Cove and Gull Point sit on the same ocean coast. A class measures how wide the sandy beach is at each town. They measure the beach once last year and again this year. Table 1 shows the beach widths. The class also takes a beach photo at each town both years. Figure 1 shows the four photos. The moving ocean water carries sand along the coast all year.

Table 1. Beach Width at Each Town

TownBeach width last yearBeach width this year
Harbor Cove30 m18 m
Gull Point22 m34 m

\"Four

", "passage_plain": "Two Coast Towns Harbor Cove and Gull Point sit on the same ocean coast. A class measures how wide the sandy beach is at each town. They measure the beach once last year and again this year. Table 1 shows the beach widths. The class also takes a beach photo at each town both years. Figure 1 shows the four photos. The moving ocean water carries sand along the coast all year. Table 1. Beach Width at Each Town Town Beach width last year Beach width this year Harbor Cove 30 m 18 m Gull Point 22 m 34 m" }, { "n": 29, "item_id": "_22b37139-1f0a-4b1a-9c28-22e3fcded965", "type": "gap-match", "title": "A Brighter Bulb", "standards": [ "4-PS3-2" ], "prompt_html": "

Figure 1 shows a test circuit: a cell (battery) joined by wire to a small bulb. The bulb lights when the circuit is closed.

\"A

 

Drag one change into each box to show its effect on how brightly the bulb shines. Two changes will not be used.

", "prompt_plain": "Figure 1 shows a test circuit: a cell (battery) joined by wire to a small bulb. The bulb lights when the circuit is closed. Drag one change into each box to show its effect on how brightly the bulb shines. Two changes will not be used.", "context_html": "", "options": [ { "id": "tile-0", "text": "Turn the cell around to face the other way", "plain": "Turn the cell around to face the other way", "correct": false, "kind": "gap-token" }, { "id": "tile-1", "text": "Add a second cell in a line with the first cell", "plain": "Add a second cell in a line with the first cell", "correct": false, "kind": "gap-token" }, { "id": "tile-2", "text": "Slide the bulb to a different place in the loop", "plain": "Slide the bulb to a different place in the loop", "correct": false, "kind": "gap-token" }, { "id": "tile-3", "text": "Replace the wire with a much longer, thinner wire", "plain": "Replace the wire with a much longer, thinner wire", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/G5.36_slot29_test_circuit.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-1 gap-brighter", "tile-3 gap-dimmer" ] }, "n_options": 4 }, { "n": 30, "item_id": "_4e2d56c7-34eb-4d85-a69c-898f58bc8c84", "type": "choice", "title": "Wagons on the Hill", "standards": [ "4-PS3-1" ], "prompt_html": "

Figure 1 shows the same kind of wagon stopped at two places on a hill. One wagon sits higher up the hill, and one sits lower down.

\"Two

Which wagon has the most stored energy because of its position?

", "prompt_plain": "Figure 1 shows the same kind of wagon stopped at two places on a hill. One wagon sits higher up the hill, and one sits lower down. Which wagon has the most stored energy because of its position?", "context_html": "", "options": [ { "id": "cA1", "text": "The lower wagon, because energy collects near the bottom of the hill.", "plain": "The lower wagon, because energy collects near the bottom of the hill.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both wagons have the same stored energy because they are the same size.", "plain": "Both wagons have the same stored energy because they are the same size.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The higher wagon, because it is raised higher above the ground.", "plain": "The higher wagon, because it is raised higher above the ground.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Neither wagon has stored energy until it starts to roll downhill.", "plain": "Neither wagon has stored energy until it starts to roll downhill.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/G5.36_slot30_wagons_on_hill.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_5eabfa82-17a6-455d-bd8c-2222ad0fe48c", "type": "gap-match", "title": "Two Rope Waves", "standards": [ "4-PS4-1" ], "prompt_html": "

Figure 1 shows two snapshots of waves made on a shaking rope. Both ropes are drawn on the same size grid. Wave 1 and Wave 2 have different crest heights and different spacing.

\"Two

 

Use Figure 1. Drag the correct wave tile into each empty box in Table 1 so each description matches the wave it fits. You may use a wave tile more than once.

", "prompt_plain": "Figure 1 shows two snapshots of waves made on a shaking rope. Both ropes are drawn on the same size grid. Wave 1 and Wave 2 have different crest heights and different spacing. Use Figure 1. Drag the correct wave tile into each empty box in Table 1 so each description matches the wave it fits. You may use a wave tile more than once.", "context_html": "", "options": [ { "id": "w2", "text": "Wave 2", "plain": "Wave 2", "correct": false, "kind": "gap-token" }, { "id": "w1", "text": "Wave 1", "plain": "Wave 1", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/slot31-two-waves.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "w1 g1", "w1 g2", "w2 g3", "w2 g4" ] }, "n_options": 2 }, { "n": 32, "item_id": "_0911bba4-94a4-4acd-b853-2efd1b018654", "type": "choice", "title": "Garden Plant Structures", "standards": [ "4-LS1-1" ], "prompt_html": "

Figure 1 shows two garden plants, a bean plant and a rose bush. Each plant is labeled with its structures. Different parts of a plant do different jobs.

\"A

Choose the TWO structures whose job is to take in what the plant needs to live. Choose the TWO best answers.

", "prompt_plain": "Figure 1 shows two garden plants, a bean plant and a rose bush. Each plant is labeled with its structures. Different parts of a plant do different jobs. Choose the TWO structures whose job is to take in what the plant needs to live. Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA32", "text": "The roots, which take in water from the soil", "plain": "The roots, which take in water from the soil", "correct": true, "kind": "choice" }, { "id": "cB32", "text": "The broad leaves, which catch sunlight", "plain": "The broad leaves, which catch sunlight", "correct": true, "kind": "choice" }, { "id": "cC32", "text": "The sharp thorns, which keep animals from eating the plant", "plain": "The sharp thorns, which keep animals from eating the plant", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "The bright flower petals, which draw in insects", "plain": "The bright flower petals, which draw in insects", "correct": false, "kind": "choice" }, { "id": "cE32", "text": "The woody stem, which holds the plant upright", "plain": "The woody stem, which holds the plant upright", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g5-36/images/slot32-plant-structures.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA32", "cB32" ] }, "n_options": 5 }, { "n": 33, "item_id": "_d768844c-15fc-4490-a6b5-d827c5a43c56", "type": "match", "title": "Culvert Project Statements", "standards": [ "3-5-ETS1-1" ], "prompt_html": "

Creek Culvert Project

Look at the three statements about the project.

 

Match each statement to the kind of design idea it is: a criterion (what the culvert must do), a constraint (a limit on the project), or a tradeoff (gaining one thing by giving up another).

", "prompt_plain": "Creek Culvert Project Look at the three statements about the project. Match each statement to the kind of design idea it is: a criterion (what the culvert must do), a constraint (a limit on the project), or a tradeoff (gaining one thing by giving up another).", "context_html": "", "options": [ { "id": "s3", "text": "A wider culvert moves more water but is harder to fit under the road.", "plain": "A wider culvert moves more water but is harder to fit under the road.", "correct": false, "kind": "match-token" }, { "id": "s1", "text": "The new culvert must carry the creek's full flow during a heavy storm.", "plain": "The new culvert must carry the creek's full flow during a heavy storm.", "correct": false, "kind": "match-token" }, { "id": "s2", "text": "The town can spend no more than $20,000 on the project.", "plain": "The town can spend no more than $20,000 on the project.", "correct": false, "kind": "match-token" }, { "id": "t_crit", "text": "Criterion", "plain": "Criterion", "correct": false, "kind": "match-token" }, { "id": "t_con", "text": "Constraint", "plain": "Constraint", "correct": false, "kind": "match-token" }, { "id": "t_trade", "text": "Tradeoff", "plain": "Tradeoff", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [ "_fc5fdee5-323a-44d4-b669-719146e207e6" ], "key_letters": "", "key_values": { "RESPONSE": [ "s1 t_crit", "s2 t_con", "s3 t_trade" ] }, "n_options": 6, "passage_html": "

Creek Culvert Project

An old culvert (a pipe that carries a creek under a road) is too small and the road floods in storms. A town is choosing a new culvert. The town wrote down three statements about the project, compared three culvert designs, and ran a model test.

Table 1. Three Culvert Designs

DesignWater moved in a stormCostYears it lasts
Box culvertMost of the three$26,00050
Round pipeEnough for a heavy storm$18,00040
Arch culvertToo little for a heavy storm$15,00045

Table 2. Model Culvert Retest

Model testPipe widthRoad slopeResult
First test10 cm pipegentle slopewater overflowed
Retest15 cm pipesteep slopeno overflow

Between the two tests the team changed BOTH the pipe width AND the road slope, so they cannot tell which change stopped the overflow.

", "passage_plain": "Creek Culvert Project An old culvert (a pipe that carries a creek under a road) is too small and the road floods in storms. A town is choosing a new culvert. The town wrote down three statements about the project, compared three culvert designs, and ran a model test. Table 1. Three Culvert Designs Design Water moved in a storm Cost Years it lasts Box culvert Most of the three $26,000 50 Round pipe Enough for a heavy storm $18,000 40 Arch culvert Too little for a heavy storm $15,000 45 Table 2. Model Culvert Retest Model test Pipe width Road slope Result First test 10 cm pipe gentle slope water overflowed Retest 15 cm pipe steep slope no overflow Between the two tests the team changed BOTH the pipe width AND the road slope, so they cannot tell which change stopped the overflow." }, { "n": 34, "item_id": "_bd99feb6-a7d4-4773-ab5a-a05dff80e12b", "type": "choice", "title": "Best Culvert Design", "standards": [ "3-5-ETS1-2" ], "prompt_html": "

Look at the storm-flow need and the $20,000 budget, then look at Table 1.

Which culvert design best meets both the storm-flow need and the budget?

", "prompt_plain": "Look at the storm-flow need and the $20,000 budget, then look at Table 1. Which culvert design best meets both the storm-flow need and the budget?", "context_html": "", "options": [ { "id": "cA34", "text": "The box culvert, because it moves the most water and lasts the longest", "plain": "The box culvert, because it moves the most water and lasts the longest", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "The round pipe, because it carries a heavy storm and stays in budget", "plain": "The round pipe, because it carries a heavy storm and stays in budget", "correct": true, "kind": "choice" }, { "id": "cC34", "text": "The arch culvert, because it costs the least and installs most easily", "plain": "The arch culvert, because it costs the least and installs most easily", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "The box culvert, because it handles big storms and lasts the longest", "plain": "The box culvert, because it handles big storms and lasts the longest", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fc5fdee5-323a-44d4-b669-719146e207e6" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB34" ] }, "n_options": 4, "passage_html": "

Creek Culvert Project

An old culvert (a pipe that carries a creek under a road) is too small and the road floods in storms. A town is choosing a new culvert. The town wrote down three statements about the project, compared three culvert designs, and ran a model test.

Table 1. Three Culvert Designs

DesignWater moved in a stormCostYears it lasts
Box culvertMost of the three$26,00050
Round pipeEnough for a heavy storm$18,00040
Arch culvertToo little for a heavy storm$15,00045

Table 2. Model Culvert Retest

Model testPipe widthRoad slopeResult
First test10 cm pipegentle slopewater overflowed
Retest15 cm pipesteep slopeno overflow

Between the two tests the team changed BOTH the pipe width AND the road slope, so they cannot tell which change stopped the overflow.

", "passage_plain": "Creek Culvert Project An old culvert (a pipe that carries a creek under a road) is too small and the road floods in storms. A town is choosing a new culvert. The town wrote down three statements about the project, compared three culvert designs, and ran a model test. Table 1. Three Culvert Designs Design Water moved in a storm Cost Years it lasts Box culvert Most of the three $26,000 50 Round pipe Enough for a heavy storm $18,000 40 Arch culvert Too little for a heavy storm $15,000 45 Table 2. Model Culvert Retest Model test Pipe width Road slope Result First test 10 cm pipe gentle slope water overflowed Retest 15 cm pipe steep slope no overflow Between the two tests the team changed BOTH the pipe width AND the road slope, so they cannot tell which change stopped the overflow." }, { "n": 35, "item_id": "_b857f276-68dc-4fef-9a88-0006ad588d12", "type": "choice", "title": "Culvert Model Retest", "standards": [ "3-5-ETS1-3" ], "prompt_html": "

Look at Table 2. Between the two tests the team changed the pipe width and the road slope at the same time.

What should the team do next to find out which change stopped the overflow?

", "prompt_plain": "Look at Table 2. Between the two tests the team changed the pipe width and the road slope at the same time. What should the team do next to find out which change stopped the overflow?", "context_html": "", "options": [ { "id": "cA35", "text": "Test again with both the wider pipe and the steeper slope", "plain": "Test again with both the wider pipe and the steeper slope", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "Change the pipe material and the slope at the same time", "plain": "Change the pipe material and the slope at the same time", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "Change only the pipe width and keep the slope the same", "plain": "Change only the pipe width and keep the slope the same", "correct": true, "kind": "choice" }, { "id": "cD35", "text": "Change only the pipe width, but also test on a new creek model", "plain": "Change only the pipe width, but also test on a new creek model", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fc5fdee5-323a-44d4-b669-719146e207e6" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC35" ] }, "n_options": 4, "passage_html": "

Creek Culvert Project

An old culvert (a pipe that carries a creek under a road) is too small and the road floods in storms. A town is choosing a new culvert. The town wrote down three statements about the project, compared three culvert designs, and ran a model test.

Table 1. Three Culvert Designs

DesignWater moved in a stormCostYears it lasts
Box culvertMost of the three$26,00050
Round pipeEnough for a heavy storm$18,00040
Arch culvertToo little for a heavy storm$15,00045

Table 2. Model Culvert Retest

Model testPipe widthRoad slopeResult
First test10 cm pipegentle slopewater overflowed
Retest15 cm pipesteep slopeno overflow

Between the two tests the team changed BOTH the pipe width AND the road slope, so they cannot tell which change stopped the overflow.

", "passage_plain": "Creek Culvert Project An old culvert (a pipe that carries a creek under a road) is too small and the road floods in storms. A town is choosing a new culvert. The town wrote down three statements about the project, compared three culvert designs, and ran a model test. Table 1. Three Culvert Designs Design Water moved in a storm Cost Years it lasts Box culvert Most of the three $26,000 50 Round pipe Enough for a heavy storm $18,000 40 Arch culvert Too little for a heavy storm $15,000 45 Table 2. Model Culvert Retest Model test Pipe width Road slope Result First test 10 cm pipe gentle slope water overflowed Retest 15 cm pipe steep slope no overflow Between the two tests the team changed BOTH the pipe width AND the road slope, so they cannot tell which change stopped the overflow." }, { "n": 36, "item_id": "_080a48db-e5e6-41b4-8725-a1c8861e7058", "type": "text-entry", "title": "Model Bridge Load", "standards": [ "3-5-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A team built a model bridge. Table 1 shows how many blocks the bridge must hold and how many it held in a test.

Table 1. Model Bridge Load Test

Load factNumber of blocks
Must hold at least50
Held in the test before it bent38

How many more blocks must the bridge hold to meet the requirement?

Give your answer as a whole number (e.g., 7).

Number of blocks:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "12" ] }, "n_options": 0 } ] }, { "form": "G6.21", "grade": "G6", "title": "Alpha Standardized Science G6.21", "test_id": "_test-70518edf-cde3-40f7-97bb-12b91688a1ad", "n_items": 40, "n_stimuli": 9, "stimuli": { "_c0657569-4fd5-4634-ba04-b2c8ea60366f": { "title": "Cedar Hollow Footbridge Project", "html": "

Cedar Hollow Footbridge Project

The town of Cedar Hollow needs footbridges over Miller Creek at two crossings: one near the school and one near the park. The town can spend up to $60,000 in total. Design 1 costs $28,000 per bridge, Design 2 costs $52,000, and Design 3 costs $26,000. An engineering club compared the three truss designs using a decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights. A weighted score equals the score times the weight. Example: Design 1's weighted total = (3 × 3) + (4 × 2) + (5 × 1) = 22. The club also built a small model of each design and slowly added load until one part failed (Table 2). Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Design 1Design 2Design 3
Strength (×3)354
Cost (×2)425
Assembly time (×1)534

Table 2. Model Load Tests

DesignJoint styleLoad at first failureFirst part to fail
1Glued plates34 kgDeck planks bent
2Bolted plates78 kgOne truss rod bent
3Glued plates52 kgJoint plates slipped apart

Figure 1. The Three Truss Designs

\"Side

" }, "_46a48da2-4ff3-4060-aaaf-ffc26d4aa0a2": { "title": "Shore Breeze Tank Model", "html": "

Shore Breeze Tank Model

Jonas’s class models a shoreline inside a large clear tank. A tray of damp sand sits at one end of the tank. A shallow pan of water, dyed blue so its surface is easy to see, sits level with the tray at the other end. One thermometer stands in the sand, and another stands in the water. A lamp on an arm points down at the tank from above its middle. The class runs two phases. In the ‘daytime’ phase, the lamp shines on the tank for 30 minutes. In the ‘nighttime’ phase, the lamp is switched off for 30 minutes. Near the end of each phase, a student releases a thin stream of smoke just above the middle of the tank and records which way the smoke drifts along the surface. Figure 1 shows the setup during the ‘nighttime’ phase. Table 1 shows the class’s readings and observations.

Figure 1. The Tank in the ‘Nighttime’ Phase

\"A

Table 1. Tank Readings and Smoke Observations

PhaseSand temperature (°C)Water temperature (°C)Direction the surface smoke drifted
End of ‘daytime’ (lamp on 30 min)3926From over the water toward the sand
End of ‘nighttime’ (lamp off 30 min)2225From over the sand toward the water
" }, "_196d284f-47cb-4d19-bb2d-21fab2762e95": { "title": "Quench Bucket Trials", "html": "

Quench Bucket Trials

At a blacksmith's shop, hot steel pieces are cooled by lowering them into buckets of water. This is called quenching. Tessa helps the blacksmith test how the mass of the steel affects the water. The blacksmith heats each steel piece in the same forge to 300 °C. Tessa lowers each piece into its own bucket. Each bucket holds 2.0 liters of water at 20 °C. She measures the water temperature after five minutes. Table 1 shows the plan for both trials and the result of Trial 1.

Figure 1. The Quench Buckets

\"A

Table 1. Quench Trial Data

TrialMass of steel pieceSteel temperature at startWater in bucketWater temperature at startWater temperature after 5 minutes
1200 g300 °C2.0 L20 °C26 °C
2600 g300 °C2.0 L20 °Cnot yet measured
" }, "_6e8c2f43-6d71-4270-a6b6-e009833f62ef": { "title": "Fogging Bottles at the Bakery", "html": "

Fogging Bottles at the Bakery

Amara keeps her delivery van refrigerated at 4°C. She carries sealed glass bottles of cold juice from the van into a warm bakery kitchen at 28°C. Within two minutes, tiny water droplets cover the outside of every bottle. Amara records three observations. First, the bottles were dry while they were inside the cold van. Second, droplets form on the glass and on the sealed metal caps. Third, the amount of juice inside each bottle does not change. Figure 1 shows the bottles in the bakery.

Figure 1. Bottles in the Bakery

\"Sealed

" }, "_b70574ab-14fd-4974-843d-e6454659abb9": { "title": "Marfa Star Party Log", "html": "

Marfa Star Party Log

An astronomy club in Marfa, Texas, meets one night each month for a star party in the high desert. Members write what they see in a shared log.

Figure 1 shows the Sun, Earth, and the Moon's orbit around Earth. Three positions along the orbit are labeled A, B, and C.

Figure 1. Sun, Earth, and Moon's Orbit

\"The

(Not drawn to scale)

Log entries:

March 3 - The Moon rose full and bright. Near midnight it slowly dimmed and turned a faint coppery color for about an hour. Then it brightened again.

March 10 - Cloudy. No observations.

March 18 - Clear and dark. The Milky Way stretched overhead. We sketched star clusters until midnight.

" }, "_dfd155cb-6b5c-4338-9955-de6f05a128cd": { "title": "Station 12 Weather Log", "html": "

Station 12 Weather Log

Station 12 is an automatic weather station near Springfield, Missouri. Its instruments record the weather at noon each day. A barometer measures air pressure. An anemometer measures wind speed. The station also records the air temperature, the relative humidity, and the sky conditions. Table 1 shows the readings from the past three days.

Table 1. Noon Readings at Station 12

DayAir temperature (°C)Barometer: air pressure (in. Hg)Anemometer: wind speed (km/h)Relative humidity (%)Sky
Day 12030.18848Clear
Day 22130.021463Scattered clouds
Day 32129.852282Thickening clouds
" }, "_20a32123-fb47-4d69-a3c1-5b195e46981f": { "title": "Pond Water Under the Microscope", "html": "

Pond Water Under the Microscope

Diego prepares a wet-mount slide of pond water that includes a small piece of an elodea leaf. Under the microscope at 400×, he sees one paramecium swimming beside the leaf. The paramecium glides through the water, turns away when it bumps the leaf, and sweeps tiny food bits into a groove on its side. The elodea leaf is made of many small, box-shaped cells arranged in rows. Figure 1 shows what Diego sees.

Figure 1. Diego’s Microscope View

\"Microscope

" }, "_469aabf0-e79a-4a96-8a72-8a94b5283f2e": { "title": "Testing Air for Mass", "html": "

Testing Air for Mass

Umar's science club is debating a claim: air is matter made of particles far too small to see, so pumping more air into a ball should increase the ball's mass. The club has a basketball, a hand pump with an inflation needle, and an electronic balance that reads to 1 gram. Figure 1 shows the equipment. The club must design a procedure to test the claim.

Figure 1. The Club’s Equipment

\"A

" }, "_5519b1e1-bed0-4b2d-b97b-654621509173": { "title": "Bitterroot Preserve Wildlife Study", "html": "

Bitterroot Preserve Wildlife Study

Biologists have studied the Bitterroot preserve, a mountain wildlife preserve, since 2005. Each year they count the preserve's elk and cougars. They also record a food index: the percentage of survey plots with plenty of the berry shrubs and grasses that plant-eaters feed on. Figure 1 shows the yearly counts and the food index. Figure 2 shows a food web for the preserve.

Figure 1. Yearly Counts and Food Index

\"Three

Figure 2. Preserve Food Web

\"A

" } }, "questions": [ { "n": 1, "item_id": "_150e4c4c-fb37-4554-9e76-c84dbdb137a9", "type": "choice", "title": "Cedar Hollow — Matrix Statements", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Look at Table 1. Choose the TWO statements that are supported by the decision matrix.

", "prompt_plain": "Look at Table 1. Choose the TWO statements that are supported by the decision matrix.", "context_html": "", "options": [ { "id": "cA1", "text": "Design 1 has a higher weighted total than Design 2.", "plain": "Design 1 has a higher weighted total than Design 2.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Design 1 and Design 2 have the same weighted total.", "plain": "Design 1 and Design 2 have the same weighted total.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Design 2 has the highest weighted total of the three designs.", "plain": "Design 2 has the highest weighted total of the three designs.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Design 2 earned a higher strength score than Design 3.", "plain": "Design 2 earned a higher strength score than Design 3.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Design 2 earned the highest cost score of the three designs.", "plain": "Design 2 earned the highest cost score of the three designs.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0657569-4fd5-4634-ba04-b2c8ea60366f" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Cedar Hollow Footbridge Project

The town of Cedar Hollow needs footbridges over Miller Creek at two crossings: one near the school and one near the park. The town can spend up to $60,000 in total. Design 1 costs $28,000 per bridge, Design 2 costs $52,000, and Design 3 costs $26,000. An engineering club compared the three truss designs using a decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights. A weighted score equals the score times the weight. Example: Design 1's weighted total = (3 × 3) + (4 × 2) + (5 × 1) = 22. The club also built a small model of each design and slowly added load until one part failed (Table 2). Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Design 1Design 2Design 3
Strength (×3)354
Cost (×2)425
Assembly time (×1)534

Table 2. Model Load Tests

DesignJoint styleLoad at first failureFirst part to fail
1Glued plates34 kgDeck planks bent
2Bolted plates78 kgOne truss rod bent
3Glued plates52 kgJoint plates slipped apart

Figure 1. The Three Truss Designs

\"Side

", "passage_plain": "Cedar Hollow Footbridge Project The town of Cedar Hollow needs footbridges over Miller Creek at two crossings: one near the school and one near the park. The town can spend up to $60,000 in total. Design 1 costs $28,000 per bridge, Design 2 costs $52,000, and Design 3 costs $26,000. An engineering club compared the three truss designs using a decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights. A weighted score equals the score times the weight. Example: Design 1's weighted total = (3 × 3) + (4 × 2) + (5 × 1) = 22. The club also built a small model of each design and slowly added load until one part failed (Table 2). Figure 1 shows the three designs. Table 1. Decision Matrix Criterion (weight) Design 1 Design 2 Design 3 Strength (×3) 3 5 4 Cost (×2) 4 2 5 Assembly time (×1) 5 3 4 Table 2. Model Load Tests Design Joint style Load at first failure First part to fail 1 Glued plates 34 kg Deck planks bent 2 Bolted plates 78 kg One truss rod bent 3 Glued plates 52 kg Joint plates slipped apart Figure 1. The Three Truss Designs" }, { "n": 2, "item_id": "_0ed67317-01b5-4dad-8657-d7facf3308ad", "type": "choice", "title": "Cedar Hollow — Budget Argument", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The town must choose between one expensive bridge and two lower-priced bridges.

Which statement is the best argument for how Cedar Hollow should spend its bridge budget?

", "prompt_plain": "The town must choose between one expensive bridge and two lower-priced bridges. Which statement is the best argument for how Cedar Hollow should spend its bridge budget?", "context_html": "", "options": [ { "id": "cA1", "text": "Build Design 2 at one crossing, because the design with the top strength score should be chosen even if one crossing stays unbridged.", "plain": "Build Design 2 at one crossing, because the design with the top strength score should be chosen even if one crossing stays unbridged.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Build Design 1 at both crossings, because Design 1's weighted total ties Design 2's while costing less per bridge.", "plain": "Build Design 1 at both crossings, because Design 1's weighted total ties Design 2's while costing less per bridge.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Build Design 2 at one crossing, because spending most of the budget on one bridge gives the town more total value.", "plain": "Build Design 2 at one crossing, because spending most of the budget on one bridge gives the town more total value.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Build Design 3 at both crossings, because two Design 3 bridges stay under the budget and Design 3 has the highest weighted total.", "plain": "Build Design 3 at both crossings, because two Design 3 bridges stay under the budget and Design 3 has the highest weighted total.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0657569-4fd5-4634-ba04-b2c8ea60366f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Cedar Hollow Footbridge Project

The town of Cedar Hollow needs footbridges over Miller Creek at two crossings: one near the school and one near the park. The town can spend up to $60,000 in total. Design 1 costs $28,000 per bridge, Design 2 costs $52,000, and Design 3 costs $26,000. An engineering club compared the three truss designs using a decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights. A weighted score equals the score times the weight. Example: Design 1's weighted total = (3 × 3) + (4 × 2) + (5 × 1) = 22. The club also built a small model of each design and slowly added load until one part failed (Table 2). Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Design 1Design 2Design 3
Strength (×3)354
Cost (×2)425
Assembly time (×1)534

Table 2. Model Load Tests

DesignJoint styleLoad at first failureFirst part to fail
1Glued plates34 kgDeck planks bent
2Bolted plates78 kgOne truss rod bent
3Glued plates52 kgJoint plates slipped apart

Figure 1. The Three Truss Designs

\"Side

", "passage_plain": "Cedar Hollow Footbridge Project The town of Cedar Hollow needs footbridges over Miller Creek at two crossings: one near the school and one near the park. The town can spend up to $60,000 in total. Design 1 costs $28,000 per bridge, Design 2 costs $52,000, and Design 3 costs $26,000. An engineering club compared the three truss designs using a decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights. A weighted score equals the score times the weight. Example: Design 1's weighted total = (3 × 3) + (4 × 2) + (5 × 1) = 22. The club also built a small model of each design and slowly added load until one part failed (Table 2). Figure 1 shows the three designs. Table 1. Decision Matrix Criterion (weight) Design 1 Design 2 Design 3 Strength (×3) 3 5 4 Cost (×2) 4 2 5 Assembly time (×1) 5 3 4 Table 2. Model Load Tests Design Joint style Load at first failure First part to fail 1 Glued plates 34 kg Deck planks bent 2 Bolted plates 78 kg One truss rod bent 3 Glued plates 52 kg Joint plates slipped apart Figure 1. The Three Truss Designs" }, { "n": 3, "item_id": "_5902eb69-f94f-4e40-9e5b-e8d86276b67d", "type": "choice", "title": "Cedar Hollow — Design 3 Revision", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Tables 1 and 2. The club wants to revise Design 3 so its model holds a heavier load before any part fails.

Which change would most likely meet the club's goal?

", "prompt_plain": "Look at Tables 1 and 2. The club wants to revise Design 3 so its model holds a heavier load before any part fails. Which change would most likely meet the club's goal?", "context_html": "", "options": [ { "id": "cA1", "text": "Replace Design 3's glued joint plates with bolted plates, because Design 2's bolted joints held at the highest test load.", "plain": "Replace Design 3's glued joint plates with bolted plates, because Design 2's bolted joints held at the highest test load.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Replace Design 3's deck planks with Design 1's deck planks, because Design 1 earned the highest assembly-time score.", "plain": "Replace Design 3's deck planks with Design 1's deck planks, because Design 1 earned the highest assembly-time score.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Make Design 3's truss rods thicker, because a stronger rod raises the load a bridge can hold.", "plain": "Make Design 3's truss rods thicker, because a stronger rod raises the load a bridge can hold.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rebuild Design 3 with Design 2's X-lattice truss pattern, because Design 2's model held the highest test load.", "plain": "Rebuild Design 3 with Design 2's X-lattice truss pattern, because Design 2's model held the highest test load.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0657569-4fd5-4634-ba04-b2c8ea60366f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Cedar Hollow Footbridge Project

The town of Cedar Hollow needs footbridges over Miller Creek at two crossings: one near the school and one near the park. The town can spend up to $60,000 in total. Design 1 costs $28,000 per bridge, Design 2 costs $52,000, and Design 3 costs $26,000. An engineering club compared the three truss designs using a decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights. A weighted score equals the score times the weight. Example: Design 1's weighted total = (3 × 3) + (4 × 2) + (5 × 1) = 22. The club also built a small model of each design and slowly added load until one part failed (Table 2). Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Design 1Design 2Design 3
Strength (×3)354
Cost (×2)425
Assembly time (×1)534

Table 2. Model Load Tests

DesignJoint styleLoad at first failureFirst part to fail
1Glued plates34 kgDeck planks bent
2Bolted plates78 kgOne truss rod bent
3Glued plates52 kgJoint plates slipped apart

Figure 1. The Three Truss Designs

\"Side

", "passage_plain": "Cedar Hollow Footbridge Project The town of Cedar Hollow needs footbridges over Miller Creek at two crossings: one near the school and one near the park. The town can spend up to $60,000 in total. Design 1 costs $28,000 per bridge, Design 2 costs $52,000, and Design 3 costs $26,000. An engineering club compared the three truss designs using a decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights. A weighted score equals the score times the weight. Example: Design 1's weighted total = (3 × 3) + (4 × 2) + (5 × 1) = 22. The club also built a small model of each design and slowly added load until one part failed (Table 2). Figure 1 shows the three designs. Table 1. Decision Matrix Criterion (weight) Design 1 Design 2 Design 3 Strength (×3) 3 5 4 Cost (×2) 4 2 5 Assembly time (×1) 5 3 4 Table 2. Model Load Tests Design Joint style Load at first failure First part to fail 1 Glued plates 34 kg Deck planks bent 2 Bolted plates 78 kg One truss rod bent 3 Glued plates 52 kg Joint plates slipped apart Figure 1. The Three Truss Designs" }, { "n": 4, "item_id": "_c4df5662-274a-48eb-8582-532d1acfb3bf", "type": "choice", "title": "Fogging Bottles — Water Source", "standards": [ "MS-PS1-4" ], "prompt_html": "

Amara wonders where the water on the outside of the bottles comes from.

Which explanation is best supported by her three observations?

", "prompt_plain": "Amara wonders where the water on the outside of the bottles comes from. Which explanation is best supported by her three observations?", "context_html": "", "options": [ { "id": "cA1", "text": "Water vapor in the warm bakery air cools against the cold glass and condenses into liquid droplets.", "plain": "Water vapor in the warm bakery air cools against the cold glass and condenses into liquid droplets.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Juice slowly seeps through tiny openings in the glass and gathers in drops on the outside.", "plain": "Juice slowly seeps through tiny openings in the glass and gathers in drops on the outside.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Cold escaping from the bottle changes into liquid water when it meets the warm air.", "plain": "Cold escaping from the bottle changes into liquid water when it meets the warm air.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The glass soaked up moisture inside the refrigerated van and releases it in the warm kitchen.", "plain": "The glass soaked up moisture inside the refrigerated van and releases it in the warm kitchen.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6e8c2f43-6d71-4270-a6b6-e009833f62ef" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Fogging Bottles at the Bakery

Amara keeps her delivery van refrigerated at 4°C. She carries sealed glass bottles of cold juice from the van into a warm bakery kitchen at 28°C. Within two minutes, tiny water droplets cover the outside of every bottle. Amara records three observations. First, the bottles were dry while they were inside the cold van. Second, droplets form on the glass and on the sealed metal caps. Third, the amount of juice inside each bottle does not change. Figure 1 shows the bottles in the bakery.

Figure 1. Bottles in the Bakery

\"Sealed

", "passage_plain": "Fogging Bottles at the Bakery Amara keeps her delivery van refrigerated at 4°C. She carries sealed glass bottles of cold juice from the van into a warm bakery kitchen at 28°C. Within two minutes, tiny water droplets cover the outside of every bottle. Amara records three observations. First, the bottles were dry while they were inside the cold van. Second, droplets form on the glass and on the sealed metal caps. Third, the amount of juice inside each bottle does not change. Figure 1 shows the bottles in the bakery. Figure 1. Bottles in the Bakery" }, { "n": 5, "item_id": "_768a51be-9cc6-400b-8920-c768d20f7335", "type": "choice", "title": "Fogging Bottles — Particle Panels", "standards": [ "MS-PS1-4" ], "prompt_html": "

The panels show a particle model of the water vapor in the bakery air (Panel 1) and of the liquid water in a droplet (Panel 2).

\"Two

Choose the TWO statements that the model supports.

", "prompt_plain": "The panels show a particle model of the water vapor in the bakery air (Panel 1) and of the liquid water in a droplet (Panel 2). Choose the TWO statements that the model supports.", "context_html": "", "options": [ { "id": "cA1", "text": "The water particles in the vapor are larger in size than the water particles in the droplet.", "plain": "The water particles in the vapor are larger in size than the water particles in the droplet.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The water particles in the droplet are closer together than the particles in the vapor.", "plain": "The water particles in the droplet are closer together than the particles in the vapor.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The water particles in the droplet stop moving as soon as the droplet has formed.", "plain": "The water particles in the droplet stop moving as soon as the droplet has formed.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The water particles changed into a different kind of particle when the droplets formed.", "plain": "The water particles changed into a different kind of particle when the droplets formed.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The water particles in the vapor have more kinetic energy, on average, than the particles in the droplet.", "plain": "The water particles in the vapor have more kinetic energy, on average, than the particles in the droplet.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot05.png" ], "stimulus_ids": [ "_6e8c2f43-6d71-4270-a6b6-e009833f62ef" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Fogging Bottles at the Bakery

Amara keeps her delivery van refrigerated at 4°C. She carries sealed glass bottles of cold juice from the van into a warm bakery kitchen at 28°C. Within two minutes, tiny water droplets cover the outside of every bottle. Amara records three observations. First, the bottles were dry while they were inside the cold van. Second, droplets form on the glass and on the sealed metal caps. Third, the amount of juice inside each bottle does not change. Figure 1 shows the bottles in the bakery.

Figure 1. Bottles in the Bakery

\"Sealed

", "passage_plain": "Fogging Bottles at the Bakery Amara keeps her delivery van refrigerated at 4°C. She carries sealed glass bottles of cold juice from the van into a warm bakery kitchen at 28°C. Within two minutes, tiny water droplets cover the outside of every bottle. Amara records three observations. First, the bottles were dry while they were inside the cold van. Second, droplets form on the glass and on the sealed metal caps. Third, the amount of juice inside each bottle does not change. Figure 1 shows the bottles in the bakery. Figure 1. Bottles in the Bakery" }, { "n": 6, "item_id": "_e3fd9e5c-2198-42ae-addc-a77bdc82ecf0", "type": "inline-choice", "title": "Fogging Bottles — Drying Droplets", "standards": [ "MS-PS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

After an hour in the warm bakery, the bottles have warmed up, and the droplets on the outside are slowly disappearing.

Choose the word or phrase that correctly completes each sentence.

Some droplets run together into a thin sheet of water on the glass. Compared with round droplets holding the same amount of water, the thin sheet disappears .

During this change, thermal energy moves from .

The droplets disappear fastest from the bottles that have become the .

", "options": [ { "id": "cB1O8a56a8680", "text": "more slowly", "plain": "more slowly", "correct": false, "kind": "inline" }, { "id": "cB1Ob2535dee0", "text": "faster", "plain": "faster", "correct": true, "kind": "inline" }, { "id": "cB1O8fa4c72f7", "text": "in the same amount of time", "plain": "in the same amount of time", "correct": false, "kind": "inline" }, { "id": "cB2O5815c40ae", "text": "the bakery air into the droplets", "plain": "the bakery air into the droplets", "correct": true, "kind": "inline" }, { "id": "cB2Offccb37f4", "text": "the droplets into the bakery air", "plain": "the droplets into the bakery air", "correct": false, "kind": "inline" }, { "id": "cB2Occ223a450", "text": "the juice into the glass", "plain": "the juice into the glass", "correct": false, "kind": "inline" }, { "id": "cB3O5cb606171", "text": "coldest", "plain": "coldest", "correct": false, "kind": "inline" }, { "id": "cB3O9cfd3f674", "text": "fullest", "plain": "fullest", "correct": false, "kind": "inline" }, { "id": "cB3O960960658", "text": "warmest", "plain": "warmest", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_6e8c2f43-6d71-4270-a6b6-e009833f62ef" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Ob2535dee0" ], "RESPONSE2": [ "cB2O5815c40ae" ], "RESPONSE3": [ "cB3O960960658" ] }, "n_options": 9, "passage_html": "

Fogging Bottles at the Bakery

Amara keeps her delivery van refrigerated at 4°C. She carries sealed glass bottles of cold juice from the van into a warm bakery kitchen at 28°C. Within two minutes, tiny water droplets cover the outside of every bottle. Amara records three observations. First, the bottles were dry while they were inside the cold van. Second, droplets form on the glass and on the sealed metal caps. Third, the amount of juice inside each bottle does not change. Figure 1 shows the bottles in the bakery.

Figure 1. Bottles in the Bakery

\"Sealed

", "passage_plain": "Fogging Bottles at the Bakery Amara keeps her delivery van refrigerated at 4°C. She carries sealed glass bottles of cold juice from the van into a warm bakery kitchen at 28°C. Within two minutes, tiny water droplets cover the outside of every bottle. Amara records three observations. First, the bottles were dry while they were inside the cold van. Second, droplets form on the glass and on the sealed metal caps. Third, the amount of juice inside each bottle does not change. Figure 1 shows the bottles in the bakery. Figure 1. Bottles in the Bakery" }, { "n": 7, "item_id": "_3539fae4-b557-429b-bab9-03c8bc763a76", "type": "choice", "title": "Bitterroot Elk Decline (Part A)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part A

Look at Figure 1. After 2015, the elk count fell from about 1,150 elk to about 550 elk in 2019.

Which claim about this decline is best supported by the data in Figure 1?

", "prompt_plain": "Part A Look at Figure 1. After 2015, the elk count fell from about 1,150 elk to about 550 elk in 2019. Which claim about this decline is best supported by the data in Figure 1?", "context_html": "", "options": [ { "id": "cA1", "text": "A shrinking food supply of berry shrubs is the most likely cause of the elk decline.", "plain": "A shrinking food supply of berry shrubs is the most likely cause of the elk decline.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Growth of the cougar population is the most likely cause of the elk decline.", "plain": "Growth of the cougar population is the most likely cause of the elk decline.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Unusually cold winters after 2015 are the most likely cause of the elk decline.", "plain": "Unusually cold winters after 2015 are the most likely cause of the elk decline.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The elk herd growing too old is the most likely cause of the elk decline.", "plain": "The elk herd growing too old is the most likely cause of the elk decline.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5519b1e1-bed0-4b2d-b97b-654621509173" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Bitterroot Preserve Wildlife Study

Biologists have studied the Bitterroot preserve, a mountain wildlife preserve, since 2005. Each year they count the preserve's elk and cougars. They also record a food index: the percentage of survey plots with plenty of the berry shrubs and grasses that plant-eaters feed on. Figure 1 shows the yearly counts and the food index. Figure 2 shows a food web for the preserve.

Figure 1. Yearly Counts and Food Index

\"Three

Figure 2. Preserve Food Web

\"A

", "passage_plain": "Bitterroot Preserve Wildlife Study Biologists have studied the Bitterroot preserve, a mountain wildlife preserve, since 2005. Each year they count the preserve's elk and cougars. They also record a food index: the percentage of survey plots with plenty of the berry shrubs and grasses that plant-eaters feed on. Figure 1 shows the yearly counts and the food index. Figure 2 shows a food web for the preserve. Figure 1. Yearly Counts and Food Index Figure 2. Preserve Food Web" }, { "n": 8, "item_id": "_58e7885f-4008-4619-8595-455109958b94", "type": "choice", "title": "Bitterroot Elk Decline (Part B)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part B

Which feature of Figure 1 best supports the claim you chose in Part A?

", "prompt_plain": "Part B Which feature of Figure 1 best supports the claim you chose in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The elk count and the cougar count both rose from 2005 through 2013 while the food index held steady.", "plain": "The elk count and the cougar count both rose from 2005 through 2013 while the food index held steady.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The food index stayed near 70 percent in each year from 2005 through 2020.", "plain": "The food index stayed near 70 percent in each year from 2005 through 2020.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The elk count fell in the years the cougar count rose while the food index held steady.", "plain": "The elk count fell in the years the cougar count rose while the food index held steady.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The elk count reached its highest value of the whole study, about 1,150 elk, in the year 2015.", "plain": "The elk count reached its highest value of the whole study, about 1,150 elk, in the year 2015.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5519b1e1-bed0-4b2d-b97b-654621509173" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Bitterroot Preserve Wildlife Study

Biologists have studied the Bitterroot preserve, a mountain wildlife preserve, since 2005. Each year they count the preserve's elk and cougars. They also record a food index: the percentage of survey plots with plenty of the berry shrubs and grasses that plant-eaters feed on. Figure 1 shows the yearly counts and the food index. Figure 2 shows a food web for the preserve.

Figure 1. Yearly Counts and Food Index

\"Three

Figure 2. Preserve Food Web

\"A

", "passage_plain": "Bitterroot Preserve Wildlife Study Biologists have studied the Bitterroot preserve, a mountain wildlife preserve, since 2005. Each year they count the preserve's elk and cougars. They also record a food index: the percentage of survey plots with plenty of the berry shrubs and grasses that plant-eaters feed on. Figure 1 shows the yearly counts and the food index. Figure 2 shows a food web for the preserve. Figure 1. Yearly Counts and Food Index Figure 2. Preserve Food Web" }, { "n": 9, "item_id": "_60d336e9-4bf9-4473-a859-1bb596ca1d6f", "type": "choice", "title": "Bitterroot — Competing Pair", "standards": [ "MS-LS2-2" ], "prompt_html": "

Look at Figure 2. Which pair of organisms competes for the same food resource in the preserve?

", "prompt_plain": "Look at Figure 2. Which pair of organisms competes for the same food resource in the preserve?", "context_html": "", "options": [ { "id": "cA1", "text": "Cougar and elk", "plain": "Cougar and elk", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Berry shrub and elk", "plain": "Berry shrub and elk", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Elk and mule deer", "plain": "Elk and mule deer", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Ground squirrel and cougar", "plain": "Ground squirrel and cougar", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5519b1e1-bed0-4b2d-b97b-654621509173" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Bitterroot Preserve Wildlife Study

Biologists have studied the Bitterroot preserve, a mountain wildlife preserve, since 2005. Each year they count the preserve's elk and cougars. They also record a food index: the percentage of survey plots with plenty of the berry shrubs and grasses that plant-eaters feed on. Figure 1 shows the yearly counts and the food index. Figure 2 shows a food web for the preserve.

Figure 1. Yearly Counts and Food Index

\"Three

Figure 2. Preserve Food Web

\"A

", "passage_plain": "Bitterroot Preserve Wildlife Study Biologists have studied the Bitterroot preserve, a mountain wildlife preserve, since 2005. Each year they count the preserve's elk and cougars. They also record a food index: the percentage of survey plots with plenty of the berry shrubs and grasses that plant-eaters feed on. Figure 1 shows the yearly counts and the food index. Figure 2 shows a food web for the preserve. Figure 1. Yearly Counts and Food Index Figure 2. Preserve Food Web" }, { "n": 10, "item_id": "_b623bc93-7516-46a0-84a2-1c917ad36edf", "type": "choice", "title": "Paramecium Life Functions", "standards": [ "MS-LS1-1" ], "prompt_html": "

The paramecium Diego sees is made of only one cell.

Which statement best explains how the paramecium carries out its life functions?

", "prompt_plain": "The paramecium Diego sees is made of only one cell. Which statement best explains how the paramecium carries out its life functions?", "context_html": "", "options": [ { "id": "cA1", "text": "It depends on the nearby elodea cells to digest food and pass nutrients over to it.", "plain": "It depends on the nearby elodea cells to digest food and pass nutrients over to it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Tiny parts inside it act as separate cells that split up moving, sensing, and taking in food.", "plain": "Tiny parts inside it act as separate cells that split up moving, sensing, and taking in food.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Its one cell carries out all of its life functions one at a time, finishing one job before it starts the next.", "plain": "Its one cell carries out all of its life functions one at a time, finishing one job before it starts the next.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Structures inside it each do a different job, and together those parts keep the whole organism running.", "plain": "Structures inside it each do a different job, and together those parts keep the whole organism running.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_20a32123-fb47-4d69-a3c1-5b195e46981f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Pond Water Under the Microscope

Diego prepares a wet-mount slide of pond water that includes a small piece of an elodea leaf. Under the microscope at 400×, he sees one paramecium swimming beside the leaf. The paramecium glides through the water, turns away when it bumps the leaf, and sweeps tiny food bits into a groove on its side. The elodea leaf is made of many small, box-shaped cells arranged in rows. Figure 1 shows what Diego sees.

Figure 1. Diego’s Microscope View

\"Microscope

", "passage_plain": "Pond Water Under the Microscope Diego prepares a wet-mount slide of pond water that includes a small piece of an elodea leaf. Under the microscope at 400×, he sees one paramecium swimming beside the leaf. The paramecium glides through the water, turns away when it bumps the leaf, and sweeps tiny food bits into a groove on its side. The elodea leaf is made of many small, box-shaped cells arranged in rows. Figure 1 shows what Diego sees. Figure 1. Diego’s Microscope View" }, { "n": 11, "item_id": "_1b99385f-d00f-456e-8a58-65bda06925a7", "type": "gap-match", "title": "Elodea Leaf Cell Model", "standards": [ "MS-LS1-2" ], "prompt_html": "

The elodea leaf on the pond-water slide is made of many box-shaped cells. The model below shows ONE elodea leaf cell with four of its structures marked by empty label boxes.

\"A

 

Drag each structure name to the box that points to that structure. Not all names will be used.

", "prompt_plain": "The elodea leaf on the pond-water slide is made of many box-shaped cells. The model below shows ONE elodea leaf cell with four of its structures marked by empty label boxes. Drag each structure name to the box that points to that structure. Not all names will be used.", "context_html": "", "options": [ { "id": "tok1", "text": "mitochondrion", "plain": "mitochondrion", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "central vacuole", "plain": "central vacuole", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "cell wall", "plain": "cell wall", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "ribosome", "plain": "ribosome", "correct": false, "kind": "gap-token" }, { "id": "tok5", "text": "nucleus", "plain": "nucleus", "correct": false, "kind": "gap-token" }, { "id": "tok6", "text": "chloroplast", "plain": "chloroplast", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot11_v2.png" ], "stimulus_ids": [ "_20a32123-fb47-4d69-a3c1-5b195e46981f" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok3 G1", "tok6 G2", "tok5 G3", "tok2 G4" ] }, "n_options": 6, "passage_html": "

Pond Water Under the Microscope

Diego prepares a wet-mount slide of pond water that includes a small piece of an elodea leaf. Under the microscope at 400×, he sees one paramecium swimming beside the leaf. The paramecium glides through the water, turns away when it bumps the leaf, and sweeps tiny food bits into a groove on its side. The elodea leaf is made of many small, box-shaped cells arranged in rows. Figure 1 shows what Diego sees.

Figure 1. Diego’s Microscope View

\"Microscope

", "passage_plain": "Pond Water Under the Microscope Diego prepares a wet-mount slide of pond water that includes a small piece of an elodea leaf. Under the microscope at 400×, he sees one paramecium swimming beside the leaf. The paramecium glides through the water, turns away when it bumps the leaf, and sweeps tiny food bits into a groove on its side. The elodea leaf is made of many small, box-shaped cells arranged in rows. Figure 1 shows what Diego sees. Figure 1. Diego’s Microscope View" }, { "n": 12, "item_id": "_6034efd2-001d-46b5-aa2c-c776d856a3c0", "type": "choice", "title": "Culture-Flask Observations", "standards": [ "MS-LS1-1" ], "prompt_html": "

Gita’s class keeps a culture flask of tiny green water organisms. The class studied the organisms with and without a microscope and recorded five observations in Table 1.

Table 1. Culture-Flask Observations

ObservationWhat the class recorded
1Each organism is a chain of many cells joined end to end.
2Each cell in an organism is surrounded by a thin membrane.
3Each organism is large enough to see without the microscope.
4Each cell contains several small green structures.
5The cells at one end of an organism differ in shape from the cells at the other end.

Choose the TWO observations that are evidence that the organisms are multicellular.

", "prompt_plain": "Gita’s class keeps a culture flask of tiny green water organisms. The class studied the organisms with and without a microscope and recorded five observations in Table 1. Table 1. Culture-Flask Observations Observation What the class recorded 1 Each organism is a chain of many cells joined end to end. 2 Each cell in an organism is surrounded by a thin membrane. 3 Each organism is large enough to see without the microscope. 4 Each cell contains several small green structures. 5 The cells at one end of an organism differ in shape from the cells at the other end. Choose the TWO observations that are evidence that the organisms are multicellular.", "context_html": "", "options": [ { "id": "cA12", "text": "Observation 1", "plain": "Observation 1", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "Observation 2", "plain": "Observation 2", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Observation 3", "plain": "Observation 3", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Observation 4", "plain": "Observation 4", "correct": false, "kind": "choice" }, { "id": "cE12", "text": "Observation 5", "plain": "Observation 5", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, E", "key_values": { "RESPONSE": [ "cA12", "cE12" ] }, "n_options": 5 }, { "n": 13, "item_id": "_119a1fcc-8a74-4fc2-b324-85536e026ccf", "type": "choice", "title": "Muscle Cell Mitochondria", "standards": [ "MS-LS1-2" ], "prompt_html": "

A sports scientist compares two tiny samples taken from Lena, a marathon runner: one from her leg muscle and one from her skin. Under the microscope, the muscle cells contain many more mitochondria than the skin cells.

Which statement best explains why the muscle cells contain more of these organelles?

", "prompt_plain": "A sports scientist compares two tiny samples taken from Lena, a marathon runner: one from her leg muscle and one from her skin. Under the microscope, the muscle cells contain many more mitochondria than the skin cells. Which statement best explains why the muscle cells contain more of these organelles?", "context_html": "", "options": [ { "id": "cA13", "text": "Mitochondria store the cell’s genetic instructions, and muscle cells need many extra copies of them.", "plain": "Mitochondria store the cell’s genetic instructions, and muscle cells need many extra copies of them.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Mitochondria release energy from food, and working muscle cells use energy at a very high rate.", "plain": "Mitochondria release energy from food, and working muscle cells use energy at a very high rate.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "Mitochondria make food using light, and leg muscles lie close to the surface of the body.", "plain": "Mitochondria make food using light, and leg muscles lie close to the surface of the body.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Mitochondria control which materials enter and leave, and muscle cells must take in more materials.", "plain": "Mitochondria control which materials enter and leave, and muscle cells must take in more materials.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_0f8710dc-f405-4a76-b564-575c0fcf7181", "type": "hottext", "title": "Farm Field Report", "standards": [ "MS-LS2-2" ], "prompt_html": "

A county wildlife club wrote this field report about a farm.

The farm’s mouse population decreased after the hedgerows were removed, even though mice do not nest in hedgerows. Select the ONE sentence from the report that explains why the mouse population decreased.

", "prompt_plain": "A county wildlife club wrote this field report about a farm. The farm’s mouse population decreased after the hedgerows were removed, even though mice do not nest in hedgerows. Select the ONE sentence from the report that explains why the mouse population decreased.", "context_html": "", "options": [ { "id": "hA14", "text": "Last spring, workers removed the old hedgerows between the fields to make room for larger machines.", "plain": "Last spring, workers removed the old hedgerows between the fields to make room for larger machines.", "correct": false, "kind": "hottext" }, { "id": "hB14", "text": "Foxes on the farm hunt both rabbits and mice for food.", "plain": "Foxes on the farm hunt both rabbits and mice for food.", "correct": false, "kind": "hottext" }, { "id": "hC14", "text": "By summer, the farm’s rabbit population had dropped sharply because the rabbits had lost their shelter.", "plain": "By summer, the farm’s rabbit population had dropped sharply because the rabbits had lost their shelter.", "correct": false, "kind": "hottext" }, { "id": "hD14", "text": "With fewer rabbits left to hunt, the foxes began catching many more mice than before.", "plain": "With fewer rabbits left to hunt, the foxes began catching many more mice than before.", "correct": true, "kind": "hottext" }, { "id": "hE14", "text": "The field mice build their nests in shallow burrows along the edges of the fields.", "plain": "The field mice build their nests in shallow burrows along the edges of the fields.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD14" ] }, "n_options": 5 }, { "n": 15, "item_id": "_d361becc-55b2-4376-9a49-b9de338d71f4", "type": "gap-match", "title": "Woodland Energy Pyramid", "standards": [ "MS-LS2-3" ], "prompt_html": "

Hakeem is making a model energy pyramid for a shortleaf pine woodland. The cards below describe things found in the woodland.

\"An

 

Complete the energy pyramid so it shows how energy moves up from one feeding level to the next. Drag one card to each level. Not all cards will be used.

", "prompt_plain": "Hakeem is making a model energy pyramid for a shortleaf pine woodland. The cards below describe things found in the woodland. Collared lizards - eat grasshoppers Earthworms - feed on dead leaves and dead animals in the soil Wild grasses - use sunlight to make their own food Sunlight - energy that reaches the woodland from the Sun Grasshoppers - eat wild grasses Complete the energy pyramid so it shows how energy moves up from one feeding level to the next. Drag one card to each level. Not all cards will be used.", "context_html": "", "options": [ { "id": "tok1", "text": "Grasshoppers", "plain": "Grasshoppers", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Sunlight", "plain": "Sunlight", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Collared lizards", "plain": "Collared lizards", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Earthworms", "plain": "Earthworms", "correct": false, "kind": "gap-token" }, { "id": "tok5", "text": "Wild grasses", "plain": "Wild grasses", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot15_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok5 L1", "tok1 L2", "tok3 L3" ] }, "n_options": 5 }, { "n": 16, "item_id": "_37819f2c-161e-49ce-bc3b-c5d660048e76", "type": "hottext", "title": "Fungi on a Fallen Log", "standards": [ "MS-LS2-3" ], "prompt_html": "

Read this passage about a fallen log on a forest floor.

A student claims that the bracket fungi on the log are decomposers, not producers. Select the ONE sentence from the passage that is evidence supporting this claim.

", "prompt_plain": "Read this passage about a fallen log on a forest floor. A student claims that the bracket fungi on the log are decomposers, not producers. Select the ONE sentence from the passage that is evidence supporting this claim.", "context_html": "", "options": [ { "id": "hA16", "text": "Rows of tan bracket fungi grow like small shelves along the top of the fallen log.", "plain": "Rows of tan bracket fungi grow like small shelves along the top of the fallen log.", "correct": false, "kind": "hottext" }, { "id": "hB16", "text": "The fungi spread thread-like fibers into the log and absorb nutrients from the decaying wood.", "plain": "The fungi spread thread-like fibers into the log and absorb nutrients from the decaying wood.", "correct": true, "kind": "hottext" }, { "id": "hC16", "text": "Bark beetles chew winding tunnels through the log’s soft outer wood.", "plain": "Bark beetles chew winding tunnels through the log’s soft outer wood.", "correct": false, "kind": "hottext" }, { "id": "hD16", "text": "Shrews dart along the log, hunting the beetles and other small animals.", "plain": "Shrews dart along the log, hunting the beetles and other small animals.", "correct": false, "kind": "hottext" }, { "id": "hE16", "text": "On sunny days, the green moss on the log’s damp north side makes its own food.", "plain": "On sunny days, the green moss on the log’s damp north side makes its own food.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB16" ] }, "n_options": 5 }, { "n": 17, "item_id": "_4578fa8e-3c6e-4ede-84f1-455d5232fcc3", "type": "choice", "title": "Station 12 Forecast (Part A)", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part A

Look at Table 1. Based on the pattern of readings across the three days, which forecast for Day 4 is best supported?

", "prompt_plain": "Part A Look at Table 1. Based on the pattern of readings across the three days, which forecast for Day 4 is best supported?", "context_html": "", "options": [ { "id": "cA17", "text": "A storm system will bring rain.", "plain": "A storm system will bring rain.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "The skies will clear and stay dry.", "plain": "The skies will clear and stay dry.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Light snow will begin to fall.", "plain": "Light snow will begin to fall.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "The day will turn much hotter.", "plain": "The day will turn much hotter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dfd155cb-6b5c-4338-9955-de6f05a128cd" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA17" ] }, "n_options": 4, "passage_html": "

Station 12 Weather Log

Station 12 is an automatic weather station near Springfield, Missouri. Its instruments record the weather at noon each day. A barometer measures air pressure. An anemometer measures wind speed. The station also records the air temperature, the relative humidity, and the sky conditions. Table 1 shows the readings from the past three days.

Table 1. Noon Readings at Station 12

DayAir temperature (°C)Barometer: air pressure (in. Hg)Anemometer: wind speed (km/h)Relative humidity (%)Sky
Day 12030.18848Clear
Day 22130.021463Scattered clouds
Day 32129.852282Thickening clouds
", "passage_plain": "Station 12 Weather Log Station 12 is an automatic weather station near Springfield, Missouri. Its instruments record the weather at noon each day. A barometer measures air pressure. An anemometer measures wind speed. The station also records the air temperature, the relative humidity, and the sky conditions. Table 1 shows the readings from the past three days. Table 1. Noon Readings at Station 12 Day Air temperature (°C) Barometer: air pressure (in. Hg) Anemometer: wind speed (km/h) Relative humidity (%) Sky Day 1 20 30.18 8 48 Clear Day 2 21 30.02 14 63 Scattered clouds Day 3 21 29.85 22 82 Thickening clouds" }, { "n": 18, "item_id": "_12516a3f-1fbb-4120-84bc-38e7ccdb2992", "type": "choice", "title": "Station 12 Evidence (Part B)", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part B

Which two readings from Table 1 best support the forecast you chose in Part A?

", "prompt_plain": "Part B Which two readings from Table 1 best support the forecast you chose in Part A?", "context_html": "", "options": [ { "id": "cA18", "text": "the falling barometer readings and the rising anemometer readings", "plain": "the falling barometer readings and the rising anemometer readings", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "the rising relative humidity and the steady air temperature", "plain": "the rising relative humidity and the steady air temperature", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "the falling barometer readings and the rising relative humidity", "plain": "the falling barometer readings and the rising relative humidity", "correct": true, "kind": "choice" }, { "id": "cD18", "text": "the Day 3 anemometer reading and the Day 3 air temperature reading", "plain": "the Day 3 anemometer reading and the Day 3 air temperature reading", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dfd155cb-6b5c-4338-9955-de6f05a128cd" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC18" ] }, "n_options": 4, "passage_html": "

Station 12 Weather Log

Station 12 is an automatic weather station near Springfield, Missouri. Its instruments record the weather at noon each day. A barometer measures air pressure. An anemometer measures wind speed. The station also records the air temperature, the relative humidity, and the sky conditions. Table 1 shows the readings from the past three days.

Table 1. Noon Readings at Station 12

DayAir temperature (°C)Barometer: air pressure (in. Hg)Anemometer: wind speed (km/h)Relative humidity (%)Sky
Day 12030.18848Clear
Day 22130.021463Scattered clouds
Day 32129.852282Thickening clouds
", "passage_plain": "Station 12 Weather Log Station 12 is an automatic weather station near Springfield, Missouri. Its instruments record the weather at noon each day. A barometer measures air pressure. An anemometer measures wind speed. The station also records the air temperature, the relative humidity, and the sky conditions. Table 1 shows the readings from the past three days. Table 1. Noon Readings at Station 12 Day Air temperature (°C) Barometer: air pressure (in. Hg) Anemometer: wind speed (km/h) Relative humidity (%) Sky Day 1 20 30.18 8 48 Clear Day 2 21 30.02 14 63 Scattered clouds Day 3 21 29.85 22 82 Thickening clouds" }, { "n": 19, "item_id": "_0f09864d-15ce-4f3b-b06b-22fe26c70a6c", "type": "choice", "title": "Nighttime Smoke Drift", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Look at Figure 1 and Table 1. Which explanation of the smoke’s drift during the ‘nighttime’ phase do the class’s data best support?

", "prompt_plain": "Look at Figure 1 and Table 1. Which explanation of the smoke’s drift during the ‘nighttime’ phase do the class’s data best support?", "context_html": "", "options": [ { "id": "cA19", "text": "The lamp kept warming the sand after it was switched off, so air above the sand tray continued to rise.", "plain": "The lamp kept warming the sand after it was switched off, so air above the sand tray continued to rise.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The water cooled much faster than the sand, so cool air sank over the pan and spread toward the sand tray.", "plain": "The water cooled much faster than the sand, so cool air sank over the pan and spread toward the sand tray.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Heat flowed from the warmer water across the tank to the cooler sand and dragged the surface air with it.", "plain": "Heat flowed from the warmer water across the tank to the cooler sand and dragged the surface air with it.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The sand cooled much faster than the water, so warm air above the pan rose and air from over the sand replaced it.", "plain": "The sand cooled much faster than the water, so warm air above the pan rose and air from over the sand replaced it.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_46a48da2-4ff3-4060-aaaf-ffc26d4aa0a2" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD19" ] }, "n_options": 4, "passage_html": "

Shore Breeze Tank Model

Jonas’s class models a shoreline inside a large clear tank. A tray of damp sand sits at one end of the tank. A shallow pan of water, dyed blue so its surface is easy to see, sits level with the tray at the other end. One thermometer stands in the sand, and another stands in the water. A lamp on an arm points down at the tank from above its middle. The class runs two phases. In the ‘daytime’ phase, the lamp shines on the tank for 30 minutes. In the ‘nighttime’ phase, the lamp is switched off for 30 minutes. Near the end of each phase, a student releases a thin stream of smoke just above the middle of the tank and records which way the smoke drifts along the surface. Figure 1 shows the setup during the ‘nighttime’ phase. Table 1 shows the class’s readings and observations.

Figure 1. The Tank in the ‘Nighttime’ Phase

\"A

Table 1. Tank Readings and Smoke Observations

PhaseSand temperature (°C)Water temperature (°C)Direction the surface smoke drifted
End of ‘daytime’ (lamp on 30 min)3926From over the water toward the sand
End of ‘nighttime’ (lamp off 30 min)2225From over the sand toward the water
", "passage_plain": "Shore Breeze Tank Model Jonas’s class models a shoreline inside a large clear tank. A tray of damp sand sits at one end of the tank. A shallow pan of water, dyed blue so its surface is easy to see, sits level with the tray at the other end. One thermometer stands in the sand, and another stands in the water. A lamp on an arm points down at the tank from above its middle. The class runs two phases. In the ‘daytime’ phase, the lamp shines on the tank for 30 minutes. In the ‘nighttime’ phase, the lamp is switched off for 30 minutes. Near the end of each phase, a student releases a thin stream of smoke just above the middle of the tank and records which way the smoke drifts along the surface. Figure 1 shows the setup during the ‘nighttime’ phase. Table 1 shows the class’s readings and observations. Figure 1. The Tank in the ‘Nighttime’ Phase Table 1. Tank Readings and Smoke Observations Phase Sand temperature (°C) Water temperature (°C) Direction the surface smoke drifted End of ‘daytime’ (lamp on 30 min) 39 26 From over the water toward the sand End of ‘nighttime’ (lamp off 30 min) 22 25 From over the sand toward the water" }, { "n": 20, "item_id": "_bd1cf623-b417-4c19-ad6b-37a76d66f7cb", "type": "inline-choice", "title": "Tank Model and Real Shoreline", "standards": [ "MS-ESS2-6" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The class’s tank is a model of a real shoreline.

Complete each sentence by choosing the part of the real world that each part of the model represents.

In the model, the lamp represents .

The tray of damp sand represents .

The pan of dyed water represents .

The two thermometers measure the model’s version of .

", "options": [ { "id": "cIC1O0a225be91", "text": "the Sun", "plain": "the Sun", "correct": true, "kind": "inline" }, { "id": "cIC1Ob9549eaa1", "text": "Earth’s interior heat", "plain": "Earth’s interior heat", "correct": false, "kind": "inline" }, { "id": "cIC1Of52cc3c75", "text": "the Moon", "plain": "the Moon", "correct": false, "kind": "inline" }, { "id": "cIC2O83b853ee3", "text": "the land along the shore", "plain": "the land along the shore", "correct": true, "kind": "inline" }, { "id": "cIC2O378a4904c", "text": "the seafloor under deep water", "plain": "the seafloor under deep water", "correct": false, "kind": "inline" }, { "id": "cIC2O026432f58", "text": "a desert far from the coast", "plain": "a desert far from the coast", "correct": false, "kind": "inline" }, { "id": "cIC3O1a65e0eb3", "text": "the ocean", "plain": "the ocean", "correct": true, "kind": "inline" }, { "id": "cIC3O6b164f06d", "text": "a rain cloud", "plain": "a rain cloud", "correct": false, "kind": "inline" }, { "id": "cIC3O84b65eed2", "text": "an underground aquifer", "plain": "an underground aquifer", "correct": false, "kind": "inline" }, { "id": "cIC4O437f7e519", "text": "the temperatures of the shore land and the ocean water", "plain": "the temperatures of the shore land and the ocean water", "correct": true, "kind": "inline" }, { "id": "cIC4O906bc8b3b", "text": "the temperature of the air high above the clouds", "plain": "the temperature of the air high above the clouds", "correct": false, "kind": "inline" }, { "id": "cIC4O2f4287d4b", "text": "the temperature of rock deep below the seafloor", "plain": "the temperature of rock deep below the seafloor", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_46a48da2-4ff3-4060-aaaf-ffc26d4aa0a2" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1O0a225be91" ], "RESPONSE2": [ "cIC2O83b853ee3" ], "RESPONSE3": [ "cIC3O1a65e0eb3" ], "RESPONSE4": [ "cIC4O437f7e519" ] }, "n_options": 12, "passage_html": "

Shore Breeze Tank Model

Jonas’s class models a shoreline inside a large clear tank. A tray of damp sand sits at one end of the tank. A shallow pan of water, dyed blue so its surface is easy to see, sits level with the tray at the other end. One thermometer stands in the sand, and another stands in the water. A lamp on an arm points down at the tank from above its middle. The class runs two phases. In the ‘daytime’ phase, the lamp shines on the tank for 30 minutes. In the ‘nighttime’ phase, the lamp is switched off for 30 minutes. Near the end of each phase, a student releases a thin stream of smoke just above the middle of the tank and records which way the smoke drifts along the surface. Figure 1 shows the setup during the ‘nighttime’ phase. Table 1 shows the class’s readings and observations.

Figure 1. The Tank in the ‘Nighttime’ Phase

\"A

Table 1. Tank Readings and Smoke Observations

PhaseSand temperature (°C)Water temperature (°C)Direction the surface smoke drifted
End of ‘daytime’ (lamp on 30 min)3926From over the water toward the sand
End of ‘nighttime’ (lamp off 30 min)2225From over the sand toward the water
", "passage_plain": "Shore Breeze Tank Model Jonas’s class models a shoreline inside a large clear tank. A tray of damp sand sits at one end of the tank. A shallow pan of water, dyed blue so its surface is easy to see, sits level with the tray at the other end. One thermometer stands in the sand, and another stands in the water. A lamp on an arm points down at the tank from above its middle. The class runs two phases. In the ‘daytime’ phase, the lamp shines on the tank for 30 minutes. In the ‘nighttime’ phase, the lamp is switched off for 30 minutes. Near the end of each phase, a student releases a thin stream of smoke just above the middle of the tank and records which way the smoke drifts along the surface. Figure 1 shows the setup during the ‘nighttime’ phase. Table 1 shows the class’s readings and observations. Figure 1. The Tank in the ‘Nighttime’ Phase Table 1. Tank Readings and Smoke Observations Phase Sand temperature (°C) Water temperature (°C) Direction the surface smoke drifted End of ‘daytime’ (lamp on 30 min) 39 26 From over the water toward the sand End of ‘nighttime’ (lamp off 30 min) 22 25 From over the sand toward the water" }, { "n": 21, "item_id": "_a5fced6f-0372-4185-bd8e-7163f77f7bf4", "type": "choice", "title": "Marfa Log — March 3 Event", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Look at the log entry for March 3 and at Figure 1.

Which arrangement of the Sun, Earth, and the Moon most likely caused what the club saw on March 3?

", "prompt_plain": "Look at the log entry for March 3 and at Figure 1. Which arrangement of the Sun, Earth, and the Moon most likely caused what the club saw on March 3?", "context_html": "", "options": [ { "id": "cA1", "text": "The Moon sat in a straight line between the Sun and Earth, blocking sunlight from reaching Earth.", "plain": "The Moon sat in a straight line between the Sun and Earth, blocking sunlight from reaching Earth.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Earth sat in a straight line between the Sun and the Moon, blocking sunlight from reaching the Moon.", "plain": "Earth sat in a straight line between the Sun and the Moon, blocking sunlight from reaching the Moon.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The Moon sat at a right angle to the Sun-Earth line, where sunlight could not light its face.", "plain": "The Moon sat at a right angle to the Sun-Earth line, where sunlight could not light its face.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The Sun sat in a straight line between Earth and the Moon, hiding the Moon in its bright glare.", "plain": "The Sun sat in a straight line between Earth and the Moon, hiding the Moon in its bright glare.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b70574ab-14fd-4974-843d-e6454659abb9" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Marfa Star Party Log

An astronomy club in Marfa, Texas, meets one night each month for a star party in the high desert. Members write what they see in a shared log.

Figure 1 shows the Sun, Earth, and the Moon's orbit around Earth. Three positions along the orbit are labeled A, B, and C.

Figure 1. Sun, Earth, and Moon's Orbit

\"The

(Not drawn to scale)

Log entries:

March 3 - The Moon rose full and bright. Near midnight it slowly dimmed and turned a faint coppery color for about an hour. Then it brightened again.

March 10 - Cloudy. No observations.

March 18 - Clear and dark. The Milky Way stretched overhead. We sketched star clusters until midnight.

", "passage_plain": "Marfa Star Party Log An astronomy club in Marfa, Texas, meets one night each month for a star party in the high desert. Members write what they see in a shared log. Figure 1 shows the Sun, Earth, and the Moon's orbit around Earth. Three positions along the orbit are labeled A, B, and C. Figure 1. Sun, Earth, and Moon's Orbit (Not drawn to scale) Log entries: March 3 - The Moon rose full and bright. Near midnight it slowly dimmed and turned a faint coppery color for about an hour. Then it brightened again. March 10 - Cloudy. No observations. March 18 - Clear and dark. The Milky Way stretched overhead. We sketched star clusters until midnight." }, { "n": 22, "item_id": "_72603bc2-84e2-45f8-a8c7-1f16b0be4d4a", "type": "gap-match", "title": "Moon Phases Along the Orbit", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Look at Figure 1. The Moon is shown at positions A, B, and C along its orbit.

 

Drag one Moon photo into each box to show the phase an observer on Earth would see when the Moon is at that position. One photo will not be used.

", "prompt_plain": "Look at Figure 1. The Moon is shown at positions A, B, and C along its orbit. Drag one Moon photo into each box to show the phase an observer on Earth would see when the Moon is at that position. One photo will not be used.", "context_html": "", "options": [ { "id": "tile-first-quarter", "text": "\"Moon", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-third-quarter", "text": "\"Moon", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-new-moon", "text": "\"Moon", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-waxing-gibbous", "text": "\"Moon", "plain": "", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot22a.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot22b.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot22c.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot22d.png" ], "stimulus_ids": [ "_b70574ab-14fd-4974-843d-e6454659abb9" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-new-moon gap-A", "tile-first-quarter gap-B", "tile-waxing-gibbous gap-C" ] }, "n_options": 4, "passage_html": "

Marfa Star Party Log

An astronomy club in Marfa, Texas, meets one night each month for a star party in the high desert. Members write what they see in a shared log.

Figure 1 shows the Sun, Earth, and the Moon's orbit around Earth. Three positions along the orbit are labeled A, B, and C.

Figure 1. Sun, Earth, and Moon's Orbit

\"The

(Not drawn to scale)

Log entries:

March 3 - The Moon rose full and bright. Near midnight it slowly dimmed and turned a faint coppery color for about an hour. Then it brightened again.

March 10 - Cloudy. No observations.

March 18 - Clear and dark. The Milky Way stretched overhead. We sketched star clusters until midnight.

", "passage_plain": "Marfa Star Party Log An astronomy club in Marfa, Texas, meets one night each month for a star party in the high desert. Members write what they see in a shared log. Figure 1 shows the Sun, Earth, and the Moon's orbit around Earth. Three positions along the orbit are labeled A, B, and C. Figure 1. Sun, Earth, and Moon's Orbit (Not drawn to scale) Log entries: March 3 - The Moon rose full and bright. Near midnight it slowly dimmed and turned a faint coppery color for about an hour. Then it brightened again. March 10 - Cloudy. No observations. March 18 - Clear and dark. The Milky Way stretched overhead. We sketched star clusters until midnight." }, { "n": 23, "item_id": "_ac1d282c-f2ac-4b14-93dc-5bf4df4b8795", "type": "choice", "title": "Backyard Notebook Evidence", "standards": [ "MS-ESS1-2" ], "prompt_html": "

Mateo watches the night sky from his backyard and sketches the positions of the planets in a notebook every week for a year. Then he plots the positions on his astronomy club's chart of the solar system. In a magazine he reads this claim: \"The Sun's gravity, produced by its enormous mass, holds the planets in their orbits.\"

\"A

Which entry from Mateo's notebook best supports the claim?

", "prompt_plain": "Mateo watches the night sky from his backyard and sketches the positions of the planets in a notebook every week for a year. Then he plots the positions on his astronomy club's chart of the solar system. In a magazine he reads this claim: \"The Sun's gravity, produced by its enormous mass, holds the planets in their orbits.\" Which entry from Mateo's notebook best supports the claim?", "context_html": "", "options": [ { "id": "cA1", "text": "The planets and the Sun move across the sky from east to west during a single night.", "plain": "The planets and the Sun move across the sky from east to west during a single night.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Jupiter looks much brighter than the other stars near it on each clear, dark night.", "plain": "Jupiter looks much brighter than the other stars near it on each clear, dark night.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The Moon shows the same pattern of dark patches on each night it is visible.", "plain": "The Moon shows the same pattern of dark patches on each night it is visible.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "His plotted chart shows each planet's path curving around the Sun instead of continuing straight.", "plain": "His plotted chart shows each planet's path curving around the Sun instead of continuing straight.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot23.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_10d8d7fd-86da-4a75-a13c-f98af4a72986", "type": "choice", "title": "Soccer-Field Scale Model", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Priya's science club is building a scale model of two planet-moon systems on the school soccer field. One cone marks each object's position. The club places the Earth cone and the Moon cone 20 meters apart to represent the real Earth-Moon distance. Table 1 shows data for the two moons. Figure 1 shows four possible layouts for the Jupiter and Europa cones.

Table 1. Moon Data (values rounded)

MoonDiameter (km)Average distance from its planet (km)
Earth's Moon3,500400,000
Europa (orbits Jupiter)3,100700,000

Figure 1. Possible Cone Layouts

\"A

Which layout uses the same scale as the club's Earth-Moon model?

", "prompt_plain": "Priya's science club is building a scale model of two planet-moon systems on the school soccer field. One cone marks each object's position. The club places the Earth cone and the Moon cone 20 meters apart to represent the real Earth-Moon distance. Table 1 shows data for the two moons. Figure 1 shows four possible layouts for the Jupiter and Europa cones. Table 1. Moon Data (values rounded) Moon Diameter (km) Average distance from its planet (km) Earth's Moon 3,500 400,000 Europa (orbits Jupiter) 3,100 700,000 Figure 1. Possible Cone Layouts Which layout uses the same scale as the club's Earth-Moon model?", "context_html": "", "options": [ { "id": "cA1", "text": "Layout 1", "plain": "Layout 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Layout 2", "plain": "Layout 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Layout 3", "plain": "Layout 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Layout 4", "plain": "Layout 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot24.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 25, "item_id": "_c5856df5-47a4-4ab4-b854-a077bc96c33b", "type": "text-entry", "title": "Comparing Planet Widths", "standards": [ "MS-ESS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Table 1 shows the diameters of three planets, rounded to the nearest 1,000 kilometers.

Table 1. Planet Diameters

PlanetDiameter (km, rounded to the nearest 1,000)
Mars7,000
Earth13,000
Jupiter143,000

How many times as wide as Earth is Jupiter? Divide Jupiter's diameter by Earth's diameter.

Give your answer as a whole number (e.g., 27).

Number of times as wide:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "11" ] }, "n_options": 0 }, { "n": 26, "item_id": "_f9509288-2464-4e8a-b88a-b33429cfdbbd", "type": "choice", "title": "Redrock Reservoir Arrow W", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Figure 1 shows a model of the water cycle at Redrock Reservoir. Arrow W points from the reservoir's surface up into the air.

Figure 1. Water Cycle at Redrock Reservoir

\"Cross-section

Which change would most likely increase the evaporation shown at arrow W?

", "prompt_plain": "Figure 1 shows a model of the water cycle at Redrock Reservoir. Arrow W points from the reservoir's surface up into the air. Figure 1. Water Cycle at Redrock Reservoir Which change would most likely increase the evaporation shown at arrow W?", "context_html": "", "options": [ { "id": "cA1", "text": "More hours of strong sunlight shining on the reservoir's surface each day.", "plain": "More hours of strong sunlight shining on the reservoir's surface each day.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Cooler air settling over the reservoir and the hills around it.", "plain": "Cooler air settling over the reservoir and the hills around it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Thicker clouds blocking sunlight from reaching the reservoir for most of the day.", "plain": "Thicker clouds blocking sunlight from reaching the reservoir for most of the day.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A stronger pull of gravity acting on the water in the reservoir.", "plain": "A stronger pull of gravity acting on the water in the reservoir.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot26.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 27, "item_id": "_ff607efc-31f9-4db7-990c-9e4c1bf9bdeb", "type": "choice", "title": "Marlow County Water Demand", "standards": [ "MS-ESS3-4" ], "prompt_html": "

Marlow County is one of the fastest-growing counties in its state. Table 1 shows the county's population and the average water use per person for 2005 and 2025.

Table 1. Marlow County Census Data

YearPopulationAverage water use per person per day (liters)
200540,000150
2025120,000210

Choose the TWO statements that the data support.

", "prompt_plain": "Marlow County is one of the fastest-growing counties in its state. Table 1 shows the county's population and the average water use per person for 2005 and 2025. Table 1. Marlow County Census Data Year Population Average water use per person per day (liters) 2005 40,000 150 2025 120,000 210 Choose the TWO statements that the data support.", "context_html": "", "options": [ { "id": "cA1", "text": "Per-person water use went down as the county grew, because more people means less water for each person.", "plain": "Per-person water use went down as the county grew, because more people means less water for each person.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Total demand would have risen even if per-person use had stayed the same, because the population tripled.", "plain": "Total demand would have risen even if per-person use had stayed the same, because the population tripled.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Total demand stayed about the same, because the county's water had to be shared among more people.", "plain": "Total demand stayed about the same, because the county's water had to be shared among more people.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Total demand was higher in 2025 than in 2005, because more people each used more water.", "plain": "Total demand was higher in 2025 than in 2005, because more people each used more water.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The rise in total demand was caused by rising per-person use, not by the change in population.", "plain": "The rise in total demand was caused by rising per-person use, not by the change in population.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 28, "item_id": "_5a16bb9f-12a2-4200-aef1-d08141821a32", "type": "choice", "title": "Hockey Push-Apart Prediction", "standards": [ "MS-PS2-1" ], "prompt_html": "

During hockey practice, Marcus (mass 90 kg) and Nadia (mass 45 kg) stand facing each other at center ice. They press their gloved hands together and push apart. Each player pushes on the other with a force of 15 newtons.

\"Two

Which statement best predicts the players' motion just after the push?

", "prompt_plain": "During hockey practice, Marcus (mass 90 kg) and Nadia (mass 45 kg) stand facing each other at center ice. They press their gloved hands together and push apart. Each player pushes on the other with a force of 15 newtons. Which statement best predicts the players' motion just after the push?", "context_html": "", "options": [ { "id": "cA1", "text": "They will accelerate equally, because the pushes on the two players are equal in strength.", "plain": "They will accelerate equally, because the pushes on the two players are equal in strength.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Marcus will accelerate more than Nadia, because a heavier player pushes with a stronger force.", "plain": "Marcus will accelerate more than Nadia, because a heavier player pushes with a stronger force.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Nadia will accelerate more than Marcus, because an equal force acts on a smaller mass.", "plain": "Nadia will accelerate more than Marcus, because an equal force acts on a smaller mass.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Neither player will accelerate, because the two equal pushes cancel each other out.", "plain": "Neither player will accelerate, because the two equal pushes cancel each other out.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot28.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_54ea850e-6dd0-4b94-92b3-754d9cdacb14", "type": "choice", "title": "Force-Pair Figures", "standards": [ "MS-PS2-1" ], "prompt_html": "

The figures below show four situations. In each figure, two labeled arrows show two forces.

\"Four

Which figure correctly shows two forces that form an action-reaction force pair?

", "prompt_plain": "The figures below show four situations. In each figure, two labeled arrows show two forces. Which figure correctly shows two forces that form an action-reaction force pair?", "context_html": "", "options": [ { "id": "cA1", "text": "Figure 1", "plain": "Figure 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Figure 2", "plain": "Figure 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Figure 3", "plain": "Figure 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Figure 4", "plain": "Figure 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot29.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_9c34409f-5aaa-4832-a53b-1a52fd5b950c", "type": "choice", "title": "Midair Refueling Force", "standards": [ "MS-PS2-2" ], "prompt_html": "

During a training flight, a transport jet flies steadily just behind a tanker plane and takes on 20,000 kilograms of fuel through a boom. As the fuel flows in, the pilot finds that making the same small speed adjustments to hold position now takes a larger engine force than it did before refueling began.

\"A

According to Newton's second law (F = ma), which statement best explains why a larger force is now needed?

", "prompt_plain": "During a training flight, a transport jet flies steadily just behind a tanker plane and takes on 20,000 kilograms of fuel through a boom. As the fuel flows in, the pilot finds that making the same small speed adjustments to hold position now takes a larger engine force than it did before refueling began. According to Newton's second law (F = ma), which statement best explains why a larger force is now needed?", "context_html": "", "options": [ { "id": "cA1", "text": "The jet's inertia now acts as a backward force that its engines must first overcome.", "plain": "The jet's inertia now acts as a backward force that its engines must first overcome.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The jet's mass has increased, so the same change in speed now needs a larger force.", "plain": "The jet's mass has increased, so the same change in speed now needs a larger force.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Gravity now pulls the heavier jet backward as well as downward, slowing its forward motion.", "plain": "Gravity now pulls the heavier jet backward as well as downward, slowing its forward motion.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Heavier objects naturally move more slowly, so the loaded jet keeps falling below its old speed.", "plain": "Heavier objects naturally move more slowly, so the loaded jet keeps falling below its old speed.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot30.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_6d4b2bb2-17c9-4546-8067-940fd10374bb", "type": "text-entry", "title": "Water-Ski Tow Mass", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Sana is learning to water-ski behind a boat. The tow rope pulls her forward, and she speeds up. The rope's pull is larger than the water's drag. The table below shows the measurements.

MeasurementValue
Net force on Sana (overall force)150 N (newtons)
Sana's acceleration3 m/s² (meters per second each second)

Use the equation force = mass × acceleration. What is Sana's mass, in kilograms?

Give your answer as a whole number (e.g., 27).

Mass in kilograms:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "50" ] }, "n_options": 0 }, { "n": 32, "item_id": "_8e358305-f98e-428f-9e46-b55852eaa856", "type": "choice", "title": "Doghouse Lining Curves", "standards": [ "MS-PS3-3" ], "prompt_html": "

Wren's dog sleeps in an outdoor doghouse. Before winter, her family compares two lining materials: foam board and thin plastic sheet. They line one test box with each material and place a jug of 40 °C water inside each box. The boxes sit outdoors overnight, where the air stays near 5 °C. A sensor logs each jug's water temperature from 8 p.m. to 6 a.m. Figure 1 shows both temperature curves.

Figure 1. Overnight Water Temperatures

\"Line

Which conclusion do the curves in Figure 1 best support?

", "prompt_plain": "Wren's dog sleeps in an outdoor doghouse. Before winter, her family compares two lining materials: foam board and thin plastic sheet. They line one test box with each material and place a jug of 40 °C water inside each box. The boxes sit outdoors overnight, where the air stays near 5 °C. A sensor logs each jug's water temperature from 8 p.m. to 6 a.m. Figure 1 shows both temperature curves. Figure 1. Overnight Water Temperatures Which conclusion do the curves in Figure 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The foam-lined water stayed warm all night, so the foam board made new thermal energy inside its box.", "plain": "The foam-lined water stayed warm all night, so the foam board made new thermal energy inside its box.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both jugs ended the night cooler than they started, so the two linings lost thermal energy at the same rate.", "plain": "Both jugs ended the night cooler than they started, so the two linings lost thermal energy at the same rate.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Thermal energy left the plastic-lined box faster, so foam board slows the transfer of heat better.", "plain": "Thermal energy left the plastic-lined box faster, so foam board slows the transfer of heat better.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The plastic-lined water dropped until it matched the night air, so the plastic sheet pulled coldness into its box.", "plain": "The plastic-lined water dropped until it matched the night air, so the plastic sheet pulled coldness into its box.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot32.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_d4c53878-abc5-430e-a85c-a9ce12a91c41", "type": "gap-match", "title": "Kitchen Heat Transfer", "standards": [ "MS-PS3-3" ], "prompt_html": "

While making dinner, a family notices three things happening in the kitchen. The observations are listed below.

 

Match each observation with the heat-transfer process that causes it. Use each process exactly once.

", "prompt_plain": "While making dinner, a family notices three things happening in the kitchen. The observations are listed below. Match each observation with the heat-transfer process that causes it. Use each process exactly once.", "context_html": "", "options": [ { "id": "tokRad", "text": "radiation", "plain": "radiation", "correct": false, "kind": "gap-token" }, { "id": "tokCond", "text": "conduction", "plain": "conduction", "correct": false, "kind": "gap-token" }, { "id": "tokConv", "text": "convection", "plain": "convection", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokCond gObs1", "tokConv gObs2", "tokRad gObs3" ] }, "n_options": 3 }, { "n": 34, "item_id": "_fd49985c-e9c0-4913-a20c-0cec837db024", "type": "choice", "title": "Quench Bucket Trials (Part A)", "standards": [ "MS-PS3-4" ], "prompt_html": "

Part A

In Trial 2, Tessa quenches the 600 g steel piece.

Look at Table 1. After five minutes, how will the Trial 2 water temperature compare with the Trial 1 result, and why?

", "prompt_plain": "Part A In Trial 2, Tessa quenches the 600 g steel piece. Look at Table 1. After five minutes, how will the Trial 2 water temperature compare with the Trial 1 result, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Higher than 26 °C, because larger pieces of steel come out of the same forge at higher temperatures.", "plain": "Higher than 26 °C, because larger pieces of steel come out of the same forge at higher temperatures.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Higher than 26 °C, because at the same temperature the 600 g piece holds more thermal energy to give the water.", "plain": "Higher than 26 °C, because at the same temperature the 600 g piece holds more thermal energy to give the water.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The same 26 °C, because both pieces enter the water at 300 °C, and starting temperature decides the water's change.", "plain": "The same 26 °C, because both pieces enter the water at 300 °C, and starting temperature decides the water's change.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Lower than 26 °C, because its thermal energy is spread through more metal, so less of it reaches the water.", "plain": "Lower than 26 °C, because its thermal energy is spread through more metal, so less of it reaches the water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_196d284f-47cb-4d19-bb2d-21fab2762e95" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Quench Bucket Trials

At a blacksmith's shop, hot steel pieces are cooled by lowering them into buckets of water. This is called quenching. Tessa helps the blacksmith test how the mass of the steel affects the water. The blacksmith heats each steel piece in the same forge to 300 °C. Tessa lowers each piece into its own bucket. Each bucket holds 2.0 liters of water at 20 °C. She measures the water temperature after five minutes. Table 1 shows the plan for both trials and the result of Trial 1.

Figure 1. The Quench Buckets

\"A

Table 1. Quench Trial Data

TrialMass of steel pieceSteel temperature at startWater in bucketWater temperature at startWater temperature after 5 minutes
1200 g300 °C2.0 L20 °C26 °C
2600 g300 °C2.0 L20 °Cnot yet measured
", "passage_plain": "Quench Bucket Trials At a blacksmith's shop, hot steel pieces are cooled by lowering them into buckets of water. This is called quenching. Tessa helps the blacksmith test how the mass of the steel affects the water. The blacksmith heats each steel piece in the same forge to 300 °C. Tessa lowers each piece into its own bucket. Each bucket holds 2.0 liters of water at 20 °C. She measures the water temperature after five minutes. Table 1 shows the plan for both trials and the result of Trial 1. Figure 1. The Quench Buckets Table 1. Quench Trial Data Trial Mass of steel piece Steel temperature at start Water in bucket Water temperature at start Water temperature after 5 minutes 1 200 g 300 °C 2.0 L 20 °C 26 °C 2 600 g 300 °C 2.0 L 20 °C not yet measured" }, { "n": 35, "item_id": "_0742f576-d3ac-4018-ad52-b3108568c433", "type": "choice", "title": "Quench Bucket Trials (Part B)", "standards": [ "MS-PS3-4" ], "prompt_html": "

Part B

Which statement about the steel's particles best explains your answer in Part A?

", "prompt_plain": "Part B Which statement about the steel's particles best explains your answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "At 300 °C, the particles in the 600 g piece vibrate faster than the particles in the 200 g piece.", "plain": "At 300 °C, the particles in the 600 g piece vibrate faster than the particles in the 200 g piece.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The particles in the 600 g piece are larger than normal, so each one stores more thermal energy.", "plain": "The particles in the 600 g piece are larger than normal, so each one stores more thermal energy.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The 600 g piece holds more of the heat particles that flow from hot metal into cool water.", "plain": "The 600 g piece holds more of the heat particles that flow from hot metal into cool water.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "At the same temperature, the 600 g piece has more vibrating particles able to pass energy to the water.", "plain": "At the same temperature, the 600 g piece has more vibrating particles able to pass energy to the water.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_196d284f-47cb-4d19-bb2d-21fab2762e95" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Quench Bucket Trials

At a blacksmith's shop, hot steel pieces are cooled by lowering them into buckets of water. This is called quenching. Tessa helps the blacksmith test how the mass of the steel affects the water. The blacksmith heats each steel piece in the same forge to 300 °C. Tessa lowers each piece into its own bucket. Each bucket holds 2.0 liters of water at 20 °C. She measures the water temperature after five minutes. Table 1 shows the plan for both trials and the result of Trial 1.

Figure 1. The Quench Buckets

\"A

Table 1. Quench Trial Data

TrialMass of steel pieceSteel temperature at startWater in bucketWater temperature at startWater temperature after 5 minutes
1200 g300 °C2.0 L20 °C26 °C
2600 g300 °C2.0 L20 °Cnot yet measured
", "passage_plain": "Quench Bucket Trials At a blacksmith's shop, hot steel pieces are cooled by lowering them into buckets of water. This is called quenching. Tessa helps the blacksmith test how the mass of the steel affects the water. The blacksmith heats each steel piece in the same forge to 300 °C. Tessa lowers each piece into its own bucket. Each bucket holds 2.0 liters of water at 20 °C. She measures the water temperature after five minutes. Table 1 shows the plan for both trials and the result of Trial 1. Figure 1. The Quench Buckets Table 1. Quench Trial Data Trial Mass of steel piece Steel temperature at start Water in bucket Water temperature at start Water temperature after 5 minutes 1 200 g 300 °C 2.0 L 20 °C 26 °C 2 600 g 300 °C 2.0 L 20 °C not yet measured" }, { "n": 36, "item_id": "_958ece90-8720-4adc-a201-0de527ca2ab2", "type": "choice", "title": "Spacewalk Radio and Sound", "standards": [ "MS-PS4-2" ], "prompt_html": "

During a spacewalk, two astronauts work a few meters apart outside their station. Their mission brief says: use your suit radio at all times. A shout inside a helmet cannot be heard by the other astronaut, no matter how loud, yet the radio message arrives with no noticeable delay.

\"Two

Choose the TWO statements that together explain why the radio message crosses the gap but the shouted sound does not.

", "prompt_plain": "During a spacewalk, two astronauts work a few meters apart outside their station. Their mission brief says: use your suit radio at all times. A shout inside a helmet cannot be heard by the other astronaut, no matter how loud, yet the radio message arrives with no noticeable delay. Choose the TWO statements that together explain why the radio message crosses the gap but the shouted sound does not.", "context_html": "", "options": [ { "id": "cA1", "text": "Sound waves travel too slowly to cross the gap before they fade away.", "plain": "Sound waves travel too slowly to cross the gap before they fade away.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sound needs matter to travel through, and there is almost no matter between the suits.", "plain": "Sound needs matter to travel through, and there is almost no matter between the suits.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The helmets reflect sound waves back toward the astronaut who shouted.", "plain": "The helmets reflect sound waves back toward the astronaut who shouted.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Empty space carries waves better than matter like air does, which helps the radio signal along.", "plain": "Empty space carries waves better than matter like air does, which helps the radio signal along.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Radio waves, like light, can travel through empty space without any matter.", "plain": "Radio waves, like light, can travel through empty space without any matter.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-21/images/slot36.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 37, "item_id": "_d26df767-bde6-4d5c-8b23-5097ddc97d92", "type": "choice", "title": "Testing Air for Mass (Part A)", "standards": [ "MS-PS1-1" ], "prompt_html": "

Part A

The club members suggest four procedures.

Which procedure is the best test of the club's claim?

", "prompt_plain": "Part A The club members suggest four procedures. Which procedure is the best test of the club's claim?", "context_html": "", "options": [ { "id": "cA1", "text": "Measure the ball's mass, pump in extra air, and measure the same ball's mass again right away.", "plain": "Measure the ball's mass, pump in extra air, and measure the same ball's mass again right away.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Measure the ball's mass, pump in extra air, then let the ball sit outside overnight before measuring again.", "plain": "Measure the ball's mass, pump in extra air, then let the ball sit outside overnight before measuring again.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Measure the ball's mass, bounce it fifty times to warm it up, pump in extra air, and measure again.", "plain": "Measure the ball's mass, bounce it fifty times to warm it up, pump in extra air, and measure again.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Measure the ball's mass, let some air out, pump the same amount of air back in, and measure again.", "plain": "Measure the ball's mass, let some air out, pump the same amount of air back in, and measure again.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_469aabf0-e79a-4a96-8a72-8a94b5283f2e" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Testing Air for Mass

Umar's science club is debating a claim: air is matter made of particles far too small to see, so pumping more air into a ball should increase the ball's mass. The club has a basketball, a hand pump with an inflation needle, and an electronic balance that reads to 1 gram. Figure 1 shows the equipment. The club must design a procedure to test the claim.

Figure 1. The Club’s Equipment

\"A

", "passage_plain": "Testing Air for Mass Umar's science club is debating a claim: air is matter made of particles far too small to see, so pumping more air into a ball should increase the ball's mass. The club has a basketball, a hand pump with an inflation needle, and an electronic balance that reads to 1 gram. Figure 1 shows the equipment. The club must design a procedure to test the claim. Figure 1. The Club’s Equipment" }, { "n": 38, "item_id": "_cffbd9f4-428e-49f8-b561-29a3f673340e", "type": "choice", "title": "Testing Air for Mass (Part B)", "standards": [ "MS-PS1-1" ], "prompt_html": "

Part B

The club uses the balance to test the claim.

Which balance result would support the claim that air has mass?

", "prompt_plain": "Part B The club uses the balance to test the claim. Which balance result would support the claim that air has mass?", "context_html": "", "options": [ { "id": "cA1", "text": "The reading drops from 600 g to 595 g after the extra air is pumped in.", "plain": "The reading drops from 600 g to 595 g after the extra air is pumped in.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The reading stays at 600 g before and after the extra air is pumped in.", "plain": "The reading stays at 600 g before and after the extra air is pumped in.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The reading rises from 600 g to 606 g after the extra air is pumped in.", "plain": "The reading rises from 600 g to 606 g after the extra air is pumped in.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The reading rises while Umar presses down on the ball, and returns to 600 g when he lets go.", "plain": "The reading rises while Umar presses down on the ball, and returns to 600 g when he lets go.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_469aabf0-e79a-4a96-8a72-8a94b5283f2e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Testing Air for Mass

Umar's science club is debating a claim: air is matter made of particles far too small to see, so pumping more air into a ball should increase the ball's mass. The club has a basketball, a hand pump with an inflation needle, and an electronic balance that reads to 1 gram. Figure 1 shows the equipment. The club must design a procedure to test the claim.

Figure 1. The Club’s Equipment

\"A

", "passage_plain": "Testing Air for Mass Umar's science club is debating a claim: air is matter made of particles far too small to see, so pumping more air into a ball should increase the ball's mass. The club has a basketball, a hand pump with an inflation needle, and an electronic balance that reads to 1 gram. Figure 1 shows the equipment. The club must design a procedure to test the claim. Figure 1. The Club’s Equipment" }, { "n": 39, "item_id": "_08064a9a-3909-4a1d-bc1a-065983773181", "type": "gap-match", "title": "Notice-Board Kiosk Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

The town council posts a design brief for a community notice-board kiosk outside the library. Volunteers will build it. The brief lists the four statements shown in Table 1.

 

Decide whether each statement in Table 1 is one of the criteria or one of the constraints. Drag Criteria or Constraints into the box next to each statement. Each label may be used more than once.

Table 1. Statements from the Design Brief

", "prompt_plain": "The town council posts a design brief for a community notice-board kiosk outside the library. Volunteers will build it. The brief lists the four statements shown in Table 1. Decide whether each statement in Table 1 is one of the criteria or one of the constraints. Drag Criteria or Constraints into the box next to each statement. Each label may be used more than once. Table 1. Statements from the Design Brief", "context_html": "", "options": [ { "id": "tokCons", "text": "Constraints", "plain": "Constraints", "correct": false, "kind": "gap-token" }, { "id": "tokCrit", "text": "Criteria", "plain": "Criteria", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokCrit gapS1", "tokCrit gapS2", "tokCons gapS3", "tokCons gapS4" ] }, "n_options": 2 }, { "n": 40, "item_id": "_cffabc3e-3306-474a-9838-8f769b665a66", "type": "inline-choice", "title": "Bike Light Design Diary", "standards": [ "MS-ETS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zeke's clip-on bike light slips downward on bumpy streets, so its beam points at the front tire instead of the road ahead. Zeke uses the design cycle he learned in class to make a better light mount. Three entries from his project diary are shown below.

Entry 1: \"Using cardboard and tape, I made a rough version of my favorite clamp idea.\"

Entry 2: \"I attached the cardboard clamp to my bike and rode down the bumpiest street in the neighborhood.\"

Entry 3: \"Going through my partner's video of the ride afterward, I noticed the clamp slowly slipping open on each big bump.\"

Complete each sentence by choosing the design-cycle step each diary entry shows.

Entry 1 shows the step.

Entry 2 shows the step.

Entry 3 shows the step.

", "options": [ { "id": "cIC1Of2b68a01e", "text": "propose", "plain": "propose", "correct": false, "kind": "inline" }, { "id": "cIC1O5911a2f96", "text": "build a model", "plain": "build a model", "correct": true, "kind": "inline" }, { "id": "cIC1O42c502c5d", "text": "test", "plain": "test", "correct": false, "kind": "inline" }, { "id": "cIC1O6f130acb3", "text": "analyze", "plain": "analyze", "correct": false, "kind": "inline" }, { "id": "cIC1Oee922ede8", "text": "revise", "plain": "revise", "correct": false, "kind": "inline" }, { "id": "cIC2O4b02293ef", "text": "propose", "plain": "propose", "correct": false, "kind": "inline" }, { "id": "cIC2Oaaa329c6b", "text": "build a model", "plain": "build a model", "correct": false, "kind": "inline" }, { "id": "cIC2O71f0dfc1a", "text": "test", "plain": "test", "correct": true, "kind": "inline" }, { "id": "cIC2Oc5b878c7b", "text": "analyze", "plain": "analyze", "correct": false, "kind": "inline" }, { "id": "cIC2O499b3875d", "text": "revise", "plain": "revise", "correct": false, "kind": "inline" }, { "id": "cIC3O26af7e15e", "text": "propose", "plain": "propose", "correct": false, "kind": "inline" }, { "id": "cIC3O82462e95e", "text": "build a model", "plain": "build a model", "correct": false, "kind": "inline" }, { "id": "cIC3Of81064b35", "text": "test", "plain": "test", "correct": false, "kind": "inline" }, { "id": "cIC3Oa6bfc3bce", "text": "analyze", "plain": "analyze", "correct": true, "kind": "inline" }, { "id": "cIC3Oaa241db92", "text": "revise", "plain": "revise", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1O5911a2f96" ], "RESPONSE2": [ "cIC2O71f0dfc1a" ], "RESPONSE3": [ "cIC3Oa6bfc3bce" ] }, "n_options": 15 } ] }, { "form": "G6.22", "grade": "G6", "title": "Alpha Standardized Science G6.22", "test_id": "_test-823006fd-2944-4b94-86c5-381696a9e4d0", "n_items": 40, "n_stimuli": 8, "stimuli": { "_51af7144-153b-4722-9d10-38293a6b948c": { "title": "Gym Floor Pull Test", "html": "

Gym Floor Pull Test

Gavin’s class investigates which gym-floor material creates more friction: the hardwood section or the rubber-tile section. Gavin loads books into one crate. He hooks a spring scale to the crate and pulls it at a slow, steady speed across each section. The reading on the spring scale shows the force needed to keep the crate moving. A larger force means the surface creates more friction. The evening before the test, the custodian had coated the hardwood section - and only that section - with fresh floor wax. Figure 1 shows the setup. Table 1 shows the readings.

Figure 1. The Pull-Test Setup

\"A

Table 1. Pull-Force Readings

Floor sectionCoatingTrial 1Trial 2Trial 3
HardwoodFresh wax18 N17 N18 N
Rubber tileNone31 N32 N31 N
" }, "_d96bbacb-b0cd-4a0c-bc04-ce7637ea709c": { "title": "Riverbend County Water Use", "html": "

Riverbend County Water Use

Riverbend County tracks its public water system. Figure 1 shows the county’s population from 1990 to 2020. Figure 2 shows the total amount of water withdrawn from the county system each day, in millions of liters. Figure 3 shows the county’s per-capita water use — the average amount of water one person uses in one day.

Figure 1. Riverbend County Population

\"Line

Figure 2. Total Water Withdrawn Each Day

\"Line

Figure 3. Per-Capita Water Use

\"Line

" }, "_ee8b156c-27e9-4945-a10a-6c2c456b1dd8": { "title": "Crowfoot Hill Pine Study", "html": "

Crowfoot Hill Pine Study

Amir helps a forest crew study pines on Crowfoot Hill. The pines grow in two places. In the dense stand, trees grow close together, and their branches nearly touch. In the open meadow nearby, the same kind of pine grows far apart. Both places get the same rainfall and have the same soil type. All the measured trees are healthy adults about 15 meters tall.

For each place, the crew measured how high above the ground each tree’s lowest living branch grows. Table 1 shows the results.

Table 1. Lowest Living Branch Heights

LocationTrees measuredAverage height of lowest living branch
Dense stand309.2 m above the ground
Open meadow301.1 m above the ground

At the base of the hill, the crew also runs a seedling test plot. Workers pulled all the weeds from around half of the young pine seedlings. They left the weeds around the other half. The weeds grow quickly and stand taller than the young pine seedlings. Table 2 shows seedling growth after one growing season.

Table 2. Seedling Growth After One Season

PlotSeedlingsAverage height gain
Weeds removed4031 cm
Weeds left in place4012 cm
" }, "_55788beb-3370-42c5-b5b4-3083464d67bc": { "title": "The Mystery Slide", "html": "

The Mystery Slide

While cleaning the class aquarium, Fiona wipes a thin green film off the inside of the glass. She makes a slide from the film and views it at 400x magnification. She sees many copies of one kind of tiny specimen, which she labels specimen K. At this magnification, the boundaries between neighboring cells are easy to see in every sample the class has studied. Fiona watches the slide for an hour and records what she sees in Table 1.

Table 1. Observations of Specimen K

ObservationWhat Fiona recorded
1Specimen K swims across the slide using a whip-like tail.
2The body is one oval compartment; no boundaries divide the inside into smaller units.
3Several small round structures are visible inside the body.
4Specimen K swims toward the brighter side of the slide.
5After an hour, one specimen K pinched itself into two separate specimens.
" }, "_7506cc00-026d-48b1-8720-018438390735": { "title": "Warm-Water Bench Station", "html": "

Warm-Water Bench Station

Callie’s class rotates through a two-activity bench station.

Activity 1: A glass flask is filled to the top with room-temperature water and closed with a stopper. A thin, clear tube passes through the stopper, and water rises partway up the tube. Callie marks the starting water line on the tube. She then stands the sealed flask in a pan of warm water for ten minutes. No water can enter or leave the flask. Figure 1 shows the setup before and after warming. After warming, the water line in the tube sits about three centimeters above the starting mark.

Activity 2: The station also has a molecular model kit. A tray holds round atom pieces labeled H (hydrogen), O (oxygen), C (carbon), and N (nitrogen), plus short sticks that connect atom pieces into models of molecules.

Figure 1. The flask before and after warming

\"A

" }, "_55f60c60-498a-4629-99c1-3e0069b3b47d": { "title": "Leaf Cell Energy Flow", "html": "

Leaf Cell Energy Flow

Lena is making a poster about how a spinach leaf cell powers its activities. Figure 1 is her flow diagram. It traces energy from sunlight to the cell’s activities. Two cell structures are hidden behind the labels Structure X and Structure Y.

Figure 1. Energy Flow in a Leaf Cell

\"Flow

" }, "_e8d0143d-2cb3-4f21-b74c-b52b3bd61569": { "title": "Harborview Storm-Surge Project", "html": "

Harborview Storm-Surge Project

Harborview is a fishing town on a low stretch of coast. During strong storms, wind pushes extra seawater toward the land. This rise in sea level, called storm surge, has flooded Shore Road, the street along the harbor, three times in the last five years. During these storms, large waves also cross the harbor and throw more water onto the road. The 2021 storm caused the worst flooding in the town’s records.

The town council wrote a design brief for engineering companies. The brief describes the town, the flooding problem, and the project’s requirements. The brief states three requirements. The protection must keep surge water off Shore Road in a storm as strong as the 2021 storm. Construction must be finished within 10 months, before the next storm season. The project cannot spend more than the money in the harbor-safety fund.

Table 1 shows the fund. Figure 1 shows the shoreline. Table 2 describes the two protection options the council is studying.

Table 1. Harbor-Safety Fund

SourceAmount
Town harbor-safety fund$350,000
State coastal grant$150,000
Total available$500,000

Figure 1. Harborview shoreline

\"Map

Table 2. Protection Options

OptionDescriptionEstimated cost
Option 1: Floating breakwaterA line of anchored floating concrete units across the outer harbor. Storm waves lose most of their energy as they pass it, and water keeps flowing beneath it. Boats enter the harbor by steering around its ends.$420,000
Option 2: Raised harbor wallThe concrete wall along Shore Road is raised by 1.2 meters, forming an unbroken barrier at the water’s edge. It blocks the harbor view from street level.$460,000
" }, "_fe603ef1-45db-4abc-8aeb-06437e5609fe": { "title": "Salt Tank and Ocean Map", "html": "

Salt Tank and Ocean Map

Omar and Quentin built a model of how ocean water moves. They filled a clear tank with room-temperature fresh water. Then they did the two steps shown in Table 1. Figure 1 shows the tank after both steps.

Table 1. Steps and Observations

StepWhat the students didWhat the students observed
1Poured cold, extra-salty water dyed blue into one end of the tank.The blue water sank and spread along the bottom of the tank.
2Poured warm fresh water dyed red into the same end of the tank.The red water floated and spread across the surface.

Figure 1. The Tank After Both Steps

\"A

Figure 2 is a map of two coastal cities, Port Aster and Port Brava. The two ports sit at the same latitude on opposite coasts of a continent. A warm surface current flows from near the equator toward the pole along Port Aster's coast. A cold surface current flows from near the pole toward the equator along Port Brava's coast.

Figure 2. Map of the Two Ports

\"Map

" } }, "questions": [ { "n": 1, "item_id": "_328f1d91-f28a-41ac-a13a-dfb9933ad1d9", "type": "choice", "title": "Harborview Design Brief (Part A)", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Part A

The design brief describes Harborview’s flooding problem and lists the project’s requirements.

Which statement from the design brief is a criterion for the protection project?

", "prompt_plain": "Part A The design brief describes Harborview’s flooding problem and lists the project’s requirements. Which statement from the design brief is a criterion for the protection project?", "context_html": "", "options": [ { "id": "cA1", "text": "The project cannot spend more than the $500,000 total in the town’s harbor-safety fund.", "plain": "The project cannot spend more than the $500,000 total in the town’s harbor-safety fund.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Shore Road beside the harbor has flooded three times during the last five years.", "plain": "Shore Road beside the harbor has flooded three times during the last five years.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The protection must keep surge water off Shore Road during a storm like the 2021 storm.", "plain": "The protection must keep surge water off Shore Road during a storm like the 2021 storm.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Construction of the protection must be finished within 10 months, before the next storm season.", "plain": "Construction of the protection must be finished within 10 months, before the next storm season.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8d0143d-2cb3-4f21-b74c-b52b3bd61569" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Harborview Storm-Surge Project

Harborview is a fishing town on a low stretch of coast. During strong storms, wind pushes extra seawater toward the land. This rise in sea level, called storm surge, has flooded Shore Road, the street along the harbor, three times in the last five years. During these storms, large waves also cross the harbor and throw more water onto the road. The 2021 storm caused the worst flooding in the town’s records.

The town council wrote a design brief for engineering companies. The brief describes the town, the flooding problem, and the project’s requirements. The brief states three requirements. The protection must keep surge water off Shore Road in a storm as strong as the 2021 storm. Construction must be finished within 10 months, before the next storm season. The project cannot spend more than the money in the harbor-safety fund.

Table 1 shows the fund. Figure 1 shows the shoreline. Table 2 describes the two protection options the council is studying.

Table 1. Harbor-Safety Fund

SourceAmount
Town harbor-safety fund$350,000
State coastal grant$150,000
Total available$500,000

Figure 1. Harborview shoreline

\"Map

Table 2. Protection Options

OptionDescriptionEstimated cost
Option 1: Floating breakwaterA line of anchored floating concrete units across the outer harbor. Storm waves lose most of their energy as they pass it, and water keeps flowing beneath it. Boats enter the harbor by steering around its ends.$420,000
Option 2: Raised harbor wallThe concrete wall along Shore Road is raised by 1.2 meters, forming an unbroken barrier at the water’s edge. It blocks the harbor view from street level.$460,000
", "passage_plain": "Harborview Storm-Surge Project Harborview is a fishing town on a low stretch of coast. During strong storms, wind pushes extra seawater toward the land. This rise in sea level, called storm surge, has flooded Shore Road, the street along the harbor, three times in the last five years. During these storms, large waves also cross the harbor and throw more water onto the road. The 2021 storm caused the worst flooding in the town’s records. The town council wrote a design brief for engineering companies. The brief describes the town, the flooding problem, and the project’s requirements. The brief states three requirements. The protection must keep surge water off Shore Road in a storm as strong as the 2021 storm. Construction must be finished within 10 months, before the next storm season. The project cannot spend more than the money in the harbor-safety fund. Table 1 shows the fund. Figure 1 shows the shoreline. Table 2 describes the two protection options the council is studying. Table 1. Harbor-Safety Fund Source Amount Town harbor-safety fund $350,000 State coastal grant $150,000 Total available $500,000 Figure 1. Harborview shoreline Table 2. Protection Options Option Description Estimated cost Option 1: Floating breakwater A line of anchored floating concrete units across the outer harbor. Storm waves lose most of their energy as they pass it, and water keeps flowing beneath it. Boats enter the harbor by steering around its ends. $420,000 Option 2: Raised harbor wall The concrete wall along Shore Road is raised by 1.2 meters, forming an unbroken barrier at the water’s edge. It blocks the harbor view from street level. $460,000" }, { "n": 2, "item_id": "_2a4aeec5-e796-4f12-8278-6f217a2c298b", "type": "choice", "title": "Harborview Design Brief (Part B)", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Part B

Which statement from the design brief is a constraint that limits how the criterion you chose in Part A can be met?

", "prompt_plain": "Part B Which statement from the design brief is a constraint that limits how the criterion you chose in Part A can be met?", "context_html": "", "options": [ { "id": "cA2", "text": "The project cannot spend more than the total in the harbor-safety fund.", "plain": "The project cannot spend more than the total in the harbor-safety fund.", "correct": true, "kind": "choice" }, { "id": "cB2", "text": "The protection must keep surge water off Shore Road during strong storms.", "plain": "The protection must keep surge water off Shore Road during strong storms.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "The street called Shore Road runs along the low edge of the town’s harbor.", "plain": "The street called Shore Road runs along the low edge of the town’s harbor.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "The 2021 storm caused the worst flooding in the town’s records.", "plain": "The 2021 storm caused the worst flooding in the town’s records.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8d0143d-2cb3-4f21-b74c-b52b3bd61569" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA2" ] }, "n_options": 4, "passage_html": "

Harborview Storm-Surge Project

Harborview is a fishing town on a low stretch of coast. During strong storms, wind pushes extra seawater toward the land. This rise in sea level, called storm surge, has flooded Shore Road, the street along the harbor, three times in the last five years. During these storms, large waves also cross the harbor and throw more water onto the road. The 2021 storm caused the worst flooding in the town’s records.

The town council wrote a design brief for engineering companies. The brief describes the town, the flooding problem, and the project’s requirements. The brief states three requirements. The protection must keep surge water off Shore Road in a storm as strong as the 2021 storm. Construction must be finished within 10 months, before the next storm season. The project cannot spend more than the money in the harbor-safety fund.

Table 1 shows the fund. Figure 1 shows the shoreline. Table 2 describes the two protection options the council is studying.

Table 1. Harbor-Safety Fund

SourceAmount
Town harbor-safety fund$350,000
State coastal grant$150,000
Total available$500,000

Figure 1. Harborview shoreline

\"Map

Table 2. Protection Options

OptionDescriptionEstimated cost
Option 1: Floating breakwaterA line of anchored floating concrete units across the outer harbor. Storm waves lose most of their energy as they pass it, and water keeps flowing beneath it. Boats enter the harbor by steering around its ends.$420,000
Option 2: Raised harbor wallThe concrete wall along Shore Road is raised by 1.2 meters, forming an unbroken barrier at the water’s edge. It blocks the harbor view from street level.$460,000
", "passage_plain": "Harborview Storm-Surge Project Harborview is a fishing town on a low stretch of coast. During strong storms, wind pushes extra seawater toward the land. This rise in sea level, called storm surge, has flooded Shore Road, the street along the harbor, three times in the last five years. During these storms, large waves also cross the harbor and throw more water onto the road. The 2021 storm caused the worst flooding in the town’s records. The town council wrote a design brief for engineering companies. The brief describes the town, the flooding problem, and the project’s requirements. The brief states three requirements. The protection must keep surge water off Shore Road in a storm as strong as the 2021 storm. Construction must be finished within 10 months, before the next storm season. The project cannot spend more than the money in the harbor-safety fund. Table 1 shows the fund. Figure 1 shows the shoreline. Table 2 describes the two protection options the council is studying. Table 1. Harbor-Safety Fund Source Amount Town harbor-safety fund $350,000 State coastal grant $150,000 Total available $500,000 Figure 1. Harborview shoreline Table 2. Protection Options Option Description Estimated cost Option 1: Floating breakwater A line of anchored floating concrete units across the outer harbor. Storm waves lose most of their energy as they pass it, and water keeps flowing beneath it. Boats enter the harbor by steering around its ends. $420,000 Option 2: Raised harbor wall The concrete wall along Shore Road is raised by 1.2 meters, forming an unbroken barrier at the water’s edge. It blocks the harbor view from street level. $460,000" }, { "n": 3, "item_id": "_d8439733-65a6-45eb-9268-7a7f06608b7e", "type": "choice", "title": "Harborview Protection Advantages", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The council debates the strengths of the two protection options described in Table 2.

Choose the TWO statements that correctly describe an advantage: one advantage of the floating breakwater and one advantage of the raised harbor wall.

", "prompt_plain": "The council debates the strengths of the two protection options described in Table 2. Choose the TWO statements that correctly describe an advantage: one advantage of the floating breakwater and one advantage of the raised harbor wall.", "context_html": "", "options": [ { "id": "cA3", "text": "The floating breakwater keeps storm-surge water from getting into the harbor.", "plain": "The floating breakwater keeps storm-surge water from getting into the harbor.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "The floating breakwater calms storm waves before they reach the shoreline.", "plain": "The floating breakwater calms storm waves before they reach the shoreline.", "correct": true, "kind": "choice" }, { "id": "cC3", "text": "The floating breakwater lets fishing boats enter and leave the harbor without changing course.", "plain": "The floating breakwater lets fishing boats enter and leave the harbor without changing course.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "The raised harbor wall forms one continuous barrier along Shore Road.", "plain": "The raised harbor wall forms one continuous barrier along Shore Road.", "correct": true, "kind": "choice" }, { "id": "cE3", "text": "The raised harbor wall lets surge water drain out through its base.", "plain": "The raised harbor wall lets surge water drain out through its base.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8d0143d-2cb3-4f21-b74c-b52b3bd61569" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB3", "cD3" ] }, "n_options": 5, "passage_html": "

Harborview Storm-Surge Project

Harborview is a fishing town on a low stretch of coast. During strong storms, wind pushes extra seawater toward the land. This rise in sea level, called storm surge, has flooded Shore Road, the street along the harbor, three times in the last five years. During these storms, large waves also cross the harbor and throw more water onto the road. The 2021 storm caused the worst flooding in the town’s records.

The town council wrote a design brief for engineering companies. The brief describes the town, the flooding problem, and the project’s requirements. The brief states three requirements. The protection must keep surge water off Shore Road in a storm as strong as the 2021 storm. Construction must be finished within 10 months, before the next storm season. The project cannot spend more than the money in the harbor-safety fund.

Table 1 shows the fund. Figure 1 shows the shoreline. Table 2 describes the two protection options the council is studying.

Table 1. Harbor-Safety Fund

SourceAmount
Town harbor-safety fund$350,000
State coastal grant$150,000
Total available$500,000

Figure 1. Harborview shoreline

\"Map

Table 2. Protection Options

OptionDescriptionEstimated cost
Option 1: Floating breakwaterA line of anchored floating concrete units across the outer harbor. Storm waves lose most of their energy as they pass it, and water keeps flowing beneath it. Boats enter the harbor by steering around its ends.$420,000
Option 2: Raised harbor wallThe concrete wall along Shore Road is raised by 1.2 meters, forming an unbroken barrier at the water’s edge. It blocks the harbor view from street level.$460,000
", "passage_plain": "Harborview Storm-Surge Project Harborview is a fishing town on a low stretch of coast. During strong storms, wind pushes extra seawater toward the land. This rise in sea level, called storm surge, has flooded Shore Road, the street along the harbor, three times in the last five years. During these storms, large waves also cross the harbor and throw more water onto the road. The 2021 storm caused the worst flooding in the town’s records. The town council wrote a design brief for engineering companies. The brief describes the town, the flooding problem, and the project’s requirements. The brief states three requirements. The protection must keep surge water off Shore Road in a storm as strong as the 2021 storm. Construction must be finished within 10 months, before the next storm season. The project cannot spend more than the money in the harbor-safety fund. Table 1 shows the fund. Figure 1 shows the shoreline. Table 2 describes the two protection options the council is studying. Table 1. Harbor-Safety Fund Source Amount Town harbor-safety fund $350,000 State coastal grant $150,000 Total available $500,000 Figure 1. Harborview shoreline Table 2. Protection Options Option Description Estimated cost Option 1: Floating breakwater A line of anchored floating concrete units across the outer harbor. Storm waves lose most of their energy as they pass it, and water keeps flowing beneath it. Boats enter the harbor by steering around its ends. $420,000 Option 2: Raised harbor wall The concrete wall along Shore Road is raised by 1.2 meters, forming an unbroken barrier at the water’s edge. It blocks the harbor view from street level. $460,000" }, { "n": 4, "item_id": "_2dc5c21e-bee9-4113-bd84-e55a9480c05b", "type": "choice", "title": "Warm Flask Water Line", "standards": [ "MS-PS1-4" ], "prompt_html": "

Look at Figure 1. No water entered or left the sealed flask while it warmed in the pan.

Which statement best explains why the water line in the tube is higher after warming?

", "prompt_plain": "Look at Figure 1. No water entered or left the sealed flask while it warmed in the pan. Which statement best explains why the water line in the tube is higher after warming?", "context_html": "", "options": [ { "id": "cA4", "text": "The warm water made new water particles, so there are more particles than before.", "plain": "The warm water made new water particles, so there are more particles than before.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "Each water particle grew larger as it took in thermal energy from the pan.", "plain": "Each water particle grew larger as it took in thermal energy from the pan.", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "Tiny particles of heat from the warm pan mixed into the water and added to it.", "plain": "Tiny particles of heat from the warm pan mixed into the water and added to it.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "The same water particles now move faster and sit slightly farther apart on average.", "plain": "The same water particles now move faster and sit slightly farther apart on average.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7506cc00-026d-48b1-8720-018438390735" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD4" ] }, "n_options": 4, "passage_html": "

Warm-Water Bench Station

Callie’s class rotates through a two-activity bench station.

Activity 1: A glass flask is filled to the top with room-temperature water and closed with a stopper. A thin, clear tube passes through the stopper, and water rises partway up the tube. Callie marks the starting water line on the tube. She then stands the sealed flask in a pan of warm water for ten minutes. No water can enter or leave the flask. Figure 1 shows the setup before and after warming. After warming, the water line in the tube sits about three centimeters above the starting mark.

Activity 2: The station also has a molecular model kit. A tray holds round atom pieces labeled H (hydrogen), O (oxygen), C (carbon), and N (nitrogen), plus short sticks that connect atom pieces into models of molecules.

Figure 1. The flask before and after warming

\"A

", "passage_plain": "Warm-Water Bench Station Callie’s class rotates through a two-activity bench station. Activity 1: A glass flask is filled to the top with room-temperature water and closed with a stopper. A thin, clear tube passes through the stopper, and water rises partway up the tube. Callie marks the starting water line on the tube. She then stands the sealed flask in a pan of warm water for ten minutes. No water can enter or leave the flask. Figure 1 shows the setup before and after warming. After warming, the water line in the tube sits about three centimeters above the starting mark. Activity 2: The station also has a molecular model kit. A tray holds round atom pieces labeled H (hydrogen), O (oxygen), C (carbon), and N (nitrogen), plus short sticks that connect atom pieces into models of molecules. Figure 1. The flask before and after warming" }, { "n": 5, "item_id": "_5627597e-a72e-42e5-b6e0-b5ffaa46d57e", "type": "gap-match", "title": "Water Molecule Model Kit", "standards": [ "MS-PS1-1" ], "prompt_html": "

In Activity 2, Callie builds a ball-and-stick model of one molecule of water. The chemical formula of water is H2O.

\"An

 

Drag one atom piece into each empty circle to complete the model. A piece may be used more than once.

", "prompt_plain": "In Activity 2, Callie builds a ball-and-stick model of one molecule of water. The chemical formula of water is H 2 O. Drag one atom piece into each empty circle to complete the model. A piece may be used more than once.", "context_html": "", "options": [ { "id": "tokN", "text": "N", "plain": "N", "correct": false, "kind": "gap-token" }, { "id": "tokH", "text": "H", "plain": "H", "correct": false, "kind": "gap-token" }, { "id": "tokO", "text": "O", "plain": "O", "correct": false, "kind": "gap-token" }, { "id": "tokC", "text": "C", "plain": "C", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot05_v2.png" ], "stimulus_ids": [ "_7506cc00-026d-48b1-8720-018438390735" ], "key_letters": "", "key_values": { "RESPONSE": [ "tokH gap-left", "tokO gap-center", "tokH gap-right" ] }, "n_options": 4, "passage_html": "

Warm-Water Bench Station

Callie’s class rotates through a two-activity bench station.

Activity 1: A glass flask is filled to the top with room-temperature water and closed with a stopper. A thin, clear tube passes through the stopper, and water rises partway up the tube. Callie marks the starting water line on the tube. She then stands the sealed flask in a pan of warm water for ten minutes. No water can enter or leave the flask. Figure 1 shows the setup before and after warming. After warming, the water line in the tube sits about three centimeters above the starting mark.

Activity 2: The station also has a molecular model kit. A tray holds round atom pieces labeled H (hydrogen), O (oxygen), C (carbon), and N (nitrogen), plus short sticks that connect atom pieces into models of molecules.

Figure 1. The flask before and after warming

\"A

", "passage_plain": "Warm-Water Bench Station Callie’s class rotates through a two-activity bench station. Activity 1: A glass flask is filled to the top with room-temperature water and closed with a stopper. A thin, clear tube passes through the stopper, and water rises partway up the tube. Callie marks the starting water line on the tube. She then stands the sealed flask in a pan of warm water for ten minutes. No water can enter or leave the flask. Figure 1 shows the setup before and after warming. After warming, the water line in the tube sits about three centimeters above the starting mark. Activity 2: The station also has a molecular model kit. A tray holds round atom pieces labeled H (hydrogen), O (oxygen), C (carbon), and N (nitrogen), plus short sticks that connect atom pieces into models of molecules. Figure 1. The flask before and after warming" }, { "n": 6, "item_id": "_85977626-c865-4991-93f4-647d35043121", "type": "choice", "title": "Water Drop Sketches", "standards": [ "MS-PS1-1" ], "prompt_html": "

After the station, Callie sketches four ideas for how the water inside one tiny drop is built. A water molecule is one oxygen atom joined to two hydrogen atoms. In each sketch, a large dark circle stands for one oxygen atom and a small light circle stands for one hydrogen atom.

Which sketch best shows the water in the drop?

", "prompt_plain": "After the station, Callie sketches four ideas for how the water inside one tiny drop is built. A water molecule is one oxygen atom joined to two hydrogen atoms. In each sketch, a large dark circle stands for one oxygen atom and a small light circle stands for one hydrogen atom. Which sketch best shows the water in the drop?", "context_html": "", "options": [ { "id": "cA6", "text": "

\"Sketch

One connected sheet: the circles join together into one large, unbroken network.

", "plain": "One connected sheet: the circles join together into one large, unbroken network.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "

\"Sketch

Separate groups: one dark circle joined to two light circles in each group.

", "plain": "Separate groups: one dark circle joined to two light circles in each group.", "correct": true, "kind": "choice" }, { "id": "cC6", "text": "

\"Sketch

One long chain: the three-circle groups link end to end into one connected line.

", "plain": "One long chain: the three-circle groups link end to end into one connected line.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "

\"Sketch

Single circles: dark and light circles float around without joining to each other.

", "plain": "Single circles: dark and light circles float around without joining to each other.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot06a.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot06b.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot06c.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot06d.png" ], "stimulus_ids": [ "_7506cc00-026d-48b1-8720-018438390735" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB6" ] }, "n_options": 4, "passage_html": "

Warm-Water Bench Station

Callie’s class rotates through a two-activity bench station.

Activity 1: A glass flask is filled to the top with room-temperature water and closed with a stopper. A thin, clear tube passes through the stopper, and water rises partway up the tube. Callie marks the starting water line on the tube. She then stands the sealed flask in a pan of warm water for ten minutes. No water can enter or leave the flask. Figure 1 shows the setup before and after warming. After warming, the water line in the tube sits about three centimeters above the starting mark.

Activity 2: The station also has a molecular model kit. A tray holds round atom pieces labeled H (hydrogen), O (oxygen), C (carbon), and N (nitrogen), plus short sticks that connect atom pieces into models of molecules.

Figure 1. The flask before and after warming

\"A

", "passage_plain": "Warm-Water Bench Station Callie’s class rotates through a two-activity bench station. Activity 1: A glass flask is filled to the top with room-temperature water and closed with a stopper. A thin, clear tube passes through the stopper, and water rises partway up the tube. Callie marks the starting water line on the tube. She then stands the sealed flask in a pan of warm water for ten minutes. No water can enter or leave the flask. Figure 1 shows the setup before and after warming. After warming, the water line in the tube sits about three centimeters above the starting mark. Activity 2: The station also has a molecular model kit. A tray holds round atom pieces labeled H (hydrogen), O (oxygen), C (carbon), and N (nitrogen), plus short sticks that connect atom pieces into models of molecules. Figure 1. The flask before and after warming" }, { "n": 7, "item_id": "_9ea6d152-fcbb-4ce8-acaf-e8dece94ec50", "type": "hottext", "title": "Crowfoot Pines Evidence Sentence", "standards": [ "MS-LS2-1" ], "prompt_html": "

Amir studies Table 1 and writes this inference: \"The pines in the dense stand compete with one another.\" He then drafts five sentences for his report.

Select the ONE sentence that best supports Amir’s inference.

", "prompt_plain": "Amir studies Table 1 and writes this inference: \"The pines in the dense stand compete with one another.\" He then drafts five sentences for his report. Select the ONE sentence that best supports Amir’s inference.", "context_html": "", "options": [ { "id": "htA7", "text": "All the measured pines are healthy adult trees of about the same total height.", "plain": "All the measured pines are healthy adult trees of about the same total height.", "correct": false, "kind": "hottext" }, { "id": "htB7", "text": "The lowest living branches in the dense stand average 9.2 meters above the ground.", "plain": "The lowest living branches in the dense stand average 9.2 meters above the ground.", "correct": false, "kind": "hottext" }, { "id": "htC7", "text": "The dense-stand pines have slightly darker bark than the pines in the open meadow.", "plain": "The dense-stand pines have slightly darker bark than the pines in the open meadow.", "correct": false, "kind": "hottext" }, { "id": "htD7", "text": "Lowest living branches average 9.2 meters in the dense stand but 1.1 meters in the meadow.", "plain": "Lowest living branches average 9.2 meters in the dense stand but 1.1 meters in the meadow.", "correct": true, "kind": "hottext" }, { "id": "htE7", "text": "The crew measured thirty separate trees in each of the two pine locations.", "plain": "The crew measured thirty separate trees in each of the two pine locations.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_ee8b156c-27e9-4945-a10a-6c2c456b1dd8" ], "key_letters": "", "key_values": { "RESPONSE": [ "htD7" ] }, "n_options": 5, "passage_html": "

Crowfoot Hill Pine Study

Amir helps a forest crew study pines on Crowfoot Hill. The pines grow in two places. In the dense stand, trees grow close together, and their branches nearly touch. In the open meadow nearby, the same kind of pine grows far apart. Both places get the same rainfall and have the same soil type. All the measured trees are healthy adults about 15 meters tall.

For each place, the crew measured how high above the ground each tree’s lowest living branch grows. Table 1 shows the results.

Table 1. Lowest Living Branch Heights

LocationTrees measuredAverage height of lowest living branch
Dense stand309.2 m above the ground
Open meadow301.1 m above the ground

At the base of the hill, the crew also runs a seedling test plot. Workers pulled all the weeds from around half of the young pine seedlings. They left the weeds around the other half. The weeds grow quickly and stand taller than the young pine seedlings. Table 2 shows seedling growth after one growing season.

Table 2. Seedling Growth After One Season

PlotSeedlingsAverage height gain
Weeds removed4031 cm
Weeds left in place4012 cm
", "passage_plain": "Crowfoot Hill Pine Study Amir helps a forest crew study pines on Crowfoot Hill. The pines grow in two places. In the dense stand, trees grow close together, and their branches nearly touch. In the open meadow nearby, the same kind of pine grows far apart. Both places get the same rainfall and have the same soil type. All the measured trees are healthy adults about 15 meters tall. For each place, the crew measured how high above the ground each tree’s lowest living branch grows. Table 1 shows the results. Table 1. Lowest Living Branch Heights Location Trees measured Average height of lowest living branch Dense stand 30 9.2 m above the ground Open meadow 30 1.1 m above the ground At the base of the hill, the crew also runs a seedling test plot. Workers pulled all the weeds from around half of the young pine seedlings. They left the weeds around the other half. The weeds grow quickly and stand taller than the young pine seedlings. Table 2 shows seedling growth after one growing season. Table 2. Seedling Growth After One Season Plot Seedlings Average height gain Weeds removed 40 31 cm Weeds left in place 40 12 cm" }, { "n": 8, "item_id": "_2c7e43e4-6597-4b33-ad2d-a9f3b96b0667", "type": "choice", "title": "Seedling Plot Explanation", "standards": [ "MS-LS2-1" ], "prompt_html": "

Look at Table 2. Seedlings with the weeds removed grew more than seedlings left among the weeds.

Choose the TWO statements that best explain why removing the weeds increased seedling growth.

", "prompt_plain": "Look at Table 2. Seedlings with the weeds removed grew more than seedlings left among the weeds. Choose the TWO statements that best explain why removing the weeds increased seedling growth.", "context_html": "", "options": [ { "id": "cA8", "text": "Water and minerals in the soil were no longer used up by weeds.", "plain": "Water and minerals in the soil were no longer used up by weeds.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "Nutrients formed in the soil on their own after the weeds were pulled out.", "plain": "Nutrients formed in the soil on their own after the weeds were pulled out.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Sunlight was no longer blocked from reaching the small seedlings by taller weeds.", "plain": "Sunlight was no longer blocked from reaching the small seedlings by taller weeds.", "correct": true, "kind": "choice" }, { "id": "cD8", "text": "The seedlings needed less water and food once the weeds were pulled out.", "plain": "The seedlings needed less water and food once the weeds were pulled out.", "correct": false, "kind": "choice" }, { "id": "cE8", "text": "The seedlings switched to taking in food from the soil instead of making it.", "plain": "The seedlings switched to taking in food from the soil instead of making it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ee8b156c-27e9-4945-a10a-6c2c456b1dd8" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA8", "cC8" ] }, "n_options": 5, "passage_html": "

Crowfoot Hill Pine Study

Amir helps a forest crew study pines on Crowfoot Hill. The pines grow in two places. In the dense stand, trees grow close together, and their branches nearly touch. In the open meadow nearby, the same kind of pine grows far apart. Both places get the same rainfall and have the same soil type. All the measured trees are healthy adults about 15 meters tall.

For each place, the crew measured how high above the ground each tree’s lowest living branch grows. Table 1 shows the results.

Table 1. Lowest Living Branch Heights

LocationTrees measuredAverage height of lowest living branch
Dense stand309.2 m above the ground
Open meadow301.1 m above the ground

At the base of the hill, the crew also runs a seedling test plot. Workers pulled all the weeds from around half of the young pine seedlings. They left the weeds around the other half. The weeds grow quickly and stand taller than the young pine seedlings. Table 2 shows seedling growth after one growing season.

Table 2. Seedling Growth After One Season

PlotSeedlingsAverage height gain
Weeds removed4031 cm
Weeds left in place4012 cm
", "passage_plain": "Crowfoot Hill Pine Study Amir helps a forest crew study pines on Crowfoot Hill. The pines grow in two places. In the dense stand, trees grow close together, and their branches nearly touch. In the open meadow nearby, the same kind of pine grows far apart. Both places get the same rainfall and have the same soil type. All the measured trees are healthy adults about 15 meters tall. For each place, the crew measured how high above the ground each tree’s lowest living branch grows. Table 1 shows the results. Table 1. Lowest Living Branch Heights Location Trees measured Average height of lowest living branch Dense stand 30 9.2 m above the ground Open meadow 30 1.1 m above the ground At the base of the hill, the crew also runs a seedling test plot. Workers pulled all the weeds from around half of the young pine seedlings. They left the weeds around the other half. The weeds grow quickly and stand taller than the young pine seedlings. Table 2 shows seedling growth after one growing season. Table 2. Seedling Growth After One Season Plot Seedlings Average height gain Weeds removed 40 31 cm Weeds left in place 40 12 cm" }, { "n": 9, "item_id": "_a1516745-a40d-4c2c-a43b-3e57c2c2d610", "type": "choice", "title": "Specimen K Claim (Part A)", "standards": [ "MS-LS1-1" ], "prompt_html": "

Part A

Look at Table 1.

Which claim about specimen K is best supported by Fiona’s observations?

", "prompt_plain": "Part A Look at Table 1. Which claim about specimen K is best supported by Fiona’s observations?", "context_html": "", "options": [ { "id": "cA9", "text": "Specimen K is a non-living speck that drifts around in the aquarium water.", "plain": "Specimen K is a non-living speck that drifts around in the aquarium water.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "Specimen K is one cell that broke off a water plant in the aquarium.", "plain": "Specimen K is one cell that broke off a water plant in the aquarium.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "Specimen K is an organism made of many cells that work together.", "plain": "Specimen K is an organism made of many cells that work together.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "Specimen K is a complete organism whose entire body is one single cell.", "plain": "Specimen K is a complete organism whose entire body is one single cell.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_55788beb-3370-42c5-b5b4-3083464d67bc" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD9" ] }, "n_options": 4, "passage_html": "

The Mystery Slide

While cleaning the class aquarium, Fiona wipes a thin green film off the inside of the glass. She makes a slide from the film and views it at 400x magnification. She sees many copies of one kind of tiny specimen, which she labels specimen K. At this magnification, the boundaries between neighboring cells are easy to see in every sample the class has studied. Fiona watches the slide for an hour and records what she sees in Table 1.

Table 1. Observations of Specimen K

ObservationWhat Fiona recorded
1Specimen K swims across the slide using a whip-like tail.
2The body is one oval compartment; no boundaries divide the inside into smaller units.
3Several small round structures are visible inside the body.
4Specimen K swims toward the brighter side of the slide.
5After an hour, one specimen K pinched itself into two separate specimens.
", "passage_plain": "The Mystery Slide While cleaning the class aquarium, Fiona wipes a thin green film off the inside of the glass. She makes a slide from the film and views it at 400x magnification. She sees many copies of one kind of tiny specimen, which she labels specimen K. At this magnification, the boundaries between neighboring cells are easy to see in every sample the class has studied. Fiona watches the slide for an hour and records what she sees in Table 1. Table 1. Observations of Specimen K Observation What Fiona recorded 1 Specimen K swims across the slide using a whip-like tail. 2 The body is one oval compartment; no boundaries divide the inside into smaller units. 3 Several small round structures are visible inside the body. 4 Specimen K swims toward the brighter side of the slide. 5 After an hour, one specimen K pinched itself into two separate specimens." }, { "n": 10, "item_id": "_3b7581c2-0ed1-4e0a-9bab-dd1a290df1cb", "type": "choice", "title": "Specimen K Evidence (Part B)", "standards": [ "MS-LS1-1" ], "prompt_html": "

Part B

Which observation in Table 1 is the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which observation in Table 1 is the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA10", "text": "Observation 1: specimen K swims across the slide using a whip-like tail.", "plain": "Observation 1: specimen K swims across the slide using a whip-like tail.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Observation 2: the body is one compartment with no boundaries inside it.", "plain": "Observation 2: the body is one compartment with no boundaries inside it.", "correct": true, "kind": "choice" }, { "id": "cC10", "text": "Observation 4: specimen K swims toward the brighter side of the slide.", "plain": "Observation 4: specimen K swims toward the brighter side of the slide.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "Observation 5: one specimen K pinched itself into two separate specimens.", "plain": "Observation 5: one specimen K pinched itself into two separate specimens.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_55788beb-3370-42c5-b5b4-3083464d67bc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB10" ] }, "n_options": 4, "passage_html": "

The Mystery Slide

While cleaning the class aquarium, Fiona wipes a thin green film off the inside of the glass. She makes a slide from the film and views it at 400x magnification. She sees many copies of one kind of tiny specimen, which she labels specimen K. At this magnification, the boundaries between neighboring cells are easy to see in every sample the class has studied. Fiona watches the slide for an hour and records what she sees in Table 1.

Table 1. Observations of Specimen K

ObservationWhat Fiona recorded
1Specimen K swims across the slide using a whip-like tail.
2The body is one oval compartment; no boundaries divide the inside into smaller units.
3Several small round structures are visible inside the body.
4Specimen K swims toward the brighter side of the slide.
5After an hour, one specimen K pinched itself into two separate specimens.
", "passage_plain": "The Mystery Slide While cleaning the class aquarium, Fiona wipes a thin green film off the inside of the glass. She makes a slide from the film and views it at 400x magnification. She sees many copies of one kind of tiny specimen, which she labels specimen K. At this magnification, the boundaries between neighboring cells are easy to see in every sample the class has studied. Fiona watches the slide for an hour and records what she sees in Table 1. Table 1. Observations of Specimen K Observation What Fiona recorded 1 Specimen K swims across the slide using a whip-like tail. 2 The body is one oval compartment; no boundaries divide the inside into smaller units. 3 Several small round structures are visible inside the body. 4 Specimen K swims toward the brighter side of the slide. 5 After an hour, one specimen K pinched itself into two separate specimens." }, { "n": 11, "item_id": "_faa5ab86-63eb-4e3b-b74e-a25028157edb", "type": "choice", "title": "Leaf Cell Energy Flow — Part A", "standards": [ "MS-LS1-2" ], "prompt_html": "

Part A

Look at Figure 1. Which organelle is hidden behind the label Structure X?

", "prompt_plain": "Part A Look at Figure 1. Which organelle is hidden behind the label Structure X?", "context_html": "", "options": [ { "id": "cA11", "text": "The chloroplast", "plain": "The chloroplast", "correct": true, "kind": "choice" }, { "id": "cB11", "text": "The mitochondrion", "plain": "The mitochondrion", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "The nucleus", "plain": "The nucleus", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "The ribosome", "plain": "The ribosome", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_55f60c60-498a-4629-99c1-3e0069b3b47d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA11" ] }, "n_options": 4, "passage_html": "

Leaf Cell Energy Flow

Lena is making a poster about how a spinach leaf cell powers its activities. Figure 1 is her flow diagram. It traces energy from sunlight to the cell’s activities. Two cell structures are hidden behind the labels Structure X and Structure Y.

Figure 1. Energy Flow in a Leaf Cell

\"Flow

", "passage_plain": "Leaf Cell Energy Flow Lena is making a poster about how a spinach leaf cell powers its activities. Figure 1 is her flow diagram. It traces energy from sunlight to the cell’s activities. Two cell structures are hidden behind the labels Structure X and Structure Y. Figure 1. Energy Flow in a Leaf Cell" }, { "n": 12, "item_id": "_0016da92-a6a0-4477-9e05-29c463632761", "type": "choice", "title": "Leaf Cell Energy Flow — Part B", "standards": [ "MS-LS1-2" ], "prompt_html": "

Part B

In Figure 1, the sugar made by your answer in Part A moves to Structure Y. Which organelle is hidden behind the label Structure Y?

", "prompt_plain": "Part B In Figure 1, the sugar made by your answer in Part A moves to Structure Y. Which organelle is hidden behind the label Structure Y?", "context_html": "", "options": [ { "id": "cA12", "text": "The chloroplast", "plain": "The chloroplast", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "The mitochondrion", "plain": "The mitochondrion", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "The nucleus", "plain": "The nucleus", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "The vacuole", "plain": "The vacuole", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_55f60c60-498a-4629-99c1-3e0069b3b47d" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB12" ] }, "n_options": 4, "passage_html": "

Leaf Cell Energy Flow

Lena is making a poster about how a spinach leaf cell powers its activities. Figure 1 is her flow diagram. It traces energy from sunlight to the cell’s activities. Two cell structures are hidden behind the labels Structure X and Structure Y.

Figure 1. Energy Flow in a Leaf Cell

\"Flow

", "passage_plain": "Leaf Cell Energy Flow Lena is making a poster about how a spinach leaf cell powers its activities. Figure 1 is her flow diagram. It traces energy from sunlight to the cell’s activities. Two cell structures are hidden behind the labels Structure X and Structure Y. Figure 1. Energy Flow in a Leaf Cell" }, { "n": 13, "item_id": "_7bd932cb-0273-4a82-b66c-6ee290033b91", "type": "gap-match", "title": "Meadow Food Web Relationships", "standards": [ "MS-LS2-2" ], "prompt_html": "

Kira maps the feeding relationships in the meadow behind her school, where nest boxes attract bluebirds. In Figure 1, each arrow points from a food source to the organism that eats it.

Figure 1. Meadow Food Web

\"A

 

Drag one relationship into the empty box next to each organism pair to show the relationship between the two organisms. Each relationship will be used exactly two times.

", "prompt_plain": "Kira maps the feeding relationships in the meadow behind her school, where nest boxes attract bluebirds. In Figure 1, each arrow points from a food source to the organism that eats it. Figure 1. Meadow Food Web Drag one relationship into the empty box next to each organism pair to show the relationship between the two organisms. Each relationship will be used exactly two times.", "context_html": "", "options": [ { "id": "cat-pred", "text": "Predator and prey", "plain": "Predator and prey", "correct": false, "kind": "gap-token" }, { "id": "cat-comp", "text": "Compete for the same food", "plain": "Compete for the same food", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot13.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cat-pred g13a", "cat-comp g13b", "cat-comp g13c", "cat-pred g13d" ] }, "n_options": 2 }, { "n": 14, "item_id": "_ee54c4ae-62c8-4534-b276-53e9752f0530", "type": "choice", "title": "Coastal Grassland Food Web", "standards": [ "MS-LS2-2" ], "prompt_html": "

Figure 1 shows a coastal grassland food web. Each arrow points from a food source to the organism that eats it.

Figure 1. Coastal Grassland Food Web

\"A

Which statement about the organisms in Figure 1 is correct?

", "prompt_plain": "Figure 1 shows a coastal grassland food web. Each arrow points from a food source to the organism that eats it. Figure 1. Coastal Grassland Food Web Which statement about the organisms in Figure 1 is correct?", "context_html": "", "options": [ { "id": "cA14", "text": "The marsh rabbit is a secondary consumer because it eats a large amount of coastal grass.", "plain": "The marsh rabbit is a secondary consumer because it eats a large amount of coastal grass.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The cricket is a decomposer because it chews blades of coastal grass into small pieces.", "plain": "The cricket is a decomposer because it chews blades of coastal grass into small pieces.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The opossum is both a primary consumer and a secondary consumer in this food web.", "plain": "The opossum is both a primary consumer and a secondary consumer in this food web.", "correct": true, "kind": "choice" }, { "id": "cD14", "text": "The great horned owl competes with the opossum for the fruit of the beach plum shrub.", "plain": "The great horned owl competes with the opossum for the fruit of the beach plum shrub.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot14.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC14" ] }, "n_options": 4 }, { "n": 15, "item_id": "_5edbbdb7-1bf6-4852-9cf7-cb97e2e4cead", "type": "hottext", "title": "Valley Deer and Mountain Lions", "standards": [ "MS-LS2-3" ], "prompt_html": "

At the evening campfire program, a visitor asks Ranger Holt a question. Why is the valley full of deer while visitors almost never spot a mountain lion? Five sentences from Ranger Holt’s answer are shown below.

Select the ONE sentence that correctly explains why the valley supports only a few mountain lions.

", "prompt_plain": "At the evening campfire program, a visitor asks Ranger Holt a question. Why is the valley full of deer while visitors almost never spot a mountain lion? Five sentences from Ranger Holt’s answer are shown below. Select the ONE sentence that correctly explains why the valley supports only a few mountain lions.", "context_html": "", "options": [ { "id": "htA15", "text": "Nearly all of the energy stored in the valley’s grass ends up stored in the bodies of the deer herd.", "plain": "Nearly all of the energy stored in the valley’s grass ends up stored in the bodies of the deer herd.", "correct": false, "kind": "hottext" }, { "id": "htB15", "text": "Only about one-tenth of the energy passes on at each step, so many deer feed few lions.", "plain": "Only about one-tenth of the energy passes on at each step, so many deer feed few lions.", "correct": true, "kind": "hottext" }, { "id": "htC15", "text": "Mountain lions spend most of the day resting, so they use almost no energy and rarely need to eat deer.", "plain": "Mountain lions spend most of the day resting, so they use almost no energy and rarely need to eat deer.", "correct": false, "kind": "hottext" }, { "id": "htD15", "text": "When a mountain lion dies, its energy flows back into the grass and gets used by the deer once more.", "plain": "When a mountain lion dies, its energy flows back into the grass and gets used by the deer once more.", "correct": false, "kind": "hottext" }, { "id": "htE15", "text": "Mountain lions keep their own numbers small on purpose so the valley’s deer herd stays large.", "plain": "Mountain lions keep their own numbers small on purpose so the valley’s deer herd stays large.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "htB15" ] }, "n_options": 5 }, { "n": 16, "item_id": "_ff881e16-43ec-4449-b4f1-d8027183c583", "type": "choice", "title": "Pond Energy Pyramid Levels", "standards": [ "MS-LS2-3" ], "prompt_html": "

Figure 1 shows an energy pyramid for a pond. Level 1 holds the producers, and Levels 2 through 4 hold consumers. Energy enters at Level 1 and moves up one level at a time.

Figure 1. Pond Energy Pyramid

\"A

Which level of the pyramid has the least amount of energy available to its organisms?

", "prompt_plain": "Figure 1 shows an energy pyramid for a pond. Level 1 holds the producers, and Levels 2 through 4 hold consumers. Energy enters at Level 1 and moves up one level at a time. Figure 1. Pond Energy Pyramid Which level of the pyramid has the least amount of energy available to its organisms?", "context_html": "", "options": [ { "id": "cA16", "text": "Level 1 (algae)", "plain": "Level 1 (algae)", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Level 2 (water fleas)", "plain": "Level 2 (water fleas)", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Level 3 (minnows)", "plain": "Level 3 (minnows)", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Level 4 (largemouth bass)", "plain": "Level 4 (largemouth bass)", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot16.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD16" ] }, "n_options": 4 }, { "n": 17, "item_id": "_1652cb46-0420-4f27-9f48-3fc928905e8b", "type": "choice", "title": "Gym Floor Pull Test — Part A", "standards": [ "MS-PS2-2" ], "prompt_html": "

Part A

Gavin concludes from Table 1 that rubber tile itself, not the coating, creates more friction than hardwood. His teacher says the investigation cannot support that conclusion.

Which statement best explains why?

", "prompt_plain": "Part A Gavin concludes from Table 1 that rubber tile itself, not the coating, creates more friction than hardwood. His teacher says the investigation cannot support that conclusion. Which statement best explains why?", "context_html": "", "options": [ { "id": "cA17", "text": "Gavin pulled the crate at a slow, steady speed instead of letting it speed up as he pulled.", "plain": "Gavin pulled the crate at a slow, steady speed instead of letting it speed up as he pulled.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Gavin compared sections that differed in two ways at once, so the wax rather than the material may explain the readings.", "plain": "Gavin compared sections that differed in two ways at once, so the wax rather than the material may explain the readings.", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "Gavin used the same crate of books on both sections instead of testing a different crate on each one.", "plain": "Gavin used the same crate of books on both sections instead of testing a different crate on each one.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Gavin recorded only three trials on each section, and three trials are too few to show real friction.", "plain": "Gavin recorded only three trials on each section, and three trials are too few to show real friction.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_51af7144-153b-4722-9d10-38293a6b948c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB17" ] }, "n_options": 4, "passage_html": "

Gym Floor Pull Test

Gavin’s class investigates which gym-floor material creates more friction: the hardwood section or the rubber-tile section. Gavin loads books into one crate. He hooks a spring scale to the crate and pulls it at a slow, steady speed across each section. The reading on the spring scale shows the force needed to keep the crate moving. A larger force means the surface creates more friction. The evening before the test, the custodian had coated the hardwood section - and only that section - with fresh floor wax. Figure 1 shows the setup. Table 1 shows the readings.

Figure 1. The Pull-Test Setup

\"A

Table 1. Pull-Force Readings

Floor sectionCoatingTrial 1Trial 2Trial 3
HardwoodFresh wax18 N17 N18 N
Rubber tileNone31 N32 N31 N
", "passage_plain": "Gym Floor Pull Test Gavin’s class investigates which gym-floor material creates more friction: the hardwood section or the rubber-tile section. Gavin loads books into one crate. He hooks a spring scale to the crate and pulls it at a slow, steady speed across each section. The reading on the spring scale shows the force needed to keep the crate moving. A larger force means the surface creates more friction. The evening before the test, the custodian had coated the hardwood section - and only that section - with fresh floor wax. Figure 1 shows the setup. Table 1 shows the readings. Figure 1. The Pull-Test Setup Table 1. Pull-Force Readings Floor section Coating Trial 1 Trial 2 Trial 3 Hardwood Fresh wax 18 N 17 N 18 N Rubber tile None 31 N 32 N 31 N" }, { "n": 18, "item_id": "_88205ebc-833d-4ae3-8dc7-bf65af41b3bd", "type": "choice", "title": "Gym Floor Pull Test — Part B", "standards": [ "MS-PS2-2" ], "prompt_html": "

Part B

Which change to the pull test would fix the problem you identified in Part A?

", "prompt_plain": "Part B Which change to the pull test would fix the problem you identified in Part A?", "context_html": "", "options": [ { "id": "cA18", "text": "Add extra books to the crate before pulling it across the waxed hardwood section only.", "plain": "Add extra books to the crate before pulling it across the waxed hardwood section only.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Repeat the same pulls ten more times on each floor section without changing anything else.", "plain": "Repeat the same pulls ten more times on each floor section without changing anything else.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "Use a brand-new spring scale on the hardwood section and keep the old scale for the tile.", "plain": "Use a brand-new spring scale on the hardwood section and keep the old scale for the tile.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Strip the wax off the hardwood so both sections are uncoated, and then repeat the pulls.", "plain": "Strip the wax off the hardwood so both sections are uncoated, and then repeat the pulls.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_51af7144-153b-4722-9d10-38293a6b948c" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD18" ] }, "n_options": 4, "passage_html": "

Gym Floor Pull Test

Gavin’s class investigates which gym-floor material creates more friction: the hardwood section or the rubber-tile section. Gavin loads books into one crate. He hooks a spring scale to the crate and pulls it at a slow, steady speed across each section. The reading on the spring scale shows the force needed to keep the crate moving. A larger force means the surface creates more friction. The evening before the test, the custodian had coated the hardwood section - and only that section - with fresh floor wax. Figure 1 shows the setup. Table 1 shows the readings.

Figure 1. The Pull-Test Setup

\"A

Table 1. Pull-Force Readings

Floor sectionCoatingTrial 1Trial 2Trial 3
HardwoodFresh wax18 N17 N18 N
Rubber tileNone31 N32 N31 N
", "passage_plain": "Gym Floor Pull Test Gavin’s class investigates which gym-floor material creates more friction: the hardwood section or the rubber-tile section. Gavin loads books into one crate. He hooks a spring scale to the crate and pulls it at a slow, steady speed across each section. The reading on the spring scale shows the force needed to keep the crate moving. A larger force means the surface creates more friction. The evening before the test, the custodian had coated the hardwood section - and only that section - with fresh floor wax. Figure 1 shows the setup. Table 1 shows the readings. Figure 1. The Pull-Test Setup Table 1. Pull-Force Readings Floor section Coating Trial 1 Trial 2 Trial 3 Hardwood Fresh wax 18 N 17 N 18 N Rubber tile None 31 N 32 N 31 N" }, { "n": 19, "item_id": "_675200b3-f4f1-4f0b-98ab-120bac8c0ddc", "type": "choice", "title": "Bat and Ball Force Pairs", "standards": [ "MS-PS2-1" ], "prompt_html": "

During batting practice, Imani watches a full swing send a baseball into the back net of a batting cage. She then watches a soft bunt drop a ball just in front of the plate. A sensor in the bat measures a much larger contact force during the full swing than during the bunt. Each diagram below shows two forces at the moment the bat touches the ball. One arrow shows the bat’s force on the ball; the other shows the ball’s force on the bat. Longer arrows show larger forces.

Which diagram shows both hits correctly?

", "prompt_plain": "During batting practice, Imani watches a full swing send a baseball into the back net of a batting cage. She then watches a soft bunt drop a ball just in front of the plate. A sensor in the bat measures a much larger contact force during the full swing than during the bunt. Each diagram below shows two forces at the moment the bat touches the ball. One arrow shows the bat’s force on the ball; the other shows the ball’s force on the bat. Longer arrows show larger forces. Which diagram shows both hits correctly?", "context_html": "", "options": [ { "id": "cA19", "text": "

\"Diagram

Full swing: two long arrows, equal in length. Bunt: two short arrows, equal in length.

", "plain": "Full swing: two long arrows, equal in length. Bunt: two short arrows, equal in length.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "

\"Diagram

Full swing: a long arrow on the ball, a short arrow on the bat. Bunt: unequal shorter arrows.

", "plain": "Full swing: a long arrow on the ball, a short arrow on the bat. Bunt: unequal shorter arrows.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "

\"Diagram

Full swing: two medium arrows, equal in length. Bunt: the same two medium arrows, unchanged.

", "plain": "Full swing: two medium arrows, equal in length. Bunt: the same two medium arrows, unchanged.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "

\"Diagram

Full swing: two long arrows, equal in length. Bunt: one short arrow on the ball only.

", "plain": "Full swing: two long arrows, equal in length. Bunt: one short arrow on the ball only.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot19a_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot19b_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot19c_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot19d_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_14cbeb22-666c-465a-859d-1f341a695f54", "type": "inline-choice", "title": "Heat Along Four Rods", "standards": [ "MS-PS3-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Figure 1. The Four-Rod Setup

\"Four

Table 1. Wax-Ball Drop Times

Rod materialTime for ball to drop
Copper4 minutes
Steel9 minutes
Glass22 minutes
WoodDid not drop in 30 minutes

Leo tests four rods: one copper, one steel, one glass, one wood. All four rods are the same length and thickness. Each rod passes through a hole in the lid of a tank of hot water. The same length of every rod sits in the water. He presses an identical small ball of wax onto the cool end of each rod. Each ball sits the same distance from the lid. He times how long each ball takes to soften and drop off. Figure 1 shows his setup, and Table 1 shows his results.

Use Table 1 to complete the three statements.

The rod is the best conductor of thermal energy.

The rod is the best insulator.

The ball on the copper rod dropped first because thermal energy .

", "options": [ { "id": "cG1Oa3bfb6eb3", "text": "copper", "plain": "copper", "correct": true, "kind": "inline" }, { "id": "cG1O707766963", "text": "glass", "plain": "glass", "correct": false, "kind": "inline" }, { "id": "cG1O3a32d538d", "text": "steel", "plain": "steel", "correct": false, "kind": "inline" }, { "id": "cG1O9be393e52", "text": "wood", "plain": "wood", "correct": false, "kind": "inline" }, { "id": "cG2O96c2dbde1", "text": "copper", "plain": "copper", "correct": false, "kind": "inline" }, { "id": "cG2O9441c4bf4", "text": "glass", "plain": "glass", "correct": false, "kind": "inline" }, { "id": "cG2Ofd772d2e5", "text": "steel", "plain": "steel", "correct": false, "kind": "inline" }, { "id": "cG2Of4e802673", "text": "wood", "plain": "wood", "correct": true, "kind": "inline" }, { "id": "cG3O0af657a71", "text": "moved along the copper rod faster than along the other rods", "plain": "moved along the copper rod faster than along the other rods", "correct": true, "kind": "inline" }, { "id": "cG3Oa9938a692", "text": "pulled the wax ball down toward the hot water", "plain": "pulled the wax ball down toward the hot water", "correct": false, "kind": "inline" }, { "id": "cG3O4f7d0cccf", "text": "stayed trapped inside the copper rod near the wax ball", "plain": "stayed trapped inside the copper rod near the wax ball", "correct": false, "kind": "inline" }, { "id": "cG3O0f1a4e979", "text": "was created inside the copper rod while it sat in the water", "plain": "was created inside the copper rod while it sat in the water", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot20.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cG1Oa3bfb6eb3" ], "RESPONSE2": [ "cG2Of4e802673" ], "RESPONSE3": [ "cG3O0af657a71" ] }, "n_options": 12 }, { "n": 21, "item_id": "_345d4ff9-8418-4c0b-b393-f34aef4aedb1", "type": "gap-match", "title": "Vacuum Flask Heat Transfer", "standards": [ "MS-PS3-3" ], "prompt_html": "

A vacuum flask keeps a hot drink hot for many hours. Figure 1 shows a cutaway view of the flask and four of its parts.

\"Cutaway

 

Drag each flask part to the type of heat transfer that the part blocks. Each part may be used only once. One part does not block any heat transfer and will not be used.

", "prompt_plain": "A vacuum flask keeps a hot drink hot for many hours. Figure 1 shows a cutaway view of the flask and four of its parts. Drag each flask part to the type of heat transfer that the part blocks. Each part may be used only once. One part does not block any heat transfer and will not be used.", "context_html": "", "options": [ { "id": "tokT3", "text": "Shiny silver coating on the inner wall", "plain": "Shiny silver coating on the inner wall", "correct": false, "kind": "gap-token" }, { "id": "tokT1", "text": "Vacuum gap between the double walls", "plain": "Vacuum gap between the double walls", "correct": false, "kind": "gap-token" }, { "id": "tokT4", "text": "Plastic carrying handle on the outside", "plain": "Plastic carrying handle on the outside", "correct": false, "kind": "gap-token" }, { "id": "tokT2", "text": "Tight-fitting stopper in the mouth", "plain": "Tight-fitting stopper in the mouth", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot21.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokT1 gap1", "tokT2 gap2", "tokT3 gap3" ] }, "n_options": 4 }, { "n": 22, "item_id": "_e650b195-e7a1-4b16-befe-8a06bf9a80f3", "type": "choice", "title": "Wading-Pool Warm-Up Test", "standards": [ "MS-PS3-4" ], "prompt_html": "

Rosa tests whether a dark-bottom wading pool warms up faster in sunlight than a light-bottom pool. She sets up two pools of the same size and shape on a sunny backyard lawn. Using the same garden hose, she fills the dark-bottom pool with 40 liters of water. She fills the light-bottom pool with 60 liters. She places the same kind of thermometer in each pool. Figure 1 shows her setup.

\"Two

Which change must Rosa make so that any temperature difference between the pools is caused by the bottom color alone?

", "prompt_plain": "Rosa tests whether a dark-bottom wading pool warms up faster in sunlight than a light-bottom pool. She sets up two pools of the same size and shape on a sunny backyard lawn. Using the same garden hose, she fills the dark-bottom pool with 40 liters of water. She fills the light-bottom pool with 60 liters. She places the same kind of thermometer in each pool. Figure 1 shows her setup. Which change must Rosa make so that any temperature difference between the pools is caused by the bottom color alone?", "context_html": "", "options": [ { "id": "cA1", "text": "Paint the bottoms of both pools the same color.", "plain": "Paint the bottoms of both pools the same color.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Move one of the two pools into the shade.", "plain": "Move one of the two pools into the shade.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Fill both pools with the same amount of water.", "plain": "Fill both pools with the same amount of water.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Take the water temperature in just the dark-bottom pool.", "plain": "Take the water temperature in just the dark-bottom pool.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot22.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 23, "item_id": "_0fda48b9-00cf-406c-9f42-0ea93b5c445e", "type": "text-entry", "title": "Egg and Water Temperatures", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Nadia takes a hard-boiled egg out of hot water. She places it in a glass bowl of cool water on her kitchen counter. She measures the temperature of the egg and of the bowl's water every 2 minutes. Table 1 shows her readings.

Table 1. Egg and Water Temperatures

Time (minutes)Egg temperature (°C)Water temperature (°C)
08020
26226
45030
64133
83535
103535

At what temperature, in degrees Celsius, did the egg and the water reach thermal equilibrium?

Give your answer as a whole number (e.g., 27).

Temperature in degrees Celsius:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "35" ] }, "n_options": 0 }, { "n": 24, "item_id": "_15f3c116-beb4-44ab-9190-d5e4eec51268", "type": "choice", "title": "Periscope Light Path", "standards": [ "MS-PS4-2" ], "prompt_html": "

Marco looks through a periscope during a harbor tour on a small submarine. The top of the periscope sticks out above the water and faces a tugboat. Inside the periscope tube, one flat mirror is set at a 45-degree angle at the top and another at the bottom. The diagrams in the answer choices show four possible paths for light.

Which path lets Marco see the tugboat?

", "prompt_plain": "Marco looks through a periscope during a harbor tour on a small submarine. The top of the periscope sticks out above the water and faces a tugboat. Inside the periscope tube, one flat mirror is set at a 45-degree angle at the top and another at the bottom. The diagrams in the answer choices show four possible paths for light. Which path lets Marco see the tugboat?", "context_html": "", "options": [ { "id": "cA1", "text": "

\"Periscope

The light leaves Marco's eye, travels up the tube, and spreads out to shine on the tugboat.

", "plain": "The light leaves Marco's eye, travels up the tube, and spreads out to shine on the tugboat.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "

\"Periscope

The light from the tugboat enters the top opening, reflects off both mirrors, and travels to Marco's eye.

", "plain": "The light from the tugboat enters the top opening, reflects off both mirrors, and travels to Marco's eye.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "

\"Periscope

The light from the tugboat enters the top opening and bends in a smooth curve around the tube's corners.

", "plain": "The light from the tugboat enters the top opening and bends in a smooth curve around the tube's corners.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "

\"Periscope

The light from the tugboat passes straight through the metal wall of the tube into Marco's eye.

", "plain": "The light from the tugboat passes straight through the metal wall of the tube into Marco's eye.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot24a_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot24b_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot24c_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot24d_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 25, "item_id": "_905ecba3-3b58-495a-8764-daacbe3857b0", "type": "inline-choice", "title": "Stage Materials and Light", "standards": [ "MS-PS4-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Priya is on the stage crew for the school play. She tests how three materials in the stage set treat the spotlight’s beam. She writes one sentence about each material.

Complete Priya’s note by choosing the correct word for each sentence.

The polished mirror panel almost all of the light that hits it, bouncing the beam back across the stage.

The heavy black curtain almost all of the light that hits it. The beam ends there, and the wall behind stays dark.

The clear acrylic sheet almost all of the light, letting the beam pass through to the backdrop.

", "options": [ { "id": "cIC1O2d90cf3ed", "text": "absorbs", "plain": "absorbs", "correct": false, "kind": "inline" }, { "id": "cIC1Od4cf6a7f8", "text": "reflects", "plain": "reflects", "correct": true, "kind": "inline" }, { "id": "cIC1O28ae5b040", "text": "transmits", "plain": "transmits", "correct": false, "kind": "inline" }, { "id": "cIC2Oa82e00a81", "text": "absorbs", "plain": "absorbs", "correct": true, "kind": "inline" }, { "id": "cIC2Oe2e222d55", "text": "reflects", "plain": "reflects", "correct": false, "kind": "inline" }, { "id": "cIC2O9cccfdef4", "text": "transmits", "plain": "transmits", "correct": false, "kind": "inline" }, { "id": "cIC3O9cdd2d66b", "text": "absorbs", "plain": "absorbs", "correct": false, "kind": "inline" }, { "id": "cIC3Of102f7acd", "text": "reflects", "plain": "reflects", "correct": false, "kind": "inline" }, { "id": "cIC3O4d77e05b7", "text": "transmits", "plain": "transmits", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1Od4cf6a7f8" ], "RESPONSE2": [ "cIC2Oa82e00a81" ], "RESPONSE3": [ "cIC3O4d77e05b7" ] }, "n_options": 9 }, { "n": 26, "item_id": "_edb4c4b6-d676-470d-a5bc-4bee885f6a95", "type": "choice", "title": "Salt Tank and Real Oceans", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Look at Table 1. Ocean scientists observe a real process in Earth's oceans that works like Step 1 of the students' model.

Which statement best describes that real process?

", "prompt_plain": "Look at Table 1. Ocean scientists observe a real process in Earth's oceans that works like Step 1 of the students' model. Which statement best describes that real process?", "context_html": "", "options": [ { "id": "cA1", "text": "Near the poles, cold salty water becomes denser than the water around it and sinks.", "plain": "Near the poles, cold salty water becomes denser than the water around it and sinks.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Near the poles, salty water becomes lighter than fresh water and rises to the surface.", "plain": "Near the poles, salty water becomes lighter than fresh water and rises to the surface.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Near the poles, strong surface winds push the ocean's deep water up to the surface.", "plain": "Near the poles, strong surface winds push the ocean's deep water up to the surface.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Near the equator, warm surface water sinks to the ocean floor and flows toward the poles.", "plain": "Near the equator, warm surface water sinks to the ocean floor and flows toward the poles.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fe603ef1-45db-4abc-8aeb-06437e5609fe" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Salt Tank and Ocean Map

Omar and Quentin built a model of how ocean water moves. They filled a clear tank with room-temperature fresh water. Then they did the two steps shown in Table 1. Figure 1 shows the tank after both steps.

Table 1. Steps and Observations

StepWhat the students didWhat the students observed
1Poured cold, extra-salty water dyed blue into one end of the tank.The blue water sank and spread along the bottom of the tank.
2Poured warm fresh water dyed red into the same end of the tank.The red water floated and spread across the surface.

Figure 1. The Tank After Both Steps

\"A

Figure 2 is a map of two coastal cities, Port Aster and Port Brava. The two ports sit at the same latitude on opposite coasts of a continent. A warm surface current flows from near the equator toward the pole along Port Aster's coast. A cold surface current flows from near the pole toward the equator along Port Brava's coast.

Figure 2. Map of the Two Ports

\"Map

", "passage_plain": "Salt Tank and Ocean Map Omar and Quentin built a model of how ocean water moves. They filled a clear tank with room-temperature fresh water. Then they did the two steps shown in Table 1. Figure 1 shows the tank after both steps. Table 1. Steps and Observations Step What the students did What the students observed 1 Poured cold, extra-salty water dyed blue into one end of the tank. The blue water sank and spread along the bottom of the tank. 2 Poured warm fresh water dyed red into the same end of the tank. The red water floated and spread across the surface. Figure 1. The Tank After Both Steps Figure 2 is a map of two coastal cities, Port Aster and Port Brava. The two ports sit at the same latitude on opposite coasts of a continent. A warm surface current flows from near the equator toward the pole along Port Aster's coast. A cold surface current flows from near the pole toward the equator along Port Brava's coast. Figure 2. Map of the Two Ports" }, { "n": 27, "item_id": "_8c3392e0-a7ab-49f4-bbe1-f0582f28908b", "type": "choice", "title": "Ports and Ocean Currents", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Look at Figure 2. Omar claims that the two ports have different climates even though they sit at the same latitude.

Choose the TWO statements that correctly explain how the ocean currents affect the ports' climates.

", "prompt_plain": "Look at Figure 2. Omar claims that the two ports have different climates even though they sit at the same latitude. Choose the TWO statements that correctly explain how the ocean currents affect the ports' climates.", "context_html": "", "options": [ { "id": "cA1", "text": "The warm current cools Port Aster in summer by carrying heat away from its coast toward the pole.", "plain": "The warm current cools Port Aster in summer by carrying heat away from its coast toward the pole.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The warm current carries thermal energy from lower latitudes to Port Aster, making its winters milder.", "plain": "The warm current carries thermal energy from lower latitudes to Port Aster, making its winters milder.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The cold current warms Port Brava's winters by bringing thermal energy from the polar ocean.", "plain": "The cold current warms Port Brava's winters by bringing thermal energy from the polar ocean.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The cold current cools the air that moves over Port Brava, keeping its summers cooler.", "plain": "The cold current cools the air that moves over Port Brava, keeping its summers cooler.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The warm current keeps Port Brava's coast warm as well, because its water spreads to both coasts of the continent.", "plain": "The warm current keeps Port Brava's coast warm as well, because its water spreads to both coasts of the continent.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fe603ef1-45db-4abc-8aeb-06437e5609fe" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Salt Tank and Ocean Map

Omar and Quentin built a model of how ocean water moves. They filled a clear tank with room-temperature fresh water. Then they did the two steps shown in Table 1. Figure 1 shows the tank after both steps.

Table 1. Steps and Observations

StepWhat the students didWhat the students observed
1Poured cold, extra-salty water dyed blue into one end of the tank.The blue water sank and spread along the bottom of the tank.
2Poured warm fresh water dyed red into the same end of the tank.The red water floated and spread across the surface.

Figure 1. The Tank After Both Steps

\"A

Figure 2 is a map of two coastal cities, Port Aster and Port Brava. The two ports sit at the same latitude on opposite coasts of a continent. A warm surface current flows from near the equator toward the pole along Port Aster's coast. A cold surface current flows from near the pole toward the equator along Port Brava's coast.

Figure 2. Map of the Two Ports

\"Map

", "passage_plain": "Salt Tank and Ocean Map Omar and Quentin built a model of how ocean water moves. They filled a clear tank with room-temperature fresh water. Then they did the two steps shown in Table 1. Figure 1 shows the tank after both steps. Table 1. Steps and Observations Step What the students did What the students observed 1 Poured cold, extra-salty water dyed blue into one end of the tank. The blue water sank and spread along the bottom of the tank. 2 Poured warm fresh water dyed red into the same end of the tank. The red water floated and spread across the surface. Figure 1. The Tank After Both Steps Figure 2 is a map of two coastal cities, Port Aster and Port Brava. The two ports sit at the same latitude on opposite coasts of a continent. A warm surface current flows from near the equator toward the pole along Port Aster's coast. A cold surface current flows from near the pole toward the equator along Port Brava's coast. Figure 2. Map of the Two Ports" }, { "n": 28, "item_id": "_98a99ab8-0713-415c-97e5-e65593cbd4d0", "type": "choice", "title": "Photographing the Far Side", "standards": [ "MS-ESS1-1" ], "prompt_html": "

In 1959, a space probe sent back the first photographs of the far side of the Moon. From the ground, telescopes had never been able to photograph the whole far side. Figure 1 shows the Moon at four points in its orbit.

\"Diagram

Which statement best explains why a spacecraft was needed to photograph the Moon's far side?

", "prompt_plain": "In 1959, a space probe sent back the first photographs of the far side of the Moon. From the ground, telescopes had never been able to photograph the whole far side. Figure 1 shows the Moon at four points in its orbit. Which statement best explains why a spacecraft was needed to photograph the Moon's far side?", "context_html": "", "options": [ { "id": "cA1", "text": "The shadow of Earth always falls across the Moon's far side and keeps it hidden from view.", "plain": "The shadow of Earth always falls across the Moon's far side and keeps it hidden from view.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The far side of the Moon never receives sunlight, so it always stays too dark to photograph.", "plain": "The far side of the Moon never receives sunlight, so it always stays too dark to photograph.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The Moon does not spin at all, so one side simply happens to stay pointed away from Earth.", "plain": "The Moon does not spin at all, so one side simply happens to stay pointed away from Earth.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The Moon spins around exactly once during each orbit, so the same side always faces Earth.", "plain": "The Moon spins around exactly once during each orbit, so the same side always faces Earth.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot28_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_c46cf94d-8ed7-4cff-b1e3-6f9f456a9ce5", "type": "choice", "title": "Milky Way Fact Panel", "standards": [ "MS-ESS1-2" ], "prompt_html": "

Renata reads a fact panel in the Space Hall at the city science center. The panel, shown in Figure 1, displays the Milky Way, the galaxy that contains our Sun.

\"A

Which statement best describes what a galaxy is?

", "prompt_plain": "Renata reads a fact panel in the Space Hall at the city science center. The panel, shown in Figure 1, displays the Milky Way, the galaxy that contains our Sun. Which statement best describes what a galaxy is?", "context_html": "", "options": [ { "id": "cA1", "text": "a small group of planets that travel in orbits around one single star", "plain": "a small group of planets that travel in orbits around one single star", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "a system of hundreds of billions of stars, gas, and dust held by gravity", "plain": "a system of hundreds of billions of stars, gas, and dust held by gravity", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "a single bright star surrounded by a wide spinning cloud of glowing gas", "plain": "a single bright star surrounded by a wide spinning cloud of glowing gas", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "a collection of moons and asteroids that orbit around one very large planet", "plain": "a collection of moons and asteroids that orbit around one very large planet", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_f22d0405-5511-4ebc-bb0b-2f5fb4f43897", "type": "choice", "title": "The Moons of Orinth", "standards": [ "MS-ESS1-2" ], "prompt_html": "

Table 1 shows data for Nerin and Tavo, the two moons of the planet Orinth in a distant star system. Paulo makes a claim: Nerin orbits faster than Tavo because Orinth's gravity pulls more strongly on the closer moon.

Table 1. The Moons of Orinth

MoonMass (compared with Earth's Moon)Average distance from Orinth (km)Average orbital speed (km/s)
Nerin0.4 times25,0006
Tavo0.4 times100,0003

Which statement best evaluates Paulo's claim?

", "prompt_plain": "Table 1 shows data for Nerin and Tavo, the two moons of the planet Orinth in a distant star system. Paulo makes a claim: Nerin orbits faster than Tavo because Orinth's gravity pulls more strongly on the closer moon. Table 1. The Moons of Orinth Moon Mass (compared with Earth's Moon) Average distance from Orinth (km) Average orbital speed (km/s) Nerin 0.4 times 25,000 6 Tavo 0.4 times 100,000 3 Which statement best evaluates Paulo's claim?", "context_html": "", "options": [ { "id": "cA1", "text": "The claim is supported. The moons have equal masses, and the closer moon orbits twice as fast.", "plain": "The claim is supported. The moons have equal masses, and the closer moon orbits twice as fast.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The claim is not supported. A planet's gravity pulls equally hard on each of its moons at any distance.", "plain": "The claim is not supported. A planet's gravity pulls equally hard on each of its moons at any distance.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The claim is not supported. A moon's orbital speed is set by its own mass, with lighter moons orbiting faster.", "plain": "The claim is not supported. A moon's orbital speed is set by its own mass, with lighter moons orbiting faster.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The claim is supported. Nerin's faster speed is what causes Orinth to pull on it more strongly than on Tavo.", "plain": "The claim is supported. Nerin's faster speed is what causes Orinth to pull on it more strongly than on Tavo.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_a5aa6715-e851-4391-884b-5f02df4e2275", "type": "text-entry", "title": "Neptune in the Scale Model", "standards": [ "MS-ESS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Sana is drawing up a plan for a scale model of the solar system. She uses a scale where 1 centimeter in the model stands for 10,000,000 kilometers in space. To find a model distance in centimeters, she divides the real distance in kilometers by 10,000,000. Table 1 shows her plan so far.

Table 1. Sana’s Scale-Model Plan

ObjectReal distance from the Sun (km)Model distance (cm)
Earth150,000,00015
Jupiter780,000,00078
Neptune4,500,000,000?

Neptune’s real distance from the Sun is 4,500,000,000 kilometers. How many centimeters from the model Sun should Sana place Neptune?

Give your answer as a whole number (e.g., 27).

Model distance for Neptune (centimeters):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "450" ] }, "n_options": 0 }, { "n": 32, "item_id": "_4d4a0a1f-6d05-4d39-bc22-8b77f0178870", "type": "choice", "title": "Rain Garden Spot Choice", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Teo’s class is choosing a spot for a rain garden. A rain garden is a planted dip in the ground where rainwater soaks in instead of running off. The class fills three funnels with ground material from three possible spots: gravel, coarse sand, and fine sand. They pour 300 milliliters of water into each funnel at the same moment. Figure 1 shows the water each funnel has let through after 10 minutes.

\"Three

The class wants the spot where rainwater soaks down fastest to refill the groundwater below. Based on Figure 1, which spot should the class choose, and why?

", "prompt_plain": "Teo’s class is choosing a spot for a rain garden. A rain garden is a planted dip in the ground where rainwater soaks in instead of running off. The class fills three funnels with ground material from three possible spots: gravel, coarse sand, and fine sand. They pour 300 milliliters of water into each funnel at the same moment. Figure 1 shows the water each funnel has let through after 10 minutes. The class wants the spot where rainwater soaks down fastest to refill the groundwater below. Based on Figure 1, which spot should the class choose, and why?", "context_html": "", "options": [ { "id": "cA54c862817", "text": "The fine-sand spot, because the fine sand soaked up and held the most of the poured water.", "plain": "The fine-sand spot, because the fine sand soaked up and held the most of the poured water.", "correct": false, "kind": "choice" }, { "id": "cB770be2bc6", "text": "The coarse-sand spot, because water soaks down fastest through grains that are neither too large nor too small.", "plain": "The coarse-sand spot, because water soaks down fastest through grains that are neither too large nor too small.", "correct": false, "kind": "choice" }, { "id": "cC1bb018eaa", "text": "The gravel spot, because the largest share of the poured water passed through the gravel during the test.", "plain": "The gravel spot, because the largest share of the poured water passed through the gravel during the test.", "correct": true, "kind": "choice" }, { "id": "cD65a94eb7e", "text": "The fine-sand spot, because water that moves down slowly has more time to reach the groundwater.", "plain": "The fine-sand spot, because water that moves down slowly has more time to reach the groundwater.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot32.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1bb018eaa" ] }, "n_options": 4 }, { "n": 33, "item_id": "_73bbb5bc-7e49-49d5-895d-ea99b7aeb4e0", "type": "order", "title": "Loon Lake Drop Journey", "standards": [ "MS-ESS2-4" ], "prompt_html": "

One morning, Uriel watches Loon Lake from the shore. By afternoon, rain is falling on the hills beyond the lake. Uriel writes four cards that follow one drop of lake water through the water cycle.

 

Drag the cards into the boxes in the correct order, from first to last.

", "prompt_plain": "One morning, Uriel watches Loon Lake from the shore. By afternoon, rain is falling on the hills beyond the lake. Uriel writes four cards that follow one drop of lake water through the water cycle. Drag the cards into the boxes in the correct order, from first to last.", "context_html": "", "options": [ { "id": "cBa2c5a8244", "text": "High in the cooler air, the vapor condenses into a tiny cloud droplet.", "plain": "High in the cooler air, the vapor condenses into a tiny cloud droplet.", "correct": true, "kind": "choice" }, { "id": "cA249424e2b", "text": "Sunlight warms the lake, and the drop evaporates into water vapor.", "plain": "Sunlight warms the lake, and the drop evaporates into water vapor.", "correct": true, "kind": "choice" }, { "id": "cDfcc994a39", "text": "The fallen water collects in streams that carry it back to the lake.", "plain": "The fallen water collects in streams that carry it back to the lake.", "correct": true, "kind": "choice" }, { "id": "cC136ee7ec2", "text": "The droplet joins others and falls onto the hills as precipitation.", "plain": "The droplet joins others and falls onto the hills as precipitation.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cA249424e2b", "cBa2c5a8244", "cC136ee7ec2", "cDfcc994a39" ] }, "n_options": 4 }, { "n": 34, "item_id": "_bf1e2a56-3764-4d9f-ad06-832bb2b66009", "type": "gap-match", "title": "Air-Mass Source Regions", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Vada’s weather class studies air masses. An air mass takes on the temperature and humidity of its source region — the surface it forms over. Figure 1 is a map showing four source regions, labeled Region 1 through Region 4.

​

Drag one description tile onto each region to show the kind of air mass that forms there. Use each tile exactly once.

Figure 1. Four Source Regions

\n   

", "prompt_plain": "Vada’s weather class studies air masses. An air mass takes on the temperature and humidity of its source region — the surface it forms over. Figure 1 is a map showing four source regions, labeled Region 1 through Region 4. Region 1 — inland far to the north (snowy land, far from any ocean) Region 2 — ocean near the equator Region 3 — ocean far to the north Region 4 — desert land in the southwest ​ Drag one description tile onto each region to show the kind of air mass that forms there. Use each tile exactly once. Figure 1. Four Source Regions", "context_html": "", "options": [ { "id": "d1", "text": "warm and humid", "plain": "warm and humid", "correct": false, "kind": "gap-token" }, { "id": "d2", "text": "cold and dry", "plain": "cold and dry", "correct": false, "kind": "gap-token" }, { "id": "d3", "text": "warm and dry", "plain": "warm and dry", "correct": false, "kind": "gap-token" }, { "id": "d4", "text": "cold and humid", "plain": "cold and humid", "correct": false, "kind": "gap-token" } ], "images": [ "https://mastery-track-assets.s3.us-east-1.amazonaws.com/2026-10-02-08-25-png/image-_eb0e7f9a-10f7-46fe-8faf-fa2b037e7171-1790940333943-a940104a.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "d1 21a9329c-d085-4ddc-95b9-cbb36bf51d40", "d2 ca89da2c-2c24-4759-9d3a-b45f78929e40", "d3 3ab52b12-0f6a-4602-abc4-b20bf6fbf4e8", "d4 7a87c64c-6ff3-42d7-a11f-b4f9398fba3d" ] }, "n_options": 4 }, { "n": 35, "item_id": "_b904aa2d-8d14-412e-b093-663862d5862c", "type": "inline-choice", "title": "Riverbend Water Sentences", "standards": [ "MS-ESS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Look at Figures 1, 2, and 3. Choose the option that best completes each sentence about Riverbend County’s water use.

From 1990 to 2020, the population of Riverbend County .

Between 2010 and 2020, the total water withdrawn each day .

From 1990 to 2020, the county’s per-capita water use .

", "options": [ { "id": "c35b1ocbb222a35", "text": "decreased", "plain": "decreased", "correct": false, "kind": "inline" }, { "id": "c35b1oa5a86dda6", "text": "increased", "plain": "increased", "correct": true, "kind": "inline" }, { "id": "c35b1od779046ef", "text": "stayed about the same", "plain": "stayed about the same", "correct": false, "kind": "inline" }, { "id": "c35b2o773d27e8f", "text": "dropped sharply", "plain": "dropped sharply", "correct": false, "kind": "inline" }, { "id": "c35b2o35e9aadfe", "text": "rose sharply", "plain": "rose sharply", "correct": false, "kind": "inline" }, { "id": "c35b2o427370264", "text": "stayed about the same", "plain": "stayed about the same", "correct": true, "kind": "inline" }, { "id": "c35b3od93031cb2", "text": "decreased", "plain": "decreased", "correct": true, "kind": "inline" }, { "id": "c35b3o8838e539d", "text": "increased", "plain": "increased", "correct": false, "kind": "inline" }, { "id": "c35b3o99fe890aa", "text": "stayed about the same", "plain": "stayed about the same", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_d96bbacb-b0cd-4a0c-bc04-ce7637ea709c" ], "key_letters": "", "key_values": { "RESPONSE1": [ "c35b1oa5a86dda6" ], "RESPONSE2": [ "c35b2o427370264" ], "RESPONSE3": [ "c35b3od93031cb2" ] }, "n_options": 9, "passage_html": "

Riverbend County Water Use

Riverbend County tracks its public water system. Figure 1 shows the county’s population from 1990 to 2020. Figure 2 shows the total amount of water withdrawn from the county system each day, in millions of liters. Figure 3 shows the county’s per-capita water use — the average amount of water one person uses in one day.

Figure 1. Riverbend County Population

\"Line

Figure 2. Total Water Withdrawn Each Day

\"Line

Figure 3. Per-Capita Water Use

\"Line

", "passage_plain": "Riverbend County Water Use Riverbend County tracks its public water system. Figure 1 shows the county’s population from 1990 to 2020. Figure 2 shows the total amount of water withdrawn from the county system each day, in millions of liters. Figure 3 shows the county’s per-capita water use — the average amount of water one person uses in one day. Figure 1. Riverbend County Population Figure 2. Total Water Withdrawn Each Day Figure 3. Per-Capita Water Use" }, { "n": 36, "item_id": "_33b49909-9938-485e-92a8-40e9e0805fb1", "type": "choice", "title": "Riverbend Newsletter Claim", "standards": [ "MS-ESS3-4" ], "prompt_html": "

A county newsletter makes a claim. Riverbend County’s growing population is still putting pressure on the water system, even though the total withdrawn has changed very little since 2010.

Look at Figures 1, 2, and 3. Choose the TWO statements that the data support.

", "prompt_plain": "A county newsletter makes a claim. Riverbend County’s growing population is still putting pressure on the water system, even though the total withdrawn has changed very little since 2010. Look at Figures 1, 2, and 3. Choose the TWO statements that the data support.", "context_html": "", "options": [ { "id": "cA2002dcd93", "text": "Total daily withdrawals nearly leveled off after 2010 because the population increased by fewer people than during the previous decade.", "plain": "Total daily withdrawals nearly leveled off after 2010 because the population increased by fewer people than during the previous decade.", "correct": false, "kind": "choice" }, { "id": "cB5964198a2", "text": "Total daily withdrawals stayed high after 2010 because population growth offset the falling per-capita use.", "plain": "Total daily withdrawals stayed high after 2010 because population growth offset the falling per-capita use.", "correct": true, "kind": "choice" }, { "id": "cC55f37038b", "text": "Per-capita water use fell from 1990 to 2020 because the county’s population kept increasing.", "plain": "Per-capita water use fell from 1990 to 2020 because the county’s population kept increasing.", "correct": false, "kind": "choice" }, { "id": "cDf3fce7bbd", "text": "If the population keeps growing while per-capita use stops falling, total withdrawals will rise again.", "plain": "If the population keeps growing while per-capita use stops falling, total withdrawals will rise again.", "correct": true, "kind": "choice" }, { "id": "cEd811271d9", "text": "Riverbend County’s water system withdrew less total water each day in 2020 than back in 1990.", "plain": "Riverbend County’s water system withdrew less total water each day in 2020 than back in 1990.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d96bbacb-b0cd-4a0c-bc04-ce7637ea709c" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB5964198a2", "cDf3fce7bbd" ] }, "n_options": 5, "passage_html": "

Riverbend County Water Use

Riverbend County tracks its public water system. Figure 1 shows the county’s population from 1990 to 2020. Figure 2 shows the total amount of water withdrawn from the county system each day, in millions of liters. Figure 3 shows the county’s per-capita water use — the average amount of water one person uses in one day.

Figure 1. Riverbend County Population

\"Line

Figure 2. Total Water Withdrawn Each Day

\"Line

Figure 3. Per-Capita Water Use

\"Line

", "passage_plain": "Riverbend County Water Use Riverbend County tracks its public water system. Figure 1 shows the county’s population from 1990 to 2020. Figure 2 shows the total amount of water withdrawn from the county system each day, in millions of liters. Figure 3 shows the county’s per-capita water use — the average amount of water one person uses in one day. Figure 1. Riverbend County Population Figure 2. Total Water Withdrawn Each Day Figure 3. Per-Capita Water Use" }, { "n": 37, "item_id": "_36a88a13-879d-49c3-b645-69b52351136c", "type": "choice", "title": "Clothesline Cord Test Plan", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Wren wants to know how cord thickness affects how much weight a backyard clothesline cord can hold before it snaps. Table 1 shows Wren’s first test plan.

Table 1. Wren’s First Test Plan

TrialCord thicknessCord materialCord length
12 mmcotton3 m
24 mmnylon2 m
36 mmcotton1 m

Which change to the plan would best let the test results show the effect of cord thickness by itself?

", "prompt_plain": "Wren wants to know how cord thickness affects how much weight a backyard clothesline cord can hold before it snaps. Table 1 shows Wren’s first test plan. Table 1. Wren’s First Test Plan Trial Cord thickness Cord material Cord length 1 2 mm cotton 3 m 2 4 mm nylon 2 m 3 6 mm cotton 1 m Which change to the plan would best let the test results show the effect of cord thickness by itself?", "context_html": "", "options": [ { "id": "cA4a87246a5", "text": "Use cords with the same material and the same length, so thickness is the one feature that changes.", "plain": "Use cords with the same material and the same length, so thickness is the one feature that changes.", "correct": true, "kind": "choice" }, { "id": "cB4bb47ceb9", "text": "Test each cord with a different set of weights, so each thickness gets a fair chance on its own.", "plain": "Test each cord with a different set of weights, so each thickness gets a fair chance on its own.", "correct": false, "kind": "choice" }, { "id": "cC422f03dd9", "text": "Change the material along with the thickness in each trial, to find the strongest possible cord sooner.", "plain": "Change the material along with the thickness in each trial, to find the strongest possible cord sooner.", "correct": false, "kind": "choice" }, { "id": "cDeb15e996c", "text": "Add extra trials of the thickest cord, because the thickest cord produces the most useful strength data.", "plain": "Add extra trials of the thickest cord, because the thickest cord produces the most useful strength data.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA4a87246a5" ] }, "n_options": 4 }, { "n": 38, "item_id": "_931d9029-dd00-44b5-b0be-6702295c8ac7", "type": "choice", "title": "Robot Vacuum Bumper Log", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Yara’s team is designing a clip-on foam bumper that keeps a robot vacuum from scratching furniture. The team follows the five-step design cycle and keeps a project log. Day 1: proposed a clip-on foam bumper and sketched it. Day 2: built a cardboard-and-foam model of the bumper. Day 3: tested the model on a practice course — on corner hits, the bumper popped off.

According to the design cycle, what should the team do next?

", "prompt_plain": "Yara’s team is designing a clip-on foam bumper that keeps a robot vacuum from scratching furniture. The team follows the five-step design cycle and keeps a project log. Day 1: proposed a clip-on foam bumper and sketched it. Day 2: built a cardboard-and-foam model of the bumper. Day 3: tested the model on a practice course — on corner hits, the bumper popped off. According to the design cycle, what should the team do next?", "context_html": "", "options": [ { "id": "cAff9549169", "text": "Propose a brand-new bumper idea, since the model failed its test.", "plain": "Propose a brand-new bumper idea, since the model failed its test.", "correct": false, "kind": "choice" }, { "id": "cB42104fa95", "text": "Repeat the same test to check whether the bumper pops off again.", "plain": "Repeat the same test to check whether the bumper pops off again.", "correct": false, "kind": "choice" }, { "id": "cC017736b4a", "text": "Revise the clips right away so the bumper stays on next time.", "plain": "Revise the clips right away so the bumper stays on next time.", "correct": false, "kind": "choice" }, { "id": "cDa701d3c98", "text": "Analyze the test notes to find out why the bumper popped off.", "plain": "Analyze the test notes to find out why the bumper popped off.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cDa701d3c98" ] }, "n_options": 4 }, { "n": 39, "item_id": "_e840fe40-110f-42fb-aa81-1bbb3a9874c8", "type": "choice", "title": "Insulating Gas Spec Sheet", "standards": [ "MS-PS1-1" ], "prompt_html": "

An electric company fills its tall switch cabinets with an insulating gas that keeps sparks from jumping between metal parts. Each molecule of this gas contains one sulfur atom bonded to six fluorine atoms. Table 1 is the spec sheet a technician uses.

Table 1. Technician’s Spec Sheet

SubstanceState at room temperatureHow it behaves
Sulfur on its ownYellow, brittle solidBurns in air when ignited
Fluorine on its ownPale yellow gasReacts strongly with almost every metal
The insulating gasColorless gasDoes not burn; does not react with the metal parts

Which statement do the data in Table 1 best support?

", "prompt_plain": "An electric company fills its tall switch cabinets with an insulating gas that keeps sparks from jumping between metal parts. Each molecule of this gas contains one sulfur atom bonded to six fluorine atoms. Table 1 is the spec sheet a technician uses. Table 1. Technician’s Spec Sheet Substance State at room temperature How it behaves Sulfur on its own Yellow, brittle solid Burns in air when ignited Fluorine on its own Pale yellow gas Reacts strongly with almost every metal The insulating gas Colorless gas Does not burn; does not react with the metal parts Which statement do the data in Table 1 best support?", "context_html": "", "options": [ { "id": "cA0e68cf943", "text": "The insulating gas must still react strongly with metals, because the fluorine atoms inside it keep their own behavior.", "plain": "The insulating gas must still react strongly with metals, because the fluorine atoms inside it keep their own behavior.", "correct": false, "kind": "choice" }, { "id": "cB66901ef23", "text": "The insulating gas shows properties halfway between those of sulfur and fluorine, like a 50-50 blend.", "plain": "The insulating gas shows properties halfway between those of sulfur and fluorine, like a 50-50 blend.", "correct": false, "kind": "choice" }, { "id": "cCb4bc07dab", "text": "When sulfur and fluorine atoms bond into one molecule, the new substance gets properties of its own.", "plain": "When sulfur and fluorine atoms bond into one molecule, the new substance gets properties of its own.", "correct": true, "kind": "choice" }, { "id": "cD1d6a3b784", "text": "When the insulating gas formed, its sulfur atoms changed into fluorine atoms, which is why it cannot burn.", "plain": "When the insulating gas formed, its sulfur atoms changed into fluorine atoms, which is why it cannot burn.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cCb4bc07dab" ] }, "n_options": 4 }, { "n": 40, "item_id": "_0aa82206-9c1c-4d36-a339-ab0cbe7047a0", "type": "choice", "title": "Sugar Bench Test", "standards": [ "MS-PS1-4" ], "prompt_html": "

Zeke’s cooking club runs a bench test. Each tester gets a glass of room-temperature water and one spoonful of sugar. The club times how long the sugar takes to fully dissolve. The club wants a faster result.

\"A

Based on how water particles behave, choose the TWO changes that would make the sugar dissolve faster.

", "prompt_plain": "Zeke’s cooking club runs a bench test. Each tester gets a glass of room-temperature water and one spoonful of sugar. The club times how long the sugar takes to fully dissolve. The club wants a faster result. Based on how water particles behave, choose the TWO changes that would make the sugar dissolve faster.", "context_html": "", "options": [ { "id": "cA25e78dabf", "text": "Use warmer water, so the water particles move faster and bump the sugar apart sooner.", "plain": "Use warmer water, so the water particles move faster and bump the sugar apart sooner.", "correct": true, "kind": "choice" }, { "id": "cB0d0fd841a", "text": "Keep the glass still the whole time, so the sugar can settle and soak up water evenly.", "plain": "Keep the glass still the whole time, so the sugar can settle and soak up water evenly.", "correct": false, "kind": "choice" }, { "id": "cC7df6942bf", "text": "Stir the water the whole time, so fresh water particles keep reaching the undissolved sugar.", "plain": "Stir the water the whole time, so fresh water particles keep reaching the undissolved sugar.", "correct": true, "kind": "choice" }, { "id": "cDf3f219b9a", "text": "Use colder water, because the tightly packed cold particles grab and hold the sugar more strongly.", "plain": "Use colder water, because the tightly packed cold particles grab and hold the sugar more strongly.", "correct": false, "kind": "choice" }, { "id": "cE86b1f1af7", "text": "Add a second spoonful of sugar, so more sugar particles are mixing into the water at once.", "plain": "Add a second spoonful of sugar, so more sugar particles are mixing into the water at once.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-22/images/slot40.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA25e78dabf", "cC7df6942bf" ] }, "n_options": 5 } ] }, { "form": "G6.23", "grade": "G6", "title": "Alpha Standardized Science G6.23", "test_id": "_test-8a61d118-3a3c-49bc-8ce5-dad8e1a09ab4", "n_items": 40, "n_stimuli": 9, "stimuli": { "_99df922c-81f6-46f3-b008-c2dabda9d528": { "title": "Cedar Rapids Weather Maps", "html": "

Cedar Rapids Weather Maps

A weather station in Cedar Rapids, Iowa, tracked a cold front for two days. Figure 1 shows the surface weather map for 6 a.m. on Day 1. Figure 2 shows the surface weather map for 6 a.m. on Day 2. The cold front crossed Cedar Rapids at about 4 p.m. on Day 1.

Figures 1 and 2. Surface Weather Maps

\"Two

" }, "_a9310bc8-53e7-41f5-ae34-1384e49e6cee": { "title": "Silver Basin Salt Flats", "html": "

Silver Basin Salt Flats

Silver Basin is a low desert valley with no stream flowing out of it. In winter, mountain streams carry rainwater into the basin. The stream water contains small amounts of dissolved salt. Summers in the basin are hot, sunny, and dry.

A survey team photographed the basin from the air in late summer (Figure 1). The team also recorded the basin's conditions in each season (Table 1).

Figure 1. Silver Basin in late summer

\"Aerial

Table 1. Seasonal Basin Conditions

SeasonStreams flowing inStanding waterWhite crust on basin floor
WinterYesShallow lake across the floorHidden under the water
SpringSlowingLake shrinkingThin ring at the edges
SummerNoNoneThick crust across the floor
FallNoNoneThick crust remains
" }, "_afc21195-ff07-4da5-a1d9-bceed50c8cb7": { "title": "River Food-Web Survey", "html": "

River Food-Web Survey

A science class surveyed the organisms living in and along Birch Creek. Table 1 lists each organism the class found and how it gets energy, based on the survey observations.

Table 1. Birch Creek Organisms

OrganismHow it gets energy
AlgaeMakes its own food using sunlight
Water snailEats algae it scrapes off rocks
Mayfly larvaEats algae floating in the water
CrayfishEats water snails
MinnowEats mayfly larvae
HeronEats crayfish and minnows
" }, "_c1dbb044-07d7-4539-bb27-dac880b06756": { "title": "Oak-Mast Deer Survey", "html": "

Oak-Mast Deer Survey

Wildlife biologists surveyed a forest preserve every fall for four years. Oak trees there produce acorns, a food deer eat through fall and winter. The acorn crop is different each year.

The team counted acorns in marked plots and counted deer along a fixed route. They also counted coyotes, which hunt deer, along the same route. Table 1 shows the survey results.

Table 1. Four-Year Survey Results

YearAcorns per plotDeer countedCoyotes counted
20214204825
20221803124
20234605226
20242103525
" }, "_a3954d67-9344-41be-ad33-79735b97c010": { "title": "Maple Sugarhouse Evaporator Pans", "html": "

Maple Sugarhouse Evaporator Pans

Workers at a maple sugarhouse boil fresh maple sap to make syrup. The sap is boiled in wide metal pans called evaporator pans. Sap is mostly water with a small amount of sugar dissolved in it. A steady wood fire burns under the pans the whole time.

Caleb, a sugarhouse worker, watched one pan of sap heat up. He measured the sap temperature every 10 minutes and wrote down what he observed. Table 1 shows his observation log. Table 2 shows the heating record.

Table 1. Observation Log

TimeObservation
0 minCold sap fills the pan. No steam.
20 minSap is hot. A little steam rises.
30 minSap starts to boil. Large bubbles form, and steam rises fast.
40 minSap keeps boiling. A thermometer in the sap reads 100°C. A thermometer held in the steam just above the pan also reads 100°C.
50 minSap keeps boiling. Steam keeps rising.

Table 2. Heating Record

Time (min)Sap temperature (°C)
018
1052
2086
30100
40100
50100
" }, "_04470f4a-cab2-4a1e-bd00-6ceb0f50046d": { "title": "Bumper-Cart Wall Test", "html": "

Bumper-Cart Wall Test

Gavin’s engineering club is testing two bumper designs for the carts used in a bumper-cart game. In each trial, an identical cart rolled down a ramp from the same starting mark, so every cart hit the wall at the same speed. A force sensor mounted on the wall recorded the largest force, called the peak force, during each crash. Design A has a hard, rigid plastic bumper. Design B has a soft foam bumper that squashes flat during the crash and then springs back. Table 1 shows the sensor readings.

After the wall tests, the club rolled a heavy loaded cart and a light empty cart toward each other at the same speed. The two carts collided head-on, and both carts bounced backward.

Table 1. Peak Force Readings

Bumper designBumper materialTrial 1 (N)Trial 2 (N)Trial 3 (N)
Design Ahard, rigid plastic464445
Design Bsoft foam182019
" }, "_978d64b1-17a0-4a7d-9ad4-269da39bc282": { "title": "Planet Q Report", "html": "

Planet Q Report

An astronomy magazine describes an imagined planet called Planet Q. On Planet Q, every location gets about 12 hours of daylight and 12 hours of darkness each day, all year long. Planet Q spins once every 24 hours. It orbits its star once every 400 days on a nearly circular path, staying about the same distance from its star all year.

" }, "_38cc0dad-8d8d-4337-9b49-63f31461f5dc": { "title": "Dance-Studio Floor Slip Test", "html": "

Dance-Studio Floor Slip Test

Dancers at a studio sometimes slide too far when they glide across the floor in socks. Elena, the studio's safety tester, built a slip sled to study the sliding. The sled is a weighted block with a sock stretched over its bottom. A spring launcher gives the sled the same starting push in every trial. The sled slides until friction, the rubbing force between the sock and the floor, stops it.

Elena tested two floor sections: one coated with floor polish and one left bare. She also tested two sock types on each section. Table 1 shows the stopping distance for three trials of each setup.

Table 1. Slip-Test Stopping Distances

Floor sectionSock typeTrial 1 (cm)Trial 2 (cm)Trial 3 (cm)
PolishedSmooth cotton118122120
PolishedRubber-grip626064
BareSmooth cotton747072
BareRubber-grip343836
" }, "_727aee44-bac2-4f35-993d-77e96572aa72": { "title": "Solar-System Object Data", "html": "

Solar-System Object Data

A science club compares objects that orbit the Sun. Table 1 shows data for five planets and for Object X, a newly discovered object.

Table 1. Solar-System Objects

ObjectMade ofDistance from the Sun (millions of km)Known moonsOrbit pathYear discovered
Mercuryrock and metal580nearly circularknown since ancient times
Earthrock and metal1501nearly circularknown since ancient times
Marsrock and metal2282nearly circularknown since ancient times
Jupitermostly gas77995nearly circularknown since ancient times
Neptunemostly gas4,50016nearly circular1846
Object Xice and dust88 to 6,800 (changes)0long, stretched oval2021
" } }, "questions": [ { "n": 1, "item_id": "_a1e16988-6f7f-47f0-afec-5244e4bd86d2", "type": "choice", "title": "Polish and Sock Effects", "standards": [ "MS-PS2-2" ], "prompt_html": "

Look at Table 1.

Which claim about the sled's stopping distance is best supported by the trial data?

", "prompt_plain": "Look at Table 1. Which claim about the sled's stopping distance is best supported by the trial data?", "context_html": "", "options": [ { "id": "cA1", "text": "Floor polish increases the friction between sock and floor, so the sled stops sooner on the polished sections.", "plain": "Floor polish increases the friction between sock and floor, so the sled stops sooner on the polished sections.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sock type changes the stopping distance when the floor is bare but not when it is polished.", "plain": "Sock type changes the stopping distance when the floor is bare but not when it is polished.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Floor polish lowers the slowing force and grip socks raise it, so polished-floor cotton-sock slides are longest.", "plain": "Floor polish lowers the slowing force and grip socks raise it, so polished-floor cotton-sock slides are longest.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Push strength varied from launch to launch, and that variation explains the different stopping distances.", "plain": "Push strength varied from launch to launch, and that variation explains the different stopping distances.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_38cc0dad-8d8d-4337-9b49-63f31461f5dc" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Dance-Studio Floor Slip Test

Dancers at a studio sometimes slide too far when they glide across the floor in socks. Elena, the studio's safety tester, built a slip sled to study the sliding. The sled is a weighted block with a sock stretched over its bottom. A spring launcher gives the sled the same starting push in every trial. The sled slides until friction, the rubbing force between the sock and the floor, stops it.

Elena tested two floor sections: one coated with floor polish and one left bare. She also tested two sock types on each section. Table 1 shows the stopping distance for three trials of each setup.

Table 1. Slip-Test Stopping Distances

Floor sectionSock typeTrial 1 (cm)Trial 2 (cm)Trial 3 (cm)
PolishedSmooth cotton118122120
PolishedRubber-grip626064
BareSmooth cotton747072
BareRubber-grip343836
", "passage_plain": "Dance-Studio Floor Slip Test Dancers at a studio sometimes slide too far when they glide across the floor in socks. Elena, the studio's safety tester, built a slip sled to study the sliding. The sled is a weighted block with a sock stretched over its bottom. A spring launcher gives the sled the same starting push in every trial. The sled slides until friction, the rubbing force between the sock and the floor, stops it. Elena tested two floor sections: one coated with floor polish and one left bare. She also tested two sock types on each section. Table 1 shows the stopping distance for three trials of each setup. Table 1. Slip-Test Stopping Distances Floor section Sock type Trial 1 (cm) Trial 2 (cm) Trial 3 (cm) Polished Smooth cotton 118 122 120 Polished Rubber-grip 62 60 64 Bare Smooth cotton 74 70 72 Bare Rubber-grip 34 38 36" }, { "n": 2, "item_id": "_ff517067-5ff2-4bf0-81f2-955cf326db00", "type": "choice", "title": "Second Coat of Polish - Part A", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Part A

The studio team next wants to find out whether adding a second coat of polish changes the sled's stopping distance.

Which test plan gives the best evidence about the effect of a second coat of polish?

", "prompt_plain": "Part A The studio team next wants to find out whether adding a second coat of polish changes the sled's stopping distance. Which test plan gives the best evidence about the effect of a second coat of polish?", "context_html": "", "options": [ { "id": "cA2", "text": "Test a one-coat section with a rubber-grip sock and a two-coat section with a smooth cotton sock.", "plain": "Test a one-coat section with a rubber-grip sock and a two-coat section with a smooth cotton sock.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Test a one-coat section and a two-coat section using the same sock type and the same launcher.", "plain": "Test a one-coat section and a two-coat section using the same sock type and the same launcher.", "correct": true, "kind": "choice" }, { "id": "cC2", "text": "Test just the two-coat section many times with the same sock type, then average the stopping distances.", "plain": "Test just the two-coat section many times with the same sock type, then average the stopping distances.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "Test a one-coat section and a two-coat section, launching the sled harder on the thicker coat.", "plain": "Test a one-coat section and a two-coat section, launching the sled harder on the thicker coat.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_38cc0dad-8d8d-4337-9b49-63f31461f5dc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB2" ] }, "n_options": 4, "passage_html": "

Dance-Studio Floor Slip Test

Dancers at a studio sometimes slide too far when they glide across the floor in socks. Elena, the studio's safety tester, built a slip sled to study the sliding. The sled is a weighted block with a sock stretched over its bottom. A spring launcher gives the sled the same starting push in every trial. The sled slides until friction, the rubbing force between the sock and the floor, stops it.

Elena tested two floor sections: one coated with floor polish and one left bare. She also tested two sock types on each section. Table 1 shows the stopping distance for three trials of each setup.

Table 1. Slip-Test Stopping Distances

Floor sectionSock typeTrial 1 (cm)Trial 2 (cm)Trial 3 (cm)
PolishedSmooth cotton118122120
PolishedRubber-grip626064
BareSmooth cotton747072
BareRubber-grip343836
", "passage_plain": "Dance-Studio Floor Slip Test Dancers at a studio sometimes slide too far when they glide across the floor in socks. Elena, the studio's safety tester, built a slip sled to study the sliding. The sled is a weighted block with a sock stretched over its bottom. A spring launcher gives the sled the same starting push in every trial. The sled slides until friction, the rubbing force between the sock and the floor, stops it. Elena tested two floor sections: one coated with floor polish and one left bare. She also tested two sock types on each section. Table 1 shows the stopping distance for three trials of each setup. Table 1. Slip-Test Stopping Distances Floor section Sock type Trial 1 (cm) Trial 2 (cm) Trial 3 (cm) Polished Smooth cotton 118 122 120 Polished Rubber-grip 62 60 64 Bare Smooth cotton 74 70 72 Bare Rubber-grip 34 38 36" }, { "n": 3, "item_id": "_3aaae04e-15db-48f1-b07f-4399766b35a6", "type": "choice", "title": "Second Coat of Polish - Part B", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Part B

The team runs the test plan that best isolates the second coat of polish. The two-coat section lets the sled slide even farther than the one-coat section did.

Together with Table 1, which safety recommendation is best supported by the results?

", "prompt_plain": "Part B The team runs the test plan that best isolates the second coat of polish. The two-coat section lets the sled slide even farther than the one-coat section did. Together with Table 1, which safety recommendation is best supported by the results?", "context_html": "", "options": [ { "id": "cA3", "text": "Add another coat of polish in the corners where dancers need to stop quickly.", "plain": "Add another coat of polish in the corners where dancers need to stop quickly.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Replace the dancers' rubber-grip socks with smooth cotton socks during fast routines.", "plain": "Replace the dancers' rubber-grip socks with smooth cotton socks during fast routines.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "Let dancers perform barefoot, because the trials show sock type does not change the stopping distance.", "plain": "Let dancers perform barefoot, because the trials show sock type does not change the stopping distance.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Use fewer polish coats and rubber-grip socks in the areas where dancers must stop quickly.", "plain": "Use fewer polish coats and rubber-grip socks in the areas where dancers must stop quickly.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_38cc0dad-8d8d-4337-9b49-63f31461f5dc" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD3" ] }, "n_options": 4, "passage_html": "

Dance-Studio Floor Slip Test

Dancers at a studio sometimes slide too far when they glide across the floor in socks. Elena, the studio's safety tester, built a slip sled to study the sliding. The sled is a weighted block with a sock stretched over its bottom. A spring launcher gives the sled the same starting push in every trial. The sled slides until friction, the rubbing force between the sock and the floor, stops it.

Elena tested two floor sections: one coated with floor polish and one left bare. She also tested two sock types on each section. Table 1 shows the stopping distance for three trials of each setup.

Table 1. Slip-Test Stopping Distances

Floor sectionSock typeTrial 1 (cm)Trial 2 (cm)Trial 3 (cm)
PolishedSmooth cotton118122120
PolishedRubber-grip626064
BareSmooth cotton747072
BareRubber-grip343836
", "passage_plain": "Dance-Studio Floor Slip Test Dancers at a studio sometimes slide too far when they glide across the floor in socks. Elena, the studio's safety tester, built a slip sled to study the sliding. The sled is a weighted block with a sock stretched over its bottom. A spring launcher gives the sled the same starting push in every trial. The sled slides until friction, the rubbing force between the sock and the floor, stops it. Elena tested two floor sections: one coated with floor polish and one left bare. She also tested two sock types on each section. Table 1 shows the stopping distance for three trials of each setup. Table 1. Slip-Test Stopping Distances Floor section Sock type Trial 1 (cm) Trial 2 (cm) Trial 3 (cm) Polished Smooth cotton 118 122 120 Polished Rubber-grip 62 60 64 Bare Smooth cotton 74 70 72 Bare Rubber-grip 34 38 36" }, { "n": 4, "item_id": "_47d68c0e-f89e-4bcc-8e87-242d30bddb1d", "type": "choice", "title": "Sap and Steam Particles", "standards": [ "MS-PS1-4" ], "prompt_html": "

Look at the 40-minute row of Table 1. The boiling liquid sap and the steam above it are at the same temperature.

Which statement correctly compares the steam particles with the liquid-sap particles?

", "prompt_plain": "Look at the 40-minute row of Table 1. The boiling liquid sap and the steam above it are at the same temperature. Which statement correctly compares the steam particles with the liquid-sap particles?", "context_html": "", "options": [ { "id": "cA4", "text": "The steam particles have the same average kinetic energy as the liquid particles but have overcome their attractions.", "plain": "The steam particles have the same average kinetic energy as the liquid particles but have overcome their attractions.", "correct": true, "kind": "choice" }, { "id": "cB4", "text": "The steam particles have a much higher average kinetic energy because gas particles are hotter than liquid particles.", "plain": "The steam particles have a much higher average kinetic energy because gas particles are hotter than liquid particles.", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "The steam particles have swelled to a larger size as they absorbed thermal energy from the fire.", "plain": "The steam particles have swelled to a larger size as they absorbed thermal energy from the fire.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "The steam particles have broken into smaller, lighter pieces that are able to float upward.", "plain": "The steam particles have broken into smaller, lighter pieces that are able to float upward.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a3954d67-9344-41be-ad33-79735b97c010" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA4" ] }, "n_options": 4, "passage_html": "

Maple Sugarhouse Evaporator Pans

Workers at a maple sugarhouse boil fresh maple sap to make syrup. The sap is boiled in wide metal pans called evaporator pans. Sap is mostly water with a small amount of sugar dissolved in it. A steady wood fire burns under the pans the whole time.

Caleb, a sugarhouse worker, watched one pan of sap heat up. He measured the sap temperature every 10 minutes and wrote down what he observed. Table 1 shows his observation log. Table 2 shows the heating record.

Table 1. Observation Log

TimeObservation
0 minCold sap fills the pan. No steam.
20 minSap is hot. A little steam rises.
30 minSap starts to boil. Large bubbles form, and steam rises fast.
40 minSap keeps boiling. A thermometer in the sap reads 100°C. A thermometer held in the steam just above the pan also reads 100°C.
50 minSap keeps boiling. Steam keeps rising.

Table 2. Heating Record

Time (min)Sap temperature (°C)
018
1052
2086
30100
40100
50100
", "passage_plain": "Maple Sugarhouse Evaporator Pans Workers at a maple sugarhouse boil fresh maple sap to make syrup. The sap is boiled in wide metal pans called evaporator pans. Sap is mostly water with a small amount of sugar dissolved in it. A steady wood fire burns under the pans the whole time. Caleb, a sugarhouse worker, watched one pan of sap heat up. He measured the sap temperature every 10 minutes and wrote down what he observed. Table 1 shows his observation log. Table 2 shows the heating record. Table 1. Observation Log Time Observation 0 min Cold sap fills the pan. No steam. 20 min Sap is hot. A little steam rises. 30 min Sap starts to boil. Large bubbles form, and steam rises fast. 40 min Sap keeps boiling. A thermometer in the sap reads 100°C. A thermometer held in the steam just above the pan also reads 100°C. 50 min Sap keeps boiling. Steam keeps rising. Table 2. Heating Record Time (min) Sap temperature (°C) 0 18 10 52 20 86 30 100 40 100 50 100" }, { "n": 5, "item_id": "_c6d2c2cb-0650-4c52-95ee-f2a44dcc86bc", "type": "choice", "title": "Sap and Steam Particle Panels", "standards": [ "MS-PS1-4" ], "prompt_html": "

At 40 minutes, liquid sap boils in the pan while steam rises above it (Table 1).

Choose the TWO options that correctly describe the particles - one for the liquid sap and one for the steam.

", "prompt_plain": "At 40 minutes, liquid sap boils in the pan while steam rises above it (Table 1). Choose the TWO options that correctly describe the particles - one for the liquid sap and one for the steam.", "context_html": "", "options": [ { "id": "cA5", "text": "

\"A

Liquid sap: particles far apart with empty space between them, darting freely in any direction.

", "plain": "Liquid sap: particles far apart with empty space between them, darting freely in any direction.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "

\"A

Liquid sap: particles close together in no fixed pattern, sliding past one another.

", "plain": "Liquid sap: particles close together in no fixed pattern, sliding past one another.", "correct": true, "kind": "choice" }, { "id": "cC5", "text": "

\"A

Steam: particles packed close together in neat rows, vibrating in place.

", "plain": "Steam: particles packed close together in neat rows, vibrating in place.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "

\"A

Liquid sap: particles packed close together in neat rows, vibrating in place.

", "plain": "Liquid sap: particles packed close together in neat rows, vibrating in place.", "correct": false, "kind": "choice" }, { "id": "cE5", "text": "

\"A

Steam: particles far apart with empty space between them, moving quickly in any direction.

", "plain": "Steam: particles far apart with empty space between them, moving quickly in any direction.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot05a.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot05b.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot05c.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot05d.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot05e.png" ], "stimulus_ids": [ "_a3954d67-9344-41be-ad33-79735b97c010" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB5", "cE5" ] }, "n_options": 5, "passage_html": "

Maple Sugarhouse Evaporator Pans

Workers at a maple sugarhouse boil fresh maple sap to make syrup. The sap is boiled in wide metal pans called evaporator pans. Sap is mostly water with a small amount of sugar dissolved in it. A steady wood fire burns under the pans the whole time.

Caleb, a sugarhouse worker, watched one pan of sap heat up. He measured the sap temperature every 10 minutes and wrote down what he observed. Table 1 shows his observation log. Table 2 shows the heating record.

Table 1. Observation Log

TimeObservation
0 minCold sap fills the pan. No steam.
20 minSap is hot. A little steam rises.
30 minSap starts to boil. Large bubbles form, and steam rises fast.
40 minSap keeps boiling. A thermometer in the sap reads 100°C. A thermometer held in the steam just above the pan also reads 100°C.
50 minSap keeps boiling. Steam keeps rising.

Table 2. Heating Record

Time (min)Sap temperature (°C)
018
1052
2086
30100
40100
50100
", "passage_plain": "Maple Sugarhouse Evaporator Pans Workers at a maple sugarhouse boil fresh maple sap to make syrup. The sap is boiled in wide metal pans called evaporator pans. Sap is mostly water with a small amount of sugar dissolved in it. A steady wood fire burns under the pans the whole time. Caleb, a sugarhouse worker, watched one pan of sap heat up. He measured the sap temperature every 10 minutes and wrote down what he observed. Table 1 shows his observation log. Table 2 shows the heating record. Table 1. Observation Log Time Observation 0 min Cold sap fills the pan. No steam. 20 min Sap is hot. A little steam rises. 30 min Sap starts to boil. Large bubbles form, and steam rises fast. 40 min Sap keeps boiling. A thermometer in the sap reads 100°C. A thermometer held in the steam just above the pan also reads 100°C. 50 min Sap keeps boiling. Steam keeps rising. Table 2. Heating Record Time (min) Sap temperature (°C) 0 18 10 52 20 86 30 100 40 100 50 100" }, { "n": 6, "item_id": "_20e20c43-dab0-4899-9b53-9cbd68eeaf9c", "type": "inline-choice", "title": "Boiling Plateau Sentences", "standards": [ "MS-PS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Look at Table 2. Between the 30-minute and 50-minute readings the sap keeps boiling, and the fire keeps adding thermal energy.

Choose the phrase that best completes each sentence.

From 30 to 50 minutes, the temperature of the sap .

During these 20 minutes, the average kinetic energy of the water particles in the sap .

The thermal energy added during these 20 minutes is used to .

", "options": [ { "id": "cB1O49f24157e", "text": "decreases", "plain": "decreases", "correct": false, "kind": "inline" }, { "id": "cB1O151d1ffc5", "text": "increases", "plain": "increases", "correct": false, "kind": "inline" }, { "id": "cB1O609a35afc", "text": "stays the same", "plain": "stays the same", "correct": true, "kind": "inline" }, { "id": "cB2Oba76581c0", "text": "decreases", "plain": "decreases", "correct": false, "kind": "inline" }, { "id": "cB2O56197cebd", "text": "increases", "plain": "increases", "correct": false, "kind": "inline" }, { "id": "cB2O222561548", "text": "stays the same", "plain": "stays the same", "correct": true, "kind": "inline" }, { "id": "cB3O2d9d67fac", "text": "make each water particle larger until it can float away", "plain": "make each water particle larger until it can float away", "correct": false, "kind": "inline" }, { "id": "cB3O4fa11e386", "text": "overcome the attractions between water particles, changing liquid water into a gas", "plain": "overcome the attractions between water particles, changing liquid water into a gas", "correct": true, "kind": "inline" }, { "id": "cB3O052e952d9", "text": "heat the metal pan instead of the sap, which gains no energy", "plain": "heat the metal pan instead of the sap, which gains no energy", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_a3954d67-9344-41be-ad33-79735b97c010" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O609a35afc" ], "RESPONSE2": [ "cB2O222561548" ], "RESPONSE3": [ "cB3O4fa11e386" ] }, "n_options": 9, "passage_html": "

Maple Sugarhouse Evaporator Pans

Workers at a maple sugarhouse boil fresh maple sap to make syrup. The sap is boiled in wide metal pans called evaporator pans. Sap is mostly water with a small amount of sugar dissolved in it. A steady wood fire burns under the pans the whole time.

Caleb, a sugarhouse worker, watched one pan of sap heat up. He measured the sap temperature every 10 minutes and wrote down what he observed. Table 1 shows his observation log. Table 2 shows the heating record.

Table 1. Observation Log

TimeObservation
0 minCold sap fills the pan. No steam.
20 minSap is hot. A little steam rises.
30 minSap starts to boil. Large bubbles form, and steam rises fast.
40 minSap keeps boiling. A thermometer in the sap reads 100°C. A thermometer held in the steam just above the pan also reads 100°C.
50 minSap keeps boiling. Steam keeps rising.

Table 2. Heating Record

Time (min)Sap temperature (°C)
018
1052
2086
30100
40100
50100
", "passage_plain": "Maple Sugarhouse Evaporator Pans Workers at a maple sugarhouse boil fresh maple sap to make syrup. The sap is boiled in wide metal pans called evaporator pans. Sap is mostly water with a small amount of sugar dissolved in it. A steady wood fire burns under the pans the whole time. Caleb, a sugarhouse worker, watched one pan of sap heat up. He measured the sap temperature every 10 minutes and wrote down what he observed. Table 1 shows his observation log. Table 2 shows the heating record. Table 1. Observation Log Time Observation 0 min Cold sap fills the pan. No steam. 20 min Sap is hot. A little steam rises. 30 min Sap starts to boil. Large bubbles form, and steam rises fast. 40 min Sap keeps boiling. A thermometer in the sap reads 100°C. A thermometer held in the steam just above the pan also reads 100°C. 50 min Sap keeps boiling. Steam keeps rising. Table 2. Heating Record Time (min) Sap temperature (°C) 0 18 10 52 20 86 30 100 40 100 50 100" }, { "n": 7, "item_id": "_8ac5472f-39a9-4452-9a6d-f3c2b1b11eba", "type": "choice", "title": "Deer and Acorn Data - Part A", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part A

Look at Table 1.

Which claim about the preserve's deer population is best supported by the survey results?

", "prompt_plain": "Part A Look at Table 1. Which claim about the preserve's deer population is best supported by the survey results?", "context_html": "", "options": [ { "id": "cA7", "text": "The coyotes control the deer numbers, because the coyote count changed from year to year.", "plain": "The coyotes control the deer numbers, because the coyote count changed from year to year.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "The deer population grows a little each year as long as coyotes stay in the preserve.", "plain": "The deer population grows a little each year as long as coyotes stay in the preserve.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "The acorn crop rises and falls depending on how many deer are there to eat acorns.", "plain": "The acorn crop rises and falls depending on how many deer are there to eat acorns.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "The deer population rises and falls with the size of that year's acorn crop.", "plain": "The deer population rises and falls with the size of that year's acorn crop.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c1dbb044-07d7-4539-bb27-dac880b06756" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD7" ] }, "n_options": 4, "passage_html": "

Oak-Mast Deer Survey

Wildlife biologists surveyed a forest preserve every fall for four years. Oak trees there produce acorns, a food deer eat through fall and winter. The acorn crop is different each year.

The team counted acorns in marked plots and counted deer along a fixed route. They also counted coyotes, which hunt deer, along the same route. Table 1 shows the survey results.

Table 1. Four-Year Survey Results

YearAcorns per plotDeer countedCoyotes counted
20214204825
20221803124
20234605226
20242103525
", "passage_plain": "Oak-Mast Deer Survey Wildlife biologists surveyed a forest preserve every fall for four years. Oak trees there produce acorns, a food deer eat through fall and winter. The acorn crop is different each year. The team counted acorns in marked plots and counted deer along a fixed route. They also counted coyotes, which hunt deer, along the same route. Table 1 shows the survey results. Table 1. Four-Year Survey Results Year Acorns per plot Deer counted Coyotes counted 2021 420 48 25 2022 180 31 24 2023 460 52 26 2024 210 35 25" }, { "n": 8, "item_id": "_90bd6b1b-c191-41f1-a827-d205d857d0ff", "type": "choice", "title": "Deer and Acorn Data - Part B", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part B

Which rows of Table 1 provide the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which rows of Table 1 provide the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA8", "text": "The 2022 and 2023 rows, where deer numbers fall when acorns are scarce and rise when acorns are plentiful.", "plain": "The 2022 and 2023 rows, where deer numbers fall when acorns are scarce and rise when acorns are plentiful.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "The 2021 and 2023 rows, where the acorn counts and the deer counts are both at their highest.", "plain": "The 2021 and 2023 rows, where the acorn counts and the deer counts are both at their highest.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "All four rows of Table 1, where the coyote counts change very little from one year to the next.", "plain": "All four rows of Table 1, where the coyote counts change very little from one year to the next.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The 2024 row by itself, where a small acorn crop appears together with a low deer count.", "plain": "The 2024 row by itself, where a small acorn crop appears together with a low deer count.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c1dbb044-07d7-4539-bb27-dac880b06756" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA8" ] }, "n_options": 4, "passage_html": "

Oak-Mast Deer Survey

Wildlife biologists surveyed a forest preserve every fall for four years. Oak trees there produce acorns, a food deer eat through fall and winter. The acorn crop is different each year.

The team counted acorns in marked plots and counted deer along a fixed route. They also counted coyotes, which hunt deer, along the same route. Table 1 shows the survey results.

Table 1. Four-Year Survey Results

YearAcorns per plotDeer countedCoyotes counted
20214204825
20221803124
20234605226
20242103525
", "passage_plain": "Oak-Mast Deer Survey Wildlife biologists surveyed a forest preserve every fall for four years. Oak trees there produce acorns, a food deer eat through fall and winter. The acorn crop is different each year. The team counted acorns in marked plots and counted deer along a fixed route. They also counted coyotes, which hunt deer, along the same route. Table 1 shows the survey results. Table 1. Four-Year Survey Results Year Acorns per plot Deer counted Coyotes counted 2021 420 48 25 2022 180 31 24 2023 460 52 26 2024 210 35 25" }, { "n": 9, "item_id": "_770e07d2-8613-4db0-b023-163532fcb531", "type": "choice", "title": "Silver Basin Salt Crust - Part A", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Part A

Use Figure 1 and Table 1.

Which statement best explains how the white crust forms on the basin floor?

", "prompt_plain": "Part A Use Figure 1 and Table 1. Which statement best explains how the white crust forms on the basin floor?", "context_html": "", "options": [ { "id": "cA9", "text": "Condensation pulls the salt out of the moist air above the basin as water droplets form.", "plain": "Condensation pulls the salt out of the moist air above the basin as water droplets form.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "Precipitation drops the salt onto the basin floor each time rain falls over the valley.", "plain": "Precipitation drops the salt onto the basin floor each time rain falls over the valley.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "Evaporation removes the water as vapor, and the dissolved salt is left behind on the floor.", "plain": "Evaporation removes the water as vapor, and the dissolved salt is left behind on the floor.", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "Runoff drops the salt as the streams slow down, the way rivers drop sand and mud.", "plain": "Runoff drops the salt as the streams slow down, the way rivers drop sand and mud.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a9310bc8-53e7-41f5-ae34-1384e49e6cee" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC9" ] }, "n_options": 4, "passage_html": "

Silver Basin Salt Flats

Silver Basin is a low desert valley with no stream flowing out of it. In winter, mountain streams carry rainwater into the basin. The stream water contains small amounts of dissolved salt. Summers in the basin are hot, sunny, and dry.

A survey team photographed the basin from the air in late summer (Figure 1). The team also recorded the basin's conditions in each season (Table 1).

Figure 1. Silver Basin in late summer

\"Aerial

Table 1. Seasonal Basin Conditions

SeasonStreams flowing inStanding waterWhite crust on basin floor
WinterYesShallow lake across the floorHidden under the water
SpringSlowingLake shrinkingThin ring at the edges
SummerNoNoneThick crust across the floor
FallNoNoneThick crust remains
", "passage_plain": "Silver Basin Salt Flats Silver Basin is a low desert valley with no stream flowing out of it. In winter, mountain streams carry rainwater into the basin. The stream water contains small amounts of dissolved salt. Summers in the basin are hot, sunny, and dry. A survey team photographed the basin from the air in late summer (Figure 1). The team also recorded the basin's conditions in each season (Table 1). Figure 1. Silver Basin in late summer Table 1. Seasonal Basin Conditions Season Streams flowing in Standing water White crust on basin floor Winter Yes Shallow lake across the floor Hidden under the water Spring Slowing Lake shrinking Thin ring at the edges Summer No None Thick crust across the floor Fall No None Thick crust remains" }, { "n": 10, "item_id": "_9605b020-e9a2-4ae6-ae6f-a0c6c4e2cbb1", "type": "choice", "title": "Silver Basin Salt Crust - Part B", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Part B

Which statement best describes how energy from the Sun drives the process in your answer to Part A?

", "prompt_plain": "Part B Which statement best describes how energy from the Sun drives the process in your answer to Part A?", "context_html": "", "options": [ { "id": "cA10", "text": "Sunlight pulls the water upward out of the basin and carries it into the sky.", "plain": "Sunlight pulls the water upward out of the basin and carries it into the sky.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Sunlight warms the water, and the added energy lets water particles escape into the air as vapor.", "plain": "Sunlight warms the water, and the added energy lets water particles escape into the air as vapor.", "correct": true, "kind": "choice" }, { "id": "cC10", "text": "Sunlight heats the lake until the water boils away, because liquid water must boil before it can become vapor.", "plain": "Sunlight heats the lake until the water boils away, because liquid water must boil before it can become vapor.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "Sunlight bakes the basin floor, and the heat changes the mud itself into a salty crust.", "plain": "Sunlight bakes the basin floor, and the heat changes the mud itself into a salty crust.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a9310bc8-53e7-41f5-ae34-1384e49e6cee" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB10" ] }, "n_options": 4, "passage_html": "

Silver Basin Salt Flats

Silver Basin is a low desert valley with no stream flowing out of it. In winter, mountain streams carry rainwater into the basin. The stream water contains small amounts of dissolved salt. Summers in the basin are hot, sunny, and dry.

A survey team photographed the basin from the air in late summer (Figure 1). The team also recorded the basin's conditions in each season (Table 1).

Figure 1. Silver Basin in late summer

\"Aerial

Table 1. Seasonal Basin Conditions

SeasonStreams flowing inStanding waterWhite crust on basin floor
WinterYesShallow lake across the floorHidden under the water
SpringSlowingLake shrinkingThin ring at the edges
SummerNoNoneThick crust across the floor
FallNoNoneThick crust remains
", "passage_plain": "Silver Basin Salt Flats Silver Basin is a low desert valley with no stream flowing out of it. In winter, mountain streams carry rainwater into the basin. The stream water contains small amounts of dissolved salt. Summers in the basin are hot, sunny, and dry. A survey team photographed the basin from the air in late summer (Figure 1). The team also recorded the basin's conditions in each season (Table 1). Figure 1. Silver Basin in late summer Table 1. Seasonal Basin Conditions Season Streams flowing in Standing water White crust on basin floor Winter Yes Shallow lake across the floor Hidden under the water Spring Slowing Lake shrinking Thin ring at the edges Summer No None Thick crust across the floor Fall No None Thick crust remains" }, { "n": 11, "item_id": "_8e31af13-36ce-4b23-9024-71a5a11aa69e", "type": "choice", "title": "Bumper Design Claim", "standards": [ "MS-PS2-1" ], "prompt_html": "

The club compares the two bumper designs.

Which claim about the crash force is best supported by the peak-force readings in Table 1?

", "prompt_plain": "The club compares the two bumper designs. Which claim about the crash force is best supported by the peak-force readings in Table 1?", "context_html": "", "options": [ { "id": "cA11", "text": "The rigid plastic bumper protected its cart more, because hard materials soak up more of the crash force.", "plain": "The rigid plastic bumper protected its cart more, because hard materials soak up more of the crash force.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The two bumpers protected their carts equally, because both carts rolled down from the same ramp mark.", "plain": "The two bumpers protected their carts equally, because both carts rolled down from the same ramp mark.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "The foam bumper lowered the peak force, because the foam squashed and spread the cart’s stop over more time.", "plain": "The foam bumper lowered the peak force, because the foam squashed and spread the cart’s stop over more time.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "The wall pushed on the foam bumper harder than the foam pushed back, because soft materials push back less.", "plain": "The wall pushed on the foam bumper harder than the foam pushed back, because soft materials push back less.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_04470f4a-cab2-4a1e-bd00-6ceb0f50046d" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Bumper-Cart Wall Test

Gavin’s engineering club is testing two bumper designs for the carts used in a bumper-cart game. In each trial, an identical cart rolled down a ramp from the same starting mark, so every cart hit the wall at the same speed. A force sensor mounted on the wall recorded the largest force, called the peak force, during each crash. Design A has a hard, rigid plastic bumper. Design B has a soft foam bumper that squashes flat during the crash and then springs back. Table 1 shows the sensor readings.

After the wall tests, the club rolled a heavy loaded cart and a light empty cart toward each other at the same speed. The two carts collided head-on, and both carts bounced backward.

Table 1. Peak Force Readings

Bumper designBumper materialTrial 1 (N)Trial 2 (N)Trial 3 (N)
Design Ahard, rigid plastic464445
Design Bsoft foam182019
", "passage_plain": "Bumper-Cart Wall Test Gavin’s engineering club is testing two bumper designs for the carts used in a bumper-cart game. In each trial, an identical cart rolled down a ramp from the same starting mark, so every cart hit the wall at the same speed. A force sensor mounted on the wall recorded the largest force, called the peak force, during each crash. Design A has a hard, rigid plastic bumper. Design B has a soft foam bumper that squashes flat during the crash and then springs back. Table 1 shows the sensor readings. After the wall tests, the club rolled a heavy loaded cart and a light empty cart toward each other at the same speed. The two carts collided head-on, and both carts bounced backward. Table 1. Peak Force Readings Bumper design Bumper material Trial 1 (N) Trial 2 (N) Trial 3 (N) Design A hard, rigid plastic 46 44 45 Design B soft foam 18 20 19" }, { "n": 12, "item_id": "_ccfc4be0-2d2a-4630-b661-d79ffbcf10fb", "type": "choice", "title": "Head-On Cart Forces", "standards": [ "MS-PS2-1" ], "prompt_html": "

In the final demonstration, the heavy cart and the light cart collide head-on.

During the collision, how do the forces the two carts exert on each other compare?

", "prompt_plain": "In the final demonstration, the heavy cart and the light cart collide head-on. During the collision, how do the forces the two carts exert on each other compare?", "context_html": "", "options": [ { "id": "cA12", "text": "Each cart pushes on the other cart with a force of equal strength in the opposite direction.", "plain": "Each cart pushes on the other cart with a force of equal strength in the opposite direction.", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "The heavy cart pushes on the light cart with a stronger force than the light cart pushes back.", "plain": "The heavy cart pushes on the light cart with a stronger force than the light cart pushes back.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The light cart pushes with a stronger force, because it bounces backward faster after the collision.", "plain": "The light cart pushes with a stronger force, because it bounces backward faster after the collision.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "The heavy cart is the only one that pushes, and the light cart only receives the push.", "plain": "The heavy cart is the only one that pushes, and the light cart only receives the push.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_04470f4a-cab2-4a1e-bd00-6ceb0f50046d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA12" ] }, "n_options": 4, "passage_html": "

Bumper-Cart Wall Test

Gavin’s engineering club is testing two bumper designs for the carts used in a bumper-cart game. In each trial, an identical cart rolled down a ramp from the same starting mark, so every cart hit the wall at the same speed. A force sensor mounted on the wall recorded the largest force, called the peak force, during each crash. Design A has a hard, rigid plastic bumper. Design B has a soft foam bumper that squashes flat during the crash and then springs back. Table 1 shows the sensor readings.

After the wall tests, the club rolled a heavy loaded cart and a light empty cart toward each other at the same speed. The two carts collided head-on, and both carts bounced backward.

Table 1. Peak Force Readings

Bumper designBumper materialTrial 1 (N)Trial 2 (N)Trial 3 (N)
Design Ahard, rigid plastic464445
Design Bsoft foam182019
", "passage_plain": "Bumper-Cart Wall Test Gavin’s engineering club is testing two bumper designs for the carts used in a bumper-cart game. In each trial, an identical cart rolled down a ramp from the same starting mark, so every cart hit the wall at the same speed. A force sensor mounted on the wall recorded the largest force, called the peak force, during each crash. Design A has a hard, rigid plastic bumper. Design B has a soft foam bumper that squashes flat during the crash and then springs back. Table 1 shows the sensor readings. After the wall tests, the club rolled a heavy loaded cart and a light empty cart toward each other at the same speed. The two carts collided head-on, and both carts bounced backward. Table 1. Peak Force Readings Bumper design Bumper material Trial 1 (N) Trial 2 (N) Trial 3 (N) Design A hard, rigid plastic 46 44 45 Design B soft foam 18 20 19" }, { "n": 13, "item_id": "_7ccba6ff-6392-4f1a-b67c-d988bd7dfa44", "type": "choice", "title": "Cedar Rapids Forecast", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Look at Figures 1 and 2. Which forecast for Cedar Rapids on Day 2 is best supported by the maps?

", "prompt_plain": "Look at Figures 1 and 2. Which forecast for Cedar Rapids on Day 2 is best supported by the maps?", "context_html": "", "options": [ { "id": "cA13", "text": "Warmer and more humid than Day 1, because a front drags warm, moist air along behind it.", "plain": "Warmer and more humid than Day 1, because a front drags warm, moist air along behind it.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Cooler than Day 1 with clearing skies, because colder, drier air arrives behind the front.", "plain": "Cooler than Day 1 with clearing skies, because colder, drier air arrives behind the front.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "Colder than Day 1 with steady rain all day, because the cold air behind a front keeps making rain fall long after the front moves past.", "plain": "Colder than Day 1 with steady rain all day, because the cold air behind a front keeps making rain fall long after the front moves past.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "About the same as Day 1, because a passing front changes wind direction but not temperature.", "plain": "About the same as Day 1, because a passing front changes wind direction but not temperature.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_99df922c-81f6-46f3-b008-c2dabda9d528" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4, "passage_html": "

Cedar Rapids Weather Maps

A weather station in Cedar Rapids, Iowa, tracked a cold front for two days. Figure 1 shows the surface weather map for 6 a.m. on Day 1. Figure 2 shows the surface weather map for 6 a.m. on Day 2. The cold front crossed Cedar Rapids at about 4 p.m. on Day 1.

Figures 1 and 2. Surface Weather Maps

\"Two

", "passage_plain": "Cedar Rapids Weather Maps A weather station in Cedar Rapids, Iowa, tracked a cold front for two days. Figure 1 shows the surface weather map for 6 a.m. on Day 1. Figure 2 shows the surface weather map for 6 a.m. on Day 2. The cold front crossed Cedar Rapids at about 4 p.m. on Day 1. Figures 1 and 2. Surface Weather Maps" }, { "n": 14, "item_id": "_0d445e3d-8f48-4e7d-8568-6723d5ec1689", "type": "choice", "title": "Temperature After the Front", "standards": [ "MS-ESS2-5" ], "prompt_html": "

The station graphed the air temperature in Cedar Rapids from 6 a.m. to midnight on Day 1.

Which graph best matches the temperature pattern as the cold front crossed at about 4 p.m.?

", "prompt_plain": "The station graphed the air temperature in Cedar Rapids from 6 a.m. to midnight on Day 1. Which graph best matches the temperature pattern as the cold front crossed at about 4 p.m.?", "context_html": "", "options": [ { "id": "cA14", "text": "

\"A

", "plain": "", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "

\"A

", "plain": "", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "

\"A

", "plain": "", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "

\"A

", "plain": "", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot14a.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot14b.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot14c.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot14d.png" ], "stimulus_ids": [ "_99df922c-81f6-46f3-b008-c2dabda9d528" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4, "passage_html": "

Cedar Rapids Weather Maps

A weather station in Cedar Rapids, Iowa, tracked a cold front for two days. Figure 1 shows the surface weather map for 6 a.m. on Day 1. Figure 2 shows the surface weather map for 6 a.m. on Day 2. The cold front crossed Cedar Rapids at about 4 p.m. on Day 1.

Figures 1 and 2. Surface Weather Maps

\"Two

", "passage_plain": "Cedar Rapids Weather Maps A weather station in Cedar Rapids, Iowa, tracked a cold front for two days. Figure 1 shows the surface weather map for 6 a.m. on Day 1. Figure 2 shows the surface weather map for 6 a.m. on Day 2. The cold front crossed Cedar Rapids at about 4 p.m. on Day 1. Figures 1 and 2. Surface Weather Maps" }, { "n": 15, "item_id": "_b8000de9-87c1-4e46-acf2-7eb4827d75be", "type": "choice", "title": "Classifying Object X", "standards": [ "MS-ESS1-3" ], "prompt_html": "

A club member says Object X should be classified as a comet.

Look at Table 1. Choose the TWO pieces of evidence from the table that best support classifying Object X as a comet.

", "prompt_plain": "A club member says Object X should be classified as a comet. Look at Table 1. Choose the TWO pieces of evidence from the table that best support classifying Object X as a comet.", "context_html": "", "options": [ { "id": "cA15", "text": "Object X has no known moons circling it as it travels.", "plain": "Object X has no known moons circling it as it travels.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "Object X is made mostly of ice mixed with dust.", "plain": "Object X is made mostly of ice mixed with dust.", "correct": true, "kind": "choice" }, { "id": "cC15", "text": "Object X was discovered in 2021, far more recently than the five planets were.", "plain": "Object X was discovered in 2021, far more recently than the five planets were.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Object X travels much farther from the Sun than Mars does.", "plain": "Object X travels much farther from the Sun than Mars does.", "correct": false, "kind": "choice" }, { "id": "cE15", "text": "Object X follows a long, stretched oval path around the Sun.", "plain": "Object X follows a long, stretched oval path around the Sun.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_727aee44-bac2-4f35-993d-77e96572aa72" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB15", "cE15" ] }, "n_options": 5, "passage_html": "

Solar-System Object Data

A science club compares objects that orbit the Sun. Table 1 shows data for five planets and for Object X, a newly discovered object.

Table 1. Solar-System Objects

ObjectMade ofDistance from the Sun (millions of km)Known moonsOrbit pathYear discovered
Mercuryrock and metal580nearly circularknown since ancient times
Earthrock and metal1501nearly circularknown since ancient times
Marsrock and metal2282nearly circularknown since ancient times
Jupitermostly gas77995nearly circularknown since ancient times
Neptunemostly gas4,50016nearly circular1846
Object Xice and dust88 to 6,800 (changes)0long, stretched oval2021
", "passage_plain": "Solar-System Object Data A science club compares objects that orbit the Sun. Table 1 shows data for five planets and for Object X, a newly discovered object. Table 1. Solar-System Objects Object Made of Distance from the Sun (millions of km) Known moons Orbit path Year discovered Mercury rock and metal 58 0 nearly circular known since ancient times Earth rock and metal 150 1 nearly circular known since ancient times Mars rock and metal 228 2 nearly circular known since ancient times Jupiter mostly gas 779 95 nearly circular known since ancient times Neptune mostly gas 4,500 16 nearly circular 1846 Object X ice and dust 88 to 6,800 (changes) 0 long, stretched oval 2021" }, { "n": 16, "item_id": "_f9b6d076-1f78-4c51-834c-c61996d8a293", "type": "choice", "title": "Distance and Moons Pattern", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Look at the five planets in Table 1. Which pattern between distance from the Sun and known moons do the data support?

", "prompt_plain": "Look at the five planets in Table 1. Which pattern between distance from the Sun and known moons do the data support?", "context_html": "", "options": [ { "id": "cA16", "text": "The three planets closest to the Sun each have more known moons than the two planets farthest from the Sun.", "plain": "The three planets closest to the Sun each have more known moons than the two planets farthest from the Sun.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "The planets have about the same number of known moons at every distance from the Sun.", "plain": "The planets have about the same number of known moons at every distance from the Sun.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "The two planets farthest from the Sun each have more known moons than any of the three planets closest to the Sun.", "plain": "The two planets farthest from the Sun each have more known moons than any of the three planets closest to the Sun.", "correct": true, "kind": "choice" }, { "id": "cD16", "text": "Planets made of rock and metal have more known moons than planets made mostly of gas.", "plain": "Planets made of rock and metal have more known moons than planets made mostly of gas.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_727aee44-bac2-4f35-993d-77e96572aa72" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC16" ] }, "n_options": 4, "passage_html": "

Solar-System Object Data

A science club compares objects that orbit the Sun. Table 1 shows data for five planets and for Object X, a newly discovered object.

Table 1. Solar-System Objects

ObjectMade ofDistance from the Sun (millions of km)Known moonsOrbit pathYear discovered
Mercuryrock and metal580nearly circularknown since ancient times
Earthrock and metal1501nearly circularknown since ancient times
Marsrock and metal2282nearly circularknown since ancient times
Jupitermostly gas77995nearly circularknown since ancient times
Neptunemostly gas4,50016nearly circular1846
Object Xice and dust88 to 6,800 (changes)0long, stretched oval2021
", "passage_plain": "Solar-System Object Data A science club compares objects that orbit the Sun. Table 1 shows data for five planets and for Object X, a newly discovered object. Table 1. Solar-System Objects Object Made of Distance from the Sun (millions of km) Known moons Orbit path Year discovered Mercury rock and metal 58 0 nearly circular known since ancient times Earth rock and metal 150 1 nearly circular known since ancient times Mars rock and metal 228 2 nearly circular known since ancient times Jupiter mostly gas 779 95 nearly circular known since ancient times Neptune mostly gas 4,500 16 nearly circular 1846 Object X ice and dust 88 to 6,800 (changes) 0 long, stretched oval 2021" }, { "n": 17, "item_id": "_6dd4df81-6097-4eb8-8774-db7166aa86df", "type": "gap-match", "title": "River Energy-Flow Chain", "standards": [ "MS-LS2-3" ], "prompt_html": "

The class models how energy flows to the heron through the crayfish.

 

Use Table 1. Drag one card into each box to build the energy-flow chain. Each arrow points from an energy source to the living thing that receives the energy.

", "prompt_plain": "The class models how energy flows to the heron through the crayfish. Use Table 1. Drag one card into each box to build the energy-flow chain. Each arrow points from an energy source to the living thing that receives the energy.", "context_html": "", "options": [ { "id": "tok-crayfish", "text": "crayfish", "plain": "crayfish", "correct": false, "kind": "gap-token" }, { "id": "tok-water", "text": "river water", "plain": "river water", "correct": false, "kind": "gap-token" }, { "id": "tok-sun", "text": "sun", "plain": "sun", "correct": false, "kind": "gap-token" }, { "id": "tok-heron", "text": "heron", "plain": "heron", "correct": false, "kind": "gap-token" }, { "id": "tok-algae", "text": "algae", "plain": "algae", "correct": false, "kind": "gap-token" }, { "id": "tok-snail", "text": "water snail", "plain": "water snail", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_afc21195-ff07-4da5-a1d9-bceed50c8cb7" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok-sun gap1", "tok-algae gap2", "tok-snail gap3", "tok-crayfish gap4", "tok-heron gap5" ] }, "n_options": 6, "passage_html": "

River Food-Web Survey

A science class surveyed the organisms living in and along Birch Creek. Table 1 lists each organism the class found and how it gets energy, based on the survey observations.

Table 1. Birch Creek Organisms

OrganismHow it gets energy
AlgaeMakes its own food using sunlight
Water snailEats algae it scrapes off rocks
Mayfly larvaEats algae floating in the water
CrayfishEats water snails
MinnowEats mayfly larvae
HeronEats crayfish and minnows
", "passage_plain": "River Food-Web Survey A science class surveyed the organisms living in and along Birch Creek. Table 1 lists each organism the class found and how it gets energy, based on the survey observations. Table 1. Birch Creek Organisms Organism How it gets energy Algae Makes its own food using sunlight Water snail Eats algae it scrapes off rocks Mayfly larva Eats algae floating in the water Crayfish Eats water snails Minnow Eats mayfly larvae Heron Eats crayfish and minnows" }, { "n": 18, "item_id": "_087fd19d-f898-419e-80c7-a30bd702136c", "type": "choice", "title": "Revising the Minnow Claim", "standards": [ "MS-LS2-2" ], "prompt_html": "

Jonas reads Table 1 and writes this claim: \"The minnow gets its energy directly from the algae.\"

Which revision of Jonas’s claim best matches the feeding relationships in Table 1?

", "prompt_plain": "Jonas reads Table 1 and writes this claim: \"The minnow gets its energy directly from the algae.\" Which revision of Jonas’s claim best matches the feeding relationships in Table 1?", "context_html": "", "options": [ { "id": "cA18", "text": "The minnow gets energy from the algae indirectly, because it eats mayfly larvae that eat the algae.", "plain": "The minnow gets energy from the algae indirectly, because it eats mayfly larvae that eat the algae.", "correct": true, "kind": "choice" }, { "id": "cB18", "text": "The minnow gets its energy directly from sunlight instead, soaking it up as it swims near the surface.", "plain": "The minnow gets its energy directly from sunlight instead, soaking it up as it swims near the surface.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The minnow gets energy from the algae indirectly, because it eats water snails that scrape the algae.", "plain": "The minnow gets energy from the algae indirectly, because it eats water snails that scrape the algae.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The minnow gets no energy from the algae, because the minnow does not eat any algae itself.", "plain": "The minnow gets no energy from the algae, because the minnow does not eat any algae itself.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_afc21195-ff07-4da5-a1d9-bceed50c8cb7" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA18" ] }, "n_options": 4, "passage_html": "

River Food-Web Survey

A science class surveyed the organisms living in and along Birch Creek. Table 1 lists each organism the class found and how it gets energy, based on the survey observations.

Table 1. Birch Creek Organisms

OrganismHow it gets energy
AlgaeMakes its own food using sunlight
Water snailEats algae it scrapes off rocks
Mayfly larvaEats algae floating in the water
CrayfishEats water snails
MinnowEats mayfly larvae
HeronEats crayfish and minnows
", "passage_plain": "River Food-Web Survey A science class surveyed the organisms living in and along Birch Creek. Table 1 lists each organism the class found and how it gets energy, based on the survey observations. Table 1. Birch Creek Organisms Organism How it gets energy Algae Makes its own food using sunlight Water snail Eats algae it scrapes off rocks Mayfly larva Eats algae floating in the water Crayfish Eats water snails Minnow Eats mayfly larvae Heron Eats crayfish and minnows" }, { "n": 19, "item_id": "_c1c07300-d460-4ebc-8d53-f56dbcdec558", "type": "choice", "title": "Planet Q Axis Model (Part A)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part A

Which model of Planet Q’s rotation axis best explains the daylight pattern in the report?

", "prompt_plain": "Part A Which model of Planet Q’s rotation axis best explains the daylight pattern in the report?", "context_html": "", "options": [ { "id": "cA19", "text": "

\"A

Planet Q’s axis is tilted about 23 degrees from upright, like Earth’s axis.

", "plain": "Planet Q’s axis is tilted about 23 degrees from upright, like Earth’s axis.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "

\"A

Planet Q’s axis points straight up and down, with no tilt toward its star.

", "plain": "Planet Q’s axis points straight up and down, with no tilt toward its star.", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "

\"A

Planet Q’s axis lies almost flat, pointing nearly along its orbit path.

", "plain": "Planet Q’s axis lies almost flat, pointing nearly along its orbit path.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "

\"A

Planet Q’s axis slowly changes its tilt back and forth during each orbit.

", "plain": "Planet Q’s axis slowly changes its tilt back and forth during each orbit.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot19a.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot19b.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot19c.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot19d.png" ], "stimulus_ids": [ "_978d64b1-17a0-4a7d-9ad4-269da39bc282" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB19" ] }, "n_options": 4, "passage_html": "

Planet Q Report

An astronomy magazine describes an imagined planet called Planet Q. On Planet Q, every location gets about 12 hours of daylight and 12 hours of darkness each day, all year long. Planet Q spins once every 24 hours. It orbits its star once every 400 days on a nearly circular path, staying about the same distance from its star all year.

", "passage_plain": "Planet Q Report An astronomy magazine describes an imagined planet called Planet Q. On Planet Q, every location gets about 12 hours of daylight and 12 hours of darkness each day, all year long. Planet Q spins once every 24 hours. It orbits its star once every 400 days on a nearly circular path, staying about the same distance from its star all year." }, { "n": 20, "item_id": "_c86443a9-0627-4492-8afd-d6d5bf97b56c", "type": "choice", "title": "Planet Q Seasons (Part B)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part B

Based on the axis model that best explains the report, which statement best describes seasons on Planet Q?

", "prompt_plain": "Part B Based on the axis model that best explains the report, which statement best describes seasons on Planet Q?", "context_html": "", "options": [ { "id": "cA20", "text": "Planet Q has stronger seasons than Earth does, because its axis always points in one fixed direction.", "plain": "Planet Q has stronger seasons than Earth does, because its axis always points in one fixed direction.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "Planet Q has seasons like Earth’s, because its distance from its star changes during its 400-day orbit.", "plain": "Planet Q has seasons like Earth’s, because its distance from its star changes during its 400-day orbit.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "Planet Q has seasons only near its poles, because sunlight always strikes the poles at a low angle.", "plain": "Planet Q has seasons only near its poles, because sunlight always strikes the poles at a low angle.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "Planet Q has little or no seasonal change, because an untilted axis blocks the yearly shift in sunlight angle that drives seasons.", "plain": "Planet Q has little or no seasonal change, because an untilted axis blocks the yearly shift in sunlight angle that drives seasons.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_978d64b1-17a0-4a7d-9ad4-269da39bc282" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD20" ] }, "n_options": 4, "passage_html": "

Planet Q Report

An astronomy magazine describes an imagined planet called Planet Q. On Planet Q, every location gets about 12 hours of daylight and 12 hours of darkness each day, all year long. Planet Q spins once every 24 hours. It orbits its star once every 400 days on a nearly circular path, staying about the same distance from its star all year.

", "passage_plain": "Planet Q Report An astronomy magazine describes an imagined planet called Planet Q. On Planet Q, every location gets about 12 hours of daylight and 12 hours of darkness each day, all year long. Planet Q spins once every 24 hours. It orbits its star once every 400 days on a nearly circular path, staying about the same distance from its star all year." }, { "n": 21, "item_id": "_040da89e-823b-4c56-915a-6393207c8c84", "type": "inline-choice", "title": "Proteus and Neptune", "standards": [ "MS-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Read the fact sheet about Proteus, one of Neptune’s moons.

Proteus Fact Sheet
Proteus is one of Neptune’s many moons.
Proteus travels around Neptune in a nearly circular path.
Proteus completes one trip around Neptune about every 27 hours.
Proteus stays about 118,000 kilometers from Neptune’s center.

Figure 1. Proteus Orbiting Neptune

\"Neptune

Use the fact sheet and Figure 1. Choose the answer that best completes each sentence of the explanation.

Proteus keeps traveling in its nearly circular path because of .

This force pulls Proteus .

If this force suddenly disappeared, Proteus would .

", "options": [ { "id": "b1xeb5511", "text": "the pull of gravity between Proteus and the sun", "plain": "the pull of gravity between Proteus and the sun", "correct": false, "kind": "inline" }, { "id": "b1xe4b012", "text": "the pull of gravity between Proteus and Neptune", "plain": "the pull of gravity between Proteus and Neptune", "correct": true, "kind": "inline" }, { "id": "b1x01ba8f", "text": "pushes from Neptune’s other moons", "plain": "pushes from Neptune’s other moons", "correct": false, "kind": "inline" }, { "id": "b2xc5305e", "text": "in the direction Proteus is moving", "plain": "in the direction Proteus is moving", "correct": false, "kind": "inline" }, { "id": "b2x6f7bf7", "text": "away from Neptune", "plain": "away from Neptune", "correct": false, "kind": "inline" }, { "id": "b2x7a0797", "text": "toward Neptune", "plain": "toward Neptune", "correct": true, "kind": "inline" }, { "id": "b3x49e3d1", "text": "keep circling Neptune on the same path", "plain": "keep circling Neptune on the same path", "correct": false, "kind": "inline" }, { "id": "b3xeba6de", "text": "move away in a straight line", "plain": "move away in a straight line", "correct": true, "kind": "inline" }, { "id": "b3x2f8d0c", "text": "fall straight in toward Neptune", "plain": "fall straight in toward Neptune", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot21.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1xe4b012" ], "RESPONSE2": [ "b2x7a0797" ], "RESPONSE3": [ "b3xeba6de" ] }, "n_options": 9 }, { "n": 22, "item_id": "_352a62eb-aa88-4f94-af8a-4d0596a9a460", "type": "gap-match", "title": "Latitude and Temperature Range", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Five coastal cities in the Northern Hemisphere sit at five different latitudes. Table 1 lists each city’s latitude. Figure 1 shows the annual temperature range (the difference between the warmest and coolest monthly average temperatures) measured at each of those five latitudes. The bars in Figure 1 are labeled by latitude, not by city name.

Table 1. City Latitudes

CityLatitude
City A44°N
City B9°N
City C58°N
City D21°N
City E33°N

Figure 1. Annual Temperature Range at Five Latitudes

\"Bar

 

Use Table 1 and Figure 1 together. Drag the five city names into order from the SMALLEST annual temperature range to the LARGEST annual temperature range.

", "prompt_plain": "Five coastal cities in the Northern Hemisphere sit at five different latitudes. Table 1 lists each city’s latitude. Figure 1 shows the annual temperature range (the difference between the warmest and coolest monthly average temperatures) measured at each of those five latitudes. The bars in Figure 1 are labeled by latitude, not by city name. Table 1. City Latitudes City Latitude City A 44°N City B 9°N City C 58°N City D 21°N City E 33°N Figure 1. Annual Temperature Range at Five Latitudes Use Table 1 and Figure 1 together. Drag the five city names into order from the SMALLEST annual temperature range to the LARGEST annual temperature range.", "context_html": "", "options": [ { "id": "tok-d", "text": "City D", "plain": "City D", "correct": false, "kind": "gap-token" }, { "id": "tok-a", "text": "City A", "plain": "City A", "correct": false, "kind": "gap-token" }, { "id": "tok-c", "text": "City C", "plain": "City C", "correct": false, "kind": "gap-token" }, { "id": "tok-b", "text": "City B", "plain": "City B", "correct": false, "kind": "gap-token" }, { "id": "tok-e", "text": "City E", "plain": "City E", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot22.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-b gap-rank1", "tok-d gap-rank2", "tok-e gap-rank3", "tok-a gap-rank4", "tok-c gap-rank5" ] }, "n_options": 5 }, { "n": 23, "item_id": "_00044b36-5f2d-4203-ba1b-8f54ac343273", "type": "hottext", "title": "Norwood Water Plan", "standards": [ "MS-ESS3-4" ], "prompt_html": "

The city of Norwood published a water plan. The plan reports that each Norwood resident uses about 90 gallons of water per day, and that this amount per person has stayed nearly the same since 2000. Figure 1 shows Norwood’s population, measured up to 2020 and projected after that. The plan ends with the five sentences below.

Figure 1. Norwood Population, Measured and Projected

\"Bar

Select the ONE sentence that best argues how Norwood’s total water use will change in the future.

", "prompt_plain": "The city of Norwood published a water plan. The plan reports that each Norwood resident uses about 90 gallons of water per day, and that this amount per person has stayed nearly the same since 2000. Figure 1 shows Norwood’s population, measured up to 2020 and projected after that. The plan ends with the five sentences below. Figure 1. Norwood Population, Measured and Projected Select the ONE sentence that best argues how Norwood’s total water use will change in the future.", "context_html": "", "options": [ { "id": "hA23", "text": "Because the treatment plant received a major upgrade in 2015, total water use will not change in the future.", "plain": "Because the treatment plant received a major upgrade in 2015, total water use will not change in the future.", "correct": false, "kind": "hottext" }, { "id": "hB23", "text": "Total water use will go down in the future because nearly everyone in Norwood agrees that saving water matters.", "plain": "Total water use will go down in the future because nearly everyone in Norwood agrees that saving water matters.", "correct": false, "kind": "hottext" }, { "id": "hC23", "text": "Since the amount used per resident has stayed nearly the same since 2000, total water use will also stay nearly the same.", "plain": "Since the amount used per resident has stayed nearly the same since 2000, total water use will also stay nearly the same.", "correct": false, "kind": "hottext" }, { "id": "hD23", "text": "Since the population keeps growing while use per resident stays steady, total water use will keep rising.", "plain": "Since the population keeps growing while use per resident stays steady, total water use will keep rising.", "correct": true, "kind": "hottext" }, { "id": "hE23", "text": "Total water use will keep rising because each resident will use much more water every day in the future.", "plain": "Total water use will keep rising because each resident will use much more water every day in the future.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot23.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD23" ] }, "n_options": 5 }, { "n": 24, "item_id": "_b0a0277e-7e2a-4630-a760-40723ae8aecd", "type": "hottext", "title": "Pond Water Field Notes", "standards": [ "MS-LS1-1" ], "prompt_html": "

Nadia watched one drop of pond water under a microscope and wrote five notes in her field notebook, shown below.

Select the ONE sentence that is evidence that the amoeba carries out a life function.

", "prompt_plain": "Nadia watched one drop of pond water under a microscope and wrote five notes in her field notebook, shown below. Select the ONE sentence that is evidence that the amoeba carries out a life function.", "context_html": "", "options": [ { "id": "hA24", "text": "The amoeba drifted sideways when the drop of water shifted under the cover slip.", "plain": "The amoeba drifted sideways when the drop of water shifted under the cover slip.", "correct": false, "kind": "hottext" }, { "id": "hB24", "text": "The amoeba went in and out of focus as Nadia turned the fine-focus knob.", "plain": "The amoeba went in and out of focus as Nadia turned the fine-focus knob.", "correct": false, "kind": "hottext" }, { "id": "hC24", "text": "The amoeba folded itself around a smaller food particle and drew it inside.", "plain": "The amoeba folded itself around a smaller food particle and drew it inside.", "correct": true, "kind": "hottext" }, { "id": "hD24", "text": "The amoeba looked smaller than a grain of salt even at 400 times magnification.", "plain": "The amoeba looked smaller than a grain of salt even at 400 times magnification.", "correct": false, "kind": "hottext" }, { "id": "hE24", "text": "The amoeba rested beside thin green strands of algae drifting through the same drop.", "plain": "The amoeba rested beside thin green strands of algae drifting through the same drop.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC24" ] }, "n_options": 5 }, { "n": 25, "item_id": "_558eb1ac-eb90-442c-866f-f2bfd3aa3c57", "type": "choice", "title": "Three Freshwater Organisms", "standards": [ "MS-LS1-1" ], "prompt_html": "

Mateo studies three photographs taken through a classroom microscope, shown in Figure 1. Each photograph shows a different organism that lives in fresh water, magnified 400 times.

Figure 1. Three Freshwater Organisms

\"Three

Organism 1        Organism 2        Organism 3

Choose the TWO characteristics that all three organisms share.

", "prompt_plain": "Mateo studies three photographs taken through a classroom microscope, shown in Figure 1. Each photograph shows a different organism that lives in fresh water, magnified 400 times. Figure 1. Three Freshwater Organisms Organism 1 Organism 2 Organism 3 Choose the TWO characteristics that all three organisms share.", "context_html": "", "options": [ { "id": "cA25", "text": "Each organism has several rounded nuclei spread through its body.", "plain": "Each organism has several rounded nuclei spread through its body.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "Each organism shows one rounded, darker nucleus in its body.", "plain": "Each organism shows one rounded, darker nucleus in its body.", "correct": true, "kind": "choice" }, { "id": "cC25", "text": "Each organism swims using rows of tiny, hair-like structures.", "plain": "Each organism swims using rows of tiny, hair-like structures.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "Each organism has a body made of just one cell.", "plain": "Each organism has a body made of just one cell.", "correct": true, "kind": "choice" }, { "id": "cE25", "text": "Each organism is pushed forward by a single whip-like tail.", "plain": "Each organism is pushed forward by a single whip-like tail.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot25.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB25", "cD25" ] }, "n_options": 5 }, { "n": 26, "item_id": "_3d79e0e1-e637-4cd3-9ed1-446b45eb8578", "type": "gap-match", "title": "Cell Structure Jobs", "standards": [ "MS-LS1-2" ], "prompt_html": "

Priya’s class ends its microscope lab by completing a wrap-up worksheet. Next to a stained cheek-cell slide, the worksheet lists four structures found inside the cheek cell and four jobs.

 

Match each cell structure to its job in the cell.

", "prompt_plain": "Priya’s class ends its microscope lab by completing a wrap-up worksheet. Next to a stained cheek-cell slide, the worksheet lists four structures found inside the cheek cell and four jobs. Match each cell structure to its job in the cell.", "context_html": "", "options": [ { "id": "jmit", "text": "Releases energy from food for the cell to use", "plain": "Releases energy from food for the cell to use", "correct": false, "kind": "gap-token" }, { "id": "jgol", "text": "Packages materials and sends them where they are needed", "plain": "Packages materials and sends them where they are needed", "correct": false, "kind": "gap-token" }, { "id": "jvac", "text": "Stores water, food, and other materials", "plain": "Stores water, food, and other materials", "correct": false, "kind": "gap-token" }, { "id": "jlys", "text": "Breaks down waste and worn-out cell parts", "plain": "Breaks down waste and worn-out cell parts", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "jvac g-vac", "jmit g-mit", "jlys g-lys", "jgol g-gol" ] }, "n_options": 4 }, { "n": 27, "item_id": "_ef112c1a-d89b-42ce-93ea-1eb90ab77bcb", "type": "choice", "title": "Animal Cell Diagram", "standards": [ "MS-LS1-2" ], "prompt_html": "

During the microscope unit, Omar draws a diagram of an animal cell and numbers four of its structures 1 through 4. Figure 1 shows Omar’s diagram.

Figure 1. Omar’s Cell Diagram

\"A

Which numbered structure makes the cell’s proteins?

", "prompt_plain": "During the microscope unit, Omar draws a diagram of an animal cell and numbers four of its structures 1 through 4. Figure 1 shows Omar’s diagram. Figure 1. Omar’s Cell Diagram Which numbered structure makes the cell’s proteins?", "context_html": "", "options": [ { "id": "cA27", "text": "Structure 1", "plain": "Structure 1", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "Structure 2", "plain": "Structure 2", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "Structure 3", "plain": "Structure 3", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Structure 4", "plain": "Structure 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot27.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB27" ] }, "n_options": 4 }, { "n": 28, "item_id": "_bc71d4d3-7d98-4f44-84a3-a52568e6343f", "type": "match", "title": "Meadow Food Web Competition", "standards": [ "MS-LS2-2" ], "prompt_html": "

Students surveying the edge of a meadow recorded which organisms eat which foods. Figure 1 shows the food web they drew. Each arrow points from a food source to the organism that eats it.

Figure 1. Meadow-Edge Food Web

\"A

 

Drag the TWO organisms that compete with the rabbit for food into the correct category.

", "prompt_plain": "Students surveying the edge of a meadow recorded which organisms eat which foods. Figure 1 shows the food web they drew. Each arrow points from a food source to the organism that eats it. Figure 1. Meadow-Edge Food Web Drag the TWO organisms that compete with the rabbit for food into the correct category.", "context_html": "", "options": [ { "id": "mc14_s1", "text": "Hawk", "plain": "Hawk", "correct": false, "kind": "match-token" }, { "id": "mc14_s2", "text": "Vole", "plain": "Vole", "correct": false, "kind": "match-token" }, { "id": "mc14_s3", "text": "Songbird", "plain": "Songbird", "correct": false, "kind": "match-token" }, { "id": "mc14_s4", "text": "Grasshopper", "plain": "Grasshopper", "correct": false, "kind": "match-token" }, { "id": "mc14_s5", "text": "Fox", "plain": "Fox", "correct": false, "kind": "match-token" }, { "id": "mc14_c1", "text": "Competes with the rabbit", "plain": "Competes with the rabbit", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot28.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc14_s2 mc14_c1", "mc14_s4 mc14_c1" ] }, "n_options": 6 }, { "n": 29, "item_id": "_9ff63570-4aa7-4412-8298-220b3fe145c1", "type": "choice", "title": "Forest Plot Matter Model", "standards": [ "MS-LS2-3" ], "prompt_html": "

Rosa’s ecology class studies one square plot of forest floor. The class draws a model of how matter moves through the plot, shown in Figure 1. Every arrow in the model shows matter moving from one part of the plot to another.

Figure 1. Forest-Plot Matter-Cycling Model

\"A

Choose the TWO statements that the model supports.

", "prompt_plain": "Rosa’s ecology class studies one square plot of forest floor. The class draws a model of how matter moves through the plot, shown in Figure 1. Every arrow in the model shows matter moving from one part of the plot to another. Figure 1. Forest-Plot Matter-Cycling Model Choose the TWO statements that the model supports.", "context_html": "", "options": [ { "id": "cA29", "text": "Matter moves from the deer into the oak trees during feeding.", "plain": "Matter moves from the deer into the oak trees during feeding.", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "Decomposers move matter from the dead leaves into the soil.", "plain": "Decomposers move matter from the dead leaves into the soil.", "correct": true, "kind": "choice" }, { "id": "cC29", "text": "Energy is recycled around the same loop that the matter follows.", "plain": "Energy is recycled around the same loop that the matter follows.", "correct": false, "kind": "choice" }, { "id": "cD29", "text": "The matter a deer takes in is used up and stops existing.", "plain": "The matter a deer takes in is used up and stops existing.", "correct": false, "kind": "choice" }, { "id": "cE29", "text": "Some matter passes from the deer back into the air.", "plain": "Some matter passes from the deer back into the air.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB29", "cE29" ] }, "n_options": 5 }, { "n": 30, "item_id": "_e922cad9-955f-43ee-a8f6-d74a5b424799", "type": "choice", "title": "Counting Hydrogen Atoms", "standards": [ "MS-PS1-1" ], "prompt_html": "

Quentin builds models of two gases. One molecule of methane (CH4) contains 1 carbon atom and 4 hydrogen atoms. One molecule of ammonia (NH3) contains 1 nitrogen atom and 3 hydrogen atoms. Figure 1 shows a model card for one molecule of each gas.

Figure 1. Model Cards for Methane and Ammonia

\"Two

Quentin’s finished models show 8 molecules of methane and 8 molecules of ammonia. Which statement correctly compares the total numbers of hydrogen atoms in the two sets of models?

", "prompt_plain": "Quentin builds models of two gases. One molecule of methane (CH 4 ) contains 1 carbon atom and 4 hydrogen atoms. One molecule of ammonia (NH 3 ) contains 1 nitrogen atom and 3 hydrogen atoms. Figure 1 shows a model card for one molecule of each gas. Figure 1. Model Cards for Methane and Ammonia Quentin’s finished models show 8 molecules of methane and 8 molecules of ammonia. Which statement correctly compares the total numbers of hydrogen atoms in the two sets of models?", "context_html": "", "options": [ { "id": "cA30", "text": "The methane molecules contain 4 hydrogen atoms in all, and the ammonia molecules contain 3.", "plain": "The methane molecules contain 4 hydrogen atoms in all, and the ammonia molecules contain 3.", "correct": false, "kind": "choice" }, { "id": "cB30", "text": "The methane molecules contain 8 hydrogen atoms in all, and the ammonia molecules contain 8.", "plain": "The methane molecules contain 8 hydrogen atoms in all, and the ammonia molecules contain 8.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "The methane molecules contain 12 hydrogen atoms in all, and the ammonia molecules contain 11.", "plain": "The methane molecules contain 12 hydrogen atoms in all, and the ammonia molecules contain 11.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "The methane molecules contain 32 hydrogen atoms in all, and the ammonia molecules contain 24.", "plain": "The methane molecules contain 32 hydrogen atoms in all, and the ammonia molecules contain 24.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot30.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_09d4fd58-112d-489c-98c1-94dcb71b8cfb", "type": "choice", "title": "Diamond and Graphite", "standards": [ "MS-PS1-1" ], "prompt_html": "

The property card below compares diamond and graphite, two solids found in nature. Both solids are made of carbon atoms and nothing else.

PropertyDiamondGraphite
What it is made ofcarbon atoms onlycarbon atoms only
How the atoms are joinedeach atom joined tightly to four neighbors in a rigid 3-D frameworkatoms joined in flat sheets; the sheets slide past one another
Hardnessscratches almost any material (very hard)soft; rubs off in layers
One common usecutting toolspencil cores

Which statement best explains why the two solids have such different properties?

", "prompt_plain": "The property card below compares diamond and graphite, two solids found in nature. Both solids are made of carbon atoms and nothing else. Property Diamond Graphite What it is made of carbon atoms only carbon atoms only How the atoms are joined each atom joined tightly to four neighbors in a rigid 3-D framework atoms joined in flat sheets; the sheets slide past one another Hardness scratches almost any material (very hard) soft; rubs off in layers One common use cutting tools pencil cores Which statement best explains why the two solids have such different properties?", "context_html": "", "options": [ { "id": "cA31", "text": "Carbon atoms in diamond are themselves harder than the carbon atoms in graphite.", "plain": "Carbon atoms in diamond are themselves harder than the carbon atoms in graphite.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Their carbon atoms are joined in different arrangements, and arrangement gives each solid its properties.", "plain": "Their carbon atoms are joined in different arrangements, and arrangement gives each solid its properties.", "correct": true, "kind": "choice" }, { "id": "cC31", "text": "Graphite is softer because a second, slippery substance is mixed in with its carbon atoms.", "plain": "Graphite is softer because a second, slippery substance is mixed in with its carbon atoms.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "Diamond is harder because it squeezes many more carbon atoms into the same amount of space.", "plain": "Diamond is harder because it squeezes many more carbon atoms into the same amount of space.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_19a421d3-36a7-4577-9972-c90884769c9d", "type": "text-entry", "title": "Curling Stone Acceleration", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

At curling practice, Soren pushes a curling stone across the ice. During the push, the net force (overall force) on the stone and the stone’s mass are shown in the table below.

QuantityValue
Net force of the push on the stone40 N (newtons)
Mass of the curling stone20 kg (kilograms)

Use the equation acceleration = force ÷ mass. What is the stone’s acceleration during the push, in meters per second squared (m/s²)?

Enter the exact number. Give your answer as a whole number (e.g., 15).

Acceleration (meters per second squared):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "2" ] }, "n_options": 0 }, { "n": 33, "item_id": "_8befff53-d57d-4a1e-ba30-8a6d4e8f198a", "type": "choice", "title": "Heat Lamp Test Data", "standards": [ "MS-PS3-3" ], "prompt_html": "

Thea tests heat lamps for a pottery studio that wants the lamp that warms its drying shelves the most. She sets up four lamp models, one at a time. For each lamp, she places two temperature sensors level with the lamp, one 0.5 meters away and one 1.5 meters away, on opposite sides. The sensors never touch the lamp. The room stays at 20 °C, no fans or vents blow air across the setup, and each lamp runs for the same 10 minutes. The table below shows the readings.

Lamp modelTemperature at 0.5 m (°C)Temperature at 1.5 m (°C)
Lamp 13826
Lamp 24336
Lamp 33522
Lamp 44028

Based on the table, which lamp transferred the most thermal energy to the sensors, and by which process did the energy travel?

", "prompt_plain": "Thea tests heat lamps for a pottery studio that wants the lamp that warms its drying shelves the most. She sets up four lamp models, one at a time. For each lamp, she places two temperature sensors level with the lamp, one 0.5 meters away and one 1.5 meters away, on opposite sides. The sensors never touch the lamp. The room stays at 20 °C, no fans or vents blow air across the setup, and each lamp runs for the same 10 minutes. The table below shows the readings. Lamp model Temperature at 0.5 m (°C) Temperature at 1.5 m (°C) Lamp 1 38 26 Lamp 2 43 36 Lamp 3 35 22 Lamp 4 40 28 Based on the table, which lamp transferred the most thermal energy to the sensors, and by which process did the energy travel?", "context_html": "", "options": [ { "id": "cA33", "text": "Lamp 3, by radiation, because its readings drop the most between the two sensor distances.", "plain": "Lamp 3, by radiation, because its readings drop the most between the two sensor distances.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "Lamp 4, by conduction, because the still air touching its bulb carries energy straight to each sensor.", "plain": "Lamp 4, by conduction, because the still air touching its bulb carries energy straight to each sensor.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "Lamp 2, by convection, because rising warm air circles the room and warms both sensors.", "plain": "Lamp 2, by convection, because rising warm air circles the room and warms both sensors.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "Lamp 2, by radiation, because its energy traveled to the sensors as waves that pass straight through the air.", "plain": "Lamp 2, by radiation, because its energy traveled to the sensors as waves that pass straight through the air.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD33" ] }, "n_options": 4 }, { "n": 34, "item_id": "_189bcae6-d84f-4056-9c77-14b5d342e17a", "type": "choice", "title": "Water Heating Investigation", "standards": [ "MS-PS3-4" ], "prompt_html": "

Yusra asks an investigation question: does the mass of water affect how much its temperature rises when energy is added? She sketches four possible setups. Each setup heats two beakers side by side on identical electric heaters and measures each beaker’s temperature rise. The table below shows the four setups.

SetupBeaker 1Beaker 2Heater settingsHeating time
Setup 1200 g of water400 g of watersame setting for both5 minutes each
Setup 2200 g of water200 g of waterlow for Beaker 1, high for Beaker 25 minutes each
Setup 3200 g of water400 g of waterlow for Beaker 1, high for Beaker 25 minutes each
Setup 4200 g of water200 g of cooking oilsame setting for both5 minutes each

Which setup is the best choice for answering Yusra’s question?

", "prompt_plain": "Yusra asks an investigation question: does the mass of water affect how much its temperature rises when energy is added? She sketches four possible setups. Each setup heats two beakers side by side on identical electric heaters and measures each beaker’s temperature rise. The table below shows the four setups. Setup Beaker 1 Beaker 2 Heater settings Heating time Setup 1 200 g of water 400 g of water same setting for both 5 minutes each Setup 2 200 g of water 200 g of water low for Beaker 1, high for Beaker 2 5 minutes each Setup 3 200 g of water 400 g of water low for Beaker 1, high for Beaker 2 5 minutes each Setup 4 200 g of water 200 g of cooking oil same setting for both 5 minutes each Which setup is the best choice for answering Yusra’s question?", "context_html": "", "options": [ { "id": "cA34", "text": "Setup 1", "plain": "Setup 1", "correct": true, "kind": "choice" }, { "id": "cB34", "text": "Setup 2", "plain": "Setup 2", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Setup 3", "plain": "Setup 3", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Setup 4", "plain": "Setup 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_d5953837-ead1-4a5a-bee4-d9ddf790d198", "type": "text-entry", "title": "Sample B Temperature Rise", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zainab’s lab group heats three samples of the same liquid, one at a time, using the same lab heater on the same setting for five minutes each. The table below shows the starting and ending temperature of each sample.

SampleTemperature at start (°C)Temperature after heating (°C)
A2152
B1855
C2549

How many degrees Celsius did the temperature of sample B rise during its five minutes of heating?

Enter the exact number. Give your answer as a whole number (e.g., 20).

Temperature rise for sample B (degrees Celsius):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "37" ] }, "n_options": 0 }, { "n": 36, "item_id": "_56d934ae-fa9f-4137-93e1-0e65b37434e1", "type": "inline-choice", "title": "Light at the Trophy Case", "standards": [ "MS-PS4-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A glass-fronted trophy case stands in a school hallway, lit by a ceiling lamp. Figure 1 shows what happens to light that reaches three parts of the case: the clear glass front, the dark felt base, and a polished silver cup.

Figure 1. Light Reaching the Trophy Case

\"Diagram

Complete each sentence by choosing the word that describes what each material does to most of the light.

Visitors can see the medals through the front panel because the glass most of the light that reaches it.

The felt base looks dark because it most of the light that reaches it.

A bright glare spot appears on the polished silver cup because the cup most of the light that reaches it.

", "options": [ { "id": "b1x59b7be", "text": "absorbs", "plain": "absorbs", "correct": false, "kind": "inline" }, { "id": "b1xbb5dce", "text": "reflects", "plain": "reflects", "correct": false, "kind": "inline" }, { "id": "b1xf22c69", "text": "transmits", "plain": "transmits", "correct": true, "kind": "inline" }, { "id": "b2x9d698c", "text": "absorbs", "plain": "absorbs", "correct": true, "kind": "inline" }, { "id": "b2x5c9a16", "text": "reflects", "plain": "reflects", "correct": false, "kind": "inline" }, { "id": "b2x5bf706", "text": "transmits", "plain": "transmits", "correct": false, "kind": "inline" }, { "id": "b3x44dae0", "text": "absorbs", "plain": "absorbs", "correct": false, "kind": "inline" }, { "id": "b3x1a5e1c", "text": "reflects", "plain": "reflects", "correct": true, "kind": "inline" }, { "id": "b3x9c1948", "text": "transmits", "plain": "transmits", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot36.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1xf22c69" ], "RESPONSE2": [ "b2x9d698c" ], "RESPONSE3": [ "b3x1a5e1c" ] }, "n_options": 9 }, { "n": 37, "item_id": "_4aa56edc-10f7-42b4-8e50-ac4752c20e54", "type": "choice", "title": "Music at a Closed Window", "standards": [ "MS-PS4-2" ], "prompt_html": "

Tobin’s band practices in a rehearsal room with one closed window. Inside the room, the players hear their music bounce back faintly from the window glass. Standing in the hallway on the other side of the closed window, Tobin’s friend hears the music faintly through the glass.

Figure 1. Band Practice and the Closed Window

\"A

Choose the TWO statements that together explain both observations.

", "prompt_plain": "Tobin’s band practices in a rehearsal room with one closed window. Inside the room, the players hear their music bounce back faintly from the window glass. Standing in the hallway on the other side of the closed window, Tobin’s friend hears the music faintly through the glass. Figure 1. Band Practice and the Closed Window Choose the TWO statements that together explain both observations.", "context_html": "", "options": [ { "id": "cA37", "text": "Some of the sound wave’s energy reflects off the glass and travels back into the room.", "plain": "Some of the sound wave’s energy reflects off the glass and travels back into the room.", "correct": true, "kind": "choice" }, { "id": "cB37", "text": "Sound must slip through gaps around the window, because sound waves do not travel through solid glass.", "plain": "Sound must slip through gaps around the window, because sound waves do not travel through solid glass.", "correct": false, "kind": "choice" }, { "id": "cC37", "text": "Some of the sound wave’s energy transmits through the glass and keeps traveling in the air outside.", "plain": "Some of the sound wave’s energy transmits through the glass and keeps traveling in the air outside.", "correct": true, "kind": "choice" }, { "id": "cD37", "text": "Some of the sound wave’s energy is stored in the glass, returning after the music stops.", "plain": "Some of the sound wave’s energy is stored in the glass, returning after the music stops.", "correct": false, "kind": "choice" }, { "id": "cE37", "text": "Music crosses the glass because see-through materials that let light through also let sound waves through.", "plain": "Music crosses the glass because see-through materials that let light through also let sound waves through.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-23/images/slot37.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA37", "cC37" ] }, "n_options": 5 }, { "n": 38, "item_id": "_b390435f-fb65-4463-87ef-ae1c3711c7b0", "type": "choice", "title": "Refill Station Design Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A student design team will build a water-bottle refill station for the gym lobby at school. The design brief lists four requirements:

Which choice correctly labels one criterion and one constraint from the brief?

", "prompt_plain": "A student design team will build a water-bottle refill station for the gym lobby at school. The design brief lists four requirements: The station fills a standard bottle in 20 seconds or less. The station serves at least 150 students each school day. The build may cost no more than $900. The station must be finished within six weeks. Which choice correctly labels one criterion and one constraint from the brief?", "context_html": "", "options": [ { "id": "cA38", "text": "Criterion: costs $900 or less to build. Constraint: fills a bottle in 20 seconds or less.", "plain": "Criterion: costs $900 or less to build. Constraint: fills a bottle in 20 seconds or less.", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Criterion: finishes the build within six weeks. Constraint: serves at least 150 students a day.", "plain": "Criterion: finishes the build within six weeks. Constraint: serves at least 150 students a day.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Criterion: fills a bottle in 20 seconds or less. Constraint: costs $900 or less to build.", "plain": "Criterion: fills a bottle in 20 seconds or less. Constraint: costs $900 or less to build.", "correct": true, "kind": "choice" }, { "id": "cD38", "text": "Criterion: serves at least 150 students a day. Constraint: fills a bottle in 20 seconds or less.", "plain": "Criterion: serves at least 150 students a day. Constraint: fills a bottle in 20 seconds or less.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC38" ] }, "n_options": 4 }, { "n": 39, "item_id": "_0464f20a-ce23-4821-8b45-8f97f9b459f5", "type": "choice", "title": "Heat-Pack Evaluation Statements", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A camping-supply company tested two single-use heat-pack designs, Design A and Design B. The company set two requirements: the pack must reach at least 40 °C within two minutes of activation, and its surface must stay below 55 °C so it cannot burn skin. Table 1 shows the test results. Four statements were then written about the results.

Table 1. Heat-Pack Test Results

DesignTemperature two minutes after activation (°C)Highest surface temperature during test (°C)
Design A4751
Design B3649

Which statement is an objective evaluation that the data in Table 1 fully support?

", "prompt_plain": "A camping-supply company tested two single-use heat-pack designs, Design A and Design B. The company set two requirements: the pack must reach at least 40 °C within two minutes of activation, and its surface must stay below 55 °C so it cannot burn skin. Table 1 shows the test results. Four statements were then written about the results. Table 1. Heat-Pack Test Results Design Temperature two minutes after activation (°C) Highest surface temperature during test (°C) Design A 47 51 Design B 36 49 Which statement is an objective evaluation that the data in Table 1 fully support?", "context_html": "", "options": [ { "id": "cA39", "text": "Design A passed the two-minute warm-up check, so it satisfies the company’s two requirements.", "plain": "Design A passed the two-minute warm-up check, so it satisfies the company’s two requirements.", "correct": false, "kind": "choice" }, { "id": "cB39", "text": "Design A passed both the warm-up check and the surface-safety check, so it meets both requirements.", "plain": "Design A passed both the warm-up check and the surface-safety check, so it meets both requirements.", "correct": true, "kind": "choice" }, { "id": "cC39", "text": "Testers said Design B feels nicer to hold, so the company should recommend Design B.", "plain": "Testers said Design B feels nicer to hold, so the company should recommend Design B.", "correct": false, "kind": "choice" }, { "id": "cD39", "text": "Design A’s builder is certain her design is best, so the company should choose it.", "plain": "Design A’s builder is certain her design is best, so the company should choose it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB39" ] }, "n_options": 4 }, { "n": 40, "item_id": "_e7acf85f-e0a7-4a7e-b915-a8a2343ba44d", "type": "gap-match", "title": "Birdhouse Kit Design Cycle", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Wynn’s woodworking club sells birdhouse kits. Buyers complain that rain leaks into the finished birdhouses, so the club uses the five-step design cycle it learned in class to improve the kit. The five action cards below each show one thing the club did.

 

Drag each action card under the design-cycle step it shows.

", "prompt_plain": "Wynn’s woodworking club sells birdhouse kits. Buyers complain that rain leaks into the finished birdhouses, so the club uses the five-step design cycle it learned in class to improve the kit. The five action cards below each show one thing the club did. Drag each action card under the design-cycle step it shows.", "context_html": "", "options": [ { "id": "tok-t1", "text": "Suggest adding a wider, sloped roof to the kit", "plain": "Suggest adding a wider, sloped roof to the kit", "correct": false, "kind": "gap-token" }, { "id": "tok-t5", "text": "Change the roof piece so it covers the side gaps", "plain": "Change the roof piece so it covers the side gaps", "correct": false, "kind": "gap-token" }, { "id": "tok-t4", "text": "Study the wet spots inside to find where water entered", "plain": "Study the wet spots inside to find where water entered", "correct": false, "kind": "gap-token" }, { "id": "tok-t2", "text": "Assemble a cardboard version of the wider-roof idea", "plain": "Assemble a cardboard version of the wider-roof idea", "correct": false, "kind": "gap-token" }, { "id": "tok-t3", "text": "Spray the cardboard version with a garden hose for two minutes", "plain": "Spray the cardboard version with a garden hose for two minutes", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-t1 G1", "tok-t2 G2", "tok-t3 G3", "tok-t4 G4", "tok-t5 G5" ] }, "n_options": 5 } ] }, { "form": "G6.24", "grade": "G6", "title": "Alpha Standardized Science G6.24", "test_id": "_test-c7539968-c5e3-4ccb-8111-daf8457d4c53", "n_items": 40, "n_stimuli": 12, "stimuli": { "_9a4e54f9-4817-4dfa-a313-625fdf31a59d": { "title": "Planet and Moon Data Chart", "html": "

Planet and Moon Data Chart

A wall chart in a science classroom lists data for four planets and five moons in our solar system. Titan, Tethys, Dione, and Iapetus are moons of Saturn; Earth’s Moon orbits Earth. The masses on the chart are written using powers of ten. A power of ten tells how many times ten is multiplied together: 103 means 10 x 10 x 10, which is 1,000, and 1022 means a 1 followed by 22 zeros. So a mass of 2.0 x 1022 kg means 2.0 multiplied by 1022. Each extra power of ten makes a value about ten times greater - one order of magnitude. Table 1 shows the chart’s data.

Table 1. Planets and Moons

ObjectTypeMass (kg)Diameter (km)Rings observed
SaturnPlanet5.68 x 1026120,500Yes - wide, bright
UranusPlanet8.68 x 102551,100Yes - narrow, faint
VenusPlanet4.87 x 102412,100None
MarsPlanet6.42 x 10236,790None
Earth’s MoonMoon7.35 x 10223,475None
DioneMoon1.10 x 10211,123None
TitanMoon1.35 x 10235,150None
TethysMoon6.17 x 10201,062None
IapetusMoon1.81 x 10211,469None
" }, "_dc67a751-0ed4-47e2-a832-60571b517d3a": { "title": "Gwen’s Microscope Observations", "html": "

Gwen’s Microscope Observations

Figure 1. Heart Muscle and Skin Cells

\"Two

Table 1. Gwen’s Average Counts

StructureHeart muscle cell (average)Skin cell (average)
Nucleus11
Mitochondria1,100180
" }, "_8ba34ca4-3c78-45f7-af82-c5a1b9feae45": { "title": "Kestrel Ridge Field Station", "html": "

Kestrel Ridge Field Station

A field station on a forested mountain ridge measures the amount of carbon dioxide (CO2) gas in the air every month. Figure 1 shows three years of the station’s measurements. Each year the amount of CO2 follows the same repeating pattern: it is highest near the end of winter and lowest near the end of summer. The forest around the station is thick with trees and shrubs, and plant growth on the ridge is fastest during the warm summer months.

The station also studies Alder Lake, a small lake below the ridge. In the lake, pondweed and algae make their own food using sunlight. Water fleas eat algae, yellow perch eat water fleas, and snapping turtles eat yellow perch.

Figure 1. CO2 in Air at Kestrel Ridge

\"Line

" }, "_20483130-1aa8-403a-9d1e-0ac3dc6b8b23": { "title": "Vaccine Carrier Liner Test", "html": "

Vaccine Carrier Liner Test

A rural health clinic delivers vaccines by bicycle to villages up to six hours away. The vaccines spoil if the inside of the carrier warms above 8°C. The clinic tested four liner materials. Each liner was fitted into an identical carrier with one frozen ice pack. The team recorded how long the inside stayed below 8°C, each liner’s mass, and each liner’s cost. Table 1 shows the results. Figure 1 shows the carrier.

Table 1. Liner Test Results

Liner materialHours inside stayed below 8°CLiner mass (g)Cost ($)
Corrugated cardboard93002
Foam board124509
Reflective foil wrap51506
Thick wool felt87003

Figure 1. The Vaccine Carrier

\"An

" }, "_fdfd45dc-3533-4efa-aa6f-b5dbf4d3289d": { "title": "Port Salora Climate Data", "html": "

Port Salora Climate Data

Port Salora is a coastal city north of the equator where nearly all of the year’s rain falls within a few months. Figure 1 shows the city’s average monthly temperature and average monthly precipitation, recorded from 1991 through 2020. City planners use these data to schedule flood preparations.

Figure 1. Monthly Temperature and Precipitation

\"Climate

" }, "_c5aa1b9f-9397-4fee-be56-9ec9d0e1c58f": { "title": "Cart Collision Data", "html": "

Cart Collision Data

Owen and Priya roll two laboratory carts toward each other on a level track so that the carts collide. Cart A has a mass of 1 kilogram. Cart B carries a metal block and has a mass of 2 kilograms. A force sensor on each cart’s bumper records the strength of the push that cart receives during the collision. A motion sensor records each cart’s acceleration - how quickly its speed changes. Table 1 shows the readings from three collision trials.

Table 1. Collision Trial Readings

TrialForce on Cart A (N)Force on Cart B (N)Acceleration of Cart A (m/s²)Acceleration of Cart B (m/s²)
18884
21010105
31212126
" }, "_70d30866-2263-4ded-b7b2-ec9c206f3133": { "title": "Backpack Strap Redesign Work Order", "html": "

Backpack Strap Redesign Work Order

Trailcrest Gear builds the DayTrek hiking backpack. Hikers report that the shoulder straps dig in and leave their shoulders sore after long hikes. A design team opened a work order to revise the strap system only; the pack’s frame stays unchanged. Table 1 lists the performance goals and the latest test results. Table 2 lists the modification options the team may choose from.

Table 1. Performance Goals and Latest Results

GoalTarget for the next testLatest test result
Goal 1 - Strap comfortAt least 8 of 10 testers report no shoulder soreness after a 2-hour hike with a 6 kg load3 of 10 testers reported no soreness
Goal 2 - Strap wearStitching survives 20,000 flex cycles on the bench machine without tearingStitching tore at 6,500 cycles
Weight constraintThe strap changes together add no more than 300 gChanges so far add 160 g

Table 2. Modification Options

OptionModificationWhat it changes
M1Sew wide foam pads into both shoulder strapsSpreads the load across a larger area of each shoulder; adds 60 g per strap
M2Replace the strap webbing with thin high-strength cordShrinks the strap’s contact area on the shoulder; removes 90 g per strap
M3Double-stitch the strap anchors with heavier threadStrengthens the seams where the straps meet the pack; adds 10 g per strap
" }, "_b5eabed3-f8a7-49f5-9507-398593560a90": { "title": "Milton Marsh Food Web", "html": "

Milton Marsh Food Web

A field-science class spent a season mapping the feeding relationships in Milton Marsh. Figure 1 shows the food web the class made. Each arrow points from a living thing to the animal that eats it, showing the direction that energy moves. The web shows every feeding relationship the class observed in the marsh.

Figure 1. Milton Marsh Food Web

\"Food

" }, "_495eb0cd-105a-47c8-9fc9-ed6cc4034cb6": { "title": "Bench Model-Kit Check", "html": "

Bench Model-Kit Check

Tavis’s class builds molecule models at the supply bench. Each kit tray holds colored balls that stand for atoms and short sticks that stand for the chemical bonds joining atoms into molecules. In Tavis’s kit, white balls stand for hydrogen (H) atoms, yellow balls stand for sulfur (S) atoms, and red balls stand for oxygen (O) atoms. Each tray also comes with a printed molecule card. Tavis’s card reads: H2SO4 — one molecule contains 2 hydrogen (H) atoms, 1 sulfur (S) atom, and 4 oxygen (O) atoms. Figure 1 shows the kit tray and the molecule card.

Figure 1. Kit Tray and Molecule Card

\"A

" }, "_b6259f22-a525-44e7-ac6a-c13b4d80777f": { "title": "Sand Hollow Population Counts", "html": "

Sand Hollow Population Counts

Wildlife biologists at the Sand Hollow preserve counted the preserve’s rabbits and foxes every year from 1990 through 2020. Figure 1 shows how both populations changed.

Figure 1. Rabbit and Fox Counts

\"Two

" }, "_56014674-808b-4c6d-a7a1-8cbd0b8bf64d": { "title": "Wind Belts and Two Cities", "html": "

Wind Belts and Two Cities

Figure 1 shows Earth’s major bands of rising and sinking air between 60° N and 60° S latitude. Table 1 describes two coastal cities, Corvale and Dunmore. The cities sit at the same latitude on opposite shores of the same ocean.

Figure 1. Rising and Sinking Air

\"Map

Table 1. Two Coastal Cities

CorvaleDunmore
Latitude50° N50° N
LocationEast shore of the oceanWest shore of the ocean
Ocean current offshoreWarm current arriving from lower latitudesCold current arriving from higher latitudes
" }, "_70f802a5-bd20-436c-a7ca-67861568d3c7": { "title": "Window Film Light Test", "html": "

Window Film Light Test

Sabine’s class tests three window films for the school’s sun-facing windows. A window film is a thin sheet that sticks onto glass. The class shines the same lamp at a sample of each film and uses light meters to measure where the lamp’s light goes. For each film, the class records the percent of the light that is reflected by the film, the percent that is absorbed by the film, and the percent that is transmitted through the film. Every part of the lamp’s light is counted in exactly one of the three groups. Table 1 shows the results.

Table 1. Light-Meter Results

FilmLight reflected (%)Light absorbed (%)Light transmitted (%)
Film 1102070
Film 2553015
Film 3251560
" } }, "questions": [ { "n": 1, "item_id": "_9c08bd2c-daaa-4b7a-af18-9addf84bae28", "type": "choice", "title": "Strap Modification for Goal 1", "standards": [ "MS-ETS1-4" ], "prompt_html": "

The team decides to work on Goal 1 first.

Look at Table 1 and Table 2. Which modification should the team choose, and what should the next test show if the change works?

", "prompt_plain": "The team decides to work on Goal 1 first. Look at Table 1 and Table 2. Which modification should the team choose, and what should the next test show if the change works?", "context_html": "", "options": [ { "id": "cA1", "text": "M1, because spreading the load across more shoulder area should raise the count of testers with no soreness.", "plain": "M1, because spreading the load across more shoulder area should raise the count of testers with no soreness.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "M1, because softer padding should keep the stitching from tearing before it reaches 20,000 flex cycles.", "plain": "M1, because softer padding should keep the stitching from tearing before it reaches 20,000 flex cycles.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "M3, because stronger anchor seams should raise the number of testers who report no soreness.", "plain": "M3, because stronger anchor seams should raise the number of testers who report no soreness.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "M2, because a strap that weighs less should dig into a hiker’s shoulder less during the hike.", "plain": "M2, because a strap that weighs less should dig into a hiker’s shoulder less during the hike.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_70d30866-2263-4ded-b7b2-ec9c206f3133" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Backpack Strap Redesign Work Order

Trailcrest Gear builds the DayTrek hiking backpack. Hikers report that the shoulder straps dig in and leave their shoulders sore after long hikes. A design team opened a work order to revise the strap system only; the pack’s frame stays unchanged. Table 1 lists the performance goals and the latest test results. Table 2 lists the modification options the team may choose from.

Table 1. Performance Goals and Latest Results

GoalTarget for the next testLatest test result
Goal 1 - Strap comfortAt least 8 of 10 testers report no shoulder soreness after a 2-hour hike with a 6 kg load3 of 10 testers reported no soreness
Goal 2 - Strap wearStitching survives 20,000 flex cycles on the bench machine without tearingStitching tore at 6,500 cycles
Weight constraintThe strap changes together add no more than 300 gChanges so far add 160 g

Table 2. Modification Options

OptionModificationWhat it changes
M1Sew wide foam pads into both shoulder strapsSpreads the load across a larger area of each shoulder; adds 60 g per strap
M2Replace the strap webbing with thin high-strength cordShrinks the strap’s contact area on the shoulder; removes 90 g per strap
M3Double-stitch the strap anchors with heavier threadStrengthens the seams where the straps meet the pack; adds 10 g per strap
", "passage_plain": "Backpack Strap Redesign Work Order Trailcrest Gear builds the DayTrek hiking backpack. Hikers report that the shoulder straps dig in and leave their shoulders sore after long hikes. A design team opened a work order to revise the strap system only; the pack’s frame stays unchanged. Table 1 lists the performance goals and the latest test results. Table 2 lists the modification options the team may choose from. Table 1. Performance Goals and Latest Results Goal Target for the next test Latest test result Goal 1 - Strap comfort At least 8 of 10 testers report no shoulder soreness after a 2-hour hike with a 6 kg load 3 of 10 testers reported no soreness Goal 2 - Strap wear Stitching survives 20,000 flex cycles on the bench machine without tearing Stitching tore at 6,500 cycles Weight constraint The strap changes together add no more than 300 g Changes so far add 160 g Table 2. Modification Options Option Modification What it changes M1 Sew wide foam pads into both shoulder straps Spreads the load across a larger area of each shoulder; adds 60 g per strap M2 Replace the strap webbing with thin high-strength cord Shrinks the strap’s contact area on the shoulder; removes 90 g per strap M3 Double-stitch the strap anchors with heavier thread Strengthens the seams where the straps meet the pack; adds 10 g per strap" }, { "n": 2, "item_id": "_069d43bf-5e7a-4441-8c60-ba4e9af5080e", "type": "choice", "title": "Defining the Strap Problem", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Look at the work order.

Which statement best defines the strap-comfort design problem the team must solve?

", "prompt_plain": "Look at the work order. Which statement best defines the strap-comfort design problem the team must solve?", "context_html": "", "options": [ { "id": "cA2", "text": "Find out why hikers’ shoulders become sore when they carry backpacks with a 6 kg load on long mountain trails.", "plain": "Find out why hikers’ shoulders become sore when they carry backpacks with a 6 kg load on long mountain trails.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Redesign the straps so at least 8 of 10 testers report no soreness, while the changes stay within the 300 g limit.", "plain": "Redesign the straps so at least 8 of 10 testers report no soreness, while the changes stay within the 300 g limit.", "correct": true, "kind": "choice" }, { "id": "cC2", "text": "Sew wide foam pads, which add 60 g per strap, into both shoulder straps so the DayTrek’s straps stop digging into hikers’ shoulders.", "plain": "Sew wide foam pads, which add 60 g per strap, into both shoulder straps so the DayTrek’s straps stop digging into hikers’ shoulders.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "Redesign the straps so at least 8 of 10 testers report no soreness after the 2-hour hike with the 6 kg load.", "plain": "Redesign the straps so at least 8 of 10 testers report no soreness after the 2-hour hike with the 6 kg load.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_70d30866-2263-4ded-b7b2-ec9c206f3133" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB2" ] }, "n_options": 4, "passage_html": "

Backpack Strap Redesign Work Order

Trailcrest Gear builds the DayTrek hiking backpack. Hikers report that the shoulder straps dig in and leave their shoulders sore after long hikes. A design team opened a work order to revise the strap system only; the pack’s frame stays unchanged. Table 1 lists the performance goals and the latest test results. Table 2 lists the modification options the team may choose from.

Table 1. Performance Goals and Latest Results

GoalTarget for the next testLatest test result
Goal 1 - Strap comfortAt least 8 of 10 testers report no shoulder soreness after a 2-hour hike with a 6 kg load3 of 10 testers reported no soreness
Goal 2 - Strap wearStitching survives 20,000 flex cycles on the bench machine without tearingStitching tore at 6,500 cycles
Weight constraintThe strap changes together add no more than 300 gChanges so far add 160 g

Table 2. Modification Options

OptionModificationWhat it changes
M1Sew wide foam pads into both shoulder strapsSpreads the load across a larger area of each shoulder; adds 60 g per strap
M2Replace the strap webbing with thin high-strength cordShrinks the strap’s contact area on the shoulder; removes 90 g per strap
M3Double-stitch the strap anchors with heavier threadStrengthens the seams where the straps meet the pack; adds 10 g per strap
", "passage_plain": "Backpack Strap Redesign Work Order Trailcrest Gear builds the DayTrek hiking backpack. Hikers report that the shoulder straps dig in and leave their shoulders sore after long hikes. A design team opened a work order to revise the strap system only; the pack’s frame stays unchanged. Table 1 lists the performance goals and the latest test results. Table 2 lists the modification options the team may choose from. Table 1. Performance Goals and Latest Results Goal Target for the next test Latest test result Goal 1 - Strap comfort At least 8 of 10 testers report no shoulder soreness after a 2-hour hike with a 6 kg load 3 of 10 testers reported no soreness Goal 2 - Strap wear Stitching survives 20,000 flex cycles on the bench machine without tearing Stitching tore at 6,500 cycles Weight constraint The strap changes together add no more than 300 g Changes so far add 160 g Table 2. Modification Options Option Modification What it changes M1 Sew wide foam pads into both shoulder straps Spreads the load across a larger area of each shoulder; adds 60 g per strap M2 Replace the strap webbing with thin high-strength cord Shrinks the strap’s contact area on the shoulder; removes 90 g per strap M3 Double-stitch the strap anchors with heavier thread Strengthens the seams where the straps meet the pack; adds 10 g per strap" }, { "n": 3, "item_id": "_48cdb5e1-1ed5-449f-af4f-10b53b88a0b5", "type": "choice", "title": "Best Insulating Liner", "standards": [ "MS-PS3-3" ], "prompt_html": "

Look at Table 1.

Which liner limits the transfer of thermal energy into the carrier best?

", "prompt_plain": "Look at Table 1. Which liner limits the transfer of thermal energy into the carrier best ?", "context_html": "", "options": [ { "id": "cA3", "text": "Corrugated cardboard", "plain": "Corrugated cardboard", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Foam board", "plain": "Foam board", "correct": true, "kind": "choice" }, { "id": "cC3", "text": "Reflective foil wrap", "plain": "Reflective foil wrap", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Thick wool felt", "plain": "Thick wool felt", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_20483130-1aa8-403a-9d1e-0ac3dc6b8b23" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB3" ] }, "n_options": 4, "passage_html": "

Vaccine Carrier Liner Test

A rural health clinic delivers vaccines by bicycle to villages up to six hours away. The vaccines spoil if the inside of the carrier warms above 8°C. The clinic tested four liner materials. Each liner was fitted into an identical carrier with one frozen ice pack. The team recorded how long the inside stayed below 8°C, each liner’s mass, and each liner’s cost. Table 1 shows the results. Figure 1 shows the carrier.

Table 1. Liner Test Results

Liner materialHours inside stayed below 8°CLiner mass (g)Cost ($)
Corrugated cardboard93002
Foam board124509
Reflective foil wrap51506
Thick wool felt87003

Figure 1. The Vaccine Carrier

\"An

", "passage_plain": "Vaccine Carrier Liner Test A rural health clinic delivers vaccines by bicycle to villages up to six hours away. The vaccines spoil if the inside of the carrier warms above 8°C. The clinic tested four liner materials. Each liner was fitted into an identical carrier with one frozen ice pack. The team recorded how long the inside stayed below 8°C, each liner’s mass, and each liner’s cost. Table 1 shows the results. Figure 1 shows the carrier. Table 1. Liner Test Results Liner material Hours inside stayed below 8°C Liner mass (g) Cost ($) Corrugated cardboard 9 300 2 Foam board 12 450 9 Reflective foil wrap 5 150 6 Thick wool felt 8 700 3 Figure 1. The Vaccine Carrier" }, { "n": 4, "item_id": "_2fdb017e-be2f-492d-85ac-6964c7bb17ad", "type": "choice", "title": "Liner Data and Limits", "standards": [ "MS-PS3-3" ], "prompt_html": "

The clinic can spend at most $8 on one liner, and one liner’s mass can be at most 500 g.

Choose the TWO statements that are supported by the data in Table 1.

", "prompt_plain": "The clinic can spend at most $8 on one liner, and one liner’s mass can be at most 500 g. Choose the TWO statements that are supported by the data in Table 1.", "context_html": "", "options": [ { "id": "cA4", "text": "Reflective foil wrap holds the inside below 8°C for the longest time because it has the least mass.", "plain": "Reflective foil wrap holds the inside below 8°C for the longest time because it has the least mass.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "Foam board holds the inside below 8°C for the longest time, but its cost is over the clinic’s limit.", "plain": "Foam board holds the inside below 8°C for the longest time, but its cost is over the clinic’s limit.", "correct": true, "kind": "choice" }, { "id": "cC4", "text": "Thick wool felt slows the transfer of thermal energy the most because it has the most mass.", "plain": "Thick wool felt slows the transfer of thermal energy the most because it has the most mass.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "Corrugated cardboard fits the cost limit and the mass limit and has the second-longest hold time.", "plain": "Corrugated cardboard fits the cost limit and the mass limit and has the second-longest hold time.", "correct": true, "kind": "choice" }, { "id": "cE4", "text": "Thick wool felt fits the cost limit, so it holds the inside below 8°C as long as foam board.", "plain": "Thick wool felt fits the cost limit, so it holds the inside below 8°C as long as foam board.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_20483130-1aa8-403a-9d1e-0ac3dc6b8b23" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB4", "cD4" ] }, "n_options": 5, "passage_html": "

Vaccine Carrier Liner Test

A rural health clinic delivers vaccines by bicycle to villages up to six hours away. The vaccines spoil if the inside of the carrier warms above 8°C. The clinic tested four liner materials. Each liner was fitted into an identical carrier with one frozen ice pack. The team recorded how long the inside stayed below 8°C, each liner’s mass, and each liner’s cost. Table 1 shows the results. Figure 1 shows the carrier.

Table 1. Liner Test Results

Liner materialHours inside stayed below 8°CLiner mass (g)Cost ($)
Corrugated cardboard93002
Foam board124509
Reflective foil wrap51506
Thick wool felt87003

Figure 1. The Vaccine Carrier

\"An

", "passage_plain": "Vaccine Carrier Liner Test A rural health clinic delivers vaccines by bicycle to villages up to six hours away. The vaccines spoil if the inside of the carrier warms above 8°C. The clinic tested four liner materials. Each liner was fitted into an identical carrier with one frozen ice pack. The team recorded how long the inside stayed below 8°C, each liner’s mass, and each liner’s cost. Table 1 shows the results. Figure 1 shows the carrier. Table 1. Liner Test Results Liner material Hours inside stayed below 8°C Liner mass (g) Cost ($) Corrugated cardboard 9 300 2 Foam board 12 450 9 Reflective foil wrap 5 150 6 Thick wool felt 8 700 3 Figure 1. The Vaccine Carrier" }, { "n": 5, "item_id": "_5e604391-5a82-4d51-9e84-b8d235aa35bc", "type": "choice", "title": "Deserts Near 30 Degrees", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Look at Figure 1. Many of Earth’s large deserts lie near 30° N and 30° S latitude. Regions near the equator receive heavy rain instead.

Which explanation of this pattern best matches the air movement shown in Figure 1?

", "prompt_plain": "Look at Figure 1. Many of Earth’s large deserts lie near 30° N and 30° S latitude. Regions near the equator receive heavy rain instead. Which explanation of this pattern best matches the air movement shown in Figure 1?", "context_html": "", "options": [ { "id": "cA5", "text": "Moist air rises near the equator and its water falls there as rain; the air that sinks near 30° is dry.", "plain": "Moist air rises near the equator and its water falls there as rain; the air that sinks near 30° is dry.", "correct": true, "kind": "choice" }, { "id": "cB5", "text": "Latitudes near 30° receive more direct sunlight than the equator does, and the stronger sunlight bakes the land dry.", "plain": "Latitudes near 30° receive more direct sunlight than the equator does, and the stronger sunlight bakes the land dry.", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "Places near 30° latitude lie farther from ocean moisture than places along the equator, so less rain reaches them.", "plain": "Places near 30° latitude lie farther from ocean moisture than places along the equator, so less rain reaches them.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "Air sinking near the equator releases its moisture as rain there, while air rising near 30° latitude dries the land below.", "plain": "Air sinking near the equator releases its moisture as rain there, while air rising near 30° latitude dries the land below.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_56014674-808b-4c6d-a7a1-8cbd0b8bf64d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA5" ] }, "n_options": 4, "passage_html": "

Wind Belts and Two Cities

Figure 1 shows Earth’s major bands of rising and sinking air between 60° N and 60° S latitude. Table 1 describes two coastal cities, Corvale and Dunmore. The cities sit at the same latitude on opposite shores of the same ocean.

Figure 1. Rising and Sinking Air

\"Map

Table 1. Two Coastal Cities

CorvaleDunmore
Latitude50° N50° N
LocationEast shore of the oceanWest shore of the ocean
Ocean current offshoreWarm current arriving from lower latitudesCold current arriving from higher latitudes
", "passage_plain": "Wind Belts and Two Cities Figure 1 shows Earth’s major bands of rising and sinking air between 60° N and 60° S latitude. Table 1 describes two coastal cities, Corvale and Dunmore. The cities sit at the same latitude on opposite shores of the same ocean. Figure 1. Rising and Sinking Air Table 1. Two Coastal Cities Corvale Dunmore Latitude 50° N 50° N Location East shore of the ocean West shore of the ocean Ocean current offshore Warm current arriving from lower latitudes Cold current arriving from higher latitudes" }, { "n": 6, "item_id": "_91635d0a-2e57-4f72-88f4-a1bf5d256469", "type": "hottext", "title": "Milder Winters in Corvale", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Elias compared the two cities in Table 1 and wrote this report.

Select the ONE sentence from Elias’s report that explains why Corvale’s winters are so much milder than Dunmore’s winters.

", "prompt_plain": "Elias compared the two cities in Table 1 and wrote this report. Select the ONE sentence from Elias’s report that explains why Corvale’s winters are so much milder than Dunmore’s winters.", "context_html": "", "options": [ { "id": "htA6", "text": "Both cities sit at 50 degrees north, so winter sunlight reaches them at the same low angle.", "plain": "Both cities sit at 50 degrees north, so winter sunlight reaches them at the same low angle.", "correct": false, "kind": "hottext" }, { "id": "htB6", "text": "In an average January, Corvale stays near 5°C while Dunmore drops to about -12°C.", "plain": "In an average January, Corvale stays near 5°C while Dunmore drops to about -12°C.", "correct": false, "kind": "hottext" }, { "id": "htC6", "text": "Offshore, the warm current keeps releasing thermal energy into the air that then moves over Corvale.", "plain": "Offshore, the warm current keeps releasing thermal energy into the air that then moves over Corvale.", "correct": true, "kind": "hottext" }, { "id": "htD6", "text": "Both cities get several snowstorms each winter, and their harbors stay busy with fishing boats year-round.", "plain": "Both cities get several snowstorms each winter, and their harbors stay busy with fishing boats year-round.", "correct": false, "kind": "hottext" }, { "id": "htE6", "text": "On many afternoons through the year, a cool breeze blows in from the water onto Corvale’s beaches.", "plain": "On many afternoons through the year, a cool breeze blows in from the water onto Corvale’s beaches.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_56014674-808b-4c6d-a7a1-8cbd0b8bf64d" ], "key_letters": "", "key_values": { "RESPONSE": [ "htC6" ] }, "n_options": 5, "passage_html": "

Wind Belts and Two Cities

Figure 1 shows Earth’s major bands of rising and sinking air between 60° N and 60° S latitude. Table 1 describes two coastal cities, Corvale and Dunmore. The cities sit at the same latitude on opposite shores of the same ocean.

Figure 1. Rising and Sinking Air

\"Map

Table 1. Two Coastal Cities

CorvaleDunmore
Latitude50° N50° N
LocationEast shore of the oceanWest shore of the ocean
Ocean current offshoreWarm current arriving from lower latitudesCold current arriving from higher latitudes
", "passage_plain": "Wind Belts and Two Cities Figure 1 shows Earth’s major bands of rising and sinking air between 60° N and 60° S latitude. Table 1 describes two coastal cities, Corvale and Dunmore. The cities sit at the same latitude on opposite shores of the same ocean. Figure 1. Rising and Sinking Air Table 1. Two Coastal Cities Corvale Dunmore Latitude 50° N 50° N Location East shore of the ocean West shore of the ocean Ocean current offshore Warm current arriving from lower latitudes Cold current arriving from higher latitudes" }, { "n": 7, "item_id": "_50b365b1-d760-40a5-9da5-9c3309e62284", "type": "choice", "title": "Rabbit Population Peak Year", "standards": [ "MS-LS2-1" ], "prompt_html": "

Look at Figure 1.

In which year was Sand Hollow’s rabbit population at its highest?

", "prompt_plain": "Look at Figure 1. In which year was Sand Hollow’s rabbit population at its highest?", "context_html": "", "options": [ { "id": "cA7", "text": "1997", "plain": "1997", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "1999", "plain": "1999", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "2012", "plain": "2012", "correct": true, "kind": "choice" }, { "id": "cD7", "text": "2014", "plain": "2014", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b6259f22-a525-44e7-ac6a-c13b4d80777f" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC7" ] }, "n_options": 4, "passage_html": "

Sand Hollow Population Counts

Wildlife biologists at the Sand Hollow preserve counted the preserve’s rabbits and foxes every year from 1990 through 2020. Figure 1 shows how both populations changed.

Figure 1. Rabbit and Fox Counts

\"Two

", "passage_plain": "Sand Hollow Population Counts Wildlife biologists at the Sand Hollow preserve counted the preserve’s rabbits and foxes every year from 1990 through 2020. Figure 1 shows how both populations changed. Figure 1. Rabbit and Fox Counts" }, { "n": 8, "item_id": "_3a5fb7b5-97d7-49f6-8555-ac83ee9c9417", "type": "choice", "title": "Two Populations at Sand Hollow", "standards": [ "MS-LS2-1" ], "prompt_html": "

Look at Figure 1.

Which statement best explains how the changes in the rabbit and fox populations are related?

", "prompt_plain": "Look at Figure 1. Which statement best explains how the changes in the rabbit and fox populations are related?", "context_html": "", "options": [ { "id": "cA8", "text": "Rainy years raise both populations at the same time, so neither population’s changes are caused by the other.", "plain": "Rainy years raise both populations at the same time, so neither population’s changes are caused by the other.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "Each population rises and falls on its own repeating cycle, whether or not the other population changes.", "plain": "Each population rises and falls on its own repeating cycle, whether or not the other population changes.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Growth in the fox population causes the rabbit population to grow, because foxes remove sick rabbits.", "plain": "Growth in the fox population causes the rabbit population to grow, because foxes remove sick rabbits.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "Foxes depend on rabbits for food, so fox numbers rise after rabbit numbers rise and fall after rabbits decline.", "plain": "Foxes depend on rabbits for food, so fox numbers rise after rabbit numbers rise and fall after rabbits decline.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b6259f22-a525-44e7-ac6a-c13b4d80777f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD8" ] }, "n_options": 4, "passage_html": "

Sand Hollow Population Counts

Wildlife biologists at the Sand Hollow preserve counted the preserve’s rabbits and foxes every year from 1990 through 2020. Figure 1 shows how both populations changed.

Figure 1. Rabbit and Fox Counts

\"Two

", "passage_plain": "Sand Hollow Population Counts Wildlife biologists at the Sand Hollow preserve counted the preserve’s rabbits and foxes every year from 1990 through 2020. Figure 1 shows how both populations changed. Figure 1. Rabbit and Fox Counts" }, { "n": 9, "item_id": "_c7f6b287-519c-44d6-9e9b-6ba5192b926b", "type": "choice", "title": "Port Salora Flood Season", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part A

Look at Figure 1.

During which season is a flood most likely to occur in Port Salora?

", "prompt_plain": "Part A Look at Figure 1. During which season is a flood most likely to occur in Port Salora?", "context_html": "", "options": [ { "id": "cA9", "text": "Fall", "plain": "Fall", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "Spring", "plain": "Spring", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "Summer", "plain": "Summer", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "Winter", "plain": "Winter", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fdfd45dc-3533-4efa-aa6f-b5dbf4d3289d" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC9" ] }, "n_options": 4, "passage_html": "

Port Salora Climate Data

Port Salora is a coastal city north of the equator where nearly all of the year’s rain falls within a few months. Figure 1 shows the city’s average monthly temperature and average monthly precipitation, recorded from 1991 through 2020. City planners use these data to schedule flood preparations.

Figure 1. Monthly Temperature and Precipitation

\"Climate

", "passage_plain": "Port Salora Climate Data Port Salora is a coastal city north of the equator where nearly all of the year’s rain falls within a few months. Figure 1 shows the city’s average monthly temperature and average monthly precipitation, recorded from 1991 through 2020. City planners use these data to schedule flood preparations. Figure 1. Monthly Temperature and Precipitation" }, { "n": 10, "item_id": "_da8ff42b-8270-4df0-b41f-8cf43fa5433f", "type": "choice", "title": "Evidence for the Flood Season", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part B

Which pattern in Figure 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which pattern in Figure 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA10", "text": "The temperature line stays warm during each month of the year.", "plain": "The temperature line stays warm during each month of the year.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "The warmest month of the year comes just before the tall bars begin.", "plain": "The warmest month of the year comes just before the tall bars begin.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "The shortest precipitation bars of the year come during the winter months.", "plain": "The shortest precipitation bars of the year come during the winter months.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "The precipitation bars for June through August tower far above the other months’ bars.", "plain": "The precipitation bars for June through August tower far above the other months’ bars.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fdfd45dc-3533-4efa-aa6f-b5dbf4d3289d" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD10" ] }, "n_options": 4, "passage_html": "

Port Salora Climate Data

Port Salora is a coastal city north of the equator where nearly all of the year’s rain falls within a few months. Figure 1 shows the city’s average monthly temperature and average monthly precipitation, recorded from 1991 through 2020. City planners use these data to schedule flood preparations.

Figure 1. Monthly Temperature and Precipitation

\"Climate

", "passage_plain": "Port Salora Climate Data Port Salora is a coastal city north of the equator where nearly all of the year’s rain falls within a few months. Figure 1 shows the city’s average monthly temperature and average monthly precipitation, recorded from 1991 through 2020. City planners use these data to schedule flood preparations. Figure 1. Monthly Temperature and Precipitation" }, { "n": 11, "item_id": "_2639e8bc-27e5-4c77-814d-037239718dca", "type": "choice", "title": "Comparing Moon Masses", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Look at Table 1. Which list shows the five moons in order from greatest mass to least mass?

", "prompt_plain": "Look at Table 1. Which list shows the five moons in order from greatest mass to least mass?", "context_html": "", "options": [ { "id": "cA11", "text": "Earth’s Moon, Tethys, Iapetus, Titan, Dione", "plain": "Earth’s Moon, Tethys, Iapetus, Titan, Dione", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Titan, Earth’s Moon, Iapetus, Dione, Tethys", "plain": "Titan, Earth’s Moon, Iapetus, Dione, Tethys", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "Titan, Earth’s Moon, Dione, Iapetus, Tethys", "plain": "Titan, Earth’s Moon, Dione, Iapetus, Tethys", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "Tethys, Dione, Iapetus, Earth’s Moon, Titan", "plain": "Tethys, Dione, Iapetus, Earth’s Moon, Titan", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9a4e54f9-4817-4dfa-a313-625fdf31a59d" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB11" ] }, "n_options": 4, "passage_html": "

Planet and Moon Data Chart

A wall chart in a science classroom lists data for four planets and five moons in our solar system. Titan, Tethys, Dione, and Iapetus are moons of Saturn; Earth’s Moon orbits Earth. The masses on the chart are written using powers of ten. A power of ten tells how many times ten is multiplied together: 103 means 10 x 10 x 10, which is 1,000, and 1022 means a 1 followed by 22 zeros. So a mass of 2.0 x 1022 kg means 2.0 multiplied by 1022. Each extra power of ten makes a value about ten times greater - one order of magnitude. Table 1 shows the chart’s data.

Table 1. Planets and Moons

ObjectTypeMass (kg)Diameter (km)Rings observed
SaturnPlanet5.68 x 1026120,500Yes - wide, bright
UranusPlanet8.68 x 102551,100Yes - narrow, faint
VenusPlanet4.87 x 102412,100None
MarsPlanet6.42 x 10236,790None
Earth’s MoonMoon7.35 x 10223,475None
DioneMoon1.10 x 10211,123None
TitanMoon1.35 x 10235,150None
TethysMoon6.17 x 10201,062None
IapetusMoon1.81 x 10211,469None
", "passage_plain": "Planet and Moon Data Chart A wall chart in a science classroom lists data for four planets and five moons in our solar system. Titan, Tethys, Dione, and Iapetus are moons of Saturn; Earth’s Moon orbits Earth. The masses on the chart are written using powers of ten. A power of ten tells how many times ten is multiplied together: 10 3 means 10 x 10 x 10, which is 1,000, and 10 22 means a 1 followed by 22 zeros. So a mass of 2.0 x 10 22 kg means 2.0 multiplied by 10 22 . Each extra power of ten makes a value about ten times greater - one order of magnitude. Table 1 shows the chart’s data. Table 1. Planets and Moons Object Type Mass (kg) Diameter (km) Rings observed Saturn Planet 5.68 x 10 26 120,500 Yes - wide, bright Uranus Planet 8.68 x 10 25 51,100 Yes - narrow, faint Venus Planet 4.87 x 10 24 12,100 None Mars Planet 6.42 x 10 23 6,790 None Earth’s Moon Moon 7.35 x 10 22 3,475 None Dione Moon 1.10 x 10 21 1,123 None Titan Moon 1.35 x 10 23 5,150 None Tethys Moon 6.17 x 10 20 1,062 None Iapetus Moon 1.81 x 10 21 1,469 None" }, { "n": 12, "item_id": "_72b45d7f-cc3e-48af-b274-8a81f6a68df3", "type": "choice", "title": "Planet Rings Claim", "standards": [ "MS-ESS1-3" ], "prompt_html": "

A student reading the chart claims, “Every planet has rings.”

Look at Table 1. Choose the TWO rows that disprove the student’s claim.

", "prompt_plain": "A student reading the chart claims, “Every planet has rings.” Look at Table 1. Choose the TWO rows that disprove the student’s claim.", "context_html": "", "options": [ { "id": "cA12", "text": "The Venus row shows a planet with no rings observed.", "plain": "The Venus row shows a planet with no rings observed.", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "The Saturn row shows a planet with wide, bright rings.", "plain": "The Saturn row shows a planet with wide, bright rings.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The Titan row shows a moon with no rings observed.", "plain": "The Titan row shows a moon with no rings observed.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "The Mars row shows a planet with no rings observed.", "plain": "The Mars row shows a planet with no rings observed.", "correct": true, "kind": "choice" }, { "id": "cE12", "text": "The Uranus row shows a planet with narrow, faint rings.", "plain": "The Uranus row shows a planet with narrow, faint rings.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9a4e54f9-4817-4dfa-a313-625fdf31a59d" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA12", "cD12" ] }, "n_options": 5, "passage_html": "

Planet and Moon Data Chart

A wall chart in a science classroom lists data for four planets and five moons in our solar system. Titan, Tethys, Dione, and Iapetus are moons of Saturn; Earth’s Moon orbits Earth. The masses on the chart are written using powers of ten. A power of ten tells how many times ten is multiplied together: 103 means 10 x 10 x 10, which is 1,000, and 1022 means a 1 followed by 22 zeros. So a mass of 2.0 x 1022 kg means 2.0 multiplied by 1022. Each extra power of ten makes a value about ten times greater - one order of magnitude. Table 1 shows the chart’s data.

Table 1. Planets and Moons

ObjectTypeMass (kg)Diameter (km)Rings observed
SaturnPlanet5.68 x 1026120,500Yes - wide, bright
UranusPlanet8.68 x 102551,100Yes - narrow, faint
VenusPlanet4.87 x 102412,100None
MarsPlanet6.42 x 10236,790None
Earth’s MoonMoon7.35 x 10223,475None
DioneMoon1.10 x 10211,123None
TitanMoon1.35 x 10235,150None
TethysMoon6.17 x 10201,062None
IapetusMoon1.81 x 10211,469None
", "passage_plain": "Planet and Moon Data Chart A wall chart in a science classroom lists data for four planets and five moons in our solar system. Titan, Tethys, Dione, and Iapetus are moons of Saturn; Earth’s Moon orbits Earth. The masses on the chart are written using powers of ten. A power of ten tells how many times ten is multiplied together: 10 3 means 10 x 10 x 10, which is 1,000, and 10 22 means a 1 followed by 22 zeros. So a mass of 2.0 x 10 22 kg means 2.0 multiplied by 10 22 . Each extra power of ten makes a value about ten times greater - one order of magnitude. Table 1 shows the chart’s data. Table 1. Planets and Moons Object Type Mass (kg) Diameter (km) Rings observed Saturn Planet 5.68 x 10 26 120,500 Yes - wide, bright Uranus Planet 8.68 x 10 25 51,100 Yes - narrow, faint Venus Planet 4.87 x 10 24 12,100 None Mars Planet 6.42 x 10 23 6,790 None Earth’s Moon Moon 7.35 x 10 22 3,475 None Dione Moon 1.10 x 10 21 1,123 None Titan Moon 1.35 x 10 23 5,150 None Tethys Moon 6.17 x 10 20 1,062 None Iapetus Moon 1.81 x 10 21 1,469 None" }, { "n": 13, "item_id": "_8d3e0a49-62d9-4243-b12e-2cc04f8e0ceb", "type": "choice", "title": "Heart and Skin Cell Counts", "standards": [ "MS-LS1-2" ], "prompt_html": "

Gwen views prepared slides of human heart muscle cells and human skin cells with a microscope. She counts structures in many cells of each type. Table 1 shows her average counts.

Which statement best explains why the heart muscle cells contain so many more mitochondria than the skin cells?

", "prompt_plain": "Gwen views prepared slides of human heart muscle cells and human skin cells with a microscope. She counts structures in many cells of each type. Table 1 shows her average counts. Which statement best explains why the heart muscle cells contain so many more mitochondria than the skin cells?", "context_html": "", "options": [ { "id": "cA13", "text": "Heart muscle cells are larger than skin cells, so they hold more copies of each kind of organelle.", "plain": "Heart muscle cells are larger than skin cells, so they hold more copies of each kind of organelle.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Mitochondria are the structures that build the many proteins heart muscle cells need to contract.", "plain": "Mitochondria are the structures that build the many proteins heart muscle cells need to contract.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Heart muscle cells work nonstop and use more energy, and mitochondria release energy from food.", "plain": "Heart muscle cells work nonstop and use more energy, and mitochondria release energy from food.", "correct": true, "kind": "choice" }, { "id": "cD13", "text": "Mitochondria store extra food, and heart muscle cells keep much larger food supplies on hand.", "plain": "Mitochondria store extra food, and heart muscle cells keep much larger food supplies on hand.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dc67a751-0ed4-47e2-a832-60571b517d3a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC13" ] }, "n_options": 4, "passage_html": "

Gwen’s Microscope Observations

Figure 1. Heart Muscle and Skin Cells

\"Two

Table 1. Gwen’s Average Counts

StructureHeart muscle cell (average)Skin cell (average)
Nucleus11
Mitochondria1,100180
", "passage_plain": "Gwen’s Microscope Observations Figure 1. Heart Muscle and Skin Cells Table 1. Gwen’s Average Counts Structure Heart muscle cell (average) Skin cell (average) Nucleus 1 1 Mitochondria 1,100 180" }, { "n": 14, "item_id": "_f21b16d6-e62c-4c51-9efd-784d74b76ca1", "type": "choice", "title": "Cells on an Unlabeled Slide", "standards": [ "MS-LS1-1" ], "prompt_html": "

Jamal views a slide of cells from an unlabeled sample. The cells are rectangular and fit together like bricks. Each cell has a thick outer boundary, and inside each cell are many small green disk-shaped structures. The figure shows what Jamal sees.

\"Micrograph

Based on these structures, where did the cells most likely come from?

", "prompt_plain": "Jamal views a slide of cells from an unlabeled sample. The cells are rectangular and fit together like bricks. Each cell has a thick outer boundary, and inside each cell are many small green disk-shaped structures. The figure shows what Jamal sees. Based on these structures, where did the cells most likely come from?", "context_html": "", "options": [ { "id": "cA14", "text": "a plant", "plain": "a plant", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "an animal", "plain": "an animal", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "a fungus", "plain": "a fungus", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "a bacterium", "plain": "a bacterium", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-24/images/slot14.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA14" ] }, "n_options": 4 }, { "n": 15, "item_id": "_a57f3912-7628-4635-b6de-18be5c604062", "type": "hottext", "title": "Kestrel Ridge CO2 Pattern", "standards": [ "MS-LS2-3" ], "prompt_html": "

Five station volunteers each wrote one sentence to explain the repeating pattern in Figure 1.

Select the ONE sentence that correctly explains why the amount of CO2 in the air is lowest near the end of summer.

", "prompt_plain": "Five station volunteers each wrote one sentence to explain the repeating pattern in Figure 1. Select the ONE sentence that correctly explains why the amount of CO2 in the air is lowest near the end of summer.", "context_html": "", "options": [ { "id": "htA15", "text": "Warm summer air can hold much less carbon dioxide than cold winter air can.", "plain": "Warm summer air can hold much less carbon dioxide than cold winter air can.", "correct": false, "kind": "hottext" }, { "id": "htB15", "text": "Trees and shrubs on the ridge release extra carbon dioxide in summer while growing their new leaves.", "plain": "Trees and shrubs on the ridge release extra carbon dioxide in summer while growing their new leaves.", "correct": false, "kind": "hottext" }, { "id": "htC15", "text": "Decomposers on the forest floor take in carbon dioxide from the air as they break down dead leaves in summer.", "plain": "Decomposers on the forest floor take in carbon dioxide from the air as they break down dead leaves in summer.", "correct": false, "kind": "hottext" }, { "id": "htD15", "text": "In summer the ridge’s plants grow the most, taking in more carbon dioxide from the air to make their food.", "plain": "In summer the ridge’s plants grow the most, taking in more carbon dioxide from the air to make their food.", "correct": true, "kind": "hottext" }, { "id": "htE15", "text": "Animals on the mountain are more active in summer and breathe in most of the carbon dioxide near the ridge.", "plain": "Animals on the mountain are more active in summer and breathe in most of the carbon dioxide near the ridge.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_8ba34ca4-3c78-45f7-af82-c5a1b9feae45" ], "key_letters": "", "key_values": { "RESPONSE": [ "htD15" ] }, "n_options": 5, "passage_html": "

Kestrel Ridge Field Station

A field station on a forested mountain ridge measures the amount of carbon dioxide (CO2) gas in the air every month. Figure 1 shows three years of the station’s measurements. Each year the amount of CO2 follows the same repeating pattern: it is highest near the end of winter and lowest near the end of summer. The forest around the station is thick with trees and shrubs, and plant growth on the ridge is fastest during the warm summer months.

The station also studies Alder Lake, a small lake below the ridge. In the lake, pondweed and algae make their own food using sunlight. Water fleas eat algae, yellow perch eat water fleas, and snapping turtles eat yellow perch.

Figure 1. CO2 in Air at Kestrel Ridge

\"Line

", "passage_plain": "Kestrel Ridge Field Station A field station on a forested mountain ridge measures the amount of carbon dioxide (CO2) gas in the air every month. Figure 1 shows three years of the station’s measurements. Each year the amount of CO2 follows the same repeating pattern: it is highest near the end of winter and lowest near the end of summer. The forest around the station is thick with trees and shrubs, and plant growth on the ridge is fastest during the warm summer months. The station also studies Alder Lake, a small lake below the ridge. In the lake, pondweed and algae make their own food using sunlight. Water fleas eat algae, yellow perch eat water fleas, and snapping turtles eat yellow perch. Figure 1. CO2 in Air at Kestrel Ridge" }, { "n": 16, "item_id": "_2ae6a53f-d36f-43e9-b1ca-75fe01840f64", "type": "gap-match", "title": "Alder Lake Cycling Model", "standards": [ "MS-LS2-3" ], "prompt_html": "

The station starts a poster model of how matter and energy move through Alder Lake. Two labels are missing from the model.

 

Use the report. Drag one card into each empty box to complete the cycling model. Not all cards will be used.

", "prompt_plain": "The station starts a poster model of how matter and energy move through Alder Lake. Two labels are missing from the model. Use the report. Drag one card into each empty box to complete the cycling model. Not all cards will be used.", "context_html": "", "options": [ { "id": "tok-heat", "text": "Heat", "plain": "Heat", "correct": false, "kind": "gap-token" }, { "id": "tok-sunlight", "text": "Sunlight", "plain": "Sunlight", "correct": false, "kind": "gap-token" }, { "id": "tok-producers", "text": "Producers", "plain": "Producers", "correct": false, "kind": "gap-token" }, { "id": "tok-decomposers", "text": "Decomposers", "plain": "Decomposers", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_8ba34ca4-3c78-45f7-af82-c5a1b9feae45" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok-sunlight gap1", "tok-decomposers gap2" ] }, "n_options": 4, "passage_html": "

Kestrel Ridge Field Station

A field station on a forested mountain ridge measures the amount of carbon dioxide (CO2) gas in the air every month. Figure 1 shows three years of the station’s measurements. Each year the amount of CO2 follows the same repeating pattern: it is highest near the end of winter and lowest near the end of summer. The forest around the station is thick with trees and shrubs, and plant growth on the ridge is fastest during the warm summer months.

The station also studies Alder Lake, a small lake below the ridge. In the lake, pondweed and algae make their own food using sunlight. Water fleas eat algae, yellow perch eat water fleas, and snapping turtles eat yellow perch.

Figure 1. CO2 in Air at Kestrel Ridge

\"Line

", "passage_plain": "Kestrel Ridge Field Station A field station on a forested mountain ridge measures the amount of carbon dioxide (CO2) gas in the air every month. Figure 1 shows three years of the station’s measurements. Each year the amount of CO2 follows the same repeating pattern: it is highest near the end of winter and lowest near the end of summer. The forest around the station is thick with trees and shrubs, and plant growth on the ridge is fastest during the warm summer months. The station also studies Alder Lake, a small lake below the ridge. In the lake, pondweed and algae make their own food using sunlight. Water fleas eat algae, yellow perch eat water fleas, and snapping turtles eat yellow perch. Figure 1. CO2 in Air at Kestrel Ridge" }, { "n": 17, "item_id": "_72e20de9-1348-4238-8c26-71d37ecaf623", "type": "choice", "title": "Foam Ball Moon Model", "standards": [ "MS-ESS1-1" ], "prompt_html": "

In a darkened gym, Gabriela models moon phases. A bright lamp across the room represents the Sun, her head represents Earth, and a white foam ball on a stick represents the Moon. She holds the ball slightly above her head so her body never blocks the lamp’s light, and she can hold it over any of the four floor markers shown in the figure.

\"Overhead

Over which marker does the ball model a full moon?

", "prompt_plain": "In a darkened gym, Gabriela models moon phases. A bright lamp across the room represents the Sun, her head represents Earth, and a white foam ball on a stick represents the Moon. She holds the ball slightly above her head so her body never blocks the lamp’s light, and she can hold it over any of the four floor markers shown in the figure. Over which marker does the ball model a full moon?", "context_html": "", "options": [ { "id": "cA17", "text": "Marker W", "plain": "Marker W", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Marker X", "plain": "Marker X", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Marker Y", "plain": "Marker Y", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "Marker Z", "plain": "Marker Z", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-24/images/slot17.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC17" ] }, "n_options": 4 }, { "n": 18, "item_id": "_263b6622-77c5-4ff8-8fa4-b655dcb8d29d", "type": "inline-choice", "title": "Stars as Points of Light", "standards": [ "MS-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

On a camping trip far from city lights, Lior sees thousands of stars, and he wonders why every star except the Sun looks like a tiny point of light.

Complete the explanation by choosing the correct phrase from each drop-down menu.

Like the Sun, each star in the night sky is really . Other stars look like tiny points compared with the Sun because they are . If Earth could somehow travel much closer to one of these stars, that star would appear .

", "options": [ { "id": "cG1Oa45cbdeae", "text": "a huge ball of hot, glowing gas", "plain": "a huge ball of hot, glowing gas", "correct": true, "kind": "inline" }, { "id": "cG1O93a018258", "text": "a small object about the size of a mountain", "plain": "a small object about the size of a mountain", "correct": false, "kind": "inline" }, { "id": "cG1O85b127c2e", "text": "a cloud of dust that reflects the Sun’s light", "plain": "a cloud of dust that reflects the Sun’s light", "correct": false, "kind": "inline" }, { "id": "cG2O1acf76bff", "text": "much closer to Earth than the Sun is", "plain": "much closer to Earth than the Sun is", "correct": false, "kind": "inline" }, { "id": "cG2O084b6824b", "text": "much farther from Earth than the Sun is", "plain": "much farther from Earth than the Sun is", "correct": true, "kind": "inline" }, { "id": "cG2O8f859d4e0", "text": "objects that produce much less light than the Sun", "plain": "objects that produce much less light than the Sun", "correct": false, "kind": "inline" }, { "id": "cG3O51f9dee4e", "text": "larger and brighter", "plain": "larger and brighter", "correct": true, "kind": "inline" }, { "id": "cG3O594f0844d", "text": "smaller and dimmer", "plain": "smaller and dimmer", "correct": false, "kind": "inline" }, { "id": "cG3O2a412dbf1", "text": "the same as it does from Earth", "plain": "the same as it does from Earth", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cG1Oa45cbdeae" ], "RESPONSE2": [ "cG2O084b6824b" ], "RESPONSE3": [ "cG3O51f9dee4e" ] }, "n_options": 9 }, { "n": 19, "item_id": "_3306c4e0-5e35-41c3-9b3b-53cc0f5d8c18", "type": "choice", "title": "Two Galaxies in Photographs", "standards": [ "MS-ESS1-2" ], "prompt_html": "

Astronomers photograph two disk-shaped galaxies, P and Q, with the same telescope. Careful measurements show that each galaxy is about as wide as our home galaxy, the Milky Way, which contains hundreds of billions of stars, and that galaxy Q is a much greater distance from Earth than galaxy P. The diagram is a simple model of the two galaxies. It is not drawn to scale, but it correctly shows that P and Q have about the same true width and that Q is much farther from Earth. In the photographs, galaxy Q appears many times smaller than galaxy P.

\"Model

Which statement best explains why galaxy Q appears so much smaller in the photographs?

", "prompt_plain": "Astronomers photograph two disk-shaped galaxies, P and Q, with the same telescope. Careful measurements show that each galaxy is about as wide as our home galaxy, the Milky Way, which contains hundreds of billions of stars, and that galaxy Q is a much greater distance from Earth than galaxy P. The diagram is a simple model of the two galaxies. It is not drawn to scale, but it correctly shows that P and Q have about the same true width and that Q is much farther from Earth. In the photographs, galaxy Q appears many times smaller than galaxy P. Which statement best explains why galaxy Q appears so much smaller in the photographs?", "context_html": "", "options": [ { "id": "cA19", "text": "Light from galaxy Q loses most of its energy crossing space, so it forms a much smaller image.", "plain": "Light from galaxy Q loses most of its energy crossing space, so it forms a much smaller image.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "Galaxy Q is much farther from Earth than galaxy P, and the farther away an object is, the smaller it appears.", "plain": "Galaxy Q is much farther from Earth than galaxy P, and the farther away an object is, the smaller it appears.", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "Galaxy Q holds far fewer stars than galaxy P does, so it gives off too little light to look big.", "plain": "Galaxy Q holds far fewer stars than galaxy P does, so it gives off too little light to look big.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Galaxy Q must really be much smaller, because whatever looks smaller in the sky is truly smaller.", "plain": "Galaxy Q must really be much smaller, because whatever looks smaller in the sky is truly smaller.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-24/images/slot19_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_eb654763-cd60-45a6-9862-a101f6ea3bd3", "type": "gap-match", "title": "Water Cycle Drivers", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Hassan’s class hangs a wall model of the water cycle. The model’s arrows show how water moves, but the four driver labels are empty. Each driver label should name what causes that movement of water.

\"A

 

Drag one card onto each empty driver label. Cards may be used once, more than once, or not at all.

", "prompt_plain": "Hassan’s class hangs a wall model of the water cycle. The model’s arrows show how water moves, but the four driver labels are empty. Each driver label should name what causes that movement of water. Drag one card onto each empty driver label. Cards may be used once, more than once, or not at all.", "context_html": "", "options": [ { "id": "tok-gravity", "text": "gravity", "plain": "gravity", "correct": false, "kind": "gap-token" }, { "id": "tok-heat", "text": "Earth’s internal heat", "plain": "Earth’s internal heat", "correct": false, "kind": "gap-token" }, { "id": "tok-sun", "text": "energy from the Sun", "plain": "energy from the Sun", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-24/images/slot20.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-sun gap1", "tok-sun gap2", "tok-gravity gap3", "tok-gravity gap4" ] }, "n_options": 3 }, { "n": 21, "item_id": "_c21135ed-cb8c-47df-a7ce-d9e672b54944", "type": "text-entry", "title": "Juniper County Water Demand", "standards": [ "MS-ESS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Table 1 shows water-planning data for Juniper County.

Table 1. Juniper County Water Data

MeasureValue
Population8 thousand people
Water use per person per day50 gallons

Use this equation: total daily water demand = population × water use per person per day. What is Juniper County’s total water demand for one day, in thousands of gallons? Enter the exact number.

Give your answer as a whole number (e.g., 27).

Total water demand for one day (thousands of gallons):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "400" ] }, "n_options": 0 }, { "n": 22, "item_id": "_df780960-2f57-4d01-ab87-c3cafb9a13d3", "type": "choice", "title": "Cell Theory Notebook Claims", "standards": [ "MS-LS1-1" ], "prompt_html": "

Malik’s lab notebook has a page of claims about cells. Some of the claims are correct and some are not.

Choose the TWO claims that are consistent with the cell theory.

", "prompt_plain": "Malik’s lab notebook has a page of claims about cells. Some of the claims are correct and some are not. Choose the TWO claims that are consistent with the cell theory.", "context_html": "", "options": [ { "id": "cA22", "text": "Every living thing, from bacteria to whales, is made of one or more cells.", "plain": "Every living thing, from bacteria to whales, is made of one or more cells.", "correct": true, "kind": "choice" }, { "id": "cB22", "text": "Every new cell can form on its own from nonliving matter in pond water.", "plain": "Every new cell can form on its own from nonliving matter in pond water.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "Every new cell is produced by the division of a cell that already exists.", "plain": "Every new cell is produced by the division of a cell that already exists.", "correct": true, "kind": "choice" }, { "id": "cD22", "text": "Every plant and animal is made of cells, but fungi and bacteria are not.", "plain": "Every plant and animal is made of cells, but fungi and bacteria are not.", "correct": false, "kind": "choice" }, { "id": "cE22", "text": "Every cell in a large animal is bigger than every cell in a small animal.", "plain": "Every cell in a large animal is bigger than every cell in a small animal.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA22", "cC22" ] }, "n_options": 5 }, { "n": 23, "item_id": "_7b2d1406-8a7d-4ea5-bf97-953842805072", "type": "match", "title": "Membrane and Wall Study Cards", "standards": [ "MS-LS1-2" ], "prompt_html": "

Nora makes study cards about two cell parts: the cell membrane and the cell wall. Each card describes the job of one cell part.

 

Drag each function card into the correct category. One card describes a different cell part and will not be used.

", "prompt_plain": "Nora makes study cards about two cell parts: the cell membrane and the cell wall. Each card describes the job of one cell part. Drag each function card into the correct category. One card describes a different cell part and will not be used.", "context_html": "", "options": [ { "id": "mc15_s1", "text": "Gives a plant cell its stiff, box-like shape", "plain": "Gives a plant cell its stiff, box-like shape", "correct": false, "kind": "match-token" }, { "id": "mc15_s2", "text": "Controls which materials enter and leave the cell", "plain": "Controls which materials enter and leave the cell", "correct": false, "kind": "match-token" }, { "id": "mc15_s3", "text": "Uses energy from sunlight to make food for the cell", "plain": "Uses energy from sunlight to make food for the cell", "correct": false, "kind": "match-token" }, { "id": "mc15_s4", "text": "Adds a firm protective layer found in plants but not animals", "plain": "Adds a firm protective layer found in plants but not animals", "correct": false, "kind": "match-token" }, { "id": "mc15_s5", "text": "Forms the thin, flexible outer boundary of an animal cell", "plain": "Forms the thin, flexible outer boundary of an animal cell", "correct": false, "kind": "match-token" }, { "id": "mc15_c1", "text": "Cell membrane", "plain": "Cell membrane", "correct": false, "kind": "match-token" }, { "id": "mc15_c2", "text": "Cell wall", "plain": "Cell wall", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc15_s1 mc15_c2", "mc15_s2 mc15_c1", "mc15_s4 mc15_c2", "mc15_s5 mc15_c1" ] }, "n_options": 7 }, { "n": 24, "item_id": "_4859b2e1-7caf-4ecf-be90-70dbea37ddce", "type": "choice", "title": "Milton Marsh — Part A", "standards": [ "MS-LS2-2" ], "prompt_html": "

Part A

One winter, all the herons leave Milton Marsh and do not return.

Which prediction about two of the marsh populations is best supported by the food web in Figure 1?

", "prompt_plain": "Part A One winter, all the herons leave Milton Marsh and do not return. Which prediction about two of the marsh populations is best supported by the food web in Figure 1?", "context_html": "", "options": [ { "id": "cA24", "text": "The small fish and the water insects will both increase, because removing the top predator benefits the animals below it.", "plain": "The small fish and the water insects will both increase, because removing the top predator benefits the animals below it.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "The small fish will increase, but the water insects will stay about the same, because the change stops with the heron’s direct prey.", "plain": "The small fish will increase, but the water insects will stay about the same, because the change stops with the heron’s direct prey.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "The small fish will increase, and the increased small-fish population will make the water insects decrease by eating more of them.", "plain": "The small fish will increase, and the increased small-fish population will make the water insects decrease by eating more of them.", "correct": true, "kind": "choice" }, { "id": "cD24", "text": "The small fish and the water insects will both stay about the same, because the marsh’s algae supply does not change.", "plain": "The small fish and the water insects will both stay about the same, because the marsh’s algae supply does not change.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b5eabed3-f8a7-49f5-9507-398593560a90" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC24" ] }, "n_options": 4, "passage_html": "

Milton Marsh Food Web

A field-science class spent a season mapping the feeding relationships in Milton Marsh. Figure 1 shows the food web the class made. Each arrow points from a living thing to the animal that eats it, showing the direction that energy moves. The web shows every feeding relationship the class observed in the marsh.

Figure 1. Milton Marsh Food Web

\"Food

", "passage_plain": "Milton Marsh Food Web A field-science class spent a season mapping the feeding relationships in Milton Marsh. Figure 1 shows the food web the class made. Each arrow points from a living thing to the animal that eats it, showing the direction that energy moves. The web shows every feeding relationship the class observed in the marsh. Figure 1. Milton Marsh Food Web" }, { "n": 25, "item_id": "_b082b772-0e95-49a7-829f-1838065268ca", "type": "choice", "title": "Milton Marsh — Part B", "standards": [ "MS-LS2-2" ], "prompt_html": "

Part B

Which feeding relationship shown in Figure 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which feeding relationship shown in Figure 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA25", "text": "The small fish is a predator of the heron, and the water insects prey on the small fish.", "plain": "The small fish is a predator of the heron, and the water insects prey on the small fish.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "The heron is a predator of the small fish, and the small fish preys on the water insects.", "plain": "The heron is a predator of the small fish, and the small fish preys on the water insects.", "correct": true, "kind": "choice" }, { "id": "cC25", "text": "The heron is a direct predator of the water insects, so the insects are the heron’s prey.", "plain": "The heron is a direct predator of the water insects, so the insects are the heron’s prey.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The snails eat algae in the marsh, and the heron is a predator of the snails.", "plain": "The snails eat algae in the marsh, and the heron is a predator of the snails.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b5eabed3-f8a7-49f5-9507-398593560a90" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB25" ] }, "n_options": 4, "passage_html": "

Milton Marsh Food Web

A field-science class spent a season mapping the feeding relationships in Milton Marsh. Figure 1 shows the food web the class made. Each arrow points from a living thing to the animal that eats it, showing the direction that energy moves. The web shows every feeding relationship the class observed in the marsh.

Figure 1. Milton Marsh Food Web

\"Food

", "passage_plain": "Milton Marsh Food Web A field-science class spent a season mapping the feeding relationships in Milton Marsh. Figure 1 shows the food web the class made. Each arrow points from a living thing to the animal that eats it, showing the direction that energy moves. The web shows every feeding relationship the class observed in the marsh. Figure 1. Milton Marsh Food Web" }, { "n": 26, "item_id": "_0c7fe9cb-93a4-4c0d-bd63-455b18f16def", "type": "choice", "title": "Cart Collision — Part A", "standards": [ "MS-PS2-1" ], "prompt_html": "

Part A

Look at Table 1.

Which claim about the forces the two carts exert on each other during a collision is best supported by the data?

", "prompt_plain": "Part A Look at Table 1. Which claim about the forces the two carts exert on each other during a collision is best supported by the data?", "context_html": "", "options": [ { "id": "cA26", "text": "The heavier cart always pushes on the lighter cart harder than it gets pushed back.", "plain": "The heavier cart always pushes on the lighter cart harder than it gets pushed back.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "The two carts always push on each other with equal strength during a collision.", "plain": "The two carts always push on each other with equal strength during a collision.", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "The cart that speeds up faster always receives the stronger push in a collision.", "plain": "The cart that speeds up faster always receives the stronger push in a collision.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "The two carts only push with equal strength when their masses are also equal.", "plain": "The two carts only push with equal strength when their masses are also equal.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c5aa1b9f-9397-4fee-be56-9ec9d0e1c58f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB26" ] }, "n_options": 4, "passage_html": "

Cart Collision Data

Owen and Priya roll two laboratory carts toward each other on a level track so that the carts collide. Cart A has a mass of 1 kilogram. Cart B carries a metal block and has a mass of 2 kilograms. A force sensor on each cart’s bumper records the strength of the push that cart receives during the collision. A motion sensor records each cart’s acceleration - how quickly its speed changes. Table 1 shows the readings from three collision trials.

Table 1. Collision Trial Readings

TrialForce on Cart A (N)Force on Cart B (N)Acceleration of Cart A (m/s²)Acceleration of Cart B (m/s²)
18884
21010105
31212126
", "passage_plain": "Cart Collision Data Owen and Priya roll two laboratory carts toward each other on a level track so that the carts collide. Cart A has a mass of 1 kilogram. Cart B carries a metal block and has a mass of 2 kilograms. A force sensor on each cart’s bumper records the strength of the push that cart receives during the collision. A motion sensor records each cart’s acceleration - how quickly its speed changes. Table 1 shows the readings from three collision trials. Table 1. Collision Trial Readings Trial Force on Cart A (N) Force on Cart B (N) Acceleration of Cart A (m/s²) Acceleration of Cart B (m/s²) 1 8 8 8 4 2 10 10 10 5 3 12 12 12 6" }, { "n": 27, "item_id": "_70ab58c0-693b-49e1-bf00-3d7129b90a47", "type": "choice", "title": "Cart Collision — Part B", "standards": [ "MS-PS2-1" ], "prompt_html": "

Part B

Which feature of the data in Table 1 is the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which feature of the data in Table 1 is the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA27", "text": "In each of the three trials, the force on Cart A equals the force on Cart B.", "plain": "In each of the three trials, the force on Cart A equals the force on Cart B.", "correct": true, "kind": "choice" }, { "id": "cB27", "text": "In each of the three trials, Cart A’s acceleration is exactly double the acceleration of Cart B.", "plain": "In each of the three trials, Cart A’s acceleration is exactly double the acceleration of Cart B.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "From Trial 1 to Trial 3, the recorded forces grow larger with each trial.", "plain": "From Trial 1 to Trial 3, the recorded forces grow larger with each trial.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Cart B carries the metal block and has twice as much mass as Cart A.", "plain": "Cart B carries the metal block and has twice as much mass as Cart A.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c5aa1b9f-9397-4fee-be56-9ec9d0e1c58f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA27" ] }, "n_options": 4, "passage_html": "

Cart Collision Data

Owen and Priya roll two laboratory carts toward each other on a level track so that the carts collide. Cart A has a mass of 1 kilogram. Cart B carries a metal block and has a mass of 2 kilograms. A force sensor on each cart’s bumper records the strength of the push that cart receives during the collision. A motion sensor records each cart’s acceleration - how quickly its speed changes. Table 1 shows the readings from three collision trials.

Table 1. Collision Trial Readings

TrialForce on Cart A (N)Force on Cart B (N)Acceleration of Cart A (m/s²)Acceleration of Cart B (m/s²)
18884
21010105
31212126
", "passage_plain": "Cart Collision Data Owen and Priya roll two laboratory carts toward each other on a level track so that the carts collide. Cart A has a mass of 1 kilogram. Cart B carries a metal block and has a mass of 2 kilograms. A force sensor on each cart’s bumper records the strength of the push that cart receives during the collision. A motion sensor records each cart’s acceleration - how quickly its speed changes. Table 1 shows the readings from three collision trials. Table 1. Collision Trial Readings Trial Force on Cart A (N) Force on Cart B (N) Acceleration of Cart A (m/s²) Acceleration of Cart B (m/s²) 1 8 8 8 4 2 10 10 10 5 3 12 12 12 6" }, { "n": 28, "item_id": "_973d1548-635e-47e7-b52a-cdfddf7376d0", "type": "choice", "title": "Shuttle Train Motion Log", "standards": [ "MS-PS2-2" ], "prompt_html": "

Rashid rides the airport shuttle train from the Main Terminal toward Concourse B on a straight track that runs due west. The screen in his car displays the motion log in Table 1 for this leg of the ride.

Table 1. Shuttle Motion Log

Log entryReading
Direction of traveldue west, straight track
Speed at start of leg5.0 meters per second (m/s)
Speed at end of leg15.0 meters per second (m/s)

Which table correctly records the shuttle train’s speed and velocity at the start and at the end of the leg?

", "prompt_plain": "Rashid rides the airport shuttle train from the Main Terminal toward Concourse B on a straight track that runs due west. The screen in his car displays the motion log in Table 1 for this leg of the ride. Table 1. Shuttle Motion Log Log entry Reading Direction of travel due west, straight track Speed at start of leg 5.0 meters per second (m/s) Speed at end of leg 15.0 meters per second (m/s) Which table correctly records the shuttle train’s speed and velocity at the start and at the end of the leg?", "context_html": "", "options": [ { "id": "cA28", "text": "
Motion RecordSpeedVelocity
Start5.0 m/s west5.0 m/s
End15.0 m/s west15.0 m/s
", "plain": "Motion Record Speed Velocity Start 5.0 m/s west 5.0 m/s End 15.0 m/s west 15.0 m/s", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "
Motion RecordSpeedVelocity
Start5.0 m/s0.0 m/s² west
End15.0 m/s10.0 m/s² west
", "plain": "Motion Record Speed Velocity Start 5.0 m/s 0.0 m/s² west End 15.0 m/s 10.0 m/s² west", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "
Motion RecordSpeedVelocity
Start5.0 m/s west5.0 m/s west
End15.0 m/s west15.0 m/s west
", "plain": "Motion Record Speed Velocity Start 5.0 m/s west 5.0 m/s west End 15.0 m/s west 15.0 m/s west", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "
Motion RecordSpeedVelocity
Start5.0 m/s5.0 m/s west
End15.0 m/s15.0 m/s west
", "plain": "Motion Record Speed Velocity Start 5.0 m/s 5.0 m/s west End 15.0 m/s 15.0 m/s west", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_718f3d59-4a02-4850-becd-4c6e29973e01", "type": "choice", "title": "Go-Kart Test Report", "standards": [ "MS-PS2-2" ], "prompt_html": "

Mei’s STEM-club team tests an electric go-kart on a straight, level track. Before the run, the team predicts the go-kart’s acceleration with the equation acceleration = net force ÷ mass, using the values in their test report, Table 1. During the run, a motion sensor measures the actual acceleration.

Table 1. Go-Kart Test Report

Report lineValue
Motor push force used in the calculation250 N
Friction force used in the calculation50 N
Mass used in the calculation100 kg
Predicted acceleration2.0 m/s²
Measured acceleration2.5 m/s²

The measured acceleration was greater than the predicted acceleration. Choose the TWO errors that could explain the difference.

", "prompt_plain": "Mei’s STEM-club team tests an electric go-kart on a straight, level track. Before the run, the team predicts the go-kart’s acceleration with the equation acceleration = net force ÷ mass, using the values in their test report, Table 1. During the run, a motion sensor measures the actual acceleration. Table 1. Go-Kart Test Report Report line Value Motor push force used in the calculation 250 N Friction force used in the calculation 50 N Mass used in the calculation 100 kg Predicted acceleration 2.0 m/s² Measured acceleration 2.5 m/s² The measured acceleration was greater than the predicted acceleration. Choose the TWO errors that could explain the difference.", "context_html": "", "options": [ { "id": "cA29", "text": "The team left out the air resistance that pushed backward on the go-kart during the run.", "plain": "The team left out the air resistance that pushed backward on the go-kart during the run.", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "The mass value the team used in the calculation was larger than the go-kart’s actual mass.", "plain": "The mass value the team used in the calculation was larger than the go-kart’s actual mass.", "correct": true, "kind": "choice" }, { "id": "cC29", "text": "The motor pushed forward with less force during the run than the value in the calculation.", "plain": "The motor pushed forward with less force during the run than the value in the calculation.", "correct": false, "kind": "choice" }, { "id": "cD29", "text": "The friction force value used in the calculation was larger than the actual friction on the track.", "plain": "The friction force value used in the calculation was larger than the actual friction on the track.", "correct": true, "kind": "choice" }, { "id": "cE29", "text": "The track pushed on the go-kart’s wheels with a force equal and opposite to the wheels’ push.", "plain": "The track pushed on the go-kart’s wheels with a force equal and opposite to the wheels’ push.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB29", "cD29" ] }, "n_options": 5 }, { "n": 30, "item_id": "_7ff8f3b2-d8ac-4fbf-a229-06bd9c44085b", "type": "inline-choice", "title": "Spoon in Hot Cocoa", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Quinn leaves a metal spoon in a mug of hot cocoa on the kitchen table. Ten minutes later, the spoon handle feels as warm as the cocoa.

\"A

Complete the explanation by choosing the correct word or phrase for each blank.

Where the metal spoon touches the cocoa, thermal energy flows from the to the .

The energy transfer between the cocoa and the spoon stops when the two of them .

Scientists call this balanced state .

", "options": [ { "id": "cIC1Ob573f0e85", "text": "air in the room", "plain": "air in the room", "correct": false, "kind": "inline" }, { "id": "cIC1Ob144f6921", "text": "cocoa", "plain": "cocoa", "correct": true, "kind": "inline" }, { "id": "cIC1O0f017b911", "text": "metal spoon", "plain": "metal spoon", "correct": false, "kind": "inline" }, { "id": "cIC2Oc96b19d9c", "text": "air in the room", "plain": "air in the room", "correct": false, "kind": "inline" }, { "id": "cIC2Oc4843713f", "text": "cocoa", "plain": "cocoa", "correct": false, "kind": "inline" }, { "id": "cIC2O6efd80eb6", "text": "metal spoon", "plain": "metal spoon", "correct": true, "kind": "inline" }, { "id": "cIC3Oe322dfa25", "text": "cool down to the temperature of the room", "plain": "cool down to the temperature of the room", "correct": false, "kind": "inline" }, { "id": "cIC3O83bfd7497", "text": "hold the same amount of thermal energy", "plain": "hold the same amount of thermal energy", "correct": false, "kind": "inline" }, { "id": "cIC3O32a320fb5", "text": "reach the same temperature", "plain": "reach the same temperature", "correct": true, "kind": "inline" }, { "id": "cIC4O6659e4bca", "text": "conduction", "plain": "conduction", "correct": false, "kind": "inline" }, { "id": "cIC4O08f33c374", "text": "insulation", "plain": "insulation", "correct": false, "kind": "inline" }, { "id": "cIC4Oa97bb2f43", "text": "thermal equilibrium", "plain": "thermal equilibrium", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-24/images/slot30.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1Ob144f6921" ], "RESPONSE2": [ "cIC2O6efd80eb6" ], "RESPONSE3": [ "cIC3O32a320fb5" ], "RESPONSE4": [ "cIC4Oa97bb2f43" ] }, "n_options": 12 }, { "n": 31, "item_id": "_0024009d-0f62-4109-b411-f27084ec5d95", "type": "choice", "title": "Window Film — Part A", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part A

The class writes four claims about the three films.

Look at Table 1. Which claim is best supported by the data?

", "prompt_plain": "Part A The class writes four claims about the three films. Look at Table 1. Which claim is best supported by the data?", "context_html": "", "options": [ { "id": "cA31", "text": "Film 1 lets the least light through, because it reflects the smallest share of the light that hits it.", "plain": "Film 1 lets the least light through, because it reflects the smallest share of the light that hits it.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Film 2 absorbs most of the light that hits it, because most of the light does not pass through.", "plain": "Film 2 absorbs most of the light that hits it, because most of the light does not pass through.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "Film 2 lets the least light through, because most of the light that hits it is reflected or absorbed.", "plain": "Film 2 lets the least light through, because most of the light that hits it is reflected or absorbed.", "correct": true, "kind": "choice" }, { "id": "cD31", "text": "Film 3 lets the least light through, because it absorbs the smallest share of the light that hits it.", "plain": "Film 3 lets the least light through, because it absorbs the smallest share of the light that hits it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_70f802a5-bd20-436c-a7ca-67861568d3c7" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC31" ] }, "n_options": 4, "passage_html": "

Window Film Light Test

Sabine’s class tests three window films for the school’s sun-facing windows. A window film is a thin sheet that sticks onto glass. The class shines the same lamp at a sample of each film and uses light meters to measure where the lamp’s light goes. For each film, the class records the percent of the light that is reflected by the film, the percent that is absorbed by the film, and the percent that is transmitted through the film. Every part of the lamp’s light is counted in exactly one of the three groups. Table 1 shows the results.

Table 1. Light-Meter Results

FilmLight reflected (%)Light absorbed (%)Light transmitted (%)
Film 1102070
Film 2553015
Film 3251560
", "passage_plain": "Window Film Light Test Sabine’s class tests three window films for the school’s sun-facing windows. A window film is a thin sheet that sticks onto glass. The class shines the same lamp at a sample of each film and uses light meters to measure where the lamp’s light goes. For each film, the class records the percent of the light that is reflected by the film, the percent that is absorbed by the film, and the percent that is transmitted through the film. Every part of the lamp’s light is counted in exactly one of the three groups. Table 1 shows the results. Table 1. Light-Meter Results Film Light reflected (%) Light absorbed (%) Light transmitted (%) Film 1 10 20 70 Film 2 55 30 15 Film 3 25 15 60" }, { "n": 32, "item_id": "_990be1fc-8e0f-4e9e-b817-ef705b0b9643", "type": "choice", "title": "Window Film — Part B", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part B

Which two values from Table 1 are the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which two values from Table 1 are the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA32", "text": "the 10% reflected by Film 1 and the 55% reflected by Film 2", "plain": "the 10% reflected by Film 1 and the 55% reflected by Film 2", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "the 20% absorbed by Film 1 and the 30% absorbed by Film 2", "plain": "the 20% absorbed by Film 1 and the 30% absorbed by Film 2", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "the 70% transmitted through Film 1 and the 60% transmitted through Film 3", "plain": "the 70% transmitted through Film 1 and the 60% transmitted through Film 3", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "the 15% transmitted through Film 2 and the 60% transmitted through Film 3", "plain": "the 15% transmitted through Film 2 and the 60% transmitted through Film 3", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_70f802a5-bd20-436c-a7ca-67861568d3c7" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD32" ] }, "n_options": 4, "passage_html": "

Window Film Light Test

Sabine’s class tests three window films for the school’s sun-facing windows. A window film is a thin sheet that sticks onto glass. The class shines the same lamp at a sample of each film and uses light meters to measure where the lamp’s light goes. For each film, the class records the percent of the light that is reflected by the film, the percent that is absorbed by the film, and the percent that is transmitted through the film. Every part of the lamp’s light is counted in exactly one of the three groups. Table 1 shows the results.

Table 1. Light-Meter Results

FilmLight reflected (%)Light absorbed (%)Light transmitted (%)
Film 1102070
Film 2553015
Film 3251560
", "passage_plain": "Window Film Light Test Sabine’s class tests three window films for the school’s sun-facing windows. A window film is a thin sheet that sticks onto glass. The class shines the same lamp at a sample of each film and uses light meters to measure where the lamp’s light goes. For each film, the class records the percent of the light that is reflected by the film, the percent that is absorbed by the film, and the percent that is transmitted through the film. Every part of the lamp’s light is counted in exactly one of the three groups. Table 1 shows the results. Table 1. Light-Meter Results Film Light reflected (%) Light absorbed (%) Light transmitted (%) Film 1 10 20 70 Film 2 55 30 15 Film 3 25 15 60" }, { "n": 33, "item_id": "_55854a54-cdde-4d4c-b7ed-117d5ada50a5", "type": "choice", "title": "Kit Tray Molecule Models", "standards": [ "MS-PS1-1" ], "prompt_html": "

Four students at the bench each build a model and say it shows one molecule of H2SO4. The pictures in the answer choices show the four models.

Look at Figure 1. Which model shows one molecule of H2SO4 as described on the molecule card?

", "prompt_plain": "Four students at the bench each build a model and say it shows one molecule of H 2 SO 4 . The pictures in the answer choices show the four models. Look at Figure 1. Which model shows one molecule of H 2 SO 4 as described on the molecule card?", "context_html": "", "options": [ { "id": "cA33", "text": "

\"Ball-and-stick

a model of 1 white ball, 1 yellow ball, and 1 red ball joined into one piece

", "plain": "a model of 1 white ball, 1 yellow ball, and 1 red ball joined into one piece", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "

\"Ball-and-stick

a model of 2 white balls, 4 yellow balls, and 1 red ball joined into one piece

", "plain": "a model of 2 white balls, 4 yellow balls, and 1 red ball joined into one piece", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "

\"Ball-and-stick

a model of 2 white balls, 1 yellow ball, and 4 red balls split into two separate pieces

", "plain": "a model of 2 white balls, 1 yellow ball, and 4 red balls split into two separate pieces", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "

\"Ball-and-stick

a model of 2 white balls, 1 yellow ball, and 4 red balls joined into one piece

", "plain": "a model of 2 white balls, 1 yellow ball, and 4 red balls joined into one piece", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-24/images/slot33a_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-24/images/slot33b.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-24/images/slot33c_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-24/images/slot33d.png" ], "stimulus_ids": [ "_495eb0cd-105a-47c8-9fc9-ed6cc4034cb6" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD33" ] }, "n_options": 4, "passage_html": "

Bench Model-Kit Check

Tavis’s class builds molecule models at the supply bench. Each kit tray holds colored balls that stand for atoms and short sticks that stand for the chemical bonds joining atoms into molecules. In Tavis’s kit, white balls stand for hydrogen (H) atoms, yellow balls stand for sulfur (S) atoms, and red balls stand for oxygen (O) atoms. Each tray also comes with a printed molecule card. Tavis’s card reads: H2SO4 — one molecule contains 2 hydrogen (H) atoms, 1 sulfur (S) atom, and 4 oxygen (O) atoms. Figure 1 shows the kit tray and the molecule card.

Figure 1. Kit Tray and Molecule Card

\"A

", "passage_plain": "Bench Model-Kit Check Tavis’s class builds molecule models at the supply bench. Each kit tray holds colored balls that stand for atoms and short sticks that stand for the chemical bonds joining atoms into molecules. In Tavis’s kit, white balls stand for hydrogen (H) atoms, yellow balls stand for sulfur (S) atoms, and red balls stand for oxygen (O) atoms. Each tray also comes with a printed molecule card. Tavis’s card reads: H 2 SO 4 — one molecule contains 2 hydrogen (H) atoms, 1 sulfur (S) atom, and 4 oxygen (O) atoms. Figure 1 shows the kit tray and the molecule card. Figure 1. Kit Tray and Molecule Card" }, { "n": 34, "item_id": "_759533e5-3b7d-40c1-94f1-9b34a4465eeb", "type": "choice", "title": "The Leftover Red Ball", "standards": [ "MS-PS1-1" ], "prompt_html": "

Later, Tavis finds a finished model left on the bench beside a second H2SO4 molecule card. The diagram below shows the model and one loose red ball lying in the tray.

\"A

Which change would fix the model so that it shows one molecule of H2SO4?

", "prompt_plain": "Later, Tavis finds a finished model left on the bench beside a second H 2 SO 4 molecule card. The diagram below shows the model and one loose red ball lying in the tray. Which change would fix the model so that it shows one molecule of H 2 SO 4 ?", "context_html": "", "options": [ { "id": "cA34", "text": "Join the loose red ball to the model with a stick, so one connected piece holds the seven balls.", "plain": "Join the loose red ball to the model with a stick, so one connected piece holds the seven balls.", "correct": true, "kind": "choice" }, { "id": "cB34", "text": "Put the loose red ball away as a spare part, because the balls already joined make up the model.", "plain": "Put the loose red ball away as a spare part, because the balls already joined make up the model.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Add a second yellow ball to the model, so it holds equal numbers of yellow balls and white balls.", "plain": "Add a second yellow ball to the model, so it holds equal numbers of yellow balls and white balls.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Take the model apart into separate pieces, with one piece for each element named on the molecule card.", "plain": "Take the model apart into separate pieces, with one piece for each element named on the molecule card.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-24/images/slot34.png" ], "stimulus_ids": [ "_495eb0cd-105a-47c8-9fc9-ed6cc4034cb6" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA34" ] }, "n_options": 4, "passage_html": "

Bench Model-Kit Check

Tavis’s class builds molecule models at the supply bench. Each kit tray holds colored balls that stand for atoms and short sticks that stand for the chemical bonds joining atoms into molecules. In Tavis’s kit, white balls stand for hydrogen (H) atoms, yellow balls stand for sulfur (S) atoms, and red balls stand for oxygen (O) atoms. Each tray also comes with a printed molecule card. Tavis’s card reads: H2SO4 — one molecule contains 2 hydrogen (H) atoms, 1 sulfur (S) atom, and 4 oxygen (O) atoms. Figure 1 shows the kit tray and the molecule card.

Figure 1. Kit Tray and Molecule Card

\"A

", "passage_plain": "Bench Model-Kit Check Tavis’s class builds molecule models at the supply bench. Each kit tray holds colored balls that stand for atoms and short sticks that stand for the chemical bonds joining atoms into molecules. In Tavis’s kit, white balls stand for hydrogen (H) atoms, yellow balls stand for sulfur (S) atoms, and red balls stand for oxygen (O) atoms. Each tray also comes with a printed molecule card. Tavis’s card reads: H 2 SO 4 — one molecule contains 2 hydrogen (H) atoms, 1 sulfur (S) atom, and 4 oxygen (O) atoms. Figure 1 shows the kit tray and the molecule card. Figure 1. Kit Tray and Molecule Card" }, { "n": 35, "item_id": "_21d2285b-a5bb-462b-a9f8-d08f7add0d4b", "type": "text-entry", "title": "Water Molecule Atom Count", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Una studies the table below about the water molecule.

Chemical formula of waterH2O
Hydrogen (H) atoms in one molecule2
Oxygen (O) atoms in one molecule1

How many hydrogen atoms are in 6 molecules of H2O in total? Enter the exact number.

Give your answer as a whole number (e.g., 20).

Total hydrogen atoms:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "12" ] }, "n_options": 0 }, { "n": 36, "item_id": "_52b4f333-b264-4685-835e-be75e6c93cea", "type": "gap-match", "title": "Particle Panels of a Substance", "standards": [ "MS-PS1-4" ], "prompt_html": "

Val draws three particle panels of the same substance, one panel for each state of matter. Every panel shows the same 12 particles of the substance.

 

Drag one state label onto each panel to show which state of matter the panel represents. Use each label exactly once.

", "prompt_plain": "Val draws three particle panels of the same substance, one panel for each state of matter. Every panel shows the same 12 particles of the substance. Drag one state label onto each panel to show which state of matter the panel represents. Use each label exactly once.", "context_html": "", "options": [ { "id": "d1", "text": "solid", "plain": "solid", "correct": false, "kind": "gap-token" }, { "id": "d2", "text": "gas", "plain": "gas", "correct": false, "kind": "gap-token" }, { "id": "d3", "text": "liquid", "plain": "liquid", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-24/images/slot36.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "d2 g1", "d1 g2", "d3 g3" ] }, "n_options": 3 }, { "n": 37, "item_id": "_07584f83-2b41-4d6f-a124-20be4db01c17", "type": "inline-choice", "title": "Ice Cubes and the Freezer", "standards": [ "MS-PS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Wes fills an ice-cube tray with water and puts it in the freezer overnight. In the morning the water has frozen solid. At lunch, Wes drops two of the ice cubes into a glass of water and watches them slowly melt.

Choose the option that best completes each sentence.

As the ice cubes melt in the glass, the ice thermal energy.

As the water in the tray froze overnight, the water thermal energy.

While water freezes, its particles .

", "options": [ { "id": "cB1Oeae40654b", "text": "absorbs", "plain": "absorbs", "correct": true, "kind": "inline" }, { "id": "cB1O16852eea7", "text": "neither absorbs nor releases", "plain": "neither absorbs nor releases", "correct": false, "kind": "inline" }, { "id": "cB1Of7d023af3", "text": "releases", "plain": "releases", "correct": false, "kind": "inline" }, { "id": "cB2Oe3d9a0455", "text": "absorbed", "plain": "absorbed", "correct": false, "kind": "inline" }, { "id": "cB2O993cdc693", "text": "neither absorbed nor released", "plain": "neither absorbed nor released", "correct": false, "kind": "inline" }, { "id": "cB2O7a9b4141d", "text": "released", "plain": "released", "correct": true, "kind": "inline" }, { "id": "cB3O42f0e6f08", "text": "spread far apart and move much faster", "plain": "spread far apart and move much faster", "correct": false, "kind": "inline" }, { "id": "cB3O178794496", "text": "lock into fixed positions and keep vibrating", "plain": "lock into fixed positions and keep vibrating", "correct": true, "kind": "inline" }, { "id": "cB3O44603ff9e", "text": "remain still unless the solid is heated again", "plain": "remain still unless the solid is heated again", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Oeae40654b" ], "RESPONSE2": [ "cB2O7a9b4141d" ], "RESPONSE3": [ "cB3O178794496" ] }, "n_options": 9 }, { "n": 38, "item_id": "_c661c69c-cb19-4c34-b879-fa53451fc108", "type": "choice", "title": "Poster Marker Cartridge Test", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Xiomara’s art club is choosing a refill ink cartridge for its felt-tip poster markers. A supply company tested one cartridge of each model in the same marker. Table 1 shows how far each cartridge model wrote before running dry, and its cost.

Table 1. Cartridge Write-Length Test

Cartridge modelWrite length before running dryCost per cartridge
Cartridge 1300 m$1.00
Cartridge 2550 m$1.50
Cartridge 3600 m$3.50

The club wants long write-length at a low cost. Based on Table 1, which choice best weighs this trade-off?

", "prompt_plain": "Xiomara’s art club is choosing a refill ink cartridge for its felt-tip poster markers. A supply company tested one cartridge of each model in the same marker. Table 1 shows how far each cartridge model wrote before running dry, and its cost. Table 1. Cartridge Write-Length Test Cartridge model Write length before running dry Cost per cartridge Cartridge 1 300 m $1.00 Cartridge 2 550 m $1.50 Cartridge 3 600 m $3.50 The club wants long write-length at a low cost. Based on Table 1, which choice best weighs this trade-off?", "context_html": "", "options": [ { "id": "cA38", "text": "Cartridge 1, because it costs the least of the three cartridge models the company tested.", "plain": "Cartridge 1, because it costs the least of the three cartridge models the company tested.", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Cartridge 2, because it writes nearly as far as Cartridge 3 for under half the price.", "plain": "Cartridge 2, because it writes nearly as far as Cartridge 3 for under half the price.", "correct": true, "kind": "choice" }, { "id": "cC38", "text": "Cartridge 3, because it writes farther before running dry than the other two cartridge models.", "plain": "Cartridge 3, because it writes farther before running dry than the other two cartridge models.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Cartridge 3, because a higher-priced cartridge is made from better materials than a cheaper one.", "plain": "Cartridge 3, because a higher-priced cartridge is made from better materials than a cheaper one.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB38" ] }, "n_options": 4 }, { "n": 39, "item_id": "_e457babb-a7ba-448a-80f9-0623b259f7a2", "type": "choice", "title": "Bookshelf Bracket Sag Test", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Yusuf’s woodworking club tests three metal bracket designs for a library bookshelf. The club’s requirement: with the 12-kilogram load on the shelf, the shelf may sag 5 millimeters or less. The club measures the sag for each bracket at three test loads. Table 1 shows the results.

Table 1. Bracket Sag-Test Results

Bracket designSag with 8-kg loadSag with 12-kg loadSag with 16-kg load
Bracket 12 mm8 mm14 mm
Bracket 21 mm3 mm7 mm
Bracket 32 mm4 mm9 mm

Look at Table 1. Choose the TWO statements that the test results support.

", "prompt_plain": "Yusuf’s woodworking club tests three metal bracket designs for a library bookshelf. The club’s requirement: with the 12-kilogram load on the shelf, the shelf may sag 5 millimeters or less. The club measures the sag for each bracket at three test loads. Table 1 shows the results. Table 1. Bracket Sag-Test Results Bracket design Sag with 8-kg load Sag with 12-kg load Sag with 16-kg load Bracket 1 2 mm 8 mm 14 mm Bracket 2 1 mm 3 mm 7 mm Bracket 3 2 mm 4 mm 9 mm Look at Table 1. Choose the TWO statements that the test results support.", "context_html": "", "options": [ { "id": "cA39", "text": "Bracket 1 met the sag requirement in the club’s test.", "plain": "Bracket 1 met the sag requirement in the club’s test.", "correct": false, "kind": "choice" }, { "id": "cB39", "text": "Bracket 2 met the sag requirement in the club’s test.", "plain": "Bracket 2 met the sag requirement in the club’s test.", "correct": true, "kind": "choice" }, { "id": "cC39", "text": "Bracket 3 met the sag requirement in the club’s test.", "plain": "Bracket 3 met the sag requirement in the club’s test.", "correct": true, "kind": "choice" }, { "id": "cD39", "text": "Bracket 2 sagged less as the test load on it increased.", "plain": "Bracket 2 sagged less as the test load on it increased.", "correct": false, "kind": "choice" }, { "id": "cE39", "text": "Each bracket’s sag doubled when the test load was doubled.", "plain": "Each bracket’s sag doubled when the test load was doubled.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, C", "key_values": { "RESPONSE": [ "cB39", "cC39" ] }, "n_options": 5 }, { "n": 40, "item_id": "_1e5fa56e-123e-42dc-a1bd-7289af0cc0f0", "type": "order", "title": "Library Doorstop Project", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Zola’s maker club is designing a better doorstop for the library’s heavy front door. The club writes each step of its work on a card, one card per step of the design cycle.

 

Drag the cards into the boxes in the order the club should do them, from first to last.

", "prompt_plain": "Zola’s maker club is designing a better doorstop for the library’s heavy front door. The club writes each step of its work on a card, one card per step of the design cycle. Drag the cards into the boxes in the order the club should do them, from first to last.", "context_html": "", "options": [ { "id": "o40E477ff2aa", "text": "Revise the design to close the gap.", "plain": "Revise the design to close the gap.", "correct": true, "kind": "choice" }, { "id": "o40Aa7dddb10", "text": "Propose a doorstop idea and sketch the design.", "plain": "Propose a doorstop idea and sketch the design.", "correct": true, "kind": "choice" }, { "id": "o40D6d8129b1", "text": "Analyze the test results to find the performance gap.", "plain": "Analyze the test results to find the performance gap.", "correct": true, "kind": "choice" }, { "id": "o40B2b832544", "text": "Build a model of the proposed doorstop.", "plain": "Build a model of the proposed doorstop.", "correct": true, "kind": "choice" }, { "id": "o40C12c0f71e", "text": "Test the model on the library’s front door.", "plain": "Test the model on the library’s front door.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D, E", "key_values": { "RESPONSE": [ "o40Aa7dddb10", "o40B2b832544", "o40C12c0f71e", "o40D6d8129b1", "o40E477ff2aa" ] }, "n_options": 5 } ] }, { "form": "G6.25", "grade": "G6", "title": "Alpha Standardized Science G6.25", "test_id": "_test-0206c7ac-5d17-49e1-a156-2c5a6dbeadbc", "n_items": 40, "n_stimuli": 11, "stimuli": { "_1e10de7e-19bc-49f8-9ca6-5043fb8de594": { "title": "The Earth Orbit Poster", "html": "

The Earth Orbit Poster

Javier made a poster of Earth’s orbit for the classroom wall. The poster shows the Sun and Earth at four circled positions, numbered 1 through 4. At every position, the poster shows Earth’s axis tilted by the same amount in the same direction. The north end of the axis is marked N. Figure 1 shows the poster.

Figure 1. The Orbit Poster

\"A

" }, "_307d27e7-00d9-49aa-8cdd-791f94fcd0b3": { "title": "Canyon Amphitheater Readings", "html": "

Canyon Amphitheater Readings

Zuri’s hiking group stops at a natural rock amphitheater deep in a desert canyon. One side is a tall cliff wall of smooth, hard rock. The other side is a long slope of loose, dark sand. The cliff wall and the sand slope are each about 40 meters from the group. From that center spot, the group makes one loud clap and uses a sound meter to measure the echo returning from each side and from the flat gravel ground between the two sides. The group also points a light meter at each surface to measure how much sunlight bounces back. Higher meter numbers mean more sound or light returned. Table 1 shows the five readings. Figure 1 shows the amphitheater.

Figure 1. The Amphitheater

\"Hikers

Table 1. Amphitheater Readings

ReadingWhat was measuredResult
1Echo of the clap returning from the cliff wall66 dB — a loud, clear echo
2Echo of the clap returning from the sand slope41 dB — a faint echo
3Sunlight bouncing back from the cliff wall780 (light-meter units)
4Sunlight bouncing back from the sand slope95 (light-meter units)
5Echo of the clap returning from the flat gravel ground between the two sides48 dB — a soft echo
" }, "_a2310eed-052b-437c-99af-48d958c9e976": { "title": "Gullwing Harbor Survey", "html": "

Gullwing Harbor Survey

A survey team counts the living things in Gullwing Harbor. Figure 1 shows the harbor food web. Each arrow points from an organism to the organism that eats it, showing how energy and matter move. The inset in Figure 1 shows the harbor's energy pyramid, with the producers at the bottom. In Year 1, a disease began killing the harbor seals. The disease harms only seals. Table 1 shows the team's counts in one survey area in Year 1 and in Year 3.

Figure 1. Gullwing Harbor Food Web (with energy-pyramid inset)

\"Food

Table 1. Survey Counts

OrganismYear 1 countYear 3 count
Harbor seals428
Crabs60190
Clams900310
" }, "_70e2d773-0508-4e84-a153-22a0239c8070": { "title": "The Gray Mesa Puzzle", "html": "

The Gray Mesa Puzzle

Gray Mesa is a high, dry plateau where an ancient farming settlement once stood. About seven hundred years ago, every family left. Two scientists disagree about why. Scientist 1 claims a long drought drove the farmers away when their crops failed. Scientist 2 claims conflict with neighboring groups forced them to leave. To test the claims, researchers measured tree rings in wood from old roof beams and from the oldest living trees on the mesa. A tree grows one ring each year. In a wet year the ring is wide, and in a dry year the ring is narrow. Figure 1 shows the average ring width for each year from 1150 to 1300. Figure 2 shows the settlement timeline that archaeologists built from objects the families left behind.

Figure 1. Average Ring Width by Year

\"A

Figure 2. Settlement Timeline

\"A

" }, "_df78fe44-65f2-4847-9bd7-c8b9e9186fdd": { "title": "The Soap Workshop", "html": "

The Soap Workshop

Bea makes bar soap in a small workshop. She heats soap mixture in a kettle until it is a clear liquid and then pours it into molds to cool. A probe in one mold records the temperature of the soap as it cools and hardens. Figure 1 shows the recorded temperatures. While the soap cools, its lavender scent slowly fills the workshop. By late afternoon, a visitor standing at the far door, across the room from the molds, can smell the lavender.

Figure 1. Soap Temperature While Cooling

\"Line

" }, "_ce4911b0-6a19-4b6b-862d-5a0012c63de6": { "title": "Two Slides Under the Microscope", "html": "

Two Slides Under the Microscope

Isabel prepares two microscope slides in the school lab. Slide 1 holds a drop of pond water. Slide 2 holds a thin piece of lettuce leaf. At 100 times magnification, she sees a tiny green organism swimming on Slide 1 and a patchwork of box shapes on Slide 2. She then switches to the microscope’s highest power and checks each slide again for boundaries. Figure 1 shows the two views. Isabel records her observations in Table 1.

Figure 1. The Two Slides

\"Two

Table 1. Isabel’s Observations

What Isabel checkedSlide 1: pond organismSlide 2: lettuce piece
Boundaries seen at the highest powerone unbroken boundary around the outside of the ball; no dividing boundaries insidea boundary around every box shape
Movementthe whole ball swims across the viewnothing moves on its own
When the light brightensthe ball swims away from the bright spotno change seen
" }, "_9d3c5a39-1d24-4eec-94ce-c3839d1c63b3": { "title": "Tracking a Warm Current", "html": "

Tracking a Warm Current

The research ship Petrel follows a warm surface current that flows from southwest to northeast across an ocean basin. The ship stops at five stations along the current and measures the temperature of the surface water at each one. Figure 1 shows the current's path and the five stations. Table 1 shows the readings. At Station 5, the ship's instruments show surface water sinking toward the deep ocean.

Figure 1. The Petrel's Route Along the Current

\"Map

Table 1. Surface-Water Readings

StationLatitudeSurface temperature (degrees C)
125 degrees N27
233 degrees N23
341 degrees N17
449 degrees N10
557 degrees N4
" }, "_cb25bf3f-f8bb-4833-8fb3-287b4a6432f2": { "title": "Gray Point Fishery Report", "html": "

Gray Point Fishery Report

Gray Point is a coastal town where fishing boats catch ocean fish to sell for food. The town council published a report on the fishery. Figure 1 shows the total mass of fish caught each year. Figure 2 shows the number of fishing boats working out of Gray Point each year. The report also tracks the catch per boat: the total catch divided by the number of boats, which tells how much fish one boat brings in on average. In 1995 the catch per boat was 40 tonnes. In 2020 it was 15 tonnes. A harbor survey also counts the young fish in the water each summer. Since 2010, the survey has counted fewer young fish every year.

Figure 1. Total Fish Catch at Gray Point

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Figure 2. Fishing Boats at Gray Point

\"Line

" }, "_eb569493-7d94-437c-86aa-596c84907c62": { "title": "Pond Algae Problem", "html": "

Pond Algae Problem

The crew at Brindle Creek Farm stores irrigation water in a pond. This summer, thick mats of algae covered the pond's surface. Heavy algae growth clogs the irrigation pumps and lowers the oxygen level in the water. The crew lists the conditions that help algae grow quickly in this pond:

The crew compares three possible solutions. Figure 1 shows the pond. Table 1 shows what each solution does, its cost, and its main limitation.

Figure 1. The Irrigation Pond

\"A

Table 1. Three Pond Solutions

SolutionWhat it doesCostMain limitation
1. Rake the algae mats off the surface every weekRemoves the algae floating on the surfaceLowDoes not change any of the conditions that help algae grow
2. Plant a strip of grasses and shrubs between the fields and the pondThe plants' roots take up fertilizer nutrients, so runoff reaching the pond carries far fewer nutrientsMediumThe strip needs two growing seasons to fill in
3. Anchor a floating circulator in the pondKeeps the water moving and prevents a layer of warm, still surface waterMediumUses electricity and needs a yearly checkup
" }, "_99de5a23-79ec-4788-aa22-cc00512cd36b": { "title": "Skate-Park Force Trials", "html": "

Skate-Park Force Trials

Cam and Dee test forces at a skate park. Both wear helmets and stand on skateboards that roll freely. A camera and a speed sensor record each trial. Table 1 describes the two trials.

Figure 1. The Skate Park

\"Two

Table 1. Push and Bump Trials

TrialWhat the skaters didWhat the sensors recorded
1Cam stood still on his board and pushed hard with both hands on a heavy metal rail fixed beside the track.Cam rolled backward, away from the rail. The rail did not move.
2Cam (50 kg with his board) and Dee (75 kg with her board) rolled toward each other at the same speed and bumped.After the bump, Cam bounced back faster than Dee.
" }, "_983fd4b1-29d1-4e5c-bacd-a6bee29aafdc": { "title": "The Cabin Rain Barrel", "html": "

The Cabin Rain Barrel

A science club spends the summer at a cabin on a rocky coast. A rain barrel under the cabin’s roof gutter collects rainwater. The club noticed a puzzle: spray from the ocean tastes salty, but the water in the rain barrel tastes fresh. On many afternoons, a gray cloud bank forms in the air above the coast. Figure 1 shows the cabin, the rain barrel, the ocean, and the path water takes between them.

Figure 1. The Coast and the Cabin

\"A

" } }, "questions": [ { "n": 1, "item_id": "_7adea753-8071-4e25-a715-5f00981e32f6", "type": "choice", "title": "Effective Pond Solutions", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Look at the conditions list and Table 1.

Which TWO statements correctly identify the solutions that would be most effective at preventing algae growth in the pond, and why? Select the TWO correct answers.

", "prompt_plain": "Look at the conditions list and Table 1. Which TWO statements correctly identify the solutions that would be most effective at preventing algae growth in the pond, and why? Select the TWO correct answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Solution 1, because raking the mats away each week also removes the nutrients the algae need.", "plain": "Solution 1, because raking the mats away each week also removes the nutrients the algae need.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Solution 2, because the buffer strip stops most fertilizer nutrients before they reach the pond.", "plain": "Solution 2, because the buffer strip stops most fertilizer nutrients before they reach the pond.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Solution 2, because the grasses and shrubs will shade the whole pond and keep the water cool.", "plain": "Solution 2, because the grasses and shrubs will shade the whole pond and keep the water cool.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Solution 3, because the circulator keeps the water from sitting still and warming at the surface.", "plain": "Solution 3, because the circulator keeps the water from sitting still and warming at the surface.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Solution 3, because the circulator will filter the algae out of the water that flows through it.", "plain": "Solution 3, because the circulator will filter the algae out of the water that flows through it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_eb569493-7d94-437c-86aa-596c84907c62" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Pond Algae Problem

The crew at Brindle Creek Farm stores irrigation water in a pond. This summer, thick mats of algae covered the pond's surface. Heavy algae growth clogs the irrigation pumps and lowers the oxygen level in the water. The crew lists the conditions that help algae grow quickly in this pond:

The crew compares three possible solutions. Figure 1 shows the pond. Table 1 shows what each solution does, its cost, and its main limitation.

Figure 1. The Irrigation Pond

\"A

Table 1. Three Pond Solutions

SolutionWhat it doesCostMain limitation
1. Rake the algae mats off the surface every weekRemoves the algae floating on the surfaceLowDoes not change any of the conditions that help algae grow
2. Plant a strip of grasses and shrubs between the fields and the pondThe plants' roots take up fertilizer nutrients, so runoff reaching the pond carries far fewer nutrientsMediumThe strip needs two growing seasons to fill in
3. Anchor a floating circulator in the pondKeeps the water moving and prevents a layer of warm, still surface waterMediumUses electricity and needs a yearly checkup
", "passage_plain": "Pond Algae Problem The crew at Brindle Creek Farm stores irrigation water in a pond. This summer, thick mats of algae covered the pond's surface. Heavy algae growth clogs the irrigation pumps and lowers the oxygen level in the water. The crew lists the conditions that help algae grow quickly in this pond: extra nutrients washing in when rain crosses the fertilized fields uphill from the pond water that sits still surface water that warms in full sunlight The crew compares three possible solutions. Figure 1 shows the pond. Table 1 shows what each solution does, its cost, and its main limitation. Figure 1. The Irrigation Pond Table 1. Three Pond Solutions Solution What it does Cost Main limitation 1. Rake the algae mats off the surface every week Removes the algae floating on the surface Low Does not change any of the conditions that help algae grow 2. Plant a strip of grasses and shrubs between the fields and the pond The plants' roots take up fertilizer nutrients, so runoff reaching the pond carries far fewer nutrients Medium The strip needs two growing seasons to fill in 3. Anchor a floating circulator in the pond Keeps the water moving and prevents a layer of warm, still surface water Medium Uses electricity and needs a yearly checkup" }, { "n": 2, "item_id": "_2cecf044-e05e-489e-ad86-65ab3a4799a4", "type": "inline-choice", "title": "Raking the Pond Weekly", "standards": [ "MS-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

One crew member asks whether the farm could skip the other solutions and simply rake the algae mats off the pond every week.

Use Table 1. Choose the answer that best completes each sentence.

Raking would clear the pond's surface for a short time, but it would not stop the arriving from the uphill fields when rain falls.

Because the conditions that help algae grow would not change, new algae mats would appear .

", "options": [ { "id": "cB1O2a9f27028", "text": "extra nutrients", "plain": "extra nutrients", "correct": true, "kind": "inline" }, { "id": "cB1O80ff51fc6", "text": "extra oxygen", "plain": "extra oxygen", "correct": false, "kind": "inline" }, { "id": "cB1O87952e2fe", "text": "extra warmth", "plain": "extra warmth", "correct": false, "kind": "inline" }, { "id": "cB2Oa22b3af14", "text": "soon after each raking", "plain": "soon after each raking", "correct": true, "kind": "inline" }, { "id": "cB2O77fa43d23", "text": "only after many years", "plain": "only after many years", "correct": false, "kind": "inline" }, { "id": "cB2O00bb75c36", "text": "only if the farm spreads more fertilizer", "plain": "only if the farm spreads more fertilizer", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_eb569493-7d94-437c-86aa-596c84907c62" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O2a9f27028" ], "RESPONSE2": [ "cB2Oa22b3af14" ] }, "n_options": 6, "passage_html": "

Pond Algae Problem

The crew at Brindle Creek Farm stores irrigation water in a pond. This summer, thick mats of algae covered the pond's surface. Heavy algae growth clogs the irrigation pumps and lowers the oxygen level in the water. The crew lists the conditions that help algae grow quickly in this pond:

The crew compares three possible solutions. Figure 1 shows the pond. Table 1 shows what each solution does, its cost, and its main limitation.

Figure 1. The Irrigation Pond

\"A

Table 1. Three Pond Solutions

SolutionWhat it doesCostMain limitation
1. Rake the algae mats off the surface every weekRemoves the algae floating on the surfaceLowDoes not change any of the conditions that help algae grow
2. Plant a strip of grasses and shrubs between the fields and the pondThe plants' roots take up fertilizer nutrients, so runoff reaching the pond carries far fewer nutrientsMediumThe strip needs two growing seasons to fill in
3. Anchor a floating circulator in the pondKeeps the water moving and prevents a layer of warm, still surface waterMediumUses electricity and needs a yearly checkup
", "passage_plain": "Pond Algae Problem The crew at Brindle Creek Farm stores irrigation water in a pond. This summer, thick mats of algae covered the pond's surface. Heavy algae growth clogs the irrigation pumps and lowers the oxygen level in the water. The crew lists the conditions that help algae grow quickly in this pond: extra nutrients washing in when rain crosses the fertilized fields uphill from the pond water that sits still surface water that warms in full sunlight The crew compares three possible solutions. Figure 1 shows the pond. Table 1 shows what each solution does, its cost, and its main limitation. Figure 1. The Irrigation Pond Table 1. Three Pond Solutions Solution What it does Cost Main limitation 1. Rake the algae mats off the surface every week Removes the algae floating on the surface Low Does not change any of the conditions that help algae grow 2. Plant a strip of grasses and shrubs between the fields and the pond The plants' roots take up fertilizer nutrients, so runoff reaching the pond carries far fewer nutrients Medium The strip needs two growing seasons to fill in 3. Anchor a floating circulator in the pond Keeps the water moving and prevents a layer of warm, still surface water Medium Uses electricity and needs a yearly checkup" }, { "n": 3, "item_id": "_53c5a27e-717d-4c26-839e-742b3a7d9f13", "type": "choice", "title": "Why Soap Hardens", "standards": [ "MS-PS1-4" ], "prompt_html": "

The soap in the mold slowly hardens into a solid bar.

Which statement best explains why the liquid soap becomes a solid?

", "prompt_plain": "The soap in the mold slowly hardens into a solid bar. Which statement best explains why the liquid soap becomes a solid?", "context_html": "", "options": [ { "id": "cA3", "text": "The soap's particles stop moving completely once it is in the mold.", "plain": "The soap's particles stop moving completely once it is in the mold.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Thermal energy moves out of the soap and into the cooler air.", "plain": "Thermal energy moves out of the soap and into the cooler air.", "correct": true, "kind": "choice" }, { "id": "cC3", "text": "The soap's particles speed up and then lock themselves into place.", "plain": "The soap's particles speed up and then lock themselves into place.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Cold moves from the workshop air into the soap in the mold.", "plain": "Cold moves from the workshop air into the soap in the mold.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_df78fe44-65f2-4847-9bd7-c8b9e9186fdd" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB3" ] }, "n_options": 4, "passage_html": "

The Soap Workshop

Bea makes bar soap in a small workshop. She heats soap mixture in a kettle until it is a clear liquid and then pours it into molds to cool. A probe in one mold records the temperature of the soap as it cools and hardens. Figure 1 shows the recorded temperatures. While the soap cools, its lavender scent slowly fills the workshop. By late afternoon, a visitor standing at the far door, across the room from the molds, can smell the lavender.

Figure 1. Soap Temperature While Cooling

\"Line

", "passage_plain": "The Soap Workshop Bea makes bar soap in a small workshop. She heats soap mixture in a kettle until it is a clear liquid and then pours it into molds to cool. A probe in one mold records the temperature of the soap as it cools and hardens. Figure 1 shows the recorded temperatures. While the soap cools, its lavender scent slowly fills the workshop. By late afternoon, a visitor standing at the far door, across the room from the molds, can smell the lavender. Figure 1. Soap Temperature While Cooling" }, { "n": 4, "item_id": "_a9123b7c-1715-421c-857f-dea81a5d0cd8", "type": "gap-match", "title": "Cooling Soap Particle Model", "standards": [ "MS-PS1-4" ], "prompt_html": "

Use Figure 1 to decide what state the soap is in at 10 minutes and at 50 minutes.

 

Drag one tile into each empty box of Table 1 to build a particle model of the soap at each of the two times. Two tiles will not be used.

", "prompt_plain": "Use Figure 1 to decide what state the soap is in at 10 minutes and at 50 minutes. Drag one tile into each empty box of Table 1 to build a particle model of the soap at each of the two times. Two tiles will not be used.", "context_html": "", "options": [ { "id": "tok5", "text": "particles vibrate in place", "plain": "particles vibrate in place", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "particles spread far apart", "plain": "particles spread far apart", "correct": false, "kind": "gap-token" }, { "id": "tok1", "text": "particles packed close together with no fixed pattern", "plain": "particles packed close together with no fixed pattern", "correct": false, "kind": "gap-token" }, { "id": "tok6", "text": "particles move fast in every direction", "plain": "particles move fast in every direction", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "particles packed close together in fixed positions", "plain": "particles packed close together in fixed positions", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "particles slide past one another", "plain": "particles slide past one another", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_df78fe44-65f2-4847-9bd7-c8b9e9186fdd" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok1 g1", "tok4 g2", "tok2 g3", "tok5 g4" ] }, "n_options": 6, "passage_html": "

The Soap Workshop

Bea makes bar soap in a small workshop. She heats soap mixture in a kettle until it is a clear liquid and then pours it into molds to cool. A probe in one mold records the temperature of the soap as it cools and hardens. Figure 1 shows the recorded temperatures. While the soap cools, its lavender scent slowly fills the workshop. By late afternoon, a visitor standing at the far door, across the room from the molds, can smell the lavender.

Figure 1. Soap Temperature While Cooling

\"Line

", "passage_plain": "The Soap Workshop Bea makes bar soap in a small workshop. She heats soap mixture in a kettle until it is a clear liquid and then pours it into molds to cool. A probe in one mold records the temperature of the soap as it cools and hardens. Figure 1 shows the recorded temperatures. While the soap cools, its lavender scent slowly fills the workshop. By late afternoon, a visitor standing at the far door, across the room from the molds, can smell the lavender. Figure 1. Soap Temperature While Cooling" }, { "n": 5, "item_id": "_04556cb8-8f61-4ad2-a539-19ad0ffdd522", "type": "choice", "title": "Lavender Scent Across the Workshop", "standards": [ "MS-PS1-4" ], "prompt_html": "

Which statement best explains how the lavender scent reached the visitor at the far door?

", "prompt_plain": "Which statement best explains how the lavender scent reached the visitor at the far door?", "context_html": "", "options": [ { "id": "cA5", "text": "The scent traveled across the room without any matter moving from the soap.", "plain": "The scent traveled across the room without any matter moving from the soap.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "The warmth from the fresh soap made each scent particle grow larger and reach farther across the workshop.", "plain": "The warmth from the fresh soap made each scent particle grow larger and reach farther across the workshop.", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "The cooler air near the door pulled the scent particles toward it, moving them all in one direction.", "plain": "The cooler air near the door pulled the scent particles toward it, moving them all in one direction.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "The scent particles moved in random directions until they spread across the workshop.", "plain": "The scent particles moved in random directions until they spread across the workshop.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_df78fe44-65f2-4847-9bd7-c8b9e9186fdd" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD5" ] }, "n_options": 4, "passage_html": "

The Soap Workshop

Bea makes bar soap in a small workshop. She heats soap mixture in a kettle until it is a clear liquid and then pours it into molds to cool. A probe in one mold records the temperature of the soap as it cools and hardens. Figure 1 shows the recorded temperatures. While the soap cools, its lavender scent slowly fills the workshop. By late afternoon, a visitor standing at the far door, across the room from the molds, can smell the lavender.

Figure 1. Soap Temperature While Cooling

\"Line

", "passage_plain": "The Soap Workshop Bea makes bar soap in a small workshop. She heats soap mixture in a kettle until it is a clear liquid and then pours it into molds to cool. A probe in one mold records the temperature of the soap as it cools and hardens. Figure 1 shows the recorded temperatures. While the soap cools, its lavender scent slowly fills the workshop. By late afternoon, a visitor standing at the far door, across the room from the molds, can smell the lavender. Figure 1. Soap Temperature While Cooling" }, { "n": 6, "item_id": "_25e1795a-6780-498b-bae3-873d3d46edd7", "type": "choice", "title": "Harbor Count Changes", "standards": [ "MS-LS2-2" ], "prompt_html": "

Look at the food web in Figure 1 and the counts in Table 1.

Which TWO statements correctly explain how the change in the harbor-seal population led to the changes in the crab and clam counts? Select the TWO correct answers.

", "prompt_plain": "Look at the food web in Figure 1 and the counts in Table 1. Which TWO statements correctly explain how the change in the harbor-seal population led to the changes in the crab and clam counts? Select the TWO correct answers.", "context_html": "", "options": [ { "id": "cA6", "text": "The crab count rose because fewer seals were left to hunt crabs.", "plain": "The crab count rose because fewer seals were left to hunt crabs.", "correct": true, "kind": "choice" }, { "id": "cB6", "text": "The crab count rose because crabs no longer competed with seals for clams.", "plain": "The crab count rose because crabs no longer competed with seals for clams.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "The clam count fell because the seal disease spread through the water to the clams.", "plain": "The clam count fell because the seal disease spread through the water to the clams.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "The clam count fell because the larger crab population ate more clams.", "plain": "The clam count fell because the larger crab population ate more clams.", "correct": true, "kind": "choice" }, { "id": "cE6", "text": "The clam count fell because the clams ran out of eelgrass to eat.", "plain": "The clam count fell because the clams ran out of eelgrass to eat.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a2310eed-052b-437c-99af-48d958c9e976" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA6", "cD6" ] }, "n_options": 5, "passage_html": "

Gullwing Harbor Survey

A survey team counts the living things in Gullwing Harbor. Figure 1 shows the harbor food web. Each arrow points from an organism to the organism that eats it, showing how energy and matter move. The inset in Figure 1 shows the harbor's energy pyramid, with the producers at the bottom. In Year 1, a disease began killing the harbor seals. The disease harms only seals. Table 1 shows the team's counts in one survey area in Year 1 and in Year 3.

Figure 1. Gullwing Harbor Food Web (with energy-pyramid inset)

\"Food

Table 1. Survey Counts

OrganismYear 1 countYear 3 count
Harbor seals428
Crabs60190
Clams900310
", "passage_plain": "Gullwing Harbor Survey A survey team counts the living things in Gullwing Harbor. Figure 1 shows the harbor food web. Each arrow points from an organism to the organism that eats it, showing how energy and matter move. The inset in Figure 1 shows the harbor's energy pyramid, with the producers at the bottom. In Year 1, a disease began killing the harbor seals. The disease harms only seals. Table 1 shows the team's counts in one survey area in Year 1 and in Year 3. Figure 1. Gullwing Harbor Food Web (with energy-pyramid inset) Table 1. Survey Counts Organism Year 1 count Year 3 count Harbor seals 42 8 Crabs 60 190 Clams 900 310" }, { "n": 7, "item_id": "_72825d65-14a9-4f76-8576-6c3a928c790b", "type": "choice", "title": "Harbor Energy Pyramid", "standards": [ "MS-LS2-3" ], "prompt_html": "

Look at the energy-pyramid inset in Figure 1. Even in Year 1, before the disease, the harbor held many more clams than seals.

Which statement best explains why the harbor supports far fewer seals than clams?

", "prompt_plain": "Look at the energy-pyramid inset in Figure 1. Even in Year 1, before the disease, the harbor held many more clams than seals. Which statement best explains why the harbor supports far fewer seals than clams?", "context_html": "", "options": [ { "id": "cA7", "text": "Only a small part of the energy at each level is passed up to the level above.", "plain": "Only a small part of the energy at each level is passed up to the level above.", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "Energy moves up the pyramid without shrinking, so the harbor could support as many seals as clams.", "plain": "Energy moves up the pyramid without shrinking, so the harbor could support as many seals as clams.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "Seals store the most energy of any level, so the harbor needs only a few of them.", "plain": "Seals store the most energy of any level, so the harbor needs only a few of them.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "Clams take in energy directly from sunlight, so their level can grow very large.", "plain": "Clams take in energy directly from sunlight, so their level can grow very large.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a2310eed-052b-437c-99af-48d958c9e976" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA7" ] }, "n_options": 4, "passage_html": "

Gullwing Harbor Survey

A survey team counts the living things in Gullwing Harbor. Figure 1 shows the harbor food web. Each arrow points from an organism to the organism that eats it, showing how energy and matter move. The inset in Figure 1 shows the harbor's energy pyramid, with the producers at the bottom. In Year 1, a disease began killing the harbor seals. The disease harms only seals. Table 1 shows the team's counts in one survey area in Year 1 and in Year 3.

Figure 1. Gullwing Harbor Food Web (with energy-pyramid inset)

\"Food

Table 1. Survey Counts

OrganismYear 1 countYear 3 count
Harbor seals428
Crabs60190
Clams900310
", "passage_plain": "Gullwing Harbor Survey A survey team counts the living things in Gullwing Harbor. Figure 1 shows the harbor food web. Each arrow points from an organism to the organism that eats it, showing how energy and matter move. The inset in Figure 1 shows the harbor's energy pyramid, with the producers at the bottom. In Year 1, a disease began killing the harbor seals. The disease harms only seals. Table 1 shows the team's counts in one survey area in Year 1 and in Year 3. Figure 1. Gullwing Harbor Food Web (with energy-pyramid inset) Table 1. Survey Counts Organism Year 1 count Year 3 count Harbor seals 42 8 Crabs 60 190 Clams 900 310" }, { "n": 8, "item_id": "_01cf0747-bb83-4b6e-82de-7239f7ae18c2", "type": "choice", "title": "Rail Push-Off", "standards": [ "MS-PS2-1" ], "prompt_html": "

Look at Trial 1 in Table 1.

Which statement best explains why Cam rolls away from the rail?

", "prompt_plain": "Look at Trial 1 in Table 1. Which statement best explains why Cam rolls away from the rail?", "context_html": "", "options": [ { "id": "cA8", "text": "The rail pushes back harder than Cam pushes, and the extra force is what rolls him away.", "plain": "The rail pushes back harder than Cam pushes, and the extra force is what rolls him away.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "Cam's own push bounces off the rail and returns to move him a moment later.", "plain": "Cam's own push bounces off the rail and returns to move him a moment later.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "As Cam pushes on the rail, the rail pushes back on Cam in the opposite direction.", "plain": "As Cam pushes on the rail, the rail pushes back on Cam in the opposite direction.", "correct": true, "kind": "choice" }, { "id": "cD8", "text": "The rail cannot push on Cam because it stays still, so his arm muscles move his body.", "plain": "The rail cannot push on Cam because it stays still, so his arm muscles move his body.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_99de5a23-79ec-4788-aa22-cc00512cd36b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC8" ] }, "n_options": 4, "passage_html": "

Skate-Park Force Trials

Cam and Dee test forces at a skate park. Both wear helmets and stand on skateboards that roll freely. A camera and a speed sensor record each trial. Table 1 describes the two trials.

Figure 1. The Skate Park

\"Two

Table 1. Push and Bump Trials

TrialWhat the skaters didWhat the sensors recorded
1Cam stood still on his board and pushed hard with both hands on a heavy metal rail fixed beside the track.Cam rolled backward, away from the rail. The rail did not move.
2Cam (50 kg with his board) and Dee (75 kg with her board) rolled toward each other at the same speed and bumped.After the bump, Cam bounced back faster than Dee.
", "passage_plain": "Skate-Park Force Trials Cam and Dee test forces at a skate park. Both wear helmets and stand on skateboards that roll freely. A camera and a speed sensor record each trial. Table 1 describes the two trials. Figure 1. The Skate Park Table 1. Push and Bump Trials Trial What the skaters did What the sensors recorded 1 Cam stood still on his board and pushed hard with both hands on a heavy metal rail fixed beside the track. Cam rolled backward, away from the rail. The rail did not move. 2 Cam (50 kg with his board) and Dee (75 kg with her board) rolled toward each other at the same speed and bumped. After the bump, Cam bounced back faster than Dee." }, { "n": 9, "item_id": "_8de47b4e-6490-4627-a526-1a07abeba71d", "type": "choice", "title": "Skater Bump Forces", "standards": [ "MS-PS2-1" ], "prompt_html": "

Look at Trial 2 in Table 1.

During the bump, how does the force that Dee exerts on Cam compare with the force that Cam exerts on Dee?

", "prompt_plain": "Look at Trial 2 in Table 1. During the bump, how does the force that Dee exerts on Cam compare with the force that Cam exerts on Dee?", "context_html": "", "options": [ { "id": "cA9", "text": "Dee exerts a larger force on Cam because Dee's mass is larger than Cam's mass.", "plain": "Dee exerts a larger force on Cam because Dee's mass is larger than Cam's mass.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The two forces have the same size and act in opposite directions on the two skaters.", "plain": "The two forces have the same size and act in opposite directions on the two skaters.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "Cam exerts a larger force on Dee because Cam bounces back faster after the bump.", "plain": "Cam exerts a larger force on Dee because Cam bounces back faster after the bump.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "Only Dee exerts a force in the bump, because only Cam gets pushed back quickly.", "plain": "Only Dee exerts a force in the bump, because only Cam gets pushed back quickly.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_99de5a23-79ec-4788-aa22-cc00512cd36b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9" ] }, "n_options": 4, "passage_html": "

Skate-Park Force Trials

Cam and Dee test forces at a skate park. Both wear helmets and stand on skateboards that roll freely. A camera and a speed sensor record each trial. Table 1 describes the two trials.

Figure 1. The Skate Park

\"Two

Table 1. Push and Bump Trials

TrialWhat the skaters didWhat the sensors recorded
1Cam stood still on his board and pushed hard with both hands on a heavy metal rail fixed beside the track.Cam rolled backward, away from the rail. The rail did not move.
2Cam (50 kg with his board) and Dee (75 kg with her board) rolled toward each other at the same speed and bumped.After the bump, Cam bounced back faster than Dee.
", "passage_plain": "Skate-Park Force Trials Cam and Dee test forces at a skate park. Both wear helmets and stand on skateboards that roll freely. A camera and a speed sensor record each trial. Table 1 describes the two trials. Figure 1. The Skate Park Table 1. Push and Bump Trials Trial What the skaters did What the sensors recorded 1 Cam stood still on his board and pushed hard with both hands on a heavy metal rail fixed beside the track. Cam rolled backward, away from the rail. The rail did not move. 2 Cam (50 kg with his board) and Dee (75 kg with her board) rolled toward each other at the same speed and bumped. After the bump, Cam bounced back faster than Dee." }, { "n": 10, "item_id": "_79def979-7c4f-4c88-bb9e-ce657e121e40", "type": "choice", "title": "Water Sinks at Station Five", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Use the current's path in Figure 1 and the readings in Table 1.

Which statement best explains why the surface water sinks at Station 5?

", "prompt_plain": "Use the current's path in Figure 1 and the readings in Table 1. Which statement best explains why the surface water sinks at Station 5?", "context_html": "", "options": [ { "id": "cA10", "text": "Cold air above Station 5 presses down on the sea surface and pushes the water under.", "plain": "Cold air above Station 5 presses down on the sea surface and pushes the water under.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "The current moves faster and faster as it travels, until the water plunges from its own motion.", "plain": "The current moves faster and faster as it travels, until the water plunges from its own motion.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "Cold northern weather adds extra weight to the seawater as the current reaches Station 5.", "plain": "Cold northern weather adds extra weight to the seawater as the current reaches Station 5.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "By Station 5 the current's water has cooled and become denser than the water around it.", "plain": "By Station 5 the current's water has cooled and become denser than the water around it.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9d3c5a39-1d24-4eec-94ce-c3839d1c63b3" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD10" ] }, "n_options": 4, "passage_html": "

Tracking a Warm Current

The research ship Petrel follows a warm surface current that flows from southwest to northeast across an ocean basin. The ship stops at five stations along the current and measures the temperature of the surface water at each one. Figure 1 shows the current's path and the five stations. Table 1 shows the readings. At Station 5, the ship's instruments show surface water sinking toward the deep ocean.

Figure 1. The Petrel's Route Along the Current

\"Map

Table 1. Surface-Water Readings

StationLatitudeSurface temperature (degrees C)
125 degrees N27
233 degrees N23
341 degrees N17
449 degrees N10
557 degrees N4
", "passage_plain": "Tracking a Warm Current The research ship Petrel follows a warm surface current that flows from southwest to northeast across an ocean basin. The ship stops at five stations along the current and measures the temperature of the surface water at each one. Figure 1 shows the current's path and the five stations. Table 1 shows the readings. At Station 5, the ship's instruments show surface water sinking toward the deep ocean. Figure 1. The Petrel's Route Along the Current Table 1. Surface-Water Readings Station Latitude Surface temperature (degrees C) 1 25 degrees N 27 2 33 degrees N 23 3 41 degrees N 17 4 49 degrees N 10 5 57 degrees N 4" }, { "n": 11, "item_id": "_e4adca6d-5b64-480d-9f9e-560279b2add1", "type": "gap-match", "title": "Wind Paths and Ocean Currents", "standards": [ "MS-ESS2-6" ], "prompt_html": "

The steady winds that push the ocean currents on the transect map do not blow in straight lines. The panel below shows the same ocean region with two possible paths for air moving from 30 degrees North toward the equator. The bending of moving air away from its straight-line path is called the Coriolis effect.

\"A

 

Drag one label into each empty box to complete the sentences. Not all labels will be used.

", "prompt_plain": "The steady winds that push the ocean currents on the transect map do not blow in straight lines. The panel below shows the same ocean region with two possible paths for air moving from 30 degrees North toward the equator. The bending of moving air away from its straight-line path is called the Coriolis effect. Drag one label into each empty box to complete the sentences. Not all labels will be used.", "context_html": "", "options": [ { "id": "tok1", "text": "deep ocean currents", "plain": "deep ocean currents", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Path 2", "plain": "Path 2", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "unequal heating by the Sun", "plain": "unequal heating by the Sun", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "surface currents", "plain": "surface currents", "correct": false, "kind": "gap-token" }, { "id": "tok5", "text": "Path 1", "plain": "Path 1", "correct": false, "kind": "gap-token" }, { "id": "tok6", "text": "Earth’s rotation", "plain": "Earth’s rotation", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot11.png" ], "stimulus_ids": [ "_9d3c5a39-1d24-4eec-94ce-c3839d1c63b3" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok5 G1", "tok2 G2", "tok6 G3", "tok4 G4" ] }, "n_options": 6, "passage_html": "

Tracking a Warm Current

The research ship Petrel follows a warm surface current that flows from southwest to northeast across an ocean basin. The ship stops at five stations along the current and measures the temperature of the surface water at each one. Figure 1 shows the current's path and the five stations. Table 1 shows the readings. At Station 5, the ship's instruments show surface water sinking toward the deep ocean.

Figure 1. The Petrel's Route Along the Current

\"Map

Table 1. Surface-Water Readings

StationLatitudeSurface temperature (degrees C)
125 degrees N27
233 degrees N23
341 degrees N17
449 degrees N10
557 degrees N4
", "passage_plain": "Tracking a Warm Current The research ship Petrel follows a warm surface current that flows from southwest to northeast across an ocean basin. The ship stops at five stations along the current and measures the temperature of the surface water at each one. Figure 1 shows the current's path and the five stations. Table 1 shows the readings. At Station 5, the ship's instruments show surface water sinking toward the deep ocean. Figure 1. The Petrel's Route Along the Current Table 1. Surface-Water Readings Station Latitude Surface temperature (degrees C) 1 25 degrees N 27 2 33 degrees N 23 3 41 degrees N 17 4 49 degrees N 10 5 57 degrees N 4" }, { "n": 12, "item_id": "_b1e9984a-021b-42b5-9ecd-e1d46a68c9c6", "type": "hottext", "title": "The Rain Barrel Report", "standards": [ "MS-ESS2-4" ], "prompt_html": "

The club wrote this report about the rain barrel.

", "prompt_plain": "The club wrote this report about the rain barrel.", "context_html": "", "options": [ { "id": "hA12", "text": "Our cabin’s rain barrel collects the rainwater that runs off the metal roof.", "plain": "Our cabin’s rain barrel collects the rainwater that runs off the metal roof.", "correct": false, "kind": "hottext" }, { "id": "hB12", "text": "The ocean beside the cabin holds about 35 grams of dissolved salt in every kilogram of seawater.", "plain": "The ocean beside the cabin holds about 35 grams of dissolved salt in every kilogram of seawater.", "correct": false, "kind": "hottext" }, { "id": "hC12", "text": "All summer long, the Sun’s energy moves water vapor from the warm ocean surface into the air.", "plain": "All summer long, the Sun’s energy moves water vapor from the warm ocean surface into the air.", "correct": false, "kind": "hottext" }, { "id": "hD12", "text": "When seawater evaporates, only the water leaves the surface, and the dissolved salt stays behind in the ocean.", "plain": "When seawater evaporates, only the water leaves the surface, and the dissolved salt stays behind in the ocean.", "correct": true, "kind": "hottext" }, { "id": "hE12", "text": "Higher up, where the air is cooler, the vapor condenses into the clouds that later drop rain on our roof.", "plain": "Higher up, where the air is cooler, the vapor condenses into the clouds that later drop rain on our roof.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_983fd4b1-29d1-4e5c-bacd-a6bee29aafdc" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD12" ] }, "n_options": 5, "passage_html": "

The Cabin Rain Barrel

A science club spends the summer at a cabin on a rocky coast. A rain barrel under the cabin’s roof gutter collects rainwater. The club noticed a puzzle: spray from the ocean tastes salty, but the water in the rain barrel tastes fresh. On many afternoons, a gray cloud bank forms in the air above the coast. Figure 1 shows the cabin, the rain barrel, the ocean, and the path water takes between them.

Figure 1. The Coast and the Cabin

\"A

", "passage_plain": "The Cabin Rain Barrel A science club spends the summer at a cabin on a rocky coast. A rain barrel under the cabin’s roof gutter collects rainwater. The club noticed a puzzle: spray from the ocean tastes salty, but the water in the rain barrel tastes fresh. On many afternoons, a gray cloud bank forms in the air above the coast. Figure 1 shows the cabin, the rain barrel, the ocean, and the path water takes between them. Figure 1. The Coast and the Cabin" }, { "n": 13, "item_id": "_9f8ff5ff-9584-43d2-8ab9-86e05c8b9b99", "type": "choice", "title": "The Afternoon Cloud Bank", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Look at Figure 1. On many afternoons, a gray cloud bank forms in the air above the coast.

Which process forms the cloud bank?

", "prompt_plain": "Look at Figure 1. On many afternoons, a gray cloud bank forms in the air above the coast. Which process forms the cloud bank?", "context_html": "", "options": [ { "id": "cA13", "text": "Ocean waves toss salty spray high into the air, where it collects as a cloud.", "plain": "Ocean waves toss salty spray high into the air, where it collects as a cloud.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Water vapor in the air cools as it rises and condenses into tiny water droplets.", "plain": "Water vapor in the air cools as it rises and condenses into tiny water droplets.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "The warm air itself turns visible when enough of it gathers in one place.", "plain": "The warm air itself turns visible when enough of it gathers in one place.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Sunlight boils the sea surface, and the escaping steam piles up as a cloud.", "plain": "Sunlight boils the sea surface, and the escaping steam piles up as a cloud.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_983fd4b1-29d1-4e5c-bacd-a6bee29aafdc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4, "passage_html": "

The Cabin Rain Barrel

A science club spends the summer at a cabin on a rocky coast. A rain barrel under the cabin’s roof gutter collects rainwater. The club noticed a puzzle: spray from the ocean tastes salty, but the water in the rain barrel tastes fresh. On many afternoons, a gray cloud bank forms in the air above the coast. Figure 1 shows the cabin, the rain barrel, the ocean, and the path water takes between them.

Figure 1. The Coast and the Cabin

\"A

", "passage_plain": "The Cabin Rain Barrel A science club spends the summer at a cabin on a rocky coast. A rain barrel under the cabin’s roof gutter collects rainwater. The club noticed a puzzle: spray from the ocean tastes salty, but the water in the rain barrel tastes fresh. On many afternoons, a gray cloud bank forms in the air above the coast. Figure 1 shows the cabin, the rain barrel, the ocean, and the path water takes between them. Figure 1. The Coast and the Cabin" }, { "n": 14, "item_id": "_5aa02154-306c-4233-bb4e-1e4e87aa1c98", "type": "choice", "title": "One Cell or Many", "standards": [ "MS-LS1-1" ], "prompt_html": "

Look at Figure 1 and Table 1.

Which statement about the pond organism and the lettuce piece do Isabel’s observations support?

", "prompt_plain": "Look at Figure 1 and Table 1. Which statement about the pond organism and the lettuce piece do Isabel’s observations support?", "context_html": "", "options": [ { "id": "cA14", "text": "The pond organism is a single cell living on its own, while the lettuce leaf is many cells working together.", "plain": "The pond organism is a single cell living on its own, while the lettuce leaf is many cells working together.", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "Both organisms are made of many cells, but the pond organism’s cells are too small for the microscope to show.", "plain": "Both organisms are made of many cells, but the pond organism’s cells are too small for the microscope to show.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The pond organism is only a single cell, so by itself it does not count as a complete living thing.", "plain": "The pond organism is only a single cell, so by itself it does not count as a complete living thing.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The lettuce leaf is one large flat cell, and the pond organism is a broken-off piece of a bigger organism.", "plain": "The lettuce leaf is one large flat cell, and the pond organism is a broken-off piece of a bigger organism.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ce4911b0-6a19-4b6b-862d-5a0012c63de6" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA14" ] }, "n_options": 4, "passage_html": "

Two Slides Under the Microscope

Isabel prepares two microscope slides in the school lab. Slide 1 holds a drop of pond water. Slide 2 holds a thin piece of lettuce leaf. At 100 times magnification, she sees a tiny green organism swimming on Slide 1 and a patchwork of box shapes on Slide 2. She then switches to the microscope’s highest power and checks each slide again for boundaries. Figure 1 shows the two views. Isabel records her observations in Table 1.

Figure 1. The Two Slides

\"Two

Table 1. Isabel’s Observations

What Isabel checkedSlide 1: pond organismSlide 2: lettuce piece
Boundaries seen at the highest powerone unbroken boundary around the outside of the ball; no dividing boundaries insidea boundary around every box shape
Movementthe whole ball swims across the viewnothing moves on its own
When the light brightensthe ball swims away from the bright spotno change seen
", "passage_plain": "Two Slides Under the Microscope Isabel prepares two microscope slides in the school lab. Slide 1 holds a drop of pond water. Slide 2 holds a thin piece of lettuce leaf. At 100 times magnification, she sees a tiny green organism swimming on Slide 1 and a patchwork of box shapes on Slide 2. She then switches to the microscope’s highest power and checks each slide again for boundaries. Figure 1 shows the two views. Isabel records her observations in Table 1. Figure 1. The Two Slides Table 1. Isabel’s Observations What Isabel checked Slide 1: pond organism Slide 2: lettuce piece Boundaries seen at the highest power one unbroken boundary around the outside of the ball; no dividing boundaries inside a boundary around every box shape Movement the whole ball swims across the view nothing moves on its own When the light brightens the ball swims away from the bright spot no change seen" }, { "n": 15, "item_id": "_57fe75dd-b172-47f9-a7b8-05f07e88630a", "type": "choice", "title": "The Blue Stain Puzzle", "standards": [ "MS-LS1-2" ], "prompt_html": "

While Isabel watches Slide 2, she sees that a few lettuce cells were torn when the cover slip was placed. She adds one drop of blue stain to the slide. Within a minute, the torn cells fill with blue color, but the untorn cells keep nearly all of the stain out.

Which explanation best accounts for the difference?

", "prompt_plain": "While Isabel watches Slide 2, she sees that a few lettuce cells were torn when the cover slip was placed. She adds one drop of blue stain to the slide. Within a minute, the torn cells fill with blue color, but the untorn cells keep nearly all of the stain out. Which explanation best accounts for the difference?", "context_html": "", "options": [ { "id": "cA15", "text": "The torn cells take in the stain to use it as food, while the untorn cells have already stored enough food.", "plain": "The torn cells take in the stain to use it as food, while the untorn cells have already stored enough food.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "In the untorn cells, the nucleus pushes the stain back out, because the nucleus controls everything a cell does.", "plain": "In the untorn cells, the nucleus pushes the stain back out, because the nucleus controls everything a cell does.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "In the torn cells, the membrane can no longer control what enters, so the stain passes in freely.", "plain": "In the torn cells, the membrane can no longer control what enters, so the stain passes in freely.", "correct": true, "kind": "choice" }, { "id": "cD15", "text": "The untorn cells block the stain with their cell walls, because the wall is the part that seals a plant cell.", "plain": "The untorn cells block the stain with their cell walls, because the wall is the part that seals a plant cell.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ce4911b0-6a19-4b6b-862d-5a0012c63de6" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC15" ] }, "n_options": 4, "passage_html": "

Two Slides Under the Microscope

Isabel prepares two microscope slides in the school lab. Slide 1 holds a drop of pond water. Slide 2 holds a thin piece of lettuce leaf. At 100 times magnification, she sees a tiny green organism swimming on Slide 1 and a patchwork of box shapes on Slide 2. She then switches to the microscope’s highest power and checks each slide again for boundaries. Figure 1 shows the two views. Isabel records her observations in Table 1.

Figure 1. The Two Slides

\"Two

Table 1. Isabel’s Observations

What Isabel checkedSlide 1: pond organismSlide 2: lettuce piece
Boundaries seen at the highest powerone unbroken boundary around the outside of the ball; no dividing boundaries insidea boundary around every box shape
Movementthe whole ball swims across the viewnothing moves on its own
When the light brightensthe ball swims away from the bright spotno change seen
", "passage_plain": "Two Slides Under the Microscope Isabel prepares two microscope slides in the school lab. Slide 1 holds a drop of pond water. Slide 2 holds a thin piece of lettuce leaf. At 100 times magnification, she sees a tiny green organism swimming on Slide 1 and a patchwork of box shapes on Slide 2. She then switches to the microscope’s highest power and checks each slide again for boundaries. Figure 1 shows the two views. Isabel records her observations in Table 1. Figure 1. The Two Slides Table 1. Isabel’s Observations What Isabel checked Slide 1: pond organism Slide 2: lettuce piece Boundaries seen at the highest power one unbroken boundary around the outside of the ball; no dividing boundaries inside a boundary around every box shape Movement the whole ball swims across the view nothing moves on its own When the light brightens the ball swims away from the bright spot no change seen" }, { "n": 16, "item_id": "_970d4333-97c4-4911-a641-990ef477607f", "type": "choice", "title": "Gray Mesa Claims (Part A)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part A

Use Figure 1 and Figure 2. Which claim about why the settlement was abandoned is best supported by the data?

", "prompt_plain": "Part A Use Figure 1 and Figure 2. Which claim about why the settlement was abandoned is best supported by the data?", "context_html": "", "options": [ { "id": "cA16", "text": "Scientist 1’s claim, because the pattern of ring widths in Figure 1 lines up with the leaving years in Figure 2.", "plain": "Scientist 1’s claim, because the pattern of ring widths in Figure 1 lines up with the leaving years in Figure 2.", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "Scientist 1’s claim, because the cores came from the oldest trees still growing on the mesa.", "plain": "Scientist 1’s claim, because the cores came from the oldest trees still growing on the mesa.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Scientist 2’s claim, because a tree’s rings show only its age, and the record says nothing about rainfall.", "plain": "Scientist 2’s claim, because a tree’s rings show only its age, and the record says nothing about rainfall.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Scientist 2’s claim, because the timeline in Figure 2 shows when families left but cannot show that weather made them leave.", "plain": "Scientist 2’s claim, because the timeline in Figure 2 shows when families left but cannot show that weather made them leave.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_70e2d773-0508-4e84-a153-22a0239c8070" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA16" ] }, "n_options": 4, "passage_html": "

The Gray Mesa Puzzle

Gray Mesa is a high, dry plateau where an ancient farming settlement once stood. About seven hundred years ago, every family left. Two scientists disagree about why. Scientist 1 claims a long drought drove the farmers away when their crops failed. Scientist 2 claims conflict with neighboring groups forced them to leave. To test the claims, researchers measured tree rings in wood from old roof beams and from the oldest living trees on the mesa. A tree grows one ring each year. In a wet year the ring is wide, and in a dry year the ring is narrow. Figure 1 shows the average ring width for each year from 1150 to 1300. Figure 2 shows the settlement timeline that archaeologists built from objects the families left behind.

Figure 1. Average Ring Width by Year

\"A

Figure 2. Settlement Timeline

\"A

", "passage_plain": "The Gray Mesa Puzzle Gray Mesa is a high, dry plateau where an ancient farming settlement once stood. About seven hundred years ago, every family left. Two scientists disagree about why. Scientist 1 claims a long drought drove the farmers away when their crops failed. Scientist 2 claims conflict with neighboring groups forced them to leave. To test the claims, researchers measured tree rings in wood from old roof beams and from the oldest living trees on the mesa. A tree grows one ring each year. In a wet year the ring is wide, and in a dry year the ring is narrow. Figure 1 shows the average ring width for each year from 1150 to 1300. Figure 2 shows the settlement timeline that archaeologists built from objects the families left behind. Figure 1. Average Ring Width by Year Figure 2. Settlement Timeline" }, { "n": 17, "item_id": "_65e5519d-1325-4249-9c85-947047926616", "type": "choice", "title": "Gray Mesa Evidence (Part B)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part B

Which feature of the ring-width record in Figure 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which feature of the ring-width record in Figure 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA17", "text": "the wide rings from 1150 through 1175", "plain": "the wide rings from 1150 through 1175", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "the steady, medium-width rings from 1180 through 1235", "plain": "the steady, medium-width rings from 1180 through 1235", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "the single narrowest ring, formed in 1240", "plain": "the single narrowest ring, formed in 1240", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "the narrow rings from 1265 through 1295", "plain": "the narrow rings from 1265 through 1295", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_70e2d773-0508-4e84-a153-22a0239c8070" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD17" ] }, "n_options": 4, "passage_html": "

The Gray Mesa Puzzle

Gray Mesa is a high, dry plateau where an ancient farming settlement once stood. About seven hundred years ago, every family left. Two scientists disagree about why. Scientist 1 claims a long drought drove the farmers away when their crops failed. Scientist 2 claims conflict with neighboring groups forced them to leave. To test the claims, researchers measured tree rings in wood from old roof beams and from the oldest living trees on the mesa. A tree grows one ring each year. In a wet year the ring is wide, and in a dry year the ring is narrow. Figure 1 shows the average ring width for each year from 1150 to 1300. Figure 2 shows the settlement timeline that archaeologists built from objects the families left behind.

Figure 1. Average Ring Width by Year

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Figure 2. Settlement Timeline

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", "passage_plain": "The Gray Mesa Puzzle Gray Mesa is a high, dry plateau where an ancient farming settlement once stood. About seven hundred years ago, every family left. Two scientists disagree about why. Scientist 1 claims a long drought drove the farmers away when their crops failed. Scientist 2 claims conflict with neighboring groups forced them to leave. To test the claims, researchers measured tree rings in wood from old roof beams and from the oldest living trees on the mesa. A tree grows one ring each year. In a wet year the ring is wide, and in a dry year the ring is narrow. Figure 1 shows the average ring width for each year from 1150 to 1300. Figure 2 shows the settlement timeline that archaeologists built from objects the families left behind. Figure 1. Average Ring Width by Year Figure 2. Settlement Timeline" }, { "n": 18, "item_id": "_587815b0-fdff-47f8-96e9-dfa23e0cdb52", "type": "choice", "title": "Orbit Poster Solstice (Part A)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part A

Look at Figure 1. At which circled position is it the June solstice, when the Northern Hemisphere has its most hours of daylight?

", "prompt_plain": "Part A Look at Figure 1. At which circled position is it the June solstice, when the Northern Hemisphere has its most hours of daylight?", "context_html": "", "options": [ { "id": "cA18", "text": "Position 1", "plain": "Position 1", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Position 2", "plain": "Position 2", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "Position 3", "plain": "Position 3", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Position 4", "plain": "Position 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1e10de7e-19bc-49f8-9ca6-5043fb8de594" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB18" ] }, "n_options": 4, "passage_html": "

The Earth Orbit Poster

Javier made a poster of Earth’s orbit for the classroom wall. The poster shows the Sun and Earth at four circled positions, numbered 1 through 4. At every position, the poster shows Earth’s axis tilted by the same amount in the same direction. The north end of the axis is marked N. Figure 1 shows the poster.

Figure 1. The Orbit Poster

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", "passage_plain": "The Earth Orbit Poster Javier made a poster of Earth’s orbit for the classroom wall. The poster shows the Sun and Earth at four circled positions, numbered 1 through 4. At every position, the poster shows Earth’s axis tilted by the same amount in the same direction. The north end of the axis is marked N. Figure 1 shows the poster. Figure 1. The Orbit Poster" }, { "n": 19, "item_id": "_95fa7328-3e86-4c8d-8862-7a6079f55dc2", "type": "choice", "title": "Orbit Poster Daylight (Part B)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part B

At the position you chose in Part A, the Northern Hemisphere has its most hours of daylight. Which statement about Earth at that position explains why?

", "prompt_plain": "Part B At the position you chose in Part A, the Northern Hemisphere has its most hours of daylight. Which statement about Earth at that position explains why?", "context_html": "", "options": [ { "id": "cA19", "text": "At that position, the north end of the axis leans toward the Sun, so the Northern Hemisphere gets more direct sunlight and more hours of daylight.", "plain": "At that position, the north end of the axis leans toward the Sun, so the Northern Hemisphere gets more direct sunlight and more hours of daylight.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "At that position, Earth sits closest to the Sun on the poster’s oval, and being closer gives the Northern Hemisphere more hours of daylight.", "plain": "At that position, Earth sits closest to the Sun on the poster’s oval, and being closer gives the Northern Hemisphere more hours of daylight.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "At that position, the tilt moves the Northern Hemisphere thousands of kilometers closer to the Sun, which stretches its hours of daylight.", "plain": "At that position, the tilt moves the Northern Hemisphere thousands of kilometers closer to the Sun, which stretches its hours of daylight.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "At that position, the Sun shines on Earth for more hours of the day, so both hemispheres get longer daylight at the same time.", "plain": "At that position, the Sun shines on Earth for more hours of the day, so both hemispheres get longer daylight at the same time.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1e10de7e-19bc-49f8-9ca6-5043fb8de594" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4, "passage_html": "

The Earth Orbit Poster

Javier made a poster of Earth’s orbit for the classroom wall. The poster shows the Sun and Earth at four circled positions, numbered 1 through 4. At every position, the poster shows Earth’s axis tilted by the same amount in the same direction. The north end of the axis is marked N. Figure 1 shows the poster.

Figure 1. The Orbit Poster

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", "passage_plain": "The Earth Orbit Poster Javier made a poster of Earth’s orbit for the classroom wall. The poster shows the Sun and Earth at four circled positions, numbered 1 through 4. At every position, the poster shows Earth’s axis tilted by the same amount in the same direction. The north end of the axis is marked N. Figure 1 shows the poster. Figure 1. The Orbit Poster" }, { "n": 20, "item_id": "_0dde51e3-adef-4938-93aa-0677d41139bc", "type": "order", "title": "Time Capsule Cosmic Address", "standards": [ "MS-ESS1-2" ], "prompt_html": "

Lucia’s class is sealing a time capsule that will be opened in fifty years. On the lid, each student writes the school’s ’cosmic address’ - where the school is in the universe - using four address cards that go from the smallest place to the largest place.

 

Drag the four address cards into order, starting with the smallest place at the top and ending with the largest place at the bottom.

", "prompt_plain": "Lucia’s class is sealing a time capsule that will be opened in fifty years. On the lid, each student writes the school’s ’cosmic address’ - where the school is in the universe - using four address cards that go from the smallest place to the largest place. Drag the four address cards into order, starting with the smallest place at the top and ending with the largest place at the bottom.", "context_html": "", "options": [ { "id": "cA9aae57ea0", "text": "Earth", "plain": "Earth", "correct": true, "kind": "choice" }, { "id": "cD301761d32", "text": "the universe", "plain": "the universe", "correct": true, "kind": "choice" }, { "id": "cC02667b457", "text": "the Milky Way galaxy", "plain": "the Milky Way galaxy", "correct": true, "kind": "choice" }, { "id": "cB88b296996", "text": "the solar system", "plain": "the solar system", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cA9aae57ea0", "cB88b296996", "cC02667b457", "cD301761d32" ] }, "n_options": 4 }, { "n": 21, "item_id": "_7019d15e-3654-4e44-aacb-9e729c7f5ede", "type": "choice", "title": "Solar System Properties Claim", "standards": [ "MS-ESS1-3" ], "prompt_html": "

The table below shows some of the properties of planetary bodies in the solar system.

Table 1. Properties of Objects in the Solar System

Planet or moonOrbital period (yr)Rotation period (days)Equatorial radius (km)Mean density (kg·m-3)Surface gravity (m·s-2)Surface pressure (·105 Pa)Maximum surface temperature (K)
Mercury0.24158.6243954303.70~10-15700
Venus0.615243605152508.6092735
Earth1.0001.00637855209.781.0311
Moon–28173833401.603·10-15396
Mars1.8811.03339339503.726.36·10-3293

Based on the data in the table, a student claims: “The closest object to the Sun has the highest surface temperature of any other object in the solar system.”

Which observation from the table BEST evaluates this claim?

", "prompt_plain": "The table below shows some of the properties of planetary bodies in the solar system. Table 1. Properties of Objects in the Solar System Planet or moon Orbital period (yr) Rotation period (days) Equatorial radius (km) Mean density (kg·m -3 ) Surface gravity (m·s -2 ) Surface pressure (·10 5 Pa) Maximum surface temperature (K) Mercury 0.241 58.6 2439 5430 3.70 ~10 -15 700 Venus 0.615 243 6051 5250 8.60 92 735 Earth 1.000 1.00 6378 5520 9.78 1.0 311 Moon – 28 1738 3340 1.60 3·10 -15 396 Mars 1.881 1.03 3393 3950 3.72 6.36·10 -3 293 Based on the data in the table, a student claims: “ The closest object to the Sun has the highest surface temperature of any other object in the solar system. ” Which observation from the table BEST evaluates this claim?", "context_html": "", "options": [ { "id": "cA21r", "text": "Mercury is closest to the Sun and has a high surface temperature, which supports the claim.", "plain": "Mercury is closest to the Sun and has a high surface temperature, which supports the claim.", "correct": false, "kind": "choice" }, { "id": "cB21r", "text": "Venus has a higher surface temperature than Mercury despite being farther from the Sun, which challenges the claim.", "plain": "Venus has a higher surface temperature than Mercury despite being farther from the Sun, which challenges the claim.", "correct": true, "kind": "choice" }, { "id": "cC21r", "text": "Mars is farthest from the Sun and has the lowest surface temperature, which supports the claim.", "plain": "Mars is farthest from the Sun and has the lowest surface temperature, which supports the claim.", "correct": false, "kind": "choice" }, { "id": "cD21r", "text": "All five objects show temperatures that decrease steadily with distance, which fully supports the claim.", "plain": "All five objects show temperatures that decrease steadily with distance, which fully supports the claim.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB21r" ] }, "n_options": 4 }, { "n": 22, "item_id": "_c83066b5-7c53-40ee-b826-88d27302a817", "type": "choice", "title": "Bismarck Weather Change", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Nolan records the weather in Bismarck, North Dakota, for three days in a row. Table 1 shows his records.

Table 1. Bismarck Three-Day Weather Records

MeasurementDay 1Day 2Day 3
Air temperature24 °C13 °C11 °C
Barometer reading (air pressure)1004 mb, falling1010 mb, rising1022 mb, steady
Relative humidity75%50%30%
Wind directionfrom the southfrom the northwestfrom the northwest
Skythickening cloudsmorning showers, then clearingclear and sunny

Choose the TWO statements that together best explain the weather change from Day 1 to Day 3.

", "prompt_plain": "Nolan records the weather in Bismarck, North Dakota, for three days in a row. Table 1 shows his records. Table 1. Bismarck Three-Day Weather Records Measurement Day 1 Day 2 Day 3 Air temperature 24 °C 13 °C 11 °C Barometer reading (air pressure) 1004 mb, falling 1010 mb, rising 1022 mb, steady Relative humidity 75% 50% 30% Wind direction from the south from the northwest from the northwest Sky thickening clouds morning showers, then clearing clear and sunny Choose the TWO statements that together best explain the weather change from Day 1 to Day 3.", "context_html": "", "options": [ { "id": "cA22", "text": "A cold front passed over the city, replacing the warm, humid air with cooler and drier air.", "plain": "A cold front passed over the city, replacing the warm, humid air with cooler and drier air.", "correct": true, "kind": "choice" }, { "id": "cB22", "text": "A warm front arrived on Day 2 and stalled, bringing the city warmer air each day afterward.", "plain": "A warm front arrived on Day 2 and stalled, bringing the city warmer air each day afterward.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "The showers on Day 2 used up the moisture in the air, so the sky stayed clear and dry on Day 3.", "plain": "The showers on Day 2 used up the moisture in the air, so the sky stayed clear and dry on Day 3.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "A high-pressure system moved in over the area, bringing clear skies and steady, drier conditions.", "plain": "A high-pressure system moved in over the area, bringing clear skies and steady, drier conditions.", "correct": true, "kind": "choice" }, { "id": "cE22", "text": "A low-pressure system settled over the city on Day 3, bringing the calm, clear weather Nolan recorded.", "plain": "A low-pressure system settled over the city on Day 3, bringing the calm, clear weather Nolan recorded.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA22", "cD22" ] }, "n_options": 5 }, { "n": 23, "item_id": "_177b2fd5-c98a-46ce-8272-9c6986cc270c", "type": "choice", "title": "Gray Point Fishery - Part A", "standards": [ "MS-ESS3-4" ], "prompt_html": "

Part A

Read the report and look at Figure 1 and Figure 2.

Which claim about Gray Point’s ocean food supply is best supported by the report and both figures?

", "prompt_plain": "Part A Read the report and look at Figure 1 and Figure 2. Which claim about Gray Point’s ocean food supply is best supported by the report and both figures?", "context_html": "", "options": [ { "id": "cA23", "text": "The total catch fell after 2005 because fewer boats went out fishing each year.", "plain": "The total catch fell after 2005 because fewer boats went out fishing each year.", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "Fish are being removed from the ocean faster than the fish population can replace them.", "plain": "Fish are being removed from the ocean faster than the fish population can replace them.", "correct": true, "kind": "choice" }, { "id": "cC23", "text": "The fish population is doing well, because the boats were still catching fish in 2020.", "plain": "The fish population is doing well, because the boats were still catching fish in 2020.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "The fish swam away from Gray Point to escape water that is becoming warmer.", "plain": "The fish swam away from Gray Point to escape water that is becoming warmer.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cb25bf3f-f8bb-4833-8fb3-287b4a6432f2" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB23" ] }, "n_options": 4, "passage_html": "

Gray Point Fishery Report

Gray Point is a coastal town where fishing boats catch ocean fish to sell for food. The town council published a report on the fishery. Figure 1 shows the total mass of fish caught each year. Figure 2 shows the number of fishing boats working out of Gray Point each year. The report also tracks the catch per boat: the total catch divided by the number of boats, which tells how much fish one boat brings in on average. In 1995 the catch per boat was 40 tonnes. In 2020 it was 15 tonnes. A harbor survey also counts the young fish in the water each summer. Since 2010, the survey has counted fewer young fish every year.

Figure 1. Total Fish Catch at Gray Point

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Figure 2. Fishing Boats at Gray Point

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", "passage_plain": "Gray Point Fishery Report Gray Point is a coastal town where fishing boats catch ocean fish to sell for food. The town council published a report on the fishery. Figure 1 shows the total mass of fish caught each year. Figure 2 shows the number of fishing boats working out of Gray Point each year. The report also tracks the catch per boat: the total catch divided by the number of boats, which tells how much fish one boat brings in on average. In 1995 the catch per boat was 40 tonnes. In 2020 it was 15 tonnes. A harbor survey also counts the young fish in the water each summer. Since 2010, the survey has counted fewer young fish every year. Figure 1. Total Fish Catch at Gray Point Figure 2. Fishing Boats at Gray Point" }, { "n": 24, "item_id": "_870726f7-d608-4358-ba42-5d941089e9ad", "type": "choice", "title": "Gray Point Fishery - Part B", "standards": [ "MS-ESS3-4" ], "prompt_html": "

Part B

Along with the young-fish survey, which comparison of Figure 1 and Figure 2 best supports your answer in Part A?

", "prompt_plain": "Part B Along with the young-fish survey, which comparison of Figure 1 and Figure 2 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA24", "text": "Both figures show their values falling after 2005, and that steady drop is why the catch per boat shrank.", "plain": "Both figures show their values falling after 2005, and that steady drop is why the catch per boat shrank.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Both figures show their values rising between 1995 and 2005, when the fishery was still growing.", "plain": "Both figures show their values rising between 1995 and 2005, when the fishery was still growing.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "After 2005 the boat count kept rising while the total catch fell, so the catch per boat shrank.", "plain": "After 2005 the boat count kept rising while the total catch fell, so the catch per boat shrank.", "correct": true, "kind": "choice" }, { "id": "cD24", "text": "Figure 1 and Figure 2 use the same year axis from 1995 to 2020, so their values can be compared directly.", "plain": "Figure 1 and Figure 2 use the same year axis from 1995 to 2020, so their values can be compared directly.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cb25bf3f-f8bb-4833-8fb3-287b4a6432f2" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC24" ] }, "n_options": 4, "passage_html": "

Gray Point Fishery Report

Gray Point is a coastal town where fishing boats catch ocean fish to sell for food. The town council published a report on the fishery. Figure 1 shows the total mass of fish caught each year. Figure 2 shows the number of fishing boats working out of Gray Point each year. The report also tracks the catch per boat: the total catch divided by the number of boats, which tells how much fish one boat brings in on average. In 1995 the catch per boat was 40 tonnes. In 2020 it was 15 tonnes. A harbor survey also counts the young fish in the water each summer. Since 2010, the survey has counted fewer young fish every year.

Figure 1. Total Fish Catch at Gray Point

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Figure 2. Fishing Boats at Gray Point

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", "passage_plain": "Gray Point Fishery Report Gray Point is a coastal town where fishing boats catch ocean fish to sell for food. The town council published a report on the fishery. Figure 1 shows the total mass of fish caught each year. Figure 2 shows the number of fishing boats working out of Gray Point each year. The report also tracks the catch per boat: the total catch divided by the number of boats, which tells how much fish one boat brings in on average. In 1995 the catch per boat was 40 tonnes. In 2020 it was 15 tonnes. A harbor survey also counts the young fish in the water each summer. Since 2010, the survey has counted fewer young fish every year. Figure 1. Total Fish Catch at Gray Point Figure 2. Fishing Boats at Gray Point" }, { "n": 25, "item_id": "_44e41380-52c1-45a2-80fa-3cffa4c17584", "type": "text-entry", "title": "Grape Skin Cell Length", "standards": [ "MS-LS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Marcus looks at a thin piece of skin peeled from a grape under a microscope. He sees five same-size cells lying end to end in a straight row. The whole row of five cells measures 300 micrometers long.

What is the length of one cell, in micrometers?

Give your answer as a whole number (e.g., 27).

Length in micrometers:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "60" ] }, "n_options": 0 }, { "n": 26, "item_id": "_6692e6b5-14a9-4a99-813c-d2c725bb8f1b", "type": "gap-match", "title": "Cell City Poster", "standards": [ "MS-LS1-2" ], "prompt_html": "

A science-class poster shows a cell drawn as a tiny city. Four cell parts are labeled on the map, and each has an empty box beside it. Figure 1 shows the poster.

Figure 1. The Cell City Poster

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Drag each city-facility label to the cell part whose job it matches. Each label may be used only once. One label will not be used.

", "prompt_plain": "A science-class poster shows a cell drawn as a tiny city. Four cell parts are labeled on the map, and each has an empty box beside it. Figure 1 shows the poster. Figure 1. The Cell City Poster Drag each city-facility label to the cell part whose job it matches. Each label may be used only once. One label will not be used.", "context_html": "", "options": [ { "id": "tokT3", "text": "Highway network, which moves materials around", "plain": "Highway network, which moves materials around", "correct": false, "kind": "gap-token" }, { "id": "tokT5", "text": "Water tower, which stores extra supplies", "plain": "Water tower, which stores extra supplies", "correct": false, "kind": "gap-token" }, { "id": "tokT1", "text": "City hall, which directs the city’s activities", "plain": "City hall, which directs the city’s activities", "correct": false, "kind": "gap-token" }, { "id": "tokT4", "text": "Security gates, which control what enters and leaves", "plain": "Security gates, which control what enters and leaves", "correct": false, "kind": "gap-token" }, { "id": "tokT2", "text": "Power plant, which makes usable energy", "plain": "Power plant, which makes usable energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot26.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokT1 gap1", "tokT2 gap2", "tokT3 gap3", "tokT4 gap4" ] }, "n_options": 5 }, { "n": 27, "item_id": "_013151e3-e160-4db8-ba54-f6f006167ab9", "type": "inline-choice", "title": "Desert Field-Guide Captions", "standards": [ "MS-LS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Figure 1 shows three interactions between living things in a desert ecosystem, one in each panel.

Figure 1. Three Desert Panels

\"Three

Complete the field-guide caption for each panel by choosing the correct term.

Panel 1: A kit fox catches and eats a pocket mouse. This interaction is .

Panel 2: Bighorn sheep and wild burros both graze the same sparse desert grasses, and there is not enough grass for both groups. This interaction is .

Panel 3: A yucca moth carries pollen the yucca plant needs to make seeds, and the plant’s flowers feed the moth’s young. This interaction is .

", "options": [ { "id": "cIC1Of5b21b5db", "text": "competition", "plain": "competition", "correct": false, "kind": "inline" }, { "id": "cIC1O941095cd9", "text": "mutualism", "plain": "mutualism", "correct": false, "kind": "inline" }, { "id": "cIC1O12122100c", "text": "predation", "plain": "predation", "correct": true, "kind": "inline" }, { "id": "cIC2O47168146f", "text": "competition", "plain": "competition", "correct": true, "kind": "inline" }, { "id": "cIC2O095152ef6", "text": "mutualism", "plain": "mutualism", "correct": false, "kind": "inline" }, { "id": "cIC2O99d516708", "text": "predation", "plain": "predation", "correct": false, "kind": "inline" }, { "id": "cIC3O7e2fed471", "text": "competition", "plain": "competition", "correct": false, "kind": "inline" }, { "id": "cIC3O1d776190e", "text": "mutualism", "plain": "mutualism", "correct": true, "kind": "inline" }, { "id": "cIC3Odd9e8378f", "text": "predation", "plain": "predation", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot27.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1O12122100c" ], "RESPONSE2": [ "cIC2O47168146f" ], "RESPONSE3": [ "cIC3O1d776190e" ] }, "n_options": 9 }, { "n": 28, "item_id": "_f0a4380d-a37b-43f7-a2b6-9c6fad838ed3", "type": "choice", "title": "Compost Bin Speed-Up", "standards": [ "MS-LS2-3" ], "prompt_html": "

A garden club runs a compost bin that turns food scraps and dead leaves into dark, crumbly compost. Table 1 is the club’s log from a three-week trial. For the next batch, five changes are proposed.

Table 1. Three-Week Compost Log

WeekWhat the club observed
Week 1Fresh scraps added, some loose and some still inside knotted produce bags. A handful of earthworms added.
Week 2Loose scraps soft and shrinking, with earthworms and white fungus threads on them. Scraps inside the bags look unchanged.
Week 3Most loose scraps no longer recognizable; dark, crumbly material below them. Scraps inside the bags still look fresh.

Choose the TWO changes that should make the next batch of scraps break down faster.

", "prompt_plain": "A garden club runs a compost bin that turns food scraps and dead leaves into dark, crumbly compost. Table 1 is the club’s log from a three-week trial. For the next batch, five changes are proposed. Table 1. Three-Week Compost Log Week What the club observed Week 1 Fresh scraps added, some loose and some still inside knotted produce bags. A handful of earthworms added. Week 2 Loose scraps soft and shrinking, with earthworms and white fungus threads on them. Scraps inside the bags look unchanged. Week 3 Most loose scraps no longer recognizable; dark, crumbly material below them. Scraps inside the bags still look fresh. Choose the TWO changes that should make the next batch of scraps break down faster.", "context_html": "", "options": [ { "id": "cA28", "text": "Spray the inside of the bin with a germ-killing cleaner, because tiny living things spoil compost as it forms.", "plain": "Spray the inside of the bin with a germ-killing cleaner, because tiny living things spoil compost as it forms.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "Remove the earthworms from the bin, because animals eating the scraps leave less material behind to become compost.", "plain": "Remove the earthworms from the bin, because animals eating the scraps leave less material behind to become compost.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "Add more earthworms to the bin, because decomposers such as worms and fungi break the scraps down.", "plain": "Add more earthworms to the bin, because decomposers such as worms and fungi break the scraps down.", "correct": true, "kind": "choice" }, { "id": "cD28", "text": "Keep dead leaves out of the next batch, because material that is already dead cannot break down any further.", "plain": "Keep dead leaves out of the next batch, because material that is already dead cannot break down any further.", "correct": false, "kind": "choice" }, { "id": "cE28", "text": "Take scraps out of their knotted bags before adding them, because decomposers need to reach material to break it down.", "plain": "Take scraps out of their knotted bags before adding them, because decomposers need to reach material to break it down.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC28", "cE28" ] }, "n_options": 5 }, { "n": 29, "item_id": "_c4813419-058b-4005-aa8d-df69442f4c49", "type": "choice", "title": "Warehouse Dolly Pull", "standards": [ "MS-PS2-2" ], "prompt_html": "

At a warehouse, Ramon pulls a loaded dolly across a level concrete floor. A force meter on the handle shows his steady pull, and a motion sensor measures the dolly’s acceleration. Before the test, Ramon used the equation force = mass × acceleration to calculate the acceleration his pull should produce. Table 1 shows the results.

\"A

Table 1. Dolly Pull Test

MeasurementValue
Ramon’s steady pull force240 N
Mass of dolly plus boxes80 kg
Calculated acceleration (240 N ÷ 80 kg)3.0 m/s²
Measured acceleration2.5 m/s²

Which statement best explains why the measured acceleration was lower than the calculated acceleration?

", "prompt_plain": "At a warehouse, Ramon pulls a loaded dolly across a level concrete floor. A force meter on the handle shows his steady pull, and a motion sensor measures the dolly’s acceleration. Before the test, Ramon used the equation force = mass × acceleration to calculate the acceleration his pull should produce. Table 1 shows the results. Table 1. Dolly Pull Test Measurement Value Ramon’s steady pull force 240 N Mass of dolly plus boxes 80 kg Calculated acceleration (240 N ÷ 80 kg) 3.0 m/s² Measured acceleration 2.5 m/s² Which statement best explains why the measured acceleration was lower than the calculated acceleration?", "context_html": "", "options": [ { "id": "cA29", "text": "Friction between the floor and the wheels pushed backward, so the net force was less than 240 N.", "plain": "Friction between the floor and the wheels pushed backward, so the net force was less than 240 N.", "correct": true, "kind": "choice" }, { "id": "cB29", "text": "Ramon’s pull was slowly used up as the dolly moved, so less than 240 N remained by the end.", "plain": "Ramon’s pull was slowly used up as the dolly moved, so less than 240 N remained by the end.", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "The dolly’s mass became larger as soon as it started moving, so the same pull produced a smaller acceleration.", "plain": "The dolly’s mass became larger as soon as it started moving, so the same pull produced a smaller acceleration.", "correct": false, "kind": "choice" }, { "id": "cD29", "text": "Gravity pulled backward on the dolly as it rolled forward, canceling part of Ramon’s 240 N pull.", "plain": "Gravity pulled backward on the dolly as it rolled forward, canceling part of Ramon’s 240 N pull.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot29.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA29" ] }, "n_options": 4 }, { "n": 30, "item_id": "_12e52b19-7004-4ab6-9419-3e1079ad416a", "type": "text-entry", "title": "Mallet Net Force", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

In the school woodshop, Petra swings a rubber mallet to tap a wooden peg into place. The table below shows the measurements from one swing.

MeasurementValue
Mass of the mallet2 kg (kilograms)
Acceleration of the mallet during the swing6 m/s² (meters per second each second)

Use the equation force = mass × acceleration. What is the net force, in newtons, acting on the mallet during the swing?

Give your answer as a whole number (e.g., 20).

Net force in newtons:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "12" ] }, "n_options": 0 }, { "n": 31, "item_id": "_c8a5bdb8-048a-4db9-92c8-136b69ce3208", "type": "choice", "title": "Wax Dots on a Copper Rod", "standards": [ "MS-PS3-3" ], "prompt_html": "

Silas clamps a straight copper rod to a stand so that one end sits just above a small burner flame. Before lighting the burner, he puts four identical dots of solid wax on top of the rod. Dot 1 sits closest to the flame end, and Dot 4 sits farthest from it. Figure 1 shows the setup.

Figure 1. The Wax-Dot Setup

\"A

After Silas lights the burner, which wax dot will melt first, and why?

", "prompt_plain": "Silas clamps a straight copper rod to a stand so that one end sits just above a small burner flame. Before lighting the burner, he puts four identical dots of solid wax on top of the rod. Dot 1 sits closest to the flame end, and Dot 4 sits farthest from it. Figure 1 shows the setup. Figure 1. The Wax-Dot Setup After Silas lights the burner, which wax dot will melt first, and why?", "context_html": "", "options": [ { "id": "cA31", "text": "Dot 1, because thermal energy moves from the heated end through the solid copper by conduction.", "plain": "Dot 1, because thermal energy moves from the heated end through the solid copper by conduction.", "correct": true, "kind": "choice" }, { "id": "cB31", "text": "Dot 4, because air warmed by the flame rises and carries energy to the far end by convection.", "plain": "Dot 4, because air warmed by the flame rises and carries energy to the far end by convection.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "Dot 4, because thermal energy moves to the coolest part of the rod before warming the rest.", "plain": "Dot 4, because thermal energy moves to the coolest part of the rod before warming the rest.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "All four dots at the same time, because radiation from the flame reaches each dot directly.", "plain": "All four dots at the same time, because radiation from the flame reaches each dot directly.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot31.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_72831dea-a779-4ca1-9e11-b074a3f8c210", "type": "choice", "title": "Canteen Cooling Curves", "standards": [ "MS-PS3-4" ], "prompt_html": "

Tilda investigates how the temperature of the surrounding air affects how fast hot water cools. She fills a metal canteen with 90 °C water and records the water temperature for 60 minutes in a storage room kept at 10 °C. She then refills the same canteen with 90 °C water and repeats the trial in a room kept at 30 °C. Figure 1 shows the two cooling curves.

Figure 1. Two Cooling Curves

\"Line

Which statement do the curves in Figure 1 best support?

", "prompt_plain": "Tilda investigates how the temperature of the surrounding air affects how fast hot water cools. She fills a metal canteen with 90 °C water and records the water temperature for 60 minutes in a storage room kept at 10 °C. She then refills the same canteen with 90 °C water and repeats the trial in a room kept at 30 °C. Figure 1 shows the two cooling curves. Figure 1. Two Cooling Curves Which statement do the curves in Figure 1 best support?", "context_html": "", "options": [ { "id": "cA32", "text": "The water in each room lost thermal energy at one steady rate from the start of the trial to the end.", "plain": "The water in each room lost thermal energy at one steady rate from the start of the trial to the end.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "The water in the 30 °C room cooled faster because warmer air soaks up thermal energy more quickly.", "plain": "The water in the 30 °C room cooled faster because warmer air soaks up thermal energy more quickly.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "The water in the 10 °C room cooled because coldness flowed from the room air into the canteen.", "plain": "The water in the 10 °C room cooled because coldness flowed from the room air into the canteen.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "The water lost thermal energy fastest when the difference between the water and room temperatures was largest.", "plain": "The water lost thermal energy fastest when the difference between the water and room temperatures was largest.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot32.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_fe9d6026-d536-4022-bf79-a7d87cb7d953", "type": "inline-choice", "title": "Cube and Sphere in a Box", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A silver cube heated to 80 °C sits on top of a copper sphere at 20 °C, with their surfaces touching. Wanda places the pair inside an insulated box so that almost no energy escapes to the room. Figure 1 shows the setup.

Figure 1. The Insulated Box Setup

\"A

Complete the sentence about what happens next. Choose the correct word or phrase for each blank.

Thermal energy flows from the to the until the two metals .

", "options": [ { "id": "cIC1O79a069445", "text": "copper sphere", "plain": "copper sphere", "correct": false, "kind": "inline" }, { "id": "cIC1Occd07e786", "text": "silver cube", "plain": "silver cube", "correct": true, "kind": "inline" }, { "id": "cIC1Ocf351b022", "text": "insulated box", "plain": "insulated box", "correct": false, "kind": "inline" }, { "id": "cIC2Occ811e73e", "text": "silver cube", "plain": "silver cube", "correct": false, "kind": "inline" }, { "id": "cIC2Od1685947b", "text": "air in the room", "plain": "air in the room", "correct": false, "kind": "inline" }, { "id": "cIC2O41d55d4ab", "text": "copper sphere", "plain": "copper sphere", "correct": true, "kind": "inline" }, { "id": "cIC3Ofe0bcbc5d", "text": "use up all of their stored thermal energy", "plain": "use up all of their stored thermal energy", "correct": false, "kind": "inline" }, { "id": "cIC3O72e652ad9", "text": "reach thermal equilibrium at one shared temperature", "plain": "reach thermal equilibrium at one shared temperature", "correct": true, "kind": "inline" }, { "id": "cIC3Oce5b272d2", "text": "return to the temperatures they started with", "plain": "return to the temperatures they started with", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot33.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1Occd07e786" ], "RESPONSE2": [ "cIC2O41d55d4ab" ], "RESPONSE3": [ "cIC3O72e652ad9" ] }, "n_options": 9 }, { "n": 34, "item_id": "_c3b4ef02-f43c-47c2-a52e-65c666a905ac", "type": "choice", "title": "Canyon Amphitheater - Part A", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part A

Look at Table 1. Which claim about the two surfaces do the sound readings support?

", "prompt_plain": "Part A Look at Table 1. Which claim about the two surfaces do the sound readings support?", "context_html": "", "options": [ { "id": "cA34", "text": "The cliff wall absorbs nearly all of the clap’s sound, while the sand slope reflects most of it back.", "plain": "The cliff wall absorbs nearly all of the clap’s sound, while the sand slope reflects most of it back.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Both surfaces transmit most of the sound, letting it pass into the rock and the sand behind them.", "plain": "Both surfaces transmit most of the sound, letting it pass into the rock and the sand behind them.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "The cliff wall reflects much more of the clap’s sound than the sand slope, which sends back only a little.", "plain": "The cliff wall reflects much more of the clap’s sound than the sand slope, which sends back only a little.", "correct": true, "kind": "choice" }, { "id": "cD34", "text": "Both surfaces reflect sound equally well, and the two echoes differ because of the surfaces’ distances.", "plain": "Both surfaces reflect sound equally well, and the two echoes differ because of the surfaces’ distances.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_307d27e7-00d9-49aa-8cdd-791f94fcd0b3" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC34" ] }, "n_options": 4, "passage_html": "

Canyon Amphitheater Readings

Zuri’s hiking group stops at a natural rock amphitheater deep in a desert canyon. One side is a tall cliff wall of smooth, hard rock. The other side is a long slope of loose, dark sand. The cliff wall and the sand slope are each about 40 meters from the group. From that center spot, the group makes one loud clap and uses a sound meter to measure the echo returning from each side and from the flat gravel ground between the two sides. The group also points a light meter at each surface to measure how much sunlight bounces back. Higher meter numbers mean more sound or light returned. Table 1 shows the five readings. Figure 1 shows the amphitheater.

Figure 1. The Amphitheater

\"Hikers

Table 1. Amphitheater Readings

ReadingWhat was measuredResult
1Echo of the clap returning from the cliff wall66 dB — a loud, clear echo
2Echo of the clap returning from the sand slope41 dB — a faint echo
3Sunlight bouncing back from the cliff wall780 (light-meter units)
4Sunlight bouncing back from the sand slope95 (light-meter units)
5Echo of the clap returning from the flat gravel ground between the two sides48 dB — a soft echo
", "passage_plain": "Canyon Amphitheater Readings Zuri’s hiking group stops at a natural rock amphitheater deep in a desert canyon. One side is a tall cliff wall of smooth, hard rock. The other side is a long slope of loose, dark sand. The cliff wall and the sand slope are each about 40 meters from the group. From that center spot, the group makes one loud clap and uses a sound meter to measure the echo returning from each side and from the flat gravel ground between the two sides. The group also points a light meter at each surface to measure how much sunlight bounces back. Higher meter numbers mean more sound or light returned. Table 1 shows the five readings. Figure 1 shows the amphitheater. Figure 1. The Amphitheater Table 1. Amphitheater Readings Reading What was measured Result 1 Echo of the clap returning from the cliff wall 66 dB — a loud, clear echo 2 Echo of the clap returning from the sand slope 41 dB — a faint echo 3 Sunlight bouncing back from the cliff wall 780 (light-meter units) 4 Sunlight bouncing back from the sand slope 95 (light-meter units) 5 Echo of the clap returning from the flat gravel ground between the two sides 48 dB — a soft echo" }, { "n": 35, "item_id": "_49853ab3-f0c1-46a6-98ff-a9cba8a1c583", "type": "choice", "title": "Canyon Amphitheater - Part B", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part B

Which two readings in Table 1 are the evidence for your answer in Part A?

", "prompt_plain": "Part B Which two readings in Table 1 are the evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA35", "text": "Readings 1 and 2, because they compare the sound returned by the cliff wall and the sand slope.", "plain": "Readings 1 and 2, because they compare the sound returned by the cliff wall and the sand slope.", "correct": true, "kind": "choice" }, { "id": "cB35", "text": "Readings 2 and 5, because they compare the sound returned by the sand slope and the flat gravel ground.", "plain": "Readings 2 and 5, because they compare the sound returned by the sand slope and the flat gravel ground.", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "Readings 1 and 5, because they compare the sound returned by the cliff wall and the flat gravel ground.", "plain": "Readings 1 and 5, because they compare the sound returned by the cliff wall and the flat gravel ground.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "Readings 3 and 4, because a surface that bounces back more sunlight also sends back a stronger echo.", "plain": "Readings 3 and 4, because a surface that bounces back more sunlight also sends back a stronger echo.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_307d27e7-00d9-49aa-8cdd-791f94fcd0b3" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA35" ] }, "n_options": 4, "passage_html": "

Canyon Amphitheater Readings

Zuri’s hiking group stops at a natural rock amphitheater deep in a desert canyon. One side is a tall cliff wall of smooth, hard rock. The other side is a long slope of loose, dark sand. The cliff wall and the sand slope are each about 40 meters from the group. From that center spot, the group makes one loud clap and uses a sound meter to measure the echo returning from each side and from the flat gravel ground between the two sides. The group also points a light meter at each surface to measure how much sunlight bounces back. Higher meter numbers mean more sound or light returned. Table 1 shows the five readings. Figure 1 shows the amphitheater.

Figure 1. The Amphitheater

\"Hikers

Table 1. Amphitheater Readings

ReadingWhat was measuredResult
1Echo of the clap returning from the cliff wall66 dB — a loud, clear echo
2Echo of the clap returning from the sand slope41 dB — a faint echo
3Sunlight bouncing back from the cliff wall780 (light-meter units)
4Sunlight bouncing back from the sand slope95 (light-meter units)
5Echo of the clap returning from the flat gravel ground between the two sides48 dB — a soft echo
", "passage_plain": "Canyon Amphitheater Readings Zuri’s hiking group stops at a natural rock amphitheater deep in a desert canyon. One side is a tall cliff wall of smooth, hard rock. The other side is a long slope of loose, dark sand. The cliff wall and the sand slope are each about 40 meters from the group. From that center spot, the group makes one loud clap and uses a sound meter to measure the echo returning from each side and from the flat gravel ground between the two sides. The group also points a light meter at each surface to measure how much sunlight bounces back. Higher meter numbers mean more sound or light returned. Table 1 shows the five readings. Figure 1 shows the amphitheater. Figure 1. The Amphitheater Table 1. Amphitheater Readings Reading What was measured Result 1 Echo of the clap returning from the cliff wall 66 dB — a loud, clear echo 2 Echo of the clap returning from the sand slope 41 dB — a faint echo 3 Sunlight bouncing back from the cliff wall 780 (light-meter units) 4 Sunlight bouncing back from the sand slope 95 (light-meter units) 5 Echo of the clap returning from the flat gravel ground between the two sides 48 dB — a soft echo" }, { "n": 36, "item_id": "_9e575182-277a-45bb-b710-f7afca3991cc", "type": "choice", "title": "The Model-Kit Station Card", "standards": [ "MS-PS1-1" ], "prompt_html": "

A model-kit station card gives this information:

Formula card: PCl3 — each molecule contains 1 phosphorus (P) atom and 3 chlorine (Cl) atoms.

In the kit, each ball stands for one atom and each stick stands for one chemical bond between two atoms. The pictures in the answer choices show four models built from the kit.

Which model correctly represents one molecule of PCl3?

", "prompt_plain": "A model-kit station card gives this information: Formula card: PCl 3 — each molecule contains 1 phosphorus (P) atom and 3 chlorine (Cl) atoms. In the kit, each ball stands for one atom and each stick stands for one chemical bond between two atoms. The pictures in the answer choices show four models built from the kit. Which model correctly represents one molecule of PCl 3 ?", "context_html": "", "options": [ { "id": "cA36", "text": "

\"One

One chlorine ball in the center joined by sticks to three phosphorus balls.

", "plain": "One chlorine ball in the center joined by sticks to three phosphorus balls.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "

\"One

One phosphorus ball in the center joined by sticks to three chlorine balls.

", "plain": "One phosphorus ball in the center joined by sticks to three chlorine balls.", "correct": true, "kind": "choice" }, { "id": "cC36", "text": "

\"One

One phosphorus ball and three chlorine balls placed close together with no sticks.

", "plain": "One phosphorus ball and three chlorine balls placed close together with no sticks.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "

\"Two

Two phosphorus balls and two chlorine balls joined by sticks in one row.

", "plain": "Two phosphorus balls and two chlorine balls joined by sticks in one row.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot36a_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot36b_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot36c_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot36d_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB36" ] }, "n_options": 4 }, { "n": 37, "item_id": "_f6f1c803-f3d4-416e-8377-e9e50ebe4cb8", "type": "hottext", "title": "The Mineral Powder Report", "standards": [ "MS-PS1-1" ], "prompt_html": "

Tamsin’s lab group studied a white mineral powder and wrote the five report sentences shown below.

", "prompt_plain": "Tamsin’s lab group studied a white mineral powder and wrote the five report sentences shown below.", "context_html": "", "options": [ { "id": "hS137", "text": "Under the hand lens, every grain of the powder looks like the same tiny white bead.", "plain": "Under the hand lens, every grain of the powder looks like the same tiny white bead.", "correct": false, "kind": "hottext" }, { "id": "hS237", "text": "The handbook page lists the powder’s chemical formula, MgO, in its table of facts about the powder.", "plain": "The handbook page lists the powder’s chemical formula, MgO, in its table of facts about the powder.", "correct": true, "kind": "hottext" }, { "id": "hS337", "text": "When we heated a scoopful strongly, the powder glowed orange and became too hot to touch.", "plain": "When we heated a scoopful strongly, the powder glowed orange and became too hot to touch.", "correct": false, "kind": "hottext" }, { "id": "hS437", "text": "The handbook page compares the powder with table salt, lists table salt’s chemical formula, NaCl, and gives table salt a lower melting temperature than the powder’s melting temperature.", "plain": "The handbook page compares the powder with table salt, lists table salt’s chemical formula, NaCl, and gives table salt a lower melting temperature than the powder’s melting temperature.", "correct": false, "kind": "hottext" }, { "id": "hS537", "text": "Our teacher reminded us that every solid, including this powder, is made of atoms far too small to see.", "plain": "Our teacher reminded us that every solid, including this powder, is made of atoms far too small to see.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hS237" ] }, "n_options": 5 }, { "n": 38, "item_id": "_7735ec63-f453-456e-b65c-d4732728fced", "type": "choice", "title": "Desert Solar Farm Siting", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A power company chooses a wide stretch of open desert for a new solar farm. The farm’s purpose is to supply the nearby town with electricity made without burning fuels. Thousands of solar panels will cover all of the land inside the dashed boundary on the siting map in Figure 1. The map’s shaded area shows where desert animals live and find their food.

Figure 1. Solar Farm Siting Map

\"A

Which statement describes an unintended impact on the natural environment that the company should consider before building the farm?

", "prompt_plain": "A power company chooses a wide stretch of open desert for a new solar farm. The farm’s purpose is to supply the nearby town with electricity made without burning fuels. Thousands of solar panels will cover all of the land inside the dashed boundary on the siting map in Figure 1. The map’s shaded area shows where desert animals live and find their food. Figure 1. Solar Farm Siting Map Which statement describes an unintended impact on the natural environment that the company should consider before building the farm?", "context_html": "", "options": [ { "id": "cA38", "text": "The air around the town would stay cleaner because the coal-burning power plant would burn less coal.", "plain": "The air around the town would stay cleaner because the coal-burning power plant would burn less coal.", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Desert animals inside the boundary would lose their habitat when panels cover the land.", "plain": "Desert animals inside the boundary would lose their habitat when panels cover the land.", "correct": true, "kind": "choice" }, { "id": "cC38", "text": "Capturing energy in the panels would leave less sunlight for the land outside the farm.", "plain": "Capturing energy in the panels would leave less sunlight for the land outside the farm.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Shade from the panels would cause less rain to fall on the desert inside the boundary.", "plain": "Shade from the panels would cause less rain to fall on the desert inside the boundary.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-25/images/slot38.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB38" ] }, "n_options": 4 }, { "n": 39, "item_id": "_5d7f2f7c-c756-4404-97de-0d6a097468f0", "type": "gap-match", "title": "Camp Stool Hinge Test", "standards": [ "MS-ETS1-3" ], "prompt_html": "

An outdoor-gear company is testing three hinge designs for a folding camp stool. The design brief lists one criterion for the hinge: it must last through at least 5,000 open-and-close flex cycles without breaking. A flex machine opened and closed each hinge over and over. Table 1 shows what happened to each design.

Table 1. Flex-Machine Results

Hinge designWhat happened during the test
Design 1The hinge pin snapped during cycle 3,480.
Design 2The machine was stopped at cycle 7,150 with the hinge still opening and closing smoothly.
Design 3The hinge’s side plate cracked apart during cycle 4,730.

 

Drag one label onto each design to show whether that design meets the criterion.

", "prompt_plain": "An outdoor-gear company is testing three hinge designs for a folding camp stool. The design brief lists one criterion for the hinge: it must last through at least 5,000 open-and-close flex cycles without breaking. A flex machine opened and closed each hinge over and over. Table 1 shows what happened to each design. Table 1. Flex-Machine Results Hinge design What happened during the test Design 1 The hinge pin snapped during cycle 3,480. Design 2 The machine was stopped at cycle 7,150 with the hinge still opening and closing smoothly. Design 3 The hinge’s side plate cracked apart during cycle 4,730. Drag one label onto each design to show whether that design meets the criterion.", "context_html": "", "options": [ { "id": "tokT2", "text": "does not meet the criterion", "plain": "does not meet the criterion", "correct": false, "kind": "gap-token" }, { "id": "tokT1", "text": "meets the criterion", "plain": "meets the criterion", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokT2 gap1", "tokT1 gap2", "tokT2 gap3" ] }, "n_options": 2 }, { "n": 40, "item_id": "_9b080878-68b5-473a-bd82-7b0eb07a8055", "type": "choice", "title": "Locker Shelf Design Cycle", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Sydney’s team is building a locker organizer shelf for the school’s tall gym lockers. The team keeps a project diary while it works through the five-step design cycle it learned in class. The cycle’s five steps, listed here alphabetically, are: analyze, build a model, propose, revise, and test. The newest diary entry says:

\"Entry 4: Today we went through the numbers from yesterday’s loading trial. The shelf held the books, but we worked out that its middle bends downward because nothing supports the center of the shelf.\"

Entry 4 shows the team has just finished the analyze step. Which step of the design cycle comes next?

", "prompt_plain": "Sydney’s team is building a locker organizer shelf for the school’s tall gym lockers. The team keeps a project diary while it works through the five-step design cycle it learned in class. The cycle’s five steps, listed here alphabetically, are: analyze, build a model, propose, revise, and test. The newest diary entry says: \"Entry 4: Today we went through the numbers from yesterday’s loading trial. The shelf held the books, but we worked out that its middle bends downward because nothing supports the center of the shelf.\" Entry 4 shows the team has just finished the analyze step. Which step of the design cycle comes next?", "context_html": "", "options": [ { "id": "cA40", "text": "propose", "plain": "propose", "correct": false, "kind": "choice" }, { "id": "cB40", "text": "build a model", "plain": "build a model", "correct": false, "kind": "choice" }, { "id": "cC40", "text": "test", "plain": "test", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "revise", "plain": "revise", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD40" ] }, "n_options": 4 } ] }, { "form": "G6.26", "grade": "G6", "title": "Alpha Standardized Science G6.26", "test_id": "_test-45b43114-7f87-44c3-8fda-945d5db5df05", "n_items": 40, "n_stimuli": 9, "stimuli": { "_7da14e52-159f-47d4-a8a2-69715fe6f756": { "title": "Marmot Meadow Counts", "html": "

Marmot Meadow Counts

Rangers survey the wildlife of an alpine meadow every July. They count the meadow's marmots, and they count the golden eagles seen hunting over it. They also record a forage index: the percentage of survey plots with plenty of the wildflowers marmots eat. Table 1 shows the last four surveys. Figure 1 shows a food web for the meadow.

Table 1. Meadow Survey Records

YearMarmots countedGolden eagles countedForage index (%)
2022118373
202396571
202471874
2025521172

Figure 1. Meadow Food Web

\"A

" }, "_465b0b5e-39a8-4472-afde-59bb4474b3f5": { "title": "Two Vineyard Towns", "html": "

Two Vineyard Towns

Two towns grow grapes at the same latitude and the same elevation. One town sits beside the ocean. The other town lies 300 kilometers inland, far from any large body of water. Both towns receive similar hours of sunshine. Vineyard managers in both towns keep detailed temperature logs. Figure 1 shows hourly readings for one harvest day and monthly averages for a full year. The coastal town’s temperatures swing far less than the inland town’s, both within a day and across the seasons.

Figure 1. Temperature Logs for the Two Towns

\"Two

" }, "_93ead5f5-e980-4406-b04f-939c15051f29": { "title": "Hot-Water Bottle Night Logs", "html": "

Hot-Water Bottle Night Logs

On a cold night, Viola warms two beds with rubber hot-water bottles. Bottle A holds 1 liter of hot water. Bottle B holds 2 liters of water that is equally hot. Both bottles start at 60 °C. Viola slides each bottle under an identical quilt, in the same room, and the room's air stays near 18 °C all night. A temperature sensor inside each bottle records the water temperature every two hours. Table 1 shows the recorded temperatures. Figure 1 shows the setup.

Figure 1. The Hot-Water Bottles

\"Two

Table 1. Overnight Water Temperatures

TimeBottle A (1 L) water temperatureBottle B (2 L) water temperature
9 p.m.60 °C60 °C
11 p.m.44 °C51 °C
1 a.m.33 °C44 °C
3 a.m.26 °C38 °C
5 a.m.22 °C33 °C
" }, "_03abb56d-a5ef-4666-a052-2e7e1a8d9262": { "title": "Furnace-Safety Pamphlet", "html": "

Furnace-Safety Pamphlet

A safety pamphlet arrives with the new gas furnace in Yael's home. The pamphlet explains why the home needs a carbon monoxide alarm. It shows a formula card: the formula for carbon monoxide is CO. Beside the card, the pamphlet shows a photo of a model of one carbon monoxide molecule, built from a modeling kit. In the kit, a black ball stands for a carbon atom, and a red ball stands for an oxygen atom. Figure 1 shows the card and the model.

Figure 1. The Card and the Model

\"A

" }, "_9b2e4027-bde2-4b86-b178-ce44c1b8b513": { "title": "Regatta Weather Call", "html": "

Regatta Weather Call

A sailing club on Lake Winnebago will hold its fall regatta on Sunday. The race committee must decide whether to prepare for storms on race day. Each morning at 7:00, the committee logs the weather at the club dock. A barometer measures the air pressure. An anemometer measures the wind speed. The committee also records the relative humidity, the amount of moisture in the air. Table 1 shows the log for Thursday, Friday, and Saturday.

Table 1. Race-Committee Morning Log

DayAir pressure (millibars)Wind speed (km/h)Relative humidity (%)
Thursday10022685
Friday10101862
Saturday1018938
" }, "_9b9b4169-d910-4fe1-a89e-9730b1621fdf": { "title": "Yogurt Under the Microscope", "html": "

Yogurt Under the Microscope

Bruno's class is culturing yogurt from warm milk. Bruno places a drop of the culture on a slide and views it at 400×. He sees many tiny rod-shaped cells, far smaller than any cell he has studied before. For comparison, his teacher sets out a prepared slide of frog-skin cells. Figure 1 shows both views. On the frog-skin cell, three pointers mark three of its parts, numbered 1, 2, and 3.

Figure 1. The Two Microscope Views

\"Two

" }, "_25f6c60f-6fdb-4d6a-976d-a024880f4a02": { "title": "Plaza Market-Canopy Decision", "html": "

Plaza Market-Canopy Decision

A weekend market sets up on an open town plaza, and vendors need shade. A committee is comparing three canopy designs: Design A, Design B, and Design C. Design A costs $6,900, Design B costs $8,500, and Design C costs $10,400. The town will spend at most $9,000 on the canopy. The committee scored the designs on a weighted decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights, and a weighted score equals the score times the weight. Example: Design A's weighted total = (3 × 3) + (4 × 2) + (4 × 1) = 21. A testing lab also placed a model of each canopy in a wind tunnel and raised the fan speed in three steps (Table 2). Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Design ADesign BDesign C
Coverage area (×3)354
Wind rating (×2)453
Cost (×1)432

Table 2. Wind-Tunnel Tests

DesignSide panelsCorner fasteningsRoof fabricFirst lifted at
ASolid panelsStraps at all 4 cornersStandard fabricHighest fan speed
BMesh panels (air passes through)Straps at all 4 cornersStandard fabricDid not lift
CSolid panelsStraps at 2 cornersHeavy fabricMiddle fan speed

Figure 1. The Three Canopy Designs

\"Side

" }, "_b24082f1-1fd5-4064-b405-0c13df136887": { "title": "Museum Orrery Demonstration", "html": "

Museum Orrery Demonstration

A science museum uses a hand-cranked model called an orrery to show how the Moon moves. A bright lamp at the center of the model stands for the Sun. A long metal arm carries a small Earth globe around the lamp. A shorter arm carries a gray Moon ball around the Earth globe. The Moon arm clicks into four numbered stops on a ring around the globe. The stops are labeled 1, 2, 3, and 4. Figure 1 shows the model from above. The arrow on the ring shows the direction the Moon arm travels, from position 1 toward position 2, then on toward positions 3 and 4.

Figure 1. The Orrery Seen from Above

\"Top

(Not drawn to scale)

" }, "_6837bf5e-553c-4c7c-b64a-e7d329374b20": { "title": "Sealed Bicycle-Pump Bench", "html": "

Sealed Bicycle-Pump Bench

Anika's class tests two matching bicycle pumps whose nozzles are sealed with tight caps. One pump's clear barrel holds only air. The other pump's clear barrel is filled with water. Anika records three observations. First, the air pump's handle slides far down, and it springs back up when she lets go. Second, the water pump's handle barely moves, no matter how hard she pushes. Third, after the tests, the water level inside the second barrel is unchanged. Figure 1 shows the two pumps.

Figure 1. The Two Sealed Pumps

\"Two

" } }, "questions": [ { "n": 1, "item_id": "_751e3736-4825-4a48-890b-0c293590aa08", "type": "choice", "title": "Plaza Canopy — Weighted Total", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The committee chose Design B because it earned the highest weighted total in Table 1.

Choose the TWO statements that explain why Design B finished with the highest weighted total.

", "prompt_plain": "The committee chose Design B because it earned the highest weighted total in Table 1. Choose the TWO statements that explain why Design B finished with the highest weighted total.", "context_html": "", "options": [ { "id": "cA1", "text": "The coverage area row: Design B tops the row that carries the ×3 weight.", "plain": "The coverage area row: Design B tops the row that carries the ×3 weight.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The wind rating row: Design B tops the row that carries the ×2 weight.", "plain": "The wind rating row: Design B tops the row that carries the ×2 weight.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The cost row: Design B tops the row that carries the ×1 weight.", "plain": "The cost row: Design B tops the row that carries the ×1 weight.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The cost row: Design B's score there is multiplied by the matrix's largest weight.", "plain": "The cost row: Design B's score there is multiplied by the matrix's largest weight.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The wind rating row: its ×2 weight is too small to change the final totals.", "plain": "The wind rating row: its ×2 weight is too small to change the final totals.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_25f6c60f-6fdb-4d6a-976d-a024880f4a02" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

Plaza Market-Canopy Decision

A weekend market sets up on an open town plaza, and vendors need shade. A committee is comparing three canopy designs: Design A, Design B, and Design C. Design A costs $6,900, Design B costs $8,500, and Design C costs $10,400. The town will spend at most $9,000 on the canopy. The committee scored the designs on a weighted decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights, and a weighted score equals the score times the weight. Example: Design A's weighted total = (3 × 3) + (4 × 2) + (4 × 1) = 21. A testing lab also placed a model of each canopy in a wind tunnel and raised the fan speed in three steps (Table 2). Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Design ADesign BDesign C
Coverage area (×3)354
Wind rating (×2)453
Cost (×1)432

Table 2. Wind-Tunnel Tests

DesignSide panelsCorner fasteningsRoof fabricFirst lifted at
ASolid panelsStraps at all 4 cornersStandard fabricHighest fan speed
BMesh panels (air passes through)Straps at all 4 cornersStandard fabricDid not lift
CSolid panelsStraps at 2 cornersHeavy fabricMiddle fan speed

Figure 1. The Three Canopy Designs

\"Side

", "passage_plain": "Plaza Market-Canopy Decision A weekend market sets up on an open town plaza, and vendors need shade. A committee is comparing three canopy designs: Design A, Design B, and Design C. Design A costs $6,900, Design B costs $8,500, and Design C costs $10,400. The town will spend at most $9,000 on the canopy. The committee scored the designs on a weighted decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights, and a weighted score equals the score times the weight. Example: Design A's weighted total = (3 × 3) + (4 × 2) + (4 × 1) = 21. A testing lab also placed a model of each canopy in a wind tunnel and raised the fan speed in three steps (Table 2). Figure 1 shows the three designs. Table 1. Decision Matrix Criterion (weight) Design A Design B Design C Coverage area (×3) 3 5 4 Wind rating (×2) 4 5 3 Cost (×1) 4 3 2 Table 2. Wind-Tunnel Tests Design Side panels Corner fastenings Roof fabric First lifted at A Solid panels Straps at all 4 corners Standard fabric Highest fan speed B Mesh panels (air passes through) Straps at all 4 corners Standard fabric Did not lift C Solid panels Straps at 2 corners Heavy fabric Middle fan speed Figure 1. The Three Canopy Designs" }, { "n": 2, "item_id": "_0d921b49-3654-4c3c-a377-c786640457cb", "type": "choice", "title": "Plaza Canopy — First Elimination", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Before comparing the designs in detail, the committee will eliminate one design.

Which statement gives the best reason to eliminate a design first?

", "prompt_plain": "Before comparing the designs in detail, the committee will eliminate one design. Which statement gives the best reason to eliminate a design first?", "context_html": "", "options": [ { "id": "cA1", "text": "Design A, because its low price means it would give the town the least canopy for its money.", "plain": "Design A, because its low price means it would give the town the least canopy for its money.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Design A, because its coverage area score of 3 is the lowest score in the row with the largest weight.", "plain": "Design A, because its coverage area score of 3 is the lowest score in the row with the largest weight.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Design C, because its weighted total of 20 is the lowest of the three designs.", "plain": "Design C, because its weighted total of 20 is the lowest of the three designs.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Design C, because its price is higher than the most the town is allowed to spend.", "plain": "Design C, because its price is higher than the most the town is allowed to spend.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_25f6c60f-6fdb-4d6a-976d-a024880f4a02" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Plaza Market-Canopy Decision

A weekend market sets up on an open town plaza, and vendors need shade. A committee is comparing three canopy designs: Design A, Design B, and Design C. Design A costs $6,900, Design B costs $8,500, and Design C costs $10,400. The town will spend at most $9,000 on the canopy. The committee scored the designs on a weighted decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights, and a weighted score equals the score times the weight. Example: Design A's weighted total = (3 × 3) + (4 × 2) + (4 × 1) = 21. A testing lab also placed a model of each canopy in a wind tunnel and raised the fan speed in three steps (Table 2). Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Design ADesign BDesign C
Coverage area (×3)354
Wind rating (×2)453
Cost (×1)432

Table 2. Wind-Tunnel Tests

DesignSide panelsCorner fasteningsRoof fabricFirst lifted at
ASolid panelsStraps at all 4 cornersStandard fabricHighest fan speed
BMesh panels (air passes through)Straps at all 4 cornersStandard fabricDid not lift
CSolid panelsStraps at 2 cornersHeavy fabricMiddle fan speed

Figure 1. The Three Canopy Designs

\"Side

", "passage_plain": "Plaza Market-Canopy Decision A weekend market sets up on an open town plaza, and vendors need shade. A committee is comparing three canopy designs: Design A, Design B, and Design C. Design A costs $6,900, Design B costs $8,500, and Design C costs $10,400. The town will spend at most $9,000 on the canopy. The committee scored the designs on a weighted decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights, and a weighted score equals the score times the weight. Example: Design A's weighted total = (3 × 3) + (4 × 2) + (4 × 1) = 21. A testing lab also placed a model of each canopy in a wind tunnel and raised the fan speed in three steps (Table 2). Figure 1 shows the three designs. Table 1. Decision Matrix Criterion (weight) Design A Design B Design C Coverage area (×3) 3 5 4 Wind rating (×2) 4 5 3 Cost (×1) 4 3 2 Table 2. Wind-Tunnel Tests Design Side panels Corner fastenings Roof fabric First lifted at A Solid panels Straps at all 4 corners Standard fabric Highest fan speed B Mesh panels (air passes through) Straps at all 4 corners Standard fabric Did not lift C Solid panels Straps at 2 corners Heavy fabric Middle fan speed Figure 1. The Three Canopy Designs" }, { "n": 3, "item_id": "_b924927e-dc5d-4662-8408-63815c3b2904", "type": "choice", "title": "Plaza Canopy — Wind Feature", "standards": [ "MS-ETS1-3" ], "prompt_html": "

The committee wants a final canopy that keeps Design B's wind performance.

Look at Tables 1 and 2. Which feature most likely explains why Design B did not lift at any fan speed?

", "prompt_plain": "The committee wants a final canopy that keeps Design B's wind performance. Look at Tables 1 and 2. Which feature most likely explains why Design B did not lift at any fan speed?", "context_html": "", "options": [ { "id": "cA1", "text": "The straps at all four corners, because more fastenings hold a canopy down in strong gusts.", "plain": "The straps at all four corners, because more fastenings hold a canopy down in strong gusts.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The mesh side panels, because panels that let gusts pass through give the wind less to push against.", "plain": "The mesh side panels, because panels that let gusts pass through give the wind less to push against.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The heavy roof fabric, because a heavier canopy is harder for moving air to lift.", "plain": "The heavy roof fabric, because a heavier canopy is harder for moving air to lift.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The high coverage-area score, because a wider canopy presses down harder on its support frame.", "plain": "The high coverage-area score, because a wider canopy presses down harder on its support frame.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_25f6c60f-6fdb-4d6a-976d-a024880f4a02" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Plaza Market-Canopy Decision

A weekend market sets up on an open town plaza, and vendors need shade. A committee is comparing three canopy designs: Design A, Design B, and Design C. Design A costs $6,900, Design B costs $8,500, and Design C costs $10,400. The town will spend at most $9,000 on the canopy. The committee scored the designs on a weighted decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights, and a weighted score equals the score times the weight. Example: Design A's weighted total = (3 × 3) + (4 × 2) + (4 × 1) = 21. A testing lab also placed a model of each canopy in a wind tunnel and raised the fan speed in three steps (Table 2). Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Design ADesign BDesign C
Coverage area (×3)354
Wind rating (×2)453
Cost (×1)432

Table 2. Wind-Tunnel Tests

DesignSide panelsCorner fasteningsRoof fabricFirst lifted at
ASolid panelsStraps at all 4 cornersStandard fabricHighest fan speed
BMesh panels (air passes through)Straps at all 4 cornersStandard fabricDid not lift
CSolid panelsStraps at 2 cornersHeavy fabricMiddle fan speed

Figure 1. The Three Canopy Designs

\"Side

", "passage_plain": "Plaza Market-Canopy Decision A weekend market sets up on an open town plaza, and vendors need shade. A committee is comparing three canopy designs: Design A, Design B, and Design C. Design A costs $6,900, Design B costs $8,500, and Design C costs $10,400. The town will spend at most $9,000 on the canopy. The committee scored the designs on a weighted decision matrix (Table 1). Each score runs from 1 (poor) to 5 (excellent). More important criteria carry larger weights, and a weighted score equals the score times the weight. Example: Design A's weighted total = (3 × 3) + (4 × 2) + (4 × 1) = 21. A testing lab also placed a model of each canopy in a wind tunnel and raised the fan speed in three steps (Table 2). Figure 1 shows the three designs. Table 1. Decision Matrix Criterion (weight) Design A Design B Design C Coverage area (×3) 3 5 4 Wind rating (×2) 4 5 3 Cost (×1) 4 3 2 Table 2. Wind-Tunnel Tests Design Side panels Corner fastenings Roof fabric First lifted at A Solid panels Straps at all 4 corners Standard fabric Highest fan speed B Mesh panels (air passes through) Straps at all 4 corners Standard fabric Did not lift C Solid panels Straps at 2 corners Heavy fabric Middle fan speed Figure 1. The Three Canopy Designs" }, { "n": 4, "item_id": "_413c3b67-25cc-4af8-98cb-f1bb7300e044", "type": "choice", "title": "Sealed Pumps — Air vs Water", "standards": [ "MS-PS1-4" ], "prompt_html": "

Anika wonders why the sealed air can be squeezed into a much smaller space but the sealed water cannot.

Which statement is best supported by her three observations?

", "prompt_plain": "Anika wonders why the sealed air can be squeezed into a much smaller space but the sealed water cannot. Which statement is best supported by her three observations?", "context_html": "", "options": [ { "id": "cA1", "text": "Air particles have wide, empty spaces between them to be pushed into, but water particles are already nearly touching.", "plain": "Air particles have wide, empty spaces between them to be pushed into, but water particles are already nearly touching.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Air particles get smaller when the handle presses on them, but water particles cannot change their own size.", "plain": "Air particles get smaller when the handle presses on them, but water particles cannot change their own size.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The trapped air slowly leaks out around the sealed cap, but the trapped water stays inside the barrel.", "plain": "The trapped air slowly leaks out around the sealed cap, but the trapped water stays inside the barrel.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Water particles weigh too much for the handle to push, but air particles weigh little enough to move.", "plain": "Water particles weigh too much for the handle to push, but air particles weigh little enough to move.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6837bf5e-553c-4c7c-b64a-e7d329374b20" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Sealed Bicycle-Pump Bench

Anika's class tests two matching bicycle pumps whose nozzles are sealed with tight caps. One pump's clear barrel holds only air. The other pump's clear barrel is filled with water. Anika records three observations. First, the air pump's handle slides far down, and it springs back up when she lets go. Second, the water pump's handle barely moves, no matter how hard she pushes. Third, after the tests, the water level inside the second barrel is unchanged. Figure 1 shows the two pumps.

Figure 1. The Two Sealed Pumps

\"Two

", "passage_plain": "Sealed Bicycle-Pump Bench Anika's class tests two matching bicycle pumps whose nozzles are sealed with tight caps. One pump's clear barrel holds only air. The other pump's clear barrel is filled with water. Anika records three observations. First, the air pump's handle slides far down, and it springs back up when she lets go. Second, the water pump's handle barely moves, no matter how hard she pushes. Third, after the tests, the water level inside the second barrel is unchanged. Figure 1 shows the two pumps. Figure 1. The Two Sealed Pumps" }, { "n": 5, "item_id": "_11545b34-322c-4913-9721-641c905e2e9d", "type": "choice", "title": "Sealed Pumps — Particle Model", "standards": [ "MS-PS1-4" ], "prompt_html": "

The panels show a particle model of the air in the first barrel (Panel 1) and the water in the second barrel (Panel 2).

\"Two

Choose the TWO statements that the particle panels support.

", "prompt_plain": "The panels show a particle model of the air in the first barrel (Panel 1) and the water in the second barrel (Panel 2). Choose the TWO statements that the particle panels support.", "context_html": "", "options": [ { "id": "cA1", "text": "The particles in the water barrel are locked in a fixed, repeating pattern.", "plain": "The particles in the water barrel are locked in a fixed, repeating pattern.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The particles in the water barrel keep sliding past one another as they move.", "plain": "The particles in the water barrel keep sliding past one another as they move.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The particles in the air barrel are larger than the particles in the water barrel.", "plain": "The particles in the air barrel are larger than the particles in the water barrel.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The particles in the water barrel stay in place until the handle pushes on them.", "plain": "The particles in the water barrel stay in place until the handle pushes on them.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The particles in the air barrel move in every direction through the space inside.", "plain": "The particles in the air barrel move in every direction through the space inside.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-26/images/slot05.png" ], "stimulus_ids": [ "_6837bf5e-553c-4c7c-b64a-e7d329374b20" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Sealed Bicycle-Pump Bench

Anika's class tests two matching bicycle pumps whose nozzles are sealed with tight caps. One pump's clear barrel holds only air. The other pump's clear barrel is filled with water. Anika records three observations. First, the air pump's handle slides far down, and it springs back up when she lets go. Second, the water pump's handle barely moves, no matter how hard she pushes. Third, after the tests, the water level inside the second barrel is unchanged. Figure 1 shows the two pumps.

Figure 1. The Two Sealed Pumps

\"Two

", "passage_plain": "Sealed Bicycle-Pump Bench Anika's class tests two matching bicycle pumps whose nozzles are sealed with tight caps. One pump's clear barrel holds only air. The other pump's clear barrel is filled with water. Anika records three observations. First, the air pump's handle slides far down, and it springs back up when she lets go. Second, the water pump's handle barely moves, no matter how hard she pushes. Third, after the tests, the water level inside the second barrel is unchanged. Figure 1 shows the two pumps. Figure 1. The Two Sealed Pumps" }, { "n": 6, "item_id": "_a2d47463-60c9-4333-bc30-ba698188aa4a", "type": "inline-choice", "title": "Sealed Pumps — Predicting Changes", "standards": [ "MS-PS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The pumps stay on the bench with their caps still sealing both nozzles.

Choose the word or phrase that correctly completes each sentence.

The attractions between the water particles in one barrel are the attractions between the air particles in the other barrel.

If the air pump's cap is removed while the handle is held down, the squeezed air particles will .

If Anika pulls the sealed air pump's handle partway up, the spaces between the trapped air particles will .

", "options": [ { "id": "cB1O5e93d78e4", "text": "weaker than", "plain": "weaker than", "correct": false, "kind": "inline" }, { "id": "cB1O30a9060fc", "text": "the same strength as", "plain": "the same strength as", "correct": false, "kind": "inline" }, { "id": "cB1Ocab064902", "text": "stronger than", "plain": "stronger than", "correct": true, "kind": "inline" }, { "id": "cB2Ob501c3c5e", "text": "stay squeezed together near the nozzle", "plain": "stay squeezed together near the nozzle", "correct": false, "kind": "inline" }, { "id": "cB2O4b7780b3d", "text": "spread out into the room", "plain": "spread out into the room", "correct": true, "kind": "inline" }, { "id": "cB2O0439c1b3f", "text": "sink to the bottom of the barrel", "plain": "sink to the bottom of the barrel", "correct": false, "kind": "inline" }, { "id": "cB3O446942986", "text": "get smaller", "plain": "get smaller", "correct": false, "kind": "inline" }, { "id": "cB3O5a8ba2e39", "text": "get larger", "plain": "get larger", "correct": true, "kind": "inline" }, { "id": "cB3O22d35368f", "text": "stay the same size", "plain": "stay the same size", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_6837bf5e-553c-4c7c-b64a-e7d329374b20" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Ocab064902" ], "RESPONSE2": [ "cB2O4b7780b3d" ], "RESPONSE3": [ "cB3O5a8ba2e39" ] }, "n_options": 9, "passage_html": "

Sealed Bicycle-Pump Bench

Anika's class tests two matching bicycle pumps whose nozzles are sealed with tight caps. One pump's clear barrel holds only air. The other pump's clear barrel is filled with water. Anika records three observations. First, the air pump's handle slides far down, and it springs back up when she lets go. Second, the water pump's handle barely moves, no matter how hard she pushes. Third, after the tests, the water level inside the second barrel is unchanged. Figure 1 shows the two pumps.

Figure 1. The Two Sealed Pumps

\"Two

", "passage_plain": "Sealed Bicycle-Pump Bench Anika's class tests two matching bicycle pumps whose nozzles are sealed with tight caps. One pump's clear barrel holds only air. The other pump's clear barrel is filled with water. Anika records three observations. First, the air pump's handle slides far down, and it springs back up when she lets go. Second, the water pump's handle barely moves, no matter how hard she pushes. Third, after the tests, the water level inside the second barrel is unchanged. Figure 1 shows the two pumps. Figure 1. The Two Sealed Pumps" }, { "n": 7, "item_id": "_f087394a-c320-488c-b6e8-e25391d94887", "type": "choice", "title": "Marmot Decline (Part A)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part A

Look at Table 1. Between the 2022 and 2025 surveys, the meadow's marmot count fell from 118 to 52.

Which claim is best supported by the data in Table 1?

", "prompt_plain": "Part A Look at Table 1. Between the 2022 and 2025 surveys, the meadow's marmot count fell from 118 to 52. Which claim is best supported by the data in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "A shrinking supply of the wildflowers marmots eat is the most likely cause of the decline.", "plain": "A shrinking supply of the wildflowers marmots eat is the most likely cause of the decline.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The rising number of golden eagles hunting the meadow is the most likely cause of the decline.", "plain": "The rising number of golden eagles hunting the meadow is the most likely cause of the decline.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A disease spreading through the marmot colony is the most likely cause of the decline.", "plain": "A disease spreading through the marmot colony is the most likely cause of the decline.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Overcrowding from too many marmots sharing the meadow is the most likely cause of the decline.", "plain": "Overcrowding from too many marmots sharing the meadow is the most likely cause of the decline.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7da14e52-159f-47d4-a8a2-69715fe6f756" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Marmot Meadow Counts

Rangers survey the wildlife of an alpine meadow every July. They count the meadow's marmots, and they count the golden eagles seen hunting over it. They also record a forage index: the percentage of survey plots with plenty of the wildflowers marmots eat. Table 1 shows the last four surveys. Figure 1 shows a food web for the meadow.

Table 1. Meadow Survey Records

YearMarmots countedGolden eagles countedForage index (%)
2022118373
202396571
202471874
2025521172

Figure 1. Meadow Food Web

\"A

", "passage_plain": "Marmot Meadow Counts Rangers survey the wildlife of an alpine meadow every July. They count the meadow's marmots, and they count the golden eagles seen hunting over it. They also record a forage index: the percentage of survey plots with plenty of the wildflowers marmots eat. Table 1 shows the last four surveys. Figure 1 shows a food web for the meadow. Table 1. Meadow Survey Records Year Marmots counted Golden eagles counted Forage index (%) 2022 118 3 73 2023 96 5 71 2024 71 8 74 2025 52 11 72 Figure 1. Meadow Food Web" }, { "n": 8, "item_id": "_094f6782-c8d0-42ce-8196-a54748c1e48d", "type": "choice", "title": "Marmot Decline (Part B)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part B

Which feature of Table 1 best supports the claim you selected in Part A?

", "prompt_plain": "Part B Which feature of Table 1 best supports the claim you selected in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The meadow's marmot count fell by more than half between 2022 and 2025.", "plain": "The meadow's marmot count fell by more than half between 2022 and 2025.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The forage index stayed near its 2022 level in each of the four surveys.", "plain": "The forage index stayed near its 2022 level in each of the four surveys.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Eagle counts rose each year marmot counts fell, while the forage index held steady.", "plain": "Eagle counts rose each year marmot counts fell, while the forage index held steady.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Marmots and golden eagles were both counted during the same July survey each year.", "plain": "Marmots and golden eagles were both counted during the same July survey each year.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7da14e52-159f-47d4-a8a2-69715fe6f756" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Marmot Meadow Counts

Rangers survey the wildlife of an alpine meadow every July. They count the meadow's marmots, and they count the golden eagles seen hunting over it. They also record a forage index: the percentage of survey plots with plenty of the wildflowers marmots eat. Table 1 shows the last four surveys. Figure 1 shows a food web for the meadow.

Table 1. Meadow Survey Records

YearMarmots countedGolden eagles countedForage index (%)
2022118373
202396571
202471874
2025521172

Figure 1. Meadow Food Web

\"A

", "passage_plain": "Marmot Meadow Counts Rangers survey the wildlife of an alpine meadow every July. They count the meadow's marmots, and they count the golden eagles seen hunting over it. They also record a forage index: the percentage of survey plots with plenty of the wildflowers marmots eat. Table 1 shows the last four surveys. Figure 1 shows a food web for the meadow. Table 1. Meadow Survey Records Year Marmots counted Golden eagles counted Forage index (%) 2022 118 3 73 2023 96 5 71 2024 71 8 74 2025 52 11 72 Figure 1. Meadow Food Web" }, { "n": 9, "item_id": "_ebb75e96-39fe-4271-8026-ae30555baae9", "type": "choice", "title": "Marmot Meadow — Shared Food", "standards": [ "MS-LS2-2" ], "prompt_html": "

Look at Figure 1. Which pair of organisms competes for the same food resource in the meadow?

", "prompt_plain": "Look at Figure 1. Which pair of organisms competes for the same food resource in the meadow?", "context_html": "", "options": [ { "id": "cA1", "text": "Golden eagle and alpine marmot", "plain": "Golden eagle and alpine marmot", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Wildflowers and pika", "plain": "Wildflowers and pika", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Alpine marmot and pika", "plain": "Alpine marmot and pika", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Meadow vole and pika", "plain": "Meadow vole and pika", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7da14e52-159f-47d4-a8a2-69715fe6f756" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Marmot Meadow Counts

Rangers survey the wildlife of an alpine meadow every July. They count the meadow's marmots, and they count the golden eagles seen hunting over it. They also record a forage index: the percentage of survey plots with plenty of the wildflowers marmots eat. Table 1 shows the last four surveys. Figure 1 shows a food web for the meadow.

Table 1. Meadow Survey Records

YearMarmots countedGolden eagles countedForage index (%)
2022118373
202396571
202471874
2025521172

Figure 1. Meadow Food Web

\"A

", "passage_plain": "Marmot Meadow Counts Rangers survey the wildlife of an alpine meadow every July. They count the meadow's marmots, and they count the golden eagles seen hunting over it. They also record a forage index: the percentage of survey plots with plenty of the wildflowers marmots eat. Table 1 shows the last four surveys. Figure 1 shows a food web for the meadow. Table 1. Meadow Survey Records Year Marmots counted Golden eagles counted Forage index (%) 2022 118 3 73 2023 96 5 71 2024 71 8 74 2025 52 11 72 Figure 1. Meadow Food Web" }, { "n": 10, "item_id": "_f18c32bf-7b29-48fb-bd61-e7a2882bbd56", "type": "choice", "title": "Yogurt Rod-Cell Evidence", "standards": [ "MS-LS1-1" ], "prompt_html": "

Bruno watches the rod cells for the rest of the class period.

Which observation would be the best evidence that the rod cells are living things?

", "prompt_plain": "Bruno watches the rod cells for the rest of the class period. Which observation would be the best evidence that the rod cells are living things?", "context_html": "", "options": [ { "id": "cA1", "text": "The rod cells drift to one side of the slide when Bruno tips it.", "plain": "The rod cells drift to one side of the slide when Bruno tips it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The rod cells turn darker when a drop of blue stain reaches them.", "plain": "The rod cells turn darker when a drop of blue stain reaches them.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The rod cells line up end to end in long, even chains.", "plain": "The rod cells line up end to end in long, even chains.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "More rod cells appear in the view as some pinch apart into two.", "plain": "More rod cells appear in the view as some pinch apart into two.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9b9b4169-d910-4fe1-a89e-9730b1621fdf" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Yogurt Under the Microscope

Bruno's class is culturing yogurt from warm milk. Bruno places a drop of the culture on a slide and views it at 400×. He sees many tiny rod-shaped cells, far smaller than any cell he has studied before. For comparison, his teacher sets out a prepared slide of frog-skin cells. Figure 1 shows both views. On the frog-skin cell, three pointers mark three of its parts, numbered 1, 2, and 3.

Figure 1. The Two Microscope Views

\"Two

", "passage_plain": "Yogurt Under the Microscope Bruno's class is culturing yogurt from warm milk. Bruno places a drop of the culture on a slide and views it at 400×. He sees many tiny rod-shaped cells, far smaller than any cell he has studied before. For comparison, his teacher sets out a prepared slide of frog-skin cells. Figure 1 shows both views. On the frog-skin cell, three pointers mark three of its parts, numbered 1, 2, and 3. Figure 1. The Two Microscope Views" }, { "n": 11, "item_id": "_76c84094-4cdf-4bc8-9886-d9b7c0c74b42", "type": "gap-match", "title": "Frog-Skin Cell Model", "standards": [ "MS-LS1-2" ], "prompt_html": "

Look at the frog-skin cell slide in the passage. The model below shows one frog-skin cell with three of its parts marked by empty label boxes.

\"A

 

Drag each part name to the box that points to that part. Not all names will be used.

", "prompt_plain": "Look at the frog-skin cell slide in the passage. The model below shows one frog-skin cell with three of its parts marked by empty label boxes. Drag each part name to the box that points to that part. Not all names will be used.", "context_html": "", "options": [ { "id": "tok1", "text": "cell wall", "plain": "cell wall", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "cytoplasm", "plain": "cytoplasm", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "cell membrane", "plain": "cell membrane", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "nucleus", "plain": "nucleus", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-26/images/slot11_v2.png" ], "stimulus_ids": [ "_9b9b4169-d910-4fe1-a89e-9730b1621fdf" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok3 G1", "tok4 G2", "tok2 G3" ] }, "n_options": 4, "passage_html": "

Yogurt Under the Microscope

Bruno's class is culturing yogurt from warm milk. Bruno places a drop of the culture on a slide and views it at 400×. He sees many tiny rod-shaped cells, far smaller than any cell he has studied before. For comparison, his teacher sets out a prepared slide of frog-skin cells. Figure 1 shows both views. On the frog-skin cell, three pointers mark three of its parts, numbered 1, 2, and 3.

Figure 1. The Two Microscope Views

\"Two

", "passage_plain": "Yogurt Under the Microscope Bruno's class is culturing yogurt from warm milk. Bruno places a drop of the culture on a slide and views it at 400×. He sees many tiny rod-shaped cells, far smaller than any cell he has studied before. For comparison, his teacher sets out a prepared slide of frog-skin cells. Figure 1 shows both views. On the frog-skin cell, three pointers mark three of its parts, numbered 1, 2, and 3. Figure 1. The Two Microscope Views" }, { "n": 12, "item_id": "_cee04f95-e1b7-403a-ba42-e1030ee9a19c", "type": "choice", "title": "Science-Lab Poster Claims", "standards": [ "MS-LS1-1" ], "prompt_html": "

A poster on the science-lab wall lists five student claims about cells.

Choose the TWO claims that are consistent with the cell theory.

", "prompt_plain": "A poster on the science-lab wall lists five student claims about cells. Choose the TWO claims that are consistent with the cell theory.", "context_html": "", "options": [ { "id": "cA12", "text": "Cells can form when nonliving material clumps together over time.", "plain": "Cells can form when nonliving material clumps together over time.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "All living things are made of one or more cells.", "plain": "All living things are made of one or more cells.", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "Only organisms too small to see are made of cells.", "plain": "Only organisms too small to see are made of cells.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "New cells are produced only by cells that already exist.", "plain": "New cells are produced only by cells that already exist.", "correct": true, "kind": "choice" }, { "id": "cE12", "text": "Large organisms grow because each of their cells grows larger.", "plain": "Large organisms grow because each of their cells grows larger.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB12", "cD12" ] }, "n_options": 5 }, { "n": 13, "item_id": "_0b35e3bf-ea68-40c2-b26c-b2d7d0075267", "type": "choice", "title": "Mushroom and Fern Cells", "standards": [ "MS-LS1-2" ], "prompt_html": "

A field guide shows a cell card from a portobello mushroom beside a cell card from a fern frond. Both cards show mitochondria inside the cell.

\"Two

What does the presence of mitochondria show that both cells can do?

", "prompt_plain": "A field guide shows a cell card from a portobello mushroom beside a cell card from a fern frond. Both cards show mitochondria inside the cell. What does the presence of mitochondria show that both cells can do?", "context_html": "", "options": [ { "id": "cA13", "text": "Capture energy from sunlight to make the cell’s food.", "plain": "Capture energy from sunlight to make the cell’s food.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Store the instructions that direct the activities of the cell.", "plain": "Store the instructions that direct the activities of the cell.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Release energy from food to power the cell’s activities.", "plain": "Release energy from food to power the cell’s activities.", "correct": true, "kind": "choice" }, { "id": "cD13", "text": "Control which materials pass into and out of the cell.", "plain": "Control which materials pass into and out of the cell.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-26/images/slot13.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_7b8fdb21-6dce-4680-90b3-344d053c392a", "type": "hottext", "title": "Lake Carey Bulletin", "standards": [ "MS-LS2-2" ], "prompt_html": "

A field station posted this bulletin about Lake Carey.

The bulletin’s writers expect the lake’s perch to become scarcer by next summer. Select the ONE sentence from the bulletin that explains how the spiny water fleas could make the lake’s perch scarcer.

", "prompt_plain": "A field station posted this bulletin about Lake Carey. The bulletin’s writers expect the lake’s perch to become scarcer by next summer. Select the ONE sentence from the bulletin that explains how the spiny water fleas could make the lake’s perch scarcer.", "context_html": "", "options": [ { "id": "hA14", "text": "Spiny water fleas were first netted in Lake Carey this June, likely carried in on a visiting boat’s anchor line.", "plain": "Spiny water fleas were first netted in Lake Carey this June, likely carried in on a visiting boat’s anchor line.", "correct": false, "kind": "hottext" }, { "id": "hB14", "text": "A single spiny water flea can eat dozens of zooplankton, the tiny drifting animals of the open water, each day.", "plain": "A single spiny water flea can eat dozens of zooplankton, the tiny drifting animals of the open water, each day.", "correct": false, "kind": "hottext" }, { "id": "hC14", "text": "By late August, the zooplankton count in the lake’s open water had fallen to about half of last summer’s level.", "plain": "By late August, the zooplankton count in the lake’s open water had fallen to about half of last summer’s level.", "correct": false, "kind": "hottext" }, { "id": "hD14", "text": "Young perch feed mostly on zooplankton, so with less of it many now find too little food to survive.", "plain": "Young perch feed mostly on zooplankton, so with less of it many now find too little food to survive.", "correct": true, "kind": "hottext" }, { "id": "hE14", "text": "An adult water flea carries a long, sharp tail spine that makes most perch spit it out instead of swallowing it.", "plain": "An adult water flea carries a long, sharp tail spine that makes most perch spit it out instead of swallowing it.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD14" ] }, "n_options": 5 }, { "n": 15, "item_id": "_cd4c4d40-e778-41d5-87ce-ba6a0ba5823c", "type": "gap-match", "title": "High-Desert Food Web", "standards": [ "MS-LS2-3" ], "prompt_html": "

A ranger’s guide describes six living things from a high-desert grassland in spring.

The web frame below has five empty positions joined by arrows. Each arrow points FROM a food TO the living thing that eats it.

\"An

 

Drag one card to each empty position so that every arrow in the web is correct. Not all cards will be used.

", "prompt_plain": "A ranger’s guide describes six living things from a high-desert grassland in spring. Kit foxes - hunt pocket mice Grama grass - uses sunlight to make its own food Millipedes - feed on dead leaves and other dead plant material Pocket mice - eat grama grass seeds and are hunted by two kinds of animals in this web Roadrunners - hunt harvester ants and pocket mice Harvester ants - eat grama grass seeds and are hunted by one kind of animal in this web The web frame below has five empty positions joined by arrows. Each arrow points FROM a food TO the living thing that eats it. Drag one card to each empty position so that every arrow in the web is correct. Not all cards will be used.", "context_html": "", "options": [ { "id": "tok1", "text": "Millipedes", "plain": "Millipedes", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Roadrunners", "plain": "Roadrunners", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Grama grass", "plain": "Grama grass", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Kit foxes", "plain": "Kit foxes", "correct": false, "kind": "gap-token" }, { "id": "tok5", "text": "Harvester ants", "plain": "Harvester ants", "correct": false, "kind": "gap-token" }, { "id": "tok6", "text": "Pocket mice", "plain": "Pocket mice", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-26/images/slot15_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok3 W1", "tok5 W2", "tok6 W3", "tok2 W4", "tok4 W5" ] }, "n_options": 6 }, { "n": 16, "item_id": "_2f4560fd-fdf0-4cf8-8c18-677f2d15bc52", "type": "hottext", "title": "Gas Plant Carbon Trace", "standards": [ "MS-LS2-3" ], "prompt_html": "

A town newsletter answered readers’ questions about the new natural-gas power plant built beside the county forest. Five readers sent in answers to this question: What will happen to the carbon dioxide the plant releases?

Select the ONE sentence that correctly traces the added carbon dioxide through the forest’s matter cycle.

", "prompt_plain": "A town newsletter answered readers’ questions about the new natural-gas power plant built beside the county forest. Five readers sent in answers to this question: What will happen to the carbon dioxide the plant releases? Select the ONE sentence that correctly traces the added carbon dioxide through the forest’s matter cycle.", "context_html": "", "options": [ { "id": "hA16", "text": "The carbon dioxide will break down on its own and disappear from the air within a few weeks.", "plain": "The carbon dioxide will break down on its own and disappear from the air within a few weeks.", "correct": false, "kind": "hottext" }, { "id": "hB16", "text": "Forest animals will breathe in the carbon dioxide and turn it into oxygen for the trees to use.", "plain": "Forest animals will breathe in the carbon dioxide and turn it into oxygen for the trees to use.", "correct": false, "kind": "hottext" }, { "id": "hC16", "text": "Trees will take in carbon dioxide from the air and build its carbon into their wood and leaves.", "plain": "Trees will take in carbon dioxide from the air and build its carbon into their wood and leaves.", "correct": true, "kind": "hottext" }, { "id": "hD16", "text": "The trees will soak the plant’s carbon up through their roots once it settles into the forest soil.", "plain": "The trees will soak the plant’s carbon up through their roots once it settles into the forest soil.", "correct": false, "kind": "hottext" }, { "id": "hE16", "text": "Most of the carbon dioxide will float up out of the atmosphere and escape away into space.", "plain": "Most of the carbon dioxide will float up out of the atmosphere and escape away into space.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC16" ] }, "n_options": 5 }, { "n": 17, "item_id": "_59171d9d-4cc2-4d64-a5e5-aa342ee83cba", "type": "choice", "title": "Regatta Forecast (Part A)", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part A

Look at Table 1. Which forecast for race day is best supported by the committee’s log?

", "prompt_plain": "Part A Look at Table 1. Which forecast for race day is best supported by the committee’s log?", "context_html": "", "options": [ { "id": "cA17", "text": "Thick fog with damp, still air", "plain": "Thick fog with damp, still air", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Mostly clear skies with light winds", "plain": "Mostly clear skies with light winds", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "Steady rain showers with gusty winds", "plain": "Steady rain showers with gusty winds", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Thunderstorms with heavy rain and strong winds", "plain": "Thunderstorms with heavy rain and strong winds", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9b2e4027-bde2-4b86-b178-ce44c1b8b513" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB17" ] }, "n_options": 4, "passage_html": "

Regatta Weather Call

A sailing club on Lake Winnebago will hold its fall regatta on Sunday. The race committee must decide whether to prepare for storms on race day. Each morning at 7:00, the committee logs the weather at the club dock. A barometer measures the air pressure. An anemometer measures the wind speed. The committee also records the relative humidity, the amount of moisture in the air. Table 1 shows the log for Thursday, Friday, and Saturday.

Table 1. Race-Committee Morning Log

DayAir pressure (millibars)Wind speed (km/h)Relative humidity (%)
Thursday10022685
Friday10101862
Saturday1018938
", "passage_plain": "Regatta Weather Call A sailing club on Lake Winnebago will hold its fall regatta on Sunday. The race committee must decide whether to prepare for storms on race day. Each morning at 7:00, the committee logs the weather at the club dock. A barometer measures the air pressure. An anemometer measures the wind speed. The committee also records the relative humidity, the amount of moisture in the air. Table 1 shows the log for Thursday, Friday, and Saturday. Table 1. Race-Committee Morning Log Day Air pressure (millibars) Wind speed (km/h) Relative humidity (%) Thursday 1002 26 85 Friday 1010 18 62 Saturday 1018 9 38" }, { "n": 18, "item_id": "_d20fec22-8341-4713-83e8-9b23ddb54867", "type": "choice", "title": "Regatta Evidence (Part B)", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part B

Which pair of readings from Table 1 best supports the forecast you selected in Part A?

", "prompt_plain": "Part B Which pair of readings from Table 1 best supports the forecast you selected in Part A?", "context_html": "", "options": [ { "id": "cA18", "text": "The humidity fell each day, and the log was recorded at the same hour.", "plain": "The humidity fell each day, and the log was recorded at the same hour.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "The barometer readings rose each day, and the humidity readings fell each day.", "plain": "The barometer readings rose each day, and the humidity readings fell each day.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The anemometer readings fell each day, and the humidity stayed above 30 percent each day.", "plain": "The anemometer readings fell each day, and the humidity stayed above 30 percent each day.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The barometer readings rose each day, and the anemometer readings fell each day.", "plain": "The barometer readings rose each day, and the anemometer readings fell each day.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9b2e4027-bde2-4b86-b178-ce44c1b8b513" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD18" ] }, "n_options": 4, "passage_html": "

Regatta Weather Call

A sailing club on Lake Winnebago will hold its fall regatta on Sunday. The race committee must decide whether to prepare for storms on race day. Each morning at 7:00, the committee logs the weather at the club dock. A barometer measures the air pressure. An anemometer measures the wind speed. The committee also records the relative humidity, the amount of moisture in the air. Table 1 shows the log for Thursday, Friday, and Saturday.

Table 1. Race-Committee Morning Log

DayAir pressure (millibars)Wind speed (km/h)Relative humidity (%)
Thursday10022685
Friday10101862
Saturday1018938
", "passage_plain": "Regatta Weather Call A sailing club on Lake Winnebago will hold its fall regatta on Sunday. The race committee must decide whether to prepare for storms on race day. Each morning at 7:00, the committee logs the weather at the club dock. A barometer measures the air pressure. An anemometer measures the wind speed. The committee also records the relative humidity, the amount of moisture in the air. Table 1 shows the log for Thursday, Friday, and Saturday. Table 1. Race-Committee Morning Log Day Air pressure (millibars) Wind speed (km/h) Relative humidity (%) Thursday 1002 26 85 Friday 1010 18 62 Saturday 1018 9 38" }, { "n": 19, "item_id": "_0c3b28b7-fefc-4b75-b4b4-f0de6d0020b6", "type": "choice", "title": "Coastal Temperature Swings", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Look at Figure 1. Which explanation for the coastal town’s smaller temperature swings is best supported by the logs?

", "prompt_plain": "Look at Figure 1. Which explanation for the coastal town’s smaller temperature swings is best supported by the logs?", "context_html": "", "options": [ { "id": "cA19", "text": "The ocean beside the town stores a huge amount of thermal energy, steadying the nearby air.", "plain": "The ocean beside the town stores a huge amount of thermal energy, steadying the nearby air.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "Clouds that form over the ocean block sunlight from reaching the coastal town on most days.", "plain": "Clouds that form over the ocean block sunlight from reaching the coastal town on most days.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Salt in the ocean air traps thermal energy and holds it close to the coastal town.", "plain": "Salt in the ocean air traps thermal energy and holds it close to the coastal town.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Ocean waves stir the coastal air, mixing warm and cold air until the temperatures even out.", "plain": "Ocean waves stir the coastal air, mixing warm and cold air until the temperatures even out.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_465b0b5e-39a8-4472-afde-59bb4474b3f5" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4, "passage_html": "

Two Vineyard Towns

Two towns grow grapes at the same latitude and the same elevation. One town sits beside the ocean. The other town lies 300 kilometers inland, far from any large body of water. Both towns receive similar hours of sunshine. Vineyard managers in both towns keep detailed temperature logs. Figure 1 shows hourly readings for one harvest day and monthly averages for a full year. The coastal town’s temperatures swing far less than the inland town’s, both within a day and across the seasons.

Figure 1. Temperature Logs for the Two Towns

\"Two

", "passage_plain": "Two Vineyard Towns Two towns grow grapes at the same latitude and the same elevation. One town sits beside the ocean. The other town lies 300 kilometers inland, far from any large body of water. Both towns receive similar hours of sunshine. Vineyard managers in both towns keep detailed temperature logs. Figure 1 shows hourly readings for one harvest day and monthly averages for a full year. The coastal town’s temperatures swing far less than the inland town’s, both within a day and across the seasons. Figure 1. Temperature Logs for the Two Towns" }, { "n": 20, "item_id": "_83d4a31c-2d5b-4d90-bd4e-0c889b489c70", "type": "inline-choice", "title": "Vineyard Towns Model Sentences", "standards": [ "MS-ESS2-6" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The model sentences below explain the pattern in Figure 1.

Choose the word or phrase that correctly completes each sentence.

Compared with the land around the inland town, the ocean heats up and cools down .

On a hot midsummer afternoon, the air at the coastal town is usually the air at the inland town.

In the middle of winter, the air at the coastal town is usually the air at the inland town.

", "options": [ { "id": "cB1O631dfe51a", "text": "more quickly", "plain": "more quickly", "correct": false, "kind": "inline" }, { "id": "cB1O39516dd74", "text": "more slowly", "plain": "more slowly", "correct": true, "kind": "inline" }, { "id": "cB1O82ddf8cee", "text": "at about the same rate", "plain": "at about the same rate", "correct": false, "kind": "inline" }, { "id": "cB2O78b934e81", "text": "cooler than", "plain": "cooler than", "correct": true, "kind": "inline" }, { "id": "cB2Ocde7f0be9", "text": "warmer than", "plain": "warmer than", "correct": false, "kind": "inline" }, { "id": "cB2Oe81564412", "text": "about the same temperature as", "plain": "about the same temperature as", "correct": false, "kind": "inline" }, { "id": "cB3Od561596e8", "text": "about the same temperature as", "plain": "about the same temperature as", "correct": false, "kind": "inline" }, { "id": "cB3O6b3bebc3a", "text": "cooler than", "plain": "cooler than", "correct": false, "kind": "inline" }, { "id": "cB3Ob06c4f955", "text": "warmer than", "plain": "warmer than", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_465b0b5e-39a8-4472-afde-59bb4474b3f5" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O39516dd74" ], "RESPONSE2": [ "cB2O78b934e81" ], "RESPONSE3": [ "cB3Ob06c4f955" ] }, "n_options": 9, "passage_html": "

Two Vineyard Towns

Two towns grow grapes at the same latitude and the same elevation. One town sits beside the ocean. The other town lies 300 kilometers inland, far from any large body of water. Both towns receive similar hours of sunshine. Vineyard managers in both towns keep detailed temperature logs. Figure 1 shows hourly readings for one harvest day and monthly averages for a full year. The coastal town’s temperatures swing far less than the inland town’s, both within a day and across the seasons.

Figure 1. Temperature Logs for the Two Towns

\"Two

", "passage_plain": "Two Vineyard Towns Two towns grow grapes at the same latitude and the same elevation. One town sits beside the ocean. The other town lies 300 kilometers inland, far from any large body of water. Both towns receive similar hours of sunshine. Vineyard managers in both towns keep detailed temperature logs. Figure 1 shows hourly readings for one harvest day and monthly averages for a full year. The coastal town’s temperatures swing far less than the inland town’s, both within a day and across the seasons. Figure 1. Temperature Logs for the Two Towns" }, { "n": 21, "item_id": "_72fafa74-0e38-45d6-80c4-0cb0d47fee19", "type": "choice", "title": "Orrery Moon at Position 3", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Look at Figure 1. The museum guide clicks the Moon arm into position 3 and turns on the Sun lamp.

Which phase of the Moon does the model show when the Moon ball is at position 3?

", "prompt_plain": "Look at Figure 1. The museum guide clicks the Moon arm into position 3 and turns on the Sun lamp. Which phase of the Moon does the model show when the Moon ball is at position 3?", "context_html": "", "options": [ { "id": "cA1", "text": "Full moon", "plain": "Full moon", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Waxing gibbous", "plain": "Waxing gibbous", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Waning gibbous", "plain": "Waning gibbous", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Third quarter", "plain": "Third quarter", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b24082f1-1fd5-4064-b405-0c13df136887" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Museum Orrery Demonstration

A science museum uses a hand-cranked model called an orrery to show how the Moon moves. A bright lamp at the center of the model stands for the Sun. A long metal arm carries a small Earth globe around the lamp. A shorter arm carries a gray Moon ball around the Earth globe. The Moon arm clicks into four numbered stops on a ring around the globe. The stops are labeled 1, 2, 3, and 4. Figure 1 shows the model from above. The arrow on the ring shows the direction the Moon arm travels, from position 1 toward position 2, then on toward positions 3 and 4.

Figure 1. The Orrery Seen from Above

\"Top

(Not drawn to scale)

", "passage_plain": "Museum Orrery Demonstration A science museum uses a hand-cranked model called an orrery to show how the Moon moves. A bright lamp at the center of the model stands for the Sun. A long metal arm carries a small Earth globe around the lamp. A shorter arm carries a gray Moon ball around the Earth globe. The Moon arm clicks into four numbered stops on a ring around the globe. The stops are labeled 1, 2, 3, and 4. Figure 1 shows the model from above. The arrow on the ring shows the direction the Moon arm travels, from position 1 toward position 2, then on toward positions 3 and 4. Figure 1. The Orrery Seen from Above (Not drawn to scale)" }, { "n": 22, "item_id": "_fe914c1c-a7d4-415d-bd8d-fb888f3af951", "type": "gap-match", "title": "Eclipse Model on the Tape Strip", "standards": [ "MS-ESS1-1" ], "prompt_html": "

After the phase demonstration, the guide lifts the lamp, the Earth globe, and the Moon ball off their arms. The guide lines the parts up along a straight strip of tape on the table to model a total lunar eclipse. The lamp is fixed at the left end of the strip and shines to the right. A red-brown Mars ball from the same model kit is also on the table.

 

Drag one part into each box to complete the eclipse model. One part will not be used.

", "prompt_plain": "After the phase demonstration, the guide lifts the lamp, the Earth globe, and the Moon ball off their arms. The guide lines the parts up along a straight strip of tape on the table to model a total lunar eclipse. The lamp is fixed at the left end of the strip and shines to the right. A red-brown Mars ball from the same model kit is also on the table. Drag one part into each box to complete the eclipse model. One part will not be used.", "context_html": "", "options": [ { "id": "tile-moon-ball", "text": "\"A", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-mars-ball", "text": "\"A", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tile-earth-globe", "text": "\"A", "plain": "", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-26/images/slot22b_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-26/images/slot22c_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-26/images/slot22a.png" ], "stimulus_ids": [ "_b24082f1-1fd5-4064-b405-0c13df136887" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-earth-globe gap-middle", "tile-moon-ball gap-right-end" ] }, "n_options": 3, "passage_html": "

Museum Orrery Demonstration

A science museum uses a hand-cranked model called an orrery to show how the Moon moves. A bright lamp at the center of the model stands for the Sun. A long metal arm carries a small Earth globe around the lamp. A shorter arm carries a gray Moon ball around the Earth globe. The Moon arm clicks into four numbered stops on a ring around the globe. The stops are labeled 1, 2, 3, and 4. Figure 1 shows the model from above. The arrow on the ring shows the direction the Moon arm travels, from position 1 toward position 2, then on toward positions 3 and 4.

Figure 1. The Orrery Seen from Above

\"Top

(Not drawn to scale)

", "passage_plain": "Museum Orrery Demonstration A science museum uses a hand-cranked model called an orrery to show how the Moon moves. A bright lamp at the center of the model stands for the Sun. A long metal arm carries a small Earth globe around the lamp. A shorter arm carries a gray Moon ball around the Earth globe. The Moon arm clicks into four numbered stops on a ring around the globe. The stops are labeled 1, 2, 3, and 4. Figure 1 shows the model from above. The arrow on the ring shows the direction the Moon arm travels, from position 1 toward position 2, then on toward positions 3 and 4. Figure 1. The Orrery Seen from Above (Not drawn to scale)" }, { "n": 23, "item_id": "_40e1b6a6-65f1-4d9f-99f8-fa956c40e42e", "type": "choice", "title": "Comet Return Years", "standards": [ "MS-ESS1-2" ], "prompt_html": "

A comet passes close to the Sun at regular time intervals, held on its long orbit by the Sun's gravity. Each close pass makes the comet visible from Earth for a few weeks. Table 1 shows the years of the comet's last four visible passes.

Table 1. Years the Comet Was Visible from Earth

Visible passYear
1st listed pass1893
2nd listed pass1934
3rd listed pass1975
4th listed pass2016

Based on Table 1, in which year will the comet most likely next be visible from Earth?

", "prompt_plain": "A comet passes close to the Sun at regular time intervals, held on its long orbit by the Sun's gravity. Each close pass makes the comet visible from Earth for a few weeks. Table 1 shows the years of the comet's last four visible passes. Table 1. Years the Comet Was Visible from Earth Visible pass Year 1st listed pass 1893 2nd listed pass 1934 3rd listed pass 1975 4th listed pass 2016 Based on Table 1, in which year will the comet most likely next be visible from Earth?", "context_html": "", "options": [ { "id": "cA1", "text": "2047", "plain": "2047", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "2057", "plain": "2057", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "2058", "plain": "2058", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "2098", "plain": "2098", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_f9f63598-b66c-4f2c-bcc8-b4a794103072", "type": "choice", "title": "Planet Diameter Claim", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Table 1 shows the equatorial diameters of five planets, rounded to the nearest 100 kilometers.

Table 1. Planet Equatorial Diameters

PlanetEquatorial diameter (km, rounded to the nearest 100)
Mercury4,900
Mars6,800
Earth12,800
Uranus50,700
Saturn120,500

A poster at a school astronomy night makes this claim: \"The largest planet listed is about 10 times Earth's diameter.\"

Which statement best evaluates the claim?

", "prompt_plain": "Table 1 shows the equatorial diameters of five planets, rounded to the nearest 100 kilometers. Table 1. Planet Equatorial Diameters Planet Equatorial diameter (km, rounded to the nearest 100) Mercury 4,900 Mars 6,800 Earth 12,800 Uranus 50,700 Saturn 120,500 A poster at a school astronomy night makes this claim: \"The largest planet listed is about 10 times Earth's diameter.\" Which statement best evaluates the claim?", "context_html": "", "options": [ { "id": "cA1", "text": "Supported - the widest listed diameter, 120,500 km, is close to ten times Earth's 12,800 km.", "plain": "Supported - the widest listed diameter, 120,500 km, is close to ten times Earth's 12,800 km.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Supported - every other planet in the table has a diameter about one tenth of the widest one.", "plain": "Supported - every other planet in the table has a diameter about one tenth of the widest one.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Not supported - the widest listed diameter is about one hundred times Earth's, not about ten times.", "plain": "Not supported - the widest listed diameter is about one hundred times Earth's, not about ten times.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Not supported - the table would need each planet's mass before the diameters can be fairly compared.", "plain": "Not supported - the table would need each planet's mass before the diameters can be fairly compared.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 25, "item_id": "_60be171d-d916-4e5e-9bff-ba85ebc19666", "type": "text-entry", "title": "Neptune Distance Comparison", "standards": [ "MS-ESS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Table 1 shows the average distance from the Sun for three planets, rounded to the nearest 50 million kilometers.

Table 1. Distance from the Sun

PlanetAverage distance from the Sun (million km, rounded to the nearest 50)
Earth150
Jupiter800
Neptune4,500

How many times as far from the Sun as Earth does Neptune orbit? Divide Neptune's distance by Earth's distance.

Give your answer as a whole number (e.g., 12).

Times as far:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "30" ] }, "n_options": 0 }, { "n": 26, "item_id": "_a776e18b-09d3-461b-8df3-6e75ae6d9d6b", "type": "choice", "title": "Seawater Drop Storyboard", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Figure 1 is a storyboard of four panels. It follows one drop of seawater from the sea's surface to a rain shower on a mountain.

Figure 1. The Four-Panel Storyboard

\"A

Which sequence of processes, in order, does the storyboard show?

", "prompt_plain": "Figure 1 is a storyboard of four panels. It follows one drop of seawater from the sea's surface to a rain shower on a mountain. Figure 1. The Four-Panel Storyboard Which sequence of processes, in order, does the storyboard show?", "context_html": "", "options": [ { "id": "cA1", "text": "condensation → evaporation → precipitation", "plain": "condensation → evaporation → precipitation", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "evaporation → precipitation → condensation", "plain": "evaporation → precipitation → condensation", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "precipitation → evaporation → condensation", "plain": "precipitation → evaporation → condensation", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "evaporation → condensation → precipitation", "plain": "evaporation → condensation → precipitation", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-26/images/slot26.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 27, "item_id": "_7f3d2f0b-4f10-4c73-9c90-8abae8f45554", "type": "choice", "title": "Sinkhole Over Route 9", "standards": [ "MS-ESS3-4" ], "prompt_html": "

A county public-works report describes a sinkhole that opened over County Route 9. The report says most homes and businesses in the county pump their water from the aquifer below the route. It also notes that groundwater helps support the rock and soil above an aquifer. Table 1 shows county census data. Figure 1 shows the depth from the ground surface down to the water table, measured each year at a test well near the route.

Table 1. County Census Data

YearCounty populationWater pumped per person per day (liters)
200530,000150
202560,000190

Figure 1. Depth to the Water Table at the Test Well

\"Line

Choose the TWO statements that the report, the table, and the graph together support.

", "prompt_plain": "A county public-works report describes a sinkhole that opened over County Route 9. The report says most homes and businesses in the county pump their water from the aquifer below the route. It also notes that groundwater helps support the rock and soil above an aquifer. Table 1 shows county census data. Figure 1 shows the depth from the ground surface down to the water table, measured each year at a test well near the route. Table 1. County Census Data Year County population Water pumped per person per day (liters) 2005 30,000 150 2025 60,000 190 Figure 1. Depth to the Water Table at the Test Well Choose the TWO statements that the report, the table, and the graph together support.", "context_html": "", "options": [ { "id": "cA1", "text": "More people in the county, each using more water, raised the total amount pumped from the aquifer.", "plain": "More people in the county, each using more water, raised the total amount pumped from the aquifer.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The water table rose closer to the surface as more water was pumped from the wells.", "plain": "The water table rose closer to the surface as more water was pumped from the wells.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The sinkhole formed because much less rain fell over County Route 9 in 2025 than in 2005.", "plain": "The sinkhole formed because much less rain fell over County Route 9 in 2025 than in 2005.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "As pumping lowered the water table, the ground above the aquifer lost some of its support.", "plain": "As pumping lowered the water table, the ground above the aquifer lost some of its support.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Per-person water use fell as the county grew, because everyone shared the same water supply.", "plain": "Per-person water use fell as the county grew, because everyone shared the same water supply.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-26/images/slot27.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 28, "item_id": "_ff8de435-6f0b-41d1-9359-328221decfb1", "type": "choice", "title": "Softball Bat and Ball", "standards": [ "MS-PS2-1" ], "prompt_html": "

During a softball scrimmage, a batter swings, and the bat pushes on the ball with a force of 10 newtons at the moment they touch.

\"A

According to Newton's third law, which force is the reaction to the bat's push on the ball?

", "prompt_plain": "During a softball scrimmage, a batter swings, and the bat pushes on the ball with a force of 10 newtons at the moment they touch. According to Newton's third law, which force is the reaction to the bat's push on the ball?", "context_html": "", "options": [ { "id": "cA1", "text": "Earth's gravity pulling the ball toward the ground with a force of 10 newtons.", "plain": "Earth's gravity pulling the ball toward the ground with a force of 10 newtons.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The ball pushing back on the bat with a force smaller than 10 newtons.", "plain": "The ball pushing back on the bat with a force smaller than 10 newtons.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The ball pushing back on the bat with a force of 10 newtons.", "plain": "The ball pushing back on the bat with a force of 10 newtons.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The batter's hands pushing the bat forward with a force of 10 newtons.", "plain": "The batter's hands pushing the bat forward with a force of 10 newtons.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-26/images/slot28.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_c36f6c92-e1bb-4fee-b1a3-93cd2e833ae6", "type": "choice", "title": "Tightrope Force Pair", "standards": [ "MS-PS2-1" ], "prompt_html": "

A circus performer walks along a tightrope stretched between two poles, high above the ring. At mid-span, the performer's feet press down on the rope.

\"A

According to Newton's third law, which two forces form an action-reaction pair?

", "prompt_plain": "A circus performer walks along a tightrope stretched between two poles, high above the ring. At mid-span, the performer's feet press down on the rope. According to Newton's third law, which two forces form an action-reaction pair?", "context_html": "", "options": [ { "id": "cA1", "text": "The feet pressing down on the rope and the rope pushing up on the feet.", "plain": "The feet pressing down on the rope and the rope pushing up on the feet.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Gravity pulling the performer down and the rope pushing up on the performer's feet.", "plain": "Gravity pulling the performer down and the rope pushing up on the performer's feet.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The rope pulling down on the left pole and the rope pulling down on the right pole.", "plain": "The rope pulling down on the left pole and the rope pulling down on the right pole.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The performer's leg muscles tightening and gravity pulling the performer down toward the ring.", "plain": "The performer's leg muscles tightening and gravity pulling the performer down toward the ring.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-26/images/slot29.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_82c71b37-8dbd-4831-bb80-d10189a8b198", "type": "choice", "title": "Workboat Towing Runs", "standards": [ "MS-PS2-2" ], "prompt_html": "

A harbor workboat tows loaded barges along a calm channel. In Run 1 the workboat tows one barge. In Run 2 it tows two identical barges. Both runs start from rest, and the workboat's engine pulls with the same towing force each time. Table 1 shows the speed-sensor log for the first 30 seconds of each run.

Table 1. Speed-Sensor Log

Time after start (s)Run 1 speed, one barge (m/s)Run 2 speed, two barges (m/s)
000
150.90.5
301.81.0

According to Newton's second law (F = ma), which statement best explains why the speed rises more slowly in Run 2?

", "prompt_plain": "A harbor workboat tows loaded barges along a calm channel. In Run 1 the workboat tows one barge. In Run 2 it tows two identical barges. Both runs start from rest, and the workboat's engine pulls with the same towing force each time. Table 1 shows the speed-sensor log for the first 30 seconds of each run. Table 1. Speed-Sensor Log Time after start (s) Run 1 speed, one barge (m/s) Run 2 speed, two barges (m/s) 0 0 0 15 0.9 0.5 30 1.8 1.0 According to Newton's second law (F = ma), which statement best explains why the speed rises more slowly in Run 2?", "context_html": "", "options": [ { "id": "cA1", "text": "The two barges double the inertia, and inertia acts as a backward force on the workboat.", "plain": "The two barges double the inertia, and inertia acts as a backward force on the workboat.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The towing force now acts on a larger total mass, so the same force produces less acceleration.", "plain": "The towing force now acts on a larger total mass, so the same force produces less acceleration.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The heavier load uses up part of the towing force just to carry the extra weight.", "plain": "The heavier load uses up part of the towing force just to carry the extra weight.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The towing force splits between the two barges, so each barge receives only half the pull.", "plain": "The towing force splits between the two barges, so each barge receives only half the pull.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_ddc48696-c487-49b1-af5f-de57e6c46ceb", "type": "text-entry", "title": "Freight Skid Net Force", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Sylvie pulls a loaded freight skid, a low wooden platform for moving goods, across a stockroom's level floor. The skid speeds up in the direction of her pull. The table below shows the measurements.

MeasurementValue
Mass of loaded skid40 kg (kilograms)
Acceleration of skid3 m/s² (meters per second each second)

Use the equation force = mass × acceleration. What is the size of the net force (the overall force) on the skid, in newtons?

Give your answer as a whole number (e.g., 45).

Net force in newtons:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "120" ] }, "n_options": 0 }, { "n": 32, "item_id": "_e455817e-227d-4b35-8c12-848713121562", "type": "choice", "title": "Garden Cold-Bed Covers", "standards": [ "MS-PS3-3" ], "prompt_html": "

Tegan's gardening club grows early-spring seedlings in an outdoor cold bed — a low, boxed garden bed. Each evening, the soil in both halves of the bed measures 15 °C. On three cold nights, the club tests two covers over the bed's frame. One half gets a double layer of burlap cloth. The other half gets a single pane of glass. Both covers seal the bed's air in. At dawn, the club measures the soil temperature under each cover and the outdoor air temperature. Table 1 shows the readings.

Table 1. Dawn Temperature Readings

NightDawn air temperatureSoil under burlap coverSoil under glass cover
12 °C11 °C6 °C
20 °C10 °C5 °C
33 °C12 °C7 °C

Which conclusion do the dawn readings in Table 1 best support?

", "prompt_plain": "Tegan's gardening club grows early-spring seedlings in an outdoor cold bed — a low, boxed garden bed. Each evening, the soil in both halves of the bed measures 15 °C. On three cold nights, the club tests two covers over the bed's frame. One half gets a double layer of burlap cloth. The other half gets a single pane of glass. Both covers seal the bed's air in. At dawn, the club measures the soil temperature under each cover and the outdoor air temperature. Table 1 shows the readings. Table 1. Dawn Temperature Readings Night Dawn air temperature Soil under burlap cover Soil under glass cover 1 2 °C 11 °C 6 °C 2 0 °C 10 °C 5 °C 3 3 °C 12 °C 7 °C Which conclusion do the dawn readings in Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The burlap cover kept its soil warmer by making extra thermal energy inside the bed.", "plain": "The burlap cover kept its soil warmer by making extra thermal energy inside the bed.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Thermal energy left the soil more slowly under the burlap cover than under the glass cover.", "plain": "Thermal energy left the soil more slowly under the burlap cover than under the glass cover.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The glass cover let cold flow down into its soil, while the burlap cover kept the cold out.", "plain": "The glass cover let cold flow down into its soil, while the burlap cover kept the cold out.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The two covers protected the soil equally well, because both soil readings stayed warmer than the dawn air.", "plain": "The two covers protected the soil equally well, because both soil readings stayed warmer than the dawn air.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_ad05595b-7129-4903-8200-180c6e045362", "type": "gap-match", "title": "Barbecue Heat Transfer", "standards": [ "MS-PS3-3" ], "prompt_html": "

At a backyard barbecue, guests notice three things happening around the charcoal grill. The observations are listed below.

 

Match each observation with the heat-transfer process that causes it. Use each process exactly once.

", "prompt_plain": "At a backyard barbecue, guests notice three things happening around the charcoal grill. The observations are listed below. Match each observation with the heat-transfer process that causes it. Use each process exactly once.", "context_html": "", "options": [ { "id": "tokRad", "text": "radiation", "plain": "radiation", "correct": false, "kind": "gap-token" }, { "id": "tokCond", "text": "conduction", "plain": "conduction", "correct": false, "kind": "gap-token" }, { "id": "tokConv", "text": "convection", "plain": "convection", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokConv gObs2", "tokRad gObs3", "tokCond gObs1" ] }, "n_options": 3 }, { "n": 34, "item_id": "_2c80edd7-4f62-4de8-babf-6fbac1cf17fc", "type": "choice", "title": "Hot-Water Bottle Night Logs (Part A)", "standards": [ "MS-PS3-4" ], "prompt_html": "

Part A

In the morning, Viola reads the recorded temperatures.

Look at Table 1. Which claim about the amount of water do the readings support?

", "prompt_plain": "Part A In the morning, Viola reads the recorded temperatures. Look at Table 1. Which claim about the amount of water do the readings support?", "context_html": "", "options": [ { "id": "cA1", "text": "The 1 L bottle stayed warmer through the night, because a smaller amount of water holds on to its warmth more tightly.", "plain": "The 1 L bottle stayed warmer through the night, because a smaller amount of water holds on to its warmth more tightly.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The two bottles stayed equally warm through the night, because both bottles started the night at the same temperature.", "plain": "The two bottles stayed equally warm through the night, because both bottles started the night at the same temperature.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The 2 L bottle stayed warmer through the night, because its readings stayed higher than the 1 L bottle's at every recorded time after the start.", "plain": "The 2 L bottle stayed warmer through the night, because its readings stayed higher than the 1 L bottle's at every recorded time after the start.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The 2 L bottle stayed warmer through the night, because the extra water kept making new warmth inside the bottle.", "plain": "The 2 L bottle stayed warmer through the night, because the extra water kept making new warmth inside the bottle.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_93ead5f5-e980-4406-b04f-939c15051f29" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Hot-Water Bottle Night Logs

On a cold night, Viola warms two beds with rubber hot-water bottles. Bottle A holds 1 liter of hot water. Bottle B holds 2 liters of water that is equally hot. Both bottles start at 60 °C. Viola slides each bottle under an identical quilt, in the same room, and the room's air stays near 18 °C all night. A temperature sensor inside each bottle records the water temperature every two hours. Table 1 shows the recorded temperatures. Figure 1 shows the setup.

Figure 1. The Hot-Water Bottles

\"Two

Table 1. Overnight Water Temperatures

TimeBottle A (1 L) water temperatureBottle B (2 L) water temperature
9 p.m.60 °C60 °C
11 p.m.44 °C51 °C
1 a.m.33 °C44 °C
3 a.m.26 °C38 °C
5 a.m.22 °C33 °C
", "passage_plain": "Hot-Water Bottle Night Logs On a cold night, Viola warms two beds with rubber hot-water bottles. Bottle A holds 1 liter of hot water. Bottle B holds 2 liters of water that is equally hot. Both bottles start at 60 °C. Viola slides each bottle under an identical quilt, in the same room, and the room's air stays near 18 °C all night. A temperature sensor inside each bottle records the water temperature every two hours. Table 1 shows the recorded temperatures. Figure 1 shows the setup. Figure 1. The Hot-Water Bottles Table 1. Overnight Water Temperatures Time Bottle A (1 L) water temperature Bottle B (2 L) water temperature 9 p.m. 60 °C 60 °C 11 p.m. 44 °C 51 °C 1 a.m. 33 °C 44 °C 3 a.m. 26 °C 38 °C 5 a.m. 22 °C 33 °C" }, { "n": 35, "item_id": "_fb6d5303-49f6-4f1d-991f-611b64f4cfe9", "type": "choice", "title": "Hot-Water Bottle Night Logs (Part B)", "standards": [ "MS-PS3-4" ], "prompt_html": "

Part B

Which statement about thermal energy best explains the result in Part A?

", "prompt_plain": "Part B Which statement about thermal energy best explains the result in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Bottle B's water started out hotter than Bottle A's, because a larger amount of water heats to a higher temperature.", "plain": "Bottle B's water started out hotter than Bottle A's, because a larger amount of water heats to a higher temperature.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The larger amount of water in Bottle B blocked the cold of the room from seeping into the bottle's water.", "plain": "The larger amount of water in Bottle B blocked the cold of the room from seeping into the bottle's water.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "At the same 60 °C, both bottles held the same amount of stored thermal energy, no matter how much water was inside.", "plain": "At the same 60 °C, both bottles held the same amount of stored thermal energy, no matter how much water was inside.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "At the same 60 °C, the 2 L of water held more stored thermal energy to transfer before its temperature matched the room's.", "plain": "At the same 60 °C, the 2 L of water held more stored thermal energy to transfer before its temperature matched the room's.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_93ead5f5-e980-4406-b04f-939c15051f29" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Hot-Water Bottle Night Logs

On a cold night, Viola warms two beds with rubber hot-water bottles. Bottle A holds 1 liter of hot water. Bottle B holds 2 liters of water that is equally hot. Both bottles start at 60 °C. Viola slides each bottle under an identical quilt, in the same room, and the room's air stays near 18 °C all night. A temperature sensor inside each bottle records the water temperature every two hours. Table 1 shows the recorded temperatures. Figure 1 shows the setup.

Figure 1. The Hot-Water Bottles

\"Two

Table 1. Overnight Water Temperatures

TimeBottle A (1 L) water temperatureBottle B (2 L) water temperature
9 p.m.60 °C60 °C
11 p.m.44 °C51 °C
1 a.m.33 °C44 °C
3 a.m.26 °C38 °C
5 a.m.22 °C33 °C
", "passage_plain": "Hot-Water Bottle Night Logs On a cold night, Viola warms two beds with rubber hot-water bottles. Bottle A holds 1 liter of hot water. Bottle B holds 2 liters of water that is equally hot. Both bottles start at 60 °C. Viola slides each bottle under an identical quilt, in the same room, and the room's air stays near 18 °C all night. A temperature sensor inside each bottle records the water temperature every two hours. Table 1 shows the recorded temperatures. Figure 1 shows the setup. Figure 1. The Hot-Water Bottles Table 1. Overnight Water Temperatures Time Bottle A (1 L) water temperature Bottle B (2 L) water temperature 9 p.m. 60 °C 60 °C 11 p.m. 44 °C 51 °C 1 a.m. 33 °C 44 °C 3 a.m. 26 °C 38 °C 5 a.m. 22 °C 33 °C" }, { "n": 36, "item_id": "_73c814b8-f038-43a7-8227-5d5a497031f6", "type": "choice", "title": "Practice-Room Wall Test", "standards": [ "MS-PS4-2" ], "prompt_html": "

A music club will practice in a school storage room. Builders test two ways to build the room's new inner wall. During each test, the club plays the same recorded music at a steady loudness inside the room. Sound meters record the loudness, in decibels (dB), inside and outside. Each test wall completely seals the opening between the room and the hallway. With the music off, the outside meter reads 34 dB. Table 1 shows the readings with the music on.

Table 1. Sound-Meter Readings (Music On)

Wall buildLoudness inside the roomLoudness outside the room
Build 1: one layer of wallboard90 dB68 dB
Build 2: two layers of wallboard with an air space90 dB52 dB

Choose the TWO statements that the readings in Table 1 support.

", "prompt_plain": "A music club will practice in a school storage room. Builders test two ways to build the room's new inner wall. During each test, the club plays the same recorded music at a steady loudness inside the room. Sound meters record the loudness, in decibels (dB), inside and outside. Each test wall completely seals the opening between the room and the hallway. With the music off, the outside meter reads 34 dB. Table 1 shows the readings with the music on. Table 1. Sound-Meter Readings (Music On) Wall build Loudness inside the room Loudness outside the room Build 1: one layer of wallboard 90 dB 68 dB Build 2: two layers of wallboard with an air space 90 dB 52 dB Choose the TWO statements that the readings in Table 1 support.", "context_html": "", "options": [ { "id": "cA1", "text": "Each wall build keeps the music from reaching the outside meter, so its readings show other noises.", "plain": "Each wall build keeps the music from reaching the outside meter, so its readings show other noises.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Part of the music's sound is reflected or absorbed by each wall build instead of passing through.", "plain": "Part of the music's sound is reflected or absorbed by each wall build instead of passing through.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Sound does not travel through solid materials, so the outside readings must come from leaks around the wall.", "plain": "Sound does not travel through solid materials, so the outside readings must come from leaks around the wall.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The sound that passes through each wall build is quieter than the sound inside the room.", "plain": "The sound that passes through each wall build is quieter than the sound inside the room.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Adding a second layer of wallboard makes the music inside the room quieter than before.", "plain": "Adding a second layer of wallboard makes the music inside the room quieter than before.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 37, "item_id": "_32deae34-00c1-4663-90a4-427b3458f70f", "type": "choice", "title": "Furnace-Safety Pamphlet (Part A)", "standards": [ "MS-PS1-1" ], "prompt_html": "

Part A

Yael checks the kit-built model in Figure 1 against the pamphlet's formula card.

Which claim about the model is correct?

", "prompt_plain": "Part A Yael checks the kit-built model in Figure 1 against the pamphlet's formula card. Which claim about the model is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "The model matches the card, because it shows one atom of each of two different kinds joined into a single unit.", "plain": "The model matches the card, because it shows one atom of each of two different kinds joined into a single unit.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The model is missing a ball, because the O in the formula stands for a pair of oxygen atoms.", "plain": "The model is missing a ball, because the O in the formula stands for a pair of oxygen atoms.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The model has too few pieces, because a gas that can set off an alarm must contain many atoms.", "plain": "The model has too few pieces, because a gas that can set off an alarm must contain many atoms.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The model should not join the balls, because the card lists carbon and oxygen as two separate ingredients.", "plain": "The model should not join the balls, because the card lists carbon and oxygen as two separate ingredients.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_03abb56d-a5ef-4666-a052-2e7e1a8d9262" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Furnace-Safety Pamphlet

A safety pamphlet arrives with the new gas furnace in Yael's home. The pamphlet explains why the home needs a carbon monoxide alarm. It shows a formula card: the formula for carbon monoxide is CO. Beside the card, the pamphlet shows a photo of a model of one carbon monoxide molecule, built from a modeling kit. In the kit, a black ball stands for a carbon atom, and a red ball stands for an oxygen atom. Figure 1 shows the card and the model.

Figure 1. The Card and the Model

\"A

", "passage_plain": "Furnace-Safety Pamphlet A safety pamphlet arrives with the new gas furnace in Yael's home. The pamphlet explains why the home needs a carbon monoxide alarm. It shows a formula card: the formula for carbon monoxide is CO. Beside the card, the pamphlet shows a photo of a model of one carbon monoxide molecule, built from a modeling kit. In the kit, a black ball stands for a carbon atom, and a red ball stands for an oxygen atom. Figure 1 shows the card and the model. Figure 1. The Card and the Model" }, { "n": 38, "item_id": "_53695502-7ef3-4f2a-8b56-847cfcb291ab", "type": "choice", "title": "Furnace-Safety Pamphlet (Part B)", "standards": [ "MS-PS1-1" ], "prompt_html": "

Part B

Which feature of the kit model is the best evidence for the correct claim in Part A?

", "prompt_plain": "Part B Which feature of the kit model is the best evidence for the correct claim in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The two different kinds of balls are painted the true colors of real carbon and oxygen atoms.", "plain": "The two different kinds of balls are painted the true colors of real carbon and oxygen atoms.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The model is built from exactly two balls of different kinds, joined by one connector.", "plain": "The model is built from exactly two balls of different kinds, joined by one connector.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The connector shows that a tiny solid stick joins real atoms together in a molecule.", "plain": "The connector shows that a tiny solid stick joins real atoms together in a molecule.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The balls are big enough to see, just as a real molecule can be seen up close.", "plain": "The balls are big enough to see, just as a real molecule can be seen up close.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_03abb56d-a5ef-4666-a052-2e7e1a8d9262" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Furnace-Safety Pamphlet

A safety pamphlet arrives with the new gas furnace in Yael's home. The pamphlet explains why the home needs a carbon monoxide alarm. It shows a formula card: the formula for carbon monoxide is CO. Beside the card, the pamphlet shows a photo of a model of one carbon monoxide molecule, built from a modeling kit. In the kit, a black ball stands for a carbon atom, and a red ball stands for an oxygen atom. Figure 1 shows the card and the model.

Figure 1. The Card and the Model

\"A

", "passage_plain": "Furnace-Safety Pamphlet A safety pamphlet arrives with the new gas furnace in Yael's home. The pamphlet explains why the home needs a carbon monoxide alarm. It shows a formula card: the formula for carbon monoxide is CO. Beside the card, the pamphlet shows a photo of a model of one carbon monoxide molecule, built from a modeling kit. In the kit, a black ball stands for a carbon atom, and a red ball stands for an oxygen atom. Figure 1 shows the card and the model. Figure 1. The Card and the Model" }, { "n": 39, "item_id": "_8501fa30-bbcd-4fbc-903b-9847c01a7383", "type": "gap-match", "title": "Document-Camera Stand Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Sixth graders will build a document-camera stand for their classroom. A document camera points down at a worksheet so the class screen can show the page. The teacher posts a design brief with the four statements shown in Table 1.

 

Decide whether each statement in Table 1 is one of the criteria or one of the constraints. Drag Criteria or Constraints into the box next to each statement. Each label may be used more than once.

Table 1. Statements from the Design Brief

", "prompt_plain": "Sixth graders will build a document-camera stand for their classroom. A document camera points down at a worksheet so the class screen can show the page. The teacher posts a design brief with the four statements shown in Table 1. Decide whether each statement in Table 1 is one of the criteria or one of the constraints. Drag Criteria or Constraints into the box next to each statement. Each label may be used more than once. Table 1. Statements from the Design Brief", "context_html": "", "options": [ { "id": "tokCons", "text": "Constraints", "plain": "Constraints", "correct": false, "kind": "gap-token" }, { "id": "tokCrit", "text": "Criteria", "plain": "Criteria", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokCrit gapS1", "tokCrit gapS2", "tokCons gapS3", "tokCons gapS4" ] }, "n_options": 2 }, { "n": 40, "item_id": "_8df032fa-4225-4ff7-9203-e2571c3aa0e8", "type": "inline-choice", "title": "Pet-Food Scoop Review", "standards": [ "MS-ETS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Wilbur's design team is building an automatic scoop that measures out pet food. The team's club mentor reads the build log and writes the review note below.

Mentor's note: \"Your log shows four scoop ideas suggested and the spring-lever idea chosen. It shows a cardboard version of the scoop made. It shows the version tried out on a bin of dry pet food — it jammed on every try. Right after that, the log shows the spring, the lever arm, and the food gate all changed at once. And the scoop still jams.\"

Complete each sentence by choosing the correct answer.

The team's log skips the step of the design cycle.

To get back on track, the team should first .

In the class design cycle, the step that comes right after the missing step is .

", "options": [ { "id": "cIC1O6013922a5", "text": "propose", "plain": "propose", "correct": false, "kind": "inline" }, { "id": "cIC1O97206c3f3", "text": "build a model", "plain": "build a model", "correct": false, "kind": "inline" }, { "id": "cIC1O0ecc66e33", "text": "test", "plain": "test", "correct": false, "kind": "inline" }, { "id": "cIC1Of006d8e65", "text": "analyze", "plain": "analyze", "correct": true, "kind": "inline" }, { "id": "cIC1O2174986fe", "text": "revise", "plain": "revise", "correct": false, "kind": "inline" }, { "id": "cIC2O303a6c599", "text": "run the same test again to make sure the scoop really jams", "plain": "run the same test again to make sure the scoop really jams", "correct": false, "kind": "inline" }, { "id": "cIC2O68a776d49", "text": "propose a brand-new scoop idea and start the design cycle over", "plain": "propose a brand-new scoop idea and start the design cycle over", "correct": false, "kind": "inline" }, { "id": "cIC2O6b2505cfd", "text": "go through the test results to find exactly where and why the scoop jams", "plain": "go through the test results to find exactly where and why the scoop jams", "correct": true, "kind": "inline" }, { "id": "cIC2O3fef6ffef", "text": "build a sturdier version of the scoop from wood instead of cardboard", "plain": "build a sturdier version of the scoop from wood instead of cardboard", "correct": false, "kind": "inline" }, { "id": "cIC3O1f2958284", "text": "propose", "plain": "propose", "correct": false, "kind": "inline" }, { "id": "cIC3O5dcbe3cee", "text": "build a model", "plain": "build a model", "correct": false, "kind": "inline" }, { "id": "cIC3O0c3333fd0", "text": "test", "plain": "test", "correct": false, "kind": "inline" }, { "id": "cIC3O62a7bae18", "text": "analyze", "plain": "analyze", "correct": false, "kind": "inline" }, { "id": "cIC3Oa8567d701", "text": "revise", "plain": "revise", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1Of006d8e65" ], "RESPONSE2": [ "cIC2O6b2505cfd" ], "RESPONSE3": [ "cIC3Oa8567d701" ] }, "n_options": 14 } ] }, { "form": "G6.27", "grade": "G6", "title": "Alpha Standardized Science G6.27", "test_id": "_test-24eae365-f227-44e1-8ba0-4631b4dc5086", "n_items": 40, "n_stimuli": 8, "stimuli": { "_8e20d2c2-a8e6-48be-83b3-f96d85157165": { "title": "E-Bike Enclosure Brief", "html": "

E-Bike Enclosure Brief

The bike club at a middle school is designing an enclosure for the school’s 18 e-bikes. The bikes now charge at an open outdoor rack. Rain reaches the bikes and their chargers, and charging cords tangle. Club members hope the finished enclosure looks nice beside the gym. Table 1 lists the notes the club and the school wrote for the project. The club built a full-size mock-up of each of its two design options on the concrete pad. Table 2 shows the mock-up test results. Figure 1 shows the location plan.

Table 1. Project Notes

NoteWhat it says
1Keep rain off every bike and every charger.
2A rider can roll a bike in and plug in its charger without moving another bike.
3A teacher at the office window can see the bikes inside.
4Spend no more than $4,000 in total.
5Finish building before fall classes begin.
6Member suggestion: clear plastic wall panels.
7Member suggestion: leftover fence steel to save money.

Table 2. Mock-Up Test Results

CheckOption 1: Closed shedOption 2: Roofed rack canopy
Hose-spray rain testEvery bike spot and charger stayed drySpots near the open sides got wet
Roll-in-and-plug-in time48 seconds; the rider opened a door first22 seconds; no door
View from the office windowBikes hidden behind solid wallsBikes in full view
Estimated cost$3,850$2,300

Figure 1. Location Plan

\"Overhead

" }, "_ca6b0e1e-be1d-4ca9-89ae-491b93746a04": { "title": "Wilting Potted Cilantro", "html": "

Wilting Potted Cilantro

Katya keeps a potted cilantro plant on her kitchen windowsill. One warm afternoon she finds the plant drooping: the leaves hang limp and the stems bend over. The soil in the pot feels dry to the touch. Katya adds water to the soil and watches the plant for one hour. Table 1 is her log. Figure 1 shows the same plant before and after watering. By the end of the hour the leaves and stems are stiff and upright again, and the plant has not grown any new leaves.

Table 1. Watering Log

TimeObservationAction
3:00 p.m.Leaves limp; stems bent over; soil dryAdded 300 mL of water to the soil
3:30 p.m.Leaves partly lifted; stems straighterNone
4:00 p.m.Leaves and stems stiff and uprightNone

Figure 1. The Plant Before and After Watering

\"Two

" }, "_44d879ef-a6e1-473a-a59b-1e62617af4e2": { "title": "Jackrabbit Flats Survey Report", "html": "

Jackrabbit Flats Survey Report

Each June, a wildlife crew counts black-tailed jackrabbits along three fixed routes across a sagebrush flat. The crew also measures how much ground is covered by cheatgrass, an invasive grass. It also records the cover of the native bunchgrasses and forbs that grow there. The jackrabbits at the flats feed mostly on those native plants. Table 1 shows six years of survey data. The crew also counts jackrabbits on a grassy river terrace 8 kilometers east, where cheatgrass has not spread. The terrace count rose from 9 jackrabbits in 2020 to 21 jackrabbits in 2025. In 2023 the crew clipped numbered ear tags on 30 jackrabbits at the flats. By 2025 it had spotted 11 of those tagged jackrabbits living on the terrace.

Table 1. Jackrabbit Flats Survey Data

YearJackrabbits countedCheatgrass cover (%)Native bunchgrass and forb cover (%)
2020461258
2021431951
2022373041
2023294431
2024225822
2025166915
" }, "_5f81fae4-68c3-4003-8b54-90d46fc0c67c": { "title": "Mooring Line M-14", "html": "

Mooring Line M-14

An ocean research team anchors a row of five moorings, called line M-14, along a warm surface current. The current flows north past the seaside town of Pelham Cove. Across the sea, at the same latitude, sits the seaside town of Norbury Point. The warm current does not flow along Norbury Point’s shore. Each mooring holds one temperature logger just below the surface and a second logger 400 meters down. Each logger also records which way the water around it flows. Table 1 shows the October readings, listed from the southernmost mooring (Mooring 1) to the northernmost (Mooring 5). Table 2 shows each town’s average October air temperature. Figure 1 maps the current, the mooring row, and the two towns.

Table 1. October Logger Readings, Line M-14

MooringSurface water temperature (°C)Surface flow directionWater temperature at 400 m (°C)Flow direction at 400 m
1 (south end)19north6south
218north6south
318north5south
417north5south
5 (north end)16north5south

Table 2. Average October Air Temperature

TownAverage October air temperature (°C)
Pelham Cove (beside the current)14
Norbury Point (across the sea)8

Figure 1. Line M-14 and the Two Towns

\"Map

" }, "_5eef3d5a-c793-499c-82de-86cd0bd93415": { "title": "Fruit Bars at the Bake Sale", "html": "

Fruit Bars at the Bake Sale

Cora is selling frozen fruit bars at a school bake sale on a warm afternoon. She sets four bars on a plate, weighs the plate, and records what happens in Table 1. Each fruit bar is mostly frozen water. Figure 1 shows the bars on the plate. Figure 2 is the model card Cora keeps at her table; it shows one molecule of water.

Table 1. Melting Log

TimeObservation
0 minBars frozen hard; each bar holds its shape. Plate and bars weigh 620 g.
15 minBar edges soft; a puddle is spreading around each bar.
30 minBars fully melted into puddles. Plate and puddles still weigh 620 g.

Figure 1. The Bars on the Plate

\"Four

Figure 2. Cora’s Model Card

\"A

" }, "_39d3238e-f080-465e-94c0-907ba785494a": { "title": "Hay-Infusion Beaker Log", "html": "

Hay-Infusion Beaker Log

Bruno covers a handful of dried hay with pond water in an open beaker. He leaves the beaker on a sunny shelf for a week. Each day he checks it two ways. He looks with his eyes alone, and then he puts one drop of the water under a microscope at 400×. Table 1 is his log. Figure 1 shows his sketch of the day-5 microscope view.

Table 1. Hay-Infusion Log

DaySeen with eyes aloneSeen under the microscope (400×)
1Water clear; hay settled at the bottomA few still bits of plant material
3Water cloudy; faint sour smellCloudy specks too small to make out
5Water cloudy; thin film at the surfaceOval specks that dart, turn, and split in two
7Film thicker; smell strongerMore specks than on day 5

Figure 1. Bruno’s Day-5 Sketch

\"A

" }, "_11165af4-56a2-4a5a-8034-0fbd2aa4ade3": { "title": "Mailroom Return-Ramp Trials", "html": "

Mailroom Return-Ramp Trials

Lionel works in a campus mailroom that has two parcel return ramps. Customers set a returned parcel at the top of a ramp, and the parcel slides down onto the level sorting floor. Ramp 1 is covered with a rubber mat. Ramp 2 is covered with a felt mat. The two ramps’ top edges sit at different heights above the floor. Lionel slides identical test parcels down each ramp and measures how far each parcel slides across the sorting floor after leaving the ramp. Every parcel reached the floor without stopping on the ramp. Table 1 shows the average results. Figure 1 shows the two ramps.

Table 1. Ramp Trials (average of 3 trials)

RampMatRelease height (cm)Slide distance on floor (cm)
Ramp 1Rubber mat8045
Ramp 2Felt mat12062

Figure 1. The Two Return Ramps

\"Side

" }, "_88219d84-17d3-47e5-9a90-45af023ee170": { "title": "Hemlock Creek Buildout", "html": "

Hemlock Creek Buildout

The Hemlock Creek valley is filling with new homes. Each year, the county issues permits for new houses in the subdivision. Families move in soon after the houses are finished. Every house connects to the valley's water system, which stores its water in one reservoir. A town planner studies ten years of records. Figure 1 shows the number of new housing permits issued each year. Figure 2 shows the reservoir's level at the end of each summer. Table 1 shows the average amount of water one household uses each day. To estimate total water demand, the planner multiplies the number of households by the per-household use. (Total use always equals the number of users times the use of each user.) Weather records show the valley's rainfall stayed near its long-term average through all ten years.

Figure 1. New Housing Permits

\"Line

Figure 2. End-of-Summer Reservoir Level

\"Line

Table 1. Average Water Use per Household

YearWater use per household (liters per day)
2015340
2020338
2025341
" } }, "questions": [ { "n": 1, "item_id": "_1f430814-510a-4c03-a013-5291df12aaef", "type": "choice", "title": "E-Bike Enclosure (Part A)", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Part A

Look at Table 1. Which statement describes a criterion for the enclosure project?

", "prompt_plain": "Part A Look at Table 1. Which statement describes a criterion for the enclosure project?", "context_html": "", "options": [ { "id": "cA1", "text": "The enclosure is fully built before the first day of fall classes this year.", "plain": "The enclosure is fully built before the first day of fall classes this year.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A rider can roll a bike in and plug it in without moving another bike.", "plain": "A rider can roll a bike in and plug it in without moving another bike.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The enclosure walls are built from clear plastic panels instead of wood.", "plain": "The enclosure walls are built from clear plastic panels instead of wood.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The school owns 18 e-bikes that now charge at an open outdoor rack.", "plain": "The school owns 18 e-bikes that now charge at an open outdoor rack.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8e20d2c2-a8e6-48be-83b3-f96d85157165" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

E-Bike Enclosure Brief

The bike club at a middle school is designing an enclosure for the school’s 18 e-bikes. The bikes now charge at an open outdoor rack. Rain reaches the bikes and their chargers, and charging cords tangle. Club members hope the finished enclosure looks nice beside the gym. Table 1 lists the notes the club and the school wrote for the project. The club built a full-size mock-up of each of its two design options on the concrete pad. Table 2 shows the mock-up test results. Figure 1 shows the location plan.

Table 1. Project Notes

NoteWhat it says
1Keep rain off every bike and every charger.
2A rider can roll a bike in and plug in its charger without moving another bike.
3A teacher at the office window can see the bikes inside.
4Spend no more than $4,000 in total.
5Finish building before fall classes begin.
6Member suggestion: clear plastic wall panels.
7Member suggestion: leftover fence steel to save money.

Table 2. Mock-Up Test Results

CheckOption 1: Closed shedOption 2: Roofed rack canopy
Hose-spray rain testEvery bike spot and charger stayed drySpots near the open sides got wet
Roll-in-and-plug-in time48 seconds; the rider opened a door first22 seconds; no door
View from the office windowBikes hidden behind solid wallsBikes in full view
Estimated cost$3,850$2,300

Figure 1. Location Plan

\"Overhead

", "passage_plain": "E-Bike Enclosure Brief The bike club at a middle school is designing an enclosure for the school’s 18 e-bikes. The bikes now charge at an open outdoor rack. Rain reaches the bikes and their chargers, and charging cords tangle. Club members hope the finished enclosure looks nice beside the gym. Table 1 lists the notes the club and the school wrote for the project. The club built a full-size mock-up of each of its two design options on the concrete pad. Table 2 shows the mock-up test results. Figure 1 shows the location plan. Table 1. Project Notes Note What it says 1 Keep rain off every bike and every charger. 2 A rider can roll a bike in and plug in its charger without moving another bike. 3 A teacher at the office window can see the bikes inside. 4 Spend no more than $4,000 in total. 5 Finish building before fall classes begin. 6 Member suggestion: clear plastic wall panels. 7 Member suggestion: leftover fence steel to save money. Table 2. Mock-Up Test Results Check Option 1: Closed shed Option 2: Roofed rack canopy Hose-spray rain test Every bike spot and charger stayed dry Spots near the open sides got wet Roll-in-and-plug-in time 48 seconds; the rider opened a door first 22 seconds; no door View from the office window Bikes hidden behind solid walls Bikes in full view Estimated cost $3,850 $2,300 Figure 1. Location Plan" }, { "n": 2, "item_id": "_29d3caa9-86b9-4ab8-ba5d-b3c559ed895a", "type": "choice", "title": "E-Bike Enclosure (Part B)", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Part B

Look at Table 1. Which statement describes a constraint on the club’s design?

", "prompt_plain": "Part B Look at Table 1. Which statement describes a constraint on the club’s design?", "context_html": "", "options": [ { "id": "cA2", "text": "Club members hope the finished enclosure looks nice beside the gym.", "plain": "Club members hope the finished enclosure looks nice beside the gym.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "A teacher at the office window can see the bikes inside the enclosure.", "plain": "A teacher at the office window can see the bikes inside the enclosure.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "The club builds the frame from leftover fence steel to save some money.", "plain": "The club builds the frame from leftover fence steel to save some money.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "The total spent stays at or under $4,000 for all materials and work.", "plain": "The total spent stays at or under $4,000 for all materials and work.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8e20d2c2-a8e6-48be-83b3-f96d85157165" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD2" ] }, "n_options": 4, "passage_html": "

E-Bike Enclosure Brief

The bike club at a middle school is designing an enclosure for the school’s 18 e-bikes. The bikes now charge at an open outdoor rack. Rain reaches the bikes and their chargers, and charging cords tangle. Club members hope the finished enclosure looks nice beside the gym. Table 1 lists the notes the club and the school wrote for the project. The club built a full-size mock-up of each of its two design options on the concrete pad. Table 2 shows the mock-up test results. Figure 1 shows the location plan.

Table 1. Project Notes

NoteWhat it says
1Keep rain off every bike and every charger.
2A rider can roll a bike in and plug in its charger without moving another bike.
3A teacher at the office window can see the bikes inside.
4Spend no more than $4,000 in total.
5Finish building before fall classes begin.
6Member suggestion: clear plastic wall panels.
7Member suggestion: leftover fence steel to save money.

Table 2. Mock-Up Test Results

CheckOption 1: Closed shedOption 2: Roofed rack canopy
Hose-spray rain testEvery bike spot and charger stayed drySpots near the open sides got wet
Roll-in-and-plug-in time48 seconds; the rider opened a door first22 seconds; no door
View from the office windowBikes hidden behind solid wallsBikes in full view
Estimated cost$3,850$2,300

Figure 1. Location Plan

\"Overhead

", "passage_plain": "E-Bike Enclosure Brief The bike club at a middle school is designing an enclosure for the school’s 18 e-bikes. The bikes now charge at an open outdoor rack. Rain reaches the bikes and their chargers, and charging cords tangle. Club members hope the finished enclosure looks nice beside the gym. Table 1 lists the notes the club and the school wrote for the project. The club built a full-size mock-up of each of its two design options on the concrete pad. Table 2 shows the mock-up test results. Figure 1 shows the location plan. Table 1. Project Notes Note What it says 1 Keep rain off every bike and every charger. 2 A rider can roll a bike in and plug in its charger without moving another bike. 3 A teacher at the office window can see the bikes inside. 4 Spend no more than $4,000 in total. 5 Finish building before fall classes begin. 6 Member suggestion: clear plastic wall panels. 7 Member suggestion: leftover fence steel to save money. Table 2. Mock-Up Test Results Check Option 1: Closed shed Option 2: Roofed rack canopy Hose-spray rain test Every bike spot and charger stayed dry Spots near the open sides got wet Roll-in-and-plug-in time 48 seconds; the rider opened a door first 22 seconds; no door View from the office window Bikes hidden behind solid walls Bikes in full view Estimated cost $3,850 $2,300 Figure 1. Location Plan" }, { "n": 3, "item_id": "_9090d2c2-c08a-4371-9d0d-5ff675bfc121", "type": "choice", "title": "E-Bike Enclosure — Option Advantages", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The club compares its two design options before choosing one.

Look at Table 2. Choose the TWO statements that correctly describe an advantage: one advantage of Option 1 and one advantage of Option 2.

", "prompt_plain": "The club compares its two design options before choosing one. Look at Table 2. Choose the TWO statements that correctly describe an advantage: one advantage of Option 1 and one advantage of Option 2.", "context_html": "", "options": [ { "id": "cA3", "text": "Option 1 protects the bikes and chargers from rain better than Option 2.", "plain": "Option 1 protects the bikes and chargers from rain better than Option 2.", "correct": true, "kind": "choice" }, { "id": "cB3", "text": "Option 1 gives the teacher a clearer view of the bikes than Option 2.", "plain": "Option 1 gives the teacher a clearer view of the bikes than Option 2.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "Option 2 costs the school much less to build than Option 1 does.", "plain": "Option 2 costs the school much less to build than Option 1 does.", "correct": true, "kind": "choice" }, { "id": "cD3", "text": "Option 2 hides the bikes from people passing, keeping them safer from theft.", "plain": "Option 2 hides the bikes from people passing, keeping them safer from theft.", "correct": false, "kind": "choice" }, { "id": "cE3", "text": "Option 1 wins both the roll-in test and the rain test in Table 2.", "plain": "Option 1 wins both the roll-in test and the rain test in Table 2.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8e20d2c2-a8e6-48be-83b3-f96d85157165" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA3", "cC3" ] }, "n_options": 5, "passage_html": "

E-Bike Enclosure Brief

The bike club at a middle school is designing an enclosure for the school’s 18 e-bikes. The bikes now charge at an open outdoor rack. Rain reaches the bikes and their chargers, and charging cords tangle. Club members hope the finished enclosure looks nice beside the gym. Table 1 lists the notes the club and the school wrote for the project. The club built a full-size mock-up of each of its two design options on the concrete pad. Table 2 shows the mock-up test results. Figure 1 shows the location plan.

Table 1. Project Notes

NoteWhat it says
1Keep rain off every bike and every charger.
2A rider can roll a bike in and plug in its charger without moving another bike.
3A teacher at the office window can see the bikes inside.
4Spend no more than $4,000 in total.
5Finish building before fall classes begin.
6Member suggestion: clear plastic wall panels.
7Member suggestion: leftover fence steel to save money.

Table 2. Mock-Up Test Results

CheckOption 1: Closed shedOption 2: Roofed rack canopy
Hose-spray rain testEvery bike spot and charger stayed drySpots near the open sides got wet
Roll-in-and-plug-in time48 seconds; the rider opened a door first22 seconds; no door
View from the office windowBikes hidden behind solid wallsBikes in full view
Estimated cost$3,850$2,300

Figure 1. Location Plan

\"Overhead

", "passage_plain": "E-Bike Enclosure Brief The bike club at a middle school is designing an enclosure for the school’s 18 e-bikes. The bikes now charge at an open outdoor rack. Rain reaches the bikes and their chargers, and charging cords tangle. Club members hope the finished enclosure looks nice beside the gym. Table 1 lists the notes the club and the school wrote for the project. The club built a full-size mock-up of each of its two design options on the concrete pad. Table 2 shows the mock-up test results. Figure 1 shows the location plan. Table 1. Project Notes Note What it says 1 Keep rain off every bike and every charger. 2 A rider can roll a bike in and plug in its charger without moving another bike. 3 A teacher at the office window can see the bikes inside. 4 Spend no more than $4,000 in total. 5 Finish building before fall classes begin. 6 Member suggestion: clear plastic wall panels. 7 Member suggestion: leftover fence steel to save money. Table 2. Mock-Up Test Results Check Option 1: Closed shed Option 2: Roofed rack canopy Hose-spray rain test Every bike spot and charger stayed dry Spots near the open sides got wet Roll-in-and-plug-in time 48 seconds; the rider opened a door first 22 seconds; no door View from the office window Bikes hidden behind solid walls Bikes in full view Estimated cost $3,850 $2,300 Figure 1. Location Plan" }, { "n": 4, "item_id": "_4ce396d7-9e2c-49ad-a20b-f911aa91265c", "type": "choice", "title": "Fruit Bars — Melting Molecules", "standards": [ "MS-PS1-4" ], "prompt_html": "

Cora watches the frozen fruit bars soften and melt into puddles on the plate.

Look at Table 1 and Figure 2. Which statement describes what happens to the water molecules in a bar as it melts?

", "prompt_plain": "Cora watches the frozen fruit bars soften and melt into puddles on the plate. Look at Table 1 and Figure 2. Which statement describes what happens to the water molecules in a bar as it melts?", "context_html": "", "options": [ { "id": "cA4", "text": "The molecules stay the same kind of molecule but become free to slide past one another.", "plain": "The molecules stay the same kind of molecule but become free to slide past one another.", "correct": true, "kind": "choice" }, { "id": "cB4", "text": "The molecules break apart into separate atoms, so the solid bar can turn to liquid.", "plain": "The molecules break apart into separate atoms, so the solid bar can turn to liquid.", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "The molecules themselves soften and lose their firm shape as the bar warms up.", "plain": "The molecules themselves soften and lose their firm shape as the bar warms up.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "The molecules swell to a larger size, so the melted bar spreads across the plate.", "plain": "The molecules swell to a larger size, so the melted bar spreads across the plate.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5eef3d5a-c793-499c-82de-86cd0bd93415" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA4" ] }, "n_options": 4, "passage_html": "

Fruit Bars at the Bake Sale

Cora is selling frozen fruit bars at a school bake sale on a warm afternoon. She sets four bars on a plate, weighs the plate, and records what happens in Table 1. Each fruit bar is mostly frozen water. Figure 1 shows the bars on the plate. Figure 2 is the model card Cora keeps at her table; it shows one molecule of water.

Table 1. Melting Log

TimeObservation
0 minBars frozen hard; each bar holds its shape. Plate and bars weigh 620 g.
15 minBar edges soft; a puddle is spreading around each bar.
30 minBars fully melted into puddles. Plate and puddles still weigh 620 g.

Figure 1. The Bars on the Plate

\"Four

Figure 2. Cora’s Model Card

\"A

", "passage_plain": "Fruit Bars at the Bake Sale Cora is selling frozen fruit bars at a school bake sale on a warm afternoon. She sets four bars on a plate, weighs the plate, and records what happens in Table 1. Each fruit bar is mostly frozen water. Figure 1 shows the bars on the plate. Figure 2 is the model card Cora keeps at her table; it shows one molecule of water. Table 1. Melting Log Time Observation 0 min Bars frozen hard; each bar holds its shape. Plate and bars weigh 620 g. 15 min Bar edges soft; a puddle is spreading around each bar. 30 min Bars fully melted into puddles. Plate and puddles still weigh 620 g. Figure 1. The Bars on the Plate Figure 2. Cora’s Model Card" }, { "n": 5, "item_id": "_f5ea61a6-a1b9-4635-b889-7f7e6da4556d", "type": "choice", "title": "Fruit Bars — Model Card Atoms", "standards": [ "MS-PS1-1" ], "prompt_html": "

Look at Figure 2. Each water molecule in the model card is made up of which atoms?

", "prompt_plain": "Look at Figure 2. Each water molecule in the model card is made up of which atoms?", "context_html": "", "options": [ { "id": "cA5", "text": "one hydrogen atom and one oxygen atom", "plain": "one hydrogen atom and one oxygen atom", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "one hydrogen atom and two oxygen atoms", "plain": "one hydrogen atom and two oxygen atoms", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "two hydrogen atoms and one oxygen atom", "plain": "two hydrogen atoms and one oxygen atom", "correct": true, "kind": "choice" }, { "id": "cD5", "text": "two hydrogen atoms and two oxygen atoms", "plain": "two hydrogen atoms and two oxygen atoms", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5eef3d5a-c793-499c-82de-86cd0bd93415" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC5" ] }, "n_options": 4, "passage_html": "

Fruit Bars at the Bake Sale

Cora is selling frozen fruit bars at a school bake sale on a warm afternoon. She sets four bars on a plate, weighs the plate, and records what happens in Table 1. Each fruit bar is mostly frozen water. Figure 1 shows the bars on the plate. Figure 2 is the model card Cora keeps at her table; it shows one molecule of water.

Table 1. Melting Log

TimeObservation
0 minBars frozen hard; each bar holds its shape. Plate and bars weigh 620 g.
15 minBar edges soft; a puddle is spreading around each bar.
30 minBars fully melted into puddles. Plate and puddles still weigh 620 g.

Figure 1. The Bars on the Plate

\"Four

Figure 2. Cora’s Model Card

\"A

", "passage_plain": "Fruit Bars at the Bake Sale Cora is selling frozen fruit bars at a school bake sale on a warm afternoon. She sets four bars on a plate, weighs the plate, and records what happens in Table 1. Each fruit bar is mostly frozen water. Figure 1 shows the bars on the plate. Figure 2 is the model card Cora keeps at her table; it shows one molecule of water. Table 1. Melting Log Time Observation 0 min Bars frozen hard; each bar holds its shape. Plate and bars weigh 620 g. 15 min Bar edges soft; a puddle is spreading around each bar. 30 min Bars fully melted into puddles. Plate and puddles still weigh 620 g. Figure 1. The Bars on the Plate Figure 2. Cora’s Model Card" }, { "n": 6, "item_id": "_54ece03d-df16-46e8-bcf8-5f5b886eca03", "type": "gap-match", "title": "Carbon Dioxide Model Build", "standards": [ "MS-PS1-1" ], "prompt_html": "

A classroom soda-water maker fizzes water with gas from a small metal cylinder. The label on the cylinder names the gas: carbon dioxide, with the formula CO₂.

The model frame below has three empty circles in a row. The middle circle is joined to each end circle.

\"A

 

Drag one atom tile into each empty circle to build a correct model of one carbon-dioxide molecule. You may use a tile more than once. Not all tiles will be used.

", "prompt_plain": "A classroom soda-water maker fizzes water with gas from a small metal cylinder. The label on the cylinder names the gas: carbon dioxide, with the formula CO₂. The model frame below has three empty circles in a row. The middle circle is joined to each end circle. Drag one atom tile into each empty circle to build a correct model of one carbon-dioxide molecule. You may use a tile more than once. Not all tiles will be used.", "context_html": "", "options": [ { "id": "tok1", "text": "Hydrogen (H)", "plain": "Hydrogen (H)", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Carbon (C)", "plain": "Carbon (C)", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Nitrogen (N)", "plain": "Nitrogen (N)", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Oxygen (O)", "plain": "Oxygen (O)", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-27/images/slot06_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok2 G2", "tok4 G3" ] }, "n_options": 4 }, { "n": 7, "item_id": "_2fb48c17-4ea2-4491-be4b-903249d469ab", "type": "hottext", "title": "Jackrabbit Flats — Supporting Evidence", "standards": [ "MS-LS2-1" ], "prompt_html": "

One crew member suggests that a shrinking food supply is causing the jackrabbit decline at the flats.

Select the ONE sentence from the report summary that best supports the crew member’s suggestion.

", "prompt_plain": "One crew member suggests that a shrinking food supply is causing the jackrabbit decline at the flats. Select the ONE sentence from the report summary that best supports the crew member’s suggestion.", "context_html": "", "options": [ { "id": "hA7", "text": "Jackrabbits at the flats do most of their feeding in the first hours after sunrise.", "plain": "Jackrabbits at the flats do most of their feeding in the first hours after sunrise.", "correct": false, "kind": "hottext" }, { "id": "hB7", "text": "In plots thick with cheatgrass, the bunchgrasses and forbs that jackrabbits eat have nearly vanished.", "plain": "In plots thick with cheatgrass, the bunchgrasses and forbs that jackrabbits eat have nearly vanished.", "correct": true, "kind": "hottext" }, { "id": "hC7", "text": "Cheatgrass sprouts several weeks earlier in the spring than the native bunchgrasses do.", "plain": "Cheatgrass sprouts several weeks earlier in the spring than the native bunchgrasses do.", "correct": false, "kind": "hottext" }, { "id": "hD7", "text": "The crew walked the same three counting routes in June in every survey year.", "plain": "The crew walked the same three counting routes in June in every survey year.", "correct": false, "kind": "hottext" }, { "id": "hE7", "text": "Jackrabbits rest through the hottest part of the day in shallow patches of shade.", "plain": "Jackrabbits rest through the hottest part of the day in shallow patches of shade.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_44d879ef-a6e1-473a-a59b-1e62617af4e2" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB7" ] }, "n_options": 5, "passage_html": "

Jackrabbit Flats Survey Report

Each June, a wildlife crew counts black-tailed jackrabbits along three fixed routes across a sagebrush flat. The crew also measures how much ground is covered by cheatgrass, an invasive grass. It also records the cover of the native bunchgrasses and forbs that grow there. The jackrabbits at the flats feed mostly on those native plants. Table 1 shows six years of survey data. The crew also counts jackrabbits on a grassy river terrace 8 kilometers east, where cheatgrass has not spread. The terrace count rose from 9 jackrabbits in 2020 to 21 jackrabbits in 2025. In 2023 the crew clipped numbered ear tags on 30 jackrabbits at the flats. By 2025 it had spotted 11 of those tagged jackrabbits living on the terrace.

Table 1. Jackrabbit Flats Survey Data

YearJackrabbits countedCheatgrass cover (%)Native bunchgrass and forb cover (%)
2020461258
2021431951
2022373041
2023294431
2024225822
2025166915
", "passage_plain": "Jackrabbit Flats Survey Report Each June, a wildlife crew counts black-tailed jackrabbits along three fixed routes across a sagebrush flat. The crew also measures how much ground is covered by cheatgrass, an invasive grass. It also records the cover of the native bunchgrasses and forbs that grow there. The jackrabbits at the flats feed mostly on those native plants. Table 1 shows six years of survey data. The crew also counts jackrabbits on a grassy river terrace 8 kilometers east, where cheatgrass has not spread. The terrace count rose from 9 jackrabbits in 2020 to 21 jackrabbits in 2025. In 2023 the crew clipped numbered ear tags on 30 jackrabbits at the flats. By 2025 it had spotted 11 of those tagged jackrabbits living on the terrace. Table 1. Jackrabbit Flats Survey Data Year Jackrabbits counted Cheatgrass cover (%) Native bunchgrass and forb cover (%) 2020 46 12 58 2021 43 19 51 2022 37 30 41 2023 29 44 31 2024 22 58 22 2025 16 69 15" }, { "n": 8, "item_id": "_5d09303c-f338-443d-88a9-f7fd23fe142e", "type": "choice", "title": "Jackrabbit Flats — Decline Conclusions", "standards": [ "MS-LS2-1" ], "prompt_html": "

Look at Table 1 and the terrace information in the report.

Choose the TWO conclusions about the jackrabbit decline that the survey data support.

", "prompt_plain": "Look at Table 1 and the terrace information in the report. Choose the TWO conclusions about the jackrabbit decline that the survey data support.", "context_html": "", "options": [ { "id": "cA8", "text": "A disease is spreading among the jackrabbits at the flats and killing their young.", "plain": "A disease is spreading among the jackrabbits at the flats and killing their young.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The flats no longer grow enough food plants to feed as many jackrabbits as before.", "plain": "The flats no longer grow enough food plants to feed as many jackrabbits as before.", "correct": true, "kind": "choice" }, { "id": "cC8", "text": "Predators around the flats are catching more of the jackrabbits than before.", "plain": "Predators around the flats are catching more of the jackrabbits than before.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The cheatgrass is poisoning the jackrabbits that eat it and thinning the population.", "plain": "The cheatgrass is poisoning the jackrabbits that eat it and thinning the population.", "correct": false, "kind": "choice" }, { "id": "cE8", "text": "Some jackrabbits have moved from the flats to the greener river terrace nearby.", "plain": "Some jackrabbits have moved from the flats to the greener river terrace nearby.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_44d879ef-a6e1-473a-a59b-1e62617af4e2" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB8", "cE8" ] }, "n_options": 5, "passage_html": "

Jackrabbit Flats Survey Report

Each June, a wildlife crew counts black-tailed jackrabbits along three fixed routes across a sagebrush flat. The crew also measures how much ground is covered by cheatgrass, an invasive grass. It also records the cover of the native bunchgrasses and forbs that grow there. The jackrabbits at the flats feed mostly on those native plants. Table 1 shows six years of survey data. The crew also counts jackrabbits on a grassy river terrace 8 kilometers east, where cheatgrass has not spread. The terrace count rose from 9 jackrabbits in 2020 to 21 jackrabbits in 2025. In 2023 the crew clipped numbered ear tags on 30 jackrabbits at the flats. By 2025 it had spotted 11 of those tagged jackrabbits living on the terrace.

Table 1. Jackrabbit Flats Survey Data

YearJackrabbits countedCheatgrass cover (%)Native bunchgrass and forb cover (%)
2020461258
2021431951
2022373041
2023294431
2024225822
2025166915
", "passage_plain": "Jackrabbit Flats Survey Report Each June, a wildlife crew counts black-tailed jackrabbits along three fixed routes across a sagebrush flat. The crew also measures how much ground is covered by cheatgrass, an invasive grass. It also records the cover of the native bunchgrasses and forbs that grow there. The jackrabbits at the flats feed mostly on those native plants. Table 1 shows six years of survey data. The crew also counts jackrabbits on a grassy river terrace 8 kilometers east, where cheatgrass has not spread. The terrace count rose from 9 jackrabbits in 2020 to 21 jackrabbits in 2025. In 2023 the crew clipped numbered ear tags on 30 jackrabbits at the flats. By 2025 it had spotted 11 of those tagged jackrabbits living on the terrace. Table 1. Jackrabbit Flats Survey Data Year Jackrabbits counted Cheatgrass cover (%) Native bunchgrass and forb cover (%) 2020 46 12 58 2021 43 19 51 2022 37 30 41 2023 29 44 31 2024 22 58 22 2025 16 69 15" }, { "n": 9, "item_id": "_c0afe345-993c-4bb9-aa44-37b23e23c991", "type": "choice", "title": "Hay-Infusion Specks (Part A)", "standards": [ "MS-LS1-1" ], "prompt_html": "

Part A

Bruno sees specks under the microscope that he cannot see with his eyes alone.

Which conclusion about these specks is best supported by the log?

", "prompt_plain": "Part A Bruno sees specks under the microscope that he cannot see with his eyes alone. Which conclusion about these specks is best supported by the log?", "context_html": "", "options": [ { "id": "cA9", "text": "The specks are pieces of hay that soaked apart and drifted into the water.", "plain": "The specks are pieces of hay that soaked apart and drifted into the water.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The specks are living, single-celled organisms too small to see without a microscope.", "plain": "The specks are living, single-celled organisms too small to see without a microscope.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "The specks are air bubbles that formed as the hay broke down underwater.", "plain": "The specks are air bubbles that formed as the hay broke down underwater.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "The specks are newly hatched insects that grew from eggs carried on the hay.", "plain": "The specks are newly hatched insects that grew from eggs carried on the hay.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_39d3238e-f080-465e-94c0-907ba785494a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9" ] }, "n_options": 4, "passage_html": "

Hay-Infusion Beaker Log

Bruno covers a handful of dried hay with pond water in an open beaker. He leaves the beaker on a sunny shelf for a week. Each day he checks it two ways. He looks with his eyes alone, and then he puts one drop of the water under a microscope at 400×. Table 1 is his log. Figure 1 shows his sketch of the day-5 microscope view.

Table 1. Hay-Infusion Log

DaySeen with eyes aloneSeen under the microscope (400×)
1Water clear; hay settled at the bottomA few still bits of plant material
3Water cloudy; faint sour smellCloudy specks too small to make out
5Water cloudy; thin film at the surfaceOval specks that dart, turn, and split in two
7Film thicker; smell strongerMore specks than on day 5

Figure 1. Bruno’s Day-5 Sketch

\"A

", "passage_plain": "Hay-Infusion Beaker Log Bruno covers a handful of dried hay with pond water in an open beaker. He leaves the beaker on a sunny shelf for a week. Each day he checks it two ways. He looks with his eyes alone, and then he puts one drop of the water under a microscope at 400×. Table 1 is his log. Figure 1 shows his sketch of the day-5 microscope view. Table 1. Hay-Infusion Log Day Seen with eyes alone Seen under the microscope (400×) 1 Water clear; hay settled at the bottom A few still bits of plant material 3 Water cloudy; faint sour smell Cloudy specks too small to make out 5 Water cloudy; thin film at the surface Oval specks that dart, turn, and split in two 7 Film thicker; smell stronger More specks than on day 5 Figure 1. Bruno’s Day-5 Sketch" }, { "n": 10, "item_id": "_eeeabc27-b9ea-40b0-a4c1-9f1dc04dce29", "type": "choice", "title": "Hay-Infusion Specks (Part B)", "standards": [ "MS-LS1-1" ], "prompt_html": "

Part B

Which row of the log is the best evidence for the conclusion in Part A?

", "prompt_plain": "Part B Which row of the log is the best evidence for the conclusion in Part A?", "context_html": "", "options": [ { "id": "cA10", "text": "Day 1: the water was clear, and the microscope showed a few still plant bits.", "plain": "Day 1: the water was clear, and the microscope showed a few still plant bits.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Day 3: the water turned cloudy, and the microscope showed specks too small to make out.", "plain": "Day 3: the water turned cloudy, and the microscope showed specks too small to make out.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "Day 5: the oval specks darted, turned, and split in two under the microscope.", "plain": "Day 5: the oval specks darted, turned, and split in two under the microscope.", "correct": true, "kind": "choice" }, { "id": "cD10", "text": "Day 7: the film was thicker, and the microscope showed more specks than on day 5.", "plain": "Day 7: the film was thicker, and the microscope showed more specks than on day 5.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_39d3238e-f080-465e-94c0-907ba785494a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC10" ] }, "n_options": 4, "passage_html": "

Hay-Infusion Beaker Log

Bruno covers a handful of dried hay with pond water in an open beaker. He leaves the beaker on a sunny shelf for a week. Each day he checks it two ways. He looks with his eyes alone, and then he puts one drop of the water under a microscope at 400×. Table 1 is his log. Figure 1 shows his sketch of the day-5 microscope view.

Table 1. Hay-Infusion Log

DaySeen with eyes aloneSeen under the microscope (400×)
1Water clear; hay settled at the bottomA few still bits of plant material
3Water cloudy; faint sour smellCloudy specks too small to make out
5Water cloudy; thin film at the surfaceOval specks that dart, turn, and split in two
7Film thicker; smell strongerMore specks than on day 5

Figure 1. Bruno’s Day-5 Sketch

\"A

", "passage_plain": "Hay-Infusion Beaker Log Bruno covers a handful of dried hay with pond water in an open beaker. He leaves the beaker on a sunny shelf for a week. Each day he checks it two ways. He looks with his eyes alone, and then he puts one drop of the water under a microscope at 400×. Table 1 is his log. Figure 1 shows his sketch of the day-5 microscope view. Table 1. Hay-Infusion Log Day Seen with eyes alone Seen under the microscope (400×) 1 Water clear; hay settled at the bottom A few still bits of plant material 3 Water cloudy; faint sour smell Cloudy specks too small to make out 5 Water cloudy; thin film at the surface Oval specks that dart, turn, and split in two 7 Film thicker; smell stronger More specks than on day 5 Figure 1. Bruno’s Day-5 Sketch" }, { "n": 11, "item_id": "_ab6df994-cd06-4ffd-851e-eff8fea4f958", "type": "choice", "title": "Wilting Cilantro (Part A)", "standards": [ "MS-LS1-2" ], "prompt_html": "

Part A

When the cilantro wilts, its leaf cells are losing water.

Which cell part shrinks as it loses this stored water, making the leaves and stems droop?

", "prompt_plain": "Part A When the cilantro wilts, its leaf cells are losing water. Which cell part shrinks as it loses this stored water, making the leaves and stems droop?", "context_html": "", "options": [ { "id": "cA11", "text": "cell wall", "plain": "cell wall", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "central vacuole", "plain": "central vacuole", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "chloroplast", "plain": "chloroplast", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "nucleus", "plain": "nucleus", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ca6b0e1e-be1d-4ca9-89ae-491b93746a04" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB11" ] }, "n_options": 4, "passage_html": "

Wilting Potted Cilantro

Katya keeps a potted cilantro plant on her kitchen windowsill. One warm afternoon she finds the plant drooping: the leaves hang limp and the stems bend over. The soil in the pot feels dry to the touch. Katya adds water to the soil and watches the plant for one hour. Table 1 is her log. Figure 1 shows the same plant before and after watering. By the end of the hour the leaves and stems are stiff and upright again, and the plant has not grown any new leaves.

Table 1. Watering Log

TimeObservationAction
3:00 p.m.Leaves limp; stems bent over; soil dryAdded 300 mL of water to the soil
3:30 p.m.Leaves partly lifted; stems straighterNone
4:00 p.m.Leaves and stems stiff and uprightNone

Figure 1. The Plant Before and After Watering

\"Two

", "passage_plain": "Wilting Potted Cilantro Katya keeps a potted cilantro plant on her kitchen windowsill. One warm afternoon she finds the plant drooping: the leaves hang limp and the stems bend over. The soil in the pot feels dry to the touch. Katya adds water to the soil and watches the plant for one hour. Table 1 is her log. Figure 1 shows the same plant before and after watering. By the end of the hour the leaves and stems are stiff and upright again, and the plant has not grown any new leaves. Table 1. Watering Log Time Observation Action 3:00 p.m. Leaves limp; stems bent over; soil dry Added 300 mL of water to the soil 3:30 p.m. Leaves partly lifted; stems straighter None 4:00 p.m. Leaves and stems stiff and upright None Figure 1. The Plant Before and After Watering" }, { "n": 12, "item_id": "_c022a845-eb55-4d37-ac0c-ab617c0832ca", "type": "choice", "title": "Wilting Cilantro Evidence (Part B)", "standards": [ "MS-LS1-2" ], "prompt_html": "

Part B

Which observation best supports the claim that the cell part you chose in Part A lost water and later refilled?

", "prompt_plain": "Part B Which observation best supports the claim that the cell part you chose in Part A lost water and later refilled?", "context_html": "", "options": [ { "id": "cA12", "text": "The plant sat in a warm, sunny window before Katya found it drooping.", "plain": "The plant sat in a warm, sunny window before Katya found it drooping.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "The soil in the pot felt dry to the touch when the leaves were drooping.", "plain": "The soil in the pot felt dry to the touch when the leaves were drooping.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The leaves stayed the same green color while the plant drooped and recovered.", "plain": "The leaves stayed the same green color while the plant drooped and recovered.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "The plant became stiff and upright within an hour of watering, without growing new leaves.", "plain": "The plant became stiff and upright within an hour of watering, without growing new leaves.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ca6b0e1e-be1d-4ca9-89ae-491b93746a04" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD12" ] }, "n_options": 4, "passage_html": "

Wilting Potted Cilantro

Katya keeps a potted cilantro plant on her kitchen windowsill. One warm afternoon she finds the plant drooping: the leaves hang limp and the stems bend over. The soil in the pot feels dry to the touch. Katya adds water to the soil and watches the plant for one hour. Table 1 is her log. Figure 1 shows the same plant before and after watering. By the end of the hour the leaves and stems are stiff and upright again, and the plant has not grown any new leaves.

Table 1. Watering Log

TimeObservationAction
3:00 p.m.Leaves limp; stems bent over; soil dryAdded 300 mL of water to the soil
3:30 p.m.Leaves partly lifted; stems straighterNone
4:00 p.m.Leaves and stems stiff and uprightNone

Figure 1. The Plant Before and After Watering

\"Two

", "passage_plain": "Wilting Potted Cilantro Katya keeps a potted cilantro plant on her kitchen windowsill. One warm afternoon she finds the plant drooping: the leaves hang limp and the stems bend over. The soil in the pot feels dry to the touch. Katya adds water to the soil and watches the plant for one hour. Table 1 is her log. Figure 1 shows the same plant before and after watering. By the end of the hour the leaves and stems are stiff and upright again, and the plant has not grown any new leaves. Table 1. Watering Log Time Observation Action 3:00 p.m. Leaves limp; stems bent over; soil dry Added 300 mL of water to the soil 3:30 p.m. Leaves partly lifted; stems straighter None 4:00 p.m. Leaves and stems stiff and upright None Figure 1. The Plant Before and After Watering" }, { "n": 13, "item_id": "_1acc4046-f199-4391-9115-71f7af305600", "type": "gap-match", "title": "Foxtail Lake Interactions", "standards": [ "MS-LS2-2" ], "prompt_html": "

The cards below describe four pairs of organisms living in and around Foxtail Lake.

 

Drag one interaction label onto each card to name the relationship it describes: predation, competition, or mutualism. You may use a label more than once.

", "prompt_plain": "The cards below describe four pairs of organisms living in and around Foxtail Lake. Drag one interaction label onto each card to name the relationship it describes: predation, competition, or mutualism. You may use a label more than once.", "context_html": "", "options": [ { "id": "tok1", "text": "mutualism", "plain": "mutualism", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "predation", "plain": "predation", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "competition", "plain": "competition", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok2 G1", "tok3 G2", "tok1 G3", "tok3 G4" ] }, "n_options": 3 }, { "n": 14, "item_id": "_a25ddbd5-f769-4794-8319-21922b20c1f8", "type": "choice", "title": "Cypress Swamp Food Web", "standards": [ "MS-LS2-2" ], "prompt_html": "

The diagram shows a food web from a cypress swamp. Each arrow points from a food source to the organism that eats it. A primary consumer is a consumer that eats producers.

\"A

Which two numbered organisms in this food web are primary consumers?

", "prompt_plain": "The diagram shows a food web from a cypress swamp. Each arrow points from a food source to the organism that eats it. A primary consumer is a consumer that eats producers. Which two numbered organisms in this food web are primary consumers?", "context_html": "", "options": [ { "id": "cA14", "text": "1 and 2", "plain": "1 and 2", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "2 and 3", "plain": "2 and 3", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "3 and 4", "plain": "3 and 4", "correct": true, "kind": "choice" }, { "id": "cD14", "text": "5 and 6", "plain": "5 and 6", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-27/images/slot14.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC14" ] }, "n_options": 4 }, { "n": 15, "item_id": "_3201d92c-c986-489b-9489-8baa42115192", "type": "hottext", "title": "Greenfin Farm Newsletter", "standards": [ "MS-LS2-3" ], "prompt_html": "

Greenfin Farm Newsletter

Greenfin Farm raises tilapia, a freshwater fish, in large indoor tanks. Daily tank checks show the fish eat nearly all the feed pellets they are given. A visiting fish scientist compared the food energy in the pellets the fish ate last year with the energy stored in the bodies of the fish the farm sold. Only about one tenth of the feed’s energy ended up stored in the fish. The newsletter printed five readers’ explanations.

Select the ONE sentence that correctly explains why so little of the feed’s energy ended up stored in the fish.

", "prompt_plain": "Greenfin Farm Newsletter Greenfin Farm raises tilapia, a freshwater fish, in large indoor tanks. Daily tank checks show the fish eat nearly all the feed pellets they are given. A visiting fish scientist compared the food energy in the pellets the fish ate last year with the energy stored in the bodies of the fish the farm sold. Only about one tenth of the feed’s energy ended up stored in the fish. The newsletter printed five readers’ explanations. Select the ONE sentence that correctly explains why so little of the feed’s energy ended up stored in the fish.", "context_html": "", "options": [ { "id": "hA15", "text": "The tilapia must simply be wasteful eaters, gulping far more pellets than their bodies can ever put to use.", "plain": "The tilapia must simply be wasteful eaters, gulping far more pellets than their bodies can ever put to use.", "correct": false, "kind": "hottext" }, { "id": "hB15", "text": "Most of the pellets probably soften and fall apart in the tank water before any fish can even eat them.", "plain": "Most of the pellets probably soften and fall apart in the tank water before any fish can even eat them.", "correct": false, "kind": "hottext" }, { "id": "hC15", "text": "The fish used most of the feed’s energy for swimming and staying alive, leaving little to store as body tissue.", "plain": "The fish used most of the feed’s energy for swimming and staying alive, leaving little to store as body tissue.", "correct": true, "kind": "hottext" }, { "id": "hD15", "text": "The energy in the fish droppings goes back into the tank water, so the farm’s tanks lose almost no energy overall.", "plain": "The energy in the fish droppings goes back into the tank water, so the farm’s tanks lose almost no energy overall.", "correct": false, "kind": "hottext" }, { "id": "hE15", "text": "Feeding each fish more pellets every day would let it store a much bigger share of each pellet’s energy.", "plain": "Feeding each fish more pellets every day would let it store a much bigger share of each pellet’s energy.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC15" ] }, "n_options": 5 }, { "n": 16, "item_id": "_e9124bfc-84ba-4c75-b4dd-d407afd2bd4e", "type": "choice", "title": "Energy Chain Card", "standards": [ "MS-LS2-3" ], "prompt_html": "

The card shows an energy chain: leaves from a shade tree are eaten by insect larvae, and the larvae are eaten by a songbird. Arrows on the card point from each food source to its eater.

\"A

Which statement correctly describes the energy transfer in this chain?

", "prompt_plain": "The card shows an energy chain: leaves from a shade tree are eaten by insect larvae, and the larvae are eaten by a songbird. Arrows on the card point from each food source to its eater. Which statement correctly describes the energy transfer in this chain?", "context_html": "", "options": [ { "id": "cA16", "text": "The producer’s stored energy passes to the larvae and then on to the songbird.", "plain": "The producer’s stored energy passes to the larvae and then on to the songbird.", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "The songbird, the chain’s top consumer, passes energy down to the larvae and leaves.", "plain": "The songbird, the chain’s top consumer, passes energy down to the larvae and leaves.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Each organism in the chain, including both consumers, makes its own energy from sunlight.", "plain": "Each organism in the chain, including both consumers, makes its own energy from sunlight.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "The chain’s energy moves in a loop from the songbird back into the tree’s leaves.", "plain": "The chain’s energy moves in a loop from the songbird back into the tree’s leaves.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-27/images/slot16.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA16" ] }, "n_options": 4 }, { "n": 17, "item_id": "_7ceb2e19-b810-45ba-aaff-a6815daac8ef", "type": "choice", "title": "Mailroom Ramp Trials (Part A)", "standards": [ "MS-PS2-2" ], "prompt_html": "

Part A

Lionel wants to use these trials to compare the two mats. Look at Table 1.

Which claim CANNOT be supported by the trials while the two release heights are different?

", "prompt_plain": "Part A Lionel wants to use these trials to compare the two mats. Look at Table 1. Which claim CANNOT be supported by the trials while the two release heights are different?", "context_html": "", "options": [ { "id": "cA17", "text": "Parcels slid farther across the floor after leaving the felt-mat ramp than after leaving the rubber-mat ramp.", "plain": "Parcels slid farther across the floor after leaving the felt-mat ramp than after leaving the rubber-mat ramp.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Parcels on the felt-mat ramp started from a greater height above the floor than parcels on the rubber-mat ramp.", "plain": "Parcels on the felt-mat ramp started from a greater height above the floor than parcels on the rubber-mat ramp.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Parcels left the bottom of the felt-mat ramp moving faster than they left the rubber-mat ramp.", "plain": "Parcels left the bottom of the felt-mat ramp moving faster than they left the rubber-mat ramp.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Parcels are slowed less by the felt mat’s surface than by the rubber mat’s surface.", "plain": "Parcels are slowed less by the felt mat’s surface than by the rubber mat’s surface.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_11165af4-56a2-4a5a-8034-0fbd2aa4ade3" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD17" ] }, "n_options": 4, "passage_html": "

Mailroom Return-Ramp Trials

Lionel works in a campus mailroom that has two parcel return ramps. Customers set a returned parcel at the top of a ramp, and the parcel slides down onto the level sorting floor. Ramp 1 is covered with a rubber mat. Ramp 2 is covered with a felt mat. The two ramps’ top edges sit at different heights above the floor. Lionel slides identical test parcels down each ramp and measures how far each parcel slides across the sorting floor after leaving the ramp. Every parcel reached the floor without stopping on the ramp. Table 1 shows the average results. Figure 1 shows the two ramps.

Table 1. Ramp Trials (average of 3 trials)

RampMatRelease height (cm)Slide distance on floor (cm)
Ramp 1Rubber mat8045
Ramp 2Felt mat12062

Figure 1. The Two Return Ramps

\"Side

", "passage_plain": "Mailroom Return-Ramp Trials Lionel works in a campus mailroom that has two parcel return ramps. Customers set a returned parcel at the top of a ramp, and the parcel slides down onto the level sorting floor. Ramp 1 is covered with a rubber mat. Ramp 2 is covered with a felt mat. The two ramps’ top edges sit at different heights above the floor. Lionel slides identical test parcels down each ramp and measures how far each parcel slides across the sorting floor after leaving the ramp. Every parcel reached the floor without stopping on the ramp. Table 1 shows the average results. Figure 1 shows the two ramps. Table 1. Ramp Trials (average of 3 trials) Ramp Mat Release height (cm) Slide distance on floor (cm) Ramp 1 Rubber mat 80 45 Ramp 2 Felt mat 120 62 Figure 1. The Two Return Ramps" }, { "n": 18, "item_id": "_501b0dee-bd99-412a-adf7-ed1e8d891c5b", "type": "choice", "title": "Mailroom Ramp Fair Test (Part B)", "standards": [ "MS-PS2-2" ], "prompt_html": "

Part B

Lionel plans a new set of trials so the results can show which mat slows parcels more.

Which change to the procedure makes the comparison of the two mats a fair test?

", "prompt_plain": "Part B Lionel plans a new set of trials so the results can show which mat slows parcels more. Which change to the procedure makes the comparison of the two mats a fair test?", "context_html": "", "options": [ { "id": "cA18", "text": "Run three more trials on each ramp from the ramps’ current top edges.", "plain": "Run three more trials on each ramp from the ramps’ current top edges.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Release the test parcels from the same height above the floor on both ramps.", "plain": "Release the test parcels from the same height above the floor on both ramps.", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "Use a heavier test parcel on the felt-mat ramp than on the rubber-mat ramp.", "plain": "Use a heavier test parcel on the felt-mat ramp than on the rubber-mat ramp.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Polish the sorting floor so every parcel slides farther after leaving its ramp.", "plain": "Polish the sorting floor so every parcel slides farther after leaving its ramp.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_11165af4-56a2-4a5a-8034-0fbd2aa4ade3" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB18" ] }, "n_options": 4, "passage_html": "

Mailroom Return-Ramp Trials

Lionel works in a campus mailroom that has two parcel return ramps. Customers set a returned parcel at the top of a ramp, and the parcel slides down onto the level sorting floor. Ramp 1 is covered with a rubber mat. Ramp 2 is covered with a felt mat. The two ramps’ top edges sit at different heights above the floor. Lionel slides identical test parcels down each ramp and measures how far each parcel slides across the sorting floor after leaving the ramp. Every parcel reached the floor without stopping on the ramp. Table 1 shows the average results. Figure 1 shows the two ramps.

Table 1. Ramp Trials (average of 3 trials)

RampMatRelease height (cm)Slide distance on floor (cm)
Ramp 1Rubber mat8045
Ramp 2Felt mat12062

Figure 1. The Two Return Ramps

\"Side

", "passage_plain": "Mailroom Return-Ramp Trials Lionel works in a campus mailroom that has two parcel return ramps. Customers set a returned parcel at the top of a ramp, and the parcel slides down onto the level sorting floor. Ramp 1 is covered with a rubber mat. Ramp 2 is covered with a felt mat. The two ramps’ top edges sit at different heights above the floor. Lionel slides identical test parcels down each ramp and measures how far each parcel slides across the sorting floor after leaving the ramp. Every parcel reached the floor without stopping on the ramp. Table 1 shows the average results. Figure 1 shows the two ramps. Table 1. Ramp Trials (average of 3 trials) Ramp Mat Release height (cm) Slide distance on floor (cm) Ramp 1 Rubber mat 80 45 Ramp 2 Felt mat 120 62 Figure 1. The Two Return Ramps" }, { "n": 19, "item_id": "_455044fb-eb08-446e-9b41-d7095138e62b", "type": "choice", "title": "Soccer Ball and Bus", "standards": [ "MS-PS2-1" ], "prompt_html": "

A stray soccer ball flies into the street and bounces off the side of a moving city bus. The ball rebounds sharply, but the bus keeps moving almost exactly as it was.

\"A

Which statement best explains why the bus’s motion barely changes?

", "prompt_plain": "A stray soccer ball flies into the street and bounces off the side of a moving city bus. The ball rebounds sharply, but the bus keeps moving almost exactly as it was. Which statement best explains why the bus’s motion barely changes?", "context_html": "", "options": [ { "id": "cA19", "text": "The ball puts no force on the bus, since the heavier vehicle does the pushing in a bounce.", "plain": "The ball puts no force on the bus, since the heavier vehicle does the pushing in a bounce.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The bus pushes on the ball with a much greater force than the ball puts on the bus.", "plain": "The bus pushes on the ball with a much greater force than the ball puts on the bus.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The ball and the bus push on each other equally, but the bus’s far greater mass barely responds.", "plain": "The ball and the bus push on each other equally, but the bus’s far greater mass barely responds.", "correct": true, "kind": "choice" }, { "id": "cD19", "text": "The bus’s engine overpowers the small force of the bounce and cancels it before the bus slows.", "plain": "The bus’s engine overpowers the small force of the bounce and cancels it before the bus slows.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-27/images/slot19.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_525211e7-7e8e-4d58-97af-24815e87c82d", "type": "inline-choice", "title": "Heat-Sink Base Plates", "standards": [ "MS-PS3-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A hobby-electronics club tests how well four base plates carry thermal energy away from a small computer chip. The same chip model runs at the same power setting for 10 minutes on each base plate, in the same 22°C room. The table shows the chip’s temperature at the end of each test.

Base plate materialChip temperature after 10 minutes (°C)
Copper48
Aluminum55
Ceramic74
Plastic82

Choose the word or phrase that correctly completes each sentence.

The base plate material that conducts thermal energy away from the chip best is .

The base plate material that acts most like a thermal insulator is .

The data support these choices because .

", "options": [ { "id": "cB1O57f3166e3", "text": "ceramic", "plain": "ceramic", "correct": false, "kind": "inline" }, { "id": "cB1O00aeafc94", "text": "plastic", "plain": "plastic", "correct": false, "kind": "inline" }, { "id": "cB1Ob345100b5", "text": "copper", "plain": "copper", "correct": true, "kind": "inline" }, { "id": "cB2Ode51620c8", "text": "copper", "plain": "copper", "correct": false, "kind": "inline" }, { "id": "cB2Ob9a65f6fe", "text": "ceramic", "plain": "ceramic", "correct": false, "kind": "inline" }, { "id": "cB2O969b5926d", "text": "plastic", "plain": "plastic", "correct": true, "kind": "inline" }, { "id": "cB3O318292cd1", "text": "the plate that soaked up the most cold kept its chip from warming", "plain": "the plate that soaked up the most cold kept its chip from warming", "correct": false, "kind": "inline" }, { "id": "cB3Oe981d9087", "text": "the plate that made the most thermal energy of its own heated its chip most", "plain": "the plate that made the most thermal energy of its own heated its chip most", "correct": false, "kind": "inline" }, { "id": "cB3Od7ebf83f7", "text": "the plate that carried thermal energy away fastest left its chip coolest", "plain": "the plate that carried thermal energy away fastest left its chip coolest", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Ob345100b5" ], "RESPONSE2": [ "cB2O969b5926d" ], "RESPONSE3": [ "cB3Od7ebf83f7" ] }, "n_options": 9 }, { "n": 21, "item_id": "_a827088d-82d8-42b8-93e2-54b90a49ad10", "type": "gap-match", "title": "Lodge Winterizing Checklist", "standards": [ "MS-PS3-3" ], "prompt_html": "

A mountain lodge is getting ready for winter. The checklist below lists four features the crew will install. Each feature mainly manages ONE way thermal energy moves: conduction, convection, or radiation.

 

Drag a mechanism label into the blank beside each feature. You may use a label more than once.

", "prompt_plain": "A mountain lodge is getting ready for winter. The checklist below lists four features the crew will install. Each feature mainly manages ONE way thermal energy moves: conduction, convection, or radiation. Drag a mechanism label into the blank beside each feature. You may use a label more than once.", "context_html": "", "options": [ { "id": "tokConv", "text": "Convection", "plain": "Convection", "correct": false, "kind": "gap-token" }, { "id": "tokRad", "text": "Radiation", "plain": "Radiation", "correct": false, "kind": "gap-token" }, { "id": "tokCond", "text": "Conduction", "plain": "Conduction", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokRad G1", "tokCond G2", "tokConv G3", "tokConv G4" ] }, "n_options": 3 }, { "n": 22, "item_id": "_7196f6c2-2dd5-4260-b502-4b7e1af2a5ff", "type": "choice", "title": "Picnic-Chest Lid Test", "standards": [ "MS-PS3-4" ], "prompt_html": "

Rocco tests which of two lids keeps the water in a picnic chest cold longer: a thick foam lid or a thin plastic lid. His plan is shown below.

Lid Test Plan

1. Pour 2 liters of cold water into the picnic chest.

2. Close the foam lid and leave the chest on a sunny porch for 30 minutes.

3. Open the chest and read the water temperature.

4. Empty the chest, then repeat steps 1-3 with the thin plastic lid.

Where should Rocco hold the thermometer bulb for each reading, and why?

", "prompt_plain": "Rocco tests which of two lids keeps the water in a picnic chest cold longer: a thick foam lid or a thin plastic lid. His plan is shown below. Lid Test Plan 1. Pour 2 liters of cold water into the picnic chest. 2. Close the foam lid and leave the chest on a sunny porch for 30 minutes. 3. Open the chest and read the water temperature. 4. Empty the chest, then repeat steps 1-3 with the thin plastic lid. Where should Rocco hold the thermometer bulb for each reading, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Against the inside wall of the chest, because the wall shows how much outside warmth has come in.", "plain": "Against the inside wall of the chest, because the wall shows how much outside warmth has come in.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "In the middle of the water, away from the walls and bottom, because the lids are judged by the water itself.", "plain": "In the middle of the water, away from the walls and bottom, because the lids are judged by the water itself.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Resting on the bottom of the chest, because readings stay steadiest where the water is deepest.", "plain": "Resting on the bottom of the chest, because readings stay steadiest where the water is deepest.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "In the air just under the lid, because the air inside the chest warms up before the water does.", "plain": "In the air just under the lid, because the air inside the chest warms up before the water does.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 23, "item_id": "_2e4ca562-32e0-48d7-a3d7-b59301cdfb6e", "type": "text-entry", "title": "Copper Block Equilibrium Time", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A hot copper block is lowered into a tub of cool water at time 0. Table 1 shows the temperature of the block and of the water every 2 minutes. When two objects in contact reach the same temperature, they are at thermal equilibrium.

Table 1. Copper Block and Water Temperatures

Time (minutes)Copper block (°C)Water (°C)
07022
25828
44933
64337
84040
104040

How many minutes after time 0 do the block and the water first show the same temperature?

Give your answer as a whole number (e.g., 3).

Minutes after time 0:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "8" ] }, "n_options": 0 }, { "n": 24, "item_id": "_5df8f6f2-7c4b-4460-8a0e-8149a21e8780", "type": "choice", "title": "Hallway Mirror Light Path", "standards": [ "MS-PS4-2" ], "prompt_html": "

A flat security mirror hangs where two school hallways meet at a corner. Figure 1 shows a top view: a supply cart stands in one hallway, and a student stands in the other. Looking at the mirror, the student sees the cart.

Figure 1. Four Possible Light Paths

\"Top

Which path shows how light travels so the student sees the cart?

", "prompt_plain": "A flat security mirror hangs where two school hallways meet at a corner. Figure 1 shows a top view: a supply cart stands in one hallway, and a student stands in the other. Looking at the mirror, the student sees the cart. Figure 1. Four Possible Light Paths Which path shows how light travels so the student sees the cart?", "context_html": "", "options": [ { "id": "cA1", "text": "Path 1", "plain": "Path 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Path 2", "plain": "Path 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Path 3", "plain": "Path 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Path 4", "plain": "Path 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-27/images/slot24.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 25, "item_id": "_51ec6c8f-5c52-48c7-837c-f2deef6df0d2", "type": "inline-choice", "title": "Patio Materials Note", "standards": [ "MS-PS4-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A patio company’s materials note describes how three surfaces on a shaded patio handle light.

Choose the word that correctly completes each sentence.

The dark-green awning fabric most of the sunlight that hits it, so very little light gets past it to the patio below.

The clear glass patio door most of the sunlight that hits it, so the room inside stays bright all afternoon.

The clear plastic cover over the patio’s printed price list almost all of the light that hits it, so the list underneath stays easy to read.

", "options": [ { "id": "cB1O2c5edffbb", "text": "reflects", "plain": "reflects", "correct": false, "kind": "inline" }, { "id": "cB1Ob6d4a2861", "text": "absorbs", "plain": "absorbs", "correct": true, "kind": "inline" }, { "id": "cB1O8aa7db622", "text": "transmits", "plain": "transmits", "correct": false, "kind": "inline" }, { "id": "cB2O06e9847f9", "text": "absorbs", "plain": "absorbs", "correct": false, "kind": "inline" }, { "id": "cB2O4537e2d45", "text": "reflects", "plain": "reflects", "correct": false, "kind": "inline" }, { "id": "cB2O6707e9796", "text": "transmits", "plain": "transmits", "correct": true, "kind": "inline" }, { "id": "cB3O513adda8f", "text": "transmits", "plain": "transmits", "correct": true, "kind": "inline" }, { "id": "cB3O8806e4b4e", "text": "reflects", "plain": "reflects", "correct": false, "kind": "inline" }, { "id": "cB3O34beb9389", "text": "absorbs", "plain": "absorbs", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Ob6d4a2861" ], "RESPONSE2": [ "cB2O6707e9796" ], "RESPONSE3": [ "cB3O513adda8f" ] }, "n_options": 9 }, { "n": 26, "item_id": "_d94cbfce-c97b-4e53-8775-4f8aedda8595", "type": "choice", "title": "Mooring Line M-14 — Warmer Town", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Use Table 1, Table 2, and Figure 1.

Which statement best explains why October air in Pelham Cove is warmer than October air in Norbury Point?

", "prompt_plain": "Use Table 1, Table 2, and Figure 1. Which statement best explains why October air in Pelham Cove is warmer than October air in Norbury Point?", "context_html": "", "options": [ { "id": "cA1", "text": "The current carries thermal energy from warmer southern water north along Pelham Cove’s shore, warming the air there.", "plain": "The current carries thermal energy from warmer southern water north along Pelham Cove’s shore, warming the air there.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Seawater along a shore holds summer warmth into the fall, so seaside towns keep warm October air.", "plain": "Seawater along a shore holds summer warmth into the fall, so seaside towns keep warm October air.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Warm October air over Pelham Cove heats the passing current, which then keeps the town’s shoreline warm.", "plain": "Warm October air over Pelham Cove heats the passing current, which then keeps the town’s shoreline warm.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The cold flow at 400 meters pushes warm deep water up to the surface along Pelham Cove’s shore.", "plain": "The cold flow at 400 meters pushes warm deep water up to the surface along Pelham Cove’s shore.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5f81fae4-68c3-4003-8b54-90d46fc0c67c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Mooring Line M-14

An ocean research team anchors a row of five moorings, called line M-14, along a warm surface current. The current flows north past the seaside town of Pelham Cove. Across the sea, at the same latitude, sits the seaside town of Norbury Point. The warm current does not flow along Norbury Point’s shore. Each mooring holds one temperature logger just below the surface and a second logger 400 meters down. Each logger also records which way the water around it flows. Table 1 shows the October readings, listed from the southernmost mooring (Mooring 1) to the northernmost (Mooring 5). Table 2 shows each town’s average October air temperature. Figure 1 maps the current, the mooring row, and the two towns.

Table 1. October Logger Readings, Line M-14

MooringSurface water temperature (°C)Surface flow directionWater temperature at 400 m (°C)Flow direction at 400 m
1 (south end)19north6south
218north6south
318north5south
417north5south
5 (north end)16north5south

Table 2. Average October Air Temperature

TownAverage October air temperature (°C)
Pelham Cove (beside the current)14
Norbury Point (across the sea)8

Figure 1. Line M-14 and the Two Towns

\"Map

", "passage_plain": "Mooring Line M-14 An ocean research team anchors a row of five moorings, called line M-14, along a warm surface current. The current flows north past the seaside town of Pelham Cove. Across the sea, at the same latitude, sits the seaside town of Norbury Point. The warm current does not flow along Norbury Point’s shore. Each mooring holds one temperature logger just below the surface and a second logger 400 meters down. Each logger also records which way the water around it flows. Table 1 shows the October readings, listed from the southernmost mooring (Mooring 1) to the northernmost (Mooring 5). Table 2 shows each town’s average October air temperature. Figure 1 maps the current, the mooring row, and the two towns. Table 1. October Logger Readings, Line M-14 Mooring Surface water temperature (°C) Surface flow direction Water temperature at 400 m (°C) Flow direction at 400 m 1 (south end) 19 north 6 south 2 18 north 6 south 3 18 north 5 south 4 17 north 5 south 5 (north end) 16 north 5 south Table 2. Average October Air Temperature Town Average October air temperature (°C) Pelham Cove (beside the current) 14 Norbury Point (across the sea) 8 Figure 1. Line M-14 and the Two Towns" }, { "n": 27, "item_id": "_2f9097ca-b744-46af-a5ed-28e234ef6b6e", "type": "choice", "title": "Mooring Line M-14 — Data Check", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Use Table 1, Table 2, and Figure 1. Choose the TWO statements that are supported by the data.

", "prompt_plain": "Use Table 1, Table 2, and Figure 1. Choose the TWO statements that are supported by the data.", "context_html": "", "options": [ { "id": "cA1", "text": "A cold, deeper flow moves south below the warm surface current at every mooring.", "plain": "A cold, deeper flow moves south below the warm surface current at every mooring.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The water 400 meters down is a few °C warmer than the surface at every mooring.", "plain": "The water 400 meters down is a few °C warmer than the surface at every mooring.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The surface current gains thermal energy as it flows north along the mooring row.", "plain": "The surface current gains thermal energy as it flows north along the mooring row.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The coolest surface reading is still at least 10 °C warmer than every 400-meter reading.", "plain": "The coolest surface reading is still at least 10 °C warmer than every 400-meter reading.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The two towns have equal October air temperatures because they share the same latitude.", "plain": "The two towns have equal October air temperatures because they share the same latitude.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5f81fae4-68c3-4003-8b54-90d46fc0c67c" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

Mooring Line M-14

An ocean research team anchors a row of five moorings, called line M-14, along a warm surface current. The current flows north past the seaside town of Pelham Cove. Across the sea, at the same latitude, sits the seaside town of Norbury Point. The warm current does not flow along Norbury Point’s shore. Each mooring holds one temperature logger just below the surface and a second logger 400 meters down. Each logger also records which way the water around it flows. Table 1 shows the October readings, listed from the southernmost mooring (Mooring 1) to the northernmost (Mooring 5). Table 2 shows each town’s average October air temperature. Figure 1 maps the current, the mooring row, and the two towns.

Table 1. October Logger Readings, Line M-14

MooringSurface water temperature (°C)Surface flow directionWater temperature at 400 m (°C)Flow direction at 400 m
1 (south end)19north6south
218north6south
318north5south
417north5south
5 (north end)16north5south

Table 2. Average October Air Temperature

TownAverage October air temperature (°C)
Pelham Cove (beside the current)14
Norbury Point (across the sea)8

Figure 1. Line M-14 and the Two Towns

\"Map

", "passage_plain": "Mooring Line M-14 An ocean research team anchors a row of five moorings, called line M-14, along a warm surface current. The current flows north past the seaside town of Pelham Cove. Across the sea, at the same latitude, sits the seaside town of Norbury Point. The warm current does not flow along Norbury Point’s shore. Each mooring holds one temperature logger just below the surface and a second logger 400 meters down. Each logger also records which way the water around it flows. Table 1 shows the October readings, listed from the southernmost mooring (Mooring 1) to the northernmost (Mooring 5). Table 2 shows each town’s average October air temperature. Figure 1 maps the current, the mooring row, and the two towns. Table 1. October Logger Readings, Line M-14 Mooring Surface water temperature (°C) Surface flow direction Water temperature at 400 m (°C) Flow direction at 400 m 1 (south end) 19 north 6 south 2 18 north 6 south 3 18 north 5 south 4 17 north 5 south 5 (north end) 16 north 5 south Table 2. Average October Air Temperature Town Average October air temperature (°C) Pelham Cove (beside the current) 14 Norbury Point (across the sea) 8 Figure 1. Line M-14 and the Two Towns" }, { "n": 28, "item_id": "_28ec142e-5c1e-4022-8041-965da6ba1d73", "type": "choice", "title": "Far-Side Relay Station", "standards": [ "MS-ESS1-1" ], "prompt_html": "

A space agency plans a robotic radio station on the far side of the Moon - the side we never see from Earth. The mission-planning note says the station must use a relay satellite to exchange signals with Earth, because it can never send them straight to Earth. Figure 1 shows the planned setup.

Figure 1. Planned Relay Setup

\"Diagram

Which statement explains why the station can never send signals straight to Earth?

", "prompt_plain": "A space agency plans a robotic radio station on the far side of the Moon - the side we never see from Earth. The mission-planning note says the station must use a relay satellite to exchange signals with Earth, because it can never send them straight to Earth. Figure 1 shows the planned setup. Figure 1. Planned Relay Setup Which statement explains why the station can never send signals straight to Earth?", "context_html": "", "options": [ { "id": "cA1", "text": "The far side is always dark, so a station there cannot make solar power for its radio.", "plain": "The far side is always dark, so a station there cannot make solar power for its radio.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The Moon does not spin on its axis, so a dish on it could never stay aimed at Earth.", "plain": "The Moon does not spin on its axis, so a dish on it could never stay aimed at Earth.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The far side turns to face Earth for only a few days each month, too briefly for signals.", "plain": "The far side turns to face Earth for only a few days each month, too briefly for signals.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The Moon spins once for each orbit it completes, so its far side never faces Earth at all.", "plain": "The Moon spins once for each orbit it completes, so its far side never faces Earth at all.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-27/images/slot28_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_99925570-2f59-4cf2-85b5-fc01e8cc6fae", "type": "choice", "title": "Milky Way Handout Fact", "standards": [ "MS-ESS1-2" ], "prompt_html": "

An astronomy club is finishing a handout about the Milky Way. Figure 1 shows the handout’s sketch, with one fact line still blank.

Figure 1. The Handout Sketch

\"Hand-drawn

Which statement belongs on the handout?

", "prompt_plain": "An astronomy club is finishing a handout about the Milky Way. Figure 1 shows the handout’s sketch, with one fact line still blank. Figure 1. The Handout Sketch Which statement belongs on the handout?", "context_html": "", "options": [ { "id": "cA1", "text": "It is one of billions of galaxies, and it holds hundreds of billions of stars.", "plain": "It is one of billions of galaxies, and it holds hundreds of billions of stars.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "It is the same thing as the universe, so it holds every star in the sky - about ten thousand stars in all.", "plain": "It is the same thing as the universe, so it holds every star in the sky - about ten thousand stars in all.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "It is our solar system - one star, the Sun, together with the eight planets that circle it.", "plain": "It is our solar system - one star, the Sun, together with the eight planets that circle it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It is a small cluster of a few hundred stars sitting just beyond our solar system.", "plain": "It is a small cluster of a few hundred stars sitting just beyond our solar system.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-27/images/slot29.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_0ee5f51a-1efa-4147-9b70-6a8e89773aa7", "type": "choice", "title": "Orla’s Moon Claim", "standards": [ "MS-ESS1-2" ], "prompt_html": "

Orla reads that the Sun’s gravity is far stronger than Earth’s. She writes the claim card shown, but the Moon has stayed in orbit around Earth for billions of years. Figure 1 shows the three bodies.

Orla’s Claim

The Sun’s gravity is so strong that it should pull the Moon away from Earth.

Figure 1. Sun, Earth, and Moon

\"Sketch,

Which statement best explains why the Moon has stayed in orbit around Earth?

", "prompt_plain": "Orla reads that the Sun’s gravity is far stronger than Earth’s. She writes the claim card shown, but the Moon has stayed in orbit around Earth for billions of years. Figure 1 shows the three bodies. Orla’s Claim The Sun’s gravity is so strong that it should pull the Moon away from Earth. Figure 1. Sun, Earth, and Moon Which statement best explains why the Moon has stayed in orbit around Earth?", "context_html": "", "options": [ { "id": "cA1", "text": "Earth’s gravity is stronger than the Sun’s gravity because Earth is a solid, rocky body.", "plain": "Earth’s gravity is stronger than the Sun’s gravity because Earth is a solid, rocky body.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The Sun’s gravity fades to zero partway across space and cannot reach out to the Moon.", "plain": "The Sun’s gravity fades to zero partway across space and cannot reach out to the Moon.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The Moon circles Earth too quickly for the Sun’s steady pull to change the Moon’s path.", "plain": "The Moon circles Earth too quickly for the Sun’s steady pull to change the Moon’s path.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The Sun pulls Earth and Moon around it together; the far closer Earth keeps the Moon circling Earth.", "plain": "The Sun pulls Earth and Moon around it together; the far closer Earth keeps the Moon circling Earth.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-27/images/slot30.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_4cc1692a-3cf0-44af-b456-8898a87da9d8", "type": "text-entry", "title": "Poster Scale for Jupiter", "standards": [ "MS-ESS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Saul is making a scale-model poster of the solar system. The card below shows his poster plan.

Poster planValue
Scale1 cm on the poster = 5,000 km in space
Jupiter's real diameter140,000 km

How many centimeters wide should Jupiter's circle be on the poster?

Give your answer as a whole number (e.g., 12).

Width in centimeters:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "28" ] }, "n_options": 0 }, { "n": 32, "item_id": "_165c9afa-aa5b-4f38-a75b-ed250b429d6f", "type": "choice", "title": "Rain and the Aquifer Poster", "standards": [ "MS-ESS2-4" ], "prompt_html": "

A nature-center poster (Figure 1) shows rain soaking into a hillside. Table 1, from the same poster, reports a demonstration: equal amounts of water were poured onto three ground materials, and the time for the water to soak through was recorded. In each hillside arrangement below, groundwater collects in the sand-and-gravel layer.

Figure 1. The Nature-Center Poster

\"Poster

Table 1. Poster Demonstration: Soak-Through Times

Ground materialTime for water to soak through
Garden soil4 minutes
Loose sand and gravel1 minute
Packed claystill on top after 60 minutes

Rain falls equally on four hillsides with the layer arrangements listed below, from the surface downward. In which arrangement will rainwater most likely refill the aquifer fastest?

", "prompt_plain": "A nature-center poster (Figure 1) shows rain soaking into a hillside. Table 1, from the same poster, reports a demonstration: equal amounts of water were poured onto three ground materials, and the time for the water to soak through was recorded. In each hillside arrangement below, groundwater collects in the sand-and-gravel layer. Figure 1. The Nature-Center Poster Table 1. Poster Demonstration: Soak-Through Times Ground material Time for water to soak through Garden soil 4 minutes Loose sand and gravel 1 minute Packed clay still on top after 60 minutes Rain falls equally on four hillsides with the layer arrangements listed below, from the surface downward. In which arrangement will rainwater most likely refill the aquifer fastest?", "context_html": "", "options": [ { "id": "cA1", "text": "Packed clay at the surface, with the sand-and-gravel layer directly beneath it", "plain": "Packed clay at the surface, with the sand-and-gravel layer directly beneath it", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sand and gravel at the surface, with packed clay directly beneath it", "plain": "Sand and gravel at the surface, with packed clay directly beneath it", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Garden soil at the surface, then packed clay, then the sand-and-gravel layer", "plain": "Garden soil at the surface, then packed clay, then the sand-and-gravel layer", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Packed clay above and below, with the sand-and-gravel layer held between them", "plain": "Packed clay above and below, with the sand-and-gravel layer held between them", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-27/images/slot32.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_edbdc5e5-a2e4-414c-907a-3460f9448fae", "type": "order", "title": "Snowmelt Journey", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Every spring, melting mountain snow refills the reservoir that stores a town's water. Four steps of the water's downhill journey are written on cards.

 

Place the cards in order to show the water's path, starting with the melting snow.

", "prompt_plain": "Every spring, melting mountain snow refills the reservoir that stores a town's water. Four steps of the water's downhill journey are written on cards. Place the cards in order to show the water's path, starting with the melting snow.", "context_html": "", "options": [ { "id": "cCebeacb46", "text": "The stream empties into a river on the valley floor", "plain": "The stream empties into a river on the valley floor", "correct": true, "kind": "choice" }, { "id": "cA20e686ff", "text": "Snow high on the mountain melts into liquid water", "plain": "Snow high on the mountain melts into liquid water", "correct": true, "kind": "choice" }, { "id": "cDa488fda7", "text": "River water flows into the town's storage reservoir", "plain": "River water flows into the town's storage reservoir", "correct": true, "kind": "choice" }, { "id": "cB9e96b7df", "text": "Meltwater trickles downhill into a small mountain stream", "plain": "Meltwater trickles downhill into a small mountain stream", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cA20e686ff", "cB9e96b7df", "cCebeacb46", "cDa488fda7" ] }, "n_options": 4 }, { "n": 34, "item_id": "_90358537-eda9-47d3-94f3-551dcc6bbc04", "type": "gap-match", "title": "Rooftop Weather Tools", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Figure 1 shows a weather station on the roof of a community center. Four of its instruments are marked 1 through 4.

Figure 1. The Rooftop Weather Station

\"A

 

Drag each instrument's name onto its number.

", "prompt_plain": "Figure 1 shows a weather station on the roof of a community center. Four of its instruments are marked 1 through 4. Figure 1. The Rooftop Weather Station Drag each instrument's name onto its number.", "context_html": "", "options": [ { "id": "tokRain", "text": "rain gauge", "plain": "rain gauge", "correct": false, "kind": "gap-token" }, { "id": "tokBaro", "text": "barometer", "plain": "barometer", "correct": false, "kind": "gap-token" }, { "id": "tokAnem", "text": "anemometer", "plain": "anemometer", "correct": false, "kind": "gap-token" }, { "id": "tokTher", "text": "thermometer", "plain": "thermometer", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-27/images/slot34.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokAnem gNum1", "tokRain gNum2", "tokTher gNum3", "tokBaro gNum4" ] }, "n_options": 4 }, { "n": 35, "item_id": "_8c54b599-1d76-4de6-b03e-034c2736afc4", "type": "inline-choice", "title": "The Planner’s Summary", "standards": [ "MS-ESS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The planner writes a three-part summary of Figures 1 and 2 and Table 1.

Choose the word or phrase that correctly completes each part of the summary.

Over the ten years, the number of people living in the valley .

Over the same years, the water use of each household — the per-household use — .

So the valley's total water demand — the number of households times the per-household use — .

", "options": [ { "id": "cB1O0acb0bd92", "text": "went down", "plain": "went down", "correct": false, "kind": "inline" }, { "id": "cB1O71385c0ba", "text": "went up", "plain": "went up", "correct": true, "kind": "inline" }, { "id": "cB1Od11227f9c", "text": "stayed about the same", "plain": "stayed about the same", "correct": false, "kind": "inline" }, { "id": "cB2Od75a0a42d", "text": "stayed about the same", "plain": "stayed about the same", "correct": true, "kind": "inline" }, { "id": "cB2O2da34cf2e", "text": "fell sharply", "plain": "fell sharply", "correct": false, "kind": "inline" }, { "id": "cB2Oa775281a3", "text": "rose sharply", "plain": "rose sharply", "correct": false, "kind": "inline" }, { "id": "cB3Od74c38f65", "text": "went down", "plain": "went down", "correct": false, "kind": "inline" }, { "id": "cB3O34582d666", "text": "stayed about the same", "plain": "stayed about the same", "correct": false, "kind": "inline" }, { "id": "cB3O08cc3e8f5", "text": "went up", "plain": "went up", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_88219d84-17d3-47e5-9a90-45af023ee170" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O71385c0ba" ], "RESPONSE2": [ "cB2Od75a0a42d" ], "RESPONSE3": [ "cB3O08cc3e8f5" ] }, "n_options": 9, "passage_html": "

Hemlock Creek Buildout

The Hemlock Creek valley is filling with new homes. Each year, the county issues permits for new houses in the subdivision. Families move in soon after the houses are finished. Every house connects to the valley's water system, which stores its water in one reservoir. A town planner studies ten years of records. Figure 1 shows the number of new housing permits issued each year. Figure 2 shows the reservoir's level at the end of each summer. Table 1 shows the average amount of water one household uses each day. To estimate total water demand, the planner multiplies the number of households by the per-household use. (Total use always equals the number of users times the use of each user.) Weather records show the valley's rainfall stayed near its long-term average through all ten years.

Figure 1. New Housing Permits

\"Line

Figure 2. End-of-Summer Reservoir Level

\"Line

Table 1. Average Water Use per Household

YearWater use per household (liters per day)
2015340
2020338
2025341
", "passage_plain": "Hemlock Creek Buildout The Hemlock Creek valley is filling with new homes. Each year, the county issues permits for new houses in the subdivision. Families move in soon after the houses are finished. Every house connects to the valley's water system, which stores its water in one reservoir. A town planner studies ten years of records. Figure 1 shows the number of new housing permits issued each year. Figure 2 shows the reservoir's level at the end of each summer. Table 1 shows the average amount of water one household uses each day. To estimate total water demand, the planner multiplies the number of households by the per-household use. (Total use always equals the number of users times the use of each user.) Weather records show the valley's rainfall stayed near its long-term average through all ten years. Figure 1. New Housing Permits Figure 2. End-of-Summer Reservoir Level Table 1. Average Water Use per Household Year Water use per household (liters per day) 2015 340 2020 338 2025 341" }, { "n": 36, "item_id": "_f8269e69-64ed-46e9-bf70-eecbf119a464", "type": "choice", "title": "Growth and the Reservoir", "standards": [ "MS-ESS3-4" ], "prompt_html": "

Look at Figures 1 and 2 and Table 1.

Choose the TWO statements that the data support.

", "prompt_plain": "Look at Figures 1 and 2 and Table 1. Choose the TWO statements that the data support.", "context_html": "", "options": [ { "id": "cA1", "text": "The reservoir fell fastest between 2015 and 2017, before most of the new homes were built.", "plain": "The reservoir fell fastest between 2015 and 2017, before most of the new homes were built.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The reservoir’s end-of-summer level fell during the same years that housing permits climbed.", "plain": "The reservoir’s end-of-summer level fell during the same years that housing permits climbed.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Several years of unusually low rainfall are the main reason the reservoir level fell.", "plain": "Several years of unusually low rainfall are the main reason the reservoir level fell.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "If home building continues and rainfall stays average, the reservoir level will most likely keep falling.", "plain": "If home building continues and rainfall stays average, the reservoir level will most likely keep falling.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "By the end of summer 2025, the reservoir held less than half the water it can store.", "plain": "By the end of summer 2025, the reservoir held less than half the water it can store.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_88219d84-17d3-47e5-9a90-45af023ee170" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Hemlock Creek Buildout

The Hemlock Creek valley is filling with new homes. Each year, the county issues permits for new houses in the subdivision. Families move in soon after the houses are finished. Every house connects to the valley's water system, which stores its water in one reservoir. A town planner studies ten years of records. Figure 1 shows the number of new housing permits issued each year. Figure 2 shows the reservoir's level at the end of each summer. Table 1 shows the average amount of water one household uses each day. To estimate total water demand, the planner multiplies the number of households by the per-household use. (Total use always equals the number of users times the use of each user.) Weather records show the valley's rainfall stayed near its long-term average through all ten years.

Figure 1. New Housing Permits

\"Line

Figure 2. End-of-Summer Reservoir Level

\"Line

Table 1. Average Water Use per Household

YearWater use per household (liters per day)
2015340
2020338
2025341
", "passage_plain": "Hemlock Creek Buildout The Hemlock Creek valley is filling with new homes. Each year, the county issues permits for new houses in the subdivision. Families move in soon after the houses are finished. Every house connects to the valley's water system, which stores its water in one reservoir. A town planner studies ten years of records. Figure 1 shows the number of new housing permits issued each year. Figure 2 shows the reservoir's level at the end of each summer. Table 1 shows the average amount of water one household uses each day. To estimate total water demand, the planner multiplies the number of households by the per-household use. (Total use always equals the number of users times the use of each user.) Weather records show the valley's rainfall stayed near its long-term average through all ten years. Figure 1. New Housing Permits Figure 2. End-of-Summer Reservoir Level Table 1. Average Water Use per Household Year Water use per household (liters per day) 2015 340 2020 338 2025 341" }, { "n": 37, "item_id": "_c862efb2-2743-4d34-8e0b-274a7918b54e", "type": "choice", "title": "Rotor-Guard Test Plan", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A robotics club wants to know which guard material better protects its drone's rotor blades during indoor practice bumps. The club's posted test plan is shown below.

Rotor-Guard Test Plan

TrialSetup
1Clip the foam guard onto the small practice drone; fly it at high speed into the padded test post.
2Clip the plastic guard onto the large camera drone; fly it at low speed into the padded test post.
After each trialCount how many rotor blades have cracked.

Which change to the plan is the best way to find out which guard material protects the blades better?

", "prompt_plain": "A robotics club wants to know which guard material better protects its drone's rotor blades during indoor practice bumps. The club's posted test plan is shown below. Rotor-Guard Test Plan Trial Setup 1 Clip the foam guard onto the small practice drone; fly it at high speed into the padded test post. 2 Clip the plastic guard onto the large camera drone; fly it at low speed into the padded test post. After each trial Count how many rotor blades have cracked. Which change to the plan is the best way to find out which guard material protects the blades better?", "context_html": "", "options": [ { "id": "cA1", "text": "Use identical drones with undamaged blades at one speed, changing just the guard material between trials.", "plain": "Use identical drones with undamaged blades at one speed, changing just the guard material between trials.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Run each planned trial three more times so each guard collects more cracked-blade counts.", "plain": "Run each planned trial three more times so each guard collects more cracked-blade counts.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Have the same club member fly both planned trials so pilot skill cannot change the results.", "plain": "Have the same club member fly both planned trials so pilot skill cannot change the results.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Add a bare-drone trial with no guard to count how many blades crack unprotected.", "plain": "Add a bare-drone trial with no guard to count how many blades crack unprotected.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 38, "item_id": "_e7660737-287e-408d-b4ff-f5cb95ce1a5e", "type": "choice", "title": "Pottery-Wheel Stand Plan", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Tilly is building a wooden stand for her pottery wheel. Her project poster lists her whole plan:

Step 1: Sketch three stand ideas and pick the sturdiest-looking one.

Step 2: Build a small cardboard version of the pick.

Step 3: Set a brick on the cardboard stand and time how long it holds before sagging.

Step 4: Change the stand's legs and put the brick on again.

Which step of the design cycle Tilly learned in class is missing from her poster?

", "prompt_plain": "Tilly is building a wooden stand for her pottery wheel. Her project poster lists her whole plan: Step 1: Sketch three stand ideas and pick the sturdiest-looking one. Step 2: Build a small cardboard version of the pick. Step 3: Set a brick on the cardboard stand and time how long it holds before sagging. Step 4: Change the stand's legs and put the brick on again. Which step of the design cycle Tilly learned in class is missing from her poster?", "context_html": "", "options": [ { "id": "cA1", "text": "propose", "plain": "propose", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "test", "plain": "test", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "analyze", "plain": "analyze", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "revise", "plain": "revise", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 39, "item_id": "_cf965d78-cd2d-4325-a9eb-82125500cc30", "type": "choice", "title": "Fire-Suppressant Data Card", "standards": [ "MS-PS1-1" ], "prompt_html": "

A restaurant kitchen keeps a tank of fire-suppressant gas. Part of the tank's data card is shown below.

Fire-Suppressant Gas — Data Card

FieldEntry
Gas namecarbon dioxide
Chemical formulaCO2
Stored ascompressed gas in a steel tank

Which statement about the gas's particles does the chemical formula support?

", "prompt_plain": "A restaurant kitchen keeps a tank of fire-suppressant gas. Part of the tank's data card is shown below. Fire-Suppressant Gas — Data Card Field Entry Gas name carbon dioxide Chemical formula CO 2 Stored as compressed gas in a steel tank Which statement about the gas's particles does the chemical formula support?", "context_html": "", "options": [ { "id": "cA1", "text": "The tank holds a blend of single carbon atoms and single oxygen atoms drifting separately.", "plain": "The tank holds a blend of single carbon atoms and single oxygen atoms drifting separately.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each particle of the gas is one single atom of an element called carbon dioxide.", "plain": "Each particle of the gas is one single atom of an element called carbon dioxide.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The gas's molecules vary in size, some holding one oxygen atom and some holding several.", "plain": "The gas's molecules vary in size, some holding one oxygen atom and some holding several.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The gas is many identical molecules, each made of one carbon atom joined to two oxygen atoms.", "plain": "The gas is many identical molecules, each made of one carbon atom joined to two oxygen atoms.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 40, "item_id": "_d1ea899d-c059-4162-bc45-535018196123", "type": "choice", "title": "Water’s Four Changes", "standards": [ "MS-PS1-4" ], "prompt_html": "

Figure 1 shows four changes of state for water, labeled A through D.

Figure 1. Four Changes of State

\"Diagram

Choose the TWO statements that correctly describe one of the labeled changes.

", "prompt_plain": "Figure 1 shows four changes of state for water, labeled A through D. Figure 1. Four Changes of State Choose the TWO statements that correctly describe one of the labeled changes.", "context_html": "", "options": [ { "id": "cA1", "text": "Change A shows melting, in which the particles speed up and begin sliding past one another.", "plain": "Change A shows melting, in which the particles speed up and begin sliding past one another.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Change B shows freezing, in which the particles speed up as they lock into fixed positions.", "plain": "Change B shows freezing, in which the particles speed up as they lock into fixed positions.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Change C shows evaporation, in which particles gain enough energy to spread out as a gas.", "plain": "Change C shows evaporation, in which particles gain enough energy to spread out as a gas.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Change D shows condensation, in which the particles move faster as they gather into droplets.", "plain": "Change D shows condensation, in which the particles move faster as they gather into droplets.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Change A shows melting, in which each particle softens and grows larger as the ice warms.", "plain": "Change A shows melting, in which each particle softens and grows larger as the ice warms.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-27/images/slot40_v2.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 } ] }, { "form": "G6.28", "grade": "G6", "title": "Alpha Standardized Science G6.28", "test_id": "_test-f65d4304-0921-4fcb-beed-4a3a93606c81", "n_items": 40, "n_stimuli": 9, "stimuli": { "_346d93eb-a741-4883-b13d-aa2440371b0a": { "title": "Millpond Survey Cards", "html": "

Millpond Survey Cards

A nature club surveys the millpond behind an old grain mill every June. The club made a photo card for each of the five living things it finds most often. The cards show duckweed, a tiny floating plant; tadpoles; sunfish; a kingfisher, a fish-eating bird; and fungi. The fungi grow on dead leaves and dead animals on the pond bottom. Figure 1 shows the five cards. Figure 2 shows the food web the club drew for the millpond. Table 1 shows counts from the club’s last two June surveys. Between the two surveys, spring flooding connected the pond to the river for several weeks. Many young sunfish moved in from the river.

Figure 1. The Five Survey Cards

\"Five

Figure 2. The Millpond Food Web

\"A

Table 1. Millpond Survey Counts

Living thingSurvey 1Survey 2
Duckweed cover (% of pond surface)60%15%
Tadpoles counted31090
Sunfish counted35160
Kingfishers counted22
" }, "_1b3c19da-32d0-4525-968c-d3336a0b525f": { "title": "Tern Raft Program", "html": "

Tern Raft Program

A river wildlife program anchors three nesting rafts in a wide, slow stretch of the river. Together the rafts hold about 45 nest spots. River terns and black skimmers both nest on the rafts, and both catch herring during the spring run. Each year, wardens count the herring run, the nesting pairs of each bird, and the tern chicks raised (Table 1).

Table 1. Four Years of Raft Counts

CountYear 1Year 2Year 3Year 4
Herring in spring run9,80010,2009,90010,100
Skimmer pairs nesting2101927
Tern pairs nesting38312417
Tern chicks raised64523926
" }, "_7854e9d1-758a-4a91-bbca-9cd27fc485b9": { "title": "Observatory Open-House Handout", "html": "

Observatory Open-House Handout

At a public observatory’s open house, every visitor receives a data handout. Table 1 lists five bodies that orbit the Sun. Four of the bodies are planets. One listed body, Ceres, is a dwarf planet. Distances are given in millions of kilometers.

Table 1. Five Bodies That Orbit the Sun

BodyAverage distance from the Sun (millions of km)Orbital period (Earth years)Known moonsMakeup
Venus1080.60rock and metal
Mars2281.92rock and metal
Ceres (dwarf planet)4144.60rock and ice
Jupiter7781295mostly gas
Neptune4,50016516mostly gas
" }, "_0be84ff1-ea9b-4c48-a4be-6f24eb02f2bb": { "title": "Feed-Sack Slide Rig", "html": "

Feed-Sack Slide Rig

Behind the co-op feed store, a crew slides heavy feed sacks along a straight, level metal chute. A rope runs from the sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the lining. During one steady pull, the gauge holds at 65 newtons (N). Figure 1 shows the forces acting on the sack along the chute during this pull. A crew member also marks the sack's position every 2 seconds during the same pull (Table 1). The chute's worn steel lining makes sacks hard to pull. The crew plans a lining redesign and compares four testing plans. Using the chosen plan for every trial, the crew records steady-pull readings for three lining materials (Table 2).

Figure 1. Forces on the Sack

\"A

Table 1. Position Log for One Steady Pull

Time (s)Position mark (m)
00
23
46
69
812

Table 2. Lining Trials

Lining materialTrial 1 pull reading (N)Trial 2 pull reading (N)
Worn steel6466
Smooth plastic3839
Ribbed rubber7981
" }, "_4ca403ae-ccc6-4030-a528-59fe8bb32431": { "title": "Two Blacktop Rain Pools", "html": "

Two Blacktop Rain Pools

A morning rainstorm leaves two shallow pools of rainwater on the school blacktop. Pool 1 sits in full sunlight all day. Pool 2 sits in the shade of the gym wall. At 9:00 a.m. the two pools have outlines of equal size and are equally deep. The blacktop was freshly sealed, and there are no cracks or drains inside either outline. The air at both pools is calm and is the same temperature. Every hour, students trace each pool's outline in chalk (Figure 1). No one adds or removes any water. By 3:00 p.m., Pool 1 is gone, while Pool 2 still covers about half its starting area.

Figure 1. Hourly Chalk Outline Tracings

\"Chalk

" }, "_82a469c4-9574-44e1-be50-95d45cbd79e8": { "title": "Rowboat Push-Off", "html": "

Rowboat Push-Off

At a lakeside rowing club, Galen sits in a small rowboat floating beside a pier. To leave, he places one palm flat against a thick wooden piling that holds up the pier. He shoves straight against the piling one time. Galen wears a force glove, a glove with a sensor that measures push strength. The club records three notes. First, the glove reads 40 N during the shove. Second, the rowboat, with Galen aboard, glides away from the pier. Third, the piling does not move. Figure 1 shows the push-off.

Figure 1. The Push-Off

\"A

" }, "_3439e862-0b09-4d78-a7ed-07840bb130a1": { "title": "Daylight in Two Cities", "html": "

Daylight in Two Cities

Fairbanks, Alaska, lies far north of the equator. Quito, Ecuador, lies almost exactly on the equator. Figure 1 shows each city’s hours of daylight on the first day of every month for one year.

Figure 1. Hours of Daylight in the Two Cities

\"A

" }, "_a6186894-217c-4177-8a01-69e1640a958d": { "title": "Trailhead Thunderstorm", "html": "

Trailhead Thunderstorm

At 3 p.m., hikers at a mountain trailhead watch a thunderstorm build overhead and move past. Figure 1 is the surface weather map for that hour. A cold, dry air mass is moving southeast into warm, humid air. The map shows a high-pressure center (H) and a low-pressure center (L). It also shows the front line between the two air masses and four numbered points. The trailhead sits at Point 1. Figure 2 shows a side view of the boundary where the cold air meets the warm, humid air.

Figure 1. Surface Weather Map at 3 p.m.

\"A

Figure 2. Side View of the Air-Mass Boundary

\"A

" }, "_c87ceb0e-898f-47b7-ae04-ab8598f354fe": { "title": "Salt-Dough Drying Rack", "html": "

Salt-Dough Drying Rack

An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a drying rack in the classroom. Each morning for three days, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface on Day 1 and on Day 3.

Table 1. Tray Mass Log

MorningMass of tray with ornaments (g)
Day 1615
Day 2588
Day 3570

Figure 1. Ornament Surface on Day 1 and Day 3

\"Two

" } }, "questions": [ { "n": 1, "item_id": "_978f54a5-f6e4-476d-be90-b6b3fe9e0292", "type": "choice", "title": "Feed-Sack Rig — Steady Pull Claim", "standards": [ "MS-PS2-2" ], "prompt_html": "

Look at Figure 1 and Table 1. Which claim about the sack's motion during the steady pull do the two displays together best support?

", "prompt_plain": "Look at Figure 1 and Table 1. Which claim about the sack's motion during the steady pull do the two displays together best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The sack is at rest, because the pull force and the friction force cancel each other out.", "plain": "The sack is at rest, because the pull force and the friction force cancel each other out.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sack is slowing down, because friction steadily takes away the motion of a sliding object.", "plain": "The sack is slowing down, because friction steadily takes away the motion of a sliding object.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The sack is moving at a constant speed, because the net force acting on it is zero.", "plain": "The sack is moving at a constant speed, because the net force acting on it is zero.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The sack is speeding up, because the pull force acts in the sack's direction of motion.", "plain": "The sack is speeding up, because the pull force acts in the sack's direction of motion.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0be84ff1-ea9b-4c48-a4be-6f24eb02f2bb" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Feed-Sack Slide Rig

Behind the co-op feed store, a crew slides heavy feed sacks along a straight, level metal chute. A rope runs from the sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the lining. During one steady pull, the gauge holds at 65 newtons (N). Figure 1 shows the forces acting on the sack along the chute during this pull. A crew member also marks the sack's position every 2 seconds during the same pull (Table 1). The chute's worn steel lining makes sacks hard to pull. The crew plans a lining redesign and compares four testing plans. Using the chosen plan for every trial, the crew records steady-pull readings for three lining materials (Table 2).

Figure 1. Forces on the Sack

\"A

Table 1. Position Log for One Steady Pull

Time (s)Position mark (m)
00
23
46
69
812

Table 2. Lining Trials

Lining materialTrial 1 pull reading (N)Trial 2 pull reading (N)
Worn steel6466
Smooth plastic3839
Ribbed rubber7981
", "passage_plain": "Feed-Sack Slide Rig Behind the co-op feed store, a crew slides heavy feed sacks along a straight, level metal chute. A rope runs from the sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the lining. During one steady pull, the gauge holds at 65 newtons (N). Figure 1 shows the forces acting on the sack along the chute during this pull. A crew member also marks the sack's position every 2 seconds during the same pull (Table 1). The chute's worn steel lining makes sacks hard to pull. The crew plans a lining redesign and compares four testing plans. Using the chosen plan for every trial, the crew records steady-pull readings for three lining materials (Table 2). Figure 1. Forces on the Sack Table 1. Position Log for One Steady Pull Time (s) Position mark (m) 0 0 2 3 4 6 6 9 8 12 Table 2. Lining Trials Lining material Trial 1 pull reading (N) Trial 2 pull reading (N) Worn steel 64 66 Smooth plastic 38 39 Ribbed rubber 79 81" }, { "n": 2, "item_id": "_c4834e5f-6b46-4e36-a0d7-3558a5c654a7", "type": "choice", "title": "Feed-Sack Lining Trials (Part A)", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Part A

Before running the lining trials, the crew compares four testing plans.

Which plan isolates the chute lining as the only variable being tested?

", "prompt_plain": "Part A Before running the lining trials, the crew compares four testing plans. Which plan isolates the chute lining as the only variable being tested?", "context_html": "", "options": [ { "id": "cA1", "text": "Test each lining with the same sack, moving the rig to a steeper loading ramp for the linings that arrive later.", "plain": "Test each lining with the same sack, moving the rig to a steeper loading ramp for the linings that arrive later.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Test each lining on the same chute with the same sack, keeping every step the same except the lining.", "plain": "Test each lining on the same chute with the same sack, keeping every step the same except the lining.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Test each lining with the same sack, letting a different crew member pull as hard as feels natural for each lining.", "plain": "Test each lining with the same sack, letting a different crew member pull as hard as feels natural for each lining.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Test the new linings with a fresh, lighter sack so the results for the worn steel lining can be kept from today.", "plain": "Test the new linings with a fresh, lighter sack so the results for the worn steel lining can be kept from today.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0be84ff1-ea9b-4c48-a4be-6f24eb02f2bb" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Feed-Sack Slide Rig

Behind the co-op feed store, a crew slides heavy feed sacks along a straight, level metal chute. A rope runs from the sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the lining. During one steady pull, the gauge holds at 65 newtons (N). Figure 1 shows the forces acting on the sack along the chute during this pull. A crew member also marks the sack's position every 2 seconds during the same pull (Table 1). The chute's worn steel lining makes sacks hard to pull. The crew plans a lining redesign and compares four testing plans. Using the chosen plan for every trial, the crew records steady-pull readings for three lining materials (Table 2).

Figure 1. Forces on the Sack

\"A

Table 1. Position Log for One Steady Pull

Time (s)Position mark (m)
00
23
46
69
812

Table 2. Lining Trials

Lining materialTrial 1 pull reading (N)Trial 2 pull reading (N)
Worn steel6466
Smooth plastic3839
Ribbed rubber7981
", "passage_plain": "Feed-Sack Slide Rig Behind the co-op feed store, a crew slides heavy feed sacks along a straight, level metal chute. A rope runs from the sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the lining. During one steady pull, the gauge holds at 65 newtons (N). Figure 1 shows the forces acting on the sack along the chute during this pull. A crew member also marks the sack's position every 2 seconds during the same pull (Table 1). The chute's worn steel lining makes sacks hard to pull. The crew plans a lining redesign and compares four testing plans. Using the chosen plan for every trial, the crew records steady-pull readings for three lining materials (Table 2). Figure 1. Forces on the Sack Table 1. Position Log for One Steady Pull Time (s) Position mark (m) 0 0 2 3 4 6 6 9 8 12 Table 2. Lining Trials Lining material Trial 1 pull reading (N) Trial 2 pull reading (N) Worn steel 64 66 Smooth plastic 38 39 Ribbed rubber 79 81" }, { "n": 3, "item_id": "_aadb1a6f-016d-449a-a33c-eb15063290d8", "type": "choice", "title": "Feed-Sack Lining Trials (Part B)", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Part B

The crew ran the Table 2 lining trials using the fair testing plan identified in Part A. The crew wants a lining that lets sacks slide with less pulling force.

Which recommendation and its supporting reason are best supported by the trial data?

", "prompt_plain": "Part B The crew ran the Table 2 lining trials using the fair testing plan identified in Part A. The crew wants a lining that lets sacks slide with less pulling force. Which recommendation and its supporting reason are best supported by the trial data?", "context_html": "", "options": [ { "id": "cA1", "text": "Keep the worn steel lining, because it has already held up through years of heavy use.", "plain": "Keep the worn steel lining, because it has already held up through years of heavy use.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Install the ribbed rubber lining, because its higher readings show it grips the sacks most strongly.", "plain": "Install the ribbed rubber lining, because its higher readings show it grips the sacks most strongly.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Install the smooth plastic lining, because plastic sheets are slipperier than metal in most workshops.", "plain": "Install the smooth plastic lining, because plastic sheets are slipperier than metal in most workshops.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Install the smooth plastic lining, because it had the smallest pull readings in both of its trials.", "plain": "Install the smooth plastic lining, because it had the smallest pull readings in both of its trials.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0be84ff1-ea9b-4c48-a4be-6f24eb02f2bb" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Feed-Sack Slide Rig

Behind the co-op feed store, a crew slides heavy feed sacks along a straight, level metal chute. A rope runs from the sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the lining. During one steady pull, the gauge holds at 65 newtons (N). Figure 1 shows the forces acting on the sack along the chute during this pull. A crew member also marks the sack's position every 2 seconds during the same pull (Table 1). The chute's worn steel lining makes sacks hard to pull. The crew plans a lining redesign and compares four testing plans. Using the chosen plan for every trial, the crew records steady-pull readings for three lining materials (Table 2).

Figure 1. Forces on the Sack

\"A

Table 1. Position Log for One Steady Pull

Time (s)Position mark (m)
00
23
46
69
812

Table 2. Lining Trials

Lining materialTrial 1 pull reading (N)Trial 2 pull reading (N)
Worn steel6466
Smooth plastic3839
Ribbed rubber7981
", "passage_plain": "Feed-Sack Slide Rig Behind the co-op feed store, a crew slides heavy feed sacks along a straight, level metal chute. A rope runs from the sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the lining. During one steady pull, the gauge holds at 65 newtons (N). Figure 1 shows the forces acting on the sack along the chute during this pull. A crew member also marks the sack's position every 2 seconds during the same pull (Table 1). The chute's worn steel lining makes sacks hard to pull. The crew plans a lining redesign and compares four testing plans. Using the chosen plan for every trial, the crew records steady-pull readings for three lining materials (Table 2). Figure 1. Forces on the Sack Table 1. Position Log for One Steady Pull Time (s) Position mark (m) 0 0 2 3 4 6 6 9 8 12 Table 2. Lining Trials Lining material Trial 1 pull reading (N) Trial 2 pull reading (N) Worn steel 64 66 Smooth plastic 38 39 Ribbed rubber 79 81" }, { "n": 4, "item_id": "_d81f599d-1773-4af5-8b94-6b9c7188cd9e", "type": "choice", "title": "Salt-Dough — Falling Tray Mass", "standards": [ "MS-PS1-4" ], "prompt_html": "

Look at Table 1. Which statement best explains why the mass on the tray falls from Day 1 to Day 3?

", "prompt_plain": "Look at Table 1. Which statement best explains why the mass on the tray falls from Day 1 to Day 3?", "context_html": "", "options": [ { "id": "cA1", "text": "The flour and salt change into new, lighter kinds of particles as the dough hardens.", "plain": "The flour and salt change into new, lighter kinds of particles as the dough hardens.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The water particles in the dough shrink as it dries, so each one has less mass.", "plain": "The water particles in the dough shrink as it dries, so each one has less mass.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Water particles leave the dough as water vapor and mix into the air of the classroom.", "plain": "Water particles leave the dough as water vapor and mix into the air of the classroom.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Some of the water is used up to harden the dough and stops existing as matter.", "plain": "Some of the water is used up to harden the dough and stops existing as matter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c87ceb0e-898f-47b7-ae04-ab8598f354fe" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Salt-Dough Drying Rack

An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a drying rack in the classroom. Each morning for three days, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface on Day 1 and on Day 3.

Table 1. Tray Mass Log

MorningMass of tray with ornaments (g)
Day 1615
Day 2588
Day 3570

Figure 1. Ornament Surface on Day 1 and Day 3

\"Two

", "passage_plain": "Salt-Dough Drying Rack An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a drying rack in the classroom. Each morning for three days, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface on Day 1 and on Day 3. Table 1. Tray Mass Log Morning Mass of tray with ornaments (g) Day 1 615 Day 2 588 Day 3 570 Figure 1. Ornament Surface on Day 1 and Day 3" }, { "n": 5, "item_id": "_46b0f7a2-c25c-4bc4-92e8-691f03aa4e5e", "type": "choice", "title": "Salt-Dough — Particle Panels", "standards": [ "MS-PS1-4" ], "prompt_html": "

Look at Figure 1. Choose the TWO statements that the Day 1 and Day 3 particle panels support.

", "prompt_plain": "Look at Figure 1. Choose the TWO statements that the Day 1 and Day 3 particle panels support.", "context_html": "", "options": [ { "id": "cA1", "text": "The water particles inside the damp dough all have the same kinetic energy as one another.", "plain": "The water particles inside the damp dough all have the same kinetic energy as one another.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The water particles on Day 3 are the same size as the water particles on Day 1.", "plain": "The water particles on Day 3 are the same size as the water particles on Day 1.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The flour and salt particles leave the tray along with the escaping water particles.", "plain": "The flour and salt particles leave the tray along with the escaping water particles.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The water particles that escaped are more spread out than the water particles in the damp dough.", "plain": "The water particles that escaped are more spread out than the water particles in the damp dough.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The water particles that escaped changed into particles of air as they mixed into the room.", "plain": "The water particles that escaped changed into particles of air as they mixed into the room.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c87ceb0e-898f-47b7-ae04-ab8598f354fe" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Salt-Dough Drying Rack

An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a drying rack in the classroom. Each morning for three days, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface on Day 1 and on Day 3.

Table 1. Tray Mass Log

MorningMass of tray with ornaments (g)
Day 1615
Day 2588
Day 3570

Figure 1. Ornament Surface on Day 1 and Day 3

\"Two

", "passage_plain": "Salt-Dough Drying Rack An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a drying rack in the classroom. Each morning for three days, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface on Day 1 and on Day 3. Table 1. Tray Mass Log Morning Mass of tray with ornaments (g) Day 1 615 Day 2 588 Day 3 570 Figure 1. Ornament Surface on Day 1 and Day 3" }, { "n": 6, "item_id": "_9bde389c-de16-4cb6-b41c-e28f8ac4f870", "type": "inline-choice", "title": "Salt-Dough — Cooling Chain", "standards": [ "MS-PS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

On Day 1, a club member picks up a damp ornament that has sat in the warm classroom all morning.

Choose the word or phrase that correctly completes each sentence.

The water particles most likely to escape from the damp dough first are the ones with .

As those particles escape, the average kinetic energy of the water still in the dough .

Because of this, the damp dough on Day 1 feels the classroom air.

", "options": [ { "id": "cB1Odb6c61b16", "text": "the lowest kinetic energy", "plain": "the lowest kinetic energy", "correct": false, "kind": "inline" }, { "id": "cB1Oea5025741", "text": "the highest kinetic energy", "plain": "the highest kinetic energy", "correct": true, "kind": "inline" }, { "id": "cB1O4e3d57e53", "text": "the largest size", "plain": "the largest size", "correct": false, "kind": "inline" }, { "id": "cB2O6ead2d942", "text": "increases", "plain": "increases", "correct": false, "kind": "inline" }, { "id": "cB2O05a7090d4", "text": "stays the same", "plain": "stays the same", "correct": false, "kind": "inline" }, { "id": "cB2O41d8a31a8", "text": "decreases", "plain": "decreases", "correct": true, "kind": "inline" }, { "id": "cB3O1c63df28f", "text": "cooler than", "plain": "cooler than", "correct": true, "kind": "inline" }, { "id": "cB3O76d432d81", "text": "warmer than", "plain": "warmer than", "correct": false, "kind": "inline" }, { "id": "cB3O5b1894a9f", "text": "the same temperature as", "plain": "the same temperature as", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_c87ceb0e-898f-47b7-ae04-ab8598f354fe" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Oea5025741" ], "RESPONSE2": [ "cB2O41d8a31a8" ], "RESPONSE3": [ "cB3O1c63df28f" ] }, "n_options": 9, "passage_html": "

Salt-Dough Drying Rack

An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a drying rack in the classroom. Each morning for three days, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface on Day 1 and on Day 3.

Table 1. Tray Mass Log

MorningMass of tray with ornaments (g)
Day 1615
Day 2588
Day 3570

Figure 1. Ornament Surface on Day 1 and Day 3

\"Two

", "passage_plain": "Salt-Dough Drying Rack An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a drying rack in the classroom. Each morning for three days, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface on Day 1 and on Day 3. Table 1. Tray Mass Log Morning Mass of tray with ornaments (g) Day 1 615 Day 2 588 Day 3 570 Figure 1. Ornament Surface on Day 1 and Day 3" }, { "n": 7, "item_id": "_8f15087f-9f4a-44f0-a757-459051b95a9f", "type": "choice", "title": "Tern Raft Interaction (Part A)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part A

Look at Table 1. Which interaction between the river terns and the black skimmers do the counts best support?

", "prompt_plain": "Part A Look at Table 1. Which interaction between the river terns and the black skimmers do the counts best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The terns and the skimmers compete for the limited nest spots on the rafts.", "plain": "The terns and the skimmers compete for the limited nest spots on the rafts.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The terns and the skimmers compete mainly for the herring in the spring run.", "plain": "The terns and the skimmers compete mainly for the herring in the spring run.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The skimmers hunt the young terns, so more skimmers leave fewer tern chicks alive.", "plain": "The skimmers hunt the young terns, so more skimmers leave fewer tern chicks alive.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The skimmers and the terns guard each other's nests, helping both species raise chicks.", "plain": "The skimmers and the terns guard each other's nests, helping both species raise chicks.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1b3c19da-32d0-4525-968c-d3336a0b525f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Tern Raft Program

A river wildlife program anchors three nesting rafts in a wide, slow stretch of the river. Together the rafts hold about 45 nest spots. River terns and black skimmers both nest on the rafts, and both catch herring during the spring run. Each year, wardens count the herring run, the nesting pairs of each bird, and the tern chicks raised (Table 1).

Table 1. Four Years of Raft Counts

CountYear 1Year 2Year 3Year 4
Herring in spring run9,80010,2009,90010,100
Skimmer pairs nesting2101927
Tern pairs nesting38312417
Tern chicks raised64523926
", "passage_plain": "Tern Raft Program A river wildlife program anchors three nesting rafts in a wide, slow stretch of the river. Together the rafts hold about 45 nest spots. River terns and black skimmers both nest on the rafts, and both catch herring during the spring run. Each year, wardens count the herring run, the nesting pairs of each bird, and the tern chicks raised (Table 1). Table 1. Four Years of Raft Counts Count Year 1 Year 2 Year 3 Year 4 Herring in spring run 9,800 10,200 9,900 10,100 Skimmer pairs nesting 2 10 19 27 Tern pairs nesting 38 31 24 17 Tern chicks raised 64 52 39 26" }, { "n": 8, "item_id": "_615315df-ed55-445f-afeb-30d19bec0c9a", "type": "choice", "title": "Tern Raft Interaction (Part B)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part B

Which rows of Table 1 best support the interaction you chose in Part A?

", "prompt_plain": "Part B Which rows of Table 1 best support the interaction you chose in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The herring row alone, because the spring run stayed near 10,000 fish in all four years.", "plain": "The herring row alone, because the spring run stayed near 10,000 fish in all four years.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The skimmer-pair row alone, because the skimmer count rose from 2 pairs to 27 pairs.", "plain": "The skimmer-pair row alone, because the skimmer count rose from 2 pairs to 27 pairs.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The skimmer-pair row and the tern-pair row together, because one rises as the other falls.", "plain": "The skimmer-pair row and the tern-pair row together, because one rises as the other falls.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The skimmer-pair row and the tern-pair row together, because the wardens counted both kinds of nesting pairs in all four years.", "plain": "The skimmer-pair row and the tern-pair row together, because the wardens counted both kinds of nesting pairs in all four years.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1b3c19da-32d0-4525-968c-d3336a0b525f" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Tern Raft Program

A river wildlife program anchors three nesting rafts in a wide, slow stretch of the river. Together the rafts hold about 45 nest spots. River terns and black skimmers both nest on the rafts, and both catch herring during the spring run. Each year, wardens count the herring run, the nesting pairs of each bird, and the tern chicks raised (Table 1).

Table 1. Four Years of Raft Counts

CountYear 1Year 2Year 3Year 4
Herring in spring run9,80010,2009,90010,100
Skimmer pairs nesting2101927
Tern pairs nesting38312417
Tern chicks raised64523926
", "passage_plain": "Tern Raft Program A river wildlife program anchors three nesting rafts in a wide, slow stretch of the river. Together the rafts hold about 45 nest spots. River terns and black skimmers both nest on the rafts, and both catch herring during the spring run. Each year, wardens count the herring run, the nesting pairs of each bird, and the tern chicks raised (Table 1). Table 1. Four Years of Raft Counts Count Year 1 Year 2 Year 3 Year 4 Herring in spring run 9,800 10,200 9,900 10,100 Skimmer pairs nesting 2 10 19 27 Tern pairs nesting 38 31 24 17 Tern chicks raised 64 52 39 26" }, { "n": 9, "item_id": "_17e76d3e-98c0-4cbd-9c30-4eb71fbbd03b", "type": "choice", "title": "Blacktop Rain Pools (Part A)", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Part A

Both pools shrink during the day, and Pool 1 shrinks much faster than Pool 2.

Which statement best explains why the pools shrink and why Pool 1 shrinks faster?

", "prompt_plain": "Part A Both pools shrink during the day, and Pool 1 shrinks much faster than Pool 2. Which statement best explains why the pools shrink and why Pool 1 shrinks faster?", "context_html": "", "options": [ { "id": "cA1", "text": "The water soaks down into the blacktop, and the warmer pavement under Pool 1 soaks it up faster.", "plain": "The water soaks down into the blacktop, and the warmer pavement under Pool 1 soaks it up faster.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The water changes into water vapor in the air, and sunlight gives the water in Pool 1 more energy to change faster.", "plain": "The water changes into water vapor in the air, and sunlight gives the water in Pool 1 more energy to change faster.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The moving air sweeps the water away as tiny drops, and the sunny side of the blacktop gets more wind.", "plain": "The moving air sweeps the water away as tiny drops, and the sunny side of the blacktop gets more wind.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The water stops existing as the pools dry, and stronger sunlight makes Pool 1's water stop existing sooner.", "plain": "The water stops existing as the pools dry, and stronger sunlight makes Pool 1's water stop existing sooner.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4ca403ae-ccc6-4030-a528-59fe8bb32431" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Two Blacktop Rain Pools

A morning rainstorm leaves two shallow pools of rainwater on the school blacktop. Pool 1 sits in full sunlight all day. Pool 2 sits in the shade of the gym wall. At 9:00 a.m. the two pools have outlines of equal size and are equally deep. The blacktop was freshly sealed, and there are no cracks or drains inside either outline. The air at both pools is calm and is the same temperature. Every hour, students trace each pool's outline in chalk (Figure 1). No one adds or removes any water. By 3:00 p.m., Pool 1 is gone, while Pool 2 still covers about half its starting area.

Figure 1. Hourly Chalk Outline Tracings

\"Chalk

", "passage_plain": "Two Blacktop Rain Pools A morning rainstorm leaves two shallow pools of rainwater on the school blacktop. Pool 1 sits in full sunlight all day. Pool 2 sits in the shade of the gym wall. At 9:00 a.m. the two pools have outlines of equal size and are equally deep. The blacktop was freshly sealed, and there are no cracks or drains inside either outline. The air at both pools is calm and is the same temperature. Every hour, students trace each pool's outline in chalk (Figure 1). No one adds or removes any water. By 3:00 p.m., Pool 1 is gone, while Pool 2 still covers about half its starting area. Figure 1. Hourly Chalk Outline Tracings" }, { "n": 10, "item_id": "_a2ae9963-181d-48a6-aa2e-754a51828bc4", "type": "choice", "title": "Blacktop Rain Pools (Part B)", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Part B

The claim from Part A says the pool water gains energy and changes into water vapor.

What is the main source of the energy that drives this change?

", "prompt_plain": "Part B The claim from Part A says the pool water gains energy and changes into water vapor. What is the main source of the energy that drives this change?", "context_html": "", "options": [ { "id": "cA1", "text": "The pull of gravity on the pool water.", "plain": "The pull of gravity on the pool water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Heat flowing up from deep inside Earth.", "plain": "Heat flowing up from deep inside Earth.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Wind blowing across the two pools.", "plain": "Wind blowing across the two pools.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Light from the Sun shining on the pools.", "plain": "Light from the Sun shining on the pools.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4ca403ae-ccc6-4030-a528-59fe8bb32431" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Two Blacktop Rain Pools

A morning rainstorm leaves two shallow pools of rainwater on the school blacktop. Pool 1 sits in full sunlight all day. Pool 2 sits in the shade of the gym wall. At 9:00 a.m. the two pools have outlines of equal size and are equally deep. The blacktop was freshly sealed, and there are no cracks or drains inside either outline. The air at both pools is calm and is the same temperature. Every hour, students trace each pool's outline in chalk (Figure 1). No one adds or removes any water. By 3:00 p.m., Pool 1 is gone, while Pool 2 still covers about half its starting area.

Figure 1. Hourly Chalk Outline Tracings

\"Chalk

", "passage_plain": "Two Blacktop Rain Pools A morning rainstorm leaves two shallow pools of rainwater on the school blacktop. Pool 1 sits in full sunlight all day. Pool 2 sits in the shade of the gym wall. At 9:00 a.m. the two pools have outlines of equal size and are equally deep. The blacktop was freshly sealed, and there are no cracks or drains inside either outline. The air at both pools is calm and is the same temperature. Every hour, students trace each pool's outline in chalk (Figure 1). No one adds or removes any water. By 3:00 p.m., Pool 1 is gone, while Pool 2 still covers about half its starting area. Figure 1. Hourly Chalk Outline Tracings" }, { "n": 11, "item_id": "_de518978-753e-4a19-9d57-2253418f9f70", "type": "choice", "title": "Push-Off Force Pair", "standards": [ "MS-PS2-1" ], "prompt_html": "

Read the club’s three notes about the push-off.

Which claim about the pushes between Galen’s palm and the piling is best supported by the force-glove reading and the motion notes?

", "prompt_plain": "Read the club’s three notes about the push-off. Which claim about the pushes between Galen’s palm and the piling is best supported by the force-glove reading and the motion notes?", "context_html": "", "options": [ { "id": "cA11", "text": "Galen’s 40 N push on the piling was stronger than the piling’s push back on Galen.", "plain": "Galen’s 40 N push on the piling was stronger than the piling’s push back on Galen.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Galen pushed on the piling, but the fixed piling did not push back on Galen.", "plain": "Galen pushed on the piling, but the fixed piling did not push back on Galen.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "The piling pushed back on Galen with 40 N at the same time as his push.", "plain": "The piling pushed back on Galen with 40 N at the same time as his push.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "The piling’s push back on Galen was stronger than Galen’s 40 N push on the piling.", "plain": "The piling’s push back on Galen was stronger than Galen’s 40 N push on the piling.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_82a469c4-9574-44e1-be50-95d45cbd79e8" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Rowboat Push-Off

At a lakeside rowing club, Galen sits in a small rowboat floating beside a pier. To leave, he places one palm flat against a thick wooden piling that holds up the pier. He shoves straight against the piling one time. Galen wears a force glove, a glove with a sensor that measures push strength. The club records three notes. First, the glove reads 40 N during the shove. Second, the rowboat, with Galen aboard, glides away from the pier. Third, the piling does not move. Figure 1 shows the push-off.

Figure 1. The Push-Off

\"A

", "passage_plain": "Rowboat Push-Off At a lakeside rowing club, Galen sits in a small rowboat floating beside a pier. To leave, he places one palm flat against a thick wooden piling that holds up the pier. He shoves straight against the piling one time. Galen wears a force glove, a glove with a sensor that measures push strength. The club records three notes. First, the glove reads 40 N during the shove. Second, the rowboat, with Galen aboard, glides away from the pier. Third, the piling does not move. Figure 1 shows the push-off. Figure 1. The Push-Off" }, { "n": 12, "item_id": "_69bc1600-09cc-4ca6-9977-9a7d1b70863e", "type": "choice", "title": "Force Arrows for the Push-Off", "standards": [ "MS-PS2-1" ], "prompt_html": "

A club member wants to draw force arrows for the moment of the shove. In the drawing, “the rowboat” means the rowboat with Galen aboard, treated as one object.

Which set of force arrows correctly models the interaction between the rowboat and the piling?

", "prompt_plain": "A club member wants to draw force arrows for the moment of the shove. In the drawing, “the rowboat” means the rowboat with Galen aboard, treated as one object. Which set of force arrows correctly models the interaction between the rowboat and the piling?", "context_html": "", "options": [ { "id": "cA12", "text": "Two 40 N arrows both drawn on the rowboat: one pointing toward the pier and one pointing away from it.", "plain": "Two 40 N arrows both drawn on the rowboat: one pointing toward the pier and one pointing away from it.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "A 40 N arrow on the piling pointing toward the pier, and a 40 N arrow on the rowboat also pointing toward the pier.", "plain": "A 40 N arrow on the piling pointing toward the pier, and a 40 N arrow on the rowboat also pointing toward the pier.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "A 40 N arrow on the piling pointing toward the pier, with no force arrow drawn on the rowboat.", "plain": "A 40 N arrow on the piling pointing toward the pier, with no force arrow drawn on the rowboat.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "A 40 N arrow on the piling pointing toward the pier, and a 40 N arrow on the rowboat pointing away from it.", "plain": "A 40 N arrow on the piling pointing toward the pier, and a 40 N arrow on the rowboat pointing away from it.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_82a469c4-9574-44e1-be50-95d45cbd79e8" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD12" ] }, "n_options": 4, "passage_html": "

Rowboat Push-Off

At a lakeside rowing club, Galen sits in a small rowboat floating beside a pier. To leave, he places one palm flat against a thick wooden piling that holds up the pier. He shoves straight against the piling one time. Galen wears a force glove, a glove with a sensor that measures push strength. The club records three notes. First, the glove reads 40 N during the shove. Second, the rowboat, with Galen aboard, glides away from the pier. Third, the piling does not move. Figure 1 shows the push-off.

Figure 1. The Push-Off

\"A

", "passage_plain": "Rowboat Push-Off At a lakeside rowing club, Galen sits in a small rowboat floating beside a pier. To leave, he places one palm flat against a thick wooden piling that holds up the pier. He shoves straight against the piling one time. Galen wears a force glove, a glove with a sensor that measures push strength. The club records three notes. First, the glove reads 40 N during the shove. Second, the rowboat, with Galen aboard, glides away from the pier. Third, the piling does not move. Figure 1 shows the push-off. Figure 1. The Push-Off" }, { "n": 13, "item_id": "_474eb34b-a627-484c-af17-6ba6dff721d7", "type": "choice", "title": "Storm at the Boundary", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Look at Figure 2. Why does a thunderstorm form where the cold air mass meets the warm, humid air?

", "prompt_plain": "Look at Figure 2. Why does a thunderstorm form where the cold air mass meets the warm, humid air?", "context_html": "", "options": [ { "id": "cA13", "text": "The warm, humid air is forced up over the cold air, cools, and its water vapor condenses into clouds.", "plain": "The warm, humid air is forced up over the cold air, cools, and its water vapor condenses into clouds.", "correct": true, "kind": "choice" }, { "id": "cB13", "text": "The cold, dry air rises over the warm air and freezes the warm air’s water vapor into rain.", "plain": "The cold, dry air rises over the warm air and freezes the warm air’s water vapor into rain.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "The two air masses mix into one calm air mass, and the mixing squeezes rain out of the air.", "plain": "The two air masses mix into one calm air mass, and the mixing squeezes rain out of the air.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "The warm air heats the cold air until both masses sink, and the sinking air forms storm clouds.", "plain": "The warm air heats the cold air until both masses sink, and the sinking air forms storm clouds.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a6186894-217c-4177-8a01-69e1640a958d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA13" ] }, "n_options": 4, "passage_html": "

Trailhead Thunderstorm

At 3 p.m., hikers at a mountain trailhead watch a thunderstorm build overhead and move past. Figure 1 is the surface weather map for that hour. A cold, dry air mass is moving southeast into warm, humid air. The map shows a high-pressure center (H) and a low-pressure center (L). It also shows the front line between the two air masses and four numbered points. The trailhead sits at Point 1. Figure 2 shows a side view of the boundary where the cold air meets the warm, humid air.

Figure 1. Surface Weather Map at 3 p.m.

\"A

Figure 2. Side View of the Air-Mass Boundary

\"A

", "passage_plain": "Trailhead Thunderstorm At 3 p.m., hikers at a mountain trailhead watch a thunderstorm build overhead and move past. Figure 1 is the surface weather map for that hour. A cold, dry air mass is moving southeast into warm, humid air. The map shows a high-pressure center (H) and a low-pressure center (L). It also shows the front line between the two air masses and four numbered points. The trailhead sits at Point 1. Figure 2 shows a side view of the boundary where the cold air meets the warm, humid air. Figure 1. Surface Weather Map at 3 p.m. Figure 2. Side View of the Air-Mass Boundary" }, { "n": 14, "item_id": "_dffd132f-6cfd-4708-8d15-5d774f6b7993", "type": "choice", "title": "Paving-Crew Forecast", "standards": [ "MS-ESS2-5" ], "prompt_html": "

A paving crew in the mapped region can work outdoors only in dry, calm weather.

Look at Figure 1. At which numbered point is the weather most likely dry and calm at 3 p.m.?

", "prompt_plain": "A paving crew in the mapped region can work outdoors only in dry, calm weather. Look at Figure 1. At which numbered point is the weather most likely dry and calm at 3 p.m.?", "context_html": "", "options": [ { "id": "cA14", "text": "Point 1", "plain": "Point 1", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "Point 2", "plain": "Point 2", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "Point 3", "plain": "Point 3", "correct": true, "kind": "choice" }, { "id": "cD14", "text": "Point 4", "plain": "Point 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a6186894-217c-4177-8a01-69e1640a958d" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC14" ] }, "n_options": 4, "passage_html": "

Trailhead Thunderstorm

At 3 p.m., hikers at a mountain trailhead watch a thunderstorm build overhead and move past. Figure 1 is the surface weather map for that hour. A cold, dry air mass is moving southeast into warm, humid air. The map shows a high-pressure center (H) and a low-pressure center (L). It also shows the front line between the two air masses and four numbered points. The trailhead sits at Point 1. Figure 2 shows a side view of the boundary where the cold air meets the warm, humid air.

Figure 1. Surface Weather Map at 3 p.m.

\"A

Figure 2. Side View of the Air-Mass Boundary

\"A

", "passage_plain": "Trailhead Thunderstorm At 3 p.m., hikers at a mountain trailhead watch a thunderstorm build overhead and move past. Figure 1 is the surface weather map for that hour. A cold, dry air mass is moving southeast into warm, humid air. The map shows a high-pressure center (H) and a low-pressure center (L). It also shows the front line between the two air masses and four numbered points. The trailhead sits at Point 1. Figure 2 shows a side view of the boundary where the cold air meets the warm, humid air. Figure 1. Surface Weather Map at 3 p.m. Figure 2. Side View of the Air-Mass Boundary" }, { "n": 15, "item_id": "_4866df7a-42d2-43ee-918b-df6f5c23dd26", "type": "choice", "title": "Handout Table Claims", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Look at Table 1. Choose the TWO statements that are supported by the data in the table.

", "prompt_plain": "Look at Table 1. Choose the TWO statements that are supported by the data in the table.", "context_html": "", "options": [ { "id": "cA15", "text": "Ceres orbits the Sun at a distance between the orbits of Mars and Jupiter.", "plain": "Ceres orbits the Sun at a distance between the orbits of Mars and Jupiter.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "The two bodies made mostly of gas are the two bodies farthest from the Sun.", "plain": "The two bodies made mostly of gas are the two bodies farthest from the Sun.", "correct": true, "kind": "choice" }, { "id": "cC15", "text": "Ceres circles Jupiter as one of Jupiter’s many moons instead of orbiting the Sun.", "plain": "Ceres circles Jupiter as one of Jupiter’s many moons instead of orbiting the Sun.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The table lists more bodies made mostly of gas than bodies that contain rock.", "plain": "The table lists more bodies made mostly of gas than bodies that contain rock.", "correct": false, "kind": "choice" }, { "id": "cE15", "text": "Ceres orbits closer to the Sun than Mars because dwarf planets are smaller than planets.", "plain": "Ceres orbits closer to the Sun than Mars because dwarf planets are smaller than planets.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7854e9d1-758a-4a91-bbca-9cd27fc485b9" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA15", "cB15" ] }, "n_options": 5, "passage_html": "

Observatory Open-House Handout

At a public observatory’s open house, every visitor receives a data handout. Table 1 lists five bodies that orbit the Sun. Four of the bodies are planets. One listed body, Ceres, is a dwarf planet. Distances are given in millions of kilometers.

Table 1. Five Bodies That Orbit the Sun

BodyAverage distance from the Sun (millions of km)Orbital period (Earth years)Known moonsMakeup
Venus1080.60rock and metal
Mars2281.92rock and metal
Ceres (dwarf planet)4144.60rock and ice
Jupiter7781295mostly gas
Neptune4,50016516mostly gas
", "passage_plain": "Observatory Open-House Handout At a public observatory’s open house, every visitor receives a data handout. Table 1 lists five bodies that orbit the Sun. Four of the bodies are planets. One listed body, Ceres, is a dwarf planet. Distances are given in millions of kilometers. Table 1. Five Bodies That Orbit the Sun Body Average distance from the Sun (millions of km) Orbital period (Earth years) Known moons Makeup Venus 108 0.6 0 rock and metal Mars 228 1.9 2 rock and metal Ceres (dwarf planet) 414 4.6 0 rock and ice Jupiter 778 12 95 mostly gas Neptune 4,500 165 16 mostly gas" }, { "n": 16, "item_id": "_bb1180aa-033f-4c0d-aa9e-01c7b755eb11", "type": "choice", "title": "Most Known Moons", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Look at the Known moons and Makeup columns in Table 1. Which listed body has the most known moons, and what is its makeup?

", "prompt_plain": "Look at the Known moons and Makeup columns in Table 1. Which listed body has the most known moons, and what is its makeup?", "context_html": "", "options": [ { "id": "cA16", "text": "Jupiter, which is made mostly of gas", "plain": "Jupiter, which is made mostly of gas", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "Jupiter, which is made of rock and metal", "plain": "Jupiter, which is made of rock and metal", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Neptune, which is made mostly of gas", "plain": "Neptune, which is made mostly of gas", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Mars, which is made of rock and metal", "plain": "Mars, which is made of rock and metal", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7854e9d1-758a-4a91-bbca-9cd27fc485b9" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA16" ] }, "n_options": 4, "passage_html": "

Observatory Open-House Handout

At a public observatory’s open house, every visitor receives a data handout. Table 1 lists five bodies that orbit the Sun. Four of the bodies are planets. One listed body, Ceres, is a dwarf planet. Distances are given in millions of kilometers.

Table 1. Five Bodies That Orbit the Sun

BodyAverage distance from the Sun (millions of km)Orbital period (Earth years)Known moonsMakeup
Venus1080.60rock and metal
Mars2281.92rock and metal
Ceres (dwarf planet)4144.60rock and ice
Jupiter7781295mostly gas
Neptune4,50016516mostly gas
", "passage_plain": "Observatory Open-House Handout At a public observatory’s open house, every visitor receives a data handout. Table 1 lists five bodies that orbit the Sun. Four of the bodies are planets. One listed body, Ceres, is a dwarf planet. Distances are given in millions of kilometers. Table 1. Five Bodies That Orbit the Sun Body Average distance from the Sun (millions of km) Orbital period (Earth years) Known moons Makeup Venus 108 0.6 0 rock and metal Mars 228 1.9 2 rock and metal Ceres (dwarf planet) 414 4.6 0 rock and ice Jupiter 778 12 95 mostly gas Neptune 4,500 165 16 mostly gas" }, { "n": 17, "item_id": "_f53aa2fe-69d5-4cbe-bf21-ae8c8a705807", "type": "match", "title": "Millpond Role Chart", "standards": [ "MS-LS2-3" ], "prompt_html": "

The club sorts its five cards by the role each living thing plays in how energy and matter move through the millpond.

 

Drag each organism card into the correct category.

", "prompt_plain": "The club sorts its five cards by the role each living thing plays in how energy and matter move through the millpond. Drag each organism card into the correct category.", "context_html": "", "options": [ { "id": "mc16_s1", "text": "Sunfish", "plain": "Sunfish", "correct": false, "kind": "match-token" }, { "id": "mc16_s2", "text": "Fungi", "plain": "Fungi", "correct": false, "kind": "match-token" }, { "id": "mc16_s3", "text": "Duckweed", "plain": "Duckweed", "correct": false, "kind": "match-token" }, { "id": "mc16_s4", "text": "Kingfisher", "plain": "Kingfisher", "correct": false, "kind": "match-token" }, { "id": "mc16_s5", "text": "Tadpole", "plain": "Tadpole", "correct": false, "kind": "match-token" }, { "id": "mc16_c1", "text": "Producer", "plain": "Producer", "correct": false, "kind": "match-token" }, { "id": "mc16_c2", "text": "Consumers", "plain": "Consumers", "correct": false, "kind": "match-token" }, { "id": "mc16_c3", "text": "Decomposer", "plain": "Decomposer", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [ "_346d93eb-a741-4883-b13d-aa2440371b0a" ], "key_letters": "", "key_values": { "RESPONSE": [ "mc16_s1 mc16_c2", "mc16_s2 mc16_c3", "mc16_s3 mc16_c1", "mc16_s4 mc16_c2", "mc16_s5 mc16_c2" ] }, "n_options": 8, "passage_html": "

Millpond Survey Cards

A nature club surveys the millpond behind an old grain mill every June. The club made a photo card for each of the five living things it finds most often. The cards show duckweed, a tiny floating plant; tadpoles; sunfish; a kingfisher, a fish-eating bird; and fungi. The fungi grow on dead leaves and dead animals on the pond bottom. Figure 1 shows the five cards. Figure 2 shows the food web the club drew for the millpond. Table 1 shows counts from the club’s last two June surveys. Between the two surveys, spring flooding connected the pond to the river for several weeks. Many young sunfish moved in from the river.

Figure 1. The Five Survey Cards

\"Five

Figure 2. The Millpond Food Web

\"A

Table 1. Millpond Survey Counts

Living thingSurvey 1Survey 2
Duckweed cover (% of pond surface)60%15%
Tadpoles counted31090
Sunfish counted35160
Kingfishers counted22
", "passage_plain": "Millpond Survey Cards A nature club surveys the millpond behind an old grain mill every June. The club made a photo card for each of the five living things it finds most often. The cards show duckweed, a tiny floating plant; tadpoles; sunfish; a kingfisher, a fish-eating bird; and fungi. The fungi grow on dead leaves and dead animals on the pond bottom. Figure 1 shows the five cards. Figure 2 shows the food web the club drew for the millpond. Table 1 shows counts from the club’s last two June surveys. Between the two surveys, spring flooding connected the pond to the river for several weeks. Many young sunfish moved in from the river. Figure 1. The Five Survey Cards Figure 2. The Millpond Food Web Table 1. Millpond Survey Counts Living thing Survey 1 Survey 2 Duckweed cover (% of pond surface) 60% 15% Tadpoles counted 310 90 Sunfish counted 35 160 Kingfishers counted 2 2" }, { "n": 18, "item_id": "_174d3dfe-2e5d-4aeb-acd8-c9d95332289e", "type": "choice", "title": "Tadpole Count Debate", "standards": [ "MS-LS2-2" ], "prompt_html": "

After Survey 2, the club debates why the tadpole count fell.

Which statement about the tadpoles and the sunfish is best supported by Figure 2 and Table 1 together?

", "prompt_plain": "After Survey 2, the club debates why the tadpole count fell. Which statement about the tadpoles and the sunfish is best supported by Figure 2 and Table 1 together?", "context_html": "", "options": [ { "id": "cA18", "text": "The sunfish hunted the tadpoles, so the tadpole count dropped as the sunfish count rose.", "plain": "The sunfish hunted the tadpoles, so the tadpole count dropped as the sunfish count rose.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "The sunfish and the tadpoles both eat duckweed, so more sunfish left less food for the tadpoles.", "plain": "The sunfish and the tadpoles both eat duckweed, so more sunfish left less food for the tadpoles.", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "The tadpoles and the kingfishers both hunt sunfish, so the kingfishers used up the tadpoles’ food.", "plain": "The tadpoles and the kingfishers both hunt sunfish, so the kingfishers used up the tadpoles’ food.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The fungi broke down most of the living duckweed, so both duckweed-eaters ran short of food.", "plain": "The fungi broke down most of the living duckweed, so both duckweed-eaters ran short of food.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_346d93eb-a741-4883-b13d-aa2440371b0a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB18" ] }, "n_options": 4, "passage_html": "

Millpond Survey Cards

A nature club surveys the millpond behind an old grain mill every June. The club made a photo card for each of the five living things it finds most often. The cards show duckweed, a tiny floating plant; tadpoles; sunfish; a kingfisher, a fish-eating bird; and fungi. The fungi grow on dead leaves and dead animals on the pond bottom. Figure 1 shows the five cards. Figure 2 shows the food web the club drew for the millpond. Table 1 shows counts from the club’s last two June surveys. Between the two surveys, spring flooding connected the pond to the river for several weeks. Many young sunfish moved in from the river.

Figure 1. The Five Survey Cards

\"Five

Figure 2. The Millpond Food Web

\"A

Table 1. Millpond Survey Counts

Living thingSurvey 1Survey 2
Duckweed cover (% of pond surface)60%15%
Tadpoles counted31090
Sunfish counted35160
Kingfishers counted22
", "passage_plain": "Millpond Survey Cards A nature club surveys the millpond behind an old grain mill every June. The club made a photo card for each of the five living things it finds most often. The cards show duckweed, a tiny floating plant; tadpoles; sunfish; a kingfisher, a fish-eating bird; and fungi. The fungi grow on dead leaves and dead animals on the pond bottom. Figure 1 shows the five cards. Figure 2 shows the food web the club drew for the millpond. Table 1 shows counts from the club’s last two June surveys. Between the two surveys, spring flooding connected the pond to the river for several weeks. Many young sunfish moved in from the river. Figure 1. The Five Survey Cards Figure 2. The Millpond Food Web Table 1. Millpond Survey Counts Living thing Survey 1 Survey 2 Duckweed cover (% of pond surface) 60% 15% Tadpoles counted 310 90 Sunfish counted 35 160 Kingfishers counted 2 2" }, { "n": 19, "item_id": "_0feeaac7-65f2-4676-932c-85c1b0b9b714", "type": "choice", "title": "Daylight Model (Part A)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part A

Look at Figure 1.

Which model of Earth best explains the daylight patterns shown for the two cities?

", "prompt_plain": "Part A Look at Figure 1. Which model of Earth best explains the daylight patterns shown for the two cities?", "context_html": "", "options": [ { "id": "cA19", "text": "Earth’s orbit carries it much closer to the Sun in June and much farther from the Sun in December.", "plain": "Earth’s orbit carries it much closer to the Sun in June and much farther from the Sun in December.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "Earth orbits the Sun with its axis tilted, so the far north leans toward the Sun in June.", "plain": "Earth orbits the Sun with its axis tilted, so the far north leans toward the Sun in June.", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "The Sun releases much more light energy in June than it releases in any other month.", "plain": "The Sun releases much more light energy in June than it releases in any other month.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Earth spins on its axis much more slowly in June, so each daylight period lasts longer.", "plain": "Earth spins on its axis much more slowly in June, so each daylight period lasts longer.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3439e862-0b09-4d78-a7ed-07840bb130a1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB19" ] }, "n_options": 4, "passage_html": "

Daylight in Two Cities

Fairbanks, Alaska, lies far north of the equator. Quito, Ecuador, lies almost exactly on the equator. Figure 1 shows each city’s hours of daylight on the first day of every month for one year.

Figure 1. Hours of Daylight in the Two Cities

\"A

", "passage_plain": "Daylight in Two Cities Fairbanks, Alaska, lies far north of the equator. Quito, Ecuador, lies almost exactly on the equator. Figure 1 shows each city’s hours of daylight on the first day of every month for one year. Figure 1. Hours of Daylight in the Two Cities" }, { "n": 20, "item_id": "_89e54f2d-403e-4cdf-a0cf-5073fae0c218", "type": "choice", "title": "Daylight Evidence (Part B)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part B

Which feature of Figure 1 best supports the model from Part A that Earth’s tilted axis causes the two cities’ daylight patterns?

", "prompt_plain": "Part B Which feature of Figure 1 best supports the model from Part A that Earth’s tilted axis causes the two cities’ daylight patterns?", "context_html": "", "options": [ { "id": "cA20", "text": "Both cities receive close to 12 hours of daylight in early March and early September.", "plain": "Both cities receive close to 12 hours of daylight in early March and early September.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "Fairbanks receives at least a few hours of daylight during every month of the year.", "plain": "Fairbanks receives at least a few hours of daylight during every month of the year.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "Quito receives more hours of daylight than Fairbanks receives during the month of December.", "plain": "Quito receives more hours of daylight than Fairbanks receives during the month of December.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "Fairbanks’ daylight swings widely across the year while Quito’s stays near 12 hours every month.", "plain": "Fairbanks’ daylight swings widely across the year while Quito’s stays near 12 hours every month.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3439e862-0b09-4d78-a7ed-07840bb130a1" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD20" ] }, "n_options": 4, "passage_html": "

Daylight in Two Cities

Fairbanks, Alaska, lies far north of the equator. Quito, Ecuador, lies almost exactly on the equator. Figure 1 shows each city’s hours of daylight on the first day of every month for one year.

Figure 1. Hours of Daylight in the Two Cities

\"A

", "passage_plain": "Daylight in Two Cities Fairbanks, Alaska, lies far north of the equator. Quito, Ecuador, lies almost exactly on the equator. Figure 1 shows each city’s hours of daylight on the first day of every month for one year. Figure 1. Hours of Daylight in the Two Cities" }, { "n": 21, "item_id": "_0633a629-fd11-4d72-a3d3-c0cdfcbd5c8d", "type": "inline-choice", "title": "Moon Orbit Explanation", "standards": [ "MS-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The Moon keeps traveling around Earth instead of flying off into space.

Choose the word or phrase that correctly completes each sentence.

The force that holds the Moon in its path around Earth is .

This force pulls the Moon .

Because the Moon is also moving forward, this pull makes the Moon’s path .

", "options": [ { "id": "b1x63360d", "text": "magnetism", "plain": "magnetism", "correct": false, "kind": "inline" }, { "id": "b1xaaa11e", "text": "gravity", "plain": "gravity", "correct": true, "kind": "inline" }, { "id": "b1x255808", "text": "static electricity", "plain": "static electricity", "correct": false, "kind": "inline" }, { "id": "b2x418342", "text": "in the direction the Moon is already moving", "plain": "in the direction the Moon is already moving", "correct": false, "kind": "inline" }, { "id": "b2xabc653", "text": "outward, away from Earth", "plain": "outward, away from Earth", "correct": false, "kind": "inline" }, { "id": "b2x2fd1c9", "text": "toward the center of Earth", "plain": "toward the center of Earth", "correct": true, "kind": "inline" }, { "id": "b3xf8bada", "text": "lead straight down to Earth’s surface", "plain": "lead straight down to Earth’s surface", "correct": false, "kind": "inline" }, { "id": "b3x1a4165", "text": "curve around Earth again and again", "plain": "curve around Earth again and again", "correct": true, "kind": "inline" }, { "id": "b3x519df8", "text": "spiral slowly away from Earth", "plain": "spiral slowly away from Earth", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1xaaa11e" ], "RESPONSE2": [ "b2x2fd1c9" ], "RESPONSE3": [ "b3x1a4165" ] }, "n_options": 9 }, { "n": 22, "item_id": "_91edd7a4-b7b2-451a-9945-bf332e8cc380", "type": "gap-match", "title": "Climate Zone Town Cards", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Figure 1 is a map showing four climate zones, labeled A, B, C, and D. Each zone is a band of latitude. Tables 1-4 show average January and July air temperatures for four towns. Each town is located in a different one of the four zones.

Figure 1. Four Climate Zones

\"A

Table 1. Town 1

MonthAverage temperature
January27°C
July28°C

Table 2. Town 2

MonthAverage temperature
January-24°C
July2°C

Table 3. Town 3

MonthAverage temperature
January21°C
July3°C

Table 4. Town 4

MonthAverage temperature
January-2°C
July23°C

 

Drag each town card into the box for the climate zone where that town is most likely located. Use each town card exactly once.

", "prompt_plain": "Figure 1 is a map showing four climate zones, labeled A, B, C, and D. Each zone is a band of latitude. Tables 1-4 show average January and July air temperatures for four towns. Each town is located in a different one of the four zones. Figure 1. Four Climate Zones Table 1. Town 1 Month Average temperature January 27°C July 28°C Table 2. Town 2 Month Average temperature January -24°C July 2°C Table 3. Town 3 Month Average temperature January 21°C July 3°C Table 4. Town 4 Month Average temperature January -2°C July 23°C Drag each town card into the box for the climate zone where that town is most likely located. Use each town card exactly once.", "context_html": "", "options": [ { "id": "tok1", "text": "Town 3", "plain": "Town 3", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Town 1", "plain": "Town 1", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Town 4", "plain": "Town 4", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Town 2", "plain": "Town 2", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-28/images/slot22.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok3 G2", "tok2 G3", "tok1 G4" ] }, "n_options": 4 }, { "n": 23, "item_id": "_f2c8c729-3fed-40dc-b0c6-ba8173b82b03", "type": "hottext", "title": "Hillside Soil-Loss Report", "standards": [ "MS-ESS3-4" ], "prompt_html": "

A county conservation district measured soil loss on the county’s hillside farms every ten years. Table 1 shows the survey data. The district’s report includes the five sentences below.

Table 1. Hillside Farm Survey

YearCounty populationHillside land farmed (km²)Soil lost per km² farmed (tonnes per year)
199020,0008210
200032,00013205
201045,00019212
202061,00026208

Select the ONE sentence from the report that the survey data best support.

", "prompt_plain": "A county conservation district measured soil loss on the county’s hillside farms every ten years. Table 1 shows the survey data. The district’s report includes the five sentences below. Table 1. Hillside Farm Survey Year County population Hillside land farmed (km²) Soil lost per km² farmed (tonnes per year) 1990 20,000 8 210 2000 32,000 13 205 2010 45,000 19 212 2020 61,000 26 208 Select the ONE sentence from the report that the survey data best support.", "context_html": "", "options": [ { "id": "hA23", "text": "Each square kilometer of farmed hillside lost soil faster in 2020 than it did in 1990.", "plain": "Each square kilometer of farmed hillside lost soil faster in 2020 than it did in 1990.", "correct": false, "kind": "hottext" }, { "id": "hB23", "text": "Total soil loss grew mainly because more hillside land was farmed as the county’s population grew.", "plain": "Total soil loss grew mainly because more hillside land was farmed as the county’s population grew.", "correct": true, "kind": "hottext" }, { "id": "hC23", "text": "The hillside farms lost more soil because the county’s rainfall increased after the year 2000.", "plain": "The hillside farms lost more soil because the county’s rainfall increased after the year 2000.", "correct": false, "kind": "hottext" }, { "id": "hD23", "text": "Soil loss per square kilometer fell sharply after farmers in the county changed how they plowed.", "plain": "Soil loss per square kilometer fell sharply after farmers in the county changed how they plowed.", "correct": false, "kind": "hottext" }, { "id": "hE23", "text": "The county’s population grew because the hillside farms were producing more food each decade.", "plain": "The county’s population grew because the hillside farms were producing more food each decade.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB23" ] }, "n_options": 5 }, { "n": 24, "item_id": "_240b5824-0dd4-4355-b467-658eb03505ca", "type": "hottext", "title": "Algae-Tank Weekly Log", "standards": [ "MS-LS1-1" ], "prompt_html": "

Mona keeps the daily log for her school’s aquaponics rack. On Monday she moved one drop of water from the algae tank into a small sealed dish. Her log for the week has five sentences.

Select the ONE sentence from the log that is the best evidence that the green specks carry out life functions.

", "prompt_plain": "Mona keeps the daily log for her school’s aquaponics rack. On Monday she moved one drop of water from the algae tank into a small sealed dish. Her log for the week has five sentences. Select the ONE sentence from the log that is the best evidence that the green specks carry out life functions.", "context_html": "", "options": [ { "id": "hA24", "text": "Monday: I put one drop of algae-tank water into the sealed dish and looked at it at 400x.", "plain": "Monday: I put one drop of algae-tank water into the sealed dish and looked at it at 400x.", "correct": false, "kind": "hottext" }, { "id": "hB24", "text": "Tuesday: each green speck is far smaller than the width of one of my hairs.", "plain": "Tuesday: each green speck is far smaller than the width of one of my hairs.", "correct": false, "kind": "hottext" }, { "id": "hC24", "text": "Tuesday: when I gently swirl the dish, the specks ride along with the moving water, then stop.", "plain": "Tuesday: when I gently swirl the dish, the specks ride along with the moving water, then stop.", "correct": false, "kind": "hottext" }, { "id": "hD24", "text": "Wednesday: the dish now holds twice as many specks, and the new specks have grown to full size.", "plain": "Wednesday: the dish now holds twice as many specks, and the new specks have grown to full size.", "correct": true, "kind": "hottext" }, { "id": "hE24", "text": "Thursday: small water droplets have collected on the underside of the dish’s clear lid.", "plain": "Thursday: small water droplets have collected on the underside of the dish’s clear lid.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD24" ] }, "n_options": 5 }, { "n": 25, "item_id": "_2ef6039b-2559-4e26-98a8-be17452ccb67", "type": "choice", "title": "Onion-Skin Bench Card", "standards": [ "MS-LS1-1" ], "prompt_html": "

A technician taped a bench card next to a microscope. The card shows a drawing of a prepared onion-skin slide (Figure 1) and the technician’s observation notes.

Onion-Skin Slide - Bench Card

Figure 1. Onion-Skin Slide Sketch

\"A

Choose the TWO statements that the technician’s observations support.

", "prompt_plain": "A technician taped a bench card next to a microscope. The card shows a drawing of a prepared onion-skin slide (Figure 1) and the technician’s observation notes. Onion-Skin Slide - Bench Card Figure 1. Onion-Skin Slide Sketch Naked eye: the onion peel looks like one smooth, clear sheet. At 100x: the peel shows row after row of small, box-like sections. At 400x: every section has the same brick-like shape, with a thin boundary and one small darker spot inside. Choose the TWO statements that the technician’s observations support.", "context_html": "", "options": [ { "id": "cA25", "text": "The onion peel is made up of many box-like cells that look very similar.", "plain": "The onion peel is made up of many box-like cells that look very similar.", "correct": true, "kind": "choice" }, { "id": "cB25", "text": "The onion peel is one single cell that is folded over on itself many times.", "plain": "The onion peel is one single cell that is folded over on itself many times.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "The box-like sections of the peel can be seen only when the peel is magnified.", "plain": "The box-like sections of the peel can be seen only when the peel is magnified.", "correct": true, "kind": "choice" }, { "id": "cD25", "text": "The box shapes are made by the microscope’s lenses and are not part of the peel.", "plain": "The box shapes are made by the microscope’s lenses and are not part of the peel.", "correct": false, "kind": "choice" }, { "id": "cE25", "text": "The dark spot inside each section shows that the peel makes food from sunlight.", "plain": "The dark spot inside each section shows that the peel makes food from sunlight.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-28/images/slot25.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA25", "cC25" ] }, "n_options": 5 }, { "n": 26, "item_id": "_c6378915-3715-4dc4-8c86-d0c6c0086aa8", "type": "gap-match", "title": "Rhea's Plant-Cell Log", "standards": [ "MS-LS1-2" ], "prompt_html": "

Rhea studies a class diagram of one plant cell. Four of its structures are labeled W, X, Y, and Z (Figure 1). In her lab log, Rhea writes one observation describing each labeled structure.

Figure 1. Class Diagram of One Plant Cell

\"A

 

Match each log entry with the name of the structure it describes. Use each structure name exactly once.

", "prompt_plain": "Rhea studies a class diagram of one plant cell. Four of its structures are labeled W, X, Y, and Z (Figure 1). In her lab log, Rhea writes one observation describing each labeled structure. Figure 1. Class Diagram of One Plant Cell Match each log entry with the name of the structure it describes. Use each structure name exactly once.", "context_html": "", "options": [ { "id": "t-gol", "text": "Golgi apparatus", "plain": "Golgi apparatus", "correct": false, "kind": "gap-token" }, { "id": "t-mit", "text": "mitochondrion", "plain": "mitochondrion", "correct": false, "kind": "gap-token" }, { "id": "t-er", "text": "endoplasmic reticulum", "plain": "endoplasmic reticulum", "correct": false, "kind": "gap-token" }, { "id": "t-vac", "text": "central vacuole", "plain": "central vacuole", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-28/images/slot26.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t-er g-le1", "t-gol g-le2", "t-vac g-le3", "t-mit g-le4" ] }, "n_options": 4 }, { "n": 27, "item_id": "_57f1c6f9-2a20-46de-a5ed-ef63c541bd9d", "type": "choice", "title": "Cell-Parts Quiz Card", "standards": [ "MS-LS1-2" ], "prompt_html": "

A cell-parts quiz card lists four statements about cell structures. Only one statement is written correctly.

Which statement correctly pairs a cell structure with one of its functions?

", "prompt_plain": "A cell-parts quiz card lists four statements about cell structures. Only one statement is written correctly. Which statement correctly pairs a cell structure with one of its functions?", "context_html": "", "options": [ { "id": "cA27", "text": "The endoplasmic reticulum releases the energy stored in food.", "plain": "The endoplasmic reticulum releases the energy stored in food.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "The Golgi apparatus makes food for the cell using sunlight.", "plain": "The Golgi apparatus makes food for the cell using sunlight.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "The ribosomes put together the proteins that the cell needs.", "plain": "The ribosomes put together the proteins that the cell needs.", "correct": true, "kind": "choice" }, { "id": "cD27", "text": "The central vacuole directs all of the activities of the cell.", "plain": "The central vacuole directs all of the activities of the cell.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC27" ] }, "n_options": 4 }, { "n": 28, "item_id": "_ba54fc26-9104-4bb6-8cfb-3f7d75401f70", "type": "match", "title": "Hedge-Line Snake Removal", "standards": [ "MS-LS2-2" ], "prompt_html": "

Figure 1 shows a food web for a hedge line at the edge of a field. A landowner traps the hedge line’s garter snakes and moves them far away. Nothing else about the hedge line changes.

Figure 1. Hedge-Line Food Web

\"A

 

Drag the TWO organisms whose populations would most likely increase after the snakes are removed into the correct category.

", "prompt_plain": "Figure 1 shows a food web for a hedge line at the edge of a field. A landowner traps the hedge line’s garter snakes and moves them far away. Nothing else about the hedge line changes. Figure 1. Hedge-Line Food Web Drag the TWO organisms whose populations would most likely increase after the snakes are removed into the correct category.", "context_html": "", "options": [ { "id": "mc17_s1", "text": "shrews", "plain": "shrews", "correct": false, "kind": "match-token" }, { "id": "mc17_s2", "text": "hedge shrubs", "plain": "hedge shrubs", "correct": false, "kind": "match-token" }, { "id": "mc17_s3", "text": "toads", "plain": "toads", "correct": false, "kind": "match-token" }, { "id": "mc17_s4", "text": "slugs", "plain": "slugs", "correct": false, "kind": "match-token" }, { "id": "mc17_s5", "text": "voles", "plain": "voles", "correct": false, "kind": "match-token" }, { "id": "mc17_c1", "text": "Populations most likely to increase", "plain": "Populations most likely to increase", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-28/images/slot28.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc17_s3 mc17_c1", "mc17_s5 mc17_c1" ] }, "n_options": 6 }, { "n": 29, "item_id": "_05cd13d8-a271-4fb5-a320-4442de2cdf2e", "type": "choice", "title": "Orchard Carbon Return", "standards": [ "MS-LS2-3" ], "prompt_html": "

Figure 1 shows the parts of an orchard ecosystem. Carbon moves among these parts and the air.

Figure 1. Orchard Ecosystem Parts

\"An

Choose the TWO processes that return carbon to the air.

", "prompt_plain": "Figure 1 shows the parts of an orchard ecosystem. Carbon moves among these parts and the air. Figure 1. Orchard Ecosystem Parts Choose the TWO processes that return carbon to the air.", "context_html": "", "options": [ { "id": "cA29", "text": "the leaves taking in carbon dioxide to make food in the sunlight", "plain": "the leaves taking in carbon dioxide to make food in the sunlight", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "the animals using the food they eat to power their life activities", "plain": "the animals using the food they eat to power their life activities", "correct": true, "kind": "choice" }, { "id": "cC29", "text": "the fungi and bacteria breaking down the dead leaves in the soil", "plain": "the fungi and bacteria breaking down the dead leaves in the soil", "correct": true, "kind": "choice" }, { "id": "cD29", "text": "the trunks and branches storing carbon in new wood as the trees grow", "plain": "the trunks and branches storing carbon in new wood as the trees grow", "correct": false, "kind": "choice" }, { "id": "cE29", "text": "the fallen fruit becoming food for the animals that eat it", "plain": "the fallen fruit becoming food for the animals that eat it", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-28/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B, C", "key_values": { "RESPONSE": [ "cB29", "cC29" ] }, "n_options": 5 }, { "n": 30, "item_id": "_4caa3cfb-6fd8-4378-8517-c6f70a6f366c", "type": "choice", "title": "Lantern Fuel Molecule", "standards": [ "MS-PS1-1" ], "prompt_html": "

The gas canister of a camping lantern has the fuel card shown. The card gives the chemical formula for one molecule of the lantern’s fuel, butane.

Lantern Fuel Card

Fuel: butane gas
One molecule of butane: C4H10

How many different kinds of atoms make up one molecule of butane?

", "prompt_plain": "The gas canister of a camping lantern has the fuel card shown. The card gives the chemical formula for one molecule of the lantern’s fuel, butane. Lantern Fuel Card Fuel: butane gas One molecule of butane: C 4 H 10 How many different kinds of atoms make up one molecule of butane?", "context_html": "", "options": [ { "id": "cA30", "text": "2", "plain": "2", "correct": true, "kind": "choice" }, { "id": "cB30", "text": "4", "plain": "4", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "10", "plain": "10", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "14", "plain": "14", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_41cb0b76-0adf-4eea-98d8-1535a5b54352", "type": "choice", "title": "Display-Case Molecule Model", "standards": [ "MS-PS1-1" ], "prompt_html": "

A chemistry club’s display case holds a ball-and-stick model of one molecule, shown in Figure 1. The one large pale ball stands for a sulfur atom. Each small dark ball stands for an oxygen atom.

Figure 1. The Molecule Model

\"A

Which chemical formula matches the molecule in Figure 1?

", "prompt_plain": "A chemistry club’s display case holds a ball-and-stick model of one molecule, shown in Figure 1. The one large pale ball stands for a sulfur atom. Each small dark ball stands for an oxygen atom. Figure 1. The Molecule Model Which chemical formula matches the molecule in Figure 1?", "context_html": "", "options": [ { "id": "cA1", "text": "SO", "plain": "SO", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "SO2", "plain": "SO 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "SO3", "plain": "SO 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "S2O", "plain": "S 2 O", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-28/images/slot31.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_f88608ca-eccc-4856-a9c9-a5e12a948cbc", "type": "text-entry", "title": "Orchard Wagon Pull", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Workers at an apple orchard pull a loaded wagon along a level path. The card below shows the measurements from one pull.

Wagon pullValue
Net force on the wagon240 newtons (N)
Mass of the loaded wagon80 kilograms (kg)

What is the wagon’s acceleration, in meters per second squared?

Give your answer as a whole number (e.g., 12).

Acceleration in meters per second squared:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 33, "item_id": "_fc38d30f-d548-46b3-af57-8503da7d48a9", "type": "choice", "title": "Cooling Check at the Soldering Bench", "standards": [ "MS-PS3-3" ], "prompt_html": "

At a repair bench, a worker finishes soldering a small metal fitting and sets it on a thick steel base plate to cool. A probe records both temperatures in the table below.

Time (min)Fitting temperature (°C)Base-plate temperature (°C)
018022
211026
47428
65229

Based on the table, which statement best describes how thermal energy moved between the fitting and the base plate?

", "prompt_plain": "At a repair bench, a worker finishes soldering a small metal fitting and sets it on a thick steel base plate to cool. A probe records both temperatures in the table below. Time (min) Fitting temperature (°C) Base-plate temperature (°C) 0 180 22 2 110 26 4 74 28 6 52 29 Based on the table, which statement best describes how thermal energy moved between the fitting and the base plate?", "context_html": "", "options": [ { "id": "cA1", "text": "Thermal energy moved from the plate into the fitting by conduction where the two metals touch.", "plain": "Thermal energy moved from the plate into the fitting by conduction where the two metals touch.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Thermal energy moved from the fitting into the plate by convection currents flowing inside the solid metal.", "plain": "Thermal energy moved from the fitting into the plate by convection currents flowing inside the solid metal.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Thermal energy moved from the fitting into the plate by conduction where the two metals touch.", "plain": "Thermal energy moved from the fitting into the plate by conduction where the two metals touch.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Thermal energy moved from the plate into the fitting by radiation traveling across the air of the room.", "plain": "Thermal energy moved from the plate into the fitting by radiation traveling across the air of the room.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 34, "item_id": "_9502f666-9179-4348-8b6a-958cafe47a66", "type": "choice", "title": "Two Mugs on the Table", "standards": [ "MS-PS3-4" ], "prompt_html": "

For a science-fair trial, a student fills two identical mugs with hot water from the same kettle, so both start at the same temperature. Mug 1 is filled nearly to the rim, and Mug 2 is filled about one-third of the way, as shown in Figure 1. Both mugs sit on the same table in the same room, and the student checks their temperatures every half hour.

Figure 1. The Two Mugs

\"Two

Which prediction about the water in the two mugs is most likely correct?

", "prompt_plain": "For a science-fair trial, a student fills two identical mugs with hot water from the same kettle, so both start at the same temperature. Mug 1 is filled nearly to the rim, and Mug 2 is filled about one-third of the way, as shown in Figure 1. Both mugs sit on the same table in the same room, and the student checks their temperatures every half hour. Figure 1. The Two Mugs Which prediction about the water in the two mugs is most likely correct?", "context_html": "", "options": [ { "id": "cA1", "text": "Both mugs of water will cool to room temperature, and Mug 1 will take longer to get there.", "plain": "Both mugs of water will cool to room temperature, and Mug 1 will take longer to get there.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Both mugs of water will cool to room temperature, and they will reach it at the same time.", "plain": "Both mugs of water will cool to room temperature, and they will reach it at the same time.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Mug 1’s water will stop cooling at a final temperature that stays above the room’s temperature.", "plain": "Mug 1’s water will stop cooling at a final temperature that stays above the room’s temperature.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Mug 2’s water will keep cooling until it becomes colder than the air of the room.", "plain": "Mug 2’s water will keep cooling until it becomes colder than the air of the room.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-28/images/slot34.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 35, "item_id": "_2118402b-0d99-4284-909c-8b4834d8a757", "type": "text-entry", "title": "Cooling Trial Read-Out", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A science class records how two samples of hot water cool in open beakers. The table below shows the cooling-trial results.

Time (min)Sample A temperature (°C)Sample B temperature (°C)
08888
106471
205160

How many degrees Celsius did sample A’s temperature fall between 0 minutes and 10 minutes?

Give your answer as a whole number (e.g., 7).

Temperature fall in degrees Celsius:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "24" ] }, "n_options": 0 }, { "n": 36, "item_id": "_1953076c-402c-415b-bd76-6ce62897b74f", "type": "inline-choice", "title": "Music-Room Sound Treatment", "standards": [ "MS-PS4-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A school music room has thick foam panels covering its back wall and smooth ceramic tile on its side wall, as shown in Figure 1. During practice, students hear a strong echo from the tile wall but almost none from the foam wall. In the storage room directly behind the foam wall, only a faint trace of the music can be heard.

Figure 1. The Music Room

\"A

Choose the word that correctly completes each sentence.

The foam panels most of the sound energy that reaches them.

The tile wall most of the sound that reaches it.

The faint music in the storage room comes from the small part of the sound that the foam wall .

", "options": [ { "id": "cB1O277eb352b", "text": "reflect", "plain": "reflect", "correct": false, "kind": "inline" }, { "id": "cB1Of7d47e969", "text": "absorb", "plain": "absorb", "correct": true, "kind": "inline" }, { "id": "cB1O59eec5397", "text": "transmit", "plain": "transmit", "correct": false, "kind": "inline" }, { "id": "cB2Oaf503adb7", "text": "absorbs", "plain": "absorbs", "correct": false, "kind": "inline" }, { "id": "cB2O2231434f4", "text": "transmits", "plain": "transmits", "correct": false, "kind": "inline" }, { "id": "cB2O7607205d4", "text": "reflects", "plain": "reflects", "correct": true, "kind": "inline" }, { "id": "cB3O2ff131569", "text": "reflects", "plain": "reflects", "correct": false, "kind": "inline" }, { "id": "cB3O0ba38d9c4", "text": "transmits", "plain": "transmits", "correct": true, "kind": "inline" }, { "id": "cB3Of4a937e4b", "text": "absorbs", "plain": "absorbs", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-28/images/slot36.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Of7d47e969" ], "RESPONSE2": [ "cB2O7607205d4" ], "RESPONSE3": [ "cB3O0ba38d9c4" ] }, "n_options": 9 }, { "n": 37, "item_id": "_65383eaa-ce21-49ff-994c-e3e6c2b0f496", "type": "choice", "title": "Light at Two Clear Blocks", "standards": [ "MS-PS4-2" ], "prompt_html": "

Figure 1 shows ray models of a light beam reaching two different clear blocks. In each model, a wider arrow stands for more of the light.

Figure 1. The Ray Models

\"Two

Choose the TWO statements that the ray models support.

", "prompt_plain": "Figure 1 shows ray models of a light beam reaching two different clear blocks. In each model, a wider arrow stands for more of the light. Figure 1. The Ray Models Choose the TWO statements that the ray models support.", "context_html": "", "options": [ { "id": "cA1", "text": "Most of the light that reaches Block 1 bounces back toward the light source.", "plain": "Most of the light that reaches Block 1 bounces back toward the light source.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Most of the light that reaches Block 1 passes straight through to the far side.", "plain": "Most of the light that reaches Block 1 passes straight through to the far side.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The light reaching Block 2 is taken into the block and does not come back out.", "plain": "The light reaching Block 2 is taken into the block and does not come back out.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Some of the light that reaches Block 2 reflects, and the rest passes through it.", "plain": "Some of the light that reaches Block 2 reflects, and the rest passes through it.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Block 2 sends back more light than it lets pass through to the far side.", "plain": "Block 2 sends back more light than it lets pass through to the far side.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-28/images/slot37_v2.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 38, "item_id": "_e92e1ef0-537f-430c-9d14-39dc59c5c05d", "type": "choice", "title": "Flood Fence for the River Path", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A town’s riverside path floods for a few days each spring. The town will pay for a woven-willow flood fence along the bank. The criterion for success: in a flood test, the fence must hold back water at least 60 centimeters deep. The constraint: the project can cost no more than $8,000.

Four crews sent in proposals:

Proposal 1 held back water 45 centimeters deep in its test and costs $3,900.

Proposal 2 held back water 90 centimeters deep in its test and costs $11,200.

Proposal 3 held back water 55 centimeters deep in its test and costs $7,200.

Proposal 4 held back water 70 centimeters deep in its test and costs $7,800.

Which proposal meets the town’s criterion within its constraint?

", "prompt_plain": "A town’s riverside path floods for a few days each spring. The town will pay for a woven-willow flood fence along the bank. The criterion for success: in a flood test, the fence must hold back water at least 60 centimeters deep. The constraint: the project can cost no more than $8,000. Four crews sent in proposals: Proposal 1 held back water 45 centimeters deep in its test and costs $3,900. Proposal 2 held back water 90 centimeters deep in its test and costs $11,200. Proposal 3 held back water 55 centimeters deep in its test and costs $7,200. Proposal 4 held back water 70 centimeters deep in its test and costs $7,800. Which proposal meets the town’s criterion within its constraint?", "context_html": "", "options": [ { "id": "cA1", "text": "Proposal 1", "plain": "Proposal 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Proposal 2", "plain": "Proposal 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Proposal 3", "plain": "Proposal 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Proposal 4", "plain": "Proposal 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 39, "item_id": "_2cb7ace6-022f-493e-bbfd-0bcaeccb4726", "type": "choice", "title": "Cutting-Board Catalog Statement", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A kitchen-supply company asks two reviewers, Salma and Xander, to test two cutting-board designs against the same two criteria: the board must stay in place during use, and it must rinse clean after staining foods. The panel below shows their notes. For its catalog report, the company wants one statement that is objective — free of personal bias — and supported by the notes on both criteria.

Salma’s noteXander’s note
Push test: Board 1 slid 6 cm across the counter; Board 2 slid 1 cm.Push test: Board 1 slid 5 cm; Board 2 slid 2 cm.
Rinse test: after chopping beets, Board 1 kept a pink stain; Board 2 rinsed clean.Rinse test: Board 1 showed a faint stain after rinsing; Board 2 showed none.
Board 2’s squared-off corners look clumsy to me.I find Board 1’s wood grain much prettier.

Which statement should the company use?

", "prompt_plain": "A kitchen-supply company asks two reviewers, Salma and Xander, to test two cutting-board designs against the same two criteria: the board must stay in place during use, and it must rinse clean after staining foods. The panel below shows their notes. For its catalog report, the company wants one statement that is objective — free of personal bias — and supported by the notes on both criteria. Salma’s note Xander’s note Push test: Board 1 slid 6 cm across the counter; Board 2 slid 1 cm. Push test: Board 1 slid 5 cm; Board 2 slid 2 cm. Rinse test: after chopping beets, Board 1 kept a pink stain; Board 2 rinsed clean. Rinse test: Board 1 showed a faint stain after rinsing; Board 2 showed none. Board 2’s squared-off corners look clumsy to me. I find Board 1’s wood grain much prettier. Which statement should the company use?", "context_html": "", "options": [ { "id": "cA1", "text": "Board 2 slid less and stained less than Board 1 in both reviewers’ tests.", "plain": "Board 2 slid less and stained less than Board 1 in both reviewers’ tests.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Board 2 looked more modern than Board 1 with its squared-off corner design.", "plain": "Board 2 looked more modern than Board 1 with its squared-off corner design.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Board 1 showed prettier wood grain than Board 2 in one reviewer’s notes.", "plain": "Board 1 showed prettier wood grain than Board 2 in one reviewer’s notes.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Board 2 proved more durable than Board 1 in both reviewers’ tests.", "plain": "Board 2 proved more durable than Board 1 in both reviewers’ tests.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 40, "item_id": "_d023755b-38a2-43d3-8b88-c0e28ab2e2f5", "type": "gap-match", "title": "The Design Cycle Wheel", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A classroom poster shows the design cycle as a wheel, as in Figure 1. Its five step spaces, numbered 1 through 5, are blank. Space 1 is the step a team does first after choosing a design problem, and the arrows show the direction the steps repeat in.

Figure 1. The Design-Cycle Wheel Poster

\"A

 

Drag each step card onto its numbered space so the wheel shows the steps of the design cycle in order.

", "prompt_plain": "A classroom poster shows the design cycle as a wheel, as in Figure 1. Its five step spaces, numbered 1 through 5, are blank. Space 1 is the step a team does first after choosing a design problem, and the arrows show the direction the steps repeat in. Figure 1. The Design-Cycle Wheel Poster Drag each step card onto its numbered space so the wheel shows the steps of the design cycle in order.", "context_html": "", "options": [ { "id": "tokTest", "text": "test the model", "plain": "test the model", "correct": false, "kind": "gap-token" }, { "id": "tokRev", "text": "revise the design", "plain": "revise the design", "correct": false, "kind": "gap-token" }, { "id": "tokProp", "text": "propose a solution", "plain": "propose a solution", "correct": false, "kind": "gap-token" }, { "id": "tokAnal", "text": "analyze the results", "plain": "analyze the results", "correct": false, "kind": "gap-token" }, { "id": "tokBuild", "text": "build a model", "plain": "build a model", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-28/images/slot40_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokProp gSp1", "tokBuild gSp2", "tokTest gSp3", "tokAnal gSp4", "tokRev gSp5" ] }, "n_options": 5 } ] }, { "form": "G6.29", "grade": "G6", "title": "Alpha Standardized Science G6.29", "test_id": "_test-feaddb73-b6dc-4282-b5fc-54d1011bf5e2", "n_items": 40, "n_stimuli": 11, "stimuli": { "_fd03db2d-7ee0-4467-b87b-765962419231": { "title": "Farm-Share Box Gasket Test", "html": "

Farm-Share Box Gasket Test

A farm share delivers boxes of cold food to customers’ porches. Each insulated box has a soft gasket that seals the lid shut. A crew tested three gasket materials in the same box. For each gasket, they measured how many hours the inside stayed below 4°C on a warm porch. They also recorded the force needed to close the lid fully and how many weeks each gasket lasted before wearing out. Table 1 shows the results.

Table 1. Lid-Gasket Test Results

GasketMaterialHours the box stayed below 4°CForce needed to close the lid fullyWeeks before the gasket must be replaced
Gasket 1Felt strip11Light push20
Gasket 2Hollow foam rubber26Firm press with both hands6
Gasket 3Solid silicone19Light push32
" }, "_13fdbd88-e30a-4730-8b3b-245386d1d8c6": { "title": "Woodlot Grouse Survey", "html": "

Woodlot Grouse Survey

A wildlife crew has surveyed an aspen woodlot every five years since 1995. Each spring survey counts ruffed grouse, a ground bird of the woodlot, and northern goshawks, the hawks that hunt the grouse. Table 1 shows the grouse counts. Figure 1 shows the goshawk counts across the same years. The crew never hunted or removed birds during the study, and no disease was recorded.

Table 1. Ruffed-Grouse Spring Counts

YearGrouse counted
199518
200030
200552
201078
201588
202060
202534

Figure 1. Goshawk Spring Counts

\"Line

" }, "_a0f60a85-44cf-47fa-a153-92e6babb8ceb": { "title": "Bog-Pond Winter Kill", "html": "

Bog-Pond Winter Kill

A county biologist studies a small bog pond. In summer the pond’s producers - underwater plants and algae - make food using sunlight and add oxygen to the water. The pond’s fish, insects, and decomposers use oxygen in the water all year. Last December, thick ice sealed the pond’s surface, and heavy snow covered the ice until March. A sensor under the ice recorded the water’s oxygen level all winter (Figure 1). In March, the biologist found dead fish along the melting ice edge. Figure 2 shows the pond’s matter-cycling loop with two boxes left empty.

Figure 1. Oxygen in the Pond Water

\"Line

Figure 2. The Pond’s Matter-Cycling Loop

\"A

" }, "_d7ae4330-12e8-48da-ae85-a5f04bcd2e84": { "title": "Backstage Caster Check", "html": "

Backstage Caster Check

Before a show, Marta checks the rolling racks backstage. The costume rack is fully loaded and has a total mass of 80 kilograms. The garment rack is empty and has a mass of 20 kilograms. Marta parks the two racks back-to-back on the level backstage floor. Between them she fits a spring plate. A latch holds the plate's spring squeezed. A scale on the plate shows the strength of the plate's push on each side. Figure 1 shows the setup.

Figure 1. The Backstage Setup

\"Two

Marta releases the latch and writes four notes:

1. The scale read 40 newtons just before the release.

2. Both racks began rolling at the same moment, in opposite directions.

3. The empty garment rack rolled 2.0 meters before stopping.

4. The loaded costume rack rolled 0.5 meters before stopping.

" }, "_71300334-11d8-4b4c-93e3-e75942f34a5c": { "title": "Household-Formula Kit Check", "html": "

Household-Formula Kit Check

A bench card in the science room lists four household products. For each product, the card gives the chemical formula of its main substance (Table 1). Beside the card sits a molecule-model kit tray. In the kit, a black ball stands for a carbon atom, and a white ball stands for a hydrogen atom. Thora uses the kit to build a model of one molecule of methane, the stove gas listed on the card. Figure 1 shows Thora's model beside the kit tray.

Table 1. Household Products and Formulas

ProductMain substanceChemical formula
Drinking waterwaterH2O
Table saltsodium chlorideNaCl
Stove gasmethaneCH4
Table sugarsucroseC12H22O11

Figure 1. Thora’s Model and the Kit Tray

\"An

" }, "_2c2e80a6-584b-420a-bcae-329d2805dc6c": { "title": "Iguanas in Cold Water", "html": "

Iguanas in Cold Water

A field guide describes marine iguanas living on rocky islands at the equator. The iguanas dive from shore to graze on algae growing underwater on the rocks. Visitors expect warm water at the equator, but the shore water is surprisingly cold. Mornings on the shore are often cool and foggy. Figure 1 is the guide’s map of the ocean current that flows past the islands. Table 1 gives surface water temperatures measured along the current’s path. Ocean water outside the current, at the same latitude as the islands, measures about 27°C.

Figure 1. The Ocean Current

\"Map

Table 1. Water Temperature Along the Current

Location along the currentLatitudeSurface water temperature (°C)
Start, along the southern coast40°S12
Middle of the current20°S15
At the islands0° (equator)17
" }, "_1eef87d4-669e-4f85-8c55-b32d133d8b78": { "title": "Cat-Hutch Winterizing Work Order", "html": "

Cat-Hutch Winterizing Work Order

An animal shelter keeps a wooden cat hutch outdoors under a porch. A volunteer crew receives a work order to winterize the hutch before the cold season. The work order lists two performance goals (Table 1). It also sets three limits: materials may cost no more than $40, the work must finish in one afternoon, and the hutch’s outside size cannot change. Table 2 lists the modifications the crew is considering.

Table 1. Performance Goals

GoalHow success is measured
Hold warmthOn a cold night, inside air stays at least 10°C warmer than outside air
Easy cleaningA volunteer can wipe out the sleeping area in less than 5 minutes

Table 2. Modification Options

ModificationMain change
Glue thick foam panels to the inside walls and ceilingInside walls become soft, spongy foam full of tiny holes; the inside space gets slightly smaller
Cut a second doorway in the back wallThe hutch has two openings instead of one
Replace the cloth bedding with a smooth plastic trayThe floor becomes hard, smooth plastic
Paint the outside walls a dark colorThe outside becomes dark instead of light gray
" }, "_f357ea04-4e52-4896-beae-7aed94c1de66": { "title": "Pine Marten Relocation Notice", "html": "

Pine Marten Relocation Notice

A state wildlife agency posted this notice at the trailhead of a conifer forest stand.

\"In March, our crew moved all 12 of this stand's pine martens to a distant national forest. The move is part of a project to rebuild marten numbers there. Our veterinarian confirmed the martens were healthy when they were moved. In this stand, pine martens hunted red squirrels and gray jays. Red squirrels and gray jays both feed mostly on conifer seeds. Both species raise their young in this stand each spring. Table 1 shows our counts from the week before the move.\"

Table 1. Counts Before the Move

AnimalNumber counted
Pine marten12
Red squirrel90
Gray jay60
" }, "_27f65871-3edb-4cd7-932b-312328c7a905": { "title": "Skylight Glazing Test", "html": "

Skylight Glazing Test

An office building is replacing the glazing, the clear panes, in the skylight above its reading room. A facilities team tests four glazing samples with a light meter. For each sample, the team records the percent of light the pane reflects and the percent it absorbs. All light that strikes a pane is reflected, absorbed, or transmitted (passes through). The team must meet two requirements. First, a sample must transmit at least 50 percent of the light so the room stays bright. Second, a sample may absorb no more than 20 percent of the light. Absorbed light becomes thermal energy in the pane and warms the room unevenly. Table 1 shows the light-meter results.

Table 1. Light-Meter Results

Glazing samplePercent of light reflectedPercent of light absorbed
Sample 145%15%
Sample 252%18%
Sample 322%13%
Sample 44%26%
" }, "_2874841e-f916-4a97-9a4b-d7cc71a30d41": { "title": "Asteroid Mission Briefing", "html": "

Asteroid Mission Briefing

Mission planners are choosing one of three small asteroids for a spacecraft to visit. All three asteroids orbit the Sun in the asteroid belt. A moonlet is a very small moon that can orbit a larger body, such as an asteroid. Table 1 lists the measurements telescopes have gathered so far.

Table 1. Candidate Asteroids

MeasurementAsteroid 1Asteroid 2Asteroid 3
Mass (trillions of kilograms)33003
Diameter (kilometers)142230
Average distance from the Sun (millions of kilometers)330390420
Moonlets discovered000
" }, "_c6bec642-f7a3-4775-958d-a58cef0adfb6": { "title": "Winter-Storm Watch Desk", "html": "

Winter-Storm Watch Desk

A weather station in Great Falls, Montana, is tracking a winter storm system moving toward the region. The station’s barometer measures air pressure in inches of mercury (in. Hg). Table 1 shows the station’s morning readings for four days. The forecast desk uses the readings to track how close the storm system is.

Table 1. Morning Station Readings

DayAir pressure (in. Hg)Air temperature (°C)Wind speed (km/h)
Monday30.42-310
Tuesday30.18-114
Wednesday29.86122
Thursday29.51031
" } }, "questions": [ { "n": 1, "item_id": "_e6d73c0b-f2a3-4119-acc6-44779dbca12f", "type": "choice", "title": "Cat Hutch — Warmth Modification", "standards": [ "MS-ETS1-4" ], "prompt_html": "

The crew decides to meet the hold-warmth goal first.

Which modification best meets the hold-warmth goal, and which side effect should the crew expect?

", "prompt_plain": "The crew decides to meet the hold-warmth goal first. Which modification best meets the hold-warmth goal, and which side effect should the crew expect?", "context_html": "", "options": [ { "id": "cA1", "text": "Glue foam panels to the inside walls; the sleeping space will get smaller and harder to wipe out.", "plain": "Glue foam panels to the inside walls; the sleeping space will get smaller and harder to wipe out.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Paint the outside walls a dark color; the paint may peel and need a new coat each season.", "plain": "Paint the outside walls a dark color; the paint may peel and need a new coat each season.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Replace the cloth bedding with a plastic tray; the smooth tray will also wipe clean in seconds.", "plain": "Replace the cloth bedding with a plastic tray; the smooth tray will also wipe clean in seconds.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Cut a second doorway in the back wall; the fresh moving air will also keep the bedding drier.", "plain": "Cut a second doorway in the back wall; the fresh moving air will also keep the bedding drier.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1eef87d4-669e-4f85-8c55-b32d133d8b78" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Cat-Hutch Winterizing Work Order

An animal shelter keeps a wooden cat hutch outdoors under a porch. A volunteer crew receives a work order to winterize the hutch before the cold season. The work order lists two performance goals (Table 1). It also sets three limits: materials may cost no more than $40, the work must finish in one afternoon, and the hutch’s outside size cannot change. Table 2 lists the modifications the crew is considering.

Table 1. Performance Goals

GoalHow success is measured
Hold warmthOn a cold night, inside air stays at least 10°C warmer than outside air
Easy cleaningA volunteer can wipe out the sleeping area in less than 5 minutes

Table 2. Modification Options

ModificationMain change
Glue thick foam panels to the inside walls and ceilingInside walls become soft, spongy foam full of tiny holes; the inside space gets slightly smaller
Cut a second doorway in the back wallThe hutch has two openings instead of one
Replace the cloth bedding with a smooth plastic trayThe floor becomes hard, smooth plastic
Paint the outside walls a dark colorThe outside becomes dark instead of light gray
", "passage_plain": "Cat-Hutch Winterizing Work Order An animal shelter keeps a wooden cat hutch outdoors under a porch. A volunteer crew receives a work order to winterize the hutch before the cold season. The work order lists two performance goals (Table 1). It also sets three limits: materials may cost no more than $40, the work must finish in one afternoon, and the hutch’s outside size cannot change. Table 2 lists the modifications the crew is considering. Table 1. Performance Goals Goal How success is measured Hold warmth On a cold night, inside air stays at least 10°C warmer than outside air Easy cleaning A volunteer can wipe out the sleeping area in less than 5 minutes Table 2. Modification Options Modification Main change Glue thick foam panels to the inside walls and ceiling Inside walls become soft, spongy foam full of tiny holes; the inside space gets slightly smaller Cut a second doorway in the back wall The hutch has two openings instead of one Replace the cloth bedding with a smooth plastic tray The floor becomes hard, smooth plastic Paint the outside walls a dark color The outside becomes dark instead of light gray" }, { "n": 2, "item_id": "_fb39a5ee-8d92-47ed-a4fe-c279075f563e", "type": "choice", "title": "Cat Hutch — Design Problem", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Before choosing any modification, the crew writes down the design problem.

Which statement best defines the design problem in the work order?

", "prompt_plain": "Before choosing any modification, the crew writes down the design problem. Which statement best defines the design problem in the work order?", "context_html": "", "options": [ { "id": "cA2", "text": "Build the warmest possible cat hutch, because keeping the cat warm matters more than the spending and size limits.", "plain": "Build the warmest possible cat hutch, because keeping the cat warm matters more than the spending and size limits.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Spend the $40 materials budget on the best supplies available, and then decide which goals those supplies can meet.", "plain": "Spend the $40 materials budget on the best supplies available, and then decide which goals those supplies can meet.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "Modify the hutch so it holds warmth and stays easy to clean, while meeting the cost, time, and size limits.", "plain": "Modify the hutch so it holds warmth and stays easy to clean, while meeting the cost, time, and size limits.", "correct": true, "kind": "choice" }, { "id": "cD2", "text": "Pick the modification the crew can install the fastest, because the work order says everything must finish in one afternoon.", "plain": "Pick the modification the crew can install the fastest, because the work order says everything must finish in one afternoon.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1eef87d4-669e-4f85-8c55-b32d133d8b78" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC2" ] }, "n_options": 4, "passage_html": "

Cat-Hutch Winterizing Work Order

An animal shelter keeps a wooden cat hutch outdoors under a porch. A volunteer crew receives a work order to winterize the hutch before the cold season. The work order lists two performance goals (Table 1). It also sets three limits: materials may cost no more than $40, the work must finish in one afternoon, and the hutch’s outside size cannot change. Table 2 lists the modifications the crew is considering.

Table 1. Performance Goals

GoalHow success is measured
Hold warmthOn a cold night, inside air stays at least 10°C warmer than outside air
Easy cleaningA volunteer can wipe out the sleeping area in less than 5 minutes

Table 2. Modification Options

ModificationMain change
Glue thick foam panels to the inside walls and ceilingInside walls become soft, spongy foam full of tiny holes; the inside space gets slightly smaller
Cut a second doorway in the back wallThe hutch has two openings instead of one
Replace the cloth bedding with a smooth plastic trayThe floor becomes hard, smooth plastic
Paint the outside walls a dark colorThe outside becomes dark instead of light gray
", "passage_plain": "Cat-Hutch Winterizing Work Order An animal shelter keeps a wooden cat hutch outdoors under a porch. A volunteer crew receives a work order to winterize the hutch before the cold season. The work order lists two performance goals (Table 1). It also sets three limits: materials may cost no more than $40, the work must finish in one afternoon, and the hutch’s outside size cannot change. Table 2 lists the modifications the crew is considering. Table 1. Performance Goals Goal How success is measured Hold warmth On a cold night, inside air stays at least 10°C warmer than outside air Easy cleaning A volunteer can wipe out the sleeping area in less than 5 minutes Table 2. Modification Options Modification Main change Glue thick foam panels to the inside walls and ceiling Inside walls become soft, spongy foam full of tiny holes; the inside space gets slightly smaller Cut a second doorway in the back wall The hutch has two openings instead of one Replace the cloth bedding with a smooth plastic tray The floor becomes hard, smooth plastic Paint the outside walls a dark color The outside becomes dark instead of light gray" }, { "n": 3, "item_id": "_46fde95b-c3ef-42c6-bad2-e322ffc84eba", "type": "choice", "title": "Farm-Share Box — Best Insulator", "standards": [ "MS-PS3-3" ], "prompt_html": "

Look at Table 1.

Which gasket does the best job of limiting the flow of thermal energy into the box?

", "prompt_plain": "Look at Table 1. Which gasket does the best job of limiting the flow of thermal energy into the box?", "context_html": "", "options": [ { "id": "cA3", "text": "Gasket 1, because its lid closes fully with only a light push.", "plain": "Gasket 1, because its lid closes fully with only a light push.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Gasket 2, because the box stayed below 4°C for the most hours.", "plain": "Gasket 2, because the box stayed below 4°C for the most hours.", "correct": true, "kind": "choice" }, { "id": "cC3", "text": "Gasket 3, because it lasts the most weeks before it needs replacement.", "plain": "Gasket 3, because it lasts the most weeks before it needs replacement.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Gasket 3, because it combines a long hold time with the longest-lasting seal.", "plain": "Gasket 3, because it combines a long hold time with the longest-lasting seal.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fd03db2d-7ee0-4467-b87b-765962419231" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB3" ] }, "n_options": 4, "passage_html": "

Farm-Share Box Gasket Test

A farm share delivers boxes of cold food to customers’ porches. Each insulated box has a soft gasket that seals the lid shut. A crew tested three gasket materials in the same box. For each gasket, they measured how many hours the inside stayed below 4°C on a warm porch. They also recorded the force needed to close the lid fully and how many weeks each gasket lasted before wearing out. Table 1 shows the results.

Table 1. Lid-Gasket Test Results

GasketMaterialHours the box stayed below 4°CForce needed to close the lid fullyWeeks before the gasket must be replaced
Gasket 1Felt strip11Light push20
Gasket 2Hollow foam rubber26Firm press with both hands6
Gasket 3Solid silicone19Light push32
", "passage_plain": "Farm-Share Box Gasket Test A farm share delivers boxes of cold food to customers’ porches. Each insulated box has a soft gasket that seals the lid shut. A crew tested three gasket materials in the same box. For each gasket, they measured how many hours the inside stayed below 4°C on a warm porch. They also recorded the force needed to close the lid fully and how many weeks each gasket lasted before wearing out. Table 1 shows the results. Table 1. Lid-Gasket Test Results Gasket Material Hours the box stayed below 4°C Force needed to close the lid fully Weeks before the gasket must be replaced Gasket 1 Felt strip 11 Light push 20 Gasket 2 Hollow foam rubber 26 Firm press with both hands 6 Gasket 3 Solid silicone 19 Light push 32" }, { "n": 4, "item_id": "_f01876b4-90e5-4734-b615-936f42808e0a", "type": "choice", "title": "Farm-Share Box — Gasket Trade-Offs", "standards": [ "MS-PS3-3" ], "prompt_html": "

The farm share picks the gasket that keeps the box cold for the most hours.

Choose the TWO statements that the test results in Table 1 support about this choice.

", "prompt_plain": "The farm share picks the gasket that keeps the box cold for the most hours. Choose the TWO statements that the test results in Table 1 support about this choice.", "context_html": "", "options": [ { "id": "cA4", "text": "The crew will replace the chosen gasket more often than either of the other gaskets.", "plain": "The crew will replace the chosen gasket more often than either of the other gaskets.", "correct": true, "kind": "choice" }, { "id": "cB4", "text": "The chosen gasket will keep its seal for more weeks than Gasket 3 will.", "plain": "The chosen gasket will keep its seal for more weeks than Gasket 3 will.", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "Closing the lid fully takes more force with the chosen gasket than with the other gaskets.", "plain": "Closing the lid fully takes more force with the chosen gasket than with the other gaskets.", "correct": true, "kind": "choice" }, { "id": "cD4", "text": "The chosen gasket holds the cold longest because it wears out the most quickly.", "plain": "The chosen gasket holds the cold longest because it wears out the most quickly.", "correct": false, "kind": "choice" }, { "id": "cE4", "text": "The box stays cold because the chosen gasket slowly adds cold to the inside air.", "plain": "The box stays cold because the chosen gasket slowly adds cold to the inside air.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fd03db2d-7ee0-4467-b87b-765962419231" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA4", "cC4" ] }, "n_options": 5, "passage_html": "

Farm-Share Box Gasket Test

A farm share delivers boxes of cold food to customers’ porches. Each insulated box has a soft gasket that seals the lid shut. A crew tested three gasket materials in the same box. For each gasket, they measured how many hours the inside stayed below 4°C on a warm porch. They also recorded the force needed to close the lid fully and how many weeks each gasket lasted before wearing out. Table 1 shows the results.

Table 1. Lid-Gasket Test Results

GasketMaterialHours the box stayed below 4°CForce needed to close the lid fullyWeeks before the gasket must be replaced
Gasket 1Felt strip11Light push20
Gasket 2Hollow foam rubber26Firm press with both hands6
Gasket 3Solid silicone19Light push32
", "passage_plain": "Farm-Share Box Gasket Test A farm share delivers boxes of cold food to customers’ porches. Each insulated box has a soft gasket that seals the lid shut. A crew tested three gasket materials in the same box. For each gasket, they measured how many hours the inside stayed below 4°C on a warm porch. They also recorded the force needed to close the lid fully and how many weeks each gasket lasted before wearing out. Table 1 shows the results. Table 1. Lid-Gasket Test Results Gasket Material Hours the box stayed below 4°C Force needed to close the lid fully Weeks before the gasket must be replaced Gasket 1 Felt strip 11 Light push 20 Gasket 2 Hollow foam rubber 26 Firm press with both hands 6 Gasket 3 Solid silicone 19 Light push 32" }, { "n": 5, "item_id": "_8ff42b80-d5ec-4d91-ab0d-7d3fd383842d", "type": "choice", "title": "Iguana Islands — Cold Shore Water", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Shore water at the islands is about 10°C colder than ocean water outside the current at the same latitude.

Which explanation of the cold shore water is best supported by Figure 1 and Table 1?

", "prompt_plain": "Shore water at the islands is about 10°C colder than ocean water outside the current at the same latitude. Which explanation of the cold shore water is best supported by Figure 1 and Table 1?", "context_html": "", "options": [ { "id": "cA5", "text": "Cold water rises from the deep ocean floor straight up to the surface at the islands.", "plain": "Cold water rises from the deep ocean floor straight up to the surface at the islands.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "Strong sea winds blowing across the open shore chill the surface water near the islands.", "plain": "Strong sea winds blowing across the open shore chill the surface water near the islands.", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "The current carries the islands’ warm surface water away toward the South Pole, leaving colder water behind.", "plain": "The current carries the islands’ warm surface water away toward the South Pole, leaving colder water behind.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "The current carries cold surface water from far south of the islands up the coast to their shores.", "plain": "The current carries cold surface water from far south of the islands up the coast to their shores.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2c2e80a6-584b-420a-bcae-329d2805dc6c" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD5" ] }, "n_options": 4, "passage_html": "

Iguanas in Cold Water

A field guide describes marine iguanas living on rocky islands at the equator. The iguanas dive from shore to graze on algae growing underwater on the rocks. Visitors expect warm water at the equator, but the shore water is surprisingly cold. Mornings on the shore are often cool and foggy. Figure 1 is the guide’s map of the ocean current that flows past the islands. Table 1 gives surface water temperatures measured along the current’s path. Ocean water outside the current, at the same latitude as the islands, measures about 27°C.

Figure 1. The Ocean Current

\"Map

Table 1. Water Temperature Along the Current

Location along the currentLatitudeSurface water temperature (°C)
Start, along the southern coast40°S12
Middle of the current20°S15
At the islands0° (equator)17
", "passage_plain": "Iguanas in Cold Water A field guide describes marine iguanas living on rocky islands at the equator. The iguanas dive from shore to graze on algae growing underwater on the rocks. Visitors expect warm water at the equator, but the shore water is surprisingly cold. Mornings on the shore are often cool and foggy. Figure 1 is the guide’s map of the ocean current that flows past the islands. Table 1 gives surface water temperatures measured along the current’s path. Ocean water outside the current, at the same latitude as the islands, measures about 27°C. Figure 1. The Ocean Current Table 1. Water Temperature Along the Current Location along the current Latitude Surface water temperature (°C) Start, along the southern coast 40°S 12 Middle of the current 20°S 15 At the islands 0° (equator) 17" }, { "n": 6, "item_id": "_e260f761-6b3b-4daf-8d49-474437cbb61e", "type": "hottext", "title": "Iguana Islands — Climate Page", "standards": [ "MS-ESS2-6" ], "prompt_html": "

The field guide’s climate page contains five draft sentences about the islands’ shore.

Select the ONE sentence that correctly explains why the shore is often cool and foggy.

", "prompt_plain": "The field guide’s climate page contains five draft sentences about the islands’ shore. Select the ONE sentence that correctly explains why the shore is often cool and foggy.", "context_html": "", "options": [ { "id": "hA6", "text": "The islands’ shore stays cool and foggy because equatorial land cannot store the Sun’s heat for long.", "plain": "The islands’ shore stays cool and foggy because equatorial land cannot store the Sun’s heat for long.", "correct": false, "kind": "hottext" }, { "id": "hB6", "text": "Mornings begin with fog because the cold shore water makes seawater evaporate into the air more quickly.", "plain": "Mornings begin with fog because the cold shore water makes seawater evaporate into the air more quickly.", "correct": false, "kind": "hottext" }, { "id": "hC6", "text": "Air above the cold current cools, its water vapor condenses into fog, and the shore stays cool.", "plain": "Air above the cold current cools, its water vapor condenses into fog, and the shore stays cool.", "correct": true, "kind": "hottext" }, { "id": "hD6", "text": "The shore stays cool because the islands receive weaker sunlight than other places along the equator.", "plain": "The shore stays cool because the islands receive weaker sunlight than other places along the equator.", "correct": false, "kind": "hottext" }, { "id": "hE6", "text": "The current chills the beach rocks at night, and the rocks release the stored cold back all day.", "plain": "The current chills the beach rocks at night, and the rocks release the stored cold back all day.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_2c2e80a6-584b-420a-bcae-329d2805dc6c" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC6" ] }, "n_options": 5, "passage_html": "

Iguanas in Cold Water

A field guide describes marine iguanas living on rocky islands at the equator. The iguanas dive from shore to graze on algae growing underwater on the rocks. Visitors expect warm water at the equator, but the shore water is surprisingly cold. Mornings on the shore are often cool and foggy. Figure 1 is the guide’s map of the ocean current that flows past the islands. Table 1 gives surface water temperatures measured along the current’s path. Ocean water outside the current, at the same latitude as the islands, measures about 27°C.

Figure 1. The Ocean Current

\"Map

Table 1. Water Temperature Along the Current

Location along the currentLatitudeSurface water temperature (°C)
Start, along the southern coast40°S12
Middle of the current20°S15
At the islands0° (equator)17
", "passage_plain": "Iguanas in Cold Water A field guide describes marine iguanas living on rocky islands at the equator. The iguanas dive from shore to graze on algae growing underwater on the rocks. Visitors expect warm water at the equator, but the shore water is surprisingly cold. Mornings on the shore are often cool and foggy. Figure 1 is the guide’s map of the ocean current that flows past the islands. Table 1 gives surface water temperatures measured along the current’s path. Ocean water outside the current, at the same latitude as the islands, measures about 27°C. Figure 1. The Ocean Current Table 1. Water Temperature Along the Current Location along the current Latitude Surface water temperature (°C) Start, along the southern coast 40°S 12 Middle of the current 20°S 15 At the islands 0° (equator) 17" }, { "n": 7, "item_id": "_ba1557c1-f498-4dad-9923-01cb70823453", "type": "choice", "title": "Woodlot Survey — Grouse Graph", "standards": [ "MS-LS2-1" ], "prompt_html": "

Look at Table 1.

\"Four

Which graph best shows how the grouse count changed from 1995 to 2025?

", "prompt_plain": "Look at Table 1. Which graph best shows how the grouse count changed from 1995 to 2025?", "context_html": "", "options": [ { "id": "cA7", "text": "Graph A", "plain": "Graph A", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "Graph B", "plain": "Graph B", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "Graph C", "plain": "Graph C", "correct": true, "kind": "choice" }, { "id": "cD7", "text": "Graph D", "plain": "Graph D", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot07-item.png" ], "stimulus_ids": [ "_13fdbd88-e30a-4730-8b3b-245386d1d8c6" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC7" ] }, "n_options": 4, "passage_html": "

Woodlot Grouse Survey

A wildlife crew has surveyed an aspen woodlot every five years since 1995. Each spring survey counts ruffed grouse, a ground bird of the woodlot, and northern goshawks, the hawks that hunt the grouse. Table 1 shows the grouse counts. Figure 1 shows the goshawk counts across the same years. The crew never hunted or removed birds during the study, and no disease was recorded.

Table 1. Ruffed-Grouse Spring Counts

YearGrouse counted
199518
200030
200552
201078
201588
202060
202534

Figure 1. Goshawk Spring Counts

\"Line

", "passage_plain": "Woodlot Grouse Survey A wildlife crew has surveyed an aspen woodlot every five years since 1995. Each spring survey counts ruffed grouse, a ground bird of the woodlot, and northern goshawks, the hawks that hunt the grouse. Table 1 shows the grouse counts. Figure 1 shows the goshawk counts across the same years. The crew never hunted or removed birds during the study, and no disease was recorded. Table 1. Ruffed-Grouse Spring Counts Year Grouse counted 1995 18 2000 30 2005 52 2010 78 2015 88 2020 60 2025 34 Figure 1. Goshawk Spring Counts" }, { "n": 8, "item_id": "_17cf3ee8-037f-4a39-a30c-14dc158b9a65", "type": "choice", "title": "Woodlot Survey — Goshawk Decline", "standards": [ "MS-LS2-1" ], "prompt_html": "

After 2020, the goshawk count in Figure 1 fell.

Based on Table 1 and Figure 1, which statement best explains why the goshawk count fell?

", "prompt_plain": "After 2020, the goshawk count in Figure 1 fell. Based on Table 1 and Figure 1, which statement best explains why the goshawk count fell?", "context_html": "", "options": [ { "id": "cA8", "text": "Fewer grouse were left to hunt, so the woodlot could feed fewer goshawks.", "plain": "Fewer grouse were left to hunt, so the woodlot could feed fewer goshawks.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "The goshawk population had grown older and raised too few new chicks.", "plain": "The goshawk population had grown older and raised too few new chicks.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Unusually cold winters after 2020 killed many of the woodlot’s goshawks.", "plain": "Unusually cold winters after 2020 killed many of the woodlot’s goshawks.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The grouse began competing with the goshawks for the same food supply.", "plain": "The grouse began competing with the goshawks for the same food supply.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_13fdbd88-e30a-4730-8b3b-245386d1d8c6" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA8" ] }, "n_options": 4, "passage_html": "

Woodlot Grouse Survey

A wildlife crew has surveyed an aspen woodlot every five years since 1995. Each spring survey counts ruffed grouse, a ground bird of the woodlot, and northern goshawks, the hawks that hunt the grouse. Table 1 shows the grouse counts. Figure 1 shows the goshawk counts across the same years. The crew never hunted or removed birds during the study, and no disease was recorded.

Table 1. Ruffed-Grouse Spring Counts

YearGrouse counted
199518
200030
200552
201078
201588
202060
202534

Figure 1. Goshawk Spring Counts

\"Line

", "passage_plain": "Woodlot Grouse Survey A wildlife crew has surveyed an aspen woodlot every five years since 1995. Each spring survey counts ruffed grouse, a ground bird of the woodlot, and northern goshawks, the hawks that hunt the grouse. Table 1 shows the grouse counts. Figure 1 shows the goshawk counts across the same years. The crew never hunted or removed birds during the study, and no disease was recorded. Table 1. Ruffed-Grouse Spring Counts Year Grouse counted 1995 18 2000 30 2005 52 2010 78 2015 88 2020 60 2025 34 Figure 1. Goshawk Spring Counts" }, { "n": 9, "item_id": "_79e44bb4-4a2e-4d3e-877f-f8d884aca0fa", "type": "choice", "title": "Winter-Storm Watch (Part A)", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part A

Look at Table 1.

Based on the four days of readings, on which day is the storm system most likely closest to Great Falls?

", "prompt_plain": "Part A Look at Table 1. Based on the four days of readings, on which day is the storm system most likely closest to Great Falls?", "context_html": "", "options": [ { "id": "cA9", "text": "Monday", "plain": "Monday", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "Tuesday", "plain": "Tuesday", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "Wednesday", "plain": "Wednesday", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "Thursday", "plain": "Thursday", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c6bec642-f7a3-4775-958d-a58cef0adfb6" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD9" ] }, "n_options": 4, "passage_html": "

Winter-Storm Watch Desk

A weather station in Great Falls, Montana, is tracking a winter storm system moving toward the region. The station’s barometer measures air pressure in inches of mercury (in. Hg). Table 1 shows the station’s morning readings for four days. The forecast desk uses the readings to track how close the storm system is.

Table 1. Morning Station Readings

DayAir pressure (in. Hg)Air temperature (°C)Wind speed (km/h)
Monday30.42-310
Tuesday30.18-114
Wednesday29.86122
Thursday29.51031
", "passage_plain": "Winter-Storm Watch Desk A weather station in Great Falls, Montana, is tracking a winter storm system moving toward the region. The station’s barometer measures air pressure in inches of mercury (in. Hg). Table 1 shows the station’s morning readings for four days. The forecast desk uses the readings to track how close the storm system is. Table 1. Morning Station Readings Day Air pressure (in. Hg) Air temperature (°C) Wind speed (km/h) Monday 30.42 -3 10 Tuesday 30.18 -1 14 Wednesday 29.86 1 22 Thursday 29.51 0 31" }, { "n": 10, "item_id": "_457f4cb5-fb43-4096-b4e3-89f3e64c4a9c", "type": "choice", "title": "Winter-Storm Watch (Part B)", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part B

Which pattern in Table 1 best supports your answer from Part A about when the storm system is closest?

", "prompt_plain": "Part B Which pattern in Table 1 best supports your answer from Part A about when the storm system is closest?", "context_html": "", "options": [ { "id": "cA10", "text": "The air temperature on Thursday was three degrees higher than it was on Monday.", "plain": "The air temperature on Thursday was three degrees higher than it was on Monday.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "The air pressure fell every day to its lowest value on Thursday while the wind kept strengthening.", "plain": "The air pressure fell every day to its lowest value on Thursday while the wind kept strengthening.", "correct": true, "kind": "choice" }, { "id": "cC10", "text": "The wind speed on Monday morning was the lowest single reading of the week.", "plain": "The wind speed on Monday morning was the lowest single reading of the week.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "The air pressure reading on Tuesday was higher than the reading on Wednesday.", "plain": "The air pressure reading on Tuesday was higher than the reading on Wednesday.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c6bec642-f7a3-4775-958d-a58cef0adfb6" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB10" ] }, "n_options": 4, "passage_html": "

Winter-Storm Watch Desk

A weather station in Great Falls, Montana, is tracking a winter storm system moving toward the region. The station’s barometer measures air pressure in inches of mercury (in. Hg). Table 1 shows the station’s morning readings for four days. The forecast desk uses the readings to track how close the storm system is.

Table 1. Morning Station Readings

DayAir pressure (in. Hg)Air temperature (°C)Wind speed (km/h)
Monday30.42-310
Tuesday30.18-114
Wednesday29.86122
Thursday29.51031
", "passage_plain": "Winter-Storm Watch Desk A weather station in Great Falls, Montana, is tracking a winter storm system moving toward the region. The station’s barometer measures air pressure in inches of mercury (in. Hg). Table 1 shows the station’s morning readings for four days. The forecast desk uses the readings to track how close the storm system is. Table 1. Morning Station Readings Day Air pressure (in. Hg) Air temperature (°C) Wind speed (km/h) Monday 30.42 -3 10 Tuesday 30.18 -1 14 Wednesday 29.86 1 22 Thursday 29.51 0 31" }, { "n": 11, "item_id": "_6e8f1afb-ad62-490e-a0f6-512fe020ee8d", "type": "choice", "title": "Asteroid Moonlet Search", "standards": [ "MS-ESS1-3" ], "prompt_html": "

The planners want to start a moonlet search at the asteroid whose own gravity pulls hardest on nearby objects.

Look at Table 1. Which asteroid should the planners choose, and why?

", "prompt_plain": "The planners want to start a moonlet search at the asteroid whose own gravity pulls hardest on nearby objects. Look at Table 1. Which asteroid should the planners choose, and why?", "context_html": "", "options": [ { "id": "cA11", "text": "Asteroid 1, because it orbits closest to the Sun, so the Sun’s gravity helps it hold a moonlet.", "plain": "Asteroid 1, because it orbits closest to the Sun, so the Sun’s gravity helps it hold a moonlet.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Asteroid 2, because it is by far the most massive of the three, giving the strongest pull.", "plain": "Asteroid 2, because it is by far the most massive of the three, giving the strongest pull.", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "Asteroid 3, because it has the largest diameter, and a wider surface produces a stronger pull.", "plain": "Asteroid 3, because it has the largest diameter, and a wider surface produces a stronger pull.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "Asteroid 3, because a magnetic pull, not gravity, is what holds a small moonlet near an asteroid.", "plain": "Asteroid 3, because a magnetic pull, not gravity, is what holds a small moonlet near an asteroid.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2874841e-f916-4a97-9a4b-d7cc71a30d41" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB11" ] }, "n_options": 4, "passage_html": "

Asteroid Mission Briefing

Mission planners are choosing one of three small asteroids for a spacecraft to visit. All three asteroids orbit the Sun in the asteroid belt. A moonlet is a very small moon that can orbit a larger body, such as an asteroid. Table 1 lists the measurements telescopes have gathered so far.

Table 1. Candidate Asteroids

MeasurementAsteroid 1Asteroid 2Asteroid 3
Mass (trillions of kilograms)33003
Diameter (kilometers)142230
Average distance from the Sun (millions of kilometers)330390420
Moonlets discovered000
", "passage_plain": "Asteroid Mission Briefing Mission planners are choosing one of three small asteroids for a spacecraft to visit. All three asteroids orbit the Sun in the asteroid belt. A moonlet is a very small moon that can orbit a larger body, such as an asteroid. Table 1 lists the measurements telescopes have gathered so far. Table 1. Candidate Asteroids Measurement Asteroid 1 Asteroid 2 Asteroid 3 Mass (trillions of kilograms) 3 300 3 Diameter (kilometers) 14 22 30 Average distance from the Sun (millions of kilometers) 330 390 420 Moonlets discovered 0 0 0" }, { "n": 12, "item_id": "_4ec21127-7859-44d8-a6b7-bdabfb19771d", "type": "choice", "title": "Asteroid Briefing Statements", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Look at Table 1. Choose the TWO statements that the measurements support.

", "prompt_plain": "Look at Table 1. Choose the TWO statements that the measurements support.", "context_html": "", "options": [ { "id": "cA12", "text": "Asteroid 2 has about 100 times the mass of each of the other asteroids.", "plain": "Asteroid 2 has about 100 times the mass of each of the other asteroids.", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "The asteroid with the largest diameter is also the asteroid with the largest mass.", "plain": "The asteroid with the largest diameter is also the asteroid with the largest mass.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "No moonlet has been discovered yet in orbit around any of the asteroids.", "plain": "No moonlet has been discovered yet in orbit around any of the asteroids.", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "Asteroid 1 and Asteroid 3 have the same size because their masses are equal.", "plain": "Asteroid 1 and Asteroid 3 have the same size because their masses are equal.", "correct": false, "kind": "choice" }, { "id": "cE12", "text": "Asteroid 2 orbits farther from the Sun than either of the other asteroids.", "plain": "Asteroid 2 orbits farther from the Sun than either of the other asteroids.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2874841e-f916-4a97-9a4b-d7cc71a30d41" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA12", "cC12" ] }, "n_options": 5, "passage_html": "

Asteroid Mission Briefing

Mission planners are choosing one of three small asteroids for a spacecraft to visit. All three asteroids orbit the Sun in the asteroid belt. A moonlet is a very small moon that can orbit a larger body, such as an asteroid. Table 1 lists the measurements telescopes have gathered so far.

Table 1. Candidate Asteroids

MeasurementAsteroid 1Asteroid 2Asteroid 3
Mass (trillions of kilograms)33003
Diameter (kilometers)142230
Average distance from the Sun (millions of kilometers)330390420
Moonlets discovered000
", "passage_plain": "Asteroid Mission Briefing Mission planners are choosing one of three small asteroids for a spacecraft to visit. All three asteroids orbit the Sun in the asteroid belt. A moonlet is a very small moon that can orbit a larger body, such as an asteroid. Table 1 lists the measurements telescopes have gathered so far. Table 1. Candidate Asteroids Measurement Asteroid 1 Asteroid 2 Asteroid 3 Mass (trillions of kilograms) 3 300 3 Diameter (kilometers) 14 22 30 Average distance from the Sun (millions of kilometers) 330 390 420 Moonlets discovered 0 0 0" }, { "n": 13, "item_id": "_0e7878bc-e2c9-4741-af84-1dbc73893e6f", "type": "choice", "title": "Coleus Chloroplast Counts", "standards": [ "MS-LS1-2" ], "prompt_html": "

A student uses a microscope to examine thin slices of a coleus plant. The student views many cells from a leaf and many cells from a stem of the same plant. Each card below shows one typical cell and the number of chloroplasts the student counted in it.

\"Two

Which claim about the coleus plant do the chloroplast counts best support?

", "prompt_plain": "A student uses a microscope to examine thin slices of a coleus plant. The student views many cells from a leaf and many cells from a stem of the same plant. Each card below shows one typical cell and the number of chloroplasts the student counted in it. Which claim about the coleus plant do the chloroplast counts best support?", "context_html": "", "options": [ { "id": "cA13", "text": "Its leaf cells make more of the plant’s food than its stem cells.", "plain": "Its leaf cells make more of the plant’s food than its stem cells.", "correct": true, "kind": "choice" }, { "id": "cB13", "text": "Its stem cells release more energy from food than its leaf cells.", "plain": "Its stem cells release more energy from food than its leaf cells.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Its leaf cells are much larger than its stem cells are.", "plain": "Its leaf cells are much larger than its stem cells are.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Its stem cells are no longer living parts of the plant.", "plain": "Its stem cells are no longer living parts of the plant.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot13.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_498f59da-09a1-457c-af56-1f8ecb93e186", "type": "choice", "title": "Student Cell Notes", "standards": [ "MS-LS1-1" ], "prompt_html": "

A student looked at a cell under a microscope and wrote these notes:

\"Shaped like a small box. A thick, stiff layer surrounds the outside of the thin cell membrane. One large sac filled with liquid takes up most of the inside. Many small green ovals sit around the sac. One nucleus sits near the edge. Rows of identical box-shaped cells are joined to this cell on every side.\"

Which type of cell did the student most likely describe?

", "prompt_plain": "A student looked at a cell under a microscope and wrote these notes: \"Shaped like a small box. A thick, stiff layer surrounds the outside of the thin cell membrane. One large sac filled with liquid takes up most of the inside. Many small green ovals sit around the sac. One nucleus sits near the edge. Rows of identical box-shaped cells are joined to this cell on every side.\" Which type of cell did the student most likely describe?", "context_html": "", "options": [ { "id": "cA14", "text": "a skin cell from an animal", "plain": "a skin cell from an animal", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "a one-celled organism from pond water", "plain": "a one-celled organism from pond water", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "a root cell from a plant", "plain": "a root cell from a plant", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "a leaf cell from a plant", "plain": "a leaf cell from a plant", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4 }, { "n": 15, "item_id": "_8eb7bd15-277f-4ac0-a950-0135fb207571", "type": "hottext", "title": "Winter Kill Explanation", "standards": [ "MS-LS2-3" ], "prompt_html": "

The draft report ends with five explanation sentences suggested by the biologist’s volunteers.

Select the ONE sentence that correctly explains the falling oxygen shown in Figure 1.

", "prompt_plain": "The draft report ends with five explanation sentences suggested by the biologist’s volunteers. Select the ONE sentence that correctly explains the falling oxygen shown in Figure 1.", "context_html": "", "options": [ { "id": "hA15", "text": "The ice pressed down on the pond and slowly squeezed the oxygen out of the water below.", "plain": "The ice pressed down on the pond and slowly squeezed the oxygen out of the water below.", "correct": false, "kind": "hottext" }, { "id": "hB15", "text": "The water became too cold to hold oxygen, because colder water keeps less oxygen than warmer water.", "plain": "The water became too cold to hold oxygen, because colder water keeps less oxygen than warmer water.", "correct": false, "kind": "hottext" }, { "id": "hC15", "text": "Snow-covered ice blocked much sunlight, so producers made less food and added less oxygen as organisms kept using it.", "plain": "Snow-covered ice blocked much sunlight, so producers made less food and added less oxygen as organisms kept using it.", "correct": true, "kind": "hottext" }, { "id": "hD15", "text": "The fish used up oxygen faster than usual, because fish need extra oxygen in winter to stay warm.", "plain": "The fish used up oxygen faster than usual, because fish need extra oxygen in winter to stay warm.", "correct": false, "kind": "hottext" }, { "id": "hE15", "text": "Less sunlight reached the pond water, so the water itself made less new oxygen while organisms kept using it.", "plain": "Less sunlight reached the pond water, so the water itself made less new oxygen while organisms kept using it.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_a0f60a85-44cf-47fa-a153-92e6babb8ceb" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC15" ] }, "n_options": 5, "passage_html": "

Bog-Pond Winter Kill

A county biologist studies a small bog pond. In summer the pond’s producers - underwater plants and algae - make food using sunlight and add oxygen to the water. The pond’s fish, insects, and decomposers use oxygen in the water all year. Last December, thick ice sealed the pond’s surface, and heavy snow covered the ice until March. A sensor under the ice recorded the water’s oxygen level all winter (Figure 1). In March, the biologist found dead fish along the melting ice edge. Figure 2 shows the pond’s matter-cycling loop with two boxes left empty.

Figure 1. Oxygen in the Pond Water

\"Line

Figure 2. The Pond’s Matter-Cycling Loop

\"A

", "passage_plain": "Bog-Pond Winter Kill A county biologist studies a small bog pond. In summer the pond’s producers - underwater plants and algae - make food using sunlight and add oxygen to the water. The pond’s fish, insects, and decomposers use oxygen in the water all year. Last December, thick ice sealed the pond’s surface, and heavy snow covered the ice until March. A sensor under the ice recorded the water’s oxygen level all winter (Figure 1). In March, the biologist found dead fish along the melting ice edge. Figure 2 shows the pond’s matter-cycling loop with two boxes left empty. Figure 1. Oxygen in the Pond Water Figure 2. The Pond’s Matter-Cycling Loop" }, { "n": 16, "item_id": "_8b0d2864-f17c-4620-b96f-b2e8c4cb9670", "type": "gap-match", "title": "Pond Matter Loop", "standards": [ "MS-LS2-3" ], "prompt_html": "

Look at Figure 2. Two boxes in the pond’s matter-cycling loop are empty.

 

Drag one tile into each box to complete the loop.

", "prompt_plain": "Look at Figure 2. Two boxes in the pond’s matter-cycling loop are empty. Drag one tile into each box to complete the loop.", "context_html": "", "options": [ { "id": "tok1", "text": "Nutrients", "plain": "Nutrients", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Sunlight", "plain": "Sunlight", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Decomposers", "plain": "Decomposers", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Heat", "plain": "Heat", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_a0f60a85-44cf-47fa-a153-92e6babb8ceb" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok3 G1", "tok1 G2" ] }, "n_options": 4, "passage_html": "

Bog-Pond Winter Kill

A county biologist studies a small bog pond. In summer the pond’s producers - underwater plants and algae - make food using sunlight and add oxygen to the water. The pond’s fish, insects, and decomposers use oxygen in the water all year. Last December, thick ice sealed the pond’s surface, and heavy snow covered the ice until March. A sensor under the ice recorded the water’s oxygen level all winter (Figure 1). In March, the biologist found dead fish along the melting ice edge. Figure 2 shows the pond’s matter-cycling loop with two boxes left empty.

Figure 1. Oxygen in the Pond Water

\"Line

Figure 2. The Pond’s Matter-Cycling Loop

\"A

", "passage_plain": "Bog-Pond Winter Kill A county biologist studies a small bog pond. In summer the pond’s producers - underwater plants and algae - make food using sunlight and add oxygen to the water. The pond’s fish, insects, and decomposers use oxygen in the water all year. Last December, thick ice sealed the pond’s surface, and heavy snow covered the ice until March. A sensor under the ice recorded the water’s oxygen level all winter (Figure 1). In March, the biologist found dead fish along the melting ice edge. Figure 2 shows the pond’s matter-cycling loop with two boxes left empty. Figure 1. Oxygen in the Pond Water Figure 2. The Pond’s Matter-Cycling Loop" }, { "n": 17, "item_id": "_0e388c2d-3e32-4ea1-8765-3fedf64cb86a", "type": "choice", "title": "Schoolyard Orbit Walk", "standards": [ "MS-ESS1-1" ], "prompt_html": "

A science class chalks a large circle on the schoolyard to model Earth’s path around the Sun. A yellow ball at the center of the circle stands for the Sun. A student carries a globe around the circle, keeping its axis tilted in the same fixed direction the whole way. The diagram shows two marked spots on the path. At Spot 1, the Northern Hemisphere is tilted toward the Sun. Spot 2 sits one quarter of the way around the path after Spot 1.

\"A

Which season change does the Northern Hemisphere go through as the globe moves from Spot 1 to Spot 2?

", "prompt_plain": "A science class chalks a large circle on the schoolyard to model Earth’s path around the Sun. A yellow ball at the center of the circle stands for the Sun. A student carries a globe around the circle, keeping its axis tilted in the same fixed direction the whole way. The diagram shows two marked spots on the path. At Spot 1, the Northern Hemisphere is tilted toward the Sun. Spot 2 sits one quarter of the way around the path after Spot 1. Which season change does the Northern Hemisphere go through as the globe moves from Spot 1 to Spot 2?", "context_html": "", "options": [ { "id": "cA17", "text": "Winter turns to spring.", "plain": "Winter turns to spring.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Spring turns to summer.", "plain": "Spring turns to summer.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Summer turns to fall.", "plain": "Summer turns to fall.", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "Fall turns to winter.", "plain": "Fall turns to winter.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot17.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC17" ] }, "n_options": 4 }, { "n": 18, "item_id": "_c12ee363-5e72-423e-be23-093547773e71", "type": "inline-choice", "title": "Sun and Night Stars", "standards": [ "MS-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

On a clear night we can see thousands of stars, yet in the daytime one star outshines them all.

Choose the word or phrase that correctly completes each sentence.

The Sun looks far brighter than any night-time star because, of all stars, the Sun is .

Most stars we see at night are the Sun.

If the Sun were moved as far away as those stars, it would look like .

", "options": [ { "id": "cB1Oa51bb8784", "text": "the largest one known", "plain": "the largest one known", "correct": false, "kind": "inline" }, { "id": "cB1O6df7b29f2", "text": "the closest one to Earth", "plain": "the closest one to Earth", "correct": true, "kind": "inline" }, { "id": "cB1O0a5abcfbd", "text": "the hottest one known", "plain": "the hottest one known", "correct": false, "kind": "inline" }, { "id": "cB2O32a48c884", "text": "only a little farther from Earth than", "plain": "only a little farther from Earth than", "correct": false, "kind": "inline" }, { "id": "cB2O380727b7a", "text": "circling Earth each day along with", "plain": "circling Earth each day along with", "correct": false, "kind": "inline" }, { "id": "cB2O4983b91a5", "text": "very much farther from Earth than", "plain": "very much farther from Earth than", "correct": true, "kind": "inline" }, { "id": "cB3O277b0682c", "text": "a disk as bright as the full moon", "plain": "a disk as bright as the full moon", "correct": false, "kind": "inline" }, { "id": "cB3O1c4266a71", "text": "a faint point of light", "plain": "a faint point of light", "correct": true, "kind": "inline" }, { "id": "cB3Oa9b6b3245", "text": "the same blazing Sun we see now", "plain": "the same blazing Sun we see now", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O6df7b29f2" ], "RESPONSE2": [ "cB2O4983b91a5" ], "RESPONSE3": [ "cB3O1c4266a71" ] }, "n_options": 9 }, { "n": 19, "item_id": "_ea25c84e-e193-4462-8cc5-e875b3a5a57d", "type": "choice", "title": "Galaxy Shapes Poster", "standards": [ "MS-ESS1-2" ], "prompt_html": "

A poster shows two common galaxy shapes as Panel 1 and Panel 2.

\"A

Which statement about the Milky Way galaxy is correct?

", "prompt_plain": "A poster shows two common galaxy shapes as Panel 1 and Panel 2. Which statement about the Milky Way galaxy is correct?", "context_html": "", "options": [ { "id": "cA19", "text": "Panel 1: the Milky Way is a spiral galaxy whose curved arms hold hundreds of billions of stars.", "plain": "Panel 1: the Milky Way is a spiral galaxy whose curved arms hold hundreds of billions of stars.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "Panel 1: the Milky Way is a spiral galaxy small enough to fit inside the solar system.", "plain": "Panel 1: the Milky Way is a spiral galaxy small enough to fit inside the solar system.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Panel 2: the Milky Way is an elliptical galaxy made of the Sun and its eight planets.", "plain": "Panel 2: the Milky Way is an elliptical galaxy made of the Sun and its eight planets.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Panel 2: the Milky Way is a distant elliptical galaxy whose stars never appear in our night sky.", "plain": "Panel 2: the Milky Way is a distant elliptical galaxy whose stars never appear in our night sky.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_8469fa8d-9ebb-4099-8bd6-47d951e09038", "type": "gap-match", "title": "Water Cycle Drivers", "standards": [ "MS-ESS2-4" ], "prompt_html": "

The water cycle has two main drivers: the Sun’s energy and gravity. The cards below name five water-cycle processes.

 

Drag one driver label onto each card to show the main driver of that process. You may use a label more than once.

", "prompt_plain": "The water cycle has two main drivers: the Sun’s energy and gravity. The cards below name five water-cycle processes. Drag one driver label onto each card to show the main driver of that process. You may use a label more than once.", "context_html": "", "options": [ { "id": "tok1", "text": "gravity", "plain": "gravity", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "the Sun’s energy", "plain": "the Sun’s energy", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok2 G1", "tok1 G2", "tok1 G3", "tok1 G4", "tok2 G5" ] }, "n_options": 2 }, { "n": 21, "item_id": "_e9ce44b1-4907-414b-9b7b-db5b39a877c0", "type": "text-entry", "title": "Dish-Room Water Use", "standards": [ "MS-ESS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A middle school tracks water use in its cafeteria dish room, where dish sprayers rinse the lunch trays. After one day's lunch service, the kitchen manager fills out the water card below.

Dish-Room Water Card

EntryAmount
Water used by the dish sprayers960 liters
Students served lunch320
Dish sprayers in the room4

On average, how many liters of sprayer water did the dish room use for each student served lunch?

Give your answer as a whole number (e.g., 15).

Liters per student:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 22, "item_id": "_b909b96b-3ed2-46b1-8c4c-e6a235e0429e", "type": "choice", "title": "Ferret Cell Cards", "standards": [ "MS-LS1-1" ], "prompt_html": "

Nico's class studies two cell photo cards from a veterinary clinic. Both cards show body cells from the same healthy ferret: the left card shows a skin cell, and the right card shows a muscle cell. The photo below shows the two cards.

\"Two

Choose the TWO statements that describe features the two ferret cells share.

", "prompt_plain": "Nico's class studies two cell photo cards from a veterinary clinic. Both cards show body cells from the same healthy ferret: the left card shows a skin cell, and the right card shows a muscle cell. The photo below shows the two cards. Choose the TWO statements that describe features the two ferret cells share.", "context_html": "", "options": [ { "id": "cA1", "text": "Both cells are surrounded by a membrane that controls what enters and leaves.", "plain": "Both cells are surrounded by a membrane that controls what enters and leaves.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Both cells are protected by a stiff cell wall around their outer edge.", "plain": "Both cells are protected by a stiff cell wall around their outer edge.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both cells use chloroplasts to capture energy from the sunlight they receive.", "plain": "Both cells use chloroplasts to capture energy from the sunlight they receive.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both cells are filled with cytoplasm that holds the cell's inner parts.", "plain": "Both cells are filled with cytoplasm that holds the cell's inner parts.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Both cells share one shape and size because they come from one animal.", "plain": "Both cells share one shape and size because they come from one animal.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot22.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 23, "item_id": "_76475ba6-e74e-4fa1-9ef5-59250fdcaea8", "type": "match", "title": "Cell Structure Venn Sort", "standards": [ "MS-LS1-2" ], "prompt_html": "

A study guide compares a typical plant cell with a typical animal cell. Some cell structures are found in plant cells only. Others are found in both kinds of cells.

 

\"Venn

Drag each structure into the correct category.

", "prompt_plain": "A study guide compares a typical plant cell with a typical animal cell. Some cell structures are found in plant cells only. Others are found in both kinds of cells. Drag each structure into the correct category.", "context_html": "", "options": [ { "id": "g629_s1", "text": "mitochondrion", "plain": "mitochondrion", "correct": false, "kind": "match-token" }, { "id": "g629_s2", "text": "cell wall", "plain": "cell wall", "correct": false, "kind": "match-token" }, { "id": "g629_s3", "text": "cell membrane", "plain": "cell membrane", "correct": false, "kind": "match-token" }, { "id": "g629_s4", "text": "chloroplast", "plain": "chloroplast", "correct": false, "kind": "match-token" }, { "id": "g629_c1", "text": "Plant cells only", "plain": "Plant cells only", "correct": false, "kind": "match-token" }, { "id": "g629_c2", "text": "In both plant and animal cells", "plain": "In both plant and animal cells", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot23_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "g629_s1 g629_c2", "g629_s2 g629_c1", "g629_s3 g629_c2", "g629_s4 g629_c1" ] }, "n_options": 6 }, { "n": 24, "item_id": "_a863b7d5-f2fb-4963-9923-77f3bfa55f7c", "type": "choice", "title": "Pine Marten Notice (Part A)", "standards": [ "MS-LS2-2" ], "prompt_html": "

Part A

Look at the notice and Table 1.

Which prediction about the stand's red squirrel and gray jay populations is best supported by the notice?

", "prompt_plain": "Part A Look at the notice and Table 1. Which prediction about the stand's red squirrel and gray jay populations is best supported by the notice?", "context_html": "", "options": [ { "id": "cA1", "text": "Only the red squirrel population will increase, because the martens mainly affected other mammals, not birds.", "plain": "Only the red squirrel population will increase, because the martens mainly affected other mammals, not birds.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both populations will stay about the same, because the stand still produces the same supply of conifer seeds.", "plain": "Both populations will stay about the same, because the stand still produces the same supply of conifer seeds.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both populations will increase, because the predator that hunted both species no longer lives in the stand.", "plain": "Both populations will increase, because the predator that hunted both species no longer lives in the stand.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both populations will decrease, because moving the martens upsets the food web and harms the stand's other animals.", "plain": "Both populations will decrease, because moving the martens upsets the food web and harms the stand's other animals.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f357ea04-4e52-4896-beae-7aed94c1de66" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Pine Marten Relocation Notice

A state wildlife agency posted this notice at the trailhead of a conifer forest stand.

\"In March, our crew moved all 12 of this stand's pine martens to a distant national forest. The move is part of a project to rebuild marten numbers there. Our veterinarian confirmed the martens were healthy when they were moved. In this stand, pine martens hunted red squirrels and gray jays. Red squirrels and gray jays both feed mostly on conifer seeds. Both species raise their young in this stand each spring. Table 1 shows our counts from the week before the move.\"

Table 1. Counts Before the Move

AnimalNumber counted
Pine marten12
Red squirrel90
Gray jay60
", "passage_plain": "Pine Marten Relocation Notice A state wildlife agency posted this notice at the trailhead of a conifer forest stand. \"In March, our crew moved all 12 of this stand's pine martens to a distant national forest. The move is part of a project to rebuild marten numbers there. Our veterinarian confirmed the martens were healthy when they were moved. In this stand, pine martens hunted red squirrels and gray jays. Red squirrels and gray jays both feed mostly on conifer seeds. Both species raise their young in this stand each spring. Table 1 shows our counts from the week before the move.\" Table 1. Counts Before the Move Animal Number counted Pine marten 12 Red squirrel 90 Gray jay 60" }, { "n": 25, "item_id": "_a1c98abf-a1ed-4e0e-ac19-d52e1bf4bc0f", "type": "choice", "title": "Pine Marten Notice (Part B)", "standards": [ "MS-LS2-2" ], "prompt_html": "

Part B

Which interaction described in the notice is the evidence that supports the answer in Part A?

", "prompt_plain": "Part B Which interaction described in the notice is the evidence that supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The notice describes predation: pine martens hunted both red squirrels and gray jays.", "plain": "The notice describes predation: pine martens hunted both red squirrels and gray jays.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The notice describes competition: red squirrels and gray jays feed on the same conifer seeds.", "plain": "The notice describes competition: red squirrels and gray jays feed on the same conifer seeds.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The notice describes reproduction: both species raise their young in the stand each spring.", "plain": "The notice describes reproduction: both species raise their young in the stand each spring.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The notice describes relocation: all 12 pine martens now live in a distant national forest.", "plain": "The notice describes relocation: all 12 pine martens now live in a distant national forest.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f357ea04-4e52-4896-beae-7aed94c1de66" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Pine Marten Relocation Notice

A state wildlife agency posted this notice at the trailhead of a conifer forest stand.

\"In March, our crew moved all 12 of this stand's pine martens to a distant national forest. The move is part of a project to rebuild marten numbers there. Our veterinarian confirmed the martens were healthy when they were moved. In this stand, pine martens hunted red squirrels and gray jays. Red squirrels and gray jays both feed mostly on conifer seeds. Both species raise their young in this stand each spring. Table 1 shows our counts from the week before the move.\"

Table 1. Counts Before the Move

AnimalNumber counted
Pine marten12
Red squirrel90
Gray jay60
", "passage_plain": "Pine Marten Relocation Notice A state wildlife agency posted this notice at the trailhead of a conifer forest stand. \"In March, our crew moved all 12 of this stand's pine martens to a distant national forest. The move is part of a project to rebuild marten numbers there. Our veterinarian confirmed the martens were healthy when they were moved. In this stand, pine martens hunted red squirrels and gray jays. Red squirrels and gray jays both feed mostly on conifer seeds. Both species raise their young in this stand each spring. Table 1 shows our counts from the week before the move.\" Table 1. Counts Before the Move Animal Number counted Pine marten 12 Red squirrel 90 Gray jay 60" }, { "n": 26, "item_id": "_a37ac055-0008-43a3-a5b4-70c554098141", "type": "choice", "title": "Backstage Caster Check (Part A)", "standards": [ "MS-PS2-1" ], "prompt_html": "

Part A

Look at Figure 1 and Marta's notes.

Which claim about the plate's pushes on the two racks during the push-off is supported by the notes?

", "prompt_plain": "Part A Look at Figure 1 and Marta's notes. Which claim about the plate's pushes on the two racks during the push-off is supported by the notes?", "context_html": "", "options": [ { "id": "cA1", "text": "The plate pushed the loaded costume rack with the larger force, because a rack with more mass takes a stronger push.", "plain": "The plate pushed the loaded costume rack with the larger force, because a rack with more mass takes a stronger push.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The plate pushed both racks with forces equal in strength and opposite in direction, even though the racks' masses differ.", "plain": "The plate pushed both racks with forces equal in strength and opposite in direction, even though the racks' masses differ.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The plate pushed the empty garment rack with the larger force, because that rack rolled four times as far afterward.", "plain": "The plate pushed the empty garment rack with the larger force, because that rack rolled four times as far afterward.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The plate pushed the empty garment rack first and the loaded costume rack afterward, so the two pushes never formed a pair.", "plain": "The plate pushed the empty garment rack first and the loaded costume rack afterward, so the two pushes never formed a pair.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d7ae4330-12e8-48da-ae85-a5f04bcd2e84" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Backstage Caster Check

Before a show, Marta checks the rolling racks backstage. The costume rack is fully loaded and has a total mass of 80 kilograms. The garment rack is empty and has a mass of 20 kilograms. Marta parks the two racks back-to-back on the level backstage floor. Between them she fits a spring plate. A latch holds the plate's spring squeezed. A scale on the plate shows the strength of the plate's push on each side. Figure 1 shows the setup.

Figure 1. The Backstage Setup

\"Two

Marta releases the latch and writes four notes:

1. The scale read 40 newtons just before the release.

2. Both racks began rolling at the same moment, in opposite directions.

3. The empty garment rack rolled 2.0 meters before stopping.

4. The loaded costume rack rolled 0.5 meters before stopping.

", "passage_plain": "Backstage Caster Check Before a show, Marta checks the rolling racks backstage. The costume rack is fully loaded and has a total mass of 80 kilograms. The garment rack is empty and has a mass of 20 kilograms. Marta parks the two racks back-to-back on the level backstage floor. Between them she fits a spring plate. A latch holds the plate's spring squeezed. A scale on the plate shows the strength of the plate's push on each side. Figure 1 shows the setup. Figure 1. The Backstage Setup Marta releases the latch and writes four notes: 1. The scale read 40 newtons just before the release. 2. Both racks began rolling at the same moment, in opposite directions. 3. The empty garment rack rolled 2.0 meters before stopping. 4. The loaded costume rack rolled 0.5 meters before stopping." }, { "n": 27, "item_id": "_368a97ca-7d6d-4fab-bdf4-0e1f8a3aa04b", "type": "choice", "title": "Backstage Caster Check (Part B)", "standards": [ "MS-PS2-1" ], "prompt_html": "

Part B

Which observation from Marta's notes is the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which observation from Marta's notes is the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The empty garment rack rolled 2.0 meters, four times as far as the loaded costume rack.", "plain": "The empty garment rack rolled 2.0 meters, four times as far as the loaded costume rack.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The loaded costume rack rolled half a meter across the floor and then stopped.", "plain": "The loaded costume rack rolled half a meter across the floor and then stopped.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A latch held the plate's spring squeezed until Marta released it to start the trial.", "plain": "A latch held the plate's spring squeezed until Marta released it to start the trial.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The scale showed one 40-newton strength just before the racks rolled apart in opposite directions.", "plain": "The scale showed one 40-newton strength just before the racks rolled apart in opposite directions.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d7ae4330-12e8-48da-ae85-a5f04bcd2e84" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Backstage Caster Check

Before a show, Marta checks the rolling racks backstage. The costume rack is fully loaded and has a total mass of 80 kilograms. The garment rack is empty and has a mass of 20 kilograms. Marta parks the two racks back-to-back on the level backstage floor. Between them she fits a spring plate. A latch holds the plate's spring squeezed. A scale on the plate shows the strength of the plate's push on each side. Figure 1 shows the setup.

Figure 1. The Backstage Setup

\"Two

Marta releases the latch and writes four notes:

1. The scale read 40 newtons just before the release.

2. Both racks began rolling at the same moment, in opposite directions.

3. The empty garment rack rolled 2.0 meters before stopping.

4. The loaded costume rack rolled 0.5 meters before stopping.

", "passage_plain": "Backstage Caster Check Before a show, Marta checks the rolling racks backstage. The costume rack is fully loaded and has a total mass of 80 kilograms. The garment rack is empty and has a mass of 20 kilograms. Marta parks the two racks back-to-back on the level backstage floor. Between them she fits a spring plate. A latch holds the plate's spring squeezed. A scale on the plate shows the strength of the plate's push on each side. Figure 1 shows the setup. Figure 1. The Backstage Setup Marta releases the latch and writes four notes: 1. The scale read 40 newtons just before the release. 2. Both racks began rolling at the same moment, in opposite directions. 3. The empty garment rack rolled 2.0 meters before stopping. 4. The loaded costume rack rolled 0.5 meters before stopping." }, { "n": 28, "item_id": "_18ed3181-b31e-468c-8cda-9c68bc50c92d", "type": "choice", "title": "Zamboni Pass Graph", "standards": [ "MS-PS2-2" ], "prompt_html": "

A zamboni, an ice-resurfacing machine, makes one slow pass down the length of an ice rink. The graph below shows the total distance the machine has traveled during the pass.

\"A

Which statement about the machine's motion during the pass does the graph support?

", "prompt_plain": "A zamboni, an ice-resurfacing machine, makes one slow pass down the length of an ice rink. The graph below shows the total distance the machine has traveled during the pass. Which statement about the machine's motion during the pass does the graph support?", "context_html": "", "options": [ { "id": "cA1", "text": "The machine moved at a constant speed, because the line rises equally in equal times.", "plain": "The machine moved at a constant speed, because the line rises equally in equal times.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The machine's velocity kept increasing, because the line climbs higher across the whole graph.", "plain": "The machine's velocity kept increasing, because the line climbs higher across the whole graph.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The machine changed direction partway through, because the line slants upward instead of lying flat.", "plain": "The machine changed direction partway through, because the line slants upward instead of lying flat.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The machine stood still during the pass, because the line is straight with no bumps.", "plain": "The machine stood still during the pass, because the line is straight with no bumps.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot28.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_ed5aaaa5-545b-49bf-837c-67a043f7e2dc", "type": "choice", "title": "Skydiver Steady Fall", "standards": [ "MS-PS2-2" ], "prompt_html": "

A skydiver falls belly-down, high above the drop zone, with the parachute still packed. The skydiver's wrist display shows a steady speed of 50 meters per second for five seconds in a row. The diagram below shows the two main forces acting on the skydiver during these five seconds.

\"A

Choose the TWO statements about the forces on the skydiver that are correct during this steady-speed fall.

", "prompt_plain": "A skydiver falls belly-down, high above the drop zone, with the parachute still packed. The skydiver's wrist display shows a steady speed of 50 meters per second for five seconds in a row. The diagram below shows the two main forces acting on the skydiver during these five seconds. Choose the TWO statements about the forces on the skydiver that are correct during this steady-speed fall.", "context_html": "", "options": [ { "id": "cA1", "text": "The two forces on the skydiver are equal in strength and opposite in direction.", "plain": "The two forces on the skydiver are equal in strength and opposite in direction.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The force of gravity stops acting once the falling speed becomes steady.", "plain": "The force of gravity stops acting once the falling speed becomes steady.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The force of gravity keeps pulling the skydiver downward the whole time.", "plain": "The force of gravity keeps pulling the skydiver downward the whole time.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The downward force is stronger than the upward force because the skydiver moves downward.", "plain": "The downward force is stronger than the upward force because the skydiver moves downward.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The upward force must be stronger than gravity to keep the speed from increasing.", "plain": "The upward force must be stronger than gravity to keep the speed from increasing.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot29_v2.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 30, "item_id": "_8cf4ed51-64ff-4815-a9ca-75dee8837c1e", "type": "inline-choice", "title": "Cooling Loaf Energy Flow", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A loaf of bread comes out of a home oven at 90 °C. A baker sets it on the kitchen counter, where the room air is 22 °C. Two hours later, the loaf no longer feels warm.

Complete each sentence by choosing the correct answer.

While the loaf cools, thermal energy flows out of .

That energy moves into .

The flow continues until .

Scientists use the term for this ending state.

", "options": [ { "id": "cIC1O6030597a8", "text": "the cooler room air", "plain": "the cooler room air", "correct": false, "kind": "inline" }, { "id": "cIC1O5bfc30d4e", "text": "the warm loaf", "plain": "the warm loaf", "correct": true, "kind": "inline" }, { "id": "cIC1O8696f1fc7", "text": "the kitchen counter", "plain": "the kitchen counter", "correct": false, "kind": "inline" }, { "id": "cIC2O01d291df1", "text": "the warm crust and center of the loaf", "plain": "the warm crust and center of the loaf", "correct": false, "kind": "inline" }, { "id": "cIC2O9330604f6", "text": "the hot oven and its door across the kitchen", "plain": "the hot oven and its door across the kitchen", "correct": false, "kind": "inline" }, { "id": "cIC2Oc7c79d214", "text": "the cooler air and counter around the loaf", "plain": "the cooler air and counter around the loaf", "correct": true, "kind": "inline" }, { "id": "cIC3O93b94f6b0", "text": "the loaf uses up its supply of thermal energy", "plain": "the loaf uses up its supply of thermal energy", "correct": false, "kind": "inline" }, { "id": "cIC3O1c0c045c4", "text": "the loaf and its surroundings reach the same temperature", "plain": "the loaf and its surroundings reach the same temperature", "correct": true, "kind": "inline" }, { "id": "cIC3O71115d1bc", "text": "the loaf's temperature falls to zero", "plain": "the loaf's temperature falls to zero", "correct": false, "kind": "inline" }, { "id": "cIC4Ob1350c6bf", "text": "thermal conduction", "plain": "thermal conduction", "correct": false, "kind": "inline" }, { "id": "cIC4O907df3244", "text": "thermal convection", "plain": "thermal convection", "correct": false, "kind": "inline" }, { "id": "cIC4Oe38948620", "text": "thermal equilibrium", "plain": "thermal equilibrium", "correct": true, "kind": "inline" }, { "id": "cIC4O13c4d4cbd", "text": "thermal radiation", "plain": "thermal radiation", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1O5bfc30d4e" ], "RESPONSE2": [ "cIC2Oc7c79d214" ], "RESPONSE3": [ "cIC3O1c0c045c4" ], "RESPONSE4": [ "cIC4Oe38948620" ] }, "n_options": 13 }, { "n": 31, "item_id": "_53d07383-a610-4dd1-88e9-e3e16fabd1c6", "type": "choice", "title": "Skylight Glazing Test (Part A)", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part A

Look at Table 1 and the two requirements.

Which claim about the skylight glazing is best supported by the light-meter data?

", "prompt_plain": "Part A Look at Table 1 and the two requirements. Which claim about the skylight glazing is best supported by the light-meter data?", "context_html": "", "options": [ { "id": "cA1", "text": "The team should choose Sample 1, because it meets both of the requirements.", "plain": "The team should choose Sample 1, because it meets both of the requirements.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The team should choose Sample 2, because it meets both of the requirements.", "plain": "The team should choose Sample 2, because it meets both of the requirements.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The team should choose Sample 3, because it meets both of the requirements.", "plain": "The team should choose Sample 3, because it meets both of the requirements.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The team should choose Sample 4, because it meets both of the requirements.", "plain": "The team should choose Sample 4, because it meets both of the requirements.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_27f65871-3edb-4cd7-932b-312328c7a905" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Skylight Glazing Test

An office building is replacing the glazing, the clear panes, in the skylight above its reading room. A facilities team tests four glazing samples with a light meter. For each sample, the team records the percent of light the pane reflects and the percent it absorbs. All light that strikes a pane is reflected, absorbed, or transmitted (passes through). The team must meet two requirements. First, a sample must transmit at least 50 percent of the light so the room stays bright. Second, a sample may absorb no more than 20 percent of the light. Absorbed light becomes thermal energy in the pane and warms the room unevenly. Table 1 shows the light-meter results.

Table 1. Light-Meter Results

Glazing samplePercent of light reflectedPercent of light absorbed
Sample 145%15%
Sample 252%18%
Sample 322%13%
Sample 44%26%
", "passage_plain": "Skylight Glazing Test An office building is replacing the glazing, the clear panes, in the skylight above its reading room. A facilities team tests four glazing samples with a light meter. For each sample, the team records the percent of light the pane reflects and the percent it absorbs. All light that strikes a pane is reflected, absorbed, or transmitted (passes through). The team must meet two requirements. First, a sample must transmit at least 50 percent of the light so the room stays bright. Second, a sample may absorb no more than 20 percent of the light. Absorbed light becomes thermal energy in the pane and warms the room unevenly. Table 1 shows the light-meter results. Table 1. Light-Meter Results Glazing sample Percent of light reflected Percent of light absorbed Sample 1 45% 15% Sample 2 52% 18% Sample 3 22% 13% Sample 4 4% 26%" }, { "n": 32, "item_id": "_91a8a997-4bb0-46dd-9a8b-cbfb0045233d", "type": "choice", "title": "Skylight Glazing Test (Part B)", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part B

Which two values from Table 1 must be used together to find the percent of light that passes through Sample 3?

", "prompt_plain": "Part B Which two values from Table 1 must be used together to find the percent of light that passes through Sample 3?", "context_html": "", "options": [ { "id": "cA1", "text": "Sample 1's absorbed percent and Sample 3's absorbed percent", "plain": "Sample 1's absorbed percent and Sample 3's absorbed percent", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sample 3's reflected percent and Sample 3's absorbed percent", "plain": "Sample 3's reflected percent and Sample 3's absorbed percent", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Sample 3's reflected percent and Sample 4's absorbed percent", "plain": "Sample 3's reflected percent and Sample 4's absorbed percent", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Sample 4's reflected percent and Sample 4's absorbed percent", "plain": "Sample 4's reflected percent and Sample 4's absorbed percent", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_27f65871-3edb-4cd7-932b-312328c7a905" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Skylight Glazing Test

An office building is replacing the glazing, the clear panes, in the skylight above its reading room. A facilities team tests four glazing samples with a light meter. For each sample, the team records the percent of light the pane reflects and the percent it absorbs. All light that strikes a pane is reflected, absorbed, or transmitted (passes through). The team must meet two requirements. First, a sample must transmit at least 50 percent of the light so the room stays bright. Second, a sample may absorb no more than 20 percent of the light. Absorbed light becomes thermal energy in the pane and warms the room unevenly. Table 1 shows the light-meter results.

Table 1. Light-Meter Results

Glazing samplePercent of light reflectedPercent of light absorbed
Sample 145%15%
Sample 252%18%
Sample 322%13%
Sample 44%26%
", "passage_plain": "Skylight Glazing Test An office building is replacing the glazing, the clear panes, in the skylight above its reading room. A facilities team tests four glazing samples with a light meter. For each sample, the team records the percent of light the pane reflects and the percent it absorbs. All light that strikes a pane is reflected, absorbed, or transmitted (passes through). The team must meet two requirements. First, a sample must transmit at least 50 percent of the light so the room stays bright. Second, a sample may absorb no more than 20 percent of the light. Absorbed light becomes thermal energy in the pane and warms the room unevenly. Table 1 shows the light-meter results. Table 1. Light-Meter Results Glazing sample Percent of light reflected Percent of light absorbed Sample 1 45% 15% Sample 2 52% 18% Sample 3 22% 13% Sample 4 4% 26%" }, { "n": 33, "item_id": "_2ca74e85-a076-4256-a64a-3ff245ad1683", "type": "choice", "title": "Household Formula Comparison", "standards": [ "MS-PS1-1" ], "prompt_html": "

Look at Table 1. Which product's chemical formula contains the most total atoms?

", "prompt_plain": "Look at Table 1. Which product's chemical formula contains the most total atoms?", "context_html": "", "options": [ { "id": "cA1", "text": "Drinking water", "plain": "Drinking water", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Table salt", "plain": "Table salt", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Stove gas", "plain": "Stove gas", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Table sugar", "plain": "Table sugar", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_71300334-11d8-4b4c-93e3-e75942f34a5c" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Household-Formula Kit Check

A bench card in the science room lists four household products. For each product, the card gives the chemical formula of its main substance (Table 1). Beside the card sits a molecule-model kit tray. In the kit, a black ball stands for a carbon atom, and a white ball stands for a hydrogen atom. Thora uses the kit to build a model of one molecule of methane, the stove gas listed on the card. Figure 1 shows Thora's model beside the kit tray.

Table 1. Household Products and Formulas

ProductMain substanceChemical formula
Drinking waterwaterH2O
Table saltsodium chlorideNaCl
Stove gasmethaneCH4
Table sugarsucroseC12H22O11

Figure 1. Thora’s Model and the Kit Tray

\"An

", "passage_plain": "Household-Formula Kit Check A bench card in the science room lists four household products. For each product, the card gives the chemical formula of its main substance (Table 1). Beside the card sits a molecule-model kit tray. In the kit, a black ball stands for a carbon atom, and a white ball stands for a hydrogen atom. Thora uses the kit to build a model of one molecule of methane, the stove gas listed on the card. Figure 1 shows Thora's model beside the kit tray. Table 1. Household Products and Formulas Product Main substance Chemical formula Drinking water water H 2 O Table salt sodium chloride NaCl Stove gas methane CH 4 Table sugar sucrose C 12 H 22 O 11 Figure 1. Thora’s Model and the Kit Tray" }, { "n": 34, "item_id": "_b283abfc-0cd8-48b3-8e6e-7aea6995f163", "type": "choice", "title": "Fixing the Methane Model", "standards": [ "MS-PS1-1" ], "prompt_html": "

Thora checks the model in Figure 1 against methane's formula in Table 1 and finds that the model does not match the formula.

Which change would make Thora's model correctly show one methane molecule?

", "prompt_plain": "Thora checks the model in Figure 1 against methane's formula in Table 1 and finds that the model does not match the formula. Which change would make Thora's model correctly show one methane molecule?", "context_html": "", "options": [ { "id": "cA1", "text": "Remove the second black ball and the rod holding it from the model.", "plain": "Remove the second black ball and the rod holding it from the model.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Replace the model's second black ball with one more white ball.", "plain": "Replace the model's second black ball with one more white ball.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Add one more white ball on a new rod to the central black ball.", "plain": "Add one more white ball on a new rod to the central black ball.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Add two more black balls and one more white ball on new rods.", "plain": "Add two more black balls and one more white ball on new rods.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_71300334-11d8-4b4c-93e3-e75942f34a5c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Household-Formula Kit Check

A bench card in the science room lists four household products. For each product, the card gives the chemical formula of its main substance (Table 1). Beside the card sits a molecule-model kit tray. In the kit, a black ball stands for a carbon atom, and a white ball stands for a hydrogen atom. Thora uses the kit to build a model of one molecule of methane, the stove gas listed on the card. Figure 1 shows Thora's model beside the kit tray.

Table 1. Household Products and Formulas

ProductMain substanceChemical formula
Drinking waterwaterH2O
Table saltsodium chlorideNaCl
Stove gasmethaneCH4
Table sugarsucroseC12H22O11

Figure 1. Thora’s Model and the Kit Tray

\"An

", "passage_plain": "Household-Formula Kit Check A bench card in the science room lists four household products. For each product, the card gives the chemical formula of its main substance (Table 1). Beside the card sits a molecule-model kit tray. In the kit, a black ball stands for a carbon atom, and a white ball stands for a hydrogen atom. Thora uses the kit to build a model of one molecule of methane, the stove gas listed on the card. Figure 1 shows Thora's model beside the kit tray. Table 1. Household Products and Formulas Product Main substance Chemical formula Drinking water water H 2 O Table salt sodium chloride NaCl Stove gas methane CH 4 Table sugar sucrose C 12 H 22 O 11 Figure 1. Thora’s Model and the Kit Tray" }, { "n": 35, "item_id": "_ed1de87f-963f-4052-af0d-88a82519bc18", "type": "text-entry", "title": "Fuel-Blend Product Card", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A gas supplier's product card, shown below, describes one substance in a canister's fuel blend.

Product card
Substanceethane
Chemical formulaC2H6

How many total atoms are in one molecule of ethane?

Give your answer as a whole number (e.g., 17).

Total atoms:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "8" ] }, "n_options": 0 }, { "n": 36, "item_id": "_73db4ab9-0989-4f77-9984-e892febff6c1", "type": "gap-match", "title": "Breath Fog on a Bus Window", "standards": [ "MS-PS1-4" ], "prompt_html": "

On a cold morning, a rider's warm breath reaches the inside of a chilly bus window, and a patch of fog forms on the glass. The model frame below shows the Before panel: water-vapor particles in the rider's warm breath near the cold glass.

\"A

 

Complete the model. Drag one particle panel into the After box and one energy statement into the Energy-flow box.

", "prompt_plain": "On a cold morning, a rider's warm breath reaches the inside of a chilly bus window, and a patch of fog forms on the glass. The model frame below shows the Before panel: water-vapor particles in the rider's warm breath near the cold glass. Complete the model. Drag one particle panel into the After box and one energy statement into the Energy-flow box.", "context_html": "", "options": [ { "id": "tileQ", "text": "\"A", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tileR", "text": "\"A", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tileP", "text": "\"A", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tileE2", "text": "Thermal energy moves from the cold glass into the water vapor.", "plain": "Thermal energy moves from the cold glass into the water vapor.", "correct": false, "kind": "gap-token" }, { "id": "tileE1", "text": "Thermal energy moves from the water vapor into the cold glass.", "plain": "Thermal energy moves from the water vapor into the cold glass.", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot36.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot36q.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot36r.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-29/images/slot36p.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tileP gapAfter", "tileE1 gapEnergy" ] }, "n_options": 5 }, { "n": 37, "item_id": "_666c9cbb-2520-4505-b041-beff58a0ad51", "type": "inline-choice", "title": "Chalk-Paint Drying Note", "standards": [ "MS-PS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A crew paints a hopscotch grid on a playground sidewalk with water-based chalk paint. The drying note on the bucket says the paint dries as its water evaporates.

Complete the statements. As the paint dries, liquid water in the paint changes into water vapor. During this change, the water particles thermal energy. The reverse change, in which water vapor becomes liquid water again, is called . During the reverse change, the water particles thermal energy.

", "options": [ { "id": "cBLANK1O486a0ddd4", "text": "release", "plain": "release", "correct": false, "kind": "inline" }, { "id": "cBLANK1O20e41496e", "text": "take in", "plain": "take in", "correct": true, "kind": "inline" }, { "id": "cBLANK1O3dfbd55c4", "text": "create", "plain": "create", "correct": false, "kind": "inline" }, { "id": "cBLANK2O3acabf274", "text": "freezing", "plain": "freezing", "correct": false, "kind": "inline" }, { "id": "cBLANK2Oef336e9a2", "text": "condensation", "plain": "condensation", "correct": true, "kind": "inline" }, { "id": "cBLANK2Odd4cf33d8", "text": "melting", "plain": "melting", "correct": false, "kind": "inline" }, { "id": "cBLANK3O9a20efcfa", "text": "take in", "plain": "take in", "correct": false, "kind": "inline" }, { "id": "cBLANK3O0914d42ee", "text": "destroy", "plain": "destroy", "correct": false, "kind": "inline" }, { "id": "cBLANK3O56b8f4052", "text": "release", "plain": "release", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cBLANK1O20e41496e" ], "RESPONSE2": [ "cBLANK2Oef336e9a2" ], "RESPONSE3": [ "cBLANK3O56b8f4052" ] }, "n_options": 9 }, { "n": 38, "item_id": "_14c77b90-578c-4678-a8c0-53e783202396", "type": "choice", "title": "Skateboard-Wheel Ratings", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A skate shop's chart rates four skateboard-wheel types for customers. Table 1 shows the ratings.

Table 1. Skateboard-Wheel Ratings

Wheel typeGrip score (1-5; 5 = most grip)Wear score (1-5; 5 = lasts longest)
Wheel 151
Wheel 242
Wheel 324
Wheel 415

Which statement is supported by the ratings in Table 1?

", "prompt_plain": "A skate shop's chart rates four skateboard-wheel types for customers. Table 1 shows the ratings. Table 1. Skateboard-Wheel Ratings Wheel type Grip score (1-5; 5 = most grip) Wear score (1-5; 5 = lasts longest) Wheel 1 5 1 Wheel 2 4 2 Wheel 3 2 4 Wheel 4 1 5 Which statement is supported by the ratings in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "Wheels with higher grip scores have lower wear scores.", "plain": "Wheels with higher grip scores have lower wear scores.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Wheels with higher grip scores also have higher wear scores.", "plain": "Wheels with higher grip scores also have higher wear scores.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "One wheel earns the top score for both grip and wear.", "plain": "One wheel earns the top score for both grip and wear.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Wear scores depend on the rider, not on the wheel chosen.", "plain": "Wear scores depend on the rider, not on the wheel chosen.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 39, "item_id": "_d830f1ce-9b26-4fb5-b58d-fdaedef032fe", "type": "choice", "title": "Tent-Stake Pull-Out Test", "standards": [ "MS-ETS1-3" ], "prompt_html": "

An outdoor-equipment company tests three tent-stake designs in packed soil. A stake design meets the holding requirement only if it holds at least 180 newtons (N) of pull in every one of its three test pulls. Table 1 shows the results.

Table 1. Stake Pull-Out Test Results

Stake designPull 1Pull 2Pull 3
Design 1210 N195 N220 N
Design 2230 N140 N205 N
Design 3185 N190 N200 N

Choose the TWO statements that are supported by Table 1.

", "prompt_plain": "An outdoor-equipment company tests three tent-stake designs in packed soil. A stake design meets the holding requirement only if it holds at least 180 newtons (N) of pull in every one of its three test pulls. Table 1 shows the results. Table 1. Stake Pull-Out Test Results Stake design Pull 1 Pull 2 Pull 3 Design 1 210 N 195 N 220 N Design 2 230 N 140 N 205 N Design 3 185 N 190 N 200 N Choose the TWO statements that are supported by Table 1.", "context_html": "", "options": [ { "id": "cA1", "text": "Design 1 held at least the required pull force in all three pulls.", "plain": "Design 1 held at least the required pull force in all three pulls.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Design 2 held at least the required pull force in all three pulls.", "plain": "Design 2 held at least the required pull force in all three pulls.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Design 3 held at least the required pull force in all three pulls.", "plain": "Design 3 held at least the required pull force in all three pulls.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Design 2 held less than the required pull force in all three pulls.", "plain": "Design 2 held less than the required pull force in all three pulls.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Design 3 failed to hold the required pull force in one of its pulls.", "plain": "Design 3 failed to hold the required pull force in one of its pulls.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 40, "item_id": "_bf65df68-7f37-4e5f-b647-6d3deaee16a0", "type": "order", "title": "Seed-Pot Project Log", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A garden club's design team is improving a recycled-paper seed-starting pot that falls apart when watered. The team's project log has one entry for each step of the design cycle, but the entries are out of order.

 

Put the five log entries in the order the design cycle follows, from first to last.

", "prompt_plain": "A garden club's design team is improving a recycled-paper seed-starting pot that falls apart when watered. The team's project log has one entry for each step of the design cycle, but the entries are out of order. Put the five log entries in the order the design cycle follows, from first to last.", "context_html": "", "options": [ { "id": "cC5ba94133", "text": "Tested the model by watering it on a tray for five days.", "plain": "Tested the model by watering it on a tray for five days.", "correct": true, "kind": "choice" }, { "id": "cA1f8b29b1", "text": "Proposed a pot design: add a folded double wall to strengthen the rim.", "plain": "Proposed a pot design: add a folded double wall to strengthen the rim.", "correct": true, "kind": "choice" }, { "id": "cE2151a9b7", "text": "Revised the design by adding a second paper layer to the base.", "plain": "Revised the design by adding a second paper layer to the base.", "correct": true, "kind": "choice" }, { "id": "cB60ac5220", "text": "Built a small paper model of the double-wall pot.", "plain": "Built a small paper model of the double-wall pot.", "correct": true, "kind": "choice" }, { "id": "cD639ccdec", "text": "Analyzed the test results: the rim held, but the base sagged.", "plain": "Analyzed the test results: the rim held, but the base sagged.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D, E", "key_values": { "RESPONSE": [ "cA1f8b29b1", "cB60ac5220", "cC5ba94133", "cD639ccdec", "cE2151a9b7" ] }, "n_options": 5 } ] }, { "form": "G6.30", "grade": "G6", "title": "Alpha Standardized Science G6.30", "test_id": "_test-b1e31dc3-0fce-49f7-9de6-ebede71a7e3b", "n_items": 40, "n_stimuli": 11, "stimuli": { "_7fcad4c6-f42f-447a-9e4d-bd5518a3f241": { "title": "Flip-Turn Force Clinic", "html": "

Flip-Turn Force Clinic

At swim practice, a coach records two short video clips of a swimmer and reviews them with the team. Clip 1 shows one full arm stroke in the middle of the pool. The coach’s note on Clip 1 reads: ‘Strong pull - your palm presses the water back toward your feet, and you surge ahead.’ Clip 2 shows the flip turn at the end of the lap. The swimmer folds into a somersault, plants both feet on the pool wall, and pushes off. The coach’s note on Clip 2 reads: ‘Good turn - drive your feet into the wall, and you glide away fast.’ Figure 1 shows a frame from Clip 1.

Figure 1. A Frame from Clip 1

\"A

" }, "_da0855e2-6685-463a-b2fa-0b3f624649e6": { "title": "Baker’s Bench Slides", "html": "

Baker’s Bench Slides

A bakery keeps a microscope at its work bench to check ingredients. One morning, a worker prepares two slides and views each at 400×. Slide 1 holds a drop from the bakery’s yeast mixture used to raise the dough. Slide 2 holds a scraping from a fuzzy patch growing on a bread slice. The patch was easy to spot without the microscope. It had also spread wider across the slice each day for three days. Figure 1 shows the two slide views side by side.

Figure 1. The Two Slide Views at 400×

\"Two

" }, "_92a1dd43-8b32-4daa-888d-a05b670e6c16": { "title": "County-Park Litter Cleanup", "html": "

County-Park Litter Cleanup

Rangers at a county park want less litter left on the ground around the busy picnic loop. Their goal is simple: at the end of each month, as little litter as possible should remain on the ground. The rangers tested three cleanup options. Each option ran for one month in a picnic area of similar size and visitor traffic. Deposit-return bins refund a small deposit for every bottle or can that visitors return. Extra trash cans add more places to throw litter away. Volunteer sweeps send a team through the area twice a month to pick up litter. Table 1 shows what each option collected and what was left on the ground. Table 2 shows the yearly cost of running each option. The park can spend up to $6,000 on litter control each year.

Table 1. Trial Results

OptionLitter collected during the month (kg)Litter left on the ground (kg)
Deposit-return bins466
Extra trash cans3418
Volunteer sweeps2131

Table 2. Yearly Cost

OptionCost for one yearWhat the cost pays for
Deposit-return bins$4,800bin upkeep and deposit refunds
Extra trash cans$1,900extra emptying and liners
Volunteer sweeps$700bags, gloves, and safety vests
" }, "_ba16e75b-7748-4593-b746-2304e7a3b4fa": { "title": "Firefly Meadow Claims", "html": "

Firefly Meadow Claims

For years, a meadow beside a town stadium has glowed with fireflies on June evenings. Fireflies spend those evenings in the meadow’s tall grass. Residents now report far fewer flashes than in past summers, and two claims were posted at a town meeting.

Claim 1: Light from the stadium’s evening events is causing the firefly decline.

Claim 2: The town’s new weekly mowing schedule is causing the firefly decline.

Student volunteers counted flashing fireflies on ten June evenings in four meadow sections. Their counts are grouped into two comparisons (Table 1 and Table 2).

Table 1. Lighting Comparison (both sections mowed once in April)

SectionEvening lightingAverage fireflies counted per evening
1Lit by the stadium lights47
2Beyond the lights (dark)51

Table 2. Mowing Comparison (both sections beyond the lights)

SectionMowing scheduleAverage fireflies counted per evening
3Mowed every week9
4Mowed once in April50
" }, "_84e8dacd-9668-49eb-ae87-ccab983b8abe": { "title": "Weather-Balloon Drift Log", "html": "

Weather-Balloon Drift Log

A weather agency releases small instrument balloons from three launch sites: one in the Northern Hemisphere, one on the equator, and one in the Southern Hemisphere. Releases happen only on mornings with calm surface air. Each balloon rises into the steady high-altitude winds, drifts with them, and later parachutes down. A recovery team logs every landing point. After twenty launches at each site, the landing points form a clear repeating pattern. Figure 1 maps the three launch sites, the average drift path from each site, and the logged landing points.

Figure 1. Launch Sites and Drift Paths

\"A

" }, "_a46d9c02-f73a-4d3e-93da-bd1ea2bfa032": { "title": "Walleye Netting Logbook", "html": "

Walleye Netting Logbook

A fishing club nets walleye, a large freshwater fish, from the same northern lake every fall. The club spreads its nets far apart across the whole lake, so the nets do not compete with one another for the same fish. After each fall season, the club logs the number of nets set (Table 1), the total walleye netted, and the per-net catch. The per-net catch equals the total walleye netted divided by the number of nets set. Figure 1 shows the total walleye netted and the per-net catch for five seasons.

Table 1. Nets Set Each Season

SeasonNets set
201640
201855
202070
202285
202490

Figure 1. Total Netted and Per-Net Catch

\"Two

" }, "_534f4c46-fa13-460f-8c94-bb497e49791a": { "title": "Craft-Fair Display Boards", "html": "

Craft-Fair Display Boards

Serena sells bead art at craft fairs. She is choosing a board for her booth’s display wall. She tests two sample boards: one white with a glossy coating, and one black with a matte coating. Both boards are the same size, and no lamp light passes through either board. Serena darkens the room and aims her booth lamp at each board from the same distance. She holds a light meter above each board to measure the light bouncing back off the board. Held facing the lamp at a board’s position, the meter reads 500 units. During each test she also watches the board’s surface and writes a short note. Table 1 shows her test card. Figure 1 shows the setup.

Table 1. Serena’s Test Card

TestResult
Light meter held facing the lamp at the board’s position500 units
Light meter held above the white glossy board470 units
Light meter held above the black matte board60 units
Surface noteBright glare spot on the white glossy board; no glare on the black matte board

Figure 1. The Test Setup

\"In

" }, "_e488a6f8-7ebd-4b2e-a7c1-a8594d7d3fe3": { "title": "Dew on the Soccer Field", "html": "

Dew on the Soccer Field

Each clear fall morning, drops of dew cover the grass of a town soccer field. The groundskeeper tracked one calm night with the readings in Table 1. A rain gauge beside the field stayed empty all night. At sunset, the groundskeeper had also laid one plastic collecting sheet flat in each of two field sections. By sunrise, each sheet held the dew water that had formed on it. The groundskeeper then wrote a short report about the morning dew.

Table 1. Overnight Field Log

TimeAir temperature (°C)Grass-surface temperature (°C)Relative humidity (%)Sky
9 p.m.141264Clear
1 a.m.10782Clear
5 a.m.7496Clear
" }, "_8588001d-0f6b-433a-af2e-7c71e8a46ef8": { "title": "Sundial Project Log", "html": "

Sundial Project Log

A science club in Minneapolis, in the Northern Hemisphere, built a sundial on level ground. The sundial’s gnomon — the upright stick that casts its shadow — stands 50 centimeters tall. At midday on the 21st day of four different months, club members measured the length of the gnomon’s shadow. Table 1 shows the log. The higher the midday Sun stands in the sky, the shorter the shadow the gnomon casts.

Table 1. Midday Shadow Log

DateMidday shadow length (cm)
March 2150
June 2120
September 2152
December 21126
" }, "_1ce479dd-49b6-4619-9256-4f33838f8c01": { "title": "Glassblower’s Cooling Log", "html": "

Glassblower’s Cooling Log

At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows and stretches slowly, like a very thick liquid. The glassblower shapes it into a small vase and sets it on a steel table to cool. As it cools, the glass stops flowing, holds its shape, and finally becomes hard and solid. An assistant measures the vase’s surface temperature as it cools and writes each reading in a log. Figure 1 shows three photos from the demonstration: Photo 1, molten glass right after gathering; Photo 2, softening glass at the end of shaping; Photo 3, the solid vase after cooling. Table 1 shows the cooling log.

Figure 1. Three Photos from the Demonstration

\"Three

Photo 1Photo 2Photo 3

Table 1. Cooling Log

Time after shaping (minutes)Surface temperature (°C)What the glass is doing
01,050flows and stretches easily
10700thick and slow to flow
30400holds its shape
6090hard and solid
" }, "_e9876688-9159-472d-a5c2-9699fed4d699": { "title": "Oyster-Bed Restoration", "html": "

Oyster-Bed Restoration

A bay conservation crew is rebuilding an oyster reef that had nearly disappeared. Volunteers stack clean shell so young oysters can attach and grow. Once each season for a year, the crew counts the oysters on one marked section of reef. The crew also counts oyster drills on the same section. An oyster drill is a small sea snail that eats oysters by drilling through their shells. Wading birds hunt along the top of the reef, but the crew does not count them. Figure 1 shows the two counts across the four seasons. Figure 2 shows part of the reef food web.

Figure 1. Oyster and Oyster Drill Counts

\"Two

Figure 2. Part of the Reef Food Web

\"A

" } }, "questions": [ { "n": 1, "item_id": "_4ec022be-a703-4ac6-82eb-2b4fb235f85d", "type": "choice", "title": "Litter Cleanup — Supported Statements", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Look at Table 1 and Table 2, and remember the rangers’ goal and budget.

Choose the TWO statements that are supported by the information.

", "prompt_plain": "Look at Table 1 and Table 2, and remember the rangers’ goal and budget. Choose the TWO statements that are supported by the information.", "context_html": "", "options": [ { "id": "cA1", "text": "Extra trash cans met the rangers’ goal best because they cost less for one year than the deposit-return bins.", "plain": "Extra trash cans met the rangers’ goal best because they cost less for one year than the deposit-return bins.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Deposit-return bins met the rangers’ goal best because this option left the least litter on the ground.", "plain": "Deposit-return bins met the rangers’ goal best because this option left the least litter on the ground.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Extra trash cans collected more litter during their trial month than the deposit-return bins did.", "plain": "Extra trash cans collected more litter during their trial month than the deposit-return bins did.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The option that collected the most litter during its month also left the most litter on the ground.", "plain": "The option that collected the most litter during its month also left the most litter on the ground.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The rangers could run both the deposit-return bins and the volunteer sweeps within the yearly budget.", "plain": "The rangers could run both the deposit-return bins and the volunteer sweeps within the yearly budget.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_92a1dd43-8b32-4daa-888d-a05b670e6c16" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

County-Park Litter Cleanup

Rangers at a county park want less litter left on the ground around the busy picnic loop. Their goal is simple: at the end of each month, as little litter as possible should remain on the ground. The rangers tested three cleanup options. Each option ran for one month in a picnic area of similar size and visitor traffic. Deposit-return bins refund a small deposit for every bottle or can that visitors return. Extra trash cans add more places to throw litter away. Volunteer sweeps send a team through the area twice a month to pick up litter. Table 1 shows what each option collected and what was left on the ground. Table 2 shows the yearly cost of running each option. The park can spend up to $6,000 on litter control each year.

Table 1. Trial Results

OptionLitter collected during the month (kg)Litter left on the ground (kg)
Deposit-return bins466
Extra trash cans3418
Volunteer sweeps2131

Table 2. Yearly Cost

OptionCost for one yearWhat the cost pays for
Deposit-return bins$4,800bin upkeep and deposit refunds
Extra trash cans$1,900extra emptying and liners
Volunteer sweeps$700bags, gloves, and safety vests
", "passage_plain": "County-Park Litter Cleanup Rangers at a county park want less litter left on the ground around the busy picnic loop. Their goal is simple: at the end of each month, as little litter as possible should remain on the ground. The rangers tested three cleanup options. Each option ran for one month in a picnic area of similar size and visitor traffic. Deposit-return bins refund a small deposit for every bottle or can that visitors return. Extra trash cans add more places to throw litter away. Volunteer sweeps send a team through the area twice a month to pick up litter. Table 1 shows what each option collected and what was left on the ground. Table 2 shows the yearly cost of running each option. The park can spend up to $6,000 on litter control each year. Table 1. Trial Results Option Litter collected during the month (kg) Litter left on the ground (kg) Deposit-return bins 46 6 Extra trash cans 34 18 Volunteer sweeps 21 31 Table 2. Yearly Cost Option Cost for one year What the cost pays for Deposit-return bins $4,800 bin upkeep and deposit refunds Extra trash cans $1,900 extra emptying and liners Volunteer sweeps $700 bags, gloves, and safety vests" }, { "n": 2, "item_id": "_0873f6bd-dd7a-49e3-a375-9ba7541bfcf6", "type": "inline-choice", "title": "Litter Cleanup — Option Ratings", "standards": [ "MS-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The rangers write a short rating of each option against their two criteria - litter left on the ground, and cost - before making a final choice.

Choose the word or phrase that correctly completes each sentence.

On yearly cost, the extra trash cans rank .

On litter left on the ground, the volunteer sweeps rank .

Choosing the extra trash cans instead of the volunteer sweeps trades a yearly cost for less litter left on the ground.

", "options": [ { "id": "cB1O847de10ce", "text": "highest of the three", "plain": "highest of the three", "correct": false, "kind": "inline" }, { "id": "cB1O1cb353953", "text": "lowest of the three", "plain": "lowest of the three", "correct": false, "kind": "inline" }, { "id": "cB1O1ad15e63b", "text": "in the middle of the three", "plain": "in the middle of the three", "correct": true, "kind": "inline" }, { "id": "cB2O00a69ee21", "text": "best of the three", "plain": "best of the three", "correct": false, "kind": "inline" }, { "id": "cB2Oe15757779", "text": "worst of the three", "plain": "worst of the three", "correct": true, "kind": "inline" }, { "id": "cB2Ofca5bc4c0", "text": "between the other two", "plain": "between the other two", "correct": false, "kind": "inline" }, { "id": "cB3O696577409", "text": "higher", "plain": "higher", "correct": true, "kind": "inline" }, { "id": "cB3O6dd157ffd", "text": "lower", "plain": "lower", "correct": false, "kind": "inline" }, { "id": "cB3O7c77bb52e", "text": "nearly equal", "plain": "nearly equal", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_92a1dd43-8b32-4daa-888d-a05b670e6c16" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O1ad15e63b" ], "RESPONSE2": [ "cB2Oe15757779" ], "RESPONSE3": [ "cB3O696577409" ] }, "n_options": 9, "passage_html": "

County-Park Litter Cleanup

Rangers at a county park want less litter left on the ground around the busy picnic loop. Their goal is simple: at the end of each month, as little litter as possible should remain on the ground. The rangers tested three cleanup options. Each option ran for one month in a picnic area of similar size and visitor traffic. Deposit-return bins refund a small deposit for every bottle or can that visitors return. Extra trash cans add more places to throw litter away. Volunteer sweeps send a team through the area twice a month to pick up litter. Table 1 shows what each option collected and what was left on the ground. Table 2 shows the yearly cost of running each option. The park can spend up to $6,000 on litter control each year.

Table 1. Trial Results

OptionLitter collected during the month (kg)Litter left on the ground (kg)
Deposit-return bins466
Extra trash cans3418
Volunteer sweeps2131

Table 2. Yearly Cost

OptionCost for one yearWhat the cost pays for
Deposit-return bins$4,800bin upkeep and deposit refunds
Extra trash cans$1,900extra emptying and liners
Volunteer sweeps$700bags, gloves, and safety vests
", "passage_plain": "County-Park Litter Cleanup Rangers at a county park want less litter left on the ground around the busy picnic loop. Their goal is simple: at the end of each month, as little litter as possible should remain on the ground. The rangers tested three cleanup options. Each option ran for one month in a picnic area of similar size and visitor traffic. Deposit-return bins refund a small deposit for every bottle or can that visitors return. Extra trash cans add more places to throw litter away. Volunteer sweeps send a team through the area twice a month to pick up litter. Table 1 shows what each option collected and what was left on the ground. Table 2 shows the yearly cost of running each option. The park can spend up to $6,000 on litter control each year. Table 1. Trial Results Option Litter collected during the month (kg) Litter left on the ground (kg) Deposit-return bins 46 6 Extra trash cans 34 18 Volunteer sweeps 21 31 Table 2. Yearly Cost Option Cost for one year What the cost pays for Deposit-return bins $4,800 bin upkeep and deposit refunds Extra trash cans $1,900 extra emptying and liners Volunteer sweeps $700 bags, gloves, and safety vests" }, { "n": 3, "item_id": "_000ba460-579c-40be-bcde-65db7145da04", "type": "choice", "title": "Cooling Glass — Why Flow Stops", "standards": [ "MS-PS1-4" ], "prompt_html": "

Look at Table 1 and Figure 1. Between 0 and 60 minutes, the glass changes from a thick, flowing liquid to a hard solid that holds its shape.

Which statement explains why the glass stops flowing as it cools?

", "prompt_plain": "Look at Table 1 and Figure 1. Between 0 and 60 minutes, the glass changes from a thick, flowing liquid to a hard solid that holds its shape. Which statement explains why the glass stops flowing as it cools?", "context_html": "", "options": [ { "id": "cA3", "text": "Cold moves into the glass and squeezes the particles until they are too tight to flow.", "plain": "Cold moves into the glass and squeezes the particles until they are too tight to flow.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Each glass particle becomes hard as it cools, and hardened particles cannot slide anymore.", "plain": "Each glass particle becomes hard as it cools, and hardened particles cannot slide anymore.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "Thermal energy leaves the glass, so the particles slow down until they can no longer slide past one another.", "plain": "Thermal energy leaves the glass, so the particles slow down until they can no longer slide past one another.", "correct": true, "kind": "choice" }, { "id": "cD3", "text": "The particles change into a new, heavier kind of particle that is too big to move.", "plain": "The particles change into a new, heavier kind of particle that is too big to move.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1ce479dd-49b6-4619-9256-4f33838f8c01" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC3" ] }, "n_options": 4, "passage_html": "

Glassblower’s Cooling Log

At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows and stretches slowly, like a very thick liquid. The glassblower shapes it into a small vase and sets it on a steel table to cool. As it cools, the glass stops flowing, holds its shape, and finally becomes hard and solid. An assistant measures the vase’s surface temperature as it cools and writes each reading in a log. Figure 1 shows three photos from the demonstration: Photo 1, molten glass right after gathering; Photo 2, softening glass at the end of shaping; Photo 3, the solid vase after cooling. Table 1 shows the cooling log.

Figure 1. Three Photos from the Demonstration

\"Three

Photo 1Photo 2Photo 3

Table 1. Cooling Log

Time after shaping (minutes)Surface temperature (°C)What the glass is doing
01,050flows and stretches easily
10700thick and slow to flow
30400holds its shape
6090hard and solid
", "passage_plain": "Glassblower’s Cooling Log At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows and stretches slowly, like a very thick liquid. The glassblower shapes it into a small vase and sets it on a steel table to cool. As it cools, the glass stops flowing, holds its shape, and finally becomes hard and solid. An assistant measures the vase’s surface temperature as it cools and writes each reading in a log. Figure 1 shows three photos from the demonstration: Photo 1, molten glass right after gathering; Photo 2, softening glass at the end of shaping; Photo 3, the solid vase after cooling. Table 1 shows the cooling log. Figure 1. Three Photos from the Demonstration Photo 1 Photo 2 Photo 3 Table 1. Cooling Log Time after shaping (minutes) Surface temperature (°C) What the glass is doing 0 1,050 flows and stretches easily 10 700 thick and slow to flow 30 400 holds its shape 60 90 hard and solid" }, { "n": 4, "item_id": "_0351f7c2-f79f-48f7-b8f5-34dd4e6c7f3b", "type": "gap-match", "title": "Cooling Glass — Particle Panels", "standards": [ "MS-PS1-4" ], "prompt_html": "

The four panels below are possible particle models of the glass. Each panel shows the same amount of glass.

\"Four

Panel 1Panel 2Panel 3Panel 4

 

Drag each panel to the photo from Figure 1 that it matches. One panel will not be used.

", "prompt_plain": "The four panels below are possible particle models of the glass. Each panel shows the same amount of glass. Panel 1 Panel 2 Panel 3 Panel 4 Drag each panel to the photo from Figure 1 that it matches. One panel will not be used.", "context_html": "", "options": [ { "id": "tok1", "text": "Panel 2 (particles spread far apart across the tile, LONG motion arrows in all directions)", "plain": "Panel 2 (particles spread far apart across the tile, LONG motion arrows in all directions)", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Panel 4 (particles touching and locked in place, tiny vibration marks instead of travel arrows)", "plain": "Panel 4 (particles touching and locked in place, tiny vibration marks instead of travel arrows)", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Panel 1 (close-packed particles, SHORT motion arrows - particles sliding slowly past one another)", "plain": "Panel 1 (close-packed particles, SHORT motion arrows - particles sliding slowly past one another)", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Panel 3 (close-packed particles, MEDIUM-LONG motion arrows - particles sliding freely past one another)", "plain": "Panel 3 (close-packed particles, MEDIUM-LONG motion arrows - particles sliding freely past one another)", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-30/images/slot04.png" ], "stimulus_ids": [ "_1ce479dd-49b6-4619-9256-4f33838f8c01" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok3 G2", "tok2 G3" ] }, "n_options": 4, "passage_html": "

Glassblower’s Cooling Log

At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows and stretches slowly, like a very thick liquid. The glassblower shapes it into a small vase and sets it on a steel table to cool. As it cools, the glass stops flowing, holds its shape, and finally becomes hard and solid. An assistant measures the vase’s surface temperature as it cools and writes each reading in a log. Figure 1 shows three photos from the demonstration: Photo 1, molten glass right after gathering; Photo 2, softening glass at the end of shaping; Photo 3, the solid vase after cooling. Table 1 shows the cooling log.

Figure 1. Three Photos from the Demonstration

\"Three

Photo 1Photo 2Photo 3

Table 1. Cooling Log

Time after shaping (minutes)Surface temperature (°C)What the glass is doing
01,050flows and stretches easily
10700thick and slow to flow
30400holds its shape
6090hard and solid
", "passage_plain": "Glassblower’s Cooling Log At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows and stretches slowly, like a very thick liquid. The glassblower shapes it into a small vase and sets it on a steel table to cool. As it cools, the glass stops flowing, holds its shape, and finally becomes hard and solid. An assistant measures the vase’s surface temperature as it cools and writes each reading in a log. Figure 1 shows three photos from the demonstration: Photo 1, molten glass right after gathering; Photo 2, softening glass at the end of shaping; Photo 3, the solid vase after cooling. Table 1 shows the cooling log. Figure 1. Three Photos from the Demonstration Photo 1 Photo 2 Photo 3 Table 1. Cooling Log Time after shaping (minutes) Surface temperature (°C) What the glass is doing 0 1,050 flows and stretches easily 10 700 thick and slow to flow 30 400 holds its shape 60 90 hard and solid" }, { "n": 5, "item_id": "_4b00f36f-eabf-4f9c-a7b5-db76b357961c", "type": "choice", "title": "Cooling Glass — Reheated Vase", "standards": [ "MS-PS1-4" ], "prompt_html": "

A week later, the glassblower reheats the finished vase in the studio furnace to smooth out a rough spot. As the vase warms, it slowly softens.

Which statement describes what happens to the glass particles as the vase heats up?

", "prompt_plain": "A week later, the glassblower reheats the finished vase in the studio furnace to smooth out a rough spot. As the vase warms, it slowly softens. Which statement describes what happens to the glass particles as the vase heats up?", "context_html": "", "options": [ { "id": "cA5", "text": "Each particle gains mass as it takes in thermal energy from the furnace.", "plain": "Each particle gains mass as it takes in thermal energy from the furnace.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "The average speed of the particles increases, but the particles themselves do not change.", "plain": "The average speed of the particles increases, but the particles themselves do not change.", "correct": true, "kind": "choice" }, { "id": "cC5", "text": "Each particle swells to a larger size, which makes the solid glass softer.", "plain": "Each particle swells to a larger size, which makes the solid glass softer.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "The particles break apart into smaller pieces that can slide past one another.", "plain": "The particles break apart into smaller pieces that can slide past one another.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1ce479dd-49b6-4619-9256-4f33838f8c01" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB5" ] }, "n_options": 4, "passage_html": "

Glassblower’s Cooling Log

At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows and stretches slowly, like a very thick liquid. The glassblower shapes it into a small vase and sets it on a steel table to cool. As it cools, the glass stops flowing, holds its shape, and finally becomes hard and solid. An assistant measures the vase’s surface temperature as it cools and writes each reading in a log. Figure 1 shows three photos from the demonstration: Photo 1, molten glass right after gathering; Photo 2, softening glass at the end of shaping; Photo 3, the solid vase after cooling. Table 1 shows the cooling log.

Figure 1. Three Photos from the Demonstration

\"Three

Photo 1Photo 2Photo 3

Table 1. Cooling Log

Time after shaping (minutes)Surface temperature (°C)What the glass is doing
01,050flows and stretches easily
10700thick and slow to flow
30400holds its shape
6090hard and solid
", "passage_plain": "Glassblower’s Cooling Log At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows and stretches slowly, like a very thick liquid. The glassblower shapes it into a small vase and sets it on a steel table to cool. As it cools, the glass stops flowing, holds its shape, and finally becomes hard and solid. An assistant measures the vase’s surface temperature as it cools and writes each reading in a log. Figure 1 shows three photos from the demonstration: Photo 1, molten glass right after gathering; Photo 2, softening glass at the end of shaping; Photo 3, the solid vase after cooling. Table 1 shows the cooling log. Figure 1. Three Photos from the Demonstration Photo 1 Photo 2 Photo 3 Table 1. Cooling Log Time after shaping (minutes) Surface temperature (°C) What the glass is doing 0 1,050 flows and stretches easily 10 700 thick and slow to flow 30 400 holds its shape 60 90 hard and solid" }, { "n": 6, "item_id": "_caa6b3d7-0205-4950-8e99-1d6ee291380b", "type": "choice", "title": "Oyster Reef — Rising Counts", "standards": [ "MS-LS2-2" ], "prompt_html": "

Look at Figure 1 and Figure 2. Season after season, the rebuilt reef holds more oysters.

Choose the TWO statements that are supported by the counts and the food web.

", "prompt_plain": "Look at Figure 1 and Figure 2. Season after season, the rebuilt reef holds more oysters. Choose the TWO statements that are supported by the counts and the food web.", "context_html": "", "options": [ { "id": "cA6", "text": "The growing oyster supply gave the oyster drills more food, which helps explain their rising counts.", "plain": "The growing oyster supply gave the oyster drills more food, which helps explain their rising counts.", "correct": true, "kind": "choice" }, { "id": "cB6", "text": "Oyster drill counts rose because the drills switched from eating oysters to eating the reef’s plankton.", "plain": "Oyster drill counts rose because the drills switched from eating oysters to eating the reef’s plankton.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "The counts show that the oyster drills keep the oyster population from growing on the rebuilt reef.", "plain": "The counts show that the oyster drills keep the oyster population from growing on the rebuilt reef.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "Wading birds gain a larger food supply, because the recovering reef now feeds more oyster drills.", "plain": "Wading birds gain a larger food supply, because the recovering reef now feeds more oyster drills.", "correct": true, "kind": "choice" }, { "id": "cE6", "text": "Wading birds and oysters compete for the same food, so the birds now get less to eat.", "plain": "Wading birds and oysters compete for the same food, so the birds now get less to eat.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e9876688-9159-472d-a5c2-9699fed4d699" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA6", "cD6" ] }, "n_options": 5, "passage_html": "

Oyster-Bed Restoration

A bay conservation crew is rebuilding an oyster reef that had nearly disappeared. Volunteers stack clean shell so young oysters can attach and grow. Once each season for a year, the crew counts the oysters on one marked section of reef. The crew also counts oyster drills on the same section. An oyster drill is a small sea snail that eats oysters by drilling through their shells. Wading birds hunt along the top of the reef, but the crew does not count them. Figure 1 shows the two counts across the four seasons. Figure 2 shows part of the reef food web.

Figure 1. Oyster and Oyster Drill Counts

\"Two

Figure 2. Part of the Reef Food Web

\"A

", "passage_plain": "Oyster-Bed Restoration A bay conservation crew is rebuilding an oyster reef that had nearly disappeared. Volunteers stack clean shell so young oysters can attach and grow. Once each season for a year, the crew counts the oysters on one marked section of reef. The crew also counts oyster drills on the same section. An oyster drill is a small sea snail that eats oysters by drilling through their shells. Wading birds hunt along the top of the reef, but the crew does not count them. Figure 1 shows the two counts across the four seasons. Figure 2 shows part of the reef food web. Figure 1. Oyster and Oyster Drill Counts Figure 2. Part of the Reef Food Web" }, { "n": 7, "item_id": "_50bf0815-b2c7-476f-8f25-6cabb5882239", "type": "choice", "title": "Oyster Reef — Energy Pyramid", "standards": [ "MS-LS2-3" ], "prompt_html": "

The energy pyramid below models one feeding path at the reef: plankton to oysters to oyster drills to wading birds.

\"An

Which statement about energy flow in this pyramid is correct?

", "prompt_plain": "The energy pyramid below models one feeding path at the reef: plankton to oysters to oyster drills to wading birds. Which statement about energy flow in this pyramid is correct?", "context_html": "", "options": [ { "id": "cA7", "text": "A small part of the energy at each level is passed on to the level above it.", "plain": "A small part of the energy at each level is passed on to the level above it.", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "The wading-bird level of the pyramid holds the most usable energy because it is at the top.", "plain": "The wading-bird level of the pyramid holds the most usable energy because it is at the top.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "Energy enters the pyramid at the wading-bird level and then flows downward, level by level, to the plankton.", "plain": "Energy enters the pyramid at the wading-bird level and then flows downward, level by level, to the plankton.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "The energy a level does not pass on cycles back to the plankton to be used again.", "plain": "The energy a level does not pass on cycles back to the plankton to be used again.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-30/images/slot07_v2.png" ], "stimulus_ids": [ "_e9876688-9159-472d-a5c2-9699fed4d699" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA7" ] }, "n_options": 4, "passage_html": "

Oyster-Bed Restoration

A bay conservation crew is rebuilding an oyster reef that had nearly disappeared. Volunteers stack clean shell so young oysters can attach and grow. Once each season for a year, the crew counts the oysters on one marked section of reef. The crew also counts oyster drills on the same section. An oyster drill is a small sea snail that eats oysters by drilling through their shells. Wading birds hunt along the top of the reef, but the crew does not count them. Figure 1 shows the two counts across the four seasons. Figure 2 shows part of the reef food web.

Figure 1. Oyster and Oyster Drill Counts

\"Two

Figure 2. Part of the Reef Food Web

\"A

", "passage_plain": "Oyster-Bed Restoration A bay conservation crew is rebuilding an oyster reef that had nearly disappeared. Volunteers stack clean shell so young oysters can attach and grow. Once each season for a year, the crew counts the oysters on one marked section of reef. The crew also counts oyster drills on the same section. An oyster drill is a small sea snail that eats oysters by drilling through their shells. Wading birds hunt along the top of the reef, but the crew does not count them. Figure 1 shows the two counts across the four seasons. Figure 2 shows part of the reef food web. Figure 1. Oyster and Oyster Drill Counts Figure 2. Part of the Reef Food Web" }, { "n": 8, "item_id": "_ea7e3720-db79-494a-81b8-81cf48573f70", "type": "choice", "title": "Flip Turn — Stroke Force Pair", "standards": [ "MS-PS2-1" ], "prompt_html": "

In Clip 1, the swimmer’s palm pushes backward on the water during the stroke.

Which force is the second force of this action-reaction pair?

", "prompt_plain": "In Clip 1, the swimmer’s palm pushes backward on the water during the stroke. Which force is the second force of this action-reaction pair?", "context_html": "", "options": [ { "id": "cA8", "text": "The swimmer’s arm pushes forward on the swimmer’s body, moving the swimmer through the water.", "plain": "The swimmer’s arm pushes forward on the swimmer’s body, moving the swimmer through the water.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The water pushes backward on the swimmer’s chest as the swimmer glides forward.", "plain": "The water pushes backward on the swimmer’s chest as the swimmer glides forward.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The swimmer’s forward motion pushes the water aside and out of the swimmer’s path.", "plain": "The swimmer’s forward motion pushes the water aside and out of the swimmer’s path.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The water pushes forward on the swimmer’s palm as the palm presses backward.", "plain": "The water pushes forward on the swimmer’s palm as the palm presses backward.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7fcad4c6-f42f-447a-9e4d-bd5518a3f241" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD8" ] }, "n_options": 4, "passage_html": "

Flip-Turn Force Clinic

At swim practice, a coach records two short video clips of a swimmer and reviews them with the team. Clip 1 shows one full arm stroke in the middle of the pool. The coach’s note on Clip 1 reads: ‘Strong pull - your palm presses the water back toward your feet, and you surge ahead.’ Clip 2 shows the flip turn at the end of the lap. The swimmer folds into a somersault, plants both feet on the pool wall, and pushes off. The coach’s note on Clip 2 reads: ‘Good turn - drive your feet into the wall, and you glide away fast.’ Figure 1 shows a frame from Clip 1.

Figure 1. A Frame from Clip 1

\"A

", "passage_plain": "Flip-Turn Force Clinic At swim practice, a coach records two short video clips of a swimmer and reviews them with the team. Clip 1 shows one full arm stroke in the middle of the pool. The coach’s note on Clip 1 reads: ‘Strong pull - your palm presses the water back toward your feet, and you surge ahead.’ Clip 2 shows the flip turn at the end of the lap. The swimmer folds into a somersault, plants both feet on the pool wall, and pushes off. The coach’s note on Clip 2 reads: ‘Good turn - drive your feet into the wall, and you glide away fast.’ Figure 1 shows a frame from Clip 1. Figure 1. A Frame from Clip 1" }, { "n": 9, "item_id": "_5ea08910-8acf-416b-a70c-37e21cce1908", "type": "choice", "title": "Flip Turn — Wall Push Forces", "standards": [ "MS-PS2-1" ], "prompt_html": "

In Clip 2, the swimmer’s feet push against the pool wall. The swimmer glides away quickly, and the wall stays in place.

Which statement correctly compares the force of the feet on the wall with the force of the wall on the feet?

", "prompt_plain": "In Clip 2, the swimmer’s feet push against the pool wall. The swimmer glides away quickly, and the wall stays in place. Which statement correctly compares the force of the feet on the wall with the force of the wall on the feet?", "context_html": "", "options": [ { "id": "cA9", "text": "The wall pushes back with less force than the feet apply, because the wall does not move.", "plain": "The wall pushes back with less force than the feet apply, because the wall does not move.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The feet apply a larger force than the wall returns, which is why the swimmer moves away.", "plain": "The feet apply a larger force than the wall returns, which is why the swimmer moves away.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "The two forces are equal in size, opposite in direction, and acting on two different objects.", "plain": "The two forces are equal in size, opposite in direction, and acting on two different objects.", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "The two forces are equal in size and both act on the swimmer, so they cancel each other.", "plain": "The two forces are equal in size and both act on the swimmer, so they cancel each other.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7fcad4c6-f42f-447a-9e4d-bd5518a3f241" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC9" ] }, "n_options": 4, "passage_html": "

Flip-Turn Force Clinic

At swim practice, a coach records two short video clips of a swimmer and reviews them with the team. Clip 1 shows one full arm stroke in the middle of the pool. The coach’s note on Clip 1 reads: ‘Strong pull - your palm presses the water back toward your feet, and you surge ahead.’ Clip 2 shows the flip turn at the end of the lap. The swimmer folds into a somersault, plants both feet on the pool wall, and pushes off. The coach’s note on Clip 2 reads: ‘Good turn - drive your feet into the wall, and you glide away fast.’ Figure 1 shows a frame from Clip 1.

Figure 1. A Frame from Clip 1

\"A

", "passage_plain": "Flip-Turn Force Clinic At swim practice, a coach records two short video clips of a swimmer and reviews them with the team. Clip 1 shows one full arm stroke in the middle of the pool. The coach’s note on Clip 1 reads: ‘Strong pull - your palm presses the water back toward your feet, and you surge ahead.’ Clip 2 shows the flip turn at the end of the lap. The swimmer folds into a somersault, plants both feet on the pool wall, and pushes off. The coach’s note on Clip 2 reads: ‘Good turn - drive your feet into the wall, and you glide away fast.’ Figure 1 shows a frame from Clip 1. Figure 1. A Frame from Clip 1" }, { "n": 10, "item_id": "_e144fc88-1cc6-4be8-bce2-6301e0be7527", "type": "choice", "title": "Balloon Drift — Repeating Pattern", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Look at Figure 1. At all three launch sites, the balloons drift the same way launch after launch.

Which statement best explains this repeating drift pattern?

", "prompt_plain": "Look at Figure 1. At all three launch sites, the balloons drift the same way launch after launch. Which statement best explains this repeating drift pattern?", "context_html": "", "options": [ { "id": "cA10", "text": "Earth’s spin drags the air along beneath it, so the balloons land to the east of their launch sites.", "plain": "Earth’s spin drags the air along beneath it, so the balloons land to the east of their launch sites.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Uneven heating keeps the high winds blowing, and Earth’s rotation bends their paths opposite ways in the two hemispheres.", "plain": "Uneven heating keeps the high winds blowing, and Earth’s rotation bends their paths opposite ways in the two hemispheres.", "correct": true, "kind": "choice" }, { "id": "cC10", "text": "Warm air at the equator pushes each balloon in a straight line toward the nearest pole, so both hemispheres show identical drifts.", "plain": "Warm air at the equator pushes each balloon in a straight line toward the nearest pole, so both hemispheres show identical drifts.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "Chance gusts at each site push the balloons in random directions, so the landing points spread evenly around each launch site.", "plain": "Chance gusts at each site push the balloons in random directions, so the landing points spread evenly around each launch site.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_84e8dacd-9668-49eb-ae87-ccab983b8abe" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB10" ] }, "n_options": 4, "passage_html": "

Weather-Balloon Drift Log

A weather agency releases small instrument balloons from three launch sites: one in the Northern Hemisphere, one on the equator, and one in the Southern Hemisphere. Releases happen only on mornings with calm surface air. Each balloon rises into the steady high-altitude winds, drifts with them, and later parachutes down. A recovery team logs every landing point. After twenty launches at each site, the landing points form a clear repeating pattern. Figure 1 maps the three launch sites, the average drift path from each site, and the logged landing points.

Figure 1. Launch Sites and Drift Paths

\"A

", "passage_plain": "Weather-Balloon Drift Log A weather agency releases small instrument balloons from three launch sites: one in the Northern Hemisphere, one on the equator, and one in the Southern Hemisphere. Releases happen only on mornings with calm surface air. Each balloon rises into the steady high-altitude winds, drifts with them, and later parachutes down. A recovery team logs every landing point. After twenty launches at each site, the landing points form a clear repeating pattern. Figure 1 maps the three launch sites, the average drift path from each site, and the logged landing points. Figure 1. Launch Sites and Drift Paths" }, { "n": 11, "item_id": "_fe33dfef-f684-4c5b-8988-63bd0f8e28c5", "type": "gap-match", "title": "Balloon Drift Directions", "standards": [ "MS-ESS2-6" ], "prompt_html": "

The Coriolis effect is the pattern in which Earth’s rotation makes winds and other long-distance air movements curve instead of traveling in straight lines. The drift map in the passage shows this pattern in the three balloons’ paths. Right and left are judged along each balloon’s direction of travel.

 

Drag one label to each box to show how that balloon’s drift path curved compared with a straight-line path. Not all labels will be used.

", "prompt_plain": "The Coriolis effect is the pattern in which Earth’s rotation makes winds and other long-distance air movements curve instead of traveling in straight lines. The drift map in the passage shows this pattern in the three balloons’ paths. Right and left are judged along each balloon’s direction of travel. Drag one label to each box to show how that balloon’s drift path curved compared with a straight-line path. Not all labels will be used.", "context_html": "", "options": [ { "id": "tok1", "text": "curved toward the equator", "plain": "curved toward the equator", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "curved to the left", "plain": "curved to the left", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "curved hardly at all", "plain": "curved hardly at all", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "curved to the right", "plain": "curved to the right", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_84e8dacd-9668-49eb-ae87-ccab983b8abe" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok2 G2", "tok3 G3" ] }, "n_options": 4, "passage_html": "

Weather-Balloon Drift Log

A weather agency releases small instrument balloons from three launch sites: one in the Northern Hemisphere, one on the equator, and one in the Southern Hemisphere. Releases happen only on mornings with calm surface air. Each balloon rises into the steady high-altitude winds, drifts with them, and later parachutes down. A recovery team logs every landing point. After twenty launches at each site, the landing points form a clear repeating pattern. Figure 1 maps the three launch sites, the average drift path from each site, and the logged landing points.

Figure 1. Launch Sites and Drift Paths

\"A

", "passage_plain": "Weather-Balloon Drift Log A weather agency releases small instrument balloons from three launch sites: one in the Northern Hemisphere, one on the equator, and one in the Southern Hemisphere. Releases happen only on mornings with calm surface air. Each balloon rises into the steady high-altitude winds, drifts with them, and later parachutes down. A recovery team logs every landing point. After twenty launches at each site, the landing points form a clear repeating pattern. Figure 1 maps the three launch sites, the average drift path from each site, and the logged landing points. Figure 1. Launch Sites and Drift Paths" }, { "n": 12, "item_id": "_e1cccb2c-1618-42eb-878e-a2973793d6ad", "type": "hottext", "title": "Morning Dew Report", "standards": [ "MS-ESS2-4" ], "prompt_html": "

The groundskeeper’s report has five sentences, shown below.

Look at Table 1. Select the ONE sentence from the report that correctly explains where the dew water came from.

", "prompt_plain": "The groundskeeper’s report has five sentences, shown below. Look at Table 1. Select the ONE sentence from the report that correctly explains where the dew water came from.", "context_html": "", "options": [ { "id": "hA12", "text": "The dew appeared again on the grass this morning even though the rain gauge stayed empty all night.", "plain": "The dew appeared again on the grass this morning even though the rain gauge stayed empty all night.", "correct": false, "kind": "hottext" }, { "id": "hB12", "text": "Liquid water seeped up from the damp soil and coated the grass blades from below during the night.", "plain": "Liquid water seeped up from the damp soil and coated the grass blades from below during the night.", "correct": false, "kind": "hottext" }, { "id": "hC12", "text": "Water vapor in the moist night air condensed into liquid drops on the grass as the grass cooled.", "plain": "Water vapor in the moist night air condensed into liquid drops on the grass as the grass cooled.", "correct": true, "kind": "hottext" }, { "id": "hD12", "text": "A brief shower passed before sunrise and wet the grass without leaving water in the gauge.", "plain": "A brief shower passed before sunrise and wet the grass without leaving water in the gauge.", "correct": false, "kind": "hottext" }, { "id": "hE12", "text": "The grass blades released water from inside their leaves as the field cooled during the night.", "plain": "The grass blades released water from inside their leaves as the field cooled during the night.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_e488a6f8-7ebd-4b2e-a7c1-a8594d7d3fe3" ], "key_letters": "", "key_values": { "RESPONSE": [ "hC12" ] }, "n_options": 5, "passage_html": "

Dew on the Soccer Field

Each clear fall morning, drops of dew cover the grass of a town soccer field. The groundskeeper tracked one calm night with the readings in Table 1. A rain gauge beside the field stayed empty all night. At sunset, the groundskeeper had also laid one plastic collecting sheet flat in each of two field sections. By sunrise, each sheet held the dew water that had formed on it. The groundskeeper then wrote a short report about the morning dew.

Table 1. Overnight Field Log

TimeAir temperature (°C)Grass-surface temperature (°C)Relative humidity (%)Sky
9 p.m.141264Clear
1 a.m.10782Clear
5 a.m.7496Clear
", "passage_plain": "Dew on the Soccer Field Each clear fall morning, drops of dew cover the grass of a town soccer field. The groundskeeper tracked one calm night with the readings in Table 1. A rain gauge beside the field stayed empty all night. At sunset, the groundskeeper had also laid one plastic collecting sheet flat in each of two field sections. By sunrise, each sheet held the dew water that had formed on it. The groundskeeper then wrote a short report about the morning dew. Table 1. Overnight Field Log Time Air temperature (°C) Grass-surface temperature (°C) Relative humidity (%) Sky 9 p.m. 14 12 64 Clear 1 a.m. 10 7 82 Clear 5 a.m. 7 4 96 Clear" }, { "n": 13, "item_id": "_4d6c6766-7d9e-49bd-9c20-2b2b91468e8b", "type": "choice", "title": "Measuring the Dew", "standards": [ "MS-ESS2-4" ], "prompt_html": "

The groundskeeper wants to compare how much dew water the two collecting sheets gathered overnight.

Which tool is the best choice for comparing the amounts of dew water from the two sheets?

", "prompt_plain": "The groundskeeper wants to compare how much dew water the two collecting sheets gathered overnight. Which tool is the best choice for comparing the amounts of dew water from the two sheets?", "context_html": "", "options": [ { "id": "cA13", "text": "a graduated cylinder", "plain": "a graduated cylinder", "correct": true, "kind": "choice" }, { "id": "cB13", "text": "a digital stopwatch", "plain": "a digital stopwatch", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "a glass test tube", "plain": "a glass test tube", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "a metal thermometer", "plain": "a metal thermometer", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e488a6f8-7ebd-4b2e-a7c1-a8594d7d3fe3" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA13" ] }, "n_options": 4, "passage_html": "

Dew on the Soccer Field

Each clear fall morning, drops of dew cover the grass of a town soccer field. The groundskeeper tracked one calm night with the readings in Table 1. A rain gauge beside the field stayed empty all night. At sunset, the groundskeeper had also laid one plastic collecting sheet flat in each of two field sections. By sunrise, each sheet held the dew water that had formed on it. The groundskeeper then wrote a short report about the morning dew.

Table 1. Overnight Field Log

TimeAir temperature (°C)Grass-surface temperature (°C)Relative humidity (%)Sky
9 p.m.141264Clear
1 a.m.10782Clear
5 a.m.7496Clear
", "passage_plain": "Dew on the Soccer Field Each clear fall morning, drops of dew cover the grass of a town soccer field. The groundskeeper tracked one calm night with the readings in Table 1. A rain gauge beside the field stayed empty all night. At sunset, the groundskeeper had also laid one plastic collecting sheet flat in each of two field sections. By sunrise, each sheet held the dew water that had formed on it. The groundskeeper then wrote a short report about the morning dew. Table 1. Overnight Field Log Time Air temperature (°C) Grass-surface temperature (°C) Relative humidity (%) Sky 9 p.m. 14 12 64 Clear 1 a.m. 10 7 82 Clear 5 a.m. 7 4 96 Clear" }, { "n": 14, "item_id": "_2901b2aa-60b6-4ac9-8acd-e66876375a63", "type": "choice", "title": "Mold Thread Evidence", "standards": [ "MS-LS1-1" ], "prompt_html": "

Look at Figure 1 and the passage.

Which observation is the best evidence that the bread mold is a multicellular organism?

", "prompt_plain": "Look at Figure 1 and the passage. Which observation is the best evidence that the bread mold is a multicellular organism?", "context_html": "", "options": [ { "id": "cA14", "text": "The mold patch was easy to spot on the bread without the microscope.", "plain": "The mold patch was easy to spot on the bread without the microscope.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The mold threads on Slide 2 grow much longer than any single yeast cell on Slide 1.", "plain": "The mold threads on Slide 2 grow much longer than any single yeast cell on Slide 1.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "Slide 1 shows many separate oval yeast cells, and some of them carry one round bud.", "plain": "Slide 1 shows many separate oval yeast cells, and some of them carry one round bud.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "Each mold thread is divided by cross-walls into a row of many cells.", "plain": "Each mold thread is divided by cross-walls into a row of many cells.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_da0855e2-6685-463a-b2fa-0b3f624649e6" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4, "passage_html": "

Baker’s Bench Slides

A bakery keeps a microscope at its work bench to check ingredients. One morning, a worker prepares two slides and views each at 400×. Slide 1 holds a drop from the bakery’s yeast mixture used to raise the dough. Slide 2 holds a scraping from a fuzzy patch growing on a bread slice. The patch was easy to spot without the microscope. It had also spread wider across the slice each day for three days. Figure 1 shows the two slide views side by side.

Figure 1. The Two Slide Views at 400×

\"Two

", "passage_plain": "Baker’s Bench Slides A bakery keeps a microscope at its work bench to check ingredients. One morning, a worker prepares two slides and views each at 400×. Slide 1 holds a drop from the bakery’s yeast mixture used to raise the dough. Slide 2 holds a scraping from a fuzzy patch growing on a bread slice. The patch was easy to spot without the microscope. It had also spread wider across the slice each day for three days. Figure 1 shows the two slide views side by side. Figure 1. The Two Slide Views at 400×" }, { "n": 15, "item_id": "_8b116712-e21d-4b1d-bc62-425462cf049b", "type": "choice", "title": "Yeast Cell Energy", "standards": [ "MS-LS1-2" ], "prompt_html": "

On Slide 1, many of the yeast cells are budding quickly.

Predict what would most likely happen to one of these yeast cells if its mitochondria stopped working.

", "prompt_plain": "On Slide 1, many of the yeast cells are budding quickly. Predict what would most likely happen to one of these yeast cells if its mitochondria stopped working.", "context_html": "", "options": [ { "id": "cA15", "text": "It would keep budding quickly, because its food gives it energy it can use directly.", "plain": "It would keep budding quickly, because its food gives it energy it can use directly.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "It would grow and bud more slowly, because much less usable energy would be released from its food.", "plain": "It would grow and bud more slowly, because much less usable energy would be released from its food.", "correct": true, "kind": "choice" }, { "id": "cC15", "text": "It would keep budding quickly, because the nucleus would release the energy from food instead.", "plain": "It would keep budding quickly, because the nucleus would release the energy from food instead.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "It would start making its own food, the way a plant cell with chloroplasts does.", "plain": "It would start making its own food, the way a plant cell with chloroplasts does.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_da0855e2-6685-463a-b2fa-0b3f624649e6" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB15" ] }, "n_options": 4, "passage_html": "

Baker’s Bench Slides

A bakery keeps a microscope at its work bench to check ingredients. One morning, a worker prepares two slides and views each at 400×. Slide 1 holds a drop from the bakery’s yeast mixture used to raise the dough. Slide 2 holds a scraping from a fuzzy patch growing on a bread slice. The patch was easy to spot without the microscope. It had also spread wider across the slice each day for three days. Figure 1 shows the two slide views side by side.

Figure 1. The Two Slide Views at 400×

\"Two

", "passage_plain": "Baker’s Bench Slides A bakery keeps a microscope at its work bench to check ingredients. One morning, a worker prepares two slides and views each at 400×. Slide 1 holds a drop from the bakery’s yeast mixture used to raise the dough. Slide 2 holds a scraping from a fuzzy patch growing on a bread slice. The patch was easy to spot without the microscope. It had also spread wider across the slice each day for three days. Figure 1 shows the two slide views side by side. Figure 1. The Two Slide Views at 400×" }, { "n": 16, "item_id": "_49fbebc0-919e-41d0-944d-e651f02e0ac0", "type": "choice", "title": "Firefly Meadow (Part A)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part A

Look at Tables 1 and 2. Which claim about the firefly decline do the section counts support?

", "prompt_plain": "Part A Look at Tables 1 and 2. Which claim about the firefly decline do the section counts support?", "context_html": "", "options": [ { "id": "cA16", "text": "Claim 1, because the section lit by the stadium had fewer fireflies than the dark section next to it.", "plain": "Claim 1, because the section lit by the stadium had fewer fireflies than the dark section next to it.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Claim 1, because the section lit by the stadium held far more fireflies than the weekly-mowed section did.", "plain": "Claim 1, because the section lit by the stadium held far more fireflies than the weekly-mowed section did.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Claim 2, because counts stayed near 50 in every section except the weekly-mowed one, where they fell to 9.", "plain": "Claim 2, because counts stayed near 50 in every section except the weekly-mowed one, where they fell to 9.", "correct": true, "kind": "choice" }, { "id": "cD16", "text": "Neither claim, because the two tables disagree: the lighting counts stayed nearly equal while the mowing counts did not.", "plain": "Neither claim, because the two tables disagree: the lighting counts stayed nearly equal while the mowing counts did not.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ba16e75b-7748-4593-b746-2304e7a3b4fa" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC16" ] }, "n_options": 4, "passage_html": "

Firefly Meadow Claims

For years, a meadow beside a town stadium has glowed with fireflies on June evenings. Fireflies spend those evenings in the meadow’s tall grass. Residents now report far fewer flashes than in past summers, and two claims were posted at a town meeting.

Claim 1: Light from the stadium’s evening events is causing the firefly decline.

Claim 2: The town’s new weekly mowing schedule is causing the firefly decline.

Student volunteers counted flashing fireflies on ten June evenings in four meadow sections. Their counts are grouped into two comparisons (Table 1 and Table 2).

Table 1. Lighting Comparison (both sections mowed once in April)

SectionEvening lightingAverage fireflies counted per evening
1Lit by the stadium lights47
2Beyond the lights (dark)51

Table 2. Mowing Comparison (both sections beyond the lights)

SectionMowing scheduleAverage fireflies counted per evening
3Mowed every week9
4Mowed once in April50
", "passage_plain": "Firefly Meadow Claims For years, a meadow beside a town stadium has glowed with fireflies on June evenings. Fireflies spend those evenings in the meadow’s tall grass. Residents now report far fewer flashes than in past summers, and two claims were posted at a town meeting. Claim 1: Light from the stadium’s evening events is causing the firefly decline. Claim 2: The town’s new weekly mowing schedule is causing the firefly decline. Student volunteers counted flashing fireflies on ten June evenings in four meadow sections. Their counts are grouped into two comparisons (Table 1 and Table 2). Table 1. Lighting Comparison (both sections mowed once in April) Section Evening lighting Average fireflies counted per evening 1 Lit by the stadium lights 47 2 Beyond the lights (dark) 51 Table 2. Mowing Comparison (both sections beyond the lights) Section Mowing schedule Average fireflies counted per evening 3 Mowed every week 9 4 Mowed once in April 50" }, { "n": 17, "item_id": "_8fac396f-8694-42c2-92f3-bb96ed43d9a6", "type": "choice", "title": "Firefly Meadow (Part B)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part B

Which section comparison best supports the claim you chose in Part A?

", "prompt_plain": "Part B Which section comparison best supports the claim you chose in Part A?", "context_html": "", "options": [ { "id": "cA17", "text": "The weekly-mowed section held far fewer fireflies than a section mowed once, under the same lighting.", "plain": "The weekly-mowed section held far fewer fireflies than a section mowed once, under the same lighting.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "The two sections mowed once in April held nearly the same number of fireflies, whether lit by the stadium or dark.", "plain": "The two sections mowed once in April held nearly the same number of fireflies, whether lit by the stadium or dark.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Every count was made on June evenings in sections of the same meadow for ten evenings each.", "plain": "Every count was made on June evenings in sections of the same meadow for ten evenings each.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Fireflies were still counted flashing in the weekly-mowed section on the evenings the volunteers visited.", "plain": "Fireflies were still counted flashing in the weekly-mowed section on the evenings the volunteers visited.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ba16e75b-7748-4593-b746-2304e7a3b4fa" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA17" ] }, "n_options": 4, "passage_html": "

Firefly Meadow Claims

For years, a meadow beside a town stadium has glowed with fireflies on June evenings. Fireflies spend those evenings in the meadow’s tall grass. Residents now report far fewer flashes than in past summers, and two claims were posted at a town meeting.

Claim 1: Light from the stadium’s evening events is causing the firefly decline.

Claim 2: The town’s new weekly mowing schedule is causing the firefly decline.

Student volunteers counted flashing fireflies on ten June evenings in four meadow sections. Their counts are grouped into two comparisons (Table 1 and Table 2).

Table 1. Lighting Comparison (both sections mowed once in April)

SectionEvening lightingAverage fireflies counted per evening
1Lit by the stadium lights47
2Beyond the lights (dark)51

Table 2. Mowing Comparison (both sections beyond the lights)

SectionMowing scheduleAverage fireflies counted per evening
3Mowed every week9
4Mowed once in April50
", "passage_plain": "Firefly Meadow Claims For years, a meadow beside a town stadium has glowed with fireflies on June evenings. Fireflies spend those evenings in the meadow’s tall grass. Residents now report far fewer flashes than in past summers, and two claims were posted at a town meeting. Claim 1: Light from the stadium’s evening events is causing the firefly decline. Claim 2: The town’s new weekly mowing schedule is causing the firefly decline. Student volunteers counted flashing fireflies on ten June evenings in four meadow sections. Their counts are grouped into two comparisons (Table 1 and Table 2). Table 1. Lighting Comparison (both sections mowed once in April) Section Evening lighting Average fireflies counted per evening 1 Lit by the stadium lights 47 2 Beyond the lights (dark) 51 Table 2. Mowing Comparison (both sections beyond the lights) Section Mowing schedule Average fireflies counted per evening 3 Mowed every week 9 4 Mowed once in April 50" }, { "n": 18, "item_id": "_4d602270-5f7f-488f-b7b1-70095031edba", "type": "choice", "title": "Sundial Log (Part A)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part A

Look at Table 1. In which logged month was the midday Sun highest in the sky over the sundial?

", "prompt_plain": "Part A Look at Table 1. In which logged month was the midday Sun highest in the sky over the sundial?", "context_html": "", "options": [ { "id": "cA18", "text": "March", "plain": "March", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "June", "plain": "June", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "September", "plain": "September", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "December", "plain": "December", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8588001d-0f6b-433a-af2e-7c71e8a46ef8" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB18" ] }, "n_options": 4, "passage_html": "

Sundial Project Log

A science club in Minneapolis, in the Northern Hemisphere, built a sundial on level ground. The sundial’s gnomon — the upright stick that casts its shadow — stands 50 centimeters tall. At midday on the 21st day of four different months, club members measured the length of the gnomon’s shadow. Table 1 shows the log. The higher the midday Sun stands in the sky, the shorter the shadow the gnomon casts.

Table 1. Midday Shadow Log

DateMidday shadow length (cm)
March 2150
June 2120
September 2152
December 21126
", "passage_plain": "Sundial Project Log A science club in Minneapolis, in the Northern Hemisphere, built a sundial on level ground. The sundial’s gnomon — the upright stick that casts its shadow — stands 50 centimeters tall. At midday on the 21st day of four different months, club members measured the length of the gnomon’s shadow. Table 1 shows the log. The higher the midday Sun stands in the sky, the shorter the shadow the gnomon casts. Table 1. Midday Shadow Log Date Midday shadow length (cm) March 21 50 June 21 20 September 21 52 December 21 126" }, { "n": 19, "item_id": "_653db7d9-186e-4a87-a970-05a6725167b1", "type": "choice", "title": "Sundial Log (Part B)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part B

Which statement best explains why the midday Sun stands highest over the sundial in June?

", "prompt_plain": "Part B Which statement best explains why the midday Sun stands highest over the sundial in June?", "context_html": "", "options": [ { "id": "cA19", "text": "Earth moves closest to the Sun in June, so the Sun appears higher in the June sky.", "plain": "Earth moves closest to the Sun in June, so the Sun appears higher in the June sky.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The Sun sends out more light energy in June than in any other month of the year.", "plain": "The Sun sends out more light energy in June than in any other month of the year.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Earth spins faster on its axis in June, so the Sun climbs higher above the horizon each day.", "plain": "Earth spins faster on its axis in June, so the Sun climbs higher above the horizon each day.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "In June the Northern Hemisphere is tilted toward the Sun, so midday sunlight strikes at a steeper angle.", "plain": "In June the Northern Hemisphere is tilted toward the Sun, so midday sunlight strikes at a steeper angle.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8588001d-0f6b-433a-af2e-7c71e8a46ef8" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD19" ] }, "n_options": 4, "passage_html": "

Sundial Project Log

A science club in Minneapolis, in the Northern Hemisphere, built a sundial on level ground. The sundial’s gnomon — the upright stick that casts its shadow — stands 50 centimeters tall. At midday on the 21st day of four different months, club members measured the length of the gnomon’s shadow. Table 1 shows the log. The higher the midday Sun stands in the sky, the shorter the shadow the gnomon casts.

Table 1. Midday Shadow Log

DateMidday shadow length (cm)
March 2150
June 2120
September 2152
December 21126
", "passage_plain": "Sundial Project Log A science club in Minneapolis, in the Northern Hemisphere, built a sundial on level ground. The sundial’s gnomon — the upright stick that casts its shadow — stands 50 centimeters tall. At midday on the 21st day of four different months, club members measured the length of the gnomon’s shadow. Table 1 shows the log. The higher the midday Sun stands in the sky, the shorter the shadow the gnomon casts. Table 1. Midday Shadow Log Date Midday shadow length (cm) March 21 50 June 21 20 September 21 52 December 21 126" }, { "n": 20, "item_id": "_08bf1919-e69e-495d-9775-3852e21b7e0a", "type": "order", "title": "Science Night Planet Cards", "standards": [ "MS-ESS1-2" ], "prompt_html": "

At a school science night, a volunteer sets up a solar-system demonstration table. A Sun marker sits at the left end of the table, and four inner-planet picture cards must be laid out to the right of it in their true order from the Sun.

\"A

 

Place the planet cards in order, starting with the planet closest to the Sun.

", "prompt_plain": "At a school science night, a volunteer sets up a solar-system demonstration table. A Sun marker sits at the left end of the table, and four inner-planet picture cards must be laid out to the right of it in their true order from the Sun. Place the planet cards in order, starting with the planet closest to the Sun.", "context_html": "", "options": [ { "id": "cB66b02446", "text": "Venus", "plain": "Venus", "correct": true, "kind": "choice" }, { "id": "cDea94d6d1", "text": "Mars", "plain": "Mars", "correct": true, "kind": "choice" }, { "id": "cAc6fcfb07", "text": "Mercury", "plain": "Mercury", "correct": true, "kind": "choice" }, { "id": "cC00e83428", "text": "Earth", "plain": "Earth", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-30/images/slot20_v2.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cAc6fcfb07", "cB66b02446", "cC00e83428", "cDea94d6d1" ] }, "n_options": 4 }, { "n": 21, "item_id": "_b0373936-1f42-4efb-b661-6581ec155343", "type": "choice", "title": "Planet Mass and Known Moons", "standards": [ "MS-ESS1-3" ], "prompt_html": "

A science-club poster makes this claim: the more mass a planet has, the more moons it can hold in orbit. Table 1 lists the mass and the number of known moons for five planets. Mass is given compared with Earth’s mass.

Table 1. Planet Mass and Known Moons

PlanetMass (Earth = 1)Known moons
Mercury0.060
Venus0.80
Earth11
Jupiter31895
Neptune1716

Choose the TWO statements about Table 1 that support the poster’s claim.

", "prompt_plain": "A science-club poster makes this claim: the more mass a planet has, the more moons it can hold in orbit. Table 1 lists the mass and the number of known moons for five planets. Mass is given compared with Earth’s mass. Table 1. Planet Mass and Known Moons Planet Mass (Earth = 1) Known moons Mercury 0.06 0 Venus 0.8 0 Earth 1 1 Jupiter 318 95 Neptune 17 16 Choose the TWO statements about Table 1 that support the poster’s claim.", "context_html": "", "options": [ { "id": "cA1", "text": "Venus has more mass than Mercury, yet the two planets hold the same number of known moons.", "plain": "Venus has more mass than Mercury, yet the two planets hold the same number of known moons.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Jupiter has the greatest mass of the five planets and also holds the most known moons.", "plain": "Jupiter has the greatest mass of the five planets and also holds the most known moons.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Earth has the third-greatest mass of the five planets listed in the table.", "plain": "Earth has the third-greatest mass of the five planets listed in the table.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Neptune has far more mass than Earth and holds many more known moons than Earth.", "plain": "Neptune has far more mass than Earth and holds many more known moons than Earth.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Neptune holds more known moons than Jupiter because Neptune has the greater mass.", "plain": "Neptune holds more known moons than Jupiter because Neptune has the greater mass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 22, "item_id": "_4ae0969c-2c47-47d1-96d3-908a9c192fdd", "type": "choice", "title": "Air Masses P and Q", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Two large bodies of air form and sit in place for many days over different surfaces. Air mass P forms over a cool ocean. Air mass Q forms over a hot, dry desert. Figure 1 shows the conditions where each air mass forms.

Figure 1. Where Each Air Mass Forms

\"Two

Choose the TWO comparisons of the air masses that are supported by where each one formed.

", "prompt_plain": "Two large bodies of air form and sit in place for many days over different surfaces. Air mass P forms over a cool ocean. Air mass Q forms over a hot, dry desert. Figure 1 shows the conditions where each air mass forms. Figure 1. Where Each Air Mass Forms Choose the TWO comparisons of the air masses that are supported by where each one formed.", "context_html": "", "options": [ { "id": "cA1", "text": "Air mass P holds more water vapor than air mass Q, because it formed over a wide water surface.", "plain": "Air mass P holds more water vapor than air mass Q, because it formed over a wide water surface.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Air mass P and air mass Q hold equal amounts of water vapor, because each one formed over a wide, open surface.", "plain": "Air mass P and air mass Q hold equal amounts of water vapor, because each one formed over a wide, open surface.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Air mass Q is warmer than air mass P, because it formed over ground that is hot and dry.", "plain": "Air mass Q is warmer than air mass P, because it formed over ground that is hot and dry.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Air mass Q holds more water vapor than air mass P, because hot air that formed over a desert can hold more moisture than cool air.", "plain": "Air mass Q holds more water vapor than air mass P, because hot air that formed over a desert can hold more moisture than cool air.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Air mass Q has the same temperature as air mass P, because the season, not the surface it formed over, sets an air mass's temperature.", "plain": "Air mass Q has the same temperature as air mass P, because the season, not the surface it formed over, sets an air mass's temperature.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-30/images/slot22.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 23, "item_id": "_727b51c7-af9f-4632-8421-3a112a0d79e9", "type": "choice", "title": "Walleye Logbook (Part A)", "standards": [ "MS-ESS3-4" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1.

Which change to the club’s netting plan do the logbook records best support to help the lake’s walleye population grow again?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which change to the club’s netting plan do the logbook records best support to help the lake’s walleye population grow again?", "context_html": "", "options": [ { "id": "cA1", "text": "Set even more nets each fall, because the total netted stayed near its high point through 2020.", "plain": "Set even more nets each fall, because the total netted stayed near its high point through 2020.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Net far fewer walleye each fall, so more adult fish stay in the lake and reproduce.", "plain": "Net far fewer walleye each fall, so more adult fish stay in the lake and reproduce.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Skip netting every other fall, but set twice as many nets in the seasons the club still nets.", "plain": "Skip netting every other fall, but set twice as many nets in the seasons the club still nets.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Keep the netting plan the same, because the fall totals near their high point show the population is already growing again.", "plain": "Keep the netting plan the same, because the fall totals near their high point show the population is already growing again.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a46d9c02-f73a-4d3e-93da-bd1ea2bfa032" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Walleye Netting Logbook

A fishing club nets walleye, a large freshwater fish, from the same northern lake every fall. The club spreads its nets far apart across the whole lake, so the nets do not compete with one another for the same fish. After each fall season, the club logs the number of nets set (Table 1), the total walleye netted, and the per-net catch. The per-net catch equals the total walleye netted divided by the number of nets set. Figure 1 shows the total walleye netted and the per-net catch for five seasons.

Table 1. Nets Set Each Season

SeasonNets set
201640
201855
202070
202285
202490

Figure 1. Total Netted and Per-Net Catch

\"Two

", "passage_plain": "Walleye Netting Logbook A fishing club nets walleye, a large freshwater fish, from the same northern lake every fall. The club spreads its nets far apart across the whole lake, so the nets do not compete with one another for the same fish. After each fall season, the club logs the number of nets set (Table 1), the total walleye netted, and the per-net catch. The per-net catch equals the total walleye netted divided by the number of nets set. Figure 1 shows the total walleye netted and the per-net catch for five seasons. Table 1. Nets Set Each Season Season Nets set 2016 40 2018 55 2020 70 2022 85 2024 90 Figure 1. Total Netted and Per-Net Catch" }, { "n": 24, "item_id": "_ecf39b64-23f9-4ec9-9840-26b3560faf1f", "type": "choice", "title": "Walleye Logbook (Part B)", "standards": [ "MS-ESS3-4" ], "prompt_html": "

Part B

Keep in mind the change to the netting plan that you chose in Part A. Which comparison of the logbook records is the best evidence that the number of walleye living in the lake is falling?

", "prompt_plain": "Part B Keep in mind the change to the netting plan that you chose in Part A. Which comparison of the logbook records is the best evidence that the number of walleye living in the lake is falling?", "context_html": "", "options": [ { "id": "cA1", "text": "The total walleye netted in 2020 was the highest total recorded in the logbook.", "plain": "The total walleye netted in 2020 was the highest total recorded in the logbook.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The club set more than twice as many nets in 2024 as it set back in 2016.", "plain": "The club set more than twice as many nets in 2024 as it set back in 2016.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The walleye caught per net kept falling even while the club kept setting more nets.", "plain": "The walleye caught per net kept falling even while the club kept setting more nets.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The per-net catch in every season equals the total netted divided by the nets set.", "plain": "The per-net catch in every season equals the total netted divided by the nets set.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a46d9c02-f73a-4d3e-93da-bd1ea2bfa032" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Walleye Netting Logbook

A fishing club nets walleye, a large freshwater fish, from the same northern lake every fall. The club spreads its nets far apart across the whole lake, so the nets do not compete with one another for the same fish. After each fall season, the club logs the number of nets set (Table 1), the total walleye netted, and the per-net catch. The per-net catch equals the total walleye netted divided by the number of nets set. Figure 1 shows the total walleye netted and the per-net catch for five seasons.

Table 1. Nets Set Each Season

SeasonNets set
201640
201855
202070
202285
202490

Figure 1. Total Netted and Per-Net Catch

\"Two

", "passage_plain": "Walleye Netting Logbook A fishing club nets walleye, a large freshwater fish, from the same northern lake every fall. The club spreads its nets far apart across the whole lake, so the nets do not compete with one another for the same fish. After each fall season, the club logs the number of nets set (Table 1), the total walleye netted, and the per-net catch. The per-net catch equals the total walleye netted divided by the number of nets set. Figure 1 shows the total walleye netted and the per-net catch for five seasons. Table 1. Nets Set Each Season Season Nets set 2016 40 2018 55 2020 70 2022 85 2024 90 Figure 1. Total Netted and Per-Net Catch" }, { "n": 25, "item_id": "_245bbc57-9efe-442f-8dd5-b7b4edac41be", "type": "text-entry", "title": "Moss-Leaf Cell Length", "standards": [ "MS-LS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A microscope photo of a moss-leaf cell comes with a printed scale card. The card shows one scale bar, and one scale bar equals 25 micrometers on the photo. The moss-leaf cell is exactly 4 scale bars long.

Micrograph Scale Card

Scale-card informationValue
Length of one scale bar25 micrometers
Length of the moss-leaf cell4 scale bars

How many micrometers long is the moss-leaf cell? Multiply the length of one scale bar by the number of scale bars.

Give your answer as a whole number (e.g., 15).

Length in micrometers:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "100" ] }, "n_options": 0 }, { "n": 26, "item_id": "_be270759-2ed4-405f-ba15-144e4bcea3c7", "type": "gap-match", "title": "Plant Cell Poster Build", "standards": [ "MS-LS1-2" ], "prompt_html": "

A biology poster shows the outline of one plant cell. Inside the outline, four numbered regions are drawn with dashed lines. The poster’s caption list gives the job of the missing part at each numbered region:

Region 1 - holds the cell’s instructions and directs the cell’s activities

Region 2 - uses sunlight to make food for the cell

Region 3 - stores water and sap and helps the cell keep its shape

Region 4 - releases energy from food so the cell can use it

\"Outline

 

Drag one organelle tile onto each numbered region so the tile matches the job described there. Not all tiles will be used.

", "prompt_plain": "A biology poster shows the outline of one plant cell. Inside the outline, four numbered regions are drawn with dashed lines. The poster’s caption list gives the job of the missing part at each numbered region: Region 1 - holds the cell’s instructions and directs the cell’s activities Region 2 - uses sunlight to make food for the cell Region 3 - stores water and sap and helps the cell keep its shape Region 4 - releases energy from food so the cell can use it Drag one organelle tile onto each numbered region so the tile matches the job described there. Not all tiles will be used.", "context_html": "", "options": [ { "id": "tokMito", "text": "mitochondria", "plain": "mitochondria", "correct": false, "kind": "gap-token" }, { "id": "tokRibo", "text": "ribosomes", "plain": "ribosomes", "correct": false, "kind": "gap-token" }, { "id": "tokNucl", "text": "nucleus", "plain": "nucleus", "correct": false, "kind": "gap-token" }, { "id": "tokVacu", "text": "central vacuole", "plain": "central vacuole", "correct": false, "kind": "gap-token" }, { "id": "tokChlo", "text": "chloroplasts", "plain": "chloroplasts", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-30/images/slot26.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokNucl R1", "tokChlo R2", "tokVacu R3", "tokMito R4" ] }, "n_options": 5 }, { "n": 27, "item_id": "_1872e062-f76e-43c8-bbb2-f5a08b5fff8d", "type": "inline-choice", "title": "Prairie Garden Interactions", "standards": [ "MS-LS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Figure 1 shows three numbered scenes from one summer evening in a prairie garden.

Figure 1. Three Evening Garden Scenes

\"Three

Scene 1: A hawkmoth sips nectar from an evening-primrose flower. Pollen sticks to the moth’s body and rubs off on the next primrose it visits, and the plant needs that pollen delivery to make seeds.

Scene 2: A crab spider hiding on a primrose blossom grabs a hawkmoth that lands there and eats it.

Scene 3: On this cool evening only a few primrose flowers open. Many hawkmoths crowd the same few flowers, so each moth gets less nectar.

Choose the interaction type that matches each scene.

Scene 1 shows .

Scene 2 shows .

Scene 3 shows .

", "options": [ { "id": "cB1O150abc9fd", "text": "competition", "plain": "competition", "correct": false, "kind": "inline" }, { "id": "cB1Of9c62b4a8", "text": "mutualism", "plain": "mutualism", "correct": true, "kind": "inline" }, { "id": "cB1O1f68c7bcd", "text": "predation", "plain": "predation", "correct": false, "kind": "inline" }, { "id": "cB2O9ab5220d7", "text": "competition", "plain": "competition", "correct": false, "kind": "inline" }, { "id": "cB2O56cf9cd58", "text": "mutualism", "plain": "mutualism", "correct": false, "kind": "inline" }, { "id": "cB2Oc278ae76c", "text": "predation", "plain": "predation", "correct": true, "kind": "inline" }, { "id": "cB3Oe91f34484", "text": "competition", "plain": "competition", "correct": true, "kind": "inline" }, { "id": "cB3O40c26aa63", "text": "mutualism", "plain": "mutualism", "correct": false, "kind": "inline" }, { "id": "cB3O530fd7030", "text": "predation", "plain": "predation", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-30/images/slot27.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Of9c62b4a8" ], "RESPONSE2": [ "cB2Oc278ae76c" ], "RESPONSE3": [ "cB3Oe91f34484" ] }, "n_options": 9 }, { "n": 28, "item_id": "_3f33e367-0041-4772-bc72-60aeb51ccfbf", "type": "choice", "title": "Beech Forest Matter Path", "standards": [ "MS-LS2-3" ], "prompt_html": "

Figure 1 shows a matter-and-energy path in a beech forest. Beech trees make beechnuts, wild turkeys eat beechnuts, and bobcats hunt wild turkeys.

Figure 1. The Beech Forest Path

\"A

Choose the TWO statements that correctly describe how matter and energy move along this path.

", "prompt_plain": "Figure 1 shows a matter-and-energy path in a beech forest. Beech trees make beechnuts, wild turkeys eat beechnuts, and bobcats hunt wild turkeys. Figure 1. The Beech Forest Path Choose the TWO statements that correctly describe how matter and energy move along this path.", "context_html": "", "options": [ { "id": "cA1", "text": "The wild turkeys make their own energy inside their bodies, so they could live without the beech trees.", "plain": "The wild turkeys make their own energy inside their bodies, so they could live without the beech trees.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The beech trees take in their food from the soil instead of making the food themselves.", "plain": "The beech trees take in their food from the soil instead of making the food themselves.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The energy stored in a beechnut was first captured from sunlight by the beech tree.", "plain": "The energy stored in a beechnut was first captured from sunlight by the beech tree.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Each arrow in the figure shows matter moving from the eater back into the living thing it eats.", "plain": "Each arrow in the figure shows matter moving from the eater back into the living thing it eats.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Matter in a bobcat’s body includes matter that was once part of the beech trees.", "plain": "Matter in a bobcat’s body includes matter that was once part of the beech trees.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-30/images/slot28.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 29, "item_id": "_b98db05f-e9ad-495f-a3e6-71a4a3ce8970", "type": "choice", "title": "Air-Track Glider Masses", "standards": [ "MS-PS2-2" ], "prompt_html": "

Two gliders, P and Q, rest on a level air track, which lets them move with almost no friction. A launcher gives each glider an identical brief push lasting from 0 to 2 seconds. Figure 1 shows each glider’s velocity from 0 to 4 seconds.

Figure 1. Velocity of Gliders P and Q

\"A

Based on Figure 1, which statement gives the correct conclusion about the gliders' masses and the correct evidence for it?

", "prompt_plain": "Two gliders, P and Q, rest on a level air track, which lets them move with almost no friction. A launcher gives each glider an identical brief push lasting from 0 to 2 seconds. Figure 1 shows each glider’s velocity from 0 to 4 seconds. Figure 1. Velocity of Gliders P and Q Based on Figure 1, which statement gives the correct conclusion about the gliders' masses and the correct evidence for it?", "context_html": "", "options": [ { "id": "cA1", "text": "Glider P has more mass, because it reached the higher velocity by the end of the push.", "plain": "Glider P has more mass, because it reached the higher velocity by the end of the push.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Glider Q has more mass, because the same push changed its velocity by a smaller amount.", "plain": "Glider Q has more mass, because the same push changed its velocity by a smaller amount.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Glider P has more mass, because its line climbs more steeply while the push lasts.", "plain": "Glider P has more mass, because its line climbs more steeply while the push lasts.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Glider Q has more mass, because its line stays perfectly level after the push ends.", "plain": "Glider Q has more mass, because its line stays perfectly level after the push ends.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-30/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_351dcc89-ae9a-4130-8be4-b0515ace2548", "type": "text-entry", "title": "Relay Practice Distances", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

At relay practice, a coach times one 40-second running window. The practice card shows how far each of two runners ran during that same window.

Relay Practice Card

RunnerDistance run in the same 40-second window
Marit240 meters
Pilar210 meters

How many meters farther than Pilar did Marit run during the window? Subtract Pilar’s distance from Marit’s distance.

Give your answer as a whole number (e.g., 8).

Meters farther:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "30" ] }, "n_options": 0 }, { "n": 31, "item_id": "_b54c7c2e-37ac-455c-a3ba-651e513e4115", "type": "choice", "title": "Campfire Circle Heat Check", "standards": [ "MS-PS3-3" ], "prompt_html": "

A science club spends a cool evening sitting around a campfire. The evening air around the circle stays cool the whole time. Each member writes one observation on the club’s observation card. The four observations are shown below.

Which observation shows energy arriving by radiation?

", "prompt_plain": "A science club spends a cool evening sitting around a campfire. The evening air around the circle stays cool the whole time. Each member writes one observation on the club’s observation card. The four observations are shown below. Which observation shows energy arriving by radiation?", "context_html": "", "options": [ { "id": "cA31", "text": "A camper’s long metal toasting fork gets hot at the handle end after its tip rests in the coals.", "plain": "A camper’s long metal toasting fork gets hot at the handle end after its tip rests in the coals.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Small bits of gray ash above the fire ride upward with the rising column of hot air.", "plain": "Small bits of gray ash above the fire ride upward with the rising column of hot air.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "A camper turns toward the flames and her face feels warm at once, even at the back of the circle.", "plain": "A camper turns toward the flames and her face feels warm at once, even at the back of the circle.", "correct": true, "kind": "choice" }, { "id": "cD31", "text": "The flat stones of the fire ring are hot on the sides that touch the burning wood.", "plain": "The flat stones of the fire ring are hot on the sides that touch the burning wood.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_a2324223-3ce6-46c1-bbd2-cc9a0e94b547", "type": "choice", "title": "Steel Bottle Claim Cards", "standards": [ "MS-PS3-4" ], "prompt_html": "

A lab group fills one steel bottle with hot water and an identical steel bottle with cold water. The bottles stand side by side with their walls touching. Strap-on thermometers first read 75°C on the hot bottle and 15°C on the cold bottle. Ten minutes later they read 64°C and 26°C. Four members each wrote one claim card about the two bottles, shown below.

Which claim card correctly describes what is happening at the particle level?

", "prompt_plain": "A lab group fills one steel bottle with hot water and an identical steel bottle with cold water. The bottles stand side by side with their walls touching. Strap-on thermometers first read 75°C on the hot bottle and 15°C on the cold bottle. Ten minutes later they read 64°C and 26°C. Four members each wrote one claim card about the two bottles, shown below. Which claim card correctly describes what is happening at the particle level?", "context_html": "", "options": [ { "id": "cA32", "text": "The hot water’s particles slow down while the cold water’s particles speed up as energy is transferred.", "plain": "The hot water’s particles slow down while the cold water’s particles speed up as energy is transferred.", "correct": true, "kind": "choice" }, { "id": "cB32", "text": "Coldness passes out of the cold water’s particles and into the hot water’s particles.", "plain": "Coldness passes out of the cold water’s particles and into the hot water’s particles.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "The hot water’s particles have swollen to a larger size than the cold water’s particles.", "plain": "The hot water’s particles have swollen to a larger size than the cold water’s particles.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "The cold water’s particles are not moving, so they have no energy of their own.", "plain": "The cold water’s particles are not moving, so they have no energy of their own.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_ae706397-0ee7-4720-af05-96e7b1a0add4", "type": "inline-choice", "title": "Wrench on a Sunny Hood", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

At midday, a worker leaves a cool steel wrench lying on a car hood that has been sitting in full sun. The hood is much warmer than the wrench. An hour later, the worker moves the now-warm wrench onto a metal bench in deep shade. The bench is cooler than the wrench. Figure 1 shows the two places.

Figure 1. The Hood and the Bench

\"A

Complete each sentence by choosing the correct answer.

Where the wrench touches the sunny hood, thermal energy flows .

Where the wrench touches the shaded bench, thermal energy flows .

In each place, the flow continues until .

", "options": [ { "id": "cIC1O43a397b38", "text": "in equal amounts in both directions at once", "plain": "in equal amounts in both directions at once", "correct": false, "kind": "inline" }, { "id": "cIC1Od0143ecc7", "text": "from the hot hood into the cooler wrench", "plain": "from the hot hood into the cooler wrench", "correct": true, "kind": "inline" }, { "id": "cIC1Odc804ad56", "text": "from the cooler wrench into the hot hood", "plain": "from the cooler wrench into the hot hood", "correct": false, "kind": "inline" }, { "id": "cIC2Oe3ee8bdaa", "text": "in no direction, because the wrench keeps its warmth", "plain": "in no direction, because the wrench keeps its warmth", "correct": false, "kind": "inline" }, { "id": "cIC2Oef7cb088e", "text": "from the cooler bench into the warm wrench", "plain": "from the cooler bench into the warm wrench", "correct": false, "kind": "inline" }, { "id": "cIC2O1f4a223b9", "text": "from the warm wrench into the cooler bench", "plain": "from the warm wrench into the cooler bench", "correct": true, "kind": "inline" }, { "id": "cIC3O1481b87d3", "text": "the cooler object becomes warmer than the object that warmed it", "plain": "the cooler object becomes warmer than the object that warmed it", "correct": false, "kind": "inline" }, { "id": "cIC3Ocd8848df9", "text": "the touching objects reach the same temperature, called thermal equilibrium", "plain": "the touching objects reach the same temperature, called thermal equilibrium", "correct": true, "kind": "inline" }, { "id": "cIC3O932b5a72b", "text": "the warmer object has given away all of its thermal energy", "plain": "the warmer object has given away all of its thermal energy", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-30/images/slot33.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1Od0143ecc7" ], "RESPONSE2": [ "cIC2O1f4a223b9" ], "RESPONSE3": [ "cIC3Ocd8848df9" ] }, "n_options": 9 }, { "n": 34, "item_id": "_70791ebd-b1a5-4345-a793-c321f9519a7b", "type": "choice", "title": "Craft-Fair Boards (Part A)", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part A

Look at Table 1. Which claim about the two boards do Serena’s results support?

", "prompt_plain": "Part A Look at Table 1. Which claim about the two boards do Serena’s results support?", "context_html": "", "options": [ { "id": "cA34", "text": "The black matte board reflects more of the lamp’s light than the white glossy board does.", "plain": "The black matte board reflects more of the lamp’s light than the white glossy board does.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "The white glossy board reflects most of the lamp’s light, and the black matte board absorbs most of it.", "plain": "The white glossy board reflects most of the lamp’s light, and the black matte board absorbs most of it.", "correct": true, "kind": "choice" }, { "id": "cC34", "text": "The two boards reflect the same amount of light because both boards receive the same amount.", "plain": "The two boards reflect the same amount of light because both boards receive the same amount.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "The black matte board passes most of the lamp’s light straight through to the wall behind it.", "plain": "The black matte board passes most of the lamp’s light straight through to the wall behind it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_534f4c46-fa13-460f-8c94-bb497e49791a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB34" ] }, "n_options": 4, "passage_html": "

Craft-Fair Display Boards

Serena sells bead art at craft fairs. She is choosing a board for her booth’s display wall. She tests two sample boards: one white with a glossy coating, and one black with a matte coating. Both boards are the same size, and no lamp light passes through either board. Serena darkens the room and aims her booth lamp at each board from the same distance. She holds a light meter above each board to measure the light bouncing back off the board. Held facing the lamp at a board’s position, the meter reads 500 units. During each test she also watches the board’s surface and writes a short note. Table 1 shows her test card. Figure 1 shows the setup.

Table 1. Serena’s Test Card

TestResult
Light meter held facing the lamp at the board’s position500 units
Light meter held above the white glossy board470 units
Light meter held above the black matte board60 units
Surface noteBright glare spot on the white glossy board; no glare on the black matte board

Figure 1. The Test Setup

\"In

", "passage_plain": "Craft-Fair Display Boards Serena sells bead art at craft fairs. She is choosing a board for her booth’s display wall. She tests two sample boards: one white with a glossy coating, and one black with a matte coating. Both boards are the same size, and no lamp light passes through either board. Serena darkens the room and aims her booth lamp at each board from the same distance. She holds a light meter above each board to measure the light bouncing back off the board. Held facing the lamp at a board’s position, the meter reads 500 units. During each test she also watches the board’s surface and writes a short note. Table 1 shows her test card. Figure 1 shows the setup. Table 1. Serena’s Test Card Test Result Light meter held facing the lamp at the board’s position 500 units Light meter held above the white glossy board 470 units Light meter held above the black matte board 60 units Surface note Bright glare spot on the white glossy board; no glare on the black matte board Figure 1. The Test Setup" }, { "n": 35, "item_id": "_b460ee0d-6f31-4f32-90e5-4a0baf636b4c", "type": "choice", "title": "Craft-Fair Boards (Part B)", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part B

Which two results, taken together, are the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which two results, taken together, are the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA35", "text": "Both boards were tested with the very same lamp, and both boards were tested from the same distance away.", "plain": "Both boards were tested with the very same lamp, and both boards were tested from the same distance away.", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "The 470-unit reading above the white glossy board, and the note that no lamp light passes through either board.", "plain": "The 470-unit reading above the white glossy board, and the note that no lamp light passes through either board.", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "The note that the white board has a glossy coating, and the note that the black board has a matte coating.", "plain": "The note that the white board has a glossy coating, and the note that the black board has a matte coating.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "The 60-unit reading above the black matte board, and the note of a bright glare spot on the white glossy board.", "plain": "The 60-unit reading above the black matte board, and the note of a bright glare spot on the white glossy board.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_534f4c46-fa13-460f-8c94-bb497e49791a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD35" ] }, "n_options": 4, "passage_html": "

Craft-Fair Display Boards

Serena sells bead art at craft fairs. She is choosing a board for her booth’s display wall. She tests two sample boards: one white with a glossy coating, and one black with a matte coating. Both boards are the same size, and no lamp light passes through either board. Serena darkens the room and aims her booth lamp at each board from the same distance. She holds a light meter above each board to measure the light bouncing back off the board. Held facing the lamp at a board’s position, the meter reads 500 units. During each test she also watches the board’s surface and writes a short note. Table 1 shows her test card. Figure 1 shows the setup.

Table 1. Serena’s Test Card

TestResult
Light meter held facing the lamp at the board’s position500 units
Light meter held above the white glossy board470 units
Light meter held above the black matte board60 units
Surface noteBright glare spot on the white glossy board; no glare on the black matte board

Figure 1. The Test Setup

\"In

", "passage_plain": "Craft-Fair Display Boards Serena sells bead art at craft fairs. She is choosing a board for her booth’s display wall. She tests two sample boards: one white with a glossy coating, and one black with a matte coating. Both boards are the same size, and no lamp light passes through either board. Serena darkens the room and aims her booth lamp at each board from the same distance. She holds a light meter above each board to measure the light bouncing back off the board. Held facing the lamp at a board’s position, the meter reads 500 units. During each test she also watches the board’s surface and writes a short note. Table 1 shows her test card. Figure 1 shows the setup. Table 1. Serena’s Test Card Test Result Light meter held facing the lamp at the board’s position 500 units Light meter held above the white glossy board 470 units Light meter held above the black matte board 60 units Surface note Bright glare spot on the white glossy board; no glare on the black matte board Figure 1. The Test Setup" }, { "n": 36, "item_id": "_82f40143-3a43-4197-b1c8-a4e4747dc5e4", "type": "choice", "title": "Kit Model Photo Card", "standards": [ "MS-PS1-1" ], "prompt_html": "

A chemistry kit’s photo card shows a model built from kit pieces: two identical balls joined by one connector. Figure 1 shows the model.

Figure 1. The Kit Model

\"Two

Which statement about what the model shows is correct?

", "prompt_plain": "A chemistry kit’s photo card shows a model built from kit pieces: two identical balls joined by one connector. Figure 1 shows the model. Figure 1. The Kit Model Which statement about what the model shows is correct?", "context_html": "", "options": [ { "id": "cA36", "text": "It is one molecule made up of two atoms of the same kind.", "plain": "It is one molecule made up of two atoms of the same kind.", "correct": true, "kind": "choice" }, { "id": "cB36", "text": "It is a molecule that must contain two different kinds of atoms.", "plain": "It is a molecule that must contain two different kinds of atoms.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "It is a single atom that has been split into two equal pieces.", "plain": "It is a single atom that has been split into two equal pieces.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "It is a pair of molecules that have joined to form one large atom.", "plain": "It is a pair of molecules that have joined to form one large atom.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-30/images/slot36.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA36" ] }, "n_options": 4 }, { "n": 37, "item_id": "_bb3027b2-f140-4e90-9ce0-fb56cf146385", "type": "hottext", "title": "Crayon Bench Report", "standards": [ "MS-PS1-1" ], "prompt_html": "

Tobias’s class studies a jumbo wax crayon at the bench. Each lab station gets a model card for the wax. The card shows each wax molecule as a small group of atoms joined together, and it shows the molecules held tightly side by side in a repeating arrangement. The card shows nothing else. Tobias tests the crayon and writes the report below.

Select the ONE sentence in which the model card correctly explains the observation.

", "prompt_plain": "Tobias’s class studies a jumbo wax crayon at the bench. Each lab station gets a model card for the wax. The card shows each wax molecule as a small group of atoms joined together, and it shows the molecules held tightly side by side in a repeating arrangement. The card shows nothing else. Tobias tests the crayon and writes the report below. Select the ONE sentence in which the model card correctly explains the observation.", "context_html": "", "options": [ { "id": "hS137", "text": "Pressing the crayon hard against the bench did not squeeze it any shorter, and the card explains this by showing the atoms inside each molecule joined too tightly to press together.", "plain": "Pressing the crayon hard against the bench did not squeeze it any shorter, and the card explains this by showing the atoms inside each molecule joined too tightly to press together.", "correct": false, "kind": "hottext" }, { "id": "hS237", "text": "Sharpening the crayon made shavings that are still the same wax, and the card explains this by showing that sharpening cuts each molecule into separate atoms.", "plain": "Sharpening the crayon made shavings that are still the same wax, and the card explains this by showing that sharpening cuts each molecule into separate atoms.", "correct": false, "kind": "hottext" }, { "id": "hS337", "text": "The crayon kept its shape all afternoon on the bench, and the card explains this by showing the molecules packed close in a pattern that holds them in place.", "plain": "The crayon kept its shape all afternoon on the bench, and the card explains this by showing the molecules packed close in a pattern that holds them in place.", "correct": true, "kind": "hottext" }, { "id": "hS437", "text": "The crayon felt warmer after a minute in my hand, and the card explains this by showing that the repeating arrangement traps heat inside the wax.", "plain": "The crayon felt warmer after a minute in my hand, and the card explains this by showing that the repeating arrangement traps heat inside the wax.", "correct": false, "kind": "hottext" }, { "id": "hS537", "text": "Under the hand lens the crayon’s surface looked perfectly smooth, and the card explains this by showing a molecule pattern large enough to see with the lens.", "plain": "Under the hand lens the crayon’s surface looked perfectly smooth, and the card explains this by showing a molecule pattern large enough to see with the lens.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hS337" ] }, "n_options": 5 }, { "n": 38, "item_id": "_e740f4b6-ecce-4f19-983b-ed28f770df7e", "type": "choice", "title": "Boardwalk Route Choice", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A county nature center will build a raised boardwalk from its parking area to a creek overlook deck. The design brief lists two criteria: the walkway must stay gentle enough for wheelchairs and strollers, and it must end at the overlook deck. The brief also tells builders to limit harm to the land the walkway crosses. A planner sketches four possible routes (Figure 1).

Figure 1. The Four Routes

\"A

Which route best meets the walkway criteria while limiting harm to the land it crosses?

", "prompt_plain": "A county nature center will build a raised boardwalk from its parking area to a creek overlook deck. The design brief lists two criteria: the walkway must stay gentle enough for wheelchairs and strollers, and it must end at the overlook deck. The brief also tells builders to limit harm to the land the walkway crosses. A planner sketches four possible routes (Figure 1). Figure 1. The Four Routes Which route best meets the walkway criteria while limiting harm to the land it crosses?", "context_html": "", "options": [ { "id": "cA38", "text": "Route 1, because the shortest walkway disturbs the smallest strip of land along the creek.", "plain": "Route 1, because the shortest walkway disturbs the smallest strip of land along the creek.", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Route 2, because the level ground beside the creek makes the easiest path for wheelchairs.", "plain": "Route 2, because the level ground beside the creek makes the easiest path for wheelchairs.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Route 3, because it keeps a gentle slope on firm ground that was already cleared long ago.", "plain": "Route 3, because it keeps a gentle slope on firm ground that was already cleared long ago.", "correct": true, "kind": "choice" }, { "id": "cD38", "text": "Route 4, because visitors should stay beside the water for the whole walk to the deck.", "plain": "Route 4, because visitors should stay beside the water for the whole walk to the deck.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-30/images/slot38.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC38" ] }, "n_options": 4 }, { "n": 39, "item_id": "_dab4a10e-6fbe-47a9-85cb-11bc02cf31c1", "type": "gap-match", "title": "Handlebar Mount Shake Test", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A bike club films its rides with a small action camera. A design team built three different handlebar mounts and tested each mount on a shake table at three shaking speeds. The camera’s video is usable only when a mount’s measured wobble stays below 2.0 millimeters at every tested speed. Table 1 shows the test results.

Table 1. Shake-Table Results (wobble in millimeters)

MountLow speedMedium speedHigh speed
Strap mount0.81.21.6
Clamp mount0.60.93.4
Arm mount1.41.81.9

 

Drag one label onto each mount to show how it did against the wobble requirement. You may use a label more than once.

", "prompt_plain": "A bike club films its rides with a small action camera. A design team built three different handlebar mounts and tested each mount on a shake table at three shaking speeds. The camera’s video is usable only when a mount’s measured wobble stays below 2.0 millimeters at every tested speed. Table 1 shows the test results. Table 1. Shake-Table Results (wobble in millimeters) Mount Low speed Medium speed High speed Strap mount 0.8 1.2 1.6 Clamp mount 0.6 0.9 3.4 Arm mount 1.4 1.8 1.9 Drag one label onto each mount to show how it did against the wobble requirement. You may use a label more than once.", "context_html": "", "options": [ { "id": "tokFails", "text": "Fails the requirement", "plain": "Fails the requirement", "correct": false, "kind": "gap-token" }, { "id": "tokMeets", "text": "Meets the requirement", "plain": "Meets the requirement", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokMeets G1", "tokFails G2", "tokMeets G3" ] }, "n_options": 2 }, { "n": 40, "item_id": "_0c240d0a-e661-42e7-bef1-896d92c61f7e", "type": "choice", "title": "Planter-Box Build Diary", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A school garden team keeps a build diary for a waist-high planter box. The diary reads: \"Monday - we talked through three planter ideas and picked the one that sounded strongest. Tuesday - we bought boards and screws and built the full-size box in the courtyard. Wednesday - we filled the box with soil; the bottom bowed and soil spilled out through the gaps. Thursday - we went over Wednesday’s failure and found that the bottom boards sat too far apart. Friday - we drew a new bottom plan with closer boards and started rebuilding.\"

The class learned a five-step design cycle: propose, build a model, test, analyze, revise. In this cycle, building a model means making a small trial version before building the real thing. Which step did the team skip?

", "prompt_plain": "A school garden team keeps a build diary for a waist-high planter box. The diary reads: \"Monday - we talked through three planter ideas and picked the one that sounded strongest. Tuesday - we bought boards and screws and built the full-size box in the courtyard. Wednesday - we filled the box with soil; the bottom bowed and soil spilled out through the gaps. Thursday - we went over Wednesday’s failure and found that the bottom boards sat too far apart. Friday - we drew a new bottom plan with closer boards and started rebuilding.\" The class learned a five-step design cycle: propose, build a model, test, analyze, revise. In this cycle, building a model means making a small trial version before building the real thing. Which step did the team skip?", "context_html": "", "options": [ { "id": "cA40", "text": "Propose a solution", "plain": "Propose a solution", "correct": false, "kind": "choice" }, { "id": "cB40", "text": "Build a model", "plain": "Build a model", "correct": true, "kind": "choice" }, { "id": "cC40", "text": "Analyze the results", "plain": "Analyze the results", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "Revise the design", "plain": "Revise the design", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB40" ] }, "n_options": 4 } ] }, { "form": "G6.31", "grade": "G6", "title": "Alpha Standardized Science G6.31", "test_id": "_test-129c5320-8cb0-4d07-9849-2f65d5f74aec", "n_items": 40, "n_stimuli": 9, "stimuli": { "_6ac79564-1a5f-43a7-9e4e-5eb64c4320eb": { "title": "Museum Orrery Demonstration", "html": "

Museum Orrery Demonstration

A science museum runs a hand-cranked model called an orrery. A bright lamp at the center stands for the Sun. A long arm carries a tilted Earth globe around the lamp. The globe's tilt stays pointed the same way the whole time. In Figure 1 the globe is set with its North Pole leaning toward the lamp. A shorter arm carries a smaller Moon ball around the Earth globe. The Moon arm clicks into four numbered stops, labeled 1, 2, 3, and 4. The curved arrow shows the Moon arm's travel, from stop 1 toward stop 2, then on to stops 3 and 4.

Figure 1. The Orrery Seen from Above

\"Top

(Not drawn to scale)

" }, "_a989e17b-fe2a-4243-a481-c9baf70efa2e": { "title": "Carbon Monoxide Safety Card", "html": "

Carbon Monoxide Safety Card

A furnace-safety pamphlet arrives with Xavier's new gas furnace. It explains why the home needs a carbon monoxide alarm. The pamphlet shows a formula card: the formula for carbon monoxide is CO. Beside the card, it shows four candidate molecule models built from a kit. In the kit, a black ball stands for a carbon atom, and a red ball stands for an oxygen atom. Figure 1 shows the card and the four models.

Figure 1. The Card and the Models

\"A

" }, "_48fed94d-cf87-4b43-9af8-37856c2a8295": { "title": "Two Vineyard Towns", "html": "

Two Vineyard Towns

Harbor Grove and Dry Mesa both grow grapes at the same latitude and the same elevation. Harbor Grove sits right beside the ocean. Dry Mesa lies 300 kilometers inland, far from any large body of water. Both towns receive about the same hours of sunshine. On one clear day, growers in each town recorded the highest and lowest air temperatures. Table 1 shows the readings and the daily temperature range for that day.

Table 1. Temperatures on One Clear Day

TownLocationHighest temperature (degrees C)Lowest temperature (degrees C)Daily range (degrees C)
Harbor Groveon the coast23176
Dry Mesa300 km inland321022
" }, "_ad0b06c3-8c0b-42b1-bf97-6fbebdf3757a": { "title": "Marmot Meadow Counts", "html": "

Marmot Meadow Counts

Every summer, rangers survey an alpine meadow. They count the meadow's marmots and the golden eagles seen hunting over it. They also record a forage index: the percent of survey plots with plenty of the wildflowers marmots eat. Figure 1 shows the last four summers of data as three line graphs.

Figure 1. Alpine Meadow Survey, 2019-2022

\"Three

" }, "_c1b7d7c3-f903-43b2-a832-d2921431a432": { "title": "Sealed Bicycle-Pump Bench", "html": "

Sealed Bicycle-Pump Bench

Priya caps the nozzle of a clear bicycle pump so no air can get in or out. The sealed barrel traps a fixed amount of air. When Priya pushes the handle down, the trapped air is squeezed into a much smaller space inside the barrel. When she lets go, the handle springs back up on its own. Figure 1 shows a particle model of the trapped air before Priya pushes the handle down.

Figure 1. Air Before Squeezing

\"A

" }, "_f37182d6-5324-47b3-9091-62aa74887123": { "title": "Yogurt Under the Microscope", "html": "

Yogurt Under the Microscope

Mateo's class makes yogurt from warm milk. Mateo puts a drop of the yogurt culture on one slide and a thin piece of frog skin on another. Under the microscope, the yogurt slide shows many tiny rod-shaped cells, and the frog-skin slide shows larger, flatter cells. Figure 1 shows both views with some parts labeled.

Figure 1. The Two Microscope Views

\"Two

" }, "_ee27c271-7dc9-49cc-a3bc-0c2b53cb87da": { "title": "Regatta Weather Call", "html": "

Regatta Weather Call

A sailing club on Grand Lake will hold its fall regatta this weekend. The race committee must decide whether to prepare for rough weather. Each morning at 7:00 the committee logs the weather at the club dock. A barometer measures the air pressure. An anemometer measures the wind speed. The committee also records the relative humidity, how close the air is to being full of moisture. Table 1 shows the readings for three mornings.

Table 1. Morning Readings at Grand Lake

MorningAir pressure (millibars)Wind speed (km/h)Relative humidity (%)
Wednesday1021740
Thursday10161458
Friday10043088
" }, "_86ecc30b-f97a-442e-9b6b-102df9bdd00e": { "title": "Plaza Market-Canopy Decision", "html": "

Plaza Market-Canopy Decision

A weekend market on an open town plaza needs shade for its vendors. A committee compares three canopy designs: Canopy 1, Canopy 2, and Canopy 3. It scores each one on a weighted decision matrix (Table 1). Each design earns a score from 1 (poor) to 5 (excellent) on three criteria: wind rating, shade area, and cost. More important criteria carry larger weights. A weighted score equals the score times the weight. The three weighted scores are added to give each design a total. For example, Canopy 1's total = (3 x 3) + (3 x 2) + (5 x 1) = 20. Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Canopy 1Canopy 2Canopy 3
Wind rating (x3)354
Shade area (x2)342
Cost (x1)524

Figure 1. The Three Canopy Designs

\"Side

" }, "_1a6c2154-00b4-422e-8356-f6f5eda9137d": { "title": "Hot-Water Bottle Night Logs", "html": "

Hot-Water Bottle Night Logs

On a cold night, Vera warms two beds with rubber hot-water bottles. Bottle A holds 1 liter of hot water. Bottle B holds 2 liters of water that is equally hot. Both bottles start at 55 °C. Vera slides each bottle under an identical quilt, in the same room, and the room's air stays near 16 °C all night. A temperature sensor inside each bottle records the water temperature every two hours. Table 1 shows the recorded temperatures. Figure 1 shows the setup.

Figure 1. The Hot-Water Bottles

\"Two

Table 1. Overnight Water Temperatures

TimeBottle A (1 L) water temperatureBottle B (2 L) water temperature
10 p.m.55 °C55 °C
12 a.m.40 °C47 °C
2 a.m.30 °C40 °C
4 a.m.24 °C34 °C
6 a.m.20 °C30 °C
" } }, "questions": [ { "n": 1, "item_id": "_dabc0a00-2ea6-47b4-8b94-99bdbe207e16", "type": "choice", "title": "Plaza Canopy — Why It Won", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The committee chose Canopy 2 because it earned the highest weighted total in Table 1.

Choose the TWO statements that explain why Canopy 2 finished with the highest weighted total.

", "prompt_plain": "The committee chose Canopy 2 because it earned the highest weighted total in Table 1. Choose the TWO statements that explain why Canopy 2 finished with the highest weighted total.", "context_html": "", "options": [ { "id": "cA1", "text": "The cost row: Canopy 2 earns the top score in the row that carries the x1 weight.", "plain": "The cost row: Canopy 2 earns the top score in the row that carries the x1 weight.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The wind rating row: Canopy 2 earns the top score in the row that carries the x3 weight.", "plain": "The wind rating row: Canopy 2 earns the top score in the row that carries the x3 weight.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The cost row: the score for Canopy 2 is multiplied by the matrix's largest weight.", "plain": "The cost row: the score for Canopy 2 is multiplied by the matrix's largest weight.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The shade area row: Canopy 2 earns the top score in the row that carries the x2 weight.", "plain": "The shade area row: Canopy 2 earns the top score in the row that carries the x2 weight.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The shade area row: its x2 weight is too small to change the final totals.", "plain": "The shade area row: its x2 weight is too small to change the final totals.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_86ecc30b-f97a-442e-9b6b-102df9bdd00e" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Plaza Market-Canopy Decision

A weekend market on an open town plaza needs shade for its vendors. A committee compares three canopy designs: Canopy 1, Canopy 2, and Canopy 3. It scores each one on a weighted decision matrix (Table 1). Each design earns a score from 1 (poor) to 5 (excellent) on three criteria: wind rating, shade area, and cost. More important criteria carry larger weights. A weighted score equals the score times the weight. The three weighted scores are added to give each design a total. For example, Canopy 1's total = (3 x 3) + (3 x 2) + (5 x 1) = 20. Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Canopy 1Canopy 2Canopy 3
Wind rating (x3)354
Shade area (x2)342
Cost (x1)524

Figure 1. The Three Canopy Designs

\"Side

", "passage_plain": "Plaza Market-Canopy Decision A weekend market on an open town plaza needs shade for its vendors. A committee compares three canopy designs: Canopy 1, Canopy 2, and Canopy 3. It scores each one on a weighted decision matrix (Table 1). Each design earns a score from 1 (poor) to 5 (excellent) on three criteria: wind rating, shade area, and cost. More important criteria carry larger weights. A weighted score equals the score times the weight. The three weighted scores are added to give each design a total. For example, Canopy 1's total = (3 x 3) + (3 x 2) + (5 x 1) = 20. Figure 1 shows the three designs. Table 1. Decision Matrix Criterion (weight) Canopy 1 Canopy 2 Canopy 3 Wind rating (x3) 3 5 4 Shade area (x2) 3 4 2 Cost (x1) 5 2 4 Figure 1. The Three Canopy Designs" }, { "n": 2, "item_id": "_c27686f5-026a-4d83-8269-10013ff594ac", "type": "choice", "title": "Plaza Canopy — Weight Change", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The committee wonders whether changing one criterion's weight could make a different canopy win.

Look at Table 1. Which change to a weight is most likely to make a different design win?

", "prompt_plain": "The committee wonders whether changing one criterion's weight could make a different canopy win. Look at Table 1. Which change to a weight is most likely to make a different design win?", "context_html": "", "options": [ { "id": "cA1", "text": "Lower the cost weight, because cost already carries the matrix's smallest weight.", "plain": "Lower the cost weight, because cost already carries the matrix's smallest weight.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Raise the cost weight, because the two canopies that trail overall both score well on cost.", "plain": "Raise the cost weight, because the two canopies that trail overall both score well on cost.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Raise the wind rating weight, because it already carries the largest weight in the matrix.", "plain": "Raise the wind rating weight, because it already carries the largest weight in the matrix.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Raise the shade area weight, because Canopy 2 has its weakest score in that row.", "plain": "Raise the shade area weight, because Canopy 2 has its weakest score in that row.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_86ecc30b-f97a-442e-9b6b-102df9bdd00e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Plaza Market-Canopy Decision

A weekend market on an open town plaza needs shade for its vendors. A committee compares three canopy designs: Canopy 1, Canopy 2, and Canopy 3. It scores each one on a weighted decision matrix (Table 1). Each design earns a score from 1 (poor) to 5 (excellent) on three criteria: wind rating, shade area, and cost. More important criteria carry larger weights. A weighted score equals the score times the weight. The three weighted scores are added to give each design a total. For example, Canopy 1's total = (3 x 3) + (3 x 2) + (5 x 1) = 20. Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Canopy 1Canopy 2Canopy 3
Wind rating (x3)354
Shade area (x2)342
Cost (x1)524

Figure 1. The Three Canopy Designs

\"Side

", "passage_plain": "Plaza Market-Canopy Decision A weekend market on an open town plaza needs shade for its vendors. A committee compares three canopy designs: Canopy 1, Canopy 2, and Canopy 3. It scores each one on a weighted decision matrix (Table 1). Each design earns a score from 1 (poor) to 5 (excellent) on three criteria: wind rating, shade area, and cost. More important criteria carry larger weights. A weighted score equals the score times the weight. The three weighted scores are added to give each design a total. For example, Canopy 1's total = (3 x 3) + (3 x 2) + (5 x 1) = 20. Figure 1 shows the three designs. Table 1. Decision Matrix Criterion (weight) Canopy 1 Canopy 2 Canopy 3 Wind rating (x3) 3 5 4 Shade area (x2) 3 4 2 Cost (x1) 5 2 4 Figure 1. The Three Canopy Designs" }, { "n": 3, "item_id": "_c02488d9-f087-48b7-974b-977acf22999b", "type": "choice", "title": "Plaza Canopy — Trade-off Read", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Table 1. The committee is deciding between Canopy 1 and Canopy 2.

Which statement best describes the trade-off the matrix data show between these two designs?

", "prompt_plain": "Look at Table 1. The committee is deciding between Canopy 1 and Canopy 2. Which statement best describes the trade-off the matrix data show between these two designs?", "context_html": "", "options": [ { "id": "cA1", "text": "Choosing Canopy 1 over Canopy 2 trades away a strong wind rating to gain a better cost score.", "plain": "Choosing Canopy 1 over Canopy 2 trades away a strong wind rating to gain a better cost score.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Choosing Canopy 1 over Canopy 2 trades away a better cost score to gain a stronger wind rating.", "plain": "Choosing Canopy 1 over Canopy 2 trades away a better cost score to gain a stronger wind rating.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Choosing Canopy 1 over Canopy 2 improves the wind rating, shade area, and cost at the same time.", "plain": "Choosing Canopy 1 over Canopy 2 improves the wind rating, shade area, and cost at the same time.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Choosing Canopy 1 over Canopy 2 keeps the same wind rating while lowering the cost score.", "plain": "Choosing Canopy 1 over Canopy 2 keeps the same wind rating while lowering the cost score.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_86ecc30b-f97a-442e-9b6b-102df9bdd00e" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Plaza Market-Canopy Decision

A weekend market on an open town plaza needs shade for its vendors. A committee compares three canopy designs: Canopy 1, Canopy 2, and Canopy 3. It scores each one on a weighted decision matrix (Table 1). Each design earns a score from 1 (poor) to 5 (excellent) on three criteria: wind rating, shade area, and cost. More important criteria carry larger weights. A weighted score equals the score times the weight. The three weighted scores are added to give each design a total. For example, Canopy 1's total = (3 x 3) + (3 x 2) + (5 x 1) = 20. Figure 1 shows the three designs.

Table 1. Decision Matrix

Criterion (weight)Canopy 1Canopy 2Canopy 3
Wind rating (x3)354
Shade area (x2)342
Cost (x1)524

Figure 1. The Three Canopy Designs

\"Side

", "passage_plain": "Plaza Market-Canopy Decision A weekend market on an open town plaza needs shade for its vendors. A committee compares three canopy designs: Canopy 1, Canopy 2, and Canopy 3. It scores each one on a weighted decision matrix (Table 1). Each design earns a score from 1 (poor) to 5 (excellent) on three criteria: wind rating, shade area, and cost. More important criteria carry larger weights. A weighted score equals the score times the weight. The three weighted scores are added to give each design a total. For example, Canopy 1's total = (3 x 3) + (3 x 2) + (5 x 1) = 20. Figure 1 shows the three designs. Table 1. Decision Matrix Criterion (weight) Canopy 1 Canopy 2 Canopy 3 Wind rating (x3) 3 5 4 Shade area (x2) 3 4 2 Cost (x1) 5 2 4 Figure 1. The Three Canopy Designs" }, { "n": 4, "item_id": "_6aced333-6924-4483-8889-305d3038288c", "type": "choice", "title": "Sealed Pump — After Squeezing", "standards": [ "MS-PS1-4" ], "prompt_html": "

Figure 1 shows the trapped air before Priya pushes the handle down.

Which drawing would best show the same trapped air after she squeezes it into a much smaller space?

", "prompt_plain": "Figure 1 shows the trapped air before Priya pushes the handle down. Which drawing would best show the same trapped air after she squeezes it into a much smaller space?", "context_html": "", "options": [ { "id": "cA1", "text": "A smaller number of circles than before, because squeezing forces some air out past the cap.", "plain": "A smaller number of circles than before, because squeezing forces some air out past the cap.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The same number of circles, but each circle drawn smaller than before.", "plain": "The same number of circles, but each circle drawn smaller than before.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The same number of circles, each the same size, gathered into a smaller part of the barrel.", "plain": "The same number of circles, each the same size, gathered into a smaller part of the barrel.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The same number of circles, still spread evenly through the whole barrel as before.", "plain": "The same number of circles, still spread evenly through the whole barrel as before.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c1b7d7c3-f903-43b2-a832-d2921431a432" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Sealed Bicycle-Pump Bench

Priya caps the nozzle of a clear bicycle pump so no air can get in or out. The sealed barrel traps a fixed amount of air. When Priya pushes the handle down, the trapped air is squeezed into a much smaller space inside the barrel. When she lets go, the handle springs back up on its own. Figure 1 shows a particle model of the trapped air before Priya pushes the handle down.

Figure 1. Air Before Squeezing

\"A

", "passage_plain": "Sealed Bicycle-Pump Bench Priya caps the nozzle of a clear bicycle pump so no air can get in or out. The sealed barrel traps a fixed amount of air. When Priya pushes the handle down, the trapped air is squeezed into a much smaller space inside the barrel. When she lets go, the handle springs back up on its own. Figure 1 shows a particle model of the trapped air before Priya pushes the handle down. Figure 1. Air Before Squeezing" }, { "n": 5, "item_id": "_778fc73c-5bb2-45f2-9196-fc139fd44692", "type": "choice", "title": "Sealed Pump — Spacing and Count", "standards": [ "MS-PS1-4" ], "prompt_html": "

Priya pushes the handle down and squeezes the trapped air into a smaller space.

Choose the TWO statements about particle spacing and particle number that are correct for the squeezed air.

", "prompt_plain": "Priya pushes the handle down and squeezes the trapped air into a smaller space. Choose the TWO statements about particle spacing and particle number that are correct for the squeezed air.", "context_html": "", "options": [ { "id": "cA1", "text": "The number of air particles in the sealed barrel stays the same.", "plain": "The number of air particles in the sealed barrel stays the same.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The size of each air particle shrinks as the handle presses on it.", "plain": "The size of each air particle shrinks as the handle presses on it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The spaces between the air particles become smaller.", "plain": "The spaces between the air particles become smaller.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The number of air particles drops as the handle is pushed down.", "plain": "The number of air particles drops as the handle is pushed down.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The spaces between the air particles stay exactly the same size.", "plain": "The spaces between the air particles stay exactly the same size.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c1b7d7c3-f903-43b2-a832-d2921431a432" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Sealed Bicycle-Pump Bench

Priya caps the nozzle of a clear bicycle pump so no air can get in or out. The sealed barrel traps a fixed amount of air. When Priya pushes the handle down, the trapped air is squeezed into a much smaller space inside the barrel. When she lets go, the handle springs back up on its own. Figure 1 shows a particle model of the trapped air before Priya pushes the handle down.

Figure 1. Air Before Squeezing

\"A

", "passage_plain": "Sealed Bicycle-Pump Bench Priya caps the nozzle of a clear bicycle pump so no air can get in or out. The sealed barrel traps a fixed amount of air. When Priya pushes the handle down, the trapped air is squeezed into a much smaller space inside the barrel. When she lets go, the handle springs back up on its own. Figure 1 shows a particle model of the trapped air before Priya pushes the handle down. Figure 1. Air Before Squeezing" }, { "n": 6, "item_id": "_37a2e552-e54f-4520-a9ea-6e2512125494", "type": "inline-choice", "title": "Sealed Pump — Spacing Chain", "standards": [ "MS-PS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The pump stays on the bench with its nozzle still capped.

Choose the word or phrase that correctly completes each sentence.

As Priya pushes the handle down, the trapped air particles are forced .

The air can be squeezed into a smaller space because its particles start out with between them.

When Priya lets go and the handle springs back up, the particle spacing returns to .

", "options": [ { "id": "cB1O7a6e5c9dd", "text": "farther apart", "plain": "farther apart", "correct": false, "kind": "inline" }, { "id": "cB1Ob07d4599f", "text": "closer together", "plain": "closer together", "correct": true, "kind": "inline" }, { "id": "cB1O0e00ccd0e", "text": "out through the capped nozzle", "plain": "out through the capped nozzle", "correct": false, "kind": "inline" }, { "id": "cB2Oe5a8cd50d", "text": "no empty space", "plain": "no empty space", "correct": false, "kind": "inline" }, { "id": "cB2O762b7da4c", "text": "large empty gaps", "plain": "large empty gaps", "correct": true, "kind": "inline" }, { "id": "cB2Oe40ab5b37", "text": "a layer of water", "plain": "a layer of water", "correct": false, "kind": "inline" }, { "id": "cB3O599ed356d", "text": "an even tighter pack", "plain": "an even tighter pack", "correct": false, "kind": "inline" }, { "id": "cB3O8f761bf57", "text": "the way it was before", "plain": "the way it was before", "correct": true, "kind": "inline" }, { "id": "cB3Obb3fc3edb", "text": "three separate layers", "plain": "three separate layers", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_c1b7d7c3-f903-43b2-a832-d2921431a432" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Ob07d4599f" ], "RESPONSE2": [ "cB2O762b7da4c" ], "RESPONSE3": [ "cB3O8f761bf57" ] }, "n_options": 9, "passage_html": "

Sealed Bicycle-Pump Bench

Priya caps the nozzle of a clear bicycle pump so no air can get in or out. The sealed barrel traps a fixed amount of air. When Priya pushes the handle down, the trapped air is squeezed into a much smaller space inside the barrel. When she lets go, the handle springs back up on its own. Figure 1 shows a particle model of the trapped air before Priya pushes the handle down.

Figure 1. Air Before Squeezing

\"A

", "passage_plain": "Sealed Bicycle-Pump Bench Priya caps the nozzle of a clear bicycle pump so no air can get in or out. The sealed barrel traps a fixed amount of air. When Priya pushes the handle down, the trapped air is squeezed into a much smaller space inside the barrel. When she lets go, the handle springs back up on its own. Figure 1 shows a particle model of the trapped air before Priya pushes the handle down. Figure 1. Air Before Squeezing" }, { "n": 7, "item_id": "_af07c43e-9a77-45c1-8e9c-28001fd104a6", "type": "choice", "title": "Marmot Decline (Part A)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part A

The graphs in Figure 1 show how the meadow changed from 2019 to 2022, as the marmot count fell from 140 to 61.

Which claim about the decline is best supported by all three graphs?

", "prompt_plain": "Part A The graphs in Figure 1 show how the meadow changed from 2019 to 2022, as the marmot count fell from 140 to 61. Which claim about the decline is best supported by all three graphs?", "context_html": "", "options": [ { "id": "cA1", "text": "A shrinking supply of forage wildflowers is the most likely cause of the decline.", "plain": "A shrinking supply of forage wildflowers is the most likely cause of the decline.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A disease spreading through the marmot colony is the most likely cause of the decline.", "plain": "A disease spreading through the marmot colony is the most likely cause of the decline.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A crowding problem from too many marmots is the most likely cause of the decline.", "plain": "A crowding problem from too many marmots is the most likely cause of the decline.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The rising number of golden eagles is the most likely cause of the decline.", "plain": "The rising number of golden eagles is the most likely cause of the decline.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ad0b06c3-8c0b-42b1-bf97-6fbebdf3757a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Marmot Meadow Counts

Every summer, rangers survey an alpine meadow. They count the meadow's marmots and the golden eagles seen hunting over it. They also record a forage index: the percent of survey plots with plenty of the wildflowers marmots eat. Figure 1 shows the last four summers of data as three line graphs.

Figure 1. Alpine Meadow Survey, 2019-2022

\"Three

", "passage_plain": "Marmot Meadow Counts Every summer, rangers survey an alpine meadow. They count the meadow's marmots and the golden eagles seen hunting over it. They also record a forage index: the percent of survey plots with plenty of the wildflowers marmots eat. Figure 1 shows the last four summers of data as three line graphs. Figure 1. Alpine Meadow Survey, 2019-2022" }, { "n": 8, "item_id": "_480a1e9f-3ae1-471a-bd26-fa8a20631dbc", "type": "choice", "title": "Marmot Decline (Part B)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part B

Which feature of Figure 1 best supports the claim you selected in Part A?

", "prompt_plain": "Part B Which feature of Figure 1 best supports the claim you selected in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "All three graphs together show four unusual years with no single clear cause.", "plain": "All three graphs together show four unusual years with no single clear cause.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The eagle graph rises each year the marmot graph falls, while forage stays flat.", "plain": "The eagle graph rises each year the marmot graph falls, while forage stays flat.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The forage graph stays between 79% and 81% across the four years.", "plain": "The forage graph stays between 79% and 81% across the four years.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The marmots and eagles were counted in the same summer survey each year.", "plain": "The marmots and eagles were counted in the same summer survey each year.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ad0b06c3-8c0b-42b1-bf97-6fbebdf3757a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Marmot Meadow Counts

Every summer, rangers survey an alpine meadow. They count the meadow's marmots and the golden eagles seen hunting over it. They also record a forage index: the percent of survey plots with plenty of the wildflowers marmots eat. Figure 1 shows the last four summers of data as three line graphs.

Figure 1. Alpine Meadow Survey, 2019-2022

\"Three

", "passage_plain": "Marmot Meadow Counts Every summer, rangers survey an alpine meadow. They count the meadow's marmots and the golden eagles seen hunting over it. They also record a forage index: the percent of survey plots with plenty of the wildflowers marmots eat. Figure 1 shows the last four summers of data as three line graphs. Figure 1. Alpine Meadow Survey, 2019-2022" }, { "n": 9, "item_id": "_438089a6-3725-44d5-afbc-f837896da67e", "type": "choice", "title": "Marmot Meadow — Interaction Type", "standards": [ "MS-LS2-2" ], "prompt_html": "

Look at the marmot and golden-eagle graphs in Figure 1.

Which type of interaction between the eagles and the marmots does this pattern show?

", "prompt_plain": "Look at the marmot and golden-eagle graphs in Figure 1. Which type of interaction between the eagles and the marmots does this pattern show?", "context_html": "", "options": [ { "id": "cA1", "text": "Predation -- the eagles hunt and eat the marmots, so more eagles push marmot numbers down.", "plain": "Predation -- the eagles hunt and eat the marmots, so more eagles push marmot numbers down.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Competition -- the eagles and marmots struggle over the same wildflower food supply.", "plain": "Competition -- the eagles and marmots struggle over the same wildflower food supply.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Mutualism -- the eagles and the marmots each help the other survive in the meadow.", "plain": "Mutualism -- the eagles and the marmots each help the other survive in the meadow.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Commensalism -- the eagles gain while the marmots are unaffected by them.", "plain": "Commensalism -- the eagles gain while the marmots are unaffected by them.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ad0b06c3-8c0b-42b1-bf97-6fbebdf3757a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Marmot Meadow Counts

Every summer, rangers survey an alpine meadow. They count the meadow's marmots and the golden eagles seen hunting over it. They also record a forage index: the percent of survey plots with plenty of the wildflowers marmots eat. Figure 1 shows the last four summers of data as three line graphs.

Figure 1. Alpine Meadow Survey, 2019-2022

\"Three

", "passage_plain": "Marmot Meadow Counts Every summer, rangers survey an alpine meadow. They count the meadow's marmots and the golden eagles seen hunting over it. They also record a forage index: the percent of survey plots with plenty of the wildflowers marmots eat. Figure 1 shows the last four summers of data as three line graphs. Figure 1. Alpine Meadow Survey, 2019-2022" }, { "n": 10, "item_id": "_cdc4e7bf-65ee-4693-a478-9d127cf4c29f", "type": "choice", "title": "Yogurt — Shared Cell Part", "standards": [ "MS-LS1-1" ], "prompt_html": "

Mateo compares the labeled parts on both slides in Figure 1.

Which labeled part, seen on both slides, is the best evidence that the yogurt culture and the frog skin are both made of cells?

", "prompt_plain": "Mateo compares the labeled parts on both slides in Figure 1. Which labeled part, seen on both slides, is the best evidence that the yogurt culture and the frog skin are both made of cells?", "context_html": "", "options": [ { "id": "cA1", "text": "The nucleus drawn at the center of each cell.", "plain": "The nucleus drawn at the center of each cell.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The green chloroplasts packed inside each cell.", "plain": "The green chloroplasts packed inside each cell.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The outer boundary that encloses each separate cell.", "plain": "The outer boundary that encloses each separate cell.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The rod shape that both kinds of cells share.", "plain": "The rod shape that both kinds of cells share.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f37182d6-5324-47b3-9091-62aa74887123" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Yogurt Under the Microscope

Mateo's class makes yogurt from warm milk. Mateo puts a drop of the yogurt culture on one slide and a thin piece of frog skin on another. Under the microscope, the yogurt slide shows many tiny rod-shaped cells, and the frog-skin slide shows larger, flatter cells. Figure 1 shows both views with some parts labeled.

Figure 1. The Two Microscope Views

\"Two

", "passage_plain": "Yogurt Under the Microscope Mateo's class makes yogurt from warm milk. Mateo puts a drop of the yogurt culture on one slide and a thin piece of frog skin on another. Under the microscope, the yogurt slide shows many tiny rod-shaped cells, and the frog-skin slide shows larger, flatter cells. Figure 1 shows both views with some parts labeled. Figure 1. The Two Microscope Views" }, { "n": 11, "item_id": "_ea498860-3493-41d4-bc1f-bf994313b026", "type": "gap-match", "title": "Frog-Skin Cell Jobs", "standards": [ "MS-LS1-2" ], "prompt_html": "

Look at the frog-skin cell slide in the passage. The model below shows that same kind of cell with three of its parts labeled. Beside each labeled part is an empty box.

\"A

 

Drag the job that part does into the box beside it. Not all jobs will be used.

", "prompt_plain": "Look at the frog-skin cell slide in the passage. The model below shows that same kind of cell with three of its parts labeled. Beside each labeled part is an empty box. Drag the job that part does into the box beside it. Not all jobs will be used.", "context_html": "", "options": [ { "id": "tok1", "text": "releases energy from food to power the cell", "plain": "releases energy from food to power the cell", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "captures sunlight to make the cell its own food", "plain": "captures sunlight to make the cell its own food", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "controls what enters and leaves the cell", "plain": "controls what enters and leaves the cell", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "directs the cell and holds its genetic material", "plain": "directs the cell and holds its genetic material", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-31/images/slot11-frogcell.png" ], "stimulus_ids": [ "_f37182d6-5324-47b3-9091-62aa74887123" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok3 G1", "tok4 G2", "tok1 G3" ] }, "n_options": 4, "passage_html": "

Yogurt Under the Microscope

Mateo's class makes yogurt from warm milk. Mateo puts a drop of the yogurt culture on one slide and a thin piece of frog skin on another. Under the microscope, the yogurt slide shows many tiny rod-shaped cells, and the frog-skin slide shows larger, flatter cells. Figure 1 shows both views with some parts labeled.

Figure 1. The Two Microscope Views

\"Two

", "passage_plain": "Yogurt Under the Microscope Mateo's class makes yogurt from warm milk. Mateo puts a drop of the yogurt culture on one slide and a thin piece of frog skin on another. Under the microscope, the yogurt slide shows many tiny rod-shaped cells, and the frog-skin slide shows larger, flatter cells. Figure 1 shows both views with some parts labeled. Figure 1. The Two Microscope Views" }, { "n": 12, "item_id": "_02dc9c4c-6e53-4045-a849-8a253acc8a03", "type": "choice", "title": "Claims True for Every Cell", "standards": [ "MS-LS1-1" ], "prompt_html": "

A poster on the science-lab wall lists five student claims about cells.

Choose the TWO claims that are true for EVERY cell.

", "prompt_plain": "A poster on the science-lab wall lists five student claims about cells. Choose the TWO claims that are true for EVERY cell.", "context_html": "", "options": [ { "id": "cA1", "text": "Every cell has a membrane controlling what enters and leaves.", "plain": "Every cell has a membrane controlling what enters and leaves.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Every cell has a stiff wall around its outer edge.", "plain": "Every cell has a stiff wall around its outer edge.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Every cell comes from another cell that already exists.", "plain": "Every cell comes from another cell that already exists.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Every cell can capture sunlight to make its own food.", "plain": "Every cell can capture sunlight to make its own food.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Every cell is large enough to see without a microscope.", "plain": "Every cell is large enough to see without a microscope.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 13, "item_id": "_fe65a00d-01de-4c52-af33-5c7e16723419", "type": "choice", "title": "Mushroom and Fern Cells", "standards": [ "MS-LS1-2" ], "prompt_html": "

A field guide shows a cell card from a mushroom beside a cell card from a fern frond. The fern makes its own food, while the mushroom must take in food from its surroundings.

\"Two

Which cell part best explains this difference in how the two organisms get food?

", "prompt_plain": "A field guide shows a cell card from a mushroom beside a cell card from a fern frond. The fern makes its own food, while the mushroom must take in food from its surroundings. Which cell part best explains this difference in how the two organisms get food?", "context_html": "", "options": [ { "id": "cA1", "text": "The mitochondria, which release energy from stored food.", "plain": "The mitochondria, which release energy from stored food.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The nucleus, which stores the cell's main instructions.", "plain": "The nucleus, which stores the cell's main instructions.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The cell wall, which surrounds and protects the cell.", "plain": "The cell wall, which surrounds and protects the cell.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The chloroplasts, which capture sunlight to make food.", "plain": "The chloroplasts, which capture sunlight to make food.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-31/images/slot13-mushroom-fern.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 14, "item_id": "_a7985e16-69d6-408e-aa7b-1287506e4e2e", "type": "hottext", "title": "Birch Lake Bulletin", "standards": [ "MS-LS2-2" ], "prompt_html": "

A field station posted this bulletin about Birch Lake.

Select the TWO sentences that describe a competition interaction between the spiny water fleas and the young perch.

", "prompt_plain": "A field station posted this bulletin about Birch Lake. Select the TWO sentences that describe a competition interaction between the spiny water fleas and the young perch.", "context_html": "", "options": [ { "id": "hA1", "text": "Spiny water fleas feed on the same zooplankton that young perch depend on.", "plain": "Spiny water fleas feed on the same zooplankton that young perch depend on.", "correct": true, "kind": "hottext" }, { "id": "hB1", "text": "Because both animals hunt the limited zooplankton, each one leaves less food for the other.", "plain": "Because both animals hunt the limited zooplankton, each one leaves less food for the other.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "A visiting boat most likely carried the first spiny water fleas into Birch Lake.", "plain": "A visiting boat most likely carried the first spiny water fleas into Birch Lake.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "The sharp tail spine of a water flea makes it hard for a small perch to swallow it.", "plain": "The sharp tail spine of a water flea makes it hard for a small perch to swallow it.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "Loons on the lake dive to catch adult perch near the shore.", "plain": "Loons on the lake dive to catch adult perch near the shore.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hA1", "hB1" ] }, "n_options": 5 }, { "n": 15, "item_id": "_0cbf4225-8df5-4325-a84b-04ab9dccea84", "type": "gap-match", "title": "High-Desert Food Web", "standards": [ "MS-LS2-3" ], "prompt_html": "

A ranger's guide describes six living things from a high-desert grassland in spring.

The web frame below has five empty positions joined by arrows. Each arrow points FROM a food TO the living thing that eats it.

\"An

 

Drag one card to each empty position so that every arrow in the web is correct. Not all cards will be used.

", "prompt_plain": "A ranger's guide describes six living things from a high-desert grassland in spring. Desert marigold - a spring wildflower that uses sunlight to make its own food Black-tailed jackrabbit - eats desert marigold and is hunted by the red-tailed hawk Antelope squirrel - eats desert marigold seeds and is hunted by the western rattlesnake Western rattlesnake - hunts the antelope squirrel and is hunted by the red-tailed hawk Red-tailed hawk - hunts the black-tailed jackrabbit and the western rattlesnake Darkling beetle - feeds on dead leaves and other dead plant material The web frame below has five empty positions joined by arrows. Each arrow points FROM a food TO the living thing that eats it. Drag one card to each empty position so that every arrow in the web is correct. Not all cards will be used.", "context_html": "", "options": [ { "id": "tok1", "text": "Black-tailed jackrabbit", "plain": "Black-tailed jackrabbit", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Red-tailed hawk", "plain": "Red-tailed hawk", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Desert marigold", "plain": "Desert marigold", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Darkling beetle", "plain": "Darkling beetle", "correct": false, "kind": "gap-token" }, { "id": "tok5", "text": "Western rattlesnake", "plain": "Western rattlesnake", "correct": false, "kind": "gap-token" }, { "id": "tok6", "text": "Antelope squirrel", "plain": "Antelope squirrel", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-31/images/slot15-foodweb-frame.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok3 W1", "tok1 W2", "tok6 W3", "tok5 W4", "tok2 W5" ] }, "n_options": 6 }, { "n": 16, "item_id": "_5fd05926-c576-4cb0-beae-eeaa6cee0f49", "type": "hottext", "title": "Forest Matter and Energy", "standards": [ "MS-LS2-3" ], "prompt_html": "

A town newsletter answered readers’ questions about a new natural-gas power plant built beside the county forest. Five readers wrote in about how matter and energy move through the forest.

Select the TWO sentences that correctly describe how matter and energy move through the forest ecosystem.

", "prompt_plain": "A town newsletter answered readers’ questions about a new natural-gas power plant built beside the county forest. Five readers wrote in about how matter and energy move through the forest. Select the TWO sentences that correctly describe how matter and energy move through the forest ecosystem.", "context_html": "", "options": [ { "id": "hA1", "text": "Energy from sunlight flows through the living things of the forest and is eventually lost to the surroundings as heat.", "plain": "Energy from sunlight flows through the living things of the forest and is eventually lost to the surroundings as heat.", "correct": true, "kind": "hottext" }, { "id": "hB1", "text": "The carbon atoms in the carbon dioxide from the gas plant can be taken in by trees and built into leaves that animals later eat.", "plain": "The carbon atoms in the carbon dioxide from the gas plant can be taken in by trees and built into leaves that animals later eat.", "correct": true, "kind": "hottext" }, { "id": "hC1", "text": "The energy in the forest is recycled again and again, so the living things keep reusing it.", "plain": "The energy in the forest is recycled again and again, so the living things keep reusing it.", "correct": false, "kind": "hottext" }, { "id": "hD1", "text": "The extra carbon dioxide will simply break down and disappear from the air within a few weeks.", "plain": "The extra carbon dioxide will simply break down and disappear from the air within a few weeks.", "correct": false, "kind": "hottext" }, { "id": "hE1", "text": "Forest animals breathe in the carbon dioxide and turn it into fresh energy for the trees to use.", "plain": "Forest animals breathe in the carbon dioxide and turn it into fresh energy for the trees to use.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hA1", "hB1" ] }, "n_options": 5 }, { "n": 17, "item_id": "_b38e018c-9dd2-414d-94df-c018d77ff819", "type": "choice", "title": "Regatta Front Call (Part A)", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part A

Look at Table 1. On which morning do the readings best point to a front moving in soon?

", "prompt_plain": "Part A Look at Table 1. On which morning do the readings best point to a front moving in soon?", "context_html": "", "options": [ { "id": "cA1", "text": "Friday, when low pressure came with strong wind and high humidity.", "plain": "Friday, when low pressure came with strong wind and high humidity.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Wednesday, when high pressure came with calm and dry air.", "plain": "Wednesday, when high pressure came with calm and dry air.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Thursday, when each reading fell between the other two mornings.", "plain": "Thursday, when each reading fell between the other two mornings.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Readings like these are not enough to point to a front.", "plain": "Readings like these are not enough to point to a front.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ee27c271-7dc9-49cc-a3bc-0c2b53cb87da" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Regatta Weather Call

A sailing club on Grand Lake will hold its fall regatta this weekend. The race committee must decide whether to prepare for rough weather. Each morning at 7:00 the committee logs the weather at the club dock. A barometer measures the air pressure. An anemometer measures the wind speed. The committee also records the relative humidity, how close the air is to being full of moisture. Table 1 shows the readings for three mornings.

Table 1. Morning Readings at Grand Lake

MorningAir pressure (millibars)Wind speed (km/h)Relative humidity (%)
Wednesday1021740
Thursday10161458
Friday10043088
", "passage_plain": "Regatta Weather Call A sailing club on Grand Lake will hold its fall regatta this weekend. The race committee must decide whether to prepare for rough weather. Each morning at 7:00 the committee logs the weather at the club dock. A barometer measures the air pressure. An anemometer measures the wind speed. The committee also records the relative humidity, how close the air is to being full of moisture. Table 1 shows the readings for three mornings. Table 1. Morning Readings at Grand Lake Morning Air pressure (millibars) Wind speed (km/h) Relative humidity (%) Wednesday 1021 7 40 Thursday 1016 14 58 Friday 1004 30 88" }, { "n": 18, "item_id": "_5f34b421-099a-4bfb-837f-5c9d213cd901", "type": "choice", "title": "Regatta Front Evidence (Part B)", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part B

Which single reading from Table 1 is the best evidence that a front was moving in on Friday?

", "prompt_plain": "Part B Which single reading from Table 1 is the best evidence that a front was moving in on Friday?", "context_html": "", "options": [ { "id": "cA1", "text": "Friday's humidity was the highest of the three mornings.", "plain": "Friday's humidity was the highest of the three mornings.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Friday's wind speed was the highest of the three mornings.", "plain": "Friday's wind speed was the highest of the three mornings.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Friday's air pressure was the lowest of the three mornings.", "plain": "Friday's air pressure was the lowest of the three mornings.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Friday's log was recorded at the usual 7:00 hour.", "plain": "Friday's log was recorded at the usual 7:00 hour.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ee27c271-7dc9-49cc-a3bc-0c2b53cb87da" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Regatta Weather Call

A sailing club on Grand Lake will hold its fall regatta this weekend. The race committee must decide whether to prepare for rough weather. Each morning at 7:00 the committee logs the weather at the club dock. A barometer measures the air pressure. An anemometer measures the wind speed. The committee also records the relative humidity, how close the air is to being full of moisture. Table 1 shows the readings for three mornings.

Table 1. Morning Readings at Grand Lake

MorningAir pressure (millibars)Wind speed (km/h)Relative humidity (%)
Wednesday1021740
Thursday10161458
Friday10043088
", "passage_plain": "Regatta Weather Call A sailing club on Grand Lake will hold its fall regatta this weekend. The race committee must decide whether to prepare for rough weather. Each morning at 7:00 the committee logs the weather at the club dock. A barometer measures the air pressure. An anemometer measures the wind speed. The committee also records the relative humidity, how close the air is to being full of moisture. Table 1 shows the readings for three mornings. Table 1. Morning Readings at Grand Lake Morning Air pressure (millibars) Wind speed (km/h) Relative humidity (%) Wednesday 1021 7 40 Thursday 1016 14 58 Friday 1004 30 88" }, { "n": 19, "item_id": "_e0385b19-623f-4bdf-9f74-8af2820b2c6e", "type": "choice", "title": "Coastal Temperature Range", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Look at Table 1. Which explanation for Harbor Grove's smaller daily temperature range is best supported by the readings?

", "prompt_plain": "Look at Table 1. Which explanation for Harbor Grove's smaller daily temperature range is best supported by the readings?", "context_html": "", "options": [ { "id": "cA1", "text": "Harbor Grove sits at a lower elevation, so its air stays warmer.", "plain": "Harbor Grove sits at a lower elevation, so its air stays warmer.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The ocean water warms and cools slowly, steadying the coastal air day and night.", "plain": "The ocean water warms and cools slowly, steadying the coastal air day and night.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Ocean breezes blow the coastal town's heat out to sea each afternoon.", "plain": "Ocean breezes blow the coastal town's heat out to sea each afternoon.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The dark ocean surface reflects the Sun's heat onto the coastal town.", "plain": "The dark ocean surface reflects the Sun's heat onto the coastal town.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_48fed94d-cf87-4b43-9af8-37856c2a8295" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Two Vineyard Towns

Harbor Grove and Dry Mesa both grow grapes at the same latitude and the same elevation. Harbor Grove sits right beside the ocean. Dry Mesa lies 300 kilometers inland, far from any large body of water. Both towns receive about the same hours of sunshine. On one clear day, growers in each town recorded the highest and lowest air temperatures. Table 1 shows the readings and the daily temperature range for that day.

Table 1. Temperatures on One Clear Day

TownLocationHighest temperature (degrees C)Lowest temperature (degrees C)Daily range (degrees C)
Harbor Groveon the coast23176
Dry Mesa300 km inland321022
", "passage_plain": "Two Vineyard Towns Harbor Grove and Dry Mesa both grow grapes at the same latitude and the same elevation. Harbor Grove sits right beside the ocean. Dry Mesa lies 300 kilometers inland, far from any large body of water. Both towns receive about the same hours of sunshine. On one clear day, growers in each town recorded the highest and lowest air temperatures. Table 1 shows the readings and the daily temperature range for that day. Table 1. Temperatures on One Clear Day Town Location Highest temperature (degrees C) Lowest temperature (degrees C) Daily range (degrees C) Harbor Grove on the coast 23 17 6 Dry Mesa 300 km inland 32 10 22" }, { "n": 20, "item_id": "_811506c9-3bc8-4409-884c-9fc0be772ebe", "type": "inline-choice", "title": "Vineyard Towns Climate Sentences", "standards": [ "MS-ESS2-6" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The model sentences below explain the pattern in Table 1.

Choose the word that correctly completes each sentence.

The usual pattern of temperature a place has over many years is its .

Because the nearby ocean is such a large body of water, it the coastal town's temperatures.

As a result, Harbor Grove has a daily temperature range than Dry Mesa.

", "options": [ { "id": "cB1Oea4b33d58", "text": "weather", "plain": "weather", "correct": false, "kind": "inline" }, { "id": "cB1O2fe6005f3", "text": "climate", "plain": "climate", "correct": true, "kind": "inline" }, { "id": "cB1O73670cbb0", "text": "forecast", "plain": "forecast", "correct": false, "kind": "inline" }, { "id": "cB2O97b3ac645", "text": "moderates", "plain": "moderates", "correct": true, "kind": "inline" }, { "id": "cB2O78b4bf137", "text": "raises", "plain": "raises", "correct": false, "kind": "inline" }, { "id": "cB2Ofb23310cd", "text": "removes", "plain": "removes", "correct": false, "kind": "inline" }, { "id": "cB3O1be39f82b", "text": "smaller", "plain": "smaller", "correct": true, "kind": "inline" }, { "id": "cB3Oc48d5b3e8", "text": "larger", "plain": "larger", "correct": false, "kind": "inline" }, { "id": "cB3O0a5af09b4", "text": "matching", "plain": "matching", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_48fed94d-cf87-4b43-9af8-37856c2a8295" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O2fe6005f3" ], "RESPONSE2": [ "cB2O97b3ac645" ], "RESPONSE3": [ "cB3O1be39f82b" ] }, "n_options": 9, "passage_html": "

Two Vineyard Towns

Harbor Grove and Dry Mesa both grow grapes at the same latitude and the same elevation. Harbor Grove sits right beside the ocean. Dry Mesa lies 300 kilometers inland, far from any large body of water. Both towns receive about the same hours of sunshine. On one clear day, growers in each town recorded the highest and lowest air temperatures. Table 1 shows the readings and the daily temperature range for that day.

Table 1. Temperatures on One Clear Day

TownLocationHighest temperature (degrees C)Lowest temperature (degrees C)Daily range (degrees C)
Harbor Groveon the coast23176
Dry Mesa300 km inland321022
", "passage_plain": "Two Vineyard Towns Harbor Grove and Dry Mesa both grow grapes at the same latitude and the same elevation. Harbor Grove sits right beside the ocean. Dry Mesa lies 300 kilometers inland, far from any large body of water. Both towns receive about the same hours of sunshine. On one clear day, growers in each town recorded the highest and lowest air temperatures. Table 1 shows the readings and the daily temperature range for that day. Table 1. Temperatures on One Clear Day Town Location Highest temperature (degrees C) Lowest temperature (degrees C) Daily range (degrees C) Harbor Grove on the coast 23 17 6 Dry Mesa 300 km inland 32 10 22" }, { "n": 21, "item_id": "_10da115c-9230-4348-9709-8333062a1aea", "type": "choice", "title": "Orrery Summer Tilt", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Look at Figure 1. The Earth globe is set with its North Pole leaning toward the Sun lamp, and the guide turns the lamp on.

Which statement best explains why the Northern Hemisphere has summer when the globe is set this way?

", "prompt_plain": "Look at Figure 1. The Earth globe is set with its North Pole leaning toward the Sun lamp, and the guide turns the lamp on. Which statement best explains why the Northern Hemisphere has summer when the globe is set this way?", "context_html": "", "options": [ { "id": "cA1", "text": "The tilt turns the Northern Hemisphere toward the lamp, so the light strikes that half more directly.", "plain": "The tilt turns the Northern Hemisphere toward the lamp, so the light strikes that half more directly.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The tilt carries the Northern Hemisphere closer to the lamp, so that half receives stronger light.", "plain": "The tilt carries the Northern Hemisphere closer to the lamp, so that half receives stronger light.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The lamp shines on the Northern Hemisphere and leaves the Southern Hemisphere in darkness.", "plain": "The lamp shines on the Northern Hemisphere and leaves the Southern Hemisphere in darkness.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The tilt makes the Northern Hemisphere's days and nights equal in length all season.", "plain": "The tilt makes the Northern Hemisphere's days and nights equal in length all season.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6ac79564-1a5f-43a7-9e4e-5eb64c4320eb" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Museum Orrery Demonstration

A science museum runs a hand-cranked model called an orrery. A bright lamp at the center stands for the Sun. A long arm carries a tilted Earth globe around the lamp. The globe's tilt stays pointed the same way the whole time. In Figure 1 the globe is set with its North Pole leaning toward the lamp. A shorter arm carries a smaller Moon ball around the Earth globe. The Moon arm clicks into four numbered stops, labeled 1, 2, 3, and 4. The curved arrow shows the Moon arm's travel, from stop 1 toward stop 2, then on to stops 3 and 4.

Figure 1. The Orrery Seen from Above

\"Top

(Not drawn to scale)

", "passage_plain": "Museum Orrery Demonstration A science museum runs a hand-cranked model called an orrery. A bright lamp at the center stands for the Sun. A long arm carries a tilted Earth globe around the lamp. The globe's tilt stays pointed the same way the whole time. In Figure 1 the globe is set with its North Pole leaning toward the lamp. A shorter arm carries a smaller Moon ball around the Earth globe. The Moon arm clicks into four numbered stops, labeled 1, 2, 3, and 4. The curved arrow shows the Moon arm's travel, from stop 1 toward stop 2, then on to stops 3 and 4. Figure 1. The Orrery Seen from Above (Not drawn to scale)" }, { "n": 22, "item_id": "_2cd8fb3d-e214-45c3-82b6-b4a4a95dce43", "type": "gap-match", "title": "Moon Phases at the Stops", "standards": [ "MS-ESS1-1" ], "prompt_html": "

The guide now cranks the Moon ball around the Earth globe to show the Moon's phases. In Figure 1, stop 1 is on the lamp side of the Earth globe, and the arrow shows the Moon arm moving from stop 1 to stop 2, then to stops 3 and 4. An observer on the Earth globe sees a different phase at each stop.

 

Drag each numbered stop into the box beside the Moon phase it models.

", "prompt_plain": "The guide now cranks the Moon ball around the Earth globe to show the Moon's phases. In Figure 1, stop 1 is on the lamp side of the Earth globe, and the arrow shows the Moon arm moving from stop 1 to stop 2, then to stops 3 and 4. An observer on the Earth globe sees a different phase at each stop. Drag each numbered stop into the box beside the Moon phase it models.", "context_html": "", "options": [ { "id": "tile-stop3", "text": "Stop 3", "plain": "Stop 3", "correct": false, "kind": "gap-token" }, { "id": "tile-stop1", "text": "Stop 1", "plain": "Stop 1", "correct": false, "kind": "gap-token" }, { "id": "tile-stop4", "text": "Stop 4", "plain": "Stop 4", "correct": false, "kind": "gap-token" }, { "id": "tile-stop2", "text": "Stop 2", "plain": "Stop 2", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_6ac79564-1a5f-43a7-9e4e-5eb64c4320eb" ], "key_letters": "", "key_values": { "RESPONSE": [ "tile-stop1 gap-new", "tile-stop2 gap-firstq", "tile-stop3 gap-full", "tile-stop4 gap-thirdq" ] }, "n_options": 4, "passage_html": "

Museum Orrery Demonstration

A science museum runs a hand-cranked model called an orrery. A bright lamp at the center stands for the Sun. A long arm carries a tilted Earth globe around the lamp. The globe's tilt stays pointed the same way the whole time. In Figure 1 the globe is set with its North Pole leaning toward the lamp. A shorter arm carries a smaller Moon ball around the Earth globe. The Moon arm clicks into four numbered stops, labeled 1, 2, 3, and 4. The curved arrow shows the Moon arm's travel, from stop 1 toward stop 2, then on to stops 3 and 4.

Figure 1. The Orrery Seen from Above

\"Top

(Not drawn to scale)

", "passage_plain": "Museum Orrery Demonstration A science museum runs a hand-cranked model called an orrery. A bright lamp at the center stands for the Sun. A long arm carries a tilted Earth globe around the lamp. The globe's tilt stays pointed the same way the whole time. In Figure 1 the globe is set with its North Pole leaning toward the lamp. A shorter arm carries a smaller Moon ball around the Earth globe. The Moon arm clicks into four numbered stops, labeled 1, 2, 3, and 4. The curved arrow shows the Moon arm's travel, from stop 1 toward stop 2, then on to stops 3 and 4. Figure 1. The Orrery Seen from Above (Not drawn to scale)" }, { "n": 23, "item_id": "_23929bb4-a40d-4a2c-b52e-7711d346d829", "type": "choice", "title": "Comet Return Interval", "standards": [ "MS-ESS1-2" ], "prompt_html": "

A comet travels on a long orbit held by the Sun's gravity. It passes close to the Sun at regular time intervals, and each close pass makes it visible from Earth for a few weeks. Table 1 shows the years of the comet's last five visible passes.

Table 1. Years the Comet Was Seen from Earth

Visible passYear
1st listed pass1902
2nd listed pass1932
3rd listed pass1962
4th listed pass1992
5th listed pass2022

Based on Table 1, in which year will the comet most likely next be seen from Earth?

", "prompt_plain": "A comet travels on a long orbit held by the Sun's gravity. It passes close to the Sun at regular time intervals, and each close pass makes it visible from Earth for a few weeks. Table 1 shows the years of the comet's last five visible passes. Table 1. Years the Comet Was Seen from Earth Visible pass Year 1st listed pass 1902 2nd listed pass 1932 3rd listed pass 1962 4th listed pass 1992 5th listed pass 2022 Based on Table 1, in which year will the comet most likely next be seen from Earth?", "context_html": "", "options": [ { "id": "cA1", "text": "2046", "plain": "2046", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "2050", "plain": "2050", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "2052", "plain": "2052", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "2082", "plain": "2082", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_ba7d199f-32ef-42b5-9617-7b55418d6374", "type": "choice", "title": "Planet Orbit Distance Scale", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Table 1 lists the average orbit distance from the Sun and the orbital period for five planets. Two values differ by about one order of magnitude when one is about 10 times the other.

Table 1. Planet Orbit Distances and Periods

PlanetAverage orbit distance from the Sun (million km)Orbital period (years)
Mercury600.2
Earth1501
Jupiter78012
Saturn1,43029
Neptune4,500165

Using only the orbit-distance column, which pair of planets has orbit distances that differ by about one order of magnitude?

", "prompt_plain": "Table 1 lists the average orbit distance from the Sun and the orbital period for five planets. Two values differ by about one order of magnitude when one is about 10 times the other. Table 1. Planet Orbit Distances and Periods Planet Average orbit distance from the Sun (million km) Orbital period (years) Mercury 60 0.2 Earth 150 1 Jupiter 780 12 Saturn 1,430 29 Neptune 4,500 165 Using only the orbit-distance column, which pair of planets has orbit distances that differ by about one order of magnitude?", "context_html": "", "options": [ { "id": "cA1", "text": "Mercury and Earth", "plain": "Mercury and Earth", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Earth and Saturn", "plain": "Earth and Saturn", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Jupiter and Saturn", "plain": "Jupiter and Saturn", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Mercury and Neptune", "plain": "Mercury and Neptune", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 25, "item_id": "_ed4222ea-2ffe-40d2-8e63-eba3aa8c94f5", "type": "text-entry", "title": "Uranus Distance Multiple", "standards": [ "MS-ESS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Table 1 shows the average distance from the Sun for three planets, rounded to the nearest 50 million kilometers.

Table 1. Distance from the Sun

PlanetAverage distance from the Sun (million km, rounded to the nearest 50)
Earth150
Mars250
Uranus2,850

How many times as far from the Sun as Earth does Uranus orbit? Divide Uranus's distance by Earth's distance.

Give your answer as a whole number (e.g., 8).

Times as far:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "19" ] }, "n_options": 0 }, { "n": 26, "item_id": "_5308a963-24c7-4277-b25e-70ebb289b82a", "type": "choice", "title": "Water Cycle Condensation Panel", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Figure 1 is a storyboard of four panels. It follows one drop of water from a sunlit lake up into the sky and back down over a forest.

Figure 1. One Drop's Journey

\"A

In which panel does condensation happen - the water changing from an invisible gas into tiny liquid droplets?

", "prompt_plain": "Figure 1 is a storyboard of four panels. It follows one drop of water from a sunlit lake up into the sky and back down over a forest. Figure 1. One Drop's Journey In which panel does condensation happen - the water changing from an invisible gas into tiny liquid droplets?", "context_html": "", "options": [ { "id": "cA1", "text": "Panel 1, where the Sun warms the lake and water rises from its surface.", "plain": "Panel 1, where the Sun warms the lake and water rises from its surface.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Panel 2, where a small cloud forms high in the cooler sky.", "plain": "Panel 2, where a small cloud forms high in the cooler sky.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Panel 3, where the cloud drifts over the forest.", "plain": "Panel 3, where the cloud drifts over the forest.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Panel 4, where rain falls from the cloud onto the forest.", "plain": "Panel 4, where rain falls from the cloud onto the forest.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-31/images/slot26-watercycle.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 27, "item_id": "_982fc7be-cd76-4eae-b76e-b748d63e508a", "type": "choice", "title": "Main Street Sinkhole Evidence", "standards": [ "MS-ESS3-4" ], "prompt_html": "

A water-district report describes a sinkhole that opened in a town's Main Street. The report says the town draws its drinking water from wells in the aquifer below the street, and that the groundwater helps support the rock and soil above the aquifer. Table 1 shows town water data. Figure 1 shows the depth from the ground surface down to the water table, measured each year at a test well near the street.

Table 1. Town Water Data

YearTown populationWater pumped per person per day (liters)
200020,000140
202045,000185

Figure 1. Depth to the Water Table at the Test Well

\"Line

Choose the TWO statements that the report, the table, and the graph together support.

", "prompt_plain": "A water-district report describes a sinkhole that opened in a town's Main Street. The report says the town draws its drinking water from wells in the aquifer below the street, and that the groundwater helps support the rock and soil above the aquifer. Table 1 shows town water data. Figure 1 shows the depth from the ground surface down to the water table, measured each year at a test well near the street. Table 1. Town Water Data Year Town population Water pumped per person per day (liters) 2000 20,000 140 2020 45,000 185 Figure 1. Depth to the Water Table at the Test Well Choose the TWO statements that the report, the table, and the graph together support.", "context_html": "", "options": [ { "id": "cA1", "text": "Heavier traffic on Main Street pressed the ground down year after year until it finally collapsed.", "plain": "Heavier traffic on Main Street pressed the ground down year after year until it finally collapsed.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "As the town grew, it pumped much more water from the aquifer each day than before.", "plain": "As the town grew, it pumped much more water from the aquifer each day than before.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The sinkhole formed because a drought stopped nearly all rain over the town for twenty years.", "plain": "The sinkhole formed because a drought stopped nearly all rain over the town for twenty years.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each person in the town used less water as the population grew, so demand stayed low.", "plain": "Each person in the town used less water as the population grew, so demand stayed low.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The water table dropped lower beneath the street year after year as pumping continued.", "plain": "The water table dropped lower beneath the street year after year as pumping continued.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-31/images/slot27-watertable-graph.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 28, "item_id": "_4c0e1e5a-4df1-423c-a2ea-3fa1eb4bfeb1", "type": "choice", "title": "Bat and Ball Reaction Force", "standards": [ "MS-PS2-1" ], "prompt_html": "

In a softball scrimmage, a bat meets the ball and pushes on it with a force of 10 newtons at the moment they touch. Figure 1 shows the bat and ball at contact, with four labeled force arrows.

Figure 1. The Bat Meeting the Ball

\"A

According to Newton's third law, which arrow shows the force the ball puts on the bat?

", "prompt_plain": "In a softball scrimmage, a bat meets the ball and pushes on it with a force of 10 newtons at the moment they touch. Figure 1 shows the bat and ball at contact, with four labeled force arrows. Figure 1. The Bat Meeting the Ball According to Newton's third law, which arrow shows the force the ball puts on the bat?", "context_html": "", "options": [ { "id": "cA1", "text": "Arrow W, pointing back into the bat, the same length as the bat's push.", "plain": "Arrow W, pointing back into the bat, the same length as the bat's push.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Arrow X, pointing forward on the ball in the direction the ball is hit.", "plain": "Arrow X, pointing forward on the ball in the direction the ball is hit.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Arrow Y, pointing straight down on the ball toward the ground.", "plain": "Arrow Y, pointing straight down on the ball toward the ground.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Arrow Z, pointing along the swing on the bat, longer than the other arrows.", "plain": "Arrow Z, pointing along the swing on the bat, longer than the other arrows.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-31/images/slot28-bat-ball-forces.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_e8b90185-dedf-4ea0-8051-406e920d5d73", "type": "choice", "title": "Tightrope Balanced Forces", "standards": [ "MS-PS2-1" ], "prompt_html": "

A performer stands still, balanced at the middle of a tightrope stretched between two poles, high above the ring. Figure 1 shows the performer with labeled force arrows.

Figure 1. The Tightrope Performer

\"A

Which pair of forces acting on the performer are balanced?

", "prompt_plain": "A performer stands still, balanced at the middle of a tightrope stretched between two poles, high above the ring. Figure 1 shows the performer with labeled force arrows. Figure 1. The Tightrope Performer Which pair of forces acting on the performer are balanced?", "context_html": "", "options": [ { "id": "cA1", "text": "The performer's weight pressing down on the rope and the rope pushing up on the performer.", "plain": "The performer's weight pressing down on the rope and the rope pushing up on the performer.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The rope pulling down on the left pole and the rope pulling down on the right pole.", "plain": "The rope pulling down on the left pole and the rope pulling down on the right pole.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Gravity pulling the performer down and the rope pushing the performer up.", "plain": "Gravity pulling the performer down and the rope pushing the performer up.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The push of the performer's left foot and the push of the performer's right foot on the rope.", "plain": "The push of the performer's left foot and the push of the performer's right foot on the rope.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-31/images/slot29-tightrope-forces.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_465d666a-cb70-4231-9edb-a611d8738077", "type": "choice", "title": "Workboat Towing Mass", "standards": [ "MS-PS2-2" ], "prompt_html": "

A harbor workboat tows loaded barges along a calm channel where the water pushes back on the boat the same amount in both runs. In Run 1 it tows one barge; in Run 2 it tows two identical barges. Both runs start from rest, and the engine pulls with the same towing force each time. Table 1 shows the speed recorded during each run. The boat's speed rises more slowly in Run 2 than in Run 1.

Table 1. Speed-Sensor Log

Time after start (s)Run 1 speed, one barge (m/s)Run 2 speed, two barges (m/s)
000
100.60.4
201.20.8

Using Newton's second law (F = m a), which statement best explains why the speed rises more slowly in Run 2?

", "prompt_plain": "A harbor workboat tows loaded barges along a calm channel where the water pushes back on the boat the same amount in both runs. In Run 1 it tows one barge; in Run 2 it tows two identical barges. Both runs start from rest, and the engine pulls with the same towing force each time. Table 1 shows the speed recorded during each run. The boat's speed rises more slowly in Run 2 than in Run 1. Table 1. Speed-Sensor Log Time after start (s) Run 1 speed, one barge (m/s) Run 2 speed, two barges (m/s) 0 0 0 10 0.6 0.4 20 1.2 0.8 Using Newton's second law (F = m a), which statement best explains why the speed rises more slowly in Run 2?", "context_html": "", "options": [ { "id": "cA1", "text": "The second barge adds a backward force that the engine has to overcome before the boat can speed up.", "plain": "The second barge adds a backward force that the engine has to overcome before the boat can speed up.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Part of the towing force is used up carrying the extra weight of the second barge.", "plain": "Part of the towing force is used up carrying the extra weight of the second barge.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The towing force splits in half between the two barges, so each barge gets a smaller pull.", "plain": "The towing force splits in half between the two barges, so each barge gets a smaller pull.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The same towing force now pulls a larger total mass, so it produces a smaller acceleration.", "plain": "The same towing force now pulls a larger total mass, so it produces a smaller acceleration.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_4ce96962-e67d-46ed-a737-e9a002703f00", "type": "text-entry", "title": "Freight Skid Net Force", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Soraya pulls a loaded freight skid, a low wooden platform for moving goods, across the flat floor of a loading bay. The skid speeds up in the direction of her pull. The table below shows the measurements.

MeasurementValue
Mass of loaded skid25 kg (kilograms)
Acceleration of skid4 m/s² (meters per second each second)

Use the equation force = mass × acceleration. What is the size of the net force (the overall force) on the skid, in newtons?

Give your answer as a whole number (e.g., 30).

Net force in newtons:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "100" ] }, "n_options": 0 }, { "n": 32, "item_id": "_95c9596f-ad92-4723-843e-b1e2757865f5", "type": "choice", "title": "Garden Cold-Bed Covers", "standards": [ "MS-PS3-3" ], "prompt_html": "

Tobias's gardening club grows early-spring seedlings in an outdoor cold bed — a low, boxed garden bed. Each evening, the soil in both halves of the bed measures 14 °C. On three cold nights, the club tests two covers over the bed's frame. One half gets a woven reed mat. The other half gets a single sheet of cardboard. Both covers seal the bed's air in. At dawn, the club measures the soil temperature under each cover and the outdoor air temperature. Table 1 shows the readings.

Table 1. Dawn Temperature Readings

NightDawn air temperatureSoil under reed matSoil under cardboard
11 °C10 °C6 °C
2-1 °C9 °C5 °C
32 °C11 °C7 °C

Which conclusion do the dawn readings in Table 1 best support?

", "prompt_plain": "Tobias's gardening club grows early-spring seedlings in an outdoor cold bed — a low, boxed garden bed. Each evening, the soil in both halves of the bed measures 14 °C. On three cold nights, the club tests two covers over the bed's frame. One half gets a woven reed mat. The other half gets a single sheet of cardboard. Both covers seal the bed's air in. At dawn, the club measures the soil temperature under each cover and the outdoor air temperature. Table 1 shows the readings. Table 1. Dawn Temperature Readings Night Dawn air temperature Soil under reed mat Soil under cardboard 1 1 °C 10 °C 6 °C 2 -1 °C 9 °C 5 °C 3 2 °C 11 °C 7 °C Which conclusion do the dawn readings in Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The reed mat added thermal energy to the soil, because a thick cover makes its own warmth.", "plain": "The reed mat added thermal energy to the soil, because a thick cover makes its own warmth.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The cardboard let the cold sink down into its soil, while the reed mat kept the cold out.", "plain": "The cardboard let the cold sink down into its soil, while the reed mat kept the cold out.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The reed mat kept more thermal energy in the soil, because its soil stayed warmer on all three nights.", "plain": "The reed mat kept more thermal energy in the soil, because its soil stayed warmer on all three nights.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The two covers protected the soil equally well, because each cover's soil stayed warmer than the dawn air.", "plain": "The two covers protected the soil equally well, because each cover's soil stayed warmer than the dawn air.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_a27bd4a9-4d8d-4da3-8901-8ac07afddc3a", "type": "gap-match", "title": "Cookout Heat Transfer Paths", "standards": [ "MS-PS3-3" ], "prompt_html": "

At a backyard cookout, guests notice three things happening around the campfire and the food. The three scenes are shown in Figure 1 and described below.

Figure 1. Cookout Observations

\"Three

 

Match each observation with the heat-transfer process that causes it. Use each process exactly once.

", "prompt_plain": "At a backyard cookout, guests notice three things happening around the campfire and the food. The three scenes are shown in Figure 1 and described below. Figure 1. Cookout Observations Match each observation with the heat-transfer process that causes it. Use each process exactly once.", "context_html": "", "options": [ { "id": "tokConv", "text": "convection", "plain": "convection", "correct": false, "kind": "gap-token" }, { "id": "tokCond", "text": "conduction", "plain": "conduction", "correct": false, "kind": "gap-token" }, { "id": "tokRad", "text": "radiation", "plain": "radiation", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-31/images/slot33-cookout-panels.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokRad gObs2", "tokConv gObs1", "tokCond gObs3" ] }, "n_options": 3 }, { "n": 34, "item_id": "_fc4bc8ae-9069-4c4e-a96d-4a93f8612718", "type": "choice", "title": "Hot-Water Bottle Night Logs (Part A)", "standards": [ "MS-PS3-4" ], "prompt_html": "

Part A

In the morning, Vera reads the recorded temperatures.

Look at Table 1. Which bottle was warmer by dawn, and why?

", "prompt_plain": "Part A In the morning, Vera reads the recorded temperatures. Look at Table 1. Which bottle was warmer by dawn, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "The 1 L bottle was warmer by dawn, because a smaller amount of water holds on to its warmth more tightly.", "plain": "The 1 L bottle was warmer by dawn, because a smaller amount of water holds on to its warmth more tightly.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The 2 L bottle was warmer by dawn, because its larger water amount stored more thermal energy to release overnight.", "plain": "The 2 L bottle was warmer by dawn, because its larger water amount stored more thermal energy to release overnight.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Both bottles were equally warm by dawn, because they each started the night at the very same temperature.", "plain": "Both bottles were equally warm by dawn, because they each started the night at the very same temperature.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The 2 L bottle was warmer by dawn, because the extra water kept making new warmth inside the bottle.", "plain": "The 2 L bottle was warmer by dawn, because the extra water kept making new warmth inside the bottle.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1a6c2154-00b4-422e-8356-f6f5eda9137d" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Hot-Water Bottle Night Logs

On a cold night, Vera warms two beds with rubber hot-water bottles. Bottle A holds 1 liter of hot water. Bottle B holds 2 liters of water that is equally hot. Both bottles start at 55 °C. Vera slides each bottle under an identical quilt, in the same room, and the room's air stays near 16 °C all night. A temperature sensor inside each bottle records the water temperature every two hours. Table 1 shows the recorded temperatures. Figure 1 shows the setup.

Figure 1. The Hot-Water Bottles

\"Two

Table 1. Overnight Water Temperatures

TimeBottle A (1 L) water temperatureBottle B (2 L) water temperature
10 p.m.55 °C55 °C
12 a.m.40 °C47 °C
2 a.m.30 °C40 °C
4 a.m.24 °C34 °C
6 a.m.20 °C30 °C
", "passage_plain": "Hot-Water Bottle Night Logs On a cold night, Vera warms two beds with rubber hot-water bottles. Bottle A holds 1 liter of hot water. Bottle B holds 2 liters of water that is equally hot. Both bottles start at 55 °C. Vera slides each bottle under an identical quilt, in the same room, and the room's air stays near 16 °C all night. A temperature sensor inside each bottle records the water temperature every two hours. Table 1 shows the recorded temperatures. Figure 1 shows the setup. Figure 1. The Hot-Water Bottles Table 1. Overnight Water Temperatures Time Bottle A (1 L) water temperature Bottle B (2 L) water temperature 10 p.m. 55 °C 55 °C 12 a.m. 40 °C 47 °C 2 a.m. 30 °C 40 °C 4 a.m. 24 °C 34 °C 6 a.m. 20 °C 30 °C" }, { "n": 35, "item_id": "_568dbd01-1cd1-4a60-9202-29f55da1f5c1", "type": "choice", "title": "Hot-Water Bottle Night Logs (Part B)", "standards": [ "MS-PS3-4" ], "prompt_html": "

Part B

Which reading from Table 1 is the best evidence that the 2 L bottle stayed warmer by dawn?

", "prompt_plain": "Part B Which reading from Table 1 is the best evidence that the 2 L bottle stayed warmer by dawn?", "context_html": "", "options": [ { "id": "cA1", "text": "At 6 a.m., Bottle B read 30 °C while Bottle A read 20 °C.", "plain": "At 6 a.m., Bottle B read 30 °C while Bottle A read 20 °C.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "At 10 p.m., both bottles read the same starting value of 55 °C.", "plain": "At 10 p.m., both bottles read the same starting value of 55 °C.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Bottle A's reading fell from 55 °C at the start to 20 °C by dawn.", "plain": "Bottle A's reading fell from 55 °C at the start to 20 °C by dawn.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Bottle B's reading fell from 55 °C at the start to 30 °C by dawn.", "plain": "Bottle B's reading fell from 55 °C at the start to 30 °C by dawn.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1a6c2154-00b4-422e-8356-f6f5eda9137d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Hot-Water Bottle Night Logs

On a cold night, Vera warms two beds with rubber hot-water bottles. Bottle A holds 1 liter of hot water. Bottle B holds 2 liters of water that is equally hot. Both bottles start at 55 °C. Vera slides each bottle under an identical quilt, in the same room, and the room's air stays near 16 °C all night. A temperature sensor inside each bottle records the water temperature every two hours. Table 1 shows the recorded temperatures. Figure 1 shows the setup.

Figure 1. The Hot-Water Bottles

\"Two

Table 1. Overnight Water Temperatures

TimeBottle A (1 L) water temperatureBottle B (2 L) water temperature
10 p.m.55 °C55 °C
12 a.m.40 °C47 °C
2 a.m.30 °C40 °C
4 a.m.24 °C34 °C
6 a.m.20 °C30 °C
", "passage_plain": "Hot-Water Bottle Night Logs On a cold night, Vera warms two beds with rubber hot-water bottles. Bottle A holds 1 liter of hot water. Bottle B holds 2 liters of water that is equally hot. Both bottles start at 55 °C. Vera slides each bottle under an identical quilt, in the same room, and the room's air stays near 16 °C all night. A temperature sensor inside each bottle records the water temperature every two hours. Table 1 shows the recorded temperatures. Figure 1 shows the setup. Figure 1. The Hot-Water Bottles Table 1. Overnight Water Temperatures Time Bottle A (1 L) water temperature Bottle B (2 L) water temperature 10 p.m. 55 °C 55 °C 12 a.m. 40 °C 47 °C 2 a.m. 30 °C 40 °C 4 a.m. 24 °C 34 °C 6 a.m. 20 °C 30 °C" }, { "n": 36, "item_id": "_135081ad-13dc-4846-a326-41f09a4c6aea", "type": "choice", "title": "Practice-Room Wall Test", "standards": [ "MS-PS4-2" ], "prompt_html": "

A music club will practice in a school storage room. Builders test two ways to build the room's new inner wall. During each test, the club plays the same steady tone inside the room. Sound meters record the loudness, in decibels (dB), inside and outside. Each test wall completely seals the opening between the room and the hallway. With the tone off, the outside meter reads 30 dB. Table 1 shows the readings with the tone on.

Table 1. Sound-Meter Readings (Tone On)

Wall buildLoudness inside the roomLoudness outside the room
Build 1: single drywall panel85 dB60 dB
Build 2: drywall panel plus a dense foam layer85 dB46 dB

Choose the TWO statements that the readings in Table 1 support.

", "prompt_plain": "A music club will practice in a school storage room. Builders test two ways to build the room's new inner wall. During each test, the club plays the same steady tone inside the room. Sound meters record the loudness, in decibels (dB), inside and outside. Each test wall completely seals the opening between the room and the hallway. With the tone off, the outside meter reads 30 dB. Table 1 shows the readings with the tone on. Table 1. Sound-Meter Readings (Tone On) Wall build Loudness inside the room Loudness outside the room Build 1: single drywall panel 85 dB 60 dB Build 2: drywall panel plus a dense foam layer 85 dB 46 dB Choose the TWO statements that the readings in Table 1 support.", "context_html": "", "options": [ { "id": "cA1", "text": "Each wall lets only part of the sound pass through, and reflects or absorbs the rest.", "plain": "Each wall lets only part of the sound pass through, and reflects or absorbs the rest.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The walls block the tone, and the 60 dB and 46 dB readings outside are mostly other hallway noise.", "plain": "The walls block the tone, and the 60 dB and 46 dB readings outside are mostly other hallway noise.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Adding the foam layer let less sound reach the outside meter than the single panel did.", "plain": "Adding the foam layer let less sound reach the outside meter than the single panel did.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Adding the foam layer made the tone inside the room quieter than the single panel did.", "plain": "Adding the foam layer made the tone inside the room quieter than the single panel did.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Most of the tone reaching the outside meter leaks through small gaps around the wall, not the wall itself.", "plain": "Most of the tone reaching the outside meter leaks through small gaps around the wall, not the wall itself.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 37, "item_id": "_d7212af7-3421-474c-8c63-7c6ff43a8525", "type": "choice", "title": "Carbon Monoxide Safety Card (Part A)", "standards": [ "MS-PS1-1" ], "prompt_html": "

Part A

Xavier compares the four kit-built models in Figure 1 with the formula card for carbon monoxide.

Which model matches the molecule named on the card?

", "prompt_plain": "Part A Xavier compares the four kit-built models in Figure 1 with the formula card for carbon monoxide. Which model matches the molecule named on the card?", "context_html": "", "options": [ { "id": "cA1", "text": "Model 1", "plain": "Model 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Model 2", "plain": "Model 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Model 3", "plain": "Model 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Model 4", "plain": "Model 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a989e17b-fe2a-4243-a481-c9baf70efa2e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Carbon Monoxide Safety Card

A furnace-safety pamphlet arrives with Xavier's new gas furnace. It explains why the home needs a carbon monoxide alarm. The pamphlet shows a formula card: the formula for carbon monoxide is CO. Beside the card, it shows four candidate molecule models built from a kit. In the kit, a black ball stands for a carbon atom, and a red ball stands for an oxygen atom. Figure 1 shows the card and the four models.

Figure 1. The Card and the Models

\"A

", "passage_plain": "Carbon Monoxide Safety Card A furnace-safety pamphlet arrives with Xavier's new gas furnace. It explains why the home needs a carbon monoxide alarm. The pamphlet shows a formula card: the formula for carbon monoxide is CO. Beside the card, it shows four candidate molecule models built from a kit. In the kit, a black ball stands for a carbon atom, and a red ball stands for an oxygen atom. Figure 1 shows the card and the four models. Figure 1. The Card and the Models" }, { "n": 38, "item_id": "_3294f21c-b360-4b9a-8f0d-c2be69761afc", "type": "choice", "title": "Carbon Monoxide Safety Card (Part B)", "standards": [ "MS-PS1-1" ], "prompt_html": "

Part B

Which statement best shows that carbon monoxide is made of more than one kind of atom?

", "prompt_plain": "Part B Which statement best shows that carbon monoxide is made of more than one kind of atom?", "context_html": "", "options": [ { "id": "cA1", "text": "The matching model uses two balls of the same color, showing two atoms of one kind.", "plain": "The matching model uses two balls of the same color, showing two atoms of one kind.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The matching model has more than one ball, so the substance is a mixture of two gases.", "plain": "The matching model has more than one ball, so the substance is a mixture of two gases.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The matching model joins two balls of different colors, standing for two different atoms.", "plain": "The matching model joins two balls of different colors, standing for two different atoms.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The two balls in the matching model are different sizes, and different sizes let atoms join.", "plain": "The two balls in the matching model are different sizes, and different sizes let atoms join.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a989e17b-fe2a-4243-a481-c9baf70efa2e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Carbon Monoxide Safety Card

A furnace-safety pamphlet arrives with Xavier's new gas furnace. It explains why the home needs a carbon monoxide alarm. The pamphlet shows a formula card: the formula for carbon monoxide is CO. Beside the card, it shows four candidate molecule models built from a kit. In the kit, a black ball stands for a carbon atom, and a red ball stands for an oxygen atom. Figure 1 shows the card and the four models.

Figure 1. The Card and the Models

\"A

", "passage_plain": "Carbon Monoxide Safety Card A furnace-safety pamphlet arrives with Xavier's new gas furnace. It explains why the home needs a carbon monoxide alarm. The pamphlet shows a formula card: the formula for carbon monoxide is CO. Beside the card, it shows four candidate molecule models built from a kit. In the kit, a black ball stands for a carbon atom, and a red ball stands for an oxygen atom. Figure 1 shows the card and the four models. Figure 1. The Card and the Models" }, { "n": 39, "item_id": "_44f58681-7c4d-4bd5-826a-c7af7f3c90ae", "type": "gap-match", "title": "Document-Camera Stand Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A sixth-grade class needs to show a paper worksheet on the big classroom screen. To do this, they will build a stand that holds a document camera above the desk, pointing down at the page. The class first writes a design brief. Table 1 lists the four things the finished stand must do or stay within.

 

Decide whether each need in Table 1 is one of the criteria or one of the constraints. Drag Criteria or Constraints into the box next to each need. Each label may be used more than once.

Table 1. Needs from the Design Brief

", "prompt_plain": "A sixth-grade class needs to show a paper worksheet on the big classroom screen. To do this, they will build a stand that holds a document camera above the desk, pointing down at the page. The class first writes a design brief. Table 1 lists the four things the finished stand must do or stay within. Decide whether each need in Table 1 is one of the criteria or one of the constraints. Drag Criteria or Constraints into the box next to each need. Each label may be used more than once. Table 1. Needs from the Design Brief", "context_html": "", "options": [ { "id": "tokCrit", "text": "Criteria", "plain": "Criteria", "correct": false, "kind": "gap-token" }, { "id": "tokCons", "text": "Constraints", "plain": "Constraints", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokCons gapN1", "tokCons gapN2", "tokCrit gapN3", "tokCrit gapN4" ] }, "n_options": 2 }, { "n": 40, "item_id": "_7642a4d1-21c6-4738-9f75-38f5acd53d9f", "type": "inline-choice", "title": "Marble-Run Ramp Review", "standards": [ "MS-ETS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Winston's design team is building a cardboard marble-run ramp. The team's club mentor reads the build log and writes the review note below.

Mentor's note: \"Your log shows three ramp ideas proposed and the zig-zag ramp chosen. It shows a cardboard model of the ramp built. But the very next entry already lists parts you want to change — I see no entry for rolling marbles down the ramp to see what happens.\"

Complete each sentence by choosing the correct answer.

In the class design cycle, the step the team has just finished is .

Before changing any parts, the step the team still needs to do is .

In the cycle, the step that comes right after that one is .

", "options": [ { "id": "cIC1O2f60d1f70", "text": "revise", "plain": "revise", "correct": false, "kind": "inline" }, { "id": "cIC1O06774ef03", "text": "build a model", "plain": "build a model", "correct": true, "kind": "inline" }, { "id": "cIC1Oe97cb75ab", "text": "propose", "plain": "propose", "correct": false, "kind": "inline" }, { "id": "cIC1O597ef815e", "text": "test", "plain": "test", "correct": false, "kind": "inline" }, { "id": "cIC1Oc1360321f", "text": "analyze", "plain": "analyze", "correct": false, "kind": "inline" }, { "id": "cIC2O899aa9129", "text": "revise", "plain": "revise", "correct": false, "kind": "inline" }, { "id": "cIC2O15867f7be", "text": "build a model", "plain": "build a model", "correct": false, "kind": "inline" }, { "id": "cIC2Of9bf112e0", "text": "propose", "plain": "propose", "correct": false, "kind": "inline" }, { "id": "cIC2O17d46b893", "text": "test", "plain": "test", "correct": true, "kind": "inline" }, { "id": "cIC2Ob29106540", "text": "analyze", "plain": "analyze", "correct": false, "kind": "inline" }, { "id": "cIC3Od7cb44551", "text": "revise", "plain": "revise", "correct": false, "kind": "inline" }, { "id": "cIC3O8aa54e5aa", "text": "build a model", "plain": "build a model", "correct": false, "kind": "inline" }, { "id": "cIC3O37facc5df", "text": "propose", "plain": "propose", "correct": false, "kind": "inline" }, { "id": "cIC3O1a7b05949", "text": "test", "plain": "test", "correct": false, "kind": "inline" }, { "id": "cIC3O7ae0cf27d", "text": "analyze", "plain": "analyze", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1O06774ef03" ], "RESPONSE2": [ "cIC2O17d46b893" ], "RESPONSE3": [ "cIC3O7ae0cf27d" ] }, "n_options": 15 } ] }, { "form": "G6.32", "grade": "G6", "title": "Alpha Standardized Science G6.32", "test_id": "_test-302e1c00-2a64-44a7-80a1-b7df06a1e231", "n_items": 40, "n_stimuli": 7, "stimuli": { "_ec9d7c16-83eb-47ca-aeba-e5738d8b5725": { "title": "Feed-Store Loading Chute", "html": "

Feed-Store Loading Chute

A feed store sends grain boxes down a sloped loading chute to a lower dock. The chute has two straight sections of EQUAL length. Section 1 is lined with smooth steel. Section 2 is lined with rubber matting. A sensor records each box’s speed as it enters and as it leaves each section. Table 1 shows the results for one box. Figure 1 shows the box on the chute. Every box reached the dock without stopping on the chute.

Table 1. Chute Trial (one box)

SectionLiningSpeed entering (m/s)Speed leaving (m/s)
Section 1Smooth steel0.52.1
Section 2Rubber matting2.12.4

Figure 1. Forces on the Box on the Chute

\"Side

" }, "_a7e44d18-cafe-42b0-aa8b-f019fe7f032c": { "title": "Bighorn Ridge Survey", "html": "

Bighorn Ridge Survey

Each summer, a wildlife crew counts bighorn-sheep lambs on Bighorn Ridge and measures the plant cover. Cheatgrass, a fast-spreading invasive grass, has been taking over the ridge. The ewes (mother sheep) feed mostly on the native bunchgrasses and forbs that cheatgrass is replacing. Table 1 shows three summers of counts. Table 2 adds the summer rainfall and the number of coyotes the crew saw each year.

Table 1. Lambs and Plant Cover

SummerLambs countedCheatgrass cover (%)Native forage cover (%)
1381560
2273444
3195229

Table 2. Rainfall and Coyotes

SummerRainfall (cm)Coyotes seen
1224
2215
3234
" }, "_35068d8f-dff9-461e-89f9-6b83a931bdfe": { "title": "Logger Line K-7", "html": "

Logger Line K-7

A research team anchors five moorings in a line, called Line K-7, along a warm surface current. The current flows south past the coastal town of Calder Bay. Across the sea, at the same latitude, lies the coastal town of Westwick Harbor. No warm current flows past Westwick Harbor. Each mooring holds one temperature logger just below the surface and a second logger 350 meters down. Each logger also records which way the water around it moves. Table 1 lists the October readings from the north-end mooring (Mooring 1) to the south-end mooring (Mooring 5). Table 2 lists each town’s average October air temperature. Figure 1 maps the current, the moorings, and the towns. Figure 2 shows the prevailing winds over the same map.

Table 1. October Logger Readings, Line K-7

MooringSurface water temperature (deg C)Surface flow directionWater temperature at 350 m (deg C)Flow direction at 350 m
1 (north end)21south7north
220south7north
320south6north
419south6north
5 (south end)18south6north

Table 2. Average October Air Temperature

TownAverage October air temperature (deg C)
Calder Bay (beside the current)16
Westwick Harbor (across the sea)10

Figure 1. Line K-7 and the Two Towns

\"Map

Figure 2. Prevailing Winds Over Line K-7

\"Wind

" }, "_6d8a8642-aa5f-4112-a9b8-091500a75a45": { "title": "Wilting Potted Basil", "html": "

Wilting Potted Basil

Priya keeps a potted basil plant on a sunny kitchen shelf. One warm afternoon she finds it drooping: the leaves hang limp and the stems bow over. The soil in the pot feels dry. Priya adds water to the soil and watches the plant for one hour. Table 1 is her log. Figure 1 shows the plant before and after watering. By the end of the hour the leaves and stems are stiff and upright again, and the plant has grown no new leaves.

Table 1. Watering Log

TimeObservationAction
2:00 p.m.Leaves limp; stems bowed over; soil dryAdded 250 mL of water to the soil
2:30 p.m.Leaves partly raised; stems straighterNone
3:00 p.m.Leaves and stems stiff and uprightNone

Figure 1. The Basil Plant Before and After Watering

\"Two

Figure 2. Parts of One Basil Leaf Cell

\"A

" }, "_e94867c4-2d37-4a36-b6a7-464667aa43ab": { "title": "Hay-Infusion Jar Log", "html": "

Hay-Infusion Jar Log

Felix fills an open jar with pond water and a handful of dried hay. He keeps the jar on a sunny windowsill for a week. Each day he first looks at the water with his eyes alone, then puts one drop under a microscope at 400×. Table 1 is his log. Figure 1 shows the jar on days 1, 3, and 5.

Table 1. Week Log

DayWith eyes aloneUnder the microscope (400×)
1Water clear; hay rests on the bottomA few still bits of plant material
3Water cloudy; faint sour smellTiny specks too small to make out
5Water cloudy; thin film on topOval specks swim in curved paths; one pinches into two
7Film thicker; smell strongerMany more specks than on day 5

Figure 1. The Jar on Days 1, 3, and 5

\"Three

" }, "_6b148ff9-ac36-4c26-a98c-f103e776bdcc": { "title": "Fruit Bars at the Bake Sale", "html": "

Fruit Bars at the Bake Sale

Maya sells frozen fruit bars at the school bake sale on a warm afternoon. Each bar is mostly frozen water inside a thin plastic wrapper. She sets four bars on a metal tray, checks them over time, and records Table 1. The plastic wrapper stays solid the whole time. Table 2 compares one bar when it is frozen and when it has melted. Figure 1 shows how the water particles in a bar are arranged before and after it warms.

Table 1. Melting Log

TimeObservation
0 minBars frozen solid; each holds its shape. Tray and bars weigh 540 g.
10 minBar edges soft; juice pools around each bar.
25 minBars fully melted into puddles. Tray and puddles still weigh 540 g.

Table 2. One Bar, Two States

PropertyFrozen barMelted bar
ShapeHolds a solid block shapeSpreads out flat on the tray
How firm it feelsHardSoft and runny
What it is made ofWaterWater
Can it pour?NoYes

Figure 1. Water Particles, Frozen and Melted

\"A

" }, "_939ae2c7-f1e4-4510-88fd-644a279d1bdf": { "title": "E-Bike Enclosure Brief", "html": "

E-Bike Enclosure Brief

The bike club at Lincoln Middle School wants to build a charging enclosure for the school’s 24 e-bikes. Right now the bikes charge at an open rack in a shaded corner of the lot. Rain reaches the bikes and their chargers, and the cords tangle. Table 1 lists the brief the club wrote for the project. The club built a full-size mock-up of each of its two layout ideas on the pad. Table 2 shows the mock-up results. Figure 1 is the location sketch.

Table 1. Project Brief

LineWhat it says
1Keep rain off every bike and every charger.
2A rider can park a bike and plug it in without moving another bike.
3The finished enclosure looks welcoming to visitors by the front walk.
4Spend no more than $4,000 on the whole enclosure.
5Finish building before the winter rains begin in November.
6Fit the enclosure into the shaded corner the rack already uses.

Table 2. Mock-Up Results

CheckLayout 1: Locker rowLayout 2: Open canopy
Hose-spray rain testEvery bike and charger stayed dryBikes near the open ends got wet
Theft checkEach bike locks inside its own lockerBikes sit open to the whole lot
Park-and-plug time40 seconds; the rider unlocks a locker door18 seconds; no door to open
Cost estimate$3,700$2,100

Figure 1. School-Yard Site Sketch

\"Overhead

" } }, "questions": [ { "n": 1, "item_id": "_554c1f27-9c67-4da8-a5ff-b9d9e729c07c", "type": "choice", "title": "E-Bike Enclosure Constraint", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Part A

The club must sort its brief into goals and limits before it builds.

Look at Table 1. Which line states a constraint the design must stay within?

", "prompt_plain": "Part A The club must sort its brief into goals and limits before it builds. Look at Table 1. Which line states a constraint the design must stay within?", "context_html": "", "options": [ { "id": "cA1", "text": "The enclosure keeps rain off every bike and every charger.", "plain": "The enclosure keeps rain off every bike and every charger.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The finished enclosure looks welcoming to people near the front walk.", "plain": "The finished enclosure looks welcoming to people near the front walk.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The whole enclosure costs no more than $4,000 to build.", "plain": "The whole enclosure costs no more than $4,000 to build.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "A rider can park and plug in a bike without moving another bike.", "plain": "A rider can park and plug in a bike without moving another bike.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_939ae2c7-f1e4-4510-88fd-644a279d1bdf" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

E-Bike Enclosure Brief

The bike club at Lincoln Middle School wants to build a charging enclosure for the school’s 24 e-bikes. Right now the bikes charge at an open rack in a shaded corner of the lot. Rain reaches the bikes and their chargers, and the cords tangle. Table 1 lists the brief the club wrote for the project. The club built a full-size mock-up of each of its two layout ideas on the pad. Table 2 shows the mock-up results. Figure 1 is the location sketch.

Table 1. Project Brief

LineWhat it says
1Keep rain off every bike and every charger.
2A rider can park a bike and plug it in without moving another bike.
3The finished enclosure looks welcoming to visitors by the front walk.
4Spend no more than $4,000 on the whole enclosure.
5Finish building before the winter rains begin in November.
6Fit the enclosure into the shaded corner the rack already uses.

Table 2. Mock-Up Results

CheckLayout 1: Locker rowLayout 2: Open canopy
Hose-spray rain testEvery bike and charger stayed dryBikes near the open ends got wet
Theft checkEach bike locks inside its own lockerBikes sit open to the whole lot
Park-and-plug time40 seconds; the rider unlocks a locker door18 seconds; no door to open
Cost estimate$3,700$2,100

Figure 1. School-Yard Site Sketch

\"Overhead

", "passage_plain": "E-Bike Enclosure Brief The bike club at Lincoln Middle School wants to build a charging enclosure for the school’s 24 e-bikes. Right now the bikes charge at an open rack in a shaded corner of the lot. Rain reaches the bikes and their chargers, and the cords tangle. Table 1 lists the brief the club wrote for the project. The club built a full-size mock-up of each of its two layout ideas on the pad. Table 2 shows the mock-up results. Figure 1 is the location sketch. Table 1. Project Brief Line What it says 1 Keep rain off every bike and every charger. 2 A rider can park a bike and plug it in without moving another bike. 3 The finished enclosure looks welcoming to visitors by the front walk. 4 Spend no more than $4,000 on the whole enclosure. 5 Finish building before the winter rains begin in November. 6 Fit the enclosure into the shaded corner the rack already uses. Table 2. Mock-Up Results Check Layout 1: Locker row Layout 2: Open canopy Hose-spray rain test Every bike and charger stayed dry Bikes near the open ends got wet Theft check Each bike locks inside its own locker Bikes sit open to the whole lot Park-and-plug time 40 seconds; the rider unlocks a locker door 18 seconds; no door to open Cost estimate $3,700 $2,100 Figure 1. School-Yard Site Sketch" }, { "n": 2, "item_id": "_9e62eda9-bd56-42b3-abe9-94f866697fb0", "type": "choice", "title": "E-Bike Goal Measurability", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Part B

A good goal can be checked with a clear test once the enclosure is built.

Which of the club’s goals would be the hardest to measure as it is written, and why?

", "prompt_plain": "Part B A good goal can be checked with a clear test once the enclosure is built. Which of the club’s goals would be the hardest to measure as it is written, and why?", "context_html": "", "options": [ { "id": "cA2", "text": "Looking welcoming is hardest, because people disagree on what counts as welcoming.", "plain": "Looking welcoming is hardest, because people disagree on what counts as welcoming.", "correct": true, "kind": "choice" }, { "id": "cB2", "text": "Keeping rain off the bikes is hardest, because the weather changes week to week.", "plain": "Keeping rain off the bikes is hardest, because the weather changes week to week.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "Parking without moving another bike is hardest, because riders work at different speeds.", "plain": "Parking without moving another bike is hardest, because riders work at different speeds.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "Staying under the budget is hardest, because material prices keep changing.", "plain": "Staying under the budget is hardest, because material prices keep changing.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_939ae2c7-f1e4-4510-88fd-644a279d1bdf" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA2" ] }, "n_options": 4, "passage_html": "

E-Bike Enclosure Brief

The bike club at Lincoln Middle School wants to build a charging enclosure for the school’s 24 e-bikes. Right now the bikes charge at an open rack in a shaded corner of the lot. Rain reaches the bikes and their chargers, and the cords tangle. Table 1 lists the brief the club wrote for the project. The club built a full-size mock-up of each of its two layout ideas on the pad. Table 2 shows the mock-up results. Figure 1 is the location sketch.

Table 1. Project Brief

LineWhat it says
1Keep rain off every bike and every charger.
2A rider can park a bike and plug it in without moving another bike.
3The finished enclosure looks welcoming to visitors by the front walk.
4Spend no more than $4,000 on the whole enclosure.
5Finish building before the winter rains begin in November.
6Fit the enclosure into the shaded corner the rack already uses.

Table 2. Mock-Up Results

CheckLayout 1: Locker rowLayout 2: Open canopy
Hose-spray rain testEvery bike and charger stayed dryBikes near the open ends got wet
Theft checkEach bike locks inside its own lockerBikes sit open to the whole lot
Park-and-plug time40 seconds; the rider unlocks a locker door18 seconds; no door to open
Cost estimate$3,700$2,100

Figure 1. School-Yard Site Sketch

\"Overhead

", "passage_plain": "E-Bike Enclosure Brief The bike club at Lincoln Middle School wants to build a charging enclosure for the school’s 24 e-bikes. Right now the bikes charge at an open rack in a shaded corner of the lot. Rain reaches the bikes and their chargers, and the cords tangle. Table 1 lists the brief the club wrote for the project. The club built a full-size mock-up of each of its two layout ideas on the pad. Table 2 shows the mock-up results. Figure 1 is the location sketch. Table 1. Project Brief Line What it says 1 Keep rain off every bike and every charger. 2 A rider can park a bike and plug it in without moving another bike. 3 The finished enclosure looks welcoming to visitors by the front walk. 4 Spend no more than $4,000 on the whole enclosure. 5 Finish building before the winter rains begin in November. 6 Fit the enclosure into the shaded corner the rack already uses. Table 2. Mock-Up Results Check Layout 1: Locker row Layout 2: Open canopy Hose-spray rain test Every bike and charger stayed dry Bikes near the open ends got wet Theft check Each bike locks inside its own locker Bikes sit open to the whole lot Park-and-plug time 40 seconds; the rider unlocks a locker door 18 seconds; no door to open Cost estimate $3,700 $2,100 Figure 1. School-Yard Site Sketch" }, { "n": 3, "item_id": "_bd93fe7b-46a7-43d1-9b19-c03787623600", "type": "choice", "title": "E-Bike Layout Trade-offs", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The club compares its two layouts before choosing one.

Look at Table 2. Choose the TWO statements that each describe a real trade-off between the two layouts.

", "prompt_plain": "The club compares its two layouts before choosing one. Look at Table 2. Choose the TWO statements that each describe a real trade-off between the two layouts.", "context_html": "", "options": [ { "id": "cA3", "text": "Layout 2 keeps the bikes drier, but Layout 1 is cheaper to build.", "plain": "Layout 2 keeps the bikes drier, but Layout 1 is cheaper to build.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Layout 1 keeps the bikes drier, but Layout 2 is cheaper to build.", "plain": "Layout 1 keeps the bikes drier, but Layout 2 is cheaper to build.", "correct": true, "kind": "choice" }, { "id": "cC3", "text": "Layout 2 locks the bikes away from thieves, but Layout 1 lets riders park faster.", "plain": "Layout 2 locks the bikes away from thieves, but Layout 1 lets riders park faster.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Layout 1 locks the bikes away from thieves, but Layout 2 lets riders park faster.", "plain": "Layout 1 locks the bikes away from thieves, but Layout 2 lets riders park faster.", "correct": true, "kind": "choice" }, { "id": "cE3", "text": "Layout 1 is cheaper to build, but Layout 2 lets riders park faster.", "plain": "Layout 1 is cheaper to build, but Layout 2 lets riders park faster.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_939ae2c7-f1e4-4510-88fd-644a279d1bdf" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB3", "cD3" ] }, "n_options": 5, "passage_html": "

E-Bike Enclosure Brief

The bike club at Lincoln Middle School wants to build a charging enclosure for the school’s 24 e-bikes. Right now the bikes charge at an open rack in a shaded corner of the lot. Rain reaches the bikes and their chargers, and the cords tangle. Table 1 lists the brief the club wrote for the project. The club built a full-size mock-up of each of its two layout ideas on the pad. Table 2 shows the mock-up results. Figure 1 is the location sketch.

Table 1. Project Brief

LineWhat it says
1Keep rain off every bike and every charger.
2A rider can park a bike and plug it in without moving another bike.
3The finished enclosure looks welcoming to visitors by the front walk.
4Spend no more than $4,000 on the whole enclosure.
5Finish building before the winter rains begin in November.
6Fit the enclosure into the shaded corner the rack already uses.

Table 2. Mock-Up Results

CheckLayout 1: Locker rowLayout 2: Open canopy
Hose-spray rain testEvery bike and charger stayed dryBikes near the open ends got wet
Theft checkEach bike locks inside its own lockerBikes sit open to the whole lot
Park-and-plug time40 seconds; the rider unlocks a locker door18 seconds; no door to open
Cost estimate$3,700$2,100

Figure 1. School-Yard Site Sketch

\"Overhead

", "passage_plain": "E-Bike Enclosure Brief The bike club at Lincoln Middle School wants to build a charging enclosure for the school’s 24 e-bikes. Right now the bikes charge at an open rack in a shaded corner of the lot. Rain reaches the bikes and their chargers, and the cords tangle. Table 1 lists the brief the club wrote for the project. The club built a full-size mock-up of each of its two layout ideas on the pad. Table 2 shows the mock-up results. Figure 1 is the location sketch. Table 1. Project Brief Line What it says 1 Keep rain off every bike and every charger. 2 A rider can park a bike and plug it in without moving another bike. 3 The finished enclosure looks welcoming to visitors by the front walk. 4 Spend no more than $4,000 on the whole enclosure. 5 Finish building before the winter rains begin in November. 6 Fit the enclosure into the shaded corner the rack already uses. Table 2. Mock-Up Results Check Layout 1: Locker row Layout 2: Open canopy Hose-spray rain test Every bike and charger stayed dry Bikes near the open ends got wet Theft check Each bike locks inside its own locker Bikes sit open to the whole lot Park-and-plug time 40 seconds; the rider unlocks a locker door 18 seconds; no door to open Cost estimate $3,700 $2,100 Figure 1. School-Yard Site Sketch" }, { "n": 4, "item_id": "_19b1c1cd-b890-4045-8f33-5adb5140b13e", "type": "choice", "title": "Fruit Bar Particle Change", "standards": [ "MS-PS1-4" ], "prompt_html": "

Maya watches a frozen fruit bar turn to liquid on the warm tray.

Look at Table 1 and Figure 1. Which change in the water particles best explains why the bar turns to liquid as it warms?

", "prompt_plain": "Maya watches a frozen fruit bar turn to liquid on the warm tray. Look at Table 1 and Figure 1. Which change in the water particles best explains why the bar turns to liquid as it warms?", "context_html": "", "options": [ { "id": "cA4", "text": "The particles break apart into smaller pieces, so the solid can flow as a liquid.", "plain": "The particles break apart into smaller pieces, so the solid can flow as a liquid.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "Each particle grows larger as it warms, so the melted bar spreads across the tray.", "plain": "Each particle grows larger as it warms, so the melted bar spreads across the tray.", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "The particles themselves turn soft and lose their firm shape as the bar warms.", "plain": "The particles themselves turn soft and lose their firm shape as the bar warms.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "The particles gain energy and move faster, so they slide past one another easily.", "plain": "The particles gain energy and move faster, so they slide past one another easily.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6b148ff9-ac36-4c26-a98c-f103e776bdcc" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD4" ] }, "n_options": 4, "passage_html": "

Fruit Bars at the Bake Sale

Maya sells frozen fruit bars at the school bake sale on a warm afternoon. Each bar is mostly frozen water inside a thin plastic wrapper. She sets four bars on a metal tray, checks them over time, and records Table 1. The plastic wrapper stays solid the whole time. Table 2 compares one bar when it is frozen and when it has melted. Figure 1 shows how the water particles in a bar are arranged before and after it warms.

Table 1. Melting Log

TimeObservation
0 minBars frozen solid; each holds its shape. Tray and bars weigh 540 g.
10 minBar edges soft; juice pools around each bar.
25 minBars fully melted into puddles. Tray and puddles still weigh 540 g.

Table 2. One Bar, Two States

PropertyFrozen barMelted bar
ShapeHolds a solid block shapeSpreads out flat on the tray
How firm it feelsHardSoft and runny
What it is made ofWaterWater
Can it pour?NoYes

Figure 1. Water Particles, Frozen and Melted

\"A

", "passage_plain": "Fruit Bars at the Bake Sale Maya sells frozen fruit bars at the school bake sale on a warm afternoon. Each bar is mostly frozen water inside a thin plastic wrapper. She sets four bars on a metal tray, checks them over time, and records Table 1. The plastic wrapper stays solid the whole time. Table 2 compares one bar when it is frozen and when it has melted. Figure 1 shows how the water particles in a bar are arranged before and after it warms. Table 1. Melting Log Time Observation 0 min Bars frozen solid; each holds its shape. Tray and bars weigh 540 g. 10 min Bar edges soft; juice pools around each bar. 25 min Bars fully melted into puddles. Tray and puddles still weigh 540 g. Table 2. One Bar, Two States Property Frozen bar Melted bar Shape Holds a solid block shape Spreads out flat on the tray How firm it feels Hard Soft and runny What it is made of Water Water Can it pour? No Yes Figure 1. Water Particles, Frozen and Melted" }, { "n": 5, "item_id": "_f85311ed-2c90-4445-b67e-2f365bc9a2ae", "type": "choice", "title": "Fruit Bar Property", "standards": [ "MS-PS1-1" ], "prompt_html": "

Look at Table 2. Which property of the bar stays the same whether it is frozen or melted?

", "prompt_plain": "Look at Table 2. Which property of the bar stays the same whether it is frozen or melted?", "context_html": "", "options": [ { "id": "cA5", "text": "the shape the bar holds", "plain": "the shape the bar holds", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "the matter the bar is made of", "plain": "the matter the bar is made of", "correct": true, "kind": "choice" }, { "id": "cC5", "text": "how firm the bar feels", "plain": "how firm the bar feels", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "whether the bar can pour out", "plain": "whether the bar can pour out", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6b148ff9-ac36-4c26-a98c-f103e776bdcc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB5" ] }, "n_options": 4, "passage_html": "

Fruit Bars at the Bake Sale

Maya sells frozen fruit bars at the school bake sale on a warm afternoon. Each bar is mostly frozen water inside a thin plastic wrapper. She sets four bars on a metal tray, checks them over time, and records Table 1. The plastic wrapper stays solid the whole time. Table 2 compares one bar when it is frozen and when it has melted. Figure 1 shows how the water particles in a bar are arranged before and after it warms.

Table 1. Melting Log

TimeObservation
0 minBars frozen solid; each holds its shape. Tray and bars weigh 540 g.
10 minBar edges soft; juice pools around each bar.
25 minBars fully melted into puddles. Tray and puddles still weigh 540 g.

Table 2. One Bar, Two States

PropertyFrozen barMelted bar
ShapeHolds a solid block shapeSpreads out flat on the tray
How firm it feelsHardSoft and runny
What it is made ofWaterWater
Can it pour?NoYes

Figure 1. Water Particles, Frozen and Melted

\"A

", "passage_plain": "Fruit Bars at the Bake Sale Maya sells frozen fruit bars at the school bake sale on a warm afternoon. Each bar is mostly frozen water inside a thin plastic wrapper. She sets four bars on a metal tray, checks them over time, and records Table 1. The plastic wrapper stays solid the whole time. Table 2 compares one bar when it is frozen and when it has melted. Figure 1 shows how the water particles in a bar are arranged before and after it warms. Table 1. Melting Log Time Observation 0 min Bars frozen solid; each holds its shape. Tray and bars weigh 540 g. 10 min Bar edges soft; juice pools around each bar. 25 min Bars fully melted into puddles. Tray and puddles still weigh 540 g. Table 2. One Bar, Two States Property Frozen bar Melted bar Shape Holds a solid block shape Spreads out flat on the tray How firm it feels Hard Soft and runny What it is made of Water Water Can it pour? No Yes Figure 1. Water Particles, Frozen and Melted" }, { "n": 6, "item_id": "_0a4ce853-65c0-4a21-854f-b36a9f8f1e4f", "type": "gap-match", "title": "Carbon Dioxide Model Build", "standards": [ "MS-PS1-1" ], "prompt_html": "

A maker-space soda machine adds fizz to water using gas from a small steel cartridge. The cartridge label reads: carbon dioxide, formula CO₂.

\"A

 

The model frame below has three empty circles in a row. The middle circle is joined to each end circle.

Drag one atom tile into each empty circle to build a correct model of one carbon-dioxide molecule. You may use a tile more than once. Not all tiles will be used.

", "prompt_plain": "A maker-space soda machine adds fizz to water using gas from a small steel cartridge. The cartridge label reads: carbon dioxide, formula CO₂. The model frame below has three empty circles in a row. The middle circle is joined to each end circle. Drag one atom tile into each empty circle to build a correct model of one carbon-dioxide molecule. You may use a tile more than once. Not all tiles will be used.", "context_html": "", "options": [ { "id": "tok1", "text": "Hydrogen (H)", "plain": "Hydrogen (H)", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Carbon (C)", "plain": "Carbon (C)", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Helium (He)", "plain": "Helium (He)", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Oxygen (O)", "plain": "Oxygen (O)", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot06.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok2 G2", "tok4 G3" ] }, "n_options": 4 }, { "n": 7, "item_id": "_63478936-1787-44f0-b485-56f86a035699", "type": "hottext", "title": "Bighorn Lamb Decline", "standards": [ "MS-LS2-1" ], "prompt_html": "

A crew member writes a short summary of the survey below.

Select the ONE sentence from the summary that best states the cause of the lamb decline.

", "prompt_plain": "A crew member writes a short summary of the survey below. Select the ONE sentence from the summary that best states the cause of the lamb decline.", "context_html": "", "options": [ { "id": "hA7", "text": "The crew counted lambs along the same three ridge paths every summer.", "plain": "The crew counted lambs along the same three ridge paths every summer.", "correct": false, "kind": "hottext" }, { "id": "hB7", "text": "Bighorn lambs are born in late spring, just before the summer counts.", "plain": "Bighorn lambs are born in late spring, just before the summer counts.", "correct": false, "kind": "hottext" }, { "id": "hC7", "text": "Cheatgrass dries out earlier in the summer than the native grasses do.", "plain": "Cheatgrass dries out earlier in the summer than the native grasses do.", "correct": false, "kind": "hottext" }, { "id": "hD7", "text": "Where cheatgrass spreads, the forage the ewes graze has nearly vanished.", "plain": "Where cheatgrass spreads, the forage the ewes graze has nearly vanished.", "correct": true, "kind": "hottext" }, { "id": "hE7", "text": "Cheatgrass has spread across more than half the ridge by summer three.", "plain": "Cheatgrass has spread across more than half the ridge by summer three.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_a7e44d18-cafe-42b0-aa8b-f019fe7f032c" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD7" ] }, "n_options": 5, "passage_html": "

Bighorn Ridge Survey

Each summer, a wildlife crew counts bighorn-sheep lambs on Bighorn Ridge and measures the plant cover. Cheatgrass, a fast-spreading invasive grass, has been taking over the ridge. The ewes (mother sheep) feed mostly on the native bunchgrasses and forbs that cheatgrass is replacing. Table 1 shows three summers of counts. Table 2 adds the summer rainfall and the number of coyotes the crew saw each year.

Table 1. Lambs and Plant Cover

SummerLambs countedCheatgrass cover (%)Native forage cover (%)
1381560
2273444
3195229

Table 2. Rainfall and Coyotes

SummerRainfall (cm)Coyotes seen
1224
2215
3234
", "passage_plain": "Bighorn Ridge Survey Each summer, a wildlife crew counts bighorn-sheep lambs on Bighorn Ridge and measures the plant cover. Cheatgrass, a fast-spreading invasive grass, has been taking over the ridge. The ewes (mother sheep) feed mostly on the native bunchgrasses and forbs that cheatgrass is replacing. Table 1 shows three summers of counts. Table 2 adds the summer rainfall and the number of coyotes the crew saw each year. Table 1. Lambs and Plant Cover Summer Lambs counted Cheatgrass cover (%) Native forage cover (%) 1 38 15 60 2 27 34 44 3 19 52 29 Table 2. Rainfall and Coyotes Summer Rainfall (cm) Coyotes seen 1 22 4 2 21 5 3 23 4" }, { "n": 8, "item_id": "_6642ca28-46e4-44ab-837e-c675961a41ef", "type": "choice", "title": "Bighorn Survey Conclusions", "standards": [ "MS-LS2-1" ], "prompt_html": "

Look at Table 1 and Table 2 together.

Choose the TWO conclusions about the lamb decline that the survey data support.

", "prompt_plain": "Look at Table 1 and Table 2 together. Choose the TWO conclusions about the lamb decline that the survey data support.", "context_html": "", "options": [ { "id": "cA8", "text": "The loss of native forage best explains why fewer lambs were counted each summer.", "plain": "The loss of native forage best explains why fewer lambs were counted each summer.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "A drop in summer rainfall dried the ridge and lowered the lamb count.", "plain": "A drop in summer rainfall dried the ridge and lowered the lamb count.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Rainfall and coyote numbers stayed steady, so the data do not support them as causes.", "plain": "Rainfall and coyote numbers stayed steady, so the data do not support them as causes.", "correct": true, "kind": "choice" }, { "id": "cD8", "text": "More coyotes each summer caught more lambs and lowered the count.", "plain": "More coyotes each summer caught more lambs and lowered the count.", "correct": false, "kind": "choice" }, { "id": "cE8", "text": "Cheatgrass poisoned the lambs that fed on it and thinned the herd.", "plain": "Cheatgrass poisoned the lambs that fed on it and thinned the herd.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a7e44d18-cafe-42b0-aa8b-f019fe7f032c" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA8", "cC8" ] }, "n_options": 5, "passage_html": "

Bighorn Ridge Survey

Each summer, a wildlife crew counts bighorn-sheep lambs on Bighorn Ridge and measures the plant cover. Cheatgrass, a fast-spreading invasive grass, has been taking over the ridge. The ewes (mother sheep) feed mostly on the native bunchgrasses and forbs that cheatgrass is replacing. Table 1 shows three summers of counts. Table 2 adds the summer rainfall and the number of coyotes the crew saw each year.

Table 1. Lambs and Plant Cover

SummerLambs countedCheatgrass cover (%)Native forage cover (%)
1381560
2273444
3195229

Table 2. Rainfall and Coyotes

SummerRainfall (cm)Coyotes seen
1224
2215
3234
", "passage_plain": "Bighorn Ridge Survey Each summer, a wildlife crew counts bighorn-sheep lambs on Bighorn Ridge and measures the plant cover. Cheatgrass, a fast-spreading invasive grass, has been taking over the ridge. The ewes (mother sheep) feed mostly on the native bunchgrasses and forbs that cheatgrass is replacing. Table 1 shows three summers of counts. Table 2 adds the summer rainfall and the number of coyotes the crew saw each year. Table 1. Lambs and Plant Cover Summer Lambs counted Cheatgrass cover (%) Native forage cover (%) 1 38 15 60 2 27 34 44 3 19 52 29 Table 2. Rainfall and Coyotes Summer Rainfall (cm) Coyotes seen 1 22 4 2 21 5 3 23 4" }, { "n": 9, "item_id": "_e9c25f5b-0239-4dd1-9626-5d656d9bf58a", "type": "choice", "title": "Hay-Infusion Evidence", "standards": [ "MS-LS1-1" ], "prompt_html": "

Part A

Felix wonders whether living things are growing in his jar.

Look at Table 1. Which observation is the best evidence that living things are present in the jar?

", "prompt_plain": "Part A Felix wonders whether living things are growing in his jar. Look at Table 1. Which observation is the best evidence that living things are present in the jar?", "context_html": "", "options": [ { "id": "cA9", "text": "By day 3, the water had turned cloudy and gave off a sour smell.", "plain": "By day 3, the water had turned cloudy and gave off a sour smell.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "On day 1, a few still bits of plant material lay in the water.", "plain": "On day 1, a few still bits of plant material lay in the water.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "On day 5, oval specks swam in curved paths and one pinched in two.", "plain": "On day 5, oval specks swam in curved paths and one pinched in two.", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "By day 7, a thicker film had formed on the top of the water.", "plain": "By day 7, a thicker film had formed on the top of the water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e94867c4-2d37-4a36-b6a7-464667aa43ab" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC9" ] }, "n_options": 4, "passage_html": "

Hay-Infusion Jar Log

Felix fills an open jar with pond water and a handful of dried hay. He keeps the jar on a sunny windowsill for a week. Each day he first looks at the water with his eyes alone, then puts one drop under a microscope at 400×. Table 1 is his log. Figure 1 shows the jar on days 1, 3, and 5.

Table 1. Week Log

DayWith eyes aloneUnder the microscope (400×)
1Water clear; hay rests on the bottomA few still bits of plant material
3Water cloudy; faint sour smellTiny specks too small to make out
5Water cloudy; thin film on topOval specks swim in curved paths; one pinches into two
7Film thicker; smell strongerMany more specks than on day 5

Figure 1. The Jar on Days 1, 3, and 5

\"Three

", "passage_plain": "Hay-Infusion Jar Log Felix fills an open jar with pond water and a handful of dried hay. He keeps the jar on a sunny windowsill for a week. Each day he first looks at the water with his eyes alone, then puts one drop under a microscope at 400×. Table 1 is his log. Figure 1 shows the jar on days 1, 3, and 5. Table 1. Week Log Day With eyes alone Under the microscope (400×) 1 Water clear; hay rests on the bottom A few still bits of plant material 3 Water cloudy; faint sour smell Tiny specks too small to make out 5 Water cloudy; thin film on top Oval specks swim in curved paths; one pinches into two 7 Film thicker; smell stronger Many more specks than on day 5 Figure 1. The Jar on Days 1, 3, and 5" }, { "n": 10, "item_id": "_2b321fbb-7370-49cf-ad72-e4aa2273e998", "type": "choice", "title": "Hay-Infusion Conclusion", "standards": [ "MS-LS1-1" ], "prompt_html": "

Part B

Which conclusion about the specks is best supported by the week log?

", "prompt_plain": "Part B Which conclusion about the specks is best supported by the week log?", "context_html": "", "options": [ { "id": "cA10", "text": "They are bits of hay that soaked apart and drifted through the water.", "plain": "They are bits of hay that soaked apart and drifted through the water.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "They are living, single-celled organisms too small to see without a microscope.", "plain": "They are living, single-celled organisms too small to see without a microscope.", "correct": true, "kind": "choice" }, { "id": "cC10", "text": "They are tiny air bubbles that formed as the hay broke down underwater.", "plain": "They are tiny air bubbles that formed as the hay broke down underwater.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "They are young insects that hatched from eggs carried on the hay.", "plain": "They are young insects that hatched from eggs carried on the hay.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e94867c4-2d37-4a36-b6a7-464667aa43ab" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB10" ] }, "n_options": 4, "passage_html": "

Hay-Infusion Jar Log

Felix fills an open jar with pond water and a handful of dried hay. He keeps the jar on a sunny windowsill for a week. Each day he first looks at the water with his eyes alone, then puts one drop under a microscope at 400×. Table 1 is his log. Figure 1 shows the jar on days 1, 3, and 5.

Table 1. Week Log

DayWith eyes aloneUnder the microscope (400×)
1Water clear; hay rests on the bottomA few still bits of plant material
3Water cloudy; faint sour smellTiny specks too small to make out
5Water cloudy; thin film on topOval specks swim in curved paths; one pinches into two
7Film thicker; smell strongerMany more specks than on day 5

Figure 1. The Jar on Days 1, 3, and 5

\"Three

", "passage_plain": "Hay-Infusion Jar Log Felix fills an open jar with pond water and a handful of dried hay. He keeps the jar on a sunny windowsill for a week. Each day he first looks at the water with his eyes alone, then puts one drop under a microscope at 400×. Table 1 is his log. Figure 1 shows the jar on days 1, 3, and 5. Table 1. Week Log Day With eyes alone Under the microscope (400×) 1 Water clear; hay rests on the bottom A few still bits of plant material 3 Water cloudy; faint sour smell Tiny specks too small to make out 5 Water cloudy; thin film on top Oval specks swim in curved paths; one pinches into two 7 Film thicker; smell stronger Many more specks than on day 5 Figure 1. The Jar on Days 1, 3, and 5" }, { "n": 11, "item_id": "_ef98ee1f-bd45-404e-921b-03158a99f5cd", "type": "choice", "title": "Wilting Potted Basil (Part A)", "standards": [ "MS-LS1-2" ], "prompt_html": "

Part A

When Priya waters the wilted basil, the leaves and stems become stiff and upright again within an hour.

Which cell part takes in water and swells, pushing outward to make the drooping leaves stiff again?

", "prompt_plain": "Part A When Priya waters the wilted basil, the leaves and stems become stiff and upright again within an hour. Which cell part takes in water and swells, pushing outward to make the drooping leaves stiff again?", "context_html": "", "options": [ { "id": "cA11", "text": "cell wall", "plain": "cell wall", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "chloroplast", "plain": "chloroplast", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "central vacuole", "plain": "central vacuole", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "nucleus", "plain": "nucleus", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6d8a8642-aa5f-4112-a9b8-091500a75a45" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Wilting Potted Basil

Priya keeps a potted basil plant on a sunny kitchen shelf. One warm afternoon she finds it drooping: the leaves hang limp and the stems bow over. The soil in the pot feels dry. Priya adds water to the soil and watches the plant for one hour. Table 1 is her log. Figure 1 shows the plant before and after watering. By the end of the hour the leaves and stems are stiff and upright again, and the plant has grown no new leaves.

Table 1. Watering Log

TimeObservationAction
2:00 p.m.Leaves limp; stems bowed over; soil dryAdded 250 mL of water to the soil
2:30 p.m.Leaves partly raised; stems straighterNone
3:00 p.m.Leaves and stems stiff and uprightNone

Figure 1. The Basil Plant Before and After Watering

\"Two

Figure 2. Parts of One Basil Leaf Cell

\"A

", "passage_plain": "Wilting Potted Basil Priya keeps a potted basil plant on a sunny kitchen shelf. One warm afternoon she finds it drooping: the leaves hang limp and the stems bow over. The soil in the pot feels dry. Priya adds water to the soil and watches the plant for one hour. Table 1 is her log. Figure 1 shows the plant before and after watering. By the end of the hour the leaves and stems are stiff and upright again, and the plant has grown no new leaves. Table 1. Watering Log Time Observation Action 2:00 p.m. Leaves limp; stems bowed over; soil dry Added 250 mL of water to the soil 2:30 p.m. Leaves partly raised; stems straighter None 3:00 p.m. Leaves and stems stiff and upright None Figure 1. The Basil Plant Before and After Watering Figure 2. Parts of One Basil Leaf Cell" }, { "n": 12, "item_id": "_ba0ff604-4808-403a-829a-8ba654789f3d", "type": "choice", "title": "Wilting Potted Basil (Part B)", "standards": [ "MS-LS1-2" ], "prompt_html": "

Part B

Figure 2 labels the parts of one basil leaf cell.

Which labeled part is the stiff outer layer that gives the plant cell its firm, box-like shape?

", "prompt_plain": "Part B Figure 2 labels the parts of one basil leaf cell. Which labeled part is the stiff outer layer that gives the plant cell its firm, box-like shape?", "context_html": "", "options": [ { "id": "cA12", "text": "cell membrane", "plain": "cell membrane", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "cell wall", "plain": "cell wall", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "central vacuole", "plain": "central vacuole", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "chloroplast", "plain": "chloroplast", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6d8a8642-aa5f-4112-a9b8-091500a75a45" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB12" ] }, "n_options": 4, "passage_html": "

Wilting Potted Basil

Priya keeps a potted basil plant on a sunny kitchen shelf. One warm afternoon she finds it drooping: the leaves hang limp and the stems bow over. The soil in the pot feels dry. Priya adds water to the soil and watches the plant for one hour. Table 1 is her log. Figure 1 shows the plant before and after watering. By the end of the hour the leaves and stems are stiff and upright again, and the plant has grown no new leaves.

Table 1. Watering Log

TimeObservationAction
2:00 p.m.Leaves limp; stems bowed over; soil dryAdded 250 mL of water to the soil
2:30 p.m.Leaves partly raised; stems straighterNone
3:00 p.m.Leaves and stems stiff and uprightNone

Figure 1. The Basil Plant Before and After Watering

\"Two

Figure 2. Parts of One Basil Leaf Cell

\"A

", "passage_plain": "Wilting Potted Basil Priya keeps a potted basil plant on a sunny kitchen shelf. One warm afternoon she finds it drooping: the leaves hang limp and the stems bow over. The soil in the pot feels dry. Priya adds water to the soil and watches the plant for one hour. Table 1 is her log. Figure 1 shows the plant before and after watering. By the end of the hour the leaves and stems are stiff and upright again, and the plant has grown no new leaves. Table 1. Watering Log Time Observation Action 2:00 p.m. Leaves limp; stems bowed over; soil dry Added 250 mL of water to the soil 2:30 p.m. Leaves partly raised; stems straighter None 3:00 p.m. Leaves and stems stiff and upright None Figure 1. The Basil Plant Before and After Watering Figure 2. Parts of One Basil Leaf Cell" }, { "n": 13, "item_id": "_e95fdac1-8873-484b-bb1b-cac46d16c2b3", "type": "gap-match", "title": "Clearwater Lake Feeding Links", "standards": [ "MS-LS2-2" ], "prompt_html": "

The cards below describe three animals that live in Clearwater Lake.

 

Drag each animal card into the box that names what that animal eats.

", "prompt_plain": "The cards below describe three animals that live in Clearwater Lake. Drag each animal card into the box that names what that animal eats.", "context_html": "", "options": [ { "id": "tok1", "text": "Pied-billed grebe: a diving water bird that chases down and swallows minnows in the shallows.", "plain": "Pied-billed grebe: a diving water bird that chases down and swallows minnows in the shallows.", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Ramshorn snail: glides over rocks, scraping off and swallowing the slimy green film that coats them.", "plain": "Ramshorn snail: glides over rocks, scraping off and swallowing the slimy green film that coats them.", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Backswimmer: a swimming insect that hunts and eats the young, wriggling mosquitoes near the surface.", "plain": "Backswimmer: a swimming insect that hunts and eats the young, wriggling mosquitoes near the surface.", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok2 G1", "tok3 G2", "tok1 G3" ] }, "n_options": 3 }, { "n": 14, "item_id": "_26319525-48ef-489d-98cb-5026d447248b", "type": "choice", "title": "Cypress Swamp Food Web", "standards": [ "MS-LS2-2" ], "prompt_html": "

The diagram shows a cypress-swamp food web. Each arrow points from a food source to the organism that eats it.

\"A

Which change would most increase the number of herons in this food web?

", "prompt_plain": "The diagram shows a cypress-swamp food web. Each arrow points from a food source to the organism that eats it. Which change would most increase the number of herons in this food web?", "context_html": "", "options": [ { "id": "cA14", "text": "A disease kills many of the mosquitofish.", "plain": "A disease kills many of the mosquitofish.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "More snails move into the swamp overall.", "plain": "More snails move into the swamp overall.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "More cypress trees are planted for shade.", "plain": "More cypress trees are planted for shade.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "More water lettuce grows across the swamp.", "plain": "More water lettuce grows across the swamp.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot14.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4 }, { "n": 15, "item_id": "_d8ea20a5-e94d-4706-9c1d-ba633e04e90e", "type": "hottext", "title": "Silverbrook Trout Farm Newsletter", "standards": [ "MS-LS2-3" ], "prompt_html": "

Silverbrook Trout Farm Newsletter

Silverbrook Trout Farm raises rainbow trout in long water channels. Daily checks show the trout eat almost all the pellets dropped in. Over one season, a scientist compared the food energy in the pellets the trout ate with the energy stored in the trout that were sold. Only about one tenth of the feed’s energy ended up stored in the fish. The newsletter printed five readers’ explanations.

Select the ONE sentence that correctly explains why so little of the feed’s energy ended up stored in the trout.

", "prompt_plain": "Silverbrook Trout Farm Newsletter Silverbrook Trout Farm raises rainbow trout in long water channels. Daily checks show the trout eat almost all the pellets dropped in. Over one season, a scientist compared the food energy in the pellets the trout ate with the energy stored in the trout that were sold. Only about one tenth of the feed’s energy ended up stored in the fish. The newsletter printed five readers’ explanations. Select the ONE sentence that correctly explains why so little of the feed’s energy ended up stored in the trout.", "context_html": "", "options": [ { "id": "hA15", "text": "The trout are simply greedy fish that gulp far more pellets than their growing bodies could ever put to use.", "plain": "The trout are simply greedy fish that gulp far more pellets than their growing bodies could ever put to use.", "correct": false, "kind": "hottext" }, { "id": "hB15", "text": "Most of what the trout swallow is used to power swimming and body upkeep, so only a small part becomes new flesh.", "plain": "Most of what the trout swallow is used to power swimming and body upkeep, so only a small part becomes new flesh.", "correct": true, "kind": "hottext" }, { "id": "hC15", "text": "Most of the pellets probably crumble and wash out of the channels before the hungry trout can ever eat them.", "plain": "Most of the pellets probably crumble and wash out of the channels before the hungry trout can ever eat them.", "correct": false, "kind": "hottext" }, { "id": "hD15", "text": "The energy in the trout’s waste flows back into the channel water, so the farm loses almost no energy overall.", "plain": "The energy in the trout’s waste flows back into the channel water, so the farm loses almost no energy overall.", "correct": false, "kind": "hottext" }, { "id": "hE15", "text": "If the farm just fed each trout more pellets daily, it would store a far larger share of each pellet’s energy.", "plain": "If the farm just fed each trout more pellets daily, it would store a far larger share of each pellet’s energy.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB15" ] }, "n_options": 5 }, { "n": 16, "item_id": "_59153547-d591-4690-b2a9-451f4785140e", "type": "choice", "title": "Songbird Energy Chain", "standards": [ "MS-LS2-3" ], "prompt_html": "

The card shows an energy chain: insect larvae are eaten by ground beetles, and the beetles are eaten by a songbird. The bars show how much food energy is available at each level, but the bars are not arranged in order of height.

\"An

Which of these shows the food energy available to the songbird?

", "prompt_plain": "The card shows an energy chain: insect larvae are eaten by ground beetles, and the beetles are eaten by a songbird. The bars show how much food energy is available at each level, but the bars are not arranged in order of height. Which of these shows the food energy available to the songbird?", "context_html": "", "options": [ { "id": "cA16", "text": "the tallest of the three bars", "plain": "the tallest of the three bars", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "the shortest of the three bars", "plain": "the shortest of the three bars", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "the middle-sized bar between them", "plain": "the middle-sized bar between them", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "the two largest bars added together", "plain": "the two largest bars added together", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot16.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB16" ] }, "n_options": 4 }, { "n": 17, "item_id": "_502f72c6-61a9-4b6d-ac70-f10532984c4b", "type": "choice", "title": "Feed-Store Loading Chute (Part A)", "standards": [ "MS-PS2-2" ], "prompt_html": "

Part A

Look at Table 1. The two chute sections are the same length.

On which section does the box speed up the most as it slides through?

", "prompt_plain": "Part A Look at Table 1. The two chute sections are the same length. On which section does the box speed up the most as it slides through?", "context_html": "", "options": [ { "id": "cA17", "text": "Section 2, the section lined with rubber matting", "plain": "Section 2, the section lined with rubber matting", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Both sections speed the box up by the same amount", "plain": "Both sections speed the box up by the same amount", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Section 1, the section lined with smooth steel", "plain": "Section 1, the section lined with smooth steel", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "Neither section; the box slides at a steady speed", "plain": "Neither section; the box slides at a steady speed", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ec9d7c16-83eb-47ca-aeba-e5738d8b5725" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC17" ] }, "n_options": 4, "passage_html": "

Feed-Store Loading Chute

A feed store sends grain boxes down a sloped loading chute to a lower dock. The chute has two straight sections of EQUAL length. Section 1 is lined with smooth steel. Section 2 is lined with rubber matting. A sensor records each box’s speed as it enters and as it leaves each section. Table 1 shows the results for one box. Figure 1 shows the box on the chute. Every box reached the dock without stopping on the chute.

Table 1. Chute Trial (one box)

SectionLiningSpeed entering (m/s)Speed leaving (m/s)
Section 1Smooth steel0.52.1
Section 2Rubber matting2.12.4

Figure 1. Forces on the Box on the Chute

\"Side

", "passage_plain": "Feed-Store Loading Chute A feed store sends grain boxes down a sloped loading chute to a lower dock. The chute has two straight sections of EQUAL length. Section 1 is lined with smooth steel. Section 2 is lined with rubber matting. A sensor records each box’s speed as it enters and as it leaves each section. Table 1 shows the results for one box. Figure 1 shows the box on the chute. Every box reached the dock without stopping on the chute. Table 1. Chute Trial (one box) Section Lining Speed entering (m/s) Speed leaving (m/s) Section 1 Smooth steel 0.5 2.1 Section 2 Rubber matting 2.1 2.4 Figure 1. Forces on the Box on the Chute" }, { "n": 18, "item_id": "_f70fd597-7e7e-40d9-91e9-a7b7904838a3", "type": "choice", "title": "Feed-Store Loading Chute (Part B)", "standards": [ "MS-PS2-2" ], "prompt_html": "

Part B

The box’s speed-up is different on the two sections, even though the sections have the same slope and length.

Which comparison of forces best explains this difference?

", "prompt_plain": "Part B The box’s speed-up is different on the two sections, even though the sections have the same slope and length. Which comparison of forces best explains this difference?", "context_html": "", "options": [ { "id": "cA18", "text": "Gravity pulls harder on the box over the steel than over the rubber.", "plain": "Gravity pulls harder on the box over the steel than over the rubber.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "The smooth steel pushes the box forward with a force of its own.", "plain": "The smooth steel pushes the box forward with a force of its own.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The rubber matting takes away the box’s weight, so it cannot speed up.", "plain": "The rubber matting takes away the box’s weight, so it cannot speed up.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Rubber gives more friction than steel, so less net force pushes the box along.", "plain": "Rubber gives more friction than steel, so less net force pushes the box along.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ec9d7c16-83eb-47ca-aeba-e5738d8b5725" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD18" ] }, "n_options": 4, "passage_html": "

Feed-Store Loading Chute

A feed store sends grain boxes down a sloped loading chute to a lower dock. The chute has two straight sections of EQUAL length. Section 1 is lined with smooth steel. Section 2 is lined with rubber matting. A sensor records each box’s speed as it enters and as it leaves each section. Table 1 shows the results for one box. Figure 1 shows the box on the chute. Every box reached the dock without stopping on the chute.

Table 1. Chute Trial (one box)

SectionLiningSpeed entering (m/s)Speed leaving (m/s)
Section 1Smooth steel0.52.1
Section 2Rubber matting2.12.4

Figure 1. Forces on the Box on the Chute

\"Side

", "passage_plain": "Feed-Store Loading Chute A feed store sends grain boxes down a sloped loading chute to a lower dock. The chute has two straight sections of EQUAL length. Section 1 is lined with smooth steel. Section 2 is lined with rubber matting. A sensor records each box’s speed as it enters and as it leaves each section. Table 1 shows the results for one box. Figure 1 shows the box on the chute. Every box reached the dock without stopping on the chute. Table 1. Chute Trial (one box) Section Lining Speed entering (m/s) Speed leaving (m/s) Section 1 Smooth steel 0.5 2.1 Section 2 Rubber matting 2.1 2.4 Figure 1. Forces on the Box on the Chute" }, { "n": 19, "item_id": "_3161b826-ee1b-4687-bef3-c666d45b5652", "type": "choice", "title": "Soccer Ball and Bus", "standards": [ "MS-PS2-1" ], "prompt_html": "

A stray soccer ball flies into the street and bounces off the side of a moving city bus. The ball rebounds sharply.

\"A

Which statement best describes the forces between the ball and the bus during the bounce?

", "prompt_plain": "A stray soccer ball flies into the street and bounces off the side of a moving city bus. The ball rebounds sharply. Which statement best describes the forces between the ball and the bus during the bounce?", "context_html": "", "options": [ { "id": "cA19", "text": "The ball and the bus push on each other with equal-sized forces in opposite directions.", "plain": "The ball and the bus push on each other with equal-sized forces in opposite directions.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "The bus pushes on the ball with a much larger force than the ball pushes on the bus.", "plain": "The bus pushes on the ball with a much larger force than the ball pushes on the bus.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The ball pushes on the bus, but the heavy bus does not push back on the ball.", "plain": "The ball pushes on the bus, but the heavy bus does not push back on the ball.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Neither one pushes on the other; the ball just springs away on its own.", "plain": "Neither one pushes on the other; the ball just springs away on its own.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_ee4e15b8-3be5-406a-b264-19c06cc4cbaf", "type": "inline-choice", "title": "Heat-Sink Base Plates", "standards": [ "MS-PS3-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A hobby-electronics club tests how well four base plates carry heat away from a small computer chip. The same chip runs at the same power for 15 minutes on each base plate, in the same 24°C room. Table 1 shows each chip’s temperature at the end of its test.

Base plate materialChip temperature after 15 minutes (°C)
Aluminum50
Brass58
Glass76
Cork88

Choose the word or phrase that correctly completes each sentence.

The chip stays coolest on the base.

That base keeps the chip coolest because .

", "options": [ { "id": "cB1Oa3c3ec2ba", "text": "glass", "plain": "glass", "correct": false, "kind": "inline" }, { "id": "cB1O7281ff70c", "text": "cork", "plain": "cork", "correct": false, "kind": "inline" }, { "id": "cB1O81cede5dd", "text": "aluminum", "plain": "aluminum", "correct": true, "kind": "inline" }, { "id": "cB2O4649572ba", "text": "it makes less thermal energy of its own than the others do", "plain": "it makes less thermal energy of its own than the others do", "correct": false, "kind": "inline" }, { "id": "cB2Oaa9524836", "text": "it soaks up more of the room’s coldness than the others do", "plain": "it soaks up more of the room’s coldness than the others do", "correct": false, "kind": "inline" }, { "id": "cB2Of4f0cb6b5", "text": "it carries thermal energy away from the chip faster than the others do", "plain": "it carries thermal energy away from the chip faster than the others do", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O81cede5dd" ], "RESPONSE2": [ "cB2Of4f0cb6b5" ] }, "n_options": 6 }, { "n": 21, "item_id": "_a6436cdd-e4df-4421-9c65-dca8aa103dd0", "type": "gap-match", "title": "Lodge Winterizing Checklist", "standards": [ "MS-PS3-3" ], "prompt_html": "

A mountain lodge is being winterized so it loses less thermal energy through its outer shell. Figure 1 is a cross-section of the lodge with four drop zones: the roof, the walls, the windows, and the floor.

Figure 1. Lodge Cross-Section

\"Cross-section

 

Drag each upgrade onto the one zone where it would most reduce thermal-energy loss.

", "prompt_plain": "A mountain lodge is being winterized so it loses less thermal energy through its outer shell. Figure 1 is a cross-section of the lodge with four drop zones: the roof, the walls, the windows, and the floor. Figure 1. Lodge Cross-Section Drag each upgrade onto the one zone where it would most reduce thermal-energy loss.", "context_html": "", "options": [ { "id": "D_batts", "text": "Thick fiberglass batts that fill the upright framed cavities", "plain": "Thick fiberglass batts that fill the upright framed cavities", "correct": false, "kind": "gap-token" }, { "id": "D_board", "text": "A rigid foam board that blocks heat sinking to the ground below", "plain": "A rigid foam board that blocks heat sinking to the ground below", "correct": false, "kind": "gap-token" }, { "id": "D_foil", "text": "A shiny radiant barrier that reflects escaping heat back downward", "plain": "A shiny radiant barrier that reflects escaping heat back downward", "correct": false, "kind": "gap-token" }, { "id": "D_pane", "text": "A second glass pane fitted with a sealed air gap", "plain": "A second glass pane fitted with a sealed air gap", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot21.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "D_foil GZ_roof", "D_batts GZ_walls", "D_pane GZ_windows", "D_board GZ_floor" ] }, "n_options": 4 }, { "n": 22, "item_id": "_d6a26a5d-20a2-4bc6-800b-e832ae6021d1", "type": "choice", "title": "Cooler Lid Test Plan", "standards": [ "MS-PS3-4" ], "prompt_html": "

Campers want to find out whether a thicker cooler lid keeps their drinks colder through an afternoon. They can use coolers, cold drinks, and a thermometer.

Investigation Goal

Find out whether a thicker cooler lid keeps the drinks colder through the afternoon.

Which test plan would best show whether the thicker lid slows the warming?

", "prompt_plain": "Campers want to find out whether a thicker cooler lid keeps their drinks colder through an afternoon. They can use coolers, cold drinks, and a thermometer. Investigation Goal Find out whether a thicker cooler lid keeps the drinks colder through the afternoon. Which test plan would best show whether the thicker lid slows the warming?", "context_html": "", "options": [ { "id": "cA1", "text": "Fill one cooler that has the thin lid with cold drinks and check the drink temperature through the afternoon.", "plain": "Fill one cooler that has the thin lid with cold drinks and check the drink temperature through the afternoon.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Fill a cooler that has the thick lid with cold drinks and another that has the thin lid with warm drinks, then compare.", "plain": "Fill a cooler that has the thick lid with cold drinks and another that has the thin lid with warm drinks, then compare.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Put the thick-lid cooler of drinks in the shade and the thin-lid cooler of the same drinks in the sun, then compare.", "plain": "Put the thick-lid cooler of drinks in the shade and the thin-lid cooler of the same drinks in the sun, then compare.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Fill two matching coolers that are alike except for lid thickness with the same cold drinks, and compare their temperatures hour by hour.", "plain": "Fill two matching coolers that are alike except for lid thickness with the same cold drinks, and compare their temperatures hour by hour.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 23, "item_id": "_c3156c34-fddd-4a8b-9117-b544a036d4fd", "type": "text-entry", "title": "Copper Block Equilibrium Temperature", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A warm copper block is placed in a cool water bath at time 0. Table 1 shows the temperature of the block and of the water every 2 minutes. When two objects in contact reach the same temperature, they are at thermal equilibrium.

Table 1. Copper Block and Water Temperatures

Time (minutes)Copper block (deg C)Water (deg C)
07515
25223
43928
63330
83131
103131

Read Table 1. What is the final shared temperature, in degrees Celsius, that the block and the water reach?

Give your answer as a whole number (e.g., 45).

Final shared temperature (degrees Celsius):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "31" ] }, "n_options": 0 }, { "n": 24, "item_id": "_9e6f7d02-dc2a-46d6-b5a9-79cf37590b7b", "type": "choice", "title": "Hallway Mirror Light Path", "standards": [ "MS-PS4-2" ], "prompt_html": "

A flat security mirror hangs where two hallways meet at a corner. Figure 1 is a top view: an open doorway is in one hallway, and a guard stands in the other. Looking at the mirror, the guard can see the doorway.

Figure 1. Four Possible Light Paths

\"Top

Which path shows how light travels so the guard sees the doorway?

", "prompt_plain": "A flat security mirror hangs where two hallways meet at a corner. Figure 1 is a top view: an open doorway is in one hallway, and a guard stands in the other. Looking at the mirror, the guard can see the doorway. Figure 1. Four Possible Light Paths Which path shows how light travels so the guard sees the doorway?", "context_html": "", "options": [ { "id": "cA1", "text": "Path 1", "plain": "Path 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Path 2", "plain": "Path 2", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Path 3", "plain": "Path 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Path 4", "plain": "Path 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot24.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 25, "item_id": "_46489703-6e23-4ae2-9e65-40041b345d06", "type": "inline-choice", "title": "Awning Fabrics Light Note", "standards": [ "MS-PS4-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A patio company’s materials note compares three awning fabrics by how they handle sunlight. Harbor Canvas is a tightly woven dark fabric that lets almost no light through. Garden Mesh is a loose light-gray weave that lets about half the light through. Veil Sheer is a thin see-through white fabric that lets most light pass straight through.

Choose the word or fabric that correctly completes each sentence.

The fabric blocks the most sunlight, so the patio under it stays the shadiest.

The shadiest fabric keeps the patio dark mainly because its dark surface most of the light that hits it.

The fabric lets the most sunlight reach the patio.

", "options": [ { "id": "cB1O9fe11df30", "text": "Garden Mesh", "plain": "Garden Mesh", "correct": false, "kind": "inline" }, { "id": "cB1Oe40b4c3ee", "text": "Harbor Canvas", "plain": "Harbor Canvas", "correct": true, "kind": "inline" }, { "id": "cB1O7730f503d", "text": "Veil Sheer", "plain": "Veil Sheer", "correct": false, "kind": "inline" }, { "id": "cB2O497b181cb", "text": "reflects", "plain": "reflects", "correct": false, "kind": "inline" }, { "id": "cB2O9827bb5c2", "text": "transmits", "plain": "transmits", "correct": false, "kind": "inline" }, { "id": "cB2O916eb6e01", "text": "absorbs", "plain": "absorbs", "correct": true, "kind": "inline" }, { "id": "cB3O3537599b5", "text": "Veil Sheer", "plain": "Veil Sheer", "correct": true, "kind": "inline" }, { "id": "cB3O3ec6199ab", "text": "Harbor Canvas", "plain": "Harbor Canvas", "correct": false, "kind": "inline" }, { "id": "cB3Oafc1ec7e4", "text": "Garden Mesh", "plain": "Garden Mesh", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Oe40b4c3ee" ], "RESPONSE2": [ "cB2O916eb6e01" ], "RESPONSE3": [ "cB3O3537599b5" ] }, "n_options": 9 }, { "n": 26, "item_id": "_ed3acb1b-a82d-4ba1-8ee6-bcfc1552a980", "type": "choice", "title": "Logger Line K-7 — Warmer Town", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Use Table 1, Table 2, and Figure 1.

Which statement best explains why October air in Calder Bay is warmer than October air in Westwick Harbor?

", "prompt_plain": "Use Table 1, Table 2, and Figure 1. Which statement best explains why October air in Calder Bay is warmer than October air in Westwick Harbor?", "context_html": "", "options": [ { "id": "cA1", "text": "Any town on the coast keeps warm October air, because nearby seawater holds its summer heat into the fall.", "plain": "Any town on the coast keeps warm October air, because nearby seawater holds its summer heat into the fall.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Cold water flowing north at 350 meters is pushed up to the surface, warming the air along Calder Bay’s shore.", "plain": "Cold water flowing north at 350 meters is pushed up to the surface, warming the air along Calder Bay’s shore.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Warm surface water flows south past Calder Bay along the current, carrying thermal energy that warms the air there.", "plain": "Warm surface water flows south past Calder Bay along the current, carrying thermal energy that warms the air there.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Calder Bay’s warm autumn air heats the passing current, which then keeps the town’s shoreline warm.", "plain": "Calder Bay’s warm autumn air heats the passing current, which then keeps the town’s shoreline warm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_35068d8f-dff9-461e-89f9-6b83a931bdfe" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Logger Line K-7

A research team anchors five moorings in a line, called Line K-7, along a warm surface current. The current flows south past the coastal town of Calder Bay. Across the sea, at the same latitude, lies the coastal town of Westwick Harbor. No warm current flows past Westwick Harbor. Each mooring holds one temperature logger just below the surface and a second logger 350 meters down. Each logger also records which way the water around it moves. Table 1 lists the October readings from the north-end mooring (Mooring 1) to the south-end mooring (Mooring 5). Table 2 lists each town’s average October air temperature. Figure 1 maps the current, the moorings, and the towns. Figure 2 shows the prevailing winds over the same map.

Table 1. October Logger Readings, Line K-7

MooringSurface water temperature (deg C)Surface flow directionWater temperature at 350 m (deg C)Flow direction at 350 m
1 (north end)21south7north
220south7north
320south6north
419south6north
5 (south end)18south6north

Table 2. Average October Air Temperature

TownAverage October air temperature (deg C)
Calder Bay (beside the current)16
Westwick Harbor (across the sea)10

Figure 1. Line K-7 and the Two Towns

\"Map

Figure 2. Prevailing Winds Over Line K-7

\"Wind

", "passage_plain": "Logger Line K-7 A research team anchors five moorings in a line, called Line K-7, along a warm surface current. The current flows south past the coastal town of Calder Bay. Across the sea, at the same latitude, lies the coastal town of Westwick Harbor. No warm current flows past Westwick Harbor. Each mooring holds one temperature logger just below the surface and a second logger 350 meters down. Each logger also records which way the water around it moves. Table 1 lists the October readings from the north-end mooring (Mooring 1) to the south-end mooring (Mooring 5). Table 2 lists each town’s average October air temperature. Figure 1 maps the current, the moorings, and the towns. Figure 2 shows the prevailing winds over the same map. Table 1. October Logger Readings, Line K-7 Mooring Surface water temperature (deg C) Surface flow direction Water temperature at 350 m (deg C) Flow direction at 350 m 1 (north end) 21 south 7 north 2 20 south 7 north 3 20 south 6 north 4 19 south 6 north 5 (south end) 18 south 6 north Table 2. Average October Air Temperature Town Average October air temperature (deg C) Calder Bay (beside the current) 16 Westwick Harbor (across the sea) 10 Figure 1. Line K-7 and the Two Towns Figure 2. Prevailing Winds Over Line K-7" }, { "n": 27, "item_id": "_a1e0bedb-9ff0-4513-89a4-c650d41070b5", "type": "choice", "title": "Logger Line K-7 — Wind And Current", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Use Table 1, Table 2, Figure 1, and the wind map in Figure 2. Choose the TWO statements that the readings and the arrows together support.

", "prompt_plain": "Use Table 1, Table 2, Figure 1, and the wind map in Figure 2. Choose the TWO statements that the readings and the arrows together support.", "context_html": "", "options": [ { "id": "cA1", "text": "The prevailing wind blows from Calder Bay across to Westwick Harbor, warming Westwick’s autumn air.", "plain": "The prevailing wind blows from Calder Bay across to Westwick Harbor, warming Westwick’s autumn air.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The wind blows in across the warm current, carrying the current’s thermal energy onshore to Calder Bay.", "plain": "The wind blows in across the warm current, carrying the current’s thermal energy onshore to Calder Bay.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The cold water flowing at 350 meters rises to warm the surface air equally at both coastal towns.", "plain": "The cold water flowing at 350 meters rises to warm the surface air equally at both coastal towns.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Both towns receive the same prevailing wind, so their October air temperatures stay equal.", "plain": "Both towns receive the same prevailing wind, so their October air temperatures stay equal.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "At Westwick Harbor the wind blows from the land out to sea, bringing no warmth from the current.", "plain": "At Westwick Harbor the wind blows from the land out to sea, bringing no warmth from the current.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_35068d8f-dff9-461e-89f9-6b83a931bdfe" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Logger Line K-7

A research team anchors five moorings in a line, called Line K-7, along a warm surface current. The current flows south past the coastal town of Calder Bay. Across the sea, at the same latitude, lies the coastal town of Westwick Harbor. No warm current flows past Westwick Harbor. Each mooring holds one temperature logger just below the surface and a second logger 350 meters down. Each logger also records which way the water around it moves. Table 1 lists the October readings from the north-end mooring (Mooring 1) to the south-end mooring (Mooring 5). Table 2 lists each town’s average October air temperature. Figure 1 maps the current, the moorings, and the towns. Figure 2 shows the prevailing winds over the same map.

Table 1. October Logger Readings, Line K-7

MooringSurface water temperature (deg C)Surface flow directionWater temperature at 350 m (deg C)Flow direction at 350 m
1 (north end)21south7north
220south7north
320south6north
419south6north
5 (south end)18south6north

Table 2. Average October Air Temperature

TownAverage October air temperature (deg C)
Calder Bay (beside the current)16
Westwick Harbor (across the sea)10

Figure 1. Line K-7 and the Two Towns

\"Map

Figure 2. Prevailing Winds Over Line K-7

\"Wind

", "passage_plain": "Logger Line K-7 A research team anchors five moorings in a line, called Line K-7, along a warm surface current. The current flows south past the coastal town of Calder Bay. Across the sea, at the same latitude, lies the coastal town of Westwick Harbor. No warm current flows past Westwick Harbor. Each mooring holds one temperature logger just below the surface and a second logger 350 meters down. Each logger also records which way the water around it moves. Table 1 lists the October readings from the north-end mooring (Mooring 1) to the south-end mooring (Mooring 5). Table 2 lists each town’s average October air temperature. Figure 1 maps the current, the moorings, and the towns. Figure 2 shows the prevailing winds over the same map. Table 1. October Logger Readings, Line K-7 Mooring Surface water temperature (deg C) Surface flow direction Water temperature at 350 m (deg C) Flow direction at 350 m 1 (north end) 21 south 7 north 2 20 south 7 north 3 20 south 6 north 4 19 south 6 north 5 (south end) 18 south 6 north Table 2. Average October Air Temperature Town Average October air temperature (deg C) Calder Bay (beside the current) 16 Westwick Harbor (across the sea) 10 Figure 1. Line K-7 and the Two Towns Figure 2. Prevailing Winds Over Line K-7" }, { "n": 28, "item_id": "_bc835533-c160-458e-b8f1-469a8d389d5e", "type": "choice", "title": "Far-Side Rover Relay", "standards": [ "MS-ESS1-1" ], "prompt_html": "

A space agency lands a sample-collecting rover on the far side of the Moon - the side that never faces Earth. A relay satellite is placed in high orbit to pass the rover’s signals to Earth. Figure 1 shows the setup.

Figure 1. Far-Side Relay Setup

\"Diagram

Which fact about the Moon’s motion explains why the far side never faces Earth?

", "prompt_plain": "A space agency lands a sample-collecting rover on the far side of the Moon - the side that never faces Earth. A relay satellite is placed in high orbit to pass the rover’s signals to Earth. Figure 1 shows the setup. Figure 1. Far-Side Relay Setup Which fact about the Moon’s motion explains why the far side never faces Earth?", "context_html": "", "options": [ { "id": "cA1", "text": "The Moon turns once on its axis each time it circles Earth, so the same side faces Earth.", "plain": "The Moon turns once on its axis each time it circles Earth, so the same side faces Earth.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The Moon does not turn on its axis, so whichever side points at Earth stays pointed at Earth.", "plain": "The Moon does not turn on its axis, so whichever side points at Earth stays pointed at Earth.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The Moon spins on its axis many times during each trip around Earth.", "plain": "The Moon spins on its axis many times during each trip around Earth.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The Moon’s phases change which side of it we can see from Earth.", "plain": "The Moon’s phases change which side of it we can see from Earth.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot28.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_47642d30-dea5-447b-b52e-e295b7909373", "type": "choice", "title": "Milky Way Shape And Count", "standards": [ "MS-ESS1-2" ], "prompt_html": "

An astronomy club made a handout about the Milky Way, the galaxy that contains our Sun. Figure 1 shows the club’s sketch of it.

Figure 1. The Handout Sketch

\"Hand-drawn

Which description correctly matches the Milky Way’s shape and the number of stars it holds?

", "prompt_plain": "An astronomy club made a handout about the Milky Way, the galaxy that contains our Sun. Figure 1 shows the club’s sketch of it. Figure 1. The Handout Sketch Which description correctly matches the Milky Way’s shape and the number of stars it holds?", "context_html": "", "options": [ { "id": "cA1", "text": "A spiral of only a few thousand stars circling a single center.", "plain": "A spiral of only a few thousand stars circling a single center.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A single giant star that is circled by hundreds of planets.", "plain": "A single giant star that is circled by hundreds of planets.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A spiral of a few hundred stars with the Sun at its center.", "plain": "A spiral of a few hundred stars with the Sun at its center.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A spiral of hundreds of billions of stars, with the Sun on one arm.", "plain": "A spiral of hundreds of billions of stars, with the Sun on one arm.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot29.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_50961311-475e-4068-aa8b-401d1d33e3da", "type": "choice", "title": "Moon Orbit Claim", "standards": [ "MS-ESS1-2" ], "prompt_html": "

A student writes the claim card shown below. But the Moon has circled Earth for billions of years. Figure 1 shows the three bodies (not to scale).

A Student’s Claim

The Sun’s gravity is much stronger than Earth’s, so it should pull the Moon away from Earth.

Figure 1. Sun, Earth, and Moon

\"Sketch,

Which statement gives the best evidence that the claim is incorrect?

", "prompt_plain": "A student writes the claim card shown below. But the Moon has circled Earth for billions of years. Figure 1 shows the three bodies (not to scale). A Student’s Claim The Sun’s gravity is much stronger than Earth’s, so it should pull the Moon away from Earth. Figure 1. Sun, Earth, and Moon Which statement gives the best evidence that the claim is incorrect?", "context_html": "", "options": [ { "id": "cA1", "text": "The nearby Earth must pull on the Moon more strongly than the far-off Sun does.", "plain": "The nearby Earth must pull on the Moon more strongly than the far-off Sun does.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The Sun pulls Earth and the Moon along together, so the Moon keeps orbiting the nearby Earth.", "plain": "The Sun pulls Earth and the Moon along together, so the Moon keeps orbiting the nearby Earth.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The Sun’s gravity cannot reach as far as the Moon, so it cannot pull the Moon away.", "plain": "The Sun’s gravity cannot reach as far as the Moon, so it cannot pull the Moon away.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The Moon travels too fast in its orbit for the Sun’s gravity to pull it off course.", "plain": "The Moon travels too fast in its orbit for the Sun’s gravity to pull it off course.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot30.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_9399dea5-8456-4380-9089-564f537c8c11", "type": "text-entry", "title": "Inner Planet Poster Scale", "standards": [ "MS-ESS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A class is planning a hallway poster of the inner planets. On the poster, 1 cm stands for 5,000 km. The table shows the model distance the class chose between each pair of planet markers.

Model distances for the poster

Planet pairModel distance (km)
Mercury and Venus25,000
Venus and Earth20,000
Earth and Mars45,000

How many centimeters apart should the Earth marker and the Mars marker be on the poster?

Give your answer as a whole number (e.g., 7).

Distance in centimeters:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "9" ] }, "n_options": 0 }, { "n": 32, "item_id": "_023e5c8a-9be4-4e74-99b3-e24fb0700b84", "type": "choice", "title": "Groundwater Collection Layer", "standards": [ "MS-ESS2-4" ], "prompt_html": "

A science poster shows a side view of the ground after a rainstorm. Rain soaks down through a layer of topsoil, then a thick layer of sand, and reaches a layer of packed clay that water cannot pass through.

\n

\"Cross-section

Which layer best explains where the groundwater collects underground?

", "prompt_plain": "A science poster shows a side view of the ground after a rainstorm. Rain soaks down through a layer of topsoil, then a thick layer of sand, and reaches a layer of packed clay that water cannot pass through. Which layer best explains where the groundwater collects underground?", "context_html": "", "options": [ { "id": "cA32", "text": "The clay layer, because water passes through clay more easily than through sand", "plain": "The clay layer, because water passes through clay more easily than through sand", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "The topsoil, because water collects at the surface and does not sink", "plain": "The topsoil, because water collects at the surface and does not sink", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "The sand above the clay, because water sinks through sand but the clay stops it", "plain": "The sand above the clay, because water sinks through sand but the clay stops it", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "The deepest rock, because water sinks straight down to the very bottom", "plain": "The deepest rock, because water sinks straight down to the very bottom", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot32.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_d00b1440-c3a3-456e-88b6-e1edaf474248", "type": "order", "title": "Snowpack Reservoir Water Path", "standards": [ "MS-ESS2-4" ], "prompt_html": "

The cards below describe how water from a mountain snowpack reaches a town reservoir in spring.

 

Put the cards in the correct order, from first to last, to show the path the water follows.

", "prompt_plain": "The cards below describe how water from a mountain snowpack reaches a town reservoir in spring. Put the cards in the correct order, from first to last, to show the path the water follows.", "context_html": "", "options": [ { "id": "cC29eee2", "text": "The runoff gathers into streams and rivers", "plain": "The runoff gathers into streams and rivers", "correct": true, "kind": "choice" }, { "id": "cA0f7faf", "text": "Snow on the mountains melts in the spring sun", "plain": "Snow on the mountains melts in the spring sun", "correct": true, "kind": "choice" }, { "id": "cD0cc627", "text": "The rivers carry the water into the town reservoir", "plain": "The rivers carry the water into the town reservoir", "correct": true, "kind": "choice" }, { "id": "cBf10292", "text": "The meltwater runs downhill across the ground", "plain": "The meltwater runs downhill across the ground", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cA0f7faf", "cBf10292", "cC29eee2", "cD0cc627" ] }, "n_options": 4 }, { "n": 34, "item_id": "_668275e7-ab15-4b1b-835c-177f158551a7", "type": "gap-match", "title": "Rooftop Weather Station Tools", "standards": [ "MS-ESS2-5" ], "prompt_html": "

The photo shows a rooftop weather station with four instruments, each marked with a number.

\"Rooftop

 

Drag each instrument name into the box beside the numbered tool it names.

", "prompt_plain": "The photo shows a rooftop weather station with four instruments, each marked with a number. Drag each instrument name into the box beside the numbered tool it names.", "context_html": "", "options": [ { "id": "tok4", "text": "Thermometer", "plain": "Thermometer", "correct": false, "kind": "gap-token" }, { "id": "tok1", "text": "Anemometer", "plain": "Anemometer", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Rain gauge", "plain": "Rain gauge", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Wind vane", "plain": "Wind vane", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot34.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok1 g1", "tok2 g2", "tok3 g3", "tok4 g4" ] }, "n_options": 4 }, { "n": 35, "item_id": "_f4f53847-ef3e-4087-8960-a397277900f7", "type": "inline-choice", "title": "Permits and Reservoir Trend", "standards": [ "MS-ESS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Silver Creek Buildout

Silver Creek is a growing town that gets its water from one reservoir. Over ten years the town approved many new homes. Figure 1 shows the number of new housing permits each year and the reservoir level over the same ten years.

Figure 1

\"Two

Look at Figure 1, which shows the number of new housing permits and the reservoir level in Silver Creek over the same ten years.

Complete the sentence to describe the ten-year trend.

As the number of housing permits , the reservoir level over the same ten-year period.

", "options": [ { "id": "b1c1", "text": "increases", "plain": "increases", "correct": true, "kind": "inline" }, { "id": "b1c2", "text": "decreases", "plain": "decreases", "correct": false, "kind": "inline" }, { "id": "b1c3", "text": "stays the same", "plain": "stays the same", "correct": false, "kind": "inline" }, { "id": "b2c1", "text": "falls", "plain": "falls", "correct": true, "kind": "inline" }, { "id": "b2c2", "text": "rises", "plain": "rises", "correct": false, "kind": "inline" }, { "id": "b2c3", "text": "stays the same", "plain": "stays the same", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot35.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1c1" ], "RESPONSE2": [ "b2c1" ] }, "n_options": 6 }, { "n": 36, "item_id": "_e8e0da6f-7f42-48bd-8750-959313353599", "type": "choice", "title": "Reducing Reservoir Strain", "standards": [ "MS-ESS3-4" ], "prompt_html": "

Silver Creek Buildout

Silver Creek is a growing town that gets its water from one reservoir. Over ten years the town approved many new homes. Figure 1 shows the number of new housing permits each year and the reservoir level over the same ten years.

Figure 1

\"Two

Use Figure 1 (permits and reservoir level) together with Table 1, which lists how much water a typical Silver Creek household uses each day.

Daily water use for one household

Water useLiters per day
Lawn and garden watering320
Showers and baths150
Toilets90
Leaks in pipes70

Choose the TWO changes that would most reduce the strain on the reservoir.

", "prompt_plain": "Silver Creek Buildout Silver Creek is a growing town that gets its water from one reservoir. Over ten years the town approved many new homes. Figure 1 shows the number of new housing permits each year and the reservoir level over the same ten years. Figure 1 Use Figure 1 (permits and reservoir level) together with Table 1, which lists how much water a typical Silver Creek household uses each day. Daily water use for one household Water use Liters per day Lawn and garden watering 320 Showers and baths 150 Toilets 90 Leaks in pipes 70 Choose the TWO changes that would most reduce the strain on the reservoir.", "context_html": "", "options": [ { "id": "cA36", "text": "Limit lawn and garden watering in summer", "plain": "Limit lawn and garden watering in summer", "correct": true, "kind": "choice" }, { "id": "cB36", "text": "Approve more new housing permits each year", "plain": "Approve more new housing permits each year", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "Repair the leaks in household pipes", "plain": "Repair the leaks in household pipes", "correct": true, "kind": "choice" }, { "id": "cD36", "text": "Water the lawn at midday in full sun", "plain": "Water the lawn at midday in full sun", "correct": false, "kind": "choice" }, { "id": "cE36", "text": "Pipe reservoir water into a new decorative pond", "plain": "Pipe reservoir water into a new decorative pond", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot35.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA36", "cC36" ] }, "n_options": 5 }, { "n": 37, "item_id": "_c553b96d-88d1-4478-a467-3f09d33c30eb", "type": "choice", "title": "Rotor Guard Test Flaw", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A student wants to compare two drone-rotor guards, Guard X and Guard Y, to see which one protects a spinning rotor better. The table shows the student's test plan.

\n

Student test plan

TrialGuardDrop heightRotor speed
1Guard X1 mlow
2Guard Y2 mhigh

Which flaw in the plan would most weaken the comparison of the two guards?

", "prompt_plain": "A student wants to compare two drone-rotor guards, Guard X and Guard Y, to see which one protects a spinning rotor better. The table shows the student's test plan. Student test plan Trial Guard Drop height Rotor speed 1 Guard X 1 m low 2 Guard Y 2 m high Which flaw in the plan would most weaken the comparison of the two guards?", "context_html": "", "options": [ { "id": "cA37", "text": "The plan records the guard names, which could make the tester expect one to win", "plain": "The plan records the guard names, which could make the tester expect one to win", "correct": false, "kind": "choice" }, { "id": "cB37", "text": "The two guards are dropped from different heights and at different rotor speeds", "plain": "The two guards are dropped from different heights and at different rotor speeds", "correct": true, "kind": "choice" }, { "id": "cC37", "text": "The drop heights are given in meters rather than centimeters", "plain": "The drop heights are given in meters rather than centimeters", "correct": false, "kind": "choice" }, { "id": "cD37", "text": "The rotor speeds are written as low and high instead of exact numbers", "plain": "The rotor speeds are written as low and high instead of exact numbers", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB37" ] }, "n_options": 4 }, { "n": 38, "item_id": "_9a98207b-6c83-4946-978f-3c2be2209ede", "type": "choice", "title": "Pottery Wheel Stand Fix", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A student builds a model stand for a pottery wheel and tests it. In Round 1 the stand wobbled when the wheel spun fast. The student made notes and planned one change for Round 2.

\n

Which change would best show the student used the Round 1 test result to improve the stand?

", "prompt_plain": "A student builds a model stand for a pottery wheel and tests it. In Round 1 the stand wobbled when the wheel spun fast. The student made notes and planned one change for Round 2. Which change would best show the student used the Round 1 test result to improve the stand?", "context_html": "", "options": [ { "id": "cA38", "text": "Paint the stand a brighter color so it looks more finished", "plain": "Paint the stand a brighter color so it looks more finished", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Make the stand taller so the wheel is easier to reach", "plain": "Make the stand taller so the wheel is easier to reach", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Add a label showing the student's name and the date", "plain": "Add a label showing the student's name and the date", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Widen the stand's base to make it steadier at high speed", "plain": "Widen the stand's base to make it steadier at high speed", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD38" ] }, "n_options": 4 }, { "n": 39, "item_id": "_e3d1fb99-c6bf-476f-8a96-9f62368b42c6", "type": "choice", "title": "Fire Suppressant Composition Card", "standards": [ "MS-PS1-1" ], "prompt_html": "

A fire-suppressant cylinder has a composition card. The card shows the gas's chemical formula and a magnified view of several identical molecules, each drawn as one dark sphere joined to four light spheres.

\n

\"Composition

Which statement does the composition card best support about the gas?

", "prompt_plain": "A fire-suppressant cylinder has a composition card. The card shows the gas's chemical formula and a magnified view of several identical molecules, each drawn as one dark sphere joined to four light spheres. Which statement does the composition card best support about the gas?", "context_html": "", "options": [ { "id": "cA39", "text": "It is a pure substance of identical molecules, each with two kinds of atom bonded.", "plain": "It is a pure substance of identical molecules, each with two kinds of atom bonded.", "correct": true, "kind": "choice" }, { "id": "cB39", "text": "It is made of single atoms that drift apart and are not bonded together.", "plain": "It is made of single atoms that drift apart and are not bonded together.", "correct": false, "kind": "choice" }, { "id": "cC39", "text": "It is a mixture of two different gases that someone stirred together.", "plain": "It is a mixture of two different gases that someone stirred together.", "correct": false, "kind": "choice" }, { "id": "cD39", "text": "Its molecules each contain one kind of atom, shown in a single color.", "plain": "Its molecules each contain one kind of atom, shown in a single color.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot39.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA39" ] }, "n_options": 4 }, { "n": 40, "item_id": "_fb790205-a30b-4fb2-bdbd-a6764e63c638", "type": "choice", "title": "Changes of State Spacing", "standards": [ "MS-PS1-4" ], "prompt_html": "

The diagram shows five labeled arrows (1-5). Each arrow stands for one change of state among a solid, a liquid, and a gas of the same substance.

\n

\"Particle-model

Choose the TWO arrows that each show a change where the particles move farther apart.

", "prompt_plain": "The diagram shows five labeled arrows (1-5). Each arrow stands for one change of state among a solid, a liquid, and a gas of the same substance. Choose the TWO arrows that each show a change where the particles move farther apart.", "context_html": "", "options": [ { "id": "cA40", "text": "Arrow 1: liquid freezing into a solid", "plain": "Arrow 1: liquid freezing into a solid", "correct": false, "kind": "choice" }, { "id": "cB40", "text": "Arrow 2: solid melting into a liquid", "plain": "Arrow 2: solid melting into a liquid", "correct": true, "kind": "choice" }, { "id": "cC40", "text": "Arrow 3: gas condensing into a liquid", "plain": "Arrow 3: gas condensing into a liquid", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "Arrow 4: liquid boiling into a gas", "plain": "Arrow 4: liquid boiling into a gas", "correct": true, "kind": "choice" }, { "id": "cE40", "text": "Arrow 5: gas changing directly into a solid", "plain": "Arrow 5: gas changing directly into a solid", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-32/images/slot40.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB40", "cD40" ] }, "n_options": 5 } ] }, { "form": "G6.33", "grade": "G6", "title": "Alpha Standardized Science G6.33", "test_id": "_test-25a24ad2-7d31-4014-9d1d-cafb562c3f8e", "n_items": 40, "n_stimuli": 9, "stimuli": { "_3517e295-49bd-4c8a-a535-f6642cc8fa99": { "title": "Observatory Open-House Handout", "html": "

Observatory Open-House Handout

At a public observatory’s open house, every visitor receives a data handout. Table 1 lists five bodies that orbit the Sun. Distances are given in millions of kilometers.

Table 1. Five Bodies That Orbit the Sun

BodyAverage distance from the Sun (millions of km)Orbital period (Earth years)Known moonsMakeup
Mercury580.20rock and metal
Earth1501.01rock and metal
Jupiter7781295mostly gas
Saturn1,43029146mostly gas
Neptune4,50016516ice and gas
" }, "_ee25b7a0-42c1-497c-9a6b-aa80628f97d1": { "title": "Shade-vs-Sun Water Trays", "html": "

Shade-vs-Sun Water Trays

After a rain shower, two shallow trays hold the same depth of water. One tray sits on a sunlit stone step. The other sits under a covered porch, in the shade. The two trays are the same size and shape, and the air around both is calm and the same temperature. No one adds or removes any water, and neither tray has a crack or a drain. A student measures the water depth in each tray a few times during the day (Table 1). By late afternoon, the sunlit tray is much shallower than the shaded tray.

Table 1. Water Depth Log (mm)

TimeSunlit tray (mm)Shaded tray (mm)
8:00 a.m.2020
11:00 a.m.1518
2:00 p.m.1016
5:00 p.m.615
" }, "_db1828c4-58d1-4cdc-8564-23b95e319205": { "title": "Daylight in Two Cities", "html": "

Daylight in Two Cities

Utqiagvik, Alaska, lies far north of the equator. Quito, Ecuador, lies almost exactly on the equator. Figure 1 shows each city’s hours of daylight on the first day of every month for one year.

Figure 1. Hours of Daylight in the Two Cities

\"A

" }, "_30453609-e04c-442a-932a-f324fbd681ca": { "title": "Feed-Sack Slide Rig", "html": "

Feed-Sack Slide Rig

Behind the Prairie Grange co-op, a crew slides heavy feed sacks along a straight, level metal rail. A rope runs from a sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the liner. During one steady pull on a 40-kilogram (kg) sack, the gauge holds at 60 newtons (N). Figure 1 shows the forces acting on the sack during this pull. A crew member marks the sack's position every second (Table 1). The worn liner makes the sacks hard to pull. The crew times a test slide on a canvas liner and on a waxed liner (Table 2).

Figure 1

\"A

Table 1. Position Log for One Steady Pull

Time (s)Position mark (m)
00.0
10.6
21.2
31.8
42.4

Table 2. Liner Test Slide

LinerTime to slide 2.4 m (s)
Canvas2.9
Waxed1.7
" }, "_b2e11cc9-9f59-4886-8da6-af1f9f06060f": { "title": "Millpond Survey Cards", "html": "

Millpond Survey Cards

A nature club surveys the millpond behind an old grain mill every June. The club made a photo card for each of the five living things it finds most often. The cards show green algae, tiny green life that floats in the water and makes its own food; water fleas, tiny swimming animals that eat the algae; bluegill, a small fish; a green heron, a fish-eating bird; and pond-bottom microbes that grow on dead leaves and dead animals. Figure 1 shows the five cards. Figure 2 shows the food web the club drew. Table 1 shows counts from the club’s last two June surveys. Between the two surveys, many young bluegill moved in from a connected creek.

Figure 1. The Five Survey Cards

\"Five

Figure 2. The Millpond Food Web

\"A

Table 1. Millpond Survey Counts

Living thingSurvey 1Survey 2
Green algae in the water (cloudiness, scale 1-10)37
Water fleas counted30085
Bluegill counted40150
Green herons counted22
" }, "_8c9ed36d-e128-4719-97cb-d018b5644578": { "title": "Salt-Dough Drying Rack", "html": "

Salt-Dough Drying Rack

An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a wire rack by a sunny window. Each day, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface when the dough is damp and after it has dried.

Table 1. Tray Mass Log

DayMass of tray with ornaments (g)
Day 0820
Day 1740
Day 2690

Figure 1

\"Two

" }, "_7e8ce841-f51a-4fa5-ae4b-bb20cccfed58": { "title": "Rowboat Push-Off", "html": "

Rowboat Push-Off

At a lakeside boathouse, Priya sits in a small rowboat floating beside a dock. To leave, she presses one palm flat against a thick wooden piling that holds up the dock. She shoves straight against the piling one time. Priya wears a force glove, a glove with a sensor that measures push strength. The club writes down three notes. First, the glove reads 85 N during the shove. Second, the rowboat, with Priya aboard, glides backward away from the dock. Third, the piling does not move. Figure 1 shows the push-off.

Figure 1. The Push-Off

\"A

" }, "_c679d849-9aab-4d51-9b42-f282bdd41872": { "title": "Trailhead Thunderstorm", "html": "

Trailhead Thunderstorm

At 3 p.m., hikers at a mountain trailhead watch a thunderstorm build overhead. Figure 1 is the surface weather map for that hour. A cold, dry air mass is moving east into warm, humid air that is 28 degrees C. The map shows a high-pressure center (H) and a low-pressure center (L). It also shows the front line between the two air masses and four numbered points. Figure 2 shows a side view of the boundary where the cold air meets the warm, humid air.

Figure 1. Surface Weather Map at 3 p.m.

\"A

Figure 2. Side View of the Air-Mass Boundary

\"A

" }, "_4a3a74b3-c3be-4373-bb89-efa70483dad2": { "title": "Osprey Platform Program", "html": "

Osprey Platform Program

A river program builds nesting platforms for ospreys along a wide stretch of river. Ospreys catch shad, a fish that swims upriver each spring in a large run. Bald eagles and ospreys both perch and nest near the same river bend. The two kinds of birds sometimes contest the best perch sites. Each year, biologists count the spring shad run and the number of osprey chicks raised on the platforms (Table 1).

Table 1. Four Years of River Counts

Count2022202320242025
Shad in spring run1,2003,0003,4001,100
Osprey chicks raised917198
" } }, "questions": [ { "n": 1, "item_id": "_1c03a824-98f1-4b6b-b663-cc2e2b050884", "type": "choice", "title": "Feed-Sack Slide Rig — Steady Pull Claim", "standards": [ "MS-PS2-2" ], "prompt_html": "

Look at Figure 1 and Table 1. Which claim about the sack's motion during the steady pull do the two displays together best support?

", "prompt_plain": "Look at Figure 1 and Table 1. Which claim about the sack's motion during the steady pull do the two displays together best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The sack moves at a steady speed, because the net force acting on it is zero.", "plain": "The sack moves at a steady speed, because the net force acting on it is zero.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The sack is speeding up, because the pull force drives it forward along the rail.", "plain": "The sack is speeding up, because the pull force drives it forward along the rail.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The sack is slowing down, because friction always takes motion away from a sliding object.", "plain": "The sack is slowing down, because friction always takes motion away from a sliding object.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The sack is standing still, because the equal pull force and friction force cancel out.", "plain": "The sack is standing still, because the equal pull force and friction force cancel out.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_30453609-e04c-442a-932a-f324fbd681ca" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Feed-Sack Slide Rig

Behind the Prairie Grange co-op, a crew slides heavy feed sacks along a straight, level metal rail. A rope runs from a sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the liner. During one steady pull on a 40-kilogram (kg) sack, the gauge holds at 60 newtons (N). Figure 1 shows the forces acting on the sack during this pull. A crew member marks the sack's position every second (Table 1). The worn liner makes the sacks hard to pull. The crew times a test slide on a canvas liner and on a waxed liner (Table 2).

Figure 1

\"A

Table 1. Position Log for One Steady Pull

Time (s)Position mark (m)
00.0
10.6
21.2
31.8
42.4

Table 2. Liner Test Slide

LinerTime to slide 2.4 m (s)
Canvas2.9
Waxed1.7
", "passage_plain": "Feed-Sack Slide Rig Behind the Prairie Grange co-op, a crew slides heavy feed sacks along a straight, level metal rail. A rope runs from a sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the liner. During one steady pull on a 40-kilogram (kg) sack, the gauge holds at 60 newtons (N). Figure 1 shows the forces acting on the sack during this pull. A crew member marks the sack's position every second (Table 1). The worn liner makes the sacks hard to pull. The crew times a test slide on a canvas liner and on a waxed liner (Table 2). Figure 1 Table 1. Position Log for One Steady Pull Time (s) Position mark (m) 0 0.0 1 0.6 2 1.2 3 1.8 4 2.4 Table 2. Liner Test Slide Liner Time to slide 2.4 m (s) Canvas 2.9 Waxed 1.7" }, { "n": 2, "item_id": "_a3801b08-8cc7-46a9-997a-3a1ee084a200", "type": "choice", "title": "Feed-Sack Liner Trials (Part A)", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Part A

Before timing the slides, the crew compares four test plans for the two liners.

Which plan changes only the liner, so the liner is the one variable being tested?

", "prompt_plain": "Part A Before timing the slides, the crew compares four test plans for the two liners. Which plan changes only the liner, so the liner is the one variable being tested?", "context_html": "", "options": [ { "id": "cA1", "text": "Slide the sack on the canvas liner, then put a heavier sack on the waxed liner.", "plain": "Slide the sack on the canvas liner, then put a heavier sack on the waxed liner.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Time the canvas liner on the level rail, then tilt the rail for the waxed liner.", "plain": "Time the canvas liner on the level rail, then tilt the rail for the waxed liner.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Use a gentle pull on the canvas liner, then pull much harder on the waxed liner.", "plain": "Use a gentle pull on the canvas liner, then pull much harder on the waxed liner.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Slide the same sack with the same pull on both liners, keeping the rest of the setup the same.", "plain": "Slide the same sack with the same pull on both liners, keeping the rest of the setup the same.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_30453609-e04c-442a-932a-f324fbd681ca" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Feed-Sack Slide Rig

Behind the Prairie Grange co-op, a crew slides heavy feed sacks along a straight, level metal rail. A rope runs from a sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the liner. During one steady pull on a 40-kilogram (kg) sack, the gauge holds at 60 newtons (N). Figure 1 shows the forces acting on the sack during this pull. A crew member marks the sack's position every second (Table 1). The worn liner makes the sacks hard to pull. The crew times a test slide on a canvas liner and on a waxed liner (Table 2).

Figure 1

\"A

Table 1. Position Log for One Steady Pull

Time (s)Position mark (m)
00.0
10.6
21.2
31.8
42.4

Table 2. Liner Test Slide

LinerTime to slide 2.4 m (s)
Canvas2.9
Waxed1.7
", "passage_plain": "Feed-Sack Slide Rig Behind the Prairie Grange co-op, a crew slides heavy feed sacks along a straight, level metal rail. A rope runs from a sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the liner. During one steady pull on a 40-kilogram (kg) sack, the gauge holds at 60 newtons (N). Figure 1 shows the forces acting on the sack during this pull. A crew member marks the sack's position every second (Table 1). The worn liner makes the sacks hard to pull. The crew times a test slide on a canvas liner and on a waxed liner (Table 2). Figure 1 Table 1. Position Log for One Steady Pull Time (s) Position mark (m) 0 0.0 1 0.6 2 1.2 3 1.8 4 2.4 Table 2. Liner Test Slide Liner Time to slide 2.4 m (s) Canvas 2.9 Waxed 1.7" }, { "n": 3, "item_id": "_043ff203-c1a4-4270-84be-0eb339e118ac", "type": "choice", "title": "Feed-Sack Liner Trials (Part B)", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Part B

The crew timed each liner with the fair plan from Part A. The crew wants the liner that lets a sack slide with less friction.

Which recommendation and reason do the Table 2 times best support?

", "prompt_plain": "Part B The crew timed each liner with the fair plan from Part A. The crew wants the liner that lets a sack slide with less friction. Which recommendation and reason do the Table 2 times best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Keep the canvas liner, because its 2.9-second slide shows it has less friction.", "plain": "Keep the canvas liner, because its 2.9-second slide shows it has less friction.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Keep the canvas liner, because a slower slide keeps the sack easier to control.", "plain": "Keep the canvas liner, because a slower slide keeps the sack easier to control.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Use the waxed liner, because its shorter 1.7-second slide shows it has less friction.", "plain": "Use the waxed liner, because its shorter 1.7-second slide shows it has less friction.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Use the waxed liner, because waxed surfaces feel smoother than cloth in most workshops.", "plain": "Use the waxed liner, because waxed surfaces feel smoother than cloth in most workshops.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_30453609-e04c-442a-932a-f324fbd681ca" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Feed-Sack Slide Rig

Behind the Prairie Grange co-op, a crew slides heavy feed sacks along a straight, level metal rail. A rope runs from a sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the liner. During one steady pull on a 40-kilogram (kg) sack, the gauge holds at 60 newtons (N). Figure 1 shows the forces acting on the sack during this pull. A crew member marks the sack's position every second (Table 1). The worn liner makes the sacks hard to pull. The crew times a test slide on a canvas liner and on a waxed liner (Table 2).

Figure 1

\"A

Table 1. Position Log for One Steady Pull

Time (s)Position mark (m)
00.0
10.6
21.2
31.8
42.4

Table 2. Liner Test Slide

LinerTime to slide 2.4 m (s)
Canvas2.9
Waxed1.7
", "passage_plain": "Feed-Sack Slide Rig Behind the Prairie Grange co-op, a crew slides heavy feed sacks along a straight, level metal rail. A rope runs from a sack to a hand winch, and a force gauge in the rope shows the pull. Friction is the contact force that drags against the sack as it slides along the liner. During one steady pull on a 40-kilogram (kg) sack, the gauge holds at 60 newtons (N). Figure 1 shows the forces acting on the sack during this pull. A crew member marks the sack's position every second (Table 1). The worn liner makes the sacks hard to pull. The crew times a test slide on a canvas liner and on a waxed liner (Table 2). Figure 1 Table 1. Position Log for One Steady Pull Time (s) Position mark (m) 0 0.0 1 0.6 2 1.2 3 1.8 4 2.4 Table 2. Liner Test Slide Liner Time to slide 2.4 m (s) Canvas 2.9 Waxed 1.7" }, { "n": 4, "item_id": "_f64f3b9f-0d83-4f21-898e-d8c379b8c936", "type": "choice", "title": "Salt-Dough Rack — Falling Tray Mass", "standards": [ "MS-PS1-4" ], "prompt_html": "

Look at Table 1. Which statement best explains why the mass on the tray falls from Day 0 to Day 2?

", "prompt_plain": "Look at Table 1. Which statement best explains why the mass on the tray falls from Day 0 to Day 2?", "context_html": "", "options": [ { "id": "cA1", "text": "The water particles in the dough shrink as it dries, so each one has less mass.", "plain": "The water particles in the dough shrink as it dries, so each one has less mass.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Water particles leave the dough as water vapor and mix into the air of the room.", "plain": "Water particles leave the dough as water vapor and mix into the air of the room.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The flour and salt change into new, lighter kinds of particles as the dough hardens.", "plain": "The flour and salt change into new, lighter kinds of particles as the dough hardens.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Some of the water is used up to harden the dough and stops existing as matter.", "plain": "Some of the water is used up to harden the dough and stops existing as matter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8c9ed36d-e128-4719-97cb-d018b5644578" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Salt-Dough Drying Rack

An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a wire rack by a sunny window. Each day, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface when the dough is damp and after it has dried.

Table 1. Tray Mass Log

DayMass of tray with ornaments (g)
Day 0820
Day 1740
Day 2690

Figure 1

\"Two

", "passage_plain": "Salt-Dough Drying Rack An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a wire rack by a sunny window. Each day, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface when the dough is damp and after it has dried. Table 1. Tray Mass Log Day Mass of tray with ornaments (g) Day 0 820 Day 1 740 Day 2 690 Figure 1" }, { "n": 5, "item_id": "_54b37827-5746-4c6a-830f-85709bf43b2d", "type": "choice", "title": "Salt-Dough Rack — Particle Panels", "standards": [ "MS-PS1-4" ], "prompt_html": "

Look at Figure 1. Choose the TWO statements that the damp-dough and dried-dough particle panels support.

", "prompt_plain": "Look at Figure 1. Choose the TWO statements that the damp-dough and dried-dough particle panels support.", "context_html": "", "options": [ { "id": "cA1", "text": "The water particles spread out more once they leave the dough and move into the air.", "plain": "The water particles spread out more once they leave the dough and move into the air.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The water particles get hotter as the dough sits and dries on the rack.", "plain": "The water particles get hotter as the dough sits and dries on the rack.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The flour and salt particles in the dough stay the same as the dough dries.", "plain": "The flour and salt particles in the dough stay the same as the dough dries.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The water particles split into smaller particles as the dough dries out.", "plain": "The water particles split into smaller particles as the dough dries out.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The dough gains new particles from the air as it dries on the rack.", "plain": "The dough gains new particles from the air as it dries on the rack.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8c9ed36d-e128-4719-97cb-d018b5644578" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Salt-Dough Drying Rack

An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a wire rack by a sunny window. Each day, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface when the dough is damp and after it has dried.

Table 1. Tray Mass Log

DayMass of tray with ornaments (g)
Day 0820
Day 1740
Day 2690

Figure 1

\"Two

", "passage_plain": "Salt-Dough Drying Rack An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a wire rack by a sunny window. Each day, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface when the dough is damp and after it has dried. Table 1. Tray Mass Log Day Mass of tray with ornaments (g) Day 0 820 Day 1 740 Day 2 690 Figure 1" }, { "n": 6, "item_id": "_6b9cf47c-8b3c-4482-98d8-d96f55928d55", "type": "inline-choice", "title": "Salt-Dough Rack — Cooling Chain", "standards": [ "MS-PS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A club member picks up a damp salt-dough ornament that has sat in the warm room all morning.

Choose the word or phrase that correctly completes each sentence.

The water particles that leave the damp dough first are the ones that are .

As these water particles escape into the air, the average motion of the water left in the dough .

Because of this, the damp dough feels the air in the room.

", "options": [ { "id": "cB1O7e7f34894", "text": "moving the fastest", "plain": "moving the fastest", "correct": true, "kind": "inline" }, { "id": "cB1Oaf36345b4", "text": "moving the slowest", "plain": "moving the slowest", "correct": false, "kind": "inline" }, { "id": "cB1O03c898904", "text": "the largest in size", "plain": "the largest in size", "correct": false, "kind": "inline" }, { "id": "cB2O80e60015a", "text": "slows down", "plain": "slows down", "correct": true, "kind": "inline" }, { "id": "cB2Ocb88e5afd", "text": "speeds up", "plain": "speeds up", "correct": false, "kind": "inline" }, { "id": "cB2O8670323f7", "text": "stays the same", "plain": "stays the same", "correct": false, "kind": "inline" }, { "id": "cB3O69e68d4b3", "text": "cooler than", "plain": "cooler than", "correct": true, "kind": "inline" }, { "id": "cB3O116f43159", "text": "warmer than", "plain": "warmer than", "correct": false, "kind": "inline" }, { "id": "cB3O6ff03a418", "text": "the same temperature as", "plain": "the same temperature as", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_8c9ed36d-e128-4719-97cb-d018b5644578" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O7e7f34894" ], "RESPONSE2": [ "cB2O80e60015a" ], "RESPONSE3": [ "cB3O69e68d4b3" ] }, "n_options": 9, "passage_html": "

Salt-Dough Drying Rack

An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a wire rack by a sunny window. Each day, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface when the dough is damp and after it has dried.

Table 1. Tray Mass Log

DayMass of tray with ornaments (g)
Day 0820
Day 1740
Day 2690

Figure 1

\"Two

", "passage_plain": "Salt-Dough Drying Rack An art club mixes flour, salt, and water into a stiff dough and shapes it into ornaments. The ornaments sit on one metal tray on a wire rack by a sunny window. Each day, the club weighs the tray with all its ornaments and records the mass (Table 1). Nothing is added to the tray, and nothing visible is taken away, yet the mass falls while the ornaments harden. Figure 1 is a particle model of one ornament's surface when the dough is damp and after it has dried. Table 1. Tray Mass Log Day Mass of tray with ornaments (g) Day 0 820 Day 1 740 Day 2 690 Figure 1" }, { "n": 7, "item_id": "_9e7445e7-8de1-4021-9256-216503cf91b0", "type": "choice", "title": "Osprey Platform Program (Part A)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part A

Look at Table 1. Which interaction between the ospreys and the shad do the four years of counts best support?

", "prompt_plain": "Part A Look at Table 1. Which interaction between the ospreys and the shad do the four years of counts best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The shad runs and the osprey chick counts rise and fall for separate, unrelated reasons.", "plain": "The shad runs and the osprey chick counts rise and fall for separate, unrelated reasons.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The ospreys and the shad benefit each other, so their numbers rise together.", "plain": "The ospreys and the shad benefit each other, so their numbers rise together.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The ospreys and the bald eagles compete for shad, which drives the osprey chick counts.", "plain": "The ospreys and the bald eagles compete for shad, which drives the osprey chick counts.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The ospreys rely on the shad as food, so chick counts rise after big shad runs.", "plain": "The ospreys rely on the shad as food, so chick counts rise after big shad runs.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4a3a74b3-c3be-4373-bb89-efa70483dad2" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Osprey Platform Program

A river program builds nesting platforms for ospreys along a wide stretch of river. Ospreys catch shad, a fish that swims upriver each spring in a large run. Bald eagles and ospreys both perch and nest near the same river bend. The two kinds of birds sometimes contest the best perch sites. Each year, biologists count the spring shad run and the number of osprey chicks raised on the platforms (Table 1).

Table 1. Four Years of River Counts

Count2022202320242025
Shad in spring run1,2003,0003,4001,100
Osprey chicks raised917198
", "passage_plain": "Osprey Platform Program A river program builds nesting platforms for ospreys along a wide stretch of river. Ospreys catch shad, a fish that swims upriver each spring in a large run. Bald eagles and ospreys both perch and nest near the same river bend. The two kinds of birds sometimes contest the best perch sites. Each year, biologists count the spring shad run and the number of osprey chicks raised on the platforms (Table 1). Table 1. Four Years of River Counts Count 2022 2023 2024 2025 Shad in spring run 1,200 3,000 3,400 1,100 Osprey chicks raised 9 17 19 8" }, { "n": 8, "item_id": "_d9e67249-1b61-4c63-8ef9-5a35c545de9e", "type": "choice", "title": "Osprey Platform Program (Part B)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part B

Which data from Table 1 best support the claim that the ospreys depend on the shad as food?

", "prompt_plain": "Part B Which data from Table 1 best support the claim that the ospreys depend on the shad as food?", "context_html": "", "options": [ { "id": "cA1", "text": "The years 2023 and 2024, when the two largest shad runs came with the two highest chick counts.", "plain": "The years 2023 and 2024, when the two largest shad runs came with the two highest chick counts.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The osprey-chick counts over the four years, because they go up and then back down.", "plain": "The osprey-chick counts over the four years, because they go up and then back down.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The year 2022, when 9 osprey chicks were raised on the platforms.", "plain": "The year 2022, when 9 osprey chicks were raised on the platforms.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The year 2025, when the shad run fell to 1,100 and only 8 chicks were raised.", "plain": "The year 2025, when the shad run fell to 1,100 and only 8 chicks were raised.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4a3a74b3-c3be-4373-bb89-efa70483dad2" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Osprey Platform Program

A river program builds nesting platforms for ospreys along a wide stretch of river. Ospreys catch shad, a fish that swims upriver each spring in a large run. Bald eagles and ospreys both perch and nest near the same river bend. The two kinds of birds sometimes contest the best perch sites. Each year, biologists count the spring shad run and the number of osprey chicks raised on the platforms (Table 1).

Table 1. Four Years of River Counts

Count2022202320242025
Shad in spring run1,2003,0003,4001,100
Osprey chicks raised917198
", "passage_plain": "Osprey Platform Program A river program builds nesting platforms for ospreys along a wide stretch of river. Ospreys catch shad, a fish that swims upriver each spring in a large run. Bald eagles and ospreys both perch and nest near the same river bend. The two kinds of birds sometimes contest the best perch sites. Each year, biologists count the spring shad run and the number of osprey chicks raised on the platforms (Table 1). Table 1. Four Years of River Counts Count 2022 2023 2024 2025 Shad in spring run 1,200 3,000 3,400 1,100 Osprey chicks raised 9 17 19 8" }, { "n": 9, "item_id": "_10357e93-9782-427f-97e5-2c359a526387", "type": "choice", "title": "Shade-vs-Sun Water Trays (Part A)", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Part A

Both trays lose water during the day, and the sunlit tray loses water much faster than the shaded tray.

Which statement best explains why the trays lose water and why the sunlit tray loses it faster?

", "prompt_plain": "Part A Both trays lose water during the day, and the sunlit tray loses water much faster than the shaded tray. Which statement best explains why the trays lose water and why the sunlit tray loses it faster?", "context_html": "", "options": [ { "id": "cA1", "text": "The water leaks out through the trays, and the sunlit tray leaks faster during the day.", "plain": "The water leaks out through the trays, and the sunlit tray leaks faster during the day.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The stone step soaks the water up out of the sunlit tray while the shade protects the other.", "plain": "The stone step soaks the water up out of the sunlit tray while the shade protects the other.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The water evaporates into the air, and the sunlit tray loses water faster because more sunlight reaches it.", "plain": "The water evaporates into the air, and the sunlit tray loses water faster because more sunlight reaches it.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The warm shaded tray heats the sunlit tray, so the sunlit tray loses water faster.", "plain": "The warm shaded tray heats the sunlit tray, so the sunlit tray loses water faster.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ee25b7a0-42c1-497c-9a6b-aa80628f97d1" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Shade-vs-Sun Water Trays

After a rain shower, two shallow trays hold the same depth of water. One tray sits on a sunlit stone step. The other sits under a covered porch, in the shade. The two trays are the same size and shape, and the air around both is calm and the same temperature. No one adds or removes any water, and neither tray has a crack or a drain. A student measures the water depth in each tray a few times during the day (Table 1). By late afternoon, the sunlit tray is much shallower than the shaded tray.

Table 1. Water Depth Log (mm)

TimeSunlit tray (mm)Shaded tray (mm)
8:00 a.m.2020
11:00 a.m.1518
2:00 p.m.1016
5:00 p.m.615
", "passage_plain": "Shade-vs-Sun Water Trays After a rain shower, two shallow trays hold the same depth of water. One tray sits on a sunlit stone step. The other sits under a covered porch, in the shade. The two trays are the same size and shape, and the air around both is calm and the same temperature. No one adds or removes any water, and neither tray has a crack or a drain. A student measures the water depth in each tray a few times during the day (Table 1). By late afternoon, the sunlit tray is much shallower than the shaded tray. Table 1. Water Depth Log (mm) Time Sunlit tray (mm) Shaded tray (mm) 8:00 a.m. 20 20 11:00 a.m. 15 18 2:00 p.m. 10 16 5:00 p.m. 6 15" }, { "n": 10, "item_id": "_48bc6341-1f7a-44f6-8bb1-5884d4847304", "type": "choice", "title": "Shade-vs-Sun Water Trays (Part B)", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Part B

The claim in Part A is that the water gains energy and changes into water vapor. From 8:00 a.m. to 5:00 p.m. the sunlit tray lost 14 mm of depth while the shaded tray lost only 5 mm.

Which statement does the depth log best support about the energy that drives the water loss?

", "prompt_plain": "Part B The claim in Part A is that the water gains energy and changes into water vapor. From 8:00 a.m. to 5:00 p.m. the sunlit tray lost 14 mm of depth while the shaded tray lost only 5 mm. Which statement does the depth log best support about the energy that drives the water loss?", "context_html": "", "options": [ { "id": "cA1", "text": "The heat stored in the stone step is the only source of the energy.", "plain": "The heat stored in the stone step is the only source of the energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sunlight supplies the energy, and the larger loss in the sun shows it.", "plain": "Sunlight supplies the energy, and the larger loss in the sun shows it.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The porch roof adds energy to the water in the shaded tray.", "plain": "The porch roof adds energy to the water in the shaded tray.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Evaporation removes the water without using any energy.", "plain": "Evaporation removes the water without using any energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ee25b7a0-42c1-497c-9a6b-aa80628f97d1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Shade-vs-Sun Water Trays

After a rain shower, two shallow trays hold the same depth of water. One tray sits on a sunlit stone step. The other sits under a covered porch, in the shade. The two trays are the same size and shape, and the air around both is calm and the same temperature. No one adds or removes any water, and neither tray has a crack or a drain. A student measures the water depth in each tray a few times during the day (Table 1). By late afternoon, the sunlit tray is much shallower than the shaded tray.

Table 1. Water Depth Log (mm)

TimeSunlit tray (mm)Shaded tray (mm)
8:00 a.m.2020
11:00 a.m.1518
2:00 p.m.1016
5:00 p.m.615
", "passage_plain": "Shade-vs-Sun Water Trays After a rain shower, two shallow trays hold the same depth of water. One tray sits on a sunlit stone step. The other sits under a covered porch, in the shade. The two trays are the same size and shape, and the air around both is calm and the same temperature. No one adds or removes any water, and neither tray has a crack or a drain. A student measures the water depth in each tray a few times during the day (Table 1). By late afternoon, the sunlit tray is much shallower than the shaded tray. Table 1. Water Depth Log (mm) Time Sunlit tray (mm) Shaded tray (mm) 8:00 a.m. 20 20 11:00 a.m. 15 18 2:00 p.m. 10 16 5:00 p.m. 6 15" }, { "n": 11, "item_id": "_fa513024-4aaa-4514-8248-5f51bb890472", "type": "choice", "title": "Push-Off Force Pair", "standards": [ "MS-PS2-1" ], "prompt_html": "

Read the club’s three notes about the push-off.

Which claim about the pushes between Priya’s palm and the piling is best supported by the force-glove reading and the motion notes?

", "prompt_plain": "Read the club’s three notes about the push-off. Which claim about the pushes between Priya’s palm and the piling is best supported by the force-glove reading and the motion notes?", "context_html": "", "options": [ { "id": "cA11", "text": "The rower’s 85 N push on the piling was stronger than the piling’s push back on the rower.", "plain": "The rower’s 85 N push on the piling was stronger than the piling’s push back on the rower.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The rower pushed on the piling, but the fixed piling did not push back on the rower.", "plain": "The rower pushed on the piling, but the fixed piling did not push back on the rower.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "The piling pushed back on the rower with more force than the rower’s 85 N push.", "plain": "The piling pushed back on the rower with more force than the rower’s 85 N push.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "The piling pushed back on the rower with 85 N at the same moment that she shoved.", "plain": "The piling pushed back on the rower with 85 N at the same moment that she shoved.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7e8ce841-f51a-4fa5-ae4b-bb20cccfed58" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD11" ] }, "n_options": 4, "passage_html": "

Rowboat Push-Off

At a lakeside boathouse, Priya sits in a small rowboat floating beside a dock. To leave, she presses one palm flat against a thick wooden piling that holds up the dock. She shoves straight against the piling one time. Priya wears a force glove, a glove with a sensor that measures push strength. The club writes down three notes. First, the glove reads 85 N during the shove. Second, the rowboat, with Priya aboard, glides backward away from the dock. Third, the piling does not move. Figure 1 shows the push-off.

Figure 1. The Push-Off

\"A

", "passage_plain": "Rowboat Push-Off At a lakeside boathouse, Priya sits in a small rowboat floating beside a dock. To leave, she presses one palm flat against a thick wooden piling that holds up the dock. She shoves straight against the piling one time. Priya wears a force glove, a glove with a sensor that measures push strength. The club writes down three notes. First, the glove reads 85 N during the shove. Second, the rowboat, with Priya aboard, glides backward away from the dock. Third, the piling does not move. Figure 1 shows the push-off. Figure 1. The Push-Off" }, { "n": 12, "item_id": "_f2733f92-ee5d-4167-9bf1-b9c96fc4cfbe", "type": "choice", "title": "Force Arrows for the Push-Off", "standards": [ "MS-PS2-1" ], "prompt_html": "

A club member wants to draw force arrows for the moment of the shove. In the drawing, “the rowboat” means the rowboat with Priya aboard, treated as one object.

Which set of force arrows correctly models the two forces in the push-off between the rowboat and the piling?

", "prompt_plain": "A club member wants to draw force arrows for the moment of the shove. In the drawing, “the rowboat” means the rowboat with Priya aboard, treated as one object. Which set of force arrows correctly models the two forces in the push-off between the rowboat and the piling?", "context_html": "", "options": [ { "id": "cA12", "text": "An 85 N arrow on the piling and an 85 N arrow on the rowboat, pointing opposite ways.", "plain": "An 85 N arrow on the piling and an 85 N arrow on the rowboat, pointing opposite ways.", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "An 85 N arrow on the piling and an 85 N arrow on the rowboat, both pointing the same way.", "plain": "An 85 N arrow on the piling and an 85 N arrow on the rowboat, both pointing the same way.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Two 85 N arrows both drawn on the rowboat itself, pointing in opposite ways from each other.", "plain": "Two 85 N arrows both drawn on the rowboat itself, pointing in opposite ways from each other.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "A single 85 N arrow drawn on the piling, with no force arrow drawn on the rowboat.", "plain": "A single 85 N arrow drawn on the piling, with no force arrow drawn on the rowboat.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7e8ce841-f51a-4fa5-ae4b-bb20cccfed58" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA12" ] }, "n_options": 4, "passage_html": "

Rowboat Push-Off

At a lakeside boathouse, Priya sits in a small rowboat floating beside a dock. To leave, she presses one palm flat against a thick wooden piling that holds up the dock. She shoves straight against the piling one time. Priya wears a force glove, a glove with a sensor that measures push strength. The club writes down three notes. First, the glove reads 85 N during the shove. Second, the rowboat, with Priya aboard, glides backward away from the dock. Third, the piling does not move. Figure 1 shows the push-off.

Figure 1. The Push-Off

\"A

", "passage_plain": "Rowboat Push-Off At a lakeside boathouse, Priya sits in a small rowboat floating beside a dock. To leave, she presses one palm flat against a thick wooden piling that holds up the dock. She shoves straight against the piling one time. Priya wears a force glove, a glove with a sensor that measures push strength. The club writes down three notes. First, the glove reads 85 N during the shove. Second, the rowboat, with Priya aboard, glides backward away from the dock. Third, the piling does not move. Figure 1 shows the push-off. Figure 1. The Push-Off" }, { "n": 13, "item_id": "_24359e3f-e940-475e-8cad-7da4f0c83fe0", "type": "choice", "title": "Storm at the Boundary", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Look at Figure 2. Why does a thunderstorm build where the advancing cold air mass meets the warm, humid air?

", "prompt_plain": "Look at Figure 2. Why does a thunderstorm build where the advancing cold air mass meets the warm, humid air?", "context_html": "", "options": [ { "id": "cA13", "text": "The cold, dry air rises over the warm air and freezes the warm air’s vapor into rain.", "plain": "The cold, dry air rises over the warm air and freezes the warm air’s vapor into rain.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "The warm air and the cold air both sink, and the sinking air builds the storm clouds.", "plain": "The warm air and the cold air both sink, and the sinking air builds the storm clouds.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "The two air masses slide past without any lifting, so friction squeezes out the rain instead.", "plain": "The two air masses slide past without any lifting, so friction squeezes out the rain instead.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "The warm, humid air is lifted over the denser cold air, cools, and its vapor condenses into clouds.", "plain": "The warm, humid air is lifted over the denser cold air, cools, and its vapor condenses into clouds.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c679d849-9aab-4d51-9b42-f282bdd41872" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD13" ] }, "n_options": 4, "passage_html": "

Trailhead Thunderstorm

At 3 p.m., hikers at a mountain trailhead watch a thunderstorm build overhead. Figure 1 is the surface weather map for that hour. A cold, dry air mass is moving east into warm, humid air that is 28 degrees C. The map shows a high-pressure center (H) and a low-pressure center (L). It also shows the front line between the two air masses and four numbered points. Figure 2 shows a side view of the boundary where the cold air meets the warm, humid air.

Figure 1. Surface Weather Map at 3 p.m.

\"A

Figure 2. Side View of the Air-Mass Boundary

\"A

", "passage_plain": "Trailhead Thunderstorm At 3 p.m., hikers at a mountain trailhead watch a thunderstorm build overhead. Figure 1 is the surface weather map for that hour. A cold, dry air mass is moving east into warm, humid air that is 28 degrees C. The map shows a high-pressure center (H) and a low-pressure center (L). It also shows the front line between the two air masses and four numbered points. Figure 2 shows a side view of the boundary where the cold air meets the warm, humid air. Figure 1. Surface Weather Map at 3 p.m. Figure 2. Side View of the Air-Mass Boundary" }, { "n": 14, "item_id": "_e0a2f577-4093-47a9-af31-06b3eb9988f8", "type": "choice", "title": "Stargazing Site Forecast", "standards": [ "MS-ESS2-5" ], "prompt_html": "

A group of hikers wants to set up a telescope for a stargazing night near the mapped trailhead. They need a spot where the sky will most likely be clear and the wind light after the sun goes down.

Use Figure 1. Based on where the air masses and the front are located, which numbered point should the hikers choose?

", "prompt_plain": "A group of hikers wants to set up a telescope for a stargazing night near the mapped trailhead. They need a spot where the sky will most likely be clear and the wind light after the sun goes down. Use Figure 1. Based on where the air masses and the front are located, which numbered point should the hikers choose?", "context_html": "", "options": [ { "id": "cA14", "text": "Point 1, located on the front line", "plain": "Point 1, located on the front line", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "Point 2, located behind the front by H", "plain": "Point 2, located behind the front by H", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "Point 3, located ahead of the front", "plain": "Point 3, located ahead of the front", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "Point 4, located beside the L", "plain": "Point 4, located beside the L", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c679d849-9aab-4d51-9b42-f282bdd41872" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB14" ] }, "n_options": 4, "passage_html": "

Trailhead Thunderstorm

At 3 p.m., hikers at a mountain trailhead watch a thunderstorm build overhead. Figure 1 is the surface weather map for that hour. A cold, dry air mass is moving east into warm, humid air that is 28 degrees C. The map shows a high-pressure center (H) and a low-pressure center (L). It also shows the front line between the two air masses and four numbered points. Figure 2 shows a side view of the boundary where the cold air meets the warm, humid air.

Figure 1. Surface Weather Map at 3 p.m.

\"A

Figure 2. Side View of the Air-Mass Boundary

\"A

", "passage_plain": "Trailhead Thunderstorm At 3 p.m., hikers at a mountain trailhead watch a thunderstorm build overhead. Figure 1 is the surface weather map for that hour. A cold, dry air mass is moving east into warm, humid air that is 28 degrees C. The map shows a high-pressure center (H) and a low-pressure center (L). It also shows the front line between the two air masses and four numbered points. Figure 2 shows a side view of the boundary where the cold air meets the warm, humid air. Figure 1. Surface Weather Map at 3 p.m. Figure 2. Side View of the Air-Mass Boundary" }, { "n": 15, "item_id": "_0afbff87-9255-450b-b113-1ac37792a96a", "type": "choice", "title": "Handout Table Claims", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Look at Table 1. Choose the TWO statements that are supported by the data in the table.

", "prompt_plain": "Look at Table 1. Choose the TWO statements that are supported by the data in the table.", "context_html": "", "options": [ { "id": "cA15", "text": "Mercury orbits the Sun at a greater average distance from it than Saturn.", "plain": "Mercury orbits the Sun at a greater average distance from it than Saturn.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "The rock-and-metal bodies orbit farther from the Sun than the other bodies do.", "plain": "The rock-and-metal bodies orbit farther from the Sun than the other bodies do.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Jupiter orbits farther from the Sun than Earth but closer than Neptune.", "plain": "Jupiter orbits farther from the Sun than Earth but closer than Neptune.", "correct": true, "kind": "choice" }, { "id": "cD15", "text": "Earth orbits at a smaller average distance from the Sun than Mercury.", "plain": "Earth orbits at a smaller average distance from the Sun than Mercury.", "correct": false, "kind": "choice" }, { "id": "cE15", "text": "The rock-and-metal bodies orbit closest to the Sun, and the other bodies orbit farther out.", "plain": "The rock-and-metal bodies orbit closest to the Sun, and the other bodies orbit farther out.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3517e295-49bd-4c8a-a535-f6642cc8fa99" ], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC15", "cE15" ] }, "n_options": 5, "passage_html": "

Observatory Open-House Handout

At a public observatory’s open house, every visitor receives a data handout. Table 1 lists five bodies that orbit the Sun. Distances are given in millions of kilometers.

Table 1. Five Bodies That Orbit the Sun

BodyAverage distance from the Sun (millions of km)Orbital period (Earth years)Known moonsMakeup
Mercury580.20rock and metal
Earth1501.01rock and metal
Jupiter7781295mostly gas
Saturn1,43029146mostly gas
Neptune4,50016516ice and gas
", "passage_plain": "Observatory Open-House Handout At a public observatory’s open house, every visitor receives a data handout. Table 1 lists five bodies that orbit the Sun. Distances are given in millions of kilometers. Table 1. Five Bodies That Orbit the Sun Body Average distance from the Sun (millions of km) Orbital period (Earth years) Known moons Makeup Mercury 58 0.2 0 rock and metal Earth 150 1.0 1 rock and metal Jupiter 778 12 95 mostly gas Saturn 1,430 29 146 mostly gas Neptune 4,500 165 16 ice and gas" }, { "n": 16, "item_id": "_8c0c5fc4-2b70-4392-ae52-2270acd6e73c", "type": "choice", "title": "Most Known Moons", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Look at the Known moons and Makeup columns in Table 1. Which listed body has the most known moons, and what is its makeup?

", "prompt_plain": "Look at the Known moons and Makeup columns in Table 1. Which listed body has the most known moons, and what is its makeup?", "context_html": "", "options": [ { "id": "cA16", "text": "Earth, which is made of rock and metal", "plain": "Earth, which is made of rock and metal", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Jupiter, which is made mostly of gas", "plain": "Jupiter, which is made mostly of gas", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Saturn, which is made mostly of gas", "plain": "Saturn, which is made mostly of gas", "correct": true, "kind": "choice" }, { "id": "cD16", "text": "Neptune, which is made of ice and gas", "plain": "Neptune, which is made of ice and gas", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3517e295-49bd-4c8a-a535-f6642cc8fa99" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC16" ] }, "n_options": 4, "passage_html": "

Observatory Open-House Handout

At a public observatory’s open house, every visitor receives a data handout. Table 1 lists five bodies that orbit the Sun. Distances are given in millions of kilometers.

Table 1. Five Bodies That Orbit the Sun

BodyAverage distance from the Sun (millions of km)Orbital period (Earth years)Known moonsMakeup
Mercury580.20rock and metal
Earth1501.01rock and metal
Jupiter7781295mostly gas
Saturn1,43029146mostly gas
Neptune4,50016516ice and gas
", "passage_plain": "Observatory Open-House Handout At a public observatory’s open house, every visitor receives a data handout. Table 1 lists five bodies that orbit the Sun. Distances are given in millions of kilometers. Table 1. Five Bodies That Orbit the Sun Body Average distance from the Sun (millions of km) Orbital period (Earth years) Known moons Makeup Mercury 58 0.2 0 rock and metal Earth 150 1.0 1 rock and metal Jupiter 778 12 95 mostly gas Saturn 1,430 29 146 mostly gas Neptune 4,500 165 16 ice and gas" }, { "n": 17, "item_id": "_2841aa64-70f2-4dba-ad5a-fc01301bd438", "type": "match", "title": "Millpond Role Chart", "standards": [ "MS-LS2-3" ], "prompt_html": "

The club sorts its five cards by the role each living thing plays in how energy and matter move through the millpond.

 

Drag each organism card into the correct category.

", "prompt_plain": "The club sorts its five cards by the role each living thing plays in how energy and matter move through the millpond. Drag each organism card into the correct category.", "context_html": "", "options": [ { "id": "mg_s1", "text": "Bluegill", "plain": "Bluegill", "correct": false, "kind": "match-token" }, { "id": "mg_s2", "text": "Pond microbes", "plain": "Pond microbes", "correct": false, "kind": "match-token" }, { "id": "mg_s3", "text": "Green algae", "plain": "Green algae", "correct": false, "kind": "match-token" }, { "id": "mg_s4", "text": "Green heron", "plain": "Green heron", "correct": false, "kind": "match-token" }, { "id": "mg_s5", "text": "Water fleas", "plain": "Water fleas", "correct": false, "kind": "match-token" }, { "id": "mg_c1", "text": "Producer", "plain": "Producer", "correct": false, "kind": "match-token" }, { "id": "mg_c2", "text": "Consumers", "plain": "Consumers", "correct": false, "kind": "match-token" }, { "id": "mg_c3", "text": "Decomposer", "plain": "Decomposer", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [ "_b2e11cc9-9f59-4886-8da6-af1f9f06060f" ], "key_letters": "", "key_values": { "RESPONSE": [ "mg_s1 mg_c2", "mg_s2 mg_c3", "mg_s3 mg_c1", "mg_s4 mg_c2", "mg_s5 mg_c2" ] }, "n_options": 8, "passage_html": "

Millpond Survey Cards

A nature club surveys the millpond behind an old grain mill every June. The club made a photo card for each of the five living things it finds most often. The cards show green algae, tiny green life that floats in the water and makes its own food; water fleas, tiny swimming animals that eat the algae; bluegill, a small fish; a green heron, a fish-eating bird; and pond-bottom microbes that grow on dead leaves and dead animals. Figure 1 shows the five cards. Figure 2 shows the food web the club drew. Table 1 shows counts from the club’s last two June surveys. Between the two surveys, many young bluegill moved in from a connected creek.

Figure 1. The Five Survey Cards

\"Five

Figure 2. The Millpond Food Web

\"A

Table 1. Millpond Survey Counts

Living thingSurvey 1Survey 2
Green algae in the water (cloudiness, scale 1-10)37
Water fleas counted30085
Bluegill counted40150
Green herons counted22
", "passage_plain": "Millpond Survey Cards A nature club surveys the millpond behind an old grain mill every June. The club made a photo card for each of the five living things it finds most often. The cards show green algae, tiny green life that floats in the water and makes its own food; water fleas, tiny swimming animals that eat the algae; bluegill, a small fish; a green heron, a fish-eating bird; and pond-bottom microbes that grow on dead leaves and dead animals. Figure 1 shows the five cards. Figure 2 shows the food web the club drew. Table 1 shows counts from the club’s last two June surveys. Between the two surveys, many young bluegill moved in from a connected creek. Figure 1. The Five Survey Cards Figure 2. The Millpond Food Web Table 1. Millpond Survey Counts Living thing Survey 1 Survey 2 Green algae in the water (cloudiness, scale 1-10) 3 7 Water fleas counted 300 85 Bluegill counted 40 150 Green herons counted 2 2" }, { "n": 18, "item_id": "_b09d0e97-7360-4937-a264-1445b45fd738", "type": "choice", "title": "Water Flea Count Debate", "standards": [ "MS-LS2-2" ], "prompt_html": "

After Survey 2, the club debates why the water flea count fell.

Which statement about the water fleas and the bluegill is best supported by Figure 2 and Table 1 together?

", "prompt_plain": "After Survey 2, the club debates why the water flea count fell. Which statement about the water fleas and the bluegill is best supported by Figure 2 and Table 1 together?", "context_html": "", "options": [ { "id": "cA18", "text": "The bluegill ate the water fleas, so the flea count fell as the bluegill count climbed.", "plain": "The bluegill ate the water fleas, so the flea count fell as the bluegill count climbed.", "correct": true, "kind": "choice" }, { "id": "cB18", "text": "The water fleas and the bluegill competed for the same food, so more bluegill left fewer fleas.", "plain": "The water fleas and the bluegill competed for the same food, so more bluegill left fewer fleas.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The water fleas and the bluegill help each other feed, so their counts should rise together.", "plain": "The water fleas and the bluegill help each other feed, so their counts should rise together.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The water fleas and the bluegill are not connected in the web, so their counts changed for separate reasons.", "plain": "The water fleas and the bluegill are not connected in the web, so their counts changed for separate reasons.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b2e11cc9-9f59-4886-8da6-af1f9f06060f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA18" ] }, "n_options": 4, "passage_html": "

Millpond Survey Cards

A nature club surveys the millpond behind an old grain mill every June. The club made a photo card for each of the five living things it finds most often. The cards show green algae, tiny green life that floats in the water and makes its own food; water fleas, tiny swimming animals that eat the algae; bluegill, a small fish; a green heron, a fish-eating bird; and pond-bottom microbes that grow on dead leaves and dead animals. Figure 1 shows the five cards. Figure 2 shows the food web the club drew. Table 1 shows counts from the club’s last two June surveys. Between the two surveys, many young bluegill moved in from a connected creek.

Figure 1. The Five Survey Cards

\"Five

Figure 2. The Millpond Food Web

\"A

Table 1. Millpond Survey Counts

Living thingSurvey 1Survey 2
Green algae in the water (cloudiness, scale 1-10)37
Water fleas counted30085
Bluegill counted40150
Green herons counted22
", "passage_plain": "Millpond Survey Cards A nature club surveys the millpond behind an old grain mill every June. The club made a photo card for each of the five living things it finds most often. The cards show green algae, tiny green life that floats in the water and makes its own food; water fleas, tiny swimming animals that eat the algae; bluegill, a small fish; a green heron, a fish-eating bird; and pond-bottom microbes that grow on dead leaves and dead animals. Figure 1 shows the five cards. Figure 2 shows the food web the club drew. Table 1 shows counts from the club’s last two June surveys. Between the two surveys, many young bluegill moved in from a connected creek. Figure 1. The Five Survey Cards Figure 2. The Millpond Food Web Table 1. Millpond Survey Counts Living thing Survey 1 Survey 2 Green algae in the water (cloudiness, scale 1-10) 3 7 Water fleas counted 300 85 Bluegill counted 40 150 Green herons counted 2 2" }, { "n": 19, "item_id": "_45394ca6-5d60-47ca-a84a-36f7dc2dbc27", "type": "choice", "title": "Daylight Model (Part A)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part A

Look at Figure 1.

Which model of Earth best explains the daylight patterns shown for the two cities?

", "prompt_plain": "Part A Look at Figure 1. Which model of Earth best explains the daylight patterns shown for the two cities?", "context_html": "", "options": [ { "id": "cA19", "text": "Earth’s orbit carries it much closer to the Sun in June and much farther away in December.", "plain": "Earth’s orbit carries it much closer to the Sun in June and much farther away in December.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The Sun gives off far more light in June than it does in any other month of the year.", "plain": "The Sun gives off far more light in June than it does in any other month of the year.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Earth circles the Sun with its axis tilted, so the far north leans toward the Sun in June.", "plain": "Earth circles the Sun with its axis tilted, so the far north leans toward the Sun in June.", "correct": true, "kind": "choice" }, { "id": "cD19", "text": "Earth’s axis stands straight up and down, so daylight hours are the same in every month.", "plain": "Earth’s axis stands straight up and down, so daylight hours are the same in every month.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_db1828c4-58d1-4cdc-8564-23b95e319205" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC19" ] }, "n_options": 4, "passage_html": "

Daylight in Two Cities

Utqiagvik, Alaska, lies far north of the equator. Quito, Ecuador, lies almost exactly on the equator. Figure 1 shows each city’s hours of daylight on the first day of every month for one year.

Figure 1. Hours of Daylight in the Two Cities

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", "passage_plain": "Daylight in Two Cities Utqiagvik, Alaska, lies far north of the equator. Quito, Ecuador, lies almost exactly on the equator. Figure 1 shows each city’s hours of daylight on the first day of every month for one year. Figure 1. Hours of Daylight in the Two Cities" }, { "n": 20, "item_id": "_6c1a94de-e4a4-42e4-857d-4afa7df0b894", "type": "choice", "title": "Daylight Evidence (Part B)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part B

Which feature of Figure 1 best supports the model from Part A that Earth’s tilted axis causes the two cities’ daylight patterns?

", "prompt_plain": "Part B Which feature of Figure 1 best supports the model from Part A that Earth’s tilted axis causes the two cities’ daylight patterns?", "context_html": "", "options": [ { "id": "cA20", "text": "Both cities read close to 12 hours of daylight in early March and again in early September.", "plain": "Both cities read close to 12 hours of daylight in early March and again in early September.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "Utqiagvik swings from near 0 hours in winter to near 24 in summer, but Quito stays flat.", "plain": "Utqiagvik swings from near 0 hours in winter to near 24 in summer, but Quito stays flat.", "correct": true, "kind": "choice" }, { "id": "cC20", "text": "Quito reads more hours of daylight than Utqiagvik does during December, the darkest winter month.", "plain": "Quito reads more hours of daylight than Utqiagvik does during December, the darkest winter month.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "Utqiagvik reads fewer than 12 hours of daylight in each of the cold winter months.", "plain": "Utqiagvik reads fewer than 12 hours of daylight in each of the cold winter months.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_db1828c4-58d1-4cdc-8564-23b95e319205" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB20" ] }, "n_options": 4, "passage_html": "

Daylight in Two Cities

Utqiagvik, Alaska, lies far north of the equator. Quito, Ecuador, lies almost exactly on the equator. Figure 1 shows each city’s hours of daylight on the first day of every month for one year.

Figure 1. Hours of Daylight in the Two Cities

\"A

", "passage_plain": "Daylight in Two Cities Utqiagvik, Alaska, lies far north of the equator. Quito, Ecuador, lies almost exactly on the equator. Figure 1 shows each city’s hours of daylight on the first day of every month for one year. Figure 1. Hours of Daylight in the Two Cities" }, { "n": 21, "item_id": "_7c0272a5-cbf7-4b2f-9957-b78c261f926d", "type": "inline-choice", "title": "Why the Moon Stays with Earth", "standards": [ "MS-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A student writes one sentence to explain why the Moon stays near Earth instead of drifting off into space.

Complete each sentence by choosing the correct answer.

The force that keeps the Moon moving with Earth instead of drifting off into space is .

This force always pulls the Moon .

Because this pull keeps acting on the Moon as it moves, the Moon keeps .

", "options": [ { "id": "b1x2f45c4", "text": "magnetism", "plain": "magnetism", "correct": false, "kind": "inline" }, { "id": "b1x14265f", "text": "gravity", "plain": "gravity", "correct": true, "kind": "inline" }, { "id": "b1xce1598", "text": "a push from the Sun", "plain": "a push from the Sun", "correct": false, "kind": "inline" }, { "id": "b2x61f648", "text": "in the direction the Moon is already moving", "plain": "in the direction the Moon is already moving", "correct": false, "kind": "inline" }, { "id": "b2xaea460", "text": "toward Earth", "plain": "toward Earth", "correct": true, "kind": "inline" }, { "id": "b2xc380ce", "text": "toward the Sun", "plain": "toward the Sun", "correct": false, "kind": "inline" }, { "id": "b3x2c1831", "text": "drifting away from Earth in a straight line", "plain": "drifting away from Earth in a straight line", "correct": false, "kind": "inline" }, { "id": "b3x84e903", "text": "slowing down until it stops", "plain": "slowing down until it stops", "correct": false, "kind": "inline" }, { "id": "b3x5371ed", "text": "curving into a closed orbit around Earth", "plain": "curving into a closed orbit around Earth", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1x14265f" ], "RESPONSE2": [ "b2xaea460" ], "RESPONSE3": [ "b3x5371ed" ] }, "n_options": 9 }, { "n": 22, "item_id": "_2bbe3664-c757-40c8-9c77-16d5e51662bd", "type": "gap-match", "title": "Four Towns and Their Climate Zones", "standards": [ "MS-ESS2-6" ], "prompt_html": "

A geography class studies four towns on the continent shown in Figure 1. The map marks four climate zones: Zone A near the North Pole, Zone B along the ocean coast, Zone C on the lowland that the equator crosses, and Zone D high in the mountains. Table 1 gives each town’s average temperature in January and in July.

Figure 1. Climate Zones on the Continent

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Table 1. Average Temperatures for Four Towns

TownJanuary average (degrees C)July average (degrees C)
Town W1118
Town X2528
Town Y213
Town Z-295

 

Use Figure 1 and Table 1 to drag each town card into the climate zone where it most likely lies.

", "prompt_plain": "A geography class studies four towns on the continent shown in Figure 1. The map marks four climate zones: Zone A near the North Pole, Zone B along the ocean coast, Zone C on the lowland that the equator crosses, and Zone D high in the mountains. Table 1 gives each town’s average temperature in January and in July. Figure 1. Climate Zones on the Continent Table 1. Average Temperatures for Four Towns Town January average (degrees C) July average (degrees C) Town W 11 18 Town X 25 28 Town Y 2 13 Town Z -29 5 Use Figure 1 and Table 1 to drag each town card into the climate zone where it most likely lies.", "context_html": "", "options": [ { "id": "tok1", "text": "Town W", "plain": "Town W", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Town X", "plain": "Town X", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Town Y", "plain": "Town Y", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Town Z", "plain": "Town Z", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-33/images/img-s22-climate-map.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok1 G2", "tok2 G3", "tok3 G4" ] }, "n_options": 4 }, { "n": 23, "item_id": "_522d3b44-526e-480f-86ef-6f54ff4a9940", "type": "hottext", "title": "Mountain-Town Forest Report", "standards": [ "MS-ESS3-4" ], "prompt_html": "

A forestry district studied a growing mountain town for twenty years. Table 1 shows the town’s population, the firewood each household burned per year, and the area of nearby forest. The district then wrote the report below.

Table 1. Twenty-Year Record for the Mountain Town

Year of studyTown populationFirewood per household (cords per year)Nearby forest area (acres)
Year 03,0001.55,200
Year 105,6002.04,100
Year 209,0002.43,100

Select the ONE report sentence that is best supported by the population data and the firewood-use data together.

", "prompt_plain": "A forestry district studied a growing mountain town for twenty years. Table 1 shows the town’s population, the firewood each household burned per year, and the area of nearby forest. The district then wrote the report below. Table 1. Twenty-Year Record for the Mountain Town Year of study Town population Firewood per household (cords per year) Nearby forest area (acres) Year 0 3,000 1.5 5,200 Year 10 5,600 2.0 4,100 Year 20 9,000 2.4 3,100 Select the ONE report sentence that is best supported by the population data and the firewood-use data together.", "context_html": "", "options": [ { "id": "hA23", "text": "The town grew and burned more wood per household, but a single dry-year wildfire is what shrank the forest.", "plain": "The town grew and burned more wood per household, but a single dry-year wildfire is what shrank the forest.", "correct": false, "kind": "hottext" }, { "id": "hB23", "text": "As the town grew in population and burned more wood per household each year, the forest area fell.", "plain": "As the town grew in population and burned more wood per household each year, the forest area fell.", "correct": true, "kind": "hottext" }, { "id": "hC23", "text": "The forest covered fewer acres at the end only because the trees happened to grow more slowly than before.", "plain": "The forest covered fewer acres at the end only because the trees happened to grow more slowly than before.", "correct": false, "kind": "hottext" }, { "id": "hD23", "text": "Because the forest shrank, the town was forced to grow to 9,000 people over the twenty years.", "plain": "Because the forest shrank, the town was forced to grow to 9,000 people over the twenty years.", "correct": false, "kind": "hottext" }, { "id": "hE23", "text": "The amount of wood each household burned stayed exactly the same across all twenty years.", "plain": "The amount of wood each household burned stayed exactly the same across all twenty years.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB23" ] }, "n_options": 5 }, { "n": 24, "item_id": "_89adfbcb-bf13-402d-9eee-de945800f0f5", "type": "hottext", "title": "Aquaponics Algae-Drop Log", "standards": [ "MS-LS1-1" ], "prompt_html": "

A school keeps an aquaponics rack, a setup where fish tanks and plants share the same water. A technician took one drop of water from the algae tank, placed it under a lamp, and watched it for an hour. The log below has five sentences.

Select the ONE sentence that is the best EVIDENCE that the tiny green specks in the drop are carrying out life functions.

", "prompt_plain": "A school keeps an aquaponics rack, a setup where fish tanks and plants share the same water. A technician took one drop of water from the algae tank, placed it under a lamp, and watched it for an hour. The log below has five sentences. Select the ONE sentence that is the best EVIDENCE that the tiny green specks in the drop are carrying out life functions.", "context_html": "", "options": [ { "id": "hA24", "text": "The drop of water was taken from the algae tank on the third day of the week.", "plain": "The drop of water was taken from the algae tank on the third day of the week.", "correct": false, "kind": "hottext" }, { "id": "hB24", "text": "Under the lamp the green specks slowly grew in number and gave off a steady stream of tiny gas bubbles.", "plain": "Under the lamp the green specks slowly grew in number and gave off a steady stream of tiny gas bubbles.", "correct": true, "kind": "hottext" }, { "id": "hC24", "text": "Each green speck was a bright grass-green color, much like the color of the tank water.", "plain": "Each green speck was a bright grass-green color, much like the color of the tank water.", "correct": false, "kind": "hottext" }, { "id": "hD24", "text": "Most of the green specks had a round, slightly flattened shape.", "plain": "Most of the green specks had a round, slightly flattened shape.", "correct": false, "kind": "hottext" }, { "id": "hE24", "text": "The drop of water felt cool when it was first placed on the glass slide.", "plain": "The drop of water felt cool when it was first placed on the glass slide.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB24" ] }, "n_options": 5 }, { "n": 25, "item_id": "_877627ec-6656-42a9-a54a-7de0697b3847", "type": "choice", "title": "Waterweed Leaf-Tip Slide", "standards": [ "MS-LS1-1" ], "prompt_html": "

A lab technician makes a wet-mount slide of the tip of a waterweed (Elodea) leaf and views it at 400 times magnification. Figure 1 is the technician’s sketch of the view. The notes say the view is packed with many small green boxes of similar size, and that the same boxes cannot be made out on the leaf with the eye alone.

Figure 1. Waterweed Leaf Tip at 400 Times

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Look at Figure 1 and the notes. Choose the TWO statements that are supported by the observations.

", "prompt_plain": "A lab technician makes a wet-mount slide of the tip of a waterweed (Elodea) leaf and views it at 400 times magnification. Figure 1 is the technician’s sketch of the view. The notes say the view is packed with many small green boxes of similar size, and that the same boxes cannot be made out on the leaf with the eye alone. Figure 1. Waterweed Leaf Tip at 400 Times Look at Figure 1 and the notes. Choose the TWO statements that are supported by the observations.", "context_html": "", "options": [ { "id": "cA25", "text": "The leaf tip is really one single cell that has folded over on itself many times.", "plain": "The leaf tip is really one single cell that has folded over on itself many times.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "The leaf tip is built from many similar box-shaped cells lined up in rows.", "plain": "The leaf tip is built from many similar box-shaped cells lined up in rows.", "correct": true, "kind": "choice" }, { "id": "cC25", "text": "The green cells swim about freely on their own through the drop of water.", "plain": "The green cells swim about freely on their own through the drop of water.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The separate cells can be made out only with the help of the microscope.", "plain": "The separate cells can be made out only with the help of the microscope.", "correct": true, "kind": "choice" }, { "id": "cE25", "text": "The cells are large enough to be seen clearly on the leaf with the unaided eye.", "plain": "The cells are large enough to be seen clearly on the leaf with the unaided eye.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-33/images/img-s25-elodea-micrograph.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB25", "cD25" ] }, "n_options": 5 }, { "n": 26, "item_id": "_25e04e18-c7d1-42ce-8f55-850c7632a232", "type": "gap-match", "title": "Plant-Cell Structure Log", "standards": [ "MS-LS1-2" ], "prompt_html": "

A class keeps a lab log while studying the plant cell in Figure 1, where four structures are labeled X, Y, Z, and W. Each log entry describes what one labeled structure does.

Figure 1. Plant Cell with Four Labeled Structures

\"A

 

Match each log entry to the labeled structure that does the job. Use each label exactly once.

", "prompt_plain": "A class keeps a lab log while studying the plant cell in Figure 1, where four structures are labeled X, Y, Z, and W. Each log entry describes what one labeled structure does. Figure 1. Plant Cell with Four Labeled Structures Match each log entry to the labeled structure that does the job. Use each label exactly once.", "context_html": "", "options": [ { "id": "t-x", "text": "X", "plain": "X", "correct": false, "kind": "gap-token" }, { "id": "t-w", "text": "W", "plain": "W", "correct": false, "kind": "gap-token" }, { "id": "t-y", "text": "Y", "plain": "Y", "correct": false, "kind": "gap-token" }, { "id": "t-z", "text": "Z", "plain": "Z", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-33/images/img-s26-plantcell-xyzw.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t-z g-e1", "t-y g-e2", "t-x g-e3", "t-w g-e4" ] }, "n_options": 4 }, { "n": 27, "item_id": "_ad92cf68-b14c-4083-bfbd-016159134332", "type": "choice", "title": "Cell Parts and Their Jobs", "standards": [ "MS-LS1-2" ], "prompt_html": "

A study card lists jobs done by parts of a cell. Which statement correctly pairs a cell structure with the job it does?

", "prompt_plain": "A study card lists jobs done by parts of a cell. Which statement correctly pairs a cell structure with the job it does?", "context_html": "", "options": [ { "id": "cA27", "text": "The Golgi body moves materials through the cell along a branching network.", "plain": "The Golgi body moves materials through the cell along a branching network.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "The endoplasmic reticulum moves materials through the cell along a branching network.", "plain": "The endoplasmic reticulum moves materials through the cell along a branching network.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "The vacuole packages proteins and ships them out to where they are needed.", "plain": "The vacuole packages proteins and ships them out to where they are needed.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "The endoplasmic reticulum stores water and keeps the whole cell firm.", "plain": "The endoplasmic reticulum stores water and keeps the whole cell firm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB27" ] }, "n_options": 4 }, { "n": 28, "item_id": "_d75f998c-6ccc-43f4-8e5c-2a717fcfe6bd", "type": "match", "title": "Hedge-Line Fox Removal", "standards": [ "MS-LS2-2" ], "prompt_html": "

Figure 1 shows a food web for the plants and animals along a hedge-line. A callout notes that the foxes have been removed from this hedge-line.

Figure 1. Hedge-Line Food Web

\"A

 

Drag the TWO organisms whose populations would most likely increase after the foxes are removed into the correct category.

", "prompt_plain": "Figure 1 shows a food web for the plants and animals along a hedge-line. A callout notes that the foxes have been removed from this hedge-line. Figure 1. Hedge-Line Food Web Drag the TWO organisms whose populations would most likely increase after the foxes are removed into the correct category.", "context_html": "", "options": [ { "id": "hs_s1", "text": "Berries", "plain": "Berries", "correct": false, "kind": "match-token" }, { "id": "hs_s2", "text": "Field mice", "plain": "Field mice", "correct": false, "kind": "match-token" }, { "id": "hs_s3", "text": "Hawks", "plain": "Hawks", "correct": false, "kind": "match-token" }, { "id": "hs_s4", "text": "Rabbits", "plain": "Rabbits", "correct": false, "kind": "match-token" }, { "id": "hs_s5", "text": "Foxes", "plain": "Foxes", "correct": false, "kind": "match-token" }, { "id": "hs_c1", "text": "Populations most likely to increase", "plain": "Populations most likely to increase", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-33/images/img-s28-hedge-web.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hs_s2 hs_c1", "hs_s4 hs_c1" ] }, "n_options": 6 }, { "n": 29, "item_id": "_d8d24652-1de7-438c-acfe-b18d5926d690", "type": "choice", "title": "Prairie Carbon Return", "standards": [ "MS-LS2-3" ], "prompt_html": "

Figure 1 is a model of how carbon moves through a tallgrass prairie. The labeled arrows show carbon moving between the air, the plants, the animals, and the soil living things.

Figure 1. Carbon Moving Through a Prairie

\"A

Look at Figure 1. Choose the TWO parts of this prairie system that return carbon dioxide to the air.

", "prompt_plain": "Figure 1 is a model of how carbon moves through a tallgrass prairie. The labeled arrows show carbon moving between the air, the plants, the animals, and the soil living things. Figure 1. Carbon Moving Through a Prairie Look at Figure 1. Choose the TWO parts of this prairie system that return carbon dioxide to the air.", "context_html": "", "options": [ { "id": "cA29", "text": "The big bluestem grass taking in carbon dioxide from the air to build its food.", "plain": "The big bluestem grass taking in carbon dioxide from the air to build its food.", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "Sunlight reaching the prairie and warming the grass and the soil during the day.", "plain": "Sunlight reaching the prairie and warming the grass and the soil during the day.", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "The grasshoppers and bison breathing out carbon dioxide as they use food for energy.", "plain": "The grasshoppers and bison breathing out carbon dioxide as they use food for energy.", "correct": true, "kind": "choice" }, { "id": "cD29", "text": "Dead grass and animal droppings piling up and adding their carbon to the prairie soil.", "plain": "Dead grass and animal droppings piling up and adding their carbon to the prairie soil.", "correct": false, "kind": "choice" }, { "id": "cE29", "text": "The soil bacteria and fungi releasing carbon dioxide as they break down dead grass.", "plain": "The soil bacteria and fungi releasing carbon dioxide as they break down dead grass.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-33/images/img-s29-prairie-carbon.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC29", "cE29" ] }, "n_options": 5 }, { "n": 30, "item_id": "_057f75ef-6c08-42d2-a169-feaa4a4368d8", "type": "choice", "title": "Camp-Stove Fuel Molecule", "standards": [ "MS-PS1-1" ], "prompt_html": "

A camp-stove fuel card gives the chemical formula for propane as C3H8.

Table 1. Camp-Stove Fuel Card

FuelChemical formula
PropaneC3H8

Using the formula, how many DIFFERENT kinds of atoms make up one molecule of propane?

", "prompt_plain": "A camp-stove fuel card gives the chemical formula for propane as C3H8. Table 1. Camp-Stove Fuel Card Fuel Chemical formula Propane C 3 H 8 Using the formula, how many DIFFERENT kinds of atoms make up one molecule of propane?", "context_html": "", "options": [ { "id": "cA30", "text": "11 kinds of atoms", "plain": "11 kinds of atoms", "correct": false, "kind": "choice" }, { "id": "cB30", "text": "8 kinds of atoms", "plain": "8 kinds of atoms", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "3 kinds of atoms", "plain": "3 kinds of atoms", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "2 kinds of atoms", "plain": "2 kinds of atoms", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_0b73c932-047c-493b-860c-7f5b291b3285", "type": "choice", "title": "Molecule Model Formula", "standards": [ "MS-PS1-1" ], "prompt_html": "

A student builds a molecule model from a kit. In the kit, a small dark ball stands for one carbon atom, and a large pale ball stands for one oxygen atom. Figure 1 shows the finished model: one small dark ball joined to two large pale balls.

Figure 1. The Molecule Model

\"A

Which chemical formula matches the model in Figure 1?

", "prompt_plain": "A student builds a molecule model from a kit. In the kit, a small dark ball stands for one carbon atom, and a large pale ball stands for one oxygen atom. Figure 1 shows the finished model: one small dark ball joined to two large pale balls. Figure 1. The Molecule Model Which chemical formula matches the model in Figure 1?", "context_html": "", "options": [ { "id": "cA1", "text": "CO", "plain": "CO", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "C2O", "plain": "C 2 O", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "CO3", "plain": "CO 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "CO2", "plain": "CO 2", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-33/images/img-s31-molecule.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_ec418751-560f-4e25-8ff2-d8132cfc1d87", "type": "text-entry", "title": "Orchard Wagon Acceleration", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

In an orchard, a worker pulls a loaded wagon across the flat ground. The wagon speeds up in the direction of the pull. The table below shows the measurements.

MeasurementValue
Net force on the wagon48 N (newtons)
Mass of the loaded wagon12 kg (kilograms)

Use the relationship acceleration = net force / mass. What is the wagon's acceleration, in meters per second squared?

Give your answer as a whole number (e.g., 7).

Acceleration in meters per second squared:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 33, "item_id": "_be7edfc6-6e99-42fb-b4d2-5489ad550213", "type": "choice", "title": "Bolt in the Warm-Water Cup", "standards": [ "MS-PS3-3" ], "prompt_html": "

A cool metal bolt is lowered so it rests on the bottom of a cup of warm water. The bolt and the water touch the whole time. A probe records the temperature of the bolt and of the water every two minutes. Table 1 shows the readings.

Table 1. Bolt and Water Temperatures

TimeMetal bolt temperatureWater temperature
0 min18 C46 C
2 min25 C41 C
4 min30 C37 C
6 min33 C34 C
8 min33 C33 C

Which conclusion about the energy transfer do the readings in Table 1 best support?

", "prompt_plain": "A cool metal bolt is lowered so it rests on the bottom of a cup of warm water. The bolt and the water touch the whole time. A probe records the temperature of the bolt and of the water every two minutes. Table 1 shows the readings. Table 1. Bolt and Water Temperatures Time Metal bolt temperature Water temperature 0 min 18 C 46 C 2 min 25 C 41 C 4 min 30 C 37 C 6 min 33 C 34 C 8 min 33 C 33 C Which conclusion about the energy transfer do the readings in Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The cool bolt transferred energy to the warm water, which made the bolt warm up and the water cool down.", "plain": "The cool bolt transferred energy to the warm water, which made the bolt warm up and the water cool down.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The warm water transferred energy to the cooler bolt through their direct contact, warming the bolt and cooling the water.", "plain": "The warm water transferred energy to the cooler bolt through their direct contact, warming the bolt and cooling the water.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "A convection current in the metal bolt carried warm energy up into the water and heated it.", "plain": "A convection current in the metal bolt carried warm energy up into the water and heated it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The warm water sent its energy to the bolt as radiation across the empty space between them.", "plain": "The warm water sent its energy to the bolt as radiation across the empty space between them.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 34, "item_id": "_0f2caee3-46b2-4020-948e-fff36af31692", "type": "choice", "title": "Two Thermoses in a Room", "standards": [ "MS-PS3-4" ], "prompt_html": "

Two identical metal thermoses sit in the same room, where the air stays at 22 C. Thermos A is filled only half full with hot water. Thermos B is filled completely full. Both start at 80 C, and neither is opened again. Figure 1 shows the two thermoses.

Figure 1. The Two Thermoses

\"Two

Which prediction about the water in the two thermoses does this setup best support?

", "prompt_plain": "Two identical metal thermoses sit in the same room, where the air stays at 22 C. Thermos A is filled only half full with hot water. Thermos B is filled completely full. Both start at 80 C, and neither is opened again. Figure 1 shows the two thermoses. Figure 1. The Two Thermoses Which prediction about the water in the two thermoses does this setup best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The fuller thermos (B) will cool to room temperature faster than the half-full thermos (A).", "plain": "The fuller thermos (B) will cool to room temperature faster than the half-full thermos (A).", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The full thermos (B) will keep its water hot while the half-full thermos (A) cools to the room temperature.", "plain": "The full thermos (B) will keep its water hot while the half-full thermos (A) cools to the room temperature.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both thermoses will cool toward 22 C, but the fuller thermos (B) will take longer to get there.", "plain": "Both thermoses will cool toward 22 C, but the fuller thermos (B) will take longer to get there.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Neither thermos (A or B) will cool to 22 C, because hot water settles above the room temperature.", "plain": "Neither thermos (A or B) will cool to 22 C, because hot water settles above the room temperature.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-33/images/img-s34-thermoses.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 35, "item_id": "_5980cf8c-1c71-46f1-b435-11ac53cb8193", "type": "text-entry", "title": "Cooling Water Temperature Drop", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A class records the temperature of a cooling water sample. The table below shows two readings for Sample A.

TimeSample A temperature
0 minutes72 C
10 minutes58 C

How many degrees did Sample A's temperature fall between 0 minutes and 10 minutes?

Give your answer as a whole number (e.g., 9).

Temperature fall in degrees Celsius:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "14" ] }, "n_options": 0 }, { "n": 36, "item_id": "_a026fa34-d6b2-48f5-8e1b-ed5f8caaaea8", "type": "inline-choice", "title": "Band Room Sound Treatment", "standards": [ "MS-PS4-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A band practices in a room with a bare cinderblock wall on one side and soft fabric panels hung on the other. Figure 1 shows the room. The band notices the room sounds very different near each side.

Figure 1. The Practice Room

\"A

Complete each sentence by choosing the correct answer.

The bare cinderblock wall most of the sound that hits it.

The soft fabric panels most of the sound that strikes them.

", "options": [ { "id": "cIC1O9a011f6ba", "text": "absorbs", "plain": "absorbs", "correct": false, "kind": "inline" }, { "id": "cIC1O6e64f0ea6", "text": "reflects", "plain": "reflects", "correct": true, "kind": "inline" }, { "id": "cIC1Od893bebee", "text": "lets through", "plain": "lets through", "correct": false, "kind": "inline" }, { "id": "cIC2Oa77ad2a09", "text": "reflect", "plain": "reflect", "correct": false, "kind": "inline" }, { "id": "cIC2Obdcb7f09a", "text": "let through", "plain": "let through", "correct": false, "kind": "inline" }, { "id": "cIC2O75da4feab", "text": "absorb", "plain": "absorb", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-33/images/img-s36-practiceroom.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1O6e64f0ea6" ], "RESPONSE2": [ "cIC2O75da4feab" ] }, "n_options": 6 }, { "n": 37, "item_id": "_12c8bd41-d409-4abf-8970-e5133c348184", "type": "choice", "title": "Ray Models at Two Surfaces", "standards": [ "MS-PS4-2" ], "prompt_html": "

Figure 1 shows two ray-model panels. Panel 1 models light hitting a polished metal plate: a wide arrow points back away from the plate, and no arrow passes through it. Panel 2 models light hitting a tinted glass pane: a medium arrow passes through the glass, and a thin arrow stops inside the glass.

Figure 1. The Ray Models

\"Two

Choose the TWO statements that the ray models in Figure 1 support.

", "prompt_plain": "Figure 1 shows two ray-model panels. Panel 1 models light hitting a polished metal plate: a wide arrow points back away from the plate, and no arrow passes through it. Panel 2 models light hitting a tinted glass pane: a medium arrow passes through the glass, and a thin arrow stops inside the glass. Figure 1. The Ray Models Choose the TWO statements that the ray models in Figure 1 support.", "context_html": "", "options": [ { "id": "cA1", "text": "Most of the light that hits the polished metal plate bounces back off its surface.", "plain": "Most of the light that hits the polished metal plate bounces back off its surface.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Most of the light that hits the polished metal plate passes straight through the plate.", "plain": "Most of the light that hits the polished metal plate passes straight through the plate.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The tinted glass pane lets some light pass through it and takes in some of the rest.", "plain": "The tinted glass pane lets some light pass through it and takes in some of the rest.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The tinted glass pane sends all of the light straight back the way it came.", "plain": "The tinted glass pane sends all of the light straight back the way it came.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The tinted glass pane changes the light into a different color as it passes through.", "plain": "The tinted glass pane changes the light into a different color as it passes through.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-33/images/img-s37-raypanels.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 38, "item_id": "_0e9bccbf-a07e-4e05-b09a-d64bcdf03170", "type": "choice", "title": "Flood Fence on the Riverbank", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A town wants a flood fence for a riverbank. The fence must hold back a river rise of at least 1.2 meters (the criterion), and the town can spend less than $8,000 on it (the constraint). Four companies each submit one proposal. Table 1 lists how high a rise each fence holds back and what it costs.

Table 1. Flood-Fence Proposals

ProposalRise it holds backCost
Proposal 11.3 m$7,500
Proposal 21.6 m$9,200
Proposal 30.9 m$4,500
Proposal 41.0 m$8,500

Which proposal meets the town's flood-protection goal while staying within its budget?

", "prompt_plain": "A town wants a flood fence for a riverbank. The fence must hold back a river rise of at least 1.2 meters (the criterion), and the town can spend less than $8,000 on it (the constraint). Four companies each submit one proposal. Table 1 lists how high a rise each fence holds back and what it costs. Table 1. Flood-Fence Proposals Proposal Rise it holds back Cost Proposal 1 1.3 m $7,500 Proposal 2 1.6 m $9,200 Proposal 3 0.9 m $4,500 Proposal 4 1.0 m $8,500 Which proposal meets the town's flood-protection goal while staying within its budget?", "context_html": "", "options": [ { "id": "cA1", "text": "Proposal 1", "plain": "Proposal 1", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Proposal 2", "plain": "Proposal 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Proposal 3", "plain": "Proposal 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Proposal 4", "plain": "Proposal 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 39, "item_id": "_14ad0de0-8a90-4f8d-82d4-e7f4004475bc", "type": "choice", "title": "Lunch Box Reviewer Notes", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Two reviewers, Rosa and Dev, test two insulated lunch boxes on two measured criteria: how cold the food stays after four hours (lower temperature is better) and how much water leaks out in a tip-over test (less leaking is better). Figure 1 shows their note cards.

Figure 1. Reviewer Note Cards

Rosa's measurements

MeasurementResult
Food temperature after 4 hoursBox 1: 6 C | Box 2: 11 C
Water leaked in tip-over testBox 1: 0 mL | Box 2: 15 mL

Dev's measurements

MeasurementResult
Food temperature after 4 hoursBox 1: 7 C | Box 2: 10 C
Water leaked in tip-over testBox 1: 2 mL | Box 2: 12 mL

Which statement is an OBJECTIVE evaluation that both reviewers' measurements fully support?

", "prompt_plain": "Two reviewers, Rosa and Dev, test two insulated lunch boxes on two measured criteria: how cold the food stays after four hours (lower temperature is better) and how much water leaks out in a tip-over test (less leaking is better). Figure 1 shows their note cards. Figure 1. Reviewer Note Cards Rosa's measurements Measurement Result Food temperature after 4 hours Box 1: 6 C | Box 2: 11 C Water leaked in tip-over test Box 1: 0 mL | Box 2: 15 mL Dev's measurements Measurement Result Food temperature after 4 hours Box 1: 7 C | Box 2: 10 C Water leaked in tip-over test Box 1: 2 mL | Box 2: 12 mL Which statement is an OBJECTIVE evaluation that both reviewers' measurements fully support?", "context_html": "", "options": [ { "id": "cA1", "text": "Box 1 is the better lunch box because its lid simply looks sturdier and more expensive than Box 2's.", "plain": "Box 1 is the better lunch box because its lid simply looks sturdier and more expensive than Box 2's.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Box 1 is the better choice because it kept the food colder than Box 2 in both reviewers' tests.", "plain": "Box 1 is the better choice because it kept the food colder than Box 2 in both reviewers' tests.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Box 1 outperformed Box 2 on both measures: it kept the food colder and leaked less in both reviewers' tests.", "plain": "Box 1 outperformed Box 2 on both measures: it kept the food colder and leaked less in both reviewers' tests.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Box 1 is the better choice: it leaked less than Box 2, and the two boxes kept the food equally cold.", "plain": "Box 1 is the better choice: it leaked less than Box 2, and the two boxes kept the food equally cold.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 40, "item_id": "_665e52e1-7987-407a-a778-3aadd987f7ff", "type": "gap-match", "title": "Gripper Design-Cycle Wheel", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A robotics club is designing a gripper to pick up small blocks. Figure 1 is the club's design-cycle wheel. It has five numbered stage spaces, one for each step of the class design cycle, in order.

Figure 1. The Design-Cycle Wheel

\"A

 

Drag each action card into the stage space where the club would do that action.

", "prompt_plain": "A robotics club is designing a gripper to pick up small blocks. Figure 1 is the club's design-cycle wheel. It has five numbered stage spaces, one for each step of the class design cycle, in order. Figure 1. The Design-Cycle Wheel Drag each action card into the stage space where the club would do that action.", "context_html": "", "options": [ { "id": "tok3", "text": "Count how many blocks the gripper lifts in ten tries, and note each time it drops one", "plain": "Count how many blocks the gripper lifts in ten tries, and note each time it drops one", "correct": false, "kind": "gap-token" }, { "id": "tok5", "text": "Widen the gripper's pads and run the ten tries again", "plain": "Widen the gripper's pads and run the ten tries again", "correct": false, "kind": "gap-token" }, { "id": "tok1", "text": "Sketch three possible gripper designs that could pick up the blocks", "plain": "Sketch three possible gripper designs that could pick up the blocks", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Study the test results to find why the gripper dropped some blocks", "plain": "Study the test results to find why the gripper dropped some blocks", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Build a cardboard-and-rubber-band model of the chosen gripper", "plain": "Build a cardboard-and-rubber-band model of the chosen gripper", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-33/images/img-s40-designwheel.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok1 gSp1", "tok2 gSp2", "tok3 gSp3", "tok4 gSp4", "tok5 gSp5" ] }, "n_options": 5 } ] }, { "form": "G6.34", "grade": "G6", "title": "Alpha Standardized Science G6.34", "test_id": "_test-c3f1c713-4b98-4f4d-99b1-0b346e3c96c4", "n_items": 40, "n_stimuli": 11, "stimuli": { "_3ff86b53-87af-4bb3-87ea-d22bea213a0a": { "title": "Winter-Storm Watch Desk", "html": "

Winter-Storm Watch Desk

A weather station in Great Falls, Montana, is tracking a winter storm system moving through the region. The station’s barometer measures air pressure in inches of mercury (in. Hg). Table 1 shows the station’s morning readings for four days. The forecast desk uses the readings to track how close the storm system is.

Table 1. Morning Station Readings

DayAir pressure (in. Hg)Air temperature (°C)Wind speed (km/h)
Monday30.30-48
Tuesday29.95-218
Wednesday29.58029
Thursday29.90-315
" }, "_2795a16a-6b97-4c46-812e-bbce3e879170": { "title": "Cattail Marsh Survey", "html": "

Cattail Marsh Survey

A wildlife crew has surveyed a cattail marsh every five years since 1995. Each survey counts muskrats, a plant-eating marsh rodent, and mink, the predators that hunt them. Table 1 shows the muskrat counts. Figure 1 shows the mink counts across the same years. No trapping was allowed during the study, and no disease was recorded.

Table 1. Muskrat Spring Counts

YearMuskrats counted
199522
200040
200566
201095
201570
202044
202525

Figure 1. Mink Counts, 1995-2025

\"Line

" }, "_b74edf4a-bb8e-4ac3-805a-c9392fada3ae": { "title": "Conifer Stand Notice", "html": "

Conifer Stand Notice

A forest team posts a notice about Cedar Hollow, a stand of tall conifer trees. For years, pine martens - small tree-climbing predators - hunted in the stand. In the spring the martens moved to a different stand far away. The team kept counting two animals, red squirrels and gray jays, before and after the martens left. Table 1 shows the average counts.

Table 1. Average Animal Counts at Cedar Hollow

AnimalAverage count before martens leftAverage count after martens left
Red squirrels1227
Gray jays819
" }, "_fd41174a-22b9-41ae-b183-3d23cdab5a26": { "title": "Skylight Pane Test", "html": "

Skylight Pane Test

A school is replacing the glazing, the clear panes, in the skylight above its art room. A facilities team tests four glazing samples with a light meter. For each sample, the team records the percent of light a pane reflects and the percent it transmits. Transmitted light passes through the pane. All light that strikes a pane is reflected, transmitted, or absorbed. Absorbed light turns into thermal energy inside the pane and warms the room unevenly. The team has two requirements. First, a sample must transmit at least 60 percent of the light so the room stays bright. Second, a sample may absorb no more than 12 percent of the light. Table 1 shows the light-meter results.

Table 1. Light-Meter Results

Glazing samplePercent of light reflectedPercent of light transmitted
Sample 136%58%
Sample 228%64%
Sample 320%66%
Sample 445%53%
" }, "_c3445856-1228-4b14-8618-bf2c2c62ed66": { "title": "Cat-Hutch Winterizing Work Order", "html": "

Cat-Hutch Winterizing Work Order

A pet-rescue group keeps a plywood cat hutch outdoors beside a barn. The crew receives a work order to winterize the hutch before the cold season. The work order lists two performance goals (Table 1). It also sets three limits: a $30 materials budget, a one-morning deadline, and no change to the entrance size. Table 2 lists the modifications the crew is considering.

Table 1. Performance Goals

GoalHow success is measured
Hold warmthOn a cold night, inside air stays at least 8°C warmer than outside air
Easy cleaningA worker can take out and rinse the bedding in under 3 minutes

Table 2. Modification Options

ModificationMain change
Line the inside walls and floor with thick wool blanketsInside surfaces become thick, fuzzy wool full of trapped air; the wool soaks up water and the inside space gets a little smaller
Attach a dark metal plate over the roofThe outside of the roof becomes dark metal instead of light plywood
Swap the cloth bedding for a smooth rubber matThe floor becomes smooth, hard rubber instead of cloth
Drill extra vent holes in the side wallsThe side walls gain several small open holes
" }, "_82161df1-534a-4746-806e-7df88364fc43": { "title": "Rolling Chair Push-Off", "html": "

Rolling Chair Push-Off

Two riders sit on office chairs with wheels, facing each other on a smooth, level floor. A single spring scale is held between their hands. Rider A has more mass than Rider B. On a signal, the riders push against the spring scale once and then let go. During the push the spring scale reads 60 newtons. Figure 1 shows the setup and how far each chair rolled afterward.

Figure 1. Rolling Chair Push-Off

\"Top

" }, "_abd31c14-31e1-4040-90b3-01b82bba24f3": { "title": "Farm-Share Box Gasket Test", "html": "

Farm-Share Box Gasket Test

A farm share delivers boxes of cold food to customers’ doorsteps. Each insulated box has a soft gasket that seals the lid shut. To compare four gasket materials, the crew sealed each one on its own identical box. They set all four boxes out on the same warm day. For each gasket, they measured how many hours the inside stayed below 5°C. They also recorded the cost of each gasket and its mass. Table 1 shows the results.

Table 1. Lid-Gasket Test Results

GasketMaterialHours the box stayed below 5°CCost (dollars)Mass (grams)
Gasket 1Felt strip9325
Gasket 2Foam rubber24860
Gasket 3Silicone bulb18540
Gasket 4Cork tape14430
" }, "_8fa03204-2542-46f1-b090-6bcd8fd99549": { "title": "Asteroid Survey Report", "html": "

Asteroid Survey Report

A space agency will send one probe to a single asteroid. All three asteroids below orbit the Sun inside the asteroid belt. A moonlet is a very small moon that can orbit a larger body such as an asteroid. Table 1 shows what telescopes have measured so far.

Table 1. Candidate Asteroids

MeasurementAsteroid JAsteroid KAsteroid L
Mass (trillions of kilograms)9,0009,00015,000
Diameter (kilometers)192522
Average distance from the Sun (millions of kilometers)350410380
Moonlets discovered010
" }, "_2c29cdfb-59cd-4707-9b78-7c08097cc55a": { "title": "Product-Formula Kit Check", "html": "

Product-Formula Kit Check

A lab card lists four household products. For each product, the card gives the chemical formula of its main substance (Table 1). Next to the card is a molecule-model kit. In the kit, a black ball stands for a carbon atom and a white ball stands for a hydrogen atom. A student uses the kit to build a model of one molecule of methane, the stove gas on the card. Figure 1 shows the student's model next to the kit tray.

Table 1. Household Products and Formulas

ProductMain substanceChemical formula
Drinking waterwaterH2O
Corn syrupglucoseC6H12O6
Stove gasmethaneCH4
Table saltsodium chlorideNaCl

Figure 1. The Model and the Kit Tray

\"An

" }, "_7dddcc01-e98a-4a4f-ba5f-80f1cd764aec": { "title": "Iguanas in Cold Water", "html": "

Iguanas in Cold Water

A field guide describes marine iguanas living on rocky islands at the equator. The iguanas dive from shore to graze on algae growing on the underwater rocks. Visitors expect warm water at the equator. But the shore water is surprisingly cold, and the mornings are often cool and foggy. Figure 1 is the guide’s map of the ocean current that flows past the islands. Table 1 gives surface water temperatures measured along the current’s path. Away from the current, at the same latitude as the islands, the ocean measures about 26°C.

Figure 1. Ocean Current Map

\"Map

Table 1. Water Temperature Along the Current

Location along the currentLatitudeSurface water temperature (°C)
Start, far to the south45°S11
Midway along the coast25°S14
At the islands0° (equator)18
" }, "_b1fbe94d-dc76-4f7d-835a-1a973f4e7b8c": { "title": "Bog Pond Under Ice", "html": "

Bog Pond Under Ice

A watershed scientist studies a small bog pond. In warm months the pond’s producers - underwater plants and algae - use sunlight to make food and add oxygen to the water. The pond’s fish, insects, and decomposers use oxygen all year long. In late autumn a thick layer of ice sealed the pond, and deep snow covered the ice until spring. A sensor beneath the ice recorded the water’s oxygen all winter (Figure 1). When the ice melted, the scientist found dead fish near the shore. Figure 2 shows the pond’s matter-cycling loop with two boxes left blank.

Figure 1. Oxygen in the Pond Water

\"Line

Figure 2. Pond Matter-Cycling Loop

\"A

" } }, "questions": [ { "n": 1, "item_id": "_cddc03a2-a54c-427d-bae3-338e25a1118d", "type": "choice", "title": "Cat-Hutch Warmth Modification", "standards": [ "MS-ETS1-4" ], "prompt_html": "

The crew decides to meet the hold-warmth goal first.

Which modification best meets the hold-warmth goal, and which side effect should the crew expect?

", "prompt_plain": "The crew decides to meet the hold-warmth goal first. Which modification best meets the hold-warmth goal, and which side effect should the crew expect?", "context_html": "", "options": [ { "id": "cA1", "text": "Attach a dark metal plate over the roof; the plate may rust and need repainting before next winter.", "plain": "Attach a dark metal plate over the roof; the plate may rust and need repainting before next winter.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Swap the cloth bedding for a smooth rubber mat; the mat will also rinse clean in just seconds.", "plain": "Swap the cloth bedding for a smooth rubber mat; the mat will also rinse clean in just seconds.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Line the inside walls and floor with thick wool; the damp wool will be slower to rinse and dry.", "plain": "Line the inside walls and floor with thick wool; the damp wool will be slower to rinse and dry.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Drill extra vent holes in the side walls; the moving air will also help keep the bedding drier.", "plain": "Drill extra vent holes in the side walls; the moving air will also help keep the bedding drier.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c3445856-1228-4b14-8618-bf2c2c62ed66" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Cat-Hutch Winterizing Work Order

A pet-rescue group keeps a plywood cat hutch outdoors beside a barn. The crew receives a work order to winterize the hutch before the cold season. The work order lists two performance goals (Table 1). It also sets three limits: a $30 materials budget, a one-morning deadline, and no change to the entrance size. Table 2 lists the modifications the crew is considering.

Table 1. Performance Goals

GoalHow success is measured
Hold warmthOn a cold night, inside air stays at least 8°C warmer than outside air
Easy cleaningA worker can take out and rinse the bedding in under 3 minutes

Table 2. Modification Options

ModificationMain change
Line the inside walls and floor with thick wool blanketsInside surfaces become thick, fuzzy wool full of trapped air; the wool soaks up water and the inside space gets a little smaller
Attach a dark metal plate over the roofThe outside of the roof becomes dark metal instead of light plywood
Swap the cloth bedding for a smooth rubber matThe floor becomes smooth, hard rubber instead of cloth
Drill extra vent holes in the side wallsThe side walls gain several small open holes
", "passage_plain": "Cat-Hutch Winterizing Work Order A pet-rescue group keeps a plywood cat hutch outdoors beside a barn. The crew receives a work order to winterize the hutch before the cold season. The work order lists two performance goals (Table 1). It also sets three limits: a $30 materials budget, a one-morning deadline, and no change to the entrance size. Table 2 lists the modifications the crew is considering. Table 1. Performance Goals Goal How success is measured Hold warmth On a cold night, inside air stays at least 8°C warmer than outside air Easy cleaning A worker can take out and rinse the bedding in under 3 minutes Table 2. Modification Options Modification Main change Line the inside walls and floor with thick wool blankets Inside surfaces become thick, fuzzy wool full of trapped air; the wool soaks up water and the inside space gets a little smaller Attach a dark metal plate over the roof The outside of the roof becomes dark metal instead of light plywood Swap the cloth bedding for a smooth rubber mat The floor becomes smooth, hard rubber instead of cloth Drill extra vent holes in the side walls The side walls gain several small open holes" }, { "n": 2, "item_id": "_37f12e48-f435-4f0d-a89e-697544db675d", "type": "choice", "title": "Cat-Hutch Design Problem", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Before choosing any modification, the crew writes down the design problem.

Which statement best defines the design problem in the work order?

", "prompt_plain": "Before choosing any modification, the crew writes down the design problem. Which statement best defines the design problem in the work order?", "context_html": "", "options": [ { "id": "cA2", "text": "Modify the hutch so it holds warmth on cold nights, while meeting the cost, time, and entrance-size limits.", "plain": "Modify the hutch so it holds warmth on cold nights, while meeting the cost, time, and entrance-size limits.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Modify the hutch so it holds warmth and stays easy to clean, while meeting the cost, time, and entrance-size limits.", "plain": "Modify the hutch so it holds warmth and stays easy to clean, while meeting the cost, time, and entrance-size limits.", "correct": true, "kind": "choice" }, { "id": "cC2", "text": "Modify the hutch so it holds warmth and stays easy to clean, using whatever winter supplies work best.", "plain": "Modify the hutch so it holds warmth and stays easy to clean, using whatever winter supplies work best.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "Choose the modification that adds the most warmth and rinses fastest, without worrying about the cost or time limits.", "plain": "Choose the modification that adds the most warmth and rinses fastest, without worrying about the cost or time limits.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c3445856-1228-4b14-8618-bf2c2c62ed66" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB2" ] }, "n_options": 4, "passage_html": "

Cat-Hutch Winterizing Work Order

A pet-rescue group keeps a plywood cat hutch outdoors beside a barn. The crew receives a work order to winterize the hutch before the cold season. The work order lists two performance goals (Table 1). It also sets three limits: a $30 materials budget, a one-morning deadline, and no change to the entrance size. Table 2 lists the modifications the crew is considering.

Table 1. Performance Goals

GoalHow success is measured
Hold warmthOn a cold night, inside air stays at least 8°C warmer than outside air
Easy cleaningA worker can take out and rinse the bedding in under 3 minutes

Table 2. Modification Options

ModificationMain change
Line the inside walls and floor with thick wool blanketsInside surfaces become thick, fuzzy wool full of trapped air; the wool soaks up water and the inside space gets a little smaller
Attach a dark metal plate over the roofThe outside of the roof becomes dark metal instead of light plywood
Swap the cloth bedding for a smooth rubber matThe floor becomes smooth, hard rubber instead of cloth
Drill extra vent holes in the side wallsThe side walls gain several small open holes
", "passage_plain": "Cat-Hutch Winterizing Work Order A pet-rescue group keeps a plywood cat hutch outdoors beside a barn. The crew receives a work order to winterize the hutch before the cold season. The work order lists two performance goals (Table 1). It also sets three limits: a $30 materials budget, a one-morning deadline, and no change to the entrance size. Table 2 lists the modifications the crew is considering. Table 1. Performance Goals Goal How success is measured Hold warmth On a cold night, inside air stays at least 8°C warmer than outside air Easy cleaning A worker can take out and rinse the bedding in under 3 minutes Table 2. Modification Options Modification Main change Line the inside walls and floor with thick wool blankets Inside surfaces become thick, fuzzy wool full of trapped air; the wool soaks up water and the inside space gets a little smaller Attach a dark metal plate over the roof The outside of the roof becomes dark metal instead of light plywood Swap the cloth bedding for a smooth rubber mat The floor becomes smooth, hard rubber instead of cloth Drill extra vent holes in the side walls The side walls gain several small open holes" }, { "n": 3, "item_id": "_e99183c0-775f-4c26-bfdf-d803c0586598", "type": "choice", "title": "Farm-Share Box Best Insulator", "standards": [ "MS-PS3-3" ], "prompt_html": "

Look at Table 1.

Which gasket does the best job of limiting the flow of thermal energy into the box?

", "prompt_plain": "Look at Table 1. Which gasket does the best job of limiting the flow of thermal energy into the box?", "context_html": "", "options": [ { "id": "cA3", "text": "Gasket 1, because it costs the fewest dollars of the four gaskets.", "plain": "Gasket 1, because it costs the fewest dollars of the four gaskets.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Gasket 3, because it has a greater mass than Gasket 1 or Gasket 4.", "plain": "Gasket 3, because it has a greater mass than Gasket 1 or Gasket 4.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "Gasket 4, because it balances a low cost with a middle hold time.", "plain": "Gasket 4, because it balances a low cost with a middle hold time.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Gasket 2, because it kept the inside cold for the most hours.", "plain": "Gasket 2, because it kept the inside cold for the most hours.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_abd31c14-31e1-4040-90b3-01b82bba24f3" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD3" ] }, "n_options": 4, "passage_html": "

Farm-Share Box Gasket Test

A farm share delivers boxes of cold food to customers’ doorsteps. Each insulated box has a soft gasket that seals the lid shut. To compare four gasket materials, the crew sealed each one on its own identical box. They set all four boxes out on the same warm day. For each gasket, they measured how many hours the inside stayed below 5°C. They also recorded the cost of each gasket and its mass. Table 1 shows the results.

Table 1. Lid-Gasket Test Results

GasketMaterialHours the box stayed below 5°CCost (dollars)Mass (grams)
Gasket 1Felt strip9325
Gasket 2Foam rubber24860
Gasket 3Silicone bulb18540
Gasket 4Cork tape14430
", "passage_plain": "Farm-Share Box Gasket Test A farm share delivers boxes of cold food to customers’ doorsteps. Each insulated box has a soft gasket that seals the lid shut. To compare four gasket materials, the crew sealed each one on its own identical box. They set all four boxes out on the same warm day. For each gasket, they measured how many hours the inside stayed below 5°C. They also recorded the cost of each gasket and its mass. Table 1 shows the results. Table 1. Lid-Gasket Test Results Gasket Material Hours the box stayed below 5°C Cost (dollars) Mass (grams) Gasket 1 Felt strip 9 3 25 Gasket 2 Foam rubber 24 8 60 Gasket 3 Silicone bulb 18 5 40 Gasket 4 Cork tape 14 4 30" }, { "n": 4, "item_id": "_725ea401-05ea-45a1-b2ce-456d0226cab2", "type": "choice", "title": "Farm-Share Gasket Trade-Offs", "standards": [ "MS-PS3-3" ], "prompt_html": "

The farm share picks the gasket that keeps the box cold for the most hours.

Choose the TWO statements that the test results in Table 1 support about this choice.

", "prompt_plain": "The farm share picks the gasket that keeps the box cold for the most hours. Choose the TWO statements that the test results in Table 1 support about this choice.", "context_html": "", "options": [ { "id": "cA4", "text": "The chosen gasket is the cheapest one of the four gaskets to buy.", "plain": "The chosen gasket is the cheapest one of the four gaskets to buy.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "The chosen gasket costs more money to buy than any other gasket here.", "plain": "The chosen gasket costs more money to buy than any other gasket here.", "correct": true, "kind": "choice" }, { "id": "cC4", "text": "The box stays coldest because the chosen gasket slowly adds coldness to the air.", "plain": "The box stays coldest because the chosen gasket slowly adds coldness to the air.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "The chosen gasket has a greater mass than any other gasket in the test.", "plain": "The chosen gasket has a greater mass than any other gasket in the test.", "correct": true, "kind": "choice" }, { "id": "cE4", "text": "The chosen gasket holds the cold longest because its mass is the smallest one.", "plain": "The chosen gasket holds the cold longest because its mass is the smallest one.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_abd31c14-31e1-4040-90b3-01b82bba24f3" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB4", "cD4" ] }, "n_options": 5, "passage_html": "

Farm-Share Box Gasket Test

A farm share delivers boxes of cold food to customers’ doorsteps. Each insulated box has a soft gasket that seals the lid shut. To compare four gasket materials, the crew sealed each one on its own identical box. They set all four boxes out on the same warm day. For each gasket, they measured how many hours the inside stayed below 5°C. They also recorded the cost of each gasket and its mass. Table 1 shows the results.

Table 1. Lid-Gasket Test Results

GasketMaterialHours the box stayed below 5°CCost (dollars)Mass (grams)
Gasket 1Felt strip9325
Gasket 2Foam rubber24860
Gasket 3Silicone bulb18540
Gasket 4Cork tape14430
", "passage_plain": "Farm-Share Box Gasket Test A farm share delivers boxes of cold food to customers’ doorsteps. Each insulated box has a soft gasket that seals the lid shut. To compare four gasket materials, the crew sealed each one on its own identical box. They set all four boxes out on the same warm day. For each gasket, they measured how many hours the inside stayed below 5°C. They also recorded the cost of each gasket and its mass. Table 1 shows the results. Table 1. Lid-Gasket Test Results Gasket Material Hours the box stayed below 5°C Cost (dollars) Mass (grams) Gasket 1 Felt strip 9 3 25 Gasket 2 Foam rubber 24 8 60 Gasket 3 Silicone bulb 18 5 40 Gasket 4 Cork tape 14 4 30" }, { "n": 5, "item_id": "_18031388-961f-428c-9e2b-cc383bb0903c", "type": "choice", "title": "Iguana Islands Cold Shore", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Shore water at the islands is about 8°C colder than ocean water away from the current at the same latitude.

Which explanation of the cold shore water is best supported by Figure 1 and Table 1?

", "prompt_plain": "Shore water at the islands is about 8°C colder than ocean water away from the current at the same latitude. Which explanation of the cold shore water is best supported by Figure 1 and Table 1?", "context_html": "", "options": [ { "id": "cA5", "text": "Cold water rises straight up to the surface at the islands from deep on the ocean floor.", "plain": "Cold water rises straight up to the surface at the islands from deep on the ocean floor.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "The current carries cold surface water from far south of the islands up the coast to their shores.", "plain": "The current carries cold surface water from far south of the islands up the coast to their shores.", "correct": true, "kind": "choice" }, { "id": "cC5", "text": "Strong sea winds blowing across the open shore chill the surface water near the islands.", "plain": "Strong sea winds blowing across the open shore chill the surface water near the islands.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "The current carries the islands’ warm surface water southward, leaving colder water at the shore.", "plain": "The current carries the islands’ warm surface water southward, leaving colder water at the shore.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7dddcc01-e98a-4a4f-ba5f-80f1cd764aec" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB5" ] }, "n_options": 4, "passage_html": "

Iguanas in Cold Water

A field guide describes marine iguanas living on rocky islands at the equator. The iguanas dive from shore to graze on algae growing on the underwater rocks. Visitors expect warm water at the equator. But the shore water is surprisingly cold, and the mornings are often cool and foggy. Figure 1 is the guide’s map of the ocean current that flows past the islands. Table 1 gives surface water temperatures measured along the current’s path. Away from the current, at the same latitude as the islands, the ocean measures about 26°C.

Figure 1. Ocean Current Map

\"Map

Table 1. Water Temperature Along the Current

Location along the currentLatitudeSurface water temperature (°C)
Start, far to the south45°S11
Midway along the coast25°S14
At the islands0° (equator)18
", "passage_plain": "Iguanas in Cold Water A field guide describes marine iguanas living on rocky islands at the equator. The iguanas dive from shore to graze on algae growing on the underwater rocks. Visitors expect warm water at the equator. But the shore water is surprisingly cold, and the mornings are often cool and foggy. Figure 1 is the guide’s map of the ocean current that flows past the islands. Table 1 gives surface water temperatures measured along the current’s path. Away from the current, at the same latitude as the islands, the ocean measures about 26°C. Figure 1. Ocean Current Map Table 1. Water Temperature Along the Current Location along the current Latitude Surface water temperature (°C) Start, far to the south 45°S 11 Midway along the coast 25°S 14 At the islands 0° (equator) 18" }, { "n": 6, "item_id": "_1d5dbfac-6aa1-40c0-b143-0f1e02bfe91d", "type": "hottext", "title": "Iguana Islands Climate Page", "standards": [ "MS-ESS2-6" ], "prompt_html": "

The field guide’s climate page contains five draft sentences about the islands’ shore.

Select the ONE sentence that correctly explains why the shore is often cool and foggy.

", "prompt_plain": "The field guide’s climate page contains five draft sentences about the islands’ shore. Select the ONE sentence that correctly explains why the shore is often cool and foggy.", "context_html": "", "options": [ { "id": "hA6", "text": "The shore stays cool because the equatorial islands receive weaker sunlight than the nearby waters do.", "plain": "The shore stays cool because the equatorial islands receive weaker sunlight than the nearby waters do.", "correct": false, "kind": "hottext" }, { "id": "hB6", "text": "Mornings turn foggy because the cold shore water makes seawater evaporate into the air more quickly.", "plain": "Mornings turn foggy because the cold shore water makes seawater evaporate into the air more quickly.", "correct": false, "kind": "hottext" }, { "id": "hC6", "text": "The shore stays cool because equatorial rock cannot store the Sun’s heat for very long.", "plain": "The shore stays cool because equatorial rock cannot store the Sun’s heat for very long.", "correct": false, "kind": "hottext" }, { "id": "hD6", "text": "Air above the cold current cools, its water vapor condenses into fog, and the shore stays cool.", "plain": "Air above the cold current cools, its water vapor condenses into fog, and the shore stays cool.", "correct": true, "kind": "hottext" }, { "id": "hE6", "text": "The current chills the beach rocks at night, and the rocks give that stored cold back each day.", "plain": "The current chills the beach rocks at night, and the rocks give that stored cold back each day.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_7dddcc01-e98a-4a4f-ba5f-80f1cd764aec" ], "key_letters": "", "key_values": { "RESPONSE": [ "hD6" ] }, "n_options": 5, "passage_html": "

Iguanas in Cold Water

A field guide describes marine iguanas living on rocky islands at the equator. The iguanas dive from shore to graze on algae growing on the underwater rocks. Visitors expect warm water at the equator. But the shore water is surprisingly cold, and the mornings are often cool and foggy. Figure 1 is the guide’s map of the ocean current that flows past the islands. Table 1 gives surface water temperatures measured along the current’s path. Away from the current, at the same latitude as the islands, the ocean measures about 26°C.

Figure 1. Ocean Current Map

\"Map

Table 1. Water Temperature Along the Current

Location along the currentLatitudeSurface water temperature (°C)
Start, far to the south45°S11
Midway along the coast25°S14
At the islands0° (equator)18
", "passage_plain": "Iguanas in Cold Water A field guide describes marine iguanas living on rocky islands at the equator. The iguanas dive from shore to graze on algae growing on the underwater rocks. Visitors expect warm water at the equator. But the shore water is surprisingly cold, and the mornings are often cool and foggy. Figure 1 is the guide’s map of the ocean current that flows past the islands. Table 1 gives surface water temperatures measured along the current’s path. Away from the current, at the same latitude as the islands, the ocean measures about 26°C. Figure 1. Ocean Current Map Table 1. Water Temperature Along the Current Location along the current Latitude Surface water temperature (°C) Start, far to the south 45°S 11 Midway along the coast 25°S 14 At the islands 0° (equator) 18" }, { "n": 7, "item_id": "_a83f479b-4196-421c-b123-5082e4e7d70b", "type": "choice", "title": "Cattail Marsh Muskrat Graph", "standards": [ "MS-LS2-1" ], "prompt_html": "

Study the muskrat counts in Table 1.

Which of the four graphs best matches those counts across the years 1995 through 2025?

\"Four

", "prompt_plain": "Study the muskrat counts in Table 1. Which of the four graphs best matches those counts across the years 1995 through 2025?", "context_html": "", "options": [ { "id": "cA7", "text": "Graph A", "plain": "Graph A", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "Graph B", "plain": "Graph B", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "Graph C", "plain": "Graph C", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "Graph D", "plain": "Graph D", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot07-item.png" ], "stimulus_ids": [ "_2795a16a-6b97-4c46-812e-bbce3e879170" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA7" ] }, "n_options": 4, "passage_html": "

Cattail Marsh Survey

A wildlife crew has surveyed a cattail marsh every five years since 1995. Each survey counts muskrats, a plant-eating marsh rodent, and mink, the predators that hunt them. Table 1 shows the muskrat counts. Figure 1 shows the mink counts across the same years. No trapping was allowed during the study, and no disease was recorded.

Table 1. Muskrat Spring Counts

YearMuskrats counted
199522
200040
200566
201095
201570
202044
202525

Figure 1. Mink Counts, 1995-2025

\"Line

", "passage_plain": "Cattail Marsh Survey A wildlife crew has surveyed a cattail marsh every five years since 1995. Each survey counts muskrats, a plant-eating marsh rodent, and mink, the predators that hunt them. Table 1 shows the muskrat counts. Figure 1 shows the mink counts across the same years. No trapping was allowed during the study, and no disease was recorded. Table 1. Muskrat Spring Counts Year Muskrats counted 1995 22 2000 40 2005 66 2010 95 2015 70 2020 44 2025 25 Figure 1. Mink Counts, 1995-2025" }, { "n": 8, "item_id": "_7050c144-6dcb-40b6-a13c-797152fbb84e", "type": "choice", "title": "Cattail Marsh Mink Decline", "standards": [ "MS-LS2-1" ], "prompt_html": "

After 2015, the mink count in Figure 1 fell.

Based on Table 1 and Figure 1, which statement best explains why the mink count fell?

", "prompt_plain": "After 2015, the mink count in Figure 1 fell. Based on Table 1 and Figure 1, which statement best explains why the mink count fell?", "context_html": "", "options": [ { "id": "cA8", "text": "Unusually harsh winters after 2015 killed many of the marsh’s mink.", "plain": "Unusually harsh winters after 2015 killed many of the marsh’s mink.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The mink grew older as a group and raised too few young mink.", "plain": "The mink grew older as a group and raised too few young mink.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Fewer muskrats were left to hunt, so the marsh could feed fewer mink.", "plain": "Fewer muskrats were left to hunt, so the marsh could feed fewer mink.", "correct": true, "kind": "choice" }, { "id": "cD8", "text": "The muskrats began competing with the mink for the very same food supply.", "plain": "The muskrats began competing with the mink for the very same food supply.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2795a16a-6b97-4c46-812e-bbce3e879170" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC8" ] }, "n_options": 4, "passage_html": "

Cattail Marsh Survey

A wildlife crew has surveyed a cattail marsh every five years since 1995. Each survey counts muskrats, a plant-eating marsh rodent, and mink, the predators that hunt them. Table 1 shows the muskrat counts. Figure 1 shows the mink counts across the same years. No trapping was allowed during the study, and no disease was recorded.

Table 1. Muskrat Spring Counts

YearMuskrats counted
199522
200040
200566
201095
201570
202044
202525

Figure 1. Mink Counts, 1995-2025

\"Line

", "passage_plain": "Cattail Marsh Survey A wildlife crew has surveyed a cattail marsh every five years since 1995. Each survey counts muskrats, a plant-eating marsh rodent, and mink, the predators that hunt them. Table 1 shows the muskrat counts. Figure 1 shows the mink counts across the same years. No trapping was allowed during the study, and no disease was recorded. Table 1. Muskrat Spring Counts Year Muskrats counted 1995 22 2000 40 2005 66 2010 95 2015 70 2020 44 2025 25 Figure 1. Mink Counts, 1995-2025" }, { "n": 9, "item_id": "_017ce0dc-7b3b-48ef-aa22-6208a0aad639", "type": "choice", "title": "Winter-Storm Watch (Part A)", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part A

Study the four morning readings in Table 1.

On which day is the winter-storm system most likely nearest to the Great Falls station?

", "prompt_plain": "Part A Study the four morning readings in Table 1. On which day is the winter-storm system most likely nearest to the Great Falls station?", "context_html": "", "options": [ { "id": "cA9", "text": "Monday", "plain": "Monday", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "Tuesday", "plain": "Tuesday", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "Wednesday", "plain": "Wednesday", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "Thursday", "plain": "Thursday", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3ff86b53-87af-4bb3-87ea-d22bea213a0a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC9" ] }, "n_options": 4, "passage_html": "

Winter-Storm Watch Desk

A weather station in Great Falls, Montana, is tracking a winter storm system moving through the region. The station’s barometer measures air pressure in inches of mercury (in. Hg). Table 1 shows the station’s morning readings for four days. The forecast desk uses the readings to track how close the storm system is.

Table 1. Morning Station Readings

DayAir pressure (in. Hg)Air temperature (°C)Wind speed (km/h)
Monday30.30-48
Tuesday29.95-218
Wednesday29.58029
Thursday29.90-315
", "passage_plain": "Winter-Storm Watch Desk A weather station in Great Falls, Montana, is tracking a winter storm system moving through the region. The station’s barometer measures air pressure in inches of mercury (in. Hg). Table 1 shows the station’s morning readings for four days. The forecast desk uses the readings to track how close the storm system is. Table 1. Morning Station Readings Day Air pressure (in. Hg) Air temperature (°C) Wind speed (km/h) Monday 30.30 -4 8 Tuesday 29.95 -2 18 Wednesday 29.58 0 29 Thursday 29.90 -3 15" }, { "n": 10, "item_id": "_096e8a92-43bf-41ec-90ad-8a302c6a2dd1", "type": "choice", "title": "Winter-Storm Watch (Part B)", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Part B

Which pattern in the four-day readings best backs up your Part A choice that the system is most likely nearest on Wednesday?

", "prompt_plain": "Part B Which pattern in the four-day readings best backs up your Part A choice that the system is most likely nearest on Wednesday?", "context_html": "", "options": [ { "id": "cA10", "text": "The air temperature rose from Monday through Wednesday and then fell again on Thursday.", "plain": "The air temperature rose from Monday through Wednesday and then fell again on Thursday.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "The wind speed on Monday morning was the lowest single reading of the four days.", "plain": "The wind speed on Monday morning was the lowest single reading of the four days.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "The air pressure reading on Tuesday was higher than the reading on Wednesday.", "plain": "The air pressure reading on Tuesday was higher than the reading on Wednesday.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "The air pressure fell to its lowest on Wednesday while the wind was strongest.", "plain": "The air pressure fell to its lowest on Wednesday while the wind was strongest.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3ff86b53-87af-4bb3-87ea-d22bea213a0a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD10" ] }, "n_options": 4, "passage_html": "

Winter-Storm Watch Desk

A weather station in Great Falls, Montana, is tracking a winter storm system moving through the region. The station’s barometer measures air pressure in inches of mercury (in. Hg). Table 1 shows the station’s morning readings for four days. The forecast desk uses the readings to track how close the storm system is.

Table 1. Morning Station Readings

DayAir pressure (in. Hg)Air temperature (°C)Wind speed (km/h)
Monday30.30-48
Tuesday29.95-218
Wednesday29.58029
Thursday29.90-315
", "passage_plain": "Winter-Storm Watch Desk A weather station in Great Falls, Montana, is tracking a winter storm system moving through the region. The station’s barometer measures air pressure in inches of mercury (in. Hg). Table 1 shows the station’s morning readings for four days. The forecast desk uses the readings to track how close the storm system is. Table 1. Morning Station Readings Day Air pressure (in. Hg) Air temperature (°C) Wind speed (km/h) Monday 30.30 -4 8 Tuesday 29.95 -2 18 Wednesday 29.58 0 29 Thursday 29.90 -3 15" }, { "n": 11, "item_id": "_f50d62f6-829d-414b-a16a-5d77972328d0", "type": "choice", "title": "Asteroid Probe Target", "standards": [ "MS-ESS1-3" ], "prompt_html": "

The team wants to visit the asteroid whose own gravity pulls hardest on nearby objects.

Look at Table 1. Which asteroid should the team choose, and why?

", "prompt_plain": "The team wants to visit the asteroid whose own gravity pulls hardest on nearby objects. Look at Table 1. Which asteroid should the team choose, and why?", "context_html": "", "options": [ { "id": "cA11", "text": "Asteroid K, because it has the largest diameter, and a wider body produces a stronger pull.", "plain": "Asteroid K, because it has the largest diameter, and a wider body produces a stronger pull.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Asteroid J, because it orbits closest to the Sun, so the Sun’s gravity adds to its own pull.", "plain": "Asteroid J, because it orbits closest to the Sun, so the Sun’s gravity adds to its own pull.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "Asteroid L, because it is the most massive of the three, giving the strongest pull.", "plain": "Asteroid L, because it is the most massive of the three, giving the strongest pull.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "Asteroid K, because a magnetic pull, not gravity, is what holds a small moonlet near an asteroid.", "plain": "Asteroid K, because a magnetic pull, not gravity, is what holds a small moonlet near an asteroid.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8fa03204-2542-46f1-b090-6bcd8fd99549" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Asteroid Survey Report

A space agency will send one probe to a single asteroid. All three asteroids below orbit the Sun inside the asteroid belt. A moonlet is a very small moon that can orbit a larger body such as an asteroid. Table 1 shows what telescopes have measured so far.

Table 1. Candidate Asteroids

MeasurementAsteroid JAsteroid KAsteroid L
Mass (trillions of kilograms)9,0009,00015,000
Diameter (kilometers)192522
Average distance from the Sun (millions of kilometers)350410380
Moonlets discovered010
", "passage_plain": "Asteroid Survey Report A space agency will send one probe to a single asteroid. All three asteroids below orbit the Sun inside the asteroid belt. A moonlet is a very small moon that can orbit a larger body such as an asteroid. Table 1 shows what telescopes have measured so far. Table 1. Candidate Asteroids Measurement Asteroid J Asteroid K Asteroid L Mass (trillions of kilograms) 9,000 9,000 15,000 Diameter (kilometers) 19 25 22 Average distance from the Sun (millions of kilometers) 350 410 380 Moonlets discovered 0 1 0" }, { "n": 12, "item_id": "_647fc492-a95b-40f2-8cd3-a45d0abefb66", "type": "choice", "title": "Asteroid Table Claims", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Look at Table 1. Choose the TWO statements that the measurements support.

", "prompt_plain": "Look at Table 1. Choose the TWO statements that the measurements support.", "context_html": "", "options": [ { "id": "cA12", "text": "The asteroid with the largest diameter also has the greatest mass of the three.", "plain": "The asteroid with the largest diameter also has the greatest mass of the three.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Asteroid L has the greatest mass, though it is not the widest of the three asteroids.", "plain": "Asteroid L has the greatest mass, though it is not the widest of the three asteroids.", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "Asteroid J and Asteroid K must be the same size because their masses are equal.", "plain": "Asteroid J and Asteroid K must be the same size because their masses are equal.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Asteroid L orbits farther from the Sun than either of the other asteroids.", "plain": "Asteroid L orbits farther from the Sun than either of the other asteroids.", "correct": false, "kind": "choice" }, { "id": "cE12", "text": "So far a moonlet has been discovered at only one of the three asteroids.", "plain": "So far a moonlet has been discovered at only one of the three asteroids.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8fa03204-2542-46f1-b090-6bcd8fd99549" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB12", "cE12" ] }, "n_options": 5, "passage_html": "

Asteroid Survey Report

A space agency will send one probe to a single asteroid. All three asteroids below orbit the Sun inside the asteroid belt. A moonlet is a very small moon that can orbit a larger body such as an asteroid. Table 1 shows what telescopes have measured so far.

Table 1. Candidate Asteroids

MeasurementAsteroid JAsteroid KAsteroid L
Mass (trillions of kilograms)9,0009,00015,000
Diameter (kilometers)192522
Average distance from the Sun (millions of kilometers)350410380
Moonlets discovered010
", "passage_plain": "Asteroid Survey Report A space agency will send one probe to a single asteroid. All three asteroids below orbit the Sun inside the asteroid belt. A moonlet is a very small moon that can orbit a larger body such as an asteroid. Table 1 shows what telescopes have measured so far. Table 1. Candidate Asteroids Measurement Asteroid J Asteroid K Asteroid L Mass (trillions of kilograms) 9,000 9,000 15,000 Diameter (kilometers) 19 25 22 Average distance from the Sun (millions of kilometers) 350 410 380 Moonlets discovered 0 1 0" }, { "n": 13, "item_id": "_53280100-b6e1-4ae2-affa-d99b761ddf34", "type": "choice", "title": "Sunflower Cell Chloroplasts", "standards": [ "MS-LS1-2" ], "prompt_html": "

A student uses a microscope to examine thin slices of a sunflower plant. The student views many cells from a leaf and many cells from a stem of the same plant. Each card below shows one typical cell and the number of chloroplasts the student counted in it.

\"Two

Which claim about the sunflower plant do the chloroplast counts best support?

", "prompt_plain": "A student uses a microscope to examine thin slices of a sunflower plant. The student views many cells from a leaf and many cells from a stem of the same plant. Each card below shows one typical cell and the number of chloroplasts the student counted in it. Which claim about the sunflower plant do the chloroplast counts best support?", "context_html": "", "options": [ { "id": "cA13", "text": "Its stem cells release more energy from food than its leaf cells do.", "plain": "Its stem cells release more energy from food than its leaf cells do.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Its leaf cells capture more light to make food than its stem cells do.", "plain": "Its leaf cells capture more light to make food than its stem cells do.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "Its leaf cells are much larger in size than its stem cells are.", "plain": "Its leaf cells are much larger in size than its stem cells are.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Its stem cells are no longer living parts of the plant.", "plain": "Its stem cells are no longer living parts of the plant.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot13.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_65324552-3a36-407e-bf2a-213c6397b196", "type": "choice", "title": "Cell Under the Microscope", "standards": [ "MS-LS1-1" ], "prompt_html": "

A student looked at a cell under a microscope and wrote these notes:

\"Shaped like a soft, rounded tile with no stiff outer wall - only a thin membrane wraps the cell. No green ovals are anywhere inside. One round nucleus sits near the middle. Tiny rod-shaped parts are spread through the cell. The cell is packed edge to edge with other cells just like it, forming a flat sheet.\"

Which type of cell did the student most likely describe?

", "prompt_plain": "A student looked at a cell under a microscope and wrote these notes: \"Shaped like a soft, rounded tile with no stiff outer wall - only a thin membrane wraps the cell. No green ovals are anywhere inside. One round nucleus sits near the middle. Tiny rod-shaped parts are spread through the cell. The cell is packed edge to edge with other cells just like it, forming a flat sheet.\" Which type of cell did the student most likely describe?", "context_html": "", "options": [ { "id": "cA14", "text": "a leaf cell from a plant", "plain": "a leaf cell from a plant", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "a one-celled organism from pond water", "plain": "a one-celled organism from pond water", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "a skin cell from an animal", "plain": "a skin cell from an animal", "correct": true, "kind": "choice" }, { "id": "cD14", "text": "a root cell from a plant", "plain": "a root cell from a plant", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC14" ] }, "n_options": 4 }, { "n": 15, "item_id": "_18a9259a-57ed-432e-aa49-a571d4451a50", "type": "hottext", "title": "Bog Pond Oxygen Report", "standards": [ "MS-LS2-3" ], "prompt_html": "

The draft report ends with five explanation sentences suggested by the scientist’s volunteers.

Select the ONE sentence that correctly explains the falling oxygen shown in Figure 1.

", "prompt_plain": "The draft report ends with five explanation sentences suggested by the scientist’s volunteers. Select the ONE sentence that correctly explains the falling oxygen shown in Figure 1.", "context_html": "", "options": [ { "id": "hA15", "text": "The weight of the thick ice pressed down and slowly squeezed the dissolved oxygen out of the pond water.", "plain": "The weight of the thick ice pressed down and slowly squeezed the dissolved oxygen out of the pond water.", "correct": false, "kind": "hottext" }, { "id": "hB15", "text": "Snow blocked the sunlight, so the pond’s producers made less food and oxygen while the animals kept using it.", "plain": "Snow blocked the sunlight, so the pond’s producers made less food and oxygen while the animals kept using it.", "correct": true, "kind": "hottext" }, { "id": "hC15", "text": "The pond water grew too cold to hold its oxygen, because cold water holds less dissolved gas than warm water.", "plain": "The pond water grew too cold to hold its oxygen, because cold water holds less dissolved gas than warm water.", "correct": false, "kind": "hottext" }, { "id": "hD15", "text": "The fish breathed much faster than usual, because fish must burn extra food to keep their bodies warm in winter.", "plain": "The fish breathed much faster than usual, because fish must burn extra food to keep their bodies warm in winter.", "correct": false, "kind": "hottext" }, { "id": "hE15", "text": "With less sunlight reaching the pond, the water itself made less new oxygen while the pond’s animals kept using it.", "plain": "With less sunlight reaching the pond, the water itself made less new oxygen while the pond’s animals kept using it.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_b1fbe94d-dc76-4f7d-835a-1a973f4e7b8c" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB15" ] }, "n_options": 5, "passage_html": "

Bog Pond Under Ice

A watershed scientist studies a small bog pond. In warm months the pond’s producers - underwater plants and algae - use sunlight to make food and add oxygen to the water. The pond’s fish, insects, and decomposers use oxygen all year long. In late autumn a thick layer of ice sealed the pond, and deep snow covered the ice until spring. A sensor beneath the ice recorded the water’s oxygen all winter (Figure 1). When the ice melted, the scientist found dead fish near the shore. Figure 2 shows the pond’s matter-cycling loop with two boxes left blank.

Figure 1. Oxygen in the Pond Water

\"Line

Figure 2. Pond Matter-Cycling Loop

\"A

", "passage_plain": "Bog Pond Under Ice A watershed scientist studies a small bog pond. In warm months the pond’s producers - underwater plants and algae - use sunlight to make food and add oxygen to the water. The pond’s fish, insects, and decomposers use oxygen all year long. In late autumn a thick layer of ice sealed the pond, and deep snow covered the ice until spring. A sensor beneath the ice recorded the water’s oxygen all winter (Figure 1). When the ice melted, the scientist found dead fish near the shore. Figure 2 shows the pond’s matter-cycling loop with two boxes left blank. Figure 1. Oxygen in the Pond Water Figure 2. Pond Matter-Cycling Loop" }, { "n": 16, "item_id": "_cd2fe663-91ea-4bb3-89a5-cd12af682cab", "type": "gap-match", "title": "Pond Matter-Cycling Loop", "standards": [ "MS-LS2-3" ], "prompt_html": "

Figure 2 is a model of how matter moves around the pond. Two of its role boxes have been left unlabeled.

 

Pick the correct role tile for each unlabeled box so the model is complete.

", "prompt_plain": "Figure 2 is a model of how matter moves around the pond. Two of its role boxes have been left unlabeled. Pick the correct role tile for each unlabeled box so the model is complete.", "context_html": "", "options": [ { "id": "tok1", "text": "Decomposers", "plain": "Decomposers", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Sunlight", "plain": "Sunlight", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Consumers", "plain": "Consumers", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Heat", "plain": "Heat", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_b1fbe94d-dc76-4f7d-835a-1a973f4e7b8c" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok3 G1", "tok1 G2" ] }, "n_options": 4, "passage_html": "

Bog Pond Under Ice

A watershed scientist studies a small bog pond. In warm months the pond’s producers - underwater plants and algae - use sunlight to make food and add oxygen to the water. The pond’s fish, insects, and decomposers use oxygen all year long. In late autumn a thick layer of ice sealed the pond, and deep snow covered the ice until spring. A sensor beneath the ice recorded the water’s oxygen all winter (Figure 1). When the ice melted, the scientist found dead fish near the shore. Figure 2 shows the pond’s matter-cycling loop with two boxes left blank.

Figure 1. Oxygen in the Pond Water

\"Line

Figure 2. Pond Matter-Cycling Loop

\"A

", "passage_plain": "Bog Pond Under Ice A watershed scientist studies a small bog pond. In warm months the pond’s producers - underwater plants and algae - use sunlight to make food and add oxygen to the water. The pond’s fish, insects, and decomposers use oxygen all year long. In late autumn a thick layer of ice sealed the pond, and deep snow covered the ice until spring. A sensor beneath the ice recorded the water’s oxygen all winter (Figure 1). When the ice melted, the scientist found dead fish near the shore. Figure 2 shows the pond’s matter-cycling loop with two boxes left blank. Figure 1. Oxygen in the Pond Water Figure 2. Pond Matter-Cycling Loop" }, { "n": 17, "item_id": "_913e99c7-e06e-42e3-be29-b0fe51569d61", "type": "choice", "title": "Schoolyard Orbit Walk", "standards": [ "MS-ESS1-1" ], "prompt_html": "

In a schoolyard model, a ball at the center of a large chalk circle stands for the Sun. A tilted globe is carried around the chalk circle, and its axis keeps pointing the same way for the whole trip. Several spots are marked on the circle. At Spot 1, the globe’s Northern Hemisphere leans away from the Sun. Spot 2 is one quarter of the way around the circle past Spot 1.

\"A

As the globe is carried from Spot 1 to Spot 2, which season change happens in the Northern Hemisphere?

", "prompt_plain": "In a schoolyard model, a ball at the center of a large chalk circle stands for the Sun. A tilted globe is carried around the chalk circle, and its axis keeps pointing the same way for the whole trip. Several spots are marked on the circle. At Spot 1, the globe’s Northern Hemisphere leans away from the Sun. Spot 2 is one quarter of the way around the circle past Spot 1. As the globe is carried from Spot 1 to Spot 2, which season change happens in the Northern Hemisphere?", "context_html": "", "options": [ { "id": "cA17", "text": "Winter turns to spring.", "plain": "Winter turns to spring.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "Spring turns to summer.", "plain": "Spring turns to summer.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Summer turns to fall.", "plain": "Summer turns to fall.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Fall turns to winter.", "plain": "Fall turns to winter.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot17.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA17" ] }, "n_options": 4 }, { "n": 18, "item_id": "_4994fca6-bf0b-45ac-8dce-f21633ea5b1e", "type": "inline-choice", "title": "Why the Sun Outshines Stars", "standards": [ "MS-ESS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A student wonders why the Sun looks far brighter than any star we see at night.

Choose the word or phrase that correctly completes each sentence.

The Sun appears brighter than every night-time star mainly because it is .

Compared with the Sun, the stars we see at night are .

If the Sun sat as far from us as those night-time stars, it would appear as .

", "options": [ { "id": "cB1O7948079a0", "text": "the biggest star that exists", "plain": "the biggest star that exists", "correct": false, "kind": "inline" }, { "id": "cB1Oa022841dd", "text": "the hottest star that exists", "plain": "the hottest star that exists", "correct": false, "kind": "inline" }, { "id": "cB1Ob5229d343", "text": "the star nearest to Earth", "plain": "the star nearest to Earth", "correct": true, "kind": "inline" }, { "id": "cB2O9a253f800", "text": "only slightly farther away", "plain": "only slightly farther away", "correct": false, "kind": "inline" }, { "id": "cB2O2c8bff887", "text": "spinning around Earth each night", "plain": "spinning around Earth each night", "correct": false, "kind": "inline" }, { "id": "cB2O28cceece0", "text": "enormously farther away", "plain": "enormously farther away", "correct": true, "kind": "inline" }, { "id": "cB3Oe1bddd43b", "text": "a bright glowing disk", "plain": "a bright glowing disk", "correct": false, "kind": "inline" }, { "id": "cB3Offb6c9f4b", "text": "the same brilliant Sun as now", "plain": "the same brilliant Sun as now", "correct": false, "kind": "inline" }, { "id": "cB3O0bf58836d", "text": "a tiny dim speck", "plain": "a tiny dim speck", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Ob5229d343" ], "RESPONSE2": [ "cB2O28cceece0" ], "RESPONSE3": [ "cB3O0bf58836d" ] }, "n_options": 9 }, { "n": 19, "item_id": "_b3c15610-96b8-44fe-9781-51b356aafecc", "type": "choice", "title": "Two Galaxy Shapes", "standards": [ "MS-ESS1-2" ], "prompt_html": "

A poster shows two common galaxy shapes as Panel 1 and Panel 2.

\"A

Which statement about the Milky Way galaxy is correct?

", "prompt_plain": "A poster shows two common galaxy shapes as Panel 1 and Panel 2. Which statement about the Milky Way galaxy is correct?", "context_html": "", "options": [ { "id": "cA19", "text": "Panel 1: the Milky Way is an elliptical galaxy made up of only the Sun and its planets.", "plain": "Panel 1: the Milky Way is an elliptical galaxy made up of only the Sun and its planets.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "Panel 2: the Milky Way is a spiral galaxy small enough to fit inside our solar system.", "plain": "Panel 2: the Milky Way is a spiral galaxy small enough to fit inside our solar system.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Panel 1: the Milky Way is a distant elliptical galaxy whose stars never appear in our night sky.", "plain": "Panel 1: the Milky Way is a distant elliptical galaxy whose stars never appear in our night sky.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Panel 2: the Milky Way is a spiral galaxy whose curving arms hold hundreds of billions of stars.", "plain": "Panel 2: the Milky Way is a spiral galaxy whose curving arms hold hundreds of billions of stars.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot19.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_46c64ac1-6b37-46cc-ae40-e59dead9e43b", "type": "gap-match", "title": "Water Cycle Drivers", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Two things keep water on the move through the water cycle: energy from the Sun and gravity. Each card below names one process in that cycle.

 

Drop the main driver of each process onto its card. A driver may be used more than once.

", "prompt_plain": "Two things keep water on the move through the water cycle: energy from the Sun and gravity. Each card below names one process in that cycle. Drop the main driver of each process onto its card. A driver may be used more than once.", "context_html": "", "options": [ { "id": "tok1", "text": "the Sun’s energy", "plain": "the Sun’s energy", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "gravity", "plain": "gravity", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok2 G1", "tok1 G2", "tok2 G3", "tok1 G4", "tok2 G5" ] }, "n_options": 2 }, { "n": 21, "item_id": "_13068bda-f850-4279-8e30-f151c6ea8604", "type": "text-entry", "title": "Town Water Per Person", "standards": [ "MS-ESS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A town water report lists how much water the whole town used in one day and how many people live there. Table 1 shows the two numbers.

Table 1. One-Day Town Water Report

MeasurementValue
Total water used in one day1,080,000 liters
Number of people in the town12,000 people

Use Table 1. How many liters of water did the town use per person on that day?

Give your answer as a whole number (e.g., 25).

Liters per person:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "90" ] }, "n_options": 0 }, { "n": 22, "item_id": "_8669eb4a-34ed-4f67-b2ef-f0ab33e63471", "type": "choice", "title": "Mouse Cell Cards", "standards": [ "MS-LS1-1" ], "prompt_html": "

Figure 1 shows two magnified cards. Card 1 is a muscle cell and Card 2 is a skin cell, both taken from the same mouse.

\"Two

Choose the TWO statements that the two cards together best support.

", "prompt_plain": "Figure 1 shows two magnified cards. Card 1 is a muscle cell and Card 2 is a skin cell, both taken from the same mouse. Choose the TWO statements that the two cards together best support.", "context_html": "", "options": [ { "id": "cA1", "text": "The mouse’s body is made of cells, since each card shows a cell.", "plain": "The mouse’s body is made of cells, since each card shows a cell.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The mouse has one kind of cell, since both cards show cells.", "plain": "The mouse has one kind of cell, since both cards show cells.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The mouse has more than one kind of cell, since the two differ.", "plain": "The mouse has more than one kind of cell, since the two differ.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The mouse’s body is made of just these two kinds of cells.", "plain": "The mouse’s body is made of just these two kinds of cells.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The muscle cell and the skin cell must do the same job.", "plain": "The muscle cell and the skin cell must do the same job.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot22.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 23, "item_id": "_133568f9-46cb-45fa-8aa9-c5479846f3c2", "type": "gap-match", "title": "Plant And Animal Cell Parts", "standards": [ "MS-LS1-2" ], "prompt_html": "

Figure 1 is a frame with two regions: 'Plant cells only' and 'Both plant and animal cells.'

\"A

 

Drag each cell part into the region that describes where it is found.

", "prompt_plain": "Figure 1 is a frame with two regions: 'Plant cells only' and 'Both plant and animal cells.' Drag each cell part into the region that describes where it is found.", "context_html": "", "options": [ { "id": "D_nucleus", "text": "Nucleus", "plain": "Nucleus", "correct": false, "kind": "gap-token" }, { "id": "D_chloroplast", "text": "Chloroplast", "plain": "Chloroplast", "correct": false, "kind": "gap-token" }, { "id": "D_mitochondrion", "text": "Mitochondrion", "plain": "Mitochondrion", "correct": false, "kind": "gap-token" }, { "id": "D_cellwall", "text": "Cell wall", "plain": "Cell wall", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot23.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "D_chloroplast GZ_plant_1", "D_cellwall GZ_plant_2", "D_nucleus GZ_both_1", "D_mitochondrion GZ_both_2" ] }, "n_options": 4 }, { "n": 24, "item_id": "_ab1b38c7-f6af-4d1d-800c-7e8783d41fa8", "type": "choice", "title": "Conifer Stand Notice (Part A)", "standards": [ "MS-LS2-2" ], "prompt_html": "

Part A

Use the notice and Table 1. Which explanation best accounts for the rise in red squirrels and gray jays after the pine martens left?

", "prompt_plain": "Part A Use the notice and Table 1. Which explanation best accounts for the rise in red squirrels and gray jays after the pine martens left?", "context_html": "", "options": [ { "id": "cA1", "text": "The squirrels and jays competed less for food once the martens were gone, so both grew.", "plain": "The squirrels and jays competed less for food once the martens were gone, so both grew.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The martens and the squirrels helped each other, so losing the martens still let squirrels grow.", "plain": "The martens and the squirrels helped each other, so losing the martens still let squirrels grow.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The martens had preyed on both squirrels and jays, so losing that predator let both populations grow.", "plain": "The martens had preyed on both squirrels and jays, so losing that predator let both populations grow.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The martens were food for the squirrels and jays, so losing them should make both counts fall.", "plain": "The martens were food for the squirrels and jays, so losing them should make both counts fall.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b74edf4a-bb8e-4ac3-805a-c9392fada3ae" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Conifer Stand Notice

A forest team posts a notice about Cedar Hollow, a stand of tall conifer trees. For years, pine martens - small tree-climbing predators - hunted in the stand. In the spring the martens moved to a different stand far away. The team kept counting two animals, red squirrels and gray jays, before and after the martens left. Table 1 shows the average counts.

Table 1. Average Animal Counts at Cedar Hollow

AnimalAverage count before martens leftAverage count after martens left
Red squirrels1227
Gray jays819
", "passage_plain": "Conifer Stand Notice A forest team posts a notice about Cedar Hollow, a stand of tall conifer trees. For years, pine martens - small tree-climbing predators - hunted in the stand. In the spring the martens moved to a different stand far away. The team kept counting two animals, red squirrels and gray jays, before and after the martens left. Table 1 shows the average counts. Table 1. Average Animal Counts at Cedar Hollow Animal Average count before martens left Average count after martens left Red squirrels 12 27 Gray jays 8 19" }, { "n": 25, "item_id": "_0068697d-6a07-4da5-81c9-1c51423ebd98", "type": "choice", "title": "Conifer Stand Notice (Part B)", "standards": [ "MS-LS2-2" ], "prompt_html": "

Part B

Which statement best names the pine marten and red squirrel interaction and gives evidence for it?

", "prompt_plain": "Part B Which statement best names the pine marten and red squirrel interaction and gives evidence for it?", "context_html": "", "options": [ { "id": "cA1", "text": "Predation: the red squirrel count rose after the predatory martens left.", "plain": "Predation: the red squirrel count rose after the predatory martens left.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Competition: the martens and squirrels needed the very same food supply.", "plain": "Competition: the martens and squirrels needed the very same food supply.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Mutualism: the martens and squirrels both gained from living in the stand.", "plain": "Mutualism: the martens and squirrels both gained from living in the stand.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "No interaction: the martens and squirrels did not affect each other at all.", "plain": "No interaction: the martens and squirrels did not affect each other at all.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b74edf4a-bb8e-4ac3-805a-c9392fada3ae" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Conifer Stand Notice

A forest team posts a notice about Cedar Hollow, a stand of tall conifer trees. For years, pine martens - small tree-climbing predators - hunted in the stand. In the spring the martens moved to a different stand far away. The team kept counting two animals, red squirrels and gray jays, before and after the martens left. Table 1 shows the average counts.

Table 1. Average Animal Counts at Cedar Hollow

AnimalAverage count before martens leftAverage count after martens left
Red squirrels1227
Gray jays819
", "passage_plain": "Conifer Stand Notice A forest team posts a notice about Cedar Hollow, a stand of tall conifer trees. For years, pine martens - small tree-climbing predators - hunted in the stand. In the spring the martens moved to a different stand far away. The team kept counting two animals, red squirrels and gray jays, before and after the martens left. Table 1 shows the average counts. Table 1. Average Animal Counts at Cedar Hollow Animal Average count before martens left Average count after martens left Red squirrels 12 27 Gray jays 8 19" }, { "n": 26, "item_id": "_06bea801-7352-4beb-b7be-befed41b01fe", "type": "choice", "title": "Rolling Chair Push-Off (Part A)", "standards": [ "MS-PS2-1" ], "prompt_html": "

Part A

Use Figure 1. Which statement about the push the two riders give each other is best supported?

", "prompt_plain": "Part A Use Figure 1. Which statement about the push the two riders give each other is best supported?", "context_html": "", "options": [ { "id": "cA1", "text": "The heavier Rider A pushes harder, so Rider B feels a bigger force.", "plain": "The heavier Rider A pushes harder, so Rider B feels a bigger force.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each rider pushes the other with a force equal in size and opposite in direction.", "plain": "Each rider pushes the other with a force equal in size and opposite in direction.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The rider who rolled farther must have been pushed with the larger force.", "plain": "The rider who rolled farther must have been pushed with the larger force.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Only the rider who starts the push puts a force on the other rider.", "plain": "Only the rider who starts the push puts a force on the other rider.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_82161df1-534a-4746-806e-7df88364fc43" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Rolling Chair Push-Off

Two riders sit on office chairs with wheels, facing each other on a smooth, level floor. A single spring scale is held between their hands. Rider A has more mass than Rider B. On a signal, the riders push against the spring scale once and then let go. During the push the spring scale reads 60 newtons. Figure 1 shows the setup and how far each chair rolled afterward.

Figure 1. Rolling Chair Push-Off

\"Top

", "passage_plain": "Rolling Chair Push-Off Two riders sit on office chairs with wheels, facing each other on a smooth, level floor. A single spring scale is held between their hands. Rider A has more mass than Rider B. On a signal, the riders push against the spring scale once and then let go. During the push the spring scale reads 60 newtons. Figure 1 shows the setup and how far each chair rolled afterward. Figure 1. Rolling Chair Push-Off" }, { "n": 27, "item_id": "_7d16f3f2-41e7-47fc-ac65-38458d7307e7", "type": "choice", "title": "Rolling Chair Push-Off (Part B)", "standards": [ "MS-PS2-1" ], "prompt_html": "

Part B

Which observation is the best evidence that the two pushes are equal in size?

", "prompt_plain": "Part B Which observation is the best evidence that the two pushes are equal in size?", "context_html": "", "options": [ { "id": "cA1", "text": "The lighter Rider B rolled a greater distance than Rider A.", "plain": "The lighter Rider B rolled a greater distance than Rider A.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The two riders began side by side before they pushed.", "plain": "The two riders began side by side before they pushed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The heavier Rider A came to a stop before Rider B did.", "plain": "The heavier Rider A came to a stop before Rider B did.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The one spring scale between their hands showed a single reading.", "plain": "The one spring scale between their hands showed a single reading.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_82161df1-534a-4746-806e-7df88364fc43" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Rolling Chair Push-Off

Two riders sit on office chairs with wheels, facing each other on a smooth, level floor. A single spring scale is held between their hands. Rider A has more mass than Rider B. On a signal, the riders push against the spring scale once and then let go. During the push the spring scale reads 60 newtons. Figure 1 shows the setup and how far each chair rolled afterward.

Figure 1. Rolling Chair Push-Off

\"Top

", "passage_plain": "Rolling Chair Push-Off Two riders sit on office chairs with wheels, facing each other on a smooth, level floor. A single spring scale is held between their hands. Rider A has more mass than Rider B. On a signal, the riders push against the spring scale once and then let go. During the push the spring scale reads 60 newtons. Figure 1 shows the setup and how far each chair rolled afterward. Figure 1. Rolling Chair Push-Off" }, { "n": 28, "item_id": "_741e7f60-01e6-4061-bcb7-5f8aeed975d6", "type": "choice", "title": "Zamboni Motion Graph", "standards": [ "MS-PS2-2" ], "prompt_html": "

Figure 1 is the distance-time graph of a zamboni making one straight pass across the ice.

\"Distance-time

Which statement about the zamboni’s motion is best supported by the graph?

", "prompt_plain": "Figure 1 is the distance-time graph of a zamboni making one straight pass across the ice. Which statement about the zamboni’s motion is best supported by the graph?", "context_html": "", "options": [ { "id": "cA1", "text": "Its velocity keeps increasing as it gets farther from the start.", "plain": "Its velocity keeps increasing as it gets farther from the start.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It moves at a constant velocity: a steady speed in one direction.", "plain": "It moves at a constant velocity: a steady speed in one direction.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "It speeds up and then slows down during the pass.", "plain": "It speeds up and then slows down during the pass.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It is not moving, because the line never drops back down.", "plain": "It is not moving, because the line never drops back down.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot28.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_0c4e8a15-9f6f-40aa-b69c-ccd8220550af", "type": "choice", "title": "Skydiver Steady Speed", "standards": [ "MS-PS2-2" ], "prompt_html": "

Figure 1 shows a skydiver falling at a steady speed, with the forces on her drawn as arrows.

\"Force

Choose the TWO statements that the force diagram best supports.

", "prompt_plain": "Figure 1 shows a skydiver falling at a steady speed, with the forces on her drawn as arrows. Choose the TWO statements that the force diagram best supports.", "context_html": "", "options": [ { "id": "cA1", "text": "The downward pull of gravity and the upward air resistance are equal in size.", "plain": "The downward pull of gravity and the upward air resistance are equal in size.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Gravity is larger than air resistance, so the skydiver keeps speeding up.", "plain": "Gravity is larger than air resistance, so the skydiver keeps speeding up.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The net force on the skydiver is zero, so her speed stays steady.", "plain": "The net force on the skydiver is zero, so her speed stays steady.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Air resistance is larger than gravity, so the skydiver moves back upward.", "plain": "Air resistance is larger than gravity, so the skydiver moves back upward.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "No forces act on the skydiver, because her speed is not changing.", "plain": "No forces act on the skydiver, because her speed is not changing.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot29.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 30, "item_id": "_8bfa408b-f4a2-4378-8710-2a7092b26eff", "type": "inline-choice", "title": "Cooling Loaf Thermal Flow", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A fresh-baked loaf sits on the counter in a cooler kitchen.

Choose the word that correctly completes each sentence.

Thermal energy flows from the into the surrounding air.

This happens because thermal energy moves from a place to a cooler one.

The flow continues until the loaf and the air reach the same temperature, a state called thermal .

", "options": [ { "id": "cB1O9960b025c", "text": "cool air", "plain": "cool air", "correct": false, "kind": "inline" }, { "id": "cB1O150765dc5", "text": "warm loaf", "plain": "warm loaf", "correct": true, "kind": "inline" }, { "id": "cB1Oec17bc100", "text": "counter", "plain": "counter", "correct": false, "kind": "inline" }, { "id": "cB2Oac94f5de4", "text": "cooler", "plain": "cooler", "correct": false, "kind": "inline" }, { "id": "cB2O8422aeff6", "text": "wetter", "plain": "wetter", "correct": false, "kind": "inline" }, { "id": "cB2O34bcedad8", "text": "warmer", "plain": "warmer", "correct": true, "kind": "inline" }, { "id": "cB3O1f95bc000", "text": "conduction", "plain": "conduction", "correct": false, "kind": "inline" }, { "id": "cB3O5d402c3a4", "text": "equilibrium", "plain": "equilibrium", "correct": true, "kind": "inline" }, { "id": "cB3Oa083866f6", "text": "insulation", "plain": "insulation", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O150765dc5" ], "RESPONSE2": [ "cB2O34bcedad8" ], "RESPONSE3": [ "cB3O5d402c3a4" ] }, "n_options": 9 }, { "n": 31, "item_id": "_dd36fb87-9dd1-48aa-a4ac-d182fd0d4b88", "type": "choice", "title": "Skylight Pane Test (Part A)", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part A

Look at Table 1 and the two requirements.

Which glazing sample does the light-meter data show meets both requirements?

", "prompt_plain": "Part A Look at Table 1 and the two requirements. Which glazing sample does the light-meter data show meets both requirements?", "context_html": "", "options": [ { "id": "cA1", "text": "The team should choose Sample 1, because it meets both of the requirements.", "plain": "The team should choose Sample 1, because it meets both of the requirements.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The team should choose Sample 2, because it meets both of the requirements.", "plain": "The team should choose Sample 2, because it meets both of the requirements.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The team should choose Sample 3, because it meets both of the requirements.", "plain": "The team should choose Sample 3, because it meets both of the requirements.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The team should choose Sample 4, because it meets both of the requirements.", "plain": "The team should choose Sample 4, because it meets both of the requirements.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fd41174a-22b9-41ae-b183-3d23cdab5a26" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Skylight Pane Test

A school is replacing the glazing, the clear panes, in the skylight above its art room. A facilities team tests four glazing samples with a light meter. For each sample, the team records the percent of light a pane reflects and the percent it transmits. Transmitted light passes through the pane. All light that strikes a pane is reflected, transmitted, or absorbed. Absorbed light turns into thermal energy inside the pane and warms the room unevenly. The team has two requirements. First, a sample must transmit at least 60 percent of the light so the room stays bright. Second, a sample may absorb no more than 12 percent of the light. Table 1 shows the light-meter results.

Table 1. Light-Meter Results

Glazing samplePercent of light reflectedPercent of light transmitted
Sample 136%58%
Sample 228%64%
Sample 320%66%
Sample 445%53%
", "passage_plain": "Skylight Pane Test A school is replacing the glazing, the clear panes, in the skylight above its art room. A facilities team tests four glazing samples with a light meter. For each sample, the team records the percent of light a pane reflects and the percent it transmits. Transmitted light passes through the pane. All light that strikes a pane is reflected, transmitted, or absorbed. Absorbed light turns into thermal energy inside the pane and warms the room unevenly. The team has two requirements. First, a sample must transmit at least 60 percent of the light so the room stays bright. Second, a sample may absorb no more than 12 percent of the light. Table 1 shows the light-meter results. Table 1. Light-Meter Results Glazing sample Percent of light reflected Percent of light transmitted Sample 1 36% 58% Sample 2 28% 64% Sample 3 20% 66% Sample 4 45% 53%" }, { "n": 32, "item_id": "_3d8fd176-3fb1-402f-ba99-f2fa182a89de", "type": "choice", "title": "Skylight Pane Test (Part B)", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part B

Which two values from Table 1 must be used together to find the percent of light that Sample 2 absorbs?

", "prompt_plain": "Part B Which two values from Table 1 must be used together to find the percent of light that Sample 2 absorbs?", "context_html": "", "options": [ { "id": "cA1", "text": "Sample 1's reflected percent and Sample 1's transmitted percent", "plain": "Sample 1's reflected percent and Sample 1's transmitted percent", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Sample 2's reflected percent and Sample 1's transmitted percent", "plain": "Sample 2's reflected percent and Sample 1's transmitted percent", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Sample 2's reflected percent and Sample 2's transmitted percent", "plain": "Sample 2's reflected percent and Sample 2's transmitted percent", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Sample 3's reflected percent and Sample 3's transmitted percent", "plain": "Sample 3's reflected percent and Sample 3's transmitted percent", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fd41174a-22b9-41ae-b183-3d23cdab5a26" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Skylight Pane Test

A school is replacing the glazing, the clear panes, in the skylight above its art room. A facilities team tests four glazing samples with a light meter. For each sample, the team records the percent of light a pane reflects and the percent it transmits. Transmitted light passes through the pane. All light that strikes a pane is reflected, transmitted, or absorbed. Absorbed light turns into thermal energy inside the pane and warms the room unevenly. The team has two requirements. First, a sample must transmit at least 60 percent of the light so the room stays bright. Second, a sample may absorb no more than 12 percent of the light. Table 1 shows the light-meter results.

Table 1. Light-Meter Results

Glazing samplePercent of light reflectedPercent of light transmitted
Sample 136%58%
Sample 228%64%
Sample 320%66%
Sample 445%53%
", "passage_plain": "Skylight Pane Test A school is replacing the glazing, the clear panes, in the skylight above its art room. A facilities team tests four glazing samples with a light meter. For each sample, the team records the percent of light a pane reflects and the percent it transmits. Transmitted light passes through the pane. All light that strikes a pane is reflected, transmitted, or absorbed. Absorbed light turns into thermal energy inside the pane and warms the room unevenly. The team has two requirements. First, a sample must transmit at least 60 percent of the light so the room stays bright. Second, a sample may absorb no more than 12 percent of the light. Table 1 shows the light-meter results. Table 1. Light-Meter Results Glazing sample Percent of light reflected Percent of light transmitted Sample 1 36% 58% Sample 2 28% 64% Sample 3 20% 66% Sample 4 45% 53%" }, { "n": 33, "item_id": "_15b03c71-a296-4348-9ee5-d9f95184f086", "type": "choice", "title": "Household Formula Comparison", "standards": [ "MS-PS1-1" ], "prompt_html": "

Look at Table 1. Which product's chemical formula contains the most total atoms?

", "prompt_plain": "Look at Table 1. Which product's chemical formula contains the most total atoms?", "context_html": "", "options": [ { "id": "cA1", "text": "Drinking water", "plain": "Drinking water", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Corn syrup", "plain": "Corn syrup", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Stove gas", "plain": "Stove gas", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Table salt", "plain": "Table salt", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2c29cdfb-59cd-4707-9b78-7c08097cc55a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Product-Formula Kit Check

A lab card lists four household products. For each product, the card gives the chemical formula of its main substance (Table 1). Next to the card is a molecule-model kit. In the kit, a black ball stands for a carbon atom and a white ball stands for a hydrogen atom. A student uses the kit to build a model of one molecule of methane, the stove gas on the card. Figure 1 shows the student's model next to the kit tray.

Table 1. Household Products and Formulas

ProductMain substanceChemical formula
Drinking waterwaterH2O
Corn syrupglucoseC6H12O6
Stove gasmethaneCH4
Table saltsodium chlorideNaCl

Figure 1. The Model and the Kit Tray

\"An

", "passage_plain": "Product-Formula Kit Check A lab card lists four household products. For each product, the card gives the chemical formula of its main substance (Table 1). Next to the card is a molecule-model kit. In the kit, a black ball stands for a carbon atom and a white ball stands for a hydrogen atom. A student uses the kit to build a model of one molecule of methane, the stove gas on the card. Figure 1 shows the student's model next to the kit tray. Table 1. Household Products and Formulas Product Main substance Chemical formula Drinking water water H 2 O Corn syrup glucose C 6 H 12 O 6 Stove gas methane CH 4 Table salt sodium chloride NaCl Figure 1. The Model and the Kit Tray" }, { "n": 34, "item_id": "_355f8db1-be76-4ba5-8574-a9660e30ae67", "type": "choice", "title": "Fixing the Methane Model", "standards": [ "MS-PS1-1" ], "prompt_html": "

The student checks the model in Figure 1 against methane's formula in Table 1 and finds that the model does not match the formula.

Which change would make the student's model correctly show one methane molecule?

", "prompt_plain": "The student checks the model in Figure 1 against methane's formula in Table 1 and finds that the model does not match the formula. Which change would make the student's model correctly show one methane molecule?", "context_html": "", "options": [ { "id": "cA1", "text": "Add one more white ball on a new rod to the central black ball.", "plain": "Add one more white ball on a new rod to the central black ball.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Add one more black ball on a new rod to the central black ball.", "plain": "Add one more black ball on a new rod to the central black ball.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Replace one white ball in the model with one black ball.", "plain": "Replace one white ball in the model with one black ball.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Add two more white balls on new rods to the central black ball.", "plain": "Add two more white balls on new rods to the central black ball.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2c29cdfb-59cd-4707-9b78-7c08097cc55a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Product-Formula Kit Check

A lab card lists four household products. For each product, the card gives the chemical formula of its main substance (Table 1). Next to the card is a molecule-model kit. In the kit, a black ball stands for a carbon atom and a white ball stands for a hydrogen atom. A student uses the kit to build a model of one molecule of methane, the stove gas on the card. Figure 1 shows the student's model next to the kit tray.

Table 1. Household Products and Formulas

ProductMain substanceChemical formula
Drinking waterwaterH2O
Corn syrupglucoseC6H12O6
Stove gasmethaneCH4
Table saltsodium chlorideNaCl

Figure 1. The Model and the Kit Tray

\"An

", "passage_plain": "Product-Formula Kit Check A lab card lists four household products. For each product, the card gives the chemical formula of its main substance (Table 1). Next to the card is a molecule-model kit. In the kit, a black ball stands for a carbon atom and a white ball stands for a hydrogen atom. A student uses the kit to build a model of one molecule of methane, the stove gas on the card. Figure 1 shows the student's model next to the kit tray. Table 1. Household Products and Formulas Product Main substance Chemical formula Drinking water water H 2 O Corn syrup glucose C 6 H 12 O 6 Stove gas methane CH 4 Table salt sodium chloride NaCl Figure 1. The Model and the Kit Tray" }, { "n": 35, "item_id": "_96a437c4-0d0f-4659-b420-2bbe53e31113", "type": "text-entry", "title": "Fuel-Canister Label", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A camping-stove fuel canister's label, shown below, describes one gas in its fuel blend.

Fuel canister label
Gasethane
Chemical formulaC2H6

How many hydrogen atoms are in one molecule of ethane?

Give your answer as a whole number (e.g., 15).

Hydrogen atoms:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "6" ] }, "n_options": 0 }, { "n": 36, "item_id": "_90e8002d-9d84-44d8-9ad0-63a7eed88560", "type": "gap-match", "title": "Breath Fog on a Bus Window", "standards": [ "MS-PS1-4" ], "prompt_html": "

On a cold morning, a rider's warm breath reaches the inside of a chilly bus window, and a patch of fog forms on the glass. The model frame below shows the Before panel: water-vapor particles in the rider's warm breath near the cold glass.

\"A

 

Complete the model. Drag one particle panel into the After box and one energy statement into the Energy-flow box.

", "prompt_plain": "On a cold morning, a rider's warm breath reaches the inside of a chilly bus window, and a patch of fog forms on the glass. The model frame below shows the Before panel: water-vapor particles in the rider's warm breath near the cold glass. Complete the model. Drag one particle panel into the After box and one energy statement into the Energy-flow box.", "context_html": "", "options": [ { "id": "tilePanel2", "text": "\"Particles", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tileE2", "text": "Thermal energy moves from the cold glass into the warm water vapor.", "plain": "Thermal energy moves from the cold glass into the warm water vapor.", "correct": false, "kind": "gap-token" }, { "id": "tilePanel1", "text": "\"Particles", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tileE1", "text": "Thermal energy moves from the warm water vapor into the cold glass.", "plain": "Thermal energy moves from the warm water vapor into the cold glass.", "correct": false, "kind": "gap-token" }, { "id": "tilePanel3", "text": "\"Particles", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "tileE3", "text": "No thermal energy moves while the fog forms.", "plain": "No thermal energy moves while the fog forms.", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot36.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot36-panel2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot36-panel1.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-34/images/slot36-panel3.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tilePanel3 gapAfter", "tileE1 gapEnergy" ] }, "n_options": 6 }, { "n": 37, "item_id": "_d0c162d2-cf02-4f20-b82b-a6b75592dca7", "type": "inline-choice", "title": "Lane-Paint Drying Note", "standards": [ "MS-PS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A crew paints lane lines on a schoolyard blacktop with water-based chalk paint. As the wet paint dries, the liquid water in it turns into water vapor and leaves the stripe.

Complete the statements. The change from the liquid water in the paint to water vapor is called . During this change, the water particles thermal energy. This is why the drying stripe feels than the dry blacktop around it.

", "options": [ { "id": "cBLANK1O2572a1423", "text": "melting", "plain": "melting", "correct": false, "kind": "inline" }, { "id": "cBLANK1Od8eadca17", "text": "evaporation", "plain": "evaporation", "correct": true, "kind": "inline" }, { "id": "cBLANK1Oe6956e298", "text": "condensation", "plain": "condensation", "correct": false, "kind": "inline" }, { "id": "cBLANK2Odfccaf9eb", "text": "give off", "plain": "give off", "correct": false, "kind": "inline" }, { "id": "cBLANK2Off6c96cfb", "text": "take in", "plain": "take in", "correct": true, "kind": "inline" }, { "id": "cBLANK2Oea0e46e20", "text": "make", "plain": "make", "correct": false, "kind": "inline" }, { "id": "cBLANK3O31de94124", "text": "warmer", "plain": "warmer", "correct": false, "kind": "inline" }, { "id": "cBLANK3O7db15d1a9", "text": "cooler", "plain": "cooler", "correct": true, "kind": "inline" }, { "id": "cBLANK3Occ43e9f8f", "text": "no different", "plain": "no different", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cBLANK1Od8eadca17" ], "RESPONSE2": [ "cBLANK2Off6c96cfb" ], "RESPONSE3": [ "cBLANK3O7db15d1a9" ] }, "n_options": 9 }, { "n": 38, "item_id": "_fa6f0ed4-f148-41c5-b76c-87b6e973e93b", "type": "choice", "title": "Skateboard-Wheel Ratings", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A skate shop rates four skateboard-wheel types for customers on two scales. Table 1 shows the ratings.

Table 1. Skateboard-Wheel Ratings

Wheel typeGrip score (1-10; 10 = most grip)Wear score (1-10; 10 = lasts longest)
Wheel 193
Wheel 275
Wheel 357
Wheel 439

Which statement is supported by the ratings in Table 1?

", "prompt_plain": "A skate shop rates four skateboard-wheel types for customers on two scales. Table 1 shows the ratings. Table 1. Skateboard-Wheel Ratings Wheel type Grip score (1-10; 10 = most grip) Wear score (1-10; 10 = lasts longest) Wheel 1 9 3 Wheel 2 7 5 Wheel 3 5 7 Wheel 4 3 9 Which statement is supported by the ratings in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "The wheel with the most grip also lasts the longest.", "plain": "The wheel with the most grip also lasts the longest.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Grip scores and wear scores rise together across the wheels.", "plain": "Grip scores and wear scores rise together across the wheels.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A wheel's wear score is set by the rider, not by the wheel.", "plain": "A wheel's wear score is set by the rider, not by the wheel.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "No single wheel has the top score for both grip and wear.", "plain": "No single wheel has the top score for both grip and wear.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 39, "item_id": "_617cc47e-58a2-416c-b46d-6971fb33fe14", "type": "choice", "title": "Tent-Stake Pull-Out Test", "standards": [ "MS-ETS1-3" ], "prompt_html": "

An outdoor-equipment company tests three tent-stake designs in packed soil. A stake design meets the holding requirement only if it holds at least 200 newtons (N) of pull in every one of its three test pulls. Table 1 shows the results.

Table 1. Stake Pull-Out Test Results

Stake designPull 1Pull 2Pull 3
Design 1240 N180 N215 N
Design 2225 N210 N235 N
Design 3205 N220 N260 N

Choose the TWO statements that are supported by Table 1.

", "prompt_plain": "An outdoor-equipment company tests three tent-stake designs in packed soil. A stake design meets the holding requirement only if it holds at least 200 newtons (N) of pull in every one of its three test pulls. Table 1 shows the results. Table 1. Stake Pull-Out Test Results Stake design Pull 1 Pull 2 Pull 3 Design 1 240 N 180 N 215 N Design 2 225 N 210 N 235 N Design 3 205 N 220 N 260 N Choose the TWO statements that are supported by Table 1.", "context_html": "", "options": [ { "id": "cA1", "text": "Design 1 held at least the required pull force in all three pulls.", "plain": "Design 1 held at least the required pull force in all three pulls.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Design 1 held less than the required pull force in two of its pulls.", "plain": "Design 1 held less than the required pull force in two of its pulls.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Every design failed the requirement in at least one of its pulls.", "plain": "Every design failed the requirement in at least one of its pulls.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Design 2 held at least the required pull force in all three pulls.", "plain": "Design 2 held at least the required pull force in all three pulls.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Design 3 held at least the required pull force in all three pulls.", "plain": "Design 3 held at least the required pull force in all three pulls.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D, E", "key_values": { "RESPONSE": [ "cD1", "cE1" ] }, "n_options": 5 }, { "n": 40, "item_id": "_0fa84459-37e9-40c3-8913-75402056b55e", "type": "order", "title": "Paper-Basket Project Log", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A craft club is improving a woven paper basket whose handle keeps tearing. The club's project log has one entry for each step of the design cycle, but the entries are out of order.

 

Put the five log entries in the order the design cycle follows, from first to last.

", "prompt_plain": "A craft club is improving a woven paper basket whose handle keeps tearing. The club's project log has one entry for each step of the design cycle, but the entries are out of order. Put the five log entries in the order the design cycle follows, from first to last.", "context_html": "", "options": [ { "id": "cD0e1a24ca", "text": "The braid itself stayed strong, but the handle worked loose where it joined the basket.", "plain": "The braid itself stayed strong, but the handle worked loose where it joined the basket.", "correct": true, "kind": "choice" }, { "id": "cBcae54334", "text": "A small sample basket with the braided paper handle was put together.", "plain": "A small sample basket with the braided paper handle was put together.", "correct": true, "kind": "choice" }, { "id": "cE9af3a1bd", "text": "The handle was fastened more firmly to the basket so it would stay in place.", "plain": "The handle was fastened more firmly to the basket so it would stay in place.", "correct": true, "kind": "choice" }, { "id": "cAa07e3a48", "text": "An idea to make the handle stronger: braid three paper strips together.", "plain": "An idea to make the handle stronger: braid three paper strips together.", "correct": true, "kind": "choice" }, { "id": "cCc52dd46f", "text": "A bag of marbles was hung from the handle to check its strength.", "plain": "A bag of marbles was hung from the handle to check its strength.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D, E", "key_values": { "RESPONSE": [ "cAa07e3a48", "cBcae54334", "cCc52dd46f", "cD0e1a24ca", "cE9af3a1bd" ] }, "n_options": 5 } ] }, { "form": "G6.35", "grade": "G6", "title": "Alpha Standardized Science G6.35", "test_id": "_test-eb128863-89a2-4285-827e-e01850899697", "n_items": 40, "n_stimuli": 11, "stimuli": { "_d41b9d76-f368-408b-b8ea-66af1b46d39d": { "title": "Oyster-Bed Restoration", "html": "

Oyster-Bed Restoration

A bay conservation crew is rebuilding an oyster reef that had nearly vanished. Volunteers stack clean shell so young oysters can attach and grow. Once each season for a year, the crew counts the oysters on one marked reef section. The crew also counts oyster drills on the same section. An oyster drill is a small sea snail that eats oysters by drilling through their shells. Wading birds hunt along the reef, but the crew does not count them. Figure 1 shows the two counts across four seasons. Figure 2 shows part of the reef food web.

Figure 1. Oyster and Oyster Drill Counts

\"Two

Figure 2. Part of the Reef Food Web

\"A

" }, "_7c7f5003-e468-4e22-83e3-dcf01c89fe30": { "title": "Firefly Meadow Claims", "html": "

Firefly Meadow Claims

A meadow beside a town stadium once glowed with fireflies on June evenings. Fireflies flash in the meadow’s tall grass to find mates. Residents now report far fewer flashes, and two claims were raised at a town meeting.

Claim 1: Light from the stadium’s evening events is causing the firefly decline.

Claim 2: The town’s new mowing schedule is causing the firefly decline.

Student volunteers counted flashing fireflies on ten June evenings in four meadow sections. Their counts are grouped into two comparisons (Table 1 and Table 2).

Table 1. Lighting Comparison (both sections mowed once a month)

SectionEvening lightingAverage fireflies counted per evening
1Lit by the stadium lights12
2Beyond the lights (dark)44

Table 2. Mowing Comparison (both sections beyond the lights)

SectionMowing scheduleAverage fireflies counted per evening
3Mowed every week42
4Mowed once a month45
" }, "_c7b7e87b-7947-43df-a71a-eaadb1b6ff4b": { "title": "Dew on the Soccer Field", "html": "

Dew on the Soccer Field

On clear fall mornings, dew covers the grass of a town soccer field. The groundskeeper tracked one calm, clear night and recorded the readings in Table 1. A rain gauge beside the field stayed empty all night. At sunset the groundskeeper also laid one flat plastic tray in each of two field sections. By sunrise each tray held dew water. The groundskeeper then wrote a short report about the morning dew.

Table 1. Overnight Field Log

TimeAir temperature (°C)Grass-surface temperature (°C)Relative humidity (%)Sky
10 p.m.151360Clear
2 a.m.9685Clear
6 a.m.6397Clear
" }, "_9f0a6a00-e053-4459-aa6a-1dfa65c6b4f5": { "title": "Sundial Project Log", "html": "

Sundial Project Log

A science club in Columbus, in the Northern Hemisphere, built a sundial on level ground. The sundial’s gnomon — the upright rod that casts the shadow — stands 60 centimeters tall. At midday on the 21st of four different months, club members measured the gnomon’s shadow. Table 1 shows the log. The higher the midday Sun stands in the sky, the shorter the shadow the gnomon casts.

Table 1. Midday Shadow Log

DateMidday shadow length (cm)
January 21104
April 2132
July 2121
October 2173
" }, "_e8e410a4-6ff4-46f8-bd86-d9910098cd7b": { "title": "Perch Netting Logbook", "html": "

Perch Netting Logbook

A fishing club nets yellow perch, a freshwater lake fish, from the same northern lake every fall. The club sets its nets far apart across the whole lake, so the nets do not compete with one another for the same fish. After each fall season the club records the number of nets set (Table 1), the total perch netted, and the per-net catch. The per-net catch equals the total perch netted divided by the number of nets set. Figure 1 shows the total perch netted and the per-net catch for five seasons.

Table 1. Nets Set Each Season

SeasonNets set
201530
201745
201960
202175
202385

Figure 1. Total Netted and Per-Net Catch

\"Two

" }, "_898a31d6-b4d4-41ae-9a26-21e2809bae9e": { "title": "Display-Board Light Test", "html": "

Display-Board Light Test

Zuri is picking a board for a craft-fair sign. Zuri shines one lamp on two sample boards, one at a time. A light meter catches the light that bounces back off each board. The meter reads a higher number when more light bounces back. One board is white and glossy. The other board is black and matte, meaning it is not shiny. Table 1 shows the two readings. Zuri also notes a bright glare spot on the white glossy board, and no glare spot on the black matte board. Figure 1 shows the test.

Table 1. Light Bounced Back

Board sampleLight-meter reading (higher = more light bounced back)
White glossy board420
Black matte board60

Figure 1. The Test Setup

\"One

" }, "_60aad4c9-4ab8-4f5a-a0b4-bf0941b82d33": { "title": "Weather-Balloon Drift Log", "html": "

Weather-Balloon Drift Log

A weather agency releases small instrument balloons from three sites: one in the Northern Hemisphere, one on the equator, and one in the Southern Hemisphere. Balloons go up only on calm, clear mornings. Each balloon rises into the steady high-altitude winds, drifts with them, and later parachutes down. A recovery team records every landing point. After twenty-five launches at each site, the landing points form a clear repeating pattern. Figure 1 maps the three sites, the average drift path from each, and the logged landing points.

Figure 1. Launch Sites and Drift Paths

\"A

" }, "_baa1435f-7f5f-40f2-9d36-5091a27cdc57": { "title": "County-Park Litter Cleanup", "html": "

County-Park Litter Cleanup

Rangers at a county park want to capture as much loose litter as possible from a busy lakeside lawn. Their goal is to capture the most litter each month. The rangers tested three options, each for one month in a lawn area of similar size and use. Deposit-return bins refund a small deposit for every bottle or can a visitor returns. Extra trash cans add more places to throw litter away. Volunteer sweeps send a team across the lawn twice a month to pick up litter by hand. Table 1 shows how much litter each option captured. Table 2 shows the yearly cost. The park can spend up to $7,000 on litter control each year.

Table 1. Litter Captured

OptionLitter captured in one month (kg)
Deposit-return bins48
Extra trash cans55
Volunteer sweeps30

Table 2. Yearly Cost

OptionCost for one yearWhat the cost pays for
Deposit-return bins$5,200bin upkeep and deposit refunds
Extra trash cans$2,400extra emptying and liners
Volunteer sweeps$900bags, gloves, and vests
" }, "_755c4367-18bf-4011-9e8b-97de11f9a7ac": { "title": "Rowing-Shell Launch", "html": "

Rowing-Shell Launch

At a rowing club, a coach films a single rower pushing off from the dock and taking the first strokes. In the launch stroke, the rower drops the oar blade into the water and pulls it backward through the water. The shell surges forward. The coach’s note reads: ‘Catch the water and drive the blade back, and the boat leaps ahead.’ Figure 1 shows a frame from the launch stroke, with wash coming off the oar blade.

Figure 1. A Frame from the Launch Stroke

\"A

" }, "_be5e4241-3bc3-418c-8a54-ceffa9bc1880": { "title": "Glassblower’s Cooling Log", "html": "

Glassblower’s Cooling Log

At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows slowly, like a very thick liquid. The glassblower shapes it into a small bowl and sets it on a stone slab to cool. As it cools, the glass stops flowing and becomes hard and solid. An assistant records the bowl’s surface temperature as it cools. Figure 1 shows three photos: Photo 1, molten glass just gathered; Photo 2, stiffening glass at the end of shaping; Photo 3, the solid bowl after cooling. Table 1 shows the cooling log.

Figure 1. Photos from the Demonstration

\"Three

Photo 1Photo 2Photo 3

Table 1. Cooling Log

Time after shaping (minutes)Surface temperature (°C)What the glass is doing
01,100flows and stretches easily
8720thick and slow to flow
25430holds its shape
55110hard and solid
" }, "_85ae89db-f247-4d56-809f-4c33296e36bb": { "title": "Baker’s Bench Slides", "html": "

Baker’s Bench Slides

A bakery keeps a microscope at the work bench to check its ingredients. One morning a worker makes two slides and views each at 100 times magnification. Slide 1 holds a drop of the yeast mixture the bakery uses to raise its dough. Slide 2 holds a scraping from a fuzzy patch spreading on an old loaf. The patch was large enough to see without the microscope. Figure 1 shows the two views side by side.

Figure 1. The Two Slide Views at 100x

\"Two

" } }, "questions": [ { "n": 1, "item_id": "_7fff578e-3225-4873-b344-47c017efa938", "type": "choice", "title": "Litter Cleanup — Supported Statements", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Look at Table 1 and Table 2, and remember the rangers’ goal and their yearly budget.

Choose the TWO statements that are supported by the information.

", "prompt_plain": "Look at Table 1 and Table 2, and remember the rangers’ goal and their yearly budget. Choose the TWO statements that are supported by the information.", "context_html": "", "options": [ { "id": "cA1", "text": "The extra trash cans captured more litter in the month than either of the other options.", "plain": "The extra trash cans captured more litter in the month than either of the other options.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The deposit-return bins captured the most litter because they refund a deposit for each returned container.", "plain": "The deposit-return bins captured the most litter because they refund a deposit for each returned container.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The volunteer sweeps captured more litter than the extra trash cans because the team works by hand.", "plain": "The volunteer sweeps captured more litter than the extra trash cans because the team works by hand.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The park can run both the extra trash cans and the volunteer sweeps within its yearly budget.", "plain": "The park can run both the extra trash cans and the volunteer sweeps within its yearly budget.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The park can run the three options at the same time within its yearly budget.", "plain": "The park can run the three options at the same time within its yearly budget.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_baa1435f-7f5f-40f2-9d36-5091a27cdc57" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

County-Park Litter Cleanup

Rangers at a county park want to capture as much loose litter as possible from a busy lakeside lawn. Their goal is to capture the most litter each month. The rangers tested three options, each for one month in a lawn area of similar size and use. Deposit-return bins refund a small deposit for every bottle or can a visitor returns. Extra trash cans add more places to throw litter away. Volunteer sweeps send a team across the lawn twice a month to pick up litter by hand. Table 1 shows how much litter each option captured. Table 2 shows the yearly cost. The park can spend up to $7,000 on litter control each year.

Table 1. Litter Captured

OptionLitter captured in one month (kg)
Deposit-return bins48
Extra trash cans55
Volunteer sweeps30

Table 2. Yearly Cost

OptionCost for one yearWhat the cost pays for
Deposit-return bins$5,200bin upkeep and deposit refunds
Extra trash cans$2,400extra emptying and liners
Volunteer sweeps$900bags, gloves, and vests
", "passage_plain": "County-Park Litter Cleanup Rangers at a county park want to capture as much loose litter as possible from a busy lakeside lawn. Their goal is to capture the most litter each month. The rangers tested three options, each for one month in a lawn area of similar size and use. Deposit-return bins refund a small deposit for every bottle or can a visitor returns. Extra trash cans add more places to throw litter away. Volunteer sweeps send a team across the lawn twice a month to pick up litter by hand. Table 1 shows how much litter each option captured. Table 2 shows the yearly cost. The park can spend up to $7,000 on litter control each year. Table 1. Litter Captured Option Litter captured in one month (kg) Deposit-return bins 48 Extra trash cans 55 Volunteer sweeps 30 Table 2. Yearly Cost Option Cost for one year What the cost pays for Deposit-return bins $5,200 bin upkeep and deposit refunds Extra trash cans $2,400 extra emptying and liners Volunteer sweeps $900 bags, gloves, and vests" }, { "n": 2, "item_id": "_5ef5f1ff-220c-44e4-bb39-6b0e8a894226", "type": "inline-choice", "title": "Litter Cleanup — Option Ratings", "standards": [ "MS-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Before the rangers make a final choice, they write a short rating of the options against their two criteria: litter captured, and yearly cost.

Choose the word or phrase that correctly completes each sentence.

On yearly cost, the deposit-return bins rank .

On litter captured in one month, the volunteer sweeps rank .

Compared with the volunteer sweeps, the deposit-return bins capture litter for a higher yearly cost.

", "options": [ { "id": "cB1O2fe541d43", "text": "lowest of the three", "plain": "lowest of the three", "correct": false, "kind": "inline" }, { "id": "cB1Oe2948d8ba", "text": "highest of the three", "plain": "highest of the three", "correct": true, "kind": "inline" }, { "id": "cB1O5bac4e880", "text": "in the middle of the three", "plain": "in the middle of the three", "correct": false, "kind": "inline" }, { "id": "cB2Oae391d171", "text": "highest of the three", "plain": "highest of the three", "correct": false, "kind": "inline" }, { "id": "cB2O4f399f9cc", "text": "lowest of the three", "plain": "lowest of the three", "correct": true, "kind": "inline" }, { "id": "cB2Oc3638e401", "text": "in the middle of the three", "plain": "in the middle of the three", "correct": false, "kind": "inline" }, { "id": "cB3O9cb9d4075", "text": "less", "plain": "less", "correct": false, "kind": "inline" }, { "id": "cB3O6bcecfcad", "text": "more", "plain": "more", "correct": true, "kind": "inline" }, { "id": "cB3Oa0b2fdac0", "text": "about the same amount of", "plain": "about the same amount of", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_baa1435f-7f5f-40f2-9d36-5091a27cdc57" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Oe2948d8ba" ], "RESPONSE2": [ "cB2O4f399f9cc" ], "RESPONSE3": [ "cB3O6bcecfcad" ] }, "n_options": 9, "passage_html": "

County-Park Litter Cleanup

Rangers at a county park want to capture as much loose litter as possible from a busy lakeside lawn. Their goal is to capture the most litter each month. The rangers tested three options, each for one month in a lawn area of similar size and use. Deposit-return bins refund a small deposit for every bottle or can a visitor returns. Extra trash cans add more places to throw litter away. Volunteer sweeps send a team across the lawn twice a month to pick up litter by hand. Table 1 shows how much litter each option captured. Table 2 shows the yearly cost. The park can spend up to $7,000 on litter control each year.

Table 1. Litter Captured

OptionLitter captured in one month (kg)
Deposit-return bins48
Extra trash cans55
Volunteer sweeps30

Table 2. Yearly Cost

OptionCost for one yearWhat the cost pays for
Deposit-return bins$5,200bin upkeep and deposit refunds
Extra trash cans$2,400extra emptying and liners
Volunteer sweeps$900bags, gloves, and vests
", "passage_plain": "County-Park Litter Cleanup Rangers at a county park want to capture as much loose litter as possible from a busy lakeside lawn. Their goal is to capture the most litter each month. The rangers tested three options, each for one month in a lawn area of similar size and use. Deposit-return bins refund a small deposit for every bottle or can a visitor returns. Extra trash cans add more places to throw litter away. Volunteer sweeps send a team across the lawn twice a month to pick up litter by hand. Table 1 shows how much litter each option captured. Table 2 shows the yearly cost. The park can spend up to $7,000 on litter control each year. Table 1. Litter Captured Option Litter captured in one month (kg) Deposit-return bins 48 Extra trash cans 55 Volunteer sweeps 30 Table 2. Yearly Cost Option Cost for one year What the cost pays for Deposit-return bins $5,200 bin upkeep and deposit refunds Extra trash cans $2,400 extra emptying and liners Volunteer sweeps $900 bags, gloves, and vests" }, { "n": 3, "item_id": "_665813dd-7ce8-47fd-beb0-1ccba4322086", "type": "choice", "title": "Cooling Glass — Why Flow Stops", "standards": [ "MS-PS1-4" ], "prompt_html": "

Look at Table 1 and Figure 1. Between 0 and 55 minutes, the glass changes from a thick, flowing liquid into a hard solid that holds its shape.

Which statement explains why the glass stops flowing as it cools?

", "prompt_plain": "Look at Table 1 and Figure 1. Between 0 and 55 minutes, the glass changes from a thick, flowing liquid into a hard solid that holds its shape. Which statement explains why the glass stops flowing as it cools?", "context_html": "", "options": [ { "id": "cA3", "text": "The cold from the stone slab flows into the glass and freezes its particles in place.", "plain": "The cold from the stone slab flows into the glass and freezes its particles in place.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Thermal energy leaves the glass, so its particles slow and can no longer slide past each other.", "plain": "Thermal energy leaves the glass, so its particles slow and can no longer slide past each other.", "correct": true, "kind": "choice" }, { "id": "cC3", "text": "Each tiny glass particle hardens as it cools, and hardened particles can no longer move.", "plain": "Each tiny glass particle hardens as it cools, and hardened particles can no longer move.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "The glass particles join into larger particles that are too big to slide past each other.", "plain": "The glass particles join into larger particles that are too big to slide past each other.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_be5e4241-3bc3-418c-8a54-ceffa9bc1880" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB3" ] }, "n_options": 4, "passage_html": "

Glassblower’s Cooling Log

At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows slowly, like a very thick liquid. The glassblower shapes it into a small bowl and sets it on a stone slab to cool. As it cools, the glass stops flowing and becomes hard and solid. An assistant records the bowl’s surface temperature as it cools. Figure 1 shows three photos: Photo 1, molten glass just gathered; Photo 2, stiffening glass at the end of shaping; Photo 3, the solid bowl after cooling. Table 1 shows the cooling log.

Figure 1. Photos from the Demonstration

\"Three

Photo 1Photo 2Photo 3

Table 1. Cooling Log

Time after shaping (minutes)Surface temperature (°C)What the glass is doing
01,100flows and stretches easily
8720thick and slow to flow
25430holds its shape
55110hard and solid
", "passage_plain": "Glassblower’s Cooling Log At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows slowly, like a very thick liquid. The glassblower shapes it into a small bowl and sets it on a stone slab to cool. As it cools, the glass stops flowing and becomes hard and solid. An assistant records the bowl’s surface temperature as it cools. Figure 1 shows three photos: Photo 1, molten glass just gathered; Photo 2, stiffening glass at the end of shaping; Photo 3, the solid bowl after cooling. Table 1 shows the cooling log. Figure 1. Photos from the Demonstration Photo 1 Photo 2 Photo 3 Table 1. Cooling Log Time after shaping (minutes) Surface temperature (°C) What the glass is doing 0 1,100 flows and stretches easily 8 720 thick and slow to flow 25 430 holds its shape 55 110 hard and solid" }, { "n": 4, "item_id": "_e7b7574a-ebce-460a-9687-9d00ce96817d", "type": "gap-match", "title": "Cooling Glass — Particle Panels", "standards": [ "MS-PS1-4" ], "prompt_html": "

Figure 1 shows the glass at three stages of cooling. Below are four particle-model panels, each picturing the same amount of glass but with the particles arranged and moving differently.

\"Four

Panel 1Panel 2Panel 3Panel 4

 

Drag three of the panels onto the Figure 1 photo whose glass each one best represents. One panel will not be used.

", "prompt_plain": "Figure 1 shows the glass at three stages of cooling. Below are four particle-model panels, each picturing the same amount of glass but with the particles arranged and moving differently. Panel 1 Panel 2 Panel 3 Panel 4 Drag three of the panels onto the Figure 1 photo whose glass each one best represents. One panel will not be used.", "context_html": "", "options": [ { "id": "tok1", "text": "Panel 3 (particles pulled far apart with wide gaps across the tile, each with a LONG arrow aimed in a different direction)", "plain": "Panel 3 (particles pulled far apart with wide gaps across the tile, each with a LONG arrow aimed in a different direction)", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Panel 1 (particles pressed tightly together and held in fixed spots, each marked with a small back-and-forth jiggle and no travel arrow)", "plain": "Panel 1 (particles pressed tightly together and held in fixed spots, each marked with a small back-and-forth jiggle and no travel arrow)", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Panel 4 (particles still tightly grouped, each with only a SHORT arrow as it creeps slowly past its neighbors)", "plain": "Panel 4 (particles still tightly grouped, each with only a SHORT arrow as it creeps slowly past its neighbors)", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Panel 2 (particles still tightly grouped, each carrying a FAIRLY-LONG arrow as it slides briskly past its neighbors)", "plain": "Panel 2 (particles still tightly grouped, each carrying a FAIRLY-LONG arrow as it slides briskly past its neighbors)", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-35/images/img-s4-panels.png" ], "stimulus_ids": [ "_be5e4241-3bc3-418c-8a54-ceffa9bc1880" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok3 G2", "tok2 G3" ] }, "n_options": 4, "passage_html": "

Glassblower’s Cooling Log

At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows slowly, like a very thick liquid. The glassblower shapes it into a small bowl and sets it on a stone slab to cool. As it cools, the glass stops flowing and becomes hard and solid. An assistant records the bowl’s surface temperature as it cools. Figure 1 shows three photos: Photo 1, molten glass just gathered; Photo 2, stiffening glass at the end of shaping; Photo 3, the solid bowl after cooling. Table 1 shows the cooling log.

Figure 1. Photos from the Demonstration

\"Three

Photo 1Photo 2Photo 3

Table 1. Cooling Log

Time after shaping (minutes)Surface temperature (°C)What the glass is doing
01,100flows and stretches easily
8720thick and slow to flow
25430holds its shape
55110hard and solid
", "passage_plain": "Glassblower’s Cooling Log At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows slowly, like a very thick liquid. The glassblower shapes it into a small bowl and sets it on a stone slab to cool. As it cools, the glass stops flowing and becomes hard and solid. An assistant records the bowl’s surface temperature as it cools. Figure 1 shows three photos: Photo 1, molten glass just gathered; Photo 2, stiffening glass at the end of shaping; Photo 3, the solid bowl after cooling. Table 1 shows the cooling log. Figure 1. Photos from the Demonstration Photo 1 Photo 2 Photo 3 Table 1. Cooling Log Time after shaping (minutes) Surface temperature (°C) What the glass is doing 0 1,100 flows and stretches easily 8 720 thick and slow to flow 25 430 holds its shape 55 110 hard and solid" }, { "n": 5, "item_id": "_d5e16e57-4046-4fc1-a25a-d01f320b5828", "type": "choice", "title": "Reheated Bowl — Particle Motion", "standards": [ "MS-PS1-4" ], "prompt_html": "

A week later, the glassblower reheats the cooled bowl in the studio furnace to smooth a rough spot. As the bowl warms, it slowly softens.

Which statement describes what happens to the glass particles as the bowl heats up?

", "prompt_plain": "A week later, the glassblower reheats the cooled bowl in the studio furnace to smooth a rough spot. As the bowl warms, it slowly softens. Which statement describes what happens to the glass particles as the bowl heats up?", "context_html": "", "options": [ { "id": "cA5", "text": "Their average speed increases, while each particle stays the same size and kind.", "plain": "Their average speed increases, while each particle stays the same size and kind.", "correct": true, "kind": "choice" }, { "id": "cB5", "text": "Each particle grows larger, and the larger particles are what make the glass soft.", "plain": "Each particle grows larger, and the larger particles are what make the glass soft.", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "Each particle gains extra mass as it absorbs thermal energy from the furnace.", "plain": "Each particle gains extra mass as it absorbs thermal energy from the furnace.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "The particles split into smaller pieces that slide past one another more easily.", "plain": "The particles split into smaller pieces that slide past one another more easily.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_be5e4241-3bc3-418c-8a54-ceffa9bc1880" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA5" ] }, "n_options": 4, "passage_html": "

Glassblower’s Cooling Log

At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows slowly, like a very thick liquid. The glassblower shapes it into a small bowl and sets it on a stone slab to cool. As it cools, the glass stops flowing and becomes hard and solid. An assistant records the bowl’s surface temperature as it cools. Figure 1 shows three photos: Photo 1, molten glass just gathered; Photo 2, stiffening glass at the end of shaping; Photo 3, the solid bowl after cooling. Table 1 shows the cooling log.

Figure 1. Photos from the Demonstration

\"Three

Photo 1Photo 2Photo 3

Table 1. Cooling Log

Time after shaping (minutes)Surface temperature (°C)What the glass is doing
01,100flows and stretches easily
8720thick and slow to flow
25430holds its shape
55110hard and solid
", "passage_plain": "Glassblower’s Cooling Log At a studio demonstration, a glassblower gathers a glowing blob of molten glass on a metal rod. The molten glass flows slowly, like a very thick liquid. The glassblower shapes it into a small bowl and sets it on a stone slab to cool. As it cools, the glass stops flowing and becomes hard and solid. An assistant records the bowl’s surface temperature as it cools. Figure 1 shows three photos: Photo 1, molten glass just gathered; Photo 2, stiffening glass at the end of shaping; Photo 3, the solid bowl after cooling. Table 1 shows the cooling log. Figure 1. Photos from the Demonstration Photo 1 Photo 2 Photo 3 Table 1. Cooling Log Time after shaping (minutes) Surface temperature (°C) What the glass is doing 0 1,100 flows and stretches easily 8 720 thick and slow to flow 25 430 holds its shape 55 110 hard and solid" }, { "n": 6, "item_id": "_72ac02be-928b-4cd3-b141-a729fb2378fa", "type": "choice", "title": "Oyster Reef — Rising Counts", "standards": [ "MS-LS2-2" ], "prompt_html": "

Look at Figure 1 and Figure 2. Season after season, the rebuilt reef holds more oysters.

Choose the TWO statements that are supported by the counts and the food web.

", "prompt_plain": "Look at Figure 1 and Figure 2. Season after season, the rebuilt reef holds more oysters. Choose the TWO statements that are supported by the counts and the food web.", "context_html": "", "options": [ { "id": "cA6", "text": "The oyster drills began eating plankton instead of oysters, which explains their rising counts.", "plain": "The oyster drills began eating plankton instead of oysters, which explains their rising counts.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "A larger oyster supply gave the oyster drills more food, explaining their rising counts.", "plain": "A larger oyster supply gave the oyster drills more food, explaining their rising counts.", "correct": true, "kind": "choice" }, { "id": "cC6", "text": "The rising oyster drills kept the oyster population from growing on the rebuilt reef.", "plain": "The rising oyster drills kept the oyster population from growing on the rebuilt reef.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "Wading birds and oysters compete for the same food, so the birds now eat less.", "plain": "Wading birds and oysters compete for the same food, so the birds now eat less.", "correct": false, "kind": "choice" }, { "id": "cE6", "text": "A bigger oyster-drill population gives the wading birds that eat them a larger food supply.", "plain": "A bigger oyster-drill population gives the wading birds that eat them a larger food supply.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d41b9d76-f368-408b-b8ea-66af1b46d39d" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB6", "cE6" ] }, "n_options": 5, "passage_html": "

Oyster-Bed Restoration

A bay conservation crew is rebuilding an oyster reef that had nearly vanished. Volunteers stack clean shell so young oysters can attach and grow. Once each season for a year, the crew counts the oysters on one marked reef section. The crew also counts oyster drills on the same section. An oyster drill is a small sea snail that eats oysters by drilling through their shells. Wading birds hunt along the reef, but the crew does not count them. Figure 1 shows the two counts across four seasons. Figure 2 shows part of the reef food web.

Figure 1. Oyster and Oyster Drill Counts

\"Two

Figure 2. Part of the Reef Food Web

\"A

", "passage_plain": "Oyster-Bed Restoration A bay conservation crew is rebuilding an oyster reef that had nearly vanished. Volunteers stack clean shell so young oysters can attach and grow. Once each season for a year, the crew counts the oysters on one marked reef section. The crew also counts oyster drills on the same section. An oyster drill is a small sea snail that eats oysters by drilling through their shells. Wading birds hunt along the reef, but the crew does not count them. Figure 1 shows the two counts across four seasons. Figure 2 shows part of the reef food web. Figure 1. Oyster and Oyster Drill Counts Figure 2. Part of the Reef Food Web" }, { "n": 7, "item_id": "_f3f4c086-c4b3-4bc8-9746-e4f384d5d108", "type": "choice", "title": "Oyster Reef — Energy Pyramid", "standards": [ "MS-LS2-3" ], "prompt_html": "

The energy pyramid below models one feeding path at the reef: plankton to oysters to oyster drills to wading birds.

\"An

Which statement about energy flow in this pyramid is correct?

", "prompt_plain": "The energy pyramid below models one feeding path at the reef: plankton to oysters to oyster drills to wading birds. Which statement about energy flow in this pyramid is correct?", "context_html": "", "options": [ { "id": "cA7", "text": "The wading-bird level holds the most usable energy because it sits at the top.", "plain": "The wading-bird level holds the most usable energy because it sits at the top.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "Energy enters at the wading-bird level and then flows down to the plankton below.", "plain": "Energy enters at the wading-bird level and then flows down to the plankton below.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "A small fraction of each level’s energy passes up to the level above it.", "plain": "A small fraction of each level’s energy passes up to the level above it.", "correct": true, "kind": "choice" }, { "id": "cD7", "text": "The energy a level does not pass on returns to the plankton to be reused later.", "plain": "The energy a level does not pass on returns to the plankton to be reused later.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-35/images/img-s7-pyramid.png" ], "stimulus_ids": [ "_d41b9d76-f368-408b-b8ea-66af1b46d39d" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC7" ] }, "n_options": 4, "passage_html": "

Oyster-Bed Restoration

A bay conservation crew is rebuilding an oyster reef that had nearly vanished. Volunteers stack clean shell so young oysters can attach and grow. Once each season for a year, the crew counts the oysters on one marked reef section. The crew also counts oyster drills on the same section. An oyster drill is a small sea snail that eats oysters by drilling through their shells. Wading birds hunt along the reef, but the crew does not count them. Figure 1 shows the two counts across four seasons. Figure 2 shows part of the reef food web.

Figure 1. Oyster and Oyster Drill Counts

\"Two

Figure 2. Part of the Reef Food Web

\"A

", "passage_plain": "Oyster-Bed Restoration A bay conservation crew is rebuilding an oyster reef that had nearly vanished. Volunteers stack clean shell so young oysters can attach and grow. Once each season for a year, the crew counts the oysters on one marked reef section. The crew also counts oyster drills on the same section. An oyster drill is a small sea snail that eats oysters by drilling through their shells. Wading birds hunt along the reef, but the crew does not count them. Figure 1 shows the two counts across four seasons. Figure 2 shows part of the reef food web. Figure 1. Oyster and Oyster Drill Counts Figure 2. Part of the Reef Food Web" }, { "n": 8, "item_id": "_26c78438-6c37-4b9b-9c50-10b34cd46b8d", "type": "choice", "title": "Launch Stroke — Force Pair", "standards": [ "MS-PS2-1" ], "prompt_html": "

In the launch stroke, the oar blade pushes backward on the water.

Which force is the second force of this action-reaction pair?

", "prompt_plain": "In the launch stroke, the oar blade pushes backward on the water. Which force is the second force of this action-reaction pair?", "context_html": "", "options": [ { "id": "cA8", "text": "Water pushes forward on the oar blade as the blade presses backward on it.", "plain": "Water pushes forward on the oar blade as the blade presses backward on it.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "The rower’s arms push forward on the shell, which is what moves the shell ahead.", "plain": "The rower’s arms push forward on the shell, which is what moves the shell ahead.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The moving water pushes backward on the shell’s hull as the shell glides forward.", "plain": "The moving water pushes backward on the shell’s hull as the shell glides forward.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The shell’s forward motion shoves the water out to the sides of the boat.", "plain": "The shell’s forward motion shoves the water out to the sides of the boat.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_755c4367-18bf-4011-9e8b-97de11f9a7ac" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA8" ] }, "n_options": 4, "passage_html": "

Rowing-Shell Launch

At a rowing club, a coach films a single rower pushing off from the dock and taking the first strokes. In the launch stroke, the rower drops the oar blade into the water and pulls it backward through the water. The shell surges forward. The coach’s note reads: ‘Catch the water and drive the blade back, and the boat leaps ahead.’ Figure 1 shows a frame from the launch stroke, with wash coming off the oar blade.

Figure 1. A Frame from the Launch Stroke

\"A

", "passage_plain": "Rowing-Shell Launch At a rowing club, a coach films a single rower pushing off from the dock and taking the first strokes. In the launch stroke, the rower drops the oar blade into the water and pulls it backward through the water. The shell surges forward. The coach’s note reads: ‘Catch the water and drive the blade back, and the boat leaps ahead.’ Figure 1 shows a frame from the launch stroke, with wash coming off the oar blade. Figure 1. A Frame from the Launch Stroke" }, { "n": 9, "item_id": "_cd5ba0af-761a-42b0-b776-6170bd588e61", "type": "choice", "title": "Launch Stroke — Comparing Forces", "standards": [ "MS-PS2-1" ], "prompt_html": "

During the launch stroke, the oar blade pushes on the water and the water pushes back on the blade.

Which statement correctly compares these two forces?

", "prompt_plain": "During the launch stroke, the oar blade pushes on the water and the water pushes back on the blade. Which statement correctly compares these two forces?", "context_html": "", "options": [ { "id": "cA9", "text": "The blade pushes harder on the water than the water pushes back, since the water moves away.", "plain": "The blade pushes harder on the water than the water pushes back, since the water moves away.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The two forces are equal in size, opposite in direction, and act on two different objects.", "plain": "The two forces are equal in size, opposite in direction, and act on two different objects.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "The water pushes back with less force, because water cannot push hard on a solid blade.", "plain": "The water pushes back with less force, because water cannot push hard on a solid blade.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "The two forces are equal but both act on the oar blade, so they cancel out.", "plain": "The two forces are equal but both act on the oar blade, so they cancel out.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_755c4367-18bf-4011-9e8b-97de11f9a7ac" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9" ] }, "n_options": 4, "passage_html": "

Rowing-Shell Launch

At a rowing club, a coach films a single rower pushing off from the dock and taking the first strokes. In the launch stroke, the rower drops the oar blade into the water and pulls it backward through the water. The shell surges forward. The coach’s note reads: ‘Catch the water and drive the blade back, and the boat leaps ahead.’ Figure 1 shows a frame from the launch stroke, with wash coming off the oar blade.

Figure 1. A Frame from the Launch Stroke

\"A

", "passage_plain": "Rowing-Shell Launch At a rowing club, a coach films a single rower pushing off from the dock and taking the first strokes. In the launch stroke, the rower drops the oar blade into the water and pulls it backward through the water. The shell surges forward. The coach’s note reads: ‘Catch the water and drive the blade back, and the boat leaps ahead.’ Figure 1 shows a frame from the launch stroke, with wash coming off the oar blade. Figure 1. A Frame from the Launch Stroke" }, { "n": 10, "item_id": "_de67cd47-0576-4d6c-9c4c-08ec9da1b30a", "type": "choice", "title": "Balloon Drift — Repeating Pattern", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Look at Figure 1. At all three launch sites, the balloons drift the same way launch after launch.

Which statement best explains this repeating drift pattern?

", "prompt_plain": "Look at Figure 1. At all three launch sites, the balloons drift the same way launch after launch. Which statement best explains this repeating drift pattern?", "context_html": "", "options": [ { "id": "cA10", "text": "Random gusts at each site blow the balloons in many directions, so the landing points scatter.", "plain": "Random gusts at each site blow the balloons in many directions, so the landing points scatter.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Earth’s spin drags the air along with it, pushing every balloon the same compass direction.", "plain": "Earth’s spin drags the air along with it, pushing every balloon the same compass direction.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "Warm equator air pushes each balloon straight toward the nearer pole, so both hemispheres drift alike.", "plain": "Warm equator air pushes each balloon straight toward the nearer pole, so both hemispheres drift alike.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "Unequal heating keeps the high winds blowing, and Earth’s rotation bends their paths opposite ways.", "plain": "Unequal heating keeps the high winds blowing, and Earth’s rotation bends their paths opposite ways.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_60aad4c9-4ab8-4f5a-a0b4-bf0941b82d33" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD10" ] }, "n_options": 4, "passage_html": "

Weather-Balloon Drift Log

A weather agency releases small instrument balloons from three sites: one in the Northern Hemisphere, one on the equator, and one in the Southern Hemisphere. Balloons go up only on calm, clear mornings. Each balloon rises into the steady high-altitude winds, drifts with them, and later parachutes down. A recovery team records every landing point. After twenty-five launches at each site, the landing points form a clear repeating pattern. Figure 1 maps the three sites, the average drift path from each, and the logged landing points.

Figure 1. Launch Sites and Drift Paths

\"A

", "passage_plain": "Weather-Balloon Drift Log A weather agency releases small instrument balloons from three sites: one in the Northern Hemisphere, one on the equator, and one in the Southern Hemisphere. Balloons go up only on calm, clear mornings. Each balloon rises into the steady high-altitude winds, drifts with them, and later parachutes down. A recovery team records every landing point. After twenty-five launches at each site, the landing points form a clear repeating pattern. Figure 1 maps the three sites, the average drift path from each, and the logged landing points. Figure 1. Launch Sites and Drift Paths" }, { "n": 11, "item_id": "_1b191b19-2604-4260-8986-2e1ca7ea46c8", "type": "gap-match", "title": "Balloon Drift Directions", "standards": [ "MS-ESS2-6" ], "prompt_html": "

The Coriolis effect is the pattern in which Earth’s rotation makes long-distance air movements curve instead of moving in a straight line. The drift map in the passage plots three weather balloons released from different places. Right and left are judged along each balloon’s direction of travel.

 

Drag one label into each box to show how that balloon’s drift path curved compared with a straight-line path. Not all labels will be used.

", "prompt_plain": "The Coriolis effect is the pattern in which Earth’s rotation makes long-distance air movements curve instead of moving in a straight line. The drift map in the passage plots three weather balloons released from different places. Right and left are judged along each balloon’s direction of travel. Drag one label into each box to show how that balloon’s drift path curved compared with a straight-line path. Not all labels will be used.", "context_html": "", "options": [ { "id": "tok1", "text": "curved to the left of its path", "plain": "curved to the left of its path", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "curved back toward its launch point", "plain": "curved back toward its launch point", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "showed almost no curve", "plain": "showed almost no curve", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "curved to the right of its path", "plain": "curved to the right of its path", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_60aad4c9-4ab8-4f5a-a0b4-bf0941b82d33" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok1 G2", "tok3 G3" ] }, "n_options": 4, "passage_html": "

Weather-Balloon Drift Log

A weather agency releases small instrument balloons from three sites: one in the Northern Hemisphere, one on the equator, and one in the Southern Hemisphere. Balloons go up only on calm, clear mornings. Each balloon rises into the steady high-altitude winds, drifts with them, and later parachutes down. A recovery team records every landing point. After twenty-five launches at each site, the landing points form a clear repeating pattern. Figure 1 maps the three sites, the average drift path from each, and the logged landing points.

Figure 1. Launch Sites and Drift Paths

\"A

", "passage_plain": "Weather-Balloon Drift Log A weather agency releases small instrument balloons from three sites: one in the Northern Hemisphere, one on the equator, and one in the Southern Hemisphere. Balloons go up only on calm, clear mornings. Each balloon rises into the steady high-altitude winds, drifts with them, and later parachutes down. A recovery team records every landing point. After twenty-five launches at each site, the landing points form a clear repeating pattern. Figure 1 maps the three sites, the average drift path from each, and the logged landing points. Figure 1. Launch Sites and Drift Paths" }, { "n": 12, "item_id": "_41e584c2-6a67-4447-8621-9f55b22279bc", "type": "hottext", "title": "Morning Dew Report", "standards": [ "MS-ESS2-4" ], "prompt_html": "

The groundskeeper’s report has five sentences, shown below.

Look at Table 1. Select the ONE sentence from the report that correctly explains where the dew water came from.

", "prompt_plain": "The groundskeeper’s report has five sentences, shown below. Look at Table 1. Select the ONE sentence from the report that correctly explains where the dew water came from.", "context_html": "", "options": [ { "id": "hA12", "text": "The grass was soaking wet again this morning even though no rain fell and the gauge stayed dry.", "plain": "The grass was soaking wet again this morning even though no rain fell and the gauge stayed dry.", "correct": false, "kind": "hottext" }, { "id": "hB12", "text": "Water vapor in the cool night air turned into liquid droplets on the cold grass blades.", "plain": "Water vapor in the cool night air turned into liquid droplets on the cold grass blades.", "correct": true, "kind": "hottext" }, { "id": "hC12", "text": "Liquid water rose up out of the damp ground and crept onto the grass blades during the night.", "plain": "Liquid water rose up out of the damp ground and crept onto the grass blades during the night.", "correct": false, "kind": "hottext" }, { "id": "hD12", "text": "A brief shower must have passed over the field before sunrise and wet the grass.", "plain": "A brief shower must have passed over the field before sunrise and wet the grass.", "correct": false, "kind": "hottext" }, { "id": "hE12", "text": "The grass plants pushed water out from inside their leaves as the field cooled during the night.", "plain": "The grass plants pushed water out from inside their leaves as the field cooled during the night.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_c7b7e87b-7947-43df-a71a-eaadb1b6ff4b" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB12" ] }, "n_options": 5, "passage_html": "

Dew on the Soccer Field

On clear fall mornings, dew covers the grass of a town soccer field. The groundskeeper tracked one calm, clear night and recorded the readings in Table 1. A rain gauge beside the field stayed empty all night. At sunset the groundskeeper also laid one flat plastic tray in each of two field sections. By sunrise each tray held dew water. The groundskeeper then wrote a short report about the morning dew.

Table 1. Overnight Field Log

TimeAir temperature (°C)Grass-surface temperature (°C)Relative humidity (%)Sky
10 p.m.151360Clear
2 a.m.9685Clear
6 a.m.6397Clear
", "passage_plain": "Dew on the Soccer Field On clear fall mornings, dew covers the grass of a town soccer field. The groundskeeper tracked one calm, clear night and recorded the readings in Table 1. A rain gauge beside the field stayed empty all night. At sunset the groundskeeper also laid one flat plastic tray in each of two field sections. By sunrise each tray held dew water. The groundskeeper then wrote a short report about the morning dew. Table 1. Overnight Field Log Time Air temperature (°C) Grass-surface temperature (°C) Relative humidity (%) Sky 10 p.m. 15 13 60 Clear 2 a.m. 9 6 85 Clear 6 a.m. 6 3 97 Clear" }, { "n": 13, "item_id": "_e3a0b4cc-7fff-4a66-9b7f-31033bd592f1", "type": "choice", "title": "Measuring the Dew", "standards": [ "MS-ESS2-4" ], "prompt_html": "

The groundskeeper wants to find out which of the two field sections collected more dew water in its plastic tray overnight.

Which tool is the best choice for comparing the amounts of dew water from the two trays?

", "prompt_plain": "The groundskeeper wants to find out which of the two field sections collected more dew water in its plastic tray overnight. Which tool is the best choice for comparing the amounts of dew water from the two trays?", "context_html": "", "options": [ { "id": "cA13", "text": "a stopwatch", "plain": "a stopwatch", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "a thermometer", "plain": "a thermometer", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "a plastic funnel", "plain": "a plastic funnel", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "a graduated cylinder", "plain": "a graduated cylinder", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c7b7e87b-7947-43df-a71a-eaadb1b6ff4b" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD13" ] }, "n_options": 4, "passage_html": "

Dew on the Soccer Field

On clear fall mornings, dew covers the grass of a town soccer field. The groundskeeper tracked one calm, clear night and recorded the readings in Table 1. A rain gauge beside the field stayed empty all night. At sunset the groundskeeper also laid one flat plastic tray in each of two field sections. By sunrise each tray held dew water. The groundskeeper then wrote a short report about the morning dew.

Table 1. Overnight Field Log

TimeAir temperature (°C)Grass-surface temperature (°C)Relative humidity (%)Sky
10 p.m.151360Clear
2 a.m.9685Clear
6 a.m.6397Clear
", "passage_plain": "Dew on the Soccer Field On clear fall mornings, dew covers the grass of a town soccer field. The groundskeeper tracked one calm, clear night and recorded the readings in Table 1. A rain gauge beside the field stayed empty all night. At sunset the groundskeeper also laid one flat plastic tray in each of two field sections. By sunrise each tray held dew water. The groundskeeper then wrote a short report about the morning dew. Table 1. Overnight Field Log Time Air temperature (°C) Grass-surface temperature (°C) Relative humidity (%) Sky 10 p.m. 15 13 60 Clear 2 a.m. 9 6 85 Clear 6 a.m. 6 3 97 Clear" }, { "n": 14, "item_id": "_533820c7-b11d-4f90-83b4-253dc9a1dd10", "type": "choice", "title": "Mold Thread Evidence", "standards": [ "MS-LS1-1" ], "prompt_html": "

Look at Figure 1 and the passage.

Which observation is the best evidence that the bread mold is a multicellular organism?

", "prompt_plain": "Look at Figure 1 and the passage. Which observation is the best evidence that the bread mold is a multicellular organism?", "context_html": "", "options": [ { "id": "cA14", "text": "The mold grew into a patch large enough to see on the loaf without the microscope.", "plain": "The mold grew into a patch large enough to see on the loaf without the microscope.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "Under the lens, each mold thread is built from many cells joined end to end in a row.", "plain": "Under the lens, each mold thread is built from many cells joined end to end in a row.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "On the other slide, some of the separate yeast cells have grown one small round bud.", "plain": "On the other slide, some of the separate yeast cells have grown one small round bud.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The fuzzy mold patch kept spreading farther across the loaf each day for a week.", "plain": "The fuzzy mold patch kept spreading farther across the loaf each day for a week.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_85ae89db-f247-4d56-809f-4c33296e36bb" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB14" ] }, "n_options": 4, "passage_html": "

Baker’s Bench Slides

A bakery keeps a microscope at the work bench to check its ingredients. One morning a worker makes two slides and views each at 100 times magnification. Slide 1 holds a drop of the yeast mixture the bakery uses to raise its dough. Slide 2 holds a scraping from a fuzzy patch spreading on an old loaf. The patch was large enough to see without the microscope. Figure 1 shows the two views side by side.

Figure 1. The Two Slide Views at 100x

\"Two

", "passage_plain": "Baker’s Bench Slides A bakery keeps a microscope at the work bench to check its ingredients. One morning a worker makes two slides and views each at 100 times magnification. Slide 1 holds a drop of the yeast mixture the bakery uses to raise its dough. Slide 2 holds a scraping from a fuzzy patch spreading on an old loaf. The patch was large enough to see without the microscope. Figure 1 shows the two views side by side. Figure 1. The Two Slide Views at 100x" }, { "n": 15, "item_id": "_260b1596-1a36-4dc9-976a-146625db0de4", "type": "choice", "title": "Yeast Cell Energy", "standards": [ "MS-LS1-2" ], "prompt_html": "

On Slide 1, many of the yeast cells are budding quickly.

Predict what would most likely happen to one of these yeast cells if its mitochondria stopped working.

", "prompt_plain": "On Slide 1, many of the yeast cells are budding quickly. Predict what would most likely happen to one of these yeast cells if its mitochondria stopped working.", "context_html": "", "options": [ { "id": "cA15", "text": "It would keep budding at the same fast rate, since the food it takes in already gives energy it can use directly.", "plain": "It would keep budding at the same fast rate, since the food it takes in already gives energy it can use directly.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "It would start making its own food from sunlight, the way a plant cell with chloroplasts does.", "plain": "It would start making its own food from sunlight, the way a plant cell with chloroplasts does.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "It would keep budding quickly, because the nucleus would take over releasing the energy from its food.", "plain": "It would keep budding quickly, because the nucleus would take over releasing the energy from its food.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "It would grow and bud more slowly, because far less usable energy could be released from its food.", "plain": "It would grow and bud more slowly, because far less usable energy could be released from its food.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_85ae89db-f247-4d56-809f-4c33296e36bb" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD15" ] }, "n_options": 4, "passage_html": "

Baker’s Bench Slides

A bakery keeps a microscope at the work bench to check its ingredients. One morning a worker makes two slides and views each at 100 times magnification. Slide 1 holds a drop of the yeast mixture the bakery uses to raise its dough. Slide 2 holds a scraping from a fuzzy patch spreading on an old loaf. The patch was large enough to see without the microscope. Figure 1 shows the two views side by side.

Figure 1. The Two Slide Views at 100x

\"Two

", "passage_plain": "Baker’s Bench Slides A bakery keeps a microscope at the work bench to check its ingredients. One morning a worker makes two slides and views each at 100 times magnification. Slide 1 holds a drop of the yeast mixture the bakery uses to raise its dough. Slide 2 holds a scraping from a fuzzy patch spreading on an old loaf. The patch was large enough to see without the microscope. Figure 1 shows the two views side by side. Figure 1. The Two Slide Views at 100x" }, { "n": 16, "item_id": "_70383df3-cd5e-4d84-ae4c-f484a387a43e", "type": "choice", "title": "Firefly Meadow (Part A)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part A

Look at Tables 1 and 2. Which claim do the two comparisons support?

", "prompt_plain": "Part A Look at Tables 1 and 2. Which claim do the two comparisons support?", "context_html": "", "options": [ { "id": "cA16", "text": "Claim 1, because the lit section had far fewer fireflies than the equally mowed dark section, while both mowing schedules matched.", "plain": "Claim 1, because the lit section had far fewer fireflies than the equally mowed dark section, while both mowing schedules matched.", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "Claim 2, because the weekly-mowed section had a few fewer fireflies than the section mowed once a month.", "plain": "Claim 2, because the weekly-mowed section had a few fewer fireflies than the section mowed once a month.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Claim 1, because the lit section had fewer fireflies than a different dark section that was mowed weekly.", "plain": "Claim 1, because the lit section had fewer fireflies than a different dark section that was mowed weekly.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Neither claim, because the lighting counts and the mowing counts do not point in the same direction.", "plain": "Neither claim, because the lighting counts and the mowing counts do not point in the same direction.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7c7f5003-e468-4e22-83e3-dcf01c89fe30" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA16" ] }, "n_options": 4, "passage_html": "

Firefly Meadow Claims

A meadow beside a town stadium once glowed with fireflies on June evenings. Fireflies flash in the meadow’s tall grass to find mates. Residents now report far fewer flashes, and two claims were raised at a town meeting.

Claim 1: Light from the stadium’s evening events is causing the firefly decline.

Claim 2: The town’s new mowing schedule is causing the firefly decline.

Student volunteers counted flashing fireflies on ten June evenings in four meadow sections. Their counts are grouped into two comparisons (Table 1 and Table 2).

Table 1. Lighting Comparison (both sections mowed once a month)

SectionEvening lightingAverage fireflies counted per evening
1Lit by the stadium lights12
2Beyond the lights (dark)44

Table 2. Mowing Comparison (both sections beyond the lights)

SectionMowing scheduleAverage fireflies counted per evening
3Mowed every week42
4Mowed once a month45
", "passage_plain": "Firefly Meadow Claims A meadow beside a town stadium once glowed with fireflies on June evenings. Fireflies flash in the meadow’s tall grass to find mates. Residents now report far fewer flashes, and two claims were raised at a town meeting. Claim 1: Light from the stadium’s evening events is causing the firefly decline. Claim 2: The town’s new mowing schedule is causing the firefly decline. Student volunteers counted flashing fireflies on ten June evenings in four meadow sections. Their counts are grouped into two comparisons (Table 1 and Table 2). Table 1. Lighting Comparison (both sections mowed once a month) Section Evening lighting Average fireflies counted per evening 1 Lit by the stadium lights 12 2 Beyond the lights (dark) 44 Table 2. Mowing Comparison (both sections beyond the lights) Section Mowing schedule Average fireflies counted per evening 3 Mowed every week 42 4 Mowed once a month 45" }, { "n": 17, "item_id": "_0247b5f4-d779-4548-a288-a3f19d0fa70c", "type": "choice", "title": "Firefly Meadow (Part B)", "standards": [ "MS-LS2-1" ], "prompt_html": "

Part B

Which section comparison best supports the claim that the stadium lighting is causing the firefly decline?

", "prompt_plain": "Part B Which section comparison best supports the claim that the stadium lighting is causing the firefly decline?", "context_html": "", "options": [ { "id": "cA17", "text": "The weekly-mowed section and the section mowed once a month held nearly the same firefly counts.", "plain": "The weekly-mowed section and the section mowed once a month held nearly the same firefly counts.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "The counts came from June evenings in one meadow, with ten evenings recorded per section.", "plain": "The counts came from June evenings in one meadow, with ten evenings recorded per section.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "The lit section held far fewer fireflies than a dark section that was mowed the same way.", "plain": "The lit section held far fewer fireflies than a dark section that was mowed the same way.", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "The volunteers still saw fireflies flashing in the four meadow sections they checked.", "plain": "The volunteers still saw fireflies flashing in the four meadow sections they checked.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7c7f5003-e468-4e22-83e3-dcf01c89fe30" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC17" ] }, "n_options": 4, "passage_html": "

Firefly Meadow Claims

A meadow beside a town stadium once glowed with fireflies on June evenings. Fireflies flash in the meadow’s tall grass to find mates. Residents now report far fewer flashes, and two claims were raised at a town meeting.

Claim 1: Light from the stadium’s evening events is causing the firefly decline.

Claim 2: The town’s new mowing schedule is causing the firefly decline.

Student volunteers counted flashing fireflies on ten June evenings in four meadow sections. Their counts are grouped into two comparisons (Table 1 and Table 2).

Table 1. Lighting Comparison (both sections mowed once a month)

SectionEvening lightingAverage fireflies counted per evening
1Lit by the stadium lights12
2Beyond the lights (dark)44

Table 2. Mowing Comparison (both sections beyond the lights)

SectionMowing scheduleAverage fireflies counted per evening
3Mowed every week42
4Mowed once a month45
", "passage_plain": "Firefly Meadow Claims A meadow beside a town stadium once glowed with fireflies on June evenings. Fireflies flash in the meadow’s tall grass to find mates. Residents now report far fewer flashes, and two claims were raised at a town meeting. Claim 1: Light from the stadium’s evening events is causing the firefly decline. Claim 2: The town’s new mowing schedule is causing the firefly decline. Student volunteers counted flashing fireflies on ten June evenings in four meadow sections. Their counts are grouped into two comparisons (Table 1 and Table 2). Table 1. Lighting Comparison (both sections mowed once a month) Section Evening lighting Average fireflies counted per evening 1 Lit by the stadium lights 12 2 Beyond the lights (dark) 44 Table 2. Mowing Comparison (both sections beyond the lights) Section Mowing schedule Average fireflies counted per evening 3 Mowed every week 42 4 Mowed once a month 45" }, { "n": 18, "item_id": "_de150f1e-f017-4757-bf0a-1f3bbc4c801d", "type": "choice", "title": "Sundial Log (Part A)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part A

Look at Table 1. In which logged month was the midday Sun highest in the sky over the sundial?

", "prompt_plain": "Part A Look at Table 1. In which logged month was the midday Sun highest in the sky over the sundial?", "context_html": "", "options": [ { "id": "cA18", "text": "January", "plain": "January", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "April", "plain": "April", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "July", "plain": "July", "correct": true, "kind": "choice" }, { "id": "cD18", "text": "October", "plain": "October", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9f0a6a00-e053-4459-aa6a-1dfa65c6b4f5" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC18" ] }, "n_options": 4, "passage_html": "

Sundial Project Log

A science club in Columbus, in the Northern Hemisphere, built a sundial on level ground. The sundial’s gnomon — the upright rod that casts the shadow — stands 60 centimeters tall. At midday on the 21st of four different months, club members measured the gnomon’s shadow. Table 1 shows the log. The higher the midday Sun stands in the sky, the shorter the shadow the gnomon casts.

Table 1. Midday Shadow Log

DateMidday shadow length (cm)
January 21104
April 2132
July 2121
October 2173
", "passage_plain": "Sundial Project Log A science club in Columbus, in the Northern Hemisphere, built a sundial on level ground. The sundial’s gnomon — the upright rod that casts the shadow — stands 60 centimeters tall. At midday on the 21st of four different months, club members measured the gnomon’s shadow. Table 1 shows the log. The higher the midday Sun stands in the sky, the shorter the shadow the gnomon casts. Table 1. Midday Shadow Log Date Midday shadow length (cm) January 21 104 April 21 32 July 21 21 October 21 73" }, { "n": 19, "item_id": "_09e013ea-611f-4b78-91f0-80f895d08ac9", "type": "choice", "title": "Sundial Log (Part B)", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Part B

Which statement best explains why the midday Sun stands highest over the sundial in July?

", "prompt_plain": "Part B Which statement best explains why the midday Sun stands highest over the sundial in July?", "context_html": "", "options": [ { "id": "cA19", "text": "Earth travels closest to the Sun in July, so the Sun climbs higher in the midday sky.", "plain": "Earth travels closest to the Sun in July, so the Sun climbs higher in the midday sky.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "In July the Northern Hemisphere is tilted toward the Sun, so midday sunlight strikes the ground at a steeper angle.", "plain": "In July the Northern Hemisphere is tilted toward the Sun, so midday sunlight strikes the ground at a steeper angle.", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "In July the Sun gives off more light energy than in any other month of the year.", "plain": "In July the Sun gives off more light energy than in any other month of the year.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Earth spins faster on its axis in July, so the Sun climbs higher above the horizon each day.", "plain": "Earth spins faster on its axis in July, so the Sun climbs higher above the horizon each day.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9f0a6a00-e053-4459-aa6a-1dfa65c6b4f5" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB19" ] }, "n_options": 4, "passage_html": "

Sundial Project Log

A science club in Columbus, in the Northern Hemisphere, built a sundial on level ground. The sundial’s gnomon — the upright rod that casts the shadow — stands 60 centimeters tall. At midday on the 21st of four different months, club members measured the gnomon’s shadow. Table 1 shows the log. The higher the midday Sun stands in the sky, the shorter the shadow the gnomon casts.

Table 1. Midday Shadow Log

DateMidday shadow length (cm)
January 21104
April 2132
July 2121
October 2173
", "passage_plain": "Sundial Project Log A science club in Columbus, in the Northern Hemisphere, built a sundial on level ground. The sundial’s gnomon — the upright rod that casts the shadow — stands 60 centimeters tall. At midday on the 21st of four different months, club members measured the gnomon’s shadow. Table 1 shows the log. The higher the midday Sun stands in the sky, the shorter the shadow the gnomon casts. Table 1. Midday Shadow Log Date Midday shadow length (cm) January 21 104 April 21 32 July 21 21 October 21 73" }, { "n": 20, "item_id": "_95767efd-17d1-479e-a264-28667da18364", "type": "order", "title": "Inner Planet Cards", "standards": [ "MS-ESS1-2" ], "prompt_html": "

A student is setting up a hallway bulletin board about the inner planets. A Sun cutout is pinned at the left end of the board, and four inner-planet cards must be pinned in a row to the right of it in their true order from the Sun.

\"A

 

Place the planet cards in order, starting with the planet closest to the Sun.

", "prompt_plain": "A student is setting up a hallway bulletin board about the inner planets. A Sun cutout is pinned at the left end of the board, and four inner-planet cards must be pinned in a row to the right of it in their true order from the Sun. Place the planet cards in order, starting with the planet closest to the Sun.", "context_html": "", "options": [ { "id": "cCdd333949", "text": "Earth", "plain": "Earth", "correct": true, "kind": "choice" }, { "id": "cAcd98c67e", "text": "Mercury", "plain": "Mercury", "correct": true, "kind": "choice" }, { "id": "cDb61599fd", "text": "Mars", "plain": "Mars", "correct": true, "kind": "choice" }, { "id": "cB94c4e5d6", "text": "Venus", "plain": "Venus", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-35/images/img-s20-boardcard.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cAcd98c67e", "cB94c4e5d6", "cCdd333949", "cDb61599fd" ] }, "n_options": 4 }, { "n": 21, "item_id": "_12069a6a-05c1-4b52-859b-c37b58fd91cc", "type": "choice", "title": "Planet Mass and Known Moons", "standards": [ "MS-ESS1-3" ], "prompt_html": "

A science-club poster makes this claim: the more mass a planet has, the more moons it can hold in orbit. Table 1 lists the mass and the number of known moons for five planets. Mass is given compared with Earth’s mass.

Table 1. Planet Mass and Known Moons

PlanetMass (Earth = 1)Known moons
Mercury0.060
Venus0.80
Earth11
Neptune1716
Saturn95146

Choose the TWO statements about Table 1 that support the poster’s claim.

", "prompt_plain": "A science-club poster makes this claim: the more mass a planet has, the more moons it can hold in orbit. Table 1 lists the mass and the number of known moons for five planets. Mass is given compared with Earth’s mass. Table 1. Planet Mass and Known Moons Planet Mass (Earth = 1) Known moons Mercury 0.06 0 Venus 0.8 0 Earth 1 1 Neptune 17 16 Saturn 95 146 Choose the TWO statements about Table 1 that support the poster’s claim.", "context_html": "", "options": [ { "id": "cA1", "text": "Saturn has the greatest mass of the five planets and also holds the most known moons.", "plain": "Saturn has the greatest mass of the five planets and also holds the most known moons.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Venus has more mass than Mercury, yet the two planets hold the same number of known moons.", "plain": "Venus has more mass than Mercury, yet the two planets hold the same number of known moons.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Neptune has far more mass than Earth and holds many more known moons than Earth.", "plain": "Neptune has far more mass than Earth and holds many more known moons than Earth.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Earth has the third-greatest mass of the five planets listed in the table.", "plain": "Earth has the third-greatest mass of the five planets listed in the table.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Neptune holds more known moons than Saturn because Neptune has the greater mass.", "plain": "Neptune holds more known moons than Saturn because Neptune has the greater mass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 22, "item_id": "_3a151921-b5d5-4a6d-959e-758902834d02", "type": "choice", "title": "Air Masses J and K", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Two large bodies of air form and sit in place for many days over different surfaces. Air mass J forms over a cool ocean. Air mass K forms over a hot, dry desert. Figure 1 shows the conditions where each air mass forms.

Figure 1. Where Each Air Mass Forms

\"Two

Choose the TWO comparisons of the air masses that are supported by where each one formed.

", "prompt_plain": "Two large bodies of air form and sit in place for many days over different surfaces. Air mass J forms over a cool ocean. Air mass K forms over a hot, dry desert. Figure 1 shows the conditions where each air mass forms. Figure 1. Where Each Air Mass Forms Choose the TWO comparisons of the air masses that are supported by where each one formed.", "context_html": "", "options": [ { "id": "cA1", "text": "Air mass J and air mass K hold equal amounts of water vapor, because each one formed over a wide, open surface.", "plain": "Air mass J and air mass K hold equal amounts of water vapor, because each one formed over a wide, open surface.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Air mass J holds more water vapor than air mass K, because it formed over the ocean’s wide water surface.", "plain": "Air mass J holds more water vapor than air mass K, because it formed over the ocean’s wide water surface.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Air mass K holds more water vapor than air mass J, because hot desert air can hold more moisture than cool air.", "plain": "Air mass K holds more water vapor than air mass J, because hot desert air can hold more moisture than cool air.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Air mass K is warmer than air mass J, because it formed over ground that is hot and dry.", "plain": "Air mass K is warmer than air mass J, because it formed over ground that is hot and dry.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Air mass J has the same temperature as air mass K, because the season, not the surface it formed over, sets an air mass’s temperature.", "plain": "Air mass J has the same temperature as air mass K, because the season, not the surface it formed over, sets an air mass’s temperature.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-35/images/img-s22-airmass.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 }, { "n": 23, "item_id": "_dd97fdd8-d8f6-40b4-b2ed-9b02bfdd340f", "type": "choice", "title": "Perch Logbook (Part A)", "standards": [ "MS-ESS3-4" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1.

Which change to the club’s netting plan do the logbook records best support to help the lake’s perch population grow again?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which change to the club’s netting plan do the logbook records best support to help the lake’s perch population grow again?", "context_html": "", "options": [ { "id": "cA1", "text": "Set even more nets each fall, because the total netted stayed near its high point through 2021.", "plain": "Set even more nets each fall, because the total netted stayed near its high point through 2021.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Move the nets to a different part of the lake, where each net would catch more perch.", "plain": "Move the nets to a different part of the lake, where each net would catch more perch.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Net far fewer perch each fall, so more adult fish stay in the lake and reproduce.", "plain": "Net far fewer perch each fall, so more adult fish stay in the lake and reproduce.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Keep the netting plan the same, because the extra nets have kept the fall totals close to their high point.", "plain": "Keep the netting plan the same, because the extra nets have kept the fall totals close to their high point.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8e410a4-6ff4-46f8-bd86-d9910098cd7b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Perch Netting Logbook

A fishing club nets yellow perch, a freshwater lake fish, from the same northern lake every fall. The club sets its nets far apart across the whole lake, so the nets do not compete with one another for the same fish. After each fall season the club records the number of nets set (Table 1), the total perch netted, and the per-net catch. The per-net catch equals the total perch netted divided by the number of nets set. Figure 1 shows the total perch netted and the per-net catch for five seasons.

Table 1. Nets Set Each Season

SeasonNets set
201530
201745
201960
202175
202385

Figure 1. Total Netted and Per-Net Catch

\"Two

", "passage_plain": "Perch Netting Logbook A fishing club nets yellow perch, a freshwater lake fish, from the same northern lake every fall. The club sets its nets far apart across the whole lake, so the nets do not compete with one another for the same fish. After each fall season the club records the number of nets set (Table 1), the total perch netted, and the per-net catch. The per-net catch equals the total perch netted divided by the number of nets set. Figure 1 shows the total perch netted and the per-net catch for five seasons. Table 1. Nets Set Each Season Season Nets set 2015 30 2017 45 2019 60 2021 75 2023 85 Figure 1. Total Netted and Per-Net Catch" }, { "n": 24, "item_id": "_ac01496c-c214-4f4d-a94b-7d6ccd03a72b", "type": "choice", "title": "Perch Logbook (Part B)", "standards": [ "MS-ESS3-4" ], "prompt_html": "

Part B

In Part A, the records support netting far fewer perch each fall so the population can recover. Which comparison of the logbook records is the best evidence that the number of perch living in the lake is falling?

", "prompt_plain": "Part B In Part A, the records support netting far fewer perch each fall so the population can recover. Which comparison of the logbook records is the best evidence that the number of perch living in the lake is falling?", "context_html": "", "options": [ { "id": "cA1", "text": "The total perch netted in 2021 was the highest total recorded in the logbook.", "plain": "The total perch netted in 2021 was the highest total recorded in the logbook.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The club set more than twice as many nets in 2023 as it set back in 2015.", "plain": "The club set more than twice as many nets in 2023 as it set back in 2015.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The per-net catch in every season equals the total netted divided by the nets set.", "plain": "The per-net catch in every season equals the total netted divided by the nets set.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The perch caught per net kept falling even while the club kept setting more nets.", "plain": "The perch caught per net kept falling even while the club kept setting more nets.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8e410a4-6ff4-46f8-bd86-d9910098cd7b" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Perch Netting Logbook

A fishing club nets yellow perch, a freshwater lake fish, from the same northern lake every fall. The club sets its nets far apart across the whole lake, so the nets do not compete with one another for the same fish. After each fall season the club records the number of nets set (Table 1), the total perch netted, and the per-net catch. The per-net catch equals the total perch netted divided by the number of nets set. Figure 1 shows the total perch netted and the per-net catch for five seasons.

Table 1. Nets Set Each Season

SeasonNets set
201530
201745
201960
202175
202385

Figure 1. Total Netted and Per-Net Catch

\"Two

", "passage_plain": "Perch Netting Logbook A fishing club nets yellow perch, a freshwater lake fish, from the same northern lake every fall. The club sets its nets far apart across the whole lake, so the nets do not compete with one another for the same fish. After each fall season the club records the number of nets set (Table 1), the total perch netted, and the per-net catch. The per-net catch equals the total perch netted divided by the number of nets set. Figure 1 shows the total perch netted and the per-net catch for five seasons. Table 1. Nets Set Each Season Season Nets set 2015 30 2017 45 2019 60 2021 75 2023 85 Figure 1. Total Netted and Per-Net Catch" }, { "n": 25, "item_id": "_4f4e647d-5d76-4b7d-a510-0641f7331081", "type": "text-entry", "title": "Onion-Skin Cell Length", "standards": [ "MS-LS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A microscope photo of an onion-skin cell comes with a printed scale card. The card shows one scale bar, and one scale bar equals 30 micrometers on the photo. The onion-skin cell is exactly 3 scale bars long.

Micrograph Scale Card

Scale-card informationValue
Length of one scale bar30 micrometers
Length of the onion-skin cell3 scale bars

How many micrometers long is the onion-skin cell? Multiply the length of one scale bar by the number of scale bars.

Give your answer as a whole number (e.g., 12).

Length in micrometers:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "90" ] }, "n_options": 0 }, { "n": 26, "item_id": "_1fb41ee3-439f-454e-aa0d-2e3748cca80c", "type": "gap-match", "title": "Plant Cell Poster Build", "standards": [ "MS-LS1-2" ], "prompt_html": "

A biology poster shows the outline of one plant cell. Inside the outline, four numbered regions are drawn with dashed lines. The poster’s caption list gives the job of the missing part at each numbered region:

Region 1 - stores water and sap and helps the cell keep its shape

Region 2 - releases energy from food so the cell can use it

Region 3 - holds the cell’s instructions and directs the cell’s activities

Region 4 - uses sunlight to make food for the cell

\"Outline

 

Drag one organelle tile onto each numbered region so the tile matches the job described there. Not all tiles will be used.

", "prompt_plain": "A biology poster shows the outline of one plant cell. Inside the outline, four numbered regions are drawn with dashed lines. The poster’s caption list gives the job of the missing part at each numbered region: Region 1 - stores water and sap and helps the cell keep its shape Region 2 - releases energy from food so the cell can use it Region 3 - holds the cell’s instructions and directs the cell’s activities Region 4 - uses sunlight to make food for the cell Drag one organelle tile onto each numbered region so the tile matches the job described there. Not all tiles will be used.", "context_html": "", "options": [ { "id": "tokMito", "text": "mitochondria", "plain": "mitochondria", "correct": false, "kind": "gap-token" }, { "id": "tokMemb", "text": "cell membrane", "plain": "cell membrane", "correct": false, "kind": "gap-token" }, { "id": "tokChlo", "text": "chloroplasts", "plain": "chloroplasts", "correct": false, "kind": "gap-token" }, { "id": "tokVacu", "text": "central vacuole", "plain": "central vacuole", "correct": false, "kind": "gap-token" }, { "id": "tokNucl", "text": "nucleus", "plain": "nucleus", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-35/images/img-s26-cellframe.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokVacu R1", "tokMito R2", "tokNucl R3", "tokChlo R4" ] }, "n_options": 5 }, { "n": 27, "item_id": "_e263ae48-201c-49e7-9925-ffbec6fbf4be", "type": "inline-choice", "title": "Mountain Meadow Interactions", "standards": [ "MS-LS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Figure 1 shows three numbered scenes from one summer morning in a mountain meadow.

Figure 1. Three Mountain Meadow Scenes

\"Three

Scene 1: On a cool morning only a few columbine flowers have opened. Several bumblebees crowd the same few flowers, so each bee gets less nectar.

Scene 2: A bumblebee sips nectar from a columbine flower. Pollen dusts the bee’s back and rubs off on the next columbine it visits, and the plant needs that pollen to make seeds.

Scene 3: A jumping spider hiding on a columbine blossom grabs a bumblebee that lands there and eats it.

Choose the interaction type that matches each scene.

The interaction in Scene 1 is .

The interaction in Scene 2 is .

The interaction in Scene 3 is .

", "options": [ { "id": "cB1O902ef3764", "text": "competition", "plain": "competition", "correct": true, "kind": "inline" }, { "id": "cB1Oa2f03fbd3", "text": "mutualism", "plain": "mutualism", "correct": false, "kind": "inline" }, { "id": "cB1Oadca78060", "text": "predation", "plain": "predation", "correct": false, "kind": "inline" }, { "id": "cB2O8fc42c6f9", "text": "competition", "plain": "competition", "correct": false, "kind": "inline" }, { "id": "cB2Oae76eb7c5", "text": "mutualism", "plain": "mutualism", "correct": true, "kind": "inline" }, { "id": "cB2Oda8746474", "text": "predation", "plain": "predation", "correct": false, "kind": "inline" }, { "id": "cB3O0d236653f", "text": "competition", "plain": "competition", "correct": false, "kind": "inline" }, { "id": "cB3O89f07c6d5", "text": "mutualism", "plain": "mutualism", "correct": false, "kind": "inline" }, { "id": "cB3O16774a39f", "text": "predation", "plain": "predation", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-35/images/img-s27-meadow-scenes.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O902ef3764" ], "RESPONSE2": [ "cB2Oae76eb7c5" ], "RESPONSE3": [ "cB3O16774a39f" ] }, "n_options": 9 }, { "n": 28, "item_id": "_b7ef2238-ea23-4dda-a483-f18b8ad5800a", "type": "choice", "title": "Huckleberry Forest Matter Path", "standards": [ "MS-LS2-3" ], "prompt_html": "

Figure 1 is a matter-path diagram for a northern forest. Arrows show that huckleberry shrubs are eaten by snowshoe hares, and snowshoe hares are eaten by the Canada lynx, the top consumer. Fungi break down the remains of all three.

Figure 1. The Huckleberry Forest Path

\"Matter-path

Choose the TWO statements that correctly trace the matter and energy the shrubs captured up to the lynx.

", "prompt_plain": "Figure 1 is a matter-path diagram for a northern forest. Arrows show that huckleberry shrubs are eaten by snowshoe hares, and snowshoe hares are eaten by the Canada lynx, the top consumer. Fungi break down the remains of all three. Figure 1. The Huckleberry Forest Path Choose the TWO statements that correctly trace the matter and energy the shrubs captured up to the lynx.", "context_html": "", "options": [ { "id": "cA1", "text": "Matter in the huckleberry shrubs reaches the lynx only after the hares eat the shrubs and the lynx eats the hares.", "plain": "Matter in the huckleberry shrubs reaches the lynx only after the hares eat the shrubs and the lynx eats the hares.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The lynx gets its matter straight from the huckleberry shrubs, without the hares passing it along.", "plain": "The lynx gets its matter straight from the huckleberry shrubs, without the hares passing it along.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The hares make their own matter from sunlight and then pass it on to the lynx.", "plain": "The hares make their own matter from sunlight and then pass it on to the lynx.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The energy the shrubs captured from sunlight moves to the hares and then to the lynx along the arrows.", "plain": "The energy the shrubs captured from sunlight moves to the hares and then to the lynx along the arrows.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Each time matter moves along the chain, new matter is created for the next animal to use.", "plain": "Each time matter moves along the chain, new matter is created for the next animal to use.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-35/images/img-s28-forest-matterpath.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 29, "item_id": "_ca7cbf41-7ed9-49cf-91b2-23782ba0ca65", "type": "choice", "title": "Air-Track Glider Masses", "standards": [ "MS-PS2-2" ], "prompt_html": "

On an air track, two gliders are each given the same steady push that lasts 3 seconds. Figure 1 shows a speed-vs-time graph recorded during the push: Glider M’s line rises to 0.6 meter per second in 3 seconds, and Glider N’s line rises to 0.3 meter per second in 3 seconds.

Figure 1. Velocity of Gliders M and N

\"A

Using the graph and the idea that the same push gives a smaller change in speed to a heavier object, which glider most likely carries more mass?

", "prompt_plain": "On an air track, two gliders are each given the same steady push that lasts 3 seconds. Figure 1 shows a speed-vs-time graph recorded during the push: Glider M’s line rises to 0.6 meter per second in 3 seconds, and Glider N’s line rises to 0.3 meter per second in 3 seconds. Figure 1. Velocity of Gliders M and N Using the graph and the idea that the same push gives a smaller change in speed to a heavier object, which glider most likely carries more mass?", "context_html": "", "options": [ { "id": "cA1", "text": "Glider M, because it reached the higher speed in the same time.", "plain": "Glider M, because it reached the higher speed in the same time.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Glider M, because its line on the graph is steeper.", "plain": "Glider M, because its line on the graph is steeper.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Glider N, because it gained speed more slowly for the same push.", "plain": "Glider N, because it gained speed more slowly for the same push.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both gliders carry the same mass, because they were given the same push.", "plain": "Both gliders carry the same mass, because they were given the same push.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-35/images/img-s29-glider-vt.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 30, "item_id": "_12fbaff1-a55d-4c51-a023-7df8af52bb21", "type": "text-entry", "title": "Relay Practice Distances", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

During one relay practice, two runners each ran for the same timed window of 10 seconds. The practice card shows how far each runner traveled in that window: the Red-team runner traveled 68 meters and the Blue-team runner traveled 52 meters.

Relay Practice Card

RunnerDistance in the 10-second window
Red-team runner68 meters
Blue-team runner52 meters

In that same 10-second window, how many meters farther did the Red-team runner travel than the Blue-team runner?

Give your answer as a whole number (e.g., 9).

Meters farther:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "16" ] }, "n_options": 0 }, { "n": 31, "item_id": "_317cd12b-0cc0-47d2-bb44-613fd5b346fa", "type": "choice", "title": "Campfire Circle Heat Check", "standards": [ "MS-PS3-3" ], "prompt_html": "

Tariq sits in a circle of friends around an evening campfire. He writes down four things he notices while the fire burns. The observations are listed below.

Which observation best shows thermal energy arriving by radiation?

", "prompt_plain": "Tariq sits in a circle of friends around an evening campfire. He writes down four things he notices while the fire burns. The observations are listed below. Which observation best shows thermal energy arriving by radiation?", "context_html": "", "options": [ { "id": "cA31", "text": "Facing the fire, Tariq feels steady warmth on the front of his jacket while a breeze pushes the fire’s smoke and hot air off to one side.", "plain": "Facing the fire, Tariq feels steady warmth on the front of his jacket while a breeze pushes the fire’s smoke and hot air off to one side.", "correct": true, "kind": "choice" }, { "id": "cB31", "text": "A metal roasting fork that has rested in the flames becomes too hot to hold at its far handle end.", "plain": "A metal roasting fork that has rested in the flames becomes too hot to hold at its far handle end.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "The air just above the flames rises and gently sways a string of lights hung over the fire pit.", "plain": "The air just above the flames rises and gently sways a string of lights hung over the fire pit.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "A flat rock pushed against the burning logs feels warm on the face that touches the wood.", "plain": "A flat rock pushed against the burning logs feels warm on the face that touches the wood.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_e2d1e336-1fe5-44e7-a536-4106b7be8da2", "type": "choice", "title": "Water Bottle Claim Cards", "standards": [ "MS-PS3-4" ], "prompt_html": "

Wren fills two identical bottles with the same amount of water. One bottle holds hot water at 60 degrees Celsius. The other holds cold water at 10 degrees Celsius. Wren writes four claim cards about the water particles inside the two bottles.

Which claim card is correct?

", "prompt_plain": "Wren fills two identical bottles with the same amount of water. One bottle holds hot water at 60 degrees Celsius. The other holds cold water at 10 degrees Celsius. Wren writes four claim cards about the water particles inside the two bottles. Which claim card is correct?", "context_html": "", "options": [ { "id": "cA32", "text": "The hot water holds more water particles than the cold water, and that is why the hot water is warmer.", "plain": "The hot water holds more water particles than the cold water, and that is why the hot water is warmer.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "The particles in the cold water move just as fast on average as the particles in the hot water do.", "plain": "The particles in the cold water move just as fast on average as the particles in the hot water do.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "The particles in the hot water move faster on average than the particles in the cold water.", "plain": "The particles in the hot water move faster on average than the particles in the cold water.", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "The particles in the hot water are larger than the particles in the cold water, because heating swells them up.", "plain": "The particles in the hot water are larger than the particles in the cold water, because heating swells them up.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_17916dc0-2b3b-4909-be8b-7006b6c2c8bd", "type": "inline-choice", "title": "Wrench on a Sunny Hood", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Yusuf leaves a metal wrench lying on a car hood that has been warmed by the sun, so the hood is hotter than the wrench. A while later he moves the same wrench to a cool bench in the shade, where the bench is cooler than the wrench. Figure 1 shows the two places.

Figure 1. The Hood and the Bench

\"A

Complete each sentence by choosing the correct answer.

While the wrench sits on the sun-warmed hood, thermal energy flows .

After the wrench is moved to the cool shaded bench, thermal energy flows .

The wrench on the bench keeps transferring energy until .

", "options": [ { "id": "cIC1O289331945", "text": "from the wrench into the hood", "plain": "from the wrench into the hood", "correct": false, "kind": "inline" }, { "id": "cIC1O376e76c63", "text": "from the hood into the wrench", "plain": "from the hood into the wrench", "correct": true, "kind": "inline" }, { "id": "cIC1Oe9239da24", "text": "in both directions equally", "plain": "in both directions equally", "correct": false, "kind": "inline" }, { "id": "cIC2O3f435751f", "text": "from the bench into the wrench", "plain": "from the bench into the wrench", "correct": false, "kind": "inline" }, { "id": "cIC2Oc22664e8d", "text": "from the shade into the wrench", "plain": "from the shade into the wrench", "correct": false, "kind": "inline" }, { "id": "cIC2O2412d81f9", "text": "from the wrench into the bench", "plain": "from the wrench into the bench", "correct": true, "kind": "inline" }, { "id": "cIC3Ob9f6001fb", "text": "all of the energy leaves the wrench", "plain": "all of the energy leaves the wrench", "correct": false, "kind": "inline" }, { "id": "cIC3O33259453c", "text": "the wrench and the bench reach the same temperature", "plain": "the wrench and the bench reach the same temperature", "correct": true, "kind": "inline" }, { "id": "cIC3Ofd0ae175d", "text": "the wrench becomes colder than the bench", "plain": "the wrench becomes colder than the bench", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-35/images/img-s33-wrench.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1O376e76c63" ], "RESPONSE2": [ "cIC2O2412d81f9" ], "RESPONSE3": [ "cIC3O33259453c" ] }, "n_options": 9 }, { "n": 34, "item_id": "_f8ce12d1-e625-4c67-8b45-6db81f6dca04", "type": "choice", "title": "Craft-Fair Boards (Part A)", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part A

Look at Table 1 and Zuri’s glare note.

Which claim about the two boards is correct?

", "prompt_plain": "Part A Look at Table 1 and Zuri’s glare note. Which claim about the two boards is correct?", "context_html": "", "options": [ { "id": "cA34", "text": "Both boards bounced back the same amount of light, because the one lamp shone equally on each board.", "plain": "Both boards bounced back the same amount of light, because the one lamp shone equally on each board.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "The white glossy board reflected most of the light that hit it, and the black matte board absorbed most of the light that hit it.", "plain": "The white glossy board reflected most of the light that hit it, and the black matte board absorbed most of the light that hit it.", "correct": true, "kind": "choice" }, { "id": "cC34", "text": "The black matte board reflected most of the light, because dark surfaces send light back strongly.", "plain": "The black matte board reflected most of the light, because dark surfaces send light back strongly.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "The white glossy board let most of the light pass through it, so little light came back to the meter.", "plain": "The white glossy board let most of the light pass through it, so little light came back to the meter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_898a31d6-b4d4-41ae-9a26-21e2809bae9e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB34" ] }, "n_options": 4, "passage_html": "

Display-Board Light Test

Zuri is picking a board for a craft-fair sign. Zuri shines one lamp on two sample boards, one at a time. A light meter catches the light that bounces back off each board. The meter reads a higher number when more light bounces back. One board is white and glossy. The other board is black and matte, meaning it is not shiny. Table 1 shows the two readings. Zuri also notes a bright glare spot on the white glossy board, and no glare spot on the black matte board. Figure 1 shows the test.

Table 1. Light Bounced Back

Board sampleLight-meter reading (higher = more light bounced back)
White glossy board420
Black matte board60

Figure 1. The Test Setup

\"One

", "passage_plain": "Display-Board Light Test Zuri is picking a board for a craft-fair sign. Zuri shines one lamp on two sample boards, one at a time. A light meter catches the light that bounces back off each board. The meter reads a higher number when more light bounces back. One board is white and glossy. The other board is black and matte, meaning it is not shiny. Table 1 shows the two readings. Zuri also notes a bright glare spot on the white glossy board, and no glare spot on the black matte board. Figure 1 shows the test. Table 1. Light Bounced Back Board sample Light-meter reading (higher = more light bounced back) White glossy board 420 Black matte board 60 Figure 1. The Test Setup" }, { "n": 35, "item_id": "_35d87122-eabd-4cbb-a74b-fa1f104c60d0", "type": "choice", "title": "Craft-Fair Boards (Part B)", "standards": [ "MS-PS4-2" ], "prompt_html": "

Part B

Zuri claims the white glossy board reflected most of its light while the black matte board absorbed most of its light.

Which pair of observations is the best evidence for Zuri’s claim?

", "prompt_plain": "Part B Zuri claims the white glossy board reflected most of its light while the black matte board absorbed most of its light. Which pair of observations is the best evidence for Zuri’s claim?", "context_html": "", "options": [ { "id": "cA35", "text": "The lamp was held the same distance from each board, and both boards were the same size.", "plain": "The lamp was held the same distance from each board, and both boards were the same size.", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "The white glossy board’s meter read 420, which is a large number.", "plain": "The white glossy board’s meter read 420, which is a large number.", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "A bright glare spot appeared on the white glossy board, and the black matte board also looked shiny under the lamp.", "plain": "A bright glare spot appeared on the white glossy board, and the black matte board also looked shiny under the lamp.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "The black matte board’s meter read a low 60, and a bright glare spot appeared on the white glossy board.", "plain": "The black matte board’s meter read a low 60, and a bright glare spot appeared on the white glossy board.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_898a31d6-b4d4-41ae-9a26-21e2809bae9e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD35" ] }, "n_options": 4, "passage_html": "

Display-Board Light Test

Zuri is picking a board for a craft-fair sign. Zuri shines one lamp on two sample boards, one at a time. A light meter catches the light that bounces back off each board. The meter reads a higher number when more light bounces back. One board is white and glossy. The other board is black and matte, meaning it is not shiny. Table 1 shows the two readings. Zuri also notes a bright glare spot on the white glossy board, and no glare spot on the black matte board. Figure 1 shows the test.

Table 1. Light Bounced Back

Board sampleLight-meter reading (higher = more light bounced back)
White glossy board420
Black matte board60

Figure 1. The Test Setup

\"One

", "passage_plain": "Display-Board Light Test Zuri is picking a board for a craft-fair sign. Zuri shines one lamp on two sample boards, one at a time. A light meter catches the light that bounces back off each board. The meter reads a higher number when more light bounces back. One board is white and glossy. The other board is black and matte, meaning it is not shiny. Table 1 shows the two readings. Zuri also notes a bright glare spot on the white glossy board, and no glare spot on the black matte board. Figure 1 shows the test. Table 1. Light Bounced Back Board sample Light-meter reading (higher = more light bounced back) White glossy board 420 Black matte board 60 Figure 1. The Test Setup" }, { "n": 36, "item_id": "_4e645d59-dc25-484f-afe0-552442328389", "type": "choice", "title": "Kit Model Photo Card", "standards": [ "MS-PS1-1" ], "prompt_html": "

Figure 1 shows a ball-and-stick model built from a chemistry kit. In the kit, each ball stands for one atom, and balls of the same color stand for the same kind of atom. The model shows two balls of the same color joined by a single stick.

Figure 1. The Kit Model

\"A

Which statement about the model is correct?

", "prompt_plain": "Figure 1 shows a ball-and-stick model built from a chemistry kit. In the kit, each ball stands for one atom, and balls of the same color stand for the same kind of atom. The model shows two balls of the same color joined by a single stick. Figure 1. The Kit Model Which statement about the model is correct?", "context_html": "", "options": [ { "id": "cA36", "text": "The model shows two atoms of two different kinds joined together.", "plain": "The model shows two atoms of two different kinds joined together.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "The model shows a single atom sitting by itself.", "plain": "The model shows a single atom sitting by itself.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "The model shows two atoms of the same kind joined together.", "plain": "The model shows two atoms of the same kind joined together.", "correct": true, "kind": "choice" }, { "id": "cD36", "text": "The model shows two separate substances mixed together.", "plain": "The model shows two separate substances mixed together.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-35/images/img-s36-ballstick.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC36" ] }, "n_options": 4 }, { "n": 37, "item_id": "_fdaeb9f4-8f1d-4540-9a73-5a5a07573317", "type": "hottext", "title": "Gas Bench Report", "standards": [ "MS-PS1-1" ], "prompt_html": "

Soren tested a clear gas from a sealed tube and wrote a bench report. Every sample of the gas behaved the same way, and no test could separate the gas into two or more different substances. Soren then wrote four sentences that try to explain this using the atom-and-molecule model.

Bench report

The gas looked the same in every sample, and no test could separate it into different substances. Which sentence explains this correctly?

Click the one sentence that uses the model correctly to explain what Soren observed.

", "prompt_plain": "Soren tested a clear gas from a sealed tube and wrote a bench report. Every sample of the gas behaved the same way, and no test could separate the gas into two or more different substances. Soren then wrote four sentences that try to explain this using the atom-and-molecule model. Bench report The gas looked the same in every sample, and no test could separate it into different substances. Which sentence explains this correctly? Click the one sentence that uses the model correctly to explain what Soren observed.", "context_html": "", "options": [ { "id": "hH137", "text": "The gas is made of just one kind of molecule, and each molecule is the same group of atoms joined the same way.", "plain": "The gas is made of just one kind of molecule, and each molecule is the same group of atoms joined the same way.", "correct": true, "kind": "hottext" }, { "id": "hH237", "text": "The gas behaves the same in every sample because heavier gases always act differently from lighter ones.", "plain": "The gas behaves the same in every sample because heavier gases always act differently from lighter ones.", "correct": false, "kind": "hottext" }, { "id": "hH337", "text": "The gas cannot be separated into different substances because its molecules are far too small to see.", "plain": "The gas cannot be separated into different substances because its molecules are far too small to see.", "correct": false, "kind": "hottext" }, { "id": "hH437", "text": "The gas is really a mixture of several different molecules that just happen to look alike.", "plain": "The gas is really a mixture of several different molecules that just happen to look alike.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hH137" ] }, "n_options": 4 }, { "n": 38, "item_id": "_c83bccff-2a03-4ce2-9d66-e4a5538424a5", "type": "choice", "title": "Boardwalk Route Choice", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A town wants to build a short boardwalk so visitors can reach a creek overlook. The design brief lists two things the boardwalk must do: it must reach the overlook, and it must be no longer than 60 meters (to stay within budget). A marshy area where frogs breed sits between the trailhead and the overlook. Figure 1 maps four possible routes.

Figure 1. The Four Routes

\"A

Which route best meets the brief while limiting harm to the marsh habitat?

", "prompt_plain": "A town wants to build a short boardwalk so visitors can reach a creek overlook. The design brief lists two things the boardwalk must do: it must reach the overlook, and it must be no longer than 60 meters (to stay within budget). A marshy area where frogs breed sits between the trailhead and the overlook. Figure 1 maps four possible routes. Figure 1. The Four Routes Which route best meets the brief while limiting harm to the marsh habitat?", "context_html": "", "options": [ { "id": "cA38", "text": "Curve around the marsh edge to reach the overlook; total length 55 meters.", "plain": "Curve around the marsh edge to reach the overlook; total length 55 meters.", "correct": true, "kind": "choice" }, { "id": "cB38", "text": "Run straight through the marsh to reach the overlook; total length 40 meters.", "plain": "Run straight through the marsh to reach the overlook; total length 40 meters.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Curve around the marsh to a picnic lawn, not the overlook; total length 50 meters.", "plain": "Curve around the marsh to a picnic lawn, not the overlook; total length 50 meters.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Curve around the marsh to reach the overlook; total length 80 meters.", "plain": "Curve around the marsh to reach the overlook; total length 80 meters.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g6-35/images/img-s38-route.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA38" ] }, "n_options": 4 }, { "n": 39, "item_id": "_92b5f285-9171-4665-abed-bd2b58d811a9", "type": "match", "title": "Camera Mount Shake Test", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A team tests three action-camera mounts on a shaking rig. For each mount they measure the average image shake in pixels. A mount meets the limit if its average image shake is 5 pixels or less. Table 1 shows the results.

Table 1. Mount Shake Test

Mount designAverage image shake (pixels)
Mount 1: foam-padded grip3
Mount 2: plain metal bracket9
Mount 3: rubber-damped clamp4

 

Drag each mount into the correct group: meets the shake limit or fails the shake limit.

", "prompt_plain": "A team tests three action-camera mounts on a shaking rig. For each mount they measure the average image shake in pixels. A mount meets the limit if its average image shake is 5 pixels or less. Table 1 shows the results. Table 1. Mount Shake Test Mount design Average image shake (pixels) Mount 1: foam-padded grip 3 Mount 2: plain metal bracket 9 Mount 3: rubber-damped clamp 4 Drag each mount into the correct group: meets the shake limit or fails the shake limit.", "context_html": "", "options": [ { "id": "t1", "text": "Mount 1", "plain": "Mount 1", "correct": false, "kind": "match-token" }, { "id": "t2", "text": "Mount 2", "plain": "Mount 2", "correct": false, "kind": "match-token" }, { "id": "t3", "text": "Mount 3", "plain": "Mount 3", "correct": false, "kind": "match-token" }, { "id": "gMeets", "text": "Meets the shake limit", "plain": "Meets the shake limit", "correct": false, "kind": "match-token" }, { "id": "gFails", "text": "Fails the shake limit", "plain": "Fails the shake limit", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t1 gMeets", "t2 gFails", "t3 gMeets" ] }, "n_options": 5 }, { "n": 40, "item_id": "_ca06412f-26b1-4d31-aae1-c70a8775c42d", "type": "choice", "title": "Planter-Box Build Diary", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Uma’s team keeps a design diary for a classroom planter box. The diary shows: proposed three planter designs, chose one, built the full-size wooden planter box right away, then filled it with soil, saw it sagged, and listed fixes to make.

Using the taught design cycle, which step did the team skip?

", "prompt_plain": "Uma’s team keeps a design diary for a classroom planter box. The diary shows: proposed three planter designs, chose one, built the full-size wooden planter box right away, then filled it with soil, saw it sagged, and listed fixes to make. Using the taught design cycle, which step did the team skip?", "context_html": "", "options": [ { "id": "cA40", "text": "Propose several possible planter-box designs first.", "plain": "Propose several possible planter-box designs first.", "correct": false, "kind": "choice" }, { "id": "cB40", "text": "Choose one planter design to build.", "plain": "Choose one planter design to build.", "correct": false, "kind": "choice" }, { "id": "cC40", "text": "Revise the full box after problems appear.", "plain": "Revise the full box after problems appear.", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "Build and test a small model first.", "plain": "Build and test a small model first.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD40" ] }, "n_options": 4 } ] }, { "form": "G7.24", "grade": "G7", "title": "Alpha Standardized Science G7.24", "test_id": "_test-65b3f266-4412-40b7-9826-24c3f9528ec2", "n_items": 40, "n_stimuli": 8, "stimuli": { "_a452462f-d23a-4b55-a86c-d0cf3df65e05": { "title": "Helmet Liner Impact Tests", "html": "

Helmet Liner Impact Tests

A company is designing a new skateboard helmet. An engineering team tests three foam liner designs. The team fits each liner into the same helmet shell, places the helmet on a sensor headform, and drops it onto a metal plate from the same height. The design brief sets one performance target and two limits:

Table 1 shows the results.

Table 1. Liner Impact-Test Results

LinerPeak force on headform (N)Liner mass (g)Liner thickness (mm)Observation after the test
147015012Foam cracked through at the center
234018514No damage
331024015No damage
" }, "_2d78f5eb-fab6-4d1d-9fa9-282c125da18c": { "title": "Cross-Country Practice Data", "html": "

Cross-Country Practice Data

Alicia runs on her school's cross-country team. At the start of each timed practice run, a starter pistol sounds, and Alicia pushes off the line a fraction of a second later. During one practice, her coach measured her body's responses while she rested and again right after she had run hard for ten minutes. Table 1 shows the measurements.

Table 1. Alicia's Measurements

MeasurementAt restAfter 10 minutes of running
Heart rate (beats per minute)68156
Breathing rate (breaths per minute)1444
Sweat on skinNoneHeavy
" }, "_18d177b4-29bf-4a17-9cdd-3fdf8dce496c": { "title": "Mesosaurus Fossils on Two Continents", "html": "

Mesosaurus Fossils on Two Continents

Mesosaurus was a small reptile that lived about 270 million years ago. It swam only in calm, shallow fresh water and could not survive in the open ocean. Mesosaurus fossils are found in just two regions on Earth: a narrow band of rock along the southeastern coast of South America and a matching band along the southwestern coast of Africa. In both regions the fossils lie in rock that formed in shallow fresh water. Today the South Atlantic Ocean, more than 5,000 kilometers wide, separates the two fossil bands. Figure 1 shows the fossil locations.

Figure 1. Mesosaurus Fossil Locations

\"Map

" }, "_829d22ae-b437-47a2-9c21-77b479f38ff6": { "title": "A Maple Sapling's Mass Budget", "html": "

A Maple Sapling's Mass Budget

Naomi works at a tree nursery. She wants to find out where the material for new tree growth comes from. She plants a young maple sapling in an outdoor soil bed and tends it for two growing seasons. Dry mass is the mass a material has after all of its water is removed. At planting, Naomi measures the dry mass of a matching sapling from the same batch. After two growing seasons, she measures the dry mass of the grown sapling and of the soil in its bed. Table 1 shows the measurements.

Table 1. Mass-Budget Measurements

MeasurementValue
Sapling dry mass at planting2.0 kg
Sapling dry mass after two seasons9.0 kg
Soil dry mass in the bed at planting130.0 kg
Soil dry mass in the bed after two seasons129.8 kg
Total water given to the sapling640 L
" }, "_38160ee5-23a8-47d6-84aa-fef00d2e2b1c": { "title": "Rabbit Coat-Color Crosses", "html": "

Rabbit Coat-Color Crosses

Priya breeds rabbits. In her rabbits, one gene controls coat color. The allele B (black coat) is dominant, and the allele b (white coat) is recessive. Priya recorded the parents and offspring of two crosses in Table 1.

Table 1. Offspring of Two Rabbit Crosses

CrossParentsBlack offspringWhite offspring
1black coat x black coat217
2white coat x white coat016
" }, "_7e897f59-9ff0-488b-bd65-a1c305a407c2": { "title": "Scrapyard Electromagnet Trials", "html": "

Scrapyard Electromagnet Trials

Keisha's team at a metal scrapyard is designing an electromagnet crane to move steel scrap. The team builds a small test electromagnet: a wire coil wrapped around a metal core bar and connected to a power supply. In each trial, the team changes one part of the setup and measures the mass of steel the electromagnet holds. Table 1 shows the trials. During long lifts the coil heats up, so the team also measured, using the trial 5 setup, how much steel the electromagnet holds as the coil temperature rises. Figure 1 shows those results.

Table 1. Electromagnet Trials

TrialCurrent (amperes)Turns of wireCore bar metalSteel held (kilograms)
11100Iron8
22100Iron16
33100Iron25
4350Iron12
53150Iron37
63150Aluminum4
73150Nickel33

Figure 1. Steel Held vs. Coil Temperature

\"Line

" }, "_48b11fc2-f65e-487a-b366-ad87cd239de1": { "title": "Rust in Six Test Tubes", "html": "

Rust in Six Test Tubes

A science class investigated what makes iron rust. The students placed one shiny iron nail in each of six test tubes and sealed every tube with a stopper. Each tube held a different condition, shown in Figure 1. Drying crystals remove water vapor from the air inside a tube. Boiling removes the oxygen dissolved in water, and a layer of oil keeps oxygen from re-entering the water. After three weeks, the students recorded their observations in Table 1.

Figure 1. The Six Tube Setups

\"Six

Table 1. Rust Investigation Results

Test tubeConditionObservation after three weeks
1Dry air above drying crystalsNo rust
2Boiled water with an oil layer; nail fully coveredNo rust
3Tap water and air; nail half-coveredRust on the nail
4Air pumped out; no waterNo rust
5Nail coated in petroleum jelly; tap water and airNo rust
6Nail coated in zinc; tap water and airNo rust
" }, "_7d193db3-e1ad-4cef-90dc-e1f9bacba45b": { "title": "Sea Otter Return at Cormorant Cove", "html": "

Sea Otter Return at Cormorant Cove

Sea otters disappeared from Cormorant Cove long ago, and by 2019 none lived there. Starting that year, otters from a growing coastal population began returning to the cove. Every two years, divers surveyed the cove. They counted the otters living in the cove, and they counted the sea urchins and the kelp stalks in the same ten seafloor plots. Table 1 shows the survey results. Figure 1 shows a food web for the cove.

Table 1. Cormorant Cove Survey Results

YearSea otters in the coveSea urchins per plotKelp stalks per plot
201904808
20211235020
20233019046
2025559070

Figure 1. Cormorant Cove Food Web

\"Food

" } }, "questions": [ { "n": 1, "item_id": "_42a7a577-c37e-4606-8de7-c8c21830dfc5", "type": "choice", "title": "Rust in Six Test Tubes — Part A", "standards": [ "MS-PS1-2" ], "prompt_html": "

Part A

Look at Table 1. Which statement correctly identifies the test tube where rust formed and the claim that the class's results support?

", "prompt_plain": "Part A Look at Table 1. Which statement correctly identifies the test tube where rust formed and the claim that the class's results support?", "context_html": "", "options": [ { "id": "cA1", "text": "Rust formed in test tube 3 because contact with air is enough to rust iron, and the water simply sped the rusting up.", "plain": "Rust formed in test tube 3 because contact with air is enough to rust iron, and the water simply sped the rusting up.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Rust formed in test tube 3 because rust forms where both oxygen and water can reach the iron.", "plain": "Rust formed in test tube 3 because rust forms where both oxygen and water can reach the iron.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Rust formed in test tube 3 because tap water slowly dissolves the nail's surface, and the dissolved iron settles back on it as rust.", "plain": "Rust formed in test tube 3 because tap water slowly dissolves the nail's surface, and the dissolved iron settles back on it as rust.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rust formed in test tube 5 because the petroleum jelly trapped a layer of water against the nail.", "plain": "Rust formed in test tube 5 because the petroleum jelly trapped a layer of water against the nail.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_48b11fc2-f65e-487a-b366-ad87cd239de1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Rust in Six Test Tubes

A science class investigated what makes iron rust. The students placed one shiny iron nail in each of six test tubes and sealed every tube with a stopper. Each tube held a different condition, shown in Figure 1. Drying crystals remove water vapor from the air inside a tube. Boiling removes the oxygen dissolved in water, and a layer of oil keeps oxygen from re-entering the water. After three weeks, the students recorded their observations in Table 1.

Figure 1. The Six Tube Setups

\"Six

Table 1. Rust Investigation Results

Test tubeConditionObservation after three weeks
1Dry air above drying crystalsNo rust
2Boiled water with an oil layer; nail fully coveredNo rust
3Tap water and air; nail half-coveredRust on the nail
4Air pumped out; no waterNo rust
5Nail coated in petroleum jelly; tap water and airNo rust
6Nail coated in zinc; tap water and airNo rust
", "passage_plain": "Rust in Six Test Tubes A science class investigated what makes iron rust. The students placed one shiny iron nail in each of six test tubes and sealed every tube with a stopper. Each tube held a different condition, shown in Figure 1. Drying crystals remove water vapor from the air inside a tube. Boiling removes the oxygen dissolved in water, and a layer of oil keeps oxygen from re-entering the water. After three weeks, the students recorded their observations in Table 1. Figure 1. The Six Tube Setups Table 1. Rust Investigation Results Test tube Condition Observation after three weeks 1 Dry air above drying crystals No rust 2 Boiled water with an oil layer; nail fully covered No rust 3 Tap water and air; nail half-covered Rust on the nail 4 Air pumped out; no water No rust 5 Nail coated in petroleum jelly; tap water and air No rust 6 Nail coated in zinc; tap water and air No rust" }, { "n": 2, "item_id": "_e406c42d-ae73-4491-8ab2-057d48b6f2ca", "type": "choice", "title": "Rust in Six Test Tubes — Part B", "standards": [ "MS-PS1-2" ], "prompt_html": "

Part B

Which results from Table 1 provide the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which results from Table 1 provide the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The result for test tube 3 by itself.", "plain": "The result for test tube 3 by itself.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The result for test tube 4 by itself.", "plain": "The result for test tube 4 by itself.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The results for test tubes 5 and 6 together.", "plain": "The results for test tubes 5 and 6 together.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The results for test tubes 1, 2, and 3 together.", "plain": "The results for test tubes 1, 2, and 3 together.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_48b11fc2-f65e-487a-b366-ad87cd239de1" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Rust in Six Test Tubes

A science class investigated what makes iron rust. The students placed one shiny iron nail in each of six test tubes and sealed every tube with a stopper. Each tube held a different condition, shown in Figure 1. Drying crystals remove water vapor from the air inside a tube. Boiling removes the oxygen dissolved in water, and a layer of oil keeps oxygen from re-entering the water. After three weeks, the students recorded their observations in Table 1.

Figure 1. The Six Tube Setups

\"Six

Table 1. Rust Investigation Results

Test tubeConditionObservation after three weeks
1Dry air above drying crystalsNo rust
2Boiled water with an oil layer; nail fully coveredNo rust
3Tap water and air; nail half-coveredRust on the nail
4Air pumped out; no waterNo rust
5Nail coated in petroleum jelly; tap water and airNo rust
6Nail coated in zinc; tap water and airNo rust
", "passage_plain": "Rust in Six Test Tubes A science class investigated what makes iron rust. The students placed one shiny iron nail in each of six test tubes and sealed every tube with a stopper. Each tube held a different condition, shown in Figure 1. Drying crystals remove water vapor from the air inside a tube. Boiling removes the oxygen dissolved in water, and a layer of oil keeps oxygen from re-entering the water. After three weeks, the students recorded their observations in Table 1. Figure 1. The Six Tube Setups Table 1. Rust Investigation Results Test tube Condition Observation after three weeks 1 Dry air above drying crystals No rust 2 Boiled water with an oil layer; nail fully covered No rust 3 Tap water and air; nail half-covered Rust on the nail 4 Air pumped out; no water No rust 5 Nail coated in petroleum jelly; tap water and air No rust 6 Nail coated in zinc; tap water and air No rust" }, { "n": 3, "item_id": "_8d6a4817-2afd-4d95-bd2b-cb776a06b06b", "type": "gap-match", "title": "Complete the Rust Reaction Model", "standards": [ "MS-PS1-5" ], "prompt_html": "

Rust forms when iron reacts with water and oxygen from the air. The panels in this question model the reaction in test tube 3, but the model is incomplete: the 6 water molecules are shown, and the numbers of iron atoms and oxygen molecules are missing. Each rust unit contains 1 iron atom, 3 oxygen atoms, and 3 hydrogen atoms. Each water molecule (H2O) contains 2 hydrogen atoms and 1 oxygen atom. Each oxygen molecule (O2) contains 2 oxygen atoms.

\"Two

 

Drag one number into each empty box so that the completed model shows every atom conserved.

", "prompt_plain": "Rust forms when iron reacts with water and oxygen from the air. The panels in this question model the reaction in test tube 3, but the model is incomplete: the 6 water molecules are shown, and the numbers of iron atoms and oxygen molecules are missing. Each rust unit contains 1 iron atom, 3 oxygen atoms, and 3 hydrogen atoms. Each water molecule (H 2 O) contains 2 hydrogen atoms and 1 oxygen atom. Each oxygen molecule (O 2 ) contains 2 oxygen atoms. Drag one number into each empty box so that the completed model shows every atom conserved.", "context_html": "", "options": [ { "id": "tok6", "text": "6", "plain": "6", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "3", "plain": "3", "correct": false, "kind": "gap-token" }, { "id": "tok8", "text": "8", "plain": "8", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "2", "plain": "2", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "4", "plain": "4", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot03.png" ], "stimulus_ids": [ "_48b11fc2-f65e-487a-b366-ad87cd239de1" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok3 G2" ] }, "n_options": 5, "passage_html": "

Rust in Six Test Tubes

A science class investigated what makes iron rust. The students placed one shiny iron nail in each of six test tubes and sealed every tube with a stopper. Each tube held a different condition, shown in Figure 1. Drying crystals remove water vapor from the air inside a tube. Boiling removes the oxygen dissolved in water, and a layer of oil keeps oxygen from re-entering the water. After three weeks, the students recorded their observations in Table 1.

Figure 1. The Six Tube Setups

\"Six

Table 1. Rust Investigation Results

Test tubeConditionObservation after three weeks
1Dry air above drying crystalsNo rust
2Boiled water with an oil layer; nail fully coveredNo rust
3Tap water and air; nail half-coveredRust on the nail
4Air pumped out; no waterNo rust
5Nail coated in petroleum jelly; tap water and airNo rust
6Nail coated in zinc; tap water and airNo rust
", "passage_plain": "Rust in Six Test Tubes A science class investigated what makes iron rust. The students placed one shiny iron nail in each of six test tubes and sealed every tube with a stopper. Each tube held a different condition, shown in Figure 1. Drying crystals remove water vapor from the air inside a tube. Boiling removes the oxygen dissolved in water, and a layer of oil keeps oxygen from re-entering the water. After three weeks, the students recorded their observations in Table 1. Figure 1. The Six Tube Setups Table 1. Rust Investigation Results Test tube Condition Observation after three weeks 1 Dry air above drying crystals No rust 2 Boiled water with an oil layer; nail fully covered No rust 3 Tap water and air; nail half-covered Rust on the nail 4 Air pumped out; no water No rust 5 Nail coated in petroleum jelly; tap water and air No rust 6 Nail coated in zinc; tap water and air No rust" }, { "n": 4, "item_id": "_ca8154b8-dca9-4d63-9172-e25209de00fe", "type": "choice", "title": "Test-Kit Yellow Solid", "standards": [ "MS-PS1-2" ], "prompt_html": "

To check that a water-quality test kit is working, Ben follows the kit's instructions and mixes drops of the kit's two clear liquids in a clean, empty glass vial. A bright yellow solid, a substance called lead iodide, appears and settles to the bottom. Neither liquid had any solid in it before mixing, and the kit's label states that each liquid contains a different dissolved chemical and that neither liquid contains any lead iodide.

\"Photograph

Which statement best explains why the yellow solid is evidence that a chemical reaction occurred?

", "prompt_plain": "To check that a water-quality test kit is working, Ben follows the kit's instructions and mixes drops of the kit's two clear liquids in a clean, empty glass vial. A bright yellow solid, a substance called lead iodide, appears and settles to the bottom. Neither liquid had any solid in it before mixing, and the kit's label states that each liquid contains a different dissolved chemical and that neither liquid contains any lead iodide. Which statement best explains why the yellow solid is evidence that a chemical reaction occurred?", "context_html": "", "options": [ { "id": "cA1", "text": "The solid is a new substance with properties different from those of either clear liquid.", "plain": "The solid is a new substance with properties different from those of either clear liquid.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The solid is lead iodide that was dissolved in one liquid and settled out when the liquids were mixed.", "plain": "The solid is lead iodide that was dissolved in one liquid and settled out when the liquids were mixed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The solid is one of the liquids freezing where the two liquids touch and cool each other.", "plain": "The solid is one of the liquids freezing where the two liquids touch and cool each other.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The solid is a thicker blend of the two liquids that looks yellow when light passes through it.", "plain": "The solid is a thicker blend of the two liquids that looks yellow when light passes through it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot04.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_f2ee4c77-5020-4ada-845e-0262e305d93b", "type": "text-entry", "title": "Hydrogen Atoms in a Formula", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A class handout shows one substance in a reaction written as 4 NH3, printed below.

4 NH3

How many hydrogen atoms in total does 4 NH3 represent?

Give your answer as a whole number (e.g., 27).

Number of hydrogen atoms:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "12" ] }, "n_options": 0 }, { "n": 6, "item_id": "_a1fbc46e-0b07-4683-bc2f-a1118420d1cb", "type": "choice", "title": "Sea Otter Return — Prediction", "standards": [ "MS-LS2-4" ], "prompt_html": "

Biologists expect the number of otters at Cormorant Cove to keep growing for the next several years.

Based on Table 1 and Figure 1, what will most likely happen to the cove's sea urchins and kelp?

", "prompt_plain": "Biologists expect the number of otters at Cormorant Cove to keep growing for the next several years. Based on Table 1 and Figure 1, what will most likely happen to the cove's sea urchins and kelp?", "context_html": "", "options": [ { "id": "cA1", "text": "Urchins will increase and kelp will increase, because a recovering web gives the cove's populations more food and room to grow.", "plain": "Urchins will increase and kelp will increase, because a recovering web gives the cove's populations more food and room to grow.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Urchins will increase and kelp will decrease, because the returning otters will feed mostly on kelp and leave more food for the urchins.", "plain": "Urchins will increase and kelp will decrease, because the returning otters will feed mostly on kelp and leave more food for the urchins.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Urchins will decrease and kelp will increase, because the direction of change recorded in each survey should continue while otters keep arriving.", "plain": "Urchins will decrease and kelp will increase, because the direction of change recorded in each survey should continue while otters keep arriving.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Urchins will decrease and kelp will decrease, because a drop in one population spreads through the web to the populations connected to it.", "plain": "Urchins will decrease and kelp will decrease, because a drop in one population spreads through the web to the populations connected to it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7d193db3-e1ad-4cef-90dc-e1f9bacba45b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Sea Otter Return at Cormorant Cove

Sea otters disappeared from Cormorant Cove long ago, and by 2019 none lived there. Starting that year, otters from a growing coastal population began returning to the cove. Every two years, divers surveyed the cove. They counted the otters living in the cove, and they counted the sea urchins and the kelp stalks in the same ten seafloor plots. Table 1 shows the survey results. Figure 1 shows a food web for the cove.

Table 1. Cormorant Cove Survey Results

YearSea otters in the coveSea urchins per plotKelp stalks per plot
201904808
20211235020
20233019046
2025559070

Figure 1. Cormorant Cove Food Web

\"Food

", "passage_plain": "Sea Otter Return at Cormorant Cove Sea otters disappeared from Cormorant Cove long ago, and by 2019 none lived there. Starting that year, otters from a growing coastal population began returning to the cove. Every two years, divers surveyed the cove. They counted the otters living in the cove, and they counted the sea urchins and the kelp stalks in the same ten seafloor plots. Table 1 shows the survey results. Figure 1 shows a food web for the cove. Table 1. Cormorant Cove Survey Results Year Sea otters in the cove Sea urchins per plot Kelp stalks per plot 2019 0 480 8 2021 12 350 20 2023 30 190 46 2025 55 90 70 Figure 1. Cormorant Cove Food Web" }, { "n": 7, "item_id": "_593b2409-8ccf-4cbf-96ab-b4e94a7ee17e", "type": "choice", "title": "Sea Otter Return — Cascading Effects", "standards": [ "MS-LS2-4" ], "prompt_html": "

Look at Table 1 and Figure 1. Choose the TWO statements that describe cascading effects supported by the survey data.

", "prompt_plain": "Look at Table 1 and Figure 1. Choose the TWO statements that describe cascading effects supported by the survey data.", "context_html": "", "options": [ { "id": "cA1", "text": "After otters began returning, the urchin count fell survey after survey, as expected if otters eat urchins.", "plain": "After otters began returning, the urchin count fell survey after survey, as expected if otters eat urchins.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The kelp increase caused the otter increase, because otters depend on kelp for their food.", "plain": "The kelp increase caused the otter increase, because otters depend on kelp for their food.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "As urchin grazing dropped, the number of kelp stalks per plot rose in the same surveys.", "plain": "As urchin grazing dropped, the number of kelp stalks per plot rose in the same surveys.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The urchins declined because the thicker kelp crowded them out of their open seafloor habitat.", "plain": "The urchins declined because the thicker kelp crowded them out of their open seafloor habitat.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The otters' return could not have affected the kelp, because otters do not eat kelp.", "plain": "The otters' return could not have affected the kelp, because otters do not eat kelp.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7d193db3-e1ad-4cef-90dc-e1f9bacba45b" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Sea Otter Return at Cormorant Cove

Sea otters disappeared from Cormorant Cove long ago, and by 2019 none lived there. Starting that year, otters from a growing coastal population began returning to the cove. Every two years, divers surveyed the cove. They counted the otters living in the cove, and they counted the sea urchins and the kelp stalks in the same ten seafloor plots. Table 1 shows the survey results. Figure 1 shows a food web for the cove.

Table 1. Cormorant Cove Survey Results

YearSea otters in the coveSea urchins per plotKelp stalks per plot
201904808
20211235020
20233019046
2025559070

Figure 1. Cormorant Cove Food Web

\"Food

", "passage_plain": "Sea Otter Return at Cormorant Cove Sea otters disappeared from Cormorant Cove long ago, and by 2019 none lived there. Starting that year, otters from a growing coastal population began returning to the cove. Every two years, divers surveyed the cove. They counted the otters living in the cove, and they counted the sea urchins and the kelp stalks in the same ten seafloor plots. Table 1 shows the survey results. Figure 1 shows a food web for the cove. Table 1. Cormorant Cove Survey Results Year Sea otters in the cove Sea urchins per plot Kelp stalks per plot 2019 0 480 8 2021 12 350 20 2023 30 190 46 2025 55 90 70 Figure 1. Cormorant Cove Food Web" }, { "n": 8, "item_id": "_4b07c2ed-adf7-4c7d-adfd-f8b8ba1e29b8", "type": "choice", "title": "Kelp-Recovery Proposals", "standards": [ "MS-LS2-5" ], "prompt_html": "

The cove's managers will fund one plan for speeding up the kelp recovery. The winning plan must lower urchin grazing while keeping the cove's other native species unharmed. The table in this question compares the two proposals.

Two Kelp-Recovery Proposals

Proposal 1: Diver harvestProposal 2: Patch treatment
How it worksDivers collect urchins by hand from the recovery plots twice each yearA boat spreads a treatment powder over the seafloor that kills urchins on contact
SpeedUrchin numbers drop over several monthsUrchin numbers drop within days
Other effectsDivers take only urchins and leave the rest of the seafloor plots untouched; the collected urchins are sold, which helps pay the diversSmall seafloor animals in treated patches are also killed

Which statement best explains which proposal the managers should fund?

", "prompt_plain": "The cove's managers will fund one plan for speeding up the kelp recovery. The winning plan must lower urchin grazing while keeping the cove's other native species unharmed. The table in this question compares the two proposals. Two Kelp-Recovery Proposals Proposal 1: Diver harvest Proposal 2: Patch treatment How it works Divers collect urchins by hand from the recovery plots twice each year A boat spreads a treatment powder over the seafloor that kills urchins on contact Speed Urchin numbers drop over several months Urchin numbers drop within days Other effects Divers take only urchins and leave the rest of the seafloor plots untouched; the collected urchins are sold, which helps pay the divers Small seafloor animals in treated patches are also killed Which statement best explains which proposal the managers should fund?", "context_html": "", "options": [ { "id": "cA1", "text": "Proposal 1, because selling the collected urchins helps cover the cost of paying the divers.", "plain": "Proposal 1, because selling the collected urchins helps cover the cost of paying the divers.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Proposal 2, because it clears urchins from the plots much faster than divers ever could.", "plain": "Proposal 2, because it clears urchins from the plots much faster than divers ever could.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Proposal 2, because losing some small seafloor animals matters less than bringing the kelp back.", "plain": "Proposal 2, because losing some small seafloor animals matters less than bringing the kelp back.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Proposal 1, because divers take only the urchins, while the treatment powder also kills small seafloor animals.", "plain": "Proposal 1, because divers take only the urchins, while the treatment powder also kills small seafloor animals.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7d193db3-e1ad-4cef-90dc-e1f9bacba45b" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Sea Otter Return at Cormorant Cove

Sea otters disappeared from Cormorant Cove long ago, and by 2019 none lived there. Starting that year, otters from a growing coastal population began returning to the cove. Every two years, divers surveyed the cove. They counted the otters living in the cove, and they counted the sea urchins and the kelp stalks in the same ten seafloor plots. Table 1 shows the survey results. Figure 1 shows a food web for the cove.

Table 1. Cormorant Cove Survey Results

YearSea otters in the coveSea urchins per plotKelp stalks per plot
201904808
20211235020
20233019046
2025559070

Figure 1. Cormorant Cove Food Web

\"Food

", "passage_plain": "Sea Otter Return at Cormorant Cove Sea otters disappeared from Cormorant Cove long ago, and by 2019 none lived there. Starting that year, otters from a growing coastal population began returning to the cove. Every two years, divers surveyed the cove. They counted the otters living in the cove, and they counted the sea urchins and the kelp stalks in the same ten seafloor plots. Table 1 shows the survey results. Figure 1 shows a food web for the cove. Table 1. Cormorant Cove Survey Results Year Sea otters in the cove Sea urchins per plot Kelp stalks per plot 2019 0 480 8 2021 12 350 20 2023 30 190 46 2025 55 90 70 Figure 1. Cormorant Cove Food Web" }, { "n": 9, "item_id": "_3d98e8ff-94ed-46ea-b4da-1b890b3eee36", "type": "choice", "title": "Cross-Country Practice — Body Systems", "standards": [ "MS-LS1-3" ], "prompt_html": "

Look at Table 1. Choose the TWO statements about Alicia's body systems that are supported by the data.

", "prompt_plain": "Look at Table 1. Choose the TWO statements about Alicia's body systems that are supported by the data.", "context_html": "", "options": [ { "id": "cA1", "text": "Her digestive system released more stomach acid to break down food for extra energy.", "plain": "Her digestive system released more stomach acid to break down food for extra energy.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Her heart muscle contracted more times each minute, moving blood through her circulatory system faster.", "plain": "Her heart muscle contracted more times each minute, moving blood through her circulatory system faster.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Her circulatory system slowed the flow of blood to her leg muscles to keep them from overheating.", "plain": "Her circulatory system slowed the flow of blood to her leg muscles to keep them from overheating.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Her respiratory system moved air into and out of her lungs more times each minute.", "plain": "Her respiratory system moved air into and out of her lungs more times each minute.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Her excretory system made more urine to carry the extra heat out of her body.", "plain": "Her excretory system made more urine to carry the extra heat out of her body.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2d78f5eb-fab6-4d1d-9fa9-282c125da18c" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Cross-Country Practice Data

Alicia runs on her school's cross-country team. At the start of each timed practice run, a starter pistol sounds, and Alicia pushes off the line a fraction of a second later. During one practice, her coach measured her body's responses while she rested and again right after she had run hard for ten minutes. Table 1 shows the measurements.

Table 1. Alicia's Measurements

MeasurementAt restAfter 10 minutes of running
Heart rate (beats per minute)68156
Breathing rate (breaths per minute)1444
Sweat on skinNoneHeavy
", "passage_plain": "Cross-Country Practice Data Alicia runs on her school's cross-country team. At the start of each timed practice run, a starter pistol sounds, and Alicia pushes off the line a fraction of a second later. During one practice, her coach measured her body's responses while she rested and again right after she had run hard for ten minutes. Table 1 shows the measurements. Table 1. Alicia's Measurements Measurement At rest After 10 minutes of running Heart rate (beats per minute) 68 156 Breathing rate (breaths per minute) 14 44 Sweat on skin None Heavy" }, { "n": 10, "item_id": "_046bc252-c84b-4812-9bcf-54872f65f5bb", "type": "inline-choice", "title": "Cellular Respiration Sentences", "standards": [ "MS-LS1-7" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Alicia's leg-muscle cells release the energy they need through cellular respiration.

Choose the word or phrase that correctly completes each sentence.

For this process, each muscle cell takes in glucose and the gas .

The glucose her muscle cells use first entered her body through her .

Compared with the air Alicia breathes in, the air she breathes out contains more .

", "options": [ { "id": "cB1O564541358", "text": "carbon dioxide", "plain": "carbon dioxide", "correct": false, "kind": "inline" }, { "id": "cB1Oaec809ebf", "text": "oxygen", "plain": "oxygen", "correct": true, "kind": "inline" }, { "id": "cB1Of6c4d830d", "text": "water vapor", "plain": "water vapor", "correct": false, "kind": "inline" }, { "id": "cB2Od89817c09", "text": "digestive system", "plain": "digestive system", "correct": true, "kind": "inline" }, { "id": "cB2O8b51be578", "text": "lungs", "plain": "lungs", "correct": false, "kind": "inline" }, { "id": "cB2Ofc2b91a86", "text": "skin", "plain": "skin", "correct": false, "kind": "inline" }, { "id": "cB3O4d3b7f1ba", "text": "carbon dioxide", "plain": "carbon dioxide", "correct": true, "kind": "inline" }, { "id": "cB3O53febdc14", "text": "nitrogen", "plain": "nitrogen", "correct": false, "kind": "inline" }, { "id": "cB3O972f3e687", "text": "oxygen", "plain": "oxygen", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_2d78f5eb-fab6-4d1d-9fa9-282c125da18c" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Oaec809ebf" ], "RESPONSE2": [ "cB2Od89817c09" ], "RESPONSE3": [ "cB3O4d3b7f1ba" ] }, "n_options": 9, "passage_html": "

Cross-Country Practice Data

Alicia runs on her school's cross-country team. At the start of each timed practice run, a starter pistol sounds, and Alicia pushes off the line a fraction of a second later. During one practice, her coach measured her body's responses while she rested and again right after she had run hard for ten minutes. Table 1 shows the measurements.

Table 1. Alicia's Measurements

MeasurementAt restAfter 10 minutes of running
Heart rate (beats per minute)68156
Breathing rate (breaths per minute)1444
Sweat on skinNoneHeavy
", "passage_plain": "Cross-Country Practice Data Alicia runs on her school's cross-country team. At the start of each timed practice run, a starter pistol sounds, and Alicia pushes off the line a fraction of a second later. During one practice, her coach measured her body's responses while she rested and again right after she had run hard for ten minutes. Table 1 shows the measurements. Table 1. Alicia's Measurements Measurement At rest After 10 minutes of running Heart rate (beats per minute) 68 156 Breathing rate (breaths per minute) 14 44 Sweat on skin None Heavy" }, { "n": 11, "item_id": "_1ac4f681-6fc6-4d85-af17-53e13567e953", "type": "gap-match", "title": "Complete the Reaction Pathway", "standards": [ "MS-LS1-8" ], "prompt_html": "

Think about the moment in the stimulus when the starter pistol sounds and Alicia pushes off the line a fraction of a second later.

 

Complete the model of Alicia's reaction pathway. Drag one label into each gap.

", "prompt_plain": "Think about the moment in the stimulus when the starter pistol sounds and Alicia pushes off the line a fraction of a second later. Complete the model of Alicia's reaction pathway. Drag one label into each gap.", "context_html": "", "options": [ { "id": "tok1", "text": "brain", "plain": "brain", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "light receptors in the eyes", "plain": "light receptors in the eyes", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "leg muscles", "plain": "leg muscles", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "nerve cells carrying an electrical signal", "plain": "nerve cells carrying an electrical signal", "correct": false, "kind": "gap-token" }, { "id": "tok5", "text": "heart", "plain": "heart", "correct": false, "kind": "gap-token" }, { "id": "tok6", "text": "sound receptors in the ear", "plain": "sound receptors in the ear", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_2d78f5eb-fab6-4d1d-9fa9-282c125da18c" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok6 G1", "tok4 G2", "tok1 G3", "tok3 G4" ] }, "n_options": 6, "passage_html": "

Cross-Country Practice Data

Alicia runs on her school's cross-country team. At the start of each timed practice run, a starter pistol sounds, and Alicia pushes off the line a fraction of a second later. During one practice, her coach measured her body's responses while she rested and again right after she had run hard for ten minutes. Table 1 shows the measurements.

Table 1. Alicia's Measurements

MeasurementAt restAfter 10 minutes of running
Heart rate (beats per minute)68156
Breathing rate (breaths per minute)1444
Sweat on skinNoneHeavy
", "passage_plain": "Cross-Country Practice Data Alicia runs on her school's cross-country team. At the start of each timed practice run, a starter pistol sounds, and Alicia pushes off the line a fraction of a second later. During one practice, her coach measured her body's responses while she rested and again right after she had run hard for ten minutes. Table 1 shows the measurements. Table 1. Alicia's Measurements Measurement At rest After 10 minutes of running Heart rate (beats per minute) 68 156 Breathing rate (breaths per minute) 14 44 Sweat on skin None Heavy" }, { "n": 12, "item_id": "_a07b53e4-11ea-4d78-a110-c0fed3b62cd0", "type": "choice", "title": "Pendulum Stored Energy", "standards": [ "MS-PS3-2" ], "prompt_html": "

Lena pulls a pendulum bob to the side and releases it. The diagram shows four numbered positions along the bob's swing and each position's height above the lowest point of the swing.

\"Side

At which position does the bob have the greatest amount of stored energy?

", "prompt_plain": "Lena pulls a pendulum bob to the side and releases it. The diagram shows four numbered positions along the bob's swing and each position's height above the lowest point of the swing. At which position does the bob have the greatest amount of stored energy?", "context_html": "", "options": [ { "id": "cA12", "text": "Position 1", "plain": "Position 1", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "Position 2", "plain": "Position 2", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Position 3", "plain": "Position 3", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Position 4", "plain": "Position 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot12_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA12" ] }, "n_options": 4 }, { "n": 13, "item_id": "_ede97fd7-c332-4ab7-98f2-186c5fd961ef", "type": "choice", "title": "Nail Driver Depth Pattern", "standards": [ "MS-PS3-2" ], "prompt_html": "

Hugo tests a nail driver that drops a metal block straight down onto a fence-post nail. He measures how deep each drop drives the nail into the post, using a 2-kilogram block and a 4-kilogram block dropped from four different heights. The graph shows his results.

\"Line

Which statement best explains the pattern in the graph?

", "prompt_plain": "Hugo tests a nail driver that drops a metal block straight down onto a fence-post nail. He measures how deep each drop drives the nail into the post, using a 2-kilogram block and a 4-kilogram block dropped from four different heights. The graph shows his results. Which statement best explains the pattern in the graph?", "context_html": "", "options": [ { "id": "cA13", "text": "The 4-kilogram block drives the nail deeper than the 2-kilogram block because heavier objects fall faster than lighter objects do.", "plain": "The 4-kilogram block drives the nail deeper than the 2-kilogram block because heavier objects fall faster than lighter objects do.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "A block lifted higher spends more time falling, and the longer fall time is what pushes the nail deeper.", "plain": "A block lifted higher spends more time falling, and the longer fall time is what pushes the nail deeper.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "A block that has more mass or is lifted higher starts with more stored energy, so more energy is transferred to the nail.", "plain": "A block that has more mass or is lifted higher starts with more stored energy, so more energy is transferred to the nail.", "correct": true, "kind": "choice" }, { "id": "cD13", "text": "The block's weight presses the nail in after it lands, so the depth depends on the block's mass rather than its drop height.", "plain": "The block's weight presses the nail in after it lands, so the depth depends on the block's mass rather than its drop height.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot13.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_f91fa6ba-0c68-4824-a64e-95e1660d6d0f", "type": "choice", "title": "Electromagnet Investigation Question", "standards": [ "MS-PS2-3" ], "prompt_html": "

Look at Figure 1.

Which question is best for finding out whether a variable shown in Figure 1 affects how much steel the electromagnet holds?

", "prompt_plain": "Look at Figure 1. Which question is best for finding out whether a variable shown in Figure 1 affects how much steel the electromagnet holds?", "context_html": "", "options": [ { "id": "cA14", "text": "How does the length of the crane's lifting chain affect the mass of steel the electromagnet holds?", "plain": "How does the length of the crane's lifting chain affect the mass of steel the electromagnet holds?", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "Why does a magnetic field pull on objects that contain iron or steel?", "plain": "Why does a magnetic field pull on objects that contain iron or steel?", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "How does the number of turns of wire affect the temperature of the coil?", "plain": "How does the number of turns of wire affect the temperature of the coil?", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "How does the temperature of the coil affect the mass of steel the electromagnet holds?", "plain": "How does the temperature of the coil affect the mass of steel the electromagnet holds?", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7e897f59-9ff0-488b-bd65-a1c305a407c2" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4, "passage_html": "

Scrapyard Electromagnet Trials

Keisha's team at a metal scrapyard is designing an electromagnet crane to move steel scrap. The team builds a small test electromagnet: a wire coil wrapped around a metal core bar and connected to a power supply. In each trial, the team changes one part of the setup and measures the mass of steel the electromagnet holds. Table 1 shows the trials. During long lifts the coil heats up, so the team also measured, using the trial 5 setup, how much steel the electromagnet holds as the coil temperature rises. Figure 1 shows those results.

Table 1. Electromagnet Trials

TrialCurrent (amperes)Turns of wireCore bar metalSteel held (kilograms)
11100Iron8
22100Iron16
33100Iron25
4350Iron12
53150Iron37
63150Aluminum4
73150Nickel33

Figure 1. Steel Held vs. Coil Temperature

\"Line

", "passage_plain": "Scrapyard Electromagnet Trials Keisha's team at a metal scrapyard is designing an electromagnet crane to move steel scrap. The team builds a small test electromagnet: a wire coil wrapped around a metal core bar and connected to a power supply. In each trial, the team changes one part of the setup and measures the mass of steel the electromagnet holds. Table 1 shows the trials. During long lifts the coil heats up, so the team also measured, using the trial 5 setup, how much steel the electromagnet holds as the coil temperature rises. Figure 1 shows those results. Table 1. Electromagnet Trials Trial Current (amperes) Turns of wire Core bar metal Steel held (kilograms) 1 1 100 Iron 8 2 2 100 Iron 16 3 3 100 Iron 25 4 3 50 Iron 12 5 3 150 Iron 37 6 3 150 Aluminum 4 7 3 150 Nickel 33 Figure 1. Steel Held vs. Coil Temperature" }, { "n": 15, "item_id": "_0db49347-da90-48bd-86cb-8564b0e5c1d0", "type": "choice", "title": "Variables in the Electromagnet Trials", "standards": [ "MS-PS2-3" ], "prompt_html": "

Look at Table 1.

Choose the THREE variables that the team investigated in the trials to find each variable's effect on how much steel the electromagnet holds.

", "prompt_plain": "Look at Table 1. Choose the THREE variables that the team investigated in the trials to find each variable's effect on how much steel the electromagnet holds.", "context_html": "", "options": [ { "id": "cA15", "text": "the amount of current in the coil", "plain": "the amount of current in the coil", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "the mass of steel the electromagnet held in each trial", "plain": "the mass of steel the electromagnet held in each trial", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "the number of turns of wire around the core bar", "plain": "the number of turns of wire around the core bar", "correct": true, "kind": "choice" }, { "id": "cD15", "text": "the type of metal used for the core bar", "plain": "the type of metal used for the core bar", "correct": true, "kind": "choice" }, { "id": "cE15", "text": "the type of scrap metal being lifted", "plain": "the type of scrap metal being lifted", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7e897f59-9ff0-488b-bd65-a1c305a407c2" ], "key_letters": "A, C, D", "key_values": { "RESPONSE": [ "cA15", "cC15", "cD15" ] }, "n_options": 5, "passage_html": "

Scrapyard Electromagnet Trials

Keisha's team at a metal scrapyard is designing an electromagnet crane to move steel scrap. The team builds a small test electromagnet: a wire coil wrapped around a metal core bar and connected to a power supply. In each trial, the team changes one part of the setup and measures the mass of steel the electromagnet holds. Table 1 shows the trials. During long lifts the coil heats up, so the team also measured, using the trial 5 setup, how much steel the electromagnet holds as the coil temperature rises. Figure 1 shows those results.

Table 1. Electromagnet Trials

TrialCurrent (amperes)Turns of wireCore bar metalSteel held (kilograms)
11100Iron8
22100Iron16
33100Iron25
4350Iron12
53150Iron37
63150Aluminum4
73150Nickel33

Figure 1. Steel Held vs. Coil Temperature

\"Line

", "passage_plain": "Scrapyard Electromagnet Trials Keisha's team at a metal scrapyard is designing an electromagnet crane to move steel scrap. The team builds a small test electromagnet: a wire coil wrapped around a metal core bar and connected to a power supply. In each trial, the team changes one part of the setup and measures the mass of steel the electromagnet holds. Table 1 shows the trials. During long lifts the coil heats up, so the team also measured, using the trial 5 setup, how much steel the electromagnet holds as the coil temperature rises. Figure 1 shows those results. Table 1. Electromagnet Trials Trial Current (amperes) Turns of wire Core bar metal Steel held (kilograms) 1 1 100 Iron 8 2 2 100 Iron 16 3 3 100 Iron 25 4 3 50 Iron 12 5 3 150 Iron 37 6 3 150 Aluminum 4 7 3 150 Nickel 33 Figure 1. Steel Held vs. Coil Temperature" }, { "n": 16, "item_id": "_391351d0-c897-427a-8eb5-7607f9dbadc4", "type": "choice", "title": "Lifting-Rig Criteria and Constraints", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Keisha's team receives this design brief for the full-size lifting rig:

Which statement correctly identifies one criterion and one constraint of the lifting-rig problem?

", "prompt_plain": "Keisha's team receives this design brief for the full-size lifting rig: The rig must hold at least 300 kilograms of steel in one lift. The rig must release its load within 2 seconds after the operator switches off the current. The rig may draw no more than 10 amperes from the yard's power supply. The rig must cost no more than $2,000 to build. Which statement correctly identifies one criterion and one constraint of the lifting-rig problem?", "context_html": "", "options": [ { "id": "cA16", "text": "Holding at least 300 kilograms is a constraint, and the $2,000 cost limit is a criterion, because the money spent measures how well the rig works.", "plain": "Holding at least 300 kilograms is a constraint, and the $2,000 cost limit is a criterion, because the money spent measures how well the rig works.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Holding at least 300 kilograms is a criterion, and the $2,000 cost limit is a constraint, because the mass measures success and the budget limits the build.", "plain": "Holding at least 300 kilograms is a criterion, and the $2,000 cost limit is a constraint, because the mass measures success and the budget limits the build.", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "Holding at least 300 kilograms and staying under the $2,000 limit are both constraints, because the design fails if it misses either one.", "plain": "Holding at least 300 kilograms and staying under the $2,000 limit are both constraints, because the design fails if it misses either one.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Using an iron core bar is one of the brief's constraints, because iron held the most steel of the metals in the team's trials.", "plain": "Using an iron core bar is one of the brief's constraints, because iron held the most steel of the metals in the team's trials.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7e897f59-9ff0-488b-bd65-a1c305a407c2" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB16" ] }, "n_options": 4, "passage_html": "

Scrapyard Electromagnet Trials

Keisha's team at a metal scrapyard is designing an electromagnet crane to move steel scrap. The team builds a small test electromagnet: a wire coil wrapped around a metal core bar and connected to a power supply. In each trial, the team changes one part of the setup and measures the mass of steel the electromagnet holds. Table 1 shows the trials. During long lifts the coil heats up, so the team also measured, using the trial 5 setup, how much steel the electromagnet holds as the coil temperature rises. Figure 1 shows those results.

Table 1. Electromagnet Trials

TrialCurrent (amperes)Turns of wireCore bar metalSteel held (kilograms)
11100Iron8
22100Iron16
33100Iron25
4350Iron12
53150Iron37
63150Aluminum4
73150Nickel33

Figure 1. Steel Held vs. Coil Temperature

\"Line

", "passage_plain": "Scrapyard Electromagnet Trials Keisha's team at a metal scrapyard is designing an electromagnet crane to move steel scrap. The team builds a small test electromagnet: a wire coil wrapped around a metal core bar and connected to a power supply. In each trial, the team changes one part of the setup and measures the mass of steel the electromagnet holds. Table 1 shows the trials. During long lifts the coil heats up, so the team also measured, using the trial 5 setup, how much steel the electromagnet holds as the coil temperature rises. Figure 1 shows those results. Table 1. Electromagnet Trials Trial Current (amperes) Turns of wire Core bar metal Steel held (kilograms) 1 1 100 Iron 8 2 2 100 Iron 16 3 3 100 Iron 25 4 3 50 Iron 12 5 3 150 Iron 37 6 3 150 Aluminum 4 7 3 150 Nickel 33 Figure 1. Steel Held vs. Coil Temperature" }, { "n": 17, "item_id": "_a165ec19-2bef-4221-9f16-cf8a811a20b7", "type": "choice", "title": "Magnetic Field Whiteboards", "standards": [ "MS-PS2-5" ], "prompt_html": "

Four students each drew the magnetic field around the same bar magnet on a whiteboard. The diagram shows the four whiteboards.

\"Four

Which whiteboard shows the magnetic field of the bar magnet correctly?

", "prompt_plain": "Four students each drew the magnetic field around the same bar magnet on a whiteboard. The diagram shows the four whiteboards. Which whiteboard shows the magnetic field of the bar magnet correctly?", "context_html": "", "options": [ { "id": "cA17", "text": "Whiteboard 1", "plain": "Whiteboard 1", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Whiteboard 2", "plain": "Whiteboard 2", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Whiteboard 3", "plain": "Whiteboard 3", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "Whiteboard 4", "plain": "Whiteboard 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot17.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC17" ] }, "n_options": 4 }, { "n": 18, "item_id": "_d6855c43-2c17-47c6-b40c-a0e3ca7b74a8", "type": "choice", "title": "Force Without Touching", "standards": [ "MS-PS2-5" ], "prompt_html": "

Jonas claims that one object can push or pull another object without touching it. He compares four bench setups, shown in Table 1.

Table 1. Four Bench Setups

SetupWhat Jonas doesWhat happens
1He touches a magnet to a steel paper clip and lifts the magnet.The clip sticks to the magnet and rises with it.
2He holds a magnet 2 centimeters above a steel paper clip lying on the bench.The clip jumps up from the bench to the magnet.
3He points a small fan at a paper strip taped upright to the bench, 30 centimeters away.The strip bends away from the fan.
4He stretches a rubber band between two wooden blocks and lets go of one block.The blocks slide toward each other.

Which setup gives the best evidence to support Jonas's claim?

", "prompt_plain": "Jonas claims that one object can push or pull another object without touching it. He compares four bench setups, shown in Table 1. Table 1. Four Bench Setups Setup What Jonas does What happens 1 He touches a magnet to a steel paper clip and lifts the magnet. The clip sticks to the magnet and rises with it. 2 He holds a magnet 2 centimeters above a steel paper clip lying on the bench. The clip jumps up from the bench to the magnet. 3 He points a small fan at a paper strip taped upright to the bench, 30 centimeters away. The strip bends away from the fan. 4 He stretches a rubber band between two wooden blocks and lets go of one block. The blocks slide toward each other. Which setup gives the best evidence to support Jonas's claim?", "context_html": "", "options": [ { "id": "cA18", "text": "Setup 1", "plain": "Setup 1", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Setup 2", "plain": "Setup 2", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "Setup 3", "plain": "Setup 3", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Setup 4", "plain": "Setup 4", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB18" ] }, "n_options": 4 }, { "n": 19, "item_id": "_105d25b5-cbb4-46ae-bc77-86534165ab43", "type": "choice", "title": "Mesosaurus Fossils — Part A", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Part A

Which claim best explains why matching Mesosaurus fossil bands are found on two continents separated by a wide ocean?

", "prompt_plain": "Part A Which claim best explains why matching Mesosaurus fossil bands are found on two continents separated by a wide ocean?", "context_html": "", "options": [ { "id": "cA19", "text": "Mesosaurus swam across the South Atlantic Ocean and settled along both coasts.", "plain": "Mesosaurus swam across the South Atlantic Ocean and settled along both coasts.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "Ocean currents carried Mesosaurus remains from one coast to the other after the animals died.", "plain": "Ocean currents carried Mesosaurus remains from one coast to the other after the animals died.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Two separate reptile species that looked alike developed on the two coasts by chance.", "plain": "Two separate reptile species that looked alike developed on the two coasts by chance.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "South America and Africa were joined when Mesosaurus lived and have since moved apart.", "plain": "South America and Africa were joined when Mesosaurus lived and have since moved apart.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_18d177b4-29bf-4a17-9cdd-3fdf8dce496c" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD19" ] }, "n_options": 4, "passage_html": "

Mesosaurus Fossils on Two Continents

Mesosaurus was a small reptile that lived about 270 million years ago. It swam only in calm, shallow fresh water and could not survive in the open ocean. Mesosaurus fossils are found in just two regions on Earth: a narrow band of rock along the southeastern coast of South America and a matching band along the southwestern coast of Africa. In both regions the fossils lie in rock that formed in shallow fresh water. Today the South Atlantic Ocean, more than 5,000 kilometers wide, separates the two fossil bands. Figure 1 shows the fossil locations.

Figure 1. Mesosaurus Fossil Locations

\"Map

", "passage_plain": "Mesosaurus Fossils on Two Continents Mesosaurus was a small reptile that lived about 270 million years ago. It swam only in calm, shallow fresh water and could not survive in the open ocean. Mesosaurus fossils are found in just two regions on Earth: a narrow band of rock along the southeastern coast of South America and a matching band along the southwestern coast of Africa. In both regions the fossils lie in rock that formed in shallow fresh water. Today the South Atlantic Ocean, more than 5,000 kilometers wide, separates the two fossil bands. Figure 1 shows the fossil locations. Figure 1. Mesosaurus Fossil Locations" }, { "n": 20, "item_id": "_ba68ba59-f130-4056-8ccc-cbebd3c1f07f", "type": "choice", "title": "Mesosaurus Fossils — Part B", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Part B

Glossopteris was a fern-like plant that lived at about the same time as Mesosaurus. Table 1 lists the places where scientists have found Glossopteris fossils.

Table 1. Glossopteris Fossil Sites

LandmassGlossopteris fossil sites found
South America14
Africa22
India9
Australia11
Antarctica6

Which line of evidence best strengthens your answer in Part A?

", "prompt_plain": "Part B Glossopteris was a fern-like plant that lived at about the same time as Mesosaurus. Table 1 lists the places where scientists have found Glossopteris fossils. Table 1. Glossopteris Fossil Sites Landmass Glossopteris fossil sites found South America 14 Africa 22 India 9 Australia 11 Antarctica 6 Which line of evidence best strengthens your answer in Part A?", "context_html": "", "options": [ { "id": "cA20", "text": "Fossils of the same kind of extinct plant, Glossopteris, occur on all five landmasses in Table 1.", "plain": "Fossils of the same kind of extinct plant, Glossopteris, occur on all five landmasses in Table 1.", "correct": true, "kind": "choice" }, { "id": "cB20", "text": "Africa has more Glossopteris fossil sites than any other landmass listed in Table 1.", "plain": "Africa has more Glossopteris fossil sites than any other landmass listed in Table 1.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "Every landmass listed in Table 1 has a coastline on an ocean somewhere today.", "plain": "Every landmass listed in Table 1 has a coastline on an ocean somewhere today.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "Ferns related to Glossopteris still grow in warm regions on several continents today.", "plain": "Ferns related to Glossopteris still grow in warm regions on several continents today.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_18d177b4-29bf-4a17-9cdd-3fdf8dce496c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA20" ] }, "n_options": 4, "passage_html": "

Mesosaurus Fossils on Two Continents

Mesosaurus was a small reptile that lived about 270 million years ago. It swam only in calm, shallow fresh water and could not survive in the open ocean. Mesosaurus fossils are found in just two regions on Earth: a narrow band of rock along the southeastern coast of South America and a matching band along the southwestern coast of Africa. In both regions the fossils lie in rock that formed in shallow fresh water. Today the South Atlantic Ocean, more than 5,000 kilometers wide, separates the two fossil bands. Figure 1 shows the fossil locations.

Figure 1. Mesosaurus Fossil Locations

\"Map

", "passage_plain": "Mesosaurus Fossils on Two Continents Mesosaurus was a small reptile that lived about 270 million years ago. It swam only in calm, shallow fresh water and could not survive in the open ocean. Mesosaurus fossils are found in just two regions on Earth: a narrow band of rock along the southeastern coast of South America and a matching band along the southwestern coast of Africa. In both regions the fossils lie in rock that formed in shallow fresh water. Today the South Atlantic Ocean, more than 5,000 kilometers wide, separates the two fossil bands. Figure 1 shows the fossil locations. Figure 1. Mesosaurus Fossil Locations" }, { "n": 21, "item_id": "_56edf2b2-9656-43f1-8b53-6254aac57975", "type": "choice", "title": "Best Liner and Next Step", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Table 1 and the design brief.

Which liner best meets the design brief, and what should the team do next?

", "prompt_plain": "Look at Table 1 and the design brief. Which liner best meets the design brief, and what should the team do next?", "context_html": "", "options": [ { "id": "cA1", "text": "Liner 1; test it under more impact conditions, because it is the lightest and thinnest of the three liners.", "plain": "Liner 1; test it under more impact conditions, because it is the lightest and thinnest of the three liners.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Liner 2; send it straight to production, because more rounds of testing would add cost and delay.", "plain": "Liner 2; send it straight to production, because more rounds of testing would add cost and delay.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Liner 2; test it under more impact conditions and look for ways to improve the design further.", "plain": "Liner 2; test it under more impact conditions and look for ways to improve the design further.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Liner 3; test it under more impact conditions, because it recorded the lowest peak force of the three liners.", "plain": "Liner 3; test it under more impact conditions, because it recorded the lowest peak force of the three liners.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a452462f-d23a-4b55-a86c-d0cf3df65e05" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Helmet Liner Impact Tests

A company is designing a new skateboard helmet. An engineering team tests three foam liner designs. The team fits each liner into the same helmet shell, places the helmet on a sensor headform, and drops it onto a metal plate from the same height. The design brief sets one performance target and two limits:

Table 1 shows the results.

Table 1. Liner Impact-Test Results

LinerPeak force on headform (N)Liner mass (g)Liner thickness (mm)Observation after the test
147015012Foam cracked through at the center
234018514No damage
331024015No damage
", "passage_plain": "Helmet Liner Impact Tests A company is designing a new skateboard helmet. An engineering team tests three foam liner designs. The team fits each liner into the same helmet shell, places the helmet on a sensor headform, and drops it onto a metal plate from the same height. The design brief sets one performance target and two limits: Target: peak force on the headform of 400 newtons (N) or less. Limit: liner mass under 200 grams (g). Limit: liner thickness of 16 millimeters (mm) or less. Table 1 shows the results. Table 1. Liner Impact-Test Results Liner Peak force on headform (N) Liner mass (g) Liner thickness (mm) Observation after the test 1 470 150 12 Foam cracked through at the center 2 340 185 14 No damage 3 310 240 15 No damage" }, { "n": 22, "item_id": "_a981bcdd-ba7c-4f5c-82b5-4695be6359f8", "type": "choice", "title": "Liner 4 Results Vocabulary", "standards": [ "MS-ETS1-3" ], "prompt_html": "

The engineering team later receives a new liner sample, Liner 4, from a supplier and runs the same drop test on it. The results are shown in the table in this question.

Liner 4 Follow-Up Results

ResultValue or observation
Peak force on headform450 N
Liner mass190 g
Liner thickness18 mm
Observation after the testFoam cracked along one edge

Which statement describes one of Liner 4's results correctly, using the vocabulary of performance data?

", "prompt_plain": "The engineering team later receives a new liner sample, Liner 4, from a supplier and runs the same drop test on it. The results are shown in the table in this question. Liner 4 Follow-Up Results Result Value or observation Peak force on headform 450 N Liner mass 190 g Liner thickness 18 mm Observation after the test Foam cracked along one edge Which statement describes one of Liner 4's results correctly, using the vocabulary of performance data?", "context_html": "", "options": [ { "id": "cA1", "text": "The 450-newton reading shows underperformance, because it misses the force target for protecting the headform.", "plain": "The 450-newton reading shows underperformance, because it misses the force target for protecting the headform.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The 18-millimeter thickness shows underperformance, because it makes the liner too bulky to protect well.", "plain": "The 18-millimeter thickness shows underperformance, because it makes the liner too bulky to protect well.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The 450-newton reading is a failure point, because it is the most serious number in the results.", "plain": "The 450-newton reading is a failure point, because it is the most serious number in the results.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The cracked foam edge is a constraint violation, because the design brief does not permit broken parts.", "plain": "The cracked foam edge is a constraint violation, because the design brief does not permit broken parts.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a452462f-d23a-4b55-a86c-d0cf3df65e05" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Helmet Liner Impact Tests

A company is designing a new skateboard helmet. An engineering team tests three foam liner designs. The team fits each liner into the same helmet shell, places the helmet on a sensor headform, and drops it onto a metal plate from the same height. The design brief sets one performance target and two limits:

Table 1 shows the results.

Table 1. Liner Impact-Test Results

LinerPeak force on headform (N)Liner mass (g)Liner thickness (mm)Observation after the test
147015012Foam cracked through at the center
234018514No damage
331024015No damage
", "passage_plain": "Helmet Liner Impact Tests A company is designing a new skateboard helmet. An engineering team tests three foam liner designs. The team fits each liner into the same helmet shell, places the helmet on a sensor headform, and drops it onto a metal plate from the same height. The design brief sets one performance target and two limits: Target: peak force on the headform of 400 newtons (N) or less. Limit: liner mass under 200 grams (g). Limit: liner thickness of 16 millimeters (mm) or less. Table 1 shows the results. Table 1. Liner Impact-Test Results Liner Peak force on headform (N) Liner mass (g) Liner thickness (mm) Observation after the test 1 470 150 12 Foam cracked through at the center 2 340 185 14 No damage 3 310 240 15 No damage" }, { "n": 23, "item_id": "_d280255c-89ce-44f3-a4b6-372653e2493c", "type": "choice", "title": "Classifying Four Rock Specimens", "standards": [ "MS-ESS2-1" ], "prompt_html": "

A student examines four rock specimens on a classroom tray. The photographs show the specimens, and Table 1 lists the properties the student observed.

\"A

Specimen 1

\"A

Specimen 2

\"A

Specimen 3

\"A

Specimen 4

Table 1. Observed Properties of the Specimens

SpecimenGrain or crystal textureLayering or bandingFossils present?
1rounded sand grains cemented togetherflat, even layersno
2grains too small to seethin, flat layersyes - shell imprints
3interlocking crystalswavy light and dark bandsno
4interlocking crystals of several colorsnoneno

Based on the photographs and Table 1, which list classifies all four specimens correctly?

", "prompt_plain": "A student examines four rock specimens on a classroom tray. The photographs show the specimens, and Table 1 lists the properties the student observed. Specimen 1 Specimen 2 Specimen 3 Specimen 4 Table 1. Observed Properties of the Specimens Specimen Grain or crystal texture Layering or banding Fossils present? 1 rounded sand grains cemented together flat, even layers no 2 grains too small to see thin, flat layers yes - shell imprints 3 interlocking crystals wavy light and dark bands no 4 interlocking crystals of several colors none no Based on the photographs and Table 1, which list classifies all four specimens correctly?", "context_html": "", "options": [ { "id": "cA1", "text": "Specimen 1: sedimentary; Specimen 2: sedimentary; Specimen 3: igneous; Specimen 4: metamorphic", "plain": "Specimen 1: sedimentary; Specimen 2: sedimentary; Specimen 3: igneous; Specimen 4: metamorphic", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Specimen 1: metamorphic; Specimen 2: sedimentary; Specimen 3: sedimentary; Specimen 4: igneous", "plain": "Specimen 1: metamorphic; Specimen 2: sedimentary; Specimen 3: sedimentary; Specimen 4: igneous", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Specimen 1: sedimentary; Specimen 2: metamorphic; Specimen 3: sedimentary; Specimen 4: igneous", "plain": "Specimen 1: sedimentary; Specimen 2: metamorphic; Specimen 3: sedimentary; Specimen 4: igneous", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Specimen 1: sedimentary; Specimen 2: sedimentary; Specimen 3: metamorphic; Specimen 4: igneous", "plain": "Specimen 1: sedimentary; Specimen 2: sedimentary; Specimen 3: metamorphic; Specimen 4: igneous", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot23a.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot23b.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot23c.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot23d.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_77059d99-5584-4343-a789-351e1f8b69fb", "type": "gap-match", "title": "Complete the Rock-Cycle Model", "standards": [ "MS-ESS2-1" ], "prompt_html": "

A rock-cycle model hangs on a science-classroom wall. Three of its arrow labels, numbered 1 to 3, have fallen off. Two arrow labels are still in place.

 

Drag one process label onto each numbered arrow to complete the model.

\"A

", "prompt_plain": "A rock-cycle model hangs on a science-classroom wall. Three of its arrow labels, numbered 1 to 3, have fallen off. Two arrow labels are still in place. Drag one process label onto each numbered arrow to complete the model.", "context_html": "", "options": [ { "id": "tok-melt", "text": "melting", "plain": "melting", "correct": false, "kind": "gap-token" }, { "id": "tok-erupt", "text": "eruption", "plain": "eruption", "correct": false, "kind": "gap-token" }, { "id": "tok-weather", "text": "weathering and erosion", "plain": "weathering and erosion", "correct": false, "kind": "gap-token" }, { "id": "tok-cool", "text": "cooling and hardening", "plain": "cooling and hardening", "correct": false, "kind": "gap-token" }, { "id": "tok-heat", "text": "heat and pressure", "plain": "heat and pressure", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot24_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-heat arrow1", "tok-melt arrow2", "tok-weather arrow3" ] }, "n_options": 5 }, { "n": 25, "item_id": "_bef78ee4-0b85-4e90-b9ad-13e32dd65489", "type": "choice", "title": "Colliding Continental Plates", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Which feature most likely forms where two continental plates collide and push against each other?

", "prompt_plain": "Which feature most likely forms where two continental plates collide and push against each other?", "context_html": "", "options": [ { "id": "cA1", "text": "a deep ocean trench", "plain": "a deep ocean trench", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "a high mountain range", "plain": "a high mountain range", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "a mid-ocean ridge", "plain": "a mid-ocean ridge", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "a wide, flat plain", "plain": "a wide, flat plain", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 26, "item_id": "_a5bb444d-1bae-42dd-9667-3446dcaf0257", "type": "hottext", "title": "Canyon Benchmark Re-Survey", "standards": [ "MS-ESS2-2" ], "prompt_html": "

A survey report about a desert canyon is shown below. The report contains six numbered sentences.

Select the numbered sentence that gives the best evidence that the land at the canyon rim is still being uplifted today.

", "prompt_plain": "A survey report about a desert canyon is shown below. The report contains six numbered sentences. Select the numbered sentence that gives the best evidence that the land at the canyon rim is still being uplifted today.", "context_html": "", "options": [ { "id": "HT1", "text": "(1) Ten years ago, a survey team set five brass benchmark markers into solid rock along the canyon rim.", "plain": "(1) Ten years ago, a survey team set five brass benchmark markers into solid rock along the canyon rim.", "correct": false, "kind": "hottext" }, { "id": "HT2", "text": "(2) This year the team re-measured the markers, and each marker now stands about 6 centimeters higher above sea level than before.", "plain": "(2) This year the team re-measured the markers, and each marker now stands about 6 centimeters higher above sea level than before.", "correct": true, "kind": "hottext" }, { "id": "HT3", "text": "(3) The rock layers exposed today in the canyon walls are tilted about 20 degrees from horizontal.", "plain": "(3) The rock layers exposed today in the canyon walls are tilted about 20 degrees from horizontal.", "correct": false, "kind": "hottext" }, { "id": "HT4", "text": "(4) The river at the bottom of the canyon has cut down through many layers of rock over time.", "plain": "(4) The river at the bottom of the canyon has cut down through many layers of rock over time.", "correct": false, "kind": "hottext" }, { "id": "HT5", "text": "(5) Piles of freshly broken rock lie at the base of the canyon walls.", "plain": "(5) Piles of freshly broken rock lie at the base of the canyon walls.", "correct": false, "kind": "hottext" }, { "id": "HT6", "text": "(6) The rim rock contains imprints of sea shells, even though the rim sits far above sea level.", "plain": "(6) The rim rock contains imprints of sea shells, even though the rim sits far above sea level.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "HT2" ] }, "n_options": 6 }, { "n": 27, "item_id": "_e28dc38d-0560-4198-95fe-4a1a3caaab84", "type": "choice", "title": "Rabbit Coat-Color Crosses — Part A", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

Look at Table 1.

Which pair of parent genotypes best explains the offspring counts of Cross 1?

", "prompt_plain": "Part A Look at Table 1. Which pair of parent genotypes best explains the offspring counts of Cross 1?", "context_html": "", "options": [ { "id": "cA1", "text": "BB and BB", "plain": "BB and BB", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "BB and Bb", "plain": "BB and Bb", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Bb and Bb", "plain": "Bb and Bb", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Bb and bb", "plain": "Bb and bb", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_38160ee5-23a8-47d6-84aa-fef00d2e2b1c" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Rabbit Coat-Color Crosses

Priya breeds rabbits. In her rabbits, one gene controls coat color. The allele B (black coat) is dominant, and the allele b (white coat) is recessive. Priya recorded the parents and offspring of two crosses in Table 1.

Table 1. Offspring of Two Rabbit Crosses

CrossParentsBlack offspringWhite offspring
1black coat x black coat217
2white coat x white coat016
", "passage_plain": "Rabbit Coat-Color Crosses Priya breeds rabbits. In her rabbits, one gene controls coat color. The allele B (black coat) is dominant, and the allele b (white coat) is recessive. Priya recorded the parents and offspring of two crosses in Table 1. Table 1. Offspring of Two Rabbit Crosses Cross Parents Black offspring White offspring 1 black coat x black coat 21 7 2 white coat x white coat 0 16" }, { "n": 28, "item_id": "_0278e014-970e-4d38-ad5c-14daddd08911", "type": "choice", "title": "Rabbit Coat-Color Crosses — Part B", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part B

Priya plans a follow-up cross between one black parent from Cross 1 and a white rabbit from Cross 2. The Punnett square below is set up for this cross, with the black parent's alleles hidden.

 b (from the white parent)b (from the white parent)
? (from the black parent)  
? (from the black parent)  

Use your answer in Part A. Out of every 4 offspring, which coat-color result is expected from the follow-up cross?

", "prompt_plain": "Part B Priya plans a follow-up cross between one black parent from Cross 1 and a white rabbit from Cross 2. The Punnett square below is set up for this cross, with the black parent's alleles hidden. b (from the white parent) b (from the white parent) ? (from the black parent) ? (from the black parent) Use your answer in Part A. Out of every 4 offspring, which coat-color result is expected from the follow-up cross?", "context_html": "", "options": [ { "id": "cA1", "text": "0 black and 4 white", "plain": "0 black and 4 white", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "2 black and 2 white", "plain": "2 black and 2 white", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "3 black and 1 white", "plain": "3 black and 1 white", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "4 black and 0 white", "plain": "4 black and 0 white", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_38160ee5-23a8-47d6-84aa-fef00d2e2b1c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Rabbit Coat-Color Crosses

Priya breeds rabbits. In her rabbits, one gene controls coat color. The allele B (black coat) is dominant, and the allele b (white coat) is recessive. Priya recorded the parents and offspring of two crosses in Table 1.

Table 1. Offspring of Two Rabbit Crosses

CrossParentsBlack offspringWhite offspring
1black coat x black coat217
2white coat x white coat016
", "passage_plain": "Rabbit Coat-Color Crosses Priya breeds rabbits. In her rabbits, one gene controls coat color. The allele B (black coat) is dominant, and the allele b (white coat) is recessive. Priya recorded the parents and offspring of two crosses in Table 1. Table 1. Offspring of Two Rabbit Crosses Cross Parents Black offspring White offspring 1 black coat x black coat 21 7 2 white coat x white coat 0 16" }, { "n": 29, "item_id": "_7efb076b-5f71-48be-8be7-993a2ee626e1", "type": "choice", "title": "A Maple Sapling's Mass Budget — Part A", "standards": [ "MS-LS1-6" ], "prompt_html": "

Part A

Look at Table 1.

Which source provided most of the material for the sapling's new dry mass?

", "prompt_plain": "Part A Look at Table 1. Which source provided most of the material for the sapling's new dry mass?", "context_html": "", "options": [ { "id": "cA1", "text": "carbon dioxide that the sapling took in from the air", "plain": "carbon dioxide that the sapling took in from the air", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "minerals that the sapling took in from the soil", "plain": "minerals that the sapling took in from the soil", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "sunlight that the leaves changed into new plant material", "plain": "sunlight that the leaves changed into new plant material", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "water that the sapling took in through its roots", "plain": "water that the sapling took in through its roots", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_829d22ae-b437-47a2-9c21-77b479f38ff6" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

A Maple Sapling's Mass Budget

Naomi works at a tree nursery. She wants to find out where the material for new tree growth comes from. She plants a young maple sapling in an outdoor soil bed and tends it for two growing seasons. Dry mass is the mass a material has after all of its water is removed. At planting, Naomi measures the dry mass of a matching sapling from the same batch. After two growing seasons, she measures the dry mass of the grown sapling and of the soil in its bed. Table 1 shows the measurements.

Table 1. Mass-Budget Measurements

MeasurementValue
Sapling dry mass at planting2.0 kg
Sapling dry mass after two seasons9.0 kg
Soil dry mass in the bed at planting130.0 kg
Soil dry mass in the bed after two seasons129.8 kg
Total water given to the sapling640 L
", "passage_plain": "A Maple Sapling's Mass Budget Naomi works at a tree nursery. She wants to find out where the material for new tree growth comes from. She plants a young maple sapling in an outdoor soil bed and tends it for two growing seasons. Dry mass is the mass a material has after all of its water is removed. At planting, Naomi measures the dry mass of a matching sapling from the same batch. After two growing seasons, she measures the dry mass of the grown sapling and of the soil in its bed. Table 1 shows the measurements. Table 1. Mass-Budget Measurements Measurement Value Sapling dry mass at planting 2.0 kg Sapling dry mass after two seasons 9.0 kg Soil dry mass in the bed at planting 130.0 kg Soil dry mass in the bed after two seasons 129.8 kg Total water given to the sapling 640 L" }, { "n": 30, "item_id": "_a25d021e-7672-45e2-a50f-f969eb794d87", "type": "choice", "title": "A Maple Sapling's Mass Budget — Part B", "standards": [ "MS-LS1-6" ], "prompt_html": "

Part B

Which comparison of measurements from Table 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which comparison of measurements from Table 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The sapling was given a total of 640 liters of water during the two growing seasons.", "plain": "The sapling was given a total of 640 liters of water during the two growing seasons.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sapling's dry mass more than quadrupled between planting and the end of the study.", "plain": "The sapling's dry mass more than quadrupled between planting and the end of the study.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The soil's dry mass stayed near 130 kilograms, far more than the sapling's dry mass.", "plain": "The soil's dry mass stayed near 130 kilograms, far more than the sapling's dry mass.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The soil lost 0.2 kilograms of dry mass while the sapling gained 7.0 kilograms of dry mass.", "plain": "The soil lost 0.2 kilograms of dry mass while the sapling gained 7.0 kilograms of dry mass.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_829d22ae-b437-47a2-9c21-77b479f38ff6" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

A Maple Sapling's Mass Budget

Naomi works at a tree nursery. She wants to find out where the material for new tree growth comes from. She plants a young maple sapling in an outdoor soil bed and tends it for two growing seasons. Dry mass is the mass a material has after all of its water is removed. At planting, Naomi measures the dry mass of a matching sapling from the same batch. After two growing seasons, she measures the dry mass of the grown sapling and of the soil in its bed. Table 1 shows the measurements.

Table 1. Mass-Budget Measurements

MeasurementValue
Sapling dry mass at planting2.0 kg
Sapling dry mass after two seasons9.0 kg
Soil dry mass in the bed at planting130.0 kg
Soil dry mass in the bed after two seasons129.8 kg
Total water given to the sapling640 L
", "passage_plain": "A Maple Sapling's Mass Budget Naomi works at a tree nursery. She wants to find out where the material for new tree growth comes from. She plants a young maple sapling in an outdoor soil bed and tends it for two growing seasons. Dry mass is the mass a material has after all of its water is removed. At planting, Naomi measures the dry mass of a matching sapling from the same batch. After two growing seasons, she measures the dry mass of the grown sapling and of the soil in its bed. Table 1 shows the measurements. Table 1. Mass-Budget Measurements Measurement Value Sapling dry mass at planting 2.0 kg Sapling dry mass after two seasons 9.0 kg Soil dry mass in the bed at planting 130.0 kg Soil dry mass in the bed after two seasons 129.8 kg Total water given to the sapling 640 L" }, { "n": 31, "item_id": "_b6366fac-2842-4c31-a1b5-a904f5da44e8", "type": "gap-match", "title": "Body Systems in a Race", "standards": [ "MS-LS1-3" ], "prompt_html": "

Yusuf swims the 400-meter freestyle race at a swim meet. From the starting dive to the final touch, his body systems work together to keep him moving.

 

Match each body system to the job it performs during the race.

", "prompt_plain": "Yusuf swims the 400-meter freestyle race at a swim meet. From the starting dive to the final touch, his body systems work together to keep him moving. Match each body system to the job it performs during the race.", "context_html": "", "options": [ { "id": "jMusc", "text": "Contracts and relaxes to power each stroke and kick", "plain": "Contracts and relaxes to power each stroke and kick", "correct": false, "kind": "gap-token" }, { "id": "jSkel", "text": "Provides the stiff frame that supports the body", "plain": "Provides the stiff frame that supports the body", "correct": false, "kind": "gap-token" }, { "id": "jNerv", "text": "Carries electrical signals that coordinate the timing of movements", "plain": "Carries electrical signals that coordinate the timing of movements", "correct": false, "kind": "gap-token" }, { "id": "jResp", "text": "Takes in oxygen and gives off carbon dioxide with each breath", "plain": "Takes in oxygen and gives off carbon dioxide with each breath", "correct": false, "kind": "gap-token" }, { "id": "jCirc", "text": "Delivers oxygen and nutrients to cells all over the body", "plain": "Delivers oxygen and nutrients to cells all over the body", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "jResp gResp", "jCirc gCirc", "jMusc gMusc", "jSkel gSkel", "jNerv gNerv" ] }, "n_options": 5 }, { "n": 32, "item_id": "_9dfe7a89-a911-4d99-8a31-025e3b5a3f70", "type": "hottext", "title": "Hummingbird Dive Displays", "standards": [ "MS-LS1-4" ], "prompt_html": "

Scientists watched 24 male broad-tailed hummingbirds in a mountain meadow for two summers. Their study summary includes the sentences below.

Consider this claim: performing many dive displays increases a male hummingbird’s chances of mating.

Select the sentence from the summary that gives the best evidence for the claim.

", "prompt_plain": "Scientists watched 24 male broad-tailed hummingbirds in a mountain meadow for two summers. Their study summary includes the sentences below. Consider this claim: performing many dive displays increases a male hummingbird’s chances of mating. Select the sentence from the summary that gives the best evidence for the claim.", "context_html": "", "options": [ { "id": "hA32", "text": "During a dive display, a male climbs high above the meadow and then plunges steeply past a perched female.", "plain": "During a dive display, a male climbs high above the meadow and then plunges steeply past a perched female.", "correct": false, "kind": "hottext" }, { "id": "hB32", "text": "Males that performed the most dive displays each morning paired with mates nearly twice as often as males that performed the fewest.", "plain": "Males that performed the most dive displays each morning paired with mates nearly twice as often as males that performed the fewest.", "correct": true, "kind": "hottext" }, { "id": "hC32", "text": "Males also spent part of each day chasing rival males away from patches of wildflowers.", "plain": "Males also spent part of each day chasing rival males away from patches of wildflowers.", "correct": false, "kind": "hottext" }, { "id": "hD32", "text": "The dives were so fast that the team needed slow-motion video to count them.", "plain": "The dives were so fast that the team needed slow-motion video to count them.", "correct": false, "kind": "hottext" }, { "id": "hE32", "text": "After pairing, each female built her nest and raised the young alone.", "plain": "After pairing, each female built her nest and raised the young alone.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB32" ] }, "n_options": 5 }, { "n": 33, "item_id": "_44e18b35-3860-4337-a43a-e2b0cf1e5be3", "type": "choice", "title": "Lettuce Fertilizer Trial", "standards": [ "MS-LS1-5" ], "prompt_html": "

Talia and other volunteers grow lettuce in two raised beds at a community garden. The beds get the same seeds, soil, sunlight, and water. The table shows how each bed was fertilized and how the plants grew.

Table 1. Lettuce Trial

BedFertilizer typeFertilizer given each weekAverage lettuce height after 4 weeks
Bed 1P25 grams19 cm
Bed 2R50 grams26 cm

After four weeks, Talia concludes that Fertilizer R makes lettuce grow taller than Fertilizer P.

Choose the TWO statements that describe flaws in the design of this trial.

", "prompt_plain": "Talia and other volunteers grow lettuce in two raised beds at a community garden. The beds get the same seeds, soil, sunlight, and water. The table shows how each bed was fertilized and how the plants grew. Table 1. Lettuce Trial Bed Fertilizer type Fertilizer given each week Average lettuce height after 4 weeks Bed 1 P 25 grams 19 cm Bed 2 R 50 grams 26 cm After four weeks, Talia concludes that Fertilizer R makes lettuce grow taller than Fertilizer P. Choose the TWO statements that describe flaws in the design of this trial.", "context_html": "", "options": [ { "id": "cA33", "text": "The trial should have compared more than two types of fertilizer.", "plain": "The trial should have compared more than two types of fertilizer.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "The beds did not get the same amount of fertilizer each week.", "plain": "The beds did not get the same amount of fertilizer each week.", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "The volunteers tracked plant height rather than the number of leaves.", "plain": "The volunteers tracked plant height rather than the number of leaves.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "Each fertilizer type was tested in a single garden bed.", "plain": "Each fertilizer type was tested in a single garden bed.", "correct": true, "kind": "choice" }, { "id": "cE33", "text": "Both beds were planted with the same variety of lettuce seed.", "plain": "Both beds were planted with the same variety of lettuce seed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB33", "cD33" ] }, "n_options": 5 }, { "n": 34, "item_id": "_9ae40146-0e12-4f7d-b911-6f983f51354e", "type": "choice", "title": "Storm Recovery Plots", "standards": [ "MS-LS2-5" ], "prompt_html": "

Ecologists study two field plots after a strong windstorm flattens much of the plant cover in both. The table shows each plot’s biodiversity and its recovery.

Table 1. Storm Recovery in Two Plots

PlotPlant species presentGround covered by plants 2 weeks after the stormGround covered by plants 10 weeks after the storm
North plot2145%90%
South plot540%55%

Choose the TWO statements that best explain why the plot with higher biodiversity recovered its plant cover faster.

", "prompt_plain": "Ecologists study two field plots after a strong windstorm flattens much of the plant cover in both. The table shows each plot’s biodiversity and its recovery. Table 1. Storm Recovery in Two Plots Plot Plant species present Ground covered by plants 2 weeks after the storm Ground covered by plants 10 weeks after the storm North plot 21 45% 90% South plot 5 40% 55% Choose the TWO statements that best explain why the plot with higher biodiversity recovered its plant cover faster.", "context_html": "", "options": [ { "id": "cA34", "text": "Living among many other species toughens the individual plants, so they regrow more quickly after damage.", "plain": "Living among many other species toughens the individual plants, so they regrow more quickly after damage.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Plots with more species also tend to hold a larger total number of plants.", "plain": "Plots with more species also tend to hold a larger total number of plants.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "It is more likely that at least some of the species present can survive the changed conditions.", "plain": "It is more likely that at least some of the species present can survive the changed conditions.", "correct": true, "kind": "choice" }, { "id": "cD34", "text": "Species in a diverse plot can adjust their own traits to match the changed conditions.", "plain": "Species in a diverse plot can adjust their own traits to match the changed conditions.", "correct": false, "kind": "choice" }, { "id": "cE34", "text": "If one species is wiped out, other species in a diverse plot can fill a similar role.", "plain": "If one species is wiped out, other species in a diverse plot can fill a similar role.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC34", "cE34" ] }, "n_options": 5 }, { "n": 35, "item_id": "_2ffeaf8d-103e-4e12-aa6a-174295df3f6d", "type": "choice", "title": "Planet With Two Moons", "standards": [ "MS-PS2-4" ], "prompt_html": "

Astronomers study a distant planet with two moons. The figure and table show the two moons. Measurements show that the gravitational force between the planet and the inner moon is much weaker than the force between the planet and the outer moon, even though the inner moon is closer.

Figure 1. The Planet and Its Two Moons

\"Diagram

Table 1. Two Moons of the Planet

MoonAverage distance from the planet (km)Mass compared with the inner moon
Inner moon150,0001 times
Outer moon420,0002,500 times

Which statement best explains this difference?

", "prompt_plain": "Astronomers study a distant planet with two moons. The figure and table show the two moons. Measurements show that the gravitational force between the planet and the inner moon is much weaker than the force between the planet and the outer moon, even though the inner moon is closer. Figure 1. The Planet and Its Two Moons Table 1. Two Moons of the Planet Moon Average distance from the planet (km) Mass compared with the inner moon Inner moon 150,000 1 times Outer moon 420,000 2,500 times Which statement best explains this difference?", "context_html": "", "options": [ { "id": "cA35", "text": "The planet’s magnetic field reaches the closer moon and weakens the pull of gravity on it.", "plain": "The planet’s magnetic field reaches the closer moon and weakens the pull of gravity on it.", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "The strength of gravity depends on the masses of both objects, and the outer moon has far more mass.", "plain": "The strength of gravity depends on the masses of both objects, and the outer moon has far more mass.", "correct": true, "kind": "choice" }, { "id": "cC35", "text": "The inner moon moves faster in its orbit, and its speed cancels part of the pull of gravity.", "plain": "The inner moon moves faster in its orbit, and its speed cancels part of the pull of gravity.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "A planet and a moon pull on each other with equal strength, so both moons feel the same force.", "plain": "A planet and a moon pull on each other with equal strength, so both moons feel the same force.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot35.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB35" ] }, "n_options": 4 }, { "n": 36, "item_id": "_d84380f7-f8b4-48e9-91c7-a2a298994184", "type": "choice", "title": "Garden Water Wheel", "standards": [ "MS-PS3-5" ], "prompt_html": "

Wendell builds a small water wheel in his garden. Water flows from a raised tank through a spout and falls onto the blades at the edge of the wheel, making the wheel turn. Wendell wants the wheel to turn faster.

\"Side-view

Which change would most likely make the wheel turn faster?

", "prompt_plain": "Wendell builds a small water wheel in his garden. Water flows from a raised tank through a spout and falls onto the blades at the edge of the wheel, making the wheel turn. Wendell wants the wheel to turn faster. Which change would most likely make the wheel turn faster?", "context_html": "", "options": [ { "id": "cA36", "text": "Use warmer water in the tank, because warmer water carries more energy to the wheel.", "plain": "Use warmer water in the tank, because warmer water carries more energy to the wheel.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "Aim the stream at the wheel’s center, because energy landing at the middle spreads to every blade.", "plain": "Aim the stream at the wheel’s center, because energy landing at the middle spreads to every blade.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "Replace the blades with heavier metal blades, because heavier blades swing around with more force.", "plain": "Replace the blades with heavier metal blades, because heavier blades swing around with more force.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "Raise the tank higher above the wheel, because water that falls farther hits the blades moving faster.", "plain": "Raise the tank higher above the wheel, because water that falls farther hits the blades moving faster.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot36.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD36" ] }, "n_options": 4 }, { "n": 37, "item_id": "_c72c6fd6-8df0-4c1e-90fc-9187aa1e0760", "type": "inline-choice", "title": "Wave on a Spring", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Suki stretches a long coiled spring across a gym floor and shakes one end steadily from side to side, sending a repeating wave along the spring. The diagram shows a snapshot of the wave with four numbered measurements.

\"Snapshot

Choose the number that correctly completes each sentence.

The amplitude of the wave is shown by measurement .

The wavelength of the wave is shown by measurement .

", "options": [ { "id": "b1o1", "text": "1", "plain": "1", "correct": false, "kind": "inline" }, { "id": "b1o2", "text": "2", "plain": "2", "correct": false, "kind": "inline" }, { "id": "b1o3", "text": "3", "plain": "3", "correct": true, "kind": "inline" }, { "id": "b1o4", "text": "4", "plain": "4", "correct": false, "kind": "inline" }, { "id": "b2o1", "text": "1", "plain": "1", "correct": true, "kind": "inline" }, { "id": "b2o2", "text": "2", "plain": "2", "correct": false, "kind": "inline" }, { "id": "b2o3", "text": "3", "plain": "3", "correct": false, "kind": "inline" }, { "id": "b2o4", "text": "4", "plain": "4", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-24/images/slot37_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1o3" ], "RESPONSE2": [ "b2o1" ] }, "n_options": 8 }, { "n": 38, "item_id": "_f14218cf-0918-4911-ac4f-14f848fdbb22", "type": "text-entry", "title": "Pond Ripple Frequency", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zainab drops a pebble into a still garden pond and records a video of the ripple rings spreading out. From the video she measures two values: the ripples travel at a speed of 120 centimeters per second, and neighboring ripple rings are 40 centimeters apart, so the wavelength is 40 centimeters.

The wave equation is: wave speed = frequency × wavelength.

What is the frequency of the ripples, in hertz?

Give your answer as a whole number (e.g., 27).

Frequency in hertz:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 39, "item_id": "_21eb795b-2cb0-4d94-8659-543a5211c757", "type": "match", "title": "Doghouse Requirements Check", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Uma orders a doghouse for her backyard. Her order lists two criteria and two constraints, shown in the table. When the doghouse is delivered, Uma checks it against her list.

Table 1. Doghouse Requirements

TypeRequirement
CriterionThe inside must stay dry during rain.
CriterionThe door opening must be at least 30 centimeters wide.
ConstraintThe total cost may not go over $200.
ConstraintThe doghouse must be finished within 14 days.

 

Drag FOUR of the five result statements into the correct category. One statement matches neither category - leave it unplaced.

", "prompt_plain": "Uma orders a doghouse for her backyard. Her order lists two criteria and two constraints, shown in the table. When the doghouse is delivered, Uma checks it against her list. Table 1. Doghouse Requirements Type Requirement Criterion The inside must stay dry during rain. Criterion The door opening must be at least 30 centimeters wide. Constraint The total cost may not go over $200. Constraint The doghouse must be finished within 14 days. Drag FOUR of the five result statements into the correct category. One statement matches neither category - leave it unplaced.", "context_html": "", "options": [ { "id": "mc18_s1", "text": "The final bill comes to $240.", "plain": "The final bill comes to $240.", "correct": false, "kind": "match-token" }, { "id": "mc18_s2", "text": "The builder offers a choice of three roof colors.", "plain": "The builder offers a choice of three roof colors.", "correct": false, "kind": "match-token" }, { "id": "mc18_s3", "text": "The finished door opening measures 36 centimeters across.", "plain": "The finished door opening measures 36 centimeters across.", "correct": false, "kind": "match-token" }, { "id": "mc18_s4", "text": "The build takes 20 days to finish.", "plain": "The build takes 20 days to finish.", "correct": false, "kind": "match-token" }, { "id": "mc18_s5", "text": "After a heavy overnight storm, no water has gotten inside.", "plain": "After a heavy overnight storm, no water has gotten inside.", "correct": false, "kind": "match-token" }, { "id": "mc18_c1", "text": "Meets a criterion", "plain": "Meets a criterion", "correct": false, "kind": "match-token" }, { "id": "mc18_c2", "text": "Violates a constraint", "plain": "Violates a constraint", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc18_s1 mc18_c2", "mc18_s3 mc18_c1", "mc18_s4 mc18_c2", "mc18_s5 mc18_c1" ] }, "n_options": 7 }, { "n": 40, "item_id": "_11e96b0b-d0ad-4eb4-9e3e-bcd32b326c75", "type": "choice", "title": "Truss Bridge Simulation", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Viktor uses bridge-design software to test a model truss bridge. His goal is a model that holds at least 100 kilograms in the simulation. The software reports the load at failure and the first part that failed. The table shows his four simulation runs. Viktor has time for one final run.

Table 1. Truss Bridge Simulation Runs

TrialChange made before the trialLoad at failure (kg)First part to fail
1none (starting design)64a middle deck beam bent
2thicker deck beams80a diagonal brace buckled
3thicker diagonal braces92a top corner joint pulled apart
4reinforced top corner joints97a bottom corner joint pulled apart

Which change for the final run is the best next step in Viktor’s design cycle?

", "prompt_plain": "Viktor uses bridge-design software to test a model truss bridge. His goal is a model that holds at least 100 kilograms in the simulation. The software reports the load at failure and the first part that failed. The table shows his four simulation runs. Viktor has time for one final run. Table 1. Truss Bridge Simulation Runs Trial Change made before the trial Load at failure (kg) First part to fail 1 none (starting design) 64 a middle deck beam bent 2 thicker deck beams 80 a diagonal brace buckled 3 thicker diagonal braces 92 a top corner joint pulled apart 4 reinforced top corner joints 97 a bottom corner joint pulled apart Which change for the final run is the best next step in Viktor’s design cycle?", "context_html": "", "options": [ { "id": "cA40", "text": "Reinforce the bottom corner joints the same way, then run the simulation again.", "plain": "Reinforce the bottom corner joints the same way, then run the simulation again.", "correct": true, "kind": "choice" }, { "id": "cB40", "text": "Start over with a brand-new bridge shape and test it in the final run.", "plain": "Start over with a brand-new bridge shape and test it in the final run.", "correct": false, "kind": "choice" }, { "id": "cC40", "text": "Make every beam, brace, and joint thicker at the same time in the final run.", "plain": "Make every beam, brace, and joint thicker at the same time in the final run.", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "Run the same Trial 4 design again to see whether the result improves.", "plain": "Run the same Trial 4 design again to see whether the result improves.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA40" ] }, "n_options": 4 } ] }, { "form": "G7.25", "grade": "G7", "title": "Alpha Standardized Science G7.25", "test_id": "_test-46e23ea5-ceca-4db6-968b-e95cb9b61444", "n_items": 40, "n_stimuli": 8, "stimuli": { "_1a435a92-89a0-499b-bf8b-2798b36b355b": { "title": "Sea Anemone Two Ways to Reproduce", "html": "

Sea Anemone Two Ways to Reproduce

A sea anemone in a rocky tide pool can reproduce in two ways. In budding, a small piece of the parent's body separates and grows into a new anemone. In egg-and-sperm reproduction, the anemone releases eggs or sperm into the water. There they join with sperm or eggs from other anemones. Marine biologists recorded the tide-pool conditions under which each mode is most common (Table 1). Figure 1 shows an adult anemone with two buds forming at its base.

Table 1. Conditions for Each Mode

ModeConditions in the tide pool
BuddingFood is plentiful; water temperature is steady; open rock space is nearby
Egg-and-spermFood is becoming scarce; water temperature is shifting; the tide pool is crowded

Figure 1. Adult Anemone with Buds

\"A

" }, "_a1622965-bd40-4338-a1cf-42f58ceb3d1a": { "title": "Nesting Cichlids", "html": "

Nesting Cichlids

Cichlids are freshwater fish. In one lake species, a breeding pair digs a shallow pit in the sandy bottom. The female lays her eggs in the pit. A parent stays at the nest, fanning fresh water over the eggs. The parent stays until the young can swim on their own. Biologists followed 48 of these nests for one breeding season. At some nests, a parent guarded the eggs the whole time. At other nests, the guarding parent disappeared soon after the eggs were laid, leaving the nest unguarded. Table 1 shows the results. Figure 1 shows a parent cichlid at its nest.

Figure 1. Parent Cichlid at Its Nest

\"An

Table 1. Nest Study Results

Nest groupNumber of nestsAverage eggs laid per nestAverage young per nest surviving to swimming age
Guarded by a parent2621096
Left unguarded2220511
" }, "_14b6b35f-9953-4611-a721-bdb373bc8eef": { "title": "Mousetrap Car Distance Trials", "html": "

Mousetrap Car Distance Trials

Gavin builds a mousetrap car. Pulling the trap’s spring arm back and hooking it loads the spring. When the arm is released, it pulls a string that spins the rear wheels. In Trials 1-3, Gavin releases the car on a long, flat hallway floor. He changes only how far back he pulls the arm. In Trial 4, he uses a hallway where the floor slopes gently up to a higher level partway along. The car rolls up the slope and tops the rise. It keeps rolling on the higher floor until it stops. Table 1 shows the trials.

Figure 1. The Mousetrap Car

\"A

Table 1. Distance Trials

TrialArm pull-backPathDistance traveled (m)
1One-quarter backFlat hallway2.0
2Halfway backFlat hallway4.2
3All the way backFlat hallway8.6
4All the way backUp the low rise, then along the higher floor6.1
" }, "_9ed154bf-ab2b-43de-99a8-6da8dbcede1c": { "title": "Cascadia Margin Evidence File", "html": "

Cascadia Margin Evidence File

An earth-science class builds an evidence file about the Pacific Northwest coast. There the Juan de Fuca Plate meets the North American Plate. Figure 1 is a cross-section of the margin from the offshore ridge to the coastal mountains. Figure 2 is a map of the same area. It shows where one distinctive rock type, a dark basalt, has been found. Table 1 lists the class’s survey notes.

Figure 1. Cross-Section of the Margin

\"Cross-section

Figure 2. Basalt Locations Map

\"Map

Table 1. Survey Notes

NoteFinding
1The two plates move toward each other about 4 centimeters each year.
2The coastal mountains rise a few millimeters each year.
3The dark basalt in the folded coastal mountain bands matches the ocean-floor basalt offshore.
" }, "_e20a4d7b-90d2-42d9-b4af-735b67c3ed9b": { "title": "Pond Water Gas Log", "html": "

Pond Water Gas Log

A park scientist anchors a recording sensor just below the surface of a pond. For 24 hours, the sensor logs the amounts of dissolved oxygen and dissolved carbon dioxide in the water. The pond contains water plants, algae, insects, and snails. On the day of the log, the sun rose near 6 a.m. and set near 8 p.m. Figure 1 shows both gas readings from 6 a.m. one morning to 6 a.m. the next morning.

Figure 1. Dissolved Gases Over 24 Hours

\"Graph

" }, "_dc470700-f559-4f37-93f1-53f85c2090f7": { "title": "Peroxide Balloon on the Scale", "html": "

Peroxide Balloon on the Scale

Students measure the masses shown in Table 1. They pour the peroxide solution into the flask and add the spoonful of dried yeast. Then they quickly stretch a balloon over the flask's neck to seal it. The sealed flask sits on a digital balance the whole time (Figure 1). As the students watch, the mixture foams and bubbles. The balloon slowly inflates, and specks of yeast spread through the liquid.

Table 1. Starting Masses

ObjectMass
Flask with peroxide solution419 g
Dried yeast10 g
Balloon6 g
Total435 g

Figure 1. Sealed Flask on the Balance

\"A

" }, "_938372a5-4725-4cca-a94e-dfa861eae18d": { "title": "Palmera Reef Survey and Proposals", "html": "

Palmera Reef Survey and Proposals

A science team surveys the same 100-meter line across Palmera Reef Park every two years. Along the line, the team counts parrotfish and measures the percent of the reef surface covered by algae. The team also records the percent of corals that are healthy. Parrotfish eat algae that would otherwise grow over the corals. Park records show that the number of parrotfish caught by fishers each year has doubled since 2019. Table 1 shows the survey results. The park board can spend at most $80,000 per year on ONE of the proposals in Table 2.

Table 1. Transect Survey Results

YearParrotfish countedAlgae cover (%)Healthy coral (%)
2019461880
2021302674
2023194162
2025115549

Table 2. Management Proposals

ProposalActionCost per year
1Stop all parrotfish fishing inside the park$20,000
2Pay divers to scrub algae off the corals twice each year$60,000
3Raise parrotfish in tanks and release them into the park each year$150,000
" }, "_4fe1f5cb-827d-4dc5-89fe-791e01f7fbe3": { "title": "Two Metal Bars", "html": "

Two Metal Bars

Kira has two metal bars that look identical (Figure 1). Bar 1 is a magnet; its ends are marked N and S. Bar 2 is unmarked, so Kira labels its ends X and Y. She wants to find out whether Bar 2 is also a magnet or an ordinary steel bar. Table 1 shows the two tests she has done so far.

Figure 1. The Two Bars

\"Two

Table 1. Kira’s Tests

TestSetupResult
1End N of Bar 1 held near end X of Bar 2The bars pulled together
2End S of Bar 1 held near end Y of Bar 2The bars pulled together
" } }, "questions": [ { "n": 1, "item_id": "_18ad37af-0be2-4ba9-aebc-73eca03536eb", "type": "choice", "title": "Peroxide Balloon — Sealed Mass", "standards": [ "MS-PS1-5" ], "prompt_html": "

Look at Table 1 and Figure 1. The stretched balloon keeps the flask sealed as a closed system while the reaction runs.

When the foaming stops and the balloon is still sealed over the neck, what mass will the digital balance show?

", "prompt_plain": "Look at Table 1 and Figure 1. The stretched balloon keeps the flask sealed as a closed system while the reaction runs. When the foaming stops and the balloon is still sealed over the neck, what mass will the digital balance show?", "context_html": "", "options": [ { "id": "cA1", "text": "419 grams", "plain": "419 grams", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "425 grams", "plain": "425 grams", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "435 grams", "plain": "435 grams", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "445 grams", "plain": "445 grams", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dc470700-f559-4f37-93f1-53f85c2090f7" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Peroxide Balloon on the Scale

Students measure the masses shown in Table 1. They pour the peroxide solution into the flask and add the spoonful of dried yeast. Then they quickly stretch a balloon over the flask's neck to seal it. The sealed flask sits on a digital balance the whole time (Figure 1). As the students watch, the mixture foams and bubbles. The balloon slowly inflates, and specks of yeast spread through the liquid.

Table 1. Starting Masses

ObjectMass
Flask with peroxide solution419 g
Dried yeast10 g
Balloon6 g
Total435 g

Figure 1. Sealed Flask on the Balance

\"A

", "passage_plain": "Peroxide Balloon on the Scale Students measure the masses shown in Table 1. They pour the peroxide solution into the flask and add the spoonful of dried yeast. Then they quickly stretch a balloon over the flask's neck to seal it. The sealed flask sits on a digital balance the whole time (Figure 1). As the students watch, the mixture foams and bubbles. The balloon slowly inflates, and specks of yeast spread through the liquid. Table 1. Starting Masses Object Mass Flask with peroxide solution 419 g Dried yeast 10 g Balloon 6 g Total 435 g Figure 1. Sealed Flask on the Balance" }, { "n": 2, "item_id": "_0b6d3e70-cd8b-46f4-a50d-0f5754451d57", "type": "choice", "title": "Peroxide Balloon — Balance Readings", "standards": [ "MS-PS1-5" ], "prompt_html": "

After the foaming stops, the students plan to take the balloon off the flask, let the collected gas out, and lay the emptied balloon back on the balance pan beside the flask.

Choose the TWO statements that correctly describe the balance readings just before and just after the balloon is taken off.

", "prompt_plain": "After the foaming stops, the students plan to take the balloon off the flask, let the collected gas out, and lay the emptied balloon back on the balance pan beside the flask. Choose the TWO statements that correctly describe the balance readings just before and just after the balloon is taken off.", "context_html": "", "options": [ { "id": "cA1", "text": "Just before the balloon is taken off, the balance reading includes the mass of the gas collected in the balloon.", "plain": "Just before the balloon is taken off, the balance reading includes the mass of the gas collected in the balloon.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Just before the balloon is taken off, the balance reading leaves out the gas in the balloon, because gases weigh nothing.", "plain": "Just before the balloon is taken off, the balance reading leaves out the gas in the balloon, because gases weigh nothing.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Just after the gas is let out, the balance reading falls below 435 grams, because the escaped gas takes its mass away.", "plain": "Just after the gas is let out, the balance reading falls below 435 grams, because the escaped gas takes its mass away.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Just after the gas is let out, the balance reading rises above 435 grams, because outside air can now reach the mixture.", "plain": "Just after the gas is let out, the balance reading rises above 435 grams, because outside air can now reach the mixture.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Just after the gas is let out, the balance reading stays at 435 grams, because a chemical reaction does not change total mass.", "plain": "Just after the gas is let out, the balance reading stays at 435 grams, because a chemical reaction does not change total mass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dc470700-f559-4f37-93f1-53f85c2090f7" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Peroxide Balloon on the Scale

Students measure the masses shown in Table 1. They pour the peroxide solution into the flask and add the spoonful of dried yeast. Then they quickly stretch a balloon over the flask's neck to seal it. The sealed flask sits on a digital balance the whole time (Figure 1). As the students watch, the mixture foams and bubbles. The balloon slowly inflates, and specks of yeast spread through the liquid.

Table 1. Starting Masses

ObjectMass
Flask with peroxide solution419 g
Dried yeast10 g
Balloon6 g
Total435 g

Figure 1. Sealed Flask on the Balance

\"A

", "passage_plain": "Peroxide Balloon on the Scale Students measure the masses shown in Table 1. They pour the peroxide solution into the flask and add the spoonful of dried yeast. Then they quickly stretch a balloon over the flask's neck to seal it. The sealed flask sits on a digital balance the whole time (Figure 1). As the students watch, the mixture foams and bubbles. The balloon slowly inflates, and specks of yeast spread through the liquid. Table 1. Starting Masses Object Mass Flask with peroxide solution 419 g Dried yeast 10 g Balloon 6 g Total 435 g Figure 1. Sealed Flask on the Balance" }, { "n": 3, "item_id": "_04fe3f15-4a3c-4de9-97e0-3238e199fae8", "type": "choice", "title": "Peroxide Balloon — Reaction Evidence", "standards": [ "MS-PS1-2" ], "prompt_html": "

The students list four observations from the lab.

Which observation gives the best evidence that a chemical reaction made a new substance?

", "prompt_plain": "The students list four observations from the lab. Which observation gives the best evidence that a chemical reaction made a new substance?", "context_html": "", "options": [ { "id": "cA1", "text": "Specks of yeast spread evenly through the liquid.", "plain": "Specks of yeast spread evenly through the liquid.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The balloon fills with a gas as the mixture bubbles.", "plain": "The balloon fills with a gas as the mixture bubbles.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The foam slowly settles back down after the bubbling stops.", "plain": "The foam slowly settles back down after the bubbling stops.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Some liquid splashes into small drops when the yeast lands.", "plain": "Some liquid splashes into small drops when the yeast lands.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dc470700-f559-4f37-93f1-53f85c2090f7" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Peroxide Balloon on the Scale

Students measure the masses shown in Table 1. They pour the peroxide solution into the flask and add the spoonful of dried yeast. Then they quickly stretch a balloon over the flask's neck to seal it. The sealed flask sits on a digital balance the whole time (Figure 1). As the students watch, the mixture foams and bubbles. The balloon slowly inflates, and specks of yeast spread through the liquid.

Table 1. Starting Masses

ObjectMass
Flask with peroxide solution419 g
Dried yeast10 g
Balloon6 g
Total435 g

Figure 1. Sealed Flask on the Balance

\"A

", "passage_plain": "Peroxide Balloon on the Scale Students measure the masses shown in Table 1. They pour the peroxide solution into the flask and add the spoonful of dried yeast. Then they quickly stretch a balloon over the flask's neck to seal it. The sealed flask sits on a digital balance the whole time (Figure 1). As the students watch, the mixture foams and bubbles. The balloon slowly inflates, and specks of yeast spread through the liquid. Table 1. Starting Masses Object Mass Flask with peroxide solution 419 g Dried yeast 10 g Balloon 6 g Total 435 g Figure 1. Sealed Flask on the Balance" }, { "n": 4, "item_id": "_85787542-8c1f-4fce-9b0d-39a8e935392d", "type": "text-entry", "title": "Epoxy Mixing Card", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A two-part epoxy glue hardens by a chemical reaction between two reactants: a resin and a hardener. A student mixes one full batch, following the makerspace mixing card shown here. One line of the card is smudged and cannot be read.

Mixing card

MaterialMass
Resin56 grams
Hardener(smudged)
Hardened epoxy produced84 grams

In this reaction, the mass of the resin plus the mass of the hardener equals the mass of the hardened epoxy product.

How many grams of hardener go into one batch?

Give your answer as a whole number (e.g., 45).

Grams of hardener:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "28" ] }, "n_options": 0 }, { "n": 5, "item_id": "_0ca320bf-bfc9-40a2-9fda-2f5eeb5880d1", "type": "gap-match", "title": "Cracker Chewing Change Sort", "standards": [ "MS-PS1-2" ], "prompt_html": "

Students in a science class chew a piece of unsalted cracker and compare it with a dry piece. A dry cracker contains starch but no sugar. The students write five observation cards.

 

Match each observation card to the kind of change it describes. Each kind of change will be used more than once.

", "prompt_plain": "Students in a science class chew a piece of unsalted cracker and compare it with a dry piece. A dry cracker contains starch but no sugar. The students write five observation cards. Match each observation card to the kind of change it describes. Each kind of change will be used more than once.", "context_html": "", "options": [ { "id": "cat-physical", "text": "physical change", "plain": "physical change", "correct": false, "kind": "gap-token" }, { "id": "cat-chemical", "text": "chemical change", "plain": "chemical change", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cat-physical gap-t1", "cat-physical gap-t2", "cat-physical gap-t3", "cat-chemical gap-t4", "cat-chemical gap-t5" ] }, "n_options": 2 }, { "n": 6, "item_id": "_4719ebc7-7381-4c83-9ae9-d6bb2fd292a4", "type": "choice", "title": "Palmera Reef — Future Changes", "standards": [ "MS-LS2-4" ], "prompt_html": "

Look at Table 1. Fishing in the park continues, and the parrotfish count keeps falling.

Which changes on the reef are most likely over the next several years?

", "prompt_plain": "Look at Table 1. Fishing in the park continues, and the parrotfish count keeps falling. Which changes on the reef are most likely over the next several years?", "context_html": "", "options": [ { "id": "cA1", "text": "Algae cover will fall, and the percent of healthy coral will rise.", "plain": "Algae cover will fall, and the percent of healthy coral will rise.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Algae cover will fall, and the percent of healthy coral will fall.", "plain": "Algae cover will fall, and the percent of healthy coral will fall.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Algae cover will rise, and the percent of healthy coral will rise.", "plain": "Algae cover will rise, and the percent of healthy coral will rise.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Algae cover will rise, and the percent of healthy coral will fall.", "plain": "Algae cover will rise, and the percent of healthy coral will fall.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_938372a5-4725-4cca-a94e-dfa861eae18d" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Palmera Reef Survey and Proposals

A science team surveys the same 100-meter line across Palmera Reef Park every two years. Along the line, the team counts parrotfish and measures the percent of the reef surface covered by algae. The team also records the percent of corals that are healthy. Parrotfish eat algae that would otherwise grow over the corals. Park records show that the number of parrotfish caught by fishers each year has doubled since 2019. Table 1 shows the survey results. The park board can spend at most $80,000 per year on ONE of the proposals in Table 2.

Table 1. Transect Survey Results

YearParrotfish countedAlgae cover (%)Healthy coral (%)
2019461880
2021302674
2023194162
2025115549

Table 2. Management Proposals

ProposalActionCost per year
1Stop all parrotfish fishing inside the park$20,000
2Pay divers to scrub algae off the corals twice each year$60,000
3Raise parrotfish in tanks and release them into the park each year$150,000
", "passage_plain": "Palmera Reef Survey and Proposals A science team surveys the same 100-meter line across Palmera Reef Park every two years. Along the line, the team counts parrotfish and measures the percent of the reef surface covered by algae. The team also records the percent of corals that are healthy. Parrotfish eat algae that would otherwise grow over the corals. Park records show that the number of parrotfish caught by fishers each year has doubled since 2019. Table 1 shows the survey results. The park board can spend at most $80,000 per year on ONE of the proposals in Table 2. Table 1. Transect Survey Results Year Parrotfish counted Algae cover (%) Healthy coral (%) 2019 46 18 80 2021 30 26 74 2023 19 41 62 2025 11 55 49 Table 2. Management Proposals Proposal Action Cost per year 1 Stop all parrotfish fishing inside the park $20,000 2 Pay divers to scrub algae off the corals twice each year $60,000 3 Raise parrotfish in tanks and release them into the park each year $150,000" }, { "n": 7, "item_id": "_47dfd0db-e04a-4cfe-8dcc-799a73f97ffd", "type": "choice", "title": "Palmera Reef — Evidence Check", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Look at Tables 1 and 2. Choose the TWO statements that correctly use the survey results to judge how well a proposal would work.

", "prompt_plain": "Look at Tables 1 and 2. Choose the TWO statements that correctly use the survey results to judge how well a proposal would work.", "context_html": "", "options": [ { "id": "cA1", "text": "Proposal 3 would lower algae cover while its releases continue, because Table 1 shows algae spread as the parrotfish count fell.", "plain": "Proposal 3 would lower algae cover while its releases continue, because Table 1 shows algae spread as the parrotfish count fell.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Proposal 2 cannot be judged from Table 1 alone, because no survey year included scrubbing algae off the corals.", "plain": "Proposal 2 cannot be judged from Table 1 alone, because no survey year included scrubbing algae off the corals.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Proposal 3 would fix the reef for good, because Table 1 shows algae cover falls in each year that new parrotfish are released.", "plain": "Proposal 3 would fix the reef for good, because Table 1 shows algae cover falls in each year that new parrotfish are released.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Proposal 1 would not help the corals, because Table 1 shows algae cover kept rising while the parrotfish count fell.", "plain": "Proposal 1 would not help the corals, because Table 1 shows algae cover kept rising while the parrotfish count fell.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Proposal 3 would work best of the three, because raising fish in tanks costs more than either other proposal.", "plain": "Proposal 3 would work best of the three, because raising fish in tanks costs more than either other proposal.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_938372a5-4725-4cca-a94e-dfa861eae18d" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5, "passage_html": "

Palmera Reef Survey and Proposals

A science team surveys the same 100-meter line across Palmera Reef Park every two years. Along the line, the team counts parrotfish and measures the percent of the reef surface covered by algae. The team also records the percent of corals that are healthy. Parrotfish eat algae that would otherwise grow over the corals. Park records show that the number of parrotfish caught by fishers each year has doubled since 2019. Table 1 shows the survey results. The park board can spend at most $80,000 per year on ONE of the proposals in Table 2.

Table 1. Transect Survey Results

YearParrotfish countedAlgae cover (%)Healthy coral (%)
2019461880
2021302674
2023194162
2025115549

Table 2. Management Proposals

ProposalActionCost per year
1Stop all parrotfish fishing inside the park$20,000
2Pay divers to scrub algae off the corals twice each year$60,000
3Raise parrotfish in tanks and release them into the park each year$150,000
", "passage_plain": "Palmera Reef Survey and Proposals A science team surveys the same 100-meter line across Palmera Reef Park every two years. Along the line, the team counts parrotfish and measures the percent of the reef surface covered by algae. The team also records the percent of corals that are healthy. Parrotfish eat algae that would otherwise grow over the corals. Park records show that the number of parrotfish caught by fishers each year has doubled since 2019. Table 1 shows the survey results. The park board can spend at most $80,000 per year on ONE of the proposals in Table 2. Table 1. Transect Survey Results Year Parrotfish counted Algae cover (%) Healthy coral (%) 2019 46 18 80 2021 30 26 74 2023 19 41 62 2025 11 55 49 Table 2. Management Proposals Proposal Action Cost per year 1 Stop all parrotfish fishing inside the park $20,000 2 Pay divers to scrub algae off the corals twice each year $60,000 3 Raise parrotfish in tanks and release them into the park each year $150,000" }, { "n": 8, "item_id": "_f98d7af2-5939-49b2-9bde-fad156fb938b", "type": "choice", "title": "Palmera Reef — Funding Decision", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The park board wants a proposal that meets its yearly budget and keeps working for many years.

Based on Tables 1 and 2, which proposal should the board fund, and why?

", "prompt_plain": "The park board wants a proposal that meets its yearly budget and keeps working for many years. Based on Tables 1 and 2, which proposal should the board fund, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Proposal 1, because the cheapest proposal leaves the park the most money for other projects each year.", "plain": "Proposal 1, because the cheapest proposal leaves the park the most money for other projects each year.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Proposal 3, because adding the most parrotfish each year is the fastest way to stop the algae increase.", "plain": "Proposal 3, because adding the most parrotfish each year is the fastest way to stop the algae increase.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Proposal 2, because a single round of scrubbing would leave the reef healthy from then on.", "plain": "Proposal 2, because a single round of scrubbing would leave the reef healthy from then on.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Proposal 1, because it costs $20,000 of the $80,000 the park can spend each year and it acts on the cause of the falling parrotfish count.", "plain": "Proposal 1, because it costs $20,000 of the $80,000 the park can spend each year and it acts on the cause of the falling parrotfish count.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_938372a5-4725-4cca-a94e-dfa861eae18d" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Palmera Reef Survey and Proposals

A science team surveys the same 100-meter line across Palmera Reef Park every two years. Along the line, the team counts parrotfish and measures the percent of the reef surface covered by algae. The team also records the percent of corals that are healthy. Parrotfish eat algae that would otherwise grow over the corals. Park records show that the number of parrotfish caught by fishers each year has doubled since 2019. Table 1 shows the survey results. The park board can spend at most $80,000 per year on ONE of the proposals in Table 2.

Table 1. Transect Survey Results

YearParrotfish countedAlgae cover (%)Healthy coral (%)
2019461880
2021302674
2023194162
2025115549

Table 2. Management Proposals

ProposalActionCost per year
1Stop all parrotfish fishing inside the park$20,000
2Pay divers to scrub algae off the corals twice each year$60,000
3Raise parrotfish in tanks and release them into the park each year$150,000
", "passage_plain": "Palmera Reef Survey and Proposals A science team surveys the same 100-meter line across Palmera Reef Park every two years. Along the line, the team counts parrotfish and measures the percent of the reef surface covered by algae. The team also records the percent of corals that are healthy. Parrotfish eat algae that would otherwise grow over the corals. Park records show that the number of parrotfish caught by fishers each year has doubled since 2019. Table 1 shows the survey results. The park board can spend at most $80,000 per year on ONE of the proposals in Table 2. Table 1. Transect Survey Results Year Parrotfish counted Algae cover (%) Healthy coral (%) 2019 46 18 80 2021 30 26 74 2023 19 41 62 2025 11 55 49 Table 2. Management Proposals Proposal Action Cost per year 1 Stop all parrotfish fishing inside the park $20,000 2 Pay divers to scrub algae off the corals twice each year $60,000 3 Raise parrotfish in tanks and release them into the park each year $150,000" }, { "n": 9, "item_id": "_0d157a9b-865d-4f48-bc77-c241937f1e90", "type": "choice", "title": "Sea Anemone Reproduction — Part A", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

Look at Table 1. While tide-pool conditions stay stable, the anemone keeps reproducing by budding.

Which statement best explains why budding benefits the anemone during stable conditions?

", "prompt_plain": "Part A Look at Table 1. While tide-pool conditions stay stable, the anemone keeps reproducing by budding. Which statement best explains why budding benefits the anemone during stable conditions?", "context_html": "", "options": [ { "id": "cA1", "text": "Budding quickly makes many offspring with the parent's exact genetic information, which already succeeds in this tide pool.", "plain": "Budding quickly makes many offspring with the parent's exact genetic information, which already succeeds in this tide pool.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Budding gives each offspring its own new mix of genetic information from its one parent.", "plain": "Budding gives each offspring its own new mix of genetic information from its one parent.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Budding keeps the anemone numbers low enough that the tide pool's food supply lasts longer.", "plain": "Budding keeps the anemone numbers low enough that the tide pool's food supply lasts longer.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Budding produces offspring that grow into larger, stronger adults than offspring made from eggs and sperm.", "plain": "Budding produces offspring that grow into larger, stronger adults than offspring made from eggs and sperm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1a435a92-89a0-499b-bf8b-2798b36b355b" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Sea Anemone Two Ways to Reproduce

A sea anemone in a rocky tide pool can reproduce in two ways. In budding, a small piece of the parent's body separates and grows into a new anemone. In egg-and-sperm reproduction, the anemone releases eggs or sperm into the water. There they join with sperm or eggs from other anemones. Marine biologists recorded the tide-pool conditions under which each mode is most common (Table 1). Figure 1 shows an adult anemone with two buds forming at its base.

Table 1. Conditions for Each Mode

ModeConditions in the tide pool
BuddingFood is plentiful; water temperature is steady; open rock space is nearby
Egg-and-spermFood is becoming scarce; water temperature is shifting; the tide pool is crowded

Figure 1. Adult Anemone with Buds

\"A

", "passage_plain": "Sea Anemone Two Ways to Reproduce A sea anemone in a rocky tide pool can reproduce in two ways. In budding, a small piece of the parent's body separates and grows into a new anemone. In egg-and-sperm reproduction, the anemone releases eggs or sperm into the water. There they join with sperm or eggs from other anemones. Marine biologists recorded the tide-pool conditions under which each mode is most common (Table 1). Figure 1 shows an adult anemone with two buds forming at its base. Table 1. Conditions for Each Mode Mode Conditions in the tide pool Budding Food is plentiful; water temperature is steady; open rock space is nearby Egg-and-sperm Food is becoming scarce; water temperature is shifting; the tide pool is crowded Figure 1. Adult Anemone with Buds" }, { "n": 10, "item_id": "_2dae30a0-d2f3-4df3-9243-e7c3d7dbad02", "type": "choice", "title": "Sea Anemone Reproduction — Part B", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part B

Conditions in the tide pool then begin to worsen: food grows scarce and the water temperature starts shifting. Based on Table 1, the anemones switch to egg-and-sperm reproduction.

Which statement best explains why this switch helps the anemones, even though they give up the benefit you chose in Part A?

", "prompt_plain": "Part B Conditions in the tide pool then begin to worsen: food grows scarce and the water temperature starts shifting. Based on Table 1, the anemones switch to egg-and-sperm reproduction. Which statement best explains why this switch helps the anemones, even though they give up the benefit you chose in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Egg-and-sperm reproduction lets parents sense which traits their offspring will need and pass on exactly those traits.", "plain": "Egg-and-sperm reproduction lets parents sense which traits their offspring will need and pass on exactly those traits.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Egg-and-sperm reproduction mixes genetic information from two parents, so unlike identical buds, the offspring differ and some may survive.", "plain": "Egg-and-sperm reproduction mixes genetic information from two parents, so unlike identical buds, the offspring differ and some may survive.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Egg-and-sperm reproduction produces many more offspring than budding does, so more of them are likely to survive.", "plain": "Egg-and-sperm reproduction produces many more offspring than budding does, so more of them are likely to survive.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Egg-and-sperm reproduction lets the parent anemones change their own bodies to better match the changed conditions.", "plain": "Egg-and-sperm reproduction lets the parent anemones change their own bodies to better match the changed conditions.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1a435a92-89a0-499b-bf8b-2798b36b355b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Sea Anemone Two Ways to Reproduce

A sea anemone in a rocky tide pool can reproduce in two ways. In budding, a small piece of the parent's body separates and grows into a new anemone. In egg-and-sperm reproduction, the anemone releases eggs or sperm into the water. There they join with sperm or eggs from other anemones. Marine biologists recorded the tide-pool conditions under which each mode is most common (Table 1). Figure 1 shows an adult anemone with two buds forming at its base.

Table 1. Conditions for Each Mode

ModeConditions in the tide pool
BuddingFood is plentiful; water temperature is steady; open rock space is nearby
Egg-and-spermFood is becoming scarce; water temperature is shifting; the tide pool is crowded

Figure 1. Adult Anemone with Buds

\"A

", "passage_plain": "Sea Anemone Two Ways to Reproduce A sea anemone in a rocky tide pool can reproduce in two ways. In budding, a small piece of the parent's body separates and grows into a new anemone. In egg-and-sperm reproduction, the anemone releases eggs or sperm into the water. There they join with sperm or eggs from other anemones. Marine biologists recorded the tide-pool conditions under which each mode is most common (Table 1). Figure 1 shows an adult anemone with two buds forming at its base. Table 1. Conditions for Each Mode Mode Conditions in the tide pool Budding Food is plentiful; water temperature is steady; open rock space is nearby Egg-and-sperm Food is becoming scarce; water temperature is shifting; the tide pool is crowded Figure 1. Adult Anemone with Buds" }, { "n": 11, "item_id": "_5e28f18a-8aa8-443b-b9e4-063eb448f8c8", "type": "choice", "title": "Mousetrap Car Energy", "standards": [ "MS-PS3-2" ], "prompt_html": "

Look at Table 1. Which statement best explains why Gavin’s car traveled farther in Trial 3 than in Trial 1?

", "prompt_plain": "Look at Table 1. Which statement best explains why Gavin’s car traveled farther in Trial 3 than in Trial 1?", "context_html": "", "options": [ { "id": "cA11", "text": "The car lost more of its energy as heat to the floor in Trial 1 than in Trial 3.", "plain": "The car lost more of its energy as heat to the floor in Trial 1 than in Trial 3.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The car lost more of its kinetic energy while rolling in Trial 1 than in Trial 3.", "plain": "The car lost more of its kinetic energy while rolling in Trial 1 than in Trial 3.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "The car started with more elastic potential energy stored in its spring in Trial 3.", "plain": "The car started with more elastic potential energy stored in its spring in Trial 3.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "The car started with more gravitational potential energy in Trial 3 than in Trial 1.", "plain": "The car started with more gravitational potential energy in Trial 3 than in Trial 1.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_14b6b35f-9953-4611-a721-bdb373bc8eef" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Mousetrap Car Distance Trials

Gavin builds a mousetrap car. Pulling the trap’s spring arm back and hooking it loads the spring. When the arm is released, it pulls a string that spins the rear wheels. In Trials 1-3, Gavin releases the car on a long, flat hallway floor. He changes only how far back he pulls the arm. In Trial 4, he uses a hallway where the floor slopes gently up to a higher level partway along. The car rolls up the slope and tops the rise. It keeps rolling on the higher floor until it stops. Table 1 shows the trials.

Figure 1. The Mousetrap Car

\"A

Table 1. Distance Trials

TrialArm pull-backPathDistance traveled (m)
1One-quarter backFlat hallway2.0
2Halfway backFlat hallway4.2
3All the way backFlat hallway8.6
4All the way backUp the low rise, then along the higher floor6.1
", "passage_plain": "Mousetrap Car Distance Trials Gavin builds a mousetrap car. Pulling the trap’s spring arm back and hooking it loads the spring. When the arm is released, it pulls a string that spins the rear wheels. In Trials 1-3, Gavin releases the car on a long, flat hallway floor. He changes only how far back he pulls the arm. In Trial 4, he uses a hallway where the floor slopes gently up to a higher level partway along. The car rolls up the slope and tops the rise. It keeps rolling on the higher floor until it stops. Table 1 shows the trials. Figure 1. The Mousetrap Car Table 1. Distance Trials Trial Arm pull-back Path Distance traveled (m) 1 One-quarter back Flat hallway 2.0 2 Halfway back Flat hallway 4.2 3 All the way back Flat hallway 8.6 4 All the way back Up the low rise, then along the higher floor 6.1" }, { "n": 12, "item_id": "_a8cef2e8-fb45-44d2-8e19-c1af4ebc308d", "type": "choice", "title": "Mousetrap Car on the Rise", "standards": [ "MS-PS3-5" ], "prompt_html": "

Look at Table 1. In Trials 3 and 4, the arm was pulled all the way back, but the car did not travel as far in Trial 4.

Which statement best explains why the car traveled a shorter distance in Trial 4?

", "prompt_plain": "Look at Table 1. In Trials 3 and 4, the arm was pulled all the way back, but the car did not travel as far in Trial 4. Which statement best explains why the car traveled a shorter distance in Trial 4?", "context_html": "", "options": [ { "id": "cA12", "text": "In Trial 4 the spring stored less elastic potential energy than in Trial 3.", "plain": "In Trial 4 the spring stored less elastic potential energy than in Trial 3.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Gravitational potential energy changed into kinetic energy as the car climbed the rise.", "plain": "Gravitational potential energy changed into kinetic energy as the car climbed the rise.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "More of the spring’s energy changed into kinetic energy in Trial 4 than in Trial 3.", "plain": "More of the spring’s energy changed into kinetic energy in Trial 4 than in Trial 3.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Some of the spring’s energy changed into gravitational potential energy as the car climbed the rise.", "plain": "Some of the spring’s energy changed into gravitational potential energy as the car climbed the rise.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_14b6b35f-9953-4611-a721-bdb373bc8eef" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD12" ] }, "n_options": 4, "passage_html": "

Mousetrap Car Distance Trials

Gavin builds a mousetrap car. Pulling the trap’s spring arm back and hooking it loads the spring. When the arm is released, it pulls a string that spins the rear wheels. In Trials 1-3, Gavin releases the car on a long, flat hallway floor. He changes only how far back he pulls the arm. In Trial 4, he uses a hallway where the floor slopes gently up to a higher level partway along. The car rolls up the slope and tops the rise. It keeps rolling on the higher floor until it stops. Table 1 shows the trials.

Figure 1. The Mousetrap Car

\"A

Table 1. Distance Trials

TrialArm pull-backPathDistance traveled (m)
1One-quarter backFlat hallway2.0
2Halfway backFlat hallway4.2
3All the way backFlat hallway8.6
4All the way backUp the low rise, then along the higher floor6.1
", "passage_plain": "Mousetrap Car Distance Trials Gavin builds a mousetrap car. Pulling the trap’s spring arm back and hooking it loads the spring. When the arm is released, it pulls a string that spins the rear wheels. In Trials 1-3, Gavin releases the car on a long, flat hallway floor. He changes only how far back he pulls the arm. In Trial 4, he uses a hallway where the floor slopes gently up to a higher level partway along. The car rolls up the slope and tops the rise. It keeps rolling on the higher floor until it stops. Table 1 shows the trials. Figure 1. The Mousetrap Car Table 1. Distance Trials Trial Arm pull-back Path Distance traveled (m) 1 One-quarter back Flat hallway 2.0 2 Halfway back Flat hallway 4.2 3 All the way back Flat hallway 8.6 4 All the way back Up the low rise, then along the higher floor 6.1" }, { "n": 13, "item_id": "_ccf6dee1-765c-486d-b2fa-6e71da01fa81", "type": "choice", "title": "Blender Energy Flow", "standards": [ "MS-PS3-5" ], "prompt_html": "

A countertop blender plugged into a wall outlet crushes ice for smoothies. The diagram shows the energy flowing into and out of the blender while it runs.

\"Energy-flow

Which statement correctly identifies the blender’s input energy, useful output, and wasted outputs?

", "prompt_plain": "A countertop blender plugged into a wall outlet crushes ice for smoothies. The diagram shows the energy flowing into and out of the blender while it runs. Which statement correctly identifies the blender’s input energy, useful output, and wasted outputs?", "context_html": "", "options": [ { "id": "cA13", "text": "Chemical energy goes in; the kinetic energy of the spinning blades is useful; the sound and warmth are wasted.", "plain": "Chemical energy goes in; the kinetic energy of the spinning blades is useful; the sound and warmth are wasted.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Electrical energy goes in; the kinetic energy of the spinning blades is useful; the sound and warmth are wasted.", "plain": "Electrical energy goes in; the kinetic energy of the spinning blades is useful; the sound and warmth are wasted.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "Electrical energy goes in; the sound is useful; the kinetic energy of the blades and the warmth are wasted.", "plain": "Electrical energy goes in; the sound is useful; the kinetic energy of the blades and the warmth are wasted.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Electrical energy goes in; the warmth is useful; the kinetic energy of the blades and the sound are wasted.", "plain": "Electrical energy goes in; the warmth is useful; the kinetic energy of the blades and the sound are wasted.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-25/images/slot13_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_fbb62441-4a9c-431c-b90d-ada8ebe5672d", "type": "choice", "title": "Margin Evidence Claims", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Look at Figures 1 and 2 and Table 1.

Choose the TWO statements that are best supported by the evidence in the file.

", "prompt_plain": "Look at Figures 1 and 2 and Table 1. Choose the TWO statements that are best supported by the evidence in the file.", "context_html": "", "options": [ { "id": "cA14", "text": "Some rock now in the coastal mountains first formed on the ocean floor, because the mountain rock bands match the offshore basalt.", "plain": "Some rock now in the coastal mountains first formed on the ocean floor, because the mountain rock bands match the offshore basalt.", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "New ocean floor is forming at the coastline, because the map shows the ridge along the line where the plates meet.", "plain": "New ocean floor is forming at the coastline, because the map shows the ridge along the line where the plates meet.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The ocean plate is sinking beneath the edge of the continent, because the cross-section shows it bending downward at the trench.", "plain": "The ocean plate is sinking beneath the edge of the continent, because the cross-section shows it bending downward at the trench.", "correct": true, "kind": "choice" }, { "id": "cD14", "text": "The two sides of the ocean were once joined, because the file shows matching fossils on both sides of the ocean.", "plain": "The two sides of the ocean were once joined, because the file shows matching fossils on both sides of the ocean.", "correct": false, "kind": "choice" }, { "id": "cE14", "text": "The continent is beginning to split apart, because the coastline and the offshore ridge fit together like puzzle pieces.", "plain": "The continent is beginning to split apart, because the coastline and the offshore ridge fit together like puzzle pieces.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9ed154bf-ab2b-43de-99a8-6da8dbcede1c" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA14", "cC14" ] }, "n_options": 5, "passage_html": "

Cascadia Margin Evidence File

An earth-science class builds an evidence file about the Pacific Northwest coast. There the Juan de Fuca Plate meets the North American Plate. Figure 1 is a cross-section of the margin from the offshore ridge to the coastal mountains. Figure 2 is a map of the same area. It shows where one distinctive rock type, a dark basalt, has been found. Table 1 lists the class’s survey notes.

Figure 1. Cross-Section of the Margin

\"Cross-section

Figure 2. Basalt Locations Map

\"Map

Table 1. Survey Notes

NoteFinding
1The two plates move toward each other about 4 centimeters each year.
2The coastal mountains rise a few millimeters each year.
3The dark basalt in the folded coastal mountain bands matches the ocean-floor basalt offshore.
", "passage_plain": "Cascadia Margin Evidence File An earth-science class builds an evidence file about the Pacific Northwest coast. There the Juan de Fuca Plate meets the North American Plate. Figure 1 is a cross-section of the margin from the offshore ridge to the coastal mountains. Figure 2 is a map of the same area. It shows where one distinctive rock type, a dark basalt, has been found. Table 1 lists the class’s survey notes. Figure 1. Cross-Section of the Margin Figure 2. Basalt Locations Map Table 1. Survey Notes Note Finding 1 The two plates move toward each other about 4 centimeters each year. 2 The coastal mountains rise a few millimeters each year. 3 The dark basalt in the folded coastal mountain bands matches the ocean-floor basalt offshore." }, { "n": 15, "item_id": "_81d06996-1640-4014-bb54-39ab29184074", "type": "choice", "title": "Why the Mountains Keep Rising", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Note 2 in Table 1 shows the coastal mountains are rising a small amount every year.

Which statement best explains why the mountains keep rising?

", "prompt_plain": "Note 2 in Table 1 shows the coastal mountains are rising a small amount every year. Which statement best explains why the mountains keep rising?", "context_html": "", "options": [ { "id": "cA15", "text": "The boundary offshore is convergent: the collision at the trench keeps crumpling and lifting rock at the continent’s edge.", "plain": "The boundary offshore is convergent: the collision at the trench keeps crumpling and lifting rock at the continent’s edge.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "The boundary offshore is divergent: the plates keep pulling apart, and new rock keeps rising to fill the widening gap.", "plain": "The boundary offshore is divergent: the plates keep pulling apart, and new rock keeps rising to fill the widening gap.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "The boundary offshore is transform: the plates keep sliding past each other sideways, grinding loose rock into tall piles.", "plain": "The boundary offshore is transform: the plates keep sliding past each other sideways, grinding loose rock into tall piles.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The plates keep moving toward each other, and the ocean plate rides up over the continent’s edge, stacking extra rock on top of the coastline each year.", "plain": "The plates keep moving toward each other, and the ocean plate rides up over the continent’s edge, stacking extra rock on top of the coastline each year.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9ed154bf-ab2b-43de-99a8-6da8dbcede1c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA15" ] }, "n_options": 4, "passage_html": "

Cascadia Margin Evidence File

An earth-science class builds an evidence file about the Pacific Northwest coast. There the Juan de Fuca Plate meets the North American Plate. Figure 1 is a cross-section of the margin from the offshore ridge to the coastal mountains. Figure 2 is a map of the same area. It shows where one distinctive rock type, a dark basalt, has been found. Table 1 lists the class’s survey notes.

Figure 1. Cross-Section of the Margin

\"Cross-section

Figure 2. Basalt Locations Map

\"Map

Table 1. Survey Notes

NoteFinding
1The two plates move toward each other about 4 centimeters each year.
2The coastal mountains rise a few millimeters each year.
3The dark basalt in the folded coastal mountain bands matches the ocean-floor basalt offshore.
", "passage_plain": "Cascadia Margin Evidence File An earth-science class builds an evidence file about the Pacific Northwest coast. There the Juan de Fuca Plate meets the North American Plate. Figure 1 is a cross-section of the margin from the offshore ridge to the coastal mountains. Figure 2 is a map of the same area. It shows where one distinctive rock type, a dark basalt, has been found. Table 1 lists the class’s survey notes. Figure 1. Cross-Section of the Margin Figure 2. Basalt Locations Map Table 1. Survey Notes Note Finding 1 The two plates move toward each other about 4 centimeters each year. 2 The coastal mountains rise a few millimeters each year. 3 The dark basalt in the folded coastal mountain bands matches the ocean-floor basalt offshore." }, { "n": 16, "item_id": "_241275da-6384-4bac-a2a8-4bcb09756356", "type": "choice", "title": "Mantle Regions Prediction", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Figure 1 shows the plates at the surface. The diagram in this question shows two regions of the slowly moving mantle below the plates: the rock in Region 1 is warmer than its surroundings, and the rock in Region 2 is cooler than its surroundings.

\"Diagram

Which statement best predicts the slow movement of the mantle rock in these two regions?

", "prompt_plain": "Figure 1 shows the plates at the surface. The diagram in this question shows two regions of the slowly moving mantle below the plates: the rock in Region 1 is warmer than its surroundings, and the rock in Region 2 is cooler than its surroundings. Which statement best predicts the slow movement of the mantle rock in these two regions?", "context_html": "", "options": [ { "id": "cA16", "text": "Region 1 rock sinks and Region 2 rock rises, because warmer rock is denser than the cooler rock around it.", "plain": "Region 1 rock sinks and Region 2 rock rises, because warmer rock is denser than the cooler rock around it.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Region 1 rock rises and Region 2 rock sinks, because cooler rock is denser than the warmer rock around it.", "plain": "Region 1 rock rises and Region 2 rock sinks, because cooler rock is denser than the warmer rock around it.", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "Both regions’ rock sinks toward Earth’s core, because the core’s magnetic force pulls mantle rock downward.", "plain": "Both regions’ rock sinks toward Earth’s core, because the core’s magnetic force pulls mantle rock downward.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Both regions’ rock stays still until the plates above push it, because the moving plates drag the mantle below them.", "plain": "Both regions’ rock stays still until the plates above push it, because the moving plates drag the mantle below them.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-25/images/slot16.png" ], "stimulus_ids": [ "_9ed154bf-ab2b-43de-99a8-6da8dbcede1c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB16" ] }, "n_options": 4, "passage_html": "

Cascadia Margin Evidence File

An earth-science class builds an evidence file about the Pacific Northwest coast. There the Juan de Fuca Plate meets the North American Plate. Figure 1 is a cross-section of the margin from the offshore ridge to the coastal mountains. Figure 2 is a map of the same area. It shows where one distinctive rock type, a dark basalt, has been found. Table 1 lists the class’s survey notes.

Figure 1. Cross-Section of the Margin

\"Cross-section

Figure 2. Basalt Locations Map

\"Map

Table 1. Survey Notes

NoteFinding
1The two plates move toward each other about 4 centimeters each year.
2The coastal mountains rise a few millimeters each year.
3The dark basalt in the folded coastal mountain bands matches the ocean-floor basalt offshore.
", "passage_plain": "Cascadia Margin Evidence File An earth-science class builds an evidence file about the Pacific Northwest coast. There the Juan de Fuca Plate meets the North American Plate. Figure 1 is a cross-section of the margin from the offshore ridge to the coastal mountains. Figure 2 is a map of the same area. It shows where one distinctive rock type, a dark basalt, has been found. Table 1 lists the class’s survey notes. Figure 1. Cross-Section of the Margin Figure 2. Basalt Locations Map Table 1. Survey Notes Note Finding 1 The two plates move toward each other about 4 centimeters each year. 2 The coastal mountains rise a few millimeters each year. 3 The dark basalt in the folded coastal mountain bands matches the ocean-floor basalt offshore." }, { "n": 17, "item_id": "_2a910af5-0ec1-44f3-a5f2-fe4e068bc7f4", "type": "choice", "title": "Daytime Gas Pattern", "standards": [ "MS-LS1-6" ], "prompt_html": "

Look at Figure 1. Between 6 a.m. and 6 p.m., the two dissolved-gas curves change in opposite directions.

Which statement best explains this daytime pattern?

", "prompt_plain": "Look at Figure 1. Between 6 a.m. and 6 p.m., the two dissolved-gas curves change in opposite directions. Which statement best explains this daytime pattern?", "context_html": "", "options": [ { "id": "cA17", "text": "The pond’s producers were releasing oxygen into the water and taking in carbon dioxide.", "plain": "The pond’s producers were releasing oxygen into the water and taking in carbon dioxide.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "The pond’s producers were taking in oxygen from the water and releasing carbon dioxide.", "plain": "The pond’s producers were taking in oxygen from the water and releasing carbon dioxide.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "The pond’s animals and plants stopped respiring while the sun was up.", "plain": "The pond’s animals and plants stopped respiring while the sun was up.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "The warming water took in more of both gases from the air during the day.", "plain": "The warming water took in more of both gases from the air during the day.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e20a4d7b-90d2-42d9-b4af-735b67c3ed9b" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA17" ] }, "n_options": 4, "passage_html": "

Pond Water Gas Log

A park scientist anchors a recording sensor just below the surface of a pond. For 24 hours, the sensor logs the amounts of dissolved oxygen and dissolved carbon dioxide in the water. The pond contains water plants, algae, insects, and snails. On the day of the log, the sun rose near 6 a.m. and set near 8 p.m. Figure 1 shows both gas readings from 6 a.m. one morning to 6 a.m. the next morning.

Figure 1. Dissolved Gases Over 24 Hours

\"Graph

", "passage_plain": "Pond Water Gas Log A park scientist anchors a recording sensor just below the surface of a pond. For 24 hours, the sensor logs the amounts of dissolved oxygen and dissolved carbon dioxide in the water. The pond contains water plants, algae, insects, and snails. On the day of the log, the sun rose near 6 a.m. and set near 8 p.m. Figure 1 shows both gas readings from 6 a.m. one morning to 6 a.m. the next morning. Figure 1. Dissolved Gases Over 24 Hours" }, { "n": 18, "item_id": "_bfed3026-3a87-4ee0-828d-257f269ccd00", "type": "choice", "title": "Pond Oxygen Overnight (Part A)", "standards": [ "MS-LS1-7" ], "prompt_html": "

Part A

Look at Figure 1. Between 8 p.m. and 6 a.m., the dissolved oxygen level falls steadily.

Which statement best explains the overnight drop in dissolved oxygen?

", "prompt_plain": "Part A Look at Figure 1. Between 8 p.m. and 6 a.m., the dissolved oxygen level falls steadily. Which statement best explains the overnight drop in dissolved oxygen?", "context_html": "", "options": [ { "id": "cA18", "text": "The producers run photosynthesis in reverse at night, pulling their oxygen back out of the water.", "plain": "The producers run photosynthesis in reverse at night, pulling their oxygen back out of the water.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "The pond’s animals are what use up the oxygen, and they feed and swim after dark.", "plain": "The pond’s animals are what use up the oxygen, and they feed and swim after dark.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The pond’s organisms keep respiring and using oxygen through the night, while the producers stop releasing oxygen without light.", "plain": "The pond’s organisms keep respiring and using oxygen through the night, while the producers stop releasing oxygen without light.", "correct": true, "kind": "choice" }, { "id": "cD18", "text": "The oxygen escapes from the pond into the air at night, because there is no sunlight to keep it dissolved.", "plain": "The oxygen escapes from the pond into the air at night, because there is no sunlight to keep it dissolved.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e20a4d7b-90d2-42d9-b4af-735b67c3ed9b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC18" ] }, "n_options": 4, "passage_html": "

Pond Water Gas Log

A park scientist anchors a recording sensor just below the surface of a pond. For 24 hours, the sensor logs the amounts of dissolved oxygen and dissolved carbon dioxide in the water. The pond contains water plants, algae, insects, and snails. On the day of the log, the sun rose near 6 a.m. and set near 8 p.m. Figure 1 shows both gas readings from 6 a.m. one morning to 6 a.m. the next morning.

Figure 1. Dissolved Gases Over 24 Hours

\"Graph

", "passage_plain": "Pond Water Gas Log A park scientist anchors a recording sensor just below the surface of a pond. For 24 hours, the sensor logs the amounts of dissolved oxygen and dissolved carbon dioxide in the water. The pond contains water plants, algae, insects, and snails. On the day of the log, the sun rose near 6 a.m. and set near 8 p.m. Figure 1 shows both gas readings from 6 a.m. one morning to 6 a.m. the next morning. Figure 1. Dissolved Gases Over 24 Hours" }, { "n": 19, "item_id": "_c3f7ead8-ca35-4659-b444-eedf69ae77c1", "type": "choice", "title": "Pond Oxygen with Fish (Part B)", "standards": [ "MS-LS1-6" ], "prompt_html": "

Part B

A park manager plans to release a large number of fish into the pond.

Based on your answer in Part A, which prediction about the pond’s dissolved-oxygen curve is best?

", "prompt_plain": "Part B A park manager plans to release a large number of fish into the pond. Based on your answer in Part A, which prediction about the pond’s dissolved-oxygen curve is best ?", "context_html": "", "options": [ { "id": "cA19", "text": "The curve would stay the same as before, because the pond’s dissolved gas levels are set by its producers, not by its animals.", "plain": "The curve would stay the same as before, because the pond’s dissolved gas levels are set by its producers, not by its animals.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The whole curve would sit lower day and night, because added fish keep using oxygen while producers add oxygen in daylight.", "plain": "The whole curve would sit lower day and night, because added fish keep using oxygen while producers add oxygen in daylight.", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "The daytime part of the curve would drop, but the nighttime part would stay the same, because fish respire while they are active in daylight.", "plain": "The daytime part of the curve would drop, but the nighttime part would stay the same, because fish respire while they are active in daylight.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The nighttime part of the curve would drop, but the daytime part would stay the same, because animal respiration happens in darkness.", "plain": "The nighttime part of the curve would drop, but the daytime part would stay the same, because animal respiration happens in darkness.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e20a4d7b-90d2-42d9-b4af-735b67c3ed9b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB19" ] }, "n_options": 4, "passage_html": "

Pond Water Gas Log

A park scientist anchors a recording sensor just below the surface of a pond. For 24 hours, the sensor logs the amounts of dissolved oxygen and dissolved carbon dioxide in the water. The pond contains water plants, algae, insects, and snails. On the day of the log, the sun rose near 6 a.m. and set near 8 p.m. Figure 1 shows both gas readings from 6 a.m. one morning to 6 a.m. the next morning.

Figure 1. Dissolved Gases Over 24 Hours

\"Graph

", "passage_plain": "Pond Water Gas Log A park scientist anchors a recording sensor just below the surface of a pond. For 24 hours, the sensor logs the amounts of dissolved oxygen and dissolved carbon dioxide in the water. The pond contains water plants, algae, insects, and snails. On the day of the log, the sun rose near 6 a.m. and set near 8 p.m. Figure 1 shows both gas readings from 6 a.m. one morning to 6 a.m. the next morning. Figure 1. Dissolved Gases Over 24 Hours" }, { "n": 20, "item_id": "_fc6cc805-ff6c-44e8-b433-299a078c0280", "type": "choice", "title": "Testing Bar 2 (Part A)", "standards": [ "MS-PS2-3" ], "prompt_html": "

Part A

Kira has time for one more test.

Which test result would prove that Bar 2 is a magnet?

", "prompt_plain": "Part A Kira has time for one more test. Which test result would prove that Bar 2 is a magnet?", "context_html": "", "options": [ { "id": "cA20", "text": "End S of Bar 1 is held near end X of Bar 2, and the bars pull together.", "plain": "End S of Bar 1 is held near end X of Bar 2, and the bars pull together.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "End N of Bar 1 is held near end Y of Bar 2, and the bars pull together.", "plain": "End N of Bar 1 is held near end Y of Bar 2, and the bars pull together.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "End X of Bar 2 is held near a plastic ruler, and the ruler stays still.", "plain": "End X of Bar 2 is held near a plastic ruler, and the ruler stays still.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "End S of Bar 1 is held near end X of Bar 2, and the bars push apart.", "plain": "End S of Bar 1 is held near end X of Bar 2, and the bars push apart.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4fe1f5cb-827d-4dc5-89fe-791e01f7fbe3" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD20" ] }, "n_options": 4, "passage_html": "

Two Metal Bars

Kira has two metal bars that look identical (Figure 1). Bar 1 is a magnet; its ends are marked N and S. Bar 2 is unmarked, so Kira labels its ends X and Y. She wants to find out whether Bar 2 is also a magnet or an ordinary steel bar. Table 1 shows the two tests she has done so far.

Figure 1. The Two Bars

\"Two

Table 1. Kira’s Tests

TestSetupResult
1End N of Bar 1 held near end X of Bar 2The bars pulled together
2End S of Bar 1 held near end Y of Bar 2The bars pulled together
", "passage_plain": "Two Metal Bars Kira has two metal bars that look identical (Figure 1). Bar 1 is a magnet; its ends are marked N and S. Bar 2 is unmarked, so Kira labels its ends X and Y. She wants to find out whether Bar 2 is also a magnet or an ordinary steel bar. Table 1 shows the two tests she has done so far. Figure 1. The Two Bars Table 1. Kira’s Tests Test Setup Result 1 End N of Bar 1 held near end X of Bar 2 The bars pulled together 2 End S of Bar 1 held near end Y of Bar 2 The bars pulled together" }, { "n": 21, "item_id": "_b5e3638d-1ffd-44c7-acc2-499246318777", "type": "choice", "title": "Two Metal Bars — Part B", "standards": [ "MS-PS2-3" ], "prompt_html": "

Part B

Which statement best explains why your answer in Part A is the only test that can prove Bar 2 is a magnet?

", "prompt_plain": "Part B Which statement best explains why your answer in Part A is the only test that can prove Bar 2 is a magnet?", "context_html": "", "options": [ { "id": "cA21", "text": "Bar 1 attracts Bar 2 only if Bar 2 is also a magnet, so an attraction result would give equal proof.", "plain": "Bar 1 attracts Bar 2 only if Bar 2 is also a magnet, so an attraction result would give equal proof.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "Repulsion is easier to feel than attraction, and a result proves something only if it is easy to observe.", "plain": "Repulsion is easier to feel than attraction, and a result proves something only if it is easy to observe.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "Magnets attract plain iron or steel as well as other magnets, but two bars repel only when both are magnets.", "plain": "Magnets attract plain iron or steel as well as other magnets, but two bars repel only when both are magnets.", "correct": true, "kind": "choice" }, { "id": "cD21", "text": "Only two magnets can push or pull each other without touching, so any force across a gap gives equal proof.", "plain": "Only two magnets can push or pull each other without touching, so any force across a gap gives equal proof.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4fe1f5cb-827d-4dc5-89fe-791e01f7fbe3" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC21" ] }, "n_options": 4, "passage_html": "

Two Metal Bars

Kira has two metal bars that look identical (Figure 1). Bar 1 is a magnet; its ends are marked N and S. Bar 2 is unmarked, so Kira labels its ends X and Y. She wants to find out whether Bar 2 is also a magnet or an ordinary steel bar. Table 1 shows the two tests she has done so far.

Figure 1. The Two Bars

\"Two

Table 1. Kira’s Tests

TestSetupResult
1End N of Bar 1 held near end X of Bar 2The bars pulled together
2End S of Bar 1 held near end Y of Bar 2The bars pulled together
", "passage_plain": "Two Metal Bars Kira has two metal bars that look identical (Figure 1). Bar 1 is a magnet; its ends are marked N and S. Bar 2 is unmarked, so Kira labels its ends X and Y. She wants to find out whether Bar 2 is also a magnet or an ordinary steel bar. Table 1 shows the two tests she has done so far. Figure 1. The Two Bars Table 1. Kira’s Tests Test Setup Result 1 End N of Bar 1 held near end X of Bar 2 The bars pulled together 2 End S of Bar 1 held near end Y of Bar 2 The bars pulled together" }, { "n": 22, "item_id": "_5d051ee3-cfda-4a9a-a100-4eac7c2cd778", "type": "choice", "title": "Nesting Cichlids — Part A", "standards": [ "MS-LS1-4" ], "prompt_html": "

Part A

Which statement best explains how guarding the nest increases a cichlid pair’s probability of successful reproduction?

", "prompt_plain": "Part A Which statement best explains how guarding the nest increases a cichlid pair’s probability of successful reproduction?", "context_html": "", "options": [ { "id": "cA22", "text": "A guarded nest holds more eggs, because guarding causes the female to lay a larger number of eggs.", "plain": "A guarded nest holds more eggs, because guarding causes the female to lay a larger number of eggs.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "A guarding parent protects the eggs from being eaten, so a larger share of them survives to become young fish.", "plain": "A guarding parent protects the eggs from being eaten, so a larger share of them survives to become young fish.", "correct": true, "kind": "choice" }, { "id": "cC22", "text": "The young fish from guarded nests learn to build stronger nests of their own when they become adults.", "plain": "The young fish from guarded nests learn to build stronger nests of their own when they become adults.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "A guarded nest attracts more adult cichlids to breed nearby, so the group produces young more quickly.", "plain": "A guarded nest attracts more adult cichlids to breed nearby, so the group produces young more quickly.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a1622965-bd40-4338-a1cf-42f58ceb3d1a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB22" ] }, "n_options": 4, "passage_html": "

Nesting Cichlids

Cichlids are freshwater fish. In one lake species, a breeding pair digs a shallow pit in the sandy bottom. The female lays her eggs in the pit. A parent stays at the nest, fanning fresh water over the eggs. The parent stays until the young can swim on their own. Biologists followed 48 of these nests for one breeding season. At some nests, a parent guarded the eggs the whole time. At other nests, the guarding parent disappeared soon after the eggs were laid, leaving the nest unguarded. Table 1 shows the results. Figure 1 shows a parent cichlid at its nest.

Figure 1. Parent Cichlid at Its Nest

\"An

Table 1. Nest Study Results

Nest groupNumber of nestsAverage eggs laid per nestAverage young per nest surviving to swimming age
Guarded by a parent2621096
Left unguarded2220511
", "passage_plain": "Nesting Cichlids Cichlids are freshwater fish. In one lake species, a breeding pair digs a shallow pit in the sandy bottom. The female lays her eggs in the pit. A parent stays at the nest, fanning fresh water over the eggs. The parent stays until the young can swim on their own. Biologists followed 48 of these nests for one breeding season. At some nests, a parent guarded the eggs the whole time. At other nests, the guarding parent disappeared soon after the eggs were laid, leaving the nest unguarded. Table 1 shows the results. Figure 1 shows a parent cichlid at its nest. Figure 1. Parent Cichlid at Its Nest Table 1. Nest Study Results Nest group Number of nests Average eggs laid per nest Average young per nest surviving to swimming age Guarded by a parent 26 210 96 Left unguarded 22 205 11" }, { "n": 23, "item_id": "_b2bf1e3e-2b82-46f9-8dc5-cadb7c246450", "type": "choice", "title": "Nesting Cichlids — Part B", "standards": [ "MS-LS1-4" ], "prompt_html": "

Part B

Which result from Table 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which result from Table 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA23", "text": "The two nest groups started with about the same average number of eggs per nest.", "plain": "The two nest groups started with about the same average number of eggs per nest.", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "Biologists followed similar numbers of nests in each of the two study groups.", "plain": "Biologists followed similar numbers of nests in each of the two study groups.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "A few young from the unguarded nests still survived to reach swimming age.", "plain": "A few young from the unguarded nests still survived to reach swimming age.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "Guarded nests produced far more surviving young than unguarded nests with similar egg counts.", "plain": "Guarded nests produced far more surviving young than unguarded nests with similar egg counts.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a1622965-bd40-4338-a1cf-42f58ceb3d1a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD23" ] }, "n_options": 4, "passage_html": "

Nesting Cichlids

Cichlids are freshwater fish. In one lake species, a breeding pair digs a shallow pit in the sandy bottom. The female lays her eggs in the pit. A parent stays at the nest, fanning fresh water over the eggs. The parent stays until the young can swim on their own. Biologists followed 48 of these nests for one breeding season. At some nests, a parent guarded the eggs the whole time. At other nests, the guarding parent disappeared soon after the eggs were laid, leaving the nest unguarded. Table 1 shows the results. Figure 1 shows a parent cichlid at its nest.

Figure 1. Parent Cichlid at Its Nest

\"An

Table 1. Nest Study Results

Nest groupNumber of nestsAverage eggs laid per nestAverage young per nest surviving to swimming age
Guarded by a parent2621096
Left unguarded2220511
", "passage_plain": "Nesting Cichlids Cichlids are freshwater fish. In one lake species, a breeding pair digs a shallow pit in the sandy bottom. The female lays her eggs in the pit. A parent stays at the nest, fanning fresh water over the eggs. The parent stays until the young can swim on their own. Biologists followed 48 of these nests for one breeding season. At some nests, a parent guarded the eggs the whole time. At other nests, the guarding parent disappeared soon after the eggs were laid, leaving the nest unguarded. Table 1 shows the results. Figure 1 shows a parent cichlid at its nest. Figure 1. Parent Cichlid at Its Nest Table 1. Nest Study Results Nest group Number of nests Average eggs laid per nest Average young per nest surviving to swimming age Guarded by a parent 26 210 96 Left unguarded 22 205 11" }, { "n": 24, "item_id": "_00a7e828-2499-40e2-bbdc-12c3b7536dd1", "type": "choice", "title": "Star’s Pull on Five Planetary Bodies", "standards": [ "MS-PS2-4" ], "prompt_html": "

Astronomers study five planetary bodies that orbit a distant star. Table 1 lists each body’s mass, its distance from the star, and the star’s measured gravitational pull on it.

Table 1. Star’s Pull on Five Planetary Bodies

Planetary bodyMass (compared with Earth = 1)Distance from the star (millions of kilometers)Star’s gravitational pull on the body (force units)
Planet 111504
Planet 213001
Planet 3515020
Planet 453005
Planet 5166004

Choose the TWO claims that are supported by the data in Table 1.

", "prompt_plain": "Astronomers study five planetary bodies that orbit a distant star. Table 1 lists each body’s mass, its distance from the star, and the star’s measured gravitational pull on it. Table 1. Star’s Pull on Five Planetary Bodies Planetary body Mass (compared with Earth = 1) Distance from the star (millions of kilometers) Star’s gravitational pull on the body (force units) Planet 1 1 150 4 Planet 2 1 300 1 Planet 3 5 150 20 Planet 4 5 300 5 Planet 5 16 600 4 Choose the TWO claims that are supported by the data in Table 1.", "context_html": "", "options": [ { "id": "cA24", "text": "The star pulls harder on Planet 3 than on Planet 1, because more mass at the same distance means a stronger pull.", "plain": "The star pulls harder on Planet 3 than on Planet 1, because more mass at the same distance means a stronger pull.", "correct": true, "kind": "choice" }, { "id": "cB24", "text": "The star pulls harder on Planet 1 than on Planet 4, because Planet 1 orbits much closer to the star.", "plain": "The star pulls harder on Planet 1 than on Planet 4, because Planet 1 orbits much closer to the star.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "The star pulls less on Planet 2 than on Planet 1, because Planet 2 orbits farther away with the same mass.", "plain": "The star pulls less on Planet 2 than on Planet 1, because Planet 2 orbits farther away with the same mass.", "correct": true, "kind": "choice" }, { "id": "cD24", "text": "The star pulls hardest on Planet 5, because Planet 5 has the greatest mass among the five listed bodies.", "plain": "The star pulls hardest on Planet 5, because Planet 5 has the greatest mass among the five listed bodies.", "correct": false, "kind": "choice" }, { "id": "cE24", "text": "The star’s pull on a body drops to half as strong whenever that body’s distance from the star is doubled.", "plain": "The star’s pull on a body drops to half as strong whenever that body’s distance from the star is doubled.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA24", "cC24" ] }, "n_options": 5 }, { "n": 25, "item_id": "_45d121d6-56e3-4cdc-b8a3-aa7ddb2e72a2", "type": "text-entry", "title": "Gravitational Pull Log", "standards": [ "MS-PS2-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A physics class uses a sensitive torsion bench rig to measure the tiny gravitational pull between two 3.5-kilogram metal spheres. A sensor logs the pull, in nanonewtons (billionths of a newton), at four separations. Table 1 shows the log.

Table 1. Gravitational Pull Log

Separation between sphere centers (centimeters)Logged gravitational pull (nanonewtons)
1536
309
454
901

How many nanonewtons greater is the logged pull at a separation of 15 centimeters than at a separation of 45 centimeters?

Give your answer as a whole number (e.g., 84).

Difference in nanonewtons:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "32" ] }, "n_options": 0 }, { "n": 26, "item_id": "_00b2065d-cfc5-426a-ac75-92426cc92601", "type": "choice", "title": "Fields on a Charged Needle", "standards": [ "MS-PS2-5" ], "prompt_html": "

Priya rubs a steel sewing needle with a wool cloth until the needle carries a positive electric charge. She tapes the needle to a small cork floating in a dish of water, lays the charged cloth on the bench beside the dish, and clamps a bar magnet to a stand a few centimeters from the dish. Figure 1 shows the setup.

Figure 1

\"A

Which statement about the fields acting on the needle in this setup is correct?

", "prompt_plain": "Priya rubs a steel sewing needle with a wool cloth until the needle carries a positive electric charge. She tapes the needle to a small cork floating in a dish of water, lays the charged cloth on the bench beside the dish, and clamps a bar magnet to a stand a few centimeters from the dish. Figure 1 shows the setup. Figure 1 Which statement about the fields acting on the needle in this setup is correct?", "context_html": "", "options": [ { "id": "cA26", "text": "Magnetic fields act on the needle, but electric and gravitational fields do not, because the magnet is the one field source.", "plain": "Magnetic fields act on the needle, but electric and gravitational fields do not, because the magnet is the one field source.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Electric and magnetic fields act on the needle, but a gravitational field does not act on something so small.", "plain": "Electric and magnetic fields act on the needle, but a gravitational field does not act on something so small.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "Electric and gravitational fields act on the needle, because a needle that carries charge stops responding to magnets.", "plain": "Electric and gravitational fields act on the needle, because a needle that carries charge stops responding to magnets.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Electric, magnetic, and gravitational fields each act on the needle, because it is charged, made of steel, and has mass.", "plain": "Electric, magnetic, and gravitational fields each act on the needle, because it is charged, made of steel, and has mass.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-25/images/slot26_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_8e396855-5b0c-4a03-98ef-6adeb5d1cd13", "type": "gap-match", "title": "Wake Wave Diagram", "standards": [ "MS-PS4-1" ], "prompt_html": "

Noah photographs the wake behind a motorboat from a lake overlook. Using objects of known size in the photo, he measures the wave pattern. Table 1 shows his measurements. Figure 1 shows the wave outline traced from the photo, with two measurement brackets whose value boxes are empty.

\n

Table 1. Wake Measurements

\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n
Measurement (from the photo)Value
Height of a crest above the flat-water line30 cm
Vertical drop from a crest to the next trough60 cm
Distance from one crest across to the next trough100 cm
Distance from one crest across to the next crest200 cm
\n

 

\n

Complete the wave diagram: drag one of Noah’s measurements into each empty box on Figure 1.

", "prompt_plain": "Noah photographs the wake behind a motorboat from a lake overlook. Using objects of known size in the photo, he measures the wave pattern. Table 1 shows his measurements. Figure 1 shows the wave outline traced from the photo, with two measurement brackets whose value boxes are empty. Table 1. Wake Measurements Measurement (from the photo) Value Height of a crest above the flat-water line 30 cm Vertical drop from a crest to the next trough 60 cm Distance from one crest across to the next trough 100 cm Distance from one crest across to the next crest 200 cm Complete the wave diagram: drag one of Noah’s measurements into each empty box on Figure 1.", "context_html": "", "options": [ { "id": "tok-60", "text": "60 cm", "plain": "60 cm", "correct": false, "kind": "gap-token" }, { "id": "tok-200", "text": "200 cm", "plain": "200 cm", "correct": false, "kind": "gap-token" }, { "id": "tok-30", "text": "30 cm", "plain": "30 cm", "correct": false, "kind": "gap-token" }, { "id": "tok-100", "text": "100 cm", "plain": "100 cm", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-25/images/slot27_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-30 gap-amplitude", "tok-200 gap-wavelength" ] }, "n_options": 4 }, { "n": 28, "item_id": "_5ba17d2d-89e5-415d-aa67-9b65bcbdf5bc", "type": "choice", "title": "Gamma Rays and the Atmosphere", "standards": [ "MS-PS4-1" ], "prompt_html": "

An astronomy council is planning a mountaintop observatory for visible light and a space telescope for gamma rays. Figure 1 shows how far radiation in each band from space travels into Earth’s atmosphere before it is absorbed.

Figure 1

\"A

Based on Figure 1, which statement best explains why the gamma-ray telescope must observe from above the atmosphere?

", "prompt_plain": "An astronomy council is planning a mountaintop observatory for visible light and a space telescope for gamma rays. Figure 1 shows how far radiation in each band from space travels into Earth’s atmosphere before it is absorbed. Figure 1 Based on Figure 1, which statement best explains why the gamma-ray telescope must observe from above the atmosphere?", "context_html": "", "options": [ { "id": "cA28", "text": "The atmosphere absorbs gamma rays high above the ground, so a ground telescope cannot collect them.", "plain": "The atmosphere absorbs gamma rays high above the ground, so a ground telescope cannot collect them.", "correct": true, "kind": "choice" }, { "id": "cB28", "text": "Gamma rays travel much faster than visible light, so a ground telescope cannot track them as they pass.", "plain": "Gamma rays travel much faster than visible light, so a ground telescope cannot track them as they pass.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "An orbiting telescope sits far closer to the gamma-ray sources, so the rays reach it with greater strength.", "plain": "An orbiting telescope sits far closer to the gamma-ray sources, so the rays reach it with greater strength.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "Gamma rays carry less energy than visible light, so they arrive too weak for a ground telescope to sense.", "plain": "Gamma rays carry less energy than visible light, so they arrive too weak for a ground telescope to sense.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-25/images/slot28.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_62e188aa-22fc-4544-99c1-e11b2f345710", "type": "inline-choice", "title": "Body Systems After Lunch", "standards": [ "MS-LS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Four statements describe what happens inside a student’s body after the student eats lunch.

Complete each statement by choosing the body system that does the work.

1. Chemicals released inside the body break the meal into smaller nutrient molecules - this is the work of the .

2. The absorbed nutrient molecules are delivered to cells all over the body - this is the work of the .

3. Waste chemicals made by the body’s cells are removed from the body in liquid form - this is the work of the .

4. The smell of the meal is detected and the body reacts before the first bite - this is the work of the .

", "options": [ { "id": "cB1o3bc87133", "text": "endocrine system", "plain": "endocrine system", "correct": false, "kind": "inline" }, { "id": "cB1odfe8fc6e", "text": "digestive system", "plain": "digestive system", "correct": true, "kind": "inline" }, { "id": "cB1oc4c8ece0", "text": "excretory system", "plain": "excretory system", "correct": false, "kind": "inline" }, { "id": "cB2oe5d5b16e", "text": "digestive system", "plain": "digestive system", "correct": false, "kind": "inline" }, { "id": "cB2o431e73bb", "text": "respiratory system", "plain": "respiratory system", "correct": false, "kind": "inline" }, { "id": "cB2oc0f769cb", "text": "circulatory system", "plain": "circulatory system", "correct": true, "kind": "inline" }, { "id": "cB3o78f8427f", "text": "excretory system", "plain": "excretory system", "correct": true, "kind": "inline" }, { "id": "cB3o797d98d1", "text": "circulatory system", "plain": "circulatory system", "correct": false, "kind": "inline" }, { "id": "cB3oc87974ec", "text": "digestive system", "plain": "digestive system", "correct": false, "kind": "inline" }, { "id": "cB4o2290a8f7", "text": "respiratory system", "plain": "respiratory system", "correct": false, "kind": "inline" }, { "id": "cB4o55eb3611", "text": "endocrine system", "plain": "endocrine system", "correct": false, "kind": "inline" }, { "id": "cB4o50546aaa", "text": "nervous system", "plain": "nervous system", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1odfe8fc6e" ], "RESPONSE2": [ "cB2oc0f769cb" ], "RESPONSE3": [ "cB3o78f8427f" ], "RESPONSE4": [ "cB4o50546aaa" ] }, "n_options": 12 }, { "n": 30, "item_id": "_4d74536b-3f0e-48dd-a85b-4adc30a6db27", "type": "hottext", "title": "Pepper Field Journal", "standards": [ "MS-LS1-5" ], "prompt_html": "

Marisol grows peppers. This spring she planted the same variety of pepper seedlings in two fields on the same day and spread compost on the north field only. She kept a journal all season. At the end of the season, Marisol concludes that adding compost increased her pepper plants’ growth.

Select the one sentence from Marisol’s journal that best supports her conclusion.

", "prompt_plain": "Marisol grows peppers. This spring she planted the same variety of pepper seedlings in two fields on the same day and spread compost on the north field only. She kept a journal all season. At the end of the season, Marisol concludes that adding compost increased her pepper plants’ growth. Select the one sentence from Marisol’s journal that best supports her conclusion.", "context_html": "", "options": [ { "id": "hS130", "text": "May 12: I watered the two fields with the same amount of water at the same time every week.", "plain": "May 12: I watered the two fields with the same amount of water at the same time every week.", "correct": false, "kind": "hottext" }, { "id": "hS230", "text": "June 3: The young plants in the north and south fields looked about the same size.", "plain": "June 3: The young plants in the north and south fields looked about the same size.", "correct": false, "kind": "hottext" }, { "id": "hS330", "text": "July 9: The plants in the north field stood taller, with thicker stems, than those in the south field.", "plain": "July 9: The plants in the north field stood taller, with thicker stems, than those in the south field.", "correct": true, "kind": "hottext" }, { "id": "hS430", "text": "July 21: Bees visited the pepper flowers in the north and south fields all through the month.", "plain": "July 21: Bees visited the pepper flowers in the north and south fields all through the month.", "correct": false, "kind": "hottext" }, { "id": "hS530", "text": "August 16: Peppers picked from the north field tasted sweeter than peppers picked from the south field.", "plain": "August 16: Peppers picked from the north field tasted sweeter than peppers picked from the south field.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hS330" ] }, "n_options": 5 }, { "n": 31, "item_id": "_b0cb3ebb-1ece-492e-9895-aaaf7b7ed329", "type": "gap-match", "title": "Green Light Reaction", "standards": [ "MS-LS1-8" ], "prompt_html": "

A driver waits at a red traffic light with a foot on the brake. The moment the light turns green, the driver reacts.

 

Drag each of the five steps into order, from first to last, to show how the information travels through the driver’s body from the light change to the driver’s response.

\"Two

", "prompt_plain": "A driver waits at a red traffic light with a foot on the brake. The moment the light turns green, the driver reacts. Drag each of the five steps into order, from first to last, to show how the information travels through the driver’s body from the light change to the driver’s response.", "context_html": "", "options": [ { "id": "d1", "text": "The driver’s brain processes the signal and sends signals to the leg muscles", "plain": "The driver’s brain processes the signal and sends signals to the leg muscles", "correct": false, "kind": "gap-token" }, { "id": "d2", "text": "Receptor cells in the driver’s eyes detect the green light", "plain": "Receptor cells in the driver’s eyes detect the green light", "correct": false, "kind": "gap-token" }, { "id": "d3", "text": "The driver’s foot presses the gas pedal", "plain": "The driver’s foot presses the gas pedal", "correct": false, "kind": "gap-token" }, { "id": "d4", "text": "Electrical signals travel along nerve cells to the driver’s brain", "plain": "Electrical signals travel along nerve cells to the driver’s brain", "correct": false, "kind": "gap-token" }, { "id": "d5", "text": "The traffic light changes from red to green", "plain": "The traffic light changes from red to green", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-25/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "d5 gPos1", "d2 gPos2", "d4 gPos3", "d1 gPos4", "d3 gPos5" ] }, "n_options": 5 }, { "n": 32, "item_id": "_0dca0f92-cc85-4f84-92eb-0cd361927925", "type": "choice", "title": "Pupils in Bright Light", "standards": [ "MS-LS1-8" ], "prompt_html": "

Yusuf’s pupils are large in a dim room. When he steps into bright sunlight, his pupils quickly become smaller, as shown in the panels.

\"Two

Which statement traces how this response happens?

", "prompt_plain": "Yusuf’s pupils are large in a dim room. When he steps into bright sunlight, his pupils quickly become smaller, as shown in the panels. Which statement traces how this response happens?", "context_html": "", "options": [ { "id": "cAc5e4ea919", "text": "The pupil itself senses the bright light and changes its own size without input from nerve cells.", "plain": "The pupil itself senses the bright light and changes its own size without input from nerve cells.", "correct": false, "kind": "choice" }, { "id": "cB27197694d", "text": "Light receptors in the eye send their signal straight to the eye muscles instead of to the brain.", "plain": "Light receptors in the eye send their signal straight to the eye muscles instead of to the brain.", "correct": false, "kind": "choice" }, { "id": "cC1e484b911", "text": "Light receptors in the eye signal the brain, and the brain then signals the eye muscles to adjust the pupil.", "plain": "Light receptors in the eye signal the brain, and the brain then signals the eye muscles to adjust the pupil.", "correct": true, "kind": "choice" }, { "id": "cD7b6b93de7", "text": "The eye muscles begin adjusting the pupil before the brain has processed the signal from the light receptors.", "plain": "The eye muscles begin adjusting the pupil before the brain has processed the signal from the light receptors.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-25/images/slot32.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1e484b911" ] }, "n_options": 4 }, { "n": 33, "item_id": "_b2f5815f-652a-436f-b793-bf5a919e837f", "type": "choice", "title": "Wetland Biodiversity Decision", "standards": [ "MS-LS2-5" ], "prompt_html": "

A protected wetland area contains marshes, ponds, and shallow streams. Four changes have been proposed for the area and the land around it.

Which change would most likely cause the wetland’s biodiversity to decrease?

", "prompt_plain": "A protected wetland area contains marshes, ponds, and shallow streams. Four changes have been proposed for the area and the land around it. Which change would most likely cause the wetland’s biodiversity to decrease?", "context_html": "", "options": [ { "id": "cA1ac335c55", "text": "Pulling out the non-native plants that have started spreading through the wetland’s marshes", "plain": "Pulling out the non-native plants that have started spreading through the wetland’s marshes", "correct": false, "kind": "choice" }, { "id": "cB3226f5037", "text": "Letting untreated wastewater from a nearby factory drain into the wetland’s ponds", "plain": "Letting untreated wastewater from a nearby factory drain into the wetland’s ponds", "correct": true, "kind": "choice" }, { "id": "cC2c76b759b", "text": "Mowing the grassy strips around the wetland each fall after seeds have dropped", "plain": "Mowing the grassy strips around the wetland each fall after seeds have dropped", "correct": false, "kind": "choice" }, { "id": "cD138f3c664", "text": "Opening a catch-and-release fishing season at two of the wetland’s ponds", "plain": "Opening a catch-and-release fishing season at two of the wetland’s ponds", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB3226f5037" ] }, "n_options": 4 }, { "n": 34, "item_id": "_09b99bb9-435d-4ec9-9047-66901787da46", "type": "choice", "title": "Park Plot Survey", "standards": [ "MS-LS2-5" ], "prompt_html": "

Tamara surveys four plots of equal size in a city park and counts the species in each plot. Two plots are in a restored meadow and two are in a mowed lawn. Table 1 shows her counts. Tamara claims that the restored meadow supports greater biodiversity than the mowed lawn.

Table 1. Species Counted in Each Plot

PlotGround coverPlant speciesInsect speciesBird species
1Restored meadow18247
2Restored meadow16216
3Mowed lawn382
4Mowed lawn462

Choose the TWO statements that give evidence supporting Tamara’s claim.

", "prompt_plain": "Tamara surveys four plots of equal size in a city park and counts the species in each plot. Two plots are in a restored meadow and two are in a mowed lawn. Table 1 shows her counts. Tamara claims that the restored meadow supports greater biodiversity than the mowed lawn. Table 1. Species Counted in Each Plot Plot Ground cover Plant species Insect species Bird species 1 Restored meadow 18 24 7 2 Restored meadow 16 21 6 3 Mowed lawn 3 8 2 4 Mowed lawn 4 6 2 Choose the TWO statements that give evidence supporting Tamara’s claim.", "context_html": "", "options": [ { "id": "cA9fa61b0db", "text": "Each meadow plot has more plant species than either of the lawn plots.", "plain": "Each meadow plot has more plant species than either of the lawn plots.", "correct": true, "kind": "choice" }, { "id": "cBc9698d5cc", "text": "Most park visitors say the meadow looks more natural than the lawn.", "plain": "Most park visitors say the meadow looks more natural than the lawn.", "correct": false, "kind": "choice" }, { "id": "cC3042a61d7", "text": "Plot 1 contains more insect species than it contains bird species.", "plain": "Plot 1 contains more insect species than it contains bird species.", "correct": false, "kind": "choice" }, { "id": "cD5327c275e", "text": "Each meadow plot has more insect and bird species than either lawn plot.", "plain": "Each meadow plot has more insect and bird species than either lawn plot.", "correct": true, "kind": "choice" }, { "id": "cEdd46e38e6", "text": "Both lawn plots are covered by a thick carpet of many individual grass plants.", "plain": "Both lawn plots are covered by a thick carpet of many individual grass plants.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA9fa61b0db", "cD5327c275e" ] }, "n_options": 5 }, { "n": 35, "item_id": "_0061c477-c6ed-4b89-9bbb-5b94d13aded5", "type": "gap-match", "title": "Rock Kit Cards", "standards": [ "MS-ESS2-1" ], "prompt_html": "

A rock kit holds three specimens. A description card was written for each specimen.

 

Match each description card to the type of rock it describes. Each rock type is used exactly once.

", "prompt_plain": "A rock kit holds three specimens. A description card was written for each specimen. Match each description card to the type of rock it describes. Each rock type is used exactly once.", "context_html": "", "options": [ { "id": "dRock1", "text": "igneous", "plain": "igneous", "correct": false, "kind": "gap-token" }, { "id": "dRock2", "text": "metamorphic", "plain": "metamorphic", "correct": false, "kind": "gap-token" }, { "id": "dRock3", "text": "sedimentary", "plain": "sedimentary", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "dRock3 gCard1", "dRock1 gCard2", "dRock2 gCard3" ] }, "n_options": 3 }, { "n": 36, "item_id": "_ae46578d-557a-41b6-bdfa-868f837c4017", "type": "inline-choice", "title": "River Valley Landforms", "standards": [ "MS-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Hikers photograph three landforms along one river valley.

Choose the phrase that correctly completes each sentence.

The deep canyon cut into rock in the upper valley formed mainly when .

The flat fan of sand and mud where the river enters a lake formed mainly when .

The field of cracked, split boulders on the valley rim formed mainly when .

", "options": [ { "id": "cB1Oca5d88dfb", "text": "flowing water dropped the sediment it was carrying", "plain": "flowing water dropped the sediment it was carrying", "correct": false, "kind": "inline" }, { "id": "cB1O46ee8a9aa", "text": "moving water carried rock material away", "plain": "moving water carried rock material away", "correct": true, "kind": "inline" }, { "id": "cB1Ofc36d9d34", "text": "water froze in cracks and broke the rock in place", "plain": "water froze in cracks and broke the rock in place", "correct": false, "kind": "inline" }, { "id": "cB2Oaa56fa078", "text": "acidic water slowly dissolved the bedrock", "plain": "acidic water slowly dissolved the bedrock", "correct": false, "kind": "inline" }, { "id": "cB2Oaad4a04d4", "text": "flowing water dropped the sediment it was carrying", "plain": "flowing water dropped the sediment it was carrying", "correct": true, "kind": "inline" }, { "id": "cB2Oca115a202", "text": "moving water carved a channel into the rock", "plain": "moving water carved a channel into the rock", "correct": false, "kind": "inline" }, { "id": "cB3O48ec00e2a", "text": "water froze inside cracks and forced the boulders apart", "plain": "water froze inside cracks and forced the boulders apart", "correct": true, "kind": "inline" }, { "id": "cB3Od2d3f4adc", "text": "river water piled sand and gravel around the boulders", "plain": "river water piled sand and gravel around the boulders", "correct": false, "kind": "inline" }, { "id": "cB3Od62965d41", "text": "glacier ice dragged the boulders down the valley", "plain": "glacier ice dragged the boulders down the valley", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O46ee8a9aa" ], "RESPONSE2": [ "cB2Oaad4a04d4" ], "RESPONSE3": [ "cB3O48ec00e2a" ] }, "n_options": 9 }, { "n": 37, "item_id": "_97a2cc46-611b-4110-959d-cb3adfdde9b2", "type": "hottext", "title": "Continents Once Joined", "standards": [ "MS-ESS2-3" ], "prompt_html": "

The paragraph below is from a science magazine.

Select the sentence that gives evidence that South America and Africa were once joined.

", "prompt_plain": "The paragraph below is from a science magazine. Select the sentence that gives evidence that South America and Africa were once joined.", "context_html": "", "options": [ { "id": "hS1", "text": "Earthquakes shake some areas of the Atlantic Ocean floor much more often than other areas.", "plain": "Earthquakes shake some areas of the Atlantic Ocean floor much more often than other areas.", "correct": false, "kind": "hottext" }, { "id": "hS2", "text": "The facing coastlines of South America and Africa fit together like neighboring puzzle pieces.", "plain": "The facing coastlines of South America and Africa fit together like neighboring puzzle pieces.", "correct": true, "kind": "hottext" }, { "id": "hS3", "text": "Rivers on both continents carry sand and mud far out onto the Atlantic seafloor every year.", "plain": "Rivers on both continents carry sand and mud far out onto the Atlantic seafloor every year.", "correct": false, "kind": "hottext" }, { "id": "hS4", "text": "Ocean waves still reshape both coastlines every year, moving sand from one beach to another.", "plain": "Ocean waves still reshape both coastlines every year, moving sand from one beach to another.", "correct": false, "kind": "hottext" }, { "id": "hS5", "text": "Seawater near South America stays warmer than seawater near Africa through most of the year.", "plain": "Seawater near South America stays warmer than seawater near Africa through most of the year.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hS2" ] }, "n_options": 5 }, { "n": 38, "item_id": "_87d9b1e1-337c-4f0a-ab48-79713c5632bb", "type": "gap-match", "title": "Ice Road Sled Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A research team at a lakeside base camp is planning a snowmobile-and-sled resupply run across a frozen ice road to a remote cabin. The team wrote six statements in its design brief.

 

Drag the correct label onto each statement to classify it as a criterion or a constraint for the sled design. Each label is used exactly three times.

", "prompt_plain": "A research team at a lakeside base camp is planning a snowmobile-and-sled resupply run across a frozen ice road to a remote cabin. The team wrote six statements in its design brief. Drag the correct label onto each statement to classify it as a criterion or a constraint for the sled design. Each label is used exactly three times.", "context_html": "", "options": [ { "id": "dCon", "text": "constraint", "plain": "constraint", "correct": false, "kind": "gap-token" }, { "id": "dCrit", "text": "criterion", "plain": "criterion", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "dCon gStmt1", "dCrit gStmt2", "dCrit gStmt3", "dCrit gStmt4", "dCon gStmt5", "dCon gStmt6" ] }, "n_options": 2 }, { "n": 39, "item_id": "_a8166069-735d-4419-a146-b733f54f8ff8", "type": "choice", "title": "Platform Rating Test", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A rolling work platform for window washers is rated to support up to 3,000 N. Before workers may use it, a testing engineer must choose one plan from Table 1 to show that the platform truly meets its rating.

Table 1. Four Test Plans

PlanTest loadsHow each load is applied
11,800 N (the crew’s usual working load)Lowered gently onto the platform and held for 10 minutes
23,000 NDropped onto the platform from 1 meter above it
31,000 N, then 2,000 N, then 2,700 NEach lowered gently and held for 10 minutes
41,000 N, then 2,200 N, then 3,200 NEach lowered gently and held for 10 minutes

Which plan is the best way to show the platform meets its rating?

", "prompt_plain": "A rolling work platform for window washers is rated to support up to 3,000 N. Before workers may use it, a testing engineer must choose one plan from Table 1 to show that the platform truly meets its rating. Table 1. Four Test Plans Plan Test loads How each load is applied 1 1,800 N (the crew’s usual working load) Lowered gently onto the platform and held for 10 minutes 2 3,000 N Dropped onto the platform from 1 meter above it 3 1,000 N, then 2,000 N, then 2,700 N Each lowered gently and held for 10 minutes 4 1,000 N, then 2,200 N, then 3,200 N Each lowered gently and held for 10 minutes Which plan is the best way to show the platform meets its rating?", "context_html": "", "options": [ { "id": "cAb867776b5", "text": "Plan 1, because it repeats the load the platform will support on most workdays.", "plain": "Plan 1, because it repeats the load the platform will support on most workdays.", "correct": false, "kind": "choice" }, { "id": "cB9b83b2c09", "text": "Plan 2, because a falling load presses on the platform harder than a lowered load.", "plain": "Plan 2, because a falling load presses on the platform harder than a lowered load.", "correct": false, "kind": "choice" }, { "id": "cCf522dd9f1", "text": "Plan 3, because a careful test keeps every load below 3,000 N so the test itself cannot damage the platform.", "plain": "Plan 3, because a careful test keeps every load below 3,000 N so the test itself cannot damage the platform.", "correct": false, "kind": "choice" }, { "id": "cD5fdd91706", "text": "Plan 4, because it has the platform hold a gently applied load heavier than 3,000 N for a full 10 minutes.", "plain": "Plan 4, because it has the platform hold a gently applied load heavier than 3,000 N for a full 10 minutes.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD5fdd91706" ] }, "n_options": 4 }, { "n": 40, "item_id": "_67b1bf9b-8f90-4f77-ab43-eda5ec820cf9", "type": "choice", "title": "Wall-Hook Mount Iteration", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Zane is designing a wall-hook mount to hold a 150-N bicycle on a garage wall. For a safety margin, the mount must hold a 200-N load with no lasting bending and no pulling away from the wall. Zane stress-tests four versions in a computer simulation. Table 1 shows the results.

Table 1. Simulated 200-N Stress-Test Results

VersionHook armBase plateScrews
1Bent and stayed bentPulled away from the wallHeld firm
2Bent and stayed bentHeld flat against the wallHeld firm
3Returned straight after flexingPulled away from the wallTwo screws tore loose
4Stayed bent 5 degrees after the testHeld flat against the wallHeld firm

Which is the best next step in Zane’s design cycle?

", "prompt_plain": "Zane is designing a wall-hook mount to hold a 150-N bicycle on a garage wall. For a safety margin, the mount must hold a 200-N load with no lasting bending and no pulling away from the wall. Zane stress-tests four versions in a computer simulation. Table 1 shows the results. Table 1. Simulated 200-N Stress-Test Results Version Hook arm Base plate Screws 1 Bent and stayed bent Pulled away from the wall Held firm 2 Bent and stayed bent Held flat against the wall Held firm 3 Returned straight after flexing Pulled away from the wall Two screws tore loose 4 Stayed bent 5 degrees after the test Held flat against the wall Held firm Which is the best next step in Zane’s design cycle?", "context_html": "", "options": [ { "id": "cA91771f6f8", "text": "Stiffen Version 4’s hook arm slightly, and then run the whole simulation again.", "plain": "Stiffen Version 4’s hook arm slightly, and then run the whole simulation again.", "correct": true, "kind": "choice" }, { "id": "cBeb0a56190", "text": "Thicken the arm, base plate, and screws on the four versions before simulating again.", "plain": "Thicken the arm, base plate, and screws on the four versions before simulating again.", "correct": false, "kind": "choice" }, { "id": "cC4ead4ee03", "text": "Stop simulating and screw Version 4 onto a real garage wall to test it.", "plain": "Stop simulating and screw Version 4 onto a real garage wall to test it.", "correct": false, "kind": "choice" }, { "id": "cDe80bbe269", "text": "Lower the simulated test load to 150 N so Version 4 meets the requirement.", "plain": "Lower the simulated test load to 150 N so Version 4 meets the requirement.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA91771f6f8" ] }, "n_options": 4 } ] }, { "form": "G7.26", "grade": "G7", "title": "Alpha Standardized Science G7.26", "test_id": "_test-a23bef0d-594d-4dd4-a2d6-b145fb93a00d", "n_items": 40, "n_stimuli": 8, "stimuli": { "_b1836143-51d2-492c-bcd6-3156e3176a88": { "title": "East African Rift Transect", "html": "

East African Rift Transect

The East African Rift is a long valley system in eastern Africa. It sits on a boundary between two of Earth's plates. A survey team studied a line that crosses the rift valley. The team set Station W on the west side of the valley and Station E on the east side. For 30 years, the team measured the straight-line distance between the two stations (Table 1). Along the line, the team recorded cracked ground, a dropped valley floor, and young volcanic rock. Figure 1 shows a cross-section of the rift valley. Figure 2 shows a world map of plate boundaries, major mountain ranges, and deep-ocean trenches.

Table 1. Station Survey Results

YearDistance between Station W and Station E (meters)
199548,000.00
201548,000.50
202548,000.75

Figure 1. Cross-Section of the Rift Valley

\"Cross-section

Figure 2. World Map of Plate Boundaries

\"World

" }, "_f25699e3-3e7a-4327-a30e-19ab2035ef7f": { "title": "Trail Crew at High Altitude", "html": "

Trail Crew at High Altitude

A volunteer trail crew repairs a mountain path. The crew starts at a trailhead 200 meters above sea level and works at a site 3,000 meters above sea level, where each breath takes in less oxygen. A crew leader wears a fitness band and records its readings in Table 1. Figure 1 is a model showing how oxygen reaches the crew’s muscle cells. Hemoglobin is the protein inside red blood cells that holds oxygen while the blood moves.

Table 1. Crew Leader’s Fitness-Band Readings

LocationElevation (m)Breaths per minuteHeartbeats per minute
Trailhead2001472
Work site3,0002296

Figure 1. How Oxygen Reaches the Muscle Cells

\"A

" }, "_11af404d-5004-4456-aae1-d49c09e55fed": { "title": "Water-Balloon Drop Rig", "html": "

Water-Balloon Drop Rig

A science club builds a drop rig: a tall post with clips at heights of 0.5 meter, 1.0 meter, and 2.0 meters. The club fills balloons with water, weighs them, clips each one at a chosen height, and releases it over a fresh sheet of paper. Every balloon bursts when it lands and leaves a wet splash mark. A wider splash means the falling balloon delivered more energy to the paper. In Investigation 1, the club drops balloons of different masses from the same height. In Investigation 2, the club drops balloons of the same mass from different heights. Table 1 shows the six setups and their results.

Figure 1. The Drop Rig

\"A

Table 1. Drop Setups and Splash Widths

SetupInvestigationBalloon mass (g)Clip height (m)Splash width (cm)
112002.030
213502.042
315002.055
423000.518
523001.026
623002.039
" }, "_6d32e4bc-a1af-485d-8b49-8c2c93bb420f": { "title": "Wolves and Willows at Lamar Creek", "html": "

Wolves and Willows at Lamar Creek

Lamar Creek flows through an open valley in a northern national park. Wolves disappeared from the park many decades ago. In 2014, park managers released wolves back into the valley. A survey team has studied the same 2-kilometer stretch of the creek every summer since 2008. The team counts the wolves and the elk seen in the valley. It also measures the average height of the young willows along the banks. Elk feed on young willow shoots. Table 1 shows the survey results.

Table 1. Lamar Creek Survey Results

YearWolves countedElk countedAverage willow height (cm)
2008063040
2011065035
20141061040
20171439095
202016250160
202315180220
" }, "_4814668e-5702-492f-bdc4-542a99ebb76f": { "title": "Fruit Fly Wing Shapes", "html": "

Fruit Fly Wing Shapes

Bella's class studies wing shape in fruit flies using a breeding simulator. Most fruit flies have straight, flat wings, called typical wings. Flies with the curly-wing trait have wings that curl up and away from the body. The simulator crosses two chosen parent flies and reports the wing shapes of their offspring. Unless students change a setting, the simulator raises all flies at 28°C. Table 1 shows the results of two crosses. Next, the class uses the simulator to make two groups of flies. Every fly in both groups inherits exactly one copy of the curly-wing form of the gene. This form is called the curly-wing allele. One group is raised at 18°C, and the other group is raised at 28°C. Table 2 shows the adult wing shapes in each group.

Table 1. Simulator Cross Results

CrossParentsCurly-wing offspringTypical-wing offspring
1curly-wing female × curly-wing male145
2typical-wing female × typical-wing male016

Table 2. Wing Shape by Rearing Temperature

Rearing temperatureFlies in groupAdults with curly wingsAdults with typical-looking wings
18°C40832
28°C40400
" }, "_1fb346bb-203e-4450-89a0-c3714d0be824": { "title": "Sock Static in the Dryer Room", "html": "

Sock Static in the Dryer Room

Imani pulls a wool sock from the dryer. A charge sensor from her science kit shows that the sock carries a negative charge. She hangs the sock from a thread so it can swing freely. One at a time, she holds two objects close to the hanging sock without letting them touch it. Table 1 shows what the sock does in each trial, and Figure 1 shows the three trials.

Table 1. Hanging-Sock Trials

TrialObject near the sockWhat the sock does
1No object nearbyHangs straight down
2Glass jarSwings toward the jar
3Plastic combSwings away from the comb

Figure 1. The Three Trials

\"Three

" }, "_ba93b38a-5979-4046-8ab9-4f8ecdb173a9": { "title": "Rover Wheel Design Trials", "html": "

Rover Wheel Design Trials

A robotics club is building a small rover for a spring competition. Before building anything, the club tests three wheel designs in a terrain-simulation program that models the competition course. The club’s design brief lists the competition rules.

Design Brief

Table 1 shows the simulation results for the three designs.

Table 1. Terrain-Simulation Results

Wheel designWheel sizeTreadCourse time (s)Step climbed (cm)Wheel-set cost ($)
Wheel 1LargeSmooth rubber841124
Wheel 2LargeDeep rubber lugs781736
Wheel 3SmallDeep foam lugs951627
" }, "_d2050ff7-0c5c-4b58-98cc-efa092a034e5": { "title": "Two Flasks on One Balance", "html": "

Two Flasks on One Balance

Aisha investigates whether a chemical reaction changes the total mass of the substances involved. She pours the same amount of lemon juice into two identical flasks. Then she stirs one spoonful of baking soda into each flask. Each mixture fizzes, and bubbles rise through the liquid. Aisha screws an airtight cap onto Flask 1 right away. Flask 2 stays open the whole time. She weighs each flask on the same digital balance and records the readings in Table 1. After the 8-minute readings, Aisha unscrews Flask 1's cap. She lays the cap on the balance pan next to the flask. The cap is included in every later reading of Flask 1. Figure 1 shows Flask 1 on the balance.

Table 1. Balance Readings

Time (minutes)Flask 1, capped (grams)Flask 2, open (grams)
0258.4258.4
4258.4257.8
8258.4257.5
12257.7257.4

Figure 1. Flask 1 on the Balance

\"A

" } }, "questions": [ { "n": 1, "item_id": "_fd3c76d8-7b6a-4992-bf53-90226101d8d7", "type": "choice", "title": "Two Flasks on One Balance - Part A", "standards": [ "MS-PS1-5" ], "prompt_html": "

Part A

Look at Table 1. While Flask 1 stayed capped, its balance reading did not change, even though the mixture inside kept fizzing.

Which statement best explains why Flask 1's reading stayed the same?

", "prompt_plain": "Part A Look at Table 1. While Flask 1 stayed capped, its balance reading did not change, even though the mixture inside kept fizzing. Which statement best explains why Flask 1's reading stayed the same?", "context_html": "", "options": [ { "id": "cA1", "text": "The reaction in Flask 1 stopped as soon as the cap shut out the outside air.", "plain": "The reaction in Flask 1 stopped as soon as the cap shut out the outside air.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The gas that formed inside Flask 1 weighs too little for a balance to detect.", "plain": "The gas that formed inside Flask 1 weighs too little for a balance to detect.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The atoms in Flask 1 rearranged into new substances, and no matter entered or left the capped flask.", "plain": "The atoms in Flask 1 rearranged into new substances, and no matter entered or left the capped flask.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The baking soda only dissolved into the lemon juice, so no new substances formed in Flask 1.", "plain": "The baking soda only dissolved into the lemon juice, so no new substances formed in Flask 1.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d2050ff7-0c5c-4b58-98cc-efa092a034e5" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Two Flasks on One Balance

Aisha investigates whether a chemical reaction changes the total mass of the substances involved. She pours the same amount of lemon juice into two identical flasks. Then she stirs one spoonful of baking soda into each flask. Each mixture fizzes, and bubbles rise through the liquid. Aisha screws an airtight cap onto Flask 1 right away. Flask 2 stays open the whole time. She weighs each flask on the same digital balance and records the readings in Table 1. After the 8-minute readings, Aisha unscrews Flask 1's cap. She lays the cap on the balance pan next to the flask. The cap is included in every later reading of Flask 1. Figure 1 shows Flask 1 on the balance.

Table 1. Balance Readings

Time (minutes)Flask 1, capped (grams)Flask 2, open (grams)
0258.4258.4
4258.4257.8
8258.4257.5
12257.7257.4

Figure 1. Flask 1 on the Balance

\"A

", "passage_plain": "Two Flasks on One Balance Aisha investigates whether a chemical reaction changes the total mass of the substances involved. She pours the same amount of lemon juice into two identical flasks. Then she stirs one spoonful of baking soda into each flask. Each mixture fizzes, and bubbles rise through the liquid. Aisha screws an airtight cap onto Flask 1 right away. Flask 2 stays open the whole time. She weighs each flask on the same digital balance and records the readings in Table 1. After the 8-minute readings, Aisha unscrews Flask 1's cap. She lays the cap on the balance pan next to the flask. The cap is included in every later reading of Flask 1. Figure 1 shows Flask 1 on the balance. Table 1. Balance Readings Time (minutes) Flask 1, capped (grams) Flask 2, open (grams) 0 258.4 258.4 4 258.4 257.8 8 258.4 257.5 12 257.7 257.4 Figure 1. Flask 1 on the Balance" }, { "n": 2, "item_id": "_1130cc3d-c1b7-411d-8963-bc7fe5318e54", "type": "choice", "title": "Two Flasks on One Balance - Part B", "standards": [ "MS-PS1-5" ], "prompt_html": "

Part B

After Aisha unscrewed the cap, Flask 1's reading dropped from 258.4 grams to 257.7 grams.

Based on your answer in Part A, which statement best explains the drop?

", "prompt_plain": "Part B After Aisha unscrewed the cap, Flask 1's reading dropped from 258.4 grams to 257.7 grams. Based on your answer in Part A, which statement best explains the drop?", "context_html": "", "options": [ { "id": "cA2", "text": "Thermal energy from the reaction destroyed some of the atoms after the cap came off.", "plain": "Thermal energy from the reaction destroyed some of the atoms after the cap came off.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Gas made by the reaction escaped into the air and carried its mass out of the flask.", "plain": "Gas made by the reaction escaped into the air and carried its mass out of the flask.", "correct": true, "kind": "choice" }, { "id": "cC2", "text": "The new substances in the flask weigh less than the substances Aisha started with.", "plain": "The new substances in the flask weigh less than the substances Aisha started with.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "The reading fell because the unscrewed cap stopped pressing down on the flask.", "plain": "The reading fell because the unscrewed cap stopped pressing down on the flask.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d2050ff7-0c5c-4b58-98cc-efa092a034e5" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB2" ] }, "n_options": 4, "passage_html": "

Two Flasks on One Balance

Aisha investigates whether a chemical reaction changes the total mass of the substances involved. She pours the same amount of lemon juice into two identical flasks. Then she stirs one spoonful of baking soda into each flask. Each mixture fizzes, and bubbles rise through the liquid. Aisha screws an airtight cap onto Flask 1 right away. Flask 2 stays open the whole time. She weighs each flask on the same digital balance and records the readings in Table 1. After the 8-minute readings, Aisha unscrews Flask 1's cap. She lays the cap on the balance pan next to the flask. The cap is included in every later reading of Flask 1. Figure 1 shows Flask 1 on the balance.

Table 1. Balance Readings

Time (minutes)Flask 1, capped (grams)Flask 2, open (grams)
0258.4258.4
4258.4257.8
8258.4257.5
12257.7257.4

Figure 1. Flask 1 on the Balance

\"A

", "passage_plain": "Two Flasks on One Balance Aisha investigates whether a chemical reaction changes the total mass of the substances involved. She pours the same amount of lemon juice into two identical flasks. Then she stirs one spoonful of baking soda into each flask. Each mixture fizzes, and bubbles rise through the liquid. Aisha screws an airtight cap onto Flask 1 right away. Flask 2 stays open the whole time. She weighs each flask on the same digital balance and records the readings in Table 1. After the 8-minute readings, Aisha unscrews Flask 1's cap. She lays the cap on the balance pan next to the flask. The cap is included in every later reading of Flask 1. Figure 1 shows Flask 1 on the balance. Table 1. Balance Readings Time (minutes) Flask 1, capped (grams) Flask 2, open (grams) 0 258.4 258.4 4 258.4 257.8 8 258.4 257.5 12 257.7 257.4 Figure 1. Flask 1 on the Balance" }, { "n": 3, "item_id": "_e394e128-bb03-46ff-80a3-5ed3e89b7b54", "type": "choice", "title": "Iron Filings in Three Beakers", "standards": [ "MS-PS1-2" ], "prompt_html": "

Aisha's class also placed equal amounts of iron filings into three beakers. Nothing else was added to Beaker X, water was added to Beaker Y, and hydrogen peroxide was added to Beaker Z. The class observations are shown below.

Beaker Observations (after two days)

BeakerWhat was added to the filingsObservations
Xnothingfilings still shiny gray; no change
Ywaterdull orange-brown coating on the filings
Zhydrogen peroxidebubbles formed within minutes, and the beaker felt slightly warm

\"Three

Choose the TWO claims that the observations support.

", "prompt_plain": "Aisha's class also placed equal amounts of iron filings into three beakers. Nothing else was added to Beaker X, water was added to Beaker Y, and hydrogen peroxide was added to Beaker Z. The class observations are shown below. Beaker Observations (after two days) Beaker What was added to the filings Observations X nothing filings still shiny gray; no change Y water dull orange-brown coating on the filings Z hydrogen peroxide bubbles formed within minutes, and the beaker felt slightly warm Choose the TWO claims that the observations support.", "context_html": "", "options": [ { "id": "cA3", "text": "Beaker X shows a chemical change, because iron begins to react as soon as it touches air.", "plain": "Beaker X shows a chemical change, because iron begins to react as soon as it touches air.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Beaker Y shows a chemical change, because the coating on the filings has a different color than the metal.", "plain": "Beaker Y shows a chemical change, because the coating on the filings has a different color than the metal.", "correct": true, "kind": "choice" }, { "id": "cC3", "text": "Beaker Y shows a physical change, because the filings only soaked up some of the water.", "plain": "Beaker Y shows a physical change, because the filings only soaked up some of the water.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Beaker Z shows a chemical change, because bubbles formed and the beaker became slightly warm.", "plain": "Beaker Z shows a chemical change, because bubbles formed and the beaker became slightly warm.", "correct": true, "kind": "choice" }, { "id": "cE3", "text": "Beaker Z shows a physical change, because the bubbles were air that had been trapped in the liquid.", "plain": "Beaker Z shows a physical change, because the bubbles were air that had been trapped in the liquid.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-26/images/slot03.png" ], "stimulus_ids": [ "_d2050ff7-0c5c-4b58-98cc-efa092a034e5" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB3", "cD3" ] }, "n_options": 5, "passage_html": "

Two Flasks on One Balance

Aisha investigates whether a chemical reaction changes the total mass of the substances involved. She pours the same amount of lemon juice into two identical flasks. Then she stirs one spoonful of baking soda into each flask. Each mixture fizzes, and bubbles rise through the liquid. Aisha screws an airtight cap onto Flask 1 right away. Flask 2 stays open the whole time. She weighs each flask on the same digital balance and records the readings in Table 1. After the 8-minute readings, Aisha unscrews Flask 1's cap. She lays the cap on the balance pan next to the flask. The cap is included in every later reading of Flask 1. Figure 1 shows Flask 1 on the balance.

Table 1. Balance Readings

Time (minutes)Flask 1, capped (grams)Flask 2, open (grams)
0258.4258.4
4258.4257.8
8258.4257.5
12257.7257.4

Figure 1. Flask 1 on the Balance

\"A

", "passage_plain": "Two Flasks on One Balance Aisha investigates whether a chemical reaction changes the total mass of the substances involved. She pours the same amount of lemon juice into two identical flasks. Then she stirs one spoonful of baking soda into each flask. Each mixture fizzes, and bubbles rise through the liquid. Aisha screws an airtight cap onto Flask 1 right away. Flask 2 stays open the whole time. She weighs each flask on the same digital balance and records the readings in Table 1. After the 8-minute readings, Aisha unscrews Flask 1's cap. She lays the cap on the balance pan next to the flask. The cap is included in every later reading of Flask 1. Figure 1 shows Flask 1 on the balance. Table 1. Balance Readings Time (minutes) Flask 1, capped (grams) Flask 2, open (grams) 0 258.4 258.4 4 258.4 257.8 8 258.4 257.5 12 257.7 257.4 Figure 1. Flask 1 on the Balance" }, { "n": 4, "item_id": "_591e6934-3ba6-4fff-983c-7010a3ae135b", "type": "choice", "title": "Steel Wool in Vinegar", "standards": [ "MS-PS1-2" ], "prompt_html": "

Corey follows the numbered steps shown, and his temperature readings appear in the table.

Corey's Steps

  1. Pour vinegar into a glass jar.
  2. Place a thermometer in the jar and record the reading.
  3. Push a pad of steel wool below the surface of the vinegar.
  4. Wait 10 minutes and record the thermometer reading again.
  5. Lift the steel wool out with tongs and squeeze it.

Temperature Readings

WhenThermometer reading
Before adding the steel wool (step 2)21.5°C
After 10 minutes (step 4)26.8°C

Which observation from Corey's investigation is the best evidence that a chemical reaction occurred in the jar?

", "prompt_plain": "Corey follows the numbered steps shown, and his temperature readings appear in the table. Corey's Steps Pour vinegar into a glass jar. Place a thermometer in the jar and record the reading. Push a pad of steel wool below the surface of the vinegar. Wait 10 minutes and record the thermometer reading again. Lift the steel wool out with tongs and squeeze it. Temperature Readings When Thermometer reading Before adding the steel wool (step 2) 21.5°C After 10 minutes (step 4) 26.8°C Which observation from Corey's investigation is the best evidence that a chemical reaction occurred in the jar?", "context_html": "", "options": [ { "id": "cA4", "text": "The vinegar spread out to take the shape of the jar.", "plain": "The vinegar spread out to take the shape of the jar.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "The steel wool pad stayed below the surface after Corey pushed it down.", "plain": "The steel wool pad stayed below the surface after Corey pushed it down.", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "The thermometer reading rose while the steel wool pad sat in the vinegar.", "plain": "The thermometer reading rose while the steel wool pad sat in the vinegar.", "correct": true, "kind": "choice" }, { "id": "cD4", "text": "The steel wool pad kept its squeezed shape after Corey pressed it with the tongs.", "plain": "The steel wool pad kept its squeezed shape after Corey pressed it with the tongs.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_279ab7d5-c1e5-4a6c-a166-f36bc6099ad2", "type": "text-entry", "title": "Counting Atoms in a Reaction", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A class handout shows the equation for a reaction that happens when two solutions are mixed:

K2CO3 + MgSO4 → MgCO3 + K2SO4

A solid, magnesium carbonate (MgCO3), forms in the mixture. Atoms are only rearranged in the reaction, so the total number of atoms on the reactant side equals the total number of atoms on the product side.

How many atoms in total are shown on the reactant side, K2CO3 + MgSO4?

Give your answer as a whole number (e.g., 27).

Total atoms on the reactant side:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "12" ] }, "n_options": 0 }, { "n": 6, "item_id": "_f6908b16-4dc1-44a4-8704-276a37df8bb9", "type": "choice", "title": "Fruit Fly Cross 1 Parents", "standards": [ "MS-LS3-2" ], "prompt_html": "

Look at Table 1. In Cross 1, two curly-wing parents produced 5 offspring with typical wings.

Which statement about the Cross 1 parents best explains this result?

", "prompt_plain": "Look at Table 1. In Cross 1, two curly-wing parents produced 5 offspring with typical wings. Which statement about the Cross 1 parents best explains this result?", "context_html": "", "options": [ { "id": "cA6", "text": "Each parent carries one copy of the curly-wing allele and one copy of the typical-wing allele.", "plain": "Each parent carries one copy of the curly-wing allele and one copy of the typical-wing allele.", "correct": true, "kind": "choice" }, { "id": "cB6", "text": "Each parent carries two copies of the curly-wing allele and no typical-wing allele.", "plain": "Each parent carries two copies of the curly-wing allele and no typical-wing allele.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "Each parent carries two copies of the typical-wing allele and no curly-wing allele.", "plain": "Each parent carries two copies of the typical-wing allele and no curly-wing allele.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "One parent carries two curly-wing alleles, and the other parent carries two typical-wing alleles.", "plain": "One parent carries two curly-wing alleles, and the other parent carries two typical-wing alleles.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4814668e-5702-492f-bdc4-542a99ebb76f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA6" ] }, "n_options": 4, "passage_html": "

Fruit Fly Wing Shapes

Bella's class studies wing shape in fruit flies using a breeding simulator. Most fruit flies have straight, flat wings, called typical wings. Flies with the curly-wing trait have wings that curl up and away from the body. The simulator crosses two chosen parent flies and reports the wing shapes of their offspring. Unless students change a setting, the simulator raises all flies at 28°C. Table 1 shows the results of two crosses. Next, the class uses the simulator to make two groups of flies. Every fly in both groups inherits exactly one copy of the curly-wing form of the gene. This form is called the curly-wing allele. One group is raised at 18°C, and the other group is raised at 28°C. Table 2 shows the adult wing shapes in each group.

Table 1. Simulator Cross Results

CrossParentsCurly-wing offspringTypical-wing offspring
1curly-wing female × curly-wing male145
2typical-wing female × typical-wing male016

Table 2. Wing Shape by Rearing Temperature

Rearing temperatureFlies in groupAdults with curly wingsAdults with typical-looking wings
18°C40832
28°C40400
", "passage_plain": "Fruit Fly Wing Shapes Bella's class studies wing shape in fruit flies using a breeding simulator. Most fruit flies have straight, flat wings, called typical wings. Flies with the curly-wing trait have wings that curl up and away from the body. The simulator crosses two chosen parent flies and reports the wing shapes of their offspring. Unless students change a setting, the simulator raises all flies at 28°C. Table 1 shows the results of two crosses. Next, the class uses the simulator to make two groups of flies. Every fly in both groups inherits exactly one copy of the curly-wing form of the gene. This form is called the curly-wing allele. One group is raised at 18°C, and the other group is raised at 28°C. Table 2 shows the adult wing shapes in each group. Table 1. Simulator Cross Results Cross Parents Curly-wing offspring Typical-wing offspring 1 curly-wing female × curly-wing male 14 5 2 typical-wing female × typical-wing male 0 16 Table 2. Wing Shape by Rearing Temperature Rearing temperature Flies in group Adults with curly wings Adults with typical-looking wings 18°C 40 8 32 28°C 40 40 0" }, { "n": 7, "item_id": "_863f68bc-1f07-42e5-b27a-338e3c17c42b", "type": "choice", "title": "Fruit Fly Cross 2 Parents", "standards": [ "MS-LS3-2" ], "prompt_html": "

Look at Table 1. In Cross 2, two typical-wing parents produced 16 offspring, and none of them had curly wings.

Which statement best explains why no curly-wing offspring appeared?

", "prompt_plain": "Look at Table 1. In Cross 2, two typical-wing parents produced 16 offspring, and none of them had curly wings. Which statement best explains why no curly-wing offspring appeared?", "context_html": "", "options": [ { "id": "cA7", "text": "The curly-wing allele is recessive, so it shows up only when both parents have curly wings.", "plain": "The curly-wing allele is recessive, so it shows up only when both parents have curly wings.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "Each parent carries one hidden curly-wing allele that did not pass to any of the 16 offspring.", "plain": "Each parent carries one hidden curly-wing allele that did not pass to any of the 16 offspring.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "The curly-wing allele changed into the typical-wing allele in each of the offspring.", "plain": "The curly-wing allele changed into the typical-wing allele in each of the offspring.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "The parents carry only typical-wing alleles, so no curly-wing allele could pass to the offspring.", "plain": "The parents carry only typical-wing alleles, so no curly-wing allele could pass to the offspring.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4814668e-5702-492f-bdc4-542a99ebb76f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD7" ] }, "n_options": 4, "passage_html": "

Fruit Fly Wing Shapes

Bella's class studies wing shape in fruit flies using a breeding simulator. Most fruit flies have straight, flat wings, called typical wings. Flies with the curly-wing trait have wings that curl up and away from the body. The simulator crosses two chosen parent flies and reports the wing shapes of their offspring. Unless students change a setting, the simulator raises all flies at 28°C. Table 1 shows the results of two crosses. Next, the class uses the simulator to make two groups of flies. Every fly in both groups inherits exactly one copy of the curly-wing form of the gene. This form is called the curly-wing allele. One group is raised at 18°C, and the other group is raised at 28°C. Table 2 shows the adult wing shapes in each group.

Table 1. Simulator Cross Results

CrossParentsCurly-wing offspringTypical-wing offspring
1curly-wing female × curly-wing male145
2typical-wing female × typical-wing male016

Table 2. Wing Shape by Rearing Temperature

Rearing temperatureFlies in groupAdults with curly wingsAdults with typical-looking wings
18°C40832
28°C40400
", "passage_plain": "Fruit Fly Wing Shapes Bella's class studies wing shape in fruit flies using a breeding simulator. Most fruit flies have straight, flat wings, called typical wings. Flies with the curly-wing trait have wings that curl up and away from the body. The simulator crosses two chosen parent flies and reports the wing shapes of their offspring. Unless students change a setting, the simulator raises all flies at 28°C. Table 1 shows the results of two crosses. Next, the class uses the simulator to make two groups of flies. Every fly in both groups inherits exactly one copy of the curly-wing form of the gene. This form is called the curly-wing allele. One group is raised at 18°C, and the other group is raised at 28°C. Table 2 shows the adult wing shapes in each group. Table 1. Simulator Cross Results Cross Parents Curly-wing offspring Typical-wing offspring 1 curly-wing female × curly-wing male 14 5 2 typical-wing female × typical-wing male 0 16 Table 2. Wing Shape by Rearing Temperature Rearing temperature Flies in group Adults with curly wings Adults with typical-looking wings 18°C 40 8 32 28°C 40 40 0" }, { "n": 8, "item_id": "_be230f4e-87da-414c-abb7-62e3e3337420", "type": "choice", "title": "Genes and Rearing Temperature", "standards": [ "MS-LS1-5" ], "prompt_html": "

Look at Tables 1 and 2.

Choose the TWO statements that are supported by the data.

", "prompt_plain": "Look at Tables 1 and 2. Choose the TWO statements that are supported by the data.", "context_html": "", "options": [ { "id": "cA8", "text": "The rearing temperature changes which alleles a fly inherits from its parents.", "plain": "The rearing temperature changes which alleles a fly inherits from its parents.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "A fly can carry the curly-wing allele without growing curly wings.", "plain": "A fly can carry the curly-wing allele without growing curly wings.", "correct": true, "kind": "choice" }, { "id": "cC8", "text": "Wing shape depends only on rearing temperature, not on the alleles a fly carries.", "plain": "Wing shape depends only on rearing temperature, not on the alleles a fly carries.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The flies raised at 18°C lost their curly-wing allele while they developed.", "plain": "The flies raised at 18°C lost their curly-wing allele while they developed.", "correct": false, "kind": "choice" }, { "id": "cE8", "text": "Both the alleles a fly carries and its rearing temperature affect whether curly wings develop.", "plain": "Both the alleles a fly carries and its rearing temperature affect whether curly wings develop.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4814668e-5702-492f-bdc4-542a99ebb76f" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB8", "cE8" ] }, "n_options": 5, "passage_html": "

Fruit Fly Wing Shapes

Bella's class studies wing shape in fruit flies using a breeding simulator. Most fruit flies have straight, flat wings, called typical wings. Flies with the curly-wing trait have wings that curl up and away from the body. The simulator crosses two chosen parent flies and reports the wing shapes of their offspring. Unless students change a setting, the simulator raises all flies at 28°C. Table 1 shows the results of two crosses. Next, the class uses the simulator to make two groups of flies. Every fly in both groups inherits exactly one copy of the curly-wing form of the gene. This form is called the curly-wing allele. One group is raised at 18°C, and the other group is raised at 28°C. Table 2 shows the adult wing shapes in each group.

Table 1. Simulator Cross Results

CrossParentsCurly-wing offspringTypical-wing offspring
1curly-wing female × curly-wing male145
2typical-wing female × typical-wing male016

Table 2. Wing Shape by Rearing Temperature

Rearing temperatureFlies in groupAdults with curly wingsAdults with typical-looking wings
18°C40832
28°C40400
", "passage_plain": "Fruit Fly Wing Shapes Bella's class studies wing shape in fruit flies using a breeding simulator. Most fruit flies have straight, flat wings, called typical wings. Flies with the curly-wing trait have wings that curl up and away from the body. The simulator crosses two chosen parent flies and reports the wing shapes of their offspring. Unless students change a setting, the simulator raises all flies at 28°C. Table 1 shows the results of two crosses. Next, the class uses the simulator to make two groups of flies. Every fly in both groups inherits exactly one copy of the curly-wing form of the gene. This form is called the curly-wing allele. One group is raised at 18°C, and the other group is raised at 28°C. Table 2 shows the adult wing shapes in each group. Table 1. Simulator Cross Results Cross Parents Curly-wing offspring Typical-wing offspring 1 curly-wing female × curly-wing male 14 5 2 typical-wing female × typical-wing male 0 16 Table 2. Wing Shape by Rearing Temperature Rearing temperature Flies in group Adults with curly wings Adults with typical-looking wings 18°C 40 8 32 28°C 40 40 0" }, { "n": 9, "item_id": "_1bdc0ad3-2b38-4736-8cf6-226f31b8e8eb", "type": "choice", "title": "Plate Boundary at the Rift", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Look at Table 1.

Based on how the distance between Station W and Station E changed, which statement identifies the type of plate boundary at the rift?

", "prompt_plain": "Look at Table 1. Based on how the distance between Station W and Station E changed, which statement identifies the type of plate boundary at the rift?", "context_html": "", "options": [ { "id": "cA9", "text": "A convergent boundary, because the two plates push toward each other under the valley.", "plain": "A convergent boundary, because the two plates push toward each other under the valley.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "A divergent boundary, because the two plates move away from each other at the rift.", "plain": "A divergent boundary, because the two plates move away from each other at the rift.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "A subduction boundary, because one plate sinks beneath the other plate under the valley.", "plain": "A subduction boundary, because one plate sinks beneath the other plate under the valley.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "A transform boundary, because the two plates slide sideways past each other at the rift.", "plain": "A transform boundary, because the two plates slide sideways past each other at the rift.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b1836143-51d2-492c-bcd6-3156e3176a88" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9" ] }, "n_options": 4, "passage_html": "

East African Rift Transect

The East African Rift is a long valley system in eastern Africa. It sits on a boundary between two of Earth's plates. A survey team studied a line that crosses the rift valley. The team set Station W on the west side of the valley and Station E on the east side. For 30 years, the team measured the straight-line distance between the two stations (Table 1). Along the line, the team recorded cracked ground, a dropped valley floor, and young volcanic rock. Figure 1 shows a cross-section of the rift valley. Figure 2 shows a world map of plate boundaries, major mountain ranges, and deep-ocean trenches.

Table 1. Station Survey Results

YearDistance between Station W and Station E (meters)
199548,000.00
201548,000.50
202548,000.75

Figure 1. Cross-Section of the Rift Valley

\"Cross-section

Figure 2. World Map of Plate Boundaries

\"World

", "passage_plain": "East African Rift Transect The East African Rift is a long valley system in eastern Africa. It sits on a boundary between two of Earth's plates. A survey team studied a line that crosses the rift valley. The team set Station W on the west side of the valley and Station E on the east side. For 30 years, the team measured the straight-line distance between the two stations (Table 1). Along the line, the team recorded cracked ground, a dropped valley floor, and young volcanic rock. Figure 1 shows a cross-section of the rift valley. Figure 2 shows a world map of plate boundaries, major mountain ranges, and deep-ocean trenches. Table 1. Station Survey Results Year Distance between Station W and Station E (meters) 1995 48,000.00 2015 48,000.50 2025 48,000.75 Figure 1. Cross-Section of the Rift Valley Figure 2. World Map of Plate Boundaries" }, { "n": 10, "item_id": "_57acc4b8-f470-435a-8883-dd07ac0a18e1", "type": "choice", "title": "Mantle Convection Model", "standards": [ "MS-ESS2-1" ], "prompt_html": "

The diagram below shows a model of convection currents in the mantle beneath the rift, and the table shows temperature ranges inside Earth.

\"Cross-section

Temperatures Inside Earth

LayerTemperature range (°C)
Mantle900–3,700
Core4,400–6,000

Choose the THREE statements that are supported by the model and the table.

", "prompt_plain": "The diagram below shows a model of convection currents in the mantle beneath the rift, and the table shows temperature ranges inside Earth. Temperatures Inside Earth Layer Temperature range (°C) Mantle 900–3,700 Core 4,400–6,000 Choose the THREE statements that are supported by the model and the table.", "context_html": "", "options": [ { "id": "cA10", "text": "Mantle rock closest to the core is hotter than mantle rock just below the plates.", "plain": "Mantle rock closest to the core is hotter than mantle rock just below the plates.", "correct": true, "kind": "choice" }, { "id": "cB10", "text": "Mantle rock rises when it cools, because cooler rock is less dense than warmer rock.", "plain": "Mantle rock rises when it cools, because cooler rock is less dense than warmer rock.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "The temperature difference between the core and the mantle helps drive the currents.", "plain": "The temperature difference between the core and the mantle helps drive the currents.", "correct": true, "kind": "choice" }, { "id": "cD10", "text": "The plates moving at the surface drag the mantle rock below them, which creates the currents.", "plain": "The plates moving at the surface drag the mantle rock below them, which creates the currents.", "correct": false, "kind": "choice" }, { "id": "cE10", "text": "Rising mantle rock spreads sideways beneath the rift and carries the two plates in opposite directions.", "plain": "Rising mantle rock spreads sideways beneath the rift and carries the two plates in opposite directions.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-26/images/slot10.png" ], "stimulus_ids": [ "_b1836143-51d2-492c-bcd6-3156e3176a88" ], "key_letters": "A, C, E", "key_values": { "RESPONSE": [ "cA10", "cC10", "cE10" ] }, "n_options": 5, "passage_html": "

East African Rift Transect

The East African Rift is a long valley system in eastern Africa. It sits on a boundary between two of Earth's plates. A survey team studied a line that crosses the rift valley. The team set Station W on the west side of the valley and Station E on the east side. For 30 years, the team measured the straight-line distance between the two stations (Table 1). Along the line, the team recorded cracked ground, a dropped valley floor, and young volcanic rock. Figure 1 shows a cross-section of the rift valley. Figure 2 shows a world map of plate boundaries, major mountain ranges, and deep-ocean trenches.

Table 1. Station Survey Results

YearDistance between Station W and Station E (meters)
199548,000.00
201548,000.50
202548,000.75

Figure 1. Cross-Section of the Rift Valley

\"Cross-section

Figure 2. World Map of Plate Boundaries

\"World

", "passage_plain": "East African Rift Transect The East African Rift is a long valley system in eastern Africa. It sits on a boundary between two of Earth's plates. A survey team studied a line that crosses the rift valley. The team set Station W on the west side of the valley and Station E on the east side. For 30 years, the team measured the straight-line distance between the two stations (Table 1). Along the line, the team recorded cracked ground, a dropped valley floor, and young volcanic rock. Figure 1 shows a cross-section of the rift valley. Figure 2 shows a world map of plate boundaries, major mountain ranges, and deep-ocean trenches. Table 1. Station Survey Results Year Distance between Station W and Station E (meters) 1995 48,000.00 2015 48,000.50 2025 48,000.75 Figure 1. Cross-Section of the Rift Valley Figure 2. World Map of Plate Boundaries" }, { "n": 11, "item_id": "_cd670195-9af0-470f-9ebb-a9fd26484811", "type": "choice", "title": "Patterns on the World Map", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Look at the map in Figure 2. Which statement best describes the pattern formed by the mountain ranges and the deep-ocean trenches on the map?

", "prompt_plain": "Look at the map in Figure 2. Which statement best describes the pattern formed by the mountain ranges and the deep-ocean trenches on the map?", "context_html": "", "options": [ { "id": "cA11", "text": "Most of the mountain ranges and deep-ocean trenches sit near the centers of plates, far from the boundaries.", "plain": "Most of the mountain ranges and deep-ocean trenches sit near the centers of plates, far from the boundaries.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Most of the mountain ranges and deep-ocean trenches line up along or close to the plate boundaries.", "plain": "Most of the mountain ranges and deep-ocean trenches line up along or close to the plate boundaries.", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "The mountain ranges and deep-ocean trenches sit mostly in the middle of the oceans, away from land.", "plain": "The mountain ranges and deep-ocean trenches sit mostly in the middle of the oceans, away from land.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "The mountain ranges and deep-ocean trenches are spread evenly across the map, with no clear pattern.", "plain": "The mountain ranges and deep-ocean trenches are spread evenly across the map, with no clear pattern.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b1836143-51d2-492c-bcd6-3156e3176a88" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB11" ] }, "n_options": 4, "passage_html": "

East African Rift Transect

The East African Rift is a long valley system in eastern Africa. It sits on a boundary between two of Earth's plates. A survey team studied a line that crosses the rift valley. The team set Station W on the west side of the valley and Station E on the east side. For 30 years, the team measured the straight-line distance between the two stations (Table 1). Along the line, the team recorded cracked ground, a dropped valley floor, and young volcanic rock. Figure 1 shows a cross-section of the rift valley. Figure 2 shows a world map of plate boundaries, major mountain ranges, and deep-ocean trenches.

Table 1. Station Survey Results

YearDistance between Station W and Station E (meters)
199548,000.00
201548,000.50
202548,000.75

Figure 1. Cross-Section of the Rift Valley

\"Cross-section

Figure 2. World Map of Plate Boundaries

\"World

", "passage_plain": "East African Rift Transect The East African Rift is a long valley system in eastern Africa. It sits on a boundary between two of Earth's plates. A survey team studied a line that crosses the rift valley. The team set Station W on the west side of the valley and Station E on the east side. For 30 years, the team measured the straight-line distance between the two stations (Table 1). Along the line, the team recorded cracked ground, a dropped valley floor, and young volcanic rock. Figure 1 shows a cross-section of the rift valley. Figure 2 shows a world map of plate boundaries, major mountain ranges, and deep-ocean trenches. Table 1. Station Survey Results Year Distance between Station W and Station E (meters) 1995 48,000.00 2015 48,000.50 2025 48,000.75 Figure 1. Cross-Section of the Rift Valley Figure 2. World Map of Plate Boundaries" }, { "n": 12, "item_id": "_e2bbcf77-9c98-4b50-90f3-e955f3ddee15", "type": "choice", "title": "Sock Static in the Dryer Room — Part A", "standards": [ "MS-PS2-5" ], "prompt_html": "

Part A

Look at Table 1 and Figure 1.

Which type of electric charge does the plastic comb most likely carry?

", "prompt_plain": "Part A Look at Table 1 and Figure 1. Which type of electric charge does the plastic comb most likely carry?", "context_html": "", "options": [ { "id": "cA12", "text": "The comb carries a positive charge.", "plain": "The comb carries a positive charge.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "The comb carries no electric charge.", "plain": "The comb carries no electric charge.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The comb carries a negative charge.", "plain": "The comb carries a negative charge.", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "The comb’s charge cannot be determined.", "plain": "The comb’s charge cannot be determined.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1fb346bb-203e-4450-89a0-c3714d0be824" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC12" ] }, "n_options": 4, "passage_html": "

Sock Static in the Dryer Room

Imani pulls a wool sock from the dryer. A charge sensor from her science kit shows that the sock carries a negative charge. She hangs the sock from a thread so it can swing freely. One at a time, she holds two objects close to the hanging sock without letting them touch it. Table 1 shows what the sock does in each trial, and Figure 1 shows the three trials.

Table 1. Hanging-Sock Trials

TrialObject near the sockWhat the sock does
1No object nearbyHangs straight down
2Glass jarSwings toward the jar
3Plastic combSwings away from the comb

Figure 1. The Three Trials

\"Three

", "passage_plain": "Sock Static in the Dryer Room Imani pulls a wool sock from the dryer. A charge sensor from her science kit shows that the sock carries a negative charge. She hangs the sock from a thread so it can swing freely. One at a time, she holds two objects close to the hanging sock without letting them touch it. Table 1 shows what the sock does in each trial, and Figure 1 shows the three trials. Table 1. Hanging-Sock Trials Trial Object near the sock What the sock does 1 No object nearby Hangs straight down 2 Glass jar Swings toward the jar 3 Plastic comb Swings away from the comb Figure 1. The Three Trials" }, { "n": 13, "item_id": "_94baae55-8982-4b62-816e-5c29419f3065", "type": "choice", "title": "Sock Static in the Dryer Room — Part B", "standards": [ "MS-PS2-5" ], "prompt_html": "

Part B

Which observation is the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which observation is the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA13", "text": "In Trial 3, the sock swung away from the comb without being touched.", "plain": "In Trial 3, the sock swung away from the comb without being touched.", "correct": true, "kind": "choice" }, { "id": "cB13", "text": "In Trial 2, the sock swung toward the glass jar without being touched.", "plain": "In Trial 2, the sock swung toward the glass jar without being touched.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "In Trial 1, the sock hung straight down when nothing was nearby.", "plain": "In Trial 1, the sock hung straight down when nothing was nearby.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Before the comb trial began, the charge sensor showed the sock was negatively charged.", "plain": "Before the comb trial began, the charge sensor showed the sock was negatively charged.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1fb346bb-203e-4450-89a0-c3714d0be824" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA13" ] }, "n_options": 4, "passage_html": "

Sock Static in the Dryer Room

Imani pulls a wool sock from the dryer. A charge sensor from her science kit shows that the sock carries a negative charge. She hangs the sock from a thread so it can swing freely. One at a time, she holds two objects close to the hanging sock without letting them touch it. Table 1 shows what the sock does in each trial, and Figure 1 shows the three trials.

Table 1. Hanging-Sock Trials

TrialObject near the sockWhat the sock does
1No object nearbyHangs straight down
2Glass jarSwings toward the jar
3Plastic combSwings away from the comb

Figure 1. The Three Trials

\"Three

", "passage_plain": "Sock Static in the Dryer Room Imani pulls a wool sock from the dryer. A charge sensor from her science kit shows that the sock carries a negative charge. She hangs the sock from a thread so it can swing freely. One at a time, she holds two objects close to the hanging sock without letting them touch it. Table 1 shows what the sock does in each trial, and Figure 1 shows the three trials. Table 1. Hanging-Sock Trials Trial Object near the sock What the sock does 1 No object nearby Hangs straight down 2 Glass jar Swings toward the jar 3 Plastic comb Swings away from the comb Figure 1. The Three Trials" }, { "n": 14, "item_id": "_9eecace7-727e-497c-9104-641d6c999e72", "type": "choice", "title": "Trail Crew at High Altitude — Part A", "standards": [ "MS-LS1-3" ], "prompt_html": "

Part A

Look at Figure 1.

Which two body systems does the model show working together to deliver oxygen to the crew’s muscle cells?

", "prompt_plain": "Part A Look at Figure 1. Which two body systems does the model show working together to deliver oxygen to the crew’s muscle cells?", "context_html": "", "options": [ { "id": "cA14", "text": "the digestive system and the circulatory system", "plain": "the digestive system and the circulatory system", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "the respiratory system and the nervous system", "plain": "the respiratory system and the nervous system", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "the muscular system and the respiratory system", "plain": "the muscular system and the respiratory system", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "the circulatory system and the respiratory system", "plain": "the circulatory system and the respiratory system", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f25699e3-3e7a-4327-a30e-19ab2035ef7f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4, "passage_html": "

Trail Crew at High Altitude

A volunteer trail crew repairs a mountain path. The crew starts at a trailhead 200 meters above sea level and works at a site 3,000 meters above sea level, where each breath takes in less oxygen. A crew leader wears a fitness band and records its readings in Table 1. Figure 1 is a model showing how oxygen reaches the crew’s muscle cells. Hemoglobin is the protein inside red blood cells that holds oxygen while the blood moves.

Table 1. Crew Leader’s Fitness-Band Readings

LocationElevation (m)Breaths per minuteHeartbeats per minute
Trailhead2001472
Work site3,0002296

Figure 1. How Oxygen Reaches the Muscle Cells

\"A

", "passage_plain": "Trail Crew at High Altitude A volunteer trail crew repairs a mountain path. The crew starts at a trailhead 200 meters above sea level and works at a site 3,000 meters above sea level, where each breath takes in less oxygen. A crew leader wears a fitness band and records its readings in Table 1. Figure 1 is a model showing how oxygen reaches the crew’s muscle cells. Hemoglobin is the protein inside red blood cells that holds oxygen while the blood moves. Table 1. Crew Leader’s Fitness-Band Readings Location Elevation (m) Breaths per minute Heartbeats per minute Trailhead 200 14 72 Work site 3,000 22 96 Figure 1. How Oxygen Reaches the Muscle Cells" }, { "n": 15, "item_id": "_1578655a-a269-4e7a-b031-f86c501a7193", "type": "choice", "title": "Trail Crew at High Altitude — Part B", "standards": [ "MS-LS1-3" ], "prompt_html": "

Part B

Which feature of the model in Figure 1 best shows that the two systems from your answer in Part A work together?

", "prompt_plain": "Part B Which feature of the model in Figure 1 best shows that the two systems from your answer in Part A work together?", "context_html": "", "options": [ { "id": "cA15", "text": "The model shows oxygen leaving the red blood cells and entering the crew’s muscle cells.", "plain": "The model shows oxygen leaving the red blood cells and entering the crew’s muscle cells.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "The model shows oxygen moving from the lungs into red blood cells bound for muscle cells.", "plain": "The model shows oxygen moving from the lungs into red blood cells bound for muscle cells.", "correct": true, "kind": "choice" }, { "id": "cC15", "text": "The model shows that each red blood cell carries many hemoglobin molecules inside it.", "plain": "The model shows that each red blood cell carries many hemoglobin molecules inside it.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The model shows that the air the crew breathes in at the work site contains oxygen.", "plain": "The model shows that the air the crew breathes in at the work site contains oxygen.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f25699e3-3e7a-4327-a30e-19ab2035ef7f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB15" ] }, "n_options": 4, "passage_html": "

Trail Crew at High Altitude

A volunteer trail crew repairs a mountain path. The crew starts at a trailhead 200 meters above sea level and works at a site 3,000 meters above sea level, where each breath takes in less oxygen. A crew leader wears a fitness band and records its readings in Table 1. Figure 1 is a model showing how oxygen reaches the crew’s muscle cells. Hemoglobin is the protein inside red blood cells that holds oxygen while the blood moves.

Table 1. Crew Leader’s Fitness-Band Readings

LocationElevation (m)Breaths per minuteHeartbeats per minute
Trailhead2001472
Work site3,0002296

Figure 1. How Oxygen Reaches the Muscle Cells

\"A

", "passage_plain": "Trail Crew at High Altitude A volunteer trail crew repairs a mountain path. The crew starts at a trailhead 200 meters above sea level and works at a site 3,000 meters above sea level, where each breath takes in less oxygen. A crew leader wears a fitness band and records its readings in Table 1. Figure 1 is a model showing how oxygen reaches the crew’s muscle cells. Hemoglobin is the protein inside red blood cells that holds oxygen while the blood moves. Table 1. Crew Leader’s Fitness-Band Readings Location Elevation (m) Breaths per minute Heartbeats per minute Trailhead 200 14 72 Work site 3,000 22 96 Figure 1. How Oxygen Reaches the Muscle Cells" }, { "n": 16, "item_id": "_1661f9eb-15da-44f4-bfa2-4443072dcca5", "type": "choice", "title": "Reading the Design Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Look at the design brief.

Which statement correctly identifies one criterion and one constraint from the brief?

", "prompt_plain": "Look at the design brief. Which statement correctly identifies one criterion and one constraint from the brief?", "context_html": "", "options": [ { "id": "cA16", "text": "Climbing the 15-centimeter step is a criterion, and staying within the $30 wheel budget is a constraint.", "plain": "Climbing the 15-centimeter step is a criterion, and staying within the $30 wheel budget is a constraint.", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "Staying within the $30 wheel budget is a criterion, and climbing the 15-centimeter step is a constraint.", "plain": "Staying within the $30 wheel budget is a criterion, and climbing the 15-centimeter step is a constraint.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Fitting the club’s existing motor mounts is a criterion, and crossing the rocky course is a constraint.", "plain": "Fitting the club’s existing motor mounts is a criterion, and crossing the rocky course is a constraint.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Winning first place in the competition is a criterion, and finishing the build quickly is a constraint.", "plain": "Winning first place in the competition is a criterion, and finishing the build quickly is a constraint.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ba93b38a-5979-4046-8ab9-4f8ecdb173a9" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA16" ] }, "n_options": 4, "passage_html": "

Rover Wheel Design Trials

A robotics club is building a small rover for a spring competition. Before building anything, the club tests three wheel designs in a terrain-simulation program that models the competition course. The club’s design brief lists the competition rules.

Design Brief

Table 1 shows the simulation results for the three designs.

Table 1. Terrain-Simulation Results

Wheel designWheel sizeTreadCourse time (s)Step climbed (cm)Wheel-set cost ($)
Wheel 1LargeSmooth rubber841124
Wheel 2LargeDeep rubber lugs781736
Wheel 3SmallDeep foam lugs951627
", "passage_plain": "Rover Wheel Design Trials A robotics club is building a small rover for a spring competition. Before building anything, the club tests three wheel designs in a terrain-simulation program that models the competition course. The club’s design brief lists the competition rules. Design Brief Cross the 20-meter rocky course in 90 seconds or less. Climb a 15-centimeter step without stalling. Spend no more than $30 on the set of wheels. Use the club’s existing motors and motor mounts. Table 1 shows the simulation results for the three designs. Table 1. Terrain-Simulation Results Wheel design Wheel size Tread Course time (s) Step climbed (cm) Wheel-set cost ($) Wheel 1 Large Smooth rubber 84 11 24 Wheel 2 Large Deep rubber lugs 78 17 36 Wheel 3 Small Deep foam lugs 95 16 27" }, { "n": 17, "item_id": "_4a44e7f9-78f2-42c0-b78c-27cb2804d142", "type": "choice", "title": "Testing the Finished Rover", "standards": [ "MS-ETS1-3" ], "prompt_html": "

The club builds its rover and wants to check, before competition day, that the finished rover meets the design brief.

Which test plan is the best way to collect that performance data?

", "prompt_plain": "The club builds its rover and wants to check, before competition day, that the finished rover meets the design brief. Which test plan is the best way to collect that performance data?", "context_html": "", "options": [ { "id": "cA17", "text": "Time the rover on a smooth gym floor, where it can reach its highest speed without slipping.", "plain": "Time the rover on a smooth gym floor, where it can reach its highest speed without slipping.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Roll each wheel down a wooden ramp by itself and measure which wheel rolls the farthest.", "plain": "Roll each wheel down a wooden ramp by itself and measure which wheel rolls the farthest.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Measure how long the rover’s battery lasts while the rover drives in circles on flat ground.", "plain": "Measure how long the rover’s battery lasts while the rover drives in circles on flat ground.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Time the rover on a practice course that has rocks and a step like the competition course.", "plain": "Time the rover on a practice course that has rocks and a step like the competition course.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ba93b38a-5979-4046-8ab9-4f8ecdb173a9" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD17" ] }, "n_options": 4, "passage_html": "

Rover Wheel Design Trials

A robotics club is building a small rover for a spring competition. Before building anything, the club tests three wheel designs in a terrain-simulation program that models the competition course. The club’s design brief lists the competition rules.

Design Brief

Table 1 shows the simulation results for the three designs.

Table 1. Terrain-Simulation Results

Wheel designWheel sizeTreadCourse time (s)Step climbed (cm)Wheel-set cost ($)
Wheel 1LargeSmooth rubber841124
Wheel 2LargeDeep rubber lugs781736
Wheel 3SmallDeep foam lugs951627
", "passage_plain": "Rover Wheel Design Trials A robotics club is building a small rover for a spring competition. Before building anything, the club tests three wheel designs in a terrain-simulation program that models the competition course. The club’s design brief lists the competition rules. Design Brief Cross the 20-meter rocky course in 90 seconds or less. Climb a 15-centimeter step without stalling. Spend no more than $30 on the set of wheels. Use the club’s existing motors and motor mounts. Table 1 shows the simulation results for the three designs. Table 1. Terrain-Simulation Results Wheel design Wheel size Tread Course time (s) Step climbed (cm) Wheel-set cost ($) Wheel 1 Large Smooth rubber 84 11 24 Wheel 2 Large Deep rubber lugs 78 17 36 Wheel 3 Small Deep foam lugs 95 16 27" }, { "n": 18, "item_id": "_c122818e-9f7d-400b-9599-89167d9356a1", "type": "choice", "title": "Choosing the Next Wheel Design", "standards": [ "MS-ETS1-4" ], "prompt_html": "

The club has time to build and test one revised wheel design.

Based on Table 1 and the design brief, which plan would most likely produce a design that meets every rule in the brief?

", "prompt_plain": "The club has time to build and test one revised wheel design. Based on Table 1 and the design brief, which plan would most likely produce a design that meets every rule in the brief?", "context_html": "", "options": [ { "id": "cA18", "text": "Enter Wheel 2 in the competition unchanged, because it met both performance targets in the simulation.", "plain": "Enter Wheel 2 in the competition unchanged, because it met both performance targets in the simulation.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Rebuild Wheel 1 with smooth foam tread instead of smooth rubber, because foam brings the cost down.", "plain": "Rebuild Wheel 1 with smooth foam tread instead of smooth rubber, because foam brings the cost down.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "Keep Wheel 2’s size and lug shape, mold the lugs from foam, and re-run the simulation.", "plain": "Keep Wheel 2’s size and lug shape, mold the lugs from foam, and re-run the simulation.", "correct": true, "kind": "choice" }, { "id": "cD18", "text": "Fit Wheel 3 with a larger, more powerful motor so the rover finishes the course faster.", "plain": "Fit Wheel 3 with a larger, more powerful motor so the rover finishes the course faster.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ba93b38a-5979-4046-8ab9-4f8ecdb173a9" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC18" ] }, "n_options": 4, "passage_html": "

Rover Wheel Design Trials

A robotics club is building a small rover for a spring competition. Before building anything, the club tests three wheel designs in a terrain-simulation program that models the competition course. The club’s design brief lists the competition rules.

Design Brief

Table 1 shows the simulation results for the three designs.

Table 1. Terrain-Simulation Results

Wheel designWheel sizeTreadCourse time (s)Step climbed (cm)Wheel-set cost ($)
Wheel 1LargeSmooth rubber841124
Wheel 2LargeDeep rubber lugs781736
Wheel 3SmallDeep foam lugs951627
", "passage_plain": "Rover Wheel Design Trials A robotics club is building a small rover for a spring competition. Before building anything, the club tests three wheel designs in a terrain-simulation program that models the competition course. The club’s design brief lists the competition rules. Design Brief Cross the 20-meter rocky course in 90 seconds or less. Climb a 15-centimeter step without stalling. Spend no more than $30 on the set of wheels. Use the club’s existing motors and motor mounts. Table 1 shows the simulation results for the three designs. Table 1. Terrain-Simulation Results Wheel design Wheel size Tread Course time (s) Step climbed (cm) Wheel-set cost ($) Wheel 1 Large Smooth rubber 84 11 24 Wheel 2 Large Deep rubber lugs 78 17 36 Wheel 3 Small Deep foam lugs 95 16 27" }, { "n": 19, "item_id": "_e0430230-e542-4b6b-9be4-9a49bc98fa72", "type": "choice", "title": "Water-Balloon Drop Rig — Part A", "standards": [ "MS-PS3-2" ], "prompt_html": "

Part A

Look at Table 1.

Which setup stored the most gravitational potential energy in its balloon just before the drop?

", "prompt_plain": "Part A Look at Table 1. Which setup stored the most gravitational potential energy in its balloon just before the drop?", "context_html": "", "options": [ { "id": "cA19", "text": "Setup 1", "plain": "Setup 1", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "Setup 3", "plain": "Setup 3", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "Setup 4", "plain": "Setup 4", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Setup 6", "plain": "Setup 6", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_11af404d-5004-4456-aae1-d49c09e55fed" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB19" ] }, "n_options": 4, "passage_html": "

Water-Balloon Drop Rig

A science club builds a drop rig: a tall post with clips at heights of 0.5 meter, 1.0 meter, and 2.0 meters. The club fills balloons with water, weighs them, clips each one at a chosen height, and releases it over a fresh sheet of paper. Every balloon bursts when it lands and leaves a wet splash mark. A wider splash means the falling balloon delivered more energy to the paper. In Investigation 1, the club drops balloons of different masses from the same height. In Investigation 2, the club drops balloons of the same mass from different heights. Table 1 shows the six setups and their results.

Figure 1. The Drop Rig

\"A

Table 1. Drop Setups and Splash Widths

SetupInvestigationBalloon mass (g)Clip height (m)Splash width (cm)
112002.030
213502.042
315002.055
423000.518
523001.026
623002.039
", "passage_plain": "Water-Balloon Drop Rig A science club builds a drop rig: a tall post with clips at heights of 0.5 meter, 1.0 meter, and 2.0 meters. The club fills balloons with water, weighs them, clips each one at a chosen height, and releases it over a fresh sheet of paper. Every balloon bursts when it lands and leaves a wet splash mark. A wider splash means the falling balloon delivered more energy to the paper. In Investigation 1, the club drops balloons of different masses from the same height. In Investigation 2, the club drops balloons of the same mass from different heights. Table 1 shows the six setups and their results. Figure 1. The Drop Rig Table 1. Drop Setups and Splash Widths Setup Investigation Balloon mass (g) Clip height (m) Splash width (cm) 1 1 200 2.0 30 2 1 350 2.0 42 3 1 500 2.0 55 4 2 300 0.5 18 5 2 300 1.0 26 6 2 300 2.0 39" }, { "n": 20, "item_id": "_2a9eddc0-da2a-47ea-82fd-5c6c991309a2", "type": "choice", "title": "Water-Balloon Drop Rig — Part B", "standards": [ "MS-PS3-2" ], "prompt_html": "

Part B

The club wants evidence that the balloon’s mass and its clip height each affect the stored energy, to explain your answer in Part A.

Which comparison of setups provides the best evidence?

", "prompt_plain": "Part B The club wants evidence that the balloon’s mass and its clip height each affect the stored energy, to explain your answer in Part A. Which comparison of setups provides the best evidence?", "context_html": "", "options": [ { "id": "cA20", "text": "Compare Setup 1 with Setup 3, and then compare Setup 4 with Setup 6.", "plain": "Compare Setup 1 with Setup 3, and then compare Setup 4 with Setup 6.", "correct": true, "kind": "choice" }, { "id": "cB20", "text": "Compare Setup 3 with Setup 4, the widest splash against the narrowest splash.", "plain": "Compare Setup 3 with Setup 4, the widest splash against the narrowest splash.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "Compare Setup 1 with Setup 2, and then compare Setup 2 with Setup 3.", "plain": "Compare Setup 1 with Setup 2, and then compare Setup 2 with Setup 3.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "Compare Setup 4 with Setup 5, and then compare Setup 5 with Setup 6.", "plain": "Compare Setup 4 with Setup 5, and then compare Setup 5 with Setup 6.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_11af404d-5004-4456-aae1-d49c09e55fed" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA20" ] }, "n_options": 4, "passage_html": "

Water-Balloon Drop Rig

A science club builds a drop rig: a tall post with clips at heights of 0.5 meter, 1.0 meter, and 2.0 meters. The club fills balloons with water, weighs them, clips each one at a chosen height, and releases it over a fresh sheet of paper. Every balloon bursts when it lands and leaves a wet splash mark. A wider splash means the falling balloon delivered more energy to the paper. In Investigation 1, the club drops balloons of different masses from the same height. In Investigation 2, the club drops balloons of the same mass from different heights. Table 1 shows the six setups and their results.

Figure 1. The Drop Rig

\"A

Table 1. Drop Setups and Splash Widths

SetupInvestigationBalloon mass (g)Clip height (m)Splash width (cm)
112002.030
213502.042
315002.055
423000.518
523001.026
623002.039
", "passage_plain": "Water-Balloon Drop Rig A science club builds a drop rig: a tall post with clips at heights of 0.5 meter, 1.0 meter, and 2.0 meters. The club fills balloons with water, weighs them, clips each one at a chosen height, and releases it over a fresh sheet of paper. Every balloon bursts when it lands and leaves a wet splash mark. A wider splash means the falling balloon delivered more energy to the paper. In Investigation 1, the club drops balloons of different masses from the same height. In Investigation 2, the club drops balloons of the same mass from different heights. Table 1 shows the six setups and their results. Figure 1. The Drop Rig Table 1. Drop Setups and Splash Widths Setup Investigation Balloon mass (g) Clip height (m) Splash width (cm) 1 1 200 2.0 30 2 1 350 2.0 42 3 1 500 2.0 55 4 2 300 0.5 18 5 2 300 1.0 26 6 2 300 2.0 39" }, { "n": 21, "item_id": "_44331447-64e1-4b14-af72-03ed478bafef", "type": "choice", "title": "Willows After Elk Decline", "standards": [ "MS-LS2-4" ], "prompt_html": "

Look at Table 1. The survey team expects elk numbers in the valley to keep falling.

If that prediction is correct, which change in the willows along the creek is most likely?

", "prompt_plain": "Look at Table 1. The survey team expects elk numbers in the valley to keep falling. If that prediction is correct, which change in the willows along the creek is most likely ?", "context_html": "", "options": [ { "id": "cA21", "text": "The willows will be shorter, because the wolves will feed on willow shoots once elk are scarce.", "plain": "The willows will be shorter, because the wolves will feed on willow shoots once elk are scarce.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The willows will die back, because willows depend on elk to spread their seeds.", "plain": "The willows will die back, because willows depend on elk to spread their seeds.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "The willows will stay about the same, because changes among animals do not affect plants.", "plain": "The willows will stay about the same, because changes among animals do not affect plants.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "The willows will grow taller and spread, because fewer of their young shoots will be eaten.", "plain": "The willows will grow taller and spread, because fewer of their young shoots will be eaten.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6d32e4bc-a1af-485d-8b49-8c2c93bb420f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD21" ] }, "n_options": 4, "passage_html": "

Wolves and Willows at Lamar Creek

Lamar Creek flows through an open valley in a northern national park. Wolves disappeared from the park many decades ago. In 2014, park managers released wolves back into the valley. A survey team has studied the same 2-kilometer stretch of the creek every summer since 2008. The team counts the wolves and the elk seen in the valley. It also measures the average height of the young willows along the banks. Elk feed on young willow shoots. Table 1 shows the survey results.

Table 1. Lamar Creek Survey Results

YearWolves countedElk countedAverage willow height (cm)
2008063040
2011065035
20141061040
20171439095
202016250160
202315180220
", "passage_plain": "Wolves and Willows at Lamar Creek Lamar Creek flows through an open valley in a northern national park. Wolves disappeared from the park many decades ago. In 2014, park managers released wolves back into the valley. A survey team has studied the same 2-kilometer stretch of the creek every summer since 2008. The team counts the wolves and the elk seen in the valley. It also measures the average height of the young willows along the banks. Elk feed on young willow shoots. Table 1 shows the survey results. Table 1. Lamar Creek Survey Results Year Wolves counted Elk counted Average willow height (cm) 2008 0 630 40 2011 0 650 35 2014 10 610 40 2017 14 390 95 2020 16 250 160 2023 15 180 220" }, { "n": 22, "item_id": "_6056076b-c40a-44f2-8035-21e31595a6a0", "type": "hottext", "title": "Supporting the Indirect-Effect Claim", "standards": [ "MS-LS2-4" ], "prompt_html": "

A park scientist makes this claim: the wolves affected the willows indirectly, through changes in the elk’s behavior.

The sentences below come from the survey team’s yearly summaries. Select the ONE sentence that best supports the scientist’s claim.

", "prompt_plain": "A park scientist makes this claim: the wolves affected the willows indirectly, through changes in the elk’s behavior. The sentences below come from the survey team’s yearly summaries. Select the ONE sentence that best supports the scientist’s claim.", "context_html": "", "options": [ { "id": "hA22", "text": "Once the wolves were back, the yearly surveys counted far fewer elk in the valley - 610 in 2014 but only 180 by 2023.", "plain": "Once the wolves were back, the yearly surveys counted far fewer elk in the valley - 610 in 2014 but only 180 by 2023.", "correct": false, "kind": "hottext" }, { "id": "hB22", "text": "After the wolves returned, the elk seldom stayed long to feed in the open flats beside the creek.", "plain": "After the wolves returned, the elk seldom stayed long to feed in the open flats beside the creek.", "correct": true, "kind": "hottext" }, { "id": "hC22", "text": "Rainfall totals and summer temperatures in the valley stayed near their long-term averages from 2008 through 2023.", "plain": "Rainfall totals and summer temperatures in the valley stayed near their long-term averages from 2008 through 2023.", "correct": false, "kind": "hottext" }, { "id": "hD22", "text": "By the 2023 survey, beavers had returned and built two dams along the banks of the creek.", "plain": "By the 2023 survey, beavers had returned and built two dams along the banks of the creek.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_6d32e4bc-a1af-485d-8b49-8c2c93bb420f" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB22" ] }, "n_options": 4, "passage_html": "

Wolves and Willows at Lamar Creek

Lamar Creek flows through an open valley in a northern national park. Wolves disappeared from the park many decades ago. In 2014, park managers released wolves back into the valley. A survey team has studied the same 2-kilometer stretch of the creek every summer since 2008. The team counts the wolves and the elk seen in the valley. It also measures the average height of the young willows along the banks. Elk feed on young willow shoots. Table 1 shows the survey results.

Table 1. Lamar Creek Survey Results

YearWolves countedElk countedAverage willow height (cm)
2008063040
2011065035
20141061040
20171439095
202016250160
202315180220
", "passage_plain": "Wolves and Willows at Lamar Creek Lamar Creek flows through an open valley in a northern national park. Wolves disappeared from the park many decades ago. In 2014, park managers released wolves back into the valley. A survey team has studied the same 2-kilometer stretch of the creek every summer since 2008. The team counts the wolves and the elk seen in the valley. It also measures the average height of the young willows along the banks. Elk feed on young willow shoots. Table 1 shows the survey results. Table 1. Lamar Creek Survey Results Year Wolves counted Elk counted Average willow height (cm) 2008 0 630 40 2011 0 650 35 2014 10 610 40 2017 14 390 95 2020 16 250 160 2023 15 180 220" }, { "n": 23, "item_id": "_df734b0e-6dd0-4b6e-934a-35b1035d0e0a", "type": "gap-match", "title": "Stage Riser Brief Sort", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A design class will build portable stage risers — low platforms that raise performers — for the school auditorium. The class collected six statements for the project brief.

Stage Riser Project Brief

Performers at the back of the stage cannot be seen from the auditorium floor. The design class will build portable stage risers and has collected six requirement statements for the project brief.

 

Drag one label — Criterion or Constraint — into the box next to each statement. Each label will be used three times.

", "prompt_plain": "A design class will build portable stage risers — low platforms that raise performers — for the school auditorium. The class collected six statements for the project brief. Stage Riser Project Brief Performers at the back of the stage cannot be seen from the auditorium floor. The design class will build portable stage risers and has collected six requirement statements for the project brief. Drag one label — Criterion or Constraint — into the box next to each statement. Each label will be used three times.", "context_html": "", "options": [ { "id": "tile-crit23", "text": "Criterion", "plain": "Criterion", "correct": false, "kind": "gap-token" }, { "id": "tile-cons23", "text": "Constraint", "plain": "Constraint", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tile-cons23 gap-t4", "tile-crit23 gap-t1", "tile-crit23 gap-t2", "tile-cons23 gap-t5", "tile-crit23 gap-t3", "tile-cons23 gap-t6" ] }, "n_options": 2 }, { "n": 24, "item_id": "_1c4057f2-c971-4734-8d39-3bd7d6d7f593", "type": "choice", "title": "Building an Electromagnet", "standards": [ "MS-PS2-3" ], "prompt_html": "

A classroom bench kit contains a battery, a length of insulated copper wire with the insulation removed from both ends, and a large iron nail.

Which setup will turn the nail into an electromagnet?

", "prompt_plain": "A classroom bench kit contains a battery, a length of insulated copper wire with the insulation removed from both ends, and a large iron nail. Which setup will turn the nail into an electromagnet?", "context_html": "", "options": [ { "id": "cA24", "text": "Coil the wire tightly around the nail, but leave both ends of the wire unconnected.", "plain": "Coil the wire tightly around the nail, but leave both ends of the wire unconnected.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Coil the wire around the nail, then connect the two bare ends to opposite battery terminals.", "plain": "Coil the wire around the nail, then connect the two bare ends to opposite battery terminals.", "correct": true, "kind": "choice" }, { "id": "cC24", "text": "Connect one end of the wire to the battery, then wrap the free end around the nail.", "plain": "Connect one end of the wire to the battery, then wrap the free end around the nail.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Coil the wire around the nail, then connect both ends of the wire to the same battery terminal.", "plain": "Coil the wire around the nail, then connect both ends of the wire to the same battery terminal.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB24" ] }, "n_options": 4 }, { "n": 25, "item_id": "_28baf00d-f65e-40a9-97ec-8d3048889463", "type": "choice", "title": "Ball-on-String Orbit Model", "standards": [ "MS-PS2-4" ], "prompt_html": "

Naveen whirls a ball tied to the end of a string in a circle above his head. His class uses the moving ball as a model of Earth orbiting the Sun.

\"Overhead

In this model, what does the pull of the string on the ball represent?

", "prompt_plain": "Naveen whirls a ball tied to the end of a string in a circle above his head. His class uses the moving ball as a model of Earth orbiting the Sun. In this model, what does the pull of the string on the ball represent?", "context_html": "", "options": [ { "id": "cA25", "text": "the gravitational attraction between the Sun and Earth", "plain": "the gravitational attraction between the Sun and Earth", "correct": true, "kind": "choice" }, { "id": "cB25", "text": "the magnetic attraction between the Sun and Earth", "plain": "the magnetic attraction between the Sun and Earth", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "the outward force flinging Earth away from the Sun", "plain": "the outward force flinging Earth away from the Sun", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "the forward push moving Earth along its orbit", "plain": "the forward push moving Earth along its orbit", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-26/images/slot25_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA25" ] }, "n_options": 4 }, { "n": 26, "item_id": "_a81147f5-f01a-463b-a6f8-b40e4adac73e", "type": "choice", "title": "Why the Moon Stays with Earth", "standards": [ "MS-PS2-4" ], "prompt_html": "

The diagram shows Earth, the Moon, and the faraway Sun. The solid curve is the Moon’s actual path around Earth. The dashed line shows the path the Moon would follow if Earth did not pull on it.

\"Diagram,

Which statement best explains why the Moon keeps orbiting Earth instead of traveling around the Sun on its own?

", "prompt_plain": "The diagram shows Earth, the Moon, and the faraway Sun. The solid curve is the Moon’s actual path around Earth. The dashed line shows the path the Moon would follow if Earth did not pull on it. Which statement best explains why the Moon keeps orbiting Earth instead of traveling around the Sun on its own?", "context_html": "", "options": [ { "id": "cA26", "text": "Earth blocks most of the Sun’s gravity, so the Sun cannot pull the Moon away from Earth.", "plain": "Earth blocks most of the Sun’s gravity, so the Sun cannot pull the Moon away from Earth.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "The Sun’s gravity acts on the eight planets but not on smaller bodies such as moons.", "plain": "The Sun’s gravity acts on the eight planets but not on smaller bodies such as moons.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "The Moon is far closer to Earth, so Earth’s pull is strong enough to keep bending its path.", "plain": "The Moon is far closer to Earth, so Earth’s pull is strong enough to keep bending its path.", "correct": true, "kind": "choice" }, { "id": "cD26", "text": "The Moon’s pull on Earth and the Sun’s pull on the Moon cancel each other out.", "plain": "The Moon’s pull on Earth and the Sun’s pull on the Moon cancel each other out.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-26/images/slot26.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_d393e191-009a-49aa-9cf5-71cbf369f5aa", "type": "choice", "title": "The Warming Brick", "standards": [ "MS-PS3-5" ], "prompt_html": "

Maren slides a heavy brick back and forth across a rough concrete floor. After every two pushes, she measures the temperature of the brick’s bottom face with an infrared thermometer. The graph shows her data.

\"Line

Which argument about the brick’s kinetic energy is best supported by the graph?

", "prompt_plain": "Maren slides a heavy brick back and forth across a rough concrete floor. After every two pushes, she measures the temperature of the brick’s bottom face with an infrared thermometer. The graph shows her data. Which argument about the brick’s kinetic energy is best supported by the graph?", "context_html": "", "options": [ { "id": "cA27", "text": "Friction destroys the brick’s kinetic energy a little at a time, so the energy no longer exists.", "plain": "Friction destroys the brick’s kinetic energy a little at a time, so the energy no longer exists.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "The brick’s kinetic energy changes into thermal energy where the brick rubs the floor, warming the surface.", "plain": "The brick’s kinetic energy changes into thermal energy where the brick rubs the floor, warming the surface.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "The brick stores its kinetic energy inside itself and can use that energy to start moving again later.", "plain": "The brick stores its kinetic energy inside itself and can use that energy to start moving again later.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Each push creates brand-new thermal energy, so the total amount of energy keeps growing with every push.", "plain": "Each push creates brand-new thermal energy, so the total amount of energy keeps growing with every push.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-26/images/slot27.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB27" ] }, "n_options": 4 }, { "n": 28, "item_id": "_9ee17b67-11ca-4f52-a3dc-3b2feaed5dd9", "type": "choice", "title": "Comparing Seismograph Traces", "standards": [ "MS-PS4-1" ], "prompt_html": "

In a classroom demonstration, a seismograph pen draws wave traces on a strip of paper that moves at a steady speed. The class records the sample trace and four more traces, labeled W through Z, all at the same paper speed. All the waves the class records travel at the same speed.

\"Five

Which trace shows waves with a wavelength twice as long as the wavelength on the sample trace?

", "prompt_plain": "In a classroom demonstration, a seismograph pen draws wave traces on a strip of paper that moves at a steady speed. The class records the sample trace and four more traces, labeled W through Z, all at the same paper speed. All the waves the class records travel at the same speed. Which trace shows waves with a wavelength twice as long as the wavelength on the sample trace?", "context_html": "", "options": [ { "id": "cA28", "text": "Trace W", "plain": "Trace W", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "Trace X", "plain": "Trace X", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "Trace Y", "plain": "Trace Y", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "Trace Z", "plain": "Trace Z", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-26/images/slot28.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_7f6a66f6-3eee-4ef2-a040-8e0d02ee1b2b", "type": "gap-match", "title": "Museum Wave Note Cards", "standards": [ "MS-PS4-1" ], "prompt_html": "

On a museum field trip, students wrote one note card about each wave demonstration they watched.

 

Drag one label — Transverse wave, Longitudinal wave, or Not a wave — into the box next to each note card to show the type of wave it describes. One card does not describe a wave. Each wave label will be used twice.

", "prompt_plain": "On a museum field trip, students wrote one note card about each wave demonstration they watched. Drag one label — Transverse wave , Longitudinal wave , or Not a wave — into the box next to each note card to show the type of wave it describes. One card does not describe a wave. Each wave label will be used twice.", "context_html": "", "options": [ { "id": "cat-trans29", "text": "Transverse wave", "plain": "Transverse wave", "correct": false, "kind": "gap-token" }, { "id": "cat-long29", "text": "Longitudinal wave", "plain": "Longitudinal wave", "correct": false, "kind": "gap-token" }, { "id": "cat-none29", "text": "Not a wave", "plain": "Not a wave", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cat-long29 gap-c3", "cat-trans29 gap-c1", "cat-none29 gap-c5", "cat-long29 gap-c4", "cat-trans29 gap-c2" ] }, "n_options": 3 }, { "n": 30, "item_id": "_d673697f-bb4b-4386-87c1-f0968b4239d7", "type": "choice", "title": "Petals and Plant Reproduction", "standards": [ "MS-LS1-4" ], "prompt_html": "

A bee flies past several garden plants and lands on the one flower with wide, brightly colored petals.

How do the petals most likely help the plant reproduce?

", "prompt_plain": "A bee flies past several garden plants and lands on the one flower with wide, brightly colored petals. How do the petals most likely help the plant reproduce?", "context_html": "", "options": [ { "id": "cA30", "text": "They attract animals that carry pollen from flower to flower.", "plain": "They attract animals that carry pollen from flower to flower.", "correct": true, "kind": "choice" }, { "id": "cB30", "text": "They make the pollen that fertilizes the flower’s egg cells.", "plain": "They make the pollen that fertilizes the flower’s egg cells.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "They collect the sunlight the plant uses to make food.", "plain": "They collect the sunlight the plant uses to make food.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "They protect the seeds until the seeds are ready to sprout.", "plain": "They protect the seeds until the seeds are ready to sprout.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_435b1f21-8cf3-4b42-8f44-ece339872f82", "type": "choice", "title": "Egg Records in Two Coops", "standards": [ "MS-LS1-5" ], "prompt_html": "

A farmer keeps hens of two breeds, Redcomb and Silverfeather. Hens of each breed live in each of the farm’s two coops. Coop 1 is bright and roomy. Coop 2 is dim and crowded. Every hen eats the same feed. Table 1 shows the farmer’s egg-laying records.

Table 1. Average Eggs per Hen per Month

BreedCoop 1 (bright, roomy)Coop 2 (dim, crowded)
Redcomb2418
Silverfeather2014

Choose the TWO claims that the data in Table 1 support.

", "prompt_plain": "A farmer keeps hens of two breeds, Redcomb and Silverfeather. Hens of each breed live in each of the farm’s two coops. Coop 1 is bright and roomy. Coop 2 is dim and crowded. Every hen eats the same feed. Table 1 shows the farmer’s egg-laying records. Table 1. Average Eggs per Hen per Month Breed Coop 1 (bright, roomy) Coop 2 (dim, crowded) Redcomb 24 18 Silverfeather 20 14 Choose the TWO claims that the data in Table 1 support.", "context_html": "", "options": [ { "id": "cA31", "text": "Breed affected egg laying, because the two breeds laid different numbers of eggs even when they were kept in the same coop.", "plain": "Breed affected egg laying, because the two breeds laid different numbers of eggs even when they were kept in the same coop.", "correct": true, "kind": "choice" }, { "id": "cB31", "text": "Dim lighting, not crowding, caused the lower egg counts in Coop 2, because light matters more to hens than space does.", "plain": "Dim lighting, not crowding, caused the lower egg counts in Coop 2, because light matters more to hens than space does.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "Coop conditions affected egg laying, because hens of each breed laid more eggs in Coop 1 than in Coop 2.", "plain": "Coop conditions affected egg laying, because hens of each breed laid more eggs in Coop 1 than in Coop 2.", "correct": true, "kind": "choice" }, { "id": "cD31", "text": "Egg counts followed breed and not coop conditions, because the Redcomb hens in Coop 1 laid the most eggs.", "plain": "Egg counts followed breed and not coop conditions, because the Redcomb hens in Coop 1 laid the most eggs.", "correct": false, "kind": "choice" }, { "id": "cE31", "text": "Coop 1’s conditions made its Silverfeather hens lay as many eggs as its Redcomb hens, because good housing evens out breed differences.", "plain": "Coop 1’s conditions made its Silverfeather hens lay as many eggs as its Redcomb hens, because good housing evens out breed differences.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA31", "cC31" ] }, "n_options": 5 }, { "n": 32, "item_id": "_e8270f8d-54a7-4be8-82c3-dcb328f10587", "type": "hottext", "title": "Evidence in the Lab Log", "standards": [ "MS-LS1-6" ], "prompt_html": "

Winona is testing whether a geranium leaf in sunlight makes sugar. She knows that geranium leaves store extra sugar as starch, and that iodine changes color wherever starch is present. Her lab log is shown below.

", "prompt_plain": "Winona is testing whether a geranium leaf in sunlight makes sugar. She knows that geranium leaves store extra sugar as starch, and that iodine changes color wherever starch is present. Her lab log is shown below.", "context_html": "", "options": [ { "id": "ht32A", "text": "I taped a strip of foil across the middle of one leaf and left the plant in bright sun for three days.", "plain": "I taped a strip of foil across the middle of one leaf and left the plant in bright sun for three days.", "correct": false, "kind": "hottext" }, { "id": "ht32B", "text": "After three days I picked the leaf, removed the foil, and soaked it in warm ethanol until it turned pale.", "plain": "After three days I picked the leaf, removed the foil, and soaked it in warm ethanol until it turned pale.", "correct": false, "kind": "hottext" }, { "id": "ht32C", "text": "I then spread iodine over every part of the leaf, front and back, and waited one minute.", "plain": "I then spread iodine over every part of the leaf, front and back, and waited one minute.", "correct": false, "kind": "hottext" }, { "id": "ht32D", "text": "The parts open to the light changed color; the strip under the foil stayed the same.", "plain": "The parts open to the light changed color; the strip under the foil stayed the same.", "correct": true, "kind": "hottext" }, { "id": "ht32E", "text": "The plant’s other leaves stayed green and healthy for the whole three days of the test.", "plain": "The plant’s other leaves stayed green and healthy for the whole three days of the test.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "ht32D" ] }, "n_options": 5 }, { "n": 33, "item_id": "_45d907ac-32aa-4f14-b2e4-4a8ef780a40d", "type": "inline-choice", "title": "Muscle-Cell Respiration Sentences", "standards": [ "MS-LS1-7" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A sprinter’s leg-muscle cells use large amounts of energy during a race. Like all living cells, they release this energy from food through cellular respiration.

Choose the word that correctly completes each sentence.

To carry out cellular respiration, each muscle cell takes in glucose and .

As the cell releases the energy, it gives off water and .

Most of this energy release happens inside each cell’s .

", "options": [ { "id": "cB1O83dc5b209", "text": "carbon dioxide", "plain": "carbon dioxide", "correct": false, "kind": "inline" }, { "id": "cB1O45d494d1e", "text": "oxygen", "plain": "oxygen", "correct": true, "kind": "inline" }, { "id": "cB1Ofe1a5e318", "text": "nitrogen", "plain": "nitrogen", "correct": false, "kind": "inline" }, { "id": "cB2Of653885e8", "text": "carbon dioxide", "plain": "carbon dioxide", "correct": true, "kind": "inline" }, { "id": "cB2Obb3ce2034", "text": "oxygen", "plain": "oxygen", "correct": false, "kind": "inline" }, { "id": "cB2O95b78627c", "text": "glucose", "plain": "glucose", "correct": false, "kind": "inline" }, { "id": "cB3Ode854c3e0", "text": "chloroplasts", "plain": "chloroplasts", "correct": false, "kind": "inline" }, { "id": "cB3Of40213b5d", "text": "nucleus", "plain": "nucleus", "correct": false, "kind": "inline" }, { "id": "cB3O26926b608", "text": "mitochondria", "plain": "mitochondria", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O45d494d1e" ], "RESPONSE2": [ "cB2Of653885e8" ], "RESPONSE3": [ "cB3O26926b608" ] }, "n_options": 9 }, { "n": 34, "item_id": "_73785708-f142-4f32-a22a-200cc10b3e1e", "type": "choice", "title": "Sensing Heat on the Roof", "standards": [ "MS-LS1-8" ], "prompt_html": "

A roofer works on a dark shingle rooftop through a hot, sunny afternoon, and the roofer’s body temperature begins to rise.

\"A

Which statement correctly pairs the sense organ that detects this change with the body’s response to it?

", "prompt_plain": "A roofer works on a dark shingle rooftop through a hot, sunny afternoon, and the roofer’s body temperature begins to rise. Which statement correctly pairs the sense organ that detects this change with the body’s response to it?", "context_html": "", "options": [ { "id": "cA34", "text": "The ears sense the heat, and the muscles begin shivering to release the body’s extra heat.", "plain": "The ears sense the heat, and the muscles begin shivering to release the body’s extra heat.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "The eyes sense the heat, and blood vessels near the skin narrow to keep heat inside the body.", "plain": "The eyes sense the heat, and blood vessels near the skin narrow to keep heat inside the body.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "The skin senses the heat, and sweat glands release fluid that cools the body as it evaporates.", "plain": "The skin senses the heat, and sweat glands release fluid that cools the body as it evaporates.", "correct": true, "kind": "choice" }, { "id": "cD34", "text": "The tongue senses the heat, and the body makes more heat to match the warm air around it.", "plain": "The tongue senses the heat, and the body makes more heat to match the warm air around it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-26/images/slot34.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_8dbad7f4-ef47-4987-a6fa-0c5b06a03a42", "type": "gap-match", "title": "Managing the Creek Valley", "standards": [ "MS-LS2-5" ], "prompt_html": "

A county owns a creek valley with an old grassland beside it. The county board is weighing four management actions for the land. The board’s goal is to keep the valley supporting a wide variety of native species. An ecologist wrote the predicted biodiversity outcomes in Table 1, but the action column was left blank.

 

To help the board compare the actions, drag each action card to the outcome it would most likely produce. Each card is used once.

", "prompt_plain": "A county owns a creek valley with an old grassland beside it. The county board is weighing four management actions for the land. The board’s goal is to keep the valley supporting a wide variety of native species. An ecologist wrote the predicted biodiversity outcomes in Table 1, but the action column was left blank. To help the board compare the actions, drag each action card to the outcome it would most likely produce. Each card is used once.", "context_html": "", "options": [ { "id": "t35g4", "text": "Pave an asphalt parking strip beside the creek", "plain": "Pave an asphalt parking strip beside the creek", "correct": false, "kind": "gap-token" }, { "id": "t35g1", "text": "Plant strips of native wildflowers along the field edges", "plain": "Plant strips of native wildflowers along the field edges", "correct": false, "kind": "gap-token" }, { "id": "t35g3", "text": "Mow the entire grassland every two weeks all summer", "plain": "Mow the entire grassland every two weeks all summer", "correct": false, "kind": "gap-token" }, { "id": "t35g2", "text": "Remove the invasive vine covering the creekside shrubs", "plain": "Remove the invasive vine covering the creekside shrubs", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t35g1 G1", "t35g2 G2", "t35g3 G3", "t35g4 G4" ] }, "n_options": 4 }, { "n": 36, "item_id": "_1dc67adc-8225-44c6-94f3-085c0e79816d", "type": "text-entry", "title": "White Petals from the Cross", "standards": [ "MS-LS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A plant breeder tracks one flower cross in a cross notebook. In this flower, purple petals (P) are dominant to white petals (p). The breeder crosses two petunia plants that both have the genotype Pp. Table 1 shows the Punnett square for the cross; each box gives one equally likely offspring genotype.

Table 1. Punnett Square for the Cross (parents Pp x Pp)

 Pp
PPPPp
pPppp

What percent of the offspring from this cross are expected to have white petals?

Give your answer as a whole number (e.g., 27).

Percent of offspring with white petals:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "25" ] }, "n_options": 0 }, { "n": 37, "item_id": "_808960ab-6441-47ca-944c-4eb848700985", "type": "order", "title": "How the Mesa Formed", "standards": [ "MS-ESS2-1" ], "prompt_html": "

A flat-topped desert mesa (a broad, flat-topped hill with steep sides) rises above the plain around it, shown in Figure 1. A trail guide lists four documented events from the mesa’s history, out of order.

Figure 1. The Desert Mesa

\"A

 

Drag the events into the correct order, from first to last.

", "prompt_plain": "A flat-topped desert mesa (a broad, flat-topped hill with steep sides) rises above the plain around it, shown in Figure 1. A trail guide lists four documented events from the mesa’s history, out of order. Figure 1. The Desert Mesa Drag the events into the correct order, from first to last.", "context_html": "", "options": [ { "id": "cC3795dd84", "text": "Tectonic forces slowly lift the rock layers far above sea level.", "plain": "Tectonic forces slowly lift the rock layers far above sea level.", "correct": true, "kind": "choice" }, { "id": "cA37135c0f", "text": "Layers of sand and mud settle at the bottom of a shallow sea that covers the region.", "plain": "Layers of sand and mud settle at the bottom of a shallow sea that covers the region.", "correct": true, "kind": "choice" }, { "id": "cD3734339e", "text": "Weathering and erosion strip away the softer surrounding rock, leaving one hard-capped block standing.", "plain": "Weathering and erosion strip away the softer surrounding rock, leaving one hard-capped block standing.", "correct": true, "kind": "choice" }, { "id": "cB37c24d48", "text": "The buried layers are pressed and cemented into flat-lying rock.", "plain": "The buried layers are pressed and cemented into flat-lying rock.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-26/images/slot37.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "cA37135c0f", "cB37c24d48", "cC3795dd84", "cD3734339e" ] }, "n_options": 4 }, { "n": 38, "item_id": "_966718d7-5ac2-4724-b96f-16f91e9a4e41", "type": "inline-choice", "title": "Cracks in the Stone Wall", "standards": [ "MS-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

An old field-stone wall stands beside a farm lane, shown in Figure 1. The hardened mortar between its stones holds thin cracks that fill with rainwater. Every winter the water in the cracks freezes, and every spring the mortar joints have crumbled a little more.

Figure 1. The Field-Stone Wall

\"A

Choose the word or phrase that correctly completes each sentence.

The cracks grow wider each winter because the water inside them when it freezes.

This repeated freezing and cracking is an example of .

", "options": [ { "id": "cB1Oddb392f18", "text": "shrinks", "plain": "shrinks", "correct": false, "kind": "inline" }, { "id": "cB1O7f73d966c", "text": "expands", "plain": "expands", "correct": true, "kind": "inline" }, { "id": "cB1O2959ada6f", "text": "evaporates", "plain": "evaporates", "correct": false, "kind": "inline" }, { "id": "cB2Oa6e09e1af", "text": "mechanical weathering", "plain": "mechanical weathering", "correct": true, "kind": "inline" }, { "id": "cB2O658605991", "text": "chemical weathering", "plain": "chemical weathering", "correct": false, "kind": "inline" }, { "id": "cB2Oe083bf701", "text": "deposition", "plain": "deposition", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-26/images/slot38.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O7f73d966c" ], "RESPONSE2": [ "cB2Oa6e09e1af" ] }, "n_options": 6 }, { "n": 39, "item_id": "_a2d084d6-2083-4bbe-9461-5ff0611335c3", "type": "gap-match", "title": "Evidence on the Ocean Map", "standards": [ "MS-ESS2-3" ], "prompt_html": "

The map in Figure 1 shows an ocean basin between two continents. Field teams marked three kinds of evidence at the labeled positions W, X, and Y. The cards below describe findings that scientists use as evidence that the two continents were once joined and have since moved apart.

Figure 1. The Ocean-Basin Map

\"A

 

Drag each card onto the map position whose marking it describes. One card does not match any marked position.

", "prompt_plain": "The map in Figure 1 shows an ocean basin between two continents. Field teams marked three kinds of evidence at the labeled positions W, X, and Y. The cards below describe findings that scientists use as evidence that the two continents were once joined and have since moved apart. Figure 1. The Ocean-Basin Map Drag each card onto the map position whose marking it describes. One card does not match any marked position.", "context_html": "", "options": [ { "id": "t39z", "text": "Both continents have large deserts near their centers", "plain": "Both continents have large deserts near their centers", "correct": false, "kind": "gap-token" }, { "id": "t39y", "text": "A chain of underwater mountains runs along the middle of the ocean floor, halfway between the coasts", "plain": "A chain of underwater mountains runs along the middle of the ocean floor, halfway between the coasts", "correct": false, "kind": "gap-token" }, { "id": "t39w", "text": "Rock layers of the same type and age end at one coast and continue at the facing coast", "plain": "Rock layers of the same type and age end at one coast and continue at the facing coast", "correct": false, "kind": "gap-token" }, { "id": "t39x", "text": "Fossils of the same land-living reptile are found on both sides of the ocean", "plain": "Fossils of the same land-living reptile are found on both sides of the ocean", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-26/images/slot39.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t39w W", "t39x X", "t39y Y" ] }, "n_options": 4 }, { "n": 40, "item_id": "_54a636ca-df7a-4a28-a850-165e451461d4", "type": "choice", "title": "Choosing a Camp Chair", "standards": [ "MS-ETS1-2" ], "prompt_html": "

An outdoor-gear company asked its customers what a folding camp chair must do, and the design team wrote the answers as the requirements in Table 1. The team then measured five chair designs. Table 1 shows the requirements and the measured results.

Table 1. Customer Requirements and Measured Results

DesignWeight (kg)Load held (kg)Folded length (cm)Setup time (s)
Customer requirementless than 4.0at least 120shorter than 90under 30
Design 13.61358224
Design 23.21057818
Design 34.41508422
Design 43.91408626
Design 53.41259621

Choose the TWO designs that meet every requirement on the customer checklist.

", "prompt_plain": "An outdoor-gear company asked its customers what a folding camp chair must do, and the design team wrote the answers as the requirements in Table 1. The team then measured five chair designs. Table 1 shows the requirements and the measured results. Table 1. Customer Requirements and Measured Results Design Weight (kg) Load held (kg) Folded length (cm) Setup time (s) Customer requirement less than 4.0 at least 120 shorter than 90 under 30 Design 1 3.6 135 82 24 Design 2 3.2 105 78 18 Design 3 4.4 150 84 22 Design 4 3.9 140 86 26 Design 5 3.4 125 96 21 Choose the TWO designs that meet every requirement on the customer checklist.", "context_html": "", "options": [ { "id": "cA40", "text": "Design 1", "plain": "Design 1", "correct": true, "kind": "choice" }, { "id": "cB40", "text": "Design 2", "plain": "Design 2", "correct": false, "kind": "choice" }, { "id": "cC40", "text": "Design 3", "plain": "Design 3", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "Design 4", "plain": "Design 4", "correct": true, "kind": "choice" }, { "id": "cE40", "text": "Design 5", "plain": "Design 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA40", "cD40" ] }, "n_options": 5 } ] }, { "form": "G7.27", "grade": "G7", "title": "Alpha Standardized Science G7.27", "test_id": "_test-22a18504-8d1a-437f-820c-d2d041519903", "n_items": 40, "n_stimuli": 8, "stimuli": { "_6436ad51-eec7-4666-a955-38effdbe1528": { "title": "Earlobes in Imani's Family", "html": "

Earlobes in Imani's Family

Imani notices that her grandmother’s earlobes are attached: each lobe joins the side of the head in one smooth line. Both of Imani’s parents have unattached earlobes that hang free at the bottom. In Imani’s family, earlobe shape follows the pattern of a single gene. The allele for unattached earlobes (H) is dominant. The allele for attached earlobes (h) is recessive. A genetic test shows that the mother’s genotype is Hh and the father’s genotype is HH. Table 1 shows the family’s earlobe survey. Table 2 shows the completed Punnett square for the parents’ cross.

Table 1. Family Earlobe Survey

Family memberEarlobe type
GrandmotherAttached
MotherUnattached
FatherUnattached

Table 2. Punnett Square for the Cross

Father: HFather: H
Mother: HHHHH
Mother: hHhHh
" }, "_55b4bf26-920f-4d2b-a1d2-b1b7f09b5f78": { "title": "Carolina Shelf Sharks and Scallops", "html": "

Carolina Shelf Sharks and Scallops

Fishing boats have caught bay scallops in the shallow waters off the North Carolina coast for decades. Around 2004 the scallop catch collapsed, and the scallop beds were closed to fishing. Biologists have surveyed these waters since 1990. Table 1 shows their counts of large sharks and cownose rays and the yearly scallop catch. Figure 1 shows a food web for these waters.

Table 1. Shelf Survey Results

YearLarge sharks countedCownose rays countedScallop catch (thousands of kg)
199060400300
199542900280
2000182,600210
200494,10020

Figure 1. Shelf Food Web

\"A

" }, "_3235370c-cfde-435e-ab17-aea59b374dd9": { "title": "Seltzer Tablet in a Sealed Bottle", "html": "

Seltzer Tablet in a Sealed Bottle

Farah drops one seltzer tablet into a plastic bottle holding 60 milliliters of water, screws the cap on tightly right away, and sets the bottle on a digital balance. The tablet fizzes. Farah records the balance reading at three points (Table 1). After the fizzing stops, she slowly unscrews the cap. She hears a soft hiss as the cap loosens, and she takes one more reading a minute later. Figure 1 shows the sealed bottle on the balance.

Table 1. Balance Readings

PointWhat is happeningBalance reading
1Tablet fizzing; cap sealed81.30 g
2Fizzing stopped; cap still sealed81.30 g
3One minute after the cap was removed81.06 g

Figure 1. Sealed Bottle on the Balance

\"A

" }, "_ad79d098-6d11-41a3-a208-472d5390291e": { "title": "Two Moons of Saturn", "html": "

Two Moons of Saturn

Saturn travels in a nearly circular orbit around the Sun. Titan and Rhea are two of Saturn’s moons. Figure 1 is a model of the orbits: Saturn orbits the Sun, and each moon orbits Saturn as Saturn moves. The arrows in the model show two gravitational pulls: the Sun’s pull on Saturn and Saturn’s pull on each moon. Table 1 gives data about the two moons.

Figure 1. Model of the Orbits

\"A

Table 1. Data for Two Moons of Saturn

MoonMass (kg)Mean distance from Saturn (km)
Titan1.35 × 10231,220,000
Rhea2.3 × 1021527,000
" }, "_474bb6b4-f8d2-49f4-a79d-cde7dd3c6a21": { "title": "Hand-Crank Generator Bench", "html": "

Hand-Crank Generator Bench

Andre's class studies a hand-crank generator at a bench station. Turning the crank spins a magnet inside a coil of wire, and two wires connect the coil to a small lamp. While Andre cranks at a steady speed, the lamp glows. After several minutes of cranking, the generator's plastic housing feels slightly warm. Next, the class connects the generator to an electromagnet made by wrapping insulated wire around an iron bolt. Cranking at the same steady speed in every trial, the students count how many steel paper clips the electromagnet lifts for different numbers of wire wraps (Table 1). Figure 1 shows the inside of the generator.

Table 1. Electromagnet Lifting Results

Number of wire wrapsPaper clips lifted
52
104
156
208

Figure 1. Inside the Generator

\"Cutaway

" }, "_1946fb74-be60-415d-b1a4-44c6d3a8247c": { "title": "Tomato Shelves at a Vertical Farm", "html": "

Tomato Shelves at a Vertical Farm

Kira runs a test at an indoor vertical farm, where tomato plants grow on stacked shelves under electric grow lights. Kira picks two identical shelves. Each shelf holds 20 young tomato plants of the same variety. Both shelves get the same light, the same watering schedule, the same nutrient mix, and the same air temperature. A gas line adds extra carbon dioxide (CO2) to the air around Shelf 1 only. Shelf 2 grows in ordinary indoor air. After 30 days, Kira measures the plants on each shelf. Dry mass is the mass of a plant’s material after its water is removed. Table 1 shows the results. Figure 1 shows the two shelves at the start of the test.

Table 1. Shelf Results After 30 Days

MeasurementShelf 1 (added CO2)Shelf 2 (ordinary air)
CO2 level in the air (parts per million)1,200420
Average plant height (centimeters)7452
Average dry mass per plant (grams)9663
Average number of leaves per plant4128

Figure 1. The Two Shelves at the Start of the Test

\"An

" }, "_b953d6ab-c631-49c7-8a71-f493854205f4": { "title": "Pizza Warm-Bag Iterations", "html": "

Pizza Warm-Bag Iterations

Julio’s engineering team is improving an insulated warm bag that keeps pizzas hot during delivery. The design criteria: during a 20-minute delivery, the pizza’s temperature must drop no more than 12 degrees Celsius, and the bag’s total mass must stay under 1.5 kilograms. Instead of testing with baked pizzas, the team uses a computer model of the bag. For each design version, the model predicts the pizza’s temperature drop during a 20-minute delivery. Table 1 shows the model output for the team’s first three versions. Table 2 shows where the model predicts Version 3’s heat escapes.

Table 1. Model Output by Version

VersionLining designPredicted temperature drop (degrees Celsius)Bag mass (kilograms)
1Single foil lining210.8
2Foil lining + 1-centimeter foam layer151.1
3Foil lining + 2-centimeter foam layer131.4

Table 2. Version 3 Predicted Heat-Loss Pathways

PathwayShare of predicted heat loss
Side and bottom walls25%
Lid seam60%
Handle openings15%
" }, "_483458d0-b3b4-4514-ab39-cb0af8878e83": { "title": "Ridge Camp on Iceland", "html": "

Ridge Camp on Iceland

Gunnar’s science class spends a week at a research camp on Iceland. The camp sits beside a steep-walled valley that cuts across the island. The valley floor is dark volcanic rock. Rock along the valley’s center line is young and smooth, while rock closer to the walls is older and cracked. Steam rises from vents along the center line. Measurements repeated over many years show that the valley’s two walls move a few centimeters farther apart each year. The valley is part of the Mid-Atlantic Ridge, a chain of ridges that rises above the sea at Iceland. Figure 1 shows a cut-away view beneath the valley.

Figure 1. Cut-Away View Beneath the Valley

\"A

" } }, "questions": [ { "n": 1, "item_id": "_aaa63dbc-e329-48f0-8d56-0773ff67f669", "type": "choice", "title": "Sealed Bottle Gas Evidence", "standards": [ "MS-PS1-2" ], "prompt_html": "

While the bottle was sealed, Farah recorded four more observations, listed below.

Which observation is evidence that a chemical change producing a gas happened inside the bottle?

", "prompt_plain": "While the bottle was sealed, Farah recorded four more observations, listed below. Which observation is evidence that a chemical change producing a gas happened inside the bottle?", "context_html": "", "options": [ { "id": "cA1", "text": "The tablet broke into several smaller pieces as it moved through the water.", "plain": "The tablet broke into several smaller pieces as it moved through the water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The water level in the bottle rose slightly after the tablet went in.", "plain": "The water level in the bottle rose slightly after the tablet went in.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The tablet gave off bubbles that collected at the top of the sealed bottle.", "plain": "The tablet gave off bubbles that collected at the top of the sealed bottle.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The tablet's orange coloring dissolved and tinted the water evenly.", "plain": "The tablet's orange coloring dissolved and tinted the water evenly.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3235370c-cfde-435e-ab17-aea59b374dd9" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Seltzer Tablet in a Sealed Bottle

Farah drops one seltzer tablet into a plastic bottle holding 60 milliliters of water, screws the cap on tightly right away, and sets the bottle on a digital balance. The tablet fizzes. Farah records the balance reading at three points (Table 1). After the fizzing stops, she slowly unscrews the cap. She hears a soft hiss as the cap loosens, and she takes one more reading a minute later. Figure 1 shows the sealed bottle on the balance.

Table 1. Balance Readings

PointWhat is happeningBalance reading
1Tablet fizzing; cap sealed81.30 g
2Fizzing stopped; cap still sealed81.30 g
3One minute after the cap was removed81.06 g

Figure 1. Sealed Bottle on the Balance

\"A

", "passage_plain": "Seltzer Tablet in a Sealed Bottle Farah drops one seltzer tablet into a plastic bottle holding 60 milliliters of water, screws the cap on tightly right away, and sets the bottle on a digital balance. The tablet fizzes. Farah records the balance reading at three points (Table 1). After the fizzing stops, she slowly unscrews the cap. She hears a soft hiss as the cap loosens, and she takes one more reading a minute later. Figure 1 shows the sealed bottle on the balance. Table 1. Balance Readings Point What is happening Balance reading 1 Tablet fizzing; cap sealed 81.30 g 2 Fizzing stopped; cap still sealed 81.30 g 3 One minute after the cap was removed 81.06 g Figure 1. Sealed Bottle on the Balance" }, { "n": 2, "item_id": "_bebe5dff-7a87-4c46-a527-579540ff62b9", "type": "choice", "title": "Sealed Bottle Mass Pattern", "standards": [ "MS-PS1-5" ], "prompt_html": "

Look at Table 1. While the cap stayed sealed, the balance read 81.30 grams during the fizzing and 81.30 grams after it stopped.

Which statement best explains why the reading stayed the same while the bottle was sealed?

", "prompt_plain": "Look at Table 1. While the cap stayed sealed, the balance read 81.30 grams during the fizzing and 81.30 grams after it stopped. Which statement best explains why the reading stayed the same while the bottle was sealed?", "context_html": "", "options": [ { "id": "cA2", "text": "The gas made during the fizzing slowly leaked out through the plastic, so the bottle acted as an open system.", "plain": "The gas made during the fizzing slowly leaked out through the plastic, so the bottle acted as an open system.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "The bottle was a closed system while the cap was on, so no matter could enter or leave it.", "plain": "The bottle was a closed system while the cap was on, so no matter could enter or leave it.", "correct": true, "kind": "choice" }, { "id": "cC2", "text": "The reaction destroyed a small amount of matter, and the balance recorded that loss once the bottle was opened.", "plain": "The reaction destroyed a small amount of matter, and the balance recorded that loss once the bottle was opened.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "The gas made in the reaction had no mass while it was inside the bottle and gained mass in the open air.", "plain": "The gas made in the reaction had no mass while it was inside the bottle and gained mass in the open air.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3235370c-cfde-435e-ab17-aea59b374dd9" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB2" ] }, "n_options": 4, "passage_html": "

Seltzer Tablet in a Sealed Bottle

Farah drops one seltzer tablet into a plastic bottle holding 60 milliliters of water, screws the cap on tightly right away, and sets the bottle on a digital balance. The tablet fizzes. Farah records the balance reading at three points (Table 1). After the fizzing stops, she slowly unscrews the cap. She hears a soft hiss as the cap loosens, and she takes one more reading a minute later. Figure 1 shows the sealed bottle on the balance.

Table 1. Balance Readings

PointWhat is happeningBalance reading
1Tablet fizzing; cap sealed81.30 g
2Fizzing stopped; cap still sealed81.30 g
3One minute after the cap was removed81.06 g

Figure 1. Sealed Bottle on the Balance

\"A

", "passage_plain": "Seltzer Tablet in a Sealed Bottle Farah drops one seltzer tablet into a plastic bottle holding 60 milliliters of water, screws the cap on tightly right away, and sets the bottle on a digital balance. The tablet fizzes. Farah records the balance reading at three points (Table 1). After the fizzing stops, she slowly unscrews the cap. She hears a soft hiss as the cap loosens, and she takes one more reading a minute later. Figure 1 shows the sealed bottle on the balance. Table 1. Balance Readings Point What is happening Balance reading 1 Tablet fizzing; cap sealed 81.30 g 2 Fizzing stopped; cap still sealed 81.30 g 3 One minute after the cap was removed 81.06 g Figure 1. Sealed Bottle on the Balance" }, { "n": 3, "item_id": "_9db6a73f-fa20-4255-9203-a47d9bfcc82c", "type": "match", "title": "Seltzer Evidence Sort", "standards": [ "MS-PS1-5" ], "prompt_html": "

Farah sorts her evidence about the seltzer reaction into two categories.

 

Drag each observation into the correct category. Two observations will not be used - leave them unplaced.

", "prompt_plain": "Farah sorts her evidence about the seltzer reaction into two categories. Drag each observation into the correct category. Two observations will not be used - leave them unplaced.", "context_html": "", "options": [ { "id": "mc01_s1", "text": "A soft hiss came from the bottle as the cap was loosened.", "plain": "A soft hiss came from the bottle as the cap was loosened.", "correct": false, "kind": "match-token" }, { "id": "mc01_s2", "text": "Bubbles rose through the water while the cap was sealed.", "plain": "Bubbles rose through the water while the cap was sealed.", "correct": false, "kind": "match-token" }, { "id": "mc01_s3", "text": "The balance read 81.30 g both during and after the fizzing, while the cap stayed sealed.", "plain": "The balance read 81.30 g both during and after the fizzing, while the cap stayed sealed.", "correct": false, "kind": "match-token" }, { "id": "mc01_s4", "text": "The balance reading fell from 81.30 g to 81.06 g after the cap was removed.", "plain": "The balance reading fell from 81.30 g to 81.06 g after the cap was removed.", "correct": false, "kind": "match-token" }, { "id": "mc01_s5", "text": "The tablet broke into small pieces while it fizzed.", "plain": "The tablet broke into small pieces while it fizzed.", "correct": false, "kind": "match-token" }, { "id": "mc01_cGas", "text": "Evidence that gas escaped from the bottle", "plain": "Evidence that gas escaped from the bottle", "correct": false, "kind": "match-token" }, { "id": "mc01_cMass", "text": "Evidence that mass was conserved while the bottle was sealed", "plain": "Evidence that mass was conserved while the bottle was sealed", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [ "_3235370c-cfde-435e-ab17-aea59b374dd9" ], "key_letters": "", "key_values": { "RESPONSE": [ "mc01_s4 mc01_cGas", "mc01_s1 mc01_cGas", "mc01_s3 mc01_cMass" ] }, "n_options": 7, "passage_html": "

Seltzer Tablet in a Sealed Bottle

Farah drops one seltzer tablet into a plastic bottle holding 60 milliliters of water, screws the cap on tightly right away, and sets the bottle on a digital balance. The tablet fizzes. Farah records the balance reading at three points (Table 1). After the fizzing stops, she slowly unscrews the cap. She hears a soft hiss as the cap loosens, and she takes one more reading a minute later. Figure 1 shows the sealed bottle on the balance.

Table 1. Balance Readings

PointWhat is happeningBalance reading
1Tablet fizzing; cap sealed81.30 g
2Fizzing stopped; cap still sealed81.30 g
3One minute after the cap was removed81.06 g

Figure 1. Sealed Bottle on the Balance

\"A

", "passage_plain": "Seltzer Tablet in a Sealed Bottle Farah drops one seltzer tablet into a plastic bottle holding 60 milliliters of water, screws the cap on tightly right away, and sets the bottle on a digital balance. The tablet fizzes. Farah records the balance reading at three points (Table 1). After the fizzing stops, she slowly unscrews the cap. She hears a soft hiss as the cap loosens, and she takes one more reading a minute later. Figure 1 shows the sealed bottle on the balance. Table 1. Balance Readings Point What is happening Balance reading 1 Tablet fizzing; cap sealed 81.30 g 2 Fizzing stopped; cap still sealed 81.30 g 3 One minute after the cap was removed 81.06 g Figure 1. Sealed Bottle on the Balance" }, { "n": 4, "item_id": "_c9625103-6f56-44b4-bb1e-d8da58c2a2bc", "type": "text-entry", "title": "Chlorine Atoms in Products", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A handout about saltwater swimming pools explains that a chlorinator uses an electric current to change dissolved salt into chlorine. The handout shows this balanced equation:

2 NaCl + 2 H2O → 2 NaOH + H2 + Cl2

Suppose 8 units of NaCl react completely, with plenty of water available. How many chlorine (Cl) atoms in total end up in the products?

Give your answer as a whole number (e.g., 27).

Number of chlorine atoms:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "8" ] }, "n_options": 0 }, { "n": 5, "item_id": "_93433adc-eaaa-45ac-8d02-7a3856b645ee", "type": "choice", "title": "Signs of a Reaction Demo", "standards": [ "MS-PS1-2" ], "prompt_html": "

A teacher stirs a spoonful of white powder into a beaker of colorless liquid on the class bench. The mixture fizzes as it is stirred, and the class records five observations, listed below.

\"A

Choose the TWO observations that are evidence a chemical reaction is occurring.

", "prompt_plain": "A teacher stirs a spoonful of white powder into a beaker of colorless liquid on the class bench. The mixture fizzes as it is stirred, and the class records five observations, listed below. Choose the TWO observations that are evidence a chemical reaction is occurring.", "context_html": "", "options": [ { "id": "cA5", "text": "The powder seems to disappear as it is stirred into the liquid.", "plain": "The powder seems to disappear as it is stirred into the liquid.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "The mixture's temperature rises from 22°C to 31°C with no heating.", "plain": "The mixture's temperature rises from 22°C to 31°C with no heating.", "correct": true, "kind": "choice" }, { "id": "cC5", "text": "The liquid level rises about 1 cm after the powder is added.", "plain": "The liquid level rises about 1 cm after the powder is added.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "A few undissolved powder grains settle on the bottom of the beaker.", "plain": "A few undissolved powder grains settle on the bottom of the beaker.", "correct": false, "kind": "choice" }, { "id": "cE5", "text": "The mixture turns from colorless to deep blue and stays blue.", "plain": "The mixture turns from colorless to deep blue and stays blue.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-27/images/slot05.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB5", "cE5" ] }, "n_options": 5 }, { "n": 6, "item_id": "_9a8b5d81-d7dc-447e-a333-6bb09022884a", "type": "choice", "title": "Sharks and Scallops Investigations", "standards": [ "MS-LS2-4" ], "prompt_html": "

Look at Table 1 and Figure 1. The biologists hypothesize a chain of events: as large sharks declined, cownose rays increased, and the extra rays ate so many bay scallops that the catch collapsed.

Choose the TWO investigations that would most directly test whether the extra rays caused the scallop decline.

", "prompt_plain": "Look at Table 1 and Figure 1. The biologists hypothesize a chain of events: as large sharks declined, cownose rays increased, and the extra rays ate so many bay scallops that the catch collapsed. Choose the TWO investigations that would most directly test whether the extra rays caused the scallop decline.", "context_html": "", "options": [ { "id": "cA6", "text": "Examine the stomach contents of cownose rays caught in these waters to see what they eat.", "plain": "Examine the stomach contents of cownose rays caught in these waters to see what they eat.", "correct": true, "kind": "choice" }, { "id": "cB6", "text": "Count how many eggs one bay scallop releases in a single spawning season.", "plain": "Count how many eggs one bay scallop releases in a single spawning season.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "Compare scallop counts inside fenced plots that rays cannot enter with counts in nearby open plots.", "plain": "Compare scallop counts inside fenced plots that rays cannot enter with counts in nearby open plots.", "correct": true, "kind": "choice" }, { "id": "cD6", "text": "Compare the yearly counts of cownose rays with the yearly counts of bay scallops in the study records.", "plain": "Compare the yearly counts of cownose rays with the yearly counts of bay scallops in the study records.", "correct": false, "kind": "choice" }, { "id": "cE6", "text": "Check whether crabs and sea birds in these waters also eat large numbers of bay scallops.", "plain": "Check whether crabs and sea birds in these waters also eat large numbers of bay scallops.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_55b4bf26-920f-4d2b-a1d2-b1b7f09b5f78" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA6", "cC6" ] }, "n_options": 5, "passage_html": "

Carolina Shelf Sharks and Scallops

Fishing boats have caught bay scallops in the shallow waters off the North Carolina coast for decades. Around 2004 the scallop catch collapsed, and the scallop beds were closed to fishing. Biologists have surveyed these waters since 1990. Table 1 shows their counts of large sharks and cownose rays and the yearly scallop catch. Figure 1 shows a food web for these waters.

Table 1. Shelf Survey Results

YearLarge sharks countedCownose rays countedScallop catch (thousands of kg)
199060400300
199542900280
2000182,600210
200494,10020

Figure 1. Shelf Food Web

\"A

", "passage_plain": "Carolina Shelf Sharks and Scallops Fishing boats have caught bay scallops in the shallow waters off the North Carolina coast for decades. Around 2004 the scallop catch collapsed, and the scallop beds were closed to fishing. Biologists have surveyed these waters since 1990. Table 1 shows their counts of large sharks and cownose rays and the yearly scallop catch. Figure 1 shows a food web for these waters. Table 1. Shelf Survey Results Year Large sharks counted Cownose rays counted Scallop catch (thousands of kg) 1990 60 400 300 1995 42 900 280 2000 18 2,600 210 2004 9 4,100 20 Figure 1. Shelf Food Web" }, { "n": 7, "item_id": "_3599c709-cb74-49df-8ef9-f070698242f3", "type": "choice", "title": "Shelf Food Web - Part A", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part A

One winter, a harmful algal die-off kills most of the phytoplankton in these waters for a full year.

Which prediction about the cownose ray population is best supported by the food web in Figure 1?

", "prompt_plain": "Part A One winter, a harmful algal die-off kills most of the phytoplankton in these waters for a full year. Which prediction about the cownose ray population is best supported by the food web in Figure 1?", "context_html": "", "options": [ { "id": "cA7", "text": "It will decrease, because the scallops and clams that rays eat depend on phytoplankton.", "plain": "It will decrease, because the scallops and clams that rays eat depend on phytoplankton.", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "It will increase, because dead phytoplankton sinking to the bottom give rays extra food.", "plain": "It will increase, because dead phytoplankton sinking to the bottom give rays extra food.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "It will increase, because clearer water makes it easier for rays to find scallops and clams.", "plain": "It will increase, because clearer water makes it easier for rays to find scallops and clams.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "It will stay the same, because cownose rays do not eat phytoplankton.", "plain": "It will stay the same, because cownose rays do not eat phytoplankton.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_55b4bf26-920f-4d2b-a1d2-b1b7f09b5f78" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA7" ] }, "n_options": 4, "passage_html": "

Carolina Shelf Sharks and Scallops

Fishing boats have caught bay scallops in the shallow waters off the North Carolina coast for decades. Around 2004 the scallop catch collapsed, and the scallop beds were closed to fishing. Biologists have surveyed these waters since 1990. Table 1 shows their counts of large sharks and cownose rays and the yearly scallop catch. Figure 1 shows a food web for these waters.

Table 1. Shelf Survey Results

YearLarge sharks countedCownose rays countedScallop catch (thousands of kg)
199060400300
199542900280
2000182,600210
200494,10020

Figure 1. Shelf Food Web

\"A

", "passage_plain": "Carolina Shelf Sharks and Scallops Fishing boats have caught bay scallops in the shallow waters off the North Carolina coast for decades. Around 2004 the scallop catch collapsed, and the scallop beds were closed to fishing. Biologists have surveyed these waters since 1990. Table 1 shows their counts of large sharks and cownose rays and the yearly scallop catch. Figure 1 shows a food web for these waters. Table 1. Shelf Survey Results Year Large sharks counted Cownose rays counted Scallop catch (thousands of kg) 1990 60 400 300 1995 42 900 280 2000 18 2,600 210 2004 9 4,100 20 Figure 1. Shelf Food Web" }, { "n": 8, "item_id": "_b1daf2d9-e7e8-403f-92ee-fe40e0635e79", "type": "choice", "title": "Shelf Food Web - Part B", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part B

Which statement about Figure 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which statement about Figure 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA8", "text": "Large sharks eat cownose rays, and no animal in the web eats large sharks.", "plain": "Large sharks eat cownose rays, and no animal in the web eats large sharks.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "Bay scallops and clams both eat phytoplankton, the producer in this web.", "plain": "Bay scallops and clams both eat phytoplankton, the producer in this web.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Cownose rays eat bay scallops, and cownose rays also eat clams.", "plain": "Cownose rays eat bay scallops, and cownose rays also eat clams.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "Rays eat the scallops and clams, and the scallops and clams eat phytoplankton.", "plain": "Rays eat the scallops and clams, and the scallops and clams eat phytoplankton.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_55b4bf26-920f-4d2b-a1d2-b1b7f09b5f78" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD8" ] }, "n_options": 4, "passage_html": "

Carolina Shelf Sharks and Scallops

Fishing boats have caught bay scallops in the shallow waters off the North Carolina coast for decades. Around 2004 the scallop catch collapsed, and the scallop beds were closed to fishing. Biologists have surveyed these waters since 1990. Table 1 shows their counts of large sharks and cownose rays and the yearly scallop catch. Figure 1 shows a food web for these waters.

Table 1. Shelf Survey Results

YearLarge sharks countedCownose rays countedScallop catch (thousands of kg)
199060400300
199542900280
2000182,600210
200494,10020

Figure 1. Shelf Food Web

\"A

", "passage_plain": "Carolina Shelf Sharks and Scallops Fishing boats have caught bay scallops in the shallow waters off the North Carolina coast for decades. Around 2004 the scallop catch collapsed, and the scallop beds were closed to fishing. Biologists have surveyed these waters since 1990. Table 1 shows their counts of large sharks and cownose rays and the yearly scallop catch. Figure 1 shows a food web for these waters. Table 1. Shelf Survey Results Year Large sharks counted Cownose rays counted Scallop catch (thousands of kg) 1990 60 400 300 1995 42 900 280 2000 18 2,600 210 2004 9 4,100 20 Figure 1. Shelf Food Web" }, { "n": 9, "item_id": "_22d01f9e-e8c3-44cf-a8a5-e461ed9ba153", "type": "choice", "title": "Hand-Crank Generator Lamp", "standards": [ "MS-PS2-3" ], "prompt_html": "

Look at Figure 1. The lamp glows only while Andre turns the crank.

Which statement best explains why the lamp glows only while the crank turns?

", "prompt_plain": "Look at Figure 1. The lamp glows only while Andre turns the crank. Which statement best explains why the lamp glows only while the crank turns?", "context_html": "", "options": [ { "id": "cA9", "text": "The magnet pushes electrons only when it rubs directly against the coil's wire.", "plain": "The magnet pushes electrons only when it rubs directly against the coil's wire.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The magnet releases some of its own electrons into the coil only while it spins.", "plain": "The magnet releases some of its own electrons into the coil only while it spins.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "The magnet's field gets stronger while it spins, and only a stronger field moves electrons.", "plain": "The magnet's field gets stronger while it spins, and only a stronger field moves electrons.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "The magnet moves electrons in the coil only while the magnet is moving past the wire.", "plain": "The magnet moves electrons in the coil only while the magnet is moving past the wire.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_474bb6b4-f8d2-49f4-a79d-cde7dd3c6a21" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD9" ] }, "n_options": 4, "passage_html": "

Hand-Crank Generator Bench

Andre's class studies a hand-crank generator at a bench station. Turning the crank spins a magnet inside a coil of wire, and two wires connect the coil to a small lamp. While Andre cranks at a steady speed, the lamp glows. After several minutes of cranking, the generator's plastic housing feels slightly warm. Next, the class connects the generator to an electromagnet made by wrapping insulated wire around an iron bolt. Cranking at the same steady speed in every trial, the students count how many steel paper clips the electromagnet lifts for different numbers of wire wraps (Table 1). Figure 1 shows the inside of the generator.

Table 1. Electromagnet Lifting Results

Number of wire wrapsPaper clips lifted
52
104
156
208

Figure 1. Inside the Generator

\"Cutaway

", "passage_plain": "Hand-Crank Generator Bench Andre's class studies a hand-crank generator at a bench station. Turning the crank spins a magnet inside a coil of wire, and two wires connect the coil to a small lamp. While Andre cranks at a steady speed, the lamp glows. After several minutes of cranking, the generator's plastic housing feels slightly warm. Next, the class connects the generator to an electromagnet made by wrapping insulated wire around an iron bolt. Cranking at the same steady speed in every trial, the students count how many steel paper clips the electromagnet lifts for different numbers of wire wraps (Table 1). Figure 1 shows the inside of the generator. Table 1. Electromagnet Lifting Results Number of wire wraps Paper clips lifted 5 2 10 4 15 6 20 8 Figure 1. Inside the Generator" }, { "n": 10, "item_id": "_517b4464-5ae1-48e1-9bef-361005b0a1ca", "type": "portable-custom", "title": "Electromagnet Bar Graph", "standards": [ "MS-PS2-3" ], "prompt_html": "

Table 1. Electromagnet Lifting Results

\n
Number of wire wrapsPaper clips lifted
52
104
156
208
\n

 

\n

Look at Table 1 in the passage. The class wants to show the electromagnet results as a bar graph.

\n

 

\n

Drag each bar to the correct height so the finished graph matches Table 1.

", "prompt_plain": "Table 1. Electromagnet Lifting Results Number of wire wraps Paper clips lifted 5 2 10 4 15 6 20 8 Look at Table 1 in the passage. The class wants to show the electromagnet results as a bar graph. Drag each bar to the correct height so the finished graph matches Table 1.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"5\",\"y\":2},{\"x\":\"10\",\"y\":4},{\"x\":\"15\",\"y\":6},{\"x\":\"20\",\"y\":8}]" ] }, "n_options": 0 }, { "n": 11, "item_id": "_26e42fc4-b107-4d98-ab34-c9e49385c314", "type": "choice", "title": "Light and Warmth from Cranking", "standards": [ "MS-PS3-5" ], "prompt_html": "

One student at the hand-crank generator bench cranks the generator’s handle steadily for several minutes. The small lamp connected to the generator glows the whole time, and the generator’s housing slowly becomes warm. The energy-flow strip models this system.

\"An

Which statement best accounts for both the lamp’s light and the warm housing?

", "prompt_plain": "One student at the hand-crank generator bench cranks the generator’s handle steadily for several minutes. The small lamp connected to the generator glows the whole time, and the generator’s housing slowly becomes warm. The energy-flow strip models this system. Which statement best accounts for both the lamp’s light and the warm housing?", "context_html": "", "options": [ { "id": "cA11", "text": "The light carries energy from the student’s cranking, and the warmth flows into the housing from the surrounding air.", "plain": "The light carries energy from the student’s cranking, and the warmth flows into the housing from the surrounding air.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The light and the warmth both carry energy that came from the student’s cranking out into the surroundings.", "plain": "The light and the warmth both carry energy that came from the student’s cranking out into the surroundings.", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "The light carries energy from the student’s cranking, and the warmth is new energy that the spinning generator creates.", "plain": "The light carries energy from the student’s cranking, and the warmth is new energy that the spinning generator creates.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "The light comes from energy stored inside the lamp’s bulb, and the warmth comes from energy stored inside the housing.", "plain": "The light comes from energy stored inside the lamp’s bulb, and the warmth comes from energy stored inside the housing.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-27/images/slot11.png" ], "stimulus_ids": [ "_474bb6b4-f8d2-49f4-a79d-cde7dd3c6a21" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB11" ] }, "n_options": 4, "passage_html": "

Hand-Crank Generator Bench

Andre's class studies a hand-crank generator at a bench station. Turning the crank spins a magnet inside a coil of wire, and two wires connect the coil to a small lamp. While Andre cranks at a steady speed, the lamp glows. After several minutes of cranking, the generator's plastic housing feels slightly warm. Next, the class connects the generator to an electromagnet made by wrapping insulated wire around an iron bolt. Cranking at the same steady speed in every trial, the students count how many steel paper clips the electromagnet lifts for different numbers of wire wraps (Table 1). Figure 1 shows the inside of the generator.

Table 1. Electromagnet Lifting Results

Number of wire wrapsPaper clips lifted
52
104
156
208

Figure 1. Inside the Generator

\"Cutaway

", "passage_plain": "Hand-Crank Generator Bench Andre's class studies a hand-crank generator at a bench station. Turning the crank spins a magnet inside a coil of wire, and two wires connect the coil to a small lamp. While Andre cranks at a steady speed, the lamp glows. After several minutes of cranking, the generator's plastic housing feels slightly warm. Next, the class connects the generator to an electromagnet made by wrapping insulated wire around an iron bolt. Cranking at the same steady speed in every trial, the students count how many steel paper clips the electromagnet lifts for different numbers of wire wraps (Table 1). Figure 1 shows the inside of the generator. Table 1. Electromagnet Lifting Results Number of wire wraps Paper clips lifted 5 2 10 4 15 6 20 8 Figure 1. Inside the Generator" }, { "n": 12, "item_id": "_36595ab2-2324-4129-b18b-caee8d96fd15", "type": "choice", "title": "New Rock at the Valley Center", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Look at Figure 1. Which statement best explains why a ridge of new rock keeps forming along the valley’s center line?

", "prompt_plain": "Look at Figure 1. Which statement best explains why a ridge of new rock keeps forming along the valley’s center line?", "context_html": "", "options": [ { "id": "cA12", "text": "Earthquakes crack the older crust, and the broken slabs pile up along the center line.", "plain": "Earthquakes crack the older crust, and the broken slabs pile up along the center line.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Wind and streams carry loose sediment into the valley and drop it along the center line.", "plain": "Wind and streams carry loose sediment into the valley and drop it along the center line.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Plates move apart, and molten material rises from below, then cools and hardens into new rock.", "plain": "Plates move apart, and molten material rises from below, then cools and hardens into new rock.", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "Heat from below makes the older crust swell upward along the center line without adding new rock.", "plain": "Heat from below makes the older crust swell upward along the center line without adding new rock.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_483458d0-b3b4-4514-ab39-cb0af8878e83" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC12" ] }, "n_options": 4, "passage_html": "

Ridge Camp on Iceland

Gunnar’s science class spends a week at a research camp on Iceland. The camp sits beside a steep-walled valley that cuts across the island. The valley floor is dark volcanic rock. Rock along the valley’s center line is young and smooth, while rock closer to the walls is older and cracked. Steam rises from vents along the center line. Measurements repeated over many years show that the valley’s two walls move a few centimeters farther apart each year. The valley is part of the Mid-Atlantic Ridge, a chain of ridges that rises above the sea at Iceland. Figure 1 shows a cut-away view beneath the valley.

Figure 1. Cut-Away View Beneath the Valley

\"A

", "passage_plain": "Ridge Camp on Iceland Gunnar’s science class spends a week at a research camp on Iceland. The camp sits beside a steep-walled valley that cuts across the island. The valley floor is dark volcanic rock. Rock along the valley’s center line is young and smooth, while rock closer to the walls is older and cracked. Steam rises from vents along the center line. Measurements repeated over many years show that the valley’s two walls move a few centimeters farther apart each year. The valley is part of the Mid-Atlantic Ridge, a chain of ridges that rises above the sea at Iceland. Figure 1 shows a cut-away view beneath the valley. Figure 1. Cut-Away View Beneath the Valley" }, { "n": 13, "item_id": "_772b245f-8536-4721-af8e-9a0e1038f1eb", "type": "choice", "title": "Wind at the Camp Coast", "standards": [ "MS-ESS2-2" ], "prompt_html": "

On the last day of the trip, the class hikes to the coast a few kilometers from camp. Storm winds at this coast almost always blow in from the northwest, off the open sea. The aerial photograph shows the coast and four numbered points.

\"An

At which point do wind-driven weathering and erosion most likely wear away the land fastest?

", "prompt_plain": "On the last day of the trip, the class hikes to the coast a few kilometers from camp. Storm winds at this coast almost always blow in from the northwest, off the open sea. The aerial photograph shows the coast and four numbered points. At which point do wind-driven weathering and erosion most likely wear away the land fastest?", "context_html": "", "options": [ { "id": "cA13", "text": "Point 1, the sandy beach inside the cove behind the headland", "plain": "Point 1, the sandy beach inside the cove behind the headland", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Point 2, the flat delta where the stream meets the sea", "plain": "Point 2, the flat delta where the stream meets the sea", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Point 3, the grassy slope on the inland side of the hill", "plain": "Point 3, the grassy slope on the inland side of the hill", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Point 4, the bare rock headland that rises above the water", "plain": "Point 4, the bare rock headland that rises above the water", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-27/images/slot13.png" ], "stimulus_ids": [ "_483458d0-b3b4-4514-ab39-cb0af8878e83" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD13" ] }, "n_options": 4, "passage_html": "

Ridge Camp on Iceland

Gunnar’s science class spends a week at a research camp on Iceland. The camp sits beside a steep-walled valley that cuts across the island. The valley floor is dark volcanic rock. Rock along the valley’s center line is young and smooth, while rock closer to the walls is older and cracked. Steam rises from vents along the center line. Measurements repeated over many years show that the valley’s two walls move a few centimeters farther apart each year. The valley is part of the Mid-Atlantic Ridge, a chain of ridges that rises above the sea at Iceland. Figure 1 shows a cut-away view beneath the valley.

Figure 1. Cut-Away View Beneath the Valley

\"A

", "passage_plain": "Ridge Camp on Iceland Gunnar’s science class spends a week at a research camp on Iceland. The camp sits beside a steep-walled valley that cuts across the island. The valley floor is dark volcanic rock. Rock along the valley’s center line is young and smooth, while rock closer to the walls is older and cracked. Steam rises from vents along the center line. Measurements repeated over many years show that the valley’s two walls move a few centimeters farther apart each year. The valley is part of the Mid-Atlantic Ridge, a chain of ridges that rises above the sea at Iceland. Figure 1 shows a cut-away view beneath the valley. Figure 1. Cut-Away View Beneath the Valley" }, { "n": 14, "item_id": "_2c76906c-219e-4d61-acf8-bc7cdf8c0cb7", "type": "choice", "title": "Earlobes in Imani’s Family — Part A", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

Look at Table 2. What is the probability that a child of these parents will have attached earlobes?

", "prompt_plain": "Part A Look at Table 2. What is the probability that a child of these parents will have attached earlobes?", "context_html": "", "options": [ { "id": "cA14", "text": "0%", "plain": "0%", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "25%", "plain": "25%", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "50%", "plain": "50%", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "75%", "plain": "75%", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6436ad51-eec7-4666-a955-38effdbe1528" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA14" ] }, "n_options": 4, "passage_html": "

Earlobes in Imani's Family

Imani notices that her grandmother’s earlobes are attached: each lobe joins the side of the head in one smooth line. Both of Imani’s parents have unattached earlobes that hang free at the bottom. In Imani’s family, earlobe shape follows the pattern of a single gene. The allele for unattached earlobes (H) is dominant. The allele for attached earlobes (h) is recessive. A genetic test shows that the mother’s genotype is Hh and the father’s genotype is HH. Table 1 shows the family’s earlobe survey. Table 2 shows the completed Punnett square for the parents’ cross.

Table 1. Family Earlobe Survey

Family memberEarlobe type
GrandmotherAttached
MotherUnattached
FatherUnattached

Table 2. Punnett Square for the Cross

Father: HFather: H
Mother: HHHHH
Mother: hHhHh
", "passage_plain": "Earlobes in Imani's Family Imani notices that her grandmother’s earlobes are attached: each lobe joins the side of the head in one smooth line. Both of Imani’s parents have unattached earlobes that hang free at the bottom. In Imani’s family, earlobe shape follows the pattern of a single gene. The allele for unattached earlobes (H) is dominant. The allele for attached earlobes (h) is recessive. A genetic test shows that the mother’s genotype is Hh and the father’s genotype is HH. Table 1 shows the family’s earlobe survey. Table 2 shows the completed Punnett square for the parents’ cross. Table 1. Family Earlobe Survey Family member Earlobe type Grandmother Attached Mother Unattached Father Unattached Table 2. Punnett Square for the Cross Father: H Father: H Mother: H HH HH Mother: h Hh Hh" }, { "n": 15, "item_id": "_b4e28974-ddfe-43c2-af99-c2539344226b", "type": "choice", "title": "Earlobes in Imani’s Family — Part B", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part B

In Part A, the Punnett square in Table 2 shows two different genotypes, HH and Hh, among the expected children.

Which statement best explains why children of the same two parents can inherit different combinations of earlobe alleles?

", "prompt_plain": "Part B In Part A, the Punnett square in Table 2 shows two different genotypes, HH and Hh, among the expected children. Which statement best explains why children of the same two parents can inherit different combinations of earlobe alleles?", "context_html": "", "options": [ { "id": "cA15", "text": "Crossing over during meiosis changes some of the mother’s h alleles into H alleles inside her egg cells.", "plain": "Crossing over during meiosis changes some of the mother’s h alleles into H alleles inside her egg cells.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "Independent assortment guarantees that each egg cell receives both one H allele and one h allele.", "plain": "Independent assortment guarantees that each egg cell receives both one H allele and one h allele.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "The parents’ alleles blend together at fertilization, so each child forms a single new in-between allele.", "plain": "The parents’ alleles blend together at fertilization, so each child forms a single new in-between allele.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The mother’s paired alleles separate during meiosis, so each of her egg cells carries either H or h.", "plain": "The mother’s paired alleles separate during meiosis, so each of her egg cells carries either H or h.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6436ad51-eec7-4666-a955-38effdbe1528" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD15" ] }, "n_options": 4, "passage_html": "

Earlobes in Imani's Family

Imani notices that her grandmother’s earlobes are attached: each lobe joins the side of the head in one smooth line. Both of Imani’s parents have unattached earlobes that hang free at the bottom. In Imani’s family, earlobe shape follows the pattern of a single gene. The allele for unattached earlobes (H) is dominant. The allele for attached earlobes (h) is recessive. A genetic test shows that the mother’s genotype is Hh and the father’s genotype is HH. Table 1 shows the family’s earlobe survey. Table 2 shows the completed Punnett square for the parents’ cross.

Table 1. Family Earlobe Survey

Family memberEarlobe type
GrandmotherAttached
MotherUnattached
FatherUnattached

Table 2. Punnett Square for the Cross

Father: HFather: H
Mother: HHHHH
Mother: hHhHh
", "passage_plain": "Earlobes in Imani's Family Imani notices that her grandmother’s earlobes are attached: each lobe joins the side of the head in one smooth line. Both of Imani’s parents have unattached earlobes that hang free at the bottom. In Imani’s family, earlobe shape follows the pattern of a single gene. The allele for unattached earlobes (H) is dominant. The allele for attached earlobes (h) is recessive. A genetic test shows that the mother’s genotype is Hh and the father’s genotype is HH. Table 1 shows the family’s earlobe survey. Table 2 shows the completed Punnett square for the parents’ cross. Table 1. Family Earlobe Survey Family member Earlobe type Grandmother Attached Mother Unattached Father Unattached Table 2. Punnett Square for the Cross Father: H Father: H Mother: H HH HH Mother: h Hh Hh" }, { "n": 16, "item_id": "_0587d079-4d20-4362-8b9e-e259944e5ca0", "type": "choice", "title": "Pizza Warm-Bag Iterations — Part A", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part A

Look at Tables 1 and 2. Version 3 still does not meet the temperature criterion, so the team will design a Version 4.

Based on the model output, which change should the team test in Version 4 to reduce the largest source of Version 3’s predicted heat loss?

", "prompt_plain": "Part A Look at Tables 1 and 2. Version 3 still does not meet the temperature criterion, so the team will design a Version 4. Based on the model output, which change should the team test in Version 4 to reduce the largest source of Version 3’s predicted heat loss?", "context_html": "", "options": [ { "id": "cA16", "text": "Make the foam layer thicker, from 2 centimeters to 3 centimeters.", "plain": "Make the foam layer thicker, from 2 centimeters to 3 centimeters.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Replace the foil lining with a lighter foil so the bag’s mass drops further.", "plain": "Replace the foil lining with a lighter foil so the bag’s mass drops further.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Redesign the lid seam so the bag seals more tightly when it is closed.", "plain": "Redesign the lid seam so the bag seals more tightly when it is closed.", "correct": true, "kind": "choice" }, { "id": "cD16", "text": "Cover the two handle openings with fabric flaps so less heat escapes there.", "plain": "Cover the two handle openings with fabric flaps so less heat escapes there.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b953d6ab-c631-49c7-8a71-f493854205f4" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC16" ] }, "n_options": 4, "passage_html": "

Pizza Warm-Bag Iterations

Julio’s engineering team is improving an insulated warm bag that keeps pizzas hot during delivery. The design criteria: during a 20-minute delivery, the pizza’s temperature must drop no more than 12 degrees Celsius, and the bag’s total mass must stay under 1.5 kilograms. Instead of testing with baked pizzas, the team uses a computer model of the bag. For each design version, the model predicts the pizza’s temperature drop during a 20-minute delivery. Table 1 shows the model output for the team’s first three versions. Table 2 shows where the model predicts Version 3’s heat escapes.

Table 1. Model Output by Version

VersionLining designPredicted temperature drop (degrees Celsius)Bag mass (kilograms)
1Single foil lining210.8
2Foil lining + 1-centimeter foam layer151.1
3Foil lining + 2-centimeter foam layer131.4

Table 2. Version 3 Predicted Heat-Loss Pathways

PathwayShare of predicted heat loss
Side and bottom walls25%
Lid seam60%
Handle openings15%
", "passage_plain": "Pizza Warm-Bag Iterations Julio’s engineering team is improving an insulated warm bag that keeps pizzas hot during delivery. The design criteria: during a 20-minute delivery, the pizza’s temperature must drop no more than 12 degrees Celsius, and the bag’s total mass must stay under 1.5 kilograms. Instead of testing with baked pizzas, the team uses a computer model of the bag. For each design version, the model predicts the pizza’s temperature drop during a 20-minute delivery. Table 1 shows the model output for the team’s first three versions. Table 2 shows where the model predicts Version 3’s heat escapes. Table 1. Model Output by Version Version Lining design Predicted temperature drop (degrees Celsius) Bag mass (kilograms) 1 Single foil lining 21 0.8 2 Foil lining + 1-centimeter foam layer 15 1.1 3 Foil lining + 2-centimeter foam layer 13 1.4 Table 2. Version 3 Predicted Heat-Loss Pathways Pathway Share of predicted heat loss Side and bottom walls 25% Lid seam 60% Handle openings 15%" }, { "n": 17, "item_id": "_8477eea8-9663-4a91-b73a-f1fa2531a374", "type": "choice", "title": "Pizza Warm-Bag Iterations — Part B", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

Which piece of the model’s output best justifies your answer in Part A?

", "prompt_plain": "Part B Which piece of the model’s output best justifies your answer in Part A?", "context_html": "", "options": [ { "id": "cA17", "text": "Version 3’s lid seam and handle openings together account for 75 percent of its predicted heat loss.", "plain": "Version 3’s lid seam and handle openings together account for 75 percent of its predicted heat loss.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Version 3’s lid seam accounts for 60 percent of the bag’s total predicted heat loss.", "plain": "Version 3’s lid seam accounts for 60 percent of the bag’s total predicted heat loss.", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "Version 3’s predicted drop of 13 degrees Celsius is 2 degrees Celsius better than Version 2’s.", "plain": "Version 3’s predicted drop of 13 degrees Celsius is 2 degrees Celsius better than Version 2’s.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Version 3 has the largest bag mass of the three modeled versions, at 1.4 kg.", "plain": "Version 3 has the largest bag mass of the three modeled versions, at 1.4 kg.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b953d6ab-c631-49c7-8a71-f493854205f4" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB17" ] }, "n_options": 4, "passage_html": "

Pizza Warm-Bag Iterations

Julio’s engineering team is improving an insulated warm bag that keeps pizzas hot during delivery. The design criteria: during a 20-minute delivery, the pizza’s temperature must drop no more than 12 degrees Celsius, and the bag’s total mass must stay under 1.5 kilograms. Instead of testing with baked pizzas, the team uses a computer model of the bag. For each design version, the model predicts the pizza’s temperature drop during a 20-minute delivery. Table 1 shows the model output for the team’s first three versions. Table 2 shows where the model predicts Version 3’s heat escapes.

Table 1. Model Output by Version

VersionLining designPredicted temperature drop (degrees Celsius)Bag mass (kilograms)
1Single foil lining210.8
2Foil lining + 1-centimeter foam layer151.1
3Foil lining + 2-centimeter foam layer131.4

Table 2. Version 3 Predicted Heat-Loss Pathways

PathwayShare of predicted heat loss
Side and bottom walls25%
Lid seam60%
Handle openings15%
", "passage_plain": "Pizza Warm-Bag Iterations Julio’s engineering team is improving an insulated warm bag that keeps pizzas hot during delivery. The design criteria: during a 20-minute delivery, the pizza’s temperature must drop no more than 12 degrees Celsius, and the bag’s total mass must stay under 1.5 kilograms. Instead of testing with baked pizzas, the team uses a computer model of the bag. For each design version, the model predicts the pizza’s temperature drop during a 20-minute delivery. Table 1 shows the model output for the team’s first three versions. Table 2 shows where the model predicts Version 3’s heat escapes. Table 1. Model Output by Version Version Lining design Predicted temperature drop (degrees Celsius) Bag mass (kilograms) 1 Single foil lining 21 0.8 2 Foil lining + 1-centimeter foam layer 15 1.1 3 Foil lining + 2-centimeter foam layer 13 1.4 Table 2. Version 3 Predicted Heat-Loss Pathways Pathway Share of predicted heat loss Side and bottom walls 25% Lid seam 60% Handle openings 15%" }, { "n": 18, "item_id": "_dcad2097-d4ac-444f-96f9-9d486158a4a2", "type": "choice", "title": "Comparing the Two Shelves", "standards": [ "MS-LS1-6" ], "prompt_html": "

Look at Table 1. Which conclusion about the two shelves is best supported by the test?

", "prompt_plain": "Look at Table 1. Which conclusion about the two shelves is best supported by the test?", "context_html": "", "options": [ { "id": "cA18", "text": "The electric grow lights caused the growth difference, because light supplies the energy plants use to make food.", "plain": "The electric grow lights caused the growth difference, because light supplies the energy plants use to make food.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Shelf 2’s plants grew less because their shelf ran out of nutrients before the 30 days ended.", "plain": "Shelf 2’s plants grew less because their shelf ran out of nutrients before the 30 days ended.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "Shelf 2’s plants grew less because ordinary indoor air contains no carbon dioxide for plants to use.", "plain": "Shelf 2’s plants grew less because ordinary indoor air contains no carbon dioxide for plants to use.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The extra carbon dioxide caused Shelf 1’s greater growth, because the other conditions matched on both shelves.", "plain": "The extra carbon dioxide caused Shelf 1’s greater growth, because the other conditions matched on both shelves.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1946fb74-be60-415d-b1a4-44c6d3a8247c" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD18" ] }, "n_options": 4, "passage_html": "

Tomato Shelves at a Vertical Farm

Kira runs a test at an indoor vertical farm, where tomato plants grow on stacked shelves under electric grow lights. Kira picks two identical shelves. Each shelf holds 20 young tomato plants of the same variety. Both shelves get the same light, the same watering schedule, the same nutrient mix, and the same air temperature. A gas line adds extra carbon dioxide (CO2) to the air around Shelf 1 only. Shelf 2 grows in ordinary indoor air. After 30 days, Kira measures the plants on each shelf. Dry mass is the mass of a plant’s material after its water is removed. Table 1 shows the results. Figure 1 shows the two shelves at the start of the test.

Table 1. Shelf Results After 30 Days

MeasurementShelf 1 (added CO2)Shelf 2 (ordinary air)
CO2 level in the air (parts per million)1,200420
Average plant height (centimeters)7452
Average dry mass per plant (grams)9663
Average number of leaves per plant4128

Figure 1. The Two Shelves at the Start of the Test

\"An

", "passage_plain": "Tomato Shelves at a Vertical Farm Kira runs a test at an indoor vertical farm, where tomato plants grow on stacked shelves under electric grow lights. Kira picks two identical shelves. Each shelf holds 20 young tomato plants of the same variety. Both shelves get the same light, the same watering schedule, the same nutrient mix, and the same air temperature. A gas line adds extra carbon dioxide (CO2) to the air around Shelf 1 only. Shelf 2 grows in ordinary indoor air. After 30 days, Kira measures the plants on each shelf. Dry mass is the mass of a plant’s material after its water is removed. Table 1 shows the results. Figure 1 shows the two shelves at the start of the test. Table 1. Shelf Results After 30 Days Measurement Shelf 1 (added CO2) Shelf 2 (ordinary air) CO2 level in the air (parts per million) 1,200 420 Average plant height (centimeters) 74 52 Average dry mass per plant (grams) 96 63 Average number of leaves per plant 41 28 Figure 1. The Two Shelves at the Start of the Test" }, { "n": 19, "item_id": "_77424c9b-12ec-4513-af15-187df68e2e8f", "type": "choice", "title": "Explaining the Extra Dry Mass", "standards": [ "MS-LS1-6" ], "prompt_html": "

The plants on both shelves started the test at the same average size.

Which statement best explains why Shelf 1’s plants ended the test with more dry mass than Shelf 2’s plants?

", "prompt_plain": "The plants on both shelves started the test at the same average size. Which statement best explains why Shelf 1’s plants ended the test with more dry mass than Shelf 2’s plants?", "context_html": "", "options": [ { "id": "cA19", "text": "The extra carbon dioxide gave Shelf 1’s plants more carbon atoms, which the plants built into new plant matter.", "plain": "The extra carbon dioxide gave Shelf 1’s plants more carbon atoms, which the plants built into new plant matter.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "The extra carbon dioxide gave Shelf 1’s plants more energy, which their cells stored as the extra dry mass.", "plain": "The extra carbon dioxide gave Shelf 1’s plants more energy, which their cells stored as the extra dry mass.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The extra carbon dioxide helped Shelf 1’s plants absorb more minerals, and those minerals became the extra plant mass.", "plain": "The extra carbon dioxide helped Shelf 1’s plants absorb more minerals, and those minerals became the extra plant mass.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The extra carbon dioxide made Shelf 1’s plants store more water, and that water became the extra measured mass.", "plain": "The extra carbon dioxide made Shelf 1’s plants store more water, and that water became the extra measured mass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1946fb74-be60-415d-b1a4-44c6d3a8247c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4, "passage_html": "

Tomato Shelves at a Vertical Farm

Kira runs a test at an indoor vertical farm, where tomato plants grow on stacked shelves under electric grow lights. Kira picks two identical shelves. Each shelf holds 20 young tomato plants of the same variety. Both shelves get the same light, the same watering schedule, the same nutrient mix, and the same air temperature. A gas line adds extra carbon dioxide (CO2) to the air around Shelf 1 only. Shelf 2 grows in ordinary indoor air. After 30 days, Kira measures the plants on each shelf. Dry mass is the mass of a plant’s material after its water is removed. Table 1 shows the results. Figure 1 shows the two shelves at the start of the test.

Table 1. Shelf Results After 30 Days

MeasurementShelf 1 (added CO2)Shelf 2 (ordinary air)
CO2 level in the air (parts per million)1,200420
Average plant height (centimeters)7452
Average dry mass per plant (grams)9663
Average number of leaves per plant4128

Figure 1. The Two Shelves at the Start of the Test

\"An

", "passage_plain": "Tomato Shelves at a Vertical Farm Kira runs a test at an indoor vertical farm, where tomato plants grow on stacked shelves under electric grow lights. Kira picks two identical shelves. Each shelf holds 20 young tomato plants of the same variety. Both shelves get the same light, the same watering schedule, the same nutrient mix, and the same air temperature. A gas line adds extra carbon dioxide (CO2) to the air around Shelf 1 only. Shelf 2 grows in ordinary indoor air. After 30 days, Kira measures the plants on each shelf. Dry mass is the mass of a plant’s material after its water is removed. Table 1 shows the results. Figure 1 shows the two shelves at the start of the test. Table 1. Shelf Results After 30 Days Measurement Shelf 1 (added CO2) Shelf 2 (ordinary air) CO2 level in the air (parts per million) 1,200 420 Average plant height (centimeters) 74 52 Average dry mass per plant (grams) 96 63 Average number of leaves per plant 41 28 Figure 1. The Two Shelves at the Start of the Test" }, { "n": 20, "item_id": "_4e72eb1d-364e-49b5-aea1-d32fc7a9aef8", "type": "choice", "title": "How the Plants Use Sugar", "standards": [ "MS-LS1-7" ], "prompt_html": "

In their leaf cells, the tomato plants on both shelves make sugar during photosynthesis.

Choose the TWO statements that describe how the plants use this sugar.

", "prompt_plain": "In their leaf cells, the tomato plants on both shelves make sugar during photosynthesis. Choose the TWO statements that describe how the plants use this sugar.", "context_html": "", "options": [ { "id": "cA20", "text": "The sugar carries oxygen from the leaves to cells in the stem and roots.", "plain": "The sugar carries oxygen from the leaves to cells in the stem and roots.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "The plants break down the sugar to release energy for their cells’ activities.", "plain": "The plants break down the sugar to release energy for their cells’ activities.", "correct": true, "kind": "choice" }, { "id": "cC20", "text": "The sugar stores the genetic instructions the plants use to make new leaf cells.", "plain": "The sugar stores the genetic instructions the plants use to make new leaf cells.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "The plants join sugar molecules into larger molecules that build new plant parts.", "plain": "The plants join sugar molecules into larger molecules that build new plant parts.", "correct": true, "kind": "choice" }, { "id": "cE20", "text": "The plants release the sugar into the air so photosynthesis can begin again.", "plain": "The plants release the sugar into the air so photosynthesis can begin again.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1946fb74-be60-415d-b1a4-44c6d3a8247c" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB20", "cD20" ] }, "n_options": 5, "passage_html": "

Tomato Shelves at a Vertical Farm

Kira runs a test at an indoor vertical farm, where tomato plants grow on stacked shelves under electric grow lights. Kira picks two identical shelves. Each shelf holds 20 young tomato plants of the same variety. Both shelves get the same light, the same watering schedule, the same nutrient mix, and the same air temperature. A gas line adds extra carbon dioxide (CO2) to the air around Shelf 1 only. Shelf 2 grows in ordinary indoor air. After 30 days, Kira measures the plants on each shelf. Dry mass is the mass of a plant’s material after its water is removed. Table 1 shows the results. Figure 1 shows the two shelves at the start of the test.

Table 1. Shelf Results After 30 Days

MeasurementShelf 1 (added CO2)Shelf 2 (ordinary air)
CO2 level in the air (parts per million)1,200420
Average plant height (centimeters)7452
Average dry mass per plant (grams)9663
Average number of leaves per plant4128

Figure 1. The Two Shelves at the Start of the Test

\"An

", "passage_plain": "Tomato Shelves at a Vertical Farm Kira runs a test at an indoor vertical farm, where tomato plants grow on stacked shelves under electric grow lights. Kira picks two identical shelves. Each shelf holds 20 young tomato plants of the same variety. Both shelves get the same light, the same watering schedule, the same nutrient mix, and the same air temperature. A gas line adds extra carbon dioxide (CO2) to the air around Shelf 1 only. Shelf 2 grows in ordinary indoor air. After 30 days, Kira measures the plants on each shelf. Dry mass is the mass of a plant’s material after its water is removed. Table 1 shows the results. Figure 1 shows the two shelves at the start of the test. Table 1. Shelf Results After 30 Days Measurement Shelf 1 (added CO2) Shelf 2 (ordinary air) CO2 level in the air (parts per million) 1,200 420 Average plant height (centimeters) 74 52 Average dry mass per plant (grams) 96 63 Average number of leaves per plant 41 28 Figure 1. The Two Shelves at the Start of the Test" }, { "n": 21, "item_id": "_91fe97b3-8efa-4426-b578-bf78ea245798", "type": "choice", "title": "Two Moons of Saturn — Part A", "standards": [ "MS-PS2-4" ], "prompt_html": "

Part A

A student claims: \"The Sun exerts a gravitational pull on Saturn, but it does not exert any pull on Titan or Rhea.\"

Based on Figure 1 and Table 1, should this claim be supported or refuted?

", "prompt_plain": "Part A A student claims: \"The Sun exerts a gravitational pull on Saturn, but it does not exert any pull on Titan or Rhea.\" Based on Figure 1 and Table 1, should this claim be supported or refuted?", "context_html": "", "options": [ { "id": "cA21", "text": "Supported, because a moon that orbits Saturn feels the pull of Saturn rather than the Sun.", "plain": "Supported, because a moon that orbits Saturn feels the pull of Saturn rather than the Sun.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "Supported, because the moons are too far from the Sun for its pull to reach them.", "plain": "Supported, because the moons are too far from the Sun for its pull to reach them.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "Refuted, because the Sun’s gravity acts on Titan and Rhea even across that great distance.", "plain": "Refuted, because the Sun’s gravity acts on Titan and Rhea even across that great distance.", "correct": true, "kind": "choice" }, { "id": "cD21", "text": "Refuted, because the Sun rather than Saturn is what holds the moons on their paths.", "plain": "Refuted, because the Sun rather than Saturn is what holds the moons on their paths.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ad79d098-6d11-41a3-a208-472d5390291e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC21" ] }, "n_options": 4, "passage_html": "

Two Moons of Saturn

Saturn travels in a nearly circular orbit around the Sun. Titan and Rhea are two of Saturn’s moons. Figure 1 is a model of the orbits: Saturn orbits the Sun, and each moon orbits Saturn as Saturn moves. The arrows in the model show two gravitational pulls: the Sun’s pull on Saturn and Saturn’s pull on each moon. Table 1 gives data about the two moons.

Figure 1. Model of the Orbits

\"A

Table 1. Data for Two Moons of Saturn

MoonMass (kg)Mean distance from Saturn (km)
Titan1.35 × 10231,220,000
Rhea2.3 × 1021527,000
", "passage_plain": "Two Moons of Saturn Saturn travels in a nearly circular orbit around the Sun. Titan and Rhea are two of Saturn’s moons. Figure 1 is a model of the orbits: Saturn orbits the Sun, and each moon orbits Saturn as Saturn moves. The arrows in the model show two gravitational pulls: the Sun’s pull on Saturn and Saturn’s pull on each moon. Table 1 gives data about the two moons. Figure 1. Model of the Orbits Table 1. Data for Two Moons of Saturn Moon Mass (kg) Mean distance from Saturn (km) Titan 1.35 × 10 23 1,220,000 Rhea 2.3 × 10 21 527,000" }, { "n": 22, "item_id": "_7b67a658-c10a-467b-822c-213bf8bdff89", "type": "choice", "title": "Two Moons of Saturn — Part B", "standards": [ "MS-PS2-4" ], "prompt_html": "

Part B

Which piece of evidence from Figure 1 and Table 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which piece of evidence from Figure 1 and Table 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA22", "text": "Titan orbits Saturn at a greater distance from it than Rhea does.", "plain": "Titan orbits Saturn at a greater distance from it than Rhea does.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "The arrows in the model show Saturn pulling on both Titan and Rhea.", "plain": "The arrows in the model show Saturn pulling on both Titan and Rhea.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "The Sun is drawn much larger than Saturn and the two moons.", "plain": "The Sun is drawn much larger than Saturn and the two moons.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "Both moons travel around the Sun with Saturn, and each moon has mass.", "plain": "Both moons travel around the Sun with Saturn, and each moon has mass.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ad79d098-6d11-41a3-a208-472d5390291e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD22" ] }, "n_options": 4, "passage_html": "

Two Moons of Saturn

Saturn travels in a nearly circular orbit around the Sun. Titan and Rhea are two of Saturn’s moons. Figure 1 is a model of the orbits: Saturn orbits the Sun, and each moon orbits Saturn as Saturn moves. The arrows in the model show two gravitational pulls: the Sun’s pull on Saturn and Saturn’s pull on each moon. Table 1 gives data about the two moons.

Figure 1. Model of the Orbits

\"A

Table 1. Data for Two Moons of Saturn

MoonMass (kg)Mean distance from Saturn (km)
Titan1.35 × 10231,220,000
Rhea2.3 × 1021527,000
", "passage_plain": "Two Moons of Saturn Saturn travels in a nearly circular orbit around the Sun. Titan and Rhea are two of Saturn’s moons. Figure 1 is a model of the orbits: Saturn orbits the Sun, and each moon orbits Saturn as Saturn moves. The arrows in the model show two gravitational pulls: the Sun’s pull on Saturn and Saturn’s pull on each moon. Table 1 gives data about the two moons. Figure 1. Model of the Orbits Table 1. Data for Two Moons of Saturn Moon Mass (kg) Mean distance from Saturn (km) Titan 1.35 × 10 23 1,220,000 Rhea 2.3 × 10 21 527,000" }, { "n": 23, "item_id": "_aed3164c-36e4-4693-b8a2-3c3ac8dd03d8", "type": "choice", "title": "Evidence for Fields on Two Benches", "standards": [ "MS-PS2-5" ], "prompt_html": "

During a lab on forces, students set up two benches. On Bench 1, a bar magnet lies at the center of a white card, and a capped jar of iron filings sits beside the card, ready to be sprinkled. On Bench 2, a lightweight foam ball hangs from a thread, and a plastic rod that carries an electric charge is clamped near it. The photograph shows the two benches at the start of the lab. The students record five observations.

\"Two

Choose the TWO observations that provide evidence that a field can act on an object without contact.

", "prompt_plain": "During a lab on forces, students set up two benches. On Bench 1, a bar magnet lies at the center of a white card, and a capped jar of iron filings sits beside the card, ready to be sprinkled. On Bench 2, a lightweight foam ball hangs from a thread, and a plastic rod that carries an electric charge is clamped near it. The photograph shows the two benches at the start of the lab. The students record five observations. Choose the TWO observations that provide evidence that a field can act on an object without contact.", "context_html": "", "options": [ { "id": "cA23", "text": "Filings poured directly onto the magnet stick to both of its ends.", "plain": "Filings poured directly onto the magnet stick to both of its ends.", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "Filings on the card form curved arcs in the space around the magnet.", "plain": "Filings on the card form curved arcs in the space around the magnet.", "correct": true, "kind": "choice" }, { "id": "cC23", "text": "Filings that land on the magnet stay stuck even when the card is tilted.", "plain": "Filings that land on the magnet stay stuck even when the card is tilted.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "The hanging ball swings toward the rod before the rod touches it.", "plain": "The hanging ball swings toward the rod before the rod touches it.", "correct": true, "kind": "choice" }, { "id": "cE23", "text": "The ball hangs perfectly still before the rod is brought near it.", "plain": "The ball hangs perfectly still before the rod is brought near it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-27/images/slot23.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB23", "cD23" ] }, "n_options": 5 }, { "n": 24, "item_id": "_fa708ceb-42ab-4289-ac8c-f59d7d1b9783", "type": "choice", "title": "Construction Hoist Energy Plan", "standards": [ "MS-PS3-2" ], "prompt_html": "

Miguel’s construction crew uses a hoist — an open cage that a motor lifts up a tall mast — to raise loads of bricks. The plan drawing shows the mast with numbered height marks from 0 at the ground to 10 at the top. In the plan, mark 10 sits 8 meters above the ground.

\"A

The crew wants the loaded cage to store more gravitational potential energy when it reaches mark 10. Which change to the plan would best meet this goal?

", "prompt_plain": "Miguel’s construction crew uses a hoist — an open cage that a motor lifts up a tall mast — to raise loads of bricks. The plan drawing shows the mast with numbered height marks from 0 at the ground to 10 at the top. In the plan, mark 10 sits 8 meters above the ground. The crew wants the loaded cage to store more gravitational potential energy when it reaches mark 10. Which change to the plan would best meet this goal?", "context_html": "", "options": [ { "id": "cA24", "text": "Lower the mast so that mark 10 sits 6 meters above the ground.", "plain": "Lower the mast so that mark 10 sits 6 meters above the ground.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Raise the mast so that mark 10 sits 11 meters above the ground.", "plain": "Raise the mast so that mark 10 sits 11 meters above the ground.", "correct": true, "kind": "choice" }, { "id": "cC24", "text": "Make the mast wider without changing the height of mark 10.", "plain": "Make the mast wider without changing the height of mark 10.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Keep the loaded cage parked at mark 10 for twice as long.", "plain": "Keep the loaded cage parked at mark 10 for twice as long.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-27/images/slot24.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB24" ] }, "n_options": 4 }, { "n": 25, "item_id": "_5d271c47-9447-4bfb-b83d-5f593365bf59", "type": "order", "title": "Toaster Energy Chain Order", "standards": [ "MS-PS3-5" ], "prompt_html": "

A countertop toaster is plugged into a wall outlet. When the toaster is switched on, its heating wires glow and toast a slice of bread.

 

Place the four energy steps in order from first to last, starting when the toaster is switched on.

", "prompt_plain": "A countertop toaster is plugged into a wall outlet. When the toaster is switched on, its heating wires glow and toast a slice of bread. Place the four energy steps in order from first to last, starting when the toaster is switched on.", "context_html": "", "options": [ { "id": "o25Cfe9a8212", "text": "Thermal energy moves from the glowing wires to the bread slice.", "plain": "Thermal energy moves from the glowing wires to the bread slice.", "correct": true, "kind": "choice" }, { "id": "o25A0ecdf429", "text": "Electrical energy flows from the wall outlet into the heating wires.", "plain": "Electrical energy flows from the wall outlet into the heating wires.", "correct": true, "kind": "choice" }, { "id": "o25D021aad8b", "text": "The warm bread releases some thermal energy into the surrounding air.", "plain": "The warm bread releases some thermal energy into the surrounding air.", "correct": true, "kind": "choice" }, { "id": "o25B119c8c1c", "text": "The heating wires change electrical energy into thermal energy.", "plain": "The heating wires change electrical energy into thermal energy.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "o25A0ecdf429", "o25B119c8c1c", "o25Cfe9a8212", "o25D021aad8b" ] }, "n_options": 4 }, { "n": 26, "item_id": "_837afaf4-6400-405b-9206-458f3031c6e7", "type": "text-entry", "title": "Wave Machine Wavelength", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Renata’s class builds a wave machine from a long strip of tape with wooden skewers taped across it. Renata flicks one end of the strip steadily and takes two measurements: the wave travels along the strip at a speed of 90 centimeters per second, and the flicking makes 3 complete waves each second, so the frequency is 3 hertz.

The wave equation is: wave speed = frequency × wavelength.

What is the wavelength of the wave, in centimeters?

Give your answer as a whole number (e.g., 27).

Wavelength in centimeters:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "30" ] }, "n_options": 0 }, { "n": 27, "item_id": "_b2902818-5e29-4742-83de-2663543cec79", "type": "choice", "title": "Comparing Wave Graph Amplitudes", "standards": [ "MS-PS4-1" ], "prompt_html": "

A physics class watches a demonstration in a wave-simulator app. The app exports the four graphs shown in the image. Each graph is drawn with its own vertical scale.

\"Four

Which graph shows the wave with the greatest amplitude?

", "prompt_plain": "A physics class watches a demonstration in a wave-simulator app. The app exports the four graphs shown in the image. Each graph is drawn with its own vertical scale. Which graph shows the wave with the greatest amplitude?", "context_html": "", "options": [ { "id": "cA27", "text": "Graph 1", "plain": "Graph 1", "correct": true, "kind": "choice" }, { "id": "cB27", "text": "Graph 2", "plain": "Graph 2", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "Graph 3", "plain": "Graph 3", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Graph 4", "plain": "Graph 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-27/images/slot27.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA27" ] }, "n_options": 4 }, { "n": 28, "item_id": "_9dfca8d4-1496-47d7-a91c-29a6c505a184", "type": "gap-match", "title": "Body System Function Chart", "standards": [ "MS-LS1-3" ], "prompt_html": "

An anatomy-review station has a function chart and loose tiles. Each tile names a body system or an organ.

 

Drag one tile into each empty box to complete the chart.

", "prompt_plain": "An anatomy-review station has a function chart and loose tiles. Each tile names a body system or an organ. Drag one tile into each empty box to complete the chart.", "context_html": "", "options": [ { "id": "tok-heart", "text": "heart", "plain": "heart", "correct": false, "kind": "gap-token" }, { "id": "tok-digestive", "text": "digestive system", "plain": "digestive system", "correct": false, "kind": "gap-token" }, { "id": "tok-brain", "text": "brain", "plain": "brain", "correct": false, "kind": "gap-token" }, { "id": "tok-respiratory", "text": "respiratory system", "plain": "respiratory system", "correct": false, "kind": "gap-token" }, { "id": "tok-stomach", "text": "stomach", "plain": "stomach", "correct": false, "kind": "gap-token" }, { "id": "tok-circulatory", "text": "circulatory system", "plain": "circulatory system", "correct": false, "kind": "gap-token" }, { "id": "tok-lungs", "text": "lungs", "plain": "lungs", "correct": false, "kind": "gap-token" }, { "id": "tok-nervous", "text": "nervous system", "plain": "nervous system", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-circulatory G1", "tok-heart G2", "tok-respiratory G3", "tok-lungs G4", "tok-nervous G5", "tok-brain G6" ] }, "n_options": 8 }, { "n": 29, "item_id": "_d3f902ec-8e9d-49c5-b47e-37b2a1cff49e", "type": "choice", "title": "Fish Parental Care Evidence", "standards": [ "MS-LS1-4" ], "prompt_html": "

A biology team studies four fish species that live in the same African lake. Table 1 shows how each species cares for its young. The team concludes: \"Cichlid young have the greatest chance of being alive three weeks after hatching.\"

Table 1. Care of Young in Four Lake Fish Species

Type of fishEggs laidParental careDays of careYoung alive after 3 weeks (%)
Cichlid150Carries young inside the mouth2193
Catfish300Guards eggs at a nest1060
Barb450Attaches eggs to plants, then leaves035
Lake sardine600Releases eggs into open water015

Choose the TWO statements about the data in Table 1 that support the team’s conclusion.

", "prompt_plain": "A biology team studies four fish species that live in the same African lake. Table 1 shows how each species cares for its young. The team concludes: \"Cichlid young have the greatest chance of being alive three weeks after hatching.\" Table 1. Care of Young in Four Lake Fish Species Type of fish Eggs laid Parental care Days of care Young alive after 3 weeks (%) Cichlid 150 Carries young inside the mouth 21 93 Catfish 300 Guards eggs at a nest 10 60 Barb 450 Attaches eggs to plants, then leaves 0 35 Lake sardine 600 Releases eggs into open water 0 15 Choose the TWO statements about the data in Table 1 that support the team’s conclusion.", "context_html": "", "options": [ { "id": "cA29", "text": "Cichlid young show the highest percentage still alive three weeks after hatching.", "plain": "Cichlid young show the highest percentage still alive three weeks after hatching.", "correct": true, "kind": "choice" }, { "id": "cB29", "text": "Lake sardines release the largest number of eggs of the four species.", "plain": "Lake sardines release the largest number of eggs of the four species.", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "Species with more days of parental care show higher percentages of young alive.", "plain": "Species with more days of parental care show higher percentages of young alive.", "correct": true, "kind": "choice" }, { "id": "cD29", "text": "Catfish young stay alive at a higher rate than barb young do.", "plain": "Catfish young stay alive at a higher rate than barb young do.", "correct": false, "kind": "choice" }, { "id": "cE29", "text": "Cichlids lay the smallest number of eggs of the four species in the lake.", "plain": "Cichlids lay the smallest number of eggs of the four species in the lake.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA29", "cC29" ] }, "n_options": 5 }, { "n": 30, "item_id": "_4ea55f02-671f-4208-9f90-62c1897692ca", "type": "hottext", "title": "Garden Design Brief Criterion", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Read the design brief for a community-garden project.

Select the sentence in the brief that states a criterion the finished structure must meet.

", "prompt_plain": "Read the design brief for a community-garden project. Select the sentence in the brief that states a criterion the finished structure must meet.", "context_html": "", "options": [ { "id": "hHT130", "text": "The Oakdale community garden club wants a shade structure for its seedling tables.", "plain": "The Oakdale community garden club wants a shade structure for its seedling tables.", "correct": false, "kind": "hottext" }, { "id": "hHT230", "text": "At least half of each table must stay out of direct sun from noon to 4 p.m.", "plain": "At least half of each table must stay out of direct sun from noon to 4 p.m.", "correct": true, "kind": "hottext" }, { "id": "hHT330", "text": "The club can spend no more than 300 dollars on materials.", "plain": "The club can spend no more than 300 dollars on materials.", "correct": false, "kind": "hottext" }, { "id": "hHT430", "text": "All building work must be finished during the two-day spring workday.", "plain": "All building work must be finished during the two-day spring workday.", "correct": false, "kind": "hottext" }, { "id": "hHT530", "text": "Power tools are not allowed at the garden site.", "plain": "Power tools are not allowed at the garden site.", "correct": false, "kind": "hottext" }, { "id": "hHT630", "text": "Several members hope the structure will look welcoming to garden visitors.", "plain": "Several members hope the structure will look welcoming to garden visitors.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hHT230" ] }, "n_options": 6 }, { "n": 31, "item_id": "_f47cd9ec-5206-4278-a856-f202f71e2578", "type": "choice", "title": "Seedlings in Sun and Shade", "standards": [ "MS-LS1-5" ], "prompt_html": "

Tara plants seedlings of the same broadleaf plant species in two garden beds and gives both beds the same water and soil. Bed 1 gets bright sunlight most of the day. Bed 2 sits in deep shade beside a wall. The table below shows her measurements after six weeks.

MeasurementBed 1 (bright sun)Bed 2 (deep shade)
Hours of direct sunlight each dayabout 8less than 1
Average leaf area after six weeks14 square centimeters26 square centimeters

Which statement best explains why the shaded seedlings grew larger leaves?

", "prompt_plain": "Tara plants seedlings of the same broadleaf plant species in two garden beds and gives both beds the same water and soil. Bed 1 gets bright sunlight most of the day. Bed 2 sits in deep shade beside a wall. The table below shows her measurements after six weeks. Measurement Bed 1 (bright sun) Bed 2 (deep shade) Hours of direct sunlight each day about 8 less than 1 Average leaf area after six weeks 14 square centimeters 26 square centimeters Which statement best explains why the shaded seedlings grew larger leaves?", "context_html": "", "options": [ { "id": "cA31", "text": "The shaded seedlings pulled extra food from the soil and stored that food in their leaves.", "plain": "The shaded seedlings pulled extra food from the soil and stored that food in their leaves.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "The shaded seedlings grew wider leaves, which catch more of the limited light they need to make food.", "plain": "The shaded seedlings grew wider leaves, which catch more of the limited light they need to make food.", "correct": true, "kind": "choice" }, { "id": "cC31", "text": "The seedlings in the two beds must have different genes, because leaf size is set at sprouting.", "plain": "The seedlings in the two beds must have different genes, because leaf size is set at sprouting.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "The shaded seedlings grew wider leaves to store extra water for the times when sunlight reaches them.", "plain": "The shaded seedlings grew wider leaves to store extra water for the times when sunlight reaches them.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_6e3f6ef9-c9a6-48db-a4d2-66654a995f08", "type": "choice", "title": "Hot Stove Reflex", "standards": [ "MS-LS1-8" ], "prompt_html": "

While cooking, Wesley’s fingers brush a metal pot handle on a hot stove, and he jerks his hand back right away.

Which body system detected the heat of the stove?

", "prompt_plain": "While cooking, Wesley’s fingers brush a metal pot handle on a hot stove, and he jerks his hand back right away. Which body system detected the heat of the stove?", "context_html": "", "options": [ { "id": "cA32", "text": "circulatory", "plain": "circulatory", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "muscular", "plain": "muscular", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "nervous", "plain": "nervous", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "skeletal", "plain": "skeletal", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_022166da-c59a-42df-83a5-4a5323fd625c", "type": "choice", "title": "Orchard Nest Boxes", "standards": [ "MS-LS2-5" ], "prompt_html": "

Beetles damage the fruit in an orchard. For two seasons the owner sprayed the trees with an insecticide. This season the owner instead put up nest boxes that attract insect-eating birds. The table below compares the orchard during a spraying season and during the nest-box season.

ObservationSpraying seasonNest-box season
Fruit with beetle damage8 out of every 10010 out of every 100
Different insect species counted (besides the beetles)1025
Different bird species counted513

Which statement best explains how the nest boxes let the orchard control the beetles while protecting the orchard’s biodiversity?

", "prompt_plain": "Beetles damage the fruit in an orchard. For two seasons the owner sprayed the trees with an insecticide. This season the owner instead put up nest boxes that attract insect-eating birds. The table below compares the orchard during a spraying season and during the nest-box season. Observation Spraying season Nest-box season Fruit with beetle damage 8 out of every 100 10 out of every 100 Different insect species counted (besides the beetles) 10 25 Different bird species counted 5 13 Which statement best explains how the nest boxes let the orchard control the beetles while protecting the orchard’s biodiversity?", "context_html": "", "options": [ { "id": "cA33", "text": "The birds eat large numbers of the beetles, so the orchard does not need a spray that also harms many other species.", "plain": "The birds eat large numbers of the beetles, so the orchard does not need a spray that also harms many other species.", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "The birds scare the beetles away from the fruit trees, so almost no fruit is damaged during the nest-box season.", "plain": "The birds scare the beetles away from the fruit trees, so almost no fruit is damaged during the nest-box season.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "The birds carry pollen between the fruit trees, so the trees replace damaged fruit faster than the beetles can harm it.", "plain": "The birds carry pollen between the fruit trees, so the trees replace damaged fruit faster than the beetles can harm it.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "The similar fruit damage in both seasons shows the spray protected the orchard’s biodiversity as well as the boxes do.", "plain": "The similar fruit damage in both seasons shows the spray protected the orchard’s biodiversity as well as the boxes do.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA33" ] }, "n_options": 4 }, { "n": 34, "item_id": "_2a65ac01-0b66-4874-b9b7-c1adfbfc5bc8", "type": "hottext", "title": "Wetland Monitoring Report", "standards": [ "MS-LS2-5" ], "prompt_html": "

Three years ago, a town rebuilt a damaged wetland beside Silver Creek. The goal of the design was to restore and maintain the wetland’s biodiversity. Five sentences from the project’s Year 3 monitoring report are shown below.

", "prompt_plain": "Three years ago, a town rebuilt a damaged wetland beside Silver Creek. The goal of the design was to restore and maintain the wetland’s biodiversity. Five sentences from the project’s Year 3 monitoring report are shown below.", "context_html": "", "options": [ { "id": "hA34", "text": "Work crews planted more than 2,000 native grass and sedge plugs along the banks during the first spring.", "plain": "Work crews planted more than 2,000 native grass and sedge plugs along the banks during the first spring.", "correct": false, "kind": "hottext" }, { "id": "hB34", "text": "Morning bird counts show the number of red-winged blackbirds nesting in the wetland has doubled since the first year.", "plain": "Morning bird counts show the number of red-winged blackbirds nesting in the wetland has doubled since the first year.", "correct": false, "kind": "hottext" }, { "id": "hC34", "text": "Surveys this year recorded 38 different native plant and animal species here, close to the 41 found in a nearby undamaged wetland.", "plain": "Surveys this year recorded 38 different native plant and animal species here, close to the 41 found in a nearby undamaged wetland.", "correct": true, "kind": "hottext" }, { "id": "hD34", "text": "Monthly water samples show the wetland’s water is much clearer now than it was before the rebuilding project began.", "plain": "Monthly water samples show the wetland’s water is much clearer now than it was before the rebuilding project began.", "correct": false, "kind": "hottext" }, { "id": "hE34", "text": "More than 300 people visited the wetland’s new viewing platform during this year’s survey week.", "plain": "More than 300 people visited the wetland’s new viewing platform during this year’s survey week.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC34" ] }, "n_options": 5 }, { "n": 35, "item_id": "_c61c3819-5493-401e-8bc8-75f8dde064ad", "type": "choice", "title": "Outcrop in the County Park", "standards": [ "MS-ESS2-1" ], "prompt_html": "

A science club maps a rock outcrop in a county park. At the top of the outcrop lies sandstone that formed from sand laid down at Earth’s surface. Directly below it lies rock that first cooled from molten material deep underground. The figure below shows how rock material like this moves between Earth’s surface and Earth’s depths over long stretches of time.

\"Cross-section

Which two energy sources drive this movement of Earth’s materials?

", "prompt_plain": "A science club maps a rock outcrop in a county park. At the top of the outcrop lies sandstone that formed from sand laid down at Earth’s surface. Directly below it lies rock that first cooled from molten material deep underground. The figure below shows how rock material like this moves between Earth’s surface and Earth’s depths over long stretches of time. Which two energy sources drive this movement of Earth’s materials?", "context_html": "", "options": [ { "id": "cA35", "text": "energy from the evaporation and condensation of water", "plain": "energy from the evaporation and condensation of water", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "energy from Earth’s magnetic field and the heat deep inside Earth", "plain": "energy from Earth’s magnetic field and the heat deep inside Earth", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "energy from sunlight and the heat stored in ocean water", "plain": "energy from sunlight and the heat stored in ocean water", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "energy from sunlight and the heat deep inside Earth", "plain": "energy from sunlight and the heat deep inside Earth", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-27/images/slot35.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD35" ] }, "n_options": 4 }, { "n": 36, "item_id": "_6f575bc5-fb2f-421c-87f4-ef9f9fb86713", "type": "choice", "title": "Buried Shale", "standards": [ "MS-ESS2-1" ], "prompt_html": "

The figure below shows a layer of shale, a sedimentary rock, that has been carried far below Earth’s surface while a mountain belt forms above it.

\"Cross-section

What must happen to the buried shale for it to become a metamorphic rock?

", "prompt_plain": "The figure below shows a layer of shale, a sedimentary rock, that has been carried far below Earth’s surface while a mountain belt forms above it. What must happen to the buried shale for it to become a metamorphic rock?", "context_html": "", "options": [ { "id": "cA36", "text": "It must be broken into pieces that are carried away and laid down somewhere else.", "plain": "It must be broken into pieces that are carried away and laid down somewhere else.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "It must first melt into liquid rock and then cool and harden again.", "plain": "It must first melt into liquid rock and then cool and harden again.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "It must be squeezed and heated until its minerals change form without melting.", "plain": "It must be squeezed and heated until its minerals change form without melting.", "correct": true, "kind": "choice" }, { "id": "cD36", "text": "It must dissolve in groundwater and then dry out as a layer of new crystals.", "plain": "It must dissolve in groundwater and then dry out as a layer of new crystals.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-27/images/slot36.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC36" ] }, "n_options": 4 }, { "n": 37, "item_id": "_a2b96a63-d742-449b-85d1-487c0b28f645", "type": "gap-match", "title": "Dry Valley Landforms", "standards": [ "MS-ESS2-2" ], "prompt_html": "

A poster in a park visitor center shows one wide panorama of a dry valley. Three landforms are labeled in the figure below: Landform 1 is a smooth, crescent-shaped mound of loose, well-sorted sand on the valley floor, gentle on one side and steep on the other. Landform 2 is a narrow, V-shaped channel running down a bare slope; it holds water only after storms. Landform 3 is a flat, step-shaped bench beside the river; inside the bench are layers of rounded pebbles and sand (a terrace).

\"A

 

Drag one process label onto each landform to show the process that most likely formed it. For Landform 3, choose the process that formed the layers of rounded pebbles and sand inside the bench.

", "prompt_plain": "A poster in a park visitor center shows one wide panorama of a dry valley. Three landforms are labeled in the figure below: Landform 1 is a smooth, crescent-shaped mound of loose, well-sorted sand on the valley floor, gentle on one side and steep on the other. Landform 2 is a narrow, V-shaped channel running down a bare slope; it holds water only after storms. Landform 3 is a flat, step-shaped bench beside the river; inside the bench are layers of rounded pebbles and sand (a terrace). Drag one process label onto each landform to show the process that most likely formed it. For Landform 3, choose the process that formed the layers of rounded pebbles and sand inside the bench.", "context_html": "", "options": [ { "id": "tT3", "text": "deposition by flowing water", "plain": "deposition by flowing water", "correct": false, "kind": "gap-token" }, { "id": "tT2", "text": "erosion by running water", "plain": "erosion by running water", "correct": false, "kind": "gap-token" }, { "id": "tT1", "text": "deposition by wind", "plain": "deposition by wind", "correct": false, "kind": "gap-token" }, { "id": "tT5", "text": "uplift by colliding plates", "plain": "uplift by colliding plates", "correct": false, "kind": "gap-token" }, { "id": "tT4", "text": "erosion by wind", "plain": "erosion by wind", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-27/images/slot37.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tT1 gLand1", "tT2 gLand2", "tT3 gLand3" ] }, "n_options": 5 }, { "n": 38, "item_id": "_dbbd5518-b7fd-473e-9121-96625184c16c", "type": "inline-choice", "title": "Plate Boundary Review Game", "standards": [ "MS-ESS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

For a class review game, a teacher pins three block diagrams of Earth’s rigid outer plates on the quiz board (Figure 1). In Diagram X, the two plates move toward each other and one bends beneath the other. In Diagram Y, the two plates slide past each other in opposite directions without colliding. In Diagram Z, the two plates move away from each other, and molten rock rises and hardens into new rock in the widening gap.

Figure 1. Diagrams X, Y, and Z

\"Three

Complete each sentence by choosing the boundary type each diagram shows.

Diagram X shows a boundary.

Diagram Y shows a boundary.

Diagram Z shows a boundary.

", "options": [ { "id": "b1o1", "text": "convergent", "plain": "convergent", "correct": true, "kind": "inline" }, { "id": "b1o2", "text": "divergent", "plain": "divergent", "correct": false, "kind": "inline" }, { "id": "b1o3", "text": "transform", "plain": "transform", "correct": false, "kind": "inline" }, { "id": "b2o1", "text": "convergent", "plain": "convergent", "correct": false, "kind": "inline" }, { "id": "b2o2", "text": "divergent", "plain": "divergent", "correct": false, "kind": "inline" }, { "id": "b2o3", "text": "transform", "plain": "transform", "correct": true, "kind": "inline" }, { "id": "b3o1", "text": "convergent", "plain": "convergent", "correct": false, "kind": "inline" }, { "id": "b3o2", "text": "divergent", "plain": "divergent", "correct": true, "kind": "inline" }, { "id": "b3o3", "text": "transform", "plain": "transform", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-27/images/slot38_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1o1" ], "RESPONSE2": [ "b2o3" ], "RESPONSE3": [ "b3o2" ] }, "n_options": 9 }, { "n": 39, "item_id": "_9c9762c2-2be2-4aa8-ad85-decec82094c5", "type": "inline-choice", "title": "Bus Shelter Designs", "standards": [ "MS-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A city asked for bus-shelter designs for a stop on Main Street and set three requirements. Criterion: the shelter must keep at least 8 waiting riders out of the rain. Constraint: the shelter may cost no more than $9,000 to build. Constraint: the shelter must be ready for riders within 10 weeks. Two designs were submitted. The table below shows the review panel’s measurements and estimates for each design.

What the panel checkedDesign 1Design 2
Riders kept out of the rain in the shelter12 riders6 riders
Estimated cost to build$8,400$6,500
Time until ready for riders14 weeks7 weeks

Complete each sentence by choosing the requirement each design fails to meet.

The requirement that Design 1 fails to meet is the .

The requirement that Design 2 fails to meet is the .

", "options": [ { "id": "b1o1", "text": "rider-shelter criterion", "plain": "rider-shelter criterion", "correct": false, "kind": "inline" }, { "id": "b1o2", "text": "cost constraint", "plain": "cost constraint", "correct": false, "kind": "inline" }, { "id": "b1o3", "text": "completion-time constraint", "plain": "completion-time constraint", "correct": true, "kind": "inline" }, { "id": "b2o1", "text": "rider-shelter criterion", "plain": "rider-shelter criterion", "correct": true, "kind": "inline" }, { "id": "b2o2", "text": "cost constraint", "plain": "cost constraint", "correct": false, "kind": "inline" }, { "id": "b2o3", "text": "completion-time constraint", "plain": "completion-time constraint", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1o3" ], "RESPONSE2": [ "b2o1" ] }, "n_options": 6 }, { "n": 40, "item_id": "_775f4f24-fdbd-42bf-a155-c19b3d95b512", "type": "choice", "title": "Extending the Slide Test", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A science class tested how the pad under a loaded storage box affects the force needed to slide the box. The class pulled the box with a hand-held luggage scale, which reads pulling force in newtons, and kept every pull slow and steady. The table below shows the original plan. The class now wants to extend the investigation to answer a new question: does the weight pressing the box against the floor change the force needed to slide it?

Original Investigation Plan

Changed on purposethe pad under the box (felt, plastic, or rubber)
Kept the samethe box and its load, the wooden floor, the slow steady pulling speed
Measuredthe force, in newtons, needed to keep the box sliding

Which change to the plan would best answer the class’s new question?

", "prompt_plain": "A science class tested how the pad under a loaded storage box affects the force needed to slide the box. The class pulled the box with a hand-held luggage scale, which reads pulling force in newtons, and kept every pull slow and steady. The table below shows the original plan. The class now wants to extend the investigation to answer a new question: does the weight pressing the box against the floor change the force needed to slide it? Original Investigation Plan Changed on purpose the pad under the box (felt, plastic, or rubber) Kept the same the box and its load, the wooden floor, the slow steady pulling speed Measured the force, in newtons, needed to keep the box sliding Which change to the plan would best answer the class’s new question?", "context_html": "", "options": [ { "id": "cA40", "text": "Run the original felt, plastic, and rubber trials again several more times and average the force readings from every trial.", "plain": "Run the original felt, plastic, and rubber trials again several more times and average the force readings from every trial.", "correct": false, "kind": "choice" }, { "id": "cB40", "text": "Use one pad material for every trial, change how many masses are loaded in the box, and measure the force each time.", "plain": "Use one pad material for every trial, change how many masses are loaded in the box, and measure the force each time.", "correct": true, "kind": "choice" }, { "id": "cC40", "text": "Change the number of masses in the box every trial and, at the same time, switch to a different pad material.", "plain": "Change the number of masses in the box every trial and, at the same time, switch to a different pad material.", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "Keep the original loads and pads for every trial, and pull the box faster in some trials to see whether the reading rises.", "plain": "Keep the original loads and pads for every trial, and pull the box faster in some trials to see whether the reading rises.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB40" ] }, "n_options": 4 } ] }, { "form": "G7.28", "grade": "G7", "title": "Alpha Standardized Science G7.28", "test_id": "_test-7cd09e6a-fec8-43b2-93fb-c532ade15713", "n_items": 40, "n_stimuli": 8, "stimuli": { "_3b59288e-69c7-4c49-a66e-18d6cc5a1a88": { "title": "Mount Rainier Rock Walk", "html": "

Mount Rainier Rock Walk

A science class takes a ranger-led rock walk at Mount Rainier, a tall volcanic mountain in Washington State. The ranger makes three stops. Table 1 lists the class notes from each stop. Figure 1 shows the rock from Stop 1.

Table 1. Rock Walk Stop Notes

StopWhat the class saw
1A gray rock from an old, hardened lava flow. The rock is full of small, rounded holes.
2An exhibit panel about Earth's outer layer, which is broken into large plates that move very slowly.
3A world map showing: fossils of the same land animal on two continents separated by an ocean; matching rock layers on the facing coasts of those continents; coastline shapes that appear to fit together; and a ridge running down the middle of the ocean floor between them.

Figure 1. The Rock from Stop 1

\"Close-up

" }, "_64c8d68b-ccb6-4c47-9599-9a60221ae380": { "title": "Trail Headlamp Field Kit", "html": "

Trail Headlamp Field Kit

Lila leads a design team building a headlamp for hikers who walk rocky trails at night. The headlamp has two swappable parts: a housing, the outer shell that protects the lamp inside, and a battery pack that clips on behind it. The team’s requirements say that the lamp inside the housing must keep working after falls onto rock and that rain must not reach the lamp. The team gathered three candidate housing materials and listed them in Table 1. A separate group has already tested three battery packs and picked the best performer.

Table 1. Candidate Housing Materials

MaterialMassCost for one housing
Hard plastic30 g$2
Aluminum45 g$5
Rubber-coated plastic38 g$4
" }, "_54f8e15d-b1a9-485e-8d3d-c4411ccc4c05": { "title": "The Tarnished Spoons", "html": "

The Tarnished Spoons

Estela's family keeps silver teaspoons in an open jar near the kitchen stove. Estela picks one new spoon and observes it for two years. At each check she records the spoon's surface appearance, rubs it with a clean dry cloth, and measures its mass on the same balance. On cooking days, steam sometimes fogs the spoon for a few minutes and then dries away. Table 1 shows her log. Figure 1 shows the spoon at each check.

Table 1. Spoon Observation Log

CheckSurface appearanceAfter rubbing with a dry clothMass
Week 0Bright and shiny, silvery-whiteStays bright and shiny24.20 g
Month 6Dull, with yellow-brown patchesPatches remain; shine does not return24.26 g
Year 2Covered in a dark gray-black layerDark layer remains; shine does not return24.35 g

Figure 1. The Spoon at Each Check

\"The

Week 0Month 6Year 2
" }, "_451dff64-d959-411f-b182-fbbe72841e9e": { "title": "Two Orchards, One Parent Tree", "html": "

Two Orchards, One Parent Tree

Hector grows apple trees in two orchards planted side by side in the same field. In Orchard 1, he cut branches from a single parent tree and grafted each branch onto a young root base, so every Orchard 1 tree grew from a piece of the parent tree. In Orchard 2, he planted seeds collected from that same parent tree. Fruit seeds form after pollen from another tree reaches a flower. Both orchards receive the same water and fertilizer, but one corner of Orchard 1 sits in the shade of a tall windbreak for most of each day. Table 1 shows the fruit sizes Hector measured after five years.

Table 1. Fruit Measurements After Five Years

Tree groupGrowing conditionsFruit width
Parent treeFull sun7 cm
Orchard 1 grafted trees, main rowsFull sun7 cm on every tree
Orchard 1 grafted trees, shaded cornerShade most of the day5 cm on every tree
Orchard 2 seed-grown treesFull sun4 cm to 8 cm, varying tree to tree
" }, "_7a8b5e8e-eef0-4bd9-b09c-21fcbba1e987": { "title": "Milkweed Patch Neighbors", "html": "

Milkweed Patch Neighbors

A park ecology team surveys two milkweed patches in a county park. In each patch, monarch caterpillars hatch on milkweed plants and eat milkweed leaves; the caterpillars eat nothing else. Two years ago, a sap-drinking aphid that is not native to the park appeared in Patch A. The aphids drink sap from milkweed stems, which weakens the plants. Ladybugs in the park eat aphids. Table 1 shows the team’s counts for Patch A. This spring the team found the first few of the same aphids in Patch B, a patch that still has healthy milkweed and about as many caterpillars as Patch A had two years ago.

Table 1. Patch A Survey Counts

What was countedTwo years agoThis spring
Milkweed stems400250
Monarch caterpillars6022
Introduced aphids0about 3,000
Ladybugs1540
" }, "_022249ec-70be-40fc-93b7-4d13de15ea3a": { "title": "Radio Tower in the Valley", "html": "

Radio Tower in the Valley

A tall broadcast tower stands in a mountain valley. The tower sends and receives four kinds of electromagnetic signals. Each signal travels as a wave that carries energy through the air. A technician’s handbook lists each signal’s band of the electromagnetic spectrum, its frequency in hertz (the number of waves each second), and its wavelength in meters (Table 1).

Table 1. Signals at the Tower

SignalBandFrequency (hertz)Wavelength (meters)
AM radio signalradio1 million300
FM radio signalradio100 million3
TV signalradio600 million0.5
Microwave relay linkmicrowave10 billion0.03
" }, "_c9fd20d2-2916-4504-8e5f-9e5266e0fd27": { "title": "Night-Trail Response Training", "html": "

Night-Trail Response Training

A hiking club practices safe night walking on a familiar loop trail. Club members walk the loop twice in the dark. The trail leader records how the walkers respond to events along the way. Table 1 shows four records from the training walk.

Table 1. Trail Response Records

RecordEvent on the trailWhat the leader measuredResult
1A branch snapped loudly beside the trailTime until walkers stopped movingAbout 0.4 seconds
2A flashlight beam swung across walkers' eyesTime until walkers shielded their eyesAbout 0.3 seconds
3Walkers crossed a rocky stretch on Lap 1; one walker stumbled thereWalking speed on the rocky stretchNormal walking speed
4Walkers approached the same rocky stretch on Lap 2Walking speed just before the rocky stretchWalkers slowed down before reaching the rocks
" }, "_d95e70f8-aa08-44d5-bf8a-254b678bf232": { "title": "Zip-Line Trolley Ride Study", "html": "

Zip-Line Trolley Ride Study

Greta rides a zip-line trolley along a steel cable strung between two platforms. The cable sags between the platforms. Figure 1 shows the cable’s shape and four labeled points: K at the start platform, L partway down the drop, M at the lowest point of the sag, and N partway up the rise toward the far platform. A small sensor on the trolley records the trolley’s height and speed at each point (Table 1). After passing N, the trolley slows, stops short of the far platform, and glides back. It then glides back and forth through M, each glide shorter than the one before, until it stops at M. Greta notices that the trolley’s wheels and the nearby stretch of cable feel warm, and she heard a soft hum during every glide.

Figure 1. The Zip-Line Cable

\"Side

Table 1. Trolley Sensor Readings

PointHeight above ground (m)Speed (m/s)
K120
L68
M210
N56
" } }, "questions": [ { "n": 1, "item_id": "_7a8d44cd-2c6c-4756-99d0-5b9d95619b72", "type": "choice", "title": "The Tarnished Spoons - Reaction Evidence", "standards": [ "MS-PS1-2" ], "prompt_html": "

Look at Table 1 and Figure 1. After two years, Estela wonders whether a chemical reaction happened on the spoon she observed.

Which observation is the best evidence that a new substance formed on the spoon?

", "prompt_plain": "Look at Table 1 and Figure 1. After two years, Estela wonders whether a chemical reaction happened on the spoon she observed. Which observation is the best evidence that a new substance formed on the spoon?", "context_html": "", "options": [ { "id": "cA1", "text": "Steam from cooking sometimes fogged the spoon, then quickly dried away.", "plain": "Steam from cooking sometimes fogged the spoon, then quickly dried away.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The shiny silver surface slowly changed to a dull gray-black color.", "plain": "The shiny silver surface slowly changed to a dull gray-black color.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The spoon sat in an open jar near the stove between checks.", "plain": "The spoon sat in an open jar near the stove between checks.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Estela measured the spoon on the same balance at every check.", "plain": "Estela measured the spoon on the same balance at every check.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_54f8e15d-b1a9-485e-8d3d-c4411ccc4c05" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

The Tarnished Spoons

Estela's family keeps silver teaspoons in an open jar near the kitchen stove. Estela picks one new spoon and observes it for two years. At each check she records the spoon's surface appearance, rubs it with a clean dry cloth, and measures its mass on the same balance. On cooking days, steam sometimes fogs the spoon for a few minutes and then dries away. Table 1 shows her log. Figure 1 shows the spoon at each check.

Table 1. Spoon Observation Log

CheckSurface appearanceAfter rubbing with a dry clothMass
Week 0Bright and shiny, silvery-whiteStays bright and shiny24.20 g
Month 6Dull, with yellow-brown patchesPatches remain; shine does not return24.26 g
Year 2Covered in a dark gray-black layerDark layer remains; shine does not return24.35 g

Figure 1. The Spoon at Each Check

\"The

Week 0Month 6Year 2
", "passage_plain": "The Tarnished Spoons Estela's family keeps silver teaspoons in an open jar near the kitchen stove. Estela picks one new spoon and observes it for two years. At each check she records the spoon's surface appearance, rubs it with a clean dry cloth, and measures its mass on the same balance. On cooking days, steam sometimes fogs the spoon for a few minutes and then dries away. Table 1 shows her log. Figure 1 shows the spoon at each check. Table 1. Spoon Observation Log Check Surface appearance After rubbing with a dry cloth Mass Week 0 Bright and shiny, silvery-white Stays bright and shiny 24.20 g Month 6 Dull, with yellow-brown patches Patches remain; shine does not return 24.26 g Year 2 Covered in a dark gray-black layer Dark layer remains; shine does not return 24.35 g Figure 1. The Spoon at Each Check Week 0 Month 6 Year 2" }, { "n": 2, "item_id": "_b7c94ccf-0e9b-43b7-a73c-012473f6ce87", "type": "choice", "title": "The Tarnished Spoons - Strongest Comparisons", "standards": [ "MS-PS1-2" ], "prompt_html": "

Estela claims that a chemical reaction changed her spoon's surface into a different substance.

Using Table 1 and Figure 1, choose the TWO comparisons that give the strongest evidence for Estela's claim.

", "prompt_plain": "Estela claims that a chemical reaction changed her spoon's surface into a different substance. Using Table 1 and Figure 1, choose the TWO comparisons that give the strongest evidence for Estela's claim.", "context_html": "", "options": [ { "id": "cA2", "text": "The spoon's mass rose from 24.20 g at week 0 to 24.35 g at year 2.", "plain": "The spoon's mass rose from 24.20 g at week 0 to 24.35 g at year 2.", "correct": true, "kind": "choice" }, { "id": "cB2", "text": "The spoon looked clean at week 0 but was coated in kitchen dust by year 2.", "plain": "The spoon looked clean at week 0 but was coated in kitchen dust by year 2.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "The spoon was solid metal at week 0 and was still solid metal at year 2.", "plain": "The spoon was solid metal at week 0 and was still solid metal at year 2.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "At week 0 wiping kept the spoon bright, but at year 2 it stayed dark.", "plain": "At week 0 wiping kept the spoon bright, but at year 2 it stayed dark.", "correct": true, "kind": "choice" }, { "id": "cE2", "text": "The spoon sat in the same open jar at week 0 and at year 2.", "plain": "The spoon sat in the same open jar at week 0 and at year 2.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_54f8e15d-b1a9-485e-8d3d-c4411ccc4c05" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA2", "cD2" ] }, "n_options": 5, "passage_html": "

The Tarnished Spoons

Estela's family keeps silver teaspoons in an open jar near the kitchen stove. Estela picks one new spoon and observes it for two years. At each check she records the spoon's surface appearance, rubs it with a clean dry cloth, and measures its mass on the same balance. On cooking days, steam sometimes fogs the spoon for a few minutes and then dries away. Table 1 shows her log. Figure 1 shows the spoon at each check.

Table 1. Spoon Observation Log

CheckSurface appearanceAfter rubbing with a dry clothMass
Week 0Bright and shiny, silvery-whiteStays bright and shiny24.20 g
Month 6Dull, with yellow-brown patchesPatches remain; shine does not return24.26 g
Year 2Covered in a dark gray-black layerDark layer remains; shine does not return24.35 g

Figure 1. The Spoon at Each Check

\"The

Week 0Month 6Year 2
", "passage_plain": "The Tarnished Spoons Estela's family keeps silver teaspoons in an open jar near the kitchen stove. Estela picks one new spoon and observes it for two years. At each check she records the spoon's surface appearance, rubs it with a clean dry cloth, and measures its mass on the same balance. On cooking days, steam sometimes fogs the spoon for a few minutes and then dries away. Table 1 shows her log. Figure 1 shows the spoon at each check. Table 1. Spoon Observation Log Check Surface appearance After rubbing with a dry cloth Mass Week 0 Bright and shiny, silvery-white Stays bright and shiny 24.20 g Month 6 Dull, with yellow-brown patches Patches remain; shine does not return 24.26 g Year 2 Covered in a dark gray-black layer Dark layer remains; shine does not return 24.35 g Figure 1. The Spoon at Each Check Week 0 Month 6 Year 2" }, { "n": 3, "item_id": "_f84645fc-98d7-4ff7-b21d-794399b342cd", "type": "choice", "title": "Why the Spoon Gained Mass", "standards": [ "MS-PS1-5" ], "prompt_html": "

Kitchen air carries tiny amounts of sulfur gases. Look at the Mass column in Table 1: the spoon's mass increased as the dark surface layer grew.

Which statement best explains why the spoon's mass increased?

", "prompt_plain": "Kitchen air carries tiny amounts of sulfur gases. Look at the Mass column in Table 1: the spoon's mass increased as the dark surface layer grew. Which statement best explains why the spoon's mass increased?", "context_html": "", "options": [ { "id": "cA3", "text": "The silver atoms slowly grew larger and heavier in the open air.", "plain": "The silver atoms slowly grew larger and heavier in the open air.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Some of the spoon's silver atoms changed into sulfur atoms, which weigh more.", "plain": "Some of the spoon's silver atoms changed into sulfur atoms, which weigh more.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "Water from the kitchen air soaked into the metal little by little.", "plain": "Water from the kitchen air soaked into the metal little by little.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Sulfur atoms from the air joined with silver atoms in the dark surface layer.", "plain": "Sulfur atoms from the air joined with silver atoms in the dark surface layer.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_54f8e15d-b1a9-485e-8d3d-c4411ccc4c05" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD3" ] }, "n_options": 4, "passage_html": "

The Tarnished Spoons

Estela's family keeps silver teaspoons in an open jar near the kitchen stove. Estela picks one new spoon and observes it for two years. At each check she records the spoon's surface appearance, rubs it with a clean dry cloth, and measures its mass on the same balance. On cooking days, steam sometimes fogs the spoon for a few minutes and then dries away. Table 1 shows her log. Figure 1 shows the spoon at each check.

Table 1. Spoon Observation Log

CheckSurface appearanceAfter rubbing with a dry clothMass
Week 0Bright and shiny, silvery-whiteStays bright and shiny24.20 g
Month 6Dull, with yellow-brown patchesPatches remain; shine does not return24.26 g
Year 2Covered in a dark gray-black layerDark layer remains; shine does not return24.35 g

Figure 1. The Spoon at Each Check

\"The

Week 0Month 6Year 2
", "passage_plain": "The Tarnished Spoons Estela's family keeps silver teaspoons in an open jar near the kitchen stove. Estela picks one new spoon and observes it for two years. At each check she records the spoon's surface appearance, rubs it with a clean dry cloth, and measures its mass on the same balance. On cooking days, steam sometimes fogs the spoon for a few minutes and then dries away. Table 1 shows her log. Figure 1 shows the spoon at each check. Table 1. Spoon Observation Log Check Surface appearance After rubbing with a dry cloth Mass Week 0 Bright and shiny, silvery-white Stays bright and shiny 24.20 g Month 6 Dull, with yellow-brown patches Patches remain; shine does not return 24.26 g Year 2 Covered in a dark gray-black layer Dark layer remains; shine does not return 24.35 g Figure 1. The Spoon at Each Check Week 0 Month 6 Year 2" }, { "n": 4, "item_id": "_f2ad5076-8b21-4bb5-9108-5ef58506cb3a", "type": "choice", "title": "Kitchen and Garage Photo Cards", "standards": [ "MS-PS1-2" ], "prompt_html": "

Students at a lab station sort photo cards. Each card shows one everyday change from a kitchen or a garage (Figure 1).

Figure 1. The Photo Cards

\"Five

Choose the TWO changes that are chemical reactions.

", "prompt_plain": "Students at a lab station sort photo cards. Each card shows one everyday change from a kitchen or a garage (Figure 1). Figure 1. The Photo Cards Choose the TWO changes that are chemical reactions.", "context_html": "", "options": [ { "id": "cA4", "text": "Bread heated until its surface turns brown and crisp", "plain": "Bread heated until its surface turns brown and crisp", "correct": true, "kind": "choice" }, { "id": "cB4", "text": "An ice cube melting into liquid water on a counter", "plain": "An ice cube melting into liquid water on a counter", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "A steel bicycle chain slowly turning orange-brown and flaky", "plain": "A steel bicycle chain slowly turning orange-brown and flaky", "correct": true, "kind": "choice" }, { "id": "cD4", "text": "An empty aluminum drink can crushed flat against a bench", "plain": "An empty aluminum drink can crushed flat against a bench", "correct": false, "kind": "choice" }, { "id": "cE4", "text": "A sheet of notebook paper torn into thin strips", "plain": "A sheet of notebook paper torn into thin strips", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-28/images/slot04.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA4", "cC4" ] }, "n_options": 5 }, { "n": 5, "item_id": "_24013281-8c02-4dec-b6bf-98cdb9174028", "type": "text-entry", "title": "Mass of Magnesium Oxide Produced", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A lab handout describes a reaction inside a sealed, closed container. In the container, 48 g of magnesium metal reacts completely with 32 g of oxygen gas. The only product is magnesium oxide.

Reaction Masses

SubstanceMass
Magnesium (reactant)48 g
Oxygen (reactant)32 g
Magnesium oxide (product)?

What is the total mass, in grams, of magnesium oxide produced?

Give your answer as a whole number (e.g., 27).

Total mass of magnesium oxide (grams):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "80" ] }, "n_options": 0 }, { "n": 6, "item_id": "_891b2c8d-adaf-47ce-b496-38b5a4ed0016", "type": "choice", "title": "Night-Trail Response - Part A", "standards": [ "MS-LS1-8" ], "prompt_html": "

Part A

Look at the four records in Table 1.

Which statement best describes how the walkers' bodies produced the responses the leader recorded?

", "prompt_plain": "Part A Look at the four records in Table 1. Which statement best describes how the walkers' bodies produced the responses the leader recorded?", "context_html": "", "options": [ { "id": "cA6", "text": "The walkers' receptors signaled their brains, which triggered quick responses and stored information about the trail.", "plain": "The walkers' receptors signaled their brains, which triggered quick responses and stored information about the trail.", "correct": true, "kind": "choice" }, { "id": "cB6", "text": "The walkers' sense organs signaled their leg muscles directly, and their brains learned of each event afterward.", "plain": "The walkers' sense organs signaled their leg muscles directly, and their brains learned of each event afterward.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "The sudden sounds and lights pushed the walkers' bodies into responding before any signal was needed.", "plain": "The sudden sounds and lights pushed the walkers' bodies into responding before any signal was needed.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "The walkers' leg muscles sensed each event and kept their own memory of the rocky stretch.", "plain": "The walkers' leg muscles sensed each event and kept their own memory of the rocky stretch.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c9fd20d2-2916-4504-8e5f-9e5266e0fd27" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA6" ] }, "n_options": 4, "passage_html": "

Night-Trail Response Training

A hiking club practices safe night walking on a familiar loop trail. Club members walk the loop twice in the dark. The trail leader records how the walkers respond to events along the way. Table 1 shows four records from the training walk.

Table 1. Trail Response Records

RecordEvent on the trailWhat the leader measuredResult
1A branch snapped loudly beside the trailTime until walkers stopped movingAbout 0.4 seconds
2A flashlight beam swung across walkers' eyesTime until walkers shielded their eyesAbout 0.3 seconds
3Walkers crossed a rocky stretch on Lap 1; one walker stumbled thereWalking speed on the rocky stretchNormal walking speed
4Walkers approached the same rocky stretch on Lap 2Walking speed just before the rocky stretchWalkers slowed down before reaching the rocks
", "passage_plain": "Night-Trail Response Training A hiking club practices safe night walking on a familiar loop trail. Club members walk the loop twice in the dark. The trail leader records how the walkers respond to events along the way. Table 1 shows four records from the training walk. Table 1. Trail Response Records Record Event on the trail What the leader measured Result 1 A branch snapped loudly beside the trail Time until walkers stopped moving About 0.4 seconds 2 A flashlight beam swung across walkers' eyes Time until walkers shielded their eyes About 0.3 seconds 3 Walkers crossed a rocky stretch on Lap 1; one walker stumbled there Walking speed on the rocky stretch Normal walking speed 4 Walkers approached the same rocky stretch on Lap 2 Walking speed just before the rocky stretch Walkers slowed down before reaching the rocks" }, { "n": 7, "item_id": "_47b6dcef-552f-4aa7-88a8-289f378160d8", "type": "choice", "title": "Night-Trail Response - Part B", "standards": [ "MS-LS1-8" ], "prompt_html": "

Part B

Which data in Table 1 best support the memory part of your answer in Part A?

", "prompt_plain": "Part B Which data in Table 1 best support the memory part of your answer in Part A?", "context_html": "", "options": [ { "id": "cA7", "text": "Record 1, because walkers stopped less than half a second after the snap.", "plain": "Record 1, because walkers stopped less than half a second after the snap.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "Record 2, because shielding the eyes was the fastest response the leader measured.", "plain": "Record 2, because shielding the eyes was the fastest response the leader measured.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "Records 3 and 4, because walkers slowed before the rocks after one walker stumbled there earlier.", "plain": "Records 3 and 4, because walkers slowed before the rocks after one walker stumbled there earlier.", "correct": true, "kind": "choice" }, { "id": "cD7", "text": "Records 1 and 2, because both show fast responses to sudden trail events.", "plain": "Records 1 and 2, because both show fast responses to sudden trail events.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c9fd20d2-2916-4504-8e5f-9e5266e0fd27" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC7" ] }, "n_options": 4, "passage_html": "

Night-Trail Response Training

A hiking club practices safe night walking on a familiar loop trail. Club members walk the loop twice in the dark. The trail leader records how the walkers respond to events along the way. Table 1 shows four records from the training walk.

Table 1. Trail Response Records

RecordEvent on the trailWhat the leader measuredResult
1A branch snapped loudly beside the trailTime until walkers stopped movingAbout 0.4 seconds
2A flashlight beam swung across walkers' eyesTime until walkers shielded their eyesAbout 0.3 seconds
3Walkers crossed a rocky stretch on Lap 1; one walker stumbled thereWalking speed on the rocky stretchNormal walking speed
4Walkers approached the same rocky stretch on Lap 2Walking speed just before the rocky stretchWalkers slowed down before reaching the rocks
", "passage_plain": "Night-Trail Response Training A hiking club practices safe night walking on a familiar loop trail. Club members walk the loop twice in the dark. The trail leader records how the walkers respond to events along the way. Table 1 shows four records from the training walk. Table 1. Trail Response Records Record Event on the trail What the leader measured Result 1 A branch snapped loudly beside the trail Time until walkers stopped moving About 0.4 seconds 2 A flashlight beam swung across walkers' eyes Time until walkers shielded their eyes About 0.3 seconds 3 Walkers crossed a rocky stretch on Lap 1; one walker stumbled there Walking speed on the rocky stretch Normal walking speed 4 Walkers approached the same rocky stretch on Lap 2 Walking speed just before the rocky stretch Walkers slowed down before reaching the rocks" }, { "n": 8, "item_id": "_38617446-eb66-4005-a71e-c15533cf79f7", "type": "choice", "title": "Body Systems on the Trail", "standards": [ "MS-LS1-3" ], "prompt_html": "

After the training walk, the leader lists five statements about the walkers' bodies.

Choose the TWO statements that are evidence that the body consists of interacting systems.

", "prompt_plain": "After the training walk, the leader lists five statements about the walkers' bodies. Choose the TWO statements that are evidence that the body consists of interacting systems.", "context_html": "", "options": [ { "id": "cA8", "text": "The heart, the blood vessels, and the blood belong to the circulatory system.", "plain": "The heart, the blood vessels, and the blood belong to the circulatory system.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "Leg muscles pull on leg bones to swing each leg forward along the trail.", "plain": "Leg muscles pull on leg bones to swing each leg forward along the trail.", "correct": true, "kind": "choice" }, { "id": "cC8", "text": "Each walker's body is built from many millions of tiny living cells.", "plain": "Each walker's body is built from many millions of tiny living cells.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The stomach and the intestines are two organs located inside the abdomen.", "plain": "The stomach and the intestines are two organs located inside the abdomen.", "correct": false, "kind": "choice" }, { "id": "cE8", "text": "Walkers' hearts beat faster and their breathing deepens together on uphill stretches.", "plain": "Walkers' hearts beat faster and their breathing deepens together on uphill stretches.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c9fd20d2-2916-4504-8e5f-9e5266e0fd27" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB8", "cE8" ] }, "n_options": 5, "passage_html": "

Night-Trail Response Training

A hiking club practices safe night walking on a familiar loop trail. Club members walk the loop twice in the dark. The trail leader records how the walkers respond to events along the way. Table 1 shows four records from the training walk.

Table 1. Trail Response Records

RecordEvent on the trailWhat the leader measuredResult
1A branch snapped loudly beside the trailTime until walkers stopped movingAbout 0.4 seconds
2A flashlight beam swung across walkers' eyesTime until walkers shielded their eyesAbout 0.3 seconds
3Walkers crossed a rocky stretch on Lap 1; one walker stumbled thereWalking speed on the rocky stretchNormal walking speed
4Walkers approached the same rocky stretch on Lap 2Walking speed just before the rocky stretchWalkers slowed down before reaching the rocks
", "passage_plain": "Night-Trail Response Training A hiking club practices safe night walking on a familiar loop trail. Club members walk the loop twice in the dark. The trail leader records how the walkers respond to events along the way. Table 1 shows four records from the training walk. Table 1. Trail Response Records Record Event on the trail What the leader measured Result 1 A branch snapped loudly beside the trail Time until walkers stopped moving About 0.4 seconds 2 A flashlight beam swung across walkers' eyes Time until walkers shielded their eyes About 0.3 seconds 3 Walkers crossed a rocky stretch on Lap 1; one walker stumbled there Walking speed on the rocky stretch Normal walking speed 4 Walkers approached the same rocky stretch on Lap 2 Walking speed just before the rocky stretch Walkers slowed down before reaching the rocks" }, { "n": 9, "item_id": "_f7eb9b88-b75c-43e1-856c-17a15515034f", "type": "choice", "title": "Rock Full of Small Holes", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Look at Figure 1 and the Stop 1 note in Table 1. The ranger identifies the gray rock as igneous rock that formed when lava cooled and hardened.

Which statement best explains why the rock is full of small holes?

", "prompt_plain": "Look at Figure 1 and the Stop 1 note in Table 1. The ranger identifies the gray rock as igneous rock that formed when lava cooled and hardened. Which statement best explains why the rock is full of small holes?", "context_html": "", "options": [ { "id": "cA9", "text": "Insects and other small animals dug into the rock while it was soft.", "plain": "Insects and other small animals dug into the rock while it was soft.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "Bubbles of gas were trapped inside the melted rock as it turned solid.", "plain": "Bubbles of gas were trapped inside the melted rock as it turned solid.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "Rain slowly wore small pits into the rock's surface over many years.", "plain": "Rain slowly wore small pits into the rock's surface over many years.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "Loose mineral grains fell out while the rock was buried and squeezed.", "plain": "Loose mineral grains fell out while the rock was buried and squeezed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3b59288e-69c7-4c49-a66e-18d6cc5a1a88" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9" ] }, "n_options": 4, "passage_html": "

Mount Rainier Rock Walk

A science class takes a ranger-led rock walk at Mount Rainier, a tall volcanic mountain in Washington State. The ranger makes three stops. Table 1 lists the class notes from each stop. Figure 1 shows the rock from Stop 1.

Table 1. Rock Walk Stop Notes

StopWhat the class saw
1A gray rock from an old, hardened lava flow. The rock is full of small, rounded holes.
2An exhibit panel about Earth's outer layer, which is broken into large plates that move very slowly.
3A world map showing: fossils of the same land animal on two continents separated by an ocean; matching rock layers on the facing coasts of those continents; coastline shapes that appear to fit together; and a ridge running down the middle of the ocean floor between them.

Figure 1. The Rock from Stop 1

\"Close-up

", "passage_plain": "Mount Rainier Rock Walk A science class takes a ranger-led rock walk at Mount Rainier, a tall volcanic mountain in Washington State. The ranger makes three stops. Table 1 lists the class notes from each stop. Figure 1 shows the rock from Stop 1. Table 1. Rock Walk Stop Notes Stop What the class saw 1 A gray rock from an old, hardened lava flow. The rock is full of small, rounded holes. 2 An exhibit panel about Earth's outer layer, which is broken into large plates that move very slowly. 3 A world map showing: fossils of the same land animal on two continents separated by an ocean; matching rock layers on the facing coasts of those continents; coastline shapes that appear to fit together; and a ridge running down the middle of the ocean floor between them. Figure 1. The Rock from Stop 1" }, { "n": 10, "item_id": "_5f958662-6a88-42ff-9f4b-d68c5d458941", "type": "choice", "title": "Where Two Plates Collide", "standards": [ "MS-ESS2-2" ], "prompt_html": "

The Stop 2 exhibit includes a diagram of two plates, each carrying a continent, pushing slowly toward each other over millions of years (see the diagram below).

\"Cross-section

What will most likely form in the region where the two plates collide?

", "prompt_plain": "The Stop 2 exhibit includes a diagram of two plates, each carrying a continent, pushing slowly toward each other over millions of years (see the diagram below). What will most likely form in the region where the two plates collide?", "context_html": "", "options": [ { "id": "cA10", "text": "A mountain belt that keeps rising as the crust crumples and thickens", "plain": "A mountain belt that keeps rising as the crust crumples and thickens", "correct": true, "kind": "choice" }, { "id": "cB10", "text": "A wide, flat plain where the plate edges grind smoothly past each other", "plain": "A wide, flat plain where the plate edges grind smoothly past each other", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "A deep valley that opens as the plates pull away from each other", "plain": "A deep valley that opens as the plates pull away from each other", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "A chain of small islands left behind as both continents sink into the mantle", "plain": "A chain of small islands left behind as both continents sink into the mantle", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-28/images/slot10_v2.png" ], "stimulus_ids": [ "_3b59288e-69c7-4c49-a66e-18d6cc5a1a88" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA10" ] }, "n_options": 4, "passage_html": "

Mount Rainier Rock Walk

A science class takes a ranger-led rock walk at Mount Rainier, a tall volcanic mountain in Washington State. The ranger makes three stops. Table 1 lists the class notes from each stop. Figure 1 shows the rock from Stop 1.

Table 1. Rock Walk Stop Notes

StopWhat the class saw
1A gray rock from an old, hardened lava flow. The rock is full of small, rounded holes.
2An exhibit panel about Earth's outer layer, which is broken into large plates that move very slowly.
3A world map showing: fossils of the same land animal on two continents separated by an ocean; matching rock layers on the facing coasts of those continents; coastline shapes that appear to fit together; and a ridge running down the middle of the ocean floor between them.

Figure 1. The Rock from Stop 1

\"Close-up

", "passage_plain": "Mount Rainier Rock Walk A science class takes a ranger-led rock walk at Mount Rainier, a tall volcanic mountain in Washington State. The ranger makes three stops. Table 1 lists the class notes from each stop. Figure 1 shows the rock from Stop 1. Table 1. Rock Walk Stop Notes Stop What the class saw 1 A gray rock from an old, hardened lava flow. The rock is full of small, rounded holes. 2 An exhibit panel about Earth's outer layer, which is broken into large plates that move very slowly. 3 A world map showing: fossils of the same land animal on two continents separated by an ocean; matching rock layers on the facing coasts of those continents; coastline shapes that appear to fit together; and a ridge running down the middle of the ocean floor between them. Figure 1. The Rock from Stop 1" }, { "n": 11, "item_id": "_eb45aaf4-b1d5-4bd3-8b72-77e55922d000", "type": "choice", "title": "Map Evidence for One Landmass", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Look at the Stop 3 notes in Table 1. The map below shows the world map the class saw at Stop 3.

\"Map

Which combination of evidence from the map best supports the claim that the two continents were once joined as one landmass?

", "prompt_plain": "Look at the Stop 3 notes in Table 1. The map below shows the world map the class saw at Stop 3. Which combination of evidence from the map best supports the claim that the two continents were once joined as one landmass?", "context_html": "", "options": [ { "id": "cA11", "text": "The two continents are about the same size on the map, and each has a long coastline facing the ocean between them.", "plain": "The two continents are about the same size on the map, and each has a long coastline facing the ocean between them.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The coastline shapes of the two continents appear to fit together, and the continents sit on opposite sides of the ocean today.", "plain": "The coastline shapes of the two continents appear to fit together, and the continents sit on opposite sides of the ocean today.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "A mid-ocean ridge runs down the middle of the ocean, and the ridge sits about the same distance from each facing coast.", "plain": "A mid-ocean ridge runs down the middle of the ocean, and the ridge sits about the same distance from each facing coast.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "The fossil band of the same land animal lines up across both coasts, and the facing coasts hold matching rock layers.", "plain": "The fossil band of the same land animal lines up across both coasts, and the facing coasts hold matching rock layers.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-28/images/slot11.png" ], "stimulus_ids": [ "_3b59288e-69c7-4c49-a66e-18d6cc5a1a88" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD11" ] }, "n_options": 4, "passage_html": "

Mount Rainier Rock Walk

A science class takes a ranger-led rock walk at Mount Rainier, a tall volcanic mountain in Washington State. The ranger makes three stops. Table 1 lists the class notes from each stop. Figure 1 shows the rock from Stop 1.

Table 1. Rock Walk Stop Notes

StopWhat the class saw
1A gray rock from an old, hardened lava flow. The rock is full of small, rounded holes.
2An exhibit panel about Earth's outer layer, which is broken into large plates that move very slowly.
3A world map showing: fossils of the same land animal on two continents separated by an ocean; matching rock layers on the facing coasts of those continents; coastline shapes that appear to fit together; and a ridge running down the middle of the ocean floor between them.

Figure 1. The Rock from Stop 1

\"Close-up

", "passage_plain": "Mount Rainier Rock Walk A science class takes a ranger-led rock walk at Mount Rainier, a tall volcanic mountain in Washington State. The ranger makes three stops. Table 1 lists the class notes from each stop. Figure 1 shows the rock from Stop 1. Table 1. Rock Walk Stop Notes Stop What the class saw 1 A gray rock from an old, hardened lava flow. The rock is full of small, rounded holes. 2 An exhibit panel about Earth's outer layer, which is broken into large plates that move very slowly. 3 A world map showing: fossils of the same land animal on two continents separated by an ocean; matching rock layers on the facing coasts of those continents; coastline shapes that appear to fit together; and a ridge running down the middle of the ocean floor between them. Figure 1. The Rock from Stop 1" }, { "n": 12, "item_id": "_0d25de18-5541-44b2-9bf8-7ac0f1b2402c", "type": "choice", "title": "Zip-Line Trolley Ride Study — Energy Trends", "standards": [ "MS-PS3-2" ], "prompt_html": "

Look at Figure 1 and Table 1.

On which part of Greta’s ride does the trolley gain potential energy while it loses kinetic energy?

", "prompt_plain": "Look at Figure 1 and Table 1. On which part of Greta’s ride does the trolley gain potential energy while it loses kinetic energy?", "context_html": "", "options": [ { "id": "cA12", "text": "From point K to point L", "plain": "From point K to point L", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "From point L to point M", "plain": "From point L to point M", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "From point M to point N", "plain": "From point M to point N", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "From point N back to point M", "plain": "From point N back to point M", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d95e70f8-aa08-44d5-bf8a-254b678bf232" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC12" ] }, "n_options": 4, "passage_html": "

Zip-Line Trolley Ride Study

Greta rides a zip-line trolley along a steel cable strung between two platforms. The cable sags between the platforms. Figure 1 shows the cable’s shape and four labeled points: K at the start platform, L partway down the drop, M at the lowest point of the sag, and N partway up the rise toward the far platform. A small sensor on the trolley records the trolley’s height and speed at each point (Table 1). After passing N, the trolley slows, stops short of the far platform, and glides back. It then glides back and forth through M, each glide shorter than the one before, until it stops at M. Greta notices that the trolley’s wheels and the nearby stretch of cable feel warm, and she heard a soft hum during every glide.

Figure 1. The Zip-Line Cable

\"Side

Table 1. Trolley Sensor Readings

PointHeight above ground (m)Speed (m/s)
K120
L68
M210
N56
", "passage_plain": "Zip-Line Trolley Ride Study Greta rides a zip-line trolley along a steel cable strung between two platforms. The cable sags between the platforms. Figure 1 shows the cable’s shape and four labeled points: K at the start platform, L partway down the drop, M at the lowest point of the sag, and N partway up the rise toward the far platform. A small sensor on the trolley records the trolley’s height and speed at each point (Table 1). After passing N, the trolley slows, stops short of the far platform, and glides back. It then glides back and forth through M, each glide shorter than the one before, until it stops at M. Greta notices that the trolley’s wheels and the nearby stretch of cable feel warm, and she heard a soft hum during every glide. Figure 1. The Zip-Line Cable Table 1. Trolley Sensor Readings Point Height above ground (m) Speed (m/s) K 12 0 L 6 8 M 2 10 N 5 6" }, { "n": 13, "item_id": "_33034c2a-4e3a-44dc-83db-a75e93861dd7", "type": "choice", "title": "Zip-Line Trolley Ride Study — Fastest Point", "standards": [ "MS-PS3-2" ], "prompt_html": "

Look at Table 1. At which labeled point does the trolley have the greatest kinetic energy?

", "prompt_plain": "Look at Table 1. At which labeled point does the trolley have the greatest kinetic energy?", "context_html": "", "options": [ { "id": "cA13", "text": "Point K", "plain": "Point K", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Point L", "plain": "Point L", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Point M", "plain": "Point M", "correct": true, "kind": "choice" }, { "id": "cD13", "text": "Point N", "plain": "Point N", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d95e70f8-aa08-44d5-bf8a-254b678bf232" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC13" ] }, "n_options": 4, "passage_html": "

Zip-Line Trolley Ride Study

Greta rides a zip-line trolley along a steel cable strung between two platforms. The cable sags between the platforms. Figure 1 shows the cable’s shape and four labeled points: K at the start platform, L partway down the drop, M at the lowest point of the sag, and N partway up the rise toward the far platform. A small sensor on the trolley records the trolley’s height and speed at each point (Table 1). After passing N, the trolley slows, stops short of the far platform, and glides back. It then glides back and forth through M, each glide shorter than the one before, until it stops at M. Greta notices that the trolley’s wheels and the nearby stretch of cable feel warm, and she heard a soft hum during every glide.

Figure 1. The Zip-Line Cable

\"Side

Table 1. Trolley Sensor Readings

PointHeight above ground (m)Speed (m/s)
K120
L68
M210
N56
", "passage_plain": "Zip-Line Trolley Ride Study Greta rides a zip-line trolley along a steel cable strung between two platforms. The cable sags between the platforms. Figure 1 shows the cable’s shape and four labeled points: K at the start platform, L partway down the drop, M at the lowest point of the sag, and N partway up the rise toward the far platform. A small sensor on the trolley records the trolley’s height and speed at each point (Table 1). After passing N, the trolley slows, stops short of the far platform, and glides back. It then glides back and forth through M, each glide shorter than the one before, until it stops at M. Greta notices that the trolley’s wheels and the nearby stretch of cable feel warm, and she heard a soft hum during every glide. Figure 1. The Zip-Line Cable Table 1. Trolley Sensor Readings Point Height above ground (m) Speed (m/s) K 12 0 L 6 8 M 2 10 N 5 6" }, { "n": 14, "item_id": "_d008b58d-d6ba-4785-81e5-0b4462074883", "type": "choice", "title": "Zip-Line Trolley Ride Study — Greta's Claim", "standards": [ "MS-PS3-5" ], "prompt_html": "

When the trolley finally stops at point M, Greta claims that the trolley’s kinetic energy from the ride did not disappear.

Which argument best supports Greta’s claim?

", "prompt_plain": "When the trolley finally stops at point M, Greta claims that the trolley’s kinetic energy from the ride did not disappear. Which argument best supports Greta’s claim?", "context_html": "", "options": [ { "id": "cA14", "text": "The warm wheels and the soft hum show that the kinetic energy moved into the surroundings as thermal energy and sound.", "plain": "The warm wheels and the soft hum show that the kinetic energy moved into the surroundings as thermal energy and sound.", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "The kinetic energy changed back into stored energy, which waits inside the trolley as it rests at the low point.", "plain": "The kinetic energy changed back into stored energy, which waits inside the trolley as it rests at the low point.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The kinetic energy stayed inside the trolley’s wheels, where it is held until the next rider starts a trip.", "plain": "The kinetic energy stayed inside the trolley’s wheels, where it is held until the next rider starts a trip.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The rubbing of the wheels on the cable destroyed the kinetic energy little by little during each back-and-forth glide.", "plain": "The rubbing of the wheels on the cable destroyed the kinetic energy little by little during each back-and-forth glide.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d95e70f8-aa08-44d5-bf8a-254b678bf232" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA14" ] }, "n_options": 4, "passage_html": "

Zip-Line Trolley Ride Study

Greta rides a zip-line trolley along a steel cable strung between two platforms. The cable sags between the platforms. Figure 1 shows the cable’s shape and four labeled points: K at the start platform, L partway down the drop, M at the lowest point of the sag, and N partway up the rise toward the far platform. A small sensor on the trolley records the trolley’s height and speed at each point (Table 1). After passing N, the trolley slows, stops short of the far platform, and glides back. It then glides back and forth through M, each glide shorter than the one before, until it stops at M. Greta notices that the trolley’s wheels and the nearby stretch of cable feel warm, and she heard a soft hum during every glide.

Figure 1. The Zip-Line Cable

\"Side

Table 1. Trolley Sensor Readings

PointHeight above ground (m)Speed (m/s)
K120
L68
M210
N56
", "passage_plain": "Zip-Line Trolley Ride Study Greta rides a zip-line trolley along a steel cable strung between two platforms. The cable sags between the platforms. Figure 1 shows the cable’s shape and four labeled points: K at the start platform, L partway down the drop, M at the lowest point of the sag, and N partway up the rise toward the far platform. A small sensor on the trolley records the trolley’s height and speed at each point (Table 1). After passing N, the trolley slows, stops short of the far platform, and glides back. It then glides back and forth through M, each glide shorter than the one before, until it stops at M. Greta notices that the trolley’s wheels and the nearby stretch of cable feel warm, and she heard a soft hum during every glide. Figure 1. The Zip-Line Cable Table 1. Trolley Sensor Readings Point Height above ground (m) Speed (m/s) K 12 0 L 6 8 M 2 10 N 5 6" }, { "n": 15, "item_id": "_a91b7603-4e77-41e6-a07d-3a8491e8a906", "type": "choice", "title": "Two Orchards, One Parent Tree — Part A", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

Look at Table 1. Even though every Orchard 2 seed came from the same parent tree, the seed-grown trees grew fruit of many different sizes.

Which statement best explains why a seed-grown tree can grow fruit that differs in size from the parent tree’s fruit?

", "prompt_plain": "Part A Look at Table 1. Even though every Orchard 2 seed came from the same parent tree, the seed-grown trees grew fruit of many different sizes. Which statement best explains why a seed-grown tree can grow fruit that differs in size from the parent tree’s fruit?", "context_html": "", "options": [ { "id": "cA15", "text": "Each seed sprouted in a different spot of soil, and the soil where a seed sprouts decides how large its fruit grows.", "plain": "Each seed sprouted in a different spot of soil, and the soil where a seed sprouts decides how large its fruit grows.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "The seed-grown trees are still young, and a tree’s fruit slowly grows larger season after season as the tree ages.", "plain": "The seed-grown trees are still young, and a tree’s fruit slowly grows larger season after season as the tree ages.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Each seed carried an exact copy of the parent tree’s genes, but a few of the copies picked up small mistakes.", "plain": "Each seed carried an exact copy of the parent tree’s genes, but a few of the copies picked up small mistakes.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Each seed formed when genetic information from two parent trees combined, giving each seedling its own mix of gene versions.", "plain": "Each seed formed when genetic information from two parent trees combined, giving each seedling its own mix of gene versions.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_451dff64-d959-411f-b182-fbbe72841e9e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD15" ] }, "n_options": 4, "passage_html": "

Two Orchards, One Parent Tree

Hector grows apple trees in two orchards planted side by side in the same field. In Orchard 1, he cut branches from a single parent tree and grafted each branch onto a young root base, so every Orchard 1 tree grew from a piece of the parent tree. In Orchard 2, he planted seeds collected from that same parent tree. Fruit seeds form after pollen from another tree reaches a flower. Both orchards receive the same water and fertilizer, but one corner of Orchard 1 sits in the shade of a tall windbreak for most of each day. Table 1 shows the fruit sizes Hector measured after five years.

Table 1. Fruit Measurements After Five Years

Tree groupGrowing conditionsFruit width
Parent treeFull sun7 cm
Orchard 1 grafted trees, main rowsFull sun7 cm on every tree
Orchard 1 grafted trees, shaded cornerShade most of the day5 cm on every tree
Orchard 2 seed-grown treesFull sun4 cm to 8 cm, varying tree to tree
", "passage_plain": "Two Orchards, One Parent Tree Hector grows apple trees in two orchards planted side by side in the same field. In Orchard 1, he cut branches from a single parent tree and grafted each branch onto a young root base, so every Orchard 1 tree grew from a piece of the parent tree. In Orchard 2, he planted seeds collected from that same parent tree. Fruit seeds form after pollen from another tree reaches a flower. Both orchards receive the same water and fertilizer, but one corner of Orchard 1 sits in the shade of a tall windbreak for most of each day. Table 1 shows the fruit sizes Hector measured after five years. Table 1. Fruit Measurements After Five Years Tree group Growing conditions Fruit width Parent tree Full sun 7 cm Orchard 1 grafted trees, main rows Full sun 7 cm on every tree Orchard 1 grafted trees, shaded corner Shade most of the day 5 cm on every tree Orchard 2 seed-grown trees Full sun 4 cm to 8 cm, varying tree to tree" }, { "n": 16, "item_id": "_179b9933-d143-44ca-adf1-24fa621af4fa", "type": "choice", "title": "Two Orchards, One Parent Tree — Part B", "standards": [ "MS-LS1-5" ], "prompt_html": "

Part B

Your answer in Part A explains how differences in genetic information can change fruit size.

Which comparison in Table 1 is the best evidence that the trees’ environment also affected fruit size?

", "prompt_plain": "Part B Your answer in Part A explains how differences in genetic information can change fruit size. Which comparison in Table 1 is the best evidence that the trees’ environment also affected fruit size?", "context_html": "", "options": [ { "id": "cA16", "text": "Grafted trees in the sunny main rows grew fruit the same size as the parent tree’s fruit.", "plain": "Grafted trees in the sunny main rows grew fruit the same size as the parent tree’s fruit.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Grafted trees in the shaded corner grew smaller fruit than the grafted trees in the sunny main rows.", "plain": "Grafted trees in the shaded corner grew smaller fruit than the grafted trees in the sunny main rows.", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "The seed-grown trees, though they share one sunny field, grew fruit of many different sizes from tree to tree.", "plain": "The seed-grown trees, though they share one sunny field, grew fruit of many different sizes from tree to tree.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "A few of the seed-grown trees grew fruit that measures larger than the fruit of the parent tree.", "plain": "A few of the seed-grown trees grew fruit that measures larger than the fruit of the parent tree.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_451dff64-d959-411f-b182-fbbe72841e9e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB16" ] }, "n_options": 4, "passage_html": "

Two Orchards, One Parent Tree

Hector grows apple trees in two orchards planted side by side in the same field. In Orchard 1, he cut branches from a single parent tree and grafted each branch onto a young root base, so every Orchard 1 tree grew from a piece of the parent tree. In Orchard 2, he planted seeds collected from that same parent tree. Fruit seeds form after pollen from another tree reaches a flower. Both orchards receive the same water and fertilizer, but one corner of Orchard 1 sits in the shade of a tall windbreak for most of each day. Table 1 shows the fruit sizes Hector measured after five years.

Table 1. Fruit Measurements After Five Years

Tree groupGrowing conditionsFruit width
Parent treeFull sun7 cm
Orchard 1 grafted trees, main rowsFull sun7 cm on every tree
Orchard 1 grafted trees, shaded cornerShade most of the day5 cm on every tree
Orchard 2 seed-grown treesFull sun4 cm to 8 cm, varying tree to tree
", "passage_plain": "Two Orchards, One Parent Tree Hector grows apple trees in two orchards planted side by side in the same field. In Orchard 1, he cut branches from a single parent tree and grafted each branch onto a young root base, so every Orchard 1 tree grew from a piece of the parent tree. In Orchard 2, he planted seeds collected from that same parent tree. Fruit seeds form after pollen from another tree reaches a flower. Both orchards receive the same water and fertilizer, but one corner of Orchard 1 sits in the shade of a tall windbreak for most of each day. Table 1 shows the fruit sizes Hector measured after five years. Table 1. Fruit Measurements After Five Years Tree group Growing conditions Fruit width Parent tree Full sun 7 cm Orchard 1 grafted trees, main rows Full sun 7 cm on every tree Orchard 1 grafted trees, shaded corner Shade most of the day 5 cm on every tree Orchard 2 seed-grown trees Full sun 4 cm to 8 cm, varying tree to tree" }, { "n": 17, "item_id": "_7aca7348-f0c8-4574-8889-534f93c25f15", "type": "choice", "title": "Trail Headlamp Field Kit — Test Data", "standards": [ "MS-ETS1-3" ], "prompt_html": "

The team is ready to test how well each housing material protects the lamp during night hikes on rocky trails.

Choose the TWO types of data the team should collect to compare the three housing materials fairly.

", "prompt_plain": "The team is ready to test how well each housing material protects the lamp during night hikes on rocky trails. Choose the TWO types of data the team should collect to compare the three housing materials fairly.", "context_html": "", "options": [ { "id": "cA17", "text": "data on how bright the lamp looks through each housing, with each of the three housings tested on a different night", "plain": "data on how bright the lamp looks through each housing, with each of the three housings tested on a different night", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "data on whether the lamp still works after each housing is dropped from the same height onto the same rocky surface", "plain": "data on whether the lamp still works after each housing is dropped from the same height onto the same rocky surface", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "data on which housing color the design team’s hikers rate highest when all three housings are viewed on the same night", "plain": "data on which housing color the design team’s hikers rate highest when all three housings are viewed on the same night", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "data on each housing material’s mass and cost, copied from Table 1 instead of running new tests on the housings", "plain": "data on each housing material’s mass and cost, copied from Table 1 instead of running new tests on the housings", "correct": false, "kind": "choice" }, { "id": "cE17", "text": "data on how much water reaches the lamp when each housing is sprayed with equal water for the same length of time", "plain": "data on how much water reaches the lamp when each housing is sprayed with equal water for the same length of time", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_64c8d68b-ccb6-4c47-9599-9a60221ae380" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB17", "cE17" ] }, "n_options": 5, "passage_html": "

Trail Headlamp Field Kit

Lila leads a design team building a headlamp for hikers who walk rocky trails at night. The headlamp has two swappable parts: a housing, the outer shell that protects the lamp inside, and a battery pack that clips on behind it. The team’s requirements say that the lamp inside the housing must keep working after falls onto rock and that rain must not reach the lamp. The team gathered three candidate housing materials and listed them in Table 1. A separate group has already tested three battery packs and picked the best performer.

Table 1. Candidate Housing Materials

MaterialMassCost for one housing
Hard plastic30 g$2
Aluminum45 g$5
Rubber-coated plastic38 g$4
", "passage_plain": "Trail Headlamp Field Kit Lila leads a design team building a headlamp for hikers who walk rocky trails at night. The headlamp has two swappable parts: a housing, the outer shell that protects the lamp inside, and a battery pack that clips on behind it. The team’s requirements say that the lamp inside the housing must keep working after falls onto rock and that rain must not reach the lamp. The team gathered three candidate housing materials and listed them in Table 1. A separate group has already tested three battery packs and picked the best performer. Table 1. Candidate Housing Materials Material Mass Cost for one housing Hard plastic 30 g $2 Aluminum 45 g $5 Rubber-coated plastic 38 g $4" }, { "n": 18, "item_id": "_cca43152-1627-4b4b-b04c-8a3e25d7891f", "type": "choice", "title": "Trail Headlamp Field Kit — Combined Design", "standards": [ "MS-ETS1-3" ], "prompt_html": "

The team builds a combined headlamp using the housing material that performed best in its tests and the battery pack that performed best in the earlier battery tests.

What should the team do before approving the combined headlamp?

", "prompt_plain": "The team builds a combined headlamp using the housing material that performed best in its tests and the battery pack that performed best in the earlier battery tests. What should the team do before approving the combined headlamp?", "context_html": "", "options": [ { "id": "cA18", "text": "Check that the housing and the battery pack are compatible, then re-verify the combined design against all of the criteria.", "plain": "Check that the housing and the battery pack are compatible, then re-verify the combined design against all of the criteria.", "correct": true, "kind": "choice" }, { "id": "cB18", "text": "Approve the combined design right away, because each part already met the criteria during its own separate test.", "plain": "Approve the combined design right away, because each part already met the criteria during its own separate test.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "Repeat the housing tests by themselves, because the housing is the part that protects the lamp from damage.", "plain": "Repeat the housing tests by themselves, because the housing is the part that protects the lamp from damage.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Score the combined design on a decision matrix made from the earlier test results, instead of testing the combined headlamp.", "plain": "Score the combined design on a decision matrix made from the earlier test results, instead of testing the combined headlamp.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_64c8d68b-ccb6-4c47-9599-9a60221ae380" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA18" ] }, "n_options": 4, "passage_html": "

Trail Headlamp Field Kit

Lila leads a design team building a headlamp for hikers who walk rocky trails at night. The headlamp has two swappable parts: a housing, the outer shell that protects the lamp inside, and a battery pack that clips on behind it. The team’s requirements say that the lamp inside the housing must keep working after falls onto rock and that rain must not reach the lamp. The team gathered three candidate housing materials and listed them in Table 1. A separate group has already tested three battery packs and picked the best performer.

Table 1. Candidate Housing Materials

MaterialMassCost for one housing
Hard plastic30 g$2
Aluminum45 g$5
Rubber-coated plastic38 g$4
", "passage_plain": "Trail Headlamp Field Kit Lila leads a design team building a headlamp for hikers who walk rocky trails at night. The headlamp has two swappable parts: a housing, the outer shell that protects the lamp inside, and a battery pack that clips on behind it. The team’s requirements say that the lamp inside the housing must keep working after falls onto rock and that rain must not reach the lamp. The team gathered three candidate housing materials and listed them in Table 1. A separate group has already tested three battery packs and picked the best performer. Table 1. Candidate Housing Materials Material Mass Cost for one housing Hard plastic 30 g $2 Aluminum 45 g $5 Rubber-coated plastic 38 g $4" }, { "n": 19, "item_id": "_19d676fb-16cd-43a4-b8a5-84db4ac3c9c1", "type": "choice", "title": "Milkweed Patch Neighbors — Part A", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part A

The team wants to predict how Patch B will change over the next two years if the aphids remain.

Which prediction is best supported by what happened in Patch A?

", "prompt_plain": "Part A The team wants to predict how Patch B will change over the next two years if the aphids remain. Which prediction is best supported by what happened in Patch A?", "context_html": "", "options": [ { "id": "cA19", "text": "The aphids will die out in Patch B within a year, and the caterpillar count will stay near its current level.", "plain": "The aphids will die out in Patch B within a year, and the caterpillar count will stay near its current level.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The aphid count in Patch B will rise quickly, and the caterpillar count will fall as the milkweed weakens.", "plain": "The aphid count in Patch B will rise quickly, and the caterpillar count will fall as the milkweed weakens.", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "Ladybugs will eat most of the aphids before they spread, so the milkweed and caterpillars in Patch B will stay healthy.", "plain": "Ladybugs will eat most of the aphids before they spread, so the milkweed and caterpillars in Patch B will stay healthy.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Aphid numbers in Patch B will rise at first, and then the populations will return to their earlier levels.", "plain": "Aphid numbers in Patch B will rise at first, and then the populations will return to their earlier levels.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7a8b5e8e-eef0-4bd9-b09c-21fcbba1e987" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB19" ] }, "n_options": 4, "passage_html": "

Milkweed Patch Neighbors

A park ecology team surveys two milkweed patches in a county park. In each patch, monarch caterpillars hatch on milkweed plants and eat milkweed leaves; the caterpillars eat nothing else. Two years ago, a sap-drinking aphid that is not native to the park appeared in Patch A. The aphids drink sap from milkweed stems, which weakens the plants. Ladybugs in the park eat aphids. Table 1 shows the team’s counts for Patch A. This spring the team found the first few of the same aphids in Patch B, a patch that still has healthy milkweed and about as many caterpillars as Patch A had two years ago.

Table 1. Patch A Survey Counts

What was countedTwo years agoThis spring
Milkweed stems400250
Monarch caterpillars6022
Introduced aphids0about 3,000
Ladybugs1540
", "passage_plain": "Milkweed Patch Neighbors A park ecology team surveys two milkweed patches in a county park. In each patch, monarch caterpillars hatch on milkweed plants and eat milkweed leaves; the caterpillars eat nothing else. Two years ago, a sap-drinking aphid that is not native to the park appeared in Patch A. The aphids drink sap from milkweed stems, which weakens the plants. Ladybugs in the park eat aphids. Table 1 shows the team’s counts for Patch A. This spring the team found the first few of the same aphids in Patch B, a patch that still has healthy milkweed and about as many caterpillars as Patch A had two years ago. Table 1. Patch A Survey Counts What was counted Two years ago This spring Milkweed stems 400 250 Monarch caterpillars 60 22 Introduced aphids 0 about 3,000 Ladybugs 15 40" }, { "n": 20, "item_id": "_67d7e081-fc4c-4dea-8411-7dd7bd6d4cfb", "type": "choice", "title": "Milkweed Patch Neighbors — Part B", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part B

Which comparison from Table 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which comparison from Table 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA20", "text": "After the aphids arrived in Patch A, the aphid count climbed into the thousands while the milkweed and caterpillar counts both fell.", "plain": "After the aphids arrived in Patch A, the aphid count climbed into the thousands while the milkweed and caterpillar counts both fell.", "correct": true, "kind": "choice" }, { "id": "cB20", "text": "The ladybug count in Patch A rose from 15 to 40 during the two years after the aphids first appeared.", "plain": "The ladybug count in Patch A rose from 15 to 40 during the two years after the aphids first appeared.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "Patch A held about 400 milkweed stems in the survey the team completed two years ago, before the aphids arrived.", "plain": "Patch A held about 400 milkweed stems in the survey the team completed two years ago, before the aphids arrived.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "In this spring’s survey of Patch A, the ladybugs that the team counted outnumber the caterpillars that the team counted.", "plain": "In this spring’s survey of Patch A, the ladybugs that the team counted outnumber the caterpillars that the team counted.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7a8b5e8e-eef0-4bd9-b09c-21fcbba1e987" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA20" ] }, "n_options": 4, "passage_html": "

Milkweed Patch Neighbors

A park ecology team surveys two milkweed patches in a county park. In each patch, monarch caterpillars hatch on milkweed plants and eat milkweed leaves; the caterpillars eat nothing else. Two years ago, a sap-drinking aphid that is not native to the park appeared in Patch A. The aphids drink sap from milkweed stems, which weakens the plants. Ladybugs in the park eat aphids. Table 1 shows the team’s counts for Patch A. This spring the team found the first few of the same aphids in Patch B, a patch that still has healthy milkweed and about as many caterpillars as Patch A had two years ago.

Table 1. Patch A Survey Counts

What was countedTwo years agoThis spring
Milkweed stems400250
Monarch caterpillars6022
Introduced aphids0about 3,000
Ladybugs1540
", "passage_plain": "Milkweed Patch Neighbors A park ecology team surveys two milkweed patches in a county park. In each patch, monarch caterpillars hatch on milkweed plants and eat milkweed leaves; the caterpillars eat nothing else. Two years ago, a sap-drinking aphid that is not native to the park appeared in Patch A. The aphids drink sap from milkweed stems, which weakens the plants. Ladybugs in the park eat aphids. Table 1 shows the team’s counts for Patch A. This spring the team found the first few of the same aphids in Patch B, a patch that still has healthy milkweed and about as many caterpillars as Patch A had two years ago. Table 1. Patch A Survey Counts What was counted Two years ago This spring Milkweed stems 400 250 Monarch caterpillars 60 22 Introduced aphids 0 about 3,000 Ladybugs 15 40" }, { "n": 21, "item_id": "_fc6160e2-9770-425a-90a5-a6774949903c", "type": "choice", "title": "Radio Tower in the Valley — Part A", "standards": [ "MS-PS4-1" ], "prompt_html": "

Part A

Look at Table 1. Which statement describes the pattern relating the frequency and the wavelength of the four signals?

", "prompt_plain": "Part A Look at Table 1. Which statement describes the pattern relating the frequency and the wavelength of the four signals?", "context_html": "", "options": [ { "id": "cA21", "text": "As frequency increases from the AM signal to the microwave link, the wavelength of the signals also increases.", "plain": "As frequency increases from the AM signal to the microwave link, the wavelength of the signals also increases.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "As frequency increases from the AM signal to the microwave link, the wavelength of the signals decreases.", "plain": "As frequency increases from the AM signal to the microwave link, the wavelength of the signals decreases.", "correct": true, "kind": "choice" }, { "id": "cC21", "text": "The four signals have nearly equal wavelengths because they leave the same broadcast tower.", "plain": "The four signals have nearly equal wavelengths because they leave the same broadcast tower.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "Frequency and wavelength change separately, so no single pattern connects them across the four signals.", "plain": "Frequency and wavelength change separately, so no single pattern connects them across the four signals.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_022249ec-70be-40fc-93b7-4d13de15ea3a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB21" ] }, "n_options": 4, "passage_html": "

Radio Tower in the Valley

A tall broadcast tower stands in a mountain valley. The tower sends and receives four kinds of electromagnetic signals. Each signal travels as a wave that carries energy through the air. A technician’s handbook lists each signal’s band of the electromagnetic spectrum, its frequency in hertz (the number of waves each second), and its wavelength in meters (Table 1).

Table 1. Signals at the Tower

SignalBandFrequency (hertz)Wavelength (meters)
AM radio signalradio1 million300
FM radio signalradio100 million3
TV signalradio600 million0.5
Microwave relay linkmicrowave10 billion0.03
", "passage_plain": "Radio Tower in the Valley A tall broadcast tower stands in a mountain valley. The tower sends and receives four kinds of electromagnetic signals. Each signal travels as a wave that carries energy through the air. A technician’s handbook lists each signal’s band of the electromagnetic spectrum, its frequency in hertz (the number of waves each second), and its wavelength in meters (Table 1). Table 1. Signals at the Tower Signal Band Frequency (hertz) Wavelength (meters) AM radio signal radio 1 million 300 FM radio signal radio 100 million 3 TV signal radio 600 million 0.5 Microwave relay link microwave 10 billion 0.03" }, { "n": 22, "item_id": "_8f5708c5-36ff-4ac8-85de-943c2d1947c0", "type": "choice", "title": "Radio Tower in the Valley — Part B", "standards": [ "MS-PS4-1" ], "prompt_html": "

Part B

Which comparison of values from Table 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which comparison of values from Table 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA22", "text": "The AM signal has the longest wavelength of the four signals in Table 1.", "plain": "The AM signal has the longest wavelength of the four signals in Table 1.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "The FM signal and the TV signal both have frequencies above 50 million hertz.", "plain": "The FM signal and the TV signal both have frequencies above 50 million hertz.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "Three of the four signals in Table 1 are listed in the same band, the radio band.", "plain": "Three of the four signals in Table 1 are listed in the same band, the radio band.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "The FM signal has 100 times the AM signal’s frequency and one hundredth of its wavelength.", "plain": "The FM signal has 100 times the AM signal’s frequency and one hundredth of its wavelength.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_022249ec-70be-40fc-93b7-4d13de15ea3a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD22" ] }, "n_options": 4, "passage_html": "

Radio Tower in the Valley

A tall broadcast tower stands in a mountain valley. The tower sends and receives four kinds of electromagnetic signals. Each signal travels as a wave that carries energy through the air. A technician’s handbook lists each signal’s band of the electromagnetic spectrum, its frequency in hertz (the number of waves each second), and its wavelength in meters (Table 1).

Table 1. Signals at the Tower

SignalBandFrequency (hertz)Wavelength (meters)
AM radio signalradio1 million300
FM radio signalradio100 million3
TV signalradio600 million0.5
Microwave relay linkmicrowave10 billion0.03
", "passage_plain": "Radio Tower in the Valley A tall broadcast tower stands in a mountain valley. The tower sends and receives four kinds of electromagnetic signals. Each signal travels as a wave that carries energy through the air. A technician’s handbook lists each signal’s band of the electromagnetic spectrum, its frequency in hertz (the number of waves each second), and its wavelength in meters (Table 1). Table 1. Signals at the Tower Signal Band Frequency (hertz) Wavelength (meters) AM radio signal radio 1 million 300 FM radio signal radio 100 million 3 TV signal radio 600 million 0.5 Microwave relay link microwave 10 billion 0.03" }, { "n": 23, "item_id": "_28b72c14-d543-41b7-9e03-ef00dd61e5b7", "type": "choice", "title": "Electromagnet Crane Trials", "standards": [ "MS-PS2-3" ], "prompt_html": "

Mateo builds an electromagnet crane in a maker workshop. The crane’s electromagnet is a coil of wire wrapped around an iron rod and connected to a battery holder. Mateo runs four trials, changing only the number of coil turns and the number of batteries, and counts how many steel paper clips the electromagnet lifts (Table 1). Figure 1 shows the rig.

Table 1. Electromagnet Trials

TrialCoil turnsBatteriesPaper clips lifted
12514
25018
32529
450217

Figure 1

\"A

Which conclusion is best supported by the data in Table 1?

", "prompt_plain": "Mateo builds an electromagnet crane in a maker workshop. The crane’s electromagnet is a coil of wire wrapped around an iron rod and connected to a battery holder. Mateo runs four trials, changing only the number of coil turns and the number of batteries, and counts how many steel paper clips the electromagnet lifts (Table 1). Figure 1 shows the rig. Table 1. Electromagnet Trials Trial Coil turns Batteries Paper clips lifted 1 25 1 4 2 50 1 8 3 25 2 9 4 50 2 17 Figure 1 Which conclusion is best supported by the data in Table 1?", "context_html": "", "options": [ { "id": "cA23", "text": "Adding coil turns and adding a second battery each raised the number of paper clips lifted.", "plain": "Adding coil turns and adding a second battery each raised the number of paper clips lifted.", "correct": true, "kind": "choice" }, { "id": "cB23", "text": "The mass of the iron rod inside the coil sets the number of paper clips lifted.", "plain": "The mass of the iron rod inside the coil sets the number of paper clips lifted.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "Trial 4 lifted the most paper clips because its electromagnet takes up the most space.", "plain": "Trial 4 lifted the most paper clips because its electromagnet takes up the most space.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "Trial 4’s paper clips stayed attached the longest, so its electromagnet is the strongest one.", "plain": "Trial 4’s paper clips stayed attached the longest, so its electromagnet is the strongest one.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-28/images/slot23.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA23" ] }, "n_options": 4 }, { "n": 24, "item_id": "_a3613782-a573-47dd-8fdb-74ae6e8ab64e", "type": "inline-choice", "title": "Satellite Tracking Log", "standards": [ "MS-PS2-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A tracking station logs two satellites of equal mass that circle Earth at different distances. The table below shows the log.

Tracking Log

SatelliteMass (kg)Distance from Earth’s center (km)
Meridian-180010,000
Meridian-280030,000

Choose the word or phrase that correctly completes each sentence.

Earth’s gravitational pull on Meridian-1 is Earth’s pull on Meridian-2.

If Meridian-2 drifted even farther from Earth, the gravitational force between Meridian-2 and Earth would .

If Meridian-2 later orbited 10,000 kilometers from Earth’s center, Earth’s pull on Meridian-2 would be .

", "options": [ { "id": "cB1o3f797f2c", "text": "weaker than", "plain": "weaker than", "correct": false, "kind": "inline" }, { "id": "cB1o37d1f58b", "text": "stronger than", "plain": "stronger than", "correct": true, "kind": "inline" }, { "id": "cB1o3efcd22b", "text": "the same strength as", "plain": "the same strength as", "correct": false, "kind": "inline" }, { "id": "cB2ocf41049c", "text": "decrease", "plain": "decrease", "correct": true, "kind": "inline" }, { "id": "cB2o9297d7fe", "text": "increase", "plain": "increase", "correct": false, "kind": "inline" }, { "id": "cB2o8b1f8945", "text": "stay the same", "plain": "stay the same", "correct": false, "kind": "inline" }, { "id": "cB3od78669c6", "text": "smaller than the pull on Meridian-1", "plain": "smaller than the pull on Meridian-1", "correct": false, "kind": "inline" }, { "id": "cB3of19b30d3", "text": "larger than the pull on Meridian-1", "plain": "larger than the pull on Meridian-1", "correct": false, "kind": "inline" }, { "id": "cB3o7d0b946c", "text": "the same as the pull on Meridian-1", "plain": "the same as the pull on Meridian-1", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1o37d1f58b" ], "RESPONSE2": [ "cB2ocf41049c" ], "RESPONSE3": [ "cB3o7d0b946c" ] }, "n_options": 9 }, { "n": 25, "item_id": "_04d40b4f-7262-4adb-818e-364f5ac79da0", "type": "choice", "title": "Charged Sphere Models", "standards": [ "MS-PS2-5" ], "prompt_html": "

A student draws four models of pairs of charged spheres. Every sphere carries the same amount of charge. Each model in Figure 1 shows the two charges’ signs and the gap between the spheres.

Figure 1

\"Four

Which model shows the pair with the strongest force of attraction between the spheres?

", "prompt_plain": "A student draws four models of pairs of charged spheres. Every sphere carries the same amount of charge. Each model in Figure 1 shows the two charges’ signs and the gap between the spheres. Figure 1 Which model shows the pair with the strongest force of attraction between the spheres?", "context_html": "", "options": [ { "id": "cA25", "text": "Model 1", "plain": "Model 1", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "Model 2", "plain": "Model 2", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "Model 3", "plain": "Model 3", "correct": true, "kind": "choice" }, { "id": "cD25", "text": "Model 4", "plain": "Model 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-28/images/slot25_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC25" ] }, "n_options": 4 }, { "n": 26, "item_id": "_89b8b10d-e940-465b-9c86-39214c3e6133", "type": "choice", "title": "Strengthening the Magnetic Pull", "standards": [ "MS-PS2-5" ], "prompt_html": "

Morgan clamps a bar magnet to the edge of a workbench. A steel hex nut rests on a smooth plastic tray, 3 centimeters from the magnet, and the magnet pulls the nut across the tray without touching it (Figure 1). Morgan wants the magnetic force on the nut to be stronger in the next test.

Figure 1

\"A

Choose the TWO changes that would increase the magnetic force on the nut.

", "prompt_plain": "Morgan clamps a bar magnet to the edge of a workbench. A steel hex nut rests on a smooth plastic tray, 3 centimeters from the magnet, and the magnet pulls the nut across the tray without touching it (Figure 1). Morgan wants the magnetic force on the nut to be stronger in the next test. Figure 1 Choose the TWO changes that would increase the magnetic force on the nut.", "context_html": "", "options": [ { "id": "cA26", "text": "Rub the clamped magnet with a wool cloth before the next test.", "plain": "Rub the clamped magnet with a wool cloth before the next test.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Move the clamp so the magnet sits 1 centimeter from the nut.", "plain": "Move the clamp so the magnet sits 1 centimeter from the nut.", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "Keep the magnet clamped in place for several extra minutes before the next test.", "plain": "Keep the magnet clamped in place for several extra minutes before the next test.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Stack a second identical bar magnet onto the first, poles pointing the same way.", "plain": "Stack a second identical bar magnet onto the first, poles pointing the same way.", "correct": true, "kind": "choice" }, { "id": "cE26", "text": "Replace the steel hex nut with an aluminum hex nut of the same size.", "plain": "Replace the steel hex nut with an aluminum hex nut of the same size.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-28/images/slot26_v2.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB26", "cD26" ] }, "n_options": 5 }, { "n": 27, "item_id": "_a4de0320-cefe-440b-8d15-66bde4a2f3b1", "type": "inline-choice", "title": "Lawn Mower Energy Path", "standards": [ "MS-PS3-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A gasoline lawn mower’s engine turns a spinning blade. Gasoline stores chemical energy. While the engine runs, its metal housing gets hot and warms the air around it. Figure 1 shows the mower’s energy path from the fuel tank to the blade.

Figure 1

\"An

Choose the word or phrase that correctly completes each sentence.

When the fuel burns inside the engine, the chemical energy stored in the gasoline changes first into energy.

The engine’s useful output is the energy of the spinning blade.

The energy that leaves the engine as warmth around the housing is the engine’s output.

", "options": [ { "id": "cB1o224a9e35", "text": "mechanical", "plain": "mechanical", "correct": false, "kind": "inline" }, { "id": "cB1o6abe30ba", "text": "electrical", "plain": "electrical", "correct": false, "kind": "inline" }, { "id": "cB1obe3e6042", "text": "thermal", "plain": "thermal", "correct": true, "kind": "inline" }, { "id": "cB2of23d23aa", "text": "mechanical", "plain": "mechanical", "correct": true, "kind": "inline" }, { "id": "cB2occaff816", "text": "thermal", "plain": "thermal", "correct": false, "kind": "inline" }, { "id": "cB2oa924dc47", "text": "chemical", "plain": "chemical", "correct": false, "kind": "inline" }, { "id": "cB3o677ef251", "text": "useful", "plain": "useful", "correct": false, "kind": "inline" }, { "id": "cB3o47193fbb", "text": "wasted", "plain": "wasted", "correct": true, "kind": "inline" }, { "id": "cB3ofcb97da5", "text": "input", "plain": "input", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-28/images/slot27_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1obe3e6042" ], "RESPONSE2": [ "cB2of23d23aa" ], "RESPONSE3": [ "cB3o47193fbb" ] }, "n_options": 9 }, { "n": 28, "item_id": "_649606fd-3889-425b-885e-917c25cc254b", "type": "choice", "title": "Rowing Machine Stroke", "standards": [ "MS-LS1-3" ], "prompt_html": "

Rafael pulls hard through the middle of a stroke on an indoor rowing machine, and his leg, back, and arm muscles are all working (Figure 1).

Figure 1

\"A

Which statement best explains what Rafael’s skeletal system contributes during the stroke?

", "prompt_plain": "Rafael pulls hard through the middle of a stroke on an indoor rowing machine, and his leg, back, and arm muscles are all working (Figure 1). Figure 1 Which statement best explains what Rafael’s skeletal system contributes during the stroke?", "context_html": "", "options": [ { "id": "cA28", "text": "His bones carry the electrical signals that tell his muscles when to pull.", "plain": "His bones carry the electrical signals that tell his muscles when to pull.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "His bones contract and relax to move his body forward and backward.", "plain": "His bones contract and relax to move his body forward and backward.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "His bones pump oxygen-rich blood to the muscles working during the stroke.", "plain": "His bones pump oxygen-rich blood to the muscles working during the stroke.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "His bones give his muscles firm places to attach and pull against.", "plain": "His bones give his muscles firm places to attach and pull against.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-28/images/slot28.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_5ea3f4fb-0105-42e9-baec-7ccee19f1811", "type": "hottext", "title": "Expedition Blog, Day 12", "standards": [ "MS-LS1-4" ], "prompt_html": "

A polar expedition team posts updates on its blog while camped near an emperor-penguin colony. One blog post with six numbered sentences is shown below.

Select the numbered sentence that best shows that the parents’ egg-warming behavior increases the chance of reproductive success.

", "prompt_plain": "A polar expedition team posts updates on its blog while camped near an emperor-penguin colony. One blog post with six numbered sentences is shown below. Select the numbered sentence that best shows that the parents’ egg-warming behavior increases the chance of reproductive success.", "context_html": "", "options": [ { "id": "hS129", "text": "(1) Our expedition camp sits on the sea ice, about two kilometers from an emperor-penguin colony.", "plain": "(1) Our expedition camp sits on the sea ice, about two kilometers from an emperor-penguin colony.", "correct": false, "kind": "hottext" }, { "id": "hS229", "text": "(2) This morning we watched a parent penguin roll its egg onto its feet and tuck it under a warm fold of skin.", "plain": "(2) This morning we watched a parent penguin roll its egg onto its feet and tuck it under a warm fold of skin.", "correct": false, "kind": "hottext" }, { "id": "hS329", "text": "(3) Its partner walked toward the ocean to feed and will take over egg duty when it returns.", "plain": "(3) Its partner walked toward the ocean to feed and will take over egg duty when it returns.", "correct": false, "kind": "hottext" }, { "id": "hS429", "text": "(4) By late afternoon the wind at the colony was strong enough to knock over one of our tripods.", "plain": "(4) By late afternoon the wind at the colony was strong enough to knock over one of our tripods.", "correct": false, "kind": "hottext" }, { "id": "hS529", "text": "(5) Our counts from past visits show that eggs held off the ice by a parent almost always hatch, while eggs left on the ice almost never do.", "plain": "(5) Our counts from past visits show that eggs held off the ice by a parent almost always hatch, while eggs left on the ice almost never do.", "correct": true, "kind": "hottext" }, { "id": "hS629", "text": "(6) Adult emperor penguins are the tallest penguins on Earth, standing about one meter tall.", "plain": "(6) Adult emperor penguins are the tallest penguins on Earth, standing about one meter tall.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hS529" ] }, "n_options": 6 }, { "n": 30, "item_id": "_39c675c5-0f64-40c8-a98b-2bba8c96b2c7", "type": "choice", "title": "Two Garden Beds", "standards": [ "MS-LS1-5" ], "prompt_html": "

Marcus sets up two raised garden beds to test a fertilizer plan for tomato plants. The table below summarizes his design.

Design Summary

Design detailBed 1Bed 2
Tomato plants (same variety)1212
Fertilizer (same brand), each week5 grams20 grams
Water, each day4 liters4 liters
Sunlightfull sunfull sun
Recorded at harvesttotal mass of ripe tomatoestotal mass of ripe tomatoes

Which question is Marcus’s design most likely set up to answer?

", "prompt_plain": "Marcus sets up two raised garden beds to test a fertilizer plan for tomato plants. The table below summarizes his design. Design Summary Design detail Bed 1 Bed 2 Tomato plants (same variety) 12 12 Fertilizer (same brand), each week 5 grams 20 grams Water, each day 4 liters 4 liters Sunlight full sun full sun Recorded at harvest total mass of ripe tomatoes total mass of ripe tomatoes Which question is Marcus’s design most likely set up to answer?", "context_html": "", "options": [ { "id": "cA30", "text": "Does the type of fertilizer change the mass of tomatoes the plants produce?", "plain": "Does the type of fertilizer change the mass of tomatoes the plants produce?", "correct": false, "kind": "choice" }, { "id": "cB30", "text": "Does the amount of fertilizer change the mass of tomatoes the plants produce?", "plain": "Does the amount of fertilizer change the mass of tomatoes the plants produce?", "correct": true, "kind": "choice" }, { "id": "cC30", "text": "Does the type of fertilizer change the number of tomatoes the plants produce?", "plain": "Does the type of fertilizer change the number of tomatoes the plants produce?", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "Does the amount of fertilizer change the number of tomatoes the plants produce?", "plain": "Does the amount of fertilizer change the number of tomatoes the plants produce?", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_8ef3ebd7-3b6d-43b3-be51-b7632c5296e4", "type": "gap-match", "title": "Plant Bench and Cricket Tank Loop", "standards": [ "MS-LS1-6" ], "prompt_html": "

A science classroom keeps a bench of leafy plants beside an open tank of crickets, next to a sunny window. The crickets are fed oatmeal flakes and never eat the bench plants. A student starts a loop diagram to show how matter and energy connect the plants and the crickets, but four labels are missing.

\"A

 

Complete the loop diagram by dragging one card into each empty box.

", "prompt_plain": "A science classroom keeps a bench of leafy plants beside an open tank of crickets, next to a sunny window. The crickets are fed oatmeal flakes and never eat the bench plants. A student starts a loop diagram to show how matter and energy connect the plants and the crickets, but four labels are missing. Complete the loop diagram by dragging one card into each empty box.", "context_html": "", "options": [ { "id": "tT7", "text": "only the crickets", "plain": "only the crickets", "correct": false, "kind": "gap-token" }, { "id": "tT5", "text": "heat from the room", "plain": "heat from the room", "correct": false, "kind": "gap-token" }, { "id": "tT3", "text": "carbon dioxide", "plain": "carbon dioxide", "correct": false, "kind": "gap-token" }, { "id": "tT8", "text": "glucose", "plain": "glucose", "correct": false, "kind": "gap-token" }, { "id": "tT2", "text": "oxygen", "plain": "oxygen", "correct": false, "kind": "gap-token" }, { "id": "tT4", "text": "both the plants and the crickets", "plain": "both the plants and the crickets", "correct": false, "kind": "gap-token" }, { "id": "tT6", "text": "nitrogen", "plain": "nitrogen", "correct": false, "kind": "gap-token" }, { "id": "tT1", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-28/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tT1 gBox1", "tT2 gBox2", "tT3 gBox3", "tT4 gBox4" ] }, "n_options": 8 }, { "n": 32, "item_id": "_68e0c496-6503-495f-9e7f-63620f1d4cdf", "type": "choice", "title": "Gas Exchange Wall Chart", "standards": [ "MS-LS1-6" ], "prompt_html": "

A wall chart in a science classroom shows how gases move between an oak seedling and a chipmunk. Each arrow on the chart is labeled with a letter.

\"A

Which arrow shows the oxygen that is produced by photosynthesis?

", "prompt_plain": "A wall chart in a science classroom shows how gases move between an oak seedling and a chipmunk. Each arrow on the chart is labeled with a letter. Which arrow shows the oxygen that is produced by photosynthesis?", "context_html": "", "options": [ { "id": "cA32", "text": "Arrow W", "plain": "Arrow W", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "Arrow X", "plain": "Arrow X", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "Arrow Y", "plain": "Arrow Y", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "Arrow Z", "plain": "Arrow Z", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-28/images/slot32_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_43e6c667-d16b-4aaf-89ad-ec2cf1c1b3ad", "type": "choice", "title": "Speed Skater Muscle Cells", "standards": [ "MS-LS1-7" ], "prompt_html": "

On the last lap of a long race, Selma, a speed skater, feels her leg muscles working at top effort. The cells in her leg muscles are carrying out cellular respiration rapidly.

Which statement best describes the purpose of cellular respiration in Selma’s muscle cells?

", "prompt_plain": "On the last lap of a long race, Selma, a speed skater, feels her leg muscles working at top effort. The cells in her leg muscles are carrying out cellular respiration rapidly. Which statement best describes the purpose of cellular respiration in Selma’s muscle cells?", "context_html": "", "options": [ { "id": "cA33", "text": "to release the energy stored in her food so her cells can use it", "plain": "to release the energy stored in her food so her cells can use it", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "to make sugar that her muscle cells can store for later use", "plain": "to make sugar that her muscle cells can store for later use", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "to bring oxygen into her body from the air she breathes in", "plain": "to bring oxygen into her body from the air she breathes in", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "to supply carbon dioxide for her muscle cells to use as fuel", "plain": "to supply carbon dioxide for her muscle cells to use as fuel", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA33" ] }, "n_options": 4 }, { "n": 34, "item_id": "_09532465-aebd-4d8a-b231-0cf9eb530555", "type": "gap-match", "title": "Marsh Restoration Designs", "standards": [ "MS-LS2-5" ], "prompt_html": "

A town is restoring a drained freshwater marsh. A review board is studying three restoration designs. All three designs would cost the town about the same amount, and each design protects one ecosystem service better than the other designs do.

 

Drag each design card to the ecosystem service it best protects. Each design card is used exactly once.

", "prompt_plain": "A town is restoring a drained freshwater marsh. A review board is studying three restoration designs. All three designs would cost the town about the same amount, and each design protects one ecosystem service better than the other designs do. Drag each design card to the ecosystem service it best protects. Each design card is used exactly once.", "context_html": "", "options": [ { "id": "tD2", "text": "Build low gravel islands surrounded by open water near the middle of the marsh", "plain": "Build low gravel islands surrounded by open water near the middle of the marsh", "correct": false, "kind": "gap-token" }, { "id": "tD3", "text": "Plant a wide band of native reeds across the ditch where runoff from nearby fields enters the marsh", "plain": "Plant a wide band of native reeds across the ditch where runoff from nearby fields enters the marsh", "correct": false, "kind": "gap-token" }, { "id": "tD1", "text": "Lower the earthen bank so storm water can spread out across the whole marsh basin and drain away slowly", "plain": "Lower the earthen bank so storm water can spread out across the whole marsh basin and drain away slowly", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tD1 gSvc1", "tD2 gSvc2", "tD3 gSvc3" ] }, "n_options": 3 }, { "n": 35, "item_id": "_638d6dbc-72e3-43e6-a65c-2c90d781d049", "type": "order", "title": "From Beach Sand to Banded Rock", "standards": [ "MS-ESS2-1" ], "prompt_html": "

A drilling crew working near a beach pulls up a long core sample. Rock near the bottom of the core shows thin, wavy bands. A geologist explains that the loose sand on today’s beach could one day become banded rock like the rock in the core.

 

Put the steps in order to show how loose beach sand can become banded metamorphic rock. Start with the earliest step.

", "prompt_plain": "A drilling crew working near a beach pulls up a long core sample. Rock near the bottom of the core shows thin, wavy bands. A geologist explains that the loose sand on today’s beach could one day become banded rock like the rock in the core. Put the steps in order to show how loose beach sand can become banded metamorphic rock. Start with the earliest step.", "context_html": "", "options": [ { "id": "o35E524335c9", "text": "Its minerals line up in bands, and the rock is now metamorphic rock.", "plain": "Its minerals line up in bands, and the rock is now metamorphic rock.", "correct": true, "kind": "choice" }, { "id": "o35Df53547fe", "text": "Deep burial exposes the sedimentary rock to strong heat and pressure without melting it.", "plain": "Deep burial exposes the sedimentary rock to strong heat and pressure without melting it.", "correct": true, "kind": "choice" }, { "id": "o35B9ef81d88", "text": "The weight of new layers above compacts the buried grains.", "plain": "The weight of new layers above compacts the buried grains.", "correct": true, "kind": "choice" }, { "id": "o35Ce7ec9eff", "text": "Dissolved minerals cement the grains into solid sedimentary rock.", "plain": "Dissolved minerals cement the grains into solid sedimentary rock.", "correct": true, "kind": "choice" }, { "id": "o35Ac074026e", "text": "Sand grains are deposited in flat layers on the sea floor.", "plain": "Sand grains are deposited in flat layers on the sea floor.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D, E", "key_values": { "RESPONSE": [ "o35Ac074026e", "o35B9ef81d88", "o35Ce7ec9eff", "o35Df53547fe", "o35E524335c9" ] }, "n_options": 5 }, { "n": 36, "item_id": "_f3d27aaa-18ac-4796-bdac-8fe7826e1fc0", "type": "match", "title": "Terraced Hillside Observations", "standards": [ "MS-ESS2-2" ], "prompt_html": "

A farm family cut wide, flat steps called terraces into a steep hillside. After a season of storms, they listed six observations about the terraced hillside. Figure 1 shows the hillside.

Figure 1

\"A

 

Drag each observation into the category where it belongs. Each category holds exactly two observations.

", "prompt_plain": "A farm family cut wide, flat steps called terraces into a steep hillside. After a season of storms, they listed six observations about the terraced hillside. Figure 1 shows the hillside. Figure 1 Drag each observation into the category where it belongs. Each category holds exactly two observations.", "context_html": "", "options": [ { "id": "mc02_s1", "text": "Rainwater ponds on each flat step for hours instead of flowing away", "plain": "Rainwater ponds on each flat step for hours instead of flowing away", "correct": false, "kind": "match-token" }, { "id": "mc02_s2", "text": "Runoff crossing a flat step moves too slowly to carry soil grains downhill", "plain": "Runoff crossing a flat step moves too slowly to carry soil grains downhill", "correct": false, "kind": "match-token" }, { "id": "mc02_s3", "text": "A different crop can be planted on each level of the hillside", "plain": "A different crop can be planted on each level of the hillside", "correct": false, "kind": "match-token" }, { "id": "mc02_s4", "text": "Soil that washes off one step is caught on the level step just below", "plain": "Soil that washes off one step is caught on the level step just below", "correct": false, "kind": "match-token" }, { "id": "mc02_s5", "text": "The family finished cutting all of the steps in less than two weeks", "plain": "The family finished cutting all of the steps in less than two weeks", "correct": false, "kind": "match-token" }, { "id": "mc02_s6", "text": "The loosened soil on each step takes in rain that the old hard slope used to shed", "plain": "The loosened soil on each step takes in rain that the old hard slope used to shed", "correct": false, "kind": "match-token" }, { "id": "mc02_cEro", "text": "Reduces erosion", "plain": "Reduces erosion", "correct": false, "kind": "match-token" }, { "id": "mc02_cInf", "text": "Increases infiltration (water soaking into the soil)", "plain": "Increases infiltration (water soaking into the soil)", "correct": false, "kind": "match-token" }, { "id": "mc02_cNo", "text": "No effect on erosion or infiltration", "plain": "No effect on erosion or infiltration", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-28/images/slot36.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc02_s2 mc02_cEro", "mc02_s4 mc02_cEro", "mc02_s6 mc02_cInf", "mc02_s1 mc02_cInf", "mc02_s5 mc02_cNo", "mc02_s3 mc02_cNo" ] }, "n_options": 9 }, { "n": 37, "item_id": "_87e9cf77-fa0c-45d3-b123-afdcb6c79aff", "type": "text-entry", "title": "GPS Stations Moving Apart", "standards": [ "MS-ESS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A GPS station is an instrument anchored in the ground that records how far the ground beneath it has moved. Scientists placed GPS stations P and Q on two neighboring plates and tracked the distance between the stations for 30 years. Table 1 shows their records. The plates moved apart at a steady rate the whole time.

Table 1. Station Tracking Records

Number of years the stations were tracked30
Total increase in the distance between the stations90 centimeters

Average rate of movement = total increase in distance ÷ number of years.

What was the average rate, in centimeters per year, at which the two stations moved apart?

Give your answer as a whole number (e.g., 27).

Average rate (centimeters per year):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 38, "item_id": "_65a584bd-fad8-4b56-bde3-383d11714333", "type": "choice", "title": "Trail Cart Frame Material", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A hiking club is building a small cart to haul gear along a gravel trail. The frame material must meet three requirements:

Table 1 shows the four materials the club can buy.

Table 1. Frame Material Data

MaterialGreatest load held without bending (kg)Mass (kg)Cost ($)
Material 155975
Material 2621548
Material 336722
Material 4471054

Which material meets all three of the club’s requirements?

", "prompt_plain": "A hiking club is building a small cart to haul gear along a gravel trail. The frame material must meet three requirements: hold a load of at least 40 kilograms without bending have a mass of no more than 12 kilograms cost no more than $60 Table 1 shows the four materials the club can buy. Table 1. Frame Material Data Material Greatest load held without bending (kg) Mass (kg) Cost ($) Material 1 55 9 75 Material 2 62 15 48 Material 3 36 7 22 Material 4 47 10 54 Which material meets all three of the club’s requirements?", "context_html": "", "options": [ { "id": "cA38", "text": "Material 1", "plain": "Material 1", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Material 2", "plain": "Material 2", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Material 3", "plain": "Material 3", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Material 4", "plain": "Material 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD38" ] }, "n_options": 4 }, { "n": 39, "item_id": "_ba4ebc8c-b7bc-47c0-9526-805f443bffc1", "type": "match", "title": "Music Stand Review Sheet", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A design team is planning a folding music stand for the school band. The team’s design review sheet lists six statements, but the statements have been shuffled together.

 

Drag each statement into the correct category of the review sheet. Each category holds exactly two statements.

", "prompt_plain": "A design team is planning a folding music stand for the school band. The team’s design review sheet lists six statements, but the statements have been shuffled together. Drag each statement into the correct category of the review sheet. Each category holds exactly two statements.", "context_html": "", "options": [ { "id": "mc03_s1", "text": "Only the metal rods already in the supply closet may be used, even if other rods would work better", "plain": "Only the metal rods already in the supply closet may be used, even if other rods would work better", "correct": false, "kind": "match-token" }, { "id": "mc03_s2", "text": "The stand sets up correctly in at least 9 out of 10 classroom tests", "plain": "The stand sets up correctly in at least 9 out of 10 classroom tests", "correct": false, "kind": "match-token" }, { "id": "mc03_s3", "text": "Thicker rods bend less under a heavy book but raise the cost of each stand", "plain": "Thicker rods bend less under a heavy book but raise the cost of each stand", "correct": false, "kind": "match-token" }, { "id": "mc03_s4", "text": "Adding a heavier base makes the stand tip less often and also makes it harder to carry", "plain": "Adding a heavier base makes the stand tip less often and also makes it harder to carry", "correct": false, "kind": "match-token" }, { "id": "mc03_s5", "text": "The parts may cost no more than $15 in total", "plain": "The parts may cost no more than $15 in total", "correct": false, "kind": "match-token" }, { "id": "mc03_s6", "text": "The stand holds a music book steady at eye level without tipping", "plain": "The stand holds a music book steady at eye level without tipping", "correct": false, "kind": "match-token" }, { "id": "mc03_cCri", "text": "Criteria", "plain": "Criteria", "correct": false, "kind": "match-token" }, { "id": "mc03_cCon", "text": "Constraints", "plain": "Constraints", "correct": false, "kind": "match-token" }, { "id": "mc03_cTrd", "text": "Trade-offs", "plain": "Trade-offs", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc03_s6 mc03_cCri", "mc03_s2 mc03_cCri", "mc03_s1 mc03_cCon", "mc03_s5 mc03_cCon", "mc03_s3 mc03_cTrd", "mc03_s4 mc03_cTrd" ] }, "n_options": 9 }, { "n": 40, "item_id": "_ae9c0a78-19c2-481c-a651-cee4a87d8392", "type": "hottext", "title": "Phone Tripod Test Log", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A project team is designing a fold-out phone tripod for recording class presentations. The team’s goals say the clip must hold the phone without slipping at every tilt angle up to 60 degrees. Below is the team’s test log from the end of round two of testing.

", "prompt_plain": "A project team is designing a fold-out phone tripod for recording class presentations. The team’s goals say the clip must hold the phone without slipping at every tilt angle up to 60 degrees. Below is the team’s test log from the end of round two of testing.", "context_html": "", "options": [ { "id": "hHT140", "text": "Our second model held a phone steady through the whole ten-minute recording test.", "plain": "Our second model held a phone steady through the whole ten-minute recording test.", "correct": false, "kind": "hottext" }, { "id": "hHT240", "text": "The digital model predicted the legs would stay level, and in our trials they did.", "plain": "The digital model predicted the legs would stay level, and in our trials they did.", "correct": false, "kind": "hottext" }, { "id": "hHT340", "text": "The tripod now folds flat in eight seconds, well inside our goal.", "plain": "The tripod now folds flat in eight seconds, well inside our goal.", "correct": false, "kind": "hottext" }, { "id": "hHT440", "text": "In each trial, the clip still let the phone slip when we tilted it to 45 degrees.", "plain": "In each trial, the clip still let the phone slip when we tilted it to 45 degrees.", "correct": true, "kind": "hottext" }, { "id": "hHT540", "text": "The phone slipped once when we bent the clip to 80 degrees, far past the tilt angles in our goals.", "plain": "The phone slipped once when we bent the clip to 80 degrees, far past the tilt angles in our goals.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hHT440" ] }, "n_options": 5 } ] }, { "form": "G7.29", "grade": "G7", "title": "Alpha Standardized Science G7.29", "test_id": "_test-a9593a9b-a859-4ae0-97a5-25ce79fb3af8", "n_items": 40, "n_stimuli": 8, "stimuli": { "_5a286139-fb70-430a-92fa-209f77d38b78": { "title": "Cane Toads at Pelican Billabong", "html": "

Cane Toads at Pelican Billabong

Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Pelican Billabong, a waterhole where rangers survey wildlife every two years. Quolls, the billabong’s spotted marsupial predators, hunt bandicoots and large insects. Quolls also attack cane toads, and the toads’ skin poison kills quolls that bite them. Cane toads eat large insects. Table 1 shows the survey counts. In 2025, rangers began a toad-removal trial along one section of shoreline, collecting toads by hand every month. Figure 2 shows the trial-zone counts of cane toads and of quolls each year; both graphs use the same axis scale, from 0 to 400 animals.

Figure 1. Pelican Billabong

\"A

Table 1. Billabong Survey Counts

YearCane toads countedQuolls counted
2019041
20213528
20231909
20254203

Figure 2. Trial-Zone Counts

\"Two

" }, "_dbd13eef-3bce-4824-b312-7c6a1f722f45": { "title": "Rock Bands of an Ocean Basin", "html": "

Rock Bands of an Ocean Basin

An atlas plate (a map page) shows the floor of an ocean basin. A mid-ocean ridge - a long chain of underwater mountains - runs down the center of the basin. Scientists collected rock samples across the basin and shaded the map by the kind of rock found in each area. Bands with the same shading are made of the same kind of rock. Figure 1 shows the map.

Figure 1. Map of the Ocean Basin

\"Map

" }, "_c1ef6c19-6810-4b7e-a508-84bd11fc0b09": { "title": "Iron and Sulfur on the Bench", "html": "

Iron and Sulfur on the Bench

A teacher stirs dark iron filings into yellow sulfur powder to make a gray powder blend. The class tests the blend, heats it, and tests it again. Table 1 shows the class’s three observation cards. After the heating step, the teacher lets the solid cool and crushes it back into a powder before the last magnet test. Figure 1 shows photos of the three steps. The class then posts two claim cards:

Table 1. Observation Cards

CardStepObservation
1A magnet is held over a spoonful of the unheated blendDark specks jump up and stick to the magnet; yellow powder stays behind
2The rest of the blend is heated strongly in an open crucibleThe blend glows red, then cools into one dark, brittle solid
3A magnet is held against the crushed, cooled solidNo part of the crushed powder sticks to the magnet

Figure 1. Photos of the Three Steps

\"Three

Claim 1: Heating changed the powders into a new substance.

Claim 2: Heating only melted the two powders together, and both are still there unchanged.

" }, "_258b8cec-398d-43de-9632-6750856e977f": { "title": "Model Maglev Club Bench", "html": "

Model Maglev Club Bench

A science club built a model maglev (magnetic levitation) train on a workbench. Magnet strips run along the top of the track, and strips of the same kind are fixed to the bottom of a small sled car. When the sled car is set on the track, it floats above the rails. A launch coil of wire wound around a plastic tube sits at the start of the track. When batteries are connected, the coil becomes an electromagnet, and its magnetic field pushes the sled forward. The club measured the coil’s push on the sled with a force meter (Table 1) and measured the magnets’ push on the sled while holding it at three floating gaps - the space between the sled’s strips and the track’s strips (Table 2). The club’s design brief appears after the tables. Figure 1 shows the bench.

Table 1. Launch-Coil Trials

TrialWire wraps on the coilBatteries connectedOther change testedForce-meter reading (N)
1501none0.4
21001none0.8
31002none1.6
41002yellow sled shell instead of blue1.6
51002coil moved to the longer track section1.6

Table 2. Magnet-Gap Force Checks

Gap between sled strips and track strips (millimeters)Magnets’ push on the sled (N)
120.2
90.5
70.9

The Club’s Design Brief

Build a sled car for the club’s maglev track. The sled must: (1) float above the track without touching the rails at any point; (2) keep floating while carrying one 20-gram cargo block; (3) glide a long way down the track after one launch from the coil. Use only the club’s magnet strips, wire, and battery kit.

Figure 1. The Maglev Bench

\"A

" }, "_26f10de8-d43f-4fbc-87f6-527fb01a01f9": { "title": "Duckweed Jar Logs", "html": "

Duckweed Jar Logs

Polina fills two identical glass jars with pond water and the same amount of duckweed, a small floating plant. She seals both lids. Jar A sits under a small grow light that stays on. Jar B is wrapped in dark foil so that no light reaches it. A dissolved-oxygen probe inside each jar records the oxygen dissolved in the water, in milligrams per liter (mg/L), every 12 hours for 48 hours. Table 1 shows the probe log.

\"Two

Table 1. Dissolved-Oxygen Probe Log (mg/L)

Time (hours)Jar A (lit)Jar B (darkened)
08.28.2
129.67.4
2410.96.7
3612.16.1
4813.45.6
" }, "_f7e21c58-0c8f-463e-af72-1a249ab770de": { "title": "Falcon Lure Flights", "html": "

Falcon Lure Flights

Bree is a trainer at a falconry center. To exercise a young falcon, she swings a feathered lure on a long line. From its perch, the falcon spots the moving lure, launches into the air, and dives at it, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day includes five lure flights. Bree measures the falcon’s heart rate and breathing rate before the first flight, right after each flight, and again five minutes after each landing. Table 1 shows the average readings for one training day.

Figure 1. A Lure Flight

\"A

Table 1. Falcon Training-Day Readings

MeasurementBefore first flightRight after a flightFive minutes after landing
Heart rate (beats per minute)150600210
Breathing rate (breaths per minute)2011040
" }, "_dc60f0ae-35ed-4a78-895f-f77cc2f58533": { "title": "Bike-Trailer Hitch Tests", "html": "

Bike-Trailer Hitch Tests

A cargo-bike club builds trailers that clip to bicycles with a metal latch-and-pin hitch. Riders reported hitches rattling loose on rough streets. The club mounted three hitch designs on a vibration bench that shakes each hitch the same way for twenty hours. Each design adds one feature to the same basic hitch. The photograph shows one hitch on the bench.

\"A

The club's design brief sets three requirements:

Table 1 shows the results.

Table 1. Vibration-Bench Results

HitchAdded featureNut loosening (fraction of a turn)Pin wear (mm)Release force after test (N)
1none (plain pin, standard nuts)3/40.3055
2nylon-insert locking nuts1/160.2865
3stiff rubber bushing around the pin5/80.10130
" }, "_8d6a591e-f8b6-44e6-9a0b-288e3b81e8ee": { "title": "Grove Snail Shell Colors", "html": "

Grove Snail Shell Colors

A nature club surveys grove snails living along one hedgerow. Every snail in the survey belongs to the same species. Some shells are plain yellow with no bands, while others carry dark spiral bands. The photograph shows one snail of each shell pattern.

\"Two

To learn how the shell patterns are passed on, the club also raised snails indoors. Table 1 shows the shell patterns of the offspring from three parent pairings.

Table 1. Parent Pairings and Offspring Shell Patterns

PairingParent shell patternsBanded offspringUnbanded offspring
1banded x banded3411
2banded x unbanded1816
3unbanded x unbanded027
" } }, "questions": [ { "n": 1, "item_id": "_4786f9c6-45e8-4c8b-b29b-5232fb047387", "type": "choice", "title": "Iron and Sulfur Evidence (Part A)", "standards": [ "MS-PS1-2" ], "prompt_html": "

Part A

Look at Table 1. Which statement correctly identifies the claim the class’s observation cards support and gives the reason the cards support it?

", "prompt_plain": "Part A Look at Table 1. Which statement correctly identifies the claim the class’s observation cards support and gives the reason the cards support it?", "context_html": "", "options": [ { "id": "cA1", "text": "Claim 1 is supported, because the crushed solid from the crucible no longer has the properties of the powders that went in.", "plain": "Claim 1 is supported, because the crushed solid from the crucible no longer has the properties of the powders that went in.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Claim 1 is supported, because the blend glowed while it was heated, and a glow shows a new substance forming.", "plain": "Claim 1 is supported, because the blend glowed while it was heated, and a glow shows a new substance forming.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Claim 2 is supported, because the solid’s dark color shows the iron filings are still spread all through it.", "plain": "Claim 2 is supported, because the solid’s dark color shows the iron filings are still spread all through it.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Claim 2 is supported, because melting two solids together changes how they look, not what they are.", "plain": "Claim 2 is supported, because melting two solids together changes how they look, not what they are.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c1ef6c19-6810-4b7e-a508-84bd11fc0b09" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Iron and Sulfur on the Bench

A teacher stirs dark iron filings into yellow sulfur powder to make a gray powder blend. The class tests the blend, heats it, and tests it again. Table 1 shows the class’s three observation cards. After the heating step, the teacher lets the solid cool and crushes it back into a powder before the last magnet test. Figure 1 shows photos of the three steps. The class then posts two claim cards:

Table 1. Observation Cards

CardStepObservation
1A magnet is held over a spoonful of the unheated blendDark specks jump up and stick to the magnet; yellow powder stays behind
2The rest of the blend is heated strongly in an open crucibleThe blend glows red, then cools into one dark, brittle solid
3A magnet is held against the crushed, cooled solidNo part of the crushed powder sticks to the magnet

Figure 1. Photos of the Three Steps

\"Three

Claim 1: Heating changed the powders into a new substance.

Claim 2: Heating only melted the two powders together, and both are still there unchanged.

", "passage_plain": "Iron and Sulfur on the Bench A teacher stirs dark iron filings into yellow sulfur powder to make a gray powder blend. The class tests the blend, heats it, and tests it again. Table 1 shows the class’s three observation cards. After the heating step, the teacher lets the solid cool and crushes it back into a powder before the last magnet test. Figure 1 shows photos of the three steps. The class then posts two claim cards: Table 1. Observation Cards Card Step Observation 1 A magnet is held over a spoonful of the unheated blend Dark specks jump up and stick to the magnet; yellow powder stays behind 2 The rest of the blend is heated strongly in an open crucible The blend glows red, then cools into one dark, brittle solid 3 A magnet is held against the crushed, cooled solid No part of the crushed powder sticks to the magnet Figure 1. Photos of the Three Steps Claim 1: Heating changed the powders into a new substance. Claim 2: Heating only melted the two powders together, and both are still there unchanged." }, { "n": 2, "item_id": "_9c5ea89f-9f2b-4577-b874-2437a6e7aaaf", "type": "choice", "title": "Iron and Sulfur Evidence (Part B)", "standards": [ "MS-PS1-2" ], "prompt_html": "

Part B

Which observation card provides the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which observation card provides the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA2", "text": "Card 2: the blend glowed red while it was being heated in the crucible.", "plain": "Card 2: the blend glowed red while it was being heated in the crucible.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Card 1: the magnet pulled dark specks out of the unheated powder blend.", "plain": "Card 1: the magnet pulled dark specks out of the unheated powder blend.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "Card 3: the crushed, cooled solid did not stick to the magnet at all.", "plain": "Card 3: the crushed, cooled solid did not stick to the magnet at all.", "correct": true, "kind": "choice" }, { "id": "cD2", "text": "Card 2: the loose powders fused together into one dark, brittle, solid lump.", "plain": "Card 2: the loose powders fused together into one dark, brittle, solid lump.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c1ef6c19-6810-4b7e-a508-84bd11fc0b09" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC2" ] }, "n_options": 4, "passage_html": "

Iron and Sulfur on the Bench

A teacher stirs dark iron filings into yellow sulfur powder to make a gray powder blend. The class tests the blend, heats it, and tests it again. Table 1 shows the class’s three observation cards. After the heating step, the teacher lets the solid cool and crushes it back into a powder before the last magnet test. Figure 1 shows photos of the three steps. The class then posts two claim cards:

Table 1. Observation Cards

CardStepObservation
1A magnet is held over a spoonful of the unheated blendDark specks jump up and stick to the magnet; yellow powder stays behind
2The rest of the blend is heated strongly in an open crucibleThe blend glows red, then cools into one dark, brittle solid
3A magnet is held against the crushed, cooled solidNo part of the crushed powder sticks to the magnet

Figure 1. Photos of the Three Steps

\"Three

Claim 1: Heating changed the powders into a new substance.

Claim 2: Heating only melted the two powders together, and both are still there unchanged.

", "passage_plain": "Iron and Sulfur on the Bench A teacher stirs dark iron filings into yellow sulfur powder to make a gray powder blend. The class tests the blend, heats it, and tests it again. Table 1 shows the class’s three observation cards. After the heating step, the teacher lets the solid cool and crushes it back into a powder before the last magnet test. Figure 1 shows photos of the three steps. The class then posts two claim cards: Table 1. Observation Cards Card Step Observation 1 A magnet is held over a spoonful of the unheated blend Dark specks jump up and stick to the magnet; yellow powder stays behind 2 The rest of the blend is heated strongly in an open crucible The blend glows red, then cools into one dark, brittle solid 3 A magnet is held against the crushed, cooled solid No part of the crushed powder sticks to the magnet Figure 1. Photos of the Three Steps Claim 1: Heating changed the powders into a new substance. Claim 2: Heating only melted the two powders together, and both are still there unchanged." }, { "n": 3, "item_id": "_b3269539-2fe2-4929-a47e-fb9c2f9bf5f4", "type": "gap-match", "title": "Electrolysis Demo Card Model", "standards": [ "MS-PS1-5" ], "prompt_html": "

A science teacher shows the class a demo card for electrolysis (splitting a substance with an electric current). In the demo, a current passes through water, and the water breaks down into two different gases. One gas collects in each tube, and Tube 1 fills with twice as much gas as Tube 2. The card’s particle model is incomplete: the reactant side shows the 2 water molecules that break down, but the three product boxes are empty. Each water molecule (H2O) contains 2 hydrogen atoms and 1 oxygen atom. Each hydrogen-gas molecule (H2) contains 2 hydrogen atoms. Each oxygen-gas molecule (O2) contains 2 oxygen atoms.

\"A

 

Drag one molecule tile into each empty product box so that the completed model shows every atom conserved. You may use a tile more than once.

", "prompt_plain": "A science teacher shows the class a demo card for electrolysis (splitting a substance with an electric current). In the demo, a current passes through water, and the water breaks down into two different gases. One gas collects in each tube, and Tube 1 fills with twice as much gas as Tube 2. The card’s particle model is incomplete: the reactant side shows the 2 water molecules that break down, but the three product boxes are empty. Each water molecule (H 2 O) contains 2 hydrogen atoms and 1 oxygen atom. Each hydrogen-gas molecule (H 2 ) contains 2 hydrogen atoms. Each oxygen-gas molecule (O 2 ) contains 2 oxygen atoms. Drag one molecule tile into each empty product box so that the completed model shows every atom conserved. You may use a tile more than once.", "context_html": "", "options": [ { "id": "tokH2O", "text": "H2O (two hydrogen atoms, one oxygen atom)", "plain": "H 2 O (two hydrogen atoms, one oxygen atom)", "correct": false, "kind": "gap-token" }, { "id": "tokH2", "text": "H2 (two hydrogen atoms)", "plain": "H 2 (two hydrogen atoms)", "correct": false, "kind": "gap-token" }, { "id": "tokO2", "text": "O2 (two oxygen atoms)", "plain": "O 2 (two oxygen atoms)", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot03.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokH2 G1", "tokH2 G2", "tokO2 G3" ] }, "n_options": 3 }, { "n": 4, "item_id": "_7155d02e-8121-4a41-aa27-3e8fc7766436", "type": "choice", "title": "Cornbread Bake Evidence", "standards": [ "MS-PS1-2" ], "prompt_html": "

Amos stirs the reactants for cornbread - cornmeal, flour, milk, an egg, and baking powder - into a smooth batter and pours it into a hot skillet. While the cornbread bakes, he writes four observations on a card.

\"Cornbread

Which of Amos’s observations is the best evidence that a chemical reaction is forming new products as the cornbread bakes?

", "prompt_plain": "Amos stirs the reactants for cornbread - cornmeal, flour, milk, an egg, and baking powder - into a smooth batter and pours it into a hot skillet. While the cornbread bakes, he writes four observations on a card. Which of Amos’s observations is the best evidence that a chemical reaction is forming new products as the cornbread bakes?", "context_html": "", "options": [ { "id": "cA4", "text": "The wet batter flows outward until it covers the bottom of the skillet.", "plain": "The wet batter flows outward until it covers the bottom of the skillet.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "Bubbles of gas form all through the batter, and the batter rises as they grow.", "plain": "Bubbles of gas form all through the batter, and the batter rises as they grow.", "correct": true, "kind": "choice" }, { "id": "cC4", "text": "The batter keeps getting hotter the longer it sits in the heated skillet.", "plain": "The batter keeps getting hotter the longer it sits in the heated skillet.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "Steam rises from the surface as some of the batter’s water boils away.", "plain": "Steam rises from the surface as some of the batter’s water boils away.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot04.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_6d733dec-9237-4e61-9ab1-611adbc28ab6", "type": "text-entry", "title": "Sealed-Crucible Oxygen Mass", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A chemistry class runs a lab simulation of a decomposition reaction. In the simulation, a sample of silver oxide, a dark brown powder, is sealed inside a heavy-walled crucible built to stay shut during heating. The crucible is heated strongly, and the silver oxide breaks down completely into two products: solid silver metal and oxygen gas. Because the crucible stays sealed, it is a closed system - no matter enters or leaves. After the simulated crucible cools, the program reports the masses on the reaction card printed below.

Sealed-Crucible Reaction Card

Silver oxide sealed in (before heating)62 g
Solid silver inside (after cooling)58 g
Oxygen gas inside (after cooling)? g

What is the mass, in grams, of the oxygen gas inside the crucible?

Give your answer as a whole number (e.g., 9).

Mass of oxygen gas in grams:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 6, "item_id": "_0ed422c4-3c1b-430a-9b46-7592e8132c46", "type": "choice", "title": "Billabong Bandicoot Prediction", "standards": [ "MS-LS2-4" ], "prompt_html": "

Rangers expect quoll numbers across most of the billabong to stay very low for the next several years.

Based on Table 1 and the food-web information, what will most likely happen to the billabong’s bandicoots in the short term?

", "prompt_plain": "Rangers expect quoll numbers across most of the billabong to stay very low for the next several years. Based on Table 1 and the food-web information, what will most likely happen to the billabong’s bandicoots in the short term?", "context_html": "", "options": [ { "id": "cA6", "text": "Bandicoot numbers will fall, because the cane toads will hunt bandicoots in place of the quolls.", "plain": "Bandicoot numbers will fall, because the cane toads will hunt bandicoots in place of the quolls.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "Bandicoot numbers will fall, because losing a predator harms the other animals that share the billabong.", "plain": "Bandicoot numbers will fall, because losing a predator harms the other animals that share the billabong.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "Bandicoot numbers will rise, because far fewer quolls are left to hunt bandicoots.", "plain": "Bandicoot numbers will rise, because far fewer quolls are left to hunt bandicoots.", "correct": true, "kind": "choice" }, { "id": "cD6", "text": "Bandicoot numbers will stay the same, because bandicoots are not the animals biting the poisonous toads.", "plain": "Bandicoot numbers will stay the same, because bandicoots are not the animals biting the poisonous toads.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5a286139-fb70-430a-92fa-209f77d38b78" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC6" ] }, "n_options": 4, "passage_html": "

Cane Toads at Pelican Billabong

Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Pelican Billabong, a waterhole where rangers survey wildlife every two years. Quolls, the billabong’s spotted marsupial predators, hunt bandicoots and large insects. Quolls also attack cane toads, and the toads’ skin poison kills quolls that bite them. Cane toads eat large insects. Table 1 shows the survey counts. In 2025, rangers began a toad-removal trial along one section of shoreline, collecting toads by hand every month. Figure 2 shows the trial-zone counts of cane toads and of quolls each year; both graphs use the same axis scale, from 0 to 400 animals.

Figure 1. Pelican Billabong

\"A

Table 1. Billabong Survey Counts

YearCane toads countedQuolls counted
2019041
20213528
20231909
20254203

Figure 2. Trial-Zone Counts

\"Two

", "passage_plain": "Cane Toads at Pelican Billabong Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Pelican Billabong, a waterhole where rangers survey wildlife every two years. Quolls, the billabong’s spotted marsupial predators, hunt bandicoots and large insects. Quolls also attack cane toads, and the toads’ skin poison kills quolls that bite them. Cane toads eat large insects. Table 1 shows the survey counts. In 2025, rangers began a toad-removal trial along one section of shoreline, collecting toads by hand every month. Figure 2 shows the trial-zone counts of cane toads and of quolls each year; both graphs use the same axis scale, from 0 to 400 animals. Figure 1. Pelican Billabong Table 1. Billabong Survey Counts Year Cane toads counted Quolls counted 2019 0 41 2021 35 28 2023 190 9 2025 420 3 Figure 2. Trial-Zone Counts" }, { "n": 7, "item_id": "_49365d38-e262-424d-92c8-a6cc4d21786a", "type": "choice", "title": "Billabong Short-Term Changes", "standards": [ "MS-LS2-4" ], "prompt_html": "

Look at Table 1 and the food-web information. Choose the TWO statements about short-term changes at the billabong that the data support.

", "prompt_plain": "Look at Table 1 and the food-web information. Choose the TWO statements about short-term changes at the billabong that the data support.", "context_html": "", "options": [ { "id": "cA7", "text": "Large insect numbers will rise, because the quolls that hunted them are nearly gone.", "plain": "Large insect numbers will rise, because the quolls that hunted them are nearly gone.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "Quoll counts fell as toad counts rose, the pattern expected if quolls die after biting the toxic toads.", "plain": "Quoll counts fell as toad counts rose, the pattern expected if quolls die after biting the toxic toads.", "correct": true, "kind": "choice" }, { "id": "cC7", "text": "The cane toads will soon run out of food and disappear, returning the billabong to the way it was.", "plain": "The cane toads will soon run out of food and disappear, returning the billabong to the way it was.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "Cane toads now face fewer attacks, because the quolls that bite them have nearly died out.", "plain": "Cane toads now face fewer attacks, because the quolls that bite them have nearly died out.", "correct": true, "kind": "choice" }, { "id": "cE7", "text": "The quoll decline happened because cane toads hunt and eat young quolls.", "plain": "The quoll decline happened because cane toads hunt and eat young quolls.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5a286139-fb70-430a-92fa-209f77d38b78" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB7", "cD7" ] }, "n_options": 5, "passage_html": "

Cane Toads at Pelican Billabong

Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Pelican Billabong, a waterhole where rangers survey wildlife every two years. Quolls, the billabong’s spotted marsupial predators, hunt bandicoots and large insects. Quolls also attack cane toads, and the toads’ skin poison kills quolls that bite them. Cane toads eat large insects. Table 1 shows the survey counts. In 2025, rangers began a toad-removal trial along one section of shoreline, collecting toads by hand every month. Figure 2 shows the trial-zone counts of cane toads and of quolls each year; both graphs use the same axis scale, from 0 to 400 animals.

Figure 1. Pelican Billabong

\"A

Table 1. Billabong Survey Counts

YearCane toads countedQuolls counted
2019041
20213528
20231909
20254203

Figure 2. Trial-Zone Counts

\"Two

", "passage_plain": "Cane Toads at Pelican Billabong Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Pelican Billabong, a waterhole where rangers survey wildlife every two years. Quolls, the billabong’s spotted marsupial predators, hunt bandicoots and large insects. Quolls also attack cane toads, and the toads’ skin poison kills quolls that bite them. Cane toads eat large insects. Table 1 shows the survey counts. In 2025, rangers began a toad-removal trial along one section of shoreline, collecting toads by hand every month. Figure 2 shows the trial-zone counts of cane toads and of quolls each year; both graphs use the same axis scale, from 0 to 400 animals. Figure 1. Pelican Billabong Table 1. Billabong Survey Counts Year Cane toads counted Quolls counted 2019 0 41 2021 35 28 2023 190 9 2025 420 3 Figure 2. Trial-Zone Counts" }, { "n": 8, "item_id": "_5ac7bd87-fc3b-4734-8144-f56f7fb71bc9", "type": "choice", "title": "Toad-Removal Trial Claim", "standards": [ "MS-LS2-5" ], "prompt_html": "

At a community meeting about the toad-removal trial, a council member points to Figure 2 and says: \"The trial removed plenty of toads, but the quoll line is almost flat, so the trial is not helping the quolls.\"

Which statement best evaluates the council member’s claim?

", "prompt_plain": "At a community meeting about the toad-removal trial, a council member points to Figure 2 and says: \"The trial removed plenty of toads, but the quoll line is almost flat, so the trial is not helping the quolls.\" Which statement best evaluates the council member’s claim?", "context_html": "", "options": [ { "id": "cA8", "text": "The claim reads the graphs correctly, because the toad line falls steeply while the quoll line stays near the bottom of its graph.", "plain": "The claim reads the graphs correctly, because the toad line falls steeply while the quoll line stays near the bottom of its graph.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The claim is right, because an increase of only nine quolls is too small a change to matter for a population.", "plain": "The claim is right, because an increase of only nine quolls is too small a change to matter for a population.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The claim is wrong, because the quolls recovered by learning to avoid eating the toxic toads, not because toads were removed.", "plain": "The claim is wrong, because the quolls recovered by learning to avoid eating the toxic toads, not because toads were removed.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The claim misses the scale: on an axis running to 400, a rise from 3 to 12 quolls looks flat even though the population quadrupled.", "plain": "The claim misses the scale: on an axis running to 400, a rise from 3 to 12 quolls looks flat even though the population quadrupled.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5a286139-fb70-430a-92fa-209f77d38b78" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD8" ] }, "n_options": 4, "passage_html": "

Cane Toads at Pelican Billabong

Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Pelican Billabong, a waterhole where rangers survey wildlife every two years. Quolls, the billabong’s spotted marsupial predators, hunt bandicoots and large insects. Quolls also attack cane toads, and the toads’ skin poison kills quolls that bite them. Cane toads eat large insects. Table 1 shows the survey counts. In 2025, rangers began a toad-removal trial along one section of shoreline, collecting toads by hand every month. Figure 2 shows the trial-zone counts of cane toads and of quolls each year; both graphs use the same axis scale, from 0 to 400 animals.

Figure 1. Pelican Billabong

\"A

Table 1. Billabong Survey Counts

YearCane toads countedQuolls counted
2019041
20213528
20231909
20254203

Figure 2. Trial-Zone Counts

\"Two

", "passage_plain": "Cane Toads at Pelican Billabong Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Pelican Billabong, a waterhole where rangers survey wildlife every two years. Quolls, the billabong’s spotted marsupial predators, hunt bandicoots and large insects. Quolls also attack cane toads, and the toads’ skin poison kills quolls that bite them. Cane toads eat large insects. Table 1 shows the survey counts. In 2025, rangers began a toad-removal trial along one section of shoreline, collecting toads by hand every month. Figure 2 shows the trial-zone counts of cane toads and of quolls each year; both graphs use the same axis scale, from 0 to 400 animals. Figure 1. Pelican Billabong Table 1. Billabong Survey Counts Year Cane toads counted Quolls counted 2019 0 41 2021 35 28 2023 190 9 2025 420 3 Figure 2. Trial-Zone Counts" }, { "n": 9, "item_id": "_4d66fa2c-0a7c-423c-a40b-13bf40dd0858", "type": "choice", "title": "Falcon Body Systems", "standards": [ "MS-LS1-3" ], "prompt_html": "

Look at Table 1. Choose the TWO statements about the falcon’s body systems that the readings support.

", "prompt_plain": "Look at Table 1. Choose the TWO statements about the falcon’s body systems that the readings support.", "context_html": "", "options": [ { "id": "cA9", "text": "Right after a flight, the falcon’s heart beats about four times as fast as before the first flight, moving blood through its body more quickly.", "plain": "Right after a flight, the falcon’s heart beats about four times as fast as before the first flight, moving blood through its body more quickly.", "correct": true, "kind": "choice" }, { "id": "cB9", "text": "During a flight, the falcon’s circulatory system slows the blood moving to its flight muscles so the muscles stay cool.", "plain": "During a flight, the falcon’s circulatory system slows the blood moving to its flight muscles so the muscles stay cool.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "Within five minutes of landing, the falcon’s breathing rate falls from its after-flight high back toward its resting value.", "plain": "Within five minutes of landing, the falcon’s breathing rate falls from its after-flight high back toward its resting value.", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "The high breathing rate right after a flight lets the falcon’s respiratory system store spare oxygen for its next flight.", "plain": "The high breathing rate right after a flight lets the falcon’s respiratory system store spare oxygen for its next flight.", "correct": false, "kind": "choice" }, { "id": "cE9", "text": "The readings show that when the falcon’s heart rate rises, its breathing rate falls to keep the two systems balanced.", "plain": "The readings show that when the falcon’s heart rate rises, its breathing rate falls to keep the two systems balanced.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f7e21c58-0c8f-463e-af72-1a249ab770de" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA9", "cC9" ] }, "n_options": 5, "passage_html": "

Falcon Lure Flights

Bree is a trainer at a falconry center. To exercise a young falcon, she swings a feathered lure on a long line. From its perch, the falcon spots the moving lure, launches into the air, and dives at it, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day includes five lure flights. Bree measures the falcon’s heart rate and breathing rate before the first flight, right after each flight, and again five minutes after each landing. Table 1 shows the average readings for one training day.

Figure 1. A Lure Flight

\"A

Table 1. Falcon Training-Day Readings

MeasurementBefore first flightRight after a flightFive minutes after landing
Heart rate (beats per minute)150600210
Breathing rate (breaths per minute)2011040
", "passage_plain": "Falcon Lure Flights Bree is a trainer at a falconry center. To exercise a young falcon, she swings a feathered lure on a long line. From its perch, the falcon spots the moving lure, launches into the air, and dives at it, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day includes five lure flights. Bree measures the falcon’s heart rate and breathing rate before the first flight, right after each flight, and again five minutes after each landing. Table 1 shows the average readings for one training day. Figure 1. A Lure Flight Table 1. Falcon Training-Day Readings Measurement Before first flight Right after a flight Five minutes after landing Heart rate (beats per minute) 150 600 210 Breathing rate (breaths per minute) 20 110 40" }, { "n": 10, "item_id": "_f0f091fc-54ef-48da-a7a1-871af068bde6", "type": "inline-choice", "title": "Flight-Muscle Respiration Sentences", "standards": [ "MS-LS1-7" ], "prompt_html": "", "prompt_plain": "", "context_html": "

During each lure flight, cells in the falcon’s flight muscles release the energy the muscles need through cellular respiration.

Choose the word that correctly completes each sentence.

To release this energy, each flight-muscle cell takes in oxygen and .

As it releases the energy, the cell gives off carbon dioxide and .

", "options": [ { "id": "cB1O952412935", "text": "carbon", "plain": "carbon", "correct": false, "kind": "inline" }, { "id": "cB1Oc463ebbdc", "text": "glucose", "plain": "glucose", "correct": true, "kind": "inline" }, { "id": "cB1O51a0345ae", "text": "sunlight", "plain": "sunlight", "correct": false, "kind": "inline" }, { "id": "cB2Oc1f2161a5", "text": "nitrogen", "plain": "nitrogen", "correct": false, "kind": "inline" }, { "id": "cB2O52d7c3bb5", "text": "sweat", "plain": "sweat", "correct": false, "kind": "inline" }, { "id": "cB2O3ed34f348", "text": "water", "plain": "water", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_f7e21c58-0c8f-463e-af72-1a249ab770de" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Oc463ebbdc" ], "RESPONSE2": [ "cB2O3ed34f348" ] }, "n_options": 6, "passage_html": "

Falcon Lure Flights

Bree is a trainer at a falconry center. To exercise a young falcon, she swings a feathered lure on a long line. From its perch, the falcon spots the moving lure, launches into the air, and dives at it, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day includes five lure flights. Bree measures the falcon’s heart rate and breathing rate before the first flight, right after each flight, and again five minutes after each landing. Table 1 shows the average readings for one training day.

Figure 1. A Lure Flight

\"A

Table 1. Falcon Training-Day Readings

MeasurementBefore first flightRight after a flightFive minutes after landing
Heart rate (beats per minute)150600210
Breathing rate (breaths per minute)2011040
", "passage_plain": "Falcon Lure Flights Bree is a trainer at a falconry center. To exercise a young falcon, she swings a feathered lure on a long line. From its perch, the falcon spots the moving lure, launches into the air, and dives at it, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day includes five lure flights. Bree measures the falcon’s heart rate and breathing rate before the first flight, right after each flight, and again five minutes after each landing. Table 1 shows the average readings for one training day. Figure 1. A Lure Flight Table 1. Falcon Training-Day Readings Measurement Before first flight Right after a flight Five minutes after landing Heart rate (beats per minute) 150 600 210 Breathing rate (breaths per minute) 20 110 40" }, { "n": 11, "item_id": "_f47c6084-bba5-4e07-8e15-c84054b1b863", "type": "gap-match", "title": "Falcon Sight-to-Dive Pathway", "standards": [ "MS-LS1-8" ], "prompt_html": "

Think about the moment in the stimulus when the falcon spots the swung lure and, a moment later, tips into its dive.

 

Complete the model of the falcon’s sight-to-dive pathway. Drag one tile into each empty box.

", "prompt_plain": "Think about the moment in the stimulus when the falcon spots the swung lure and, a moment later, tips into its dive. Complete the model of the falcon’s sight-to-dive pathway. Drag one tile into each empty box.", "context_html": "", "options": [ { "id": "tok1", "text": "wing muscles", "plain": "wing muscles", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "ears", "plain": "ears", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "brain", "plain": "brain", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "eyes", "plain": "eyes", "correct": false, "kind": "gap-token" }, { "id": "tok5", "text": "optic nerve", "plain": "optic nerve", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_f7e21c58-0c8f-463e-af72-1a249ab770de" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok5 G2", "tok3 G3", "tok1 G4" ] }, "n_options": 5, "passage_html": "

Falcon Lure Flights

Bree is a trainer at a falconry center. To exercise a young falcon, she swings a feathered lure on a long line. From its perch, the falcon spots the moving lure, launches into the air, and dives at it, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day includes five lure flights. Bree measures the falcon’s heart rate and breathing rate before the first flight, right after each flight, and again five minutes after each landing. Table 1 shows the average readings for one training day.

Figure 1. A Lure Flight

\"A

Table 1. Falcon Training-Day Readings

MeasurementBefore first flightRight after a flightFive minutes after landing
Heart rate (beats per minute)150600210
Breathing rate (breaths per minute)2011040
", "passage_plain": "Falcon Lure Flights Bree is a trainer at a falconry center. To exercise a young falcon, she swings a feathered lure on a long line. From its perch, the falcon spots the moving lure, launches into the air, and dives at it, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day includes five lure flights. Bree measures the falcon’s heart rate and breathing rate before the first flight, right after each flight, and again five minutes after each landing. Table 1 shows the average readings for one training day. Figure 1. A Lure Flight Table 1. Falcon Training-Day Readings Measurement Before first flight Right after a flight Five minutes after landing Heart rate (beats per minute) 150 600 210 Breathing rate (breaths per minute) 20 110 40" }, { "n": 12, "item_id": "_cbeebdf7-d7e7-4caa-80a5-910ba94a06e7", "type": "choice", "title": "Toboggan Run Energy", "standards": [ "MS-PS3-2" ], "prompt_html": "

A rider on a toboggan starts from rest at Position 1, the top of an icy snow run, and slides to the end of the run without pushing. Figure 1 shows the side profile of the run and the four marked positions.

Figure 1. Side Profile of the Toboggan Run

\"Side

At which position does the toboggan have the greatest kinetic energy?

", "prompt_plain": "A rider on a toboggan starts from rest at Position 1, the top of an icy snow run, and slides to the end of the run without pushing. Figure 1 shows the side profile of the run and the four marked positions. Figure 1. Side Profile of the Toboggan Run At which position does the toboggan have the greatest kinetic energy?", "context_html": "", "options": [ { "id": "cA12", "text": "Position 1", "plain": "Position 1", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Position 2", "plain": "Position 2", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Position 3", "plain": "Position 3", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "Position 4", "plain": "Position 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot12.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC12" ] }, "n_options": 4 }, { "n": 13, "item_id": "_67dd84e3-ee00-4905-af44-57851b9db1f6", "type": "choice", "title": "Canyon Ledge Stored Energy", "standards": [ "MS-PS3-2" ], "prompt_html": "

A trail crew surveys loose rock pieces resting on ledges above a canyon trail. Figure 1 shows the four pieces. All four pieces have equal masses, and each piece rests at the height shown.

Figure 1. Rock Pieces Above the Trail

\"A

Which statement identifies the rock piece that stores the most gravitational potential energy and gives the correct reason?

", "prompt_plain": "A trail crew surveys loose rock pieces resting on ledges above a canyon trail. Figure 1 shows the four pieces. All four pieces have equal masses, and each piece rests at the height shown. Figure 1. Rock Pieces Above the Trail Which statement identifies the rock piece that stores the most gravitational potential energy and gives the correct reason?", "context_html": "", "options": [ { "id": "cA13", "text": "Piece 1, because it rests closest to the edge of its ledge and is the most likely to slip off.", "plain": "Piece 1, because it rests closest to the edge of its ledge and is the most likely to slip off.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Piece 2, because it rests on the highest ledge, farthest above the canyon floor and the trail.", "plain": "Piece 2, because it rests on the highest ledge, farthest above the canyon floor and the trail.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "Piece 3, because it sits nearest the canyon floor, where a falling rock would be moving at its fastest.", "plain": "Piece 3, because it sits nearest the canyon floor, where a falling rock would be moving at its fastest.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Piece 4, because its ledge slopes downward, so gravity pulls on it more strongly than on the other pieces.", "plain": "Piece 4, because its ledge slopes downward, so gravity pulls on it more strongly than on the other pieces.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot13.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_f0855b16-5b9c-4423-a54a-c9f43c45c341", "type": "choice", "title": "Maglev Club Bench — Floating Sled", "standards": [ "MS-PS2-3" ], "prompt_html": "

Look at Figure 1.

Which statement best explains why the sled car floats above the rails without touching them?

", "prompt_plain": "Look at Figure 1. Which statement best explains why the sled car floats above the rails without touching them?", "context_html": "", "options": [ { "id": "cA14", "text": "A thin cushion of trapped air builds up under the sled car and holds the sled up off the rails.", "plain": "A thin cushion of trapped air builds up under the sled car and holds the sled up off the rails.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The strips on the track and on the sled car face each other with like poles, which push apart across the gap.", "plain": "The strips on the track and on the sled car face each other with like poles, which push apart across the gap.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "The strips on the track and on the sled car pull toward each other, and that pull holds the sled at one height.", "plain": "The strips on the track and on the sled car pull toward each other, and that pull holds the sled at one height.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The sled car weighs so little that the force of gravity on it is too weak to bring it down onto the rails.", "plain": "The sled car weighs so little that the force of gravity on it is too weak to bring it down onto the rails.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_258b8cec-398d-43de-9632-6750856e977f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB14" ] }, "n_options": 4, "passage_html": "

Model Maglev Club Bench

A science club built a model maglev (magnetic levitation) train on a workbench. Magnet strips run along the top of the track, and strips of the same kind are fixed to the bottom of a small sled car. When the sled car is set on the track, it floats above the rails. A launch coil of wire wound around a plastic tube sits at the start of the track. When batteries are connected, the coil becomes an electromagnet, and its magnetic field pushes the sled forward. The club measured the coil’s push on the sled with a force meter (Table 1) and measured the magnets’ push on the sled while holding it at three floating gaps - the space between the sled’s strips and the track’s strips (Table 2). The club’s design brief appears after the tables. Figure 1 shows the bench.

Table 1. Launch-Coil Trials

TrialWire wraps on the coilBatteries connectedOther change testedForce-meter reading (N)
1501none0.4
21001none0.8
31002none1.6
41002yellow sled shell instead of blue1.6
51002coil moved to the longer track section1.6

Table 2. Magnet-Gap Force Checks

Gap between sled strips and track strips (millimeters)Magnets’ push on the sled (N)
120.2
90.5
70.9

The Club’s Design Brief

Build a sled car for the club’s maglev track. The sled must: (1) float above the track without touching the rails at any point; (2) keep floating while carrying one 20-gram cargo block; (3) glide a long way down the track after one launch from the coil. Use only the club’s magnet strips, wire, and battery kit.

Figure 1. The Maglev Bench

\"A

", "passage_plain": "Model Maglev Club Bench A science club built a model maglev (magnetic levitation) train on a workbench. Magnet strips run along the top of the track, and strips of the same kind are fixed to the bottom of a small sled car. When the sled car is set on the track, it floats above the rails. A launch coil of wire wound around a plastic tube sits at the start of the track. When batteries are connected, the coil becomes an electromagnet, and its magnetic field pushes the sled forward. The club measured the coil’s push on the sled with a force meter (Table 1) and measured the magnets’ push on the sled while holding it at three floating gaps - the space between the sled’s strips and the track’s strips (Table 2). The club’s design brief appears after the tables. Figure 1 shows the bench. Table 1. Launch-Coil Trials Trial Wire wraps on the coil Batteries connected Other change tested Force-meter reading (N) 1 50 1 none 0.4 2 100 1 none 0.8 3 100 2 none 1.6 4 100 2 yellow sled shell instead of blue 1.6 5 100 2 coil moved to the longer track section 1.6 Table 2. Magnet-Gap Force Checks Gap between sled strips and track strips (millimeters) Magnets’ push on the sled (N) 12 0.2 9 0.5 7 0.9 The Club’s Design Brief Build a sled car for the club’s maglev track. The sled must: (1) float above the track without touching the rails at any point; (2) keep floating while carrying one 20-gram cargo block; (3) glide a long way down the track after one launch from the coil. Use only the club’s magnet strips, wire, and battery kit. Figure 1. The Maglev Bench" }, { "n": 15, "item_id": "_f5822781-b799-4b10-9c2b-c9e3f5276bd1", "type": "choice", "title": "Maglev Club Bench — Force Factors", "standards": [ "MS-PS2-3" ], "prompt_html": "

Look at Table 1 and Table 2.

Which THREE factors changed the strength of the magnetic force on the sled car? Choose exactly THREE answers.

", "prompt_plain": "Look at Table 1 and Table 2. Which THREE factors changed the strength of the magnetic force on the sled car? Choose exactly THREE answers.", "context_html": "", "options": [ { "id": "cA15", "text": "the number of batteries the club connected to the launch coil", "plain": "the number of batteries the club connected to the launch coil", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "the number of wire wraps wound around the coil’s tube", "plain": "the number of wire wraps wound around the coil’s tube", "correct": true, "kind": "choice" }, { "id": "cC15", "text": "the color of the shell on top of the sled car", "plain": "the color of the shell on top of the sled car", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "the size of the floating gap between the sled and the track", "plain": "the size of the floating gap between the sled and the track", "correct": true, "kind": "choice" }, { "id": "cE15", "text": "the length of the track section the sled travels along", "plain": "the length of the track section the sled travels along", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_258b8cec-398d-43de-9632-6750856e977f" ], "key_letters": "A, B, D", "key_values": { "RESPONSE": [ "cA15", "cB15", "cD15" ] }, "n_options": 5, "passage_html": "

Model Maglev Club Bench

A science club built a model maglev (magnetic levitation) train on a workbench. Magnet strips run along the top of the track, and strips of the same kind are fixed to the bottom of a small sled car. When the sled car is set on the track, it floats above the rails. A launch coil of wire wound around a plastic tube sits at the start of the track. When batteries are connected, the coil becomes an electromagnet, and its magnetic field pushes the sled forward. The club measured the coil’s push on the sled with a force meter (Table 1) and measured the magnets’ push on the sled while holding it at three floating gaps - the space between the sled’s strips and the track’s strips (Table 2). The club’s design brief appears after the tables. Figure 1 shows the bench.

Table 1. Launch-Coil Trials

TrialWire wraps on the coilBatteries connectedOther change testedForce-meter reading (N)
1501none0.4
21001none0.8
31002none1.6
41002yellow sled shell instead of blue1.6
51002coil moved to the longer track section1.6

Table 2. Magnet-Gap Force Checks

Gap between sled strips and track strips (millimeters)Magnets’ push on the sled (N)
120.2
90.5
70.9

The Club’s Design Brief

Build a sled car for the club’s maglev track. The sled must: (1) float above the track without touching the rails at any point; (2) keep floating while carrying one 20-gram cargo block; (3) glide a long way down the track after one launch from the coil. Use only the club’s magnet strips, wire, and battery kit.

Figure 1. The Maglev Bench

\"A

", "passage_plain": "Model Maglev Club Bench A science club built a model maglev (magnetic levitation) train on a workbench. Magnet strips run along the top of the track, and strips of the same kind are fixed to the bottom of a small sled car. When the sled car is set on the track, it floats above the rails. A launch coil of wire wound around a plastic tube sits at the start of the track. When batteries are connected, the coil becomes an electromagnet, and its magnetic field pushes the sled forward. The club measured the coil’s push on the sled with a force meter (Table 1) and measured the magnets’ push on the sled while holding it at three floating gaps - the space between the sled’s strips and the track’s strips (Table 2). The club’s design brief appears after the tables. Figure 1 shows the bench. Table 1. Launch-Coil Trials Trial Wire wraps on the coil Batteries connected Other change tested Force-meter reading (N) 1 50 1 none 0.4 2 100 1 none 0.8 3 100 2 none 1.6 4 100 2 yellow sled shell instead of blue 1.6 5 100 2 coil moved to the longer track section 1.6 Table 2. Magnet-Gap Force Checks Gap between sled strips and track strips (millimeters) Magnets’ push on the sled (N) 12 0.2 9 0.5 7 0.9 The Club’s Design Brief Build a sled car for the club’s maglev track. The sled must: (1) float above the track without touching the rails at any point; (2) keep floating while carrying one 20-gram cargo block; (3) glide a long way down the track after one launch from the coil. Use only the club’s magnet strips, wire, and battery kit. Figure 1. The Maglev Bench" }, { "n": 16, "item_id": "_e4e143d0-8ac0-4dad-a365-fc7fcd1e14ba", "type": "choice", "title": "Maglev Club Bench — Brief Repair", "standards": [ "MS-ETS1-1" ], "prompt_html": "

The club starts testing finished sled cars against its design brief.

Which change to the design brief would best let the club measure whether a sled car meets every requirement?

", "prompt_plain": "The club starts testing finished sled cars against its design brief. Which change to the design brief would best let the club measure whether a sled car meets every requirement?", "context_html": "", "options": [ { "id": "cA16", "text": "Add a requirement that the finished sled car should look like a real high-speed maglev train.", "plain": "Add a requirement that the finished sled car should look like a real high-speed maglev train.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Add a requirement that the launch coil must be wound with exactly 100 wraps of wire.", "plain": "Add a requirement that the launch coil must be wound with exactly 100 wraps of wire.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Rewrite requirement 3 to say the sled car should glide as far as the club can make it go.", "plain": "Rewrite requirement 3 to say the sled car should glide as far as the club can make it go.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Rewrite requirement 3 to state a distance, such as gliding at least 2 meters past the launch coil.", "plain": "Rewrite requirement 3 to state a distance, such as gliding at least 2 meters past the launch coil.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_258b8cec-398d-43de-9632-6750856e977f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD16" ] }, "n_options": 4, "passage_html": "

Model Maglev Club Bench

A science club built a model maglev (magnetic levitation) train on a workbench. Magnet strips run along the top of the track, and strips of the same kind are fixed to the bottom of a small sled car. When the sled car is set on the track, it floats above the rails. A launch coil of wire wound around a plastic tube sits at the start of the track. When batteries are connected, the coil becomes an electromagnet, and its magnetic field pushes the sled forward. The club measured the coil’s push on the sled with a force meter (Table 1) and measured the magnets’ push on the sled while holding it at three floating gaps - the space between the sled’s strips and the track’s strips (Table 2). The club’s design brief appears after the tables. Figure 1 shows the bench.

Table 1. Launch-Coil Trials

TrialWire wraps on the coilBatteries connectedOther change testedForce-meter reading (N)
1501none0.4
21001none0.8
31002none1.6
41002yellow sled shell instead of blue1.6
51002coil moved to the longer track section1.6

Table 2. Magnet-Gap Force Checks

Gap between sled strips and track strips (millimeters)Magnets’ push on the sled (N)
120.2
90.5
70.9

The Club’s Design Brief

Build a sled car for the club’s maglev track. The sled must: (1) float above the track without touching the rails at any point; (2) keep floating while carrying one 20-gram cargo block; (3) glide a long way down the track after one launch from the coil. Use only the club’s magnet strips, wire, and battery kit.

Figure 1. The Maglev Bench

\"A

", "passage_plain": "Model Maglev Club Bench A science club built a model maglev (magnetic levitation) train on a workbench. Magnet strips run along the top of the track, and strips of the same kind are fixed to the bottom of a small sled car. When the sled car is set on the track, it floats above the rails. A launch coil of wire wound around a plastic tube sits at the start of the track. When batteries are connected, the coil becomes an electromagnet, and its magnetic field pushes the sled forward. The club measured the coil’s push on the sled with a force meter (Table 1) and measured the magnets’ push on the sled while holding it at three floating gaps - the space between the sled’s strips and the track’s strips (Table 2). The club’s design brief appears after the tables. Figure 1 shows the bench. Table 1. Launch-Coil Trials Trial Wire wraps on the coil Batteries connected Other change tested Force-meter reading (N) 1 50 1 none 0.4 2 100 1 none 0.8 3 100 2 none 1.6 4 100 2 yellow sled shell instead of blue 1.6 5 100 2 coil moved to the longer track section 1.6 Table 2. Magnet-Gap Force Checks Gap between sled strips and track strips (millimeters) Magnets’ push on the sled (N) 12 0.2 9 0.5 7 0.9 The Club’s Design Brief Build a sled car for the club’s maglev track. The sled must: (1) float above the track without touching the rails at any point; (2) keep floating while carrying one 20-gram cargo block; (3) glide a long way down the track after one launch from the coil. Use only the club’s magnet strips, wire, and battery kit. Figure 1. The Maglev Bench" }, { "n": 17, "item_id": "_94ede882-13f0-41d0-81c4-102ece823c5c", "type": "choice", "title": "Three Magnetic Field Cards", "standards": [ "MS-PS2-5" ], "prompt_html": "

Harun lines up three cards. Each card shows the magnetic field of a different source: Earth, a bar magnet, and an electromagnet (a coil of wire carrying current). Figure 1 shows the three cards.

Figure 1. The Three Field Cards

\"Three

EarthBar magnetElectromagnet

What do all three magnetic fields have in common?

", "prompt_plain": "Harun lines up three cards. Each card shows the magnetic field of a different source: Earth, a bar magnet, and an electromagnet (a coil of wire carrying current). Figure 1 shows the three cards. Figure 1. The Three Field Cards Earth Bar magnet Electromagnet What do all three magnetic fields have in common?", "context_html": "", "options": [ { "id": "cA17", "text": "Each field forms symmetric lines that curve from one pole around to an opposite pole.", "plain": "Each field forms symmetric lines that curve from one pole around to an opposite pole.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "Each field spreads out from its source in straight lines, like spokes on a wheel.", "plain": "Each field spreads out from its source in straight lines, like spokes on a wheel.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Each field needs to touch an object before it can push or pull on it.", "plain": "Each field needs to touch an object before it can push or pull on it.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Each field appears while its source is moving and fades when the source stops.", "plain": "Each field appears while its source is moving and fades when the source stops.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot17.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA17" ] }, "n_options": 4 }, { "n": 18, "item_id": "_4d9357d5-4894-4433-af95-a6a338f5016e", "type": "choice", "title": "Sealed-Box Field Evidence", "standards": [ "MS-PS2-5" ], "prompt_html": "

Luz tapes a small object inside a cardboard box and seals the box. She marks a spot on a wooden table and sets a ring of eight compasses around the spot. Every needle points north (Figure 1). She then places the sealed box on the marked spot. Luz claims that a magnetic field from the object fills the space all around the box.

Figure 1. The Compass Ring Setup

\"Overhead

Which observation would be the best evidence that her claim is correct?

", "prompt_plain": "Luz tapes a small object inside a cardboard box and seals the box. She marks a spot on a wooden table and sets a ring of eight compasses around the spot. Every needle points north (Figure 1). She then places the sealed box on the marked spot. Luz claims that a magnetic field from the object fills the space all around the box. Figure 1. The Compass Ring Setup Which observation would be the best evidence that her claim is correct?", "context_html": "", "options": [ { "id": "cA18", "text": "After the box is set down, every needle still points north, just as each needle did before.", "plain": "After the box is set down, every needle still points north, just as each needle did before.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "The needles twitch for a moment whenever someone accidentally bumps the edge of the table.", "plain": "The needles twitch for a moment whenever someone accidentally bumps the edge of the table.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "One needle swings toward the box, but only while its compass is pressed against the box’s side.", "plain": "One needle swings toward the box, but only while its compass is pressed against the box’s side.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Every one of the needles swings away from north as soon as the box is set down.", "plain": "Every one of the needles swings away from north as soon as the box is set down.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot18.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD18" ] }, "n_options": 4 }, { "n": 19, "item_id": "_8f67569e-25a0-4c4d-953a-28610630a6c6", "type": "choice", "title": "Seafloor Bands — Part A", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Part A

Look at the pattern of rock bands in Figure 1.

Which claim about the two plates on either side of the ridge do the rock bands best support?

", "prompt_plain": "Part A Look at the pattern of rock bands in Figure 1. Which claim about the two plates on either side of the ridge do the rock bands best support?", "context_html": "", "options": [ { "id": "cA19", "text": "The plates slide past each other along the ridge without moving apart or together.", "plain": "The plates slide past each other along the ridge without moving apart or together.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The plates push toward each other, and the ridge is where their edges crumple upward.", "plain": "The plates push toward each other, and the ridge is where their edges crumple upward.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The plates move away from each other at the ridge, where new rock forms between them.", "plain": "The plates move away from each other at the ridge, where new rock forms between them.", "correct": true, "kind": "choice" }, { "id": "cD19", "text": "The plates stay in place while ocean currents sweep loose rock into bands beside the ridge.", "plain": "The plates stay in place while ocean currents sweep loose rock into bands beside the ridge.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dbd13eef-3bce-4824-b312-7c6a1f722f45" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC19" ] }, "n_options": 4, "passage_html": "

Rock Bands of an Ocean Basin

An atlas plate (a map page) shows the floor of an ocean basin. A mid-ocean ridge - a long chain of underwater mountains - runs down the center of the basin. Scientists collected rock samples across the basin and shaded the map by the kind of rock found in each area. Bands with the same shading are made of the same kind of rock. Figure 1 shows the map.

Figure 1. Map of the Ocean Basin

\"Map

", "passage_plain": "Rock Bands of an Ocean Basin An atlas plate (a map page) shows the floor of an ocean basin. A mid-ocean ridge - a long chain of underwater mountains - runs down the center of the basin. Scientists collected rock samples across the basin and shaded the map by the kind of rock found in each area. Bands with the same shading are made of the same kind of rock. Figure 1 shows the map. Figure 1. Map of the Ocean Basin" }, { "n": 20, "item_id": "_4bcc7691-0309-4539-be66-8ebcb3ee019f", "type": "choice", "title": "Seafloor Bands — Part B", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Part B

Which feature of the map in Figure 1 provides the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which feature of the map in Figure 1 provides the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA20", "text": "Each band on one side of the ridge has an equal-distance matching band on the opposite side.", "plain": "Each band on one side of the ridge has an equal-distance matching band on the opposite side.", "correct": true, "kind": "choice" }, { "id": "cB20", "text": "The rock bands run parallel to the ridge instead of cutting across it at an angle.", "plain": "The rock bands run parallel to the ridge instead of cutting across it at an angle.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "The ridge rises higher above the seafloor than any other feature shown on the map.", "plain": "The ridge rises higher above the seafloor than any other feature shown on the map.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "The mapped bands cover only part of the basin, which is wider than the banded strip.", "plain": "The mapped bands cover only part of the basin, which is wider than the banded strip.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dbd13eef-3bce-4824-b312-7c6a1f722f45" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA20" ] }, "n_options": 4, "passage_html": "

Rock Bands of an Ocean Basin

An atlas plate (a map page) shows the floor of an ocean basin. A mid-ocean ridge - a long chain of underwater mountains - runs down the center of the basin. Scientists collected rock samples across the basin and shaded the map by the kind of rock found in each area. Bands with the same shading are made of the same kind of rock. Figure 1 shows the map.

Figure 1. Map of the Ocean Basin

\"Map

", "passage_plain": "Rock Bands of an Ocean Basin An atlas plate (a map page) shows the floor of an ocean basin. A mid-ocean ridge - a long chain of underwater mountains - runs down the center of the basin. Scientists collected rock samples across the basin and shaded the map by the kind of rock found in each area. Bands with the same shading are made of the same kind of rock. Figure 1 shows the map. Figure 1. Map of the Ocean Basin" }, { "n": 21, "item_id": "_9f344626-b230-4822-8021-07457d594539", "type": "choice", "title": "Hitch Feature to Carry Forward", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Table 1 and the design brief.

The club will build one new hitch that combines ideas from these tests.

Which statement best identifies the added feature to carry into the new hitch and accurately explains how the test results support that choice?

", "prompt_plain": "Look at Table 1 and the design brief. The club will build one new hitch that combines ideas from these tests. Which statement best identifies the added feature to carry into the new hitch and accurately explains how the test results support that choice?", "context_html": "", "options": [ { "id": "cA1", "text": "The nylon-insert locking nuts, because Hitch 2 needed the smallest pull to open after the test.", "plain": "The nylon-insert locking nuts, because Hitch 2 needed the smallest pull to open after the test.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The nylon-insert locking nuts, because they kept the nuts tight with wear and release force close to the plain design.", "plain": "The nylon-insert locking nuts, because they kept the nuts tight with wear and release force close to the plain design.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The stiff rubber bushing, because Hitch 3 kept the nuts within the loosening limit.", "plain": "The stiff rubber bushing, because Hitch 3 kept the nuts within the loosening limit.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The stiff rubber bushing, because Hitch 3 showed by far the least pin wear of the three designs.", "plain": "The stiff rubber bushing, because Hitch 3 showed by far the least pin wear of the three designs.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dc60f0ae-35ed-4a78-895f-f77cc2f58533" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Bike-Trailer Hitch Tests

A cargo-bike club builds trailers that clip to bicycles with a metal latch-and-pin hitch. Riders reported hitches rattling loose on rough streets. The club mounted three hitch designs on a vibration bench that shakes each hitch the same way for twenty hours. Each design adds one feature to the same basic hitch. The photograph shows one hitch on the bench.

\"A

The club's design brief sets three requirements:

Table 1 shows the results.

Table 1. Vibration-Bench Results

HitchAdded featureNut loosening (fraction of a turn)Pin wear (mm)Release force after test (N)
1none (plain pin, standard nuts)3/40.3055
2nylon-insert locking nuts1/160.2865
3stiff rubber bushing around the pin5/80.10130
", "passage_plain": "Bike-Trailer Hitch Tests A cargo-bike club builds trailers that clip to bicycles with a metal latch-and-pin hitch. Riders reported hitches rattling loose on rough streets. The club mounted three hitch designs on a vibration bench that shakes each hitch the same way for twenty hours. Each design adds one feature to the same basic hitch. The photograph shows one hitch on the bench. The club's design brief sets three requirements: Fastener nuts may loosen no more than one-eighth of a turn during the test. The steel pin may lose less than 0.25 millimeters (mm) of thickness to wear. After the test, the release force - the pull needed to open the latch by hand - must be 90 newtons (N) or less. Table 1 shows the results. Table 1. Vibration-Bench Results Hitch Added feature Nut loosening (fraction of a turn) Pin wear (mm) Release force after test (N) 1 none (plain pin, standard nuts) 3/4 0.30 55 2 nylon-insert locking nuts 1/16 0.28 65 3 stiff rubber bushing around the pin 5/8 0.10 130" }, { "n": 22, "item_id": "_4ddd8fa1-84f0-4b8f-a5a8-a455554bd01c", "type": "choice", "title": "Release-Force Requirement Check", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Table 1 and the design brief.

Which hitch fails the release-force requirement, and how does Table 1 show it?

", "prompt_plain": "Look at Table 1 and the design brief. Which hitch fails the release-force requirement, and how does Table 1 show it?", "context_html": "", "options": [ { "id": "cA1", "text": "Hitch 1, because its release force of 55 N is the lowest value in the release-force column.", "plain": "Hitch 1, because its release force of 55 N is the lowest value in the release-force column.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Hitch 2, because its release force of 65 N is higher than the release force of Hitch 1.", "plain": "Hitch 2, because its release force of 65 N is higher than the release force of Hitch 1.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Hitch 3, because its release force of 130 N is greater than the 90 N limit in the brief.", "plain": "Hitch 3, because its release force of 130 N is greater than the 90 N limit in the brief.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Hitch 3, because its pin wear of 0.10 mm is the smallest wear value in the table.", "plain": "Hitch 3, because its pin wear of 0.10 mm is the smallest wear value in the table.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dc60f0ae-35ed-4a78-895f-f77cc2f58533" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Bike-Trailer Hitch Tests

A cargo-bike club builds trailers that clip to bicycles with a metal latch-and-pin hitch. Riders reported hitches rattling loose on rough streets. The club mounted three hitch designs on a vibration bench that shakes each hitch the same way for twenty hours. Each design adds one feature to the same basic hitch. The photograph shows one hitch on the bench.

\"A

The club's design brief sets three requirements:

Table 1 shows the results.

Table 1. Vibration-Bench Results

HitchAdded featureNut loosening (fraction of a turn)Pin wear (mm)Release force after test (N)
1none (plain pin, standard nuts)3/40.3055
2nylon-insert locking nuts1/160.2865
3stiff rubber bushing around the pin5/80.10130
", "passage_plain": "Bike-Trailer Hitch Tests A cargo-bike club builds trailers that clip to bicycles with a metal latch-and-pin hitch. Riders reported hitches rattling loose on rough streets. The club mounted three hitch designs on a vibration bench that shakes each hitch the same way for twenty hours. Each design adds one feature to the same basic hitch. The photograph shows one hitch on the bench. The club's design brief sets three requirements: Fastener nuts may loosen no more than one-eighth of a turn during the test. The steel pin may lose less than 0.25 millimeters (mm) of thickness to wear. After the test, the release force - the pull needed to open the latch by hand - must be 90 newtons (N) or less. Table 1 shows the results. Table 1. Vibration-Bench Results Hitch Added feature Nut loosening (fraction of a turn) Pin wear (mm) Release force after test (N) 1 none (plain pin, standard nuts) 3/4 0.30 55 2 nylon-insert locking nuts 1/16 0.28 65 3 stiff rubber bushing around the pin 5/8 0.10 130" }, { "n": 23, "item_id": "_4be9a1ea-e911-435f-adb4-bee2107789e5", "type": "choice", "title": "Courthouse Stone Classification", "standards": [ "MS-ESS2-1" ], "prompt_html": "

The front steps of a county courthouse are cut from one kind of stone. The photograph shows the stone up close, and the description card lists what a stone expert observed.

\"Close-up

Stone Description Card

Which statement best classifies the stone?

", "prompt_plain": "The front steps of a county courthouse are cut from one kind of stone. The photograph shows the stone up close, and the description card lists what a stone expert observed. Stone Description Card Mineral grains: crystals of several minerals - gray, milky white, and black - locked together like puzzle pieces Arrangement: random; no layers and no bands Fossils: none found Grain edges: crystals grown into one another; single grains cannot be rubbed loose Which statement best classifies the stone?", "context_html": "", "options": [ { "id": "cA1", "text": "Igneous rock, because interlocking mineral crystals form as melted rock cools and hardens.", "plain": "Igneous rock, because interlocking mineral crystals form as melted rock cools and hardens.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Metamorphic rock, because crystals of several minerals grew larger as heat and pressure changed the stone while it stayed solid underground.", "plain": "Metamorphic rock, because crystals of several minerals grew larger as heat and pressure changed the stone while it stayed solid underground.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Metamorphic rock, because crystals locked together like puzzle pieces form when a stone melts completely underground and re-forms as solid rock.", "plain": "Metamorphic rock, because crystals locked together like puzzle pieces form when a stone melts completely underground and re-forms as solid rock.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Sedimentary rock, because mineral grains of many colors were pressed and cemented together over time.", "plain": "Sedimentary rock, because mineral grains of many colors were pressed and cemented together over time.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot23.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_963a0a6e-616f-4994-a124-538622df412c", "type": "gap-match", "title": "Sandstone Formation Flipbook", "standards": [ "MS-ESS2-1" ], "prompt_html": "

A trail center is building a five-frame flipbook display that models how the sandstone ledge beside the trail formed from solid granite high on a nearby peak. The five frames are in order, but the process captions are missing.

 

Drag one process tile onto each frame to complete the model of how the sandstone formed.

\"A

", "prompt_plain": "A trail center is building a five-frame flipbook display that models how the sandstone ledge beside the trail formed from solid granite high on a nearby peak. The five frames are in order, but the process captions are missing. Drag one process tile onto each frame to complete the model of how the sandstone formed.", "context_html": "", "options": [ { "id": "tok-erosion", "text": "erosion", "plain": "erosion", "correct": false, "kind": "gap-token" }, { "id": "tok-melting", "text": "melting", "plain": "melting", "correct": false, "kind": "gap-token" }, { "id": "tok-cementation", "text": "cementation", "plain": "cementation", "correct": false, "kind": "gap-token" }, { "id": "tok-weathering", "text": "weathering", "plain": "weathering", "correct": false, "kind": "gap-token" }, { "id": "tok-evaporation", "text": "evaporation", "plain": "evaporation", "correct": false, "kind": "gap-token" }, { "id": "tok-deposition", "text": "deposition", "plain": "deposition", "correct": false, "kind": "gap-token" }, { "id": "tok-compaction", "text": "compaction", "plain": "compaction", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot24_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-weathering frame1", "tok-erosion frame2", "tok-deposition frame3", "tok-compaction frame4", "tok-cementation frame5" ] }, "n_options": 7 }, { "n": 25, "item_id": "_a9775140-29d0-48e6-aec5-14ba4fe49499", "type": "choice", "title": "Kamchatka Quakes and Volcanoes", "standards": [ "MS-ESS2-2" ], "prompt_html": "

A news story reports that Russia's Kamchatka Peninsula has frequent earthquakes and many active volcanoes.

What usually causes both the earthquakes and the volcanoes in a region like this?

", "prompt_plain": "A news story reports that Russia's Kamchatka Peninsula has frequent earthquakes and many active volcanoes. What usually causes both the earthquakes and the volcanoes in a region like this?", "context_html": "", "options": [ { "id": "cA1", "text": "Heavy storms and large ocean waves pounding against the coastline", "plain": "Heavy storms and large ocean waves pounding against the coastline", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The daily rise and fall of ocean tides pressing on the peninsula", "plain": "The daily rise and fall of ocean tides pressing on the peninsula", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Eruptions of the volcanoes shaking the ground hard enough to crack it", "plain": "Eruptions of the volcanoes shaking the ground hard enough to crack it", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Slow movements of tectonic plates in the crust beneath the region", "plain": "Slow movements of tectonic plates in the crust beneath the region", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 26, "item_id": "_4e7fe3cf-ef83-41be-aed2-d87c08110f97", "type": "hottext", "title": "Gorge Waterfall Evidence", "standards": [ "MS-ESS2-2" ], "prompt_html": "

An interpretive sign along a gorge trail describes the waterfall ahead. The sign has six numbered sentences.

Select the numbered sentence that gives the best evidence that the waterfall once stood farther downstream than it does today.

", "prompt_plain": "An interpretive sign along a gorge trail describes the waterfall ahead. The sign has six numbered sentences. Select the numbered sentence that gives the best evidence that the waterfall once stood farther downstream than it does today.", "context_html": "", "options": [ { "id": "HT1", "text": "(1) The river ahead plunges over a ledge of hard rock into a deep pool at the head of this narrow gorge.", "plain": "(1) The river ahead plunges over a ledge of hard rock into a deep pool at the head of this narrow gorge.", "correct": false, "kind": "hottext" }, { "id": "HT2", "text": "(2) Beneath the hard ledge lies a band of soft shale that crumbles wherever the spray keeps it wet.", "plain": "(2) Beneath the hard ledge lies a band of soft shale that crumbles wherever the spray keeps it wet.", "correct": false, "kind": "hottext" }, { "id": "HT3", "text": "(3) Photographs taken when the trail opened, a century ago, show the falls at a ledge about 90 meters nearer the gorge mouth.", "plain": "(3) Photographs taken when the trail opened, a century ago, show the falls at a ledge about 90 meters nearer the gorge mouth.", "correct": true, "kind": "hottext" }, { "id": "HT4", "text": "(4) Large blocks of broken ledge rock rest in the deep pool at the base of the present falls.", "plain": "(4) Large blocks of broken ledge rock rest in the deep pool at the base of the present falls.", "correct": false, "kind": "hottext" }, { "id": "HT5", "text": "(5) After heavy rains, the river below the falls runs brown with loads of sand and mud.", "plain": "(5) After heavy rains, the river below the falls runs brown with loads of sand and mud.", "correct": false, "kind": "hottext" }, { "id": "HT6", "text": "(6) A thick layer of hard rock caps both rims of the gorge above the softer layers.", "plain": "(6) A thick layer of hard rock caps both rims of the gorge above the softer layers.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "HT3" ] }, "n_options": 6 }, { "n": 27, "item_id": "_f9631093-91a1-4e6c-bd9c-c42ff9bb92c1", "type": "choice", "title": "Grove Snail Shell Patterns — Part A", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

Look at the photograph and Table 1.

Which claim best explains why snails of this one species grow different shell patterns?

", "prompt_plain": "Part A Look at the photograph and Table 1. Which claim best explains why snails of this one species grow different shell patterns?", "context_html": "", "options": [ { "id": "cA1", "text": "Each snail slowly changes its shell pattern during its life to blend in with the plants around it.", "plain": "Each snail slowly changes its shell pattern during its life to blend in with the plants around it.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each snail hatches with its own combination of alleles from its two parents, and different combinations produce different shell patterns.", "plain": "Each snail hatches with its own combination of alleles from its two parents, and different combinations produce different shell patterns.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Each snail ends up with a shell pattern that evenly blends the patterns of its two parents.", "plain": "Each snail ends up with a shell pattern that evenly blends the patterns of its two parents.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each snail grows the shell pattern that matches the kind of food it finds while it is young.", "plain": "Each snail grows the shell pattern that matches the kind of food it finds while it is young.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8d6a591e-f8b6-44e6-9a0b-288e3b81e8ee" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Grove Snail Shell Colors

A nature club surveys grove snails living along one hedgerow. Every snail in the survey belongs to the same species. Some shells are plain yellow with no bands, while others carry dark spiral bands. The photograph shows one snail of each shell pattern.

\"Two

To learn how the shell patterns are passed on, the club also raised snails indoors. Table 1 shows the shell patterns of the offspring from three parent pairings.

Table 1. Parent Pairings and Offspring Shell Patterns

PairingParent shell patternsBanded offspringUnbanded offspring
1banded x banded3411
2banded x unbanded1816
3unbanded x unbanded027
", "passage_plain": "Grove Snail Shell Colors A nature club surveys grove snails living along one hedgerow. Every snail in the survey belongs to the same species. Some shells are plain yellow with no bands, while others carry dark spiral bands. The photograph shows one snail of each shell pattern. To learn how the shell patterns are passed on, the club also raised snails indoors. Table 1 shows the shell patterns of the offspring from three parent pairings. Table 1. Parent Pairings and Offspring Shell Patterns Pairing Parent shell patterns Banded offspring Unbanded offspring 1 banded x banded 34 11 2 banded x unbanded 18 16 3 unbanded x unbanded 0 27" }, { "n": 28, "item_id": "_91c8d5c6-5b87-4368-8e42-f1c3f48e0f32", "type": "choice", "title": "Grove Snail Shell Patterns — Part B", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part B

Which row of Table 1 is the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which row of Table 1 is the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Pairing 1, because two banded parents produced both banded offspring and unbanded offspring.", "plain": "Pairing 1, because two banded parents produced both banded offspring and unbanded offspring.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Pairing 1, because it produced a larger total number of offspring than either other pairing.", "plain": "Pairing 1, because it produced a larger total number of offspring than either other pairing.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Pairing 2, because it produced the most even balance between banded and unbanded offspring.", "plain": "Pairing 2, because it produced the most even balance between banded and unbanded offspring.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Pairing 3, because every offspring in that pairing matched the shell pattern of both parents.", "plain": "Pairing 3, because every offspring in that pairing matched the shell pattern of both parents.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8d6a591e-f8b6-44e6-9a0b-288e3b81e8ee" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Grove Snail Shell Colors

A nature club surveys grove snails living along one hedgerow. Every snail in the survey belongs to the same species. Some shells are plain yellow with no bands, while others carry dark spiral bands. The photograph shows one snail of each shell pattern.

\"Two

To learn how the shell patterns are passed on, the club also raised snails indoors. Table 1 shows the shell patterns of the offspring from three parent pairings.

Table 1. Parent Pairings and Offspring Shell Patterns

PairingParent shell patternsBanded offspringUnbanded offspring
1banded x banded3411
2banded x unbanded1816
3unbanded x unbanded027
", "passage_plain": "Grove Snail Shell Colors A nature club surveys grove snails living along one hedgerow. Every snail in the survey belongs to the same species. Some shells are plain yellow with no bands, while others carry dark spiral bands. The photograph shows one snail of each shell pattern. To learn how the shell patterns are passed on, the club also raised snails indoors. Table 1 shows the shell patterns of the offspring from three parent pairings. Table 1. Parent Pairings and Offspring Shell Patterns Pairing Parent shell patterns Banded offspring Unbanded offspring 1 banded x banded 34 11 2 banded x unbanded 18 16 3 unbanded x unbanded 0 27" }, { "n": 29, "item_id": "_0795fcce-142a-429a-a816-0f7eaa506a0a", "type": "choice", "title": "Duckweed Oxygen Evidence — Part A", "standards": [ "MS-LS1-6" ], "prompt_html": "

Part A

Look at Table 1.

Which claim about Jar A does the probe log best support?

", "prompt_plain": "Part A Look at Table 1. Which claim about Jar A does the probe log best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The duckweed in Jar A stopped using oxygen while its grow light was on.", "plain": "The duckweed in Jar A stopped using oxygen while its grow light was on.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Outside air slowly leaked into Jar A through its sealed lid over the two days.", "plain": "Outside air slowly leaked into Jar A through its sealed lid over the two days.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The duckweed in Jar A took oxygen out of the water to build its food.", "plain": "The duckweed in Jar A took oxygen out of the water to build its food.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The duckweed in Jar A gave off oxygen faster than it used oxygen in the light.", "plain": "The duckweed in Jar A gave off oxygen faster than it used oxygen in the light.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_26f10de8-d43f-4fbc-87f6-527fb01a01f9" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Duckweed Jar Logs

Polina fills two identical glass jars with pond water and the same amount of duckweed, a small floating plant. She seals both lids. Jar A sits under a small grow light that stays on. Jar B is wrapped in dark foil so that no light reaches it. A dissolved-oxygen probe inside each jar records the oxygen dissolved in the water, in milligrams per liter (mg/L), every 12 hours for 48 hours. Table 1 shows the probe log.

\"Two

Table 1. Dissolved-Oxygen Probe Log (mg/L)

Time (hours)Jar A (lit)Jar B (darkened)
08.28.2
129.67.4
2410.96.7
3612.16.1
4813.45.6
", "passage_plain": "Duckweed Jar Logs Polina fills two identical glass jars with pond water and the same amount of duckweed, a small floating plant. She seals both lids. Jar A sits under a small grow light that stays on. Jar B is wrapped in dark foil so that no light reaches it. A dissolved-oxygen probe inside each jar records the oxygen dissolved in the water, in milligrams per liter (mg/L), every 12 hours for 48 hours. Table 1 shows the probe log. Table 1. Dissolved-Oxygen Probe Log (mg/L) Time (hours) Jar A (lit) Jar B (darkened) 0 8.2 8.2 12 9.6 7.4 24 10.9 6.7 36 12.1 6.1 48 13.4 5.6" }, { "n": 30, "item_id": "_772cf934-ac6a-4fba-8083-9a3ca1e52091", "type": "choice", "title": "Duckweed Oxygen Evidence — Part B", "standards": [ "MS-LS1-6" ], "prompt_html": "

Part B

Which comparison of readings from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which comparison of readings from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Both jars show exactly the same reading at 0 hours.", "plain": "Both jars show exactly the same reading at 0 hours.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Jar A shows the highest single reading in the table at 48 hours.", "plain": "Jar A shows the highest single reading in the table at 48 hours.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "From 0 to 48 hours, Jar A readings rose while Jar B readings fell.", "plain": "From 0 to 48 hours, Jar A readings rose while Jar B readings fell.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "From 0 to 48 hours, Jar B readings changed less in total than Jar A readings.", "plain": "From 0 to 48 hours, Jar B readings changed less in total than Jar A readings.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_26f10de8-d43f-4fbc-87f6-527fb01a01f9" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Duckweed Jar Logs

Polina fills two identical glass jars with pond water and the same amount of duckweed, a small floating plant. She seals both lids. Jar A sits under a small grow light that stays on. Jar B is wrapped in dark foil so that no light reaches it. A dissolved-oxygen probe inside each jar records the oxygen dissolved in the water, in milligrams per liter (mg/L), every 12 hours for 48 hours. Table 1 shows the probe log.

\"Two

Table 1. Dissolved-Oxygen Probe Log (mg/L)

Time (hours)Jar A (lit)Jar B (darkened)
08.28.2
129.67.4
2410.96.7
3612.16.1
4813.45.6
", "passage_plain": "Duckweed Jar Logs Polina fills two identical glass jars with pond water and the same amount of duckweed, a small floating plant. She seals both lids. Jar A sits under a small grow light that stays on. Jar B is wrapped in dark foil so that no light reaches it. A dissolved-oxygen probe inside each jar records the oxygen dissolved in the water, in milligrams per liter (mg/L), every 12 hours for 48 hours. Table 1 shows the probe log. Table 1. Dissolved-Oxygen Probe Log (mg/L) Time (hours) Jar A (lit) Jar B (darkened) 0 8.2 8.2 12 9.6 7.4 24 10.9 6.7 36 12.1 6.1 48 13.4 5.6" }, { "n": 31, "item_id": "_ddaa38dc-eda7-4176-8f27-55177a8204c8", "type": "gap-match", "title": "Skeleton Wall Chart", "standards": [ "MS-LS1-3" ], "prompt_html": "

A health-class wall chart shows a human skeleton with four structures highlighted in different colors: the skull, the rib cage, the femur (thigh bone), and the knee joint.

\"A

 

Match each highlighted structure to the job it performs in the body.

", "prompt_plain": "A health-class wall chart shows a human skeleton with four structures highlighted in different colors: the skull, the rib cage, the femur (thigh bone), and the knee joint. Match each highlighted structure to the job it performs in the body.", "context_html": "", "options": [ { "id": "jFem", "text": "Bears the weight of the body in standing and walking", "plain": "Bears the weight of the body in standing and walking", "correct": false, "kind": "gap-token" }, { "id": "jKnee", "text": "Lets the connected bones bend and swing", "plain": "Lets the connected bones bend and swing", "correct": false, "kind": "gap-token" }, { "id": "jSkull", "text": "Surrounds the brain and shields it from bumps", "plain": "Surrounds the brain and shields it from bumps", "correct": false, "kind": "gap-token" }, { "id": "jRib", "text": "Guards the lungs and heart inside the chest", "plain": "Guards the lungs and heart inside the chest", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "jSkull gSkull", "jRib gRib", "jFem gFem", "jKnee gKnee" ] }, "n_options": 4 }, { "n": 32, "item_id": "_5f34269a-66b3-48d1-8849-9bfb4ddd95e8", "type": "hottext", "title": "Water Bug Egg Pads", "standards": [ "MS-LS1-4" ], "prompt_html": "

A wetland research station publishes a summer report about one species of giant water bug. In this species, the female glues her eggs into a pad on the male’s back, and the male then carries the egg pad. The report includes the sentences below.

Consider this claim: carrying the egg pad on his back raises the chance that the eggs a male carries will hatch.

Select the sentence from the report that gives the best evidence for the claim.

", "prompt_plain": "A wetland research station publishes a summer report about one species of giant water bug. In this species, the female glues her eggs into a pad on the male’s back, and the male then carries the egg pad. The report includes the sentences below. Consider this claim: carrying the egg pad on his back raises the chance that the eggs a male carries will hatch. Select the sentence from the report that gives the best evidence for the claim.", "context_html": "", "options": [ { "id": "hA32", "text": "A male with a full egg pad rises to the surface many times each hour and rocks slowly at the water line.", "plain": "A male with a full egg pad rises to the surface many times each hour and rocks slowly at the water line.", "correct": false, "kind": "hottext" }, { "id": "hB32", "text": "Station staff used hand lenses and photo sheets to count the eggs in every pad twice each week.", "plain": "Station staff used hand lenses and photo sheets to count the eggs in every pad twice each week.", "correct": false, "kind": "hottext" }, { "id": "hC32", "text": "Nearly every egg pad that stayed on a male until the end of the study produced young, while pads that came loose dried out on the bank and produced none.", "plain": "Nearly every egg pad that stayed on a male until the end of the study produced young, while pads that came loose dried out on the bank and produced none.", "correct": true, "kind": "hottext" }, { "id": "hD32", "text": "Adult water bugs at the station also grab small fish and tadpoles with their strong front legs.", "plain": "Adult water bugs at the station also grab small fish and tadpoles with their strong front legs.", "correct": false, "kind": "hottext" }, { "id": "hE32", "text": "Once the eggs hatch, the young swim off at once and get no further care from either parent.", "plain": "Once the eggs hatch, the young swim off at once and get no further care from either parent.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC32" ] }, "n_options": 5 }, { "n": 33, "item_id": "_7368ffa5-c9a0-45d2-bff9-e58881dff454", "type": "choice", "title": "Spinach Compost Beds", "standards": [ "MS-LS1-5" ], "prompt_html": "

Shreya grows spinach in two test beds to find out which compost mix produces heavier plants. Both beds get the same spinach seeds, the same watering schedule, the same planting depth, and the same amount of compost worked in on the same day. The photo shows the two beds, and Table 1 gives the setup notes and harvest results.

\"Two

Table 1. Spinach Bed Setup and Harvest

Setup detailBed 1Bed 2
Compost mixLeaf compostManure compost
LocationAlong the brick wall, sun all dayBeside the fence, shade for half the day
Beds with this mix11
Average plant mass after 6 weeks85 grams62 grams

After six weeks, Shreya concludes that leaf compost produces heavier spinach than manure compost.

Choose the TWO statements that describe flaws in the design of this investigation.

", "prompt_plain": "Shreya grows spinach in two test beds to find out which compost mix produces heavier plants. Both beds get the same spinach seeds, the same watering schedule, the same planting depth, and the same amount of compost worked in on the same day. The photo shows the two beds, and Table 1 gives the setup notes and harvest results. Table 1. Spinach Bed Setup and Harvest Setup detail Bed 1 Bed 2 Compost mix Leaf compost Manure compost Location Along the brick wall, sun all day Beside the fence, shade for half the day Beds with this mix 1 1 Average plant mass after 6 weeks 85 grams 62 grams After six weeks, Shreya concludes that leaf compost produces heavier spinach than manure compost. Choose the TWO statements that describe flaws in the design of this investigation.", "context_html": "", "options": [ { "id": "cA1", "text": "The two beds did not get the same amount of sunlight each day.", "plain": "The two beds did not get the same amount of sunlight each day.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The beds should have been planted with two different varieties of spinach.", "plain": "The beds should have been planted with two different varieties of spinach.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The plants were weighed instead of being counted or measured for height.", "plain": "The plants were weighed instead of being counted or measured for height.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each compost mix was tested in only one bed of plants.", "plain": "Each compost mix was tested in only one bed of plants.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The investigation should have compared more than two compost mixes.", "plain": "The investigation should have compared more than two compost mixes.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot33.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 34, "item_id": "_413ff19f-6e4c-48c3-b1c7-2f51b09d8269", "type": "choice", "title": "Bt Corn and Insecticide", "standards": [ "MS-LS2-5" ], "prompt_html": "

Years ago, plant scientists developed a corn variety with built-in insect resistance, called Bt corn. A farm bureau tracked its region across 15 harvest years, recording the percent of cornfields planted with Bt corn and the average insecticide sprayed per hectare. Figure 1 shows both measurements.

Figure 1. Bt Corn and Insecticide Use, Years 1-15

\"A

Choose the TWO statements that the graph supports.

", "prompt_plain": "Years ago, plant scientists developed a corn variety with built-in insect resistance, called Bt corn. A farm bureau tracked its region across 15 harvest years, recording the percent of cornfields planted with Bt corn and the average insecticide sprayed per hectare. Figure 1 shows both measurements. Figure 1. Bt Corn and Insecticide Use, Years 1-15 Choose the TWO statements that the graph supports.", "context_html": "", "options": [ { "id": "cA1", "text": "Insecticide use fell during these years because insect pests disappeared from the region.", "plain": "Insecticide use fell during these years because insect pests disappeared from the region.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "As more of the fields grew Bt corn, less insecticide was sprayed per hectare.", "plain": "As more of the fields grew Bt corn, less insecticide was sprayed per hectare.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "By the last harvest year, the cornfields no longer needed any insecticide at all.", "plain": "By the last harvest year, the cornfields no longer needed any insecticide at all.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The graph shows that the region grew a larger corn harvest in each of the years.", "plain": "The graph shows that the region grew a larger corn harvest in each of the years.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The decrease in insecticide sprayed per hectare could reduce chemical exposure within each hectare of the farm ecosystem.", "plain": "The decrease in insecticide sprayed per hectare could reduce chemical exposure within each hectare of the farm ecosystem.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot34.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 35, "item_id": "_302367b9-cce1-4954-aeb0-4d45bc519138", "type": "choice", "title": "Astronaut Scale Readings", "standards": [ "MS-PS2-4" ], "prompt_html": "

An astronaut steps onto a force scale twice: once on Earth before launching to the Moon, and once on the lunar surface during the mission. A force scale measures weight - the pull of gravity on whoever stands on it. The mission record card in Figure 1 shows both readings: 1200 newtons on Earth and 200 newtons on the Moon.

Figure 1. The Mission Record Card

\"A

Which statement best explains the two readings?

", "prompt_plain": "An astronaut steps onto a force scale twice: once on Earth before launching to the Moon, and once on the lunar surface during the mission. A force scale measures weight - the pull of gravity on whoever stands on it. The mission record card in Figure 1 shows both readings: 1200 newtons on Earth and 200 newtons on the Moon. Figure 1. The Mission Record Card Which statement best explains the two readings?", "context_html": "", "options": [ { "id": "cA1", "text": "The astronaut’s mass and weight both shrink on the Moon because both depend on gravity.", "plain": "The astronaut’s mass and weight both shrink on the Moon because both depend on gravity.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The astronaut’s weight stays the same everywhere, but mass becomes smaller where gravity is weaker.", "plain": "The astronaut’s weight stays the same everywhere, but mass becomes smaller where gravity is weaker.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The astronaut’s mass stays the same in both places, but weight depends on the strength of gravity.", "plain": "The astronaut’s mass stays the same in both places, but weight depends on the strength of gravity.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The astronaut’s reading changes because the Moon has no gravity of its own pulling on objects.", "plain": "The astronaut’s reading changes because the Moon has no gravity of its own pulling on objects.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot35.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 36, "item_id": "_daf14699-f6c2-4656-ba70-0a9d2b31b3d6", "type": "choice", "title": "Playground Slide Mat Test", "standards": [ "MS-PS3-5" ], "prompt_html": "

A park crew tests a new plastic mat installed on a playground slide. The crew also lays a second, identical mat flat on the ground beside the slide, where no one touches it. A crew member points an infrared thermometer at each mat and records the surface temperatures before any rides and again after 20 children slide down the slide mat one after another. The air temperature is also recorded and does not change during the test. Table 1 shows the readings.

\"A

Table 1. Slide Mat Temperature Test

MeasurementReading
Air temperature during the whole test23.0 degrees Celsius (unchanged)
Slide mat surface before any rides23.4 degrees Celsius
Slide mat surface after 20 rides31.8 degrees Celsius
Untouched spare mat before any rides23.4 degrees Celsius
Untouched spare mat after the 20 rides23.5 degrees Celsius

Which conclusion do the temperature readings best support?

", "prompt_plain": "A park crew tests a new plastic mat installed on a playground slide. The crew also lays a second, identical mat flat on the ground beside the slide, where no one touches it. A crew member points an infrared thermometer at each mat and records the surface temperatures before any rides and again after 20 children slide down the slide mat one after another. The air temperature is also recorded and does not change during the test. Table 1 shows the readings. Table 1. Slide Mat Temperature Test Measurement Reading Air temperature during the whole test 23.0 degrees Celsius (unchanged) Slide mat surface before any rides 23.4 degrees Celsius Slide mat surface after 20 rides 31.8 degrees Celsius Untouched spare mat before any rides 23.4 degrees Celsius Untouched spare mat after the 20 rides 23.5 degrees Celsius Which conclusion do the temperature readings best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Energy of motion transferred to thermal energy through friction between the sliders and the mat.", "plain": "Energy of motion transferred to thermal energy through friction between the sliders and the mat.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Warm afternoon air heated the mat little by little while the children were taking rides.", "plain": "Warm afternoon air heated the mat little by little while the children were taking rides.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The sliders’ energy of motion was destroyed as each child slowed to a stop at the bottom.", "plain": "The sliders’ energy of motion was destroyed as each child slowed to a stop at the bottom.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Friction stored the sliders’ energy of motion inside the mat as gravitational potential energy.", "plain": "Friction stored the sliders’ energy of motion inside the mat as gravitational potential energy.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot36.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 37, "item_id": "_0c263d14-a1ae-4c39-b83d-eb4883a22664", "type": "inline-choice", "title": "Pier Wave Traces", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A harbor crew anchors a straight line of small buoys off each of two piers. One afternoon, a camera at each pier photographs its buoy line at the same instant, and the crew traces the shape of the water surface along each line. Figure 1 shows the two wave-trace strips. Waves near both piers travel at the same speed that afternoon.

Figure 1. The Two Wave-Trace Strips

\"Two

Choose the words that correctly complete each sentence comparing trace B with trace A.

Compared with trace A, the waves in trace B have amplitude.

Compared with trace A, the waves in trace B have wavelength.

Because the wave speed is the same at both piers, the waves in trace B must have frequency.

", "options": [ { "id": "cB1O5dee89bd2", "text": "a larger", "plain": "a larger", "correct": true, "kind": "inline" }, { "id": "cB1Od3619ebba", "text": "a smaller", "plain": "a smaller", "correct": false, "kind": "inline" }, { "id": "cB1Ofde08f338", "text": "the same", "plain": "the same", "correct": false, "kind": "inline" }, { "id": "cB2O7eb72ba16", "text": "a longer", "plain": "a longer", "correct": false, "kind": "inline" }, { "id": "cB2Od53faaa4a", "text": "a shorter", "plain": "a shorter", "correct": true, "kind": "inline" }, { "id": "cB2O3d6439ced", "text": "the same", "plain": "the same", "correct": false, "kind": "inline" }, { "id": "cB3O90d8c4f72", "text": "a higher", "plain": "a higher", "correct": true, "kind": "inline" }, { "id": "cB3Of1cb14e51", "text": "a lower", "plain": "a lower", "correct": false, "kind": "inline" }, { "id": "cB3Oadf3e26f4", "text": "the same", "plain": "the same", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-29/images/slot37.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O5dee89bd2" ], "RESPONSE2": [ "cB2Od53faaa4a" ], "RESPONSE3": [ "cB3O90d8c4f72" ] }, "n_options": 9 }, { "n": 38, "item_id": "_3346593d-a37c-4dfa-82f6-9770250d53a8", "type": "text-entry", "title": "Rope Wave Speed", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

At a school fitness station, a long training rope is anchored to a wall. The practice card taped beside it lists the wave values a student produces by shaking the free end steadily: the waves have a frequency of 4 hertz (4 complete waves each second) and a wavelength of 3 meters.

The wave equation is: wave speed = frequency × wavelength.

What is the speed of the waves along the rope, in meters per second?

Give your answer as a whole number (e.g., 50).

Wave speed in meters per second:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "12" ] }, "n_options": 0 }, { "n": 39, "item_id": "_b018c32f-4a64-460a-bd65-9e9d6e72b5ee", "type": "match", "title": "Cold-Frame Design Brief", "standards": [ "MS-ETS1-2" ], "prompt_html": "

An ag-science club will build a cold frame - a low box with a clear lid that shelters young plants - in one corner of the school courtyard. The club’s design brief lists the six statements shown as tiles below.

 

Drag each statement into the correct category: Criteria or Constraints.

", "prompt_plain": "An ag-science club will build a cold frame - a low box with a clear lid that shelters young plants - in one corner of the school courtyard. The club’s design brief lists the six statements shown as tiles below. Drag each statement into the correct category: Criteria or Constraints.", "context_html": "", "options": [ { "id": "mc04_s1", "text": "The total cost of materials may not go over 120 dollars.", "plain": "The total cost of materials may not go over 120 dollars.", "correct": false, "kind": "match-token" }, { "id": "mc04_s2", "text": "The lid props open to let hot air escape on sunny afternoons.", "plain": "The lid props open to let hot air escape on sunny afternoons.", "correct": false, "kind": "match-token" }, { "id": "mc04_s3", "text": "On frosty mornings, the air inside stays at least 5 degrees Celsius warmer than the air outside.", "plain": "On frosty mornings, the air inside stays at least 5 degrees Celsius warmer than the air outside.", "correct": false, "kind": "match-token" }, { "id": "mc04_s4", "text": "The frame may take up no more than 2 meters along the courtyard wall.", "plain": "The frame may take up no more than 2 meters along the courtyard wall.", "correct": false, "kind": "match-token" }, { "id": "mc04_s5", "text": "The build must be finished before spring planting week begins.", "plain": "The build must be finished before spring planting week begins.", "correct": false, "kind": "match-token" }, { "id": "mc04_s6", "text": "The frame stands tall enough inside to hold seedling trays up to 25 centimeters high.", "plain": "The frame stands tall enough inside to hold seedling trays up to 25 centimeters high.", "correct": false, "kind": "match-token" }, { "id": "mc04_cCri", "text": "Criteria", "plain": "Criteria", "correct": false, "kind": "match-token" }, { "id": "mc04_cCon", "text": "Constraints", "plain": "Constraints", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc04_s3 mc04_cCri", "mc04_s2 mc04_cCri", "mc04_s6 mc04_cCri", "mc04_s1 mc04_cCon", "mc04_s5 mc04_cCon", "mc04_s4 mc04_cCon" ] }, "n_options": 8 }, { "n": 40, "item_id": "_60a37230-4ad0-4355-89f2-cc38fa325c24", "type": "choice", "title": "Wind-Chime Damper Model", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A maker club is designing a damper - a soft ring that quiets a wind chime at night. The club’s project note sets two requirements: the chime’s noise rating must stay below 40 model units at every tested wind speed, and the chime must still ring clearly in a light breeze, with a rating of at least 12 units at 10 kilometers per hour. A computer model predicts the noise rating for each damper version at three wind speeds. Table 1 and Table 2 show the model runs for the first two versions.

Table 1. Model Run - Version 1 (Felt Pad)

Wind speedPredicted noise rating (model units)
10 km/h18
20 km/h47
30 km/h79

Table 2. Model Run - Version 2 (Foam Ring)

Wind speedPredicted noise rating (model units)
10 km/h15
20 km/h36
30 km/h58

For Version 3, the club decides to keep the foam ring and change it further to cut the noise at high wind.

Which comparison of the model runs best justifies the club’s decision?

", "prompt_plain": "A maker club is designing a damper - a soft ring that quiets a wind chime at night. The club’s project note sets two requirements: the chime’s noise rating must stay below 40 model units at every tested wind speed, and the chime must still ring clearly in a light breeze, with a rating of at least 12 units at 10 kilometers per hour. A computer model predicts the noise rating for each damper version at three wind speeds. Table 1 and Table 2 show the model runs for the first two versions. Table 1. Model Run - Version 1 (Felt Pad) Wind speed Predicted noise rating (model units) 10 km/h 18 20 km/h 47 30 km/h 79 Table 2. Model Run - Version 2 (Foam Ring) Wind speed Predicted noise rating (model units) 10 km/h 15 20 km/h 36 30 km/h 58 For Version 3, the club decides to keep the foam ring and change it further to cut the noise at high wind. Which comparison of the model runs best justifies the club’s decision?", "context_html": "", "options": [ { "id": "cA1", "text": "At 10 kilometers per hour, Version 2 rings above the 12-unit floor, so the design already meets every requirement and is finished.", "plain": "At 10 kilometers per hour, Version 2 rings above the 12-unit floor, so the design already meets every requirement and is finished.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Version 1 predicts the loudest chime at the highest wind speed, so the club should run the felt pad through the model again.", "plain": "Version 1 predicts the loudest chime at the highest wind speed, so the club should run the felt pad through the model again.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The model already gives exact noise numbers for both versions, so the club can skip building and testing a real wind chime.", "plain": "The model already gives exact noise numbers for both versions, so the club can skip building and testing a real wind chime.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Version 2 is quieter at every wind speed but still tops the limit at the highest wind, so the ring change should go further.", "plain": "Version 2 is quieter at every wind speed but still tops the limit at the highest wind, so the ring change should go further.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 } ] }, { "form": "G7.30", "grade": "G7", "title": "Alpha Standardized Science G7.30", "test_id": "_test-62430f98-65c2-484b-a3e1-a1bcde527a4a", "n_items": 40, "n_stimuli": 8, "stimuli": { "_653b794d-fe4b-4fe8-ada4-c15c3096fc55": { "title": "Shad Run at Halsey Dam", "html": "

Shad Run at Halsey Dam

Each spring, thousands of shad - fish that live in the sea but lay their eggs in rivers - swim upstream to gravel beds far up the river. Halsey Dam, a low concrete dam, blocks the run. A river agency surveyed the river above and below the dam (Table 1). Grebes are diving birds that feed on small fish. The agency’s design brief for a fish passage sets one goal - pass at least 80% of the migrating shad - and one hard limit: the total cost must be $1.5 million or less. Engineers sent in three proposals, and the agency scored them against the brief (Table 2). Figure 1 shows the dam during the spring run.

Table 1. Spring River Survey

Survey countBelow the damAbove the dam
Adult shad counted during the run9,60040
Young shad per summer net haul2100
Grebes counted on the river263

Table 2. Proposal Scores Against the Brief

Proposal 1: Fish ladderProposal 2: Fish liftProposal 3: Bypass channel
Shad passed in tests at similar dams86%96%74%
Total cost$1.2 million$2.6 million$0.9 million
Attention needed during the runMonthly checkOperator on duty dailyMonthly check
Time to build8 months14 months5 months
Public viewing windowYes, beside the ladderNoNo

Figure 1. Halsey Dam During the Spring Run

\"A

" }, "_6d741a59-d758-4dd7-bdc6-d99056d5c119": { "title": "Bicycle Hub Dynamo Bench Test", "html": "

Bicycle Hub Dynamo Bench Test

A hub dynamo is a small generator built into the center of a bicycle wheel. Inside it, a ring of magnets spins with the wheel. A coil of wire inside the ring stays fixed. Figure 1 shows the parts. Wires carry current from the coil to the bicycle’s headlamp. There is no battery. A repair shop clamped one wheel in a bench stand. Workers spun the wheel at set speeds. A light meter aimed at the headlamp measured the lamp’s brightness at each speed. Table 1 shows the results.

Figure 1. Inside the Hub Dynamo

\"Cutaway

Table 1. Bench-Test Results

Wheel speed (turns per second)Light-meter reading (lux)
0 (wheel still)0 (lamp off)
212
425
639
852
" }, "_a21a0c66-f2b9-4cb7-8bf9-e22e3244fe9e": { "title": "Two Coasts Specimen Drawer", "html": "

Two Coasts Specimen Drawer

A museum keeps a drawer of paired specimens from two coasts, Coast A and Coast B. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds one note card about mountains. The card says an old belt of tightly folded rock ends at Coast A’s shoreline. A matching belt ends at Coast B’s shoreline. It has the same age, folded pattern, and rock types.

Table 1. Specimen Pairs in the Drawer

PairWhat the pair holds
1Two rock cards: the same sandstone-over-limestone rock sequence, with matching minerals in each layer
2Two fossil cards: imprints of the same extinct fern species, pressed in rock
3Two sand vials: pale beach sand from each coast that looks alike
4Two feathers: from one living seabird species that is seen on both coasts
5Two pumice stones: lightweight volcanic rock that floats, one found on each beach

Figure 1. The Open Specimen Drawer

\"An

" }, "_41ea461b-cd21-44c3-b0cb-e98aacd5cb7f": { "title": "Bowerbird Decoration Study", "html": "

Bowerbird Decoration Study

Male bowerbirds build small stick structures called bowers on the forest floor. Each male gathers shells, berries, and other bright objects and arranges them as decorations in front of his bower. Females visit the bowers and choose which males to mate with. A field team studied four bowers in the same forest for two breeding seasons. The four bowers were similar in size. Each season, the team counted the decorations at each bower and recorded the number of visits from females. Figure 1 shows one of the bowers. Table 1 shows the counts from both seasons.

Figure 1. One of the Four Bowers

\"A

Table 1. Decoration and Visit Counts

MaleSeason 1 decorationsSeason 1 female visitsSeason 2 decorationsSeason 2 female visits
14595211
2316122
3183245
47191
" }, "_dc7b728d-6cdf-460f-8b9b-85194451cb39": { "title": "Spirulina Raceway Log", "html": "

Spirulina Raceway Log

A farm grows spirulina, a tiny photosynthetic microorganism, as a food crop. The spirulina live in open outdoor tanks called raceways, shown in Figure 1. In each raceway, a paddle wheel turns day and night without stopping. The wheel keeps the water moving. Probes logged the dissolved oxygen for one full day in two raceways: Tank 2, which holds the green spirulina culture, and Tank 3, a raceway filled with the same water but holding no spirulina. Table 1 shows both logs. Daylight that day lasted from 6 a.m. to 7 p.m. Workers dry and weigh the harvested spirulina each week, shown in Table 2.

Figure 1. Raceway Tanks at the Farm

\"Two

Table 1. Dissolved-Oxygen Logs, Tank 2 and Tank 3

TimeTank 2 (spirulina) dissolved oxygen (mg/L)Tank 3 (no spirulina) dissolved oxygen (mg/L)
6 a.m.58
Noon98
6 p.m.128
Midnight88
6 a.m. (next day)58

Table 2. Weekly Harvest

WeekDry mass harvested (kg)
142
245
344
" }, "_75bb0fb3-d790-482c-8568-a74ffafe8004": { "title": "Pole-Vault Practice Data", "html": "

Pole-Vault Practice Data

Imara pole-vaults for her school’s track team. In a vault, she sprints down a runway holding a long, bendable pole. She plants the pole’s tip in a low box. Then she rises over a high bar and falls onto a thick mat. Figure 1 shows one practice vault. Her coach measured the height of Imara’s body at three moments of that vault. Table 1 shows the heights. The coach also wrote the energy notes below.

Figure 1. One Practice Vault

\"A

Table 1. Imara’s Vault Heights

MomentHeight of her body above the ground
Takeoff (pole planted)1 m
Top of the vault4 m
Landing on the mat1 m

Coach’s Energy Notes

" }, "_e058190a-de69-4bc0-9a3d-5893a9510865": { "title": "Eggshell Flask on the Balance", "html": "

Eggshell Flask on the Balance

Beck, Calder, and Enid tested the same reaction three times. For each trial, they set a flask of vinegar on a balance, laid a spoonful of crushed eggshell and a rubber stopper beside it on the pan, and recorded the starting mass. Then they tipped the eggshell into the vinegar, pushed the stopper into the flask, and watched the mixture fizz. When the fizzing stopped, they recorded the mass again. Finally, they pulled out the stopper, waited 10 minutes, and recorded the mass one last time. The students also wrote observation cards during each trial. Table 1 shows the mass log. Figure 1 shows the sealed flask during Trial 1.

Table 1. Three-Trial Mass Log

TrialStarting mass (g)Mass when fizzing stopped, stopper in (g)Mass 10 minutes after stopper out (g)Trial note
1265.8265.8264.9Stopper pushed in right away
2265.8265.2264.8Stopper pushed in late, after fizzing began
3265.7265.7264.8Stopper pushed in right away

Figure 1. The Sealed Flask During Trial 1

\"A

" }, "_911a792a-7b42-466b-b39c-a73119d5419b": { "title": "Pea-Pod Cross Logbook", "html": "

Pea-Pod Cross Logbook

A plant breeder crossed two pea plants and recorded the cross in a logbook. In pea plants, the allele for green pods (G) is dominant, and the allele for yellow pods (g) is recessive. Both parent plants have green pods, and each parent carries one G allele and one g allele. Table 1 shows the breeder’s completed Punnett grid for the cross. Table 2 shows the pods of the 60 offspring plants grown from this cross.

Table 1. Completed Punnett Grid for the Cross

Parent 1 allele: GParent 1 allele: g
Parent 2 allele: GGGGg
Parent 2 allele: gGggg

Table 2. Offspring Pod Tally

Pod colorNumber of plants
Green pods44
Yellow pods16
" } }, "questions": [ { "n": 1, "item_id": "_0af41744-edbe-49cd-9e6f-ce7667dfa817", "type": "choice", "title": "Eggshell Flask — Sealed-Mass Evidence", "standards": [ "MS-PS1-5" ], "prompt_html": "

Look at Table 1. Which statement best explains how the mass log shows that matter was conserved in the fizzing reaction?

", "prompt_plain": "Look at Table 1. Which statement best explains how the mass log shows that matter was conserved in the fizzing reaction?", "context_html": "", "options": [ { "id": "cA1", "text": "The fizzing destroyed some of the matter in the flask, which is why the readings had dropped by the end of each trial.", "plain": "The fizzing destroyed some of the matter in the flask, which is why the readings had dropped by the end of each trial.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The readings in the three trials ended close to one another, which shows the trials conserved mass in an open system.", "plain": "The readings in the three trials ended close to one another, which shows the trials conserved mass in an open system.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The readings did not change while the stopper was in during Trials 1 and 3, because the closed system kept all matter, including the gas, on the balance.", "plain": "The readings did not change while the stopper was in during Trials 1 and 3, because the closed system kept all matter, including the gas, on the balance.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The readings stayed steady while the stopper was in, because the fizzing was only a physical change that made no new substance.", "plain": "The readings stayed steady while the stopper was in, because the fizzing was only a physical change that made no new substance.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e058190a-de69-4bc0-9a3d-5893a9510865" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Eggshell Flask on the Balance

Beck, Calder, and Enid tested the same reaction three times. For each trial, they set a flask of vinegar on a balance, laid a spoonful of crushed eggshell and a rubber stopper beside it on the pan, and recorded the starting mass. Then they tipped the eggshell into the vinegar, pushed the stopper into the flask, and watched the mixture fizz. When the fizzing stopped, they recorded the mass again. Finally, they pulled out the stopper, waited 10 minutes, and recorded the mass one last time. The students also wrote observation cards during each trial. Table 1 shows the mass log. Figure 1 shows the sealed flask during Trial 1.

Table 1. Three-Trial Mass Log

TrialStarting mass (g)Mass when fizzing stopped, stopper in (g)Mass 10 minutes after stopper out (g)Trial note
1265.8265.8264.9Stopper pushed in right away
2265.8265.2264.8Stopper pushed in late, after fizzing began
3265.7265.7264.8Stopper pushed in right away

Figure 1. The Sealed Flask During Trial 1

\"A

", "passage_plain": "Eggshell Flask on the Balance Beck, Calder, and Enid tested the same reaction three times. For each trial, they set a flask of vinegar on a balance, laid a spoonful of crushed eggshell and a rubber stopper beside it on the pan, and recorded the starting mass. Then they tipped the eggshell into the vinegar, pushed the stopper into the flask, and watched the mixture fizz. When the fizzing stopped, they recorded the mass again. Finally, they pulled out the stopper, waited 10 minutes, and recorded the mass one last time. The students also wrote observation cards during each trial. Table 1 shows the mass log. Figure 1 shows the sealed flask during Trial 1. Table 1. Three-Trial Mass Log Trial Starting mass (g) Mass when fizzing stopped, stopper in (g) Mass 10 minutes after stopper out (g) Trial note 1 265.8 265.8 264.9 Stopper pushed in right away 2 265.8 265.2 264.8 Stopper pushed in late, after fizzing began 3 265.7 265.7 264.8 Stopper pushed in right away Figure 1. The Sealed Flask During Trial 1" }, { "n": 2, "item_id": "_677f7e27-9dc8-4468-9b9f-24f0e2f04bc6", "type": "choice", "title": "Eggshell Flask — Trial 2 Anomaly", "standards": [ "MS-PS1-5" ], "prompt_html": "

Look at Table 1, including the trial notes. Choose the TWO statements that the mass log supports.

", "prompt_plain": "Look at Table 1, including the trial notes. Choose the TWO statements that the mass log supports.", "context_html": "", "options": [ { "id": "cA2", "text": "Trial 2’s sealed reading proves that mass is not conserved when eggshell reacts with vinegar.", "plain": "Trial 2’s sealed reading proves that mass is not conserved when eggshell reacts with vinegar.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "In Trial 2, fizzing began before the stopper was seated, so escaping gas made the sealed reading lower than the starting mass.", "plain": "In Trial 2, fizzing began before the stopper was seated, so escaping gas made the sealed reading lower than the starting mass.", "correct": true, "kind": "choice" }, { "id": "cC2", "text": "The Trial 2 readings show the balance drifted during that trial, because a stoppered flask cannot lose mass.", "plain": "The Trial 2 readings show the balance drifted during that trial, because a stoppered flask cannot lose mass.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "After the stopper was removed, the readings in Trials 1, 2, and 3 fell as gas left the open flask.", "plain": "After the stopper was removed, the readings in Trials 1, 2, and 3 fell as gas left the open flask.", "correct": true, "kind": "choice" }, { "id": "cE2", "text": "Trial 2’s lower sealed reading shows that less of the eggshell reacted in that trial than in the other trials.", "plain": "Trial 2’s lower sealed reading shows that less of the eggshell reacted in that trial than in the other trials.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e058190a-de69-4bc0-9a3d-5893a9510865" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB2", "cD2" ] }, "n_options": 5, "passage_html": "

Eggshell Flask on the Balance

Beck, Calder, and Enid tested the same reaction three times. For each trial, they set a flask of vinegar on a balance, laid a spoonful of crushed eggshell and a rubber stopper beside it on the pan, and recorded the starting mass. Then they tipped the eggshell into the vinegar, pushed the stopper into the flask, and watched the mixture fizz. When the fizzing stopped, they recorded the mass again. Finally, they pulled out the stopper, waited 10 minutes, and recorded the mass one last time. The students also wrote observation cards during each trial. Table 1 shows the mass log. Figure 1 shows the sealed flask during Trial 1.

Table 1. Three-Trial Mass Log

TrialStarting mass (g)Mass when fizzing stopped, stopper in (g)Mass 10 minutes after stopper out (g)Trial note
1265.8265.8264.9Stopper pushed in right away
2265.8265.2264.8Stopper pushed in late, after fizzing began
3265.7265.7264.8Stopper pushed in right away

Figure 1. The Sealed Flask During Trial 1

\"A

", "passage_plain": "Eggshell Flask on the Balance Beck, Calder, and Enid tested the same reaction three times. For each trial, they set a flask of vinegar on a balance, laid a spoonful of crushed eggshell and a rubber stopper beside it on the pan, and recorded the starting mass. Then they tipped the eggshell into the vinegar, pushed the stopper into the flask, and watched the mixture fizz. When the fizzing stopped, they recorded the mass again. Finally, they pulled out the stopper, waited 10 minutes, and recorded the mass one last time. The students also wrote observation cards during each trial. Table 1 shows the mass log. Figure 1 shows the sealed flask during Trial 1. Table 1. Three-Trial Mass Log Trial Starting mass (g) Mass when fizzing stopped, stopper in (g) Mass 10 minutes after stopper out (g) Trial note 1 265.8 265.8 264.9 Stopper pushed in right away 2 265.8 265.2 264.8 Stopper pushed in late, after fizzing began 3 265.7 265.7 264.8 Stopper pushed in right away Figure 1. The Sealed Flask During Trial 1" }, { "n": 3, "item_id": "_244954e5-887a-4006-bc61-2aad08b95c17", "type": "choice", "title": "Eggshell Flask — Best Evidence Card", "standards": [ "MS-PS1-2" ], "prompt_html": "

During the trials, the students wrote observation cards. Four of the cards are shown as the answer choices.

Which card describes the best evidence that the eggshell and the vinegar reacted to form a new substance?

", "prompt_plain": "During the trials, the students wrote observation cards. Four of the cards are shown as the answer choices. Which card describes the best evidence that the eggshell and the vinegar reacted to form a new substance?", "context_html": "", "options": [ { "id": "cA3", "text": "When the shell pieces went into the flask, the vinegar level rose a little up the glass.", "plain": "When the shell pieces went into the flask, the vinegar level rose a little up the glass.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Fizzing gas bubbles kept streaming from the shell pieces until the fizzing stopped.", "plain": "Fizzing gas bubbles kept streaming from the shell pieces until the fizzing stopped.", "correct": true, "kind": "choice" }, { "id": "cC3", "text": "Stirred-up shell dust made the vinegar look cloudy for a minute before it settled back down.", "plain": "Stirred-up shell dust made the vinegar look cloudy for a minute before it settled back down.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "By the end of each trial, the shell pieces in the vinegar were smaller than when they went in.", "plain": "By the end of each trial, the shell pieces in the vinegar were smaller than when they went in.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e058190a-de69-4bc0-9a3d-5893a9510865" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB3" ] }, "n_options": 4, "passage_html": "

Eggshell Flask on the Balance

Beck, Calder, and Enid tested the same reaction three times. For each trial, they set a flask of vinegar on a balance, laid a spoonful of crushed eggshell and a rubber stopper beside it on the pan, and recorded the starting mass. Then they tipped the eggshell into the vinegar, pushed the stopper into the flask, and watched the mixture fizz. When the fizzing stopped, they recorded the mass again. Finally, they pulled out the stopper, waited 10 minutes, and recorded the mass one last time. The students also wrote observation cards during each trial. Table 1 shows the mass log. Figure 1 shows the sealed flask during Trial 1.

Table 1. Three-Trial Mass Log

TrialStarting mass (g)Mass when fizzing stopped, stopper in (g)Mass 10 minutes after stopper out (g)Trial note
1265.8265.8264.9Stopper pushed in right away
2265.8265.2264.8Stopper pushed in late, after fizzing began
3265.7265.7264.8Stopper pushed in right away

Figure 1. The Sealed Flask During Trial 1

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", "passage_plain": "Eggshell Flask on the Balance Beck, Calder, and Enid tested the same reaction three times. For each trial, they set a flask of vinegar on a balance, laid a spoonful of crushed eggshell and a rubber stopper beside it on the pan, and recorded the starting mass. Then they tipped the eggshell into the vinegar, pushed the stopper into the flask, and watched the mixture fizz. When the fizzing stopped, they recorded the mass again. Finally, they pulled out the stopper, waited 10 minutes, and recorded the mass one last time. The students also wrote observation cards during each trial. Table 1 shows the mass log. Figure 1 shows the sealed flask during Trial 1. Table 1. Three-Trial Mass Log Trial Starting mass (g) Mass when fizzing stopped, stopper in (g) Mass 10 minutes after stopper out (g) Trial note 1 265.8 265.8 264.9 Stopper pushed in right away 2 265.8 265.2 264.8 Stopper pushed in late, after fizzing began 3 265.7 265.7 264.8 Stopper pushed in right away Figure 1. The Sealed Flask During Trial 1" }, { "n": 4, "item_id": "_5e19460f-4be5-4557-8dac-ce3bd0efbead", "type": "text-entry", "title": "Iron and Sulfur Masses", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A demonstration handout shows the equation for heating iron with sulfur to form iron sulfide. The measured masses from one demonstration are printed under the equation, but the sulfur mass is smudged. The handout states that iron and sulfur are the only reactants and that iron sulfide is the only product.

Fe + S → FeS

iron: 70 grams    sulfur: ? grams    iron sulfide: 110 grams

How many grams of sulfur reacted in this demonstration?

Give your answer as a whole number (e.g., 65).

Grams of sulfur:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "40" ] }, "n_options": 0 }, { "n": 5, "item_id": "_44647fc3-d681-40af-8847-13d522a26ea4", "type": "gap-match", "title": "Caramel Batch Log", "standards": [ "MS-PS1-2" ], "prompt_html": "

A candy maker heats sugar and cream in a copper pot to make one batch of caramel, and keeps a batch log. The starting ingredients - the sugar and the cream - are the reactants in this batch. The log’s four lines are shown in the table, with an empty box beside each line.

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Drag one label into the empty box in each row to show what that log line is evidence of. You may use a label more than once.

", "prompt_plain": "A candy maker heats sugar and cream in a copper pot to make one batch of caramel, and keeps a batch log. The starting ingredients - the sugar and the cream - are the reactants in this batch. The log’s four lines are shown in the table, with an empty box beside each line. Drag one label into the empty box in each row to show what that log line is evidence of. You may use a label more than once.", "context_html": "", "options": [ { "id": "tok1", "text": "a new product formed", "plain": "a new product formed", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "a reactant changed physically only", "plain": "a reactant changed physically only", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-30/images/slot05.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok2 G1", "tok1 G2", "tok2 G3", "tok1 G4" ] }, "n_options": 2 }, { "n": 6, "item_id": "_9adeba82-a3d6-4a36-b78b-3a39efe3c98b", "type": "choice", "title": "Halsey Dam — Grebe Prediction", "standards": [ "MS-LS2-4" ], "prompt_html": "

Suppose the finished fish passage meets the brief’s goal, and most of each spring’s shad run reaches the river above the dam.

Based on Table 1, what will most likely happen to the river’s grebes in the years after the passage opens?

", "prompt_plain": "Suppose the finished fish passage meets the brief’s goal, and most of each spring’s shad run reaches the river above the dam. Based on Table 1, what will most likely happen to the river’s grebes in the years after the passage opens?", "context_html": "", "options": [ { "id": "cA6", "text": "Grebes will mostly leave the river, because the shad will no longer crowd into the pool below the dam where the birds dive.", "plain": "Grebes will mostly leave the river, because the shad will no longer crowd into the pool below the dam where the birds dive.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "Grebe numbers below the dam will roughly double, because each spring’s run will pile up at the entrance of the new passage.", "plain": "Grebe numbers below the dam will roughly double, because each spring’s run will pile up at the entrance of the new passage.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "Grebe numbers will stay about the same along the whole river, because grebes also eat fish that remain below the dam year-round.", "plain": "Grebe numbers will stay about the same along the whole river, because grebes also eat fish that remain below the dam year-round.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "More grebes will feed along the river above the dam, because shad and their young will become common all along that upstream stretch.", "plain": "More grebes will feed along the river above the dam, because shad and their young will become common all along that upstream stretch.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_653b794d-fe4b-4fe8-ada4-c15c3096fc55" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD6" ] }, "n_options": 4, "passage_html": "

Shad Run at Halsey Dam

Each spring, thousands of shad - fish that live in the sea but lay their eggs in rivers - swim upstream to gravel beds far up the river. Halsey Dam, a low concrete dam, blocks the run. A river agency surveyed the river above and below the dam (Table 1). Grebes are diving birds that feed on small fish. The agency’s design brief for a fish passage sets one goal - pass at least 80% of the migrating shad - and one hard limit: the total cost must be $1.5 million or less. Engineers sent in three proposals, and the agency scored them against the brief (Table 2). Figure 1 shows the dam during the spring run.

Table 1. Spring River Survey

Survey countBelow the damAbove the dam
Adult shad counted during the run9,60040
Young shad per summer net haul2100
Grebes counted on the river263

Table 2. Proposal Scores Against the Brief

Proposal 1: Fish ladderProposal 2: Fish liftProposal 3: Bypass channel
Shad passed in tests at similar dams86%96%74%
Total cost$1.2 million$2.6 million$0.9 million
Attention needed during the runMonthly checkOperator on duty dailyMonthly check
Time to build8 months14 months5 months
Public viewing windowYes, beside the ladderNoNo

Figure 1. Halsey Dam During the Spring Run

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", "passage_plain": "Shad Run at Halsey Dam Each spring, thousands of shad - fish that live in the sea but lay their eggs in rivers - swim upstream to gravel beds far up the river. Halsey Dam, a low concrete dam, blocks the run. A river agency surveyed the river above and below the dam (Table 1). Grebes are diving birds that feed on small fish. The agency’s design brief for a fish passage sets one goal - pass at least 80% of the migrating shad - and one hard limit: the total cost must be $1.5 million or less. Engineers sent in three proposals, and the agency scored them against the brief (Table 2). Figure 1 shows the dam during the spring run. Table 1. Spring River Survey Survey count Below the dam Above the dam Adult shad counted during the run 9,600 40 Young shad per summer net haul 210 0 Grebes counted on the river 26 3 Table 2. Proposal Scores Against the Brief Proposal 1: Fish ladder Proposal 2: Fish lift Proposal 3: Bypass channel Shad passed in tests at similar dams 86% 96% 74% Total cost $1.2 million $2.6 million $0.9 million Attention needed during the run Monthly check Operator on duty daily Monthly check Time to build 8 months 14 months 5 months Public viewing window Yes, beside the ladder No No Figure 1. Halsey Dam During the Spring Run" }, { "n": 7, "item_id": "_cd17844e-ce2f-4384-8789-cc716b9730c2", "type": "choice", "title": "Halsey Dam — Justifying the Ladder", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The agency chose the fish ladder.

Look at Table 2. Choose the TWO rows that together justify choosing the fish ladder under the design brief.

", "prompt_plain": "The agency chose the fish ladder. Look at Table 2. Choose the TWO rows that together justify choosing the fish ladder under the design brief.", "context_html": "", "options": [ { "id": "cA7", "text": "The cost row, because the fish ladder’s price fits inside the brief’s hard spending limit.", "plain": "The cost row, because the fish ladder’s price fits inside the brief’s hard spending limit.", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "The attention row, because the fish ladder stays inside the brief’s limit on care needed during the run.", "plain": "The attention row, because the fish ladder stays inside the brief’s limit on care needed during the run.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "The passage row, because the fish ladder’s test results reach the shad goal that the brief sets.", "plain": "The passage row, because the fish ladder’s test results reach the shad goal that the brief sets.", "correct": true, "kind": "choice" }, { "id": "cD7", "text": "The build-time row, because the fish ladder can be finished in less time than the fish lift can.", "plain": "The build-time row, because the fish ladder can be finished in less time than the fish lift can.", "correct": false, "kind": "choice" }, { "id": "cE7", "text": "The viewing-window row, because the fish ladder’s window meets the brief’s goal of letting the town watch the run.", "plain": "The viewing-window row, because the fish ladder’s window meets the brief’s goal of letting the town watch the run.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_653b794d-fe4b-4fe8-ada4-c15c3096fc55" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA7", "cC7" ] }, "n_options": 5, "passage_html": "

Shad Run at Halsey Dam

Each spring, thousands of shad - fish that live in the sea but lay their eggs in rivers - swim upstream to gravel beds far up the river. Halsey Dam, a low concrete dam, blocks the run. A river agency surveyed the river above and below the dam (Table 1). Grebes are diving birds that feed on small fish. The agency’s design brief for a fish passage sets one goal - pass at least 80% of the migrating shad - and one hard limit: the total cost must be $1.5 million or less. Engineers sent in three proposals, and the agency scored them against the brief (Table 2). Figure 1 shows the dam during the spring run.

Table 1. Spring River Survey

Survey countBelow the damAbove the dam
Adult shad counted during the run9,60040
Young shad per summer net haul2100
Grebes counted on the river263

Table 2. Proposal Scores Against the Brief

Proposal 1: Fish ladderProposal 2: Fish liftProposal 3: Bypass channel
Shad passed in tests at similar dams86%96%74%
Total cost$1.2 million$2.6 million$0.9 million
Attention needed during the runMonthly checkOperator on duty dailyMonthly check
Time to build8 months14 months5 months
Public viewing windowYes, beside the ladderNoNo

Figure 1. Halsey Dam During the Spring Run

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", "passage_plain": "Shad Run at Halsey Dam Each spring, thousands of shad - fish that live in the sea but lay their eggs in rivers - swim upstream to gravel beds far up the river. Halsey Dam, a low concrete dam, blocks the run. A river agency surveyed the river above and below the dam (Table 1). Grebes are diving birds that feed on small fish. The agency’s design brief for a fish passage sets one goal - pass at least 80% of the migrating shad - and one hard limit: the total cost must be $1.5 million or less. Engineers sent in three proposals, and the agency scored them against the brief (Table 2). Figure 1 shows the dam during the spring run. Table 1. Spring River Survey Survey count Below the dam Above the dam Adult shad counted during the run 9,600 40 Young shad per summer net haul 210 0 Grebes counted on the river 26 3 Table 2. Proposal Scores Against the Brief Proposal 1: Fish ladder Proposal 2: Fish lift Proposal 3: Bypass channel Shad passed in tests at similar dams 86% 96% 74% Total cost $1.2 million $2.6 million $0.9 million Attention needed during the run Monthly check Operator on duty daily Monthly check Time to build 8 months 14 months 5 months Public viewing window Yes, beside the ladder No No Figure 1. Halsey Dam During the Spring Run" }, { "n": 8, "item_id": "_bfebd50d-c65c-44bd-8f8f-ecd0678a682d", "type": "choice", "title": "Halsey Dam — First Elimination", "standards": [ "MS-ETS1-2" ], "prompt_html": "

When the agency first screened the three proposals against the design brief, it set one proposal aside before weighing anything else.

Which proposal had to be set aside first, and why?

", "prompt_plain": "When the agency first screened the three proposals against the design brief, it set one proposal aside before weighing anything else. Which proposal had to be set aside first, and why?", "context_html": "", "options": [ { "id": "cA8", "text": "The fish lift, because its cost breaks the brief’s hard spending limit, and no passage result can offset a broken limit.", "plain": "The fish lift, because its cost breaks the brief’s hard spending limit, and no passage result can offset a broken limit.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "The bypass channel, because its test results fall short of the shad goal that the brief sets for the passage.", "plain": "The bypass channel, because its test results fall short of the shad goal that the brief sets for the passage.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The fish ladder, because it neither passes the most shad in tests nor costs the least of the three proposals.", "plain": "The fish ladder, because it neither passes the most shad in tests nor costs the least of the three proposals.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The fish lift, because needing an operator on duty daily makes it the hardest of the proposals to run.", "plain": "The fish lift, because needing an operator on duty daily makes it the hardest of the proposals to run.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_653b794d-fe4b-4fe8-ada4-c15c3096fc55" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA8" ] }, "n_options": 4, "passage_html": "

Shad Run at Halsey Dam

Each spring, thousands of shad - fish that live in the sea but lay their eggs in rivers - swim upstream to gravel beds far up the river. Halsey Dam, a low concrete dam, blocks the run. A river agency surveyed the river above and below the dam (Table 1). Grebes are diving birds that feed on small fish. The agency’s design brief for a fish passage sets one goal - pass at least 80% of the migrating shad - and one hard limit: the total cost must be $1.5 million or less. Engineers sent in three proposals, and the agency scored them against the brief (Table 2). Figure 1 shows the dam during the spring run.

Table 1. Spring River Survey

Survey countBelow the damAbove the dam
Adult shad counted during the run9,60040
Young shad per summer net haul2100
Grebes counted on the river263

Table 2. Proposal Scores Against the Brief

Proposal 1: Fish ladderProposal 2: Fish liftProposal 3: Bypass channel
Shad passed in tests at similar dams86%96%74%
Total cost$1.2 million$2.6 million$0.9 million
Attention needed during the runMonthly checkOperator on duty dailyMonthly check
Time to build8 months14 months5 months
Public viewing windowYes, beside the ladderNoNo

Figure 1. Halsey Dam During the Spring Run

\"A

", "passage_plain": "Shad Run at Halsey Dam Each spring, thousands of shad - fish that live in the sea but lay their eggs in rivers - swim upstream to gravel beds far up the river. Halsey Dam, a low concrete dam, blocks the run. A river agency surveyed the river above and below the dam (Table 1). Grebes are diving birds that feed on small fish. The agency’s design brief for a fish passage sets one goal - pass at least 80% of the migrating shad - and one hard limit: the total cost must be $1.5 million or less. Engineers sent in three proposals, and the agency scored them against the brief (Table 2). Figure 1 shows the dam during the spring run. Table 1. Spring River Survey Survey count Below the dam Above the dam Adult shad counted during the run 9,600 40 Young shad per summer net haul 210 0 Grebes counted on the river 26 3 Table 2. Proposal Scores Against the Brief Proposal 1: Fish ladder Proposal 2: Fish lift Proposal 3: Bypass channel Shad passed in tests at similar dams 86% 96% 74% Total cost $1.2 million $2.6 million $0.9 million Attention needed during the run Monthly check Operator on duty daily Monthly check Time to build 8 months 14 months 5 months Public viewing window Yes, beside the ladder No No Figure 1. Halsey Dam During the Spring Run" }, { "n": 9, "item_id": "_2f96868a-a040-4905-87ff-db32eebfc54a", "type": "choice", "title": "Pea-Pod Cross (Part A)", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

Look at Table 1. Which outcome does the completed Punnett grid predict for the offspring of this cross?

", "prompt_plain": "Part A Look at Table 1. Which outcome does the completed Punnett grid predict for the offspring of this cross?", "context_html": "", "options": [ { "id": "cA9", "text": "About three-fourths of the offspring will have green pods, because a plant needs a g allele from both parents to show yellow pods.", "plain": "About three-fourths of the offspring will have green pods, because a plant needs a g allele from both parents to show yellow pods.", "correct": true, "kind": "choice" }, { "id": "cB9", "text": "About half of the offspring will have green pods, because each parent passes on one G allele and one g allele in the cross.", "plain": "About half of the offspring will have green pods, because each parent passes on one G allele and one g allele in the cross.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "About one-fourth of the offspring will have green pods, because two G alleles appear together in one grid box of the four.", "plain": "About one-fourth of the offspring will have green pods, because two G alleles appear together in one grid box of the four.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "About three-fourths of the offspring will have yellow pods, because the allele g appears in three of the four grid boxes.", "plain": "About three-fourths of the offspring will have yellow pods, because the allele g appears in three of the four grid boxes.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_911a792a-7b42-466b-b39c-a73119d5419b" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA9" ] }, "n_options": 4, "passage_html": "

Pea-Pod Cross Logbook

A plant breeder crossed two pea plants and recorded the cross in a logbook. In pea plants, the allele for green pods (G) is dominant, and the allele for yellow pods (g) is recessive. Both parent plants have green pods, and each parent carries one G allele and one g allele. Table 1 shows the breeder’s completed Punnett grid for the cross. Table 2 shows the pods of the 60 offspring plants grown from this cross.

Table 1. Completed Punnett Grid for the Cross

Parent 1 allele: GParent 1 allele: g
Parent 2 allele: GGGGg
Parent 2 allele: gGggg

Table 2. Offspring Pod Tally

Pod colorNumber of plants
Green pods44
Yellow pods16
", "passage_plain": "Pea-Pod Cross Logbook A plant breeder crossed two pea plants and recorded the cross in a logbook. In pea plants, the allele for green pods (G) is dominant, and the allele for yellow pods (g) is recessive. Both parent plants have green pods, and each parent carries one G allele and one g allele. Table 1 shows the breeder’s completed Punnett grid for the cross. Table 2 shows the pods of the 60 offspring plants grown from this cross. Table 1. Completed Punnett Grid for the Cross Parent 1 allele: G Parent 1 allele: g Parent 2 allele: G GG Gg Parent 2 allele: g Gg gg Table 2. Offspring Pod Tally Pod color Number of plants Green pods 44 Yellow pods 16" }, { "n": 10, "item_id": "_9aa3bcfa-4db1-4515-8455-207c2c2901a6", "type": "choice", "title": "Pea-Pod Cross (Part B)", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part B

Which feature of the Punnett grid in Table 1 gives the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which feature of the Punnett grid in Table 1 gives the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA10", "text": "Across the whole completed grid, the boxes hold more G alleles than g alleles in total.", "plain": "Across the whole completed grid, the boxes hold more G alleles than g alleles in total.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "The parents’ alleles, one G and one g for each parent, appear along the top and side of the grid.", "plain": "The parents’ alleles, one G and one g for each parent, appear along the top and side of the grid.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "One of the four boxes in the completed grid holds two G alleles paired together.", "plain": "One of the four boxes in the completed grid holds two G alleles paired together.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "Three of the four boxes in the completed grid each hold at least one copy of the G allele.", "plain": "Three of the four boxes in the completed grid each hold at least one copy of the G allele.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_911a792a-7b42-466b-b39c-a73119d5419b" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD10" ] }, "n_options": 4, "passage_html": "

Pea-Pod Cross Logbook

A plant breeder crossed two pea plants and recorded the cross in a logbook. In pea plants, the allele for green pods (G) is dominant, and the allele for yellow pods (g) is recessive. Both parent plants have green pods, and each parent carries one G allele and one g allele. Table 1 shows the breeder’s completed Punnett grid for the cross. Table 2 shows the pods of the 60 offspring plants grown from this cross.

Table 1. Completed Punnett Grid for the Cross

Parent 1 allele: GParent 1 allele: g
Parent 2 allele: GGGGg
Parent 2 allele: gGggg

Table 2. Offspring Pod Tally

Pod colorNumber of plants
Green pods44
Yellow pods16
", "passage_plain": "Pea-Pod Cross Logbook A plant breeder crossed two pea plants and recorded the cross in a logbook. In pea plants, the allele for green pods (G) is dominant, and the allele for yellow pods (g) is recessive. Both parent plants have green pods, and each parent carries one G allele and one g allele. Table 1 shows the breeder’s completed Punnett grid for the cross. Table 2 shows the pods of the 60 offspring plants grown from this cross. Table 1. Completed Punnett Grid for the Cross Parent 1 allele: G Parent 1 allele: g Parent 2 allele: G GG Gg Parent 2 allele: g Gg gg Table 2. Offspring Pod Tally Pod color Number of plants Green pods 44 Yellow pods 16" }, { "n": 11, "item_id": "_5b990a10-4bad-430e-9efc-39b1b0bca0df", "type": "choice", "title": "Pole-Vault Stored Energy", "standards": [ "MS-PS3-2" ], "prompt_html": "

Look at Table 1 and the coach’s notes. The gravitational potential energy of the Imara-Earth system is greatest at the top of the vault.

Which statement best explains why?

", "prompt_plain": "Look at Table 1 and the coach’s notes. The gravitational potential energy of the Imara-Earth system is greatest at the top of the vault. Which statement best explains why?", "context_html": "", "options": [ { "id": "cA11", "text": "Imara moves at her greatest speed at the top of the vault, and faster motion means more stored energy.", "plain": "Imara moves at her greatest speed at the top of the vault, and faster motion means more stored energy.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The pole is bent the most at the top of the vault, so it holds the most stored energy for her there.", "plain": "The pole is bent the most at the top of the vault, so it holds the most stored energy for her there.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "Imara is farthest above the ground at the top of the vault, and more height between her and Earth means more stored energy.", "plain": "Imara is farthest above the ground at the top of the vault, and more height between her and Earth means more stored energy.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "Gravity briefly stops pulling on Imara at the top of the vault, so the energy she carries stays stored in place.", "plain": "Gravity briefly stops pulling on Imara at the top of the vault, so the energy she carries stays stored in place.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_75bb0fb3-d790-482c-8568-a74ffafe8004" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Pole-Vault Practice Data

Imara pole-vaults for her school’s track team. In a vault, she sprints down a runway holding a long, bendable pole. She plants the pole’s tip in a low box. Then she rises over a high bar and falls onto a thick mat. Figure 1 shows one practice vault. Her coach measured the height of Imara’s body at three moments of that vault. Table 1 shows the heights. The coach also wrote the energy notes below.

Figure 1. One Practice Vault

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Table 1. Imara’s Vault Heights

MomentHeight of her body above the ground
Takeoff (pole planted)1 m
Top of the vault4 m
Landing on the mat1 m

Coach’s Energy Notes

", "passage_plain": "Pole-Vault Practice Data Imara pole-vaults for her school’s track team. In a vault, she sprints down a runway holding a long, bendable pole. She plants the pole’s tip in a low box. Then she rises over a high bar and falls onto a thick mat. Figure 1 shows one practice vault. Her coach measured the height of Imara’s body at three moments of that vault. Table 1 shows the heights. The coach also wrote the energy notes below. Figure 1. One Practice Vault Table 1. Imara’s Vault Heights Moment Height of her body above the ground Takeoff (pole planted) 1 m Top of the vault 4 m Landing on the mat 1 m Coach’s Energy Notes Run-up: her quickest approach of the day - the most energy of motion she has carried in yet. Takeoff: the pole bent deeply, then straightened as she rose. Top: she drifted slowly across the bar - almost no energy of motion left. Landing: she sank into the mat and stopped." }, { "n": 12, "item_id": "_96d72476-4be5-4e2f-866c-a33d111e2bc2", "type": "choice", "title": "Pole-Vault Energy Transfers", "standards": [ "MS-PS3-5" ], "prompt_html": "

During one vault, energy moves through the run-up, the bent pole, and the rise to the top.

Which description of these energy transfers do Table 1 and the coach’s notes best support?

", "prompt_plain": "During one vault, energy moves through the run-up, the bent pole, and the rise to the top. Which description of these energy transfers do Table 1 and the coach’s notes best support?", "context_html": "", "options": [ { "id": "cA12", "text": "The bending pole made new energy at takeoff, which was added to the kinetic energy of her run-up to lift her.", "plain": "The bending pole made new energy at takeoff, which was added to the kinetic energy of her run-up to lift her.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Kinetic energy from her run-up was stored briefly in the bent pole, then transferred to lift her as the pole straightened.", "plain": "Kinetic energy from her run-up was stored briefly in the bent pole, then transferred to lift her as the pole straightened.", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "Most of the kinetic energy from her run-up disappeared when the pole bent, and only the small leftover part lifted her.", "plain": "Most of the kinetic energy from her run-up disappeared when the pole bent, and only the small leftover part lifted her.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Stored energy in the pole transferred to Imara during her run-up, giving her the kinetic energy she needed to rise.", "plain": "Stored energy in the pole transferred to Imara during her run-up, giving her the kinetic energy she needed to rise.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_75bb0fb3-d790-482c-8568-a74ffafe8004" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB12" ] }, "n_options": 4, "passage_html": "

Pole-Vault Practice Data

Imara pole-vaults for her school’s track team. In a vault, she sprints down a runway holding a long, bendable pole. She plants the pole’s tip in a low box. Then she rises over a high bar and falls onto a thick mat. Figure 1 shows one practice vault. Her coach measured the height of Imara’s body at three moments of that vault. Table 1 shows the heights. The coach also wrote the energy notes below.

Figure 1. One Practice Vault

\"A

Table 1. Imara’s Vault Heights

MomentHeight of her body above the ground
Takeoff (pole planted)1 m
Top of the vault4 m
Landing on the mat1 m

Coach’s Energy Notes

", "passage_plain": "Pole-Vault Practice Data Imara pole-vaults for her school’s track team. In a vault, she sprints down a runway holding a long, bendable pole. She plants the pole’s tip in a low box. Then she rises over a high bar and falls onto a thick mat. Figure 1 shows one practice vault. Her coach measured the height of Imara’s body at three moments of that vault. Table 1 shows the heights. The coach also wrote the energy notes below. Figure 1. One Practice Vault Table 1. Imara’s Vault Heights Moment Height of her body above the ground Takeoff (pole planted) 1 m Top of the vault 4 m Landing on the mat 1 m Coach’s Energy Notes Run-up: her quickest approach of the day - the most energy of motion she has carried in yet. Takeoff: the pole bent deeply, then straightened as she rose. Top: she drifted slowly across the bar - almost no energy of motion left. Landing: she sank into the mat and stopped." }, { "n": 13, "item_id": "_e223e39b-0b26-4443-98db-5c7a5d29dc8a", "type": "choice", "title": "Warmed Coin Energy Change", "standards": [ "MS-PS3-5" ], "prompt_html": "

A student rubs a metal coin quickly back and forth against a rough rock. After a short time, the coin feels warmer.

Which energy change happens where the coin rubs the rock?

", "prompt_plain": "A student rubs a metal coin quickly back and forth against a rough rock. After a short time, the coin feels warmer. Which energy change happens where the coin rubs the rock?", "context_html": "", "options": [ { "id": "cA13", "text": "Kinetic energy changes to thermal energy.", "plain": "Kinetic energy changes to thermal energy.", "correct": true, "kind": "choice" }, { "id": "cB13", "text": "Thermal energy changes to kinetic energy.", "plain": "Thermal energy changes to kinetic energy.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Chemical energy changes to thermal energy.", "plain": "Chemical energy changes to thermal energy.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Kinetic energy changes to chemical energy.", "plain": "Kinetic energy changes to chemical energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_1e6a45b0-9455-445b-b442-765eb9e3e411", "type": "choice", "title": "Specimen Drawer Evidence", "standards": [ "MS-ESS2-3" ], "prompt_html": "

A museum sign claims that Coast A and Coast B were once joined as part of a single landmass and later moved apart.

Look at Table 1. Choose the TWO specimen pairs that provide evidence for this claim.

", "prompt_plain": "A museum sign claims that Coast A and Coast B were once joined as part of a single landmass and later moved apart. Look at Table 1. Choose the TWO specimen pairs that provide evidence for this claim.", "context_html": "", "options": [ { "id": "cA14", "text": "The beach-sand vials (Pair 3)", "plain": "The beach-sand vials (Pair 3)", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The extinct-fern fossils (Pair 2)", "plain": "The extinct-fern fossils (Pair 2)", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "The living-seabird feathers (Pair 4)", "plain": "The living-seabird feathers (Pair 4)", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The floating pumice stones (Pair 5)", "plain": "The floating pumice stones (Pair 5)", "correct": false, "kind": "choice" }, { "id": "cE14", "text": "The sandstone-over-limestone rock cards (Pair 1)", "plain": "The sandstone-over-limestone rock cards (Pair 1)", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a21a0c66-f2b9-4cb7-8bf9-e22e3244fe9e" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB14", "cE14" ] }, "n_options": 5, "passage_html": "

Two Coasts Specimen Drawer

A museum keeps a drawer of paired specimens from two coasts, Coast A and Coast B. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds one note card about mountains. The card says an old belt of tightly folded rock ends at Coast A’s shoreline. A matching belt ends at Coast B’s shoreline. It has the same age, folded pattern, and rock types.

Table 1. Specimen Pairs in the Drawer

PairWhat the pair holds
1Two rock cards: the same sandstone-over-limestone rock sequence, with matching minerals in each layer
2Two fossil cards: imprints of the same extinct fern species, pressed in rock
3Two sand vials: pale beach sand from each coast that looks alike
4Two feathers: from one living seabird species that is seen on both coasts
5Two pumice stones: lightweight volcanic rock that floats, one found on each beach

Figure 1. The Open Specimen Drawer

\"An

", "passage_plain": "Two Coasts Specimen Drawer A museum keeps a drawer of paired specimens from two coasts, Coast A and Coast B. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds one note card about mountains. The card says an old belt of tightly folded rock ends at Coast A’s shoreline. A matching belt ends at Coast B’s shoreline. It has the same age, folded pattern, and rock types. Table 1. Specimen Pairs in the Drawer Pair What the pair holds 1 Two rock cards: the same sandstone-over-limestone rock sequence, with matching minerals in each layer 2 Two fossil cards: imprints of the same extinct fern species, pressed in rock 3 Two sand vials: pale beach sand from each coast that looks alike 4 Two feathers: from one living seabird species that is seen on both coasts 5 Two pumice stones: lightweight volcanic rock that floats, one found on each beach Figure 1. The Open Specimen Drawer" }, { "n": 15, "item_id": "_58610cf7-3c78-4aa1-93f1-c23b43fafff4", "type": "choice", "title": "Folded Mountain Belts", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Read the drawer’s note card about the two matching belts of folded rock. Which statement best explains how those folded mountain belts formed?

", "prompt_plain": "Read the drawer’s note card about the two matching belts of folded rock. Which statement best explains how those folded mountain belts formed?", "context_html": "", "options": [ { "id": "cA15", "text": "Rivers and rainfall carved deep valleys into flat layers of rock, leaving the folded ridges standing in between.", "plain": "Rivers and rainfall carved deep valleys into flat layers of rock, leaving the folded ridges standing in between.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "Melted rock erupted onto the surface again and again, and each cooled lava flow hardened into one fold of the belt.", "plain": "Melted rock erupted onto the surface again and again, and each cooled lava flow hardened into one fold of the belt.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Ocean waves pressed against each shoreline for millions of years and slowly bent the coastal rock into folds.", "plain": "Ocean waves pressed against each shoreline for millions of years and slowly bent the coastal rock into folds.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Two plates carrying continents pushed slowly together, and the collision crumpled the rock layers into folds and raised them.", "plain": "Two plates carrying continents pushed slowly together, and the collision crumpled the rock layers into folds and raised them.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a21a0c66-f2b9-4cb7-8bf9-e22e3244fe9e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD15" ] }, "n_options": 4, "passage_html": "

Two Coasts Specimen Drawer

A museum keeps a drawer of paired specimens from two coasts, Coast A and Coast B. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds one note card about mountains. The card says an old belt of tightly folded rock ends at Coast A’s shoreline. A matching belt ends at Coast B’s shoreline. It has the same age, folded pattern, and rock types.

Table 1. Specimen Pairs in the Drawer

PairWhat the pair holds
1Two rock cards: the same sandstone-over-limestone rock sequence, with matching minerals in each layer
2Two fossil cards: imprints of the same extinct fern species, pressed in rock
3Two sand vials: pale beach sand from each coast that looks alike
4Two feathers: from one living seabird species that is seen on both coasts
5Two pumice stones: lightweight volcanic rock that floats, one found on each beach

Figure 1. The Open Specimen Drawer

\"An

", "passage_plain": "Two Coasts Specimen Drawer A museum keeps a drawer of paired specimens from two coasts, Coast A and Coast B. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds one note card about mountains. The card says an old belt of tightly folded rock ends at Coast A’s shoreline. A matching belt ends at Coast B’s shoreline. It has the same age, folded pattern, and rock types. Table 1. Specimen Pairs in the Drawer Pair What the pair holds 1 Two rock cards: the same sandstone-over-limestone rock sequence, with matching minerals in each layer 2 Two fossil cards: imprints of the same extinct fern species, pressed in rock 3 Two sand vials: pale beach sand from each coast that looks alike 4 Two feathers: from one living seabird species that is seen on both coasts 5 Two pumice stones: lightweight volcanic rock that floats, one found on each beach Figure 1. The Open Specimen Drawer" }, { "n": 16, "item_id": "_3fff1495-df8c-4799-b7eb-4af895c30eea", "type": "choice", "title": "Pair 1 Rock Record", "standards": [ "MS-ESS2-1" ], "prompt_html": "

The Pair 1 rock cards each show a sandstone layer lying on top of a limestone layer. Limestone forms from material that settles to the floor of a shallow sea. Sandstone forms from sand deposited along beaches, rivers, and deserts.

What do the Pair 1 cards record about the place where these layers formed?

", "prompt_plain": "The Pair 1 rock cards each show a sandstone layer lying on top of a limestone layer. Limestone forms from material that settles to the floor of a shallow sea. Sandstone forms from sand deposited along beaches, rivers, and deserts. What do the Pair 1 cards record about the place where these layers formed?", "context_html": "", "options": [ { "id": "cA16", "text": "The sandstone is the older layer, because the layer on top of a stack is the first one deposited.", "plain": "The sandstone is the older layer, because the layer on top of a stack is the first one deposited.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "A shallow sea once covered the place, and conditions later changed so that sand was deposited on top.", "plain": "A shallow sea once covered the place, and conditions later changed so that sand was deposited on top.", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "The lower part of one thick sandstone layer slowly turned into limestone as it was buried and squeezed.", "plain": "The lower part of one thick sandstone layer slowly turned into limestone as it was buried and squeezed.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Both layers were dropped by a single flood, which sorted one kind of sediment above the other in one event.", "plain": "Both layers were dropped by a single flood, which sorted one kind of sediment above the other in one event.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a21a0c66-f2b9-4cb7-8bf9-e22e3244fe9e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB16" ] }, "n_options": 4, "passage_html": "

Two Coasts Specimen Drawer

A museum keeps a drawer of paired specimens from two coasts, Coast A and Coast B. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds one note card about mountains. The card says an old belt of tightly folded rock ends at Coast A’s shoreline. A matching belt ends at Coast B’s shoreline. It has the same age, folded pattern, and rock types.

Table 1. Specimen Pairs in the Drawer

PairWhat the pair holds
1Two rock cards: the same sandstone-over-limestone rock sequence, with matching minerals in each layer
2Two fossil cards: imprints of the same extinct fern species, pressed in rock
3Two sand vials: pale beach sand from each coast that looks alike
4Two feathers: from one living seabird species that is seen on both coasts
5Two pumice stones: lightweight volcanic rock that floats, one found on each beach

Figure 1. The Open Specimen Drawer

\"An

", "passage_plain": "Two Coasts Specimen Drawer A museum keeps a drawer of paired specimens from two coasts, Coast A and Coast B. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds one note card about mountains. The card says an old belt of tightly folded rock ends at Coast A’s shoreline. A matching belt ends at Coast B’s shoreline. It has the same age, folded pattern, and rock types. Table 1. Specimen Pairs in the Drawer Pair What the pair holds 1 Two rock cards: the same sandstone-over-limestone rock sequence, with matching minerals in each layer 2 Two fossil cards: imprints of the same extinct fern species, pressed in rock 3 Two sand vials: pale beach sand from each coast that looks alike 4 Two feathers: from one living seabird species that is seen on both coasts 5 Two pumice stones: lightweight volcanic rock that floats, one found on each beach Figure 1. The Open Specimen Drawer" }, { "n": 17, "item_id": "_7236a1e8-3365-4300-aa14-76fc93cbab03", "type": "choice", "title": "Raceway Gas Products", "standards": [ "MS-LS1-6" ], "prompt_html": "

In the raceways, the spirulina photosynthesize during daylight. In Table 1, the dissolved oxygen in Tank 2 rises through the daylight hours.

Which statement correctly names a gas produced by photosynthesis and a gas produced by cellular respiration?

", "prompt_plain": "In the raceways, the spirulina photosynthesize during daylight. In Table 1, the dissolved oxygen in Tank 2 rises through the daylight hours. Which statement correctly names a gas produced by photosynthesis and a gas produced by cellular respiration?", "context_html": "", "options": [ { "id": "cA17", "text": "Photosynthesis produces carbon dioxide, and cellular respiration produces oxygen.", "plain": "Photosynthesis produces carbon dioxide, and cellular respiration produces oxygen.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Photosynthesis produces oxygen, and cellular respiration produces nitrogen.", "plain": "Photosynthesis produces oxygen, and cellular respiration produces nitrogen.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Photosynthesis produces water vapor, and cellular respiration produces carbon dioxide.", "plain": "Photosynthesis produces water vapor, and cellular respiration produces carbon dioxide.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Photosynthesis produces oxygen, and cellular respiration produces carbon dioxide.", "plain": "Photosynthesis produces oxygen, and cellular respiration produces carbon dioxide.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dc7b728d-6cdf-460f-8b9b-85194451cb39" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD17" ] }, "n_options": 4, "passage_html": "

Spirulina Raceway Log

A farm grows spirulina, a tiny photosynthetic microorganism, as a food crop. The spirulina live in open outdoor tanks called raceways, shown in Figure 1. In each raceway, a paddle wheel turns day and night without stopping. The wheel keeps the water moving. Probes logged the dissolved oxygen for one full day in two raceways: Tank 2, which holds the green spirulina culture, and Tank 3, a raceway filled with the same water but holding no spirulina. Table 1 shows both logs. Daylight that day lasted from 6 a.m. to 7 p.m. Workers dry and weigh the harvested spirulina each week, shown in Table 2.

Figure 1. Raceway Tanks at the Farm

\"Two

Table 1. Dissolved-Oxygen Logs, Tank 2 and Tank 3

TimeTank 2 (spirulina) dissolved oxygen (mg/L)Tank 3 (no spirulina) dissolved oxygen (mg/L)
6 a.m.58
Noon98
6 p.m.128
Midnight88
6 a.m. (next day)58

Table 2. Weekly Harvest

WeekDry mass harvested (kg)
142
245
344
", "passage_plain": "Spirulina Raceway Log A farm grows spirulina, a tiny photosynthetic microorganism, as a food crop. The spirulina live in open outdoor tanks called raceways, shown in Figure 1. In each raceway, a paddle wheel turns day and night without stopping. The wheel keeps the water moving. Probes logged the dissolved oxygen for one full day in two raceways: Tank 2, which holds the green spirulina culture, and Tank 3, a raceway filled with the same water but holding no spirulina. Table 1 shows both logs. Daylight that day lasted from 6 a.m. to 7 p.m. Workers dry and weigh the harvested spirulina each week, shown in Table 2. Figure 1. Raceway Tanks at the Farm Table 1. Dissolved-Oxygen Logs, Tank 2 and Tank 3 Time Tank 2 (spirulina) dissolved oxygen (mg/L) Tank 3 (no spirulina) dissolved oxygen (mg/L) 6 a.m. 5 8 Noon 9 8 6 p.m. 12 8 Midnight 8 8 6 a.m. (next day) 5 8 Table 2. Weekly Harvest Week Dry mass harvested (kg) 1 42 2 45 3 44" }, { "n": 18, "item_id": "_f9f9d973-e1ba-479f-8530-ac3757964592", "type": "choice", "title": "Raceway Oxygen Drop (Part A)", "standards": [ "MS-LS1-7" ], "prompt_html": "

Part A

Look at Table 1. Between 6 p.m. and 6 a.m. the next day, the dissolved oxygen in Tank 2 falls from 12 mg/L to 5 mg/L.

Which claim about this overnight oxygen drop does the log support?

", "prompt_plain": "Part A Look at Table 1. Between 6 p.m. and 6 a.m. the next day, the dissolved oxygen in Tank 2 falls from 12 mg/L to 5 mg/L. Which claim about this overnight oxygen drop does the log support?", "context_html": "", "options": [ { "id": "cA18", "text": "The spirulina cells keep respiring in the dark, and their respiration uses oxygen from the water.", "plain": "The spirulina cells keep respiring in the dark, and their respiration uses oxygen from the water.", "correct": true, "kind": "choice" }, { "id": "cB18", "text": "The spirulina cells keep photosynthesizing in the dark, and photosynthesis takes in oxygen from the water.", "plain": "The spirulina cells keep photosynthesizing in the dark, and photosynthesis takes in oxygen from the water.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The paddle wheel’s spinning blades knock the dissolved oxygen out of the tank water overnight.", "plain": "The paddle wheel’s spinning blades knock the dissolved oxygen out of the tank water overnight.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The spirulina cells respire during daylight but not at night, so unused oxygen escapes into the night air.", "plain": "The spirulina cells respire during daylight but not at night, so unused oxygen escapes into the night air.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dc7b728d-6cdf-460f-8b9b-85194451cb39" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA18" ] }, "n_options": 4, "passage_html": "

Spirulina Raceway Log

A farm grows spirulina, a tiny photosynthetic microorganism, as a food crop. The spirulina live in open outdoor tanks called raceways, shown in Figure 1. In each raceway, a paddle wheel turns day and night without stopping. The wheel keeps the water moving. Probes logged the dissolved oxygen for one full day in two raceways: Tank 2, which holds the green spirulina culture, and Tank 3, a raceway filled with the same water but holding no spirulina. Table 1 shows both logs. Daylight that day lasted from 6 a.m. to 7 p.m. Workers dry and weigh the harvested spirulina each week, shown in Table 2.

Figure 1. Raceway Tanks at the Farm

\"Two

Table 1. Dissolved-Oxygen Logs, Tank 2 and Tank 3

TimeTank 2 (spirulina) dissolved oxygen (mg/L)Tank 3 (no spirulina) dissolved oxygen (mg/L)
6 a.m.58
Noon98
6 p.m.128
Midnight88
6 a.m. (next day)58

Table 2. Weekly Harvest

WeekDry mass harvested (kg)
142
245
344
", "passage_plain": "Spirulina Raceway Log A farm grows spirulina, a tiny photosynthetic microorganism, as a food crop. The spirulina live in open outdoor tanks called raceways, shown in Figure 1. In each raceway, a paddle wheel turns day and night without stopping. The wheel keeps the water moving. Probes logged the dissolved oxygen for one full day in two raceways: Tank 2, which holds the green spirulina culture, and Tank 3, a raceway filled with the same water but holding no spirulina. Table 1 shows both logs. Daylight that day lasted from 6 a.m. to 7 p.m. Workers dry and weigh the harvested spirulina each week, shown in Table 2. Figure 1. Raceway Tanks at the Farm Table 1. Dissolved-Oxygen Logs, Tank 2 and Tank 3 Time Tank 2 (spirulina) dissolved oxygen (mg/L) Tank 3 (no spirulina) dissolved oxygen (mg/L) 6 a.m. 5 8 Noon 9 8 6 p.m. 12 8 Midnight 8 8 6 a.m. (next day) 5 8 Table 2. Weekly Harvest Week Dry mass harvested (kg) 1 42 2 45 3 44" }, { "n": 19, "item_id": "_414d93cc-2cae-4d9e-bbb3-898b2b1dafc6", "type": "choice", "title": "Raceway Oxygen Evidence (Part B)", "standards": [ "MS-LS1-6" ], "prompt_html": "

Part B

Which feature of the farm’s records provides the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which feature of the farm’s records provides the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA19", "text": "The dissolved oxygen reached its highest logged value, 12 mg/L, at 6 p.m. in Table 1.", "plain": "The dissolved oxygen reached its highest logged value, 12 mg/L, at 6 p.m. in Table 1.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The dry mass harvested each week stayed between 42 kg and 45 kg in Table 2.", "plain": "The dry mass harvested each week stayed between 42 kg and 45 kg in Table 2.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The oxygen fell overnight in Tank 2 but stayed level in Tank 3, the raceway with no spirulina.", "plain": "The oxygen fell overnight in Tank 2 but stayed level in Tank 3, the raceway with no spirulina.", "correct": true, "kind": "choice" }, { "id": "cD19", "text": "The oxygen rose between 6 a.m. and 6 p.m. in Table 1, while the Sun was up.", "plain": "The oxygen rose between 6 a.m. and 6 p.m. in Table 1, while the Sun was up.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dc7b728d-6cdf-460f-8b9b-85194451cb39" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC19" ] }, "n_options": 4, "passage_html": "

Spirulina Raceway Log

A farm grows spirulina, a tiny photosynthetic microorganism, as a food crop. The spirulina live in open outdoor tanks called raceways, shown in Figure 1. In each raceway, a paddle wheel turns day and night without stopping. The wheel keeps the water moving. Probes logged the dissolved oxygen for one full day in two raceways: Tank 2, which holds the green spirulina culture, and Tank 3, a raceway filled with the same water but holding no spirulina. Table 1 shows both logs. Daylight that day lasted from 6 a.m. to 7 p.m. Workers dry and weigh the harvested spirulina each week, shown in Table 2.

Figure 1. Raceway Tanks at the Farm

\"Two

Table 1. Dissolved-Oxygen Logs, Tank 2 and Tank 3

TimeTank 2 (spirulina) dissolved oxygen (mg/L)Tank 3 (no spirulina) dissolved oxygen (mg/L)
6 a.m.58
Noon98
6 p.m.128
Midnight88
6 a.m. (next day)58

Table 2. Weekly Harvest

WeekDry mass harvested (kg)
142
245
344
", "passage_plain": "Spirulina Raceway Log A farm grows spirulina, a tiny photosynthetic microorganism, as a food crop. The spirulina live in open outdoor tanks called raceways, shown in Figure 1. In each raceway, a paddle wheel turns day and night without stopping. The wheel keeps the water moving. Probes logged the dissolved oxygen for one full day in two raceways: Tank 2, which holds the green spirulina culture, and Tank 3, a raceway filled with the same water but holding no spirulina. Table 1 shows both logs. Daylight that day lasted from 6 a.m. to 7 p.m. Workers dry and weigh the harvested spirulina each week, shown in Table 2. Figure 1. Raceway Tanks at the Farm Table 1. Dissolved-Oxygen Logs, Tank 2 and Tank 3 Time Tank 2 (spirulina) dissolved oxygen (mg/L) Tank 3 (no spirulina) dissolved oxygen (mg/L) 6 a.m. 5 8 Noon 9 8 6 p.m. 12 8 Midnight 8 8 6 a.m. (next day) 5 8 Table 2. Weekly Harvest Week Dry mass harvested (kg) 1 42 2 45 3 44" }, { "n": 20, "item_id": "_d8b0c32e-a005-476f-a359-08e82c072739", "type": "choice", "title": "Hub Dynamo Brightness (Part A)", "standards": [ "MS-PS2-3" ], "prompt_html": "

Part A

Look at Table 1 and Figure 1. The bench test shows that the headlamp shines brighter as the wheel spins faster.

Which claim best explains why?

", "prompt_plain": "Part A Look at Table 1 and Figure 1. The bench test shows that the headlamp shines brighter as the wheel spins faster. Which claim best explains why?", "context_html": "", "options": [ { "id": "cA20", "text": "At higher speeds the magnet ring rubs against the coil harder, and the rubbing itself makes the electricity.", "plain": "At higher speeds the magnet ring rubs against the coil harder, and the rubbing itself makes the electricity.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "At higher speeds the magnets fling more of their stored electric charge out of the hub and into the wires.", "plain": "At higher speeds the magnets fling more of their stored electric charge out of the hub and into the wires.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "At higher speeds the bulb warms up first, and a warmer bulb pulls a larger current out through the coil’s wires.", "plain": "At higher speeds the bulb warms up first, and a warmer bulb pulls a larger current out through the coil’s wires.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "At higher speeds the magnetic field at the coil changes more quickly, and a faster-changing field drives a larger current.", "plain": "At higher speeds the magnetic field at the coil changes more quickly, and a faster-changing field drives a larger current.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6d741a59-d758-4dd7-bdc6-d99056d5c119" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD20" ] }, "n_options": 4, "passage_html": "

Bicycle Hub Dynamo Bench Test

A hub dynamo is a small generator built into the center of a bicycle wheel. Inside it, a ring of magnets spins with the wheel. A coil of wire inside the ring stays fixed. Figure 1 shows the parts. Wires carry current from the coil to the bicycle’s headlamp. There is no battery. A repair shop clamped one wheel in a bench stand. Workers spun the wheel at set speeds. A light meter aimed at the headlamp measured the lamp’s brightness at each speed. Table 1 shows the results.

Figure 1. Inside the Hub Dynamo

\"Cutaway

Table 1. Bench-Test Results

Wheel speed (turns per second)Light-meter reading (lux)
0 (wheel still)0 (lamp off)
212
425
639
852
", "passage_plain": "Bicycle Hub Dynamo Bench Test A hub dynamo is a small generator built into the center of a bicycle wheel. Inside it, a ring of magnets spins with the wheel. A coil of wire inside the ring stays fixed. Figure 1 shows the parts. Wires carry current from the coil to the bicycle’s headlamp. There is no battery. A repair shop clamped one wheel in a bench stand. Workers spun the wheel at set speeds. A light meter aimed at the headlamp measured the lamp’s brightness at each speed. Table 1 shows the results. Figure 1. Inside the Hub Dynamo Table 1. Bench-Test Results Wheel speed (turns per second) Light-meter reading (lux) 0 (wheel still) 0 (lamp off) 2 12 4 25 6 39 8 52" }, { "n": 21, "item_id": "_22ef24c1-dba0-4c74-9709-e61fc1063275", "type": "choice", "title": "Dynamo Evidence (Part B)", "standards": [ "MS-PS2-3" ], "prompt_html": "

Part B

Which comparison from Table 1 gives the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which comparison from Table 1 gives the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA21", "text": "The brightness recorded in the fastest wheel-speed row by itself.", "plain": "The brightness recorded in the fastest wheel-speed row by itself.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The unlit lamp in the wheel-stopped row by itself.", "plain": "The unlit lamp in the wheel-stopped row by itself.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "The readings rising in every row, from 12 lux at speed 2 to 52 lux at speed 8.", "plain": "The readings rising in every row, from 12 lux at speed 2 to 52 lux at speed 8.", "correct": true, "kind": "choice" }, { "id": "cD21", "text": "The coil size in Figure 1 compared with the brightness readings.", "plain": "The coil size in Figure 1 compared with the brightness readings.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6d741a59-d758-4dd7-bdc6-d99056d5c119" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC21" ] }, "n_options": 4, "passage_html": "

Bicycle Hub Dynamo Bench Test

A hub dynamo is a small generator built into the center of a bicycle wheel. Inside it, a ring of magnets spins with the wheel. A coil of wire inside the ring stays fixed. Figure 1 shows the parts. Wires carry current from the coil to the bicycle’s headlamp. There is no battery. A repair shop clamped one wheel in a bench stand. Workers spun the wheel at set speeds. A light meter aimed at the headlamp measured the lamp’s brightness at each speed. Table 1 shows the results.

Figure 1. Inside the Hub Dynamo

\"Cutaway

Table 1. Bench-Test Results

Wheel speed (turns per second)Light-meter reading (lux)
0 (wheel still)0 (lamp off)
212
425
639
852
", "passage_plain": "Bicycle Hub Dynamo Bench Test A hub dynamo is a small generator built into the center of a bicycle wheel. Inside it, a ring of magnets spins with the wheel. A coil of wire inside the ring stays fixed. Figure 1 shows the parts. Wires carry current from the coil to the bicycle’s headlamp. There is no battery. A repair shop clamped one wheel in a bench stand. Workers spun the wheel at set speeds. A light meter aimed at the headlamp measured the lamp’s brightness at each speed. Table 1 shows the results. Figure 1. Inside the Hub Dynamo Table 1. Bench-Test Results Wheel speed (turns per second) Light-meter reading (lux) 0 (wheel still) 0 (lamp off) 2 12 4 25 6 39 8 52" }, { "n": 22, "item_id": "_cf78b610-d606-4eae-b294-d0fdd741291e", "type": "choice", "title": "Bowerbird Claim (Part A)", "standards": [ "MS-LS1-4" ], "prompt_html": "

Part A

Look at Table 1. Which claim about the male bowerbirds is supported by the data from both seasons?

", "prompt_plain": "Part A Look at Table 1. Which claim about the male bowerbirds is supported by the data from both seasons?", "context_html": "", "options": [ { "id": "cA22", "text": "Males that kept a steady number of decorations in both seasons received the most visits from females.", "plain": "Males that kept a steady number of decorations in both seasons received the most visits from females.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "Males with more decorations in front of their bowers received more visits from females.", "plain": "Males with more decorations in front of their bowers received more visits from females.", "correct": true, "kind": "choice" }, { "id": "cC22", "text": "Building a larger bower, not gathering decorations, determined how many females visited.", "plain": "Building a larger bower, not gathering decorations, determined how many females visited.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "Females visited each of the four bowers about equally often in both seasons.", "plain": "Females visited each of the four bowers about equally often in both seasons.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_41ea461b-cd21-44c3-b0cb-e98aacd5cb7f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB22" ] }, "n_options": 4, "passage_html": "

Bowerbird Decoration Study

Male bowerbirds build small stick structures called bowers on the forest floor. Each male gathers shells, berries, and other bright objects and arranges them as decorations in front of his bower. Females visit the bowers and choose which males to mate with. A field team studied four bowers in the same forest for two breeding seasons. The four bowers were similar in size. Each season, the team counted the decorations at each bower and recorded the number of visits from females. Figure 1 shows one of the bowers. Table 1 shows the counts from both seasons.

Figure 1. One of the Four Bowers

\"A

Table 1. Decoration and Visit Counts

MaleSeason 1 decorationsSeason 1 female visitsSeason 2 decorationsSeason 2 female visits
14595211
2316122
3183245
47191
", "passage_plain": "Bowerbird Decoration Study Male bowerbirds build small stick structures called bowers on the forest floor. Each male gathers shells, berries, and other bright objects and arranges them as decorations in front of his bower. Females visit the bowers and choose which males to mate with. A field team studied four bowers in the same forest for two breeding seasons. The four bowers were similar in size. Each season, the team counted the decorations at each bower and recorded the number of visits from females. Figure 1 shows one of the bowers. Table 1 shows the counts from both seasons. Figure 1. One of the Four Bowers Table 1. Decoration and Visit Counts Male Season 1 decorations Season 1 female visits Season 2 decorations Season 2 female visits 1 45 9 52 11 2 31 6 12 2 3 18 3 24 5 4 7 1 9 1" }, { "n": 23, "item_id": "_8abedc8c-a89b-4131-98ec-d40e2649aee2", "type": "choice", "title": "Bowerbird Evidence (Part B)", "standards": [ "MS-LS1-4" ], "prompt_html": "

Part B

Which comparison of the data in Table 1 provides the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which comparison of the data in Table 1 provides the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA23", "text": "Comparing each male’s decoration count with his visit count in both seasons.", "plain": "Comparing each male’s decoration count with his visit count in both seasons.", "correct": true, "kind": "choice" }, { "id": "cB23", "text": "Comparing Male 1’s visits in Season 1 with his visits in Season 2.", "plain": "Comparing Male 1’s visits in Season 1 with his visits in Season 2.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "Comparing the total decorations in Season 1 with the total decorations in Season 2.", "plain": "Comparing the total decorations in Season 1 with the total decorations in Season 2.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "Comparing Male 4’s visits in Season 1 with his visits in Season 2.", "plain": "Comparing Male 4’s visits in Season 1 with his visits in Season 2.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_41ea461b-cd21-44c3-b0cb-e98aacd5cb7f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA23" ] }, "n_options": 4, "passage_html": "

Bowerbird Decoration Study

Male bowerbirds build small stick structures called bowers on the forest floor. Each male gathers shells, berries, and other bright objects and arranges them as decorations in front of his bower. Females visit the bowers and choose which males to mate with. A field team studied four bowers in the same forest for two breeding seasons. The four bowers were similar in size. Each season, the team counted the decorations at each bower and recorded the number of visits from females. Figure 1 shows one of the bowers. Table 1 shows the counts from both seasons.

Figure 1. One of the Four Bowers

\"A

Table 1. Decoration and Visit Counts

MaleSeason 1 decorationsSeason 1 female visitsSeason 2 decorationsSeason 2 female visits
14595211
2316122
3183245
47191
", "passage_plain": "Bowerbird Decoration Study Male bowerbirds build small stick structures called bowers on the forest floor. Each male gathers shells, berries, and other bright objects and arranges them as decorations in front of his bower. Females visit the bowers and choose which males to mate with. A field team studied four bowers in the same forest for two breeding seasons. The four bowers were similar in size. Each season, the team counted the decorations at each bower and recorded the number of visits from females. Figure 1 shows one of the bowers. Table 1 shows the counts from both seasons. Figure 1. One of the Four Bowers Table 1. Decoration and Visit Counts Male Season 1 decorations Season 1 female visits Season 2 decorations Season 2 female visits 1 45 9 52 11 2 31 6 12 2 3 18 3 24 5 4 7 1 9 1" }, { "n": 24, "item_id": "_7f5a8fb8-d9fb-404a-af24-154331543778", "type": "choice", "title": "Gravity App Run Pairs", "standards": [ "MS-PS2-4" ], "prompt_html": "

A student tests a gravity-simulator app. In each run, the app shows two balls, lets the student set the mass of each ball and the distance between the balls, and displays the gravitational force between them on a force meter. The student saves four runs. The table in this question lists the settings and the force reading for each run.

\"Four

Gravity Simulator Runs

RunMass of ball 1 (kg)Mass of ball 2 (kg)Distance between balls (m)Force meter reading (simulator units)
1101024.0
2201028.0
3101041.0
4301061.3

Choose the TWO pairs of runs that together provide evidence that the masses of the balls and the distance between them both affect the strength of the gravitational force.

", "prompt_plain": "A student tests a gravity-simulator app. In each run, the app shows two balls, lets the student set the mass of each ball and the distance between the balls, and displays the gravitational force between them on a force meter. The student saves four runs. The table in this question lists the settings and the force reading for each run. Gravity Simulator Runs Run Mass of ball 1 (kg) Mass of ball 2 (kg) Distance between balls (m) Force meter reading (simulator units) 1 10 10 2 4.0 2 20 10 2 8.0 3 10 10 4 1.0 4 30 10 6 1.3 Choose the TWO pairs of runs that together provide evidence that the masses of the balls and the distance between them both affect the strength of the gravitational force.", "context_html": "", "options": [ { "id": "cA24", "text": "Run 1 and Run 2", "plain": "Run 1 and Run 2", "correct": true, "kind": "choice" }, { "id": "cB24", "text": "Run 1 and Run 3", "plain": "Run 1 and Run 3", "correct": true, "kind": "choice" }, { "id": "cC24", "text": "Run 1 and Run 4", "plain": "Run 1 and Run 4", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Run 2 and Run 3", "plain": "Run 2 and Run 3", "correct": false, "kind": "choice" }, { "id": "cE24", "text": "Run 2 and Run 4", "plain": "Run 2 and Run 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-30/images/slot24.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA24", "cB24" ] }, "n_options": 5 }, { "n": 25, "item_id": "_c9b7943f-9964-4be8-b926-00821cc51754", "type": "text-entry", "title": "Loading Dock Crates", "standards": [ "MS-PS2-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A card taped to a crate at a loading dock lists this measurement: Earth pulls the crate down with a gravitational force of 300 newtons (N). A second crate at the same dock has twice the mass of the first crate. Doubling an object’s mass doubles the gravitational force Earth exerts on it.

What is the gravitational force, in newtons, with which Earth pulls the second crate?

Give your answer as a whole number (e.g., 45).

Gravitational force (newtons):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "600" ] }, "n_options": 0 }, { "n": 26, "item_id": "_3b7daad4-e612-4a77-8f7f-eb5a3cf9d0b5", "type": "choice", "title": "Floating Ring Magnets", "standards": [ "MS-PS2-5" ], "prompt_html": "

A student slides two ring magnets onto a smooth wooden dowel that stands upright on a base. Both magnets can slide freely along the dowel. Instead of resting on the lower magnet, the top magnet floats above it, leaving an empty gap between the two magnets.

\"Two

Which statement best explains why the top magnet stays up without touching the lower magnet?

", "prompt_plain": "A student slides two ring magnets onto a smooth wooden dowel that stands upright on a base. Both magnets can slide freely along the dowel. Instead of resting on the lower magnet, the top magnet floats above it, leaving an empty gap between the two magnets. Which statement best explains why the top magnet stays up without touching the lower magnet?", "context_html": "", "options": [ { "id": "cA26", "text": "Magnets push on each other through direct contact, so the wooden dowel must be holding the top magnet up.", "plain": "Magnets push on each other through direct contact, so the wooden dowel must be holding the top magnet up.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Air trapped in the gap between the magnets presses upward hard enough to hold the top magnet in place.", "plain": "Air trapped in the gap between the magnets presses upward hard enough to hold the top magnet in place.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "The top magnet is light enough that gravity stops pulling it down once it has been lifted.", "plain": "The top magnet is light enough that gravity stops pulling it down once it has been lifted.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "The lower magnet’s magnetic field pushes the top magnet away, so the force acts on it across the gap.", "plain": "The lower magnet’s magnetic field pushes the top magnet away, so the force acts on it across the gap.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-30/images/slot26.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_6252ffde-15db-473f-a600-69907f76f565", "type": "gap-match", "title": "Rope Wave Snapshot", "standards": [ "MS-PS4-1" ], "prompt_html": "

The picture in this question shows a snapshot of a wave traveling along a rope. A dashed line shows the rope’s rest position, and four numbered markers point to different parts of the wave.

\"A

 

Drag one label onto each line to name the wave part at each marker. One label will not be used.

", "prompt_plain": "The picture in this question shows a snapshot of a wave traveling along a rope. A dashed line shows the rope’s rest position, and four numbered markers point to different parts of the wave. Drag one label onto each line to name the wave part at each marker. One label will not be used.", "context_html": "", "options": [ { "id": "tok1", "text": "wavelength", "plain": "wavelength", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "crest", "plain": "crest", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "frequency", "plain": "frequency", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "amplitude", "plain": "amplitude", "correct": false, "kind": "gap-token" }, { "id": "tok5", "text": "trough", "plain": "trough", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-30/images/slot27_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok2 G1", "tok5 G2", "tok1 G3", "tok4 G4" ] }, "n_options": 5 }, { "n": 28, "item_id": "_c5ff9bb1-29b8-4d08-9be7-230de8113e58", "type": "choice", "title": "Exploding Star Report", "standards": [ "MS-PS4-1" ], "prompt_html": "

A sky-watch club newsletter reports that club members watched a distant star explode. The explosion happened in space, far beyond Earth’s atmosphere. Through telescopes, members observed the explosion’s light for many nights, but no sound from the explosion was ever heard on Earth.

\"A

Which statement best explains why the explosion’s light reached Earth but its sound cannot?

", "prompt_plain": "A sky-watch club newsletter reports that club members watched a distant star explode. The explosion happened in space, far beyond Earth’s atmosphere. Through telescopes, members observed the explosion’s light for many nights, but no sound from the explosion was ever heard on Earth. Which statement best explains why the explosion’s light reached Earth but its sound cannot?", "context_html": "", "options": [ { "id": "cA28", "text": "The sound spread out and faded away before it could finish crossing such a long distance.", "plain": "The sound spread out and faded away before it could finish crossing such a long distance.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "Light waves can travel through empty space, but sound waves need matter to travel through.", "plain": "Light waves can travel through empty space, but sound waves need matter to travel through.", "correct": true, "kind": "choice" }, { "id": "cC28", "text": "Sound travels far more slowly than light, so the explosion’s sound has not arrived at Earth yet.", "plain": "Sound travels far more slowly than light, so the explosion’s sound has not arrived at Earth yet.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "Empty space acts like a solid wall that reflects sound waves back toward the star.", "plain": "Empty space acts like a solid wall that reflects sound waves back toward the star.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-30/images/slot28.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_28493f6a-693a-4fd1-953a-759b0aa4dfbe", "type": "inline-choice", "title": "Body Organization Wall Chart", "standards": [ "MS-LS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A science-room wall chart shows the digestive tract of one organism. Close-up circles on the chart zoom in from the stomach to a single layer of its lining, and then to one acid-making cell in that layer.

\"A

Choose the term that correctly completes each sentence.

The stomach’s acid-making cells and the similar cells around them work together as one layer. This level of organization is called .

The stomach, the intestines, and the other organs that process food work together at a higher level of organization, called .

", "options": [ { "id": "cB1O843f82027", "text": "a tissue", "plain": "a tissue", "correct": true, "kind": "inline" }, { "id": "cB1O6548c93c7", "text": "an organ", "plain": "an organ", "correct": false, "kind": "inline" }, { "id": "cB1Oa2df7b4a7", "text": "an organ system", "plain": "an organ system", "correct": false, "kind": "inline" }, { "id": "cB1O5fbbf7f3f", "text": "an organism", "plain": "an organism", "correct": false, "kind": "inline" }, { "id": "cB2O000dfaf9b", "text": "a tissue", "plain": "a tissue", "correct": false, "kind": "inline" }, { "id": "cB2O5b62c7477", "text": "an organ", "plain": "an organ", "correct": false, "kind": "inline" }, { "id": "cB2O84bc6843d", "text": "an organ system", "plain": "an organ system", "correct": true, "kind": "inline" }, { "id": "cB2O8d8ddddaf", "text": "an organism", "plain": "an organism", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-30/images/slot29.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O843f82027" ], "RESPONSE2": [ "cB2O84bc6843d" ] }, "n_options": 8 }, { "n": 30, "item_id": "_193d902d-d993-4140-920a-e50eb7688202", "type": "hottext", "title": "Zinnia Propagation Note", "standards": [ "MS-LS1-5" ], "prompt_html": "

A greenhouse worker rooted two cuttings taken from one zinnia plant and planted them in separate outdoor beds. After eight weeks, one plant stood much taller than the other. The propagation note for the two beds includes the sentences below.

Think about this claim: the height difference between the two plants was caused by their growing conditions, not by their genes.

Select the sentence from the note that gives the best evidence for the claim.

", "prompt_plain": "A greenhouse worker rooted two cuttings taken from one zinnia plant and planted them in separate outdoor beds. After eight weeks, one plant stood much taller than the other. The propagation note for the two beds includes the sentences below. Think about this claim: the height difference between the two plants was caused by their growing conditions, not by their genes. Select the sentence from the note that gives the best evidence for the claim.", "context_html": "", "options": [ { "id": "hH130", "text": "Cuttings root fastest when they are trimmed just below a leaf joint and kept warm for the first several days after cutting.", "plain": "Cuttings root fastest when they are trimmed just below a leaf joint and kept warm for the first several days after cutting.", "correct": false, "kind": "hottext" }, { "id": "hH230", "text": "The two plants are genetically identical copies of one parent, yet the plant watered daily grew 38 centimeters taller than the plant watered weekly.", "plain": "The two plants are genetically identical copies of one parent, yet the plant watered daily grew 38 centimeters taller than the plant watered weekly.", "correct": true, "kind": "hottext" }, { "id": "hH330", "text": "The parent zinnia was the tallest plant in the flower bed last summer and had the thickest stem of any plant there.", "plain": "The parent zinnia was the tallest plant in the flower bed last summer and had the thickest stem of any plant there.", "correct": false, "kind": "hottext" }, { "id": "hH430", "text": "Zinnias with taller stems often produce more flower buds by the end of the season than shorter zinnia plants usually do.", "plain": "Zinnias with taller stems often produce more flower buds by the end of the season than shorter zinnia plants usually do.", "correct": false, "kind": "hottext" }, { "id": "hH530", "text": "Both beds were filled with the same potting soil on the same day before either cutting went into the ground.", "plain": "Both beds were filled with the same potting soil on the same day before either cutting went into the ground.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hH230" ] }, "n_options": 5 }, { "n": 31, "item_id": "_9105e8fc-2966-470b-aa42-6807d1e7ca45", "type": "gap-match", "title": "Ringtone Reaction Pathway", "standards": [ "MS-LS1-8" ], "prompt_html": "

Samira is reading at her desk when a phone on the desk beside her starts to ring. A moment later she reaches over and silences it.

 

Complete the model of the pathway that carries information about the ringtone sound through Samira’s body. Drag one structure into each box. One structure is not part of this pathway.

\"A

", "prompt_plain": "Samira is reading at her desk when a phone on the desk beside her starts to ring. A moment later she reaches over and silences it. Complete the model of the pathway that carries information about the ringtone sound through Samira’s body. Drag one structure into each box. One structure is not part of this pathway.", "context_html": "", "options": [ { "id": "tokT3", "text": "brain", "plain": "brain", "correct": false, "kind": "gap-token" }, { "id": "tokT5", "text": "eye", "plain": "eye", "correct": false, "kind": "gap-token" }, { "id": "tokT4", "text": "arm muscles", "plain": "arm muscles", "correct": false, "kind": "gap-token" }, { "id": "tokT1", "text": "ear", "plain": "ear", "correct": false, "kind": "gap-token" }, { "id": "tokT2", "text": "auditory nerve", "plain": "auditory nerve", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-30/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokT1 gPath1", "tokT2 gPath2", "tokT3 gPath3", "tokT4 gPath4" ] }, "n_options": 5 }, { "n": 32, "item_id": "_8f6b2556-39cf-4a17-910f-f96222fd5d67", "type": "choice", "title": "Bat Colony Winter Fat", "standards": [ "MS-LS1-8" ], "prompt_html": "

Scientists tracked the average stored body fat of hibernating bats in two colonies through one winter. The bats in one colony were infected with a skin fungus; the bats in the other colony stayed healthy. The graph shows the results.

\"A

Which statement about energy use during hibernation do the data in the graph support?

", "prompt_plain": "Scientists tracked the average stored body fat of hibernating bats in two colonies through one winter. The bats in one colony were infected with a skin fungus; the bats in the other colony stayed healthy. The graph shows the results. Which statement about energy use during hibernation do the data in the graph support?", "context_html": "", "options": [ { "id": "cA1", "text": "The infected bats stopped using stored energy during the middle of the winter.", "plain": "The infected bats stopped using stored energy during the middle of the winter.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The healthy bats used up more of their stored energy than the infected bats did.", "plain": "The healthy bats used up more of their stored energy than the infected bats did.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The infected bats used their stored energy faster than the healthy bats did.", "plain": "The infected bats used their stored energy faster than the healthy bats did.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both colonies used their stored energy at about the same rate all winter.", "plain": "Both colonies used their stored energy at about the same rate all winter.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-30/images/slot32.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_6cdbf0df-c027-46ec-a78b-0b38e40e8652", "type": "choice", "title": "Farm Pond Stocking Plan", "standards": [ "MS-LS2-5" ], "prompt_html": "

Uche’s family dug a small pond on their farm last year. The pond already holds a few kinds of insects and snails. The note card shows the family’s stocking plan.

Pond Stocking Plan
Add a native fish species that feeds on insects near the surface.
Add a second native fish species that feeds on plants near the bottom.
Plant one kind of native water plant along the north bank.

Which statement best explains why following the stocking plan makes the pond community more likely to recover after a disturbance, such as a hot, dry summer?

", "prompt_plain": "Uche’s family dug a small pond on their farm last year. The pond already holds a few kinds of insects and snails. The note card shows the family’s stocking plan. Pond Stocking Plan Add a native fish species that feeds on insects near the surface. Add a second native fish species that feeds on plants near the bottom. Plant one kind of native water plant along the north bank. Which statement best explains why following the stocking plan makes the pond community more likely to recover after a disturbance, such as a hot, dry summer?", "context_html": "", "options": [ { "id": "cA1", "text": "The new species will compete with the species already there, and that competition will make the pond’s populations grow faster.", "plain": "The new species will compete with the species already there, and that competition will make the pond’s populations grow faster.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The larger variety of organisms means some species can keep filling important roles even if the disturbance harms others.", "plain": "The larger variety of organisms means some species can keep filling important roles even if the disturbance harms others.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The new fish will eat many of the insects, and a community with fewer kinds of organisms recovers more easily.", "plain": "The new fish will eat many of the insects, and a community with fewer kinds of organisms recovers more easily.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The added species will adjust their bodies over a few seasons to match the conditions that the disturbance creates.", "plain": "The added species will adjust their bodies over a few seasons to match the conditions that the disturbance creates.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 34, "item_id": "_4f19449d-4c47-4f4b-83e8-793c21f38b0e", "type": "choice", "title": "Two-Farm Hedgerow Survey", "standards": [ "MS-LS2-5" ], "prompt_html": "

A county wildlife team surveyed two neighboring farms for three years. They counted the bird species on each farm and the leaf-damaging insects on each farm’s crops. Farm 1 removed all of its hedgerows (rows of bushes and small trees between fields) at the end of Year 1. Farm 2 kept its hedgerows. The table shows the results.

Two-Farm Survey Results

FarmHedgerowsBird species, Year 1Bird species, Year 3Leaf-damaging insects per 10 crop plants, Year 1Leaf-damaging insects per 10 crop plants, Year 3
Farm 1removed at end of Year 12411619
Farm 2kept232278

Choose the TWO statements that the survey results support.

", "prompt_plain": "A county wildlife team surveyed two neighboring farms for three years. They counted the bird species on each farm and the leaf-damaging insects on each farm’s crops. Farm 1 removed all of its hedgerows (rows of bushes and small trees between fields) at the end of Year 1. Farm 2 kept its hedgerows. The table shows the results. Two-Farm Survey Results Farm Hedgerows Bird species, Year 1 Bird species, Year 3 Leaf-damaging insects per 10 crop plants, Year 1 Leaf-damaging insects per 10 crop plants, Year 3 Farm 1 removed at end of Year 1 24 11 6 19 Farm 2 kept 23 22 7 8 Choose the TWO statements that the survey results support.", "context_html": "", "options": [ { "id": "cA1", "text": "Removing the hedgerows on Farm 1 was followed by a large drop in the number of bird species there.", "plain": "Removing the hedgerows on Farm 1 was followed by a large drop in the number of bird species there.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The drop in bird species on Farm 1 happened because winters became colder across the whole county.", "plain": "The drop in bird species on Farm 1 happened because winters became colder across the whole county.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "On the farm that lost most of its bird species, leaf-damaging insects became much more common on the crops.", "plain": "On the farm that lost most of its bird species, leaf-damaging insects became much more common on the crops.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The results prove that planting new hedgerows would return Farm 1 to its Year 1 bird counts within one year.", "plain": "The results prove that planting new hedgerows would return Farm 1 to its Year 1 bird counts within one year.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Farm 2 also lost most of its bird species because its hedgerows sheltered predators that hunt birds.", "plain": "Farm 2 also lost most of its bird species because its hedgerows sheltered predators that hunt birds.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5 }, { "n": 35, "item_id": "_3179b828-68b4-4648-873a-79e67551dd91", "type": "gap-match", "title": "Trailside Rock Display", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Three rocks sit in a display box beside a nature trail. The photos show each rock close up, and a short note under each photo describes its texture.

 

Match each rock to its rock type.

\"Three

", "prompt_plain": "Three rocks sit in a display box beside a nature trail. The photos show each rock close up, and a short note under each photo describes its texture. Match each rock to its rock type.", "context_html": "", "options": [ { "id": "tokMet", "text": "metamorphic", "plain": "metamorphic", "correct": false, "kind": "gap-token" }, { "id": "tokSed", "text": "sedimentary", "plain": "sedimentary", "correct": false, "kind": "gap-token" }, { "id": "tokIgn", "text": "igneous", "plain": "igneous", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-30/images/slot35.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokSed gRock1", "tokIgn gRock2", "tokMet gRock3" ] }, "n_options": 3 }, { "n": 36, "item_id": "_a2f5d501-278e-42ae-84b7-f3e482ac1f6e", "type": "inline-choice", "title": "Valley Visitor Sign", "standards": [ "MS-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A visitor sign stands at the mouth of a wide mountain valley. The sign’s two photo panels show the valley, which has a rounded floor and steep sides, and a long ridge of loose rock at the valley’s edge. The sign also notes that deep scratches run along the valley’s rock walls and that the ridge holds rocks of many sizes jumbled together.

\"Two

Choose the answer that correctly completes each sentence on the sign.

This valley was carved by .

It moved .

The long ridge at the valley’s edge is made of .

", "options": [ { "id": "cB1Oebe3b35be", "text": "a flooding river", "plain": "a flooding river", "correct": false, "kind": "inline" }, { "id": "cB1O7d3cd8126", "text": "a glacier", "plain": "a glacier", "correct": true, "kind": "inline" }, { "id": "cB1Oddafc8fbe", "text": "strong winds", "plain": "strong winds", "correct": false, "kind": "inline" }, { "id": "cB2Oc131320f1", "text": "downhill in one rush during a single storm", "plain": "downhill in one rush during a single storm", "correct": false, "kind": "inline" }, { "id": "cB2O38bf426dc", "text": "back and forth as the seasons changed", "plain": "back and forth as the seasons changed", "correct": false, "kind": "inline" }, { "id": "cB2Ofb7d21929", "text": "slowly downhill over many thousands of years", "plain": "slowly downhill over many thousands of years", "correct": true, "kind": "inline" }, { "id": "cB3O626841e6d", "text": "rock debris dropped by the melting ice", "plain": "rock debris dropped by the melting ice", "correct": true, "kind": "inline" }, { "id": "cB3O50e64cf2b", "text": "lava that cooled and hardened in place", "plain": "lava that cooled and hardened in place", "correct": false, "kind": "inline" }, { "id": "cB3O87e2884bb", "text": "sand piled up by waves long ago", "plain": "sand piled up by waves long ago", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-30/images/slot36.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O7d3cd8126" ], "RESPONSE2": [ "cB2Ofb7d21929" ], "RESPONSE3": [ "cB3O626841e6d" ] }, "n_options": 9 }, { "n": 37, "item_id": "_58a32ebe-95b8-4b12-8b76-1e42946b8c18", "type": "hottext", "title": "Widening Sea Fact Sheet", "standards": [ "MS-ESS2-3" ], "prompt_html": "

A fact sheet at a coastal park describes the narrow sea beside the park. The sea sits where two of Earth’s plates meet. The fact sheet includes the sentences below.

The claim being tested is: the two plates under this sea are moving apart, and the sea is slowly getting wider.

Select the sentence from the fact sheet that gives the best evidence for the claim.

", "prompt_plain": "A fact sheet at a coastal park describes the narrow sea beside the park. The sea sits where two of Earth’s plates meet. The fact sheet includes the sentences below. The claim being tested is: the two plates under this sea are moving apart, and the sea is slowly getting wider. Select the sentence from the fact sheet that gives the best evidence for the claim.", "context_html": "", "options": [ { "id": "hH137", "text": "The water above the sea floor reaches depths of more than 2,000 meters.", "plain": "The water above the sea floor reaches depths of more than 2,000 meters.", "correct": false, "kind": "hottext" }, { "id": "hH237", "text": "An underwater mountain chain rises from the sea floor along the middle of the sea.", "plain": "An underwater mountain chain rises from the sea floor along the middle of the sea.", "correct": false, "kind": "hottext" }, { "id": "hH337", "text": "Rock collected from the sea floor is youngest at the central ridge and becomes steadily older toward each shore.", "plain": "Rock collected from the sea floor is youngest at the central ridge and becomes steadily older toward each shore.", "correct": true, "kind": "hottext" }, { "id": "hH437", "text": "Fossils of the same land reptile are found on the coasts on both sides of the sea.", "plain": "Fossils of the same land reptile are found on the coasts on both sides of the sea.", "correct": false, "kind": "hottext" }, { "id": "hH537", "text": "Instruments record several small earthquakes near the central ridge each year.", "plain": "Instruments record several small earthquakes near the central ridge each year.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hH337" ] }, "n_options": 5 }, { "n": 38, "item_id": "_eb6a57d4-d2cf-4c47-adc3-06a29c35d061", "type": "gap-match", "title": "Kiln-Room Vent Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Vicente fires clay pots in an electric kiln in his workshop. He is having a vent designed for the kiln room, and his design brief lists the five statements shown in the table.

 

Decide whether each statement in the design brief is one of the criteria or one of the constraints. Drag Criteria or Constraints into the box next to each statement. Each label may be used more than once.

Kiln-Room Vent Brief

", "prompt_plain": "Vicente fires clay pots in an electric kiln in his workshop. He is having a vent designed for the kiln room, and his design brief lists the five statements shown in the table. Decide whether each statement in the design brief is one of the criteria or one of the constraints. Drag Criteria or Constraints into the box next to each statement. Each label may be used more than once. Kiln-Room Vent Brief", "context_html": "", "options": [ { "id": "tokCrit", "text": "Criteria", "plain": "Criteria", "correct": false, "kind": "gap-token" }, { "id": "tokCons", "text": "Constraints", "plain": "Constraints", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokCons gapT3", "tokCrit gapT1", "tokCons gapT5", "tokCrit gapT2", "tokCons gapT4" ] }, "n_options": 2 }, { "n": 39, "item_id": "_844c2d37-ab64-494d-bb7d-c71fd98f587e", "type": "choice", "title": "Turbine Blade Bench Test", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Yesenia tests four blade sets from a small wind-turbine kit at a maker fair. The kit card lists two requirements for a blade set: it must produce at least 2.0 volts at the medium fan setting, and it must lose no more than 0.3 volts after the one-hour wear run. The two tables show her bench results.

Voltage at the Medium Fan Setting

Blade setVoltage (V)
13.0
21.8
32.9
42.3

Voltage at the Medium Fan Setting After the One-Hour Wear Run

Blade setVoltage (V)
12.2
21.8
32.4
42.1

Which blade set best meets both requirements on the kit card?

", "prompt_plain": "Yesenia tests four blade sets from a small wind-turbine kit at a maker fair. The kit card lists two requirements for a blade set: it must produce at least 2.0 volts at the medium fan setting, and it must lose no more than 0.3 volts after the one-hour wear run. The two tables show her bench results. Voltage at the Medium Fan Setting Blade set Voltage (V) 1 3.0 2 1.8 3 2.9 4 2.3 Voltage at the Medium Fan Setting After the One-Hour Wear Run Blade set Voltage (V) 1 2.2 2 1.8 3 2.4 4 2.1 Which blade set best meets both requirements on the kit card?", "context_html": "", "options": [ { "id": "cA1", "text": "Blade set 1", "plain": "Blade set 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Blade set 2", "plain": "Blade set 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Blade set 3", "plain": "Blade set 3", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Blade set 4", "plain": "Blade set 4", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 40, "item_id": "_11c89910-e0a1-4fab-ab3d-119972b2713e", "type": "choice", "title": "Greenhouse Vent Model Runs", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A robotics club built a computer model of the vent opener for the school greenhouse. Version 2 of the design changed two features at once from version 1: a wider vent flap and a faster servo motor. The model can simulate any combination of the two features. The table shows four model runs and how many minutes the simulated greenhouse spent above 30 degrees Celsius in one day.

Greenhouse Vent Model Runs

RunVent flapServo motorMinutes above 30 °C
1narrowstandard24
2narrowfaster22
3widestandard9
4widefaster8

The club will keep only one changed feature for version 3. Which comparison of model runs gives the best evidence that the wider flap is the feature to keep?

", "prompt_plain": "A robotics club built a computer model of the vent opener for the school greenhouse. Version 2 of the design changed two features at once from version 1: a wider vent flap and a faster servo motor. The model can simulate any combination of the two features. The table shows four model runs and how many minutes the simulated greenhouse spent above 30 degrees Celsius in one day. Greenhouse Vent Model Runs Run Vent flap Servo motor Minutes above 30 °C 1 narrow standard 24 2 narrow faster 22 3 wide standard 9 4 wide faster 8 The club will keep only one changed feature for version 3. Which comparison of model runs gives the best evidence that the wider flap is the feature to keep?", "context_html": "", "options": [ { "id": "cA1", "text": "Run 1 with Run 3, because those runs differ in just the flap and overheating falls from 24 minutes to 9.", "plain": "Run 1 with Run 3, because those runs differ in just the flap and overheating falls from 24 minutes to 9.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Run 1 with Run 4, because comparing the original setup with the version that changed everything shows the biggest difference.", "plain": "Run 1 with Run 4, because comparing the original setup with the version that changed everything shows the biggest difference.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Run 2 with Run 3, because each of those runs changed exactly one feature from the original setup.", "plain": "Run 2 with Run 3, because each of those runs changed exactly one feature from the original setup.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Run 3 with Run 4, because those two runs produced the two lowest overheating times in the table.", "plain": "Run 3 with Run 4, because those two runs produced the two lowest overheating times in the table.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 } ] }, { "form": "G7.31", "grade": "G7", "title": "Alpha Standardized Science G7.31", "test_id": "_test-22eea0fb-9dec-4b90-b448-7b73bb549af4", "n_items": 40, "n_stimuli": 8, "stimuli": { "_e75ff420-917c-45cf-9368-09e056e03e61": { "title": "Fuel Burner Mass Log", "html": "

Fuel Burner Mass Log

Dagny sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. She lights the wick, records the scale reading every two minutes, and snuffs the flame out with the burner's cap right after the minute-8 reading. Table 1 shows her log.

Table 1. Open-Burner Mass Log

Time (minutes)Scale reading (g)
0 (wick lit)182
2178
4174
6170
8 (flame snuffed out)166
10166

Figure 1. The Burner on the Scale

\"A

For a check test, Dagny places an identical lit burner inside a large glass jar on the scale and quickly seals the lid. The flame goes out on its own after a short time. The sealed jar's reading is 745 g just after sealing and 745 g after the flame goes out.

Dagny writes two claim cards about the lost mass:

Card 1: The flame destroyed part of the fuel's matter. That mass no longer exists.

Card 2: Burning changed part of the fuel into invisible gases that escaped into the air. No matter was destroyed.

" }, "_b27f4bdc-b35a-45d6-9754-3022db79734c": { "title": "Barred Bantam Chick Tallies", "html": "

Barred Bantam Chick Tallies

Benita raises one line of bantam chickens - a naturally small type of chicken. In this line, the barred feather pattern (B) is dominant, and the solid feather pattern (b) is recessive. Figure 1 shows the two patterns. Benita's coop log lists two crosses and the chicks each cross produced, shown in Table 1.

Figure 1. The Two Feather Patterns

\"Two

Table 1. Coop-Log Cross Tallies

CrossParentsBarred chicksSolid chicks
1barred female × barred male116
2barred female × solid male98

Benita also ran a feed trial. She took chicks from two parent pairs in the line - Pair 1, two of the line's largest birds, and Pair 2, two of the line's smallest - and raised all the chicks under identical conditions except for feed type. Table 2 shows each group's average adult mass.

Table 2. Feed-Trial Results

Chicks' parentsFeed typeAverage adult mass (g)
Pair 1 (largest birds)Standard640
Pair 1 (largest birds)Protein-rich720
Pair 2 (smallest birds)Standard590
Pair 2 (smallest birds)Protein-rich665
" }, "_43ad42a3-575f-41d2-b095-c93c9f02be5b": { "title": "The Mill Flume Wheel", "html": "

The Mill Flume Wheel

At a restored grist mill, a pump keeps an elevated flume tank full of water. Water leaves the tank, runs down a sloped chute, and pours onto the paddles of a waterwheel, which turns a grindstone inside the mill. Figure 1 is a side view with three marked points. A mill guide measured the speed of the water at each marked point, shown in Table 1.

Figure 1 key: the circle marks Point P, water at the surface of the elevated tank; the square marks Point Q, water halfway down the chute; the triangle marks Point R, water at the end of the chute, just above the wheel.

Table 1. Water Speed at the Marked Points

PointSpeed of the water (meters per second)
P0.1
Q2.3
R4.2

Figure 1. Side View of the Flume and Wheel

\"Side-view

" }, "_5ad4440e-cba4-43f8-8e4d-195e5b58e583": { "title": "Bleacher Windscreen Rig", "html": "

Bleacher Windscreen Rig

A school design crew builds a mesh windscreen along the fence beside the bleachers (Figure 1).

Design brief: gusty wind shakes the bleacher area. The screen must attach to the existing fence posts, cost $150 or less, and pull on each post anchor with less than 200 N during gusts. Success target: the corner banner flaps 8 times per minute or fewer whenever the wind is between 15 and 25 km/h. The brief also lists one goal the crew has not yet made testable: \"the bleacher area should feel less gusty to fans.\"

The crew tested the screen on two weekends (Table 1), then modeled changes to the screen on a computer (Table 2).

Table 1. Windscreen Field Tests

MeasurementWeekend 1Weekend 2
Average wind speed18 km/h21 km/h
Banner flaps per minute613
Largest pull on a post anchor160 N180 N
Screen condition after the testMesh and clips undamagedMesh and clips undamaged; loose lower edge billowed in gusts

Table 2. Model Runs (screen modeled in a steady 21 km/h wind)

RunChange modeledPredicted banner flaps per minutePredicted anchor pull (N)
1Screen as tested on weekend 2, lower edge loose12175
2Same screen, lower edge pulled tight7178
3Screen one panel taller, lower edge loose10210

Figure 1. The Bleacher Windscreen

\"A

" }, "_aa34481a-9206-4a44-94fd-8f0d23f1206c": { "title": "Packing-Peanut Cling Bench", "html": "

Packing-Peanut Cling Bench

Josie unpacks boxes at a workbench. Loose foam packing peanuts lie in a small pile on the bench top. Before each trial, Josie rubs the same plastic rod with a wool cloth. She then holds the tip of the rod steady at one height above the pile and watches the peanuts for ten seconds. The rod never touches the pile during a trial. Her three trial cards are shown in Table 1. Figure 1 shows the 2 cm trial.

Table 1. Rod Height Trial Cards

TrialHeight of rod tip above the pileWhat happened
110 cmNo peanuts reacted.
25 cmTwo peanuts stood on end and leaned toward the rod.
32 cmSeven peanuts leaped up and clung to the rod.

Figure 1. The 2 cm Trial

\"Foam

" }, "_9d9617ca-d343-4637-98c6-4e33d985f1bc": { "title": "Corvo Coast Waypoint Cards", "html": "

Corvo Coast Waypoint Cards

A geology class hikes a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards.

Figure 1. The Four Waypoint Cards

\"Four

Waypoint 1: An offshore chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline.

Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted in the past century.

Waypoint 3: A roadside outcrop 300 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this type of limestone forms from material that settles on a shallow seafloor.

Waypoint 4: A rock-unit card for the dark rock that covers the volcanoes' slopes: fine-grained, with many small round holes, found as hardened sheet-like layers.

" }, "_bc4a1de7-6e12-4e9f-9fc4-afda56ac45eb": { "title": "Marching-Band Camp Readings", "html": "

Marching-Band Camp Readings

At summer marching-band camp, an athletic trainer clips a small monitor onto trumpet player Kendall for one rehearsal block. The block moves from sitting, to a warm-up march, to a fast drill, and ends with ten minutes of rest. The monitor records heart rate and breathing rate at each point, shown in Table 1. Figure 1 shows the band during the block.

Trainer’s note: same monitor used all block; Kendall reported feeling fine at every check.

Table 1. Kendall’s Monitor Readings

Point in the blockHeart rate (beats per minute)Breathing rate (breaths per minute)
Sitting, before warm-up7214
After the warm-up march10522
During the fast drill14833
After ten minutes of rest8416

Figure 1. The Band During the Block

\"A

" }, "_99e88f67-9216-4f70-ad0a-6595a170fef2": { "title": "After the Beavers Left", "html": "

After the Beavers Left

For many years, a beaver dam stretched across Alder Creek, and a shallow pond spread out behind it. Cattails and other wetland plants grew thickly around the pond's edges. Two winters ago, trappers removed every beaver from the creek. With no beavers to repair it, the dam washed out during spring high water, and the pond drained down to a narrow stream. A survey team had counted plants and birds at the pond each spring for years, and the team kept counting in the same ten plots after the pond drained. Table 1 compares the spring before the dam washed out with the second spring after. Figure 1 shows the survey area after the pond drained.

Table 1. Alder Creek Survey Counts

CountSpring before the pond drainedSecond spring after
Cattail stems per plot5811
Red-winged blackbird nests found (wetland bird)143
Great blue herons seen per visit (wetland bird)61
Field sparrows seen per visit (dry-grass bird)29

Figure 1. The Survey Area After the Pond Drained

\"A

" } }, "questions": [ { "n": 1, "item_id": "_c9585aac-a0cc-4dde-82ae-3653ab2d81d7", "type": "choice", "title": "Burner Mass Claims (Part A)", "standards": [ "MS-PS1-5" ], "prompt_html": "

Part A

Look at Table 1 and Dagny's two claim cards. Which statement correctly identifies the claim card that the results support and the reason the results support it?

", "prompt_plain": "Part A Look at Table 1 and Dagny's two claim cards. Which statement correctly identifies the claim card that the results support and the reason the results support it?", "context_html": "", "options": [ { "id": "cA1", "text": "Card 1 is supported, because the flame changed the missing fuel into heat and light, which are not forms of matter.", "plain": "Card 1 is supported, because the flame changed the missing fuel into heat and light, which are not forms of matter.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Card 1 is supported, because the reading fell while the flame burned, and a falling reading shows matter being destroyed.", "plain": "Card 1 is supported, because the reading fell while the flame burned, and a falling reading shows matter being destroyed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Card 2 is supported, because burning changed part of the fuel into gases too spread out to see, and the atoms in those gases still exist.", "plain": "Card 2 is supported, because burning changed part of the fuel into gases too spread out to see, and the atoms in those gases still exist.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Card 2 is supported, because the fuel evaporated without changing into a new substance, and evaporation keeps all matter.", "plain": "Card 2 is supported, because the fuel evaporated without changing into a new substance, and evaporation keeps all matter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e75ff420-917c-45cf-9368-09e056e03e61" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Fuel Burner Mass Log

Dagny sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. She lights the wick, records the scale reading every two minutes, and snuffs the flame out with the burner's cap right after the minute-8 reading. Table 1 shows her log.

Table 1. Open-Burner Mass Log

Time (minutes)Scale reading (g)
0 (wick lit)182
2178
4174
6170
8 (flame snuffed out)166
10166

Figure 1. The Burner on the Scale

\"A

For a check test, Dagny places an identical lit burner inside a large glass jar on the scale and quickly seals the lid. The flame goes out on its own after a short time. The sealed jar's reading is 745 g just after sealing and 745 g after the flame goes out.

Dagny writes two claim cards about the lost mass:

Card 1: The flame destroyed part of the fuel's matter. That mass no longer exists.

Card 2: Burning changed part of the fuel into invisible gases that escaped into the air. No matter was destroyed.

", "passage_plain": "Fuel Burner Mass Log Dagny sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. She lights the wick, records the scale reading every two minutes, and snuffs the flame out with the burner's cap right after the minute-8 reading. Table 1 shows her log. Table 1. Open-Burner Mass Log Time (minutes) Scale reading (g) 0 (wick lit) 182 2 178 4 174 6 170 8 (flame snuffed out) 166 10 166 Figure 1. The Burner on the Scale For a check test, Dagny places an identical lit burner inside a large glass jar on the scale and quickly seals the lid. The flame goes out on its own after a short time. The sealed jar's reading is 745 g just after sealing and 745 g after the flame goes out. Dagny writes two claim cards about the lost mass: Card 1: The flame destroyed part of the fuel's matter. That mass no longer exists. Card 2: Burning changed part of the fuel into invisible gases that escaped into the air. No matter was destroyed." }, { "n": 2, "item_id": "_f79a7f47-6274-4d14-9237-b513252d50f2", "type": "choice", "title": "Burner Mass Claims (Part B)", "standards": [ "MS-PS1-5" ], "prompt_html": "

Part B

Which results provide the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which results provide the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The steadily falling scale readings recorded in Table 1, considered by themselves.", "plain": "The steadily falling scale readings recorded in Table 1, considered by themselves.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sealed jar's matching before-and-after readings, considered by themselves.", "plain": "The sealed jar's matching before-and-after readings, considered by themselves.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The heat and light that the open burner's flame gave off while it burned.", "plain": "The heat and light that the open burner's flame gave off while it burned.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The falling readings in Table 1 together with the sealed jar's unchanged reading.", "plain": "The falling readings in Table 1 together with the sealed jar's unchanged reading.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e75ff420-917c-45cf-9368-09e056e03e61" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Fuel Burner Mass Log

Dagny sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. She lights the wick, records the scale reading every two minutes, and snuffs the flame out with the burner's cap right after the minute-8 reading. Table 1 shows her log.

Table 1. Open-Burner Mass Log

Time (minutes)Scale reading (g)
0 (wick lit)182
2178
4174
6170
8 (flame snuffed out)166
10166

Figure 1. The Burner on the Scale

\"A

For a check test, Dagny places an identical lit burner inside a large glass jar on the scale and quickly seals the lid. The flame goes out on its own after a short time. The sealed jar's reading is 745 g just after sealing and 745 g after the flame goes out.

Dagny writes two claim cards about the lost mass:

Card 1: The flame destroyed part of the fuel's matter. That mass no longer exists.

Card 2: Burning changed part of the fuel into invisible gases that escaped into the air. No matter was destroyed.

", "passage_plain": "Fuel Burner Mass Log Dagny sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. She lights the wick, records the scale reading every two minutes, and snuffs the flame out with the burner's cap right after the minute-8 reading. Table 1 shows her log. Table 1. Open-Burner Mass Log Time (minutes) Scale reading (g) 0 (wick lit) 182 2 178 4 174 6 170 8 (flame snuffed out) 166 10 166 Figure 1. The Burner on the Scale For a check test, Dagny places an identical lit burner inside a large glass jar on the scale and quickly seals the lid. The flame goes out on its own after a short time. The sealed jar's reading is 745 g just after sealing and 745 g after the flame goes out. Dagny writes two claim cards about the lost mass: Card 1: The flame destroyed part of the fuel's matter. That mass no longer exists. Card 2: Burning changed part of the fuel into invisible gases that escaped into the air. No matter was destroyed." }, { "n": 3, "item_id": "_8d146d3b-d648-482e-9449-73d6920b0ce5", "type": "choice", "title": "Fuel Burner — Reaction Evidence", "standards": [ "MS-PS1-2" ], "prompt_html": "

During the open burn, Dagny recorded more observations in her log.

Choose the TWO observations that are evidence that a chemical reaction takes place at the burner's lit wick.

", "prompt_plain": "During the open burn, Dagny recorded more observations in her log. Choose the TWO observations that are evidence that a chemical reaction takes place at the burner's lit wick.", "context_html": "", "options": [ { "id": "cA1", "text": "The fuel had a sharp smell when the burner's cap was first opened.", "plain": "The fuel had a sharp smell when the burner's cap was first opened.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A metal plate held above the flame collected a thin black coating of soot.", "plain": "A metal plate held above the flame collected a thin black coating of soot.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The level of liquid fuel inside the burner slowly dropped during the burn.", "plain": "The level of liquid fuel inside the burner slowly dropped during the burn.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The burner's metal case felt smooth and cool before the wick was lit.", "plain": "The burner's metal case felt smooth and cool before the wick was lit.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The flame gave off light and warmed the air above the burner.", "plain": "The flame gave off light and warmed the air above the burner.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e75ff420-917c-45cf-9368-09e056e03e61" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Fuel Burner Mass Log

Dagny sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. She lights the wick, records the scale reading every two minutes, and snuffs the flame out with the burner's cap right after the minute-8 reading. Table 1 shows her log.

Table 1. Open-Burner Mass Log

Time (minutes)Scale reading (g)
0 (wick lit)182
2178
4174
6170
8 (flame snuffed out)166
10166

Figure 1. The Burner on the Scale

\"A

For a check test, Dagny places an identical lit burner inside a large glass jar on the scale and quickly seals the lid. The flame goes out on its own after a short time. The sealed jar's reading is 745 g just after sealing and 745 g after the flame goes out.

Dagny writes two claim cards about the lost mass:

Card 1: The flame destroyed part of the fuel's matter. That mass no longer exists.

Card 2: Burning changed part of the fuel into invisible gases that escaped into the air. No matter was destroyed.

", "passage_plain": "Fuel Burner Mass Log Dagny sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. She lights the wick, records the scale reading every two minutes, and snuffs the flame out with the burner's cap right after the minute-8 reading. Table 1 shows her log. Table 1. Open-Burner Mass Log Time (minutes) Scale reading (g) 0 (wick lit) 182 2 178 4 174 6 170 8 (flame snuffed out) 166 10 166 Figure 1. The Burner on the Scale For a check test, Dagny places an identical lit burner inside a large glass jar on the scale and quickly seals the lid. The flame goes out on its own after a short time. The sealed jar's reading is 745 g just after sealing and 745 g after the flame goes out. Dagny writes two claim cards about the lost mass: Card 1: The flame destroyed part of the fuel's matter. That mass no longer exists. Card 2: Burning changed part of the fuel into invisible gases that escaped into the air. No matter was destroyed." }, { "n": 4, "item_id": "_7209f72b-61e9-4bdc-9947-52f0146500a2", "type": "choice", "title": "Campfire Embers — Dirt Cover", "standards": [ "MS-PS1-2" ], "prompt_html": "

A campground safety card tells campers how to put out a campfire when no water is available: shovel a thick layer of dry dirt over the glowing embers until none of them can be seen. Embers left uncovered can keep glowing for hours.

\"A

Which statement best explains why covering the embers with dirt stops them from burning?

", "prompt_plain": "A campground safety card tells campers how to put out a campfire when no water is available: shovel a thick layer of dry dirt over the glowing embers until none of them can be seen. Embers left uncovered can keep glowing for hours. Which statement best explains why covering the embers with dirt stops them from burning?", "context_html": "", "options": [ { "id": "cA1", "text": "The dirt keeps oxygen in the air from reaching the embers, cutting off one reactant the burning needs.", "plain": "The dirt keeps oxygen in the air from reaching the embers, cutting off one reactant the burning needs.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The dirt reacts with the glowing embers and uses up the wood before the fire can finish burning it.", "plain": "The dirt reacts with the glowing embers and uses up the wood before the fire can finish burning it.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The dirt soaks up the embers' heat and light and stores that energy deep inside its grains.", "plain": "The dirt soaks up the embers' heat and light and stores that energy deep inside its grains.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The dirt presses the embers together so tightly that the leftover wood becomes too hard to burn.", "plain": "The dirt presses the embers together so tightly that the leftover wood becomes too hard to burn.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-31/images/slot04.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_84e2f5d2-f342-41d6-8d54-818db4849475", "type": "text-entry", "title": "Sealed Reaction — Product Mass", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A reaction card in a chemistry kit describes what happens inside a sealed, rigid container: 40 g of substance A reacts completely with 70 g of substance B, and the only product is substance C. The card is printed below. Because the container stays sealed, the reaction happens in a closed system - no matter can enter or leave.

substance A (40 g) + substance B (70 g) → substance C (? g)

What is the mass, in grams, of substance C in the container after the reaction is complete?

Give your answer as a whole number (e.g., 35).

Mass of substance C in grams:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "110" ] }, "n_options": 0 }, { "n": 6, "item_id": "_67838dc8-5be4-492a-89ed-0f1c447b5ce2", "type": "choice", "title": "Bantam Cross — Parent Genotypes", "standards": [ "MS-LS3-2" ], "prompt_html": "

Look at Table 1. In Cross 1, both parents are barred, yet 6 of their 17 chicks are solid. Which pair of parent genotypes explains the results of Cross 1?

", "prompt_plain": "Look at Table 1. In Cross 1, both parents are barred, yet 6 of their 17 chicks are solid. Which pair of parent genotypes explains the results of Cross 1?", "context_html": "", "options": [ { "id": "cA1", "text": "BB × BB", "plain": "BB × BB", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "BB × Bb", "plain": "BB × Bb", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Bb × Bb", "plain": "Bb × Bb", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Bb × bb", "plain": "Bb × bb", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b27f4bdc-b35a-45d6-9754-3022db79734c" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Barred Bantam Chick Tallies

Benita raises one line of bantam chickens - a naturally small type of chicken. In this line, the barred feather pattern (B) is dominant, and the solid feather pattern (b) is recessive. Figure 1 shows the two patterns. Benita's coop log lists two crosses and the chicks each cross produced, shown in Table 1.

Figure 1. The Two Feather Patterns

\"Two

Table 1. Coop-Log Cross Tallies

CrossParentsBarred chicksSolid chicks
1barred female × barred male116
2barred female × solid male98

Benita also ran a feed trial. She took chicks from two parent pairs in the line - Pair 1, two of the line's largest birds, and Pair 2, two of the line's smallest - and raised all the chicks under identical conditions except for feed type. Table 2 shows each group's average adult mass.

Table 2. Feed-Trial Results

Chicks' parentsFeed typeAverage adult mass (g)
Pair 1 (largest birds)Standard640
Pair 1 (largest birds)Protein-rich720
Pair 2 (smallest birds)Standard590
Pair 2 (smallest birds)Protein-rich665
", "passage_plain": "Barred Bantam Chick Tallies Benita raises one line of bantam chickens - a naturally small type of chicken. In this line, the barred feather pattern (B) is dominant, and the solid feather pattern (b) is recessive. Figure 1 shows the two patterns. Benita's coop log lists two crosses and the chicks each cross produced, shown in Table 1. Figure 1. The Two Feather Patterns Table 1. Coop-Log Cross Tallies Cross Parents Barred chicks Solid chicks 1 barred female × barred male 11 6 2 barred female × solid male 9 8 Benita also ran a feed trial. She took chicks from two parent pairs in the line - Pair 1, two of the line's largest birds, and Pair 2, two of the line's smallest - and raised all the chicks under identical conditions except for feed type. Table 2 shows each group's average adult mass. Table 2. Feed-Trial Results Chicks' parents Feed type Average adult mass (g) Pair 1 (largest birds) Standard 640 Pair 1 (largest birds) Protein-rich 720 Pair 2 (smallest birds) Standard 590 Pair 2 (smallest birds) Protein-rich 665" }, { "n": 7, "item_id": "_99e581d1-9a03-480b-a563-90b7d8cec01e", "type": "choice", "title": "Bantam Chicks — Ratio vs Tally", "standards": [ "MS-LS3-2" ], "prompt_html": "

For a different pair of bantams from the same line, a 2×2 Punnett square predicts that about 3 of every 4 chicks will be barred. The pair's first group of 12 chicks includes only 6 barred chicks.

Which statement best explains the difference?

", "prompt_plain": "For a different pair of bantams from the same line, a 2×2 Punnett square predicts that about 3 of every 4 chicks will be barred. The pair's first group of 12 chicks includes only 6 barred chicks. Which statement best explains the difference?", "context_html": "", "options": [ { "id": "cA1", "text": "The Punnett square for this pair must contain an error, because a correct square matches the chicks that actually hatch.", "plain": "The Punnett square for this pair must contain an error, because a correct square matches the chicks that actually hatch.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each chick's pattern is a separate chance event, so a small group of chicks often differs from the predicted ratio.", "plain": "Each chick's pattern is a separate chance event, so a small group of chicks often differs from the predicted ratio.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The solid allele grew stronger than the barred allele partway through the cross, so extra solid chicks hatched.", "plain": "The solid allele grew stronger than the barred allele partway through the cross, so extra solid chicks hatched.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The parents ran out of barred alleles after the first several eggs, so the later chicks had to be solid.", "plain": "The parents ran out of barred alleles after the first several eggs, so the later chicks had to be solid.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b27f4bdc-b35a-45d6-9754-3022db79734c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Barred Bantam Chick Tallies

Benita raises one line of bantam chickens - a naturally small type of chicken. In this line, the barred feather pattern (B) is dominant, and the solid feather pattern (b) is recessive. Figure 1 shows the two patterns. Benita's coop log lists two crosses and the chicks each cross produced, shown in Table 1.

Figure 1. The Two Feather Patterns

\"Two

Table 1. Coop-Log Cross Tallies

CrossParentsBarred chicksSolid chicks
1barred female × barred male116
2barred female × solid male98

Benita also ran a feed trial. She took chicks from two parent pairs in the line - Pair 1, two of the line's largest birds, and Pair 2, two of the line's smallest - and raised all the chicks under identical conditions except for feed type. Table 2 shows each group's average adult mass.

Table 2. Feed-Trial Results

Chicks' parentsFeed typeAverage adult mass (g)
Pair 1 (largest birds)Standard640
Pair 1 (largest birds)Protein-rich720
Pair 2 (smallest birds)Standard590
Pair 2 (smallest birds)Protein-rich665
", "passage_plain": "Barred Bantam Chick Tallies Benita raises one line of bantam chickens - a naturally small type of chicken. In this line, the barred feather pattern (B) is dominant, and the solid feather pattern (b) is recessive. Figure 1 shows the two patterns. Benita's coop log lists two crosses and the chicks each cross produced, shown in Table 1. Figure 1. The Two Feather Patterns Table 1. Coop-Log Cross Tallies Cross Parents Barred chicks Solid chicks 1 barred female × barred male 11 6 2 barred female × solid male 9 8 Benita also ran a feed trial. She took chicks from two parent pairs in the line - Pair 1, two of the line's largest birds, and Pair 2, two of the line's smallest - and raised all the chicks under identical conditions except for feed type. Table 2 shows each group's average adult mass. Table 2. Feed-Trial Results Chicks' parents Feed type Average adult mass (g) Pair 1 (largest birds) Standard 640 Pair 1 (largest birds) Protein-rich 720 Pair 2 (smallest birds) Standard 590 Pair 2 (smallest birds) Protein-rich 665" }, { "n": 8, "item_id": "_143fd43d-aba6-439c-ad22-fc12e4615a29", "type": "choice", "title": "Bantam Feed Trial — Conclusions", "standards": [ "MS-LS1-5" ], "prompt_html": "

Look at Table 2. Choose the TWO statements that the feed-trial results support.

", "prompt_plain": "Look at Table 2. Choose the TWO statements that the feed-trial results support.", "context_html": "", "options": [ { "id": "cA1", "text": "Inherited differences mattered: on the same feed, Pair 1 chicks grew to a larger average adult mass than Pair 2 chicks.", "plain": "Inherited differences mattered: on the same feed, Pair 1 chicks grew to a larger average adult mass than Pair 2 chicks.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The feed rewrote genes: the protein-rich feed changed the chicks' growth genes into versions that build larger adult bodies.", "plain": "The feed rewrote genes: the protein-rich feed changed the chicks' growth genes into versions that build larger adult bodies.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Feed set the pattern: the adult-mass differences can be explained by feed type without considering which parent pair produced each group.", "plain": "Feed set the pattern: the adult-mass differences can be explained by feed type without considering which parent pair produced each group.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Food supply mattered: chicks from each parent pair grew to a larger average adult mass on protein-rich feed than on standard feed.", "plain": "Food supply mattered: chicks from each parent pair grew to a larger average adult mass on protein-rich feed than on standard feed.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Feather pattern mattered: chicks that hatched with the barred pattern grew to a larger average adult mass than solid-pattern chicks.", "plain": "Feather pattern mattered: chicks that hatched with the barred pattern grew to a larger average adult mass than solid-pattern chicks.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b27f4bdc-b35a-45d6-9754-3022db79734c" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5, "passage_html": "

Barred Bantam Chick Tallies

Benita raises one line of bantam chickens - a naturally small type of chicken. In this line, the barred feather pattern (B) is dominant, and the solid feather pattern (b) is recessive. Figure 1 shows the two patterns. Benita's coop log lists two crosses and the chicks each cross produced, shown in Table 1.

Figure 1. The Two Feather Patterns

\"Two

Table 1. Coop-Log Cross Tallies

CrossParentsBarred chicksSolid chicks
1barred female × barred male116
2barred female × solid male98

Benita also ran a feed trial. She took chicks from two parent pairs in the line - Pair 1, two of the line's largest birds, and Pair 2, two of the line's smallest - and raised all the chicks under identical conditions except for feed type. Table 2 shows each group's average adult mass.

Table 2. Feed-Trial Results

Chicks' parentsFeed typeAverage adult mass (g)
Pair 1 (largest birds)Standard640
Pair 1 (largest birds)Protein-rich720
Pair 2 (smallest birds)Standard590
Pair 2 (smallest birds)Protein-rich665
", "passage_plain": "Barred Bantam Chick Tallies Benita raises one line of bantam chickens - a naturally small type of chicken. In this line, the barred feather pattern (B) is dominant, and the solid feather pattern (b) is recessive. Figure 1 shows the two patterns. Benita's coop log lists two crosses and the chicks each cross produced, shown in Table 1. Figure 1. The Two Feather Patterns Table 1. Coop-Log Cross Tallies Cross Parents Barred chicks Solid chicks 1 barred female × barred male 11 6 2 barred female × solid male 9 8 Benita also ran a feed trial. She took chicks from two parent pairs in the line - Pair 1, two of the line's largest birds, and Pair 2, two of the line's smallest - and raised all the chicks under identical conditions except for feed type. Table 2 shows each group's average adult mass. Table 2. Feed-Trial Results Chicks' parents Feed type Average adult mass (g) Pair 1 (largest birds) Standard 640 Pair 1 (largest birds) Protein-rich 720 Pair 2 (smallest birds) Standard 590 Pair 2 (smallest birds) Protein-rich 665" }, { "n": 9, "item_id": "_733b0200-aa61-42c9-a080-3a4b7373d860", "type": "choice", "title": "Corvo Coast — Boundary Type", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Look at the Waypoint 1 and Waypoint 2 cards. Which statement best classifies the plate boundary along the Corvo coast?

", "prompt_plain": "Look at the Waypoint 1 and Waypoint 2 cards. Which statement best classifies the plate boundary along the Corvo coast?", "context_html": "", "options": [ { "id": "cA1", "text": "The coast lies along a convergent plate boundary.", "plain": "The coast lies along a convergent plate boundary.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The coast lies along a divergent plate boundary.", "plain": "The coast lies along a divergent plate boundary.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The coast lies along a transform plate boundary.", "plain": "The coast lies along a transform plate boundary.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The coast does not lie along a plate boundary.", "plain": "The coast does not lie along a plate boundary.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9d9617ca-d343-4637-98c6-4e33d985f1bc" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Corvo Coast Waypoint Cards

A geology class hikes a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards.

Figure 1. The Four Waypoint Cards

\"Four

Waypoint 1: An offshore chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline.

Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted in the past century.

Waypoint 3: A roadside outcrop 300 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this type of limestone forms from material that settles on a shallow seafloor.

Waypoint 4: A rock-unit card for the dark rock that covers the volcanoes' slopes: fine-grained, with many small round holes, found as hardened sheet-like layers.

", "passage_plain": "Corvo Coast Waypoint Cards A geology class hikes a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards. Figure 1. The Four Waypoint Cards Waypoint 1: An offshore chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline. Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted in the past century. Waypoint 3: A roadside outcrop 300 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this type of limestone forms from material that settles on a shallow seafloor. Waypoint 4: A rock-unit card for the dark rock that covers the volcanoes' slopes: fine-grained, with many small round holes, found as hardened sheet-like layers." }, { "n": 10, "item_id": "_fe6bd938-4ec3-4562-b541-d8198e49db1f", "type": "choice", "title": "Corvo Cards — Rock Evidence", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Look at the Waypoint 3 and Waypoint 4 cards. Choose the TWO statements that the cards' observations support.

", "prompt_plain": "Look at the Waypoint 3 and Waypoint 4 cards. Choose the TWO statements that the cards' observations support.", "context_html": "", "options": [ { "id": "cA1", "text": "The limestone formed at its present elevation, with its tight folds produced as sediment settled on the shallow seafloor.", "plain": "The limestone formed at its present elevation, with its tight folds produced as sediment settled on the shallow seafloor.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The dark rock formed when loose sand grains were pressed and cemented together over a very long time.", "plain": "The dark rock formed when loose sand grains were pressed and cemented together over a very long time.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The dark, fine-grained rock hardened from molten material that cooled quickly at the surface.", "plain": "The dark, fine-grained rock hardened from molten material that cooled quickly at the surface.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The fossil seashells slipped into cracks in the limestone long after the rock had formed and hardened.", "plain": "The fossil seashells slipped into cracks in the limestone long after the rock had formed and hardened.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The limestone's high, folded setting shows that large-scale changes reshaped the crust after the rock formed.", "plain": "The limestone's high, folded setting shows that large-scale changes reshaped the crust after the rock formed.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9d9617ca-d343-4637-98c6-4e33d985f1bc" ], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5, "passage_html": "

Corvo Coast Waypoint Cards

A geology class hikes a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards.

Figure 1. The Four Waypoint Cards

\"Four

Waypoint 1: An offshore chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline.

Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted in the past century.

Waypoint 3: A roadside outcrop 300 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this type of limestone forms from material that settles on a shallow seafloor.

Waypoint 4: A rock-unit card for the dark rock that covers the volcanoes' slopes: fine-grained, with many small round holes, found as hardened sheet-like layers.

", "passage_plain": "Corvo Coast Waypoint Cards A geology class hikes a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards. Figure 1. The Four Waypoint Cards Waypoint 1: An offshore chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline. Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted in the past century. Waypoint 3: A roadside outcrop 300 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this type of limestone forms from material that settles on a shallow seafloor. Waypoint 4: A rock-unit card for the dark rock that covers the volcanoes' slopes: fine-grained, with many small round holes, found as hardened sheet-like layers." }, { "n": 11, "item_id": "_57ff5018-b479-434c-bc7a-27be3341a426", "type": "choice", "title": "Folded Limestone in the Range", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Look at the waypoint card for the folded limestone outcrop high in the coastal range.

Which sequence of events best explains how folded layers of seafloor limestone ended up there?

", "prompt_plain": "Look at the waypoint card for the folded limestone outcrop high in the coastal range. Which sequence of events best explains how folded layers of seafloor limestone ended up there?", "context_html": "", "options": [ { "id": "cA11", "text": "The ocean once rose over the peaks, limestone settled onto them from the seawater, and the layers folded as the water drained away.", "plain": "The ocean once rose over the peaks, limestone settled onto them from the seawater, and the layers folded as the water drained away.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Lava flows cooled into limestone on the mountainside, and the layers wrinkled into folds as the rock hardened and shrank.", "plain": "Lava flows cooled into limestone on the mountainside, and the layers wrinkled into folds as the rock hardened and shrank.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "Sediment hardened into limestone on the seafloor, colliding plates slowly squeezed the layers into folds, and the crust rose into a range.", "plain": "Sediment hardened into limestone on the seafloor, colliding plates slowly squeezed the layers into folds, and the crust rose into a range.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "One strong earthquake snapped flat limestone layers into folds and lifted the whole range during a single event.", "plain": "One strong earthquake snapped flat limestone layers into folds and lifted the whole range during a single event.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9d9617ca-d343-4637-98c6-4e33d985f1bc" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Corvo Coast Waypoint Cards

A geology class hikes a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards.

Figure 1. The Four Waypoint Cards

\"Four

Waypoint 1: An offshore chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline.

Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted in the past century.

Waypoint 3: A roadside outcrop 300 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this type of limestone forms from material that settles on a shallow seafloor.

Waypoint 4: A rock-unit card for the dark rock that covers the volcanoes' slopes: fine-grained, with many small round holes, found as hardened sheet-like layers.

", "passage_plain": "Corvo Coast Waypoint Cards A geology class hikes a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards. Figure 1. The Four Waypoint Cards Waypoint 1: An offshore chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline. Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted in the past century. Waypoint 3: A roadside outcrop 300 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this type of limestone forms from material that settles on a shallow seafloor. Waypoint 4: A rock-unit card for the dark rock that covers the volcanoes' slopes: fine-grained, with many small round holes, found as hardened sheet-like layers." }, { "n": 12, "item_id": "_08cfd771-f069-495c-bdcb-376884b18139", "type": "choice", "title": "Packing-Peanut Cling Bench — Part A", "standards": [ "MS-PS2-5" ], "prompt_html": "

Part A

Look at Table 1. Which claim do Josie’s trial cards support?

", "prompt_plain": "Part A Look at Table 1. Which claim do Josie’s trial cards support?", "context_html": "", "options": [ { "id": "cA12", "text": "The moving rod stirred up air currents, and the moving air pushed the peanuts toward the rod.", "plain": "The moving rod stirred up air currents, and the moving air pushed the peanuts toward the rod.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "The charged rod pulled on the peanuts through the electric field around it, before any contact.", "plain": "The charged rod pulled on the peanuts through the electric field around it, before any contact.", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "Rubbing turned the rod into a magnet, and its magnetic field pulled on the foam peanuts.", "plain": "Rubbing turned the rod into a magnet, and its magnetic field pulled on the foam peanuts.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "The rod had to touch each peanut, because a force needs contact to make an object move.", "plain": "The rod had to touch each peanut, because a force needs contact to make an object move.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_aa34481a-9206-4a44-94fd-8f0d23f1206c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB12" ] }, "n_options": 4, "passage_html": "

Packing-Peanut Cling Bench

Josie unpacks boxes at a workbench. Loose foam packing peanuts lie in a small pile on the bench top. Before each trial, Josie rubs the same plastic rod with a wool cloth. She then holds the tip of the rod steady at one height above the pile and watches the peanuts for ten seconds. The rod never touches the pile during a trial. Her three trial cards are shown in Table 1. Figure 1 shows the 2 cm trial.

Table 1. Rod Height Trial Cards

TrialHeight of rod tip above the pileWhat happened
110 cmNo peanuts reacted.
25 cmTwo peanuts stood on end and leaned toward the rod.
32 cmSeven peanuts leaped up and clung to the rod.

Figure 1. The 2 cm Trial

\"Foam

", "passage_plain": "Packing-Peanut Cling Bench Josie unpacks boxes at a workbench. Loose foam packing peanuts lie in a small pile on the bench top. Before each trial, Josie rubs the same plastic rod with a wool cloth. She then holds the tip of the rod steady at one height above the pile and watches the peanuts for ten seconds. The rod never touches the pile during a trial. Her three trial cards are shown in Table 1. Figure 1 shows the 2 cm trial. Table 1. Rod Height Trial Cards Trial Height of rod tip above the pile What happened 1 10 cm No peanuts reacted. 2 5 cm Two peanuts stood on end and leaned toward the rod. 3 2 cm Seven peanuts leaped up and clung to the rod. Figure 1. The 2 cm Trial" }, { "n": 13, "item_id": "_7b3cca6a-e567-4b3e-96ee-fc5d3c1de567", "type": "choice", "title": "Packing-Peanut Cling Bench — Part B", "standards": [ "MS-PS2-5" ], "prompt_html": "

Part B

Which statement about the trials gives the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which statement about the trials gives the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA13", "text": "Before every one of the three trials, Josie rubbed the same plastic rod with a wool cloth.", "plain": "Before every one of the three trials, Josie rubbed the same plastic rod with a wool cloth.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Josie held the rod steady and watched the peanut pile for ten full seconds during every trial.", "plain": "Josie held the rod steady and watched the peanut pile for ten full seconds during every trial.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "In the 2 cm trial, seven peanuts leaped up from the pile and clung to the rod.", "plain": "In the 2 cm trial, seven peanuts leaped up from the pile and clung to the rod.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "The never-touching rod caused no reaction at 10 cm, leaning at 5 cm, and leaping at 2 cm.", "plain": "The never-touching rod caused no reaction at 10 cm, leaning at 5 cm, and leaping at 2 cm.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_aa34481a-9206-4a44-94fd-8f0d23f1206c" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD13" ] }, "n_options": 4, "passage_html": "

Packing-Peanut Cling Bench

Josie unpacks boxes at a workbench. Loose foam packing peanuts lie in a small pile on the bench top. Before each trial, Josie rubs the same plastic rod with a wool cloth. She then holds the tip of the rod steady at one height above the pile and watches the peanuts for ten seconds. The rod never touches the pile during a trial. Her three trial cards are shown in Table 1. Figure 1 shows the 2 cm trial.

Table 1. Rod Height Trial Cards

TrialHeight of rod tip above the pileWhat happened
110 cmNo peanuts reacted.
25 cmTwo peanuts stood on end and leaned toward the rod.
32 cmSeven peanuts leaped up and clung to the rod.

Figure 1. The 2 cm Trial

\"Foam

", "passage_plain": "Packing-Peanut Cling Bench Josie unpacks boxes at a workbench. Loose foam packing peanuts lie in a small pile on the bench top. Before each trial, Josie rubs the same plastic rod with a wool cloth. She then holds the tip of the rod steady at one height above the pile and watches the peanuts for ten seconds. The rod never touches the pile during a trial. Her three trial cards are shown in Table 1. Figure 1 shows the 2 cm trial. Table 1. Rod Height Trial Cards Trial Height of rod tip above the pile What happened 1 10 cm No peanuts reacted. 2 5 cm Two peanuts stood on end and leaned toward the rod. 3 2 cm Seven peanuts leaped up and clung to the rod. Figure 1. The 2 cm Trial" }, { "n": 14, "item_id": "_ae1de0f7-85d9-4589-8d80-ddcced9dd1df", "type": "choice", "title": "Marching-Band Camp Readings — Part A", "standards": [ "MS-LS1-3" ], "prompt_html": "

Part A

Look at Table 1. Which claim about Kendall’s body systems do the readings support?

", "prompt_plain": "Part A Look at Table 1. Which claim about Kendall’s body systems do the readings support?", "context_html": "", "options": [ { "id": "cA14", "text": "Kendall’s circulatory and respiratory systems responded together as the working muscles’ needs changed.", "plain": "Kendall’s circulatory and respiratory systems responded together as the working muscles’ needs changed.", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "Kendall’s respiratory system worked only while the circulatory system rested, taking turns during the block.", "plain": "Kendall’s respiratory system worked only while the circulatory system rested, taking turns during the block.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "Kendall’s heart sped up to warm the body while the lungs sped up to cool it back down.", "plain": "Kendall’s heart sped up to warm the body while the lungs sped up to cool it back down.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "Kendall’s readings rose because marching jostled the heart and lungs, not because muscles needed anything.", "plain": "Kendall’s readings rose because marching jostled the heart and lungs, not because muscles needed anything.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bc4a1de7-6e12-4e9f-9fc4-afda56ac45eb" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA14" ] }, "n_options": 4, "passage_html": "

Marching-Band Camp Readings

At summer marching-band camp, an athletic trainer clips a small monitor onto trumpet player Kendall for one rehearsal block. The block moves from sitting, to a warm-up march, to a fast drill, and ends with ten minutes of rest. The monitor records heart rate and breathing rate at each point, shown in Table 1. Figure 1 shows the band during the block.

Trainer’s note: same monitor used all block; Kendall reported feeling fine at every check.

Table 1. Kendall’s Monitor Readings

Point in the blockHeart rate (beats per minute)Breathing rate (breaths per minute)
Sitting, before warm-up7214
After the warm-up march10522
During the fast drill14833
After ten minutes of rest8416

Figure 1. The Band During the Block

\"A

", "passage_plain": "Marching-Band Camp Readings At summer marching-band camp, an athletic trainer clips a small monitor onto trumpet player Kendall for one rehearsal block. The block moves from sitting, to a warm-up march, to a fast drill, and ends with ten minutes of rest. The monitor records heart rate and breathing rate at each point, shown in Table 1. Figure 1 shows the band during the block. Trainer’s note: same monitor used all block; Kendall reported feeling fine at every check. Table 1. Kendall’s Monitor Readings Point in the block Heart rate (beats per minute) Breathing rate (breaths per minute) Sitting, before warm-up 72 14 After the warm-up march 105 22 During the fast drill 148 33 After ten minutes of rest 84 16 Figure 1. The Band During the Block" }, { "n": 15, "item_id": "_f89bc0cd-913c-403f-a849-1cb523ef1d53", "type": "choice", "title": "Marching-Band Camp Readings — Part B", "standards": [ "MS-LS1-3" ], "prompt_html": "

Part B

Which comparison of the readings is the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which comparison of the readings is the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA15", "text": "Kendall’s heart rate stayed a bigger number than the breathing rate at every point in the block.", "plain": "Kendall’s heart rate stayed a bigger number than the breathing rate at every point in the block.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "Kendall’s breathing rate dropped during the fast drill while the heart rate climbed.", "plain": "Kendall’s breathing rate dropped during the fast drill while the heart rate climbed.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Kendall’s heart rate and breathing rate climbed from sitting through the fast drill and fell again after rest.", "plain": "Kendall’s heart rate and breathing rate climbed from sitting through the fast drill and fell again after rest.", "correct": true, "kind": "choice" }, { "id": "cD15", "text": "Kendall’s heart rate returned to exactly its sitting value after ten minutes of rest.", "plain": "Kendall’s heart rate returned to exactly its sitting value after ten minutes of rest.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bc4a1de7-6e12-4e9f-9fc4-afda56ac45eb" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC15" ] }, "n_options": 4, "passage_html": "

Marching-Band Camp Readings

At summer marching-band camp, an athletic trainer clips a small monitor onto trumpet player Kendall for one rehearsal block. The block moves from sitting, to a warm-up march, to a fast drill, and ends with ten minutes of rest. The monitor records heart rate and breathing rate at each point, shown in Table 1. Figure 1 shows the band during the block.

Trainer’s note: same monitor used all block; Kendall reported feeling fine at every check.

Table 1. Kendall’s Monitor Readings

Point in the blockHeart rate (beats per minute)Breathing rate (breaths per minute)
Sitting, before warm-up7214
After the warm-up march10522
During the fast drill14833
After ten minutes of rest8416

Figure 1. The Band During the Block

\"A

", "passage_plain": "Marching-Band Camp Readings At summer marching-band camp, an athletic trainer clips a small monitor onto trumpet player Kendall for one rehearsal block. The block moves from sitting, to a warm-up march, to a fast drill, and ends with ten minutes of rest. The monitor records heart rate and breathing rate at each point, shown in Table 1. Figure 1 shows the band during the block. Trainer’s note: same monitor used all block; Kendall reported feeling fine at every check. Table 1. Kendall’s Monitor Readings Point in the block Heart rate (beats per minute) Breathing rate (breaths per minute) Sitting, before warm-up 72 14 After the warm-up march 105 22 During the fast drill 148 33 After ten minutes of rest 84 16 Figure 1. The Band During the Block" }, { "n": 16, "item_id": "_c02e3b71-b93a-4a9d-a92c-22f5f506a037", "type": "choice", "title": "Bleacher Windscreen — Testable Goal", "standards": [ "MS-ETS1-1" ], "prompt_html": "

The design brief lists one goal the crew has not yet made testable: \"the bleacher area should feel less gusty to fans.\"

Which added statement would give the crew a testable criterion for this goal?

", "prompt_plain": "The design brief lists one goal the crew has not yet made testable: \"the bleacher area should feel less gusty to fans.\" Which added statement would give the crew a testable criterion for this goal?", "context_html": "", "options": [ { "id": "cA16", "text": "Fans in the bleachers should say the wind feels much more comfortable after the screen goes up.", "plain": "Fans in the bleachers should say the wind feels much more comfortable after the screen goes up.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "The screen should block as much of the wind as possible along the whole thirty-meter fence line.", "plain": "The screen should block as much of the wind as possible along the whole thirty-meter fence line.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "The crew should watch the bleacher area carefully during three windy afternoons after installing the screen.", "plain": "The crew should watch the bleacher area carefully during three windy afternoons after installing the screen.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "A ribbon at mid-bleacher height should flap at most 10 times per minute in 15 to 25 km/h wind.", "plain": "A ribbon at mid-bleacher height should flap at most 10 times per minute in 15 to 25 km/h wind.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5ad4440e-cba4-43f8-8e4d-195e5b58e583" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD16" ] }, "n_options": 4, "passage_html": "

Bleacher Windscreen Rig

A school design crew builds a mesh windscreen along the fence beside the bleachers (Figure 1).

Design brief: gusty wind shakes the bleacher area. The screen must attach to the existing fence posts, cost $150 or less, and pull on each post anchor with less than 200 N during gusts. Success target: the corner banner flaps 8 times per minute or fewer whenever the wind is between 15 and 25 km/h. The brief also lists one goal the crew has not yet made testable: \"the bleacher area should feel less gusty to fans.\"

The crew tested the screen on two weekends (Table 1), then modeled changes to the screen on a computer (Table 2).

Table 1. Windscreen Field Tests

MeasurementWeekend 1Weekend 2
Average wind speed18 km/h21 km/h
Banner flaps per minute613
Largest pull on a post anchor160 N180 N
Screen condition after the testMesh and clips undamagedMesh and clips undamaged; loose lower edge billowed in gusts

Table 2. Model Runs (screen modeled in a steady 21 km/h wind)

RunChange modeledPredicted banner flaps per minutePredicted anchor pull (N)
1Screen as tested on weekend 2, lower edge loose12175
2Same screen, lower edge pulled tight7178
3Screen one panel taller, lower edge loose10210

Figure 1. The Bleacher Windscreen

\"A

", "passage_plain": "Bleacher Windscreen Rig A school design crew builds a mesh windscreen along the fence beside the bleachers (Figure 1). Design brief: gusty wind shakes the bleacher area. The screen must attach to the existing fence posts, cost $150 or less, and pull on each post anchor with less than 200 N during gusts. Success target: the corner banner flaps 8 times per minute or fewer whenever the wind is between 15 and 25 km/h. The brief also lists one goal the crew has not yet made testable: \"the bleacher area should feel less gusty to fans.\" The crew tested the screen on two weekends (Table 1), then modeled changes to the screen on a computer (Table 2). Table 1. Windscreen Field Tests Measurement Weekend 1 Weekend 2 Average wind speed 18 km/h 21 km/h Banner flaps per minute 6 13 Largest pull on a post anchor 160 N 180 N Screen condition after the test Mesh and clips undamaged Mesh and clips undamaged; loose lower edge billowed in gusts Table 2. Model Runs (screen modeled in a steady 21 km/h wind) Run Change modeled Predicted banner flaps per minute Predicted anchor pull (N) 1 Screen as tested on weekend 2, lower edge loose 12 175 2 Same screen, lower edge pulled tight 7 178 3 Screen one panel taller, lower edge loose 10 210 Figure 1. The Bleacher Windscreen" }, { "n": 17, "item_id": "_c6ebbfd7-ed91-4dbc-b9ac-464d0aa29bd7", "type": "choice", "title": "Bleacher Windscreen — Weekend-2 Result", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Table 1 and the design brief. Which statement correctly classifies the windscreen’s weekend-2 result?

", "prompt_plain": "Look at Table 1 and the design brief. Which statement correctly classifies the windscreen’s weekend-2 result?", "context_html": "", "options": [ { "id": "cA17", "text": "The screen reached a failure point, because the lower edge billowed during the strongest gusts.", "plain": "The screen reached a failure point, because the lower edge billowed during the strongest gusts.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "The screen underperformed, because the banner flapped more often than the target allows.", "plain": "The screen underperformed, because the banner flapped more often than the target allows.", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "The screen violated the anchor constraint, because a 180 N pull is close to the 200 N limit.", "plain": "The screen violated the anchor constraint, because a 180 N pull is close to the 200 N limit.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "The screen met every requirement, because it stayed attached to the fence posts for the whole test.", "plain": "The screen met every requirement, because it stayed attached to the fence posts for the whole test.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5ad4440e-cba4-43f8-8e4d-195e5b58e583" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB17" ] }, "n_options": 4, "passage_html": "

Bleacher Windscreen Rig

A school design crew builds a mesh windscreen along the fence beside the bleachers (Figure 1).

Design brief: gusty wind shakes the bleacher area. The screen must attach to the existing fence posts, cost $150 or less, and pull on each post anchor with less than 200 N during gusts. Success target: the corner banner flaps 8 times per minute or fewer whenever the wind is between 15 and 25 km/h. The brief also lists one goal the crew has not yet made testable: \"the bleacher area should feel less gusty to fans.\"

The crew tested the screen on two weekends (Table 1), then modeled changes to the screen on a computer (Table 2).

Table 1. Windscreen Field Tests

MeasurementWeekend 1Weekend 2
Average wind speed18 km/h21 km/h
Banner flaps per minute613
Largest pull on a post anchor160 N180 N
Screen condition after the testMesh and clips undamagedMesh and clips undamaged; loose lower edge billowed in gusts

Table 2. Model Runs (screen modeled in a steady 21 km/h wind)

RunChange modeledPredicted banner flaps per minutePredicted anchor pull (N)
1Screen as tested on weekend 2, lower edge loose12175
2Same screen, lower edge pulled tight7178
3Screen one panel taller, lower edge loose10210

Figure 1. The Bleacher Windscreen

\"A

", "passage_plain": "Bleacher Windscreen Rig A school design crew builds a mesh windscreen along the fence beside the bleachers (Figure 1). Design brief: gusty wind shakes the bleacher area. The screen must attach to the existing fence posts, cost $150 or less, and pull on each post anchor with less than 200 N during gusts. Success target: the corner banner flaps 8 times per minute or fewer whenever the wind is between 15 and 25 km/h. The brief also lists one goal the crew has not yet made testable: \"the bleacher area should feel less gusty to fans.\" The crew tested the screen on two weekends (Table 1), then modeled changes to the screen on a computer (Table 2). Table 1. Windscreen Field Tests Measurement Weekend 1 Weekend 2 Average wind speed 18 km/h 21 km/h Banner flaps per minute 6 13 Largest pull on a post anchor 160 N 180 N Screen condition after the test Mesh and clips undamaged Mesh and clips undamaged; loose lower edge billowed in gusts Table 2. Model Runs (screen modeled in a steady 21 km/h wind) Run Change modeled Predicted banner flaps per minute Predicted anchor pull (N) 1 Screen as tested on weekend 2, lower edge loose 12 175 2 Same screen, lower edge pulled tight 7 178 3 Screen one panel taller, lower edge loose 10 210 Figure 1. The Bleacher Windscreen" }, { "n": 18, "item_id": "_b227f62e-c206-4ee4-96be-716b07ab3e62", "type": "choice", "title": "Bleacher Windscreen — Next Change", "standards": [ "MS-ETS1-4" ], "prompt_html": "

The crew can change and re-test only one thing before the next windy weekend. The crew’s cost check shows that every change in Table 2 would keep the screen’s total cost at or below $150.

Which comparison of the model runs best justifies choosing the tightened lower edge?

", "prompt_plain": "The crew can change and re-test only one thing before the next windy weekend. The crew’s cost check shows that every change in Table 2 would keep the screen’s total cost at or below $150. Which comparison of the model runs best justifies choosing the tightened lower edge?", "context_html": "", "options": [ { "id": "cA18", "text": "Compared with Run 1, Run 2 predicts fewer flaps and meets the flap target with anchor pull under its limit.", "plain": "Compared with Run 1, Run 2 predicts fewer flaps and meets the flap target with anchor pull under its limit.", "correct": true, "kind": "choice" }, { "id": "cB18", "text": "Run 1 predicts nearly the same flapping the crew measured, so the model proves the screen already works.", "plain": "Run 1 predicts nearly the same flapping the crew measured, so the model proves the screen already works.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "Run 3 predicts less flapping than Run 1, so the taller screen is the more promising change.", "plain": "Run 3 predicts less flapping than Run 1, so the taller screen is the more promising change.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "All three runs use the same wind speed, so each modeled change would work equally well outdoors.", "plain": "All three runs use the same wind speed, so each modeled change would work equally well outdoors.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5ad4440e-cba4-43f8-8e4d-195e5b58e583" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA18" ] }, "n_options": 4, "passage_html": "

Bleacher Windscreen Rig

A school design crew builds a mesh windscreen along the fence beside the bleachers (Figure 1).

Design brief: gusty wind shakes the bleacher area. The screen must attach to the existing fence posts, cost $150 or less, and pull on each post anchor with less than 200 N during gusts. Success target: the corner banner flaps 8 times per minute or fewer whenever the wind is between 15 and 25 km/h. The brief also lists one goal the crew has not yet made testable: \"the bleacher area should feel less gusty to fans.\"

The crew tested the screen on two weekends (Table 1), then modeled changes to the screen on a computer (Table 2).

Table 1. Windscreen Field Tests

MeasurementWeekend 1Weekend 2
Average wind speed18 km/h21 km/h
Banner flaps per minute613
Largest pull on a post anchor160 N180 N
Screen condition after the testMesh and clips undamagedMesh and clips undamaged; loose lower edge billowed in gusts

Table 2. Model Runs (screen modeled in a steady 21 km/h wind)

RunChange modeledPredicted banner flaps per minutePredicted anchor pull (N)
1Screen as tested on weekend 2, lower edge loose12175
2Same screen, lower edge pulled tight7178
3Screen one panel taller, lower edge loose10210

Figure 1. The Bleacher Windscreen

\"A

", "passage_plain": "Bleacher Windscreen Rig A school design crew builds a mesh windscreen along the fence beside the bleachers (Figure 1). Design brief: gusty wind shakes the bleacher area. The screen must attach to the existing fence posts, cost $150 or less, and pull on each post anchor with less than 200 N during gusts. Success target: the corner banner flaps 8 times per minute or fewer whenever the wind is between 15 and 25 km/h. The brief also lists one goal the crew has not yet made testable: \"the bleacher area should feel less gusty to fans.\" The crew tested the screen on two weekends (Table 1), then modeled changes to the screen on a computer (Table 2). Table 1. Windscreen Field Tests Measurement Weekend 1 Weekend 2 Average wind speed 18 km/h 21 km/h Banner flaps per minute 6 13 Largest pull on a post anchor 160 N 180 N Screen condition after the test Mesh and clips undamaged Mesh and clips undamaged; loose lower edge billowed in gusts Table 2. Model Runs (screen modeled in a steady 21 km/h wind) Run Change modeled Predicted banner flaps per minute Predicted anchor pull (N) 1 Screen as tested on weekend 2, lower edge loose 12 175 2 Same screen, lower edge pulled tight 7 178 3 Screen one panel taller, lower edge loose 10 210 Figure 1. The Bleacher Windscreen" }, { "n": 19, "item_id": "_5564fad3-92be-4c0b-b91d-d477248f0d31", "type": "choice", "title": "The Mill Flume Wheel — Part A", "standards": [ "MS-PS3-2" ], "prompt_html": "

Part A

Look at Figure 1. Which claim about the water stored in the elevated flume tank does the setup support?

", "prompt_plain": "Part A Look at Figure 1. Which claim about the water stored in the elevated flume tank does the setup support?", "context_html": "", "options": [ { "id": "cA19", "text": "The still water in the tank has no energy at all until it starts to move down the chute.", "plain": "The still water in the tank has no energy at all until it starts to move down the chute.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "Because the tank holds the water high above the wheel, the water-and-Earth arrangement stores energy.", "plain": "Because the tank holds the water high above the wheel, the water-and-Earth arrangement stores energy.", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "The water in the tank keeps the push the pump gave it and carries that push down the chute.", "plain": "The water in the tank keeps the push the pump gave it and carries that push down the chute.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The water in the tank stores energy only if the sun has warmed it during the day.", "plain": "The water in the tank stores energy only if the sun has warmed it during the day.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_43ad42a3-575f-41d2-b095-c93c9f02be5b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB19" ] }, "n_options": 4, "passage_html": "

The Mill Flume Wheel

At a restored grist mill, a pump keeps an elevated flume tank full of water. Water leaves the tank, runs down a sloped chute, and pours onto the paddles of a waterwheel, which turns a grindstone inside the mill. Figure 1 is a side view with three marked points. A mill guide measured the speed of the water at each marked point, shown in Table 1.

Figure 1 key: the circle marks Point P, water at the surface of the elevated tank; the square marks Point Q, water halfway down the chute; the triangle marks Point R, water at the end of the chute, just above the wheel.

Table 1. Water Speed at the Marked Points

PointSpeed of the water (meters per second)
P0.1
Q2.3
R4.2

Figure 1. Side View of the Flume and Wheel

\"Side-view

", "passage_plain": "The Mill Flume Wheel At a restored grist mill, a pump keeps an elevated flume tank full of water. Water leaves the tank, runs down a sloped chute, and pours onto the paddles of a waterwheel, which turns a grindstone inside the mill. Figure 1 is a side view with three marked points. A mill guide measured the speed of the water at each marked point, shown in Table 1. Figure 1 key: the circle marks Point P, water at the surface of the elevated tank; the square marks Point Q, water halfway down the chute; the triangle marks Point R, water at the end of the chute, just above the wheel. Table 1. Water Speed at the Marked Points Point Speed of the water (meters per second) P 0.1 Q 2.3 R 4.2 Figure 1. Side View of the Flume and Wheel" }, { "n": 20, "item_id": "_57fd193c-ab0f-46ec-b4f2-5e97398b11cd", "type": "choice", "title": "The Mill Flume Wheel — Part B", "standards": [ "MS-PS3-2" ], "prompt_html": "

Part B

Which comparison from Table 1 is the best evidence that the stored energy changes into energy of motion as the water drops?

", "prompt_plain": "Part B Which comparison from Table 1 is the best evidence that the stored energy changes into energy of motion as the water drops?", "context_html": "", "options": [ { "id": "cA20", "text": "The water at P is nearly still even though the pump keeps the tank completely full.", "plain": "The water at P is nearly still even though the pump keeps the tank completely full.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "The water moves at the same speed at Q and at R once it is inside the chute.", "plain": "The water moves at the same speed at Q and at R once it is inside the chute.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "The water speeds up from P to Q to R, moving fastest just above the wheel.", "plain": "The water speeds up from P to Q to R, moving fastest just above the wheel.", "correct": true, "kind": "choice" }, { "id": "cD20", "text": "The water at R is the lowest point listed, and lower water always stores more energy.", "plain": "The water at R is the lowest point listed, and lower water always stores more energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_43ad42a3-575f-41d2-b095-c93c9f02be5b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC20" ] }, "n_options": 4, "passage_html": "

The Mill Flume Wheel

At a restored grist mill, a pump keeps an elevated flume tank full of water. Water leaves the tank, runs down a sloped chute, and pours onto the paddles of a waterwheel, which turns a grindstone inside the mill. Figure 1 is a side view with three marked points. A mill guide measured the speed of the water at each marked point, shown in Table 1.

Figure 1 key: the circle marks Point P, water at the surface of the elevated tank; the square marks Point Q, water halfway down the chute; the triangle marks Point R, water at the end of the chute, just above the wheel.

Table 1. Water Speed at the Marked Points

PointSpeed of the water (meters per second)
P0.1
Q2.3
R4.2

Figure 1. Side View of the Flume and Wheel

\"Side-view

", "passage_plain": "The Mill Flume Wheel At a restored grist mill, a pump keeps an elevated flume tank full of water. Water leaves the tank, runs down a sloped chute, and pours onto the paddles of a waterwheel, which turns a grindstone inside the mill. Figure 1 is a side view with three marked points. A mill guide measured the speed of the water at each marked point, shown in Table 1. Figure 1 key: the circle marks Point P, water at the surface of the elevated tank; the square marks Point Q, water halfway down the chute; the triangle marks Point R, water at the end of the chute, just above the wheel. Table 1. Water Speed at the Marked Points Point Speed of the water (meters per second) P 0.1 Q 2.3 R 4.2 Figure 1. Side View of the Flume and Wheel" }, { "n": 21, "item_id": "_e4d7b0cf-a756-45a7-b27d-2e8137f8e540", "type": "choice", "title": "Alder Creek Bird Prediction", "standards": [ "MS-LS2-4" ], "prompt_html": "

Look at Table 1. Which prediction about the wetland birds at Alder Creek over the next several years does the survey best support?

", "prompt_plain": "Look at Table 1. Which prediction about the wetland birds at Alder Creek over the next several years does the survey best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Their numbers will stay low, because the shallow water and wetland plants they need for food and nesting are mostly gone.", "plain": "Their numbers will stay low, because the shallow water and wetland plants they need for food and nesting are mostly gone.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Their numbers will return to the old counts, because the traps caught beavers, not birds, leaving the birds unharmed.", "plain": "Their numbers will return to the old counts, because the traps caught beavers, not birds, leaving the birds unharmed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Their numbers will rise, because the birds no longer share the creek's food with the beavers that once lived there.", "plain": "Their numbers will rise, because the birds no longer share the creek's food with the beavers that once lived there.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Their numbers will hold near the old counts, because birds from other wetlands will keep moving in to nest.", "plain": "Their numbers will hold near the old counts, because birds from other wetlands will keep moving in to nest.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_99e88f67-9216-4f70-ad0a-6595a170fef2" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

After the Beavers Left

For many years, a beaver dam stretched across Alder Creek, and a shallow pond spread out behind it. Cattails and other wetland plants grew thickly around the pond's edges. Two winters ago, trappers removed every beaver from the creek. With no beavers to repair it, the dam washed out during spring high water, and the pond drained down to a narrow stream. A survey team had counted plants and birds at the pond each spring for years, and the team kept counting in the same ten plots after the pond drained. Table 1 compares the spring before the dam washed out with the second spring after. Figure 1 shows the survey area after the pond drained.

Table 1. Alder Creek Survey Counts

CountSpring before the pond drainedSecond spring after
Cattail stems per plot5811
Red-winged blackbird nests found (wetland bird)143
Great blue herons seen per visit (wetland bird)61
Field sparrows seen per visit (dry-grass bird)29

Figure 1. The Survey Area After the Pond Drained

\"A

", "passage_plain": "After the Beavers Left For many years, a beaver dam stretched across Alder Creek, and a shallow pond spread out behind it. Cattails and other wetland plants grew thickly around the pond's edges. Two winters ago, trappers removed every beaver from the creek. With no beavers to repair it, the dam washed out during spring high water, and the pond drained down to a narrow stream. A survey team had counted plants and birds at the pond each spring for years, and the team kept counting in the same ten plots after the pond drained. Table 1 compares the spring before the dam washed out with the second spring after. Figure 1 shows the survey area after the pond drained. Table 1. Alder Creek Survey Counts Count Spring before the pond drained Second spring after Cattail stems per plot 58 11 Red-winged blackbird nests found (wetland bird) 14 3 Great blue herons seen per visit (wetland bird) 6 1 Field sparrows seen per visit (dry-grass bird) 2 9 Figure 1. The Survey Area After the Pond Drained" }, { "n": 22, "item_id": "_a3c0f164-9e08-495c-966f-c94b147e398e", "type": "hottext", "title": "Alder Creek Heron Evidence", "standards": [ "MS-LS2-4" ], "prompt_html": "

Some visitors say hunters caused the drop in heron sightings at Alder Creek. The survey team’s field notes contain five numbered sentences.

Select the numbered sentence that gives the best evidence that the loss of the pond, not hunting, caused the heron decline.

", "prompt_plain": "Some visitors say hunters caused the drop in heron sightings at Alder Creek. The survey team’s field notes contain five numbered sentences. Select the numbered sentence that gives the best evidence that the loss of the pond, not hunting, caused the heron decline.", "context_html": "", "options": [ { "id": "H1", "text": "(1) Great blue herons wade in shallow water to catch small fish and frogs.", "plain": "(1) Great blue herons wade in shallow water to catch small fish and frogs.", "correct": false, "kind": "hottext" }, { "id": "H2", "text": "(2) Heron sightings at Alder Creek fell from six per visit to one per visit in the seasons after the pond drained away.", "plain": "(2) Heron sightings at Alder Creek fell from six per visit to one per visit in the seasons after the pond drained away.", "correct": false, "kind": "hottext" }, { "id": "H3", "text": "(3) At a beaver pond on a neighboring creek, where the same hunting rules apply, this spring’s heron counts matched earlier years.", "plain": "(3) At a beaver pond on a neighboring creek, where the same hunting rules apply, this spring’s heron counts matched earlier years.", "correct": true, "kind": "hottext" }, { "id": "H4", "text": "(4) The team counted birds from the same stream-bank blind at sunrise each spring and recorded the hunting-season dates in the log.", "plain": "(4) The team counted birds from the same stream-bank blind at sunrise each spring and recorded the hunting-season dates in the log.", "correct": false, "kind": "hottext" }, { "id": "H5", "text": "(5) Great blue herons are the tallest birds the team records anywhere along Alder Creek.", "plain": "(5) Great blue herons are the tallest birds the team records anywhere along Alder Creek.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_99e88f67-9216-4f70-ad0a-6595a170fef2" ], "key_letters": "", "key_values": { "RESPONSE": [ "H3" ] }, "n_options": 5, "passage_html": "

After the Beavers Left

For many years, a beaver dam stretched across Alder Creek, and a shallow pond spread out behind it. Cattails and other wetland plants grew thickly around the pond's edges. Two winters ago, trappers removed every beaver from the creek. With no beavers to repair it, the dam washed out during spring high water, and the pond drained down to a narrow stream. A survey team had counted plants and birds at the pond each spring for years, and the team kept counting in the same ten plots after the pond drained. Table 1 compares the spring before the dam washed out with the second spring after. Figure 1 shows the survey area after the pond drained.

Table 1. Alder Creek Survey Counts

CountSpring before the pond drainedSecond spring after
Cattail stems per plot5811
Red-winged blackbird nests found (wetland bird)143
Great blue herons seen per visit (wetland bird)61
Field sparrows seen per visit (dry-grass bird)29

Figure 1. The Survey Area After the Pond Drained

\"A

", "passage_plain": "After the Beavers Left For many years, a beaver dam stretched across Alder Creek, and a shallow pond spread out behind it. Cattails and other wetland plants grew thickly around the pond's edges. Two winters ago, trappers removed every beaver from the creek. With no beavers to repair it, the dam washed out during spring high water, and the pond drained down to a narrow stream. A survey team had counted plants and birds at the pond each spring for years, and the team kept counting in the same ten plots after the pond drained. Table 1 compares the spring before the dam washed out with the second spring after. Figure 1 shows the survey area after the pond drained. Table 1. Alder Creek Survey Counts Count Spring before the pond drained Second spring after Cattail stems per plot 58 11 Red-winged blackbird nests found (wetland bird) 14 3 Great blue herons seen per visit (wetland bird) 6 1 Field sparrows seen per visit (dry-grass bird) 2 9 Figure 1. The Survey Area After the Pond Drained" }, { "n": 23, "item_id": "_61af87a0-60b1-46f8-a463-d8f0cdae3886", "type": "match", "title": "Rain-Cart Design Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A middle-school garden club is designing a rolling rain cart. The cart will collect rainwater from the toolshed roof and carry the water to the raised garden beds. The club wrote six statements in its design brief.

 

Drag each statement into the correct category. Each statement is used exactly once.

", "prompt_plain": "A middle-school garden club is designing a rolling rain cart. The cart will collect rainwater from the toolshed roof and carry the water to the raised garden beds. The club wrote six statements in its design brief. Drag each statement into the correct category. Each statement is used exactly once.", "context_html": "", "options": [ { "id": "mc05_s1", "text": "The club may spend no more than $150 on parts.", "plain": "The club may spend no more than $150 on parts.", "correct": false, "kind": "match-token" }, { "id": "mc05_s2", "text": "The cart holds at least 80 liters of collected rainwater.", "plain": "The cart holds at least 80 liters of collected rainwater.", "correct": false, "kind": "match-token" }, { "id": "mc05_s3", "text": "The cart must be finished before planting week in April.", "plain": "The cart must be finished before planting week in April.", "correct": false, "kind": "match-token" }, { "id": "mc05_s4", "text": "The spigot fills a watering can in under 30 seconds.", "plain": "The spigot fills a watering can in under 30 seconds.", "correct": false, "kind": "match-token" }, { "id": "mc05_s5", "text": "One club member can roll the loaded cart along the gravel path.", "plain": "One club member can roll the loaded cart along the gravel path.", "correct": false, "kind": "match-token" }, { "id": "mc05_s6", "text": "The build must use materials already stored in the toolshed.", "plain": "The build must use materials already stored in the toolshed.", "correct": false, "kind": "match-token" }, { "id": "mc05_cCri", "text": "Criteria", "plain": "Criteria", "correct": false, "kind": "match-token" }, { "id": "mc05_cCon", "text": "Constraints", "plain": "Constraints", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc05_s2 mc05_cCri", "mc05_s5 mc05_cCri", "mc05_s4 mc05_cCri", "mc05_s1 mc05_cCon", "mc05_s6 mc05_cCon", "mc05_s3 mc05_cCon" ] }, "n_options": 8 }, { "n": 24, "item_id": "_f45dd0ea-dcbe-447a-a785-ef194bd6bee8", "type": "choice", "title": "Simple Electromagnet Parts", "standards": [ "MS-PS2-3" ], "prompt_html": "

Which set of materials is needed to build a simple electromagnet?

", "prompt_plain": "Which set of materials is needed to build a simple electromagnet?", "context_html": "", "options": [ { "id": "cA1", "text": "A coil of insulated wire, an iron nail, and a bar magnet", "plain": "A coil of insulated wire, an iron nail, and a bar magnet", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A coil of insulated wire, a plastic rod, and a battery", "plain": "A coil of insulated wire, a plastic rod, and a battery", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A coil of insulated wire, an iron nail, and a battery", "plain": "A coil of insulated wire, an iron nail, and a battery", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "An iron nail, a battery, and a length of straight uncoiled wire", "plain": "An iron nail, a battery, and a length of straight uncoiled wire", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 25, "item_id": "_bf81dabd-8e41-4b38-bc1f-e163d66b0dc5", "type": "choice", "title": "Brick on Two Instruments", "standards": [ "MS-PS2-4" ], "prompt_html": "

On Earth, a brick hangs from a spring scale, and the same brick balances a 2.0-kilogram standard mass on a pan balance. Figure 1 shows both measurements. The brick and both instruments are then taken to the Moon, where gravity pulls about one-sixth as hard as on Earth, and both measurements are repeated.

Figure 1. The Two Measurements on Earth

\"A

Which statement explains how the Moon readings compare with the Earth readings?

", "prompt_plain": "On Earth, a brick hangs from a spring scale, and the same brick balances a 2.0-kilogram standard mass on a pan balance. Figure 1 shows both measurements. The brick and both instruments are then taken to the Moon, where gravity pulls about one-sixth as hard as on Earth, and both measurements are repeated. Figure 1. The Two Measurements on Earth Which statement explains how the Moon readings compare with the Earth readings?", "context_html": "", "options": [ { "id": "cA1", "text": "Both readings change, because the brick is made of less matter where gravity pulls on it more weakly.", "plain": "Both readings change, because the brick is made of less matter where gravity pulls on it more weakly.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The spring scale reading changes, because it measures gravity's pull on the brick, and the Moon pulls more weakly.", "plain": "The spring scale reading changes, because it measures gravity's pull on the brick, and the Moon pulls more weakly.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The pan balance reading changes, because the standard mass on the other pan stops pulling down on the Moon.", "plain": "The pan balance reading changes, because the standard mass on the other pan stops pulling down on the Moon.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Neither reading changes, because the brick stays the same object no matter where it is measured.", "plain": "Neither reading changes, because the brick stays the same object no matter where it is measured.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-31/images/slot25.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 26, "item_id": "_a164455f-3043-4000-af5d-25e3eeb24e39", "type": "choice", "title": "Mapping Satellite Claim", "standards": [ "MS-PS2-4" ], "prompt_html": "

A mission team is tracking two mapping satellites that orbit the same planet. The tracking card lists each satellite's mass, its orbit height above the planet, and the measured pull of the planet's gravity on it.

Mission Tracking Card

SatelliteMassOrbit height above planetMeasured pull of planet's gravity
A400 kg800 km2,900 N
B900 kg300 km8,100 N

A team member makes this claim: \"The planet pulls harder on Satellite B because Satellite B has more mass.\"

Which evaluation of the claim is best?

", "prompt_plain": "A mission team is tracking two mapping satellites that orbit the same planet. The tracking card lists each satellite's mass, its orbit height above the planet, and the measured pull of the planet's gravity on it. Mission Tracking Card Satellite Mass Orbit height above planet Measured pull of planet's gravity A 400 kg 800 km 2,900 N B 900 kg 300 km 8,100 N A team member makes this claim: \"The planet pulls harder on Satellite B because Satellite B has more mass.\" Which evaluation of the claim is best ?", "context_html": "", "options": [ { "id": "cA1", "text": "The claim is supported, because the card shows the satellite with the larger mass also receiving the larger measured pull.", "plain": "The claim is supported, because the card shows the satellite with the larger mass also receiving the larger measured pull.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The claim is wrong, because the strength of the planet's pull on a satellite does not depend on the satellite's own mass.", "plain": "The claim is wrong, because the strength of the planet's pull on a satellite does not depend on the satellite's own mass.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The claim is wrong, because the larger pull on Satellite B comes from its lower orbit height rather than from its mass.", "plain": "The claim is wrong, because the larger pull on Satellite B comes from its lower orbit height rather than from its mass.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The claim cannot be settled from this pair alone, because the satellites differ in both mass and orbit height at once.", "plain": "The claim cannot be settled from this pair alone, because the satellites differ in both mass and orbit height at once.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 27, "item_id": "_0666f7d0-123f-4353-8133-1b96017969d6", "type": "choice", "title": "Soapbox Cart Brake Test", "standards": [ "MS-PS3-5" ], "prompt_html": "

A club tests the hand brake on its soapbox cart. For each braking run, the cart coasts down the same ramp, and the rider stops it by pressing the rubber brake pad against the rear wheel. The pad's temperature is measured before and after every run. On one extra run, the cart coasts down and rolls until it stops on its own, with the brake pad kept off the wheel. Figure 1 shows the brake being tested; the temperature log is shown below.

Figure 1. The Brake Being Tested

\"A

Brake-Pad Temperature Log

RunPad temperature beforePad temperature after
Braking run 121°C38°C
Braking run 224°C43°C
Braking run 326°C45°C
No-brake run22°C22°C

Which claim do the temperature readings best support?

", "prompt_plain": "A club tests the hand brake on its soapbox cart. For each braking run, the cart coasts down the same ramp, and the rider stops it by pressing the rubber brake pad against the rear wheel. The pad's temperature is measured before and after every run. On one extra run, the cart coasts down and rolls until it stops on its own, with the brake pad kept off the wheel. Figure 1 shows the brake being tested; the temperature log is shown below. Figure 1. The Brake Being Tested Brake-Pad Temperature Log Run Pad temperature before Pad temperature after Braking run 1 21°C 38°C Braking run 2 24°C 43°C Braking run 3 26°C 45°C No-brake run 22°C 22°C Which claim do the temperature readings best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The rubbing pad warms because the cart's kinetic energy is transferred to the pad as the brake slows the cart.", "plain": "The rubbing pad warms because the cart's kinetic energy is transferred to the pad as the brake slows the cart.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The rubbing creates brand-new thermal energy in the pad, energy that did not come from the moving cart.", "plain": "The rubbing creates brand-new thermal energy in the pad, energy that did not come from the moving cart.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The cart's kinetic energy disappears once the cart stops, and the pad warms for some separate reason.", "plain": "The cart's kinetic energy disappears once the cart stops, and the pad warms for some separate reason.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The pad is warmed by the air rushing past the rolling cart, not by contact with the wheel.", "plain": "The pad is warmed by the air rushing past the rolling cart, not by contact with the wheel.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-31/images/slot27.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 28, "item_id": "_4b9a99d7-57aa-4c9c-b97e-f3c46b82d626", "type": "choice", "title": "Garden Hose Wave Energy", "standards": [ "MS-PS4-1" ], "prompt_html": "

One end of a garden hose lying on smooth pavement is flicked to send a wave along the hose. Figure 1 shows the same hose during a gentle flick (top) and during a hard flick (bottom), photographed at the same moment.

Figure 1. The Hose During Both Flicks

\"Two

Which statement best explains which wave carries more energy?

", "prompt_plain": "One end of a garden hose lying on smooth pavement is flicked to send a wave along the hose. Figure 1 shows the same hose during a gentle flick (top) and during a hard flick (bottom), photographed at the same moment. Figure 1. The Hose During Both Flicks Which statement best explains which wave carries more energy?", "context_html": "", "options": [ { "id": "cA1", "text": "The top wave carries more energy, because its wavelength, the distance between neighboring crests, is shorter.", "plain": "The top wave carries more energy, because its wavelength, the distance between neighboring crests, is shorter.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The bottom wave carries more energy, because it moves along the hose faster than the top wave.", "plain": "The bottom wave carries more energy, because it moves along the hose faster than the top wave.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The bottom wave carries more energy, because its amplitude, the hose's greatest distance from its resting line, is larger.", "plain": "The bottom wave carries more energy, because its amplitude, the hose's greatest distance from its resting line, is larger.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The two waves carry equal energy, because both of them travel along the same garden hose.", "plain": "The two waves carry equal energy, because both of them travel along the same garden hose.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-31/images/slot28.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 29, "item_id": "_6d265618-cf6c-40e0-a6ae-f87ae8d82cd1", "type": "match", "title": "Wave Demonstration Cards", "standards": [ "MS-PS4-1" ], "prompt_html": "

Figure 1 shows two wave demonstrations. On the left card, a long hose lying flat is flicked from side to side, and a wave travels to the hose's far end. On the right card, a row of marbles sits in a straight groove, and a short, soft spring connects each marble to the next. The end marble is pushed and released; a pulse of squeezed-together marbles travels down the row, and each marble springs back near its starting spot.

Figure 1. The Two Wave Demonstrations

\"Two

 

Drag each description into the correct category. Each description is used exactly once.

", "prompt_plain": "Figure 1 shows two wave demonstrations. On the left card, a long hose lying flat is flicked from side to side, and a wave travels to the hose's far end. On the right card, a row of marbles sits in a straight groove, and a short, soft spring connects each marble to the next. The end marble is pushed and released; a pulse of squeezed-together marbles travels down the row, and each marble springs back near its starting spot. Figure 1. The Two Wave Demonstrations Drag each description into the correct category. Each description is used exactly once.", "context_html": "", "options": [ { "id": "mc06_s1", "text": "A sound wave traveling through the air.", "plain": "A sound wave traveling through the air.", "correct": false, "kind": "match-token" }, { "id": "mc06_s2", "text": "The parts of the material move at right angles to the direction the wave travels.", "plain": "The parts of the material move at right angles to the direction the wave travels.", "correct": false, "kind": "match-token" }, { "id": "mc06_s3", "text": "Crowded sections called compressions travel along the material.", "plain": "Crowded sections called compressions travel along the material.", "correct": false, "kind": "match-token" }, { "id": "mc06_s4", "text": "The wave sent along the flicked hose on the left card.", "plain": "The wave sent along the flicked hose on the left card.", "correct": false, "kind": "match-token" }, { "id": "mc06_s5", "text": "High points called crests and low points called troughs travel along the material.", "plain": "High points called crests and low points called troughs travel along the material.", "correct": false, "kind": "match-token" }, { "id": "mc06_s6", "text": "The parts of the material move back and forth along the direction the wave travels.", "plain": "The parts of the material move back and forth along the direction the wave travels.", "correct": false, "kind": "match-token" }, { "id": "mc06_cTra", "text": "Transverse waves", "plain": "Transverse waves", "correct": false, "kind": "match-token" }, { "id": "mc06_cLon", "text": "Longitudinal waves", "plain": "Longitudinal waves", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-31/images/slot29.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc06_s2 mc06_cTra", "mc06_s5 mc06_cTra", "mc06_s4 mc06_cTra", "mc06_s6 mc06_cLon", "mc06_s3 mc06_cLon", "mc06_s1 mc06_cLon" ] }, "n_options": 8 }, { "n": 30, "item_id": "_dd940bc5-5721-4391-b11c-1b51d11f91ab", "type": "choice", "title": "Frigatebird Throat Pouch", "standards": [ "MS-LS1-4" ], "prompt_html": "

A male frigatebird inflates its bright-red throat pouch whenever females fly overhead.

How does this display most likely help the male?

", "prompt_plain": "A male frigatebird inflates its bright-red throat pouch whenever females fly overhead. How does this display most likely help the male?", "context_html": "", "options": [ { "id": "cA1", "text": "It frightens away predators that hunt near the nesting colony.", "plain": "It frightens away predators that hunt near the nesting colony.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "It helps the male attract a mate, raising his chance of reproducing.", "plain": "It helps the male attract a mate, raising his chance of reproducing.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "It stores extra food the male will eat while guarding the nest.", "plain": "It stores extra food the male will eat while guarding the nest.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It releases extra body heat during hot afternoons at the colony.", "plain": "It releases extra body heat during hot afternoons at the colony.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 31, "item_id": "_8b87a328-7e2c-400f-851f-a2fe36d8b701", "type": "choice", "title": "Wheatgrass Windowsill Flats", "standards": [ "MS-LS1-5" ], "prompt_html": "

Suriya wants to find out whether the amount of light changes how tall wheatgrass grows. Her setup notes:

\"Two

Average Wheatgrass Height on Day 10

FlatWindowsillAverage height
Flat 1South (strong sun)14 cm
Flat 2North (weak light)9 cm

Suriya concludes that the brighter light made Flat 1 grow taller.

Choose the TWO statements that describe real flaws in the design of this comparison.

", "prompt_plain": "Suriya wants to find out whether the amount of light changes how tall wheatgrass grows. Her setup notes: Two identical flats (shallow trays), each planted with 30 grams of the same wheatgrass seed in soil from the same bag. Each flat gets 150 milliliters of water every morning. Flat 1 sits on the cafeteria’s south windowsill, which gets strong sun and sits directly above a floor heating vent. Flat 2 sits on the cafeteria’s north windowsill, which gets weak light and is beside the serving-line door. Average Wheatgrass Height on Day 10 Flat Windowsill Average height Flat 1 South (strong sun) 14 cm Flat 2 North (weak light) 9 cm Suriya concludes that the brighter light made Flat 1 grow taller. Choose the TWO statements that describe real flaws in the design of this comparison.", "context_html": "", "options": [ { "id": "cA1", "text": "Suriya should have given the flat in the brighter window more water, because grass growing in stronger light uses up its water faster.", "plain": "Suriya should have given the flat in the brighter window more water, because grass growing in stronger light uses up its water faster.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The two windowsills differ in more than light, because the south sill sits above a heating vent, so temperature could also explain the height difference.", "plain": "The two windowsills differ in more than light, because the south sill sits above a heating vent, so temperature could also explain the height difference.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Measuring a whole flat of plants makes the results unreliable, so Suriya should have grown one single plant in each window instead.", "plain": "Measuring a whole flat of plants makes the results unreliable, so Suriya should have grown one single plant in each window instead.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The comparison cannot work at all, because wheatgrass takes its food from the soil, so the amount of window light cannot change how the grass grows.", "plain": "The comparison cannot work at all, because wheatgrass takes its food from the soil, so the amount of window light cannot change how the grass grows.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "No part of the setup grows two flats in the same window with a shade over one, so light is never changed while everything else stays the same.", "plain": "No part of the setup grows two flats in the same window with a shade over one, so light is never changed while everything else stays the same.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-31/images/slot31.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 32, "item_id": "_ffad9176-245c-440e-994a-1dbecb5d727d", "type": "hottext", "title": "Marimo Bubble Evidence", "standards": [ "MS-LS1-6" ], "prompt_html": "

An aquarium club keeps marimo — round, velvety balls of green algae — in a large tank. The club’s care notebook includes the sentences below.

Consider this claim: the bubbles that form on the marimo are a product of photosynthesis.

Select the sentence from the notebook that gives the best evidence for the claim.

", "prompt_plain": "An aquarium club keeps marimo — round, velvety balls of green algae — in a large tank. The club’s care notebook includes the sentences below. Consider this claim: the bubbles that form on the marimo are a product of photosynthesis. Select the sentence from the notebook that gives the best evidence for the claim.", "context_html": "", "options": [ { "id": "hA32", "text": "Just after the tank is refilled with fresh water, tiny bubbles cling to the gravel and to the marimo for a while.", "plain": "Just after the tank is refilled with fresh water, tiny bubbles cling to the gravel and to the marimo for a while.", "correct": false, "kind": "hottext" }, { "id": "hB32", "text": "Each ball is a dense tangle of soft green strands that grows only a few millimeters per year.", "plain": "Each ball is a dense tangle of soft green strands that grows only a few millimeters per year.", "correct": false, "kind": "hottext" }, { "id": "hC32", "text": "Tiny bubbles appear on the balls only while the tank light shines, and a ball covered in bubbles floats until the light goes off.", "plain": "Tiny bubbles appear on the balls only while the tank light shines, and a ball covered in bubbles floats until the light goes off.", "correct": true, "kind": "hottext" }, { "id": "hD32", "text": "Snails graze along the surface of the balls, and small fish rest against them at night.", "plain": "Snails graze along the surface of the balls, and small fish rest against them at night.", "correct": false, "kind": "hottext" }, { "id": "hE32", "text": "The tank water stays near 22 degrees Celsius, and streams of bubbles rise all day from an air stone in the corner.", "plain": "The tank water stays near 22 degrees Celsius, and streams of bubbles rise all day from an air stone in the corner.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC32" ] }, "n_options": 5 }, { "n": 33, "item_id": "_62cc6479-3f6d-49a7-b2fb-aef2cb27fc84", "type": "inline-choice", "title": "Fern Chamber Gas Log", "standards": [ "MS-LS1-7" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A potted fern spends each night inside a clear gas-measurement chamber on a dark storage shelf. The table shows the chamber’s overnight readings.

\"A

Overnight Chamber Readings

TimeOxygen in chamber airCarbon dioxide in chamber air
9:00 p.m.20.9%0.05%
6:00 a.m.20.6%0.35%

Complete the explanation. In the dark the fern makes no sugar, but its cells keep releasing energy all night. The readings change because the fern’s cells combine glucose with and release plus water.

", "options": [ { "id": "cB1O83f0243b8", "text": "carbon dioxide", "plain": "carbon dioxide", "correct": false, "kind": "inline" }, { "id": "cB1Oa8fd61a58", "text": "nitrogen", "plain": "nitrogen", "correct": false, "kind": "inline" }, { "id": "cB1Od60c99a3d", "text": "oxygen", "plain": "oxygen", "correct": true, "kind": "inline" }, { "id": "cB2O82cb78612", "text": "carbon dioxide", "plain": "carbon dioxide", "correct": true, "kind": "inline" }, { "id": "cB2Od42b0bf62", "text": "oxygen", "plain": "oxygen", "correct": false, "kind": "inline" }, { "id": "cB2Of5c8e4376", "text": "nitrogen", "plain": "nitrogen", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-31/images/slot33.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Od60c99a3d" ], "RESPONSE2": [ "cB2O82cb78612" ] }, "n_options": 6 }, { "n": 34, "item_id": "_12d4f4fe-14a1-4d49-8d82-1973e62a94fa", "type": "choice", "title": "Beetle Oxygen Response", "standards": [ "MS-LS1-8" ], "prompt_html": "

Researchers placed 20 tiger beetles (small, fast-running beetles) in a test chamber and slowly lowered the oxygen level of the chamber air. Graph 1 shows the beetles’ average walking speed at each oxygen level. Graph 2 shows how many beetles gathered at the chamber’s fresh-air vent.

\"Two

Which relationship between oxygen level and beetle behavior do the graphs support?

", "prompt_plain": "Researchers placed 20 tiger beetles (small, fast-running beetles) in a test chamber and slowly lowered the oxygen level of the chamber air. Graph 1 shows the beetles’ average walking speed at each oxygen level. Graph 2 shows how many beetles gathered at the chamber’s fresh-air vent. Which relationship between oxygen level and beetle behavior do the graphs support?", "context_html": "", "options": [ { "id": "cA1", "text": "As the oxygen level drops, the beetles walk faster and spread out through every part of the chamber.", "plain": "As the oxygen level drops, the beetles walk faster and spread out through every part of the chamber.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "As the oxygen level drops, the beetles show no change in their speed or their position.", "plain": "As the oxygen level drops, the beetles show no change in their speed or their position.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "As the oxygen level drops, the beetles slow down and more of them move toward the fresh-air vent.", "plain": "As the oxygen level drops, the beetles slow down and more of them move toward the fresh-air vent.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "As the oxygen level drops, the beetles stop sensing their surroundings and wander around at random.", "plain": "As the oxygen level drops, the beetles stop sensing their surroundings and wander around at random.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-31/images/slot34.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 35, "item_id": "_ee345f3c-a316-4274-8808-f620281f89de", "type": "match", "title": "Cedar Crossing Evidence", "standards": [ "MS-LS2-5" ], "prompt_html": "

A county proposes to build a wildlife crossing at Cedar Gap — a wide, planted bridge over the highway — so that animals can keep moving between the forest areas on the two sides. A survey crew studied the area using track plates (smooth plates that record animal footprints) and a sighting log. The crew’s six findings appear as the cards below.

 

Drag each finding into the correct category: findings that support building the crossing at Cedar Gap, and findings that do not support it.

", "prompt_plain": "A county proposes to build a wildlife crossing at Cedar Gap — a wide, planted bridge over the highway — so that animals can keep moving between the forest areas on the two sides. A survey crew studied the area using track plates (smooth plates that record animal footprints) and a sighting log. The crew’s six findings appear as the cards below. Drag each finding into the correct category: findings that support building the crossing at Cedar Gap, and findings that do not support it.", "context_html": "", "options": [ { "id": "mc07_s1", "text": "The sighting log lists hawks perching on the light poles above the highway every morning.", "plain": "The sighting log lists hawks perching on the light poles above the highway every morning.", "correct": false, "kind": "match-token" }, { "id": "mc07_s2", "text": "Track plates recorded deer and fox prints bunched along the highway fence at the proposed crossing site.", "plain": "Track plates recorded deer and fox prints bunched along the highway fence at the proposed crossing site.", "correct": false, "kind": "match-token" }, { "id": "mc07_s3", "text": "Track plates near the trailhead parking lot mostly recorded prints from off-leash pet dogs.", "plain": "Track plates near the trailhead parking lot mostly recorded prints from off-leash pet dogs.", "correct": false, "kind": "match-token" }, { "id": "mc07_s4", "text": "The sighting log shows deer moved between the two forests until the highway was built, with no crossings logged since.", "plain": "The sighting log shows deer moved between the two forests until the highway was built, with no crossings logged since.", "correct": false, "kind": "match-token" }, { "id": "mc07_s5", "text": "Track plates at the picnic area, far from the highway, recorded small-mammal prints on almost every night.", "plain": "Track plates at the picnic area, far from the highway, recorded small-mammal prints on almost every night.", "correct": false, "kind": "match-token" }, { "id": "mc07_s6", "text": "Track plates beside the guardrail recorded prints that walk up to the pavement edge and then turn back.", "plain": "Track plates beside the guardrail recorded prints that walk up to the pavement edge and then turn back.", "correct": false, "kind": "match-token" }, { "id": "mc07_c1", "text": "Supports the crossing plan", "plain": "Supports the crossing plan", "correct": false, "kind": "match-token" }, { "id": "mc07_c2", "text": "Does not support the crossing plan", "plain": "Does not support the crossing plan", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc07_s1 mc07_c2", "mc07_s2 mc07_c1", "mc07_s3 mc07_c2", "mc07_s4 mc07_c1", "mc07_s5 mc07_c2", "mc07_s6 mc07_c1" ] }, "n_options": 8 }, { "n": 36, "item_id": "_bfc28aa5-025f-4b65-9f99-43772107c6c6", "type": "text-entry", "title": "Betta Fin Cross Card", "standards": [ "MS-LS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A betta breeder crosses two short-finned betta fish. In this breeding line, the allele for short fins (F) is dominant, and the allele for long fins (f) is recessive. Both parents have the genotype Ff. The breeder’s cross card, shown below, is printed with the completed grid for this cross: each box shows one possible genotype for a fry (a young betta).

Breeder’s Cross Card: Ff x Ff

F (from parent 1)f (from parent 1)
F (from parent 2)FFFf
f (from parent 2)Ffff

What is the percent chance that a single fry from this cross will have the long-finned phenotype?

Give your answer as a whole number (e.g., 40).

Percent chance:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "25" ] }, "n_options": 0 }, { "n": 37, "item_id": "_4131b5ec-915a-4278-85de-6d15c73c7aa8", "type": "gap-match", "title": "Rock Museum Process Cards", "standards": [ "MS-ESS2-1" ], "prompt_html": "

At a rock museum, the visitor guide hands out three process cards. Each card describes one process that turns earth material into a new kind of rock, and each card has a blank line where the rock type belongs.

 

Match each process card to the type of rock that the process produces.

", "prompt_plain": "At a rock museum, the visitor guide hands out three process cards. Each card describes one process that turns earth material into a new kind of rock, and each card has a blank line where the rock type belongs. Match each process card to the type of rock that the process produces.", "context_html": "", "options": [ { "id": "tokMet", "text": "Metamorphic rock", "plain": "Metamorphic rock", "correct": false, "kind": "gap-token" }, { "id": "tokSed", "text": "Sedimentary rock", "plain": "Sedimentary rock", "correct": false, "kind": "gap-token" }, { "id": "tokIgn", "text": "Igneous rock", "plain": "Igneous rock", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokSed gCard1", "tokIgn gCard2", "tokMet gCard3" ] }, "n_options": 3 }, { "n": 38, "item_id": "_b80a28b6-d738-420e-ac54-52d9c6fba2f6", "type": "inline-choice", "title": "River Delta Sign Panel", "standards": [ "MS-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A sign panel at a river-mouth overlook shows an aerial photo of the delta below — a wide fan of muddy new land where the river meets the sea.

\"Aerial

Complete the sign panel’s explanation. The delta keeps growing because, where the river reaches the sea, the water and drops the it has been carrying, building up new land at the river’s mouth.

", "options": [ { "id": "cB1O36e6a7be9", "text": "dries up", "plain": "dries up", "correct": false, "kind": "inline" }, { "id": "cB1Od02efe3a8", "text": "slows down", "plain": "slows down", "correct": true, "kind": "inline" }, { "id": "cB1Oaa83d4310", "text": "speeds up", "plain": "speeds up", "correct": false, "kind": "inline" }, { "id": "cB2O6770feaa2", "text": "seawater", "plain": "seawater", "correct": false, "kind": "inline" }, { "id": "cB2Oc97d4b9e7", "text": "dissolved salt", "plain": "dissolved salt", "correct": false, "kind": "inline" }, { "id": "cB2Oa3494cb19", "text": "sediment", "plain": "sediment", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-31/images/slot38.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Od02efe3a8" ], "RESPONSE2": [ "cB2Oa3494cb19" ] }, "n_options": 6 }, { "n": 39, "item_id": "_c94c9beb-4830-46af-b93b-d03e83650d5f", "type": "gap-match", "title": "Ocean-Basin Survey Profile", "standards": [ "MS-ESS2-3" ], "prompt_html": "

The side-view drawing shows the floor of an entire ocean basin along one straight survey line between two continents. A profile like this shows only the depth of the seafloor along that survey line. Geologists marked Stations 1–4 on the profile and listed what appears at each station in the caption. They want to label the profile with evidence that the two continents were once joined and have since moved apart.

Ocean-Basin Survey Profile

\"A

Station 1 — the crest of the underwater mountain chain.

Station 2 — small plant fossils drawn in an upper rock layer of the left cliff.

Station 3 — small plant fossils drawn in an upper rock layer of the right shelf.

Station 4 — the box on the dashed line that joins a folded gray rock unit at the left edge to a folded gray rock unit at the right edge.

 

Drag each evidence marker onto the station where that evidence appears on the profile. One of the markers is used at TWO stations. One marker names evidence this side-view profile cannot show — drag that marker into the tray labeled Not supported by this profile. One marker is not used at all.

", "prompt_plain": "The side-view drawing shows the floor of an entire ocean basin along one straight survey line between two continents. A profile like this shows only the depth of the seafloor along that survey line. Geologists marked Stations 1–4 on the profile and listed what appears at each station in the caption. They want to label the profile with evidence that the two continents were once joined and have since moved apart. Ocean-Basin Survey Profile Station 1 — the crest of the underwater mountain chain. Station 2 — small plant fossils drawn in an upper rock layer of the left cliff. Station 3 — small plant fossils drawn in an upper rock layer of the right shelf. Station 4 — the box on the dashed line that joins a folded gray rock unit at the left edge to a folded gray rock unit at the right edge. Drag each evidence marker onto the station where that evidence appears on the profile. One of the markers is used at TWO stations. One marker names evidence this side-view profile cannot show — drag that marker into the tray labeled Not supported by this profile. One marker is not used at all.", "context_html": "", "options": [ { "id": "tK3", "text": "Matching rock-unit pair", "plain": "Matching rock-unit pair", "correct": false, "kind": "gap-token" }, { "id": "tX5", "text": "Deepest water in the basin", "plain": "Deepest water in the basin", "correct": false, "kind": "gap-token" }, { "id": "tK1", "text": "Mid-ocean ridge position", "plain": "Mid-ocean ridge position", "correct": false, "kind": "gap-token" }, { "id": "tK4", "text": "Continental fit of the two coastlines", "plain": "Continental fit of the two coastlines", "correct": false, "kind": "gap-token" }, { "id": "tK2", "text": "Matching fossil pair", "plain": "Matching fossil pair", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-31/images/slot39_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tK1 gS1", "tK2 gS2", "tK2 gS3", "tK3 gS4", "tK4 gTray" ] }, "n_options": 5 }, { "n": 40, "item_id": "_2186ee11-0876-4f44-a2f9-84612ce17039", "type": "choice", "title": "Bike-Share Dock Siting", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A city will place one bike-share dock near a school and is comparing three street corners. The siting brief:

Corner Comparison

Corner ACorner BCorner C
Land ownerCityCityFlorist shop (private)
Distance to nearest power line20 m45 m80 m
Clear sidewalk beside dock3.0 m2.4 m2.6 m
Foot trafficMediumHighHighest
Visible from school entranceYesYesPartly
Lit at nightYesNoYes

The sketch shows the three corners.

\"A

Choose the TWO statements that correctly explain why Corner C violates the brief’s constraints.

", "prompt_plain": "A city will place one bike-share dock near a school and is comparing three street corners. The siting brief: Constraints (limits every site must obey): the dock must stand on land the city owns; the electric hookup may cost at most $2,000, and trenching from the nearest power line costs $40 per meter; at least 2 meters of sidewalk must stay clear beside the dock. Criteria (features of a good site): heavy foot traffic passing the corner; the corner easy to see from the school’s main entrance; the corner lit at night. Corner Comparison Corner A Corner B Corner C Land owner City City Florist shop (private) Distance to nearest power line 20 m 45 m 80 m Clear sidewalk beside dock 3.0 m 2.4 m 2.6 m Foot traffic Medium High Highest Visible from school entrance Yes Yes Partly Lit at night Yes No Yes The sketch shows the three corners. Choose the TWO statements that correctly explain why Corner C violates the brief’s constraints.", "context_html": "", "options": [ { "id": "cA1", "text": "Corner C sits on the florist’s lot, which is not land the city owns.", "plain": "Corner C sits on the florist’s lot, which is not land the city owns.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Corner C leaves 2.6 meters of clear sidewalk, which is less than the 3.0 meters that Corner A leaves.", "plain": "Corner C leaves 2.6 meters of clear sidewalk, which is less than the 3.0 meters that Corner A leaves.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Corner C is only partly visible from the school’s main entrance, so it breaks one of the brief’s limits.", "plain": "Corner C is only partly visible from the school’s main entrance, so it breaks one of the brief’s limits.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Corner C’s power hookup would cost about $3,200, which is more than the brief allows.", "plain": "Corner C’s power hookup would cost about $3,200, which is more than the brief allows.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Corner C draws the heaviest foot traffic of the three corners, which goes beyond what the brief allows.", "plain": "Corner C draws the heaviest foot traffic of the three corners, which goes beyond what the brief allows.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-31/images/slot40.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 } ] }, { "form": "G7.32", "grade": "G7", "title": "Alpha Standardized Science G7.32", "test_id": "_test-b830f361-312d-48a0-a6fc-8fe5365be615", "n_items": 40, "n_stimuli": 8, "stimuli": { "_a0981f03-d0d5-4fe3-8067-7a197cdc4d6b": { "title": "The Long-Haired Pup", "html": "

The Long-Haired Pup

A science class keeps a colony of pet mice and logs every litter. Every mouse in the colony has short hair — until one new pup grows long hair. In these mice, the allele L gives short hair and is dominant. The allele l gives long hair and is recessive. A mouse grows long hair only if it has two l alleles. Table 1 shows the log entry for the new litter. The class fills in a grid card to test one idea about the parents. Table 2 shows the completed card.

Table 1. Litter Log Entry

EntryRecord
Mother’s coatShort hair
Father’s coatShort hair
Pups in litter6
Pups with short hair5
Pups with long hair1

Table 2. Class Grid Card

Father’s allele: LFather’s allele: l
Mother’s allele: LLL (short hair)Ll (short hair)
Mother’s allele: lLl (short hair)ll (long hair)
" }, "_b9f5ec79-6a45-4ae5-a82a-338163fd83e8": { "title": "Shake-Tube Flashlight Bench", "html": "

Shake-Tube Flashlight Bench

Fenn tests a shake-tube flashlight at a workbench. The flashlight has no battery. Inside its clear tube, a round magnet slides freely back and forth through a coil of wire wound around the outside of the tube’s middle. The coil’s two wire ends connect to a small lamp in the tube’s end cap. Fenn shakes the tube at three steady rates and points a light sensor at the lamp. The sensor reports brightness in a unit called lux; a higher lux reading means a brighter lamp. Figure 1 shows a cutaway of the flashlight. Table 1 shows the readings.

Table 1. Brightness at Three Shaking Rates

Shaking rate (shakes per second)Light-sensor reading (lux)
14
29
315

Figure 1. Cutaway of the Flashlight

\"Cutaway

" }, "_a4a0de93-b981-4baa-a400-2b0532766a20": { "title": "Hornwort Bubble Counts", "html": "

Hornwort Bubble Counts

A biology class grows hornwort, a leafy water plant, in beakers of pond water. A lamp shines on each beaker. While a lamp is on, streams of tiny gas bubbles rise from each sprig. The class counts the bubbles one sprig gives off in one minute. Counts are taken at two lamp distances, three trials each. Table 1 shows the counts. Figure 1 shows the setup. Overnight note: one beaker held a dissolved-oxygen probe. With the lamps off overnight, the probe’s reading at 6:00 a.m. was lower than its reading at 10:00 p.m.

Table 1. Bubble Counts at Two Lamp Distances

Lamp distanceTrial 1 (bubbles per minute)Trial 2 (bubbles per minute)Trial 3 (bubbles per minute)
10 centimeters384240
30 centimeters11910

Figure 1. The Beaker Setup

\"Two

" }, "_f788c388-ba17-4d3a-a337-82176d686f4f": { "title": "Zebra Mussels at Birch Narrows", "html": "

Zebra Mussels at Birch Narrows

Zebra mussels are small striped shellfish that spread into new lakes by riding on boats. Two summers ago, they appeared at the Birch Narrows marina. Zebra mussels and the lake’s native mussels both feed by filtering tiny floating plankton out of the water. Young fish in the lake hide from larger fish in cloudy water. The marina crew surveys the same sites every summer, and it now also scrapes thick crusts of zebra mussels out of the marina’s water-intake pipes, which have begun to clog. Table 1 shows the last three summer surveys. Figure 1 shows one of the intake pipes.

Table 1. Birch Narrows Summer Surveys

Survey measurementSummer before arrivalFirst summer afterSecond summer after
Zebra mussels per square meter of dock08004,500
Plankton per liter of lake water6,0003,200900
Native mussels per survey plot403112
Young fish per net pull302411
Depth a white disk stays visible (m)1.52.54.0

Figure 1. One of the Intake Pipes

\"A

" }, "_08e723d2-121b-401b-9b48-64c71794ca73": { "title": "The Split Granite Band", "html": "

The Split Granite Band

A geology crew maps a long road cut through hilly country. A single band of speckled pink granite appears on both sides of a fault trace. The two halves of the band match in minerals, crystal size, and width. The crew concludes the halves were once one continuous band. Today the halves sit 200 meters apart, measured along the fault trace. Instruments have recorded many small, shallow earthquakes in a line along the same trace. Figure 1 shows a map view of the band, the fault trace, and the earthquake centers.

Figure 1. Map View of the Road Cut

\"Map

" }, "_63bc18c9-e508-4b44-b4a3-07dfb67ed9eb": { "title": "Locker-Room Louver Iterations", "html": "

Locker-Room Louver Iterations

A school’s gym locker room gets stuffy. Fresh air enters through wall vents fitted with angled slats called louvers. A facilities team tests louver designs in airflow-modeling software instead of rebuilding the vents. For each design version, the software predicts the airflow through the vents at three occupancy settings. The change log lists what changed between versions. Table 1 shows the model-run results.

Change Log

VersionSetting
Version 1Louvers at 30 degrees (original design)
Version 2Louver angle changed to 45 degrees; no other change made

Table 1. Model-Run Airflow Results

Occupancy settingVersion 1 airflow (cubic meters per minute)Version 2 airflow (cubic meters per minute)
Empty1219
Half full1016
Full814
" }, "_79479335-196f-4bb0-894a-19f19d644614": { "title": "Copper Strips in the Test Furnace", "html": "

Copper Strips in the Test Furnace

In a school metals shop, a teacher spreads six shiny copper strips in an open metal tray and slides the tray into a small electric test furnace. The tray stays open to the air the whole time, and nothing is added to it or taken from it. While the furnace runs, the strips glow orange, and the tray is too hot to touch when it comes out. As the strips cool to room temperature, their surfaces turn dull black. Polishing a cooled strip with a cloth does not bring back its shine. The class weighs the six strips together before and after the demonstration, shown in Table 1. The teacher also posts this equation card for the reaction:

2Cu + O2 → 2CuO

(copper oxide, a black solid)

Table 1. Before-and-After Mass Log

MeasurementBefore heatingAfter heating and cooling
Total mass of the six strips (g)24.030.0
Surface appearanceShiny orange-brownDull black, even after polishing

Figure 1. The Tray After the Demonstration

\"Six

" }, "_881fbd54-dad4-4a9b-ade5-c06f4376abf4": { "title": "Two Landers, Two Worlds", "html": "

Two Landers, Two Worlds

A space agency built two identical copies of one survey lander. One copy touched down on Planet X, and the other touched down on Planet Y. On landing, each lander used an onboard scale to measure its own weight - the gravitational force pulling it toward the planet. Table 1 is the mission fact card. It lists each planet’s mass compared with Earth’s mass, each planet’s radius (the distance from the planet’s center to its surface), and the two weight readings.

Table 1. Mission Fact Card

MeasurementPlanet XPlanet Y
Planet mass (Earth = 1)0.800.08
Planet radius (kilometers)6,0003,000
Lander weight reading (newtons)2,7001,080
" } }, "questions": [ { "n": 1, "item_id": "_c1a67686-9bde-45e1-9bd2-63def104e6b1", "type": "choice", "title": "Copper Blackening Evidence", "standards": [ "MS-PS1-2" ], "prompt_html": "

Which recorded observation is the best evidence that heating caused a chemical change in the copper strips?

", "prompt_plain": "Which recorded observation is the best evidence that heating caused a chemical change in the copper strips?", "context_html": "", "options": [ { "id": "cA1", "text": "The strips glowed orange the whole time the furnace was running.", "plain": "The strips glowed orange the whole time the furnace was running.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The tray was still too hot to touch when it came out of the furnace.", "plain": "The tray was still too hot to touch when it came out of the furnace.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The strips’ new black color stayed even after they cooled and were polished.", "plain": "The strips’ new black color stayed even after they cooled and were polished.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The strips returned all the way to room temperature by the end of class.", "plain": "The strips returned all the way to room temperature by the end of class.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_79479335-196f-4bb0-894a-19f19d644614" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Copper Strips in the Test Furnace

In a school metals shop, a teacher spreads six shiny copper strips in an open metal tray and slides the tray into a small electric test furnace. The tray stays open to the air the whole time, and nothing is added to it or taken from it. While the furnace runs, the strips glow orange, and the tray is too hot to touch when it comes out. As the strips cool to room temperature, their surfaces turn dull black. Polishing a cooled strip with a cloth does not bring back its shine. The class weighs the six strips together before and after the demonstration, shown in Table 1. The teacher also posts this equation card for the reaction:

2Cu + O2 → 2CuO

(copper oxide, a black solid)

Table 1. Before-and-After Mass Log

MeasurementBefore heatingAfter heating and cooling
Total mass of the six strips (g)24.030.0
Surface appearanceShiny orange-brownDull black, even after polishing

Figure 1. The Tray After the Demonstration

\"Six

", "passage_plain": "Copper Strips in the Test Furnace In a school metals shop, a teacher spreads six shiny copper strips in an open metal tray and slides the tray into a small electric test furnace. The tray stays open to the air the whole time, and nothing is added to it or taken from it. While the furnace runs, the strips glow orange, and the tray is too hot to touch when it comes out. As the strips cool to room temperature, their surfaces turn dull black. Polishing a cooled strip with a cloth does not bring back its shine. The class weighs the six strips together before and after the demonstration, shown in Table 1. The teacher also posts this equation card for the reaction: 2Cu + O 2 → 2CuO (copper oxide, a black solid) Table 1. Before-and-After Mass Log Measurement Before heating After heating and cooling Total mass of the six strips (g) 24.0 30.0 Surface appearance Shiny orange-brown Dull black, even after polishing Figure 1. The Tray After the Demonstration" }, { "n": 2, "item_id": "_990d6466-9385-4358-8345-2b1a67a1cf8f", "type": "choice", "title": "Copper Mass-Gain Explanation", "standards": [ "MS-PS1-5" ], "prompt_html": "

The tray of strips sat open to the air for the whole demonstration - the strips were never sealed inside a closed system.

Which statement best explains why the strips’ total mass increased in Table 1?

", "prompt_plain": "The tray of strips sat open to the air for the whole demonstration - the strips were never sealed inside a closed system. Which statement best explains why the strips’ total mass increased in Table 1?", "context_html": "", "options": [ { "id": "cA2", "text": "Oxygen from the air joined the copper as the black coating formed, adding the oxygen’s mass to the strips.", "plain": "Oxygen from the air joined the copper as the black coating formed, adding the oxygen’s mass to the strips.", "correct": true, "kind": "choice" }, { "id": "cB2", "text": "Heat from the furnace soaked into the metal, and the heat stored in the strips added its own mass to the reading.", "plain": "Heat from the furnace soaked into the metal, and the heat stored in the strips added its own mass to the reading.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "The hot strips expanded slightly, and metal that takes up more space weighs more on a balance.", "plain": "The hot strips expanded slightly, and metal that takes up more space weighs more on a balance.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "New copper atoms formed inside the strips while they were held at the furnace’s high temperature.", "plain": "New copper atoms formed inside the strips while they were held at the furnace’s high temperature.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_79479335-196f-4bb0-894a-19f19d644614" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA2" ] }, "n_options": 4, "passage_html": "

Copper Strips in the Test Furnace

In a school metals shop, a teacher spreads six shiny copper strips in an open metal tray and slides the tray into a small electric test furnace. The tray stays open to the air the whole time, and nothing is added to it or taken from it. While the furnace runs, the strips glow orange, and the tray is too hot to touch when it comes out. As the strips cool to room temperature, their surfaces turn dull black. Polishing a cooled strip with a cloth does not bring back its shine. The class weighs the six strips together before and after the demonstration, shown in Table 1. The teacher also posts this equation card for the reaction:

2Cu + O2 → 2CuO

(copper oxide, a black solid)

Table 1. Before-and-After Mass Log

MeasurementBefore heatingAfter heating and cooling
Total mass of the six strips (g)24.030.0
Surface appearanceShiny orange-brownDull black, even after polishing

Figure 1. The Tray After the Demonstration

\"Six

", "passage_plain": "Copper Strips in the Test Furnace In a school metals shop, a teacher spreads six shiny copper strips in an open metal tray and slides the tray into a small electric test furnace. The tray stays open to the air the whole time, and nothing is added to it or taken from it. While the furnace runs, the strips glow orange, and the tray is too hot to touch when it comes out. As the strips cool to room temperature, their surfaces turn dull black. Polishing a cooled strip with a cloth does not bring back its shine. The class weighs the six strips together before and after the demonstration, shown in Table 1. The teacher also posts this equation card for the reaction: 2Cu + O 2 → 2CuO (copper oxide, a black solid) Table 1. Before-and-After Mass Log Measurement Before heating After heating and cooling Total mass of the six strips (g) 24.0 30.0 Surface appearance Shiny orange-brown Dull black, even after polishing Figure 1. The Tray After the Demonstration" }, { "n": 3, "item_id": "_5bd492c3-9d05-4502-9a8a-693a54b50692", "type": "gap-match", "title": "Equation-Card Atom Count", "standards": [ "MS-PS1-5" ], "prompt_html": "

The class checks the teacher’s equation card by counting the atoms of each element on both sides of the arrow. The atom-count table in this question is missing four numbers.

 

Drag one number tile into each empty box so the table correctly counts the atoms on each side of the equation card. You may use a number tile more than once.

", "prompt_plain": "The class checks the teacher’s equation card by counting the atoms of each element on both sides of the arrow. The atom-count table in this question is missing four numbers. Drag one number tile into each empty box so the table correctly counts the atoms on each side of the equation card. You may use a number tile more than once.", "context_html": "", "options": [ { "id": "tok4", "text": "4", "plain": "4", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "2", "plain": "2", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "3", "plain": "3", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_79479335-196f-4bb0-894a-19f19d644614" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok2 G1", "tok2 G2", "tok4 G3", "tok4 G4" ] }, "n_options": 3, "passage_html": "

Copper Strips in the Test Furnace

In a school metals shop, a teacher spreads six shiny copper strips in an open metal tray and slides the tray into a small electric test furnace. The tray stays open to the air the whole time, and nothing is added to it or taken from it. While the furnace runs, the strips glow orange, and the tray is too hot to touch when it comes out. As the strips cool to room temperature, their surfaces turn dull black. Polishing a cooled strip with a cloth does not bring back its shine. The class weighs the six strips together before and after the demonstration, shown in Table 1. The teacher also posts this equation card for the reaction:

2Cu + O2 → 2CuO

(copper oxide, a black solid)

Table 1. Before-and-After Mass Log

MeasurementBefore heatingAfter heating and cooling
Total mass of the six strips (g)24.030.0
Surface appearanceShiny orange-brownDull black, even after polishing

Figure 1. The Tray After the Demonstration

\"Six

", "passage_plain": "Copper Strips in the Test Furnace In a school metals shop, a teacher spreads six shiny copper strips in an open metal tray and slides the tray into a small electric test furnace. The tray stays open to the air the whole time, and nothing is added to it or taken from it. While the furnace runs, the strips glow orange, and the tray is too hot to touch when it comes out. As the strips cool to room temperature, their surfaces turn dull black. Polishing a cooled strip with a cloth does not bring back its shine. The class weighs the six strips together before and after the demonstration, shown in Table 1. The teacher also posts this equation card for the reaction: 2Cu + O 2 → 2CuO (copper oxide, a black solid) Table 1. Before-and-After Mass Log Measurement Before heating After heating and cooling Total mass of the six strips (g) 24.0 30.0 Surface appearance Shiny orange-brown Dull black, even after polishing Figure 1. The Tray After the Demonstration" }, { "n": 4, "item_id": "_e5b141e7-7164-4648-b4e4-c76b9981fdda", "type": "text-entry", "title": "Formula Card Oxygen Count", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A class handout shows one substance from a reaction written as 3 CO2. The formula card is printed below, with its coefficient and its subscript labeled.

3 CO2

coefficient: 3    subscript: 2

How many oxygen atoms in total does 3 CO2 represent?

Give your answer as a whole number (e.g., 14).

Number of oxygen atoms:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "6" ] }, "n_options": 0 }, { "n": 5, "item_id": "_cd781c2d-dcc1-461b-b651-eb9d15c4ab21", "type": "choice", "title": "Bronze Statue Observations", "standards": [ "MS-PS1-2" ], "prompt_html": "

A bronze statue has stood in a city park since 1952. The metal plaque on its stone base says the statue’s surface was shiny brown metal when it was installed. On a class visit, students study the statue - shown in the picture in this question - and write the five observation cards below.

\"An

Choose the TWO observations that are evidence that a chemical change has taken place on the statue’s surface.

", "prompt_plain": "A bronze statue has stood in a city park since 1952. The metal plaque on its stone base says the statue’s surface was shiny brown metal when it was installed. On a class visit, students study the statue - shown in the picture in this question - and write the five observation cards below. Choose the TWO observations that are evidence that a chemical change has taken place on the statue’s surface.", "context_html": "", "options": [ { "id": "cA5", "text": "Gray dust streaks below the statue’s upper edges rinse away whenever hard rain falls.", "plain": "Gray dust streaks below the statue’s upper edges rinse away whenever hard rain falls.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "Patches of dull green crust cover the statue’s upper surfaces, unlike the brown metal anywhere else.", "plain": "Patches of dull green crust cover the statue’s upper surfaces, unlike the brown metal anywhere else.", "correct": true, "kind": "choice" }, { "id": "cC5", "text": "Rainwater that collects in a hollow of the statue’s base dries up by late afternoon.", "plain": "Rainwater that collects in a hollow of the statue’s base dries up by late afternoon.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "Scrubbing a green patch with water and a brush does not bring back the brown color.", "plain": "Scrubbing a green patch with water and a brush does not bring back the brown color.", "correct": true, "kind": "choice" }, { "id": "cE5", "text": "On hot summer days the statue’s metal expands enough to make its old joints creak.", "plain": "On hot summer days the statue’s metal expands enough to make its old joints creak.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-32/images/slot05.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB5", "cD5" ] }, "n_options": 5 }, { "n": 6, "item_id": "_2e055752-2b7b-40c7-b3bf-59495c089deb", "type": "choice", "title": "Birch Narrows Survey Effects", "standards": [ "MS-LS2-4" ], "prompt_html": "

Look at Table 1. Choose the TWO statements that describe effects of the zebra mussels’ arrival that the survey results support.

", "prompt_plain": "Look at Table 1. Choose the TWO statements that describe effects of the zebra mussels’ arrival that the survey results support.", "context_html": "", "options": [ { "id": "cA6", "text": "The clearer water made living conditions better for the lake’s other animals, so their numbers grew.", "plain": "The clearer water made living conditions better for the lake’s other animals, so their numbers grew.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "The native mussels moved away to cleaner parts of the lake outside the survey plots.", "plain": "The native mussels moved away to cleaner parts of the lake outside the survey plots.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "The native mussel population shrank in each of the summers after the zebra mussels appeared.", "plain": "The native mussel population shrank in each of the summers after the zebra mussels appeared.", "correct": true, "kind": "choice" }, { "id": "cD6", "text": "The zebra mussels lowered the young fish counts by hunting and eating the young fish.", "plain": "The zebra mussels lowered the young fish counts by hunting and eating the young fish.", "correct": false, "kind": "choice" }, { "id": "cE6", "text": "The water cleared, so young fish had less hiding cover, and fewer were caught per net pull.", "plain": "The water cleared, so young fish had less hiding cover, and fewer were caught per net pull.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f788c388-ba17-4d3a-a337-82176d686f4f" ], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC6", "cE6" ] }, "n_options": 5, "passage_html": "

Zebra Mussels at Birch Narrows

Zebra mussels are small striped shellfish that spread into new lakes by riding on boats. Two summers ago, they appeared at the Birch Narrows marina. Zebra mussels and the lake’s native mussels both feed by filtering tiny floating plankton out of the water. Young fish in the lake hide from larger fish in cloudy water. The marina crew surveys the same sites every summer, and it now also scrapes thick crusts of zebra mussels out of the marina’s water-intake pipes, which have begun to clog. Table 1 shows the last three summer surveys. Figure 1 shows one of the intake pipes.

Table 1. Birch Narrows Summer Surveys

Survey measurementSummer before arrivalFirst summer afterSecond summer after
Zebra mussels per square meter of dock08004,500
Plankton per liter of lake water6,0003,200900
Native mussels per survey plot403112
Young fish per net pull302411
Depth a white disk stays visible (m)1.52.54.0

Figure 1. One of the Intake Pipes

\"A

", "passage_plain": "Zebra Mussels at Birch Narrows Zebra mussels are small striped shellfish that spread into new lakes by riding on boats. Two summers ago, they appeared at the Birch Narrows marina. Zebra mussels and the lake’s native mussels both feed by filtering tiny floating plankton out of the water. Young fish in the lake hide from larger fish in cloudy water. The marina crew surveys the same sites every summer, and it now also scrapes thick crusts of zebra mussels out of the marina’s water-intake pipes, which have begun to clog. Table 1 shows the last three summer surveys. Figure 1 shows one of the intake pipes. Table 1. Birch Narrows Summer Surveys Survey measurement Summer before arrival First summer after Second summer after Zebra mussels per square meter of dock 0 800 4,500 Plankton per liter of lake water 6,000 3,200 900 Native mussels per survey plot 40 31 12 Young fish per net pull 30 24 11 Depth a white disk stays visible (m) 1.5 2.5 4.0 Figure 1. One of the Intake Pipes" }, { "n": 7, "item_id": "_3dd228a3-a0ef-4edb-87e5-d8a0d1231a44", "type": "choice", "title": "Native-Mussel Decline (Part A)", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part A

Based on Table 1, which claim about the drop in native mussel counts does the survey best support?

", "prompt_plain": "Part A Based on Table 1, which claim about the drop in native mussel counts does the survey best support?", "context_html": "", "options": [ { "id": "cA7", "text": "Zebra mussels attack native mussels and eat them where the two kinds live side by side.", "plain": "Zebra mussels attack native mussels and eat them where the two kinds live side by side.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "Zebra mussels strain so much plankton from the water that little food is left for the native mussels.", "plain": "Zebra mussels strain so much plankton from the water that little food is left for the native mussels.", "correct": true, "kind": "choice" }, { "id": "cC7", "text": "The clearer water lets sunlight reach deeper, and the stronger light harms the native mussels.", "plain": "The clearer water lets sunlight reach deeper, and the stronger light harms the native mussels.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "Young fish switched to eating native mussels after their own food became harder to find.", "plain": "Young fish switched to eating native mussels after their own food became harder to find.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f788c388-ba17-4d3a-a337-82176d686f4f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB7" ] }, "n_options": 4, "passage_html": "

Zebra Mussels at Birch Narrows

Zebra mussels are small striped shellfish that spread into new lakes by riding on boats. Two summers ago, they appeared at the Birch Narrows marina. Zebra mussels and the lake’s native mussels both feed by filtering tiny floating plankton out of the water. Young fish in the lake hide from larger fish in cloudy water. The marina crew surveys the same sites every summer, and it now also scrapes thick crusts of zebra mussels out of the marina’s water-intake pipes, which have begun to clog. Table 1 shows the last three summer surveys. Figure 1 shows one of the intake pipes.

Table 1. Birch Narrows Summer Surveys

Survey measurementSummer before arrivalFirst summer afterSecond summer after
Zebra mussels per square meter of dock08004,500
Plankton per liter of lake water6,0003,200900
Native mussels per survey plot403112
Young fish per net pull302411
Depth a white disk stays visible (m)1.52.54.0

Figure 1. One of the Intake Pipes

\"A

", "passage_plain": "Zebra Mussels at Birch Narrows Zebra mussels are small striped shellfish that spread into new lakes by riding on boats. Two summers ago, they appeared at the Birch Narrows marina. Zebra mussels and the lake’s native mussels both feed by filtering tiny floating plankton out of the water. Young fish in the lake hide from larger fish in cloudy water. The marina crew surveys the same sites every summer, and it now also scrapes thick crusts of zebra mussels out of the marina’s water-intake pipes, which have begun to clog. Table 1 shows the last three summer surveys. Figure 1 shows one of the intake pipes. Table 1. Birch Narrows Summer Surveys Survey measurement Summer before arrival First summer after Second summer after Zebra mussels per square meter of dock 0 800 4,500 Plankton per liter of lake water 6,000 3,200 900 Native mussels per survey plot 40 31 12 Young fish per net pull 30 24 11 Depth a white disk stays visible (m) 1.5 2.5 4.0 Figure 1. One of the Intake Pipes" }, { "n": 8, "item_id": "_1ee61cdc-08ae-4927-b496-5c9ce79d450e", "type": "choice", "title": "Native-Mussel Decline (Part B)", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part B

Which rows of Table 1 provide the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which rows of Table 1 provide the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA8", "text": "The native-mussel row and the young-fish row: both counts fell after the zebra mussels arrived.", "plain": "The native-mussel row and the young-fish row: both counts fell after the zebra mussels arrived.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The plankton row and the young-fish row: the plankton count dropped each summer and the young-fish count dropped with it.", "plain": "The plankton row and the young-fish row: the plankton count dropped each summer and the young-fish count dropped with it.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The zebra-mussel row and the native-mussel row: one count rose while the other one fell.", "plain": "The zebra-mussel row and the native-mussel row: one count rose while the other one fell.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The zebra-mussel row and the plankton row: in each summer the mussel count rose and plankton fell.", "plain": "The zebra-mussel row and the plankton row: in each summer the mussel count rose and plankton fell.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f788c388-ba17-4d3a-a337-82176d686f4f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD8" ] }, "n_options": 4, "passage_html": "

Zebra Mussels at Birch Narrows

Zebra mussels are small striped shellfish that spread into new lakes by riding on boats. Two summers ago, they appeared at the Birch Narrows marina. Zebra mussels and the lake’s native mussels both feed by filtering tiny floating plankton out of the water. Young fish in the lake hide from larger fish in cloudy water. The marina crew surveys the same sites every summer, and it now also scrapes thick crusts of zebra mussels out of the marina’s water-intake pipes, which have begun to clog. Table 1 shows the last three summer surveys. Figure 1 shows one of the intake pipes.

Table 1. Birch Narrows Summer Surveys

Survey measurementSummer before arrivalFirst summer afterSecond summer after
Zebra mussels per square meter of dock08004,500
Plankton per liter of lake water6,0003,200900
Native mussels per survey plot403112
Young fish per net pull302411
Depth a white disk stays visible (m)1.52.54.0

Figure 1. One of the Intake Pipes

\"A

", "passage_plain": "Zebra Mussels at Birch Narrows Zebra mussels are small striped shellfish that spread into new lakes by riding on boats. Two summers ago, they appeared at the Birch Narrows marina. Zebra mussels and the lake’s native mussels both feed by filtering tiny floating plankton out of the water. Young fish in the lake hide from larger fish in cloudy water. The marina crew surveys the same sites every summer, and it now also scrapes thick crusts of zebra mussels out of the marina’s water-intake pipes, which have begun to clog. Table 1 shows the last three summer surveys. Figure 1 shows one of the intake pipes. Table 1. Birch Narrows Summer Surveys Survey measurement Summer before arrival First summer after Second summer after Zebra mussels per square meter of dock 0 800 4,500 Plankton per liter of lake water 6,000 3,200 900 Native mussels per survey plot 40 31 12 Young fish per net pull 30 24 11 Depth a white disk stays visible (m) 1.5 2.5 4.0 Figure 1. One of the Intake Pipes" }, { "n": 9, "item_id": "_15b956ea-e8fa-46a9-9cd7-fedb914d4987", "type": "choice", "title": "Shake-Tube Brightness Explanation", "standards": [ "MS-PS2-3" ], "prompt_html": "

The lamp glows only while Fenn is shaking the tube, and Table 1 shows it glows brighter at faster shaking rates.

Based on Figure 1, which statement best explains these results?

", "prompt_plain": "The lamp glows only while Fenn is shaking the tube, and Table 1 shows it glows brighter at faster shaking rates. Based on Figure 1, which statement best explains these results?", "context_html": "", "options": [ { "id": "cA9", "text": "Faster shaking causes more rubbing between the magnet and the tube walls, building up static electricity that drains to the lamp.", "plain": "Faster shaking causes more rubbing between the magnet and the tube walls, building up static electricity that drains to the lamp.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "Faster shaking sweeps the magnet’s magnetic field across the coil more often, driving a larger electric current through the wire.", "plain": "Faster shaking sweeps the magnet’s magnetic field across the coil more often, driving a larger electric current through the wire.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "Faster shaking knocks loose more of the electric current that the magnet keeps stored inside itself from the factory.", "plain": "Faster shaking knocks loose more of the electric current that the magnet keeps stored inside itself from the factory.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "Faster shaking taps the magnet against the coil’s wires more often, and current flows at each moment they touch.", "plain": "Faster shaking taps the magnet against the coil’s wires more often, and current flows at each moment they touch.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b9f5ec79-6a45-4ae5-a82a-338163fd83e8" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9" ] }, "n_options": 4, "passage_html": "

Shake-Tube Flashlight Bench

Fenn tests a shake-tube flashlight at a workbench. The flashlight has no battery. Inside its clear tube, a round magnet slides freely back and forth through a coil of wire wound around the outside of the tube’s middle. The coil’s two wire ends connect to a small lamp in the tube’s end cap. Fenn shakes the tube at three steady rates and points a light sensor at the lamp. The sensor reports brightness in a unit called lux; a higher lux reading means a brighter lamp. Figure 1 shows a cutaway of the flashlight. Table 1 shows the readings.

Table 1. Brightness at Three Shaking Rates

Shaking rate (shakes per second)Light-sensor reading (lux)
14
29
315

Figure 1. Cutaway of the Flashlight

\"Cutaway

", "passage_plain": "Shake-Tube Flashlight Bench Fenn tests a shake-tube flashlight at a workbench. The flashlight has no battery. Inside its clear tube, a round magnet slides freely back and forth through a coil of wire wound around the outside of the tube’s middle. The coil’s two wire ends connect to a small lamp in the tube’s end cap. Fenn shakes the tube at three steady rates and points a light sensor at the lamp. The sensor reports brightness in a unit called lux; a higher lux reading means a brighter lamp. Figure 1 shows a cutaway of the flashlight. Table 1 shows the readings. Table 1. Brightness at Three Shaking Rates Shaking rate (shakes per second) Light-sensor reading (lux) 1 4 2 9 3 15 Figure 1. Cutaway of the Flashlight" }, { "n": 10, "item_id": "_d58ef7d5-a26d-4f43-a991-41344b25a932", "type": "choice", "title": "Flashlight Energy Chain", "standards": [ "MS-PS3-5" ], "prompt_html": "

Fenn lists the energy changes that happen in the flashlight, from the shaking of the tube to the glow of the lamp.

Based on Figure 1, which sequence shows the correct order of the energy changes?

", "prompt_plain": "Fenn lists the energy changes that happen in the flashlight, from the shaking of the tube to the glow of the lamp. Based on Figure 1, which sequence shows the correct order of the energy changes?", "context_html": "", "options": [ { "id": "cA10", "text": "kinetic energy of the moving magnet → electrical energy in the coil and wires → light energy only at the lamp", "plain": "kinetic energy of the moving magnet → electrical energy in the coil and wires → light energy only at the lamp", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "kinetic energy of the moving magnet → thermal energy from parts rubbing → light energy at the glowing-hot lamp", "plain": "kinetic energy of the moving magnet → thermal energy from parts rubbing → light energy at the glowing-hot lamp", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "electrical energy in the coil and wires → kinetic energy of the moving magnet → light and thermal energy at the lamp", "plain": "electrical energy in the coil and wires → kinetic energy of the moving magnet → light and thermal energy at the lamp", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "kinetic energy of the moving magnet → electrical energy in the coil and wires → light and thermal energy at the lamp", "plain": "kinetic energy of the moving magnet → electrical energy in the coil and wires → light and thermal energy at the lamp", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b9f5ec79-6a45-4ae5-a82a-338163fd83e8" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD10" ] }, "n_options": 4, "passage_html": "

Shake-Tube Flashlight Bench

Fenn tests a shake-tube flashlight at a workbench. The flashlight has no battery. Inside its clear tube, a round magnet slides freely back and forth through a coil of wire wound around the outside of the tube’s middle. The coil’s two wire ends connect to a small lamp in the tube’s end cap. Fenn shakes the tube at three steady rates and points a light sensor at the lamp. The sensor reports brightness in a unit called lux; a higher lux reading means a brighter lamp. Figure 1 shows a cutaway of the flashlight. Table 1 shows the readings.

Table 1. Brightness at Three Shaking Rates

Shaking rate (shakes per second)Light-sensor reading (lux)
14
29
315

Figure 1. Cutaway of the Flashlight

\"Cutaway

", "passage_plain": "Shake-Tube Flashlight Bench Fenn tests a shake-tube flashlight at a workbench. The flashlight has no battery. Inside its clear tube, a round magnet slides freely back and forth through a coil of wire wound around the outside of the tube’s middle. The coil’s two wire ends connect to a small lamp in the tube’s end cap. Fenn shakes the tube at three steady rates and points a light sensor at the lamp. The sensor reports brightness in a unit called lux; a higher lux reading means a brighter lamp. Figure 1 shows a cutaway of the flashlight. Table 1 shows the readings. Table 1. Brightness at Three Shaking Rates Shaking rate (shakes per second) Light-sensor reading (lux) 1 4 2 9 3 15 Figure 1. Cutaway of the Flashlight" }, { "n": 11, "item_id": "_a32b39c1-2a0d-4053-aee2-301d7a56340c", "type": "portable-custom", "title": "Electromagnet Trials Graph", "standards": [ "MS-PS2-3" ], "prompt_html": "

Table 1. Electromagnet Trials

Number of coil turnsPaperclips lifted
20 turns3
40 turns6
60 turns9
80 turns12

Jules builds an electromagnet by coiling insulated wire around an iron nail and connecting a battery. Jules counts how many paperclips the electromagnet lifts with 20, 40, 60, and 80 turns of wire in the coil, keeping everything else the same. Table 1 shows the trials.

 

Use Table 1. Drag one bar onto each turn count on the graph. Each bar must show the number of paperclips lifted at that number of coil turns.

", "prompt_plain": "Table 1. Electromagnet Trials Number of coil turns Paperclips lifted 20 turns 3 40 turns 6 60 turns 9 80 turns 12 Jules builds an electromagnet by coiling insulated wire around an iron nail and connecting a battery. Jules counts how many paperclips the electromagnet lifts with 20, 40, 60, and 80 turns of wire in the coil, keeping everything else the same. Table 1 shows the trials. Use Table 1. Drag one bar onto each turn count on the graph. Each bar must show the number of paperclips lifted at that number of coil turns.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"20 turns\",\"y\":3},{\"x\":\"40 turns\",\"y\":6},{\"x\":\"60 turns\",\"y\":9},{\"x\":\"80 turns\",\"y\":12}]" ] }, "n_options": 0 }, { "n": 12, "item_id": "_25333357-6c2e-4c59-9710-601fbb1754a8", "type": "choice", "title": "Split Granite Band - Crust Motion", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Look at Figure 1. Which statement best explains what the split granite band shows about the crust along this fault?

", "prompt_plain": "Look at Figure 1. Which statement best explains what the split granite band shows about the crust along this fault?", "context_html": "", "options": [ { "id": "cA12", "text": "The blocks of crust pushed toward each other at the fault, and the collision crumpled the band into two separate pieces.", "plain": "The blocks of crust pushed toward each other at the fault, and the collision crumpled the band into two separate pieces.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "The blocks of crust pulled straight apart at the fault, and new rock slowly filled the 200-meter gap between the band’s halves.", "plain": "The blocks of crust pulled straight apart at the fault, and new rock slowly filled the 200-meter gap between the band’s halves.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The blocks of crust slid past each other along the fault, carrying the two halves of the band 200 meters apart.", "plain": "The blocks of crust slid past each other along the fault, carrying the two halves of the band 200 meters apart.", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "The blocks of crust never moved, and flowing water wore away the section of the band where it crossed the fault.", "plain": "The blocks of crust never moved, and flowing water wore away the section of the band where it crossed the fault.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_08e723d2-121b-401b-9b48-64c71794ca73" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC12" ] }, "n_options": 4, "passage_html": "

The Split Granite Band

A geology crew maps a long road cut through hilly country. A single band of speckled pink granite appears on both sides of a fault trace. The two halves of the band match in minerals, crystal size, and width. The crew concludes the halves were once one continuous band. Today the halves sit 200 meters apart, measured along the fault trace. Instruments have recorded many small, shallow earthquakes in a line along the same trace. Figure 1 shows a map view of the band, the fault trace, and the earthquake centers.

Figure 1. Map View of the Road Cut

\"Map

", "passage_plain": "The Split Granite Band A geology crew maps a long road cut through hilly country. A single band of speckled pink granite appears on both sides of a fault trace. The two halves of the band match in minerals, crystal size, and width. The crew concludes the halves were once one continuous band. Today the halves sit 200 meters apart, measured along the fault trace. Instruments have recorded many small, shallow earthquakes in a line along the same trace. Figure 1 shows a map view of the band, the fault trace, and the earthquake centers. Figure 1. Map View of the Road Cut" }, { "n": 13, "item_id": "_42b5007b-d045-4d1b-8d58-5fd014988780", "type": "choice", "title": "Split Granite Band - Boundary Contrast", "standards": [ "MS-ESS2-2" ], "prompt_html": "

A student compares the fault in Figure 1 with a convergent plate boundary, where plates push together.

Which comparison row is correct?

", "prompt_plain": "A student compares the fault in Figure 1 with a convergent plate boundary, where plates push together. Which comparison row is correct?", "context_html": "", "options": [ { "id": "cA13", "text": "This fault: the crust crumples into tall mountain ranges along the trace. Convergent boundary: the plates grind sideways past each other, causing only shallow earthquakes.", "plain": "This fault: the crust crumples into tall mountain ranges along the trace. Convergent boundary: the plates grind sideways past each other, causing only shallow earthquakes.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "This fault: shallow earthquakes shake the ground, but no mountain range rises along the trace. Convergent boundary: the plates push together, crumpling crust into mountain ranges.", "plain": "This fault: shallow earthquakes shake the ground, but no mountain range rises along the trace. Convergent boundary: the plates push together, crumpling crust into mountain ranges.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "This fault: a widening gap opens along the trace and slowly fills with new rock. Convergent boundary: the plates push together, crumpling crust into mountain ranges.", "plain": "This fault: a widening gap opens along the trace and slowly fills with new rock. Convergent boundary: the plates push together, crumpling crust into mountain ranges.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "This fault: shallow earthquakes shake the ground along the trace. Convergent boundary: the plates push together, and the crust stays flat because the two pushes balance out.", "plain": "This fault: shallow earthquakes shake the ground along the trace. Convergent boundary: the plates push together, and the crust stays flat because the two pushes balance out.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_08e723d2-121b-401b-9b48-64c71794ca73" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4, "passage_html": "

The Split Granite Band

A geology crew maps a long road cut through hilly country. A single band of speckled pink granite appears on both sides of a fault trace. The two halves of the band match in minerals, crystal size, and width. The crew concludes the halves were once one continuous band. Today the halves sit 200 meters apart, measured along the fault trace. Instruments have recorded many small, shallow earthquakes in a line along the same trace. Figure 1 shows a map view of the band, the fault trace, and the earthquake centers.

Figure 1. Map View of the Road Cut

\"Map

", "passage_plain": "The Split Granite Band A geology crew maps a long road cut through hilly country. A single band of speckled pink granite appears on both sides of a fault trace. The two halves of the band match in minerals, crystal size, and width. The crew concludes the halves were once one continuous band. Today the halves sit 200 meters apart, measured along the fault trace. Instruments have recorded many small, shallow earthquakes in a line along the same trace. Figure 1 shows a map view of the band, the fault trace, and the earthquake centers. Figure 1. Map View of the Road Cut" }, { "n": 14, "item_id": "_bdde89d4-bd71-4c2b-b71b-4b68a351a53c", "type": "choice", "title": "Mouse Colony - Parent Claim (Part A)", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

Look at Table 1 and Table 2. Which claim about the two parents does the long-haired pup best support?

", "prompt_plain": "Part A Look at Table 1 and Table 2. Which claim about the two parents does the long-haired pup best support?", "context_html": "", "options": [ { "id": "cA14", "text": "The pup’s long hair shows that one parent is really long-haired and the log entry recorded that parent’s coat wrong.", "plain": "The pup’s long hair shows that one parent is really long-haired and the log entry recorded that parent’s coat wrong.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The pup’s long hair shows that each short-haired parent carries one hidden long-hair allele it can pass to a pup.", "plain": "The pup’s long hair shows that each short-haired parent carries one hidden long-hair allele it can pass to a pup.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "The pup’s long hair shows that neither parent carries the long-hair allele and the allele appeared only in this pup.", "plain": "The pup’s long hair shows that neither parent carries the long-hair allele and the allele appeared only in this pup.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The pup’s long hair shows that coat-length alleles come only from the mother, so the father’s alleles played no part.", "plain": "The pup’s long hair shows that coat-length alleles come only from the mother, so the father’s alleles played no part.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a0981f03-d0d5-4fe3-8067-7a197cdc4d6b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB14" ] }, "n_options": 4, "passage_html": "

The Long-Haired Pup

A science class keeps a colony of pet mice and logs every litter. Every mouse in the colony has short hair — until one new pup grows long hair. In these mice, the allele L gives short hair and is dominant. The allele l gives long hair and is recessive. A mouse grows long hair only if it has two l alleles. Table 1 shows the log entry for the new litter. The class fills in a grid card to test one idea about the parents. Table 2 shows the completed card.

Table 1. Litter Log Entry

EntryRecord
Mother’s coatShort hair
Father’s coatShort hair
Pups in litter6
Pups with short hair5
Pups with long hair1

Table 2. Class Grid Card

Father’s allele: LFather’s allele: l
Mother’s allele: LLL (short hair)Ll (short hair)
Mother’s allele: lLl (short hair)ll (long hair)
", "passage_plain": "The Long-Haired Pup A science class keeps a colony of pet mice and logs every litter. Every mouse in the colony has short hair — until one new pup grows long hair. In these mice, the allele L gives short hair and is dominant. The allele l gives long hair and is recessive. A mouse grows long hair only if it has two l alleles. Table 1 shows the log entry for the new litter. The class fills in a grid card to test one idea about the parents. Table 2 shows the completed card. Table 1. Litter Log Entry Entry Record Mother’s coat Short hair Father’s coat Short hair Pups in litter 6 Pups with short hair 5 Pups with long hair 1 Table 2. Class Grid Card Father’s allele: L Father’s allele: l Mother’s allele: L LL (short hair) Ll (short hair) Mother’s allele: l Ll (short hair) ll (long hair)" }, { "n": 15, "item_id": "_9f58d10c-90e0-449a-b8db-6acdd2da926a", "type": "choice", "title": "Mouse Colony - Grid Evidence (Part B)", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part B

Which feature of the grid card in Table 2 provides the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which feature of the grid card in Table 2 provides the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA15", "text": "The two Ll boxes, because they show that during meiosis most pups receive a complete copy of each parent’s allele pair and so look short-haired just like the parents.", "plain": "The two Ll boxes, because they show that during meiosis most pups receive a complete copy of each parent’s allele pair and so look short-haired just like the parents.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "The LL box, because it shows the short-hair allele is stronger than the long-hair allele and defeats it in nearly every pup the two parents produce together.", "plain": "The LL box, because it shows the short-hair allele is stronger than the long-hair allele and defeats it in nearly every pup the two parents produce together.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "The three short-haired boxes for every one long-haired box, because that ratio guarantees each litter of four pups will always include exactly one pup with long hair.", "plain": "The three short-haired boxes for every one long-haired box, because that ratio guarantees each litter of four pups will always include exactly one pup with long hair.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The one ll box, because each parent’s meiosis puts one allele from that parent’s Ll pair into a gamete, so both parents can pass an l, while crossing over and independent assortment shuffle other genes.", "plain": "The one ll box, because each parent’s meiosis puts one allele from that parent’s Ll pair into a gamete, so both parents can pass an l, while crossing over and independent assortment shuffle other genes.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a0981f03-d0d5-4fe3-8067-7a197cdc4d6b" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD15" ] }, "n_options": 4, "passage_html": "

The Long-Haired Pup

A science class keeps a colony of pet mice and logs every litter. Every mouse in the colony has short hair — until one new pup grows long hair. In these mice, the allele L gives short hair and is dominant. The allele l gives long hair and is recessive. A mouse grows long hair only if it has two l alleles. Table 1 shows the log entry for the new litter. The class fills in a grid card to test one idea about the parents. Table 2 shows the completed card.

Table 1. Litter Log Entry

EntryRecord
Mother’s coatShort hair
Father’s coatShort hair
Pups in litter6
Pups with short hair5
Pups with long hair1

Table 2. Class Grid Card

Father’s allele: LFather’s allele: l
Mother’s allele: LLL (short hair)Ll (short hair)
Mother’s allele: lLl (short hair)ll (long hair)
", "passage_plain": "The Long-Haired Pup A science class keeps a colony of pet mice and logs every litter. Every mouse in the colony has short hair — until one new pup grows long hair. In these mice, the allele L gives short hair and is dominant. The allele l gives long hair and is recessive. A mouse grows long hair only if it has two l alleles. Table 1 shows the log entry for the new litter. The class fills in a grid card to test one idea about the parents. Table 2 shows the completed card. Table 1. Litter Log Entry Entry Record Mother’s coat Short hair Father’s coat Short hair Pups in litter 6 Pups with short hair 5 Pups with long hair 1 Table 2. Class Grid Card Father’s allele: L Father’s allele: l Mother’s allele: L LL (short hair) Ll (short hair) Mother’s allele: l Ll (short hair) ll (long hair)" }, { "n": 16, "item_id": "_14231286-e9af-4d8c-ac48-354177e94542", "type": "choice", "title": "Louver Iterations - Angle Claim (Part A)", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part A

Look at the Change Log and Table 1. Which claim about version 2’s louver angle do the model runs best support?

", "prompt_plain": "Part A Look at the Change Log and Table 1. Which claim about version 2’s louver angle do the model runs best support?", "context_html": "", "options": [ { "id": "cA16", "text": "Changing the louver angle to 45 degrees increased the modeled airflow at every occupancy setting.", "plain": "Changing the louver angle to 45 degrees increased the modeled airflow at every occupancy setting.", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "Changing the louver angle to 45 degrees improved the modeled airflow only when the locker room was empty.", "plain": "Changing the louver angle to 45 degrees improved the modeled airflow only when the locker room was empty.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Changing the louver angle to 45 degrees doubled the modeled airflow at each occupancy setting.", "plain": "Changing the louver angle to 45 degrees doubled the modeled airflow at each occupancy setting.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Changing the louver angle made no real difference, because occupancy alone controls the modeled airflow.", "plain": "Changing the louver angle made no real difference, because occupancy alone controls the modeled airflow.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_63bc18c9-e508-4b44-b4a3-07dfb67ed9eb" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA16" ] }, "n_options": 4, "passage_html": "

Locker-Room Louver Iterations

A school’s gym locker room gets stuffy. Fresh air enters through wall vents fitted with angled slats called louvers. A facilities team tests louver designs in airflow-modeling software instead of rebuilding the vents. For each design version, the software predicts the airflow through the vents at three occupancy settings. The change log lists what changed between versions. Table 1 shows the model-run results.

Change Log

VersionSetting
Version 1Louvers at 30 degrees (original design)
Version 2Louver angle changed to 45 degrees; no other change made

Table 1. Model-Run Airflow Results

Occupancy settingVersion 1 airflow (cubic meters per minute)Version 2 airflow (cubic meters per minute)
Empty1219
Half full1016
Full814
", "passage_plain": "Locker-Room Louver Iterations A school’s gym locker room gets stuffy. Fresh air enters through wall vents fitted with angled slats called louvers. A facilities team tests louver designs in airflow-modeling software instead of rebuilding the vents. For each design version, the software predicts the airflow through the vents at three occupancy settings. The change log lists what changed between versions. Table 1 shows the model-run results. Change Log Version Setting Version 1 Louvers at 30 degrees (original design) Version 2 Louver angle changed to 45 degrees; no other change made Table 1. Model-Run Airflow Results Occupancy setting Version 1 airflow (cubic meters per minute) Version 2 airflow (cubic meters per minute) Empty 12 19 Half full 10 16 Full 8 14" }, { "n": 17, "item_id": "_5026b32e-b44e-40d3-93b2-5a5c7ade9f87", "type": "choice", "title": "Louver Iterations - Run Evidence (Part B)", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

Which comparison of the model runs in Table 1 provides the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which comparison of the model runs in Table 1 provides the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA17", "text": "Comparing version 1’s empty-room run with version 2’s full-room run, because those two runs sit at the opposite corners of the table.", "plain": "Comparing version 1’s empty-room run with version 2’s full-room run, because those two runs sit at the opposite corners of the table.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Comparing the empty-room run with the full-room run inside version 1, because that shows how strongly occupancy changes the airflow.", "plain": "Comparing the empty-room run with the full-room run inside version 1, because that shows how strongly occupancy changes the airflow.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Comparing version 2 with version 1 at the same occupancy setting, because the airflow rises in each of the three matched pairs.", "plain": "Comparing version 2 with version 1 at the same occupancy setting, because the airflow rises in each of the three matched pairs.", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "Comparing the single highest airflow value in the table with the single lowest, because the size of that gap shows which design is stronger.", "plain": "Comparing the single highest airflow value in the table with the single lowest, because the size of that gap shows which design is stronger.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_63bc18c9-e508-4b44-b4a3-07dfb67ed9eb" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC17" ] }, "n_options": 4, "passage_html": "

Locker-Room Louver Iterations

A school’s gym locker room gets stuffy. Fresh air enters through wall vents fitted with angled slats called louvers. A facilities team tests louver designs in airflow-modeling software instead of rebuilding the vents. For each design version, the software predicts the airflow through the vents at three occupancy settings. The change log lists what changed between versions. Table 1 shows the model-run results.

Change Log

VersionSetting
Version 1Louvers at 30 degrees (original design)
Version 2Louver angle changed to 45 degrees; no other change made

Table 1. Model-Run Airflow Results

Occupancy settingVersion 1 airflow (cubic meters per minute)Version 2 airflow (cubic meters per minute)
Empty1219
Half full1016
Full814
", "passage_plain": "Locker-Room Louver Iterations A school’s gym locker room gets stuffy. Fresh air enters through wall vents fitted with angled slats called louvers. A facilities team tests louver designs in airflow-modeling software instead of rebuilding the vents. For each design version, the software predicts the airflow through the vents at three occupancy settings. The change log lists what changed between versions. Table 1 shows the model-run results. Change Log Version Setting Version 1 Louvers at 30 degrees (original design) Version 2 Louver angle changed to 45 degrees; no other change made Table 1. Model-Run Airflow Results Occupancy setting Version 1 airflow (cubic meters per minute) Version 2 airflow (cubic meters per minute) Empty 12 19 Half full 10 16 Full 8 14" }, { "n": 18, "item_id": "_0f2e73b7-5a6f-4f97-a5ab-a6dab0077db2", "type": "choice", "title": "Hornwort - Bubble Boost", "standards": [ "MS-LS1-6" ], "prompt_html": "

The class wants one sprig to give off more bubbles in one minute.

Based on Table 1, which change would most likely increase the bubble count?

", "prompt_plain": "The class wants one sprig to give off more bubbles in one minute. Based on Table 1, which change would most likely increase the bubble count?", "context_html": "", "options": [ { "id": "cA18", "text": "Move the lamp in from 10 centimeters to just 5 centimeters from the sprig’s beaker.", "plain": "Move the lamp in from 10 centimeters to just 5 centimeters from the sprig’s beaker.", "correct": true, "kind": "choice" }, { "id": "cB18", "text": "Move the lamp from 10 centimeters to 50 centimeters so its light spreads more evenly.", "plain": "Move the lamp from 10 centimeters to 50 centimeters so its light spreads more evenly.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "Turn the lamp off for a day so the sprig can rest and store bubbles.", "plain": "Turn the lamp off for a day so the sprig can rest and store bubbles.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Turn the lamp off and add liquid plant fertilizer so the fertilizer replaces light as the sprig’s food.", "plain": "Turn the lamp off and add liquid plant fertilizer so the fertilizer replaces light as the sprig’s food.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a4a0de93-b981-4baa-a400-2b0532766a20" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA18" ] }, "n_options": 4, "passage_html": "

Hornwort Bubble Counts

A biology class grows hornwort, a leafy water plant, in beakers of pond water. A lamp shines on each beaker. While a lamp is on, streams of tiny gas bubbles rise from each sprig. The class counts the bubbles one sprig gives off in one minute. Counts are taken at two lamp distances, three trials each. Table 1 shows the counts. Figure 1 shows the setup. Overnight note: one beaker held a dissolved-oxygen probe. With the lamps off overnight, the probe’s reading at 6:00 a.m. was lower than its reading at 10:00 p.m.

Table 1. Bubble Counts at Two Lamp Distances

Lamp distanceTrial 1 (bubbles per minute)Trial 2 (bubbles per minute)Trial 3 (bubbles per minute)
10 centimeters384240
30 centimeters11910

Figure 1. The Beaker Setup

\"Two

", "passage_plain": "Hornwort Bubble Counts A biology class grows hornwort, a leafy water plant, in beakers of pond water. A lamp shines on each beaker. While a lamp is on, streams of tiny gas bubbles rise from each sprig. The class counts the bubbles one sprig gives off in one minute. Counts are taken at two lamp distances, three trials each. Table 1 shows the counts. Figure 1 shows the setup. Overnight note: one beaker held a dissolved-oxygen probe. With the lamps off overnight, the probe’s reading at 6:00 a.m. was lower than its reading at 10:00 p.m. Table 1. Bubble Counts at Two Lamp Distances Lamp distance Trial 1 (bubbles per minute) Trial 2 (bubbles per minute) Trial 3 (bubbles per minute) 10 centimeters 38 42 40 30 centimeters 11 9 10 Figure 1. The Beaker Setup" }, { "n": 19, "item_id": "_559cc770-58dd-4b78-a193-0e78107e0704", "type": "choice", "title": "Hornwort - Food Connection", "standards": [ "MS-LS1-6" ], "prompt_html": "

Look at Table 1. Which explanation best connects the higher bubble counts at 10 centimeters to food the hornwort makes?

", "prompt_plain": "Look at Table 1. Which explanation best connects the higher bubble counts at 10 centimeters to food the hornwort makes?", "context_html": "", "options": [ { "id": "cA19", "text": "The bubbles carry the sprig’s new sugar out into the water, so a higher count means the sprig is sending out more of the food it makes.", "plain": "The bubbles carry the sprig’s new sugar out into the water, so a higher count means the sprig is sending out more of the food it makes.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The closer lamp warms the water, and the warmth pulls dissolved air out of the beaker, so a higher count means faster warming, not more food.", "plain": "The closer lamp warms the water, and the warmth pulls dissolved air out of the beaker, so a higher count means faster warming, not more food.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The brighter light makes the sprig burn its stored sugar faster, and the bubbles are the waste gas given off as that food is used up.", "plain": "The brighter light makes the sprig burn its stored sugar faster, and the bubbles are the waste gas given off as that food is used up.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The closer lamp gives the sprig more light energy to build sugar from carbon dioxide and water, and the oxygen released by that food-making forms the bubbles.", "plain": "The closer lamp gives the sprig more light energy to build sugar from carbon dioxide and water, and the oxygen released by that food-making forms the bubbles.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a4a0de93-b981-4baa-a400-2b0532766a20" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD19" ] }, "n_options": 4, "passage_html": "

Hornwort Bubble Counts

A biology class grows hornwort, a leafy water plant, in beakers of pond water. A lamp shines on each beaker. While a lamp is on, streams of tiny gas bubbles rise from each sprig. The class counts the bubbles one sprig gives off in one minute. Counts are taken at two lamp distances, three trials each. Table 1 shows the counts. Figure 1 shows the setup. Overnight note: one beaker held a dissolved-oxygen probe. With the lamps off overnight, the probe’s reading at 6:00 a.m. was lower than its reading at 10:00 p.m.

Table 1. Bubble Counts at Two Lamp Distances

Lamp distanceTrial 1 (bubbles per minute)Trial 2 (bubbles per minute)Trial 3 (bubbles per minute)
10 centimeters384240
30 centimeters11910

Figure 1. The Beaker Setup

\"Two

", "passage_plain": "Hornwort Bubble Counts A biology class grows hornwort, a leafy water plant, in beakers of pond water. A lamp shines on each beaker. While a lamp is on, streams of tiny gas bubbles rise from each sprig. The class counts the bubbles one sprig gives off in one minute. Counts are taken at two lamp distances, three trials each. Table 1 shows the counts. Figure 1 shows the setup. Overnight note: one beaker held a dissolved-oxygen probe. With the lamps off overnight, the probe’s reading at 6:00 a.m. was lower than its reading at 10:00 p.m. Table 1. Bubble Counts at Two Lamp Distances Lamp distance Trial 1 (bubbles per minute) Trial 2 (bubbles per minute) Trial 3 (bubbles per minute) 10 centimeters 38 42 40 30 centimeters 11 9 10 Figure 1. The Beaker Setup" }, { "n": 20, "item_id": "_94546e58-419b-4fbb-a77b-ba0e5024b4d9", "type": "choice", "title": "Hornwort - Dark Hours", "standards": [ "MS-LS1-7" ], "prompt_html": "

Read the overnight note in the passage. Which TWO statements about the beakers during the dark hours do the probe readings support? Choose the TWO best answers.

", "prompt_plain": "Read the overnight note in the passage. Which TWO statements about the beakers during the dark hours do the probe readings support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA20", "text": "The sprigs keep building sugar at their full daytime rate during the dark hours.", "plain": "The sprigs keep building sugar at their full daytime rate during the dark hours.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "The sprigs’ cells keep using up oxygen overnight to release energy from their stored food.", "plain": "The sprigs’ cells keep using up oxygen overnight to release energy from their stored food.", "correct": true, "kind": "choice" }, { "id": "cC20", "text": "The sprigs pause all of their life processes until the lamp comes back on.", "plain": "The sprigs pause all of their life processes until the lamp comes back on.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "The sprigs take in oxygen only during the hours when the lamp is shining.", "plain": "The sprigs take in oxygen only during the hours when the lamp is shining.", "correct": false, "kind": "choice" }, { "id": "cE20", "text": "The amount of oxygen dissolved in the water goes down across the dark hours.", "plain": "The amount of oxygen dissolved in the water goes down across the dark hours.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a4a0de93-b981-4baa-a400-2b0532766a20" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB20", "cE20" ] }, "n_options": 5, "passage_html": "

Hornwort Bubble Counts

A biology class grows hornwort, a leafy water plant, in beakers of pond water. A lamp shines on each beaker. While a lamp is on, streams of tiny gas bubbles rise from each sprig. The class counts the bubbles one sprig gives off in one minute. Counts are taken at two lamp distances, three trials each. Table 1 shows the counts. Figure 1 shows the setup. Overnight note: one beaker held a dissolved-oxygen probe. With the lamps off overnight, the probe’s reading at 6:00 a.m. was lower than its reading at 10:00 p.m.

Table 1. Bubble Counts at Two Lamp Distances

Lamp distanceTrial 1 (bubbles per minute)Trial 2 (bubbles per minute)Trial 3 (bubbles per minute)
10 centimeters384240
30 centimeters11910

Figure 1. The Beaker Setup

\"Two

", "passage_plain": "Hornwort Bubble Counts A biology class grows hornwort, a leafy water plant, in beakers of pond water. A lamp shines on each beaker. While a lamp is on, streams of tiny gas bubbles rise from each sprig. The class counts the bubbles one sprig gives off in one minute. Counts are taken at two lamp distances, three trials each. Table 1 shows the counts. Figure 1 shows the setup. Overnight note: one beaker held a dissolved-oxygen probe. With the lamps off overnight, the probe’s reading at 6:00 a.m. was lower than its reading at 10:00 p.m. Table 1. Bubble Counts at Two Lamp Distances Lamp distance Trial 1 (bubbles per minute) Trial 2 (bubbles per minute) Trial 3 (bubbles per minute) 10 centimeters 38 42 40 30 centimeters 11 9 10 Figure 1. The Beaker Setup" }, { "n": 21, "item_id": "_a9eaa278-3e3e-4c22-9610-f9881d63e541", "type": "choice", "title": "Lander Weight Readings — Part A", "standards": [ "MS-PS2-4" ], "prompt_html": "

Part A

Look at Table 1. Which claim best explains why the lander on Planet Y weighs less than the lander on Planet X?

", "prompt_plain": "Part A Look at Table 1. Which claim best explains why the lander on Planet Y weighs less than the lander on Planet X?", "context_html": "", "options": [ { "id": "cA1", "text": "Planet Y’s thinner atmosphere presses down on the lander there with less force than Planet X’s atmosphere does.", "plain": "Planet Y’s thinner atmosphere presses down on the lander there with less force than Planet X’s atmosphere does.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Planet Y’s smaller radius puts the lander there farther away from the planet’s center than the lander on Planet X.", "plain": "Planet Y’s smaller radius puts the lander there farther away from the planet’s center than the lander on Planet X.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Planet Y’s much smaller mass weakens its pull on the lander more than its smaller radius strengthens that pull.", "plain": "Planet Y’s much smaller mass weakens its pull on the lander more than its smaller radius strengthens that pull.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The lander on Planet Y holds less mass inside it than the lander on Planet X holds, so it is pulled less.", "plain": "The lander on Planet Y holds less mass inside it than the lander on Planet X holds, so it is pulled less.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_881fbd54-dad4-4a9b-ade5-c06f4376abf4" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Two Landers, Two Worlds

A space agency built two identical copies of one survey lander. One copy touched down on Planet X, and the other touched down on Planet Y. On landing, each lander used an onboard scale to measure its own weight - the gravitational force pulling it toward the planet. Table 1 is the mission fact card. It lists each planet’s mass compared with Earth’s mass, each planet’s radius (the distance from the planet’s center to its surface), and the two weight readings.

Table 1. Mission Fact Card

MeasurementPlanet XPlanet Y
Planet mass (Earth = 1)0.800.08
Planet radius (kilometers)6,0003,000
Lander weight reading (newtons)2,7001,080
", "passage_plain": "Two Landers, Two Worlds A space agency built two identical copies of one survey lander. One copy touched down on Planet X, and the other touched down on Planet Y. On landing, each lander used an onboard scale to measure its own weight - the gravitational force pulling it toward the planet. Table 1 is the mission fact card. It lists each planet’s mass compared with Earth’s mass, each planet’s radius (the distance from the planet’s center to its surface), and the two weight readings. Table 1. Mission Fact Card Measurement Planet X Planet Y Planet mass (Earth = 1) 0.80 0.08 Planet radius (kilometers) 6,000 3,000 Lander weight reading (newtons) 2,700 1,080" }, { "n": 22, "item_id": "_a43baec9-0f0a-4f5d-815b-ea6dfb86d29b", "type": "choice", "title": "Lander Weight Readings — Part B", "standards": [ "MS-PS2-4" ], "prompt_html": "

Part B

Which rows of Table 1 provide the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which rows of Table 1 provide the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The lander weight reading row on its own.", "plain": "The lander weight reading row on its own.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The planet mass row and the lander weight reading row together.", "plain": "The planet mass row and the lander weight reading row together.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The planet mass row and the planet radius row together.", "plain": "The planet mass row and the planet radius row together.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The planet mass, planet radius, and lander weight reading rows together.", "plain": "The planet mass, planet radius, and lander weight reading rows together.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_881fbd54-dad4-4a9b-ade5-c06f4376abf4" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Two Landers, Two Worlds

A space agency built two identical copies of one survey lander. One copy touched down on Planet X, and the other touched down on Planet Y. On landing, each lander used an onboard scale to measure its own weight - the gravitational force pulling it toward the planet. Table 1 is the mission fact card. It lists each planet’s mass compared with Earth’s mass, each planet’s radius (the distance from the planet’s center to its surface), and the two weight readings.

Table 1. Mission Fact Card

MeasurementPlanet XPlanet Y
Planet mass (Earth = 1)0.800.08
Planet radius (kilometers)6,0003,000
Lander weight reading (newtons)2,7001,080
", "passage_plain": "Two Landers, Two Worlds A space agency built two identical copies of one survey lander. One copy touched down on Planet X, and the other touched down on Planet Y. On landing, each lander used an onboard scale to measure its own weight - the gravitational force pulling it toward the planet. Table 1 is the mission fact card. It lists each planet’s mass compared with Earth’s mass, each planet’s radius (the distance from the planet’s center to its surface), and the two weight readings. Table 1. Mission Fact Card Measurement Planet X Planet Y Planet mass (Earth = 1) 0.80 0.08 Planet radius (kilometers) 6,000 3,000 Lander weight reading (newtons) 2,700 1,080" }, { "n": 23, "item_id": "_ac5b2325-d472-4555-ba71-a207ae289cbe", "type": "choice", "title": "Magnet Washer Fair Test", "standards": [ "MS-PS2-5" ], "prompt_html": "

A science club builds a rig to test this claim: a magnet’s pull on a steel washer grows weaker as the distance between them grows. A bar magnet is clamped at one end of a smooth board. Strips of tape mark five starting spots along the board, each spot farther from the magnet than the last. For each trial, a club member sets a steel washer on one taped spot, lets go, and records whether the washer slides to the magnet.

\"A

Select the TWO design choices the club must follow for the rig to give a fair test of the claim.

", "prompt_plain": "A science club builds a rig to test this claim: a magnet’s pull on a steel washer grows weaker as the distance between them grows. A bar magnet is clamped at one end of a smooth board. Strips of tape mark five starting spots along the board, each spot farther from the magnet than the last. For each trial, a club member sets a steel washer on one taped spot, lets go, and records whether the washer slides to the magnet. Select the TWO design choices the club must follow for the rig to give a fair test of the claim.", "context_html": "", "options": [ { "id": "cA1", "text": "Release the washer only from the single taped spot closest to the magnet, where the pull is easiest to see.", "plain": "Release the washer only from the single taped spot closest to the magnet, where the pull is easiest to see.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Use the same steel washer for every trial, no matter which taped spot it starts from.", "plain": "Use the same steel washer for every trial, no matter which taped spot it starts from.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Switch to a stronger magnet for trials at the taped spots farthest from the magnet.", "plain": "Switch to a stronger magnet for trials at the taped spots farthest from the magnet.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Move a taped spot closer to the magnet whenever the washer fails to slide from it.", "plain": "Move a taped spot closer to the magnet whenever the washer fails to slide from it.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Keep the same bar magnet clamped in the same position at the end of the board for every trial.", "plain": "Keep the same bar magnet clamped in the same position at the end of the board for every trial.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-32/images/slot23.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5 }, { "n": 24, "item_id": "_2ea83e73-2e4c-429e-ac74-0ebf0843e5bd", "type": "choice", "title": "BMX Bowl Stored Energy", "standards": [ "MS-PS3-2" ], "prompt_html": "

A BMX rider practices in a bowl - a large, rounded dip with curved walls - at a bike park. The diagram in this question shows the same rider paused at four different heights on the bowl’s inner wall.

\"Cutaway

Which change would increase the stored energy of the rider-Earth system by the largest amount?

", "prompt_plain": "A BMX rider practices in a bowl - a large, rounded dip with curved walls - at a bike park. The diagram in this question shows the same rider paused at four different heights on the bowl’s inner wall. Which change would increase the stored energy of the rider-Earth system by the largest amount?", "context_html": "", "options": [ { "id": "cA1", "text": "Rolling up and stopping at a spot higher on the bowl wall.", "plain": "Rolling up and stopping at a spot higher on the bowl wall.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Pedaling at a faster speed across the flat bottom of the bowl.", "plain": "Pedaling at a faster speed across the flat bottom of the bowl.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Switching to a bike that has a much lighter frame.", "plain": "Switching to a bike that has a much lighter frame.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Squeezing the brake levers hard while stopped on the wall.", "plain": "Squeezing the brake levers hard while stopped on the wall.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-32/images/slot24.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 25, "item_id": "_bf913fe0-f161-4131-a0fe-e67d53267609", "type": "gap-match", "title": "Energy Station Devices", "standards": [ "MS-PS3-5" ], "prompt_html": "

A science-class energy station displays three devices: a solar path light that charges its small battery outdoors by day and glows after dark, a doorbell that chimes when its button is pressed, and an electric hand mixer that spins its beaters. Beside the devices sit four chain cards. Each chain card lists forms of energy in order, from the energy a device takes in to the energy it puts out.

\"Three

 

Match each device to its energy conversion chain. One chain card will not be used.

", "prompt_plain": "A science-class energy station displays three devices: a solar path light that charges its small battery outdoors by day and glows after dark, a doorbell that chimes when its button is pressed, and an electric hand mixer that spins its beaters. Beside the devices sit four chain cards. Each chain card lists forms of energy in order, from the energy a device takes in to the energy it puts out. Match each device to its energy conversion chain. One chain card will not be used.", "context_html": "", "options": [ { "id": "cardMixer", "text": "electrical energy → motion energy", "plain": "electrical energy → motion energy", "correct": false, "kind": "gap-token" }, { "id": "cardReverse", "text": "motion energy → electrical energy", "plain": "motion energy → electrical energy", "correct": false, "kind": "gap-token" }, { "id": "cardSolar", "text": "light energy → electrical energy → chemical energy → electrical energy → light energy", "plain": "light energy → electrical energy → chemical energy → electrical energy → light energy", "correct": false, "kind": "gap-token" }, { "id": "cardBell", "text": "electrical energy → sound energy", "plain": "electrical energy → sound energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-32/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "cardSolar gSolar", "cardBell gBell", "cardMixer gMixer" ] }, "n_options": 4 }, { "n": 26, "item_id": "_a242b5e3-e3ee-4ecf-ba82-2ee64c086446", "type": "text-entry", "title": "Spring Coil Wave Frequency", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A gym-floor wave station uses a long spring coil stretched between two cones. The station card gives two measurements for the waves a student sends along the coil by moving one end steadily from side to side: the waves travel along the coil at a speed of 10 meters per second, and the wavelength - the distance from one crest to the next - is 2 meters.

The wave equation is: wave speed = frequency × wavelength.

What is the frequency of the waves, in hertz (complete waves each second)?

Give your answer as a whole number (e.g., 9).

Frequency in hertz:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "5" ] }, "n_options": 0 }, { "n": 27, "item_id": "_1cd48a1b-a027-4861-ab07-04aa2740a1c3", "type": "choice", "title": "Stock Tank Ripples", "standards": [ "MS-PS4-1" ], "prompt_html": "

During a farm visit, a student taps the water surface of a round metal stock tank (an open watering tank for farm animals) twice: once lightly, then once firmly. The two photographs in this question show the ripples each tap made on the same tank’s surface. The ripples from the firm tap are clearly taller, while the spacing between ripple rings looks the same in both photographs.

\"Two

Photograph 1 (left): the light tap. Photograph 2 (right): the firm tap.

Which statement correctly describes what changed from the light tap to the firm tap?

", "prompt_plain": "During a farm visit, a student taps the water surface of a round metal stock tank (an open watering tank for farm animals) twice: once lightly, then once firmly. The two photographs in this question show the ripples each tap made on the same tank’s surface. The ripples from the firm tap are clearly taller, while the spacing between ripple rings looks the same in both photographs. Photograph 1 (left): the light tap. Photograph 2 (right): the firm tap. Which statement correctly describes what changed from the light tap to the firm tap?", "context_html": "", "options": [ { "id": "cA1", "text": "The firm tap raised the frequency of the waves, and waves with a higher frequency rise up taller.", "plain": "The firm tap raised the frequency of the waves, and waves with a higher frequency rise up taller.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The firm tap made waves with a larger amplitude, which shows it transferred more energy to the water.", "plain": "The firm tap made waves with a larger amplitude, which shows it transferred more energy to the water.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The firm tap stretched the waves to a longer wavelength, and waves with a longer wavelength sit taller.", "plain": "The firm tap stretched the waves to a longer wavelength, and waves with a longer wavelength sit taller.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The firm tap pushed extra water outward from the tapping spot, and that traveling water piled up in the rings.", "plain": "The firm tap pushed extra water outward from the tapping spot, and that traveling water piled up in the rings.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-32/images/slot27.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 28, "item_id": "_19007872-9f81-4312-bfdf-a960ab51eb16", "type": "gap-match", "title": "Body Systems Wall Chart", "standards": [ "MS-LS1-3" ], "prompt_html": "

A biology-classroom wall chart names four body systems and the main job each system performs, but the chart’s organ column is empty. The chart rows are shown in the table.

 

Drag one organ tile into the empty box in each row to show an organ that carries out that system’s job. One tile will not be used.

", "prompt_plain": "A biology-classroom wall chart names four body systems and the main job each system performs, but the chart’s organ column is empty. The chart rows are shown in the table. Drag one organ tile into the empty box in each row to show an organ that carries out that system’s job. One tile will not be used.", "context_html": "", "options": [ { "id": "tok-lungs", "text": "lungs", "plain": "lungs", "correct": false, "kind": "gap-token" }, { "id": "tok-brain", "text": "brain", "plain": "brain", "correct": false, "kind": "gap-token" }, { "id": "tok-stomach", "text": "stomach", "plain": "stomach", "correct": false, "kind": "gap-token" }, { "id": "tok-heart", "text": "heart", "plain": "heart", "correct": false, "kind": "gap-token" }, { "id": "tok-kidneys", "text": "kidneys", "plain": "kidneys", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-stomach row1", "tok-heart row2", "tok-lungs row3", "tok-kidneys row4" ] }, "n_options": 5 }, { "n": 29, "item_id": "_7a0cdd11-b4ea-4874-abe0-667b23a60baa", "type": "choice", "title": "Desert Seed Strategies", "standards": [ "MS-LS1-4" ], "prompt_html": "

Two desert plant species drop seeds in the same rocky basin. Species M’s seeds have hard coats that wear down at different rates, so only some of its seeds sprout each spring while the rest wait in the soil. Species N’s seeds all sprout the first spring after they fall. A field crew tracked 100 new seeds of each species through one dry year followed by one wet year. The crew’s counts are shown on the seed-strategy cards.

Seed-Strategy Cards

CountSpecies M (some seeds sprout each year)Species N (all seeds sprout the first spring)
Seeds tracked from the start100100
Year 1 (dry) - seeds that sprouted30100
Year 1 (dry) - seedlings that survived26
Year 2 (wet) - seeds that sprouted300
Year 2 (wet) - seedlings that survived240
Surviving offspring after two years266

Select the TWO statements that best explain why Species M ended the two years with more surviving offspring than Species N.

", "prompt_plain": "Two desert plant species drop seeds in the same rocky basin. Species M’s seeds have hard coats that wear down at different rates, so only some of its seeds sprout each spring while the rest wait in the soil. Species N’s seeds all sprout the first spring after they fall. A field crew tracked 100 new seeds of each species through one dry year followed by one wet year. The crew’s counts are shown on the seed-strategy cards. Seed-Strategy Cards Count Species M (some seeds sprout each year) Species N (all seeds sprout the first spring) Seeds tracked from the start 100 100 Year 1 (dry) - seeds that sprouted 30 100 Year 1 (dry) - seedlings that survived 2 6 Year 2 (wet) - seeds that sprouted 30 0 Year 2 (wet) - seedlings that survived 24 0 Surviving offspring after two years 26 6 Select the TWO statements that best explain why Species M ended the two years with more surviving offspring than Species N.", "context_html": "", "options": [ { "id": "cA1", "text": "Because part of Species M’s seed supply stays unsprouted each year, a single dry year is unlikely to wipe out all of its offspring.", "plain": "Because part of Species M’s seed supply stays unsprouted each year, a single dry year is unlikely to wipe out all of its offspring.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Species M’s seedlings are naturally hardier than Species N’s seedlings, so more of them survive in any single year.", "plain": "Species M’s seedlings are naturally hardier than Species N’s seedlings, so more of them survive in any single year.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Species M dropped many more seeds than Species N did, so it had more chances for survivors from the start.", "plain": "Species M dropped many more seeds than Species N did, so it had more chances for survivors from the start.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Seeds of Species M that waited sprouted during the wet year, when a new seedling was far more likely to survive.", "plain": "Seeds of Species M that waited sprouted during the wet year, when a new seedling was far more likely to survive.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The dry year changed Species M’s unsprouted seeds so that the seedlings they later produced needed far less water.", "plain": "The dry year changed Species M’s unsprouted seeds so that the seedlings they later produced needed far less water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 30, "item_id": "_cb8e6232-04cc-43c4-9303-1045ddcfd557", "type": "hottext", "title": "Bike Room Memo", "standards": [ "MS-ETS1-1" ], "prompt_html": "

The manager of an apartment building posts a short memo about the building’s bike storage room. The memo’s sentences are shown below.

Select the sentence that best defines the design problem the building needs to solve.

", "prompt_plain": "The manager of an apartment building posts a short memo about the building’s bike storage room. The memo’s sentences are shown below. Select the sentence that best defines the design problem the building needs to solve.", "context_html": "", "options": [ { "id": "hA30", "text": "The bike room was added to the building three years ago and now holds about forty bikes.", "plain": "The bike room was added to the building three years ago and now holds about forty bikes.", "correct": false, "kind": "hottext" }, { "id": "hB30", "text": "Several residents have written to say the door situation is a real headache for them.", "plain": "Several residents have written to say the door situation is a real headache for them.", "correct": false, "kind": "hottext" }, { "id": "hC30", "text": "Residents wheeling bikes in or out struggle to hold the heavy door open, so the doorway needs a hands-free way to stay open.", "plain": "Residents wheeling bikes in or out struggle to hold the heavy door open, so the doorway needs a hands-free way to stay open.", "correct": true, "kind": "hottext" }, { "id": "hD30", "text": "The building should simply buy an automatic door opener with a push-button wall plate for the bike room.", "plain": "The building should simply buy an automatic door opener with a push-button wall plate for the bike room.", "correct": false, "kind": "hottext" }, { "id": "hE30", "text": "Any change made to the bike-room door must cost less than five hundred dollars and must keep the room locked to non-residents.", "plain": "Any change made to the bike-room door must cost less than five hundred dollars and must keep the room locked to non-residents.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC30" ] }, "n_options": 5 }, { "n": 31, "item_id": "_d30b8c4f-6bb4-478e-899a-16101f02c4c9", "type": "choice", "title": "Cucumber Seedling Journal", "standards": [ "MS-LS1-5" ], "prompt_html": "

Tanvi plants 12 cucumber seedlings in identical pots of the same soil mix on one windowsill. Six seedlings get water every day, and six get water once a week. Figure 1 shows her journal card.

Figure 1. Cucumber Seedling Journal

DayJournal entry
Day 7All 12 seedlings have sprouted. The two groups look about the same height.
Day 14The soil in the once-a-week pots is dry and cracked by the time watering day comes.
Day 21Several seedlings in the every-day group grew curling tendrils this week.
Day 28I measured every plant. Each every-day seedling is at least 7 centimeters taller than the tallest once-a-week seedling.
Day 35Conclusion: watering cucumber seedlings every day instead of once a week produces taller seedlings.

Which journal entry gives the best evidence for the conclusion in the Day 35 entry?

", "prompt_plain": "Tanvi plants 12 cucumber seedlings in identical pots of the same soil mix on one windowsill. Six seedlings get water every day, and six get water once a week. Figure 1 shows her journal card. Figure 1. Cucumber Seedling Journal Day Journal entry Day 7 All 12 seedlings have sprouted. The two groups look about the same height. Day 14 The soil in the once-a-week pots is dry and cracked by the time watering day comes. Day 21 Several seedlings in the every-day group grew curling tendrils this week. Day 28 I measured every plant. Each every-day seedling is at least 7 centimeters taller than the tallest once-a-week seedling. Day 35 Conclusion: watering cucumber seedlings every day instead of once a week produces taller seedlings. Which journal entry gives the best evidence for the conclusion in the Day 35 entry?", "context_html": "", "options": [ { "id": "cA1", "text": "the Day 7 entry", "plain": "the Day 7 entry", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the Day 14 entry", "plain": "the Day 14 entry", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "the Day 21 entry", "plain": "the Day 21 entry", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "the Day 28 entry", "plain": "the Day 28 entry", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_970070eb-1c93-42b7-a2c6-f6b567b88639", "type": "choice", "title": "Mimosa Leaflet Folding", "standards": [ "MS-LS1-8" ], "prompt_html": "

A student notices that the leaflets of a mimosa plant sometimes fold shut. To find out what triggers the folding, she runs four tests on separate leaflets of the same plant:

The folding is the plant’s response to which type of stimulus?

", "prompt_plain": "A student notices that the leaflets of a mimosa plant sometimes fold shut. To find out what triggers the folding, she runs four tests on separate leaflets of the same plant: Shading a leaflet from all light: the leaflet stays open. Holding perfume-soaked cotton in the air near a leaflet: the leaflet stays open. Gently warming the air around a leaflet: the leaflet stays open. Pressing a smooth, room-temperature glass rod against a leaflet: the leaflet folds shut within seconds. The folding is the plant’s response to which type of stimulus?", "context_html": "", "options": [ { "id": "cA1", "text": "a touch stimulus", "plain": "a touch stimulus", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "a light stimulus", "plain": "a light stimulus", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "a chemical stimulus", "plain": "a chemical stimulus", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "a temperature stimulus", "plain": "a temperature stimulus", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_5d97b86f-04f1-4231-9434-a9fc55d2dabe", "type": "choice", "title": "Seagrass Bay Survey", "standards": [ "MS-LS2-5" ], "prompt_html": "

Five years ago, a coastal town banned dropping anchor in two zones of its seagrass bay. Boats still sail through every zone of the bay. Divers survey the bay each summer; Figure 1 shows this summer’s survey card.

Figure 1. Seagrass Bay Survey Card

ZoneAnchoringSeagrass conditionSpecies counted
Zone 1bannedthick, unbroken meadow41
Zone 2bannedthick, unbroken meadow38
Zone 3allowedpatchy meadow with bare scars19
Zone 4allowedpatchy meadow with bare scars17

Why do the no-anchor zones most likely support more species than the zones where anchoring is allowed?

", "prompt_plain": "Five years ago, a coastal town banned dropping anchor in two zones of its seagrass bay. Boats still sail through every zone of the bay. Divers survey the bay each summer; Figure 1 shows this summer’s survey card. Figure 1. Seagrass Bay Survey Card Zone Anchoring Seagrass condition Species counted Zone 1 banned thick, unbroken meadow 41 Zone 2 banned thick, unbroken meadow 38 Zone 3 allowed patchy meadow with bare scars 19 Zone 4 allowed patchy meadow with bare scars 17 Why do the no-anchor zones most likely support more species than the zones where anchoring is allowed?", "context_html": "", "options": [ { "id": "cA1", "text": "Sailing noise scares most fish away from the two zones where anchoring is allowed.", "plain": "Sailing noise scares most fish away from the two zones where anchoring is allowed.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Dropped anchors attract large predators that eat most of the small animals nearby.", "plain": "Dropped anchors attract large predators that eat most of the small animals nearby.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Unbroken seagrass meadows keep providing the food and shelter that many species need.", "plain": "Unbroken seagrass meadows keep providing the food and shelter that many species need.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Species moved from the scarred meadows into the protected zones, keeping the bay total unchanged.", "plain": "Species moved from the scarred meadows into the protected zones, keeping the bay total unchanged.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 34, "item_id": "_5d7c5e97-2e8c-4bd0-a631-51314dac4026", "type": "hottext", "title": "Rain Garden Report", "standards": [ "MS-LS2-5" ], "prompt_html": "

A city program plants roadside rain gardens - shallow beds of deep-rooted plants that catch and hold rainwater running off the street. Two years later, the program publishes a report. The report includes the sentences below.

Consider this claim: the rain gardens provided an ecosystem service by reducing curb flooding on the planted streets.

Select the sentence from the report that gives the best evidence for the claim.

", "prompt_plain": "A city program plants roadside rain gardens - shallow beds of deep-rooted plants that catch and hold rainwater running off the street. Two years later, the program publishes a report. The report includes the sentences below. Consider this claim: the rain gardens provided an ecosystem service by reducing curb flooding on the planted streets. Select the sentence from the report that gives the best evidence for the claim.", "context_html": "", "options": [ { "id": "hA34", "text": "The program planted 40 rain gardens along neighborhood streets, filling each bed with deep-rooted native grasses and sedges.", "plain": "The program planted 40 rain gardens along neighborhood streets, filling each bed with deep-rooted native grasses and sedges.", "correct": false, "kind": "hottext" }, { "id": "hB34", "text": "After every major storm, city crews measured standing water at each curb with a marked depth stick.", "plain": "After every major storm, city crews measured standing water at each curb with a marked depth stick.", "correct": false, "kind": "hottext" }, { "id": "hC34", "text": "Curbs on planted streets flooded after nearly every storm in the year before planting but only twice the next year, while unplanted streets flooded as often as before.", "plain": "Curbs on planted streets flooded after nearly every storm in the year before planting but only twice the next year, while unplanted streets flooded as often as before.", "correct": true, "kind": "hottext" }, { "id": "hD34", "text": "Volunteers counted bees and butterflies visiting the garden beds throughout the summer months.", "plain": "Volunteers counted bees and butterflies visiting the garden beds throughout the summer months.", "correct": false, "kind": "hottext" }, { "id": "hE34", "text": "After one October storm, a resident said her curb seemed to flood less than it had before the rain garden was planted.", "plain": "After one October storm, a resident said her curb seemed to flood less than it had before the rain garden was planted.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC34" ] }, "n_options": 5 }, { "n": 35, "item_id": "_da7e651d-4fef-47d7-a2a6-2999a034fe8c", "type": "choice", "title": "Churchyard Gravestone Grains", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Rain keeps washing tiny grains off a churchyard’s crumbling 150-year-old gravestone into the grass below.

What is this weathered, eroded rock material called?

", "prompt_plain": "Rain keeps washing tiny grains off a churchyard’s crumbling 150-year-old gravestone into the grass below. What is this weathered, eroded rock material called?", "context_html": "", "options": [ { "id": "cA1", "text": "fine sediment", "plain": "fine sediment", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "organic humus", "plain": "organic humus", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "solid bedrock", "plain": "solid bedrock", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "volcanic ash", "plain": "volcanic ash", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 36, "item_id": "_1a9ba5cf-5809-42c6-bcc3-d2c0fd7a35c4", "type": "choice", "title": "Sea-Floor Rock Building", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Figure 1 shows a three-step process that builds rock on a sea floor over millions of years: small rock pieces settle in layers, the stacked layers press together, and dissolved minerals slowly cement the pieces into solid rock.

Figure 1. The Three-Step Process

\"Three

What does the pictured process most likely form once all three steps are complete?

", "prompt_plain": "Figure 1 shows a three-step process that builds rock on a sea floor over millions of years: small rock pieces settle in layers, the stacked layers press together, and dissolved minerals slowly cement the pieces into solid rock. Figure 1. The Three-Step Process What does the pictured process most likely form once all three steps are complete?", "context_html": "", "options": [ { "id": "cA1", "text": "igneous rock", "plain": "igneous rock", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "loose sediment", "plain": "loose sediment", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "metamorphic rock", "plain": "metamorphic rock", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "sedimentary rock", "plain": "sedimentary rock", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-32/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 37, "item_id": "_2b0cda5d-bed1-4ca1-8de6-2bb0c7817f3c", "type": "match", "title": "Landform Photo Cards", "standards": [ "MS-ESS2-2" ], "prompt_html": "

A student sorts four landform photo cards by the process that mainly shaped each pictured feature. Erosion carries rock and soil away from a place; deposition lays carried material down in a new place.

\"Four

 

Drag each photo card into the correct category.

", "prompt_plain": "A student sorts four landform photo cards by the process that mainly shaped each pictured feature. Erosion carries rock and soil away from a place; deposition lays carried material down in a new place. Drag each photo card into the correct category.", "context_html": "", "options": [ { "id": "mc08_s1", "text": "sand spit stretching from a beach into open water", "plain": "sand spit stretching from a beach into open water", "correct": false, "kind": "match-token" }, { "id": "mc08_s2", "text": "deep, narrow gully running down a bare hillside", "plain": "deep, narrow gully running down a bare hillside", "correct": false, "kind": "match-token" }, { "id": "mc08_s3", "text": "mud blanket covering a floodplain after high water", "plain": "mud blanket covering a floodplain after high water", "correct": false, "kind": "match-token" }, { "id": "mc08_s4", "text": "overhanging streambank on the outside of a river bend", "plain": "overhanging streambank on the outside of a river bend", "correct": false, "kind": "match-token" }, { "id": "mc08_c1", "text": "Mainly Erosion", "plain": "Mainly Erosion", "correct": false, "kind": "match-token" }, { "id": "mc08_c2", "text": "Mainly Deposition", "plain": "Mainly Deposition", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-32/images/slot37.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc08_s1 mc08_c2", "mc08_s2 mc08_c1", "mc08_s3 mc08_c2", "mc08_s4 mc08_c1" ] }, "n_options": 6 }, { "n": 38, "item_id": "_07e60969-25db-4e9f-84e3-155bf7406713", "type": "inline-choice", "title": "Ocean-Floor Profile Sign", "standards": [ "MS-ESS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Figure 1 is an educational sign showing a side-view profile of the ocean floor between two continents. A tall chain of underwater mountains - a mid-ocean ridge - runs down the middle of the profile, and a deep trench lies near one coast.

Figure 1. The Educational Sign

\"A

Choose the words that correctly complete each sentence about the sign.

At the mid-ocean ridge, the plates on either side move .

The ridge marks a boundary.

At the trench, where one plate pushes into another, the boundary is .

", "options": [ { "id": "cB1O8e036c4ea", "text": "toward each other", "plain": "toward each other", "correct": false, "kind": "inline" }, { "id": "cB1O2cfe56097", "text": "away from each other", "plain": "away from each other", "correct": true, "kind": "inline" }, { "id": "cB1Od3b760175", "text": "past each other", "plain": "past each other", "correct": false, "kind": "inline" }, { "id": "cB2Oe1cf1b4c5", "text": "convergent", "plain": "convergent", "correct": false, "kind": "inline" }, { "id": "cB2Oc905ccacb", "text": "divergent", "plain": "divergent", "correct": true, "kind": "inline" }, { "id": "cB2O2e78f9d98", "text": "transform", "plain": "transform", "correct": false, "kind": "inline" }, { "id": "cB3O97e500a59", "text": "convergent", "plain": "convergent", "correct": true, "kind": "inline" }, { "id": "cB3Oa3bb9ba5b", "text": "divergent", "plain": "divergent", "correct": false, "kind": "inline" }, { "id": "cB3Oef988e9e0", "text": "transform", "plain": "transform", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-32/images/slot38.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O2cfe56097" ], "RESPONSE2": [ "cB2Oc905ccacb" ], "RESPONSE3": [ "cB3O97e500a59" ] }, "n_options": 9 }, { "n": 39, "item_id": "_b918ea23-8399-413e-af4b-63f05bf60d91", "type": "inline-choice", "title": "Reading Nook Brief", "standards": [ "MS-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A public library will turn one corner of its main floor into a reading nook - a quiet corner for sitting and reading. The nook’s design brief lists the five lines shown below.

Choose the label that correctly classifies each line of the brief.

The nook seats at least six readers at one time. — This line is .

Every seat gets enough light to read a paperback without strain. — This line is .

During open hours, the nook stays quiet enough for reading. — This line is .

The nook may take up no more than 20 square meters of floor space. — This line is .

Total spending on the nook must stay under 900 dollars. — This line is .

", "options": [ { "id": "cL1Obfe914f5b", "text": "a criterion", "plain": "a criterion", "correct": true, "kind": "inline" }, { "id": "cL1O9dd9c051e", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "cL1Oeaa504b7f", "text": "a trade-off", "plain": "a trade-off", "correct": false, "kind": "inline" }, { "id": "cL2Ob54aa8aa4", "text": "a criterion", "plain": "a criterion", "correct": true, "kind": "inline" }, { "id": "cL2Oea6051b07", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "cL2O23b3899ec", "text": "a trade-off", "plain": "a trade-off", "correct": false, "kind": "inline" }, { "id": "cL3O176d9b3bd", "text": "a criterion", "plain": "a criterion", "correct": true, "kind": "inline" }, { "id": "cL3O1544acd0d", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "cL3Obbf9a8240", "text": "a trade-off", "plain": "a trade-off", "correct": false, "kind": "inline" }, { "id": "cL4Oda955c48d", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "cL4O8a8f5581b", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" }, { "id": "cL4O61524679d", "text": "a trade-off", "plain": "a trade-off", "correct": false, "kind": "inline" }, { "id": "cL5O0a545eb5a", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "cL5O6de76946e", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" }, { "id": "cL5Ob800c688a", "text": "a trade-off", "plain": "a trade-off", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cL1Obfe914f5b" ], "RESPONSE2": [ "cL2Ob54aa8aa4" ], "RESPONSE3": [ "cL3O176d9b3bd" ], "RESPONSE4": [ "cL4O8a8f5581b" ], "RESPONSE5": [ "cL5O6de76946e" ] }, "n_options": 15 }, { "n": 40, "item_id": "_8be15ab1-97a8-4b38-a345-d2352608b802", "type": "choice", "title": "Clothesline Rig Prototypes", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A design team builds a clothesline rig for a school courtyard: a line stretched between two posts and tightened by turning a hand crank. The project note sets two requirements: with the standard 8-kilogram laundry load hung on it, the line must sag less than 12 centimeters, and tightening the crank must take no more than 30 newtons of pull. The team tests three prototypes; Table 1 and Table 2 show the results.

Table 1. Line-Sag Test (8-kilogram laundry load)

PrototypeSag at the middle of the line (centimeters)
Prototype 119
Prototype 29
Prototype 37

Table 2. Crank-Force Test

PrototypePull needed to tighten the line (newtons)
Prototype 118
Prototype 226
Prototype 341

Which prototype best meets both requirements, and why?

", "prompt_plain": "A design team builds a clothesline rig for a school courtyard: a line stretched between two posts and tightened by turning a hand crank. The project note sets two requirements: with the standard 8-kilogram laundry load hung on it, the line must sag less than 12 centimeters, and tightening the crank must take no more than 30 newtons of pull. The team tests three prototypes; Table 1 and Table 2 show the results. Table 1. Line-Sag Test (8-kilogram laundry load) Prototype Sag at the middle of the line (centimeters) Prototype 1 19 Prototype 2 9 Prototype 3 7 Table 2. Crank-Force Test Prototype Pull needed to tighten the line (newtons) Prototype 1 18 Prototype 2 26 Prototype 3 41 Which prototype best meets both requirements, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Prototype 1, because it needs the smallest crank pull of the three prototypes.", "plain": "Prototype 1, because it needs the smallest crank pull of the three prototypes.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Prototype 2, because it passes both the sag test and the crank test.", "plain": "Prototype 2, because it passes both the sag test and the crank test.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Prototype 2, because it beat the other two prototypes in both of the tests.", "plain": "Prototype 2, because it beat the other two prototypes in both of the tests.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Prototype 3, because it sags the least of the three under the laundry load.", "plain": "Prototype 3, because it sags the least of the three under the laundry load.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 } ] }, { "form": "G7.33", "grade": "G7", "title": "Alpha Standardized Science G7.33", "test_id": "_test-1bd03e4f-c0f5-45d4-8e06-01aac9ad0129", "n_items": 40, "n_stimuli": 8, "stimuli": { "_be7308dc-86de-4fed-aa68-14af80410a58": { "title": "Wildlife-Camera Combo Test", "html": "

Wildlife-Camera Combo Test

An ecology club is building a trail-monitoring kit from three parts: a wildlife camera, a strap that holds the camera against a tree trunk, and a small solar panel that recharges the camera’s battery. The club bench-tested the three parts working together as one combo. The kit’s requirements appear below, Table 1 shows the bench-test results, and Table 2 shows the plug and port compatibility sheet.

Kit Requirements

Table 1. Bench-Test Results

PartBench testResult
CameraMotion triggerPhoto taken 0.4 seconds after motion began
CameraNight trigger run1 missed shot in 60 triggers
StrapWind-and-rain testCamera slid 15 centimeters down the trunk
StrapCold-morning testBuckle cracked and let the camera tilt
Solar panelSimulated month of cloudy daysBattery at 68 percent charge

Table 2. Plug and Port Compatibility Sheet

ConnectionFirst partSecond part
Strap loop to camera case slotLoop width 25 mmSlot width 25 mm
Solar panel cable to camera charging portFlat two-pin plugRound 8 mm socket
Strap tie to tree trunkAdjusts to fit trunks up to 90 cm aroundTrail trees measure up to 80 cm around
" }, "_3984962a-cca5-4f3f-ab77-bff1d49ce715": { "title": "Observation-Tower Jug Haul", "html": "

Observation-Tower Jug Haul

A volunteer crew is stocking a forest observation tower with drinking water. Volunteers carry jugs up the tower’s stairs and set them on storage landings. Table 1 shows the two jug sizes and the three landing heights. The site supervisor keeps an energy log; three notes from it appear after the table. Figure 1 shows the tower stairs.

Table 1. Jugs and Landings

ItemMeasurement
Small jug10 kilograms
Large jug20 kilograms
First landing4 meters above the ground
Second landing8 meters above the ground
Top landing12 meters above the ground

Site Supervisor’s Energy Log

Figure 1. The Tower Stairs

\"Volunteers

" }, "_d0252d1c-f5cd-4210-8962-8f6ebf546c6e": { "title": "Vernal Pool Egg-Mass Counts", "html": "

Vernal Pool Egg-Mass Counts

A vernal pool is a woodland pool that fills with rain and snowmelt and dries later in the year. Spotted salamanders lay jelly-covered egg masses in one such pool every spring, and the young must stay in the water until they grow legs in midsummer. Before the second spring, a road crew installed a culvert - a drain pipe - that now empties the pool weeks early. Table 1 shows a wildlife biologist’s records for four springs. Figure 1 shows the pool and the culvert.

Table 1. Four Springs at the Pool

RecordSpring 1Spring 2Spring 3Spring 4
Culvert in place?NoYesYesYes
Date the pool went dry that yearAugust 2June 24June 5May 28
Salamander egg masses counted4641249
Raccoon tracks at the pool edgeSeen most weeksSeen most weeksSeen most weeksSeen most weeks

Figure 1. The Pool and the Culvert

\"A

" }, "_ee7e5d8f-b549-4be8-a9ed-249256a5556e": { "title": "Sourdough Starter Crock", "html": "

Sourdough Starter Crock

A baker keeps a sourdough starter - a thick paste of flour, water, and yeast - in a heavy glass crock sealed with a clamped lid. For three days the baker watches the crock without opening it. Each time something changes, the baker writes one observation card. The whole time, the sealed crock sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed crock on the balance.

Table 1. Observation Cards

CardDayObservation
11Small bubbles keep rising through the dough all day.
22The dough has swollen to twice its starting size.
32The smell has changed from plain flour to sharp and sour.
43The dough looks wetter and shinier than when it was mixed.

Table 2. Sealed-Crock Balance Readings

DayBalance reading (grams)
11,412
21,412
31,412

Figure 1. The Sealed Crock on the Balance

\"A

" }, "_b603aaf0-2861-455f-acb3-a3d429f99e3e": { "title": "Ridge Weather-Station Link", "html": "

Ridge Weather-Station Link

An engineering club is choosing a wireless data link for a weather station on a remote mountain ridge that is often wrapped in fog. Every wireless link sends its data using one band of the electromagnetic spectrum. All electromagnetic waves are traveling patterns of vibrating electric and magnetic fields, and they can cross empty space. A link-planning handbook lists the bands in one order, from radio waves to gamma rays, and notes how fog affects each band. Table 1 summarizes the handbook page.

Table 1. Handbook Page: Electromagnetic Bands

BandWavelength (about the size of)Waves passing each secondBehavior in fog
Radiobuildings to mountainsthousands to millionspasses through fog with almost no signal loss
Microwavea pencilbillionsloses a little signal in heavy fog
Infraredthe tip of a needletrillionsscattered and absorbed by fog
Visible lightbacteriahundreds of trillionsblocked by fog within short distances
Ultravioletlarge moleculesabout a thousand trillionscattered strongly by fog and air
X-rayatomsmillions of trillionsabsorbed by air; not used for data links
Gammaatomic nucleibillions of trillionsabsorbed by air; not used for data links
" }, "_db827a2f-202f-4b29-9e65-e6c14480489e": { "title": "Lighthouse Point Shore Survey", "html": "

Lighthouse Point Shore Survey

A survey team studied the rocky shore at Lighthouse Point. A flat rock platform stretches from the base of the cliffs out to the low-tide line, and waves wash across it twice a day. Standing up from one part of the platform are tall, dark, six-sided columns of rock. On either side of a narrow bay, two headlands face each other across about 300 meters of water. The team examined the rock in each place, wrote a survey card for each one, and photographed the shore. Figure 1 shows the platform and the two headlands. Table 1 shows the survey cards.

Table 1. Shore Survey Cards

CardLocationWhat the team recorded
1Rock platformDark gray rock standing in tall six-sided columns; mineral grains too small to see even with a hand lens; no layers.
2North headland cliffTan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the platform.
3South headland cliffTan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the platform.

Figure 1. The Platform and the Two Headlands

\"A

" }, "_d1dafbe1-1611-40c0-8b6b-2f2962082771": { "title": "Fire-Drill Reaction Study", "html": "

Fire-Drill Reaction Study

A science club measured how quickly students react during school fire drills. At each of four drills, a club member stood beside one chosen student. The club member started a stopwatch at the first sound of the alarm bell and stopped it the instant the student began to move toward the exit. Table 1 shows the stopwatch logs. Figure 1 shows the hallway.

Route note: All four students stood in open hallway spots, heard the bell clearly, and walked the same route to the exit. During one drill, a volunteer counted her pulse: 74 beats per minute before the alarm and 118 right after reaching the exit. Her breathing rose from 15 to 26 breaths per minute.

Table 1. Fire-Drill Stopwatch Logs

StudentDistance from alarm bell (meters)Time from first sound to first movement (seconds)
Student 120.84
Student 2100.71
Student 3180.88
Student 4250.79

Figure 1. The Hallway

\"A

" }, "_d257db93-2633-49c0-bcd7-1609570e0b8d": { "title": "Strawberry Runner Beds", "html": "

Strawberry Runner Beds

A grower’s healthiest strawberry plant sends out runners - thin horizontal stems that grow small plantlets at their tips. The grower cut eight plantlets from this one mother plant and planted four in Bed 1 and four in Bed 2. The grower’s log appears below, and Table 1 shows the growing conditions and the first harvest. Figure 1 shows the two beds.

Grower’s Log

Table 1. First-Harvest Records

RecordBed 1Bed 2
Hours of direct sun each dayabout 8about 3
Berries picked per plant2422
Average berry mass18 grams9 grams
Flower colorwhitewhite

Figure 1. The Two Beds

\"Two

" } }, "questions": [ { "n": 1, "item_id": "_79e06431-59a0-4da3-a9af-f66bc903847d", "type": "choice", "title": "Starter Crock — Best-Supported Claim", "standards": [ "MS-PS1-2" ], "prompt_html": "

Look at Table 1 and Table 2. Which claim about the starter do the observations best support?

", "prompt_plain": "Look at Table 1 and Table 2. Which claim about the starter do the observations best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The starter is just releasing air that was stirred in during mixing, and that trapped air is rising out of the dough as bubbles.", "plain": "The starter is just releasing air that was stirred in during mixing, and that trapped air is rising out of the dough as bubbles.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The starter is melting: the warmth of the kitchen is slowly turning the thick paste of dough into a thinner liquid.", "plain": "The starter is melting: the warmth of the kitchen is slowly turning the thick paste of dough into a thinner liquid.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The substances in the starter are changing into different substances, and one of the new substances is a gas that forms bubbles.", "plain": "The substances in the starter are changing into different substances, and one of the new substances is a gas that forms bubbles.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The starter is pulling in matter from outside the crock, and the added matter is what makes the dough swell in size.", "plain": "The starter is pulling in matter from outside the crock, and the added matter is what makes the dough swell in size.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ee7e5d8f-b549-4be8-a9ed-249256a5556e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Sourdough Starter Crock

A baker keeps a sourdough starter - a thick paste of flour, water, and yeast - in a heavy glass crock sealed with a clamped lid. For three days the baker watches the crock without opening it. Each time something changes, the baker writes one observation card. The whole time, the sealed crock sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed crock on the balance.

Table 1. Observation Cards

CardDayObservation
11Small bubbles keep rising through the dough all day.
22The dough has swollen to twice its starting size.
32The smell has changed from plain flour to sharp and sour.
43The dough looks wetter and shinier than when it was mixed.

Table 2. Sealed-Crock Balance Readings

DayBalance reading (grams)
11,412
21,412
31,412

Figure 1. The Sealed Crock on the Balance

\"A

", "passage_plain": "Sourdough Starter Crock A baker keeps a sourdough starter - a thick paste of flour, water, and yeast - in a heavy glass crock sealed with a clamped lid. For three days the baker watches the crock without opening it. Each time something changes, the baker writes one observation card. The whole time, the sealed crock sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed crock on the balance. Table 1. Observation Cards Card Day Observation 1 1 Small bubbles keep rising through the dough all day. 2 2 The dough has swollen to twice its starting size. 3 2 The smell has changed from plain flour to sharp and sour. 4 3 The dough looks wetter and shinier than when it was mixed. Table 2. Sealed-Crock Balance Readings Day Balance reading (grams) 1 1,412 2 1,412 3 1,412 Figure 1. The Sealed Crock on the Balance" }, { "n": 2, "item_id": "_aa5711c1-61f2-4f63-a8f1-3a069b1a5b14", "type": "choice", "title": "Starter Crock — Supporting Observations", "standards": [ "MS-PS1-2" ], "prompt_html": "

The baker claims that new substances are forming inside the sealed crock.

Choose the TWO recorded observations that, taken together, give the best support for the baker's claim.

", "prompt_plain": "The baker claims that new substances are forming inside the sealed crock. Choose the TWO recorded observations that, taken together, give the best support for the baker's claim.", "context_html": "", "options": [ { "id": "cA1", "text": "The dough has swollen to twice its starting size (Card 2).", "plain": "The dough has swollen to twice its starting size (Card 2).", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The dough has small bubbles rising through it hour after hour (Card 1).", "plain": "The dough has small bubbles rising through it hour after hour (Card 1).", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The dough looks wetter and shinier than when it was mixed (Card 4).", "plain": "The dough looks wetter and shinier than when it was mixed (Card 4).", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The balance reading has stayed the same for three days (Table 2).", "plain": "The balance reading has stayed the same for three days (Table 2).", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The smell has changed from plain flour to sharp and sour (Card 3).", "plain": "The smell has changed from plain flour to sharp and sour (Card 3).", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ee7e5d8f-b549-4be8-a9ed-249256a5556e" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB1", "cE1" ] }, "n_options": 5, "passage_html": "

Sourdough Starter Crock

A baker keeps a sourdough starter - a thick paste of flour, water, and yeast - in a heavy glass crock sealed with a clamped lid. For three days the baker watches the crock without opening it. Each time something changes, the baker writes one observation card. The whole time, the sealed crock sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed crock on the balance.

Table 1. Observation Cards

CardDayObservation
11Small bubbles keep rising through the dough all day.
22The dough has swollen to twice its starting size.
32The smell has changed from plain flour to sharp and sour.
43The dough looks wetter and shinier than when it was mixed.

Table 2. Sealed-Crock Balance Readings

DayBalance reading (grams)
11,412
21,412
31,412

Figure 1. The Sealed Crock on the Balance

\"A

", "passage_plain": "Sourdough Starter Crock A baker keeps a sourdough starter - a thick paste of flour, water, and yeast - in a heavy glass crock sealed with a clamped lid. For three days the baker watches the crock without opening it. Each time something changes, the baker writes one observation card. The whole time, the sealed crock sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed crock on the balance. Table 1. Observation Cards Card Day Observation 1 1 Small bubbles keep rising through the dough all day. 2 2 The dough has swollen to twice its starting size. 3 2 The smell has changed from plain flour to sharp and sour. 4 3 The dough looks wetter and shinier than when it was mixed. Table 2. Sealed-Crock Balance Readings Day Balance reading (grams) 1 1,412 2 1,412 3 1,412 Figure 1. The Sealed Crock on the Balance" }, { "n": 3, "item_id": "_67ae4d0b-6e66-475e-a352-6fd0ca1393f2", "type": "choice", "title": "Starter Crock — Unchanged Reading", "standards": [ "MS-PS1-5" ], "prompt_html": "

Look at Table 2. The starter bubbles for three days, yet the balance reading never changes. The clamped crock is a closed system: no matter enters it or leaves it.

Which statement best explains why the reading stays the same?

", "prompt_plain": "Look at Table 2. The starter bubbles for three days, yet the balance reading never changes. The clamped crock is a closed system: no matter enters it or leaves it. Which statement best explains why the reading stays the same?", "context_html": "", "options": [ { "id": "cA1", "text": "The gas forming inside the crock has no mass of its own, so making more gas cannot change the balance reading.", "plain": "The gas forming inside the crock has no mass of its own, so making more gas cannot change the balance reading.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The atoms in the starter are simply rearranged into new substances, so the total amount of matter inside stays the same.", "plain": "The atoms in the starter are simply rearranged into new substances, so the total amount of matter inside stays the same.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The balance is not sensitive enough to detect the small amount of mass that the bubbling starter loses each day.", "plain": "The balance is not sensitive enough to detect the small amount of mass that the bubbling starter loses each day.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The starter makes new atoms inside the crock at the same rate that old atoms are destroyed, so the two changes cancel out.", "plain": "The starter makes new atoms inside the crock at the same rate that old atoms are destroyed, so the two changes cancel out.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ee7e5d8f-b549-4be8-a9ed-249256a5556e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Sourdough Starter Crock

A baker keeps a sourdough starter - a thick paste of flour, water, and yeast - in a heavy glass crock sealed with a clamped lid. For three days the baker watches the crock without opening it. Each time something changes, the baker writes one observation card. The whole time, the sealed crock sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed crock on the balance.

Table 1. Observation Cards

CardDayObservation
11Small bubbles keep rising through the dough all day.
22The dough has swollen to twice its starting size.
32The smell has changed from plain flour to sharp and sour.
43The dough looks wetter and shinier than when it was mixed.

Table 2. Sealed-Crock Balance Readings

DayBalance reading (grams)
11,412
21,412
31,412

Figure 1. The Sealed Crock on the Balance

\"A

", "passage_plain": "Sourdough Starter Crock A baker keeps a sourdough starter - a thick paste of flour, water, and yeast - in a heavy glass crock sealed with a clamped lid. For three days the baker watches the crock without opening it. Each time something changes, the baker writes one observation card. The whole time, the sealed crock sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed crock on the balance. Table 1. Observation Cards Card Day Observation 1 1 Small bubbles keep rising through the dough all day. 2 2 The dough has swollen to twice its starting size. 3 2 The smell has changed from plain flour to sharp and sour. 4 3 The dough looks wetter and shinier than when it was mixed. Table 2. Sealed-Crock Balance Readings Day Balance reading (grams) 1 1,412 2 1,412 3 1,412 Figure 1. The Sealed Crock on the Balance" }, { "n": 4, "item_id": "_c4a28723-33a4-421c-b0bd-6e9550e14d18", "type": "choice", "title": "Juice-Bar Prep Line — Physical Changes", "standards": [ "MS-PS1-2" ], "prompt_html": "

At a juice bar, workers write one observation card for each change they notice along the prep line. Five of the cards are listed below.

\"A

Choose the TWO observations that describe only a physical change.

", "prompt_plain": "At a juice bar, workers write one observation card for each change they notice along the prep line. Five of the cards are listed below. Choose the TWO observations that describe only a physical change.", "context_html": "", "options": [ { "id": "cA1", "text": "Whole pineapples are chopped into small chunks for smoothies.", "plain": "Whole pineapples are chopped into small chunks for smoothies.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Coconut flakes heated in the oven turn golden brown and smell nutty.", "plain": "Coconut flakes heated in the oven turn golden brown and smell nutty.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Milk left out overnight smells sour and has formed soft lumps.", "plain": "Milk left out overnight smells sour and has formed soft lumps.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Ice cubes placed in the juice pitcher slowly melt into liquid water.", "plain": "Ice cubes placed in the juice pitcher slowly melt into liquid water.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Apple slices on the counter turn brown where the knife cut them.", "plain": "Apple slices on the counter turn brown where the knife cut them.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-33/images/slot04.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 5, "item_id": "_c224349a-1616-4b8d-a8d9-c713117ff877", "type": "text-entry", "title": "Open-Dish Heating — Escaped Gas", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A student heats white zinc carbonate powder in a small open dish. When heated, the powder breaks down, and a gas escapes from the dish into the air. The open dish is an open system: matter can leave it. The activity card below shows the balance readings.

Balance readingMass (grams)
Dish + powder, before heating96
Dish + contents, after heating and cooling65

How many grams of gas escaped into the air during the heating?

Give your answer as a whole number (e.g., 40).

Mass of escaped gas in grams:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "31" ] }, "n_options": 0 }, { "n": 6, "item_id": "_b6b7bf84-144d-4750-86bc-eafba8e9120e", "type": "choice", "title": "Fire-Drill Reaction (Part A)", "standards": [ "MS-LS1-8" ], "prompt_html": "

Part A

Look at Table 1. Which claim about the students' reaction times do the stopwatch logs best support?

", "prompt_plain": "Part A Look at Table 1. Which claim about the students' reaction times do the stopwatch logs best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Students farther from the bell hear a weaker sound, and the body processes weaker sounds more slowly, so distance decides each student's time.", "plain": "Students farther from the bell hear a weaker sound, and the body processes weaker sounds more slowly, so distance decides each student's time.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Students first take time to decide whether the alarm is real, so a student who is expecting a drill would react in a much shorter time.", "plain": "Students first take time to decide whether the alarm is real, so a student who is expecting a drill would react in a much shorter time.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Sound from the bell takes most of a second to travel through the hallway air, so the air between the bell and each student causes the waiting time.", "plain": "Sound from the bell takes most of a second to travel through the hallway air, so the air between the bell and each student causes the waiting time.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Sound information travels from each student's ears through the nervous system to the brain and then to the muscles, and that signal path takes time.", "plain": "Sound information travels from each student's ears through the nervous system to the brain and then to the muscles, and that signal path takes time.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d1dafbe1-1611-40c0-8b6b-2f2962082771" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Fire-Drill Reaction Study

A science club measured how quickly students react during school fire drills. At each of four drills, a club member stood beside one chosen student. The club member started a stopwatch at the first sound of the alarm bell and stopped it the instant the student began to move toward the exit. Table 1 shows the stopwatch logs. Figure 1 shows the hallway.

Route note: All four students stood in open hallway spots, heard the bell clearly, and walked the same route to the exit. During one drill, a volunteer counted her pulse: 74 beats per minute before the alarm and 118 right after reaching the exit. Her breathing rose from 15 to 26 breaths per minute.

Table 1. Fire-Drill Stopwatch Logs

StudentDistance from alarm bell (meters)Time from first sound to first movement (seconds)
Student 120.84
Student 2100.71
Student 3180.88
Student 4250.79

Figure 1. The Hallway

\"A

", "passage_plain": "Fire-Drill Reaction Study A science club measured how quickly students react during school fire drills. At each of four drills, a club member stood beside one chosen student. The club member started a stopwatch at the first sound of the alarm bell and stopped it the instant the student began to move toward the exit. Table 1 shows the stopwatch logs. Figure 1 shows the hallway. Route note: All four students stood in open hallway spots, heard the bell clearly, and walked the same route to the exit. During one drill, a volunteer counted her pulse: 74 beats per minute before the alarm and 118 right after reaching the exit. Her breathing rose from 15 to 26 breaths per minute. Table 1. Fire-Drill Stopwatch Logs Student Distance from alarm bell (meters) Time from first sound to first movement (seconds) Student 1 2 0.84 Student 2 10 0.71 Student 3 18 0.88 Student 4 25 0.79 Figure 1. The Hallway" }, { "n": 7, "item_id": "_00bed55f-a701-43a2-a53a-10c5781618b0", "type": "choice", "title": "Fire-Drill Reaction (Part B)", "standards": [ "MS-LS1-8" ], "prompt_html": "

Part B

Which comparison of the entries in Table 1 provides the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which comparison of the entries in Table 1 provides the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Each student needed most of a second to start moving, and times do not shrink for students closest to the bell.", "plain": "Each student needed most of a second to start moving, and times do not shrink for students closest to the bell.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Student 2's stopwatch time of 0.71 seconds is the shortest time that appears anywhere in the four drill logs.", "plain": "Student 2's stopwatch time of 0.71 seconds is the shortest time that appears anywhere in the four drill logs.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Students who stood farthest from the bell recorded the two longest reaction times in the drill logs.", "plain": "Students who stood farthest from the bell recorded the two longest reaction times in the drill logs.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Each of the four students walked the same route to the exit after each one had finally started to move.", "plain": "Each of the four students walked the same route to the exit after each one had finally started to move.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d1dafbe1-1611-40c0-8b6b-2f2962082771" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Fire-Drill Reaction Study

A science club measured how quickly students react during school fire drills. At each of four drills, a club member stood beside one chosen student. The club member started a stopwatch at the first sound of the alarm bell and stopped it the instant the student began to move toward the exit. Table 1 shows the stopwatch logs. Figure 1 shows the hallway.

Route note: All four students stood in open hallway spots, heard the bell clearly, and walked the same route to the exit. During one drill, a volunteer counted her pulse: 74 beats per minute before the alarm and 118 right after reaching the exit. Her breathing rose from 15 to 26 breaths per minute.

Table 1. Fire-Drill Stopwatch Logs

StudentDistance from alarm bell (meters)Time from first sound to first movement (seconds)
Student 120.84
Student 2100.71
Student 3180.88
Student 4250.79

Figure 1. The Hallway

\"A

", "passage_plain": "Fire-Drill Reaction Study A science club measured how quickly students react during school fire drills. At each of four drills, a club member stood beside one chosen student. The club member started a stopwatch at the first sound of the alarm bell and stopped it the instant the student began to move toward the exit. Table 1 shows the stopwatch logs. Figure 1 shows the hallway. Route note: All four students stood in open hallway spots, heard the bell clearly, and walked the same route to the exit. During one drill, a volunteer counted her pulse: 74 beats per minute before the alarm and 118 right after reaching the exit. Her breathing rose from 15 to 26 breaths per minute. Table 1. Fire-Drill Stopwatch Logs Student Distance from alarm bell (meters) Time from first sound to first movement (seconds) Student 1 2 0.84 Student 2 10 0.71 Student 3 18 0.88 Student 4 25 0.79 Figure 1. The Hallway" }, { "n": 8, "item_id": "_4d2e0c53-9415-4ca6-92ba-9ee1240b1633", "type": "choice", "title": "Fire Drill — Interacting Body Systems", "standards": [ "MS-LS1-3" ], "prompt_html": "

After the alarm, the students in the study walked quickly along the route to the exit.

Using the route note and Table 1, choose the TWO statements that correctly describe body systems interacting during the walk to the exit.

", "prompt_plain": "After the alarm, the students in the study walked quickly along the route to the exit. Using the route note and Table 1, choose the TWO statements that correctly describe body systems interacting during the walk to the exit.", "context_html": "", "options": [ { "id": "cA1", "text": "The skeletal system sends the signals that tell the leg muscles when to contract as the students walk.", "plain": "The skeletal system sends the signals that tell the leg muscles when to contract as the students walk.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The digestive system sends swallowed food straight to the leg muscles, which burn the food pieces as they walk.", "plain": "The digestive system sends swallowed food straight to the leg muscles, which burn the food pieces as they walk.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The nervous system carries signals that direct the muscular system as the students walk along the route.", "plain": "The nervous system carries signals that direct the muscular system as the students walk along the route.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The circulatory system makes the lungs breathe faster by pumping air to them as the students walk along the route.", "plain": "The circulatory system makes the lungs breathe faster by pumping air to them as the students walk along the route.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The volunteer's pulse and breathing counts rose together, showing the circulatory and respiratory systems increasing work as a pair.", "plain": "The volunteer's pulse and breathing counts rose together, showing the circulatory and respiratory systems increasing work as a pair.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d1dafbe1-1611-40c0-8b6b-2f2962082771" ], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5, "passage_html": "

Fire-Drill Reaction Study

A science club measured how quickly students react during school fire drills. At each of four drills, a club member stood beside one chosen student. The club member started a stopwatch at the first sound of the alarm bell and stopped it the instant the student began to move toward the exit. Table 1 shows the stopwatch logs. Figure 1 shows the hallway.

Route note: All four students stood in open hallway spots, heard the bell clearly, and walked the same route to the exit. During one drill, a volunteer counted her pulse: 74 beats per minute before the alarm and 118 right after reaching the exit. Her breathing rose from 15 to 26 breaths per minute.

Table 1. Fire-Drill Stopwatch Logs

StudentDistance from alarm bell (meters)Time from first sound to first movement (seconds)
Student 120.84
Student 2100.71
Student 3180.88
Student 4250.79

Figure 1. The Hallway

\"A

", "passage_plain": "Fire-Drill Reaction Study A science club measured how quickly students react during school fire drills. At each of four drills, a club member stood beside one chosen student. The club member started a stopwatch at the first sound of the alarm bell and stopped it the instant the student began to move toward the exit. Table 1 shows the stopwatch logs. Figure 1 shows the hallway. Route note: All four students stood in open hallway spots, heard the bell clearly, and walked the same route to the exit. During one drill, a volunteer counted her pulse: 74 beats per minute before the alarm and 118 right after reaching the exit. Her breathing rose from 15 to 26 breaths per minute. Table 1. Fire-Drill Stopwatch Logs Student Distance from alarm bell (meters) Time from first sound to first movement (seconds) Student 1 2 0.84 Student 2 10 0.71 Student 3 18 0.88 Student 4 25 0.79 Figure 1. The Hallway" }, { "n": 9, "item_id": "_8c451ef7-1f9e-4346-bdf5-91dfef9eb593", "type": "choice", "title": "Platform Columns — Rock Type", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Look at Card 1 in Table 1 and at the columns in Figure 1. Which classification of the platform's column rock is correct?

", "prompt_plain": "Look at Card 1 in Table 1 and at the columns in Figure 1. Which classification of the platform's column rock is correct?", "context_html": "", "options": [ { "id": "cA1", "text": "Sedimentary, because the tall stacked columns show the rock was built up from layers of sediment pressed and cemented together.", "plain": "Sedimentary, because the tall stacked columns show the rock was built up from layers of sediment pressed and cemented together.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Metamorphic, because the even six-sided shapes show the rock was squeezed into new shapes by heat and pressure deep underground.", "plain": "Metamorphic, because the even six-sided shapes show the rock was squeezed into new shapes by heat and pressure deep underground.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Igneous, because the rock formed when molten rock cooled quickly at the surface, keeping its mineral grains too small to see.", "plain": "Igneous, because the rock formed when molten rock cooled quickly at the surface, keeping its mineral grains too small to see.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Igneous, because the rock formed from molten material, but its small mineral grains show that it cooled very slowly deep underground.", "plain": "Igneous, because the rock formed from molten material, but its small mineral grains show that it cooled very slowly deep underground.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_db827a2f-202f-4b29-9e65-e6c14480489e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Lighthouse Point Shore Survey

A survey team studied the rocky shore at Lighthouse Point. A flat rock platform stretches from the base of the cliffs out to the low-tide line, and waves wash across it twice a day. Standing up from one part of the platform are tall, dark, six-sided columns of rock. On either side of a narrow bay, two headlands face each other across about 300 meters of water. The team examined the rock in each place, wrote a survey card for each one, and photographed the shore. Figure 1 shows the platform and the two headlands. Table 1 shows the survey cards.

Table 1. Shore Survey Cards

CardLocationWhat the team recorded
1Rock platformDark gray rock standing in tall six-sided columns; mineral grains too small to see even with a hand lens; no layers.
2North headland cliffTan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the platform.
3South headland cliffTan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the platform.

Figure 1. The Platform and the Two Headlands

\"A

", "passage_plain": "Lighthouse Point Shore Survey A survey team studied the rocky shore at Lighthouse Point. A flat rock platform stretches from the base of the cliffs out to the low-tide line, and waves wash across it twice a day. Standing up from one part of the platform are tall, dark, six-sided columns of rock. On either side of a narrow bay, two headlands face each other across about 300 meters of water. The team examined the rock in each place, wrote a survey card for each one, and photographed the shore. Figure 1 shows the platform and the two headlands. Table 1 shows the survey cards. Table 1. Shore Survey Cards Card Location What the team recorded 1 Rock platform Dark gray rock standing in tall six-sided columns; mineral grains too small to see even with a hand lens; no layers. 2 North headland cliff Tan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the platform. 3 South headland cliff Tan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the platform. Figure 1. The Platform and the Two Headlands" }, { "n": 10, "item_id": "_b779ecee-f7fd-44aa-bf4e-5340caee8000", "type": "choice", "title": "Lighthouse Point — Flat Platform", "standards": [ "MS-ESS2-2" ], "prompt_html": "

The survey team wonders how the flat rock platform at the base of the cliffs formed.

Which process most likely formed the flat platform?

", "prompt_plain": "The survey team wonders how the flat rock platform at the base of the cliffs formed. Which process most likely formed the flat platform?", "context_html": "", "options": [ { "id": "cA1", "text": "Waves dropped layer after layer of sand at the base of the cliffs, and the sand hardened into the flat rock surface.", "plain": "Waves dropped layer after layer of sand at the base of the cliffs, and the sand hardened into the flat rock surface.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Waves wore away rock at the base of the cliffs, and the retreating cliffs left behind a flat surface of rock.", "plain": "Waves wore away rock at the base of the cliffs, and the retreating cliffs left behind a flat surface of rock.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Both headlands slowly pushed toward each other and squeezed the rock floor of the bay until it became flat.", "plain": "Both headlands slowly pushed toward each other and squeezed the rock floor of the bay until it became flat.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rainwater dissolved the top of the platform evenly across its whole surface until the rock became level and flat.", "plain": "Rainwater dissolved the top of the platform evenly across its whole surface until the rock became level and flat.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_db827a2f-202f-4b29-9e65-e6c14480489e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Lighthouse Point Shore Survey

A survey team studied the rocky shore at Lighthouse Point. A flat rock platform stretches from the base of the cliffs out to the low-tide line, and waves wash across it twice a day. Standing up from one part of the platform are tall, dark, six-sided columns of rock. On either side of a narrow bay, two headlands face each other across about 300 meters of water. The team examined the rock in each place, wrote a survey card for each one, and photographed the shore. Figure 1 shows the platform and the two headlands. Table 1 shows the survey cards.

Table 1. Shore Survey Cards

CardLocationWhat the team recorded
1Rock platformDark gray rock standing in tall six-sided columns; mineral grains too small to see even with a hand lens; no layers.
2North headland cliffTan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the platform.
3South headland cliffTan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the platform.

Figure 1. The Platform and the Two Headlands

\"A

", "passage_plain": "Lighthouse Point Shore Survey A survey team studied the rocky shore at Lighthouse Point. A flat rock platform stretches from the base of the cliffs out to the low-tide line, and waves wash across it twice a day. Standing up from one part of the platform are tall, dark, six-sided columns of rock. On either side of a narrow bay, two headlands face each other across about 300 meters of water. The team examined the rock in each place, wrote a survey card for each one, and photographed the shore. Figure 1 shows the platform and the two headlands. Table 1 shows the survey cards. Table 1. Shore Survey Cards Card Location What the team recorded 1 Rock platform Dark gray rock standing in tall six-sided columns; mineral grains too small to see even with a hand lens; no layers. 2 North headland cliff Tan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the platform. 3 South headland cliff Tan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the platform. Figure 1. The Platform and the Two Headlands" }, { "n": 11, "item_id": "_41c861d2-7558-4763-933e-1106e9c16b4b", "type": "choice", "title": "Headlands Once Joined", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Look at the matching rock cards and the matching fern-fossil cards from the two facing headlands.

Which claim is supported by both lines of matching evidence together?

", "prompt_plain": "Look at the matching rock cards and the matching fern-fossil cards from the two facing headlands. Which claim is supported by both lines of matching evidence together?", "context_html": "", "options": [ { "id": "cA11", "text": "Ocean currents slowly carried fern pieces and small broken rocks from one headland across the water to the other.", "plain": "Ocean currents slowly carried fern pieces and small broken rocks from one headland across the water to the other.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The same rock types and the same ferns formed separately at each headland because both places share a coastal climate.", "plain": "The same rock types and the same ferns formed separately at each headland because both places share a coastal climate.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "The rock layers of the two headlands once formed one connected body of rock across what is now the bay.", "plain": "The rock layers of the two headlands once formed one connected body of rock across what is now the bay.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "Waves slowly wore whole rock layers off one headland and rebuilt them in the same order on the other.", "plain": "Waves slowly wore whole rock layers off one headland and rebuilt them in the same order on the other.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_db827a2f-202f-4b29-9e65-e6c14480489e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Lighthouse Point Shore Survey

A survey team studied the rocky shore at Lighthouse Point. A flat rock platform stretches from the base of the cliffs out to the low-tide line, and waves wash across it twice a day. Standing up from one part of the platform are tall, dark, six-sided columns of rock. On either side of a narrow bay, two headlands face each other across about 300 meters of water. The team examined the rock in each place, wrote a survey card for each one, and photographed the shore. Figure 1 shows the platform and the two headlands. Table 1 shows the survey cards.

Table 1. Shore Survey Cards

CardLocationWhat the team recorded
1Rock platformDark gray rock standing in tall six-sided columns; mineral grains too small to see even with a hand lens; no layers.
2North headland cliffTan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the platform.
3South headland cliffTan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the platform.

Figure 1. The Platform and the Two Headlands

\"A

", "passage_plain": "Lighthouse Point Shore Survey A survey team studied the rocky shore at Lighthouse Point. A flat rock platform stretches from the base of the cliffs out to the low-tide line, and waves wash across it twice a day. Standing up from one part of the platform are tall, dark, six-sided columns of rock. On either side of a narrow bay, two headlands face each other across about 300 meters of water. The team examined the rock in each place, wrote a survey card for each one, and photographed the shore. Figure 1 shows the platform and the two headlands. Table 1 shows the survey cards. Table 1. Shore Survey Cards Card Location What the team recorded 1 Rock platform Dark gray rock standing in tall six-sided columns; mineral grains too small to see even with a hand lens; no layers. 2 North headland cliff Tan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the platform. 3 South headland cliff Tan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the platform. Figure 1. The Platform and the Two Headlands" }, { "n": 12, "item_id": "_0ee56cda-952e-4c50-9df4-4f71736246cb", "type": "choice", "title": "Observation-Tower Jug Haul — Two Hauls", "standards": [ "MS-PS3-2" ], "prompt_html": "

Look at Table 1. One volunteer carries a small jug to the first landing while another carries a large jug to the top landing.

Which statement correctly compares the stored energy the two jug-Earth systems gain?

", "prompt_plain": "Look at Table 1. One volunteer carries a small jug to the first landing while another carries a large jug to the top landing. Which statement correctly compares the stored energy the two jug-Earth systems gain?", "context_html": "", "options": [ { "id": "cA12", "text": "The two systems gain the same amount of stored energy, because each jug ends up sitting at rest on a landing.", "plain": "The two systems gain the same amount of stored energy, because each jug ends up sitting at rest on a landing.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "The large jug’s system gains more stored energy, because its haul ends with 20 kilograms resting 12 meters above the ground.", "plain": "The large jug’s system gains more stored energy, because its haul ends with 20 kilograms resting 12 meters above the ground.", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "The large jug’s system gains more stored energy, because the jugs’ masses alone set the gain, and 20 kilograms is larger.", "plain": "The large jug’s system gains more stored energy, because the jugs’ masses alone set the gain, and 20 kilograms is larger.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "The small jug’s system gains more stored energy, because the small jug can be carried up the whole stairway much faster.", "plain": "The small jug’s system gains more stored energy, because the small jug can be carried up the whole stairway much faster.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3984962a-cca5-4f3f-ab77-bff1d49ce715" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB12" ] }, "n_options": 4, "passage_html": "

Observation-Tower Jug Haul

A volunteer crew is stocking a forest observation tower with drinking water. Volunteers carry jugs up the tower’s stairs and set them on storage landings. Table 1 shows the two jug sizes and the three landing heights. The site supervisor keeps an energy log; three notes from it appear after the table. Figure 1 shows the tower stairs.

Table 1. Jugs and Landings

ItemMeasurement
Small jug10 kilograms
Large jug20 kilograms
First landing4 meters above the ground
Second landing8 meters above the ground
Top landing12 meters above the ground

Site Supervisor’s Energy Log

Figure 1. The Tower Stairs

\"Volunteers

", "passage_plain": "Observation-Tower Jug Haul A volunteer crew is stocking a forest observation tower with drinking water. Volunteers carry jugs up the tower’s stairs and set them on storage landings. Table 1 shows the two jug sizes and the three landing heights. The site supervisor keeps an energy log; three notes from it appear after the table. Figure 1 shows the tower stairs. Table 1. Jugs and Landings Item Measurement Small jug 10 kilograms Large jug 20 kilograms First landing 4 meters above the ground Second landing 8 meters above the ground Top landing 12 meters above the ground Site Supervisor’s Energy Log Note 1: The crew eats a full meal before each hauling shift. Note 2: After several climbs, each volunteer’s leg muscles feel warm. Note 3: Every haul ends with a jug resting higher above the ground than where it started. Figure 1. The Tower Stairs" }, { "n": 13, "item_id": "_d589d9b3-fec8-4023-8421-517e109a8aff", "type": "choice", "title": "Observation-Tower Jug Haul — Resting Places", "standards": [ "MS-PS3-2" ], "prompt_html": "

One volunteer carries the same large jug up the tower, resting it briefly at each stop along the way.

At which resting place does the jug-Earth system store the most energy?

", "prompt_plain": "One volunteer carries the same large jug up the tower, resting it briefly at each stop along the way. At which resting place does the jug-Earth system store the most energy?", "context_html": "", "options": [ { "id": "cA13", "text": "On the ground floor, at 0 meters.", "plain": "On the ground floor, at 0 meters.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "On the first landing, at 4 meters.", "plain": "On the first landing, at 4 meters.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "On the second landing, at 8 meters.", "plain": "On the second landing, at 8 meters.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "On the top landing, at 12 meters.", "plain": "On the top landing, at 12 meters.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3984962a-cca5-4f3f-ab77-bff1d49ce715" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD13" ] }, "n_options": 4, "passage_html": "

Observation-Tower Jug Haul

A volunteer crew is stocking a forest observation tower with drinking water. Volunteers carry jugs up the tower’s stairs and set them on storage landings. Table 1 shows the two jug sizes and the three landing heights. The site supervisor keeps an energy log; three notes from it appear after the table. Figure 1 shows the tower stairs.

Table 1. Jugs and Landings

ItemMeasurement
Small jug10 kilograms
Large jug20 kilograms
First landing4 meters above the ground
Second landing8 meters above the ground
Top landing12 meters above the ground

Site Supervisor’s Energy Log

Figure 1. The Tower Stairs

\"Volunteers

", "passage_plain": "Observation-Tower Jug Haul A volunteer crew is stocking a forest observation tower with drinking water. Volunteers carry jugs up the tower’s stairs and set them on storage landings. Table 1 shows the two jug sizes and the three landing heights. The site supervisor keeps an energy log; three notes from it appear after the table. Figure 1 shows the tower stairs. Table 1. Jugs and Landings Item Measurement Small jug 10 kilograms Large jug 20 kilograms First landing 4 meters above the ground Second landing 8 meters above the ground Top landing 12 meters above the ground Site Supervisor’s Energy Log Note 1: The crew eats a full meal before each hauling shift. Note 2: After several climbs, each volunteer’s leg muscles feel warm. Note 3: Every haul ends with a jug resting higher above the ground than where it started. Figure 1. The Tower Stairs" }, { "n": 14, "item_id": "_2f261883-0aec-4755-9014-d2af84a795cd", "type": "choice", "title": "Observation-Tower Jug Haul — Energy Log", "standards": [ "MS-PS3-5" ], "prompt_html": "

Read the three notes in the site supervisor’s energy log.

Which energy account do the notes, taken together, best support?

", "prompt_plain": "Read the three notes in the site supervisor’s energy log. Which energy account do the notes, taken together, best support?", "context_html": "", "options": [ { "id": "cA14", "text": "The chemical energy from the crew’s food is transferred in each climb: part becomes the raised jugs’ stored energy and part becomes thermal energy in warm leg muscles.", "plain": "The chemical energy from the crew’s food is transferred in each climb: part becomes the raised jugs’ stored energy and part becomes thermal energy in warm leg muscles.", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "The volunteers’ bodies create brand-new energy for each climb, so the total amount of energy in the tower system grows larger with each hauling shift.", "plain": "The volunteers’ bodies create brand-new energy for each climb, so the total amount of energy in the tower system grows larger with each hauling shift.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The food’s chemical energy turns fully into the raised jugs’ stored energy, and the warmth in the volunteers’ leg muscles comes from sunlight on the stairs.", "plain": "The food’s chemical energy turns fully into the raised jugs’ stored energy, and the warmth in the volunteers’ leg muscles comes from sunlight on the stairs.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The stairs push upward on each jug during a climb, and that steady upward push from the stairs is the source of the jugs’ stored energy.", "plain": "The stairs push upward on each jug during a climb, and that steady upward push from the stairs is the source of the jugs’ stored energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3984962a-cca5-4f3f-ab77-bff1d49ce715" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA14" ] }, "n_options": 4, "passage_html": "

Observation-Tower Jug Haul

A volunteer crew is stocking a forest observation tower with drinking water. Volunteers carry jugs up the tower’s stairs and set them on storage landings. Table 1 shows the two jug sizes and the three landing heights. The site supervisor keeps an energy log; three notes from it appear after the table. Figure 1 shows the tower stairs.

Table 1. Jugs and Landings

ItemMeasurement
Small jug10 kilograms
Large jug20 kilograms
First landing4 meters above the ground
Second landing8 meters above the ground
Top landing12 meters above the ground

Site Supervisor’s Energy Log

Figure 1. The Tower Stairs

\"Volunteers

", "passage_plain": "Observation-Tower Jug Haul A volunteer crew is stocking a forest observation tower with drinking water. Volunteers carry jugs up the tower’s stairs and set them on storage landings. Table 1 shows the two jug sizes and the three landing heights. The site supervisor keeps an energy log; three notes from it appear after the table. Figure 1 shows the tower stairs. Table 1. Jugs and Landings Item Measurement Small jug 10 kilograms Large jug 20 kilograms First landing 4 meters above the ground Second landing 8 meters above the ground Top landing 12 meters above the ground Site Supervisor’s Energy Log Note 1: The crew eats a full meal before each hauling shift. Note 2: After several climbs, each volunteer’s leg muscles feel warm. Note 3: Every haul ends with a jug resting higher above the ground than where it started. Figure 1. The Tower Stairs" }, { "n": 15, "item_id": "_97aec7a1-c7c2-48bf-a0af-bfadcd05fee5", "type": "choice", "title": "Strawberry Runner Beds — Part A", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

Read the grower’s log. Which claim about the genes of the eight plantlets does the log best support?

", "prompt_plain": "Part A Read the grower’s log. Which claim about the genes of the eight plantlets does the log best support?", "context_html": "", "options": [ { "id": "cA15", "text": "Each plantlet received a different set of genes from two separate parent plants.", "plain": "Each plantlet received a different set of genes from two separate parent plants.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "Each plantlet carries the same genetic information as the one mother plant.", "plain": "Each plantlet carries the same genetic information as the one mother plant.", "correct": true, "kind": "choice" }, { "id": "cC15", "text": "Each plantlet carries just half of the mother plant’s genetic information.", "plain": "Each plantlet carries just half of the mother plant’s genetic information.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Each plantlet in the sunnier bed formed new genes for growing larger berries.", "plain": "Each plantlet in the sunnier bed formed new genes for growing larger berries.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d257db93-2633-49c0-bcd7-1609570e0b8d" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB15" ] }, "n_options": 4, "passage_html": "

Strawberry Runner Beds

A grower’s healthiest strawberry plant sends out runners - thin horizontal stems that grow small plantlets at their tips. The grower cut eight plantlets from this one mother plant and planted four in Bed 1 and four in Bed 2. The grower’s log appears below, and Table 1 shows the growing conditions and the first harvest. Figure 1 shows the two beds.

Grower’s Log

Table 1. First-Harvest Records

RecordBed 1Bed 2
Hours of direct sun each dayabout 8about 3
Berries picked per plant2422
Average berry mass18 grams9 grams
Flower colorwhitewhite

Figure 1. The Two Beds

\"Two

", "passage_plain": "Strawberry Runner Beds A grower’s healthiest strawberry plant sends out runners - thin horizontal stems that grow small plantlets at their tips. The grower cut eight plantlets from this one mother plant and planted four in Bed 1 and four in Bed 2. The grower’s log appears below, and Table 1 shows the growing conditions and the first harvest. Figure 1 shows the two beds. Grower’s Log All eight plantlets came from runners of the same mother plant. Both beds got the same amount of water and the same soil. Bed 1 sits in open sun; Bed 2 sits behind a tall fence that shades it most of the day. Table 1. First-Harvest Records Record Bed 1 Bed 2 Hours of direct sun each day about 8 about 3 Berries picked per plant 24 22 Average berry mass 18 grams 9 grams Flower color white white Figure 1. The Two Beds" }, { "n": 16, "item_id": "_619558a0-2c77-4949-85d2-899aefd6dcf1", "type": "choice", "title": "Strawberry Runner Beds — Part B", "standards": [ "MS-LS1-5" ], "prompt_html": "

Part B

The two beds produced very different berry sizes. Which comparison from the log and Table 1 is the best evidence that the growing environment, not genetic differences, caused the size difference?

", "prompt_plain": "Part B The two beds produced very different berry sizes. Which comparison from the log and Table 1 is the best evidence that the growing environment, not genetic differences, caused the size difference?", "context_html": "", "options": [ { "id": "cA16", "text": "Eight plantlets in the two beds share the genes of one single mother plant.", "plain": "Eight plantlets in the two beds share the genes of one single mother plant.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Bed 1 received about five more hours of direct sun each day than Bed 2 did.", "plain": "Bed 1 received about five more hours of direct sun each day than Bed 2 did.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Both beds were given the same amount of water and were planted in the same soil.", "plain": "Both beds were given the same amount of water and were planted in the same soil.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Plantlets with matching genes grew large berries in Bed 1 but small berries in Bed 2.", "plain": "Plantlets with matching genes grew large berries in Bed 1 but small berries in Bed 2.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d257db93-2633-49c0-bcd7-1609570e0b8d" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD16" ] }, "n_options": 4, "passage_html": "

Strawberry Runner Beds

A grower’s healthiest strawberry plant sends out runners - thin horizontal stems that grow small plantlets at their tips. The grower cut eight plantlets from this one mother plant and planted four in Bed 1 and four in Bed 2. The grower’s log appears below, and Table 1 shows the growing conditions and the first harvest. Figure 1 shows the two beds.

Grower’s Log

Table 1. First-Harvest Records

RecordBed 1Bed 2
Hours of direct sun each dayabout 8about 3
Berries picked per plant2422
Average berry mass18 grams9 grams
Flower colorwhitewhite

Figure 1. The Two Beds

\"Two

", "passage_plain": "Strawberry Runner Beds A grower’s healthiest strawberry plant sends out runners - thin horizontal stems that grow small plantlets at their tips. The grower cut eight plantlets from this one mother plant and planted four in Bed 1 and four in Bed 2. The grower’s log appears below, and Table 1 shows the growing conditions and the first harvest. Figure 1 shows the two beds. Grower’s Log All eight plantlets came from runners of the same mother plant. Both beds got the same amount of water and the same soil. Bed 1 sits in open sun; Bed 2 sits behind a tall fence that shades it most of the day. Table 1. First-Harvest Records Record Bed 1 Bed 2 Hours of direct sun each day about 8 about 3 Berries picked per plant 24 22 Average berry mass 18 grams 9 grams Flower color white white Figure 1. The Two Beds" }, { "n": 17, "item_id": "_806664c9-1641-436e-aad2-1022cf30531a", "type": "choice", "title": "Wildlife-Camera Combo Test — Bench Results", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at the Kit Requirements and Table 1. The club wants the next build of the kit to pass every bench test, but it can afford to replace just one part.

Which TWO results best show which one part the club should replace? Choose exactly TWO answers.

", "prompt_plain": "Look at the Kit Requirements and Table 1. The club wants the next build of the kit to pass every bench test, but it can afford to replace just one part. Which TWO results best show which one part the club should replace? Choose exactly TWO answers.", "context_html": "", "options": [ { "id": "cA17", "text": "The camera took its motion photo 0.4 seconds after the motion began.", "plain": "The camera took its motion photo 0.4 seconds after the motion began.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "The camera missed 1 night shot out of its 60 night triggers.", "plain": "The camera missed 1 night shot out of its 60 night triggers.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "The camera slid 15 centimeters down the trunk during the wind-and-rain test.", "plain": "The camera slid 15 centimeters down the trunk during the wind-and-rain test.", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "The buckle cracked and let the camera tilt during the cold-morning bench test.", "plain": "The buckle cracked and let the camera tilt during the cold-morning bench test.", "correct": true, "kind": "choice" }, { "id": "cE17", "text": "The battery sat at 68 percent charge after the simulated month of cloudy days.", "plain": "The battery sat at 68 percent charge after the simulated month of cloudy days.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_be7308dc-86de-4fed-aa68-14af80410a58" ], "key_letters": "C, D", "key_values": { "RESPONSE": [ "cC17", "cD17" ] }, "n_options": 5, "passage_html": "

Wildlife-Camera Combo Test

An ecology club is building a trail-monitoring kit from three parts: a wildlife camera, a strap that holds the camera against a tree trunk, and a small solar panel that recharges the camera’s battery. The club bench-tested the three parts working together as one combo. The kit’s requirements appear below, Table 1 shows the bench-test results, and Table 2 shows the plug and port compatibility sheet.

Kit Requirements

Table 1. Bench-Test Results

PartBench testResult
CameraMotion triggerPhoto taken 0.4 seconds after motion began
CameraNight trigger run1 missed shot in 60 triggers
StrapWind-and-rain testCamera slid 15 centimeters down the trunk
StrapCold-morning testBuckle cracked and let the camera tilt
Solar panelSimulated month of cloudy daysBattery at 68 percent charge

Table 2. Plug and Port Compatibility Sheet

ConnectionFirst partSecond part
Strap loop to camera case slotLoop width 25 mmSlot width 25 mm
Solar panel cable to camera charging portFlat two-pin plugRound 8 mm socket
Strap tie to tree trunkAdjusts to fit trunks up to 90 cm aroundTrail trees measure up to 80 cm around
", "passage_plain": "Wildlife-Camera Combo Test An ecology club is building a trail-monitoring kit from three parts: a wildlife camera, a strap that holds the camera against a tree trunk, and a small solar panel that recharges the camera’s battery. The club bench-tested the three parts working together as one combo. The kit’s requirements appear below, Table 1 shows the bench-test results, and Table 2 shows the plug and port compatibility sheet. Kit Requirements R1: The camera takes a photo within 1 second of sensing motion. R2: The camera misses no more than 5 night shots per 60 triggers. R3: The strap holds the camera in position through wind, rain, and cold. R4: The solar panel keeps the battery above half charge through a month of cloudy days. Table 1. Bench-Test Results Part Bench test Result Camera Motion trigger Photo taken 0.4 seconds after motion began Camera Night trigger run 1 missed shot in 60 triggers Strap Wind-and-rain test Camera slid 15 centimeters down the trunk Strap Cold-morning test Buckle cracked and let the camera tilt Solar panel Simulated month of cloudy days Battery at 68 percent charge Table 2. Plug and Port Compatibility Sheet Connection First part Second part Strap loop to camera case slot Loop width 25 mm Slot width 25 mm Solar panel cable to camera charging port Flat two-pin plug Round 8 mm socket Strap tie to tree trunk Adjusts to fit trunks up to 90 cm around Trail trees measure up to 80 cm around" }, { "n": 18, "item_id": "_cf9403dc-41e1-47d0-83d4-21110671d89c", "type": "choice", "title": "Wildlife-Camera Combo Test — Compatibility Sheet", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Table 2, the compatibility sheet.

Which pair of parts is incompatible - unable to connect and work together - and what should the club do after swapping in a replacement part?

", "prompt_plain": "Look at Table 2, the compatibility sheet. Which pair of parts is incompatible - unable to connect and work together - and what should the club do after swapping in a replacement part?", "context_html": "", "options": [ { "id": "cA18", "text": "The solar panel’s flat two-pin plug and the camera’s round charging socket; after the swap, re-test the whole kit working together.", "plain": "The solar panel’s flat two-pin plug and the camera’s round charging socket; after the swap, re-test the whole kit working together.", "correct": true, "kind": "choice" }, { "id": "cB18", "text": "The strap’s 25-millimeter loop and the camera’s 25-millimeter case slot; after the swap, re-test the new strap by itself.", "plain": "The strap’s 25-millimeter loop and the camera’s 25-millimeter case slot; after the swap, re-test the new strap by itself.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The strap’s trunk tie and the trail’s tree trunks; after the swap, re-measure the widest trail trunk one more time.", "plain": "The strap’s trunk tie and the trail’s tree trunks; after the swap, re-measure the widest trail trunk one more time.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The solar panel’s charging cable and the strap’s camera loop; after the swap, re-test just the camera on its own.", "plain": "The solar panel’s charging cable and the strap’s camera loop; after the swap, re-test just the camera on its own.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_be7308dc-86de-4fed-aa68-14af80410a58" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA18" ] }, "n_options": 4, "passage_html": "

Wildlife-Camera Combo Test

An ecology club is building a trail-monitoring kit from three parts: a wildlife camera, a strap that holds the camera against a tree trunk, and a small solar panel that recharges the camera’s battery. The club bench-tested the three parts working together as one combo. The kit’s requirements appear below, Table 1 shows the bench-test results, and Table 2 shows the plug and port compatibility sheet.

Kit Requirements

Table 1. Bench-Test Results

PartBench testResult
CameraMotion triggerPhoto taken 0.4 seconds after motion began
CameraNight trigger run1 missed shot in 60 triggers
StrapWind-and-rain testCamera slid 15 centimeters down the trunk
StrapCold-morning testBuckle cracked and let the camera tilt
Solar panelSimulated month of cloudy daysBattery at 68 percent charge

Table 2. Plug and Port Compatibility Sheet

ConnectionFirst partSecond part
Strap loop to camera case slotLoop width 25 mmSlot width 25 mm
Solar panel cable to camera charging portFlat two-pin plugRound 8 mm socket
Strap tie to tree trunkAdjusts to fit trunks up to 90 cm aroundTrail trees measure up to 80 cm around
", "passage_plain": "Wildlife-Camera Combo Test An ecology club is building a trail-monitoring kit from three parts: a wildlife camera, a strap that holds the camera against a tree trunk, and a small solar panel that recharges the camera’s battery. The club bench-tested the three parts working together as one combo. The kit’s requirements appear below, Table 1 shows the bench-test results, and Table 2 shows the plug and port compatibility sheet. Kit Requirements R1: The camera takes a photo within 1 second of sensing motion. R2: The camera misses no more than 5 night shots per 60 triggers. R3: The strap holds the camera in position through wind, rain, and cold. R4: The solar panel keeps the battery above half charge through a month of cloudy days. Table 1. Bench-Test Results Part Bench test Result Camera Motion trigger Photo taken 0.4 seconds after motion began Camera Night trigger run 1 missed shot in 60 triggers Strap Wind-and-rain test Camera slid 15 centimeters down the trunk Strap Cold-morning test Buckle cracked and let the camera tilt Solar panel Simulated month of cloudy days Battery at 68 percent charge Table 2. Plug and Port Compatibility Sheet Connection First part Second part Strap loop to camera case slot Loop width 25 mm Slot width 25 mm Solar panel cable to camera charging port Flat two-pin plug Round 8 mm socket Strap tie to tree trunk Adjusts to fit trunks up to 90 cm around Trail trees measure up to 80 cm around" }, { "n": 19, "item_id": "_f4c40466-796b-4e2d-ba7e-6eafb5c6d8c5", "type": "choice", "title": "Vernal Pool Egg-Mass Counts — Part A", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part A

Which claim do the four springs of records in Table 1 best support?

", "prompt_plain": "Part A Which claim do the four springs of records in Table 1 best support?", "context_html": "", "options": [ { "id": "cA19", "text": "Raccoons hunting along the pool’s edge each spring caused the drop in the egg-mass counts.", "plain": "Raccoons hunting along the pool’s edge each spring caused the drop in the egg-mass counts.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The salamanders moved to breed in a better pool, so the falling counts do not harm the population.", "plain": "The salamanders moved to breed in a better pool, so the falling counts do not harm the population.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The pool drying earlier each year, not raccoon hunting, drove the drop in the egg-mass counts.", "plain": "The pool drying earlier each year, not raccoon hunting, drove the drop in the egg-mass counts.", "correct": true, "kind": "choice" }, { "id": "cD19", "text": "Water draining out through the culvert made the pool too polluted for the salamander eggs.", "plain": "Water draining out through the culvert made the pool too polluted for the salamander eggs.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d0252d1c-f5cd-4210-8962-8f6ebf546c6e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC19" ] }, "n_options": 4, "passage_html": "

Vernal Pool Egg-Mass Counts

A vernal pool is a woodland pool that fills with rain and snowmelt and dries later in the year. Spotted salamanders lay jelly-covered egg masses in one such pool every spring, and the young must stay in the water until they grow legs in midsummer. Before the second spring, a road crew installed a culvert - a drain pipe - that now empties the pool weeks early. Table 1 shows a wildlife biologist’s records for four springs. Figure 1 shows the pool and the culvert.

Table 1. Four Springs at the Pool

RecordSpring 1Spring 2Spring 3Spring 4
Culvert in place?NoYesYesYes
Date the pool went dry that yearAugust 2June 24June 5May 28
Salamander egg masses counted4641249
Raccoon tracks at the pool edgeSeen most weeksSeen most weeksSeen most weeksSeen most weeks

Figure 1. The Pool and the Culvert

\"A

", "passage_plain": "Vernal Pool Egg-Mass Counts A vernal pool is a woodland pool that fills with rain and snowmelt and dries later in the year. Spotted salamanders lay jelly-covered egg masses in one such pool every spring, and the young must stay in the water until they grow legs in midsummer. Before the second spring, a road crew installed a culvert - a drain pipe - that now empties the pool weeks early. Table 1 shows a wildlife biologist’s records for four springs. Figure 1 shows the pool and the culvert. Table 1. Four Springs at the Pool Record Spring 1 Spring 2 Spring 3 Spring 4 Culvert in place? No Yes Yes Yes Date the pool went dry that year August 2 June 24 June 5 May 28 Salamander egg masses counted 46 41 24 9 Raccoon tracks at the pool edge Seen most weeks Seen most weeks Seen most weeks Seen most weeks Figure 1. The Pool and the Culvert" }, { "n": 20, "item_id": "_648b606a-de90-4449-a77b-d4a3cd256de8", "type": "choice", "title": "Vernal Pool Egg-Mass Counts — Part B", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part B

Which comparison of the records in Table 1 provides the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which comparison of the records in Table 1 provides the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA20", "text": "The egg-mass count fell from 46 masses in Spring 1 to 9 masses in Spring 4.", "plain": "The egg-mass count fell from 46 masses in Spring 1 to 9 masses in Spring 4.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "Springs with earlier dry dates had lower egg-mass counts, while the raccoon sign stayed steady.", "plain": "Springs with earlier dry dates had lower egg-mass counts, while the raccoon sign stayed steady.", "correct": true, "kind": "choice" }, { "id": "cC20", "text": "Raccoon tracks were recorded at the edge of the pool in each of the four springs.", "plain": "Raccoon tracks were recorded at the edge of the pool in each of the four springs.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "The pool stayed wet the longest during Spring 1, before the culvert had been put in.", "plain": "The pool stayed wet the longest during Spring 1, before the culvert had been put in.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d0252d1c-f5cd-4210-8962-8f6ebf546c6e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB20" ] }, "n_options": 4, "passage_html": "

Vernal Pool Egg-Mass Counts

A vernal pool is a woodland pool that fills with rain and snowmelt and dries later in the year. Spotted salamanders lay jelly-covered egg masses in one such pool every spring, and the young must stay in the water until they grow legs in midsummer. Before the second spring, a road crew installed a culvert - a drain pipe - that now empties the pool weeks early. Table 1 shows a wildlife biologist’s records for four springs. Figure 1 shows the pool and the culvert.

Table 1. Four Springs at the Pool

RecordSpring 1Spring 2Spring 3Spring 4
Culvert in place?NoYesYesYes
Date the pool went dry that yearAugust 2June 24June 5May 28
Salamander egg masses counted4641249
Raccoon tracks at the pool edgeSeen most weeksSeen most weeksSeen most weeksSeen most weeks

Figure 1. The Pool and the Culvert

\"A

", "passage_plain": "Vernal Pool Egg-Mass Counts A vernal pool is a woodland pool that fills with rain and snowmelt and dries later in the year. Spotted salamanders lay jelly-covered egg masses in one such pool every spring, and the young must stay in the water until they grow legs in midsummer. Before the second spring, a road crew installed a culvert - a drain pipe - that now empties the pool weeks early. Table 1 shows a wildlife biologist’s records for four springs. Figure 1 shows the pool and the culvert. Table 1. Four Springs at the Pool Record Spring 1 Spring 2 Spring 3 Spring 4 Culvert in place? No Yes Yes Yes Date the pool went dry that year August 2 June 24 June 5 May 28 Salamander egg masses counted 46 41 24 9 Raccoon tracks at the pool edge Seen most weeks Seen most weeks Seen most weeks Seen most weeks Figure 1. The Pool and the Culvert" }, { "n": 21, "item_id": "_af74cbea-eaec-4e32-9416-66bac9b6b241", "type": "choice", "title": "Ridge Link Claim (Part A)", "standards": [ "MS-PS4-1" ], "prompt_html": "

Part A

Look at Table 1. Which claim about the listed bands does the table support?

", "prompt_plain": "Part A Look at Table 1. Which claim about the listed bands does the table support?", "context_html": "", "options": [ { "id": "cA21", "text": "Visible light has the highest frequency of the bands listed in the table.", "plain": "Visible light has the highest frequency of the bands listed in the table.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "Infrared waves have shorter wavelengths and higher frequencies than the ultraviolet waves do.", "plain": "Infrared waves have shorter wavelengths and higher frequencies than the ultraviolet waves do.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "Radio waves have the longest wavelengths and the lowest frequencies of the listed bands.", "plain": "Radio waves have the longest wavelengths and the lowest frequencies of the listed bands.", "correct": true, "kind": "choice" }, { "id": "cD21", "text": "Bands listed in the table share one wavelength and differ from band to band in fog behavior.", "plain": "Bands listed in the table share one wavelength and differ from band to band in fog behavior.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b603aaf0-2861-455f-acb3-a3d429f99e3e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC21" ] }, "n_options": 4, "passage_html": "

Ridge Weather-Station Link

An engineering club is choosing a wireless data link for a weather station on a remote mountain ridge that is often wrapped in fog. Every wireless link sends its data using one band of the electromagnetic spectrum. All electromagnetic waves are traveling patterns of vibrating electric and magnetic fields, and they can cross empty space. A link-planning handbook lists the bands in one order, from radio waves to gamma rays, and notes how fog affects each band. Table 1 summarizes the handbook page.

Table 1. Handbook Page: Electromagnetic Bands

BandWavelength (about the size of)Waves passing each secondBehavior in fog
Radiobuildings to mountainsthousands to millionspasses through fog with almost no signal loss
Microwavea pencilbillionsloses a little signal in heavy fog
Infraredthe tip of a needletrillionsscattered and absorbed by fog
Visible lightbacteriahundreds of trillionsblocked by fog within short distances
Ultravioletlarge moleculesabout a thousand trillionscattered strongly by fog and air
X-rayatomsmillions of trillionsabsorbed by air; not used for data links
Gammaatomic nucleibillions of trillionsabsorbed by air; not used for data links
", "passage_plain": "Ridge Weather-Station Link An engineering club is choosing a wireless data link for a weather station on a remote mountain ridge that is often wrapped in fog. Every wireless link sends its data using one band of the electromagnetic spectrum. All electromagnetic waves are traveling patterns of vibrating electric and magnetic fields, and they can cross empty space. A link-planning handbook lists the bands in one order, from radio waves to gamma rays, and notes how fog affects each band. Table 1 summarizes the handbook page. Table 1. Handbook Page: Electromagnetic Bands Band Wavelength (about the size of) Waves passing each second Behavior in fog Radio buildings to mountains thousands to millions passes through fog with almost no signal loss Microwave a pencil billions loses a little signal in heavy fog Infrared the tip of a needle trillions scattered and absorbed by fog Visible light bacteria hundreds of trillions blocked by fog within short distances Ultraviolet large molecules about a thousand trillion scattered strongly by fog and air X-ray atoms millions of trillions absorbed by air; not used for data links Gamma atomic nuclei billions of trillions absorbed by air; not used for data links" }, { "n": 22, "item_id": "_23d04cda-e689-4898-b4be-cd44893a6888", "type": "choice", "title": "Ridge Link Evidence (Part B)", "standards": [ "MS-PS4-1" ], "prompt_html": "

Part B

Which comparison of the Table 1 entries provides the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which comparison of the Table 1 entries provides the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA22", "text": "The fog-behavior column, which shows that a radio link would lose almost no signal in the ridge’s heavy fog.", "plain": "The fog-behavior column, which shows that a radio link would lose almost no signal in the ridge’s heavy fog.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "The wavelength and waves-per-second entries of each row, which run in opposite directions with radio waves at one end of both.", "plain": "The wavelength and waves-per-second entries of each row, which run in opposite directions with radio waves at one end of both.", "correct": true, "kind": "choice" }, { "id": "cC22", "text": "The radio row by itself, which lists the wavelength comparison and the waves-per-second entry for radio waves alone.", "plain": "The radio row by itself, which lists the wavelength comparison and the waves-per-second entry for radio waves alone.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "The infrared and ultraviolet rows, which show that two of the listed bands can differ in wavelength and frequency.", "plain": "The infrared and ultraviolet rows, which show that two of the listed bands can differ in wavelength and frequency.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b603aaf0-2861-455f-acb3-a3d429f99e3e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB22" ] }, "n_options": 4, "passage_html": "

Ridge Weather-Station Link

An engineering club is choosing a wireless data link for a weather station on a remote mountain ridge that is often wrapped in fog. Every wireless link sends its data using one band of the electromagnetic spectrum. All electromagnetic waves are traveling patterns of vibrating electric and magnetic fields, and they can cross empty space. A link-planning handbook lists the bands in one order, from radio waves to gamma rays, and notes how fog affects each band. Table 1 summarizes the handbook page.

Table 1. Handbook Page: Electromagnetic Bands

BandWavelength (about the size of)Waves passing each secondBehavior in fog
Radiobuildings to mountainsthousands to millionspasses through fog with almost no signal loss
Microwavea pencilbillionsloses a little signal in heavy fog
Infraredthe tip of a needletrillionsscattered and absorbed by fog
Visible lightbacteriahundreds of trillionsblocked by fog within short distances
Ultravioletlarge moleculesabout a thousand trillionscattered strongly by fog and air
X-rayatomsmillions of trillionsabsorbed by air; not used for data links
Gammaatomic nucleibillions of trillionsabsorbed by air; not used for data links
", "passage_plain": "Ridge Weather-Station Link An engineering club is choosing a wireless data link for a weather station on a remote mountain ridge that is often wrapped in fog. Every wireless link sends its data using one band of the electromagnetic spectrum. All electromagnetic waves are traveling patterns of vibrating electric and magnetic fields, and they can cross empty space. A link-planning handbook lists the bands in one order, from radio waves to gamma rays, and notes how fog affects each band. Table 1 summarizes the handbook page. Table 1. Handbook Page: Electromagnetic Bands Band Wavelength (about the size of) Waves passing each second Behavior in fog Radio buildings to mountains thousands to millions passes through fog with almost no signal loss Microwave a pencil billions loses a little signal in heavy fog Infrared the tip of a needle trillions scattered and absorbed by fog Visible light bacteria hundreds of trillions blocked by fog within short distances Ultraviolet large molecules about a thousand trillion scattered strongly by fog and air X-ray atoms millions of trillions absorbed by air; not used for data links Gamma atomic nuclei billions of trillions absorbed by air; not used for data links" }, { "n": 23, "item_id": "_779f5d59-f3ff-49a6-9f26-91523b2968e8", "type": "choice", "title": "Magnet Pull and Temperature", "standards": [ "MS-PS2-3" ], "prompt_html": "

A materials-bench team tested one magnet’s pull strength at several temperatures. The team warmed the same magnet in steps and measured its pull strength, in newtons, at each step. The graph card shows the results: the magnet’s pull strength dropped steadily as its temperature rose.

\"A

Which question is the team’s setup best suited to investigate next?

", "prompt_plain": "A materials-bench team tested one magnet’s pull strength at several temperatures. The team warmed the same magnet in steps and measured its pull strength, in newtons, at each step. The graph card shows the results: the magnet’s pull strength dropped steadily as its temperature rose. Which question is the team’s setup best suited to investigate next?", "context_html": "", "options": [ { "id": "cA23", "text": "Why do the tiny particles inside a magnet respond to heating?", "plain": "Why do the tiny particles inside a magnet respond to heating?", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "Does warming a magnet change how strongly the magnet pulls?", "plain": "Does warming a magnet change how strongly the magnet pulls?", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "How hot can a magnet get before it starts to melt?", "plain": "How hot can a magnet get before it starts to melt?", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "Does a warmed magnet regain its pull strength as it cools down?", "plain": "Does a warmed magnet regain its pull strength as it cools down?", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-33/images/slot23.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD23" ] }, "n_options": 4 }, { "n": 24, "item_id": "_91cf0512-237a-46f0-bf02-a91c5e039baa", "type": "inline-choice", "title": "Survey Robot Weight and Mass", "standards": [ "MS-PS2-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A survey robot built and measured on Earth now works on the surface of a small moon whose mass is far smaller than Earth’s. The fact panel below lists measurements made before launch.

\"The

Survey-Robot Fact Panel

\n
Robot’s mass, measured on Earth40 kilograms
Robot’s weight on Earth (the pull of gravity on the robot)about 400 newtons
The small moon’s massfar smaller than Earth’s mass
Strength of gravity at the small moon’s surfacemuch weaker than at Earth’s surface

Choose the term that correctly completes each sentence.

On the small moon, the robot’s mass is its mass on Earth.

On the small moon, the robot’s weight is its weight on Earth.

The strength of the gravitational force on the robot depends on .

", "options": [ { "id": "cB1O461bd777a", "text": "less than", "plain": "less than", "correct": false, "kind": "inline" }, { "id": "cB1O4433627fc", "text": "equal to", "plain": "equal to", "correct": true, "kind": "inline" }, { "id": "cB1O4d4b95b90", "text": "greater than", "plain": "greater than", "correct": false, "kind": "inline" }, { "id": "cB2Oaad02097c", "text": "smaller than", "plain": "smaller than", "correct": true, "kind": "inline" }, { "id": "cB2O0aa56a41f", "text": "equal to", "plain": "equal to", "correct": false, "kind": "inline" }, { "id": "cB2O50941bb73", "text": "larger than", "plain": "larger than", "correct": false, "kind": "inline" }, { "id": "cB3Ocd9aaadb4", "text": "the presence of air around the moon", "plain": "the presence of air around the moon", "correct": false, "kind": "inline" }, { "id": "cB3O2bf497859", "text": "the mass of the larger body by itself", "plain": "the mass of the larger body by itself", "correct": false, "kind": "inline" }, { "id": "cB3Ocab04c0c2", "text": "the masses involved and the distance between them", "plain": "the masses involved and the distance between them", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-33/images/slot24.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O4433627fc" ], "RESPONSE2": [ "cB2Oaad02097c" ], "RESPONSE3": [ "cB3Ocab04c0c2" ] }, "n_options": 9 }, { "n": 25, "item_id": "_908a85e4-21d4-4dd1-8615-e0cbf86498d9", "type": "choice", "title": "Charge Tester Photo Cards", "standards": [ "MS-PS2-5" ], "prompt_html": "

The photo cards show a charge tester - a glass jar holding two thin metal-foil leaves that hang from a metal rod topped by a small metal plate. When an electric force pushes the leaves apart, they spread. A plastic strip carrying an electric charge was brought toward the tester, and four moments were photographed.

\"Four

Card 1: The strip lies on the bench far from the tester. The leaves hang straight down.

Card 2: The strip is held about two centimeters above the tester’s plate. The leaves spread apart.

Card 3: The strip is pressed against the plate. The leaves spread apart.

Card 4: A small battery fan blows air across the tester while the strip lies far away. The leaves flutter.

Which card shows the best evidence that an electric force can act on an object it is not touching?

", "prompt_plain": "The photo cards show a charge tester - a glass jar holding two thin metal-foil leaves that hang from a metal rod topped by a small metal plate. When an electric force pushes the leaves apart, they spread. A plastic strip carrying an electric charge was brought toward the tester, and four moments were photographed. Card 1: The strip lies on the bench far from the tester. The leaves hang straight down. Card 2: The strip is held about two centimeters above the tester’s plate. The leaves spread apart. Card 3: The strip is pressed against the plate. The leaves spread apart. Card 4: A small battery fan blows air across the tester while the strip lies far away. The leaves flutter. Which card shows the best evidence that an electric force can act on an object it is not touching?", "context_html": "", "options": [ { "id": "cA25", "text": "Card 1, because the leaves stayed still while the strip lay far away on the bench.", "plain": "Card 1, because the leaves stayed still while the strip lay far away on the bench.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "Card 2, because the leaves spread while the strip was held a small distance above the plate.", "plain": "Card 2, because the leaves spread while the strip was held a small distance above the plate.", "correct": true, "kind": "choice" }, { "id": "cC25", "text": "Card 3, because the leaves spread the moment the strip was pressed against the plate.", "plain": "Card 3, because the leaves spread the moment the strip was pressed against the plate.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "Card 4, because the leaves moved even though just blown air reached the tester.", "plain": "Card 4, because the leaves moved even though just blown air reached the tester.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-33/images/slot25.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB25" ] }, "n_options": 4 }, { "n": 26, "item_id": "_6c0f2387-d2e2-4fde-8d78-88e0eef4b822", "type": "choice", "title": "Compass Twitch Investigation", "standards": [ "MS-PS2-5" ], "prompt_html": "

A workbench note reports that a compass needle sitting near a drill charger twitches each time the charger runs. Club members disagree about the cause: a magnetic field from the charger, shaking of the bench, or air moving from the charger’s vents. They collect more observations.

\"A

Which TWO observations, taken together, rule out bench shaking and moving air as the cause of the twitch? Choose the TWO observations.

", "prompt_plain": "A workbench note reports that a compass needle sitting near a drill charger twitches each time the charger runs. Club members disagree about the cause: a magnetic field from the charger, shaking of the bench, or air moving from the charger’s vents. They collect more observations. Which TWO observations, taken together, rule out bench shaking and moving air as the cause of the twitch? Choose the TWO observations.", "context_html": "", "options": [ { "id": "cA26", "text": "The needle twitches more strongly whenever the running charger is moved closer to the compass on the bench.", "plain": "The needle twitches more strongly whenever the running charger is moved closer to the compass on the bench.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "With the compass set on a thick folded towel, the needle still twitches when the charger runs.", "plain": "With the compass set on a thick folded towel, the needle still twitches when the charger runs.", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "The charger hums softly, and a light buzz can be felt in its case while it is running.", "plain": "The charger hums softly, and a light buzz can be felt in its case while it is running.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "With the compass covered by an upside-down clear bowl, the needle keeps twitching whenever the charger runs.", "plain": "With the compass covered by an upside-down clear bowl, the needle keeps twitching whenever the charger runs.", "correct": true, "kind": "choice" }, { "id": "cE26", "text": "With the charger switched off at the wall, the needle swings back and settles on north again.", "plain": "With the charger switched off at the wall, the needle swings back and settles on north again.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-33/images/slot26.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB26", "cD26" ] }, "n_options": 5 }, { "n": 27, "item_id": "_b36d1ae6-04cc-48fe-898d-e0867dee6ffa", "type": "inline-choice", "title": "Hedge Trimmer Energy Path", "standards": [ "MS-PS3-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A spec card for a corded electric hedge trimmer describes the tool in use: the motor drives the blades back and forth, the motor housing slowly becomes warm to the touch, and the tool buzzes loudly the whole time.

\"A

Choose the term that correctly completes each sentence.

While the trimmer runs, its input is energy arriving through the cord.

The useful output is the energy of the moving blades.

The warm housing and the loud buzz show that some of the input becomes wasted energy that spreads into the surroundings.

", "options": [ { "id": "cB1Oc479467c7", "text": "chemical", "plain": "chemical", "correct": false, "kind": "inline" }, { "id": "cB1Oe9ae3eb21", "text": "electrical", "plain": "electrical", "correct": true, "kind": "inline" }, { "id": "cB1Od4515c689", "text": "thermal", "plain": "thermal", "correct": false, "kind": "inline" }, { "id": "cB2O61cc73e55", "text": "electrical", "plain": "electrical", "correct": false, "kind": "inline" }, { "id": "cB2Of5d16ec11", "text": "motion", "plain": "motion", "correct": true, "kind": "inline" }, { "id": "cB2O865c9b602", "text": "sound", "plain": "sound", "correct": false, "kind": "inline" }, { "id": "cB3O0bbf45c6d", "text": "chemical and elastic", "plain": "chemical and elastic", "correct": false, "kind": "inline" }, { "id": "cB3O52a496b57", "text": "electrical and motion", "plain": "electrical and motion", "correct": false, "kind": "inline" }, { "id": "cB3O40c276f55", "text": "thermal and sound", "plain": "thermal and sound", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-33/images/slot27.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Oe9ae3eb21" ], "RESPONSE2": [ "cB2Of5d16ec11" ], "RESPONSE3": [ "cB3O40c276f55" ] }, "n_options": 9 }, { "n": 28, "item_id": "_ea1d15ec-870f-4f46-9f16-5341b27b3021", "type": "choice", "title": "Climber Skeleton Jobs", "standards": [ "MS-LS1-3" ], "prompt_html": "

A climbing-gym trainer card shows a climber’s skeleton on the wall, with highlights at the gripping hand bones, the rib cage, and the leg bones.

\"A

Which set of jobs does the skeletal system do for the climber during a climb?

", "prompt_plain": "A climbing-gym trainer card shows a climber’s skeleton on the wall, with highlights at the gripping hand bones, the rib cage, and the leg bones. Which set of jobs does the skeletal system do for the climber during a climb?", "context_html": "", "options": [ { "id": "cA28", "text": "It holds the body upright, protects organs such as the heart and lungs, and anchors the muscles that pull on bones.", "plain": "It holds the body upright, protects organs such as the heart and lungs, and anchors the muscles that pull on bones.", "correct": true, "kind": "choice" }, { "id": "cB28", "text": "It squeezes and relaxes to lift the body, pumps blood out to the arms, and stores the energy used for each move.", "plain": "It squeezes and relaxes to lift the body, pumps blood out to the arms, and stores the energy used for each move.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "It senses the shape of each hold, decides which bones should move next, and sends signals out to the muscles.", "plain": "It senses the shape of each hold, decides which bones should move next, and sends signals out to the muscles.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "It carries oxygen to the working muscles, breaks food down into fuel, and cools the body as the climb goes on.", "plain": "It carries oxygen to the working muscles, breaks food down into fuel, and cools the body as the climb goes on.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-33/images/slot28.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_54981697-9bb1-4277-8a76-8c84ebef2581", "type": "hottext", "title": "Mirror Orchid Evidence", "standards": [ "MS-LS1-4" ], "prompt_html": "

A nature guide’s page about the mirror orchid, a wildflower whose blossoms resemble female bees, includes the sentences below.

Consider this claim: the flower’s bee-like form raises the orchid’s chance of being pollinated.

Select the sentence from the page that gives the best evidence for the claim.

", "prompt_plain": "A nature guide’s page about the mirror orchid, a wildflower whose blossoms resemble female bees, includes the sentences below. Consider this claim: the flower’s bee-like form raises the orchid’s chance of being pollinated. Select the sentence from the page that gives the best evidence for the claim.", "context_html": "", "options": [ { "id": "hH129", "text": "Mirror orchids grow on dry, sunny hillsides and open their blossoms for only a few weeks at the start of each spring.", "plain": "Mirror orchids grow on dry, sunny hillsides and open their blossoms for only a few weeks at the start of each spring.", "correct": false, "kind": "hottext" }, { "id": "hH229", "text": "Each blossom’s shining blue center and fringed brown edge closely match the look of a female bee resting on a stem.", "plain": "Each blossom’s shining blue center and fringed brown edge closely match the look of a female bee resting on a stem.", "correct": false, "kind": "hottext" }, { "id": "hH329", "text": "Male bees patrol the hillsides searching for mates in early spring, in the weeks before most female bees appear.", "plain": "Male bees patrol the hillsides searching for mates in early spring, in the weeks before most female bees appear.", "correct": false, "kind": "hottext" }, { "id": "hH429", "text": "In one count, male bees landed on the blossoms about as often as on real female bees, and most carried off pollen.", "plain": "In one count, male bees landed on the blossoms about as often as on real female bees, and most carried off pollen.", "correct": true, "kind": "hottext" }, { "id": "hH529", "text": "A single pollinated blossom can ripen a seed capsule that releases many thousands of dust-fine seeds into the open air.", "plain": "A single pollinated blossom can ripen a seed capsule that releases many thousands of dust-fine seeds into the open air.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hH429" ] }, "n_options": 5 }, { "n": 30, "item_id": "_bda8f315-7636-49c2-aca1-4090d244670a", "type": "choice", "title": "Mint Pot Conclusion", "standards": [ "MS-LS1-5" ], "prompt_html": "

A student rooted two cuttings from one mint plant in matching pots of the same soil. One pot sat on the rail of a bright covered porch; the other sat on a dim pantry shelf. Each pot got the same measured water every day. The log below shows the record after four weeks.

Mint-Pot Log, Week 4

\n
ConditionPorch-rail potPantry-shelf pot
Hours of light each dayabout 10about 1
Water each day50 mL50 mL
Air temperature range20-24 degrees C20-24 degrees C
Plant height24 cm9 cm
Leaf colordeep greenpale yellow-green

Which conclusion does the log best support?

", "prompt_plain": "A student rooted two cuttings from one mint plant in matching pots of the same soil. One pot sat on the rail of a bright covered porch; the other sat on a dim pantry shelf. Each pot got the same measured water every day. The log below shows the record after four weeks. Mint-Pot Log, Week 4 Condition Porch-rail pot Pantry-shelf pot Hours of light each day about 10 about 1 Water each day 50 mL 50 mL Air temperature range 20-24 degrees C 20-24 degrees C Plant height 24 cm 9 cm Leaf color deep green pale yellow-green Which conclusion does the log best support?", "context_html": "", "options": [ { "id": "cA30", "text": "The pantry pot grew less because mint roots take their food from soil, and its pot held less soil food.", "plain": "The pantry pot grew less because mint roots take their food from soil, and its pot held less soil food.", "correct": false, "kind": "choice" }, { "id": "cB30", "text": "The porch pot grew more because outdoor air carries something plants need that indoor air does not have.", "plain": "The porch pot grew more because outdoor air carries something plants need that indoor air does not have.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "The porch pot grew more because the porch stayed much warmer than the pantry across the four weeks.", "plain": "The porch pot grew more because the porch stayed much warmer than the pantry across the four weeks.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "The porch pot grew more because it received about ten times as much light each day as the other pot.", "plain": "The porch pot grew more because it received about ten times as much light each day as the other pot.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_92b50bc6-e2e5-4e8e-830c-cb8bcf2fda79", "type": "gap-match", "title": "Aquarium Tank Card", "standards": [ "MS-LS1-6" ], "prompt_html": "

An aquarium club’s tank card models how materials and energy move between the water plants and the fish in one tank. On the card, photosynthesis runs in the plants’ cells while the tank light is on, and cellular respiration runs in both plant and fish cells day and night. Arrows show what passes between the two processes, but four boxes on the card are empty.

The Tank Card

\"A

 

Drag one tile into each empty box so that the completed card shows every material and the energy input in its correct place.

", "prompt_plain": "An aquarium club’s tank card models how materials and energy move between the water plants and the fish in one tank. On the card, photosynthesis runs in the plants’ cells while the tank light is on, and cellular respiration runs in both plant and fish cells day and night. Arrows show what passes between the two processes, but four boxes on the card are empty. The Tank Card Drag one tile into each empty box so that the completed card shows every material and the energy input in its correct place.", "context_html": "", "options": [ { "id": "tGL", "text": "glucose", "plain": "glucose", "correct": false, "kind": "gap-token" }, { "id": "tLE", "text": "light energy", "plain": "light energy", "correct": false, "kind": "gap-token" }, { "id": "tOX", "text": "oxygen", "plain": "oxygen", "correct": false, "kind": "gap-token" }, { "id": "tHE", "text": "heat energy", "plain": "heat energy", "correct": false, "kind": "gap-token" }, { "id": "tCD", "text": "carbon dioxide", "plain": "carbon dioxide", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-33/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tLE gG4", "tOX gG2", "tGL gG3", "tCD gG1" ] }, "n_options": 5 }, { "n": 32, "item_id": "_cb4002fc-9bfd-46f7-a670-9be5484fbc3f", "type": "choice", "title": "Giant Pumpkin Growth", "standards": [ "MS-LS1-6" ], "prompt_html": "

A garden log records that a pumpkin planted from a 5-gram seed grew into a 90-kilogram pumpkin in one summer, in an open bed of ordinary garden soil. Nearly all of the pumpkin’s new material is built from carbon-containing molecules.

\"A

Where did most of the carbon that built the pumpkin’s new material come from?

", "prompt_plain": "A garden log records that a pumpkin planted from a 5-gram seed grew into a 90-kilogram pumpkin in one summer, in an open bed of ordinary garden soil. Nearly all of the pumpkin’s new material is built from carbon-containing molecules. Where did most of the carbon that built the pumpkin’s new material come from?", "context_html": "", "options": [ { "id": "cA1", "text": "The carbon dioxide gas in the air, taken in through the pumpkin’s leaves", "plain": "The carbon dioxide gas in the air, taken in through the pumpkin’s leaves", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The carbon-rich dark soil of the bed, pulled in through the pumpkin’s roots", "plain": "The carbon-rich dark soil of the bed, pulled in through the pumpkin’s roots", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The energy in sunlight, changed into solid plant material inside the leaves", "plain": "The energy in sunlight, changed into solid plant material inside the leaves", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The stored food inside the original seed, released as the pumpkin plant grew", "plain": "The stored food inside the original seed, released as the pumpkin plant grew", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-33/images/slot32.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_a3e4c006-a96a-4b00-8c6f-1981a7a13c88", "type": "choice", "title": "Potato Bin Warmth", "standards": [ "MS-LS1-7" ], "prompt_html": "

A closed bin of potatoes kept in a root cellar stays slightly warmer than the cellar air, because the living potato cells are steadily releasing energy.

The cells release this energy from their stored sugar. Which statement describes what happens to the sugar as the energy is released?

", "prompt_plain": "A closed bin of potatoes kept in a root cellar stays slightly warmer than the cellar air, because the living potato cells are steadily releasing energy. The cells release this energy from their stored sugar. Which statement describes what happens to the sugar as the energy is released?", "context_html": "", "options": [ { "id": "cA1", "text": "The sugar's matter is changed completely into energy, so nothing material is left behind.", "plain": "The sugar's matter is changed completely into energy, so nothing material is left behind.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sugar's molecules are broken into smaller pieces that stay in the cells as bits of sugar after the energy has come out.", "plain": "The sugar's molecules are broken into smaller pieces that stay in the cells as bits of sugar after the energy has come out.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The sugar's atoms are all rearranged into different molecules during the reaction that releases the energy.", "plain": "The sugar's atoms are all rearranged into different molecules during the reaction that releases the energy.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The sugar's molecules stay whole as they release their stored energy, so no new substances are formed.", "plain": "The sugar's molecules stay whole as they release their stored energy, so no new substances are formed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 34, "item_id": "_2fe39df5-558f-462c-832d-6f4f99a43d22", "type": "match", "title": "Orchard Pollination Practices", "standards": [ "MS-LS2-5" ], "prompt_html": "

An orchard’s understory program card lists what is known about the orchard and six practices the manager could adopt. The card’s notes say: the fruit trees bloom for three weeks each spring, and wild bees carry pollen between the blossoms; through spring and summer, those bees feed at flowering understory plants growing between the tree rows; and several of the orchard’s wild bee species dig their nests in patches of bare, undisturbed ground.

 

Drag each practice tile into the category that shows its most likely effect on the orchard’s pollination service.

", "prompt_plain": "An orchard’s understory program card lists what is known about the orchard and six practices the manager could adopt. The card’s notes say: the fruit trees bloom for three weeks each spring, and wild bees carry pollen between the blossoms; through spring and summer, those bees feed at flowering understory plants growing between the tree rows; and several of the orchard’s wild bee species dig their nests in patches of bare, undisturbed ground. Drag each practice tile into the category that shows its most likely effect on the orchard’s pollination service.", "context_html": "", "options": [ { "id": "mc09_s1", "text": "Cover the ground between the tree rows with weed-blocking plastic sheets.", "plain": "Cover the ground between the tree rows with weed-blocking plastic sheets.", "correct": false, "kind": "match-token" }, { "id": "mc09_s2", "text": "Mow the understory only after its flowers have finished blooming each year.", "plain": "Mow the understory only after its flowers have finished blooming each year.", "correct": false, "kind": "match-token" }, { "id": "mc09_s3", "text": "Apply a broad insect-killing spray across the whole orchard during bloom.", "plain": "Apply a broad insect-killing spray across the whole orchard during bloom.", "correct": false, "kind": "match-token" }, { "id": "mc09_s4", "text": "Let strips of flowering understory plants keep growing between the tree rows.", "plain": "Let strips of flowering understory plants keep growing between the tree rows.", "correct": false, "kind": "match-token" }, { "id": "mc09_s5", "text": "Mow the whole understory every week from early spring until fall.", "plain": "Mow the whole understory every week from early spring until fall.", "correct": false, "kind": "match-token" }, { "id": "mc09_s6", "text": "Keep several patches of bare, undisturbed ground unplanted near the tree rows.", "plain": "Keep several patches of bare, undisturbed ground unplanted near the tree rows.", "correct": false, "kind": "match-token" }, { "id": "mc09_c1", "text": "Supports the pollination service", "plain": "Supports the pollination service", "correct": false, "kind": "match-token" }, { "id": "mc09_c2", "text": "Reduces the pollination service", "plain": "Reduces the pollination service", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc09_s1 mc09_c2", "mc09_s2 mc09_c1", "mc09_s3 mc09_c2", "mc09_s4 mc09_c1", "mc09_s5 mc09_c2", "mc09_s6 mc09_c1" ] }, "n_options": 8 }, { "n": 35, "item_id": "_42116fd2-1a7a-40c6-8c6d-87a513e90b43", "type": "gap-match", "title": "Rock-Cycle Driver Cards", "standards": [ "MS-ESS2-1" ], "prompt_html": "

A science class models the rock cycle with two sets of cards. Each process card names one rock-cycle process. Each driver card states the energy source that powers a process and the product that the process leaves behind. One driver card does not match any of the process cards.

 

Match each rock-cycle process to its driver card.

", "prompt_plain": "A science class models the rock cycle with two sets of cards. Each process card names one rock-cycle process. Each driver card states the energy source that powers a process and the product that the process leaves behind. One driver card does not match any of the process cards. Match each rock-cycle process to its driver card.", "context_html": "", "options": [ { "id": "dB", "text": "Powered by the weight of layers pressing down; binds sediment into sedimentary rock", "plain": "Powered by the weight of layers pressing down; binds sediment into sedimentary rock", "correct": false, "kind": "gap-token" }, { "id": "dX", "text": "Powered by Earth’s interior heat and squeezing; changes solid rock into metamorphic rock", "plain": "Powered by Earth’s interior heat and squeezing; changes solid rock into metamorphic rock", "correct": false, "kind": "gap-token" }, { "id": "dW", "text": "Powered by the Sun and moving water; leaves loose sediment behind", "plain": "Powered by the Sun and moving water; leaves loose sediment behind", "correct": false, "kind": "gap-token" }, { "id": "dM", "text": "Powered by Earth’s interior heat; makes magma that hardens into igneous rock", "plain": "Powered by Earth’s interior heat; makes magma that hardens into igneous rock", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "dW gPW", "dM gPM", "dB gPB" ] }, "n_options": 4 }, { "n": 36, "item_id": "_afcba62a-7c5f-48ad-8590-43530afc066c", "type": "match", "title": "Earth-Surface Event Timescales", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Some events reshape Earth’s surface in moments; others take far longer than a human lifetime. The four event tiles below each describe one Earth-surface event.

 

Drag each event tile into the category that shows about how long that event takes.

", "prompt_plain": "Some events reshape Earth’s surface in moments; others take far longer than a human lifetime. The four event tiles below each describe one Earth-surface event. Drag each event tile into the category that shows about how long that event takes.", "context_html": "", "options": [ { "id": "mc10_s1", "text": "Grain by grain, a river cuts a deep gorge through solid rock.", "plain": "Grain by grain, a river cuts a deep gorge through solid rock.", "correct": false, "kind": "match-token" }, { "id": "mc10_s2", "text": "A rockslide carries part of a cliff face down to the valley floor.", "plain": "A rockslide carries part of a cliff face down to the valley floor.", "correct": false, "kind": "match-token" }, { "id": "mc10_s3", "text": "Layer by layer, a river builds a broad delta of sand and silt.", "plain": "Layer by layer, a river builds a broad delta of sand and silt.", "correct": false, "kind": "match-token" }, { "id": "mc10_s4", "text": "The ground shifts sideways along a deep crack during an earthquake.", "plain": "The ground shifts sideways along a deep crack during an earthquake.", "correct": false, "kind": "match-token" }, { "id": "mc10_c1", "text": "Seconds to days", "plain": "Seconds to days", "correct": false, "kind": "match-token" }, { "id": "mc10_c2", "text": "Far longer than a human lifetime", "plain": "Far longer than a human lifetime", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc10_s1 mc10_c2", "mc10_s2 mc10_c1", "mc10_s3 mc10_c2", "mc10_s4 mc10_c1" ] }, "n_options": 6 }, { "n": 37, "item_id": "_fcd29777-a765-47e1-8bdb-d0a810e40e71", "type": "text-entry", "title": "Widening Valley Crack", "standards": [ "MS-ESS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Two survey stakes stand on opposite sides of a widening crack in a rocky valley where two of Earth’s plates are slowly moving apart. Eight years ago, a measuring tape stretched between the two stakes read 412 centimeters. This year, the tape stretched between the same two stakes reads 460 centimeters.

On average, how many centimeters wider did the gap between the stakes become each year?

Give your answer as a whole number (e.g., 25).

Centimeters wider per year:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "6" ] }, "n_options": 0 }, { "n": 38, "item_id": "_cc7df118-db7c-4ffd-a93d-de5602214d72", "type": "choice", "title": "Crosswalk Problem Definition", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A school’s student safety team receives the memo shown in this question about the crosswalk in front of the school. The team agrees the memo describes a real problem, but says the design problem is not yet fully defined.

Crosswalk Safety Memo

To the student safety team: Drivers on the street beside our school say they sometimes do not notice people at the crosswalk until they are very close to it. Please look into this.

— Front office

Which information must the team still gather before the design problem is fully defined?

", "prompt_plain": "A school’s student safety team receives the memo shown in this question about the crosswalk in front of the school. The team agrees the memo describes a real problem, but says the design problem is not yet fully defined. Crosswalk Safety Memo To the student safety team: Drivers on the street beside our school say they sometimes do not notice people at the crosswalk until they are very close to it. Please look into this. — Front office Which information must the team still gather before the design problem is fully defined?", "context_html": "", "options": [ { "id": "cA1", "text": "How much the school spent painting the crosswalk when it was first added years ago", "plain": "How much the school spent painting the crosswalk when it was first added years ago", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "How well drivers notice the crosswalk after brighter paint and new signs go in", "plain": "How well drivers notice the crosswalk after brighter paint and new signs go in", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Which sign and light designs other schools already use at their own crosswalks", "plain": "Which sign and light designs other schools already use at their own crosswalks", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "When drivers miss the crosswalk, who is crossing then, and what limits a fix must meet", "plain": "When drivers miss the crosswalk, who is crossing then, and what limits a fix must meet", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 39, "item_id": "_92b249b8-5fcc-42a1-bb04-4f0e43e4b80a", "type": "match", "title": "Ramp De-Icing Trade-Offs", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A school safety committee is comparing two ways to de-ice the outdoor ramp at the main entrance this winter: a sand cart, or an electric heated mat laid over the ramp. Comparing the two proposals brings up trade-offs. The committee’s notes contain the eight statements shown as tiles below.

 

Drag each statement into the trade-off category it describes.

", "prompt_plain": "A school safety committee is comparing two ways to de-ice the outdoor ramp at the main entrance this winter: a sand cart, or an electric heated mat laid over the ramp. Comparing the two proposals brings up trade-offs. The committee’s notes contain the eight statements shown as tiles below. Drag each statement into the trade-off category it describes.", "context_html": "", "options": [ { "id": "mc11_s1", "text": "Spilled sand piles up and smothers the grass beside the ramp.", "plain": "Spilled sand piles up and smothers the grass beside the ramp.", "correct": false, "kind": "match-token" }, { "id": "mc11_s2", "text": "Running the mat adds to the school’s winter electricity bill.", "plain": "Running the mat adds to the school’s winter electricity bill.", "correct": false, "kind": "match-token" }, { "id": "mc11_s3", "text": "Someone must spread fresh sand before school on icy mornings.", "plain": "Someone must spread fresh sand before school on icy mornings.", "correct": false, "kind": "match-token" }, { "id": "mc11_s4", "text": "The mat melts the ice on the ramp before students arrive.", "plain": "The mat melts the ice on the ramp before students arrive.", "correct": false, "kind": "match-token" }, { "id": "mc11_s5", "text": "A season of sand refills costs less than twenty dollars.", "plain": "A season of sand refills costs less than twenty dollars.", "correct": false, "kind": "match-token" }, { "id": "mc11_s6", "text": "An electrician must wire the mat into the building power supply.", "plain": "An electrician must wire the mat into the building power supply.", "correct": false, "kind": "match-token" }, { "id": "mc11_s7", "text": "Sand adds grip but leaves the icy layer on the ramp.", "plain": "Sand adds grip but leaves the icy layer on the ramp.", "correct": false, "kind": "match-token" }, { "id": "mc11_s8", "text": "Sand that washes off the ramp clouds the stream nearby.", "plain": "Sand that washes off the ramp clouds the stream nearby.", "correct": false, "kind": "match-token" }, { "id": "mc11_c1", "text": "Effectiveness", "plain": "Effectiveness", "correct": false, "kind": "match-token" }, { "id": "mc11_c2", "text": "Cost", "plain": "Cost", "correct": false, "kind": "match-token" }, { "id": "mc11_c3", "text": "Environmental outcome", "plain": "Environmental outcome", "correct": false, "kind": "match-token" }, { "id": "mc11_c4", "text": "Implementation difficulty", "plain": "Implementation difficulty", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc11_s1 mc11_c3", "mc11_s2 mc11_c2", "mc11_s3 mc11_c4", "mc11_s4 mc11_c1", "mc11_s5 mc11_c2", "mc11_s6 mc11_c4", "mc11_s7 mc11_c1", "mc11_s8 mc11_c3" ] }, "n_options": 12 }, { "n": 40, "item_id": "_7d8a947c-6589-4cc9-a39f-5d2850be835a", "type": "hottext", "title": "Claw-Machine Rebuild Log", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A game club is rebuilding the gripper of an old arcade claw machine for the school fair. The club’s requirement: the gripper must lift the heaviest prize, a large plush bear, in at least 8 of every 10 tries. A computer model of the gripper predicts a lift-or-drop result for each try, and the club keeps a rebuild log of its model runs. The log for the first two gripper versions appears below.

The club decides that Version 3 will keep the Version 2 spring change and improve how the fingertips grip.

Select the sentence from the log that best justifies the club’s plan for Version 3.

", "prompt_plain": "A game club is rebuilding the gripper of an old arcade claw machine for the school fair. The club’s requirement: the gripper must lift the heaviest prize, a large plush bear, in at least 8 of every 10 tries. A computer model of the gripper predicts a lift-or-drop result for each try, and the club keeps a rebuild log of its model runs. The log for the first two gripper versions appears below. The club decides that Version 3 will keep the Version 2 spring change and improve how the fingertips grip. Select the sentence from the log that best justifies the club’s plan for Version 3.", "context_html": "", "options": [ { "id": "hA40", "text": "The club entered each version’s spring and pad settings into the computer model and ran ten separate pickup tries per version.", "plain": "The club entered each version’s spring and pad settings into the computer model and ran ten separate pickup tries per version.", "correct": false, "kind": "hottext" }, { "id": "hB40", "text": "With Version 1’s stiff springs, the model showed the claw bouncing open and dropping the plush bear in six of ten tries.", "plain": "With Version 1’s stiff springs, the model showed the claw bouncing open and dropping the plush bear in six of ten tries.", "correct": false, "kind": "hottext" }, { "id": "hC40", "text": "With Version 2’s softer springs, the model lifted the bear seven times in ten, each miss a slide off the narrow pads.", "plain": "With Version 2’s softer springs, the model lifted the bear seven times in ten, each miss a slide off the narrow pads.", "correct": true, "kind": "hottext" }, { "id": "hD40", "text": "Several club members wrote in the log that the fresh red paint on the narrow pads makes the gripper look exciting.", "plain": "Several club members wrote in the log that the fresh red paint on the narrow pads makes the gripper look exciting.", "correct": false, "kind": "hottext" }, { "id": "hE40", "text": "A repeat model run with Version 2’s softer springs again lifted the bear seven times in ten tries.", "plain": "A repeat model run with Version 2’s softer springs again lifted the bear seven times in ten tries.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC40" ] }, "n_options": 5 } ] }, { "form": "G7.34", "grade": "G7", "title": "Alpha Standardized Science G7.34", "test_id": "_test-268d68f3-0456-4758-96f7-7af1f58e8c47", "n_items": 40, "n_stimuli": 8, "stimuli": { "_287a77b8-5ec8-4b75-985a-cef80381aafe": { "title": "Iron and Sulfur Powder Blend", "html": "

Iron and Sulfur Powder Blend

A rockhound club stirs gray iron powder into yellow sulfur powder. This makes one gray powder blend. Members test the blend with a magnet, heat it, then test it again. Table 1 shows the club’s three observation cards. After heating, the solid is cooled and crushed into a powder. Only then is the last magnet test done. Figure 1 shows photos of the three steps. The club posts two claim cards:

Table 1. Observation Cards

CardStepObservation
1A magnet is held over a scoop of the unheated blendGray specks leap up and cling to the magnet; yellow powder stays behind
2The rest of the blend is heated strongly in a tin dishThe blend glows, then cools into one hard, dark lump
3A magnet is held against the crushed, cooled powderNo part of the crushed powder is pulled to the magnet

Figure 1. Photos of the Three Steps

\"Three

Claim 1: Heating changed the powders into a new substance.

Claim 2: Heating only melted the two powders together, and both are still there unchanged.

" }, "_5b731eab-77b3-4f62-96f4-a0c994193e75": { "title": "Kestrel Lure Flights", "html": "

Kestrel Lure Flights

Cora is a handler at a raptor center. To exercise a young kestrel, she swings a feathered lure on a long line. From its perch the kestrel spots the swung lure and launches into the air. It dives at the lure, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day has five lure flights. Cora records the kestrel’s heart rate and breathing rate at three times: before the first flight, right after each flight, and five minutes after landing. Table 1 shows the average readings for one training day.

Figure 1. A Lure Flight

\"A

Table 1. Kestrel Training-Day Readings

MeasurementBefore first flightRight after a flightFive minutes after landing
Heart rate (beats per minute)200760300
Breathing rate (breaths per minute)3015055
" }, "_f0ce4fd4-1311-40a6-8443-9597e24699b0": { "title": "Stone-Wall Snail Survey", "html": "

Stone-Wall Snail Survey

A field club surveys snails living along an old stone wall at a woodland edge. Every snail in the survey is the same species. Some shells are plain brown with no bands, while others carry dark spiral bands. The photograph shows one snail of each shell pattern.

\"Two

To learn how the patterns pass on, the club also raised snails indoors. Table 1 shows the shell patterns of the offspring from three parent pairings.

Table 1. Parent Pairings and Offspring Shell Patterns

PairingParent shell patternsBanded offspringUnbanded offspring
1banded x banded4113
2banded x unbanded2220
3unbanded x unbanded031
" }, "_ffc8c80a-0168-4011-8d8c-366319f81c7e": { "title": "Trailer Coupler Shake Trials", "html": "

Trailer Coupler Shake Trials

A community cargo-bike co-op builds trailers that clip to bikes with a metal latch-and-pin coupler. Riders kept reporting couplers rattling loose on bumpy streets. The team bolted three coupler designs to a shake bench that vibrates each one the same way for twenty hours. Each design adds one feature to the same base coupler. The photograph shows one coupler on the bench.

\"A

The team's design brief sets three requirements:

Table 1 shows the results.

Table 1. Shake-Bench Results

CouplerAdded featureBolt loosening (fraction of a turn)Pin wear (mm)Release force after test (N)
1none (plain pin, standard bolts)1/20.3248
2spring-clip pin retainer1/80.3070
3thick rubber grommet sleeve3/80.08115
" }, "_f1bb68ab-3d85-4683-bc2e-0f1a0d26193d": { "title": "Cane Toads at Monsoon Creek", "html": "

Cane Toads at Monsoon Creek

Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Monsoon Creek, where rangers survey wildlife every two years. Goannas are the creek’s large monitor lizards. They grab and eat cane toads, but the toads’ skin poison kills goannas that bite them. Goannas also dig up and eat the eggs of ground-nesting birds. Cane toads eat large insects. Table 1 shows the survey counts. In 2023 rangers began a toad-removal trial along one creek section. They collected toads by hand each month and weighed this plan against two others. Figure 2 shows the trial-zone counts of cane toads and of goannas. Both graphs use the same scale, 0 to 500 animals.

Figure 1. Monsoon Creek

\"A

Table 1. Monsoon Creek Survey Counts

YearCane toads countedGoannas counted
2017048
20195530
202121012
20234805

Figure 2. Trial-Zone Counts

\"Two

" }, "_205fbb94-4edc-472d-8d24-ab57b3048f73": { "title": "Science-Fair Maglev Bench", "html": "

Science-Fair Maglev Bench

A science-fair team built a model maglev (magnetic levitation) car on a bench. Magnet strips line the tops of two guide rails. Matching strips are fixed under a small car. When the car is set on the rails, it floats above them. A push coil of wire wound on a plastic tube sits at the start of the rails. When batteries are connected, the coil becomes an electromagnet. Its magnetic field then pushes the car forward. The team used a force meter to measure the coil’s push on the car (Table 1). It also measured the magnets’ push at three float gaps (Table 2). A float gap is the space between the car’s strips and the rail strips. The team’s design brief appears after the tables. Figure 1 shows the bench.

Table 1. Push-Coil Trials

TrialWire wraps on the coilBatteries connectedOther change testedForce-meter reading (N)
1401none0.3
2801none0.6
3802none1.2
4802a reflective sticker added to the car1.2
5802coil moved to a wider bench1.2

Table 2. Float-Gap Force Checks

Gap between car strips and rail strips (millimeters)Magnets’ push on the car (N)
100.3
80.6
61.0

The Team’s Design Brief

Build a car for the team’s maglev rails. The car must: (1) float above the rails without touching them anywhere; (2) keep floating while carrying one 30-gram weight; (3) coast well past the coil after a single push. Use only the team’s magnet strips, wire, and battery kit.

Figure 1. The Maglev Bench

\"A

" }, "_f3d2eecc-b4fa-4106-a3c6-06b9c081b810": { "title": "Duckweed Oxygen Jars", "html": "

Duckweed Oxygen Jars

Two identical glass jars are filled with pond water and the same amount of duckweed, a small floating plant. Both lids are sealed. Jar 1 sits under a lamp that stays on. Jar 2 is shut inside a dark box so no light reaches it. A dissolved-oxygen probe in each jar records the oxygen dissolved in the water, in milligrams per liter (mg/L), every 12 hours for 48 hours. Table 1 shows the probe log.

\"Two

Table 1. Dissolved-Oxygen Probe Log (mg/L)

Time (hours)Jar 1 (lit)Jar 2 (dark)
07.57.5
128.86.8
2410.06.2
3611.15.7
4812.25.3
" }, "_42ad8bba-802d-46c2-a626-fd642efe14e9": { "title": "Ocean-Floor Rock Bands", "html": "

Ocean-Floor Rock Bands

A survey ship mapped the floor of an ocean basin. A mid-ocean ridge - a long chain of underwater mountains - runs down the middle of the basin. The crew collected rock samples across the basin. They shaded the map by the kind of rock found in each area. Bands with the same shading are made of the same kind of rock. Figure 1 shows the map.

Figure 1. Map of the Ocean Basin

\"Map

" } }, "questions": [ { "n": 1, "item_id": "_1419e924-57d2-4768-8c17-6050f343b108", "type": "choice", "title": "Iron and Sulfur Evidence - Part A", "standards": [ "MS-PS1-2" ], "prompt_html": "

Part A

Look at Table 1. Which statement correctly identifies the claim the club’s observation cards support and gives the reason the cards support it?

", "prompt_plain": "Part A Look at Table 1. Which statement correctly identifies the claim the club’s observation cards support and gives the reason the cards support it?", "context_html": "", "options": [ { "id": "cA1", "text": "Claim 1 is supported, because the blend glowed while it was heated, and glowing shows a new substance is forming.", "plain": "Claim 1 is supported, because the blend glowed while it was heated, and glowing shows a new substance is forming.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Claim 2 is supported, because melting two powders together changes how they look, not what they are.", "plain": "Claim 2 is supported, because melting two powders together changes how they look, not what they are.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Claim 1 is supported, because the crushed product no longer shows the magnetic property the gray powder had.", "plain": "Claim 1 is supported, because the crushed product no longer shows the magnetic property the gray powder had.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Claim 2 is supported, because the dark color of the lump shows the gray specks are still spread through the whole lump.", "plain": "Claim 2 is supported, because the dark color of the lump shows the gray specks are still spread through the whole lump.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_287a77b8-5ec8-4b75-985a-cef80381aafe" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Iron and Sulfur Powder Blend

A rockhound club stirs gray iron powder into yellow sulfur powder. This makes one gray powder blend. Members test the blend with a magnet, heat it, then test it again. Table 1 shows the club’s three observation cards. After heating, the solid is cooled and crushed into a powder. Only then is the last magnet test done. Figure 1 shows photos of the three steps. The club posts two claim cards:

Table 1. Observation Cards

CardStepObservation
1A magnet is held over a scoop of the unheated blendGray specks leap up and cling to the magnet; yellow powder stays behind
2The rest of the blend is heated strongly in a tin dishThe blend glows, then cools into one hard, dark lump
3A magnet is held against the crushed, cooled powderNo part of the crushed powder is pulled to the magnet

Figure 1. Photos of the Three Steps

\"Three

Claim 1: Heating changed the powders into a new substance.

Claim 2: Heating only melted the two powders together, and both are still there unchanged.

", "passage_plain": "Iron and Sulfur Powder Blend A rockhound club stirs gray iron powder into yellow sulfur powder. This makes one gray powder blend. Members test the blend with a magnet, heat it, then test it again. Table 1 shows the club’s three observation cards. After heating, the solid is cooled and crushed into a powder. Only then is the last magnet test done. Figure 1 shows photos of the three steps. The club posts two claim cards: Table 1. Observation Cards Card Step Observation 1 A magnet is held over a scoop of the unheated blend Gray specks leap up and cling to the magnet; yellow powder stays behind 2 The rest of the blend is heated strongly in a tin dish The blend glows, then cools into one hard, dark lump 3 A magnet is held against the crushed, cooled powder No part of the crushed powder is pulled to the magnet Figure 1. Photos of the Three Steps Claim 1: Heating changed the powders into a new substance. Claim 2: Heating only melted the two powders together, and both are still there unchanged." }, { "n": 2, "item_id": "_da3fed9d-1376-408b-ac91-af3a138a5416", "type": "choice", "title": "Iron and Sulfur Evidence - Part B", "standards": [ "MS-PS1-2" ], "prompt_html": "

Part B

Which observation card provides the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which observation card provides the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA2", "text": "Card 2: the blend glowed as it was heated strongly in the tin dish.", "plain": "Card 2: the blend glowed as it was heated strongly in the tin dish.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Card 3: the crushed, cooled powder is not pulled to the magnet.", "plain": "Card 3: the crushed, cooled powder is not pulled to the magnet.", "correct": true, "kind": "choice" }, { "id": "cC2", "text": "Card 1: the magnet pulled gray specks out of the unheated powder blend.", "plain": "Card 1: the magnet pulled gray specks out of the unheated powder blend.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "Card 2: the loose powders fused into one hard, dark, solid lump.", "plain": "Card 2: the loose powders fused into one hard, dark, solid lump.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_287a77b8-5ec8-4b75-985a-cef80381aafe" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB2" ] }, "n_options": 4, "passage_html": "

Iron and Sulfur Powder Blend

A rockhound club stirs gray iron powder into yellow sulfur powder. This makes one gray powder blend. Members test the blend with a magnet, heat it, then test it again. Table 1 shows the club’s three observation cards. After heating, the solid is cooled and crushed into a powder. Only then is the last magnet test done. Figure 1 shows photos of the three steps. The club posts two claim cards:

Table 1. Observation Cards

CardStepObservation
1A magnet is held over a scoop of the unheated blendGray specks leap up and cling to the magnet; yellow powder stays behind
2The rest of the blend is heated strongly in a tin dishThe blend glows, then cools into one hard, dark lump
3A magnet is held against the crushed, cooled powderNo part of the crushed powder is pulled to the magnet

Figure 1. Photos of the Three Steps

\"Three

Claim 1: Heating changed the powders into a new substance.

Claim 2: Heating only melted the two powders together, and both are still there unchanged.

", "passage_plain": "Iron and Sulfur Powder Blend A rockhound club stirs gray iron powder into yellow sulfur powder. This makes one gray powder blend. Members test the blend with a magnet, heat it, then test it again. Table 1 shows the club’s three observation cards. After heating, the solid is cooled and crushed into a powder. Only then is the last magnet test done. Figure 1 shows photos of the three steps. The club posts two claim cards: Table 1. Observation Cards Card Step Observation 1 A magnet is held over a scoop of the unheated blend Gray specks leap up and cling to the magnet; yellow powder stays behind 2 The rest of the blend is heated strongly in a tin dish The blend glows, then cools into one hard, dark lump 3 A magnet is held against the crushed, cooled powder No part of the crushed powder is pulled to the magnet Figure 1. Photos of the Three Steps Claim 1: Heating changed the powders into a new substance. Claim 2: Heating only melted the two powders together, and both are still there unchanged." }, { "n": 3, "item_id": "_077c0b66-2673-44c0-9006-dd39e1e307b9", "type": "gap-match", "title": "Electrolysis Demo Card Model", "standards": [ "MS-PS1-5" ], "prompt_html": "

An after-school chemistry club runs an electrolysis station (splitting a substance with an electric current). A current passes through water, and the water breaks down into two different gases. Each gas is collected in its own upright tube, and each tube collects only one kind of gas. Tube 1 fills to 24 mL and Tube 2 fills to 12 mL. The club’s particle model is incomplete. The reactant side shows the 2 water molecules that break down. On the product side, one gas molecule is already drawn in Tube 1; one box in Tube 1 and one box in Tube 2 are still empty. Each water molecule (H2O) has 2 hydrogen atoms and 1 oxygen atom. Each hydrogen-gas molecule (H2) has 2 hydrogen atoms. Each oxygen-gas molecule (O2) has 2 oxygen atoms.

\"A

 

Drag one molecule tile into each empty box so the completed model accounts for every atom.

", "prompt_plain": "An after-school chemistry club runs an electrolysis station (splitting a substance with an electric current). A current passes through water, and the water breaks down into two different gases. Each gas is collected in its own upright tube, and each tube collects only one kind of gas. Tube 1 fills to 24 mL and Tube 2 fills to 12 mL. The club’s particle model is incomplete. The reactant side shows the 2 water molecules that break down. On the product side, one gas molecule is already drawn in Tube 1; one box in Tube 1 and one box in Tube 2 are still empty. Each water molecule (H 2 O) has 2 hydrogen atoms and 1 oxygen atom. Each hydrogen-gas molecule (H 2 ) has 2 hydrogen atoms. Each oxygen-gas molecule (O 2 ) has 2 oxygen atoms. Drag one molecule tile into each empty box so the completed model accounts for every atom.", "context_html": "", "options": [ { "id": "tokH2O", "text": "H2O (two hydrogen atoms, one oxygen atom)", "plain": "H 2 O (two hydrogen atoms, one oxygen atom)", "correct": false, "kind": "gap-token" }, { "id": "tokO2", "text": "O2 (two oxygen atoms)", "plain": "O 2 (two oxygen atoms)", "correct": false, "kind": "gap-token" }, { "id": "tokH2", "text": "H2 (two hydrogen atoms)", "plain": "H 2 (two hydrogen atoms)", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot03.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokH2 G1", "tokO2 G2" ] }, "n_options": 3 }, { "n": 4, "item_id": "_c7a27dd8-0f2f-46fb-ac68-125449583caa", "type": "choice", "title": "Cornbread Bake Evidence", "standards": [ "MS-PS1-2" ], "prompt_html": "

Dara stirs the reactants for cornbread - cornmeal, flour, milk, an egg, and baking powder - into a smooth batter and pours it into a hot skillet. While the cornbread bakes, she writes four observations on a card.

\"Cornbread

Which of Dara’s observations is the best evidence that a chemical reaction is forming new products as the cornbread bakes?

", "prompt_plain": "Dara stirs the reactants for cornbread - cornmeal, flour, milk, an egg, and baking powder - into a smooth batter and pours it into a hot skillet. While the cornbread bakes, she writes four observations on a card. Which of Dara’s observations is the best evidence that a chemical reaction is forming new products as the cornbread bakes?", "context_html": "", "options": [ { "id": "cA4", "text": "The wet batter spreads outward until it covers the bottom of the skillet.", "plain": "The wet batter spreads outward until it covers the bottom of the skillet.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "The batter keeps getting hotter the longer it sits in the heated skillet.", "plain": "The batter keeps getting hotter the longer it sits in the heated skillet.", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "Steam rises from the surface as some of the batter’s water boils away.", "plain": "Steam rises from the surface as some of the batter’s water boils away.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "Bubbles of gas form throughout the batter, and the batter rises as they grow.", "plain": "Bubbles of gas form throughout the batter, and the batter rises as they grow.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot04.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_bb840f75-e7ed-4d28-a167-b9c29bbddc98", "type": "text-entry", "title": "Sealed-Flask Oxygen Mass", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A chemistry class runs a lab simulation of a decomposition reaction. In the simulation, a sample of hydrogen peroxide, a clear liquid, is sealed inside a flask and fully breaks down into two products: liquid water and oxygen gas. Because the flask stays sealed, it is a closed system - no matter enters or leaves. After the simulated reaction, the program reports the masses on the reaction card printed below.

Sealed-Flask Reaction Card

Hydrogen peroxide sealed in (before)68 g
Liquid water inside (after)36 g
Oxygen gas inside (after)? g

What is the mass, in grams, of the oxygen gas inside the flask?

Give your answer as a whole number (e.g., 5).

Mass of oxygen gas in grams:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "32" ] }, "n_options": 0 }, { "n": 6, "item_id": "_2ccf3266-95cd-49e1-b933-900ddfe2f514", "type": "choice", "title": "Monsoon Creek Bird Prediction", "standards": [ "MS-LS2-4" ], "prompt_html": "

Rangers expect goanna numbers across most of Monsoon Creek to stay very low for the next several years.

Based on Table 1 and the food information, what will most likely happen to the creek’s ground-nesting birds in the short term?

", "prompt_plain": "Rangers expect goanna numbers across most of Monsoon Creek to stay very low for the next several years. Based on Table 1 and the food information, what will most likely happen to the creek’s ground-nesting birds in the short term?", "context_html": "", "options": [ { "id": "cA6", "text": "Ground-bird numbers will rise, because far fewer goannas are left to dig up their nests.", "plain": "Ground-bird numbers will rise, because far fewer goannas are left to dig up their nests.", "correct": true, "kind": "choice" }, { "id": "cB6", "text": "Ground-bird numbers will fall, because losing a predator harms the other animals that share the creek.", "plain": "Ground-bird numbers will fall, because losing a predator harms the other animals that share the creek.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "Ground-bird numbers will fall, because the cane toads will raid the nests in place of the goannas.", "plain": "Ground-bird numbers will fall, because the cane toads will raid the nests in place of the goannas.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "Ground-bird numbers will stay the same, because the birds are not the animals biting the poisonous toads.", "plain": "Ground-bird numbers will stay the same, because the birds are not the animals biting the poisonous toads.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f1bb68ab-3d85-4683-bc2e-0f1a0d26193d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA6" ] }, "n_options": 4, "passage_html": "

Cane Toads at Monsoon Creek

Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Monsoon Creek, where rangers survey wildlife every two years. Goannas are the creek’s large monitor lizards. They grab and eat cane toads, but the toads’ skin poison kills goannas that bite them. Goannas also dig up and eat the eggs of ground-nesting birds. Cane toads eat large insects. Table 1 shows the survey counts. In 2023 rangers began a toad-removal trial along one creek section. They collected toads by hand each month and weighed this plan against two others. Figure 2 shows the trial-zone counts of cane toads and of goannas. Both graphs use the same scale, 0 to 500 animals.

Figure 1. Monsoon Creek

\"A

Table 1. Monsoon Creek Survey Counts

YearCane toads countedGoannas counted
2017048
20195530
202121012
20234805

Figure 2. Trial-Zone Counts

\"Two

", "passage_plain": "Cane Toads at Monsoon Creek Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Monsoon Creek, where rangers survey wildlife every two years. Goannas are the creek’s large monitor lizards. They grab and eat cane toads, but the toads’ skin poison kills goannas that bite them. Goannas also dig up and eat the eggs of ground-nesting birds. Cane toads eat large insects. Table 1 shows the survey counts. In 2023 rangers began a toad-removal trial along one creek section. They collected toads by hand each month and weighed this plan against two others. Figure 2 shows the trial-zone counts of cane toads and of goannas. Both graphs use the same scale, 0 to 500 animals. Figure 1. Monsoon Creek Table 1. Monsoon Creek Survey Counts Year Cane toads counted Goannas counted 2017 0 48 2019 55 30 2021 210 12 2023 480 5 Figure 2. Trial-Zone Counts" }, { "n": 7, "item_id": "_d30abd73-7459-498d-b62b-de80326c85c4", "type": "choice", "title": "Monsoon Creek Short-Term Changes", "standards": [ "MS-LS2-4" ], "prompt_html": "

Look at Table 1 and the food information. Choose the TWO statements about short-term changes at Monsoon Creek that the data support.

", "prompt_plain": "Look at Table 1 and the food information. Choose the TWO statements about short-term changes at Monsoon Creek that the data support.", "context_html": "", "options": [ { "id": "cA7", "text": "Goanna counts fell as toad counts rose, the pattern expected if goannas die after eating the toxic toads.", "plain": "Goanna counts fell as toad counts rose, the pattern expected if goannas die after eating the toxic toads.", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "Large insect numbers must be rising, because the goannas that hunted them are nearly gone.", "plain": "Large insect numbers must be rising, because the goannas that hunted them are nearly gone.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "Cane toads now face fewer predators, because the goannas that ate them have nearly died out.", "plain": "Cane toads now face fewer predators, because the goannas that ate them have nearly died out.", "correct": true, "kind": "choice" }, { "id": "cD7", "text": "The cane toads will soon run out of food and vanish, returning the creek to the way it was.", "plain": "The cane toads will soon run out of food and vanish, returning the creek to the way it was.", "correct": false, "kind": "choice" }, { "id": "cE7", "text": "The goanna decline happened because cane toads hunt and eat young goannas.", "plain": "The goanna decline happened because cane toads hunt and eat young goannas.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f1bb68ab-3d85-4683-bc2e-0f1a0d26193d" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA7", "cC7" ] }, "n_options": 5, "passage_html": "

Cane Toads at Monsoon Creek

Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Monsoon Creek, where rangers survey wildlife every two years. Goannas are the creek’s large monitor lizards. They grab and eat cane toads, but the toads’ skin poison kills goannas that bite them. Goannas also dig up and eat the eggs of ground-nesting birds. Cane toads eat large insects. Table 1 shows the survey counts. In 2023 rangers began a toad-removal trial along one creek section. They collected toads by hand each month and weighed this plan against two others. Figure 2 shows the trial-zone counts of cane toads and of goannas. Both graphs use the same scale, 0 to 500 animals.

Figure 1. Monsoon Creek

\"A

Table 1. Monsoon Creek Survey Counts

YearCane toads countedGoannas counted
2017048
20195530
202121012
20234805

Figure 2. Trial-Zone Counts

\"Two

", "passage_plain": "Cane Toads at Monsoon Creek Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Monsoon Creek, where rangers survey wildlife every two years. Goannas are the creek’s large monitor lizards. They grab and eat cane toads, but the toads’ skin poison kills goannas that bite them. Goannas also dig up and eat the eggs of ground-nesting birds. Cane toads eat large insects. Table 1 shows the survey counts. In 2023 rangers began a toad-removal trial along one creek section. They collected toads by hand each month and weighed this plan against two others. Figure 2 shows the trial-zone counts of cane toads and of goannas. Both graphs use the same scale, 0 to 500 animals. Figure 1. Monsoon Creek Table 1. Monsoon Creek Survey Counts Year Cane toads counted Goannas counted 2017 0 48 2019 55 30 2021 210 12 2023 480 5 Figure 2. Trial-Zone Counts" }, { "n": 8, "item_id": "_3880365a-148c-4ba5-9aec-bc4c0ee0fd25", "type": "choice", "title": "Toad-Removal Trial Claim", "standards": [ "MS-LS2-5" ], "prompt_html": "

At a community meeting about the toad-removal trial, a council member points to Figure 2 and says: \"The trial removed plenty of toads, but the goanna line is almost flat, so the trial is not helping the goannas.\"

Which statement best evaluates the council member’s claim?

", "prompt_plain": "At a community meeting about the toad-removal trial, a council member points to Figure 2 and says: \"The trial removed plenty of toads, but the goanna line is almost flat, so the trial is not helping the goannas.\" Which statement best evaluates the council member’s claim?", "context_html": "", "options": [ { "id": "cA8", "text": "The claim reads the graphs correctly, because the toad line drops steeply while the goanna line barely leaves the bottom.", "plain": "The claim reads the graphs correctly, because the toad line drops steeply while the goanna line barely leaves the bottom.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The claim is right, because a gain of just 13 goannas is too small a change to matter for a population.", "plain": "The claim is right, because a gain of just 13 goannas is too small a change to matter for a population.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The claim misses the scale: 5 to 18 goannas looks flat on a 0-to-500 axis, but the number more than tripled.", "plain": "The claim misses the scale: 5 to 18 goannas looks flat on a 0-to-500 axis, but the number more than tripled.", "correct": true, "kind": "choice" }, { "id": "cD8", "text": "The claim is wrong, because the goannas recovered by learning to avoid eating the toxic toads, not because toads were removed.", "plain": "The claim is wrong, because the goannas recovered by learning to avoid eating the toxic toads, not because toads were removed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f1bb68ab-3d85-4683-bc2e-0f1a0d26193d" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC8" ] }, "n_options": 4, "passage_html": "

Cane Toads at Monsoon Creek

Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Monsoon Creek, where rangers survey wildlife every two years. Goannas are the creek’s large monitor lizards. They grab and eat cane toads, but the toads’ skin poison kills goannas that bite them. Goannas also dig up and eat the eggs of ground-nesting birds. Cane toads eat large insects. Table 1 shows the survey counts. In 2023 rangers began a toad-removal trial along one creek section. They collected toads by hand each month and weighed this plan against two others. Figure 2 shows the trial-zone counts of cane toads and of goannas. Both graphs use the same scale, 0 to 500 animals.

Figure 1. Monsoon Creek

\"A

Table 1. Monsoon Creek Survey Counts

YearCane toads countedGoannas counted
2017048
20195530
202121012
20234805

Figure 2. Trial-Zone Counts

\"Two

", "passage_plain": "Cane Toads at Monsoon Creek Cane toads are poisonous invaders spreading across northern Australia. Figure 1 shows Monsoon Creek, where rangers survey wildlife every two years. Goannas are the creek’s large monitor lizards. They grab and eat cane toads, but the toads’ skin poison kills goannas that bite them. Goannas also dig up and eat the eggs of ground-nesting birds. Cane toads eat large insects. Table 1 shows the survey counts. In 2023 rangers began a toad-removal trial along one creek section. They collected toads by hand each month and weighed this plan against two others. Figure 2 shows the trial-zone counts of cane toads and of goannas. Both graphs use the same scale, 0 to 500 animals. Figure 1. Monsoon Creek Table 1. Monsoon Creek Survey Counts Year Cane toads counted Goannas counted 2017 0 48 2019 55 30 2021 210 12 2023 480 5 Figure 2. Trial-Zone Counts" }, { "n": 9, "item_id": "_184a87b3-a038-4904-8282-2b9b5fd7dae3", "type": "choice", "title": "Kestrel Body Systems", "standards": [ "MS-LS1-3" ], "prompt_html": "

Look at Table 1. Choose the TWO statements about the kestrel’s body systems that the readings support.

", "prompt_plain": "Look at Table 1. Choose the TWO statements about the kestrel’s body systems that the readings support.", "context_html": "", "options": [ { "id": "cA9", "text": "During a flight, the kestrel’s circulatory system slows the blood going to its flight muscles so the muscles stay cool.", "plain": "During a flight, the kestrel’s circulatory system slows the blood going to its flight muscles so the muscles stay cool.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "Right after a flight, the kestrel’s heart beats almost four times its resting rate, moving blood through the body more quickly.", "plain": "Right after a flight, the kestrel’s heart beats almost four times its resting rate, moving blood through the body more quickly.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "The high breathing rate right after a flight lets the respiratory system store spare oxygen for the next flight.", "plain": "The high breathing rate right after a flight lets the respiratory system store spare oxygen for the next flight.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "Within five minutes of landing, the kestrel’s breathing rate falls from its after-flight high back toward its resting value.", "plain": "Within five minutes of landing, the kestrel’s breathing rate falls from its after-flight high back toward its resting value.", "correct": true, "kind": "choice" }, { "id": "cE9", "text": "The readings show that when the kestrel’s heart rate rises, its breathing rate falls to keep the two systems balanced.", "plain": "The readings show that when the kestrel’s heart rate rises, its breathing rate falls to keep the two systems balanced.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5b731eab-77b3-4f62-96f4-a0c994193e75" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB9", "cD9" ] }, "n_options": 5, "passage_html": "

Kestrel Lure Flights

Cora is a handler at a raptor center. To exercise a young kestrel, she swings a feathered lure on a long line. From its perch the kestrel spots the swung lure and launches into the air. It dives at the lure, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day has five lure flights. Cora records the kestrel’s heart rate and breathing rate at three times: before the first flight, right after each flight, and five minutes after landing. Table 1 shows the average readings for one training day.

Figure 1. A Lure Flight

\"A

Table 1. Kestrel Training-Day Readings

MeasurementBefore first flightRight after a flightFive minutes after landing
Heart rate (beats per minute)200760300
Breathing rate (breaths per minute)3015055
", "passage_plain": "Kestrel Lure Flights Cora is a handler at a raptor center. To exercise a young kestrel, she swings a feathered lure on a long line. From its perch the kestrel spots the swung lure and launches into the air. It dives at the lure, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day has five lure flights. Cora records the kestrel’s heart rate and breathing rate at three times: before the first flight, right after each flight, and five minutes after landing. Table 1 shows the average readings for one training day. Figure 1. A Lure Flight Table 1. Kestrel Training-Day Readings Measurement Before first flight Right after a flight Five minutes after landing Heart rate (beats per minute) 200 760 300 Breathing rate (breaths per minute) 30 150 55" }, { "n": 10, "item_id": "_b1859ac6-00a0-44b4-91d2-53f0cbe9fd49", "type": "inline-choice", "title": "Flight-Muscle Respiration Sentences", "standards": [ "MS-LS1-7" ], "prompt_html": "", "prompt_plain": "", "context_html": "

During each lure flight, cells in the kestrel’s flight muscles release the energy the muscles need through cellular respiration.

Choose the word that correctly completes each sentence.

To release this energy, each flight-muscle cell combines oxygen with .

As it releases the energy, the cell gives off carbon dioxide and .

", "options": [ { "id": "cB1O6a37e2076", "text": "blood", "plain": "blood", "correct": false, "kind": "inline" }, { "id": "cB1O8261f11c8", "text": "fat", "plain": "fat", "correct": false, "kind": "inline" }, { "id": "cB1Ocd48140f1", "text": "glucose", "plain": "glucose", "correct": true, "kind": "inline" }, { "id": "cB2O90637dbb1", "text": "ash", "plain": "ash", "correct": false, "kind": "inline" }, { "id": "cB2O9da7ae478", "text": "salt", "plain": "salt", "correct": false, "kind": "inline" }, { "id": "cB2O678a7071f", "text": "water", "plain": "water", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_5b731eab-77b3-4f62-96f4-a0c994193e75" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Ocd48140f1" ], "RESPONSE2": [ "cB2O678a7071f" ] }, "n_options": 6, "passage_html": "

Kestrel Lure Flights

Cora is a handler at a raptor center. To exercise a young kestrel, she swings a feathered lure on a long line. From its perch the kestrel spots the swung lure and launches into the air. It dives at the lure, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day has five lure flights. Cora records the kestrel’s heart rate and breathing rate at three times: before the first flight, right after each flight, and five minutes after landing. Table 1 shows the average readings for one training day.

Figure 1. A Lure Flight

\"A

Table 1. Kestrel Training-Day Readings

MeasurementBefore first flightRight after a flightFive minutes after landing
Heart rate (beats per minute)200760300
Breathing rate (breaths per minute)3015055
", "passage_plain": "Kestrel Lure Flights Cora is a handler at a raptor center. To exercise a young kestrel, she swings a feathered lure on a long line. From its perch the kestrel spots the swung lure and launches into the air. It dives at the lure, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day has five lure flights. Cora records the kestrel’s heart rate and breathing rate at three times: before the first flight, right after each flight, and five minutes after landing. Table 1 shows the average readings for one training day. Figure 1. A Lure Flight Table 1. Kestrel Training-Day Readings Measurement Before first flight Right after a flight Five minutes after landing Heart rate (beats per minute) 200 760 300 Breathing rate (breaths per minute) 30 150 55" }, { "n": 11, "item_id": "_47ad562b-c9da-48a8-816b-102a18fa1fc2", "type": "gap-match", "title": "Falcon Sight-to-Dive Pathway", "standards": [ "MS-LS1-8" ], "prompt_html": "

In the stimulus, the falcon spots the swung lure and, moments later, tips into its dive.

 

Complete the model of how the signal travels from the falcon’s eyes to its diving wings. Drag one tile into each empty box.

", "prompt_plain": "In the stimulus, the falcon spots the swung lure and, moments later, tips into its dive. Complete the model of how the signal travels from the falcon’s eyes to its diving wings. Drag one tile into each empty box.", "context_html": "", "options": [ { "id": "tok1", "text": "wing muscles", "plain": "wing muscles", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "nostrils", "plain": "nostrils", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "brain", "plain": "brain", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "optic nerve", "plain": "optic nerve", "correct": false, "kind": "gap-token" }, { "id": "tok5", "text": "motor nerve", "plain": "motor nerve", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_5b731eab-77b3-4f62-96f4-a0c994193e75" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok3 G2", "tok5 G3", "tok1 G4" ] }, "n_options": 5, "passage_html": "

Kestrel Lure Flights

Cora is a handler at a raptor center. To exercise a young kestrel, she swings a feathered lure on a long line. From its perch the kestrel spots the swung lure and launches into the air. It dives at the lure, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day has five lure flights. Cora records the kestrel’s heart rate and breathing rate at three times: before the first flight, right after each flight, and five minutes after landing. Table 1 shows the average readings for one training day.

Figure 1. A Lure Flight

\"A

Table 1. Kestrel Training-Day Readings

MeasurementBefore first flightRight after a flightFive minutes after landing
Heart rate (beats per minute)200760300
Breathing rate (breaths per minute)3015055
", "passage_plain": "Kestrel Lure Flights Cora is a handler at a raptor center. To exercise a young kestrel, she swings a feathered lure on a long line. From its perch the kestrel spots the swung lure and launches into the air. It dives at the lure, driving itself with its powerful flight muscles. Figure 1 shows a lure flight. Each training day has five lure flights. Cora records the kestrel’s heart rate and breathing rate at three times: before the first flight, right after each flight, and five minutes after landing. Table 1 shows the average readings for one training day. Figure 1. A Lure Flight Table 1. Kestrel Training-Day Readings Measurement Before first flight Right after a flight Five minutes after landing Heart rate (beats per minute) 200 760 300 Breathing rate (breaths per minute) 30 150 55" }, { "n": 12, "item_id": "_f5063c87-b2dc-4fd5-a54b-5adf5ed09a82", "type": "choice", "title": "Toboggan Run Energy", "standards": [ "MS-PS3-2" ], "prompt_html": "

A child rides a toboggan down a snowy hill. The toboggan starts from rest at Position 1, the top of the hill, and coasts to the end of the run without being pushed. Figure 1 shows the side view of the run and its four marked positions.

Figure 1. Side Profile of the Toboggan Run

\"Side

At which position does the toboggan have the greatest kinetic energy?

", "prompt_plain": "A child rides a toboggan down a snowy hill. The toboggan starts from rest at Position 1, the top of the hill, and coasts to the end of the run without being pushed. Figure 1 shows the side view of the run and its four marked positions. Figure 1. Side Profile of the Toboggan Run At which position does the toboggan have the greatest kinetic energy?", "context_html": "", "options": [ { "id": "cA12", "text": "Position 1", "plain": "Position 1", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Position 2", "plain": "Position 2", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "Position 3", "plain": "Position 3", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Position 4", "plain": "Position 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot12.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB12" ] }, "n_options": 4 }, { "n": 13, "item_id": "_7996edf3-89ad-44a7-aca5-e9e998298079", "type": "choice", "title": "Roadside Ledge Stored Energy", "standards": [ "MS-PS3-2" ], "prompt_html": "

A highway crew surveys loose rocks resting on ledges above a mountain road. Figure 1 shows the four rocks. All four rocks have equal masses, and each rock rests at the height shown.

Figure 1. Rocks on the Roadside Ledges

\"A

Which statement identifies the rock that stores the most gravitational potential energy and gives the correct reason?

", "prompt_plain": "A highway crew surveys loose rocks resting on ledges above a mountain road. Figure 1 shows the four rocks. All four rocks have equal masses, and each rock rests at the height shown. Figure 1. Rocks on the Roadside Ledges Which statement identifies the rock that stores the most gravitational potential energy and gives the correct reason?", "context_html": "", "options": [ { "id": "cA13", "text": "Rock 1, because it rests nearest its ledge’s edge and is most likely to tumble.", "plain": "Rock 1, because it rests nearest its ledge’s edge and is most likely to tumble.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Rock 2, because its ledge tilts downward, so gravity pulls it harder than the others.", "plain": "Rock 2, because its ledge tilts downward, so gravity pulls it harder than the others.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Rock 3, because it rests on the highest ledge, farthest above the road below.", "plain": "Rock 3, because it rests on the highest ledge, farthest above the road below.", "correct": true, "kind": "choice" }, { "id": "cD13", "text": "Rock 4, because it sits lowest, where a falling rock would reach its fastest speed.", "plain": "Rock 4, because it sits lowest, where a falling rock would reach its fastest speed.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot13.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_01a39fd4-3643-42e3-9b7c-9a275a52b689", "type": "choice", "title": "Science-Fair Maglev — Floating Car", "standards": [ "MS-PS2-3" ], "prompt_html": "

Look at Figure 1.

Which statement best explains why the car floats above the rails without touching them?

", "prompt_plain": "Look at Figure 1. Which statement best explains why the car floats above the rails without touching them?", "context_html": "", "options": [ { "id": "cA14", "text": "A thin layer of trapped air collects under the car and holds it up off the rails.", "plain": "A thin layer of trapped air collects under the car and holds it up off the rails.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The car’s strips and the rail strips pull toward each other and hold the car at one height.", "plain": "The car’s strips and the rail strips pull toward each other and hold the car at one height.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The car’s strips and the rail strips face each other with like poles, which repel one another across the gap.", "plain": "The car’s strips and the rail strips face each other with like poles, which repel one another across the gap.", "correct": true, "kind": "choice" }, { "id": "cD14", "text": "The car is so light that gravity is too weak to pull it down onto the rails.", "plain": "The car is so light that gravity is too weak to pull it down onto the rails.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_205fbb94-4edc-472d-8d24-ab57b3048f73" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC14" ] }, "n_options": 4, "passage_html": "

Science-Fair Maglev Bench

A science-fair team built a model maglev (magnetic levitation) car on a bench. Magnet strips line the tops of two guide rails. Matching strips are fixed under a small car. When the car is set on the rails, it floats above them. A push coil of wire wound on a plastic tube sits at the start of the rails. When batteries are connected, the coil becomes an electromagnet. Its magnetic field then pushes the car forward. The team used a force meter to measure the coil’s push on the car (Table 1). It also measured the magnets’ push at three float gaps (Table 2). A float gap is the space between the car’s strips and the rail strips. The team’s design brief appears after the tables. Figure 1 shows the bench.

Table 1. Push-Coil Trials

TrialWire wraps on the coilBatteries connectedOther change testedForce-meter reading (N)
1401none0.3
2801none0.6
3802none1.2
4802a reflective sticker added to the car1.2
5802coil moved to a wider bench1.2

Table 2. Float-Gap Force Checks

Gap between car strips and rail strips (millimeters)Magnets’ push on the car (N)
100.3
80.6
61.0

The Team’s Design Brief

Build a car for the team’s maglev rails. The car must: (1) float above the rails without touching them anywhere; (2) keep floating while carrying one 30-gram weight; (3) coast well past the coil after a single push. Use only the team’s magnet strips, wire, and battery kit.

Figure 1. The Maglev Bench

\"A

", "passage_plain": "Science-Fair Maglev Bench A science-fair team built a model maglev (magnetic levitation) car on a bench. Magnet strips line the tops of two guide rails. Matching strips are fixed under a small car. When the car is set on the rails, it floats above them. A push coil of wire wound on a plastic tube sits at the start of the rails. When batteries are connected, the coil becomes an electromagnet. Its magnetic field then pushes the car forward. The team used a force meter to measure the coil’s push on the car (Table 1). It also measured the magnets’ push at three float gaps (Table 2). A float gap is the space between the car’s strips and the rail strips. The team’s design brief appears after the tables. Figure 1 shows the bench. Table 1. Push-Coil Trials Trial Wire wraps on the coil Batteries connected Other change tested Force-meter reading (N) 1 40 1 none 0.3 2 80 1 none 0.6 3 80 2 none 1.2 4 80 2 a reflective sticker added to the car 1.2 5 80 2 coil moved to a wider bench 1.2 Table 2. Float-Gap Force Checks Gap between car strips and rail strips (millimeters) Magnets’ push on the car (N) 10 0.3 8 0.6 6 1.0 The Team’s Design Brief Build a car for the team’s maglev rails. The car must: (1) float above the rails without touching them anywhere; (2) keep floating while carrying one 30-gram weight; (3) coast well past the coil after a single push. Use only the team’s magnet strips, wire, and battery kit. Figure 1. The Maglev Bench" }, { "n": 15, "item_id": "_0d321ea4-e867-450e-91c0-81a4ff1d14b3", "type": "choice", "title": "Science-Fair Maglev — Force Factors", "standards": [ "MS-PS2-3" ], "prompt_html": "

Look at Table 1 and Table 2.

Which THREE factors changed the strength of the magnetic force on the car? Choose exactly THREE answers.

", "prompt_plain": "Look at Table 1 and Table 2. Which THREE factors changed the strength of the magnetic force on the car? Choose exactly THREE answers.", "context_html": "", "options": [ { "id": "cA15", "text": "the reflective sticker stuck on top of the car", "plain": "the reflective sticker stuck on top of the car", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "the number of wire wraps around the coil", "plain": "the number of wire wraps around the coil", "correct": true, "kind": "choice" }, { "id": "cC15", "text": "the number of batteries connected to the coil", "plain": "the number of batteries connected to the coil", "correct": true, "kind": "choice" }, { "id": "cD15", "text": "the width of the bench under the rails", "plain": "the width of the bench under the rails", "correct": false, "kind": "choice" }, { "id": "cE15", "text": "the size of the gap below the floating car", "plain": "the size of the gap below the floating car", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_205fbb94-4edc-472d-8d24-ab57b3048f73" ], "key_letters": "B, C, E", "key_values": { "RESPONSE": [ "cB15", "cC15", "cE15" ] }, "n_options": 5, "passage_html": "

Science-Fair Maglev Bench

A science-fair team built a model maglev (magnetic levitation) car on a bench. Magnet strips line the tops of two guide rails. Matching strips are fixed under a small car. When the car is set on the rails, it floats above them. A push coil of wire wound on a plastic tube sits at the start of the rails. When batteries are connected, the coil becomes an electromagnet. Its magnetic field then pushes the car forward. The team used a force meter to measure the coil’s push on the car (Table 1). It also measured the magnets’ push at three float gaps (Table 2). A float gap is the space between the car’s strips and the rail strips. The team’s design brief appears after the tables. Figure 1 shows the bench.

Table 1. Push-Coil Trials

TrialWire wraps on the coilBatteries connectedOther change testedForce-meter reading (N)
1401none0.3
2801none0.6
3802none1.2
4802a reflective sticker added to the car1.2
5802coil moved to a wider bench1.2

Table 2. Float-Gap Force Checks

Gap between car strips and rail strips (millimeters)Magnets’ push on the car (N)
100.3
80.6
61.0

The Team’s Design Brief

Build a car for the team’s maglev rails. The car must: (1) float above the rails without touching them anywhere; (2) keep floating while carrying one 30-gram weight; (3) coast well past the coil after a single push. Use only the team’s magnet strips, wire, and battery kit.

Figure 1. The Maglev Bench

\"A

", "passage_plain": "Science-Fair Maglev Bench A science-fair team built a model maglev (magnetic levitation) car on a bench. Magnet strips line the tops of two guide rails. Matching strips are fixed under a small car. When the car is set on the rails, it floats above them. A push coil of wire wound on a plastic tube sits at the start of the rails. When batteries are connected, the coil becomes an electromagnet. Its magnetic field then pushes the car forward. The team used a force meter to measure the coil’s push on the car (Table 1). It also measured the magnets’ push at three float gaps (Table 2). A float gap is the space between the car’s strips and the rail strips. The team’s design brief appears after the tables. Figure 1 shows the bench. Table 1. Push-Coil Trials Trial Wire wraps on the coil Batteries connected Other change tested Force-meter reading (N) 1 40 1 none 0.3 2 80 1 none 0.6 3 80 2 none 1.2 4 80 2 a reflective sticker added to the car 1.2 5 80 2 coil moved to a wider bench 1.2 Table 2. Float-Gap Force Checks Gap between car strips and rail strips (millimeters) Magnets’ push on the car (N) 10 0.3 8 0.6 6 1.0 The Team’s Design Brief Build a car for the team’s maglev rails. The car must: (1) float above the rails without touching them anywhere; (2) keep floating while carrying one 30-gram weight; (3) coast well past the coil after a single push. Use only the team’s magnet strips, wire, and battery kit. Figure 1. The Maglev Bench" }, { "n": 16, "item_id": "_aed28cb4-84fa-4736-a568-67d2712d7fe1", "type": "choice", "title": "Science-Fair Maglev — Brief Repair", "standards": [ "MS-ETS1-1" ], "prompt_html": "

The team begins testing finished cars against its design brief.

Which change to the design brief would best let the team measure whether a car meets every requirement?

", "prompt_plain": "The team begins testing finished cars against its design brief. Which change to the design brief would best let the team measure whether a car meets every requirement?", "context_html": "", "options": [ { "id": "cA16", "text": "Rewrite requirement 3 to state a distance, such as coasting at least 3 meters past the coil.", "plain": "Rewrite requirement 3 to state a distance, such as coasting at least 3 meters past the coil.", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "Rewrite requirement 3 to say the car should coast as far as it possibly can.", "plain": "Rewrite requirement 3 to say the car should coast as far as it possibly can.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Add a requirement that the push coil be wound with exactly 80 wraps of wire.", "plain": "Add a requirement that the push coil be wound with exactly 80 wraps of wire.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Add a requirement that the finished car should look like a real high-speed train.", "plain": "Add a requirement that the finished car should look like a real high-speed train.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_205fbb94-4edc-472d-8d24-ab57b3048f73" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA16" ] }, "n_options": 4, "passage_html": "

Science-Fair Maglev Bench

A science-fair team built a model maglev (magnetic levitation) car on a bench. Magnet strips line the tops of two guide rails. Matching strips are fixed under a small car. When the car is set on the rails, it floats above them. A push coil of wire wound on a plastic tube sits at the start of the rails. When batteries are connected, the coil becomes an electromagnet. Its magnetic field then pushes the car forward. The team used a force meter to measure the coil’s push on the car (Table 1). It also measured the magnets’ push at three float gaps (Table 2). A float gap is the space between the car’s strips and the rail strips. The team’s design brief appears after the tables. Figure 1 shows the bench.

Table 1. Push-Coil Trials

TrialWire wraps on the coilBatteries connectedOther change testedForce-meter reading (N)
1401none0.3
2801none0.6
3802none1.2
4802a reflective sticker added to the car1.2
5802coil moved to a wider bench1.2

Table 2. Float-Gap Force Checks

Gap between car strips and rail strips (millimeters)Magnets’ push on the car (N)
100.3
80.6
61.0

The Team’s Design Brief

Build a car for the team’s maglev rails. The car must: (1) float above the rails without touching them anywhere; (2) keep floating while carrying one 30-gram weight; (3) coast well past the coil after a single push. Use only the team’s magnet strips, wire, and battery kit.

Figure 1. The Maglev Bench

\"A

", "passage_plain": "Science-Fair Maglev Bench A science-fair team built a model maglev (magnetic levitation) car on a bench. Magnet strips line the tops of two guide rails. Matching strips are fixed under a small car. When the car is set on the rails, it floats above them. A push coil of wire wound on a plastic tube sits at the start of the rails. When batteries are connected, the coil becomes an electromagnet. Its magnetic field then pushes the car forward. The team used a force meter to measure the coil’s push on the car (Table 1). It also measured the magnets’ push at three float gaps (Table 2). A float gap is the space between the car’s strips and the rail strips. The team’s design brief appears after the tables. Figure 1 shows the bench. Table 1. Push-Coil Trials Trial Wire wraps on the coil Batteries connected Other change tested Force-meter reading (N) 1 40 1 none 0.3 2 80 1 none 0.6 3 80 2 none 1.2 4 80 2 a reflective sticker added to the car 1.2 5 80 2 coil moved to a wider bench 1.2 Table 2. Float-Gap Force Checks Gap between car strips and rail strips (millimeters) Magnets’ push on the car (N) 10 0.3 8 0.6 6 1.0 The Team’s Design Brief Build a car for the team’s maglev rails. The car must: (1) float above the rails without touching them anywhere; (2) keep floating while carrying one 30-gram weight; (3) coast well past the coil after a single push. Use only the team’s magnet strips, wire, and battery kit. Figure 1. The Maglev Bench" }, { "n": 17, "item_id": "_71eb61fa-5822-4400-931b-f3ebece7e025", "type": "choice", "title": "Three Magnetic Field Cards", "standards": [ "MS-PS2-5" ], "prompt_html": "

A student sets out three cards. Each card shows the magnetic field of a different source: Earth, a bar magnet, and an electromagnet (a coil of wire carrying a current). Figure 1 shows the three cards.

Figure 1. The Three Field Cards

\"Three

EarthBar magnetElectromagnet

What do all three magnetic fields have in common?

", "prompt_plain": "A student sets out three cards. Each card shows the magnetic field of a different source: Earth, a bar magnet, and an electromagnet (a coil of wire carrying a current). Figure 1 shows the three cards. Figure 1. The Three Field Cards Earth Bar magnet Electromagnet What do all three magnetic fields have in common?", "context_html": "", "options": [ { "id": "cA17", "text": "Each field spreads outward from its source in straight lines, like spokes on a wheel.", "plain": "Each field spreads outward from its source in straight lines, like spokes on a wheel.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Each field pushes or pulls on an object where the source physically touches it.", "plain": "Each field pushes or pulls on an object where the source physically touches it.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Each field appears while its source is moving and fades when the source stops.", "plain": "Each field appears while its source is moving and fades when the source stops.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Each field forms symmetric curved lines that loop from one pole around to the other.", "plain": "Each field forms symmetric curved lines that loop from one pole around to the other.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot17.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD17" ] }, "n_options": 4 }, { "n": 18, "item_id": "_1b607d66-95d6-4169-8ad8-b6b9ae6e6512", "type": "choice", "title": "Sealed-Box Field Evidence", "standards": [ "MS-PS2-5" ], "prompt_html": "

An investigator tapes a small object inside a cardboard box and seals it. On a wooden table she marks a spot and arranges a ring of six compasses around it. Before the box is placed, every needle points north (Figure 1). She sets the sealed box on the spot and claims that a magnetic field from the object fills the space all around the box.

Figure 1. The Compass Ring Setup

\"Overhead

Which observation would be the best evidence that her claim is correct?

", "prompt_plain": "An investigator tapes a small object inside a cardboard box and seals it. On a wooden table she marks a spot and arranges a ring of six compasses around it. Before the box is placed, every needle points north (Figure 1). She sets the sealed box on the spot and claims that a magnetic field from the object fills the space all around the box. Figure 1. The Compass Ring Setup Which observation would be the best evidence that her claim is correct?", "context_html": "", "options": [ { "id": "cA18", "text": "After the box is set down, the needles keep pointing north, exactly as before.", "plain": "After the box is set down, the needles keep pointing north, exactly as before.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "After the box is set down, the needles around the ring swing away from north.", "plain": "After the box is set down, the needles around the ring swing away from north.", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "A needle swings toward the box when its compass is pressed against the box’s side.", "plain": "A needle swings toward the box when its compass is pressed against the box’s side.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "A needle twitches for a moment whenever someone bumps the edge of the table.", "plain": "A needle twitches for a moment whenever someone bumps the edge of the table.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot18.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB18" ] }, "n_options": 4 }, { "n": 19, "item_id": "_a3b986b1-2521-4b1b-b24b-6db008d3eb58", "type": "choice", "title": "Seafloor Bands — Part A", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Part A

Look at the pattern of rock bands in Figure 1.

Which claim about the two plates on either side of the ridge do the rock bands best support?

", "prompt_plain": "Part A Look at the pattern of rock bands in Figure 1. Which claim about the two plates on either side of the ridge do the rock bands best support?", "context_html": "", "options": [ { "id": "cA19", "text": "The plates slide past each other along the ridge without moving apart or together.", "plain": "The plates slide past each other along the ridge without moving apart or together.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The plates push toward each other, and the ridge is where their edges fold upward.", "plain": "The plates push toward each other, and the ridge is where their edges fold upward.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The plates stay still while ocean currents pile loose rock into bands beside the ridge.", "plain": "The plates stay still while ocean currents pile loose rock into bands beside the ridge.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The plates move away from each other at the ridge, where new rock forms between them.", "plain": "The plates move away from each other at the ridge, where new rock forms between them.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_42ad8bba-802d-46c2-a626-fd642efe14e9" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD19" ] }, "n_options": 4, "passage_html": "

Ocean-Floor Rock Bands

A survey ship mapped the floor of an ocean basin. A mid-ocean ridge - a long chain of underwater mountains - runs down the middle of the basin. The crew collected rock samples across the basin. They shaded the map by the kind of rock found in each area. Bands with the same shading are made of the same kind of rock. Figure 1 shows the map.

Figure 1. Map of the Ocean Basin

\"Map

", "passage_plain": "Ocean-Floor Rock Bands A survey ship mapped the floor of an ocean basin. A mid-ocean ridge - a long chain of underwater mountains - runs down the middle of the basin. The crew collected rock samples across the basin. They shaded the map by the kind of rock found in each area. Bands with the same shading are made of the same kind of rock. Figure 1 shows the map. Figure 1. Map of the Ocean Basin" }, { "n": 20, "item_id": "_d99ddfcb-c18d-4401-a5a5-e48bf2b23640", "type": "choice", "title": "Seafloor Bands — Part B", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Part B

Which feature of the map in Figure 1 provides the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which feature of the map in Figure 1 provides the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA20", "text": "The bands run parallel to the ridge rather than crossing it at an angle.", "plain": "The bands run parallel to the ridge rather than crossing it at an angle.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "The ridge rises higher above the seafloor than any other mapped feature.", "plain": "The ridge rises higher above the seafloor than any other mapped feature.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "The bands form matching pairs at equal distances on both sides of the ridge.", "plain": "The bands form matching pairs at equal distances on both sides of the ridge.", "correct": true, "kind": "choice" }, { "id": "cD20", "text": "The mapped bands cover just the middle of a basin that is far wider.", "plain": "The mapped bands cover just the middle of a basin that is far wider.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_42ad8bba-802d-46c2-a626-fd642efe14e9" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC20" ] }, "n_options": 4, "passage_html": "

Ocean-Floor Rock Bands

A survey ship mapped the floor of an ocean basin. A mid-ocean ridge - a long chain of underwater mountains - runs down the middle of the basin. The crew collected rock samples across the basin. They shaded the map by the kind of rock found in each area. Bands with the same shading are made of the same kind of rock. Figure 1 shows the map.

Figure 1. Map of the Ocean Basin

\"Map

", "passage_plain": "Ocean-Floor Rock Bands A survey ship mapped the floor of an ocean basin. A mid-ocean ridge - a long chain of underwater mountains - runs down the middle of the basin. The crew collected rock samples across the basin. They shaded the map by the kind of rock found in each area. Bands with the same shading are made of the same kind of rock. Figure 1 shows the map. Figure 1. Map of the Ocean Basin" }, { "n": 21, "item_id": "_4473d487-5dd7-4829-af6c-9c3f56bf911f", "type": "choice", "title": "Coupler Feature to Carry Forward", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Table 1 and the design brief.

The team will build one new coupler that carries forward the most useful feature these tests revealed.

Which statement best identifies the feature to carry forward and correctly uses the test results to support that choice?

", "prompt_plain": "Look at Table 1 and the design brief. The team will build one new coupler that carries forward the most useful feature these tests revealed. Which statement best identifies the feature to carry forward and correctly uses the test results to support that choice?", "context_html": "", "options": [ { "id": "cA1", "text": "The rubber grommet sleeve, because Coupler 3 lost the least pin wear during the whole test.", "plain": "The rubber grommet sleeve, because Coupler 3 lost the least pin wear during the whole test.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The spring-clip retainer, because Coupler 2 needed the smallest hand pull to open after the test.", "plain": "The spring-clip retainer, because Coupler 2 needed the smallest hand pull to open after the test.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The spring-clip retainer, because Coupler 2 held its bolts within the loosening limit without failing the release limit.", "plain": "The spring-clip retainer, because Coupler 2 held its bolts within the loosening limit without failing the release limit.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The rubber grommet sleeve, because Coupler 3 held its bolts within the one-quarter-turn loosening limit.", "plain": "The rubber grommet sleeve, because Coupler 3 held its bolts within the one-quarter-turn loosening limit.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ffc8c80a-0168-4011-8d8c-366319f81c7e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Trailer Coupler Shake Trials

A community cargo-bike co-op builds trailers that clip to bikes with a metal latch-and-pin coupler. Riders kept reporting couplers rattling loose on bumpy streets. The team bolted three coupler designs to a shake bench that vibrates each one the same way for twenty hours. Each design adds one feature to the same base coupler. The photograph shows one coupler on the bench.

\"A

The team's design brief sets three requirements:

Table 1 shows the results.

Table 1. Shake-Bench Results

CouplerAdded featureBolt loosening (fraction of a turn)Pin wear (mm)Release force after test (N)
1none (plain pin, standard bolts)1/20.3248
2spring-clip pin retainer1/80.3070
3thick rubber grommet sleeve3/80.08115
", "passage_plain": "Trailer Coupler Shake Trials A community cargo-bike co-op builds trailers that clip to bikes with a metal latch-and-pin coupler. Riders kept reporting couplers rattling loose on bumpy streets. The team bolted three coupler designs to a shake bench that vibrates each one the same way for twenty hours. Each design adds one feature to the same base coupler. The photograph shows one coupler on the bench. The team's design brief sets three requirements: Bolts may loosen no more than one-quarter of a turn during the test. The steel pin may lose less than 0.20 millimeters (mm) of thickness to wear. After the test, the release force - the pull needed to open the latch by hand - must be 80 newtons (N) or less. Table 1 shows the results. Table 1. Shake-Bench Results Coupler Added feature Bolt loosening (fraction of a turn) Pin wear (mm) Release force after test (N) 1 none (plain pin, standard bolts) 1/2 0.32 48 2 spring-clip pin retainer 1/8 0.30 70 3 thick rubber grommet sleeve 3/8 0.08 115" }, { "n": 22, "item_id": "_d84f6f86-03d4-4a0d-9915-d3a7ed094fc7", "type": "choice", "title": "Coupler Release-Force Check", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Table 1 and the design brief.

Which coupler fails the release-force requirement, and how does Table 1 show it?

", "prompt_plain": "Look at Table 1 and the design brief. Which coupler fails the release-force requirement, and how does Table 1 show it?", "context_html": "", "options": [ { "id": "cA1", "text": "Coupler 1, because its release force of 48 N is the lowest value in the release-force column.", "plain": "Coupler 1, because its release force of 48 N is the lowest value in the release-force column.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Coupler 2, because its release force of 70 N is higher than the release force of Coupler 1.", "plain": "Coupler 2, because its release force of 70 N is higher than the release force of Coupler 1.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Coupler 3, because its pin wear of 0.08 mm is the smallest wear value in the table.", "plain": "Coupler 3, because its pin wear of 0.08 mm is the smallest wear value in the table.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Coupler 3, because its release force of 115 N is greater than the 80 N limit in the brief.", "plain": "Coupler 3, because its release force of 115 N is greater than the 80 N limit in the brief.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ffc8c80a-0168-4011-8d8c-366319f81c7e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Trailer Coupler Shake Trials

A community cargo-bike co-op builds trailers that clip to bikes with a metal latch-and-pin coupler. Riders kept reporting couplers rattling loose on bumpy streets. The team bolted three coupler designs to a shake bench that vibrates each one the same way for twenty hours. Each design adds one feature to the same base coupler. The photograph shows one coupler on the bench.

\"A

The team's design brief sets three requirements:

Table 1 shows the results.

Table 1. Shake-Bench Results

CouplerAdded featureBolt loosening (fraction of a turn)Pin wear (mm)Release force after test (N)
1none (plain pin, standard bolts)1/20.3248
2spring-clip pin retainer1/80.3070
3thick rubber grommet sleeve3/80.08115
", "passage_plain": "Trailer Coupler Shake Trials A community cargo-bike co-op builds trailers that clip to bikes with a metal latch-and-pin coupler. Riders kept reporting couplers rattling loose on bumpy streets. The team bolted three coupler designs to a shake bench that vibrates each one the same way for twenty hours. Each design adds one feature to the same base coupler. The photograph shows one coupler on the bench. The team's design brief sets three requirements: Bolts may loosen no more than one-quarter of a turn during the test. The steel pin may lose less than 0.20 millimeters (mm) of thickness to wear. After the test, the release force - the pull needed to open the latch by hand - must be 80 newtons (N) or less. Table 1 shows the results. Table 1. Shake-Bench Results Coupler Added feature Bolt loosening (fraction of a turn) Pin wear (mm) Release force after test (N) 1 none (plain pin, standard bolts) 1/2 0.32 48 2 spring-clip pin retainer 1/8 0.30 70 3 thick rubber grommet sleeve 3/8 0.08 115" }, { "n": 23, "item_id": "_ab32132a-9bec-4c07-b358-685e905c6651", "type": "choice", "title": "Library Column Stone Type", "standards": [ "MS-ESS2-1" ], "prompt_html": "

The entrance columns of a lakefront library are cut from one kind of stone. The photograph shows the stone up close, and the description card lists what a geologist observed.

\"Close-up

Stone Description Card

Which statement best classifies the stone?

", "prompt_plain": "The entrance columns of a lakefront library are cut from one kind of stone. The photograph shows the stone up close, and the description card lists what a geologist observed. Stone Description Card Mineral grains: crystals of several minerals - pink, gray, and milky white - locked together like puzzle pieces Arrangement: random; no layering and no banding Fossils: none found Grain edges: crystals grown into one another; single grains cannot be rubbed loose Which statement best classifies the stone?", "context_html": "", "options": [ { "id": "cA1", "text": "Sedimentary rock, because separate sand grains were pressed and cemented together over time.", "plain": "Sedimentary rock, because separate sand grains were pressed and cemented together over time.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Igneous rock, because interlocking mineral crystals form as molten rock cools and hardens.", "plain": "Igneous rock, because interlocking mineral crystals form as molten rock cools and hardens.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Metamorphic rock, because heat and pressure lined up its minerals into bands as crystals grew.", "plain": "Metamorphic rock, because heat and pressure lined up its minerals into bands as crystals grew.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Metamorphic rock, because the stone melted completely and then cooled into solid rock.", "plain": "Metamorphic rock, because the stone melted completely and then cooled into solid rock.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot23.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 24, "item_id": "_a74c761e-9962-488f-9ce1-1cd8f0012ab0", "type": "gap-match", "title": "Sandstone Formation Panels", "standards": [ "MS-ESS2-1" ], "prompt_html": "

A park nature center builds a five-panel wall display that models how the sandstone riverbank below formed from a granite cliff upstream. The five panels are in order, but the process labels are missing.

 

Drag one process tile onto each panel to complete the model of how the sandstone formed.

\"A

", "prompt_plain": "A park nature center builds a five-panel wall display that models how the sandstone riverbank below formed from a granite cliff upstream. The five panels are in order, but the process labels are missing. Drag one process tile onto each panel to complete the model of how the sandstone formed.", "context_html": "", "options": [ { "id": "tok-erosion", "text": "erosion", "plain": "erosion", "correct": false, "kind": "gap-token" }, { "id": "tok-cooling-and-hardening", "text": "cooling and hardening", "plain": "cooling and hardening", "correct": false, "kind": "gap-token" }, { "id": "tok-cementation", "text": "cementation", "plain": "cementation", "correct": false, "kind": "gap-token" }, { "id": "tok-weathering", "text": "weathering", "plain": "weathering", "correct": false, "kind": "gap-token" }, { "id": "tok-condensation", "text": "condensation", "plain": "condensation", "correct": false, "kind": "gap-token" }, { "id": "tok-deposition", "text": "deposition", "plain": "deposition", "correct": false, "kind": "gap-token" }, { "id": "tok-compaction", "text": "compaction", "plain": "compaction", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot24.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-weathering panel1", "tok-erosion panel2", "tok-deposition panel3", "tok-compaction panel4", "tok-cementation panel5" ] }, "n_options": 7 }, { "n": 25, "item_id": "_e51c6bc0-9a5a-4cfa-b30a-41d95df9d25a", "type": "choice", "title": "Sumatra Quakes and Volcanoes", "standards": [ "MS-ESS2-2" ], "prompt_html": "

A news story reports that Indonesia's island of Sumatra has frequent earthquakes and many active volcanoes.

What usually causes both the earthquakes and the volcanoes in a region like this?

", "prompt_plain": "A news story reports that Indonesia's island of Sumatra has frequent earthquakes and many active volcanoes. What usually causes both the earthquakes and the volcanoes in a region like this?", "context_html": "", "options": [ { "id": "cA1", "text": "Slow movements of tectonic plates in the crust beneath the region.", "plain": "Slow movements of tectonic plates in the crust beneath the region.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Heavy monsoon rains and flooding soaking into the ground each year.", "plain": "Heavy monsoon rains and flooding soaking into the ground each year.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The daily rise and fall of ocean tides along the island coast.", "plain": "The daily rise and fall of ocean tides along the island coast.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Eruptions of the volcanoes shaking the ground until it cracks apart.", "plain": "Eruptions of the volcanoes shaking the ground until it cracks apart.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 26, "item_id": "_7fb5b589-93e9-48d5-9c70-36b6f71e5baa", "type": "hottext", "title": "Gorge Waterfall Retreat Evidence", "standards": [ "MS-ESS2-2" ], "prompt_html": "

A trailhead sign at Mill Creek Gorge tells visitors about the waterfall upstream. Its text is printed as six numbered sentences.

Which numbered sentence provides the best evidence that the waterfall’s lip was once located farther down the valley than its present position?

", "prompt_plain": "A trailhead sign at Mill Creek Gorge tells visitors about the waterfall upstream. Its text is printed as six numbered sentences. Which numbered sentence provides the best evidence that the waterfall’s lip was once located farther down the valley than its present position?", "context_html": "", "options": [ { "id": "HT1", "text": "(1) Today the creek drops over a lip of hard sandstone into a deep basin at the gorge’s upper end.", "plain": "(1) Today the creek drops over a lip of hard sandstone into a deep basin at the gorge’s upper end.", "correct": false, "kind": "hottext" }, { "id": "HT2", "text": "(2) Below the hard sandstone sits a weak mudstone bed that washes out wherever the spray keeps it wet.", "plain": "(2) Below the hard sandstone sits a weak mudstone bed that washes out wherever the spray keeps it wet.", "correct": false, "kind": "hottext" }, { "id": "HT3", "text": "(3) Broken slabs of sandstone lie piled in the basin right below the lip of the falls now.", "plain": "(3) Broken slabs of sandstone lie piled in the basin right below the lip of the falls now.", "correct": false, "kind": "hottext" }, { "id": "HT4", "text": "(4) Each spring, when the snow melts, the creek below the falls runs gray with suspended silt.", "plain": "(4) Each spring, when the snow melts, the creek below the falls runs gray with suspended silt.", "correct": false, "kind": "hottext" }, { "id": "HT5", "text": "(5) A survey marker bolted to the rock in 1901 still stands about 120 meters downstream of the present lip.", "plain": "(5) A survey marker bolted to the rock in 1901 still stands about 120 meters downstream of the present lip.", "correct": true, "kind": "hottext" }, { "id": "HT6", "text": "(6) A thick cap of the same hard sandstone forms the rim along both walls of the gorge.", "plain": "(6) A thick cap of the same hard sandstone forms the rim along both walls of the gorge.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "HT5" ] }, "n_options": 6 }, { "n": 27, "item_id": "_ca79b4b9-8a7a-48c5-9e1f-603c33065abf", "type": "choice", "title": "Stone-Wall Snail Patterns — Part A", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

Look at the photograph and Table 1.

Which claim best explains why snails of this one species grow different shell patterns?

", "prompt_plain": "Part A Look at the photograph and Table 1. Which claim best explains why snails of this one species grow different shell patterns?", "context_html": "", "options": [ { "id": "cA1", "text": "Each snail slowly changes its own shell pattern during its life to match the plants nearby.", "plain": "Each snail slowly changes its own shell pattern during its life to match the plants nearby.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each snail ends up with a shell pattern that evenly blends the patterns of its two parents.", "plain": "Each snail ends up with a shell pattern that evenly blends the patterns of its two parents.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Each snail hatches with its own mix of alleles from its two parents, and different mixes give different patterns.", "plain": "Each snail hatches with its own mix of alleles from its two parents, and different mixes give different patterns.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Each snail grows the shell pattern set by the kind of food it eats while young.", "plain": "Each snail grows the shell pattern set by the kind of food it eats while young.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f0ce4fd4-1311-40a6-8443-9597e24699b0" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Stone-Wall Snail Survey

A field club surveys snails living along an old stone wall at a woodland edge. Every snail in the survey is the same species. Some shells are plain brown with no bands, while others carry dark spiral bands. The photograph shows one snail of each shell pattern.

\"Two

To learn how the patterns pass on, the club also raised snails indoors. Table 1 shows the shell patterns of the offspring from three parent pairings.

Table 1. Parent Pairings and Offspring Shell Patterns

PairingParent shell patternsBanded offspringUnbanded offspring
1banded x banded4113
2banded x unbanded2220
3unbanded x unbanded031
", "passage_plain": "Stone-Wall Snail Survey A field club surveys snails living along an old stone wall at a woodland edge. Every snail in the survey is the same species. Some shells are plain brown with no bands, while others carry dark spiral bands. The photograph shows one snail of each shell pattern. To learn how the patterns pass on, the club also raised snails indoors. Table 1 shows the shell patterns of the offspring from three parent pairings. Table 1. Parent Pairings and Offspring Shell Patterns Pairing Parent shell patterns Banded offspring Unbanded offspring 1 banded x banded 41 13 2 banded x unbanded 22 20 3 unbanded x unbanded 0 31" }, { "n": 28, "item_id": "_88715eef-0688-466a-a2df-e53ccdb48b65", "type": "choice", "title": "Stone-Wall Snail Patterns — Part B", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part B

Which row of Table 1 is the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which row of Table 1 is the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Pairing 1, because it produced more offspring in total than either other pairing.", "plain": "Pairing 1, because it produced more offspring in total than either other pairing.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Pairing 1, because two banded parents produced both banded and unbanded offspring together.", "plain": "Pairing 1, because two banded parents produced both banded and unbanded offspring together.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Pairing 2, because it gave the most even balance of banded and unbanded offspring.", "plain": "Pairing 2, because it gave the most even balance of banded and unbanded offspring.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Pairing 3, because every offspring there matched the plain shells of both of its parents.", "plain": "Pairing 3, because every offspring there matched the plain shells of both of its parents.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f0ce4fd4-1311-40a6-8443-9597e24699b0" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Stone-Wall Snail Survey

A field club surveys snails living along an old stone wall at a woodland edge. Every snail in the survey is the same species. Some shells are plain brown with no bands, while others carry dark spiral bands. The photograph shows one snail of each shell pattern.

\"Two

To learn how the patterns pass on, the club also raised snails indoors. Table 1 shows the shell patterns of the offspring from three parent pairings.

Table 1. Parent Pairings and Offspring Shell Patterns

PairingParent shell patternsBanded offspringUnbanded offspring
1banded x banded4113
2banded x unbanded2220
3unbanded x unbanded031
", "passage_plain": "Stone-Wall Snail Survey A field club surveys snails living along an old stone wall at a woodland edge. Every snail in the survey is the same species. Some shells are plain brown with no bands, while others carry dark spiral bands. The photograph shows one snail of each shell pattern. To learn how the patterns pass on, the club also raised snails indoors. Table 1 shows the shell patterns of the offspring from three parent pairings. Table 1. Parent Pairings and Offspring Shell Patterns Pairing Parent shell patterns Banded offspring Unbanded offspring 1 banded x banded 41 13 2 banded x unbanded 22 20 3 unbanded x unbanded 0 31" }, { "n": 29, "item_id": "_f13c8e37-56a4-406e-a831-1ae0e5612d7a", "type": "choice", "title": "Duckweed Jar Oxygen — Part A", "standards": [ "MS-LS1-6" ], "prompt_html": "

Part A

Look at Table 1.

Which claim about Jar 1 does the probe log best support?

", "prompt_plain": "Part A Look at Table 1. Which claim about Jar 1 does the probe log best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The duckweed in Jar 1 released oxygen faster than it used oxygen under the lamp.", "plain": "The duckweed in Jar 1 released oxygen faster than it used oxygen under the lamp.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The duckweed in Jar 1 stopped using up oxygen while the lamp stayed on.", "plain": "The duckweed in Jar 1 stopped using up oxygen while the lamp stayed on.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The duckweed in Jar 1 pulled oxygen from the water to build its food.", "plain": "The duckweed in Jar 1 pulled oxygen from the water to build its food.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Outside air slowly leaked into Jar 1 through its sealed lid over two days.", "plain": "Outside air slowly leaked into Jar 1 through its sealed lid over two days.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f3d2eecc-b4fa-4106-a3c6-06b9c081b810" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Duckweed Oxygen Jars

Two identical glass jars are filled with pond water and the same amount of duckweed, a small floating plant. Both lids are sealed. Jar 1 sits under a lamp that stays on. Jar 2 is shut inside a dark box so no light reaches it. A dissolved-oxygen probe in each jar records the oxygen dissolved in the water, in milligrams per liter (mg/L), every 12 hours for 48 hours. Table 1 shows the probe log.

\"Two

Table 1. Dissolved-Oxygen Probe Log (mg/L)

Time (hours)Jar 1 (lit)Jar 2 (dark)
07.57.5
128.86.8
2410.06.2
3611.15.7
4812.25.3
", "passage_plain": "Duckweed Oxygen Jars Two identical glass jars are filled with pond water and the same amount of duckweed, a small floating plant. Both lids are sealed. Jar 1 sits under a lamp that stays on. Jar 2 is shut inside a dark box so no light reaches it. A dissolved-oxygen probe in each jar records the oxygen dissolved in the water, in milligrams per liter (mg/L), every 12 hours for 48 hours. Table 1 shows the probe log. Table 1. Dissolved-Oxygen Probe Log (mg/L) Time (hours) Jar 1 (lit) Jar 2 (dark) 0 7.5 7.5 12 8.8 6.8 24 10.0 6.2 36 11.1 5.7 48 12.2 5.3" }, { "n": 30, "item_id": "_22c58204-1b08-4683-8c85-e5f88e3c0ff8", "type": "choice", "title": "Duckweed Jar Oxygen — Part B", "standards": [ "MS-LS1-6" ], "prompt_html": "

Part B

Which comparison of readings from Table 1 best supports the answer in Part A?

", "prompt_plain": "Part B Which comparison of readings from Table 1 best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "Both jars happen to show the same probe reading at the 0-hour start.", "plain": "Both jars happen to show the same probe reading at the 0-hour start.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Jar 1 shows the highest single reading in the whole table at 48 hours.", "plain": "Jar 1 shows the highest single reading in the whole table at 48 hours.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Over the 48 hours Jar 1 changed by a larger total amount than Jar 2.", "plain": "Over the 48 hours Jar 1 changed by a larger total amount than Jar 2.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Over the 48 hours Jar 1 readings rose while Jar 2 readings fell steadily.", "plain": "Over the 48 hours Jar 1 readings rose while Jar 2 readings fell steadily.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f3d2eecc-b4fa-4106-a3c6-06b9c081b810" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Duckweed Oxygen Jars

Two identical glass jars are filled with pond water and the same amount of duckweed, a small floating plant. Both lids are sealed. Jar 1 sits under a lamp that stays on. Jar 2 is shut inside a dark box so no light reaches it. A dissolved-oxygen probe in each jar records the oxygen dissolved in the water, in milligrams per liter (mg/L), every 12 hours for 48 hours. Table 1 shows the probe log.

\"Two

Table 1. Dissolved-Oxygen Probe Log (mg/L)

Time (hours)Jar 1 (lit)Jar 2 (dark)
07.57.5
128.86.8
2410.06.2
3611.15.7
4812.25.3
", "passage_plain": "Duckweed Oxygen Jars Two identical glass jars are filled with pond water and the same amount of duckweed, a small floating plant. Both lids are sealed. Jar 1 sits under a lamp that stays on. Jar 2 is shut inside a dark box so no light reaches it. A dissolved-oxygen probe in each jar records the oxygen dissolved in the water, in milligrams per liter (mg/L), every 12 hours for 48 hours. Table 1 shows the probe log. Table 1. Dissolved-Oxygen Probe Log (mg/L) Time (hours) Jar 1 (lit) Jar 2 (dark) 0 7.5 7.5 12 8.8 6.8 24 10.0 6.2 36 11.1 5.7 48 12.2 5.3" }, { "n": 31, "item_id": "_df920e44-3c25-4c83-90f4-223ae640ee61", "type": "gap-match", "title": "Skeleton Wall Chart", "standards": [ "MS-LS1-3" ], "prompt_html": "

A science-class wall chart shows a human skeleton with four structures highlighted in different colors: the skull, the backbone (spine), the pelvis (hip bones), and the shoulder joint.

\"A

 

Match each highlighted structure to the job it does in the body.

", "prompt_plain": "A science-class wall chart shows a human skeleton with four structures highlighted in different colors: the skull, the backbone (spine), the pelvis (hip bones), and the shoulder joint. Match each highlighted structure to the job it does in the body.", "context_html": "", "options": [ { "id": "jPL", "text": "Carries the body weight when standing and sitting", "plain": "Carries the body weight when standing and sitting", "correct": false, "kind": "gap-token" }, { "id": "jSH", "text": "Lets the arm swing and rotate", "plain": "Lets the arm swing and rotate", "correct": false, "kind": "gap-token" }, { "id": "jBK", "text": "Surrounds and protects the spinal cord", "plain": "Surrounds and protects the spinal cord", "correct": false, "kind": "gap-token" }, { "id": "jSK", "text": "Forms a hard case that shields the brain", "plain": "Forms a hard case that shields the brain", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "jSK gSK", "jBK gBK", "jPL gPL", "jSH gSH" ] }, "n_options": 4 }, { "n": 32, "item_id": "_017a52aa-67a3-46f9-9dad-8745ffbff26c", "type": "hottext", "title": "Water Bug Egg Pads", "standards": [ "MS-LS1-4" ], "prompt_html": "

A river field station publishes a report on one species of giant water bug. In this species, the female cements her eggs into a pad on the male’s back, and the male then carries the egg pad until the eggs hatch, rising to the surface often so the eggs stay wet and get air. The report includes the sentences below.

Consider this claim: carrying the egg pad on his back raises the chance that the eggs a male carries will hatch.

Select the sentence from the report that gives the best evidence for the claim.

", "prompt_plain": "A river field station publishes a report on one species of giant water bug. In this species, the female cements her eggs into a pad on the male’s back, and the male then carries the egg pad until the eggs hatch, rising to the surface often so the eggs stay wet and get air. The report includes the sentences below. Consider this claim: carrying the egg pad on his back raises the chance that the eggs a male carries will hatch. Select the sentence from the report that gives the best evidence for the claim.", "context_html": "", "options": [ { "id": "hA32", "text": "Males carrying a full egg pad spend much of the day clinging to reeds near the waterline.", "plain": "Males carrying a full egg pad spend much of the day clinging to reeds near the waterline.", "correct": false, "kind": "hottext" }, { "id": "hB32", "text": "Station staff marked each male with a small dab of colored wax so the carriers could be told apart.", "plain": "Station staff marked each male with a small dab of colored wax so the carriers could be told apart.", "correct": false, "kind": "hottext" }, { "id": "hC32", "text": "A carrying male will also snap up passing tadpoles with his strong front legs when prey drifts near.", "plain": "A carrying male will also snap up passing tadpoles with his strong front legs when prey drifts near.", "correct": false, "kind": "hottext" }, { "id": "hD32", "text": "Egg pads that stayed on the males through the study almost all released young, while pads that slipped off settled in the mud and produced none.", "plain": "Egg pads that stayed on the males through the study almost all released young, while pads that slipped off settled in the mud and produced none.", "correct": true, "kind": "hottext" }, { "id": "hE32", "text": "Once the young hatch they drift off on the current, and the male gives them no further care.", "plain": "Once the young hatch they drift off on the current, and the male gives them no further care.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD32" ] }, "n_options": 5 }, { "n": 33, "item_id": "_271f92e4-efdf-43ce-abd3-caa8b31926a6", "type": "choice", "title": "Spinach Compost Beds", "standards": [ "MS-LS1-5" ], "prompt_html": "

A garden club grows spinach in two raised beds to find out which compost mix gives heavier plants. Bed 1 gets leaf compost and Bed 2 gets mushroom compost. Both beds use the same spinach seeds, the same planting depth, and the same soil underneath. The photo shows the two beds, and Table 1 gives the setup notes and harvest results.

\"Two

Table 1. Spinach Bed Setup and Harvest

Setup detailBed 1Bed 2
Compost mixLeaf compostMushroom compost
WateringWatered every dayWatered twice a week
Beds using this mix11
Average plant mass after 6 weeks78 grams59 grams

After six weeks the club concludes that leaf compost produces heavier spinach than mushroom compost.

Choose the TWO statements that describe flaws in the design of this investigation.

", "prompt_plain": "A garden club grows spinach in two raised beds to find out which compost mix gives heavier plants. Bed 1 gets leaf compost and Bed 2 gets mushroom compost. Both beds use the same spinach seeds, the same planting depth, and the same soil underneath. The photo shows the two beds, and Table 1 gives the setup notes and harvest results. Table 1. Spinach Bed Setup and Harvest Setup detail Bed 1 Bed 2 Compost mix Leaf compost Mushroom compost Watering Watered every day Watered twice a week Beds using this mix 1 1 Average plant mass after 6 weeks 78 grams 59 grams After six weeks the club concludes that leaf compost produces heavier spinach than mushroom compost. Choose the TWO statements that describe flaws in the design of this investigation.", "context_html": "", "options": [ { "id": "cA1", "text": "The two beds should have been planted with two different kinds of spinach.", "plain": "The two beds should have been planted with two different kinds of spinach.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The spinach was weighed rather than counted or measured for its height.", "plain": "The spinach was weighed rather than counted or measured for its height.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The two beds were not given the same amount of water each week.", "plain": "The two beds were not given the same amount of water each week.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The club should have compared more than two different compost mixes.", "plain": "The club should have compared more than two different compost mixes.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The club tested each compost mix in a single bed, with no repeat trial.", "plain": "The club tested each compost mix in a single bed, with no repeat trial.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot33.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC1", "cE1" ] }, "n_options": 5 }, { "n": 34, "item_id": "_a676a33e-8129-45ac-8bd9-f386b609f4a8", "type": "choice", "title": "Bt Corn and Insecticide", "standards": [ "MS-LS2-5" ], "prompt_html": "

Years ago, scientists bred a corn variety with built-in insect resistance, called Bt corn. A farm district tracked its fields across 15 harvest years, recording the percent of cornfields planted with Bt corn and the average insecticide sprayed per hectare. Figure 1 shows both measurements.

Figure 1. Bt Corn and Insecticide Use, Years 1-15

\"A

Choose the TWO statements that the graph supports.

", "prompt_plain": "Years ago, scientists bred a corn variety with built-in insect resistance, called Bt corn. A farm district tracked its fields across 15 harvest years, recording the percent of cornfields planted with Bt corn and the average insecticide sprayed per hectare. Figure 1 shows both measurements. Figure 1. Bt Corn and Insecticide Use, Years 1-15 Choose the TWO statements that the graph supports.", "context_html": "", "options": [ { "id": "cA1", "text": "As more fields grew Bt corn, the insecticide sprayed per hectare fell.", "plain": "As more fields grew Bt corn, the insecticide sprayed per hectare fell.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Insecticide use dropped because the insect pests disappeared from the district.", "plain": "Insecticide use dropped because the insect pests disappeared from the district.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "By the final harvest year the fields required no further insecticide spraying.", "plain": "By the final harvest year the fields required no further insecticide spraying.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Spraying less insecticide per hectare could lessen harm to helpful pollinating insects.", "plain": "Spraying less insecticide per hectare could lessen harm to helpful pollinating insects.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Corn harvests in the district grew larger in each of the 15 years.", "plain": "Corn harvests in the district grew larger in each of the 15 years.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot34.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 35, "item_id": "_64e1241d-643a-467d-9e66-88a8d6a58263", "type": "choice", "title": "Astronaut Scale Readings", "standards": [ "MS-PS2-4" ], "prompt_html": "

An astronaut steps onto a force scale twice: once on Earth before the mission, and once standing on the surface of Mars. A force scale measures weight — the pull of gravity on whoever stands on it. The mission record card in Figure 1 shows both readings: 480 newtons on Earth and 180 newtons on Mars.

Figure 1. The Mission Record Card

\"A

Which statement best explains the two readings?

", "prompt_plain": "An astronaut steps onto a force scale twice: once on Earth before the mission, and once standing on the surface of Mars. A force scale measures weight — the pull of gravity on whoever stands on it. The mission record card in Figure 1 shows both readings: 480 newtons on Earth and 180 newtons on Mars. Figure 1. The Mission Record Card Which statement best explains the two readings?", "context_html": "", "options": [ { "id": "cA1", "text": "The astronaut’s weight stays the same, but the mass shrinks where gravity is weaker.", "plain": "The astronaut’s weight stays the same, but the mass shrinks where gravity is weaker.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The astronaut’s mass stays the same in both places, but weight depends on gravity’s strength.", "plain": "The astronaut’s mass stays the same in both places, but weight depends on gravity’s strength.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The astronaut’s mass and weight both drop on Mars because both depend on gravity.", "plain": "The astronaut’s mass and weight both drop on Mars because both depend on gravity.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The reading changes because Mars has no gravity of its own pulling on objects.", "plain": "The reading changes because Mars has no gravity of its own pulling on objects.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot35.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 36, "item_id": "_357638ac-d057-48c1-a213-4613a19753e8", "type": "choice", "title": "Playground Slide Mat Test", "standards": [ "MS-PS3-5" ], "prompt_html": "

A park crew tests a new plastic mat fitted to a playground slide. The crew also lays a second, identical mat flat on the grass beside the slide, where no one touches it. A crew member aims an infrared thermometer at each mat and records the surface temperature before any rides and again after 25 children slide down the slide mat one after another. The air temperature is recorded too and does not change during the test. Table 1 shows the readings.

\"A

Table 1. Slide Mat Temperature Test

MeasurementReading
Air temperature during the whole test24.0 degrees Celsius (unchanged)
Slide mat surface before any rides24.2 degrees Celsius
Slide mat surface after 25 rides33.6 degrees Celsius
Untouched spare mat before any rides24.2 degrees Celsius
Untouched spare mat after the 25 rides24.4 degrees Celsius

Which conclusion do the temperature readings best support?

", "prompt_plain": "A park crew tests a new plastic mat fitted to a playground slide. The crew also lays a second, identical mat flat on the grass beside the slide, where no one touches it. A crew member aims an infrared thermometer at each mat and records the surface temperature before any rides and again after 25 children slide down the slide mat one after another. The air temperature is recorded too and does not change during the test. Table 1 shows the readings. Table 1. Slide Mat Temperature Test Measurement Reading Air temperature during the whole test 24.0 degrees Celsius (unchanged) Slide mat surface before any rides 24.2 degrees Celsius Slide mat surface after 25 rides 33.6 degrees Celsius Untouched spare mat before any rides 24.2 degrees Celsius Untouched spare mat after the 25 rides 24.4 degrees Celsius Which conclusion do the temperature readings best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Warm afternoon air gradually heated the slide mat on its own while the children played.", "plain": "Warm afternoon air gradually heated the slide mat on its own while the children played.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Each slider’s energy of motion was destroyed on the way down to the bottom.", "plain": "Each slider’s energy of motion was destroyed on the way down to the bottom.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Energy of motion changed into thermal energy through friction between the sliders and the mat.", "plain": "Energy of motion changed into thermal energy through friction between the sliders and the mat.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Friction stored the sliders’ energy of motion in the mat as gravitational potential energy.", "plain": "Friction stored the sliders’ energy of motion in the mat as gravitational potential energy.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot36.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 37, "item_id": "_cc08316c-7080-4c94-bcc1-6cb28d1a75d2", "type": "inline-choice", "title": "Pier Wave Traces", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Two piers along a bay each have a straight row of small buoys floating in the water. On one still afternoon, a drone hovering over each pier photographs its buoy row at the same moment, and a survey team sketches the profile of the water surface through the buoys. The two resulting wave-trace strips appear in Figure 1. That afternoon the waves move past both piers at the same speed.

Figure 1. The Two Wave-Trace Strips

\"Two

Choose the words that correctly complete each sentence comparing trace B with trace A.

Compared with trace A, the waves in trace B have amplitude.

Compared with trace A, the waves in trace B have wavelength.

Because the wave speed is the same at both piers, the waves in trace B must have frequency.

", "options": [ { "id": "cB1Ocf32f8709", "text": "a smaller", "plain": "a smaller", "correct": true, "kind": "inline" }, { "id": "cB1O89052d299", "text": "a larger", "plain": "a larger", "correct": false, "kind": "inline" }, { "id": "cB1Oad8779e30", "text": "the same", "plain": "the same", "correct": false, "kind": "inline" }, { "id": "cB2O38aa44671", "text": "a shorter", "plain": "a shorter", "correct": false, "kind": "inline" }, { "id": "cB2Ofc8941f0e", "text": "a longer", "plain": "a longer", "correct": true, "kind": "inline" }, { "id": "cB2O233a2d145", "text": "the same", "plain": "the same", "correct": false, "kind": "inline" }, { "id": "cB3Oa4016b1b6", "text": "a lower", "plain": "a lower", "correct": true, "kind": "inline" }, { "id": "cB3O08afa43e2", "text": "a higher", "plain": "a higher", "correct": false, "kind": "inline" }, { "id": "cB3O533e8804b", "text": "the same", "plain": "the same", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-34/images/slot37.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Ocf32f8709" ], "RESPONSE2": [ "cB2Ofc8941f0e" ], "RESPONSE3": [ "cB3Oa4016b1b6" ] }, "n_options": 9 }, { "n": 38, "item_id": "_e6eaef66-127e-481c-bef7-75d158f397cc", "type": "text-entry", "title": "Cord Wave Speed", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

In a gym, a long stretchy cord is tied to a bar on the wall. The practice card taped beside it lists the wave values a student makes by shaking the free end steadily: the waves have a frequency of 6 hertz (6 complete waves each second) and a wavelength of 4 meters.

The wave equation is: wave speed = frequency × wavelength.

What is the speed of the waves along the cord, in meters per second?

Give your answer as a whole number (e.g., 30).

Wave speed in meters per second:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "24" ] }, "n_options": 0 }, { "n": 39, "item_id": "_f9583b7e-2b2d-44bd-b724-93c53dea2790", "type": "match", "title": "Cold-Frame Design Brief", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A school garden club plans to set up a cold frame — a short box with a see-through lid that protects seedlings from frost — along one edge of the courtyard. The six tiles below come from the club’s written design brief.

 

Sort each tile into the correct category: Criteria (a goal the design must achieve) or Constraints (a limit the design must stay within).

", "prompt_plain": "A school garden club plans to set up a cold frame — a short box with a see-through lid that protects seedlings from frost — along one edge of the courtyard. The six tiles below come from the club’s written design brief. Sort each tile into the correct category: Criteria (a goal the design must achieve) or Constraints (a limit the design must stay within).", "context_html": "", "options": [ { "id": "tT1", "text": "On frosty nights the inside air stays at least 8 degrees Celsius warmer than the outside air.", "plain": "On frosty nights the inside air stays at least 8 degrees Celsius warmer than the outside air.", "correct": false, "kind": "match-token" }, { "id": "tT2", "text": "One student can lift the lid alone to water the plants inside.", "plain": "One student can lift the lid alone to water the plants inside.", "correct": false, "kind": "match-token" }, { "id": "tT3", "text": "The frame holds four seedling trays standing side by side inside it.", "plain": "The frame holds four seedling trays standing side by side inside it.", "correct": false, "kind": "match-token" }, { "id": "tT4", "text": "The materials may cost no more than 75 dollars in total.", "plain": "The materials may cost no more than 75 dollars in total.", "correct": false, "kind": "match-token" }, { "id": "tT5", "text": "The frame may stretch no more than 1.5 meters along the courtyard wall.", "plain": "The frame may stretch no more than 1.5 meters along the courtyard wall.", "correct": false, "kind": "match-token" }, { "id": "tT6", "text": "The build is limited to the hand tools kept in the club room.", "plain": "The build is limited to the hand tools kept in the club room.", "correct": false, "kind": "match-token" }, { "id": "cCrit", "text": "Criteria", "plain": "Criteria", "correct": false, "kind": "match-token" }, { "id": "cCons", "text": "Constraints", "plain": "Constraints", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tT1 cCrit", "tT2 cCrit", "tT3 cCrit", "tT4 cCons", "tT5 cCons", "tT6 cCons" ] }, "n_options": 8 }, { "n": 40, "item_id": "_4280efb0-02fc-4a9f-a773-f80788a6f6e9", "type": "choice", "title": "Wind-Chime Damper Model", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A maker club is designing a damper — a soft ring that quiets a wind chime at night. The club’s project note sets two requirements: the chime’s noise rating must stay below 50 model units at every tested wind speed, and the chime must still ring clearly in a light breeze, with a rating of at least 15 units at 8 kilometers per hour. A computer model predicts the noise rating for each damper version at three wind speeds. Table 1 and Table 2 show the model runs for the first two versions.

Table 1. Model Run - Version 1 (Cork Ring)

Wind speedPredicted noise rating (model units)
8 km/h22
16 km/h45
24 km/h73

Table 2. Model Run - Version 2 (Rubber Ring)

Wind speedPredicted noise rating (model units)
8 km/h19
16 km/h38
24 km/h61

For Version 3, the club decides to keep the rubber ring and change it further to cut the noise at high wind.

Which comparison of the model runs best justifies the club’s decision?

", "prompt_plain": "A maker club is designing a damper — a soft ring that quiets a wind chime at night. The club’s project note sets two requirements: the chime’s noise rating must stay below 50 model units at every tested wind speed, and the chime must still ring clearly in a light breeze, with a rating of at least 15 units at 8 kilometers per hour. A computer model predicts the noise rating for each damper version at three wind speeds. Table 1 and Table 2 show the model runs for the first two versions. Table 1. Model Run - Version 1 (Cork Ring) Wind speed Predicted noise rating (model units) 8 km/h 22 16 km/h 45 24 km/h 73 Table 2. Model Run - Version 2 (Rubber Ring) Wind speed Predicted noise rating (model units) 8 km/h 19 16 km/h 38 24 km/h 61 For Version 3, the club decides to keep the rubber ring and change it further to cut the noise at high wind. Which comparison of the model runs best justifies the club’s decision?", "context_html": "", "options": [ { "id": "cA1", "text": "Version 2 is quieter than Version 1 at each speed but still tops the limit at high wind, so change the ring further.", "plain": "Version 2 is quieter than Version 1 at each speed but still tops the limit at high wind, so change the ring further.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "At 8 kilometers per hour Version 2 rings above the 15-unit floor, so the whole design already meets the requirements.", "plain": "At 8 kilometers per hour Version 2 rings above the 15-unit floor, so the whole design already meets the requirements.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Version 1 is loudest at the highest wind speed, so the club should run the cork ring through the model again.", "plain": "Version 1 is loudest at the highest wind speed, so the club should run the cork ring through the model again.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Model output already lists exact noise numbers for both versions, so the club can skip building and testing a real chime.", "plain": "Model output already lists exact noise numbers for both versions, so the club can skip building and testing a real chime.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 } ] }, { "form": "G7.35", "grade": "G7", "title": "Alpha Standardized Science G7.35", "test_id": "_test-f5bef9c2-bfed-4776-8e4c-5e18713a0fa6", "n_items": 40, "n_stimuli": 9, "stimuli": { "_3dff3253-cd8d-4c85-85ee-95512d21541e": { "title": "Snap-Pea Pod Color", "html": "

Snap-Pea Pod Color

A grower crosses two snap-pea plants. In snap peas, green pods (G) are dominant over yellow pods (g). Both parent plants have the gene pair Gg. Figure 1 is the Punnett square for this cross. The grower grew a first batch of seeds from the cross. Table 1 shows the pod colors counted in that first batch.

Figure 1. Punnett Square for the Cross

\"A

Table 1. Pods Counted in the First Batch

Pod colorNumber of plants
Green pods73
Yellow pods24
" }, "_43f3f3aa-da07-4e7f-9adf-aa63343e4fa3": { "title": "Pole-Vault Practice Data", "html": "

Pole-Vault Practice Data

Yusra pole-vaults for her track team. In a vault she sprints down a runway holding a long, bendable pole. She plants the pole’s tip in a low box, rises over a high bar, and drops onto a thick mat. Figure 1 shows one practice vault. Her coach measured the height of Yusra’s body at three moments of that vault. Table 1 lists the heights. The coach also wrote the energy notes below.

Figure 1. One Practice Vault

\"A

Table 1. Yusra’s Vault Heights

MomentHeight of her body above the ground
Takeoff (pole planted)1.0 m
Top of the vault5.2 m
Landing on the mat0.4 m

Coach’s Energy Notes

" }, "_bb7e47e8-71bd-44b9-b11b-e5efe928a60e": { "title": "Hub Dynamo Bench Test", "html": "

Hub Dynamo Bench Test

A hub dynamo is a small generator built into the center of a bicycle wheel. Inside it, a ring of magnets spins with the wheel. A coil of 36 turns of wire sits fixed inside the ring and does not move. Figure 1 shows the parts. Wires carry current from the coil to the bicycle’s headlamp. There is no battery. A repair shop clamped one wheel in a bench stand and spun it at set speeds. A light meter aimed at the headlamp read the lamp’s brightness at each speed. The shop also warmed the dynamo by hand while keeping the wheel still. This checked whether warmth alone could light the lamp. Table 1 shows the results.

Figure 1. Inside the Hub Dynamo

\"Cutaway

Table 1. Bench-Test Results

Wheel speed (turns per second)Light-meter reading (lux)
0 (wheel still, dynamo cool)0 (lamp off)
0 (wheel still, dynamo warmed by hand)0 (lamp off)
318
634
950
" }, "_216b1837-d415-4456-be87-dc5b2acb5348": { "title": "Cedar Creek Fish Passage", "html": "

Cedar Creek Fish Passage

Each spring, alewife swim up Cedar Creek to lay their eggs. A low wall called a weir was built across the creek. The weir now blocks the alewife from reaching the upper creek. A survey team counted living things in the upper creek before and after the weir was built. Table 1 shows the counts. The town wants to add a fish ladder so alewife can pass the weir. The design brief lists three rules. The ladder must let at least 600 alewife pass each spring. Each step’s drop must be 0.30 m or less. The ladder must cost no more than $20,000. Table 2 shows three ladder proposals that were tested.

Table 1. Upper-Creek Spring Survey Counts

Living thingBefore the weirAfter the weir
Alewife (fish that swim upstream)82040
Great blue heron (eats alewife)186
River otter (eats alewife)93
Water strider (insect)5554

Table 2. Fish-Ladder Proposals (tested)

ProposalAlewife passed each springStep drop (m)Cost
Rock-ramp ladder7400.25$16,000
Pool-and-weir ladder6800.28$19,000
Steep-pipe chute9100.45$12,000
" }, "_d7672dfd-a94d-494b-b723-ead718ba173e": { "title": "Crushed Seashell and Vinegar", "html": "

Crushed Seashell and Vinegar

A student team drops crushed seashell chips into vinegar inside a flask. They close the flask with a rubber stopper and set it on a balance. The mixture fizzes and bubbles rise through the liquid. The team records the total mass of the flask and its contents before and after the reaction. They run three trials. In Trials 1 and 2 the stopper stayed in the whole time. In Trial 3 they lifted the stopper while the mixture was still fizzing. Table 1 shows the masses. Figure 1 shows the fizzing flask on the balance.

Table 1. Flask and Contents Mass by Trial

TrialFlask conditionMass before reaction (g)Mass after reaction (g)
1Stopper kept in142.0142.0
2Stopper kept in138.5138.5
3Stopper lifted during reaction139.6136.1

Figure 1. Fizzing Flask on the Balance

\"A

" }, "_cb09e888-70cc-4c4d-88c2-1078fe1f675d": { "title": "Hub Dynamo Bench Test", "html": "

Hub Dynamo Bench Test

A hub dynamo is a small generator built into the center of a bicycle wheel. Inside it, a ring of magnets spins with the wheel. A coil of 36 turns of wire sits fixed inside the ring and does not move. Figure 1 shows the parts. Wires carry current from the coil to the bicycle’s headlamp. There is no battery. A repair shop clamped one wheel in a bench stand and spun it at set speeds. A light meter aimed at the headlamp read the lamp’s brightness at each speed. The shop also warmed the dynamo by hand while keeping the wheel still. This checked whether warmth alone could light the lamp. Table 1 shows the results.

Figure 1. Hub Dynamo Parts

\"Cutaway

Table 1. Bench-Test Results

Wheel speed (turns per second)Light-meter reading (lux)
0 (wheel still, dynamo cool)0 (lamp off)
0 (wheel still, dynamo warmed by hand)0 (lamp off)
318
634
950
" }, "_94f2f54a-b96a-400c-b0ee-d236aa1bbdd5": { "title": "Facing Coasts Specimen Drawer", "html": "

Facing Coasts Specimen Drawer

A museum keeps a drawer of paired specimens from two coasts, Coast K and Coast L. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds a card about mountains. The card says a belt of tightly folded rock ends at Coast K’s shoreline. A matching belt ends at Coast L’s shoreline. The two belts share the same age, rock types, and fold pattern. Figure 2 is the card’s cross-section of that folded belt.

Table 1. Specimen Pairs in the Drawer

PairWhat the pair holds
1Two rock cards: the same red-sandstone layer resting on the same gray shale layer, with matching mineral bands in each layer
2Two fossil slabs: imprints of the same extinct fern species pressed into the rock
3Two jars of beach pebbles: rounded pebbles from each coast that look alike
4Two feathers: from one living gull species seen on both coasts today
5Two pumice stones: light volcanic rock that floats, one found on each beach

Figure 1. The Open Specimen Drawer

\"An

Figure 2. The Folded Belt Cross-Section

\"A

" }, "_9058a105-ad30-4480-a343-72fce8b307a8": { "title": "Algae Raceway Oxygen Log", "html": "

Algae Raceway Oxygen Log

A farm grows algae in long, shallow outdoor tanks called raceways, shown in Figure 1. In each raceway a paddle wheel turns day and night to keep the water moving. Probes logged the dissolved oxygen for one full day in two raceways. Tank 1 holds the green algae culture. Tank 2 holds the same water but no algae. Table 1 shows both logs. Daylight that day ran from about 7 a.m. to 6 p.m. Each week workers scoop out algae, dry it, and weigh it; Table 2 shows the dry-mass harvest.

Figure 1. Raceway Tanks at the Farm

\"Two

Table 1. Dissolved-Oxygen Logs, Tank 1 and Tank 2

TimeTank 1 (algae) dissolved oxygen (mg/L)Tank 2 (no algae) dissolved oxygen (mg/L)
7 a.m.69
Noon119
5 p.m.149
Midnight79
7 a.m. (next day)69

Table 2. Weekly Harvest

WeekDry mass harvested (kg)
138
240
341
" }, "_a1dd458e-57e0-4ca8-8261-60aeed8c35d4": { "title": "Bowerbird Decoration Study", "html": "

Bowerbird Decoration Study

Male bowerbirds build small stick structures called bowers on the forest floor. Each male gathers shells, berries, and other bright objects and arranges them as decorations in front of his bower. Females visit the bowers and choose which males to mate with. A field team watched four bowers at one forest site for two breeding seasons. The four bowers were similar in size. Each season the team counted the decorations at each bower and recorded the number of female visits. Figure 1 shows one bower. Table 1 shows the counts from both seasons.

Figure 1. One of the Four Bowers

\"A

Table 1. Decoration and Visit Counts

MaleSeason 1 decorationsSeason 1 female visitsSeason 2 decorationsSeason 2 female visits
14084810
2285153
3163224
46181
" } }, "questions": [ { "n": 1, "item_id": "_7893059c-e992-4e0f-9131-1f1a09d244c3", "type": "choice", "title": "Sealed Flask Mass Explained", "standards": [ "MS-PS1-5" ], "prompt_html": "

Look at Table 1.

In Trials 1 and 2 the flask stayed sealed the whole time, and the total mass did not change. What best explains why the total mass stayed the same in these two trials?

", "prompt_plain": "Look at Table 1. In Trials 1 and 2 the flask stayed sealed the whole time, and the total mass did not change. What best explains why the total mass stayed the same in these two trials?", "context_html": "", "options": [ { "id": "cA1", "text": "A gas formed during the reaction, but a gas does not have any mass of its own.", "plain": "A gas formed during the reaction, but a gas does not have any mass of its own.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Atoms were rearranged into new substances, and they could not leave the sealed flask.", "plain": "Atoms were rearranged into new substances, and they could not leave the sealed flask.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Some matter was used up in the reaction, but the sealed stopper replaced an equal mass.", "plain": "Some matter was used up in the reaction, but the sealed stopper replaced an equal mass.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Mass stays the same before and after a change, whatever container happens to be used.", "plain": "Mass stays the same before and after a change, whatever container happens to be used.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d7672dfd-a94d-494b-b723-ead718ba173e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Crushed Seashell and Vinegar

A student team drops crushed seashell chips into vinegar inside a flask. They close the flask with a rubber stopper and set it on a balance. The mixture fizzes and bubbles rise through the liquid. The team records the total mass of the flask and its contents before and after the reaction. They run three trials. In Trials 1 and 2 the stopper stayed in the whole time. In Trial 3 they lifted the stopper while the mixture was still fizzing. Table 1 shows the masses. Figure 1 shows the fizzing flask on the balance.

Table 1. Flask and Contents Mass by Trial

TrialFlask conditionMass before reaction (g)Mass after reaction (g)
1Stopper kept in142.0142.0
2Stopper kept in138.5138.5
3Stopper lifted during reaction139.6136.1

Figure 1. Fizzing Flask on the Balance

\"A

", "passage_plain": "Crushed Seashell and Vinegar A student team drops crushed seashell chips into vinegar inside a flask. They close the flask with a rubber stopper and set it on a balance. The mixture fizzes and bubbles rise through the liquid. The team records the total mass of the flask and its contents before and after the reaction. They run three trials. In Trials 1 and 2 the stopper stayed in the whole time. In Trial 3 they lifted the stopper while the mixture was still fizzing. Table 1 shows the masses. Figure 1 shows the fizzing flask on the balance. Table 1. Flask and Contents Mass by Trial Trial Flask condition Mass before reaction (g) Mass after reaction (g) 1 Stopper kept in 142.0 142.0 2 Stopper kept in 138.5 138.5 3 Stopper lifted during reaction 139.6 136.1 Figure 1. Fizzing Flask on the Balance" }, { "n": 2, "item_id": "_a63af677-f09f-441f-a327-b5fb4c51a400", "type": "choice", "title": "Trapped-Gas Evidence", "standards": [ "MS-PS1-5" ], "prompt_html": "

Look at Table 1.

A student claims the fizzing makes a gas that stays trapped inside the sealed flask. Which TWO observations are the best evidence for this claim? Choose the TWO correct answers.

", "prompt_plain": "Look at Table 1. A student claims the fizzing makes a gas that stays trapped inside the sealed flask. Which TWO observations are the best evidence for this claim? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA2", "text": "In Trials 1 and 2 the flask stayed sealed, and its total mass stayed the same before and after.", "plain": "In Trials 1 and 2 the flask stayed sealed, and its total mass stayed the same before and after.", "correct": true, "kind": "choice" }, { "id": "cB2", "text": "The mixture fizzed and bubbled in every one of the three trials as it reacted.", "plain": "The mixture fizzed and bubbled in every one of the three trials as it reacted.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "In Trial 3 the stopper was lifted, and the total mass dropped by 3.5 g after the reaction.", "plain": "In Trial 3 the stopper was lifted, and the total mass dropped by 3.5 g after the reaction.", "correct": true, "kind": "choice" }, { "id": "cD2", "text": "The starting total mass was a little different from one trial to the next.", "plain": "The starting total mass was a little different from one trial to the next.", "correct": false, "kind": "choice" }, { "id": "cE2", "text": "The crushed seashell chips settled at the bottom of the flask in each trial.", "plain": "The crushed seashell chips settled at the bottom of the flask in each trial.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d7672dfd-a94d-494b-b723-ead718ba173e" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA2", "cC2" ] }, "n_options": 5, "passage_html": "

Crushed Seashell and Vinegar

A student team drops crushed seashell chips into vinegar inside a flask. They close the flask with a rubber stopper and set it on a balance. The mixture fizzes and bubbles rise through the liquid. The team records the total mass of the flask and its contents before and after the reaction. They run three trials. In Trials 1 and 2 the stopper stayed in the whole time. In Trial 3 they lifted the stopper while the mixture was still fizzing. Table 1 shows the masses. Figure 1 shows the fizzing flask on the balance.

Table 1. Flask and Contents Mass by Trial

TrialFlask conditionMass before reaction (g)Mass after reaction (g)
1Stopper kept in142.0142.0
2Stopper kept in138.5138.5
3Stopper lifted during reaction139.6136.1

Figure 1. Fizzing Flask on the Balance

\"A

", "passage_plain": "Crushed Seashell and Vinegar A student team drops crushed seashell chips into vinegar inside a flask. They close the flask with a rubber stopper and set it on a balance. The mixture fizzes and bubbles rise through the liquid. The team records the total mass of the flask and its contents before and after the reaction. They run three trials. In Trials 1 and 2 the stopper stayed in the whole time. In Trial 3 they lifted the stopper while the mixture was still fizzing. Table 1 shows the masses. Figure 1 shows the fizzing flask on the balance. Table 1. Flask and Contents Mass by Trial Trial Flask condition Mass before reaction (g) Mass after reaction (g) 1 Stopper kept in 142.0 142.0 2 Stopper kept in 138.5 138.5 3 Stopper lifted during reaction 139.6 136.1 Figure 1. Fizzing Flask on the Balance" }, { "n": 3, "item_id": "_1dc3751c-0912-4760-bf15-7073891cbda3", "type": "choice", "title": "Rising Bubbles New Substance", "standards": [ "MS-PS1-2" ], "prompt_html": "

Look at Figure 1.

As the seashell chips sit in the vinegar, streams of bubbles rise through the liquid. Why do these rising bubbles show that a new substance is forming?

", "prompt_plain": "Look at Figure 1. As the seashell chips sit in the vinegar, streams of bubbles rise through the liquid. Why do these rising bubbles show that a new substance is forming?", "context_html": "", "options": [ { "id": "cA3", "text": "A gas is being produced that was not there before, and gas production is a sign of a chemical reaction.", "plain": "A gas is being produced that was not there before, and gas production is a sign of a chemical reaction.", "correct": true, "kind": "choice" }, { "id": "cB3", "text": "The vinegar is boiling into a gas, which is just a change in state and not a new substance.", "plain": "The vinegar is boiling into a gas, which is just a change in state and not a new substance.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "The seashell chips are dissolving without changing, the same way sugar dissolves in water.", "plain": "The seashell chips are dissolving without changing, the same way sugar dissolves in water.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Air that was trapped on the seashell chips is floating up to the top of the liquid.", "plain": "Air that was trapped on the seashell chips is floating up to the top of the liquid.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d7672dfd-a94d-494b-b723-ead718ba173e" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA3" ] }, "n_options": 4, "passage_html": "

Crushed Seashell and Vinegar

A student team drops crushed seashell chips into vinegar inside a flask. They close the flask with a rubber stopper and set it on a balance. The mixture fizzes and bubbles rise through the liquid. The team records the total mass of the flask and its contents before and after the reaction. They run three trials. In Trials 1 and 2 the stopper stayed in the whole time. In Trial 3 they lifted the stopper while the mixture was still fizzing. Table 1 shows the masses. Figure 1 shows the fizzing flask on the balance.

Table 1. Flask and Contents Mass by Trial

TrialFlask conditionMass before reaction (g)Mass after reaction (g)
1Stopper kept in142.0142.0
2Stopper kept in138.5138.5
3Stopper lifted during reaction139.6136.1

Figure 1. Fizzing Flask on the Balance

\"A

", "passage_plain": "Crushed Seashell and Vinegar A student team drops crushed seashell chips into vinegar inside a flask. They close the flask with a rubber stopper and set it on a balance. The mixture fizzes and bubbles rise through the liquid. The team records the total mass of the flask and its contents before and after the reaction. They run three trials. In Trials 1 and 2 the stopper stayed in the whole time. In Trial 3 they lifted the stopper while the mixture was still fizzing. Table 1 shows the masses. Figure 1 shows the fizzing flask on the balance. Table 1. Flask and Contents Mass by Trial Trial Flask condition Mass before reaction (g) Mass after reaction (g) 1 Stopper kept in 142.0 142.0 2 Stopper kept in 138.5 138.5 3 Stopper lifted during reaction 139.6 136.1 Figure 1. Fizzing Flask on the Balance" }, { "n": 4, "item_id": "_6dee201d-3bed-406f-a281-bd4e9fe69a5d", "type": "text-entry", "title": "Sealed Bag Total Mass", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A student seals baking soda and vinegar together inside a zip bag and lets them react. The bag stays closed the whole time, so no gas can get in or out. Table 1 lists the masses added.

Table 1. Masses Added to the Bag

SubstanceMass (g)
Baking soda18
Vinegar44

What is the total mass, in grams, of everything inside the sealed bag after the reaction?

Give your answer as a whole number (e.g., 30).

Total mass in grams:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "62" ] }, "n_options": 0 }, { "n": 5, "item_id": "_2b66fa82-a14e-408a-8683-3847eed2268a", "type": "match", "title": "Caramel Kitchen Observations", "standards": [ "MS-PS1-2" ], "prompt_html": "

In a candy kitchen, sugar is heated in a pan until it turns into brown caramel syrup. A cook writes down what happens in the pan.

Drag each observation into the correct category to show whether it is evidence that a new substance formed.

", "prompt_plain": "In a candy kitchen, sugar is heated in a pan until it turns into brown caramel syrup. A cook writes down what happens in the pan. Drag each observation into the correct category to show whether it is evidence that a new substance formed.", "context_html": "", "options": [ { "id": "tT1", "text": "The white sugar slowly turns golden brown", "plain": "The white sugar slowly turns golden brown", "correct": false, "kind": "match-token" }, { "id": "tT3", "text": "A burnt, toasty smell rises from the pan", "plain": "A burnt, toasty smell rises from the pan", "correct": false, "kind": "match-token" }, { "id": "tT5", "text": "The cooled brown caramel will not turn back into white sugar", "plain": "The cooled brown caramel will not turn back into white sugar", "correct": false, "kind": "match-token" }, { "id": "tT2", "text": "The sugar grains melt into a clear liquid when first heated", "plain": "The sugar grains melt into a clear liquid when first heated", "correct": false, "kind": "match-token" }, { "id": "tT4", "text": "Pouring the hot syrup makes it spread into a thin layer", "plain": "Pouring the hot syrup makes it spread into a thin layer", "correct": false, "kind": "match-token" }, { "id": "tT6", "text": "Stirring breaks the sugar into smaller pieces", "plain": "Stirring breaks the sugar into smaller pieces", "correct": false, "kind": "match-token" }, { "id": "gB1", "text": "Shows that a new substance formed", "plain": "Shows that a new substance formed", "correct": false, "kind": "match-token" }, { "id": "gB2", "text": "Does not show a new substance formed", "plain": "Does not show a new substance formed", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tT1 gB1", "tT3 gB1", "tT5 gB1", "tT2 gB2", "tT4 gB2", "tT6 gB2" ] }, "n_options": 8 }, { "n": 6, "item_id": "_7cf67d46-54d6-493a-a919-62cc41da7f82", "type": "choice", "title": "Cedar Creek Weir Change", "standards": [ "MS-LS2-4" ], "prompt_html": "

Look at Table 1.

A low weir now blocks alewife from swimming up Cedar Creek in spring. Which statement best describes how the weir changed the upper creek, based on the survey counts?

", "prompt_plain": "Look at Table 1. A low weir now blocks alewife from swimming up Cedar Creek in spring. Which statement best describes how the weir changed the upper creek, based on the survey counts?", "context_html": "", "options": [ { "id": "cA6", "text": "The weir reduced the different animals in the upper creek by about the same amount.", "plain": "The weir reduced the different animals in the upper creek by about the same amount.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "The alewife increased in the upper creek because the weir gave them a safe resting place.", "plain": "The alewife increased in the upper creek because the weir gave them a safe resting place.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "The alewife reaching the upper creek fell, and the herons and otters that eat them declined.", "plain": "The alewife reaching the upper creek fell, and the herons and otters that eat them declined.", "correct": true, "kind": "choice" }, { "id": "cD6", "text": "The water striders dropped the most, showing the weir mainly affected the creek’s insects.", "plain": "The water striders dropped the most, showing the weir mainly affected the creek’s insects.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_216b1837-d415-4456-be87-dc5b2acb5348" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC6" ] }, "n_options": 4, "passage_html": "

Cedar Creek Fish Passage

Each spring, alewife swim up Cedar Creek to lay their eggs. A low wall called a weir was built across the creek. The weir now blocks the alewife from reaching the upper creek. A survey team counted living things in the upper creek before and after the weir was built. Table 1 shows the counts. The town wants to add a fish ladder so alewife can pass the weir. The design brief lists three rules. The ladder must let at least 600 alewife pass each spring. Each step’s drop must be 0.30 m or less. The ladder must cost no more than $20,000. Table 2 shows three ladder proposals that were tested.

Table 1. Upper-Creek Spring Survey Counts

Living thingBefore the weirAfter the weir
Alewife (fish that swim upstream)82040
Great blue heron (eats alewife)186
River otter (eats alewife)93
Water strider (insect)5554

Table 2. Fish-Ladder Proposals (tested)

ProposalAlewife passed each springStep drop (m)Cost
Rock-ramp ladder7400.25$16,000
Pool-and-weir ladder6800.28$19,000
Steep-pipe chute9100.45$12,000
", "passage_plain": "Cedar Creek Fish Passage Each spring, alewife swim up Cedar Creek to lay their eggs. A low wall called a weir was built across the creek. The weir now blocks the alewife from reaching the upper creek. A survey team counted living things in the upper creek before and after the weir was built. Table 1 shows the counts. The town wants to add a fish ladder so alewife can pass the weir. The design brief lists three rules. The ladder must let at least 600 alewife pass each spring. Each step’s drop must be 0.30 m or less. The ladder must cost no more than $20,000. Table 2 shows three ladder proposals that were tested. Table 1. Upper-Creek Spring Survey Counts Living thing Before the weir After the weir Alewife (fish that swim upstream) 820 40 Great blue heron (eats alewife) 18 6 River otter (eats alewife) 9 3 Water strider (insect) 55 54 Table 2. Fish-Ladder Proposals (tested) Proposal Alewife passed each spring Step drop (m) Cost Rock-ramp ladder 740 0.25 $16,000 Pool-and-weir ladder 680 0.28 $19,000 Steep-pipe chute 910 0.45 $12,000" }, { "n": 7, "item_id": "_83879bfd-84d5-47f0-9e22-e6e085533ab4", "type": "choice", "title": "Fish Ladder Brief Check", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Look at Table 2 and the design brief.

The brief says the ladder must pass at least 600 alewife each spring, keep each step’s drop at 0.30 m or less, and cost no more than $20,000. Which TWO statements are best supported by the data? Choose the TWO correct answers.

", "prompt_plain": "Look at Table 2 and the design brief. The brief says the ladder must pass at least 600 alewife each spring, keep each step’s drop at 0.30 m or less, and cost no more than $20,000. Which TWO statements are best supported by the data? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA7", "text": "The pool-and-weir ladder fails the brief because it costs more than the limit allows.", "plain": "The pool-and-weir ladder fails the brief because it costs more than the limit allows.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "The rock-ramp ladder meets all three parts of the design brief.", "plain": "The rock-ramp ladder meets all three parts of the design brief.", "correct": true, "kind": "choice" }, { "id": "cC7", "text": "The steep-pipe chute is the best because it passes the most alewife of all three.", "plain": "The steep-pipe chute is the best because it passes the most alewife of all three.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "Every one of the three proposals fails the brief on the number of alewife passed.", "plain": "Every one of the three proposals fails the brief on the number of alewife passed.", "correct": false, "kind": "choice" }, { "id": "cE7", "text": "The steep-pipe chute fails the brief because its step drop is larger than allowed.", "plain": "The steep-pipe chute fails the brief because its step drop is larger than allowed.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_216b1837-d415-4456-be87-dc5b2acb5348" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB7", "cE7" ] }, "n_options": 5, "passage_html": "

Cedar Creek Fish Passage

Each spring, alewife swim up Cedar Creek to lay their eggs. A low wall called a weir was built across the creek. The weir now blocks the alewife from reaching the upper creek. A survey team counted living things in the upper creek before and after the weir was built. Table 1 shows the counts. The town wants to add a fish ladder so alewife can pass the weir. The design brief lists three rules. The ladder must let at least 600 alewife pass each spring. Each step’s drop must be 0.30 m or less. The ladder must cost no more than $20,000. Table 2 shows three ladder proposals that were tested.

Table 1. Upper-Creek Spring Survey Counts

Living thingBefore the weirAfter the weir
Alewife (fish that swim upstream)82040
Great blue heron (eats alewife)186
River otter (eats alewife)93
Water strider (insect)5554

Table 2. Fish-Ladder Proposals (tested)

ProposalAlewife passed each springStep drop (m)Cost
Rock-ramp ladder7400.25$16,000
Pool-and-weir ladder6800.28$19,000
Steep-pipe chute9100.45$12,000
", "passage_plain": "Cedar Creek Fish Passage Each spring, alewife swim up Cedar Creek to lay their eggs. A low wall called a weir was built across the creek. The weir now blocks the alewife from reaching the upper creek. A survey team counted living things in the upper creek before and after the weir was built. Table 1 shows the counts. The town wants to add a fish ladder so alewife can pass the weir. The design brief lists three rules. The ladder must let at least 600 alewife pass each spring. Each step’s drop must be 0.30 m or less. The ladder must cost no more than $20,000. Table 2 shows three ladder proposals that were tested. Table 1. Upper-Creek Spring Survey Counts Living thing Before the weir After the weir Alewife (fish that swim upstream) 820 40 Great blue heron (eats alewife) 18 6 River otter (eats alewife) 9 3 Water strider (insect) 55 54 Table 2. Fish-Ladder Proposals (tested) Proposal Alewife passed each spring Step drop (m) Cost Rock-ramp ladder 740 0.25 $16,000 Pool-and-weir ladder 680 0.28 $19,000 Steep-pipe chute 910 0.45 $12,000" }, { "n": 8, "item_id": "_77311b38-7021-4cad-8b56-68d9a20994a4", "type": "choice", "title": "Best Qualifying Fish Ladder", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Look at Table 2 and the design brief.

The town wants the ONE ladder that meets every part of the brief and also lets the most alewife pass. Which proposal should they choose, and why?

", "prompt_plain": "Look at Table 2 and the design brief. The town wants the ONE ladder that meets every part of the brief and also lets the most alewife pass. Which proposal should they choose, and why?", "context_html": "", "options": [ { "id": "cA8", "text": "The steep-pipe chute, because it meets the brief and passes the most alewife of the three proposals.", "plain": "The steep-pipe chute, because it meets the brief and passes the most alewife of the three proposals.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The pool-and-weir ladder, because it meets the brief at the lowest cost of the three proposals.", "plain": "The pool-and-weir ladder, because it meets the brief at the lowest cost of the three proposals.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The pool-and-weir ladder, because it meets the brief and passes the most alewife of those that qualify.", "plain": "The pool-and-weir ladder, because it meets the brief and passes the most alewife of those that qualify.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The rock-ramp ladder, because it meets the brief and passes the most alewife of those that qualify.", "plain": "The rock-ramp ladder, because it meets the brief and passes the most alewife of those that qualify.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_216b1837-d415-4456-be87-dc5b2acb5348" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD8" ] }, "n_options": 4, "passage_html": "

Cedar Creek Fish Passage

Each spring, alewife swim up Cedar Creek to lay their eggs. A low wall called a weir was built across the creek. The weir now blocks the alewife from reaching the upper creek. A survey team counted living things in the upper creek before and after the weir was built. Table 1 shows the counts. The town wants to add a fish ladder so alewife can pass the weir. The design brief lists three rules. The ladder must let at least 600 alewife pass each spring. Each step’s drop must be 0.30 m or less. The ladder must cost no more than $20,000. Table 2 shows three ladder proposals that were tested.

Table 1. Upper-Creek Spring Survey Counts

Living thingBefore the weirAfter the weir
Alewife (fish that swim upstream)82040
Great blue heron (eats alewife)186
River otter (eats alewife)93
Water strider (insect)5554

Table 2. Fish-Ladder Proposals (tested)

ProposalAlewife passed each springStep drop (m)Cost
Rock-ramp ladder7400.25$16,000
Pool-and-weir ladder6800.28$19,000
Steep-pipe chute9100.45$12,000
", "passage_plain": "Cedar Creek Fish Passage Each spring, alewife swim up Cedar Creek to lay their eggs. A low wall called a weir was built across the creek. The weir now blocks the alewife from reaching the upper creek. A survey team counted living things in the upper creek before and after the weir was built. Table 1 shows the counts. The town wants to add a fish ladder so alewife can pass the weir. The design brief lists three rules. The ladder must let at least 600 alewife pass each spring. Each step’s drop must be 0.30 m or less. The ladder must cost no more than $20,000. Table 2 shows three ladder proposals that were tested. Table 1. Upper-Creek Spring Survey Counts Living thing Before the weir After the weir Alewife (fish that swim upstream) 820 40 Great blue heron (eats alewife) 18 6 River otter (eats alewife) 9 3 Water strider (insect) 55 54 Table 2. Fish-Ladder Proposals (tested) Proposal Alewife passed each spring Step drop (m) Cost Rock-ramp ladder 740 0.25 $16,000 Pool-and-weir ladder 680 0.28 $19,000 Steep-pipe chute 910 0.45 $12,000" }, { "n": 9, "item_id": "_def5b5e5-5b74-4472-a32a-82ea574e47ed", "type": "choice", "title": "Snap-Pea Ratio (Part A)", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

Look at Figure 1, the Punnett square for the snap-pea cross. Green pods (G) are dominant over yellow pods (g), and both parents are Gg.

According to the Punnett square, what ratio of green-pod to yellow-pod offspring is most likely?

", "prompt_plain": "Part A Look at Figure 1, the Punnett square for the snap-pea cross. Green pods (G) are dominant over yellow pods (g), and both parents are Gg. According to the Punnett square, what ratio of green-pod to yellow-pod offspring is most likely?", "context_html": "", "options": [ { "id": "cA9", "text": "1 green : 1 yellow", "plain": "1 green : 1 yellow", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "2 green : 1 yellow", "plain": "2 green : 1 yellow", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "3 green : 1 yellow", "plain": "3 green : 1 yellow", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "4 green : 0 yellow", "plain": "4 green : 0 yellow", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3dff3253-cd8d-4c85-85ee-95512d21541e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC9" ] }, "n_options": 4, "passage_html": "

Snap-Pea Pod Color

A grower crosses two snap-pea plants. In snap peas, green pods (G) are dominant over yellow pods (g). Both parent plants have the gene pair Gg. Figure 1 is the Punnett square for this cross. The grower grew a first batch of seeds from the cross. Table 1 shows the pod colors counted in that first batch.

Figure 1. Punnett Square for the Cross

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Table 1. Pods Counted in the First Batch

Pod colorNumber of plants
Green pods73
Yellow pods24
", "passage_plain": "Snap-Pea Pod Color A grower crosses two snap-pea plants. In snap peas, green pods (G) are dominant over yellow pods (g). Both parent plants have the gene pair Gg. Figure 1 is the Punnett square for this cross. The grower grew a first batch of seeds from the cross. Table 1 shows the pod colors counted in that first batch. Figure 1. Punnett Square for the Cross Table 1. Pods Counted in the First Batch Pod color Number of plants Green pods 73 Yellow pods 24" }, { "n": 10, "item_id": "_033f7cf5-a661-4f13-8df0-08b039470a39", "type": "choice", "title": "Snap-Pea Prediction (Part B)", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part B

Table 1 shows the first batch of seeds from this cross: 73 green pods and 24 yellow pods. The grower plants 160 new seeds from the same Gg x Gg cross.

Based on the pattern in Table 1, about how many of the 160 new plants would you expect to have yellow pods?

", "prompt_plain": "Part B Table 1 shows the first batch of seeds from this cross: 73 green pods and 24 yellow pods. The grower plants 160 new seeds from the same Gg x Gg cross. Based on the pattern in Table 1, about how many of the 160 new plants would you expect to have yellow pods?", "context_html": "", "options": [ { "id": "cA10", "text": "4", "plain": "4", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "40", "plain": "40", "correct": true, "kind": "choice" }, { "id": "cC10", "text": "80", "plain": "80", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "120", "plain": "120", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3dff3253-cd8d-4c85-85ee-95512d21541e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB10" ] }, "n_options": 4, "passage_html": "

Snap-Pea Pod Color

A grower crosses two snap-pea plants. In snap peas, green pods (G) are dominant over yellow pods (g). Both parent plants have the gene pair Gg. Figure 1 is the Punnett square for this cross. The grower grew a first batch of seeds from the cross. Table 1 shows the pod colors counted in that first batch.

Figure 1. Punnett Square for the Cross

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Table 1. Pods Counted in the First Batch

Pod colorNumber of plants
Green pods73
Yellow pods24
", "passage_plain": "Snap-Pea Pod Color A grower crosses two snap-pea plants. In snap peas, green pods (G) are dominant over yellow pods (g). Both parent plants have the gene pair Gg. Figure 1 is the Punnett square for this cross. The grower grew a first batch of seeds from the cross. Table 1 shows the pod colors counted in that first batch. Figure 1. Punnett Square for the Cross Table 1. Pods Counted in the First Batch Pod color Number of plants Green pods 73 Yellow pods 24" }, { "n": 11, "item_id": "_bf2c3bcb-fb88-4af5-a4c5-56f3830c0b10", "type": "choice", "title": "Pole-Vault Energy Ranking", "standards": [ "MS-PS3-2" ], "prompt_html": "

Look at Table 1. The stored height energy (gravitational potential energy) of the Yusra-Earth system depends on how high she is above the ground.

Which list orders the three moments from the MOST stored height energy to the LEAST?

", "prompt_plain": "Look at Table 1. The stored height energy (gravitational potential energy) of the Yusra-Earth system depends on how high she is above the ground. Which list orders the three moments from the MOST stored height energy to the LEAST?", "context_html": "", "options": [ { "id": "cA11", "text": "Landing, then takeoff, then top of the vault.", "plain": "Landing, then takeoff, then top of the vault.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Top of the vault, then takeoff, then landing.", "plain": "Top of the vault, then takeoff, then landing.", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "Takeoff, then top of the vault, then landing.", "plain": "Takeoff, then top of the vault, then landing.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "Takeoff and landing tie for most; top of the vault least.", "plain": "Takeoff and landing tie for most; top of the vault least.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_43f3f3aa-da07-4e7f-9adf-aa63343e4fa3" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB11" ] }, "n_options": 4, "passage_html": "

Pole-Vault Practice Data

Yusra pole-vaults for her track team. In a vault she sprints down a runway holding a long, bendable pole. She plants the pole’s tip in a low box, rises over a high bar, and drops onto a thick mat. Figure 1 shows one practice vault. Her coach measured the height of Yusra’s body at three moments of that vault. Table 1 lists the heights. The coach also wrote the energy notes below.

Figure 1. One Practice Vault

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Table 1. Yusra’s Vault Heights

MomentHeight of her body above the ground
Takeoff (pole planted)1.0 m
Top of the vault5.2 m
Landing on the mat0.4 m

Coach’s Energy Notes

", "passage_plain": "Pole-Vault Practice Data Yusra pole-vaults for her track team. In a vault she sprints down a runway holding a long, bendable pole. She plants the pole’s tip in a low box, rises over a high bar, and drops onto a thick mat. Figure 1 shows one practice vault. Her coach measured the height of Yusra’s body at three moments of that vault. Table 1 lists the heights. The coach also wrote the energy notes below. Figure 1. One Practice Vault Table 1. Yusra’s Vault Heights Moment Height of her body above the ground Takeoff (pole planted) 1.0 m Top of the vault 5.2 m Landing on the mat 0.4 m Coach’s Energy Notes Run-up: her fastest approach of the day - the most energy of motion she carried in. Takeoff: the pole bent deeply, then straightened as she rose. Top: she drifted slowly across the bar - almost no energy of motion left. Landing: she sank into the mat and stopped." }, { "n": 12, "item_id": "_510d7a17-1369-4d9c-b3dd-accb69dd2382", "type": "choice", "title": "Pole-Vault Lifting Energy", "standards": [ "MS-PS3-5" ], "prompt_html": "

As Yusra rises from takeoff to the top of the vault, her pole bends deeply and then straightens.

Using Table 1 and the coach’s notes, which statement best explains where the energy that lifts her comes from and what becomes of it?

", "prompt_plain": "As Yusra rises from takeoff to the top of the vault, her pole bends deeply and then straightens. Using Table 1 and the coach’s notes, which statement best explains where the energy that lifts her comes from and what becomes of it?", "context_html": "", "options": [ { "id": "cA12", "text": "The bending pole makes new energy as it springs back and adds it to her motion.", "plain": "The bending pole makes new energy as it springs back and adds it to her motion.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Gravity pulls Yusra upward as she rises and supplies the energy that lifts her.", "plain": "Gravity pulls Yusra upward as she rises and supplies the energy that lifts her.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Her run-up motion is stored in the bent pole, then lifts her, and some becomes heat.", "plain": "Her run-up motion is stored in the bent pole, then lifts her, and some becomes heat.", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "Yusra’s muscles supply the lifting energy at the top, not the energy stored in the bent pole.", "plain": "Yusra’s muscles supply the lifting energy at the top, not the energy stored in the bent pole.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_43f3f3aa-da07-4e7f-9adf-aa63343e4fa3" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC12" ] }, "n_options": 4, "passage_html": "

Pole-Vault Practice Data

Yusra pole-vaults for her track team. In a vault she sprints down a runway holding a long, bendable pole. She plants the pole’s tip in a low box, rises over a high bar, and drops onto a thick mat. Figure 1 shows one practice vault. Her coach measured the height of Yusra’s body at three moments of that vault. Table 1 lists the heights. The coach also wrote the energy notes below.

Figure 1. One Practice Vault

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Table 1. Yusra’s Vault Heights

MomentHeight of her body above the ground
Takeoff (pole planted)1.0 m
Top of the vault5.2 m
Landing on the mat0.4 m

Coach’s Energy Notes

", "passage_plain": "Pole-Vault Practice Data Yusra pole-vaults for her track team. In a vault she sprints down a runway holding a long, bendable pole. She plants the pole’s tip in a low box, rises over a high bar, and drops onto a thick mat. Figure 1 shows one practice vault. Her coach measured the height of Yusra’s body at three moments of that vault. Table 1 lists the heights. The coach also wrote the energy notes below. Figure 1. One Practice Vault Table 1. Yusra’s Vault Heights Moment Height of her body above the ground Takeoff (pole planted) 1.0 m Top of the vault 5.2 m Landing on the mat 0.4 m Coach’s Energy Notes Run-up: her fastest approach of the day - the most energy of motion she carried in. Takeoff: the pole bent deeply, then straightened as she rose. Top: she drifted slowly across the bar - almost no energy of motion left. Landing: she sank into the mat and stopped." }, { "n": 13, "item_id": "_0003a632-ad31-4e36-aedf-2a3a6d2a7413", "type": "choice", "title": "Nail And Brick Warming", "standards": [ "MS-PS3-5" ], "prompt_html": "

A student rubs an iron nail quickly back and forth against a rough brick. After a short time, the nail feels warmer.

Which energy change happens where the nail rubs the brick?

", "prompt_plain": "A student rubs an iron nail quickly back and forth against a rough brick. After a short time, the nail feels warmer. Which energy change happens where the nail rubs the brick?", "context_html": "", "options": [ { "id": "cA13", "text": "Thermal energy changes to kinetic energy.", "plain": "Thermal energy changes to kinetic energy.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Chemical energy changes to thermal energy.", "plain": "Chemical energy changes to thermal energy.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Kinetic energy changes to chemical energy.", "plain": "Kinetic energy changes to chemical energy.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Kinetic energy changes to thermal energy.", "plain": "Kinetic energy changes to thermal energy.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_7f209f54-b779-45c3-8e27-6b2469f8d24f", "type": "choice", "title": "Facing Coasts Evidence", "standards": [ "MS-ESS2-3" ], "prompt_html": "

A museum sign says Coast K and Coast L were once joined in a single landmass and later drifted apart.

Look at Table 1. Choose the TWO specimen pairs that provide evidence for this claim.

", "prompt_plain": "A museum sign says Coast K and Coast L were once joined in a single landmass and later drifted apart. Look at Table 1. Choose the TWO specimen pairs that provide evidence for this claim.", "context_html": "", "options": [ { "id": "cA14", "text": "The red-sandstone-over-shale rock units (Pair 1)", "plain": "The red-sandstone-over-shale rock units (Pair 1)", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "The look-alike beach-pebble jars (Pair 3)", "plain": "The look-alike beach-pebble jars (Pair 3)", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The extinct-fern fossil slabs (Pair 2)", "plain": "The extinct-fern fossil slabs (Pair 2)", "correct": true, "kind": "choice" }, { "id": "cD14", "text": "The living-gull feathers (Pair 4)", "plain": "The living-gull feathers (Pair 4)", "correct": false, "kind": "choice" }, { "id": "cE14", "text": "The floating pumice stones (Pair 5)", "plain": "The floating pumice stones (Pair 5)", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_94f2f54a-b96a-400c-b0ee-d236aa1bbdd5" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA14", "cC14" ] }, "n_options": 5, "passage_html": "

Facing Coasts Specimen Drawer

A museum keeps a drawer of paired specimens from two coasts, Coast K and Coast L. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds a card about mountains. The card says a belt of tightly folded rock ends at Coast K’s shoreline. A matching belt ends at Coast L’s shoreline. The two belts share the same age, rock types, and fold pattern. Figure 2 is the card’s cross-section of that folded belt.

Table 1. Specimen Pairs in the Drawer

PairWhat the pair holds
1Two rock cards: the same red-sandstone layer resting on the same gray shale layer, with matching mineral bands in each layer
2Two fossil slabs: imprints of the same extinct fern species pressed into the rock
3Two jars of beach pebbles: rounded pebbles from each coast that look alike
4Two feathers: from one living gull species seen on both coasts today
5Two pumice stones: light volcanic rock that floats, one found on each beach

Figure 1. The Open Specimen Drawer

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Figure 2. The Folded Belt Cross-Section

\"A

", "passage_plain": "Facing Coasts Specimen Drawer A museum keeps a drawer of paired specimens from two coasts, Coast K and Coast L. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds a card about mountains. The card says a belt of tightly folded rock ends at Coast K’s shoreline. A matching belt ends at Coast L’s shoreline. The two belts share the same age, rock types, and fold pattern. Figure 2 is the card’s cross-section of that folded belt. Table 1. Specimen Pairs in the Drawer Pair What the pair holds 1 Two rock cards: the same red-sandstone layer resting on the same gray shale layer, with matching mineral bands in each layer 2 Two fossil slabs: imprints of the same extinct fern species pressed into the rock 3 Two jars of beach pebbles: rounded pebbles from each coast that look alike 4 Two feathers: from one living gull species seen on both coasts today 5 Two pumice stones: light volcanic rock that floats, one found on each beach Figure 1. The Open Specimen Drawer Figure 2. The Folded Belt Cross-Section" }, { "n": 15, "item_id": "_c8070edd-ad85-436a-8629-6c242a4cc140", "type": "choice", "title": "Belt Fold Direction", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Look at Figure 2, the card’s cross-section of the matched folded belt. The rock layers are bent into tight folds, like a rug that has been shoved from its ends.

From this fold pattern, how was the crust most likely pushed to make the belt?

", "prompt_plain": "Look at Figure 2, the card’s cross-section of the matched folded belt. The rock layers are bent into tight folds, like a rug that has been shoved from its ends. From this fold pattern, how was the crust most likely pushed to make the belt?", "context_html": "", "options": [ { "id": "cA15", "text": "Squeezed from the two sides, so the layers buckled up into folds.", "plain": "Squeezed from the two sides, so the layers buckled up into folds.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "Pulled apart toward the two sides, stretching the layers into folds.", "plain": "Pulled apart toward the two sides, stretching the layers into folds.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Pressed straight down from above, flattening the layers into folds.", "plain": "Pressed straight down from above, flattening the layers into folds.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Lifted straight up from below, doming the layers into folds.", "plain": "Lifted straight up from below, doming the layers into folds.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_94f2f54a-b96a-400c-b0ee-d236aa1bbdd5" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA15" ] }, "n_options": 4, "passage_html": "

Facing Coasts Specimen Drawer

A museum keeps a drawer of paired specimens from two coasts, Coast K and Coast L. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds a card about mountains. The card says a belt of tightly folded rock ends at Coast K’s shoreline. A matching belt ends at Coast L’s shoreline. The two belts share the same age, rock types, and fold pattern. Figure 2 is the card’s cross-section of that folded belt.

Table 1. Specimen Pairs in the Drawer

PairWhat the pair holds
1Two rock cards: the same red-sandstone layer resting on the same gray shale layer, with matching mineral bands in each layer
2Two fossil slabs: imprints of the same extinct fern species pressed into the rock
3Two jars of beach pebbles: rounded pebbles from each coast that look alike
4Two feathers: from one living gull species seen on both coasts today
5Two pumice stones: light volcanic rock that floats, one found on each beach

Figure 1. The Open Specimen Drawer

\"An

Figure 2. The Folded Belt Cross-Section

\"A

", "passage_plain": "Facing Coasts Specimen Drawer A museum keeps a drawer of paired specimens from two coasts, Coast K and Coast L. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds a card about mountains. The card says a belt of tightly folded rock ends at Coast K’s shoreline. A matching belt ends at Coast L’s shoreline. The two belts share the same age, rock types, and fold pattern. Figure 2 is the card’s cross-section of that folded belt. Table 1. Specimen Pairs in the Drawer Pair What the pair holds 1 Two rock cards: the same red-sandstone layer resting on the same gray shale layer, with matching mineral bands in each layer 2 Two fossil slabs: imprints of the same extinct fern species pressed into the rock 3 Two jars of beach pebbles: rounded pebbles from each coast that look alike 4 Two feathers: from one living gull species seen on both coasts today 5 Two pumice stones: light volcanic rock that floats, one found on each beach Figure 1. The Open Specimen Drawer Figure 2. The Folded Belt Cross-Section" }, { "n": 16, "item_id": "_9ac36ca9-65c6-4e5d-b1e1-a85ceb05d182", "type": "choice", "title": "Folded Layers Record", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Look at Figure 2 again. These folded layers began as flat beds of sediment that hardened into rock.

What do the folds in these layers record about the belt’s history?

", "prompt_plain": "Look at Figure 2 again. These folded layers began as flat beds of sediment that hardened into rock. What do the folds in these layers record about the belt’s history?", "context_html": "", "options": [ { "id": "cA16", "text": "The layers were folded first and then laid down flat on top of the folds.", "plain": "The layers were folded first and then laid down flat on top of the folds.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Each wavy layer was deposited already folded to match the land below it.", "plain": "Each wavy layer was deposited already folded to match the land below it.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "A later sideways push squeezed the hardened layers into the folds seen now.", "plain": "A later sideways push squeezed the hardened layers into the folds seen now.", "correct": true, "kind": "choice" }, { "id": "cD16", "text": "Flowing water slowly carved the wavy shapes into the layers after they hardened.", "plain": "Flowing water slowly carved the wavy shapes into the layers after they hardened.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_94f2f54a-b96a-400c-b0ee-d236aa1bbdd5" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC16" ] }, "n_options": 4, "passage_html": "

Facing Coasts Specimen Drawer

A museum keeps a drawer of paired specimens from two coasts, Coast K and Coast L. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds a card about mountains. The card says a belt of tightly folded rock ends at Coast K’s shoreline. A matching belt ends at Coast L’s shoreline. The two belts share the same age, rock types, and fold pattern. Figure 2 is the card’s cross-section of that folded belt.

Table 1. Specimen Pairs in the Drawer

PairWhat the pair holds
1Two rock cards: the same red-sandstone layer resting on the same gray shale layer, with matching mineral bands in each layer
2Two fossil slabs: imprints of the same extinct fern species pressed into the rock
3Two jars of beach pebbles: rounded pebbles from each coast that look alike
4Two feathers: from one living gull species seen on both coasts today
5Two pumice stones: light volcanic rock that floats, one found on each beach

Figure 1. The Open Specimen Drawer

\"An

Figure 2. The Folded Belt Cross-Section

\"A

", "passage_plain": "Facing Coasts Specimen Drawer A museum keeps a drawer of paired specimens from two coasts, Coast K and Coast L. The two coasts face each other across a wide ocean. Each pair holds one specimen from each coast. Table 1 lists the pairs, and Figure 1 shows the open drawer. The drawer also holds a card about mountains. The card says a belt of tightly folded rock ends at Coast K’s shoreline. A matching belt ends at Coast L’s shoreline. The two belts share the same age, rock types, and fold pattern. Figure 2 is the card’s cross-section of that folded belt. Table 1. Specimen Pairs in the Drawer Pair What the pair holds 1 Two rock cards: the same red-sandstone layer resting on the same gray shale layer, with matching mineral bands in each layer 2 Two fossil slabs: imprints of the same extinct fern species pressed into the rock 3 Two jars of beach pebbles: rounded pebbles from each coast that look alike 4 Two feathers: from one living gull species seen on both coasts today 5 Two pumice stones: light volcanic rock that floats, one found on each beach Figure 1. The Open Specimen Drawer Figure 2. The Folded Belt Cross-Section" }, { "n": 17, "item_id": "_71be8b13-7a9e-45fe-b5fd-21e55a00de74", "type": "choice", "title": "Raceway Oxygen Pattern", "standards": [ "MS-LS1-6" ], "prompt_html": "

Look at Table 1. In the algae tank (Tank 1), the dissolved oxygen is higher during the daytime hours than it is at night.

Which statement best describes and explains this day-versus-night difference?

", "prompt_plain": "Look at Table 1. In the algae tank (Tank 1), the dissolved oxygen is higher during the daytime hours than it is at night. Which statement best describes and explains this day-versus-night difference?", "context_html": "", "options": [ { "id": "cA17", "text": "Oxygen is higher by day because the warmer daytime water can hold more dissolved oxygen.", "plain": "Oxygen is higher by day because the warmer daytime water can hold more dissolved oxygen.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Oxygen is higher by day because the algae photosynthesize in the light and release oxygen.", "plain": "Oxygen is higher by day because the algae photosynthesize in the light and release oxygen.", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "Oxygen is higher by day because the algae rest in the light and use up less oxygen then.", "plain": "Oxygen is higher by day because the algae rest in the light and use up less oxygen then.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Oxygen is higher by day because the moving paddle wheel stirs extra air into the water.", "plain": "Oxygen is higher by day because the moving paddle wheel stirs extra air into the water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9058a105-ad30-4480-a343-72fce8b307a8" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB17" ] }, "n_options": 4, "passage_html": "

Algae Raceway Oxygen Log

A farm grows algae in long, shallow outdoor tanks called raceways, shown in Figure 1. In each raceway a paddle wheel turns day and night to keep the water moving. Probes logged the dissolved oxygen for one full day in two raceways. Tank 1 holds the green algae culture. Tank 2 holds the same water but no algae. Table 1 shows both logs. Daylight that day ran from about 7 a.m. to 6 p.m. Each week workers scoop out algae, dry it, and weigh it; Table 2 shows the dry-mass harvest.

Figure 1. Raceway Tanks at the Farm

\"Two

Table 1. Dissolved-Oxygen Logs, Tank 1 and Tank 2

TimeTank 1 (algae) dissolved oxygen (mg/L)Tank 2 (no algae) dissolved oxygen (mg/L)
7 a.m.69
Noon119
5 p.m.149
Midnight79
7 a.m. (next day)69

Table 2. Weekly Harvest

WeekDry mass harvested (kg)
138
240
341
", "passage_plain": "Algae Raceway Oxygen Log A farm grows algae in long, shallow outdoor tanks called raceways, shown in Figure 1. In each raceway a paddle wheel turns day and night to keep the water moving. Probes logged the dissolved oxygen for one full day in two raceways. Tank 1 holds the green algae culture. Tank 2 holds the same water but no algae. Table 1 shows both logs. Daylight that day ran from about 7 a.m. to 6 p.m. Each week workers scoop out algae, dry it, and weigh it; Table 2 shows the dry-mass harvest. Figure 1. Raceway Tanks at the Farm Table 1. Dissolved-Oxygen Logs, Tank 1 and Tank 2 Time Tank 1 (algae) dissolved oxygen (mg/L) Tank 2 (no algae) dissolved oxygen (mg/L) 7 a.m. 6 9 Noon 11 9 5 p.m. 14 9 Midnight 7 9 7 a.m. (next day) 6 9 Table 2. Weekly Harvest Week Dry mass harvested (kg) 1 38 2 40 3 41" }, { "n": 18, "item_id": "_ab5448e5-5f98-41d1-9392-66bfd3da22b3", "type": "choice", "title": "Algae Body Matter Source (Part A)", "standards": [ "MS-LS1-7" ], "prompt_html": "

Part A

Each week the farm scoops out algae, dries it, and weighs it. Look at Table 2. The dry mass harvested stays high week after week as the algae keep growing.

Where does most of the new body matter of the growing algae come from?

", "prompt_plain": "Part A Each week the farm scoops out algae, dries it, and weighs it. Look at Table 2. The dry mass harvested stays high week after week as the algae keep growing. Where does most of the new body matter of the growing algae come from?", "context_html": "", "options": [ { "id": "cA18", "text": "Mostly from minerals in the paddle wheel’s metal blades wearing slowly into the water.", "plain": "Mostly from minerals in the paddle wheel’s metal blades wearing slowly into the water.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Mostly from the oxygen the algae take in from the water as they grow.", "plain": "Mostly from the oxygen the algae take in from the water as they grow.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "Mostly from the water alone, which the algae store unchanged as solid body matter.", "plain": "Mostly from the water alone, which the algae store unchanged as solid body matter.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Mostly from carbon dioxide and water, which the algae build into body matter using light.", "plain": "Mostly from carbon dioxide and water, which the algae build into body matter using light.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9058a105-ad30-4480-a343-72fce8b307a8" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD18" ] }, "n_options": 4, "passage_html": "

Algae Raceway Oxygen Log

A farm grows algae in long, shallow outdoor tanks called raceways, shown in Figure 1. In each raceway a paddle wheel turns day and night to keep the water moving. Probes logged the dissolved oxygen for one full day in two raceways. Tank 1 holds the green algae culture. Tank 2 holds the same water but no algae. Table 1 shows both logs. Daylight that day ran from about 7 a.m. to 6 p.m. Each week workers scoop out algae, dry it, and weigh it; Table 2 shows the dry-mass harvest.

Figure 1. Raceway Tanks at the Farm

\"Two

Table 1. Dissolved-Oxygen Logs, Tank 1 and Tank 2

TimeTank 1 (algae) dissolved oxygen (mg/L)Tank 2 (no algae) dissolved oxygen (mg/L)
7 a.m.69
Noon119
5 p.m.149
Midnight79
7 a.m. (next day)69

Table 2. Weekly Harvest

WeekDry mass harvested (kg)
138
240
341
", "passage_plain": "Algae Raceway Oxygen Log A farm grows algae in long, shallow outdoor tanks called raceways, shown in Figure 1. In each raceway a paddle wheel turns day and night to keep the water moving. Probes logged the dissolved oxygen for one full day in two raceways. Tank 1 holds the green algae culture. Tank 2 holds the same water but no algae. Table 1 shows both logs. Daylight that day ran from about 7 a.m. to 6 p.m. Each week workers scoop out algae, dry it, and weigh it; Table 2 shows the dry-mass harvest. Figure 1. Raceway Tanks at the Farm Table 1. Dissolved-Oxygen Logs, Tank 1 and Tank 2 Time Tank 1 (algae) dissolved oxygen (mg/L) Tank 2 (no algae) dissolved oxygen (mg/L) 7 a.m. 6 9 Noon 11 9 5 p.m. 14 9 Midnight 7 9 7 a.m. (next day) 6 9 Table 2. Weekly Harvest Week Dry mass harvested (kg) 1 38 2 40 3 41" }, { "n": 19, "item_id": "_afe8ee28-3a50-4c55-841c-aa4e709493a4", "type": "choice", "title": "Algae Matter Evidence (Part B)", "standards": [ "MS-LS1-6" ], "prompt_html": "

Part B

Which feature of the farm’s records is the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which feature of the farm’s records is the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA19", "text": "Oxygen rose by day in Tank 1 but stayed flat in algae-free Tank 2.", "plain": "Oxygen rose by day in Tank 1 but stayed flat in algae-free Tank 2.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "The dry mass harvested stayed near forty kilograms each week of the study.", "plain": "The dry mass harvested stayed near forty kilograms each week of the study.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The dissolved oxygen in Tank 1 fell overnight to its lowest logged value.", "plain": "The dissolved oxygen in Tank 1 fell overnight to its lowest logged value.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Tank 2 kept its dissolved oxygen steady at nine milligrams per liter.", "plain": "Tank 2 kept its dissolved oxygen steady at nine milligrams per liter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9058a105-ad30-4480-a343-72fce8b307a8" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4, "passage_html": "

Algae Raceway Oxygen Log

A farm grows algae in long, shallow outdoor tanks called raceways, shown in Figure 1. In each raceway a paddle wheel turns day and night to keep the water moving. Probes logged the dissolved oxygen for one full day in two raceways. Tank 1 holds the green algae culture. Tank 2 holds the same water but no algae. Table 1 shows both logs. Daylight that day ran from about 7 a.m. to 6 p.m. Each week workers scoop out algae, dry it, and weigh it; Table 2 shows the dry-mass harvest.

Figure 1. Raceway Tanks at the Farm

\"Two

Table 1. Dissolved-Oxygen Logs, Tank 1 and Tank 2

TimeTank 1 (algae) dissolved oxygen (mg/L)Tank 2 (no algae) dissolved oxygen (mg/L)
7 a.m.69
Noon119
5 p.m.149
Midnight79
7 a.m. (next day)69

Table 2. Weekly Harvest

WeekDry mass harvested (kg)
138
240
341
", "passage_plain": "Algae Raceway Oxygen Log A farm grows algae in long, shallow outdoor tanks called raceways, shown in Figure 1. In each raceway a paddle wheel turns day and night to keep the water moving. Probes logged the dissolved oxygen for one full day in two raceways. Tank 1 holds the green algae culture. Tank 2 holds the same water but no algae. Table 1 shows both logs. Daylight that day ran from about 7 a.m. to 6 p.m. Each week workers scoop out algae, dry it, and weigh it; Table 2 shows the dry-mass harvest. Figure 1. Raceway Tanks at the Farm Table 1. Dissolved-Oxygen Logs, Tank 1 and Tank 2 Time Tank 1 (algae) dissolved oxygen (mg/L) Tank 2 (no algae) dissolved oxygen (mg/L) 7 a.m. 6 9 Noon 11 9 5 p.m. 14 9 Midnight 7 9 7 a.m. (next day) 6 9 Table 2. Weekly Harvest Week Dry mass harvested (kg) 1 38 2 40 3 41" }, { "n": 20, "item_id": "_72798ccc-96b4-4d8b-a1e1-dc635da84963", "type": "choice", "title": "Hub Dynamo Current (Part A)", "standards": [ "MS-PS2-3" ], "prompt_html": "

Part A

Look at Table 1 and Figure 1. As the wheel turns the magnet ring faster past the fixed coil, the headlamp shines brighter.

Which claim best explains why faster spinning makes a larger current in the coil?

", "prompt_plain": "Part A Look at Table 1 and Figure 1. As the wheel turns the magnet ring faster past the fixed coil, the headlamp shines brighter. Which claim best explains why faster spinning makes a larger current in the coil?", "context_html": "", "options": [ { "id": "cA20", "text": "The spinning magnets throw their own stored electric charge down the wires to the headlamp.", "plain": "The spinning magnets throw their own stored electric charge down the wires to the headlamp.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "The faster spin heats the coil, and a hotter coil pushes more current out.", "plain": "The faster spin heats the coil, and a hotter coil pushes more current out.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "The faster spin makes the field through the coil change more quickly, driving a larger current.", "plain": "The faster spin makes the field through the coil change more quickly, driving a larger current.", "correct": true, "kind": "choice" }, { "id": "cD20", "text": "The faster spin presses the magnet ring onto the coil, and the rubbing makes current.", "plain": "The faster spin presses the magnet ring onto the coil, and the rubbing makes current.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bb7e47e8-71bd-44b9-b11b-e5efe928a60e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC20" ] }, "n_options": 4, "passage_html": "

Hub Dynamo Bench Test

A hub dynamo is a small generator built into the center of a bicycle wheel. Inside it, a ring of magnets spins with the wheel. A coil of 36 turns of wire sits fixed inside the ring and does not move. Figure 1 shows the parts. Wires carry current from the coil to the bicycle’s headlamp. There is no battery. A repair shop clamped one wheel in a bench stand and spun it at set speeds. A light meter aimed at the headlamp read the lamp’s brightness at each speed. The shop also warmed the dynamo by hand while keeping the wheel still. This checked whether warmth alone could light the lamp. Table 1 shows the results.

Figure 1. Inside the Hub Dynamo

\"Cutaway

Table 1. Bench-Test Results

Wheel speed (turns per second)Light-meter reading (lux)
0 (wheel still, dynamo cool)0 (lamp off)
0 (wheel still, dynamo warmed by hand)0 (lamp off)
318
634
950
", "passage_plain": "Hub Dynamo Bench Test A hub dynamo is a small generator built into the center of a bicycle wheel. Inside it, a ring of magnets spins with the wheel. A coil of 36 turns of wire sits fixed inside the ring and does not move. Figure 1 shows the parts. Wires carry current from the coil to the bicycle’s headlamp. There is no battery. A repair shop clamped one wheel in a bench stand and spun it at set speeds. A light meter aimed at the headlamp read the lamp’s brightness at each speed. The shop also warmed the dynamo by hand while keeping the wheel still. This checked whether warmth alone could light the lamp. Table 1 shows the results. Figure 1. Inside the Hub Dynamo Table 1. Bench-Test Results Wheel speed (turns per second) Light-meter reading (lux) 0 (wheel still, dynamo cool) 0 (lamp off) 0 (wheel still, dynamo warmed by hand) 0 (lamp off) 3 18 6 34 9 50" }, { "n": 21, "item_id": "_4b24b209-590b-47cc-ba63-16aaf72f28f0", "type": "choice", "title": "Dynamo Evidence (Part B)", "standards": [ "MS-PS2-3" ], "prompt_html": "

Part B

Look at Table 1. Which comparison gives the best evidence that the lamp lights because the spinning wheel turns the magnet past the coil, not because the dynamo gets warm?

", "prompt_plain": "Part B Look at Table 1. Which comparison gives the best evidence that the lamp lights because the spinning wheel turns the magnet past the coil, not because the dynamo gets warm?", "context_html": "", "options": [ { "id": "cA21", "text": "The warmed-but-still run left the lamp dark, while the spinning runs lit it.", "plain": "The warmed-but-still run left the lamp dark, while the spinning runs lit it.", "correct": true, "kind": "choice" }, { "id": "cB21", "text": "The single brightest lamp reading from the fastest spinning run by itself.", "plain": "The single brightest lamp reading from the fastest spinning run by itself.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "The warmth of the dynamo compared with the lamp brightness in each spinning run.", "plain": "The warmth of the dynamo compared with the lamp brightness in each spinning run.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "The number of wire turns in the coil shown in the diagram.", "plain": "The number of wire turns in the coil shown in the diagram.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cb09e888-70cc-4c4d-88c2-1078fe1f675d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA21" ] }, "n_options": 4, "passage_html": "

Hub Dynamo Bench Test

A hub dynamo is a small generator built into the center of a bicycle wheel. Inside it, a ring of magnets spins with the wheel. A coil of 36 turns of wire sits fixed inside the ring and does not move. Figure 1 shows the parts. Wires carry current from the coil to the bicycle’s headlamp. There is no battery. A repair shop clamped one wheel in a bench stand and spun it at set speeds. A light meter aimed at the headlamp read the lamp’s brightness at each speed. The shop also warmed the dynamo by hand while keeping the wheel still. This checked whether warmth alone could light the lamp. Table 1 shows the results.

Figure 1. Hub Dynamo Parts

\"Cutaway

Table 1. Bench-Test Results

Wheel speed (turns per second)Light-meter reading (lux)
0 (wheel still, dynamo cool)0 (lamp off)
0 (wheel still, dynamo warmed by hand)0 (lamp off)
318
634
950
", "passage_plain": "Hub Dynamo Bench Test A hub dynamo is a small generator built into the center of a bicycle wheel. Inside it, a ring of magnets spins with the wheel. A coil of 36 turns of wire sits fixed inside the ring and does not move. Figure 1 shows the parts. Wires carry current from the coil to the bicycle’s headlamp. There is no battery. A repair shop clamped one wheel in a bench stand and spun it at set speeds. A light meter aimed at the headlamp read the lamp’s brightness at each speed. The shop also warmed the dynamo by hand while keeping the wheel still. This checked whether warmth alone could light the lamp. Table 1 shows the results. Figure 1. Hub Dynamo Parts Table 1. Bench-Test Results Wheel speed (turns per second) Light-meter reading (lux) 0 (wheel still, dynamo cool) 0 (lamp off) 0 (wheel still, dynamo warmed by hand) 0 (lamp off) 3 18 6 34 9 50" }, { "n": 22, "item_id": "_9e3db712-7122-45aa-be14-350fe24eadac", "type": "choice", "title": "Bowerbird Visits (Part A)", "standards": [ "MS-LS1-4" ], "prompt_html": "

Part A

Look at Table 1. Which claim about the male bowerbirds is supported by the data from both seasons?

", "prompt_plain": "Part A Look at Table 1. Which claim about the male bowerbirds is supported by the data from both seasons?", "context_html": "", "options": [ { "id": "cA22", "text": "Males that held their decoration count steady across the two seasons drew the most female visits.", "plain": "Males that held their decoration count steady across the two seasons drew the most female visits.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "Gathering more decorations had little effect on how many females visited a male’s bower.", "plain": "Gathering more decorations had little effect on how many females visited a male’s bower.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "Building a wider bower, rather than gathering decorations, decided how many females visited.", "plain": "Building a wider bower, rather than gathering decorations, decided how many females visited.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "Males with more decorations at their bowers received more visits from females.", "plain": "Males with more decorations at their bowers received more visits from females.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a1dd458e-57e0-4ca8-8261-60aeed8c35d4" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD22" ] }, "n_options": 4, "passage_html": "

Bowerbird Decoration Study

Male bowerbirds build small stick structures called bowers on the forest floor. Each male gathers shells, berries, and other bright objects and arranges them as decorations in front of his bower. Females visit the bowers and choose which males to mate with. A field team watched four bowers at one forest site for two breeding seasons. The four bowers were similar in size. Each season the team counted the decorations at each bower and recorded the number of female visits. Figure 1 shows one bower. Table 1 shows the counts from both seasons.

Figure 1. One of the Four Bowers

\"A

Table 1. Decoration and Visit Counts

MaleSeason 1 decorationsSeason 1 female visitsSeason 2 decorationsSeason 2 female visits
14084810
2285153
3163224
46181
", "passage_plain": "Bowerbird Decoration Study Male bowerbirds build small stick structures called bowers on the forest floor. Each male gathers shells, berries, and other bright objects and arranges them as decorations in front of his bower. Females visit the bowers and choose which males to mate with. A field team watched four bowers at one forest site for two breeding seasons. The four bowers were similar in size. Each season the team counted the decorations at each bower and recorded the number of female visits. Figure 1 shows one bower. Table 1 shows the counts from both seasons. Figure 1. One of the Four Bowers Table 1. Decoration and Visit Counts Male Season 1 decorations Season 1 female visits Season 2 decorations Season 2 female visits 1 40 8 48 10 2 28 5 15 3 3 16 3 22 4 4 6 1 8 1" }, { "n": 23, "item_id": "_3ef87559-3af9-4449-95ac-f4ed3e225de6", "type": "choice", "title": "Bowerbird Evidence (Part B)", "standards": [ "MS-LS1-4" ], "prompt_html": "

Part B

Which comparison of the Table 1 data gives the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which comparison of the Table 1 data gives the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA23", "text": "Comparing Male 1’s female visits in Season 1 with his female visits in Season 2.", "plain": "Comparing Male 1’s female visits in Season 1 with his female visits in Season 2.", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "Comparing the total decorations in Season 1 with the total decorations in Season 2.", "plain": "Comparing the total decorations in Season 1 with the total decorations in Season 2.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "Comparing the four males’ decoration totals with their visit totals in both seasons.", "plain": "Comparing the four males’ decoration totals with their visit totals in both seasons.", "correct": true, "kind": "choice" }, { "id": "cD23", "text": "Comparing Male 4’s female visits in Season 1 with his female visits in Season 2.", "plain": "Comparing Male 4’s female visits in Season 1 with his female visits in Season 2.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a1dd458e-57e0-4ca8-8261-60aeed8c35d4" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC23" ] }, "n_options": 4, "passage_html": "

Bowerbird Decoration Study

Male bowerbirds build small stick structures called bowers on the forest floor. Each male gathers shells, berries, and other bright objects and arranges them as decorations in front of his bower. Females visit the bowers and choose which males to mate with. A field team watched four bowers at one forest site for two breeding seasons. The four bowers were similar in size. Each season the team counted the decorations at each bower and recorded the number of female visits. Figure 1 shows one bower. Table 1 shows the counts from both seasons.

Figure 1. One of the Four Bowers

\"A

Table 1. Decoration and Visit Counts

MaleSeason 1 decorationsSeason 1 female visitsSeason 2 decorationsSeason 2 female visits
14084810
2285153
3163224
46181
", "passage_plain": "Bowerbird Decoration Study Male bowerbirds build small stick structures called bowers on the forest floor. Each male gathers shells, berries, and other bright objects and arranges them as decorations in front of his bower. Females visit the bowers and choose which males to mate with. A field team watched four bowers at one forest site for two breeding seasons. The four bowers were similar in size. Each season the team counted the decorations at each bower and recorded the number of female visits. Figure 1 shows one bower. Table 1 shows the counts from both seasons. Figure 1. One of the Four Bowers Table 1. Decoration and Visit Counts Male Season 1 decorations Season 1 female visits Season 2 decorations Season 2 female visits 1 40 8 48 10 2 28 5 15 3 3 16 3 22 4 4 6 1 8 1" }, { "n": 24, "item_id": "_dbef301e-660d-4927-9759-74e0e1cf1943", "type": "choice", "title": "Gravity Simulator Runs", "standards": [ "MS-PS2-4" ], "prompt_html": "

A student tests a gravity-simulator app. In each run, the app shows two spheres, lets the student set the mass of each sphere and the distance between them, and displays the gravitational attraction between them on a force meter. The student saves five runs. The table in this question lists the settings and the force reading for each run.

\"Five

Gravity Simulator Runs

RunMass of sphere 1 (kg)Mass of sphere 2 (kg)Distance apart (cm)Force reading (simulator units)
12020516
240404100
36060304
45040580
51010225

Choose the TWO runs that show the strongest gravitational attraction between the spheres.

", "prompt_plain": "A student tests a gravity-simulator app. In each run, the app shows two spheres, lets the student set the mass of each sphere and the distance between them, and displays the gravitational attraction between them on a force meter. The student saves five runs. The table in this question lists the settings and the force reading for each run. Gravity Simulator Runs Run Mass of sphere 1 (kg) Mass of sphere 2 (kg) Distance apart (cm) Force reading (simulator units) 1 20 20 5 16 2 40 40 4 100 3 60 60 30 4 4 50 40 5 80 5 10 10 2 25 Choose the TWO runs that show the strongest gravitational attraction between the spheres.", "context_html": "", "options": [ { "id": "cA24", "text": "Run 1", "plain": "Run 1", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Run 2", "plain": "Run 2", "correct": true, "kind": "choice" }, { "id": "cC24", "text": "Run 3", "plain": "Run 3", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Run 4", "plain": "Run 4", "correct": true, "kind": "choice" }, { "id": "cE24", "text": "Run 5", "plain": "Run 5", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-35/images/img-s24-gravsim.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB24", "cD24" ] }, "n_options": 5 }, { "n": 25, "item_id": "_8d65c89a-4b36-49ff-981f-6836ae2b6c1a", "type": "text-entry", "title": "Gravel Bag Weight", "standards": [ "MS-PS2-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A card on a garden-center hanging scale lists this measurement: Earth pulls a bag of gravel straight down with a gravitational force of 120 newtons (N). A second bag of the same gravel holds three times as much gravel as the first bag. Tripling an object’s mass triples the gravitational force Earth exerts on it.

What is the gravitational force, in newtons, with which Earth pulls the second bag?

Give your answer as a whole number (e.g., 45).

Gravitational force (newtons):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "360" ] }, "n_options": 0 }, { "n": 26, "item_id": "_c309feb6-6336-4dc2-bc84-d24dc65bfef5", "type": "choice", "title": "Comb and Water Stream", "standards": [ "MS-PS2-5" ], "prompt_html": "

A student rubs a plastic comb on a wool sweater and then holds the comb close beside a thin stream of water falling from a faucet. The stream bends toward the comb, even though the comb never touches the water.

\"A

Which statement best explains why the stream bends toward the comb?

", "prompt_plain": "A student rubs a plastic comb on a wool sweater and then holds the comb close beside a thin stream of water falling from a faucet. The stream bends toward the comb, even though the comb never touches the water. Which statement best explains why the stream bends toward the comb?", "context_html": "", "options": [ { "id": "cA26", "text": "Moving air pushed by the comb blows the stream sideways toward the comb.", "plain": "Moving air pushed by the comb blows the stream sideways toward the comb.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "The charged comb pulls on the water with an electric force that acts across the air gap.", "plain": "The charged comb pulls on the water with an electric force that acts across the air gap.", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "The water is slightly magnetic, so the comb acts on it the way a magnet would.", "plain": "The water is slightly magnetic, so the comb acts on it the way a magnet would.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Gravity pulls the stream sideways toward the comb once the comb is near it.", "plain": "Gravity pulls the stream sideways toward the comb once the comb is near it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-35/images/img-s26-comb-water.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_240af165-9a94-4737-a6be-5460f01c0fb4", "type": "gap-match", "title": "Rope Wave Labels", "standards": [ "MS-PS4-1" ], "prompt_html": "

The picture in this question shows a snapshot of a wave traveling along a rope. A dashed line marks the rope’s rest position. One bracket measures a height on the wave, and another bracket measures a distance along the wave.

\"A

 

Drag one label onto each bracket to name what it measures. Two labels will not be used.

", "prompt_plain": "The picture in this question shows a snapshot of a wave traveling along a rope. A dashed line marks the rope’s rest position. One bracket measures a height on the wave, and another bracket measures a distance along the wave. Drag one label onto each bracket to name what it measures. Two labels will not be used.", "context_html": "", "options": [ { "id": "tok1", "text": "crest", "plain": "crest", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "wavelength", "plain": "wavelength", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "amplitude", "plain": "amplitude", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "trough", "plain": "trough", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-35/images/img-s27-ropewave.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok3 G1", "tok2 G2" ] }, "n_options": 4 }, { "n": 28, "item_id": "_540b28da-8d18-487a-b366-61407eada51e", "type": "choice", "title": "Exploding Star Light", "standards": [ "MS-PS4-1" ], "prompt_html": "

An observatory log reports that astronomers watched a distant star explode far out in space, beyond Earth’s atmosphere. Through telescopes they saw the explosion’s light for many nights, but the blast was never heard on Earth.

\"A

Which statement best explains why the explosion’s light reached Earth but its sound did not?

", "prompt_plain": "An observatory log reports that astronomers watched a distant star explode far out in space, beyond Earth’s atmosphere. Through telescopes they saw the explosion’s light for many nights, but the blast was never heard on Earth. Which statement best explains why the explosion’s light reached Earth but its sound did not?", "context_html": "", "options": [ { "id": "cA28", "text": "The sound of the blast faded to nothing before its light finished the long trip to Earth.", "plain": "The sound of the blast faded to nothing before its light finished the long trip to Earth.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "Sound travels far more slowly than light, so the blast will be heard on Earth much later.", "plain": "Sound travels far more slowly than light, so the blast will be heard on Earth much later.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "Light can travel through the empty space between the star and Earth, but sound needs matter to travel through.", "plain": "Light can travel through the empty space between the star and Earth, but sound needs matter to travel through.", "correct": true, "kind": "choice" }, { "id": "cD28", "text": "The empty space acts like a solid wall that reflects the blast’s sound back toward the star.", "plain": "The empty space acts like a solid wall that reflects the blast’s sound back toward the star.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-35/images/img-s28-observatory.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_4d439d2c-b503-40f7-bb26-c7d7a69dacfb", "type": "inline-choice", "title": "Earthworm Digestive Tract", "standards": [ "MS-LS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A wall chart shows the digestive tract of an earthworm, labeled from the mouth through the crop and the gizzard to the intestine and the waste exit. The chart shows how food moves through the tract in order.

\"A

Choose the term that correctly completes each sentence.

The gizzard is a muscular part of the tract. Its main job for the whole animal is that it .

The long intestine comes after the gizzard. Its main job for the whole animal is that it .

", "options": [ { "id": "cB1Oea453afe2", "text": "grinds food into smaller pieces", "plain": "grinds food into smaller pieces", "correct": true, "kind": "inline" }, { "id": "cB1Oa5ff7bcd2", "text": "stores food before it is digested", "plain": "stores food before it is digested", "correct": false, "kind": "inline" }, { "id": "cB1O68a4ad479", "text": "absorbs nutrients into the blood", "plain": "absorbs nutrients into the blood", "correct": false, "kind": "inline" }, { "id": "cB1O72d81999a", "text": "removes solid waste from the body", "plain": "removes solid waste from the body", "correct": false, "kind": "inline" }, { "id": "cB2O8ea354958", "text": "grinds food into smaller pieces", "plain": "grinds food into smaller pieces", "correct": false, "kind": "inline" }, { "id": "cB2Ob563b763f", "text": "stores food before it is digested", "plain": "stores food before it is digested", "correct": false, "kind": "inline" }, { "id": "cB2Od343ec577", "text": "absorbs nutrients into the blood", "plain": "absorbs nutrients into the blood", "correct": true, "kind": "inline" }, { "id": "cB2Ofd15564ab", "text": "removes solid waste from the body", "plain": "removes solid waste from the body", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-35/images/img-s29-earthworm.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Oea453afe2" ], "RESPONSE2": [ "cB2Od343ec577" ] }, "n_options": 8 }, { "n": 30, "item_id": "_295a58b2-c98d-4135-a8f7-4297b2588046", "type": "hottext", "title": "Piglet Size Evidence", "standards": [ "MS-LS1-5" ], "prompt_html": "

A barn log describes two piglets from the same litter raised in separate pens. One piglet was given plenty of feed and the other was given much less. After three months the well-fed piglet was far larger than its littermate. The barn log includes the sentences below.

Think about this claim: the size difference between the two piglets was caused by how much they were fed, not by the traits they inherited.

Select the one sentence from the log that gives the best evidence for the claim.

", "prompt_plain": "A barn log describes two piglets from the same litter raised in separate pens. One piglet was given plenty of feed and the other was given much less. After three months the well-fed piglet was far larger than its littermate. The barn log includes the sentences below. Think about this claim: the size difference between the two piglets was caused by how much they were fed, not by the traits they inherited. Select the one sentence from the log that gives the best evidence for the claim.", "context_html": "", "options": [ { "id": "hH130", "text": "Piglets are usually moved to solid feed a few weeks after they are born.", "plain": "Piglets are usually moved to solid feed a few weeks after they are born.", "correct": false, "kind": "hottext" }, { "id": "hH230", "text": "The parents of this litter were both unusually large, healthy pigs.", "plain": "The parents of this litter were both unusually large, healthy pigs.", "correct": false, "kind": "hottext" }, { "id": "hH330", "text": "Both pigs came from one litter, yet the better-fed pig grew much bigger than the other.", "plain": "Both pigs came from one litter, yet the better-fed pig grew much bigger than the other.", "correct": true, "kind": "hottext" }, { "id": "hH430", "text": "Larger pigs often go on to produce bigger litters of their own later in life.", "plain": "Larger pigs often go on to produce bigger litters of their own later in life.", "correct": false, "kind": "hottext" }, { "id": "hH530", "text": "Both pens were cleaned on the same schedule throughout the three months.", "plain": "Both pens were cleaned on the same schedule throughout the three months.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hH330" ] }, "n_options": 5 }, { "n": 31, "item_id": "_9b47f7a7-276d-4ca8-9255-fb8cc3e6e780", "type": "gap-match", "title": "Beach Shell Signal Pathway", "standards": [ "MS-LS1-8" ], "prompt_html": "

A student walks barefoot on the beach. Her foot presses on a sharp shell, and she quickly lifts her foot away.

 

Drag each step into the order the signal travels, from the first step to the last. One card does not belong and should be left out.

\"Four

", "prompt_plain": "A student walks barefoot on the beach. Her foot presses on a sharp shell, and she quickly lifts her foot away. Drag each step into the order the signal travels, from the first step to the last. One card does not belong and should be left out.", "context_html": "", "options": [ { "id": "tok_brain", "text": "The brain reads the signal as a sharp touch", "plain": "The brain reads the signal as a sharp touch", "correct": false, "kind": "gap-token" }, { "id": "tok_eye", "text": "Light-sensing cells in the eye detect the shell", "plain": "Light-sensing cells in the eye detect the shell", "correct": false, "kind": "gap-token" }, { "id": "tok_muscle", "text": "The brain signals the leg muscles to lift the foot", "plain": "The brain signals the leg muscles to lift the foot", "correct": false, "kind": "gap-token" }, { "id": "tok_skin", "text": "Touch receptors in the skin of the foot sense the sharp shell", "plain": "Touch receptors in the skin of the foot sense the sharp shell", "correct": false, "kind": "gap-token" }, { "id": "tok_nerve", "text": "A sensory nerve carries the signal toward the brain", "plain": "A sensory nerve carries the signal toward the brain", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-35/images/slot31-reflex.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok_skin gStep1", "tok_nerve gStep2", "tok_brain gStep3", "tok_muscle gStep4" ] }, "n_options": 5 }, { "n": 32, "item_id": "_dc46b355-2cf5-489b-8d9c-cfd8684d7d71", "type": "choice", "title": "Reaction Time Cue Path", "standards": [ "MS-LS1-8" ], "prompt_html": "

In gym class, students react to two cues. For the touch cue, a partner taps the student’s hand. For the sound cue, a partner makes a beep near the student’s ear. Each student squeezes a timer the instant the cue is noticed.

The bar graph shows the class average reaction time for each of the two cues.

\"Bar

Which statement best traces the path the body uses to react to a cue?

", "prompt_plain": "In gym class, students react to two cues. For the touch cue, a partner taps the student’s hand. For the sound cue, a partner makes a beep near the student’s ear. Each student squeezes a timer the instant the cue is noticed. The bar graph shows the class average reaction time for each of the two cues. Which statement best traces the path the body uses to react to a cue?", "context_html": "", "options": [ { "id": "cA1", "text": "The hand muscles react on their own, without any signal coming from the brain.", "plain": "The hand muscles react on their own, without any signal coming from the brain.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A sense receptor detects the cue and signals the brain, which tells the hand muscles to squeeze.", "plain": "A sense receptor detects the cue and signals the brain, which tells the hand muscles to squeeze.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The cue physically pushes the hand, which makes it squeeze the timer by itself.", "plain": "The cue physically pushes the hand, which makes it squeeze the timer by itself.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The faster sense makes the hand muscles stronger, so they squeeze the timer sooner.", "plain": "The faster sense makes the hand muscles stronger, so they squeeze the timer sooner.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-35/images/slot32-bargraph.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_38e18a95-a811-40c8-97dc-2297b1dd28d5", "type": "choice", "title": "Farm Pond Stocking Effect", "standards": [ "MS-LS2-5" ], "prompt_html": "

A farmer adds two native fish species to a pond that already has native plants, insects, and one kind of fish. A note on the pond map lists what each new species eats and what eats it.

\"Top-down

What effect are the added native species most likely to have on the pond community?

", "prompt_plain": "A farmer adds two native fish species to a pond that already has native plants, insects, and one kind of fish. A note on the pond map lists what each new species eats and what eats it. What effect are the added native species most likely to have on the pond community?", "context_html": "", "options": [ { "id": "cA1", "text": "The pond community becomes less stable because adding a new species removes the old balance.", "plain": "The pond community becomes less stable because adding a new species removes the old balance.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Nothing changes, because the number of fish species does not affect a pond community.", "plain": "Nothing changes, because the number of fish species does not affect a pond community.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "More native species add food links, so the community has more ways to stay stable.", "plain": "More native species add food links, so the community has more ways to stay stable.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The pond becomes more stable because there are now more total animals living in it.", "plain": "The pond becomes more stable because there are now more total animals living in it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-35/images/slot33-pondmap.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 34, "item_id": "_94ed8eb4-abb7-425e-b7b4-b4e92cb4fdf6", "type": "choice", "title": "Two-Farm Hedgerow Survey", "standards": [ "MS-LS2-5" ], "prompt_html": "

Two farms were surveyed for farmland birds. Farm 1 removed its hedgerows between the two counts. Farm 2 kept its hedgerows. The table shows the bird counts before and after.

Farmland Bird Counts

FarmHedgerowsBirds beforeBirds after
Farm 1Removed4819
Farm 2Kept4544

Choose the TWO conclusions the counts best support.

", "prompt_plain": "Two farms were surveyed for farmland birds. Farm 1 removed its hedgerows between the two counts. Farm 2 kept its hedgerows. The table shows the bird counts before and after. Farmland Bird Counts Farm Hedgerows Birds before Birds after Farm 1 Removed 48 19 Farm 2 Kept 45 44 Choose the TWO conclusions the counts best support.", "context_html": "", "options": [ { "id": "cA1", "text": "Removing the hedgerows is linked to a big drop in birds at Farm 1.", "plain": "Removing the hedgerows is linked to a big drop in birds at Farm 1.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Keeping the hedgerows is linked to a steady bird count at Farm 2.", "plain": "Keeping the hedgerows is linked to a steady bird count at Farm 2.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Birds left both farms by the same amount over the survey.", "plain": "Birds left both farms by the same amount over the survey.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Weather that year is linked to the drop in birds at Farm 1.", "plain": "Weather that year is linked to the drop in birds at Farm 1.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Removing hedgerows made more birds move to Farm 1.", "plain": "Removing hedgerows made more birds move to Farm 1.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA1", "cB1" ] }, "n_options": 5 }, { "n": 35, "item_id": "_06aa83b2-d9d0-4bdd-89e1-966b3338a766", "type": "gap-match", "title": "Trailside Rock Texture Tiles", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Three photo tiles from a trail each show a close-up of a different rock sample. Use the texture you see in each photo to match the tile to its rock type.

\"Three

", "prompt_plain": "Three photo tiles from a trail each show a close-up of a different rock sample. Use the texture you see in each photo to match the tile to its rock type.", "context_html": "", "options": [ { "id": "tokMet", "text": "Metamorphic rock", "plain": "Metamorphic rock", "correct": false, "kind": "gap-token" }, { "id": "tokIgn", "text": "Igneous rock", "plain": "Igneous rock", "correct": false, "kind": "gap-token" }, { "id": "tokSed", "text": "Sedimentary rock", "plain": "Sedimentary rock", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-35/images/slot35-rocktiles.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokIgn gTile1", "tokSed gTile2", "tokMet gTile3" ] }, "n_options": 3 }, { "n": 36, "item_id": "_ea380ccf-3f87-4bd4-a444-d7a7a15f4a80", "type": "inline-choice", "title": "Mountain Valley Trail Sign", "standards": [ "MS-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A trail sign in a mountain valley has two panels, shown below. Use the shape in each panel to complete the sentences.

\"Trail

Panel 1 shows a wide, U-shaped valley that was shaped mainly by .

Panel 2 shows a ridge of mixed rock and gravel that was built mainly by .

", "options": [ { "id": "cb1O5f3edd546", "text": "glacial erosion", "plain": "glacial erosion", "correct": true, "kind": "inline" }, { "id": "cb1O0ce38ea77", "text": "river erosion", "plain": "river erosion", "correct": false, "kind": "inline" }, { "id": "cb1O25ace8b9a", "text": "wind erosion", "plain": "wind erosion", "correct": false, "kind": "inline" }, { "id": "cb2Oa9259a80c", "text": "glacial deposition", "plain": "glacial deposition", "correct": true, "kind": "inline" }, { "id": "cb2Od17660ee1", "text": "volcanic eruption", "plain": "volcanic eruption", "correct": false, "kind": "inline" }, { "id": "cb2Odcc555943", "text": "ocean deposition", "plain": "ocean deposition", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-35/images/slot36-trailsign.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cb1O5f3edd546" ], "RESPONSE2": [ "cb2Oa9259a80c" ] }, "n_options": 6 }, { "n": 37, "item_id": "_b6e508c9-2f42-406a-9cb9-7df182e5f2a7", "type": "hottext", "title": "Widening Sea Fact Sheet", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Read the park fact sheet. Select the sentences that are evidence the two plates are moving apart.

", "prompt_plain": "Read the park fact sheet. Select the sentences that are evidence the two plates are moving apart.", "context_html": "", "options": [ { "id": "hs137", "text": "The narrow sea grows about two centimetres wider each year.", "plain": "The narrow sea grows about two centimetres wider each year.", "correct": true, "kind": "hottext" }, { "id": "hs237", "text": "A ridge of new rock runs down the middle of the sea floor.", "plain": "A ridge of new rock runs down the middle of the sea floor.", "correct": true, "kind": "hottext" }, { "id": "hs337", "text": "The rock is youngest at the ridge and gets older toward each shore.", "plain": "The rock is youngest at the ridge and gets older toward each shore.", "correct": true, "kind": "hottext" }, { "id": "hs437", "text": "Fishing boats catch the same kinds of fish on both shores.", "plain": "Fishing boats catch the same kinds of fish on both shores.", "correct": false, "kind": "hottext" }, { "id": "hs537", "text": "The water in the sea stays salty and cold all year.", "plain": "The water in the sea stays salty and cold all year.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hs137", "hs237", "hs337" ] }, "n_options": 5 }, { "n": 38, "item_id": "_0ae64b66-c8f8-4003-ba2a-c1d58ab584b6", "type": "gap-match", "title": "Pottery Kiln Vent Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A potter wrote a design brief for a new vent for the kiln shown below. Some statements tell what the vent must do. Others tell the limits it must stay within.

 

Decide whether each statement in the design brief is one of the Goals or one of the Limits. Drag Goals or Limits into the box next to each statement. Each label may be used more than once.

Kiln Vent Design Brief

\"Design

", "prompt_plain": "A potter wrote a design brief for a new vent for the kiln shown below. Some statements tell what the vent must do. Others tell the limits it must stay within. Decide whether each statement in the design brief is one of the Goals or one of the Limits . Drag Goals or Limits into the box next to each statement. Each label may be used more than once. Kiln Vent Design Brief", "context_html": "", "options": [ { "id": "tokGoal", "text": "Goals", "plain": "Goals", "correct": false, "kind": "gap-token" }, { "id": "tokLimit", "text": "Limits", "plain": "Limits", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-35/images/slot38-kiln.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokLimit gap_t3", "tokGoal gap_t1", "tokLimit gap_t5", "tokGoal gap_t2", "tokLimit gap_t4" ] }, "n_options": 2 }, { "n": 39, "item_id": "_b79cff2d-2de2-4c02-a95c-e041b911f826", "type": "choice", "title": "Wind Turbine Blade Kit", "standards": [ "MS-ETS1-3" ], "prompt_html": "

At a maker fair, a kit tests two wind-turbine blade shapes. Each table lists the output current at low, medium, and high wind. The kit’s light needs at least 7 mA at low wind to switch on.

Curved Blade

WindOutput (mA)
Low8
Medium16
High24

Flat Blade

WindOutput (mA)
Low5
Medium10
High15

Which blade shape do the data best support for this kit, and why?

", "prompt_plain": "At a maker fair, a kit tests two wind-turbine blade shapes. Each table lists the output current at low, medium, and high wind. The kit’s light needs at least 7 mA at low wind to switch on. Curved Blade Wind Output (mA) Low 8 Medium 16 High 24 Flat Blade Wind Output (mA) Low 5 Medium 10 High 15 Which blade shape do the data best support for this kit, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "The curved blade, because it meets the 7 mA need and gives more output at each speed.", "plain": "The curved blade, because it meets the 7 mA need and gives more output at each speed.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The flat blade, because its output rises by a steady, equal step at each wind speed.", "plain": "The flat blade, because its output rises by a steady, equal step at each wind speed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The flat blade, because its 5 mA low-wind output is close enough to the 7 mA need.", "plain": "The flat blade, because its 5 mA low-wind output is close enough to the 7 mA need.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The curved blade, because it is the one blade that spins fast in strong wind.", "plain": "The curved blade, because it is the one blade that spins fast in strong wind.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 40, "item_id": "_cb5875ae-f353-4793-9bf8-231636c4c91e", "type": "choice", "title": "Greenhouse Vent Servo Runs", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A greenhouse-vent project uses a servo to open a vent when it gets hot. The team tested three model runs, changing one part at a time. The table shows how long each run took to cool the greenhouse.

Greenhouse-Vent Model Runs

RunVent triggerMotorTime to cool (min)
Run 128 degrees CSmall40
Run 224 degrees CSmall36
Run 324 degrees CLarge18

Which change improved the design the most?

", "prompt_plain": "A greenhouse-vent project uses a servo to open a vent when it gets hot. The team tested three model runs, changing one part at a time. The table shows how long each run took to cool the greenhouse. Greenhouse-Vent Model Runs Run Vent trigger Motor Time to cool (min) Run 1 28 degrees C Small 40 Run 2 24 degrees C Small 36 Run 3 24 degrees C Large 18 Which change improved the design the most?", "context_html": "", "options": [ { "id": "cA1", "text": "Lowering the vent trigger from 28 to 24 degrees C.", "plain": "Lowering the vent trigger from 28 to 24 degrees C.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Testing the design three times instead of once.", "plain": "Testing the design three times instead of once.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Keeping the small motor through the second run.", "plain": "Keeping the small motor through the second run.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Changing from the small motor to the large motor.", "plain": "Changing from the small motor to the large motor.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 } ] }, { "form": "G7.36", "grade": "G7", "title": "Alpha Standardized Science G7.36", "test_id": "_test-3f22456f-6a81-4898-b778-a0bf1571bb00", "n_items": 40, "n_stimuli": 8, "stimuli": { "_d6d1fddc-da78-4cff-af37-72531f7b1f06": { "title": "Bleacher Windscreen Rig", "html": "

Bleacher Windscreen Rig

A school crew designs a mesh windscreen to stand beside the bleachers and block gusts. The brief says the screen should block the wind, stay anchored, and not tear. The crew tested the screen on two windy weekends (Table 1). The crew also ran three computer model runs (Table 2).

Table 1. Windscreen Performance on Two Weekends

MeasureTargetWeekend 1Weekend 2
Flag flap angle behind screen15° or less18°22°
Lower anchor postsStay fixedHeld firmHeld firm
Mesh screenNo tearsNo tearsNo tears

Table 2. Model-Run Notes

Model runChange madeFlag flap angle
Run 1Baseline screen22°
Run 2Top mesh tightened21°
Run 3Lower edge tensioned14°

Figure 1. The Bleacher Windscreen

\"A

" }, "_126122ff-4316-4b39-9691-ec7b42323ed6": { "title": "Corvo Coast Waypoint Cards", "html": "

Corvo Coast Waypoint Cards

A geology class walks a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards.

Figure 1. The Four Waypoint Cards

\"Four

Waypoint 1: An offshore depth chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline.

Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted within the past century.

Waypoint 3: A road-cut outcrop about 250 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this kind of limestone forms from material that settles on a shallow seafloor.

Waypoint 4: A rock-unit card for the dark rock on the volcanoes’ slopes: fine-grained, dotted with small round holes, found as hardened sheet-like layers.

" }, "_dee9a47b-cd6f-4cbe-94b7-67bf3bece9f1": { "title": "Marching-Band Camp Readings", "html": "

Marching-Band Camp Readings

At a summer marching-band camp, a trainer records one player’s heart rate and breathing rate. The readings are taken at three points during one rehearsal block. Table 1 shows the readings. The trainer notes that the player felt fine the whole time.

Table 1. One Player’s Readings During Rehearsal

Point in the rehearsalHeart rate (beats/min)Breathing rate (breaths/min)
Resting, before warm-up7614
Right after the marching drill15034
After the cool-down9218

Figure 1. The Band at Rehearsal

\"A

" }, "_98ed9095-9c23-4892-9900-b1ea53687a2f": { "title": "After the Beavers Left", "html": "

After the Beavers Left

For years, beavers at Alder Creek kept a dam that held back a wide, shallow pond. The pond grew a thick cattail marsh where herons and other wetland birds fed. Last year the beavers were trapped out. With no beavers to repair it, the dam broke apart and the pond drained down to a narrow creek. A survey team counted cattail stems in marked plots and counted herons along the creek. Table 1 shows the counts. Figure 1 shows the drained pond.

Table 1. Alder Creek Wetland Survey

When the survey was takenCattail stems (per plot)Herons counted along the creek
While the beaver pond was full468
One season after the pond drained193
Two seasons after the pond drained71

Figure 1. The Drained Beaver Pond

\"A

" }, "_10125a75-638b-4c81-8a7f-ccb4b123941b": { "title": "Packing-Peanut Cling Bench", "html": "

Packing-Peanut Cling Bench

On a lab bench, a student rubs a plastic rod with a wool cloth. Then the student slowly brings the rod near a pile of foam packing peanuts. At three set distances, the student records whether the peanuts jump up to the rod. The peanuts jump before the rod touches them. Table 1 shows the results.

Table 1. Peanuts’ Response at Three Rod Distances

Distance of rod from peanutsWhat the peanuts did
10 cmNo peanuts jumped
6 cmA few peanuts jumped
2 cmMany peanuts jumped (before the rod touched)

Figure 1. The Rod Near the Peanuts

\"A

" }, "_cd3336a6-6f39-402a-8765-16fc18779f3b": { "title": "Bantam Comb-Shape Tallies", "html": "

Bantam Comb-Shape Tallies

Noor raises one line of bantam chickens — a naturally small kind of chicken. In this line, the rose comb shape (R) is dominant, and the single comb shape (r) is recessive. Figure 1 shows the two comb shapes. Noor’s coop log lists two crosses and the chicks each cross produced, shown in Table 1.

Figure 1. The Two Comb Shapes

\"Two

Table 1. Coop-Log Cross Tallies

CrossParentsRose-comb chicksSingle-comb chicks
1rose-comb parent x single-comb parent78
2rose-comb parent x rose-comb parent124

Noor also ran a feed trial. She took chicks from two parent pairs in the line — Group M, from two of the line’s largest birds, and Group N, from two of the line’s smallest — and raised every chick the same way except for feed type. Table 2 shows each group’s average adult mass.

Table 2. Feed-Trial Results

Chicks’ groupFeed typeAverage adult mass (g)
Group M (from largest birds)Regular560
Group M (from largest birds)High-protein630
Group N (from smallest birds)Regular500
Group N (from smallest birds)High-protein575
" }, "_1b15685f-8912-4bd5-8ebb-dbba5025fa9e": { "title": "The Mill Flume Wheel", "html": "

The Mill Flume Wheel

A restored grist mill turns its waterwheel using an elevated flume tank. Water flows from the raised tank, down a chute, and onto the wheel. The tank sits about 6 m above the wheel. The side-view diagram (Figure 1) shows the tank, chute, and wheel. Table 1 lists the water’s speed at three points.

Table 1. Water Speed at Three Points

Where the speed was measuredWater speed (m/s)
In the raised tank0.1
Partway down the chute2.0
At the wheel3.6

Figure 1. Side View of the Flume and Wheel

\"A

" }, "_dfd25afd-739a-4ec5-ab54-ea59f709f5b8": { "title": "Lamp-Fuel Burner Log", "html": "

Lamp-Fuel Burner Log

Rafael sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. He lights the wick, records the scale reading every two minutes, and caps the flame out right after the minute-8 reading. Table 1 shows his log.

Table 1. Open-Burner Mass Log

Time (minutes)Scale reading (g)
0 (wick lit)205
2200
4195
6190
8 (flame capped out)185
10185

Figure 1. The Burner on the Scale

\"A

For a check test, Rafael places an identical lit burner inside a large sealed jar on the scale. The flame goes out on its own after a short time. The jar reads 612 g just after it is sealed and 612 g after the flame goes out.

Rafael writes two claim cards about the lost mass:

Claim 1: Burning destroyed part of the fuel’s matter, so that mass is simply gone.

Claim 2: Burning changed part of the fuel into invisible gases that drifted into the air. No matter was destroyed.

" } }, "questions": [ { "n": 1, "item_id": "_40410455-d1c3-4e30-aa81-86700227b373", "type": "choice", "title": "Burner Mass Claims (Part A)", "standards": [ "MS-PS1-5" ], "prompt_html": "

Part A

Look at Table 1 and Rafael’s two claim cards. Which statement correctly names the claim the results support and the reason the results support it?

", "prompt_plain": "Part A Look at Table 1 and Rafael’s two claim cards. Which statement correctly names the claim the results support and the reason the results support it?", "context_html": "", "options": [ { "id": "cA1", "text": "Claim 2 is supported, because burning changed part of the fuel into gases too thin to see, and the atoms in those gases still exist.", "plain": "Claim 2 is supported, because burning changed part of the fuel into gases too thin to see, and the atoms in those gases still exist.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Claim 2 is supported, because the liquid fuel simply evaporated into the air without changing into any new substance at all.", "plain": "Claim 2 is supported, because the liquid fuel simply evaporated into the air without changing into any new substance at all.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Claim 1 is supported, because the flame turned the missing fuel into heat and light, and heat and light are kinds of matter.", "plain": "Claim 1 is supported, because the flame turned the missing fuel into heat and light, and heat and light are kinds of matter.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Claim 1 is supported, because the scale reading dropped while the flame burned, and a smaller reading means some matter stopped existing.", "plain": "Claim 1 is supported, because the scale reading dropped while the flame burned, and a smaller reading means some matter stopped existing.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dfd25afd-739a-4ec5-ab54-ea59f709f5b8" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Lamp-Fuel Burner Log

Rafael sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. He lights the wick, records the scale reading every two minutes, and caps the flame out right after the minute-8 reading. Table 1 shows his log.

Table 1. Open-Burner Mass Log

Time (minutes)Scale reading (g)
0 (wick lit)205
2200
4195
6190
8 (flame capped out)185
10185

Figure 1. The Burner on the Scale

\"A

For a check test, Rafael places an identical lit burner inside a large sealed jar on the scale. The flame goes out on its own after a short time. The jar reads 612 g just after it is sealed and 612 g after the flame goes out.

Rafael writes two claim cards about the lost mass:

Claim 1: Burning destroyed part of the fuel’s matter, so that mass is simply gone.

Claim 2: Burning changed part of the fuel into invisible gases that drifted into the air. No matter was destroyed.

", "passage_plain": "Lamp-Fuel Burner Log Rafael sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. He lights the wick, records the scale reading every two minutes, and caps the flame out right after the minute-8 reading. Table 1 shows his log. Table 1. Open-Burner Mass Log Time (minutes) Scale reading (g) 0 (wick lit) 205 2 200 4 195 6 190 8 (flame capped out) 185 10 185 Figure 1. The Burner on the Scale For a check test, Rafael places an identical lit burner inside a large sealed jar on the scale. The flame goes out on its own after a short time. The jar reads 612 g just after it is sealed and 612 g after the flame goes out. Rafael writes two claim cards about the lost mass: Claim 1: Burning destroyed part of the fuel’s matter, so that mass is simply gone. Claim 2: Burning changed part of the fuel into invisible gases that drifted into the air. No matter was destroyed." }, { "n": 2, "item_id": "_c59a33a7-c5d7-4c4c-a2e2-26fbf1ad14a9", "type": "choice", "title": "Burner Mass Claims (Part B)", "standards": [ "MS-PS1-5" ], "prompt_html": "

Part B

Which results give the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which results give the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA1", "text": "The steadily falling scale readings recorded in Table 1, considered by themselves.", "plain": "The steadily falling scale readings recorded in Table 1, considered by themselves.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The sealed jar’s matching before-and-after readings, considered by themselves.", "plain": "The sealed jar’s matching before-and-after readings, considered by themselves.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The falling readings in Table 1 together with the sealed jar’s unchanged mass.", "plain": "The falling readings in Table 1 together with the sealed jar’s unchanged mass.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The heat and light the open burner’s flame gave off while it was burning.", "plain": "The heat and light the open burner’s flame gave off while it was burning.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dfd25afd-739a-4ec5-ab54-ea59f709f5b8" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Lamp-Fuel Burner Log

Rafael sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. He lights the wick, records the scale reading every two minutes, and caps the flame out right after the minute-8 reading. Table 1 shows his log.

Table 1. Open-Burner Mass Log

Time (minutes)Scale reading (g)
0 (wick lit)205
2200
4195
6190
8 (flame capped out)185
10185

Figure 1. The Burner on the Scale

\"A

For a check test, Rafael places an identical lit burner inside a large sealed jar on the scale. The flame goes out on its own after a short time. The jar reads 612 g just after it is sealed and 612 g after the flame goes out.

Rafael writes two claim cards about the lost mass:

Claim 1: Burning destroyed part of the fuel’s matter, so that mass is simply gone.

Claim 2: Burning changed part of the fuel into invisible gases that drifted into the air. No matter was destroyed.

", "passage_plain": "Lamp-Fuel Burner Log Rafael sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. He lights the wick, records the scale reading every two minutes, and caps the flame out right after the minute-8 reading. Table 1 shows his log. Table 1. Open-Burner Mass Log Time (minutes) Scale reading (g) 0 (wick lit) 205 2 200 4 195 6 190 8 (flame capped out) 185 10 185 Figure 1. The Burner on the Scale For a check test, Rafael places an identical lit burner inside a large sealed jar on the scale. The flame goes out on its own after a short time. The jar reads 612 g just after it is sealed and 612 g after the flame goes out. Rafael writes two claim cards about the lost mass: Claim 1: Burning destroyed part of the fuel’s matter, so that mass is simply gone. Claim 2: Burning changed part of the fuel into invisible gases that drifted into the air. No matter was destroyed." }, { "n": 3, "item_id": "_cc825698-f683-4aca-bde2-0201ee252889", "type": "choice", "title": "Fuel Burner — Reaction Evidence", "standards": [ "MS-PS1-2" ], "prompt_html": "

During the open burn, Rafael wrote down more observations.

Choose the TWO observations that are evidence that a chemical reaction takes place at the burner’s lit wick.

", "prompt_plain": "During the open burn, Rafael wrote down more observations. Choose the TWO observations that are evidence that a chemical reaction takes place at the burner’s lit wick.", "context_html": "", "options": [ { "id": "cA1", "text": "A cool metal spoon held in the flame came away with a thin coat of black soot.", "plain": "A cool metal spoon held in the flame came away with a thin coat of black soot.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The fuel gave off a sharp smell the moment the burner’s cap was first unscrewed.", "plain": "The fuel gave off a sharp smell the moment the burner’s cap was first unscrewed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The flame gave off a warm glow and heated the air just above the burning wick.", "plain": "The flame gave off a warm glow and heated the air just above the burning wick.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The level of liquid fuel inside the burner slowly dropped lower during the burn.", "plain": "The level of liquid fuel inside the burner slowly dropped lower during the burn.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "The burner’s metal body felt smooth and cool to the touch before the wick was lit.", "plain": "The burner’s metal body felt smooth and cool to the touch before the wick was lit.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dfd25afd-739a-4ec5-ab54-ea59f709f5b8" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Lamp-Fuel Burner Log

Rafael sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. He lights the wick, records the scale reading every two minutes, and caps the flame out right after the minute-8 reading. Table 1 shows his log.

Table 1. Open-Burner Mass Log

Time (minutes)Scale reading (g)
0 (wick lit)205
2200
4195
6190
8 (flame capped out)185
10185

Figure 1. The Burner on the Scale

\"A

For a check test, Rafael places an identical lit burner inside a large sealed jar on the scale. The flame goes out on its own after a short time. The jar reads 612 g just after it is sealed and 612 g after the flame goes out.

Rafael writes two claim cards about the lost mass:

Claim 1: Burning destroyed part of the fuel’s matter, so that mass is simply gone.

Claim 2: Burning changed part of the fuel into invisible gases that drifted into the air. No matter was destroyed.

", "passage_plain": "Lamp-Fuel Burner Log Rafael sets a small metal burner of liquid lamp fuel on a digital scale under a fume hood. He lights the wick, records the scale reading every two minutes, and caps the flame out right after the minute-8 reading. Table 1 shows his log. Table 1. Open-Burner Mass Log Time (minutes) Scale reading (g) 0 (wick lit) 205 2 200 4 195 6 190 8 (flame capped out) 185 10 185 Figure 1. The Burner on the Scale For a check test, Rafael places an identical lit burner inside a large sealed jar on the scale. The flame goes out on its own after a short time. The jar reads 612 g just after it is sealed and 612 g after the flame goes out. Rafael writes two claim cards about the lost mass: Claim 1: Burning destroyed part of the fuel’s matter, so that mass is simply gone. Claim 2: Burning changed part of the fuel into invisible gases that drifted into the air. No matter was destroyed." }, { "n": 4, "item_id": "_6598b9df-7a96-4a01-ab9c-232472407a32", "type": "choice", "title": "Campfire — Why the Fire Dies", "standards": [ "MS-PS1-2" ], "prompt_html": "

A campground safety card explains what happens when campers stop adding wood to a fire and let it burn down. After a while only cold gray ash is left and the flames die out on their own, even though plenty of fresh air is still moving around the open fire ring.

\"A

Which statement best explains why the fire goes out on its own?

", "prompt_plain": "A campground safety card explains what happens when campers stop adding wood to a fire and let it burn down. After a while only cold gray ash is left and the flames die out on their own, even though plenty of fresh air is still moving around the open fire ring. Which statement best explains why the fire goes out on its own?", "context_html": "", "options": [ { "id": "cA1", "text": "The gray ash settled over the coals and smothered the flames by sealing the air out.", "plain": "The gray ash settled over the coals and smothered the flames by sealing the air out.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The wood that fuels the burning was used up, so the reaction had to stop.", "plain": "The wood that fuels the burning was used up, so the reaction had to stop.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The oxygen all around the open fire was completely used up, so the burning had to stop.", "plain": "The oxygen all around the open fire was completely used up, so the burning had to stop.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The heat from the flames escaped into the cool night air, leaving nothing to keep it going.", "plain": "The heat from the flames escaped into the cool night air, leaving nothing to keep it going.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-36/images/slot04-campfire-ash.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 5, "item_id": "_cff2fd75-f321-478e-a4e6-b5e6324336db", "type": "text-entry", "title": "Sealed Flask — Product Mass", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A reaction card in a chemistry kit describes what happens inside a sealed, rigid flask: 150 g of compound X breaks down completely into two products, 88 g of gas Y and one solid product, Z. The card is printed below. Because the flask stays sealed, the reaction happens in a closed system — no matter can enter or leave.

compound X (150 g) → gas Y (88 g) + solid Z (? g)

What is the mass, in grams, of solid product Z after the reaction is complete?

Give your answer as a whole number (e.g., 25).

Mass of solid product Z in grams:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "62" ] }, "n_options": 0 }, { "n": 6, "item_id": "_b70c385e-bd55-4658-bf6f-3802dd171455", "type": "choice", "title": "Bantam Cross — Parent Genotypes", "standards": [ "MS-LS3-2" ], "prompt_html": "

Look at Table 1. In Cross 1, a rose-comb parent is crossed with a single-comb parent, and about half of the 15 chicks have single combs. Which pair of parent genotypes best explains the results of Cross 1?

", "prompt_plain": "Look at Table 1. In Cross 1, a rose-comb parent is crossed with a single-comb parent, and about half of the 15 chicks have single combs. Which pair of parent genotypes best explains the results of Cross 1?", "context_html": "", "options": [ { "id": "cA1", "text": "Rr x rr — the rose-comb parent carries one hidden single-comb allele, so about half the chicks have single combs.", "plain": "Rr x rr — the rose-comb parent carries one hidden single-comb allele, so about half the chicks have single combs.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Rr x Rr — both parents carry one of each allele, so about one in four chicks has a single comb.", "plain": "Rr x Rr — both parents carry one of each allele, so about one in four chicks has a single comb.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "RR x rr — the rose-comb parent carries only rose-comb alleles, so every chick turns out rose-combed.", "plain": "RR x rr — the rose-comb parent carries only rose-comb alleles, so every chick turns out rose-combed.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "RR x Rr — both parents show the rose comb, so none of the chicks can have a single comb.", "plain": "RR x Rr — both parents show the rose comb, so none of the chicks can have a single comb.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cd3336a6-6f39-402a-8765-16fc18779f3b" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Bantam Comb-Shape Tallies

Noor raises one line of bantam chickens — a naturally small kind of chicken. In this line, the rose comb shape (R) is dominant, and the single comb shape (r) is recessive. Figure 1 shows the two comb shapes. Noor’s coop log lists two crosses and the chicks each cross produced, shown in Table 1.

Figure 1. The Two Comb Shapes

\"Two

Table 1. Coop-Log Cross Tallies

CrossParentsRose-comb chicksSingle-comb chicks
1rose-comb parent x single-comb parent78
2rose-comb parent x rose-comb parent124

Noor also ran a feed trial. She took chicks from two parent pairs in the line — Group M, from two of the line’s largest birds, and Group N, from two of the line’s smallest — and raised every chick the same way except for feed type. Table 2 shows each group’s average adult mass.

Table 2. Feed-Trial Results

Chicks’ groupFeed typeAverage adult mass (g)
Group M (from largest birds)Regular560
Group M (from largest birds)High-protein630
Group N (from smallest birds)Regular500
Group N (from smallest birds)High-protein575
", "passage_plain": "Bantam Comb-Shape Tallies Noor raises one line of bantam chickens — a naturally small kind of chicken. In this line, the rose comb shape (R) is dominant, and the single comb shape (r) is recessive. Figure 1 shows the two comb shapes. Noor’s coop log lists two crosses and the chicks each cross produced, shown in Table 1. Figure 1. The Two Comb Shapes Table 1. Coop-Log Cross Tallies Cross Parents Rose-comb chicks Single-comb chicks 1 rose-comb parent x single-comb parent 7 8 2 rose-comb parent x rose-comb parent 12 4 Noor also ran a feed trial. She took chicks from two parent pairs in the line — Group M, from two of the line’s largest birds, and Group N, from two of the line’s smallest — and raised every chick the same way except for feed type. Table 2 shows each group’s average adult mass. Table 2. Feed-Trial Results Chicks’ group Feed type Average adult mass (g) Group M (from largest birds) Regular 560 Group M (from largest birds) High-protein 630 Group N (from smallest birds) Regular 500 Group N (from smallest birds) High-protein 575" }, { "n": 7, "item_id": "_db20c4b9-d2a2-46b4-b7de-6d8431532e66", "type": "choice", "title": "Bantam Chicks — Ratio vs Tally", "standards": [ "MS-LS3-2" ], "prompt_html": "

For another rose-comb-and-single-comb pair from the same line, a 2x2 Punnett square predicts that about half of the chicks will have single combs. The pair’s first group of 10 chicks includes only 3 single-comb chicks.

Which statement best explains the difference?

", "prompt_plain": "For another rose-comb-and-single-comb pair from the same line, a 2x2 Punnett square predicts that about half of the chicks will have single combs. The pair’s first group of 10 chicks includes only 3 single-comb chicks. Which statement best explains the difference?", "context_html": "", "options": [ { "id": "cA1", "text": "The Punnett square must contain a mistake, because a correct square matches the exact chicks that hatch.", "plain": "The Punnett square must contain a mistake, because a correct square matches the exact chicks that hatch.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The rose-comb allele slowly grew stronger than the single-comb allele as more eggs were laid.", "plain": "The rose-comb allele slowly grew stronger than the single-comb allele as more eggs were laid.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Each chick’s comb shape is a separate chance event, so a small group often differs from the predicted ratio.", "plain": "Each chick’s comb shape is a separate chance event, so a small group often differs from the predicted ratio.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The pair ran out of single-comb alleles after the first few eggs, so later chicks had to be rose-combed.", "plain": "The pair ran out of single-comb alleles after the first few eggs, so later chicks had to be rose-combed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cd3336a6-6f39-402a-8765-16fc18779f3b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Bantam Comb-Shape Tallies

Noor raises one line of bantam chickens — a naturally small kind of chicken. In this line, the rose comb shape (R) is dominant, and the single comb shape (r) is recessive. Figure 1 shows the two comb shapes. Noor’s coop log lists two crosses and the chicks each cross produced, shown in Table 1.

Figure 1. The Two Comb Shapes

\"Two

Table 1. Coop-Log Cross Tallies

CrossParentsRose-comb chicksSingle-comb chicks
1rose-comb parent x single-comb parent78
2rose-comb parent x rose-comb parent124

Noor also ran a feed trial. She took chicks from two parent pairs in the line — Group M, from two of the line’s largest birds, and Group N, from two of the line’s smallest — and raised every chick the same way except for feed type. Table 2 shows each group’s average adult mass.

Table 2. Feed-Trial Results

Chicks’ groupFeed typeAverage adult mass (g)
Group M (from largest birds)Regular560
Group M (from largest birds)High-protein630
Group N (from smallest birds)Regular500
Group N (from smallest birds)High-protein575
", "passage_plain": "Bantam Comb-Shape Tallies Noor raises one line of bantam chickens — a naturally small kind of chicken. In this line, the rose comb shape (R) is dominant, and the single comb shape (r) is recessive. Figure 1 shows the two comb shapes. Noor’s coop log lists two crosses and the chicks each cross produced, shown in Table 1. Figure 1. The Two Comb Shapes Table 1. Coop-Log Cross Tallies Cross Parents Rose-comb chicks Single-comb chicks 1 rose-comb parent x single-comb parent 7 8 2 rose-comb parent x rose-comb parent 12 4 Noor also ran a feed trial. She took chicks from two parent pairs in the line — Group M, from two of the line’s largest birds, and Group N, from two of the line’s smallest — and raised every chick the same way except for feed type. Table 2 shows each group’s average adult mass. Table 2. Feed-Trial Results Chicks’ group Feed type Average adult mass (g) Group M (from largest birds) Regular 560 Group M (from largest birds) High-protein 630 Group N (from smallest birds) Regular 500 Group N (from smallest birds) High-protein 575" }, { "n": 8, "item_id": "_8801c278-9223-453d-8843-3d9982b12531", "type": "choice", "title": "Feed Trial — Conclusions", "standards": [ "MS-LS1-5" ], "prompt_html": "

Look at Table 2. Choose the TWO statements that the feed-trial results support.

", "prompt_plain": "Look at Table 2. Choose the TWO statements that the feed-trial results support.", "context_html": "", "options": [ { "id": "cA1", "text": "Inherited differences mattered: on the same feed, Group M chicks reached a larger average adult mass than Group N chicks.", "plain": "Inherited differences mattered: on the same feed, Group M chicks reached a larger average adult mass than Group N chicks.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The high-protein feed rewrote the chicks’ growth genes into new versions that build larger adult bodies.", "plain": "The high-protein feed rewrote the chicks’ growth genes into new versions that build larger adult bodies.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Food supply mattered: within each group, chicks on high-protein feed reached a larger average adult mass than those on regular feed.", "plain": "Food supply mattered: within each group, chicks on high-protein feed reached a larger average adult mass than those on regular feed.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Feed alone set adult size, so which parent group a chick came from made no difference to its mass.", "plain": "Feed alone set adult size, so which parent group a chick came from made no difference to its mass.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Comb shape set adult size: rose-comb chicks grew to a larger average adult mass than single-comb chicks.", "plain": "Comb shape set adult size: rose-comb chicks grew to a larger average adult mass than single-comb chicks.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cd3336a6-6f39-402a-8765-16fc18779f3b" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Bantam Comb-Shape Tallies

Noor raises one line of bantam chickens — a naturally small kind of chicken. In this line, the rose comb shape (R) is dominant, and the single comb shape (r) is recessive. Figure 1 shows the two comb shapes. Noor’s coop log lists two crosses and the chicks each cross produced, shown in Table 1.

Figure 1. The Two Comb Shapes

\"Two

Table 1. Coop-Log Cross Tallies

CrossParentsRose-comb chicksSingle-comb chicks
1rose-comb parent x single-comb parent78
2rose-comb parent x rose-comb parent124

Noor also ran a feed trial. She took chicks from two parent pairs in the line — Group M, from two of the line’s largest birds, and Group N, from two of the line’s smallest — and raised every chick the same way except for feed type. Table 2 shows each group’s average adult mass.

Table 2. Feed-Trial Results

Chicks’ groupFeed typeAverage adult mass (g)
Group M (from largest birds)Regular560
Group M (from largest birds)High-protein630
Group N (from smallest birds)Regular500
Group N (from smallest birds)High-protein575
", "passage_plain": "Bantam Comb-Shape Tallies Noor raises one line of bantam chickens — a naturally small kind of chicken. In this line, the rose comb shape (R) is dominant, and the single comb shape (r) is recessive. Figure 1 shows the two comb shapes. Noor’s coop log lists two crosses and the chicks each cross produced, shown in Table 1. Figure 1. The Two Comb Shapes Table 1. Coop-Log Cross Tallies Cross Parents Rose-comb chicks Single-comb chicks 1 rose-comb parent x single-comb parent 7 8 2 rose-comb parent x rose-comb parent 12 4 Noor also ran a feed trial. She took chicks from two parent pairs in the line — Group M, from two of the line’s largest birds, and Group N, from two of the line’s smallest — and raised every chick the same way except for feed type. Table 2 shows each group’s average adult mass. Table 2. Feed-Trial Results Chicks’ group Feed type Average adult mass (g) Group M (from largest birds) Regular 560 Group M (from largest birds) High-protein 630 Group N (from smallest birds) Regular 500 Group N (from smallest birds) High-protein 575" }, { "n": 9, "item_id": "_c1860167-e066-44b1-be9c-f18af7ce94a5", "type": "choice", "title": "Corvo Coast — Boundary Type", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Look at the Waypoint 1 and Waypoint 2 cards. Which type of plate boundary do these two cards together point to along the Corvo coast?

", "prompt_plain": "Look at the Waypoint 1 and Waypoint 2 cards. Which type of plate boundary do these two cards together point to along the Corvo coast?", "context_html": "", "options": [ { "id": "cA1", "text": "A divergent boundary, where two plates pull apart from each other.", "plain": "A divergent boundary, where two plates pull apart from each other.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "A transform boundary, where two plates slide sideways past each other.", "plain": "A transform boundary, where two plates slide sideways past each other.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "No plate boundary runs along this coast at all.", "plain": "No plate boundary runs along this coast at all.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "A convergent boundary, where two plates push together against each other.", "plain": "A convergent boundary, where two plates push together against each other.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_126122ff-4316-4b39-9691-ec7b42323ed6" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Corvo Coast Waypoint Cards

A geology class walks a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards.

Figure 1. The Four Waypoint Cards

\"Four

Waypoint 1: An offshore depth chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline.

Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted within the past century.

Waypoint 3: A road-cut outcrop about 250 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this kind of limestone forms from material that settles on a shallow seafloor.

Waypoint 4: A rock-unit card for the dark rock on the volcanoes’ slopes: fine-grained, dotted with small round holes, found as hardened sheet-like layers.

", "passage_plain": "Corvo Coast Waypoint Cards A geology class walks a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards. Figure 1. The Four Waypoint Cards Waypoint 1: An offshore depth chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline. Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted within the past century. Waypoint 3: A road-cut outcrop about 250 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this kind of limestone forms from material that settles on a shallow seafloor. Waypoint 4: A rock-unit card for the dark rock on the volcanoes’ slopes: fine-grained, dotted with small round holes, found as hardened sheet-like layers." }, { "n": 10, "item_id": "_55592d52-123e-48dd-a59d-f0b72539a41b", "type": "choice", "title": "Corvo Cards — Rock Evidence", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Look at the Waypoint 3 and Waypoint 4 cards. Choose the TWO statements that the cards’ observations support.

", "prompt_plain": "Look at the Waypoint 3 and Waypoint 4 cards. Choose the TWO statements that the cards’ observations support.", "context_html": "", "options": [ { "id": "cA1", "text": "The dark rock formed when loose sand grains were slowly pressed and cemented together into layers.", "plain": "The dark rock formed when loose sand grains were slowly pressed and cemented together into layers.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The dark, fine-grained rock with small round holes hardened from melted rock that cooled quickly at the surface.", "plain": "The dark, fine-grained rock with small round holes hardened from melted rock that cooled quickly at the surface.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The fossil seashells worked their way into cracks in the limestone long after the rock had hardened.", "plain": "The fossil seashells worked their way into cracks in the limestone long after the rock had hardened.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The folded limestone, now high above the sea, shows the crust was pushed upward after the rock formed on the seafloor.", "plain": "The folded limestone, now high above the sea, shows the crust was pushed upward after the rock formed on the seafloor.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The limestone formed at its present height, and its tight folds appeared as the shells settled on the shallow seafloor.", "plain": "The limestone formed at its present height, and its tight folds appeared as the shells settled on the shallow seafloor.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_126122ff-4316-4b39-9691-ec7b42323ed6" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Corvo Coast Waypoint Cards

A geology class walks a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards.

Figure 1. The Four Waypoint Cards

\"Four

Waypoint 1: An offshore depth chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline.

Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted within the past century.

Waypoint 3: A road-cut outcrop about 250 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this kind of limestone forms from material that settles on a shallow seafloor.

Waypoint 4: A rock-unit card for the dark rock on the volcanoes’ slopes: fine-grained, dotted with small round holes, found as hardened sheet-like layers.

", "passage_plain": "Corvo Coast Waypoint Cards A geology class walks a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards. Figure 1. The Four Waypoint Cards Waypoint 1: An offshore depth chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline. Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted within the past century. Waypoint 3: A road-cut outcrop about 250 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this kind of limestone forms from material that settles on a shallow seafloor. Waypoint 4: A rock-unit card for the dark rock on the volcanoes’ slopes: fine-grained, dotted with small round holes, found as hardened sheet-like layers." }, { "n": 11, "item_id": "_fdf72101-28b1-4a24-88a3-88568826d363", "type": "choice", "title": "Folded Limestone in the Range", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Look at the folded seafloor-limestone card from the Corvo coast trip. This gray rock holds tiny sea-shell bits, yet it now sits high in the mountain range.

Which sequence best explains how this rock came to sit high in the range today?

", "prompt_plain": "Look at the folded seafloor-limestone card from the Corvo coast trip. This gray rock holds tiny sea-shell bits, yet it now sits high in the mountain range. Which sequence best explains how this rock came to sit high in the range today?", "context_html": "", "options": [ { "id": "cA11", "text": "The limestone formed from cooling lava at the mountaintop and then cracked into folds.", "plain": "The limestone formed from cooling lava at the mountaintop and then cracked into folds.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Sea-floor sediments hardened into limestone, then colliding plates pushed it up and folded it.", "plain": "Sea-floor sediments hardened into limestone, then colliding plates pushed it up and folded it.", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "Wind carried sand up to the peak, where it piled up and bent into folds.", "plain": "Wind carried sand up to the peak, where it piled up and bent into folds.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "The limestone stayed at this height while rain slowly carved the folds into it.", "plain": "The limestone stayed at this height while rain slowly carved the folds into it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_126122ff-4316-4b39-9691-ec7b42323ed6" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB11" ] }, "n_options": 4, "passage_html": "

Corvo Coast Waypoint Cards

A geology class walks a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards.

Figure 1. The Four Waypoint Cards

\"Four

Waypoint 1: An offshore depth chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline.

Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted within the past century.

Waypoint 3: A road-cut outcrop about 250 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this kind of limestone forms from material that settles on a shallow seafloor.

Waypoint 4: A rock-unit card for the dark rock on the volcanoes’ slopes: fine-grained, dotted with small round holes, found as hardened sheet-like layers.

", "passage_plain": "Corvo Coast Waypoint Cards A geology class walks a marked trail along the Corvo coast. At each waypoint, a card describes what the class can observe there. Figure 1 shows the four waypoint cards. Figure 1. The Four Waypoint Cards Waypoint 1: An offshore depth chart. The seafloor drops into a deep, narrow trench that runs parallel to the coastline. Waypoint 2: A lookout facing inland. A chain of steep volcanic peaks rises parallel to the coast; several have erupted within the past century. Waypoint 3: A road-cut outcrop about 250 meters above sea level. Its limestone layers are folded into tight waves and hold fossil seashells. The card notes that this kind of limestone forms from material that settles on a shallow seafloor. Waypoint 4: A rock-unit card for the dark rock on the volcanoes’ slopes: fine-grained, dotted with small round holes, found as hardened sheet-like layers." }, { "n": 12, "item_id": "_15eeb13a-956c-42e7-bf36-398cf2fe8365", "type": "choice", "title": "Packing-Peanut Cling Bench — Part A", "standards": [ "MS-PS2-5" ], "prompt_html": "

Part A

Look at Table 1. Which claim about the jumping peanuts do the trials best support?

", "prompt_plain": "Part A Look at Table 1. Which claim about the jumping peanuts do the trials best support?", "context_html": "", "options": [ { "id": "cA12", "text": "A charged rod can pull on the peanuts across a gap, without touching them.", "plain": "A charged rod can pull on the peanuts across a gap, without touching them.", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "The peanuts move at the moment the rod actually touches each one.", "plain": "The peanuts move at the moment the rod actually touches each one.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The moving air from the rod blows the foam peanuts up into the air.", "plain": "The moving air from the rod blows the foam peanuts up into the air.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "The peanuts are magnetic, so the metal rod pulls them like a magnet.", "plain": "The peanuts are magnetic, so the metal rod pulls them like a magnet.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_10125a75-638b-4c81-8a7f-ccb4b123941b" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA12" ] }, "n_options": 4, "passage_html": "

Packing-Peanut Cling Bench

On a lab bench, a student rubs a plastic rod with a wool cloth. Then the student slowly brings the rod near a pile of foam packing peanuts. At three set distances, the student records whether the peanuts jump up to the rod. The peanuts jump before the rod touches them. Table 1 shows the results.

Table 1. Peanuts’ Response at Three Rod Distances

Distance of rod from peanutsWhat the peanuts did
10 cmNo peanuts jumped
6 cmA few peanuts jumped
2 cmMany peanuts jumped (before the rod touched)

Figure 1. The Rod Near the Peanuts

\"A

", "passage_plain": "Packing-Peanut Cling Bench On a lab bench, a student rubs a plastic rod with a wool cloth. Then the student slowly brings the rod near a pile of foam packing peanuts. At three set distances, the student records whether the peanuts jump up to the rod. The peanuts jump before the rod touches them. Table 1 shows the results. Table 1. Peanuts’ Response at Three Rod Distances Distance of rod from peanuts What the peanuts did 10 cm No peanuts jumped 6 cm A few peanuts jumped 2 cm Many peanuts jumped (before the rod touched) Figure 1. The Rod Near the Peanuts" }, { "n": 13, "item_id": "_0fa78875-bcb5-4455-9438-fdffae1d5a57", "type": "choice", "title": "Packing-Peanut Cling Bench — Part B", "standards": [ "MS-PS2-5" ], "prompt_html": "

Part B

Which comparison in Table 1 is the best evidence for the claim you chose in Part A?

", "prompt_plain": "Part B Which comparison in Table 1 is the best evidence for the claim you chose in Part A?", "context_html": "", "options": [ { "id": "cA13", "text": "The same number of peanuts jumped at 10 cm, 6 cm, and 2 cm.", "plain": "The same number of peanuts jumped at 10 cm, 6 cm, and 2 cm.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "The peanuts jumped after the rod reached them and touched at 2 cm.", "plain": "The peanuts jumped after the rod reached them and touched at 2 cm.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "At 2 cm many peanuts jumped, but at 10 cm they did not.", "plain": "At 2 cm many peanuts jumped, but at 10 cm they did not.", "correct": true, "kind": "choice" }, { "id": "cD13", "text": "Peanuts jumped at 10 cm but stopped once the rod moved to 2 cm.", "plain": "Peanuts jumped at 10 cm but stopped once the rod moved to 2 cm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_10125a75-638b-4c81-8a7f-ccb4b123941b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC13" ] }, "n_options": 4, "passage_html": "

Packing-Peanut Cling Bench

On a lab bench, a student rubs a plastic rod with a wool cloth. Then the student slowly brings the rod near a pile of foam packing peanuts. At three set distances, the student records whether the peanuts jump up to the rod. The peanuts jump before the rod touches them. Table 1 shows the results.

Table 1. Peanuts’ Response at Three Rod Distances

Distance of rod from peanutsWhat the peanuts did
10 cmNo peanuts jumped
6 cmA few peanuts jumped
2 cmMany peanuts jumped (before the rod touched)

Figure 1. The Rod Near the Peanuts

\"A

", "passage_plain": "Packing-Peanut Cling Bench On a lab bench, a student rubs a plastic rod with a wool cloth. Then the student slowly brings the rod near a pile of foam packing peanuts. At three set distances, the student records whether the peanuts jump up to the rod. The peanuts jump before the rod touches them. Table 1 shows the results. Table 1. Peanuts’ Response at Three Rod Distances Distance of rod from peanuts What the peanuts did 10 cm No peanuts jumped 6 cm A few peanuts jumped 2 cm Many peanuts jumped (before the rod touched) Figure 1. The Rod Near the Peanuts" }, { "n": 14, "item_id": "_85089918-87ef-436d-abac-d4efce33f026", "type": "choice", "title": "Marching-Band Camp Readings — Part A", "standards": [ "MS-LS1-3" ], "prompt_html": "

Part A

Look at Table 1. Which claim about the player’s body systems do the readings best support?

", "prompt_plain": "Part A Look at Table 1. Which claim about the player’s body systems do the readings best support?", "context_html": "", "options": [ { "id": "cA14", "text": "The heart speeds up during hard exercise, while the breathing rate stays about the same.", "plain": "The heart speeds up during hard exercise, while the breathing rate stays about the same.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The lungs and the heart work separately and do not affect each other.", "plain": "The lungs and the heart work separately and do not affect each other.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The breathing rate changes during exercise, but the heart rate holds steady throughout.", "plain": "The breathing rate changes during exercise, but the heart rate holds steady throughout.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The circulatory and respiratory systems respond together, rising and falling at the same times.", "plain": "The circulatory and respiratory systems respond together, rising and falling at the same times.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dee9a47b-cd6f-4cbe-94b7-67bf3bece9f1" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4, "passage_html": "

Marching-Band Camp Readings

At a summer marching-band camp, a trainer records one player’s heart rate and breathing rate. The readings are taken at three points during one rehearsal block. Table 1 shows the readings. The trainer notes that the player felt fine the whole time.

Table 1. One Player’s Readings During Rehearsal

Point in the rehearsalHeart rate (beats/min)Breathing rate (breaths/min)
Resting, before warm-up7614
Right after the marching drill15034
After the cool-down9218

Figure 1. The Band at Rehearsal

\"A

", "passage_plain": "Marching-Band Camp Readings At a summer marching-band camp, a trainer records one player’s heart rate and breathing rate. The readings are taken at three points during one rehearsal block. Table 1 shows the readings. The trainer notes that the player felt fine the whole time. Table 1. One Player’s Readings During Rehearsal Point in the rehearsal Heart rate (beats/min) Breathing rate (breaths/min) Resting, before warm-up 76 14 Right after the marching drill 150 34 After the cool-down 92 18 Figure 1. The Band at Rehearsal" }, { "n": 15, "item_id": "_4a3045f4-8916-402d-a557-25fd26997012", "type": "choice", "title": "Marching-Band Camp Readings — Part B", "standards": [ "MS-LS1-3" ], "prompt_html": "

Part B

Which comparison in Table 1 is the best evidence for the claim you chose in Part A?

", "prompt_plain": "Part B Which comparison in Table 1 is the best evidence for the claim you chose in Part A?", "context_html": "", "options": [ { "id": "cA15", "text": "The heart rate rose during the drill, but the breathing rate stayed near 14.", "plain": "The heart rate rose during the drill, but the breathing rate stayed near 14.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "Both the heart rate and breathing rate rose during the drill and fell during cool-down.", "plain": "Both the heart rate and breathing rate rose during the drill and fell during cool-down.", "correct": true, "kind": "choice" }, { "id": "cC15", "text": "The breathing rate rose while the heart rate dropped during the marching drill.", "plain": "The breathing rate rose while the heart rate dropped during the marching drill.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Both rates stayed about the same from rest through the whole marching drill.", "plain": "Both rates stayed about the same from rest through the whole marching drill.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_dee9a47b-cd6f-4cbe-94b7-67bf3bece9f1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB15" ] }, "n_options": 4, "passage_html": "

Marching-Band Camp Readings

At a summer marching-band camp, a trainer records one player’s heart rate and breathing rate. The readings are taken at three points during one rehearsal block. Table 1 shows the readings. The trainer notes that the player felt fine the whole time.

Table 1. One Player’s Readings During Rehearsal

Point in the rehearsalHeart rate (beats/min)Breathing rate (breaths/min)
Resting, before warm-up7614
Right after the marching drill15034
After the cool-down9218

Figure 1. The Band at Rehearsal

\"A

", "passage_plain": "Marching-Band Camp Readings At a summer marching-band camp, a trainer records one player’s heart rate and breathing rate. The readings are taken at three points during one rehearsal block. Table 1 shows the readings. The trainer notes that the player felt fine the whole time. Table 1. One Player’s Readings During Rehearsal Point in the rehearsal Heart rate (beats/min) Breathing rate (breaths/min) Resting, before warm-up 76 14 Right after the marching drill 150 34 After the cool-down 92 18 Figure 1. The Band at Rehearsal" }, { "n": 16, "item_id": "_60ad305f-4381-4c2e-9062-84bb944480b0", "type": "choice", "title": "Bleacher Windscreen — Testable Goal", "standards": [ "MS-ETS1-1" ], "prompt_html": "

The crew’s brief just says that the screen ‘should block the wind.’ A teammate says this goal is too vague to test.

Which added statement would best make the brief testable?

", "prompt_plain": "The crew’s brief just says that the screen ‘should block the wind.’ A teammate says this goal is too vague to test. Which added statement would best make the brief testable?", "context_html": "", "options": [ { "id": "cA16", "text": "The screen should lower the flag’s flap angle to 15° or less in a strong gust.", "plain": "The screen should lower the flag’s flap angle to 15° or less in a strong gust.", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "The screen should cost no more than 150 dollars for the crew to build.", "plain": "The screen should cost no more than 150 dollars for the crew to build.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "The screen should match at least two of the school’s main team colors.", "plain": "The screen should match at least two of the school’s main team colors.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "The screen should work really well at blocking the strong wind for the crowd.", "plain": "The screen should work really well at blocking the strong wind for the crowd.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d6d1fddc-da78-4cff-af37-72531f7b1f06" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA16" ] }, "n_options": 4, "passage_html": "

Bleacher Windscreen Rig

A school crew designs a mesh windscreen to stand beside the bleachers and block gusts. The brief says the screen should block the wind, stay anchored, and not tear. The crew tested the screen on two windy weekends (Table 1). The crew also ran three computer model runs (Table 2).

Table 1. Windscreen Performance on Two Weekends

MeasureTargetWeekend 1Weekend 2
Flag flap angle behind screen15° or less18°22°
Lower anchor postsStay fixedHeld firmHeld firm
Mesh screenNo tearsNo tearsNo tears

Table 2. Model-Run Notes

Model runChange madeFlag flap angle
Run 1Baseline screen22°
Run 2Top mesh tightened21°
Run 3Lower edge tensioned14°

Figure 1. The Bleacher Windscreen

\"A

", "passage_plain": "Bleacher Windscreen Rig A school crew designs a mesh windscreen to stand beside the bleachers and block gusts. The brief says the screen should block the wind, stay anchored, and not tear. The crew tested the screen on two windy weekends (Table 1). The crew also ran three computer model runs (Table 2). Table 1. Windscreen Performance on Two Weekends Measure Target Weekend 1 Weekend 2 Flag flap angle behind screen 15° or less 18° 22° Lower anchor posts Stay fixed Held firm Held firm Mesh screen No tears No tears No tears Table 2. Model-Run Notes Model run Change made Flag flap angle Run 1 Baseline screen 22° Run 2 Top mesh tightened 21° Run 3 Lower edge tensioned 14° Figure 1. The Bleacher Windscreen" }, { "n": 17, "item_id": "_9544fe9c-3f55-473a-8860-d428289ba95f", "type": "choice", "title": "Bleacher Windscreen — Weekend-2 Result", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Table 1. On weekend 2, the flag behind the screen flapped at 22°, the posts held firm, and the mesh had no tears.

Which statement best describes the screen’s weekend-2 result?

", "prompt_plain": "Look at Table 1. On weekend 2, the flag behind the screen flapped at 22°, the posts held firm, and the mesh had no tears. Which statement best describes the screen’s weekend-2 result?", "context_html": "", "options": [ { "id": "cA17", "text": "It violated the anchor-force constraint, because one of the lower posts pulled loose.", "plain": "It violated the anchor-force constraint, because one of the lower posts pulled loose.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "It reached a failure point, because the mesh screen tore apart in the gust.", "plain": "It reached a failure point, because the mesh screen tore apart in the gust.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "It underperformed the flap criterion, because the 22° flap is still above the 15° target.", "plain": "It underperformed the flap criterion, because the 22° flap is still above the 15° target.", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "It met each criterion and constraint, because the three measures reached their targets.", "plain": "It met each criterion and constraint, because the three measures reached their targets.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d6d1fddc-da78-4cff-af37-72531f7b1f06" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC17" ] }, "n_options": 4, "passage_html": "

Bleacher Windscreen Rig

A school crew designs a mesh windscreen to stand beside the bleachers and block gusts. The brief says the screen should block the wind, stay anchored, and not tear. The crew tested the screen on two windy weekends (Table 1). The crew also ran three computer model runs (Table 2).

Table 1. Windscreen Performance on Two Weekends

MeasureTargetWeekend 1Weekend 2
Flag flap angle behind screen15° or less18°22°
Lower anchor postsStay fixedHeld firmHeld firm
Mesh screenNo tearsNo tearsNo tears

Table 2. Model-Run Notes

Model runChange madeFlag flap angle
Run 1Baseline screen22°
Run 2Top mesh tightened21°
Run 3Lower edge tensioned14°

Figure 1. The Bleacher Windscreen

\"A

", "passage_plain": "Bleacher Windscreen Rig A school crew designs a mesh windscreen to stand beside the bleachers and block gusts. The brief says the screen should block the wind, stay anchored, and not tear. The crew tested the screen on two windy weekends (Table 1). The crew also ran three computer model runs (Table 2). Table 1. Windscreen Performance on Two Weekends Measure Target Weekend 1 Weekend 2 Flag flap angle behind screen 15° or less 18° 22° Lower anchor posts Stay fixed Held firm Held firm Mesh screen No tears No tears No tears Table 2. Model-Run Notes Model run Change made Flag flap angle Run 1 Baseline screen 22° Run 2 Top mesh tightened 21° Run 3 Lower edge tensioned 14° Figure 1. The Bleacher Windscreen" }, { "n": 18, "item_id": "_996c9975-fb43-4cfe-aedb-cc992384e2d1", "type": "choice", "title": "Bleacher Windscreen — Next Change", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Look at Table 2 (the model-run notes). The crew can change just one part of the screen in the next version.

Which comparison best shows which part the crew should improve next?

", "prompt_plain": "Look at Table 2 (the model-run notes). The crew can change just one part of the screen in the next version. Which comparison best shows which part the crew should improve next?", "context_html": "", "options": [ { "id": "cA18", "text": "Tightening the top mesh dropped the flap the most, so refine the top mesh next.", "plain": "Tightening the top mesh dropped the flap the most, so refine the top mesh next.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Both changes lowered the flap by the same amount, so either edge works next.", "plain": "Both changes lowered the flap by the same amount, so either edge works next.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "Neither change lowered the flap by much, so the design cannot be improved further.", "plain": "Neither change lowered the flap by much, so the design cannot be improved further.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Tensioning the lower edge dropped the flap to 14°, while the top mesh barely changed.", "plain": "Tensioning the lower edge dropped the flap to 14°, while the top mesh barely changed.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d6d1fddc-da78-4cff-af37-72531f7b1f06" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD18" ] }, "n_options": 4, "passage_html": "

Bleacher Windscreen Rig

A school crew designs a mesh windscreen to stand beside the bleachers and block gusts. The brief says the screen should block the wind, stay anchored, and not tear. The crew tested the screen on two windy weekends (Table 1). The crew also ran three computer model runs (Table 2).

Table 1. Windscreen Performance on Two Weekends

MeasureTargetWeekend 1Weekend 2
Flag flap angle behind screen15° or less18°22°
Lower anchor postsStay fixedHeld firmHeld firm
Mesh screenNo tearsNo tearsNo tears

Table 2. Model-Run Notes

Model runChange madeFlag flap angle
Run 1Baseline screen22°
Run 2Top mesh tightened21°
Run 3Lower edge tensioned14°

Figure 1. The Bleacher Windscreen

\"A

", "passage_plain": "Bleacher Windscreen Rig A school crew designs a mesh windscreen to stand beside the bleachers and block gusts. The brief says the screen should block the wind, stay anchored, and not tear. The crew tested the screen on two windy weekends (Table 1). The crew also ran three computer model runs (Table 2). Table 1. Windscreen Performance on Two Weekends Measure Target Weekend 1 Weekend 2 Flag flap angle behind screen 15° or less 18° 22° Lower anchor posts Stay fixed Held firm Held firm Mesh screen No tears No tears No tears Table 2. Model-Run Notes Model run Change made Flag flap angle Run 1 Baseline screen 22° Run 2 Top mesh tightened 21° Run 3 Lower edge tensioned 14° Figure 1. The Bleacher Windscreen" }, { "n": 19, "item_id": "_b1425cf5-83ae-4b43-b46d-be3d8d37cefe", "type": "choice", "title": "The Mill Flume Wheel — Part A", "standards": [ "MS-PS3-2" ], "prompt_html": "

Part A

Look at the diagram. Which claim about the water in the raised flume tank does it best support?

", "prompt_plain": "Part A Look at the diagram. Which claim about the water in the raised flume tank does it best support?", "context_html": "", "options": [ { "id": "cA19", "text": "The water held high in the raised tank stores energy from its lifted position.", "plain": "The water held high in the raised tank stores energy from its lifted position.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "The water in the tank has no stored energy until it starts to move.", "plain": "The water in the tank has no stored energy until it starts to move.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The tank stores energy mainly because the water inside it is very cold.", "plain": "The tank stores energy mainly because the water inside it is very cold.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The water stores energy because the heavy tank presses down hard on it.", "plain": "The water stores energy because the heavy tank presses down hard on it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1b15685f-8912-4bd5-8ebb-dbba5025fa9e" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4, "passage_html": "

The Mill Flume Wheel

A restored grist mill turns its waterwheel using an elevated flume tank. Water flows from the raised tank, down a chute, and onto the wheel. The tank sits about 6 m above the wheel. The side-view diagram (Figure 1) shows the tank, chute, and wheel. Table 1 lists the water’s speed at three points.

Table 1. Water Speed at Three Points

Where the speed was measuredWater speed (m/s)
In the raised tank0.1
Partway down the chute2.0
At the wheel3.6

Figure 1. Side View of the Flume and Wheel

\"A

", "passage_plain": "The Mill Flume Wheel A restored grist mill turns its waterwheel using an elevated flume tank. Water flows from the raised tank, down a chute, and onto the wheel. The tank sits about 6 m above the wheel. The side-view diagram (Figure 1) shows the tank, chute, and wheel. Table 1 lists the water’s speed at three points. Table 1. Water Speed at Three Points Where the speed was measured Water speed (m/s) In the raised tank 0.1 Partway down the chute 2.0 At the wheel 3.6 Figure 1. Side View of the Flume and Wheel" }, { "n": 20, "item_id": "_3d5b7438-fab0-4d1d-ad60-7dd08627a384", "type": "choice", "title": "The Mill Flume Wheel — Part B", "standards": [ "MS-PS3-2" ], "prompt_html": "

Part B

Look at Table 1. Which speed comparison is the best evidence for the claim you chose in Part A?

", "prompt_plain": "Part B Look at Table 1. Which speed comparison is the best evidence for the claim you chose in Part A?", "context_html": "", "options": [ { "id": "cA20", "text": "The water moves fastest in the tank and slows before it reaches the wheel.", "plain": "The water moves fastest in the tank and slows before it reaches the wheel.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "The water keeps the same speed from the tank down to the wheel below.", "plain": "The water keeps the same speed from the tank down to the wheel below.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "The water moves slowest in the raised tank and fastest at the wheel below.", "plain": "The water moves slowest in the raised tank and fastest at the wheel below.", "correct": true, "kind": "choice" }, { "id": "cD20", "text": "The water moves fast at the wheel after the wheel is already spinning.", "plain": "The water moves fast at the wheel after the wheel is already spinning.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1b15685f-8912-4bd5-8ebb-dbba5025fa9e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC20" ] }, "n_options": 4, "passage_html": "

The Mill Flume Wheel

A restored grist mill turns its waterwheel using an elevated flume tank. Water flows from the raised tank, down a chute, and onto the wheel. The tank sits about 6 m above the wheel. The side-view diagram (Figure 1) shows the tank, chute, and wheel. Table 1 lists the water’s speed at three points.

Table 1. Water Speed at Three Points

Where the speed was measuredWater speed (m/s)
In the raised tank0.1
Partway down the chute2.0
At the wheel3.6

Figure 1. Side View of the Flume and Wheel

\"A

", "passage_plain": "The Mill Flume Wheel A restored grist mill turns its waterwheel using an elevated flume tank. Water flows from the raised tank, down a chute, and onto the wheel. The tank sits about 6 m above the wheel. The side-view diagram (Figure 1) shows the tank, chute, and wheel. Table 1 lists the water’s speed at three points. Table 1. Water Speed at Three Points Where the speed was measured Water speed (m/s) In the raised tank 0.1 Partway down the chute 2.0 At the wheel 3.6 Figure 1. Side View of the Flume and Wheel" }, { "n": 21, "item_id": "_16ff5aea-43b6-4b34-aef4-20038b0e5a30", "type": "choice", "title": "After the Beavers Left — Bird Outlook", "standards": [ "MS-LS2-4" ], "prompt_html": "

Look at Table 1. After the beavers were trapped out, the pond drained and both the cattail stems and the herons dropped season after season.

Which prediction about the wetland birds at Alder Creek over the next few years does the survey best support?

", "prompt_plain": "Look at Table 1. After the beavers were trapped out, the pond drained and both the cattail stems and the herons dropped season after season. Which prediction about the wetland birds at Alder Creek over the next few years does the survey best support?", "context_html": "", "options": [ { "id": "cA21", "text": "The wetland birds will soon return to their earlier numbers now that the creek still flows.", "plain": "The wetland birds will soon return to their earlier numbers now that the creek still flows.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The wetland birds will keep declining, because the drained pond no longer supports the marsh plants they need.", "plain": "The wetland birds will keep declining, because the drained pond no longer supports the marsh plants they need.", "correct": true, "kind": "choice" }, { "id": "cC21", "text": "The wetland birds will be unaffected, because birds can fly and do not depend on the pond.", "plain": "The wetland birds will be unaffected, because birds can fly and do not depend on the pond.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "The wetland birds will increase, because draining the pond opened new open ground along the creek.", "plain": "The wetland birds will increase, because draining the pond opened new open ground along the creek.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_98ed9095-9c23-4892-9900-b1ea53687a2f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB21" ] }, "n_options": 4, "passage_html": "

After the Beavers Left

For years, beavers at Alder Creek kept a dam that held back a wide, shallow pond. The pond grew a thick cattail marsh where herons and other wetland birds fed. Last year the beavers were trapped out. With no beavers to repair it, the dam broke apart and the pond drained down to a narrow creek. A survey team counted cattail stems in marked plots and counted herons along the creek. Table 1 shows the counts. Figure 1 shows the drained pond.

Table 1. Alder Creek Wetland Survey

When the survey was takenCattail stems (per plot)Herons counted along the creek
While the beaver pond was full468
One season after the pond drained193
Two seasons after the pond drained71

Figure 1. The Drained Beaver Pond

\"A

", "passage_plain": "After the Beavers Left For years, beavers at Alder Creek kept a dam that held back a wide, shallow pond. The pond grew a thick cattail marsh where herons and other wetland birds fed. Last year the beavers were trapped out. With no beavers to repair it, the dam broke apart and the pond drained down to a narrow creek. A survey team counted cattail stems in marked plots and counted herons along the creek. Table 1 shows the counts. Figure 1 shows the drained pond. Table 1. Alder Creek Wetland Survey When the survey was taken Cattail stems (per plot) Herons counted along the creek While the beaver pond was full 46 8 One season after the pond drained 19 3 Two seasons after the pond drained 7 1 Figure 1. The Drained Beaver Pond" }, { "n": 22, "item_id": "_78378ee1-5c02-47bb-8ece-acd4c7ec6ae9", "type": "hottext", "title": "Alder Creek Heron Evidence", "standards": [ "MS-LS2-4" ], "prompt_html": "

The survey team is unsure why the herons declined. A team member wonders whether the herons left because the pond drained or because of hunting nearby. The ranger’s note below has five sentences.

Select the one sentence that gives the best evidence that the drained pond caused the heron decline.

", "prompt_plain": "The survey team is unsure why the herons declined. A team member wonders whether the herons left because the pond drained or because of hunting nearby. The ranger’s note below has five sentences. Select the one sentence that gives the best evidence that the drained pond caused the heron decline.", "context_html": "", "options": [ { "id": "hH122", "text": "Herons are tall wading birds that hunt small fish and frogs in the shallow water at a pond edge.", "plain": "Herons are tall wading birds that hunt small fish and frogs in the shallow water at a pond edge.", "correct": false, "kind": "hottext" }, { "id": "hH222", "text": "A few hikers said the creek looked much emptier of herons this year than it did last year.", "plain": "A few hikers said the creek looked much emptier of herons this year than it did last year.", "correct": false, "kind": "hottext" }, { "id": "hH322", "text": "As the pond drained, the shallow water where herons feed disappeared, and the heron count fell in those same seasons.", "plain": "As the pond drained, the shallow water where herons feed disappeared, and the heron count fell in those same seasons.", "correct": true, "kind": "hottext" }, { "id": "hH422", "text": "Beavers had kept the pond full and wide for many years before they were trapped out of the area.", "plain": "Beavers had kept the pond full and wide for many years before they were trapped out of the area.", "correct": false, "kind": "hottext" }, { "id": "hH522", "text": "No hunting is allowed anywhere near Alder Creek, so hunters were unlikely to be the cause.", "plain": "No hunting is allowed anywhere near Alder Creek, so hunters were unlikely to be the cause.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_98ed9095-9c23-4892-9900-b1ea53687a2f" ], "key_letters": "", "key_values": { "RESPONSE": [ "hH322" ] }, "n_options": 5, "passage_html": "

After the Beavers Left

For years, beavers at Alder Creek kept a dam that held back a wide, shallow pond. The pond grew a thick cattail marsh where herons and other wetland birds fed. Last year the beavers were trapped out. With no beavers to repair it, the dam broke apart and the pond drained down to a narrow creek. A survey team counted cattail stems in marked plots and counted herons along the creek. Table 1 shows the counts. Figure 1 shows the drained pond.

Table 1. Alder Creek Wetland Survey

When the survey was takenCattail stems (per plot)Herons counted along the creek
While the beaver pond was full468
One season after the pond drained193
Two seasons after the pond drained71

Figure 1. The Drained Beaver Pond

\"A

", "passage_plain": "After the Beavers Left For years, beavers at Alder Creek kept a dam that held back a wide, shallow pond. The pond grew a thick cattail marsh where herons and other wetland birds fed. Last year the beavers were trapped out. With no beavers to repair it, the dam broke apart and the pond drained down to a narrow creek. A survey team counted cattail stems in marked plots and counted herons along the creek. Table 1 shows the counts. Figure 1 shows the drained pond. Table 1. Alder Creek Wetland Survey When the survey was taken Cattail stems (per plot) Herons counted along the creek While the beaver pond was full 46 8 One season after the pond drained 19 3 Two seasons after the pond drained 7 1 Figure 1. The Drained Beaver Pond" }, { "n": 23, "item_id": "_24c36363-c67f-47f0-8fd9-f7652c9d1a2a", "type": "match", "title": "School Rain Cart Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A school garden club will build a rain cart -- a wheeled barrel that catches rainwater from a downspout and rolls it to the garden beds. The club’s design brief lists the six statements shown as tiles below.

 

Drag each statement into the correct category of the table: Criteria or Constraints.

", "prompt_plain": "A school garden club will build a rain cart -- a wheeled barrel that catches rainwater from a downspout and rolls it to the garden beds. The club’s design brief lists the six statements shown as tiles below. Drag each statement into the correct category of the table: Criteria or Constraints.", "context_html": "", "options": [ { "id": "s23t1", "text": "The build must cost no more than 60 dollars in all.", "plain": "The build must cost no more than 60 dollars in all.", "correct": false, "kind": "match-token" }, { "id": "s23t2", "text": "The barrel must hold at least 40 liters of rainwater when full.", "plain": "The barrel must hold at least 40 liters of rainwater when full.", "correct": false, "kind": "match-token" }, { "id": "s23t3", "text": "The cart must be built from the recycled barrels already stored at the school.", "plain": "The cart must be built from the recycled barrels already stored at the school.", "correct": false, "kind": "match-token" }, { "id": "s23t4", "text": "One student must be able to push the full cart along the garden path alone.", "plain": "One student must be able to push the full cart along the garden path alone.", "correct": false, "kind": "match-token" }, { "id": "s23t5", "text": "The cart must fit through the garden’s 80-centimeter-wide gate.", "plain": "The cart must fit through the garden’s 80-centimeter-wide gate.", "correct": false, "kind": "match-token" }, { "id": "s23t6", "text": "The barrel must fill from the downspout in 10 minutes or less in steady rain.", "plain": "The barrel must fill from the downspout in 10 minutes or less in steady rain.", "correct": false, "kind": "match-token" }, { "id": "s23cCon", "text": "Constraints", "plain": "Constraints", "correct": false, "kind": "match-token" }, { "id": "s23cCri", "text": "Criteria", "plain": "Criteria", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "s23t2 s23cCri", "s23t4 s23cCri", "s23t6 s23cCri", "s23t1 s23cCon", "s23t5 s23cCon", "s23t3 s23cCon" ] }, "n_options": 8 }, { "n": 24, "item_id": "_d3a2b2fb-058e-4d77-a545-f58dda31c627", "type": "choice", "title": "A Stronger Electromagnet", "standards": [ "MS-PS2-3" ], "prompt_html": "

A student builds a simple electromagnet by winding wire around an iron nail and connecting the wire to a battery. The electromagnet picks up a few steel paper clips.

Which change would make this electromagnet stronger?

", "prompt_plain": "A student builds a simple electromagnet by winding wire around an iron nail and connecting the wire to a battery. The electromagnet picks up a few steel paper clips. Which change would make this electromagnet stronger?", "context_html": "", "options": [ { "id": "cA24", "text": "Use a plastic rod as the core instead.", "plain": "Use a plastic rod as the core instead.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Use a shorter piece of wire for winding.", "plain": "Use a shorter piece of wire for winding.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "Hold the whole electromagnet closer to the clips.", "plain": "Hold the whole electromagnet closer to the clips.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Wind more turns of wire around the nail.", "plain": "Wind more turns of wire around the nail.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD24" ] }, "n_options": 4 }, { "n": 25, "item_id": "_071dc922-0eaf-4e62-966c-4768a3d72aac", "type": "choice", "title": "One Brick, Earth and Moon", "standards": [ "MS-PS2-4" ], "prompt_html": "

The same brick was measured on Earth and then on the Moon with two tools: a hanging spring scale and a pan balance. Table 1 shows the readings. (Weight is the pull of gravity on an object; the Moon’s gravity is weaker than Earth’s.)

Which statement best explains the readings?

Table 1. Readings for the Same Brick

ToolOn EarthOn the Moon
Hanging spring scale18 N3 N
Pan balance1.8 kg1.8 kg

\"A

", "prompt_plain": "The same brick was measured on Earth and then on the Moon with two tools: a hanging spring scale and a pan balance. Table 1 shows the readings. (Weight is the pull of gravity on an object; the Moon’s gravity is weaker than Earth’s.) Which statement best explains the readings? Table 1. Readings for the Same Brick Tool On Earth On the Moon Hanging spring scale 18 N 3 N Pan balance 1.8 kg 1.8 kg", "context_html": "", "options": [ { "id": "cA25", "text": "The spring scale reads less because the Moon’s gravity pulls the brick less, but the balance shows the same mass.", "plain": "The spring scale reads less because the Moon’s gravity pulls the brick less, but the balance shows the same mass.", "correct": true, "kind": "choice" }, { "id": "cB25", "text": "The balance reads less because the brick lost some matter, but the spring scale shows its full weight.", "plain": "The balance reads less because the brick lost some matter, but the spring scale shows its full weight.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "Both of the tools read less on the Moon because every object there weighs less and masses less.", "plain": "Both of the tools read less on the Moon because every object there weighs less and masses less.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The spring scale reads less because the Moon has no air to push down on the brick.", "plain": "The spring scale reads less because the Moon has no air to push down on the brick.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-36/images/slot25-scale-balance.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA25" ] }, "n_options": 4 }, { "n": 26, "item_id": "_75bbc7c4-d643-4bd4-88a7-7d6c9982e4d0", "type": "choice", "title": "Two Mapping Satellites", "standards": [ "MS-PS2-4" ], "prompt_html": "

A space team tracks two mapping satellites orbiting the same planet. Table 1 lists each satellite’s mass, its orbit height above the planet, and the planet’s measured pull on it. A student claims: the planet pulls harder on Satellite B because B has more mass.

Which evaluation of the student’s claim is best supported by the data?

Table 1. Two Mapping Satellites

SatelliteMassOrbit height above planetPlanet’s pull on it
Satellite A200 kg500 km1,600 N
Satellite B300 kg500 km2,400 N
", "prompt_plain": "A space team tracks two mapping satellites orbiting the same planet. Table 1 lists each satellite’s mass, its orbit height above the planet, and the planet’s measured pull on it. A student claims: the planet pulls harder on Satellite B because B has more mass. Which evaluation of the student’s claim is best supported by the data? Table 1. Two Mapping Satellites Satellite Mass Orbit height above planet Planet’s pull on it Satellite A 200 kg 500 km 1,600 N Satellite B 300 kg 500 km 2,400 N", "context_html": "", "options": [ { "id": "cA26", "text": "The claim cannot be judged, because the two satellites are orbiting at clearly different heights.", "plain": "The claim cannot be judged, because the two satellites are orbiting at clearly different heights.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "The claim is wrong, because a heavier satellite should feel a weaker pull from the planet.", "plain": "The claim is wrong, because a heavier satellite should feel a weaker pull from the planet.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "The claim is supported, because the heights match, so mass is what makes B feel the larger pull.", "plain": "The claim is supported, because the heights match, so mass is what makes B feel the larger pull.", "correct": true, "kind": "choice" }, { "id": "cD26", "text": "The claim cannot be judged, because the planet should pull the same on both satellites.", "plain": "The claim cannot be judged, because the planet should pull the same on both satellites.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_fbb73dba-0b76-4469-8a64-1291087d4689", "type": "choice", "title": "Soapbox Cart Brake Heat", "standards": [ "MS-PS3-5" ], "prompt_html": "

To stop a soapbox cart, a student presses a hand brake so a brake pad rubs against a spinning wheel. A sensor records the pad’s temperature just before and just after braking on three runs made at different speeds. Table 1 shows the readings.

Which claim about the cart’s energy do the readings best support?

Table 1. Brake-Pad Temperature Across Three Runs

RunCart speed before brakingPad temperature beforePad temperature after
Run 1Slow22°C25°C
Run 2Medium22°C30°C
Run 3Fast22°C38°C

\"A

", "prompt_plain": "To stop a soapbox cart, a student presses a hand brake so a brake pad rubs against a spinning wheel. A sensor records the pad’s temperature just before and just after braking on three runs made at different speeds. Table 1 shows the readings. Which claim about the cart’s energy do the readings best support? Table 1. Brake-Pad Temperature Across Three Runs Run Cart speed before braking Pad temperature before Pad temperature after Run 1 Slow 22°C 25°C Run 2 Medium 22°C 30°C Run 3 Fast 22°C 38°C", "context_html": "", "options": [ { "id": "cA27", "text": "The pad’s temperature rise came from the sunlight that warmed the pad during each run.", "plain": "The pad’s temperature rise came from the sunlight that warmed the pad during each run.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "The cart’s motion turned into heat at the pad as the brake rubbed the wheel.", "plain": "The cart’s motion turned into heat at the pad as the brake rubbed the wheel.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "The pad cooled the cart by giving the cart some of the pad’s own stored heat.", "plain": "The pad cooled the cart by giving the cart some of the pad’s own stored heat.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "The pad warmed the same amount on every run, so the cart’s speed did not matter.", "plain": "The pad warmed the same amount on every run, so the cart’s speed did not matter.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-36/images/slot27-cart-brake.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB27" ] }, "n_options": 4 }, { "n": 28, "item_id": "_b856f367-3d4a-4aed-8d98-16a21087b76f", "type": "choice", "title": "Garden Hose Wave Energy", "standards": [ "MS-PS4-1" ], "prompt_html": "

A student sends a wave along a stretched garden hose two ways: once with a gentle flick and once with a strong flick of the hand. Figure 1 shows a frame from each wave. The hose and its length are the same in both frames.

Which wave carries more energy, and how can you tell? Pick the best answer.

Figure 1. The Two Wave Frames

\"Two

", "prompt_plain": "A student sends a wave along a stretched garden hose two ways: once with a gentle flick and once with a strong flick of the hand. Figure 1 shows a frame from each wave. The hose and its length are the same in both frames. Which wave carries more energy, and how can you tell? Pick the best answer. Figure 1. The Two Wave Frames", "context_html": "", "options": [ { "id": "cA28", "text": "The gentle-flick wave, because its smaller size lets it move along with less effort.", "plain": "The gentle-flick wave, because its smaller size lets it move along with less effort.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "The strong-flick wave, because it packs more wave crests along the length of the hose.", "plain": "The strong-flick wave, because it packs more wave crests along the length of the hose.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "Both waves carry the same energy, because they travel along the very same hose.", "plain": "Both waves carry the same energy, because they travel along the very same hose.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "The strong-flick wave, because its larger amplitude, or taller crests, means it carries more energy.", "plain": "The strong-flick wave, because its larger amplitude, or taller crests, means it carries more energy.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-36/images/slot28-hose-waves.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_b380d9c7-d9ab-4e27-a56b-ac7e8d3a6a72", "type": "match", "title": "Two Wave Demonstrations", "standards": [ "MS-PS4-1" ], "prompt_html": "

Figure 1 shows two wave demonstrations. In the first, a student shakes a stretched rope up and down and a wave travels along it. In the second, a student pushes and pulls the end of a long spring and a pulse travels along it.

 

Drag each description into the correct category by the type of wave it describes: Transverse or Longitudinal.

Figure 1. Two Wave Demonstrations

\"Left:

", "prompt_plain": "Figure 1 shows two wave demonstrations. In the first, a student shakes a stretched rope up and down and a wave travels along it. In the second, a student pushes and pulls the end of a long spring and a pulse travels along it. Drag each description into the correct category by the type of wave it describes: Transverse or Longitudinal. Figure 1. Two Wave Demonstrations", "context_html": "", "options": [ { "id": "s29t1", "text": "The material moves back and forth along the same line the pulse travels.", "plain": "The material moves back and forth along the same line the pulse travels.", "correct": false, "kind": "match-token" }, { "id": "s29t2", "text": "The material moves up and down while the wave travels sideways along it.", "plain": "The material moves up and down while the wave travels sideways along it.", "correct": false, "kind": "match-token" }, { "id": "s29t3", "text": "The material bunches together and spreads apart as the pulse passes through.", "plain": "The material bunches together and spreads apart as the pulse passes through.", "correct": false, "kind": "match-token" }, { "id": "s29t4", "text": "The up-and-down motion is at a right angle to the direction the wave travels.", "plain": "The up-and-down motion is at a right angle to the direction the wave travels.", "correct": false, "kind": "match-token" }, { "id": "s29t5", "text": "The push sends the motion in the same direction the pulse travels.", "plain": "The push sends the motion in the same direction the pulse travels.", "correct": false, "kind": "match-token" }, { "id": "s29t6", "text": "Crests and troughs move along from one end to the other.", "plain": "Crests and troughs move along from one end to the other.", "correct": false, "kind": "match-token" }, { "id": "s29cLon", "text": "Longitudinal", "plain": "Longitudinal", "correct": false, "kind": "match-token" }, { "id": "s29cTra", "text": "Transverse", "plain": "Transverse", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-36/images/slot29-wave-demos.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "s29t2 s29cTra", "s29t4 s29cTra", "s29t6 s29cTra", "s29t1 s29cLon", "s29t3 s29cLon", "s29t5 s29cLon" ] }, "n_options": 8 }, { "n": 30, "item_id": "_c99d00e5-4b93-4b91-a7a3-dfe48d792d03", "type": "choice", "title": "The Peacock Tail Display", "standards": [ "MS-LS1-4" ], "prompt_html": "

When a peahen comes near, a male peacock raises and spreads his large, colorful tail feathers into a wide fan.

What is the main role of this display for the peacock?

", "prompt_plain": "When a peahen comes near, a male peacock raises and spreads his large, colorful tail feathers into a wide fan. What is the main role of this display for the peacock?", "context_html": "", "options": [ { "id": "cA30", "text": "It improves his chance of attracting a mate and reproducing.", "plain": "It improves his chance of attracting a mate and reproducing.", "correct": true, "kind": "choice" }, { "id": "cB30", "text": "It helps him stay warm on cold nights outdoors.", "plain": "It helps him stay warm on cold nights outdoors.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "It lets him blend in with plants to hide.", "plain": "It lets him blend in with plants to hide.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "It helps him find and store more food each day.", "plain": "It helps him find and store more food each day.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_f1fefc44-abae-4036-9c4d-b27cf7bc1ac2", "type": "choice", "title": "Window Light and Lamp Trays", "standards": [ "MS-LS1-5" ], "prompt_html": "

A student wants to find out whether seedlings grow taller in a bright window or under a desk lamp. Her setup notes are shown.

\"Two

Table 1 shows the average height after two weeks.

Table 1. Average Seedling Height After Two Weeks

TrayLight sourceAverage height (cm)
Window trayBright window11
Desk-lamp trayDesk lamp7

Choose the TWO statements that are the best critiques of this setup.

", "prompt_plain": "A student wants to find out whether seedlings grow taller in a bright window or under a desk lamp. Her setup notes are shown. One tray of radish seedlings sits in a bright window; one tray sits under a desk lamp. Both trays hold the same number of seedlings in soil from the same bag and get the same amount of water each day in the same room. The window tray was transplanted a week earlier, so its seedlings were already taller when the test began, and the two trays were planted on different days. Table 1 shows the average height after two weeks. Table 1. Average Seedling Height After Two Weeks Tray Light source Average height (cm) Window tray Bright window 11 Desk-lamp tray Desk lamp 7 Choose the TWO statements that are the best critiques of this setup.", "context_html": "", "options": [ { "id": "cA31", "text": "She should have given the desk-lamp tray extra water, because seedlings under a warm lamp dry out faster than those in a window.", "plain": "She should have given the desk-lamp tray extra water, because seedlings under a warm lamp dry out faster than those in a window.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Just one tray was grown under each light, so a single unusually good or poor tray could explain the gap with no repeat to check it.", "plain": "Just one tray was grown under each light, so a single unusually good or poor tray could explain the gap with no repeat to check it.", "correct": true, "kind": "choice" }, { "id": "cC31", "text": "Averaging a whole tray of seedlings makes the data unreliable, so she should have grown just one seedling under each light.", "plain": "Averaging a whole tray of seedlings makes the data unreliable, so she should have grown just one seedling under each light.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "The two trays did not start at the same seedling height or on the same planting day, so the groups had no equal starting point.", "plain": "The two trays did not start at the same seedling height or on the same planting day, so the groups had no equal starting point.", "correct": true, "kind": "choice" }, { "id": "cE31", "text": "The comparison cannot work because radish seedlings take their food from the soil, so the amount of light cannot change how tall they grow.", "plain": "The comparison cannot work because radish seedlings take their food from the soil, so the amount of light cannot change how tall they grow.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-36/images/slot31-radish-trays.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB31", "cD31" ] }, "n_options": 5 }, { "n": 32, "item_id": "_68c9a19f-1773-41de-80f4-ec450051a47e", "type": "hottext", "title": "Marimo Float Evidence", "standards": [ "MS-LS1-6" ], "prompt_html": "

An aquarium club keeps marimo (round, velvety balls of green algae) in a bright tank. The club notebook records the sentences below.

Consider this claim: the gas bubbles that lift the marimo to the surface are made during photosynthesis.

Select the sentence that gives the best evidence for the claim.

", "prompt_plain": "An aquarium club keeps marimo (round, velvety balls of green algae) in a bright tank. The club notebook records the sentences below. Consider this claim: the gas bubbles that lift the marimo to the surface are made during photosynthesis. Select the sentence that gives the best evidence for the claim.", "context_html": "", "options": [ { "id": "hA32", "text": "Each marimo is a dense ball of soft green strands that the club keeps in a sunny tank.", "plain": "Each marimo is a dense ball of soft green strands that the club keeps in a sunny tank.", "correct": false, "kind": "hottext" }, { "id": "hB32", "text": "On bright sunny days the balls drift up and float at the surface, but on cloudy days and overnight they rest on the gravel at the bottom.", "plain": "On bright sunny days the balls drift up and float at the surface, but on cloudy days and overnight they rest on the gravel at the bottom.", "correct": true, "kind": "hottext" }, { "id": "hC32", "text": "Tiny gas bubbles cling to the outside of a ball just before it rises.", "plain": "Tiny gas bubbles cling to the outside of a ball just before it rises.", "correct": false, "kind": "hottext" }, { "id": "hD32", "text": "The club feeds the tank fish twice a day and changes some water every week.", "plain": "The club feeds the tank fish twice a day and changes some water every week.", "correct": false, "kind": "hottext" }, { "id": "hE32", "text": "The tank water stays cool and clear all year.", "plain": "The tank water stays cool and clear all year.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB32" ] }, "n_options": 5 }, { "n": 33, "item_id": "_94f8af7f-1c34-462f-b3a7-dfb7efa41302", "type": "inline-choice", "title": "Sealed Pea Jar Readings", "standards": [ "MS-LS1-7" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A sealed jar of sprouting pea seeds sits on a dark shelf overnight. The gas log shows the readings inside the jar.

\"A

Overnight Gas Log Inside the Jar

TimeOxygen in jar airCarbon dioxide in jar air
9:00 p.m.20.8%0.04%
6:00 a.m.20.4%0.42%

Complete the explanation. In the dark the sprouts make no new sugar by photosynthesis, so their cells break down , combining it with oxygen, and give off carbon dioxide and water along with the the cells use to grow.

", "options": [ { "id": "cB1O25d2237f6", "text": "oxygen", "plain": "oxygen", "correct": false, "kind": "inline" }, { "id": "cB1Ofa05cde30", "text": "glucose", "plain": "glucose", "correct": true, "kind": "inline" }, { "id": "cB1O0e38845ea", "text": "water", "plain": "water", "correct": false, "kind": "inline" }, { "id": "cB2O4e5470bca", "text": "sunlight", "plain": "sunlight", "correct": false, "kind": "inline" }, { "id": "cB2O71fcc8bc2", "text": "energy", "plain": "energy", "correct": true, "kind": "inline" }, { "id": "cB2Ofa72f2cc9", "text": "oxygen", "plain": "oxygen", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-36/images/slot33-pea-jar.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1Ofa05cde30" ], "RESPONSE2": [ "cB2O71fcc8bc2" ] }, "n_options": 6 }, { "n": 34, "item_id": "_2a28158b-9bcc-42ca-9b76-a42b0a10fd8d", "type": "choice", "title": "Beetle Oxygen Response", "standards": [ "MS-LS1-8" ], "prompt_html": "

Researchers placed 20 flour beetles (small beetles that live in stored grain) in a test chamber and slowly lowered the oxygen level of the chamber air. Graph 1 shows the average time each beetle spent staying still at each oxygen level. Graph 2 shows the beetles’ average walking speed at each oxygen level.

\"Two

Which relationship between oxygen level and beetle behavior do the graphs best support?

", "prompt_plain": "Researchers placed 20 flour beetles (small beetles that live in stored grain) in a test chamber and slowly lowered the oxygen level of the chamber air. Graph 1 shows the average time each beetle spent staying still at each oxygen level. Graph 2 shows the beetles’ average walking speed at each oxygen level. Which relationship between oxygen level and beetle behavior do the graphs best support?", "context_html": "", "options": [ { "id": "cA34", "text": "As the oxygen level falls, the beetles move faster and spend less time staying still.", "plain": "As the oxygen level falls, the beetles move faster and spend less time staying still.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "As the oxygen level falls, the beetles spend more time staying still and their walking speed drops.", "plain": "As the oxygen level falls, the beetles spend more time staying still and their walking speed drops.", "correct": true, "kind": "choice" }, { "id": "cC34", "text": "As the oxygen level falls, the beetles keep the same stillness and walking speed as before.", "plain": "As the oxygen level falls, the beetles keep the same stillness and walking speed as before.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "As the oxygen level falls, the beetles first speed up and then stop sensing the air around them.", "plain": "As the oxygen level falls, the beetles first speed up and then stop sensing the air around them.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-36/images/slot34-beetle-graphs.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_d5213b0a-cbc0-4eab-bc7f-0a14a60cd955", "type": "match", "title": "Cedar Crossing Survey Findings", "standards": [ "MS-LS2-5" ], "prompt_html": "

A county plans a wildlife crossing at Cedar Gap so animals can move between the forests on the two sides of a highway. A survey crew studied the area with track plates (plates that record animal footprints) and a sighting log. The crew’s six findings appear as the cards below.

 

Place each finding into the category where it belongs.

", "prompt_plain": "A county plans a wildlife crossing at Cedar Gap so animals can move between the forests on the two sides of a highway. A survey crew studied the area with track plates (plates that record animal footprints) and a sighting log. The crew’s six findings appear as the cards below. Place each finding into the category where it belongs.", "context_html": "", "options": [ { "id": "s35t1", "text": "Track plates at the gap recorded bobcat prints pacing the roadside brush on both sides of the highway.", "plain": "Track plates at the gap recorded bobcat prints pacing the roadside brush on both sides of the highway.", "correct": false, "kind": "match-token" }, { "id": "s35t2", "text": "Track plates picked up elk and coyote prints heading straight toward the road and then turning back.", "plain": "Track plates picked up elk and coyote prints heading straight toward the road and then turning back.", "correct": false, "kind": "match-token" }, { "id": "s35t3", "text": "Roadkill records show the most animal strikes on this stretch happen right at the proposed crossing point.", "plain": "Roadkill records show the most animal strikes on this stretch happen right at the proposed crossing point.", "correct": false, "kind": "match-token" }, { "id": "s35t4", "text": "The sighting log notes flocks of geese that fly over this stretch of highway without landing near it.", "plain": "The sighting log notes flocks of geese that fly over this stretch of highway without landing near it.", "correct": false, "kind": "match-token" }, { "id": "s35t5", "text": "Track plates deep in the forest, far from the highway, recorded the same deer prints season after season.", "plain": "Track plates deep in the forest, far from the highway, recorded the same deer prints season after season.", "correct": false, "kind": "match-token" }, { "id": "s35t6", "text": "The county road crew repainted the highway centerline last spring.", "plain": "The county road crew repainted the highway centerline last spring.", "correct": false, "kind": "match-token" }, { "id": "s35cSup", "text": "Supports the crossing plan", "plain": "Supports the crossing plan", "correct": false, "kind": "match-token" }, { "id": "s35cNon", "text": "Does not support the crossing plan", "plain": "Does not support the crossing plan", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "s35t1 s35cSup", "s35t2 s35cSup", "s35t3 s35cSup", "s35t4 s35cNon", "s35t5 s35cNon", "s35t6 s35cNon" ] }, "n_options": 8 }, { "n": 36, "item_id": "_4e24ce13-bf1f-45a8-8d61-030b516d3bb9", "type": "text-entry", "title": "Mouse Coat Cross Card", "standards": [ "MS-LS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A mouse breeder crosses two mice. In this breeding line, the allele for black fur (B) is dominant and the allele for white fur (b) is recessive. Both parents have the genotype Bb. The cross card below shows the completed grid for this cross, where each box is one possible genotype for a pup.

Cross Card: Bb x Bb

B (from parent 1)b (from parent 1)
B (from parent 2)BBBb
b (from parent 2)Bbbb

Using the completed grid, what is the percent chance that a pup has the black-fur phenotype?

Give your answer as a whole number (e.g., 40).

Percent chance:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "75" ] }, "n_options": 0 }, { "n": 37, "item_id": "_d1c21a1e-8d2a-4baf-ab61-d6b7fa93c1c2", "type": "match", "title": "Rock-Cycle Process Places", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Three process cards each describe one step of the rock cycle. Match each process to the place in the Earth system where it mainly happens.

", "prompt_plain": "Three process cards each describe one step of the rock cycle. Match each process to the place in the Earth system where it mainly happens.", "context_html": "", "options": [ { "id": "s37p1", "text": "Rock melts into magma.", "plain": "Rock melts into magma.", "correct": false, "kind": "match-token" }, { "id": "s37p2", "text": "Wind and water break rock into sediment and carry it away.", "plain": "Wind and water break rock into sediment and carry it away.", "correct": false, "kind": "match-token" }, { "id": "s37p3", "text": "Buried sediment is pressed and cemented into solid rock.", "plain": "Buried sediment is pressed and cemented into solid rock.", "correct": false, "kind": "match-token" }, { "id": "s37L1", "text": "Deep in the hot mantle and lower crust", "plain": "Deep in the hot mantle and lower crust", "correct": false, "kind": "match-token" }, { "id": "s37L2", "text": "At Earth’s surface, exposed to air and water", "plain": "At Earth’s surface, exposed to air and water", "correct": false, "kind": "match-token" }, { "id": "s37L3", "text": "On the floor of a lake, sea, or river basin", "plain": "On the floor of a lake, sea, or river basin", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "s37p1 s37L1", "s37p2 s37L2", "s37p3 s37L3" ] }, "n_options": 6 }, { "n": 38, "item_id": "_5874430f-3552-4fb2-a898-104fa9173178", "type": "inline-choice", "title": "Alluvial Fan Sign Panel", "standards": [ "MS-ESS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A trailhead sign explains an alluvial fan: a desert stream rushes out of a narrow canyon and spreads across a flat plain, dropping the gravel and sand it was carrying. The scene is shown below.

\"An

Complete the sign. Close to the canyon mouth the fan is built mostly of , while the is carried farther out across the plain before it settles.

", "options": [ { "id": "cB1Od4c4b4056", "text": "fine sand", "plain": "fine sand", "correct": false, "kind": "inline" }, { "id": "cB1O09578f0ee", "text": "coarse gravel", "plain": "coarse gravel", "correct": true, "kind": "inline" }, { "id": "cB1O39cf9cf05", "text": "dissolved salt", "plain": "dissolved salt", "correct": false, "kind": "inline" }, { "id": "cB2Oe6f53c6b3", "text": "coarse gravel", "plain": "coarse gravel", "correct": false, "kind": "inline" }, { "id": "cB2Of71c0bbb5", "text": "fine sand", "plain": "fine sand", "correct": true, "kind": "inline" }, { "id": "cB2O47e9d6bb8", "text": "largest boulders", "plain": "largest boulders", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-36/images/slot38-alluvial-fan.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O09578f0ee" ], "RESPONSE2": [ "cB2Of71c0bbb5" ] }, "n_options": 6 }, { "n": 39, "item_id": "_8f1de5d6-78b4-467b-afae-ee4e64f4f9b5", "type": "gap-match", "title": "Ocean-Basin Survey Profile", "standards": [ "MS-ESS2-3" ], "prompt_html": "

The side-view drawing shows the floor of an entire ocean basin along one straight survey line between two continents. The ridge stands at the center, and Stations 1-4 run from the ridge crest out toward the two margins. Geologists want to label the profile with evidence that the sea floor spread apart from the ridge.

Ocean-Basin Survey Profile

\"A

 

Drag each evidence marker onto the station where sea-floor spreading predicts you would find it. You may use a marker more than once. One marker names evidence that a single depth profile cannot show - drag it into the ’Not supported by this profile’ tray. One marker does not belong anywhere and should be left out.

", "prompt_plain": "The side-view drawing shows the floor of an entire ocean basin along one straight survey line between two continents. The ridge stands at the center, and Stations 1-4 run from the ridge crest out toward the two margins. Geologists want to label the profile with evidence that the sea floor spread apart from the ridge. Ocean-Basin Survey Profile Drag each evidence marker onto the station where sea-floor spreading predicts you would find it. You may use a marker more than once. One marker names evidence that a single depth profile cannot show - drag it into the ’Not supported by this profile’ tray. One marker does not belong anywhere and should be left out.", "context_html": "", "options": [ { "id": "m_rock", "text": "A matching layer of the same rock unit on both sides.", "plain": "A matching layer of the same rock unit on both sides.", "correct": false, "kind": "gap-token" }, { "id": "m_temp", "text": "The seawater is the same temperature along the whole survey line.", "plain": "The seawater is the same temperature along the whole survey line.", "correct": false, "kind": "gap-token" }, { "id": "m_ridge", "text": "A ridge of fresh rock rises at the center of the basin.", "plain": "A ridge of fresh rock rises at the center of the basin.", "correct": false, "kind": "gap-token" }, { "id": "m_coast", "text": "The two continents’ coastlines fit together like puzzle pieces.", "plain": "The two continents’ coastlines fit together like puzzle pieces.", "correct": false, "kind": "gap-token" }, { "id": "m_fossil", "text": "A band of matching fern fossils.", "plain": "A band of matching fern fossils.", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-36/images/slot39-ocean-basin-profile.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "m_ridge gS1", "m_fossil gS2", "m_fossil gS3", "m_rock gS4", "m_coast gTray" ] }, "n_options": 5 }, { "n": 40, "item_id": "_379c473e-ccb6-49a2-b346-5912b226b3a4", "type": "choice", "title": "Bike-Share Dock Siting", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A city will place one bike-share dock near a school and is comparing three street corners. The siting brief lists its limits (constraints) and its nice-to-have features (criteria):

Table 1 compares the three corners.

Table 1. Corner Comparison

Corner ACorner BCorner C
Land ownerCityCityCity
Clear sidewalk beside dock2.2 m1.8 m1.1 m
Distance to nearest power pole15 m20 m40 m
Distance to nearest bus stop30 m50 m120 m
Foot trafficMediumHighHighest
Lit at nightYesYesYes

Choose the TWO statements that are reasons Corner C fails to meet the brief’s constraints.

", "prompt_plain": "A city will place one bike-share dock near a school and is comparing three street corners. The siting brief lists its limits (constraints) and its nice-to-have features (criteria): Constraints (every site MUST obey): the dock must stand on land the city owns; at least 1.5 meters of sidewalk must stay clear beside the dock; the dock must be within 25 meters of an existing power pole. Criteria (features of a good site): close to a bus stop, high foot traffic, lit at night. Table 1 compares the three corners. Table 1. Corner Comparison Corner A Corner B Corner C Land owner City City City Clear sidewalk beside dock 2.2 m 1.8 m 1.1 m Distance to nearest power pole 15 m 20 m 40 m Distance to nearest bus stop 30 m 50 m 120 m Foot traffic Medium High Highest Lit at night Yes Yes Yes Choose the TWO statements that are reasons Corner C fails to meet the brief’s constraints.", "context_html": "", "options": [ { "id": "cA40", "text": "Corner C is farther from the nearest bus stop than Corner A, so riders would have to walk more.", "plain": "Corner C is farther from the nearest bus stop than Corner A, so riders would have to walk more.", "correct": false, "kind": "choice" }, { "id": "cB40", "text": "Corner C leaves 1.1 meters of clear sidewalk, less than the 1.5 meters the brief requires.", "plain": "Corner C leaves 1.1 meters of clear sidewalk, less than the 1.5 meters the brief requires.", "correct": true, "kind": "choice" }, { "id": "cC40", "text": "Corner C draws the highest foot traffic of the three corners, which the brief does not allow.", "plain": "Corner C draws the highest foot traffic of the three corners, which the brief does not allow.", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "Corner C sits on land owned by a private shop, so the city cannot build there.", "plain": "Corner C sits on land owned by a private shop, so the city cannot build there.", "correct": false, "kind": "choice" }, { "id": "cE40", "text": "Corner C is 40 meters from the nearest power pole, more than the 25-meter limit the brief sets.", "plain": "Corner C is 40 meters from the nearest power pole, more than the 25-meter limit the brief sets.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB40", "cE40" ] }, "n_options": 5 } ] }, { "form": "G7.37", "grade": "G7", "title": "Alpha Standardized Science G7.37", "test_id": "_test-53dad76c-67c2-47e8-9e48-2c14d24a2c24", "n_items": 40, "n_stimuli": 8, "stimuli": { "_f5026eb9-f048-48d8-960f-24fb484c208b": { "title": "The Split Granite Band", "html": "

The Split Granite Band

Geologists survey a fresh road-cut. One distinctive pink granite band shows up on both sides of a straight fault trace. The two pieces now sit about 200 m apart along the fault. A map shows a line of shallow quakes running along the same trace. Figure 1 shows the road-cut and the quake-line map.

Figure 1. The Split Granite Road-Cut

\"A

" }, "_d321179a-4bf5-4e50-9471-655af640ddc5": { "title": "Copper Strips in the Furnace", "html": "

Copper Strips in the Furnace

A metals class heats three bright copper strips in an open tray inside a furnace. The tray stays open to the air the whole time. After heating, the strips are coated black and look dull. Scraping the coating does not bring the copper shine back. The class weighs the tray and strips before and after heating. Table 1 shows the masses. An equation card on the bench shows the reaction: 2Cu + O2 → 2CuO.

Table 1. Tray and Strips Mass

WhenMass (g)
Before heating44.0
After heating55.0

Figure 1. Copper Strips After Heating

\"Three

" }, "_569ab14e-60b3-4efc-beb7-d64038f5c3cc": { "title": "Shake-Tube Flashlight Bench", "html": "

Shake-Tube Flashlight Bench

A shake-tube flashlight has no battery. Inside a clear tube, a magnet can slide back and forth through a coil of wire. The coil is connected to a small lamp. On a test bench, students shake the tube at three different rates and record how bright the lamp gets. Table 1 shows the readings. Figure 1 is a cutaway of the flashlight showing the magnet, the coil, and the lamp.

Table 1. Brightness vs Shaking Rate

Shakes per secondLamp brightness
1Dim
2Medium
4Bright

Figure 1. Flashlight Cutaway

\"A

" }, "_619007a1-2fa5-4f48-9a67-426746a5fede": { "title": "Mouse-Colony Coat Length", "html": "

Mouse-Colony Coat Length

In a science class, a mouse colony has two short-haired parents. In one litter, three pups are short-haired and one pup is long-haired. Short hair is the dominant trait. Scientists write the short-hair allele as L and the long-hair allele as l. Figure 1 shows the parents and the long-haired pup.

Figure 1. The Mouse Colony

\"Two

" }, "_405877ea-4ba8-4846-b665-b7b5c2ac9d3f": { "title": "Zebra Mussels at Birch Narrows", "html": "

Zebra Mussels at Birch Narrows

Zebra mussels are a kind of shellfish new to Birch Narrows, a lake marina. They attach in huge numbers and filter tiny floating plankton out of the water. After they spread, the marina’s intake pipes clogged and the water turned much clearer. A survey team counted several things in the same bay during two summers. Summer 1 was before the mussels spread. Summer 2 was after. Table 1 shows the counts. Figure 1 shows a clogged intake pipe.

Table 1. Birch Narrows Bay Survey

MeasurementSummer 1Summer 2
Zebra mussels (per square meter)51,200
Floating plankton (per liter)900150
Native mussels (per square meter)4012
Young fish (per net haul)6025
Water clarity (meters you can see down)1.54.0

Figure 1. Clogged Intake Pipe

\"The

" }, "_ffdb1e3f-8390-4609-afe4-e8b7968eac84": { "title": "Hornwort Bubble Counts", "html": "

Hornwort Bubble Counts

A class puts hornwort sprigs in beakers of water under a lamp. The plants give off tiny gas bubbles. Students count the bubbles per minute at two lamp distances (Table 1). Then they switch the lamp off for three hours and track the dissolved oxygen with a probe. Probe note: with the lamp off for three hours, the beaker’s dissolved oxygen fell from 8.0 to 6.4 mg/L. Figure 1 shows the beaker setup.

Table 1. Bubbles per Minute at Two Lamp Distances

Lamp distanceBubbles per minute
30 cm away12
10 cm away28

Figure 1. The Beaker Setup

\"A

" }, "_be345bcc-c891-4fb6-a012-fcc065f6d5b1": { "title": "Locker-Room Vent Louvers", "html": "

Locker-Room Vent Louvers

A gym locker room feels stuffy. A team runs a computer model of the ceiling vent louvers to boost airflow. Version 1 keeps the old louver angle. Version 2 opens the louver angle wider. The model reports the airflow at three room-crowd levels (Table 1). A change log lists what each version changed (Table 2). Figure 1 shows the vent louvers.

Table 1. Modeled Airflow at Three Crowd Levels

Crowd levelVersion 1 airflow (m³/min)Version 2 airflow (m³/min)
Empty room1826
Half full1524
Full room1121

Table 2. Change Log

VersionLouver angleOther changes
Version 130°None (baseline)
Version 255°Louver angle widened only

Figure 1. The Vent Louvers

\"Angled

" }, "_c55964e8-c8ef-4a7d-8c19-6e3f78b1c087": { "title": "Two Landers, Two Worlds", "html": "

Two Landers, Two Worlds

A space agency builds two identical survey landers and sets one down on Planet X and the other on Planet Y. Each lander has a built-in scale that measures the lander’s weight - the pull of that planet’s gravity on it - as it rests on the surface. Because the two landers are exactly the same, any difference in weight comes from the planets, not the landers. Table 1 lists each planet’s mass and radius compared with a reference world set to 1, along with the weight each lander’s scale read on the surface.

Table 1. Planet Data and Lander Weights

PlanetMass (reference world = 1)Radius (reference world = 1)Lander weight on surface (N)
X82600
Y11300
" } }, "questions": [ { "n": 1, "item_id": "_a2acc278-c595-452c-8b5f-9e9b76b46cd6", "type": "choice", "title": "Copper Heating New Substance", "standards": [ "MS-PS1-2" ], "prompt_html": "

Look at Figure 1 and the strips after heating.

Which observation is the best evidence that heating changed the copper into a new substance?

", "prompt_plain": "Look at Figure 1 and the strips after heating. Which observation is the best evidence that heating changed the copper into a new substance?", "context_html": "", "options": [ { "id": "cA1", "text": "The strips felt very hot right after they left the hot furnace.", "plain": "The strips felt very hot right after they left the hot furnace.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The strips turned black and dull, and the shine would not scrape back.", "plain": "The strips turned black and dull, and the shine would not scrape back.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The strips kept the same flat strip shape they had before heating.", "plain": "The strips kept the same flat strip shape they had before heating.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The strips were a little easier to bend while they were still hot.", "plain": "The strips were a little easier to bend while they were still hot.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d321179a-4bf5-4e50-9471-655af640ddc5" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Copper Strips in the Furnace

A metals class heats three bright copper strips in an open tray inside a furnace. The tray stays open to the air the whole time. After heating, the strips are coated black and look dull. Scraping the coating does not bring the copper shine back. The class weighs the tray and strips before and after heating. Table 1 shows the masses. An equation card on the bench shows the reaction: 2Cu + O2 → 2CuO.

Table 1. Tray and Strips Mass

WhenMass (g)
Before heating44.0
After heating55.0

Figure 1. Copper Strips After Heating

\"Three

", "passage_plain": "Copper Strips in the Furnace A metals class heats three bright copper strips in an open tray inside a furnace. The tray stays open to the air the whole time. After heating, the strips are coated black and look dull. Scraping the coating does not bring the copper shine back. The class weighs the tray and strips before and after heating. Table 1 shows the masses. An equation card on the bench shows the reaction: 2Cu + O 2 → 2CuO. Table 1. Tray and Strips Mass When Mass (g) Before heating 44.0 After heating 55.0 Figure 1. Copper Strips After Heating" }, { "n": 2, "item_id": "_23d9404f-2d85-49c8-8a71-fc08ccd7125a", "type": "choice", "title": "Open Tray Mass Increase", "standards": [ "MS-PS1-5" ], "prompt_html": "

Look at Table 1.

The open tray and strips gained mass after heating. Because the tray stayed open to the air (an open system), which statement best explains the mass gain?

", "prompt_plain": "Look at Table 1. The open tray and strips gained mass after heating. Because the tray stayed open to the air (an open system), which statement best explains the mass gain?", "context_html": "", "options": [ { "id": "cA2", "text": "Heat from the furnace soaked into the copper and added mass to the strips.", "plain": "Heat from the furnace soaked into the copper and added mass to the strips.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Soot from the furnace flames stuck to the strips and weighed them down.", "plain": "Soot from the furnace flames stuck to the strips and weighed them down.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "Oxygen from the air joined the copper atoms, forming a heavier new solid.", "plain": "Oxygen from the air joined the copper atoms, forming a heavier new solid.", "correct": true, "kind": "choice" }, { "id": "cD2", "text": "Hot copper strips swelled larger in size, so they weighed more than before.", "plain": "Hot copper strips swelled larger in size, so they weighed more than before.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d321179a-4bf5-4e50-9471-655af640ddc5" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC2" ] }, "n_options": 4, "passage_html": "

Copper Strips in the Furnace

A metals class heats three bright copper strips in an open tray inside a furnace. The tray stays open to the air the whole time. After heating, the strips are coated black and look dull. Scraping the coating does not bring the copper shine back. The class weighs the tray and strips before and after heating. Table 1 shows the masses. An equation card on the bench shows the reaction: 2Cu + O2 → 2CuO.

Table 1. Tray and Strips Mass

WhenMass (g)
Before heating44.0
After heating55.0

Figure 1. Copper Strips After Heating

\"Three

", "passage_plain": "Copper Strips in the Furnace A metals class heats three bright copper strips in an open tray inside a furnace. The tray stays open to the air the whole time. After heating, the strips are coated black and look dull. Scraping the coating does not bring the copper shine back. The class weighs the tray and strips before and after heating. Table 1 shows the masses. An equation card on the bench shows the reaction: 2Cu + O 2 → 2CuO. Table 1. Tray and Strips Mass When Mass (g) Before heating 44.0 After heating 55.0 Figure 1. Copper Strips After Heating" }, { "n": 3, "item_id": "_4ea44a5f-0b8c-47c8-b0fd-47380fa4b842", "type": "gap-match", "title": "Copper Oxide Atom Count", "standards": [ "MS-PS1-5" ], "prompt_html": "

The equation card shows the reaction: 2Cu + O2 → 2CuO.

 

Count the atoms on both sides of this balanced equation. Drag a number card into each box: first the atoms of each kind, then the total number of atoms on each side. You may use a number card more than once.

", "prompt_plain": "The equation card shows the reaction: 2Cu + O 2 → 2CuO. Count the atoms on both sides of this balanced equation. Drag a number card into each box: first the atoms of each kind, then the total number of atoms on each side. You may use a number card more than once.", "context_html": "", "options": [ { "id": "gt2", "text": "2", "plain": "2", "correct": false, "kind": "gap-token" }, { "id": "gt4", "text": "4", "plain": "4", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "gt2 g1", "gt2 g2", "gt2 g3", "gt2 g4", "gt4 g5", "gt4 g6" ] }, "n_options": 2 }, { "n": 4, "item_id": "_54804fc7-0ae6-4b93-8f27-0afde6b29ec2", "type": "text-entry", "title": "Oxygen Atoms In Four Molecules", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A formula card shows 4 CO2. On the card, a legend reads: the big number in front (the coefficient, 4) tells how many molecules there are, and the small lowered number (the subscript, 2) tells how many oxygen atoms are in each molecule.

4 CO2

How many oxygen atoms are in 4 CO2 in all?

Give your answer as a whole number (e.g., 5).

Number of oxygen atoms:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "8" ] }, "n_options": 0 }, { "n": 5, "item_id": "_b423a9db-55db-4b4c-b078-4bae82119910", "type": "choice", "title": "Bronze Statue Chemical Change", "standards": [ "MS-PS1-2" ], "prompt_html": "

An old bronze statue has changed over many years. Figure 1 shows the statue today.

Figure 1. Weathered Bronze Statue

\"A

Choose the TWO observations that are evidence that a chemical change happened to the bronze itself.

", "prompt_plain": "An old bronze statue has changed over many years. Figure 1 shows the statue today. Figure 1. Weathered Bronze Statue Choose the TWO observations that are evidence that a chemical change happened to the bronze itself.", "context_html": "", "options": [ { "id": "cA5", "text": "A bluish-green crust has formed on the bronze that was not there before.", "plain": "A bluish-green crust has formed on the bronze that was not there before.", "correct": true, "kind": "choice" }, { "id": "cB5", "text": "Rain has left dark streaks of road dust down the front of the statue.", "plain": "Rain has left dark streaks of road dust down the front of the statue.", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "The statue feels cold to the touch on a winter morning.", "plain": "The statue feels cold to the touch on a winter morning.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "The green color stays on the metal even after the statue is rinsed.", "plain": "The green color stays on the metal even after the statue is rinsed.", "correct": true, "kind": "choice" }, { "id": "cE5", "text": "Spots where people often touch the statue look shinier and more worn.", "plain": "Spots where people often touch the statue look shinier and more worn.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-37/images/slot05.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA5", "cD5" ] }, "n_options": 5 }, { "n": 6, "item_id": "_fdd21280-bdd8-48dc-b19b-ba4f114f925e", "type": "choice", "title": "Zebra Mussel Survey Effects", "standards": [ "MS-LS2-4" ], "prompt_html": "

Look at Table 1.

Choose the TWO effects of the zebra mussel invasion that the two-summer survey supports.

", "prompt_plain": "Look at Table 1. Choose the TWO effects of the zebra mussel invasion that the two-summer survey supports.", "context_html": "", "options": [ { "id": "cA6", "text": "The zebra mussels hunted and ate the native mussels, so native mussel numbers dropped.", "plain": "The zebra mussels hunted and ate the native mussels, so native mussel numbers dropped.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "Native mussels fell as the zebra mussels filtered out most of the plankton both eat.", "plain": "Native mussels fell as the zebra mussels filtered out most of the plankton both eat.", "correct": true, "kind": "choice" }, { "id": "cC6", "text": "The clearer water shows the lake grew cleaner and healthier for its animals.", "plain": "The clearer water shows the lake grew cleaner and healthier for its animals.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "The plankton rose because the clearer water let in more sunlight for it.", "plain": "The plankton rose because the clearer water let in more sunlight for it.", "correct": false, "kind": "choice" }, { "id": "cE6", "text": "As the invasion made the water much clearer, the young fish count dropped.", "plain": "As the invasion made the water much clearer, the young fish count dropped.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_405877ea-4ba8-4846-b665-b7b5c2ac9d3f" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB6", "cE6" ] }, "n_options": 5, "passage_html": "

Zebra Mussels at Birch Narrows

Zebra mussels are a kind of shellfish new to Birch Narrows, a lake marina. They attach in huge numbers and filter tiny floating plankton out of the water. After they spread, the marina’s intake pipes clogged and the water turned much clearer. A survey team counted several things in the same bay during two summers. Summer 1 was before the mussels spread. Summer 2 was after. Table 1 shows the counts. Figure 1 shows a clogged intake pipe.

Table 1. Birch Narrows Bay Survey

MeasurementSummer 1Summer 2
Zebra mussels (per square meter)51,200
Floating plankton (per liter)900150
Native mussels (per square meter)4012
Young fish (per net haul)6025
Water clarity (meters you can see down)1.54.0

Figure 1. Clogged Intake Pipe

\"The

", "passage_plain": "Zebra Mussels at Birch Narrows Zebra mussels are a kind of shellfish new to Birch Narrows, a lake marina. They attach in huge numbers and filter tiny floating plankton out of the water. After they spread, the marina’s intake pipes clogged and the water turned much clearer. A survey team counted several things in the same bay during two summers. Summer 1 was before the mussels spread. Summer 2 was after. Table 1 shows the counts. Figure 1 shows a clogged intake pipe. Table 1. Birch Narrows Bay Survey Measurement Summer 1 Summer 2 Zebra mussels (per square meter) 5 1,200 Floating plankton (per liter) 900 150 Native mussels (per square meter) 40 12 Young fish (per net haul) 60 25 Water clarity (meters you can see down) 1.5 4.0 Figure 1. Clogged Intake Pipe" }, { "n": 7, "item_id": "_65259abe-e6ee-4a82-87ed-5902406af472", "type": "choice", "title": "Native Mussel Decline Claim - Part A", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part A

Look at Table 1.

Which claim about the drop in native mussels does the survey best support?

", "prompt_plain": "Part A Look at Table 1. Which claim about the drop in native mussels does the survey best support?", "context_html": "", "options": [ { "id": "cA7", "text": "The zebra mussels outcompeted the native mussels for the plankton that both eat.", "plain": "The zebra mussels outcompeted the native mussels for the plankton that both eat.", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "A disease spread through the native mussels and killed most of them off.", "plain": "A disease spread through the native mussels and killed most of them off.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "The zebra mussels hunted and ate the smaller native mussels for food.", "plain": "The zebra mussels hunted and ate the smaller native mussels for food.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "The native mussels crawled off to deeper, darker water away from the clear shallows.", "plain": "The native mussels crawled off to deeper, darker water away from the clear shallows.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_405877ea-4ba8-4846-b665-b7b5c2ac9d3f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA7" ] }, "n_options": 4, "passage_html": "

Zebra Mussels at Birch Narrows

Zebra mussels are a kind of shellfish new to Birch Narrows, a lake marina. They attach in huge numbers and filter tiny floating plankton out of the water. After they spread, the marina’s intake pipes clogged and the water turned much clearer. A survey team counted several things in the same bay during two summers. Summer 1 was before the mussels spread. Summer 2 was after. Table 1 shows the counts. Figure 1 shows a clogged intake pipe.

Table 1. Birch Narrows Bay Survey

MeasurementSummer 1Summer 2
Zebra mussels (per square meter)51,200
Floating plankton (per liter)900150
Native mussels (per square meter)4012
Young fish (per net haul)6025
Water clarity (meters you can see down)1.54.0

Figure 1. Clogged Intake Pipe

\"The

", "passage_plain": "Zebra Mussels at Birch Narrows Zebra mussels are a kind of shellfish new to Birch Narrows, a lake marina. They attach in huge numbers and filter tiny floating plankton out of the water. After they spread, the marina’s intake pipes clogged and the water turned much clearer. A survey team counted several things in the same bay during two summers. Summer 1 was before the mussels spread. Summer 2 was after. Table 1 shows the counts. Figure 1 shows a clogged intake pipe. Table 1. Birch Narrows Bay Survey Measurement Summer 1 Summer 2 Zebra mussels (per square meter) 5 1,200 Floating plankton (per liter) 900 150 Native mussels (per square meter) 40 12 Young fish (per net haul) 60 25 Water clarity (meters you can see down) 1.5 4.0 Figure 1. Clogged Intake Pipe" }, { "n": 8, "item_id": "_fb6d8c22-7c47-46f8-bc48-c2f860663bb9", "type": "choice", "title": "Native Mussel Decline Evidence - Part B", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part B

Which survey data give the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which survey data give the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA8", "text": "The water clarity rose from 1.5 m to 4.0 m across the two summers.", "plain": "The water clarity rose from 1.5 m to 4.0 m across the two summers.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The young fish count fell from 60 to 25 across the two summers.", "plain": "The young fish count fell from 60 to 25 across the two summers.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The native mussels fell from 40 to 12 as the water cleared across the two summers.", "plain": "The native mussels fell from 40 to 12 as the water cleared across the two summers.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The plankton fell from 900 to 150 as the zebra mussels rose from 5 to 1,200.", "plain": "The plankton fell from 900 to 150 as the zebra mussels rose from 5 to 1,200.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_405877ea-4ba8-4846-b665-b7b5c2ac9d3f" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD8" ] }, "n_options": 4, "passage_html": "

Zebra Mussels at Birch Narrows

Zebra mussels are a kind of shellfish new to Birch Narrows, a lake marina. They attach in huge numbers and filter tiny floating plankton out of the water. After they spread, the marina’s intake pipes clogged and the water turned much clearer. A survey team counted several things in the same bay during two summers. Summer 1 was before the mussels spread. Summer 2 was after. Table 1 shows the counts. Figure 1 shows a clogged intake pipe.

Table 1. Birch Narrows Bay Survey

MeasurementSummer 1Summer 2
Zebra mussels (per square meter)51,200
Floating plankton (per liter)900150
Native mussels (per square meter)4012
Young fish (per net haul)6025
Water clarity (meters you can see down)1.54.0

Figure 1. Clogged Intake Pipe

\"The

", "passage_plain": "Zebra Mussels at Birch Narrows Zebra mussels are a kind of shellfish new to Birch Narrows, a lake marina. They attach in huge numbers and filter tiny floating plankton out of the water. After they spread, the marina’s intake pipes clogged and the water turned much clearer. A survey team counted several things in the same bay during two summers. Summer 1 was before the mussels spread. Summer 2 was after. Table 1 shows the counts. Figure 1 shows a clogged intake pipe. Table 1. Birch Narrows Bay Survey Measurement Summer 1 Summer 2 Zebra mussels (per square meter) 5 1,200 Floating plankton (per liter) 900 150 Native mussels (per square meter) 40 12 Young fish (per net haul) 60 25 Water clarity (meters you can see down) 1.5 4.0 Figure 1. Clogged Intake Pipe" }, { "n": 9, "item_id": "_b18f697b-7d18-46eb-90d2-56012218bdcb", "type": "choice", "title": "Shake Flashlight Lamp Lights", "standards": [ "MS-PS2-3" ], "prompt_html": "

Look at Figure 1.

The flashlight has no battery. Why does shaking the tube make the lamp light up?

", "prompt_plain": "Look at Figure 1. The flashlight has no battery. Why does shaking the tube make the lamp light up?", "context_html": "", "options": [ { "id": "cA9", "text": "The magnet sliding back and forth through the coil makes a current flow in the wire.", "plain": "The magnet sliding back and forth through the coil makes a current flow in the wire.", "correct": true, "kind": "choice" }, { "id": "cB9", "text": "The shaking rubs the magnet on the tube, and the friction makes an electric spark.", "plain": "The shaking rubs the magnet on the tube, and the friction makes an electric spark.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "The shaking heats the thin coil wire until it glows brightly by itself.", "plain": "The shaking heats the thin coil wire until it glows brightly by itself.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "The shaking pushes stored-up electricity out of the magnet into the lamp.", "plain": "The shaking pushes stored-up electricity out of the magnet into the lamp.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_569ab14e-60b3-4efc-beb7-d64038f5c3cc" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA9" ] }, "n_options": 4, "passage_html": "

Shake-Tube Flashlight Bench

A shake-tube flashlight has no battery. Inside a clear tube, a magnet can slide back and forth through a coil of wire. The coil is connected to a small lamp. On a test bench, students shake the tube at three different rates and record how bright the lamp gets. Table 1 shows the readings. Figure 1 is a cutaway of the flashlight showing the magnet, the coil, and the lamp.

Table 1. Brightness vs Shaking Rate

Shakes per secondLamp brightness
1Dim
2Medium
4Bright

Figure 1. Flashlight Cutaway

\"A

", "passage_plain": "Shake-Tube Flashlight Bench A shake-tube flashlight has no battery. Inside a clear tube, a magnet can slide back and forth through a coil of wire. The coil is connected to a small lamp. On a test bench, students shake the tube at three different rates and record how bright the lamp gets. Table 1 shows the readings. Figure 1 is a cutaway of the flashlight showing the magnet, the coil, and the lamp. Table 1. Brightness vs Shaking Rate Shakes per second Lamp brightness 1 Dim 2 Medium 4 Bright Figure 1. Flashlight Cutaway" }, { "n": 10, "item_id": "_840bf4c8-0d24-4bd7-9474-36acf81fa9d4", "type": "choice", "title": "Flashlight Energy Changes", "standards": [ "MS-PS3-5" ], "prompt_html": "

As the flashlight works, energy changes from one form to another.

Which choice correctly traces the main energy changes from shaking the tube to lighting the lamp?

", "prompt_plain": "As the flashlight works, energy changes from one form to another. Which choice correctly traces the main energy changes from shaking the tube to lighting the lamp?", "context_html": "", "options": [ { "id": "cA10", "text": "Electrical energy → motion energy → light and heat", "plain": "Electrical energy → motion energy → light and heat", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Chemical energy → electrical energy → light and heat", "plain": "Chemical energy → electrical energy → light and heat", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "Motion energy → electrical energy → light and heat", "plain": "Motion energy → electrical energy → light and heat", "correct": true, "kind": "choice" }, { "id": "cD10", "text": "Light and heat → electrical energy → motion energy", "plain": "Light and heat → electrical energy → motion energy", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_569ab14e-60b3-4efc-beb7-d64038f5c3cc" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC10" ] }, "n_options": 4, "passage_html": "

Shake-Tube Flashlight Bench

A shake-tube flashlight has no battery. Inside a clear tube, a magnet can slide back and forth through a coil of wire. The coil is connected to a small lamp. On a test bench, students shake the tube at three different rates and record how bright the lamp gets. Table 1 shows the readings. Figure 1 is a cutaway of the flashlight showing the magnet, the coil, and the lamp.

Table 1. Brightness vs Shaking Rate

Shakes per secondLamp brightness
1Dim
2Medium
4Bright

Figure 1. Flashlight Cutaway

\"A

", "passage_plain": "Shake-Tube Flashlight Bench A shake-tube flashlight has no battery. Inside a clear tube, a magnet can slide back and forth through a coil of wire. The coil is connected to a small lamp. On a test bench, students shake the tube at three different rates and record how bright the lamp gets. Table 1 shows the readings. Figure 1 is a cutaway of the flashlight showing the magnet, the coil, and the lamp. Table 1. Brightness vs Shaking Rate Shakes per second Lamp brightness 1 Dim 2 Medium 4 Bright Figure 1. Flashlight Cutaway" }, { "n": 11, "item_id": "_f24b3461-44e9-4d5b-b8ab-dea344945aa8", "type": "portable-custom", "title": "Electromagnet Coil Strength Graph", "standards": [ "MS-PS2-3" ], "prompt_html": "

Electromagnet Coil Test

A student winds wire around an iron nail to make an electromagnet. At four coil-turn settings, the student counts how many steel paperclips it lifts. Table 1 shows the results.

Table 1. Paperclips Lifted at Four Coil-Turn Settings

Coil turnsPaperclips lifted
208
4012
6016
8020

 

Use the grid to build a bar graph of the paperclips lifted at each coil-turn setting.

", "prompt_plain": "Electromagnet Coil Test A student winds wire around an iron nail to make an electromagnet. At four coil-turn settings, the student counts how many steel paperclips it lifts. Table 1 shows the results. Table 1. Paperclips Lifted at Four Coil-Turn Settings Coil turns Paperclips lifted 20 8 40 12 60 16 80 20 Use the grid to build a bar graph of the paperclips lifted at each coil-turn setting.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"20\",\"y\":8},{\"x\":\"40\",\"y\":12},{\"x\":\"60\",\"y\":16},{\"x\":\"80\",\"y\":20}]" ] }, "n_options": 0 }, { "n": 12, "item_id": "_ffc0778f-a230-420c-ae47-b587e74b51c2", "type": "choice", "title": "Split Granite Band — Fault Motion", "standards": [ "MS-ESS2-3" ], "prompt_html": "

The same granite band sits on both sides of the fault, about 200 m apart. A line of shallow quakes runs right along the fault.

What does this pattern best show about the fault?

", "prompt_plain": "The same granite band sits on both sides of the fault, about 200 m apart. A line of shallow quakes runs right along the fault. What does this pattern best show about the fault?", "context_html": "", "options": [ { "id": "cA12", "text": "Two plates are pulling apart, so new rock rises up along the gap.", "plain": "Two plates are pulling apart, so new rock rises up along the gap.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "One plate is diving under another and pushing the land up into mountains.", "plain": "One plate is diving under another and pushing the land up into mountains.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Two blocks are sliding horizontally past each other along the same fault.", "plain": "Two blocks are sliding horizontally past each other along the same fault.", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "Rain and wind slowly wore a gap that split the band in two.", "plain": "Rain and wind slowly wore a gap that split the band in two.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f5026eb9-f048-48d8-960f-24fb484c208b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC12" ] }, "n_options": 4, "passage_html": "

The Split Granite Band

Geologists survey a fresh road-cut. One distinctive pink granite band shows up on both sides of a straight fault trace. The two pieces now sit about 200 m apart along the fault. A map shows a line of shallow quakes running along the same trace. Figure 1 shows the road-cut and the quake-line map.

Figure 1. The Split Granite Road-Cut

\"A

", "passage_plain": "The Split Granite Band Geologists survey a fresh road-cut. One distinctive pink granite band shows up on both sides of a straight fault trace. The two pieces now sit about 200 m apart along the fault. A map shows a line of shallow quakes running along the same trace. Figure 1 shows the road-cut and the quake-line map. Figure 1. The Split Granite Road-Cut" }, { "n": 13, "item_id": "_3d7f1b2e-a370-4a74-b29e-7b99da885779", "type": "choice", "title": "Split Granite Band — Boundary Contrast", "standards": [ "MS-ESS2-2" ], "prompt_html": "

A student compares this sliding fault with a convergent boundary.

Which row best contrasts the two boundaries?

", "prompt_plain": "A student compares this sliding fault with a convergent boundary. Which row best contrasts the two boundaries?", "context_html": "", "options": [ { "id": "cA13", "text": "This fault: plates collide, building mountains; Convergent boundary: plates slide past, giving quakes.", "plain": "This fault: plates collide, building mountains; Convergent boundary: plates slide past, giving quakes.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "This fault: plates slide past, giving quakes; Convergent boundary: plates collide, building mountains.", "plain": "This fault: plates slide past, giving quakes; Convergent boundary: plates collide, building mountains.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "This fault: plates pull apart, making new crust; Convergent boundary: plates collide, forming deep trenches.", "plain": "This fault: plates pull apart, making new crust; Convergent boundary: plates collide, forming deep trenches.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "This fault: plates slide past, raising tall mountains; Convergent boundary: plates collide, giving gentle quakes.", "plain": "This fault: plates slide past, raising tall mountains; Convergent boundary: plates collide, giving gentle quakes.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f5026eb9-f048-48d8-960f-24fb484c208b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4, "passage_html": "

The Split Granite Band

Geologists survey a fresh road-cut. One distinctive pink granite band shows up on both sides of a straight fault trace. The two pieces now sit about 200 m apart along the fault. A map shows a line of shallow quakes running along the same trace. Figure 1 shows the road-cut and the quake-line map.

Figure 1. The Split Granite Road-Cut

\"A

", "passage_plain": "The Split Granite Band Geologists survey a fresh road-cut. One distinctive pink granite band shows up on both sides of a straight fault trace. The two pieces now sit about 200 m apart along the fault. A map shows a line of shallow quakes running along the same trace. Figure 1 shows the road-cut and the quake-line map. Figure 1. The Split Granite Road-Cut" }, { "n": 14, "item_id": "_88f0dd67-d61b-4af3-95c0-76e78374936f", "type": "choice", "title": "Mouse-Colony Coats — Parent Claim (Part A)", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

The colony’s two parents are both short-haired, but one pup is long-haired. Short hair is the dominant trait.

Which claim about the parents does this litter best support?

", "prompt_plain": "Part A The colony’s two parents are both short-haired, but one pup is long-haired. Short hair is the dominant trait. Which claim about the parents does this litter best support?", "context_html": "", "options": [ { "id": "cA14", "text": "Both parents have two short-hair alleles, so they are purely short-haired.", "plain": "Both parents have two short-hair alleles, so they are purely short-haired.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "One parent must actually be long-haired and passed that trait to the pup.", "plain": "One parent must actually be long-haired and passed that trait to the pup.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "Long hair appeared in the pup as a brand-new change in its life.", "plain": "Long hair appeared in the pup as a brand-new change in its life.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "Each parent carries one hidden long-hair allele, so both parents are Ll.", "plain": "Each parent carries one hidden long-hair allele, so both parents are Ll.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_619007a1-2fa5-4f48-9a67-426746a5fede" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4, "passage_html": "

Mouse-Colony Coat Length

In a science class, a mouse colony has two short-haired parents. In one litter, three pups are short-haired and one pup is long-haired. Short hair is the dominant trait. Scientists write the short-hair allele as L and the long-hair allele as l. Figure 1 shows the parents and the long-haired pup.

Figure 1. The Mouse Colony

\"Two

", "passage_plain": "Mouse-Colony Coat Length In a science class, a mouse colony has two short-haired parents. In one litter, three pups are short-haired and one pup is long-haired. Short hair is the dominant trait. Scientists write the short-hair allele as L and the long-hair allele as l. Figure 1 shows the parents and the long-haired pup. Figure 1. The Mouse Colony" }, { "n": 15, "item_id": "_b648f27e-a78a-40ab-9aa9-107205a529e5", "type": "choice", "title": "Mouse-Colony Coats — Inheritance Evidence (Part B)", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part B

Which statement is the best evidence for the claim you chose in Part A?

", "prompt_plain": "Part B Which statement is the best evidence for the claim you chose in Part A?", "context_html": "", "options": [ { "id": "cA15", "text": "Two Ll parents can have a long-haired (ll) pup, because each parent passes one allele per sex cell and meiosis sets which one.", "plain": "Two Ll parents can have a long-haired (ll) pup, because each parent passes one allele per sex cell and meiosis sets which one.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "Two short-haired parents can pass down just their short-hair alleles, so a long-haired pup from them would be impossible.", "plain": "Two short-haired parents can pass down just their short-hair alleles, so a long-haired pup from them would be impossible.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "A long-haired pup could show up in the litter if one of the two parents in the colony was itself long-haired.", "plain": "A long-haired pup could show up in the litter if one of the two parents in the colony was itself long-haired.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The coat length of the pups was set by the food and the care they received, not by the alleles they carry.", "plain": "The coat length of the pups was set by the food and the care they received, not by the alleles they carry.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_619007a1-2fa5-4f48-9a67-426746a5fede" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA15" ] }, "n_options": 4, "passage_html": "

Mouse-Colony Coat Length

In a science class, a mouse colony has two short-haired parents. In one litter, three pups are short-haired and one pup is long-haired. Short hair is the dominant trait. Scientists write the short-hair allele as L and the long-hair allele as l. Figure 1 shows the parents and the long-haired pup.

Figure 1. The Mouse Colony

\"Two

", "passage_plain": "Mouse-Colony Coat Length In a science class, a mouse colony has two short-haired parents. In one litter, three pups are short-haired and one pup is long-haired. Short hair is the dominant trait. Scientists write the short-hair allele as L and the long-hair allele as l. Figure 1 shows the parents and the long-haired pup. Figure 1. The Mouse Colony" }, { "n": 16, "item_id": "_3d995656-c053-465f-92dd-4689960f65b0", "type": "choice", "title": "Locker-Room Louvers — Airflow Claim (Part A)", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part A

Look at Table 1. Which claim about version 2’s wider louver angle do the modeled results best support?

", "prompt_plain": "Part A Look at Table 1. Which claim about version 2’s wider louver angle do the modeled results best support?", "context_html": "", "options": [ { "id": "cA16", "text": "The wider angle helped just when the room was empty, not when it was crowded.", "plain": "The wider angle helped just when the room was empty, not when it was crowded.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "The wider angle lowered the airflow, so version 1 moves more air than version 2.", "plain": "The wider angle lowered the airflow, so version 1 moves more air than version 2.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "The wider angle raised the airflow at the three crowd levels the model tested.", "plain": "The wider angle raised the airflow at the three crowd levels the model tested.", "correct": true, "kind": "choice" }, { "id": "cD16", "text": "The two versions moved the same amount of air once the room filled with people.", "plain": "The two versions moved the same amount of air once the room filled with people.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_be345bcc-c891-4fb6-a012-fcc065f6d5b1" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC16" ] }, "n_options": 4, "passage_html": "

Locker-Room Vent Louvers

A gym locker room feels stuffy. A team runs a computer model of the ceiling vent louvers to boost airflow. Version 1 keeps the old louver angle. Version 2 opens the louver angle wider. The model reports the airflow at three room-crowd levels (Table 1). A change log lists what each version changed (Table 2). Figure 1 shows the vent louvers.

Table 1. Modeled Airflow at Three Crowd Levels

Crowd levelVersion 1 airflow (m³/min)Version 2 airflow (m³/min)
Empty room1826
Half full1524
Full room1121

Table 2. Change Log

VersionLouver angleOther changes
Version 130°None (baseline)
Version 255°Louver angle widened only

Figure 1. The Vent Louvers

\"Angled

", "passage_plain": "Locker-Room Vent Louvers A gym locker room feels stuffy. A team runs a computer model of the ceiling vent louvers to boost airflow. Version 1 keeps the old louver angle. Version 2 opens the louver angle wider. The model reports the airflow at three room-crowd levels (Table 1). A change log lists what each version changed (Table 2). Figure 1 shows the vent louvers. Table 1. Modeled Airflow at Three Crowd Levels Crowd level Version 1 airflow (m³/min) Version 2 airflow (m³/min) Empty room 18 26 Half full 15 24 Full room 11 21 Table 2. Change Log Version Louver angle Other changes Version 1 30° None (baseline) Version 2 55° Louver angle widened only Figure 1. The Vent Louvers" }, { "n": 17, "item_id": "_93f8da92-fe0c-478b-94a8-2c8db9668821", "type": "choice", "title": "Locker-Room Louvers — Crowd-Level Evidence (Part B)", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

Which comparison in Table 1 is the best evidence for the claim you chose in Part A?

", "prompt_plain": "Part B Which comparison in Table 1 is the best evidence for the claim you chose in Part A?", "context_html": "", "options": [ { "id": "cA17", "text": "Version 2 beat version 1 in the empty room, by 26 to 18.", "plain": "Version 2 beat version 1 in the empty room, by 26 to 18.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Version 2’s airflow tops version 1’s at the empty, half-full, and full levels.", "plain": "Version 2’s airflow tops version 1’s at the empty, half-full, and full levels.", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "Version 1 and version 2 reached the same airflow at the half-full level.", "plain": "Version 1 and version 2 reached the same airflow at the half-full level.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Version 2 fell behind version 1 once the room reached the full level.", "plain": "Version 2 fell behind version 1 once the room reached the full level.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_be345bcc-c891-4fb6-a012-fcc065f6d5b1" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB17" ] }, "n_options": 4, "passage_html": "

Locker-Room Vent Louvers

A gym locker room feels stuffy. A team runs a computer model of the ceiling vent louvers to boost airflow. Version 1 keeps the old louver angle. Version 2 opens the louver angle wider. The model reports the airflow at three room-crowd levels (Table 1). A change log lists what each version changed (Table 2). Figure 1 shows the vent louvers.

Table 1. Modeled Airflow at Three Crowd Levels

Crowd levelVersion 1 airflow (m³/min)Version 2 airflow (m³/min)
Empty room1826
Half full1524
Full room1121

Table 2. Change Log

VersionLouver angleOther changes
Version 130°None (baseline)
Version 255°Louver angle widened only

Figure 1. The Vent Louvers

\"Angled

", "passage_plain": "Locker-Room Vent Louvers A gym locker room feels stuffy. A team runs a computer model of the ceiling vent louvers to boost airflow. Version 1 keeps the old louver angle. Version 2 opens the louver angle wider. The model reports the airflow at three room-crowd levels (Table 1). A change log lists what each version changed (Table 2). Figure 1 shows the vent louvers. Table 1. Modeled Airflow at Three Crowd Levels Crowd level Version 1 airflow (m³/min) Version 2 airflow (m³/min) Empty room 18 26 Half full 15 24 Full room 11 21 Table 2. Change Log Version Louver angle Other changes Version 1 30° None (baseline) Version 2 55° Louver angle widened only Figure 1. The Vent Louvers" }, { "n": 18, "item_id": "_d71e96c9-625c-480e-a16b-9a7a61876461", "type": "choice", "title": "Hornwort Bubbles — Boosting the Count", "standards": [ "MS-LS1-6" ], "prompt_html": "

Look at Table 1. The lamp can be moved, the water changed, or the sprig adjusted.

Which change would most likely increase the bubbles per minute?

", "prompt_plain": "Look at Table 1. The lamp can be moved, the water changed, or the sprig adjusted. Which change would most likely increase the bubbles per minute?", "context_html": "", "options": [ { "id": "cA18", "text": "Move the lamp farther from the beaker to spread its light out more.", "plain": "Move the lamp farther from the beaker to spread its light out more.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Pour out some water so the hornwort sprig sticks up into the air.", "plain": "Pour out some water so the hornwort sprig sticks up into the air.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "Chill the beaker with ice so the water around the sprig gets colder.", "plain": "Chill the beaker with ice so the water around the sprig gets colder.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Move the lamp closer to the beaker so the sprig gets more light.", "plain": "Move the lamp closer to the beaker so the sprig gets more light.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ffdb1e3f-8390-4609-afe4-e8b7968eac84" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD18" ] }, "n_options": 4, "passage_html": "

Hornwort Bubble Counts

A class puts hornwort sprigs in beakers of water under a lamp. The plants give off tiny gas bubbles. Students count the bubbles per minute at two lamp distances (Table 1). Then they switch the lamp off for three hours and track the dissolved oxygen with a probe. Probe note: with the lamp off for three hours, the beaker’s dissolved oxygen fell from 8.0 to 6.4 mg/L. Figure 1 shows the beaker setup.

Table 1. Bubbles per Minute at Two Lamp Distances

Lamp distanceBubbles per minute
30 cm away12
10 cm away28

Figure 1. The Beaker Setup

\"A

", "passage_plain": "Hornwort Bubble Counts A class puts hornwort sprigs in beakers of water under a lamp. The plants give off tiny gas bubbles. Students count the bubbles per minute at two lamp distances (Table 1). Then they switch the lamp off for three hours and track the dissolved oxygen with a probe. Probe note: with the lamp off for three hours, the beaker’s dissolved oxygen fell from 8.0 to 6.4 mg/L. Figure 1 shows the beaker setup. Table 1. Bubbles per Minute at Two Lamp Distances Lamp distance Bubbles per minute 30 cm away 12 10 cm away 28 Figure 1. The Beaker Setup" }, { "n": 19, "item_id": "_4cf5ae17-d652-4ff9-8228-56c18c7540ad", "type": "choice", "title": "Hornwort Bubbles — Food Connection", "standards": [ "MS-LS1-6" ], "prompt_html": "

With the lamp closer, the bubble count rises.

Which explanation best connects these extra bubbles to the food the plant makes?

", "prompt_plain": "With the lamp closer, the bubble count rises. Which explanation best connects these extra bubbles to the food the plant makes?", "context_html": "", "options": [ { "id": "cA19", "text": "More light lets the plant make more sugar by photosynthesis, releasing oxygen as the bubbles.", "plain": "More light lets the plant make more sugar by photosynthesis, releasing oxygen as the bubbles.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "The warmer lamp heats the water, so dissolved air escapes as the extra bubbles.", "plain": "The warmer lamp heats the water, so dissolved air escapes as the extra bubbles.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The plant takes in the extra oxygen and gives off its stored sugar as bubbles.", "plain": "The plant takes in the extra oxygen and gives off its stored sugar as bubbles.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Brighter light makes the plant burn sugar faster, giving off bubbles of carbon dioxide.", "plain": "Brighter light makes the plant burn sugar faster, giving off bubbles of carbon dioxide.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ffdb1e3f-8390-4609-afe4-e8b7968eac84" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4, "passage_html": "

Hornwort Bubble Counts

A class puts hornwort sprigs in beakers of water under a lamp. The plants give off tiny gas bubbles. Students count the bubbles per minute at two lamp distances (Table 1). Then they switch the lamp off for three hours and track the dissolved oxygen with a probe. Probe note: with the lamp off for three hours, the beaker’s dissolved oxygen fell from 8.0 to 6.4 mg/L. Figure 1 shows the beaker setup.

Table 1. Bubbles per Minute at Two Lamp Distances

Lamp distanceBubbles per minute
30 cm away12
10 cm away28

Figure 1. The Beaker Setup

\"A

", "passage_plain": "Hornwort Bubble Counts A class puts hornwort sprigs in beakers of water under a lamp. The plants give off tiny gas bubbles. Students count the bubbles per minute at two lamp distances (Table 1). Then they switch the lamp off for three hours and track the dissolved oxygen with a probe. Probe note: with the lamp off for three hours, the beaker’s dissolved oxygen fell from 8.0 to 6.4 mg/L. Figure 1 shows the beaker setup. Table 1. Bubbles per Minute at Two Lamp Distances Lamp distance Bubbles per minute 30 cm away 12 10 cm away 28 Figure 1. The Beaker Setup" }, { "n": 20, "item_id": "_55253a59-2363-4b0e-abdc-dda86e604569", "type": "choice", "title": "Hornwort Bubbles — Dark Hours", "standards": [ "MS-LS1-7" ], "prompt_html": "

Look at the probe note about the dark hours, when the lamp was off.

Choose the TWO statements that the probe note and the plant’s biology best support.

", "prompt_plain": "Look at the probe note about the dark hours, when the lamp was off. Choose the TWO statements that the probe note and the plant’s biology best support.", "context_html": "", "options": [ { "id": "cA20", "text": "The plant kept making food by photosynthesis during the dark hours too.", "plain": "The plant kept making food by photosynthesis during the dark hours too.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "The plant’s cells still used oxygen in the dark to release energy from sugar.", "plain": "The plant’s cells still used oxygen in the dark to release energy from sugar.", "correct": true, "kind": "choice" }, { "id": "cC20", "text": "The plant gave off more oxygen bubbles with the lamp off than on.", "plain": "The plant gave off more oxygen bubbles with the lamp off than on.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "The beaker’s dissolved oxygen fell during the hours the lamp was off.", "plain": "The beaker’s dissolved oxygen fell during the hours the lamp was off.", "correct": true, "kind": "choice" }, { "id": "cE20", "text": "The plant shut down its life processes the moment the lamp switched off.", "plain": "The plant shut down its life processes the moment the lamp switched off.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ffdb1e3f-8390-4609-afe4-e8b7968eac84" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB20", "cD20" ] }, "n_options": 5, "passage_html": "

Hornwort Bubble Counts

A class puts hornwort sprigs in beakers of water under a lamp. The plants give off tiny gas bubbles. Students count the bubbles per minute at two lamp distances (Table 1). Then they switch the lamp off for three hours and track the dissolved oxygen with a probe. Probe note: with the lamp off for three hours, the beaker’s dissolved oxygen fell from 8.0 to 6.4 mg/L. Figure 1 shows the beaker setup.

Table 1. Bubbles per Minute at Two Lamp Distances

Lamp distanceBubbles per minute
30 cm away12
10 cm away28

Figure 1. The Beaker Setup

\"A

", "passage_plain": "Hornwort Bubble Counts A class puts hornwort sprigs in beakers of water under a lamp. The plants give off tiny gas bubbles. Students count the bubbles per minute at two lamp distances (Table 1). Then they switch the lamp off for three hours and track the dissolved oxygen with a probe. Probe note: with the lamp off for three hours, the beaker’s dissolved oxygen fell from 8.0 to 6.4 mg/L. Figure 1 shows the beaker setup. Table 1. Bubbles per Minute at Two Lamp Distances Lamp distance Bubbles per minute 30 cm away 12 10 cm away 28 Figure 1. The Beaker Setup" }, { "n": 21, "item_id": "_0058199b-a9bc-4220-b801-bbf09ee8fa78", "type": "choice", "title": "Two Landers Weight Part A", "standards": [ "MS-PS2-4" ], "prompt_html": "

Part A

Look at Table 1.

Which claim best explains why the lander weighs less on Planet Y than on Planet X?

", "prompt_plain": "Part A Look at Table 1. Which claim best explains why the lander weighs less on Planet Y than on Planet X?", "context_html": "", "options": [ { "id": "cA21", "text": "Planet Y’s smaller radius is by itself what gives it a weaker pull than Planet X.", "plain": "Planet Y’s smaller radius is by itself what gives it a weaker pull than Planet X.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "Planet Y has far less mass, and that weaker pull outweighs its smaller radius.", "plain": "Planet Y has far less mass, and that weaker pull outweighs its smaller radius.", "correct": true, "kind": "choice" }, { "id": "cC21", "text": "The lander lost some mass on the trip, so it weighs less on Planet Y.", "plain": "The lander lost some mass on the trip, so it weighs less on Planet Y.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "Planet Y is a smaller world, so objects simply weigh less on its surface.", "plain": "Planet Y is a smaller world, so objects simply weigh less on its surface.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c55964e8-c8ef-4a7d-8c19-6e3f78b1c087" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB21" ] }, "n_options": 4, "passage_html": "

Two Landers, Two Worlds

A space agency builds two identical survey landers and sets one down on Planet X and the other on Planet Y. Each lander has a built-in scale that measures the lander’s weight - the pull of that planet’s gravity on it - as it rests on the surface. Because the two landers are exactly the same, any difference in weight comes from the planets, not the landers. Table 1 lists each planet’s mass and radius compared with a reference world set to 1, along with the weight each lander’s scale read on the surface.

Table 1. Planet Data and Lander Weights

PlanetMass (reference world = 1)Radius (reference world = 1)Lander weight on surface (N)
X82600
Y11300
", "passage_plain": "Two Landers, Two Worlds A space agency builds two identical survey landers and sets one down on Planet X and the other on Planet Y. Each lander has a built-in scale that measures the lander’s weight - the pull of that planet’s gravity on it - as it rests on the surface. Because the two landers are exactly the same, any difference in weight comes from the planets, not the landers. Table 1 lists each planet’s mass and radius compared with a reference world set to 1, along with the weight each lander’s scale read on the surface. Table 1. Planet Data and Lander Weights Planet Mass (reference world = 1) Radius (reference world = 1) Lander weight on surface (N) X 8 2 600 Y 1 1 300" }, { "n": 22, "item_id": "_d33d31e5-a9e4-471b-910e-59a41fc67a58", "type": "choice", "title": "Two Landers Weight Part B", "standards": [ "MS-PS2-4" ], "prompt_html": "

Part B

Look at Table 1.

Which data give the best evidence for the Part A claim?

", "prompt_plain": "Part B Look at Table 1. Which data give the best evidence for the Part A claim?", "context_html": "", "options": [ { "id": "cA22", "text": "The radius values for the two planets.", "plain": "The radius values for the two planets.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "The mass values for the two planets.", "plain": "The mass values for the two planets.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "The mass values together with the lander weight readings.", "plain": "The mass values together with the lander weight readings.", "correct": true, "kind": "choice" }, { "id": "cD22", "text": "The radius values together with the lander weight readings.", "plain": "The radius values together with the lander weight readings.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c55964e8-c8ef-4a7d-8c19-6e3f78b1c087" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC22" ] }, "n_options": 4, "passage_html": "

Two Landers, Two Worlds

A space agency builds two identical survey landers and sets one down on Planet X and the other on Planet Y. Each lander has a built-in scale that measures the lander’s weight - the pull of that planet’s gravity on it - as it rests on the surface. Because the two landers are exactly the same, any difference in weight comes from the planets, not the landers. Table 1 lists each planet’s mass and radius compared with a reference world set to 1, along with the weight each lander’s scale read on the surface.

Table 1. Planet Data and Lander Weights

PlanetMass (reference world = 1)Radius (reference world = 1)Lander weight on surface (N)
X82600
Y11300
", "passage_plain": "Two Landers, Two Worlds A space agency builds two identical survey landers and sets one down on Planet X and the other on Planet Y. Each lander has a built-in scale that measures the lander’s weight - the pull of that planet’s gravity on it - as it rests on the surface. Because the two landers are exactly the same, any difference in weight comes from the planets, not the landers. Table 1 lists each planet’s mass and radius compared with a reference world set to 1, along with the weight each lander’s scale read on the surface. Table 1. Planet Data and Lander Weights Planet Mass (reference world = 1) Radius (reference world = 1) Lander weight on surface (N) X 8 2 600 Y 1 1 300" }, { "n": 23, "item_id": "_0b63154f-6619-4cd8-acdc-bd08b7988188", "type": "choice", "title": "Magnet Washer Fair Test", "standards": [ "MS-PS2-5" ], "prompt_html": "

A field crew builds a rig to test whether a magnet’s pull on a steel washer gets weaker as the washer sits farther away. The magnet stays fixed, and the washer is placed at marks along a taped-mark track. The photograph shows the rig.

\"A

The crew wants a fair test that shows how the washer’s distance from the magnet affects the pull.

Which two design choices make this a fair test? Choose the TWO correct answers.

", "prompt_plain": "A field crew builds a rig to test whether a magnet’s pull on a steel washer gets weaker as the washer sits farther away. The magnet stays fixed, and the washer is placed at marks along a taped-mark track. The photograph shows the rig. The crew wants a fair test that shows how the washer’s distance from the magnet affects the pull. Which two design choices make this a fair test? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA23", "text": "Use the same steel washer in every trial.", "plain": "Use the same steel washer in every trial.", "correct": true, "kind": "choice" }, { "id": "cB23", "text": "Switch to a heavier steel washer at the marks farther from the magnet.", "plain": "Switch to a heavier steel washer at the marks farther from the magnet.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "Change only the distance between the magnet and the washer from trial to trial.", "plain": "Change only the distance between the magnet and the washer from trial to trial.", "correct": true, "kind": "choice" }, { "id": "cD23", "text": "Use a stronger magnet for the trials at the farthest marks.", "plain": "Use a stronger magnet for the trials at the farthest marks.", "correct": false, "kind": "choice" }, { "id": "cE23", "text": "Let the washer start already touching the magnet at the beginning of each trial.", "plain": "Let the washer start already touching the magnet at the beginning of each trial.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-37/images/slot23.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA23", "cC23" ] }, "n_options": 5 }, { "n": 24, "item_id": "_97a51d1a-7242-44ed-af39-f851ac5325d2", "type": "choice", "title": "BMX Bowl Stored Energy", "standards": [ "MS-PS3-2" ], "prompt_html": "

The diagram shows a bike rider who can start a run from any of four marked heights on the curved wall of a BMX bowl.

\"A

Which change would most increase the energy stored in the rider-and-Earth system before the run begins?

", "prompt_plain": "The diagram shows a bike rider who can start a run from any of four marked heights on the curved wall of a BMX bowl. Which change would most increase the energy stored in the rider-and-Earth system before the run begins?", "context_html": "", "options": [ { "id": "cA24", "text": "Start the run from the highest marked point on the bowl wall.", "plain": "Start the run from the highest marked point on the bowl wall.", "correct": true, "kind": "choice" }, { "id": "cB24", "text": "Start from a lower marked point but pedal hard just before rolling in.", "plain": "Start from a lower marked point but pedal hard just before rolling in.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "Use a lighter bike so the rider rolls down the wall more easily.", "plain": "Use a lighter bike so the rider rolls down the wall more easily.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Start the run from the lowest marked point on the bowl wall.", "plain": "Start the run from the lowest marked point on the bowl wall.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-37/images/slot24.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA24" ] }, "n_options": 4 }, { "n": 25, "item_id": "_96f59f76-bf6c-41f4-96f5-1d3ad8590124", "type": "gap-match", "title": "Devices and Energy Changes", "standards": [ "MS-PS3-5" ], "prompt_html": "

The photograph shows three devices: a desk lamp, a doorbell, and a hand mixer.

\"Three

 

Match each device to the energy conversion it carries out when it is working.

", "prompt_plain": "The photograph shows three devices: a desk lamp, a doorbell, and a hand mixer. Match each device to the energy conversion it carries out when it is working.", "context_html": "", "options": [ { "id": "tokR3", "text": "electrical energy to motion (kinetic) energy", "plain": "electrical energy to motion (kinetic) energy", "correct": false, "kind": "gap-token" }, { "id": "tokR1", "text": "electrical energy to light energy", "plain": "electrical energy to light energy", "correct": false, "kind": "gap-token" }, { "id": "tokR4", "text": "chemical energy to light energy", "plain": "chemical energy to light energy", "correct": false, "kind": "gap-token" }, { "id": "tokR2", "text": "electrical energy to sound energy", "plain": "electrical energy to sound energy", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-37/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokR1 gapL1", "tokR2 gapL2", "tokR3 gapL3" ] }, "n_options": 4 }, { "n": 26, "item_id": "_763eae08-86f8-4a92-95b7-d41c64193a65", "type": "text-entry", "title": "Gym-Floor Spring Wave", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Gym-Floor Spring Wave

A student sends a steady wave down a long spring coil stretched across the gym floor.

Use the wave speed, the wavelength, and the equation on the card to find the frequency of the wave, in hertz (Hz).

Give your answer as a whole number (e.g., 5).

Frequency (Hz):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "8" ] }, "n_options": 0 }, { "n": 27, "item_id": "_4e67e972-1ad1-498a-b6f4-0ba8b72a1469", "type": "choice", "title": "Stock-Tank Ripple Taps", "standards": [ "MS-PS4-1" ], "prompt_html": "

The two photographs show ripples on the surface of one farm stock tank. In the first, the water was tapped lightly; in the second, the same spot was tapped firmly.

\"Two

What changed in the firmly-tapped ripples, and what does that change show?

", "prompt_plain": "The two photographs show ripples on the surface of one farm stock tank. In the first, the water was tapped lightly; in the second, the same spot was tapped firmly. What changed in the firmly-tapped ripples, and what does that change show?", "context_html": "", "options": [ { "id": "cA27", "text": "The ripples travel faster, which shows waves speed up when they carry more energy.", "plain": "The ripples travel faster, which shows waves speed up when they carry more energy.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "The ripples are closer together (shorter wavelength), which shows the tap had more energy.", "plain": "The ripples are closer together (shorter wavelength), which shows the tap had more energy.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "There are more ripples each second (higher frequency), which shows the tap had more energy.", "plain": "There are more ripples each second (higher frequency), which shows the tap had more energy.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "The ripples are taller (greater amplitude), which shows the firm tap carried more energy.", "plain": "The ripples are taller (greater amplitude), which shows the firm tap carried more energy.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-37/images/slot27.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD27" ] }, "n_options": 4 }, { "n": 28, "item_id": "_78edac8f-0fd6-457f-b08f-99281abe9218", "type": "gap-match", "title": "Body Organ Jobs Chart", "standards": [ "MS-LS1-3" ], "prompt_html": "

A classroom wall chart lists four jobs the body’s organ systems carry out, but the organ for each job is missing.

 

Drag one organ tile into each job column to show which organ mainly does that job. One tile will not be used.

", "prompt_plain": "A classroom wall chart lists four jobs the body’s organ systems carry out, but the organ for each job is missing. Drag one organ tile into each job column to show which organ mainly does that job. One tile will not be used.", "context_html": "", "options": [ { "id": "tok-heart", "text": "heart", "plain": "heart", "correct": false, "kind": "gap-token" }, { "id": "tok-brain", "text": "brain", "plain": "brain", "correct": false, "kind": "gap-token" }, { "id": "tok-lungs", "text": "lungs", "plain": "lungs", "correct": false, "kind": "gap-token" }, { "id": "tok-stomach", "text": "stomach", "plain": "stomach", "correct": false, "kind": "gap-token" }, { "id": "tok-kidneys", "text": "kidneys", "plain": "kidneys", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-heart GAPCIRC", "tok-lungs GAPRESP", "tok-stomach GAPDIG", "tok-kidneys GAPEXCR" ] }, "n_options": 5 }, { "n": 29, "item_id": "_69fccd17-d29a-485c-bbc8-94b7c193217a", "type": "choice", "title": "Desert Seed Timing Study", "standards": [ "MS-LS1-4" ], "prompt_html": "

Two desert plant species make the same number of seeds each year. Species M’s seeds sprout a few at a time over several years, while Species N’s seeds all sprout in the first wet year. The diagram shows the two sprouting patterns, and Table 1 shows how many seedlings survived across one wet year and the dry year that followed.

\"A

Table 1. Seedlings Surviving by Season

SpeciesSeedlings after the wet yearSeedlings after the following dry year
M (sprouts a few at a time over several years)4538
N (all seeds sprout in the first wet year)929

Look at the diagram and Table 1.

Which two statements best explain why Species M’s pattern leaves more surviving offspring? Choose the TWO correct answers.

", "prompt_plain": "Two desert plant species make the same number of seeds each year. Species M’s seeds sprout a few at a time over several years, while Species N’s seeds all sprout in the first wet year. The diagram shows the two sprouting patterns, and Table 1 shows how many seedlings survived across one wet year and the dry year that followed. Table 1. Seedlings Surviving by Season Species Seedlings after the wet year Seedlings after the following dry year M (sprouts a few at a time over several years) 45 38 N (all seeds sprout in the first wet year) 92 9 Look at the diagram and Table 1. Which two statements best explain why Species M’s pattern leaves more surviving offspring? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA29", "text": "Species M’s seeds grow into larger adult plants than Species N’s seeds do.", "plain": "Species M’s seeds grow into larger adult plants than Species N’s seeds do.", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "Because some of Species M’s seeds stay ungerminated, one dry year cannot wipe out its whole generation.", "plain": "Because some of Species M’s seeds stay ungerminated, one dry year cannot wipe out its whole generation.", "correct": true, "kind": "choice" }, { "id": "cC29", "text": "Species M’s seeds can sprout and grow even when there is no water in the soil.", "plain": "Species M’s seeds can sprout and grow even when there is no water in the soil.", "correct": false, "kind": "choice" }, { "id": "cD29", "text": "Species M sprouts all of its seeds in the first wet year to crowd out Species N.", "plain": "Species M sprouts all of its seeds in the first wet year to crowd out Species N.", "correct": false, "kind": "choice" }, { "id": "cE29", "text": "Holding some seeds back to sprout in later years spreads the risk across good and bad years.", "plain": "Holding some seeds back to sprout in later years spreads the risk across good and bad years.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-37/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB29", "cE29" ] }, "n_options": 5 }, { "n": 30, "item_id": "_2bb73306-0d7d-4ce7-acbf-ae5b7db0e740", "type": "hottext", "title": "Oakside Bike-Room Memo", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A property manager posts a short memo about the bike room at an apartment building. The memo has six numbered sentences.

Select the numbered sentence that best defines the problem a new design needs to solve - the sentence that tells who is affected and what must change.

", "prompt_plain": "A property manager posts a short memo about the bike room at an apartment building. The memo has six numbered sentences. Select the numbered sentence that best defines the problem a new design needs to solve - the sentence that tells who is affected and what must change.", "context_html": "", "options": [ { "id": "HT1", "text": "(1) The Oakside Apartments bike room sits on the ground floor behind one heavy swinging door.", "plain": "(1) The Oakside Apartments bike room sits on the ground floor behind one heavy swinging door.", "correct": false, "kind": "hottext" }, { "id": "HT2", "text": "(2) Residents cannot hold the heavy door open and move a bike through at the same time, so many leave their bikes in the building’s hallway instead.", "plain": "(2) Residents cannot hold the heavy door open and move a bike through at the same time, so many leave their bikes in the building’s hallway instead.", "correct": true, "kind": "hottext" }, { "id": "HT3", "text": "(3) The manager suggests adding a spring that holds the door open on its own.", "plain": "(3) The manager suggests adding a spring that holds the door open on its own.", "correct": false, "kind": "hottext" }, { "id": "HT4", "text": "(4) Any new design must let a resident pass through with a bike in under ten seconds.", "plain": "(4) Any new design must let a resident pass through with a bike in under ten seconds.", "correct": false, "kind": "hottext" }, { "id": "HT5", "text": "(5) The building owner will spend no more than two hundred dollars on the change.", "plain": "(5) The building owner will spend no more than two hundred dollars on the change.", "correct": false, "kind": "hottext" }, { "id": "HT6", "text": "(6) The bike room was repainted light gray last spring.", "plain": "(6) The bike room was repainted light gray last spring.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "HT2" ] }, "n_options": 6 }, { "n": 31, "item_id": "_a71dd457-9d46-46d3-9d29-7974ad36ccbd", "type": "choice", "title": "Cucumber Seedling Journal", "standards": [ "MS-LS1-5" ], "prompt_html": "

A science class grows cucumber seedlings to test whether more watering gives taller seedlings. Half the pots are watered every day and half are watered twice a week. Everything else is kept the same. The class keeps the journal in Table 1 for five weeks. On day 35 the class concludes that daily watering produced taller seedlings.

Table 1. Cucumber Seedling Journal

WeekDaily-watered height (cm)Twice-weekly height (cm)
Week 122
Week 254
Week 397
Week 4149
Week 51811

Which observation from the journal best supports that conclusion?

", "prompt_plain": "A science class grows cucumber seedlings to test whether more watering gives taller seedlings. Half the pots are watered every day and half are watered twice a week. Everything else is kept the same. The class keeps the journal in Table 1 for five weeks. On day 35 the class concludes that daily watering produced taller seedlings. Table 1. Cucumber Seedling Journal Week Daily-watered height (cm) Twice-weekly height (cm) Week 1 2 2 Week 2 5 4 Week 3 9 7 Week 4 14 9 Week 5 18 11 Which observation from the journal best supports that conclusion?", "context_html": "", "options": [ { "id": "cA31", "text": "In Week 1 both groups of seedlings started at the same height.", "plain": "In Week 1 both groups of seedlings started at the same height.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Each day, daily-watered pots got more water than twice-weekly pots.", "plain": "Each day, daily-watered pots got more water than twice-weekly pots.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "By Week 5 the daily-watered seedlings reached 18 cm versus 11 cm for twice-weekly.", "plain": "By Week 5 the daily-watered seedlings reached 18 cm versus 11 cm for twice-weekly.", "correct": true, "kind": "choice" }, { "id": "cD31", "text": "By Week 5 the seedlings nearest the window had greener leaves than the others.", "plain": "By Week 5 the seedlings nearest the window had greener leaves than the others.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC31" ] }, "n_options": 4 }, { "n": 32, "item_id": "_2d02c4a6-3bcf-41cc-8f4e-003e8b10c314", "type": "choice", "title": "Mimosa Leaf Response", "standards": [ "MS-LS1-8" ], "prompt_html": "

The leaves of a mimosa plant fold up quickly when they are bumped or brushed. Folding the leaves is the plant’s response to a stimulus.

What is the stimulus in this example?

", "prompt_plain": "The leaves of a mimosa plant fold up quickly when they are bumped or brushed. Folding the leaves is the plant’s response to a stimulus. What is the stimulus in this example?", "context_html": "", "options": [ { "id": "cA32", "text": "the change of seasons outdoors", "plain": "the change of seasons outdoors", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "the amount of daily sunlight", "plain": "the amount of daily sunlight", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "the kind of soil used", "plain": "the kind of soil used", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "the touch on the leaves", "plain": "the touch on the leaves", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_9adf150b-f4cd-4078-acad-a8d7d0914456", "type": "choice", "title": "Seagrass No-Anchor Zones", "standards": [ "MS-LS2-5" ], "prompt_html": "

A bay marks no-anchor zones in its seagrass meadows, where boats are not allowed to drop anchor. A survey card shows that the no-anchor zones hold more kinds of animals than the nearby open-anchor zones.

Seagrass Bay Survey Card

ZoneKinds of animals counted
No-anchor zones19
Open-anchor zones11

Which statement best explains why the no-anchor zones hold more kinds of animals?

", "prompt_plain": "A bay marks no-anchor zones in its seagrass meadows, where boats are not allowed to drop anchor. A survey card shows that the no-anchor zones hold more kinds of animals than the nearby open-anchor zones. Seagrass Bay Survey Card Zone Kinds of animals counted No-anchor zones 19 Open-anchor zones 11 Which statement best explains why the no-anchor zones hold more kinds of animals?", "context_html": "", "options": [ { "id": "cA33", "text": "Boats drop more food into the no-anchor zones, so more animals gather to feed there.", "plain": "Boats drop more food into the no-anchor zones, so more animals gather to feed there.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "Keeping anchors out protects the seagrass habitat that many animals depend on.", "plain": "Keeping anchors out protects the seagrass habitat that many animals depend on.", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "Saltier water in the no-anchor zones lets more kinds of animals live there.", "plain": "Saltier water in the no-anchor zones lets more kinds of animals live there.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "Fewer boats make the water colder, and colder water holds more kinds of animals.", "plain": "Fewer boats make the water colder, and colder water holds more kinds of animals.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB33" ] }, "n_options": 4 }, { "n": 34, "item_id": "_fd023b17-1d9c-46a5-9845-286ec59e4493", "type": "hottext", "title": "Rain Garden Report", "standards": [ "MS-LS2-5" ], "prompt_html": "

Read the city program report below. A rain garden is a planted dip in the ground that soaks up storm runoff.

Consider this claim: the rain-garden plantings reduced flooding at the curb.

Select the one sentence from the report that gives the best evidence for that claim.

", "prompt_plain": "Read the city program report below. A rain garden is a planted dip in the ground that soaks up storm runoff. Consider this claim: the rain-garden plantings reduced flooding at the curb. Select the one sentence from the report that gives the best evidence for that claim.", "context_html": "", "options": [ { "id": "hs134", "text": "The rain garden was planted along Maple Street in the spring.", "plain": "The rain garden was planted along Maple Street in the spring.", "correct": false, "kind": "hottext" }, { "id": "hs234", "text": "Deep-rooted native plants and a gravel bed now fill the old bare strip.", "plain": "Deep-rooted native plants and a gravel bed now fill the old bare strip.", "correct": false, "kind": "hottext" }, { "id": "hs334", "text": "City crews counted the flooded storm drains on the block after heavy rains.", "plain": "City crews counted the flooded storm drains on the block after heavy rains.", "correct": false, "kind": "hottext" }, { "id": "hs434", "text": "In the two years before planting the curb flooded nine times, and in the two years after planting it flooded twice.", "plain": "In the two years before planting the curb flooded nine times, and in the two years after planting it flooded twice.", "correct": true, "kind": "hottext" }, { "id": "hs534", "text": "Neighbors say the new garden looks much nicer than the old bare strip.", "plain": "Neighbors say the new garden looks much nicer than the old bare strip.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hs434" ] }, "n_options": 5 }, { "n": 35, "item_id": "_09b0caf1-ebd2-4960-a600-e0fbb6d502c7", "type": "choice", "title": "Crumbling Gravestone Grains", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Rain keeps washing tiny loose grains off a crumbling 150-year-old gravestone in a churchyard down into the grass below.

What are these small, worn-off bits of rock called?

", "prompt_plain": "Rain keeps washing tiny loose grains off a crumbling 150-year-old gravestone in a churchyard down into the grass below. What are these small, worn-off bits of rock called?", "context_html": "", "options": [ { "id": "cA35", "text": "minerals", "plain": "minerals", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "magma", "plain": "magma", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "sediment", "plain": "sediment", "correct": true, "kind": "choice" }, { "id": "cD35", "text": "fossils", "plain": "fossils", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC35" ] }, "n_options": 4 }, { "n": 36, "item_id": "_73abc5a2-4a51-40d6-89fb-7d14355965d3", "type": "choice", "title": "Rock-Forming Process", "standards": [ "MS-ESS2-1" ], "prompt_html": "

The diagram shows a three-step process. First, loose layers of grains settle on top of one another. Next, the weight of the upper layers presses the grains down. Last, dissolved minerals cement the grains together.

\"A

Which type of rock does this process most likely form?

", "prompt_plain": "The diagram shows a three-step process. First, loose layers of grains settle on top of one another. Next, the weight of the upper layers presses the grains down. Last, dissolved minerals cement the grains together. Which type of rock does this process most likely form?", "context_html": "", "options": [ { "id": "cA36", "text": "sedimentary rock", "plain": "sedimentary rock", "correct": true, "kind": "choice" }, { "id": "cB36", "text": "igneous rock", "plain": "igneous rock", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "metamorphic rock", "plain": "metamorphic rock", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "volcanic rock", "plain": "volcanic rock", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-37/images/slot36.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA36" ] }, "n_options": 4 }, { "n": 37, "item_id": "_0b0ac01e-b2b4-46ef-b59b-b0e263fd48b2", "type": "match", "title": "Landform Photo Cards", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Each photo card below shows a landform. Some landforms are made mainly by erosion (material worn away and carried off). Others are made mainly by deposition (material dropped and built up).

\"Four

 

Drag each landform card into the group that mostly made it.

", "prompt_plain": "Each photo card below shows a landform. Some landforms are made mainly by erosion (material worn away and carried off). Others are made mainly by deposition (material dropped and built up). Drag each landform card into the group that mostly made it.", "context_html": "", "options": [ { "id": "src1", "text": "Hillside gully", "plain": "Hillside gully", "correct": false, "kind": "match-token" }, { "id": "src2", "text": "Streambank", "plain": "Streambank", "correct": false, "kind": "match-token" }, { "id": "src3", "text": "Beach spit", "plain": "Beach spit", "correct": false, "kind": "match-token" }, { "id": "src4", "text": "Floodplain", "plain": "Floodplain", "correct": false, "kind": "match-token" }, { "id": "catA", "text": "Mainly erosion", "plain": "Mainly erosion", "correct": false, "kind": "match-token" }, { "id": "catB", "text": "Mainly deposition", "plain": "Mainly deposition", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-37/images/slot37.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "src1 catA", "src2 catA", "src3 catB", "src4 catB" ] }, "n_options": 6 }, { "n": 38, "item_id": "_d79de16e-015d-4af2-a761-772e0709fcdf", "type": "inline-choice", "title": "Ocean Floor Ridge Profile", "standards": [ "MS-ESS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The sign below shows a profile of the ocean floor, including a long ridge running down the middle. Use what the profile shows to complete the sentences.

\"A

At the mid-ocean ridge, the two plates move .

Because the plates move that way, the ridge is a boundary.

Somewhere else, where two plates push directly together instead, the boundary is .

", "options": [ { "id": "cb1_3d8f11f9d", "text": "toward each other", "plain": "toward each other", "correct": false, "kind": "inline" }, { "id": "cb1_0aac8b6d3", "text": "apart", "plain": "apart", "correct": true, "kind": "inline" }, { "id": "cb1_d2e1a87db", "text": "past each other", "plain": "past each other", "correct": false, "kind": "inline" }, { "id": "cb2_7b9cde720", "text": "convergent", "plain": "convergent", "correct": false, "kind": "inline" }, { "id": "cb2_5cf8adfb2", "text": "divergent", "plain": "divergent", "correct": true, "kind": "inline" }, { "id": "cb2_c9a7b2999", "text": "transform", "plain": "transform", "correct": false, "kind": "inline" }, { "id": "cb3_2b1af08a2", "text": "divergent", "plain": "divergent", "correct": false, "kind": "inline" }, { "id": "cb3_950f3ed54", "text": "transform", "plain": "transform", "correct": false, "kind": "inline" }, { "id": "cb3_ecf34bc5c", "text": "convergent", "plain": "convergent", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-37/images/slot38.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cb1_0aac8b6d3" ], "RESPONSE2": [ "cb2_5cf8adfb2" ], "RESPONSE3": [ "cb3_ecf34bc5c" ] }, "n_options": 9 }, { "n": 39, "item_id": "_c550013e-981a-47b2-82b9-12fde88258d9", "type": "inline-choice", "title": "Library Reading Nook Brief", "standards": [ "MS-ETS1-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A school plans a reading nook in a corner of the library. The design brief has four lines, shown below. A criterion is a success feature the finished nook must have. A constraint is a limit the design must stay within.

Choose whether each line is a criterion or a constraint.

Students sitting in the nook can read without hearing hallway noise: this is .

The nook must fit within the 3-meter-wide wall alcove: this is .

The nook seats at least four students at once: this is .

The furnishings cost no more than 200 dollars in total: this is .

", "options": [ { "id": "cb1_3d94dffa8", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "cb1_53d57bd36", "text": "a criterion", "plain": "a criterion", "correct": true, "kind": "inline" }, { "id": "cb2_1a4d1e9d8", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" }, { "id": "cb2_f630ee639", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" }, { "id": "cb3_fdbe24c45", "text": "a criterion", "plain": "a criterion", "correct": true, "kind": "inline" }, { "id": "cb3_2d15f5c1f", "text": "a constraint", "plain": "a constraint", "correct": false, "kind": "inline" }, { "id": "cb4_d68a502d6", "text": "a constraint", "plain": "a constraint", "correct": true, "kind": "inline" }, { "id": "cb4_3f8d7fccc", "text": "a criterion", "plain": "a criterion", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cb1_53d57bd36" ], "RESPONSE2": [ "cb2_f630ee639" ], "RESPONSE3": [ "cb3_fdbe24c45" ], "RESPONSE4": [ "cb4_d68a502d6" ] }, "n_options": 8 }, { "n": 40, "item_id": "_56a36ba2-ade0-46cb-8af6-859711d535ec", "type": "choice", "title": "Clothesline Rig Tests", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A class tests three clothesline rigs for a courtyard. A good rig must sag no more than 10 cm when the wet laundry is hung on it, AND the crank must need no more than 20 newtons of force to raise the loaded line. Table 1 shows the line-sag test and Table 2 shows the crank-force test.

Table 1. Line-Sag Test

RigSag when loaded (cm)
Rig 114
Rig 28
Rig 36

Table 2. Crank-Force Test

RigForce to raise the loaded line (N)
Rig 116
Rig 218
Rig 324

Using rows from BOTH tables, which rig best meets both requirements?

", "prompt_plain": "A class tests three clothesline rigs for a courtyard. A good rig must sag no more than 10 cm when the wet laundry is hung on it, AND the crank must need no more than 20 newtons of force to raise the loaded line. Table 1 shows the line-sag test and Table 2 shows the crank-force test. Table 1. Line-Sag Test Rig Sag when loaded (cm) Rig 1 14 Rig 2 8 Rig 3 6 Table 2. Crank-Force Test Rig Force to raise the loaded line (N) Rig 1 16 Rig 2 18 Rig 3 24 Using rows from BOTH tables, which rig best meets both requirements?", "context_html": "", "options": [ { "id": "cA40", "text": "Rig 1, because it meets both limits and still needs the least crank force.", "plain": "Rig 1, because it meets both limits and still needs the least crank force.", "correct": false, "kind": "choice" }, { "id": "cB40", "text": "Rig 2, because it stays within both the sag limit and the force limit.", "plain": "Rig 2, because it stays within both the sag limit and the force limit.", "correct": true, "kind": "choice" }, { "id": "cC40", "text": "Rig 3, because it sags the least of the three rigs.", "plain": "Rig 3, because it sags the least of the three rigs.", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "Rig 1, because it has the lowest numbers in the crank-force table.", "plain": "Rig 1, because it has the lowest numbers in the crank-force table.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB40" ] }, "n_options": 4 } ] }, { "form": "G7.38", "grade": "G7", "title": "Alpha Standardized Science G7.38", "test_id": "_test-b37b46c8-1f2f-4827-86b9-87185de521ba", "n_items": 40, "n_stimuli": 8, "stimuli": { "_b5b8bb89-4663-4a01-ba7f-72eea77c8bc2": { "title": "Scaffold Sandbag Haul", "html": "

Scaffold Sandbag Haul

Volunteers help set up a scaffold tower at a worksite. The tower has levels at marked heights above the ground. Each volunteer carries one sandbag from the ground up to an assigned level and rests it there. The bags have different masses. Table 1 lists each bag, its mass, the level it was carried to, and that level’s height. The site supervisor also keeps a short energy log while the work goes on. The energy log appears after the table. Figure 1 shows the scaffold tower.

Table 1. Sandbag Hauls

SandbagMass (kilograms)Level reachedHeight of level (meters)
Bag P5Level 13
Bag Q10Level 39
Bag R5Level 39
Bag S10Level 13

The Site Supervisor’s Energy Log

Each volunteer eats a snack before starting the climb.

The volunteers grow warm and breathe harder as they climb.

A bag resting at the top can fall and do work if it is let go.

Figure 1. The Scaffold Tower

\"A

" }, "_12972db2-11e0-4573-9490-b43d61e85a2f": { "title": "Buoy Data-Link Bands", "html": "

Buoy Data-Link Bands

An engineering team must pick one band of electromagnetic waves to send weather data from an offshore buoy to a station on shore. The buoy sits many kilometers out, and the air over the water is often thick with fog and sea spray. The team compares the bands using a reference table. The bands are listed from radio waves at the top to gamma rays at the bottom; going down the list, the wavelength gets shorter and the frequency gets higher. Table 1 shows what the team has to work with.

Table 1. Electromagnetic Bands for the Link

BandWavelengthFrequencyBehavior in fog and sea sprayUseful range over water
Radio1 m300 MHzPasses through fog and spray with little lossLong (tens of kilometers)
Microwave3 cm10 GHzPasses through fog; weakens in heavy sprayMedium (a few kilometers)
Infrared10 micrometers30 THzScattered and absorbed by fog and sprayShort (meters in fog)
Visible light500 nm600 THzBlocked by fog; scattered by sprayVery short in fog
Ultraviolet100 nm3,000 THzBlocked by fog; absorbed by waterVery short
X-rays1 nm300,000 THzHarmful to people; not used for data linksNot used
Gamma rays1 pm300,000,000 THzHarmful to people; not used for data linksNot used
" }, "_2c628665-0a4d-4cac-afa0-96d91937b863": { "title": "Trail-Counter Kit Test", "html": "

Trail-Counter Kit Test

A nature club is choosing a trail-counter kit for a wildlife trail. The kit has three parts. Two parts are the trail-counter and a mounting band that holds it to a post. The third part is a small charge pad that refills the counter. The club lists what the kit must do on a requirements card. It then bench-tests each part and records the results in Table 1. Table 2 is the plug-and-port sheet, which shows how the parts connect. The requirements card appears first, then the two tables.

Kit Requirements

The trail-counter must run at least 14 days on one charge.

The mounting band must hold the counter steady in winds up to 40 kilometers per hour.

The charge pad must refill the counter within 6 hours.

Table 1. Bench-Test Results

PartTestResult
Trail-counterDays of running on one charge18 days
Mounting bandStayed steady in winds up to35 kilometers per hour
Charge padTime to refill the counter5 hours

Table 2. Plug-and-Port Sheet

PartConnector
Trail-counterhas a Mini-port (plugs go in here)
Charge padhas a Mini-plug (plugs into a port)
Mounting bandclamps on only (no electrical connector)
" }, "_cbc8a974-1107-4fae-8971-536fa3824b8d": { "title": "Seed-Potato Two-Plot Logs", "html": "

Seed-Potato Two-Plot Logs

A gardener cut one seed potato into eight equal pieces. Each piece had an eye (a bud that grows a new plant). Because every piece came from the same potato, the plants have the same genes. The gardener planted four pieces in Plot A and four in Plot B. The two plots got different amounts of water and sunlight. At harvest, the gardener weighed the new tubers (new potatoes) from each plant. Table 1 shows the averages.

Table 1. Tuber Harvest

PlotWater and sunlightAverage tubers per plantAverage tuber mass (grams)
Plot Awatered daily, full sun7120
Plot Bwatered weekly, shaded360

Figure 1. The Two Garden Plots

\"Two

" }, "_40dff105-695b-4e82-976f-2f7bd6427dec": { "title": "Whistle-Start Reaction Test", "html": "

Whistle-Start Reaction Test

A PE class tested how quickly runners start. At the start line, the coach gave a loud whistle. A helper started a stopwatch at the first sound of the whistle. The helper stopped it the instant the runner began to move. Later, the class repeated the test using a buzzer. Table 1 shows the stopwatch logs for the whistle trial. Figure 1 shows the start line.

Lane note: The four runners all received the signal clearly. Each began from the same crouched position, but the lanes sat at different distances from the coach. When the class used a buzzer, the same runners started in nearly the same times.

Table 1. Whistle-Start Stopwatch Logs

RunnerLane distance from coach (meters)Time from whistle to first movement (seconds)
Runner 130.19
Runner 290.16
Runner 3150.21
Runner 4210.18

Figure 1. The Start Line

\"Four

" }, "_89a47e74-55a0-40eb-896b-43d362248bda": { "title": "Apple Cider Jar", "html": "

Apple Cider Jar

A cider maker seals fresh apple cider in a heavy glass jar with a clamped lid. For three days the maker watches the jar without opening it. Each time something changes, the maker writes one observation card. The whole time, the sealed jar sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed jar on the balance.

Table 1. Observation Cards

CardDayObservation
11Small bubbles keep rising through the cider all day.
22The liquid looks cloudier than it did on the first day.
32The cider has changed from clear amber to a dull brown color.
43A thin film has settled across the very top of the liquid.

Table 2. Sealed-Jar Balance Readings

DayBalance reading (grams)
11,380
21,380
31,380

Figure 1. The Sealed Jar on the Balance

\"A

" }, "_33c2a8c4-a72b-484d-aa8b-78e66e929a7a": { "title": "Quarry Wall Rock Survey", "html": "

Quarry Wall Rock Survey

A survey team studied a road-cut quarry wall. One part of the wall rises in tall, dark, six-sided rock columns. A few meters away, two cut faces of rock stand facing each other across a narrow gap. The team examined the rock in each place and wrote a survey card. Table 1 shows the survey cards. Figure 1 shows the quarry wall.

Weathering note: Each spring the team finds more loose rock fragments piled at the base of the columns. The cracks between the columns also look a little wider than the year before.

Table 1. Quarry Survey Cards

CardLocationWhat the team recorded
1Column sectionDark gray rock standing in tall six-sided columns; tightly packed mineral crystals; no layers and no fossils.
2East cut faceTan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the base.
3West cut faceTan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the base.

Figure 1. The Quarry Wall

\"A

" }, "_abc2b388-cbf9-4eb4-8fc4-a5615cb2a37e": { "title": "Woodland Pond Egg Counts", "html": "

Woodland Pond Egg Counts

A small woodland pond fills with rain each spring and dries up later in the year. Frogs lay eggs in the pond in clusters called egg masses. The eggs need several weeks of standing water to hatch and grow into young frogs. Before Spring 3, workers dug a new drainage ditch next to the pond. Each spring, naturalists record the date the pond dries up and the number of frog egg masses counted. Table 1 shows four springs of records.

Table 1. Woodland Pond Records

SpringDitchDate the pond dried upFrog egg masses counted
Spring 1before ditchlate June48
Spring 2before ditchlate June52
Spring 3after ditchmid-May30
Spring 4after ditchmid-May18

Figure 1. The Woodland Pond

\"A

" } }, "questions": [ { "n": 1, "item_id": "_c2773288-baf0-478d-bb92-7203424f79d0", "type": "choice", "title": "Cider Jar Best-Supported Claim", "standards": [ "MS-PS1-2" ], "prompt_html": "

Look at Table 1 and Table 2. Which claim about the sealed cider jar do the observations best support?

", "prompt_plain": "Look at Table 1 and Table 2. Which claim about the sealed cider jar do the observations best support?", "context_html": "", "options": [ { "id": "cA1", "text": "The substances in the cider are changing into new substances, and one of the new substances is a gas that forms the rising bubbles.", "plain": "The substances in the cider are changing into new substances, and one of the new substances is a gas that forms the rising bubbles.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The heavier bits in the cider are just settling to the bottom and forming the cloudy layer, so nothing new is being made.", "plain": "The heavier bits in the cider are just settling to the bottom and forming the cloudy layer, so nothing new is being made.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Air is slowly leaking in through the lid, and that added air is what makes the bubbles rise and the veil appear.", "plain": "Air is slowly leaking in through the lid, and that added air is what makes the bubbles rise and the veil appear.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The cider is slowly drying out inside the jar, and what is left behind is a thicker, cloudier liquid than before.", "plain": "The cider is slowly drying out inside the jar, and what is left behind is a thicker, cloudier liquid than before.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_89a47e74-55a0-40eb-896b-43d362248bda" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Apple Cider Jar

A cider maker seals fresh apple cider in a heavy glass jar with a clamped lid. For three days the maker watches the jar without opening it. Each time something changes, the maker writes one observation card. The whole time, the sealed jar sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed jar on the balance.

Table 1. Observation Cards

CardDayObservation
11Small bubbles keep rising through the cider all day.
22The liquid looks cloudier than it did on the first day.
32The cider has changed from clear amber to a dull brown color.
43A thin film has settled across the very top of the liquid.

Table 2. Sealed-Jar Balance Readings

DayBalance reading (grams)
11,380
21,380
31,380

Figure 1. The Sealed Jar on the Balance

\"A

", "passage_plain": "Apple Cider Jar A cider maker seals fresh apple cider in a heavy glass jar with a clamped lid. For three days the maker watches the jar without opening it. Each time something changes, the maker writes one observation card. The whole time, the sealed jar sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed jar on the balance. Table 1. Observation Cards Card Day Observation 1 1 Small bubbles keep rising through the cider all day. 2 2 The liquid looks cloudier than it did on the first day. 3 2 The cider has changed from clear amber to a dull brown color. 4 3 A thin film has settled across the very top of the liquid. Table 2. Sealed-Jar Balance Readings Day Balance reading (grams) 1 1,380 2 1,380 3 1,380 Figure 1. The Sealed Jar on the Balance" }, { "n": 2, "item_id": "_b06db903-825e-4036-a171-e10a3121a0f5", "type": "choice", "title": "Cider Jar Supporting Observations", "standards": [ "MS-PS1-2" ], "prompt_html": "

The cider maker claims that new substances are forming inside the sealed jar.

Choose the TWO recorded observations that, taken together, give the best support for this claim.

", "prompt_plain": "The cider maker claims that new substances are forming inside the sealed jar. Choose the TWO recorded observations that, taken together, give the best support for this claim.", "context_html": "", "options": [ { "id": "cA2", "text": "The cider keeps sending up small bubbles hour after hour (Card 1).", "plain": "The cider keeps sending up small bubbles hour after hour (Card 1).", "correct": true, "kind": "choice" }, { "id": "cB2", "text": "The liquid looks cloudier than it did on the very first day (Card 2).", "plain": "The liquid looks cloudier than it did on the very first day (Card 2).", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "The cider has changed from clear amber to a dull brown color (Card 3).", "plain": "The cider has changed from clear amber to a dull brown color (Card 3).", "correct": true, "kind": "choice" }, { "id": "cD2", "text": "A thin film has settled across the very top of the liquid (Card 4).", "plain": "A thin film has settled across the very top of the liquid (Card 4).", "correct": false, "kind": "choice" }, { "id": "cE2", "text": "The balance reading has stayed the same for three straight days (Table 2).", "plain": "The balance reading has stayed the same for three straight days (Table 2).", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_89a47e74-55a0-40eb-896b-43d362248bda" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA2", "cC2" ] }, "n_options": 5, "passage_html": "

Apple Cider Jar

A cider maker seals fresh apple cider in a heavy glass jar with a clamped lid. For three days the maker watches the jar without opening it. Each time something changes, the maker writes one observation card. The whole time, the sealed jar sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed jar on the balance.

Table 1. Observation Cards

CardDayObservation
11Small bubbles keep rising through the cider all day.
22The liquid looks cloudier than it did on the first day.
32The cider has changed from clear amber to a dull brown color.
43A thin film has settled across the very top of the liquid.

Table 2. Sealed-Jar Balance Readings

DayBalance reading (grams)
11,380
21,380
31,380

Figure 1. The Sealed Jar on the Balance

\"A

", "passage_plain": "Apple Cider Jar A cider maker seals fresh apple cider in a heavy glass jar with a clamped lid. For three days the maker watches the jar without opening it. Each time something changes, the maker writes one observation card. The whole time, the sealed jar sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed jar on the balance. Table 1. Observation Cards Card Day Observation 1 1 Small bubbles keep rising through the cider all day. 2 2 The liquid looks cloudier than it did on the first day. 3 2 The cider has changed from clear amber to a dull brown color. 4 3 A thin film has settled across the very top of the liquid. Table 2. Sealed-Jar Balance Readings Day Balance reading (grams) 1 1,380 2 1,380 3 1,380 Figure 1. The Sealed Jar on the Balance" }, { "n": 3, "item_id": "_84008375-ac23-4a5e-ac6c-b90fdb6adc05", "type": "choice", "title": "Cider Jar Unchanged Reading", "standards": [ "MS-PS1-5" ], "prompt_html": "

Look at Table 2. The cider keeps bubbling for three days, yet the balance reading never changes. The sealed jar is a closed system: no matter enters it or leaves it.

Which statement best explains why the reading stays the same?

", "prompt_plain": "Look at Table 2. The cider keeps bubbling for three days, yet the balance reading never changes. The sealed jar is a closed system: no matter enters it or leaves it. Which statement best explains why the reading stays the same?", "context_html": "", "options": [ { "id": "cA3", "text": "The gas forming inside the jar is too light to have mass, so making more gas cannot change what the balance reads.", "plain": "The gas forming inside the jar is too light to have mass, so making more gas cannot change what the balance reads.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "The balance is not sensitive enough to notice the small amount of mass that the bubbling cider loses each day.", "plain": "The balance is not sensitive enough to notice the small amount of mass that the bubbling cider loses each day.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "New atoms are made inside the jar as fast as old atoms are destroyed, so the two amounts cancel and the total holds.", "plain": "New atoms are made inside the jar as fast as old atoms are destroyed, so the two amounts cancel and the total holds.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "The atoms in the cider are rearranged into new substances, so the total amount of matter sealed inside the jar stays the same.", "plain": "The atoms in the cider are rearranged into new substances, so the total amount of matter sealed inside the jar stays the same.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_89a47e74-55a0-40eb-896b-43d362248bda" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD3" ] }, "n_options": 4, "passage_html": "

Apple Cider Jar

A cider maker seals fresh apple cider in a heavy glass jar with a clamped lid. For three days the maker watches the jar without opening it. Each time something changes, the maker writes one observation card. The whole time, the sealed jar sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed jar on the balance.

Table 1. Observation Cards

CardDayObservation
11Small bubbles keep rising through the cider all day.
22The liquid looks cloudier than it did on the first day.
32The cider has changed from clear amber to a dull brown color.
43A thin film has settled across the very top of the liquid.

Table 2. Sealed-Jar Balance Readings

DayBalance reading (grams)
11,380
21,380
31,380

Figure 1. The Sealed Jar on the Balance

\"A

", "passage_plain": "Apple Cider Jar A cider maker seals fresh apple cider in a heavy glass jar with a clamped lid. For three days the maker watches the jar without opening it. Each time something changes, the maker writes one observation card. The whole time, the sealed jar sits on a kitchen balance. Table 1 shows the observation cards. Table 2 shows the balance readings. Figure 1 shows the sealed jar on the balance. Table 1. Observation Cards Card Day Observation 1 1 Small bubbles keep rising through the cider all day. 2 2 The liquid looks cloudier than it did on the first day. 3 2 The cider has changed from clear amber to a dull brown color. 4 3 A thin film has settled across the very top of the liquid. Table 2. Sealed-Jar Balance Readings Day Balance reading (grams) 1 1,380 2 1,380 3 1,380 Figure 1. The Sealed Jar on the Balance" }, { "n": 4, "item_id": "_af3ca97a-8a65-483c-83bb-23dd52f329e1", "type": "choice", "title": "Smoothie Cart Chemical Changes", "standards": [ "MS-PS1-2" ], "prompt_html": "

At a smoothie cart, a worker writes one observation card for each change along the prep line. Five of the cards are listed below.

Choose the TWO observations that describe a chemical change, in which new substances form.

", "prompt_plain": "At a smoothie cart, a worker writes one observation card for each change along the prep line. Five of the cards are listed below. Choose the TWO observations that describe a chemical change, in which new substances form.", "context_html": "", "options": [ { "id": "cA4", "text": "Frozen banana chunks are mashed by hand into a smooth, thick paste.", "plain": "Frozen banana chunks are mashed by hand into a smooth, thick paste.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "Cut avocado flesh slowly turns brown where the air reaches it.", "plain": "Cut avocado flesh slowly turns brown where the air reaches it.", "correct": true, "kind": "choice" }, { "id": "cC4", "text": "Ice cubes dropped into the cup melt into pools of liquid water.", "plain": "Ice cubes dropped into the cup melt into pools of liquid water.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "Cold juice makes beads of water form on the outside of the cup.", "plain": "Cold juice makes beads of water form on the outside of the cup.", "correct": false, "kind": "choice" }, { "id": "cE4", "text": "Sugar heated on the griddle turns golden brown and smells like caramel.", "plain": "Sugar heated on the griddle turns golden brown and smells like caramel.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB4", "cE4" ] }, "n_options": 5 }, { "n": 5, "item_id": "_5a00b6cf-6370-43c2-a82a-6ae2a42079a4", "type": "text-entry", "title": "Open-Pan Escaped Gas Mass", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A baker heats a measured amount of baking powder in a small open pan. As it heats, the baking powder breaks down and a gas escapes from the pan into the air. The open pan is an open system: matter can leave it. The card below shows the balance readings.

Balance readingMass (grams)
Pan + powder, before heating240
Pan + contents, after heating and cooling213

How many grams of gas escaped into the air during the heating?

Give your answer as a whole number (e.g., 20).

Mass of escaped gas in grams:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "27" ] }, "n_options": 0 }, { "n": 6, "item_id": "_5a9796f8-c505-4ec2-af21-8d7534bd3b52", "type": "choice", "title": "Whistle-Start Reaction - Part A", "standards": [ "MS-LS1-8" ], "prompt_html": "

Part A

The coach starts each runner with a loud whistle. Which claim about how the runners first detect the whistle is best supported?

", "prompt_plain": "Part A The coach starts each runner with a loud whistle. Which claim about how the runners first detect the whistle is best supported?", "context_html": "", "options": [ { "id": "cA6", "text": "The runners watch the coach’s mouth, so their eyes take in the whistle and sight is the sense that detects it first.", "plain": "The runners watch the coach’s mouth, so their eyes take in the whistle and sight is the sense that detects it first.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "The runners hear the whistle’s sound, so their ears take in the signal and hearing is the sense that detects it first.", "plain": "The runners hear the whistle’s sound, so their ears take in the signal and hearing is the sense that detects it first.", "correct": true, "kind": "choice" }, { "id": "cC6", "text": "The runners feel the whistle’s vibration through the ground, so their skin takes in the signal and touch detects it first.", "plain": "The runners feel the whistle’s vibration through the ground, so their skin takes in the signal and touch detects it first.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "The runners’ leg muscles sense the whistle on their own and start moving before a signal ever reaches the brain.", "plain": "The runners’ leg muscles sense the whistle on their own and start moving before a signal ever reaches the brain.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_40dff105-695b-4e82-976f-2f7bd6427dec" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB6" ] }, "n_options": 4, "passage_html": "

Whistle-Start Reaction Test

A PE class tested how quickly runners start. At the start line, the coach gave a loud whistle. A helper started a stopwatch at the first sound of the whistle. The helper stopped it the instant the runner began to move. Later, the class repeated the test using a buzzer. Table 1 shows the stopwatch logs for the whistle trial. Figure 1 shows the start line.

Lane note: The four runners all received the signal clearly. Each began from the same crouched position, but the lanes sat at different distances from the coach. When the class used a buzzer, the same runners started in nearly the same times.

Table 1. Whistle-Start Stopwatch Logs

RunnerLane distance from coach (meters)Time from whistle to first movement (seconds)
Runner 130.19
Runner 290.16
Runner 3150.21
Runner 4210.18

Figure 1. The Start Line

\"Four

", "passage_plain": "Whistle-Start Reaction Test A PE class tested how quickly runners start. At the start line, the coach gave a loud whistle. A helper started a stopwatch at the first sound of the whistle. The helper stopped it the instant the runner began to move. Later, the class repeated the test using a buzzer. Table 1 shows the stopwatch logs for the whistle trial. Figure 1 shows the start line. Lane note: The four runners all received the signal clearly. Each began from the same crouched position, but the lanes sat at different distances from the coach. When the class used a buzzer, the same runners started in nearly the same times. Table 1. Whistle-Start Stopwatch Logs Runner Lane distance from coach (meters) Time from whistle to first movement (seconds) Runner 1 3 0.19 Runner 2 9 0.16 Runner 3 15 0.21 Runner 4 21 0.18 Figure 1. The Start Line" }, { "n": 7, "item_id": "_50382be0-c14e-4a55-8f7a-8d987528fc20", "type": "choice", "title": "Whistle-Start Reaction - Part B", "standards": [ "MS-LS1-8" ], "prompt_html": "

Part B

Which comparison of the entries in Table 1 provides the best evidence that the whistle signal was processed by the brain before each runner moved?

", "prompt_plain": "Part B Which comparison of the entries in Table 1 provides the best evidence that the whistle signal was processed by the brain before each runner moved?", "context_html": "", "options": [ { "id": "cA7", "text": "Runner 2 recorded 0.16 seconds, which happens to be the single shortest starting time anywhere in the four whistle logs.", "plain": "Runner 2 recorded 0.16 seconds, which happens to be the single shortest starting time anywhere in the four whistle logs.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "The two runners in the lanes farthest from the coach are the ones that recorded the two longest starting times.", "plain": "The two runners in the lanes farthest from the coach are the ones that recorded the two longest starting times.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "Each runner needed about a fifth of a second to start, and the delay did not shrink for the nearest runner.", "plain": "Each runner needed about a fifth of a second to start, and the delay did not shrink for the nearest runner.", "correct": true, "kind": "choice" }, { "id": "cD7", "text": "The four runners began from the same crouched position and stayed in their own separate lanes the whole way.", "plain": "The four runners began from the same crouched position and stayed in their own separate lanes the whole way.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_40dff105-695b-4e82-976f-2f7bd6427dec" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC7" ] }, "n_options": 4, "passage_html": "

Whistle-Start Reaction Test

A PE class tested how quickly runners start. At the start line, the coach gave a loud whistle. A helper started a stopwatch at the first sound of the whistle. The helper stopped it the instant the runner began to move. Later, the class repeated the test using a buzzer. Table 1 shows the stopwatch logs for the whistle trial. Figure 1 shows the start line.

Lane note: The four runners all received the signal clearly. Each began from the same crouched position, but the lanes sat at different distances from the coach. When the class used a buzzer, the same runners started in nearly the same times.

Table 1. Whistle-Start Stopwatch Logs

RunnerLane distance from coach (meters)Time from whistle to first movement (seconds)
Runner 130.19
Runner 290.16
Runner 3150.21
Runner 4210.18

Figure 1. The Start Line

\"Four

", "passage_plain": "Whistle-Start Reaction Test A PE class tested how quickly runners start. At the start line, the coach gave a loud whistle. A helper started a stopwatch at the first sound of the whistle. The helper stopped it the instant the runner began to move. Later, the class repeated the test using a buzzer. Table 1 shows the stopwatch logs for the whistle trial. Figure 1 shows the start line. Lane note: The four runners all received the signal clearly. Each began from the same crouched position, but the lanes sat at different distances from the coach. When the class used a buzzer, the same runners started in nearly the same times. Table 1. Whistle-Start Stopwatch Logs Runner Lane distance from coach (meters) Time from whistle to first movement (seconds) Runner 1 3 0.19 Runner 2 9 0.16 Runner 3 15 0.21 Runner 4 21 0.18 Figure 1. The Start Line" }, { "n": 8, "item_id": "_5bb8a919-d367-4499-abd1-e5fa9528421a", "type": "choice", "title": "Whistle-Start Body Subsystems", "standards": [ "MS-LS1-3" ], "prompt_html": "

After the whistle, each runner pushes off the line and sprints forward.

Choose the TWO statements that correctly describe body subsystems working together to make the fast start.

", "prompt_plain": "After the whistle, each runner pushes off the line and sprints forward. Choose the TWO statements that correctly describe body subsystems working together to make the fast start.", "context_html": "", "options": [ { "id": "cA8", "text": "The nervous system carries the start signal that tells the leg muscles exactly when to contract.", "plain": "The nervous system carries the start signal that tells the leg muscles exactly when to contract.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "The skeletal system sends out the signals that tell the leg muscles when to push off the line.", "plain": "The skeletal system sends out the signals that tell the leg muscles when to push off the line.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The digestive system sends food straight to the leg muscles, which burn it the moment they push off.", "plain": "The digestive system sends food straight to the leg muscles, which burn it the moment they push off.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The muscles pull on the leg bones, so the skeletal system moves the runner forward off the line.", "plain": "The muscles pull on the leg bones, so the skeletal system moves the runner forward off the line.", "correct": true, "kind": "choice" }, { "id": "cE8", "text": "The circulatory system pumps air into the lungs so that the runner is able to start more quickly.", "plain": "The circulatory system pumps air into the lungs so that the runner is able to start more quickly.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_40dff105-695b-4e82-976f-2f7bd6427dec" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA8", "cD8" ] }, "n_options": 5, "passage_html": "

Whistle-Start Reaction Test

A PE class tested how quickly runners start. At the start line, the coach gave a loud whistle. A helper started a stopwatch at the first sound of the whistle. The helper stopped it the instant the runner began to move. Later, the class repeated the test using a buzzer. Table 1 shows the stopwatch logs for the whistle trial. Figure 1 shows the start line.

Lane note: The four runners all received the signal clearly. Each began from the same crouched position, but the lanes sat at different distances from the coach. When the class used a buzzer, the same runners started in nearly the same times.

Table 1. Whistle-Start Stopwatch Logs

RunnerLane distance from coach (meters)Time from whistle to first movement (seconds)
Runner 130.19
Runner 290.16
Runner 3150.21
Runner 4210.18

Figure 1. The Start Line

\"Four

", "passage_plain": "Whistle-Start Reaction Test A PE class tested how quickly runners start. At the start line, the coach gave a loud whistle. A helper started a stopwatch at the first sound of the whistle. The helper stopped it the instant the runner began to move. Later, the class repeated the test using a buzzer. Table 1 shows the stopwatch logs for the whistle trial. Figure 1 shows the start line. Lane note: The four runners all received the signal clearly. Each began from the same crouched position, but the lanes sat at different distances from the coach. When the class used a buzzer, the same runners started in nearly the same times. Table 1. Whistle-Start Stopwatch Logs Runner Lane distance from coach (meters) Time from whistle to first movement (seconds) Runner 1 3 0.19 Runner 2 9 0.16 Runner 3 15 0.21 Runner 4 21 0.18 Figure 1. The Start Line" }, { "n": 9, "item_id": "_727f7513-496a-4f14-a307-938a5d776a34", "type": "choice", "title": "Quarry Wall Rock Type", "standards": [ "MS-ESS2-1" ], "prompt_html": "

Look at Card 1 and Figure 1. How should the tall, six-sided rock columns in the quarry wall best be classified, and why?

", "prompt_plain": "Look at Card 1 and Figure 1. How should the tall, six-sided rock columns in the quarry wall best be classified, and why?", "context_html": "", "options": [ { "id": "cA9", "text": "Igneous, because the tightly packed crystals and the lack of layers show it formed as molten rock cooled and hardened.", "plain": "Igneous, because the tightly packed crystals and the lack of layers show it formed as molten rock cooled and hardened.", "correct": true, "kind": "choice" }, { "id": "cB9", "text": "Sedimentary, because the tall columns are layers of sand and mud that were pressed and cemented together over time.", "plain": "Sedimentary, because the tall columns are layers of sand and mud that were pressed and cemented together over time.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "Metamorphic, because the tightly packed crystals show the rock was reshaped deep underground by heat and pressure.", "plain": "Metamorphic, because the tightly packed crystals show the rock was reshaped deep underground by heat and pressure.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "Sedimentary, because its dark, even color shows it is made of fine mud that settled and hardened in still water.", "plain": "Sedimentary, because its dark, even color shows it is made of fine mud that settled and hardened in still water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_33c2a8c4-a72b-484d-aa8b-78e66e929a7a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA9" ] }, "n_options": 4, "passage_html": "

Quarry Wall Rock Survey

A survey team studied a road-cut quarry wall. One part of the wall rises in tall, dark, six-sided rock columns. A few meters away, two cut faces of rock stand facing each other across a narrow gap. The team examined the rock in each place and wrote a survey card. Table 1 shows the survey cards. Figure 1 shows the quarry wall.

Weathering note: Each spring the team finds more loose rock fragments piled at the base of the columns. The cracks between the columns also look a little wider than the year before.

Table 1. Quarry Survey Cards

CardLocationWhat the team recorded
1Column sectionDark gray rock standing in tall six-sided columns; tightly packed mineral crystals; no layers and no fossils.
2East cut faceTan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the base.
3West cut faceTan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the base.

Figure 1. The Quarry Wall

\"A

", "passage_plain": "Quarry Wall Rock Survey A survey team studied a road-cut quarry wall. One part of the wall rises in tall, dark, six-sided rock columns. A few meters away, two cut faces of rock stand facing each other across a narrow gap. The team examined the rock in each place and wrote a survey card. Table 1 shows the survey cards. Figure 1 shows the quarry wall. Weathering note: Each spring the team finds more loose rock fragments piled at the base of the columns. The cracks between the columns also look a little wider than the year before. Table 1. Quarry Survey Cards Card Location What the team recorded 1 Column section Dark gray rock standing in tall six-sided columns; tightly packed mineral crystals; no layers and no fossils. 2 East cut face Tan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the base. 3 West cut face Tan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the base. Figure 1. The Quarry Wall" }, { "n": 10, "item_id": "_0a35ded4-381f-4b7f-aabd-689bfa8b1574", "type": "choice", "title": "Quarry Wall Freeze-Thaw Weathering", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Look at the weathering note and Figure 1. Which surface process best explains why the cracks in the wall widen and loose rock fragments collect at its base over the years?

", "prompt_plain": "Look at the weathering note and Figure 1. Which surface process best explains why the cracks in the wall widen and loose rock fragments collect at its base over the years?", "context_html": "", "options": [ { "id": "cA10", "text": "The rock columns slowly melt in the summer heat, and the melted rock drips down to form the loose fragments at the base.", "plain": "The rock columns slowly melt in the summer heat, and the melted rock drips down to form the loose fragments at the base.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "The rock is too hard to be broken by natural processes, so the cracks must have formed when the rock first cooled.", "plain": "The rock is too hard to be broken by natural processes, so the cracks must have formed when the rock first cooled.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "New rock layers are being added on top of the wall each year, pushing the older rock down and out to the base.", "plain": "New rock layers are being added on top of the wall each year, pushing the older rock down and out to the base.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "Water seeps into the cracks and freezes, and the expanding ice pushes the rock apart a little more each winter.", "plain": "Water seeps into the cracks and freezes, and the expanding ice pushes the rock apart a little more each winter.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_33c2a8c4-a72b-484d-aa8b-78e66e929a7a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD10" ] }, "n_options": 4, "passage_html": "

Quarry Wall Rock Survey

A survey team studied a road-cut quarry wall. One part of the wall rises in tall, dark, six-sided rock columns. A few meters away, two cut faces of rock stand facing each other across a narrow gap. The team examined the rock in each place and wrote a survey card. Table 1 shows the survey cards. Figure 1 shows the quarry wall.

Weathering note: Each spring the team finds more loose rock fragments piled at the base of the columns. The cracks between the columns also look a little wider than the year before.

Table 1. Quarry Survey Cards

CardLocationWhat the team recorded
1Column sectionDark gray rock standing in tall six-sided columns; tightly packed mineral crystals; no layers and no fossils.
2East cut faceTan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the base.
3West cut faceTan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the base.

Figure 1. The Quarry Wall

\"A

", "passage_plain": "Quarry Wall Rock Survey A survey team studied a road-cut quarry wall. One part of the wall rises in tall, dark, six-sided rock columns. A few meters away, two cut faces of rock stand facing each other across a narrow gap. The team examined the rock in each place and wrote a survey card. Table 1 shows the survey cards. Figure 1 shows the quarry wall. Weathering note: Each spring the team finds more loose rock fragments piled at the base of the columns. The cracks between the columns also look a little wider than the year before. Table 1. Quarry Survey Cards Card Location What the team recorded 1 Column section Dark gray rock standing in tall six-sided columns; tightly packed mineral crystals; no layers and no fossils. 2 East cut face Tan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the base. 3 West cut face Tan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the base. Figure 1. The Quarry Wall" }, { "n": 11, "item_id": "_6f1ed938-0f43-4a34-b500-dc305660ba24", "type": "choice", "title": "Quarry Wall Matching Evidence", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Look at the matching rock cards and the matching fern-fossil cards collected from the two facing cuts of the quarry wall.

Which claim do both lines of matching evidence together best support?

", "prompt_plain": "Look at the matching rock cards and the matching fern-fossil cards collected from the two facing cuts of the quarry wall. Which claim do both lines of matching evidence together best support?", "context_html": "", "options": [ { "id": "cA11", "text": "The two cuts formed separately and happen to hold the same rock by chance.", "plain": "The two cuts formed separately and happen to hold the same rock by chance.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The same ferns grew on both walls long after the two rock layers had hardened.", "plain": "The same ferns grew on both walls long after the two rock layers had hardened.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "The flowing water carried matching rock pieces and fern remains from one cut into the other.", "plain": "The flowing water carried matching rock pieces and fern remains from one cut into the other.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "The two cuts were once part of one continuous rock layer that later broke apart.", "plain": "The two cuts were once part of one continuous rock layer that later broke apart.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_33c2a8c4-a72b-484d-aa8b-78e66e929a7a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD11" ] }, "n_options": 4, "passage_html": "

Quarry Wall Rock Survey

A survey team studied a road-cut quarry wall. One part of the wall rises in tall, dark, six-sided rock columns. A few meters away, two cut faces of rock stand facing each other across a narrow gap. The team examined the rock in each place and wrote a survey card. Table 1 shows the survey cards. Figure 1 shows the quarry wall.

Weathering note: Each spring the team finds more loose rock fragments piled at the base of the columns. The cracks between the columns also look a little wider than the year before.

Table 1. Quarry Survey Cards

CardLocationWhat the team recorded
1Column sectionDark gray rock standing in tall six-sided columns; tightly packed mineral crystals; no layers and no fossils.
2East cut faceTan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the base.
3West cut faceTan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the base.

Figure 1. The Quarry Wall

\"A

", "passage_plain": "Quarry Wall Rock Survey A survey team studied a road-cut quarry wall. One part of the wall rises in tall, dark, six-sided rock columns. A few meters away, two cut faces of rock stand facing each other across a narrow gap. The team examined the rock in each place and wrote a survey card. Table 1 shows the survey cards. Figure 1 shows the quarry wall. Weathering note: Each spring the team finds more loose rock fragments piled at the base of the columns. The cracks between the columns also look a little wider than the year before. Table 1. Quarry Survey Cards Card Location What the team recorded 1 Column section Dark gray rock standing in tall six-sided columns; tightly packed mineral crystals; no layers and no fossils. 2 East cut face Tan rock in flat layers made of sand-size grains; a fern fossil in the third layer above the base. 3 West cut face Tan rock in flat layers made of sand-size grains; a fern fossil of the same species in the third layer above the base. Figure 1. The Quarry Wall" }, { "n": 12, "item_id": "_e8dc8c4b-fe2d-4f3d-bc84-3e22eb9ea8f8", "type": "choice", "title": "Sandbag Haul Energy Comparison", "standards": [ "MS-PS3-2" ], "prompt_html": "

Look at Table 1. One volunteer carries Bag Q to Level 3, while another carries Bag P to Level 1.

Which statement correctly compares the stored energy the two bag-Earth systems gain, and gives the correct reason?

", "prompt_plain": "Look at Table 1. One volunteer carries Bag Q to Level 3, while another carries Bag P to Level 1. Which statement correctly compares the stored energy the two bag-Earth systems gain, and gives the correct reason?", "context_html": "", "options": [ { "id": "cA12", "text": "Bag P gains more stored energy, because a lighter bag is easier to lift to the top.", "plain": "Bag P gains more stored energy, because a lighter bag is easier to lift to the top.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Bag P gains more stored energy, because it reached its level sooner than Bag Q did.", "plain": "Bag P gains more stored energy, because it reached its level sooner than Bag Q did.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Bag Q gains more stored energy, because it is both heavier and raised to a greater height.", "plain": "Bag Q gains more stored energy, because it is both heavier and raised to a greater height.", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "Both bags gain the same stored energy, because the same volunteers carried them up one tower.", "plain": "Both bags gain the same stored energy, because the same volunteers carried them up one tower.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b5b8bb89-4663-4a01-ba7f-72eea77c8bc2" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC12" ] }, "n_options": 4, "passage_html": "

Scaffold Sandbag Haul

Volunteers help set up a scaffold tower at a worksite. The tower has levels at marked heights above the ground. Each volunteer carries one sandbag from the ground up to an assigned level and rests it there. The bags have different masses. Table 1 lists each bag, its mass, the level it was carried to, and that level’s height. The site supervisor also keeps a short energy log while the work goes on. The energy log appears after the table. Figure 1 shows the scaffold tower.

Table 1. Sandbag Hauls

SandbagMass (kilograms)Level reachedHeight of level (meters)
Bag P5Level 13
Bag Q10Level 39
Bag R5Level 39
Bag S10Level 13

The Site Supervisor’s Energy Log

Each volunteer eats a snack before starting the climb.

The volunteers grow warm and breathe harder as they climb.

A bag resting at the top can fall and do work if it is let go.

Figure 1. The Scaffold Tower

\"A

", "passage_plain": "Scaffold Sandbag Haul Volunteers help set up a scaffold tower at a worksite. The tower has levels at marked heights above the ground. Each volunteer carries one sandbag from the ground up to an assigned level and rests it there. The bags have different masses. Table 1 lists each bag, its mass, the level it was carried to, and that level’s height. The site supervisor also keeps a short energy log while the work goes on. The energy log appears after the table. Figure 1 shows the scaffold tower. Table 1. Sandbag Hauls Sandbag Mass (kilograms) Level reached Height of level (meters) Bag P 5 Level 1 3 Bag Q 10 Level 3 9 Bag R 5 Level 3 9 Bag S 10 Level 1 3 The Site Supervisor’s Energy Log Each volunteer eats a snack before starting the climb. The volunteers grow warm and breathe harder as they climb. A bag resting at the top can fall and do work if it is let go. Figure 1. The Scaffold Tower" }, { "n": 13, "item_id": "_9d3c2cd2-d3c9-43d4-814d-26b56f1a1dbb", "type": "choice", "title": "Heavier Bag at Top Level", "standards": [ "MS-PS3-2" ], "prompt_html": "

Look at Table 1. Bag Q and Bag R were both carried to the top level, Level 3.

Which bag stores more energy at the top level, and why?

", "prompt_plain": "Look at Table 1. Bag Q and Bag R were both carried to the top level, Level 3. Which bag stores more energy at the top level, and why?", "context_html": "", "options": [ { "id": "cA13", "text": "Bag Q, because it has the greater mass at the same top level.", "plain": "Bag Q, because it has the greater mass at the same top level.", "correct": true, "kind": "choice" }, { "id": "cB13", "text": "Bag R, because it is the lighter bag and was easier to carry up.", "plain": "Bag R, because it is the lighter bag and was easier to carry up.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "They store the same energy, because they rest at the same top level.", "plain": "They store the same energy, because they rest at the same top level.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Bag R, because a lighter bag keeps more of its energy at the top.", "plain": "Bag R, because a lighter bag keeps more of its energy at the top.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b5b8bb89-4663-4a01-ba7f-72eea77c8bc2" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA13" ] }, "n_options": 4, "passage_html": "

Scaffold Sandbag Haul

Volunteers help set up a scaffold tower at a worksite. The tower has levels at marked heights above the ground. Each volunteer carries one sandbag from the ground up to an assigned level and rests it there. The bags have different masses. Table 1 lists each bag, its mass, the level it was carried to, and that level’s height. The site supervisor also keeps a short energy log while the work goes on. The energy log appears after the table. Figure 1 shows the scaffold tower.

Table 1. Sandbag Hauls

SandbagMass (kilograms)Level reachedHeight of level (meters)
Bag P5Level 13
Bag Q10Level 39
Bag R5Level 39
Bag S10Level 13

The Site Supervisor’s Energy Log

Each volunteer eats a snack before starting the climb.

The volunteers grow warm and breathe harder as they climb.

A bag resting at the top can fall and do work if it is let go.

Figure 1. The Scaffold Tower

\"A

", "passage_plain": "Scaffold Sandbag Haul Volunteers help set up a scaffold tower at a worksite. The tower has levels at marked heights above the ground. Each volunteer carries one sandbag from the ground up to an assigned level and rests it there. The bags have different masses. Table 1 lists each bag, its mass, the level it was carried to, and that level’s height. The site supervisor also keeps a short energy log while the work goes on. The energy log appears after the table. Figure 1 shows the scaffold tower. Table 1. Sandbag Hauls Sandbag Mass (kilograms) Level reached Height of level (meters) Bag P 5 Level 1 3 Bag Q 10 Level 3 9 Bag R 5 Level 3 9 Bag S 10 Level 1 3 The Site Supervisor’s Energy Log Each volunteer eats a snack before starting the climb. The volunteers grow warm and breathe harder as they climb. A bag resting at the top can fall and do work if it is let go. Figure 1. The Scaffold Tower" }, { "n": 14, "item_id": "_bd2520bb-45cb-4302-a718-d39543caddd3", "type": "choice", "title": "Energy Log Account", "standards": [ "MS-PS3-5" ], "prompt_html": "

Read the three notes in the site supervisor’s energy log.

Which energy account do the notes, taken together, best support?

", "prompt_plain": "Read the three notes in the site supervisor’s energy log. Which energy account do the notes, taken together, best support?", "context_html": "", "options": [ { "id": "cA14", "text": "The bags made new energy as they were lifted, and that energy was added to the tower.", "plain": "The bags made new energy as they were lifted, and that energy was added to the tower.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The volunteers’ food energy was transferred to the bags as stored energy, and some warmed the volunteers.", "plain": "The volunteers’ food energy was transferred to the bags as stored energy, and some warmed the volunteers.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "The food energy turned entirely into the bags’ stored energy, with no warmth given off.", "plain": "The food energy turned entirely into the bags’ stored energy, with no warmth given off.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The volunteers’ warmth was stored inside the bags and will come out again when they fall.", "plain": "The volunteers’ warmth was stored inside the bags and will come out again when they fall.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b5b8bb89-4663-4a01-ba7f-72eea77c8bc2" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB14" ] }, "n_options": 4, "passage_html": "

Scaffold Sandbag Haul

Volunteers help set up a scaffold tower at a worksite. The tower has levels at marked heights above the ground. Each volunteer carries one sandbag from the ground up to an assigned level and rests it there. The bags have different masses. Table 1 lists each bag, its mass, the level it was carried to, and that level’s height. The site supervisor also keeps a short energy log while the work goes on. The energy log appears after the table. Figure 1 shows the scaffold tower.

Table 1. Sandbag Hauls

SandbagMass (kilograms)Level reachedHeight of level (meters)
Bag P5Level 13
Bag Q10Level 39
Bag R5Level 39
Bag S10Level 13

The Site Supervisor’s Energy Log

Each volunteer eats a snack before starting the climb.

The volunteers grow warm and breathe harder as they climb.

A bag resting at the top can fall and do work if it is let go.

Figure 1. The Scaffold Tower

\"A

", "passage_plain": "Scaffold Sandbag Haul Volunteers help set up a scaffold tower at a worksite. The tower has levels at marked heights above the ground. Each volunteer carries one sandbag from the ground up to an assigned level and rests it there. The bags have different masses. Table 1 lists each bag, its mass, the level it was carried to, and that level’s height. The site supervisor also keeps a short energy log while the work goes on. The energy log appears after the table. Figure 1 shows the scaffold tower. Table 1. Sandbag Hauls Sandbag Mass (kilograms) Level reached Height of level (meters) Bag P 5 Level 1 3 Bag Q 10 Level 3 9 Bag R 5 Level 3 9 Bag S 10 Level 1 3 The Site Supervisor’s Energy Log Each volunteer eats a snack before starting the climb. The volunteers grow warm and breathe harder as they climb. A bag resting at the top can fall and do work if it is let go. Figure 1. The Scaffold Tower" }, { "n": 15, "item_id": "_2a55bd39-c26b-4a3d-ab63-3524132e3aa2", "type": "choice", "title": "Seed-Potato Shared Genes — Part A", "standards": [ "MS-LS3-2" ], "prompt_html": "

Part A

Read the stimulus about the seed-potato pieces.

Which claim about the genes of the plants grown from the pieces does the information best support?

", "prompt_plain": "Part A Read the stimulus about the seed-potato pieces. Which claim about the genes of the plants grown from the pieces does the information best support?", "context_html": "", "options": [ { "id": "cA15", "text": "The plants share the same genes, because each piece came from one seed potato.", "plain": "The plants share the same genes, because each piece came from one seed potato.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "The plants have different genes, and that is why their tubers differ in size.", "plain": "The plants have different genes, and that is why their tubers differ in size.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "The plants in the sunnier plot gained new genes for growing larger tubers.", "plain": "The plants in the sunnier plot gained new genes for growing larger tubers.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The plants share the same genes if they are planted together in one plot.", "plain": "The plants share the same genes if they are planted together in one plot.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cbc8a974-1107-4fae-8971-536fa3824b8d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA15" ] }, "n_options": 4, "passage_html": "

Seed-Potato Two-Plot Logs

A gardener cut one seed potato into eight equal pieces. Each piece had an eye (a bud that grows a new plant). Because every piece came from the same potato, the plants have the same genes. The gardener planted four pieces in Plot A and four in Plot B. The two plots got different amounts of water and sunlight. At harvest, the gardener weighed the new tubers (new potatoes) from each plant. Table 1 shows the averages.

Table 1. Tuber Harvest

PlotWater and sunlightAverage tubers per plantAverage tuber mass (grams)
Plot Awatered daily, full sun7120
Plot Bwatered weekly, shaded360

Figure 1. The Two Garden Plots

\"Two

", "passage_plain": "Seed-Potato Two-Plot Logs A gardener cut one seed potato into eight equal pieces. Each piece had an eye (a bud that grows a new plant). Because every piece came from the same potato, the plants have the same genes. The gardener planted four pieces in Plot A and four in Plot B. The two plots got different amounts of water and sunlight. At harvest, the gardener weighed the new tubers (new potatoes) from each plant. Table 1 shows the averages. Table 1. Tuber Harvest Plot Water and sunlight Average tubers per plant Average tuber mass (grams) Plot A watered daily, full sun 7 120 Plot B watered weekly, shaded 3 60 Figure 1. The Two Garden Plots" }, { "n": 16, "item_id": "_1a3ae689-4312-4f1f-93b0-037bdc8bcda9", "type": "choice", "title": "Seed-Potato Size Evidence — Part B", "standards": [ "MS-LS1-5" ], "prompt_html": "

Part B

The two plots produced very different tuber sizes. Which comparison from the stimulus and Table 1 is the best evidence that the growing conditions, not the genes, caused the size difference?

", "prompt_plain": "Part B The two plots produced very different tuber sizes. Which comparison from the stimulus and Table 1 is the best evidence that the growing conditions, not the genes, caused the size difference?", "context_html": "", "options": [ { "id": "cA16", "text": "The plants in Plot A produced more tubers each than the plants over in Plot B.", "plain": "The plants in Plot A produced more tubers each than the plants over in Plot B.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "The tubers harvested from both of the plots were the very same variety of potato.", "plain": "The tubers harvested from both of the plots were the very same variety of potato.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "The same-gene plants grew larger tubers in the better-watered, sunnier plot than the poorer one.", "plain": "The same-gene plants grew larger tubers in the better-watered, sunnier plot than the poorer one.", "correct": true, "kind": "choice" }, { "id": "cD16", "text": "The plants in Plot B received less water and less sunlight across the whole season.", "plain": "The plants in Plot B received less water and less sunlight across the whole season.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cbc8a974-1107-4fae-8971-536fa3824b8d" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC16" ] }, "n_options": 4, "passage_html": "

Seed-Potato Two-Plot Logs

A gardener cut one seed potato into eight equal pieces. Each piece had an eye (a bud that grows a new plant). Because every piece came from the same potato, the plants have the same genes. The gardener planted four pieces in Plot A and four in Plot B. The two plots got different amounts of water and sunlight. At harvest, the gardener weighed the new tubers (new potatoes) from each plant. Table 1 shows the averages.

Table 1. Tuber Harvest

PlotWater and sunlightAverage tubers per plantAverage tuber mass (grams)
Plot Awatered daily, full sun7120
Plot Bwatered weekly, shaded360

Figure 1. The Two Garden Plots

\"Two

", "passage_plain": "Seed-Potato Two-Plot Logs A gardener cut one seed potato into eight equal pieces. Each piece had an eye (a bud that grows a new plant). Because every piece came from the same potato, the plants have the same genes. The gardener planted four pieces in Plot A and four in Plot B. The two plots got different amounts of water and sunlight. At harvest, the gardener weighed the new tubers (new potatoes) from each plant. Table 1 shows the averages. Table 1. Tuber Harvest Plot Water and sunlight Average tubers per plant Average tuber mass (grams) Plot A watered daily, full sun 7 120 Plot B watered weekly, shaded 3 60 Figure 1. The Two Garden Plots" }, { "n": 17, "item_id": "_aee514df-f14d-4f12-b437-c53626b70c0a", "type": "choice", "title": "Kit Requirements Check", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at the Kit Requirements and Table 1.

Which TWO bench-test results show that a part meets the need stated for it? Choose exactly TWO answers.

", "prompt_plain": "Look at the Kit Requirements and Table 1. Which TWO bench-test results show that a part meets the need stated for it? Choose exactly TWO answers.", "context_html": "", "options": [ { "id": "cA17", "text": "The trail-counter ran 18 days, longer than the 14 days it must run.", "plain": "The trail-counter ran 18 days, longer than the 14 days it must run.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "The band held steady to 35 km/h, below its 40 km/h need.", "plain": "The band held steady to 35 km/h, below its 40 km/h need.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "The charge pad refilled the counter in 5 hours, within the 6 hours required.", "plain": "The charge pad refilled the counter in 5 hours, within the 6 hours required.", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "The trail-counter weighs less than the mounting band does.", "plain": "The trail-counter weighs less than the mounting band does.", "correct": false, "kind": "choice" }, { "id": "cE17", "text": "The mounting band and charge pad together cost less than the counter.", "plain": "The mounting band and charge pad together cost less than the counter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2c628665-0a4d-4cac-afa0-96d91937b863" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA17", "cC17" ] }, "n_options": 5, "passage_html": "

Trail-Counter Kit Test

A nature club is choosing a trail-counter kit for a wildlife trail. The kit has three parts. Two parts are the trail-counter and a mounting band that holds it to a post. The third part is a small charge pad that refills the counter. The club lists what the kit must do on a requirements card. It then bench-tests each part and records the results in Table 1. Table 2 is the plug-and-port sheet, which shows how the parts connect. The requirements card appears first, then the two tables.

Kit Requirements

The trail-counter must run at least 14 days on one charge.

The mounting band must hold the counter steady in winds up to 40 kilometers per hour.

The charge pad must refill the counter within 6 hours.

Table 1. Bench-Test Results

PartTestResult
Trail-counterDays of running on one charge18 days
Mounting bandStayed steady in winds up to35 kilometers per hour
Charge padTime to refill the counter5 hours

Table 2. Plug-and-Port Sheet

PartConnector
Trail-counterhas a Mini-port (plugs go in here)
Charge padhas a Mini-plug (plugs into a port)
Mounting bandclamps on only (no electrical connector)
", "passage_plain": "Trail-Counter Kit Test A nature club is choosing a trail-counter kit for a wildlife trail. The kit has three parts. Two parts are the trail-counter and a mounting band that holds it to a post. The third part is a small charge pad that refills the counter. The club lists what the kit must do on a requirements card. It then bench-tests each part and records the results in Table 1. Table 2 is the plug-and-port sheet, which shows how the parts connect. The requirements card appears first, then the two tables. Kit Requirements The trail-counter must run at least 14 days on one charge. The mounting band must hold the counter steady in winds up to 40 kilometers per hour. The charge pad must refill the counter within 6 hours. Table 1. Bench-Test Results Part Test Result Trail-counter Days of running on one charge 18 days Mounting band Stayed steady in winds up to 35 kilometers per hour Charge pad Time to refill the counter 5 hours Table 2. Plug-and-Port Sheet Part Connector Trail-counter has a Mini-port (plugs go in here) Charge pad has a Mini-plug (plugs into a port) Mounting band clamps on only (no electrical connector)" }, { "n": 18, "item_id": "_211ccf73-653e-4412-bdaf-42d867f134a0", "type": "choice", "title": "Plug-and-Port Compatibility", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Table 2, the plug-and-port sheet.

Which two parts are compatible - able to connect and work together - and why?

", "prompt_plain": "Look at Table 2, the plug-and-port sheet. Which two parts are compatible - able to connect and work together - and why?", "context_html": "", "options": [ { "id": "cA18", "text": "The mounting band and the charge pad, because both can clamp onto the counter.", "plain": "The mounting band and the charge pad, because both can clamp onto the counter.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "The mounting band and the trail-counter, because the clamp carries the charge between them.", "plain": "The mounting band and the trail-counter, because the clamp carries the charge between them.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The parts cannot connect to each other, because the kit is sold as one matching set.", "plain": "The parts cannot connect to each other, because the kit is sold as one matching set.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The charge pad and the trail-counter, because the Mini-plug fits the Mini-port.", "plain": "The charge pad and the trail-counter, because the Mini-plug fits the Mini-port.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2c628665-0a4d-4cac-afa0-96d91937b863" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD18" ] }, "n_options": 4, "passage_html": "

Trail-Counter Kit Test

A nature club is choosing a trail-counter kit for a wildlife trail. The kit has three parts. Two parts are the trail-counter and a mounting band that holds it to a post. The third part is a small charge pad that refills the counter. The club lists what the kit must do on a requirements card. It then bench-tests each part and records the results in Table 1. Table 2 is the plug-and-port sheet, which shows how the parts connect. The requirements card appears first, then the two tables.

Kit Requirements

The trail-counter must run at least 14 days on one charge.

The mounting band must hold the counter steady in winds up to 40 kilometers per hour.

The charge pad must refill the counter within 6 hours.

Table 1. Bench-Test Results

PartTestResult
Trail-counterDays of running on one charge18 days
Mounting bandStayed steady in winds up to35 kilometers per hour
Charge padTime to refill the counter5 hours

Table 2. Plug-and-Port Sheet

PartConnector
Trail-counterhas a Mini-port (plugs go in here)
Charge padhas a Mini-plug (plugs into a port)
Mounting bandclamps on only (no electrical connector)
", "passage_plain": "Trail-Counter Kit Test A nature club is choosing a trail-counter kit for a wildlife trail. The kit has three parts. Two parts are the trail-counter and a mounting band that holds it to a post. The third part is a small charge pad that refills the counter. The club lists what the kit must do on a requirements card. It then bench-tests each part and records the results in Table 1. Table 2 is the plug-and-port sheet, which shows how the parts connect. The requirements card appears first, then the two tables. Kit Requirements The trail-counter must run at least 14 days on one charge. The mounting band must hold the counter steady in winds up to 40 kilometers per hour. The charge pad must refill the counter within 6 hours. Table 1. Bench-Test Results Part Test Result Trail-counter Days of running on one charge 18 days Mounting band Stayed steady in winds up to 35 kilometers per hour Charge pad Time to refill the counter 5 hours Table 2. Plug-and-Port Sheet Part Connector Trail-counter has a Mini-port (plugs go in here) Charge pad has a Mini-plug (plugs into a port) Mounting band clamps on only (no electrical connector)" }, { "n": 19, "item_id": "_be2675da-58d1-4037-b2bb-82e4e9df901a", "type": "choice", "title": "Early-Drying Pond Claim — Part A", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part A

Frog eggs need several weeks of standing water to hatch and grow. Look at the records in Table 1.

Which claim about the early-drying pond do the records best support?

", "prompt_plain": "Part A Frog eggs need several weeks of standing water to hatch and grow. Look at the records in Table 1. Which claim about the early-drying pond do the records best support?", "context_html": "", "options": [ { "id": "cA19", "text": "The pond now dries weeks earlier, cutting short the standing water the eggs need.", "plain": "The pond now dries weeks earlier, cutting short the standing water the eggs need.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "The new ditch adds water to the pond, giving the frogs more time to lay eggs.", "plain": "The new ditch adds water to the pond, giving the frogs more time to lay eggs.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The earlier dry-date has no effect; the egg-mass counts simply changed on their own.", "plain": "The earlier dry-date has no effect; the egg-mass counts simply changed on their own.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The frogs lay extra eggs each spring to make up for the shorter wet season.", "plain": "The frogs lay extra eggs each spring to make up for the shorter wet season.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_abc2b388-cbf9-4eb4-8fc4-a5615cb2a37e" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4, "passage_html": "

Woodland Pond Egg Counts

A small woodland pond fills with rain each spring and dries up later in the year. Frogs lay eggs in the pond in clusters called egg masses. The eggs need several weeks of standing water to hatch and grow into young frogs. Before Spring 3, workers dug a new drainage ditch next to the pond. Each spring, naturalists record the date the pond dries up and the number of frog egg masses counted. Table 1 shows four springs of records.

Table 1. Woodland Pond Records

SpringDitchDate the pond dried upFrog egg masses counted
Spring 1before ditchlate June48
Spring 2before ditchlate June52
Spring 3after ditchmid-May30
Spring 4after ditchmid-May18

Figure 1. The Woodland Pond

\"A

", "passage_plain": "Woodland Pond Egg Counts A small woodland pond fills with rain each spring and dries up later in the year. Frogs lay eggs in the pond in clusters called egg masses. The eggs need several weeks of standing water to hatch and grow into young frogs. Before Spring 3, workers dug a new drainage ditch next to the pond. Each spring, naturalists record the date the pond dries up and the number of frog egg masses counted. Table 1 shows four springs of records. Table 1. Woodland Pond Records Spring Ditch Date the pond dried up Frog egg masses counted Spring 1 before ditch late June 48 Spring 2 before ditch late June 52 Spring 3 after ditch mid-May 30 Spring 4 after ditch mid-May 18 Figure 1. The Woodland Pond" }, { "n": 20, "item_id": "_66f09a39-a86e-43f1-8b85-6c3370c5d67f", "type": "choice", "title": "Pond Records Evidence — Part B", "standards": [ "MS-LS2-4" ], "prompt_html": "

Part B

Which comparison of the records in Table 1 provides the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which comparison of the records in Table 1 provides the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA20", "text": "Spring 2 had a slightly higher egg-mass count than Spring 1, before the ditch was dug.", "plain": "Spring 2 had a slightly higher egg-mass count than Spring 1, before the ditch was dug.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "Both Spring 1 and Spring 2 ponds dried in late June, before the ditch was dug.", "plain": "Both Spring 1 and Spring 2 ponds dried in late June, before the ditch was dug.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "After the ditch, the pond dried weeks earlier and the egg-mass counts dropped into the teens.", "plain": "After the ditch, the pond dried weeks earlier and the egg-mass counts dropped into the teens.", "correct": true, "kind": "choice" }, { "id": "cD20", "text": "Spring 4 had a lower egg-mass count than Spring 3, in the two springs after the ditch.", "plain": "Spring 4 had a lower egg-mass count than Spring 3, in the two springs after the ditch.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_abc2b388-cbf9-4eb4-8fc4-a5615cb2a37e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC20" ] }, "n_options": 4, "passage_html": "

Woodland Pond Egg Counts

A small woodland pond fills with rain each spring and dries up later in the year. Frogs lay eggs in the pond in clusters called egg masses. The eggs need several weeks of standing water to hatch and grow into young frogs. Before Spring 3, workers dug a new drainage ditch next to the pond. Each spring, naturalists record the date the pond dries up and the number of frog egg masses counted. Table 1 shows four springs of records.

Table 1. Woodland Pond Records

SpringDitchDate the pond dried upFrog egg masses counted
Spring 1before ditchlate June48
Spring 2before ditchlate June52
Spring 3after ditchmid-May30
Spring 4after ditchmid-May18

Figure 1. The Woodland Pond

\"A

", "passage_plain": "Woodland Pond Egg Counts A small woodland pond fills with rain each spring and dries up later in the year. Frogs lay eggs in the pond in clusters called egg masses. The eggs need several weeks of standing water to hatch and grow into young frogs. Before Spring 3, workers dug a new drainage ditch next to the pond. Each spring, naturalists record the date the pond dries up and the number of frog egg masses counted. Table 1 shows four springs of records. Table 1. Woodland Pond Records Spring Ditch Date the pond dried up Frog egg masses counted Spring 1 before ditch late June 48 Spring 2 before ditch late June 52 Spring 3 after ditch mid-May 30 Spring 4 after ditch mid-May 18 Figure 1. The Woodland Pond" }, { "n": 21, "item_id": "_fa117ff7-cb4b-4db6-8ed7-c4b1d1d0b67c", "type": "choice", "title": "Comparing Buoy Link Bands", "standards": [ "MS-PS4-1" ], "prompt_html": "

Part A

Look at Table 1.

Which statement correctly compares the wavelength and the frequency of two of the bands?

", "prompt_plain": "Part A Look at Table 1. Which statement correctly compares the wavelength and the frequency of two of the bands?", "context_html": "", "options": [ { "id": "cA21", "text": "Radio waves have a longer wavelength and a lower frequency than infrared waves.", "plain": "Radio waves have a longer wavelength and a lower frequency than infrared waves.", "correct": true, "kind": "choice" }, { "id": "cB21", "text": "Radio waves have a longer wavelength and a higher frequency than infrared waves.", "plain": "Radio waves have a longer wavelength and a higher frequency than infrared waves.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "Microwaves have a shorter wavelength and a lower frequency than radio waves.", "plain": "Microwaves have a shorter wavelength and a lower frequency than radio waves.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "Infrared waves have a longer wavelength and a higher frequency than radio waves.", "plain": "Infrared waves have a longer wavelength and a higher frequency than radio waves.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_12972db2-11e0-4573-9490-b43d61e85a2f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA21" ] }, "n_options": 4, "passage_html": "

Buoy Data-Link Bands

An engineering team must pick one band of electromagnetic waves to send weather data from an offshore buoy to a station on shore. The buoy sits many kilometers out, and the air over the water is often thick with fog and sea spray. The team compares the bands using a reference table. The bands are listed from radio waves at the top to gamma rays at the bottom; going down the list, the wavelength gets shorter and the frequency gets higher. Table 1 shows what the team has to work with.

Table 1. Electromagnetic Bands for the Link

BandWavelengthFrequencyBehavior in fog and sea sprayUseful range over water
Radio1 m300 MHzPasses through fog and spray with little lossLong (tens of kilometers)
Microwave3 cm10 GHzPasses through fog; weakens in heavy sprayMedium (a few kilometers)
Infrared10 micrometers30 THzScattered and absorbed by fog and sprayShort (meters in fog)
Visible light500 nm600 THzBlocked by fog; scattered by sprayVery short in fog
Ultraviolet100 nm3,000 THzBlocked by fog; absorbed by waterVery short
X-rays1 nm300,000 THzHarmful to people; not used for data linksNot used
Gamma rays1 pm300,000,000 THzHarmful to people; not used for data linksNot used
", "passage_plain": "Buoy Data-Link Bands An engineering team must pick one band of electromagnetic waves to send weather data from an offshore buoy to a station on shore. The buoy sits many kilometers out, and the air over the water is often thick with fog and sea spray. The team compares the bands using a reference table. The bands are listed from radio waves at the top to gamma rays at the bottom; going down the list, the wavelength gets shorter and the frequency gets higher. Table 1 shows what the team has to work with. Table 1. Electromagnetic Bands for the Link Band Wavelength Frequency Behavior in fog and sea spray Useful range over water Radio 1 m 300 MHz Passes through fog and spray with little loss Long (tens of kilometers) Microwave 3 cm 10 GHz Passes through fog; weakens in heavy spray Medium (a few kilometers) Infrared 10 micrometers 30 THz Scattered and absorbed by fog and spray Short (meters in fog) Visible light 500 nm 600 THz Blocked by fog; scattered by spray Very short in fog Ultraviolet 100 nm 3,000 THz Blocked by fog; absorbed by water Very short X-rays 1 nm 300,000 THz Harmful to people; not used for data links Not used Gamma rays 1 pm 300,000,000 THz Harmful to people; not used for data links Not used" }, { "n": 22, "item_id": "_8dd7fd5d-80d9-4928-939e-1b0aa03edc79", "type": "choice", "title": "Best Band for the Buoy", "standards": [ "MS-PS4-1" ], "prompt_html": "

Part B

The buoy must send data many kilometers to shore through frequent fog and sea spray.

Using Table 1, which band best balances range and fog-and-spray behavior for the link, and why?

", "prompt_plain": "Part B The buoy must send data many kilometers to shore through frequent fog and sea spray. Using Table 1, which band best balances range and fog-and-spray behavior for the link, and why?", "context_html": "", "options": [ { "id": "cA22", "text": "Infrared, because its short wavelength would carry the data to shore faster.", "plain": "Infrared, because its short wavelength would carry the data to shore faster.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "Visible light, because a beam of light would travel in a straight line out to the buoy.", "plain": "Visible light, because a beam of light would travel in a straight line out to the buoy.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "Radio, because it has a long range over water and loses little in fog and spray.", "plain": "Radio, because it has a long range over water and loses little in fog and spray.", "correct": true, "kind": "choice" }, { "id": "cD22", "text": "Microwave, because it passes through fog and carries data at a higher frequency than radio.", "plain": "Microwave, because it passes through fog and carries data at a higher frequency than radio.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_12972db2-11e0-4573-9490-b43d61e85a2f" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC22" ] }, "n_options": 4, "passage_html": "

Buoy Data-Link Bands

An engineering team must pick one band of electromagnetic waves to send weather data from an offshore buoy to a station on shore. The buoy sits many kilometers out, and the air over the water is often thick with fog and sea spray. The team compares the bands using a reference table. The bands are listed from radio waves at the top to gamma rays at the bottom; going down the list, the wavelength gets shorter and the frequency gets higher. Table 1 shows what the team has to work with.

Table 1. Electromagnetic Bands for the Link

BandWavelengthFrequencyBehavior in fog and sea sprayUseful range over water
Radio1 m300 MHzPasses through fog and spray with little lossLong (tens of kilometers)
Microwave3 cm10 GHzPasses through fog; weakens in heavy sprayMedium (a few kilometers)
Infrared10 micrometers30 THzScattered and absorbed by fog and sprayShort (meters in fog)
Visible light500 nm600 THzBlocked by fog; scattered by sprayVery short in fog
Ultraviolet100 nm3,000 THzBlocked by fog; absorbed by waterVery short
X-rays1 nm300,000 THzHarmful to people; not used for data linksNot used
Gamma rays1 pm300,000,000 THzHarmful to people; not used for data linksNot used
", "passage_plain": "Buoy Data-Link Bands An engineering team must pick one band of electromagnetic waves to send weather data from an offshore buoy to a station on shore. The buoy sits many kilometers out, and the air over the water is often thick with fog and sea spray. The team compares the bands using a reference table. The bands are listed from radio waves at the top to gamma rays at the bottom; going down the list, the wavelength gets shorter and the frequency gets higher. Table 1 shows what the team has to work with. Table 1. Electromagnetic Bands for the Link Band Wavelength Frequency Behavior in fog and sea spray Useful range over water Radio 1 m 300 MHz Passes through fog and spray with little loss Long (tens of kilometers) Microwave 3 cm 10 GHz Passes through fog; weakens in heavy spray Medium (a few kilometers) Infrared 10 micrometers 30 THz Scattered and absorbed by fog and spray Short (meters in fog) Visible light 500 nm 600 THz Blocked by fog; scattered by spray Very short in fog Ultraviolet 100 nm 3,000 THz Blocked by fog; absorbed by water Very short X-rays 1 nm 300,000 THz Harmful to people; not used for data links Not used Gamma rays 1 pm 300,000,000 THz Harmful to people; not used for data links Not used" }, { "n": 23, "item_id": "_5d99432b-ba62-4b19-9677-40580e7acef3", "type": "choice", "title": "Electromagnet Turns and Lifting Grip", "standards": [ "MS-PS2-3" ], "prompt_html": "

A materials-bench team wound more and more turns of the same wire around one iron bolt to make an electromagnet, then measured its lifting grip - the largest weight it could hold - after each change. The team kept the current the same every time. The graph shows the results.

\"A

Which statement best uses the graph to argue how the number of turns changes the magnetic force?

", "prompt_plain": "A materials-bench team wound more and more turns of the same wire around one iron bolt to make an electromagnet, then measured its lifting grip - the largest weight it could hold - after each change. The team kept the current the same every time. The graph shows the results. Which statement best uses the graph to argue how the number of turns changes the magnetic force?", "context_html": "", "options": [ { "id": "cA23", "text": "The force stays the same no matter how many turns are added, because the same bolt and current are used.", "plain": "The force stays the same no matter how many turns are added, because the same bolt and current are used.", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "The force gets stronger as the number of turns increases, because each added turn adds to the magnetic field around the bolt.", "plain": "The force gets stronger as the number of turns increases, because each added turn adds to the magnetic field around the bolt.", "correct": true, "kind": "choice" }, { "id": "cC23", "text": "The force gets weaker as the number of turns increases, because the extra wire crowds the bolt and blocks the magnetism.", "plain": "The force gets weaker as the number of turns increases, because the extra wire crowds the bolt and blocks the magnetism.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "The force rises and then falls as turns increase, because too many turns start to cancel each other out.", "plain": "The force rises and then falls as turns increase, because too many turns start to cancel each other out.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-38/images/slot23.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB23" ] }, "n_options": 4 }, { "n": 24, "item_id": "_1f2ae400-213a-4550-a858-984a83bed324", "type": "inline-choice", "title": "Weight on Two Worlds", "standards": [ "MS-PS2-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A survey probe weighs the same sealed sample case on two worlds and reports the readings on a fact panel. Use the panel to complete the sentences.

Survey Probe Fact Panel

The small moon has mass than Earth.

So the moon’s gravitational pull on the case is Earth’s pull on the same case.

This comparison shows that the strength of the gravitational pull depends on .

", "options": [ { "id": "cB1O9574d464a", "text": "less", "plain": "less", "correct": true, "kind": "inline" }, { "id": "cB1Of1826d4e9", "text": "more", "plain": "more", "correct": false, "kind": "inline" }, { "id": "cB1Ob06437968", "text": "the same", "plain": "the same", "correct": false, "kind": "inline" }, { "id": "cB2Odb01801e7", "text": "weaker than", "plain": "weaker than", "correct": true, "kind": "inline" }, { "id": "cB2O7036bea62", "text": "stronger than", "plain": "stronger than", "correct": false, "kind": "inline" }, { "id": "cB2O31833c1b8", "text": "equal to", "plain": "equal to", "correct": false, "kind": "inline" }, { "id": "cB3O54fcdaea1", "text": "the masses of the objects", "plain": "the masses of the objects", "correct": true, "kind": "inline" }, { "id": "cB3O6b9463218", "text": "the color of the objects", "plain": "the color of the objects", "correct": false, "kind": "inline" }, { "id": "cB3Occ8daf9fd", "text": "how fast the objects spin", "plain": "how fast the objects spin", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O9574d464a" ], "RESPONSE2": [ "cB2Odb01801e7" ], "RESPONSE3": [ "cB3O54fcdaea1" ] }, "n_options": 9 }, { "n": 25, "item_id": "_db30be6d-0bc5-4ff2-a1ce-e27ae9dd4127", "type": "choice", "title": "Charged Comb and Foil Leaves", "standards": [ "MS-PS2-5" ], "prompt_html": "

The photo cards show a dry plastic comb that has just been rubbed on wool. When the comb is held close to two thin metal-foil leaves hanging from a small stand, the leaves spread apart - and they spread before the comb ever touches them.

\"Two

Which statement best explains why the foil leaves spread apart?

", "prompt_plain": "The photo cards show a dry plastic comb that has just been rubbed on wool. When the comb is held close to two thin metal-foil leaves hanging from a small stand, the leaves spread apart - and they spread before the comb ever touches them. Which statement best explains why the foil leaves spread apart?", "context_html": "", "options": [ { "id": "cA25", "text": "A magnetic force from the comb pulls on the metal in the foil leaves.", "plain": "A magnetic force from the comb pulls on the metal in the foil leaves.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "The comb pushes the air in front of it, and the moving air blows the leaves apart.", "plain": "The comb pushes the air in front of it, and the moving air blows the leaves apart.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "The comb touches the foil leaves and physically pushes them apart.", "plain": "The comb touches the foil leaves and physically pushes them apart.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The charged comb exerts an electric force on the foil leaves across the gap, without touching them.", "plain": "The charged comb exerts an electric force on the foil leaves across the gap, without touching them.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-38/images/slot25.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD25" ] }, "n_options": 4 }, { "n": 26, "item_id": "_19a6c8c1-093a-4e66-8db7-f4820386437c", "type": "choice", "title": "Compass Near a Charging Base", "standards": [ "MS-PS2-5" ], "prompt_html": "

A workbench note and a sketch record what happens near a cordless drill’s charging base.

Each time the base is switched on, a compass sitting a hand-span away swings its needle; when the base is switched off, the needle settles back to pointing north. The base never touches the compass.

\"A

Select the TWO statements that are best supported by this evidence about the force acting on the compass.

", "prompt_plain": "A workbench note and a sketch record what happens near a cordless drill’s charging base. Each time the base is switched on, a compass sitting a hand-span away swings its needle; when the base is switched off, the needle settles back to pointing north. The base never touches the compass. Select the TWO statements that are best supported by this evidence about the force acting on the compass.", "context_html": "", "options": [ { "id": "cA26", "text": "A magnetic force from the running base reaches the compass across the gap, without contact.", "plain": "A magnetic force from the running base reaches the compass across the gap, without contact.", "correct": true, "kind": "choice" }, { "id": "cB26", "text": "The base has to touch the compass for the needle to move.", "plain": "The base has to touch the compass for the needle to move.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "The base causes the swing, because the needle moves only while the base is on.", "plain": "The base causes the swing, because the needle moves only while the base is on.", "correct": true, "kind": "choice" }, { "id": "cD26", "text": "Moving air from the base pushes the compass needle around.", "plain": "Moving air from the base pushes the compass needle around.", "correct": false, "kind": "choice" }, { "id": "cE26", "text": "The base pulls the compass with gravity whenever it is turned on.", "plain": "The base pulls the compass with gravity whenever it is turned on.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-38/images/slot26.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA26", "cC26" ] }, "n_options": 5 }, { "n": 27, "item_id": "_775c12dc-4f69-4727-b374-fb00570fc500", "type": "inline-choice", "title": "Trimmer Energy Inputs and Outputs", "standards": [ "MS-PS3-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A spec card for a cordless string trimmer lists where the tool’s energy goes while it runs. Use the card to complete the sentences.

String Trimmer Spec Card

The 70 units that spin the cutting line are the trimmer’s energy output.

The 30 units that leave as heat and noise are the trimmer’s energy output.

Adding the useful and wasted outputs equals the energy from the battery, because energy is conserved.

", "options": [ { "id": "cB1O306d29f47", "text": "useful", "plain": "useful", "correct": true, "kind": "inline" }, { "id": "cB1Oe54b6ad51", "text": "wasted", "plain": "wasted", "correct": false, "kind": "inline" }, { "id": "cB1Ocac57aeb7", "text": "stored", "plain": "stored", "correct": false, "kind": "inline" }, { "id": "cB2O8d4ca4e59", "text": "wasted", "plain": "wasted", "correct": true, "kind": "inline" }, { "id": "cB2Of61b01aca", "text": "useful", "plain": "useful", "correct": false, "kind": "inline" }, { "id": "cB2O106050517", "text": "input", "plain": "input", "correct": false, "kind": "inline" }, { "id": "cB3O18a0c1498", "text": "input", "plain": "input", "correct": true, "kind": "inline" }, { "id": "cB3O2c9a33da1", "text": "created", "plain": "created", "correct": false, "kind": "inline" }, { "id": "cB3O452f7a53f", "text": "destroyed", "plain": "destroyed", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O306d29f47" ], "RESPONSE2": [ "cB2O8d4ca4e59" ], "RESPONSE3": [ "cB3O18a0c1498" ] }, "n_options": 9 }, { "n": 28, "item_id": "_9494d3b5-0958-4531-a1e3-72544f91d4c0", "type": "choice", "title": "Skeleton Helps the Climber", "standards": [ "MS-LS1-3" ], "prompt_html": "

A climbing-gym trainer card shows a climber part way up a rock wall, with the climber’s skeleton highlighted at the gripping hands, the core, and the legs. The card is used to explain how the skeletal system works with the muscles as one body subsystem.

\"A

Which statement best describes how the skeletal system helps the climber move up the wall?

", "prompt_plain": "A climbing-gym trainer card shows a climber part way up a rock wall, with the climber’s skeleton highlighted at the gripping hands, the core, and the legs. The card is used to explain how the skeletal system works with the muscles as one body subsystem. Which statement best describes how the skeletal system helps the climber move up the wall?", "context_html": "", "options": [ { "id": "cA28", "text": "The skeleton makes the energy that the climber’s muscles need to pull upward.", "plain": "The skeleton makes the energy that the climber’s muscles need to pull upward.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "The skeleton sends the signals that tell the climber’s muscles when to pull.", "plain": "The skeleton sends the signals that tell the climber’s muscles when to pull.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "The bones give the muscles a stiff frame to pull against, so the body can climb.", "plain": "The bones give the muscles a stiff frame to pull against, so the body can climb.", "correct": true, "kind": "choice" }, { "id": "cD28", "text": "The skeleton breaks down the climber’s food to release the energy for the climb.", "plain": "The skeleton breaks down the climber’s food to release the energy for the climb.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-38/images/slot28.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_f98f344c-e058-4443-a332-9144805b7063", "type": "hottext", "title": "Flower Tube and Moth Evidence", "standards": [ "MS-LS1-4" ], "prompt_html": "

A field guide describes a night-blooming flower and the moth that visits it. The passage has six numbered sentences.

Evening-Star Flower Guide

From a night-pollinators field guide

Select the one sentence that gives the best evidence that the flower’s long tube shape raises its reproductive success.

", "prompt_plain": "A field guide describes a night-blooming flower and the moth that visits it. The passage has six numbered sentences. Evening-Star Flower Guide From a night-pollinators field guide Select the one sentence that gives the best evidence that the flower’s long tube shape raises its reproductive success.", "context_html": "", "options": [ { "id": "hH129", "text": "(1) The evening-star flower opens its pale blossoms only after the sun goes down.", "plain": "(1) The evening-star flower opens its pale blossoms only after the sun goes down.", "correct": false, "kind": "hottext" }, { "id": "hH229", "text": "(2) Each blossom forms a long, narrow tube with a pool of nectar at the very bottom.", "plain": "(2) Each blossom forms a long, narrow tube with a pool of nectar at the very bottom.", "correct": false, "kind": "hottext" }, { "id": "hH329", "text": "(3) The blossoms give off a strong sweet scent that drifts far on the night air.", "plain": "(3) The blossoms give off a strong sweet scent that drifts far on the night air.", "correct": false, "kind": "hottext" }, { "id": "hH429", "text": "(4) A hawk moth with an unusually long feeding tube visits these blossoms far more often than any short-tongued insect does.", "plain": "(4) A hawk moth with an unusually long feeding tube visits these blossoms far more often than any short-tongued insect does.", "correct": false, "kind": "hottext" }, { "id": "hH529", "text": "(5) On nights when the long-tongued moths visit, the flowers set far more seeds than on nights when the moths stay away.", "plain": "(5) On nights when the long-tongued moths visit, the flowers set far more seeds than on nights when the moths stay away.", "correct": true, "kind": "hottext" }, { "id": "hH629", "text": "(6) The plant’s broad, flat leaves soak up sunlight through the daytime hours.", "plain": "(6) The plant’s broad, flat leaves soak up sunlight through the daytime hours.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hH529" ] }, "n_options": 6 }, { "n": 30, "item_id": "_9c457217-5e6b-4234-bfe5-0b7a91709371", "type": "choice", "title": "Basil in Sun and Shade", "standards": [ "MS-LS1-5" ], "prompt_html": "

A grower rooted two cuttings taken from the same basil plant and kept them in matching pots with the same soil and the same amount of water. One pot sat on a sunny windowsill and the other on a shaded windowsill. The grower’s log shows the results after four weeks.

Basil Windowsill Log

Measurement after 4 weeksSunny windowsillShaded windowsill
Height (cm)2411
Number of leaves187
Leaf colordeep greenpale green

Using the log, which statement best explains why the two basil plants grew differently?

", "prompt_plain": "A grower rooted two cuttings taken from the same basil plant and kept them in matching pots with the same soil and the same amount of water. One pot sat on a sunny windowsill and the other on a shaded windowsill. The grower’s log shows the results after four weeks. Basil Windowsill Log Measurement after 4 weeks Sunny windowsill Shaded windowsill Height (cm) 24 11 Number of leaves 18 7 Leaf color deep green pale green Using the log, which statement best explains why the two basil plants grew differently?", "context_html": "", "options": [ { "id": "cA30", "text": "The sunny plant got more light, so it could make more food and grew taller with more leaves.", "plain": "The sunny plant got more light, so it could make more food and grew taller with more leaves.", "correct": true, "kind": "choice" }, { "id": "cB30", "text": "The sunny plant grew more because taller plants always come from larger seeds.", "plain": "The sunny plant grew more because taller plants always come from larger seeds.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "The shaded plant grew less because it was given less water than the sunny plant.", "plain": "The shaded plant grew less because it was given less water than the sunny plant.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "Light makes no difference to growth; the two plants just grew by chance.", "plain": "Light makes no difference to growth; the two plants just grew by chance.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_565f174e-5be2-485f-bd34-2405a6f67497", "type": "gap-match", "title": "Terrarium Day and Night Flow", "standards": [ "MS-LS1-6" ], "prompt_html": "

A sealed glass terrarium holds green plants. During the day the plants mainly carry out one process, and at night they carry out another. The diagram shows what moves into and out of the plants in each process, but six tiles are missing.

\"Two

 

Drag a tile into each empty slot to complete the day and night flow of matter and energy. You may use a tile more than once. One tile is not used.

", "prompt_plain": "A sealed glass terrarium holds green plants. During the day the plants mainly carry out one process, and at night they carry out another. The diagram shows what moves into and out of the plants in each process, but six tiles are missing. Drag a tile into each empty slot to complete the day and night flow of matter and energy. You may use a tile more than once. One tile is not used.", "context_html": "", "options": [ { "id": "t_light", "text": "Light energy from the Sun", "plain": "Light energy from the Sun", "correct": false, "kind": "gap-token" }, { "id": "t_o2", "text": "Oxygen", "plain": "Oxygen", "correct": false, "kind": "gap-token" }, { "id": "t_stored", "text": "Energy released from stored food", "plain": "Energy released from stored food", "correct": false, "kind": "gap-token" }, { "id": "t_co2", "text": "Carbon dioxide", "plain": "Carbon dioxide", "correct": false, "kind": "gap-token" }, { "id": "t_n2", "text": "Nitrogen gas", "plain": "Nitrogen gas", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-38/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t_co2 g_day_in", "t_o2 g_day_out", "t_light g_day_energy", "t_o2 g_night_in", "t_co2 g_night_out", "t_stored g_night_energy" ] }, "n_options": 5 }, { "n": 32, "item_id": "_24deb2ea-5f10-462b-99e6-178c7c6ed94e", "type": "choice", "title": "Gourd Vine Mass Source", "standards": [ "MS-LS1-6" ], "prompt_html": "

A gardener plants a single gourd seed that weighs about 1 gram in an open garden bed. By the end of the summer, the gourd vine and its gourds together weigh about 12 kilograms. The gardener’s log (Table 1) shows the soil in the bed lost only a few grams of mass over the whole summer.

\"A

Table 1. Gourd Plant Summer Log

MeasurementMass
Gourd seed at plantingabout 1 gram
Vine and gourds at end of summerabout 12 kilograms
Mass lost by the soil in the bedonly a few grams

Where did almost all of the new mass of the gourd plant come from?

", "prompt_plain": "A gardener plants a single gourd seed that weighs about 1 gram in an open garden bed. By the end of the summer, the gourd vine and its gourds together weigh about 12 kilograms. The gardener’s log (Table 1) shows the soil in the bed lost only a few grams of mass over the whole summer. Table 1. Gourd Plant Summer Log Measurement Mass Gourd seed at planting about 1 gram Vine and gourds at end of summer about 12 kilograms Mass lost by the soil in the bed only a few grams Where did almost all of the new mass of the gourd plant come from?", "context_html": "", "options": [ { "id": "cA32", "text": "From the soil in the bed, which the roots used up as the plant grew.", "plain": "From the soil in the bed, which the roots used up as the plant grew.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "From sunlight, which the leaves soaked up and turned into new solid plant material.", "plain": "From sunlight, which the leaves soaked up and turned into new solid plant material.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "From carbon dioxide in the air and water the plant took in and built into itself.", "plain": "From carbon dioxide in the air and water the plant took in and built into itself.", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "From the water the gardener poured on, which simply collected inside the plant as stored liquid.", "plain": "From the water the gardener poured on, which simply collected inside the plant as stored liquid.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g7-38/images/slot32.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_f0ad9630-f6be-490a-836b-458a22584130", "type": "choice", "title": "Sprouting Beans Warmth", "standards": [ "MS-LS1-7" ], "prompt_html": "

A sealed tub of sprouting beans sits on a lab bench. A thermometer shows that the beans stay a few degrees warmer than the air in the room. What is happening inside the sprouting beans?

", "prompt_plain": "A sealed tub of sprouting beans sits on a lab bench. A thermometer shows that the beans stay a few degrees warmer than the air in the room. What is happening inside the sprouting beans?", "context_html": "", "options": [ { "id": "cA33", "text": "The beans are making new food from sunlight, and this warms them up.", "plain": "The beans are making new food from sunlight, and this warms them up.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "The beans are breaking down stored food to release energy, and some leaves as heat.", "plain": "The beans are breaking down stored food to release energy, and some leaves as heat.", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "The beans are taking in heat from the warm room and simply holding onto it.", "plain": "The beans are taking in heat from the warm room and simply holding onto it.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "The beans are soaking up water and swelling, and the swelling makes the heat.", "plain": "The beans are soaking up water and swelling, and the swelling makes the heat.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB33" ] }, "n_options": 4 }, { "n": 34, "item_id": "_ab11c8fe-9176-4ca8-88dc-1fe97d8fe64c", "type": "match", "title": "Streambank Restoration Services", "standards": [ "MS-LS2-5" ], "prompt_html": "

A town is restoring a damaged streambank. The restoration plan lists four actions. Each action is meant to support one of two ecosystem services the stream provides.

 

Drag each action into the ecosystem service it most directly supports.

", "prompt_plain": "A town is restoring a damaged streambank. The restoration plan lists four actions. Each action is meant to support one of two ecosystem services the stream provides. Drag each action into the ecosystem service it most directly supports.", "context_html": "", "options": [ { "id": "a_buffer", "text": "Grow a plant buffer that soaks up fertilizer in the runoff", "plain": "Grow a plant buffer that soaks up fertilizer in the runoff", "correct": false, "kind": "match-token" }, { "id": "a_gravel", "text": "Lay gravel beds where fish can lay their eggs", "plain": "Lay gravel beds where fish can lay their eggs", "correct": false, "kind": "match-token" }, { "id": "a_logs", "text": "Sink logs and rock piles for fish to shelter among", "plain": "Sink logs and rock piles for fish to shelter among", "correct": false, "kind": "match-token" }, { "id": "a_reeds", "text": "Plant reeds that trap mud before it washes into the stream", "plain": "Plant reeds that trap mud before it washes into the stream", "correct": false, "kind": "match-token" }, { "id": "cat_water", "text": "Cleaner stream water", "plain": "Cleaner stream water", "correct": false, "kind": "match-token" }, { "id": "cat_habitat", "text": "More habitat for wildlife", "plain": "More habitat for wildlife", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "a_reeds cat_water", "a_buffer cat_water", "a_logs cat_habitat", "a_gravel cat_habitat" ] }, "n_options": 6 }, { "n": 35, "item_id": "_528d0d3c-1f70-464d-bca1-9511d6151935", "type": "gap-match", "title": "Rock Cycle Energy Drivers", "standards": [ "MS-ESS2-1" ], "prompt_html": "

 

The rock cycle keeps going because energy from a few sources drives its processes. Match each energy source to the rock-cycle process it drives.

", "prompt_plain": "The rock cycle keeps going because energy from a few sources drives its processes. Match each energy source to the rock-cycle process it drives.", "context_html": "", "options": [ { "id": "tokP0", "text": "Melting rock into magma", "plain": "Melting rock into magma", "correct": false, "kind": "gap-token" }, { "id": "tokP1", "text": "Weathering that breaks surface rock apart", "plain": "Weathering that breaks surface rock apart", "correct": false, "kind": "gap-token" }, { "id": "tokP2", "text": "Pulling loose sediment downhill to settle", "plain": "Pulling loose sediment downhill to settle", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokP0 gSrc0", "tokP1 gSrc1", "tokP2 gSrc2" ] }, "n_options": 3 }, { "n": 36, "item_id": "_e73784f7-1a47-421e-8ee9-d57ab2970bad", "type": "match", "title": "Earth Surface Event Timescales", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Some processes that change Earth’s surface happen quickly, while others take a very long time. Four events are listed below.

 

Drag each event into the column that shows how long it usually takes.

", "prompt_plain": "Some processes that change Earth’s surface happen quickly, while others take a very long time. Four events are listed below. Drag each event into the column that shows how long it usually takes.", "context_html": "", "options": [ { "id": "e_flood", "text": "A flooding river drops a layer of mud on its banks", "plain": "A flooding river drops a layer of mud on its banks", "correct": false, "kind": "match-token" }, { "id": "e_landslide", "text": "A hillside gives way and rock slides to the valley floor", "plain": "A hillside gives way and rock slides to the valley floor", "correct": false, "kind": "match-token" }, { "id": "e_canyon", "text": "A river carves a deep canyon into solid rock", "plain": "A river carves a deep canyon into solid rock", "correct": false, "kind": "match-token" }, { "id": "e_mountain", "text": "A mountain range is worn down until it becomes low hills", "plain": "A mountain range is worn down until it becomes low hills", "correct": false, "kind": "match-token" }, { "id": "cat_fast", "text": "Happens quickly (minutes to days)", "plain": "Happens quickly (minutes to days)", "correct": false, "kind": "match-token" }, { "id": "cat_slow", "text": "Happens slowly (thousands of years or more)", "plain": "Happens slowly (thousands of years or more)", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "e_landslide cat_fast", "e_flood cat_fast", "e_canyon cat_slow", "e_mountain cat_slow" ] }, "n_options": 6 }, { "n": 37, "item_id": "_8a85a57b-1f82-4ce4-8feb-bca9eba6d102", "type": "text-entry", "title": "Survey Pin Spacing Change", "standards": [ "MS-ESS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Two survey pins are set on opposite sides of a slowly slipping fault. When the pins are first placed, the gap between them measures 318 centimeters. Eight years later, a survey team measures the same gap again and reads 366 centimeters.

How many centimeters did the gap between the pins widen over the eight years?

Give your answer as a whole number (e.g., 25).

Answer in centimeters:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "48" ] }, "n_options": 0 }, { "n": 38, "item_id": "_71c50b0a-8117-4071-800a-6536a9421967", "type": "choice", "title": "Playground Shade Design Problem", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A school wants a new shade structure over its playground. The planning memo lists these notes:

Which statement best defines the design problem, combining what the structure must do with the limits it must stay within?

", "prompt_plain": "A school wants a new shade structure over its playground. The planning memo lists these notes: It must shade the sandbox and the swings. It must stay standing in strong wind. It must fit on the paved square that is already there. It must cost no more than the money raised at the fair. Which statement best defines the design problem, combining what the structure must do with the limits it must stay within?", "context_html": "", "options": [ { "id": "cA38", "text": "Make the tallest shade possible so that it blocks the most sunlight across the whole playground area.", "plain": "Make the tallest shade possible so that it blocks the most sunlight across the whole playground area.", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Make the cheapest shade possible, even if it does not cover the sandbox or the playground swings.", "plain": "Make the cheapest shade possible, even if it does not cover the sandbox or the playground swings.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Build any shade first, and then test how much sunlight it really blocks once it is standing.", "plain": "Build any shade first, and then test how much sunlight it really blocks once it is standing.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Make a shade that covers the sandbox and swings, stands in strong wind, fits the paved square, and meets the budget.", "plain": "Make a shade that covers the sandbox and swings, stands in strong wind, fits the paved square, and meets the budget.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD38" ] }, "n_options": 4 }, { "n": 39, "item_id": "_d5abc3c6-321f-4fb5-8dd0-ccab6ff7d6e1", "type": "match", "title": "Bus-Stop Shelter Trade-offs", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A city compares two bus-stop shelter proposals, Shelter A and Shelter B. Six statements about the proposals are listed below. Each statement is about one trade-off category: cost, safety, comfort, or how long it lasts.

 

Drag each statement into the trade-off category it is about.

", "prompt_plain": "A city compares two bus-stop shelter proposals, Shelter A and Shelter B. Six statements about the proposals are listed below. Each statement is about one trade-off category: cost, safety, comfort, or how long it lasts. Drag each statement into the trade-off category it is about.", "context_html": "", "options": [ { "id": "s_corners", "text": "Shelter A has sharp metal corners at child height", "plain": "Shelter A has sharp metal corners at child height", "correct": false, "kind": "match-token" }, { "id": "s_cheap", "text": "Shelter A is built from cheap plastic panels", "plain": "Shelter A is built from cheap plastic panels", "correct": false, "kind": "match-token" }, { "id": "s_lights", "text": "Shelter B has bright lights so riders are seen at night", "plain": "Shelter B has bright lights so riders are seen at night", "correct": false, "kind": "match-token" }, { "id": "s_bench", "text": "Shelter A has a wide padded bench to sit on", "plain": "Shelter A has a wide padded bench to sit on", "correct": false, "kind": "match-token" }, { "id": "s_repaint", "text": "Shelter B carries a high price for the city to buy", "plain": "Shelter B carries a high price for the city to buy", "correct": false, "kind": "match-token" }, { "id": "s_steel", "text": "Shelter B is built from rust-proof steel", "plain": "Shelter B is built from rust-proof steel", "correct": false, "kind": "match-token" }, { "id": "cat_cost", "text": "Cost", "plain": "Cost", "correct": false, "kind": "match-token" }, { "id": "cat_safety", "text": "Safety", "plain": "Safety", "correct": false, "kind": "match-token" }, { "id": "cat_comfort", "text": "Comfort", "plain": "Comfort", "correct": false, "kind": "match-token" }, { "id": "cat_durability", "text": "How long it lasts", "plain": "How long it lasts", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "s_cheap cat_cost", "s_repaint cat_cost", "s_lights cat_safety", "s_corners cat_safety", "s_bench cat_comfort", "s_steel cat_durability" ] }, "n_options": 10 }, { "n": 40, "item_id": "_1acb1c1d-2661-4d1a-9efd-e51b9a5b700b", "type": "hottext", "title": "Water Filter Rebuild Log", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A student built a model water filter, then changed it and tested it again. The rebuild log is below.

Select the TWO sentences that are evidence that the change made the filter work better.

", "prompt_plain": "A student built a model water filter, then changed it and tested it again. The rebuild log is below. Select the TWO sentences that are evidence that the change made the filter work better .", "context_html": "", "options": [ { "id": "H1", "text": "Version 1 used one layer of sand and let through water that still looked cloudy.", "plain": "Version 1 used one layer of sand and let through water that still looked cloudy.", "correct": false, "kind": "hottext" }, { "id": "H2", "text": "In version 2, a layer of fine gravel was added under the sand.", "plain": "In version 2, a layer of fine gravel was added under the sand.", "correct": false, "kind": "hottext" }, { "id": "H3", "text": "Version 2 let through water that was much clearer than the water from version 1.", "plain": "Version 2 let through water that was much clearer than the water from version 1.", "correct": true, "kind": "hottext" }, { "id": "H4", "text": "Version 2 left only 5 bits of grit in the cup, while version 1 left 30 bits.", "plain": "Version 2 left only 5 bits of grit in the cup, while version 1 left 30 bits.", "correct": true, "kind": "hottext" }, { "id": "H5", "text": "Both versions were tested on equal cups of the same muddy water.", "plain": "Both versions were tested on equal cups of the same muddy water.", "correct": false, "kind": "hottext" }, { "id": "H6", "text": "Version 2 took a few seconds longer to drip through than version 1.", "plain": "Version 2 took a few seconds longer to drip through than version 1.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "H3", "H4" ] }, "n_options": 6 } ] }, { "form": "G8.20", "grade": "G8", "title": "Alpha Standardized Science G8.20", "test_id": "_test-17c7fab7-a804-49cd-958b-8d17946d3df6", "n_items": 40, "n_stimuli": 9, "stimuli": { "_451758da-fc54-434b-b4ca-3b309e32767e": { "title": "Whale Ancestor Fossil Series", "html": "

Whale Ancestor Fossil Series

Scientists collected fossil skeletons of three extinct animals from one region. All three skeletons share the special ear-bone shape found today only in whales, so scientists identify all three animals as ancient relatives of modern whales. Each skeleton came from a different sedimentary rock layer. Above and below each rock layer, thin layers of volcanic ash let scientists estimate each layer’s age. Figure 1 shows the rock layers and the three skeletons. Table 1 describes each skeleton’s hind limbs, with a modern whale for comparison.

Figure 1. Rock Layers and Fossil Skeletons

\"A

Table 1. Hind-Limb Comparison

SkeletonEstimated age of its rock layerHind limbs
Fossil 1about 50 million yearsLong, strong hind legs joined to the backbone; could support the animal’s weight on land
Fossil 2about 45 million yearsShort hind legs with wide, paddle-shaped feet
Fossil 3about 40 million yearsVery small hind-limb bones no longer joined to the backbone
Modern whaleliving todayNo outside hind limbs; a few small hip bones deep inside the body
" }, "_3488e275-eb90-45ac-b31a-f826ad24997b": { "title": "Orven Island Resources and Monitoring", "html": "

Orven Island Resources and Monitoring

Orven Island is a volcanic island that formed where an ocean plate sinks slowly beneath a neighboring plate. One active volcano rises at the island's center, and a rocky ridge runs north to south across the island. Map 1 shows the island's resources: its copper deposits and its natural hot springs lie in a band along the ridge. A mining camp sits on the ridge, Naru Village sits on the north coast, and Port Selis sits on the south coast. Map 2 shows the island's monitoring array. Six seismometer stations record earthquakes. During the past year the stations recorded many small earthquakes clustered under the volcano's north flank, and new steam vents opened on the north flank. Geologists use these patterns to forecast volcanic hazards.

Map 1. Orven Island Resources

\"Map

Map 2. Orven Island Monitoring Array

\"Map

" }, "_c239501d-6f10-484f-b650-4422f4e98376": { "title": "Madagascar Mouse Lemurs", "html": "

Madagascar Mouse Lemurs

Mouse lemurs are small, tree-dwelling primates found only on the island of Madagascar. In one region of the island, rainforest is being cleared, and grassland with scattered trees is spreading where forest once grew. Figure 1 shows the island, the study region, and how the two habitat types are changing. Scientists tracked one population of mouse lemurs living where the two habitats meet. The lemurs in this population vary in two traits that are passed from parents to offspring: fur color and diet type. Table 1 shows the percentage of lemurs with each trait variant that survived to breeding age in each habitat.

Figure 1. Madagascar Habitat Change

\"Map

Table 1. Survival to Breeding Age

Trait variantSurvival in rainforestSurvival in grassland with scattered trees
Reddish fur64%30%
Gray-brown fur61%59%
Eats forest fruit only63%22%
Eats insects and tree gum60%57%
" }, "_8c9ddcce-65cd-458f-85ff-13b79c8c4182": { "title": "Sickle Cell Gene-Therapy Trial", "html": "

Sickle Cell Gene-Therapy Trial

Sickle cell disease is a genetic disease. It is caused by a mutation in the gene that carries the instructions for hemoglobin, the protein that carries oxygen inside red blood cells. Healthy red blood cells are round and flexible. In people with sickle cell disease, many red blood cells are stiff and curved into a sickle shape, and they carry less oxygen. Figure 1 shows both kinds of cells. In a recent clinical trial, doctors removed blood-forming cells from 12 volunteer patients. A gene-editing tool called CRISPR corrected the mutation in those cells, and the corrected cells were returned to each patient’s body. An ethics board reviewed the trial before it began, and every family weighed the benefits and the risks of joining. One year later, most of the new red blood cells in the patients were round and healthy.

Figure 1. Red Blood Cells

\"Two

" }, "_79edb932-438b-43f1-ad1b-220b8359041c": { "title": "Clinic Cold-Pack Salt Tests", "html": "

Clinic Cold-Pack Salt Tests

A sports clinic wants a reusable cold pack for treating ankle injuries. Squeezing the pack lets a salt dissolve in a pouch of water, and the pouch can be refilled with fresh salt and water after each use. Trainer Amina tests two candidate salts. She dissolves the same mass of each salt in its own pouch of room-temperature water. She records each pouch’s water temperature for 10 minutes. Figure 1 shows the temperature-vs-time data for both salts.

Figure 1. Water Temperature After Each Salt Dissolves

\"Two

" }, "_4a876e74-f98a-4b2c-9d79-b12cca749950": { "title": "Kestrel Glacier and Sea Level", "html": "

Kestrel Glacier and Sea Level

The Kestrel Glacier sits high in the Brandt Range, about 300 kilometers from the coast. Photographs taken in 1904 and again in 2014 show that most of the glacier's ice is gone. Scientists have also measured average global surface temperature for over a century, and it has risen during that time. Figure 1 shows the glacier's surface area, found from repeated photographs and satellite images, as a percent of its area in 1904. Figure 2 shows the change in average sea level, in millimeters, measured by tide gauges along the coast.

Figure 1. Kestrel Glacier Surface Area

\"Line

Figure 2. Sea Level Change Measured by Tide Gauges

\"Line

" }, "_80d726c6-78c1-45bb-8b88-d0180d13745a": { "title": "Canoe Paddle Work Order", "html": "

Canoe Paddle Work Order

Talia’s woodshop team builds racing paddles for a canoe camp. The camp sent the team a work order for a faster paddle. The work order lists four requirements.

Requirement 1: The paddle must move a two-person canoe through the camp’s 200-meter sprint course in less than 80 seconds.

Requirement 2: The paddle must last through 500 practice strokes without cracking.

Requirement 3: The paddle must be built from the shop’s stock basswood boards.

Requirement 4: The paddle must cost no more than $40 in materials.

The team timed the current paddle, Version 1, and three prototypes on the sprint course. Each prototype changes one feature of the Version 1 blade. Every paddle passed the cracking test, used stock basswood, and stayed within the materials budget. Table 1 shows the test results.

Table 1. Paddle Test Results

PaddleBlade changeTime on sprint course (seconds)Strokes per minuteSplash-noise rating (1 = quietest)
Version 1none (current blade)88303
Prototype Anarrower blade93342
Prototype Bwider blade76264
Prototype Crounded blade corners87301
" }, "_b1bf4113-3b9c-47c0-b232-871f1ff954ec": { "title": "Wave Tank Recording Runs", "html": "

Wave Tank Recording Runs

A university lab uses a long water tank to study waves. A motor-driven paddle at one end makes waves that travel down the tank past a height sensor. The team records every run in two ways at the same time. An analog chart recorder uses a pen that draws one continuous line on a strip of moving paper. A digital logger measures the wave height many times each second and stores each measurement as a number code on a memory card. Figure 1 shows the tank. Figure 2 shows the two kinds of records from the same run. Table 1 lists the two runs the team recorded.

Figure 1. The Wave Tank

\"A

Figure 2. The Two Records of the Same Run

\"Two

Table 1. The Two Recorded Runs

RunPaddle settingWave amplitude (cm)
1Low2
2High6
" }, "_29827048-f319-467d-8e28-390efce175f4": { "title": "Redwall Quarry Highwall", "html": "

Redwall Quarry Highwall

Redwall Quarry’s stone cutting has exposed tall rock walls, called highwalls, on the quarry’s north, south, and east sides. Figure 1 shows the north highwall. Three sedimentary layers appear there: gray limestone Layer W at the bottom, red sandstone Layer Y in the middle, and tan shale Layer Z on top. An igneous rock body labeled X cuts upward through Layers W and Y but stops below Layer Z. Igneous rock forms when magma pushes into existing rock and hardens, so a body like X is younger than every layer it cuts. The top of body X was worn flat by erosion before Layer Z was deposited on it. A small fault offsets all three layers. Each sedimentary layer contains one kind of index fossil: trilobites (hard-shelled sea animals), ammonites (coil-shelled sea animals), or ginkgo leaves (from a land tree). An index fossil species lived during only a short stretch of time, so matching index fossils mark rock layers of the same age. Geologists identified the index fossil in some layers of each highwall.

Figure 1. The North Highwall

\"Cross-section

" } }, "questions": [ { "n": 1, "item_id": "_9846f757-22b2-404a-a28b-f850aac8b46d", "type": "choice", "title": "Clinic Cold Pack Salts", "standards": [ "MS-PS1-6" ], "prompt_html": "

Look at Figure 1. Which salt best fits the clinic’s cold-pack design, and why?

", "prompt_plain": "Look at Figure 1. Which salt best fits the clinic’s cold-pack design, and why?", "context_html": "", "options": [ { "id": "cA1", "text": "Salt A, because its falling temperature curve shows the dissolving salt releasing thermal energy into the water.", "plain": "Salt A, because its falling temperature curve shows the dissolving salt releasing thermal energy into the water.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Salt A, because its falling temperature curve shows the dissolving salt absorbing thermal energy from the water.", "plain": "Salt A, because its falling temperature curve shows the dissolving salt absorbing thermal energy from the water.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Salt B, because its warming pouch shows it is pulling in heat, which is what a cold pack must do.", "plain": "Salt B, because its warming pouch shows it is pulling in heat, which is what a cold pack must do.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Salt B, because the salt with the larger temperature change removes more thermal energy from an injury.", "plain": "Salt B, because the salt with the larger temperature change removes more thermal energy from an injury.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_79edb932-438b-43f1-ad1b-220b8359041c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Clinic Cold-Pack Salt Tests

A sports clinic wants a reusable cold pack for treating ankle injuries. Squeezing the pack lets a salt dissolve in a pouch of water, and the pouch can be refilled with fresh salt and water after each use. Trainer Amina tests two candidate salts. She dissolves the same mass of each salt in its own pouch of room-temperature water. She records each pouch’s water temperature for 10 minutes. Figure 1 shows the temperature-vs-time data for both salts.

Figure 1. Water Temperature After Each Salt Dissolves

\"Two

", "passage_plain": "Clinic Cold-Pack Salt Tests A sports clinic wants a reusable cold pack for treating ankle injuries. Squeezing the pack lets a salt dissolve in a pouch of water, and the pouch can be refilled with fresh salt and water after each use. Trainer Amina tests two candidate salts. She dissolves the same mass of each salt in its own pouch of room-temperature water. She records each pouch’s water temperature for 10 minutes. Figure 1 shows the temperature-vs-time data for both salts. Figure 1. Water Temperature After Each Salt Dissolves" }, { "n": 2, "item_id": "_5add2799-d21c-4fdf-b069-f651ab34002d", "type": "inline-choice", "title": "Concentrated Cold Pack Pouch", "standards": [ "MS-PS1-6" ], "prompt_html": "", "prompt_plain": "", "context_html": "

After the tests, Amina prepares one more pouch. She keeps the amount of water the same but dissolves twice as much Salt A, making this solution concentrated instead of dilute. In each pouch, the salt starts dissolving as soon as she squeezes it, dissolves at a steady rate, and finishes dissolving after exactly one minute. Amina stirs both pouches the same way.

Complete the statements about the concentrated pouch.

Compared with the first Salt A pouch, the water temperature in the concentrated pouch will drop by .

At the start of dissolving, the concentrated pouch’s temperature will change .

", "options": [ { "id": "d1of2a71a86", "text": "a smaller amount", "plain": "a smaller amount", "correct": false, "kind": "inline" }, { "id": "d1o215e6a52", "text": "about the same amount", "plain": "about the same amount", "correct": false, "kind": "inline" }, { "id": "d1o84374919", "text": "a larger amount", "plain": "a larger amount", "correct": true, "kind": "inline" }, { "id": "d2o68cf5945", "text": "more quickly", "plain": "more quickly", "correct": true, "kind": "inline" }, { "id": "d2o732c472d", "text": "more slowly", "plain": "more slowly", "correct": false, "kind": "inline" }, { "id": "d2o192837bb", "text": "at the same rate", "plain": "at the same rate", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_79edb932-438b-43f1-ad1b-220b8359041c" ], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o84374919" ], "RESPONSE2": [ "d2o68cf5945" ] }, "n_options": 6, "passage_html": "

Clinic Cold-Pack Salt Tests

A sports clinic wants a reusable cold pack for treating ankle injuries. Squeezing the pack lets a salt dissolve in a pouch of water, and the pouch can be refilled with fresh salt and water after each use. Trainer Amina tests two candidate salts. She dissolves the same mass of each salt in its own pouch of room-temperature water. She records each pouch’s water temperature for 10 minutes. Figure 1 shows the temperature-vs-time data for both salts.

Figure 1. Water Temperature After Each Salt Dissolves

\"Two

", "passage_plain": "Clinic Cold-Pack Salt Tests A sports clinic wants a reusable cold pack for treating ankle injuries. Squeezing the pack lets a salt dissolve in a pouch of water, and the pouch can be refilled with fresh salt and water after each use. Trainer Amina tests two candidate salts. She dissolves the same mass of each salt in its own pouch of room-temperature water. She records each pouch’s water temperature for 10 minutes. Figure 1 shows the temperature-vs-time data for both salts. Figure 1. Water Temperature After Each Salt Dissolves" }, { "n": 3, "item_id": "_135c0c8a-7af0-4c0b-8af6-61b0e6c7775c", "type": "choice", "title": "Cold Pack Prototype Features", "standards": [ "MS-ETS1-3" ], "prompt_html": "

The clinic sets two criteria for its final cold pack: it must reach the target temperature, 10 °C or colder, within 3 minutes of being squeezed, and it must stay colder than the 15 °C limit for at least 25 minutes. Amina builds two prototype packs, both using Salt A. Table 1 shows each prototype’s features and test results.

Table 1. Prototype Test Results

Prototype 1Prototype 2
Contact-side wallthin plasticthick plastic
Back covernonefoam sleeve
Time to reach the target temperature2 minutes6 minutes
Time staying colder than the limit14 minutes32 minutes
Trainer’s notessurface chilled fast, but the pack warmed quickly on the side open to the room airchilled slowly through the thick wall; the foam-covered side stayed cold longest

Which combination of features should the final design keep because it is most likely to meet both criteria?

", "prompt_plain": "The clinic sets two criteria for its final cold pack: it must reach the target temperature, 10 °C or colder, within 3 minutes of being squeezed, and it must stay colder than the 15 °C limit for at least 25 minutes. Amina builds two prototype packs, both using Salt A. Table 1 shows each prototype’s features and test results. Table 1. Prototype Test Results Prototype 1 Prototype 2 Contact-side wall thin plastic thick plastic Back cover none foam sleeve Time to reach the target temperature 2 minutes 6 minutes Time staying colder than the limit 14 minutes 32 minutes Trainer’s notes surface chilled fast, but the pack warmed quickly on the side open to the room air chilled slowly through the thick wall; the foam-covered side stayed cold longest Which combination of features should the final design keep because it is most likely to meet both criteria?", "context_html": "", "options": [ { "id": "cA3", "text": "The thin contact wall and the foam back cover.", "plain": "The thin contact wall and the foam back cover.", "correct": true, "kind": "choice" }, { "id": "cB3", "text": "The thin contact wall and no back cover.", "plain": "The thin contact wall and no back cover.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "The thick contact wall and the foam back cover.", "plain": "The thick contact wall and the foam back cover.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "The thick contact wall and no back cover.", "plain": "The thick contact wall and no back cover.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_79edb932-438b-43f1-ad1b-220b8359041c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA3" ] }, "n_options": 4, "passage_html": "

Clinic Cold-Pack Salt Tests

A sports clinic wants a reusable cold pack for treating ankle injuries. Squeezing the pack lets a salt dissolve in a pouch of water, and the pouch can be refilled with fresh salt and water after each use. Trainer Amina tests two candidate salts. She dissolves the same mass of each salt in its own pouch of room-temperature water. She records each pouch’s water temperature for 10 minutes. Figure 1 shows the temperature-vs-time data for both salts.

Figure 1. Water Temperature After Each Salt Dissolves

\"Two

", "passage_plain": "Clinic Cold-Pack Salt Tests A sports clinic wants a reusable cold pack for treating ankle injuries. Squeezing the pack lets a salt dissolve in a pouch of water, and the pouch can be refilled with fresh salt and water after each use. Trainer Amina tests two candidate salts. She dissolves the same mass of each salt in its own pouch of room-temperature water. She records each pouch’s water temperature for 10 minutes. Figure 1 shows the temperature-vs-time data for both salts. Figure 1. Water Temperature After Each Salt Dissolves" }, { "n": 4, "item_id": "_a361e629-3564-429b-8899-8f35882d36d9", "type": "choice", "title": "Krypton Atom Particle Regions", "standards": [ "MS-PS1-1" ], "prompt_html": "

A neutral atom of the element krypton contains 36 protons, 50 neutrons, and 36 electrons. The diagram shows the two regions of an atom.

\"A

Which statement correctly describes where these particles are located in the atom?

", "prompt_plain": "A neutral atom of the element krypton contains 36 protons, 50 neutrons, and 36 electrons. The diagram shows the two regions of an atom. Which statement correctly describes where these particles are located in the atom?", "context_html": "", "options": [ { "id": "cA4", "text": "Its nucleus holds the 36 protons and 36 electrons, and the 50 neutrons move in the space outside the nucleus.", "plain": "Its nucleus holds the 36 protons and 36 electrons, and the 50 neutrons move in the space outside the nucleus.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "Its nucleus holds the 50 neutrons, and the 36 protons and 36 electrons move in the space outside the nucleus.", "plain": "Its nucleus holds the 50 neutrons, and the 36 protons and 36 electrons move in the space outside the nucleus.", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "Its nucleus holds the 36 protons and 50 neutrons, and the 36 electrons move in the space outside the nucleus.", "plain": "Its nucleus holds the 36 protons and 50 neutrons, and the 36 electrons move in the space outside the nucleus.", "correct": true, "kind": "choice" }, { "id": "cD4", "text": "Its nucleus holds all 122 particles packed tightly together, and the space outside the nucleus stays completely empty.", "plain": "Its nucleus holds all 122 particles packed tightly together, and the space outside the nucleus stays completely empty.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot04_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_e3f4b702-e78b-46ee-ae0b-b07131956fcd", "type": "hottext", "title": "Synthetic Materials Debate Report", "standards": [ "MS-PS1-3" ], "prompt_html": "

Felix wrote a report for a class debate about two widely used synthetic materials. His report is shown below. Felix makes this claim: “Of the two materials, polyethylene creates the longer-lasting waste problem.”

Select the ONE sentence from the report that best supports his claim.

", "prompt_plain": "Felix wrote a report for a class debate about two widely used synthetic materials. His report is shown below. Felix makes this claim: “Of the two materials, polyethylene creates the longer-lasting waste problem.” Select the ONE sentence from the report that best supports his claim.", "context_html": "", "options": [ { "id": "hA5", "text": "Concrete and polyethylene are both widely used synthetic materials made from natural resources.", "plain": "Concrete and polyethylene are both widely used synthetic materials made from natural resources.", "correct": false, "kind": "hottext" }, { "id": "hB5", "text": "Polyethylene packaging is lightweight, cheap to produce, and easy to shape into bags and bottles.", "plain": "Polyethylene packaging is lightweight, cheap to produce, and easy to shape into bags and bottles.", "correct": false, "kind": "hottext" }, { "id": "hC5", "text": "Thrown-away polyethylene can remain in soil and water for hundreds of years without breaking down.", "plain": "Thrown-away polyethylene can remain in soil and water for hundreds of years without breaking down.", "correct": true, "kind": "hottext" }, { "id": "hD5", "text": "Making concrete uses large amounts of crushed rock, sand, and water from the land.", "plain": "Making concrete uses large amounts of crushed rock, sand, and water from the land.", "correct": false, "kind": "hottext" }, { "id": "hE5", "text": "Well-built concrete structures, such as bridges, can stay strong through decades of daily use.", "plain": "Well-built concrete structures, such as bridges, can stay strong through decades of daily use.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC5" ] }, "n_options": 5 }, { "n": 6, "item_id": "_b4e92651-6f2c-4958-a54a-fa7f37a93b0c", "type": "text-entry", "title": "Oxygen Atoms in Rust Equation", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Rust forms when iron reacts with oxygen. The balanced chemical equation for this reaction is shown below.

4Fe + 3O2 → 2Fe2O3

How many oxygen atoms are shown on the product side of this equation?

Give your answer as a whole number (e.g., 27).

Number of oxygen atoms:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "6" ] }, "n_options": 0 }, { "n": 7, "item_id": "_a8d67533-3f28-408e-9f66-acc621f5b719", "type": "choice", "title": "Whale Ancestor Limb Change — Part A", "standards": [ "MS-LS4-1" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. Which claim about how the hind limbs of whale ancestors changed over time is best supported?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which claim about how the hind limbs of whale ancestors changed over time is best supported?", "context_html": "", "options": [ { "id": "cA7", "text": "The hind limbs of whale ancestors changed from small flippers into long, weight-bearing legs over time.", "plain": "The hind limbs of whale ancestors changed from small flippers into long, weight-bearing legs over time.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "Each whale ancestor’s hind limbs shrank during its own lifetime as the animal spent more time swimming.", "plain": "Each whale ancestor’s hind limbs shrank during its own lifetime as the animal spent more time swimming.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "The fossil leg bones belonged to land animals that were buried in the same layers as the whale relatives.", "plain": "The fossil leg bones belonged to land animals that were buried in the same layers as the whale relatives.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "Over millions of years, the hind limbs of whale ancestors became smaller and separated from the backbone.", "plain": "Over millions of years, the hind limbs of whale ancestors became smaller and separated from the backbone.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_451758da-fc54-434b-b4ca-3b309e32767e" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD7" ] }, "n_options": 4, "passage_html": "

Whale Ancestor Fossil Series

Scientists collected fossil skeletons of three extinct animals from one region. All three skeletons share the special ear-bone shape found today only in whales, so scientists identify all three animals as ancient relatives of modern whales. Each skeleton came from a different sedimentary rock layer. Above and below each rock layer, thin layers of volcanic ash let scientists estimate each layer’s age. Figure 1 shows the rock layers and the three skeletons. Table 1 describes each skeleton’s hind limbs, with a modern whale for comparison.

Figure 1. Rock Layers and Fossil Skeletons

\"A

Table 1. Hind-Limb Comparison

SkeletonEstimated age of its rock layerHind limbs
Fossil 1about 50 million yearsLong, strong hind legs joined to the backbone; could support the animal’s weight on land
Fossil 2about 45 million yearsShort hind legs with wide, paddle-shaped feet
Fossil 3about 40 million yearsVery small hind-limb bones no longer joined to the backbone
Modern whaleliving todayNo outside hind limbs; a few small hip bones deep inside the body
", "passage_plain": "Whale Ancestor Fossil Series Scientists collected fossil skeletons of three extinct animals from one region. All three skeletons share the special ear-bone shape found today only in whales, so scientists identify all three animals as ancient relatives of modern whales. Each skeleton came from a different sedimentary rock layer. Above and below each rock layer, thin layers of volcanic ash let scientists estimate each layer’s age. Figure 1 shows the rock layers and the three skeletons. Table 1 describes each skeleton’s hind limbs, with a modern whale for comparison. Figure 1. Rock Layers and Fossil Skeletons Table 1. Hind-Limb Comparison Skeleton Estimated age of its rock layer Hind limbs Fossil 1 about 50 million years Long, strong hind legs joined to the backbone; could support the animal’s weight on land Fossil 2 about 45 million years Short hind legs with wide, paddle-shaped feet Fossil 3 about 40 million years Very small hind-limb bones no longer joined to the backbone Modern whale living today No outside hind limbs; a few small hip bones deep inside the body" }, { "n": 8, "item_id": "_b3de9726-6f34-4c72-88c2-5e47a9333fae", "type": "choice", "title": "Whale Ancestor Limb Change — Part B", "standards": [ "MS-LS4-1" ], "prompt_html": "

Part B

Which evidence from Figure 1 and Table 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which evidence from Figure 1 and Table 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA8", "text": "The ash-layer ages order the skeletons in time, and younger skeletons have smaller hind limbs.", "plain": "The ash-layer ages order the skeletons in time, and younger skeletons have smaller hind limbs.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "All three fossil skeletons share the special ear-bone shape found in today’s whales.", "plain": "All three fossil skeletons share the special ear-bone shape found in today’s whales.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Fossil 1’s long hind legs could support the animal’s full weight on land.", "plain": "Fossil 1’s long hind legs could support the animal’s full weight on land.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The three skeletons were collected from rock layers at three different depths underground.", "plain": "The three skeletons were collected from rock layers at three different depths underground.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_451758da-fc54-434b-b4ca-3b309e32767e" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA8" ] }, "n_options": 4, "passage_html": "

Whale Ancestor Fossil Series

Scientists collected fossil skeletons of three extinct animals from one region. All three skeletons share the special ear-bone shape found today only in whales, so scientists identify all three animals as ancient relatives of modern whales. Each skeleton came from a different sedimentary rock layer. Above and below each rock layer, thin layers of volcanic ash let scientists estimate each layer’s age. Figure 1 shows the rock layers and the three skeletons. Table 1 describes each skeleton’s hind limbs, with a modern whale for comparison.

Figure 1. Rock Layers and Fossil Skeletons

\"A

Table 1. Hind-Limb Comparison

SkeletonEstimated age of its rock layerHind limbs
Fossil 1about 50 million yearsLong, strong hind legs joined to the backbone; could support the animal’s weight on land
Fossil 2about 45 million yearsShort hind legs with wide, paddle-shaped feet
Fossil 3about 40 million yearsVery small hind-limb bones no longer joined to the backbone
Modern whaleliving todayNo outside hind limbs; a few small hip bones deep inside the body
", "passage_plain": "Whale Ancestor Fossil Series Scientists collected fossil skeletons of three extinct animals from one region. All three skeletons share the special ear-bone shape found today only in whales, so scientists identify all three animals as ancient relatives of modern whales. Each skeleton came from a different sedimentary rock layer. Above and below each rock layer, thin layers of volcanic ash let scientists estimate each layer’s age. Figure 1 shows the rock layers and the three skeletons. Table 1 describes each skeleton’s hind limbs, with a modern whale for comparison. Figure 1. Rock Layers and Fossil Skeletons Table 1. Hind-Limb Comparison Skeleton Estimated age of its rock layer Hind limbs Fossil 1 about 50 million years Long, strong hind legs joined to the backbone; could support the animal’s weight on land Fossil 2 about 45 million years Short hind legs with wide, paddle-shaped feet Fossil 3 about 40 million years Very small hind-limb bones no longer joined to the backbone Modern whale living today No outside hind limbs; a few small hip bones deep inside the body" }, { "n": 9, "item_id": "_39a888b2-d10b-479a-a856-663e8e89d91c", "type": "choice", "title": "Homologous Front Limbs", "standards": [ "MS-LS4-2" ], "prompt_html": "

Scientists also compare the FRONT limbs of living animals. Figure 2 shows the front-limb skeletons of a modern whale, a bat, and a human. Each limb does a different job: swimming, flying, or grasping.

Figure 2. Whale, Bat, and Human Front Limbs

\"Skeletons

Why do scientists describe these three front limbs as homologous structures?

", "prompt_plain": "Scientists also compare the FRONT limbs of living animals. Figure 2 shows the front-limb skeletons of a modern whale, a bat, and a human. Each limb does a different job: swimming, flying, or grasping. Figure 2. Whale, Bat, and Human Front Limbs Why do scientists describe these three front limbs as homologous structures?", "context_html": "", "options": [ { "id": "cA9", "text": "The three limbs match by coincidence, because bones that support movement usually grow into similar shapes.", "plain": "The three limbs match by coincidence, because bones that support movement usually grow into similar shapes.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The three limbs look almost the same from the outside, so scientists group them as matching structures.", "plain": "The three limbs look almost the same from the outside, so scientists group them as matching structures.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "The three limbs share the same underlying set of bones, a plan inherited from a common ancestor.", "plain": "The three limbs share the same underlying set of bones, a plan inherited from a common ancestor.", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "The three animals inherited matching limb bones from ancestors that built up those bones through heavy daily use.", "plain": "The three animals inherited matching limb bones from ancestors that built up those bones through heavy daily use.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot09.png" ], "stimulus_ids": [ "_451758da-fc54-434b-b4ca-3b309e32767e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC9" ] }, "n_options": 4, "passage_html": "

Whale Ancestor Fossil Series

Scientists collected fossil skeletons of three extinct animals from one region. All three skeletons share the special ear-bone shape found today only in whales, so scientists identify all three animals as ancient relatives of modern whales. Each skeleton came from a different sedimentary rock layer. Above and below each rock layer, thin layers of volcanic ash let scientists estimate each layer’s age. Figure 1 shows the rock layers and the three skeletons. Table 1 describes each skeleton’s hind limbs, with a modern whale for comparison.

Figure 1. Rock Layers and Fossil Skeletons

\"A

Table 1. Hind-Limb Comparison

SkeletonEstimated age of its rock layerHind limbs
Fossil 1about 50 million yearsLong, strong hind legs joined to the backbone; could support the animal’s weight on land
Fossil 2about 45 million yearsShort hind legs with wide, paddle-shaped feet
Fossil 3about 40 million yearsVery small hind-limb bones no longer joined to the backbone
Modern whaleliving todayNo outside hind limbs; a few small hip bones deep inside the body
", "passage_plain": "Whale Ancestor Fossil Series Scientists collected fossil skeletons of three extinct animals from one region. All three skeletons share the special ear-bone shape found today only in whales, so scientists identify all three animals as ancient relatives of modern whales. Each skeleton came from a different sedimentary rock layer. Above and below each rock layer, thin layers of volcanic ash let scientists estimate each layer’s age. Figure 1 shows the rock layers and the three skeletons. Table 1 describes each skeleton’s hind limbs, with a modern whale for comparison. Figure 1. Rock Layers and Fossil Skeletons Table 1. Hind-Limb Comparison Skeleton Estimated age of its rock layer Hind limbs Fossil 1 about 50 million years Long, strong hind legs joined to the backbone; could support the animal’s weight on land Fossil 2 about 45 million years Short hind legs with wide, paddle-shaped feet Fossil 3 about 40 million years Very small hind-limb bones no longer joined to the backbone Modern whale living today No outside hind limbs; a few small hip bones deep inside the body" }, { "n": 10, "item_id": "_c42f7a6f-e6db-4f1d-b2eb-d33eb46bea6d", "type": "inline-choice", "title": "Vertebrate Embryo Stages", "standards": [ "MS-LS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The figure shows drawings of the embryos of three vertebrates — a zebrafish, a salamander, and a human — at an early stage and at a later stage of development.

\"A

Complete the statements about the figure.

At the early stage, the zebrafish, salamander, and human embryos look .

As development continues to the later stage, the bodies of the three embryos .

The similarities among the early embryos are evidence that fish, amphibians, and mammals .

", "options": [ { "id": "d1obbf694c5", "text": "like tiny adult animals", "plain": "like tiny adult animals", "correct": false, "kind": "inline" }, { "id": "d1oc7d84427", "text": "very similar to one another", "plain": "very similar to one another", "correct": true, "kind": "inline" }, { "id": "d1ocfedc80d", "text": "very different from one another", "plain": "very different from one another", "correct": false, "kind": "inline" }, { "id": "d2o4fbcc557", "text": "grow more similar to one another", "plain": "grow more similar to one another", "correct": false, "kind": "inline" }, { "id": "d2o74c411fe", "text": "stay the same as in the early stage", "plain": "stay the same as in the early stage", "correct": false, "kind": "inline" }, { "id": "d2o37223399", "text": "grow more different from one another", "plain": "grow more different from one another", "correct": true, "kind": "inline" }, { "id": "d3o16b179c0", "text": "share a common ancestor", "plain": "share a common ancestor", "correct": true, "kind": "inline" }, { "id": "d3o7c6dcf56", "text": "develop in the same kind of environment", "plain": "develop in the same kind of environment", "correct": false, "kind": "inline" }, { "id": "d3oc1777b6c", "text": "grow into similar adult animals", "plain": "grow into similar adult animals", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot10.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1oc7d84427" ], "RESPONSE2": [ "d2o37223399" ], "RESPONSE3": [ "d3o16b179c0" ] }, "n_options": 9 }, { "n": 11, "item_id": "_9afb28bc-b318-4ae6-8388-5e8d8f9ccf10", "type": "choice", "title": "Madagascar Mouse Lemurs — Part A", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. As rainforest in the study region is cleared, grassland with scattered trees spreads across it.

Which claim about this mouse lemur population do the data best support?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. As rainforest in the study region is cleared, grassland with scattered trees spreads across it. Which claim about this mouse lemur population do the data best support?", "context_html": "", "options": [ { "id": "cA11", "text": "Lemur parents are likely to respond to the habitat change by producing offspring born with the traits the new habitat requires.", "plain": "Lemur parents are likely to respond to the habitat change by producing offspring born with the traits the new habitat requires.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "In grassland, gray-brown fur and the insect-and-tree-gum diet have higher survival than their alternative variants, so both are likely to become more common.", "plain": "In grassland, gray-brown fur and the insect-and-tree-gum diet have higher survival than their alternative variants, so both are likely to become more common.", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "Each lemur is likely to change its own fur color and diet during its lifetime to match the spreading grassland.", "plain": "Each lemur is likely to change its own fur color and diet during its lifetime to match the spreading grassland.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "Because the lemurs keep breeding with one another across the two habitats, the mix of trait variants is not likely to change.", "plain": "Because the lemurs keep breeding with one another across the two habitats, the mix of trait variants is not likely to change.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c239501d-6f10-484f-b650-4422f4e98376" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB11" ] }, "n_options": 4, "passage_html": "

Madagascar Mouse Lemurs

Mouse lemurs are small, tree-dwelling primates found only on the island of Madagascar. In one region of the island, rainforest is being cleared, and grassland with scattered trees is spreading where forest once grew. Figure 1 shows the island, the study region, and how the two habitat types are changing. Scientists tracked one population of mouse lemurs living where the two habitats meet. The lemurs in this population vary in two traits that are passed from parents to offspring: fur color and diet type. Table 1 shows the percentage of lemurs with each trait variant that survived to breeding age in each habitat.

Figure 1. Madagascar Habitat Change

\"Map

Table 1. Survival to Breeding Age

Trait variantSurvival in rainforestSurvival in grassland with scattered trees
Reddish fur64%30%
Gray-brown fur61%59%
Eats forest fruit only63%22%
Eats insects and tree gum60%57%
", "passage_plain": "Madagascar Mouse Lemurs Mouse lemurs are small, tree-dwelling primates found only on the island of Madagascar. In one region of the island, rainforest is being cleared, and grassland with scattered trees is spreading where forest once grew. Figure 1 shows the island, the study region, and how the two habitat types are changing. Scientists tracked one population of mouse lemurs living where the two habitats meet. The lemurs in this population vary in two traits that are passed from parents to offspring: fur color and diet type. Table 1 shows the percentage of lemurs with each trait variant that survived to breeding age in each habitat. Figure 1. Madagascar Habitat Change Table 1. Survival to Breeding Age Trait variant Survival in rainforest Survival in grassland with scattered trees Reddish fur 64% 30% Gray-brown fur 61% 59% Eats forest fruit only 63% 22% Eats insects and tree gum 60% 57%" }, { "n": 12, "item_id": "_93869f8d-cdce-43c5-b180-23a8a567587c", "type": "choice", "title": "Madagascar Mouse Lemurs — Part B", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part B

A scientist wants to organize the trait variants from Table 1 into two groups as evidence for your answer in Part A. She compares the two variants of each trait and groups each variant by whether its grassland survival is the higher or the lower of the pair.

Which grouping best presents that evidence?

", "prompt_plain": "Part B A scientist wants to organize the trait variants from Table 1 into two groups as evidence for your answer in Part A. She compares the two variants of each trait and groups each variant by whether its grassland survival is the higher or the lower of the pair. Which grouping best presents that evidence?", "context_html": "", "options": [ { "id": "cA12", "text": "Higher grassland survival within its trait: gray-brown fur; eats insects and tree gum. Lower grassland survival within its trait: reddish fur; eats forest fruit only.", "plain": "Higher grassland survival within its trait: gray-brown fur; eats insects and tree gum. Lower grassland survival within its trait: reddish fur; eats forest fruit only.", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "Higher grassland survival within its trait: reddish fur; eats forest fruit only. Lower grassland survival within its trait: gray-brown fur; eats insects and tree gum.", "plain": "Higher grassland survival within its trait: reddish fur; eats forest fruit only. Lower grassland survival within its trait: gray-brown fur; eats insects and tree gum.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Higher grassland survival within its trait: gray-brown fur; reddish fur. Lower grassland survival within its trait: eats forest fruit only; eats insects and tree gum.", "plain": "Higher grassland survival within its trait: gray-brown fur; reddish fur. Lower grassland survival within its trait: eats forest fruit only; eats insects and tree gum.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Higher grassland survival within its trait: reddish fur; eats insects and tree gum. Lower grassland survival within its trait: gray-brown fur; eats forest fruit only.", "plain": "Higher grassland survival within its trait: reddish fur; eats insects and tree gum. Lower grassland survival within its trait: gray-brown fur; eats forest fruit only.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c239501d-6f10-484f-b650-4422f4e98376" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA12" ] }, "n_options": 4, "passage_html": "

Madagascar Mouse Lemurs

Mouse lemurs are small, tree-dwelling primates found only on the island of Madagascar. In one region of the island, rainforest is being cleared, and grassland with scattered trees is spreading where forest once grew. Figure 1 shows the island, the study region, and how the two habitat types are changing. Scientists tracked one population of mouse lemurs living where the two habitats meet. The lemurs in this population vary in two traits that are passed from parents to offspring: fur color and diet type. Table 1 shows the percentage of lemurs with each trait variant that survived to breeding age in each habitat.

Figure 1. Madagascar Habitat Change

\"Map

Table 1. Survival to Breeding Age

Trait variantSurvival in rainforestSurvival in grassland with scattered trees
Reddish fur64%30%
Gray-brown fur61%59%
Eats forest fruit only63%22%
Eats insects and tree gum60%57%
", "passage_plain": "Madagascar Mouse Lemurs Mouse lemurs are small, tree-dwelling primates found only on the island of Madagascar. In one region of the island, rainforest is being cleared, and grassland with scattered trees is spreading where forest once grew. Figure 1 shows the island, the study region, and how the two habitat types are changing. Scientists tracked one population of mouse lemurs living where the two habitats meet. The lemurs in this population vary in two traits that are passed from parents to offspring: fur color and diet type. Table 1 shows the percentage of lemurs with each trait variant that survived to breeding age in each habitat. Figure 1. Madagascar Habitat Change Table 1. Survival to Breeding Age Trait variant Survival in rainforest Survival in grassland with scattered trees Reddish fur 64% 30% Gray-brown fur 61% 59% Eats forest fruit only 63% 22% Eats insects and tree gum 60% 57%" }, { "n": 13, "item_id": "_6fe68f83-41f4-4cd9-837f-013de5d73bb3", "type": "choice", "title": "Sparrow Body Mass Across a Continent", "standards": [ "MS-LS4-6" ], "prompt_html": "

Figure 1 maps the average adult body mass of house sparrows across a large continent and shows each region’s average January temperature.

Figure 1. Sparrow Body Mass and January Temperature

\"Map

Field studies of these sparrows show that body mass is passed from parents to offspring. The studies also show that in cold winters, heavier sparrows survive at higher rates than lighter ones.

Which statement about the sparrow populations is best supported by Figure 1 and the field studies?

", "prompt_plain": "Figure 1 maps the average adult body mass of house sparrows across a large continent and shows each region’s average January temperature. Figure 1. Sparrow Body Mass and January Temperature Field studies of these sparrows show that body mass is passed from parents to offspring. The studies also show that in cold winters, heavier sparrows survive at higher rates than lighter ones. Which statement about the sparrow populations is best supported by Figure 1 and the field studies?", "context_html": "", "options": [ { "id": "cA13", "text": "Individual sparrows living in the colder regions grew heavier bodies during their own lifetimes as the winters became colder.", "plain": "Individual sparrows living in the colder regions grew heavier bodies during their own lifetimes as the winters became colder.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Cold winter weather caused new body-size mutations to appear in the sparrows that live in the colder regions.", "plain": "Cold winter weather caused new body-size mutations to appear in the sparrows that live in the colder regions.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Heavier sparrows in colder regions left more surviving offspring over many generations, so heavy bodies became more common in those populations.", "plain": "Heavier sparrows in colder regions left more surviving offspring over many generations, so heavy bodies became more common in those populations.", "correct": true, "kind": "choice" }, { "id": "cD13", "text": "Northern sparrows eat more during warm summers, and this extra feeding changes the body-size trait their offspring inherit.", "plain": "Northern sparrows eat more during warm summers, and this extra feeding changes the body-size trait their offspring inherit.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot13.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_6ed97b4d-28df-4754-bb9d-cfe42122fee2", "type": "choice", "title": "From Gene to Sickle Cell", "standards": [ "MS-LS3-1" ], "prompt_html": "

Figure 2 in this question shows the normal pathway from gene to red blood cell. The bottom row shows the same pathway in a person with sickle cell disease, with one step left blank.

Figure 2. Gene-to-Cell Pathway

\"Two-row

Which statement best completes the pathway by explaining how the mutation leads to sickle-shaped red blood cells?

", "prompt_plain": "Figure 2 in this question shows the normal pathway from gene to red blood cell. The bottom row shows the same pathway in a person with sickle cell disease, with one step left blank. Figure 2. Gene-to-Cell Pathway Which statement best completes the pathway by explaining how the mutation leads to sickle-shaped red blood cells?", "context_html": "", "options": [ { "id": "cA14", "text": "The mutation changes the shape of the red blood cell first, and the reshaped cell then builds a different form of hemoglobin.", "plain": "The mutation changes the shape of the red blood cell first, and the reshaped cell then builds a different form of hemoglobin.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The mutation stops the cell from making hemoglobin, so the empty red blood cell folds into a sickle shape.", "plain": "The mutation stops the cell from making hemoglobin, so the empty red blood cell folds into a sickle shape.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The mutation changes the cell’s outer membrane directly, so the cell bends without any change to the hemoglobin protein.", "plain": "The mutation changes the cell’s outer membrane directly, so the cell bends without any change to the hemoglobin protein.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The mutation changes the shape of the hemoglobin protein, and the misshapen protein molecules then bend the cell into a sickle shape.", "plain": "The mutation changes the shape of the hemoglobin protein, and the misshapen protein molecules then bend the cell into a sickle shape.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot14b_v2.png" ], "stimulus_ids": [ "_8c9ddcce-65cd-458f-85ff-13b79c8c4182" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4, "passage_html": "

Sickle Cell Gene-Therapy Trial

Sickle cell disease is a genetic disease. It is caused by a mutation in the gene that carries the instructions for hemoglobin, the protein that carries oxygen inside red blood cells. Healthy red blood cells are round and flexible. In people with sickle cell disease, many red blood cells are stiff and curved into a sickle shape, and they carry less oxygen. Figure 1 shows both kinds of cells. In a recent clinical trial, doctors removed blood-forming cells from 12 volunteer patients. A gene-editing tool called CRISPR corrected the mutation in those cells, and the corrected cells were returned to each patient’s body. An ethics board reviewed the trial before it began, and every family weighed the benefits and the risks of joining. One year later, most of the new red blood cells in the patients were round and healthy.

Figure 1. Red Blood Cells

\"Two

", "passage_plain": "Sickle Cell Gene-Therapy Trial Sickle cell disease is a genetic disease. It is caused by a mutation in the gene that carries the instructions for hemoglobin, the protein that carries oxygen inside red blood cells. Healthy red blood cells are round and flexible. In people with sickle cell disease, many red blood cells are stiff and curved into a sickle shape, and they carry less oxygen. Figure 1 shows both kinds of cells. In a recent clinical trial, doctors removed blood-forming cells from 12 volunteer patients. A gene-editing tool called CRISPR corrected the mutation in those cells, and the corrected cells were returned to each patient’s body. An ethics board reviewed the trial before it began, and every family weighed the benefits and the risks of joining. One year later, most of the new red blood cells in the patients were round and healthy. Figure 1. Red Blood Cells" }, { "n": 15, "item_id": "_484a69e0-fcf7-4e84-923e-e527eec64195", "type": "choice", "title": "Genetic Technologies and Traits", "standards": [ "MS-LS4-5" ], "prompt_html": "

Scientists use several different genetic technologies, including the one described in the trial summary.

Choose the TWO statements that correctly describe how genetic technologies influence organisms’ traits.

", "prompt_plain": "Scientists use several different genetic technologies, including the one described in the trial summary. Choose the TWO statements that correctly describe how genetic technologies influence organisms’ traits.", "context_html": "", "options": [ { "id": "cA15", "text": "Selective breeding works by changing the genes inside a parent organism so that its offspring are born with new traits.", "plain": "Selective breeding works by changing the genes inside a parent organism so that its offspring are born with new traits.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "Genetically modified food changes the genes of the person or animal that eats it.", "plain": "Genetically modified food changes the genes of the person or animal that eats it.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Genetic modification can move a useful gene from one species into the DNA of another organism.", "plain": "Genetic modification can move a useful gene from one species into the DNA of another organism.", "correct": true, "kind": "choice" }, { "id": "cD15", "text": "Gene-editing tools work by having an organism practice a new trait until the trait becomes part of its genes.", "plain": "Gene-editing tools work by having an organism practice a new trait until the trait becomes part of its genes.", "correct": false, "kind": "choice" }, { "id": "cE15", "text": "Gene therapy can treat a genetic disease by correcting the faulty gene inside a patient’s cells.", "plain": "Gene therapy can treat a genetic disease by correcting the faulty gene inside a patient’s cells.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8c9ddcce-65cd-458f-85ff-13b79c8c4182" ], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC15", "cE15" ] }, "n_options": 5, "passage_html": "

Sickle Cell Gene-Therapy Trial

Sickle cell disease is a genetic disease. It is caused by a mutation in the gene that carries the instructions for hemoglobin, the protein that carries oxygen inside red blood cells. Healthy red blood cells are round and flexible. In people with sickle cell disease, many red blood cells are stiff and curved into a sickle shape, and they carry less oxygen. Figure 1 shows both kinds of cells. In a recent clinical trial, doctors removed blood-forming cells from 12 volunteer patients. A gene-editing tool called CRISPR corrected the mutation in those cells, and the corrected cells were returned to each patient’s body. An ethics board reviewed the trial before it began, and every family weighed the benefits and the risks of joining. One year later, most of the new red blood cells in the patients were round and healthy.

Figure 1. Red Blood Cells

\"Two

", "passage_plain": "Sickle Cell Gene-Therapy Trial Sickle cell disease is a genetic disease. It is caused by a mutation in the gene that carries the instructions for hemoglobin, the protein that carries oxygen inside red blood cells. Healthy red blood cells are round and flexible. In people with sickle cell disease, many red blood cells are stiff and curved into a sickle shape, and they carry less oxygen. Figure 1 shows both kinds of cells. In a recent clinical trial, doctors removed blood-forming cells from 12 volunteer patients. A gene-editing tool called CRISPR corrected the mutation in those cells, and the corrected cells were returned to each patient’s body. An ethics board reviewed the trial before it began, and every family weighed the benefits and the risks of joining. One year later, most of the new red blood cells in the patients were round and healthy. Figure 1. Red Blood Cells" }, { "n": 16, "item_id": "_0aa40451-039c-4ad2-a015-9b4e59568995", "type": "choice", "title": "Jump-Rope Heart and Breathing Data", "standards": [ "MS-LS1-3" ], "prompt_html": "

Hana jumps rope in gym class while wearing a fitness tracker. Table 1 shows her heart rate and breathing rate before, during, and after jumping.

Table 1. Hana’s Heart and Breathing Rates

ActivityHeart rate (beats per minute)Breathing rate (breaths per minute)
Sitting at rest7415
After 2 minutes of jumping11627
After 4 minutes of jumping13833
3 minutes after stopping9219

Choose the TWO claims that the data in Table 1 support.

", "prompt_plain": "Hana jumps rope in gym class while wearing a fitness tracker. Table 1 shows her heart rate and breathing rate before, during, and after jumping. Table 1. Hana’s Heart and Breathing Rates Activity Heart rate (beats per minute) Breathing rate (breaths per minute) Sitting at rest 74 15 After 2 minutes of jumping 116 27 After 4 minutes of jumping 138 33 3 minutes after stopping 92 19 Choose the TWO claims that the data in Table 1 support.", "context_html": "", "options": [ { "id": "cA16", "text": "Heart rate and breathing rate rise together during jumping, delivering more oxygen to Hana’s working muscle cells.", "plain": "Heart rate and breathing rate rise together during jumping, delivering more oxygen to Hana’s working muscle cells.", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "Breathing rate rises during jumping only to cool the body down, not to take in more oxygen.", "plain": "Breathing rate rises during jumping only to cool the body down, not to take in more oxygen.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Heart rate rises during jumping while Hana’s breathing rate stays close to its resting level.", "plain": "Heart rate rises during jumping while Hana’s breathing rate stays close to its resting level.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Both of the measured rates begin returning toward their resting values after Hana stops jumping.", "plain": "Both of the measured rates begin returning toward their resting values after Hana stops jumping.", "correct": true, "kind": "choice" }, { "id": "cE16", "text": "Hana’s circulatory and respiratory systems respond separately, so the two rates change with no link to each other.", "plain": "Hana’s circulatory and respiratory systems respond separately, so the two rates change with no link to each other.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA16", "cD16" ] }, "n_options": 5 }, { "n": 17, "item_id": "_8c87aaf4-05e6-4151-afd7-d564cf39663e", "type": "choice", "title": "Vent Bacteria Growth Locations", "standards": [ "MS-LS2-1" ], "prompt_html": "

Hot, mineral-rich water flows out of a vent on the deep ocean floor. Figure 1 shows the temperature ranges in which four types of ocean bacteria can grow. Table 1 shows the water temperature at different distances from the vent opening.

Figure 1. Bacteria Growth Temperature Ranges

\"Bar

Table 1. Water Temperature Near the Vent

Distance from vent openingWater temperature
0 meters (at the opening)76°C
2 meters47°C
8 meters22°C
25 meters3°C

Which conclusion about where these bacteria can grow do Figure 1 and Table 1 support?

", "prompt_plain": "Hot, mineral-rich water flows out of a vent on the deep ocean floor. Figure 1 shows the temperature ranges in which four types of ocean bacteria can grow. Table 1 shows the water temperature at different distances from the vent opening. Figure 1. Bacteria Growth Temperature Ranges Table 1. Water Temperature Near the Vent Distance from vent opening Water temperature 0 meters (at the opening) 76°C 2 meters 47°C 8 meters 22°C 25 meters 3°C Which conclusion about where these bacteria can grow do Figure 1 and Table 1 support?", "context_html": "", "options": [ { "id": "cA17", "text": "Type 4 bacteria can grow about 25 meters from the vent, the only distance shown with water in their growth range.", "plain": "Type 4 bacteria can grow about 25 meters from the vent, the only distance shown with water in their growth range.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "Type 1 bacteria can grow at each distance in Table 1, because the vent heats the nearby ocean water evenly.", "plain": "Type 1 bacteria can grow at each distance in Table 1, because the vent heats the nearby ocean water evenly.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "All four types grow best right at the vent opening, because warmer water speeds up the growth of bacteria.", "plain": "All four types grow best right at the vent opening, because warmer water speeds up the growth of bacteria.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Type 4 bacteria grow best at the vent opening, where the 76°C water supplies the most energy for their growth.", "plain": "Type 4 bacteria grow best at the vent opening, where the 76°C water supplies the most energy for their growth.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot17.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA17" ] }, "n_options": 4 }, { "n": 18, "item_id": "_6ab358cd-7283-48b5-b064-2c5ed39e2fa5", "type": "choice", "title": "Beetle Spot Cross Conclusions", "standards": [ "MS-LS3-2" ], "prompt_html": "

In a lab population of beetles, spot number is controlled by one gene. The allele for many spots (S) is dominant to the allele for few spots (s). Imani crosses two many-spot beetles. Table 1 shows the offspring, and Table 2 shows the Punnett square model Imani has not yet completed.

Table 1. Offspring of the Cross

Offspring phenotypeNumber of offspring
Many spots21
Few spots7

Table 2. Imani’s Punnett Square (Not Completed)

Parent 1 allele: ?Parent 1 allele: ?
Parent 2 allele: ?
Parent 2 allele: ?

Choose the TWO conclusions about this cross that the information supports.

", "prompt_plain": "In a lab population of beetles, spot number is controlled by one gene. The allele for many spots (S) is dominant to the allele for few spots (s). Imani crosses two many-spot beetles. Table 1 shows the offspring, and Table 2 shows the Punnett square model Imani has not yet completed. Table 1. Offspring of the Cross Offspring phenotype Number of offspring Many spots 21 Few spots 7 Table 2. Imani’s Punnett Square (Not Completed) Parent 1 allele: ? Parent 1 allele: ? Parent 2 allele: ? Parent 2 allele: ? Choose the TWO conclusions about this cross that the information supports.", "context_html": "", "options": [ { "id": "cA18", "text": "Both parent beetles have two copies of the many-spots allele (SS), because both parents show many spots.", "plain": "Both parent beetles have two copies of the many-spots allele (SS), because both parents show many spots.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Each parent beetle carries one copy of the many-spots allele (S) and one copy of the few-spots allele (s).", "plain": "Each parent beetle carries one copy of the many-spots allele (S) and one copy of the few-spots allele (s).", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "Few-spots offspring appeared because an S allele changed into an s allele inside those offspring.", "plain": "Few-spots offspring appeared because an S allele changed into an s allele inside those offspring.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "About one-fourth of the offspring were expected to show few spots, which matches the counts in Table 1.", "plain": "About one-fourth of the offspring were expected to show few spots, which matches the counts in Table 1.", "correct": true, "kind": "choice" }, { "id": "cE18", "text": "Each few-spot offspring inherited an s allele from one parent and an S allele from the other parent.", "plain": "Each few-spot offspring inherited an s allele from one parent and an S allele from the other parent.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB18", "cD18" ] }, "n_options": 5 }, { "n": 19, "item_id": "_635ac627-65de-4662-bb7a-faa531e6c825", "type": "order", "title": "Redwall Highwall Event Sequence", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Look at Figure 1. Four events formed the rocks shown in the north highwall.

 

Drag the four events into the order in which they happened, from oldest at the top to youngest at the bottom.

", "prompt_plain": "Look at Figure 1. Four events formed the rocks shown in the north highwall. Drag the four events into the order in which they happened, from oldest at the top to youngest at the bottom.", "context_html": "", "options": [ { "id": "o19D1bd66f4c", "text": "Layer Z is deposited.", "plain": "Layer Z is deposited.", "correct": true, "kind": "choice" }, { "id": "o19C90ba02b8", "text": "Igneous body X forms.", "plain": "Igneous body X forms.", "correct": true, "kind": "choice" }, { "id": "o19A5bb2e835", "text": "Layer W is deposited.", "plain": "Layer W is deposited.", "correct": true, "kind": "choice" }, { "id": "o19Bb9f8116a", "text": "Layer Y is deposited.", "plain": "Layer Y is deposited.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_29827048-f319-467d-8e28-390efce175f4" ], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "o19A5bb2e835", "o19Bb9f8116a", "o19C90ba02b8", "o19D1bd66f4c" ] }, "n_options": 4, "passage_html": "

Redwall Quarry Highwall

Redwall Quarry’s stone cutting has exposed tall rock walls, called highwalls, on the quarry’s north, south, and east sides. Figure 1 shows the north highwall. Three sedimentary layers appear there: gray limestone Layer W at the bottom, red sandstone Layer Y in the middle, and tan shale Layer Z on top. An igneous rock body labeled X cuts upward through Layers W and Y but stops below Layer Z. Igneous rock forms when magma pushes into existing rock and hardens, so a body like X is younger than every layer it cuts. The top of body X was worn flat by erosion before Layer Z was deposited on it. A small fault offsets all three layers. Each sedimentary layer contains one kind of index fossil: trilobites (hard-shelled sea animals), ammonites (coil-shelled sea animals), or ginkgo leaves (from a land tree). An index fossil species lived during only a short stretch of time, so matching index fossils mark rock layers of the same age. Geologists identified the index fossil in some layers of each highwall.

Figure 1. The North Highwall

\"Cross-section

", "passage_plain": "Redwall Quarry Highwall Redwall Quarry’s stone cutting has exposed tall rock walls, called highwalls, on the quarry’s north, south, and east sides. Figure 1 shows the north highwall. Three sedimentary layers appear there: gray limestone Layer W at the bottom, red sandstone Layer Y in the middle, and tan shale Layer Z on top. An igneous rock body labeled X cuts upward through Layers W and Y but stops below Layer Z. Igneous rock forms when magma pushes into existing rock and hardens, so a body like X is younger than every layer it cuts. The top of body X was worn flat by erosion before Layer Z was deposited on it. A small fault offsets all three layers. Each sedimentary layer contains one kind of index fossil: trilobites (hard-shelled sea animals), ammonites (coil-shelled sea animals), or ginkgo leaves (from a land tree). An index fossil species lived during only a short stretch of time, so matching index fossils mark rock layers of the same age. Geologists identified the index fossil in some layers of each highwall. Figure 1. The North Highwall" }, { "n": 20, "item_id": "_138c0fdd-8f00-4e37-bb0a-2c68e9fcc382", "type": "gap-match", "title": "Highwall Fossil Correlation Grid", "standards": [ "MS-ESS1-4" ], "prompt_html": "

The correlation grid below shows the rock layers of each highwall from top to bottom, with each layer’s rock type. Quarry mapping shows that each rock layer is one continuous unit that extends through all three highwalls. Some cells already show the index fossil identified there. In the east highwall, the red sandstone layer is missing: it eroded away before the tan shale was deposited.

 

Drag one fossil card into each empty cell to show which index fossil geologists should expect to find in that layer. A card may be used more than once.

", "prompt_plain": "The correlation grid below shows the rock layers of each highwall from top to bottom, with each layer’s rock type. Quarry mapping shows that each rock layer is one continuous unit that extends through all three highwalls. Some cells already show the index fossil identified there. In the east highwall, the red sandstone layer is missing: it eroded away before the tan shale was deposited. Drag one fossil card into each empty cell to show which index fossil geologists should expect to find in that layer. A card may be used more than once.", "context_html": "", "options": [ { "id": "card-ammonite", "text": "\"Drag", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "card-ginkgo", "text": "\"Drag", "plain": "", "correct": false, "kind": "gap-token" }, { "id": "card-trilobite", "text": "\"Drag", "plain": "", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot20b.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot20c.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot20a.png" ], "stimulus_ids": [ "_29827048-f319-467d-8e28-390efce175f4" ], "key_letters": "", "key_values": { "RESPONSE": [ "card-ginkgo gap-north-top", "card-ammonite gap-south-middle", "card-trilobite gap-south-bottom", "card-ginkgo gap-east-top" ] }, "n_options": 3, "passage_html": "

Redwall Quarry Highwall

Redwall Quarry’s stone cutting has exposed tall rock walls, called highwalls, on the quarry’s north, south, and east sides. Figure 1 shows the north highwall. Three sedimentary layers appear there: gray limestone Layer W at the bottom, red sandstone Layer Y in the middle, and tan shale Layer Z on top. An igneous rock body labeled X cuts upward through Layers W and Y but stops below Layer Z. Igneous rock forms when magma pushes into existing rock and hardens, so a body like X is younger than every layer it cuts. The top of body X was worn flat by erosion before Layer Z was deposited on it. A small fault offsets all three layers. Each sedimentary layer contains one kind of index fossil: trilobites (hard-shelled sea animals), ammonites (coil-shelled sea animals), or ginkgo leaves (from a land tree). An index fossil species lived during only a short stretch of time, so matching index fossils mark rock layers of the same age. Geologists identified the index fossil in some layers of each highwall.

Figure 1. The North Highwall

\"Cross-section

", "passage_plain": "Redwall Quarry Highwall Redwall Quarry’s stone cutting has exposed tall rock walls, called highwalls, on the quarry’s north, south, and east sides. Figure 1 shows the north highwall. Three sedimentary layers appear there: gray limestone Layer W at the bottom, red sandstone Layer Y in the middle, and tan shale Layer Z on top. An igneous rock body labeled X cuts upward through Layers W and Y but stops below Layer Z. Igneous rock forms when magma pushes into existing rock and hardens, so a body like X is younger than every layer it cuts. The top of body X was worn flat by erosion before Layer Z was deposited on it. A small fault offsets all three layers. Each sedimentary layer contains one kind of index fossil: trilobites (hard-shelled sea animals), ammonites (coil-shelled sea animals), or ginkgo leaves (from a land tree). An index fossil species lived during only a short stretch of time, so matching index fossils mark rock layers of the same age. Geologists identified the index fossil in some layers of each highwall. Figure 1. The North Highwall" }, { "n": 21, "item_id": "_c6af991b-6deb-444a-b4c9-e13514750480", "type": "choice", "title": "Roadcut Layer History", "standards": [ "MS-ESS2-1" ], "prompt_html": "

A new highway cut into a hillside exposes a stack of rock layers. The figure shows the roadcut and a key to its layers. In the roadcut, thin beds of gray mudstone, made of very fine clay particles, alternate again and again with thicker beds of tan sandstone, made of gritty sand grains. None of the beds are folded or broken.

\"A

Which explanation best accounts for what this stack of layers records?

", "prompt_plain": "A new highway cut into a hillside exposes a stack of rock layers. The figure shows the roadcut and a key to its layers. In the roadcut, thin beds of gray mudstone, made of very fine clay particles, alternate again and again with thicker beds of tan sandstone, made of gritty sand grains. None of the beds are folded or broken. Which explanation best accounts for what this stack of layers records?", "context_html": "", "options": [ { "id": "cA21", "text": "A single large flood dropped the whole stack of sediment at one time, and the sediment sorted itself into alternating bands as it settled.", "plain": "A single large flood dropped the whole stack of sediment at one time, and the sediment sorted itself into alternating bands as it settled.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The environment switched many times between calm water, which dropped fine clay, and faster-moving water, which dropped sand, over a long time.", "plain": "The environment switched many times between calm water, which dropped fine clay, and faster-moving water, which dropped sand, over a long time.", "correct": true, "kind": "choice" }, { "id": "cC21", "text": "A nearby volcano erupted again and again, pouring out sheet after sheet of lava that cooled to form each of the alternating beds.", "plain": "A nearby volcano erupted again and again, pouring out sheet after sheet of lava that cooled to form each of the alternating beds.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "The mudstone beds formed deep underground after the sandstone beds and then slowly pushed their way up between the sandstone layers.", "plain": "The mudstone beds formed deep underground after the sandstone beds and then slowly pushed their way up between the sandstone layers.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot21.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB21" ] }, "n_options": 4 }, { "n": 22, "item_id": "_bc68e480-8a6b-4ca6-8501-3353b9f8c62e", "type": "inline-choice", "title": "Postcards Between Hemispheres", "standards": [ "MS-ESS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

In late September, Priya, who lives in the Northern Hemisphere, writes to her cousin Mateo, who lives in the Southern Hemisphere. Priya's postcard says her afternoons are turning cooler and her daylight hours are getting shorter. Mateo writes back that his afternoons are turning warmer and his daylight hours are getting longer. The figure shows Earth at four places on its orbit, with its tilted axis pointing the same way at each place.

\"Diagram

Use the model in the figure. Choose the word or phrase that best completes each sentence.

The two hemispheres have opposite seasons because of Earth's .

As Earth moves along its orbit in the months after late September, the hemisphere where Mateo lives tilts more and more the Sun.

The hemisphere tilted toward the Sun warms more because it receives sunlight.

", "options": [ { "id": "b1o1", "text": "changing distance from the Sun", "plain": "changing distance from the Sun", "correct": false, "kind": "inline" }, { "id": "b1o2", "text": "changing speed along its orbit", "plain": "changing speed along its orbit", "correct": false, "kind": "inline" }, { "id": "b1o3", "text": "tilted axis", "plain": "tilted axis", "correct": true, "kind": "inline" }, { "id": "b2o1", "text": "away from", "plain": "away from", "correct": false, "kind": "inline" }, { "id": "b2o2", "text": "neither toward nor away from", "plain": "neither toward nor away from", "correct": false, "kind": "inline" }, { "id": "b2o3", "text": "toward", "plain": "toward", "correct": true, "kind": "inline" }, { "id": "b3o1", "text": "more direct", "plain": "more direct", "correct": true, "kind": "inline" }, { "id": "b3o2", "text": "more spread-out", "plain": "more spread-out", "correct": false, "kind": "inline" }, { "id": "b3o3", "text": "just as much", "plain": "just as much", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot22_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1o3" ], "RESPONSE2": [ "b2o3" ], "RESPONSE3": [ "b3o1" ] }, "n_options": 9 }, { "n": 23, "item_id": "_7e1ff75f-2216-4270-aea8-066a6aa9fdbf", "type": "gap-match", "title": "Watershed Process Drivers", "standards": [ "MS-ESS2-4" ], "prompt_html": "

The diagram shows the Otter Creek watershed. Five water-cycle processes are labeled on the diagram: evaporation from the reservoir, transpiration from the hillside forest, precipitation falling on the ridge, runoff flowing down the slopes into the creek, and infiltration soaking into the ground below a field.

\"Diagram

 

Drag one tile into each empty box to show whether each labeled process is driven mainly by energy from sunlight or driven mainly by the pull of gravity. You may use a tile more than once.

", "prompt_plain": "The diagram shows the Otter Creek watershed. Five water-cycle processes are labeled on the diagram: evaporation from the reservoir, transpiration from the hillside forest, precipitation falling on the ridge, runoff flowing down the slopes into the creek, and infiltration soaking into the ground below a field. Drag one tile into each empty box to show whether each labeled process is driven mainly by energy from sunlight or driven mainly by the pull of gravity. You may use a tile more than once.", "context_html": "", "options": [ { "id": "tok-grav", "text": "driven mainly by gravity", "plain": "driven mainly by gravity", "correct": false, "kind": "gap-token" }, { "id": "tok-sun", "text": "driven mainly by sunlight", "plain": "driven mainly by sunlight", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot23.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-sun gp1", "tok-sun gp2", "tok-grav gp3", "tok-grav gp4", "tok-grav gp5" ] }, "n_options": 2 }, { "n": 24, "item_id": "_ca99526b-df24-45bc-8d90-2a92ba166e30", "type": "choice", "title": "Glacier and Sea Level — Part A", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Part A

Mira studies Figure 1 and Figure 2 together, along with the note that average global surface temperature has risen over the same century.

Which claim do the two records together support?

", "prompt_plain": "Part A Mira studies Figure 1 and Figure 2 together, along with the note that average global surface temperature has risen over the same century. Which claim do the two records together support?", "context_html": "", "options": [ { "id": "cA24", "text": "As temperature rose, the glacier kept losing ice, and melting land ice is one source of the rising sea level.", "plain": "As temperature rose, the glacier kept losing ice, and melting land ice is one source of the rising sea level.", "correct": true, "kind": "choice" }, { "id": "cB24", "text": "Rising sea level has been flooding the glacier from below and washing its remaining ice out to sea.", "plain": "Rising sea level has been flooding the glacier from below and washing its remaining ice out to sea.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "The glacier's area and the average sea level have both been falling, which shows the region is growing colder.", "plain": "The glacier's area and the average sea level have both been falling, which shows the region is growing colder.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "The glacier and the ocean cannot be connected, because the glacier lies about 300 kilometers from the coast.", "plain": "The glacier and the ocean cannot be connected, because the glacier lies about 300 kilometers from the coast.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4a876e74-f98a-4b2c-9d79-b12cca749950" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA24" ] }, "n_options": 4, "passage_html": "

Kestrel Glacier and Sea Level

The Kestrel Glacier sits high in the Brandt Range, about 300 kilometers from the coast. Photographs taken in 1904 and again in 2014 show that most of the glacier's ice is gone. Scientists have also measured average global surface temperature for over a century, and it has risen during that time. Figure 1 shows the glacier's surface area, found from repeated photographs and satellite images, as a percent of its area in 1904. Figure 2 shows the change in average sea level, in millimeters, measured by tide gauges along the coast.

Figure 1. Kestrel Glacier Surface Area

\"Line

Figure 2. Sea Level Change Measured by Tide Gauges

\"Line

", "passage_plain": "Kestrel Glacier and Sea Level The Kestrel Glacier sits high in the Brandt Range, about 300 kilometers from the coast. Photographs taken in 1904 and again in 2014 show that most of the glacier's ice is gone. Scientists have also measured average global surface temperature for over a century, and it has risen during that time. Figure 1 shows the glacier's surface area, found from repeated photographs and satellite images, as a percent of its area in 1904. Figure 2 shows the change in average sea level, in millimeters, measured by tide gauges along the coast. Figure 1. Kestrel Glacier Surface Area Figure 2. Sea Level Change Measured by Tide Gauges" }, { "n": 25, "item_id": "_e1d71089-de6d-47df-93e5-0d3f2a7550e7", "type": "choice", "title": "Glacier and Sea Level — Part B", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Part B

Mira wants to add one more instrument record to the two records shown.

Which additional record would best support the claim in your answer in Part A?

", "prompt_plain": "Part B Mira wants to add one more instrument record to the two records shown. Which additional record would best support the claim in your answer in Part A?", "context_html": "", "options": [ { "id": "cA25", "text": "Thermometer readings of average yearly air temperature collected over the same century.", "plain": "Thermometer readings of average yearly air temperature collected over the same century.", "correct": true, "kind": "choice" }, { "id": "cB25", "text": "Satellite images of the Kestrel Glacier taken again at the end of every summer.", "plain": "Satellite images of the Kestrel Glacier taken again at the end of every summer.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "Tide-gauge readings of sea level collected from more harbors along the same coast.", "plain": "Tide-gauge readings of sea level collected from more harbors along the same coast.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "Seismometer recordings of small earthquakes beneath the Brandt Range during the same years.", "plain": "Seismometer recordings of small earthquakes beneath the Brandt Range during the same years.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4a876e74-f98a-4b2c-9d79-b12cca749950" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA25" ] }, "n_options": 4, "passage_html": "

Kestrel Glacier and Sea Level

The Kestrel Glacier sits high in the Brandt Range, about 300 kilometers from the coast. Photographs taken in 1904 and again in 2014 show that most of the glacier's ice is gone. Scientists have also measured average global surface temperature for over a century, and it has risen during that time. Figure 1 shows the glacier's surface area, found from repeated photographs and satellite images, as a percent of its area in 1904. Figure 2 shows the change in average sea level, in millimeters, measured by tide gauges along the coast.

Figure 1. Kestrel Glacier Surface Area

\"Line

Figure 2. Sea Level Change Measured by Tide Gauges

\"Line

", "passage_plain": "Kestrel Glacier and Sea Level The Kestrel Glacier sits high in the Brandt Range, about 300 kilometers from the coast. Photographs taken in 1904 and again in 2014 show that most of the glacier's ice is gone. Scientists have also measured average global surface temperature for over a century, and it has risen during that time. Figure 1 shows the glacier's surface area, found from repeated photographs and satellite images, as a percent of its area in 1904. Figure 2 shows the change in average sea level, in millimeters, measured by tide gauges along the coast. Figure 1. Kestrel Glacier Surface Area Figure 2. Sea Level Change Measured by Tide Gauges" }, { "n": 26, "item_id": "_7cd73564-7861-43c8-b8d6-7eb20c0fd439", "type": "choice", "title": "Coastal Town Planning", "standards": [ "MS-ESS3-3" ], "prompt_html": "

A town on the low-lying coast uses the two records to plan for the next 20 years.

If the trends in Figure 1 and Figure 2 continue, which action by the town is best supported by the evidence?

", "prompt_plain": "A town on the low-lying coast uses the two records to plan for the next 20 years. If the trends in Figure 1 and Figure 2 continue, which action by the town is best supported by the evidence?", "context_html": "", "options": [ { "id": "cA26", "text": "Fence off the glacier's remaining ice so hikers can no longer walk on it and break it apart.", "plain": "Fence off the glacier's remaining ice so hikers can no longer walk on it and break it apart.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Build a dam across the river below the glacier to trap the meltwater before it reaches the ocean.", "plain": "Build a dam across the river below the glacier to trap the meltwater before it reaches the ocean.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "Wait several years, because glaciers this large usually grow back on their own after a few snowy winters.", "plain": "Wait several years, because glaciers this large usually grow back on their own after a few snowy winters.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Begin raising flood defenses and moving important equipment out of the lowest streets near the shore.", "plain": "Begin raising flood defenses and moving important equipment out of the lowest streets near the shore.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4a876e74-f98a-4b2c-9d79-b12cca749950" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD26" ] }, "n_options": 4, "passage_html": "

Kestrel Glacier and Sea Level

The Kestrel Glacier sits high in the Brandt Range, about 300 kilometers from the coast. Photographs taken in 1904 and again in 2014 show that most of the glacier's ice is gone. Scientists have also measured average global surface temperature for over a century, and it has risen during that time. Figure 1 shows the glacier's surface area, found from repeated photographs and satellite images, as a percent of its area in 1904. Figure 2 shows the change in average sea level, in millimeters, measured by tide gauges along the coast.

Figure 1. Kestrel Glacier Surface Area

\"Line

Figure 2. Sea Level Change Measured by Tide Gauges

\"Line

", "passage_plain": "Kestrel Glacier and Sea Level The Kestrel Glacier sits high in the Brandt Range, about 300 kilometers from the coast. Photographs taken in 1904 and again in 2014 show that most of the glacier's ice is gone. Scientists have also measured average global surface temperature for over a century, and it has risen during that time. Figure 1 shows the glacier's surface area, found from repeated photographs and satellite images, as a percent of its area in 1904. Figure 2 shows the change in average sea level, in millimeters, measured by tide gauges along the coast. Figure 1. Kestrel Glacier Surface Area Figure 2. Sea Level Change Measured by Tide Gauges" }, { "n": 27, "item_id": "_46511f00-a6a2-4351-bdb6-51fa4504f356", "type": "choice", "title": "Ridge Resources and Hot Springs", "standards": [ "MS-ESS3-1" ], "prompt_html": "

Look at Map 1.

Which explanation best accounts for why Orven Island's copper deposits and hot springs lie along the volcanic ridge instead of along the beaches or in the lowland valleys?

", "prompt_plain": "Look at Map 1. Which explanation best accounts for why Orven Island's copper deposits and hot springs lie along the volcanic ridge instead of along the beaches or in the lowland valleys?", "context_html": "", "options": [ { "id": "cA27", "text": "The ridge is the most worn-down part of the island, so erosion there has uncovered copper and warm groundwater that lie hidden everywhere beneath the island.", "plain": "The ridge is the most worn-down part of the island, so erosion there has uncovered copper and warm groundwater that lie hidden everywhere beneath the island.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "The many small earthquakes recorded under the volcano's north flank shake copper and hot spring water out of the rock and scatter them along the ridge.", "plain": "The many small earthquakes recorded under the volcano's north flank shake copper and hot spring water out of the rock and scatter them along the ridge.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "Melted rock and hot fluids rising under the island's volcanic center carry dissolved metals toward the surface, heating the ground along the ridge.", "plain": "Melted rock and hot fluids rising under the island's volcanic center carry dissolved metals toward the surface, heating the ground along the ridge.", "correct": true, "kind": "choice" }, { "id": "cD27", "text": "Mining crews have dug tunnels along the ridge for many years, and heat and copper-rich water escaping from those tunnels formed the springs and deposits there.", "plain": "Mining crews have dug tunnels along the ridge for many years, and heat and copper-rich water escaping from those tunnels formed the springs and deposits there.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3488e275-eb90-45ac-b31a-f826ad24997b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC27" ] }, "n_options": 4, "passage_html": "

Orven Island Resources and Monitoring

Orven Island is a volcanic island that formed where an ocean plate sinks slowly beneath a neighboring plate. One active volcano rises at the island's center, and a rocky ridge runs north to south across the island. Map 1 shows the island's resources: its copper deposits and its natural hot springs lie in a band along the ridge. A mining camp sits on the ridge, Naru Village sits on the north coast, and Port Selis sits on the south coast. Map 2 shows the island's monitoring array. Six seismometer stations record earthquakes. During the past year the stations recorded many small earthquakes clustered under the volcano's north flank, and new steam vents opened on the north flank. Geologists use these patterns to forecast volcanic hazards.

Map 1. Orven Island Resources

\"Map

Map 2. Orven Island Monitoring Array

\"Map

", "passage_plain": "Orven Island Resources and Monitoring Orven Island is a volcanic island that formed where an ocean plate sinks slowly beneath a neighboring plate. One active volcano rises at the island's center, and a rocky ridge runs north to south across the island. Map 1 shows the island's resources: its copper deposits and its natural hot springs lie in a band along the ridge. A mining camp sits on the ridge, Naru Village sits on the north coast, and Port Selis sits on the south coast. Map 2 shows the island's monitoring array. Six seismometer stations record earthquakes. During the past year the stations recorded many small earthquakes clustered under the volcano's north flank, and new steam vents opened on the north flank. Geologists use these patterns to forecast volcanic hazards. Map 1. Orven Island Resources Map 2. Orven Island Monitoring Array" }, { "n": 28, "item_id": "_33e9287a-4e77-4102-8114-faa7e4b2ec51", "type": "choice", "title": "Volcano Monitoring Forecasts", "standards": [ "MS-ESS3-2" ], "prompt_html": "

Look at Map 1 and Map 2 together.

Choose the TWO forecasts that the patterns on the maps support.

", "prompt_plain": "Look at Map 1 and Map 2 together. Choose the TWO forecasts that the patterns on the maps support.", "context_html": "", "options": [ { "id": "cA28", "text": "The volcano will erupt on a date within the next three months, before the rainy season begins.", "plain": "The volcano will erupt on a date within the next three months, before the rainy season begins.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "New volcanic activity is more likely on the volcano's north flank than on its south flank.", "plain": "New volcanic activity is more likely on the volcano's north flank than on its south flank.", "correct": true, "kind": "choice" }, { "id": "cC28", "text": "The small earthquakes under the north flank are more likely caused by mining work at the camp than by the volcano.", "plain": "The small earthquakes under the north flank are more likely caused by mining work at the camp than by the volcano.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "If the unrest stays concentrated on the north flank, Naru Village is more likely than Port Selis to need protection from volcanic hazards.", "plain": "If the unrest stays concentrated on the north flank, Naru Village is more likely than Port Selis to need protection from volcanic hazards.", "correct": true, "kind": "choice" }, { "id": "cE28", "text": "Because the small earthquakes under the north flank have released the volcano's pressure, new volcanic activity there is now less likely.", "plain": "Because the small earthquakes under the north flank have released the volcano's pressure, new volcanic activity there is now less likely.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3488e275-eb90-45ac-b31a-f826ad24997b" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB28", "cD28" ] }, "n_options": 5, "passage_html": "

Orven Island Resources and Monitoring

Orven Island is a volcanic island that formed where an ocean plate sinks slowly beneath a neighboring plate. One active volcano rises at the island's center, and a rocky ridge runs north to south across the island. Map 1 shows the island's resources: its copper deposits and its natural hot springs lie in a band along the ridge. A mining camp sits on the ridge, Naru Village sits on the north coast, and Port Selis sits on the south coast. Map 2 shows the island's monitoring array. Six seismometer stations record earthquakes. During the past year the stations recorded many small earthquakes clustered under the volcano's north flank, and new steam vents opened on the north flank. Geologists use these patterns to forecast volcanic hazards.

Map 1. Orven Island Resources

\"Map

Map 2. Orven Island Monitoring Array

\"Map

", "passage_plain": "Orven Island Resources and Monitoring Orven Island is a volcanic island that formed where an ocean plate sinks slowly beneath a neighboring plate. One active volcano rises at the island's center, and a rocky ridge runs north to south across the island. Map 1 shows the island's resources: its copper deposits and its natural hot springs lie in a band along the ridge. A mining camp sits on the ridge, Naru Village sits on the north coast, and Port Selis sits on the south coast. Map 2 shows the island's monitoring array. Six seismometer stations record earthquakes. During the past year the stations recorded many small earthquakes clustered under the volcano's north flank, and new steam vents opened on the north flank. Geologists use these patterns to forecast volcanic hazards. Map 1. Orven Island Resources Map 2. Orven Island Monitoring Array" }, { "n": 29, "item_id": "_06c79de5-78c3-417a-99a2-e710aed3b9ef", "type": "text-entry", "title": "Soapbox Car Kinetic Energy", "standards": [ "MS-PS3-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Rowan's soapbox-derby car rolls down a hill past two timing gates, and the car's mass stays the same for the whole run. At Gate 1 the car's speed is 4 meters per second. At Gate 2 the car's speed is 8 meters per second. A moving object's kinetic energy grows in proportion to the square of its speed.

The car's kinetic energy at Gate 2 is how many times as large as its kinetic energy at Gate 1?

Enter the exact number. Give your answer as a whole number (e.g., 12).

Number of times as large:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 30, "item_id": "_888669f1-f7ba-45cc-88e4-fdaa8c541860", "type": "gap-match", "title": "Two Kinds of Wave Records", "standards": [ "MS-PS4-3" ], "prompt_html": "

The lab team writes four statements about its two kinds of records. Use Figure 2 and what you know about analog and digital signals.

 

Drag one tile into each empty box to show which record each statement describes. You may use a tile more than once.

", "prompt_plain": "The lab team writes four statements about its two kinds of records. Use Figure 2 and what you know about analog and digital signals. Drag one tile into each empty box to show which record each statement describes. You may use a tile more than once.", "context_html": "", "options": [ { "id": "tok-ana", "text": "analog chart-recorder trace", "plain": "analog chart-recorder trace", "correct": false, "kind": "gap-token" }, { "id": "tok-dig", "text": "digital logger record", "plain": "digital logger record", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_b1bf4113-3b9c-47c0-b232-871f1ff954ec" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok-dig gp1", "tok-ana gp2", "tok-dig gp3", "tok-ana gp4" ] }, "n_options": 2, "passage_html": "

Wave Tank Recording Runs

A university lab uses a long water tank to study waves. A motor-driven paddle at one end makes waves that travel down the tank past a height sensor. The team records every run in two ways at the same time. An analog chart recorder uses a pen that draws one continuous line on a strip of moving paper. A digital logger measures the wave height many times each second and stores each measurement as a number code on a memory card. Figure 1 shows the tank. Figure 2 shows the two kinds of records from the same run. Table 1 lists the two runs the team recorded.

Figure 1. The Wave Tank

\"A

Figure 2. The Two Records of the Same Run

\"Two

Table 1. The Two Recorded Runs

RunPaddle settingWave amplitude (cm)
1Low2
2High6
", "passage_plain": "Wave Tank Recording Runs A university lab uses a long water tank to study waves. A motor-driven paddle at one end makes waves that travel down the tank past a height sensor. The team records every run in two ways at the same time. An analog chart recorder uses a pen that draws one continuous line on a strip of moving paper. A digital logger measures the wave height many times each second and stores each measurement as a number code on a memory card. Figure 1 shows the tank. Figure 2 shows the two kinds of records from the same run. Table 1 lists the two runs the team recorded. Figure 1. The Wave Tank Figure 2. The Two Records of the Same Run Table 1. The Two Recorded Runs Run Paddle setting Wave amplitude (cm) 1 Low 2 2 High 6" }, { "n": 31, "item_id": "_72cfc9d4-60a8-468c-9018-3623dfcfb1be", "type": "choice", "title": "Wave Amplitude and Energy", "standards": [ "MS-PS4-1" ], "prompt_html": "

Look at Table 1. The two recorded runs made waves with different amplitudes.

Which statement best relates the amplitude of the waves in the tank to the energy the waves carry?

", "prompt_plain": "Look at Table 1. The two recorded runs made waves with different amplitudes. Which statement best relates the amplitude of the waves in the tank to the energy the waves carry?", "context_html": "", "options": [ { "id": "cA31", "text": "A wave with a larger amplitude carries a greater amount of energy.", "plain": "A wave with a larger amplitude carries a greater amount of energy.", "correct": true, "kind": "choice" }, { "id": "cB31", "text": "A wave with a larger amplitude carries a smaller amount of energy.", "plain": "A wave with a larger amplitude carries a smaller amount of energy.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "A wave carries the same amount of energy at any amplitude.", "plain": "A wave carries the same amount of energy at any amplitude.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "A wave’s amplitude changes its speed but not the energy it carries.", "plain": "A wave’s amplitude changes its speed but not the energy it carries.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b1bf4113-3b9c-47c0-b232-871f1ff954ec" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA31" ] }, "n_options": 4, "passage_html": "

Wave Tank Recording Runs

A university lab uses a long water tank to study waves. A motor-driven paddle at one end makes waves that travel down the tank past a height sensor. The team records every run in two ways at the same time. An analog chart recorder uses a pen that draws one continuous line on a strip of moving paper. A digital logger measures the wave height many times each second and stores each measurement as a number code on a memory card. Figure 1 shows the tank. Figure 2 shows the two kinds of records from the same run. Table 1 lists the two runs the team recorded.

Figure 1. The Wave Tank

\"A

Figure 2. The Two Records of the Same Run

\"Two

Table 1. The Two Recorded Runs

RunPaddle settingWave amplitude (cm)
1Low2
2High6
", "passage_plain": "Wave Tank Recording Runs A university lab uses a long water tank to study waves. A motor-driven paddle at one end makes waves that travel down the tank past a height sensor. The team records every run in two ways at the same time. An analog chart recorder uses a pen that draws one continuous line on a strip of moving paper. A digital logger measures the wave height many times each second and stores each measurement as a number code on a memory card. Figure 1 shows the tank. Figure 2 shows the two kinds of records from the same run. Table 1 lists the two runs the team recorded. Figure 1. The Wave Tank Figure 2. The Two Records of the Same Run Table 1. The Two Recorded Runs Run Paddle setting Wave amplitude (cm) 1 Low 2 2 High 6" }, { "n": 32, "item_id": "_d4469ec8-72f8-4cc2-9354-0da4b04112e1", "type": "choice", "title": "Ice Blocks in a Warm Room", "standards": [ "MS-PS3-3" ], "prompt_html": "

Soren wraps one ice block in a thick wool scarf and a second identical ice block in sheets of newspaper. He leaves a third identical ice block unwrapped. All three blocks sit on matching plates in the same room, where the wall thermometer reads 24°C. The photo shows the three blocks.

\"Three

Which ice block will finish melting first, and why?

", "prompt_plain": "Soren wraps one ice block in a thick wool scarf and a second identical ice block in sheets of newspaper. He leaves a third identical ice block unwrapped. All three blocks sit on matching plates in the same room, where the wall thermometer reads 24°C. The photo shows the three blocks. Which ice block will finish melting first, and why?", "context_html": "", "options": [ { "id": "cA32", "text": "The block in the wool scarf, because wool adds its own warmth to whatever it wraps.", "plain": "The block in the wool scarf, because wool adds its own warmth to whatever it wraps.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "The block in the newspaper, because the paper lets the block’s cold leak out into the room air.", "plain": "The block in the newspaper, because the paper lets the block’s cold leak out into the room air.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "The unwrapped block, because thermal energy from the warm room air reaches bare ice the fastest.", "plain": "The unwrapped block, because thermal energy from the warm room air reaches bare ice the fastest.", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "The three blocks will finish melting at the same time, because each one starts with the same amount of ice.", "plain": "The three blocks will finish melting at the same time, because each one starts with the same amount of ice.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot32.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4 }, { "n": 33, "item_id": "_28006d73-8649-4149-8fa6-960d5bc63578", "type": "choice", "title": "Bird on a Fence Post", "standards": [ "MS-PS2-1" ], "prompt_html": "

A bird stands on top of a wooden fence post. The bird presses down on the post with a 6-newton force. The photo shows this force as an arrow.

\"A

According to Newton’s third law, which force completes the action-reaction force pair?

", "prompt_plain": "A bird stands on top of a wooden fence post. The bird presses down on the post with a 6-newton force. The photo shows this force as an arrow. According to Newton’s third law, which force completes the action-reaction force pair?", "context_html": "", "options": [ { "id": "cA33", "text": "The Earth pulls down on the bird with a 6-newton force.", "plain": "The Earth pulls down on the bird with a 6-newton force.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "The post pushes up on the bird with a 6-newton force.", "plain": "The post pushes up on the bird with a 6-newton force.", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "The post pushes down on the ground with a 6-newton force.", "plain": "The post pushes down on the ground with a 6-newton force.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "The post pushes up on the bird with a weaker force.", "plain": "The post pushes up on the bird with a weaker force.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot33.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB33" ] }, "n_options": 4 }, { "n": 34, "item_id": "_c5b83ace-cc4d-440a-860f-83b8b0d90b8c", "type": "gap-match", "title": "Counting Atoms in a Reaction", "standards": [ "MS-PS1-1" ], "prompt_html": "

A camping stove burns propane. The diagram models the balanced chemical reaction of propane with oxygen. The large number in front of each molecule model tells how many of that molecule take part in the reaction.

\"Model

 

Drag one number into each empty box in Table 1 to show the total number of atoms of each element on each side of the reaction.

", "prompt_plain": "A camping stove burns propane. The diagram models the balanced chemical reaction of propane with oxygen. The large number in front of each molecule model tells how many of that molecule take part in the reaction. Drag one number into each empty box in Table 1 to show the total number of atoms of each element on each side of the reaction.", "context_html": "", "options": [ { "id": "tn2", "text": "2", "plain": "2", "correct": false, "kind": "gap-token" }, { "id": "tn1", "text": "1", "plain": "1", "correct": false, "kind": "gap-token" }, { "id": "tn8", "text": "8", "plain": "8", "correct": false, "kind": "gap-token" }, { "id": "tn3", "text": "3", "plain": "3", "correct": false, "kind": "gap-token" }, { "id": "tn5", "text": "5", "plain": "5", "correct": false, "kind": "gap-token" }, { "id": "tn10", "text": "10", "plain": "10", "correct": false, "kind": "gap-token" }, { "id": "tn16", "text": "16", "plain": "16", "correct": false, "kind": "gap-token" }, { "id": "tn6", "text": "6", "plain": "6", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot34_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tn3 gCr", "tn3 gCp", "tn8 gHr", "tn8 gHp", "tn10 gOr", "tn10 gOp" ] }, "n_options": 8 }, { "n": 35, "item_id": "_caac3e3f-8ba1-41d8-bc04-e20e154d8702", "type": "choice", "title": "Metal Strip in Blue Solution", "standards": [ "MS-PS1-2" ], "prompt_html": "

Wren places a shiny gray metal strip into a beaker of bright blue solution, seals the beaker, and measures its total mass. The next day Wren measures again. Table 1 lists the observations, and the photos show the beaker on both days.

Table 1. Wren’s Observations

ObservationDay 1Day 2
Color of the solutionbright bluepale blue
Surface of the metal stripshiny graycoated with a dull reddish-brown crust
Total mass of the sealed beaker210 g210 g

\"Two

Which statement best explains whether Wren can conclude that a chemical reaction happened inside the beaker?

", "prompt_plain": "Wren places a shiny gray metal strip into a beaker of bright blue solution, seals the beaker, and measures its total mass. The next day Wren measures again. Table 1 lists the observations, and the photos show the beaker on both days. Table 1. Wren’s Observations Observation Day 1 Day 2 Color of the solution bright blue pale blue Surface of the metal strip shiny gray coated with a dull reddish-brown crust Total mass of the sealed beaker 210 g 210 g Which statement best explains whether Wren can conclude that a chemical reaction happened inside the beaker?", "context_html": "", "options": [ { "id": "cA35", "text": "No. The paler blue color shows that the solution in the beaker became more watered down.", "plain": "No. The paler blue color shows that the solution in the beaker became more watered down.", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "No. The total mass stayed the same, and a real chemical reaction would have changed the total mass.", "plain": "No. The total mass stayed the same, and a real chemical reaction would have changed the total mass.", "correct": false, "kind": "choice" }, { "id": "cC35", "text": "Yes. The dull reddish-brown crust is a new substance with properties different from the shiny metal.", "plain": "Yes. The dull reddish-brown crust is a new substance with properties different from the shiny metal.", "correct": true, "kind": "choice" }, { "id": "cD35", "text": "Yes. The sealed beaker’s total mass measured exactly the same on Day 1 and on Day 2.", "plain": "Yes. The sealed beaker’s total mass measured exactly the same on Day 1 and on Day 2.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot35.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC35" ] }, "n_options": 4 }, { "n": 36, "item_id": "_9f82f118-9a55-4139-84b2-d9f401d982a8", "type": "choice", "title": "Elements That Behave Alike", "standards": [ "EXT-MSChem-U1L2", "(host:", "MS-PS1-1", "course", "strand)" ], "prompt_html": "

The panel shows where five elements sit on the periodic table. Elements in the same group (column) share similar chemical properties.

\"A

Based on the positions shown, which TWO elements would be expected to behave most alike in chemical reactions? Choose the TWO best answers.

", "prompt_plain": "The panel shows where five elements sit on the periodic table. Elements in the same group (column) share similar chemical properties. Based on the positions shown, which TWO elements would be expected to behave most alike in chemical reactions? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA36", "text": "Helium (He)", "plain": "Helium (He)", "correct": true, "kind": "choice" }, { "id": "cB36", "text": "Nitrogen (N)", "plain": "Nitrogen (N)", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "Chlorine (Cl)", "plain": "Chlorine (Cl)", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "Argon (Ar)", "plain": "Argon (Ar)", "correct": true, "kind": "choice" }, { "id": "cE36", "text": "Potassium (K)", "plain": "Potassium (K)", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-20/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA36", "cD36" ] }, "n_options": 5 }, { "n": 37, "item_id": "_d9d960e3-d8d9-4949-972f-90a5261f3dbe", "type": "choice", "title": "Canoe Paddle Redesign — Part A", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part A

The team is deciding what to do with the Version 1 blade so the new paddle meets Requirement 1.

Based on Table 1, which choice should the team make, and why?

", "prompt_plain": "Part A The team is deciding what to do with the Version 1 blade so the new paddle meets Requirement 1. Based on Table 1, which choice should the team make, and why?", "context_html": "", "options": [ { "id": "cA37", "text": "Widen the blade, because the wide-blade prototype finished the sprint course in 76 seconds.", "plain": "Widen the blade, because the wide-blade prototype finished the sprint course in 76 seconds.", "correct": true, "kind": "choice" }, { "id": "cB37", "text": "Narrow the blade, because the narrow-blade prototype reached 34 strokes per minute, the highest rate of the four paddles.", "plain": "Narrow the blade, because the narrow-blade prototype reached 34 strokes per minute, the highest rate of the four paddles.", "correct": false, "kind": "choice" }, { "id": "cC37", "text": "Round the blade corners, because the rounded-corner prototype earned a splash-noise rating of 1, the quietest of the four paddles.", "plain": "Round the blade corners, because the rounded-corner prototype earned a splash-noise rating of 1, the quietest of the four paddles.", "correct": false, "kind": "choice" }, { "id": "cD37", "text": "Keep the blade unchanged, because Version 1 finished the sprint course only 1 second behind the rounded-corner prototype.", "plain": "Keep the blade unchanged, because Version 1 finished the sprint course only 1 second behind the rounded-corner prototype.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_80d726c6-78c1-45bb-8b88-d0180d13745a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA37" ] }, "n_options": 4, "passage_html": "

Canoe Paddle Work Order

Talia’s woodshop team builds racing paddles for a canoe camp. The camp sent the team a work order for a faster paddle. The work order lists four requirements.

Requirement 1: The paddle must move a two-person canoe through the camp’s 200-meter sprint course in less than 80 seconds.

Requirement 2: The paddle must last through 500 practice strokes without cracking.

Requirement 3: The paddle must be built from the shop’s stock basswood boards.

Requirement 4: The paddle must cost no more than $40 in materials.

The team timed the current paddle, Version 1, and three prototypes on the sprint course. Each prototype changes one feature of the Version 1 blade. Every paddle passed the cracking test, used stock basswood, and stayed within the materials budget. Table 1 shows the test results.

Table 1. Paddle Test Results

PaddleBlade changeTime on sprint course (seconds)Strokes per minuteSplash-noise rating (1 = quietest)
Version 1none (current blade)88303
Prototype Anarrower blade93342
Prototype Bwider blade76264
Prototype Crounded blade corners87301
", "passage_plain": "Canoe Paddle Work Order Talia’s woodshop team builds racing paddles for a canoe camp. The camp sent the team a work order for a faster paddle. The work order lists four requirements. Requirement 1: The paddle must move a two-person canoe through the camp’s 200-meter sprint course in less than 80 seconds. Requirement 2: The paddle must last through 500 practice strokes without cracking. Requirement 3: The paddle must be built from the shop’s stock basswood boards. Requirement 4: The paddle must cost no more than $40 in materials. The team timed the current paddle, Version 1, and three prototypes on the sprint course. Each prototype changes one feature of the Version 1 blade. Every paddle passed the cracking test, used stock basswood, and stayed within the materials budget. Table 1 shows the test results. Table 1. Paddle Test Results Paddle Blade change Time on sprint course (seconds) Strokes per minute Splash-noise rating (1 = quietest) Version 1 none (current blade) 88 30 3 Prototype A narrower blade 93 34 2 Prototype B wider blade 76 26 4 Prototype C rounded blade corners 87 30 1" }, { "n": 38, "item_id": "_4d050fa8-1326-4b5b-b65f-81caaee57c15", "type": "choice", "title": "Canoe Paddle Redesign — Part B", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

Which statement correctly identifies the performance gap that made the blade change in your answer in Part A necessary and predicts how that change should close the gap?

", "prompt_plain": "Part B Which statement correctly identifies the performance gap that made the blade change in your answer in Part A necessary and predicts how that change should close the gap?", "context_html": "", "options": [ { "id": "cA38", "text": "Version 1’s splash-noise rating was 3 instead of 1; the chosen change should let the blade enter the water more quietly and lower that rating.", "plain": "Version 1’s splash-noise rating was 3 instead of 1; the chosen change should let the blade enter the water more quietly and lower that rating.", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Version 1 held a lower stroke rate than one of the prototypes; the chosen change should let a paddler take more strokes each minute.", "plain": "Version 1 held a lower stroke rate than one of the prototypes; the chosen change should let a paddler take more strokes each minute.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Version 1 already finished ahead of the slowest prototype; the chosen change should mainly strengthen the blade, so its course time will barely change.", "plain": "Version 1 already finished ahead of the slowest prototype; the chosen change should mainly strengthen the blade, so its course time will barely change.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Version 1 finished 8 seconds over the time target; the chosen change should push on more water each stroke, so the course time should drop.", "plain": "Version 1 finished 8 seconds over the time target; the chosen change should push on more water each stroke, so the course time should drop.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_80d726c6-78c1-45bb-8b88-d0180d13745a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD38" ] }, "n_options": 4, "passage_html": "

Canoe Paddle Work Order

Talia’s woodshop team builds racing paddles for a canoe camp. The camp sent the team a work order for a faster paddle. The work order lists four requirements.

Requirement 1: The paddle must move a two-person canoe through the camp’s 200-meter sprint course in less than 80 seconds.

Requirement 2: The paddle must last through 500 practice strokes without cracking.

Requirement 3: The paddle must be built from the shop’s stock basswood boards.

Requirement 4: The paddle must cost no more than $40 in materials.

The team timed the current paddle, Version 1, and three prototypes on the sprint course. Each prototype changes one feature of the Version 1 blade. Every paddle passed the cracking test, used stock basswood, and stayed within the materials budget. Table 1 shows the test results.

Table 1. Paddle Test Results

PaddleBlade changeTime on sprint course (seconds)Strokes per minuteSplash-noise rating (1 = quietest)
Version 1none (current blade)88303
Prototype Anarrower blade93342
Prototype Bwider blade76264
Prototype Crounded blade corners87301
", "passage_plain": "Canoe Paddle Work Order Talia’s woodshop team builds racing paddles for a canoe camp. The camp sent the team a work order for a faster paddle. The work order lists four requirements. Requirement 1: The paddle must move a two-person canoe through the camp’s 200-meter sprint course in less than 80 seconds. Requirement 2: The paddle must last through 500 practice strokes without cracking. Requirement 3: The paddle must be built from the shop’s stock basswood boards. Requirement 4: The paddle must cost no more than $40 in materials. The team timed the current paddle, Version 1, and three prototypes on the sprint course. Each prototype changes one feature of the Version 1 blade. Every paddle passed the cracking test, used stock basswood, and stayed within the materials budget. Table 1 shows the test results. Table 1. Paddle Test Results Paddle Blade change Time on sprint course (seconds) Strokes per minute Splash-noise rating (1 = quietest) Version 1 none (current blade) 88 30 3 Prototype A narrower blade 93 34 2 Prototype B wider blade 76 26 4 Prototype C rounded blade corners 87 30 1" }, { "n": 39, "item_id": "_53a2a588-65f1-4bb5-b64d-b1423d901311", "type": "choice", "title": "Paddle Criteria and Constraints", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Look at the four requirements in the work order. Which statement correctly classifies the requirements as criteria or constraints?

", "prompt_plain": "Look at the four requirements in the work order. Which statement correctly classifies the requirements as criteria or constraints?", "context_html": "", "options": [ { "id": "cA39", "text": "Requirements 1 and 2 are constraints, and requirements 3 and 4 are criteria.", "plain": "Requirements 1 and 2 are constraints, and requirements 3 and 4 are criteria.", "correct": false, "kind": "choice" }, { "id": "cB39", "text": "Requirements 1 and 2 are criteria, and requirements 3 and 4 are constraints.", "plain": "Requirements 1 and 2 are criteria, and requirements 3 and 4 are constraints.", "correct": true, "kind": "choice" }, { "id": "cC39", "text": "Requirements 1 and 4 are criteria, and requirements 2 and 3 are constraints.", "plain": "Requirements 1 and 4 are criteria, and requirements 2 and 3 are constraints.", "correct": false, "kind": "choice" }, { "id": "cD39", "text": "Requirements 1, 2, and 4 are criteria, and requirement 3 is a constraint.", "plain": "Requirements 1, 2, and 4 are criteria, and requirement 3 is a constraint.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_80d726c6-78c1-45bb-8b88-d0180d13745a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB39" ] }, "n_options": 4, "passage_html": "

Canoe Paddle Work Order

Talia’s woodshop team builds racing paddles for a canoe camp. The camp sent the team a work order for a faster paddle. The work order lists four requirements.

Requirement 1: The paddle must move a two-person canoe through the camp’s 200-meter sprint course in less than 80 seconds.

Requirement 2: The paddle must last through 500 practice strokes without cracking.

Requirement 3: The paddle must be built from the shop’s stock basswood boards.

Requirement 4: The paddle must cost no more than $40 in materials.

The team timed the current paddle, Version 1, and three prototypes on the sprint course. Each prototype changes one feature of the Version 1 blade. Every paddle passed the cracking test, used stock basswood, and stayed within the materials budget. Table 1 shows the test results.

Table 1. Paddle Test Results

PaddleBlade changeTime on sprint course (seconds)Strokes per minuteSplash-noise rating (1 = quietest)
Version 1none (current blade)88303
Prototype Anarrower blade93342
Prototype Bwider blade76264
Prototype Crounded blade corners87301
", "passage_plain": "Canoe Paddle Work Order Talia’s woodshop team builds racing paddles for a canoe camp. The camp sent the team a work order for a faster paddle. The work order lists four requirements. Requirement 1: The paddle must move a two-person canoe through the camp’s 200-meter sprint course in less than 80 seconds. Requirement 2: The paddle must last through 500 practice strokes without cracking. Requirement 3: The paddle must be built from the shop’s stock basswood boards. Requirement 4: The paddle must cost no more than $40 in materials. The team timed the current paddle, Version 1, and three prototypes on the sprint course. Each prototype changes one feature of the Version 1 blade. Every paddle passed the cracking test, used stock basswood, and stayed within the materials budget. Table 1 shows the test results. Table 1. Paddle Test Results Paddle Blade change Time on sprint course (seconds) Strokes per minute Splash-noise rating (1 = quietest) Version 1 none (current blade) 88 30 3 Prototype A narrower blade 93 34 2 Prototype B wider blade 76 26 4 Prototype C rounded blade corners 87 30 1" }, { "n": 40, "item_id": "_4e94e5d4-b687-4e91-8377-9da003bdcecd", "type": "hottext", "title": "Osprey Bend Flood Proposals", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The town of Osprey Bend floods when spring storms swell the Osprey River. The town council will pay for one flood-control project, and it set two constraints: the project must cost no more than $3 million, and no project work may disturb the heron nesting island in the river. A review board summarized the two competing proposals in the passage below.

Select the ONE sentence that shows a proposal breaking one of the council’s constraints.

", "prompt_plain": "The town of Osprey Bend floods when spring storms swell the Osprey River. The town council will pay for one flood-control project, and it set two constraints: the project must cost no more than $3 million, and no project work may disturb the heron nesting island in the river. A review board summarized the two competing proposals in the passage below. Select the ONE sentence that shows a proposal breaking one of the council’s constraints.", "context_html": "", "options": [ { "id": "hS140", "text": "The first proposal raises the existing earth levee along the west bank by one meter.", "plain": "The first proposal raises the existing earth levee along the west bank by one meter.", "correct": false, "kind": "hottext" }, { "id": "hS240", "text": "Contractors estimate the levee work at $2.4 million, paid from the town’s storm fund.", "plain": "Contractors estimate the levee work at $2.4 million, paid from the town’s storm fund.", "correct": false, "kind": "hottext" }, { "id": "hS340", "text": "The second proposal digs a wide overflow channel that loops behind the fairgrounds.", "plain": "The second proposal digs a wide overflow channel that loops behind the fairgrounds.", "correct": false, "kind": "hottext" }, { "id": "hS440", "text": "The channel’s route cuts across the nesting island before rejoining the river downstream.", "plain": "The channel’s route cuts across the nesting island before rejoining the river downstream.", "correct": true, "kind": "hottext" }, { "id": "hS540", "text": "Both proposals add river gauges that warn residents when the water starts to rise.", "plain": "Both proposals add river gauges that warn residents when the water starts to rise.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hS440" ] }, "n_options": 5 } ] }, { "form": "G8.21", "grade": "G8", "title": "Alpha Standardized Science G8.21", "test_id": "_test-1528c3ac-0014-4f4f-b917-a52ce72d6494", "n_items": 40, "n_stimuli": 8, "stimuli": { "_f103fa24-ebe7-4754-b3ce-14dc9f13d8bd": { "title": "Harlow Basin Drill Cores", "html": "

Harlow Basin Drill Cores

A drilling crew collected rock cores at three sites spread across Harlow Basin. Figure 1 shows the core log from each site. The drill could not reach every layer at every site, so no single core shows all of the layers. Layers of the same rock type formed at the same time across the basin.

Figure 1. Core Logs from Three Sites

\"Three

Table 1 lists the environment where each rock type forms.

Table 1. Rock Types and Environments

Rock typeEnvironment where it forms
Limestoneshallow sea
Coalswampy forest with thick plant remains
Shalestill, muddy water
Sandstonesandy rivers

Geologists also drew a map of the region as it looked at the time the coal layer was forming. Figure 2 shows that map.

Figure 2. The Region When Coal Formed

\"Map

" }, "_cfcb570e-1ec3-469a-a9d9-9aed897f8161": { "title": "Four Fossil Animals", "html": "

Four Fossil Animals

Scientists collected fossils of four extinct animals at three sites in the same region.

Figure 1 shows rock columns from three sites. A white volcanic ash layer settled over the whole area at one time, so it is the same age at all three sites. Layers with the same name are the same layer at every site. A sketch marks the layer where each fossil animal was found. The drill teams could not reach every layer at every site.

Figure 1. Rock Columns from Three Sites

\"Three

Figure 2 shows the forelimb skeletons of two of the fossil animals and of a modern elephant.

Figure 2. Three Forelimb Skeletons

\"Forelimb

" }, "_21ce0ef1-f8b1-452e-89f0-8bf4759be7ee": { "title": "Burned Hillside Slide Trials", "html": "

Burned Hillside Slide Trials

A wildfire burned the plants off a hillside above the town of Vireo Flats. Much of the burn zone is now a smooth, charred soil crust. A county soil crew is testing surface treatments that could keep the loose soil from sliding downhill. Friction - the grip between two touching surfaces - is a force that resists sliding.

For each trial, the crew covers a tilt board with one surface, sets a block of packed hillside soil on it, and slowly tilts the board. The tilt angle at which the block first slides is the slide-start angle. A larger slide-start angle means the surface grips the soil more strongly. Table 1 shows the trial results. Table 2 describes two zones of the hillside. The County Treatment Brief is shown after Table 2.

\"A

Table 1. Slide-Start Angle Trials

Surface on the tilt boardTrial 1Trial 2Trial 3Average slide-start angle
Charred crust (untreated)23°25°24°24°
Straw erosion mat33°35°34°34°
Gravel mulch41°43°42°42°

Table 2. Hillside Zones

ZoneSlope angleSurface today
Zone 115°Smooth charred crust
Zone 230°Smooth charred crust

County Treatment Brief

" }, "_604e0675-9272-475f-a02f-9aeff4ac5cdc": { "title": "Fernvale Market Container Choice", "html": "

Fernvale Market Container Choice

Fernvale Market packs its salads and cold desserts in clear containers. The store must choose between two container materials: PET plastic and PLA plastic. Table 1 compares the two materials’ life cycles, from raw material to finished plastic.

Table 1. Material Life Cycles

Life-cycle stepPETPLA
Source of the raw materialPetroleum pumped from deep undergroundStarch from corn plants grown on farms
Time for nature to replace the raw materialMillions of yearsOne growing season
How the finished material formsFactory chemical processes change the petroleum into a new substance, the plasticFactory chemical processes change the starch into a new substance, the plastic
" }, "_357ac36f-66a0-4104-81a2-37c70518759f": { "title": "Guppy Pond Transplant", "html": "

Guppy Pond Transplant

Male guppies vary in their tail markings. Some males have large, bright spots. Other males have small, dull spots. Offspring tend to inherit their parents’ spot type. Bright spots help a male attract mates, but they also make him easier for predators to see.

Researchers moved a guppy population from a stream with no large predators into a pond where pike cichlids already lived. Pike cichlids are fish that hunt adult guppies by sight.

Every 5 months for 20 months, the team recorded the percent of male guppies with each spot type. Figure 1 shows the results.

Figure 1. Male Guppies by Spot Type

\"Line

" }, "_5a2b4e3b-ce12-4bea-aaf3-e241e75c1b01": { "title": "Concrete City, Hotter Planet", "html": "

Concrete City, Hotter Planet

Grayford is one of many fast-growing cities built mostly from concrete, and concrete is made with cement. A student team studying climate impact collected a city report excerpt and three worldwide records covering the past 50 years.

City Report excerpt: Grayford pours new concrete for roads, bridges, and buildings every year of city growth. Cement for that concrete is made by heating crushed limestone in kilns. The heated limestone breaks down and releases carbon dioxide gas, and the burned kiln fuel releases more. Cars and buses on Grayford’s crowded streets release carbon dioxide as they burn fuel. Concrete streets and rooftops also soak up sunlight during the day and warm the city air. Mixing and curing each batch of concrete uses large amounts of fresh water.

Figure 1 shows world cement production. Figure 2 shows carbon dioxide (CO2) measured in the atmosphere. Figure 3 shows the change in global average temperature.

Figure 1. World Cement Production

\"Line

Figure 2. CO2 in the Atmosphere

\"Line

Figure 3. Global Average Temperature Change

\"Line

" }, "_f01b4b45-2cff-4454-ac6c-daf321a0b80a": { "title": "From Teosinte to Maize", "html": "

From Teosinte to Maize

About 9,000 years ago, farmers in what is now Mexico began planting teosinte, a wild grass. A teosinte plant makes only a few small, hard kernels. Each season, the farmers saved seeds from the plants with the largest, softest kernels and planted those seeds. Figure 1 shows how kernels changed across thousands of years of this seed saving.

Figure 1. Kernels Across Thousands of Years

\"Timeline

Much later, in one village’s maize field, a few plants appeared with white kernels instead of dark kernels. The white color came from a mutation in a gene that controls a kernel-color protein. Villagers noticed three things:

1. Families prized the white kernels and planted them each spring.

2. After many growing seasons, most plants in the field grew white kernels.

3. The white-kernel plants grew as tall as dark-kernel plants and made just as many kernels.

" }, "_a5937d36-349c-4895-991e-370475900c55": { "title": "Two Rowing Shells", "html": "

Two Rowing Shells

A rowing club tests two racing shells (long, light rowing boats) on a calm lake. The single shell Heron, with its rower aboard, has a total mass of 100 kilograms. The double shell Osprey, with its two rowers aboard, has a total mass of 200 kilograms. Instruments measured each shell’s kinetic energy at different speeds. Table 1 lists the measurements for the Heron. Figure 1 shows the kinetic energy of both shells at speeds up to 4 meters per second.

Table 1. Heron Kinetic-Energy Measurements

Speed (meters per second)Speed x speedKinetic energy (joules)
1150
24200
39450
416800

Figure 1. Kinetic Energy vs. Speed

\"Graph

" } }, "questions": [ { "n": 1, "item_id": "_a62cdd7e-d60a-453f-961c-2a008737cfff", "type": "choice", "title": "Fernvale Market Container Materials", "standards": [ "MS-PS1-3" ], "prompt_html": "

Look at Table 1. Which statement correctly describes the two container materials?

", "prompt_plain": "Look at Table 1. Which statement correctly describes the two container materials?", "context_html": "", "options": [ { "id": "cA1", "text": "Both materials are natural, because petroleum and corn starch each come from the Earth.", "plain": "Both materials are natural, because petroleum and corn starch each come from the Earth.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Both materials are synthetic, because chemical processes change each natural raw material into a new substance.", "plain": "Both materials are synthetic, because chemical processes change each natural raw material into a new substance.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "PET is synthetic, but PLA is natural, because PLA’s raw material comes from a plant.", "plain": "PET is synthetic, but PLA is natural, because PLA’s raw material comes from a plant.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "PLA is synthetic, but PET is natural, because finished PET is still mostly unchanged petroleum.", "plain": "PLA is synthetic, but PET is natural, because finished PET is still mostly unchanged petroleum.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_604e0675-9272-475f-a02f-9aeff4ac5cdc" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Fernvale Market Container Choice

Fernvale Market packs its salads and cold desserts in clear containers. The store must choose between two container materials: PET plastic and PLA plastic. Table 1 compares the two materials’ life cycles, from raw material to finished plastic.

Table 1. Material Life Cycles

Life-cycle stepPETPLA
Source of the raw materialPetroleum pumped from deep undergroundStarch from corn plants grown on farms
Time for nature to replace the raw materialMillions of yearsOne growing season
How the finished material formsFactory chemical processes change the petroleum into a new substance, the plasticFactory chemical processes change the starch into a new substance, the plastic
", "passage_plain": "Fernvale Market Container Choice Fernvale Market packs its salads and cold desserts in clear containers. The store must choose between two container materials: PET plastic and PLA plastic. Table 1 compares the two materials’ life cycles, from raw material to finished plastic. Table 1. Material Life Cycles Life-cycle step PET PLA Source of the raw material Petroleum pumped from deep underground Starch from corn plants grown on farms Time for nature to replace the raw material Millions of years One growing season How the finished material forms Factory chemical processes change the petroleum into a new substance, the plastic Factory chemical processes change the starch into a new substance, the plastic" }, { "n": 2, "item_id": "_fb0ffe35-0ece-4578-90b6-7bc9b87ac091", "type": "inline-choice", "title": "Fernvale Market Resource Flyer", "standards": [ "MS-PS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The store’s flyer will describe where each raw material comes from.

Use Table 1. Complete the statements about the two raw materials.

Petroleum takes millions of years for nature to replace, so PET’s raw material is a resource.

A new corn crop can be grown each season, so PLA’s raw material is a resource.

", "options": [ { "id": "cB1o6d1d52c4", "text": "recyclable", "plain": "recyclable", "correct": false, "kind": "inline" }, { "id": "cB1o6fb04bd9", "text": "nonrenewable", "plain": "nonrenewable", "correct": true, "kind": "inline" }, { "id": "cB1o3fb7b3c7", "text": "renewable", "plain": "renewable", "correct": false, "kind": "inline" }, { "id": "cB2oef978dc1", "text": "nonrenewable", "plain": "nonrenewable", "correct": false, "kind": "inline" }, { "id": "cB2o1e5a7953", "text": "recyclable", "plain": "recyclable", "correct": false, "kind": "inline" }, { "id": "cB2odc9e1323", "text": "renewable", "plain": "renewable", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_604e0675-9272-475f-a02f-9aeff4ac5cdc" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1o6fb04bd9" ], "RESPONSE2": [ "cB2odc9e1323" ] }, "n_options": 6, "passage_html": "

Fernvale Market Container Choice

Fernvale Market packs its salads and cold desserts in clear containers. The store must choose between two container materials: PET plastic and PLA plastic. Table 1 compares the two materials’ life cycles, from raw material to finished plastic.

Table 1. Material Life Cycles

Life-cycle stepPETPLA
Source of the raw materialPetroleum pumped from deep undergroundStarch from corn plants grown on farms
Time for nature to replace the raw materialMillions of yearsOne growing season
How the finished material formsFactory chemical processes change the petroleum into a new substance, the plasticFactory chemical processes change the starch into a new substance, the plastic
", "passage_plain": "Fernvale Market Container Choice Fernvale Market packs its salads and cold desserts in clear containers. The store must choose between two container materials: PET plastic and PLA plastic. Table 1 compares the two materials’ life cycles, from raw material to finished plastic. Table 1. Material Life Cycles Life-cycle step PET PLA Source of the raw material Petroleum pumped from deep underground Starch from corn plants grown on farms Time for nature to replace the raw material Millions of years One growing season How the finished material forms Factory chemical processes change the petroleum into a new substance, the plastic Factory chemical processes change the starch into a new substance, the plastic" }, { "n": 3, "item_id": "_da2e95ac-7e2a-45f1-8291-bd5fb0d857f0", "type": "choice", "title": "Fernvale Market Container Decision", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The store sets two criteria and one constraint before choosing:

Table 2 shows the results of the store’s tests of both materials.

Table 2. Container Test Results

Test resultPETPLA
Time a filled container stayed firm when refrigerated14 hours9 hours
Material cost per container3 cents4 cents
One-year industrial compost testContainer unchangedContainer fully converted to finished compost after 6 months

Based on the criteria, the constraint, and Table 2, which decision is best supported?

", "prompt_plain": "The store sets two criteria and one constraint before choosing: Criterion 1: A filled container must stay firm in a refrigerated case for at least 8 hours. Criterion 2: A thrown-away container should turn back into harmless material as quickly as possible. Constraint: The store can pay at most 5 cents per container. Table 2 shows the results of the store’s tests of both materials. Table 2. Container Test Results Test result PET PLA Time a filled container stayed firm when refrigerated 14 hours 9 hours Material cost per container 3 cents 4 cents One-year industrial compost test Container unchanged Container fully converted to finished compost after 6 months Based on the criteria, the constraint, and Table 2, which decision is best supported?", "context_html": "", "options": [ { "id": "cA3", "text": "Choose PET, because its material cost per container is the lowest of the two.", "plain": "Choose PET, because its material cost per container is the lowest of the two.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Choose PET, because its filled container stayed firm for the longest time tested.", "plain": "Choose PET, because its filled container stayed firm for the longest time tested.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "Choose PLA, because it meets the firmness criterion and cost limit and breaks down sooner.", "plain": "Choose PLA, because it meets the firmness criterion and cost limit and breaks down sooner.", "correct": true, "kind": "choice" }, { "id": "cD3", "text": "Choose PLA, because its test results are better than PET’s results in each row.", "plain": "Choose PLA, because its test results are better than PET’s results in each row.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_604e0675-9272-475f-a02f-9aeff4ac5cdc" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC3" ] }, "n_options": 4, "passage_html": "

Fernvale Market Container Choice

Fernvale Market packs its salads and cold desserts in clear containers. The store must choose between two container materials: PET plastic and PLA plastic. Table 1 compares the two materials’ life cycles, from raw material to finished plastic.

Table 1. Material Life Cycles

Life-cycle stepPETPLA
Source of the raw materialPetroleum pumped from deep undergroundStarch from corn plants grown on farms
Time for nature to replace the raw materialMillions of yearsOne growing season
How the finished material formsFactory chemical processes change the petroleum into a new substance, the plasticFactory chemical processes change the starch into a new substance, the plastic
", "passage_plain": "Fernvale Market Container Choice Fernvale Market packs its salads and cold desserts in clear containers. The store must choose between two container materials: PET plastic and PLA plastic. Table 1 compares the two materials’ life cycles, from raw material to finished plastic. Table 1. Material Life Cycles Life-cycle step PET PLA Source of the raw material Petroleum pumped from deep underground Starch from corn plants grown on farms Time for nature to replace the raw material Millions of years One growing season How the finished material forms Factory chemical processes change the petroleum into a new substance, the plastic Factory chemical processes change the starch into a new substance, the plastic" }, { "n": 4, "item_id": "_5abf6c46-daf8-4e17-97a1-5dd526d57e1a", "type": "text-entry", "title": "Neutrons in Fluorine-19", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

An atom of fluorine has atomic number 9. The atomic number is the number of protons in the atom’s nucleus. Scientists call this atom fluorine-19 because its protons and neutrons together total 19 particles.

How many neutrons are in this atom’s nucleus? Enter the exact number.

Give your answer as a whole number (e.g., 27).

Number of neutrons:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "10" ] }, "n_options": 0 }, { "n": 5, "item_id": "_6829db11-9372-4dc6-8511-47306604208b", "type": "gap-match", "title": "Camping Gear Energy Evidence", "standards": [ "MS-PS1-6" ], "prompt_html": "

Dario tests two products from a camping store. Squeezing a self-cooling beverage sleeve bursts an inner pouch, mixing baking soda with a citric-acid solution and starting a chemical change inside the sleeve. Opening a heat pad’s sealed wrapper lets air reach the iron powder inside, starting a chemical change inside the pad. Dario writes what he observes on cards.

\"A

 

Drag one tile into each empty box to classify what each observation card is evidence of.

", "prompt_plain": "Dario tests two products from a camping store. Squeezing a self-cooling beverage sleeve bursts an inner pouch, mixing baking soda with a citric-acid solution and starting a chemical change inside the sleeve. Opening a heat pad’s sealed wrapper lets air reach the iron powder inside, starting a chemical change inside the pad. Dario writes what he observes on cards. Drag one tile into each empty box to classify what each observation card is evidence of.", "context_html": "", "options": [ { "id": "tokEXO", "text": "exothermic (releases energy)", "plain": "exothermic (releases energy)", "correct": false, "kind": "gap-token" }, { "id": "tokENDO", "text": "endothermic (absorbs energy)", "plain": "endothermic (absorbs energy)", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot05.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokEXO g1", "tokENDO g2", "tokENDO g6", "tokEXO g3", "tokENDO g4", "tokEXO g5" ] }, "n_options": 2 }, { "n": 6, "item_id": "_36d67c0e-4124-4539-99cd-6f0651037aeb", "type": "text-entry", "title": "Oxygen Atoms in Barium Compounds", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A lab reference card lists two compounds that both contain barium: BaSO4 and Ba(OH)2. In a chemical formula, a subscript written after a group in parentheses counts everything inside the parentheses that many times. For example, one unit of X(YZ)3 contains 3 Y atoms and 3 Z atoms.

How many more oxygen (O) atoms are in one unit of BaSO4 than in one unit of Ba(OH)2? Enter the exact number.

Give your answer as a whole number (e.g., 15).

More oxygen atoms in BaSO4:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "2" ] }, "n_options": 0 }, { "n": 7, "item_id": "_026033c1-bd64-47b9-828a-07a1830544c7", "type": "choice", "title": "Teosinte to Maize Explanation", "standards": [ "MS-LS4-5" ], "prompt_html": "

Look at Figure 1. Which explanation of the change from teosinte to modern maize is best supported by the passage and the figure?

", "prompt_plain": "Look at Figure 1. Which explanation of the change from teosinte to modern maize is best supported by the passage and the figure?", "context_html": "", "options": [ { "id": "cA7", "text": "Selective breeding: over many generations, farmers kept planting seeds from the plants with the kernels they wanted.", "plain": "Selective breeding: over many generations, farmers kept planting seeds from the plants with the kernels they wanted.", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "Genetic engineering: early farmers moved genes for larger kernels directly into the DNA of teosinte plants.", "plain": "Genetic engineering: early farmers moved genes for larger kernels directly into the DNA of teosinte plants.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "Environmental change: rich soil and careful watering enlarged the kernels, and plants passed the change to their seeds.", "plain": "Environmental change: rich soil and careful watering enlarged the kernels, and plants passed the change to their seeds.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "Sudden mutation: one chance mutation changed teosinte plants directly into modern maize in a single season.", "plain": "Sudden mutation: one chance mutation changed teosinte plants directly into modern maize in a single season.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f01b4b45-2cff-4454-ac6c-daf321a0b80a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA7" ] }, "n_options": 4, "passage_html": "

From Teosinte to Maize

About 9,000 years ago, farmers in what is now Mexico began planting teosinte, a wild grass. A teosinte plant makes only a few small, hard kernels. Each season, the farmers saved seeds from the plants with the largest, softest kernels and planted those seeds. Figure 1 shows how kernels changed across thousands of years of this seed saving.

Figure 1. Kernels Across Thousands of Years

\"Timeline

Much later, in one village’s maize field, a few plants appeared with white kernels instead of dark kernels. The white color came from a mutation in a gene that controls a kernel-color protein. Villagers noticed three things:

1. Families prized the white kernels and planted them each spring.

2. After many growing seasons, most plants in the field grew white kernels.

3. The white-kernel plants grew as tall as dark-kernel plants and made just as many kernels.

", "passage_plain": "From Teosinte to Maize About 9,000 years ago, farmers in what is now Mexico began planting teosinte, a wild grass. A teosinte plant makes only a few small, hard kernels. Each season, the farmers saved seeds from the plants with the largest, softest kernels and planted those seeds. Figure 1 shows how kernels changed across thousands of years of this seed saving. Figure 1. Kernels Across Thousands of Years Much later, in one village’s maize field, a few plants appeared with white kernels instead of dark kernels. The white color came from a mutation in a gene that controls a kernel-color protein. Villagers noticed three things: 1. Families prized the white kernels and planted them each spring. 2. After many growing seasons, most plants in the field grew white kernels. 3. The white-kernel plants grew as tall as dark-kernel plants and made just as many kernels." }, { "n": 8, "item_id": "_110dee58-5803-4157-8adb-e844d9a6f84b", "type": "choice", "title": "White Kernel Mutation - Part A", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part A

Elias reads about the white kernels and makes a claim: \"The kernel-color mutation must have damaged the maize plants, because a mutation breaks the instructions a gene carries.\"

Which statement best evaluates Elias’s claim?

", "prompt_plain": "Part A Elias reads about the white kernels and makes a claim: \"The kernel-color mutation must have damaged the maize plants, because a mutation breaks the instructions a gene carries.\" Which statement best evaluates Elias’s claim?", "context_html": "", "options": [ { "id": "cA8", "text": "The claim is supported. Changing a gene damages the protein the gene makes, and a damaged protein weakens the plant.", "plain": "The claim is supported. Changing a gene damages the protein the gene makes, and a damaged protein weakens the plant.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The claim is supported. The kernels’ new color shows the plants were unhealthy, because healthy maize kernels keep their dark color.", "plain": "The claim is supported. The kernels’ new color shows the plants were unhealthy, because healthy maize kernels keep their dark color.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The claim is not supported. A mutation can be harmful, beneficial, or neutral, depending on what the changed protein does.", "plain": "The claim is not supported. A mutation can be harmful, beneficial, or neutral, depending on what the changed protein does.", "correct": true, "kind": "choice" }, { "id": "cD8", "text": "The claim is not supported. A mutation changes how a plant looks but cannot change how well the plant grows or survives.", "plain": "The claim is not supported. A mutation changes how a plant looks but cannot change how well the plant grows or survives.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f01b4b45-2cff-4454-ac6c-daf321a0b80a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC8" ] }, "n_options": 4, "passage_html": "

From Teosinte to Maize

About 9,000 years ago, farmers in what is now Mexico began planting teosinte, a wild grass. A teosinte plant makes only a few small, hard kernels. Each season, the farmers saved seeds from the plants with the largest, softest kernels and planted those seeds. Figure 1 shows how kernels changed across thousands of years of this seed saving.

Figure 1. Kernels Across Thousands of Years

\"Timeline

Much later, in one village’s maize field, a few plants appeared with white kernels instead of dark kernels. The white color came from a mutation in a gene that controls a kernel-color protein. Villagers noticed three things:

1. Families prized the white kernels and planted them each spring.

2. After many growing seasons, most plants in the field grew white kernels.

3. The white-kernel plants grew as tall as dark-kernel plants and made just as many kernels.

", "passage_plain": "From Teosinte to Maize About 9,000 years ago, farmers in what is now Mexico began planting teosinte, a wild grass. A teosinte plant makes only a few small, hard kernels. Each season, the farmers saved seeds from the plants with the largest, softest kernels and planted those seeds. Figure 1 shows how kernels changed across thousands of years of this seed saving. Figure 1. Kernels Across Thousands of Years Much later, in one village’s maize field, a few plants appeared with white kernels instead of dark kernels. The white color came from a mutation in a gene that controls a kernel-color protein. Villagers noticed three things: 1. Families prized the white kernels and planted them each spring. 2. After many growing seasons, most plants in the field grew white kernels. 3. The white-kernel plants grew as tall as dark-kernel plants and made just as many kernels." }, { "n": 9, "item_id": "_50077fdc-d848-4443-9dd7-45d8a202e035", "type": "choice", "title": "White Kernel Mutation - Part B", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part B

Which observation from the passage best supports your answer in Part A?

", "prompt_plain": "Part B Which observation from the passage best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA9", "text": "Teosinte plants from thousands of years ago made just a few small, hard kernels.", "plain": "Teosinte plants from thousands of years ago made just a few small, hard kernels.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The village families prized the white kernels and saved and planted them each spring.", "plain": "The village families prized the white kernels and saved and planted them each spring.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "After many growing seasons, most of the plants in the village field grew white kernels.", "plain": "After many growing seasons, most of the plants in the village field grew white kernels.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "The white-kernel plants grew as tall as dark-kernel plants and made just as many kernels.", "plain": "The white-kernel plants grew as tall as dark-kernel plants and made just as many kernels.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f01b4b45-2cff-4454-ac6c-daf321a0b80a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD9" ] }, "n_options": 4, "passage_html": "

From Teosinte to Maize

About 9,000 years ago, farmers in what is now Mexico began planting teosinte, a wild grass. A teosinte plant makes only a few small, hard kernels. Each season, the farmers saved seeds from the plants with the largest, softest kernels and planted those seeds. Figure 1 shows how kernels changed across thousands of years of this seed saving.

Figure 1. Kernels Across Thousands of Years

\"Timeline

Much later, in one village’s maize field, a few plants appeared with white kernels instead of dark kernels. The white color came from a mutation in a gene that controls a kernel-color protein. Villagers noticed three things:

1. Families prized the white kernels and planted them each spring.

2. After many growing seasons, most plants in the field grew white kernels.

3. The white-kernel plants grew as tall as dark-kernel plants and made just as many kernels.

", "passage_plain": "From Teosinte to Maize About 9,000 years ago, farmers in what is now Mexico began planting teosinte, a wild grass. A teosinte plant makes only a few small, hard kernels. Each season, the farmers saved seeds from the plants with the largest, softest kernels and planted those seeds. Figure 1 shows how kernels changed across thousands of years of this seed saving. Figure 1. Kernels Across Thousands of Years Much later, in one village’s maize field, a few plants appeared with white kernels instead of dark kernels. The white color came from a mutation in a gene that controls a kernel-color protein. Villagers noticed three things: 1. Families prized the white kernels and planted them each spring. 2. After many growing seasons, most plants in the field grew white kernels. 3. The white-kernel plants grew as tall as dark-kernel plants and made just as many kernels." }, { "n": 10, "item_id": "_de572526-fbd3-419b-98cd-f7cb4b610363", "type": "choice", "title": "Embryo Chart Evidence", "standards": [ "MS-LS4-3" ], "prompt_html": "

Anya studies a chart that compares drawings of the embryos of three animals - a pig, a rabbit, and a lizard - at three stages of development. Anya writes this statement: \"Early in development, the three embryos look very similar. As they develop, each kind becomes easier to tell apart.\"

\"A

Choose the TWO observations from the chart that support Anya’s statement.

", "prompt_plain": "Anya studies a chart that compares drawings of the embryos of three animals - a pig, a rabbit, and a lizard - at three stages of development. Anya writes this statement: \"Early in development, the three embryos look very similar. As they develop, each kind becomes easier to tell apart.\" Choose the TWO observations from the chart that support Anya’s statement.", "context_html": "", "options": [ { "id": "cA10", "text": "At Stage 1, the three embryos each show a curved body, a tail, and small limb buds.", "plain": "At Stage 1, the three embryos each show a curved body, a tail, and small limb buds.", "correct": true, "kind": "choice" }, { "id": "cB10", "text": "The three embryos are each drawn larger at Stage 3 than they are at Stage 1.", "plain": "The three embryos are each drawn larger at Stage 3 than they are at Stage 1.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "At Stage 3, the three embryos differ in snout shape, limb shape, and tail length.", "plain": "At Stage 3, the three embryos differ in snout shape, limb shape, and tail length.", "correct": true, "kind": "choice" }, { "id": "cD10", "text": "Each of the three embryos is drawn with four limbs at Stage 3.", "plain": "Each of the three embryos is drawn with four limbs at Stage 3.", "correct": false, "kind": "choice" }, { "id": "cE10", "text": "The chart shows each of the three embryos drawn at three separate stages of development.", "plain": "The chart shows each of the three embryos drawn at three separate stages of development.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot10.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA10", "cC10" ] }, "n_options": 5 }, { "n": 11, "item_id": "_b1ca9b79-afcc-4543-9ecf-318e03ace0d3", "type": "choice", "title": "Guppy Pond Transplant — Part A", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part A

The researchers plan one more count at month 25.

Based on Figure 1, which prediction about the male guppies at month 25 is best supported?

", "prompt_plain": "Part A The researchers plan one more count at month 25. Based on Figure 1, which prediction about the male guppies at month 25 is best supported?", "context_html": "", "options": [ { "id": "cA11", "text": "About 15 percent of the males will have bright spots, because the sight-hunting predators keep removing bright-spot males before they reproduce.", "plain": "About 15 percent of the males will have bright spots, because the sight-hunting predators keep removing bright-spot males before they reproduce.", "correct": true, "kind": "choice" }, { "id": "cB11", "text": "About 50 percent of the males will have bright spots, because the two spot types will level off at equal shares of the population.", "plain": "About 50 percent of the males will have bright spots, because the two spot types will level off at equal shares of the population.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "About 60 percent of the males will have bright spots, because the population will return to its starting percentages once the guppies adjust.", "plain": "About 60 percent of the males will have bright spots, because the population will return to its starting percentages once the guppies adjust.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "About 90 percent of the males will have bright spots, because bright males attract the most mates and will father most of the offspring.", "plain": "About 90 percent of the males will have bright spots, because bright males attract the most mates and will father most of the offspring.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_357ac36f-66a0-4104-81a2-37c70518759f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA11" ] }, "n_options": 4, "passage_html": "

Guppy Pond Transplant

Male guppies vary in their tail markings. Some males have large, bright spots. Other males have small, dull spots. Offspring tend to inherit their parents’ spot type. Bright spots help a male attract mates, but they also make him easier for predators to see.

Researchers moved a guppy population from a stream with no large predators into a pond where pike cichlids already lived. Pike cichlids are fish that hunt adult guppies by sight.

Every 5 months for 20 months, the team recorded the percent of male guppies with each spot type. Figure 1 shows the results.

Figure 1. Male Guppies by Spot Type

\"Line

", "passage_plain": "Guppy Pond Transplant Male guppies vary in their tail markings. Some males have large, bright spots. Other males have small, dull spots. Offspring tend to inherit their parents’ spot type. Bright spots help a male attract mates, but they also make him easier for predators to see. Researchers moved a guppy population from a stream with no large predators into a pond where pike cichlids already lived. Pike cichlids are fish that hunt adult guppies by sight. Every 5 months for 20 months, the team recorded the percent of male guppies with each spot type. Figure 1 shows the results. Figure 1. Male Guppies by Spot Type" }, { "n": 12, "item_id": "_0b12d6cd-632e-4a81-b2dd-6aba7b6be01c", "type": "choice", "title": "Guppy Pond Transplant — Part B", "standards": [ "MS-LS4-6" ], "prompt_html": "

Part B

Which pattern in the Figure 1 lines is the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which pattern in the Figure 1 lines is the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA12", "text": "The two lines add up to 100 percent of the male guppies at each measured month.", "plain": "The two lines add up to 100 percent of the male guppies at each measured month.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "The two lines cross each other on the graph between month 5 and month 10.", "plain": "The two lines cross each other on the graph between month 5 and month 10.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The bright-spot line falls about 9 points each 5 months while the dull-spot line rises by the same amount.", "plain": "The bright-spot line falls about 9 points each 5 months while the dull-spot line rises by the same amount.", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "The dull-spot line began at a lower percent than the bright-spot line at month 0.", "plain": "The dull-spot line began at a lower percent than the bright-spot line at month 0.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_357ac36f-66a0-4104-81a2-37c70518759f" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC12" ] }, "n_options": 4, "passage_html": "

Guppy Pond Transplant

Male guppies vary in their tail markings. Some males have large, bright spots. Other males have small, dull spots. Offspring tend to inherit their parents’ spot type. Bright spots help a male attract mates, but they also make him easier for predators to see.

Researchers moved a guppy population from a stream with no large predators into a pond where pike cichlids already lived. Pike cichlids are fish that hunt adult guppies by sight.

Every 5 months for 20 months, the team recorded the percent of male guppies with each spot type. Figure 1 shows the results.

Figure 1. Male Guppies by Spot Type

\"Line

", "passage_plain": "Guppy Pond Transplant Male guppies vary in their tail markings. Some males have large, bright spots. Other males have small, dull spots. Offspring tend to inherit their parents’ spot type. Bright spots help a male attract mates, but they also make him easier for predators to see. Researchers moved a guppy population from a stream with no large predators into a pond where pike cichlids already lived. Pike cichlids are fish that hunt adult guppies by sight. Every 5 months for 20 months, the team recorded the percent of male guppies with each spot type. Figure 1 shows the results. Figure 1. Male Guppies by Spot Type" }, { "n": 13, "item_id": "_2ab4442e-57fa-4176-825e-b9bcb228cb59", "type": "order", "title": "Fossil Animals Through Time", "standards": [ "MS-LS4-1" ], "prompt_html": "

Figure 1 shows the layer where each of the four fossil animals was found. Remember that the white ash layer is the same age at all three sites.

 

Drag the fossil animals into order from the oldest at the top to the youngest at the bottom.

", "prompt_plain": "Figure 1 shows the layer where each of the four fossil animals was found. Remember that the white ash layer is the same age at all three sites. Drag the fossil animals into order from the oldest at the top to the youngest at the bottom.", "context_html": "", "options": [ { "id": "o13A7fd5b0fb", "text": "Mastodon", "plain": "Mastodon", "correct": true, "kind": "choice" }, { "id": "o13B4dc49181", "text": "Trunkless browser", "plain": "Trunkless browser", "correct": true, "kind": "choice" }, { "id": "o13C1ccc5788", "text": "Woolly mammoth", "plain": "Woolly mammoth", "correct": true, "kind": "choice" }, { "id": "o13Dec13dcab", "text": "Shovel-tusked grazer", "plain": "Shovel-tusked grazer", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cfcb570e-1ec3-469a-a9d9-9aed897f8161" ], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "o13B4dc49181", "o13Dec13dcab", "o13A7fd5b0fb", "o13C1ccc5788" ] }, "n_options": 4, "passage_html": "

Four Fossil Animals

Scientists collected fossils of four extinct animals at three sites in the same region.

Figure 1 shows rock columns from three sites. A white volcanic ash layer settled over the whole area at one time, so it is the same age at all three sites. Layers with the same name are the same layer at every site. A sketch marks the layer where each fossil animal was found. The drill teams could not reach every layer at every site.

Figure 1. Rock Columns from Three Sites

\"Three

Figure 2 shows the forelimb skeletons of two of the fossil animals and of a modern elephant.

Figure 2. Three Forelimb Skeletons

\"Forelimb

", "passage_plain": "Four Fossil Animals Scientists collected fossils of four extinct animals at three sites in the same region. Figure 1 shows rock columns from three sites. A white volcanic ash layer settled over the whole area at one time, so it is the same age at all three sites. Layers with the same name are the same layer at every site. A sketch marks the layer where each fossil animal was found. The drill teams could not reach every layer at every site. Figure 1. Rock Columns from Three Sites Figure 2 shows the forelimb skeletons of two of the fossil animals and of a modern elephant. Figure 2. Three Forelimb Skeletons" }, { "n": 14, "item_id": "_0a86f75b-35b2-4499-949e-405709a9c73f", "type": "choice", "title": "Four Fossil Animals — Part A", "standards": [ "MS-LS4-2" ], "prompt_html": "

Part A

Look at Figure 2. Compare the bones in the three forelimbs.

Which claim about the three kinds of animals do the forelimb skeletons support?

", "prompt_plain": "Part A Look at Figure 2. Compare the bones in the three forelimbs. Which claim about the three kinds of animals do the forelimb skeletons support?", "context_html": "", "options": [ { "id": "cA14", "text": "The three kinds of animals formed the same limb bones separately because each one needed to support heavy weight.", "plain": "The three kinds of animals formed the same limb bones separately because each one needed to support heavy weight.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The three kinds of animals descended from a common ancestor that had this same limb-bone pattern.", "plain": "The three kinds of animals descended from a common ancestor that had this same limb-bone pattern.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "The largest of the three animals is the direct ancestor of the two smaller kinds of animals.", "plain": "The largest of the three animals is the direct ancestor of the two smaller kinds of animals.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The three kinds of animals lived at the same time in the same kind of habitat.", "plain": "The three kinds of animals lived at the same time in the same kind of habitat.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cfcb570e-1ec3-469a-a9d9-9aed897f8161" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB14" ] }, "n_options": 4, "passage_html": "

Four Fossil Animals

Scientists collected fossils of four extinct animals at three sites in the same region.

Figure 1 shows rock columns from three sites. A white volcanic ash layer settled over the whole area at one time, so it is the same age at all three sites. Layers with the same name are the same layer at every site. A sketch marks the layer where each fossil animal was found. The drill teams could not reach every layer at every site.

Figure 1. Rock Columns from Three Sites

\"Three

Figure 2 shows the forelimb skeletons of two of the fossil animals and of a modern elephant.

Figure 2. Three Forelimb Skeletons

\"Forelimb

", "passage_plain": "Four Fossil Animals Scientists collected fossils of four extinct animals at three sites in the same region. Figure 1 shows rock columns from three sites. A white volcanic ash layer settled over the whole area at one time, so it is the same age at all three sites. Layers with the same name are the same layer at every site. A sketch marks the layer where each fossil animal was found. The drill teams could not reach every layer at every site. Figure 1. Rock Columns from Three Sites Figure 2 shows the forelimb skeletons of two of the fossil animals and of a modern elephant. Figure 2. Three Forelimb Skeletons" }, { "n": 15, "item_id": "_1dd6f889-6873-40fc-9b06-fc30b9036862", "type": "choice", "title": "Four Fossil Animals — Part B", "standards": [ "MS-LS4-2" ], "prompt_html": "

Part B

Which observation about the forelimbs in Figure 2 is the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which observation about the forelimbs in Figure 2 is the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA15", "text": "Each forelimb is strong enough to support the animal’s full weight while it walks on land.", "plain": "Each forelimb is strong enough to support the animal’s full weight while it walks on land.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "The forelimbs of the two younger animals are larger than the forelimb of the oldest animal.", "plain": "The forelimbs of the two younger animals are larger than the forelimb of the oldest animal.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "The oldest animal’s forelimb contains vestigial bones that the two later animals no longer have.", "plain": "The oldest animal’s forelimb contains vestigial bones that the two later animals no longer have.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Each forelimb contains the same set of bones in the same arrangement, so the limbs are homologous structures.", "plain": "Each forelimb contains the same set of bones in the same arrangement, so the limbs are homologous structures.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_cfcb570e-1ec3-469a-a9d9-9aed897f8161" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD15" ] }, "n_options": 4, "passage_html": "

Four Fossil Animals

Scientists collected fossils of four extinct animals at three sites in the same region.

Figure 1 shows rock columns from three sites. A white volcanic ash layer settled over the whole area at one time, so it is the same age at all three sites. Layers with the same name are the same layer at every site. A sketch marks the layer where each fossil animal was found. The drill teams could not reach every layer at every site.

Figure 1. Rock Columns from Three Sites

\"Three

Figure 2 shows the forelimb skeletons of two of the fossil animals and of a modern elephant.

Figure 2. Three Forelimb Skeletons

\"Forelimb

", "passage_plain": "Four Fossil Animals Scientists collected fossils of four extinct animals at three sites in the same region. Figure 1 shows rock columns from three sites. A white volcanic ash layer settled over the whole area at one time, so it is the same age at all three sites. Layers with the same name are the same layer at every site. A sketch marks the layer where each fossil animal was found. The drill teams could not reach every layer at every site. Figure 1. Rock Columns from Three Sites Figure 2 shows the forelimb skeletons of two of the fossil animals and of a modern elephant. Figure 2. Three Forelimb Skeletons" }, { "n": 16, "item_id": "_9a3c4a62-6963-47ba-8200-fcdf4c701d61", "type": "choice", "title": "Salmon Homing Payoff", "standards": [ "MS-LS1-4" ], "prompt_html": "

Female salmon usually swim from the ocean back to the cool, sheltered stream where they hatched, finding it by smell. A few stray into different streams instead. Biologists tracked 110 tagged females and recorded where each one laid her eggs and how many of her eggs hatched. Table 1 shows the results.

Table 1. Tagged Female Salmon

Where the female laid her eggsNumber of females trackedAverage eggs hatched per female
Stream where she hatched841,900
A different stream26700

Which claim about the salmon’s homing behavior do the data best support?

", "prompt_plain": "Female salmon usually swim from the ocean back to the cool, sheltered stream where they hatched, finding it by smell. A few stray into different streams instead. Biologists tracked 110 tagged females and recorded where each one laid her eggs and how many of her eggs hatched. Table 1 shows the results. Table 1. Tagged Female Salmon Where the female laid her eggs Number of females tracked Average eggs hatched per female Stream where she hatched 84 1,900 A different stream 26 700 Which claim about the salmon’s homing behavior do the data best support?", "context_html": "", "options": [ { "id": "cA16", "text": "Females that stray to a different stream usually hatch more of their eggs than females that return home.", "plain": "Females that stray to a different stream usually hatch more of their eggs than females that return home.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Females learn the route back to the home stream by following older salmon from other families.", "plain": "Females learn the route back to the home stream by following older salmon from other families.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Returning to the home stream helps a female salmon survive longer after she lays her eggs.", "plain": "Returning to the home stream helps a female salmon survive longer after she lays her eggs.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Returning to the home stream raises the number of offspring a female salmon is likely to produce.", "plain": "Returning to the home stream raises the number of offspring a female salmon is likely to produce.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD16" ] }, "n_options": 4 }, { "n": 17, "item_id": "_5f689a30-136d-4fb4-8b61-38be7d91ac1c", "type": "choice", "title": "Elodea Jars in Light and Dark", "standards": [ "MS-LS1-6" ], "prompt_html": "

Kenji places two identical sprigs of elodea, a water plant, in two jars of pond water and turns a glass funnel upside down over each sprig. He puts one jar on a sunny windowsill and the other inside a dark cabinet in the same room. The two setups are identical except for light, and both stay at the same temperature. For three days, Kenji counts the gas bubbles rising from each sprig during 10 minutes. Table 1 shows his counts. On Day 3, Kenji collects the gas trapped in the windowsill funnel. The gas makes a glowing wood splint flare brightly, a lab test that identifies oxygen.

\"Two

Table 1. Bubbles Counted in 10 Minutes

DayWindowsill jarCabinet jar
Day 1380
Day 2421
Day 3400

Choose the TWO claims that Kenji’s results best support.

", "prompt_plain": "Kenji places two identical sprigs of elodea, a water plant, in two jars of pond water and turns a glass funnel upside down over each sprig. He puts one jar on a sunny windowsill and the other inside a dark cabinet in the same room. The two setups are identical except for light, and both stay at the same temperature. For three days, Kenji counts the gas bubbles rising from each sprig during 10 minutes. Table 1 shows his counts. On Day 3, Kenji collects the gas trapped in the windowsill funnel. The gas makes a glowing wood splint flare brightly, a lab test that identifies oxygen. Table 1. Bubbles Counted in 10 Minutes Day Windowsill jar Cabinet jar Day 1 38 0 Day 2 42 1 Day 3 40 0 Choose the TWO claims that Kenji’s results best support.", "context_html": "", "options": [ { "id": "cA17", "text": "In the light, the sprig takes in oxygen from the water and gives off carbon dioxide gas.", "plain": "In the light, the sprig takes in oxygen from the water and gives off carbon dioxide gas.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "The sprig makes far more of the gas in the light than in the dark.", "plain": "The sprig makes far more of the gas in the light than in the dark.", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "The sprig in the dark cabinet stopped making gas because it had already died.", "plain": "The sprig in the dark cabinet stopped making gas because it had already died.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "The bubbles form from air that was trapped in the water when the jars were filled.", "plain": "The bubbles form from air that was trapped in the water when the jars were filled.", "correct": false, "kind": "choice" }, { "id": "cE17", "text": "In the light, the gas the sprig gives off is oxygen.", "plain": "In the light, the gas the sprig gives off is oxygen.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot17.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB17", "cE17" ] }, "n_options": 5 }, { "n": 18, "item_id": "_26dd6c4f-8ff9-4656-bdeb-9f964dd58cc8", "type": "gap-match", "title": "Saltgrass Bay Food Web", "standards": [ "MS-LS2-2" ], "prompt_html": "

Figure 1 shows part of the food web in Saltgrass Bay, a salt-water estuary. Each arrow points from a living thing to the animal that eats it.

Figure 1. Saltgrass Bay Food Web

\"Estuary

 

Drag one relationship card into the box beside each organism pair. Cards may be used more than once.

", "prompt_plain": "Figure 1 shows part of the food web in Saltgrass Bay, a salt-water estuary. Each arrow points from a living thing to the animal that eats it. Figure 1. Saltgrass Bay Food Web Drag one relationship card into the box beside each organism pair. Cards may be used more than once.", "context_html": "", "options": [ { "id": "dPred18", "text": "predatory relationship", "plain": "predatory relationship", "correct": false, "kind": "gap-token" }, { "id": "dComp18", "text": "competitive relationship", "plain": "competitive relationship", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot18.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "dComp18 gPair1", "dPred18 gPair2", "dPred18 gPair3", "dComp18 gPair4" ] }, "n_options": 2 }, { "n": 19, "item_id": "_b0b1e38e-4df2-466b-9fec-3adb92d44b3b", "type": "choice", "title": "Harlow Basin Environments", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Use Figure 1 and Table 1. No single core shows every layer, so you must fit the three core logs together.

Which sequence lists the environments that covered Harlow Basin, in order from oldest to youngest?

", "prompt_plain": "Use Figure 1 and Table 1. No single core shows every layer, so you must fit the three core logs together. Which sequence lists the environments that covered Harlow Basin, in order from oldest to youngest?", "context_html": "", "options": [ { "id": "cA19", "text": "sandy rivers → still, muddy water → swampy forest → shallow sea", "plain": "sandy rivers → still, muddy water → swampy forest → shallow sea", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "swampy forest → shallow sea → still, muddy water → sandy rivers", "plain": "swampy forest → shallow sea → still, muddy water → sandy rivers", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "shallow sea → swampy forest → still, muddy water → sandy rivers", "plain": "shallow sea → swampy forest → still, muddy water → sandy rivers", "correct": true, "kind": "choice" }, { "id": "cD19", "text": "shallow sea → still, muddy water → swampy forest → sandy rivers", "plain": "shallow sea → still, muddy water → swampy forest → sandy rivers", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f103fa24-ebe7-4754-b3ce-14dc9f13d8bd" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC19" ] }, "n_options": 4, "passage_html": "

Harlow Basin Drill Cores

A drilling crew collected rock cores at three sites spread across Harlow Basin. Figure 1 shows the core log from each site. The drill could not reach every layer at every site, so no single core shows all of the layers. Layers of the same rock type formed at the same time across the basin.

Figure 1. Core Logs from Three Sites

\"Three

Table 1 lists the environment where each rock type forms.

Table 1. Rock Types and Environments

Rock typeEnvironment where it forms
Limestoneshallow sea
Coalswampy forest with thick plant remains
Shalestill, muddy water
Sandstonesandy rivers

Geologists also drew a map of the region as it looked at the time the coal layer was forming. Figure 2 shows that map.

Figure 2. The Region When Coal Formed

\"Map

", "passage_plain": "Harlow Basin Drill Cores A drilling crew collected rock cores at three sites spread across Harlow Basin. Figure 1 shows the core log from each site. The drill could not reach every layer at every site, so no single core shows all of the layers. Layers of the same rock type formed at the same time across the basin. Figure 1. Core Logs from Three Sites Table 1 lists the environment where each rock type forms. Table 1. Rock Types and Environments Rock type Environment where it forms Limestone shallow sea Coal swampy forest with thick plant remains Shale still, muddy water Sandstone sandy rivers Geologists also drew a map of the region as it looked at the time the coal layer was forming. Figure 2 shows that map. Figure 2. The Region When Coal Formed" }, { "n": 20, "item_id": "_f5c30194-bd2e-4a45-ab74-88335eaaa05c", "type": "inline-choice", "title": "Where Coal and Oil Formed", "standards": [ "MS-ESS3-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Oil forms underground from the remains of tiny organisms that lived in salt water. Use Figure 2 and Table 1.

Choose the direction that best completes each sentence about the region’s energy resources.

Coal deposits formed under the part of the region.

Oil deposits formed under the part of the region.

", "options": [ { "id": "cB1o2d836189", "text": "northern", "plain": "northern", "correct": false, "kind": "inline" }, { "id": "cB1occ74ec23", "text": "southeastern", "plain": "southeastern", "correct": true, "kind": "inline" }, { "id": "cB1o271e42cd", "text": "western", "plain": "western", "correct": false, "kind": "inline" }, { "id": "cB2o036b8aba", "text": "northern", "plain": "northern", "correct": true, "kind": "inline" }, { "id": "cB2ob8e50349", "text": "southeastern", "plain": "southeastern", "correct": false, "kind": "inline" }, { "id": "cB2o7dd3be5d", "text": "western", "plain": "western", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_f103fa24-ebe7-4754-b3ce-14dc9f13d8bd" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1occ74ec23" ], "RESPONSE2": [ "cB2o036b8aba" ] }, "n_options": 6, "passage_html": "

Harlow Basin Drill Cores

A drilling crew collected rock cores at three sites spread across Harlow Basin. Figure 1 shows the core log from each site. The drill could not reach every layer at every site, so no single core shows all of the layers. Layers of the same rock type formed at the same time across the basin.

Figure 1. Core Logs from Three Sites

\"Three

Table 1 lists the environment where each rock type forms.

Table 1. Rock Types and Environments

Rock typeEnvironment where it forms
Limestoneshallow sea
Coalswampy forest with thick plant remains
Shalestill, muddy water
Sandstonesandy rivers

Geologists also drew a map of the region as it looked at the time the coal layer was forming. Figure 2 shows that map.

Figure 2. The Region When Coal Formed

\"Map

", "passage_plain": "Harlow Basin Drill Cores A drilling crew collected rock cores at three sites spread across Harlow Basin. Figure 1 shows the core log from each site. The drill could not reach every layer at every site, so no single core shows all of the layers. Layers of the same rock type formed at the same time across the basin. Figure 1. Core Logs from Three Sites Table 1 lists the environment where each rock type forms. Table 1. Rock Types and Environments Rock type Environment where it forms Limestone shallow sea Coal swampy forest with thick plant remains Shale still, muddy water Sandstone sandy rivers Geologists also drew a map of the region as it looked at the time the coal layer was forming. Figure 2 shows that map. Figure 2. The Region When Coal Formed" }, { "n": 21, "item_id": "_8861c4d1-ad5e-4398-8270-a060cf5d7503", "type": "hottext", "title": "Why Mars Stays in Orbit", "standards": [ "MS-ESS1-2" ], "prompt_html": "

A science magazine article about Mars is shown below. The article has five sentences.

Select the ONE sentence that explains why Mars stays in its orbit instead of drifting away from the Sun.

", "prompt_plain": "A science magazine article about Mars is shown below. The article has five sentences. Select the ONE sentence that explains why Mars stays in its orbit instead of drifting away from the Sun.", "context_html": "", "options": [ { "id": "hA21", "text": "Mars is smaller than Earth and shines as a steady, reddish point of light in the night sky.", "plain": "Mars is smaller than Earth and shines as a steady, reddish point of light in the night sky.", "correct": false, "kind": "hottext" }, { "id": "hB21", "text": "Mars travels around the Sun on a nearly circular path, completing one full trip in about two Earth years.", "plain": "Mars travels around the Sun on a nearly circular path, completing one full trip in about two Earth years.", "correct": false, "kind": "hottext" }, { "id": "hC21", "text": "Mars keeps moving through space because nothing along its path slows the planet down.", "plain": "Mars keeps moving through space because nothing along its path slows the planet down.", "correct": false, "kind": "hottext" }, { "id": "hD21", "text": "Gravity from the Sun keeps pulling Mars inward, bending its straight-line motion into a repeating path.", "plain": "Gravity from the Sun keeps pulling Mars inward, bending its straight-line motion into a repeating path.", "correct": true, "kind": "hottext" }, { "id": "hE21", "text": "Two small moons travel around Mars, staying close to the planet as it moves through space.", "plain": "Two small moons travel around Mars, staying close to the planet as it moves through space.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD21" ] }, "n_options": 5 }, { "n": 22, "item_id": "_0e53d81c-4cf9-46e9-8126-2af3794a7214", "type": "choice", "title": "Weather at Port Alden", "standards": [ "MS-ESS2-5" ], "prompt_html": "

The weather map in Figure 1 shows air pressure readings in millibars. Isobars are lines that connect places with the same air pressure. The town of Port Alden sits inside the innermost isobar, at the center of the lowest pressure. The town of Fairview sits near the outermost isobar.

Figure 1. Air Pressure Map

\"A

Which weather conditions are most likely at Port Alden?

", "prompt_plain": "The weather map in Figure 1 shows air pressure readings in millibars. Isobars are lines that connect places with the same air pressure. The town of Port Alden sits inside the innermost isobar, at the center of the lowest pressure. The town of Fairview sits near the outermost isobar. Figure 1. Air Pressure Map Which weather conditions are most likely at Port Alden?", "context_html": "", "options": [ { "id": "cA22", "text": "Thick clouds with calm air", "plain": "Thick clouds with calm air", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "Thick clouds with strong winds", "plain": "Thick clouds with strong winds", "correct": true, "kind": "choice" }, { "id": "cC22", "text": "Clear skies with calm air", "plain": "Clear skies with calm air", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "Clear skies with strong winds", "plain": "Clear skies with strong winds", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot22.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB22" ] }, "n_options": 4 }, { "n": 23, "item_id": "_9d9b1bf7-a62b-4e7c-8ec0-847c0a62de5a", "type": "choice", "title": "How the Andes Formed", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Figure 1 shows a cross-section of Earth’s outer layers at the western edge of South America, home of the Andes mountain range. An ocean trench lies just offshore, and one plate bends down beneath the other.

Figure 1. Cross-Section at the Andes

\"Cross-section

Which statement best explains how the Andes formed?

", "prompt_plain": "Figure 1 shows a cross-section of Earth’s outer layers at the western edge of South America, home of the Andes mountain range. An ocean trench lies just offshore, and one plate bends down beneath the other. Figure 1. Cross-Section at the Andes Which statement best explains how the Andes formed?", "context_html": "", "options": [ { "id": "cA23", "text": "The two plates push toward each other, crumpling the crust and slowly lifting it upward.", "plain": "The two plates push toward each other, crumpling the crust and slowly lifting it upward.", "correct": true, "kind": "choice" }, { "id": "cB23", "text": "The two plates grind past each other sideways, stacking rock into tall peaks after each earthquake.", "plain": "The two plates grind past each other sideways, stacking rock into tall peaks after each earthquake.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "The two plates move apart from each other, letting melted rock rise and harden into mountains.", "plain": "The two plates move apart from each other, letting melted rock rise and harden into mountains.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "The rivers and heavy rain carved deep valleys into a flat plateau, leaving the tall peaks behind.", "plain": "The rivers and heavy rain carved deep valleys into a flat plateau, leaving the tall peaks behind.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot23_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA23" ] }, "n_options": 4 }, { "n": 24, "item_id": "_2b2ba239-cbc4-45bc-ab6e-817611213051", "type": "choice", "title": "Concrete City, Hotter Planet — Part A", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Part A

Use the City Report excerpt and Figures 1, 2, and 3. Which claim do these sources, taken together, best support?

", "prompt_plain": "Part A Use the City Report excerpt and Figures 1, 2, and 3. Which claim do these sources, taken together, best support?", "context_html": "", "options": [ { "id": "cA24", "text": "Global temperature rises and falls in a repeating natural cycle unrelated to CO2 levels.", "plain": "Global temperature rises and falls in a repeating natural cycle unrelated to CO2 levels.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Rising global temperature drove both the climb in cement production and the climb in CO2, as the warming oceans released the gas into the air.", "plain": "Rising global temperature drove both the climb in cement production and the climb in CO2, as the warming oceans released the gas into the air.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "Rising cement production added CO2 to the air while CO2 levels and global temperature climbed.", "plain": "Rising cement production added CO2 to the air while CO2 levels and global temperature climbed.", "correct": true, "kind": "choice" }, { "id": "cD24", "text": "Cement production has replaced fuel burning as the main source of the added CO2.", "plain": "Cement production has replaced fuel burning as the main source of the added CO2.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5a2b4e3b-ce12-4bea-aaf3-e241e75c1b01" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC24" ] }, "n_options": 4, "passage_html": "

Concrete City, Hotter Planet

Grayford is one of many fast-growing cities built mostly from concrete, and concrete is made with cement. A student team studying climate impact collected a city report excerpt and three worldwide records covering the past 50 years.

City Report excerpt: Grayford pours new concrete for roads, bridges, and buildings every year of city growth. Cement for that concrete is made by heating crushed limestone in kilns. The heated limestone breaks down and releases carbon dioxide gas, and the burned kiln fuel releases more. Cars and buses on Grayford’s crowded streets release carbon dioxide as they burn fuel. Concrete streets and rooftops also soak up sunlight during the day and warm the city air. Mixing and curing each batch of concrete uses large amounts of fresh water.

Figure 1 shows world cement production. Figure 2 shows carbon dioxide (CO2) measured in the atmosphere. Figure 3 shows the change in global average temperature.

Figure 1. World Cement Production

\"Line

Figure 2. CO2 in the Atmosphere

\"Line

Figure 3. Global Average Temperature Change

\"Line

", "passage_plain": "Concrete City, Hotter Planet Grayford is one of many fast-growing cities built mostly from concrete, and concrete is made with cement. A student team studying climate impact collected a city report excerpt and three worldwide records covering the past 50 years. City Report excerpt: Grayford pours new concrete for roads, bridges, and buildings every year of city growth. Cement for that concrete is made by heating crushed limestone in kilns. The heated limestone breaks down and releases carbon dioxide gas, and the burned kiln fuel releases more. Cars and buses on Grayford’s crowded streets release carbon dioxide as they burn fuel. Concrete streets and rooftops also soak up sunlight during the day and warm the city air. Mixing and curing each batch of concrete uses large amounts of fresh water. Figure 1 shows world cement production. Figure 2 shows carbon dioxide (CO2) measured in the atmosphere. Figure 3 shows the change in global average temperature. Figure 1. World Cement Production Figure 2. CO2 in the Atmosphere Figure 3. Global Average Temperature Change" }, { "n": 25, "item_id": "_1c0ea0e7-7151-42d7-8cca-4b8f00640e8d", "type": "choice", "title": "Concrete City, Hotter Planet — Part B", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Part B

Which evidence from the City Report excerpt best supports your answer in Part A?

", "prompt_plain": "Part B Which evidence from the City Report excerpt best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA25", "text": "Concrete streets and rooftops soak up sunlight during the day and warm the city air.", "plain": "Concrete streets and rooftops soak up sunlight during the day and warm the city air.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "Cars and buses on the crowded city streets release carbon dioxide as they burn fuel.", "plain": "Cars and buses on the crowded city streets release carbon dioxide as they burn fuel.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "Mixing and curing each batch of concrete uses large amounts of the city’s fresh water.", "plain": "Mixing and curing each batch of concrete uses large amounts of the city’s fresh water.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "Heating limestone in cement kilns releases carbon dioxide from the rock and from the burned fuel.", "plain": "Heating limestone in cement kilns releases carbon dioxide from the rock and from the burned fuel.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5a2b4e3b-ce12-4bea-aaf3-e241e75c1b01" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD25" ] }, "n_options": 4, "passage_html": "

Concrete City, Hotter Planet

Grayford is one of many fast-growing cities built mostly from concrete, and concrete is made with cement. A student team studying climate impact collected a city report excerpt and three worldwide records covering the past 50 years.

City Report excerpt: Grayford pours new concrete for roads, bridges, and buildings every year of city growth. Cement for that concrete is made by heating crushed limestone in kilns. The heated limestone breaks down and releases carbon dioxide gas, and the burned kiln fuel releases more. Cars and buses on Grayford’s crowded streets release carbon dioxide as they burn fuel. Concrete streets and rooftops also soak up sunlight during the day and warm the city air. Mixing and curing each batch of concrete uses large amounts of fresh water.

Figure 1 shows world cement production. Figure 2 shows carbon dioxide (CO2) measured in the atmosphere. Figure 3 shows the change in global average temperature.

Figure 1. World Cement Production

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Figure 2. CO2 in the Atmosphere

\"Line

Figure 3. Global Average Temperature Change

\"Line

", "passage_plain": "Concrete City, Hotter Planet Grayford is one of many fast-growing cities built mostly from concrete, and concrete is made with cement. A student team studying climate impact collected a city report excerpt and three worldwide records covering the past 50 years. City Report excerpt: Grayford pours new concrete for roads, bridges, and buildings every year of city growth. Cement for that concrete is made by heating crushed limestone in kilns. The heated limestone breaks down and releases carbon dioxide gas, and the burned kiln fuel releases more. Cars and buses on Grayford’s crowded streets release carbon dioxide as they burn fuel. Concrete streets and rooftops also soak up sunlight during the day and warm the city air. Mixing and curing each batch of concrete uses large amounts of fresh water. Figure 1 shows world cement production. Figure 2 shows carbon dioxide (CO2) measured in the atmosphere. Figure 3 shows the change in global average temperature. Figure 1. World Cement Production Figure 2. CO2 in the Atmosphere Figure 3. Global Average Temperature Change" }, { "n": 26, "item_id": "_0437df0e-06c0-48c8-8b7e-7fcb0ab266ac", "type": "choice", "title": "Rain Garden Claim Check", "standards": [ "MS-ESS3-3" ], "prompt_html": "

A town planner in Denford claims that replacing a large paved parking lot with a rain garden that soaks up storm water will reduce how much Miller Creek rises during storms. Researchers measured five monitoring sites near the creek during the same storm. Figure 1 shows each site’s impervious (water-blocking) surface cover and the creek rise measured there.

Figure 1. Pavement and Creek Rise

\"Scatter

Which statement best evaluates the planner’s claim using the data in Figure 1?

", "prompt_plain": "A town planner in Denford claims that replacing a large paved parking lot with a rain garden that soaks up storm water will reduce how much Miller Creek rises during storms. Researchers measured five monitoring sites near the creek during the same storm. Figure 1 shows each site’s impervious (water-blocking) surface cover and the creek rise measured there. Figure 1. Pavement and Creek Rise Which statement best evaluates the planner’s claim using the data in Figure 1?", "context_html": "", "options": [ { "id": "cA26", "text": "The claim is supported, because sites with less impervious cover had smaller creek rises in the same storm.", "plain": "The claim is supported, because sites with less impervious cover had smaller creek rises in the same storm.", "correct": true, "kind": "choice" }, { "id": "cB26", "text": "The claim is supported, because a rain garden costs much less to build and maintain than new pavement.", "plain": "The claim is supported, because a rain garden costs much less to build and maintain than new pavement.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "The claim is not supported, because the creek still rose at the site with the least impervious cover.", "plain": "The claim is not supported, because the creek still rose at the site with the least impervious cover.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "The claim is not supported, because the amount of rain, not the ground surface, decides the creek rise.", "plain": "The claim is not supported, because the amount of rain, not the ground surface, decides the creek rise.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot26.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_0593fc11-303d-474e-8448-9d33934a39cb", "type": "choice", "title": "Clearwater Lake Planting Plans", "standards": [ "MS-ESS3-3" ], "prompt_html": "

A farm beside Clearwater Lake wants to cut the amount of fertilizer washing into the lake and also use less irrigation water. Table 1 compares four planting plans tested on the farm’s demonstration plots.

Table 1. Four Planting Plans

Planting planIrrigation water needed (liters per plant each week)Fertilizer needed (grams per plant each season)
Goldcob corn with extra fertilizer690
Silverleaf beans230
Goldcob corn, storm-season watering schedule1260
Goldcob corn with straight drainage ditches660

Which plan will best meet both goals?

", "prompt_plain": "A farm beside Clearwater Lake wants to cut the amount of fertilizer washing into the lake and also use less irrigation water. Table 1 compares four planting plans tested on the farm’s demonstration plots. Table 1. Four Planting Plans Planting plan Irrigation water needed (liters per plant each week) Fertilizer needed (grams per plant each season) Goldcob corn with extra fertilizer 6 90 Silverleaf beans 2 30 Goldcob corn, storm-season watering schedule 12 60 Goldcob corn with straight drainage ditches 6 60 Which plan will best meet both goals?", "context_html": "", "options": [ { "id": "cA27", "text": "Give the Goldcob corn extra fertilizer so the plants take up every gram before it can wash away.", "plain": "Give the Goldcob corn extra fertilizer so the plants take up every gram before it can wash away.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "Plant Silverleaf beans in the fields in place of the Goldcob corn grown there now.", "plain": "Plant Silverleaf beans in the fields in place of the Goldcob corn grown there now.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "Water the Goldcob corn on a storm-season schedule so the fertilizer soaks into the soil before storms arrive.", "plain": "Water the Goldcob corn on a storm-season schedule so the fertilizer soaks into the soil before storms arrive.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Dig straight drainage ditches so storm water drains quickly off the Goldcob cornfields after each storm.", "plain": "Dig straight drainage ditches so storm water drains quickly off the Goldcob cornfields after each storm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB27" ] }, "n_options": 4 }, { "n": 28, "item_id": "_af4a1297-b6fa-4fee-a3fa-14c38d936edb", "type": "choice", "title": "Undersea Earthquake and Tsunami", "standards": [ "MS-ESS3-2" ], "prompt_html": "

An undersea earthquake struck at the Izu-Bonin Trench, in the open western Pacific Ocean, and a tsunami followed. Figure 1 shows what happened at the seafloor. Table 1 shows wave records from three open-ocean buoys and one shore gauge at increasing distances from the earthquake.

Figure 1. How the Tsunami Started

\"Three

Table 1. Wave Records

RecorderDistance from earthquake (km)Highest wave (m)Arrival time (minutes after quake)
Buoy P1500.510
Buoy Q3000.420
Buoy R4500.330
Shore gauge6005.055

Choose the TWO statements that Figure 1 and Table 1 together support.

", "prompt_plain": "An undersea earthquake struck at the Izu-Bonin Trench, in the open western Pacific Ocean, and a tsunami followed. Figure 1 shows what happened at the seafloor. Table 1 shows wave records from three open-ocean buoys and one shore gauge at increasing distances from the earthquake. Figure 1. How the Tsunami Started Table 1. Wave Records Recorder Distance from earthquake (km) Highest wave (m) Arrival time (minutes after quake) Buoy P 150 0.5 10 Buoy Q 300 0.4 20 Buoy R 450 0.3 30 Shore gauge 600 5.0 55 Choose the TWO statements that Figure 1 and Table 1 together support.", "context_html": "", "options": [ { "id": "cA28", "text": "The strong winds blowing across the ocean surface stacked the water into the tallest waves.", "plain": "The strong winds blowing across the ocean surface stacked the water into the tallest waves.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "The sudden upward push of the seafloor moved a huge volume of ocean water, starting the waves.", "plain": "The sudden upward push of the seafloor moved a huge volume of ocean water, starting the waves.", "correct": true, "kind": "choice" }, { "id": "cC28", "text": "The waves grew steadily taller as they crossed the deep open ocean between the buoys.", "plain": "The waves grew steadily taller as they crossed the deep open ocean between the buoys.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "The waves stayed low in deep water and grew much taller as they entered shallow water near shore.", "plain": "The waves stayed low in deep water and grew much taller as they entered shallow water near shore.", "correct": true, "kind": "choice" }, { "id": "cE28", "text": "The weight of the tsunami waves pressing down on the trench caused the undersea earthquake.", "plain": "The weight of the tsunami waves pressing down on the trench caused the undersea earthquake.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot28_v2.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB28", "cD28" ] }, "n_options": 5 }, { "n": 29, "item_id": "_48924587-49dd-4ddf-a7c6-ece36cc0c454", "type": "hottext", "title": "Voice Memo Field Journal", "standards": [ "MS-PS4-3" ], "prompt_html": "

Priya records a voice memo at a mountain research camp and sends it to a friend in the city through a satellite link. Her field journal about the memo has five sentences.

Select the ONE sentence that explains why the digital memo file arrives unchanged after its long trip.

", "prompt_plain": "Priya records a voice memo at a mountain research camp and sends it to a friend in the city through a satellite link. Her field journal about the memo has five sentences. Select the ONE sentence that explains why the digital memo file arrives unchanged after its long trip.", "context_html": "", "options": [ { "id": "hA29", "text": "The tablet stores her voice as a long string of only two signal values, like on-off pulses.", "plain": "The tablet stores her voice as a long string of only two signal values, like on-off pulses.", "correct": false, "kind": "hottext" }, { "id": "hB29", "text": "The signal weakens and picks up crackling static as it travels up to the satellite and back down.", "plain": "The signal weakens and picks up crackling static as it travels up to the satellite and back down.", "correct": false, "kind": "hottext" }, { "id": "hC29", "text": "As long as the receiver can still tell on from off, it can restore each pulse and rebuild the file.", "plain": "As long as the receiver can still tell on from off, it can restore each pulse and rebuild the file.", "correct": true, "kind": "hottext" }, { "id": "hD29", "text": "The memo file is small, so the satellite link sends the whole recording in only a few seconds.", "plain": "The memo file is small, so the satellite link sends the whole recording in only a few seconds.", "correct": false, "kind": "hottext" }, { "id": "hE29", "text": "Her friend replays the memo and hears Priya greeting the team from the mountain camp.", "plain": "Her friend replays the memo and hears Priya greeting the team from the mountain camp.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC29" ] }, "n_options": 5 }, { "n": 30, "item_id": "_14e17b90-0a7f-4808-8ef4-33f5179d71a3", "type": "choice", "title": "Kinetic Energy of Two Shells", "standards": [ "MS-PS3-1" ], "prompt_html": "

The two shells cross the timing line at the same speed.

Look at Figure 1. How does the kinetic energy of the Osprey compare with the kinetic energy of the Heron when both shells move at the same speed?

", "prompt_plain": "The two shells cross the timing line at the same speed. Look at Figure 1. How does the kinetic energy of the Osprey compare with the kinetic energy of the Heron when both shells move at the same speed?", "context_html": "", "options": [ { "id": "cA30", "text": "It is about half as large, because a heavier shell is harder to bring up to full speed.", "plain": "It is about half as large, because a heavier shell is harder to bring up to full speed.", "correct": false, "kind": "choice" }, { "id": "cB30", "text": "It is the same, because kinetic energy depends on how fast an object moves, not its mass.", "plain": "It is the same, because kinetic energy depends on how fast an object moves, not its mass.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "It is about twice as large, because kinetic energy grows in proportion to the moving mass.", "plain": "It is about twice as large, because kinetic energy grows in proportion to the moving mass.", "correct": true, "kind": "choice" }, { "id": "cD30", "text": "It is about four times as large, because kinetic energy grows with the square of the mass.", "plain": "It is about four times as large, because kinetic energy grows with the square of the mass.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a5937d36-349c-4895-991e-370475900c55" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC30" ] }, "n_options": 4, "passage_html": "

Two Rowing Shells

A rowing club tests two racing shells (long, light rowing boats) on a calm lake. The single shell Heron, with its rower aboard, has a total mass of 100 kilograms. The double shell Osprey, with its two rowers aboard, has a total mass of 200 kilograms. Instruments measured each shell’s kinetic energy at different speeds. Table 1 lists the measurements for the Heron. Figure 1 shows the kinetic energy of both shells at speeds up to 4 meters per second.

Table 1. Heron Kinetic-Energy Measurements

Speed (meters per second)Speed x speedKinetic energy (joules)
1150
24200
39450
416800

Figure 1. Kinetic Energy vs. Speed

\"Graph

", "passage_plain": "Two Rowing Shells A rowing club tests two racing shells (long, light rowing boats) on a calm lake. The single shell Heron, with its rower aboard, has a total mass of 100 kilograms. The double shell Osprey, with its two rowers aboard, has a total mass of 200 kilograms. Instruments measured each shell’s kinetic energy at different speeds. Table 1 lists the measurements for the Heron. Figure 1 shows the kinetic energy of both shells at speeds up to 4 meters per second. Table 1. Heron Kinetic-Energy Measurements Speed (meters per second) Speed x speed Kinetic energy (joules) 1 1 50 2 4 200 3 9 450 4 16 800 Figure 1. Kinetic Energy vs. Speed" }, { "n": 31, "item_id": "_bca9ea44-433c-4c7e-a999-5569d0b2a582", "type": "portable-custom", "title": "Four-Person Shell Energy", "standards": [ "MS-PS3-1" ], "prompt_html": "

The rowing club also tows its four-person shell, with all four rowers aboard, at steady speeds and measures the shell’s kinetic energy at each speed. The table below shows the first three measurements.

\n
Steady speedKinetic energy of shell and rowers
1 m/s200 J (joules)
2 m/s800 J
3 m/s1,800 J
\n

 

\n

Complete the graph. Drag each speed’s bar to the height that shows the shell’s kinetic energy. Use the pattern in the table for the speed that is not listed.

", "prompt_plain": "The rowing club also tows its four-person shell, with all four rowers aboard, at steady speeds and measures the shell’s kinetic energy at each speed. The table below shows the first three measurements. Steady speed Kinetic energy of shell and rowers 1 m/s 200 J (joules) 2 m/s 800 J 3 m/s 1,800 J Complete the graph. Drag each speed’s bar to the height that shows the shell’s kinetic energy. Use the pattern in the table for the speed that is not listed.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"1 m/s\",\"y\":200},{\"x\":\"2 m/s\",\"y\":800},{\"x\":\"3 m/s\",\"y\":1800},{\"x\":\"4 m/s\",\"y\":3200}]" ] }, "n_options": 0 }, { "n": 32, "item_id": "_addb4127-674e-4176-b8fd-7f29ef46e074", "type": "inline-choice", "title": "Luge Track Points", "standards": [ "MS-PS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Yuki takes a practice run on a luge track - a narrow chute of smooth, slippery ice. The figure shows the track’s side profile. Point 1 is at the start, 35 m above the finish. Point 2 is partway down, 20 m above the finish. Point 3 is near the bottom, 5 m above the finish. Yuki and the sled start from rest at Point 1 and ride down without pushing. The ice is so slippery that almost none of the sled’s energy is lost to the track or to the air.

\"Side

Complete each sentence by choosing from the drop-down menus.

The sled’s speed at Point 2 is its speed at Point 1.

Of the three points, the sled is moving fastest at .

From Point 1 to Point 3, the sled’s stored (potential) energy .

", "options": [ { "id": "cIC1oefc9e9e6", "text": "greater than", "plain": "greater than", "correct": true, "kind": "inline" }, { "id": "cIC1o8f96e3f1", "text": "less than", "plain": "less than", "correct": false, "kind": "inline" }, { "id": "cIC1oe8674cee", "text": "the same as", "plain": "the same as", "correct": false, "kind": "inline" }, { "id": "cIC2o1a0799e0", "text": "Point 1", "plain": "Point 1", "correct": false, "kind": "inline" }, { "id": "cIC2o9d797d85", "text": "Point 2", "plain": "Point 2", "correct": false, "kind": "inline" }, { "id": "cIC2odac54bf2", "text": "Point 3", "plain": "Point 3", "correct": true, "kind": "inline" }, { "id": "cIC3o9e8158c3", "text": "decreases", "plain": "decreases", "correct": true, "kind": "inline" }, { "id": "cIC3o424e68b8", "text": "increases", "plain": "increases", "correct": false, "kind": "inline" }, { "id": "cIC3odc8e257d", "text": "stays the same", "plain": "stays the same", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot32.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cIC1oefc9e9e6" ], "RESPONSE2": [ "cIC2odac54bf2" ], "RESPONSE3": [ "cIC3o9e8158c3" ] }, "n_options": 9 }, { "n": 33, "item_id": "_50a53df1-49ba-49f2-93fe-a9a0b1b8e5d5", "type": "choice", "title": "Bell in a Vacuum Jar", "standards": [ "MS-PS4-2" ], "prompt_html": "

A teacher sets up an electric bell inside a sealed glass jar attached to a vacuum pump. With air in the jar, the class hears the bell clearly. As the pump removes the air, the ringing grows fainter and then cannot be heard at all - yet everyone can still see the hammer striking the bell.

\"An

Which statement best explains these observations?

", "prompt_plain": "A teacher sets up an electric bell inside a sealed glass jar attached to a vacuum pump. With air in the jar, the class hears the bell clearly. As the pump removes the air, the ringing grows fainter and then cannot be heard at all - yet everyone can still see the hammer striking the bell. Which statement best explains these observations?", "context_html": "", "options": [ { "id": "cA33", "text": "The glass walls of the jar block sound waves but let light waves pass through to the class.", "plain": "The glass walls of the jar block sound waves but let light waves pass through to the class.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "The bell’s hammer stops striking and vibrating once the air around it has been pumped away.", "plain": "The bell’s hammer stops striking and vibrating once the air around it has been pumped away.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "Sound waves need matter to travel through, but light waves can cross the nearly empty jar.", "plain": "Sound waves need matter to travel through, but light waves can cross the nearly empty jar.", "correct": true, "kind": "choice" }, { "id": "cD33", "text": "With less air in the jar, the sound waves move too slowly to escape before they fade away.", "plain": "With less air in the jar, the sound waves move too slowly to escape before they fade away.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot33.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC33" ] }, "n_options": 4 }, { "n": 34, "item_id": "_a70f4b33-2d80-4e76-a53c-f10344c65caf", "type": "choice", "title": "Warming a Sealed Container", "standards": [ "MS-PS1-4" ], "prompt_html": "

Talia clamps a sealed steel container of air onto a lab stand. The container’s rigid walls cannot bend, and no air can get in or out. She warms the container slowly with a heat lamp while its built-in thermometer rises from 20°C to 45°C.

\"Two

Choose the TWO statements that correctly describe the air particles inside the container as it warms.

", "prompt_plain": "Talia clamps a sealed steel container of air onto a lab stand. The container’s rigid walls cannot bend, and no air can get in or out. She warms the container slowly with a heat lamp while its built-in thermometer rises from 20°C to 45°C. Choose the TWO statements that correctly describe the air particles inside the container as it warms.", "context_html": "", "options": [ { "id": "cA34", "text": "The particles themselves slowly swell and take up more room as they warm.", "plain": "The particles themselves slowly swell and take up more room as they warm.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "The particles move faster on average as the temperature keeps rising.", "plain": "The particles move faster on average as the temperature keeps rising.", "correct": true, "kind": "choice" }, { "id": "cC34", "text": "The number of particles inside slowly grows as the air takes in energy.", "plain": "The number of particles inside slowly grows as the air takes in energy.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "The average distance between the particles stays about the same as it warms.", "plain": "The average distance between the particles stays about the same as it warms.", "correct": true, "kind": "choice" }, { "id": "cE34", "text": "The particles gradually soften and begin to melt as the container warms.", "plain": "The particles gradually soften and begin to melt as the container warms.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot34.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB34", "cD34" ] }, "n_options": 5 }, { "n": 35, "item_id": "_1941bd70-f035-45b4-9162-5145240df4ba", "type": "choice", "title": "Salt and Chlorine Compared", "standards": [ "MS-PS1-1" ], "prompt_html": "

Yusuf compares two substances that both contain chlorine atoms. The table below lists their properties, and the two particle models show how each substance is built.

PropertyChlorine gas (Cl2)Table salt (NaCl)
State at room temperatureGasSolid
ColorPale greenish yellowWhite
Safe to eat?No - poisonousYes, in small amounts

\"Two

Which statement best explains why table salt’s properties are so different from chlorine gas’s properties?

", "prompt_plain": "Yusuf compares two substances that both contain chlorine atoms. The table below lists their properties, and the two particle models show how each substance is built. Property Chlorine gas (Cl2) Table salt (NaCl) State at room temperature Gas Solid Color Pale greenish yellow White Safe to eat? No - poisonous Yes, in small amounts Which statement best explains why table salt’s properties are so different from chlorine gas’s properties?", "context_html": "", "options": [ { "id": "cA35", "text": "Table salt contains too few chlorine atoms for the chlorine to affect its properties.", "plain": "Table salt contains too few chlorine atoms for the chlorine to affect its properties.", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "When chlorine atoms bond with sodium atoms, the new substance formed has its own properties.", "plain": "When chlorine atoms bond with sodium atoms, the new substance formed has its own properties.", "correct": true, "kind": "choice" }, { "id": "cC35", "text": "Chlorine atoms in table salt slowly change into sodium atoms and lose their old properties.", "plain": "Chlorine atoms in table salt slowly change into sodium atoms and lose their old properties.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "Chlorine atoms locked inside a solid lose the dangerous properties they carry as a gas.", "plain": "Chlorine atoms locked inside a solid lose the dangerous properties they carry as a gas.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-21/images/slot35.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB35" ] }, "n_options": 4 }, { "n": 36, "item_id": "_77d10d91-6ca3-476e-930f-18b459499e3e", "type": "gap-match", "title": "Periodic Table Excerpt", "standards": [ "MS-PS1-1" ], "prompt_html": "

The placement grid below shows one small section of the periodic table: Period 2 and Period 3, across Group 13 through Group 18. Some element tiles are already filled in. Three spaces are empty. Each element card shows a symbol and its atomic number.

 

Drag each element card into its correct space in the grid. Not all cards will be used.

", "prompt_plain": "The placement grid below shows one small section of the periodic table: Period 2 and Period 3, across Group 13 through Group 18. Some element tiles are already filled in. Three spaces are empty. Each element card shows a symbol and its atomic number. Drag each element card into its correct space in the grid. Not all cards will be used.", "context_html": "", "options": [ { "id": "tNa", "text": "Na 11", "plain": "Na 11", "correct": false, "kind": "gap-token" }, { "id": "tAl", "text": "Al 13", "plain": "Al 13", "correct": false, "kind": "gap-token" }, { "id": "tAr", "text": "Ar 18", "plain": "Ar 18", "correct": false, "kind": "gap-token" }, { "id": "tNe", "text": "Ne 10", "plain": "Ne 10", "correct": false, "kind": "gap-token" }, { "id": "tMg", "text": "Mg 12", "plain": "Mg 12", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tNe gG1", "tAl gG2", "tAr gG3" ] }, "n_options": 5 }, { "n": 37, "item_id": "_b732e167-06c1-405d-88f0-a904991ca23c", "type": "choice", "title": "Hillside Slide Risk Claim", "standards": [ "MS-PS2-2" ], "prompt_html": "

Look at Table 1 and Table 2. Which claim about landslide risk do the crew’s data best support?

", "prompt_plain": "Look at Table 1 and Table 2. Which claim about landslide risk do the crew’s data best support?", "context_html": "", "options": [ { "id": "cA37", "text": "Zone 2 is likely to have landslides, because its 30-degree slope is steeper than the charred crust’s 24-degree slide-start angle.", "plain": "Zone 2 is likely to have landslides, because its 30-degree slope is steeper than the charred crust’s 24-degree slide-start angle.", "correct": true, "kind": "choice" }, { "id": "cB37", "text": "Zone 1 and Zone 2 face the same landslide risk, because both zones share the charred crust with its 24-degree slide-start angle.", "plain": "Zone 1 and Zone 2 face the same landslide risk, because both zones share the charred crust with its 24-degree slide-start angle.", "correct": false, "kind": "choice" }, { "id": "cC37", "text": "Zone 2 is safe from landslides, because its steeper 30-degree ground presses the soil down harder and grips it in place.", "plain": "Zone 2 is safe from landslides, because its steeper 30-degree ground presses the soil down harder and grips it in place.", "correct": false, "kind": "choice" }, { "id": "cD37", "text": "Zone 2 is likely to have landslides, because its soil layer is thicker and heavier than the soil layer in Zone 1.", "plain": "Zone 2 is likely to have landslides, because its soil layer is thicker and heavier than the soil layer in Zone 1.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_21ce0ef1-f8b1-452e-89f0-8bf4759be7ee" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA37" ] }, "n_options": 4, "passage_html": "

Burned Hillside Slide Trials

A wildfire burned the plants off a hillside above the town of Vireo Flats. Much of the burn zone is now a smooth, charred soil crust. A county soil crew is testing surface treatments that could keep the loose soil from sliding downhill. Friction - the grip between two touching surfaces - is a force that resists sliding.

For each trial, the crew covers a tilt board with one surface, sets a block of packed hillside soil on it, and slowly tilts the board. The tilt angle at which the block first slides is the slide-start angle. A larger slide-start angle means the surface grips the soil more strongly. Table 1 shows the trial results. Table 2 describes two zones of the hillside. The County Treatment Brief is shown after Table 2.

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Table 1. Slide-Start Angle Trials

Surface on the tilt boardTrial 1Trial 2Trial 3Average slide-start angle
Charred crust (untreated)23°25°24°24°
Straw erosion mat33°35°34°34°
Gravel mulch41°43°42°42°

Table 2. Hillside Zones

ZoneSlope angleSurface today
Zone 115°Smooth charred crust
Zone 230°Smooth charred crust

County Treatment Brief

", "passage_plain": "Burned Hillside Slide Trials A wildfire burned the plants off a hillside above the town of Vireo Flats. Much of the burn zone is now a smooth, charred soil crust. A county soil crew is testing surface treatments that could keep the loose soil from sliding downhill. Friction - the grip between two touching surfaces - is a force that resists sliding. For each trial, the crew covers a tilt board with one surface, sets a block of packed hillside soil on it, and slowly tilts the board. The tilt angle at which the block first slides is the slide-start angle. A larger slide-start angle means the surface grips the soil more strongly. Table 1 shows the trial results. Table 2 describes two zones of the hillside. The County Treatment Brief is shown after Table 2. Table 1. Slide-Start Angle Trials Surface on the tilt board Trial 1 Trial 2 Trial 3 Average slide-start angle Charred crust (untreated) 23° 25° 24° 24° Straw erosion mat 33° 35° 34° 34° Gravel mulch 41° 43° 42° 42° Table 2. Hillside Zones Zone Slope angle Surface today Zone 1 15° Smooth charred crust Zone 2 30° Smooth charred crust County Treatment Brief The treated surface must not begin to slide until the test board tilts to at least 35 degrees. The treatment must still hold the soil in place after one full year outdoors. The crew may spend no more than $20,000 on materials. All treatment work must be finished within six weeks." }, { "n": 38, "item_id": "_39c37088-b4e1-4774-908a-49da4829cc57", "type": "choice", "title": "Ash Layer Test Plan", "standards": [ "MS-ETS1-3" ], "prompt_html": "

After the first trials, the crew learns that a thin layer of loose ash often settles on top of hillside surfaces after a fire. The crew wants to find out how an ash layer between the soil block and each test surface changes the slide-start angles.

Which change to the tilt-board tests would best let the crew measure the effect of the ash layer by itself?

", "prompt_plain": "After the first trials, the crew learns that a thin layer of loose ash often settles on top of hillside surfaces after a fire. The crew wants to find out how an ash layer between the soil block and each test surface changes the slide-start angles. Which change to the tilt-board tests would best let the crew measure the effect of the ash layer by itself?", "context_html": "", "options": [ { "id": "cA38", "text": "Test the ash layer on a brand-new fourth surface, bare rock, because loose ash collects on rocky patches of the hillside.", "plain": "Test the ash layer on a brand-new fourth surface, bare rock, because loose ash collects on rocky patches of the hillside.", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Take the three test surfaces off the board and instead compare three ash layers of different thicknesses against one another.", "plain": "Take the three test surfaces off the board and instead compare three ash layers of different thicknesses against one another.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Tilt the board faster during the ash trials so the crew can finish twice as many ash tests in one day.", "plain": "Tilt the board faster during the ash trials so the crew can finish twice as many ash tests in one day.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Run the trials on each test surface twice - once with the ash layer and once without - changing nothing else.", "plain": "Run the trials on each test surface twice - once with the ash layer and once without - changing nothing else.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_21ce0ef1-f8b1-452e-89f0-8bf4759be7ee" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD38" ] }, "n_options": 4, "passage_html": "

Burned Hillside Slide Trials

A wildfire burned the plants off a hillside above the town of Vireo Flats. Much of the burn zone is now a smooth, charred soil crust. A county soil crew is testing surface treatments that could keep the loose soil from sliding downhill. Friction - the grip between two touching surfaces - is a force that resists sliding.

For each trial, the crew covers a tilt board with one surface, sets a block of packed hillside soil on it, and slowly tilts the board. The tilt angle at which the block first slides is the slide-start angle. A larger slide-start angle means the surface grips the soil more strongly. Table 1 shows the trial results. Table 2 describes two zones of the hillside. The County Treatment Brief is shown after Table 2.

\"A

Table 1. Slide-Start Angle Trials

Surface on the tilt boardTrial 1Trial 2Trial 3Average slide-start angle
Charred crust (untreated)23°25°24°24°
Straw erosion mat33°35°34°34°
Gravel mulch41°43°42°42°

Table 2. Hillside Zones

ZoneSlope angleSurface today
Zone 115°Smooth charred crust
Zone 230°Smooth charred crust

County Treatment Brief

", "passage_plain": "Burned Hillside Slide Trials A wildfire burned the plants off a hillside above the town of Vireo Flats. Much of the burn zone is now a smooth, charred soil crust. A county soil crew is testing surface treatments that could keep the loose soil from sliding downhill. Friction - the grip between two touching surfaces - is a force that resists sliding. For each trial, the crew covers a tilt board with one surface, sets a block of packed hillside soil on it, and slowly tilts the board. The tilt angle at which the block first slides is the slide-start angle. A larger slide-start angle means the surface grips the soil more strongly. Table 1 shows the trial results. Table 2 describes two zones of the hillside. The County Treatment Brief is shown after Table 2. Table 1. Slide-Start Angle Trials Surface on the tilt board Trial 1 Trial 2 Trial 3 Average slide-start angle Charred crust (untreated) 23° 25° 24° 24° Straw erosion mat 33° 35° 34° 34° Gravel mulch 41° 43° 42° 42° Table 2. Hillside Zones Zone Slope angle Surface today Zone 1 15° Smooth charred crust Zone 2 30° Smooth charred crust County Treatment Brief The treated surface must not begin to slide until the test board tilts to at least 35 degrees. The treatment must still hold the soil in place after one full year outdoors. The crew may spend no more than $20,000 on materials. All treatment work must be finished within six weeks." }, { "n": 39, "item_id": "_2123bed2-5082-4f59-9cd4-570c68322003", "type": "choice", "title": "Hillside Brief Requirements", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Look at the County Treatment Brief in the passage.

Which choice correctly identifies one criterion and one constraint from the brief?

", "prompt_plain": "Look at the County Treatment Brief in the passage. Which choice correctly identifies one criterion and one constraint from the brief?", "context_html": "", "options": [ { "id": "cA39", "text": "Criterion: the treated surface holds until at least a 35-degree tilt. Constraint: materials may cost no more than $20,000.", "plain": "Criterion: the treated surface holds until at least a 35-degree tilt. Constraint: materials may cost no more than $20,000.", "correct": true, "kind": "choice" }, { "id": "cB39", "text": "Criterion: the work is finished within six weeks. Constraint: the treatment holds the soil for one full year outdoors.", "plain": "Criterion: the work is finished within six weeks. Constraint: the treatment holds the soil for one full year outdoors.", "correct": false, "kind": "choice" }, { "id": "cC39", "text": "Criterion: materials may cost no more than $20,000. Constraint: the crew finishes the treatment work within six weeks.", "plain": "Criterion: materials may cost no more than $20,000. Constraint: the crew finishes the treatment work within six weeks.", "correct": false, "kind": "choice" }, { "id": "cD39", "text": "Criterion: the treatment holds the soil for one full year outdoors. Constraint: the treated surface holds until at least a 35-degree tilt.", "plain": "Criterion: the treatment holds the soil for one full year outdoors. Constraint: the treated surface holds until at least a 35-degree tilt.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_21ce0ef1-f8b1-452e-89f0-8bf4759be7ee" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA39" ] }, "n_options": 4, "passage_html": "

Burned Hillside Slide Trials

A wildfire burned the plants off a hillside above the town of Vireo Flats. Much of the burn zone is now a smooth, charred soil crust. A county soil crew is testing surface treatments that could keep the loose soil from sliding downhill. Friction - the grip between two touching surfaces - is a force that resists sliding.

For each trial, the crew covers a tilt board with one surface, sets a block of packed hillside soil on it, and slowly tilts the board. The tilt angle at which the block first slides is the slide-start angle. A larger slide-start angle means the surface grips the soil more strongly. Table 1 shows the trial results. Table 2 describes two zones of the hillside. The County Treatment Brief is shown after Table 2.

\"A

Table 1. Slide-Start Angle Trials

Surface on the tilt boardTrial 1Trial 2Trial 3Average slide-start angle
Charred crust (untreated)23°25°24°24°
Straw erosion mat33°35°34°34°
Gravel mulch41°43°42°42°

Table 2. Hillside Zones

ZoneSlope angleSurface today
Zone 115°Smooth charred crust
Zone 230°Smooth charred crust

County Treatment Brief

", "passage_plain": "Burned Hillside Slide Trials A wildfire burned the plants off a hillside above the town of Vireo Flats. Much of the burn zone is now a smooth, charred soil crust. A county soil crew is testing surface treatments that could keep the loose soil from sliding downhill. Friction - the grip between two touching surfaces - is a force that resists sliding. For each trial, the crew covers a tilt board with one surface, sets a block of packed hillside soil on it, and slowly tilts the board. The tilt angle at which the block first slides is the slide-start angle. A larger slide-start angle means the surface grips the soil more strongly. Table 1 shows the trial results. Table 2 describes two zones of the hillside. The County Treatment Brief is shown after Table 2. Table 1. Slide-Start Angle Trials Surface on the tilt board Trial 1 Trial 2 Trial 3 Average slide-start angle Charred crust (untreated) 23° 25° 24° 24° Straw erosion mat 33° 35° 34° 34° Gravel mulch 41° 43° 42° 42° Table 2. Hillside Zones Zone Slope angle Surface today Zone 1 15° Smooth charred crust Zone 2 30° Smooth charred crust County Treatment Brief The treated surface must not begin to slide until the test board tilts to at least 35 degrees. The treatment must still hold the soil in place after one full year outdoors. The crew may spend no more than $20,000 on materials. All treatment work must be finished within six weeks." }, { "n": 40, "item_id": "_a7132a6f-07ba-4912-83c5-71d189e8e4e5", "type": "choice", "title": "Drip Emitter Next Tests", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Zora is designing a drip emitter - a small nozzle that drips water slowly onto one garden plant. Every emitter must deliver between 40 and 60 milliliters of water per minute, even when the supply water carries fine soil particles. The table below shows her two test rounds. After each design change, Zora will retest the emitter with clean water and with muddy water against the 40-60 requirement.

Test roundOutlet openingFlow with clean waterFlow after muddy-water test
Round 11 mm55 mL/min15 mL/min
Round 22 mm90 mL/min82 mL/min

Based on the data from both rounds, choose the TWO design changes that are the best ones for Zora to test next.

", "prompt_plain": "Zora is designing a drip emitter - a small nozzle that drips water slowly onto one garden plant. Every emitter must deliver between 40 and 60 milliliters of water per minute, even when the supply water carries fine soil particles. The table below shows her two test rounds. After each design change, Zora will retest the emitter with clean water and with muddy water against the 40-60 requirement. Test round Outlet opening Flow with clean water Flow after muddy-water test Round 1 1 mm 55 mL/min 15 mL/min Round 2 2 mm 90 mL/min 82 mL/min Based on the data from both rounds, choose the TWO design changes that are the best ones for Zora to test next.", "context_html": "", "options": [ { "id": "cA40", "text": "Add a fine mesh screen at the emitter’s inlet so soil particles are caught before they reach the outlet.", "plain": "Add a fine mesh screen at the emitter’s inlet so soil particles are caught before they reach the outlet.", "correct": true, "kind": "choice" }, { "id": "cB40", "text": "Switch to the wider outlet tested in Round 2, because the larger opening did not clog in the muddy-water test.", "plain": "Switch to the wider outlet tested in Round 2, because the larger opening did not clog in the muddy-water test.", "correct": false, "kind": "choice" }, { "id": "cC40", "text": "Reshape the outlet channel so it flexes open briefly to flush a trapped particle through, then returns to size.", "plain": "Reshape the outlet channel so it flexes open briefly to flush a trapped particle through, then returns to size.", "correct": true, "kind": "choice" }, { "id": "cD40", "text": "Shorten each muddy-water test to one minute so fewer soil particles reach the emitter while it is being tested.", "plain": "Shorten each muddy-water test to one minute so fewer soil particles reach the emitter while it is being tested.", "correct": false, "kind": "choice" }, { "id": "cE40", "text": "Raise the supply-water pressure until the flow is about twice as strong, so particles are pushed through the outlet.", "plain": "Raise the supply-water pressure until the flow is about twice as strong, so particles are pushed through the outlet.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA40", "cC40" ] }, "n_options": 5 } ] }, { "form": "G8.22", "grade": "G8", "title": "Alpha Standardized Science G8.22", "test_id": "_test-67b78ad6-1461-44ef-9c5a-234c87537a87", "n_items": 40, "n_stimuli": 8, "stimuli": { "_f8861d61-626e-441b-b66b-e57dcfbb9c0e": { "title": "Rover Image Transmission", "html": "

Rover Image Transmission

A rover exploring Mars radios its photographs to Earth. On the way, stray radio noise from the Sun and from spacecraft electronics mixes into the signal.

Before launch, engineers tested two ways to send the same test photo through a practice path with adjustable noise:

Analog broadcast: the photo is sent as one continuously varying radio wave. The wave’s shape carries the picture information directly.

Digital packets: the photo is first digitized into a pattern of 1s and 0s. The pattern is sent as short radio pulses grouped into packets.

Figure 1 shows the two transmission paths. Table 1 shows the percentage of picture squares (pixels) that arrived wrong at each noise level.

Figure 1. The Two Transmission Paths

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Table 1. Image Errors at Four Noise Levels

Noise levelAnalog broadcast: pixels wrong (%)Digital packets: pixels wrong (%)
Low50
Moderate150
High302
Extreme4528
" }, "_2c109955-4ae5-4704-8b2a-d2cc5028c0c8": { "title": "Deer Mouse Survival Study", "html": "

Deer Mouse Survival Study

Scientists are studying deer mice in a desert region. One area of the region has pale, sandy soil. In a nearby area, weathered volcanic rock has formed dark soil. Fur color in deer mice is an inherited trait, and owls hunt the mice at night using their eyesight.

The scientists set up a large fenced study plot on the pale, sandy soil. Into this plot they released 100 marked mice with light fur and 100 marked mice with dark fur. Six months later, they counted how many marked mice of each fur color were still alive. Table 1 shows the results. Figure 1 shows the two soil areas.

Table 1. Sandy-Plot Survival Results

Fur colorMarked mice releasedMice still alive after six months
Light fur10063
Dark fur10024

Figure 1. The Two Soil Areas

\"Two

" }, "_66153e03-4a92-426e-a6cf-a4c21136e098": { "title": "The Gulf Dead Zone", "html": "

The Gulf Dead Zone

Each spring, rain washes nitrogen and phosphorus from farm fields into the Mississippi River. The river empties into the Gulf of Mexico. These nutrients feed enormous blooms of tiny algae. When the algae die and sink, bacteria on the sea floor break them down. As the bacteria work, they use up dissolved oxygen from the bottom water. By midsummer, a large area of bottom water holds too little oxygen for most animals. Scientists call this area a dead zone.

Brown shrimp feed on the sea floor and are caught by fishing boats across the region. Table 1 shows monitoring data from four recent years. Figure 1 shows the dead zone’s location. Figure 2 shows how bottom-water dissolved oxygen changed during Year 4.

Table 1. Gulf Monitoring Data

YearNitrogen carried into the Gulf each spring (thousand tons)Midsummer bottom-water dissolved oxygen (mg/L)Dead-zone area (thousand square kilometers)Brown shrimp catch (million kilograms)
Year 19003.0950
Year 21,1002.41344
Year 31,4001.81737
Year 41,8001.22229

Figure 1. Location of the Dead Zone

\"Map

Figure 2. Bottom-Water Dissolved Oxygen, Year 4

\"Line

" }, "_06e8e9ef-a2f0-4db2-bad2-44b4fa1ae0b0": { "title": "Riverton's 60-Year Temperature Record", "html": "

Riverton's 60-Year Temperature Record

The city of Riverton has measured air temperature at the same downtown weather station for 60 years. Figure 1 shows the station's yearly average temperature over that time. The record shows that Riverton's average temperature has risen about 2 °C. City scientists also collected the records in Table 1. The city council will use the evidence to choose one plan for slowing the warming.

Figure 1. Yearly Average Temperature in Downtown Riverton

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Table 1. Other City Records

RecordWhat the city measured
Record 1Paved area and vehicle fuel use in Riverton grew steadily over the 60 years.
Record 2A rural station 30 kilometers outside Riverton warmed much less than the downtown station.
Record 3Satellite measurements show the Sun's energy output stayed nearly steady over the same years.
Record 4Last summer was the hottest single summer in the downtown record.
Record 5The number of shade trees along downtown streets fell by about half.
" }, "_b20d559d-b255-429c-aae2-49ac57570ac7": { "title": "Charger Stand Field Tests", "html": "

Charger Stand Field Tests

Yara’s engineering team is building a solar phone-charging stand for their community garden. The garden club’s project brief sets two performance targets:

Target 1: At least 12 watts of charging power reaches a phone on the stand in full noon sun.

Target 2: The stand remains upright in gusts as strong as setting 4 on the club’s big test fan. Setting 4 matches the garden’s usual afternoon winds.

The team built and tested three versions, changing only the solar panel’s tilt each round. At noon they measured the charging power. Then the fan blew one-minute gusts at each version. Gusts started at setting 1 and rose one setting at a time. A version’s test ended when it tipped or the top setting, 5, was reached. Table 1 shows the results.

Table 1. Charger Stand Test Results

RoundPanel tilt (degrees from flat)Charging power at noon (watts)Highest fan setting with the stand still upright
1075
220105
335132
" }, "_08dcc166-032d-48a8-bc9f-b32d8b6f3a46": { "title": "Milbrook Railway Cutting", "html": "

Milbrook Railway Cutting

Work crews cut through a hillside near the town of Milbrook to lay a new railway line. The cut exposed a tall rock wall. Geologists mapped the wall before the tracks were laid. Figure 1 shows the wall: four sedimentary rock layers and a body of dark igneous rock, called an intrusion. The intrusion formed when magma pushed up through older rock and hardened.

Figure 1. The Railway-Cutting Wall

\"A

" }, "_81a1888a-d36e-45fb-b30f-5fcaf1515168": { "title": "Embryos and a Fossil Egg", "html": "

Embryos and a Fossil Egg

Figure 1 shows drawings of early embryos from four modern animals: a crocodile, a dog, a duck, and a snake. On each embryo, the tail and the gill slits (small paired grooves near the head) are labeled. Limb buds are labeled on the crocodile, dog, and duck embryos.

A museum team studied a fossil egg from a small, toothless theropod dinosaur that lived about 70 million years ago. The embryo’s skeleton is still preserved inside the egg. Figure 2 shows the fossil. The skull, backbone, limbs, and tail are labeled. The skeleton, about 25 centimeters long, lies curled with its head tucked toward its feet.

Figure 1. Embryos of Four Animals

\"Drawings

Figure 2. The Fossil Egg

\"A

" }, "_e2854710-2c82-498e-a77e-e25caafa069c": { "title": "Self-Heating Meal Pouch", "html": "

Self-Heating Meal Pouch

Campers can buy meal pouches that heat food with no stove or flame. Pouring an activator solution onto a fuel packet inside the pouch starts a chemical reaction. Elena, a design engineer, tested two fuel packets, Fuel A and Fuel B.

Elena placed each packet in an insulated container holding 200 milliliters of water at 20°C. She added the standard activator solution and recorded the water temperature for 10 minutes. Figure 1 shows the two temperature curves. Each curve rises for several minutes and then levels off.

Elena then ran Fuel B twice more: once with a concentrated activator solution and once with a dilute activator solution. With the concentrated solution, the water temperature climbed faster during the first minutes. Both runs leveled off near the same final temperature. Before the runs, the concentrated solution looked slightly cloudier than the dilute solution. In every trial, white foam and gas bubbles rose from the packet. Each used-up packet crumbled and turned darker.

Figure 1. Water Temperature Over Time

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" } }, "questions": [ { "n": 1, "item_id": "_9cdad585-a03a-483a-b17c-aa64fa0d1757", "type": "choice", "title": "Self-Heating Meal Pouch - Part A", "standards": [ "MS-PS1-6" ], "prompt_html": "

Part A

Elena claims that the fuel reactions in both meal pouches release energy.

Which statement best explains how the temperature curves in Figure 1 support her claim?

", "prompt_plain": "Part A Elena claims that the fuel reactions in both meal pouches release energy. Which statement best explains how the temperature curves in Figure 1 support her claim?", "context_html": "", "options": [ { "id": "cA1", "text": "Both curves flatten near the end, so the water finished absorbing the energy stored in the fuels.", "plain": "Both curves flatten near the end, so the water finished absorbing the energy stored in the fuels.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Fuel A’s curve rises more steeply than Fuel B’s, so the faster reaction is the one releasing energy.", "plain": "Fuel A’s curve rises more steeply than Fuel B’s, so the faster reaction is the one releasing energy.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Both curves rise above the starting temperature with no outside heat source, so the reactions transferred energy to the water.", "plain": "Both curves rise above the starting temperature with no outside heat source, so the reactions transferred energy to the water.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Both curves start at the same temperature on the graph, so the two fuels began with equal amounts of stored energy.", "plain": "Both curves start at the same temperature on the graph, so the two fuels began with equal amounts of stored energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e2854710-2c82-498e-a77e-e25caafa069c" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Self-Heating Meal Pouch

Campers can buy meal pouches that heat food with no stove or flame. Pouring an activator solution onto a fuel packet inside the pouch starts a chemical reaction. Elena, a design engineer, tested two fuel packets, Fuel A and Fuel B.

Elena placed each packet in an insulated container holding 200 milliliters of water at 20°C. She added the standard activator solution and recorded the water temperature for 10 minutes. Figure 1 shows the two temperature curves. Each curve rises for several minutes and then levels off.

Elena then ran Fuel B twice more: once with a concentrated activator solution and once with a dilute activator solution. With the concentrated solution, the water temperature climbed faster during the first minutes. Both runs leveled off near the same final temperature. Before the runs, the concentrated solution looked slightly cloudier than the dilute solution. In every trial, white foam and gas bubbles rose from the packet. Each used-up packet crumbled and turned darker.

Figure 1. Water Temperature Over Time

\"Line

", "passage_plain": "Self-Heating Meal Pouch Campers can buy meal pouches that heat food with no stove or flame. Pouring an activator solution onto a fuel packet inside the pouch starts a chemical reaction. Elena, a design engineer, tested two fuel packets, Fuel A and Fuel B. Elena placed each packet in an insulated container holding 200 milliliters of water at 20°C. She added the standard activator solution and recorded the water temperature for 10 minutes. Figure 1 shows the two temperature curves. Each curve rises for several minutes and then levels off. Elena then ran Fuel B twice more: once with a concentrated activator solution and once with a dilute activator solution. With the concentrated solution, the water temperature climbed faster during the first minutes. Both runs leveled off near the same final temperature. Before the runs, the concentrated solution looked slightly cloudier than the dilute solution. In every trial, white foam and gas bubbles rose from the packet. Each used-up packet crumbled and turned darker. Figure 1. Water Temperature Over Time" }, { "n": 2, "item_id": "_5d72fe6c-473a-4974-8dc9-36473fd5a729", "type": "choice", "title": "Self-Heating Meal Pouch - Part B", "standards": [ "MS-PS1-6" ], "prompt_html": "

Part B

Which observation from Elena’s tests best supports your answer in Part A?

", "prompt_plain": "Part B Which observation from Elena’s tests best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA2", "text": "White foam and gas bubbles rose from the fuel packet during the first minutes of every trial.", "plain": "White foam and gas bubbles rose from the fuel packet during the first minutes of every trial.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "In every trial the water finished warmer than it started; the concentrated activator just warmed it faster.", "plain": "In every trial the water finished warmer than it started; the concentrated activator just warmed it faster.", "correct": true, "kind": "choice" }, { "id": "cC2", "text": "Before either rerun began, the concentrated activator solution looked slightly cloudier than the dilute activator solution.", "plain": "Before either rerun began, the concentrated activator solution looked slightly cloudier than the dilute activator solution.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "Each used-up fuel packet slowly crumbled apart and turned a darker color after its heating trial ended.", "plain": "Each used-up fuel packet slowly crumbled apart and turned a darker color after its heating trial ended.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e2854710-2c82-498e-a77e-e25caafa069c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB2" ] }, "n_options": 4, "passage_html": "

Self-Heating Meal Pouch

Campers can buy meal pouches that heat food with no stove or flame. Pouring an activator solution onto a fuel packet inside the pouch starts a chemical reaction. Elena, a design engineer, tested two fuel packets, Fuel A and Fuel B.

Elena placed each packet in an insulated container holding 200 milliliters of water at 20°C. She added the standard activator solution and recorded the water temperature for 10 minutes. Figure 1 shows the two temperature curves. Each curve rises for several minutes and then levels off.

Elena then ran Fuel B twice more: once with a concentrated activator solution and once with a dilute activator solution. With the concentrated solution, the water temperature climbed faster during the first minutes. Both runs leveled off near the same final temperature. Before the runs, the concentrated solution looked slightly cloudier than the dilute solution. In every trial, white foam and gas bubbles rose from the packet. Each used-up packet crumbled and turned darker.

Figure 1. Water Temperature Over Time

\"Line

", "passage_plain": "Self-Heating Meal Pouch Campers can buy meal pouches that heat food with no stove or flame. Pouring an activator solution onto a fuel packet inside the pouch starts a chemical reaction. Elena, a design engineer, tested two fuel packets, Fuel A and Fuel B. Elena placed each packet in an insulated container holding 200 milliliters of water at 20°C. She added the standard activator solution and recorded the water temperature for 10 minutes. Figure 1 shows the two temperature curves. Each curve rises for several minutes and then levels off. Elena then ran Fuel B twice more: once with a concentrated activator solution and once with a dilute activator solution. With the concentrated solution, the water temperature climbed faster during the first minutes. Both runs leveled off near the same final temperature. Before the runs, the concentrated solution looked slightly cloudier than the dilute solution. In every trial, white foam and gas bubbles rose from the packet. Each used-up packet crumbled and turned darker. Figure 1. Water Temperature Over Time" }, { "n": 3, "item_id": "_cbc0652e-9ddb-4012-9bcc-7d731ea50750", "type": "hottext", "title": "Fleece Jacket Catalog Page", "standards": [ "MS-PS1-3" ], "prompt_html": "

A clothing catalog describes how a company makes its synthetic fleece jackets. Five sentences from the catalog page are shown below.

Select the ONE sentence that identifies the natural resource that the fleece fabric first came from.

", "prompt_plain": "A clothing catalog describes how a company makes its synthetic fleece jackets. Five sentences from the catalog page are shown below. Select the ONE sentence that identifies the natural resource that the fleece fabric first came from.", "context_html": "", "options": [ { "id": "hA3", "text": "Our fleece jackets are soft, quick-drying, and popular with hikers on cold winter trails.", "plain": "Our fleece jackets are soft, quick-drying, and popular with hikers on cold winter trails.", "correct": false, "kind": "hottext" }, { "id": "hB3", "text": "The fabric in each jacket is spun from about 25 recycled plastic drink bottles.", "plain": "The fabric in each jacket is spun from about 25 recycled plastic drink bottles.", "correct": false, "kind": "hottext" }, { "id": "hC3", "text": "The plastic in those bottles began as petroleum, a nonrenewable resource taken from deep underground.", "plain": "The plastic in those bottles began as petroleum, a nonrenewable resource taken from deep underground.", "correct": true, "kind": "hottext" }, { "id": "hD3", "text": "Recycling old bottles into new fleece helps stretch natural resources and cuts energy use.", "plain": "Recycling old bottles into new fleece helps stretch natural resources and cuts energy use.", "correct": false, "kind": "hottext" }, { "id": "hE3", "text": "The jackets keep hikers warm on the trail, even when the fabric gets damp.", "plain": "The jackets keep hikers warm on the trail, even when the fabric gets damp.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC3" ] }, "n_options": 5 }, { "n": 4, "item_id": "_df92a371-f771-44fc-aea2-b8682c12dd96", "type": "choice", "title": "Two Atom Models", "standards": [ "MS-PS1-1" ], "prompt_html": "

Figure 1 shows models of one atom of each of two different elements, labeled Atom 1 and Atom 2. Each kind of particle in the models is labeled.

Figure 1. The Atom Models

\"Two

Which two elements do the models represent?

", "prompt_plain": "Figure 1 shows models of one atom of each of two different elements, labeled Atom 1 and Atom 2. Each kind of particle in the models is labeled. Figure 1. The Atom Models Which two elements do the models represent?", "context_html": "", "options": [ { "id": "cA4", "text": "Aluminum (atomic number 13) and sulfur (atomic number 16)", "plain": "Aluminum (atomic number 13) and sulfur (atomic number 16)", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "Fluorine (atomic number 9) and sodium (atomic number 11)", "plain": "Fluorine (atomic number 9) and sodium (atomic number 11)", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "Boron (atomic number 5) and carbon (atomic number 6)", "plain": "Boron (atomic number 5) and carbon (atomic number 6)", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "Beryllium (atomic number 4) and boron (atomic number 5)", "plain": "Beryllium (atomic number 4) and boron (atomic number 5)", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot04.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_30fdff80-1f31-4622-b724-1aca059144b7", "type": "text-entry", "title": "Missing Oxygen Coefficient", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Propane fuel burns in oxygen gas. The chemical equation below shows this reaction, but the coefficient for oxygen (O2) is missing. All of the chemical formulas and the other three coefficients are correct.

C3H8 + ___ O2 → 3 CO2 + 4 H2O

What coefficient in front of O2 makes the number of each kind of atom the same on both sides of the equation?

Give your answer as a whole number (e.g., 20).

Coefficient for O2:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "5" ] }, "n_options": 0 }, { "n": 6, "item_id": "_16aacb01-934c-478e-b0af-05bd890baf30", "type": "choice", "title": "Ball-and-Stick Ammonia Model", "standards": [ "MS-PS1-1" ], "prompt_html": "

Amara builds the ball-and-stick model shown in Figure 1 to represent one molecule of ammonia. The chemical formula for ammonia is NH3.

Figure 1. The Ammonia Model

\"A

Choose the TWO statements that Amara’s model and the chemical formula support.

", "prompt_plain": "Amara builds the ball-and-stick model shown in Figure 1 to represent one molecule of ammonia. The chemical formula for ammonia is NH 3 . Figure 1. The Ammonia Model Choose the TWO statements that Amara’s model and the chemical formula support.", "context_html": "", "options": [ { "id": "cA6", "text": "The subscript 3 in the formula stands for three atoms of nitrogen.", "plain": "The subscript 3 in the formula stands for three atoms of nitrogen.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "The molecule is made of atoms of two different elements bonded together.", "plain": "The molecule is made of atoms of two different elements bonded together.", "correct": true, "kind": "choice" }, { "id": "cC6", "text": "The smallest possible piece of ammonia is one single atom of ammonia.", "plain": "The smallest possible piece of ammonia is one single atom of ammonia.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "The molecule contains three hydrogen atoms bonded to one nitrogen atom.", "plain": "The molecule contains three hydrogen atoms bonded to one nitrogen atom.", "correct": true, "kind": "choice" }, { "id": "cE6", "text": "The three hydrogen atoms form their own separate compound inside the molecule.", "plain": "The three hydrogen atoms form their own separate compound inside the molecule.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot06.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB6", "cD6" ] }, "n_options": 5 }, { "n": 7, "item_id": "_ecea30e9-1541-4098-b24c-f33bcb6b91d7", "type": "gap-match", "title": "Hydrogen Peroxide Particle Model", "standards": [ "MS-PS1-5" ], "prompt_html": "

A brown bottle of hydrogen peroxide (H2O2) from a first-aid kit slowly breaks down into water (H2O) and oxygen gas (O2). Figure 1 shows the particle model for this reaction. The reactant side shows four molecules of hydrogen peroxide, but the product counts are missing.

Figure 1. The Particle Model

\"Particle

 

Drag one number into each box so that the products contain exactly the same number of each kind of atom as the reactants.

", "prompt_plain": "A brown bottle of hydrogen peroxide (H 2 O 2 ) from a first-aid kit slowly breaks down into water (H 2 O) and oxygen gas (O 2 ). Figure 1 shows the particle model for this reaction. The reactant side shows four molecules of hydrogen peroxide, but the product counts are missing. Figure 1. The Particle Model Drag one number into each box so that the products contain exactly the same number of each kind of atom as the reactants.", "context_html": "", "options": [ { "id": "tok3", "text": "3", "plain": "3", "correct": false, "kind": "gap-token" }, { "id": "tok8", "text": "8", "plain": "8", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "2", "plain": "2", "correct": false, "kind": "gap-token" }, { "id": "tok6", "text": "6", "plain": "6", "correct": false, "kind": "gap-token" }, { "id": "tok1", "text": "1", "plain": "1", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "4", "plain": "4", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot07.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok4 G1", "tok2 G2" ] }, "n_options": 6 }, { "n": 8, "item_id": "_9eca0479-6b5e-4849-8a94-ddbfe7e2ce50", "type": "choice", "title": "Embryo Chart Conclusion", "standards": [ "MS-LS4-3" ], "prompt_html": "

Look at Figure 1. Which conclusion do the four embryo drawings best support?

", "prompt_plain": "Look at Figure 1. Which conclusion do the four embryo drawings best support?", "context_html": "", "options": [ { "id": "cA8", "text": "Because the snake embryo shows no limb buds, snakes likely developed separately from the other three animals.", "plain": "Because the snake embryo shows no limb buds, snakes likely developed separately from the other three animals.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "Because every embryo shows gill slits, all four animals likely begin life breathing underwater as fish do.", "plain": "Because every embryo shows gill slits, all four animals likely begin life breathing underwater as fish do.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Because all four embryos share gill slits and a tail, the animals likely inherited these from a common ancestor.", "plain": "Because all four embryos share gill slits and a tail, the animals likely inherited these from a common ancestor.", "correct": true, "kind": "choice" }, { "id": "cD8", "text": "Because the four early embryos look similar, the four adult animals likely keep nearly identical body plans.", "plain": "Because the four early embryos look similar, the four adult animals likely keep nearly identical body plans.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_81a1888a-d36e-45fb-b30f-5fcaf1515168" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC8" ] }, "n_options": 4, "passage_html": "

Embryos and a Fossil Egg

Figure 1 shows drawings of early embryos from four modern animals: a crocodile, a dog, a duck, and a snake. On each embryo, the tail and the gill slits (small paired grooves near the head) are labeled. Limb buds are labeled on the crocodile, dog, and duck embryos.

A museum team studied a fossil egg from a small, toothless theropod dinosaur that lived about 70 million years ago. The embryo’s skeleton is still preserved inside the egg. Figure 2 shows the fossil. The skull, backbone, limbs, and tail are labeled. The skeleton, about 25 centimeters long, lies curled with its head tucked toward its feet.

Figure 1. Embryos of Four Animals

\"Drawings

Figure 2. The Fossil Egg

\"A

", "passage_plain": "Embryos and a Fossil Egg Figure 1 shows drawings of early embryos from four modern animals: a crocodile, a dog, a duck, and a snake. On each embryo, the tail and the gill slits (small paired grooves near the head) are labeled. Limb buds are labeled on the crocodile, dog, and duck embryos. A museum team studied a fossil egg from a small, toothless theropod dinosaur that lived about 70 million years ago. The embryo’s skeleton is still preserved inside the egg. Figure 2 shows the fossil. The skull, backbone, limbs, and tail are labeled. The skeleton, about 25 centimeters long, lies curled with its head tucked toward its feet. Figure 1. Embryos of Four Animals Figure 2. The Fossil Egg" }, { "n": 9, "item_id": "_07bb812d-3bea-4402-b2cc-6431072895b2", "type": "choice", "title": "Fossil Egg and Modern Birds", "standards": [ "MS-LS4-2" ], "prompt_html": "

The museum team infers that the theropod dinosaur in Figure 2 is closely related to modern birds such as ducks.

Which observation best supports this inference?

", "prompt_plain": "The museum team infers that the theropod dinosaur in Figure 2 is closely related to modern birds such as ducks. Which observation best supports this inference?", "context_html": "", "options": [ { "id": "cA9", "text": "Several detailed shapes and arrangements of its skull, backbone, and limb bones match those in developing modern ducks.", "plain": "Several detailed shapes and arrangements of its skull, backbone, and limb bones match those in developing modern ducks.", "correct": true, "kind": "choice" }, { "id": "cB9", "text": "It grew inside an egg, something that modern ducks, crocodiles, and snakes all still do.", "plain": "It grew inside an egg, something that modern ducks, crocodiles, and snakes all still do.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "Its 25-centimeter skeleton is close in size to the skeletons of some modern ducks.", "plain": "Its 25-centimeter skeleton is close in size to the skeletons of some modern ducks.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "It lived and died many millions of years before the very first modern ducks existed.", "plain": "It lived and died many millions of years before the very first modern ducks existed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_81a1888a-d36e-45fb-b30f-5fcaf1515168" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA9" ] }, "n_options": 4, "passage_html": "

Embryos and a Fossil Egg

Figure 1 shows drawings of early embryos from four modern animals: a crocodile, a dog, a duck, and a snake. On each embryo, the tail and the gill slits (small paired grooves near the head) are labeled. Limb buds are labeled on the crocodile, dog, and duck embryos.

A museum team studied a fossil egg from a small, toothless theropod dinosaur that lived about 70 million years ago. The embryo’s skeleton is still preserved inside the egg. Figure 2 shows the fossil. The skull, backbone, limbs, and tail are labeled. The skeleton, about 25 centimeters long, lies curled with its head tucked toward its feet.

Figure 1. Embryos of Four Animals

\"Drawings

Figure 2. The Fossil Egg

\"A

", "passage_plain": "Embryos and a Fossil Egg Figure 1 shows drawings of early embryos from four modern animals: a crocodile, a dog, a duck, and a snake. On each embryo, the tail and the gill slits (small paired grooves near the head) are labeled. Limb buds are labeled on the crocodile, dog, and duck embryos. A museum team studied a fossil egg from a small, toothless theropod dinosaur that lived about 70 million years ago. The embryo’s skeleton is still preserved inside the egg. Figure 2 shows the fossil. The skull, backbone, limbs, and tail are labeled. The skeleton, about 25 centimeters long, lies curled with its head tucked toward its feet. Figure 1. Embryos of Four Animals Figure 2. The Fossil Egg" }, { "n": 10, "item_id": "_53dc6230-a36b-4a7f-bc70-0085cef78c7e", "type": "choice", "title": "Same Genes, Different Cells", "standards": [ "MS-LS3-1" ], "prompt_html": "

Each animal in Figure 1 began as a single fertilized egg cell. As an embryo grows, cells with identical genes become different cell types, such as muscle cells and nerve cells.

Which statement best explains how cells with the same genes can become different cell types?

", "prompt_plain": "Each animal in Figure 1 began as a single fertilized egg cell. As an embryo grows, cells with identical genes become different cell types, such as muscle cells and nerve cells. Which statement best explains how cells with the same genes can become different cell types?", "context_html": "", "options": [ { "id": "cA10", "text": "Each cell type keeps only the genes it needs and throws away the rest.", "plain": "Each cell type keeps only the genes it needs and throws away the rest.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Each cell type forms when mutations create the new genes that it needs.", "plain": "Each cell type forms when mutations create the new genes that it needs.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "Each cell type receives a different set of genes when an embryo cell divides.", "plain": "Each cell type receives a different set of genes when an embryo cell divides.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "Each cell type uses only some of the instructions in its complete set of genes.", "plain": "Each cell type uses only some of the instructions in its complete set of genes.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_81a1888a-d36e-45fb-b30f-5fcaf1515168" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD10" ] }, "n_options": 4, "passage_html": "

Embryos and a Fossil Egg

Figure 1 shows drawings of early embryos from four modern animals: a crocodile, a dog, a duck, and a snake. On each embryo, the tail and the gill slits (small paired grooves near the head) are labeled. Limb buds are labeled on the crocodile, dog, and duck embryos.

A museum team studied a fossil egg from a small, toothless theropod dinosaur that lived about 70 million years ago. The embryo’s skeleton is still preserved inside the egg. Figure 2 shows the fossil. The skull, backbone, limbs, and tail are labeled. The skeleton, about 25 centimeters long, lies curled with its head tucked toward its feet.

Figure 1. Embryos of Four Animals

\"Drawings

Figure 2. The Fossil Egg

\"A

", "passage_plain": "Embryos and a Fossil Egg Figure 1 shows drawings of early embryos from four modern animals: a crocodile, a dog, a duck, and a snake. On each embryo, the tail and the gill slits (small paired grooves near the head) are labeled. Limb buds are labeled on the crocodile, dog, and duck embryos. A museum team studied a fossil egg from a small, toothless theropod dinosaur that lived about 70 million years ago. The embryo’s skeleton is still preserved inside the egg. Figure 2 shows the fossil. The skull, backbone, limbs, and tail are labeled. The skeleton, about 25 centimeters long, lies curled with its head tucked toward its feet. Figure 1. Embryos of Four Animals Figure 2. The Fossil Egg" }, { "n": 11, "item_id": "_fc17ef2c-0357-45f4-ba94-f9f4797242dd", "type": "choice", "title": "Squash Virus Resistance Technique", "standards": [ "MS-LS4-5" ], "prompt_html": "

Plant scientists wanted summer squash plants that could resist a damaging leaf virus. For years, no squash plant in any of their fields showed resistance to the virus. The scientists located a resistance gene in a wild plant species. They cut the gene out of the wild plant’s genetic material and inserted it into the genetic material of squash cells. Plants grown from those cells resisted the virus, and so did those plants’ offspring. The cards summarize two techniques for changing organisms’ traits.

Technique Summary Cards

Selective breedingGenetic engineering
Humans choose which organisms with desired traits reproduce, repeating the choice over many generations.Humans use laboratory tools to move or change genes directly in an organism’s genetic material.

Choose the TWO statements that together identify the technique the scientists used and the passage evidence that supports it.

", "prompt_plain": "Plant scientists wanted summer squash plants that could resist a damaging leaf virus. For years, no squash plant in any of their fields showed resistance to the virus. The scientists located a resistance gene in a wild plant species. They cut the gene out of the wild plant’s genetic material and inserted it into the genetic material of squash cells. Plants grown from those cells resisted the virus, and so did those plants’ offspring. The cards summarize two techniques for changing organisms’ traits. Technique Summary Cards Selective breeding Genetic engineering Humans choose which organisms with desired traits reproduce, repeating the choice over many generations. Humans use laboratory tools to move or change genes directly in an organism’s genetic material. Choose the TWO statements that together identify the technique the scientists used and the passage evidence that supports it.", "context_html": "", "options": [ { "id": "cA11", "text": "The scientists used genetic engineering to give the squash plants the new trait.", "plain": "The scientists used genetic engineering to give the squash plants the new trait.", "correct": true, "kind": "choice" }, { "id": "cB11", "text": "The scientists used selective breeding to slowly improve the squash plants’ trait.", "plain": "The scientists used selective breeding to slowly improve the squash plants’ trait.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "A gene from a different species was inserted directly into the squash genetic material.", "plain": "A gene from a different species was inserted directly into the squash genetic material.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "The seeds planted each year were saved from the squash plants that resisted the virus best.", "plain": "The seeds planted each year were saved from the squash plants that resisted the virus best.", "correct": false, "kind": "choice" }, { "id": "cE11", "text": "The squash plants rewrote their own genetic material when the virus attacked them.", "plain": "The squash plants rewrote their own genetic material when the virus attacked them.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA11", "cC11" ] }, "n_options": 5 }, { "n": 12, "item_id": "_f16a683d-27f6-4c1f-b588-e416551e1080", "type": "choice", "title": "Deer Mouse Survival — Part A", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part A

The scientists plan to repeat the study in a second fenced plot, this time on the dark soil. They will again release 100 marked light-fur mice and 100 marked dark-fur mice and count survivors after six months.

Which prediction about the dark-soil plot is best supported by the passage and Table 1?

", "prompt_plain": "Part A The scientists plan to repeat the study in a second fenced plot, this time on the dark soil. They will again release 100 marked light-fur mice and 100 marked dark-fur mice and count survivors after six months. Which prediction about the dark-soil plot is best supported by the passage and Table 1?", "context_html": "", "options": [ { "id": "cA12", "text": "Both fur-color groups will have about the same number of survivors.", "plain": "Both fur-color groups will have about the same number of survivors.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Far more dark-fur mice than light-fur mice will still be alive.", "plain": "Far more dark-fur mice than light-fur mice will still be alive.", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "Far more light-fur mice than dark-fur mice will still be alive.", "plain": "Far more light-fur mice than dark-fur mice will still be alive.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Very few mice of either fur color will survive on dark soil.", "plain": "Very few mice of either fur color will survive on dark soil.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2c109955-4ae5-4704-8b2a-d2cc5028c0c8" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB12" ] }, "n_options": 4, "passage_html": "

Deer Mouse Survival Study

Scientists are studying deer mice in a desert region. One area of the region has pale, sandy soil. In a nearby area, weathered volcanic rock has formed dark soil. Fur color in deer mice is an inherited trait, and owls hunt the mice at night using their eyesight.

The scientists set up a large fenced study plot on the pale, sandy soil. Into this plot they released 100 marked mice with light fur and 100 marked mice with dark fur. Six months later, they counted how many marked mice of each fur color were still alive. Table 1 shows the results. Figure 1 shows the two soil areas.

Table 1. Sandy-Plot Survival Results

Fur colorMarked mice releasedMice still alive after six months
Light fur10063
Dark fur10024

Figure 1. The Two Soil Areas

\"Two

", "passage_plain": "Deer Mouse Survival Study Scientists are studying deer mice in a desert region. One area of the region has pale, sandy soil. In a nearby area, weathered volcanic rock has formed dark soil. Fur color in deer mice is an inherited trait, and owls hunt the mice at night using their eyesight. The scientists set up a large fenced study plot on the pale, sandy soil. Into this plot they released 100 marked mice with light fur and 100 marked mice with dark fur. Six months later, they counted how many marked mice of each fur color were still alive. Table 1 shows the results. Figure 1 shows the two soil areas. Table 1. Sandy-Plot Survival Results Fur color Marked mice released Mice still alive after six months Light fur 100 63 Dark fur 100 24 Figure 1. The Two Soil Areas" }, { "n": 13, "item_id": "_15a22983-996c-4647-84f6-cf650b8856ca", "type": "choice", "title": "Deer Mouse Survival — Part B", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part B

The scientists expect the fur-color mix of the wild mouse population living on the dark soil to shift toward the pattern you chose in Part A. They also expect the shift to take many generations.

Why does the shift take many generations?

", "prompt_plain": "Part B The scientists expect the fur-color mix of the wild mouse population living on the dark soil to shift toward the pattern you chose in Part A. They also expect the shift to take many generations. Why does the shift take many generations?", "context_html": "", "options": [ { "id": "cA13", "text": "Each mouse slowly darkens its own fur during its lifetime to match the soil.", "plain": "Each mouse slowly darkens its own fur during its lifetime to match the soil.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Owls need many years of practice before they can find the mismatched mice.", "plain": "Owls need many years of practice before they can find the mismatched mice.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Living on dark soil shifts each new generation's fur-color mix by making newborn mice darker than their parents were.", "plain": "Living on dark soil shifts each new generation's fur-color mix by making newborn mice darker than their parents were.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Survival differences change which mice reproduce, so the inherited mix shifts a little with each generation.", "plain": "Survival differences change which mice reproduce, so the inherited mix shifts a little with each generation.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2c109955-4ae5-4704-8b2a-d2cc5028c0c8" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD13" ] }, "n_options": 4, "passage_html": "

Deer Mouse Survival Study

Scientists are studying deer mice in a desert region. One area of the region has pale, sandy soil. In a nearby area, weathered volcanic rock has formed dark soil. Fur color in deer mice is an inherited trait, and owls hunt the mice at night using their eyesight.

The scientists set up a large fenced study plot on the pale, sandy soil. Into this plot they released 100 marked mice with light fur and 100 marked mice with dark fur. Six months later, they counted how many marked mice of each fur color were still alive. Table 1 shows the results. Figure 1 shows the two soil areas.

Table 1. Sandy-Plot Survival Results

Fur colorMarked mice releasedMice still alive after six months
Light fur10063
Dark fur10024

Figure 1. The Two Soil Areas

\"Two

", "passage_plain": "Deer Mouse Survival Study Scientists are studying deer mice in a desert region. One area of the region has pale, sandy soil. In a nearby area, weathered volcanic rock has formed dark soil. Fur color in deer mice is an inherited trait, and owls hunt the mice at night using their eyesight. The scientists set up a large fenced study plot on the pale, sandy soil. Into this plot they released 100 marked mice with light fur and 100 marked mice with dark fur. Six months later, they counted how many marked mice of each fur color were still alive. Table 1 shows the results. Figure 1 shows the two soil areas. Table 1. Sandy-Plot Survival Results Fur color Marked mice released Mice still alive after six months Light fur 100 63 Dark fur 100 24 Figure 1. The Two Soil Areas" }, { "n": 14, "item_id": "_0b5bd5f9-9bb1-466d-937b-ad7cbe5da682", "type": "portable-custom", "title": "Beetle Morph Frequency Bars", "standards": [ "MS-LS4-6" ], "prompt_html": "

Bark beetles in a mountain pine forest occur in two inherited color morphs (forms): a pale tan morph and a dark brown morph. The beetles must warm up in morning sunlight before they can fly to new trees, and dark beetles warm up faster on cool, cloudy mornings. Over the past 30 years, springs in this forest have become cooler and cloudier. Figure 1 shows the survey from 30 years ago: 7 of every 10 beetles were the pale morph, and 3 of every 10 were the dark morph. In this year’s survey, dark-morph beetles outnumbered pale-morph beetles 4 to 1.

\n

Figure 1. 30 Years Ago

\n

\"Bar

\n

 

\n

Complete Figure 2 to model this year’s survey. Drag each morph’s bar to the correct height. The two bar heights must add up to 10 beetles out of every 10.

\n

Figure 2. This Year

", "prompt_plain": "Bark beetles in a mountain pine forest occur in two inherited color morphs (forms): a pale tan morph and a dark brown morph. The beetles must warm up in morning sunlight before they can fly to new trees, and dark beetles warm up faster on cool, cloudy mornings. Over the past 30 years, springs in this forest have become cooler and cloudier. Figure 1 shows the survey from 30 years ago: 7 of every 10 beetles were the pale morph, and 3 of every 10 were the dark morph. In this year’s survey, dark-morph beetles outnumbered pale-morph beetles 4 to 1. Figure 1. 30 Years Ago Complete Figure 2 to model this year’s survey. Drag each morph’s bar to the correct height. The two bar heights must add up to 10 beetles out of every 10. Figure 2. This Year", "context_html": "", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot14a.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Pale morph\",\"y\":2},{\"x\":\"Dark morph\",\"y\":8}]" ] }, "n_options": 0 }, { "n": 15, "item_id": "_eb051d3e-5256-4ee0-b412-c22420e18904", "type": "choice", "title": "Fern Fossils in Antarctica", "standards": [ "MS-LS4-1" ], "prompt_html": "

Lena is part of a research team working in Antarctica, where thick ice covers most of the land and no ferns can survive today. On a bare rock ridge, the team finds fossils of many ferns pressed into a layer of rock. Several of the ferns still have stems attached to fossil roots in that layer. Ferns grow only in warm, damp environments.

\"A

What do the fern fossils show about this part of Antarctica?

", "prompt_plain": "Lena is part of a research team working in Antarctica, where thick ice covers most of the land and no ferns can survive today. On a bare rock ridge, the team finds fossils of many ferns pressed into a layer of rock. Several of the ferns still have stems attached to fossil roots in that layer. Ferns grow only in warm, damp environments. What do the fern fossils show about this part of Antarctica?", "context_html": "", "options": [ { "id": "cA15", "text": "The area once had a climate warm and damp enough for ferns to grow.", "plain": "The area once had a climate warm and damp enough for ferns to grow.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "Ocean currents carried the dead ferns to Antarctica from a warmer continent.", "plain": "Ocean currents carried the dead ferns to Antarctica from a warmer continent.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Ferns living long ago were able to grow in ice and freezing cold.", "plain": "Ferns living long ago were able to grow in ice and freezing cold.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The ferns grew on the ridge during one warm summer a few years ago.", "plain": "The ferns grew on the ridge during one warm summer a few years ago.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot15.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA15" ] }, "n_options": 4 }, { "n": 16, "item_id": "_5bcfdd0e-c846-4a0f-8dbf-02f17d2adcdc", "type": "inline-choice", "title": "Larkspur Lake Core Story", "standards": [ "MS-LS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A drilling team pulls a long sediment core from the bottom of Larkspur Lake. Figure 1 shows the core’s four layers and the preserved plant and animal remains found in each layer.

Figure 1. Larkspur Lake Sediment Core

\"A

Use Figure 1. Choose the word or phrase that best completes each sentence.

The remains in Layer 4, the deepest layer, are the remains in the core.

From Layer 4 up through Layer 1, the preserved remains show that the land around the lake became .

Together, the preserved remains show that the environment around the lake changed .

", "options": [ { "id": "b1o1", "text": "youngest", "plain": "youngest", "correct": false, "kind": "inline" }, { "id": "b1o2", "text": "oldest", "plain": "oldest", "correct": true, "kind": "inline" }, { "id": "b1o3", "text": "same age as Layer 1", "plain": "same age as Layer 1", "correct": false, "kind": "inline" }, { "id": "b2o1", "text": "wetter", "plain": "wetter", "correct": false, "kind": "inline" }, { "id": "b2o2", "text": "colder", "plain": "colder", "correct": false, "kind": "inline" }, { "id": "b2o3", "text": "drier", "plain": "drier", "correct": true, "kind": "inline" }, { "id": "b3o1", "text": "in one direction", "plain": "in one direction", "correct": true, "kind": "inline" }, { "id": "b3o2", "text": "back and forth, again and again", "plain": "back and forth, again and again", "correct": false, "kind": "inline" }, { "id": "b3o3", "text": "with no consistent pattern", "plain": "with no consistent pattern", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot16.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1o2" ], "RESPONSE2": [ "b2o3" ], "RESPONSE3": [ "b3o1" ] }, "n_options": 9 }, { "n": 17, "item_id": "_1c1e7a34-083c-4bbb-a096-bea1af305c2b", "type": "choice", "title": "Green Strand Life Evidence", "standards": [ "MS-LS1-1" ], "prompt_html": "

Hana’s class collects small specimens from a river and studies them in the lab. One specimen is a thin green strand. Hana examines it with a microscope and checks on it every day for a week. Her lab notebook lists five observations about the strand.

\"A

Choose the TWO observations that are evidence that the strand is a living thing.

", "prompt_plain": "Hana’s class collects small specimens from a river and studies them in the lab. One specimen is a thin green strand. Hana examines it with a microscope and checks on it every day for a week. Her lab notebook lists five observations about the strand. Choose the TWO observations that are evidence that the strand is a living thing.", "context_html": "", "options": [ { "id": "cA17", "text": "The strand is a bright green color from end to end.", "plain": "The strand is a bright green color from end to end.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Under the microscope, the strand is made of many small cells.", "plain": "Under the microscope, the strand is made of many small cells.", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "The strand is soft and bends easily in the moving water.", "plain": "The strand is soft and bends easily in the moving water.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "The strand was collected close to water plants in the river.", "plain": "The strand was collected close to water plants in the river.", "correct": false, "kind": "choice" }, { "id": "cE17", "text": "Over the week, the strand grew longer and budded new strands.", "plain": "Over the week, the strand grew longer and budded new strands.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot17.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB17", "cE17" ] }, "n_options": 5 }, { "n": 18, "item_id": "_0ece8761-4304-4b09-9804-491ebac854bb", "type": "choice", "title": "Dead Zone Shrimp Energy", "standards": [ "MS-LS1-7" ], "prompt_html": "

Look at Figure 2. By late summer, the dissolved oxygen in the dead zone’s bottom water has dropped to its lowest level of the year.

How does this drop affect the brown shrimps’ ability to release energy from their food?

", "prompt_plain": "Look at Figure 2. By late summer, the dissolved oxygen in the dead zone’s bottom water has dropped to its lowest level of the year. How does this drop affect the brown shrimps’ ability to release energy from their food?", "context_html": "", "options": [ { "id": "cA18", "text": "The shrimp release less energy because low oxygen makes them stop eating their food.", "plain": "The shrimp release less energy because low oxygen makes them stop eating their food.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "The drop has no effect, because shrimp get their energy directly from their food.", "plain": "The drop has no effect, because shrimp get their energy directly from their food.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The shrimp release less energy, because their cells need oxygen to release energy from food.", "plain": "The shrimp release less energy, because their cells need oxygen to release energy from food.", "correct": true, "kind": "choice" }, { "id": "cD18", "text": "The shrimp release more energy, because their cells must work harder in low-oxygen water.", "plain": "The shrimp release more energy, because their cells must work harder in low-oxygen water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_66153e03-4a92-426e-a6cf-a4c21136e098" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC18" ] }, "n_options": 4, "passage_html": "

The Gulf Dead Zone

Each spring, rain washes nitrogen and phosphorus from farm fields into the Mississippi River. The river empties into the Gulf of Mexico. These nutrients feed enormous blooms of tiny algae. When the algae die and sink, bacteria on the sea floor break them down. As the bacteria work, they use up dissolved oxygen from the bottom water. By midsummer, a large area of bottom water holds too little oxygen for most animals. Scientists call this area a dead zone.

Brown shrimp feed on the sea floor and are caught by fishing boats across the region. Table 1 shows monitoring data from four recent years. Figure 1 shows the dead zone’s location. Figure 2 shows how bottom-water dissolved oxygen changed during Year 4.

Table 1. Gulf Monitoring Data

YearNitrogen carried into the Gulf each spring (thousand tons)Midsummer bottom-water dissolved oxygen (mg/L)Dead-zone area (thousand square kilometers)Brown shrimp catch (million kilograms)
Year 19003.0950
Year 21,1002.41344
Year 31,4001.81737
Year 41,8001.22229

Figure 1. Location of the Dead Zone

\"Map

Figure 2. Bottom-Water Dissolved Oxygen, Year 4

\"Line

", "passage_plain": "The Gulf Dead Zone Each spring, rain washes nitrogen and phosphorus from farm fields into the Mississippi River. The river empties into the Gulf of Mexico. These nutrients feed enormous blooms of tiny algae. When the algae die and sink, bacteria on the sea floor break them down. As the bacteria work, they use up dissolved oxygen from the bottom water. By midsummer, a large area of bottom water holds too little oxygen for most animals. Scientists call this area a dead zone. Brown shrimp feed on the sea floor and are caught by fishing boats across the region. Table 1 shows monitoring data from four recent years. Figure 1 shows the dead zone’s location. Figure 2 shows how bottom-water dissolved oxygen changed during Year 4. Table 1. Gulf Monitoring Data Year Nitrogen carried into the Gulf each spring (thousand tons) Midsummer bottom-water dissolved oxygen (mg/L) Dead-zone area (thousand square kilometers) Brown shrimp catch (million kilograms) Year 1 900 3.0 9 50 Year 2 1,100 2.4 13 44 Year 3 1,400 1.8 17 37 Year 4 1,800 1.2 22 29 Figure 1. Location of the Dead Zone Figure 2. Bottom-Water Dissolved Oxygen, Year 4" }, { "n": 19, "item_id": "_4d68892f-d2aa-41a9-945d-2aa6d0f2be55", "type": "choice", "title": "Dead Zone Future Prediction", "standards": [ "MS-LS2-4" ], "prompt_html": "

Scientists expect the amount of nitrogen entering the Gulf each spring to keep increasing for the next several years.

Which prediction is best supported by the passage and Table 1?

", "prompt_plain": "Scientists expect the amount of nitrogen entering the Gulf each spring to keep increasing for the next several years. Which prediction is best supported by the passage and Table 1?", "context_html": "", "options": [ { "id": "cA19", "text": "The algae blooms will shrink, because the added nitrogen will poison the algae.", "plain": "The algae blooms will shrink, because the added nitrogen will poison the algae.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The dead zone will stay the same size, because Gulf water mixes evenly each year.", "plain": "The dead zone will stay the same size, because Gulf water mixes evenly each year.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "The brown shrimp will quickly develop the ability to survive in very low-oxygen water.", "plain": "The brown shrimp will quickly develop the ability to survive in very low-oxygen water.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The shrimp catch will fall as larger low-oxygen areas leave shrimp less sea-floor habitat.", "plain": "The shrimp catch will fall as larger low-oxygen areas leave shrimp less sea-floor habitat.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_66153e03-4a92-426e-a6cf-a4c21136e098" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD19" ] }, "n_options": 4, "passage_html": "

The Gulf Dead Zone

Each spring, rain washes nitrogen and phosphorus from farm fields into the Mississippi River. The river empties into the Gulf of Mexico. These nutrients feed enormous blooms of tiny algae. When the algae die and sink, bacteria on the sea floor break them down. As the bacteria work, they use up dissolved oxygen from the bottom water. By midsummer, a large area of bottom water holds too little oxygen for most animals. Scientists call this area a dead zone.

Brown shrimp feed on the sea floor and are caught by fishing boats across the region. Table 1 shows monitoring data from four recent years. Figure 1 shows the dead zone’s location. Figure 2 shows how bottom-water dissolved oxygen changed during Year 4.

Table 1. Gulf Monitoring Data

YearNitrogen carried into the Gulf each spring (thousand tons)Midsummer bottom-water dissolved oxygen (mg/L)Dead-zone area (thousand square kilometers)Brown shrimp catch (million kilograms)
Year 19003.0950
Year 21,1002.41344
Year 31,4001.81737
Year 41,8001.22229

Figure 1. Location of the Dead Zone

\"Map

Figure 2. Bottom-Water Dissolved Oxygen, Year 4

\"Line

", "passage_plain": "The Gulf Dead Zone Each spring, rain washes nitrogen and phosphorus from farm fields into the Mississippi River. The river empties into the Gulf of Mexico. These nutrients feed enormous blooms of tiny algae. When the algae die and sink, bacteria on the sea floor break them down. As the bacteria work, they use up dissolved oxygen from the bottom water. By midsummer, a large area of bottom water holds too little oxygen for most animals. Scientists call this area a dead zone. Brown shrimp feed on the sea floor and are caught by fishing boats across the region. Table 1 shows monitoring data from four recent years. Figure 1 shows the dead zone’s location. Figure 2 shows how bottom-water dissolved oxygen changed during Year 4. Table 1. Gulf Monitoring Data Year Nitrogen carried into the Gulf each spring (thousand tons) Midsummer bottom-water dissolved oxygen (mg/L) Dead-zone area (thousand square kilometers) Brown shrimp catch (million kilograms) Year 1 900 3.0 9 50 Year 2 1,100 2.4 13 44 Year 3 1,400 1.8 17 37 Year 4 1,800 1.2 22 29 Figure 1. Location of the Dead Zone Figure 2. Bottom-Water Dissolved Oxygen, Year 4" }, { "n": 20, "item_id": "_a1b2123d-6335-40a6-bde2-fd31891bf388", "type": "choice", "title": "Dead Zone Reduction Plans", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Engineers and farm groups are comparing four plans to shrink the dead zone. To be acceptable, a plan must meet all three requirements:

1. Cut the nitrogen leaving the fields by at least 30%.

2. Cost no more than $25 per field-acre each year.

3. Keep each field’s harvest at 90% or more of its current harvest.

Table 2 shows results from pilot farms that tested each plan.

Table 2. Pilot-Farm Test Results

PlanNitrogen leaving fieldsCost per acre each yearHarvest compared with before
Winter cover cropscut by 38%$1896%
Riverside buffer stripscut by 45%$3197%
Half-rate fertilizer plancut by 52%$678%
Drainage ditch filterscut by 24%$1299%

Which plan meets all three requirements?

", "prompt_plain": "Engineers and farm groups are comparing four plans to shrink the dead zone. To be acceptable, a plan must meet all three requirements: 1. Cut the nitrogen leaving the fields by at least 30%. 2. Cost no more than $25 per field-acre each year. 3. Keep each field’s harvest at 90% or more of its current harvest. Table 2 shows results from pilot farms that tested each plan. Table 2. Pilot-Farm Test Results Plan Nitrogen leaving fields Cost per acre each year Harvest compared with before Winter cover crops cut by 38% $18 96% Riverside buffer strips cut by 45% $31 97% Half-rate fertilizer plan cut by 52% $6 78% Drainage ditch filters cut by 24% $12 99% Which plan meets all three requirements?", "context_html": "", "options": [ { "id": "cA20", "text": "Riverside buffer strips", "plain": "Riverside buffer strips", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "Winter cover crops", "plain": "Winter cover crops", "correct": true, "kind": "choice" }, { "id": "cC20", "text": "Half-rate fertilizer plan", "plain": "Half-rate fertilizer plan", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "Drainage ditch filters", "plain": "Drainage ditch filters", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_66153e03-4a92-426e-a6cf-a4c21136e098" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB20" ] }, "n_options": 4, "passage_html": "

The Gulf Dead Zone

Each spring, rain washes nitrogen and phosphorus from farm fields into the Mississippi River. The river empties into the Gulf of Mexico. These nutrients feed enormous blooms of tiny algae. When the algae die and sink, bacteria on the sea floor break them down. As the bacteria work, they use up dissolved oxygen from the bottom water. By midsummer, a large area of bottom water holds too little oxygen for most animals. Scientists call this area a dead zone.

Brown shrimp feed on the sea floor and are caught by fishing boats across the region. Table 1 shows monitoring data from four recent years. Figure 1 shows the dead zone’s location. Figure 2 shows how bottom-water dissolved oxygen changed during Year 4.

Table 1. Gulf Monitoring Data

YearNitrogen carried into the Gulf each spring (thousand tons)Midsummer bottom-water dissolved oxygen (mg/L)Dead-zone area (thousand square kilometers)Brown shrimp catch (million kilograms)
Year 19003.0950
Year 21,1002.41344
Year 31,4001.81737
Year 41,8001.22229

Figure 1. Location of the Dead Zone

\"Map

Figure 2. Bottom-Water Dissolved Oxygen, Year 4

\"Line

", "passage_plain": "The Gulf Dead Zone Each spring, rain washes nitrogen and phosphorus from farm fields into the Mississippi River. The river empties into the Gulf of Mexico. These nutrients feed enormous blooms of tiny algae. When the algae die and sink, bacteria on the sea floor break them down. As the bacteria work, they use up dissolved oxygen from the bottom water. By midsummer, a large area of bottom water holds too little oxygen for most animals. Scientists call this area a dead zone. Brown shrimp feed on the sea floor and are caught by fishing boats across the region. Table 1 shows monitoring data from four recent years. Figure 1 shows the dead zone’s location. Figure 2 shows how bottom-water dissolved oxygen changed during Year 4. Table 1. Gulf Monitoring Data Year Nitrogen carried into the Gulf each spring (thousand tons) Midsummer bottom-water dissolved oxygen (mg/L) Dead-zone area (thousand square kilometers) Brown shrimp catch (million kilograms) Year 1 900 3.0 9 50 Year 2 1,100 2.4 13 44 Year 3 1,400 1.8 17 37 Year 4 1,800 1.2 22 29 Figure 1. Location of the Dead Zone Figure 2. Bottom-Water Dissolved Oxygen, Year 4" }, { "n": 21, "item_id": "_e32ce380-2e4b-468d-ae3f-47a4079c87cc", "type": "choice", "title": "Milbrook Intrusion Placement", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Look at Figure 1. Which statement best places the igneous intrusion in the order of events recorded in the wall?

", "prompt_plain": "Look at Figure 1. Which statement best places the igneous intrusion in the order of events recorded in the wall?", "context_html": "", "options": [ { "id": "cA21", "text": "The intrusion formed first, before the shale, because layers of sediment need solid rock underneath to settle on.", "plain": "The intrusion formed first, before the shale, because layers of sediment need solid rock underneath to settle on.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The intrusion formed after the sandstone but before the mudstone, because it cuts the lower three layers and unbroken mudstone lies on top.", "plain": "The intrusion formed after the sandstone but before the mudstone, because it cuts the lower three layers and unbroken mudstone lies on top.", "correct": true, "kind": "choice" }, { "id": "cC21", "text": "The intrusion formed last, after all four layers, because rising magma must break through every layer already in the stack.", "plain": "The intrusion formed last, after all four layers, because rising magma must break through every layer already in the stack.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "The intrusion formed at the same time as the limestone, because the two rock bodies touch each other along the wall.", "plain": "The intrusion formed at the same time as the limestone, because the two rock bodies touch each other along the wall.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_08dcc166-032d-48a8-bc9f-b32d8b6f3a46" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB21" ] }, "n_options": 4, "passage_html": "

Milbrook Railway Cutting

Work crews cut through a hillside near the town of Milbrook to lay a new railway line. The cut exposed a tall rock wall. Geologists mapped the wall before the tracks were laid. Figure 1 shows the wall: four sedimentary rock layers and a body of dark igneous rock, called an intrusion. The intrusion formed when magma pushed up through older rock and hardened.

Figure 1. The Railway-Cutting Wall

\"A

", "passage_plain": "Milbrook Railway Cutting Work crews cut through a hillside near the town of Milbrook to lay a new railway line. The cut exposed a tall rock wall. Geologists mapped the wall before the tracks were laid. Figure 1 shows the wall: four sedimentary rock layers and a body of dark igneous rock, called an intrusion. The intrusion formed when magma pushed up through older rock and hardened. Figure 1. The Railway-Cutting Wall" }, { "n": 22, "item_id": "_d75a93f0-1086-4f54-b23e-53323dd1bffc", "type": "gap-match", "title": "Milbrook Rock Unit Sequence", "standards": [ "MS-ESS1-4" ], "prompt_html": "

The five cards name the four rock layers and the igneous intrusion shown in Figure 1.

 

Drag each card into the list to show the order in which the five rock units formed, from oldest to youngest.

", "prompt_plain": "The five cards name the four rock layers and the igneous intrusion shown in Figure 1. Drag each card into the list to show the order in which the five rock units formed, from oldest to youngest.", "context_html": "", "options": [ { "id": "tok-sand", "text": "sandstone layer", "plain": "sandstone layer", "correct": false, "kind": "gap-token" }, { "id": "tok-intr", "text": "igneous intrusion", "plain": "igneous intrusion", "correct": false, "kind": "gap-token" }, { "id": "tok-shale", "text": "shale layer", "plain": "shale layer", "correct": false, "kind": "gap-token" }, { "id": "tok-mud", "text": "mudstone layer", "plain": "mudstone layer", "correct": false, "kind": "gap-token" }, { "id": "tok-lime", "text": "limestone layer", "plain": "limestone layer", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_08dcc166-032d-48a8-bc9f-b32d8b6f3a46" ], "key_letters": "", "key_values": { "RESPONSE": [ "tok-shale gp1", "tok-lime gp2", "tok-sand gp3", "tok-intr gp4", "tok-mud gp5" ] }, "n_options": 5, "passage_html": "

Milbrook Railway Cutting

Work crews cut through a hillside near the town of Milbrook to lay a new railway line. The cut exposed a tall rock wall. Geologists mapped the wall before the tracks were laid. Figure 1 shows the wall: four sedimentary rock layers and a body of dark igneous rock, called an intrusion. The intrusion formed when magma pushed up through older rock and hardened.

Figure 1. The Railway-Cutting Wall

\"A

", "passage_plain": "Milbrook Railway Cutting Work crews cut through a hillside near the town of Milbrook to lay a new railway line. The cut exposed a tall rock wall. Geologists mapped the wall before the tracks were laid. Figure 1 shows the wall: four sedimentary rock layers and a body of dark igneous rock, called an intrusion. The intrusion formed when magma pushed up through older rock and hardened. Figure 1. The Railway-Cutting Wall" }, { "n": 23, "item_id": "_465c309e-cbe7-45ca-8290-e5ccdb7fb213", "type": "choice", "title": "Continents Across an Ocean", "standards": [ "MS-ESS2-3" ], "prompt_html": "

The map shows two continents on opposite sides of an ocean. When geologists slide the two continents together on a map, their edges fit like puzzle pieces. The fit is even tighter when geologists match the edges of the continents' underwater shelves instead of today's shorelines.

\"Map

Which conclusion about the two continents is best supported by this fit?

", "prompt_plain": "The map shows two continents on opposite sides of an ocean. When geologists slide the two continents together on a map, their edges fit like puzzle pieces. The fit is even tighter when geologists match the edges of the continents' underwater shelves instead of today's shorelines. Which conclusion about the two continents is best supported by this fit?", "context_html": "", "options": [ { "id": "cA23", "text": "The matching shapes are a coincidence caused by ocean waves wearing away both coastlines in similar ways.", "plain": "The matching shapes are a coincidence caused by ocean waves wearing away both coastlines in similar ways.", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "The continents formed far apart and are slowly growing toward each other as new rock builds up along each coast.", "plain": "The continents formed far apart and are slowly growing toward each other as new rock builds up along each coast.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "The continents were once part of a single landmass that broke apart, and the pieces slowly moved to their present positions.", "plain": "The continents were once part of a single landmass that broke apart, and the pieces slowly moved to their present positions.", "correct": true, "kind": "choice" }, { "id": "cD23", "text": "A chain of islands once connected the continents, letting the same land animals leave fossils on both sides.", "plain": "A chain of islands once connected the continents, letting the same land animals leave fossils on both sides.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot23.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC23" ] }, "n_options": 4 }, { "n": 24, "item_id": "_86da82ba-b05b-4649-a5a0-90fdc3297653", "type": "gap-match", "title": "Cosmic Ladder Poster", "standards": [ "MS-ESS1-3" ], "prompt_html": "

A planetarium's 'Cosmic Ladder' exhibit poster shows five objects from our solar system, each on its own card. Earth's card gives its width in kilometers. Each other card gives a scale factor comparing that object's width with Earth's width. Table 1 lists the five cards.

Table 1. Poster Object Cards

Object cardSize information printed on the card
EarthWidth about 13,000 kilometers
The MoonAbout 1/4 the width of Earth
Ceres (a dwarf planet)About 1/13 the width of Earth
NeptuneAbout 4 times the width of Earth
The SunAbout 100 times the width of Earth

 

Drag each object card onto the ladder to put the objects in order by width, from Step 1 (narrowest) to Step 5 (widest).

", "prompt_plain": "A planetarium's 'Cosmic Ladder' exhibit poster shows five objects from our solar system, each on its own card. Earth's card gives its width in kilometers. Each other card gives a scale factor comparing that object's width with Earth's width. Table 1 lists the five cards. Table 1. Poster Object Cards Object card Size information printed on the card Earth Width about 13,000 kilometers The Moon About 1/4 the width of Earth Ceres (a dwarf planet) About 1/13 the width of Earth Neptune About 4 times the width of Earth The Sun About 100 times the width of Earth Drag each object card onto the ladder to put the objects in order by width, from Step 1 (narrowest) to Step 5 (widest).", "context_html": "", "options": [ { "id": "tok-neptune", "text": "Neptune", "plain": "Neptune", "correct": false, "kind": "gap-token" }, { "id": "tok-ceres", "text": "Ceres (a dwarf planet)", "plain": "Ceres (a dwarf planet)", "correct": false, "kind": "gap-token" }, { "id": "tok-sun", "text": "The Sun", "plain": "The Sun", "correct": false, "kind": "gap-token" }, { "id": "tok-earth", "text": "Earth", "plain": "Earth", "correct": false, "kind": "gap-token" }, { "id": "tok-moon", "text": "The Moon", "plain": "The Moon", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-ceres gp1", "tok-moon gp2", "tok-earth gp3", "tok-neptune gp4", "tok-sun gp5" ] }, "n_options": 5 }, { "n": 25, "item_id": "_e3d6014a-c0b0-47fd-bf6d-d4823b8012c1", "type": "gap-match", "title": "Two Coastal Currents", "standards": [ "MS-ESS2-6" ], "prompt_html": "

The map shows two ocean currents that flow along the coasts of North America: the warm Gulf Stream and the cool California Current.

\"Map

 

Match each statement to the current it describes. Each current matches two statements.

", "prompt_plain": "The map shows two ocean currents that flow along the coasts of North America: the warm Gulf Stream and the cool California Current. Match each statement to the current it describes. Each current matches two statements.", "context_html": "", "options": [ { "id": "tok-cal", "text": "California Current", "plain": "California Current", "correct": false, "kind": "gap-token" }, { "id": "tok-gulf", "text": "Gulf Stream", "plain": "Gulf Stream", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot25.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-gulf gpr1", "tok-cal gpr2", "tok-cal gpr3", "tok-gulf gpr4" ] }, "n_options": 2 }, { "n": 26, "item_id": "_b098b312-58c0-47dc-ac70-a4f8d14015d6", "type": "choice", "title": "Riverton Warming — Part A", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. Which combination of records gives the best evidence that human activity, and not a change in the Sun, caused most of Riverton's warming?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which combination of records gives the best evidence that human activity, and not a change in the Sun, caused most of Riverton's warming?", "context_html": "", "options": [ { "id": "cA26", "text": "Records 2 and 4 - the stronger downtown warming pattern and the hottest recorded summer.", "plain": "Records 2 and 4 - the stronger downtown warming pattern and the hottest recorded summer.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Records 1, 2, and 3 - growing fuel use, stronger downtown warming, and a steady Sun.", "plain": "Records 1, 2, and 3 - growing fuel use, stronger downtown warming, and a steady Sun.", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "Records 3 and 4 - the steady Sun measurement and the hottest recorded summer.", "plain": "Records 3 and 4 - the steady Sun measurement and the hottest recorded summer.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Records 1, 4, and 5 - growing fuel use, record summer heat, and fewer shade trees.", "plain": "Records 1, 4, and 5 - growing fuel use, record summer heat, and fewer shade trees.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_06e8e9ef-a2f0-4db2-bad2-44b4fa1ae0b0" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB26" ] }, "n_options": 4, "passage_html": "

Riverton's 60-Year Temperature Record

The city of Riverton has measured air temperature at the same downtown weather station for 60 years. Figure 1 shows the station's yearly average temperature over that time. The record shows that Riverton's average temperature has risen about 2 °C. City scientists also collected the records in Table 1. The city council will use the evidence to choose one plan for slowing the warming.

Figure 1. Yearly Average Temperature in Downtown Riverton

\"Line

Table 1. Other City Records

RecordWhat the city measured
Record 1Paved area and vehicle fuel use in Riverton grew steadily over the 60 years.
Record 2A rural station 30 kilometers outside Riverton warmed much less than the downtown station.
Record 3Satellite measurements show the Sun's energy output stayed nearly steady over the same years.
Record 4Last summer was the hottest single summer in the downtown record.
Record 5The number of shade trees along downtown streets fell by about half.
", "passage_plain": "Riverton's 60-Year Temperature Record The city of Riverton has measured air temperature at the same downtown weather station for 60 years. Figure 1 shows the station's yearly average temperature over that time. The record shows that Riverton's average temperature has risen about 2 °C. City scientists also collected the records in Table 1. The city council will use the evidence to choose one plan for slowing the warming. Figure 1. Yearly Average Temperature in Downtown Riverton Table 1. Other City Records Record What the city measured Record 1 Paved area and vehicle fuel use in Riverton grew steadily over the 60 years. Record 2 A rural station 30 kilometers outside Riverton warmed much less than the downtown station. Record 3 Satellite measurements show the Sun's energy output stayed nearly steady over the same years. Record 4 Last summer was the hottest single summer in the downtown record. Record 5 The number of shade trees along downtown streets fell by about half." }, { "n": 27, "item_id": "_0820afc5-597f-4c22-83dd-efc1a65f4651", "type": "choice", "title": "Riverton Warming — Part B", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part B

The council will pay for only one of the four plans in Table 2. Based on the warming cause identified by your answer in Part A, which plan would most likely slow the warming trend shown in Figure 1?

Table 2. The Council's Four Plans

PlanWhat it would do
Cool Surfaces PlanReplace dark, heat-absorbing pavement downtown with lighter surfaces and plant new shade trees.
Comfort PlanBuy air conditioners for downtown apartments and run them on the hottest days.
Heat-Alert PlanSend phone alerts on dangerously hot days and open air-conditioned cooling centers.
Station PlanMove the downtown weather station to a shaded, grassy park at the edge of the city.
", "prompt_plain": "Part B The council will pay for only one of the four plans in Table 2. Based on the warming cause identified by your answer in Part A, which plan would most likely slow the warming trend shown in Figure 1? Table 2. The Council's Four Plans Plan What it would do Cool Surfaces Plan Replace dark, heat-absorbing pavement downtown with lighter surfaces and plant new shade trees. Comfort Plan Buy air conditioners for downtown apartments and run them on the hottest days. Heat-Alert Plan Send phone alerts on dangerously hot days and open air-conditioned cooling centers. Station Plan Move the downtown weather station to a shaded, grassy park at the edge of the city.", "context_html": "", "options": [ { "id": "cA27", "text": "The Comfort Plan, because cooling people's homes on hot days lowers the temperatures the station records.", "plain": "The Comfort Plan, because cooling people's homes on hot days lowers the temperatures the station records.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "The Heat-Alert Plan, because keeping people indoors on hot days means the city gives off less heat.", "plain": "The Heat-Alert Plan, because keeping people indoors on hot days means the city gives off less heat.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "The Station Plan, because readings taken in a cool, shaded park would bring the temperature record back down.", "plain": "The Station Plan, because readings taken in a cool, shaded park would bring the temperature record back down.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "The Cool Surfaces Plan, because it reverses the recorded growth in heat-absorbing pavement and the loss of shade trees.", "plain": "The Cool Surfaces Plan, because it reverses the recorded growth in heat-absorbing pavement and the loss of shade trees.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_06e8e9ef-a2f0-4db2-bad2-44b4fa1ae0b0" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD27" ] }, "n_options": 4, "passage_html": "

Riverton's 60-Year Temperature Record

The city of Riverton has measured air temperature at the same downtown weather station for 60 years. Figure 1 shows the station's yearly average temperature over that time. The record shows that Riverton's average temperature has risen about 2 °C. City scientists also collected the records in Table 1. The city council will use the evidence to choose one plan for slowing the warming.

Figure 1. Yearly Average Temperature in Downtown Riverton

\"Line

Table 1. Other City Records

RecordWhat the city measured
Record 1Paved area and vehicle fuel use in Riverton grew steadily over the 60 years.
Record 2A rural station 30 kilometers outside Riverton warmed much less than the downtown station.
Record 3Satellite measurements show the Sun's energy output stayed nearly steady over the same years.
Record 4Last summer was the hottest single summer in the downtown record.
Record 5The number of shade trees along downtown streets fell by about half.
", "passage_plain": "Riverton's 60-Year Temperature Record The city of Riverton has measured air temperature at the same downtown weather station for 60 years. Figure 1 shows the station's yearly average temperature over that time. The record shows that Riverton's average temperature has risen about 2 °C. City scientists also collected the records in Table 1. The city council will use the evidence to choose one plan for slowing the warming. Figure 1. Yearly Average Temperature in Downtown Riverton Table 1. Other City Records Record What the city measured Record 1 Paved area and vehicle fuel use in Riverton grew steadily over the 60 years. Record 2 A rural station 30 kilometers outside Riverton warmed much less than the downtown station. Record 3 Satellite measurements show the Sun's energy output stayed nearly steady over the same years. Record 4 Last summer was the hottest single summer in the downtown record. Record 5 The number of shade trees along downtown streets fell by about half." }, { "n": 28, "item_id": "_6bb78f16-fdbd-4a8f-91aa-9d6df5570ee3", "type": "choice", "title": "Marlow Aquifer Future", "standards": [ "MS-ESS3-1" ], "prompt_html": "

Farms above the Marlow Aquifer irrigate their fields with groundwater. Figure 1 shows the aquifer today. Each year, wells pump out a layer of stored water about 40 centimeters thick, while rain and snow soak in only enough to replace about 5 centimeters.

Figure 1. The Marlow Aquifer

\"Cross-section

If pumping continues at this rate, what will most likely happen to the aquifer over the coming decades, and why?

", "prompt_plain": "Farms above the Marlow Aquifer irrigate their fields with groundwater. Figure 1 shows the aquifer today. Each year, wells pump out a layer of stored water about 40 centimeters thick, while rain and snow soak in only enough to replace about 5 centimeters. Figure 1. The Marlow Aquifer If pumping continues at this rate, what will most likely happen to the aquifer over the coming decades, and why?", "context_html": "", "options": [ { "id": "cA28", "text": "The water table will keep dropping until wells run dry, because water leaves the aquifer about eight times faster than the water cycle replaces it.", "plain": "The water table will keep dropping until wells run dry, because water leaves the aquifer about eight times faster than the water cycle replaces it.", "correct": true, "kind": "choice" }, { "id": "cB28", "text": "The water table will stay near its current level, because the irrigation water sprayed on the fields soaks back down and refills the aquifer.", "plain": "The water table will stay near its current level, because the irrigation water sprayed on the fields soaks back down and refills the aquifer.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "The aquifer will refill during each rainy season, because the water cycle returns as much water each year as people remove.", "plain": "The aquifer will refill during each rainy season, because the water cycle returns as much water each year as people remove.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "The water table will keep dropping until wells run dry, because groundwater constantly drains away through deep cracks to the ocean.", "plain": "The water table will keep dropping until wells run dry, because groundwater constantly drains away through deep cracks to the ocean.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot28.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_be52279a-7dae-4e1c-bb14-6923478e0f16", "type": "choice", "title": "Osborn Hills Inspection Rule", "standards": [ "MS-ESS3-2" ], "prompt_html": "

For ten years, county engineers measured the yearly rainfall in the Osborn Hills. They also measured how far a monitored hillside slope crept downhill each year. Figure 1 shows both data sets. A county planner proposes a rule: after any year with more than 800 millimeters of rain, every steep slope in the hills must be inspected.

Figure 1. Rainfall and Slope Movement in the Osborn Hills

\"Two

Choose the TWO statements that use the data in Figure 1 to support the planner's rule.

", "prompt_plain": "For ten years, county engineers measured the yearly rainfall in the Osborn Hills. They also measured how far a monitored hillside slope crept downhill each year. Figure 1 shows both data sets. A county planner proposes a rule: after any year with more than 800 millimeters of rain, every steep slope in the hills must be inspected. Figure 1. Rainfall and Slope Movement in the Osborn Hills Choose the TWO statements that use the data in Figure 1 to support the planner's rule.", "context_html": "", "options": [ { "id": "cA29", "text": "In all four years with rainfall above 800 millimeters, the hillside moved more than 10 centimeters - far more than in any other year.", "plain": "In all four years with rainfall above 800 millimeters, the hillside moved more than 10 centimeters - far more than in any other year.", "correct": true, "kind": "choice" }, { "id": "cB29", "text": "In two of the six years with rainfall below 800 millimeters, the hillside still moved more than 10 centimeters.", "plain": "In two of the six years with rainfall below 800 millimeters, the hillside still moved more than 10 centimeters.", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "In every one of the six years with rainfall below 800 millimeters, the hillside moved only 4 centimeters or less.", "plain": "In every one of the six years with rainfall below 800 millimeters, the hillside moved only 4 centimeters or less.", "correct": true, "kind": "choice" }, { "id": "cD29", "text": "Rainfall reached 910 millimeters in Year 10, more than 100 millimeters above the 800-millimeter line, after only 490 millimeters in Year 9.", "plain": "Rainfall reached 910 millimeters in Year 10, more than 100 millimeters above the 800-millimeter line, after only 490 millimeters in Year 9.", "correct": false, "kind": "choice" }, { "id": "cE29", "text": "The hillside crept at least 1 centimeter in every year of the study, including all six years with rainfall below the 800-millimeter line.", "plain": "The hillside crept at least 1 centimeter in every year of the study, including all six years with rainfall below the 800-millimeter line.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot29.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA29", "cC29" ] }, "n_options": 5 }, { "n": 30, "item_id": "_ad44f391-8101-4ff6-809a-979d5f45e569", "type": "choice", "title": "Scooter Speed and Energy", "standards": [ "MS-PS3-1" ], "prompt_html": "

A loaded delivery scooter passes the same radar speed sign three times in one day. Table 1 shows the three readings. The scooter and its load have the same mass at each pass.

Table 1. Radar Speed Log

Time of daySpeed shown on the radar sign (m/s)
8:00 a.m.3
12:30 p.m.6
5:15 p.m.9

How many times as much kinetic energy does the scooter have at the 9 m/s pass compared with the 3 m/s pass?

", "prompt_plain": "A loaded delivery scooter passes the same radar speed sign three times in one day. Table 1 shows the three readings. The scooter and its load have the same mass at each pass. Table 1. Radar Speed Log Time of day Speed shown on the radar sign (m/s) 8:00 a.m. 3 12:30 p.m. 6 5:15 p.m. 9 How many times as much kinetic energy does the scooter have at the 9 m/s pass compared with the 3 m/s pass?", "context_html": "", "options": [ { "id": "cA30", "text": "3 times as much", "plain": "3 times as much", "correct": false, "kind": "choice" }, { "id": "cB30", "text": "6 times as much", "plain": "6 times as much", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "9 times as much", "plain": "9 times as much", "correct": true, "kind": "choice" }, { "id": "cD30", "text": "27 times as much", "plain": "27 times as much", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_54518e60-eca9-49b2-856f-0692fa7bd608", "type": "choice", "title": "Rover Signal Reliability", "standards": [ "MS-PS4-3" ], "prompt_html": "

Look at Figure 1. Both versions of the test photo cross the same noisy path as radio waves.

Which statement best explains why the photo sent as digital packets arrives with fewer wrong pixels than the photo sent as an analog broadcast?

", "prompt_plain": "Look at Figure 1. Both versions of the test photo cross the same noisy path as radio waves. Which statement best explains why the photo sent as digital packets arrives with fewer wrong pixels than the photo sent as an analog broadcast?", "context_html": "", "options": [ { "id": "cA31", "text": "Noise cannot mix into the radio pulses that carry digital packets, so the pattern crosses space unchanged.", "plain": "Noise cannot mix into the radio pulses that carry digital packets, so the pattern crosses space unchanged.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Noise-distorted pulses can still be read as 1s or 0s, so the pattern is rebuilt with far fewer errors.", "plain": "Noise-distorted pulses can still be read as 1s or 0s, so the pattern is rebuilt with far fewer errors.", "correct": true, "kind": "choice" }, { "id": "cC31", "text": "Packets of 1s and 0s travel through space faster than an analog wave, so noise has less time to act.", "plain": "Packets of 1s and 0s travel through space faster than an analog wave, so noise has less time to act.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "Digital pulses carry much more energy than an analog wave, so the added noise energy is too small to matter.", "plain": "Digital pulses carry much more energy than an analog wave, so the added noise energy is too small to matter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f8861d61-626e-441b-b66b-e57dcfbb9c0e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB31" ] }, "n_options": 4, "passage_html": "

Rover Image Transmission

A rover exploring Mars radios its photographs to Earth. On the way, stray radio noise from the Sun and from spacecraft electronics mixes into the signal.

Before launch, engineers tested two ways to send the same test photo through a practice path with adjustable noise:

Analog broadcast: the photo is sent as one continuously varying radio wave. The wave’s shape carries the picture information directly.

Digital packets: the photo is first digitized into a pattern of 1s and 0s. The pattern is sent as short radio pulses grouped into packets.

Figure 1 shows the two transmission paths. Table 1 shows the percentage of picture squares (pixels) that arrived wrong at each noise level.

Figure 1. The Two Transmission Paths

\"A

Table 1. Image Errors at Four Noise Levels

Noise levelAnalog broadcast: pixels wrong (%)Digital packets: pixels wrong (%)
Low50
Moderate150
High302
Extreme4528
", "passage_plain": "Rover Image Transmission A rover exploring Mars radios its photographs to Earth. On the way, stray radio noise from the Sun and from spacecraft electronics mixes into the signal. Before launch, engineers tested two ways to send the same test photo through a practice path with adjustable noise: Analog broadcast: the photo is sent as one continuously varying radio wave. The wave’s shape carries the picture information directly. Digital packets: the photo is first digitized into a pattern of 1s and 0s. The pattern is sent as short radio pulses grouped into packets. Figure 1 shows the two transmission paths. Table 1 shows the percentage of picture squares (pixels) that arrived wrong at each noise level. Figure 1. The Two Transmission Paths Table 1. Image Errors at Four Noise Levels Noise level Analog broadcast: pixels wrong (%) Digital packets: pixels wrong (%) Low 5 0 Moderate 15 0 High 30 2 Extreme 45 28" }, { "n": 32, "item_id": "_24333733-f9c7-4b69-8375-cbd53e2ce4b4", "type": "choice", "title": "Evaluating an Error-Free Claim", "standards": [ "MS-PS4-3" ], "prompt_html": "

Uma, an engineer on the test team, makes this claim: \"Sending photos as digital packets will deliver an error-free image no matter how much noise the signal meets.\"

Which statement best evaluates Uma’s claim using Table 1?

", "prompt_plain": "Uma, an engineer on the test team, makes this claim: \"Sending photos as digital packets will deliver an error-free image no matter how much noise the signal meets.\" Which statement best evaluates Uma’s claim using Table 1?", "context_html": "", "options": [ { "id": "cA32", "text": "The claim is supported, because at every noise level the digital packets delivered fewer wrong pixels than the analog broadcast did.", "plain": "The claim is supported, because at every noise level the digital packets delivered fewer wrong pixels than the analog broadcast did.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "The claim is supported, because any pixels that arrive wrong in a digital image can be repaired after the image reaches Earth.", "plain": "The claim is supported, because any pixels that arrive wrong in a digital image can be repaired after the image reaches Earth.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "The claim is not supported, because at the extreme noise level more than a quarter of the digital photo’s pixels arrived wrong.", "plain": "The claim is not supported, because at the extreme noise level more than a quarter of the digital photo’s pixels arrived wrong.", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "The claim is not supported, because the analog broadcast delivered a perfect picture at the low noise level while digital did not.", "plain": "The claim is not supported, because the analog broadcast delivered a perfect picture at the low noise level while digital did not.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f8861d61-626e-441b-b66b-e57dcfbb9c0e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC32" ] }, "n_options": 4, "passage_html": "

Rover Image Transmission

A rover exploring Mars radios its photographs to Earth. On the way, stray radio noise from the Sun and from spacecraft electronics mixes into the signal.

Before launch, engineers tested two ways to send the same test photo through a practice path with adjustable noise:

Analog broadcast: the photo is sent as one continuously varying radio wave. The wave’s shape carries the picture information directly.

Digital packets: the photo is first digitized into a pattern of 1s and 0s. The pattern is sent as short radio pulses grouped into packets.

Figure 1 shows the two transmission paths. Table 1 shows the percentage of picture squares (pixels) that arrived wrong at each noise level.

Figure 1. The Two Transmission Paths

\"A

Table 1. Image Errors at Four Noise Levels

Noise levelAnalog broadcast: pixels wrong (%)Digital packets: pixels wrong (%)
Low50
Moderate150
High302
Extreme4528
", "passage_plain": "Rover Image Transmission A rover exploring Mars radios its photographs to Earth. On the way, stray radio noise from the Sun and from spacecraft electronics mixes into the signal. Before launch, engineers tested two ways to send the same test photo through a practice path with adjustable noise: Analog broadcast: the photo is sent as one continuously varying radio wave. The wave’s shape carries the picture information directly. Digital packets: the photo is first digitized into a pattern of 1s and 0s. The pattern is sent as short radio pulses grouped into packets. Figure 1 shows the two transmission paths. Table 1 shows the percentage of picture squares (pixels) that arrived wrong at each noise level. Figure 1. The Two Transmission Paths Table 1. Image Errors at Four Noise Levels Noise level Analog broadcast: pixels wrong (%) Digital packets: pixels wrong (%) Low 5 0 Moderate 15 0 High 30 2 Extreme 45 28" }, { "n": 33, "item_id": "_7ca68b33-4142-4353-bd83-14aeb693980d", "type": "text-entry", "title": "Wave Speed on a Rope", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Waves travel along a long stretched rope. The waves have a frequency of 5 hertz (5 complete waves each second) and a wavelength of 4 meters.

Use the equation: wave speed = frequency × wavelength.

What is the speed of the waves in meters per second?

Give your answer as a whole number (e.g., 27).

Wave speed (meters per second):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "20" ] }, "n_options": 0 }, { "n": 34, "item_id": "_099189f4-cc16-479a-ab2d-9a2db0606bb8", "type": "choice", "title": "Magnet Stack and Force Sensor", "standards": [ "MS-PS2-3" ], "prompt_html": "

Silas hangs a flat steel plate from a digital force sensor and zeroes the display, so the sensor shows only the extra downward pull on the plate. He places a stack of ring magnets on the bench below, leaving a 1-centimeter air gap between the stack and the plate. He records the reading with 1, 2, 3, and 4 ring magnets in the stack, keeping the gap at 1 centimeter each time. Figure 1 shows the setup and the readings.

\"A

Which TWO changes to the setup would most likely make the sensor’s reading larger? Choose the TWO best answers.

", "prompt_plain": "Silas hangs a flat steel plate from a digital force sensor and zeroes the display, so the sensor shows only the extra downward pull on the plate. He places a stack of ring magnets on the bench below, leaving a 1-centimeter air gap between the stack and the plate. He records the reading with 1, 2, 3, and 4 ring magnets in the stack, keeping the gap at 1 centimeter each time. Figure 1 shows the setup and the readings. Which TWO changes to the setup would most likely make the sensor’s reading larger? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA34", "text": "Move the magnet stack farther below the plate, making the air gap 2 centimeters.", "plain": "Move the magnet stack farther below the plate, making the air gap 2 centimeters.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Add two more ring magnets to the stack below the hanging steel plate.", "plain": "Add two more ring magnets to the stack below the hanging steel plate.", "correct": true, "kind": "choice" }, { "id": "cC34", "text": "Replace the ring magnets with unmagnetized steel rings of the same size and shape.", "plain": "Replace the ring magnets with unmagnetized steel rings of the same size and shape.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Move the magnet stack closer to the plate, making the air gap half a centimeter.", "plain": "Move the magnet stack closer to the plate, making the air gap half a centimeter.", "correct": true, "kind": "choice" }, { "id": "cE34", "text": "Replace the hanging steel plate with an aluminum plate of the same size and shape.", "plain": "Replace the hanging steel plate with an aluminum plate of the same size and shape.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot34.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB34", "cD34" ] }, "n_options": 5 }, { "n": 35, "item_id": "_b3ad7102-0536-44d1-a7d2-2852d48a3482", "type": "inline-choice", "title": "Gas in Two Containers", "standards": [ "MS-PS3-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Tessa seals equal amounts of the same gas in two identical rigid containers. Container 1 sits in a water bath held at 25°C, and Container 2 sits in a water bath held at 75°C. Figure 1 shows the two containers.

\"Two

Choose the word or phrase that best completes each sentence.

Compared with the gas particles in Container 1, the particles in Container 2 have average kinetic energy.

Because of this, the particles in Container 2 move at average speeds.

The containers are then lifted out of the water baths and placed touching each other inside an insulated box. Thermal energy flows from Container 2 to Container 1 until both containers reach the same temperature, a state called .

", "options": [ { "id": "b1o1", "text": "greater", "plain": "greater", "correct": true, "kind": "inline" }, { "id": "b1o2", "text": "less", "plain": "less", "correct": false, "kind": "inline" }, { "id": "b1o3", "text": "equal", "plain": "equal", "correct": false, "kind": "inline" }, { "id": "b2o1", "text": "higher", "plain": "higher", "correct": true, "kind": "inline" }, { "id": "b2o2", "text": "lower", "plain": "lower", "correct": false, "kind": "inline" }, { "id": "b2o3", "text": "equal", "plain": "equal", "correct": false, "kind": "inline" }, { "id": "b3o1", "text": "condensation", "plain": "condensation", "correct": false, "kind": "inline" }, { "id": "b3o2", "text": "thermal conduction", "plain": "thermal conduction", "correct": false, "kind": "inline" }, { "id": "b3o3", "text": "thermal equilibrium", "plain": "thermal equilibrium", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot35.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1o1" ], "RESPONSE2": [ "b2o1" ], "RESPONSE3": [ "b3o3" ] }, "n_options": 9 }, { "n": 36, "item_id": "_725bc6d1-4a73-45fe-ab20-b246bcc74d40", "type": "inline-choice", "title": "Star on the Periodic Table", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Figure 1 shows the outline of part of the periodic table. One position on the table is marked with a star.

\"An

Choose the word or number that best completes each sentence.

The starred position is in Group .

The starred position is in Period .

Moving left to right across a row, the elements of the periodic table are arranged in order of increasing .

", "options": [ { "id": "b1o1", "text": "3", "plain": "3", "correct": false, "kind": "inline" }, { "id": "b1o2", "text": "7", "plain": "7", "correct": false, "kind": "inline" }, { "id": "b1o3", "text": "17", "plain": "17", "correct": true, "kind": "inline" }, { "id": "b2o1", "text": "2", "plain": "2", "correct": false, "kind": "inline" }, { "id": "b2o2", "text": "3", "plain": "3", "correct": true, "kind": "inline" }, { "id": "b2o3", "text": "17", "plain": "17", "correct": false, "kind": "inline" }, { "id": "b3o1", "text": "atomic mass", "plain": "atomic mass", "correct": false, "kind": "inline" }, { "id": "b3o2", "text": "atomic number", "plain": "atomic number", "correct": true, "kind": "inline" }, { "id": "b3o3", "text": "number of neutrons", "plain": "number of neutrons", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-22/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1o3" ], "RESPONSE2": [ "b2o2" ], "RESPONSE3": [ "b3o2" ] }, "n_options": 9 }, { "n": 37, "item_id": "_a6fcf627-82f2-4d12-b291-4e798e28969b", "type": "choice", "title": "Charger Stand Redesign — Part A", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part A

The team will build one more version of the stand, changing the Round 3 design in a single way.

Based on Table 1, which change would best close the gap between the Round 3 results and the brief’s targets?

", "prompt_plain": "Part A The team will build one more version of the stand, changing the Round 3 design in a single way. Based on Table 1, which change would best close the gap between the Round 3 results and the brief’s targets?", "context_html": "", "options": [ { "id": "cA37", "text": "Return the panel to a 20-degree tilt, because both gentler-tilt versions stayed upright through the highest fan setting.", "plain": "Return the panel to a 20-degree tilt, because both gentler-tilt versions stayed upright through the highest fan setting.", "correct": false, "kind": "choice" }, { "id": "cB37", "text": "Add a second solar panel to the Round 3 stand so phones charge even faster at noon.", "plain": "Add a second solar panel to the Round 3 stand so phones charge even faster at noon.", "correct": false, "kind": "choice" }, { "id": "cC37", "text": "Keep the panel at its 35-degree tilt and attach a wider base to the Round 3 stand.", "plain": "Keep the panel at its 35-degree tilt and attach a wider base to the Round 3 stand.", "correct": true, "kind": "choice" }, { "id": "cD37", "text": "Move the stand to a sheltered corner of the garden that the strong afternoon gusts rarely reach.", "plain": "Move the stand to a sheltered corner of the garden that the strong afternoon gusts rarely reach.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b20d559d-b255-429c-aae2-49ac57570ac7" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC37" ] }, "n_options": 4, "passage_html": "

Charger Stand Field Tests

Yara’s engineering team is building a solar phone-charging stand for their community garden. The garden club’s project brief sets two performance targets:

Target 1: At least 12 watts of charging power reaches a phone on the stand in full noon sun.

Target 2: The stand remains upright in gusts as strong as setting 4 on the club’s big test fan. Setting 4 matches the garden’s usual afternoon winds.

The team built and tested three versions, changing only the solar panel’s tilt each round. At noon they measured the charging power. Then the fan blew one-minute gusts at each version. Gusts started at setting 1 and rose one setting at a time. A version’s test ended when it tipped or the top setting, 5, was reached. Table 1 shows the results.

Table 1. Charger Stand Test Results

RoundPanel tilt (degrees from flat)Charging power at noon (watts)Highest fan setting with the stand still upright
1075
220105
335132
", "passage_plain": "Charger Stand Field Tests Yara’s engineering team is building a solar phone-charging stand for their community garden. The garden club’s project brief sets two performance targets: Target 1: At least 12 watts of charging power reaches a phone on the stand in full noon sun. Target 2: The stand remains upright in gusts as strong as setting 4 on the club’s big test fan. Setting 4 matches the garden’s usual afternoon winds. The team built and tested three versions, changing only the solar panel’s tilt each round. At noon they measured the charging power. Then the fan blew one-minute gusts at each version. Gusts started at setting 1 and rose one setting at a time. A version’s test ended when it tipped or the top setting, 5, was reached. Table 1 shows the results. Table 1. Charger Stand Test Results Round Panel tilt (degrees from flat) Charging power at noon (watts) Highest fan setting with the stand still upright 1 0 7 5 2 20 10 5 3 35 13 2" }, { "n": 38, "item_id": "_45b957e5-630b-45bf-9ef4-4caaffe31a2b", "type": "choice", "title": "Charger Stand Redesign — Part B", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

The team builds a new version with the change you chose in Part A and repeats both tests.

Which retest result would confirm that the new version now meets both of the brief’s targets?

", "prompt_plain": "Part B The team builds a new version with the change you chose in Part A and repeats both tests. Which retest result would confirm that the new version now meets both of the brief’s targets?", "context_html": "", "options": [ { "id": "cA38", "text": "The phone receives 13 watts at noon, and the stand stays upright through fan setting 5.", "plain": "The phone receives 13 watts at noon, and the stand stays upright through fan setting 5.", "correct": true, "kind": "choice" }, { "id": "cB38", "text": "The phone receives 10 watts at noon, and the stand stays upright through fan setting 5.", "plain": "The phone receives 10 watts at noon, and the stand stays upright through fan setting 5.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "The phone receives 14 watts at noon, and the stand tips over when the fan reaches setting 4.", "plain": "The phone receives 14 watts at noon, and the stand tips over when the fan reaches setting 4.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "The phone receives 11 watts at noon, and the stand tips over when the fan reaches setting 3.", "plain": "The phone receives 11 watts at noon, and the stand tips over when the fan reaches setting 3.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b20d559d-b255-429c-aae2-49ac57570ac7" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA38" ] }, "n_options": 4, "passage_html": "

Charger Stand Field Tests

Yara’s engineering team is building a solar phone-charging stand for their community garden. The garden club’s project brief sets two performance targets:

Target 1: At least 12 watts of charging power reaches a phone on the stand in full noon sun.

Target 2: The stand remains upright in gusts as strong as setting 4 on the club’s big test fan. Setting 4 matches the garden’s usual afternoon winds.

The team built and tested three versions, changing only the solar panel’s tilt each round. At noon they measured the charging power. Then the fan blew one-minute gusts at each version. Gusts started at setting 1 and rose one setting at a time. A version’s test ended when it tipped or the top setting, 5, was reached. Table 1 shows the results.

Table 1. Charger Stand Test Results

RoundPanel tilt (degrees from flat)Charging power at noon (watts)Highest fan setting with the stand still upright
1075
220105
335132
", "passage_plain": "Charger Stand Field Tests Yara’s engineering team is building a solar phone-charging stand for their community garden. The garden club’s project brief sets two performance targets: Target 1: At least 12 watts of charging power reaches a phone on the stand in full noon sun. Target 2: The stand remains upright in gusts as strong as setting 4 on the club’s big test fan. Setting 4 matches the garden’s usual afternoon winds. The team built and tested three versions, changing only the solar panel’s tilt each round. At noon they measured the charging power. Then the fan blew one-minute gusts at each version. Gusts started at setting 1 and rose one setting at a time. A version’s test ended when it tipped or the top setting, 5, was reached. Table 1 shows the results. Table 1. Charger Stand Test Results Round Panel tilt (degrees from flat) Charging power at noon (watts) Highest fan setting with the stand still upright 1 0 7 5 2 20 10 5 3 35 13 2" }, { "n": 39, "item_id": "_7cf55287-7b0e-454f-a3c4-cf4adb4f5ccc", "type": "hottext", "title": "Garden Project Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

The passage below shows the project brief the garden club sent to Yara’s team before testing began. The brief has five sentences.

Select the ONE sentence that states a constraint on the design project.

", "prompt_plain": "The passage below shows the project brief the garden club sent to Yara’s team before testing began. The brief has five sentences. Select the ONE sentence that states a constraint on the design project.", "context_html": "", "options": [ { "id": "hS139", "text": "The weekend volunteers at the community garden have no way to charge their phones while they work.", "plain": "The weekend volunteers at the community garden have no way to charge their phones while they work.", "correct": false, "kind": "hottext" }, { "id": "hS239", "text": "A phone set on the stand needs to receive 12 watts or more of charging power at midday.", "plain": "A phone set on the stand needs to receive 12 watts or more of charging power at midday.", "correct": false, "kind": "hottext" }, { "id": "hS339", "text": "The team has to finish the building work during the two-week school break in March.", "plain": "The team has to finish the building work during the two-week school break in March.", "correct": true, "kind": "hottext" }, { "id": "hS439", "text": "The stand should hold itself upright through the strong gusts that sweep the garden on most afternoons.", "plain": "The stand should hold itself upright through the strong gusts that sweep the garden on most afternoons.", "correct": false, "kind": "hottext" }, { "id": "hS539", "text": "The club suggests placing the stand beside the garden’s main gathering table so volunteers can find it easily.", "plain": "The club suggests placing the stand beside the garden’s main gathering table so volunteers can find it easily.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_b20d559d-b255-429c-aae2-49ac57570ac7" ], "key_letters": "", "key_values": { "RESPONSE": [ "hS339" ] }, "n_options": 5, "passage_html": "

Charger Stand Field Tests

Yara’s engineering team is building a solar phone-charging stand for their community garden. The garden club’s project brief sets two performance targets:

Target 1: At least 12 watts of charging power reaches a phone on the stand in full noon sun.

Target 2: The stand remains upright in gusts as strong as setting 4 on the club’s big test fan. Setting 4 matches the garden’s usual afternoon winds.

The team built and tested three versions, changing only the solar panel’s tilt each round. At noon they measured the charging power. Then the fan blew one-minute gusts at each version. Gusts started at setting 1 and rose one setting at a time. A version’s test ended when it tipped or the top setting, 5, was reached. Table 1 shows the results.

Table 1. Charger Stand Test Results

RoundPanel tilt (degrees from flat)Charging power at noon (watts)Highest fan setting with the stand still upright
1075
220105
335132
", "passage_plain": "Charger Stand Field Tests Yara’s engineering team is building a solar phone-charging stand for their community garden. The garden club’s project brief sets two performance targets: Target 1: At least 12 watts of charging power reaches a phone on the stand in full noon sun. Target 2: The stand remains upright in gusts as strong as setting 4 on the club’s big test fan. Setting 4 matches the garden’s usual afternoon winds. The team built and tested three versions, changing only the solar panel’s tilt each round. At noon they measured the charging power. Then the fan blew one-minute gusts at each version. Gusts started at setting 1 and rose one setting at a time. A version’s test ended when it tipped or the top setting, 5, was reached. Table 1 shows the results. Table 1. Charger Stand Test Results Round Panel tilt (degrees from flat) Charging power at noon (watts) Highest fan setting with the stand still upright 1 0 7 5 2 20 10 5 3 35 13 2" }, { "n": 40, "item_id": "_6a02c942-ac90-4f96-a35b-8a6117aab44b", "type": "choice", "title": "Generators in a Cold Snap", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Zeke manages the backup generators for a mountain town’s water system. Before installation, the supplier tested every unit using the plan in Table 1, and every unit passed. During a January cold snap, with outdoor temperatures near -20°C, four of the town’s six generators failed to start.

Table 1. Supplier’s Generator Test Plan

TestConditionsResult
Full-power run, 8 hoursIndoor test hall, 21°CAll units passed
Start-stop cycling, 100 startsIndoor test hall, 21°CAll units passed
Fuel-system leak checkIndoor test hall, 21°CAll units passed

Based on the failures, which change to the supplier’s testing plan would most likely have revealed the problem before the generators were installed?

", "prompt_plain": "Zeke manages the backup generators for a mountain town’s water system. Before installation, the supplier tested every unit using the plan in Table 1, and every unit passed. During a January cold snap, with outdoor temperatures near -20°C, four of the town’s six generators failed to start. Table 1. Supplier’s Generator Test Plan Test Conditions Result Full-power run, 8 hours Indoor test hall, 21°C All units passed Start-stop cycling, 100 starts Indoor test hall, 21°C All units passed Fuel-system leak check Indoor test hall, 21°C All units passed Based on the failures, which change to the supplier’s testing plan would most likely have revealed the problem before the generators were installed?", "context_html": "", "options": [ { "id": "cA40", "text": "Increase the start-stop cycling test for every unit from 100 starts up to 500 starts.", "plain": "Increase the start-stop cycling test for every unit from 100 starts up to 500 starts.", "correct": false, "kind": "choice" }, { "id": "cB40", "text": "Test a larger number of generator units using the same three tests in the indoor test hall.", "plain": "Test a larger number of generator units using the same three tests in the indoor test hall.", "correct": false, "kind": "choice" }, { "id": "cC40", "text": "Run the full-power test again at the highest electrical load the town’s water system can demand.", "plain": "Run the full-power test again at the highest electrical load the town’s water system can demand.", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "Add a test that starts and runs each unit in a chamber chilled to the town’s winter temperatures.", "plain": "Add a test that starts and runs each unit in a chamber chilled to the town’s winter temperatures.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD40" ] }, "n_options": 4 } ] }, { "form": "G8.23", "grade": "G8", "title": "Alpha Standardized Science G8.23", "test_id": "_test-e6e2e924-efbd-40bf-adbb-9012d25d3ff7", "n_items": 40, "n_stimuli": 8, "stimuli": { "_9f86d7f5-bccb-4926-ad29-aa977492cf3e": { "title": "Kelso Ridge Ocean Cores", "html": "

Kelso Ridge Ocean Cores

The Kelso Ridge is a chain of underwater mountains that runs along the floor of an ocean. A research ship collected a core of ocean-floor material at each of six sites. The sites lie along a straight line that crosses the ridge. Figure 1 shows the six sites on a map.

Figure 1. The Six Core Sites

\"Map

At each site, scientists determined the age of the oldest sediment in the core — the sediment layer resting directly on the volcanic rock of the ocean floor. Table 1 shows the results.

Table 1. Oldest Sediment Age by Site

SiteAge of oldest sediment (millions of years)
18
24
31
41
54
68
" }, "_c954101e-a486-44cf-8be8-4500e6366e28": { "title": "Ridgeline Wildfire Program", "html": "

Ridgeline Wildfire Program

Pinyon Gap is a town of 3,000 people on a dry plateau. A single ridge rises directly behind its neighborhoods. The ridge is covered with pinyon pines, junipers, and dry grass. In late summer, wildfires sometimes start on the far side of the ridge. The town council has approved a two-part protection program. Part one is evacuation. When a fire threatens, every resident must reach the fairground shelter in the valley. That includes people who cannot drive. Part two is a fuel break — a wide strip along the ridge where trees, shrubs, and grass are removed. An approaching fire should slow and weaken there before reaching homes. The council still must decide how to judge the program’s success, which fuel-break plan to build, and how to prepare its yearly fire outlook. Figure 1 shows the program area.

Figure 1. Pinyon Gap Program Area

\"Map

" }, "_08238ebc-5cdc-4208-bdf4-d615226325c9": { "title": "Antibiotic Resistance Records", "html": "

Antibiotic Resistance Records

A clinic laboratory runs the same test every year. Technicians grow bacteria from routine patient samples into small spots called colonies. Each colony grows from one kind of bacteria. Doctors at the clinic have treated infections with the same standard antibiotic, a chemical that kills bacteria, for many years. For each year’s test, technicians treat every colony with a newly made batch of that antibiotic at the same strength. A colony that survives the test is recorded as resistant. In every year’s records, a few resistant colonies grew from samples taken from people who had never been given the antibiotic.

Table 1 shows the laboratory’s records for four years of testing.

Table 1. Four Years of Colony Tests

YearColonies testedResistant coloniesPercent resistant
1200126%
22503012%
32003819%
42506526%
" }, "_a6c6054e-280f-4878-a180-e28e6ebb64e8": { "title": "Hospital Telemetry Signals", "html": "

Hospital Telemetry Signals

A hospital sends each patient’s heartbeat signal from a bedside sensor to a screen at the nurses’ station. The sensor first turns the heartbeat into an electrical wave.

The building’s cables pick up electrical noise from nearby machines. The hospital is comparing two ways to send the heartbeat wave through these cables.

In the analog method, the continuous wave itself travels through the cable. In the digital method, a converter measures the height of the wave many times each second. Each measurement, called a sample, is sent as a short pattern of pulses, and each pulse has only two possible values: on (1) or off (0).

Figure 1 shows the same heartbeat recorded by both methods. An engineering team also sent a test signal through cables of different lengths while the noise was present. Table 1 shows the results.

Figure 1. Analog Trace and Digital Samples

\"The

Table 1. Transmission Test Results

Cable length (m)Wave shape lost from analog trace (%)Digital pulses read incorrectly (out of 1,000 sent)
1020
10090
400210
800380
" }, "_2905ad3c-a627-451b-a7be-691adcb154cf": { "title": "Cooling-Gel Wrap Design", "html": "

Cooling-Gel Wrap Design

A medical-supply company is designing a one-time-use cooling wrap for people with fevers. Squeezing the wrap mixes two gel ingredients, which starts a chemical reaction inside the wrap. Product tester Anya leads the design work. Table 1 lists the company’s criteria for the wrap’s outer layer. Table 2 shows information about four materials Anya tested for the outer layer.

Table 1. Criteria for the Outer Layer

Criterion
Holds the liquid gel inside without leaking
Bends and stretches around a person’s forehead without tearing
Is synthetic - made by chemically changing a natural resource into a new material

Table 2. Materials Anya Tested

MaterialWhere it comes from and how it is madeStretch testLeak test
Aluminum foilmetal separated from mined ore, then rolled into thin sheetscracked open when curved around the test domeheld all liquid for 24 hours
Cotton fabricfibers picked from cotton plants and woven into cloth; the fiber material itself is unchangedcurved smoothly around the test dome and sprang backliquid dripped through within 1 minute
Natural rubber sheetsap collected from rubber trees, then dried and pressed flat; the sap material itself is unchangedcurved smoothly around the test dome and sprang backheld all liquid for 24 hours
Nylon filmmade from petroleum in a chemical reaction that forms a new substancecurved smoothly around the test dome and sprang backheld all liquid for 24 hours
" }, "_3ccc6185-dd5b-49dc-bafd-b959ae6db6e8": { "title": "Barley Grain Gene Study", "html": "

Barley Grain Gene Study

Plant scientist Farah studies barley, a grain crop. Barley grains normally fill with stored starch as they ripen. One gene in barley cells carries the instructions for building a protein. The grain’s cells need this working protein to pack sugars together into starch. Farah finds several plants that carry a changed form of the gene: a section of the gene’s DNA is missing. Cells with the changed gene build a shortened protein that cannot do its job. Figure 1 models the pathway from gene to protein to grain trait for both kinds of plants.

Figure 1. Gene to Protein to Grain Trait

\"A

" }, "_27b713cb-abce-4d98-9be6-a0638f6ced23": { "title": "Wetland Flow Model", "html": "

Wetland Flow Model

Tamarack Lake lies at the low end of a valley. Each winter, plow trucks clear the streets of the nearby town. The trucks haul away snow that is mixed with road salt and grime. The town council is voting on a new snow-piling rule. Under the rule, piling the hauled snow on the lake shore becomes illegal. Piling it in the area labeled \"flow-through wetland\" is still allowed. A scientist built a model of the area to study the rule. Figure 1 shows the model, including the spring, the water table, the flow-through wetland, the shore, the lake, and arrows showing the direction of groundwater flow.

Figure 1. Model of the Area Around Tamarack Lake

\"Cross-section

" }, "_8a814a7b-9db8-44e1-bdc6-26b9a2109954": { "title": "Wings and Flippers", "html": "

Wings and Flippers

Figure 1 shows the internal structure of four body parts that animals use to move: the wing of a bird, the wing of a bat, the wing of a butterfly, and the front flipper of a whale. The four drawings are not to the same scale.

Figure 1. Wing and Flipper Structures

\"Four

" } }, "questions": [ { "n": 1, "item_id": "_d6630a84-2bb9-406b-8fbb-28af2214d89b", "type": "choice", "title": "Cooling Wrap Outer Layer", "standards": [ "MS-PS1-3" ], "prompt_html": "

Look at Tables 1 and 2. Which material meets every criterion for the wrap’s outer layer?

", "prompt_plain": "Look at Tables 1 and 2. Which material meets every criterion for the wrap’s outer layer?", "context_html": "", "options": [ { "id": "cA1", "text": "Aluminum foil", "plain": "Aluminum foil", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Cotton fabric", "plain": "Cotton fabric", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Natural rubber sheet", "plain": "Natural rubber sheet", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Nylon film", "plain": "Nylon film", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2905ad3c-a627-451b-a7be-691adcb154cf" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Cooling-Gel Wrap Design

A medical-supply company is designing a one-time-use cooling wrap for people with fevers. Squeezing the wrap mixes two gel ingredients, which starts a chemical reaction inside the wrap. Product tester Anya leads the design work. Table 1 lists the company’s criteria for the wrap’s outer layer. Table 2 shows information about four materials Anya tested for the outer layer.

Table 1. Criteria for the Outer Layer

Criterion
Holds the liquid gel inside without leaking
Bends and stretches around a person’s forehead without tearing
Is synthetic - made by chemically changing a natural resource into a new material

Table 2. Materials Anya Tested

MaterialWhere it comes from and how it is madeStretch testLeak test
Aluminum foilmetal separated from mined ore, then rolled into thin sheetscracked open when curved around the test domeheld all liquid for 24 hours
Cotton fabricfibers picked from cotton plants and woven into cloth; the fiber material itself is unchangedcurved smoothly around the test dome and sprang backliquid dripped through within 1 minute
Natural rubber sheetsap collected from rubber trees, then dried and pressed flat; the sap material itself is unchangedcurved smoothly around the test dome and sprang backheld all liquid for 24 hours
Nylon filmmade from petroleum in a chemical reaction that forms a new substancecurved smoothly around the test dome and sprang backheld all liquid for 24 hours
", "passage_plain": "Cooling-Gel Wrap Design A medical-supply company is designing a one-time-use cooling wrap for people with fevers. Squeezing the wrap mixes two gel ingredients, which starts a chemical reaction inside the wrap. Product tester Anya leads the design work. Table 1 lists the company’s criteria for the wrap’s outer layer. Table 2 shows information about four materials Anya tested for the outer layer. Table 1. Criteria for the Outer Layer Criterion Holds the liquid gel inside without leaking Bends and stretches around a person’s forehead without tearing Is synthetic - made by chemically changing a natural resource into a new material Table 2. Materials Anya Tested Material Where it comes from and how it is made Stretch test Leak test Aluminum foil metal separated from mined ore, then rolled into thin sheets cracked open when curved around the test dome held all liquid for 24 hours Cotton fabric fibers picked from cotton plants and woven into cloth; the fiber material itself is unchanged curved smoothly around the test dome and sprang back liquid dripped through within 1 minute Natural rubber sheet sap collected from rubber trees, then dried and pressed flat; the sap material itself is unchanged curved smoothly around the test dome and sprang back held all liquid for 24 hours Nylon film made from petroleum in a chemical reaction that forms a new substance curved smoothly around the test dome and sprang back held all liquid for 24 hours" }, { "n": 2, "item_id": "_a7b5b056-0d58-4234-8502-5abc6432d1ea", "type": "inline-choice", "title": "Cooling Wrap Reaction Conclusion", "standards": [ "MS-PS1-6" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Anya squeezes one finished wrap to start the reaction inside it. She records the gel’s temperature for 6 minutes. Table 3 shows her readings.

Table 3. Gel Temperature After Squeezing

Time (minutes)Gel temperature (°C)
025.0
214.5
410.0
69.5

Complete the conclusion about the wrap’s reaction.

From 0 to 6 minutes, the temperature of the gel .

This shows that the reaction the gel and wrap around it.

The reaction is .

", "options": [ { "id": "cD1obc89daa6", "text": "rose", "plain": "rose", "correct": false, "kind": "inline" }, { "id": "cD1odf42b979", "text": "fell", "plain": "fell", "correct": true, "kind": "inline" }, { "id": "cD1oecaba4d5", "text": "stayed nearly the same", "plain": "stayed nearly the same", "correct": false, "kind": "inline" }, { "id": "cD2o23b986d3", "text": "absorbed thermal energy from", "plain": "absorbed thermal energy from", "correct": true, "kind": "inline" }, { "id": "cD2of333507d", "text": "released thermal energy into", "plain": "released thermal energy into", "correct": false, "kind": "inline" }, { "id": "cD2o3ac93554", "text": "released coldness into", "plain": "released coldness into", "correct": false, "kind": "inline" }, { "id": "cD3o885ec1f6", "text": "exothermic", "plain": "exothermic", "correct": false, "kind": "inline" }, { "id": "cD3obe70cc42", "text": "endothermic", "plain": "endothermic", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_2905ad3c-a627-451b-a7be-691adcb154cf" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1odf42b979" ], "RESPONSE2": [ "cD2o23b986d3" ], "RESPONSE3": [ "cD3obe70cc42" ] }, "n_options": 8, "passage_html": "

Cooling-Gel Wrap Design

A medical-supply company is designing a one-time-use cooling wrap for people with fevers. Squeezing the wrap mixes two gel ingredients, which starts a chemical reaction inside the wrap. Product tester Anya leads the design work. Table 1 lists the company’s criteria for the wrap’s outer layer. Table 2 shows information about four materials Anya tested for the outer layer.

Table 1. Criteria for the Outer Layer

Criterion
Holds the liquid gel inside without leaking
Bends and stretches around a person’s forehead without tearing
Is synthetic - made by chemically changing a natural resource into a new material

Table 2. Materials Anya Tested

MaterialWhere it comes from and how it is madeStretch testLeak test
Aluminum foilmetal separated from mined ore, then rolled into thin sheetscracked open when curved around the test domeheld all liquid for 24 hours
Cotton fabricfibers picked from cotton plants and woven into cloth; the fiber material itself is unchangedcurved smoothly around the test dome and sprang backliquid dripped through within 1 minute
Natural rubber sheetsap collected from rubber trees, then dried and pressed flat; the sap material itself is unchangedcurved smoothly around the test dome and sprang backheld all liquid for 24 hours
Nylon filmmade from petroleum in a chemical reaction that forms a new substancecurved smoothly around the test dome and sprang backheld all liquid for 24 hours
", "passage_plain": "Cooling-Gel Wrap Design A medical-supply company is designing a one-time-use cooling wrap for people with fevers. Squeezing the wrap mixes two gel ingredients, which starts a chemical reaction inside the wrap. Product tester Anya leads the design work. Table 1 lists the company’s criteria for the wrap’s outer layer. Table 2 shows information about four materials Anya tested for the outer layer. Table 1. Criteria for the Outer Layer Criterion Holds the liquid gel inside without leaking Bends and stretches around a person’s forehead without tearing Is synthetic - made by chemically changing a natural resource into a new material Table 2. Materials Anya Tested Material Where it comes from and how it is made Stretch test Leak test Aluminum foil metal separated from mined ore, then rolled into thin sheets cracked open when curved around the test dome held all liquid for 24 hours Cotton fabric fibers picked from cotton plants and woven into cloth; the fiber material itself is unchanged curved smoothly around the test dome and sprang back liquid dripped through within 1 minute Natural rubber sheet sap collected from rubber trees, then dried and pressed flat; the sap material itself is unchanged curved smoothly around the test dome and sprang back held all liquid for 24 hours Nylon film made from petroleum in a chemical reaction that forms a new substance curved smoothly around the test dome and sprang back held all liquid for 24 hours" }, { "n": 3, "item_id": "_32dcc352-7a4e-42bf-8368-e0f01879de53", "type": "inline-choice", "title": "Glucose Formula Statements", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The sugar glucose gives living cells energy. The panel shows the chemical formula for one molecule of glucose.

\"A

Complete the statements about the formula.

One molecule of glucose contains different types of atoms and atoms in total.

The small number after each element symbol shows how many .

", "options": [ { "id": "cD1o43e2a893", "text": "3", "plain": "3", "correct": true, "kind": "inline" }, { "id": "cD1oa3a95e4a", "text": "6", "plain": "6", "correct": false, "kind": "inline" }, { "id": "cD1o49644553", "text": "24", "plain": "24", "correct": false, "kind": "inline" }, { "id": "cD2o44da4955", "text": "6", "plain": "6", "correct": false, "kind": "inline" }, { "id": "cD2o5dde8ec2", "text": "12", "plain": "12", "correct": false, "kind": "inline" }, { "id": "cD2o40ed3595", "text": "24", "plain": "24", "correct": true, "kind": "inline" }, { "id": "cD3off51aaff", "text": "molecules of glucose are in one grain of sugar", "plain": "molecules of glucose are in one grain of sugar", "correct": false, "kind": "inline" }, { "id": "cD3oc1448d92", "text": "atoms of that element are in one molecule", "plain": "atoms of that element are in one molecule", "correct": true, "kind": "inline" }, { "id": "cD3o010f8edf", "text": "different substances are mixed into the sugar", "plain": "different substances are mixed into the sugar", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot03_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1o43e2a893" ], "RESPONSE2": [ "cD2o40ed3595" ], "RESPONSE3": [ "cD3oc1448d92" ] }, "n_options": 9 }, { "n": 4, "item_id": "_a620e322-b9c5-49a0-81ef-01593dd200ed", "type": "text-entry", "title": "Butane Equation Hydrogen Atoms", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Butane is the fuel inside many camping lighters. The balanced chemical equation for burning butane is shown below.

2C4H10 + 13O2 → 8CO2 + 10H2O

How many hydrogen atoms in total are shown on the reactant side of this equation? Enter the exact number.

Give your answer as a whole number (e.g., 15).

Total hydrogen atoms on the reactant side:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "20" ] }, "n_options": 0 }, { "n": 5, "item_id": "_d603309f-2774-4b93-a4d0-64cad3808e90", "type": "gap-match", "title": "Ball-and-Stick Model Formulas", "standards": [ "MS-PS1-1" ], "prompt_html": "

Ball-and-stick models can show which atoms make up a molecule. The figure shows three models, labeled Model 1, Model 2, and Model 3. Every ball is labeled with its element’s symbol.

\"Three

 

Drag each chemical formula onto the model it matches. Two of the formulas will not be used.

", "prompt_plain": "Ball-and-stick models can show which atoms make up a molecule. The figure shows three models, labeled Model 1, Model 2, and Model 3. Every ball is labeled with its element’s symbol. Drag each chemical formula onto the model it matches. Two of the formulas will not be used.", "context_html": "", "options": [ { "id": "tokCO2", "text": "CO2", "plain": "CO 2", "correct": false, "kind": "gap-token" }, { "id": "tokH2O2", "text": "H2O2", "plain": "H 2 O 2", "correct": false, "kind": "gap-token" }, { "id": "tokCH4", "text": "CH4", "plain": "CH 4", "correct": false, "kind": "gap-token" }, { "id": "tokH2O", "text": "H2O", "plain": "H 2 O", "correct": false, "kind": "gap-token" }, { "id": "tokCO", "text": "CO", "plain": "CO", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot05.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokCH4 gap_model1", "tokH2O gap_model2", "tokCO2 gap_model3" ] }, "n_options": 5 }, { "n": 6, "item_id": "_1bbc3eae-14da-4342-b6a5-574ec1769b5c", "type": "choice", "title": "Two Reactions Mass Evidence", "standards": [ "MS-PS1-5" ], "prompt_html": "

Elias studies two different chemical reactions. He runs each reaction twice: once in a tightly sealed container and once in an open container. In Reaction 1, a white powder stirred into a clear liquid makes the mixture fizz. In Reaction 2, shiny iron nails in a damp jar slowly turn dull orange-brown. A balance measures the total mass of each container and everything in it, before and after each reaction. Table 1 shows the results.

Table 1. Mass Measurements for Four Trials

TrialContainerMass at start (g)Mass at end (g)
Reaction 1sealed flask100.0100.0
Reaction 1open flask100.097.5
Reaction 2sealed jar100.0100.0
Reaction 2open jar100.0102.5

Choose the TWO statements that together correctly explain the results of the two open-container trials.

", "prompt_plain": "Elias studies two different chemical reactions. He runs each reaction twice: once in a tightly sealed container and once in an open container. In Reaction 1, a white powder stirred into a clear liquid makes the mixture fizz. In Reaction 2, shiny iron nails in a damp jar slowly turn dull orange-brown. A balance measures the total mass of each container and everything in it, before and after each reaction. Table 1 shows the results. Table 1. Mass Measurements for Four Trials Trial Container Mass at start (g) Mass at end (g) Reaction 1 sealed flask 100.0 100.0 Reaction 1 open flask 100.0 97.5 Reaction 2 sealed jar 100.0 100.0 Reaction 2 open jar 100.0 102.5 Choose the TWO statements that together correctly explain the results of the two open-container trials.", "context_html": "", "options": [ { "id": "cA6", "text": "In the open Reaction 1 trial, gas made by the reaction escaped into the air, so mass left the flask.", "plain": "In the open Reaction 1 trial, gas made by the reaction escaped into the air, so mass left the flask.", "correct": true, "kind": "choice" }, { "id": "cB6", "text": "In the open Reaction 1 trial, the fizzing destroyed some of the matter, so its atoms stopped existing.", "plain": "In the open Reaction 1 trial, the fizzing destroyed some of the matter, so its atoms stopped existing.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "In the open Reaction 2 trial, a gas from the surrounding air combined with the iron, so mass entered the jar.", "plain": "In the open Reaction 2 trial, a gas from the surrounding air combined with the iron, so mass entered the jar.", "correct": true, "kind": "choice" }, { "id": "cD6", "text": "In the open Reaction 2 trial, thermal energy flowing into the jar from the room made the ending mass larger.", "plain": "In the open Reaction 2 trial, thermal energy flowing into the jar from the room made the ending mass larger.", "correct": false, "kind": "choice" }, { "id": "cE6", "text": "Both open-trial ending masses must be balance mistakes, because the mass of reacting matter cannot rise or fall.", "plain": "Both open-trial ending masses must be balance mistakes, because the mass of reacting matter cannot rise or fall.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA6", "cC6" ] }, "n_options": 5 }, { "n": 7, "item_id": "_afce0093-eca1-432b-b009-f5b4754610cd", "type": "choice", "title": "Barley Grain Prediction - Part A", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part A

Look at Figure 1. Which prediction about the grain trait of the plants with the changed gene is best supported?

", "prompt_plain": "Part A Look at Figure 1. Which prediction about the grain trait of the plants with the changed gene is best supported?", "context_html": "", "options": [ { "id": "cA7", "text": "The grains will hold less starch and stay small, because the shortened protein cannot pack sugars into starch.", "plain": "The grains will hold less starch and stay small, because the shortened protein cannot pack sugars into starch.", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "The grains will fill with starch normally, because other genes in the cell can build the same working protein.", "plain": "The grains will fill with starch normally, because other genes in the cell can build the same working protein.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "The grains will hold more starch, because the shorter protein leaves extra storage room inside each grain cell.", "plain": "The grains will hold more starch, because the shorter protein leaves extra storage room inside each grain cell.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "The grains will stay the same unless the field’s growing conditions change, because traits come from a plant’s environment.", "plain": "The grains will stay the same unless the field’s growing conditions change, because traits come from a plant’s environment.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3ccc6185-dd5b-49dc-bafd-b959ae6db6e8" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA7" ] }, "n_options": 4, "passage_html": "

Barley Grain Gene Study

Plant scientist Farah studies barley, a grain crop. Barley grains normally fill with stored starch as they ripen. One gene in barley cells carries the instructions for building a protein. The grain’s cells need this working protein to pack sugars together into starch. Farah finds several plants that carry a changed form of the gene: a section of the gene’s DNA is missing. Cells with the changed gene build a shortened protein that cannot do its job. Figure 1 models the pathway from gene to protein to grain trait for both kinds of plants.

Figure 1. Gene to Protein to Grain Trait

\"A

", "passage_plain": "Barley Grain Gene Study Plant scientist Farah studies barley, a grain crop. Barley grains normally fill with stored starch as they ripen. One gene in barley cells carries the instructions for building a protein. The grain’s cells need this working protein to pack sugars together into starch. Farah finds several plants that carry a changed form of the gene: a section of the gene’s DNA is missing. Cells with the changed gene build a shortened protein that cannot do its job. Figure 1 models the pathway from gene to protein to grain trait for both kinds of plants. Figure 1. Gene to Protein to Grain Trait" }, { "n": 8, "item_id": "_3413c851-b19b-447a-87fb-91fce790df94", "type": "choice", "title": "Barley Grain Prediction - Part B", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part B

Farah plans follow-up observations of both kinds of plants. Which observation would best support your answer in Part A?

", "prompt_plain": "Part B Farah plans follow-up observations of both kinds of plants. Which observation would best support your answer in Part A?", "context_html": "", "options": [ { "id": "cA8", "text": "Plants with the changed gene appeared suddenly in a field of otherwise normal barley plants.", "plain": "Plants with the changed gene appeared suddenly in a field of otherwise normal barley plants.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "Tests find the shortened protein in the changed plants’ roots and leaves as well as their grains.", "plain": "Tests find the shortened protein in the changed plants’ roots and leaves as well as their grains.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Grains from the changed plants weigh less and hold little starch, while normal grains are packed with starch.", "plain": "Grains from the changed plants weigh less and hold little starch, while normal grains are packed with starch.", "correct": true, "kind": "choice" }, { "id": "cD8", "text": "Grains from both kinds of plants sprout into healthy new seedlings when planted the next spring.", "plain": "Grains from both kinds of plants sprout into healthy new seedlings when planted the next spring.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3ccc6185-dd5b-49dc-bafd-b959ae6db6e8" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC8" ] }, "n_options": 4, "passage_html": "

Barley Grain Gene Study

Plant scientist Farah studies barley, a grain crop. Barley grains normally fill with stored starch as they ripen. One gene in barley cells carries the instructions for building a protein. The grain’s cells need this working protein to pack sugars together into starch. Farah finds several plants that carry a changed form of the gene: a section of the gene’s DNA is missing. Cells with the changed gene build a shortened protein that cannot do its job. Figure 1 models the pathway from gene to protein to grain trait for both kinds of plants.

Figure 1. Gene to Protein to Grain Trait

\"A

", "passage_plain": "Barley Grain Gene Study Plant scientist Farah studies barley, a grain crop. Barley grains normally fill with stored starch as they ripen. One gene in barley cells carries the instructions for building a protein. The grain’s cells need this working protein to pack sugars together into starch. Farah finds several plants that carry a changed form of the gene: a section of the gene’s DNA is missing. Cells with the changed gene build a shortened protein that cannot do its job. Figure 1 models the pathway from gene to protein to grain trait for both kinds of plants. Figure 1. Gene to Protein to Grain Trait" }, { "n": 9, "item_id": "_9cb26afa-df85-4776-bad0-aaab5233dbbb", "type": "choice", "title": "Turtle and Chicken Embryos", "standards": [ "MS-LS4-3" ], "prompt_html": "

The figure shows drawings of a turtle embryo and a chicken embryo at an early stage of development. The two embryos look very similar, even though adult turtles and chickens look very different.

\"Side-by-side

Which statement best explains why the two early embryos look so similar?

", "prompt_plain": "The figure shows drawings of a turtle embryo and a chicken embryo at an early stage of development. The two embryos look very similar, even though adult turtles and chickens look very different. Which statement best explains why the two early embryos look so similar?", "context_html": "", "options": [ { "id": "cA9", "text": "The two embryos develop inside similar eggs, and an egg’s surroundings shape how an embryo looks.", "plain": "The two embryos develop inside similar eggs, and an egg’s surroundings shape how an embryo looks.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The two animals inherited the same plan for early development from a common ancestor.", "plain": "The two animals inherited the same plan for early development from a common ancestor.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "Chickens evolved directly from turtles, so a chicken embryo must repeat the turtle’s embryo stages.", "plain": "Chickens evolved directly from turtles, so a chicken embryo must repeat the turtle’s embryo stages.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "The likeness is a coincidence, because most body parts look alike before they finish growing.", "plain": "The likeness is a coincidence, because most body parts look alike before they finish growing.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot09.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9" ] }, "n_options": 4 }, { "n": 10, "item_id": "_9dd5b30a-9861-4a85-ae63-81ab6741eeb1", "type": "choice", "title": "Wheat Grain Size Change", "standards": [ "MS-LS4-5" ], "prompt_html": "

Wild wheat plants produce small grains. Ancient farmers saved seeds from the plants with the largest grains and planted those seeds the next season. After many generations of this practice, farmed wheat produced much larger grains than wild wheat. The photo shows grains of wild wheat and of modern farmed wheat.

\"Two

Which statement best explains why the farmed wheat’s grains became larger?

", "prompt_plain": "Wild wheat plants produce small grains. Ancient farmers saved seeds from the plants with the largest grains and planted those seeds the next season. After many generations of this practice, farmed wheat produced much larger grains than wild wheat. The photo shows grains of wild wheat and of modern farmed wheat. Which statement best explains why the farmed wheat’s grains became larger?", "context_html": "", "options": [ { "id": "cA10", "text": "Rich farm soil made each plant’s grains grow larger, and the plants passed that improvement on to their seeds.", "plain": "Rich farm soil made each plant’s grains grow larger, and the plants passed that improvement on to their seeds.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Choosing the parent plants of each new generation made large-grain traits more and more common in the crop.", "plain": "Choosing the parent plants of each new generation made large-grain traits more and more common in the crop.", "correct": true, "kind": "choice" }, { "id": "cC10", "text": "The repeated planting caused new gene changes to appear on purpose, so the wheat could meet the farmers’ needs.", "plain": "The repeated planting caused new gene changes to appear on purpose, so the wheat could meet the farmers’ needs.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "Each wheat plant grew larger grains during its own lifetime so that people would keep planting its seeds.", "plain": "Each wheat plant grew larger grains during its own lifetime so that people would keep planting its seeds.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot10.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB10" ] }, "n_options": 4 }, { "n": 11, "item_id": "_19c84eba-bb94-4f2f-82a8-7ac3e7d547a6", "type": "choice", "title": "Antibiotic Resistance — Part A", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part A

Which claim about the bacteria tested at the laboratory is best supported by the four years of records in Table 1?

", "prompt_plain": "Part A Which claim about the bacteria tested at the laboratory is best supported by the four years of records in Table 1?", "context_html": "", "options": [ { "id": "cA11", "text": "The antibiotic slowly lost its killing power while it sat in storage between the yearly tests.", "plain": "The antibiotic slowly lost its killing power while it sat in storage between the yearly tests.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Individual bacteria got used to the antibiotic during their own lifetimes and passed that protection to their offspring.", "plain": "Individual bacteria got used to the antibiotic during their own lifetimes and passed that protection to their offspring.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "Bacteria that survived antibiotic treatments in patients reproduced, so resistant types made up more of each year’s samples.", "plain": "Bacteria that survived antibiotic treatments in patients reproduced, so resistant types made up more of each year’s samples.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "Contact with the antibiotic caused new mutations that gave the bacteria the specific resistance they needed.", "plain": "Contact with the antibiotic caused new mutations that gave the bacteria the specific resistance they needed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_08238ebc-5cdc-4208-bdf4-d615226325c9" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Antibiotic Resistance Records

A clinic laboratory runs the same test every year. Technicians grow bacteria from routine patient samples into small spots called colonies. Each colony grows from one kind of bacteria. Doctors at the clinic have treated infections with the same standard antibiotic, a chemical that kills bacteria, for many years. For each year’s test, technicians treat every colony with a newly made batch of that antibiotic at the same strength. A colony that survives the test is recorded as resistant. In every year’s records, a few resistant colonies grew from samples taken from people who had never been given the antibiotic.

Table 1 shows the laboratory’s records for four years of testing.

Table 1. Four Years of Colony Tests

YearColonies testedResistant coloniesPercent resistant
1200126%
22503012%
32003819%
42506526%
", "passage_plain": "Antibiotic Resistance Records A clinic laboratory runs the same test every year. Technicians grow bacteria from routine patient samples into small spots called colonies. Each colony grows from one kind of bacteria. Doctors at the clinic have treated infections with the same standard antibiotic, a chemical that kills bacteria, for many years. For each year’s test, technicians treat every colony with a newly made batch of that antibiotic at the same strength. A colony that survives the test is recorded as resistant. In every year’s records, a few resistant colonies grew from samples taken from people who had never been given the antibiotic. Table 1 shows the laboratory’s records for four years of testing. Table 1. Four Years of Colony Tests Year Colonies tested Resistant colonies Percent resistant 1 200 12 6% 2 250 30 12% 3 200 38 19% 4 250 65 26%" }, { "n": 12, "item_id": "_bd09b138-05b3-4730-9761-d7dbf3163568", "type": "choice", "title": "Antibiotic Resistance — Part B", "standards": [ "MS-LS4-6" ], "prompt_html": "

Part B

Which pattern in Table 1 is the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which pattern in Table 1 is the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA12", "text": "The percent of resistant colonies rose steadily, from 6% in Year 1 to 26% in Year 4.", "plain": "The percent of resistant colonies rose steadily, from 6% in Year 1 to 26% in Year 4.", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "The number of colonies the laboratory tested went up and down across the four years of records.", "plain": "The number of colonies the laboratory tested went up and down across the four years of records.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The count of resistant colonies was highest in Year 4, when the laboratory recorded 65 of them.", "plain": "The count of resistant colonies was highest in Year 4, when the laboratory recorded 65 of them.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "In Year 1, resistant colonies made up 6% of all the colonies that the laboratory tested.", "plain": "In Year 1, resistant colonies made up 6% of all the colonies that the laboratory tested.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_08238ebc-5cdc-4208-bdf4-d615226325c9" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA12" ] }, "n_options": 4, "passage_html": "

Antibiotic Resistance Records

A clinic laboratory runs the same test every year. Technicians grow bacteria from routine patient samples into small spots called colonies. Each colony grows from one kind of bacteria. Doctors at the clinic have treated infections with the same standard antibiotic, a chemical that kills bacteria, for many years. For each year’s test, technicians treat every colony with a newly made batch of that antibiotic at the same strength. A colony that survives the test is recorded as resistant. In every year’s records, a few resistant colonies grew from samples taken from people who had never been given the antibiotic.

Table 1 shows the laboratory’s records for four years of testing.

Table 1. Four Years of Colony Tests

YearColonies testedResistant coloniesPercent resistant
1200126%
22503012%
32003819%
42506526%
", "passage_plain": "Antibiotic Resistance Records A clinic laboratory runs the same test every year. Technicians grow bacteria from routine patient samples into small spots called colonies. Each colony grows from one kind of bacteria. Doctors at the clinic have treated infections with the same standard antibiotic, a chemical that kills bacteria, for many years. For each year’s test, technicians treat every colony with a newly made batch of that antibiotic at the same strength. A colony that survives the test is recorded as resistant. In every year’s records, a few resistant colonies grew from samples taken from people who had never been given the antibiotic. Table 1 shows the laboratory’s records for four years of testing. Table 1. Four Years of Colony Tests Year Colonies tested Resistant colonies Percent resistant 1 200 12 6% 2 250 30 12% 3 200 38 19% 4 250 65 26%" }, { "n": 13, "item_id": "_928eb184-933e-400d-bc8e-631973fd05c9", "type": "choice", "title": "Four Structures Compared", "standards": [ "MS-LS4-2" ], "prompt_html": "

Compare the four structures in Figure 1, including what supports each structure on the inside.

Which statement correctly classifies the four structures?

", "prompt_plain": "Compare the four structures in Figure 1, including what supports each structure on the inside. Which statement correctly classifies the four structures?", "context_html": "", "options": [ { "id": "cA13", "text": "The bird wing, bat wing, and butterfly wing are homologous structures, because all three are wings the animals use for flight.", "plain": "The bird wing, bat wing, and butterfly wing are homologous structures, because all three are wings the animals use for flight.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "The bird wing, bat wing, and whale flipper are homologous structures, because they share the same bone groups in the same arrangement.", "plain": "The bird wing, bat wing, and whale flipper are homologous structures, because they share the same bone groups in the same arrangement.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "The bat wing and the butterfly wing are homologous structures, because both are thin, flexible sheets stretched over an inner frame.", "plain": "The bat wing and the butterfly wing are homologous structures, because both are thin, flexible sheets stretched over an inner frame.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "All four structures are homologous structures, because each one pushes the animal through the air or through the water.", "plain": "All four structures are homologous structures, because each one pushes the animal through the air or through the water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8a814a7b-9db8-44e1-bdc6-26b9a2109954" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4, "passage_html": "

Wings and Flippers

Figure 1 shows the internal structure of four body parts that animals use to move: the wing of a bird, the wing of a bat, the wing of a butterfly, and the front flipper of a whale. The four drawings are not to the same scale.

Figure 1. Wing and Flipper Structures

\"Four

", "passage_plain": "Wings and Flippers Figure 1 shows the internal structure of four body parts that animals use to move: the wing of a bird, the wing of a bat, the wing of a butterfly, and the front flipper of a whale. The four drawings are not to the same scale. Figure 1. Wing and Flipper Structures" }, { "n": 14, "item_id": "_6e5f9b2e-2491-4a43-9061-a2d9a694a7dc", "type": "choice", "title": "Ancestry from Bone Patterns", "standards": [ "MS-LS4-2" ], "prompt_html": "

A student uses Figure 1 to argue that two of the animals shown descend from a common ancestor.

Which statement identifies a homologous pair of structures AND draws the conclusion that the pair actually supports?

", "prompt_plain": "A student uses Figure 1 to argue that two of the animals shown descend from a common ancestor. Which statement identifies a homologous pair of structures AND draws the conclusion that the pair actually supports?", "context_html": "", "options": [ { "id": "cA14", "text": "The bat wing and butterfly wing — their shared use in flight shows bats and butterflies inherited wings from a common ancestor.", "plain": "The bat wing and butterfly wing — their shared use in flight shows bats and butterflies inherited wings from a common ancestor.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The bat wing and the whale flipper — their matching bone pattern shows that bats descended directly from modern whales.", "plain": "The bat wing and the whale flipper — their matching bone pattern shows that bats descended directly from modern whales.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The bird wing and the whale flipper — their different jobs today show the two animals do not come from a common ancestor.", "plain": "The bird wing and the whale flipper — their different jobs today show the two animals do not come from a common ancestor.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The bat wing and the whale flipper — their matching bone pattern shows that bats and whales descend from a common ancestor.", "plain": "The bat wing and the whale flipper — their matching bone pattern shows that bats and whales descend from a common ancestor.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8a814a7b-9db8-44e1-bdc6-26b9a2109954" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4, "passage_html": "

Wings and Flippers

Figure 1 shows the internal structure of four body parts that animals use to move: the wing of a bird, the wing of a bat, the wing of a butterfly, and the front flipper of a whale. The four drawings are not to the same scale.

Figure 1. Wing and Flipper Structures

\"Four

", "passage_plain": "Wings and Flippers Figure 1 shows the internal structure of four body parts that animals use to move: the wing of a bird, the wing of a bat, the wing of a butterfly, and the front flipper of a whale. The four drawings are not to the same scale. Figure 1. Wing and Flipper Structures" }, { "n": 15, "item_id": "_c6d3207d-63ec-473d-a43f-007eb16d97ae", "type": "hottext", "title": "Bettsville Well Notes", "standards": [ "MS-LS4-1" ], "prompt_html": "

A drilling crew dug a deep water well near the town of Bettsville. A geologist studied the rock that the drill brought up and wrote the five notes below, describing the rock from the bottom of the well up to the surface.

Select the ONE sentence from the notes that is evidence that different kinds of organisms lived in the area at different times in the past.

", "prompt_plain": "A drilling crew dug a deep water well near the town of Bettsville. A geologist studied the rock that the drill brought up and wrote the five notes below, describing the rock from the bottom of the well up to the surface. Select the ONE sentence from the notes that is evidence that different kinds of organisms lived in the area at different times in the past.", "context_html": "", "options": [ { "id": "hA15", "text": "The drill passed through more than twenty separate layers of solid rock between the bottom of the well and the surface of the ground.", "plain": "The drill passed through more than twenty separate layers of solid rock between the bottom of the well and the surface of the ground.", "correct": false, "kind": "hottext" }, { "id": "hB15", "text": "Most of the layers are sandstone and shale, rock types that form when sand and mud settle out of water and harden.", "plain": "Most of the layers are sandstone and shale, rock types that form when sand and mud settle out of water and harden.", "correct": false, "kind": "hottext" }, { "id": "hC15", "text": "Shells of simple sea animals lie in the deepest layers, fish skeletons lie in layers above them, and land-plant fossils lie near the top.", "plain": "Shells of simple sea animals lie in the deepest layers, fish skeletons lie in layers above them, and land-plant fossils lie near the top.", "correct": true, "kind": "hottext" }, { "id": "hD15", "text": "The deepest rock layers in the well formed before the layers that rest on top of them, and the shallowest layers formed last.", "plain": "The deepest rock layers in the well formed before the layers that rest on top of them, and the shallowest layers formed last.", "correct": false, "kind": "hottext" }, { "id": "hE15", "text": "One thick layer about halfway up the well holds sea-animal shells, fish skeletons, and land-plant pieces, many different kinds all jumbled together.", "plain": "One thick layer about halfway up the well holds sea-animal shells, fish skeletons, and land-plant pieces, many different kinds all jumbled together.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC15" ] }, "n_options": 5 }, { "n": 16, "item_id": "_db920e02-0316-450a-a87e-3a8ef734c4c3", "type": "gap-match", "title": "Animal Cell Structures", "standards": [ "MS-LS1-2" ], "prompt_html": "

Figure 1 shows a cell taken from the body of an animal. Three of its structures are marked Structure 1, Structure 2, and Structure 3.

Figure 1. A Cell from an Animal

\"An

 

Drag the name of the correct cell part onto each marked structure. Each name may be used once or not at all.

", "prompt_plain": "Figure 1 shows a cell taken from the body of an animal. Three of its structures are marked Structure 1, Structure 2, and Structure 3. Figure 1. A Cell from an Animal Drag the name of the correct cell part onto each marked structure. Each name may be used once or not at all.", "context_html": "", "options": [ { "id": "tok-mem16", "text": "cell membrane", "plain": "cell membrane", "correct": false, "kind": "gap-token" }, { "id": "tok-wall16", "text": "cell wall", "plain": "cell wall", "correct": false, "kind": "gap-token" }, { "id": "tok-chl16", "text": "chloroplast", "plain": "chloroplast", "correct": false, "kind": "gap-token" }, { "id": "tok-mit16", "text": "mitochondria", "plain": "mitochondria", "correct": false, "kind": "gap-token" }, { "id": "tok-nuc16", "text": "nucleus", "plain": "nucleus", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot16.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-mem16 g-s1", "tok-nuc16 g-s2", "tok-mit16 g-s3" ] }, "n_options": 5 }, { "n": 17, "item_id": "_9ddc81dc-d586-42b9-8bff-d951df6e1937", "type": "gap-match", "title": "Hot Pan Pathway Roles", "standards": [ "MS-LS1-8" ], "prompt_html": "

Lena lifts a metal pan from a stove burner to carry it to the counter. As she walks, the metal handle grows uncomfortably warm in her hand. She decides to set the pan down and let go. The four cards describe events that happen in her body, listed in mixed-up order.

\"A

 

Drag each event card into the box for the pathway role that the event plays. Use each card exactly once.

", "prompt_plain": "Lena lifts a metal pan from a stove burner to carry it to the counter. As she walks, the metal handle grows uncomfortably warm in her hand. She decides to set the pan down and let go. The four cards describe events that happen in her body, listed in mixed-up order. Drag each event card into the box for the pathway role that the event plays. Use each card exactly once.", "context_html": "", "options": [ { "id": "tok-setdown17", "text": "Lena’s grip loosens and she sets the pan down on the counter.", "plain": "Lena’s grip loosens and she sets the pan down on the counter.", "correct": false, "kind": "gap-token" }, { "id": "tok-travel17", "text": "A message moves along nerve cells from her hand toward her head.", "plain": "A message moves along nerve cells from her hand toward her head.", "correct": false, "kind": "gap-token" }, { "id": "tok-aware17", "text": "Lena becomes aware that the handle is getting too hot to keep holding.", "plain": "Lena becomes aware that the handle is getting too hot to keep holding.", "correct": false, "kind": "gap-token" }, { "id": "tok-detect17", "text": "Nerve endings in the skin of her fingers react to the warming metal.", "plain": "Nerve endings in the skin of her fingers react to the warming metal.", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot17.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-aware17 g-processing", "tok-detect17 g-receptor", "tok-setdown17 g-response", "tok-travel17 g-signal" ] }, "n_options": 4 }, { "n": 18, "item_id": "_e86bd120-b17d-4dcc-a6f6-0bf66f61e885", "type": "gap-match", "title": "Prairie Strip Outcomes", "standards": [ "MS-LS2-5" ], "prompt_html": "

Jonas farms three large crop fields on gently sloping land. Last spring he planted prairie strips — narrow bands of native grasses and wildflowers — between the fields, as shown in Figure 1. Jonas hoped the strips would bring back native species and protect his soil without cutting into his harvest. This year, a monitoring report listed five findings.

Figure 1. Fields and Prairie Strips

\"Farm

 

Drag one category card onto each finding to show which kind of outcome of the prairie-strip plan it describes. Cards may be used more than once.

", "prompt_plain": "Jonas farms three large crop fields on gently sloping land. Last spring he planted prairie strips — narrow bands of native grasses and wildflowers — between the fields, as shown in Figure 1. Jonas hoped the strips would bring back native species and protect his soil without cutting into his harvest. This year, a monitoring report listed five findings. Figure 1. Fields and Prairie Strips Drag one category card onto each finding to show which kind of outcome of the prairie-strip plan it describes. Cards may be used more than once.", "context_html": "", "options": [ { "id": "tok-bio18", "text": "biodiversity", "plain": "biodiversity", "correct": false, "kind": "gap-token" }, { "id": "tok-yield18", "text": "crop yield", "plain": "crop yield", "correct": false, "kind": "gap-token" }, { "id": "tok-ero18", "text": "erosion control", "plain": "erosion control", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot18.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-bio18 g-f1", "tok-ero18 g-f2", "tok-yield18 g-f3", "tok-bio18 g-f4", "tok-ero18 g-f5" ] }, "n_options": 3 }, { "n": 19, "item_id": "_4bbd5aa0-4f82-494e-8de0-d8d42a567319", "type": "choice", "title": "Kelso Ridge Cores — Part A", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Part A

Use Figure 1 and Table 1 together.

Which claim about the age of the ocean floor near the Kelso Ridge do the core data best support?

", "prompt_plain": "Part A Use Figure 1 and Table 1 together. Which claim about the age of the ocean floor near the Kelso Ridge do the core data best support?", "context_html": "", "options": [ { "id": "cA19", "text": "The ocean floor is oldest near the ridge and becomes younger with distance from it on both sides.", "plain": "The ocean floor is oldest near the ridge and becomes younger with distance from it on both sides.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The ocean floor is youngest near the ridge and becomes older with distance from it on both sides.", "plain": "The ocean floor is youngest near the ridge and becomes older with distance from it on both sides.", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "The ocean floor west of the ridge is older overall than the ocean floor east of the ridge.", "plain": "The ocean floor west of the ridge is older overall than the ocean floor east of the ridge.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The ocean floor is about the same age at all six sites, on the west side and the east side.", "plain": "The ocean floor is about the same age at all six sites, on the west side and the east side.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9f86d7f5-bccb-4926-ad29-aa977492cf3e" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB19" ] }, "n_options": 4, "passage_html": "

Kelso Ridge Ocean Cores

The Kelso Ridge is a chain of underwater mountains that runs along the floor of an ocean. A research ship collected a core of ocean-floor material at each of six sites. The sites lie along a straight line that crosses the ridge. Figure 1 shows the six sites on a map.

Figure 1. The Six Core Sites

\"Map

At each site, scientists determined the age of the oldest sediment in the core — the sediment layer resting directly on the volcanic rock of the ocean floor. Table 1 shows the results.

Table 1. Oldest Sediment Age by Site

SiteAge of oldest sediment (millions of years)
18
24
31
41
54
68
", "passage_plain": "Kelso Ridge Ocean Cores The Kelso Ridge is a chain of underwater mountains that runs along the floor of an ocean. A research ship collected a core of ocean-floor material at each of six sites. The sites lie along a straight line that crosses the ridge. Figure 1 shows the six sites on a map. Figure 1. The Six Core Sites At each site, scientists determined the age of the oldest sediment in the core — the sediment layer resting directly on the volcanic rock of the ocean floor. Table 1 shows the results. Table 1. Oldest Sediment Age by Site Site Age of oldest sediment (millions of years) 1 8 2 4 3 1 4 1 5 4 6 8" }, { "n": 20, "item_id": "_1daa672a-db2d-43e1-9a34-49941ee12eca", "type": "choice", "title": "Kelso Ridge Cores — Part B", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Part B

Which statement best explains how the age pattern from your answer in Part A serves as evidence about the plate boundary at the Kelso Ridge?

", "prompt_plain": "Part B Which statement best explains how the age pattern from your answer in Part A serves as evidence about the plate boundary at the Kelso Ridge?", "context_html": "", "options": [ { "id": "cA20", "text": "It shows a convergent boundary at the ridge, because plates pushing together would stack the oldest ocean floor up at the crest.", "plain": "It shows a convergent boundary at the ridge, because plates pushing together would stack the oldest ocean floor up at the crest.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "It shows a transform boundary at the ridge, because plates sliding past each other would drag older floor sideways along the ridge.", "plain": "It shows a transform boundary at the ridge, because plates sliding past each other would drag older floor sideways along the ridge.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "It shows a divergent boundary at the ridge, because plates moving apart form new floor at the crest while older floor sits farther out.", "plain": "It shows a divergent boundary at the ridge, because plates moving apart form new floor at the crest while older floor sits farther out.", "correct": true, "kind": "choice" }, { "id": "cD20", "text": "It shows the ridge is not a plate boundary, because volcanoes erupting in the middle of a plate can build underwater mountain chains.", "plain": "It shows the ridge is not a plate boundary, because volcanoes erupting in the middle of a plate can build underwater mountain chains.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9f86d7f5-bccb-4926-ad29-aa977492cf3e" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC20" ] }, "n_options": 4, "passage_html": "

Kelso Ridge Ocean Cores

The Kelso Ridge is a chain of underwater mountains that runs along the floor of an ocean. A research ship collected a core of ocean-floor material at each of six sites. The sites lie along a straight line that crosses the ridge. Figure 1 shows the six sites on a map.

Figure 1. The Six Core Sites

\"Map

At each site, scientists determined the age of the oldest sediment in the core — the sediment layer resting directly on the volcanic rock of the ocean floor. Table 1 shows the results.

Table 1. Oldest Sediment Age by Site

SiteAge of oldest sediment (millions of years)
18
24
31
41
54
68
", "passage_plain": "Kelso Ridge Ocean Cores The Kelso Ridge is a chain of underwater mountains that runs along the floor of an ocean. A research ship collected a core of ocean-floor material at each of six sites. The sites lie along a straight line that crosses the ridge. Figure 1 shows the six sites on a map. Figure 1. The Six Core Sites At each site, scientists determined the age of the oldest sediment in the core — the sediment layer resting directly on the volcanic rock of the ocean floor. Table 1 shows the results. Table 1. Oldest Sediment Age by Site Site Age of oldest sediment (millions of years) 1 8 2 4 3 1 4 1 5 4 6 8" }, { "n": 21, "item_id": "_510e72d2-c22c-48ec-b77e-1bfe8dd77677", "type": "choice", "title": "Delmar Water Records", "standards": [ "MS-ESS3-4" ], "prompt_html": "

Water planners in the city of Delmar tracked the city’s population and its total daily water use for three decades. Table 1 shows the records.

Table 1. Delmar Water Records

YearPopulation (millions of people)Total daily water use (millions of liters)
19952300
20053480
20154720

Which statement do the records in Table 1 support?

", "prompt_plain": "Water planners in the city of Delmar tracked the city’s population and its total daily water use for three decades. Table 1 shows the records. Table 1. Delmar Water Records Year Population (millions of people) Total daily water use (millions of liters) 1995 2 300 2005 3 480 2015 4 720 Which statement do the records in Table 1 support?", "context_html": "", "options": [ { "id": "cA21", "text": "Total use rose only because the population grew, while the amount each person used stayed about the same.", "plain": "Total use rose only because the population grew, while the amount each person used stayed about the same.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The amount each person used rose across the three decades, even while the population was growing.", "plain": "The amount each person used rose across the three decades, even while the population was growing.", "correct": true, "kind": "choice" }, { "id": "cC21", "text": "The amount each person used fell, because more people had to share the city’s water supply.", "plain": "The amount each person used fell, because more people had to share the city’s water supply.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "Population growth had almost no effect on total use, because per-person use alone determines the total.", "plain": "Population growth had almost no effect on total use, because per-person use alone determines the total.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB21" ] }, "n_options": 4 }, { "n": 22, "item_id": "_9ff0214d-71f3-42e6-890a-ae25a6901125", "type": "order", "title": "Moon Sketch Cards", "standards": [ "MS-ESS1-1" ], "prompt_html": "

During the two weeks after a new moon, Micah sketched the Moon on four clear nights. Figure 1 shows his four sketch cards. The cards are shown in mixed-up order, and the dates are not written on them.

Figure 1. Micah’s Four Sketch Cards

\"Four

 

Place the cards in the order Micah drew them, starting with the earliest night.

", "prompt_plain": "During the two weeks after a new moon, Micah sketched the Moon on four clear nights. Figure 1 shows his four sketch cards. The cards are shown in mixed-up order, and the dates are not written on them. Figure 1. Micah’s Four Sketch Cards Place the cards in the order Micah drew them, starting with the earliest night.", "context_html": "", "options": [ { "id": "o22A3f152044", "text": "Card 1 — right half lit", "plain": "Card 1 — right half lit", "correct": true, "kind": "choice" }, { "id": "o22Bcce2eb2b", "text": "Card 2 — fully lit", "plain": "Card 2 — fully lit", "correct": true, "kind": "choice" }, { "id": "o22C63f15188", "text": "Card 3 — thin lit sliver", "plain": "Card 3 — thin lit sliver", "correct": true, "kind": "choice" }, { "id": "o22D4f76c9fc", "text": "Card 4 — nearly all lit", "plain": "Card 4 — nearly all lit", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot22.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "o22C63f15188", "o22A3f152044", "o22D4f76c9fc", "o22Bcce2eb2b" ] }, "n_options": 4 }, { "n": 23, "item_id": "_d98f97a9-6337-4e0e-8e13-2fb591ddb581", "type": "choice", "title": "Wetland Flow Model — Part A", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part A

A council member claims the new snow-piling rule will keep road salt out of Tamarack Lake.

Does the model in Figure 1 support this claim?

", "prompt_plain": "Part A A council member claims the new snow-piling rule will keep road salt out of Tamarack Lake. Does the model in Figure 1 support this claim?", "context_html": "", "options": [ { "id": "cA23", "text": "Yes; the wetland sits higher than the lake, so meltwater stays stored beneath the wetland.", "plain": "Yes; the wetland sits higher than the lake, so meltwater stays stored beneath the wetland.", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "No; groundwater flows from the wetland toward the lake and can carry dissolved salt with it.", "plain": "No; groundwater flows from the wetland toward the lake and can carry dissolved salt with it.", "correct": true, "kind": "choice" }, { "id": "cC23", "text": "Yes; the wetland’s plants take in the meltwater, so the salt cannot move past their roots.", "plain": "Yes; the wetland’s plants take in the meltwater, so the salt cannot move past their roots.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "No; the spring above the wetland pushes lake water backward into the wetland all winter.", "plain": "No; the spring above the wetland pushes lake water backward into the wetland all winter.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_27b713cb-abce-4d98-9be6-a0638f6ced23" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB23" ] }, "n_options": 4, "passage_html": "

Wetland Flow Model

Tamarack Lake lies at the low end of a valley. Each winter, plow trucks clear the streets of the nearby town. The trucks haul away snow that is mixed with road salt and grime. The town council is voting on a new snow-piling rule. Under the rule, piling the hauled snow on the lake shore becomes illegal. Piling it in the area labeled \"flow-through wetland\" is still allowed. A scientist built a model of the area to study the rule. Figure 1 shows the model, including the spring, the water table, the flow-through wetland, the shore, the lake, and arrows showing the direction of groundwater flow.

Figure 1. Model of the Area Around Tamarack Lake

\"Cross-section

", "passage_plain": "Wetland Flow Model Tamarack Lake lies at the low end of a valley. Each winter, plow trucks clear the streets of the nearby town. The trucks haul away snow that is mixed with road salt and grime. The town council is voting on a new snow-piling rule. Under the rule, piling the hauled snow on the lake shore becomes illegal. Piling it in the area labeled \"flow-through wetland\" is still allowed. A scientist built a model of the area to study the rule. Figure 1 shows the model, including the spring, the water table, the flow-through wetland, the shore, the lake, and arrows showing the direction of groundwater flow. Figure 1. Model of the Area Around Tamarack Lake" }, { "n": 24, "item_id": "_4ceaccf7-e102-4fdb-b6c3-c035a8b8ac95", "type": "choice", "title": "Wetland Flow Model — Part B", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part B

Which feature of the model in Figure 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which feature of the model in Figure 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA24", "text": "The spring shown on the slope above the wetland", "plain": "The spring shown on the slope above the wetland", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "The lake shown much larger than the wetland", "plain": "The lake shown much larger than the wetland", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "The shore labeled just beside the lake", "plain": "The shore labeled just beside the lake", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "The arrows showing groundwater moving toward the lake", "plain": "The arrows showing groundwater moving toward the lake", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_27b713cb-abce-4d98-9be6-a0638f6ced23" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD24" ] }, "n_options": 4, "passage_html": "

Wetland Flow Model

Tamarack Lake lies at the low end of a valley. Each winter, plow trucks clear the streets of the nearby town. The trucks haul away snow that is mixed with road salt and grime. The town council is voting on a new snow-piling rule. Under the rule, piling the hauled snow on the lake shore becomes illegal. Piling it in the area labeled \"flow-through wetland\" is still allowed. A scientist built a model of the area to study the rule. Figure 1 shows the model, including the spring, the water table, the flow-through wetland, the shore, the lake, and arrows showing the direction of groundwater flow.

Figure 1. Model of the Area Around Tamarack Lake

\"Cross-section

", "passage_plain": "Wetland Flow Model Tamarack Lake lies at the low end of a valley. Each winter, plow trucks clear the streets of the nearby town. The trucks haul away snow that is mixed with road salt and grime. The town council is voting on a new snow-piling rule. Under the rule, piling the hauled snow on the lake shore becomes illegal. Piling it in the area labeled \"flow-through wetland\" is still allowed. A scientist built a model of the area to study the rule. Figure 1 shows the model, including the spring, the water table, the flow-through wetland, the shore, the lake, and arrows showing the direction of groundwater flow. Figure 1. Model of the Area Around Tamarack Lake" }, { "n": 25, "item_id": "_6ef88234-a923-4cd5-94d8-245685bfc858", "type": "choice", "title": "Rising Carbon Dioxide Evidence", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Figure 1 shows an estimate of the carbon dioxide released into the air worldwide by human activities each year from 1900 to 2020. Scientists want to explain why the yearly amount has risen so sharply since 1950.

Figure 1. Carbon Dioxide Released by Human Activities

\"Line

Choose the TWO factors that would give the scientists the best evidence for their explanation.

", "prompt_plain": "Figure 1 shows an estimate of the carbon dioxide released into the air worldwide by human activities each year from 1900 to 2020. Scientists want to explain why the yearly amount has risen so sharply since 1950. Figure 1. Carbon Dioxide Released by Human Activities Choose the TWO factors that would give the scientists the best evidence for their explanation.", "context_html": "", "options": [ { "id": "cA25", "text": "The number of volcanic eruptions recorded around the world each year", "plain": "The number of volcanic eruptions recorded around the world each year", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "The total amount of coal, oil, and natural gas burned worldwide each year", "plain": "The total amount of coal, oil, and natural gas burned worldwide each year", "correct": true, "kind": "choice" }, { "id": "cC25", "text": "The amount of oxygen released by forests around the world each year", "plain": "The amount of oxygen released by forests around the world each year", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The number of cars, trucks, and buses in use around the world each year", "plain": "The number of cars, trucks, and buses in use around the world each year", "correct": true, "kind": "choice" }, { "id": "cE25", "text": "The amount of water used by homes and farms around the world each year", "plain": "The amount of water used by homes and farms around the world each year", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot25.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB25", "cD25" ] }, "n_options": 5 }, { "n": 26, "item_id": "_9a8fe5d2-497c-4890-86fc-e4dd692a8587", "type": "hottext", "title": "Warming Report Evidence Check", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Rosa reads a science-club report about why Earth’s average temperature has been rising. The report is shown below. One club member claims the rise is caused by an increase in the Sun’s energy output.

Select the ONE sentence from the report that best rules out this claim.

", "prompt_plain": "Rosa reads a science-club report about why Earth’s average temperature has been rising. The report is shown below. One club member claims the rise is caused by an increase in the Sun’s energy output. Select the ONE sentence from the report that best rules out this claim.", "context_html": "", "options": [ { "id": "hA26", "text": "Weather stations on every continent show that Earth’s average surface temperature has risen about one degree Celsius since 1900.", "plain": "Weather stations on every continent show that Earth’s average surface temperature has risen about one degree Celsius since 1900.", "correct": false, "kind": "hottext" }, { "id": "hB26", "text": "Air bubbles trapped in ice cores show that carbon dioxide and temperature rose and fell together in the distant past.", "plain": "Air bubbles trapped in ice cores show that carbon dioxide and temperature rose and fell together in the distant past.", "correct": false, "kind": "hottext" }, { "id": "hC26", "text": "Satellites measuring the Sun’s incoming energy show that its output has stayed nearly level while surface temperatures kept climbing.", "plain": "Satellites measuring the Sun’s incoming energy show that its output has stayed nearly level while surface temperatures kept climbing.", "correct": true, "kind": "hottext" }, { "id": "hD26", "text": "Measurements at mountaintop observatories show that carbon dioxide in the air has increased every decade since 1958.", "plain": "Measurements at mountaintop observatories show that carbon dioxide in the air has increased every decade since 1958.", "correct": false, "kind": "hottext" }, { "id": "hE26", "text": "Weather stations in several cities recorded more hours of bright sunshine, with more of the Sun’s energy output reaching the ground in many recent warm years.", "plain": "Weather stations in several cities recorded more hours of bright sunshine, with more of the Sun’s energy output reaching the ground in many recent warm years.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC26" ] }, "n_options": 5 }, { "n": 27, "item_id": "_31f1dca8-fb67-4cb0-a14a-b22a4d280771", "type": "inline-choice", "title": "Where Petroleum Formed", "standards": [ "MS-ESS3-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Figure 1 shows the known petroleum fields of a continent. The fields cluster in a few regions, and most of the continent has none.

Figure 1. Petroleum Fields of a Continent

\"Map

Complete the explanation of why petroleum is found only in some places. Choose the correct answer from each drop-down menu.

The petroleum in these fields formed mainly from buried beneath thick layers of sediment.

Over millions of years, deep underground slowly changed the buried remains into petroleum.

Today, petroleum is found only in certain regions because .

", "options": [ { "id": "b1o1", "text": "minerals dissolved out of hot magma", "plain": "minerals dissolved out of hot magma", "correct": false, "kind": "inline" }, { "id": "b1o2", "text": "the remains of large land dinosaurs", "plain": "the remains of large land dinosaurs", "correct": false, "kind": "inline" }, { "id": "b1o3", "text": "the remains of tiny sea organisms", "plain": "the remains of tiny sea organisms", "correct": true, "kind": "inline" }, { "id": "b2o1", "text": "heat and pressure", "plain": "heat and pressure", "correct": true, "kind": "inline" }, { "id": "b2o2", "text": "melting and freezing", "plain": "melting and freezing", "correct": false, "kind": "inline" }, { "id": "b2o3", "text": "weathering and erosion", "plain": "weathering and erosion", "correct": false, "kind": "inline" }, { "id": "b3o1", "text": "it forms wherever people drill deep enough into the crust", "plain": "it forms wherever people drill deep enough into the crust", "correct": false, "kind": "inline" }, { "id": "b3o2", "text": "the forming and trapping processes happened in only some places", "plain": "the forming and trapping processes happened in only some places", "correct": true, "kind": "inline" }, { "id": "b3o3", "text": "it collects wherever earthquakes have deeply cracked the surrounding rock", "plain": "it collects wherever earthquakes have deeply cracked the surrounding rock", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot27.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1o3" ], "RESPONSE2": [ "b2o1" ], "RESPONSE3": [ "b3o2" ] }, "n_options": 9 }, { "n": 28, "item_id": "_b039b4a1-12ae-48fa-80d7-e08c0e062762", "type": "choice", "title": "Pinyon Success Criteria", "standards": [ "MS-ETS1-1" ], "prompt_html": "

The council asks a planning committee to state how the program’s success should be judged.

Which statement would serve best as success criteria for the program?

", "prompt_plain": "The council asks a planning committee to state how the program’s success should be judged. Which statement would serve best as success criteria for the program?", "context_html": "", "options": [ { "id": "cA28", "text": "All residents reach the shelter within 3 hours of an alert, and the fuel break holds a fire back for 12 hours.", "plain": "All residents reach the shelter within 3 hours of an alert, and the fuel break holds a fire back for 12 hours.", "correct": true, "kind": "choice" }, { "id": "cB28", "text": "The program stays under the money the town has set aside and is finished before the next fire season begins.", "plain": "The program stays under the money the town has set aside and is finished before the next fire season begins.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "People in town feel much safer and spend far less time worrying about wildfire danger during each dry summer.", "plain": "People in town feel much safer and spend far less time worrying about wildfire danger during each dry summer.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "The town hires a trained fire-watch crew and also buys a second warning siren for neighborhoods nearest the ridge.", "plain": "The town hires a trained fire-watch crew and also buys a second warning siren for neighborhoods nearest the ridge.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c954101e-a486-44cf-8be8-4500e6366e28" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA28" ] }, "n_options": 4, "passage_html": "

Ridgeline Wildfire Program

Pinyon Gap is a town of 3,000 people on a dry plateau. A single ridge rises directly behind its neighborhoods. The ridge is covered with pinyon pines, junipers, and dry grass. In late summer, wildfires sometimes start on the far side of the ridge. The town council has approved a two-part protection program. Part one is evacuation. When a fire threatens, every resident must reach the fairground shelter in the valley. That includes people who cannot drive. Part two is a fuel break — a wide strip along the ridge where trees, shrubs, and grass are removed. An approaching fire should slow and weaken there before reaching homes. The council still must decide how to judge the program’s success, which fuel-break plan to build, and how to prepare its yearly fire outlook. Figure 1 shows the program area.

Figure 1. Pinyon Gap Program Area

\"Map

", "passage_plain": "Ridgeline Wildfire Program Pinyon Gap is a town of 3,000 people on a dry plateau. A single ridge rises directly behind its neighborhoods. The ridge is covered with pinyon pines, junipers, and dry grass. In late summer, wildfires sometimes start on the far side of the ridge. The town council has approved a two-part protection program. Part one is evacuation. When a fire threatens, every resident must reach the fairground shelter in the valley. That includes people who cannot drive. Part two is a fuel break — a wide strip along the ridge where trees, shrubs, and grass are removed. An approaching fire should slow and weaken there before reaching homes. The council still must decide how to judge the program’s success, which fuel-break plan to build, and how to prepare its yearly fire outlook. Figure 1 shows the program area. Figure 1. Pinyon Gap Program Area" }, { "n": 29, "item_id": "_74f5e505-f218-4711-bee7-7d492566a507", "type": "choice", "title": "Fuel-Break Plan Comparison", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The council received two fuel-break plans. It requires that the cleared strip be at least 25 meters wide at every point, protect the entire ridge line behind town, cost no more than $400,000, and be complete before the dry season begins on July 1. Table 1 shows each plan’s estimates.

Table 1. Fuel-Break Plan Estimates

Plan 1Plan 2
Width of cleared strip40 m at every point30 m at every point
Ridge line covered3.1 km of the 4.3 km ridgethe full 4.3 km ridge
Total cost$260,000$380,000
Estimated completionMay 10June 12

Which statement is the best evaluation of the two plans against the council’s requirements?

", "prompt_plain": "The council received two fuel-break plans. It requires that the cleared strip be at least 25 meters wide at every point, protect the entire ridge line behind town, cost no more than $400,000, and be complete before the dry season begins on July 1. Table 1 shows each plan’s estimates. Table 1. Fuel-Break Plan Estimates Plan 1 Plan 2 Width of cleared strip 40 m at every point 30 m at every point Ridge line covered 3.1 km of the 4.3 km ridge the full 4.3 km ridge Total cost $260,000 $380,000 Estimated completion May 10 June 12 Which statement is the best evaluation of the two plans against the council’s requirements?", "context_html": "", "options": [ { "id": "cA29", "text": "Plan 1 is better because it clears the widest strip at the lowest cost, even though it covers less of the ridge line than Plan 2.", "plain": "Plan 1 is better because it clears the widest strip at the lowest cost, even though it covers less of the ridge line than Plan 2.", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "Plan 1 is better because it would be finished a full month sooner, leaving extra time before the dry season starts.", "plain": "Plan 1 is better because it would be finished a full month sooner, leaving extra time before the dry season starts.", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "Plan 2 is better because only it meets every requirement, even though Plan 1 beats it on width, cost, and date.", "plain": "Plan 2 is better because only it meets every requirement, even though Plan 1 beats it on width, cost, and date.", "correct": true, "kind": "choice" }, { "id": "cD29", "text": "Plan 2 is better because its cost comes closest to the amount allowed, so it makes the fullest use of the budget.", "plain": "Plan 2 is better because its cost comes closest to the amount allowed, so it makes the fullest use of the budget.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c954101e-a486-44cf-8be8-4500e6366e28" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC29" ] }, "n_options": 4, "passage_html": "

Ridgeline Wildfire Program

Pinyon Gap is a town of 3,000 people on a dry plateau. A single ridge rises directly behind its neighborhoods. The ridge is covered with pinyon pines, junipers, and dry grass. In late summer, wildfires sometimes start on the far side of the ridge. The town council has approved a two-part protection program. Part one is evacuation. When a fire threatens, every resident must reach the fairground shelter in the valley. That includes people who cannot drive. Part two is a fuel break — a wide strip along the ridge where trees, shrubs, and grass are removed. An approaching fire should slow and weaken there before reaching homes. The council still must decide how to judge the program’s success, which fuel-break plan to build, and how to prepare its yearly fire outlook. Figure 1 shows the program area.

Figure 1. Pinyon Gap Program Area

\"Map

", "passage_plain": "Ridgeline Wildfire Program Pinyon Gap is a town of 3,000 people on a dry plateau. A single ridge rises directly behind its neighborhoods. The ridge is covered with pinyon pines, junipers, and dry grass. In late summer, wildfires sometimes start on the far side of the ridge. The town council has approved a two-part protection program. Part one is evacuation. When a fire threatens, every resident must reach the fairground shelter in the valley. That includes people who cannot drive. Part two is a fuel break — a wide strip along the ridge where trees, shrubs, and grass are removed. An approaching fire should slow and weaken there before reaching homes. The council still must decide how to judge the program’s success, which fuel-break plan to build, and how to prepare its yearly fire outlook. Figure 1 shows the program area. Figure 1. Pinyon Gap Program Area" }, { "n": 30, "item_id": "_142d74ac-bcbe-42b9-a2cc-a15201de36a1", "type": "choice", "title": "Pinyon Fire Outlook", "standards": [ "MS-ESS3-2" ], "prompt_html": "

It is now late August. For its yearly fire outlook, the town studies two records. Figure 2 shows the plateau’s monthly drought index for the past 12 months; taller bars mean drier plants and soil. Figure 3 shows the average wind speed on the ridge in each month, averaged over the past ten years.

Figure 2. Monthly Drought Index, Past 12 Months

\"Bar

Figure 3. Average Wind Speed on the Ridge (10-Year Average)

\"Line

Choose the TWO statements that are forecasts supported by the data in Figure 2 and Figure 3.

", "prompt_plain": "It is now late August. For its yearly fire outlook, the town studies two records. Figure 2 shows the plateau’s monthly drought index for the past 12 months; taller bars mean drier plants and soil. Figure 3 shows the average wind speed on the ridge in each month, averaged over the past ten years. Figure 2. Monthly Drought Index, Past 12 Months Figure 3. Average Wind Speed on the Ridge (10-Year Average) Choose the TWO statements that are forecasts supported by the data in Figure 2 and Figure 3.", "context_html": "", "options": [ { "id": "cA30", "text": "Fire danger near the town will rise over the next two months, as stronger winds arrive while plants remain unusually dry.", "plain": "Fire danger near the town will rise over the next two months, as stronger winds arrive while plants remain unusually dry.", "correct": true, "kind": "choice" }, { "id": "cB30", "text": "The drought will ease once the windy season arrives, because strong autumn winds usually bring the plateau heavy rain.", "plain": "The drought will ease once the windy season arrives, because strong autumn winds usually bring the plateau heavy rain.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "A fire starting on the ridge in October would likely spread faster than one starting in April, when winds are weaker.", "plain": "A fire starting on the ridge in October would likely spread faster than one starting in April, when winds are weaker.", "correct": true, "kind": "choice" }, { "id": "cD30", "text": "Fire danger will stay low this fall, because the records show no large fire has reached the town in ten years.", "plain": "Fire danger will stay low this fall, because the records show no large fire has reached the town in ten years.", "correct": false, "kind": "choice" }, { "id": "cE30", "text": "Wind speeds on the ridge will weaken this fall, because the deepening drought leaves less moisture to power the winds.", "plain": "Wind speeds on the ridge will weaken this fall, because the deepening drought leaves less moisture to power the winds.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot30a.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot30b.png" ], "stimulus_ids": [ "_c954101e-a486-44cf-8be8-4500e6366e28" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA30", "cC30" ] }, "n_options": 5, "passage_html": "

Ridgeline Wildfire Program

Pinyon Gap is a town of 3,000 people on a dry plateau. A single ridge rises directly behind its neighborhoods. The ridge is covered with pinyon pines, junipers, and dry grass. In late summer, wildfires sometimes start on the far side of the ridge. The town council has approved a two-part protection program. Part one is evacuation. When a fire threatens, every resident must reach the fairground shelter in the valley. That includes people who cannot drive. Part two is a fuel break — a wide strip along the ridge where trees, shrubs, and grass are removed. An approaching fire should slow and weaken there before reaching homes. The council still must decide how to judge the program’s success, which fuel-break plan to build, and how to prepare its yearly fire outlook. Figure 1 shows the program area.

Figure 1. Pinyon Gap Program Area

\"Map

", "passage_plain": "Ridgeline Wildfire Program Pinyon Gap is a town of 3,000 people on a dry plateau. A single ridge rises directly behind its neighborhoods. The ridge is covered with pinyon pines, junipers, and dry grass. In late summer, wildfires sometimes start on the far side of the ridge. The town council has approved a two-part protection program. Part one is evacuation. When a fire threatens, every resident must reach the fairground shelter in the valley. That includes people who cannot drive. Part two is a fuel break — a wide strip along the ridge where trees, shrubs, and grass are removed. An approaching fire should slow and weaken there before reaching homes. The council still must decide how to judge the program’s success, which fuel-break plan to build, and how to prepare its yearly fire outlook. Figure 1 shows the program area. Figure 1. Pinyon Gap Program Area" }, { "n": 31, "item_id": "_3ad6e27b-0ff1-4a26-ac36-32d4ff7c45ea", "type": "choice", "title": "Hospital Heartbeat Signals", "standards": [ "MS-PS4-3" ], "prompt_html": "

The hospital plans to replace the analog method with the digital method on every floor of the building.

Which statement describes an advantage of the digital samples over the analog trace?

", "prompt_plain": "The hospital plans to replace the analog method with the digital method on every floor of the building. Which statement describes an advantage of the digital samples over the analog trace?", "context_html": "", "options": [ { "id": "cA31", "text": "The samples travel through the building’s noisy cables faster than the analog wave does.", "plain": "The samples travel through the building’s noisy cables faster than the analog wave does.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "The samples become stronger as they travel instead of fading like the analog wave.", "plain": "The samples become stronger as they travel instead of fading like the analog wave.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "The samples record more of the wave’s fine detail than the analog trace records.", "plain": "The samples record more of the wave’s fine detail than the analog trace records.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "The samples can still be read correctly even when the cables pick up electrical noise.", "plain": "The samples can still be read correctly even when the cables pick up electrical noise.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a6c6054e-280f-4878-a180-e28e6ebb64e8" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD31" ] }, "n_options": 4, "passage_html": "

Hospital Telemetry Signals

A hospital sends each patient’s heartbeat signal from a bedside sensor to a screen at the nurses’ station. The sensor first turns the heartbeat into an electrical wave.

The building’s cables pick up electrical noise from nearby machines. The hospital is comparing two ways to send the heartbeat wave through these cables.

In the analog method, the continuous wave itself travels through the cable. In the digital method, a converter measures the height of the wave many times each second. Each measurement, called a sample, is sent as a short pattern of pulses, and each pulse has only two possible values: on (1) or off (0).

Figure 1 shows the same heartbeat recorded by both methods. An engineering team also sent a test signal through cables of different lengths while the noise was present. Table 1 shows the results.

Figure 1. Analog Trace and Digital Samples

\"The

Table 1. Transmission Test Results

Cable length (m)Wave shape lost from analog trace (%)Digital pulses read incorrectly (out of 1,000 sent)
1020
10090
400210
800380
", "passage_plain": "Hospital Telemetry Signals A hospital sends each patient’s heartbeat signal from a bedside sensor to a screen at the nurses’ station. The sensor first turns the heartbeat into an electrical wave. The building’s cables pick up electrical noise from nearby machines. The hospital is comparing two ways to send the heartbeat wave through these cables. In the analog method, the continuous wave itself travels through the cable. In the digital method, a converter measures the height of the wave many times each second. Each measurement, called a sample, is sent as a short pattern of pulses, and each pulse has only two possible values: on (1) or off (0). Figure 1 shows the same heartbeat recorded by both methods. An engineering team also sent a test signal through cables of different lengths while the noise was present. Table 1 shows the results. Figure 1. Analog Trace and Digital Samples Table 1. Transmission Test Results Cable length (m) Wave shape lost from analog trace (%) Digital pulses read incorrectly (out of 1,000 sent) 10 2 0 100 9 0 400 21 0 800 38 0" }, { "n": 32, "item_id": "_936cbce5-db02-47b3-8206-c91c947815f2", "type": "choice", "title": "Transmission Test Evidence", "standards": [ "MS-PS4-3" ], "prompt_html": "

An engineer reviews the transmission test before the hospital chooses a system.

Based on Table 1, choose the TWO statements that the test results support.

", "prompt_plain": "An engineer reviews the transmission test before the hospital chooses a system. Based on Table 1, choose the TWO statements that the test results support.", "context_html": "", "options": [ { "id": "cA32", "text": "The analog trace loses more of its wave shape as the cable gets longer.", "plain": "The analog trace loses more of its wave shape as the cable gets longer.", "correct": true, "kind": "choice" }, { "id": "cB32", "text": "The digital system delivers the heartbeat signal to the station faster than the analog system.", "plain": "The digital system delivers the heartbeat signal to the station faster than the analog system.", "correct": false, "kind": "choice" }, { "id": "cC32", "text": "The digital pulses were read correctly at every cable length that the team tested.", "plain": "The digital pulses were read correctly at every cable length that the team tested.", "correct": true, "kind": "choice" }, { "id": "cD32", "text": "The digital pulses would also be read correctly through a 5,000-meter cable.", "plain": "The digital pulses would also be read correctly through a 5,000-meter cable.", "correct": false, "kind": "choice" }, { "id": "cE32", "text": "The analog trace keeps its wave shape better on longer cables than on shorter ones.", "plain": "The analog trace keeps its wave shape better on longer cables than on shorter ones.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a6c6054e-280f-4878-a180-e28e6ebb64e8" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA32", "cC32" ] }, "n_options": 5, "passage_html": "

Hospital Telemetry Signals

A hospital sends each patient’s heartbeat signal from a bedside sensor to a screen at the nurses’ station. The sensor first turns the heartbeat into an electrical wave.

The building’s cables pick up electrical noise from nearby machines. The hospital is comparing two ways to send the heartbeat wave through these cables.

In the analog method, the continuous wave itself travels through the cable. In the digital method, a converter measures the height of the wave many times each second. Each measurement, called a sample, is sent as a short pattern of pulses, and each pulse has only two possible values: on (1) or off (0).

Figure 1 shows the same heartbeat recorded by both methods. An engineering team also sent a test signal through cables of different lengths while the noise was present. Table 1 shows the results.

Figure 1. Analog Trace and Digital Samples

\"The

Table 1. Transmission Test Results

Cable length (m)Wave shape lost from analog trace (%)Digital pulses read incorrectly (out of 1,000 sent)
1020
10090
400210
800380
", "passage_plain": "Hospital Telemetry Signals A hospital sends each patient’s heartbeat signal from a bedside sensor to a screen at the nurses’ station. The sensor first turns the heartbeat into an electrical wave. The building’s cables pick up electrical noise from nearby machines. The hospital is comparing two ways to send the heartbeat wave through these cables. In the analog method, the continuous wave itself travels through the cable. In the digital method, a converter measures the height of the wave many times each second. Each measurement, called a sample, is sent as a short pattern of pulses, and each pulse has only two possible values: on (1) or off (0). Figure 1 shows the same heartbeat recorded by both methods. An engineering team also sent a test signal through cables of different lengths while the noise was present. Table 1 shows the results. Figure 1. Analog Trace and Digital Samples Table 1. Transmission Test Results Cable length (m) Wave shape lost from analog trace (%) Digital pulses read incorrectly (out of 1,000 sent) 10 2 0 100 9 0 400 21 0 800 38 0" }, { "n": 33, "item_id": "_80f09a8f-d558-4235-ac53-1116eb48ba1d", "type": "choice", "title": "Loaded Tram Kinetic Energy", "standards": [ "MS-PS3-1" ], "prompt_html": "

A city tram travels its route at a cruising speed of 10 meters per second (m/s). The tram has a mass of 36,000 kg when empty. Fully loaded during rush hour, the tram and its passengers have a total mass of 54,000 kg. The graph shows how the tram’s kinetic energy depends on its mass at cruising speed.

\"A

Which claim about the tram’s kinetic energy when empty and when loaded does the graph support?

", "prompt_plain": "A city tram travels its route at a cruising speed of 10 meters per second (m/s). The tram has a mass of 36,000 kg when empty. Fully loaded during rush hour, the tram and its passengers have a total mass of 54,000 kg. The graph shows how the tram’s kinetic energy depends on its mass at cruising speed. Which claim about the tram’s kinetic energy when empty and when loaded does the graph support?", "context_html": "", "options": [ { "id": "cA33", "text": "Loaded, the tram has 900 kJ more kinetic energy than when it is empty, because kinetic energy rises in proportion to mass at a constant speed.", "plain": "Loaded, the tram has 900 kJ more kinetic energy than when it is empty, because kinetic energy rises in proportion to mass at a constant speed.", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "Loaded, the tram has more than twice the kinetic energy it has when empty, because kinetic energy grows with the square of the tram’s mass.", "plain": "Loaded, the tram has more than twice the kinetic energy it has when empty, because kinetic energy grows with the square of the tram’s mass.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "Loaded, the tram has the same kinetic energy as when it is empty, because kinetic energy depends only on how fast an object is moving.", "plain": "Loaded, the tram has the same kinetic energy as when it is empty, because kinetic energy depends only on how fast an object is moving.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "Loaded, the tram has 900 kJ more kinetic energy than when it is empty, because its greater weight presses down harder on the rails as it moves.", "plain": "Loaded, the tram has 900 kJ more kinetic energy than when it is empty, because its greater weight presses down harder on the rails as it moves.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot33.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA33" ] }, "n_options": 4 }, { "n": 34, "item_id": "_66afe980-d557-42eb-8df9-ec64da3ecc74", "type": "choice", "title": "Boxes on a Conveyor Belt", "standards": [ "MS-PS3-1" ], "prompt_html": "

In a packing plant, sealed boxes ride a long conveyor belt that moves at one constant speed. The graph shows the kinetic energy determined for boxes with masses of 2 kg, 4 kg, and 6 kg. Points A, B, C, and D show four possible kinetic-energy values for an 8-kg box on the same belt.

\"A

Which point represents the kinetic energy of the 8-kg box?

", "prompt_plain": "In a packing plant, sealed boxes ride a long conveyor belt that moves at one constant speed. The graph shows the kinetic energy determined for boxes with masses of 2 kg, 4 kg, and 6 kg. Points A, B, C, and D show four possible kinetic-energy values for an 8-kg box on the same belt. Which point represents the kinetic energy of the 8-kg box?", "context_html": "", "options": [ { "id": "cA34", "text": "Point A", "plain": "Point A", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Point B", "plain": "Point B", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Point C", "plain": "Point C", "correct": true, "kind": "choice" }, { "id": "cD34", "text": "Point D", "plain": "Point D", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot34.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_959606a0-3a00-4fdd-8ccc-ef5856a44b16", "type": "text-entry", "title": "Warehouse Cart Acceleration", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Tessa pulls a loaded warehouse cart across a flat floor. The net force on the cart is 24 newtons (N), and the total mass of the cart and its load is 6 kilograms (kg). The equation below shows how to find acceleration.

acceleration = force ÷ mass

What is the acceleration of the cart, in meters per second squared (m/s2)?

Give your answer as a whole number (e.g., 27).

Acceleration (m/s2):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 36, "item_id": "_f0cf4f88-a018-41da-a535-4b6491c0a449", "type": "choice", "title": "Pulls on the Moon", "standards": [ "MS-PS2-4" ], "prompt_html": "

The figure shows the Moon and nearby bodies in the solar system. Table 1 lists each body’s approximate mass and its closest distance from the Moon. The strength of the gravitational attraction between two bodies increases with their masses and decreases rapidly as the distance between them increases. Astronomers calculate that, for the values in Table 1, Earth’s closeness to the Moon gives Earth a stronger pull on the Moon than Jupiter’s much larger mass gives Jupiter.

\"A

Table 1. Mass and Distance Information

BodyMass compared with Earth’s massClosest distance from the Moon (millions of km)
Sunabout 333,000 times150
Venusabout 0.8 times40
Earth1 (Earth’s own mass)0.4
Marsabout 0.1 times55
Jupiterabout 318 times590

Based on Table 1, which claim about the pulls on the Moon is best supported?

", "prompt_plain": "The figure shows the Moon and nearby bodies in the solar system. Table 1 lists each body’s approximate mass and its closest distance from the Moon. The strength of the gravitational attraction between two bodies increases with their masses and decreases rapidly as the distance between them increases. Astronomers calculate that, for the values in Table 1, Earth’s closeness to the Moon gives Earth a stronger pull on the Moon than Jupiter’s much larger mass gives Jupiter. Table 1. Mass and Distance Information Body Mass compared with Earth’s mass Closest distance from the Moon (millions of km) Sun about 333,000 times 150 Venus about 0.8 times 40 Earth 1 (Earth’s own mass) 0.4 Mars about 0.1 times 55 Jupiter about 318 times 590 Based on Table 1, which claim about the pulls on the Moon is best supported?", "context_html": "", "options": [ { "id": "cA36", "text": "Earth and Mars pull on the Moon most strongly, because both are the Moon’s planetary neighbors and nearby bodies outweigh distant ones no matter the mass.", "plain": "Earth and Mars pull on the Moon most strongly, because both are the Moon’s planetary neighbors and nearby bodies outweigh distant ones no matter the mass.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "Earth and the Sun pull on the Moon most strongly, because Earth is hundreds of times closer than any other body and the Sun’s mass outweighs its distance.", "plain": "Earth and the Sun pull on the Moon most strongly, because Earth is hundreds of times closer than any other body and the Sun’s mass outweighs its distance.", "correct": true, "kind": "choice" }, { "id": "cC36", "text": "Earth and Venus pull on the Moon most strongly, because they are the two closest bodies and closeness matters more than any difference in mass.", "plain": "Earth and Venus pull on the Moon most strongly, because they are the two closest bodies and closeness matters more than any difference in mass.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "Jupiter and the Sun pull on the Moon most strongly, because they are the two most massive bodies and huge masses matter more than any difference in distance.", "plain": "Jupiter and the Sun pull on the Moon most strongly, because they are the two most massive bodies and huge masses matter more than any difference in distance.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB36" ] }, "n_options": 4 }, { "n": 37, "item_id": "_b7dc6d19-de2c-4a66-8bc2-b0e37de520c9", "type": "choice", "title": "Glider Launcher Energy", "standards": [ "MS-PS3-5" ], "prompt_html": "

Zeke’s science club built a launcher that uses a stretched rubber band to send a foam glider along a rail. The club stretched the band a different distance for each launch and measured the glider’s speed as it left the rail. Figure 1 shows the launcher, and Table 1 shows the results.

Figure 1. Rubber-Band Launcher

\"A

Table 1. Glider Launch Results

Stretch of band (cm)Speed leaving the rail (m/s)
43
85
128

Which claim about energy do the club’s results support?

", "prompt_plain": "Zeke’s science club built a launcher that uses a stretched rubber band to send a foam glider along a rail. The club stretched the band a different distance for each launch and measured the glider’s speed as it left the rail. Figure 1 shows the launcher, and Table 1 shows the results. Figure 1. Rubber-Band Launcher Table 1. Glider Launch Results Stretch of band (cm) Speed leaving the rail (m/s) 4 3 8 5 12 8 Which claim about energy do the club’s results support?", "context_html": "", "options": [ { "id": "cA37", "text": "The launcher creates new energy inside the band each time the band is stretched farther.", "plain": "The launcher creates new energy inside the band each time the band is stretched farther.", "correct": false, "kind": "choice" }, { "id": "cB37", "text": "The moving air around the launch rail gives the glider its extra speed at longer stretches.", "plain": "The moving air around the launch rail gives the glider its extra speed at longer stretches.", "correct": false, "kind": "choice" }, { "id": "cC37", "text": "The band transfers the same energy every launch, so the speed differences are measurement errors.", "plain": "The band transfers the same energy every launch, so the speed differences are measurement errors.", "correct": false, "kind": "choice" }, { "id": "cD37", "text": "Stretching the band farther stores more energy, which is then transferred to the glider’s motion.", "plain": "Stretching the band farther stores more energy, which is then transferred to the glider’s motion.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot37.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD37" ] }, "n_options": 4 }, { "n": 38, "item_id": "_8ce87715-7671-4a45-b3d7-a6fa04a487f8", "type": "choice", "title": "Elements With Similar Properties", "standards": [ "EXT-MSChem-U1L2", "(host:", "MS-PS1-1", "course", "strand;", "standalone", "chem", "extension,", "pe", "null", "in", "plan)" ], "prompt_html": "

The outline card shows where four elements sit on the periodic table, with each element’s atomic number above its symbol. Elements in the same group - one full column of the table - share similar chemical properties.

\"An

Based on the positions on the card, which pair of elements would be expected to have similar chemical properties?

", "prompt_plain": "The outline card shows where four elements sit on the periodic table, with each element’s atomic number above its symbol. Elements in the same group - one full column of the table - share similar chemical properties. Based on the positions on the card, which pair of elements would be expected to have similar chemical properties?", "context_html": "", "options": [ { "id": "cA38", "text": "Fluorine and neon", "plain": "Fluorine and neon", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Lithium and fluorine", "plain": "Lithium and fluorine", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Lithium and sodium", "plain": "Lithium and sodium", "correct": true, "kind": "choice" }, { "id": "cD38", "text": "Neon and sodium", "plain": "Neon and sodium", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-23/images/slot38.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC38" ] }, "n_options": 4 }, { "n": 39, "item_id": "_6bf3b0ae-f3f8-4057-909a-c505038379e0", "type": "choice", "title": "Shade Sail Improvement", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A park crew is designing a fabric shade sail for a playground. The finished sail must shade at least 25 square meters at midday and must come through a 60 km/h wind test with nothing broken. The crew built three test sails using different fabric weaves and corner attachments, all held up by four anchor posts. Table 1 shows the test results.

Table 1. Shade-Sail Test Results

SailFabric weaveCorner attachmentShaded area at midday (m²)Wind-test outcome
Sail 1tight weaverope loops31one corner attachment failed
Sail 2loose weavesteel rings19no problems found
Sail 3loose weaverope loops22two corner attachments failed

Based on the results in Table 1, choose the TWO features the crew should combine in one improved sail.

", "prompt_plain": "A park crew is designing a fabric shade sail for a playground. The finished sail must shade at least 25 square meters at midday and must come through a 60 km/h wind test with nothing broken. The crew built three test sails using different fabric weaves and corner attachments, all held up by four anchor posts. Table 1 shows the test results. Table 1. Shade-Sail Test Results Sail Fabric weave Corner attachment Shaded area at midday (m²) Wind-test outcome Sail 1 tight weave rope loops 31 one corner attachment failed Sail 2 loose weave steel rings 19 no problems found Sail 3 loose weave rope loops 22 two corner attachments failed Based on the results in Table 1, choose the TWO features the crew should combine in one improved sail.", "context_html": "", "options": [ { "id": "cA39", "text": "the rope-loop corners used in Sails 1 and 3", "plain": "the rope-loop corners used in Sails 1 and 3", "correct": false, "kind": "choice" }, { "id": "cB39", "text": "the steel-ring corners used in Sail 2", "plain": "the steel-ring corners used in Sail 2", "correct": true, "kind": "choice" }, { "id": "cC39", "text": "the tight fabric weave used in Sail 1", "plain": "the tight fabric weave used in Sail 1", "correct": true, "kind": "choice" }, { "id": "cD39", "text": "the loose fabric weave used in Sails 2 and 3", "plain": "the loose fabric weave used in Sails 2 and 3", "correct": false, "kind": "choice" }, { "id": "cE39", "text": "the four anchor posts used in all three sails", "plain": "the four anchor posts used in all three sails", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, C", "key_values": { "RESPONSE": [ "cB39", "cC39" ] }, "n_options": 5 }, { "n": 40, "item_id": "_fc878459-6aed-4b6b-afbf-aa272aac6cf1", "type": "choice", "title": "Sprinkler Version 4", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A grounds crew is improving a rotating lawn sprinkler that has three main parts: a nozzle opening, a rotation gear, and an inlet screen. The finished sprinkler must spray water at least 8 meters, its head must turn all the way around, and it must use no more than 10 liters of water per minute. The crew changes one part in each version and then tests the whole sprinkler. Table 1 shows the test history.

Table 1. Sprinkler Test History

VersionChange from previous versionFarthest spray (m)Turns a full circle?Water used (L/min)
1original design4yes12
2nozzle opening narrowed6yes9
3nozzle opening narrowed again7yes7

Based on the data in Table 1, which change should the crew make to create Version 4?

", "prompt_plain": "A grounds crew is improving a rotating lawn sprinkler that has three main parts: a nozzle opening, a rotation gear, and an inlet screen. The finished sprinkler must spray water at least 8 meters, its head must turn all the way around, and it must use no more than 10 liters of water per minute. The crew changes one part in each version and then tests the whole sprinkler. Table 1 shows the test history. Table 1. Sprinkler Test History Version Change from previous version Farthest spray (m) Turns a full circle? Water used (L/min) 1 original design 4 yes 12 2 nozzle opening narrowed 6 yes 9 3 nozzle opening narrowed again 7 yes 7 Based on the data in Table 1, which change should the crew make to create Version 4?", "context_html": "", "options": [ { "id": "cA40", "text": "Narrow the nozzle opening slightly more for Version 4 and keep every other part unchanged.", "plain": "Narrow the nozzle opening slightly more for Version 4 and keep every other part unchanged.", "correct": true, "kind": "choice" }, { "id": "cB40", "text": "Replace the rotation gear with a faster one so the spinning head throws water farther.", "plain": "Replace the rotation gear with a faster one so the spinning head throws water farther.", "correct": false, "kind": "choice" }, { "id": "cC40", "text": "Return to the Version 1 opening, because that opening pushed the most water through the sprinkler.", "plain": "Return to the Version 1 opening, because that opening pushed the most water through the sprinkler.", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "Rebuild the sprinkler with a new opening, a new gear, and a new inlet screen all at once.", "plain": "Rebuild the sprinkler with a new opening, a new gear, and a new inlet screen all at once.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA40" ] }, "n_options": 4 } ] }, { "form": "G8.24", "grade": "G8", "title": "Alpha Standardized Science G8.24", "test_id": "_test-2f282a9c-10a7-4bd3-afcb-95bac0535120", "n_items": 40, "n_stimuli": 9, "stimuli": { "_17132dc4-96e9-41d5-859c-f5e4553d0b35": { "title": "High-Arctic Camel Dig", "html": "

High-Arctic Camel Dig

Craymore Island sits far north of the Arctic Circle. Today the island is treeless tundra: only mosses and low shrubs grow there, and snow covers the ground most of the year. No camels live anywhere near the island today. A team of paleontologists dug into a hillside on the island and exposed three layers. Figure 1 shows the layers and what the team found in each one. The deeper a layer lies, the older it is. In the middle layer, Layer B, the team found large leg-bone pieces from a camel-like animal lying among fossil tree stumps, cones, and leaves. The team fit the leg pieces together into one fossil leg. Figure 2 compares this fossil leg with the leg of a camel living today.

Figure 1. The Hillside Layers

\"Diagram

Figure 2. Fossil Leg and Modern Camel Leg

\"Side-by-side

" }, "_62f59d99-504d-4d0d-876f-07f872f66cbf": { "title": "Gulf Water and Storm Records", "html": "

Gulf Water and Storm Records

Scientists keep long-term records of the Gulf of Mexico. Figure 1 shows the Gulf’s average summer sea-surface temperature for each decade from the 1970s through the 2020s, measured by ships, buoys, and satellites. Figure 2 shows how many strong hurricanes (Category 3 or higher) formed over the Gulf in each of those decades. The city of Port Vernal sits on the Gulf coast and uses both records to plan for the future.

Figure 1. Gulf Summer Sea-Surface Temperature

\"Line

Figure 2. Strong Hurricanes per Decade

\"Bar

" }, "_e349fa38-2bcf-4d8f-a93d-6a84c40125b5": { "title": "Black River Gorge Rock Columns", "html": "

Black River Gorge Rock Columns

The Black River has cut a deep gorge through stacked rock layers. Geologists measured the layers at three sites along the gorge walls and drew one column for each site. Figure 1 shows the three columns. The same rock layers were once laid down across this whole region, in the same order, and the layers have never been folded or flipped. At each site, erosion removed one layer long ago, so each column is missing a layer that the other columns still show.

Figure 1. Rock Columns at Three Sites

\"Three

" }, "_02f1cf7c-a3af-482a-b4bd-f52ccceb9f26": { "title": "Dive Tower Energy Poster", "html": "

Dive Tower Energy Poster

The dive coach at the Summerlin Aquatic Center posted an energy poster beside the training tower. The tower has three diving platforms above the water: 3 meters, 5 meters, and 7.5 meters. Two divers on the team, Vera (45 kg) and Tomas (90 kg), train from the tower. Figure 1 comes from the poster. It graphs the kinetic energy of a diver at water entry against the diver’s mass, for dives from the 5-meter platform. The labeled points show Vera and Tomas. Figure 2 shows the tower’s three platforms drawn to scale.

Figure 1. Kinetic Energy at Water Entry vs. Diver Mass

\"Poster

Figure 2. The Three Diving Platforms

\"Side

" }, "_6f59e50b-bcdd-4cce-bce2-badf5a5f9b37": { "title": "Two Sources on Rubber", "html": "

Two Sources on Rubber

Car tires are made mostly of rubber. Natural rubber is made from the sap of rubber trees. Synthetic rubber is made from petroleum. Bianca is researching which kind of rubber is better for society to use in tires. She finds two sources.

Source 1 — Report from a materials-testing laboratory. The engineers who wrote it are named, and their methods are described. They road-tested many tires of each type. The report states that petroleum cannot be replaced once it is used up, while rubber trees keep producing sap year after year. Table 1 shows the engineers’ measurements.

Source 2 — Online post by a driver. The author is not named, and no date is given. The post says: \"My synthetic tires lasted much longer than my natural-rubber tires ever did. Too bad that making synthetic rubber uses up oil.\" The post includes no measurements.

Table 1. Tire Test Results

PropertyNatural-rubber tiresSynthetic-rubber tires
Raw materialrubber-tree sappetroleum
Raw material can be replaced?yes — trees keep producing sapno — petroleum forms far too slowly
Average distance driven before wearing out52,000 km68,000 km
" }, "_51cedb73-c3aa-40c0-915a-34aba70a3106": { "title": "A Cave Without Sunlight", "html": "

A Cave Without Sunlight

Deep inside Gypsum Hollow Cave, sunlight never reaches, and no green plants grow. Large numbers of bats roost in the cave. Each night the bats fly outside to eat flying insects, and each morning they return. Their droppings, called guano, pile up on the floor below the roost. Figure 1 shows the cave’s food web. Cave crickets and fungi feed on the guano. Blind cave salamanders eat cave crickets. Each arrow in the food web points from a food source to the living thing that eats it, showing the direction energy and matter move.

Figure 1. The Cave Food Web

\"Food-web

" }, "_abbaf08b-0b3b-45f5-beda-857a5931c4de": { "title": "Pick-Up Zone Air Quality", "html": "

Pick-Up Zone Air Quality

Sandoval Middle School’s science club studied the air in the pick-up loop, where cars idle each afternoon. The club placed identical monitors: Monitor 1 beside the loop, Monitor 2 at the athletic field 400 meters away. Both record fine particles (soot from car exhaust) in µg/m³. Figure 1 maps the locations. Table 1 shows the week’s average readings.

Figure 1. Campus Monitor Locations

\"Map

Table 1. Average Fine-Particle Readings (µg/m³)

Time of dayMonitor 1 (pick-up loop)Monitor 2 (athletic field)
Mid-morning (10:00 a.m.)87
Dismissal (3:00-3:30 p.m.)469
Evening (6:00 p.m.)108

The district drafted a reduction plan with two options. Option A posts no-idling rules and staggers dismissal times. Option B moves the waiting line to the gravel lot across campus. The district claims either option targets the right place and the right time. The plan brief lists five requirements the option must satisfy.

Requirement 1: Dismissal readings at Monitor 1 must fall below 15 µg/m³ by May.

Requirement 2: No more than $2,000 of the safety budget is spent.

Requirement 3: At least 9 of 10 families rate the routine easy to use.

Requirement 4: Cars idling in the loop drop by at least half.

Requirement 5: The buses, which leave at 3:40 p.m., are not delayed.

" }, "_548c07f7-e5fd-445e-859d-6c9547ff255a": { "title": "Tawny Owl Winters", "html": "

Tawny Owl Winters

Tawny owls live year-round in a large forest in northern Europe. Each owl has either pale gray feathers or brown feathers for its whole life, and feather color is inherited. Against snow, pale gray owls are hard for predators to spot. Against bare, dark ground, brown owls are hard to spot. Scientists have studied this owl population for 40 years. Figure 1 shows the number of days with snow on the ground each winter of the study. Table 1 shows the percentage of each color group that survived the two kinds of winter.

Figure 1. Days with Snow on the Ground Each Winter

\"Line

Table 1. Winter Survival by Feather Color

Feather colorSurvival in snowy wintersSurvival in mild winters
Pale gray70%56%
Brown44%68%
" }, "_e8212c19-fa64-40c8-8bb2-f59467c4da07": { "title": "Zebrafish Pigment-Gene Study", "html": "

Zebrafish Pigment-Gene Study

Zebrafish are small fish with dark stripes. In zebrafish, one gene carries the instructions for building a pigment protein. That protein produces the dark color in the fish’s skin cells. Researchers studied a group of zebrafish that inherited a changed, or mutated, form of this gene. The researchers recorded exactly which part of the gene is different in these fish. Figure 1 shows a zebrafish with the normal form of the gene and a zebrafish from the study group.

Figure 1. The Two Zebrafish

\"Two

" } }, "questions": [ { "n": 1, "item_id": "_c6bb76a6-f3b5-4dff-a2a4-7efec04e7d64", "type": "choice", "title": "Rubber Sources — Part A", "standards": [ "MS-PS1-3" ], "prompt_html": "

Part A

Read both sources and Table 1. Which claim about using the two rubbers is best supported by both sources?

", "prompt_plain": "Part A Read both sources and Table 1. Which claim about using the two rubbers is best supported by both sources?", "context_html": "", "options": [ { "id": "cA1", "text": "Natural-rubber tires last longer on paved roads than synthetic-rubber tires do.", "plain": "Natural-rubber tires last longer on paved roads than synthetic-rubber tires do.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Making natural rubber uses up a raw material that cannot be replaced.", "plain": "Making natural rubber uses up a raw material that cannot be replaced.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Synthetic-rubber tires last longer but use a raw material that cannot be replaced.", "plain": "Synthetic-rubber tires last longer but use a raw material that cannot be replaced.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Synthetic rubber protects forests because tire makers no longer need any rubber trees.", "plain": "Synthetic rubber protects forests because tire makers no longer need any rubber trees.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6f59e50b-bcdd-4cce-bce2-badf5a5f9b37" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Two Sources on Rubber

Car tires are made mostly of rubber. Natural rubber is made from the sap of rubber trees. Synthetic rubber is made from petroleum. Bianca is researching which kind of rubber is better for society to use in tires. She finds two sources.

Source 1 — Report from a materials-testing laboratory. The engineers who wrote it are named, and their methods are described. They road-tested many tires of each type. The report states that petroleum cannot be replaced once it is used up, while rubber trees keep producing sap year after year. Table 1 shows the engineers’ measurements.

Source 2 — Online post by a driver. The author is not named, and no date is given. The post says: \"My synthetic tires lasted much longer than my natural-rubber tires ever did. Too bad that making synthetic rubber uses up oil.\" The post includes no measurements.

Table 1. Tire Test Results

PropertyNatural-rubber tiresSynthetic-rubber tires
Raw materialrubber-tree sappetroleum
Raw material can be replaced?yes — trees keep producing sapno — petroleum forms far too slowly
Average distance driven before wearing out52,000 km68,000 km
", "passage_plain": "Two Sources on Rubber Car tires are made mostly of rubber. Natural rubber is made from the sap of rubber trees. Synthetic rubber is made from petroleum. Bianca is researching which kind of rubber is better for society to use in tires. She finds two sources. Source 1 — Report from a materials-testing laboratory. The engineers who wrote it are named, and their methods are described. They road-tested many tires of each type. The report states that petroleum cannot be replaced once it is used up, while rubber trees keep producing sap year after year. Table 1 shows the engineers’ measurements. Source 2 — Online post by a driver. The author is not named, and no date is given. The post says: \"My synthetic tires lasted much longer than my natural-rubber tires ever did. Too bad that making synthetic rubber uses up oil.\" The post includes no measurements. Table 1. Tire Test Results Property Natural-rubber tires Synthetic-rubber tires Raw material rubber-tree sap petroleum Raw material can be replaced? yes — trees keep producing sap no — petroleum forms far too slowly Average distance driven before wearing out 52,000 km 68,000 km" }, { "n": 2, "item_id": "_2a78a74a-1276-4c8f-a770-91ce2cc3cc9a", "type": "choice", "title": "Rubber Sources — Part B", "standards": [ "MS-PS1-3" ], "prompt_html": "

Part B

Which statement explains which source gives stronger support for the claim you chose in Part A?

", "prompt_plain": "Part B Which statement explains which source gives stronger support for the claim you chose in Part A?", "context_html": "", "options": [ { "id": "cA2", "text": "Source 1, because named engineers tested many tires and described each raw material’s source.", "plain": "Source 1, because named engineers tested many tires and described each raw material’s source.", "correct": true, "kind": "choice" }, { "id": "cB2", "text": "Source 1, because it is longer and uses more serious-sounding language than the post.", "plain": "Source 1, because it is longer and uses more serious-sounding language than the post.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "Source 2, because one driver’s real-life experience proves more than laboratory test numbers.", "plain": "Source 2, because one driver’s real-life experience proves more than laboratory test numbers.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "Source 2, because a shorter post leaves fewer chances for errors than a long report.", "plain": "Source 2, because a shorter post leaves fewer chances for errors than a long report.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_6f59e50b-bcdd-4cce-bce2-badf5a5f9b37" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA2" ] }, "n_options": 4, "passage_html": "

Two Sources on Rubber

Car tires are made mostly of rubber. Natural rubber is made from the sap of rubber trees. Synthetic rubber is made from petroleum. Bianca is researching which kind of rubber is better for society to use in tires. She finds two sources.

Source 1 — Report from a materials-testing laboratory. The engineers who wrote it are named, and their methods are described. They road-tested many tires of each type. The report states that petroleum cannot be replaced once it is used up, while rubber trees keep producing sap year after year. Table 1 shows the engineers’ measurements.

Source 2 — Online post by a driver. The author is not named, and no date is given. The post says: \"My synthetic tires lasted much longer than my natural-rubber tires ever did. Too bad that making synthetic rubber uses up oil.\" The post includes no measurements.

Table 1. Tire Test Results

PropertyNatural-rubber tiresSynthetic-rubber tires
Raw materialrubber-tree sappetroleum
Raw material can be replaced?yes — trees keep producing sapno — petroleum forms far too slowly
Average distance driven before wearing out52,000 km68,000 km
", "passage_plain": "Two Sources on Rubber Car tires are made mostly of rubber. Natural rubber is made from the sap of rubber trees. Synthetic rubber is made from petroleum. Bianca is researching which kind of rubber is better for society to use in tires. She finds two sources. Source 1 — Report from a materials-testing laboratory. The engineers who wrote it are named, and their methods are described. They road-tested many tires of each type. The report states that petroleum cannot be replaced once it is used up, while rubber trees keep producing sap year after year. Table 1 shows the engineers’ measurements. Source 2 — Online post by a driver. The author is not named, and no date is given. The post says: \"My synthetic tires lasted much longer than my natural-rubber tires ever did. Too bad that making synthetic rubber uses up oil.\" The post includes no measurements. Table 1. Tire Test Results Property Natural-rubber tires Synthetic-rubber tires Raw material rubber-tree sap petroleum Raw material can be replaced? yes — trees keep producing sap no — petroleum forms far too slowly Average distance driven before wearing out 52,000 km 68,000 km" }, { "n": 3, "item_id": "_48f04dbd-4adb-4744-a502-6fb7de1d03e3", "type": "choice", "title": "Fuel Tablet Temperature Data", "standards": [ "MS-PS1-6" ], "prompt_html": "

Diego is testing fuel tablets for a camp stove he is designing. He heats two identical pots, each holding the same amount of water. One pot sits over a burning Brand X tablet, and the other sits over a burning Brand Y tablet. Each pot starts at 20 °C. He records each pot’s water temperature for 10 minutes. The graph shows his data.

\"A

Which statement best describes what the temperature data show about thermal energy, and how the two brands compare?

", "prompt_plain": "Diego is testing fuel tablets for a camp stove he is designing. He heats two identical pots, each holding the same amount of water. One pot sits over a burning Brand X tablet, and the other sits over a burning Brand Y tablet. Each pot starts at 20 °C. He records each pot’s water temperature for 10 minutes. The graph shows his data. Which statement best describes what the temperature data show about thermal energy, and how the two brands compare?", "context_html": "", "options": [ { "id": "cA3", "text": "Both pots’ temperatures rise, which shows the burning tablets absorb thermal energy; Brand X absorbs it more quickly.", "plain": "Both pots’ temperatures rise, which shows the burning tablets absorb thermal energy; Brand X absorbs it more quickly.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Both pots’ temperatures rise, which shows the burning tablets release thermal energy; Brand X releases it more quickly.", "plain": "Both pots’ temperatures rise, which shows the burning tablets release thermal energy; Brand X releases it more quickly.", "correct": true, "kind": "choice" }, { "id": "cC3", "text": "Brand X alone releases thermal energy, because its curve is the one that reaches a high temperature first.", "plain": "Brand X alone releases thermal energy, because its curve is the one that reaches a high temperature first.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Neither tablet releases thermal energy, because it is the water, not the tablet itself, that gets hot.", "plain": "Neither tablet releases thermal energy, because it is the water, not the tablet itself, that gets hot.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot03.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB3" ] }, "n_options": 4 }, { "n": 4, "item_id": "_02c1f6d0-3ce3-4504-8c81-2760af74e95a", "type": "inline-choice", "title": "Soup Pot Thermal Energy", "standards": [ "MS-PS3-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Elena cooks soup in a pot that has a copper bottom, on an electric stove. The diagram shows the pot sitting on the glowing burner.

\"Cross-section

Complete the statements about how thermal energy moves.

Thermal energy moves from the hot burner through the pot’s copper bottom by .

Inside the pot, warmer soup rises while cooler soup sinks, spreading thermal energy through the liquid by .

Even before the nearby air has warmed, Elena feels warmth on her face from the glowing burner. That energy reaches her by .

", "options": [ { "id": "d1ode1708e6", "text": "conduction", "plain": "conduction", "correct": true, "kind": "inline" }, { "id": "d1ocb9f2628", "text": "convection", "plain": "convection", "correct": false, "kind": "inline" }, { "id": "d1o2adc62ae", "text": "radiation", "plain": "radiation", "correct": false, "kind": "inline" }, { "id": "d2o860f9fc0", "text": "conduction", "plain": "conduction", "correct": false, "kind": "inline" }, { "id": "d2oc9c9838c", "text": "convection", "plain": "convection", "correct": true, "kind": "inline" }, { "id": "d2ofdc57a48", "text": "radiation", "plain": "radiation", "correct": false, "kind": "inline" }, { "id": "d3o311c0aff", "text": "conduction", "plain": "conduction", "correct": false, "kind": "inline" }, { "id": "d3o898f8649", "text": "convection", "plain": "convection", "correct": false, "kind": "inline" }, { "id": "d3o0f25f0e4", "text": "radiation", "plain": "radiation", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot04_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1ode1708e6" ], "RESPONSE2": [ "d2oc9c9838c" ], "RESPONSE3": [ "d3o0f25f0e4" ] }, "n_options": 9 }, { "n": 5, "item_id": "_bf7d26c6-5cc2-4b65-a241-b4654d5f9669", "type": "text-entry", "title": "Particles in the Nucleus", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

An atom of a certain element contains 15 protons, 16 neutrons, and 15 electrons.

How many particles are in this atom’s nucleus?

Give your answer as a whole number (e.g., 27).

Number of particles:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "31" ] }, "n_options": 0 }, { "n": 6, "item_id": "_75e6a2ef-f41b-474b-bf88-0a906a613228", "type": "choice", "title": "Sulfur and Selenium Similarity", "standards": [ "MS-PS1-1" ], "prompt_html": "

The diagram shows the part of the periodic table that contains sulfur (S) and selenium (Se). In laboratory tests, sulfur and selenium form similar compounds and take part in similar chemical reactions.

\"A

Which statement explains why these two elements behave so much alike?

", "prompt_plain": "The diagram shows the part of the periodic table that contains sulfur (S) and selenium (Se). In laboratory tests, sulfur and selenium form similar compounds and take part in similar chemical reactions. Which statement explains why these two elements behave so much alike?", "context_html": "", "options": [ { "id": "cA6", "text": "They are in the same period of the table, and same-period elements have similar properties.", "plain": "They are in the same period of the table, and same-period elements have similar properties.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "Their symbols both begin with the letter S, and elements with matching letters behave nearly alike.", "plain": "Their symbols both begin with the letter S, and elements with matching letters behave nearly alike.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "They are both nonmetals, and the table puts the nonmetal elements together in one group.", "plain": "They are both nonmetals, and the table puts the nonmetal elements together in one group.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "They are in the same group of the table, and same-group elements have similar properties.", "plain": "They are in the same group of the table, and same-group elements have similar properties.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot06.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD6" ] }, "n_options": 4 }, { "n": 7, "item_id": "_39ed223f-b6cd-417c-b88b-384c1eab4a52", "type": "choice", "title": "Water Equation Number Roles", "standards": [ "MS-PS1-5" ], "prompt_html": "

The panel shows the balanced chemical equation for making water: 2H2 + O2 → 2H2O. In 2H2O, the large 2 at the front is a coefficient. The small 2 after the H is a subscript.

\"A

Which statement correctly compares changing the coefficient with changing the subscript?

", "prompt_plain": "The panel shows the balanced chemical equation for making water: 2H 2 + O 2 → 2H 2 O. In 2H 2 O, the large 2 at the front is a coefficient. The small 2 after the H is a subscript. Which statement correctly compares changing the coefficient with changing the subscript?", "context_html": "", "options": [ { "id": "cA7", "text": "Changing the coefficient changes only how many water molecules are shown, but changing the subscript would describe a different substance.", "plain": "Changing the coefficient changes only how many water molecules are shown, but changing the subscript would describe a different substance.", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "Changing the coefficient would describe a different substance, but changing the subscript changes only how many water molecules are shown.", "plain": "Changing the coefficient would describe a different substance, but changing the subscript changes only how many water molecules are shown.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "Changing either number changes only how many water molecules are shown, so either change could be used to balance an equation.", "plain": "Changing either number changes only how many water molecules are shown, so either change could be used to balance an equation.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "Changing either number would describe a different substance, so a correctly balanced equation can show only one molecule of each substance.", "plain": "Changing either number would describe a different substance, so a correctly balanced equation can show only one molecule of each substance.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot07.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA7" ] }, "n_options": 4 }, { "n": 8, "item_id": "_fba372e4-6d1e-46d9-aea4-2f9ba1f401c8", "type": "choice", "title": "Particle Model Review", "standards": [ "MS-PS1-1" ], "prompt_html": "

Farid draws a particle model of the reaction in which carbon reacts with oxygen to form carbon dioxide (CO2). His drawing is shown.

\"A

A classmate reviews the drawing. Which comment describes a real problem with Farid’s model?

", "prompt_plain": "Farid draws a particle model of the reaction in which carbon reacts with oxygen to form carbon dioxide (CO 2 ). His drawing is shown. A classmate reviews the drawing. Which comment describes a real problem with Farid’s model?", "context_html": "", "options": [ { "id": "cA8", "text": "The model should show fewer atoms on the product side, because reactions use up some of the atoms.", "plain": "The model should show fewer atoms on the product side, because reactions use up some of the atoms.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The model should draw the product as one solid ball, because a molecule cannot be shown as separate atoms.", "plain": "The model should draw the product as one solid ball, because a molecule cannot be shown as separate atoms.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The model should show a new kind of atom in the product, because new substances are made of new atoms.", "plain": "The model should show a new kind of atom in the product, because new substances are made of new atoms.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The model should use a different symbol for each element, because the drawing gives no way to tell atoms of different elements apart.", "plain": "The model should use a different symbol for each element, because the drawing gives no way to tell atoms of different elements apart.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot08_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD8" ] }, "n_options": 4 }, { "n": 9, "item_id": "_a6a7bdf1-c05d-435c-8d47-df15045c096c", "type": "choice", "title": "Pancake Step Evidence", "standards": [ "MS-PS1-2" ], "prompt_html": "

Ava makes pancakes for breakfast. The photos show four steps, in order.

\"Four

During which step is a chemical reaction taking place, and which observation is the evidence?

", "prompt_plain": "Ava makes pancakes for breakfast. The photos show four steps, in order. During which step is a chemical reaction taking place, and which observation is the evidence?", "context_html": "", "options": [ { "id": "cA9", "text": "Step 1, because the flour seems to disappear as it mixes into the milk.", "plain": "Step 1, because the flour seems to disappear as it mixes into the milk.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "Step 2, because the batter changes its shape into a flat circle on the griddle.", "plain": "Step 2, because the batter changes its shape into a flat circle on the griddle.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "Step 3, because gas bubbles form and the batter turns from pale to golden brown.", "plain": "Step 3, because gas bubbles form and the batter turns from pale to golden brown.", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "Step 4, because the single large pancake changes into several smaller wedge pieces.", "plain": "Step 4, because the single large pancake changes into several smaller wedge pieces.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot09.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC9" ] }, "n_options": 4 }, { "n": 10, "item_id": "_7158ec28-1d4e-436a-a4b7-e218454f625f", "type": "choice", "title": "Zebrafish Stripes — Part A", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part A

Look at Figure 1. Which statement best explains how the mutated gene leads to the paler stripes?

", "prompt_plain": "Part A Look at Figure 1. Which statement best explains how the mutated gene leads to the paler stripes?", "context_html": "", "options": [ { "id": "cA10", "text": "The mutated gene changes the color of the stripes directly, because genes and proteins handle separate jobs inside a fish.", "plain": "The mutated gene changes the color of the stripes directly, because genes and proteins handle separate jobs inside a fish.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "The mutated gene carries changed instructions, so the pigment protein is built differently and darkens the skin cells less.", "plain": "The mutated gene carries changed instructions, so the pigment protein is built differently and darkens the skin cells less.", "correct": true, "kind": "choice" }, { "id": "cC10", "text": "The pigment protein changed on its own first, and that protein change then rewrote the instructions carried in the gene.", "plain": "The pigment protein changed on its own first, and that protein change then rewrote the instructions carried in the gene.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "The mutated gene changes many other proteins too, so other traits of the fish should differ, not just stripe color.", "plain": "The mutated gene changes many other proteins too, so other traits of the fish should differ, not just stripe color.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8212c19-fa64-40c8-8bb2-f59467c4da07" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB10" ] }, "n_options": 4, "passage_html": "

Zebrafish Pigment-Gene Study

Zebrafish are small fish with dark stripes. In zebrafish, one gene carries the instructions for building a pigment protein. That protein produces the dark color in the fish’s skin cells. Researchers studied a group of zebrafish that inherited a changed, or mutated, form of this gene. The researchers recorded exactly which part of the gene is different in these fish. Figure 1 shows a zebrafish with the normal form of the gene and a zebrafish from the study group.

Figure 1. The Two Zebrafish

\"Two

", "passage_plain": "Zebrafish Pigment-Gene Study Zebrafish are small fish with dark stripes. In zebrafish, one gene carries the instructions for building a pigment protein. That protein produces the dark color in the fish’s skin cells. Researchers studied a group of zebrafish that inherited a changed, or mutated, form of this gene. The researchers recorded exactly which part of the gene is different in these fish. Figure 1 shows a zebrafish with the normal form of the gene and a zebrafish from the study group. Figure 1. The Two Zebrafish" }, { "n": 11, "item_id": "_eccee73c-642d-45fb-a70d-7d3120d24cff", "type": "choice", "title": "Zebrafish Pale Stripes — Part B", "standards": [ "MS-LS4-5" ], "prompt_html": "

Part B

A fish breeder wants future generations of zebrafish to hatch with pale stripes.

Which statement best explains how scientists could use a genetic technology to meet the breeder’s goal?

", "prompt_plain": "Part B A fish breeder wants future generations of zebrafish to hatch with pale stripes. Which statement best explains how scientists could use a genetic technology to meet the breeder’s goal?", "context_html": "", "options": [ { "id": "cA11", "text": "Change the water and food of the parent fish, because new surroundings slowly rewrite the pigment gene inside each parent.", "plain": "Change the water and food of the parent fish, because new surroundings slowly rewrite the pigment gene inside each parent.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Breed only the palest fish together, because choosing which parents mate rewrites the pigment DNA inside the parents’ cells.", "plain": "Breed only the palest fish together, because choosing which parents mate rewrites the pigment DNA inside the parents’ cells.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "Edit the pigment gene in the parents’ reproductive cells, because offspring will inherit instructions that build a less-darkening pigment protein.", "plain": "Edit the pigment gene in the parents’ reproductive cells, because offspring will inherit instructions that build a less-darkening pigment protein.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "Edit most of the parents’ genes at once, because changing one pigment gene cannot change a visible trait.", "plain": "Edit most of the parents’ genes at once, because changing one pigment gene cannot change a visible trait.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e8212c19-fa64-40c8-8bb2-f59467c4da07" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Zebrafish Pigment-Gene Study

Zebrafish are small fish with dark stripes. In zebrafish, one gene carries the instructions for building a pigment protein. That protein produces the dark color in the fish’s skin cells. Researchers studied a group of zebrafish that inherited a changed, or mutated, form of this gene. The researchers recorded exactly which part of the gene is different in these fish. Figure 1 shows a zebrafish with the normal form of the gene and a zebrafish from the study group.

Figure 1. The Two Zebrafish

\"Two

", "passage_plain": "Zebrafish Pigment-Gene Study Zebrafish are small fish with dark stripes. In zebrafish, one gene carries the instructions for building a pigment protein. That protein produces the dark color in the fish’s skin cells. Researchers studied a group of zebrafish that inherited a changed, or mutated, form of this gene. The researchers recorded exactly which part of the gene is different in these fish. Figure 1 shows a zebrafish with the normal form of the gene and a zebrafish from the study group. Figure 1. The Two Zebrafish" }, { "n": 12, "item_id": "_6035ed45-2f9c-4752-853b-8ffbe6253539", "type": "choice", "title": "Embryo Evidence of Relatedness", "standards": [ "MS-LS4-3" ], "prompt_html": "

Figure 1 shows drawings of the embryos of four animals at three stages of development, from an early stage to a late stage.

Figure 1. Embryos of Four Animals

\"Chart

Based on the evidence in Figure 1, which animal is least closely related to the other three?

", "prompt_plain": "Figure 1 shows drawings of the embryos of four animals at three stages of development, from an early stage to a late stage. Figure 1. Embryos of Four Animals Based on the evidence in Figure 1, which animal is least closely related to the other three?", "context_html": "", "options": [ { "id": "cA12", "text": "Trout", "plain": "Trout", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "Frog", "plain": "Frog", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Mouse", "plain": "Mouse", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Cat", "plain": "Cat", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot12.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA12" ] }, "n_options": 4 }, { "n": 13, "item_id": "_b792e39c-7555-48a5-819d-52ff0de8d855", "type": "choice", "title": "Owl Survival Claim", "standards": [ "MS-LS4-4" ], "prompt_html": "

Look at Table 1. Which claim about feather color in this owl population do the survival data best support?

", "prompt_plain": "Look at Table 1. Which claim about feather color in this owl population do the survival data best support?", "context_html": "", "options": [ { "id": "cA13", "text": "Brown owls survive both kinds of winter at higher rates than pale gray owls do.", "plain": "Brown owls survive both kinds of winter at higher rates than pale gray owls do.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Feather color has little effect on which owls survive either kind of winter.", "plain": "Feather color has little effect on which owls survive either kind of winter.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Cold, snowy winters cause owls to grow paler feathers to match the snow.", "plain": "Cold, snowy winters cause owls to grow paler feathers to match the snow.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Each color group survives best in winters where its color matches the background.", "plain": "Each color group survives best in winters where its color matches the background.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_548c07f7-e5fd-445e-859d-6c9547ff255a" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD13" ] }, "n_options": 4, "passage_html": "

Tawny Owl Winters

Tawny owls live year-round in a large forest in northern Europe. Each owl has either pale gray feathers or brown feathers for its whole life, and feather color is inherited. Against snow, pale gray owls are hard for predators to spot. Against bare, dark ground, brown owls are hard to spot. Scientists have studied this owl population for 40 years. Figure 1 shows the number of days with snow on the ground each winter of the study. Table 1 shows the percentage of each color group that survived the two kinds of winter.

Figure 1. Days with Snow on the Ground Each Winter

\"Line

Table 1. Winter Survival by Feather Color

Feather colorSurvival in snowy wintersSurvival in mild winters
Pale gray70%56%
Brown44%68%
", "passage_plain": "Tawny Owl Winters Tawny owls live year-round in a large forest in northern Europe. Each owl has either pale gray feathers or brown feathers for its whole life, and feather color is inherited. Against snow, pale gray owls are hard for predators to spot. Against bare, dark ground, brown owls are hard to spot. Scientists have studied this owl population for 40 years. Figure 1 shows the number of days with snow on the ground each winter of the study. Table 1 shows the percentage of each color group that survived the two kinds of winter. Figure 1. Days with Snow on the Ground Each Winter Table 1. Winter Survival by Feather Color Feather color Survival in snowy winters Survival in mild winters Pale gray 70% 56% Brown 44% 68%" }, { "n": 14, "item_id": "_2eb19c5b-d407-4ee9-9082-362b44121077", "type": "choice", "title": "Owl Population Predictions", "standards": [ "MS-LS4-4" ], "prompt_html": "

Figure 1 shows that winters in the forest now have far fewer days with snow on the ground than winters at the start of the study. Suppose this trend continues.

Choose the TWO predictions that Figure 1 and Table 1 together best support.

", "prompt_plain": "Figure 1 shows that winters in the forest now have far fewer days with snow on the ground than winters at the start of the study. Suppose this trend continues. Choose the TWO predictions that Figure 1 and Table 1 together best support.", "context_html": "", "options": [ { "id": "cA14", "text": "Individual pale gray owls will darken their feathers during their lifetimes to match bare ground.", "plain": "Individual pale gray owls will darken their feathers during their lifetimes to match bare ground.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "Brown owls will make up a larger share of the owl population over the next several generations.", "plain": "Brown owls will make up a larger share of the owl population over the next several generations.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "Milder winters will cause chicks to hatch with new feather colors that no owls have today.", "plain": "Milder winters will cause chicks to hatch with new feather colors that no owls have today.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "Feather color will stop being passed from parent owls to their chicks as winters get milder.", "plain": "Feather color will stop being passed from parent owls to their chicks as winters get milder.", "correct": false, "kind": "choice" }, { "id": "cE14", "text": "A future stretch of snowy winters would favor pale gray owls and raise their share again.", "plain": "A future stretch of snowy winters would favor pale gray owls and raise their share again.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_548c07f7-e5fd-445e-859d-6c9547ff255a" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB14", "cE14" ] }, "n_options": 5, "passage_html": "

Tawny Owl Winters

Tawny owls live year-round in a large forest in northern Europe. Each owl has either pale gray feathers or brown feathers for its whole life, and feather color is inherited. Against snow, pale gray owls are hard for predators to spot. Against bare, dark ground, brown owls are hard to spot. Scientists have studied this owl population for 40 years. Figure 1 shows the number of days with snow on the ground each winter of the study. Table 1 shows the percentage of each color group that survived the two kinds of winter.

Figure 1. Days with Snow on the Ground Each Winter

\"Line

Table 1. Winter Survival by Feather Color

Feather colorSurvival in snowy wintersSurvival in mild winters
Pale gray70%56%
Brown44%68%
", "passage_plain": "Tawny Owl Winters Tawny owls live year-round in a large forest in northern Europe. Each owl has either pale gray feathers or brown feathers for its whole life, and feather color is inherited. Against snow, pale gray owls are hard for predators to spot. Against bare, dark ground, brown owls are hard to spot. Scientists have studied this owl population for 40 years. Figure 1 shows the number of days with snow on the ground each winter of the study. Table 1 shows the percentage of each color group that survived the two kinds of winter. Figure 1. Days with Snow on the Ground Each Winter Table 1. Winter Survival by Feather Color Feather color Survival in snowy winters Survival in mild winters Pale gray 70% 56% Brown 44% 68%" }, { "n": 15, "item_id": "_fb98cce3-02be-4066-ae55-5a3a50403ea1", "type": "text-entry", "title": "Purple Flower Percentage", "standards": [ "MS-LS4-6" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Lena’s ecology class marks out a plot in a meadow. The class counts every blooming plant of one wildflower species. Each plant’s flowers are purple, white, or pink. Table 1 shows the counts.

Table 1. Blooming Plants in the Plot

Flower colorNumber of plants
Purple12
White30
Pink8
Total50

What percentage of all the counted plants have purple flowers?

Enter the exact number. Give your answer as a whole number (e.g., 27).

Percentage with purple flowers:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "24" ] }, "n_options": 0 }, { "n": 16, "item_id": "_52c4bd8e-fcc3-46a8-8db5-b5d2a076c9a5", "type": "choice", "title": "Craymore Island Past — Part A", "standards": [ "MS-LS4-1" ], "prompt_html": "

Part A

Look at Figure 1.

Which claim about Craymore Island’s past do the dig’s findings best support?

", "prompt_plain": "Part A Look at Figure 1. Which claim about Craymore Island’s past do the dig’s findings best support?", "context_html": "", "options": [ { "id": "cA16", "text": "The island’s cold, treeless conditions today show that Layer B formed under the same conditions.", "plain": "The island’s cold, treeless conditions today show that Layer B formed under the same conditions.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "When Layer B formed, the island was warm enough for forests and for camel-like animals.", "plain": "When Layer B formed, the island was warm enough for forests and for camel-like animals.", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "Camels still living on the island buried the leg bones in the hillside a few years ago.", "plain": "Camels still living on the island buried the leg bones in the hillside a few years ago.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "The leg bones washed onto the island from a distant warm continent after the top layer formed.", "plain": "The leg bones washed onto the island from a distant warm continent after the top layer formed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_17132dc4-96e9-41d5-859c-f5e4553d0b35" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB16" ] }, "n_options": 4, "passage_html": "

High-Arctic Camel Dig

Craymore Island sits far north of the Arctic Circle. Today the island is treeless tundra: only mosses and low shrubs grow there, and snow covers the ground most of the year. No camels live anywhere near the island today. A team of paleontologists dug into a hillside on the island and exposed three layers. Figure 1 shows the layers and what the team found in each one. The deeper a layer lies, the older it is. In the middle layer, Layer B, the team found large leg-bone pieces from a camel-like animal lying among fossil tree stumps, cones, and leaves. The team fit the leg pieces together into one fossil leg. Figure 2 compares this fossil leg with the leg of a camel living today.

Figure 1. The Hillside Layers

\"Diagram

Figure 2. Fossil Leg and Modern Camel Leg

\"Side-by-side

", "passage_plain": "High-Arctic Camel Dig Craymore Island sits far north of the Arctic Circle. Today the island is treeless tundra: only mosses and low shrubs grow there, and snow covers the ground most of the year. No camels live anywhere near the island today. A team of paleontologists dug into a hillside on the island and exposed three layers. Figure 1 shows the layers and what the team found in each one. The deeper a layer lies, the older it is. In the middle layer, Layer B, the team found large leg-bone pieces from a camel-like animal lying among fossil tree stumps, cones, and leaves. The team fit the leg pieces together into one fossil leg. Figure 2 compares this fossil leg with the leg of a camel living today. Figure 1. The Hillside Layers Figure 2. Fossil Leg and Modern Camel Leg" }, { "n": 17, "item_id": "_dc9c3a22-b409-4877-bd15-06a32e78d56a", "type": "choice", "title": "Craymore Island Evidence — Part B", "standards": [ "MS-LS4-1" ], "prompt_html": "

Part B

Which observation from the dig best supports your answer in Part A?

", "prompt_plain": "Part B Which observation from the dig best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA17", "text": "Fossil tree stumps, cones, and leaves lie in Layer B beside the camel-like leg bones.", "plain": "Fossil tree stumps, cones, and leaves lie in Layer B beside the camel-like leg bones.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "Layer C, the oldest layer, is river gravel in which no fossils have been found.", "plain": "Layer C, the oldest layer, is river gravel in which no fossils have been found.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "The moss remains in Layer A match tundra mosses growing on the island today.", "plain": "The moss remains in Layer A match tundra mosses growing on the island today.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "Layer B lies below Layer A and above Layer C in the hillside.", "plain": "Layer B lies below Layer A and above Layer C in the hillside.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_17132dc4-96e9-41d5-859c-f5e4553d0b35" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA17" ] }, "n_options": 4, "passage_html": "

High-Arctic Camel Dig

Craymore Island sits far north of the Arctic Circle. Today the island is treeless tundra: only mosses and low shrubs grow there, and snow covers the ground most of the year. No camels live anywhere near the island today. A team of paleontologists dug into a hillside on the island and exposed three layers. Figure 1 shows the layers and what the team found in each one. The deeper a layer lies, the older it is. In the middle layer, Layer B, the team found large leg-bone pieces from a camel-like animal lying among fossil tree stumps, cones, and leaves. The team fit the leg pieces together into one fossil leg. Figure 2 compares this fossil leg with the leg of a camel living today.

Figure 1. The Hillside Layers

\"Diagram

Figure 2. Fossil Leg and Modern Camel Leg

\"Side-by-side

", "passage_plain": "High-Arctic Camel Dig Craymore Island sits far north of the Arctic Circle. Today the island is treeless tundra: only mosses and low shrubs grow there, and snow covers the ground most of the year. No camels live anywhere near the island today. A team of paleontologists dug into a hillside on the island and exposed three layers. Figure 1 shows the layers and what the team found in each one. The deeper a layer lies, the older it is. In the middle layer, Layer B, the team found large leg-bone pieces from a camel-like animal lying among fossil tree stumps, cones, and leaves. The team fit the leg pieces together into one fossil leg. Figure 2 compares this fossil leg with the leg of a camel living today. Figure 1. The Hillside Layers Figure 2. Fossil Leg and Modern Camel Leg" }, { "n": 18, "item_id": "_fd120fbe-c354-4040-b5fa-c3bc91701b19", "type": "inline-choice", "title": "Fossil Leg Comparison", "standards": [ "MS-LS4-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Look at Figure 2.

Complete the statements about the fossil leg and modern camels.

The assembled fossil leg from Layer B contains a modern camel’s leg.

Scientists use this comparison as evidence that the fossil animal and modern camels .

", "options": [ { "id": "b1o1", "text": "completely different kinds of bones, arranged in a different pattern, from", "plain": "completely different kinds of bones, arranged in a different pattern, from", "correct": false, "kind": "inline" }, { "id": "b1o2", "text": "the same kinds of bones, arranged in the same order, as", "plain": "the same kinds of bones, arranged in the same order, as", "correct": true, "kind": "inline" }, { "id": "b1o3", "text": "many more bones, including several kinds a camel lacks, than", "plain": "many more bones, including several kinds a camel lacks, than", "correct": false, "kind": "inline" }, { "id": "b2o1", "text": "inherited this leg pattern from a common ancestor", "plain": "inherited this leg pattern from a common ancestor", "correct": true, "kind": "inline" }, { "id": "b2o2", "text": "lived on the island at the same time", "plain": "lived on the island at the same time", "correct": false, "kind": "inline" }, { "id": "b2o3", "text": "grew to the same adult size and shape", "plain": "grew to the same adult size and shape", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_17132dc4-96e9-41d5-859c-f5e4553d0b35" ], "key_letters": "", "key_values": { "RESPONSE1": [ "b1o2" ], "RESPONSE2": [ "b2o1" ] }, "n_options": 6, "passage_html": "

High-Arctic Camel Dig

Craymore Island sits far north of the Arctic Circle. Today the island is treeless tundra: only mosses and low shrubs grow there, and snow covers the ground most of the year. No camels live anywhere near the island today. A team of paleontologists dug into a hillside on the island and exposed three layers. Figure 1 shows the layers and what the team found in each one. The deeper a layer lies, the older it is. In the middle layer, Layer B, the team found large leg-bone pieces from a camel-like animal lying among fossil tree stumps, cones, and leaves. The team fit the leg pieces together into one fossil leg. Figure 2 compares this fossil leg with the leg of a camel living today.

Figure 1. The Hillside Layers

\"Diagram

Figure 2. Fossil Leg and Modern Camel Leg

\"Side-by-side

", "passage_plain": "High-Arctic Camel Dig Craymore Island sits far north of the Arctic Circle. Today the island is treeless tundra: only mosses and low shrubs grow there, and snow covers the ground most of the year. No camels live anywhere near the island today. A team of paleontologists dug into a hillside on the island and exposed three layers. Figure 1 shows the layers and what the team found in each one. The deeper a layer lies, the older it is. In the middle layer, Layer B, the team found large leg-bone pieces from a camel-like animal lying among fossil tree stumps, cones, and leaves. The team fit the leg pieces together into one fossil leg. Figure 2 compares this fossil leg with the leg of a camel living today. Figure 1. The Hillside Layers Figure 2. Fossil Leg and Modern Camel Leg" }, { "n": 19, "item_id": "_bd635c8c-5fd6-4f01-a09b-556b3cc27739", "type": "choice", "title": "Pea Plant Trait Argument", "standards": [ "MS-LS1-5" ], "prompt_html": "

A plant scientist grows 1,000 pea plants from seed in the same field. Half are the Duke variety, and half are the Star variety. Within each variety, half the plants receive fertilizer every week, and the other half receive none. Table 1 shows the results at the end of the season.

Table 1. Pea-Plant Results

Trait measuredDuke, with fertilizerDuke, no fertilizerStar, with fertilizerStar, no fertilizer
Flower colorAll purpleAll purpleAll whiteAll white
Average stem height52 cm34 cm51 cm35 cm
Average pods per plant8585

The scientist argues that one measured trait was set by the plants’ inherited variety, not by the fertilizer.

Choose the TWO statements that together make the best-supported form of this argument.

", "prompt_plain": "A plant scientist grows 1,000 pea plants from seed in the same field. Half are the Duke variety, and half are the Star variety. Within each variety, half the plants receive fertilizer every week, and the other half receive none. Table 1 shows the results at the end of the season. Table 1. Pea-Plant Results Trait measured Duke, with fertilizer Duke, no fertilizer Star, with fertilizer Star, no fertilizer Flower color All purple All purple All white All white Average stem height 52 cm 34 cm 51 cm 35 cm Average pods per plant 8 5 8 5 The scientist argues that one measured trait was set by the plants’ inherited variety, not by the fertilizer. Choose the TWO statements that together make the best -supported form of this argument.", "context_html": "", "options": [ { "id": "cA19", "text": "Stem height was set by the plants’ inherited variety, not by the fertilizer.", "plain": "Stem height was set by the plants’ inherited variety, not by the fertilizer.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "Duke and Star plants grew to nearly the same average stem heights under matching fertilizer treatments.", "plain": "Duke and Star plants grew to nearly the same average stem heights under matching fertilizer treatments.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Flower color was set by the plants’ inherited variety, not by the fertilizer.", "plain": "Flower color was set by the plants’ inherited variety, not by the fertilizer.", "correct": true, "kind": "choice" }, { "id": "cD19", "text": "Duke plants grew purple flowers and Star plants grew white flowers, whatever their fertilizer treatment.", "plain": "Duke plants grew purple flowers and Star plants grew white flowers, whatever their fertilizer treatment.", "correct": true, "kind": "choice" }, { "id": "cE19", "text": "Average pods per plant was set by the plants’ inherited variety, not by the fertilizer.", "plain": "Average pods per plant was set by the plants’ inherited variety, not by the fertilizer.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C, D", "key_values": { "RESPONSE": [ "cC19", "cD19" ] }, "n_options": 5 }, { "n": 20, "item_id": "_b4c7e29e-136d-4525-b894-d6c8eb8a0627", "type": "choice", "title": "Cave Energy Supply", "standards": [ "MS-LS2-3" ], "prompt_html": "

No producers live inside Gypsum Hollow Cave.

Which statement best explains how the cave’s crickets, fungi, and salamanders keep getting energy year after year?

", "prompt_plain": "No producers live inside Gypsum Hollow Cave. Which statement best explains how the cave’s crickets, fungi, and salamanders keep getting energy year after year?", "context_html": "", "options": [ { "id": "cA20", "text": "The cave organisms absorb the energy they need from the cave’s cool air, water, and rock.", "plain": "The cave organisms absorb the energy they need from the cave’s cool air, water, and rock.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "Energy cycles around the cave food web again and again, so no new energy has to enter.", "plain": "Energy cycles around the cave food web again and again, so no new energy has to enter.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "The fungi are producers that make their own food, and the other cave organisms eat them.", "plain": "The fungi are producers that make their own food, and the other cave organisms eat them.", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "Bats gain energy from insects eaten outside, and their guano carries that energy into the web.", "plain": "Bats gain energy from insects eaten outside, and their guano carries that energy into the web.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_51cedb73-c3aa-40c0-915a-34aba70a3106" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD20" ] }, "n_options": 4, "passage_html": "

A Cave Without Sunlight

Deep inside Gypsum Hollow Cave, sunlight never reaches, and no green plants grow. Large numbers of bats roost in the cave. Each night the bats fly outside to eat flying insects, and each morning they return. Their droppings, called guano, pile up on the floor below the roost. Figure 1 shows the cave’s food web. Cave crickets and fungi feed on the guano. Blind cave salamanders eat cave crickets. Each arrow in the food web points from a food source to the living thing that eats it, showing the direction energy and matter move.

Figure 1. The Cave Food Web

\"Food-web

", "passage_plain": "A Cave Without Sunlight Deep inside Gypsum Hollow Cave, sunlight never reaches, and no green plants grow. Large numbers of bats roost in the cave. Each night the bats fly outside to eat flying insects, and each morning they return. Their droppings, called guano, pile up on the floor below the roost. Figure 1 shows the cave’s food web. Cave crickets and fungi feed on the guano. Blind cave salamanders eat cave crickets. Each arrow in the food web points from a food source to the living thing that eats it, showing the direction energy and matter move. Figure 1. The Cave Food Web" }, { "n": 21, "item_id": "_b434b014-9cf3-407a-8922-de181524f9c6", "type": "gap-match", "title": "Bats Leave the Cave", "standards": [ "MS-LS2-1" ], "prompt_html": "

One winter, most of the bats leave the cave for good and do not return to the area. Far less guano piles up on the cave floor, and far fewer bats hunt the flying insects outside.

 

Use the feeding links shown in the cave food-web diagram. Drag one tile into each box of Table 1 to show the most likely change over the following years.

", "prompt_plain": "One winter, most of the bats leave the cave for good and do not return to the area. Far less guano piles up on the cave floor, and far fewer bats hunt the flying insects outside. Use the feeding links shown in the cave food-web diagram. Drag one tile into each box of Table 1 to show the most likely change over the following years.", "context_html": "", "options": [ { "id": "tDEC21", "text": "decrease", "plain": "decrease", "correct": false, "kind": "gap-token" }, { "id": "tSAME21", "text": "stay about the same", "plain": "stay about the same", "correct": false, "kind": "gap-token" }, { "id": "tINC21", "text": "increase", "plain": "increase", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_51cedb73-c3aa-40c0-915a-34aba70a3106" ], "key_letters": "", "key_values": { "RESPONSE": [ "tDEC21 g1", "tDEC21 g2", "tINC21 g3" ] }, "n_options": 3, "passage_html": "

A Cave Without Sunlight

Deep inside Gypsum Hollow Cave, sunlight never reaches, and no green plants grow. Large numbers of bats roost in the cave. Each night the bats fly outside to eat flying insects, and each morning they return. Their droppings, called guano, pile up on the floor below the roost. Figure 1 shows the cave’s food web. Cave crickets and fungi feed on the guano. Blind cave salamanders eat cave crickets. Each arrow in the food web points from a food source to the living thing that eats it, showing the direction energy and matter move.

Figure 1. The Cave Food Web

\"Food-web

", "passage_plain": "A Cave Without Sunlight Deep inside Gypsum Hollow Cave, sunlight never reaches, and no green plants grow. Large numbers of bats roost in the cave. Each night the bats fly outside to eat flying insects, and each morning they return. Their droppings, called guano, pile up on the floor below the roost. Figure 1 shows the cave’s food web. Cave crickets and fungi feed on the guano. Blind cave salamanders eat cave crickets. Each arrow in the food web points from a food source to the living thing that eats it, showing the direction energy and matter move. Figure 1. The Cave Food Web" }, { "n": 22, "item_id": "_64b5b0d4-f71c-4b55-8818-c35189c58003", "type": "gap-match", "title": "Black River Gorge Record", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Look at Figure 1 and compare the layers in the three columns.

 

Drag one rock-layer name into each box to complete the gorge record. Each name may be used once; two names will not be used.

", "prompt_plain": "Look at Figure 1 and compare the layers in the three columns. Drag one rock-layer name into each box to complete the gorge record. Each name may be used once; two names will not be used.", "context_html": "", "options": [ { "id": "tTSS22", "text": "tan sandstone", "plain": "tan sandstone", "correct": false, "kind": "gap-token" }, { "id": "tWLS22", "text": "white limestone", "plain": "white limestone", "correct": false, "kind": "gap-token" }, { "id": "tGLS22", "text": "gray limestone", "plain": "gray limestone", "correct": false, "kind": "gap-token" }, { "id": "tBCG22", "text": "brown conglomerate", "plain": "brown conglomerate", "correct": false, "kind": "gap-token" }, { "id": "tRSS22", "text": "red sandstone", "plain": "red sandstone", "correct": false, "kind": "gap-token" }, { "id": "tBSH22", "text": "black shale", "plain": "black shale", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_e349fa38-2bcf-4d8f-a93d-6a84c40125b5" ], "key_letters": "", "key_values": { "RESPONSE": [ "tRSS22 g1", "tWLS22 g2", "tTSS22 g3", "tBCG22 g4" ] }, "n_options": 6, "passage_html": "

Black River Gorge Rock Columns

The Black River has cut a deep gorge through stacked rock layers. Geologists measured the layers at three sites along the gorge walls and drew one column for each site. Figure 1 shows the three columns. The same rock layers were once laid down across this whole region, in the same order, and the layers have never been folded or flipped. At each site, erosion removed one layer long ago, so each column is missing a layer that the other columns still show.

Figure 1. Rock Columns at Three Sites

\"Three

", "passage_plain": "Black River Gorge Rock Columns The Black River has cut a deep gorge through stacked rock layers. Geologists measured the layers at three sites along the gorge walls and drew one column for each site. Figure 1 shows the three columns. The same rock layers were once laid down across this whole region, in the same order, and the layers have never been folded or flipped. At each site, erosion removed one layer long ago, so each column is missing a layer that the other columns still show. Figure 1. Rock Columns at Three Sites" }, { "n": 23, "item_id": "_31092498-8744-4955-b460-e17a3170fcaf", "type": "inline-choice", "title": "Rock Record of Changing Seas", "standards": [ "MS-ESS1-4" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Look at Figure 1. After matching the layers across the three columns, geologists find that limestone and sandstone layers repeat up the stack.

Complete the sentences about what this part of the rock record shows.

The pattern of limestone and sandstone layers shows that the environment in this region while the layers formed.

The limestone layers most likely formed while the region was covered by .

The sandstone layers most likely formed when .

", "options": [ { "id": "cB1o866deccd", "text": "stayed the same the whole time", "plain": "stayed the same the whole time", "correct": false, "kind": "inline" }, { "id": "cB1of10b824d", "text": "switched back and forth between two conditions", "plain": "switched back and forth between two conditions", "correct": true, "kind": "inline" }, { "id": "cB1o65844d4a", "text": "changed once and then never changed again", "plain": "changed once and then never changed again", "correct": false, "kind": "inline" }, { "id": "cB2o47a67b00", "text": "a shallow sea", "plain": "a shallow sea", "correct": true, "kind": "inline" }, { "id": "cB2o579a4163", "text": "a dry, sandy plain", "plain": "a dry, sandy plain", "correct": false, "kind": "inline" }, { "id": "cB2o97c30bbd", "text": "a sheet of cooling lava", "plain": "a sheet of cooling lava", "correct": false, "kind": "inline" }, { "id": "cB3ob62a2ced", "text": "the sea in the region grew deeper and calmer than before", "plain": "the sea in the region grew deeper and calmer than before", "correct": false, "kind": "inline" }, { "id": "cB3o2695bfcc", "text": "the sand drifted out and settled on the deep sea floor", "plain": "the sand drifted out and settled on the deep sea floor", "correct": false, "kind": "inline" }, { "id": "cB3oa7fc0450", "text": "the sea pulled back and sand collected on the exposed land", "plain": "the sea pulled back and sand collected on the exposed land", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_e349fa38-2bcf-4d8f-a93d-6a84c40125b5" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1of10b824d" ], "RESPONSE2": [ "cB2o47a67b00" ], "RESPONSE3": [ "cB3oa7fc0450" ] }, "n_options": 9, "passage_html": "

Black River Gorge Rock Columns

The Black River has cut a deep gorge through stacked rock layers. Geologists measured the layers at three sites along the gorge walls and drew one column for each site. Figure 1 shows the three columns. The same rock layers were once laid down across this whole region, in the same order, and the layers have never been folded or flipped. At each site, erosion removed one layer long ago, so each column is missing a layer that the other columns still show.

Figure 1. Rock Columns at Three Sites

\"Three

", "passage_plain": "Black River Gorge Rock Columns The Black River has cut a deep gorge through stacked rock layers. Geologists measured the layers at three sites along the gorge walls and drew one column for each site. Figure 1 shows the three columns. The same rock layers were once laid down across this whole region, in the same order, and the layers have never been folded or flipped. At each site, erosion removed one layer long ago, so each column is missing a layer that the other columns still show. Figure 1. Rock Columns at Three Sites" }, { "n": 24, "item_id": "_03839def-1c6e-4e1d-917e-9343da4fb1ef", "type": "choice", "title": "Gannet Head Sea Cliff", "standards": [ "MS-ESS2-2" ], "prompt_html": "

The photo shows the sandstone sea cliff at Gannet Head. Each year the cliff face stands a little farther back from the water than the year before.

\"A

Choose the TWO processes that work together to wear the cliff back.

", "prompt_plain": "The photo shows the sandstone sea cliff at Gannet Head. Each year the cliff face stands a little farther back from the water than the year before. Choose the TWO processes that work together to wear the cliff back.", "context_html": "", "options": [ { "id": "cA24", "text": "A glacier moving along the coast scrapes the base of the cliff backward.", "plain": "A glacier moving along the coast scrapes the base of the cliff backward.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Waves crash against the bottom of the cliff and carry broken rock away.", "plain": "Waves crash against the bottom of the cliff and carry broken rock away.", "correct": true, "kind": "choice" }, { "id": "cC24", "text": "Movements deep in Earth’s crust slowly lift the coastline to a higher elevation.", "plain": "Movements deep in Earth’s crust slowly lift the coastline to a higher elevation.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Rainwater and salt spray widen small cracks and crumble the sandstone surface.", "plain": "Rainwater and salt spray widen small cracks and crumble the sandstone surface.", "correct": true, "kind": "choice" }, { "id": "cE24", "text": "Ocean currents pile new sand along the shore at the base of the cliff.", "plain": "Ocean currents pile new sand along the shore at the base of the cliff.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot24.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB24", "cD24" ] }, "n_options": 5 }, { "n": 25, "item_id": "_a656da71-7fcd-428a-8008-6e11a19a5282", "type": "gap-match", "title": "Cloud Over Stone Peak", "standards": [ "MS-ESS2-4" ], "prompt_html": "

On warm afternoons, a puffy white cloud often forms just above Stone Peak, the mountain beside Alder Lake. The diagram shows the path the moist air follows up the mountainside.

\"Moist

 

Drag one word tile into each box to complete the chain that explains how the afternoon cloud forms.

", "prompt_plain": "On warm afternoons, a puffy white cloud often forms just above Stone Peak, the mountain beside Alder Lake. The diagram shows the path the moist air follows up the mountainside. Drag one word tile into each box to complete the chain that explains how the afternoon cloud forms.", "context_html": "", "options": [ { "id": "tWRM25", "text": "warms", "plain": "warms", "correct": false, "kind": "gap-token" }, { "id": "tMEL25", "text": "melts", "plain": "melts", "correct": false, "kind": "gap-token" }, { "id": "tCON25", "text": "condenses", "plain": "condenses", "correct": false, "kind": "gap-token" }, { "id": "tCOOL25", "text": "cools", "plain": "cools", "correct": false, "kind": "gap-token" }, { "id": "tFRZ25", "text": "freezes", "plain": "freezes", "correct": false, "kind": "gap-token" }, { "id": "tEVA25", "text": "evaporates", "plain": "evaporates", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot25_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tEVA25 g1", "tCOOL25 g2", "tCON25 g3" ] }, "n_options": 6 }, { "n": 26, "item_id": "_922418b0-0db7-4a4f-bc8f-6357fc55bc78", "type": "choice", "title": "Beaker Model of the Atmosphere", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Nadia heats a beaker of water on a hot plate turned to a high setting. Drops of food coloring show the water rising above the heated spot, spreading out at the surface, sinking at the cool sides, and looping back - a convection current. Nadia says her beaker is a model of how air moves in Earth’s atmosphere. The figure shows her model.

\"A

Which statement describes a key difference between Nadia’s model and convection in Earth’s atmosphere?

", "prompt_plain": "Nadia heats a beaker of water on a hot plate turned to a high setting. Drops of food coloring show the water rising above the heated spot, spreading out at the surface, sinking at the cool sides, and looping back - a convection current. Nadia says her beaker is a model of how air moves in Earth’s atmosphere. The figure shows her model. Which statement describes a key difference between Nadia’s model and convection in Earth’s atmosphere?", "context_html": "", "options": [ { "id": "cA26", "text": "Warm water in the beaker rises upward, but warm air in Earth’s atmosphere sinks down toward the ground instead of rising.", "plain": "Warm water in the beaker rises upward, but warm air in Earth’s atmosphere sinks down toward the ground instead of rising.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "The beaker’s water loops because of temperature differences, but air in Earth’s atmosphere keeps moving without any temperature differences at all.", "plain": "The beaker’s water loops because of temperature differences, but air in Earth’s atmosphere keeps moving without any temperature differences at all.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "The beaker’s energy comes from a hot plate touching it from below, while the atmosphere’s energy comes from the Sun far above.", "plain": "The beaker’s energy comes from a hot plate touching it from below, while the atmosphere’s energy comes from the Sun far above.", "correct": true, "kind": "choice" }, { "id": "cD26", "text": "Cool water in the beaker is denser than warm water, but cool air in the atmosphere is less dense than warm air.", "plain": "Cool water in the beaker is denser than warm water, but cool air in the atmosphere is less dense than warm air.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot26_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_dfebc6d2-7de9-4ee3-9ca5-f7f3ed841521", "type": "choice", "title": "Gulf Water and Storm Records — Part A", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Part A

Look at Figure 1 and Figure 2.

Which claim do the two records, taken together, best support?

", "prompt_plain": "Part A Look at Figure 1 and Figure 2. Which claim do the two records, taken together, best support?", "context_html": "", "options": [ { "id": "cA27", "text": "The Gulf’s strong storms caused the surface water to warm decade after decade.", "plain": "The Gulf’s strong storms caused the surface water to warm decade after decade.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "Strong storms became more frequent over the same decades that the Gulf’s surface water warmed.", "plain": "Strong storms became more frequent over the same decades that the Gulf’s surface water warmed.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "The number of strong storms stayed about the same while the Gulf’s surface water warmed.", "plain": "The number of strong storms stayed about the same while the Gulf’s surface water warmed.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "The Gulf’s surface water warmed because Earth has been moving closer to the Sun.", "plain": "The Gulf’s surface water warmed because Earth has been moving closer to the Sun.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_62f59d99-504d-4d0d-876f-07f872f66cbf" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB27" ] }, "n_options": 4, "passage_html": "

Gulf Water and Storm Records

Scientists keep long-term records of the Gulf of Mexico. Figure 1 shows the Gulf’s average summer sea-surface temperature for each decade from the 1970s through the 2020s, measured by ships, buoys, and satellites. Figure 2 shows how many strong hurricanes (Category 3 or higher) formed over the Gulf in each of those decades. The city of Port Vernal sits on the Gulf coast and uses both records to plan for the future.

Figure 1. Gulf Summer Sea-Surface Temperature

\"Line

Figure 2. Strong Hurricanes per Decade

\"Bar

", "passage_plain": "Gulf Water and Storm Records Scientists keep long-term records of the Gulf of Mexico. Figure 1 shows the Gulf’s average summer sea-surface temperature for each decade from the 1970s through the 2020s, measured by ships, buoys, and satellites. Figure 2 shows how many strong hurricanes (Category 3 or higher) formed over the Gulf in each of those decades. The city of Port Vernal sits on the Gulf coast and uses both records to plan for the future. Figure 1. Gulf Summer Sea-Surface Temperature Figure 2. Strong Hurricanes per Decade" }, { "n": 28, "item_id": "_46534c0c-80d7-42a4-b70f-35dded3eaadb", "type": "choice", "title": "Gulf Water and Storm Records — Part B", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part B

Port Vernal can pay for one project to prepare for the change you identified in Part A. Table 1 describes four proposed projects.

Table 1. Port Vernal Project Proposals

ProjectWhat it does
Shore marsh restorationReplants the shoreline marsh and adds rain gardens that soak up floodwater during heavy rains.
Dry-year reservoirBuilds a covered reservoir that collects rainwater and stores it for long dry spells.
Hillside firebreaksClears wide strips of brush to slow wildfires in the hills outside town.
Harbor deepeningDigs the harbor deeper so that larger cargo ships can dock downtown.

Which project best prepares Port Vernal for that change?

", "prompt_plain": "Part B Port Vernal can pay for one project to prepare for the change you identified in Part A. Table 1 describes four proposed projects. Table 1. Port Vernal Project Proposals Project What it does Shore marsh restoration Replants the shoreline marsh and adds rain gardens that soak up floodwater during heavy rains. Dry-year reservoir Builds a covered reservoir that collects rainwater and stores it for long dry spells. Hillside firebreaks Clears wide strips of brush to slow wildfires in the hills outside town. Harbor deepening Digs the harbor deeper so that larger cargo ships can dock downtown. Which project best prepares Port Vernal for that change?", "context_html": "", "options": [ { "id": "cA28", "text": "Shore marsh restoration", "plain": "Shore marsh restoration", "correct": true, "kind": "choice" }, { "id": "cB28", "text": "Dry-year reservoir", "plain": "Dry-year reservoir", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "Hillside firebreaks", "plain": "Hillside firebreaks", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "Harbor deepening", "plain": "Harbor deepening", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_62f59d99-504d-4d0d-876f-07f872f66cbf" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA28" ] }, "n_options": 4, "passage_html": "

Gulf Water and Storm Records

Scientists keep long-term records of the Gulf of Mexico. Figure 1 shows the Gulf’s average summer sea-surface temperature for each decade from the 1970s through the 2020s, measured by ships, buoys, and satellites. Figure 2 shows how many strong hurricanes (Category 3 or higher) formed over the Gulf in each of those decades. The city of Port Vernal sits on the Gulf coast and uses both records to plan for the future.

Figure 1. Gulf Summer Sea-Surface Temperature

\"Line

Figure 2. Strong Hurricanes per Decade

\"Bar

", "passage_plain": "Gulf Water and Storm Records Scientists keep long-term records of the Gulf of Mexico. Figure 1 shows the Gulf’s average summer sea-surface temperature for each decade from the 1970s through the 2020s, measured by ships, buoys, and satellites. Figure 2 shows how many strong hurricanes (Category 3 or higher) formed over the Gulf in each of those decades. The city of Port Vernal sits on the Gulf coast and uses both records to plan for the future. Figure 1. Gulf Summer Sea-Surface Temperature Figure 2. Strong Hurricanes per Decade" }, { "n": 29, "item_id": "_e51f3b77-3252-40c9-a854-1a7ea04e259e", "type": "hottext", "title": "Sage River Valley Report", "standards": [ "MS-ESS3-1" ], "prompt_html": "

A county report describes the Sage River valley, where nearly all of the county’s farms sit. Five sentences from the report are shown below.

Select the ONE sentence that explains why the valley has both rich soil and plentiful groundwater.

", "prompt_plain": "A county report describes the Sage River valley, where nearly all of the county’s farms sit. Five sentences from the report are shown below. Select the ONE sentence that explains why the valley has both rich soil and plentiful groundwater.", "context_html": "", "options": [ { "id": "hA29", "text": "The Sage River valley grows more food than every hill town combined, and its harvests lead the county year after year.", "plain": "The Sage River valley grows more food than every hill town combined, and its harvests lead the county year after year.", "correct": false, "kind": "hottext" }, { "id": "hB29", "text": "Long-ago floods left deep layers of fine, nutrient-rich sediment, and rainwater still sinks through them and collects underground.", "plain": "Long-ago floods left deep layers of fine, nutrient-rich sediment, and rainwater still sinks through them and collects underground.", "correct": true, "kind": "hottext" }, { "id": "hC29", "text": "Valley farmers pump well water onto their fields through the hot, dry weeks of summer, and their corn rarely wilts.", "plain": "Valley farmers pump well water onto their fields through the hot, dry weeks of summer, and their corn rarely wilts.", "correct": false, "kind": "hottext" }, { "id": "hD29", "text": "The valley sits lower than the hills, so cold night air settles onto the fields in autumn.", "plain": "The valley sits lower than the hills, so cold night air settles onto the fields in autumn.", "correct": false, "kind": "hottext" }, { "id": "hE29", "text": "County maps show that the deepest soils lie nearest the riverbanks, and the fullest wells cluster along the same strip of land.", "plain": "County maps show that the deepest soils lie nearest the riverbanks, and the fullest wells cluster along the same strip of land.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB29" ] }, "n_options": 5 }, { "n": 30, "item_id": "_512f83a4-f6ff-4e60-8d06-7ce2293916d3", "type": "choice", "title": "Hurricane Tessa Forecast", "standards": [ "MS-ESS3-2" ], "prompt_html": "

The map shows Hurricane Tessa off the southeastern Atlantic coast on August 12, with its predicted track and predicted top wind speed for each of the next four days.

\"Forecast

Which statement describes the predicted change in the hurricane and the kind of data forecasters used to make this map?

", "prompt_plain": "The map shows Hurricane Tessa off the southeastern Atlantic coast on August 12, with its predicted track and predicted top wind speed for each of the next four days. Which statement describes the predicted change in the hurricane and the kind of data forecasters used to make this map?", "context_html": "", "options": [ { "id": "cA30", "text": "The hurricane will strengthen as it moves north, based on readings from weather satellites and ocean buoys.", "plain": "The hurricane will strengthen as it moves north, based on readings from weather satellites and ocean buoys.", "correct": false, "kind": "choice" }, { "id": "cB30", "text": "The hurricane will strengthen as it moves north, based on readings from seismometers along the coast.", "plain": "The hurricane will strengthen as it moves north, based on readings from seismometers along the coast.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "The hurricane will weaken as it moves north, based on readings from seismometers along the coast.", "plain": "The hurricane will weaken as it moves north, based on readings from seismometers along the coast.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "The hurricane will weaken as it moves north, based on readings from weather satellites and ocean buoys.", "plain": "The hurricane will weaken as it moves north, based on readings from weather satellites and ocean buoys.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot30_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_4a043e11-a2ef-4ce3-82cd-c013c005715d", "type": "choice", "title": "Pick-Up Loop Claim Check", "standards": [ "MS-ESS3-3" ], "prompt_html": "

The district claims its reduction plan targets the right place and the right time.

Which statement best evaluates the district’s claim, using Table 1 and Figure 1?

", "prompt_plain": "The district claims its reduction plan targets the right place and the right time. Which statement best evaluates the district’s claim, using Table 1 and Figure 1?", "context_html": "", "options": [ { "id": "cA31", "text": "The claim is supported, because both monitors show particle levels rising whenever students are on campus.", "plain": "The claim is supported, because both monitors show particle levels rising whenever students are on campus.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "The claim is supported, because readings jump at the loop during dismissal while the distant field monitor barely changes.", "plain": "The claim is supported, because readings jump at the loop during dismissal while the distant field monitor barely changes.", "correct": true, "kind": "choice" }, { "id": "cC31", "text": "The claim is not supported, because the field monitor also recorded fine particles, so the loop cannot be the source.", "plain": "The claim is not supported, because the field monitor also recorded fine particles, so the loop cannot be the source.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "The claim is not supported, because loop readings return to a low level by evening, so the spike causes no harm.", "plain": "The claim is not supported, because loop readings return to a low level by evening, so the spike causes no harm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_abbaf08b-0b3b-45f5-beda-857a5931c4de" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB31" ] }, "n_options": 4, "passage_html": "

Pick-Up Zone Air Quality

Sandoval Middle School’s science club studied the air in the pick-up loop, where cars idle each afternoon. The club placed identical monitors: Monitor 1 beside the loop, Monitor 2 at the athletic field 400 meters away. Both record fine particles (soot from car exhaust) in µg/m³. Figure 1 maps the locations. Table 1 shows the week’s average readings.

Figure 1. Campus Monitor Locations

\"Map

Table 1. Average Fine-Particle Readings (µg/m³)

Time of dayMonitor 1 (pick-up loop)Monitor 2 (athletic field)
Mid-morning (10:00 a.m.)87
Dismissal (3:00-3:30 p.m.)469
Evening (6:00 p.m.)108

The district drafted a reduction plan with two options. Option A posts no-idling rules and staggers dismissal times. Option B moves the waiting line to the gravel lot across campus. The district claims either option targets the right place and the right time. The plan brief lists five requirements the option must satisfy.

Requirement 1: Dismissal readings at Monitor 1 must fall below 15 µg/m³ by May.

Requirement 2: No more than $2,000 of the safety budget is spent.

Requirement 3: At least 9 of 10 families rate the routine easy to use.

Requirement 4: Cars idling in the loop drop by at least half.

Requirement 5: The buses, which leave at 3:40 p.m., are not delayed.

", "passage_plain": "Pick-Up Zone Air Quality Sandoval Middle School’s science club studied the air in the pick-up loop, where cars idle each afternoon. The club placed identical monitors: Monitor 1 beside the loop, Monitor 2 at the athletic field 400 meters away. Both record fine particles (soot from car exhaust) in µg/m³. Figure 1 maps the locations. Table 1 shows the week’s average readings. Figure 1. Campus Monitor Locations Table 1. Average Fine-Particle Readings (µg/m³) Time of day Monitor 1 (pick-up loop) Monitor 2 (athletic field) Mid-morning (10:00 a.m.) 8 7 Dismissal (3:00-3:30 p.m.) 46 9 Evening (6:00 p.m.) 10 8 The district drafted a reduction plan with two options. Option A posts no-idling rules and staggers dismissal times. Option B moves the waiting line to the gravel lot across campus. The district claims either option targets the right place and the right time. The plan brief lists five requirements the option must satisfy. Requirement 1: Dismissal readings at Monitor 1 must fall below 15 µg/m³ by May. Requirement 2: No more than $2,000 of the safety budget is spent. Requirement 3: At least 9 of 10 families rate the routine easy to use. Requirement 4: Cars idling in the loop drop by at least half. Requirement 5: The buses, which leave at 3:40 p.m., are not delayed." }, { "n": 32, "item_id": "_7e7fc038-e9bb-49fb-8285-54d734d8a92b", "type": "choice", "title": "Requirements in the Plan Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Look at the five requirements in the district’s plan brief.

Which TWO of the requirements are constraints rather than criteria? Choose the TWO best answers.

", "prompt_plain": "Look at the five requirements in the district’s plan brief. Which TWO of the requirements are constraints rather than criteria? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA32", "text": "Requirement 1", "plain": "Requirement 1", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "Requirement 2", "plain": "Requirement 2", "correct": true, "kind": "choice" }, { "id": "cC32", "text": "Requirement 3", "plain": "Requirement 3", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "Requirement 4", "plain": "Requirement 4", "correct": false, "kind": "choice" }, { "id": "cE32", "text": "Requirement 5", "plain": "Requirement 5", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_abbaf08b-0b3b-45f5-beda-857a5931c4de" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB32", "cE32" ] }, "n_options": 5, "passage_html": "

Pick-Up Zone Air Quality

Sandoval Middle School’s science club studied the air in the pick-up loop, where cars idle each afternoon. The club placed identical monitors: Monitor 1 beside the loop, Monitor 2 at the athletic field 400 meters away. Both record fine particles (soot from car exhaust) in µg/m³. Figure 1 maps the locations. Table 1 shows the week’s average readings.

Figure 1. Campus Monitor Locations

\"Map

Table 1. Average Fine-Particle Readings (µg/m³)

Time of dayMonitor 1 (pick-up loop)Monitor 2 (athletic field)
Mid-morning (10:00 a.m.)87
Dismissal (3:00-3:30 p.m.)469
Evening (6:00 p.m.)108

The district drafted a reduction plan with two options. Option A posts no-idling rules and staggers dismissal times. Option B moves the waiting line to the gravel lot across campus. The district claims either option targets the right place and the right time. The plan brief lists five requirements the option must satisfy.

Requirement 1: Dismissal readings at Monitor 1 must fall below 15 µg/m³ by May.

Requirement 2: No more than $2,000 of the safety budget is spent.

Requirement 3: At least 9 of 10 families rate the routine easy to use.

Requirement 4: Cars idling in the loop drop by at least half.

Requirement 5: The buses, which leave at 3:40 p.m., are not delayed.

", "passage_plain": "Pick-Up Zone Air Quality Sandoval Middle School’s science club studied the air in the pick-up loop, where cars idle each afternoon. The club placed identical monitors: Monitor 1 beside the loop, Monitor 2 at the athletic field 400 meters away. Both record fine particles (soot from car exhaust) in µg/m³. Figure 1 maps the locations. Table 1 shows the week’s average readings. Figure 1. Campus Monitor Locations Table 1. Average Fine-Particle Readings (µg/m³) Time of day Monitor 1 (pick-up loop) Monitor 2 (athletic field) Mid-morning (10:00 a.m.) 8 7 Dismissal (3:00-3:30 p.m.) 46 9 Evening (6:00 p.m.) 10 8 The district drafted a reduction plan with two options. Option A posts no-idling rules and staggers dismissal times. Option B moves the waiting line to the gravel lot across campus. The district claims either option targets the right place and the right time. The plan brief lists five requirements the option must satisfy. Requirement 1: Dismissal readings at Monitor 1 must fall below 15 µg/m³ by May. Requirement 2: No more than $2,000 of the safety budget is spent. Requirement 3: At least 9 of 10 families rate the routine easy to use. Requirement 4: Cars idling in the loop drop by at least half. Requirement 5: The buses, which leave at 3:40 p.m., are not delayed." }, { "n": 33, "item_id": "_50426ffe-5d05-4503-8e40-3de6812949ac", "type": "hottext", "title": "Review Board Summary", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The district’s review board summarized Option B for the school community. Read the summary below.

Select the ONE sentence that states a trade-off of choosing Option B.

", "prompt_plain": "The district’s review board summarized Option B for the school community. Read the summary below. Select the ONE sentence that states a trade-off of choosing Option B.", "context_html": "", "options": [ { "id": "h33S1", "text": "Option B moves the afternoon waiting line to the gravel lot but changes nothing else.", "plain": "Option B moves the afternoon waiting line to the gravel lot but changes nothing else.", "correct": false, "kind": "hottext" }, { "id": "h33S2", "text": "Drivers would reach the gravel lot from Route 9 instead of using the school driveway entrance.", "plain": "Drivers would reach the gravel lot from Route 9 instead of using the school driveway entrance.", "correct": false, "kind": "hottext" }, { "id": "h33S3", "text": "Moving the line should cut the loop’s dismissal readings but could lower families’ ease-of-use ratings.", "plain": "Moving the line should cut the loop’s dismissal readings but could lower families’ ease-of-use ratings.", "correct": true, "kind": "hottext" }, { "id": "h33S4", "text": "The gravel lot already fits about sixty waiting cars, so no new paving would be needed.", "plain": "The gravel lot already fits about sixty waiting cars, so no new paving would be needed.", "correct": false, "kind": "hottext" }, { "id": "h33S5", "text": "Marking new crossing lines would use $400 but leave most of the plan’s spending money unspent.", "plain": "Marking new crossing lines would use $400 but leave most of the plan’s spending money unspent.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_abbaf08b-0b3b-45f5-beda-857a5931c4de" ], "key_letters": "", "key_values": { "RESPONSE": [ "h33S3" ] }, "n_options": 5, "passage_html": "

Pick-Up Zone Air Quality

Sandoval Middle School’s science club studied the air in the pick-up loop, where cars idle each afternoon. The club placed identical monitors: Monitor 1 beside the loop, Monitor 2 at the athletic field 400 meters away. Both record fine particles (soot from car exhaust) in µg/m³. Figure 1 maps the locations. Table 1 shows the week’s average readings.

Figure 1. Campus Monitor Locations

\"Map

Table 1. Average Fine-Particle Readings (µg/m³)

Time of dayMonitor 1 (pick-up loop)Monitor 2 (athletic field)
Mid-morning (10:00 a.m.)87
Dismissal (3:00-3:30 p.m.)469
Evening (6:00 p.m.)108

The district drafted a reduction plan with two options. Option A posts no-idling rules and staggers dismissal times. Option B moves the waiting line to the gravel lot across campus. The district claims either option targets the right place and the right time. The plan brief lists five requirements the option must satisfy.

Requirement 1: Dismissal readings at Monitor 1 must fall below 15 µg/m³ by May.

Requirement 2: No more than $2,000 of the safety budget is spent.

Requirement 3: At least 9 of 10 families rate the routine easy to use.

Requirement 4: Cars idling in the loop drop by at least half.

Requirement 5: The buses, which leave at 3:40 p.m., are not delayed.

", "passage_plain": "Pick-Up Zone Air Quality Sandoval Middle School’s science club studied the air in the pick-up loop, where cars idle each afternoon. The club placed identical monitors: Monitor 1 beside the loop, Monitor 2 at the athletic field 400 meters away. Both record fine particles (soot from car exhaust) in µg/m³. Figure 1 maps the locations. Table 1 shows the week’s average readings. Figure 1. Campus Monitor Locations Table 1. Average Fine-Particle Readings (µg/m³) Time of day Monitor 1 (pick-up loop) Monitor 2 (athletic field) Mid-morning (10:00 a.m.) 8 7 Dismissal (3:00-3:30 p.m.) 46 9 Evening (6:00 p.m.) 10 8 The district drafted a reduction plan with two options. Option A posts no-idling rules and staggers dismissal times. Option B moves the waiting line to the gravel lot across campus. The district claims either option targets the right place and the right time. The plan brief lists five requirements the option must satisfy. Requirement 1: Dismissal readings at Monitor 1 must fall below 15 µg/m³ by May. Requirement 2: No more than $2,000 of the safety budget is spent. Requirement 3: At least 9 of 10 families rate the routine easy to use. Requirement 4: Cars idling in the loop drop by at least half. Requirement 5: The buses, which leave at 3:40 p.m., are not delayed." }, { "n": 34, "item_id": "_925ae9a1-f26f-43e5-8339-e6f02a0d56c7", "type": "choice", "title": "Two Divers on the Poster Graph", "standards": [ "MS-PS3-1" ], "prompt_html": "

Look at Figure 1. Vera and Tomas both dive from the 5-meter platform.

Which claim about the two divers’ kinetic energy at water entry does Figure 1 best support?

", "prompt_plain": "Look at Figure 1. Vera and Tomas both dive from the 5-meter platform. Which claim about the two divers’ kinetic energy at water entry does Figure 1 best support?", "context_html": "", "options": [ { "id": "cA34", "text": "Vera and Tomas enter the water with equal kinetic energy, because both fall from the same platform height.", "plain": "Vera and Tomas enter the water with equal kinetic energy, because both fall from the same platform height.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Tomas enters with about twice Vera’s kinetic energy, because a diver with twice the mass falls about twice as fast.", "plain": "Tomas enters with about twice Vera’s kinetic energy, because a diver with twice the mass falls about twice as fast.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Tomas enters with about twice Vera’s kinetic energy, because kinetic energy grows in step with a diver’s mass.", "plain": "Tomas enters with about twice Vera’s kinetic energy, because kinetic energy grows in step with a diver’s mass.", "correct": true, "kind": "choice" }, { "id": "cD34", "text": "Vera enters with more kinetic energy than Tomas, because a lighter diver picks up speed more easily while falling.", "plain": "Vera enters with more kinetic energy than Tomas, because a lighter diver picks up speed more easily while falling.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_02f1cf7c-a3af-482a-b4bd-f52ccceb9f26" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC34" ] }, "n_options": 4, "passage_html": "

Dive Tower Energy Poster

The dive coach at the Summerlin Aquatic Center posted an energy poster beside the training tower. The tower has three diving platforms above the water: 3 meters, 5 meters, and 7.5 meters. Two divers on the team, Vera (45 kg) and Tomas (90 kg), train from the tower. Figure 1 comes from the poster. It graphs the kinetic energy of a diver at water entry against the diver’s mass, for dives from the 5-meter platform. The labeled points show Vera and Tomas. Figure 2 shows the tower’s three platforms drawn to scale.

Figure 1. Kinetic Energy at Water Entry vs. Diver Mass

\"Poster

Figure 2. The Three Diving Platforms

\"Side

", "passage_plain": "Dive Tower Energy Poster The dive coach at the Summerlin Aquatic Center posted an energy poster beside the training tower. The tower has three diving platforms above the water: 3 meters, 5 meters, and 7.5 meters. Two divers on the team, Vera (45 kg) and Tomas (90 kg), train from the tower. Figure 1 comes from the poster. It graphs the kinetic energy of a diver at water entry against the diver’s mass, for dives from the 5-meter platform. The labeled points show Vera and Tomas. Figure 2 shows the tower’s three platforms drawn to scale. Figure 1. Kinetic Energy at Water Entry vs. Diver Mass Figure 2. The Three Diving Platforms" }, { "n": 35, "item_id": "_b9e20fd0-0bfd-4799-9d87-3a662016c5af", "type": "portable-custom", "title": "Stored Energy on Three Platforms", "standards": [ "MS-PS3-2" ], "prompt_html": "

The same ball can rest on three platforms of different heights. Table 1 shows each platform's height. For this ball, each meter of height stores 10 energy units.

\n

Table 1. Platform Heights

\n
PlatformHeight (m)
Platform A1
Platform B2
Platform C4
\n

 

\n

Drag each platform's bar to the correct height. Show the ball's stored energy, in energy units, on each platform.

", "prompt_plain": "The same ball can rest on three platforms of different heights. Table 1 shows each platform's height. For this ball, each meter of height stores 10 energy units. Table 1. Platform Heights Platform Height (m) Platform A 1 Platform B 2 Platform C 4 Drag each platform's bar to the correct height. Show the ball's stored energy, in energy units, on each platform.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Platform A\",\"y\":10},{\"x\":\"Platform B\",\"y\":20},{\"x\":\"Platform C\",\"y\":40}]" ] }, "n_options": 0 }, { "n": 36, "item_id": "_22a42db8-f88d-486d-88c7-ed80d153a44b", "type": "choice", "title": "Magnet in a Sealed Case", "standards": [ "MS-PS2-5" ], "prompt_html": "

A mail-order magnet arrives sealed inside a thick plastic case. Zeke wants to find out whether the case really holds a magnet without opening it. The cards in Figure 1 show five test setups Zeke could try.

Figure 1. Five Test Setups

\"Five

Which TWO setups could detect the magnetic field of a magnet inside the case? Choose the TWO best answers.

", "prompt_plain": "A mail-order magnet arrives sealed inside a thick plastic case. Zeke wants to find out whether the case really holds a magnet without opening it. The cards in Figure 1 show five test setups Zeke could try. Figure 1. Five Test Setups Which TWO setups could detect the magnetic field of a magnet inside the case? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA36", "text": "Hang a steel paper clip from a thread and watch whether the clip swings toward the case.", "plain": "Hang a steel paper clip from a thread and watch whether the clip swings toward the case.", "correct": true, "kind": "choice" }, { "id": "cB36", "text": "Rub the outside of the case with a wool cloth, then check whether it attracts small paper bits.", "plain": "Rub the outside of the case with a wool cloth, then check whether it attracts small paper bits.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "Hold a small compass next to the case and watch whether the needle turns away from north.", "plain": "Hold a small compass next to the case and watch whether the needle turns away from north.", "correct": true, "kind": "choice" }, { "id": "cD36", "text": "Set the case on a digital balance and check whether it weighs more than an identical empty case.", "plain": "Set the case on a digital balance and check whether it weighs more than an identical empty case.", "correct": false, "kind": "choice" }, { "id": "cE36", "text": "Press a wooden ruler flat against the case and feel whether the ruler is pulled against it.", "plain": "Press a wooden ruler flat against the case and feel whether the ruler is pulled against it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot36_v2.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA36", "cC36" ] }, "n_options": 5 }, { "n": 37, "item_id": "_7dff8d14-bcdd-4103-a03b-d35a7ed23d85", "type": "choice", "title": "Weather Buoy Signals", "standards": [ "MS-PS4-3" ], "prompt_html": "

A weather buoy floats far offshore and radios its wave-height readings to a shore station. The buoy can send each reading in either of two ways. It can use a continuous analog signal, or digital packets — short pulses standing for 1 and 0. During storms, static (random noise) mixes into both kinds of signals on the way to shore. Figure 1 shows the setup.

Figure 1. Buoy-to-Shore Radio Signals

\"A

Why do the digital packets deliver the wave-height readings more reliably than the analog signal?

", "prompt_plain": "A weather buoy floats far offshore and radios its wave-height readings to a shore station. The buoy can send each reading in either of two ways. It can use a continuous analog signal, or digital packets — short pulses standing for 1 and 0. During storms, static (random noise) mixes into both kinds of signals on the way to shore. Figure 1 shows the setup. Figure 1. Buoy-to-Shore Radio Signals Why do the digital packets deliver the wave-height readings more reliably than the analog signal?", "context_html": "", "options": [ { "id": "cA37", "text": "The receiver can still tell each pulse’s 1 or 0 apart from the static, so the reading rarely changes.", "plain": "The receiver can still tell each pulse’s 1 or 0 apart from the static, so the reading rarely changes.", "correct": true, "kind": "choice" }, { "id": "cB37", "text": "The digital packets travel to the shore faster than analog signals, so static has less time to mix in.", "plain": "The digital packets travel to the shore faster than analog signals, so static has less time to mix in.", "correct": false, "kind": "choice" }, { "id": "cC37", "text": "The digital packets are broadcast with much more energy than analog signals, so storms cannot weaken them on the way.", "plain": "The digital packets are broadcast with much more energy than analog signals, so storms cannot weaken them on the way.", "correct": false, "kind": "choice" }, { "id": "cD37", "text": "The digital packets are made of numbers instead of radio waves, so the static cannot mix into them at all.", "plain": "The digital packets are made of numbers instead of radio waves, so the static cannot mix into them at all.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-24/images/slot37.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA37" ] }, "n_options": 4 }, { "n": 38, "item_id": "_d1296e6c-5d52-48e0-bf10-dc071dcca89d", "type": "order", "title": "Grip Module Build History", "standards": [ "MS-ETS1-4" ], "prompt_html": "

A student engineering team is developing a battery-powered grip module for a prosthetic hand.

The design goals:

The team knows how each part behaves. A second grip spring raises grip force but adds mass. A nylon frame is much lighter than a steel frame. Textured finger pads reduce slips and add only a little mass.

The team built and tested four modules, one after another. Each new module kept all earlier changes and added exactly one new change. The test cards were shuffled, so Table 1 lists the modules in alphabetical order, not build order.

Table 1. Grip-Module Test Results

Module caseChange this module addedGrip force (N)Total mass (g)Slips in 20 lifts
SilverSwapped the steel frame for a nylon frame192506
TanOriginal design — no changes92807
VioletAdded textured finger pads192601
WhiteAdded a second grip spring193306

 

Drag the four modules into the team’s build order, from first at the top to last at the bottom.

", "prompt_plain": "A student engineering team is developing a battery-powered grip module for a prosthetic hand. The design goals: Grip force: at least 18 newtons Total mass: 300 grams or less Slips in the 20-lift test: no more than 2 The team knows how each part behaves. A second grip spring raises grip force but adds mass. A nylon frame is much lighter than a steel frame. Textured finger pads reduce slips and add only a little mass. The team built and tested four modules, one after another. Each new module kept all earlier changes and added exactly one new change. The test cards were shuffled, so Table 1 lists the modules in alphabetical order, not build order. Table 1. Grip-Module Test Results Module case Change this module added Grip force (N) Total mass (g) Slips in 20 lifts Silver Swapped the steel frame for a nylon frame 19 250 6 Tan Original design — no changes 9 280 7 Violet Added textured finger pads 19 260 1 White Added a second grip spring 19 330 6 Drag the four modules into the team’s build order, from first at the top to last at the bottom.", "context_html": "", "options": [ { "id": "o38Adb123b31", "text": "Violet module", "plain": "Violet module", "correct": true, "kind": "choice" }, { "id": "o38Bb87c13b8", "text": "Tan module", "plain": "Tan module", "correct": true, "kind": "choice" }, { "id": "o38Cdc32cfe8", "text": "White module", "plain": "White module", "correct": true, "kind": "choice" }, { "id": "o38D4bb0d42f", "text": "Silver module", "plain": "Silver module", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "o38Bb87c13b8", "o38Cdc32cfe8", "o38D4bb0d42f", "o38Adb123b31" ] }, "n_options": 4 }, { "n": 39, "item_id": "_3a4e6d42-7e5e-41b3-8e2b-c02b169eab62", "type": "choice", "title": "Folding Ramp Field Test", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Willa’s team built a folding ramp so wheelchair users can get over the step at a community-center door.

The design goals:

Table 1 shows the team’s field-test measurements.

Table 1. Ramp Field-Test Measurements

MeasurementResult
Height of the door step15 cm
Length of the ramp150 cm
Width of the ramp75 cm
Load held without bending140 kg

Which change to the ramp best closes the measured performance gap?

", "prompt_plain": "Willa’s team built a folding ramp so wheelchair users can get over the step at a community-center door. The design goals: Steepness: rises no more than 1 centimeter for every 12 centimeters of ramp length Width: at least 70 centimeters Load: holds at least 115 kilograms Table 1 shows the team’s field-test measurements. Table 1. Ramp Field-Test Measurements Measurement Result Height of the door step 15 cm Length of the ramp 150 cm Width of the ramp 75 cm Load held without bending 140 kg Which change to the ramp best closes the measured performance gap?", "context_html": "", "options": [ { "id": "cA39", "text": "Add a strip of grip tape down the middle of the ramp so wheels do not slide.", "plain": "Add a strip of grip tape down the middle of the ramp so wheels do not slide.", "correct": false, "kind": "choice" }, { "id": "cB39", "text": "Make the ramp wider so its width meets the width goal for wheelchair users.", "plain": "Make the ramp wider so its width meets the width goal for wheelchair users.", "correct": false, "kind": "choice" }, { "id": "cC39", "text": "Strengthen the ramp’s frame so the load it holds meets the load goal.", "plain": "Strengthen the ramp’s frame so the load it holds meets the load goal.", "correct": false, "kind": "choice" }, { "id": "cD39", "text": "Make the ramp longer so its slope at the 15-centimeter step meets the steepness goal.", "plain": "Make the ramp longer so its slope at the 15-centimeter step meets the steepness goal.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD39" ] }, "n_options": 4 }, { "n": 40, "item_id": "_b2a19a00-17f9-420e-a2bd-b4bb0ecfa338", "type": "choice", "title": "Scooter Brake Combination", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A design team tested two kick-scooter brake designs. The two brakes differ in exactly two features: the pad material and the brake-lever length. The team’s earlier bench tests showed how the features work. The pad material alone sets the stopping distance and the pad life. The lever length alone sets the needed hand force. Each feature works the same in any combination.

The design goals:

Table 1 shows the test results.

Table 1. Brake Test Results

ResultBrake 1 (soft rubber pad + short lever)Brake 2 (hard composite pad + long lever)
Stopping distance from jogging speed2.4 m4.1 m
Stops before the pads wear out450 stops620 stops
Hand force needed to squeeze26 N14 N

Look at Table 1. Which combination of features should the team build into its next brake to meet all three goals?

", "prompt_plain": "A design team tested two kick-scooter brake designs. The two brakes differ in exactly two features: the pad material and the brake-lever length. The team’s earlier bench tests showed how the features work. The pad material alone sets the stopping distance and the pad life. The lever length alone sets the needed hand force. Each feature works the same in any combination. The design goals: Stopping: stops the scooter from jogging speed within 3 meters Pad life: lasts at least 400 stops before the pads wear out Hand force: needs no more than 20 newtons to squeeze Table 1 shows the test results. Table 1. Brake Test Results Result Brake 1 (soft rubber pad + short lever) Brake 2 (hard composite pad + long lever) Stopping distance from jogging speed 2.4 m 4.1 m Stops before the pads wear out 450 stops 620 stops Hand force needed to squeeze 26 N 14 N Look at Table 1. Which combination of features should the team build into its next brake to meet all three goals?", "context_html": "", "options": [ { "id": "cA40", "text": "The soft rubber pad with the short lever, because that brake already stopped the scooter in the shortest distance.", "plain": "The soft rubber pad with the short lever, because that brake already stopped the scooter in the shortest distance.", "correct": false, "kind": "choice" }, { "id": "cB40", "text": "The soft rubber pad with the long lever, because that pairing meets the stopping goal and the force goal.", "plain": "The soft rubber pad with the long lever, because that pairing meets the stopping goal and the force goal.", "correct": true, "kind": "choice" }, { "id": "cC40", "text": "The hard composite pad with the long lever, because that brake met the pad-life and hand-force goals.", "plain": "The hard composite pad with the long lever, because that brake met the pad-life and hand-force goals.", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "The hard composite pad with the short lever, because pairing the two remaining features balances out the designs.", "plain": "The hard composite pad with the short lever, because pairing the two remaining features balances out the designs.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB40" ] }, "n_options": 4 } ] }, { "form": "G8.25", "grade": "G8", "title": "Alpha Standardized Science G8.25", "test_id": "_test-33b2d12d-51a5-4090-908b-76447d90a32b", "n_items": 40, "n_stimuli": 9, "stimuli": { "_df37fbe8-3d54-4876-a1f6-28cf445b13ea": { "title": "Anole Toe-Pad Survey", "html": "

Anole Toe-Pad Survey

Anoles are small lizards that grip branches with wide, sticky toe pads. A research team studies the anole population of one small island. In spring, the team caught 120 anoles, measured each lizard’s toe-pad area, marked each lizard, and released it. During the summer, two hurricanes crossed the island. In fall, the team searched the island and found 74 of the 120 marked anoles alive. The team re-measured each survivor’s toe pads. Each survivor’s fall measurement was nearly identical to its spring measurement. Figure 1 shows the spring toe-pad measurements for all 120 marked anoles and for the 74 survivors.

Figure 1. Toe-Pad Area Distributions (Spring Measurements)

\"Two

" }, "_bd2fa56c-4615-4122-9654-4c1d1a6984dc": { "title": "Milk-Route Chiller Box", "html": "

Milk-Route Chiller Box

A dairy delivers bottled milk along a four-hour morning van route. The milk rides inside a closed chiller box. A replaceable cooling cartridge clips into the box. Pressing the starter button makes two substances inside the cartridge mix, and a chemical reaction begins. Technicians tested one cartridge in a closed chiller box at the warehouse. Figure 1 shows the box and the cartridge. Figure 2 shows the air temperature inside the box during the first 10 minutes after the button was pressed.

Figure 1. The Chiller Box and Cartridge

\"An

Figure 2. Air Temperature Inside the Box

\"A

In Figure 2, the bottom axis shows the time in minutes, from 0 at the left to 10 at the right, with a gridline every 2 minutes. The side axis shows the air temperature inside the box in degrees Celsius (°C), from 0 at the bottom to 25 at the top, with a gridline every 5 °C. The line starts at 22 °C at 0 minutes and ends near 4 °C at 10 minutes.

" }, "_c0f5845f-082d-4d36-a16a-85a4b462fc13": { "title": "Copper Belt and Boundary Monitoring", "html": "

Copper Belt and Boundary Monitoring

A mining town sits in a mountain belt that runs along a continent’s coast. Offshore, an ocean plate sinks beneath the continent’s edge at a plate boundary. Figure 1 is a map of the region. On the map, large dots mark the belt’s copper deposits and triangles mark its volcanoes. Small circles mark recorded earthquake locations, and squares mark monitoring stations. Table 1 counts the region’s earthquakes from the past 50 years by distance from the boundary.

Figure 1. Map of the Region

\"Map

Table 1. Earthquakes by Distance from the Boundary

Distance from the boundary (kilometers)Earthquakes recorded in 50 years
0-100260
101-20048
201-3009
More than 3003
" }, "_ce6c08b9-e669-4bc9-b23e-6589c132639a": { "title": "Bee-Waterer Float Tests", "html": "

Bee-Waterer Float Tests

A garden club keeps a bee waterer: a shallow dish of water with a floating platform where bees stand to drink. Each morning a volunteer, Varun, refills the dish with a watering can. The club’s work order sets a refill performance target. After every one of ten refills in a row, the platform’s landing surface must sit above the water line. The club’s current platform stops meeting this target after a few days. Varun tests three platforms, each built around the current cork deck, and runs five standard refills on each one. He measures each landing surface’s height above the water line after refill 1 and after refill 5. He also measures how much mass each deck gains by refill 5. Negative heights mean the surface sits below the water line. Figure 1 shows the three platforms. Table 1 shows the results.

Figure 1. The Three Platforms

\"Three

Table 1. Refill Test Results

PlatformDeck testedHeight after refill 1Height after refill 5Mass gained by refill 5
Platform Acurrent cork deck, unchanged+3 mm-2 mm6 g
Platform Bcork deck with a taller splash rim+3 mm-1 mm6 g
Platform Ccork deck twice as wide+4 mm0 mm9 g
" }, "_a4c4ebf0-666b-4f3b-9fc3-3311d27079d3": { "title": "Baggage Cart Test Runs", "html": "

Baggage Cart Test Runs

Workers at a freight depot test loaded baggage carts on a smooth, level concrete floor. Figure 1 shows carts on the depot floor. In the first test, three carts are each pushed up to the same speed and released. Table 1 lists each cart’s loaded mass and its speed at release. In a second test, one cart is pushed up to speed and released. After release, it rolls in a straight line at a steady speed, and no one touches it. On this floor, friction on a rolling cart is small enough to ignore.

Figure 1. Carts on the Depot Floor

\"Three

Table 1. Cart Test Measurements

CartLoaded mass (kilograms)Speed at release (meters per second)
Cart 1401.5
Cart 2801.5
Cart 3201.5
" }, "_9d16904a-d9e3-4e71-8d86-dfaa45e8b611": { "title": "Reservoir Spillway Road Cut", "html": "

Reservoir Spillway Road Cut

A road crew widened a road where it crosses a reservoir spillway channel. The work exposed fresh rock on the west and east sides of the channel. Figure 1 shows both rock faces. On the west face, the lowest rock layers are tilted at a steep angle. A body of dark igneous rock cuts straight across the tilted layers. The igneous body itself is not tilted. The tops of the tilted layers and the igneous body end at one nearly flat surface. Horizontal layers W1, W2, and W3 lie above that surface; the igneous body does not cut them. The east face shows only horizontal layers, labeled E1, E2, and E3. In each face, the layers are labeled from top to bottom. Table 1 lists the fossils found in the labeled layers. The ribbed shell animal lived during one short period of time and spread across the whole region. The fern plants and the smooth coil animal each lived through many long periods of time.

Figure 1. The Two Rock Faces

\"AW1W2W3E1E2E3

Table 1. Fossils Found in Each Layer

LayerFossils found
W1fern
W2ribbed shell
W3smooth coil
E1ribbed shell and fern
E2smooth coil
E3armored fish
" }, "_c43689c2-1753-4928-99e7-fac6147cce71": { "title": "Silkworm Fibroin Line", "html": "

Silkworm Fibroin Line

A silk farm raises silkworms. The farm’s caterpillars spin cocoons from silk strands, and workers unwind the strands to make thread. Silk strands are built mainly of fibroin, a protein made in the caterpillars’ silk glands. This year’s farm report describes a problem in one breeding line. DNA testing shows that the silkworms of Line 2 carry a change in their fibroin gene. The farm raises both lines in the same building and feeds them the same mulberry leaves. Table 1 shows the farm’s strand-strength records. The report lists two plans for improving Line 2. Plan 1: in the laboratory, place a working copy of the strong-silk fibroin gene directly into Line 2 eggs. Plan 2: over several generations, allow only the Line 2 moths from the strongest-strand cocoons to mate.

Table 1. Silk Strand Strength

Breeding lineStrands testedAverage pull needed to break one strand
Line 120015 grams
Line 22006 grams

Figure 1. Silkworms and Cocoons

\"Silkworm

" }, "_5e39cf99-023b-4ea6-bda9-c8868ad8071c": { "title": "Mountain Snowpack and Streamflow", "html": "

Mountain Snowpack and Streamflow

A water district gets its water from one mountain watershed. Snow piles up on the peaks each winter and melts through spring and summer. The meltwater feeds the creek that supplies the district’s towns and farms. The district has kept two data records for 40 years. Figure 1 shows the snowpack-depth data: the snow depth measured at one mountain site each April. Figure 2 shows the streamflow data: the amount of water flowing in the creek each August. Each figure plots five-year averages.

\"Line

\"Line

" }, "_9edbf7a5-e4c4-4e0f-b2ed-0189dcab331d": { "title": "Horse-Line Fossil Series", "html": "

Horse-Line Fossil Series

Scientists collected fossil skeletons of four extinct animals, each from a different rock layer in one region. Leg-bone and tooth details place all four animals in the horse line, the animal group that includes modern horses. A laboratory measured the ages of volcanic minerals in each skeleton’s rock layer. Each skeleton is about as old as the layer that held it. Figure 1 shows the four skeletons, labeled Form 1 through Form 4. Table 1 lists each form’s measured age, front-foot toes, and cheek teeth.

Figure 1. Four Fossil Skeletons

\"Four

In Figure 1, the skeletons are shown from left to right as Form 1, Form 2, Form 3, and Form 4.

Table 1. Horse-Line Fossil Forms

FormMeasured age of its rock layerFront-foot toesCheek teeth
Form 1about 52 million yearsfour separate toesshort, low-crowned
Form 2about 30 million yearsthree separate toesshort, low-crowned with small ridges
Form 3about 15 million yearsone large toe and two small side toestaller grinding teeth with ridges
Form 4about 2 million yearsone hoofed toetall, high-crowned grinding teeth
" } }, "questions": [ { "n": 1, "item_id": "_a14f98d5-60b7-44cc-a3d4-8e3764a16d30", "type": "choice", "title": "Chiller Box Cooling Data", "standards": [ "MS-PS1-6" ], "prompt_html": "

Look at Figure 2. Which statement about the reaction inside the cooling cartridge do the temperature data support?

", "prompt_plain": "Look at Figure 2. Which statement about the reaction inside the cooling cartridge do the temperature data support?", "context_html": "", "options": [ { "id": "cA1", "text": "The reaction released thermal energy into the air inside the box.", "plain": "The reaction released thermal energy into the air inside the box.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The reaction moved cold from the cartridge into the air inside the box.", "plain": "The reaction moved cold from the cartridge into the air inside the box.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The reaction absorbed thermal energy from the air inside the box.", "plain": "The reaction absorbed thermal energy from the air inside the box.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The reaction blocked outside thermal energy from entering the box.", "plain": "The reaction blocked outside thermal energy from entering the box.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bd2fa56c-4615-4122-9654-4c1d1a6984dc" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Milk-Route Chiller Box

A dairy delivers bottled milk along a four-hour morning van route. The milk rides inside a closed chiller box. A replaceable cooling cartridge clips into the box. Pressing the starter button makes two substances inside the cartridge mix, and a chemical reaction begins. Technicians tested one cartridge in a closed chiller box at the warehouse. Figure 1 shows the box and the cartridge. Figure 2 shows the air temperature inside the box during the first 10 minutes after the button was pressed.

Figure 1. The Chiller Box and Cartridge

\"An

Figure 2. Air Temperature Inside the Box

\"A

In Figure 2, the bottom axis shows the time in minutes, from 0 at the left to 10 at the right, with a gridline every 2 minutes. The side axis shows the air temperature inside the box in degrees Celsius (°C), from 0 at the bottom to 25 at the top, with a gridline every 5 °C. The line starts at 22 °C at 0 minutes and ends near 4 °C at 10 minutes.

", "passage_plain": "Milk-Route Chiller Box A dairy delivers bottled milk along a four-hour morning van route. The milk rides inside a closed chiller box. A replaceable cooling cartridge clips into the box. Pressing the starter button makes two substances inside the cartridge mix, and a chemical reaction begins. Technicians tested one cartridge in a closed chiller box at the warehouse. Figure 1 shows the box and the cartridge. Figure 2 shows the air temperature inside the box during the first 10 minutes after the button was pressed. Figure 1. The Chiller Box and Cartridge Figure 2. Air Temperature Inside the Box In Figure 2, the bottom axis shows the time in minutes, from 0 at the left to 10 at the right, with a gridline every 2 minutes. The side axis shows the air temperature inside the box in degrees Celsius (°C), from 0 at the bottom to 25 at the top, with a gridline every 5 °C. The line starts at 22 °C at 0 minutes and ends near 4 °C at 10 minutes." }, { "n": 2, "item_id": "_d6af3677-0e93-45ee-be94-8aab0bd96a7f", "type": "inline-choice", "title": "Standard and Strong Fills", "standards": [ "MS-PS1-6" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The cartridge maker sells two fills for the cooling cartridge: a standard fill and a strong fill. When the reaction starts, each fill dissolves its cooling powder in the same amount of water. The strong fill contains twice as much cooling powder as the standard fill. In tests, both fills started at 22 °C in the same kind of closed box, and both finished reacting during the first minute.

Complete the statements about the two fills.

Because the strong fill holds more dissolved powder in the same amount of water, its mixture is more than the standard mixture.

Compared with the standard fill, the strong fill should make the air temperature inside the box fall by .

", "options": [ { "id": "d1o2e41fe41", "text": "dilute", "plain": "dilute", "correct": false, "kind": "inline" }, { "id": "d1oc284423e", "text": "concentrated", "plain": "concentrated", "correct": true, "kind": "inline" }, { "id": "d1o889e4310", "text": "pure", "plain": "pure", "correct": false, "kind": "inline" }, { "id": "d2o4febb6c9", "text": "a smaller amount", "plain": "a smaller amount", "correct": false, "kind": "inline" }, { "id": "d2oa8798f62", "text": "about the same amount", "plain": "about the same amount", "correct": false, "kind": "inline" }, { "id": "d2od8128ce0", "text": "a larger amount", "plain": "a larger amount", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_bd2fa56c-4615-4122-9654-4c1d1a6984dc" ], "key_letters": "", "key_values": { "RESPONSE1": [ "d1oc284423e" ], "RESPONSE2": [ "d2od8128ce0" ] }, "n_options": 6, "passage_html": "

Milk-Route Chiller Box

A dairy delivers bottled milk along a four-hour morning van route. The milk rides inside a closed chiller box. A replaceable cooling cartridge clips into the box. Pressing the starter button makes two substances inside the cartridge mix, and a chemical reaction begins. Technicians tested one cartridge in a closed chiller box at the warehouse. Figure 1 shows the box and the cartridge. Figure 2 shows the air temperature inside the box during the first 10 minutes after the button was pressed.

Figure 1. The Chiller Box and Cartridge

\"An

Figure 2. Air Temperature Inside the Box

\"A

In Figure 2, the bottom axis shows the time in minutes, from 0 at the left to 10 at the right, with a gridline every 2 minutes. The side axis shows the air temperature inside the box in degrees Celsius (°C), from 0 at the bottom to 25 at the top, with a gridline every 5 °C. The line starts at 22 °C at 0 minutes and ends near 4 °C at 10 minutes.

", "passage_plain": "Milk-Route Chiller Box A dairy delivers bottled milk along a four-hour morning van route. The milk rides inside a closed chiller box. A replaceable cooling cartridge clips into the box. Pressing the starter button makes two substances inside the cartridge mix, and a chemical reaction begins. Technicians tested one cartridge in a closed chiller box at the warehouse. Figure 1 shows the box and the cartridge. Figure 2 shows the air temperature inside the box during the first 10 minutes after the button was pressed. Figure 1. The Chiller Box and Cartridge Figure 2. Air Temperature Inside the Box In Figure 2, the bottom axis shows the time in minutes, from 0 at the left to 10 at the right, with a gridline every 2 minutes. The side axis shows the air temperature inside the box in degrees Celsius (°C), from 0 at the bottom to 25 at the top, with a gridline every 5 °C. The line starts at 22 °C at 0 minutes and ends near 4 °C at 10 minutes." }, { "n": 3, "item_id": "_dfd366c1-e316-44d3-93d4-13839dd5f340", "type": "choice", "title": "Cartridge Prototype Features", "standards": [ "MS-ETS1-3" ], "prompt_html": "

The dairy sets two criteria for the final cartridge: the air in the box must reach the target temperature, 6 °C or colder, within 10 minutes of starting, and the air must stay colder than the 10 °C limit for the whole 4-hour route. Technicians build and test two prototype cartridges. Table 1 shows each prototype’s features and test results.

Table 1. Prototype Test Results

Prototype 1Prototype 2
Starterspring-loaded mixerhand-shake start
Reactant supplyone tray of reactanttwo trays of reactant; the second tray opens later in the route
Time for the box air to reach the target temperature7 minutes26 minutes
Time the box air stayed colder than the limit2.5 hours5 hours
Field notesthe mixer blended the substances evenly within seconds; the single tray was used up long before the route endedshaking left unmixed clumps that reacted late; the second tray kept the reaction going for hours

Which combination of features is most likely to give a final cartridge that meets both criteria?

", "prompt_plain": "The dairy sets two criteria for the final cartridge: the air in the box must reach the target temperature, 6 °C or colder, within 10 minutes of starting, and the air must stay colder than the 10 °C limit for the whole 4-hour route. Technicians build and test two prototype cartridges. Table 1 shows each prototype’s features and test results. Table 1. Prototype Test Results Prototype 1 Prototype 2 Starter spring-loaded mixer hand-shake start Reactant supply one tray of reactant two trays of reactant; the second tray opens later in the route Time for the box air to reach the target temperature 7 minutes 26 minutes Time the box air stayed colder than the limit 2.5 hours 5 hours Field notes the mixer blended the substances evenly within seconds; the single tray was used up long before the route ended shaking left unmixed clumps that reacted late; the second tray kept the reaction going for hours Which combination of features is most likely to give a final cartridge that meets both criteria?", "context_html": "", "options": [ { "id": "cA3", "text": "The spring-loaded mixer and the two-tray reactant supply.", "plain": "The spring-loaded mixer and the two-tray reactant supply.", "correct": true, "kind": "choice" }, { "id": "cB3", "text": "The spring-loaded mixer and the one-tray reactant supply.", "plain": "The spring-loaded mixer and the one-tray reactant supply.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "The hand-shake start and the two-tray reactant supply.", "plain": "The hand-shake start and the two-tray reactant supply.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "The hand-shake start and the one-tray reactant supply.", "plain": "The hand-shake start and the one-tray reactant supply.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bd2fa56c-4615-4122-9654-4c1d1a6984dc" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA3" ] }, "n_options": 4, "passage_html": "

Milk-Route Chiller Box

A dairy delivers bottled milk along a four-hour morning van route. The milk rides inside a closed chiller box. A replaceable cooling cartridge clips into the box. Pressing the starter button makes two substances inside the cartridge mix, and a chemical reaction begins. Technicians tested one cartridge in a closed chiller box at the warehouse. Figure 1 shows the box and the cartridge. Figure 2 shows the air temperature inside the box during the first 10 minutes after the button was pressed.

Figure 1. The Chiller Box and Cartridge

\"An

Figure 2. Air Temperature Inside the Box

\"A

In Figure 2, the bottom axis shows the time in minutes, from 0 at the left to 10 at the right, with a gridline every 2 minutes. The side axis shows the air temperature inside the box in degrees Celsius (°C), from 0 at the bottom to 25 at the top, with a gridline every 5 °C. The line starts at 22 °C at 0 minutes and ends near 4 °C at 10 minutes.

", "passage_plain": "Milk-Route Chiller Box A dairy delivers bottled milk along a four-hour morning van route. The milk rides inside a closed chiller box. A replaceable cooling cartridge clips into the box. Pressing the starter button makes two substances inside the cartridge mix, and a chemical reaction begins. Technicians tested one cartridge in a closed chiller box at the warehouse. Figure 1 shows the box and the cartridge. Figure 2 shows the air temperature inside the box during the first 10 minutes after the button was pressed. Figure 1. The Chiller Box and Cartridge Figure 2. Air Temperature Inside the Box In Figure 2, the bottom axis shows the time in minutes, from 0 at the left to 10 at the right, with a gridline every 2 minutes. The side axis shows the air temperature inside the box in degrees Celsius (°C), from 0 at the bottom to 25 at the top, with a gridline every 5 °C. The line starts at 22 °C at 0 minutes and ends near 4 °C at 10 minutes." }, { "n": 4, "item_id": "_e53b2955-fe20-4d8c-aa30-ddf7cba552ef", "type": "choice", "title": "Zinc Atom Particle Statements", "standards": [ "MS-PS1-1" ], "prompt_html": "

A neutral atom of the metal zinc has an atomic number of 30, and its nucleus also contains 35 neutrons. The diagram shows a model of one atom: a small, dense center region surrounded by a much larger cloud-like region.

\"A

Which statement about this zinc atom is correct?

", "prompt_plain": "A neutral atom of the metal zinc has an atomic number of 30, and its nucleus also contains 35 neutrons. The diagram shows a model of one atom: a small, dense center region surrounded by a much larger cloud-like region. Which statement about this zinc atom is correct?", "context_html": "", "options": [ { "id": "cA4", "text": "Its atomic number of 30 counts the protons and the neutrons in its nucleus added together.", "plain": "Its atomic number of 30 counts the protons and the neutrons in its nucleus added together.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "Its nucleus contains 30 protons, one proton for each unit of its atomic number of 30.", "plain": "Its nucleus contains 30 protons, one proton for each unit of its atomic number of 30.", "correct": true, "kind": "choice" }, { "id": "cC4", "text": "Its 30 protons carry negative charges that balance the positive charges of its 30 electrons.", "plain": "Its 30 protons carry negative charges that balance the positive charges of its 30 electrons.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "Its 35 neutrons cancel the charges of its protons and electrons to keep the atom neutral.", "plain": "Its 35 neutrons cancel the charges of its protons and electrons to keep the atom neutral.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot04_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_acdd5eb1-da81-44f7-8b7d-78b159043c2e", "type": "hottext", "title": "Denim Dye Report Evidence", "standards": [ "MS-PS1-3" ], "prompt_html": "

Beatriz wrote a report about denim dye for a science class. Her report is shown below. Beatriz makes this claim: “Even the synthetic indigo dye in new jeans starts as matter from one of Earth’s natural resources.”

Select the ONE sentence from the report that best supports her claim.

", "prompt_plain": "Beatriz wrote a report about denim dye for a science class. Her report is shown below. Beatriz makes this claim: “Even the synthetic indigo dye in new jeans starts as matter from one of Earth’s natural resources.” Select the ONE sentence from the report that best supports her claim.", "context_html": "", "options": [ { "id": "hA5", "text": "For hundreds of years, denim makers colored cloth with indigo dye taken from the leaves of indigo plants.", "plain": "For hundreds of years, denim makers colored cloth with indigo dye taken from the leaves of indigo plants.", "correct": false, "kind": "hottext" }, { "id": "hB5", "text": "Today, factories make most of the indigo dye sold because factory dye costs far less than dye from farmed indigo plants.", "plain": "Today, factories make most of the indigo dye sold because factory dye costs far less than dye from farmed indigo plants.", "correct": false, "kind": "hottext" }, { "id": "hC5", "text": "Synthetic indigo and plant indigo turn denim the same deep blue because both contain the same dye molecule.", "plain": "Synthetic indigo and plant indigo turn denim the same deep blue because both contain the same dye molecule.", "correct": false, "kind": "hottext" }, { "id": "hD5", "text": "Factories build synthetic indigo by rearranging atoms from compounds separated out of crude petroleum pumped from deep underground.", "plain": "Factories build synthetic indigo by rearranging atoms from compounds separated out of crude petroleum pumped from deep underground.", "correct": true, "kind": "hottext" }, { "id": "hE5", "text": "Some denim factories now clean their wastewater so that leftover dye does not reach nearby rivers.", "plain": "Some denim factories now clean their wastewater so that leftover dye does not reach nearby rivers.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD5" ] }, "n_options": 5 }, { "n": 6, "item_id": "_a6c60e2e-2409-45aa-9706-0afe671a9e92", "type": "text-entry", "title": "Hydrogen Gas Molecule Count", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Zinc metal reacts with an HCl solution to form zinc chloride and hydrogen gas. The balanced chemical equation for the reaction is shown below.

Zn + 2HCl → ZnCl2 + H2

In one reaction, exactly 8 molecules of HCl are used up. Using the coefficients in the balanced equation, find how many molecules of hydrogen gas (H2) form.

Give your answer as a whole number (e.g., 15).

Number of hydrogen gas molecules:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 7, "item_id": "_1391b0f4-36e4-4156-9ff6-b4d290914a87", "type": "choice", "title": "Horse-Line Foot Change — Part A", "standards": [ "MS-LS4-1" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. Which claim about how horse-line front feet changed over time is best supported by the dated fossil series?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which claim about how horse-line front feet changed over time is best supported by the dated fossil series?", "context_html": "", "options": [ { "id": "cA7", "text": "Over time, horse-line front feet changed from one hoofed toe into four separate toes.", "plain": "Over time, horse-line front feet changed from one hoofed toe into four separate toes.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "Each horse-line animal lost its side toes during its own lifetime as it ran on harder ground.", "plain": "Each horse-line animal lost its side toes during its own lifetime as it ran on harder ground.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "The four forms lived at the same time, and each form lived in a different area.", "plain": "The four forms lived at the same time, and each form lived in a different area.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "Over millions of years, horse-line front feet changed from four separate toes into one hoofed toe.", "plain": "Over millions of years, horse-line front feet changed from four separate toes into one hoofed toe.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9edbf7a5-e4c4-4e0f-b2ed-0189dcab331d" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD7" ] }, "n_options": 4, "passage_html": "

Horse-Line Fossil Series

Scientists collected fossil skeletons of four extinct animals, each from a different rock layer in one region. Leg-bone and tooth details place all four animals in the horse line, the animal group that includes modern horses. A laboratory measured the ages of volcanic minerals in each skeleton’s rock layer. Each skeleton is about as old as the layer that held it. Figure 1 shows the four skeletons, labeled Form 1 through Form 4. Table 1 lists each form’s measured age, front-foot toes, and cheek teeth.

Figure 1. Four Fossil Skeletons

\"Four

In Figure 1, the skeletons are shown from left to right as Form 1, Form 2, Form 3, and Form 4.

Table 1. Horse-Line Fossil Forms

FormMeasured age of its rock layerFront-foot toesCheek teeth
Form 1about 52 million yearsfour separate toesshort, low-crowned
Form 2about 30 million yearsthree separate toesshort, low-crowned with small ridges
Form 3about 15 million yearsone large toe and two small side toestaller grinding teeth with ridges
Form 4about 2 million yearsone hoofed toetall, high-crowned grinding teeth
", "passage_plain": "Horse-Line Fossil Series Scientists collected fossil skeletons of four extinct animals, each from a different rock layer in one region. Leg-bone and tooth details place all four animals in the horse line, the animal group that includes modern horses. A laboratory measured the ages of volcanic minerals in each skeleton’s rock layer. Each skeleton is about as old as the layer that held it. Figure 1 shows the four skeletons, labeled Form 1 through Form 4. Table 1 lists each form’s measured age, front-foot toes, and cheek teeth. Figure 1. Four Fossil Skeletons In Figure 1, the skeletons are shown from left to right as Form 1, Form 2, Form 3, and Form 4. Table 1. Horse-Line Fossil Forms Form Measured age of its rock layer Front-foot toes Cheek teeth Form 1 about 52 million years four separate toes short, low-crowned Form 2 about 30 million years three separate toes short, low-crowned with small ridges Form 3 about 15 million years one large toe and two small side toes taller grinding teeth with ridges Form 4 about 2 million years one hoofed toe tall, high-crowned grinding teeth" }, { "n": 8, "item_id": "_a646495a-aca7-4edb-a360-376d08ce3e8b", "type": "choice", "title": "Horse-Line Foot Change — Part B", "standards": [ "MS-LS4-1" ], "prompt_html": "

Part B

Which evidence from Figure 1 and Table 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which evidence from Figure 1 and Table 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA8", "text": "The measured mineral ages order the forms in time, and toe number falls from four toward one.", "plain": "The measured mineral ages order the forms in time, and toe number falls from four toward one.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "Leg-bone and tooth details place the four fossil forms in the same animal line as modern horses.", "plain": "Leg-bone and tooth details place the four fossil forms in the same animal line as modern horses.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Form 1 walked on four separate front toes, the most of any form in the series.", "plain": "Form 1 walked on four separate front toes, the most of any form in the series.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The measured mineral ages show Form 1 is the oldest form and Form 4 is the youngest.", "plain": "The measured mineral ages show Form 1 is the oldest form and Form 4 is the youngest.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9edbf7a5-e4c4-4e0f-b2ed-0189dcab331d" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA8" ] }, "n_options": 4, "passage_html": "

Horse-Line Fossil Series

Scientists collected fossil skeletons of four extinct animals, each from a different rock layer in one region. Leg-bone and tooth details place all four animals in the horse line, the animal group that includes modern horses. A laboratory measured the ages of volcanic minerals in each skeleton’s rock layer. Each skeleton is about as old as the layer that held it. Figure 1 shows the four skeletons, labeled Form 1 through Form 4. Table 1 lists each form’s measured age, front-foot toes, and cheek teeth.

Figure 1. Four Fossil Skeletons

\"Four

In Figure 1, the skeletons are shown from left to right as Form 1, Form 2, Form 3, and Form 4.

Table 1. Horse-Line Fossil Forms

FormMeasured age of its rock layerFront-foot toesCheek teeth
Form 1about 52 million yearsfour separate toesshort, low-crowned
Form 2about 30 million yearsthree separate toesshort, low-crowned with small ridges
Form 3about 15 million yearsone large toe and two small side toestaller grinding teeth with ridges
Form 4about 2 million yearsone hoofed toetall, high-crowned grinding teeth
", "passage_plain": "Horse-Line Fossil Series Scientists collected fossil skeletons of four extinct animals, each from a different rock layer in one region. Leg-bone and tooth details place all four animals in the horse line, the animal group that includes modern horses. A laboratory measured the ages of volcanic minerals in each skeleton’s rock layer. Each skeleton is about as old as the layer that held it. Figure 1 shows the four skeletons, labeled Form 1 through Form 4. Table 1 lists each form’s measured age, front-foot toes, and cheek teeth. Figure 1. Four Fossil Skeletons In Figure 1, the skeletons are shown from left to right as Form 1, Form 2, Form 3, and Form 4. Table 1. Horse-Line Fossil Forms Form Measured age of its rock layer Front-foot toes Cheek teeth Form 1 about 52 million years four separate toes short, low-crowned Form 2 about 30 million years three separate toes short, low-crowned with small ridges Form 3 about 15 million years one large toe and two small side toes taller grinding teeth with ridges Form 4 about 2 million years one hoofed toe tall, high-crowned grinding teeth" }, { "n": 9, "item_id": "_027264be-dfd3-4f50-bf24-52ccbd15d6d9", "type": "choice", "title": "Horse-Line Front Limb Bones", "standards": [ "MS-LS4-2" ], "prompt_html": "

The figure shows the front-limb bones of a modern horse and of two earlier fossil forms from the horse line. The three limbs differ in size and in toe number, but they contain the same set of bones arranged in the same order.

\"Three

Which conclusion does this shared bone pattern best support?

", "prompt_plain": "The figure shows the front-limb bones of a modern horse and of two earlier fossil forms from the horse line. The three limbs differ in size and in toe number, but they contain the same set of bones arranged in the same order. Which conclusion does this shared bone pattern best support?", "context_html": "", "options": [ { "id": "cA9", "text": "The three forms evolved separately, and their limbs look alike because the limbs do similar work.", "plain": "The three forms evolved separately, and their limbs look alike because the limbs do similar work.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The three forms evolved from a common ancestor, as shown by their analogous limb structures.", "plain": "The three forms evolved from a common ancestor, as shown by their analogous limb structures.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "The three forms evolved from a common ancestor, as shown by their homologous limb structures.", "plain": "The three forms evolved from a common ancestor, as shown by their homologous limb structures.", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "The three forms evolved separately, and their limbs are vestigial structures left over from an older group.", "plain": "The three forms evolved separately, and their limbs are vestigial structures left over from an older group.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot09.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC9" ] }, "n_options": 4 }, { "n": 10, "item_id": "_d396e07d-c652-45b0-aef6-134bde3a215c", "type": "inline-choice", "title": "Embryo and Adult Chart", "standards": [ "MS-LS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The chart shows drawings of three animals — a carp (a fish), an alligator (a reptile), and a cow (a mammal) — as early embryos and as adults.

CarpAlligatorCow
Early embryo\"Drawing\"Drawing\"Drawing
Adult\"Drawing\"Drawing\"Drawing

Complete the statements about the chart.

In the chart, the early embryos of the three animals look their adult forms do.

The similarities among the early embryos are evidence that fish, reptiles, and mammals .

", "options": [ { "id": "d1o3775f675", "text": "much less alike than", "plain": "much less alike than", "correct": false, "kind": "inline" }, { "id": "d1o5ef5c141", "text": "just as different as", "plain": "just as different as", "correct": false, "kind": "inline" }, { "id": "d1o8ff4a096", "text": "much more alike than", "plain": "much more alike than", "correct": true, "kind": "inline" }, { "id": "d2o9fd65355", "text": "start out in the same kind of environment", "plain": "start out in the same kind of environment", "correct": false, "kind": "inline" }, { "id": "d2o650c0b31", "text": "inherited features from a common ancestor", "plain": "inherited features from a common ancestor", "correct": true, "kind": "inline" }, { "id": "d2odf3310ff", "text": "will grow into similar adult forms", "plain": "will grow into similar adult forms", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot10_embryo_carp_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot10_embryo_gator_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot10_embryo_cow_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot10_adult_carp_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot10_adult_gator_v2.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot10_adult_cow_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o8ff4a096" ], "RESPONSE2": [ "d2o650c0b31" ] }, "n_options": 6 }, { "n": 11, "item_id": "_53100255-7221-46f0-ace8-86474c6c05f8", "type": "choice", "title": "Anole Survey — Part A", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part A

Look at Figure 1. Which conclusion do the survey records best support?

", "prompt_plain": "Part A Look at Figure 1. Which conclusion do the survey records best support?", "context_html": "", "options": [ { "id": "cA11", "text": "During the storms, the surviving anoles stretched their toe pads larger to hold on to branches.", "plain": "During the storms, the surviving anoles stretched their toe pads larger to hold on to branches.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The hurricane winds created new toe-pad genes in the anoles that stayed on the island.", "plain": "The hurricane winds created new toe-pad genes in the anoles that stayed on the island.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "Anoles that already had larger toe pads survived the hurricane season at a higher rate.", "plain": "Anoles that already had larger toe pads survived the hurricane season at a higher rate.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "Toe-pad size had little effect on survival, because some small-padded anoles were also found alive.", "plain": "Toe-pad size had little effect on survival, because some small-padded anoles were also found alive.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_df37fbe8-3d54-4876-a1f6-28cf445b13ea" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Anole Toe-Pad Survey

Anoles are small lizards that grip branches with wide, sticky toe pads. A research team studies the anole population of one small island. In spring, the team caught 120 anoles, measured each lizard’s toe-pad area, marked each lizard, and released it. During the summer, two hurricanes crossed the island. In fall, the team searched the island and found 74 of the 120 marked anoles alive. The team re-measured each survivor’s toe pads. Each survivor’s fall measurement was nearly identical to its spring measurement. Figure 1 shows the spring toe-pad measurements for all 120 marked anoles and for the 74 survivors.

Figure 1. Toe-Pad Area Distributions (Spring Measurements)

\"Two

", "passage_plain": "Anole Toe-Pad Survey Anoles are small lizards that grip branches with wide, sticky toe pads. A research team studies the anole population of one small island. In spring, the team caught 120 anoles, measured each lizard’s toe-pad area, marked each lizard, and released it. During the summer, two hurricanes crossed the island. In fall, the team searched the island and found 74 of the 120 marked anoles alive. The team re-measured each survivor’s toe pads. Each survivor’s fall measurement was nearly identical to its spring measurement. Figure 1 shows the spring toe-pad measurements for all 120 marked anoles and for the 74 survivors. Figure 1. Toe-Pad Area Distributions (Spring Measurements)" }, { "n": 12, "item_id": "_5c5e4dd3-db67-419b-a842-5211d2051215", "type": "choice", "title": "Anole Survey — Part B", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part B

Which two comparisons from the survey best support the answer in Part A?

", "prompt_plain": "Part B Which two comparisons from the survey best support the answer in Part A?", "context_html": "", "options": [ { "id": "cA12", "text": "Comparing the survivors’ spring toe-pad distribution with the whole marked group’s spring distribution, and comparing each survivor’s fall toe-pad measurement with its own spring measurement.", "plain": "Comparing the survivors’ spring toe-pad distribution with the whole marked group’s spring distribution, and comparing each survivor’s fall toe-pad measurement with its own spring measurement.", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "Comparing the survivors’ spring toe-pad distribution with the whole marked group’s spring distribution, and comparing the number of anoles found alive in fall with the number marked in spring.", "plain": "Comparing the survivors’ spring toe-pad distribution with the whole marked group’s spring distribution, and comparing the number of anoles found alive in fall with the number marked in spring.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Comparing each survivor’s fall toe-pad measurement with its own spring measurement, and comparing the number of anoles found alive in fall with the number marked in spring.", "plain": "Comparing each survivor’s fall toe-pad measurement with its own spring measurement, and comparing the number of anoles found alive in fall with the number marked in spring.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Comparing the number of survivors in the largest and the smallest pad-size classes, and comparing each survivor’s fall toe-pad measurement with its own spring measurement.", "plain": "Comparing the number of survivors in the largest and the smallest pad-size classes, and comparing each survivor’s fall toe-pad measurement with its own spring measurement.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_df37fbe8-3d54-4876-a1f6-28cf445b13ea" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA12" ] }, "n_options": 4, "passage_html": "

Anole Toe-Pad Survey

Anoles are small lizards that grip branches with wide, sticky toe pads. A research team studies the anole population of one small island. In spring, the team caught 120 anoles, measured each lizard’s toe-pad area, marked each lizard, and released it. During the summer, two hurricanes crossed the island. In fall, the team searched the island and found 74 of the 120 marked anoles alive. The team re-measured each survivor’s toe pads. Each survivor’s fall measurement was nearly identical to its spring measurement. Figure 1 shows the spring toe-pad measurements for all 120 marked anoles and for the 74 survivors.

Figure 1. Toe-Pad Area Distributions (Spring Measurements)

\"Two

", "passage_plain": "Anole Toe-Pad Survey Anoles are small lizards that grip branches with wide, sticky toe pads. A research team studies the anole population of one small island. In spring, the team caught 120 anoles, measured each lizard’s toe-pad area, marked each lizard, and released it. During the summer, two hurricanes crossed the island. In fall, the team searched the island and found 74 of the 120 marked anoles alive. The team re-measured each survivor’s toe pads. Each survivor’s fall measurement was nearly identical to its spring measurement. Figure 1 shows the spring toe-pad measurements for all 120 marked anoles and for the 74 survivors. Figure 1. Toe-Pad Area Distributions (Spring Measurements)" }, { "n": 13, "item_id": "_b6225191-ebf2-4ae8-a4d7-966b00a5f24f", "type": "choice", "title": "Toe-Pad Share Patterns", "standards": [ "MS-LS4-6" ], "prompt_html": "

Look at Figure 1. Which statement about the toe-pad area distributions do the data support?

", "prompt_plain": "Look at Figure 1. Which statement about the toe-pad area distributions do the data support?", "context_html": "", "options": [ { "id": "cA13", "text": "Compared with the whole marked group, a larger share of the survivors falls in the two smallest pad-size classes.", "plain": "Compared with the whole marked group, a larger share of the survivors falls in the two smallest pad-size classes.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Compared with the whole marked group, a larger share of the survivors falls in the two largest pad-size classes.", "plain": "Compared with the whole marked group, a larger share of the survivors falls in the two largest pad-size classes.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "The share of anoles in each pad-size class is about the same for the survivors and the whole marked group.", "plain": "The share of anoles in each pad-size class is about the same for the survivors and the whole marked group.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "The share of survivors in each pad-size class must be smaller, because the survivor group contains fewer anoles.", "plain": "The share of survivors in each pad-size class must be smaller, because the survivor group contains fewer anoles.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_df37fbe8-3d54-4876-a1f6-28cf445b13ea" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4, "passage_html": "

Anole Toe-Pad Survey

Anoles are small lizards that grip branches with wide, sticky toe pads. A research team studies the anole population of one small island. In spring, the team caught 120 anoles, measured each lizard’s toe-pad area, marked each lizard, and released it. During the summer, two hurricanes crossed the island. In fall, the team searched the island and found 74 of the 120 marked anoles alive. The team re-measured each survivor’s toe pads. Each survivor’s fall measurement was nearly identical to its spring measurement. Figure 1 shows the spring toe-pad measurements for all 120 marked anoles and for the 74 survivors.

Figure 1. Toe-Pad Area Distributions (Spring Measurements)

\"Two

", "passage_plain": "Anole Toe-Pad Survey Anoles are small lizards that grip branches with wide, sticky toe pads. A research team studies the anole population of one small island. In spring, the team caught 120 anoles, measured each lizard’s toe-pad area, marked each lizard, and released it. During the summer, two hurricanes crossed the island. In fall, the team searched the island and found 74 of the 120 marked anoles alive. The team re-measured each survivor’s toe pads. Each survivor’s fall measurement was nearly identical to its spring measurement. Figure 1 shows the spring toe-pad measurements for all 120 marked anoles and for the 74 survivors. Figure 1. Toe-Pad Area Distributions (Spring Measurements)" }, { "n": 14, "item_id": "_94fd6b63-15d9-464c-b2d0-e5be6b64e990", "type": "choice", "title": "Silkworm Strand Strength", "standards": [ "MS-LS3-1" ], "prompt_html": "

Which statement best explains the difference in strand strength between Line 1 and Line 2 shown in Table 1?

", "prompt_plain": "Which statement best explains the difference in strand strength between Line 1 and Line 2 shown in Table 1?", "context_html": "", "options": [ { "id": "cA14", "text": "Line 2’s changed gene weakens the silk strands directly, without changing the fibroin protein its caterpillars make.", "plain": "Line 2’s changed gene weakens the silk strands directly, without changing the fibroin protein its caterpillars make.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "Line 2’s caterpillars make the same fibroin protein as Line 1’s but spin fewer strands into each cocoon.", "plain": "Line 2’s caterpillars make the same fibroin protein as Line 1’s but spin fewer strands into each cocoon.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "Line 2’s weaker strands are caused by the caterpillars’ food, not by the change in the fibroin gene.", "plain": "Line 2’s weaker strands are caused by the caterpillars’ food, not by the change in the fibroin gene.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "Line 2’s changed gene causes its caterpillars to make an altered fibroin protein, which builds weaker strands.", "plain": "Line 2’s changed gene causes its caterpillars to make an altered fibroin protein, which builds weaker strands.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c43689c2-1753-4928-99e7-fac6147cce71" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4, "passage_html": "

Silkworm Fibroin Line

A silk farm raises silkworms. The farm’s caterpillars spin cocoons from silk strands, and workers unwind the strands to make thread. Silk strands are built mainly of fibroin, a protein made in the caterpillars’ silk glands. This year’s farm report describes a problem in one breeding line. DNA testing shows that the silkworms of Line 2 carry a change in their fibroin gene. The farm raises both lines in the same building and feeds them the same mulberry leaves. Table 1 shows the farm’s strand-strength records. The report lists two plans for improving Line 2. Plan 1: in the laboratory, place a working copy of the strong-silk fibroin gene directly into Line 2 eggs. Plan 2: over several generations, allow only the Line 2 moths from the strongest-strand cocoons to mate.

Table 1. Silk Strand Strength

Breeding lineStrands testedAverage pull needed to break one strand
Line 120015 grams
Line 22006 grams

Figure 1. Silkworms and Cocoons

\"Silkworm

", "passage_plain": "Silkworm Fibroin Line A silk farm raises silkworms. The farm’s caterpillars spin cocoons from silk strands, and workers unwind the strands to make thread. Silk strands are built mainly of fibroin, a protein made in the caterpillars’ silk glands. This year’s farm report describes a problem in one breeding line. DNA testing shows that the silkworms of Line 2 carry a change in their fibroin gene. The farm raises both lines in the same building and feeds them the same mulberry leaves. Table 1 shows the farm’s strand-strength records. The report lists two plans for improving Line 2. Plan 1: in the laboratory, place a working copy of the strong-silk fibroin gene directly into Line 2 eggs. Plan 2: over several generations, allow only the Line 2 moths from the strongest-strand cocoons to mate. Table 1. Silk Strand Strength Breeding line Strands tested Average pull needed to break one strand Line 1 200 15 grams Line 2 200 6 grams Figure 1. Silkworms and Cocoons" }, { "n": 15, "item_id": "_bc16c374-5de4-41d3-9f8e-d57fd80444d3", "type": "choice", "title": "Silk Farm Improvement Plans", "standards": [ "MS-LS4-5" ], "prompt_html": "

The report’s two plans use two different techniques for changing traits in organisms.

Select the TWO statements that correctly describe the techniques in the plans.

", "prompt_plain": "The report’s two plans use two different techniques for changing traits in organisms. Select the TWO statements that correctly describe the techniques in the plans.", "context_html": "", "options": [ { "id": "cA15", "text": "Plan 1 is genetic modification, because it places a gene directly into the silkworms’ genetic material.", "plain": "Plan 1 is genetic modification, because it places a gene directly into the silkworms’ genetic material.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "Plan 1 is selective breeding, because its working gene copy comes from another silkworm breeding line.", "plain": "Plan 1 is selective breeding, because its working gene copy comes from another silkworm breeding line.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Plan 2 is selective breeding, because people choose which moths are allowed to mate across several generations.", "plain": "Plan 2 is selective breeding, because people choose which moths are allowed to mate across several generations.", "correct": true, "kind": "choice" }, { "id": "cD15", "text": "Plan 2 is genetic modification, because choosing the parent moths changes which gene copies the offspring receive.", "plain": "Plan 2 is genetic modification, because choosing the parent moths changes which gene copies the offspring receive.", "correct": false, "kind": "choice" }, { "id": "cE15", "text": "Both plans are genetic modification, because people, not nature, control the trait change in both plans.", "plain": "Both plans are genetic modification, because people, not nature, control the trait change in both plans.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c43689c2-1753-4928-99e7-fac6147cce71" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA15", "cC15" ] }, "n_options": 5, "passage_html": "

Silkworm Fibroin Line

A silk farm raises silkworms. The farm’s caterpillars spin cocoons from silk strands, and workers unwind the strands to make thread. Silk strands are built mainly of fibroin, a protein made in the caterpillars’ silk glands. This year’s farm report describes a problem in one breeding line. DNA testing shows that the silkworms of Line 2 carry a change in their fibroin gene. The farm raises both lines in the same building and feeds them the same mulberry leaves. Table 1 shows the farm’s strand-strength records. The report lists two plans for improving Line 2. Plan 1: in the laboratory, place a working copy of the strong-silk fibroin gene directly into Line 2 eggs. Plan 2: over several generations, allow only the Line 2 moths from the strongest-strand cocoons to mate.

Table 1. Silk Strand Strength

Breeding lineStrands testedAverage pull needed to break one strand
Line 120015 grams
Line 22006 grams

Figure 1. Silkworms and Cocoons

\"Silkworm

", "passage_plain": "Silkworm Fibroin Line A silk farm raises silkworms. The farm’s caterpillars spin cocoons from silk strands, and workers unwind the strands to make thread. Silk strands are built mainly of fibroin, a protein made in the caterpillars’ silk glands. This year’s farm report describes a problem in one breeding line. DNA testing shows that the silkworms of Line 2 carry a change in their fibroin gene. The farm raises both lines in the same building and feeds them the same mulberry leaves. Table 1 shows the farm’s strand-strength records. The report lists two plans for improving Line 2. Plan 1: in the laboratory, place a working copy of the strong-silk fibroin gene directly into Line 2 eggs. Plan 2: over several generations, allow only the Line 2 moths from the strongest-strand cocoons to mate. Table 1. Silk Strand Strength Breeding line Strands tested Average pull needed to break one strand Line 1 200 15 grams Line 2 200 6 grams Figure 1. Silkworms and Cocoons" }, { "n": 16, "item_id": "_6f8c7ecb-cecc-4ddb-ae41-f19b763d9f1e", "type": "gap-match", "title": "Plant Cell Functions", "standards": [ "MS-LS1-2" ], "prompt_html": "

The diagram shows a plant cell. Three of its structures are labeled X, Y, and Z.

\"AXYZ

 

Drag one function card to each labeled structure. One card will not be used.

", "prompt_plain": "The diagram shows a plant cell. Three of its structures are labeled X, Y, and Z. X Y Z Drag one function card to each labeled structure. One card will not be used.", "context_html": "", "options": [ { "id": "t16a", "text": "uses light energy to make food for the cell", "plain": "uses light energy to make food for the cell", "correct": false, "kind": "gap-token" }, { "id": "t16b", "text": "directs the cell’s activities using stored instructions", "plain": "directs the cell’s activities using stored instructions", "correct": false, "kind": "gap-token" }, { "id": "t16c", "text": "stores water and helps keep the cell firm", "plain": "stores water and helps keep the cell firm", "correct": false, "kind": "gap-token" }, { "id": "t16d", "text": "forms a stiff outer layer that supports and protects the cell", "plain": "forms a stiff outer layer that supports and protects the cell", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot16.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t16d G1", "t16a G2", "t16c G3" ] }, "n_options": 4 }, { "n": 17, "item_id": "_79d5891a-682f-4cc0-adbb-577faf4441bb", "type": "choice", "title": "Parakeet Feather Colors", "standards": [ "MS-LS3-2" ], "prompt_html": "

A bird breeder keeps records of parakeet feather-color crosses. In these parakeets, one gene controls feather color. The allele G is linked to green feathers, and the allele g is linked to blue feathers. Table 1 shows two of the breeder’s crosses.

Table 1. Parakeet Feather-Color Crosses

CrossParents (feather colors)Green offspringBlue offspring
1green × green247
2blue × blue021

Based on the records in Table 1, select the TWO parent pairs that could produce both green offspring and blue offspring.

", "prompt_plain": "A bird breeder keeps records of parakeet feather-color crosses. In these parakeets, one gene controls feather color. The allele G is linked to green feathers, and the allele g is linked to blue feathers. Table 1 shows two of the breeder’s crosses. Table 1. Parakeet Feather-Color Crosses Cross Parents (feather colors) Green offspring Blue offspring 1 green × green 24 7 2 blue × blue 0 21 Based on the records in Table 1, select the TWO parent pairs that could produce both green offspring and blue offspring.", "context_html": "", "options": [ { "id": "cA17", "text": "GG × Gg", "plain": "GG × Gg", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "GG × gg", "plain": "GG × gg", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Gg × Gg", "plain": "Gg × Gg", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "Gg × gg", "plain": "Gg × gg", "correct": true, "kind": "choice" }, { "id": "cE17", "text": "gg × gg", "plain": "gg × gg", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C, D", "key_values": { "RESPONSE": [ "cC17", "cD17" ] }, "n_options": 5 }, { "n": 18, "item_id": "_ec2a45de-63cb-41d1-b780-0167b7a13ac6", "type": "choice", "title": "Mountain Stream Food Web", "standards": [ "MS-LS2-3" ], "prompt_html": "

A field guide includes a food-web card for a mountain stream. The card shows four organisms, the dead leaves that fall into the stream, and the arrows between them.

\"A

From left to right: algae and dead leaves, mayfly nymphs, darters, water shrew.

Select the TWO statements that the food-web card supports.

", "prompt_plain": "A field guide includes a food-web card for a mountain stream. The card shows four organisms, the dead leaves that fall into the stream, and the arrows between them. From left to right: algae and dead leaves, mayfly nymphs, darters, water shrew. Select the TWO statements that the food-web card supports.", "context_html": "", "options": [ { "id": "cA18", "text": "The arrows on the card show energy moving from the water shrew down the web to the algae.", "plain": "The arrows on the card show energy moving from the water shrew down the web to the algae.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Energy stored in the algae is passed on to the mayfly nymphs when the nymphs eat the algae.", "plain": "Energy stored in the algae is passed on to the mayfly nymphs when the nymphs eat the algae.", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "The darters receive the same amount of energy that the mayfly nymphs took in from eating the algae.", "plain": "The darters receive the same amount of energy that the mayfly nymphs took in from eating the algae.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "More energy is available to the water shrew than to the algae, because the shrew is the largest organism.", "plain": "More energy is available to the water shrew than to the algae, because the shrew is the largest organism.", "correct": false, "kind": "choice" }, { "id": "cE18", "text": "Less energy is available to the water shrew than to the darters, because energy is lost at each step.", "plain": "Less energy is available to the water shrew than to the darters, because energy is lost at each step.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot18.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB18", "cE18" ] }, "n_options": 5 }, { "n": 19, "item_id": "_af9c8a0e-0379-4522-bf6f-3fed49aab773", "type": "order", "title": "Spillway Rock History", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Look at the west face in Figure 1. It records five events in the rock.

 

Drag the events to place them in order, from the event that happened first, at the top, to the event that happened last, at the bottom.

", "prompt_plain": "Look at the west face in Figure 1. It records five events in the rock. Drag the events to place them in order, from the event that happened first, at the top, to the event that happened last, at the bottom.", "context_html": "", "options": [ { "id": "e19c", "text": "Magma cuts across the tilted layers and hardens into the dark igneous body.", "plain": "Magma cuts across the tilted layers and hardens into the dark igneous body.", "correct": true, "kind": "choice" }, { "id": "e19e", "text": "New flat layers (W1, W2, and W3) are deposited on top of the leveled surface.", "plain": "New flat layers (W1, W2, and W3) are deposited on top of the leveled surface.", "correct": true, "kind": "choice" }, { "id": "e19a", "text": "Layers of sediment are deposited flat and harden into the lower rock layers.", "plain": "Layers of sediment are deposited flat and harden into the lower rock layers.", "correct": true, "kind": "choice" }, { "id": "e19d", "text": "Erosion levels the tilted layers and the igneous body into one flat surface.", "plain": "Erosion levels the tilted layers and the igneous body into one flat surface.", "correct": true, "kind": "choice" }, { "id": "e19b", "text": "The lower rock layers are tilted.", "plain": "The lower rock layers are tilted.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9d16904a-d9e3-4e71-8d86-dfaa45e8b611" ], "key_letters": "A, B, C, D, E", "key_values": { "RESPONSE": [ "e19a", "e19b", "e19c", "e19d", "e19e" ] }, "n_options": 5, "passage_html": "

Reservoir Spillway Road Cut

A road crew widened a road where it crosses a reservoir spillway channel. The work exposed fresh rock on the west and east sides of the channel. Figure 1 shows both rock faces. On the west face, the lowest rock layers are tilted at a steep angle. A body of dark igneous rock cuts straight across the tilted layers. The igneous body itself is not tilted. The tops of the tilted layers and the igneous body end at one nearly flat surface. Horizontal layers W1, W2, and W3 lie above that surface; the igneous body does not cut them. The east face shows only horizontal layers, labeled E1, E2, and E3. In each face, the layers are labeled from top to bottom. Table 1 lists the fossils found in the labeled layers. The ribbed shell animal lived during one short period of time and spread across the whole region. The fern plants and the smooth coil animal each lived through many long periods of time.

Figure 1. The Two Rock Faces

\"AW1W2W3E1E2E3

Table 1. Fossils Found in Each Layer

LayerFossils found
W1fern
W2ribbed shell
W3smooth coil
E1ribbed shell and fern
E2smooth coil
E3armored fish
", "passage_plain": "Reservoir Spillway Road Cut A road crew widened a road where it crosses a reservoir spillway channel. The work exposed fresh rock on the west and east sides of the channel. Figure 1 shows both rock faces. On the west face, the lowest rock layers are tilted at a steep angle. A body of dark igneous rock cuts straight across the tilted layers. The igneous body itself is not tilted. The tops of the tilted layers and the igneous body end at one nearly flat surface. Horizontal layers W1, W2, and W3 lie above that surface; the igneous body does not cut them. The east face shows only horizontal layers, labeled E1, E2, and E3. In each face, the layers are labeled from top to bottom. Table 1 lists the fossils found in the labeled layers. The ribbed shell animal lived during one short period of time and spread across the whole region. The fern plants and the smooth coil animal each lived through many long periods of time. Figure 1. The Two Rock Faces W1 W2 W3 E1 E2 E3 Table 1. Fossils Found in Each Layer Layer Fossils found W1 fern W2 ribbed shell W3 smooth coil E1 ribbed shell and fern E2 smooth coil E3 armored fish" }, { "n": 20, "item_id": "_18979305-0f30-497a-957b-1257939197cb", "type": "gap-match", "title": "Layer Ages Across the Channel", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Look at Figure 1 and Table 1. One layer on the west face and one layer on the east face are the same age.

 

Drag one card into each box to complete the evidence statement.

", "prompt_plain": "Look at Figure 1 and Table 1. One layer on the west face and one layer on the east face are the same age. Drag one card into each box to complete the evidence statement.", "context_html": "", "options": [ { "id": "t20a", "text": "W1", "plain": "W1", "correct": false, "kind": "gap-token" }, { "id": "t20b", "text": "W2", "plain": "W2", "correct": false, "kind": "gap-token" }, { "id": "t20c", "text": "W3", "plain": "W3", "correct": false, "kind": "gap-token" }, { "id": "t20d", "text": "E1", "plain": "E1", "correct": false, "kind": "gap-token" }, { "id": "t20e", "text": "E2", "plain": "E2", "correct": false, "kind": "gap-token" }, { "id": "t20f", "text": "E3", "plain": "E3", "correct": false, "kind": "gap-token" }, { "id": "t20g", "text": "fern", "plain": "fern", "correct": false, "kind": "gap-token" }, { "id": "t20h", "text": "ribbed shell", "plain": "ribbed shell", "correct": false, "kind": "gap-token" }, { "id": "t20i", "text": "smooth coil", "plain": "smooth coil", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_9d16904a-d9e3-4e71-8d86-dfaa45e8b611" ], "key_letters": "", "key_values": { "RESPONSE": [ "t20b G1", "t20d G2", "t20h G3" ] }, "n_options": 9, "passage_html": "

Reservoir Spillway Road Cut

A road crew widened a road where it crosses a reservoir spillway channel. The work exposed fresh rock on the west and east sides of the channel. Figure 1 shows both rock faces. On the west face, the lowest rock layers are tilted at a steep angle. A body of dark igneous rock cuts straight across the tilted layers. The igneous body itself is not tilted. The tops of the tilted layers and the igneous body end at one nearly flat surface. Horizontal layers W1, W2, and W3 lie above that surface; the igneous body does not cut them. The east face shows only horizontal layers, labeled E1, E2, and E3. In each face, the layers are labeled from top to bottom. Table 1 lists the fossils found in the labeled layers. The ribbed shell animal lived during one short period of time and spread across the whole region. The fern plants and the smooth coil animal each lived through many long periods of time.

Figure 1. The Two Rock Faces

\"AW1W2W3E1E2E3

Table 1. Fossils Found in Each Layer

LayerFossils found
W1fern
W2ribbed shell
W3smooth coil
E1ribbed shell and fern
E2smooth coil
E3armored fish
", "passage_plain": "Reservoir Spillway Road Cut A road crew widened a road where it crosses a reservoir spillway channel. The work exposed fresh rock on the west and east sides of the channel. Figure 1 shows both rock faces. On the west face, the lowest rock layers are tilted at a steep angle. A body of dark igneous rock cuts straight across the tilted layers. The igneous body itself is not tilted. The tops of the tilted layers and the igneous body end at one nearly flat surface. Horizontal layers W1, W2, and W3 lie above that surface; the igneous body does not cut them. The east face shows only horizontal layers, labeled E1, E2, and E3. In each face, the layers are labeled from top to bottom. Table 1 lists the fossils found in the labeled layers. The ribbed shell animal lived during one short period of time and spread across the whole region. The fern plants and the smooth coil animal each lived through many long periods of time. Figure 1. The Two Rock Faces W1 W2 W3 E1 E2 E3 Table 1. Fossils Found in Each Layer Layer Fossils found W1 fern W2 ribbed shell W3 smooth coil E1 ribbed shell and fern E2 smooth coil E3 armored fish" }, { "n": 21, "item_id": "_cc081509-670a-48b6-bc5b-5cb8c955a2b6", "type": "choice", "title": "Moon Position and Phase", "standards": [ "MS-ESS1-1" ], "prompt_html": "

The diagram models the Moon’s orbit around Earth, seen from above Earth’s North Pole. Sunlight arrives from the right side of the diagram. The Moon is drawn at eight positions, and each circle’s bright half faces the Sun. The curved arrow shows the direction the Moon moves along its orbit. One position is circled.

\"Diagram

Which phase does an observer on Earth see when the Moon is at the circled position?

", "prompt_plain": "The diagram models the Moon’s orbit around Earth, seen from above Earth’s North Pole. Sunlight arrives from the right side of the diagram. The Moon is drawn at eight positions, and each circle’s bright half faces the Sun. The curved arrow shows the direction the Moon moves along its orbit. One position is circled. Which phase does an observer on Earth see when the Moon is at the circled position?", "context_html": "", "options": [ { "id": "cA21", "text": "First quarter", "plain": "First quarter", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "Full moon", "plain": "Full moon", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "Waxing crescent", "plain": "Waxing crescent", "correct": true, "kind": "choice" }, { "id": "cD21", "text": "Waning crescent", "plain": "Waning crescent", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot21_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC21" ] }, "n_options": 4 }, { "n": 22, "item_id": "_894edf3f-1123-4434-a76d-325d7a619793", "type": "inline-choice", "title": "Advancing Cold Front", "standards": [ "MS-ESS2-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A large mass of cold, dry air is moving east across a plains region toward a mass of warm, humid air. The diagram shows a side view of the two air masses meeting. The shaded wedge on the left is the advancing cold air mass, and the arrow shows its motion. A front has formed where the two air masses meet.

\"Side

Complete the statements about the front.

The advancing cold air stays near the ground and pushes under the warm air because cold air is .

As the cold air mass keeps moving, the heaviest rain forms .

", "options": [ { "id": "d1o1", "text": "less dense than warm air", "plain": "less dense than warm air", "correct": false, "kind": "inline" }, { "id": "d1o2", "text": "denser than warm air", "plain": "denser than warm air", "correct": true, "kind": "inline" }, { "id": "d1o3", "text": "the same density as warm air", "plain": "the same density as warm air", "correct": false, "kind": "inline" }, { "id": "d2o1", "text": "deep inside the middle of the cold air mass", "plain": "deep inside the middle of the cold air mass", "correct": false, "kind": "inline" }, { "id": "d2o2", "text": "evenly across the whole warm air mass", "plain": "evenly across the whole warm air mass", "correct": false, "kind": "inline" }, { "id": "d2o3", "text": "in a band along the sloping boundary between the air masses", "plain": "in a band along the sloping boundary between the air masses", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot22.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o2" ], "RESPONSE2": [ "d2o3" ] }, "n_options": 6 }, { "n": 23, "item_id": "_81c95e1d-2e35-4d64-9963-062303cd6f4e", "type": "gap-match", "title": "Sedimentary Rock Formation Stages", "standards": [ "MS-ESS2-1" ], "prompt_html": "

The picture shows four stages in the formation of one sedimentary rock, from loose grains to solid rock. The stages happen in the order shown.

\"Four

 

Drag one description card into each empty box next to the process it describes. One card will not be used.

", "prompt_plain": "The picture shows four stages in the formation of one sedimentary rock, from loose grains to solid rock. The stages happen in the order shown. Drag one description card into each empty box next to the process it describes. One card will not be used.", "context_html": "", "options": [ { "id": "tokc1", "text": "The weight of the layers above presses the grains tightly together and squeezes out water.", "plain": "The weight of the layers above presses the grains tightly together and squeezes out water.", "correct": false, "kind": "gap-token" }, { "id": "tokc2", "text": "Rain, wind, and ice break solid rock apart into small, loose pieces.", "plain": "Rain, wind, and ice break solid rock apart into small, loose pieces.", "correct": false, "kind": "gap-token" }, { "id": "tokc3", "text": "Moving water slows down, and the grains it was carrying settle in flat layers.", "plain": "Moving water slows down, and the grains it was carrying settle in flat layers.", "correct": false, "kind": "gap-token" }, { "id": "tokc4", "text": "Minerals dissolved in groundwater harden between the grains and glue them into solid rock.", "plain": "Minerals dissolved in groundwater harden between the grains and glue them into solid rock.", "correct": false, "kind": "gap-token" }, { "id": "tokc5", "text": "New layers of sediment stack on top, covering the older layers deeper and deeper.", "plain": "New layers of sediment stack on top, covering the older layers deeper and deeper.", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot23.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokc3 gp1", "tokc5 gp2", "tokc1 gp3", "tokc4 gp4" ] }, "n_options": 5 }, { "n": 24, "item_id": "_42f33276-9ed6-441f-bfdc-84f0291ad777", "type": "choice", "title": "Snowpack and Streamflow — Part A", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Part A

Look at Figure 1 and Figure 2 together.

Which claim do the two records together support?

", "prompt_plain": "Part A Look at Figure 1 and Figure 2 together. Which claim do the two records together support?", "context_html": "", "options": [ { "id": "cA24", "text": "The April snowpack has been shrinking, and the smaller snowpack helps explain the falling August streamflow.", "plain": "The April snowpack has been shrinking, and the smaller snowpack helps explain the falling August streamflow.", "correct": true, "kind": "choice" }, { "id": "cB24", "text": "The falling streamflow has drained water out of the peaks, so less snow can pile up each winter.", "plain": "The falling streamflow has drained water out of the peaks, so less snow can pile up each winter.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "Melting snow adds water to the creek, so the streamflow record shows August flows rising over the years.", "plain": "Melting snow adds water to the creek, so the streamflow record shows August flows rising over the years.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "The two trends are unrelated, because winter snow is mostly gone from the peaks long before August arrives.", "plain": "The two trends are unrelated, because winter snow is mostly gone from the peaks long before August arrives.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5e39cf99-023b-4ea6-bda9-c8868ad8071c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA24" ] }, "n_options": 4, "passage_html": "

Mountain Snowpack and Streamflow

A water district gets its water from one mountain watershed. Snow piles up on the peaks each winter and melts through spring and summer. The meltwater feeds the creek that supplies the district’s towns and farms. The district has kept two data records for 40 years. Figure 1 shows the snowpack-depth data: the snow depth measured at one mountain site each April. Figure 2 shows the streamflow data: the amount of water flowing in the creek each August. Each figure plots five-year averages.

\"Line

\"Line

", "passage_plain": "Mountain Snowpack and Streamflow A water district gets its water from one mountain watershed. Snow piles up on the peaks each winter and melts through spring and summer. The meltwater feeds the creek that supplies the district’s towns and farms. The district has kept two data records for 40 years. Figure 1 shows the snowpack-depth data: the snow depth measured at one mountain site each April. Figure 2 shows the streamflow data: the amount of water flowing in the creek each August. Each figure plots five-year averages." }, { "n": 25, "item_id": "_27dc3dfa-55ec-4a75-bca7-25bbb5ed3f8c", "type": "choice", "title": "Snowpack and Streamflow — Part B", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Part B

The district thinks a warming watershed could explain the pattern in your answer in Part A. It wants one more record to test this idea. Table 1 describes four records the district could request.

Table 1. Records the District Could Request

RecordWhat it contains
Snow-extent imagesSatellite images from orbit showing how much of the watershed is covered by snow each spring, 1986-2025
Added streamflow dataStreamflow data like Figure 2, measured at two more points along the same creek, 1986-2025
Water-use recordThe amount of water the district’s towns and farms took from the supply each year, including the extra water used in warm, dry summers, 1986-2025
Weather-station recordThe average yearly air temperature at one weather station in the watershed, measured with thermometers, 1986-2025

Which record would best show whether the watershed has really been warming over the same 40 years?

", "prompt_plain": "Part B The district thinks a warming watershed could explain the pattern in your answer in Part A. It wants one more record to test this idea. Table 1 describes four records the district could request. Table 1. Records the District Could Request Record What it contains Snow-extent images Satellite images from orbit showing how much of the watershed is covered by snow each spring, 1986-2025 Added streamflow data Streamflow data like Figure 2, measured at two more points along the same creek, 1986-2025 Water-use record The amount of water the district’s towns and farms took from the supply each year, including the extra water used in warm, dry summers, 1986-2025 Weather-station record The average yearly air temperature at one weather station in the watershed, measured with thermometers, 1986-2025 Which record would best show whether the watershed has really been warming over the same 40 years?", "context_html": "", "options": [ { "id": "cA25", "text": "The snow-extent images", "plain": "The snow-extent images", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "The added streamflow data", "plain": "The added streamflow data", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "The water-use record", "plain": "The water-use record", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The weather-station record", "plain": "The weather-station record", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5e39cf99-023b-4ea6-bda9-c8868ad8071c" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD25" ] }, "n_options": 4, "passage_html": "

Mountain Snowpack and Streamflow

A water district gets its water from one mountain watershed. Snow piles up on the peaks each winter and melts through spring and summer. The meltwater feeds the creek that supplies the district’s towns and farms. The district has kept two data records for 40 years. Figure 1 shows the snowpack-depth data: the snow depth measured at one mountain site each April. Figure 2 shows the streamflow data: the amount of water flowing in the creek each August. Each figure plots five-year averages.

\"Line

\"Line

", "passage_plain": "Mountain Snowpack and Streamflow A water district gets its water from one mountain watershed. Snow piles up on the peaks each winter and melts through spring and summer. The meltwater feeds the creek that supplies the district’s towns and farms. The district has kept two data records for 40 years. Figure 1 shows the snowpack-depth data: the snow depth measured at one mountain site each April. Figure 2 shows the streamflow data: the amount of water flowing in the creek each August. Each figure plots five-year averages." }, { "n": 26, "item_id": "_489bb100-952a-4c89-a2b4-8d0241fa4c82", "type": "choice", "title": "Protecting the Late-Summer Supply", "standards": [ "MS-ESS3-3" ], "prompt_html": "

The district plans one project to protect the creek’s late-summer water supply if the trends in Figure 1 and Figure 2 continue. The district already operates a small reservoir on the creek.

Which project would best replace water storage that the watershed is losing?

", "prompt_plain": "The district plans one project to protect the creek’s late-summer water supply if the trends in Figure 1 and Figure 2 continue. The district already operates a small reservoir on the creek. Which project would best replace water storage that the watershed is losing?", "context_html": "", "options": [ { "id": "cA26", "text": "Limit lawn watering in the towns each summer so people take less water from the district’s pipes.", "plain": "Limit lawn watering in the towns each summer so people take less water from the district’s pipes.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Change reservoir operations to hold more spring meltwater and release it into the creek in late summer.", "plain": "Change reservoir operations to hold more spring meltwater and release it into the creek in late summer.", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "Build a pipeline that brings drinking water to the towns from a large river outside the watershed.", "plain": "Build a pipeline that brings drinking water to the towns from a large river outside the watershed.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Pump extra groundwater into the towns’ tanks in winter and use it up while the creek runs high.", "plain": "Pump extra groundwater into the towns’ tanks in winter and use it up while the creek runs high.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5e39cf99-023b-4ea6-bda9-c8868ad8071c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB26" ] }, "n_options": 4, "passage_html": "

Mountain Snowpack and Streamflow

A water district gets its water from one mountain watershed. Snow piles up on the peaks each winter and melts through spring and summer. The meltwater feeds the creek that supplies the district’s towns and farms. The district has kept two data records for 40 years. Figure 1 shows the snowpack-depth data: the snow depth measured at one mountain site each April. Figure 2 shows the streamflow data: the amount of water flowing in the creek each August. Each figure plots five-year averages.

\"Line

\"Line

", "passage_plain": "Mountain Snowpack and Streamflow A water district gets its water from one mountain watershed. Snow piles up on the peaks each winter and melts through spring and summer. The meltwater feeds the creek that supplies the district’s towns and farms. The district has kept two data records for 40 years. Figure 1 shows the snowpack-depth data: the snow depth measured at one mountain site each April. Figure 2 shows the streamflow data: the amount of water flowing in the creek each August. Each figure plots five-year averages." }, { "n": 27, "item_id": "_713da254-4fd1-4c33-9bbb-639843b87360", "type": "choice", "title": "Copper Along the Belt", "standards": [ "MS-ESS3-1" ], "prompt_html": "

Look at Figure 1. The region’s copper deposits lie along the mountain belt, while most of the continent has none.

Which statement best explains this pattern?

", "prompt_plain": "Look at Figure 1. The region’s copper deposits lie along the mountain belt, while most of the continent has none. Which statement best explains this pattern?", "context_html": "", "options": [ { "id": "cA27", "text": "Lava that erupted from the belt’s volcanoes cooled on the surface and turned directly into beds of copper ore.", "plain": "Lava that erupted from the belt’s volcanoes cooled on the surface and turned directly into beds of copper ore.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "Repeated earthquakes along the boundary shook copper grains loose and gathered them together under the mountain belt.", "plain": "Repeated earthquakes along the boundary shook copper grains loose and gathered them together under the mountain belt.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "The belt’s cool mountain climate keeps copper from washing away, while warmer lowland weather slowly dissolves it.", "plain": "The belt’s cool mountain climate keeps copper from washing away, while warmer lowland weather slowly dissolves it.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Long ago, hot metal-rich fluids rose through the rock above the sinking plate and concentrated copper in the belt.", "plain": "Long ago, hot metal-rich fluids rose through the rock above the sinking plate and concentrated copper in the belt.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0f5845f-082d-4d36-a16a-85a4b462fc13" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD27" ] }, "n_options": 4, "passage_html": "

Copper Belt and Boundary Monitoring

A mining town sits in a mountain belt that runs along a continent’s coast. Offshore, an ocean plate sinks beneath the continent’s edge at a plate boundary. Figure 1 is a map of the region. On the map, large dots mark the belt’s copper deposits and triangles mark its volcanoes. Small circles mark recorded earthquake locations, and squares mark monitoring stations. Table 1 counts the region’s earthquakes from the past 50 years by distance from the boundary.

Figure 1. Map of the Region

\"Map

Table 1. Earthquakes by Distance from the Boundary

Distance from the boundary (kilometers)Earthquakes recorded in 50 years
0-100260
101-20048
201-3009
More than 3003
", "passage_plain": "Copper Belt and Boundary Monitoring A mining town sits in a mountain belt that runs along a continent’s coast. Offshore, an ocean plate sinks beneath the continent’s edge at a plate boundary. Figure 1 is a map of the region. On the map, large dots mark the belt’s copper deposits and triangles mark its volcanoes. Small circles mark recorded earthquake locations, and squares mark monitoring stations. Table 1 counts the region’s earthquakes from the past 50 years by distance from the boundary. Figure 1. Map of the Region Table 1. Earthquakes by Distance from the Boundary Distance from the boundary (kilometers) Earthquakes recorded in 50 years 0-100 260 101-200 48 201-300 9 More than 300 3" }, { "n": 28, "item_id": "_5f63f420-e375-49e9-8149-1f8ccdeaea54", "type": "choice", "title": "Hazard Forecast Report", "standards": [ "MS-ESS3-2" ], "prompt_html": "

Look at Figure 1 and Table 1. The town’s planners are writing a hazard-forecast report for the region.

Choose the TWO forecasts that the data support.

", "prompt_plain": "Look at Figure 1 and Table 1. The town’s planners are writing a hazard-forecast report for the region. Choose the TWO forecasts that the data support.", "context_html": "", "options": [ { "id": "cA28", "text": "Future earthquakes are more likely to happen within 100 kilometers of the boundary than farther inland.", "plain": "Future earthquakes are more likely to happen within 100 kilometers of the boundary than farther inland.", "correct": true, "kind": "choice" }, { "id": "cB28", "text": "The region’s next volcanic eruption is more likely to happen in the mountain belt than beyond it.", "plain": "The region’s next volcanic eruption is more likely to happen in the mountain belt than beyond it.", "correct": true, "kind": "choice" }, { "id": "cC28", "text": "Future earthquakes are more likely far inland, because so few have happened there in the past.", "plain": "Future earthquakes are more likely far inland, because so few have happened there in the past.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "Future earthquakes are just as likely far inland as they are close to the boundary.", "plain": "Future earthquakes are just as likely far inland as they are close to the boundary.", "correct": false, "kind": "choice" }, { "id": "cE28", "text": "The next volcanic eruption is more likely to happen offshore at the boundary than in the belt.", "plain": "The next volcanic eruption is more likely to happen offshore at the boundary than in the belt.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c0f5845f-082d-4d36-a16a-85a4b462fc13" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA28", "cB28" ] }, "n_options": 5, "passage_html": "

Copper Belt and Boundary Monitoring

A mining town sits in a mountain belt that runs along a continent’s coast. Offshore, an ocean plate sinks beneath the continent’s edge at a plate boundary. Figure 1 is a map of the region. On the map, large dots mark the belt’s copper deposits and triangles mark its volcanoes. Small circles mark recorded earthquake locations, and squares mark monitoring stations. Table 1 counts the region’s earthquakes from the past 50 years by distance from the boundary.

Figure 1. Map of the Region

\"Map

Table 1. Earthquakes by Distance from the Boundary

Distance from the boundary (kilometers)Earthquakes recorded in 50 years
0-100260
101-20048
201-3009
More than 3003
", "passage_plain": "Copper Belt and Boundary Monitoring A mining town sits in a mountain belt that runs along a continent’s coast. Offshore, an ocean plate sinks beneath the continent’s edge at a plate boundary. Figure 1 is a map of the region. On the map, large dots mark the belt’s copper deposits and triangles mark its volcanoes. Small circles mark recorded earthquake locations, and squares mark monitoring stations. Table 1 counts the region’s earthquakes from the past 50 years by distance from the boundary. Figure 1. Map of the Region Table 1. Earthquakes by Distance from the Boundary Distance from the boundary (kilometers) Earthquakes recorded in 50 years 0-100 260 101-200 48 201-300 9 More than 300 3" }, { "n": 29, "item_id": "_c21430e4-7b77-4431-bc05-771b807c2c34", "type": "choice", "title": "Comparing Cart Kinetic Energies", "standards": [ "MS-PS3-1" ], "prompt_html": "

Look at Table 1. The three carts are rolling at the same speed.

Which statement correctly compares the carts’ kinetic energies?

", "prompt_plain": "Look at Table 1. The three carts are rolling at the same speed. Which statement correctly compares the carts’ kinetic energies?", "context_html": "", "options": [ { "id": "cA29", "text": "Cart 2 has twice Cart 1’s kinetic energy and Cart 3 has half, because kinetic energy rises in step with mass.", "plain": "Cart 2 has twice Cart 1’s kinetic energy and Cart 3 has half, because kinetic energy rises in step with mass.", "correct": true, "kind": "choice" }, { "id": "cB29", "text": "The three carts have equal kinetic energy, because kinetic energy depends on how fast an object moves, not on its mass.", "plain": "The three carts have equal kinetic energy, because kinetic energy depends on how fast an object moves, not on its mass.", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "Cart 3 has the most kinetic energy, because a lighter cart is easier to keep rolling at the same speed.", "plain": "Cart 3 has the most kinetic energy, because a lighter cart is easier to keep rolling at the same speed.", "correct": false, "kind": "choice" }, { "id": "cD29", "text": "Cart 2 has more than twice Cart 1’s kinetic energy, because kinetic energy rises faster than mass rises.", "plain": "Cart 2 has more than twice Cart 1’s kinetic energy, because kinetic energy rises faster than mass rises.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a4c4ebf0-666b-4f3b-9fc3-3311d27079d3" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA29" ] }, "n_options": 4, "passage_html": "

Baggage Cart Test Runs

Workers at a freight depot test loaded baggage carts on a smooth, level concrete floor. Figure 1 shows carts on the depot floor. In the first test, three carts are each pushed up to the same speed and released. Table 1 lists each cart’s loaded mass and its speed at release. In a second test, one cart is pushed up to speed and released. After release, it rolls in a straight line at a steady speed, and no one touches it. On this floor, friction on a rolling cart is small enough to ignore.

Figure 1. Carts on the Depot Floor

\"Three

Table 1. Cart Test Measurements

CartLoaded mass (kilograms)Speed at release (meters per second)
Cart 1401.5
Cart 2801.5
Cart 3201.5
", "passage_plain": "Baggage Cart Test Runs Workers at a freight depot test loaded baggage carts on a smooth, level concrete floor. Figure 1 shows carts on the depot floor. In the first test, three carts are each pushed up to the same speed and released. Table 1 lists each cart’s loaded mass and its speed at release. In a second test, one cart is pushed up to speed and released. After release, it rolls in a straight line at a steady speed, and no one touches it. On this floor, friction on a rolling cart is small enough to ignore. Figure 1. Carts on the Depot Floor Table 1. Cart Test Measurements Cart Loaded mass (kilograms) Speed at release (meters per second) Cart 1 40 1.5 Cart 2 80 1.5 Cart 3 20 1.5" }, { "n": 30, "item_id": "_418d34b1-8151-47ac-ac54-5a75cbe47f20", "type": "choice", "title": "Forces on the Coasting Cart", "standards": [ "MS-PS2-2" ], "prompt_html": "

Think about the second test, in which the released cart rolls in a straight line at a steady speed.

Choose the TWO statements that correctly describe the forces on the cart and its motion.

", "prompt_plain": "Think about the second test, in which the released cart rolls in a straight line at a steady speed. Choose the TWO statements that correctly describe the forces on the cart and its motion.", "context_html": "", "options": [ { "id": "cA30", "text": "The forces acting on the cart are balanced while it rolls at a steady speed.", "plain": "The forces acting on the cart are balanced while it rolls at a steady speed.", "correct": true, "kind": "choice" }, { "id": "cB30", "text": "A small forward force must keep acting on the cart to keep it rolling at a steady speed.", "plain": "A small forward force must keep acting on the cart to keep it rolling at a steady speed.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "The cart will keep its steady speed until an unbalanced force acts on it.", "plain": "The cart will keep its steady speed until an unbalanced force acts on it.", "correct": true, "kind": "choice" }, { "id": "cD30", "text": "The push the cart was given stays stored inside it, keeping the cart at a steady speed until the push gets used up.", "plain": "The push the cart was given stays stored inside it, keeping the cart at a steady speed until the push gets used up.", "correct": false, "kind": "choice" }, { "id": "cE30", "text": "While the cart moves, the floor pushes up with less force than gravity pulls down.", "plain": "While the cart moves, the floor pushes up with less force than gravity pulls down.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a4c4ebf0-666b-4f3b-9fc3-3311d27079d3" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA30", "cC30" ] }, "n_options": 5, "passage_html": "

Baggage Cart Test Runs

Workers at a freight depot test loaded baggage carts on a smooth, level concrete floor. Figure 1 shows carts on the depot floor. In the first test, three carts are each pushed up to the same speed and released. Table 1 lists each cart’s loaded mass and its speed at release. In a second test, one cart is pushed up to speed and released. After release, it rolls in a straight line at a steady speed, and no one touches it. On this floor, friction on a rolling cart is small enough to ignore.

Figure 1. Carts on the Depot Floor

\"Three

Table 1. Cart Test Measurements

CartLoaded mass (kilograms)Speed at release (meters per second)
Cart 1401.5
Cart 2801.5
Cart 3201.5
", "passage_plain": "Baggage Cart Test Runs Workers at a freight depot test loaded baggage carts on a smooth, level concrete floor. Figure 1 shows carts on the depot floor. In the first test, three carts are each pushed up to the same speed and released. Table 1 lists each cart’s loaded mass and its speed at release. In a second test, one cart is pushed up to speed and released. After release, it rolls in a straight line at a steady speed, and no one touches it. On this floor, friction on a rolling cart is small enough to ignore. Figure 1. Carts on the Depot Floor Table 1. Cart Test Measurements Cart Loaded mass (kilograms) Speed at release (meters per second) Cart 1 40 1.5 Cart 2 80 1.5 Cart 3 20 1.5" }, { "n": 31, "item_id": "_03c4ef15-484c-4b2d-bb63-6d5a687d1497", "type": "choice", "title": "Wolverine Collar Signals", "standards": [ "MS-PS4-3" ], "prompt_html": "

Researchers studying wolverines in a mountain range fit each animal with a tracking collar. Once every hour, the collar measures the wolverine’s position and sends it toward a satellite as a digital signal: a pattern of pulses that stands for the position’s exact numbers. The satellite relays each signal down to a research station. Figure 1 shows the pathway. During snowstorms, the signals reaching the satellite become weak and noisy. Even so, every position recorded at the station exactly matches the position the collar measured.

Figure 1. The Collar Signal Pathway

\"A

Which statement best explains why the recorded positions still match exactly?

", "prompt_plain": "Researchers studying wolverines in a mountain range fit each animal with a tracking collar. Once every hour, the collar measures the wolverine’s position and sends it toward a satellite as a digital signal: a pattern of pulses that stands for the position’s exact numbers. The satellite relays each signal down to a research station. Figure 1 shows the pathway. During snowstorms, the signals reaching the satellite become weak and noisy. Even so, every position recorded at the station exactly matches the position the collar measured. Figure 1. The Collar Signal Pathway Which statement best explains why the recorded positions still match exactly?", "context_html": "", "options": [ { "id": "cA1", "text": "Digital signals are too strong for storms to weaken, so every pulse arrives exactly as it left the collar.", "plain": "Digital signals are too strong for storms to weaken, so every pulse arrives exactly as it left the collar.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The satellite reshapes each weakened wave on its way down, the way an amplifier restores quiet sound to full loudness.", "plain": "The satellite reshapes each weakened wave on its way down, the way an amplifier restores quiet sound to full loudness.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "A weakened pulse still reads as either on or off, and the station has the collar resend any packet that arrives unclear.", "plain": "A weakened pulse still reads as either on or off, and the station has the collar resend any packet that arrives unclear.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The station estimates each noisy position by averaging together the positions it received just before and just after it.", "plain": "The station estimates each noisy position by averaging together the positions it received just before and just after it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot31.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_0c719ced-97ea-4882-86e1-a88dbe0203b6", "type": "choice", "title": "Wind-Up Car Energy", "standards": [ "MS-PS3-5" ], "prompt_html": "

A toy car has a metal spring inside. A student turns the car’s wind-up key several times, tightening the spring, then sets the car on the floor and lets go. The car speeds across the floor as the spring unwinds. Figure 1 shows the car.

Figure 1. The Wind-Up Toy Car

\"A

Which claim correctly tracks the spring’s stored energy after the student lets go?

", "prompt_plain": "A toy car has a metal spring inside. A student turns the car’s wind-up key several times, tightening the spring, then sets the car on the floor and lets go. The car speeds across the floor as the spring unwinds. Figure 1 shows the car. Figure 1. The Wind-Up Toy Car Which claim correctly tracks the spring’s stored energy after the student lets go?", "context_html": "", "options": [ { "id": "cA1", "text": "The stored energy is used up by the turning wheels and destroyed, which is why the car finally rolls to a stop.", "plain": "The stored energy is used up by the turning wheels and destroyed, which is why the car finally rolls to a stop.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The stored energy is transferred from the unwinding spring to the car, becoming the car’s energy of motion.", "plain": "The stored energy is transferred from the unwinding spring to the car, becoming the car’s energy of motion.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The stored energy stays inside the spring the whole trip, and the car’s push against the floor makes new energy.", "plain": "The stored energy stays inside the spring the whole trip, and the car’s push against the floor makes new energy.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The stored energy releases a latch that lets the wheels turn, and the car supplies its own energy of motion.", "plain": "The stored energy releases a latch that lets the wheels turn, and the car supplies its own energy of motion.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot32.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_a6dcec5a-ad08-40f0-960f-0d82eda3a417", "type": "gap-match", "title": "Wave Property Definitions", "standards": [ "MS-PS4-1" ], "prompt_html": "

Figure 1 shows a simple model of one wave, drawn with no labels. Table 1 lists three definitions of wave properties.

Figure 1. A Model of One Wave

\"A

 

Drag each term card into the empty box beside the definition it matches. One card will not be used.

", "prompt_plain": "Figure 1 shows a simple model of one wave, drawn with no labels. Table 1 lists three definitions of wave properties. Figure 1. A Model of One Wave Drag each term card into the empty box beside the definition it matches. One card will not be used.", "context_html": "", "options": [ { "id": "tokfrq", "text": "frequency", "plain": "frequency", "correct": false, "kind": "gap-token" }, { "id": "tokamp", "text": "amplitude", "plain": "amplitude", "correct": false, "kind": "gap-token" }, { "id": "tokwvl", "text": "wavelength", "plain": "wavelength", "correct": false, "kind": "gap-token" }, { "id": "tokwsp", "text": "wave speed", "plain": "wave speed", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot33_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokamp g1", "tokwvl g2", "tokfrq g3" ] }, "n_options": 4 }, { "n": 34, "item_id": "_36927ace-e445-48d9-8f2d-9b3d0e5543f6", "type": "text-entry", "title": "Maltose Atom Count", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Maltose is a sugar that forms when starch breaks down. The chemical formula for one molecule of maltose is shown below.

C12H22O11

How many atoms in total make up one molecule of maltose?

Give your answer as a whole number (e.g., 30).

Total number of atoms:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "45" ] }, "n_options": 0 }, { "n": 35, "item_id": "_e8dfe981-da73-4903-926f-e8d89f6e78dc", "type": "choice", "title": "Kettle Plume and Campfire Smoke", "standards": [ "MS-PS1-2" ], "prompt_html": "

On a camping trip, Zamira heats water in a kettle on a camp stove while a wood campfire burns nearby. A white plume rises from the kettle’s spout, and gray smoke rises from the campfire. Figure 1 shows the two plumes. Zamira claims the two plumes signal the same kind of change: “In each one, a substance is changing into a new substance.”

Figure 1. The Two Plumes

\"A

Which statement best evaluates Zamira’s claim?

", "prompt_plain": "On a camping trip, Zamira heats water in a kettle on a camp stove while a wood campfire burns nearby. A white plume rises from the kettle’s spout, and gray smoke rises from the campfire. Figure 1 shows the two plumes. Zamira claims the two plumes signal the same kind of change: “In each one, a substance is changing into a new substance.” Figure 1. The Two Plumes Which statement best evaluates Zamira’s claim?", "context_html": "", "options": [ { "id": "cA1", "text": "The claim is correct, because both plumes show up only while heating happens, and heating turns each substance into a new substance.", "plain": "The claim is correct, because both plumes show up only while heating happens, and heating turns each substance into a new substance.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The claim is incorrect for both plumes, because each one is just its starting material broken into smaller floating bits of water or wood.", "plain": "The claim is incorrect for both plumes, because each one is just its starting material broken into smaller floating bits of water or wood.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The claim is incorrect, because the kettle’s plume is a new substance, while the campfire smoke is only unburned wood dust.", "plain": "The claim is incorrect, because the kettle’s plume is a new substance, while the campfire smoke is only unburned wood dust.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The claim is incorrect for the kettle, because its plume is water that has changed state, while the smoke holds new substances from burning.", "plain": "The claim is incorrect for the kettle, because its plume is water that has changed state, while the smoke holds new substances from burning.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-25/images/slot35.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 36, "item_id": "_43180dfe-e16f-4dc1-b726-3eb9d3ab0350", "type": "choice", "title": "Periodic Table Neighbors", "standards": [ "EXT-MSChem-U1L2", "(standalone", "chem", "extension:", "periodic-table", "organization)" ], "prompt_html": "

The table shows one small section of the periodic table: Group 13 through Group 15, across Period 2 through Period 4. The nine tiles sit exactly as they appear in the periodic table, with no tiles missing inside the section. The shaded tile is silicon (Si).

A Section of the Periodic Table

Group 13Group 14Group 15
Period 2boron (B)carbon (C)nitrogen (N)
Period 3aluminum (Al)silicon (Si)phosphorus (P)
Period 4gallium (Ga)germanium (Ge)arsenic (As)

Which element has exactly one more proton in its nucleus than silicon?

", "prompt_plain": "The table shows one small section of the periodic table: Group 13 through Group 15, across Period 2 through Period 4. The nine tiles sit exactly as they appear in the periodic table, with no tiles missing inside the section. The shaded tile is silicon (Si). A Section of the Periodic Table Group 13 Group 14 Group 15 Period 2 boron (B) carbon (C) nitrogen (N) Period 3 aluminum (Al) silicon (Si) phosphorus (P) Period 4 gallium (Ga) germanium (Ge) arsenic (As) Which element has exactly one more proton in its nucleus than silicon?", "context_html": "", "options": [ { "id": "cA1", "text": "aluminum (Al)", "plain": "aluminum (Al)", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "carbon (C)", "plain": "carbon (C)", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "germanium (Ge)", "plain": "germanium (Ge)", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "phosphorus (P)", "plain": "phosphorus (P)", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 37, "item_id": "_b2e28fd5-f6ff-401e-95ca-271eb506c855", "type": "choice", "title": "Bee-Waterer Redesign — Part A", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part A

The club will build one more test platform that changes the current deck in a single new way.

Based on Figure 1 and Table 1, which change best targets the cause of the sinking pattern shown in Table 1?

", "prompt_plain": "Part A The club will build one more test platform that changes the current deck in a single new way. Based on Figure 1 and Table 1, which change best targets the cause of the sinking pattern shown in Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "Add a rim even taller than Platform B’s, so refill splashes cannot wash over the landing surface.", "plain": "Add a rim even taller than Platform B’s, so refill splashes cannot wash over the landing surface.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Build the deck from a sealed material that cannot soak up water, so it stops gaining mass.", "plain": "Build the deck from a sealed material that cannot soak up water, so it stops gaining mass.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Make the deck even wider than Platform C’s, so extra lift holds the surface up longer.", "plain": "Make the deck even wider than Platform C’s, so extra lift holds the surface up longer.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Use a thicker block of the same cork for the deck, so it floats higher at the start.", "plain": "Use a thicker block of the same cork for the deck, so it floats higher at the start.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ce6c08b9-e669-4bc9-b23e-6589c132639a" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Bee-Waterer Float Tests

A garden club keeps a bee waterer: a shallow dish of water with a floating platform where bees stand to drink. Each morning a volunteer, Varun, refills the dish with a watering can. The club’s work order sets a refill performance target. After every one of ten refills in a row, the platform’s landing surface must sit above the water line. The club’s current platform stops meeting this target after a few days. Varun tests three platforms, each built around the current cork deck, and runs five standard refills on each one. He measures each landing surface’s height above the water line after refill 1 and after refill 5. He also measures how much mass each deck gains by refill 5. Negative heights mean the surface sits below the water line. Figure 1 shows the three platforms. Table 1 shows the results.

Figure 1. The Three Platforms

\"Three

Table 1. Refill Test Results

PlatformDeck testedHeight after refill 1Height after refill 5Mass gained by refill 5
Platform Acurrent cork deck, unchanged+3 mm-2 mm6 g
Platform Bcork deck with a taller splash rim+3 mm-1 mm6 g
Platform Ccork deck twice as wide+4 mm0 mm9 g
", "passage_plain": "Bee-Waterer Float Tests A garden club keeps a bee waterer: a shallow dish of water with a floating platform where bees stand to drink. Each morning a volunteer, Varun, refills the dish with a watering can. The club’s work order sets a refill performance target. After every one of ten refills in a row, the platform’s landing surface must sit above the water line. The club’s current platform stops meeting this target after a few days. Varun tests three platforms, each built around the current cork deck, and runs five standard refills on each one. He measures each landing surface’s height above the water line after refill 1 and after refill 5. He also measures how much mass each deck gains by refill 5. Negative heights mean the surface sits below the water line. Figure 1 shows the three platforms. Table 1 shows the results. Figure 1. The Three Platforms Table 1. Refill Test Results Platform Deck tested Height after refill 1 Height after refill 5 Mass gained by refill 5 Platform A current cork deck, unchanged +3 mm -2 mm 6 g Platform B cork deck with a taller splash rim +3 mm -1 mm 6 g Platform C cork deck twice as wide +4 mm 0 mm 9 g" }, { "n": 38, "item_id": "_6768ea01-1bde-4971-80d8-e8647de4af2b", "type": "choice", "title": "Bee-Waterer Redesign — Part B", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

The club builds the new platform from your answer in Part A and runs the full ten-refill test. Volunteers record the landing surface’s height after every refill and measure the deck’s mass at the end of the test.

Which result shows that the new platform meets the work order’s performance target and that the cause of the sinking pattern has been removed?

", "prompt_plain": "Part B The club builds the new platform from your answer in Part A and runs the full ten-refill test. Volunteers record the landing surface’s height after every refill and measure the deck’s mass at the end of the test. Which result shows that the new platform meets the work order’s performance target and that the cause of the sinking pattern has been removed?", "context_html": "", "options": [ { "id": "cA1", "text": "The height readings stay between +2 mm and +3 mm through the ten-refill test, and the deck’s mass stays at its starting value.", "plain": "The height readings stay between +2 mm and +3 mm through the ten-refill test, and the deck’s mass stays at its starting value.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The height readings start at +6 mm, fall after every refill, and end at -2 mm as the deck’s mass rises.", "plain": "The height readings start at +6 mm, fall after every refill, and end at -2 mm as the deck’s mass rises.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The height readings stay positive through refill 9 and drop to -1 mm after refill 10, while the deck’s mass stays at its starting value.", "plain": "The height readings stay positive through refill 9 and drop to -1 mm after refill 10, while the deck’s mass stays at its starting value.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The height readings average +2 mm across the ten refills with two negative readings, and the deck’s mass stays at its starting value.", "plain": "The height readings average +2 mm across the ten refills with two negative readings, and the deck’s mass stays at its starting value.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ce6c08b9-e669-4bc9-b23e-6589c132639a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Bee-Waterer Float Tests

A garden club keeps a bee waterer: a shallow dish of water with a floating platform where bees stand to drink. Each morning a volunteer, Varun, refills the dish with a watering can. The club’s work order sets a refill performance target. After every one of ten refills in a row, the platform’s landing surface must sit above the water line. The club’s current platform stops meeting this target after a few days. Varun tests three platforms, each built around the current cork deck, and runs five standard refills on each one. He measures each landing surface’s height above the water line after refill 1 and after refill 5. He also measures how much mass each deck gains by refill 5. Negative heights mean the surface sits below the water line. Figure 1 shows the three platforms. Table 1 shows the results.

Figure 1. The Three Platforms

\"Three

Table 1. Refill Test Results

PlatformDeck testedHeight after refill 1Height after refill 5Mass gained by refill 5
Platform Acurrent cork deck, unchanged+3 mm-2 mm6 g
Platform Bcork deck with a taller splash rim+3 mm-1 mm6 g
Platform Ccork deck twice as wide+4 mm0 mm9 g
", "passage_plain": "Bee-Waterer Float Tests A garden club keeps a bee waterer: a shallow dish of water with a floating platform where bees stand to drink. Each morning a volunteer, Varun, refills the dish with a watering can. The club’s work order sets a refill performance target. After every one of ten refills in a row, the platform’s landing surface must sit above the water line. The club’s current platform stops meeting this target after a few days. Varun tests three platforms, each built around the current cork deck, and runs five standard refills on each one. He measures each landing surface’s height above the water line after refill 1 and after refill 5. He also measures how much mass each deck gains by refill 5. Negative heights mean the surface sits below the water line. Figure 1 shows the three platforms. Table 1 shows the results. Figure 1. The Three Platforms Table 1. Refill Test Results Platform Deck tested Height after refill 1 Height after refill 5 Mass gained by refill 5 Platform A current cork deck, unchanged +3 mm -2 mm 6 g Platform B cork deck with a taller splash rim +3 mm -1 mm 6 g Platform C cork deck twice as wide +4 mm 0 mm 9 g" }, { "n": 39, "item_id": "_0aa3ce24-4c2b-4e27-bc0c-617cd8872045", "type": "choice", "title": "Bee-Waterer Work Plan", "standards": [ "MS-ETS1-1" ], "prompt_html": "

Besides the refill performance target, the club’s work order lists four more statements about the new float.

Which of these statements is a criterion for the float design?

", "prompt_plain": "Besides the refill performance target, the club’s work order lists four more statements about the new float. Which of these statements is a criterion for the float design?", "context_html": "", "options": [ { "id": "cA1", "text": "The float must be completely finished before the club’s May plant sale.", "plain": "The float must be completely finished before the club’s May plant sale.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The float must cost less than ten dollars in total to build.", "plain": "The float must cost less than ten dollars in total to build.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The float must keep a dry standing area for bees on windy days.", "plain": "The float must keep a dry standing area for bees on windy days.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The float must use only materials already stored in the garden shed.", "plain": "The float must use only materials already stored in the garden shed.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_ce6c08b9-e669-4bc9-b23e-6589c132639a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Bee-Waterer Float Tests

A garden club keeps a bee waterer: a shallow dish of water with a floating platform where bees stand to drink. Each morning a volunteer, Varun, refills the dish with a watering can. The club’s work order sets a refill performance target. After every one of ten refills in a row, the platform’s landing surface must sit above the water line. The club’s current platform stops meeting this target after a few days. Varun tests three platforms, each built around the current cork deck, and runs five standard refills on each one. He measures each landing surface’s height above the water line after refill 1 and after refill 5. He also measures how much mass each deck gains by refill 5. Negative heights mean the surface sits below the water line. Figure 1 shows the three platforms. Table 1 shows the results.

Figure 1. The Three Platforms

\"Three

Table 1. Refill Test Results

PlatformDeck testedHeight after refill 1Height after refill 5Mass gained by refill 5
Platform Acurrent cork deck, unchanged+3 mm-2 mm6 g
Platform Bcork deck with a taller splash rim+3 mm-1 mm6 g
Platform Ccork deck twice as wide+4 mm0 mm9 g
", "passage_plain": "Bee-Waterer Float Tests A garden club keeps a bee waterer: a shallow dish of water with a floating platform where bees stand to drink. Each morning a volunteer, Varun, refills the dish with a watering can. The club’s work order sets a refill performance target. After every one of ten refills in a row, the platform’s landing surface must sit above the water line. The club’s current platform stops meeting this target after a few days. Varun tests three platforms, each built around the current cork deck, and runs five standard refills on each one. He measures each landing surface’s height above the water line after refill 1 and after refill 5. He also measures how much mass each deck gains by refill 5. Negative heights mean the surface sits below the water line. Figure 1 shows the three platforms. Table 1 shows the results. Figure 1. The Three Platforms Table 1. Refill Test Results Platform Deck tested Height after refill 1 Height after refill 5 Mass gained by refill 5 Platform A current cork deck, unchanged +3 mm -2 mm 6 g Platform B cork deck with a taller splash rim +3 mm -1 mm 6 g Platform C cork deck twice as wide +4 mm 0 mm 9 g" }, { "n": 40, "item_id": "_e1fb8d9f-9ec6-4fad-9c68-d5fee6cacab2", "type": "hottext", "title": "Library Daylight Proposals", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The Stonebrook Public Library wants more daylight in its main reading room. A review board compared two proposals - wide roof skylights and narrow mirrored solar tubes - and wrote the summary below. Board members must weigh what each proposal gains against what it gives up.

Select the ONE sentence that states the trade-off the board must weigh if it chooses the skylight proposal.

", "prompt_plain": "The Stonebrook Public Library wants more daylight in its main reading room. A review board compared two proposals - wide roof skylights and narrow mirrored solar tubes - and wrote the summary below. Board members must weigh what each proposal gains against what it gives up. Select the ONE sentence that states the trade-off the board must weigh if it chooses the skylight proposal.", "context_html": "", "options": [ { "id": "hS140", "text": "Wide skylights would flood the reading room with several times more daylight than solar tubes.", "plain": "Wide skylights would flood the reading room with several times more daylight than solar tubes.", "correct": false, "kind": "hottext" }, { "id": "hS240", "text": "Their broad glass panels lose heat in winter, so the brighter room brings higher heating bills.", "plain": "Their broad glass panels lose heat in winter, so the brighter room brings higher heating bills.", "correct": true, "kind": "hottext" }, { "id": "hS340", "text": "Each mirrored solar tube needs a small roof opening, no wider than a dinner plate.", "plain": "Each mirrored solar tube needs a small roof opening, no wider than a dinner plate.", "correct": false, "kind": "hottext" }, { "id": "hS440", "text": "The tubes’ reflective lining carries daylight down two floors without losing much of its brightness.", "plain": "The tubes’ reflective lining carries daylight down two floors without losing much of its brightness.", "correct": false, "kind": "hottext" }, { "id": "hS540", "text": "Installing either option would close the reading room for one week, so visitors would wait either way.", "plain": "Installing either option would close the reading room for one week, so visitors would wait either way.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hS240" ] }, "n_options": 5 } ] }, { "form": "G8.26", "grade": "G8", "title": "Alpha Standardized Science G8.26", "test_id": "_test-c50d4b05-95ea-42c0-a1e7-2da4290d3100", "n_items": 40, "n_stimuli": 9, "stimuli": { "_9bc01dc7-90b7-4f19-94c5-0bf0d17a0ac1": { "title": "First-Flush Diverter Tests", "html": "

First-Flush Diverter Tests

A student team collects roof runoff to water a garden. The first water that runs off a roof carries most of the roof’s grit. A first-flush diverter traps a set volume of that first runoff and keeps it out of the collection tank. The team’s requirement: after a storm, the tank water may hold no more than 8 grams of sediment. The team tested three diverter settings, one setting per storm. Table 1 shows the three tests. Figure 1 shows the system.

Table 1. Three Storm Tests

TestRainfall in storm (mm)First-flush volume trapped (L)Sediment in tank (g)
15221
212614
330106

Figure 1. The Diverter System

\"A

" }, "_847fe571-ac46-4df8-a6ad-46b923630be6": { "title": "Sidewalk Replacement Carbon Audit", "html": "

Sidewalk Replacement Carbon Audit

A city replaced its cracked concrete sidewalks during 2023 and 2024. City staff audited the carbon dioxide (CO2) released by the project. Concrete is made with cement. To make cement, crushed limestone is heated in a kiln, a very hot furnace. Table 1 shows the CO2 released in making the project’s cement. Figure 1 shows the city’s total CO2 emissions for each year from 2021 to 2025.

Table 1. CO2 from Making the Project’s Cement

Step in making the cementCO2 released (tonnes)
Burning fuel to heat the kiln2,600
Limestone breaking down inside the hot kiln3,300
Electricity for grinding and mixing300
Trucks hauling materials200
Total6,400

Figure 1. City CO2 Emissions by Year

\"A

" }, "_2cec74ac-87a9-4deb-901a-987deba12bc5": { "title": "Surface and Cave Fish Populations", "html": "

Surface and Cave Fish Populations

One fish species lives in two connected bodies of water. One population lives in a sunlit surface stream. The other population lives in a cave that no light ever reaches. Adult cave fish have no working eyes. Scientists compared the two populations. Table 1 compares adult body features. Table 2 lists the scientists’ findings about one eye-development gene and the protein it controls. Figure 1 shows an adult fish from each population.

Table 1. Adult Body Comparison

Body featureSurface populationCave population
Skull bonesFull set, typical shapeFull set, same as surface fish
Backbone and fin bonesFull set, typical shapeFull set, same as surface fish
EyesComplete, working eyesSmall eye remnants under the skin

Table 2. Gene and Protein Report

FindingWhat the scientists observed
Finding 1In every cave fish tested, one segment of the eye-development gene differs from the segment in surface fish.
Finding 2Cells in cave fish follow the changed gene’s instructions and make a shortened eye protein that does not work.
Finding 3All other proteins tested are identical in the two populations.
Finding 4When scientists kept surface fish and cave fish together in a pool inside the dark cave, both groups found food, survived, and reproduced equally well.

Figure 1. Left: surface-population fish. Right: cave-population fish.

\"Two

" }, "_693b5a43-42ca-4ca1-b782-cb34a7f2a669": { "title": "Two Messenger-Bag Materials", "html": "

Two Messenger-Bag Materials

A bag company is choosing between two materials for a new messenger bag. Material 1 is mushroom leather. It is grown from mycelium, the root-like threads of a fungus, spread over chopped crop stalks. In about two weeks the threads grow into a thick mat. Chemical baths then change each harvested mat into a flexible sheet. Material 2 is a synthetic leather made from petroleum. Table 1 compares the two materials. A courier company that wants to buy the bags sent its requirements, and the bag company tested both materials. Table 2 shows the requirements and the test results. Figure 1 shows the two materials.

Table 1. Material Inputs and Production

Mushroom leatherPetroleum-based synthetic leather
Main raw materialMycelium mat grown on chopped crop stalksPetroleum pumped from deep underground
Time for a used-up supply of the raw material to form againAbout two weeks per matMany millions of years
How the sheet is madeChemical baths change the mat into a flexible sheet that bends, holds stitches, and sheds water; the raw mat does none of theseChemical processing turns the petroleum into a flexible plastic sheet

Table 2. Client Requirements and Test Results

RequirementResult for mushroom leatherResult for synthetic leather
Criterion 1: a strap seam must hold at least 9 kgSeam held 12 kg before tearingSeam held 15 kg before tearing
Criterion 2: the material must keep rain out for at least 30 minutesKept water out for 45 minutesKept water out for 3 hours
Criterion 3: making one bag must release less than 5 kg of carbon dioxide1 kg of carbon dioxide per bag9 kg of carbon dioxide per bag
Constraint: material for one bag must cost 30 dollars or less26 dollars per bag12 dollars per bag

Figure 1. Left: raw mycelium mat and finished mushroom-leather sheet. Right: petroleum-based synthetic leather.

\"Left:

" }, "_64901e8e-7436-4b74-9c33-15abbd66f995": { "title": "Test-Cart Track Data", "html": "

Test-Cart Track Data

A science team tests one small cart on a long laboratory track. A quiet electric motor brings the cart to a chosen launch speed, then releases it. A sensor at the release line reports each launch speed, and track software reports the cart’s kinetic energy there. Table 1 shows the four runs. After release, the cart coasts over two hills and stops near the far end of the track. Figure 1 shows a side view of the track with five labeled points.

Table 1. Test-Cart Launch Runs

RunLaunch speed (m/s)Kinetic energy at release (J)
113
2212
3327
4448

Figure 1. Side View of the Track

\"Side

" }, "_941b563a-7f93-46a6-a380-22ff5774b07c": { "title": "Road Salt and the Reservoir", "html": "

Road Salt and the Reservoir

A town’s road crews spread salt on icy roads each winter. The town also tracks its water quality. Table 1 lists the salt spread each winter. Figure 1 shows the average chloride level in three groundwater monitoring wells located between the salted roads and the reservoir. Chloride enters water when road salt dissolves, and it stays dissolved. Table 2 lists the chloride level of reservoir water entering the drinking-water plant.

Table 1. Winter Road-Salt Use

Winter (ending year)Salt spread (tonnes)
2020310
2021350
2022400
2023450
2024490

Figure 1. Average Chloride in Monitoring Wells

\"A

Table 2. Chloride at the Reservoir Intake

YearChloride (mg/L)
202022
202126
202230
202335
202441
" }, "_b8fa6f7e-68fe-4cc3-a030-8b09aa468636": { "title": "Floodplain Root-Depth Survey", "html": "

Floodplain Root-Depth Survey

A floodplain is flat, low ground beside a river that floods from time to time. A land-management team studies one small plant species growing on one river floodplain. Each plant inherits one of three root-depth traits and keeps that trait for life. The traits are shallow roots (under 20 cm), medium roots (20 to 50 cm), and deep roots (over 50 cm). Offspring usually grow roots to about the same depth as their parent plants.

The team counted every plant in the same ten study plots twice. The first count came in a starting survey year. The second count came after five years in a row with strong spring floods. All three root-depth traits appeared in both counts, and no new plants or seeds arrived from outside. Figure 1 shows how many counted plants fell into each root-depth group in each survey.

Figure 1. Plant Counts by Root-Depth Group

\"Two

" }, "_34e47a90-1aea-417f-81b3-b03f7ddb22a3": { "title": "Dry-Basin Field Atlas", "html": "

Dry-Basin Field Atlas

A field atlas describes a dry desert region. Figure 1 shows four of the atlas’s map pages, all covering the same region. Page 1 marks the boundary where two tectonic plates meet, plus old lava and ash beds beside it. Page 2 shades the region’s closed basins, which collect water but never drain to the sea. Page 3 plots the locations of recorded earthquakes. Page 4 marks the brine flats, where lithium, a metal used in batteries, is found. Brine is very salty water that collects on the basin floors. Atlas lab tests show the old lava and ash beds contain small amounts of lithium. Rain slowly dissolves that lithium, and streams carry it into the closed basins. Four areas, labeled K, L, M, and N, appear on every page.

Figure 1. The Four Atlas Pages

\"Four

" }, "_8ef59cd0-e41e-4b81-8d5b-8949029f9d9f": { "title": "Gull Point Sea Cliff", "html": "

Gull Point Sea Cliff

Students visiting the coast at Gull Point examine the rock exposed in a tall sea cliff. In the lower part of the cliff, thick rock layers are tilted at a steep angle. The tilted layers are made of hardened sand and mud that settled out of water. A single flat surface cuts straight across the upturned ends of the tilted layers. Above that surface, a second set of layers lies flat, one on top of another. At the base of the cliff, waves are carving a notch into the rock today. Figure 1 shows the cliff face.

Figure 1. The Gull Point Cliff Face

\"A

" } }, "questions": [ { "n": 1, "item_id": "_1826b2f4-9e40-4b46-9e60-b54a93caf7e1", "type": "choice", "title": "Mushroom Leather Classification", "standards": [ "MS-PS1-3" ], "prompt_html": "

Based on Table 1, which statement best explains why mushroom leather is classified as a synthetic material even though it is grown from a living fungus?

", "prompt_plain": "Based on Table 1, which statement best explains why mushroom leather is classified as a synthetic material even though it is grown from a living fungus?", "context_html": "", "options": [ { "id": "cA1", "text": "It is made indoors with special equipment, so it does not count as a natural material.", "plain": "It is made indoors with special equipment, so it does not count as a natural material.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Its natural raw material is chemically changed into a sheet with properties the raw mat lacks.", "plain": "Its natural raw material is chemically changed into a sheet with properties the raw mat lacks.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "It replaces animal leather, so it belongs in the same category as other manufactured substitutes.", "plain": "It replaces animal leather, so it belongs in the same category as other manufactured substitutes.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "It is pressed and cut into a new shape, which turns it into a new material.", "plain": "It is pressed and cut into a new shape, which turns it into a new material.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_693b5a43-42ca-4ca1-b782-cb34a7f2a669" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Two Messenger-Bag Materials

A bag company is choosing between two materials for a new messenger bag. Material 1 is mushroom leather. It is grown from mycelium, the root-like threads of a fungus, spread over chopped crop stalks. In about two weeks the threads grow into a thick mat. Chemical baths then change each harvested mat into a flexible sheet. Material 2 is a synthetic leather made from petroleum. Table 1 compares the two materials. A courier company that wants to buy the bags sent its requirements, and the bag company tested both materials. Table 2 shows the requirements and the test results. Figure 1 shows the two materials.

Table 1. Material Inputs and Production

Mushroom leatherPetroleum-based synthetic leather
Main raw materialMycelium mat grown on chopped crop stalksPetroleum pumped from deep underground
Time for a used-up supply of the raw material to form againAbout two weeks per matMany millions of years
How the sheet is madeChemical baths change the mat into a flexible sheet that bends, holds stitches, and sheds water; the raw mat does none of theseChemical processing turns the petroleum into a flexible plastic sheet

Table 2. Client Requirements and Test Results

RequirementResult for mushroom leatherResult for synthetic leather
Criterion 1: a strap seam must hold at least 9 kgSeam held 12 kg before tearingSeam held 15 kg before tearing
Criterion 2: the material must keep rain out for at least 30 minutesKept water out for 45 minutesKept water out for 3 hours
Criterion 3: making one bag must release less than 5 kg of carbon dioxide1 kg of carbon dioxide per bag9 kg of carbon dioxide per bag
Constraint: material for one bag must cost 30 dollars or less26 dollars per bag12 dollars per bag

Figure 1. Left: raw mycelium mat and finished mushroom-leather sheet. Right: petroleum-based synthetic leather.

\"Left:

", "passage_plain": "Two Messenger-Bag Materials A bag company is choosing between two materials for a new messenger bag. Material 1 is mushroom leather. It is grown from mycelium, the root-like threads of a fungus, spread over chopped crop stalks. In about two weeks the threads grow into a thick mat. Chemical baths then change each harvested mat into a flexible sheet. Material 2 is a synthetic leather made from petroleum. Table 1 compares the two materials. A courier company that wants to buy the bags sent its requirements, and the bag company tested both materials. Table 2 shows the requirements and the test results. Figure 1 shows the two materials. Table 1. Material Inputs and Production Mushroom leather Petroleum-based synthetic leather Main raw material Mycelium mat grown on chopped crop stalks Petroleum pumped from deep underground Time for a used-up supply of the raw material to form again About two weeks per mat Many millions of years How the sheet is made Chemical baths change the mat into a flexible sheet that bends, holds stitches, and sheds water; the raw mat does none of these Chemical processing turns the petroleum into a flexible plastic sheet Table 2. Client Requirements and Test Results Requirement Result for mushroom leather Result for synthetic leather Criterion 1: a strap seam must hold at least 9 kg Seam held 12 kg before tearing Seam held 15 kg before tearing Criterion 2: the material must keep rain out for at least 30 minutes Kept water out for 45 minutes Kept water out for 3 hours Criterion 3: making one bag must release less than 5 kg of carbon dioxide 1 kg of carbon dioxide per bag 9 kg of carbon dioxide per bag Constraint: material for one bag must cost 30 dollars or less 26 dollars per bag 12 dollars per bag Figure 1. Left: raw mycelium mat and finished mushroom-leather sheet. Right: petroleum-based synthetic leather." }, { "n": 2, "item_id": "_266c63c0-b056-40a1-b17b-283433999845", "type": "inline-choice", "title": "Raw Material Resource Types", "standards": [ "MS-PS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Complete the statements about the raw materials listed in Table 1.

Based on Table 1, the raw material for mushroom leather is a resource, and the raw material for the synthetic leather is a resource.

", "options": [ { "id": "cD1Of3d0eddb6", "text": "nonrenewable", "plain": "nonrenewable", "correct": false, "kind": "inline" }, { "id": "cD1Ob28b6fd3b", "text": "recycled", "plain": "recycled", "correct": false, "kind": "inline" }, { "id": "cD1O2eb908566", "text": "renewable", "plain": "renewable", "correct": true, "kind": "inline" }, { "id": "cD2Oce0aadfb5", "text": "nonrenewable", "plain": "nonrenewable", "correct": true, "kind": "inline" }, { "id": "cD2O7aa6fa099", "text": "recycled", "plain": "recycled", "correct": false, "kind": "inline" }, { "id": "cD2O7bf325769", "text": "renewable", "plain": "renewable", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_693b5a43-42ca-4ca1-b782-cb34a7f2a669" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1O2eb908566" ], "RESPONSE2": [ "cD2Oce0aadfb5" ] }, "n_options": 6, "passage_html": "

Two Messenger-Bag Materials

A bag company is choosing between two materials for a new messenger bag. Material 1 is mushroom leather. It is grown from mycelium, the root-like threads of a fungus, spread over chopped crop stalks. In about two weeks the threads grow into a thick mat. Chemical baths then change each harvested mat into a flexible sheet. Material 2 is a synthetic leather made from petroleum. Table 1 compares the two materials. A courier company that wants to buy the bags sent its requirements, and the bag company tested both materials. Table 2 shows the requirements and the test results. Figure 1 shows the two materials.

Table 1. Material Inputs and Production

Mushroom leatherPetroleum-based synthetic leather
Main raw materialMycelium mat grown on chopped crop stalksPetroleum pumped from deep underground
Time for a used-up supply of the raw material to form againAbout two weeks per matMany millions of years
How the sheet is madeChemical baths change the mat into a flexible sheet that bends, holds stitches, and sheds water; the raw mat does none of theseChemical processing turns the petroleum into a flexible plastic sheet

Table 2. Client Requirements and Test Results

RequirementResult for mushroom leatherResult for synthetic leather
Criterion 1: a strap seam must hold at least 9 kgSeam held 12 kg before tearingSeam held 15 kg before tearing
Criterion 2: the material must keep rain out for at least 30 minutesKept water out for 45 minutesKept water out for 3 hours
Criterion 3: making one bag must release less than 5 kg of carbon dioxide1 kg of carbon dioxide per bag9 kg of carbon dioxide per bag
Constraint: material for one bag must cost 30 dollars or less26 dollars per bag12 dollars per bag

Figure 1. Left: raw mycelium mat and finished mushroom-leather sheet. Right: petroleum-based synthetic leather.

\"Left:

", "passage_plain": "Two Messenger-Bag Materials A bag company is choosing between two materials for a new messenger bag. Material 1 is mushroom leather. It is grown from mycelium, the root-like threads of a fungus, spread over chopped crop stalks. In about two weeks the threads grow into a thick mat. Chemical baths then change each harvested mat into a flexible sheet. Material 2 is a synthetic leather made from petroleum. Table 1 compares the two materials. A courier company that wants to buy the bags sent its requirements, and the bag company tested both materials. Table 2 shows the requirements and the test results. Figure 1 shows the two materials. Table 1. Material Inputs and Production Mushroom leather Petroleum-based synthetic leather Main raw material Mycelium mat grown on chopped crop stalks Petroleum pumped from deep underground Time for a used-up supply of the raw material to form again About two weeks per mat Many millions of years How the sheet is made Chemical baths change the mat into a flexible sheet that bends, holds stitches, and sheds water; the raw mat does none of these Chemical processing turns the petroleum into a flexible plastic sheet Table 2. Client Requirements and Test Results Requirement Result for mushroom leather Result for synthetic leather Criterion 1: a strap seam must hold at least 9 kg Seam held 12 kg before tearing Seam held 15 kg before tearing Criterion 2: the material must keep rain out for at least 30 minutes Kept water out for 45 minutes Kept water out for 3 hours Criterion 3: making one bag must release less than 5 kg of carbon dioxide 1 kg of carbon dioxide per bag 9 kg of carbon dioxide per bag Constraint: material for one bag must cost 30 dollars or less 26 dollars per bag 12 dollars per bag Figure 1. Left: raw mycelium mat and finished mushroom-leather sheet. Right: petroleum-based synthetic leather." }, { "n": 3, "item_id": "_ca7fa3e1-6ffe-43d9-9240-03af112c190b", "type": "choice", "title": "Messenger-Bag Material Evaluation", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Look at Table 1 and Table 2.

The courier company will approve a bag material only if the material meets all three criteria and the cost constraint.

Which statement best evaluates the two materials against the courier company’s requirements?

", "prompt_plain": "Look at Table 1 and Table 2. The courier company will approve a bag material only if the material meets all three criteria and the cost constraint. Which statement best evaluates the two materials against the courier company’s requirements?", "context_html": "", "options": [ { "id": "cA3", "text": "Only the mushroom leather should be approved, because it meets every requirement, while the synthetic leather releases too much carbon dioxide.", "plain": "Only the mushroom leather should be approved, because it meets every requirement, while the synthetic leather releases too much carbon dioxide.", "correct": true, "kind": "choice" }, { "id": "cB3", "text": "The synthetic leather should be approved, because it produced the strongest seam and kept water out for the longest time.", "plain": "The synthetic leather should be approved, because it produced the strongest seam and kept water out for the longest time.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "The synthetic leather should be approved, because its lower cost leaves the most money under the client company’s spending limit.", "plain": "The synthetic leather should be approved, because its lower cost leaves the most money under the client company’s spending limit.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Neither material should be approved, because each material performed worse than the other on at least one of the tests.", "plain": "Neither material should be approved, because each material performed worse than the other on at least one of the tests.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_693b5a43-42ca-4ca1-b782-cb34a7f2a669" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA3" ] }, "n_options": 4, "passage_html": "

Two Messenger-Bag Materials

A bag company is choosing between two materials for a new messenger bag. Material 1 is mushroom leather. It is grown from mycelium, the root-like threads of a fungus, spread over chopped crop stalks. In about two weeks the threads grow into a thick mat. Chemical baths then change each harvested mat into a flexible sheet. Material 2 is a synthetic leather made from petroleum. Table 1 compares the two materials. A courier company that wants to buy the bags sent its requirements, and the bag company tested both materials. Table 2 shows the requirements and the test results. Figure 1 shows the two materials.

Table 1. Material Inputs and Production

Mushroom leatherPetroleum-based synthetic leather
Main raw materialMycelium mat grown on chopped crop stalksPetroleum pumped from deep underground
Time for a used-up supply of the raw material to form againAbout two weeks per matMany millions of years
How the sheet is madeChemical baths change the mat into a flexible sheet that bends, holds stitches, and sheds water; the raw mat does none of theseChemical processing turns the petroleum into a flexible plastic sheet

Table 2. Client Requirements and Test Results

RequirementResult for mushroom leatherResult for synthetic leather
Criterion 1: a strap seam must hold at least 9 kgSeam held 12 kg before tearingSeam held 15 kg before tearing
Criterion 2: the material must keep rain out for at least 30 minutesKept water out for 45 minutesKept water out for 3 hours
Criterion 3: making one bag must release less than 5 kg of carbon dioxide1 kg of carbon dioxide per bag9 kg of carbon dioxide per bag
Constraint: material for one bag must cost 30 dollars or less26 dollars per bag12 dollars per bag

Figure 1. Left: raw mycelium mat and finished mushroom-leather sheet. Right: petroleum-based synthetic leather.

\"Left:

", "passage_plain": "Two Messenger-Bag Materials A bag company is choosing between two materials for a new messenger bag. Material 1 is mushroom leather. It is grown from mycelium, the root-like threads of a fungus, spread over chopped crop stalks. In about two weeks the threads grow into a thick mat. Chemical baths then change each harvested mat into a flexible sheet. Material 2 is a synthetic leather made from petroleum. Table 1 compares the two materials. A courier company that wants to buy the bags sent its requirements, and the bag company tested both materials. Table 2 shows the requirements and the test results. Figure 1 shows the two materials. Table 1. Material Inputs and Production Mushroom leather Petroleum-based synthetic leather Main raw material Mycelium mat grown on chopped crop stalks Petroleum pumped from deep underground Time for a used-up supply of the raw material to form again About two weeks per mat Many millions of years How the sheet is made Chemical baths change the mat into a flexible sheet that bends, holds stitches, and sheds water; the raw mat does none of these Chemical processing turns the petroleum into a flexible plastic sheet Table 2. Client Requirements and Test Results Requirement Result for mushroom leather Result for synthetic leather Criterion 1: a strap seam must hold at least 9 kg Seam held 12 kg before tearing Seam held 15 kg before tearing Criterion 2: the material must keep rain out for at least 30 minutes Kept water out for 45 minutes Kept water out for 3 hours Criterion 3: making one bag must release less than 5 kg of carbon dioxide 1 kg of carbon dioxide per bag 9 kg of carbon dioxide per bag Constraint: material for one bag must cost 30 dollars or less 26 dollars per bag 12 dollars per bag Figure 1. Left: raw mycelium mat and finished mushroom-leather sheet. Right: petroleum-based synthetic leather." }, { "n": 4, "item_id": "_0623ed9b-7ad5-4df2-8244-84fecc6450e6", "type": "text-entry", "title": "Nucleus Diagram Element Count", "standards": [ "EXT:", "subatomic", "structure", "and", "atomic", "number", "(proton-count", "identity", "of", "an", "element)" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The four diagrams below each show the nucleus of one atom. The caption under each diagram lists the number of protons and the number of neutrons in that nucleus.

\"Four

Diagram 1: 5 protons, 6 neutrons  |  Diagram 2: 5 protons, 5 neutrons  |  Diagram 3: 7 protons, 7 neutrons  |  Diagram 4: 9 protons, 10 neutrons

How many different elements do the four diagrams represent?

Give your answer as a whole number (e.g., 8).

Number of different elements:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot04_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 5, "item_id": "_eeddd98a-4762-4fda-b8f9-3ad6c9bdaf8b", "type": "choice", "title": "Glow-Stick Investigation Variable", "standards": [ "MS-PS1-6" ], "prompt_html": "

A glow stick makes light from a chemical reaction inside its tube. Calvin has three identical glow sticks. He bends each stick to start its reaction, then drops one stick into each of three cups of water: one cup at 10 °C, one at 25 °C, and one at 40 °C. Each cup holds the same amount of water. After one minute, he records how brightly each glow stick glows.

\"Three

Left to right: water at 10 °C, 25 °C, and 40 °C.

Which variable is the independent variable - the one Calvin changes on purpose - in this investigation?

", "prompt_plain": "A glow stick makes light from a chemical reaction inside its tube. Calvin has three identical glow sticks. He bends each stick to start its reaction, then drops one stick into each of three cups of water: one cup at 10 °C, one at 25 °C, and one at 40 °C. Each cup holds the same amount of water. After one minute, he records how brightly each glow stick glows. Left to right: water at 10 °C, 25 °C, and 40 °C. Which variable is the independent variable - the one Calvin changes on purpose - in this investigation?", "context_html": "", "options": [ { "id": "cA5", "text": "the amount of water in each cup", "plain": "the amount of water in each cup", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "the brightness of each glow stick", "plain": "the brightness of each glow stick", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "the temperature of the water in each cup", "plain": "the temperature of the water in each cup", "correct": true, "kind": "choice" }, { "id": "cD5", "text": "the type of glow stick in each cup", "plain": "the type of glow stick in each cup", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot05.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC5" ] }, "n_options": 4 }, { "n": 6, "item_id": "_4d97081c-bc4b-4617-8b87-f5255d6262c0", "type": "text-entry", "title": "Phosphorus Equation Atom Total", "standards": [ "EXT:", "balancing", "supplied-formula", "equations", "(coefficients", "vs", "subscripts", "accounting)" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Phosphorus is a solid element that burns in oxygen gas with a very bright flame. A classroom poster shows the balanced chemical equation for this reaction. The equation is printed below.

4P + 5O2 → 2P2O5

Counting both coefficients and subscripts, what is the total number of atoms shown on the product side (the right side) of the equation?

Give your answer as a whole number (e.g., 25).

Total atoms on the product side:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "14" ] }, "n_options": 0 }, { "n": 7, "item_id": "_c0cc7714-3ede-4369-9ec4-7ee5c690796a", "type": "choice", "title": "Element Tile Atomic Mass", "standards": [ "EXT:", "periodic-table", "organization", "(element-tile", "entries)" ], "prompt_html": "

The card below shows one element tile from the periodic table.

22
Ti
Titanium
47.87

Which entry on the tile shows the element’s atomic mass?

", "prompt_plain": "The card below shows one element tile from the periodic table. 22 Ti Titanium 47.87 Which entry on the tile shows the element’s atomic mass?", "context_html": "", "options": [ { "id": "cA7", "text": "the number 22", "plain": "the number 22", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "the number 47.87", "plain": "the number 47.87", "correct": true, "kind": "choice" }, { "id": "cC7", "text": "the letters Ti", "plain": "the letters Ti", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "the word Titanium", "plain": "the word Titanium", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB7" ] }, "n_options": 4 }, { "n": 8, "item_id": "_61e7c482-6cd9-417f-8f88-49b6901b7501", "type": "choice", "title": "Quartz and Carbon Dioxide Contrast", "standards": [ "MS-PS1-1" ], "prompt_html": "

A grain of quartz sand is a hard solid at room temperature. It is made of silicon and oxygen atoms. Carbon dioxide is a gas at room temperature. It is made of carbon and oxygen atoms. The two particle models below show how the atoms in each material are arranged.

\"Left:

Model 1: quartz - silicon (dark) and oxygen (light) atoms. Model 2: carbon dioxide - carbon (dark) and oxygen (light) atoms.

Which statement best explains why these two oxygen-containing materials have such different properties?

", "prompt_plain": "A grain of quartz sand is a hard solid at room temperature. It is made of silicon and oxygen atoms. Carbon dioxide is a gas at room temperature. It is made of carbon and oxygen atoms. The two particle models below show how the atoms in each material are arranged. Model 1: quartz - silicon (dark) and oxygen (light) atoms. Model 2: carbon dioxide - carbon (dark) and oxygen (light) atoms. Which statement best explains why these two oxygen-containing materials have such different properties?", "context_html": "", "options": [ { "id": "cA8", "text": "The oxygen atoms in quartz are harder and stronger than the oxygen atoms in carbon dioxide.", "plain": "The oxygen atoms in quartz are harder and stronger than the oxygen atoms in carbon dioxide.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "The oxygen atoms in quartz are in solid form, while the oxygen atoms in carbon dioxide are in gas form.", "plain": "The oxygen atoms in quartz are in solid form, while the oxygen atoms in carbon dioxide are in gas form.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The atoms in quartz have stopped moving, while the atoms in carbon dioxide are still moving.", "plain": "The atoms in quartz have stopped moving, while the atoms in carbon dioxide are still moving.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The atoms in quartz are bonded into one large repeating network, while carbon dioxide forms separate small molecules.", "plain": "The atoms in quartz are bonded into one large repeating network, while carbon dioxide forms separate small molecules.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot08.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD8" ] }, "n_options": 4 }, { "n": 9, "item_id": "_32563bac-3763-40a8-95b5-902b2a1298d4", "type": "choice", "title": "Embryo Chart Evidence", "standards": [ "MS-LS4-3" ], "prompt_html": "

The chart below shows embryos of four animals - a fish, a monkey, a cow, and a sheep - at an early stage and at a late stage of development.

\"A

Columns, left to right: fish, monkey, cow, sheep. Top row: early stage. Bottom row: late stage.

Which statements do the drawings support? Choose the TWO best answers.

", "prompt_plain": "The chart below shows embryos of four animals - a fish, a monkey, a cow, and a sheep - at an early stage and at a late stage of development. Columns, left to right: fish, monkey, cow, sheep. Top row: early stage. Bottom row: late stage. Which statements do the drawings support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA9", "text": "At the early stage, all four embryos look similar, and each has a tail and gill slits.", "plain": "At the early stage, all four embryos look similar, and each has a tail and gill slits.", "correct": true, "kind": "choice" }, { "id": "cB9", "text": "The four embryos can be told apart at the early stage as easily as at the late stage.", "plain": "The four embryos can be told apart at the early stage as easily as at the late stage.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "The similarities among the early embryos support the inference that the four animals share a common ancestor.", "plain": "The similarities among the early embryos support the inference that the four animals share a common ancestor.", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "The drawings show the fish embryo slowly changing into the monkey, cow, and sheep embryos.", "plain": "The drawings show the fish embryo slowly changing into the monkey, cow, and sheep embryos.", "correct": false, "kind": "choice" }, { "id": "cE9", "text": "Each embryo keeps the same body shape from the early stage to the late stage.", "plain": "Each embryo keeps the same body shape from the early stage to the late stage.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot09.png" ], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA9", "cC9" ] }, "n_options": 5 }, { "n": 10, "item_id": "_4fad610e-f3a0-468e-b69c-e796568faac4", "type": "choice", "title": "Cave Fish Eye Development (Part A)", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part A

Look at Table 1 and Table 2.

Which statement best explains why cave fish develop without working eyes?

", "prompt_plain": "Part A Look at Table 1 and Table 2. Which statement best explains why cave fish develop without working eyes?", "context_html": "", "options": [ { "id": "cA10", "text": "Living in total darkness makes each cave fish’s eyes shrink during its lifetime, and each fish passes that change to its offspring.", "plain": "Living in total darkness makes each cave fish’s eyes shrink during its lifetime, and each fish passes that change to its offspring.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Total darkness stops the eye protein from working after each fish hatches, even though the inherited gene is the same in both populations.", "plain": "Total darkness stops the eye protein from working after each fish hatches, even though the inherited gene is the same in both populations.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "The changed gene alters every protein a cave fish makes, so its whole body develops differently from a surface fish’s body.", "plain": "The changed gene alters every protein a cave fish makes, so its whole body develops differently from a surface fish’s body.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "The changed gene’s instructions produce a nonworking eye protein, so complete, working eyes fail to develop while other body parts develop normally.", "plain": "The changed gene’s instructions produce a nonworking eye protein, so complete, working eyes fail to develop while other body parts develop normally.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2cec74ac-87a9-4deb-901a-987deba12bc5" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD10" ] }, "n_options": 4, "passage_html": "

Surface and Cave Fish Populations

One fish species lives in two connected bodies of water. One population lives in a sunlit surface stream. The other population lives in a cave that no light ever reaches. Adult cave fish have no working eyes. Scientists compared the two populations. Table 1 compares adult body features. Table 2 lists the scientists’ findings about one eye-development gene and the protein it controls. Figure 1 shows an adult fish from each population.

Table 1. Adult Body Comparison

Body featureSurface populationCave population
Skull bonesFull set, typical shapeFull set, same as surface fish
Backbone and fin bonesFull set, typical shapeFull set, same as surface fish
EyesComplete, working eyesSmall eye remnants under the skin

Table 2. Gene and Protein Report

FindingWhat the scientists observed
Finding 1In every cave fish tested, one segment of the eye-development gene differs from the segment in surface fish.
Finding 2Cells in cave fish follow the changed gene’s instructions and make a shortened eye protein that does not work.
Finding 3All other proteins tested are identical in the two populations.
Finding 4When scientists kept surface fish and cave fish together in a pool inside the dark cave, both groups found food, survived, and reproduced equally well.

Figure 1. Left: surface-population fish. Right: cave-population fish.

\"Two

", "passage_plain": "Surface and Cave Fish Populations One fish species lives in two connected bodies of water. One population lives in a sunlit surface stream. The other population lives in a cave that no light ever reaches. Adult cave fish have no working eyes. Scientists compared the two populations. Table 1 compares adult body features. Table 2 lists the scientists’ findings about one eye-development gene and the protein it controls. Figure 1 shows an adult fish from each population. Table 1. Adult Body Comparison Body feature Surface population Cave population Skull bones Full set, typical shape Full set, same as surface fish Backbone and fin bones Full set, typical shape Full set, same as surface fish Eyes Complete, working eyes Small eye remnants under the skin Table 2. Gene and Protein Report Finding What the scientists observed Finding 1 In every cave fish tested, one segment of the eye-development gene differs from the segment in surface fish. Finding 2 Cells in cave fish follow the changed gene’s instructions and make a shortened eye protein that does not work. Finding 3 All other proteins tested are identical in the two populations. Finding 4 When scientists kept surface fish and cave fish together in a pool inside the dark cave, both groups found food, survived, and reproduced equally well. Figure 1. Left: surface-population fish. Right: cave-population fish." }, { "n": 11, "item_id": "_646b5fda-10bd-486e-b8de-aecab99d356d", "type": "choice", "title": "Cave Fish Part B", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part B

Which observation, together with where the cave fish live, best supports the answer in Part A?

", "prompt_plain": "Part B Which observation, together with where the cave fish live, best supports the answer in Part A?", "context_html": "", "options": [ { "id": "cA11", "text": "The cave form’s eye gene shows a changed segment, and the change is harmful there because the fish cannot watch for food in the cave.", "plain": "The cave form’s eye gene shows a changed segment, and the change is harmful there because the fish cannot watch for food in the cave.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The cave form’s eye gene shows a changed segment, and the change is neutral there because working eyes give no advantage in total darkness.", "plain": "The cave form’s eye gene shows a changed segment, and the change is neutral there because working eyes give no advantage in total darkness.", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "The cave form’s eye protein changed on its own without any change in the eye gene, so its effect on the cave fish cannot be classified.", "plain": "The cave form’s eye protein changed on its own without any change in the eye gene, so its effect on the cave fish cannot be classified.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "The cave form’s skeleton differs sharply from the surface form’s skeleton, and the change is beneficial there because a new body shape helps swimming.", "plain": "The cave form’s skeleton differs sharply from the surface form’s skeleton, and the change is beneficial there because a new body shape helps swimming.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2cec74ac-87a9-4deb-901a-987deba12bc5" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB11" ] }, "n_options": 4, "passage_html": "

Surface and Cave Fish Populations

One fish species lives in two connected bodies of water. One population lives in a sunlit surface stream. The other population lives in a cave that no light ever reaches. Adult cave fish have no working eyes. Scientists compared the two populations. Table 1 compares adult body features. Table 2 lists the scientists’ findings about one eye-development gene and the protein it controls. Figure 1 shows an adult fish from each population.

Table 1. Adult Body Comparison

Body featureSurface populationCave population
Skull bonesFull set, typical shapeFull set, same as surface fish
Backbone and fin bonesFull set, typical shapeFull set, same as surface fish
EyesComplete, working eyesSmall eye remnants under the skin

Table 2. Gene and Protein Report

FindingWhat the scientists observed
Finding 1In every cave fish tested, one segment of the eye-development gene differs from the segment in surface fish.
Finding 2Cells in cave fish follow the changed gene’s instructions and make a shortened eye protein that does not work.
Finding 3All other proteins tested are identical in the two populations.
Finding 4When scientists kept surface fish and cave fish together in a pool inside the dark cave, both groups found food, survived, and reproduced equally well.

Figure 1. Left: surface-population fish. Right: cave-population fish.

\"Two

", "passage_plain": "Surface and Cave Fish Populations One fish species lives in two connected bodies of water. One population lives in a sunlit surface stream. The other population lives in a cave that no light ever reaches. Adult cave fish have no working eyes. Scientists compared the two populations. Table 1 compares adult body features. Table 2 lists the scientists’ findings about one eye-development gene and the protein it controls. Figure 1 shows an adult fish from each population. Table 1. Adult Body Comparison Body feature Surface population Cave population Skull bones Full set, typical shape Full set, same as surface fish Backbone and fin bones Full set, typical shape Full set, same as surface fish Eyes Complete, working eyes Small eye remnants under the skin Table 2. Gene and Protein Report Finding What the scientists observed Finding 1 In every cave fish tested, one segment of the eye-development gene differs from the segment in surface fish. Finding 2 Cells in cave fish follow the changed gene’s instructions and make a shortened eye protein that does not work. Finding 3 All other proteins tested are identical in the two populations. Finding 4 When scientists kept surface fish and cave fish together in a pool inside the dark cave, both groups found food, survived, and reproduced equally well. Figure 1. Left: surface-population fish. Right: cave-population fish." }, { "n": 12, "item_id": "_3d0636b7-5b09-45e9-9c4f-cb1b9734cf1d", "type": "choice", "title": "Vestigial Eye Evidence", "standards": [ "MS-LS4-2" ], "prompt_html": "

Under the skin, cave-form fish keep tiny eye remnants that cannot see. These remnants are vestigial structures - reduced body parts left over from ancestors. The skeleton comparison shows the rest of the two forms’ skeletons.

\"Two

Top: surface form. Bottom: cave form.

Which conclusion do the vestigial eye remnants and the skeleton comparison best support?

", "prompt_plain": "Under the skin, cave-form fish keep tiny eye remnants that cannot see. These remnants are vestigial structures - reduced body parts left over from ancestors. The skeleton comparison shows the rest of the two forms’ skeletons. Top: surface form. Bottom: cave form. Which conclusion do the vestigial eye remnants and the skeleton comparison best support?", "context_html": "", "options": [ { "id": "cA12", "text": "The cave form descended from ancestors that had working eyes, like the eyes of the surface form.", "plain": "The cave form descended from ancestors that had working eyes, like the eyes of the surface form.", "correct": true, "kind": "choice" }, { "id": "cB12", "text": "The cave form and the surface form arose from unrelated beginnings and match by coincidence.", "plain": "The cave form and the surface form arose from unrelated beginnings and match by coincidence.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "Cave-form fish will regrow working eyes within weeks if they are moved into brightly lit water.", "plain": "Cave-form fish will regrow working eyes within weeks if they are moved into brightly lit water.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Each cave-form fish lost its working eyes during its own lifetime because it never used them.", "plain": "Each cave-form fish lost its working eyes during its own lifetime because it never used them.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot12_v2.png" ], "stimulus_ids": [ "_2cec74ac-87a9-4deb-901a-987deba12bc5" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA12" ] }, "n_options": 4, "passage_html": "

Surface and Cave Fish Populations

One fish species lives in two connected bodies of water. One population lives in a sunlit surface stream. The other population lives in a cave that no light ever reaches. Adult cave fish have no working eyes. Scientists compared the two populations. Table 1 compares adult body features. Table 2 lists the scientists’ findings about one eye-development gene and the protein it controls. Figure 1 shows an adult fish from each population.

Table 1. Adult Body Comparison

Body featureSurface populationCave population
Skull bonesFull set, typical shapeFull set, same as surface fish
Backbone and fin bonesFull set, typical shapeFull set, same as surface fish
EyesComplete, working eyesSmall eye remnants under the skin

Table 2. Gene and Protein Report

FindingWhat the scientists observed
Finding 1In every cave fish tested, one segment of the eye-development gene differs from the segment in surface fish.
Finding 2Cells in cave fish follow the changed gene’s instructions and make a shortened eye protein that does not work.
Finding 3All other proteins tested are identical in the two populations.
Finding 4When scientists kept surface fish and cave fish together in a pool inside the dark cave, both groups found food, survived, and reproduced equally well.

Figure 1. Left: surface-population fish. Right: cave-population fish.

\"Two

", "passage_plain": "Surface and Cave Fish Populations One fish species lives in two connected bodies of water. One population lives in a sunlit surface stream. The other population lives in a cave that no light ever reaches. Adult cave fish have no working eyes. Scientists compared the two populations. Table 1 compares adult body features. Table 2 lists the scientists’ findings about one eye-development gene and the protein it controls. Figure 1 shows an adult fish from each population. Table 1. Adult Body Comparison Body feature Surface population Cave population Skull bones Full set, typical shape Full set, same as surface fish Backbone and fin bones Full set, typical shape Full set, same as surface fish Eyes Complete, working eyes Small eye remnants under the skin Table 2. Gene and Protein Report Finding What the scientists observed Finding 1 In every cave fish tested, one segment of the eye-development gene differs from the segment in surface fish. Finding 2 Cells in cave fish follow the changed gene’s instructions and make a shortened eye protein that does not work. Finding 3 All other proteins tested are identical in the two populations. Finding 4 When scientists kept surface fish and cave fish together in a pool inside the dark cave, both groups found food, survived, and reproduced equally well. Figure 1. Left: surface-population fish. Right: cave-population fish." }, { "n": 13, "item_id": "_0265eb4a-8b88-42cb-a220-60309dbefa33", "type": "hottext", "title": "Cormorant Note Evidence", "standards": [ "MS-LS4-2" ], "prompt_html": "

A biologist studying an island seabird called the flightless cormorant wrote the six numbered field notes below. The bird cannot fly.

A student claims that the flightless cormorant shares a common ancestor with birds that fly.

Select the ONE field note that best supports this claim.

", "prompt_plain": "A biologist studying an island seabird called the flightless cormorant wrote the six numbered field notes below. The bird cannot fly. A student claims that the flightless cormorant shares a common ancestor with birds that fly. Select the ONE field note that best supports this claim.", "context_html": "", "options": [ { "id": "HT1", "text": "(1) After each dive, it stands on the rocks and holds its stubby wings open to dry, just as the islands flying seabirds do.", "plain": "(1) After each dive, it stands on the rocks and holds its stubby wings open to dry, just as the islands flying seabirds do.", "correct": false, "kind": "hottext" }, { "id": "HT2", "text": "(2) It chases eels and small fish underwater near the shore, the same prey many of the flying seabirds there hunt.", "plain": "(2) It chases eels and small fish underwater near the shore, the same prey many of the flying seabirds there hunt.", "correct": false, "kind": "hottext" }, { "id": "HT3", "text": "(3) Pairs build bulky seaweed nests near the waterline, in the same shoreline spots where flying seabirds often nest.", "plain": "(3) Pairs build bulky seaweed nests near the waterline, in the same shoreline spots where flying seabirds often nest.", "correct": false, "kind": "hottext" }, { "id": "HT4", "text": "(4) Its small wings cannot lift it, yet inside them sits the same set of bones, in the same arrangement, found in the wings of flying birds.", "plain": "(4) Its small wings cannot lift it, yet inside them sits the same set of bones, in the same arrangement, found in the wings of flying birds.", "correct": true, "kind": "hottext" }, { "id": "HT5", "text": "(5) Its young hatch with dark feathers and stay near the nest for several weeks before first entering the water.", "plain": "(5) Its young hatch with dark feathers and stay near the nest for several weeks before first entering the water.", "correct": false, "kind": "hottext" }, { "id": "HT6", "text": "(6) Counts made over ten years show its island population growing at about the same rate as one flying seabird population nearby.", "plain": "(6) Counts made over ten years show its island population growing at about the same rate as one flying seabird population nearby.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "HT4" ] }, "n_options": 6 }, { "n": 14, "item_id": "_13e44ab8-11b8-4f77-9d7c-25aa9bff272b", "type": "choice", "title": "Fossil Group Time Bars", "standards": [ "MS-LS4-1" ], "prompt_html": "

The diagram shows where fossils of three animal groups are found in a stack of rock layers. The layers are shown from oldest to youngest, and the legend names each group’s bar.

\"Time-bar

Top barGroup 1
Middle barGroup 2
Bottom barGroup 3

Rock layers run from Layer 1 (oldest) at the left to Layer 6 (youngest) at the right. A bar shows the layers where that group’s fossils are found.

Which statement about the three groups is best supported by the fossil record shown?

", "prompt_plain": "The diagram shows where fossils of three animal groups are found in a stack of rock layers. The layers are shown from oldest to youngest, and the legend names each group’s bar. Top bar Group 1 Middle bar Group 2 Bottom bar Group 3 Rock layers run from Layer 1 (oldest) at the left to Layer 6 (youngest) at the right. A bar shows the layers where that group’s fossils are found. Which statement about the three groups is best supported by the fossil record shown?", "context_html": "", "options": [ { "id": "cA14", "text": "Group 1 gradually turned into Group 2, which replaced it in the younger layers.", "plain": "Group 1 gradually turned into Group 2, which replaced it in the younger layers.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "Group 2 stopped appearing in the record while Group 1 continued into the youngest layers.", "plain": "Group 2 stopped appearing in the record while Group 1 continued into the youngest layers.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "All three groups first appear together in the oldest rock layer.", "plain": "All three groups first appear together in the oldest rock layer.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "Group 3 appears in older rock layers than Group 2 does.", "plain": "Group 3 appears in older rock layers than Group 2 does.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot14_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB14" ] }, "n_options": 4 }, { "n": 15, "item_id": "_f4e900ea-c0af-4069-a4ce-b04b6f72628c", "type": "choice", "title": "Root Depth Survivors", "standards": [ "MS-LS4-4" ], "prompt_html": "

Look at Figure 1. The mix of root-depth traits changed between the two counts.

Which explanation most likely accounts for this change?

", "prompt_plain": "Look at Figure 1. The mix of root-depth traits changed between the two counts. Which explanation most likely accounts for this change?", "context_html": "", "options": [ { "id": "cA15", "text": "Individual plants stretched their own roots deeper each time floodwater soaked the ground.", "plain": "Individual plants stretched their own roots deeper each time floodwater soaked the ground.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "Floodwater carried in seeds of deep-rooted plants from other places upstream.", "plain": "Floodwater carried in seeds of deep-rooted plants from other places upstream.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Extra water makes roots grow deeper, so every plant on the floodplain grew deeper roots.", "plain": "Extra water makes roots grow deeper, so every plant on the floodplain grew deeper roots.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Deep-rooted plants stayed anchored through floods, survived, and reproduced; many shallow-rooted plants washed away.", "plain": "Deep-rooted plants stayed anchored through floods, survived, and reproduced; many shallow-rooted plants washed away.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b8fa6f7e-68fe-4cc3-a030-8b09aa468636" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD15" ] }, "n_options": 4, "passage_html": "

Floodplain Root-Depth Survey

A floodplain is flat, low ground beside a river that floods from time to time. A land-management team studies one small plant species growing on one river floodplain. Each plant inherits one of three root-depth traits and keeps that trait for life. The traits are shallow roots (under 20 cm), medium roots (20 to 50 cm), and deep roots (over 50 cm). Offspring usually grow roots to about the same depth as their parent plants.

The team counted every plant in the same ten study plots twice. The first count came in a starting survey year. The second count came after five years in a row with strong spring floods. All three root-depth traits appeared in both counts, and no new plants or seeds arrived from outside. Figure 1 shows how many counted plants fell into each root-depth group in each survey.

Figure 1. Plant Counts by Root-Depth Group

\"Two

", "passage_plain": "Floodplain Root-Depth Survey A floodplain is flat, low ground beside a river that floods from time to time. A land-management team studies one small plant species growing on one river floodplain. Each plant inherits one of three root-depth traits and keeps that trait for life. The traits are shallow roots (under 20 cm), medium roots (20 to 50 cm), and deep roots (over 50 cm). Offspring usually grow roots to about the same depth as their parent plants. The team counted every plant in the same ten study plots twice. The first count came in a starting survey year. The second count came after five years in a row with strong spring floods. All three root-depth traits appeared in both counts, and no new plants or seeds arrived from outside. Figure 1 shows how many counted plants fell into each root-depth group in each survey. Figure 1. Plant Counts by Root-Depth Group" }, { "n": 16, "item_id": "_a98a492a-cb48-459a-8f6a-fdca6b2a1da2", "type": "choice", "title": "Root Depth Shares", "standards": [ "MS-LS4-6" ], "prompt_html": "

Look at Figure 1. Compare each root-depth group’s share of all the plants counted in that survey.

Which TWO statements do the two counts support? Choose TWO answers.

", "prompt_plain": "Look at Figure 1. Compare each root-depth group’s share of all the plants counted in that survey. Which TWO statements do the two counts support? Choose TWO answers.", "context_html": "", "options": [ { "id": "cA16", "text": "Deep-rooted plants made up a larger share of all counted plants after the flood years than before.", "plain": "Deep-rooted plants made up a larger share of all counted plants after the flood years than before.", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "The total number of deep-rooted plants increased between the first count and the second count.", "plain": "The total number of deep-rooted plants increased between the first count and the second count.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Deep-rooted plants became the most common root-depth group in the count after the flood years.", "plain": "Deep-rooted plants became the most common root-depth group in the count after the flood years.", "correct": true, "kind": "choice" }, { "id": "cD16", "text": "Shallow-rooted plants were completely gone from the study plots after the flood years.", "plain": "Shallow-rooted plants were completely gone from the study plots after the flood years.", "correct": false, "kind": "choice" }, { "id": "cE16", "text": "Some counted plants moved from the shallow-root group into the deep-root group as they grew.", "plain": "Some counted plants moved from the shallow-root group into the deep-root group as they grew.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b8fa6f7e-68fe-4cc3-a030-8b09aa468636" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA16", "cC16" ] }, "n_options": 5, "passage_html": "

Floodplain Root-Depth Survey

A floodplain is flat, low ground beside a river that floods from time to time. A land-management team studies one small plant species growing on one river floodplain. Each plant inherits one of three root-depth traits and keeps that trait for life. The traits are shallow roots (under 20 cm), medium roots (20 to 50 cm), and deep roots (over 50 cm). Offspring usually grow roots to about the same depth as their parent plants.

The team counted every plant in the same ten study plots twice. The first count came in a starting survey year. The second count came after five years in a row with strong spring floods. All three root-depth traits appeared in both counts, and no new plants or seeds arrived from outside. Figure 1 shows how many counted plants fell into each root-depth group in each survey.

Figure 1. Plant Counts by Root-Depth Group

\"Two

", "passage_plain": "Floodplain Root-Depth Survey A floodplain is flat, low ground beside a river that floods from time to time. A land-management team studies one small plant species growing on one river floodplain. Each plant inherits one of three root-depth traits and keeps that trait for life. The traits are shallow roots (under 20 cm), medium roots (20 to 50 cm), and deep roots (over 50 cm). Offspring usually grow roots to about the same depth as their parent plants. The team counted every plant in the same ten study plots twice. The first count came in a starting survey year. The second count came after five years in a row with strong spring floods. All three root-depth traits appeared in both counts, and no new plants or seeds arrived from outside. Figure 1 shows how many counted plants fell into each root-depth group in each survey. Figure 1. Plant Counts by Root-Depth Group" }, { "n": 17, "item_id": "_10d6c1b2-c3ff-41f5-8f23-ccc7e3002d6e", "type": "inline-choice", "title": "Bt Corn Development", "standards": [ "MS-LS4-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A seed company wants corn plants that leaf-chewing pests will not destroy. Scientists find that a soil bacterium makes a protein that stops those pests from feeding. Starting from that bacterium, they develop a new corn variety, called Bt corn, that makes the same protective protein in its leaves. The pictures show the three development steps.

\"Three

Complete the statements about how the Bt corn was developed.

Developing the Bt corn is an example of , because the corn’s new trait came from .

", "options": [ { "id": "d1o51b507a4", "text": "selective breeding", "plain": "selective breeding", "correct": false, "kind": "inline" }, { "id": "d1o65023d70", "text": "genetic engineering", "plain": "genetic engineering", "correct": true, "kind": "inline" }, { "id": "d1oab06c455", "text": "natural selection", "plain": "natural selection", "correct": false, "kind": "inline" }, { "id": "d2o47606d0d", "text": "scientists choosing which corn plants breed until the wanted DNA becomes common", "plain": "scientists choosing which corn plants breed until the wanted DNA becomes common", "correct": false, "kind": "inline" }, { "id": "d2o88122e81", "text": "laboratory growing conditions causing the DNA inside corn cells to change on its own", "plain": "laboratory growing conditions causing the DNA inside corn cells to change on its own", "correct": false, "kind": "inline" }, { "id": "d2ob8349bac", "text": "scientists directly changing the DNA inside its cells in a laboratory", "plain": "scientists directly changing the DNA inside its cells in a laboratory", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot17.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o65023d70" ], "RESPONSE2": [ "d2ob8349bac" ] }, "n_options": 6 }, { "n": 18, "item_id": "_08b99ab0-c9cd-4dfa-b7a0-03095975e23c", "type": "choice", "title": "Pulse and Temperature", "standards": [ "MS-LS1-3" ], "prompt_html": "

While a student was sick and recovering at home, a caregiver checked the student’s body temperature and resting pulse rate together each morning. The graph shows each morning’s pulse rate plotted against that morning’s body temperature.

\"Graph

Which conclusion does the graph best support?

", "prompt_plain": "While a student was sick and recovering at home, a caregiver checked the student’s body temperature and resting pulse rate together each morning. The graph shows each morning’s pulse rate plotted against that morning’s body temperature. Which conclusion does the graph best support?", "context_html": "", "options": [ { "id": "cA18", "text": "A faster pulse forces a person’s body temperature to rise.", "plain": "A faster pulse forces a person’s body temperature to rise.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Pulse rate and body temperature changed in opposite directions.", "plain": "Pulse rate and body temperature changed in opposite directions.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "On mornings with higher body temperature, the student’s heart was beating faster.", "plain": "On mornings with higher body temperature, the student’s heart was beating faster.", "correct": true, "kind": "choice" }, { "id": "cD18", "text": "Above 38 °C, body temperature stopped affecting the student’s pulse rate.", "plain": "Above 38 °C, body temperature stopped affecting the student’s pulse rate.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot18.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC18" ] }, "n_options": 4 }, { "n": 19, "item_id": "_fd2685a2-3d98-414d-ac63-58f3224aa820", "type": "choice", "title": "Vivarium Gas Record", "standards": [ "MS-LS1-6" ], "prompt_html": "

A science class keeps one cricket in a sealed clear vivarium - a sealed clear animal-and-plant case - in a brightly lit room. No air can enter or leave. A sensor records the oxygen and carbon dioxide levels inside at the end of each day for eight days. At the start of one of those days, the class added a small leafy plant through the case’s airtight transfer port. No outside air entered or left the case at any time.

\"A

End-of-day gas levels inside the sealed case

\"Two

Look at the two gas graphs. During which day was the plant most likely added?

", "prompt_plain": "A science class keeps one cricket in a sealed clear vivarium - a sealed clear animal-and-plant case - in a brightly lit room. No air can enter or leave. A sensor records the oxygen and carbon dioxide levels inside at the end of each day for eight days. At the start of one of those days, the class added a small leafy plant through the case’s airtight transfer port. No outside air entered or left the case at any time. End-of-day gas levels inside the sealed case Look at the two gas graphs. During which day was the plant most likely added?", "context_html": "", "options": [ { "id": "cA19", "text": "Day 2", "plain": "Day 2", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "Day 4", "plain": "Day 4", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Day 5", "plain": "Day 5", "correct": true, "kind": "choice" }, { "id": "cD19", "text": "Day 7", "plain": "Day 7", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot19b.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot19a.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_3533084e-6e69-4e31-b935-7250c5fcd864", "type": "gap-match", "title": "Fern Mat Predictions", "standards": [ "MS-LS2-4" ], "prompt_html": "

A floating fern has spread until it completely covers the surface of a farm pond. The photo shows the thick fern mat floating on top of the water. Plants that grow underwater still live below the mat, and fish live in the pond.

\"A

 

Predict how each part of the pond system will change while the mat stays in place. Drag one card into each empty box. You may use a card more than once.

", "prompt_plain": "A floating fern has spread until it completely covers the surface of a farm pond. The photo shows the thick fern mat floating on top of the water. Plants that grow underwater still live below the mat, and fish live in the pond. Predict how each part of the pond system will change while the mat stays in place. Drag one card into each empty box. You may use a card more than once.", "context_html": "", "options": [ { "id": "tok-increase", "text": "increase", "plain": "increase", "correct": false, "kind": "gap-token" }, { "id": "tok-decrease", "text": "decrease", "plain": "decrease", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot20.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-decrease g1", "tok-decrease g2", "tok-increase g3", "tok-decrease g4" ] }, "n_options": 2 }, { "n": 21, "item_id": "_0ff65f70-c16b-4e46-9cc2-a66641c28288", "type": "choice", "title": "Gull Point Sea Cliff — Part A", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Part A

Look at Figure 1. Which claim about the order of events at Gull Point is best supported by the cliff?

", "prompt_plain": "Part A Look at Figure 1. Which claim about the order of events at Gull Point is best supported by the cliff?", "context_html": "", "options": [ { "id": "cA21", "text": "The flat-lying layers formed first, and the tilted layers were pushed up through them from below later.", "plain": "The flat-lying layers formed first, and the tilted layers were pushed up through them from below later.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The tilted layers have been slanted since they formed, because their sediments piled up on a steep slope.", "plain": "The tilted layers have been slanted since they formed, because their sediments piled up on a steep slope.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "The tilted layers were deposited flat, then tilted and worn down, and the flat-lying layers were deposited on top.", "plain": "The tilted layers were deposited flat, then tilted and worn down, and the flat-lying layers were deposited on top.", "correct": true, "kind": "choice" }, { "id": "cD21", "text": "Both sets of layers were deposited at the same time, and today’s waves have slowly bent the lower set.", "plain": "Both sets of layers were deposited at the same time, and today’s waves have slowly bent the lower set.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8ef59cd0-e41e-4b81-8d5b-8949029f9d9f" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC21" ] }, "n_options": 4, "passage_html": "

Gull Point Sea Cliff

Students visiting the coast at Gull Point examine the rock exposed in a tall sea cliff. In the lower part of the cliff, thick rock layers are tilted at a steep angle. The tilted layers are made of hardened sand and mud that settled out of water. A single flat surface cuts straight across the upturned ends of the tilted layers. Above that surface, a second set of layers lies flat, one on top of another. At the base of the cliff, waves are carving a notch into the rock today. Figure 1 shows the cliff face.

Figure 1. The Gull Point Cliff Face

\"A

", "passage_plain": "Gull Point Sea Cliff Students visiting the coast at Gull Point examine the rock exposed in a tall sea cliff. In the lower part of the cliff, thick rock layers are tilted at a steep angle. The tilted layers are made of hardened sand and mud that settled out of water. A single flat surface cuts straight across the upturned ends of the tilted layers. Above that surface, a second set of layers lies flat, one on top of another. At the base of the cliff, waves are carving a notch into the rock today. Figure 1 shows the cliff face. Figure 1. The Gull Point Cliff Face" }, { "n": 22, "item_id": "_24107c34-c453-459d-bd87-b9902736a9d5", "type": "choice", "title": "Gull Point Sea Cliff — Part B", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Part B

Which observation from Figure 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which observation from Figure 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA22", "text": "Waves are cutting a notch into the base of the cliff at the waterline today.", "plain": "Waves are cutting a notch into the base of the cliff at the waterline today.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "One flat surface cuts across the upturned ends of the tilted layers, with flat-lying layers resting on it.", "plain": "One flat surface cuts across the upturned ends of the tilted layers, with flat-lying layers resting on it.", "correct": true, "kind": "choice" }, { "id": "cC22", "text": "The tilted section of the cliff is much thicker than the flat-lying section of layers above it.", "plain": "The tilted section of the cliff is much thicker than the flat-lying section of layers above it.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "The tilted layers low in the cliff are made of hardened sand and mud that settled from water.", "plain": "The tilted layers low in the cliff are made of hardened sand and mud that settled from water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8ef59cd0-e41e-4b81-8d5b-8949029f9d9f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB22" ] }, "n_options": 4, "passage_html": "

Gull Point Sea Cliff

Students visiting the coast at Gull Point examine the rock exposed in a tall sea cliff. In the lower part of the cliff, thick rock layers are tilted at a steep angle. The tilted layers are made of hardened sand and mud that settled out of water. A single flat surface cuts straight across the upturned ends of the tilted layers. Above that surface, a second set of layers lies flat, one on top of another. At the base of the cliff, waves are carving a notch into the rock today. Figure 1 shows the cliff face.

Figure 1. The Gull Point Cliff Face

\"A

", "passage_plain": "Gull Point Sea Cliff Students visiting the coast at Gull Point examine the rock exposed in a tall sea cliff. In the lower part of the cliff, thick rock layers are tilted at a steep angle. The tilted layers are made of hardened sand and mud that settled out of water. A single flat surface cuts straight across the upturned ends of the tilted layers. Above that surface, a second set of layers lies flat, one on top of another. At the base of the cliff, waves are carving a notch into the rock today. Figure 1 shows the cliff face. Figure 1. The Gull Point Cliff Face" }, { "n": 23, "item_id": "_0403c10f-b18b-40ef-b1ed-e8fe6d15e847", "type": "choice", "title": "Planet Orbit Patterns", "standards": [ "MS-ESS1-3" ], "prompt_html": "

The table lists the distance from the Sun and the orbital period for five planets.

Planet Distances and Orbital Periods

PlanetDistance from the Sun (millions of kilometers)Time for one orbit of the Sun (Earth days)
Mercury5888
Venus108225
Earth150365
Mars228687
Jupiter7784,333

Choose the TWO statements that the data in the table support.

", "prompt_plain": "The table lists the distance from the Sun and the orbital period for five planets. Planet Distances and Orbital Periods Planet Distance from the Sun (millions of kilometers) Time for one orbit of the Sun (Earth days) Mercury 58 88 Venus 108 225 Earth 150 365 Mars 228 687 Jupiter 778 4,333 Choose the TWO statements that the data in the table support.", "context_html": "", "options": [ { "id": "cA23", "text": "Each time a planet’s distance from the Sun doubles, its time for one orbit also doubles.", "plain": "Each time a planet’s distance from the Sun doubles, its time for one orbit also doubles.", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "Planets farther from the Sun take more time to complete one orbit than planets closer to the Sun.", "plain": "Planets farther from the Sun take more time to complete one orbit than planets closer to the Sun.", "correct": true, "kind": "choice" }, { "id": "cC23", "text": "Venus needs more time than Mars needs to complete one full orbit around the Sun.", "plain": "Venus needs more time than Mars needs to complete one full orbit around the Sun.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "Planets that orbit farther from the Sun travel along their orbit paths at higher speeds.", "plain": "Planets that orbit farther from the Sun travel along their orbit paths at higher speeds.", "correct": false, "kind": "choice" }, { "id": "cE23", "text": "Jupiter, the farthest planet listed, takes the most time to complete one orbit of the Sun.", "plain": "Jupiter, the farthest planet listed, takes the most time to complete one orbit of the Sun.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB23", "cE23" ] }, "n_options": 5 }, { "n": 24, "item_id": "_bd920ade-c12c-4802-9da0-fe2d4d2edc43", "type": "gap-match", "title": "Tabletop Water Cycle Model", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Marta’s class models the water cycle with a tabletop setup. A lamp shines down on a tray of water. A sheet of clear plastic wrap covers the tray, and a bag of ice rests on top of the wrap. After an hour, drops have formed on the underside of the wrap, and some drops fall back into the tray. The photograph shows the setup with three numbered arrows. Arrow 1 points up from the water surface toward the wrap. Arrow 2 points at the drops forming on the cool underside of the wrap. Arrow 3 points down from the drops to the tray.

\"A

 

Drag one process label into each box to show which water-cycle process each arrow models. One label will not be used.

", "prompt_plain": "Marta’s class models the water cycle with a tabletop setup. A lamp shines down on a tray of water. A sheet of clear plastic wrap covers the tray, and a bag of ice rests on top of the wrap. After an hour, drops have formed on the underside of the wrap, and some drops fall back into the tray. The photograph shows the setup with three numbered arrows. Arrow 1 points up from the water surface toward the wrap. Arrow 2 points at the drops forming on the cool underside of the wrap. Arrow 3 points down from the drops to the tray. Drag one process label into each box to show which water-cycle process each arrow models. One label will not be used.", "context_html": "", "options": [ { "id": "tok-precipitation", "text": "precipitation", "plain": "precipitation", "correct": false, "kind": "gap-token" }, { "id": "tok-evaporation", "text": "evaporation", "plain": "evaporation", "correct": false, "kind": "gap-token" }, { "id": "tok-runoff", "text": "runoff", "plain": "runoff", "correct": false, "kind": "gap-token" }, { "id": "tok-condensation", "text": "condensation", "plain": "condensation", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot24.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-evaporation arrow1", "tok-condensation arrow2", "tok-precipitation arrow3" ] }, "n_options": 4 }, { "n": 25, "item_id": "_e68c8c22-c632-4a58-8434-4597fdf45e4d", "type": "choice", "title": "Sidewalk Project Carbon Claim", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Look at Table 1 and Figure 1 together. Which claim is best supported by the cement audit and the emissions graph combined?

", "prompt_plain": "Look at Table 1 and Figure 1 together. Which claim is best supported by the cement audit and the emissions graph combined?", "context_html": "", "options": [ { "id": "cA25", "text": "The city’s emissions rose steadily every year from 2021 through 2025, whether or not sidewalk sections were being replaced that year.", "plain": "The city’s emissions rose steadily every year from 2021 through 2025, whether or not sidewalk sections were being replaced that year.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "Most of the project’s CO2 came from the trucks that hauled materials, and that trucking pushed the city’s totals up.", "plain": "Most of the project’s CO2 came from the trucks that hauled materials, and that trucking pushed the city’s totals up.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "The city’s emissions dropped during the project years because fresh concrete soaks CO2 out of the air as it hardens.", "plain": "The city’s emissions dropped during the project years because fresh concrete soaks CO2 out of the air as it hardens.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "Making the project’s cement released enough CO2 to account for most of the rise in the city’s emissions during 2023 and 2024.", "plain": "Making the project’s cement released enough CO2 to account for most of the rise in the city’s emissions during 2023 and 2024.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_847fe571-ac46-4df8-a6ad-46b923630be6" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD25" ] }, "n_options": 4, "passage_html": "

Sidewalk Replacement Carbon Audit

A city replaced its cracked concrete sidewalks during 2023 and 2024. City staff audited the carbon dioxide (CO2) released by the project. Concrete is made with cement. To make cement, crushed limestone is heated in a kiln, a very hot furnace. Table 1 shows the CO2 released in making the project’s cement. Figure 1 shows the city’s total CO2 emissions for each year from 2021 to 2025.

Table 1. CO2 from Making the Project’s Cement

Step in making the cementCO2 released (tonnes)
Burning fuel to heat the kiln2,600
Limestone breaking down inside the hot kiln3,300
Electricity for grinding and mixing300
Trucks hauling materials200
Total6,400

Figure 1. City CO2 Emissions by Year

\"A

", "passage_plain": "Sidewalk Replacement Carbon Audit A city replaced its cracked concrete sidewalks during 2023 and 2024. City staff audited the carbon dioxide (CO2) released by the project. Concrete is made with cement. To make cement, crushed limestone is heated in a kiln, a very hot furnace. Table 1 shows the CO2 released in making the project’s cement. Figure 1 shows the city’s total CO2 emissions for each year from 2021 to 2025. Table 1. CO2 from Making the Project’s Cement Step in making the cement CO2 released (tonnes) Burning fuel to heat the kiln 2,600 Limestone breaking down inside the hot kiln 3,300 Electricity for grinding and mixing 300 Trucks hauling materials 200 Total 6,400 Figure 1. City CO2 Emissions by Year" }, { "n": 26, "item_id": "_896854e3-0f33-4a7d-9648-c04c4d83d5a0", "type": "choice", "title": "Cement Audit Statements", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Look again at Table 1.

Choose the TWO statements that the cement data support.

", "prompt_plain": "Look again at Table 1. Choose the TWO statements that the cement data support.", "context_html": "", "options": [ { "id": "cA26", "text": "Limestone breaking down inside the hot kiln released more CO2 than any other single step in the audit.", "plain": "Limestone breaking down inside the hot kiln released more CO2 than any other single step in the audit.", "correct": true, "kind": "choice" }, { "id": "cB26", "text": "Burning fuel to heat the kiln released more CO2 than the limestone breaking down inside it did.", "plain": "Burning fuel to heat the kiln released more CO2 than the limestone breaking down inside it did.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "Replacing the delivery trucks with electric trucks would have cut the project’s cement CO2 roughly in half.", "plain": "Replacing the delivery trucks with electric trucks would have cut the project’s cement CO2 roughly in half.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Adding the two kiln steps together gives more than ten times as much CO2 as the other two steps combined.", "plain": "Adding the two kiln steps together gives more than ten times as much CO2 as the other two steps combined.", "correct": true, "kind": "choice" }, { "id": "cE26", "text": "Moving the grinding and mixing step to solar power would have removed most of the project’s cement CO2.", "plain": "Moving the grinding and mixing step to solar power would have removed most of the project’s cement CO2.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_847fe571-ac46-4df8-a6ad-46b923630be6" ], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA26", "cD26" ] }, "n_options": 5, "passage_html": "

Sidewalk Replacement Carbon Audit

A city replaced its cracked concrete sidewalks during 2023 and 2024. City staff audited the carbon dioxide (CO2) released by the project. Concrete is made with cement. To make cement, crushed limestone is heated in a kiln, a very hot furnace. Table 1 shows the CO2 released in making the project’s cement. Figure 1 shows the city’s total CO2 emissions for each year from 2021 to 2025.

Table 1. CO2 from Making the Project’s Cement

Step in making the cementCO2 released (tonnes)
Burning fuel to heat the kiln2,600
Limestone breaking down inside the hot kiln3,300
Electricity for grinding and mixing300
Trucks hauling materials200
Total6,400

Figure 1. City CO2 Emissions by Year

\"A

", "passage_plain": "Sidewalk Replacement Carbon Audit A city replaced its cracked concrete sidewalks during 2023 and 2024. City staff audited the carbon dioxide (CO2) released by the project. Concrete is made with cement. To make cement, crushed limestone is heated in a kiln, a very hot furnace. Table 1 shows the CO2 released in making the project’s cement. Figure 1 shows the city’s total CO2 emissions for each year from 2021 to 2025. Table 1. CO2 from Making the Project’s Cement Step in making the cement CO2 released (tonnes) Burning fuel to heat the kiln 2,600 Limestone breaking down inside the hot kiln 3,300 Electricity for grinding and mixing 300 Trucks hauling materials 200 Total 6,400 Figure 1. City CO2 Emissions by Year" }, { "n": 27, "item_id": "_7ac2616e-4935-4fd9-b761-564e9b599e79", "type": "choice", "title": "Road Salt and the Reservoir — Part A", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part A

Look at Table 1, Figure 1, and Table 2 together. Which claim do the town’s three data records best support?

", "prompt_plain": "Part A Look at Table 1, Figure 1, and Table 2 together. Which claim do the town’s three data records best support?", "context_html": "", "options": [ { "id": "cA27", "text": "Salt spread on the roads is dissolving, moving through the groundwater, and raising chloride levels in the reservoir.", "plain": "Salt spread on the roads is dissolving, moving through the groundwater, and raising chloride levels in the reservoir.", "correct": true, "kind": "choice" }, { "id": "cB27", "text": "The chloride in the reservoir comes mostly from salty ocean air that winds carry over the town.", "plain": "The chloride in the reservoir comes mostly from salty ocean air that winds carry over the town.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "The wells and the reservoir are growing saltier for separate reasons that are not connected to the roads.", "plain": "The wells and the reservoir are growing saltier for separate reasons that are not connected to the roads.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Road salt stays on the pavement until spring cleanup, so very little of it reaches the town’s water.", "plain": "Road salt stays on the pavement until spring cleanup, so very little of it reaches the town’s water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_941b563a-7f93-46a6-a380-22ff5774b07c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA27" ] }, "n_options": 4, "passage_html": "

Road Salt and the Reservoir

A town’s road crews spread salt on icy roads each winter. The town also tracks its water quality. Table 1 lists the salt spread each winter. Figure 1 shows the average chloride level in three groundwater monitoring wells located between the salted roads and the reservoir. Chloride enters water when road salt dissolves, and it stays dissolved. Table 2 lists the chloride level of reservoir water entering the drinking-water plant.

Table 1. Winter Road-Salt Use

Winter (ending year)Salt spread (tonnes)
2020310
2021350
2022400
2023450
2024490

Figure 1. Average Chloride in Monitoring Wells

\"A

Table 2. Chloride at the Reservoir Intake

YearChloride (mg/L)
202022
202126
202230
202335
202441
", "passage_plain": "Road Salt and the Reservoir A town’s road crews spread salt on icy roads each winter. The town also tracks its water quality. Table 1 lists the salt spread each winter. Figure 1 shows the average chloride level in three groundwater monitoring wells located between the salted roads and the reservoir. Chloride enters water when road salt dissolves, and it stays dissolved. Table 2 lists the chloride level of reservoir water entering the drinking-water plant. Table 1. Winter Road-Salt Use Winter (ending year) Salt spread (tonnes) 2020 310 2021 350 2022 400 2023 450 2024 490 Figure 1. Average Chloride in Monitoring Wells Table 2. Chloride at the Reservoir Intake Year Chloride (mg/L) 2020 22 2021 26 2022 30 2023 35 2024 41" }, { "n": 28, "item_id": "_18e1081d-3e3e-4e3e-8d23-120848326e44", "type": "choice", "title": "Road Salt and the Reservoir — Part B", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part B

Which of the town’s records provides the best support for your answer in Part A?

", "prompt_plain": "Part B Which of the town’s records provides the best support for your answer in Part A?", "context_html": "", "options": [ { "id": "cA28", "text": "Table 1, because it shows that crews spread more salt each winter than the winter before.", "plain": "Table 1, because it shows that crews spread more salt each winter than the winter before.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "Table 2, because the drinking-water plant is where higher chloride levels would matter most to people.", "plain": "Table 2, because the drinking-water plant is where higher chloride levels would matter most to people.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "Figure 1, because rising well chloride shows salt in the groundwater between the roads and the reservoir.", "plain": "Figure 1, because rising well chloride shows salt in the groundwater between the roads and the reservoir.", "correct": true, "kind": "choice" }, { "id": "cD28", "text": "Table 2, because chloride at the reservoir intake rose by a larger amount than chloride in the wells rose.", "plain": "Table 2, because chloride at the reservoir intake rose by a larger amount than chloride in the wells rose.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_941b563a-7f93-46a6-a380-22ff5774b07c" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC28" ] }, "n_options": 4, "passage_html": "

Road Salt and the Reservoir

A town’s road crews spread salt on icy roads each winter. The town also tracks its water quality. Table 1 lists the salt spread each winter. Figure 1 shows the average chloride level in three groundwater monitoring wells located between the salted roads and the reservoir. Chloride enters water when road salt dissolves, and it stays dissolved. Table 2 lists the chloride level of reservoir water entering the drinking-water plant.

Table 1. Winter Road-Salt Use

Winter (ending year)Salt spread (tonnes)
2020310
2021350
2022400
2023450
2024490

Figure 1. Average Chloride in Monitoring Wells

\"A

Table 2. Chloride at the Reservoir Intake

YearChloride (mg/L)
202022
202126
202230
202335
202441
", "passage_plain": "Road Salt and the Reservoir A town’s road crews spread salt on icy roads each winter. The town also tracks its water quality. Table 1 lists the salt spread each winter. Figure 1 shows the average chloride level in three groundwater monitoring wells located between the salted roads and the reservoir. Chloride enters water when road salt dissolves, and it stays dissolved. Table 2 lists the chloride level of reservoir water entering the drinking-water plant. Table 1. Winter Road-Salt Use Winter (ending year) Salt spread (tonnes) 2020 310 2021 350 2022 400 2023 450 2024 490 Figure 1. Average Chloride in Monitoring Wells Table 2. Chloride at the Reservoir Intake Year Chloride (mg/L) 2020 22 2021 26 2022 30 2023 35 2024 41" }, { "n": 29, "item_id": "_cdf7563f-bd06-4b5e-b729-177a56886d61", "type": "choice", "title": "Earthquake Hazard in the Atlas", "standards": [ "MS-ESS3-2" ], "prompt_html": "

Look at the atlas pages in Figure 1. Which area is most likely to experience an earthquake, and why?

", "prompt_plain": "Look at the atlas pages in Figure 1. Which area is most likely to experience an earthquake, and why?", "context_html": "", "options": [ { "id": "cA29", "text": "Area K, because the ground beneath a crusty brine flat cracks more easily than other ground.", "plain": "Area K, because the ground beneath a crusty brine flat cracks more easily than other ground.", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "Area L, because it sits on the plate boundary, where two tectonic plates meet and move.", "plain": "Area L, because it sits on the plate boundary, where two tectonic plates meet and move.", "correct": true, "kind": "choice" }, { "id": "cC29", "text": "Area M, because no recorded quakes appear there, so it is due for one next.", "plain": "Area M, because no recorded quakes appear there, so it is due for one next.", "correct": false, "kind": "choice" }, { "id": "cD29", "text": "Area N, because water collecting in its closed basin soaks downward and weakens the rock below.", "plain": "Area N, because water collecting in its closed basin soaks downward and weakens the rock below.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_34e47a90-1aea-417f-81b3-b03f7ddb22a3" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB29" ] }, "n_options": 4, "passage_html": "

Dry-Basin Field Atlas

A field atlas describes a dry desert region. Figure 1 shows four of the atlas’s map pages, all covering the same region. Page 1 marks the boundary where two tectonic plates meet, plus old lava and ash beds beside it. Page 2 shades the region’s closed basins, which collect water but never drain to the sea. Page 3 plots the locations of recorded earthquakes. Page 4 marks the brine flats, where lithium, a metal used in batteries, is found. Brine is very salty water that collects on the basin floors. Atlas lab tests show the old lava and ash beds contain small amounts of lithium. Rain slowly dissolves that lithium, and streams carry it into the closed basins. Four areas, labeled K, L, M, and N, appear on every page.

Figure 1. The Four Atlas Pages

\"Four

", "passage_plain": "Dry-Basin Field Atlas A field atlas describes a dry desert region. Figure 1 shows four of the atlas’s map pages, all covering the same region. Page 1 marks the boundary where two tectonic plates meet, plus old lava and ash beds beside it. Page 2 shades the region’s closed basins, which collect water but never drain to the sea. Page 3 plots the locations of recorded earthquakes. Page 4 marks the brine flats, where lithium, a metal used in batteries, is found. Brine is very salty water that collects on the basin floors. Atlas lab tests show the old lava and ash beds contain small amounts of lithium. Rain slowly dissolves that lithium, and streams carry it into the closed basins. Four areas, labeled K, L, M, and N, appear on every page. Figure 1. The Four Atlas Pages" }, { "n": 30, "item_id": "_12d9baca-509f-4305-b7f7-1a471999abf6", "type": "inline-choice", "title": "Lithium in the Brine Flats", "standards": [ "MS-ESS3-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The atlas asks readers to explain why the region’s lithium is found exactly where it is.

Complete the explanation, using the atlas pages in Figure 1.

Lithium collects in this region because past near the plate boundary supplied the lithium-bearing beds, and because water trapped in the closed basins slowly , leaving the dissolved lithium behind in the brine.

", "options": [ { "id": "cD1O780cd96ff", "text": "ocean flooding", "plain": "ocean flooding", "correct": false, "kind": "inline" }, { "id": "cD1Od1a987d2c", "text": "volcanic activity", "plain": "volcanic activity", "correct": true, "kind": "inline" }, { "id": "cD1O94030f523", "text": "glacier movement", "plain": "glacier movement", "correct": false, "kind": "inline" }, { "id": "cD2Ob3e2e0b5f", "text": "drains through rivers to the sea", "plain": "drains through rivers to the sea", "correct": false, "kind": "inline" }, { "id": "cD2O90cf6a095", "text": "soaks into deep rock", "plain": "soaks into deep rock", "correct": false, "kind": "inline" }, { "id": "cD2O45245c735", "text": "evaporates into the dry air", "plain": "evaporates into the dry air", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_34e47a90-1aea-417f-81b3-b03f7ddb22a3" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1Od1a987d2c" ], "RESPONSE2": [ "cD2O45245c735" ] }, "n_options": 6, "passage_html": "

Dry-Basin Field Atlas

A field atlas describes a dry desert region. Figure 1 shows four of the atlas’s map pages, all covering the same region. Page 1 marks the boundary where two tectonic plates meet, plus old lava and ash beds beside it. Page 2 shades the region’s closed basins, which collect water but never drain to the sea. Page 3 plots the locations of recorded earthquakes. Page 4 marks the brine flats, where lithium, a metal used in batteries, is found. Brine is very salty water that collects on the basin floors. Atlas lab tests show the old lava and ash beds contain small amounts of lithium. Rain slowly dissolves that lithium, and streams carry it into the closed basins. Four areas, labeled K, L, M, and N, appear on every page.

Figure 1. The Four Atlas Pages

\"Four

", "passage_plain": "Dry-Basin Field Atlas A field atlas describes a dry desert region. Figure 1 shows four of the atlas’s map pages, all covering the same region. Page 1 marks the boundary where two tectonic plates meet, plus old lava and ash beds beside it. Page 2 shades the region’s closed basins, which collect water but never drain to the sea. Page 3 plots the locations of recorded earthquakes. Page 4 marks the brine flats, where lithium, a metal used in batteries, is found. Brine is very salty water that collects on the basin floors. Atlas lab tests show the old lava and ash beds contain small amounts of lithium. Rain slowly dissolves that lithium, and streams carry it into the closed basins. Four areas, labeled K, L, M, and N, appear on every page. Figure 1. The Four Atlas Pages" }, { "n": 31, "item_id": "_2cb7eb97-fd69-45d6-b3e7-9a1d222756af", "type": "choice", "title": "Test-Cart Graph Setup", "standards": [ "MS-PS3-1" ], "prompt_html": "

The team plans a graph of the four runs in Table 1.

Which set-up correctly places the independent and dependent variables on the axes and uses ranges that fit all four runs?

", "prompt_plain": "The team plans a graph of the four runs in Table 1. Which set-up correctly places the independent and dependent variables on the axes and uses ranges that fit all four runs?", "context_html": "", "options": [ { "id": "cA31", "text": "Launch speed on the x-axis from 0 to 5 m/s, and kinetic energy on the y-axis from 0 to 30 J.", "plain": "Launch speed on the x-axis from 0 to 5 m/s, and kinetic energy on the y-axis from 0 to 30 J.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Launch speed on the x-axis from 0 to 5 m/s, and kinetic energy on the y-axis from 0 to 50 J.", "plain": "Launch speed on the x-axis from 0 to 5 m/s, and kinetic energy on the y-axis from 0 to 50 J.", "correct": true, "kind": "choice" }, { "id": "cC31", "text": "Kinetic energy on the x-axis from 0 to 30 J, and launch speed on the y-axis from 0 to 5 m/s.", "plain": "Kinetic energy on the x-axis from 0 to 30 J, and launch speed on the y-axis from 0 to 5 m/s.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "Kinetic energy on the x-axis from 0 to 50 J, and launch speed on the y-axis from 0 to 5 m/s.", "plain": "Kinetic energy on the x-axis from 0 to 50 J, and launch speed on the y-axis from 0 to 5 m/s.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_64901e8e-7436-4b74-9c33-15abbd66f995" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB31" ] }, "n_options": 4, "passage_html": "

Test-Cart Track Data

A science team tests one small cart on a long laboratory track. A quiet electric motor brings the cart to a chosen launch speed, then releases it. A sensor at the release line reports each launch speed, and track software reports the cart’s kinetic energy there. Table 1 shows the four runs. After release, the cart coasts over two hills and stops near the far end of the track. Figure 1 shows a side view of the track with five labeled points.

Table 1. Test-Cart Launch Runs

RunLaunch speed (m/s)Kinetic energy at release (J)
113
2212
3327
4448

Figure 1. Side View of the Track

\"Side

", "passage_plain": "Test-Cart Track Data A science team tests one small cart on a long laboratory track. A quiet electric motor brings the cart to a chosen launch speed, then releases it. A sensor at the release line reports each launch speed, and track software reports the cart’s kinetic energy there. Table 1 shows the four runs. After release, the cart coasts over two hills and stops near the far end of the track. Figure 1 shows a side view of the track with five labeled points. Table 1. Test-Cart Launch Runs Run Launch speed (m/s) Kinetic energy at release (J) 1 1 3 2 2 12 3 3 27 4 4 48 Figure 1. Side View of the Track" }, { "n": 32, "item_id": "_9d316d03-f6f7-466b-a3e4-be4e8138c843", "type": "choice", "title": "Cart Track Energy Points", "standards": [ "MS-PS3-2" ], "prompt_html": "

Look at Figure 1. After release, the cart coasts along the track. At which points is the cart’s potential energy increasing as the cart passes them? Select the TWO correct answers.

", "prompt_plain": "Look at Figure 1. After release, the cart coasts along the track. At which points is the cart’s potential energy increasing as the cart passes them? Select the TWO correct answers.", "context_html": "", "options": [ { "id": "cA32", "text": "Point 1", "plain": "Point 1", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "Point 2", "plain": "Point 2", "correct": true, "kind": "choice" }, { "id": "cC32", "text": "Point 3", "plain": "Point 3", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "Point 4", "plain": "Point 4", "correct": true, "kind": "choice" }, { "id": "cE32", "text": "Point 5", "plain": "Point 5", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_64901e8e-7436-4b74-9c33-15abbd66f995" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB32", "cD32" ] }, "n_options": 5, "passage_html": "

Test-Cart Track Data

A science team tests one small cart on a long laboratory track. A quiet electric motor brings the cart to a chosen launch speed, then releases it. A sensor at the release line reports each launch speed, and track software reports the cart’s kinetic energy there. Table 1 shows the four runs. After release, the cart coasts over two hills and stops near the far end of the track. Figure 1 shows a side view of the track with five labeled points.

Table 1. Test-Cart Launch Runs

RunLaunch speed (m/s)Kinetic energy at release (J)
113
2212
3327
4448

Figure 1. Side View of the Track

\"Side

", "passage_plain": "Test-Cart Track Data A science team tests one small cart on a long laboratory track. A quiet electric motor brings the cart to a chosen launch speed, then releases it. A sensor at the release line reports each launch speed, and track software reports the cart’s kinetic energy there. Table 1 shows the four runs. After release, the cart coasts over two hills and stops near the far end of the track. Figure 1 shows a side view of the track with five labeled points. Table 1. Test-Cart Launch Runs Run Launch speed (m/s) Kinetic energy at release (J) 1 1 3 2 2 12 3 3 27 4 4 48 Figure 1. Side View of the Track" }, { "n": 33, "item_id": "_d3f7cfde-1ff2-4c69-a9fb-65aebe55d65e", "type": "portable-custom", "title": "Second-Cart Kinetic Energy", "standards": [ "MS-PS3-1" ], "prompt_html": "

A second, lighter test cart is launched along a straight track at different speeds. At each launch speed, track software reports the cart’s kinetic energy. The table below shows the first three measurements.

Launch speedKinetic energy
2 m/s5 J (joules)
4 m/s20 J
6 m/s45 J

 

Complete the bar graph. Set the height of one bar for each launch speed from 2 m/s to 8 m/s so the graph shows the cart’s kinetic energy at every speed. Use the pattern in the table for the speed that is not listed.

", "prompt_plain": "A second, lighter test cart is launched along a straight track at different speeds. At each launch speed, track software reports the cart’s kinetic energy. The table below shows the first three measurements. Launch speed Kinetic energy 2 m/s 5 J (joules) 4 m/s 20 J 6 m/s 45 J Complete the bar graph. Set the height of one bar for each launch speed from 2 m/s to 8 m/s so the graph shows the cart’s kinetic energy at every speed. Use the pattern in the table for the speed that is not listed.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"2 m/s\",\"y\":5},{\"x\":\"4 m/s\",\"y\":20},{\"x\":\"6 m/s\",\"y\":45},{\"x\":\"8 m/s\",\"y\":80}]" ] }, "n_options": 0 }, { "n": 34, "item_id": "_7de2f93c-ed49-4042-a158-63ec35e9aa06", "type": "choice", "title": "Space-Rock Gravity Runs", "standards": [ "MS-PS2-4" ], "prompt_html": "

A physics class studies gravity with a simulation program. The program models two space rocks and reports the attraction force between them in nanonewtons (nN); 1 nN is one-billionth of a newton. Between runs, the class changes one or both settings. The table below shows four runs. Run 1 uses the class’s starting settings, and the class compares each later run with Run 1.

RunMass of rock 1 (kg)Mass of rock 2 (kg)Distance between centers (m)Attraction force (nN)
14040226.7
24080253.4
3404046.7
44080413.3

The class makes this claim: “Increasing a rock’s mass changes the attraction force, and increasing the distance between the rocks also changes the attraction force.”

Which pair of runs, taken together, gives the best evidence for the whole claim?

", "prompt_plain": "A physics class studies gravity with a simulation program. The program models two space rocks and reports the attraction force between them in nanonewtons (nN); 1 nN is one-billionth of a newton. Between runs, the class changes one or both settings. The table below shows four runs. Run 1 uses the class’s starting settings, and the class compares each later run with Run 1. Run Mass of rock 1 (kg) Mass of rock 2 (kg) Distance between centers (m) Attraction force (nN) 1 40 40 2 26.7 2 40 80 2 53.4 3 40 40 4 6.7 4 40 80 4 13.3 The class makes this claim: “Increasing a rock’s mass changes the attraction force, and increasing the distance between the rocks also changes the attraction force.” Which pair of runs, taken together, gives the best evidence for the whole claim?", "context_html": "", "options": [ { "id": "cA34", "text": "Runs 1 and 2", "plain": "Runs 1 and 2", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Runs 1 and 3", "plain": "Runs 1 and 3", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Runs 1 and 4", "plain": "Runs 1 and 4", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Runs 2 and 3", "plain": "Runs 2 and 3", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_50e5da10-2d60-4fad-b4b0-3e8cea103336", "type": "gap-match", "title": "Light on Three Materials", "standards": [ "MS-PS4-2" ], "prompt_html": "

A student shines the same flashlight beam onto three materials, one at a time: a polished steel serving tray, a sheet of clear glass, and a mat of black felt. The photo shows the three materials in that order, left to right.

\"Three

 

Drag one card onto each material to show what happens to most of the light that hits it. One card will not be used.

", "prompt_plain": "A student shines the same flashlight beam onto three materials, one at a time: a polished steel serving tray, a sheet of clear glass, and a mat of black felt. The photo shows the three materials in that order, left to right. Drag one card onto each material to show what happens to most of the light that hits it. One card will not be used.", "context_html": "", "options": [ { "id": "tAbs", "text": "Most of the light is absorbed.", "plain": "Most of the light is absorbed.", "correct": false, "kind": "gap-token" }, { "id": "tCre", "text": "Most of the light is created by the material itself.", "plain": "Most of the light is created by the material itself.", "correct": false, "kind": "gap-token" }, { "id": "tTra", "text": "Most of the light is transmitted.", "plain": "Most of the light is transmitted.", "correct": false, "kind": "gap-token" }, { "id": "tRef", "text": "Most of the light is reflected.", "plain": "Most of the light is reflected.", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot35.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tRef gTray", "tTra gGlass", "tAbs gFelt" ] }, "n_options": 4 }, { "n": 36, "item_id": "_31b43485-4b8e-43b6-932d-1faf90641e97", "type": "choice", "title": "Three Water Samples", "standards": [ "MS-PS1-4" ], "prompt_html": "

A student sets out three samples of water. Sample 1 is solid ice at -10 °C. Sample 2 is liquid water at 20 °C. Sample 3 is boiling water at 100 °C. The photo shows the samples from left to right.

\"Three

Which statement about the particles in the three samples is correct?

", "prompt_plain": "A student sets out three samples of water. Sample 1 is solid ice at -10 °C. Sample 2 is liquid water at 20 °C. Sample 3 is boiling water at 100 °C. The photo shows the samples from left to right. Which statement about the particles in the three samples is correct?", "context_html": "", "options": [ { "id": "cA36", "text": "The particles collide hardest in Sample 1 because they are packed the most tightly.", "plain": "The particles collide hardest in Sample 1 because they are packed the most tightly.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "The particles collide hardest in Sample 2 because they can slide freely past one another.", "plain": "The particles collide hardest in Sample 2 because they can slide freely past one another.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "The particles collide hardest in Sample 3 because they are moving the fastest.", "plain": "The particles collide hardest in Sample 3 because they are moving the fastest.", "correct": true, "kind": "choice" }, { "id": "cD36", "text": "The particles collide equally hard in every sample because all three are pure water.", "plain": "The particles collide equally hard in every sample because all three are pure water.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot36.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC36" ] }, "n_options": 4 }, { "n": 37, "item_id": "_d1592b83-d8ad-4269-aaf8-8f8c8c26bf21", "type": "hottext", "title": "Doorbell-Camera Clip Report", "standards": [ "MS-PS4-3" ], "prompt_html": "

Zeynep’s doorbell camera records a short video clip each time a visitor comes to her door. Each clip is also saved at a far-away storage center. Her tech-club report about the system is shown below. Zeynep makes this claim: “The copy of a clip saved at the storage center is identical to the clip my camera recorded.”

Select the ONE sentence from the report that best explains why her claim is true.

", "prompt_plain": "Zeynep’s doorbell camera records a short video clip each time a visitor comes to her door. Each clip is also saved at a far-away storage center. Her tech-club report about the system is shown below. Zeynep makes this claim: “The copy of a clip saved at the storage center is identical to the clip my camera recorded.” Select the ONE sentence from the report that best explains why her claim is true.", "context_html": "", "options": [ { "id": "hA37", "text": "The camera starts recording whenever its motion sensor notices a visitor near the door.", "plain": "The camera starts recording whenever its motion sensor notices a visitor near the door.", "correct": false, "kind": "hottext" }, { "id": "hB37", "text": "Before saving anything, the camera changes each clip into a coded signal made only of ones and zeros.", "plain": "Before saving anything, the camera changes each clip into a coded signal made only of ones and zeros.", "correct": false, "kind": "hottext" }, { "id": "hC37", "text": "When the storage center saves that coded signal, it reads each pulse as a one or a zero and records that value, so there are no in-between values that can drift or fade.", "plain": "When the storage center saves that coded signal, it reads each pulse as a one or a zero and records that value, so there are no in-between values that can drift or fade.", "correct": true, "kind": "hottext" }, { "id": "hD37", "text": "A strong wireless connection sends each clip to the storage center within a few seconds.", "plain": "A strong wireless connection sends each clip to the storage center within a few seconds.", "correct": false, "kind": "hottext" }, { "id": "hE37", "text": "The storage center also keeps a spare copy of every clip on a second computer, so an identical backup exists even if one computer fails.", "plain": "The storage center also keeps a spare copy of every clip on a second computer, so an identical backup exists even if one computer fails.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hC37" ] }, "n_options": 5 }, { "n": 38, "item_id": "_3e3abc58-f96c-416d-b9f8-247fbeb426f7", "type": "choice", "title": "First-Flush Fair Test (Part A)", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Part A

The team wants to know whether raising the first-flush volume is what lowered the sediment in the tank. In Table 1, each test used a different diverter setting and also happened in a different storm.

Which change to the testing plan would best let the team answer its question?

", "prompt_plain": "Part A The team wants to know whether raising the first-flush volume is what lowered the sediment in the tank. In Table 1, each test used a different diverter setting and also happened in a different storm. Which change to the testing plan would best let the team answer its question?", "context_html": "", "options": [ { "id": "cA38", "text": "Test all three diverter settings under the same sprinkler-made rainfall on the same roof.", "plain": "Test all three diverter settings under the same sprinkler-made rainfall on the same roof.", "correct": true, "kind": "choice" }, { "id": "cB38", "text": "Keep the same plan but repeat it during three more natural storms to gather extra results.", "plain": "Keep the same plan but repeat it during three more natural storms to gather extra results.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Test only the 10-liter setting again during storms of three clearly different sizes.", "plain": "Test only the 10-liter setting again during storms of three clearly different sizes.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Compare Test 1 with Test 3 only, because those two sediment amounts differ the most.", "plain": "Compare Test 1 with Test 3 only, because those two sediment amounts differ the most.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9bc01dc7-90b7-4f19-94c5-0bf0d17a0ac1" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA38" ] }, "n_options": 4, "passage_html": "

First-Flush Diverter Tests

A student team collects roof runoff to water a garden. The first water that runs off a roof carries most of the roof’s grit. A first-flush diverter traps a set volume of that first runoff and keeps it out of the collection tank. The team’s requirement: after a storm, the tank water may hold no more than 8 grams of sediment. The team tested three diverter settings, one setting per storm. Table 1 shows the three tests. Figure 1 shows the system.

Table 1. Three Storm Tests

TestRainfall in storm (mm)First-flush volume trapped (L)Sediment in tank (g)
15221
212614
330106

Figure 1. The Diverter System

\"A

", "passage_plain": "First-Flush Diverter Tests A student team collects roof runoff to water a garden. The first water that runs off a roof carries most of the roof’s grit. A first-flush diverter traps a set volume of that first runoff and keeps it out of the collection tank. The team’s requirement: after a storm, the tank water may hold no more than 8 grams of sediment. The team tested three diverter settings, one setting per storm. Table 1 shows the three tests. Figure 1 shows the system. Table 1. Three Storm Tests Test Rainfall in storm (mm) First-flush volume trapped (L) Sediment in tank (g) 1 5 2 21 2 12 6 14 3 30 10 6 Figure 1. The Diverter System" }, { "n": 39, "item_id": "_a160ffb0-3fbd-47e4-b5e6-e718f0edcc8b", "type": "choice", "title": "First-Flush Criterion Check (Part B)", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

The team rebuilds its testing plan using the change it chose in Part A, then runs a fresh round of tests with the rebuilt plan.

Which new-test result is the best evidence that the larger first-flush volume closed the gap between the old results and the team’s sediment requirement?

", "prompt_plain": "Part B The team rebuilds its testing plan using the change it chose in Part A, then runs a fresh round of tests with the rebuilt plan. Which new-test result is the best evidence that the larger first-flush volume closed the gap between the old results and the team’s sediment requirement?", "context_html": "", "options": [ { "id": "cA39", "text": "Every setting’s tank held between 12 and 22 grams of sediment in each of the new tests.", "plain": "Every setting’s tank held between 12 and 22 grams of sediment in each of the new tests.", "correct": false, "kind": "choice" }, { "id": "cB39", "text": "The tank at the 10-liter setting collected more rainwater than the tanks at the smaller settings.", "plain": "The tank at the 10-liter setting collected more rainwater than the tanks at the smaller settings.", "correct": false, "kind": "choice" }, { "id": "cC39", "text": "Each 10-liter test left 5 grams of sediment in the tank, while each 2-liter test left 20 grams.", "plain": "Each 10-liter test left 5 grams of sediment in the tank, while each 2-liter test left 20 grams.", "correct": true, "kind": "choice" }, { "id": "cD39", "text": "Across the three original storms, the sediment fell from 21 grams to 6 grams as the setting increased.", "plain": "Across the three original storms, the sediment fell from 21 grams to 6 grams as the setting increased.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9bc01dc7-90b7-4f19-94c5-0bf0d17a0ac1" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC39" ] }, "n_options": 4, "passage_html": "

First-Flush Diverter Tests

A student team collects roof runoff to water a garden. The first water that runs off a roof carries most of the roof’s grit. A first-flush diverter traps a set volume of that first runoff and keeps it out of the collection tank. The team’s requirement: after a storm, the tank water may hold no more than 8 grams of sediment. The team tested three diverter settings, one setting per storm. Table 1 shows the three tests. Figure 1 shows the system.

Table 1. Three Storm Tests

TestRainfall in storm (mm)First-flush volume trapped (L)Sediment in tank (g)
15221
212614
330106

Figure 1. The Diverter System

\"A

", "passage_plain": "First-Flush Diverter Tests A student team collects roof runoff to water a garden. The first water that runs off a roof carries most of the roof’s grit. A first-flush diverter traps a set volume of that first runoff and keeps it out of the collection tank. The team’s requirement: after a storm, the tank water may hold no more than 8 grams of sediment. The team tested three diverter settings, one setting per storm. Table 1 shows the three tests. Figure 1 shows the system. Table 1. Three Storm Tests Test Rainfall in storm (mm) First-flush volume trapped (L) Sediment in tank (g) 1 5 2 21 2 12 6 14 3 30 10 6 Figure 1. The Diverter System" }, { "n": 40, "item_id": "_07f880b0-1676-4534-802c-9d33e28610df", "type": "match", "title": "Vent-Gate Project Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A science classroom keeps a glass-sided observation beehive. A clear tube connects the hive to the outdoors. Students will add a small sliding vent gate to the hive so the amount of airflow through it can be changed. The project brief card and the photo show the plan.

Vent-Gate Project

Goal: add a small sliding gate that controls how much air moves through the hive.

The brief lists four statements about the gate.

\"A

 

Drag each statement from the brief into the correct category to show whether it is a criterion or a constraint for the vent-gate design.

", "prompt_plain": "A science classroom keeps a glass-sided observation beehive. A clear tube connects the hive to the outdoors. Students will add a small sliding vent gate to the hive so the amount of airflow through it can be changed. The project brief card and the photo show the plan. Vent-Gate Project Goal: add a small sliding gate that controls how much air moves through the hive. The brief lists four statements about the gate. Drag each statement from the brief into the correct category to show whether it is a criterion or a constraint for the vent-gate design.", "context_html": "", "options": [ { "id": "mc12_s1", "text": "The gate must cost no more than $20 in parts.", "plain": "The gate must cost no more than $20 in parts.", "correct": false, "kind": "match-token" }, { "id": "mc12_s2", "text": "The gate must let through at least 90 percent of the tube’s airflow when fully open.", "plain": "The gate must let through at least 90 percent of the tube’s airflow when fully open.", "correct": false, "kind": "match-token" }, { "id": "mc12_s3", "text": "The gate must be finished before the school’s open-house night.", "plain": "The gate must be finished before the school’s open-house night.", "correct": false, "kind": "match-token" }, { "id": "mc12_s4", "text": "The gate must slide from fully open to fully shut in less than 10 seconds.", "plain": "The gate must slide from fully open to fully shut in less than 10 seconds.", "correct": false, "kind": "match-token" }, { "id": "mc12_c1", "text": "Criteria", "plain": "Criteria", "correct": false, "kind": "match-token" }, { "id": "mc12_c2", "text": "Constraints", "plain": "Constraints", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-26/images/slot40.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "mc12_s1 mc12_c2", "mc12_s2 mc12_c1", "mc12_s3 mc12_c2", "mc12_s4 mc12_c1" ] }, "n_options": 6 } ] }, { "form": "G8.27", "grade": "G8", "title": "Alpha Standardized Science G8.27", "test_id": "_test-476839e9-648e-4bcb-9e4f-99816d32766e", "n_items": 40, "n_stimuli": 8, "stimuli": { "_5909220e-becd-4a94-b59f-dc31277c7bc1": { "title": "Mountain Bumblebee Tongue Survey", "html": "

Mountain Bumblebee Tongue Survey

Scientists surveyed one species of wild bumblebee on the same three mountain peaks, about 20 years apart. In each survey they caught bees, measured each bee’s tongue, and released the bees. Tongue length in these bees is passed from parents to offspring.

A long tongue lets a bee reach nectar deep inside tube-shaped flowers. A short tongue works well on shallow, open flowers.

Over the same 20 years, summers on the peaks became drier, and this reduced the number of deep-tube flowers. Table 1 shows the average flower counts per study plot in each survey. Figure 1 shows the share of measured bees in each tongue-length class in each survey.

Table 1. Average Flowers per Study Plot

Flower typeSurvey 20 years agoRecent survey
Deep-tube flowers4612
Shallow, open flowers5048

\"Two

" }, "_720db960-506a-46b9-bdf0-0748551de754": { "title": "Compost Tumbler Redesign", "html": "

Compost Tumbler Redesign

A neighborhood compost program turns kitchen scraps into compost in a tumbler: a barrel-shaped drum on a stand. Volunteers spin the drum by hand to mix the material inside. Microbes breaking down the scraps release thermal energy, and a pile that holds this energy heats up and finishes quickly. The program’s brief sets one performance target. During a round, the pile must hold 54 °C or higher for three days in a row. A volunteer, Ursula, ran three rounds in the current thin-walled metal drum, changing how often she turned it. Table 1 shows her log. The brief lists two redesign options. One option rebuilds the drum with insulated double walls. The other splits the drum into two chambers, so one side finishes while the other side fills. Figure 1 shows the current tumbler.

Figure 1. The Current Tumbler

\"A

Table 1. Tumbler Test Log

RoundTurns per weekHighest pile temperatureLog note
1235 °CTemperature stopped rising after day 4
2536 °CTemperature stopped rising after day 4
3734 °CDrum felt cold on the outside each morning
" }, "_710944aa-318d-4b9d-bda4-e5f1662537b8": { "title": "Canal Excavation Wall", "html": "

Canal Excavation Wall

A work crew digging a new canal cut through a low hill. The digging exposed a flat rock wall, shown in Figure 1. The wall has four layers. From bottom to top, they are siltstone, limestone, sandstone, and shale. A crack cuts through the siltstone, the limestone, and the sandstone. The layers on the east side of the crack sit higher than the matching layers on the west side. The sandstone appears only on the west side. Its broken edge touches the crack, which shows that the sandstone once continued across the whole wall. The shale layer at the top stretches across the whole wall. The crack stops where the shale begins.

Figure 1. The Exposed Rock Wall

\"A

" }, "_36cb2330-ae04-4184-9f39-654c3f6ac183": { "title": "Strawberry Softening-Enzyme Study", "html": "

Strawberry Softening-Enzyme Study

As strawberries ripen, they make a softening enzyme, a protein that loosens the fruit’s cell walls. Because of this protein, picked berries slowly soften. Plant scientists compare three strawberry lines. Each line carries a different version of the gene that holds the instructions for this enzyme. Berries from all three lines ripen to full red color and normal sweetness. Table 1 describes each line’s gene version and its enzyme. Table 2 shows shelf-life data. Line 3 was bred this year, so its berries are still being tested.

Table 1. Gene Version and Enzyme

Strawberry lineGene versionEnzyme made
Line 1Normal geneWorking softening enzyme
Line 2Gene with a small change (mutation)Enzyme with a changed shape that loosens cell walls more slowly
Line 3Gene with a different mutationNo working softening enzyme

Table 2. Shelf-Life Data (average of 50 berries per line, picked ripe)

Strawberry lineDays until too soft to sellFirmness score at day 6 (0 = very soft, 10 = very firm)
Line 142
Line 296
Line 3not yet testednot yet tested
" }, "_d0134e46-f985-4535-8d3d-b9b5699dae06": { "title": "Basin Reservoir Briefing", "html": "

Basin Reservoir Briefing

A town’s water department stores drinking water in one basin reservoir. The department prepares a briefing about the reservoir’s falling water level. Figure 1 shows the elevation of the reservoir’s water surface over the past 20 years. Figure 2 shows the region’s average yearly air temperature over the same 20 years. The briefing states that the rising temperature is one factor in the falling water level. Table 1 shows where the town’s treated water goes each year.

\"A

\"A

Table 1. Where the Town’s Water Goes

Use of waterShare of the town’s water
Outdoor watering38%
Indoor home use22%
Businesses21%
Leaks in supply pipes19%
" }, "_c71ca357-ae66-44eb-8c62-161a4b101997": { "title": "Chestnut Restoration Plot", "html": "

Chestnut Restoration Plot

A bark disease once killed most of a region’s chestnut trees. A restoration program crosses local chestnuts with a related chestnut species that resists the disease. The program then crosses each new generation back to local trees.

In year 1, the program planted 200 of these seedlings in an open hillside plot. Strong winds often cross the hillside, and grass and low shrubs shade the plot’s lowest layer.

Program records show that a seedling’s height tendency is inherited from its parent trees.

Workers measured every seedling’s height in year 2 and recorded which seedlings were still alive in year 6. Field notes report that most wind-snapped stems belonged to the tallest year-2 height class, and most seedlings that died in shade belonged to the shortest year-2 class.

Figure 1 shows the year-2 height classes of all 200 seedlings, and the year-2 heights of the 120 seedlings still alive in year 6.

\"Two

" }, "_97f0b8c6-c6fb-45e6-a61f-51f0edda82a3": { "title": "Sawmill Scrap Kindling Trial", "html": "

Sawmill Scrap Kindling Trial

A sawmill collects its leftover wood scrap in two forms: fine shavings and solid chunks. Both forms come from the same kind of wood. The sawmill wants to burn scrap to heat water, so it runs a kindling trial first.

A worker, Colette, burns a 2.0-kilogram pile of shavings under one metal container of water. She burns a 2.0-kilogram pile of chunks under an identical container holding the same amount of water. The water in both containers starts at 20 °C. Figure 1 shows the two scrap forms. Figure 2 shows the water temperatures during the trial. Table 1 lists notes from the trial log.

Figure 1. The Two Forms of Wood Scrap

\"Two

In Figure 1, the pile of fine shavings is on the left and the pile of solid chunks is on the right.

\"A

Table 1. Trial Log Notes

TimeNote
1 minuteFlames covered the whole shavings pile. Flames burned only at the edges of the chunk pile.
12 minutesThe shavings pile had burned completely to ash.
30 minutesThe chunk pile had burned completely to ash. The trial ended.
" }, "_a2917d04-6d95-424a-afaf-8f2196bd2615": { "title": "Lake-Probe Tether Link", "html": "

Lake-Probe Tether Link

A research team studies the deep floor of a lake with a small uncrewed probe. The probe hangs from a boat on a tether cable, which supports the probe and carries its signals. The probe’s camera turns each video frame into packets: groups of on-off pulses that stand for the frame’s exact color values. The probe also sends a short check number computed from each packet’s values. The boat’s computer runs the same computation on each packet that arrives. If its result does not match the check number, the computer asks the probe to send that packet again. Electrical noise inside the long cable weakens and distorts the traveling signals. The team unwinds more cable as the probe goes deeper. Table 1 shows the link log at three cable lengths. Figure 1 shows the setup.

Figure 1. The Lake-Probe Setup

\"A

Table 1. Link Log

Cable length releasedPackets re-sent (out of 1,000 sent)Frames stored with wrong values
100 m120
200 m960
300 m (full length)3400
" } }, "questions": [ { "n": 1, "item_id": "_2af9050b-457d-4908-986a-e7f40cca1ab3", "type": "choice", "title": "Willow-Bark Medicine Claim", "standards": [ "MS-PS1-3" ], "prompt_html": "

For centuries, people eased pain with a medicine extracted from the bark of willow trees. Today, factories synthesize a pain-relief medicine that began as this willow-bark extract. Table 1 compares the two sources.

Table 1. One Pain-Relief Medicine, Two Sources

Willow-bark medicine (1800s)Synthesized medicine (today)
Starting materialbark stripped from willow treeschemicals made from petroleum
Material needed for 1,000 dosesbark from about 15 treesa small batch of petroleum-based chemicals
Cost of one doseabout one day’s payless than one cent
Doses available each yearlimited by the number of treesbillions of doses
Amount of medicine in one dosevaries from batch to batchthe same in every dose

Which claim about the effects of synthesizing this medicine is best supported by Table 1?

", "prompt_plain": "For centuries, people eased pain with a medicine extracted from the bark of willow trees. Today, factories synthesize a pain-relief medicine that began as this willow-bark extract. Table 1 compares the two sources. Table 1. One Pain-Relief Medicine, Two Sources Willow-bark medicine (1800s) Synthesized medicine (today) Starting material bark stripped from willow trees chemicals made from petroleum Material needed for 1,000 doses bark from about 15 trees a small batch of petroleum-based chemicals Cost of one dose about one day’s pay less than one cent Doses available each year limited by the number of trees billions of doses Amount of medicine in one dose varies from batch to batch the same in every dose Which claim about the effects of synthesizing this medicine is best supported by Table 1?", "context_html": "", "options": [ { "id": "cA1", "text": "The willow-bark medicine relieved pain better because it came straight from a living plant.", "plain": "The willow-bark medicine relieved pain better because it came straight from a living plant.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Synthesizing the medicine made each dose cheaper and made doses available to far more people.", "plain": "Synthesizing the medicine made each dose cheaper and made doses available to far more people.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Synthesizing the medicine ended the need for natural resources in its production.", "plain": "Synthesizing the medicine ended the need for natural resources in its production.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The synthesized medicine is safer to swallow because factory chemicals are purer than plant chemicals.", "plain": "The synthesized medicine is safer to swallow because factory chemicals are purer than plant chemicals.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_231ae9d6-3b75-4e6f-827c-74192a44f4e1", "type": "choice", "title": "Sawmill Kindling Trial — Part A", "standards": [ "MS-PS1-6" ], "prompt_html": "

Part A

Look at Figure 2. Which statement best explains why the water above the shavings pile heated up faster than the water above the chunk pile?

", "prompt_plain": "Part A Look at Figure 2. Which statement best explains why the water above the shavings pile heated up faster than the water above the chunk pile?", "context_html": "", "options": [ { "id": "cA2", "text": "An equal mass of shavings holds more stored chemical energy than an equal mass of chunks.", "plain": "An equal mass of shavings holds more stored chemical energy than an equal mass of chunks.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Cutting the wood into thin shavings changed it into a new substance that releases extra energy.", "plain": "Cutting the wood into thin shavings changed it into a new substance that releases extra energy.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "More of the wood’s surface touched oxygen at once, so burning moved thermal energy into the water more quickly.", "plain": "More of the wood’s surface touched oxygen at once, so burning moved thermal energy into the water more quickly.", "correct": true, "kind": "choice" }, { "id": "cD2", "text": "Over the whole trial, the shavings’ flames released much more total thermal energy than the chunks’ flames.", "plain": "Over the whole trial, the shavings’ flames released much more total thermal energy than the chunks’ flames.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_97f0b8c6-c6fb-45e6-a61f-51f0edda82a3" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC2" ] }, "n_options": 4, "passage_html": "

Sawmill Scrap Kindling Trial

A sawmill collects its leftover wood scrap in two forms: fine shavings and solid chunks. Both forms come from the same kind of wood. The sawmill wants to burn scrap to heat water, so it runs a kindling trial first.

A worker, Colette, burns a 2.0-kilogram pile of shavings under one metal container of water. She burns a 2.0-kilogram pile of chunks under an identical container holding the same amount of water. The water in both containers starts at 20 °C. Figure 1 shows the two scrap forms. Figure 2 shows the water temperatures during the trial. Table 1 lists notes from the trial log.

Figure 1. The Two Forms of Wood Scrap

\"Two

In Figure 1, the pile of fine shavings is on the left and the pile of solid chunks is on the right.

\"A

Table 1. Trial Log Notes

TimeNote
1 minuteFlames covered the whole shavings pile. Flames burned only at the edges of the chunk pile.
12 minutesThe shavings pile had burned completely to ash.
30 minutesThe chunk pile had burned completely to ash. The trial ended.
", "passage_plain": "Sawmill Scrap Kindling Trial A sawmill collects its leftover wood scrap in two forms: fine shavings and solid chunks. Both forms come from the same kind of wood. The sawmill wants to burn scrap to heat water, so it runs a kindling trial first. A worker, Colette, burns a 2.0-kilogram pile of shavings under one metal container of water. She burns a 2.0-kilogram pile of chunks under an identical container holding the same amount of water. The water in both containers starts at 20 °C. Figure 1 shows the two scrap forms. Figure 2 shows the water temperatures during the trial. Table 1 lists notes from the trial log. Figure 1. The Two Forms of Wood Scrap In Figure 1, the pile of fine shavings is on the left and the pile of solid chunks is on the right. Table 1. Trial Log Notes Time Note 1 minute Flames covered the whole shavings pile. Flames burned only at the edges of the chunk pile. 12 minutes The shavings pile had burned completely to ash. 30 minutes The chunk pile had burned completely to ash. The trial ended." }, { "n": 3, "item_id": "_b789bb2b-c822-4482-97fd-a9496477bd67", "type": "choice", "title": "Sawmill Kindling Trial — Part B", "standards": [ "MS-PS1-6" ], "prompt_html": "

Part B

Which observation from the kindling trial best supports your answer in Part A?

", "prompt_plain": "Part B Which observation from the kindling trial best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA3", "text": "At 1 minute, flames covered the whole shavings pile but burned only at the edges of the chunk pile.", "plain": "At 1 minute, flames covered the whole shavings pile but burned only at the edges of the chunk pile.", "correct": true, "kind": "choice" }, { "id": "cB3", "text": "By the end of its burn, each pile’s container of water had reached the same highest temperature, 58 °C.", "plain": "By the end of its burn, each pile’s container of water had reached the same highest temperature, 58 °C.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "Each pile held 2.0 kilograms of scrap wood, and both piles came from the same kind of wood.", "plain": "Each pile held 2.0 kilograms of scrap wood, and both piles came from the same kind of wood.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "At 5 minutes, the shavings’ water had already reached 47 °C, while the chunks’ water had reached only 29 °C.", "plain": "At 5 minutes, the shavings’ water had already reached 47 °C, while the chunks’ water had reached only 29 °C.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_97f0b8c6-c6fb-45e6-a61f-51f0edda82a3" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA3" ] }, "n_options": 4, "passage_html": "

Sawmill Scrap Kindling Trial

A sawmill collects its leftover wood scrap in two forms: fine shavings and solid chunks. Both forms come from the same kind of wood. The sawmill wants to burn scrap to heat water, so it runs a kindling trial first.

A worker, Colette, burns a 2.0-kilogram pile of shavings under one metal container of water. She burns a 2.0-kilogram pile of chunks under an identical container holding the same amount of water. The water in both containers starts at 20 °C. Figure 1 shows the two scrap forms. Figure 2 shows the water temperatures during the trial. Table 1 lists notes from the trial log.

Figure 1. The Two Forms of Wood Scrap

\"Two

In Figure 1, the pile of fine shavings is on the left and the pile of solid chunks is on the right.

\"A

Table 1. Trial Log Notes

TimeNote
1 minuteFlames covered the whole shavings pile. Flames burned only at the edges of the chunk pile.
12 minutesThe shavings pile had burned completely to ash.
30 minutesThe chunk pile had burned completely to ash. The trial ended.
", "passage_plain": "Sawmill Scrap Kindling Trial A sawmill collects its leftover wood scrap in two forms: fine shavings and solid chunks. Both forms come from the same kind of wood. The sawmill wants to burn scrap to heat water, so it runs a kindling trial first. A worker, Colette, burns a 2.0-kilogram pile of shavings under one metal container of water. She burns a 2.0-kilogram pile of chunks under an identical container holding the same amount of water. The water in both containers starts at 20 °C. Figure 1 shows the two scrap forms. Figure 2 shows the water temperatures during the trial. Table 1 lists notes from the trial log. Figure 1. The Two Forms of Wood Scrap In Figure 1, the pile of fine shavings is on the left and the pile of solid chunks is on the right. Table 1. Trial Log Notes Time Note 1 minute Flames covered the whole shavings pile. Flames burned only at the edges of the chunk pile. 12 minutes The shavings pile had burned completely to ash. 30 minutes The chunk pile had burned completely to ash. The trial ended." }, { "n": 4, "item_id": "_f897d2b2-f965-4df3-b934-4904a80e3ca6", "type": "inline-choice", "title": "Water-Heating Brief Terms", "standards": [ "MS-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The sawmill uses the trial results to write a short water-heating brief for its scrap-fired setup. The brief is shown below.

Water-Heating Brief

Requirement
Raise 40 liters of water from 20 °C to at least 60 °C within 30 minutes.
Build the setup only from materials already at the sawmill.
Spend less than $200 putting the setup together.

Complete the statements with the correct engineering terms.

The requirement that the setup raise 40 liters of water to at least 60 °C within 30 minutes is a .

The rule that the setup may be built only from materials already at the sawmill is a .

", "options": [ { "id": "d1oa1b71639", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "d1o1e0cc60b", "text": "criterion", "plain": "criterion", "correct": true, "kind": "inline" }, { "id": "d1o1153ef4d", "text": "trade-off", "plain": "trade-off", "correct": false, "kind": "inline" }, { "id": "d2oc8236cba", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "d2ob3a0f68b", "text": "scientific principle", "plain": "scientific principle", "correct": false, "kind": "inline" }, { "id": "d2o0cba9fec", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_97f0b8c6-c6fb-45e6-a61f-51f0edda82a3" ], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o1e0cc60b" ], "RESPONSE2": [ "d2o0cba9fec" ] }, "n_options": 6, "passage_html": "

Sawmill Scrap Kindling Trial

A sawmill collects its leftover wood scrap in two forms: fine shavings and solid chunks. Both forms come from the same kind of wood. The sawmill wants to burn scrap to heat water, so it runs a kindling trial first.

A worker, Colette, burns a 2.0-kilogram pile of shavings under one metal container of water. She burns a 2.0-kilogram pile of chunks under an identical container holding the same amount of water. The water in both containers starts at 20 °C. Figure 1 shows the two scrap forms. Figure 2 shows the water temperatures during the trial. Table 1 lists notes from the trial log.

Figure 1. The Two Forms of Wood Scrap

\"Two

In Figure 1, the pile of fine shavings is on the left and the pile of solid chunks is on the right.

\"A

Table 1. Trial Log Notes

TimeNote
1 minuteFlames covered the whole shavings pile. Flames burned only at the edges of the chunk pile.
12 minutesThe shavings pile had burned completely to ash.
30 minutesThe chunk pile had burned completely to ash. The trial ended.
", "passage_plain": "Sawmill Scrap Kindling Trial A sawmill collects its leftover wood scrap in two forms: fine shavings and solid chunks. Both forms come from the same kind of wood. The sawmill wants to burn scrap to heat water, so it runs a kindling trial first. A worker, Colette, burns a 2.0-kilogram pile of shavings under one metal container of water. She burns a 2.0-kilogram pile of chunks under an identical container holding the same amount of water. The water in both containers starts at 20 °C. Figure 1 shows the two scrap forms. Figure 2 shows the water temperatures during the trial. Table 1 lists notes from the trial log. Figure 1. The Two Forms of Wood Scrap In Figure 1, the pile of fine shavings is on the left and the pile of solid chunks is on the right. Table 1. Trial Log Notes Time Note 1 minute Flames covered the whole shavings pile. Flames burned only at the edges of the chunk pile. 12 minutes The shavings pile had burned completely to ash. 30 minutes The chunk pile had burned completely to ash. The trial ended." }, { "n": 5, "item_id": "_23ac0812-c815-40d3-bcc5-f50396e4d1cd", "type": "choice", "title": "Atom Model Particle Charges", "standards": [ "MS-PS1-1" ], "prompt_html": "

Figure 1 shows a model of a neutral atom of an element with atomic number 3. In the model, the nucleus holds particles labeled X and particles labeled Y. Particles labeled Z move around outside the nucleus. Each label stands for one kind of subatomic particle: a proton, a neutron, or an electron.

Figure 1. Model of a Neutral Atom

\"An

Which choice correctly matches each label with the electric charge of its particle?

", "prompt_plain": "Figure 1 shows a model of a neutral atom of an element with atomic number 3. In the model, the nucleus holds particles labeled X and particles labeled Y. Particles labeled Z move around outside the nucleus. Each label stands for one kind of subatomic particle: a proton, a neutron, or an electron. Figure 1. Model of a Neutral Atom Which choice correctly matches each label with the electric charge of its particle?", "context_html": "", "options": [ { "id": "cA5", "text": "X: no charge, Y: positive charge, Z: negative charge", "plain": "X: no charge, Y: positive charge, Z: negative charge", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "X: negative charge, Y: no charge, Z: positive charge", "plain": "X: negative charge, Y: no charge, Z: positive charge", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "X: positive charge, Y: negative charge, Z: no charge", "plain": "X: positive charge, Y: negative charge, Z: no charge", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "X: positive charge, Y: no charge, Z: negative charge", "plain": "X: positive charge, Y: no charge, Z: negative charge", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot05_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD5" ] }, "n_options": 4 }, { "n": 6, "item_id": "_9ef9a928-1997-4ddb-80ae-940c965b54ee", "type": "inline-choice", "title": "Iron-Making Equation Numbers", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The equation below shows a balanced chemical reaction used to make iron metal. Every chemical formula is supplied.

Balanced equation
Fe2O3 + 3CO → 2Fe + 3CO2

Complete the statements about the numbers in the equation.

In 3CO2, the full-size 3 written in front of the formula is a .

That 3 counts the number of .

In the same formula, the small lowered 2 written after the O is a .

", "options": [ { "id": "d1o7efbf53b", "text": "subscript", "plain": "subscript", "correct": false, "kind": "inline" }, { "id": "d1ocaf3387d", "text": "coefficient", "plain": "coefficient", "correct": true, "kind": "inline" }, { "id": "d1od8f45da9", "text": "chemical symbol", "plain": "chemical symbol", "correct": false, "kind": "inline" }, { "id": "d2o89f8c6b4", "text": "oxygen atoms inside one CO2 molecule", "plain": "oxygen atoms inside one CO 2 molecule", "correct": false, "kind": "inline" }, { "id": "d2o30922d0b", "text": "different kinds of substances made", "plain": "different kinds of substances made", "correct": false, "kind": "inline" }, { "id": "d2o2b5bf802", "text": "whole CO2 molecules in the equation", "plain": "whole CO 2 molecules in the equation", "correct": true, "kind": "inline" }, { "id": "d3oe1d924b0", "text": "subscript", "plain": "subscript", "correct": true, "kind": "inline" }, { "id": "d3o463bfd6e", "text": "chemical symbol", "plain": "chemical symbol", "correct": false, "kind": "inline" }, { "id": "d3o8518e67f", "text": "coefficient", "plain": "coefficient", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1ocaf3387d" ], "RESPONSE2": [ "d2o2b5bf802" ], "RESPONSE3": [ "d3oe1d924b0" ] }, "n_options": 9 }, { "n": 7, "item_id": "_4abd75ea-c0c7-421e-8ae6-d95a70549daa", "type": "gap-match", "title": "Periodic-Table Region Placement", "standards": [ "MS-PS1-1" ], "prompt_html": "

Figure 1 is an outline of Periods 1 through 4 of the periodic table. Periods are the rows, and groups are the columns. Three cells show the atomic number of the element that belongs there. Three empty cells are highlighted as Region 1, Region 2, and Region 3. The cards below describe three elements, using data about each one.

Figure 1. Periodic-Table Outline

\"An

 

Drag each element card onto the region where that element belongs. Each card is used once.

", "prompt_plain": "Figure 1 is an outline of Periods 1 through 4 of the periodic table. Periods are the rows, and groups are the columns. Three cells show the atomic number of the element that belongs there. Three empty cells are highlighted as Region 1, Region 2, and Region 3. The cards below describe three elements, using data about each one. Figure 1. Periodic-Table Outline Drag each element card onto the region where that element belongs. Each card is used once.", "context_html": "", "options": [ { "id": "card-elem-r", "text": "Element R — behaves almost exactly like element 11 in its chemical reactions; atomic mass greater than element 11’s", "plain": "Element R — behaves almost exactly like element 11 in its chemical reactions; atomic mass greater than element 11’s", "correct": false, "kind": "gap-token" }, { "id": "card-elem-t", "text": "Element T — properties nearly identical to element 18’s; atomic mass smaller than element 18’s", "plain": "Element T — properties nearly identical to element 18’s; atomic mass smaller than element 18’s", "correct": false, "kind": "gap-token" }, { "id": "card-elem-q", "text": "Element Q — atomic number 20", "plain": "Element Q — atomic number 20", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot07_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "card-elem-r gap-region-1", "card-elem-q gap-region-2", "card-elem-t gap-region-3" ] }, "n_options": 3 }, { "n": 8, "item_id": "_05c5f2fc-7a05-43fe-bb67-cd6ad719397f", "type": "choice", "title": "Methanol Molecule Models", "standards": [ "MS-PS1-1" ], "prompt_html": "

Figure 1 shows two models of the same single molecule of methanol (CH3OH). Model 1 is a ball-and-stick model. Model 2 is a space-filling model.

Figure 1. Two Models of One Methanol Molecule

\"Two

In Figure 1, Model 1 is the left panel and Model 2 is the right panel.

Choose the TWO statements that are supported by BOTH models.

", "prompt_plain": "Figure 1 shows two models of the same single molecule of methanol (CH 3 OH). Model 1 is a ball-and-stick model. Model 2 is a space-filling model. Figure 1. Two Models of One Methanol Molecule In Figure 1, Model 1 is the left panel and Model 2 is the right panel. Choose the TWO statements that are supported by BOTH models.", "context_html": "", "options": [ { "id": "cA8", "text": "The rods connecting the spheres in Model 1 are solid objects found inside a real methanol molecule.", "plain": "The rods connecting the spheres in Model 1 are solid objects found inside a real methanol molecule.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "One molecule of methanol contains a total of six atoms of three different kinds.", "plain": "One molecule of methanol contains a total of six atoms of three different kinds.", "correct": true, "kind": "choice" }, { "id": "cC8", "text": "The wide gaps between spheres in Model 1 show that a molecule’s atoms sit far apart from each other.", "plain": "The wide gaps between spheres in Model 1 show that a molecule’s atoms sit far apart from each other.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "Both models show which atoms in the molecule are joined to which other atoms.", "plain": "Both models show which atoms in the molecule are joined to which other atoms.", "correct": true, "kind": "choice" }, { "id": "cE8", "text": "The spheres’ colors in the two models match the real colors of the atoms they stand for.", "plain": "The spheres’ colors in the two models match the real colors of the atoms they stand for.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot08_v2.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB8", "cD8" ] }, "n_options": 5 }, { "n": 9, "item_id": "_66fce12e-2908-4e4c-ae67-2a2508f7b2ab", "type": "choice", "title": "Capped-Container Balance Readings", "standards": [ "MS-PS1-5" ], "prompt_html": "

A student mixes two clear liquids in a container, then quickly closes its tight cap. A white solid slowly forms inside the closed container. Figure 1 shows the container on the same balance before the liquids were mixed and after the solid formed. Both readings are 415 grams.

Figure 1. The Balance Before and After

\"Before

In Figure 1, the left panel shows the setup before mixing (Before: 415 g) and the right panel shows the capped container after the solid formed (After: 415 g).

Which statement best explains why the two balance readings are the same?

", "prompt_plain": "A student mixes two clear liquids in a container, then quickly closes its tight cap. A white solid slowly forms inside the closed container. Figure 1 shows the container on the same balance before the liquids were mixed and after the solid formed. Both readings are 415 grams. Figure 1. The Balance Before and After In Figure 1, the left panel shows the setup before mixing (Before: 415 g) and the right panel shows the capped container after the solid formed (After: 415 g). Which statement best explains why the two balance readings are the same?", "context_html": "", "options": [ { "id": "cA9", "text": "The atoms in the liquids rearranged into a new substance, but no atoms were created or destroyed.", "plain": "The atoms in the liquids rearranged into a new substance, but no atoms were created or destroyed.", "correct": true, "kind": "choice" }, { "id": "cB9", "text": "The reaction destroyed some of the atoms and then created an equal number of new atoms.", "plain": "The reaction destroyed some of the atoms and then created an equal number of new atoms.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "The new solid added extra mass, but an equal mass of liquid escaped the container as vapor.", "plain": "The new solid added extra mass, but an equal mass of liquid escaped the container as vapor.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "No new substance formed inside the container, so there was nothing that could change the mass.", "plain": "No new substance formed inside the container, so there was nothing that could change the mass.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot09_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA9" ] }, "n_options": 4 }, { "n": 10, "item_id": "_50234f61-9905-4d3b-9fbb-6b33f9505930", "type": "choice", "title": "Strawberry Enzyme Study — Part A", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part A

Look at Table 1 and Table 2. Which prediction about the Line 3 berries’ shelf life is best supported?

", "prompt_plain": "Part A Look at Table 1 and Table 2. Which prediction about the Line 3 berries’ shelf life is best supported?", "context_html": "", "options": [ { "id": "cA10", "text": "They will soften the fastest of the three lines, because any mutation damages the fruit.", "plain": "They will soften the fastest of the three lines, because any mutation damages the fruit.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "They will stay hard and unripe, because the mutated gene blocks the whole ripening process.", "plain": "They will stay hard and unripe, because the mutated gene blocks the whole ripening process.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "They will stay firm the longest of the three lines, because no working enzyme loosens their cell walls.", "plain": "They will stay firm the longest of the three lines, because no working enzyme loosens their cell walls.", "correct": true, "kind": "choice" }, { "id": "cD10", "text": "They will match the Line 1 berries, because the plant will make a different protein to do the enzyme’s job.", "plain": "They will match the Line 1 berries, because the plant will make a different protein to do the enzyme’s job.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_36cb2330-ae04-4184-9f39-654c3f6ac183" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC10" ] }, "n_options": 4, "passage_html": "

Strawberry Softening-Enzyme Study

As strawberries ripen, they make a softening enzyme, a protein that loosens the fruit’s cell walls. Because of this protein, picked berries slowly soften. Plant scientists compare three strawberry lines. Each line carries a different version of the gene that holds the instructions for this enzyme. Berries from all three lines ripen to full red color and normal sweetness. Table 1 describes each line’s gene version and its enzyme. Table 2 shows shelf-life data. Line 3 was bred this year, so its berries are still being tested.

Table 1. Gene Version and Enzyme

Strawberry lineGene versionEnzyme made
Line 1Normal geneWorking softening enzyme
Line 2Gene with a small change (mutation)Enzyme with a changed shape that loosens cell walls more slowly
Line 3Gene with a different mutationNo working softening enzyme

Table 2. Shelf-Life Data (average of 50 berries per line, picked ripe)

Strawberry lineDays until too soft to sellFirmness score at day 6 (0 = very soft, 10 = very firm)
Line 142
Line 296
Line 3not yet testednot yet tested
", "passage_plain": "Strawberry Softening-Enzyme Study As strawberries ripen, they make a softening enzyme, a protein that loosens the fruit’s cell walls. Because of this protein, picked berries slowly soften. Plant scientists compare three strawberry lines. Each line carries a different version of the gene that holds the instructions for this enzyme. Berries from all three lines ripen to full red color and normal sweetness. Table 1 describes each line’s gene version and its enzyme. Table 2 shows shelf-life data. Line 3 was bred this year, so its berries are still being tested. Table 1. Gene Version and Enzyme Strawberry line Gene version Enzyme made Line 1 Normal gene Working softening enzyme Line 2 Gene with a small change (mutation) Enzyme with a changed shape that loosens cell walls more slowly Line 3 Gene with a different mutation No working softening enzyme Table 2. Shelf-Life Data (average of 50 berries per line, picked ripe) Strawberry line Days until too soft to sell Firmness score at day 6 (0 = very soft, 10 = very firm) Line 1 4 2 Line 2 9 6 Line 3 not yet tested not yet tested" }, { "n": 11, "item_id": "_50085974-fca8-4125-a0a2-48d58eaa4bd7", "type": "choice", "title": "Softening-Gene Evidence", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part B

Which observation from the study is the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which observation from the study is the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA11", "text": "Berries from all three lines ripened to full red color and to their normal sweetness.", "plain": "Berries from all three lines ripened to full red color and to their normal sweetness.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Each line’s shelf-life numbers are averages of 50 berries that were picked ripe.", "plain": "Each line’s shelf-life numbers are averages of 50 berries that were picked ripe.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "Line 2 berries stayed firm for more days after picking than Line 1 berries did.", "plain": "Line 2 berries stayed firm for more days after picking than Line 1 berries did.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "Line 1 berries were too soft to sell four days after they were picked.", "plain": "Line 1 berries were too soft to sell four days after they were picked.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_36cb2330-ae04-4184-9f39-654c3f6ac183" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Strawberry Softening-Enzyme Study

As strawberries ripen, they make a softening enzyme, a protein that loosens the fruit’s cell walls. Because of this protein, picked berries slowly soften. Plant scientists compare three strawberry lines. Each line carries a different version of the gene that holds the instructions for this enzyme. Berries from all three lines ripen to full red color and normal sweetness. Table 1 describes each line’s gene version and its enzyme. Table 2 shows shelf-life data. Line 3 was bred this year, so its berries are still being tested.

Table 1. Gene Version and Enzyme

Strawberry lineGene versionEnzyme made
Line 1Normal geneWorking softening enzyme
Line 2Gene with a small change (mutation)Enzyme with a changed shape that loosens cell walls more slowly
Line 3Gene with a different mutationNo working softening enzyme

Table 2. Shelf-Life Data (average of 50 berries per line, picked ripe)

Strawberry lineDays until too soft to sellFirmness score at day 6 (0 = very soft, 10 = very firm)
Line 142
Line 296
Line 3not yet testednot yet tested
", "passage_plain": "Strawberry Softening-Enzyme Study As strawberries ripen, they make a softening enzyme, a protein that loosens the fruit’s cell walls. Because of this protein, picked berries slowly soften. Plant scientists compare three strawberry lines. Each line carries a different version of the gene that holds the instructions for this enzyme. Berries from all three lines ripen to full red color and normal sweetness. Table 1 describes each line’s gene version and its enzyme. Table 2 shows shelf-life data. Line 3 was bred this year, so its berries are still being tested. Table 1. Gene Version and Enzyme Strawberry line Gene version Enzyme made Line 1 Normal gene Working softening enzyme Line 2 Gene with a small change (mutation) Enzyme with a changed shape that loosens cell walls more slowly Line 3 Gene with a different mutation No working softening enzyme Table 2. Shelf-Life Data (average of 50 berries per line, picked ripe) Strawberry line Days until too soft to sell Firmness score at day 6 (0 = very soft, 10 = very firm) Line 1 4 2 Line 2 9 6 Line 3 not yet tested not yet tested" }, { "n": 12, "item_id": "_220014f4-fbf9-4852-bed1-11dbe4e2063c", "type": "gap-match", "title": "Embryo Structure Grid", "standards": [ "MS-LS4-3" ], "prompt_html": "

The photographs show an early embryo of a shark (a fish, on the left) and an early embryo of a bison (a mammal, on the right). Gill slits are a row of narrow folds or openings just behind the head. The table lists structures of these two organisms.

\"Two

 

Drag one label into each empty box to show when each organism has that structure. A label may be used more than once.

", "prompt_plain": "The photographs show an early embryo of a shark (a fish, on the left) and an early embryo of a bison (a mammal, on the right). Gill slits are a row of narrow folds or openings just behind the head. The table lists structures of these two organisms. Drag one label into each empty box to show when each organism has that structure. A label may be used more than once.", "context_html": "", "options": [ { "id": "tok1", "text": "In the adult stage only", "plain": "In the adult stage only", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "In both the embryo and adult stages", "plain": "In both the embryo and adult stages", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "In the embryo stage only", "plain": "In the embryo stage only", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot12_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok2 g1", "tok3 g2", "tok1 g3", "tok2 g4" ] }, "n_options": 3 }, { "n": 13, "item_id": "_ce50e791-cb43-4806-b560-2eda549f8834", "type": "choice", "title": "Earliest Fossils Pattern", "standards": [ "MS-LS4-1" ], "prompt_html": "

Scientists recorded the kinds of fossils found in rock layers at many places on Earth. The diagram stacks these fossil records into one column, from the oldest layers at the bottom to the youngest layers at the top.

\"A

Which statement about Earth’s earliest organisms does the fossil pattern best support?

", "prompt_plain": "Scientists recorded the kinds of fossils found in rock layers at many places on Earth. The diagram stacks these fossil records into one column, from the oldest layers at the bottom to the youngest layers at the top. Which statement about Earth’s earliest organisms does the fossil pattern best support?", "context_html": "", "options": [ { "id": "cA13", "text": "They lived on land, because dead water-dwelling organisms sank into layers older than the ones formed in their time.", "plain": "They lived on land, because dead water-dwelling organisms sank into layers older than the ones formed in their time.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "They lived in water, because the deepest, oldest layers of the column hold fossils of water-dwelling organisms only.", "plain": "They lived in water, because the deepest, oldest layers of the column hold fossils of water-dwelling organisms only.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "They lived on land and in water at about the same time, because the column holds fossils of both kinds of organisms.", "plain": "They lived on land and in water at about the same time, because the column holds fossils of both kinds of organisms.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "They lived on land before any organisms lived in water, because remains of land dwellers rarely became fossils in the oldest layers.", "plain": "They lived on land before any organisms lived in water, because remains of land dwellers rarely became fossils in the oldest layers.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot13_v2.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_76db508c-fe09-48f0-891d-b77dde6b1d5b", "type": "gap-match", "title": "Pond Animal Structures", "standards": [ "MS-LS4-2" ], "prompt_html": "

A muskrat is a furry mammal that swims in ponds. Carp are fish that live in the same ponds. The table lists three muskrat structures and the function of each one.

\"A

 

Match each carp structure to the muskrat structure that serves the same function. One carp structure will not be used.

", "prompt_plain": "A muskrat is a furry mammal that swims in ponds. Carp are fish that live in the same ponds. The table lists three muskrat structures and the function of each one. Match each carp structure to the muskrat structure that serves the same function. One carp structure will not be used.", "context_html": "", "options": [ { "id": "t1", "text": "Scales", "plain": "Scales", "correct": false, "kind": "gap-token" }, { "id": "t2", "text": "Gills", "plain": "Gills", "correct": false, "kind": "gap-token" }, { "id": "t3", "text": "Swim bladder", "plain": "Swim bladder", "correct": false, "kind": "gap-token" }, { "id": "t4", "text": "Fins", "plain": "Fins", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot14.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t2 g1", "t4 g2", "t1 g3" ] }, "n_options": 4 }, { "n": 15, "item_id": "_8af722b3-58d6-437d-9c5e-a182026db019", "type": "choice", "title": "Bumblebee Tongue Claim", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part A

Look at Table 1 and Figure 1. Which claim about the bumblebee population do the survey data best support?

", "prompt_plain": "Part A Look at Table 1 and Figure 1. Which claim about the bumblebee population do the survey data best support?", "context_html": "", "options": [ { "id": "cA15", "text": "Bees born with shorter tongues fed more successfully as deep-tube flowers became scarce, so shorter-tongued bees left more offspring over the generations.", "plain": "Bees born with shorter tongues fed more successfully as deep-tube flowers became scarce, so shorter-tongued bees left more offspring over the generations.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "Each bee’s tongue became shorter during its own lifetime as the bee fed on shallow flowers, and bees passed this shortening to their offspring.", "plain": "Each bee’s tongue became shorter during its own lifetime as the bee fed on shallow flowers, and bees passed this shortening to their offspring.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "When deep-tube flowers became scarce, the bees’ need for shorter tongues caused new short-tongue variations to appear in the population.", "plain": "When deep-tube flowers became scarce, the bees’ need for shorter tongues caused new short-tongue variations to appear in the population.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The spread of shorter-tongued bees caused the deep-tube flowers to become scarce on the peaks over the two decades.", "plain": "The spread of shorter-tongued bees caused the deep-tube flowers to become scarce on the peaks over the two decades.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5909220e-becd-4a94-b59f-dc31277c7bc1" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA15" ] }, "n_options": 4, "passage_html": "

Mountain Bumblebee Tongue Survey

Scientists surveyed one species of wild bumblebee on the same three mountain peaks, about 20 years apart. In each survey they caught bees, measured each bee’s tongue, and released the bees. Tongue length in these bees is passed from parents to offspring.

A long tongue lets a bee reach nectar deep inside tube-shaped flowers. A short tongue works well on shallow, open flowers.

Over the same 20 years, summers on the peaks became drier, and this reduced the number of deep-tube flowers. Table 1 shows the average flower counts per study plot in each survey. Figure 1 shows the share of measured bees in each tongue-length class in each survey.

Table 1. Average Flowers per Study Plot

Flower typeSurvey 20 years agoRecent survey
Deep-tube flowers4612
Shallow, open flowers5048

\"Two

", "passage_plain": "Mountain Bumblebee Tongue Survey Scientists surveyed one species of wild bumblebee on the same three mountain peaks, about 20 years apart. In each survey they caught bees, measured each bee’s tongue, and released the bees. Tongue length in these bees is passed from parents to offspring. A long tongue lets a bee reach nectar deep inside tube-shaped flowers. A short tongue works well on shallow, open flowers. Over the same 20 years, summers on the peaks became drier, and this reduced the number of deep-tube flowers. Table 1 shows the average flower counts per study plot in each survey. Figure 1 shows the share of measured bees in each tongue-length class in each survey. Table 1. Average Flowers per Study Plot Flower type Survey 20 years ago Recent survey Deep-tube flowers 46 12 Shallow, open flowers 50 48" }, { "n": 16, "item_id": "_3ff19520-c8d7-4c98-9882-fb1cf70b8c4f", "type": "choice", "title": "Bumblebee Tongue Evidence", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part B

Look at Figure 1. Which two comparisons of the tongue-length surveys are the best evidence for your answer in Part A?

", "prompt_plain": "Part B Look at Figure 1. Which two comparisons of the tongue-length surveys are the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA16", "text": "Short-tongue classes: a smaller share of measured bees now than 20 years ago. Long-tongue classes: a larger share now than 20 years ago.", "plain": "Short-tongue classes: a smaller share of measured bees now than 20 years ago. Long-tongue classes: a larger share now than 20 years ago.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Bees measured: more bees in the recent survey than in the older survey. Peaks surveyed: the same three peaks in both surveys.", "plain": "Bees measured: more bees in the recent survey than in the older survey. Peaks surveyed: the same three peaks in both surveys.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Flower depth: shallow flowers are a larger share of flowers now. Tongue length: each measured bee’s tongue grew shorter as that bee aged.", "plain": "Flower depth: shallow flowers are a larger share of flowers now. Tongue length: each measured bee’s tongue grew shorter as that bee aged.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Short-tongue classes: a larger share of measured bees now than 20 years ago. Long-tongue classes: a smaller share now than 20 years ago.", "plain": "Short-tongue classes: a larger share of measured bees now than 20 years ago. Long-tongue classes: a smaller share now than 20 years ago.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5909220e-becd-4a94-b59f-dc31277c7bc1" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD16" ] }, "n_options": 4, "passage_html": "

Mountain Bumblebee Tongue Survey

Scientists surveyed one species of wild bumblebee on the same three mountain peaks, about 20 years apart. In each survey they caught bees, measured each bee’s tongue, and released the bees. Tongue length in these bees is passed from parents to offspring.

A long tongue lets a bee reach nectar deep inside tube-shaped flowers. A short tongue works well on shallow, open flowers.

Over the same 20 years, summers on the peaks became drier, and this reduced the number of deep-tube flowers. Table 1 shows the average flower counts per study plot in each survey. Figure 1 shows the share of measured bees in each tongue-length class in each survey.

Table 1. Average Flowers per Study Plot

Flower typeSurvey 20 years agoRecent survey
Deep-tube flowers4612
Shallow, open flowers5048

\"Two

", "passage_plain": "Mountain Bumblebee Tongue Survey Scientists surveyed one species of wild bumblebee on the same three mountain peaks, about 20 years apart. In each survey they caught bees, measured each bee’s tongue, and released the bees. Tongue length in these bees is passed from parents to offspring. A long tongue lets a bee reach nectar deep inside tube-shaped flowers. A short tongue works well on shallow, open flowers. Over the same 20 years, summers on the peaks became drier, and this reduced the number of deep-tube flowers. Table 1 shows the average flower counts per study plot in each survey. Figure 1 shows the share of measured bees in each tongue-length class in each survey. Table 1. Average Flowers per Study Plot Flower type Survey 20 years ago Recent survey Deep-tube flowers 46 12 Shallow, open flowers 50 48" }, { "n": 17, "item_id": "_ad4d1bee-85ba-4141-844b-08ca63d43e1a", "type": "hottext", "title": "Chestnut Program Report", "standards": [ "MS-LS4-5" ], "prompt_html": "

In selective breeding, people choose which organisms reproduce. In genetic engineering, people change an organism’s genetic material directly.

Read the sentences from the restoration program’s report. Select the ONE sentence that best shows the program used selective breeding rather than genetic engineering.

", "prompt_plain": "In selective breeding, people choose which organisms reproduce. In genetic engineering, people change an organism’s genetic material directly. Read the sentences from the restoration program’s report. Select the ONE sentence that best shows the program used selective breeding rather than genetic engineering.", "context_html": "", "options": [ { "id": "hA17", "text": "A bark disease killed nearly all of the tall chestnut trees that once grew in the region’s forests.", "plain": "A bark disease killed nearly all of the tall chestnut trees that once grew in the region’s forests.", "correct": false, "kind": "hottext" }, { "id": "hB17", "text": "In each generation, workers let only the trees that stayed healthiest after meeting the disease produce the next round of seeds.", "plain": "In each generation, workers let only the trees that stayed healthiest after meeting the disease produce the next round of seeds.", "correct": true, "kind": "hottext" }, { "id": "hC17", "text": "No tree’s genes were changed in a laboratory at any point in the program.", "plain": "No tree’s genes were changed in a laboratory at any point in the program.", "correct": false, "kind": "hottext" }, { "id": "hD17", "text": "Workers measured every seedling’s height at the end of each growing season.", "plain": "Workers measured every seedling’s height at the end of each growing season.", "correct": false, "kind": "hottext" }, { "id": "hE17", "text": "Seeds from the plot will supply forest-planting programs across the region in future years.", "plain": "Seeds from the plot will supply forest-planting programs across the region in future years.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_c71ca357-ae66-44eb-8c62-161a4b101997" ], "key_letters": "", "key_values": { "RESPONSE": [ "hB17" ] }, "n_options": 5, "passage_html": "

Chestnut Restoration Plot

A bark disease once killed most of a region’s chestnut trees. A restoration program crosses local chestnuts with a related chestnut species that resists the disease. The program then crosses each new generation back to local trees.

In year 1, the program planted 200 of these seedlings in an open hillside plot. Strong winds often cross the hillside, and grass and low shrubs shade the plot’s lowest layer.

Program records show that a seedling’s height tendency is inherited from its parent trees.

Workers measured every seedling’s height in year 2 and recorded which seedlings were still alive in year 6. Field notes report that most wind-snapped stems belonged to the tallest year-2 height class, and most seedlings that died in shade belonged to the shortest year-2 class.

Figure 1 shows the year-2 height classes of all 200 seedlings, and the year-2 heights of the 120 seedlings still alive in year 6.

\"Two

", "passage_plain": "Chestnut Restoration Plot A bark disease once killed most of a region’s chestnut trees. A restoration program crosses local chestnuts with a related chestnut species that resists the disease. The program then crosses each new generation back to local trees. In year 1, the program planted 200 of these seedlings in an open hillside plot. Strong winds often cross the hillside, and grass and low shrubs shade the plot’s lowest layer. Program records show that a seedling’s height tendency is inherited from its parent trees. Workers measured every seedling’s height in year 2 and recorded which seedlings were still alive in year 6. Field notes report that most wind-snapped stems belonged to the tallest year-2 height class, and most seedlings that died in shade belonged to the shortest year-2 class. Figure 1 shows the year-2 height classes of all 200 seedlings, and the year-2 heights of the 120 seedlings still alive in year 6." }, { "n": 18, "item_id": "_037b31c7-1e03-4dd3-ab5f-339ff6bce8a9", "type": "choice", "title": "Chestnut Seedling Survival", "standards": [ "MS-LS4-6" ], "prompt_html": "

Look at Figure 1 and the field notes. Which statement about the height makeup of the plot’s seedling population do the data best support?

", "prompt_plain": "Look at Figure 1 and the field notes. Which statement about the height makeup of the plot’s seedling population do the data best support?", "context_html": "", "options": [ { "id": "cA18", "text": "The middle-height share of the population rose, because losses fell mostly on the tallest seedlings in the wind and the shortest in the shade.", "plain": "The middle-height share of the population rose, because losses fell mostly on the tallest seedlings in the wind and the shortest in the shade.", "correct": true, "kind": "choice" }, { "id": "cB18", "text": "The seedlings all grew toward a middle height as they aged, because the survivors’ chart shows a larger middle share than the year-2 chart.", "plain": "The seedlings all grew toward a middle height as they aged, because the survivors’ chart shows a larger middle share than the year-2 chart.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The tall-height share of the population rose, because tall seedlings avoided the shade that killed many short seedlings.", "plain": "The tall-height share of the population rose, because tall seedlings avoided the shade that killed many short seedlings.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The height makeup of the population did not change, because the survivors’ chart counts fewer seedlings in every height class.", "plain": "The height makeup of the population did not change, because the survivors’ chart counts fewer seedlings in every height class.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_c71ca357-ae66-44eb-8c62-161a4b101997" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA18" ] }, "n_options": 4, "passage_html": "

Chestnut Restoration Plot

A bark disease once killed most of a region’s chestnut trees. A restoration program crosses local chestnuts with a related chestnut species that resists the disease. The program then crosses each new generation back to local trees.

In year 1, the program planted 200 of these seedlings in an open hillside plot. Strong winds often cross the hillside, and grass and low shrubs shade the plot’s lowest layer.

Program records show that a seedling’s height tendency is inherited from its parent trees.

Workers measured every seedling’s height in year 2 and recorded which seedlings were still alive in year 6. Field notes report that most wind-snapped stems belonged to the tallest year-2 height class, and most seedlings that died in shade belonged to the shortest year-2 class.

Figure 1 shows the year-2 height classes of all 200 seedlings, and the year-2 heights of the 120 seedlings still alive in year 6.

\"Two

", "passage_plain": "Chestnut Restoration Plot A bark disease once killed most of a region’s chestnut trees. A restoration program crosses local chestnuts with a related chestnut species that resists the disease. The program then crosses each new generation back to local trees. In year 1, the program planted 200 of these seedlings in an open hillside plot. Strong winds often cross the hillside, and grass and low shrubs shade the plot’s lowest layer. Program records show that a seedling’s height tendency is inherited from its parent trees. Workers measured every seedling’s height in year 2 and recorded which seedlings were still alive in year 6. Field notes report that most wind-snapped stems belonged to the tallest year-2 height class, and most seedlings that died in shade belonged to the shortest year-2 class. Figure 1 shows the year-2 height classes of all 200 seedlings, and the year-2 heights of the 120 seedlings still alive in year 6." }, { "n": 19, "item_id": "_b56bf083-4efb-4a83-92e5-453126b08377", "type": "choice", "title": "Skunk Cabbage Flower Advantages", "standards": [ "MS-LS1-4" ], "prompt_html": "

Skunk cabbage plants grow in wet, shaded ground. Their flowers push up through the last of the winter snow and bloom before most other plants. The photograph shows a skunk cabbage flower in early spring.

\"A

Choose the TWO traits that most directly increase the skunk cabbage’s chances of reproducing successfully.

", "prompt_plain": "Skunk cabbage plants grow in wet, shaded ground. Their flowers push up through the last of the winter snow and bloom before most other plants. The photograph shows a skunk cabbage flower in early spring. Choose the TWO traits that most directly increase the skunk cabbage’s chances of reproducing successfully.", "context_html": "", "options": [ { "id": "cA19", "text": "Its wide summer leaves soak up sunlight to make food for the plant.", "plain": "Its wide summer leaves soak up sunlight to make food for the plant.", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "Its strong smell attracts insects that carry its pollen from flower to flower.", "plain": "Its strong smell attracts insects that carry its pollen from flower to flower.", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "Its roots hold the plant firmly in the soft, wet ground where it grows.", "plain": "Its roots hold the plant firmly in the soft, wet ground where it grows.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Its leaves die back to the ground before the coldest part of the winter.", "plain": "Its leaves die back to the ground before the coldest part of the winter.", "correct": false, "kind": "choice" }, { "id": "cE19", "text": "Its flower buds make heat that keeps its flowers from freezing in early spring.", "plain": "Its flower buds make heat that keeps its flowers from freezing in early spring.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot19.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB19", "cE19" ] }, "n_options": 5 }, { "n": 20, "item_id": "_4f333ccb-64a8-43f1-884f-442a572a95c1", "type": "inline-choice", "title": "Digestion Matter and Energy", "standards": [ "MS-LS1-7" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The diagram models what happens to one protein molecule from food during digestion.

\"A

Complete the statements about digestion.

During digestion, the atoms in the protein molecule are .

Later, inside the body’s cells, some of the chemical energy stored in the smaller molecules is .

", "options": [ { "id": "d1O2c780dccc", "text": "destroyed as the food breaks down", "plain": "destroyed as the food breaks down", "correct": false, "kind": "inline" }, { "id": "d1Oad3f5ebf2", "text": "rearranged into new, smaller molecules", "plain": "rearranged into new, smaller molecules", "correct": true, "kind": "inline" }, { "id": "d1O8e4a44df7", "text": "turned into energy for the body", "plain": "turned into energy for the body", "correct": false, "kind": "inline" }, { "id": "d2O6842c040b", "text": "created by the cells as they work", "plain": "created by the cells as they work", "correct": false, "kind": "inline" }, { "id": "d2O8e03b40cd", "text": "used up so that it no longer exists", "plain": "used up so that it no longer exists", "correct": false, "kind": "inline" }, { "id": "d2O974a547e7", "text": "released for the body to use", "plain": "released for the body to use", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot20_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1Oad3f5ebf2" ], "RESPONSE2": [ "d2O974a547e7" ] }, "n_options": 6 }, { "n": 21, "item_id": "_9935feb9-baf8-4fc6-9805-aec5a5d7ff33", "type": "choice", "title": "Grassland Drought Survey", "standards": [ "MS-LS2-1" ], "prompt_html": "

A wildlife team surveys the same stretch of grassland each summer. Rabbits in this grassland eat grass only. Voles there eat grass, seeds, and insects. In Year 2, a severe drought struck. Table 1 shows the survey results, and the photographs show the grassland in both years.

Table 1. Grassland Survey Results

Survey measureYear 1 (normal rain)Year 2 (drought)
Living grass cover85%20%
Rabbits counted4612
Voles counted3128

\"Two

Which statement best explains the survey results?

", "prompt_plain": "A wildlife team surveys the same stretch of grassland each summer. Rabbits in this grassland eat grass only. Voles there eat grass, seeds, and insects. In Year 2, a severe drought struck. Table 1 shows the survey results, and the photographs show the grassland in both years. Table 1. Grassland Survey Results Survey measure Year 1 (normal rain) Year 2 (drought) Living grass cover 85% 20% Rabbits counted 46 12 Voles counted 31 28 Which statement best explains the survey results?", "context_html": "", "options": [ { "id": "cA21", "text": "Rabbits moved away to find drinking water, while voles can survive with almost no water.", "plain": "Rabbits moved away to find drinking water, while voles can survive with almost no water.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "Predators hunted mostly rabbits during the drought, while voles stayed hidden in underground burrows.", "plain": "Predators hunted mostly rabbits during the drought, while voles stayed hidden in underground burrows.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "Rabbits lost most of their only food supply, while voles kept eating seeds and insects.", "plain": "Rabbits lost most of their only food supply, while voles kept eating seeds and insects.", "correct": true, "kind": "choice" }, { "id": "cD21", "text": "Rabbits caught an illness that spread in the dry weather, while voles were not affected.", "plain": "Rabbits caught an illness that spread in the dry weather, while voles were not affected.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot21.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC21" ] }, "n_options": 4 }, { "n": 22, "item_id": "_92255451-c4a9-4d7e-9808-47d34e2f3adb", "type": "choice", "title": "Canal Wall Last Event", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Look at Figure 1. Which event recorded in the wall happened last?

", "prompt_plain": "Look at Figure 1. Which event recorded in the wall happened last?", "context_html": "", "options": [ { "id": "cA22", "text": "The siltstone was deposited, because new rock layers form beneath the older layers.", "plain": "The siltstone was deposited, because new rock layers form beneath the older layers.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "The sandstone was deposited, because it appears only on one side of the crack.", "plain": "The sandstone was deposited, because it appears only on one side of the crack.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "The shale was deposited, because the crack stops below it instead of cutting through it.", "plain": "The shale was deposited, because the crack stops below it instead of cutting through it.", "correct": true, "kind": "choice" }, { "id": "cD22", "text": "The crack formed, because it is the most noticeable change recorded in the wall.", "plain": "The crack formed, because it is the most noticeable change recorded in the wall.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_710944aa-318d-4b9d-bda4-e5f1662537b8" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC22" ] }, "n_options": 4, "passage_html": "

Canal Excavation Wall

A work crew digging a new canal cut through a low hill. The digging exposed a flat rock wall, shown in Figure 1. The wall has four layers. From bottom to top, they are siltstone, limestone, sandstone, and shale. A crack cuts through the siltstone, the limestone, and the sandstone. The layers on the east side of the crack sit higher than the matching layers on the west side. The sandstone appears only on the west side. Its broken edge touches the crack, which shows that the sandstone once continued across the whole wall. The shale layer at the top stretches across the whole wall. The crack stops where the shale begins.

Figure 1. The Exposed Rock Wall

\"A

", "passage_plain": "Canal Excavation Wall A work crew digging a new canal cut through a low hill. The digging exposed a flat rock wall, shown in Figure 1. The wall has four layers. From bottom to top, they are siltstone, limestone, sandstone, and shale. A crack cuts through the siltstone, the limestone, and the sandstone. The layers on the east side of the crack sit higher than the matching layers on the west side. The sandstone appears only on the west side. Its broken edge touches the crack, which shows that the sandstone once continued across the whole wall. The shale layer at the top stretches across the whole wall. The crack stops where the shale begins. Figure 1. The Exposed Rock Wall" }, { "n": 23, "item_id": "_65b1170c-891c-4903-a638-0c6f5d96f53b", "type": "gap-match", "title": "Canal Wall Event Sequence", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Look at Figure 1. The five cards name five events recorded in the canal wall.

 

Drag one event card into each box to order these five events from earliest to latest. Use each card exactly once.

", "prompt_plain": "Look at Figure 1. The five cards name five events recorded in the canal wall. Drag one event card into each box to order these five events from earliest to latest. Use each card exactly once.", "context_html": "", "options": [ { "id": "tokc1", "text": "sandstone layer deposited", "plain": "sandstone layer deposited", "correct": false, "kind": "gap-token" }, { "id": "tokc2", "text": "crack shifts the lower layers", "plain": "crack shifts the lower layers", "correct": false, "kind": "gap-token" }, { "id": "tokc3", "text": "siltstone layer deposited", "plain": "siltstone layer deposited", "correct": false, "kind": "gap-token" }, { "id": "tokc4", "text": "sandstone worn away from the east block", "plain": "sandstone worn away from the east block", "correct": false, "kind": "gap-token" }, { "id": "tokc5", "text": "limestone layer deposited", "plain": "limestone layer deposited", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_710944aa-318d-4b9d-bda4-e5f1662537b8" ], "key_letters": "", "key_values": { "RESPONSE": [ "tokc3 gp1", "tokc5 gp2", "tokc1 gp3", "tokc2 gp4", "tokc4 gp5" ] }, "n_options": 5, "passage_html": "

Canal Excavation Wall

A work crew digging a new canal cut through a low hill. The digging exposed a flat rock wall, shown in Figure 1. The wall has four layers. From bottom to top, they are siltstone, limestone, sandstone, and shale. A crack cuts through the siltstone, the limestone, and the sandstone. The layers on the east side of the crack sit higher than the matching layers on the west side. The sandstone appears only on the west side. Its broken edge touches the crack, which shows that the sandstone once continued across the whole wall. The shale layer at the top stretches across the whole wall. The crack stops where the shale begins.

Figure 1. The Exposed Rock Wall

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", "passage_plain": "Canal Excavation Wall A work crew digging a new canal cut through a low hill. The digging exposed a flat rock wall, shown in Figure 1. The wall has four layers. From bottom to top, they are siltstone, limestone, sandstone, and shale. A crack cuts through the siltstone, the limestone, and the sandstone. The layers on the east side of the crack sit higher than the matching layers on the west side. The sandstone appears only on the west side. Its broken edge touches the crack, which shows that the sandstone once continued across the whole wall. The shale layer at the top stretches across the whole wall. The crack stops where the shale begins. Figure 1. The Exposed Rock Wall" }, { "n": 24, "item_id": "_0dd8260f-def0-4b9e-9f01-ca7085a803da", "type": "choice", "title": "Oil Beneath the Basin", "standards": [ "MS-ESS3-1" ], "prompt_html": "

A geologist studies a broad lowland basin between two lines of hills. Layers of sedimentary rock fill the basin. Large oil deposits sit in some deep layers under the basin, while the surrounding hills hold almost none. The diagram shows a cross-section of the basin, with the oil deposits drawn as dark patches.

\"A

Which statement best explains why the oil deposits formed under this basin?

", "prompt_plain": "A geologist studies a broad lowland basin between two lines of hills. Layers of sedimentary rock fill the basin. Large oil deposits sit in some deep layers under the basin, while the surrounding hills hold almost none. The diagram shows a cross-section of the basin, with the oil deposits drawn as dark patches. Which statement best explains why the oil deposits formed under this basin?", "context_html": "", "options": [ { "id": "cA24", "text": "Remains of ancient sea life collected in the basin, were buried under sediment, and slowly changed into oil.", "plain": "Remains of ancient sea life collected in the basin, were buried under sediment, and slowly changed into oil.", "correct": true, "kind": "choice" }, { "id": "cB24", "text": "Oil forms deep underground in most places, and the basin is simply where wells reach deepest.", "plain": "Oil forms deep underground in most places, and the basin is simply where wells reach deepest.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "Rivers carried oil into the basin from distant places, and the oil soaked into the rock.", "plain": "Rivers carried oil into the basin from distant places, and the oil soaked into the rock.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Dinosaur bones piled up in the basin, and the hard bones themselves slowly changed into oil.", "plain": "Dinosaur bones piled up in the basin, and the hard bones themselves slowly changed into oil.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot24_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA24" ] }, "n_options": 4 }, { "n": 25, "item_id": "_045cd20d-de86-47e8-a957-b917101b529c", "type": "choice", "title": "County Hazard Maps", "standards": [ "MS-ESS3-2" ], "prompt_html": "

A county emergency office reviews two maps of the county, shown in the figure. Map 1 shades the areas that flood when the county’s river overflows its banks. Map 2 shades the coastal areas that seawater covers when a strong storm pushes it inland.

\"Two

Which action do the two maps best support?

", "prompt_plain": "A county emergency office reviews two maps of the county, shown in the figure. Map 1 shades the areas that flood when the county’s river overflows its banks. Map 2 shades the coastal areas that seawater covers when a strong storm pushes it inland. Which action do the two maps best support?", "context_html": "", "options": [ { "id": "cA25", "text": "Predicting the month when the county’s next major flood will happen.", "plain": "Predicting the month when the county’s next major flood will happen.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "Measuring how much rain falls on the mapped areas during each storm.", "plain": "Measuring how much rain falls on the mapped areas during each storm.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "Making approaching storms weaker before they reach the county’s coast.", "plain": "Making approaching storms weaker before they reach the county’s coast.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "Choosing safe sites outside the mapped hazard areas for new emergency shelters.", "plain": "Choosing safe sites outside the mapped hazard areas for new emergency shelters.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot25_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD25" ] }, "n_options": 4 }, { "n": 26, "item_id": "_1c080e1a-0e8c-4336-b198-b6de837841da", "type": "choice", "title": "Where the Plates Meet", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Two tectonic plates move slowly toward each other and meet along one boundary. Table 1 describes the two plates, and the diagram shows them moving toward the boundary.

Table 1. The Two Plates

PlateType of crustAverage rock density (g/cm³)Crust thickness
Plate 1continental2.7about 35 km
Plate 2oceanic3.0about 7 km

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Which statement best explains what happens where the plates meet?

", "prompt_plain": "Two tectonic plates move slowly toward each other and meet along one boundary. Table 1 describes the two plates, and the diagram shows them moving toward the boundary. Table 1. The Two Plates Plate Type of crust Average rock density (g/cm³) Crust thickness Plate 1 continental 2.7 about 35 km Plate 2 oceanic 3.0 about 7 km Which statement best explains what happens where the plates meet?", "context_html": "", "options": [ { "id": "cA26", "text": "Plate 1 slides under Plate 2, because its thicker crust weighs it down more.", "plain": "Plate 1 slides under Plate 2, because its thicker crust weighs it down more.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Plate 2 slides under Plate 1, because its rock is denser than Plate 1’s rock.", "plain": "Plate 2 slides under Plate 1, because its rock is denser than Plate 1’s rock.", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "Plate 2 slides under Plate 1, because its thinner crust is easier to push aside.", "plain": "Plate 2 slides under Plate 1, because its thinner crust is easier to push aside.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Neither plate slides under, because plates that meet crumple upward into mountains instead.", "plain": "Neither plate slides under, because plates that meet crumple upward into mountains instead.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot26.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_242144a8-6e86-4dfc-946a-d5e545a5211d", "type": "choice", "title": "Slowing the Water-Level Fall", "standards": [ "MS-ESS3-3" ], "prompt_html": "

The water department lists actions it could take.

Look at Figure 1 and Table 1. Choose the TWO actions that would best slow the fall of the reservoir’s water level.

", "prompt_plain": "The water department lists actions it could take. Look at Figure 1 and Table 1. Choose the TWO actions that would best slow the fall of the reservoir’s water level.", "context_html": "", "options": [ { "id": "cA27", "text": "Lower the reservoir’s boat docks so they reach the falling water.", "plain": "Lower the reservoir’s boat docks so they reach the falling water.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "Find and repair the leaks in the town’s supply pipes.", "plain": "Find and repair the leaks in the town’s supply pipes.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "Print a yearly report that shows residents the elevation graph.", "plain": "Print a yearly report that shows residents the elevation graph.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Set limits on outdoor watering during the warm months.", "plain": "Set limits on outdoor watering during the warm months.", "correct": true, "kind": "choice" }, { "id": "cE27", "text": "Release extra water downstream each spring so the river stays full.", "plain": "Release extra water downstream each spring so the river stays full.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d0134e46-f985-4535-8d3d-b9b5699dae06" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB27", "cD27" ] }, "n_options": 5, "passage_html": "

Basin Reservoir Briefing

A town’s water department stores drinking water in one basin reservoir. The department prepares a briefing about the reservoir’s falling water level. Figure 1 shows the elevation of the reservoir’s water surface over the past 20 years. Figure 2 shows the region’s average yearly air temperature over the same 20 years. The briefing states that the rising temperature is one factor in the falling water level. Table 1 shows where the town’s treated water goes each year.

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Table 1. Where the Town’s Water Goes

Use of waterShare of the town’s water
Outdoor watering38%
Indoor home use22%
Businesses21%
Leaks in supply pipes19%
", "passage_plain": "Basin Reservoir Briefing A town’s water department stores drinking water in one basin reservoir. The department prepares a briefing about the reservoir’s falling water level. Figure 1 shows the elevation of the reservoir’s water surface over the past 20 years. Figure 2 shows the region’s average yearly air temperature over the same 20 years. The briefing states that the rising temperature is one factor in the falling water level. Table 1 shows where the town’s treated water goes each year. Table 1. Where the Town’s Water Goes Use of water Share of the town’s water Outdoor watering 38% Indoor home use 22% Businesses 21% Leaks in supply pipes 19%" }, { "n": 28, "item_id": "_d7baaf08-f554-4693-ac13-84bb1ae8cf8c", "type": "choice", "title": "Clarifying the Temperature Factor", "standards": [ "MS-ESS3-5" ], "prompt_html": "

The briefing states that the rising temperature shown in Figure 2 is one factor in the falling water level.

Which follow-up question would best help the department clarify how this factor affects the reservoir?

", "prompt_plain": "The briefing states that the rising temperature shown in Figure 2 is one factor in the falling water level. Which follow-up question would best help the department clarify how this factor affects the reservoir?", "context_html": "", "options": [ { "id": "cA28", "text": "How has the amount of water evaporating from the reservoir changed as the region warmed?", "plain": "How has the amount of water evaporating from the reservoir changed as the region warmed?", "correct": true, "kind": "choice" }, { "id": "cB28", "text": "Has the rising air temperature made the reservoir’s water too warm for the fish living in it?", "plain": "Has the rising air temperature made the reservoir’s water too warm for the fish living in it?", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "In which of the past 20 years did the region’s average air temperature rise the fastest?", "plain": "In which of the past 20 years did the region’s average air temperature rise the fastest?", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "How much of the town’s treated water is lost each year through leaks in the supply pipes?", "plain": "How much of the town’s treated water is lost each year through leaks in the supply pipes?", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d0134e46-f985-4535-8d3d-b9b5699dae06" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA28" ] }, "n_options": 4, "passage_html": "

Basin Reservoir Briefing

A town’s water department stores drinking water in one basin reservoir. The department prepares a briefing about the reservoir’s falling water level. Figure 1 shows the elevation of the reservoir’s water surface over the past 20 years. Figure 2 shows the region’s average yearly air temperature over the same 20 years. The briefing states that the rising temperature is one factor in the falling water level. Table 1 shows where the town’s treated water goes each year.

\"A

\"A

Table 1. Where the Town’s Water Goes

Use of waterShare of the town’s water
Outdoor watering38%
Indoor home use22%
Businesses21%
Leaks in supply pipes19%
", "passage_plain": "Basin Reservoir Briefing A town’s water department stores drinking water in one basin reservoir. The department prepares a briefing about the reservoir’s falling water level. Figure 1 shows the elevation of the reservoir’s water surface over the past 20 years. Figure 2 shows the region’s average yearly air temperature over the same 20 years. The briefing states that the rising temperature is one factor in the falling water level. Table 1 shows where the town’s treated water goes each year. Table 1. Where the Town’s Water Goes Use of water Share of the town’s water Outdoor watering 38% Indoor home use 22% Businesses 21% Leaks in supply pipes 19%" }, { "n": 29, "item_id": "_fd801404-4a2c-445e-8c5a-af33f4c5979e", "type": "choice", "title": "Gravity and the Solar System", "standards": [ "MS-ESS1-2" ], "prompt_html": "

The diagram shows the structure of the solar system: the Sun at the center, the eight planets on their paths, and two moons circling one planet.

\"A

Which observation is evidence that gravity shaped the solar system’s structure?

", "prompt_plain": "The diagram shows the structure of the solar system: the Sun at the center, the eight planets on their paths, and two moons circling one planet. Which observation is evidence that gravity shaped the solar system’s structure?", "context_html": "", "options": [ { "id": "cA29", "text": "The Sun constantly gives off light and heat that reach every planet.", "plain": "The Sun constantly gives off light and heat that reach every planet.", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "The moons and planets keep circling bodies that have much more mass than they do.", "plain": "The moons and planets keep circling bodies that have much more mass than they do.", "correct": true, "kind": "choice" }, { "id": "cC29", "text": "The planets are made of different mixtures of rock, ice, and gas.", "plain": "The planets are made of different mixtures of rock, ice, and gas.", "correct": false, "kind": "choice" }, { "id": "cD29", "text": "The space between the planets is nearly empty, with little to slow them down.", "plain": "The space between the planets is nearly empty, with little to slow them down.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB29" ] }, "n_options": 4 }, { "n": 30, "item_id": "_8a82be2f-8d88-46f6-8d0a-5247aedbe534", "type": "gap-match", "title": "Afternoon Coast Air Loop", "standards": [ "MS-ESS2-6" ], "prompt_html": "

On a sunny afternoon at a coast, the land surface measures 31 °C and the water surface measures 22 °C. Air near the coast moves in a loop between the land and the water. The diagram shows a cross-section of the coast with four numbered boxes marking parts of the loop.

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Drag one air-movement card into each box to complete the model of the afternoon air loop. Use each card exactly once.

", "prompt_plain": "On a sunny afternoon at a coast, the land surface measures 31 °C and the water surface measures 22 °C. Air near the coast moves in a loop between the land and the water. The diagram shows a cross-section of the coast with four numbered boxes marking parts of the loop. Drag one air-movement card into each box to complete the model of the afternoon air loop. Use each card exactly once.", "context_html": "", "options": [ { "id": "tokd1", "text": "air moving from the land toward the water", "plain": "air moving from the land toward the water", "correct": false, "kind": "gap-token" }, { "id": "tokd2", "text": "sinking air", "plain": "sinking air", "correct": false, "kind": "gap-token" }, { "id": "tokd3", "text": "air moving from the water toward the land", "plain": "air moving from the water toward the land", "correct": false, "kind": "gap-token" }, { "id": "tokd4", "text": "rising air", "plain": "rising air", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot30.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokd4 gq1", "tokd2 gq2", "tokd3 gq3", "tokd1 gq4" ] }, "n_options": 4 }, { "n": 31, "item_id": "_6f10ec79-9703-4080-9067-58fc8d02123d", "type": "text-entry", "title": "Bowling Ball Kinetic Energy", "standards": [ "MS-PS3-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A bowler practices with a 4.0-kilogram bowling ball. The graph shows the ball’s kinetic energy at different rolling speeds. The plotted points at 1, 2, and 4 meters per second are labeled with their values.

\"A

What is the ball’s kinetic energy, in joules, when it rolls at 3 meters per second?

Give your answer as a whole number (e.g., 25).

Kinetic energy in joules:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot31.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "18" ] }, "n_options": 0 }, { "n": 32, "item_id": "_cfb75f57-9d4c-4f6d-82b7-2d63ef71a5e7", "type": "text-entry", "title": "Ice Block Net Force", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

At an ice rink, a worker pushes a 24-kilogram block of ice across the smooth surface. The push gives the block an acceleration of 2 meters per second squared. Figure 1 shows the setup.

Figure 1. The Ice-Block Push

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What is the net force, in newtons, acting on the block of ice?

Give your answer as a whole number (e.g., 60).

Net force in newtons:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot32.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "48" ] }, "n_options": 0 }, { "n": 33, "item_id": "_a73aecf4-43fe-4b05-8105-03bcbb87a966", "type": "choice", "title": "Space Telescope Fleck Impact", "standards": [ "MS-PS2-1" ], "prompt_html": "

A space telescope orbits Earth. A fleck of loose paint from an old rocket stage strikes the telescope. The telescope’s sensors show that its speed and direction change by only a tiny amount. Figure 1 shows the impact.

Figure 1. The Fleck and the Telescope

\"A

Which statement best explains why the impact changes the telescope’s motion so little?

", "prompt_plain": "A space telescope orbits Earth. A fleck of loose paint from an old rocket stage strikes the telescope. The telescope’s sensors show that its speed and direction change by only a tiny amount. Figure 1 shows the impact. Figure 1. The Fleck and the Telescope Which statement best explains why the impact changes the telescope’s motion so little?", "context_html": "", "options": [ { "id": "cA1", "text": "The telescope pushes back on the fleck harder than the fleck pushes on the telescope, canceling most of the impact.", "plain": "The telescope pushes back on the fleck harder than the fleck pushes on the telescope, canceling most of the impact.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The fleck is far too small to exert a real force on an object as massive as the telescope during the strike.", "plain": "The fleck is far too small to exert a real force on an object as massive as the telescope during the strike.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The fleck and the telescope push on each other equally, and that small force barely accelerates the telescope’s large mass.", "plain": "The fleck and the telescope push on each other equally, and that small force barely accelerates the telescope’s large mass.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "In orbit the telescope is weightless, so a push from an outside object has almost no effect on how it moves.", "plain": "In orbit the telescope is weightless, so a push from an outside object has almost no effect on how it moves.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot33.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 34, "item_id": "_ae8fc35c-26aa-483c-8e96-d8d62d0cecad", "type": "choice", "title": "Foam Box Cooling Test", "standards": [ "MS-PS3-4" ], "prompt_html": "

Tanya tests how well a foam shipping box protects its contents from temperature change. She seals a jar of warm water inside the box and reads the water’s temperature on a probe display outside the box. Her plan says to record the water’s final temperature: its temperature once thermal energy has stopped transferring between the water and its surroundings. Figure 1 shows the setup.

Figure 1. The Cooling Test Setup

\"An

When should Tanya record the final temperature?

", "prompt_plain": "Tanya tests how well a foam shipping box protects its contents from temperature change. She seals a jar of warm water inside the box and reads the water’s temperature on a probe display outside the box. Her plan says to record the water’s final temperature: its temperature once thermal energy has stopped transferring between the water and its surroundings. Figure 1 shows the setup. Figure 1. The Cooling Test Setup When should Tanya record the final temperature?", "context_html": "", "options": [ { "id": "cA1", "text": "When her ten-minute timer goes off, because a test needs a fixed ending time.", "plain": "When her ten-minute timer goes off, because a test needs a fixed ending time.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "When several probe readings in a row all show the same water temperature.", "plain": "When several probe readings in a row all show the same water temperature.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "When the display shows the water temperature falling at its fastest rate.", "plain": "When the display shows the water temperature falling at its fastest rate.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "As soon as the display first shows a drop below the starting temperature.", "plain": "As soon as the display first shows a drop below the starting temperature.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot34.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 35, "item_id": "_09a0aba2-4abc-4f7f-a4cd-22ef24c27885", "type": "choice", "title": "Lake Probe Exact Frames", "standards": [ "MS-PS4-3" ], "prompt_html": "

Look at Table 1. At the full 300-meter cable length, hundreds of packets need a resend, yet the count of frames stored with wrong values stays at zero.

Which statement best explains why the stored video frames stay exact?

", "prompt_plain": "Look at Table 1. At the full 300-meter cable length, hundreds of packets need a resend, yet the count of frames stored with wrong values stays at zero. Which statement best explains why the stored video frames stay exact?", "context_html": "", "options": [ { "id": "cA1", "text": "The stored frames are built from packet copies whose values passed their check at the boat’s computer.", "plain": "The stored frames are built from packet copies whose values passed their check at the boat’s computer.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The cable’s outer layers block electrical noise before it reaches the pulses, so packets are never really damaged.", "plain": "The cable’s outer layers block electrical noise before it reaches the pulses, so packets are never really damaged.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The boat’s computer strengthens each weakened signal until it looks the way it did when it left the probe.", "plain": "The boat’s computer strengthens each weakened signal until it looks the way it did when it left the probe.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The computer fills in a damaged frame by copying color values from the frames just before and just after it.", "plain": "The computer fills in a damaged frame by copying color values from the frames just before and just after it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a2917d04-6d95-424a-afaf-8f2196bd2615" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Lake-Probe Tether Link

A research team studies the deep floor of a lake with a small uncrewed probe. The probe hangs from a boat on a tether cable, which supports the probe and carries its signals. The probe’s camera turns each video frame into packets: groups of on-off pulses that stand for the frame’s exact color values. The probe also sends a short check number computed from each packet’s values. The boat’s computer runs the same computation on each packet that arrives. If its result does not match the check number, the computer asks the probe to send that packet again. Electrical noise inside the long cable weakens and distorts the traveling signals. The team unwinds more cable as the probe goes deeper. Table 1 shows the link log at three cable lengths. Figure 1 shows the setup.

Figure 1. The Lake-Probe Setup

\"A

Table 1. Link Log

Cable length releasedPackets re-sent (out of 1,000 sent)Frames stored with wrong values
100 m120
200 m960
300 m (full length)3400
", "passage_plain": "Lake-Probe Tether Link A research team studies the deep floor of a lake with a small uncrewed probe. The probe hangs from a boat on a tether cable, which supports the probe and carries its signals. The probe’s camera turns each video frame into packets: groups of on-off pulses that stand for the frame’s exact color values. The probe also sends a short check number computed from each packet’s values. The boat’s computer runs the same computation on each packet that arrives. If its result does not match the check number, the computer asks the probe to send that packet again. Electrical noise inside the long cable weakens and distorts the traveling signals. The team unwinds more cable as the probe goes deeper. Table 1 shows the link log at three cable lengths. Figure 1 shows the setup. Figure 1. The Lake-Probe Setup Table 1. Link Log Cable length released Packets re-sent (out of 1,000 sent) Frames stored with wrong values 100 m 12 0 200 m 96 0 300 m (full length) 340 0" }, { "n": 36, "item_id": "_590ac3fe-ac5f-48cd-8c7c-ab95b41a4ab3", "type": "choice", "title": "Deeper Probe Link Design", "standards": [ "MS-PS4-3" ], "prompt_html": "

The team is designing a probe for a much deeper lake. Its tether cable will be twice as long, so electrical noise will damage even more of what travels up the cable.

Choose the TWO design choices that would keep the stored video frames exact over the longer cable.

", "prompt_plain": "The team is designing a probe for a much deeper lake. Its tether cable will be twice as long, so electrical noise will damage even more of what travels up the cable. Choose the TWO design choices that would keep the stored video frames exact over the longer cable.", "context_html": "", "options": [ { "id": "cA1", "text": "Send each frame as patterns of on-off pulses that stand for the frame’s exact number values.", "plain": "Send each frame as patterns of on-off pulses that stand for the frame’s exact number values.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Send the video as one smooth, continuously varying signal whose height stands for the frame’s exact color values, and boost its strength at the probe.", "plain": "Send the video as one smooth, continuously varying signal whose height stands for the frame’s exact color values, and boost its strength at the probe.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Attach a check number to every packet, and re-send any packet whose check fails at the boat.", "plain": "Attach a check number to every packet, and re-send any packet whose check fails at the boat.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Choose a cable that carries the on-off pulses faster, so noise has less time to change them.", "plain": "Choose a cable that carries the on-off pulses faster, so noise has less time to change them.", "correct": false, "kind": "choice" }, { "id": "cE1", "text": "Store each frame’s packets the instant they reach the boat, before cable noise can reach the stored copy.", "plain": "Store each frame’s packets the instant they reach the boat, before cable noise can reach the stored copy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a2917d04-6d95-424a-afaf-8f2196bd2615" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA1", "cC1" ] }, "n_options": 5, "passage_html": "

Lake-Probe Tether Link

A research team studies the deep floor of a lake with a small uncrewed probe. The probe hangs from a boat on a tether cable, which supports the probe and carries its signals. The probe’s camera turns each video frame into packets: groups of on-off pulses that stand for the frame’s exact color values. The probe also sends a short check number computed from each packet’s values. The boat’s computer runs the same computation on each packet that arrives. If its result does not match the check number, the computer asks the probe to send that packet again. Electrical noise inside the long cable weakens and distorts the traveling signals. The team unwinds more cable as the probe goes deeper. Table 1 shows the link log at three cable lengths. Figure 1 shows the setup.

Figure 1. The Lake-Probe Setup

\"A

Table 1. Link Log

Cable length releasedPackets re-sent (out of 1,000 sent)Frames stored with wrong values
100 m120
200 m960
300 m (full length)3400
", "passage_plain": "Lake-Probe Tether Link A research team studies the deep floor of a lake with a small uncrewed probe. The probe hangs from a boat on a tether cable, which supports the probe and carries its signals. The probe’s camera turns each video frame into packets: groups of on-off pulses that stand for the frame’s exact color values. The probe also sends a short check number computed from each packet’s values. The boat’s computer runs the same computation on each packet that arrives. If its result does not match the check number, the computer asks the probe to send that packet again. Electrical noise inside the long cable weakens and distorts the traveling signals. The team unwinds more cable as the probe goes deeper. Table 1 shows the link log at three cable lengths. Figure 1 shows the setup. Figure 1. The Lake-Probe Setup Table 1. Link Log Cable length released Packets re-sent (out of 1,000 sent) Frames stored with wrong values 100 m 12 0 200 m 96 0 300 m (full length) 340 0" }, { "n": 37, "item_id": "_f9152023-8b1d-4aee-983f-cfe7de7b646e", "type": "hottext", "title": "Compost Committee Notes", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The compost program asked a review committee to study the two-chamber option from the brief. The committee wrote the five notes below.

Select the ONE note that states a trade-off of choosing the two-chamber drum.

", "prompt_plain": "The compost program asked a review committee to study the two-chamber option from the brief. The committee wrote the five notes below. Select the ONE note that states a trade-off of choosing the two-chamber drum.", "context_html": "", "options": [ { "id": "hS137", "text": "The committee found the divider improves effectiveness by keeping batches moving and also lowers costs, since the program buys fewer scrap pails.", "plain": "The committee found the divider improves effectiveness by keeping batches moving and also lowers costs, since the program buys fewer scrap pails.", "correct": false, "kind": "hottext" }, { "id": "hS237", "text": "Choosing the divider raises the program’s yearly cost and also worsens implementation difficulty, since the drum must be emptied for installation.", "plain": "Choosing the divider raises the program’s yearly cost and also worsens implementation difficulty, since the drum must be emptied for installation.", "correct": false, "kind": "hottext" }, { "id": "hS337", "text": "The divider improves effectiveness by keeping batches moving and also increases implementation difficulty, since a full drum turns hard.", "plain": "The divider improves effectiveness by keeping batches moving and also increases implementation difficulty, since a full drum turns hard.", "correct": true, "kind": "hottext" }, { "id": "hS437", "text": "The maker reports that the divider does not worsen the drum’s environmental outcome, because it is cut from recycled plastic.", "plain": "The maker reports that the divider does not worsen the drum’s environmental outcome, because it is cut from recycled plastic.", "correct": false, "kind": "hottext" }, { "id": "hS537", "text": "Implementation difficulty touches both redesign choices equally, since either one would keep the tumbler out of use for a round.", "plain": "Implementation difficulty touches both redesign choices equally, since either one would keep the tumbler out of use for a round.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_720db960-506a-46b9-bdf0-0748551de754" ], "key_letters": "", "key_values": { "RESPONSE": [ "hS337" ] }, "n_options": 5, "passage_html": "

Compost Tumbler Redesign

A neighborhood compost program turns kitchen scraps into compost in a tumbler: a barrel-shaped drum on a stand. Volunteers spin the drum by hand to mix the material inside. Microbes breaking down the scraps release thermal energy, and a pile that holds this energy heats up and finishes quickly. The program’s brief sets one performance target. During a round, the pile must hold 54 °C or higher for three days in a row. A volunteer, Ursula, ran three rounds in the current thin-walled metal drum, changing how often she turned it. Table 1 shows her log. The brief lists two redesign options. One option rebuilds the drum with insulated double walls. The other splits the drum into two chambers, so one side finishes while the other side fills. Figure 1 shows the current tumbler.

Figure 1. The Current Tumbler

\"A

Table 1. Tumbler Test Log

RoundTurns per weekHighest pile temperatureLog note
1235 °CTemperature stopped rising after day 4
2536 °CTemperature stopped rising after day 4
3734 °CDrum felt cold on the outside each morning
", "passage_plain": "Compost Tumbler Redesign A neighborhood compost program turns kitchen scraps into compost in a tumbler: a barrel-shaped drum on a stand. Volunteers spin the drum by hand to mix the material inside. Microbes breaking down the scraps release thermal energy, and a pile that holds this energy heats up and finishes quickly. The program’s brief sets one performance target. During a round, the pile must hold 54 °C or higher for three days in a row. A volunteer, Ursula, ran three rounds in the current thin-walled metal drum, changing how often she turned it. Table 1 shows her log. The brief lists two redesign options. One option rebuilds the drum with insulated double walls. The other splits the drum into two chambers, so one side finishes while the other side fills. Figure 1 shows the current tumbler. Figure 1. The Current Tumbler Table 1. Tumbler Test Log Round Turns per week Highest pile temperature Log note 1 2 35 °C Temperature stopped rising after day 4 2 5 36 °C Temperature stopped rising after day 4 3 7 34 °C Drum felt cold on the outside each morning" }, { "n": 38, "item_id": "_7cab7425-4980-49a0-81b2-5ace064a2e6a", "type": "choice", "title": "Compost Tumbler Iteration — Part A", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part A

Ursula’s log shows a performance gap: in every round, the pile stayed far below the temperature the brief requires. Before the next round, the program will make one targeted change to the current tumbler.

Based on Table 1 and the brief, which change best targets the cause of this performance gap?

", "prompt_plain": "Part A Ursula’s log shows a performance gap: in every round, the pile stayed far below the temperature the brief requires. Before the next round, the program will make one targeted change to the current tumbler. Based on Table 1 and the brief, which change best targets the cause of this performance gap?", "context_html": "", "options": [ { "id": "cA1", "text": "Raise the turning schedule to ten turns per week so the scraps mix even more thoroughly.", "plain": "Raise the turning schedule to ten turns per week so the scraps mix even more thoroughly.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Split the drum into two chambers so one side can finish while the other side fills.", "plain": "Split the drum into two chambers so one side can finish while the other side fills.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Replace the temperature probe before the next round, since readings this far below the target are likely errors.", "plain": "Replace the temperature probe before the next round, since readings this far below the target are likely errors.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rebuild the drum with insulated double walls so the thermal energy the microbes release stays in the pile.", "plain": "Rebuild the drum with insulated double walls so the thermal energy the microbes release stays in the pile.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_720db960-506a-46b9-bdf0-0748551de754" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Compost Tumbler Redesign

A neighborhood compost program turns kitchen scraps into compost in a tumbler: a barrel-shaped drum on a stand. Volunteers spin the drum by hand to mix the material inside. Microbes breaking down the scraps release thermal energy, and a pile that holds this energy heats up and finishes quickly. The program’s brief sets one performance target. During a round, the pile must hold 54 °C or higher for three days in a row. A volunteer, Ursula, ran three rounds in the current thin-walled metal drum, changing how often she turned it. Table 1 shows her log. The brief lists two redesign options. One option rebuilds the drum with insulated double walls. The other splits the drum into two chambers, so one side finishes while the other side fills. Figure 1 shows the current tumbler.

Figure 1. The Current Tumbler

\"A

Table 1. Tumbler Test Log

RoundTurns per weekHighest pile temperatureLog note
1235 °CTemperature stopped rising after day 4
2536 °CTemperature stopped rising after day 4
3734 °CDrum felt cold on the outside each morning
", "passage_plain": "Compost Tumbler Redesign A neighborhood compost program turns kitchen scraps into compost in a tumbler: a barrel-shaped drum on a stand. Volunteers spin the drum by hand to mix the material inside. Microbes breaking down the scraps release thermal energy, and a pile that holds this energy heats up and finishes quickly. The program’s brief sets one performance target. During a round, the pile must hold 54 °C or higher for three days in a row. A volunteer, Ursula, ran three rounds in the current thin-walled metal drum, changing how often she turned it. Table 1 shows her log. The brief lists two redesign options. One option rebuilds the drum with insulated double walls. The other splits the drum into two chambers, so one side finishes while the other side fills. Figure 1 shows the current tumbler. Figure 1. The Current Tumbler Table 1. Tumbler Test Log Round Turns per week Highest pile temperature Log note 1 2 35 °C Temperature stopped rising after day 4 2 5 36 °C Temperature stopped rising after day 4 3 7 34 °C Drum felt cold on the outside each morning" }, { "n": 39, "item_id": "_719135a0-9603-452b-949e-d1cd66e61e18", "type": "choice", "title": "Compost Tumbler Iteration — Part B", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

The program rebuilds the tumbler with the change from Part A and runs a new round, reading the pile’s temperature every day.

Which temperature record is the best evidence that the change from Part A closed the performance gap?

", "prompt_plain": "Part B The program rebuilds the tumbler with the change from Part A and runs a new round, reading the pile’s temperature every day. Which temperature record is the best evidence that the change from Part A closed the performance gap?", "context_html": "", "options": [ { "id": "cA1", "text": "Readings of 58 °C on day 5, 45 °C on day 6, and 59 °C on day 8.", "plain": "Readings of 58 °C on day 5, 45 °C on day 6, and 59 °C on day 8.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Readings of 56 °C, 57 °C, and 56 °C on days 6, 7, and 8.", "plain": "Readings of 56 °C, 57 °C, and 56 °C on days 6, 7, and 8.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Readings that climb a little each day and peak 9 °C above the highest value in Table 1.", "plain": "Readings that climb a little each day and peak 9 °C above the highest value in Table 1.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Readings taken on the drum’s outer wall that stay high for the whole new round.", "plain": "Readings taken on the drum’s outer wall that stay high for the whole new round.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_720db960-506a-46b9-bdf0-0748551de754" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Compost Tumbler Redesign

A neighborhood compost program turns kitchen scraps into compost in a tumbler: a barrel-shaped drum on a stand. Volunteers spin the drum by hand to mix the material inside. Microbes breaking down the scraps release thermal energy, and a pile that holds this energy heats up and finishes quickly. The program’s brief sets one performance target. During a round, the pile must hold 54 °C or higher for three days in a row. A volunteer, Ursula, ran three rounds in the current thin-walled metal drum, changing how often she turned it. Table 1 shows her log. The brief lists two redesign options. One option rebuilds the drum with insulated double walls. The other splits the drum into two chambers, so one side finishes while the other side fills. Figure 1 shows the current tumbler.

Figure 1. The Current Tumbler

\"A

Table 1. Tumbler Test Log

RoundTurns per weekHighest pile temperatureLog note
1235 °CTemperature stopped rising after day 4
2536 °CTemperature stopped rising after day 4
3734 °CDrum felt cold on the outside each morning
", "passage_plain": "Compost Tumbler Redesign A neighborhood compost program turns kitchen scraps into compost in a tumbler: a barrel-shaped drum on a stand. Volunteers spin the drum by hand to mix the material inside. Microbes breaking down the scraps release thermal energy, and a pile that holds this energy heats up and finishes quickly. The program’s brief sets one performance target. During a round, the pile must hold 54 °C or higher for three days in a row. A volunteer, Ursula, ran three rounds in the current thin-walled metal drum, changing how often she turned it. Table 1 shows her log. The brief lists two redesign options. One option rebuilds the drum with insulated double walls. The other splits the drum into two chambers, so one side finishes while the other side fills. Figure 1 shows the current tumbler. Figure 1. The Current Tumbler Table 1. Tumbler Test Log Round Turns per week Highest pile temperature Log note 1 2 35 °C Temperature stopped rising after day 4 2 5 36 °C Temperature stopped rising after day 4 3 7 34 °C Drum felt cold on the outside each morning" }, { "n": 40, "item_id": "_af7b8f29-9444-4d58-b050-e6d88a1b89b3", "type": "choice", "title": "Rain Gauge Mounting Test", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A science class compares two ways to mount a rain gauge: strapped to a fence post beside the school building, or on a short stake in the middle of an open field. Figure 1 shows the two setups. The class set up one gauge each way, measured the rain each gauge collected during a single storm, and picked a winner.

Figure 1. The Two Mountings

\"Two

Choose the TWO changes that would make this comparison a reliable test of the two mounting designs.

", "prompt_plain": "A science class compares two ways to mount a rain gauge: strapped to a fence post beside the school building, or on a short stake in the middle of an open field. Figure 1 shows the two setups. The class set up one gauge each way, measured the rain each gauge collected during a single storm, and picked a winner. Figure 1. The Two Mountings Choose the TWO changes that would make this comparison a reliable test of the two mounting designs.", "context_html": "", "options": [ { "id": "cA1", "text": "Fit the stake gauge with a wider funnel so it can collect more rain in each storm.", "plain": "Fit the stake gauge with a wider funnel so it can collect more rain in each storm.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Repeat the whole comparison over several different storms before judging which mounting design performs better.", "plain": "Repeat the whole comparison over several different storms before judging which mounting design performs better.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Wait for the biggest storm of the season and compare the designs during that one storm.", "plain": "Wait for the biggest storm of the season and compare the designs during that one storm.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Place both mountings where the sky above each gauge is equally open, so only the mounting differs.", "plain": "Place both mountings where the sky above each gauge is equally open, so only the mounting differs.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Record each gauge’s water level to one more decimal place so the readings are more exact.", "plain": "Record each gauge’s water level to one more decimal place so the readings are more exact.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-27/images/slot40.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5 } ] }, { "form": "G8.28", "grade": "G8", "title": "Alpha Standardized Science G8.28", "test_id": "_test-06fea433-40b6-4738-81bd-e47e6062c102", "n_items": 40, "n_stimuli": 8, "stimuli": { "_7f9752a5-c0ac-4053-9152-66ba47649486": { "title": "Penguin and Seal Flippers", "html": "

Penguin and Seal Flippers

Penguins are birds. Seals are mammals. Both animals swim with stiff, paddle-shaped front flippers. A museum team compared one penguin flipper and one seal flipper, feature by feature. Figure 1 shows the bones inside each flipper. Table 1 lists the team’s four comparison rows.

Figure 1. Bones Inside Each Flipper

\"Two

Table 1. Flipper Comparison

RowFeaturePenguin flipperSeal flipper
1Outer shapeFlat, tapered paddleFlat, tapered paddle
2Bones insideOne upper-arm bone, then two forearm bones, then wrist bones, then finger bonesOne upper-arm bone, then two forearm bones, then wrist bones, then finger bones
3Outer coveringShort, stiff feathersShort hair over skin
4Main usePushing through water while swimmingPushing through water while swimming
" }, "_0b06cb71-b440-44b1-9d5c-82d25e85b3b0": { "title": "Dark-Sky Ordinance Debate", "html": "

Dark-Sky Ordinance Debate

A town council is debating a lighting ordinance. For five years, volunteers measured the brightness of the night sky above the town park. They used the same sky-brightness meter at 10 p.m. on clear, moonless nights. A higher reading means a brighter night sky. Figure 1 shows the yearly average readings. Table 1 shows the town’s records of outdoor light fixtures. A fixture with an open top lets part of its light shine upward into the sky. Table 2 lists the options in the proposed ordinance.

Figure 1. Average Sky Brightness by Year

\"A

Table 1. Outdoor Light Fixtures

YearAll outdoor fixturesFixtures with open tops
11,200900
21,3501,050
31,5001,200
41,7501,400
52,0001,650

Table 2. Ordinance Options

OptionWhat it requires
Shielded fixturesEvery outdoor fixture gets a solid top cover over its bulb.
Midnight curfewAll outdoor lights turn off from midnight until sunrise.
Bulb swapEvery fixture keeps its open top but uses a bulb that gives the same brightness with less energy.
Tree screenTall evergreen trees are planted around the spot in the park where the meter is used.
" }, "_616b9b44-1097-4bd1-84af-9fb0a876f72d": { "title": "Fish-Pond Aerator Timer", "html": "

Fish-Pond Aerator Timer

A pond keeper raises fish in a small outdoor pond. An electric aerator bubbles air through the water, which raises the dissolved oxygen the fish need. The keeper wants every overnight oxygen reading to stay at or above 6.0 milligrams per liter (mg/L), with a low electricity bill. The aerator’s timer can follow either of two run schedules. Schedule 1 runs the aerator for a 15-minute burst every two hours between 8 p.m. and 6 a.m. Schedule 2 runs the aerator nonstop from 10 p.m. to 6 a.m. The keeper tested Schedule 1 for one week in early June and Schedule 2 for one week in late June. A meter logged dissolved oxygen through each night. Table 1 summarizes the oxygen log. Table 2 shows each schedule’s estimated monthly electricity cost. Figure 1 shows the pond.

Table 1. Overnight Oxygen Log Summary

MeasurementSchedule 1Schedule 2
Average of the nightly lowest readings (mg/L)5.67.4
Lowest single reading of the week (mg/L)4.87.1
Time of most nightly lowsabout 5:45 a.m., just before a burstabout 6:00 a.m., as the run ends

Table 2. Estimated Monthly Electricity Cost

ScheduleCost
Schedule 1$6
Schedule 2$19

Figure 1. The Pond

\"A

" }, "_852aeb1d-fe45-4c88-b8a4-e5e9a7614d17": { "title": "Snapdragon Trial Plot", "html": "

Snapdragon Trial Plot

A seed company tests snapdragon flowers in an outdoor trial plot. Ordinary snapdragons in the plot average 58 cm tall. Three years ago, one snapdragon grew far taller than all the others. Lab tests showed that this plant carried a mutation — a change in one of its genes. The company’s breeder used that plant to start a taller line. Table 1 is the breeder’s log. Figure 1 shows part of the trial plot this year.

Table 1. Breeder’s Log

Generation of the new lineParents the breeder usedAverage offspring stem height
1the one mutant plant, crossed with ordinary plants66 cm
2the tallest plants from generation 174 cm
3the tallest plants from generation 282 cm
4the tallest plants from generation 389 cm

Figure 1. Part of the trial plot this year

\"Rows

" }, "_b03f0272-687b-4241-b02a-12e8eeb01d03": { "title": "Smart-Meter Rollout", "html": "

Smart-Meter Rollout

A power utility is replacing the old analog electricity meters in one town. An analog meter shows a home’s electricity use on small spinning dials. Each month a worker visits, reads the dials by eye, and writes the number down. A smart meter measures the same electricity use, but it stores each reading as a number and sends it to the billing office over the utility’s radio network. Figure 1 shows the two meter types. The utility tracked reading errors for the same 400 homes for one year before the rollout and one year after it. Late analog readings came from missed home visits. Late smart-meter readings came from radio re-sends during storms. Table 1 shows the two error logs.

Figure 1. The Two Meter Types

\"An

Table 1. Meter-Reading Error Logs (400 homes, one year each)

What the log countedAnalog yearSmart-meter year
Recorded readings that did not match the meter620
Readings that arrived late219
" }, "_424cfeeb-5e77-4da2-83a6-4f3226223e24": { "title": "Cliff-Swallow Wing Survey", "html": "

Cliff-Swallow Wing Survey

Cliff swallows build mud nests on highway bridges and overpasses. For 30 years, a research team drove the same roads in one county. The team counted the swallows nesting there, counted swallows found struck by vehicles, and measured wing lengths. Earlier studies of this colony showed that wing length is an inherited trait. Table 1 summarizes five survey measurements. Figure 1 shows the share of the colony at each wing length in Year 1 and in Year 30.

Table 1. Thirty-Year Survey Results

RowMeasurementYear 1Year 15Year 30
1Swallows nesting along the survey roads2,0002,6003,200
2Vehicles per day on the survey roads1,9002,0002,100
3Swallows found struck by vehicles that year20114
4Average wing length of struck swallows (mm)113112111
5Average wing length of the whole colony (mm)111108106

Figure 1. Colony Wing-Length Distributions

\"Two

" }, "_20aaafd4-8d14-42f6-b979-c072d1ba85d8": { "title": "County Gravel-Pit Permit", "html": "

County Gravel-Pit Permit

A company asks the county for a permit to expand its gravel pit. Long ago, an ice sheet covered land north of this county, and rivers of meltwater flowed from its edge as it melted. The permit packet holds two exhibits. Figure 1 is a cross-section of the pit’s west wall. The wall holds four layers. From top to bottom they are topsoil, sand and gravel, mudstone with leaf fossils, and limestone with shell fossils. The company digs sand and gravel from the thick second layer. The layers lie flat and have never been folded or overturned. The pit’s pebbles and sand grains are rounded and sorted by size. Figure 2 is a county map. On the map, dots mark known sand-and-gravel deposits and the star marks this pit. The solid line marks the river that flows through the county today.

Figure 1. Cross-Section of the West Wall

\"A

Figure 2. Map of the County

\"A

" }, "_bfc0dbe1-b7b3-4281-852d-f1dd7b788511": { "title": "Vanilla Two Ways", "html": "

Vanilla Two Ways

Vanillin is the molecule that gives vanilla its flavor. Food makers can buy vanillin from two sources. Figure 1 shows both sources. Document 1 and Document 2 come from a report comparing them.

Figure 1. Two sources of vanillin

\"Two

Document 1 — article in a food-trade magazine that accepts no company advertising:

“Vanilla beans grow on vines in orchards near the equator. Farm workers pollinate every flower by hand, and picked beans cure for months before sale. This year, bean extract sold for about 20 times the price of factory vanillin. Both products contain the same vanillin molecule.”

Document 2 — fact sheet from a company that sells factory vanillin:

“Our factory makes vanillin from compounds separated out of wood pulp left over at paper mills. One production line supplies as much vanillin in a month as a whole orchard region harvests in a year. Making vanillin this way costs about one-twentieth as much as making bean extract. Leftover process liquids are treated at our site before disposal.”

" } }, "questions": [ { "n": 1, "item_id": "_5990e4c0-029f-46fa-9f7e-c43149fd262d", "type": "choice", "title": "Vanillin Source Claims (Part A)", "standards": [ "MS-PS1-3" ], "prompt_html": "

Part A

Read Document 1 and Document 2. Which claim about the impact of factory vanillin is supported by both documents?

", "prompt_plain": "Part A Read Document 1 and Document 2. Which claim about the impact of factory vanillin is supported by both documents?", "context_html": "", "options": [ { "id": "cA1", "text": "Vanilla-bean orchards give work to many farm workers near the equator.", "plain": "Vanilla-bean orchards give work to many farm workers near the equator.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Factory vanillin costs more to make than vanilla-bean extract does.", "plain": "Factory vanillin costs more to make than vanilla-bean extract does.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Factory vanillin gives food makers vanilla flavor at a far lower cost.", "plain": "Factory vanillin gives food makers vanilla flavor at a far lower cost.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Making factory vanillin leaves process liquids that need special treatment.", "plain": "Making factory vanillin leaves process liquids that need special treatment.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bfc0dbe1-b7b3-4281-852d-f1dd7b788511" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Vanilla Two Ways

Vanillin is the molecule that gives vanilla its flavor. Food makers can buy vanillin from two sources. Figure 1 shows both sources. Document 1 and Document 2 come from a report comparing them.

Figure 1. Two sources of vanillin

\"Two

Document 1 — article in a food-trade magazine that accepts no company advertising:

“Vanilla beans grow on vines in orchards near the equator. Farm workers pollinate every flower by hand, and picked beans cure for months before sale. This year, bean extract sold for about 20 times the price of factory vanillin. Both products contain the same vanillin molecule.”

Document 2 — fact sheet from a company that sells factory vanillin:

“Our factory makes vanillin from compounds separated out of wood pulp left over at paper mills. One production line supplies as much vanillin in a month as a whole orchard region harvests in a year. Making vanillin this way costs about one-twentieth as much as making bean extract. Leftover process liquids are treated at our site before disposal.”

", "passage_plain": "Vanilla Two Ways Vanillin is the molecule that gives vanilla its flavor. Food makers can buy vanillin from two sources. Figure 1 shows both sources. Document 1 and Document 2 come from a report comparing them. Figure 1. Two sources of vanillin Document 1 — article in a food-trade magazine that accepts no company advertising: “Vanilla beans grow on vines in orchards near the equator. Farm workers pollinate every flower by hand, and picked beans cure for months before sale. This year, bean extract sold for about 20 times the price of factory vanillin. Both products contain the same vanillin molecule.” Document 2 — fact sheet from a company that sells factory vanillin: “Our factory makes vanillin from compounds separated out of wood pulp left over at paper mills. One production line supplies as much vanillin in a month as a whole orchard region harvests in a year. Making vanillin this way costs about one-twentieth as much as making bean extract. Leftover process liquids are treated at our site before disposal.”" }, { "n": 2, "item_id": "_553017d8-de9a-4e48-9201-d293f1ce47cc", "type": "choice", "title": "Vanillin Source Claims (Part B)", "standards": [ "MS-PS1-3" ], "prompt_html": "

Part B

Which statement best explains why one document is stronger evidence for the claim in Part A?

", "prompt_plain": "Part B Which statement best explains why one document is stronger evidence for the claim in Part A?", "context_html": "", "options": [ { "id": "cA2", "text": "Document 1, because an independent magazine has less reason to favor one product when reporting prices.", "plain": "Document 1, because an independent magazine has less reason to favor one product when reporting prices.", "correct": true, "kind": "choice" }, { "id": "cB2", "text": "Document 1, because it also describes how vanilla beans are grown, pollinated, and cured.", "plain": "Document 1, because it also describes how vanilla beans are grown, pollinated, and cured.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "Document 2, because the company that makes factory vanillin knows its own costs best of all.", "plain": "Document 2, because the company that makes factory vanillin knows its own costs best of all.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "Document 2, because a company would lose its customers if any figure it printed were wrong.", "plain": "Document 2, because a company would lose its customers if any figure it printed were wrong.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bfc0dbe1-b7b3-4281-852d-f1dd7b788511" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA2" ] }, "n_options": 4, "passage_html": "

Vanilla Two Ways

Vanillin is the molecule that gives vanilla its flavor. Food makers can buy vanillin from two sources. Figure 1 shows both sources. Document 1 and Document 2 come from a report comparing them.

Figure 1. Two sources of vanillin

\"Two

Document 1 — article in a food-trade magazine that accepts no company advertising:

“Vanilla beans grow on vines in orchards near the equator. Farm workers pollinate every flower by hand, and picked beans cure for months before sale. This year, bean extract sold for about 20 times the price of factory vanillin. Both products contain the same vanillin molecule.”

Document 2 — fact sheet from a company that sells factory vanillin:

“Our factory makes vanillin from compounds separated out of wood pulp left over at paper mills. One production line supplies as much vanillin in a month as a whole orchard region harvests in a year. Making vanillin this way costs about one-twentieth as much as making bean extract. Leftover process liquids are treated at our site before disposal.”

", "passage_plain": "Vanilla Two Ways Vanillin is the molecule that gives vanilla its flavor. Food makers can buy vanillin from two sources. Figure 1 shows both sources. Document 1 and Document 2 come from a report comparing them. Figure 1. Two sources of vanillin Document 1 — article in a food-trade magazine that accepts no company advertising: “Vanilla beans grow on vines in orchards near the equator. Farm workers pollinate every flower by hand, and picked beans cure for months before sale. This year, bean extract sold for about 20 times the price of factory vanillin. Both products contain the same vanillin molecule.” Document 2 — fact sheet from a company that sells factory vanillin: “Our factory makes vanillin from compounds separated out of wood pulp left over at paper mills. One production line supplies as much vanillin in a month as a whole orchard region harvests in a year. Making vanillin this way costs about one-twentieth as much as making bean extract. Leftover process liquids are treated at our site before disposal.”" }, { "n": 3, "item_id": "_d9aacf8a-ae7b-4f07-a547-c4627c25f9c0", "type": "hottext", "title": "Chill-Canister Report Evidence", "standards": [ "MS-PS1-6" ], "prompt_html": "

A produce stand sells fresh fruit in summer. To keep cut fruit cool, the stand’s owner tests a chill canister: twisting its lid mixes a salt packet into the water sealed inside the base. The owner’s product-test report is shown below.

Select the ONE sentence from the report that gives evidence that the dissolving process inside the canister is endothermic.

", "prompt_plain": "A produce stand sells fresh fruit in summer. To keep cut fruit cool, the stand’s owner tests a chill canister: twisting its lid mixes a salt packet into the water sealed inside the base. The owner’s product-test report is shown below. Select the ONE sentence from the report that gives evidence that the dissolving process inside the canister is endothermic.", "context_html": "", "options": [ { "id": "hA3", "text": "I used the same 40-gram salt packet and the same amount of water in every one of my five tests.", "plain": "I used the same 40-gram salt packet and the same amount of water in every one of my five tests.", "correct": false, "kind": "hottext" }, { "id": "hB3", "text": "Ten minutes after each twist, the water sealed inside the canister had cooled from 24 °C to 7 °C.", "plain": "Ten minutes after each twist, the water sealed inside the canister had cooled from 24 °C to 7 °C.", "correct": true, "kind": "hottext" }, { "id": "hC3", "text": "The air around the stand stayed near 31 °C through each afternoon test.", "plain": "The air around the stand stayed near 31 °C through each afternoon test.", "correct": false, "kind": "hottext" }, { "id": "hD3", "text": "Fruit kept beside the canister stayed firm until the stand closed for the day.", "plain": "Fruit kept beside the canister stayed firm until the stand closed for the day.", "correct": false, "kind": "hottext" }, { "id": "hE3", "text": "The canister’s base is molded from thick recycled plastic and did not crack or leak.", "plain": "The canister’s base is molded from thick recycled plastic and did not crack or leak.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB3" ] }, "n_options": 5 }, { "n": 4, "item_id": "_a2003d8d-5ff4-42d3-b19f-0b0dae5169bf", "type": "choice", "title": "Atom Mass From Particle Counts", "standards": [ "EXT:", "subatomic", "structure", "and", "atomic", "number", "(mass", "from", "proton", "and", "neutron", "counts)" ], "prompt_html": "

The table shows the numbers of protons, neutrons, and electrons in four atoms. A proton and a neutron each have a mass of about 1 u (atomic mass unit). Nearly all of an atom’s mass comes from the particles in its nucleus.

Particles in Four Atoms

AtomProtonsNeutronsElectrons
Atom W101210
Atom X121312
Atom Y676
Atom Z666

Which atom has a mass closest to 12 u?

", "prompt_plain": "The table shows the numbers of protons, neutrons, and electrons in four atoms. A proton and a neutron each have a mass of about 1 u (atomic mass unit). Nearly all of an atom’s mass comes from the particles in its nucleus. Particles in Four Atoms Atom Protons Neutrons Electrons Atom W 10 12 10 Atom X 12 13 12 Atom Y 6 7 6 Atom Z 6 6 6 Which atom has a mass closest to 12 u?", "context_html": "", "options": [ { "id": "cA4", "text": "Atom W", "plain": "Atom W", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "Atom X", "plain": "Atom X", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "Atom Y", "plain": "Atom Y", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "Atom Z", "plain": "Atom Z", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_73748a6c-a625-4596-9f2f-9382e8f828f8", "type": "gap-match", "title": "Engine Smog Equation Balance", "standards": [ "EXT:", "balancing", "supplied-formula", "equations", "(coefficient", "placement;", "coefficients", "vs", "subscripts)" ], "prompt_html": "

Inside a hot car engine, nitrogen gas and oxygen gas from the air react and form nitrogen dioxide, one of the gases in smog. The equation below supplies every chemical formula, but its coefficients are missing.

 

Drag one number into each box so the equation shows the same number of each kind of atom on both sides, using the smallest whole-number coefficients that balance it. You may drag the same number into more than one box.

", "prompt_plain": "Inside a hot car engine, nitrogen gas and oxygen gas from the air react and form nitrogen dioxide, one of the gases in smog. The equation below supplies every chemical formula, but its coefficients are missing. Drag one number into each box so the equation shows the same number of each kind of atom on both sides, using the smallest whole-number coefficients that balance it. You may drag the same number into more than one box.", "context_html": "", "options": [ { "id": "tok4", "text": "4", "plain": "4", "correct": false, "kind": "gap-token" }, { "id": "tok1", "text": "1", "plain": "1", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "2", "plain": "2", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok1 gap1", "tok2 gap2", "tok2 gap3" ] }, "n_options": 3 }, { "n": 6, "item_id": "_12408bad-e6cc-43e4-a508-272f9d021e0f", "type": "choice", "title": "Atomic Mass Trend Graph", "standards": [ "EXT:", "periodic-table", "organization", "(organization-data", "graph", "read:", "atomic", "mass", "vs", "atomic", "number)" ], "prompt_html": "

The graph shows the atomic mass and the atomic number of each of the first 20 elements in the periodic table. Each point is one element.

\"Scatter

Based on the graph, which statement describes the relationship between atomic mass and atomic number?

", "prompt_plain": "The graph shows the atomic mass and the atomic number of each of the first 20 elements in the periodic table. Each point is one element. Based on the graph, which statement describes the relationship between atomic mass and atomic number?", "context_html": "", "options": [ { "id": "cA6", "text": "As atomic number increases, atomic mass generally decreases.", "plain": "As atomic number increases, atomic mass generally decreases.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "As atomic number increases, atomic mass generally increases.", "plain": "As atomic number increases, atomic mass generally increases.", "correct": true, "kind": "choice" }, { "id": "cC6", "text": "As atomic number increases, atomic mass rises and falls in a repeating pattern.", "plain": "As atomic number increases, atomic mass rises and falls in a repeating pattern.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "Atomic mass stays about the same as atomic number increases.", "plain": "Atomic mass stays about the same as atomic number increases.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-28/images/slot06.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB6" ] }, "n_options": 4 }, { "n": 7, "item_id": "_3dfc784d-f89f-468a-a3d8-7d89327011df", "type": "inline-choice", "title": "Ethanol Formula Sentences", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The card shows the chemical formula of ethanol, a fuel that is often blended into gasoline.

C2H6O

Use the subscripts in the formula to complete the statements about one molecule of ethanol.

One molecule of ethanol contains different elements. Counting every atom of every element, one molecule of ethanol contains atoms in total.

", "options": [ { "id": "cD1Oc1f4be549", "text": "2", "plain": "2", "correct": false, "kind": "inline" }, { "id": "cD1Odd746dc92", "text": "3", "plain": "3", "correct": true, "kind": "inline" }, { "id": "cD1Oece969d9a", "text": "6", "plain": "6", "correct": false, "kind": "inline" }, { "id": "cD2Oe33438f3d", "text": "3", "plain": "3", "correct": false, "kind": "inline" }, { "id": "cD2Oeea9c2756", "text": "8", "plain": "8", "correct": false, "kind": "inline" }, { "id": "cD2O14e23e5c0", "text": "9", "plain": "9", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1Odd746dc92" ], "RESPONSE2": [ "cD2O14e23e5c0" ] }, "n_options": 6 }, { "n": 8, "item_id": "_04a810f8-9aa2-471b-9950-ae6da5d4839d", "type": "choice", "title": "Heated Substances Physical Change", "standards": [ "MS-PS1-2" ], "prompt_html": "

A science club heats a small sample of each of four substances, each in its own metal dish over a lab burner. The club records what happens while each sample is heated and what each sample is like after it cools. The table shows the records.

Heating Observations

SubstanceWhile being heatedAfter cooling
Marshmallowpuffs up and softens; the outside turns golden brown with a toasted smellstays brown; the outside is hard and crisp
Wood stripthe thin strip’s edges turn dark and give off thin smokestays black; breaks apart easily
Zinc oxidethe white powder slowly turns pale yellowturns back to white
Cornstarchthe white powder slowly turns tan with a scorched smellstays tan

Based on the observations, which substance went through only a physical change?

", "prompt_plain": "A science club heats a small sample of each of four substances, each in its own metal dish over a lab burner. The club records what happens while each sample is heated and what each sample is like after it cools. The table shows the records. Heating Observations Substance While being heated After cooling Marshmallow puffs up and softens; the outside turns golden brown with a toasted smell stays brown; the outside is hard and crisp Wood strip the thin strip’s edges turn dark and give off thin smoke stays black; breaks apart easily Zinc oxide the white powder slowly turns pale yellow turns back to white Cornstarch the white powder slowly turns tan with a scorched smell stays tan Based on the observations, which substance went through only a physical change?", "context_html": "", "options": [ { "id": "cA8", "text": "Marshmallow", "plain": "Marshmallow", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "Wood strip", "plain": "Wood strip", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "Zinc oxide", "plain": "Zinc oxide", "correct": true, "kind": "choice" }, { "id": "cD8", "text": "Cornstarch", "plain": "Cornstarch", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC8" ] }, "n_options": 4 }, { "n": 9, "item_id": "_81c94589-d639-4572-87ed-eeb53f81178f", "type": "choice", "title": "Garden Flower Mutation Mechanism", "standards": [ "MS-LS3-1" ], "prompt_html": "

The tall trait in the new snapdragon line began with the mutation found in one plant.

Which statement best explains how that mutation leads to taller snapdragons?

", "prompt_plain": "The tall trait in the new snapdragon line began with the mutation found in one plant. Which statement best explains how that mutation leads to taller snapdragons?", "context_html": "", "options": [ { "id": "cA9", "text": "The mutation changes the shape of the stem directly, while the proteins the plant builds stay the same as before.", "plain": "The mutation changes the shape of the stem directly, while the proteins the plant builds stay the same as before.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The mutation changes a gene, so the plant builds a changed protein, and that protein changes how the stem grows.", "plain": "The mutation changes a gene, so the plant builds a changed protein, and that protein changes how the stem grows.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "The first mutant plant grew tall by stretching toward sunlight, and its offspring then inherited that added height.", "plain": "The first mutant plant grew tall by stretching toward sunlight, and its offspring then inherited that added height.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "The mutation makes the plant build larger amounts of many different proteins at once, so the whole plant grows bigger.", "plain": "The mutation makes the plant build larger amounts of many different proteins at once, so the whole plant grows bigger.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_852aeb1d-fe45-4c88-b8a4-e5e9a7614d17" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9" ] }, "n_options": 4, "passage_html": "

Snapdragon Trial Plot

A seed company tests snapdragon flowers in an outdoor trial plot. Ordinary snapdragons in the plot average 58 cm tall. Three years ago, one snapdragon grew far taller than all the others. Lab tests showed that this plant carried a mutation — a change in one of its genes. The company’s breeder used that plant to start a taller line. Table 1 is the breeder’s log. Figure 1 shows part of the trial plot this year.

Table 1. Breeder’s Log

Generation of the new lineParents the breeder usedAverage offspring stem height
1the one mutant plant, crossed with ordinary plants66 cm
2the tallest plants from generation 174 cm
3the tallest plants from generation 282 cm
4the tallest plants from generation 389 cm

Figure 1. Part of the trial plot this year

\"Rows

", "passage_plain": "Snapdragon Trial Plot A seed company tests snapdragon flowers in an outdoor trial plot. Ordinary snapdragons in the plot average 58 cm tall. Three years ago, one snapdragon grew far taller than all the others. Lab tests showed that this plant carried a mutation — a change in one of its genes. The company’s breeder used that plant to start a taller line. Table 1 is the breeder’s log. Figure 1 shows part of the trial plot this year. Table 1. Breeder’s Log Generation of the new line Parents the breeder used Average offspring stem height 1 the one mutant plant, crossed with ordinary plants 66 cm 2 the tallest plants from generation 1 74 cm 3 the tallest plants from generation 2 82 cm 4 the tallest plants from generation 3 89 cm Figure 1. Part of the trial plot this year" }, { "n": 10, "item_id": "_7c4e96f5-7856-4a1e-9cba-4bd19f8f1729", "type": "choice", "title": "Garden Flower Breeder Method", "standards": [ "MS-LS4-5" ], "prompt_html": "

Look at Table 1. Choose the TWO statements that correctly describe how the breeder is developing the taller snapdragon line.

", "prompt_plain": "Look at Table 1. Choose the TWO statements that correctly describe how the breeder is developing the taller snapdragon line.", "context_html": "", "options": [ { "id": "cA10", "text": "The breeder is using genetic engineering, changing the DNA inside each seed with laboratory tools.", "plain": "The breeder is using genetic engineering, changing the DNA inside each seed with laboratory tools.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "The breeder is using selective breeding, picking the tallest plants as parents generation after generation.", "plain": "The breeder is using selective breeding, picking the tallest plants as parents generation after generation.", "correct": true, "kind": "choice" }, { "id": "cC10", "text": "The breeder is giving each new generation extra water and fertilizer so the plants grow taller than their parents.", "plain": "The breeder is giving each new generation extra water and fertilizer so the plants grow taller than their parents.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "The breeder is changing which plants become parents each generation, not changing DNA with laboratory tools.", "plain": "The breeder is changing which plants become parents each generation, not changing DNA with laboratory tools.", "correct": true, "kind": "choice" }, { "id": "cE10", "text": "The breeder is waiting for each year’s plants to change their own genes to match the tallest parent.", "plain": "The breeder is waiting for each year’s plants to change their own genes to match the tallest parent.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_852aeb1d-fe45-4c88-b8a4-e5e9a7614d17" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB10", "cD10" ] }, "n_options": 5, "passage_html": "

Snapdragon Trial Plot

A seed company tests snapdragon flowers in an outdoor trial plot. Ordinary snapdragons in the plot average 58 cm tall. Three years ago, one snapdragon grew far taller than all the others. Lab tests showed that this plant carried a mutation — a change in one of its genes. The company’s breeder used that plant to start a taller line. Table 1 is the breeder’s log. Figure 1 shows part of the trial plot this year.

Table 1. Breeder’s Log

Generation of the new lineParents the breeder usedAverage offspring stem height
1the one mutant plant, crossed with ordinary plants66 cm
2the tallest plants from generation 174 cm
3the tallest plants from generation 282 cm
4the tallest plants from generation 389 cm

Figure 1. Part of the trial plot this year

\"Rows

", "passage_plain": "Snapdragon Trial Plot A seed company tests snapdragon flowers in an outdoor trial plot. Ordinary snapdragons in the plot average 58 cm tall. Three years ago, one snapdragon grew far taller than all the others. Lab tests showed that this plant carried a mutation — a change in one of its genes. The company’s breeder used that plant to start a taller line. Table 1 is the breeder’s log. Figure 1 shows part of the trial plot this year. Table 1. Breeder’s Log Generation of the new line Parents the breeder used Average offspring stem height 1 the one mutant plant, crossed with ordinary plants 66 cm 2 the tallest plants from generation 1 74 cm 3 the tallest plants from generation 2 82 cm 4 the tallest plants from generation 3 89 cm Figure 1. Part of the trial plot this year" }, { "n": 11, "item_id": "_77bad4e0-92c8-4965-bded-37355b154781", "type": "choice", "title": "Flipper Bones — Part A", "standards": [ "MS-LS4-2" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. Which claim about the two animals does the bone-by-bone comparison best support?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which claim about the two animals does the bone-by-bone comparison best support?", "context_html": "", "options": [ { "id": "cA11", "text": "Penguins evolved directly from seals, and the matching bones show this happened quite recently.", "plain": "Penguins evolved directly from seals, and the matching bones show this happened quite recently.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Swimming reshaped each animal’s front-limb bones into a paddle during that animal’s own lifetime.", "plain": "Swimming reshaped each animal’s front-limb bones into a paddle during that animal’s own lifetime.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "Penguins and seals inherited the same underlying front-limb bone plan from a distant common ancestor.", "plain": "Penguins and seals inherited the same underlying front-limb bone plan from a distant common ancestor.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "The two flippers match only because both animals swim, so the comparison tells nothing about ancestry.", "plain": "The two flippers match only because both animals swim, so the comparison tells nothing about ancestry.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7f9752a5-c0ac-4053-9152-66ba47649486" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Penguin and Seal Flippers

Penguins are birds. Seals are mammals. Both animals swim with stiff, paddle-shaped front flippers. A museum team compared one penguin flipper and one seal flipper, feature by feature. Figure 1 shows the bones inside each flipper. Table 1 lists the team’s four comparison rows.

Figure 1. Bones Inside Each Flipper

\"Two

Table 1. Flipper Comparison

RowFeaturePenguin flipperSeal flipper
1Outer shapeFlat, tapered paddleFlat, tapered paddle
2Bones insideOne upper-arm bone, then two forearm bones, then wrist bones, then finger bonesOne upper-arm bone, then two forearm bones, then wrist bones, then finger bones
3Outer coveringShort, stiff feathersShort hair over skin
4Main usePushing through water while swimmingPushing through water while swimming
", "passage_plain": "Penguin and Seal Flippers Penguins are birds. Seals are mammals. Both animals swim with stiff, paddle-shaped front flippers. A museum team compared one penguin flipper and one seal flipper, feature by feature. Figure 1 shows the bones inside each flipper. Table 1 lists the team’s four comparison rows. Figure 1. Bones Inside Each Flipper Table 1. Flipper Comparison Row Feature Penguin flipper Seal flipper 1 Outer shape Flat, tapered paddle Flat, tapered paddle 2 Bones inside One upper-arm bone, then two forearm bones, then wrist bones, then finger bones One upper-arm bone, then two forearm bones, then wrist bones, then finger bones 3 Outer covering Short, stiff feathers Short hair over skin 4 Main use Pushing through water while swimming Pushing through water while swimming" }, { "n": 12, "item_id": "_99273074-5eb8-4b59-9d89-fa8995f34a2c", "type": "choice", "title": "Flipper Bones — Part B", "standards": [ "MS-LS4-2" ], "prompt_html": "

Part B

Which row of Table 1 gives the best evidence for your answer in Part A, and why?

", "prompt_plain": "Part B Which row of Table 1 gives the best evidence for your answer in Part A, and why?", "context_html": "", "options": [ { "id": "cA12", "text": "Row 1, because two limbs with the same outer paddle shape are evidence of homologous structures.", "plain": "Row 1, because two limbs with the same outer paddle shape are evidence of homologous structures.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Row 2, because the same bones in the same order are homologous structures from a shared ancestor.", "plain": "Row 2, because the same bones in the same order are homologous structures from a shared ancestor.", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "Row 3, because feathers and hair are analogous coverings, and analogous structures show shared ancestry.", "plain": "Row 3, because feathers and hair are analogous coverings, and analogous structures show shared ancestry.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Row 4, because limbs used for the same job are analogous structures, the strongest sign of ancestry.", "plain": "Row 4, because limbs used for the same job are analogous structures, the strongest sign of ancestry.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7f9752a5-c0ac-4053-9152-66ba47649486" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB12" ] }, "n_options": 4, "passage_html": "

Penguin and Seal Flippers

Penguins are birds. Seals are mammals. Both animals swim with stiff, paddle-shaped front flippers. A museum team compared one penguin flipper and one seal flipper, feature by feature. Figure 1 shows the bones inside each flipper. Table 1 lists the team’s four comparison rows.

Figure 1. Bones Inside Each Flipper

\"Two

Table 1. Flipper Comparison

RowFeaturePenguin flipperSeal flipper
1Outer shapeFlat, tapered paddleFlat, tapered paddle
2Bones insideOne upper-arm bone, then two forearm bones, then wrist bones, then finger bonesOne upper-arm bone, then two forearm bones, then wrist bones, then finger bones
3Outer coveringShort, stiff feathersShort hair over skin
4Main usePushing through water while swimmingPushing through water while swimming
", "passage_plain": "Penguin and Seal Flippers Penguins are birds. Seals are mammals. Both animals swim with stiff, paddle-shaped front flippers. A museum team compared one penguin flipper and one seal flipper, feature by feature. Figure 1 shows the bones inside each flipper. Table 1 lists the team’s four comparison rows. Figure 1. Bones Inside Each Flipper Table 1. Flipper Comparison Row Feature Penguin flipper Seal flipper 1 Outer shape Flat, tapered paddle Flat, tapered paddle 2 Bones inside One upper-arm bone, then two forearm bones, then wrist bones, then finger bones One upper-arm bone, then two forearm bones, then wrist bones, then finger bones 3 Outer covering Short, stiff feathers Short hair over skin 4 Main use Pushing through water while swimming Pushing through water while swimming" }, { "n": 13, "item_id": "_a53eb6d1-c892-434c-a09d-89b3432ef8f2", "type": "gap-match", "title": "Early Development Steps", "standards": [ "MS-LS4-3" ], "prompt_html": "

Figure 1 shows four stages of early animal development in order from left to right. Stage 1: an egg cell and a sperm cell joining. Stage 2: a single-celled zygote. Stage 3: a ball of many similar cells. Stage 4: an early embryo with cells forming different body structures. One arrow points from each stage to the next.

Figure 1. Four Stages of Early Development

\"Four

 

Drag one process name onto each arrow to label the process happening between the stages. One label will not be used.

", "prompt_plain": "Figure 1 shows four stages of early animal development in order from left to right. Stage 1: an egg cell and a sperm cell joining. Stage 2: a single-celled zygote. Stage 3: a ball of many similar cells. Stage 4: an early embryo with cells forming different body structures. One arrow points from each stage to the next. Figure 1. Four Stages of Early Development Drag one process name onto each arrow to label the process happening between the stages. One label will not be used.", "context_html": "", "options": [ { "id": "tok-hatching", "text": "hatching", "plain": "hatching", "correct": false, "kind": "gap-token" }, { "id": "tok-celldivision", "text": "cell division", "plain": "cell division", "correct": false, "kind": "gap-token" }, { "id": "tok-differentiation", "text": "cell differentiation", "plain": "cell differentiation", "correct": false, "kind": "gap-token" }, { "id": "tok-fertilization", "text": "fertilization", "plain": "fertilization", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-28/images/slot13_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-fertilization gap-arrow1", "tok-celldivision gap-arrow2", "tok-differentiation gap-arrow3" ] }, "n_options": 4 }, { "n": 14, "item_id": "_09305146-6e0c-4eb4-b891-8ee8d4e1ddac", "type": "choice", "title": "Fossils at Three Sites", "standards": [ "MS-LS4-1" ], "prompt_html": "

Scientists dug down through the same three rock layers at three sites in one region. Table 1 shows which fossil types they found in each layer at each site. The layers lie in the order they formed, with the oldest layer at the bottom.

Table 1. Fossils Found at Three Sites

Rock layerSite 1Site 2Site 3
Top layer (youngest)Sea-lily animals, armored fish, four-legged land animals, small land plantsSea-lily animals, armored fish, four-legged land animals, small land plantsSea-lily animals, armored fish, four-legged land animals, small land plants
Middle layerLamp-shelled sea animals, sea-lily animals, armored fishLamp-shelled sea animals, armored fishLamp-shelled sea animals, sea-lily animals, armored fish
Bottom layer (oldest)Lamp-shelled sea animals, sea-lily animalsLamp-shelled sea animals, sea-lily animalsLamp-shelled sea animals, sea-lily animals

Choose the TWO statements that the fossil data in Table 1 support.

", "prompt_plain": "Scientists dug down through the same three rock layers at three sites in one region. Table 1 shows which fossil types they found in each layer at each site. The layers lie in the order they formed, with the oldest layer at the bottom. Table 1. Fossils Found at Three Sites Rock layer Site 1 Site 2 Site 3 Top layer (youngest) Sea-lily animals, armored fish, four-legged land animals, small land plants Sea-lily animals, armored fish, four-legged land animals, small land plants Sea-lily animals, armored fish, four-legged land animals, small land plants Middle layer Lamp-shelled sea animals, sea-lily animals, armored fish Lamp-shelled sea animals, armored fish Lamp-shelled sea animals, sea-lily animals, armored fish Bottom layer (oldest) Lamp-shelled sea animals, sea-lily animals Lamp-shelled sea animals, sea-lily animals Lamp-shelled sea animals, sea-lily animals Choose the TWO statements that the fossil data in Table 1 support.", "context_html": "", "options": [ { "id": "cA14", "text": "Sea-lily animals were absent from the whole region while the middle layer at Site 2 was forming.", "plain": "Sea-lily animals were absent from the whole region while the middle layer at Site 2 was forming.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "Lamp-shelled sea animals stopped appearing in the fossil record of the region before the top layer formed.", "plain": "Lamp-shelled sea animals stopped appearing in the fossil record of the region before the top layer formed.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "The bottom layer at each site formed more recently than the two rock layers lying above it.", "plain": "The bottom layer at each site formed more recently than the two rock layers lying above it.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "More different types of organisms are preserved in the top layer than in the bottom layer.", "plain": "More different types of organisms are preserved in the top layer than in the bottom layer.", "correct": true, "kind": "choice" }, { "id": "cE14", "text": "The armored fish of the middle layer are the direct ancestors of the four-legged land animals.", "plain": "The armored fish of the middle layer are the direct ancestors of the four-legged land animals.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB14", "cD14" ] }, "n_options": 5 }, { "n": 15, "item_id": "_c10fca49-0da9-42ad-b455-287fa74e9713", "type": "choice", "title": "Swallow Survey — Part A", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part A

Look at Table 1 and Figure 1. Which claim do the survey data best support?

", "prompt_plain": "Part A Look at Table 1 and Figure 1. Which claim do the survey data best support?", "context_html": "", "options": [ { "id": "cA15", "text": "Struck swallows averaged longer wings than the colony as a whole, and shorter wings became more common over the generations.", "plain": "Struck swallows averaged longer wings than the colony as a whole, and shorter wings became more common over the generations.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "The colony began dying out because vehicles struck so many of the swallows along the survey roads each year.", "plain": "The colony began dying out because vehicles struck so many of the swallows along the survey roads each year.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Most of the long-winged swallows left the roadside colonies and moved to quieter nesting sites away from traffic.", "plain": "Most of the long-winged swallows left the roadside colonies and moved to quieter nesting sites away from traffic.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Each swallow’s wings became shorter during its own life because flying near traffic wore its wing feathers down.", "plain": "Each swallow’s wings became shorter during its own life because flying near traffic wore its wing feathers down.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_424cfeeb-5e77-4da2-83a6-4f3226223e24" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA15" ] }, "n_options": 4, "passage_html": "

Cliff-Swallow Wing Survey

Cliff swallows build mud nests on highway bridges and overpasses. For 30 years, a research team drove the same roads in one county. The team counted the swallows nesting there, counted swallows found struck by vehicles, and measured wing lengths. Earlier studies of this colony showed that wing length is an inherited trait. Table 1 summarizes five survey measurements. Figure 1 shows the share of the colony at each wing length in Year 1 and in Year 30.

Table 1. Thirty-Year Survey Results

RowMeasurementYear 1Year 15Year 30
1Swallows nesting along the survey roads2,0002,6003,200
2Vehicles per day on the survey roads1,9002,0002,100
3Swallows found struck by vehicles that year20114
4Average wing length of struck swallows (mm)113112111
5Average wing length of the whole colony (mm)111108106

Figure 1. Colony Wing-Length Distributions

\"Two

", "passage_plain": "Cliff-Swallow Wing Survey Cliff swallows build mud nests on highway bridges and overpasses. For 30 years, a research team drove the same roads in one county. The team counted the swallows nesting there, counted swallows found struck by vehicles, and measured wing lengths. Earlier studies of this colony showed that wing length is an inherited trait. Table 1 summarizes five survey measurements. Figure 1 shows the share of the colony at each wing length in Year 1 and in Year 30. Table 1. Thirty-Year Survey Results Row Measurement Year 1 Year 15 Year 30 1 Swallows nesting along the survey roads 2,000 2,600 3,200 2 Vehicles per day on the survey roads 1,900 2,000 2,100 3 Swallows found struck by vehicles that year 20 11 4 4 Average wing length of struck swallows (mm) 113 112 111 5 Average wing length of the whole colony (mm) 111 108 106 Figure 1. Colony Wing-Length Distributions" }, { "n": 16, "item_id": "_04e20b6b-fb9b-418b-b558-78afee2e7cea", "type": "choice", "title": "Swallow Survey — Part B", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part B

Which two rows of Table 1 give the best evidence for your answer in Part A?

", "prompt_plain": "Part B Which two rows of Table 1 give the best evidence for your answer in Part A?", "context_html": "", "options": [ { "id": "cA16", "text": "Rows 1 and 3, which show the colony grew while yearly strikes fell as the swallows learned to dodge vehicles.", "plain": "Rows 1 and 3, which show the colony grew while yearly strikes fell as the swallows learned to dodge vehicles.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Rows 2 and 3, which show strikes fell even though traffic did not, so something about the birds changed.", "plain": "Rows 2 and 3, which show strikes fell even though traffic did not, so something about the birds changed.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Rows 1 and 5, which show the colony was growing at the same time its average wing length was falling.", "plain": "Rows 1 and 5, which show the colony was growing at the same time its average wing length was falling.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Rows 4 and 5, which show struck swallows had longer wings than average while the colony average kept falling.", "plain": "Rows 4 and 5, which show struck swallows had longer wings than average while the colony average kept falling.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_424cfeeb-5e77-4da2-83a6-4f3226223e24" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD16" ] }, "n_options": 4, "passage_html": "

Cliff-Swallow Wing Survey

Cliff swallows build mud nests on highway bridges and overpasses. For 30 years, a research team drove the same roads in one county. The team counted the swallows nesting there, counted swallows found struck by vehicles, and measured wing lengths. Earlier studies of this colony showed that wing length is an inherited trait. Table 1 summarizes five survey measurements. Figure 1 shows the share of the colony at each wing length in Year 1 and in Year 30.

Table 1. Thirty-Year Survey Results

RowMeasurementYear 1Year 15Year 30
1Swallows nesting along the survey roads2,0002,6003,200
2Vehicles per day on the survey roads1,9002,0002,100
3Swallows found struck by vehicles that year20114
4Average wing length of struck swallows (mm)113112111
5Average wing length of the whole colony (mm)111108106

Figure 1. Colony Wing-Length Distributions

\"Two

", "passage_plain": "Cliff-Swallow Wing Survey Cliff swallows build mud nests on highway bridges and overpasses. For 30 years, a research team drove the same roads in one county. The team counted the swallows nesting there, counted swallows found struck by vehicles, and measured wing lengths. Earlier studies of this colony showed that wing length is an inherited trait. Table 1 summarizes five survey measurements. Figure 1 shows the share of the colony at each wing length in Year 1 and in Year 30. Table 1. Thirty-Year Survey Results Row Measurement Year 1 Year 15 Year 30 1 Swallows nesting along the survey roads 2,000 2,600 3,200 2 Vehicles per day on the survey roads 1,900 2,000 2,100 3 Swallows found struck by vehicles that year 20 11 4 4 Average wing length of struck swallows (mm) 113 112 111 5 Average wing length of the whole colony (mm) 111 108 106 Figure 1. Colony Wing-Length Distributions" }, { "n": 17, "item_id": "_27007f36-a34b-432d-934d-8b2ff682828d", "type": "choice", "title": "Wing-Length Distributions", "standards": [ "MS-LS4-6" ], "prompt_html": "

Look at Figure 1.

Choose the TWO statements that the wing-length distributions support.

", "prompt_plain": "Look at Figure 1. Choose the TWO statements that the wing-length distributions support.", "context_html": "", "options": [ { "id": "cA17", "text": "In both years, some of the colony had wing lengths between 108 mm and 112 mm.", "plain": "In both years, some of the colony had wing lengths between 108 mm and 112 mm.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "Swallows in the colony grew shorter wings during their own lifetimes as the study years passed.", "plain": "Swallows in the colony grew shorter wings during their own lifetimes as the study years passed.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "In Year 30, the most common wing length made up a larger share of the colony than in Year 1.", "plain": "In Year 30, the most common wing length made up a larger share of the colony than in Year 1.", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "The Year 30 curve shows that the longest wings left in the colony measured about 112 mm.", "plain": "The Year 30 curve shows that the longest wings left in the colony measured about 112 mm.", "correct": false, "kind": "choice" }, { "id": "cE17", "text": "The taller Year 30 peak shows that wing lengths varied much less in Year 30 than in Year 1.", "plain": "The taller Year 30 peak shows that wing lengths varied much less in Year 30 than in Year 1.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_424cfeeb-5e77-4da2-83a6-4f3226223e24" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA17", "cC17" ] }, "n_options": 5, "passage_html": "

Cliff-Swallow Wing Survey

Cliff swallows build mud nests on highway bridges and overpasses. For 30 years, a research team drove the same roads in one county. The team counted the swallows nesting there, counted swallows found struck by vehicles, and measured wing lengths. Earlier studies of this colony showed that wing length is an inherited trait. Table 1 summarizes five survey measurements. Figure 1 shows the share of the colony at each wing length in Year 1 and in Year 30.

Table 1. Thirty-Year Survey Results

RowMeasurementYear 1Year 15Year 30
1Swallows nesting along the survey roads2,0002,6003,200
2Vehicles per day on the survey roads1,9002,0002,100
3Swallows found struck by vehicles that year20114
4Average wing length of struck swallows (mm)113112111
5Average wing length of the whole colony (mm)111108106

Figure 1. Colony Wing-Length Distributions

\"Two

", "passage_plain": "Cliff-Swallow Wing Survey Cliff swallows build mud nests on highway bridges and overpasses. For 30 years, a research team drove the same roads in one county. The team counted the swallows nesting there, counted swallows found struck by vehicles, and measured wing lengths. Earlier studies of this colony showed that wing length is an inherited trait. Table 1 summarizes five survey measurements. Figure 1 shows the share of the colony at each wing length in Year 1 and in Year 30. Table 1. Thirty-Year Survey Results Row Measurement Year 1 Year 15 Year 30 1 Swallows nesting along the survey roads 2,000 2,600 3,200 2 Vehicles per day on the survey roads 1,900 2,000 2,100 3 Swallows found struck by vehicles that year 20 11 4 4 Average wing length of struck swallows (mm) 113 112 111 5 Average wing length of the whole colony (mm) 111 108 106 Figure 1. Colony Wing-Length Distributions" }, { "n": 18, "item_id": "_b74e7f4f-17d9-44a5-9665-1d68316b6f4b", "type": "choice", "title": "One Worker or a Team", "standards": [ "MS-LS1-1" ], "prompt_html": "

Figure 1 shows two food stands. In Panel 1 (left), one worker runs a small food cart alone. In Panel 2 (right), a restaurant team is working, and each worker does one job. A student uses the two panels to model how organisms carry out life functions.

Figure 1. Two Food Stands

\"Two

Panel 1Panel 2

Which panel is the best model of a unicellular organism, and why?

", "prompt_plain": "Figure 1 shows two food stands. In Panel 1 (left), one worker runs a small food cart alone. In Panel 2 (right), a restaurant team is working, and each worker does one job. A student uses the two panels to model how organisms carry out life functions. Figure 1. Two Food Stands Panel 1 Panel 2 Which panel is the best model of a unicellular organism, and why?", "context_html": "", "options": [ { "id": "cA18", "text": "Panel 1, because a unicellular organism depends on other organisms to do all of its life functions.", "plain": "Panel 1, because a unicellular organism depends on other organisms to do all of its life functions.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "Panel 1, because a unicellular organism is a single cell that does all of its life functions itself.", "plain": "Panel 1, because a unicellular organism is a single cell that does all of its life functions itself.", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "Panel 2, because a unicellular organism divides all of its life functions among specialized cells.", "plain": "Panel 2, because a unicellular organism divides all of its life functions among specialized cells.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "Panel 2, because every cell in a unicellular organism is specialized for a single job.", "plain": "Panel 2, because every cell in a unicellular organism is specialized for a single job.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-28/images/slot18.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB18" ] }, "n_options": 4 }, { "n": 19, "item_id": "_566a5c27-2068-43ef-aaef-6f8926b56ada", "type": "hottext", "title": "Hydrangea Log Evidence", "standards": [ "MS-LS1-5" ], "prompt_html": "

Ingrid keeps a log about the hydrangea plants growing at her house. Her log is shown below. Ingrid makes this claim: “Environment, not genes alone, set the flower color of these plants.”

Select the ONE sentence from the log that best supports her claim.

", "prompt_plain": "Ingrid keeps a log about the hydrangea plants growing at her house. Her log is shown below. Ingrid makes this claim: “Environment, not genes alone, set the flower color of these plants.” Select the ONE sentence from the log that best supports her claim.", "context_html": "", "options": [ { "id": "htA19", "text": "Ingrid planted cuttings from one blue-flowered hydrangea in the north bed and the south bed at her house.", "plain": "Ingrid planted cuttings from one blue-flowered hydrangea in the north bed and the south bed at her house.", "correct": false, "kind": "hottext" }, { "id": "htB19", "text": "A soil test showed the beds differ in soil type, and roots in the north bed can take up more aluminum.", "plain": "A soil test showed the beds differ in soil type, and roots in the north bed can take up more aluminum.", "correct": false, "kind": "hottext" }, { "id": "htC19", "text": "Cuttings taken from one parent plant produced blue flowers in the north bed but pink flowers in the south bed.", "plain": "Cuttings taken from one parent plant produced blue flowers in the north bed but pink flowers in the south bed.", "correct": true, "kind": "hottext" }, { "id": "htD19", "text": "The blue flower clusters in the north bed grew larger by late summer than they were in June.", "plain": "The blue flower clusters in the north bed grew larger by late summer than they were in June.", "correct": false, "kind": "hottext" }, { "id": "htE19", "text": "Both beds received the same amount of water each week during the growing season.", "plain": "Both beds received the same amount of water each week during the growing season.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "htC19" ] }, "n_options": 5 }, { "n": 20, "item_id": "_438a2e3a-aab7-497e-8d0e-bb3376d5bd6b", "type": "choice", "title": "Egrets and Cattle", "standards": [ "MS-LS2-2" ], "prompt_html": "

White birds called cattle egrets walk close beside grazing cattle in a pasture, as shown in Figure 1. As the cattle move through the grass, they stir up insects, and the egrets catch and eat them. Careful observations show the cattle feed, move, and grow the same whether or not the egrets are present.

Figure 1. Egrets Beside Grazing Cattle

\"White

Which term best classifies the interaction between the egrets and the cattle?

", "prompt_plain": "White birds called cattle egrets walk close beside grazing cattle in a pasture, as shown in Figure 1. As the cattle move through the grass, they stir up insects, and the egrets catch and eat them. Careful observations show the cattle feed, move, and grow the same whether or not the egrets are present. Figure 1. Egrets Beside Grazing Cattle Which term best classifies the interaction between the egrets and the cattle?", "context_html": "", "options": [ { "id": "cA20", "text": "commensalism", "plain": "commensalism", "correct": true, "kind": "choice" }, { "id": "cB20", "text": "competition", "plain": "competition", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "mutualism", "plain": "mutualism", "correct": false, "kind": "choice" }, { "id": "cD20", "text": "parasitism", "plain": "parasitism", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-28/images/slot20.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA20" ] }, "n_options": 4 }, { "n": 21, "item_id": "_cbcbc6e6-6797-4351-bbda-907cfe6f0a65", "type": "choice", "title": "Oldest Layer of the Pit Wall", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Look at Figure 1. Which layer of the pit wall formed first?

", "prompt_plain": "Look at Figure 1. Which layer of the pit wall formed first?", "context_html": "", "options": [ { "id": "cA21", "text": "The topsoil layer at the top of the wall", "plain": "The topsoil layer at the top of the wall", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The thick layer of sand and gravel being mined", "plain": "The thick layer of sand and gravel being mined", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "The mudstone layer that holds the leaf fossils", "plain": "The mudstone layer that holds the leaf fossils", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "The limestone layer that holds the shell fossils", "plain": "The limestone layer that holds the shell fossils", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_20aaafd4-8d14-42f6-b979-c072d1ba85d8" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD21" ] }, "n_options": 4, "passage_html": "

County Gravel-Pit Permit

A company asks the county for a permit to expand its gravel pit. Long ago, an ice sheet covered land north of this county, and rivers of meltwater flowed from its edge as it melted. The permit packet holds two exhibits. Figure 1 is a cross-section of the pit’s west wall. The wall holds four layers. From top to bottom they are topsoil, sand and gravel, mudstone with leaf fossils, and limestone with shell fossils. The company digs sand and gravel from the thick second layer. The layers lie flat and have never been folded or overturned. The pit’s pebbles and sand grains are rounded and sorted by size. Figure 2 is a county map. On the map, dots mark known sand-and-gravel deposits and the star marks this pit. The solid line marks the river that flows through the county today.

Figure 1. Cross-Section of the West Wall

\"A

Figure 2. Map of the County

\"A

", "passage_plain": "County Gravel-Pit Permit A company asks the county for a permit to expand its gravel pit. Long ago, an ice sheet covered land north of this county, and rivers of meltwater flowed from its edge as it melted. The permit packet holds two exhibits. Figure 1 is a cross-section of the pit’s west wall. The wall holds four layers. From top to bottom they are topsoil, sand and gravel, mudstone with leaf fossils, and limestone with shell fossils. The company digs sand and gravel from the thick second layer. The layers lie flat and have never been folded or overturned. The pit’s pebbles and sand grains are rounded and sorted by size. Figure 2 is a county map. On the map, dots mark known sand-and-gravel deposits and the star marks this pit. The solid line marks the river that flows through the county today. Figure 1. Cross-Section of the West Wall Figure 2. Map of the County" }, { "n": 22, "item_id": "_f77c792b-a47a-4c67-b3e9-0edd9ba4042f", "type": "choice", "title": "Deposit Band Across the County", "standards": [ "MS-ESS3-1" ], "prompt_html": "

Look at Figure 2. Which explanation best accounts for the pattern of sand-and-gravel deposits shown on the map?

", "prompt_plain": "Look at Figure 2. Which explanation best accounts for the pattern of sand-and-gravel deposits shown on the map?", "context_html": "", "options": [ { "id": "cA22", "text": "Bedrock beneath the band weathered into loose sand and gravel in place, long after the meltwater rivers dried up.", "plain": "Bedrock beneath the band weathered into loose sand and gravel in place, long after the meltwater rivers dried up.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "Meltwater rivers slowed and dropped the sand and gravel they carried, so the deposits trace old river paths.", "plain": "Meltwater rivers slowed and dropped the sand and gravel they carried, so the deposits trace old river paths.", "correct": true, "kind": "choice" }, { "id": "cC22", "text": "Flooding from today’s river spreads a fresh layer of sand and gravel across the band every spring.", "plain": "Flooding from today’s river spreads a fresh layer of sand and gravel across the band every spring.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "Groundwater moving beneath the county slowly carried the sand and gravel upward from deep bedrock layers.", "plain": "Groundwater moving beneath the county slowly carried the sand and gravel upward from deep bedrock layers.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_20aaafd4-8d14-42f6-b979-c072d1ba85d8" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB22" ] }, "n_options": 4, "passage_html": "

County Gravel-Pit Permit

A company asks the county for a permit to expand its gravel pit. Long ago, an ice sheet covered land north of this county, and rivers of meltwater flowed from its edge as it melted. The permit packet holds two exhibits. Figure 1 is a cross-section of the pit’s west wall. The wall holds four layers. From top to bottom they are topsoil, sand and gravel, mudstone with leaf fossils, and limestone with shell fossils. The company digs sand and gravel from the thick second layer. The layers lie flat and have never been folded or overturned. The pit’s pebbles and sand grains are rounded and sorted by size. Figure 2 is a county map. On the map, dots mark known sand-and-gravel deposits and the star marks this pit. The solid line marks the river that flows through the county today.

Figure 1. Cross-Section of the West Wall

\"A

Figure 2. Map of the County

\"A

", "passage_plain": "County Gravel-Pit Permit A company asks the county for a permit to expand its gravel pit. Long ago, an ice sheet covered land north of this county, and rivers of meltwater flowed from its edge as it melted. The permit packet holds two exhibits. Figure 1 is a cross-section of the pit’s west wall. The wall holds four layers. From top to bottom they are topsoil, sand and gravel, mudstone with leaf fossils, and limestone with shell fossils. The company digs sand and gravel from the thick second layer. The layers lie flat and have never been folded or overturned. The pit’s pebbles and sand grains are rounded and sorted by size. Figure 2 is a county map. On the map, dots mark known sand-and-gravel deposits and the star marks this pit. The solid line marks the river that flows through the county today. Figure 1. Cross-Section of the West Wall Figure 2. Map of the County" }, { "n": 23, "item_id": "_5a373e25-4315-4dd3-9ec4-3f2ff1188a2d", "type": "order", "title": "Station Distances from the Epicenter", "standards": [ "MS-ESS3-2" ], "prompt_html": "

An earthquake shakes a region. Seismometers at three monitoring stations record the ground shaking. Each seismometer draws a record of the shaking, called a seismogram. The picture shows the three seismograms. All three recordings begin at the same moment and share the same time scale. On each seismogram, the flat line ends and strong shaking begins at the moment the first waves arrive at that station. Waves from an earthquake spread out in all directions from the epicenter, the point on the surface directly above where the earthquake begins.

\"Three

Seismograms, top to bottom: Station 1, Station 2, Station 3.

 

Drag the stations into order by their distance from the epicenter. Put the closest station first and the farthest station last.

", "prompt_plain": "An earthquake shakes a region. Seismometers at three monitoring stations record the ground shaking. Each seismometer draws a record of the shaking, called a seismogram. The picture shows the three seismograms. All three recordings begin at the same moment and share the same time scale. On each seismogram, the flat line ends and strong shaking begins at the moment the first waves arrive at that station. Waves from an earthquake spread out in all directions from the epicenter, the point on the surface directly above where the earthquake begins. Seismograms, top to bottom: Station 1, Station 2, Station 3. Drag the stations into order by their distance from the epicenter. Put the closest station first and the farthest station last.", "context_html": "", "options": [ { "id": "s23b", "text": "Station 1", "plain": "Station 1", "correct": true, "kind": "choice" }, { "id": "s23a", "text": "Station 2", "plain": "Station 2", "correct": true, "kind": "choice" }, { "id": "s23c", "text": "Station 3", "plain": "Station 3", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-28/images/slot23.png" ], "stimulus_ids": [], "key_letters": "A, B, C", "key_values": { "RESPONSE": [ "s23a", "s23b", "s23c" ] }, "n_options": 3 }, { "n": 24, "item_id": "_9b232ddb-f133-4123-80ff-677700adf040", "type": "choice", "title": "Dark-Sky Ordinance — Part A", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1 together.

Which claim do the five years of records best support?

", "prompt_plain": "Part A Look at Figure 1 and Table 1 together. Which claim do the five years of records best support?", "context_html": "", "options": [ { "id": "cA24", "text": "The sky above the park stayed about as bright as it had been five years earlier.", "plain": "The sky above the park stayed about as bright as it had been five years earlier.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "The sky above the park grew brighter because moonlight grew stronger each year of the study.", "plain": "The sky above the park grew brighter because moonlight grew stronger each year of the study.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "The sky above the park grew brighter each year in step with the number of open-top fixtures.", "plain": "The sky above the park grew brighter each year in step with the number of open-top fixtures.", "correct": true, "kind": "choice" }, { "id": "cD24", "text": "The sky above the park grew darker each year as the town added more outdoor light fixtures.", "plain": "The sky above the park grew darker each year as the town added more outdoor light fixtures.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0b06cb71-b440-44b1-9d5c-82d25e85b3b0" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC24" ] }, "n_options": 4, "passage_html": "

Dark-Sky Ordinance Debate

A town council is debating a lighting ordinance. For five years, volunteers measured the brightness of the night sky above the town park. They used the same sky-brightness meter at 10 p.m. on clear, moonless nights. A higher reading means a brighter night sky. Figure 1 shows the yearly average readings. Table 1 shows the town’s records of outdoor light fixtures. A fixture with an open top lets part of its light shine upward into the sky. Table 2 lists the options in the proposed ordinance.

Figure 1. Average Sky Brightness by Year

\"A

Table 1. Outdoor Light Fixtures

YearAll outdoor fixturesFixtures with open tops
11,200900
21,3501,050
31,5001,200
41,7501,400
52,0001,650

Table 2. Ordinance Options

OptionWhat it requires
Shielded fixturesEvery outdoor fixture gets a solid top cover over its bulb.
Midnight curfewAll outdoor lights turn off from midnight until sunrise.
Bulb swapEvery fixture keeps its open top but uses a bulb that gives the same brightness with less energy.
Tree screenTall evergreen trees are planted around the spot in the park where the meter is used.
", "passage_plain": "Dark-Sky Ordinance Debate A town council is debating a lighting ordinance. For five years, volunteers measured the brightness of the night sky above the town park. They used the same sky-brightness meter at 10 p.m. on clear, moonless nights. A higher reading means a brighter night sky. Figure 1 shows the yearly average readings. Table 1 shows the town’s records of outdoor light fixtures. A fixture with an open top lets part of its light shine upward into the sky. Table 2 lists the options in the proposed ordinance. Figure 1. Average Sky Brightness by Year Table 1. Outdoor Light Fixtures Year All outdoor fixtures Fixtures with open tops 1 1,200 900 2 1,350 1,050 3 1,500 1,200 4 1,750 1,400 5 2,000 1,650 Table 2. Ordinance Options Option What it requires Shielded fixtures Every outdoor fixture gets a solid top cover over its bulb. Midnight curfew All outdoor lights turn off from midnight until sunrise. Bulb swap Every fixture keeps its open top but uses a bulb that gives the same brightness with less energy. Tree screen Tall evergreen trees are planted around the spot in the park where the meter is used." }, { "n": 25, "item_id": "_3af6738d-3b7e-49e4-a2cd-77da13a9bdc8", "type": "choice", "title": "Dark-Sky Ordinance — Part B", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part B

Look at Table 2. Based on your answer in Part A, which option would best address the change in the night sky, and why?

", "prompt_plain": "Part B Look at Table 2. Based on your answer in Part A, which option would best address the change in the night sky, and why?", "context_html": "", "options": [ { "id": "cA25", "text": "Require the shielded fixtures, because the brightness rise tracked the open-top fixtures, whose upward light the covers block.", "plain": "Require the shielded fixtures, because the brightness rise tracked the open-top fixtures, whose upward light the covers block.", "correct": true, "kind": "choice" }, { "id": "cB25", "text": "Set the midnight curfew, because turning lights off at midnight would lower the 10 p.m. readings.", "plain": "Set the midnight curfew, because turning lights off at midnight would lower the 10 p.m. readings.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "Order the bulb swap, because a bulb that uses less energy must also send less light upward.", "plain": "Order the bulb swap, because a bulb that uses less energy must also send less light upward.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "Plant the tree screen, because readings taken under the trees would show a darker night sky.", "plain": "Plant the tree screen, because readings taken under the trees would show a darker night sky.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0b06cb71-b440-44b1-9d5c-82d25e85b3b0" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA25" ] }, "n_options": 4, "passage_html": "

Dark-Sky Ordinance Debate

A town council is debating a lighting ordinance. For five years, volunteers measured the brightness of the night sky above the town park. They used the same sky-brightness meter at 10 p.m. on clear, moonless nights. A higher reading means a brighter night sky. Figure 1 shows the yearly average readings. Table 1 shows the town’s records of outdoor light fixtures. A fixture with an open top lets part of its light shine upward into the sky. Table 2 lists the options in the proposed ordinance.

Figure 1. Average Sky Brightness by Year

\"A

Table 1. Outdoor Light Fixtures

YearAll outdoor fixturesFixtures with open tops
11,200900
21,3501,050
31,5001,200
41,7501,400
52,0001,650

Table 2. Ordinance Options

OptionWhat it requires
Shielded fixturesEvery outdoor fixture gets a solid top cover over its bulb.
Midnight curfewAll outdoor lights turn off from midnight until sunrise.
Bulb swapEvery fixture keeps its open top but uses a bulb that gives the same brightness with less energy.
Tree screenTall evergreen trees are planted around the spot in the park where the meter is used.
", "passage_plain": "Dark-Sky Ordinance Debate A town council is debating a lighting ordinance. For five years, volunteers measured the brightness of the night sky above the town park. They used the same sky-brightness meter at 10 p.m. on clear, moonless nights. A higher reading means a brighter night sky. Figure 1 shows the yearly average readings. Table 1 shows the town’s records of outdoor light fixtures. A fixture with an open top lets part of its light shine upward into the sky. Table 2 lists the options in the proposed ordinance. Figure 1. Average Sky Brightness by Year Table 1. Outdoor Light Fixtures Year All outdoor fixtures Fixtures with open tops 1 1,200 900 2 1,350 1,050 3 1,500 1,200 4 1,750 1,400 5 2,000 1,650 Table 2. Ordinance Options Option What it requires Shielded fixtures Every outdoor fixture gets a solid top cover over its bulb. Midnight curfew All outdoor lights turn off from midnight until sunrise. Bulb swap Every fixture keeps its open top but uses a bulb that gives the same brightness with less energy. Tree screen Tall evergreen trees are planted around the spot in the park where the meter is used." }, { "n": 26, "item_id": "_7cc68aff-fc1a-45e2-84e0-0e62125805ca", "type": "choice", "title": "Carbon Dioxide Model Predictions", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Scientists enter different carbon dioxide levels into a computer model of Earth’s atmosphere. For each level, the model predicts Earth’s average global surface temperature. Table 1 shows the model results.

Table 1. Model Results

Carbon dioxide level entered (parts per million)Predicted average global surface temperature (°C)
30013.9
40014.8
50015.6
60016.3

Which statement do the model results best support?

", "prompt_plain": "Scientists enter different carbon dioxide levels into a computer model of Earth’s atmosphere. For each level, the model predicts Earth’s average global surface temperature. Table 1 shows the model results. Table 1. Model Results Carbon dioxide level entered (parts per million) Predicted average global surface temperature (°C) 300 13.9 400 14.8 500 15.6 600 16.3 Which statement do the model results best support?", "context_html": "", "options": [ { "id": "cA26", "text": "Raising the carbon dioxide level has no effect on the prediction until the level passes 500 parts per million.", "plain": "Raising the carbon dioxide level has no effect on the prediction until the level passes 500 parts per million.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Each higher carbon dioxide level leads the model to predict a warmer average global surface temperature for Earth.", "plain": "Each higher carbon dioxide level leads the model to predict a warmer average global surface temperature for Earth.", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "A warmer average global temperature causes the carbon dioxide level in the model to rise over time.", "plain": "A warmer average global temperature causes the carbon dioxide level in the model to rise over time.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Doubling the carbon dioxide level from 300 to 600 parts per million doubles the predicted temperature.", "plain": "Doubling the carbon dioxide level from 300 to 600 parts per million doubles the predicted temperature.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_6aa3fc18-6d53-40d7-acbd-fe7c429938e5", "type": "choice", "title": "Shower-House Water Records", "standards": [ "MS-ESS3-4" ], "prompt_html": "

A campground office uses a water meter to track all of the water used at its shower house. Table 1 shows three months of meter records. Table 2 shows the average water each visitor used.

Table 1. Shower-House Meter Records

MonthCampground visitorsTotal water used (liters)
June80064,000
July1,600120,000
August2,000144,000

Table 2. Water Used per Visitor

MonthAverage water used per visitor (liters)
June80
July75
August72

Select the TWO statements that the data in Table 1 and Table 2 support.

", "prompt_plain": "A campground office uses a water meter to track all of the water used at its shower house. Table 1 shows three months of meter records. Table 2 shows the average water each visitor used. Table 1. Shower-House Meter Records Month Campground visitors Total water used (liters) June 800 64,000 July 1,600 120,000 August 2,000 144,000 Table 2. Water Used per Visitor Month Average water used per visitor (liters) June 80 July 75 August 72 Select the TWO statements that the data in Table 1 and Table 2 support.", "context_html": "", "options": [ { "id": "cA27", "text": "On average, each visitor used less water in August than in June.", "plain": "On average, each visitor used less water in August than in June.", "correct": true, "kind": "choice" }, { "id": "cB27", "text": "Total water use rose from June to August because each visitor used more water.", "plain": "Total water use rose from June to August because each visitor used more water.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "Total water use rose from June to August as the number of visitors rose.", "plain": "Total water use rose from June to August as the number of visitors rose.", "correct": true, "kind": "choice" }, { "id": "cD27", "text": "The average water used per visitor stayed the same in all three months.", "plain": "The average water used per visitor stayed the same in all three months.", "correct": false, "kind": "choice" }, { "id": "cE27", "text": "Total water use fell in August because each visitor used less water on average.", "plain": "Total water use fell in August because each visitor used less water on average.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA27", "cC27" ] }, "n_options": 5 }, { "n": 28, "item_id": "_90e58000-3067-4c72-b9a9-58fe6ba045a1", "type": "text-entry", "title": "Hallway Solar System Model", "standards": [ "MS-ESS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A hallway scale model of the solar system uses this scale: 1 centimeter on the floor stands for 100,000 kilometers of real distance. Mercury’s average distance from the Sun is about 58,000,000 kilometers.

\"A

How many centimeters from the model Sun should the model Mercury sit?

Give your answer as a whole number (e.g., 25).

Number of centimeters:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-28/images/slot28.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "580" ] }, "n_options": 0 }, { "n": 29, "item_id": "_ee72cf8d-7b52-4fd4-9138-8cf3373a42c7", "type": "choice", "title": "Cold Front Forecast Maps", "standards": [ "MS-ESS2-5" ], "prompt_html": "

The maps show a weather service’s forecast for the same region on two days in early summer. On both maps, the star marks a town, and the line with triangles marks a cold front moving east.

\"Two

The left map shows the Day 1 forecast, and the right map shows the Day 2 forecast.

Look at the maps. Which weather will the town most likely experience between the Day 1 forecast and the Day 2 forecast?

", "prompt_plain": "The maps show a weather service’s forecast for the same region on two days in early summer. On both maps, the star marks a town, and the line with triangles marks a cold front moving east. The left map shows the Day 1 forecast, and the right map shows the Day 2 forecast. Look at the maps. Which weather will the town most likely experience between the Day 1 forecast and the Day 2 forecast?", "context_html": "", "options": [ { "id": "cA29", "text": "A short period of showers and gusty winds, then cooler and drier air.", "plain": "A short period of showers and gusty winds, then cooler and drier air.", "correct": true, "kind": "choice" }, { "id": "cB29", "text": "Several days of steady, light rain, then warmer and more humid air.", "plain": "Several days of steady, light rain, then warmer and more humid air.", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "A slow, steady warming with no rain as the two air masses mix.", "plain": "A slow, steady warming with no rain as the two air masses mix.", "correct": false, "kind": "choice" }, { "id": "cD29", "text": "Several hours of heavy snow as the cold air freezes the rain.", "plain": "Several hours of heavy snow as the cold air freezes the rain.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-28/images/slot29_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA29" ] }, "n_options": 4 }, { "n": 30, "item_id": "_0c9b853a-d3e5-4afe-a836-161f9e5bdccb", "type": "choice", "title": "Skater Kinetic Energy Graph", "standards": [ "MS-PS3-1" ], "prompt_html": "

The graph shows the kinetic energy of four skaters at a skating rink. All four skaters move at the same speed, but their masses differ.

\"A

Which description fits the pattern in the graph?

", "prompt_plain": "The graph shows the kinetic energy of four skaters at a skating rink. All four skaters move at the same speed, but their masses differ. Which description fits the pattern in the graph?", "context_html": "", "options": [ { "id": "cA30", "text": "Each time a skater’s mass becomes twice as large, the skater’s kinetic energy becomes four times as large.", "plain": "Each time a skater’s mass becomes twice as large, the skater’s kinetic energy becomes four times as large.", "correct": false, "kind": "choice" }, { "id": "cB30", "text": "Every skater has the same kinetic energy because all of the skaters move at the same speed.", "plain": "Every skater has the same kinetic energy because all of the skaters move at the same speed.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "Each time a skater’s mass becomes twice as large, the skater’s kinetic energy also becomes twice as large.", "plain": "Each time a skater’s mass becomes twice as large, the skater’s kinetic energy also becomes twice as large.", "correct": true, "kind": "choice" }, { "id": "cD30", "text": "Kinetic energy rises with mass for the lighter skaters but levels off for the heavier skaters.", "plain": "Kinetic energy rises with mass for the lighter skaters but levels off for the heavier skaters.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-28/images/slot30.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_0334c622-dd56-4f53-b917-596519cb6ef7", "type": "portable-custom", "title": "Sled Load Kinetic Energy", "standards": [ "MS-PS3-1" ], "prompt_html": "

A battery-powered tow sled hauls supply crates across a flat, snow-covered yard. In a test, the sled makes one run with each of three loads, always moving at the same constant speed of 2 meters per second. A sensor measured the sled’s kinetic energy during the Load A run only. Table 1 shows the three test loads.

Table 1. Sled Test Loads

LoadTotal mass of sled and crates (kg)Measured kinetic energy (J)
Load A2040
Load B40not measured
Load C60not measured

Use Table 1. For Loads B and C, figure out the sled’s kinetic energy from how kinetic energy changes with mass at a constant speed. Drag each load’s bar to show the sled’s kinetic energy during its run.

", "prompt_plain": "A battery-powered tow sled hauls supply crates across a flat, snow-covered yard. In a test, the sled makes one run with each of three loads, always moving at the same constant speed of 2 meters per second. A sensor measured the sled’s kinetic energy during the Load A run only. Table 1 shows the three test loads. Table 1. Sled Test Loads Load Total mass of sled and crates (kg) Measured kinetic energy (J) Load A 20 40 Load B 40 not measured Load C 60 not measured Use Table 1. For Loads B and C, figure out the sled’s kinetic energy from how kinetic energy changes with mass at a constant speed. Drag each load’s bar to show the sled’s kinetic energy during its run.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"Load A\",\"y\":40},{\"x\":\"Load B\",\"y\":80},{\"x\":\"Load C\",\"y\":120}]" ] }, "n_options": 0 }, { "n": 32, "item_id": "_595d8e99-1b22-4f3e-9b04-be73dab37472", "type": "text-entry", "title": "Ribbon Wavelength", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

At a rhythmic-gymnastics practice, a slow-motion video shows waves traveling along a performer’s long ribbon, as in Figure 1. The waves move along the ribbon at a speed of 6 meters per second. The performer’s hand makes 2 complete waves each second, so the wave frequency is 2 hertz. For any wave, wave speed = frequency x wavelength.

Figure 1. Waves on the Ribbon

\"A

What is the wavelength, in meters, of the waves on the ribbon?

Give your answer as a whole number (e.g., 10).

Wavelength in meters:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-28/images/slot32_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 33, "item_id": "_e1c9cd89-de09-4fb8-ae3f-3aaa01d42bbf", "type": "inline-choice", "title": "Bar Magnet Set-Ups", "standards": [ "MS-PS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A class investigates how two bar magnets interact. Magnet 1 is longer and heavier than Magnet 2. The class places both magnets on a smooth table in the three set-ups described in Table 1 and releases them from rest each time.

Table 1. The Three Set-Ups

Set-upHow the magnets are placed
Set-up 1N pole of Magnet 1 facing N pole of Magnet 2, 2 centimeters apart
Set-up 2N pole of Magnet 1 facing S pole of Magnet 2, 2 centimeters apart
Set-up 3N pole of Magnet 1 facing N pole of Magnet 2, 10 centimeters apart

Complete the statements about the investigation.

In Set-up 1, the two magnets . In every set-up, the force Magnet 1 exerts on Magnet 2 is the force Magnet 2 exerts on Magnet 1.

", "options": [ { "id": "cD1O105ef443e", "text": "pull toward each other", "plain": "pull toward each other", "correct": false, "kind": "inline" }, { "id": "cD1Oae3690810", "text": "push away from each other", "plain": "push away from each other", "correct": true, "kind": "inline" }, { "id": "cD1O03b4237ed", "text": "neither push nor pull until they touch", "plain": "neither push nor pull until they touch", "correct": false, "kind": "inline" }, { "id": "cD2O613829723", "text": "equal in size to", "plain": "equal in size to", "correct": true, "kind": "inline" }, { "id": "cD2O3eef1d198", "text": "larger than", "plain": "larger than", "correct": false, "kind": "inline" }, { "id": "cD2O58d64d0fe", "text": "smaller than", "plain": "smaller than", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1Oae3690810" ], "RESPONSE2": [ "cD2O613829723" ] }, "n_options": 6 }, { "n": 34, "item_id": "_354981be-a89b-4fa6-ac89-bf01251c86c0", "type": "choice", "title": "Cooler Lid Redesign", "standards": [ "MS-PS3-3" ], "prompt_html": "

A family packs food and ice packs in a plastic cooler for a long day trip. The cooler’s lid is a thin plastic shell with a single thin foam layer inside, shown in Figure 1. The family asks a repair shop about changing the lid so the ice stays frozen longer.

Figure 1. The Cooler Lid

\"Cutaway

Which lid change would most likely keep the ice frozen the longest?

", "prompt_plain": "A family packs food and ice packs in a plastic cooler for a long day trip. The cooler’s lid is a thin plastic shell with a single thin foam layer inside, shown in Figure 1. The family asks a repair shop about changing the lid so the ice stays frozen longer. Figure 1. The Cooler Lid Which lid change would most likely keep the ice frozen the longest?", "context_html": "", "options": [ { "id": "cA34", "text": "Cut two small vents in the lid so outside air can flow over the ice packs.", "plain": "Cut two small vents in the lid so outside air can flow over the ice packs.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "Paint the inside of the lid black so it soaks up warmth before the warmth reaches the ice.", "plain": "Paint the inside of the lid black so it soaks up warmth before the warmth reaches the ice.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Add a second foam layer inside the lid so the foam is twice as thick.", "plain": "Add a second foam layer inside the lid so the foam is twice as thick.", "correct": true, "kind": "choice" }, { "id": "cD34", "text": "Replace the lid with a solid steel lid, because steel feels colder than plastic.", "plain": "Replace the lid with a solid steel lid, because steel feels colder than plastic.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-28/images/slot34_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_042cbe4b-1f6e-46a6-b44c-00db92b48fe6", "type": "inline-choice", "title": "Smart-Meter Readings", "standards": [ "MS-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

During storms, electrical noise weakens signals on the utility’s radio network.

Complete the statements about the smart-meter readings.

Each reading leaves the smart meter as . If noise weakens the signal on its way to the billing office, the value that finally gets recorded .

", "options": [ { "id": "cD1Ob60754123", "text": "a smooth radio wave whose height rises and falls with the home’s electricity use", "plain": "a smooth radio wave whose height rises and falls with the home’s electricity use", "correct": false, "kind": "inline" }, { "id": "cD1O976439673", "text": "a boosted, extra-strong copy of the meter’s measurement", "plain": "a boosted, extra-strong copy of the meter’s measurement", "correct": false, "kind": "inline" }, { "id": "cD1Oef6e38aeb", "text": "a pattern of pulses that stands for the digits of the reading", "plain": "a pattern of pulses that stands for the digits of the reading", "correct": true, "kind": "inline" }, { "id": "cD2O779f3b09b", "text": "is not changed", "plain": "is not changed", "correct": true, "kind": "inline" }, { "id": "cD2Of7dfd22ac", "text": "comes out slightly lower than the meter shows", "plain": "comes out slightly lower than the meter shows", "correct": false, "kind": "inline" }, { "id": "cD2Of9ca60bc5", "text": "collects small errors that grow over the year", "plain": "collects small errors that grow over the year", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_b03f0272-687b-4241-b02a-12e8eeb01d03" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1Oef6e38aeb" ], "RESPONSE2": [ "cD2O779f3b09b" ] }, "n_options": 6, "passage_html": "

Smart-Meter Rollout

A power utility is replacing the old analog electricity meters in one town. An analog meter shows a home’s electricity use on small spinning dials. Each month a worker visits, reads the dials by eye, and writes the number down. A smart meter measures the same electricity use, but it stores each reading as a number and sends it to the billing office over the utility’s radio network. Figure 1 shows the two meter types. The utility tracked reading errors for the same 400 homes for one year before the rollout and one year after it. Late analog readings came from missed home visits. Late smart-meter readings came from radio re-sends during storms. Table 1 shows the two error logs.

Figure 1. The Two Meter Types

\"An

Table 1. Meter-Reading Error Logs (400 homes, one year each)

What the log countedAnalog yearSmart-meter year
Recorded readings that did not match the meter620
Readings that arrived late219
", "passage_plain": "Smart-Meter Rollout A power utility is replacing the old analog electricity meters in one town. An analog meter shows a home’s electricity use on small spinning dials. Each month a worker visits, reads the dials by eye, and writes the number down. A smart meter measures the same electricity use, but it stores each reading as a number and sends it to the billing office over the utility’s radio network. Figure 1 shows the two meter types. The utility tracked reading errors for the same 400 homes for one year before the rollout and one year after it. Late analog readings came from missed home visits. Late smart-meter readings came from radio re-sends during storms. Table 1 shows the two error logs. Figure 1. The Two Meter Types Table 1. Meter-Reading Error Logs (400 homes, one year each) What the log counted Analog year Smart-meter year Recorded readings that did not match the meter 62 0 Readings that arrived late 21 9" }, { "n": 36, "item_id": "_ccdb2a90-8ea0-4911-a8d6-87fc4c796b8f", "type": "choice", "title": "Meter Rollout Evidence", "standards": [ "MS-PS4-3" ], "prompt_html": "

A town-council member reads Table 1 and claims the rollout made the town’s recorded readings more trustworthy.

Which statement about the two error logs best supports the claim?

", "prompt_plain": "A town-council member reads Table 1 and claims the rollout made the town’s recorded readings more trustworthy. Which statement about the two error logs best supports the claim?", "context_html": "", "options": [ { "id": "cA36", "text": "Mismatched readings fell from 62 in the analog year to zero, even though some smart-meter signals needed storm re-sends.", "plain": "Mismatched readings fell from 62 in the analog year to zero, even though some smart-meter signals needed storm re-sends.", "correct": true, "kind": "choice" }, { "id": "cB36", "text": "Late readings fell from 21 to 9, which shows the smart meters’ numbers now match each home’s meter.", "plain": "Late readings fell from 21 to 9, which shows the smart meters’ numbers now match each home’s meter.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "The radio re-sends during storms show that noisy signals still change some of the values that get recorded.", "plain": "The radio re-sends during storms show that noisy signals still change some of the values that get recorded.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "The smart meters never miss a home visit, so they measure each home’s electricity use more accurately than dials do.", "plain": "The smart meters never miss a home visit, so they measure each home’s electricity use more accurately than dials do.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b03f0272-687b-4241-b02a-12e8eeb01d03" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA36" ] }, "n_options": 4, "passage_html": "

Smart-Meter Rollout

A power utility is replacing the old analog electricity meters in one town. An analog meter shows a home’s electricity use on small spinning dials. Each month a worker visits, reads the dials by eye, and writes the number down. A smart meter measures the same electricity use, but it stores each reading as a number and sends it to the billing office over the utility’s radio network. Figure 1 shows the two meter types. The utility tracked reading errors for the same 400 homes for one year before the rollout and one year after it. Late analog readings came from missed home visits. Late smart-meter readings came from radio re-sends during storms. Table 1 shows the two error logs.

Figure 1. The Two Meter Types

\"An

Table 1. Meter-Reading Error Logs (400 homes, one year each)

What the log countedAnalog yearSmart-meter year
Recorded readings that did not match the meter620
Readings that arrived late219
", "passage_plain": "Smart-Meter Rollout A power utility is replacing the old analog electricity meters in one town. An analog meter shows a home’s electricity use on small spinning dials. Each month a worker visits, reads the dials by eye, and writes the number down. A smart meter measures the same electricity use, but it stores each reading as a number and sends it to the billing office over the utility’s radio network. Figure 1 shows the two meter types. The utility tracked reading errors for the same 400 homes for one year before the rollout and one year after it. Late analog readings came from missed home visits. Late smart-meter readings came from radio re-sends during storms. Table 1 shows the two error logs. Figure 1. The Two Meter Types Table 1. Meter-Reading Error Logs (400 homes, one year each) What the log counted Analog year Smart-meter year Recorded readings that did not match the meter 62 0 Readings that arrived late 21 9" }, { "n": 37, "item_id": "_88327b7c-7bc2-4baf-905d-4c932746959b", "type": "choice", "title": "Fountain Problem Statements", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A school’s hallway drinking fountain is worn out, and the student council will fund a replacement project. Four design teams each wrote a one-sentence problem statement for the project.

Which statement best defines the design problem, including its criteria and constraints?

", "prompt_plain": "A school’s hallway drinking fountain is worn out, and the student council will fund a replacement project. Four design teams each wrote a one-sentence problem statement for the project. Which statement best defines the design problem, including its criteria and constraints?", "context_html": "", "options": [ { "id": "cA37", "text": "Our school should buy the AquaStream bottle-filler station right away, because the same model has worked for three years at the public library downtown.", "plain": "Our school should buy the AquaStream bottle-filler station right away, because the same model has worked for three years at the public library downtown.", "correct": false, "kind": "choice" }, { "id": "cB37", "text": "Students need a fountain that fills a bottle in under 20 seconds, uses the hallway’s existing plumbing, and costs no more than the council’s 1,500 dollars.", "plain": "Students need a fountain that fills a bottle in under 20 seconds, uses the hallway’s existing plumbing, and costs no more than the council’s 1,500 dollars.", "correct": true, "kind": "choice" }, { "id": "cC37", "text": "The hallway fountain is out of date and embarrassing, so the school needs a much better fountain that students will actually be excited to use.", "plain": "The hallway fountain is out of date and embarrassing, so the school needs a much better fountain that students will actually be excited to use.", "correct": false, "kind": "choice" }, { "id": "cD37", "text": "Any new fountain must be installed during the two-week winter break and must not block the hallway, so the teams should plan their work schedules carefully.", "plain": "Any new fountain must be installed during the two-week winter break and must not block the hallway, so the teams should plan their work schedules carefully.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB37" ] }, "n_options": 4 }, { "n": 38, "item_id": "_6018fcf2-0bcb-4b90-8f93-ae6e0389216f", "type": "choice", "title": "Aerator Schedule Trade-Off", "standards": [ "MS-ETS1-2" ], "prompt_html": "

The keeper compares the two schedules before choosing one.

Which claim about the two schedules do Table 1 and Table 2 together best support?

", "prompt_plain": "The keeper compares the two schedules before choosing one. Which claim about the two schedules do Table 1 and Table 2 together best support?", "context_html": "", "options": [ { "id": "cA38", "text": "Schedule 1 keeps the pond’s oxygen just as high as Schedule 2 while costing about a third as much to run.", "plain": "Schedule 1 keeps the pond’s oxygen just as high as Schedule 2 while costing about a third as much to run.", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Schedule 2’s higher electricity cost shows the pond was losing its oxygen faster during the late-June test week.", "plain": "Schedule 2’s higher electricity cost shows the pond was losing its oxygen faster during the late-June test week.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Schedule 1’s short bursts add oxygen faster than nonstop running, which is why Schedule 1 costs less each month.", "plain": "Schedule 1’s short bursts add oxygen faster than nonstop running, which is why Schedule 1 costs less each month.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Schedule 2 keeps overnight oxygen higher than Schedule 1 does, but it costs about three times as much each month.", "plain": "Schedule 2 keeps overnight oxygen higher than Schedule 1 does, but it costs about three times as much each month.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_616b9b44-1097-4bd1-84af-9fb0a876f72d" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD38" ] }, "n_options": 4, "passage_html": "

Fish-Pond Aerator Timer

A pond keeper raises fish in a small outdoor pond. An electric aerator bubbles air through the water, which raises the dissolved oxygen the fish need. The keeper wants every overnight oxygen reading to stay at or above 6.0 milligrams per liter (mg/L), with a low electricity bill. The aerator’s timer can follow either of two run schedules. Schedule 1 runs the aerator for a 15-minute burst every two hours between 8 p.m. and 6 a.m. Schedule 2 runs the aerator nonstop from 10 p.m. to 6 a.m. The keeper tested Schedule 1 for one week in early June and Schedule 2 for one week in late June. A meter logged dissolved oxygen through each night. Table 1 summarizes the oxygen log. Table 2 shows each schedule’s estimated monthly electricity cost. Figure 1 shows the pond.

Table 1. Overnight Oxygen Log Summary

MeasurementSchedule 1Schedule 2
Average of the nightly lowest readings (mg/L)5.67.4
Lowest single reading of the week (mg/L)4.87.1
Time of most nightly lowsabout 5:45 a.m., just before a burstabout 6:00 a.m., as the run ends

Table 2. Estimated Monthly Electricity Cost

ScheduleCost
Schedule 1$6
Schedule 2$19

Figure 1. The Pond

\"A

", "passage_plain": "Fish-Pond Aerator Timer A pond keeper raises fish in a small outdoor pond. An electric aerator bubbles air through the water, which raises the dissolved oxygen the fish need. The keeper wants every overnight oxygen reading to stay at or above 6.0 milligrams per liter (mg/L), with a low electricity bill. The aerator’s timer can follow either of two run schedules. Schedule 1 runs the aerator for a 15-minute burst every two hours between 8 p.m. and 6 a.m. Schedule 2 runs the aerator nonstop from 10 p.m. to 6 a.m. The keeper tested Schedule 1 for one week in early June and Schedule 2 for one week in late June. A meter logged dissolved oxygen through each night. Table 1 summarizes the oxygen log. Table 2 shows each schedule’s estimated monthly electricity cost. Figure 1 shows the pond. Table 1. Overnight Oxygen Log Summary Measurement Schedule 1 Schedule 2 Average of the nightly lowest readings (mg/L) 5.6 7.4 Lowest single reading of the week (mg/L) 4.8 7.1 Time of most nightly lows about 5:45 a.m., just before a burst about 6:00 a.m., as the run ends Table 2. Estimated Monthly Electricity Cost Schedule Cost Schedule 1 $6 Schedule 2 $19 Figure 1. The Pond" }, { "n": 39, "item_id": "_1da0e69a-0350-4b9a-92f5-920a04fa0294", "type": "gap-match", "title": "Aerator Test-Plan Changes", "standards": [ "MS-ETS1-3" ], "prompt_html": "

A neighbor points out that the two schedules were tested in different weeks. The keeper lists four possible changes to the test plan, shown on the board below.

 

Drag one answer card into the empty box beside each change to show whether that change would improve the comparison of the two schedules. You may use an answer card more than once.

", "prompt_plain": "A neighbor points out that the two schedules were tested in different weeks. The keeper lists four possible changes to the test plan, shown on the board below. Drag one answer card into the empty box beside each change to show whether that change would improve the comparison of the two schedules. You may use an answer card more than once.", "context_html": "", "options": [ { "id": "tokNot", "text": "Would not improve the comparison", "plain": "Would not improve the comparison", "correct": false, "kind": "gap-token" }, { "id": "tokImp", "text": "Would improve the comparison", "plain": "Would improve the comparison", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_616b9b44-1097-4bd1-84af-9fb0a876f72d" ], "key_letters": "", "key_values": { "RESPONSE": [ "tokImp gv1", "tokImp gv2", "tokNot gv3", "tokNot gv4" ] }, "n_options": 2, "passage_html": "

Fish-Pond Aerator Timer

A pond keeper raises fish in a small outdoor pond. An electric aerator bubbles air through the water, which raises the dissolved oxygen the fish need. The keeper wants every overnight oxygen reading to stay at or above 6.0 milligrams per liter (mg/L), with a low electricity bill. The aerator’s timer can follow either of two run schedules. Schedule 1 runs the aerator for a 15-minute burst every two hours between 8 p.m. and 6 a.m. Schedule 2 runs the aerator nonstop from 10 p.m. to 6 a.m. The keeper tested Schedule 1 for one week in early June and Schedule 2 for one week in late June. A meter logged dissolved oxygen through each night. Table 1 summarizes the oxygen log. Table 2 shows each schedule’s estimated monthly electricity cost. Figure 1 shows the pond.

Table 1. Overnight Oxygen Log Summary

MeasurementSchedule 1Schedule 2
Average of the nightly lowest readings (mg/L)5.67.4
Lowest single reading of the week (mg/L)4.87.1
Time of most nightly lowsabout 5:45 a.m., just before a burstabout 6:00 a.m., as the run ends

Table 2. Estimated Monthly Electricity Cost

ScheduleCost
Schedule 1$6
Schedule 2$19

Figure 1. The Pond

\"A

", "passage_plain": "Fish-Pond Aerator Timer A pond keeper raises fish in a small outdoor pond. An electric aerator bubbles air through the water, which raises the dissolved oxygen the fish need. The keeper wants every overnight oxygen reading to stay at or above 6.0 milligrams per liter (mg/L), with a low electricity bill. The aerator’s timer can follow either of two run schedules. Schedule 1 runs the aerator for a 15-minute burst every two hours between 8 p.m. and 6 a.m. Schedule 2 runs the aerator nonstop from 10 p.m. to 6 a.m. The keeper tested Schedule 1 for one week in early June and Schedule 2 for one week in late June. A meter logged dissolved oxygen through each night. Table 1 summarizes the oxygen log. Table 2 shows each schedule’s estimated monthly electricity cost. Figure 1 shows the pond. Table 1. Overnight Oxygen Log Summary Measurement Schedule 1 Schedule 2 Average of the nightly lowest readings (mg/L) 5.6 7.4 Lowest single reading of the week (mg/L) 4.8 7.1 Time of most nightly lows about 5:45 a.m., just before a burst about 6:00 a.m., as the run ends Table 2. Estimated Monthly Electricity Cost Schedule Cost Schedule 1 $6 Schedule 2 $19 Figure 1. The Pond" }, { "n": 40, "item_id": "_6566ba26-f90f-4c83-abf1-72d930f03473", "type": "choice", "title": "Aerator Schedule Revisions", "standards": [ "MS-ETS1-4" ], "prompt_html": "

After reviewing Table 1 and Table 2, the keeper plans one more round of testing.

Which TWO changes to the schedules do the readings in Table 1 justify testing next? Choose the TWO best answers.

", "prompt_plain": "After reviewing Table 1 and Table 2, the keeper plans one more round of testing. Which TWO changes to the schedules do the readings in Table 1 justify testing next? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA40", "text": "Extend both schedules to run the aerator through the whole day as well, then re-log the overnight lows.", "plain": "Extend both schedules to run the aerator through the whole day as well, then re-log the overnight lows.", "correct": false, "kind": "choice" }, { "id": "cB40", "text": "Add one extra burst between 4 a.m. and 6 a.m. to Schedule 1, then re-log the overnight lows.", "plain": "Add one extra burst between 4 a.m. and 6 a.m. to Schedule 1, then re-log the overnight lows.", "correct": true, "kind": "choice" }, { "id": "cC40", "text": "Cut Schedule 1 to a single burst each night to lower its cost, then re-log the overnight lows.", "plain": "Cut Schedule 1 to a single burst each night to lower its cost, then re-log the overnight lows.", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "Shift Schedule 1’s bursts to before midnight, then check that the nightly lows stay high.", "plain": "Shift Schedule 1’s bursts to before midnight, then check that the nightly lows stay high.", "correct": false, "kind": "choice" }, { "id": "cE40", "text": "Start Schedule 2 at midnight instead of 10 p.m., then check that the nightly lows stay high.", "plain": "Start Schedule 2 at midnight instead of 10 p.m., then check that the nightly lows stay high.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_616b9b44-1097-4bd1-84af-9fb0a876f72d" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB40", "cE40" ] }, "n_options": 5, "passage_html": "

Fish-Pond Aerator Timer

A pond keeper raises fish in a small outdoor pond. An electric aerator bubbles air through the water, which raises the dissolved oxygen the fish need. The keeper wants every overnight oxygen reading to stay at or above 6.0 milligrams per liter (mg/L), with a low electricity bill. The aerator’s timer can follow either of two run schedules. Schedule 1 runs the aerator for a 15-minute burst every two hours between 8 p.m. and 6 a.m. Schedule 2 runs the aerator nonstop from 10 p.m. to 6 a.m. The keeper tested Schedule 1 for one week in early June and Schedule 2 for one week in late June. A meter logged dissolved oxygen through each night. Table 1 summarizes the oxygen log. Table 2 shows each schedule’s estimated monthly electricity cost. Figure 1 shows the pond.

Table 1. Overnight Oxygen Log Summary

MeasurementSchedule 1Schedule 2
Average of the nightly lowest readings (mg/L)5.67.4
Lowest single reading of the week (mg/L)4.87.1
Time of most nightly lowsabout 5:45 a.m., just before a burstabout 6:00 a.m., as the run ends

Table 2. Estimated Monthly Electricity Cost

ScheduleCost
Schedule 1$6
Schedule 2$19

Figure 1. The Pond

\"A

", "passage_plain": "Fish-Pond Aerator Timer A pond keeper raises fish in a small outdoor pond. An electric aerator bubbles air through the water, which raises the dissolved oxygen the fish need. The keeper wants every overnight oxygen reading to stay at or above 6.0 milligrams per liter (mg/L), with a low electricity bill. The aerator’s timer can follow either of two run schedules. Schedule 1 runs the aerator for a 15-minute burst every two hours between 8 p.m. and 6 a.m. Schedule 2 runs the aerator nonstop from 10 p.m. to 6 a.m. The keeper tested Schedule 1 for one week in early June and Schedule 2 for one week in late June. A meter logged dissolved oxygen through each night. Table 1 summarizes the oxygen log. Table 2 shows each schedule’s estimated monthly electricity cost. Figure 1 shows the pond. Table 1. Overnight Oxygen Log Summary Measurement Schedule 1 Schedule 2 Average of the nightly lowest readings (mg/L) 5.6 7.4 Lowest single reading of the week (mg/L) 4.8 7.1 Time of most nightly lows about 5:45 a.m., just before a burst about 6:00 a.m., as the run ends Table 2. Estimated Monthly Electricity Cost Schedule Cost Schedule 1 $6 Schedule 2 $19 Figure 1. The Pond" } ] }, { "form": "G8.29", "grade": "G8", "title": "Alpha Standardized Science G8.29", "test_id": "_test-541a2aa7-4004-416e-991a-039e17bffe0d", "n_items": 40, "n_stimuli": 8, "stimuli": { "_1329e459-d136-4723-9bda-046f9fac995c": { "title": "E-Waste Drop-Off Program", "html": "

E-Waste Drop-Off Program

Old electronics, called e-waste, contain the metal lead, which can harm people. In 2021, one county opened a drop-off site where residents leave old electronics for recycling instead of trashing them. Trash from the county goes to the county landfill. Each year, the county tests water from a well beside the landfill and records the lead level. Figure 1 shows the tons of e-waste collected at the site each year. Figure 2 shows the lead readings. A county survey found the total e-waste residents throw out keeps growing. Most residents who still trash e-waste say the site is too far from home; few say they need a reward.

\"A

\"A

" }, "_4676e274-d33c-4c98-9178-455d326cd134": { "title": "Hatchery Trout Lines", "html": "

Hatchery Trout Lines

A fish hatchery raises three separate breeding lines of trout, called Line 1, Line 2, and Line 3. The lines came to the hatchery long ago from three different rivers. Line 3 trout grow much faster than trout from the other two lines. The hatchery scientists wrote a lab report about the three lines. Figure 1 is the skeleton comparison sheet from that report. It shows one adult skeleton from each line, drawn to the same scale. The skeletons appear in order from top to bottom: Line 1, Line 2, Line 3.

Figure 1. Skeleton Comparison Sheet

\"Three

" }, "_2e45713b-f783-4818-aef8-06e782452042": { "title": "River-Bluff Interpretive Panels", "html": "

River-Bluff Interpretive Panels

A county park is adding interpretive panels - short signs that explain the scenery - along a riverside trail. The trail faces a steep bluff, a high rock face rising above the river. Four sedimentary formations are stacked in the bluff, and none of them have been folded or flipped. Figure 1 shows a cross-section of the bluff. Table 1 describes the four formations. On the bluff face, two formations jut out as bold ledges, and two lie back as gentle slopes.

Figure 1. Cross-Section of the River Bluff

\"A

Table 1. The Four Formations

FormationPosition in the bluffWhat visitors see
Pale limestoneTop of the bluffBold ledge; no fossils found so far
Dark mudstoneSecond from the topGentle slope; fish-skeleton fossils
Tan sandstoneSecond from the bottomBold ledge; fern-leaf prints
Gray shaleBottom, beside the riverGentle slope; coiled-shell fossils
" }, "_62499a7a-46fd-46a3-ab9a-7349f82e2b1a": { "title": "Ghost-Crab Burrows on Two Beaches", "html": "

Ghost-Crab Burrows on Two Beaches

Ghost crabs dig burrows in beach sand. A crab’s burrow opening matches its body size, so a wider burrow means a bigger crab. Body size in these crabs is passed from parents to offspring. Scientists measured burrow-opening widths on two nearby beaches where the same crab species lives. Quiet Beach has few visitors. Busy Beach has heavy foot traffic, and visitors there often catch and keep the biggest crabs they can find. The scientists measured all burrows at the start of summer and again at the end of summer. Figure 1 shows the share of burrows in each width class in each measurement.

\"Two

" }, "_d089fc1e-3739-4d10-8649-a886b46faf69": { "title": "Titanosaur Egg-Bed Levels", "html": "

Titanosaur Egg-Bed Levels

Titanosaurs were giant plant-eating dinosaurs that laid round eggs. At one fossil site, scientists dug a deep trench through layered sedimentary rock. Fossil titanosaur eggs appear at three separate levels in the trench wall. In each level, the eggs sit in bowl-shaped groups called clutches. A thin layer of volcanic ash lies just below and just above each egg level. Minerals in each ash layer let scientists estimate when that ash settled. Figure 1 shows the trench wall. Table 1 lists the records from each egg level.

Figure 1. The Trench Wall

\"A

Table 1. Egg-Level Records

Egg levelAsh-layer ages (millions of years ago)What the level holds
Level 1 (deepest)81 to 8011 clutches of the same titanosaur egg type; fossil leaves
Level 2 (middle)77 to 769 clutches of the same titanosaur egg type; fossil leaves
Level 3 (shallowest)72 to 7114 clutches of the same titanosaur egg type; fossil leaves
" }, "_693cddc7-5fe0-4a59-aa33-beac6a50ac0a": { "title": "Click-Disc Field Test", "html": "

Click-Disc Field Test

A gear company field-tests two designs of a reusable warmer pouch. Each pouch holds a clear liquid and a thin metal click-disc. Pressing the disc makes the liquid quickly turn into solid crystals. Boiling a used pouch turns the crystals back into liquid, so the pouch can be reused. Testers put Pouch 1 into Cup 1 and Pouch 2 into Cup 2. Each cup holds the same amount of room-temperature water. Both discs are clicked at the same moment. Table 1 is the water temperature log for both cups. Figure 1 shows the two pouches before testing.

Table 1. Two-Cup Temperature Log

Time after click (minutes)Cup 1 water temperature (°C)Cup 2 water temperature (°C)
02222
33327
63628
123524

Figure 1. The Two Pouches Before Testing

\"Two

" }, "_591032ce-3a57-4250-bb0e-ab929a6cc652": { "title": "Coaster-Ball Sand-Pit Run", "html": "

Coaster-Ball Sand-Pit Run

Zahra builds a ball-coaster in her backyard: a long metal rail that a smooth metal ball can roll along. A release gate lets her start the ball from rest at any height on the starting slope. The rail passes four labeled points. Point W is at the top of the starting slope. Point X is partway down the slope. Point Y is at the rail’s lowest dip, and point Z is at the rail’s end. Past Z, the ball flies off the rail and lands in a sand pit on the ground. A camera films each landing in slow motion, and Zahra’s science class uses the video to measure the ball’s impact speed - how fast the ball is moving just before it touches the sand. Figure 1 shows the ball-coaster. Table 1 lists the height of each labeled point.

Figure 1. The Ball-Coaster

\"Side

Table 1. Track-Point Heights

Labeled pointHeight above the ground
W2.0 m
X1.2 m
Y0.2 m
Z0.5 m
" }, "_b62bfbda-ea13-4d9b-8ddc-83e9e3659d70": { "title": "Chicken-Coop Pop-Door Flap Tests", "html": "

Chicken-Coop Pop-Door Flap Tests

Thandi’s family keeps six chickens in a small wooden coop. The chickens come and go through a pop-door: a low, chicken-sized opening covered by a swinging flap. On cold, windy nights the coop has been too cold inside. Thandi redesigns the flap in rounds and tests each version overnight in windy weather. She set two targets for the redesign. The overnight low temperature inside the coop must stay at 4 °C or higher. The moving air (draft) at the sleeping perch must stay at 0.3 meters per second or slower. Table 1 shows her three test rounds. Figure 1 shows the pop-door and its flap.

Figure 1. The Pop-Door Flap

\"A

Table 1. Flap Test Rounds

RoundFlap version testedOvernight low temperatureDraft at the perch
1original thin flap, loose fit2 °C0.9 m/s
2foam strip added around the flap’s edges5 °C0.5 m/s
3foam strip kept; thicker flap that swings fully shut6 °C0.2 m/s
" } }, "questions": [ { "n": 1, "item_id": "_71d0044b-431f-4a56-93a3-0ab48735d9d0", "type": "choice", "title": "Click-Disc Energy Conclusions", "standards": [ "MS-PS1-6" ], "prompt_html": "

Look at Table 1.

Which TWO conclusions about thermal energy does the temperature log support? Choose the TWO best answers.

", "prompt_plain": "Look at Table 1. Which TWO conclusions about thermal energy does the temperature log support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Pouch 2 absorbed thermal energy from its water, because Cup 2’s reading fell after 6 minutes.", "plain": "Pouch 2 absorbed thermal energy from its water, because Cup 2’s reading fell after 6 minutes.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "After the 6-minute readings, both cups of water transferred thermal energy to the cooler room air.", "plain": "After the 6-minute readings, both cups of water transferred thermal energy to the cooler room air.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The clicks created brand-new thermal energy inside the pouches instead of moving energy between materials.", "plain": "The clicks created brand-new thermal energy inside the pouches instead of moving energy between materials.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Pouch 1 released more thermal energy overall than Pouch 2 did during the field test.", "plain": "Pouch 1 released more thermal energy overall than Pouch 2 did during the field test.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "The two pouches released equal amounts of thermal energy, because both cups reached their highest readings together.", "plain": "The two pouches released equal amounts of thermal energy, because both cups reached their highest readings together.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_693cddc7-5fe0-4a59-aa33-beac6a50ac0a" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Click-Disc Field Test

A gear company field-tests two designs of a reusable warmer pouch. Each pouch holds a clear liquid and a thin metal click-disc. Pressing the disc makes the liquid quickly turn into solid crystals. Boiling a used pouch turns the crystals back into liquid, so the pouch can be reused. Testers put Pouch 1 into Cup 1 and Pouch 2 into Cup 2. Each cup holds the same amount of room-temperature water. Both discs are clicked at the same moment. Table 1 is the water temperature log for both cups. Figure 1 shows the two pouches before testing.

Table 1. Two-Cup Temperature Log

Time after click (minutes)Cup 1 water temperature (°C)Cup 2 water temperature (°C)
02222
33327
63628
123524

Figure 1. The Two Pouches Before Testing

\"Two

", "passage_plain": "Click-Disc Field Test A gear company field-tests two designs of a reusable warmer pouch. Each pouch holds a clear liquid and a thin metal click-disc. Pressing the disc makes the liquid quickly turn into solid crystals. Boiling a used pouch turns the crystals back into liquid, so the pouch can be reused. Testers put Pouch 1 into Cup 1 and Pouch 2 into Cup 2. Each cup holds the same amount of room-temperature water. Both discs are clicked at the same moment. Table 1 is the water temperature log for both cups. Figure 1 shows the two pouches before testing. Table 1. Two-Cup Temperature Log Time after click (minutes) Cup 1 water temperature (°C) Cup 2 water temperature (°C) 0 22 22 3 33 27 6 36 28 12 35 24 Figure 1. The Two Pouches Before Testing" }, { "n": 2, "item_id": "_0a4cbd6b-4db7-490c-9d2c-923885bb5af2", "type": "choice", "title": "Click-Disc Release Evidence", "standards": [ "MS-PS1-6" ], "prompt_html": "

The testers list four observations from the field test.

Which observation is the best evidence that the click-disc process releases thermal energy?

", "prompt_plain": "The testers list four observations from the field test. Which observation is the best evidence that the click-disc process releases thermal energy?", "context_html": "", "options": [ { "id": "cA2", "text": "After a click, crystals spread from the disc through the whole pouch within seconds.", "plain": "After a click, crystals spread from the disc through the whole pouch within seconds.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "After a click, the liquid in the pouch turns cloudy as the solid crystals form.", "plain": "After a click, the liquid in the pouch turns cloudy as the solid crystals form.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "After a click, the water around each pouch rises above its starting temperature.", "plain": "After a click, the water around each pouch rises above its starting temperature.", "correct": true, "kind": "choice" }, { "id": "cD2", "text": "After a click, the water temperatures in the two cups stop matching each other.", "plain": "After a click, the water temperatures in the two cups stop matching each other.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_693cddc7-5fe0-4a59-aa33-beac6a50ac0a" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC2" ] }, "n_options": 4, "passage_html": "

Click-Disc Field Test

A gear company field-tests two designs of a reusable warmer pouch. Each pouch holds a clear liquid and a thin metal click-disc. Pressing the disc makes the liquid quickly turn into solid crystals. Boiling a used pouch turns the crystals back into liquid, so the pouch can be reused. Testers put Pouch 1 into Cup 1 and Pouch 2 into Cup 2. Each cup holds the same amount of room-temperature water. Both discs are clicked at the same moment. Table 1 is the water temperature log for both cups. Figure 1 shows the two pouches before testing.

Table 1. Two-Cup Temperature Log

Time after click (minutes)Cup 1 water temperature (°C)Cup 2 water temperature (°C)
02222
33327
63628
123524

Figure 1. The Two Pouches Before Testing

\"Two

", "passage_plain": "Click-Disc Field Test A gear company field-tests two designs of a reusable warmer pouch. Each pouch holds a clear liquid and a thin metal click-disc. Pressing the disc makes the liquid quickly turn into solid crystals. Boiling a used pouch turns the crystals back into liquid, so the pouch can be reused. Testers put Pouch 1 into Cup 1 and Pouch 2 into Cup 2. Each cup holds the same amount of room-temperature water. Both discs are clicked at the same moment. Table 1 is the water temperature log for both cups. Figure 1 shows the two pouches before testing. Table 1. Two-Cup Temperature Log Time after click (minutes) Cup 1 water temperature (°C) Cup 2 water temperature (°C) 0 22 22 3 33 27 6 36 28 12 35 24 Figure 1. The Two Pouches Before Testing" }, { "n": 3, "item_id": "_2b118cbc-bc45-4fcb-8f2c-ddd9c3f73d00", "type": "gap-match", "title": "Turf Field Material Origins", "standards": [ "MS-PS1-3" ], "prompt_html": "

A city is installing a synthetic-turf sports field. The diagram shows a cutaway of the field system’s layers, and the table lists four of its components.

\"Cutaway

 

Drag one origin label into the empty box for each component. You may use a label more than once.

", "prompt_plain": "A city is installing a synthetic-turf sports field. The diagram shows a cutaway of the field system’s layers, and the table lists four of its components. Drag one origin label into the empty box for each component. You may use a label more than once.", "context_html": "", "options": [ { "id": "tokNAT", "text": "natural material", "plain": "natural material", "correct": false, "kind": "gap-token" }, { "id": "tokSYN", "text": "synthetic material", "plain": "synthetic material", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot03_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tokSYN g1", "tokNAT g2", "tokNAT g3", "tokSYN g4" ] }, "n_options": 2 }, { "n": 4, "item_id": "_79e5e7d2-f652-4a46-89ed-755bbe9927da", "type": "inline-choice", "title": "Cobalt Atom Particle Counts", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The table lists values for one atom of the element cobalt.

Values for One Cobalt Atom

PropertyValue
Elementcobalt
Atomic number27
Mass number59

Use the table to complete the sentence.

A cobalt-59 atom has protons and neutrons in its nucleus.

", "options": [ { "id": "cD1Of456ef089", "text": "27", "plain": "27", "correct": true, "kind": "inline" }, { "id": "cD1O12e9c0555", "text": "32", "plain": "32", "correct": false, "kind": "inline" }, { "id": "cD1Ob702cabb8", "text": "59", "plain": "59", "correct": false, "kind": "inline" }, { "id": "cD2Oefee973c7", "text": "27", "plain": "27", "correct": false, "kind": "inline" }, { "id": "cD2Oe4265708d", "text": "32", "plain": "32", "correct": true, "kind": "inline" }, { "id": "cD2O4cb218809", "text": "59", "plain": "59", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1Of456ef089" ], "RESPONSE2": [ "cD2Oe4265708d" ] }, "n_options": 6 }, { "n": 5, "item_id": "_f28a2329-2529-4b96-9cd4-ceafb9ffdc12", "type": "choice", "title": "Six Elements in One Column", "standards": [ "MS-PS1-1" ], "prompt_html": "

Six elements all appear in one column, or group, of the periodic table. The diagram shows that column shaded.

\"A

Which statement best explains why these six elements appear together in one column?

", "prompt_plain": "Six elements all appear in one column, or group, of the periodic table. The diagram shows that column shaded. Which statement best explains why these six elements appear together in one column?", "context_html": "", "options": [ { "id": "cA5", "text": "The table’s columns group elements that have about the same atomic mass, so these six have nearly equal masses.", "plain": "The table’s columns group elements that have about the same atomic mass, so these six have nearly equal masses.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "The table’s columns group elements that behave in similar ways, so these six share similar properties.", "plain": "The table’s columns group elements that behave in similar ways, so these six share similar properties.", "correct": true, "kind": "choice" }, { "id": "cC5", "text": "The table’s columns group elements that are the same state at room temperature, so these six share one state.", "plain": "The table’s columns group elements that are the same state at room temperature, so these six share one state.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "The table’s columns list elements in alphabetical order, so these six have names that fall close together.", "plain": "The table’s columns list elements in alphabetical order, so these six have names that fall close together.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot05.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB5" ] }, "n_options": 4 }, { "n": 6, "item_id": "_38af3e5c-6b6b-4ef2-a128-e62b22cd5628", "type": "choice", "title": "Hydrogen Sulfide Equation Facts", "standards": [ "MS-PS1-5" ], "prompt_html": "

Hydrogen sulfide is a gas that smells like rotten eggs. When it burns in oxygen, it forms sulfur dioxide gas and water vapor. The card below shows the balanced equation for this reaction.

Balanced equation
2H2S + 3O2 → 2SO2 + 2H2O

Which TWO statements correctly describe the equation? Choose the TWO best answers.

", "prompt_plain": "Hydrogen sulfide is a gas that smells like rotten eggs. When it burns in oxygen, it forms sulfur dioxide gas and water vapor. The card below shows the balanced equation for this reaction. Balanced equation 2H 2 S + 3O 2 → 2SO 2 + 2H 2 O Which TWO statements correctly describe the equation? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA6", "text": "In the equation, each element has the same number of atoms on both sides of the arrow.", "plain": "In the equation, each element has the same number of atoms on both sides of the arrow.", "correct": true, "kind": "choice" }, { "id": "cB6", "text": "In 3O2, the coefficient 3 shows that each oxygen molecule is made of three oxygen atoms.", "plain": "In 3O 2 , the coefficient 3 shows that each oxygen molecule is made of three oxygen atoms.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "Changing SO2 to SO3 in the equation would be another correct way to make the atoms balance.", "plain": "Changing SO 2 to SO 3 in the equation would be another correct way to make the atoms balance.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "In 2H2O, the subscript 2 shows that two separate water molecules form as products of the reaction.", "plain": "In 2H 2 O, the subscript 2 shows that two separate water molecules form as products of the reaction.", "correct": false, "kind": "choice" }, { "id": "cE6", "text": "In 2H2O, the coefficient 2 counts water molecules, and the subscript 2 counts hydrogen atoms in each molecule.", "plain": "In 2H 2 O, the coefficient 2 counts water molecules, and the subscript 2 counts hydrogen atoms in each molecule.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, E", "key_values": { "RESPONSE": [ "cA6", "cE6" ] }, "n_options": 5 }, { "n": 7, "item_id": "_3691c47d-ce05-4347-9952-c4773d2d164c", "type": "choice", "title": "Sealed Container Particle Diagram", "standards": [ "MS-PS1-1" ], "prompt_html": "

The diagram is a particle model of the contents of a sealed container partway through a reaction. Each sphere represents one atom.

\"A

Which TWO statements does the particle model support? Choose the TWO best answers.

", "prompt_plain": "The diagram is a particle model of the contents of a sealed container partway through a reaction. Each sphere represents one atom. Which TWO statements does the particle model support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA7", "text": "Every sphere in the diagram is joined to at least one other sphere in a group.", "plain": "Every sphere in the diagram is joined to at least one other sphere in a group.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "The container holds only one kind of substance, because the particles are spread evenly through it.", "plain": "The container holds only one kind of substance, because the particles are spread evenly through it.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "The container holds a mixture made up of more than one kind of substance.", "plain": "The container holds a mixture made up of more than one kind of substance.", "correct": true, "kind": "choice" }, { "id": "cD7", "text": "The large spheres and the small spheres show one element in two different states of matter.", "plain": "The large spheres and the small spheres show one element in two different states of matter.", "correct": false, "kind": "choice" }, { "id": "cE7", "text": "Every joined group that includes a large sphere has one large sphere and two small spheres.", "plain": "Every joined group that includes a large sphere has one large sphere and two small spheres.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot07.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC7", "cE7" ] }, "n_options": 5 }, { "n": 8, "item_id": "_d032d2ca-d464-461f-a2a5-f481b2c4b5cb", "type": "text-entry", "title": "Sealed Flask Reaction Mass", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A student uses a balance to measure 12 g of a white powder and 9 g of a clear liquid. The student pours the liquid onto the powder in a flask and immediately seals the flask. Nothing can enter or leave the sealed flask. Inside it, the powder and the liquid react, and a cloudy solid forms. The diagram shows the sealed flask before and after the reaction.

\"Two

What is the total mass, in grams, of the contents of the sealed flask after the reaction?

Give your answer as a whole number (e.g., 7).

Total mass in grams:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot08_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "21" ] }, "n_options": 0 }, { "n": 9, "item_id": "_4ad8289a-9bfb-4f7d-a87b-2548518ba4ab", "type": "hottext", "title": "Trout Report Gene Evidence", "standards": [ "MS-LS3-1" ], "prompt_html": "

The excerpt below comes from the lab report described in the passage.

Select the sentence that shows the changed gene affects growth by changing a protein.

", "prompt_plain": "The excerpt below comes from the lab report described in the passage. Select the sentence that shows the changed gene affects growth by changing a protein.", "context_html": "", "options": [ { "id": "htA9", "text": "Every Line 3 trout carries a changed copy of one gene in its cells.", "plain": "Every Line 3 trout carries a changed copy of one gene in its cells.", "correct": false, "kind": "hottext" }, { "id": "htB9", "text": "By the end of their first year, Line 3 trout reach about twice the mass of trout from the other lines.", "plain": "By the end of their first year, Line 3 trout reach about twice the mass of trout from the other lines.", "correct": false, "kind": "hottext" }, { "id": "htC9", "text": "Tests show the changed gene makes Line 3’s cells produce extra growth hormone.", "plain": "Tests show the changed gene makes Line 3’s cells produce extra growth hormone.", "correct": true, "kind": "hottext" }, { "id": "htD9", "text": "All three lines hatch in the same water and receive the same protein-rich feed each day.", "plain": "All three lines hatch in the same water and receive the same protein-rich feed each day.", "correct": false, "kind": "hottext" }, { "id": "htE9", "text": "Hatchery staff first recorded Line 3’s fast growth three seasons ago.", "plain": "Hatchery staff first recorded Line 3’s fast growth three seasons ago.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_4676e274-d33c-4c98-9178-455d326cd134" ], "key_letters": "", "key_values": { "RESPONSE": [ "htC9" ] }, "n_options": 5, "passage_html": "

Hatchery Trout Lines

A fish hatchery raises three separate breeding lines of trout, called Line 1, Line 2, and Line 3. The lines came to the hatchery long ago from three different rivers. Line 3 trout grow much faster than trout from the other two lines. The hatchery scientists wrote a lab report about the three lines. Figure 1 is the skeleton comparison sheet from that report. It shows one adult skeleton from each line, drawn to the same scale. The skeletons appear in order from top to bottom: Line 1, Line 2, Line 3.

Figure 1. Skeleton Comparison Sheet

\"Three

", "passage_plain": "Hatchery Trout Lines A fish hatchery raises three separate breeding lines of trout, called Line 1, Line 2, and Line 3. The lines came to the hatchery long ago from three different rivers. Line 3 trout grow much faster than trout from the other two lines. The hatchery scientists wrote a lab report about the three lines. Figure 1 is the skeleton comparison sheet from that report. It shows one adult skeleton from each line, drawn to the same scale. The skeletons appear in order from top to bottom: Line 1, Line 2, Line 3. Figure 1. Skeleton Comparison Sheet" }, { "n": 10, "item_id": "_9789d11d-441c-47aa-a525-9bef27f084f4", "type": "choice", "title": "Trout Line Ancestry Evidence", "standards": [ "MS-LS4-2" ], "prompt_html": "

The hatchery keeps records of many observations about the three trout lines.

Which observation is the best evidence that the three lines share common ancestry?

", "prompt_plain": "The hatchery keeps records of many observations about the three trout lines. Which observation is the best evidence that the three lines share common ancestry?", "context_html": "", "options": [ { "id": "cA10", "text": "Trout from all three lines eat the same kind of feed pellets.", "plain": "Trout from all three lines eat the same kind of feed pellets.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Adult trout from Line 1 and Line 2 have nearly equal average masses.", "plain": "Adult trout from Line 1 and Line 2 have nearly equal average masses.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "Trout from all three lines swim using the same steady tail motion.", "plain": "Trout from all three lines swim using the same steady tail motion.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "Skeletons from all three lines show the same bones arranged in the same pattern.", "plain": "Skeletons from all three lines show the same bones arranged in the same pattern.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4676e274-d33c-4c98-9178-455d326cd134" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD10" ] }, "n_options": 4, "passage_html": "

Hatchery Trout Lines

A fish hatchery raises three separate breeding lines of trout, called Line 1, Line 2, and Line 3. The lines came to the hatchery long ago from three different rivers. Line 3 trout grow much faster than trout from the other two lines. The hatchery scientists wrote a lab report about the three lines. Figure 1 is the skeleton comparison sheet from that report. It shows one adult skeleton from each line, drawn to the same scale. The skeletons appear in order from top to bottom: Line 1, Line 2, Line 3.

Figure 1. Skeleton Comparison Sheet

\"Three

", "passage_plain": "Hatchery Trout Lines A fish hatchery raises three separate breeding lines of trout, called Line 1, Line 2, and Line 3. The lines came to the hatchery long ago from three different rivers. Line 3 trout grow much faster than trout from the other two lines. The hatchery scientists wrote a lab report about the three lines. Figure 1 is the skeleton comparison sheet from that report. It shows one adult skeleton from each line, drawn to the same scale. The skeletons appear in order from top to bottom: Line 1, Line 2, Line 3. Figure 1. Skeleton Comparison Sheet" }, { "n": 11, "item_id": "_8efb37f0-e248-41cd-b694-e809e83375b2", "type": "inline-choice", "title": "Resistant Papaya Variety", "standards": [ "MS-LS4-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Ringspot disease was killing papaya trees across one growing region. Researchers developed a new papaya variety whose trees stay healthy even where the disease spreads. DNA tests show that the new variety’s DNA matches older papaya DNA except for one extra gene, which protects the trees. The extra gene is present in every tree of the new variety and in the seeds those trees produce. Farm records show the new variety appeared in a single generation, not gradually.

\"Three

Complete the statements about the disease-resistant papaya.

The DNA evidence shows that researchers the papaya’s DNA.

Because people changed the plant’s DNA directly, the new variety comes from .

Even as the farms recover, some growers and shoppers still debate .

", "options": [ { "id": "d1odc8b250a", "text": "removed several damaged genes from", "plain": "removed several damaged genes from", "correct": false, "kind": "inline" }, { "id": "d1o8501db41", "text": "inserted one new gene into", "plain": "inserted one new gene into", "correct": true, "kind": "inline" }, { "id": "d1o9ae9afee", "text": "reshuffled the existing genes within", "plain": "reshuffled the existing genes within", "correct": false, "kind": "inline" }, { "id": "d2oea72647a", "text": "selective breeding", "plain": "selective breeding", "correct": false, "kind": "inline" }, { "id": "d2o4c00dbc8", "text": "natural selection", "plain": "natural selection", "correct": false, "kind": "inline" }, { "id": "d2od629c6cd", "text": "genetic engineering", "plain": "genetic engineering", "correct": true, "kind": "inline" }, { "id": "d3o61541ef8", "text": "whether foods with a laboratory-added gene should carry special labels", "plain": "whether foods with a laboratory-added gene should carry special labels", "correct": true, "kind": "inline" }, { "id": "d3o8a84122a", "text": "whether the new variety’s trees pass the extra gene to their seeds", "plain": "whether the new variety’s trees pass the extra gene to their seeds", "correct": false, "kind": "inline" }, { "id": "d3o96d169c8", "text": "whether the new variety’s trees really resist ringspot disease on farms", "plain": "whether the new variety’s trees really resist ringspot disease on farms", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot11.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o8501db41" ], "RESPONSE2": [ "d2od629c6cd" ], "RESPONSE3": [ "d3o61541ef8" ] }, "n_options": 9 }, { "n": 12, "item_id": "_e9684fa1-c56c-43cf-b129-4095b3672a8c", "type": "choice", "title": "Embryo Evidence Card", "standards": [ "MS-LS4-3" ], "prompt_html": "

Scientists made an evidence card with four photographs. From left to right, the card shows an early embryo of a cod (a fish), a gazelle (a mammal), a hippopotamus (a mammal), and a cheetah (a mammal). All four embryos have a curled body, a tail, and a row of gill-slit folds behind the head, and the four embryos look very much alike. The four adult animals look very different from one another.

\"Four

Scientists use the four photographs as evidence. Which argument do the photographs best support?

", "prompt_plain": "Scientists made an evidence card with four photographs. From left to right, the card shows an early embryo of a cod (a fish), a gazelle (a mammal), a hippopotamus (a mammal), and a cheetah (a mammal). All four embryos have a curled body, a tail, and a row of gill-slit folds behind the head, and the four embryos look very much alike. The four adult animals look very different from one another. Scientists use the four photographs as evidence. Which argument do the photographs best support?", "context_html": "", "options": [ { "id": "cA12", "text": "The four animals will grow adult organs that work in the same way, because animals with matching embryos develop matching adult bodies.", "plain": "The four animals will grow adult organs that work in the same way, because animals with matching embryos develop matching adult bodies.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "The four animals developed similar embryos because their species live in environments that shape embryos in similar ways.", "plain": "The four animals developed similar embryos because their species live in environments that shape embryos in similar ways.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The four animals inherited the same early developmental steps from a common ancestor, which is why their embryos look so alike.", "plain": "The four animals inherited the same early developmental steps from a common ancestor, which is why their embryos look so alike.", "correct": true, "kind": "choice" }, { "id": "cD12", "text": "The three mammals are descended from today’s cod, because the fish embryo looks the same as the mammal embryos.", "plain": "The three mammals are descended from today’s cod, because the fish embryo looks the same as the mammal embryos.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot12_v2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC12" ] }, "n_options": 4 }, { "n": 13, "item_id": "_ccaa0e9c-0325-4a3d-998e-ab8a7f21d767", "type": "choice", "title": "Egg-Bed Claim — Part A", "standards": [ "MS-LS4-1" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. Which claim do the egg levels and the ash-layer ages, taken together, best support?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which claim do the egg levels and the ash-layer ages, taken together, best support?", "context_html": "", "options": [ { "id": "cA13", "text": "All three egg levels were laid at about the same time and were then buried together by one thick flood deposit.", "plain": "All three egg levels were laid at about the same time and were then buried together by one thick flood deposit.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Animals that laid this egg type lived in this area across a time span of millions of years.", "plain": "Animals that laid this egg type lived in this area across a time span of millions of years.", "correct": true, "kind": "choice" }, { "id": "cC13", "text": "The eggs slowly sank downward through the rock after burial, so the deepest eggs are not the oldest eggs.", "plain": "The eggs slowly sank downward through the rock after burial, so the deepest eggs are not the oldest eggs.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Each egg level records a different, unrelated animal group that replaced the group that nested there before it.", "plain": "Each egg level records a different, unrelated animal group that replaced the group that nested there before it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d089fc1e-3739-4d10-8649-a886b46faf69" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB13" ] }, "n_options": 4, "passage_html": "

Titanosaur Egg-Bed Levels

Titanosaurs were giant plant-eating dinosaurs that laid round eggs. At one fossil site, scientists dug a deep trench through layered sedimentary rock. Fossil titanosaur eggs appear at three separate levels in the trench wall. In each level, the eggs sit in bowl-shaped groups called clutches. A thin layer of volcanic ash lies just below and just above each egg level. Minerals in each ash layer let scientists estimate when that ash settled. Figure 1 shows the trench wall. Table 1 lists the records from each egg level.

Figure 1. The Trench Wall

\"A

Table 1. Egg-Level Records

Egg levelAsh-layer ages (millions of years ago)What the level holds
Level 1 (deepest)81 to 8011 clutches of the same titanosaur egg type; fossil leaves
Level 2 (middle)77 to 769 clutches of the same titanosaur egg type; fossil leaves
Level 3 (shallowest)72 to 7114 clutches of the same titanosaur egg type; fossil leaves
", "passage_plain": "Titanosaur Egg-Bed Levels Titanosaurs were giant plant-eating dinosaurs that laid round eggs. At one fossil site, scientists dug a deep trench through layered sedimentary rock. Fossil titanosaur eggs appear at three separate levels in the trench wall. In each level, the eggs sit in bowl-shaped groups called clutches. A thin layer of volcanic ash lies just below and just above each egg level. Minerals in each ash layer let scientists estimate when that ash settled. Figure 1 shows the trench wall. Table 1 lists the records from each egg level. Figure 1. The Trench Wall Table 1. Egg-Level Records Egg level Ash-layer ages (millions of years ago) What the level holds Level 1 (deepest) 81 to 80 11 clutches of the same titanosaur egg type; fossil leaves Level 2 (middle) 77 to 76 9 clutches of the same titanosaur egg type; fossil leaves Level 3 (shallowest) 72 to 71 14 clutches of the same titanosaur egg type; fossil leaves" }, { "n": 14, "item_id": "_daaf9ecf-3db3-41fa-b2f9-9a7331c5e4cd", "type": "choice", "title": "Egg-Bed Evidence — Part B", "standards": [ "MS-LS4-1" ], "prompt_html": "

Part B

Which observation from the site is the best evidence for the answer in Part A?

", "prompt_plain": "Part B Which observation from the site is the best evidence for the answer in Part A?", "context_html": "", "options": [ { "id": "cA14", "text": "Every one of the three egg levels holds its eggs in bowl-shaped clutch groups.", "plain": "Every one of the three egg levels holds its eggs in bowl-shaped clutch groups.", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "The ash-layer ages show that Level 1, the deepest level, formed about eighty million years ago.", "plain": "The ash-layer ages show that Level 1, the deepest level, formed about eighty million years ago.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "According to their ash ages, the eggs in each single level were laid within a span of about one million years.", "plain": "According to their ash ages, the eggs in each single level were laid within a span of about one million years.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "Levels 1 and 3 formed about nine million years apart, according to their ash ages.", "plain": "Levels 1 and 3 formed about nine million years apart, according to their ash ages.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d089fc1e-3739-4d10-8649-a886b46faf69" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4, "passage_html": "

Titanosaur Egg-Bed Levels

Titanosaurs were giant plant-eating dinosaurs that laid round eggs. At one fossil site, scientists dug a deep trench through layered sedimentary rock. Fossil titanosaur eggs appear at three separate levels in the trench wall. In each level, the eggs sit in bowl-shaped groups called clutches. A thin layer of volcanic ash lies just below and just above each egg level. Minerals in each ash layer let scientists estimate when that ash settled. Figure 1 shows the trench wall. Table 1 lists the records from each egg level.

Figure 1. The Trench Wall

\"A

Table 1. Egg-Level Records

Egg levelAsh-layer ages (millions of years ago)What the level holds
Level 1 (deepest)81 to 8011 clutches of the same titanosaur egg type; fossil leaves
Level 2 (middle)77 to 769 clutches of the same titanosaur egg type; fossil leaves
Level 3 (shallowest)72 to 7114 clutches of the same titanosaur egg type; fossil leaves
", "passage_plain": "Titanosaur Egg-Bed Levels Titanosaurs were giant plant-eating dinosaurs that laid round eggs. At one fossil site, scientists dug a deep trench through layered sedimentary rock. Fossil titanosaur eggs appear at three separate levels in the trench wall. In each level, the eggs sit in bowl-shaped groups called clutches. A thin layer of volcanic ash lies just below and just above each egg level. Minerals in each ash layer let scientists estimate when that ash settled. Figure 1 shows the trench wall. Table 1 lists the records from each egg level. Figure 1. The Trench Wall Table 1. Egg-Level Records Egg level Ash-layer ages (millions of years ago) What the level holds Level 1 (deepest) 81 to 80 11 clutches of the same titanosaur egg type; fossil leaves Level 2 (middle) 77 to 76 9 clutches of the same titanosaur egg type; fossil leaves Level 3 (shallowest) 72 to 71 14 clutches of the same titanosaur egg type; fossil leaves" }, { "n": 15, "item_id": "_960ea234-8f20-49c1-809e-21729d8de7ef", "type": "choice", "title": "Burrow Width Claim — Part A", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part A

Look at Figure 1. Which claim about the crabs do the burrow measurements best support?

", "prompt_plain": "Part A Look at Figure 1. Which claim about the crabs do the burrow measurements best support?", "context_html": "", "options": [ { "id": "cA15", "text": "Over the summer, big crabs were removed from Busy Beach faster than small crabs, so wide burrows became a smaller share there.", "plain": "Over the summer, big crabs were removed from Busy Beach faster than small crabs, so wide burrows became a smaller share there.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "Over the summer, crabs on Busy Beach dug narrower burrows on purpose to avoid visitors, so each crab’s burrow opening shrank.", "plain": "Over the summer, crabs on Busy Beach dug narrower burrows on purpose to avoid visitors, so each crab’s burrow opening shrank.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Crabs of every size left the two beaches at the same rate, because both beaches began the summer with nearly matching width shares.", "plain": "Crabs of every size left the two beaches at the same rate, because both beaches began the summer with nearly matching width shares.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Small crabs on Quiet Beach grew into big crabs faster than small crabs on Busy Beach grew during the same summer.", "plain": "Small crabs on Quiet Beach grew into big crabs faster than small crabs on Busy Beach grew during the same summer.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_62499a7a-46fd-46a3-ab9a-7349f82e2b1a" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA15" ] }, "n_options": 4, "passage_html": "

Ghost-Crab Burrows on Two Beaches

Ghost crabs dig burrows in beach sand. A crab’s burrow opening matches its body size, so a wider burrow means a bigger crab. Body size in these crabs is passed from parents to offspring. Scientists measured burrow-opening widths on two nearby beaches where the same crab species lives. Quiet Beach has few visitors. Busy Beach has heavy foot traffic, and visitors there often catch and keep the biggest crabs they can find. The scientists measured all burrows at the start of summer and again at the end of summer. Figure 1 shows the share of burrows in each width class in each measurement.

\"Two

", "passage_plain": "Ghost-Crab Burrows on Two Beaches Ghost crabs dig burrows in beach sand. A crab’s burrow opening matches its body size, so a wider burrow means a bigger crab. Body size in these crabs is passed from parents to offspring. Scientists measured burrow-opening widths on two nearby beaches where the same crab species lives. Quiet Beach has few visitors. Busy Beach has heavy foot traffic, and visitors there often catch and keep the biggest crabs they can find. The scientists measured all burrows at the start of summer and again at the end of summer. Figure 1 shows the share of burrows in each width class in each measurement." }, { "n": 16, "item_id": "_7fcec2a4-85ca-4fa8-8ae2-4e797e89b081", "type": "choice", "title": "Burrow Width Predictions — Part B", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part B

Beach rules and visitor numbers will stay the same next year. Choose the TWO predictions about next summer’s burrow widths that the data best support.

", "prompt_plain": "Part B Beach rules and visitor numbers will stay the same next year. Choose the TWO predictions about next summer’s burrow widths that the data best support.", "context_html": "", "options": [ { "id": "cA16", "text": "Wide burrows will return to their start-of-summer share on Busy Beach while visitors keep catching the biggest crabs there.", "plain": "Wide burrows will return to their start-of-summer share on Busy Beach while visitors keep catching the biggest crabs there.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "By the end of next summer, wide burrows will again make up the smallest share of the burrows on Busy Beach.", "plain": "By the end of next summer, wide burrows will again make up the smallest share of the burrows on Busy Beach.", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "Crabs on Busy Beach will dig burrows wider than their bodies need next summer, replacing the wide burrows that were lost.", "plain": "Crabs on Busy Beach will dig burrows wider than their bodies need next summer, replacing the wide burrows that were lost.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Quiet Beach’s width shares will shift until they match Busy Beach’s end-of-summer shares, because the two beaches sit near each other.", "plain": "Quiet Beach’s width shares will shift until they match Busy Beach’s end-of-summer shares, because the two beaches sit near each other.", "correct": false, "kind": "choice" }, { "id": "cE16", "text": "Quiet Beach will end next summer with narrow, medium, and wide shares close to the shares it started the summer with.", "plain": "Quiet Beach will end next summer with narrow, medium, and wide shares close to the shares it started the summer with.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_62499a7a-46fd-46a3-ab9a-7349f82e2b1a" ], "key_letters": "B, E", "key_values": { "RESPONSE": [ "cB16", "cE16" ] }, "n_options": 5, "passage_html": "

Ghost-Crab Burrows on Two Beaches

Ghost crabs dig burrows in beach sand. A crab’s burrow opening matches its body size, so a wider burrow means a bigger crab. Body size in these crabs is passed from parents to offspring. Scientists measured burrow-opening widths on two nearby beaches where the same crab species lives. Quiet Beach has few visitors. Busy Beach has heavy foot traffic, and visitors there often catch and keep the biggest crabs they can find. The scientists measured all burrows at the start of summer and again at the end of summer. Figure 1 shows the share of burrows in each width class in each measurement.

\"Two

", "passage_plain": "Ghost-Crab Burrows on Two Beaches Ghost crabs dig burrows in beach sand. A crab’s burrow opening matches its body size, so a wider burrow means a bigger crab. Body size in these crabs is passed from parents to offspring. Scientists measured burrow-opening widths on two nearby beaches where the same crab species lives. Quiet Beach has few visitors. Busy Beach has heavy foot traffic, and visitors there often catch and keep the biggest crabs they can find. The scientists measured all burrows at the start of summer and again at the end of summer. Figure 1 shows the share of burrows in each width class in each measurement." }, { "n": 17, "item_id": "_536dafb6-40bf-48c6-9f13-f0e62e04ace0", "type": "choice", "title": "Island Bill Depths", "standards": [ "MS-LS4-6" ], "prompt_html": "

One songbird species lives on a small island, and bill depth in these birds is inherited. Before a two-year drought, most island plants made soft seeds. During the drought those plants died back, and mostly hard-shelled seeds remained. Scientists measured the bills of adult birds before the drought and after it ended. Figure 1 shows the number of measured birds in each bill-depth class.

\"Two

Which explanation of the population’s genes best fits the change shown in Figure 1?

", "prompt_plain": "One songbird species lives on a small island, and bill depth in these birds is inherited. Before a two-year drought, most island plants made soft seeds. During the drought those plants died back, and mostly hard-shelled seeds remained. Scientists measured the bills of adult birds before the drought and after it ended. Figure 1 shows the number of measured birds in each bill-depth class. Which explanation of the population’s genes best fits the change shown in Figure 1?", "context_html": "", "options": [ { "id": "cA17", "text": "The drought removed birds without regard to bill depth, because every bill-depth class held fewer birds after the drought than before it.", "plain": "The drought removed birds without regard to bill depth, because every bill-depth class held fewer birds after the drought than before it.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "Feeding on hard-shelled seeds made each surviving bird’s bill grow deeper, and the birds then passed the deeper bills to their chicks.", "plain": "Feeding on hard-shelled seeds made each surviving bird’s bill grow deeper, and the birds then passed the deeper bills to their chicks.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Gene versions for deeper bills already existed in the population, and deep-billed birds survived the drought at higher rates than other birds.", "plain": "Gene versions for deeper bills already existed in the population, and deep-billed birds survived the drought at higher rates than other birds.", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "The birds’ need to crack hard-shelled seeds caused new deep-bill gene versions to appear in chicks only after the drought began.", "plain": "The birds’ need to crack hard-shelled seeds caused new deep-bill gene versions to appear in chicks only after the drought began.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot17.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC17" ] }, "n_options": 4 }, { "n": 18, "item_id": "_4a741ef2-9a7e-44a9-bade-3729c78a8532", "type": "order", "title": "Taste to Memory Pathway", "standards": [ "MS-LS1-8" ], "prompt_html": "

At lunch, a student tastes a new fruit for the first time. Weeks later, the student still remembers the fruit’s sharp, sweet taste. The five steps below describe how the student’s body sensed the taste and stored it as a memory.

\"A

 

Drag the steps to place them in order, from the step that happens first, at the top, to the step that happens last, at the bottom.

", "prompt_plain": "At lunch, a student tastes a new fruit for the first time. Weeks later, the student still remembers the fruit’s sharp, sweet taste. The five steps below describe how the student’s body sensed the taste and stored it as a memory. Drag the steps to place them in order, from the step that happens first, at the top, to the step that happens last, at the bottom.", "context_html": "", "options": [ { "id": "e18c", "text": "The signal travels along the taste nerve toward the brain.", "plain": "The signal travels along the taste nerve toward the brain.", "correct": true, "kind": "choice" }, { "id": "e18e", "text": "The brain stores the taste information as a memory.", "plain": "The brain stores the taste information as a memory.", "correct": true, "kind": "choice" }, { "id": "e18a", "text": "Chemicals from the fruit reach the taste receptor cells on the student’s tongue.", "plain": "Chemicals from the fruit reach the taste receptor cells on the student’s tongue.", "correct": true, "kind": "choice" }, { "id": "e18d", "text": "The brain processes the signal, and the student senses the fruit’s taste.", "plain": "The brain processes the signal, and the student senses the fruit’s taste.", "correct": true, "kind": "choice" }, { "id": "e18b", "text": "The taste receptor cells respond by producing an electrical signal.", "plain": "The taste receptor cells respond by producing an electrical signal.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot18_v2.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D, E", "key_values": { "RESPONSE": [ "e18a", "e18b", "e18c", "e18d", "e18e" ] }, "n_options": 5 }, { "n": 19, "item_id": "_71a8e06e-68d2-40ca-a966-bfd5243a8350", "type": "choice", "title": "Oasis Survey Decision", "standards": [ "MS-LS2-5" ], "prompt_html": "

A desert oasis is a small wetland fed by groundwater. Scientists surveyed one oasis once a year for four years. During those same years, wells outside the oasis pumped more groundwater each year. Figure 1 shows the oasis’s water depth at each survey. Table 1 shows the other survey records.

\"A

Table 1. Oasis Survey Records

RecordYear 1Year 2Year 3Year 4
Native species counted (plants and animals)46413326
Ground covered by invasive plants (square meters)12131213
Visitors counted on the shore path2,1002,0502,1502,080

A county program can pay for ONE action. Based on Figure 1 and Table 1, which action would most likely do the most to maintain the oasis’s biodiversity?

", "prompt_plain": "A desert oasis is a small wetland fed by groundwater. Scientists surveyed one oasis once a year for four years. During those same years, wells outside the oasis pumped more groundwater each year. Figure 1 shows the oasis’s water depth at each survey. Table 1 shows the other survey records. Table 1. Oasis Survey Records Record Year 1 Year 2 Year 3 Year 4 Native species counted (plants and animals) 46 41 33 26 Ground covered by invasive plants (square meters) 12 13 12 13 Visitors counted on the shore path 2,100 2,050 2,150 2,080 A county program can pay for ONE action. Based on Figure 1 and Table 1, which action would most likely do the most to maintain the oasis’s biodiversity?", "context_html": "", "options": [ { "id": "cA19", "text": "Set a yearly limit on how much groundwater the wells outside the oasis may pump.", "plain": "Set a yearly limit on how much groundwater the wells outside the oasis may pump.", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "Pull out the invasive plants that grow in a patch along one edge of the oasis.", "plain": "Pull out the invasive plants that grow in a patch along one edge of the oasis.", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Build a fence along the shore path so that visitors must stay farther from the water.", "plain": "Build a fence along the shore path so that visitors must stay farther from the water.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Release captive-raised members of the declining native species into the oasis at the start of every year.", "plain": "Release captive-raised members of the declining native species into the oasis at the start of every year.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_1883e99d-e39a-443e-b575-e455aed18bf6", "type": "text-entry", "title": "Grassland Energy Pyramid", "standards": [ "MS-LS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

In one grassland, producers store energy from sunlight. First-level consumers eat the producers, and second-level consumers eat the first-level consumers. The sketch shows this energy pyramid, with the producers at the bottom.

\"A

The producers store 10,000 joules (J) of energy. At each step up the pyramid, about 10% of the energy at one level passes to the level above it.

How many joules of energy pass to the second-level consumers?

Give your answer as a whole number (e.g., 40).

Energy in joules:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot20_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "100" ] }, "n_options": 0 }, { "n": 21, "item_id": "_2c2a7d1a-ec47-4c6a-b505-75c066d2df99", "type": "choice", "title": "Youngest Formation Panel", "standards": [ "MS-ESS1-4" ], "prompt_html": "

One panel will tell visitors which of the four formations is the youngest - the one that formed most recently. Use Figure 1 and Table 1 together.

Which statement names the youngest formation and gives the correct reasoning?

", "prompt_plain": "One panel will tell visitors which of the four formations is the youngest - the one that formed most recently. Use Figure 1 and Table 1 together. Which statement names the youngest formation and gives the correct reasoning?", "context_html": "", "options": [ { "id": "cA21", "text": "The tan sandstone, because its ledge juts out farthest, so it must have formed after the beds around it.", "plain": "The tan sandstone, because its ledge juts out farthest, so it must have formed after the beds around it.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The pale limestone, because each bed formed on top of beds already in place, and it sits above the other three.", "plain": "The pale limestone, because each bed formed on top of beds already in place, and it sits above the other three.", "correct": true, "kind": "choice" }, { "id": "cC21", "text": "The gray shale, because it lies nearest the river, and the river is the newest feature the panels describe.", "plain": "The gray shale, because it lies nearest the river, and the river is the newest feature the panels describe.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "The dark mudstone, because its fish fossils are more complex than the shell fossils in the beds below it.", "plain": "The dark mudstone, because its fish fossils are more complex than the shell fossils in the beds below it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2e45713b-f783-4818-aef8-06e782452042" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB21" ] }, "n_options": 4, "passage_html": "

River-Bluff Interpretive Panels

A county park is adding interpretive panels - short signs that explain the scenery - along a riverside trail. The trail faces a steep bluff, a high rock face rising above the river. Four sedimentary formations are stacked in the bluff, and none of them have been folded or flipped. Figure 1 shows a cross-section of the bluff. Table 1 describes the four formations. On the bluff face, two formations jut out as bold ledges, and two lie back as gentle slopes.

Figure 1. Cross-Section of the River Bluff

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Table 1. The Four Formations

FormationPosition in the bluffWhat visitors see
Pale limestoneTop of the bluffBold ledge; no fossils found so far
Dark mudstoneSecond from the topGentle slope; fish-skeleton fossils
Tan sandstoneSecond from the bottomBold ledge; fern-leaf prints
Gray shaleBottom, beside the riverGentle slope; coiled-shell fossils
", "passage_plain": "River-Bluff Interpretive Panels A county park is adding interpretive panels - short signs that explain the scenery - along a riverside trail. The trail faces a steep bluff, a high rock face rising above the river. Four sedimentary formations are stacked in the bluff, and none of them have been folded or flipped. Figure 1 shows a cross-section of the bluff. Table 1 describes the four formations. On the bluff face, two formations jut out as bold ledges, and two lie back as gentle slopes. Figure 1. Cross-Section of the River Bluff Table 1. The Four Formations Formation Position in the bluff What visitors see Pale limestone Top of the bluff Bold ledge; no fossils found so far Dark mudstone Second from the top Gentle slope; fish-skeleton fossils Tan sandstone Second from the bottom Bold ledge; fern-leaf prints Gray shale Bottom, beside the river Gentle slope; coiled-shell fossils" }, { "n": 22, "item_id": "_66dd45d9-ca41-489f-b0ef-a7a2d45bd62d", "type": "choice", "title": "Ledges and Slopes", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Look at Figure 1. One panel must explain why the bluff face is a stair-step of bold ledges and gentle slopes instead of one smooth wall.

Which explanation best completes this panel?

", "prompt_plain": "Look at Figure 1. One panel must explain why the bluff face is a stair-step of bold ledges and gentle slopes instead of one smooth wall. Which explanation best completes this panel?", "context_html": "", "options": [ { "id": "cA22", "text": "The river coats some beds with new rock, so those beds slowly grow outward from the face of the bluff.", "plain": "The river coats some beds with new rock, so those beds slowly grow outward from the face of the bluff.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "Pressure from deep inside the bluff slowly squeezes the strongest beds outward a little more each year.", "plain": "Pressure from deep inside the bluff slowly squeezes the strongest beds outward a little more each year.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "The beds that form slopes are older, and older rock crumbles away faster than younger rock does.", "plain": "The beds that form slopes are older, and older rock crumbles away faster than younger rock does.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "The beds are made of different rocks; the tougher beds wear away more slowly and are left jutting out.", "plain": "The beds are made of different rocks; the tougher beds wear away more slowly and are left jutting out.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_2e45713b-f783-4818-aef8-06e782452042" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD22" ] }, "n_options": 4, "passage_html": "

River-Bluff Interpretive Panels

A county park is adding interpretive panels - short signs that explain the scenery - along a riverside trail. The trail faces a steep bluff, a high rock face rising above the river. Four sedimentary formations are stacked in the bluff, and none of them have been folded or flipped. Figure 1 shows a cross-section of the bluff. Table 1 describes the four formations. On the bluff face, two formations jut out as bold ledges, and two lie back as gentle slopes.

Figure 1. Cross-Section of the River Bluff

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Table 1. The Four Formations

FormationPosition in the bluffWhat visitors see
Pale limestoneTop of the bluffBold ledge; no fossils found so far
Dark mudstoneSecond from the topGentle slope; fish-skeleton fossils
Tan sandstoneSecond from the bottomBold ledge; fern-leaf prints
Gray shaleBottom, beside the riverGentle slope; coiled-shell fossils
", "passage_plain": "River-Bluff Interpretive Panels A county park is adding interpretive panels - short signs that explain the scenery - along a riverside trail. The trail faces a steep bluff, a high rock face rising above the river. Four sedimentary formations are stacked in the bluff, and none of them have been folded or flipped. Figure 1 shows a cross-section of the bluff. Table 1 describes the four formations. On the bluff face, two formations jut out as bold ledges, and two lie back as gentle slopes. Figure 1. Cross-Section of the River Bluff Table 1. The Four Formations Formation Position in the bluff What visitors see Pale limestone Top of the bluff Bold ledge; no fossils found so far Dark mudstone Second from the top Gentle slope; fish-skeleton fossils Tan sandstone Second from the bottom Bold ledge; fern-leaf prints Gray shale Bottom, beside the river Gentle slope; coiled-shell fossils" }, { "n": 23, "item_id": "_c8f5338e-36e6-4285-ade6-9f69863f9ba5", "type": "choice", "title": "River Through the Ridge", "standards": [ "MS-ESS3-1" ], "prompt_html": "

The map shows the land around a city. Most of the region is dry, and the city’s only large source of fresh water is the river shown. Streams from the highlands join into this river. The river passes through a deep, narrow gorge in a rock ridge. The city pumps its water from the river just downstream of the gorge.

\"A

Which explanation best accounts for how this water supply came to exist where it is?

", "prompt_plain": "The map shows the land around a city. Most of the region is dry, and the city’s only large source of fresh water is the river shown. Streams from the highlands join into this river. The river passes through a deep, narrow gorge in a rock ridge. The city pumps its water from the river just downstream of the gorge. Which explanation best accounts for how this water supply came to exist where it is?", "context_html": "", "options": [ { "id": "cA23", "text": "Over a long time, the river wore the gorge through the ridge, opening the path that carries highland water to the city.", "plain": "Over a long time, the river wore the gorge through the ridge, opening the path that carries highland water to the city.", "correct": true, "kind": "choice" }, { "id": "cB23", "text": "The rock layers under the ridge slowly make new water, which seeps up into the gorge and keeps the river filled.", "plain": "The rock layers under the ridge slowly make new water, which seeps up into the gorge and keeps the river filled.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "Work crews cut the gorge through the ridge so that water from the highland streams would flow toward the city.", "plain": "Work crews cut the gorge through the ridge so that water from the highland streams would flow toward the city.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "Wind blowing through a natural crack in the ridge slowly widened the gap until the river could flow through it.", "plain": "Wind blowing through a natural crack in the ridge slowly widened the gap until the river could flow through it.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot23_v2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA23" ] }, "n_options": 4 }, { "n": 24, "item_id": "_60686d37-6b58-4858-8bab-26b146da962b", "type": "choice", "title": "Lake to Rain", "standards": [ "MS-ESS2-4" ], "prompt_html": "

On a sunny day, water evaporates from a lake. The diagram traces that water from the lake toward the hills nearby, where rain later falls.

\"A

Which sequence correctly describes the evaporated water from the time it leaves the lake until it falls as rain?

", "prompt_plain": "On a sunny day, water evaporates from a lake. The diagram traces that water from the lake toward the hills nearby, where rain later falls. Which sequence correctly describes the evaporated water from the time it leaves the lake until it falls as rain?", "context_html": "", "options": [ { "id": "cA24", "text": "The vapor turns into droplets just above the warm lake, and the droplets then rise and gather into a cloud that rains.", "plain": "The vapor turns into droplets just above the warm lake, and the droplets then rise and gather into a cloud that rains.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "The vapor rises, warms as it climbs, and the warmth packs it into droplets that fall from the cloud as rain.", "plain": "The vapor rises, warms as it climbs, and the warmth packs it into droplets that fall from the cloud as rain.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "The vapor rises with warm air, cools high up, condenses into tiny cloud droplets, and the droplets merge and fall as rain.", "plain": "The vapor rises with warm air, cools high up, condenses into tiny cloud droplets, and the droplets merge and fall as rain.", "correct": true, "kind": "choice" }, { "id": "cD24", "text": "The vapor rises into a cloud, which soaks it up like a sponge until the cloud grows too heavy and bursts as rain.", "plain": "The vapor rises into a cloud, which soaks it up like a sponge until the cloud grows too heavy and bursts as rain.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot24.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC24" ] }, "n_options": 4 }, { "n": 25, "item_id": "_89f1c9e0-562b-4041-95bf-c58412b4b590", "type": "choice", "title": "Earthquakes Along a Boundary", "standards": [ "MS-ESS3-2" ], "prompt_html": "

The map shows one region. The heavy line marks a boundary where two plates slowly slide past each other. Each small circle marks the starting point of one earthquake recorded there during the past 50 years.

\"A

Why do so many earthquakes happen along this boundary?

", "prompt_plain": "The map shows one region. The heavy line marks a boundary where two plates slowly slide past each other. Each small circle marks the starting point of one earthquake recorded there during the past 50 years. Why do so many earthquakes happen along this boundary?", "context_html": "", "options": [ { "id": "cA25", "text": "Melted rock keeps pushing up beneath the boundary, and its eruptions shake the ground along the line.", "plain": "Melted rock keeps pushing up beneath the boundary, and its eruptions shake the ground along the line.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "The rock along the boundary is softer than the rock nearby, so it crumbles under the region’s weight.", "plain": "The rock along the boundary is softer than the rock nearby, so it crumbles under the region’s weight.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "Heavy rains soak into the boundary zone, and the wet rock shifts each time storms pass through.", "plain": "Heavy rains soak into the boundary zone, and the wet rock shifts each time storms pass through.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The plates’ edges catch and stick as they move, then suddenly slip, releasing energy that shakes the ground.", "plain": "The plates’ edges catch and stick as they move, then suddenly slip, releasing energy that shakes the ground.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot25_v2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD25" ] }, "n_options": 4 }, { "n": 26, "item_id": "_958b0dff-0d56-4225-a02b-ea6ca22f0d66", "type": "choice", "title": "E-Waste Program — Part A", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part A

Look at Figure 1 and Figure 2 together.

Which claim do the two data records together support?

", "prompt_plain": "Part A Look at Figure 1 and Figure 2 together. Which claim do the two data records together support?", "context_html": "", "options": [ { "id": "cA26", "text": "The program has already removed the lead that earlier e-waste left buried in the landfill.", "plain": "The program has already removed the lead that earlier e-waste left buried in the landfill.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Since the site opened, collections have grown, and the lead level has risen more slowly, then leveled off.", "plain": "Since the site opened, collections have grown, and the lead level has risen more slowly, then leveled off.", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "Residents have thrown out less total e-waste each year since the drop-off site first opened.", "plain": "Residents have thrown out less total e-waste each year since the drop-off site first opened.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "E-waste collected at the site caused the lead level’s fast rise from 2019 to 2021.", "plain": "E-waste collected at the site caused the lead level’s fast rise from 2019 to 2021.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1329e459-d136-4723-9bda-046f9fac995c" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB26" ] }, "n_options": 4, "passage_html": "

E-Waste Drop-Off Program

Old electronics, called e-waste, contain the metal lead, which can harm people. In 2021, one county opened a drop-off site where residents leave old electronics for recycling instead of trashing them. Trash from the county goes to the county landfill. Each year, the county tests water from a well beside the landfill and records the lead level. Figure 1 shows the tons of e-waste collected at the site each year. Figure 2 shows the lead readings. A county survey found the total e-waste residents throw out keeps growing. Most residents who still trash e-waste say the site is too far from home; few say they need a reward.

\"A

\"A

", "passage_plain": "E-Waste Drop-Off Program Old electronics, called e-waste, contain the metal lead, which can harm people. In 2021, one county opened a drop-off site where residents leave old electronics for recycling instead of trashing them. Trash from the county goes to the county landfill. Each year, the county tests water from a well beside the landfill and records the lead level. Figure 1 shows the tons of e-waste collected at the site each year. Figure 2 shows the lead readings. A county survey found the total e-waste residents throw out keeps growing. Most residents who still trash e-waste say the site is too far from home; few say they need a reward." }, { "n": 27, "item_id": "_02a9f6d1-770f-4b58-8153-7f9b1063fcbf", "type": "choice", "title": "E-Waste Program — Part B", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part B

The county wants to collect even more of the e-waste that residents still throw out.

Which change to the program would best accomplish this?

", "prompt_plain": "Part B The county wants to collect even more of the e-waste that residents still throw out. Which change to the program would best accomplish this?", "context_html": "", "options": [ { "id": "cA27", "text": "Hold one annual pickup day for homes near the current site.", "plain": "Hold one annual pickup day for homes near the current site.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "Move the single drop-off site to the county’s most distant neighborhoods.", "plain": "Move the single drop-off site to the county’s most distant neighborhoods.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "Open several new drop-off sites spread around distant parts of the county.", "plain": "Open several new drop-off sites spread around distant parts of the county.", "correct": true, "kind": "choice" }, { "id": "cD27", "text": "Add a refundable deposit shoppers get back when they drop off electronics.", "plain": "Add a refundable deposit shoppers get back when they drop off electronics.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_1329e459-d136-4723-9bda-046f9fac995c" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC27" ] }, "n_options": 4, "passage_html": "

E-Waste Drop-Off Program

Old electronics, called e-waste, contain the metal lead, which can harm people. In 2021, one county opened a drop-off site where residents leave old electronics for recycling instead of trashing them. Trash from the county goes to the county landfill. Each year, the county tests water from a well beside the landfill and records the lead level. Figure 1 shows the tons of e-waste collected at the site each year. Figure 2 shows the lead readings. A county survey found the total e-waste residents throw out keeps growing. Most residents who still trash e-waste say the site is too far from home; few say they need a reward.

\"A

\"A

", "passage_plain": "E-Waste Drop-Off Program Old electronics, called e-waste, contain the metal lead, which can harm people. In 2021, one county opened a drop-off site where residents leave old electronics for recycling instead of trashing them. Trash from the county goes to the county landfill. Each year, the county tests water from a well beside the landfill and records the lead level. Figure 1 shows the tons of e-waste collected at the site each year. Figure 2 shows the lead readings. A county survey found the total e-waste residents throw out keeps growing. Most residents who still trash e-waste say the site is too far from home; few say they need a reward." }, { "n": 28, "item_id": "_70bfc255-e115-48fc-ae59-141093df374f", "type": "choice", "title": "Energy in the Atmosphere", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Figure 1 shows a student’s model of energy in Earth’s atmosphere. One arrow runs from the Sun to the ground. A second arrow runs from the warmed ground up toward space. A third arrow bends back at a hazy layer of greenhouse gases, returning energy toward the ground. Table 1 lists four activities.

Figure 1. A Student’s Energy Model

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Table 1. Four Activities

ActivityDescription
Activity 1Students walk or bike to school instead of riding in gasoline-powered cars.
Activity 2A family burns wood in an outdoor fire pit every evening.
Activity 3A school turns off lights and computers in empty rooms; the school’s electricity comes from a fuel-burning power plant.
Activity 4A town clears a forest to build a new parking lot.

Choose the TWO statements that correctly use the model to predict an activity’s long-term effect.

", "prompt_plain": "Figure 1 shows a student’s model of energy in Earth’s atmosphere. One arrow runs from the Sun to the ground. A second arrow runs from the warmed ground up toward space. A third arrow bends back at a hazy layer of greenhouse gases, returning energy toward the ground. Table 1 lists four activities. Figure 1. A Student’s Energy Model Table 1. Four Activities Activity Description Activity 1 Students walk or bike to school instead of riding in gasoline-powered cars. Activity 2 A family burns wood in an outdoor fire pit every evening. Activity 3 A school turns off lights and computers in empty rooms; the school’s electricity comes from a fuel-burning power plant. Activity 4 A town clears a forest to build a new parking lot. Choose the TWO statements that correctly use the model to predict an activity’s long-term effect.", "context_html": "", "options": [ { "id": "cA28", "text": "Activity 2 would add smoke but no carbon dioxide, so the gas layer would send back the same energy.", "plain": "Activity 2 would add smoke but no carbon dioxide, so the gas layer would send back the same energy.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "Activity 1 would add less carbon dioxide to the layer, so the ground would get back less energy.", "plain": "Activity 1 would add less carbon dioxide to the layer, so the ground would get back less energy.", "correct": true, "kind": "choice" }, { "id": "cC28", "text": "Activity 1 would weaken the arrow from the Sun, so the ground would get less energy overall.", "plain": "Activity 1 would weaken the arrow from the Sun, so the ground would get less energy overall.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "Activity 3 would make power plants burn less fuel, so the gas layer would send back less energy.", "plain": "Activity 3 would make power plants burn less fuel, so the gas layer would send back less energy.", "correct": true, "kind": "choice" }, { "id": "cE28", "text": "Activity 4 would leave fewer trees adding carbon dioxide, so the gas layer would send back less energy.", "plain": "Activity 4 would leave fewer trees adding carbon dioxide, so the gas layer would send back less energy.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot28.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB28", "cD28" ] }, "n_options": 5 }, { "n": 29, "item_id": "_2b6ac127-fb54-4158-a77c-1ae393f9ae6b", "type": "choice", "title": "Season in the Northern Hemisphere", "standards": [ "MS-ESS1-1" ], "prompt_html": "

The diagram shows the Sun and Earth on one day of the year. The straight line through Earth is its axis, and the upper end of the line points to the North Pole.

\"The

Which season is it in the Northern Hemisphere on the day shown?

", "prompt_plain": "The diagram shows the Sun and Earth on one day of the year. The straight line through Earth is its axis, and the upper end of the line points to the North Pole. Which season is it in the Northern Hemisphere on the day shown?", "context_html": "", "options": [ { "id": "cA29", "text": "Winter", "plain": "Winter", "correct": true, "kind": "choice" }, { "id": "cB29", "text": "Spring", "plain": "Spring", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "Summer", "plain": "Summer", "correct": false, "kind": "choice" }, { "id": "cD29", "text": "Fall", "plain": "Fall", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot29.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA29" ] }, "n_options": 4 }, { "n": 30, "item_id": "_a31dd60d-b735-412d-ad85-17c93217941d", "type": "gap-match", "title": "Plate Boundary Types", "standards": [ "MS-ESS2-3" ], "prompt_html": "

The map is a model of part of Earth’s surface, showing several plates. Three plate boundaries are marked with paired arrows. One boundary crosses the north of the map, one crosses the middle, and one crosses the south. The arrows show how the plates on each side of each boundary move.

\"A

 

Drag one boundary-type label into each row to match the motion the arrows show at that boundary.

", "prompt_plain": "The map is a model of part of Earth’s surface, showing several plates. Three plate boundaries are marked with paired arrows. One boundary crosses the north of the map, one crosses the middle, and one crosses the south. The arrows show how the plates on each side of each boundary move. Drag one boundary-type label into each row to match the motion the arrows show at that boundary.", "context_html": "", "options": [ { "id": "tok-transform", "text": "transform", "plain": "transform", "correct": false, "kind": "gap-token" }, { "id": "tok-convergent", "text": "convergent", "plain": "convergent", "correct": false, "kind": "gap-token" }, { "id": "tok-divergent", "text": "divergent", "plain": "divergent", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot30_v2.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-convergent G1", "tok-divergent G2", "tok-transform G3" ] }, "n_options": 3 }, { "n": 31, "item_id": "_15126df1-ac65-4a29-ae61-6bd00399c269", "type": "choice", "title": "Coaster Ball Energy Graphs", "standards": [ "MS-PS3-1" ], "prompt_html": "

Zahra starts the ball from rest at several different heights on the starting slope, one run at a time. For each run, the class measures the impact speed and works out the ball’s kinetic energy at the moment of impact. Figure 2 shows four possible graphs of kinetic energy against impact speed.

Figure 2. Four Possible Graphs

\"Four

Which graph best shows how the ball’s kinetic energy at impact changes as its impact speed increases?

", "prompt_plain": "Zahra starts the ball from rest at several different heights on the starting slope, one run at a time. For each run, the class measures the impact speed and works out the ball’s kinetic energy at the moment of impact. Figure 2 shows four possible graphs of kinetic energy against impact speed. Figure 2. Four Possible Graphs Which graph best shows how the ball’s kinetic energy at impact changes as its impact speed increases?", "context_html": "", "options": [ { "id": "cA1", "text": "Graph 1", "plain": "Graph 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Graph 2", "plain": "Graph 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Graph 3", "plain": "Graph 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Graph 4", "plain": "Graph 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot31b.png" ], "stimulus_ids": [ "_591032ce-3a57-4250-bb0e-ab929a6cc652" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Coaster-Ball Sand-Pit Run

Zahra builds a ball-coaster in her backyard: a long metal rail that a smooth metal ball can roll along. A release gate lets her start the ball from rest at any height on the starting slope. The rail passes four labeled points. Point W is at the top of the starting slope. Point X is partway down the slope. Point Y is at the rail’s lowest dip, and point Z is at the rail’s end. Past Z, the ball flies off the rail and lands in a sand pit on the ground. A camera films each landing in slow motion, and Zahra’s science class uses the video to measure the ball’s impact speed - how fast the ball is moving just before it touches the sand. Figure 1 shows the ball-coaster. Table 1 lists the height of each labeled point.

Figure 1. The Ball-Coaster

\"Side

Table 1. Track-Point Heights

Labeled pointHeight above the ground
W2.0 m
X1.2 m
Y0.2 m
Z0.5 m
", "passage_plain": "Coaster-Ball Sand-Pit Run Zahra builds a ball-coaster in her backyard: a long metal rail that a smooth metal ball can roll along. A release gate lets her start the ball from rest at any height on the starting slope. The rail passes four labeled points. Point W is at the top of the starting slope. Point X is partway down the slope. Point Y is at the rail’s lowest dip, and point Z is at the rail’s end. Past Z, the ball flies off the rail and lands in a sand pit on the ground. A camera films each landing in slow motion, and Zahra’s science class uses the video to measure the ball’s impact speed - how fast the ball is moving just before it touches the sand. Figure 1 shows the ball-coaster. Table 1 lists the height of each labeled point. Figure 1. The Ball-Coaster Table 1. Track-Point Heights Labeled point Height above the ground W 2.0 m X 1.2 m Y 0.2 m Z 0.5 m" }, { "n": 32, "item_id": "_342a4114-1d71-4ffd-a30a-5bca31c0408e", "type": "choice", "title": "Coaster Ball Energy Comparison", "standards": [ "MS-PS3-2" ], "prompt_html": "

Zahra closes the release gate, starts the ball from rest at point W, and lets it roll past X and Y to the rail’s end at Z. The ball loses almost no energy to friction as it rolls.

Based on Table 1, which statement correctly compares the ball’s energy during this run?

", "prompt_plain": "Zahra closes the release gate, starts the ball from rest at point W, and lets it roll past X and Y to the rail’s end at Z. The ball loses almost no energy to friction as it rolls. Based on Table 1, which statement correctly compares the ball’s energy during this run?", "context_html": "", "options": [ { "id": "cA1", "text": "The ball’s potential energy is greatest at W, and its kinetic energy is greatest at Y.", "plain": "The ball’s potential energy is greatest at W, and its kinetic energy is greatest at Y.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The ball’s potential energy is greatest at W, and its kinetic energy is greatest at Z.", "plain": "The ball’s potential energy is greatest at W, and its kinetic energy is greatest at Z.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The ball’s potential energy is greatest at Y, and its kinetic energy is greatest at W.", "plain": "The ball’s potential energy is greatest at Y, and its kinetic energy is greatest at W.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The ball’s potential energy and its kinetic energy are both greatest at W, where the run starts.", "plain": "The ball’s potential energy and its kinetic energy are both greatest at W, where the run starts.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_591032ce-3a57-4250-bb0e-ab929a6cc652" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Coaster-Ball Sand-Pit Run

Zahra builds a ball-coaster in her backyard: a long metal rail that a smooth metal ball can roll along. A release gate lets her start the ball from rest at any height on the starting slope. The rail passes four labeled points. Point W is at the top of the starting slope. Point X is partway down the slope. Point Y is at the rail’s lowest dip, and point Z is at the rail’s end. Past Z, the ball flies off the rail and lands in a sand pit on the ground. A camera films each landing in slow motion, and Zahra’s science class uses the video to measure the ball’s impact speed - how fast the ball is moving just before it touches the sand. Figure 1 shows the ball-coaster. Table 1 lists the height of each labeled point.

Figure 1. The Ball-Coaster

\"Side

Table 1. Track-Point Heights

Labeled pointHeight above the ground
W2.0 m
X1.2 m
Y0.2 m
Z0.5 m
", "passage_plain": "Coaster-Ball Sand-Pit Run Zahra builds a ball-coaster in her backyard: a long metal rail that a smooth metal ball can roll along. A release gate lets her start the ball from rest at any height on the starting slope. The rail passes four labeled points. Point W is at the top of the starting slope. Point X is partway down the slope. Point Y is at the rail’s lowest dip, and point Z is at the rail’s end. Past Z, the ball flies off the rail and lands in a sand pit on the ground. A camera films each landing in slow motion, and Zahra’s science class uses the video to measure the ball’s impact speed - how fast the ball is moving just before it touches the sand. Figure 1 shows the ball-coaster. Table 1 lists the height of each labeled point. Figure 1. The Ball-Coaster Table 1. Track-Point Heights Labeled point Height above the ground W 2.0 m X 1.2 m Y 0.2 m Z 0.5 m" }, { "n": 33, "item_id": "_940e997c-7233-4a1f-8c8f-c11779439a58", "type": "choice", "title": "Whiteboard Magnet Sheet Test", "standards": [ "MS-PS2-5" ], "prompt_html": "

Tavish presses a strong bar magnet against a small stack of paper sheets, pinning the stack to a steel whiteboard. The magnet touches only the paper, yet its pull reaches through the stack and holds everything against the board. Tavish plans an investigation: starting with one sheet, he will add one sheet at a time and record whether the magnet still pins the stack, until the magnet fails. Figure 1 shows the setup.

Figure 1. The Magnet and Paper Stack

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For the results to show how the number of sheets affects the magnet’s hold, which TWO parts of the plan must stay the same in every trial? Choose the TWO best answers.

", "prompt_plain": "Tavish presses a strong bar magnet against a small stack of paper sheets, pinning the stack to a steel whiteboard. The magnet touches only the paper, yet its pull reaches through the stack and holds everything against the board. Tavish plans an investigation: starting with one sheet, he will add one sheet at a time and record whether the magnet still pins the stack, until the magnet fails. Figure 1 shows the setup. Figure 1. The Magnet and Paper Stack For the results to show how the number of sheets affects the magnet’s hold, which TWO parts of the plan must stay the same in every trial? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA1", "text": "the bar magnet used to pin the stack", "plain": "the bar magnet used to pin the stack", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "the number of paper sheets in the stack", "plain": "the number of paper sheets in the stack", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "how strongly the magnet’s pull reaches through the stack", "plain": "how strongly the magnet’s pull reaches through the stack", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "the type of paper used for the sheets", "plain": "the type of paper used for the sheets", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "whether the magnet pins the stack or drops it", "plain": "whether the magnet pins the stack or drops it", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot33.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA1", "cD1" ] }, "n_options": 5 }, { "n": 34, "item_id": "_412202d8-22d0-4309-a710-72e1b244b655", "type": "gap-match", "title": "Winter Morning Heat Transfer", "standards": [ "MS-PS3-3" ], "prompt_html": "

Early on a cold winter morning, students in one house write down six observations, listed in Table 1. Each observation shows thermal energy moving mainly by one of the three heat-transfer mechanisms. Figure 1 shows the rooms where the students made the observations.

Figure 1. The Winter-Morning Rooms

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Drag one mechanism tile into each observation’s empty box. You may use a tile more than once.

", "prompt_plain": "Early on a cold winter morning, students in one house write down six observations, listed in Table 1. Each observation shows thermal energy moving mainly by one of the three heat-transfer mechanisms. Figure 1 shows the rooms where the students made the observations. Figure 1. The Winter-Morning Rooms Drag one mechanism tile into each observation’s empty box. You may use a tile more than once.", "context_html": "", "options": [ { "id": "t1", "text": "radiation", "plain": "radiation", "correct": false, "kind": "gap-token" }, { "id": "t2", "text": "conduction", "plain": "conduction", "correct": false, "kind": "gap-token" }, { "id": "t3", "text": "convection", "plain": "convection", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot34.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t2 g1", "t1 g2", "t3 g3", "t1 g4", "t2 g5", "t3 g6" ] }, "n_options": 3 }, { "n": 35, "item_id": "_643ac465-28a9-4f79-a7b8-93134f9b0b5d", "type": "inline-choice", "title": "Vinyl and Digital Song Copies", "standards": [ "MS-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A recording studio keeps the same song in two forms: cut as a wavy groove into a vinyl record, and saved as a digital file. To copy the record, the studio re-records the song onto a new record. To copy the file, a computer duplicates it. Figure 1 shows the two forms.

Figure 1. The Two Song Forms

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Complete the statements about the two kinds of copies.

A new copy of the digital file sounds the original recording, because the file stores the song as . Each time the record is re-recorded, the sound on the new vinyl copy .

", "options": [ { "id": "cD1O2b7cf028a", "text": "exactly like", "plain": "exactly like", "correct": true, "kind": "inline" }, { "id": "cD1O6c185cae9", "text": "slightly quieter than", "plain": "slightly quieter than", "correct": false, "kind": "inline" }, { "id": "cD1O4e85562bd", "text": "slightly smoother than", "plain": "slightly smoother than", "correct": false, "kind": "inline" }, { "id": "cD2Oacf540627", "text": "a groove shaped like the sound", "plain": "a groove shaped like the sound", "correct": false, "kind": "inline" }, { "id": "cD2Of92618bba", "text": "a miniature copy of the sound wave", "plain": "a miniature copy of the sound wave", "correct": false, "kind": "inline" }, { "id": "cD2Ocbff79876", "text": "a long list of number values", "plain": "a long list of number values", "correct": true, "kind": "inline" }, { "id": "cD3O59a0f1566", "text": "becomes clearer and stronger", "plain": "becomes clearer and stronger", "correct": false, "kind": "inline" }, { "id": "cD3O7cd88380d", "text": "picks up extra noise and small errors", "plain": "picks up extra noise and small errors", "correct": true, "kind": "inline" }, { "id": "cD3O82e00df7a", "text": "stays exactly the same", "plain": "stays exactly the same", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot35.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1O2b7cf028a" ], "RESPONSE2": [ "cD2Ocbff79876" ], "RESPONSE3": [ "cD3O7cd88380d" ] }, "n_options": 9 }, { "n": 36, "item_id": "_401de25d-d233-4023-ad88-aba8079ac10a", "type": "choice", "title": "Greenway Repair-Stand Request", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A parks office asks a student engineering club to rebuild the worn bike-repair stand beside a greenway, a car-free path for walking and biking. Figure 1 shows the stand. The office’s request card lists four statements about the rebuild.

Figure 1. The Worn Repair Stand

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Repair-Stand Rebuild Request

StatementRequest text
Statement 1The rebuilt stand should hold a bike steady with both wheels off the ground.
Statement 2Riders of different heights should be able to reach the clamp and the tools.
Statement 3The club may spend no more than $650 on the whole rebuild.
Statement 4Each tool should remain available after repeated use of the stand.

Which statement in the request is a constraint on the rebuild project?

", "prompt_plain": "A parks office asks a student engineering club to rebuild the worn bike-repair stand beside a greenway, a car-free path for walking and biking. Figure 1 shows the stand. The office’s request card lists four statements about the rebuild. Figure 1. The Worn Repair Stand Repair-Stand Rebuild Request Statement Request text Statement 1 The rebuilt stand should hold a bike steady with both wheels off the ground. Statement 2 Riders of different heights should be able to reach the clamp and the tools. Statement 3 The club may spend no more than $650 on the whole rebuild. Statement 4 Each tool should remain available after repeated use of the stand. Which statement in the request is a constraint on the rebuild project?", "context_html": "", "options": [ { "id": "cA1", "text": "Statement 1", "plain": "Statement 1", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Statement 2", "plain": "Statement 2", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Statement 3", "plain": "Statement 3", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Statement 4", "plain": "Statement 4", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-29/images/slot36.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 37, "item_id": "_949ace91-a971-4996-8886-ad714c12342c", "type": "gap-match", "title": "Coop Door Trade-Off Data", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A technology class builds two full-size entry doors for a chicken coop - the door a person uses to walk in. Door A is a hinged door built from new pine boards. Door B is a sliding door cut from recycled plastic lumber. The class tests both doors for a month and sorts the outcome data into the three trade-off categories it studied. Table 1 shows the outcome data.

Table 1. Door Test Outcomes

ResultDoor A (new pine, hinged)Door B (recycled plastic lumber, sliding)
Nights the door stayed fully shut, of 302929
Total cost of materials$74$139
Materials sourcenewly cut pine boards (11 kg)reused waste plastic (11 kg) that was headed to a landfill

 

Complete the trade-off summary. For each category row, drag in the tile naming the design the outcome data favor. You may use a tile more than once, or not at all.

", "prompt_plain": "A technology class builds two full-size entry doors for a chicken coop - the door a person uses to walk in. Door A is a hinged door built from new pine boards. Door B is a sliding door cut from recycled plastic lumber. The class tests both doors for a month and sorts the outcome data into the three trade-off categories it studied. Table 1 shows the outcome data. Table 1. Door Test Outcomes Result Door A (new pine, hinged) Door B (recycled plastic lumber, sliding) Nights the door stayed fully shut, of 30 29 29 Total cost of materials $74 $139 Materials source newly cut pine boards (11 kg) reused waste plastic (11 kg) that was headed to a landfill Complete the trade-off summary. For each category row, drag in the tile naming the design the outcome data favor. You may use a tile more than once, or not at all.", "context_html": "", "options": [ { "id": "t1", "text": "Door A", "plain": "Door A", "correct": false, "kind": "gap-token" }, { "id": "t2", "text": "Door B", "plain": "Door B", "correct": false, "kind": "gap-token" }, { "id": "t3", "text": "Neither door", "plain": "Neither door", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t3 g1", "t1 g2", "t2 g3" ] }, "n_options": 3 }, { "n": 38, "item_id": "_572292a8-f7cd-4465-b0fa-d1d76f2def99", "type": "choice", "title": "Pop-Door Flap Redesign — Part A", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part A

Based on Table 1, which claim about Thandi’s flap redesign do the three rounds of data support?

", "prompt_plain": "Part A Based on Table 1, which claim about Thandi’s flap redesign do the three rounds of data support?", "context_html": "", "options": [ { "id": "cA1", "text": "The Round 2 flap already met both targets, so the Round 3 change was not needed.", "plain": "The Round 2 flap already met both targets, so the Round 3 change was not needed.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The Round 3 flap is the first version that meets both the temperature target and the draft target.", "plain": "The Round 3 flap is the first version that meets both the temperature target and the draft target.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Every flap version met the temperature target, so the changes only improved the draft.", "plain": "Every flap version met the temperature target, so the changes only improved the draft.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "No flap version meets the draft target, because some moving air still reaches the perch in every round.", "plain": "No flap version meets the draft target, because some moving air still reaches the perch in every round.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b62bfbda-ea13-4d9b-8ddc-83e9e3659d70" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4, "passage_html": "

Chicken-Coop Pop-Door Flap Tests

Thandi’s family keeps six chickens in a small wooden coop. The chickens come and go through a pop-door: a low, chicken-sized opening covered by a swinging flap. On cold, windy nights the coop has been too cold inside. Thandi redesigns the flap in rounds and tests each version overnight in windy weather. She set two targets for the redesign. The overnight low temperature inside the coop must stay at 4 °C or higher. The moving air (draft) at the sleeping perch must stay at 0.3 meters per second or slower. Table 1 shows her three test rounds. Figure 1 shows the pop-door and its flap.

Figure 1. The Pop-Door Flap

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Table 1. Flap Test Rounds

RoundFlap version testedOvernight low temperatureDraft at the perch
1original thin flap, loose fit2 °C0.9 m/s
2foam strip added around the flap’s edges5 °C0.5 m/s
3foam strip kept; thicker flap that swings fully shut6 °C0.2 m/s
", "passage_plain": "Chicken-Coop Pop-Door Flap Tests Thandi’s family keeps six chickens in a small wooden coop. The chickens come and go through a pop-door: a low, chicken-sized opening covered by a swinging flap. On cold, windy nights the coop has been too cold inside. Thandi redesigns the flap in rounds and tests each version overnight in windy weather. She set two targets for the redesign. The overnight low temperature inside the coop must stay at 4 °C or higher. The moving air (draft) at the sleeping perch must stay at 0.3 meters per second or slower. Table 1 shows her three test rounds. Figure 1 shows the pop-door and its flap. Figure 1. The Pop-Door Flap Table 1. Flap Test Rounds Round Flap version tested Overnight low temperature Draft at the perch 1 original thin flap, loose fit 2 °C 0.9 m/s 2 foam strip added around the flap’s edges 5 °C 0.5 m/s 3 foam strip kept; thicker flap that swings fully shut 6 °C 0.2 m/s" }, { "n": 39, "item_id": "_6a057ad9-8492-4266-b54d-6481062e5580", "type": "choice", "title": "Pop-Door Flap Redesign — Part B", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

Which evidence from Table 1 best shows that the flap version in your answer in Part A meets both targets?

", "prompt_plain": "Part B Which evidence from Table 1 best shows that the flap version in your answer in Part A meets both targets?", "context_html": "", "options": [ { "id": "cA1", "text": "the drop in the draft reading and the rise in the temperature reading from Round 2 to Round 3", "plain": "the drop in the draft reading and the rise in the temperature reading from Round 2 to Round 3", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "the Round 2 temperature reading and the Round 2 draft reading", "plain": "the Round 2 temperature reading and the Round 2 draft reading", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "the Round 2 temperature reading and the Round 3 draft reading", "plain": "the Round 2 temperature reading and the Round 3 draft reading", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "the Round 3 temperature reading and the Round 3 draft reading", "plain": "the Round 3 temperature reading and the Round 3 draft reading", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b62bfbda-ea13-4d9b-8ddc-83e9e3659d70" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Chicken-Coop Pop-Door Flap Tests

Thandi’s family keeps six chickens in a small wooden coop. The chickens come and go through a pop-door: a low, chicken-sized opening covered by a swinging flap. On cold, windy nights the coop has been too cold inside. Thandi redesigns the flap in rounds and tests each version overnight in windy weather. She set two targets for the redesign. The overnight low temperature inside the coop must stay at 4 °C or higher. The moving air (draft) at the sleeping perch must stay at 0.3 meters per second or slower. Table 1 shows her three test rounds. Figure 1 shows the pop-door and its flap.

Figure 1. The Pop-Door Flap

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Table 1. Flap Test Rounds

RoundFlap version testedOvernight low temperatureDraft at the perch
1original thin flap, loose fit2 °C0.9 m/s
2foam strip added around the flap’s edges5 °C0.5 m/s
3foam strip kept; thicker flap that swings fully shut6 °C0.2 m/s
", "passage_plain": "Chicken-Coop Pop-Door Flap Tests Thandi’s family keeps six chickens in a small wooden coop. The chickens come and go through a pop-door: a low, chicken-sized opening covered by a swinging flap. On cold, windy nights the coop has been too cold inside. Thandi redesigns the flap in rounds and tests each version overnight in windy weather. She set two targets for the redesign. The overnight low temperature inside the coop must stay at 4 °C or higher. The moving air (draft) at the sleeping perch must stay at 0.3 meters per second or slower. Table 1 shows her three test rounds. Figure 1 shows the pop-door and its flap. Figure 1. The Pop-Door Flap Table 1. Flap Test Rounds Round Flap version tested Overnight low temperature Draft at the perch 1 original thin flap, loose fit 2 °C 0.9 m/s 2 foam strip added around the flap’s edges 5 °C 0.5 m/s 3 foam strip kept; thicker flap that swings fully shut 6 °C 0.2 m/s" }, { "n": 40, "item_id": "_994c3ad1-451a-4bd5-a69c-6fa46017b416", "type": "hottext", "title": "Flap Project Test Log", "standards": [ "MS-ETS1-3" ], "prompt_html": "

After Round 3, Thandi writes a short test log about the flap project. The log’s five sentences appear below.

Select the ONE sentence that describes a failure point in the flap design.

", "prompt_plain": "After Round 3, Thandi writes a short test log about the flap project. The log’s five sentences appear below. Select the ONE sentence that describes a failure point in the flap design.", "context_html": "", "options": [ { "id": "hS140", "text": "Round 1’s overnight low came in colder than we had hoped for the chickens.", "plain": "Round 1’s overnight low came in colder than we had hoped for the chickens.", "correct": false, "kind": "hottext" }, { "id": "hS240", "text": "During Round 2’s wind test, the flap’s bottom corner lifted away from the frame.", "plain": "During Round 2’s wind test, the flap’s bottom corner lifted away from the frame.", "correct": true, "kind": "hottext" }, { "id": "hS340", "text": "We spent $18 of our $25 materials budget on the foam strip and the thicker flap.", "plain": "We spent $18 of our $25 materials budget on the foam strip and the thicker flap.", "correct": false, "kind": "hottext" }, { "id": "hS440", "text": "Between rounds, we measured the pop-door opening and cut each foam strip to match it.", "plain": "Between rounds, we measured the pop-door opening and cut each foam strip to match it.", "correct": false, "kind": "hottext" }, { "id": "hS540", "text": "Our two targets and three flap versions are listed in the notebook beside the redesign sketches.", "plain": "Our two targets and three flap versions are listed in the notebook beside the redesign sketches.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_b62bfbda-ea13-4d9b-8ddc-83e9e3659d70" ], "key_letters": "", "key_values": { "RESPONSE": [ "hS240" ] }, "n_options": 5, "passage_html": "

Chicken-Coop Pop-Door Flap Tests

Thandi’s family keeps six chickens in a small wooden coop. The chickens come and go through a pop-door: a low, chicken-sized opening covered by a swinging flap. On cold, windy nights the coop has been too cold inside. Thandi redesigns the flap in rounds and tests each version overnight in windy weather. She set two targets for the redesign. The overnight low temperature inside the coop must stay at 4 °C or higher. The moving air (draft) at the sleeping perch must stay at 0.3 meters per second or slower. Table 1 shows her three test rounds. Figure 1 shows the pop-door and its flap.

Figure 1. The Pop-Door Flap

\"A

Table 1. Flap Test Rounds

RoundFlap version testedOvernight low temperatureDraft at the perch
1original thin flap, loose fit2 °C0.9 m/s
2foam strip added around the flap’s edges5 °C0.5 m/s
3foam strip kept; thicker flap that swings fully shut6 °C0.2 m/s
", "passage_plain": "Chicken-Coop Pop-Door Flap Tests Thandi’s family keeps six chickens in a small wooden coop. The chickens come and go through a pop-door: a low, chicken-sized opening covered by a swinging flap. On cold, windy nights the coop has been too cold inside. Thandi redesigns the flap in rounds and tests each version overnight in windy weather. She set two targets for the redesign. The overnight low temperature inside the coop must stay at 4 °C or higher. The moving air (draft) at the sleeping perch must stay at 0.3 meters per second or slower. Table 1 shows her three test rounds. Figure 1 shows the pop-door and its flap. Figure 1. The Pop-Door Flap Table 1. Flap Test Rounds Round Flap version tested Overnight low temperature Draft at the perch 1 original thin flap, loose fit 2 °C 0.9 m/s 2 foam strip added around the flap’s edges 5 °C 0.5 m/s 3 foam strip kept; thicker flap that swings fully shut 6 °C 0.2 m/s" } ] }, { "form": "G8.30", "grade": "G8", "title": "Alpha Standardized Science G8.30", "test_id": "_test-eb4f544a-eecf-4127-8ebc-bd7aea60becb", "n_items": 40, "n_stimuli": 6, "stimuli": { "_199fc05a-6e86-4122-b5c6-8f4d6b235a55": { "title": "Tunnel-Spoil Trilobite Set", "html": "

Tunnel-Spoil Trilobite Set

A tunnel-boring crew logs the rock spoil it removes by depth. Deeper spoil comes from older rock layers. In the spoil, geologists find trilobite fossils. Figure 1 shows a trilobite from each of three layers. Table 1 lists each layer’s depth, its estimated age, and the number of body segments on that layer’s trilobite.

Figure 1. Trilobites From Three Layers

\"Three

Table 1. Trilobite Layers

LayerDepthEstimated age of the layerBody segments on its trilobite
Layer 1 (deepest)90 mabout 490 million years13 segments
Layer 260 mabout 470 million years11 segments
Layer 3 (shallowest)30 mabout 450 million years9 segments
" }, "_f583b430-15f1-4e10-a85b-3ac6a8fdaf3c": { "title": "Camp Kettle Flameless Pad", "html": "

Camp Kettle Flameless Pad

A camping-meal company makes a flameless heater pad that warms food without any fire. When water reaches the pad, an iron-salt mix inside reacts and the pad heats up. Figure 1 shows the pad and a record of its temperature over time. In a redesign, engineers wrap the pad in a vermiculite jacket to slow how fast the heat leaves the pad.

Figure 1. The Flameless Heater Pad

\"A

" }, "_64536316-39f4-4f98-ba49-022394de628e": { "title": "Ski-Lift Tower Core", "html": "

Ski-Lift Tower Core

Engineers drilled a rock core where a ski-lift tower footing will sit. The core shows a buried soil layer, several flat rock layers, a flat sheet of hardened magma (a sill) that cuts across the layers, and a fault that has shifted the layers and the sill. Fossils are preserved in some of the rock layers.

Figure 1. Rock-Core Cross-Section

\"A

" }, "_bc0133d4-5be2-42f5-97a1-1881cf996895": { "title": "Honeybee Wing-Vein Change", "html": "

Honeybee Wing-Vein Change

A bee-breeding lab studied a honeybee strain in which one gene that helps build a wing-structure protein changed. Bees carrying the changed gene grew a different wing-vein pattern. The lab also raised a calmer strain two different ways and wrote up both methods. In one method, the lab copied a gene from another gentle insect and placed it into honeybee eggs. In the other method, over many seasons the lab let only the calmest bees mate and kept their offspring.

Figure 1. Honeybee Forewing Vein Patterns

\"Two

Table 1. Wing-Vein Pattern and Wing Strength

StrainVein patternWing stiffness
Original geneClosed vein loopsStiffer
Changed geneOpen vein gapsMore flexible
" }, "_4523f678-1c92-44cf-91fc-9a98263207e2": { "title": "Floor-Lamp Base Tip Test", "html": "

Floor-Lamp Base Tip Test

A makerspace team builds a tall floor lamp. It topples too easily when someone bumps it. To test each design, the team sets the lamp on a tilt platform. They slowly raise the tilt until the lamp falls over. The tilt angle at which the lamp tips over is called the tip-over angle. A larger tip-over angle means the lamp is harder to knock over. The team wants a lamp that does not tip until the platform is tilted to at least 15°. They build three versions of the base and measure the tip-over angle of each.

\"Three

Table 1

Build versionBase widthBase weightTip-over angle
Version 1narrowlight8°
Version 2widerlight12°
Version 3wideheavy18°
" }, "_a5336af7-91c9-4e7a-bf4b-3b316c6dd4ad": { "title": "Greenhouse Mite Spray", "html": "

Greenhouse Mite Spray

In a greenhouse, growers sprayed spider mites with the same pest spray once each week for five rounds. Each round they recorded what share of the mites lived through the spray and how strong a dose was needed to kill most of them.

Figure 1. Greenhouse Spider-Mite Damage

\"Greenhouse

Table 1. Mites Surviving the Same Dose

Spray roundMites surviving (%)
Round 18
Round 220
Round 337
Round 459
Round 582

Table 2. Dose Needed to Kill Most Mites

Spray roundDose needed (units)
Round 11
Round 54
" } }, "questions": [ { "n": 1, "item_id": "_51042de1-cee5-465e-81a6-23324ec3c020", "type": "choice", "title": "Heater Pad Energy Direction", "standards": [ "MS-PS1-6" ], "prompt_html": "

Look at Figure 1. Which statement about the heater pad’s energy is best supported by the temperature-over-time data?

", "prompt_plain": "Look at Figure 1. Which statement about the heater pad’s energy is best supported by the temperature-over-time data?", "context_html": "", "options": [ { "id": "cA1", "text": "The rising temperature shows the reaction taking in (absorbing) thermal energy from the air around the pad.", "plain": "The rising temperature shows the reaction taking in (absorbing) thermal energy from the air around the pad.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The rising temperature shows thermal energy flowing from the warmer room into the cooler heater pad.", "plain": "The rising temperature shows thermal energy flowing from the warmer room into the cooler heater pad.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The rising temperature shows the reaction giving off (releasing) thermal energy to its surroundings.", "plain": "The rising temperature shows the reaction giving off (releasing) thermal energy to its surroundings.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The rising temperature shows the reaction releasing cold that is pushed outward from inside the pad.", "plain": "The rising temperature shows the reaction releasing cold that is pushed outward from inside the pad.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f583b430-15f1-4e10-a85b-3ac6a8fdaf3c" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Camp Kettle Flameless Pad

A camping-meal company makes a flameless heater pad that warms food without any fire. When water reaches the pad, an iron-salt mix inside reacts and the pad heats up. Figure 1 shows the pad and a record of its temperature over time. In a redesign, engineers wrap the pad in a vermiculite jacket to slow how fast the heat leaves the pad.

Figure 1. The Flameless Heater Pad

\"A

", "passage_plain": "Camp Kettle Flameless Pad A camping-meal company makes a flameless heater pad that warms food without any fire. When water reaches the pad, an iron-salt mix inside reacts and the pad heats up. Figure 1 shows the pad and a record of its temperature over time. In a redesign, engineers wrap the pad in a vermiculite jacket to slow how fast the heat leaves the pad. Figure 1. The Flameless Heater Pad" }, { "n": 2, "item_id": "_5738552d-6ba1-4aeb-8db0-7e38fec83f25", "type": "inline-choice", "title": "Concentrated and Dilute Pads", "standards": [ "MS-PS1-6" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Engineers test two more pads. Each holds the same amount of water, but they change how much iron-salt mix is packed in. A more concentrated fill packs more iron-salt into the same water; a more dilute fill packs less. In both pads, all of the packed mix reacts.

Complete the statements about the two test pads.

Compared with the standard pad, a pad built with a more concentrated iron-salt fill will reach a temperature rise.

A pad built with a more dilute fill instead will reach a temperature rise.

", "options": [ { "id": "d1o97e9fbc8", "text": "larger", "plain": "larger", "correct": true, "kind": "inline" }, { "id": "d1ofead351e", "text": "smaller", "plain": "smaller", "correct": false, "kind": "inline" }, { "id": "d1o6e89b0d4", "text": "about equal", "plain": "about equal", "correct": false, "kind": "inline" }, { "id": "d2o021d0b3d", "text": "larger", "plain": "larger", "correct": false, "kind": "inline" }, { "id": "d2oa66b4443", "text": "smaller", "plain": "smaller", "correct": true, "kind": "inline" }, { "id": "d2o9dff93b6", "text": "about equal", "plain": "about equal", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_f583b430-15f1-4e10-a85b-3ac6a8fdaf3c" ], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o97e9fbc8" ], "RESPONSE2": [ "d2oa66b4443" ] }, "n_options": 6, "passage_html": "

Camp Kettle Flameless Pad

A camping-meal company makes a flameless heater pad that warms food without any fire. When water reaches the pad, an iron-salt mix inside reacts and the pad heats up. Figure 1 shows the pad and a record of its temperature over time. In a redesign, engineers wrap the pad in a vermiculite jacket to slow how fast the heat leaves the pad.

Figure 1. The Flameless Heater Pad

\"A

", "passage_plain": "Camp Kettle Flameless Pad A camping-meal company makes a flameless heater pad that warms food without any fire. When water reaches the pad, an iron-salt mix inside reacts and the pad heats up. Figure 1 shows the pad and a record of its temperature over time. In a redesign, engineers wrap the pad in a vermiculite jacket to slow how fast the heat leaves the pad. Figure 1. The Flameless Heater Pad" }, { "n": 3, "item_id": "_0fb44290-c3f1-44ac-b44e-6fed4aa14de2", "type": "choice", "title": "Heater Pad Prototype Features", "standards": [ "MS-ETS1-3" ], "prompt_html": "

The ration kit sets two criteria for the final heater pad: the food must reach the warming target within 10 minutes of the pad starting, and the food must stay above the warm limit for at least 25 minutes. Dana builds two prototype pads, both using the same iron-salt reaction. Table 1 shows each prototype’s features and test results.

Table 1. Prototype Test Results

Prototype 1Prototype 2
Food-side wallthin metalthick ceramic
Outer jacketnonevermiculite jacket
Time to reach the warming target7 minutes16 minutes
Time staying above the warm limit12 minutes31 minutes
Tester’s notesfood warmed quickly through the thin wall, but the pad cooled fast with no jacketfood warmed slowly through the thick wall; the jacket held the heat longest

Which combination of features should the final pad keep because it is most likely to meet both criteria?

", "prompt_plain": "The ration kit sets two criteria for the final heater pad: the food must reach the warming target within 10 minutes of the pad starting, and the food must stay above the warm limit for at least 25 minutes. Dana builds two prototype pads, both using the same iron-salt reaction. Table 1 shows each prototype’s features and test results. Table 1. Prototype Test Results Prototype 1 Prototype 2 Food-side wall thin metal thick ceramic Outer jacket none vermiculite jacket Time to reach the warming target 7 minutes 16 minutes Time staying above the warm limit 12 minutes 31 minutes Tester’s notes food warmed quickly through the thin wall, but the pad cooled fast with no jacket food warmed slowly through the thick wall; the jacket held the heat longest Which combination of features should the final pad keep because it is most likely to meet both criteria?", "context_html": "", "options": [ { "id": "cA3", "text": "The thin food-side wall and the vermiculite jacket.", "plain": "The thin food-side wall and the vermiculite jacket.", "correct": true, "kind": "choice" }, { "id": "cB3", "text": "The thin food-side wall and no outer jacket.", "plain": "The thin food-side wall and no outer jacket.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "The thick food-side wall and the vermiculite jacket.", "plain": "The thick food-side wall and the vermiculite jacket.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "The thick food-side wall and no outer jacket.", "plain": "The thick food-side wall and no outer jacket.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f583b430-15f1-4e10-a85b-3ac6a8fdaf3c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA3" ] }, "n_options": 4, "passage_html": "

Camp Kettle Flameless Pad

A camping-meal company makes a flameless heater pad that warms food without any fire. When water reaches the pad, an iron-salt mix inside reacts and the pad heats up. Figure 1 shows the pad and a record of its temperature over time. In a redesign, engineers wrap the pad in a vermiculite jacket to slow how fast the heat leaves the pad.

Figure 1. The Flameless Heater Pad

\"A

", "passage_plain": "Camp Kettle Flameless Pad A camping-meal company makes a flameless heater pad that warms food without any fire. When water reaches the pad, an iron-salt mix inside reacts and the pad heats up. Figure 1 shows the pad and a record of its temperature over time. In a redesign, engineers wrap the pad in a vermiculite jacket to slow how fast the heat leaves the pad. Figure 1. The Flameless Heater Pad" }, { "n": 4, "item_id": "_53602d00-2135-4df2-9360-7b299c5f71b2", "type": "choice", "title": "Chlorine Atom Particle Statements", "standards": [ "MS-PS1-1" ], "prompt_html": "

A pool test-kit label carries an atom card for chlorine, the element in its test strips. The card lists 17 protons, 18 neutrons, and 17 electrons. The diagram shows the two regions of an atom.

\"A

Which statement correctly describes this atom?

", "prompt_plain": "A pool test-kit label carries an atom card for chlorine, the element in its test strips. The card lists 17 protons, 18 neutrons, and 17 electrons. The diagram shows the two regions of an atom. Which statement correctly describes this atom?", "context_html": "", "options": [ { "id": "cA4", "text": "The nucleus holds the 17 electrons, and that electron number is the atom’s atomic number.", "plain": "The nucleus holds the 17 electrons, and that electron number is the atom’s atomic number.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "The nucleus holds the 18 neutrons, and that neutron number is the atom’s atomic number.", "plain": "The nucleus holds the 18 neutrons, and that neutron number is the atom’s atomic number.", "correct": false, "kind": "choice" }, { "id": "cC4", "text": "The nucleus holds the 17 protons, and that proton number is the atom’s atomic number.", "plain": "The nucleus holds the 17 protons, and that proton number is the atom’s atomic number.", "correct": true, "kind": "choice" }, { "id": "cD4", "text": "The nucleus holds its 52 particles together, so the nucleus itself has no overall charge.", "plain": "The nucleus holds its 52 particles together, so the nucleus itself has no overall charge.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot04.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_6bcaa692-e89a-4702-b362-38cc4e6b0d70", "type": "hottext", "title": "Recycled Net Yarn Evidence", "standards": [ "MS-PS1-3" ], "prompt_html": "

Maria’s team wrote a product sheet for a shoe whose yarn is spun from recovered fishing nets. The team makes this claim: “The yarn in these shoes began as a natural resource taken from the Earth.”

Select the ONE sentence from the product sheet that best supports the team’s claim.

", "prompt_plain": "Maria’s team wrote a product sheet for a shoe whose yarn is spun from recovered fishing nets. The team makes this claim: “The yarn in these shoes began as a natural resource taken from the Earth.” Select the ONE sentence from the product sheet that best supports the team’s claim.", "context_html": "", "options": [ { "id": "hA5", "text": "Old fishing nets are collected from docks and harbors, then cleaned before any processing.", "plain": "Old fishing nets are collected from docks and harbors, then cleaned before any processing.", "correct": false, "kind": "hottext" }, { "id": "hB5", "text": "The nets are made of nylon, a plastic first manufactured from petroleum pumped from underground.", "plain": "The nets are made of nylon, a plastic first manufactured from petroleum pumped from underground.", "correct": true, "kind": "hottext" }, { "id": "hC5", "text": "Melting the cleaned nets into small pellets uses less energy than making brand-new plastic.", "plain": "Melting the cleaned nets into small pellets uses less energy than making brand-new plastic.", "correct": false, "kind": "hottext" }, { "id": "hD5", "text": "The pellets are spun into thread and then woven into the upper part of each shoe.", "plain": "The pellets are spun into thread and then woven into the upper part of each shoe.", "correct": false, "kind": "hottext" }, { "id": "hE5", "text": "Worn-out shoes can be returned to the maker so the yarn can be recycled once again.", "plain": "Worn-out shoes can be returned to the maker so the yarn can be recycled once again.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hB5" ] }, "n_options": 5 }, { "n": 6, "item_id": "_684bac2a-ca29-4536-87fd-bb59be2030d8", "type": "text-entry", "title": "Zinc Kiln Reaction Coefficient", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A smelter roasts zinc ore in a hot kiln, where the ore reacts with oxygen. The equation below gives every formula but is not yet balanced.

2 ZnS + __ O2 → 2 ZnO + 2 SO2

What whole-number coefficient belongs in the blank so that the equation is balanced?

Give your answer as a whole number (e.g., 7).

Coefficient for O2:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "3" ] }, "n_options": 0 }, { "n": 7, "item_id": "_c0dcffe2-65ac-4fd3-9521-2390a13924a3", "type": "choice", "title": "Trilobite Segment Change — Part A", "standards": [ "MS-LS4-1" ], "prompt_html": "

Part A

Look at Figure 1 and Table 1. Which claim about how the trilobites’ body-segment count changed over time is best supported?

", "prompt_plain": "Part A Look at Figure 1 and Table 1. Which claim about how the trilobites’ body-segment count changed over time is best supported?", "context_html": "", "options": [ { "id": "cA7", "text": "Each trilobite in the region lost body segments as it aged during its own lifetime.", "plain": "Each trilobite in the region lost body segments as it aged during its own lifetime.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "Over time, the trilobites in the region came to have more body segments.", "plain": "Over time, the trilobites in the region came to have more body segments.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "Segment counts stay the same across the layers; the differences just come from broken fossils.", "plain": "Segment counts stay the same across the layers; the differences just come from broken fossils.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "Over time, the trilobites in the region came to have fewer body segments.", "plain": "Over time, the trilobites in the region came to have fewer body segments.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_199fc05a-6e86-4122-b5c6-8f4d6b235a55" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD7" ] }, "n_options": 4, "passage_html": "

Tunnel-Spoil Trilobite Set

A tunnel-boring crew logs the rock spoil it removes by depth. Deeper spoil comes from older rock layers. In the spoil, geologists find trilobite fossils. Figure 1 shows a trilobite from each of three layers. Table 1 lists each layer’s depth, its estimated age, and the number of body segments on that layer’s trilobite.

Figure 1. Trilobites From Three Layers

\"Three

Table 1. Trilobite Layers

LayerDepthEstimated age of the layerBody segments on its trilobite
Layer 1 (deepest)90 mabout 490 million years13 segments
Layer 260 mabout 470 million years11 segments
Layer 3 (shallowest)30 mabout 450 million years9 segments
", "passage_plain": "Tunnel-Spoil Trilobite Set A tunnel-boring crew logs the rock spoil it removes by depth. Deeper spoil comes from older rock layers. In the spoil, geologists find trilobite fossils. Figure 1 shows a trilobite from each of three layers. Table 1 lists each layer’s depth, its estimated age, and the number of body segments on that layer’s trilobite. Figure 1. Trilobites From Three Layers Table 1. Trilobite Layers Layer Depth Estimated age of the layer Body segments on its trilobite Layer 1 (deepest) 90 m about 490 million years 13 segments Layer 2 60 m about 470 million years 11 segments Layer 3 (shallowest) 30 m about 450 million years 9 segments" }, { "n": 8, "item_id": "_14deb74c-51c2-461d-b732-8c6626c354e3", "type": "choice", "title": "Trilobite Segment Change — Part B", "standards": [ "MS-LS4-1" ], "prompt_html": "

Part B

Which evidence from Figure 1 and Table 1 best supports your answer in Part A?

", "prompt_plain": "Part B Which evidence from Figure 1 and Table 1 best supports your answer in Part A?", "context_html": "", "options": [ { "id": "cA8", "text": "The layer ages make the deeper fossils older, and the older layers hold more-segmented trilobites.", "plain": "The layer ages make the deeper fossils older, and the older layers hold more-segmented trilobites.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "The three fossils share the same trilobite body plan with a hard, segmented shell.", "plain": "The three fossils share the same trilobite body plan with a hard, segmented shell.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The single deepest layer holds the trilobite that has the most body segments.", "plain": "The single deepest layer holds the trilobite that has the most body segments.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The trilobite fossils were dug from several different depths in the tunnel spoil.", "plain": "The trilobite fossils were dug from several different depths in the tunnel spoil.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_199fc05a-6e86-4122-b5c6-8f4d6b235a55" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA8" ] }, "n_options": 4, "passage_html": "

Tunnel-Spoil Trilobite Set

A tunnel-boring crew logs the rock spoil it removes by depth. Deeper spoil comes from older rock layers. In the spoil, geologists find trilobite fossils. Figure 1 shows a trilobite from each of three layers. Table 1 lists each layer’s depth, its estimated age, and the number of body segments on that layer’s trilobite.

Figure 1. Trilobites From Three Layers

\"Three

Table 1. Trilobite Layers

LayerDepthEstimated age of the layerBody segments on its trilobite
Layer 1 (deepest)90 mabout 490 million years13 segments
Layer 260 mabout 470 million years11 segments
Layer 3 (shallowest)30 mabout 450 million years9 segments
", "passage_plain": "Tunnel-Spoil Trilobite Set A tunnel-boring crew logs the rock spoil it removes by depth. Deeper spoil comes from older rock layers. In the spoil, geologists find trilobite fossils. Figure 1 shows a trilobite from each of three layers. Table 1 lists each layer’s depth, its estimated age, and the number of body segments on that layer’s trilobite. Figure 1. Trilobites From Three Layers Table 1. Trilobite Layers Layer Depth Estimated age of the layer Body segments on its trilobite Layer 1 (deepest) 90 m about 490 million years 13 segments Layer 2 60 m about 470 million years 11 segments Layer 3 (shallowest) 30 m about 450 million years 9 segments" }, { "n": 9, "item_id": "_115a5049-9251-4c50-adf7-fb1f3fe15322", "type": "choice", "title": "Crocodile Forelimb Bones", "standards": [ "MS-LS4-2" ], "prompt_html": "

The figure shows the front-limb skeletons of a living crocodile and two of its extinct relatives from the same crocodilian line. The matching bones are shaded the same way in all three limbs.

\"Front-limb

Why do scientists describe these three front limbs as homologous structures?

", "prompt_plain": "The figure shows the front-limb skeletons of a living crocodile and two of its extinct relatives from the same crocodilian line. The matching bones are shaded the same way in all three limbs. Why do scientists describe these three front limbs as homologous structures?", "context_html": "", "options": [ { "id": "cA9", "text": "The three limbs match by coincidence, since limb bones often grow into similar shapes.", "plain": "The three limbs match by coincidence, since limb bones often grow into similar shapes.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The three limbs share one underlying set of bones, a plan inherited from a common ancestor.", "plain": "The three limbs share one underlying set of bones, a plan inherited from a common ancestor.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "The three limbs simply look alike from the outside, so scientists group them together.", "plain": "The three limbs simply look alike from the outside, so scientists group them together.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "The animals inherited matching limb bones that their ancestors built up through heavy daily use.", "plain": "The animals inherited matching limb bones that their ancestors built up through heavy daily use.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot09.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9" ] }, "n_options": 4 }, { "n": 10, "item_id": "_6317af26-a0d9-4eb6-91dd-205d0239e900", "type": "inline-choice", "title": "Embryo and Adult Comparison", "standards": [ "MS-LS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The figure compares a sturgeon, a wallaby, and a platypus. For each animal it shows an embryo stage and the adult stage.

\"A

Complete the statements about the figure.

At the embryo stage, the sturgeon, wallaby, and platypus look .

By the adult stage, the three animals look .

The similarity among the early embryos is evidence that the three animals .

", "options": [ { "id": "d1o35a41592", "text": "very different from one another", "plain": "very different from one another", "correct": false, "kind": "inline" }, { "id": "d1o0dc5f05d", "text": "much more alike than the adults do", "plain": "much more alike than the adults do", "correct": true, "kind": "inline" }, { "id": "d1oa083afc5", "text": "like tiny versions of the adults", "plain": "like tiny versions of the adults", "correct": false, "kind": "inline" }, { "id": "d2o7b252292", "text": "very different from one another", "plain": "very different from one another", "correct": true, "kind": "inline" }, { "id": "d2o14f71a89", "text": "almost the same as their embryos", "plain": "almost the same as their embryos", "correct": false, "kind": "inline" }, { "id": "d2o999492c1", "text": "more alike than the embryos do", "plain": "more alike than the embryos do", "correct": false, "kind": "inline" }, { "id": "d3o0d8c0b9a", "text": "developed in the same surroundings", "plain": "developed in the same surroundings", "correct": false, "kind": "inline" }, { "id": "d3o316384af", "text": "grow into the same adult animal", "plain": "grow into the same adult animal", "correct": false, "kind": "inline" }, { "id": "d3o468e1e25", "text": "share a common ancestor", "plain": "share a common ancestor", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot10.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o0dc5f05d" ], "RESPONSE2": [ "d2o7b252292" ], "RESPONSE3": [ "d3o468e1e25" ] }, "n_options": 9 }, { "n": 11, "item_id": "_25e7e474-e440-4cd9-a587-5e1b5ad4580c", "type": "choice", "title": "Mite Spray Survival — Part A", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part A

Look at Table 1. Which conclusion about the mite population do the data best support?

", "prompt_plain": "Part A Look at Table 1. Which conclusion about the mite population do the data best support?", "context_html": "", "options": [ { "id": "cA11", "text": "Individual mites toughened up and got used to the spray during their own lives.", "plain": "Individual mites toughened up and got used to the spray during their own lives.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Mites that could already survive the spray made up a larger share of each later generation.", "plain": "Mites that could already survive the spray made up a larger share of each later generation.", "correct": true, "kind": "choice" }, { "id": "cC11", "text": "The spray caused the mites to grow new resistance genes because the mites needed them.", "plain": "The spray caused the mites to grow new resistance genes because the mites needed them.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "The mites learned to avoid the spray and passed that behavior on to their young.", "plain": "The mites learned to avoid the spray and passed that behavior on to their young.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a5336af7-91c9-4e7a-bf4b-3b316c6dd4ad" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB11" ] }, "n_options": 4, "passage_html": "

Greenhouse Mite Spray

In a greenhouse, growers sprayed spider mites with the same pest spray once each week for five rounds. Each round they recorded what share of the mites lived through the spray and how strong a dose was needed to kill most of them.

Figure 1. Greenhouse Spider-Mite Damage

\"Greenhouse

Table 1. Mites Surviving the Same Dose

Spray roundMites surviving (%)
Round 18
Round 220
Round 337
Round 459
Round 582

Table 2. Dose Needed to Kill Most Mites

Spray roundDose needed (units)
Round 11
Round 54
", "passage_plain": "Greenhouse Mite Spray In a greenhouse, growers sprayed spider mites with the same pest spray once each week for five rounds. Each round they recorded what share of the mites lived through the spray and how strong a dose was needed to kill most of them. Figure 1. Greenhouse Spider-Mite Damage Table 1. Mites Surviving the Same Dose Spray round Mites surviving (%) Round 1 8 Round 2 20 Round 3 37 Round 4 59 Round 5 82 Table 2. Dose Needed to Kill Most Mites Spray round Dose needed (units) Round 1 1 Round 5 4" }, { "n": 12, "item_id": "_c4e9f051-0556-4e3e-b5a6-6802634699c2", "type": "choice", "title": "Mite Spray Survival — Part B", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part B

Which evidence from the data best supports the conclusion you chose in Part A?

", "prompt_plain": "Part B Which evidence from the data best supports the conclusion you chose in Part A?", "context_html": "", "options": [ { "id": "cA12", "text": "The greenhouse held more mites in Round 5 than in Round 1, and the leaves showed more damage.", "plain": "The greenhouse held more mites in Round 5 than in Round 1, and the leaves showed more damage.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "The same spray was used in every round and was applied the same way each time.", "plain": "The same spray was used in every round and was applied the same way each time.", "correct": false, "kind": "choice" }, { "id": "cC12", "text": "The mites in Round 5 were larger and laid more eggs than the mites in Round 1.", "plain": "The mites in Round 5 were larger and laid more eggs than the mites in Round 1.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "A larger share survived in each later round, and a higher dose was needed to kill most mites.", "plain": "A larger share survived in each later round, and a higher dose was needed to kill most mites.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a5336af7-91c9-4e7a-bf4b-3b316c6dd4ad" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD12" ] }, "n_options": 4, "passage_html": "

Greenhouse Mite Spray

In a greenhouse, growers sprayed spider mites with the same pest spray once each week for five rounds. Each round they recorded what share of the mites lived through the spray and how strong a dose was needed to kill most of them.

Figure 1. Greenhouse Spider-Mite Damage

\"Greenhouse

Table 1. Mites Surviving the Same Dose

Spray roundMites surviving (%)
Round 18
Round 220
Round 337
Round 459
Round 582

Table 2. Dose Needed to Kill Most Mites

Spray roundDose needed (units)
Round 11
Round 54
", "passage_plain": "Greenhouse Mite Spray In a greenhouse, growers sprayed spider mites with the same pest spray once each week for five rounds. Each round they recorded what share of the mites lived through the spray and how strong a dose was needed to kill most of them. Figure 1. Greenhouse Spider-Mite Damage Table 1. Mites Surviving the Same Dose Spray round Mites surviving (%) Round 1 8 Round 2 20 Round 3 37 Round 4 59 Round 5 82 Table 2. Dose Needed to Kill Most Mites Spray round Dose needed (units) Round 1 1 Round 5 4" }, { "n": 13, "item_id": "_fb401855-e430-417a-be90-3d4f993ad2c2", "type": "choice", "title": "Mite Population Make-Up", "standards": [ "MS-LS4-6" ], "prompt_html": "

Which statement best describes how the make-up of the mite population changed from the first spraying to the last?

", "prompt_plain": "Which statement best describes how the make-up of the mite population changed from the first spraying to the last?", "context_html": "", "options": [ { "id": "cA13", "text": "The number of mites in the greenhouse stayed the same from the first to the last spraying.", "plain": "The number of mites in the greenhouse stayed the same from the first to the last spraying.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "Resistant and non-resistant mites stayed in about equal proportions throughout.", "plain": "Resistant and non-resistant mites stayed in about equal proportions throughout.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "The proportion of resistant mites rose while the proportion of non-resistant mites fell.", "plain": "The proportion of resistant mites rose while the proportion of non-resistant mites fell.", "correct": true, "kind": "choice" }, { "id": "cD13", "text": "The proportion of non-resistant mites rose over the sprayings.", "plain": "The proportion of non-resistant mites rose over the sprayings.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_a5336af7-91c9-4e7a-bf4b-3b316c6dd4ad" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC13" ] }, "n_options": 4, "passage_html": "

Greenhouse Mite Spray

In a greenhouse, growers sprayed spider mites with the same pest spray once each week for five rounds. Each round they recorded what share of the mites lived through the spray and how strong a dose was needed to kill most of them.

Figure 1. Greenhouse Spider-Mite Damage

\"Greenhouse

Table 1. Mites Surviving the Same Dose

Spray roundMites surviving (%)
Round 18
Round 220
Round 337
Round 459
Round 582

Table 2. Dose Needed to Kill Most Mites

Spray roundDose needed (units)
Round 11
Round 54
", "passage_plain": "Greenhouse Mite Spray In a greenhouse, growers sprayed spider mites with the same pest spray once each week for five rounds. Each round they recorded what share of the mites lived through the spray and how strong a dose was needed to kill most of them. Figure 1. Greenhouse Spider-Mite Damage Table 1. Mites Surviving the Same Dose Spray round Mites surviving (%) Round 1 8 Round 2 20 Round 3 37 Round 4 59 Round 5 82 Table 2. Dose Needed to Kill Most Mites Spray round Dose needed (units) Round 1 1 Round 5 4" }, { "n": 14, "item_id": "_3a6034de-0e31-499c-bb4b-fd9db2e95f52", "type": "choice", "title": "Honeybee Wing-Vein Gene Change", "standards": [ "MS-LS3-1" ], "prompt_html": "

A change in one gene leads to the new wing-vein pattern. Which sequence best explains how the gene change produces the new pattern?

", "prompt_plain": "A change in one gene leads to the new wing-vein pattern. Which sequence best explains how the gene change produces the new pattern?", "context_html": "", "options": [ { "id": "cA14", "text": "The changed gene makes an altered wing protein, and that protein changes how the veins form.", "plain": "The changed gene makes an altered wing protein, and that protein changes how the veins form.", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "The new vein pattern changes the protein, and the protein then changes the gene.", "plain": "The new vein pattern changes the protein, and the protein then changes the gene.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The mutation changes the veins directly, without any change to a protein first.", "plain": "The mutation changes the veins directly, without any change to a protein first.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The gene change makes the bee use its wings more, reshaping the veins over time.", "plain": "The gene change makes the bee use its wings more, reshaping the veins over time.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bc0133d4-5be2-42f5-97a1-1881cf996895" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA14" ] }, "n_options": 4, "passage_html": "

Honeybee Wing-Vein Change

A bee-breeding lab studied a honeybee strain in which one gene that helps build a wing-structure protein changed. Bees carrying the changed gene grew a different wing-vein pattern. The lab also raised a calmer strain two different ways and wrote up both methods. In one method, the lab copied a gene from another gentle insect and placed it into honeybee eggs. In the other method, over many seasons the lab let only the calmest bees mate and kept their offspring.

Figure 1. Honeybee Forewing Vein Patterns

\"Two

Table 1. Wing-Vein Pattern and Wing Strength

StrainVein patternWing stiffness
Original geneClosed vein loopsStiffer
Changed geneOpen vein gapsMore flexible
", "passage_plain": "Honeybee Wing-Vein Change A bee-breeding lab studied a honeybee strain in which one gene that helps build a wing-structure protein changed. Bees carrying the changed gene grew a different wing-vein pattern. The lab also raised a calmer strain two different ways and wrote up both methods. In one method, the lab copied a gene from another gentle insect and placed it into honeybee eggs. In the other method, over many seasons the lab let only the calmest bees mate and kept their offspring. Figure 1. Honeybee Forewing Vein Patterns Table 1. Wing-Vein Pattern and Wing Strength Strain Vein pattern Wing stiffness Original gene Closed vein loops Stiffer Changed gene Open vein gaps More flexible" }, { "n": 15, "item_id": "_82f778c5-1b56-4a19-b381-fe0959ea3085", "type": "choice", "title": "Honeybee Breeding Methods", "standards": [ "MS-LS4-5" ], "prompt_html": "

The passage describes two ways the lab changed a honeybee strain.

Choose the TWO statements that correctly match each method to its name.

", "prompt_plain": "The passage describes two ways the lab changed a honeybee strain. Choose the TWO statements that correctly match each method to its name.", "context_html": "", "options": [ { "id": "cA15", "text": "Placing a gene copied from another insect into honeybee eggs is genetic engineering.", "plain": "Placing a gene copied from another insect into honeybee eggs is genetic engineering.", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "Letting only the calmest bees mate over many seasons is selective breeding.", "plain": "Letting only the calmest bees mate over many seasons is selective breeding.", "correct": true, "kind": "choice" }, { "id": "cC15", "text": "Placing a gene from another insect into honeybee eggs is selective breeding.", "plain": "Placing a gene from another insect into honeybee eggs is selective breeding.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "Letting only the calmest bees mate over many seasons is genetic engineering.", "plain": "Letting only the calmest bees mate over many seasons is genetic engineering.", "correct": false, "kind": "choice" }, { "id": "cE15", "text": "Spraying the hive with a chemical to rewrite the bees’ genes is selective breeding.", "plain": "Spraying the hive with a chemical to rewrite the bees’ genes is selective breeding.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_bc0133d4-5be2-42f5-97a1-1881cf996895" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA15", "cB15" ] }, "n_options": 5, "passage_html": "

Honeybee Wing-Vein Change

A bee-breeding lab studied a honeybee strain in which one gene that helps build a wing-structure protein changed. Bees carrying the changed gene grew a different wing-vein pattern. The lab also raised a calmer strain two different ways and wrote up both methods. In one method, the lab copied a gene from another gentle insect and placed it into honeybee eggs. In the other method, over many seasons the lab let only the calmest bees mate and kept their offspring.

Figure 1. Honeybee Forewing Vein Patterns

\"Two

Table 1. Wing-Vein Pattern and Wing Strength

StrainVein patternWing stiffness
Original geneClosed vein loopsStiffer
Changed geneOpen vein gapsMore flexible
", "passage_plain": "Honeybee Wing-Vein Change A bee-breeding lab studied a honeybee strain in which one gene that helps build a wing-structure protein changed. Bees carrying the changed gene grew a different wing-vein pattern. The lab also raised a calmer strain two different ways and wrote up both methods. In one method, the lab copied a gene from another gentle insect and placed it into honeybee eggs. In the other method, over many seasons the lab let only the calmest bees mate and kept their offspring. Figure 1. Honeybee Forewing Vein Patterns Table 1. Wing-Vein Pattern and Wing Strength Strain Vein pattern Wing stiffness Original gene Closed vein loops Stiffer Changed gene Open vein gaps More flexible" }, { "n": 16, "item_id": "_c2180eb7-a4b7-49c2-8f31-d9ad80cc6af0", "type": "gap-match", "title": "Onion Cell Organelle Jobs", "standards": [ "MS-LS1-2" ], "prompt_html": "

The image shows three parts of an onion-skin cell, labeled A, B, and C.

\"Onion-skin

 

Drag each job card onto the cell part that does that job. One card does not belong.

", "prompt_plain": "The image shows three parts of an onion-skin cell, labeled A, B, and C. Drag each job card onto the cell part that does that job. One card does not belong.", "context_html": "", "options": [ { "id": "t16_store", "text": "Stores water and cell sap", "plain": "Stores water and cell sap", "correct": false, "kind": "gap-token" }, { "id": "t16_control", "text": "Controls the cell’s activities", "plain": "Controls the cell’s activities", "correct": false, "kind": "gap-token" }, { "id": "t16_light", "text": "Captures sunlight to make food", "plain": "Captures sunlight to make food", "correct": false, "kind": "gap-token" }, { "id": "t16_shape", "text": "Keeps the cell’s shape and protects it", "plain": "Keeps the cell’s shape and protects it", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot16.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t16_control g16A", "t16_shape g16B", "t16_store g16C" ] }, "n_options": 4 }, { "n": 17, "item_id": "_fef77ad1-6dc8-44b1-b219-681ef2a0b9e8", "type": "choice", "title": "Flower Color Crosses", "standards": [ "MS-LS3-2" ], "prompt_html": "

In snapdragons, flower color is inherited: two red-color factors make a red flower, two white-color factors make a white flower, and one of each makes a pink flower.

\"Snapdragon

Choose the TWO crosses that could produce at least one white-flowered snapdragon.

", "prompt_plain": "In snapdragons, flower color is inherited: two red-color factors make a red flower, two white-color factors make a white flower, and one of each makes a pink flower. Choose the TWO crosses that could produce at least one white-flowered snapdragon.", "context_html": "", "options": [ { "id": "cA17", "text": "pink-flowered parent × pink-flowered parent", "plain": "pink-flowered parent × pink-flowered parent", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "pink-flowered parent × white-flowered parent", "plain": "pink-flowered parent × white-flowered parent", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "red-flowered parent × white-flowered parent", "plain": "red-flowered parent × white-flowered parent", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "red-flowered parent × pink-flowered parent", "plain": "red-flowered parent × pink-flowered parent", "correct": false, "kind": "choice" }, { "id": "cE17", "text": "red-flowered parent × red-flowered parent", "plain": "red-flowered parent × red-flowered parent", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot17.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA17", "cB17" ] }, "n_options": 5 }, { "n": 18, "item_id": "_6260168d-a0a2-47f1-838f-94efeded3202", "type": "choice", "title": "Mangrove Inlet Energy Flow", "standards": [ "MS-LS2-3" ], "prompt_html": "

The diagram traces energy from mangrove leaves to crabs to fish in a coastal inlet.

\"Energy-flow

Choose the TWO statements the diagram best supports about how energy moves through this community.

", "prompt_plain": "The diagram traces energy from mangrove leaves to crabs to fish in a coastal inlet. Choose the TWO statements the diagram best supports about how energy moves through this community.", "context_html": "", "options": [ { "id": "cA18", "text": "A small part of the energy stored in the mangrove leaves reaches the crabs that eat them.", "plain": "A small part of the energy stored in the mangrove leaves reaches the crabs that eat them.", "correct": true, "kind": "choice" }, { "id": "cB18", "text": "The fish that eat the crabs receive less energy than the crabs got from the leaves.", "plain": "The fish that eat the crabs receive less energy than the crabs got from the leaves.", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "Energy increases at each step up the web because the animals higher up are larger.", "plain": "Energy increases at each step up the web because the animals higher up are larger.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The crabs return the energy they take in back to the mangrove leaves.", "plain": "The crabs return the energy they take in back to the mangrove leaves.", "correct": false, "kind": "choice" }, { "id": "cE18", "text": "Each animal passes on the same amount of energy it eats to the next animal.", "plain": "Each animal passes on the same amount of energy it eats to the next animal.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot18.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA18", "cB18" ] }, "n_options": 5 }, { "n": 19, "item_id": "_3c2108fd-01ba-4461-9ab0-91efc6f8b986", "type": "order", "title": "Ski-Lift Core Events", "standards": [ "MS-ESS1-4" ], "prompt_html": "

The rock core records four events. Put the four events in order from oldest (first) to youngest (last).

 

Drag the events to place them in order, from the event that happened first, at the top, to the event that happened last, at the bottom.

", "prompt_plain": "The rock core records four events. Put the four events in order from oldest (first) to youngest (last). Drag the events to place them in order, from the event that happened first, at the top, to the event that happened last, at the bottom.", "context_html": "", "options": [ { "id": "o19_fault", "text": "A fault cracked and shifted the layers", "plain": "A fault cracked and shifted the layers", "correct": true, "kind": "choice" }, { "id": "o19_soil", "text": "A soil layer formed on the old land surface", "plain": "A soil layer formed on the old land surface", "correct": true, "kind": "choice" }, { "id": "o19_erode", "text": "Erosion wore away the top of the layers", "plain": "Erosion wore away the top of the layers", "correct": true, "kind": "choice" }, { "id": "o19_sill", "text": "Melted rock squeezed in as a flat sill", "plain": "Melted rock squeezed in as a flat sill", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_64536316-39f4-4f98-ba49-022394de628e" ], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "o19_soil", "o19_sill", "o19_fault", "o19_erode" ] }, "n_options": 4, "passage_html": "

Ski-Lift Tower Core

Engineers drilled a rock core where a ski-lift tower footing will sit. The core shows a buried soil layer, several flat rock layers, a flat sheet of hardened magma (a sill) that cuts across the layers, and a fault that has shifted the layers and the sill. Fossils are preserved in some of the rock layers.

Figure 1. Rock-Core Cross-Section

\"A

", "passage_plain": "Ski-Lift Tower Core Engineers drilled a rock core where a ski-lift tower footing will sit. The core shows a buried soil layer, several flat rock layers, a flat sheet of hardened magma (a sill) that cuts across the layers, and a fault that has shifted the layers and the sill. Fossils are preserved in some of the rock layers. Figure 1. Rock-Core Cross-Section" }, { "n": 20, "item_id": "_22e7f56e-fd2e-4d7c-950e-5d4dba14c13f", "type": "gap-match", "title": "Same-Age Rock Layers", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Two of the labeled rock layers formed at the same time. Use the fossil that lived during only a short time to show it: drag that fossil onto BOTH layers that match in age. You may use a fossil card more than once.

Fossil time spans: the coil-shell fossil lived during only a short span of time; the fern-frond fossil and the clam-shell fossil each lived during a long span of time.

 

", "prompt_plain": "Two of the labeled rock layers formed at the same time. Use the fossil that lived during only a short time to show it: drag that fossil onto BOTH layers that match in age. You may use a fossil card more than once. Fossil time spans: the coil-shell fossil lived during only a short span of time; the fern-frond fossil and the clam-shell fossil each lived during a long span of time.", "context_html": "", "options": [ { "id": "t20_fern", "text": "Fern-frond fossil", "plain": "Fern-frond fossil", "correct": false, "kind": "gap-token" }, { "id": "t20_coil", "text": "Coil-shell fossil", "plain": "Coil-shell fossil", "correct": false, "kind": "gap-token" }, { "id": "t20_clam", "text": "Clam-shell fossil", "plain": "Clam-shell fossil", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_64536316-39f4-4f98-ba49-022394de628e" ], "key_letters": "", "key_values": { "RESPONSE": [ "t20_coil g20_L1", "t20_coil g20_L3" ] }, "n_options": 3, "passage_html": "

Ski-Lift Tower Core

Engineers drilled a rock core where a ski-lift tower footing will sit. The core shows a buried soil layer, several flat rock layers, a flat sheet of hardened magma (a sill) that cuts across the layers, and a fault that has shifted the layers and the sill. Fossils are preserved in some of the rock layers.

Figure 1. Rock-Core Cross-Section

\"A

", "passage_plain": "Ski-Lift Tower Core Engineers drilled a rock core where a ski-lift tower footing will sit. The core shows a buried soil layer, several flat rock layers, a flat sheet of hardened magma (a sill) that cuts across the layers, and a fault that has shifted the layers and the sill. Fossils are preserved in some of the rock layers. Figure 1. Rock-Core Cross-Section" }, { "n": 21, "item_id": "_606cdba9-033a-4f48-b8bc-3d1df10ce985", "type": "choice", "title": "Noon Shadow Seasonal Pattern", "standards": [ "MS-ESS1-1" ], "prompt_html": "

\"Model

Table 1. Noon Shadow Length of the 1-Meter Pole

WeekNoon shadow length (meters)
Week 10.90
Week 20.95
Week 31.00
Week 41.05

A class sets a straight 1-meter pole upright in a schoolyard and measures the length of its shadow at noon once a week through the autumn. Table 1 shows the noon shadow lengths. The diagram models how sunlight reaches the pole as Earth travels around the Sun.

Which claim about the seasonal pattern do the class's measurements best support?

", "prompt_plain": "Table 1. Noon Shadow Length of the 1-Meter Pole Week Noon shadow length (meters) Week 1 0.90 Week 2 0.95 Week 3 1.00 Week 4 1.05 A class sets a straight 1-meter pole upright in a schoolyard and measures the length of its shadow at noon once a week through the autumn. Table 1 shows the noon shadow lengths. The diagram models how sunlight reaches the pole as Earth travels around the Sun. Which claim about the seasonal pattern do the class's measurements best support?", "context_html": "", "options": [ { "id": "q21_a", "text": "The Earth is moving farther from the Sun, so less sunlight reaches the pole and its noon shadow grows longer.", "plain": "The Earth is moving farther from the Sun, so less sunlight reaches the pole and its noon shadow grows longer.", "correct": false, "kind": "choice" }, { "id": "q21_b", "text": "The noon Sun sits lower in the sky as the season turns toward winter, so the pole's noon shadow grows longer.", "plain": "The noon Sun sits lower in the sky as the season turns toward winter, so the pole's noon shadow grows longer.", "correct": true, "kind": "choice" }, { "id": "q21_c", "text": "The Sun is slowly giving off less light at this time of year, so the pole's noon shadow grows longer.", "plain": "The Sun is slowly giving off less light at this time of year, so the pole's noon shadow grows longer.", "correct": false, "kind": "choice" }, { "id": "q21_d", "text": "The ground under the pole is tilting a little more each week, which lengthens the shadow the pole casts.", "plain": "The ground under the pole is tilting a little more each week, which lengthens the shadow the pole casts.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot21.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "q21_b" ] }, "n_options": 4 }, { "n": 22, "item_id": "_ead120af-1ece-463e-9d62-ec517090fcb3", "type": "inline-choice", "title": "Lake Breeze Front Formation", "standards": [ "MS-ESS2-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

On a hot, calm afternoon, the land next to a large lake heats up faster than the lake. The map shows a cool breeze of lake air moving inland toward the warm air over the land. Where the two air masses meet, a front forms.

Complete the statements about the lake breeze.

\"Top-down

The cool lake air stays close to the ground and slides under the warm land air because it is . In the afternoon, the heaviest storms build up .

", "options": [ { "id": "d1o1", "text": "denser than the warm land air", "plain": "denser than the warm land air", "correct": true, "kind": "inline" }, { "id": "d1o2", "text": "less dense than the warm land air", "plain": "less dense than the warm land air", "correct": false, "kind": "inline" }, { "id": "d1o3", "text": "the same density as the warm land air", "plain": "the same density as the warm land air", "correct": false, "kind": "inline" }, { "id": "d2o1", "text": "far out over the middle of the lake", "plain": "far out over the middle of the lake", "correct": false, "kind": "inline" }, { "id": "d2o2", "text": "evenly over the whole warm land area", "plain": "evenly over the whole warm land area", "correct": false, "kind": "inline" }, { "id": "d2o3", "text": "along the boundary where the two air masses meet", "plain": "along the boundary where the two air masses meet", "correct": true, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot22.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o1" ], "RESPONSE2": [ "d2o3" ] }, "n_options": 6 }, { "n": 23, "item_id": "_b67437dd-3892-4cb5-8d8d-eb49430e7005", "type": "gap-match", "title": "Rock Materials Forming Settings", "standards": [ "MS-ESS2-1" ], "prompt_html": "

The model shows four settings in and below Earth's crust where rock materials form: a deep, hot zone below the crust; a cooling magma body; the wind-and-water ground surface; and a deeply buried high-pressure zone.

Drag each Earth-material card into the setting where that material forms. One card will not be used.

\"Cutaway

 

", "prompt_plain": "The model shows four settings in and below Earth's crust where rock materials form: a deep, hot zone below the crust; a cooling magma body; the wind-and-water ground surface; and a deeply buried high-pressure zone. Drag each Earth-material card into the setting where that material forms. One card will not be used.", "context_html": "", "options": [ { "id": "tok1", "text": "Molten rock", "plain": "Molten rock", "correct": false, "kind": "gap-token" }, { "id": "tok2", "text": "Newly formed igneous rock", "plain": "Newly formed igneous rock", "correct": false, "kind": "gap-token" }, { "id": "tok3", "text": "Loose sediment", "plain": "Loose sediment", "correct": false, "kind": "gap-token" }, { "id": "tok4", "text": "Metamorphic rock", "plain": "Metamorphic rock", "correct": false, "kind": "gap-token" }, { "id": "tok5", "text": "Liquid water", "plain": "Liquid water", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot23.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok1 g1", "tok2 g2", "tok3 g3", "tok4 g4" ] }, "n_options": 5 }, { "n": 24, "item_id": "_3cc8aee8-e0f9-48a5-ab7e-b1bf70c9acf6", "type": "choice", "title": "Thaw And Summer Temperature Claim", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Permafrost Thaw Stakes

A northern road is built over ground that stays frozen most of the year. Each summer the top of the ground thaws and then refreezes in winter. For decades a survey team has pushed marked stakes into the ground along the road. The stakes record the thaw-depth data: how deep the ground thaws by the end of each summer. The team also keeps a temperature record from a nearby station. Figure 1 shows the thaw-depth data. Figure 2 shows the average summer air temperature. Each figure plots five-year averages over the same 40 years.

\"Line

\"Line

Part A

Look at Figure 1 and Figure 2 together.

Which claim do the two records together support?

", "prompt_plain": "Permafrost Thaw Stakes A northern road is built over ground that stays frozen most of the year. Each summer the top of the ground thaws and then refreezes in winter. For decades a survey team has pushed marked stakes into the ground along the road. The stakes record the thaw-depth data: how deep the ground thaws by the end of each summer. The team also keeps a temperature record from a nearby station. Figure 1 shows the thaw-depth data. Figure 2 shows the average summer air temperature. Each figure plots five-year averages over the same 40 years. Part A Look at Figure 1 and Figure 2 together. Which claim do the two records together support?", "context_html": "", "options": [ { "id": "q24_a", "text": "The ground has been thawing deeper each summer, and that deeper thaw has been warming the region's summer air.", "plain": "The ground has been thawing deeper each summer, and that deeper thaw has been warming the region's summer air.", "correct": false, "kind": "choice" }, { "id": "q24_b", "text": "The region's summer air has been cooling, so the ground now thaws to a shallower depth than it did decades ago.", "plain": "The region's summer air has been cooling, so the ground now thaws to a shallower depth than it did decades ago.", "correct": false, "kind": "choice" }, { "id": "q24_c", "text": "The region's summers have been getting warmer, and the warmer summers help explain the deeper yearly ground thaw.", "plain": "The region's summers have been getting warmer, and the warmer summers help explain the deeper yearly ground thaw.", "correct": true, "kind": "choice" }, { "id": "q24_d", "text": "The two records are unrelated, because summer air temperature has little to do with how deep frozen ground thaws.", "plain": "The two records are unrelated, because summer air temperature has little to do with how deep frozen ground thaws.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/cluster-CL5-1.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/cluster-CL5-2.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "q24_c" ] }, "n_options": 4 }, { "n": 25, "item_id": "_0cb23ba6-a34c-4794-bb95-3028af93c0b7", "type": "choice", "title": "Best Added Warming Record", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Permafrost Thaw Stakes

A northern road is built over ground that stays frozen most of the year. Each summer the top of the ground thaws and then refreezes in winter. For decades a survey team has pushed marked stakes into the ground along the road. The stakes record the thaw-depth data: how deep the ground thaws by the end of each summer. The team also keeps a temperature record from a nearby station. Figure 1 shows the thaw-depth data. Figure 2 shows the average summer air temperature. Each figure plots five-year averages over the same 40 years.

\"Line

\"Line

Part B

The survey team wants one more record to test whether the area's air has really been warming. Table 1 describes four records the team could add.

Which record would best show whether the area's air has actually been warming over the same 40 years?

Table 1. Records the Team Could Add

RecordWhat it contains
Snow-extent recordImages taken from orbit showing how much of the area is covered by snow each spring, 1986-2025
Extra thaw-depth recordThaw depth measured with stakes at two more spots along the same road, 1986-2025
Road-use recordThe number of trucks that drove the road each year, 1986-2025
Weather-station recordThe average yearly air temperature at a nearby station, measured with thermometers, 1986-2025
", "prompt_plain": "Permafrost Thaw Stakes A northern road is built over ground that stays frozen most of the year. Each summer the top of the ground thaws and then refreezes in winter. For decades a survey team has pushed marked stakes into the ground along the road. The stakes record the thaw-depth data: how deep the ground thaws by the end of each summer. The team also keeps a temperature record from a nearby station. Figure 1 shows the thaw-depth data. Figure 2 shows the average summer air temperature. Each figure plots five-year averages over the same 40 years. Part B The survey team wants one more record to test whether the area's air has really been warming. Table 1 describes four records the team could add. Which record would best show whether the area's air has actually been warming over the same 40 years? Table 1. Records the Team Could Add Record What it contains Snow-extent record Images taken from orbit showing how much of the area is covered by snow each spring, 1986-2025 Extra thaw-depth record Thaw depth measured with stakes at two more spots along the same road, 1986-2025 Road-use record The number of trucks that drove the road each year, 1986-2025 Weather-station record The average yearly air temperature at a nearby station, measured with thermometers, 1986-2025", "context_html": "", "options": [ { "id": "q25_a", "text": "The snow-extent record", "plain": "The snow-extent record", "correct": false, "kind": "choice" }, { "id": "q25_b", "text": "The extra thaw-depth record", "plain": "The extra thaw-depth record", "correct": false, "kind": "choice" }, { "id": "q25_c", "text": "The road-use record", "plain": "The road-use record", "correct": false, "kind": "choice" }, { "id": "q25_d", "text": "The weather-station record", "plain": "The weather-station record", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/cluster-CL5-1.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/cluster-CL5-2.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "q25_d" ] }, "n_options": 4 }, { "n": 26, "item_id": "_2864d224-82a0-4e60-8918-ed73c4fa40e4", "type": "choice", "title": "Protecting The Permafrost Road", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Permafrost Thaw Stakes

A northern road is built over ground that stays frozen most of the year. Each summer the top of the ground thaws and then refreezes in winter. For decades a survey team has pushed marked stakes into the ground along the road. The stakes record the thaw-depth data: how deep the ground thaws by the end of each summer. The team also keeps a temperature record from a nearby station. Figure 1 shows the thaw-depth data. Figure 2 shows the average summer air temperature. Each figure plots five-year averages over the same 40 years.

\"Line

\"Line

If the trends in Figure 1 and Figure 2 continue, the deeper summer thaw will keep weakening the frozen ground that holds up the road. The county plans one project to keep the road usable.

Which project would best reduce the damage the deeper thaw is causing to the road?

", "prompt_plain": "Permafrost Thaw Stakes A northern road is built over ground that stays frozen most of the year. Each summer the top of the ground thaws and then refreezes in winter. For decades a survey team has pushed marked stakes into the ground along the road. The stakes record the thaw-depth data: how deep the ground thaws by the end of each summer. The team also keeps a temperature record from a nearby station. Figure 1 shows the thaw-depth data. Figure 2 shows the average summer air temperature. Each figure plots five-year averages over the same 40 years. If the trends in Figure 1 and Figure 2 continue, the deeper summer thaw will keep weakening the frozen ground that holds up the road. The county plans one project to keep the road usable. Which project would best reduce the damage the deeper thaw is causing to the road?", "context_html": "", "options": [ { "id": "q26_a", "text": "Rebuild the road on a thick gravel pad that insulates the frozen ground, so less summer heat reaches it and it stays frozen.", "plain": "Rebuild the road on a thick gravel pad that insulates the frozen ground, so less summer heat reaches it and it stays frozen.", "correct": true, "kind": "choice" }, { "id": "q26_b", "text": "Close the road to heavy trucks for part of each summer so that fewer vehicles use it during the warmest weeks.", "plain": "Close the road to heavy trucks for part of each summer so that fewer vehicles use it during the warmest weeks.", "correct": false, "kind": "choice" }, { "id": "q26_c", "text": "Repave the road surface more often so that the cracks from the shifting ground are patched soon after they appear.", "plain": "Repave the road surface more often so that the cracks from the shifting ground are patched soon after they appear.", "correct": false, "kind": "choice" }, { "id": "q26_d", "text": "Paint the road surface a dark color so that spring snow melts off it faster and the road opens to traffic sooner.", "plain": "Paint the road surface a dark color so that spring snow melts off it faster and the road opens to traffic sooner.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/cluster-CL5-1.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/cluster-CL5-2.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "q26_a" ] }, "n_options": 4 }, { "n": 27, "item_id": "_5d911d40-b771-4c2f-bce9-278dbd7890b2", "type": "choice", "title": "Ridge Wind Speed Explanation", "standards": [ "MS-ESS3-1" ], "prompt_html": "

Wind-Corridor Survey

A county is deciding where to build wind turbines. For a year, crews measured wind speeds across the county. Figure 1 is a map of the results. On the map, the darkest shading marks the strongest, steadiest winds. The lightest shading marks the weakest winds. A long ridge runs across the county, with lower valleys on either side. The darkest shading forms a narrow band along the top of the ridge; the valleys are the lightest.

\"County

Look at Figure 1. The strongest, steadiest winds in the county lie in a narrow band along the ridge crest, while the valleys on either side have the weakest winds.

Which statement best explains this pattern?

", "prompt_plain": "Wind-Corridor Survey A county is deciding where to build wind turbines. For a year, crews measured wind speeds across the county. Figure 1 is a map of the results. On the map, the darkest shading marks the strongest, steadiest winds. The lightest shading marks the weakest winds. A long ridge runs across the county, with lower valleys on either side. The darkest shading forms a narrow band along the top of the ridge; the valleys are the lightest. Look at Figure 1. The strongest, steadiest winds in the county lie in a narrow band along the ridge crest, while the valleys on either side have the weakest winds. Which statement best explains this pattern?", "context_html": "", "options": [ { "id": "q27_a", "text": "Turbines that already stand on the ridge stir up the air and create the stronger winds that were measured there.", "plain": "Turbines that already stand on the ridge stir up the air and create the stronger winds that were measured there.", "correct": false, "kind": "choice" }, { "id": "q27_b", "text": "The ridge top is higher and closer to the Sun, which heats its air and makes it move faster than the valley air.", "plain": "The ridge top is higher and closer to the Sun, which heats its air and makes it move faster than the valley air.", "correct": false, "kind": "choice" }, { "id": "q27_c", "text": "The ridge blocks the moving air, so the air slows down and settles calmly along the top of the ridge.", "plain": "The ridge blocks the moving air, so the air slows down and settles calmly along the top of the ridge.", "correct": false, "kind": "choice" }, { "id": "q27_d", "text": "Moving air forced up and over the high ridge is squeezed into a thinner layer and speeds up along the ridge crest.", "plain": "Moving air forced up and over the high ridge is squeezed into a thinner layer and speeds up along the ridge crest.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/cluster-CL8-1.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "q27_d" ] }, "n_options": 4 }, { "n": 28, "item_id": "_94f073e6-84e5-40e9-b704-580be9f6f7f0", "type": "choice", "title": "Wind Turbine Siting Conclusions", "standards": [ "MS-ESS3-2" ], "prompt_html": "

Wind-Corridor Survey

A county is deciding where to build wind turbines. For a year, crews measured wind speeds across the county. Figure 1 is a map of the results. On the map, the darkest shading marks the strongest, steadiest winds. The lightest shading marks the weakest winds. A long ridge runs across the county, with lower valleys on either side. The darkest shading forms a narrow band along the top of the ridge; the valleys are the lightest.

\"County

Look at Figure 1. The county's planners must decide where to place the wind turbines.

Choose the TWO conclusions that the wind-speed data support.

", "prompt_plain": "Wind-Corridor Survey A county is deciding where to build wind turbines. For a year, crews measured wind speeds across the county. Figure 1 is a map of the results. On the map, the darkest shading marks the strongest, steadiest winds. The lightest shading marks the weakest winds. A long ridge runs across the county, with lower valleys on either side. The darkest shading forms a narrow band along the top of the ridge; the valleys are the lightest. Look at Figure 1. The county's planners must decide where to place the wind turbines. Choose the TWO conclusions that the wind-speed data support.", "context_html": "", "options": [ { "id": "q28_a", "text": "Putting the turbines down in the valleys would capture the strongest and steadiest winds in the county.", "plain": "Putting the turbines down in the valleys would capture the strongest and steadiest winds in the county.", "correct": false, "kind": "choice" }, { "id": "q28_b", "text": "The ridge corridor is the best turbine site because its winds are the strongest and the steadiest shown.", "plain": "The ridge corridor is the best turbine site because its winds are the strongest and the steadiest shown.", "correct": true, "kind": "choice" }, { "id": "q28_c", "text": "The wind resource is spread evenly, so the turbines could go almost anywhere with similar results.", "plain": "The wind resource is spread evenly, so the turbines could go almost anywhere with similar results.", "correct": false, "kind": "choice" }, { "id": "q28_d", "text": "Spreading the turbines evenly across the county would place most of them where the winds are weak.", "plain": "Spreading the turbines evenly across the county would place most of them where the winds are weak.", "correct": true, "kind": "choice" }, { "id": "q28_e", "text": "The calm low areas would produce the most energy because the air sitting there is more dense.", "plain": "The calm low areas would produce the most energy because the air sitting there is more dense.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/cluster-CL8-1.png" ], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "q28_b", "q28_d" ] }, "n_options": 5 }, { "n": 29, "item_id": "_8fbd7030-62c0-4e9d-9139-2ec583adb685", "type": "choice", "title": "Bucket Kinetic Energy Comparison", "standards": [ "MS-PS3-1" ], "prompt_html": "

Grain Elevator Bucket Runs

A grain elevator lifts grain in metal buckets that ride a moving belt. Figure 1 shows loaded buckets on the belt. In the first test, three loaded buckets ride the belt at the same steady speed. Table 1 lists each bucket's loaded mass and its belt speed. In a second test, one bucket is set rolling along the level return rail and then released. After it is released, it keeps moving in a straight line at a steady speed. Nothing pushes or pulls it along the rail. On the return rail, friction on a moving bucket is small enough to ignore.

\"Metal

Table 1. Bucket Masses and Belt Speed

BucketLoaded mass (kilograms)Belt speed (meters per second)
Bucket 1302.0
Bucket 2602.0
Bucket 3902.0

Look at Table 1. In the first test, the three loaded buckets ride the belt at the same speed.

Which statement correctly compares the buckets' kinetic energies?

", "prompt_plain": "Grain Elevator Bucket Runs A grain elevator lifts grain in metal buckets that ride a moving belt. Figure 1 shows loaded buckets on the belt. In the first test, three loaded buckets ride the belt at the same steady speed. Table 1 lists each bucket's loaded mass and its belt speed. In a second test, one bucket is set rolling along the level return rail and then released. After it is released, it keeps moving in a straight line at a steady speed. Nothing pushes or pulls it along the rail. On the return rail, friction on a moving bucket is small enough to ignore. Table 1. Bucket Masses and Belt Speed Bucket Loaded mass (kilograms) Belt speed (meters per second) Bucket 1 30 2.0 Bucket 2 60 2.0 Bucket 3 90 2.0 Look at Table 1. In the first test, the three loaded buckets ride the belt at the same speed. Which statement correctly compares the buckets' kinetic energies?", "context_html": "", "options": [ { "id": "q29_a", "text": "Buckets 1, 2, and 3 have the same kinetic energy, because they ride the belt at the same steady speed.", "plain": "Buckets 1, 2, and 3 have the same kinetic energy, because they ride the belt at the same steady speed.", "correct": false, "kind": "choice" }, { "id": "q29_b", "text": "Bucket 3 has the most kinetic energy and Bucket 1 the least, because kinetic energy rises with mass at equal speed.", "plain": "Bucket 3 has the most kinetic energy and Bucket 1 the least, because kinetic energy rises with mass at equal speed.", "correct": true, "kind": "choice" }, { "id": "q29_c", "text": "Bucket 1 has the most kinetic energy, because the lightest load is the easiest to keep moving at that speed.", "plain": "Bucket 1 has the most kinetic energy, because the lightest load is the easiest to keep moving at that speed.", "correct": false, "kind": "choice" }, { "id": "q29_d", "text": "Bucket 3 has far more than three times Bucket 1's kinetic energy, because energy grows much faster than mass does.", "plain": "Bucket 3 has far more than three times Bucket 1's kinetic energy, because energy grows much faster than mass does.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/cluster-CLPH-1.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "q29_b" ] }, "n_options": 4 }, { "n": 30, "item_id": "_4514dcd5-09c4-49a7-9f53-680c5230fa1b", "type": "choice", "title": "Rolling Bucket Forces And Motion", "standards": [ "MS-PS2-2" ], "prompt_html": "

Grain Elevator Bucket Runs

A grain elevator lifts grain in metal buckets that ride a moving belt. Figure 1 shows loaded buckets on the belt. In the first test, three loaded buckets ride the belt at the same steady speed. Table 1 lists each bucket's loaded mass and its belt speed. In a second test, one bucket is set rolling along the level return rail and then released. After it is released, it keeps moving in a straight line at a steady speed. Nothing pushes or pulls it along the rail. On the return rail, friction on a moving bucket is small enough to ignore.

\"Metal

Table 1. Bucket Masses and Belt Speed

BucketLoaded mass (kilograms)Belt speed (meters per second)
Bucket 1302.0
Bucket 2602.0
Bucket 3902.0

Think about the second test, in which the released bucket keeps rolling in a straight line at a steady speed along the level return rail.

Choose the TWO statements that correctly describe the forces on the bucket and its motion.

", "prompt_plain": "Grain Elevator Bucket Runs A grain elevator lifts grain in metal buckets that ride a moving belt. Figure 1 shows loaded buckets on the belt. In the first test, three loaded buckets ride the belt at the same steady speed. Table 1 lists each bucket's loaded mass and its belt speed. In a second test, one bucket is set rolling along the level return rail and then released. After it is released, it keeps moving in a straight line at a steady speed. Nothing pushes or pulls it along the rail. On the return rail, friction on a moving bucket is small enough to ignore. Table 1. Bucket Masses and Belt Speed Bucket Loaded mass (kilograms) Belt speed (meters per second) Bucket 1 30 2.0 Bucket 2 60 2.0 Bucket 3 90 2.0 Think about the second test, in which the released bucket keeps rolling in a straight line at a steady speed along the level return rail. Choose the TWO statements that correctly describe the forces on the bucket and its motion.", "context_html": "", "options": [ { "id": "q30_a", "text": "A steady forward push must keep acting on the bucket for it to hold its speed.", "plain": "A steady forward push must keep acting on the bucket for it to hold its speed.", "correct": false, "kind": "choice" }, { "id": "q30_b", "text": "The forward and backward forces on the bucket add up to zero while it rolls at a steady speed.", "plain": "The forward and backward forces on the bucket add up to zero while it rolls at a steady speed.", "correct": true, "kind": "choice" }, { "id": "q30_c", "text": "The push that first set the bucket moving is stored inside it and slowly gets used up.", "plain": "The push that first set the bucket moving is stored inside it and slowly gets used up.", "correct": false, "kind": "choice" }, { "id": "q30_d", "text": "Because the bucket keeps moving, the rail pushes up on it with less force than gravity pulls down.", "plain": "Because the bucket keeps moving, the rail pushes up on it with less force than gravity pulls down.", "correct": false, "kind": "choice" }, { "id": "q30_e", "text": "With no unbalanced force acting on it, the bucket keeps rolling at the same steady speed on its own.", "plain": "With no unbalanced force acting on it, the bucket keeps rolling at the same steady speed on its own.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/cluster-CLPH-1.png" ], "stimulus_ids": [], "key_letters": "B, E", "key_values": { "RESPONSE": [ "q30_b", "q30_e" ] }, "n_options": 5 }, { "n": 31, "item_id": "_07111040-6da4-420a-9945-98243f5ed503", "type": "choice", "title": "Parcel Scale Readings", "standards": [ "MS-PS4-3" ], "prompt_html": "

A busy shipping counter weighs every parcel twice. A digital scale stores each weight as an exact on-and-off (digital) code and shows the same number on both weighings. An older spring-dial scale has a needle that a worker reads by eye, and the needle settles a little differently each time.

\"One

Which statement best explains why the digital scale gives the more reliable record of a parcel’s weight?

", "prompt_plain": "A busy shipping counter weighs every parcel twice. A digital scale stores each weight as an exact on-and-off (digital) code and shows the same number on both weighings. An older spring-dial scale has a needle that a worker reads by eye, and the needle settles a little differently each time. Which statement best explains why the digital scale gives the more reliable record of a parcel’s weight?", "context_html": "", "options": [ { "id": "cA1", "text": "The dial scale reads too high, so the weights it reports are larger than the true value.", "plain": "The dial scale reads too high, so the weights it reports are larger than the true value.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "The digital scale reports the weight as a discrete digital value, so by-eye reading error cannot change it.", "plain": "The digital scale reports the weight as a discrete digital value, so by-eye reading error cannot change it.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "The digital reading is better because its large digits are easier to see than a thin needle.", "plain": "The digital reading is better because its large digits are easier to see than a thin needle.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The dial scale slightly changes a parcel’s weight each time the parcel is weighed.", "plain": "The dial scale slightly changes a parcel’s weight each time the parcel is weighed.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot31.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 32, "item_id": "_db373366-9156-4351-96f2-5ccd423d55e5", "type": "choice", "title": "Clay Ball Dents", "standards": [ "MS-PS3-5" ], "prompt_html": "

Two identical balls of modeling clay are dropped onto a flat slab of soft clay. Each ball leaves a dent. Table 1 shows the height each ball was dropped from and how deep its dent is.

\"Two

Table 1

Clay ballDrop heightDent depth
Ball X1.0 m4 mm
Ball Y2.0 m8 mm

Which claim about the energy transferred to the clay does Table 1 best support?

", "prompt_plain": "Two identical balls of modeling clay are dropped onto a flat slab of soft clay. Each ball leaves a dent. Table 1 shows the height each ball was dropped from and how deep its dent is. Table 1 Clay ball Drop height Dent depth Ball X 1.0 m 4 mm Ball Y 2.0 m 8 mm Which claim about the energy transferred to the clay does Table 1 best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Both balls transferred the same amount of energy, because they have the same mass.", "plain": "Both balls transferred the same amount of energy, because they have the same mass.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Ball X transferred more energy, because its shallower dent means its energy was saved rather than transferred.", "plain": "Ball X transferred more energy, because its shallower dent means its energy was saved rather than transferred.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Ball Y transferred more energy to the clay, because its deeper dent shows that more energy was transferred.", "plain": "Ball Y transferred more energy to the clay, because its deeper dent shows that more energy was transferred.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Neither ball transferred energy, because the clay as a whole did not move.", "plain": "Neither ball transferred energy, because the clay as a whole did not move.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot32.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4 }, { "n": 33, "item_id": "_6b6356c5-51ae-4833-ab58-820e3f67b30d", "type": "gap-match", "title": "Ripple-Tank Wave Terms", "standards": [ "MS-PS4-1" ], "prompt_html": "

A science class studies water waves in a ripple tank. The picture shows a simple side view of one wave above a numbered grid.

\"One

 

Drag each term card to the description that defines it. One term will not be used.

", "prompt_plain": "A science class studies water waves in a ripple tank. The picture shows a simple side view of one wave above a numbered grid. Drag each term card to the description that defines it. One term will not be used.", "context_html": "", "options": [ { "id": "d3", "text": "frequency", "plain": "frequency", "correct": false, "kind": "gap-token" }, { "id": "d1", "text": "wavelength", "plain": "wavelength", "correct": false, "kind": "gap-token" }, { "id": "d4", "text": "wave speed", "plain": "wave speed", "correct": false, "kind": "gap-token" }, { "id": "d2", "text": "amplitude", "plain": "amplitude", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot33.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "d1 g1", "d2 g2", "d3 g3" ] }, "n_options": 4 }, { "n": 34, "item_id": "_b0afc2f2-e7b9-4ad9-8917-b4d4cd8f4794", "type": "text-entry", "title": "Formaldehyde Formula", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

An indoor-air-quality class measures formaldehyde, a simple molecule given off by some new furniture. The teacher shows a card printed with its chemical formula: CH2O.

In a chemical formula, a small number written just after an element symbol (called a subscript) tells how many atoms of that element are in one molecule. When no number is shown, there is one atom of that element.

Using the formula on the card, how many atoms in total are in one molecule of formaldehyde?

Give your answer as a whole number (e.g., 6).

Total number of atoms:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 35, "item_id": "_03c0bf8b-3c4d-4186-be1a-db12534ea0f4", "type": "choice", "title": "Bath Fizzer Test", "standards": [ "MS-PS1-2" ], "prompt_html": "

A student drops a fizzing bath tablet into a glass of water and records several properties before and after. Table 1 shows the results. The student claims, \"A new substance formed when the tablet was dropped into the water.\"

Table 1

PropertyBeforeAfter
Gas bubblesnonemany rising bubbles
Water temperature22°C16°C
Solid tabletone white tabletno tablet; cloudy liquid

Using the evidence in Table 1, which statement best evaluates the student’s claim?

", "prompt_plain": "A student drops a fizzing bath tablet into a glass of water and records several properties before and after. Table 1 shows the results. The student claims, \"A new substance formed when the tablet was dropped into the water.\" Table 1 Property Before After Gas bubbles none many rising bubbles Water temperature 22°C 16°C Solid tablet one white tablet no tablet; cloudy liquid Using the evidence in Table 1, which statement best evaluates the student’s claim?", "context_html": "", "options": [ { "id": "cA1", "text": "Not supported - the tablet simply dissolved in the water, which is a physical change.", "plain": "Not supported - the tablet simply dissolved in the water, which is a physical change.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Supported - the temperature of the water dropped, and a temperature change by itself proves a new substance formed.", "plain": "Supported - the temperature of the water dropped, and a temperature change by itself proves a new substance formed.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Not supported - the total mass stayed the same, so no new substance could have formed.", "plain": "Not supported - the total mass stayed the same, so no new substance could have formed.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Supported - a gas appeared that was not there before, which is evidence that a new substance formed.", "plain": "Supported - a gas appeared that was not there before, which is evidence that a new substance formed.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4 }, { "n": 36, "item_id": "_3c50ee36-d006-451a-8a4b-1d062f77bde3", "type": "choice", "title": "Periodic-Table Neighbor Cell", "standards": [ "EXT:periodic-table-organization" ], "prompt_html": "

A periodic-table chart has one empty cell. The element just to the left of the empty cell in the same row (period) is aluminum. The element just to the right in the same period is phosphorus. The element directly above the empty cell in the same column (group) is carbon.

\"Periodic-table

Using only these neighbor positions, which element belongs in the empty cell?

", "prompt_plain": "A periodic-table chart has one empty cell. The element just to the left of the empty cell in the same row (period) is aluminum. The element just to the right in the same period is phosphorus. The element directly above the empty cell in the same column (group) is carbon. Using only these neighbor positions, which element belongs in the empty cell?", "context_html": "", "options": [ { "id": "cA1", "text": "Carbon, because it stands just above the gap and repeats between aluminum and phosphorus.", "plain": "Carbon, because it stands just above the gap and repeats between aluminum and phosphorus.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Silicon, because it lies between aluminum and phosphorus and one period below carbon.", "plain": "Silicon, because it lies between aluminum and phosphorus and one period below carbon.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Phosphorus, because it neighbors aluminum across the period and sits below carbon’s column.", "plain": "Phosphorus, because it neighbors aluminum across the period and sits below carbon’s column.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Germanium, because it falls below carbon in the group, just past aluminum and phosphorus.", "plain": "Germanium, because it falls below carbon in the group, just past aluminum and phosphorus.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-30/images/slot36.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB1" ] }, "n_options": 4 }, { "n": 37, "item_id": "_408b75dd-d171-459b-a672-6e27287d31aa", "type": "choice", "title": "Floor-Lamp Base Tip Test", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part A

Look at Table 1. The team wants a lamp that does not tip until the platform is tilted to at least 15°.

Based on the data, which change to the base most likely raised the tip-over angle from Version 1 to Version 3?

", "prompt_plain": "Part A Look at Table 1. The team wants a lamp that does not tip until the platform is tilted to at least 15°. Based on the data, which change to the base most likely raised the tip-over angle from Version 1 to Version 3?", "context_html": "", "options": [ { "id": "cA1", "text": "Make the lamp pole taller so it stands up straighter and is harder to tip over.", "plain": "Make the lamp pole taller so it stands up straighter and is harder to tip over.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Use a lighter base so the lamp springs back upright instead of tipping over.", "plain": "Use a lighter base so the lamp springs back upright instead of tipping over.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Make the base wider and heavier so the lamp tilts much further before it topples.", "plain": "Make the base wider and heavier so the lamp tilts much further before it topples.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "Make the base narrower so the lamp balances on a smaller footing and resists tipping.", "plain": "Make the base narrower so the lamp balances on a smaller footing and resists tipping.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4523f678-1c92-44cf-91fc-9a98263207e2" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Floor-Lamp Base Tip Test

A makerspace team builds a tall floor lamp. It topples too easily when someone bumps it. To test each design, the team sets the lamp on a tilt platform. They slowly raise the tilt until the lamp falls over. The tilt angle at which the lamp tips over is called the tip-over angle. A larger tip-over angle means the lamp is harder to knock over. The team wants a lamp that does not tip until the platform is tilted to at least 15°. They build three versions of the base and measure the tip-over angle of each.

\"Three

Table 1

Build versionBase widthBase weightTip-over angle
Version 1narrowlight8°
Version 2widerlight12°
Version 3wideheavy18°
", "passage_plain": "Floor-Lamp Base Tip Test A makerspace team builds a tall floor lamp. It topples too easily when someone bumps it. To test each design, the team sets the lamp on a tilt platform. They slowly raise the tilt until the lamp falls over. The tilt angle at which the lamp tips over is called the tip-over angle. A larger tip-over angle means the lamp is harder to knock over. The team wants a lamp that does not tip until the platform is tilted to at least 15°. They build three versions of the base and measure the tip-over angle of each. Table 1 Build version Base width Base weight Tip-over angle Version 1 narrow light 8° Version 2 wider light 12° Version 3 wide heavy 18°" }, { "n": 38, "item_id": "_4df80f4b-2f16-44fb-98cc-435afe9101e2", "type": "choice", "title": "Floor-Lamp Base Tip Test", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

Look at Table 1 again. The target is a tip-over angle of at least 15°.

Which result shows that a build version meets the target?

", "prompt_plain": "Part B Look at Table 1 again. The target is a tip-over angle of at least 15°. Which result shows that a build version meets the target?", "context_html": "", "options": [ { "id": "cA1", "text": "Version 2 tips over at 12°, which already reaches the 15° target.", "plain": "Version 2 tips over at 12°, which already reaches the 15° target.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Version 1 tips over at the smallest angle, 8°, so it is the most stable base.", "plain": "Version 1 tips over at the smallest angle, 8°, so it is the most stable base.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Each later version tips at a larger angle than the one before, so the target is met.", "plain": "Each later version tips at a larger angle than the one before, so the target is met.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Version 3 tips over at 18°, which is greater than the 15° target, so it meets the goal.", "plain": "Version 3 tips over at 18°, which is greater than the 15° target, so it meets the goal.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4523f678-1c92-44cf-91fc-9a98263207e2" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD1" ] }, "n_options": 4, "passage_html": "

Floor-Lamp Base Tip Test

A makerspace team builds a tall floor lamp. It topples too easily when someone bumps it. To test each design, the team sets the lamp on a tilt platform. They slowly raise the tilt until the lamp falls over. The tilt angle at which the lamp tips over is called the tip-over angle. A larger tip-over angle means the lamp is harder to knock over. The team wants a lamp that does not tip until the platform is tilted to at least 15°. They build three versions of the base and measure the tip-over angle of each.

\"Three

Table 1

Build versionBase widthBase weightTip-over angle
Version 1narrowlight8°
Version 2widerlight12°
Version 3wideheavy18°
", "passage_plain": "Floor-Lamp Base Tip Test A makerspace team builds a tall floor lamp. It topples too easily when someone bumps it. To test each design, the team sets the lamp on a tilt platform. They slowly raise the tilt until the lamp falls over. The tilt angle at which the lamp tips over is called the tip-over angle. A larger tip-over angle means the lamp is harder to knock over. The team wants a lamp that does not tip until the platform is tilted to at least 15°. They build three versions of the base and measure the tip-over angle of each. Table 1 Build version Base width Base weight Tip-over angle Version 1 narrow light 8° Version 2 wider light 12° Version 3 wide heavy 18°" }, { "n": 39, "item_id": "_4e81f2c8-a430-49d0-a154-504038b8c70e", "type": "choice", "title": "Lamp Base Requirements", "standards": [ "MS-ETS1-1" ], "prompt_html": "

The team writes a work order for the lamp base. A criterion is a goal the design should achieve. A constraint is a limit the design must stay within.

Which statement from the work order is a constraint rather than a criterion?

", "prompt_plain": "The team writes a work order for the lamp base. A criterion is a goal the design should achieve. A constraint is a limit the design must stay within. Which statement from the work order is a constraint rather than a criterion?", "context_html": "", "options": [ { "id": "cA1", "text": "The base must cost no more than $8 in materials to build.", "plain": "The base must cost no more than $8 in materials to build.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "The lamp should stay upright as steadily as possible while the platform is being tilted.", "plain": "The lamp should stay upright as steadily as possible while the platform is being tilted.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The base should make the lamp harder to knock over than the first build.", "plain": "The base should make the lamp harder to knock over than the first build.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "The lamp should stay standing when it is bumped during normal use.", "plain": "The lamp should stay standing when it is bumped during normal use.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_4523f678-1c92-44cf-91fc-9a98263207e2" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Floor-Lamp Base Tip Test

A makerspace team builds a tall floor lamp. It topples too easily when someone bumps it. To test each design, the team sets the lamp on a tilt platform. They slowly raise the tilt until the lamp falls over. The tilt angle at which the lamp tips over is called the tip-over angle. A larger tip-over angle means the lamp is harder to knock over. The team wants a lamp that does not tip until the platform is tilted to at least 15°. They build three versions of the base and measure the tip-over angle of each.

\"Three

Table 1

Build versionBase widthBase weightTip-over angle
Version 1narrowlight8°
Version 2widerlight12°
Version 3wideheavy18°
", "passage_plain": "Floor-Lamp Base Tip Test A makerspace team builds a tall floor lamp. It topples too easily when someone bumps it. To test each design, the team sets the lamp on a tilt platform. They slowly raise the tilt until the lamp falls over. The tilt angle at which the lamp tips over is called the tip-over angle. A larger tip-over angle means the lamp is harder to knock over. The team wants a lamp that does not tip until the platform is tilted to at least 15°. They build three versions of the base and measure the tip-over angle of each. Table 1 Build version Base width Base weight Tip-over angle Version 1 narrow light 8° Version 2 wider light 12° Version 3 wide heavy 18°" }, { "n": 40, "item_id": "_a6e82925-a0c1-41f6-b1a1-47e4c296e43a", "type": "hottext", "title": "Rain-Barrel Choice", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A school’s maintenance team must choose one rain barrel for the courtyard garden. Read the report below.

Select the sentence that best explains what the team must give up in one area to do better in another.

", "prompt_plain": "A school’s maintenance team must choose one rain barrel for the courtyard garden. Read the report below. Select the sentence that best explains what the team must give up in one area to do better in another.", "context_html": "", "options": [ { "id": "o1", "text": "Maintenance staff compared three different rain barrels for the school’s courtyard rain garden.", "plain": "Maintenance staff compared three different rain barrels for the school’s courtyard rain garden.", "correct": false, "kind": "hottext" }, { "id": "o2", "text": "Barrel B holds less water than Barrel A, but it adds a safe overflow outlet and costs far less.", "plain": "Barrel B holds less water than Barrel A, but it adds a safe overflow outlet and costs far less.", "correct": true, "kind": "hottext" }, { "id": "o3", "text": "Barrel A holds the most water, but it was also the one the team already owned.", "plain": "Barrel A holds the most water, but it was also the one the team already owned.", "correct": false, "kind": "hottext" }, { "id": "o4", "text": "Barrel C has the lowest price of the three barrels the team compared.", "plain": "Barrel C has the lowest price of the three barrels the team compared.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "o2" ] }, "n_options": 4 } ] }, { "form": "G8.31", "grade": "G8", "title": "Alpha Standardized Science G8.31", "test_id": "_test-c3244c1f-6168-4a83-b3ca-f4196112f553", "n_items": 40, "n_stimuli": 4, "stimuli": { "_94d04df3-00c5-417a-938b-5d74f4880c4b": { "title": "Pressed-Straw Wall Panels", "html": "

Pressed-Straw Wall Panels

A builder makes wall panels from wheat straw left in a field after the grain harvest. Machines chop the straw. Then heat, pressure, and a heat-set binder lock the fibers into a stiff sheet. The loose straw cannot hold a nail or keep out water. The finished panel does both. Table 1 traces the panel from field straw to finished sheet. A school district wants to buy the panels and sent its requirements. The builder tested two panel designs. Table 2 lists the requirements and the test results. Figure 1 shows a finished panel.

Table 1. From Straw to Panel

StageWhat it is or what happens
Raw plant materialWheat straw grown in a field and left over after the grain harvest
Binder addedA heat-set binder, a manufactured glue, is mixed in to lock the fibers together
How the sheet is madeHeat and pressure change the loose straw into a stiff sheet that holds nails and sheds water; the raw straw does none of these

Table 2. Requirements and Test Results

RequirementDesign 1 resultDesign 2 result
Criterion 1: a panel must hold a hanging load of at least 20 kgHeld 34 kg before crackingHeld 22 kg before cracking
Criterion 2: a panel must lower outside noise by at least 25 decibelsLowered noise by 31 decibelsLowered noise by 28 decibels
Criterion 3: making one panel must release less than 6 kg of carbon dioxide3 kg of carbon dioxide per panel9 kg of carbon dioxide per panel
Constraint: materials for one panel must cost 15 dollars or less12 dollars per panel8 dollars per panel

Figure 1. A finished pressed-straw wall panel beside a handful of the loose raw straw it is made from.

\"A

" }, "_0b88f7b5-ff3d-4045-83a4-14dbda3f41eb": { "title": "Two Wombat Species", "html": "

Two Wombat Species

Two closely related wombat species live in the same region. One species digs its burrows in loose sandy soil. The other digs in hard clay soil and has longer, stronger claws. Scientists compared the two species. Table 1 compares their forelimb (front-leg) bones. Table 2 reports what the scientists found about one gene and the claw-keratin protein it controls. Figure 1 is a bone chart showing the forelimb bones of each species.

Table 1. Forelimb Bones Compared

Bone groupSandy-soil wombatClay-soil wombat
Upper-arm boneOne bone, typical shapeOne bone, same shape as the sandy-soil wombat
Forearm bonesTwo bones, side by sideTwo bones, same arrangement
Wrist and hand bonesSame number, same arrangementSame number, same arrangement
ClawsShorter clawsLonger, stronger claws

Table 2. Gene and Claw Report

FindingWhat the scientists found
Finding 1The two species differ in one segment of a single gene that carries the instructions for a claw-keratin protein (keratin is the tough material claws are made of).
Finding 2The clay-soil wombat’s gene version makes a claw-keratin protein that builds longer, stronger claws; the sandy-soil wombat’s version makes shorter claws.
Finding 3Every other protein the scientists tested is the same in both species.
Finding 4Young of each species raised in the other species’ soil still grow the claw length their own gene version specifies.

Figure 1. A bone chart comparing the forelimb skeletons of the two wombat species. Left: sandy-soil wombat. Right: clay-soil wombat, at the same scale.

\"A

" }, "_3e83ec0b-e43d-41f2-9807-3c18b1586b4f": { "title": "Model-Glider Wing Tests", "html": "

Model-Glider Wing Tests

A team builds three model-glider wings and launches each one the same way to see how far it glides. The team records each wing’s shape, body length, whether it has a tail, and the distance it glided. Table 1 shows the three wings. Figure 1 shows the three wing designs side by side.

Table 1. Three Glider Wings

WingWing shapeBody lengthTailGlide distance (m)
1FlatShortNone3.0
2CurvedShortNone5.0
3CurvedLongYes7.0

Figure 1. The Three Wings

\"Three

" }, "_40214ae5-6d1f-4214-af96-2192705c0b87": { "title": "Pedal-Kart Ramp Run", "html": "

Pedal-Kart Ramp Run

Students roll a pedal-kart down a ramp to study its motion. For each run they place the kart at a marked spot on the ramp, add or remove weights to set the kart’s mass, and let it go. A speed sensor at the base of the ramp reports how fast the kart is moving when it reaches the bottom. Table 1 lists the mass and the base speed for four runs. Figure 1 shows the ramp with the marked release spots.

Table 1. Four Ramp Runs

RunKart mass (kg)Speed at base (m/s)
1306
2405
3504
4207

Figure 1. Side View of the Ramp

\"A

" } }, "questions": [ { "n": 1, "item_id": "_dc6d200e-e1ff-4a86-8d0a-799b228def78", "type": "choice", "title": "Straw Panel Material Classification", "standards": [ "MS-PS1-3" ], "prompt_html": "

Based on Table 1, which statement best explains why the finished straw panel is called a processed (synthetic) material even though it is made from a natural plant resource?

", "prompt_plain": "Based on Table 1, which statement best explains why the finished straw panel is called a processed (synthetic) material even though it is made from a natural plant resource?", "context_html": "", "options": [ { "id": "cA1", "text": "Growing the wheat on a farm is what makes the straw a synthetic material.", "plain": "Growing the wheat on a farm is what makes the straw a synthetic material.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Pressing the loose straw into a new shape is what makes it a synthetic material.", "plain": "Pressing the loose straw into a new shape is what makes it a synthetic material.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Processing with heat and a binder changes the natural straw into a sheet with new properties.", "plain": "Processing with heat and a binder changes the natural straw into a sheet with new properties.", "correct": true, "kind": "choice" }, { "id": "cD1", "text": "The panel is synthetic because machines build it indoors instead of outdoors in a field.", "plain": "The panel is synthetic because machines build it indoors instead of outdoors in a field.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_94d04df3-00c5-417a-938b-5d74f4880c4b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC1" ] }, "n_options": 4, "passage_html": "

Pressed-Straw Wall Panels

A builder makes wall panels from wheat straw left in a field after the grain harvest. Machines chop the straw. Then heat, pressure, and a heat-set binder lock the fibers into a stiff sheet. The loose straw cannot hold a nail or keep out water. The finished panel does both. Table 1 traces the panel from field straw to finished sheet. A school district wants to buy the panels and sent its requirements. The builder tested two panel designs. Table 2 lists the requirements and the test results. Figure 1 shows a finished panel.

Table 1. From Straw to Panel

StageWhat it is or what happens
Raw plant materialWheat straw grown in a field and left over after the grain harvest
Binder addedA heat-set binder, a manufactured glue, is mixed in to lock the fibers together
How the sheet is madeHeat and pressure change the loose straw into a stiff sheet that holds nails and sheds water; the raw straw does none of these

Table 2. Requirements and Test Results

RequirementDesign 1 resultDesign 2 result
Criterion 1: a panel must hold a hanging load of at least 20 kgHeld 34 kg before crackingHeld 22 kg before cracking
Criterion 2: a panel must lower outside noise by at least 25 decibelsLowered noise by 31 decibelsLowered noise by 28 decibels
Criterion 3: making one panel must release less than 6 kg of carbon dioxide3 kg of carbon dioxide per panel9 kg of carbon dioxide per panel
Constraint: materials for one panel must cost 15 dollars or less12 dollars per panel8 dollars per panel

Figure 1. A finished pressed-straw wall panel beside a handful of the loose raw straw it is made from.

\"A

", "passage_plain": "Pressed-Straw Wall Panels A builder makes wall panels from wheat straw left in a field after the grain harvest. Machines chop the straw. Then heat, pressure, and a heat-set binder lock the fibers into a stiff sheet. The loose straw cannot hold a nail or keep out water. The finished panel does both. Table 1 traces the panel from field straw to finished sheet. A school district wants to buy the panels and sent its requirements. The builder tested two panel designs. Table 2 lists the requirements and the test results. Figure 1 shows a finished panel. Table 1. From Straw to Panel Stage What it is or what happens Raw plant material Wheat straw grown in a field and left over after the grain harvest Binder added A heat-set binder, a manufactured glue, is mixed in to lock the fibers together How the sheet is made Heat and pressure change the loose straw into a stiff sheet that holds nails and sheds water; the raw straw does none of these Table 2. Requirements and Test Results Requirement Design 1 result Design 2 result Criterion 1: a panel must hold a hanging load of at least 20 kg Held 34 kg before cracking Held 22 kg before cracking Criterion 2: a panel must lower outside noise by at least 25 decibels Lowered noise by 31 decibels Lowered noise by 28 decibels Criterion 3: making one panel must release less than 6 kg of carbon dioxide 3 kg of carbon dioxide per panel 9 kg of carbon dioxide per panel Constraint: materials for one panel must cost 15 dollars or less 12 dollars per panel 8 dollars per panel Figure 1. A finished pressed-straw wall panel beside a handful of the loose raw straw it is made from." }, { "n": 2, "item_id": "_11530b6d-291b-4194-9c23-218f06440121", "type": "inline-choice", "title": "Panel Fiber and Binder Origins", "standards": [ "MS-PS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Complete the statement about the two materials listed in Table 1.

Based on Table 1, the wheat straw pressed into the panel is a material taken from a plant, while the heat-set binder that locks the fibers together is a material made by processing other substances.

", "options": [ { "id": "cD1Oafa2ab3ad", "text": "natural", "plain": "natural", "correct": true, "kind": "inline" }, { "id": "cD1Ob9f237d18", "text": "recycled", "plain": "recycled", "correct": false, "kind": "inline" }, { "id": "cD1O9a9c65e2c", "text": "synthetic", "plain": "synthetic", "correct": false, "kind": "inline" }, { "id": "cD2Ob3e4c323e", "text": "natural", "plain": "natural", "correct": false, "kind": "inline" }, { "id": "cD2O5777796af", "text": "recycled", "plain": "recycled", "correct": false, "kind": "inline" }, { "id": "cD2O5a1726dc2", "text": "synthetic", "plain": "synthetic", "correct": true, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_94d04df3-00c5-417a-938b-5d74f4880c4b" ], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1Oafa2ab3ad" ], "RESPONSE2": [ "cD2O5a1726dc2" ] }, "n_options": 6, "passage_html": "

Pressed-Straw Wall Panels

A builder makes wall panels from wheat straw left in a field after the grain harvest. Machines chop the straw. Then heat, pressure, and a heat-set binder lock the fibers into a stiff sheet. The loose straw cannot hold a nail or keep out water. The finished panel does both. Table 1 traces the panel from field straw to finished sheet. A school district wants to buy the panels and sent its requirements. The builder tested two panel designs. Table 2 lists the requirements and the test results. Figure 1 shows a finished panel.

Table 1. From Straw to Panel

StageWhat it is or what happens
Raw plant materialWheat straw grown in a field and left over after the grain harvest
Binder addedA heat-set binder, a manufactured glue, is mixed in to lock the fibers together
How the sheet is madeHeat and pressure change the loose straw into a stiff sheet that holds nails and sheds water; the raw straw does none of these

Table 2. Requirements and Test Results

RequirementDesign 1 resultDesign 2 result
Criterion 1: a panel must hold a hanging load of at least 20 kgHeld 34 kg before crackingHeld 22 kg before cracking
Criterion 2: a panel must lower outside noise by at least 25 decibelsLowered noise by 31 decibelsLowered noise by 28 decibels
Criterion 3: making one panel must release less than 6 kg of carbon dioxide3 kg of carbon dioxide per panel9 kg of carbon dioxide per panel
Constraint: materials for one panel must cost 15 dollars or less12 dollars per panel8 dollars per panel

Figure 1. A finished pressed-straw wall panel beside a handful of the loose raw straw it is made from.

\"A

", "passage_plain": "Pressed-Straw Wall Panels A builder makes wall panels from wheat straw left in a field after the grain harvest. Machines chop the straw. Then heat, pressure, and a heat-set binder lock the fibers into a stiff sheet. The loose straw cannot hold a nail or keep out water. The finished panel does both. Table 1 traces the panel from field straw to finished sheet. A school district wants to buy the panels and sent its requirements. The builder tested two panel designs. Table 2 lists the requirements and the test results. Figure 1 shows a finished panel. Table 1. From Straw to Panel Stage What it is or what happens Raw plant material Wheat straw grown in a field and left over after the grain harvest Binder added A heat-set binder, a manufactured glue, is mixed in to lock the fibers together How the sheet is made Heat and pressure change the loose straw into a stiff sheet that holds nails and sheds water; the raw straw does none of these Table 2. Requirements and Test Results Requirement Design 1 result Design 2 result Criterion 1: a panel must hold a hanging load of at least 20 kg Held 34 kg before cracking Held 22 kg before cracking Criterion 2: a panel must lower outside noise by at least 25 decibels Lowered noise by 31 decibels Lowered noise by 28 decibels Criterion 3: making one panel must release less than 6 kg of carbon dioxide 3 kg of carbon dioxide per panel 9 kg of carbon dioxide per panel Constraint: materials for one panel must cost 15 dollars or less 12 dollars per panel 8 dollars per panel Figure 1. A finished pressed-straw wall panel beside a handful of the loose raw straw it is made from." }, { "n": 3, "item_id": "_58e222ee-cf8b-479d-8695-00cd379a3d13", "type": "choice", "title": "Wall Panel Design Evaluation", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Look at Table 1 and Table 2.

The school district will approve a panel design only if it meets all three criteria and the cost constraint.

Which statement best evaluates the two panel designs against the district’s requirements?

", "prompt_plain": "Look at Table 1 and Table 2. The school district will approve a panel design only if it meets all three criteria and the cost constraint. Which statement best evaluates the two panel designs against the district’s requirements?", "context_html": "", "options": [ { "id": "cA3", "text": "Only Design 1 should be approved, because Design 2 releases too much carbon dioxide.", "plain": "Only Design 1 should be approved, because Design 2 releases too much carbon dioxide.", "correct": true, "kind": "choice" }, { "id": "cB3", "text": "Design 2 should be approved, because it costs the least and still blocks enough outside noise.", "plain": "Design 2 should be approved, because it costs the least and still blocks enough outside noise.", "correct": false, "kind": "choice" }, { "id": "cC3", "text": "Both designs should be approved, because each one holds more than the required hanging load.", "plain": "Both designs should be approved, because each one holds more than the required hanging load.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Neither design should be approved, because each one scores lower than the other on one test.", "plain": "Neither design should be approved, because each one scores lower than the other on one test.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_94d04df3-00c5-417a-938b-5d74f4880c4b" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA3" ] }, "n_options": 4, "passage_html": "

Pressed-Straw Wall Panels

A builder makes wall panels from wheat straw left in a field after the grain harvest. Machines chop the straw. Then heat, pressure, and a heat-set binder lock the fibers into a stiff sheet. The loose straw cannot hold a nail or keep out water. The finished panel does both. Table 1 traces the panel from field straw to finished sheet. A school district wants to buy the panels and sent its requirements. The builder tested two panel designs. Table 2 lists the requirements and the test results. Figure 1 shows a finished panel.

Table 1. From Straw to Panel

StageWhat it is or what happens
Raw plant materialWheat straw grown in a field and left over after the grain harvest
Binder addedA heat-set binder, a manufactured glue, is mixed in to lock the fibers together
How the sheet is madeHeat and pressure change the loose straw into a stiff sheet that holds nails and sheds water; the raw straw does none of these

Table 2. Requirements and Test Results

RequirementDesign 1 resultDesign 2 result
Criterion 1: a panel must hold a hanging load of at least 20 kgHeld 34 kg before crackingHeld 22 kg before cracking
Criterion 2: a panel must lower outside noise by at least 25 decibelsLowered noise by 31 decibelsLowered noise by 28 decibels
Criterion 3: making one panel must release less than 6 kg of carbon dioxide3 kg of carbon dioxide per panel9 kg of carbon dioxide per panel
Constraint: materials for one panel must cost 15 dollars or less12 dollars per panel8 dollars per panel

Figure 1. A finished pressed-straw wall panel beside a handful of the loose raw straw it is made from.

\"A

", "passage_plain": "Pressed-Straw Wall Panels A builder makes wall panels from wheat straw left in a field after the grain harvest. Machines chop the straw. Then heat, pressure, and a heat-set binder lock the fibers into a stiff sheet. The loose straw cannot hold a nail or keep out water. The finished panel does both. Table 1 traces the panel from field straw to finished sheet. A school district wants to buy the panels and sent its requirements. The builder tested two panel designs. Table 2 lists the requirements and the test results. Figure 1 shows a finished panel. Table 1. From Straw to Panel Stage What it is or what happens Raw plant material Wheat straw grown in a field and left over after the grain harvest Binder added A heat-set binder, a manufactured glue, is mixed in to lock the fibers together How the sheet is made Heat and pressure change the loose straw into a stiff sheet that holds nails and sheds water; the raw straw does none of these Table 2. Requirements and Test Results Requirement Design 1 result Design 2 result Criterion 1: a panel must hold a hanging load of at least 20 kg Held 34 kg before cracking Held 22 kg before cracking Criterion 2: a panel must lower outside noise by at least 25 decibels Lowered noise by 31 decibels Lowered noise by 28 decibels Criterion 3: making one panel must release less than 6 kg of carbon dioxide 3 kg of carbon dioxide per panel 9 kg of carbon dioxide per panel Constraint: materials for one panel must cost 15 dollars or less 12 dollars per panel 8 dollars per panel Figure 1. A finished pressed-straw wall panel beside a handful of the loose raw straw it is made from." }, { "n": 4, "item_id": "_7fa630e6-9d63-4082-b477-beb7d669f6f1", "type": "text-entry", "title": "Atom Proton Count", "standards": [ "EXT:", "subatomic", "particles", "-", "protons/neutrons", "and", "atomic", "number", "(proton", "count", "fixes", "the", "element)" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The bead tray below models the nucleus of one atom. Red beads stand for protons, and gray beads stand for neutrons.

\"A

Red beads: protons. Gray beads: neutrons.

What is the atomic number of this atom?

Give your answer as a whole number (e.g., 7).

Atomic number:

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-31/images/slot04.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "11" ] }, "n_options": 0 }, { "n": 5, "item_id": "_08569fe0-40a3-4591-96f0-041caa8a3b1c", "type": "choice", "title": "Warming Puck Energy Change", "standards": [ "MS-PS1-6" ], "prompt_html": "

A delivery company puts a warming puck inside each roadside parcel locker to keep packages above freezing on cold nights. Bending a puck mixes two chemicals, and the puck warms up. Table 1 shows the temperature inside one locker over six hours on a night when the outside air stayed at -4 °C.

Table 1. Locker Temperature Over Six Hours

HourTemperature inside locker (°C)
02
19
211
310
47
54
62

Based on the data, how does the reaction inside the warming puck affect thermal energy?

", "prompt_plain": "A delivery company puts a warming puck inside each roadside parcel locker to keep packages above freezing on cold nights. Bending a puck mixes two chemicals, and the puck warms up. Table 1 shows the temperature inside one locker over six hours on a night when the outside air stayed at -4 °C. Table 1. Locker Temperature Over Six Hours Hour Temperature inside locker (°C) 0 2 1 9 2 11 3 10 4 7 5 4 6 2 Based on the data, how does the reaction inside the warming puck affect thermal energy?", "context_html": "", "options": [ { "id": "cA5", "text": "The reaction takes in thermal energy, making the locker colder than the outside air.", "plain": "The reaction takes in thermal energy, making the locker colder than the outside air.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "The reaction releases thermal energy, raising the locker’s temperature above the cold outside air.", "plain": "The reaction releases thermal energy, raising the locker’s temperature above the cold outside air.", "correct": true, "kind": "choice" }, { "id": "cC5", "text": "The reaction neither releases nor takes in thermal energy, so the locker matches the outside air.", "plain": "The reaction neither releases nor takes in thermal energy, so the locker matches the outside air.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "The reaction takes in thermal energy, which is why the locker slowly cools after several hours.", "plain": "The reaction takes in thermal energy, which is why the locker slowly cools after several hours.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB5" ] }, "n_options": 4 }, { "n": 6, "item_id": "_fce95812-0db7-4e83-9913-c69f58b41e48", "type": "text-entry", "title": "Aluminum Oxide Coefficient", "standards": [ "EXT:", "balancing", "supplied", "symbolic", "equations", "(choose", "the", "whole-number", "coefficient)" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A chemistry-club poster shows the reaction that forms aluminum oxide when aluminum burns in oxygen. Every coefficient is printed except one, which is left as an empty box. The equation is printed below.

□ Al + 3 O2 → 2 Al2O3

What whole-number coefficient belongs in the empty box so that the same number of each kind of atom appears on both sides?

Give your answer as a whole number (e.g., 5).

Missing coefficient:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "4" ] }, "n_options": 0 }, { "n": 7, "item_id": "_4a7ffdc4-7ce7-4b7c-97da-7cb6e8c371fd", "type": "choice", "title": "Periodic Table Region Classification", "standards": [ "EXT:", "periodic-table", "organization", "(metal/nonmetal/metalloid", "region", "placement)" ], "prompt_html": "

The outline below shows where four elements, marked W, X, Y, and Z, sit in the three shaded regions of the periodic table.

MetalsMetalloidsNonmetals
WX
Y
Z

Based only on each element’s region, which statement best classifies all four elements?

", "prompt_plain": "The outline below shows where four elements, marked W, X, Y, and Z, sit in the three shaded regions of the periodic table. Metals Metalloids Nonmetals W X Y Z Based only on each element’s region, which statement best classifies all four elements?", "context_html": "", "options": [ { "id": "cA7", "text": "W and Z are metals, X is a nonmetal, and Y is a metalloid.", "plain": "W and Z are metals, X is a nonmetal, and Y is a metalloid.", "correct": true, "kind": "choice" }, { "id": "cB7", "text": "W and X are metals, Y is a nonmetal, and Z is a metalloid.", "plain": "W and X are metals, Y is a nonmetal, and Z is a metalloid.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "W, X, and Z are nonmetals, while Y is the one metal.", "plain": "W, X, and Z are nonmetals, while Y is the one metal.", "correct": false, "kind": "choice" }, { "id": "cD7", "text": "The four elements are metals, because the periodic table is a list of metals.", "plain": "The four elements are metals, because the periodic table is a list of metals.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA7" ] }, "n_options": 4 }, { "n": 8, "item_id": "_b88474a5-b24e-4798-99eb-89152a6ef96e", "type": "choice", "title": "Iodine Particle Model Change", "standards": [ "MS-PS1-1" ], "prompt_html": "

A sealed glass tube holds solid purple iodine crystals. When the tube is warmed, the solid turns straight into violet iodine vapor that fills the tube. No liquid forms. The two particle models below show the iodine before and after warming.

\"Left:

Model 1: solid iodine (particles packed close together). Model 2: iodine vapor (the same particles spread apart).

Which statement best describes what happens to the iodine particles as the solid becomes vapor?

", "prompt_plain": "A sealed glass tube holds solid purple iodine crystals. When the tube is warmed, the solid turns straight into violet iodine vapor that fills the tube. No liquid forms. The two particle models below show the iodine before and after warming. Model 1: solid iodine (particles packed close together). Model 2: iodine vapor (the same particles spread apart). Which statement best describes what happens to the iodine particles as the solid becomes vapor?", "context_html": "", "options": [ { "id": "cA8", "text": "New iodine particles are created to fill the larger space inside the sealed tube.", "plain": "New iodine particles are created to fill the larger space inside the sealed tube.", "correct": false, "kind": "choice" }, { "id": "cB8", "text": "Some iodine particles are used up as the solid crystals turn into a gas.", "plain": "Some iodine particles are used up as the solid crystals turn into a gas.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "The iodine particles change into a different kind of particle as they become a gas.", "plain": "The iodine particles change into a different kind of particle as they become a gas.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "The same iodine particles spread apart and move faster, so their number stays the same.", "plain": "The same iodine particles spread apart and move faster, so their number stays the same.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-31/images/slot08.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD8" ] }, "n_options": 4 }, { "n": 9, "item_id": "_2c79ac50-f7bd-4087-a4c0-51b2a4d74ec8", "type": "choice", "title": "Embryo Stage Comparison Evidence", "standards": [ "MS-LS4-3" ], "prompt_html": "

The field-guide plate below shows embryos of a tuna, an ostrich, and a horse, each drawn at an early stage and at a later stage. At the early stage, all three share a tail and a row of matching body segments.

\"A

Columns, left to right: tuna, ostrich, horse. Top row: early stage. Bottom row: later stage.

Which TWO statements do the early-stage drawings best support? Choose the TWO best answers.

", "prompt_plain": "The field-guide plate below shows embryos of a tuna, an ostrich, and a horse, each drawn at an early stage and at a later stage. At the early stage, all three share a tail and a row of matching body segments. Columns, left to right: tuna, ostrich, horse. Top row: early stage. Bottom row: later stage. Which TWO statements do the early-stage drawings best support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA9", "text": "At the early stage, the three embryos look so alike they are hard to tell apart.", "plain": "At the early stage, the three embryos look so alike they are hard to tell apart.", "correct": true, "kind": "choice" }, { "id": "cB9", "text": "The three embryos can be told apart just as easily early as they can later.", "plain": "The three embryos can be told apart just as easily early as they can later.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "The drawings show the tuna embryo slowly changing into the ostrich and the horse embryos.", "plain": "The drawings show the tuna embryo slowly changing into the ostrich and the horse embryos.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "The shared early structures support the idea that the three animals share a common ancestor.", "plain": "The shared early structures support the idea that the three animals share a common ancestor.", "correct": true, "kind": "choice" }, { "id": "cE9", "text": "Each embryo keeps the same body shape from the early stage to the later stage.", "plain": "Each embryo keeps the same body shape from the early stage to the later stage.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-31/images/slot09.png" ], "stimulus_ids": [], "key_letters": "A, D", "key_values": { "RESPONSE": [ "cA9", "cD9" ] }, "n_options": 5 }, { "n": 10, "item_id": "_18985a33-329d-47ef-ad5c-9e10632dcfd7", "type": "choice", "title": "Wombat Claw Gene Evidence (Part A)", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part A

Look at Table 1 and Table 2.

Which statement best explains why the clay-soil wombat grows longer digging claws than the sandy-soil wombat?

", "prompt_plain": "Part A Look at Table 1 and Table 2. Which statement best explains why the clay-soil wombat grows longer digging claws than the sandy-soil wombat?", "context_html": "", "options": [ { "id": "cA10", "text": "Digging in hard clay stretches each wombat’s claws over its life, and it passes that change on.", "plain": "Digging in hard clay stretches each wombat’s claws over its life, and it passes that change on.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "Living in hard clay switches off the claw-keratin protein after birth, though both species share one gene.", "plain": "Living in hard clay switches off the claw-keratin protein after birth, though both species share one gene.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "The one changed gene alters every protein the clay-soil wombat makes, so its whole body develops differently.", "plain": "The one changed gene alters every protein the clay-soil wombat makes, so its whole body develops differently.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "The clay-soil wombat’s changed gene makes a claw-keratin protein that builds its longer, stronger digging claws.", "plain": "The clay-soil wombat’s changed gene makes a claw-keratin protein that builds its longer, stronger digging claws.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_0b88f7b5-ff3d-4045-83a4-14dbda3f41eb" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD10" ] }, "n_options": 4, "passage_html": "

Two Wombat Species

Two closely related wombat species live in the same region. One species digs its burrows in loose sandy soil. The other digs in hard clay soil and has longer, stronger claws. Scientists compared the two species. Table 1 compares their forelimb (front-leg) bones. Table 2 reports what the scientists found about one gene and the claw-keratin protein it controls. Figure 1 is a bone chart showing the forelimb bones of each species.

Table 1. Forelimb Bones Compared

Bone groupSandy-soil wombatClay-soil wombat
Upper-arm boneOne bone, typical shapeOne bone, same shape as the sandy-soil wombat
Forearm bonesTwo bones, side by sideTwo bones, same arrangement
Wrist and hand bonesSame number, same arrangementSame number, same arrangement
ClawsShorter clawsLonger, stronger claws

Table 2. Gene and Claw Report

FindingWhat the scientists found
Finding 1The two species differ in one segment of a single gene that carries the instructions for a claw-keratin protein (keratin is the tough material claws are made of).
Finding 2The clay-soil wombat’s gene version makes a claw-keratin protein that builds longer, stronger claws; the sandy-soil wombat’s version makes shorter claws.
Finding 3Every other protein the scientists tested is the same in both species.
Finding 4Young of each species raised in the other species’ soil still grow the claw length their own gene version specifies.

Figure 1. A bone chart comparing the forelimb skeletons of the two wombat species. Left: sandy-soil wombat. Right: clay-soil wombat, at the same scale.

\"A

", "passage_plain": "Two Wombat Species Two closely related wombat species live in the same region. One species digs its burrows in loose sandy soil. The other digs in hard clay soil and has longer, stronger claws. Scientists compared the two species. Table 1 compares their forelimb (front-leg) bones. Table 2 reports what the scientists found about one gene and the claw-keratin protein it controls. Figure 1 is a bone chart showing the forelimb bones of each species. Table 1. Forelimb Bones Compared Bone group Sandy-soil wombat Clay-soil wombat Upper-arm bone One bone, typical shape One bone, same shape as the sandy-soil wombat Forearm bones Two bones, side by side Two bones, same arrangement Wrist and hand bones Same number, same arrangement Same number, same arrangement Claws Shorter claws Longer, stronger claws Table 2. Gene and Claw Report Finding What the scientists found Finding 1 The two species differ in one segment of a single gene that carries the instructions for a claw-keratin protein (keratin is the tough material claws are made of). Finding 2 The clay-soil wombat’s gene version makes a claw-keratin protein that builds longer, stronger claws; the sandy-soil wombat’s version makes shorter claws. Finding 3 Every other protein the scientists tested is the same in both species. Finding 4 Young of each species raised in the other species’ soil still grow the claw length their own gene version specifies. Figure 1. A bone chart comparing the forelimb skeletons of the two wombat species. Left: sandy-soil wombat. Right: clay-soil wombat, at the same scale." }, { "n": 11, "item_id": "_9df17065-434b-4ac6-a62c-8275a3e1bb5d", "type": "choice", "title": "Wombat Claw Gene Evidence", "standards": [ "MS-LS3-1" ], "prompt_html": "

Two Wombat Species

Two closely related wombat species live in the same region. One species digs its burrows in loose sandy soil. The other digs in hard clay soil and has longer, stronger claws. Scientists compared the two species. Table 1 compares their forelimb (front-leg) bones. Table 2 reports what the scientists found about one gene and the claw-keratin protein it controls. Figure 1 is a bone chart showing the forelimb bones of each species.

Table 1. Forelimb Bones Compared

Bone groupSandy-soil wombatClay-soil wombat
Upper-arm boneOne bone, typical shapeOne bone, same shape as the sandy-soil wombat
Forearm bonesTwo bones, side by sideTwo bones, same arrangement
Wrist and hand bonesSame number, same arrangementSame number, same arrangement
ClawsShorter clawsLonger, stronger claws

Table 2. Gene and Claw Report

FindingWhat the scientists found
Finding 1The two species differ in one segment of a single gene that carries the instructions for a claw-keratin protein (keratin is the tough material claws are made of).
Finding 2The clay-soil wombat’s gene version makes a claw-keratin protein that builds longer, stronger claws; the sandy-soil wombat’s version makes shorter claws.
Finding 3Every other protein the scientists tested is the same in both species.
Finding 4Young of each species raised in the other species’ soil still grow the claw length their own gene version specifies.

Figure 1. Forelimb bone chart

\"Side-by-side

Part B

A student explains that the gene form changes the claw-keratin protein, and that protein sets how long the digging claws grow.

Which comparison in the data tables best supports that explanation?

", "prompt_plain": "Two Wombat Species Two closely related wombat species live in the same region. One species digs its burrows in loose sandy soil. The other digs in hard clay soil and has longer, stronger claws. Scientists compared the two species. Table 1 compares their forelimb (front-leg) bones. Table 2 reports what the scientists found about one gene and the claw-keratin protein it controls. Figure 1 is a bone chart showing the forelimb bones of each species. Table 1. Forelimb Bones Compared Bone group Sandy-soil wombat Clay-soil wombat Upper-arm bone One bone, typical shape One bone, same shape as the sandy-soil wombat Forearm bones Two bones, side by side Two bones, same arrangement Wrist and hand bones Same number, same arrangement Same number, same arrangement Claws Shorter claws Longer, stronger claws Table 2. Gene and Claw Report Finding What the scientists found Finding 1 The two species differ in one segment of a single gene that carries the instructions for a claw-keratin protein (keratin is the tough material claws are made of). Finding 2 The clay-soil wombat’s gene version makes a claw-keratin protein that builds longer, stronger claws; the sandy-soil wombat’s version makes shorter claws. Finding 3 Every other protein the scientists tested is the same in both species. Finding 4 Young of each species raised in the other species’ soil still grow the claw length their own gene version specifies. Figure 1. Forelimb bone chart Part B A student explains that the gene form changes the claw-keratin protein, and that protein sets how long the digging claws grow. Which comparison in the data tables best supports that explanation?", "context_html": "", "options": [ { "id": "cA11", "text": "The two species share the same forelimb bones in the same order", "plain": "The two species share the same forelimb bones in the same order", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "Both species dig burrows in their own habitats", "plain": "Both species dig burrows in their own habitats", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "The two species differ in gene version, keratin protein, and claw length", "plain": "The two species differ in gene version, keratin protein, and claw length", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "The clay-soil wombat lives where the ground is packed", "plain": "The clay-soil wombat lives where the ground is packed", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-31/images/slot10.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4 }, { "n": 12, "item_id": "_07a8cc0d-f311-4df9-accd-7253455c919e", "type": "choice", "title": "Wombat Forelimb Bones", "standards": [ "MS-LS4-2" ], "prompt_html": "

Two Wombat Species

Two closely related wombat species live in the same region. One species digs its burrows in loose sandy soil. The other digs in hard clay soil and has longer, stronger claws. Scientists compared the two species. Table 1 compares their forelimb (front-leg) bones. Table 2 reports what the scientists found about one gene and the claw-keratin protein it controls. Figure 1 is a bone chart showing the forelimb bones of each species.

Table 1. Forelimb Bones Compared

Bone groupSandy-soil wombatClay-soil wombat
Upper-arm boneOne bone, typical shapeOne bone, same shape as the sandy-soil wombat
Forearm bonesTwo bones, side by sideTwo bones, same arrangement
Wrist and hand bonesSame number, same arrangementSame number, same arrangement
ClawsShorter clawsLonger, stronger claws

Table 2. Gene and Claw Report

FindingWhat the scientists found
Finding 1The two species differ in one segment of a single gene that carries the instructions for a claw-keratin protein (keratin is the tough material claws are made of).
Finding 2The clay-soil wombat’s gene version makes a claw-keratin protein that builds longer, stronger claws; the sandy-soil wombat’s version makes shorter claws.
Finding 3Every other protein the scientists tested is the same in both species.
Finding 4Young of each species raised in the other species’ soil still grow the claw length their own gene version specifies.

Figure 1. Forelimb bone chart

\"Side-by-side

The bone chart shows the forelimb bones of the two wombat species.

What does the matching set of forelimb bones, in the same order, best show about the two species?

", "prompt_plain": "Two Wombat Species Two closely related wombat species live in the same region. One species digs its burrows in loose sandy soil. The other digs in hard clay soil and has longer, stronger claws. Scientists compared the two species. Table 1 compares their forelimb (front-leg) bones. Table 2 reports what the scientists found about one gene and the claw-keratin protein it controls. Figure 1 is a bone chart showing the forelimb bones of each species. Table 1. Forelimb Bones Compared Bone group Sandy-soil wombat Clay-soil wombat Upper-arm bone One bone, typical shape One bone, same shape as the sandy-soil wombat Forearm bones Two bones, side by side Two bones, same arrangement Wrist and hand bones Same number, same arrangement Same number, same arrangement Claws Shorter claws Longer, stronger claws Table 2. Gene and Claw Report Finding What the scientists found Finding 1 The two species differ in one segment of a single gene that carries the instructions for a claw-keratin protein (keratin is the tough material claws are made of). Finding 2 The clay-soil wombat’s gene version makes a claw-keratin protein that builds longer, stronger claws; the sandy-soil wombat’s version makes shorter claws. Finding 3 Every other protein the scientists tested is the same in both species. Finding 4 Young of each species raised in the other species’ soil still grow the claw length their own gene version specifies. Figure 1. Forelimb bone chart The bone chart shows the forelimb bones of the two wombat species. What does the matching set of forelimb bones, in the same order, best show about the two species?", "context_html": "", "options": [ { "id": "cA12", "text": "They were shaped the same way by living in the same soil", "plain": "They were shaped the same way by living in the same soil", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "They inherited the same forelimb plan from a shared ancestor", "plain": "They inherited the same forelimb plan from a shared ancestor", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "They are the same species with just a few small differences", "plain": "They are the same species with just a few small differences", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "They each changed their own bones to become better diggers", "plain": "They each changed their own bones to become better diggers", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-31/images/slot10.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB12" ] }, "n_options": 4 }, { "n": 13, "item_id": "_6e4a8d69-be21-4090-9dc4-5c06d40e3f13", "type": "hottext", "title": "Three Animal Limbs", "standards": [ "MS-LS4-2" ], "prompt_html": "

Read the museum label about three animal limbs.

Select the one sentence that best supports the idea that these three limbs are homologous structures inherited from a shared ancestor.

", "prompt_plain": "Read the museum label about three animal limbs. Select the one sentence that best supports the idea that these three limbs are homologous structures inherited from a shared ancestor.", "context_html": "", "options": [ { "id": "s1", "text": "A human arm, a mole’s digging forelimb, and a hedgehog’s paw all look very different on the outside.", "plain": "A human arm, a mole’s digging forelimb, and a hedgehog’s paw all look very different on the outside.", "correct": false, "kind": "hottext" }, { "id": "s2", "text": "Each of these limbs holds the same upper-arm bone, two forearm bones, wrist bones, and finger bones, arranged in the same order.", "plain": "Each of these limbs holds the same upper-arm bone, two forearm bones, wrist bones, and finger bones, arranged in the same order.", "correct": true, "kind": "hottext" }, { "id": "s3", "text": "Each animal uses its limb for a different job, such as reaching, digging, or walking.", "plain": "Each animal uses its limb for a different job, such as reaching, digging, or walking.", "correct": false, "kind": "hottext" }, { "id": "s4", "text": "The three animals all live in the same kind of place and eat the same foods.", "plain": "The three animals all live in the same kind of place and eat the same foods.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "s2" ] }, "n_options": 4 }, { "n": 14, "item_id": "_c4726bf9-7283-4fe5-9c47-815f7b197499", "type": "choice", "title": "Coelacanth Across Time", "standards": [ "MS-LS4-1" ], "prompt_html": "

A display pairs a fossil coelacanth from ancient rock with a living coelacanth caught in the deep sea today.

Look at Table 1.

Table 1

FeatureFossil coelacanthLiving coelacanthDifference
Lobed finspresentpresentnearly the same
Skull bone patternpresentpresentnearly the same
Body lengthabout 1.5 mabout 1.8 mslightly larger
Age of specimenabout 70 million years oldalive today—

What do these data best show about the coelacanth across geologic time?

", "prompt_plain": "A display pairs a fossil coelacanth from ancient rock with a living coelacanth caught in the deep sea today. Look at Table 1. Table 1 Feature Fossil coelacanth Living coelacanth Difference Lobed fins present present nearly the same Skull bone pattern present present nearly the same Body length about 1.5 m about 1.8 m slightly larger Age of specimen about 70 million years old alive today — What do these data best show about the coelacanth across geologic time?", "context_html": "", "options": [ { "id": "cA14", "text": "Coelacanths recently evolved from the living fish into the fossil form", "plain": "Coelacanths recently evolved from the living fish into the fossil form", "correct": false, "kind": "choice" }, { "id": "cB14", "text": "Fossil and living fish are unrelated animals that just look alike", "plain": "Fossil and living fish are unrelated animals that just look alike", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "Coelacanths died out and now exist just as fossils", "plain": "Coelacanths died out and now exist just as fossils", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "One lineage has survived with little change over a very long time", "plain": "One lineage has survived with little change over a very long time", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD14" ] }, "n_options": 4 }, { "n": 15, "item_id": "_147f2476-f2b6-4697-84a2-75c5c813aab1", "type": "choice", "title": "Alley Roach Bait Survival", "standards": [ "MS-LS4-4" ], "prompt_html": "

Alley Roach Bait

A restaurant sets out a sweet poison bait for cockroaches in its back alley. Some roaches have a trait that makes them avoid the sweet taste. Each season the same bait is put out again. Table 1 shows the share of roaches that avoid the bait and the share that survive each season.

Table 1

SeasonRoaches avoiding sweet bait (%)Roaches surviving the season (%)
Season 11220
Season 23445
Season 36172
Season 48390

Look at Table 1.

Which explanation best accounts for the rise in roaches that avoid the sweet bait?

", "prompt_plain": "Alley Roach Bait A restaurant sets out a sweet poison bait for cockroaches in its back alley. Some roaches have a trait that makes them avoid the sweet taste. Each season the same bait is put out again. Table 1 shows the share of roaches that avoid the bait and the share that survive each season. Table 1 Season Roaches avoiding sweet bait (%) Roaches surviving the season (%) Season 1 12 20 Season 2 34 45 Season 3 61 72 Season 4 83 90 Look at Table 1. Which explanation best accounts for the rise in roaches that avoid the sweet bait?", "context_html": "", "options": [ { "id": "cA15", "text": "Bait-avoiding roaches survived more and passed the trait to their young", "plain": "Bait-avoiding roaches survived more and passed the trait to their young", "correct": true, "kind": "choice" }, { "id": "cB15", "text": "The bait taught the roaches to avoid the sweet taste over time", "plain": "The bait taught the roaches to avoid the sweet taste over time", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Each roach slowly changed its own taste to escape the bait", "plain": "Each roach slowly changed its own taste to escape the bait", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The bait caused new avoiding roaches to appear in the alley", "plain": "The bait caused new avoiding roaches to appear in the alley", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA15" ] }, "n_options": 4 }, { "n": 16, "item_id": "_c8546f4a-788d-4928-b986-3a882b9e5654", "type": "choice", "title": "Bait-Avoiding Roach Data", "standards": [ "MS-LS4-6" ], "prompt_html": "

Alley Roach Bait

A restaurant sets out a sweet poison bait for cockroaches in its back alley. Some roaches have a trait that makes them avoid the sweet taste. Each season the same bait is put out again. Table 1 shows the share of roaches that avoid the bait and the share that survive each season.

Table 1

SeasonRoaches avoiding sweet bait (%)Roaches surviving the season (%)
Season 11220
Season 23445
Season 36172
Season 48390

Look at Table 1.

Which TWO statements does the survival data support about the bait-avoiding trait? Choose the TWO best answers.

", "prompt_plain": "Alley Roach Bait A restaurant sets out a sweet poison bait for cockroaches in its back alley. Some roaches have a trait that makes them avoid the sweet taste. Each season the same bait is put out again. Table 1 shows the share of roaches that avoid the bait and the share that survive each season. Table 1 Season Roaches avoiding sweet bait (%) Roaches surviving the season (%) Season 1 12 20 Season 2 34 45 Season 3 61 72 Season 4 83 90 Look at Table 1. Which TWO statements does the survival data support about the bait-avoiding trait? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA16", "text": "The avoiding trait grew more common as more avoiders survived", "plain": "The avoiding trait grew more common as more avoiders survived", "correct": true, "kind": "choice" }, { "id": "cB16", "text": "The share of avoiding roaches rose in each later season", "plain": "The share of avoiding roaches rose in each later season", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "The whole roach population now avoids the sweet bait", "plain": "The whole roach population now avoids the sweet bait", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "The bait made each roach grow a new avoiding trait while alive", "plain": "The bait made each roach grow a new avoiding trait while alive", "correct": false, "kind": "choice" }, { "id": "cE16", "text": "The avoiding trait faded as the bait was reused again", "plain": "The avoiding trait faded as the bait was reused again", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA16", "cB16" ] }, "n_options": 5 }, { "n": 17, "item_id": "_07de9c8c-04cd-4f01-ac2d-2cf7fe9f9879", "type": "inline-choice", "title": "Largest-Fruit Tomato Breeding", "standards": [ "MS-LS4-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Look at Table 1. Each year a grower keeps seeds only from the plants with the largest fruit.

Table 1

YearPlants saved for seedAverage fruit mass (g)
Year 1the 3 largest-fruit plants95
Year 2the 3 largest-fruit plants112
Year 3the 3 largest-fruit plants138

Complete the sentences by choosing the correct word or phrase for each blank.

By choosing which plants become parents, the grower is using . Over the three years, the average fruit mass .

", "options": [ { "id": "cB1O1", "text": "natural selection", "plain": "natural selection", "correct": false, "kind": "inline" }, { "id": "cB1O2", "text": "artificial selection", "plain": "artificial selection", "correct": true, "kind": "inline" }, { "id": "cB1O3", "text": "learned behavior", "plain": "learned behavior", "correct": false, "kind": "inline" }, { "id": "cB2O1", "text": "stayed the same", "plain": "stayed the same", "correct": false, "kind": "inline" }, { "id": "cB2O2", "text": "increased", "plain": "increased", "correct": true, "kind": "inline" }, { "id": "cB2O3", "text": "decreased", "plain": "decreased", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cB1O2" ], "RESPONSE2": [ "cB2O2" ] }, "n_options": 6 }, { "n": 18, "item_id": "_ef8e855d-3914-4e3f-80f0-9332fe497eab", "type": "choice", "title": "Nutrients From Food To Cells", "standards": [ "MS-LS1-3" ], "prompt_html": "

A breakfast moves through two groups of organs in the body.

Food is broken down in the stomach and intestines, where nutrients pass into the blood. The heart and blood vessels then carry the nutrients to cells all over the body.

Which statement best describes how these two organ groups work together?

", "prompt_plain": "A breakfast moves through two groups of organs in the body. Food is broken down in the stomach and intestines, where nutrients pass into the blood. The heart and blood vessels then carry the nutrients to cells all over the body. Which statement best describes how these two organ groups work together?", "context_html": "", "options": [ { "id": "cA18", "text": "The digestive group breaks down food and then carries the nutrients to the cells itself.", "plain": "The digestive group breaks down food and then carries the nutrients to the cells itself.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "The circulatory group breaks the food down, and the digestive group delivers it to cells.", "plain": "The circulatory group breaks the food down, and the digestive group delivers it to cells.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "The digestive group releases nutrients into the blood, and the circulatory group delivers them to cells.", "plain": "The digestive group releases nutrients into the blood, and the circulatory group delivers them to cells.", "correct": true, "kind": "choice" }, { "id": "cD18", "text": "The digestive group and the circulatory group each handle the food separately without sharing it.", "plain": "The digestive group and the circulatory group each handle the food separately without sharing it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC18" ] }, "n_options": 4 }, { "n": 19, "item_id": "_91ae6a35-48fb-4153-88a4-9d4c0292fb69", "type": "choice", "title": "Corn Seedling Carbon Source", "standards": [ "MS-LS1-6" ], "prompt_html": "

Young corn seedlings grow in covered-soil cups on a sunny windowsill. Each day a tray is dried and weighed, and the carbon dioxide the leaves take from the air is measured.

Look at Table 1.

Table 1

DayCarbon dioxide taken from air (mg)Dry plant material added (mg)
Day 24026
Day 49562
Day 615098

Which explanation best fits the pattern in the data?

", "prompt_plain": "Young corn seedlings grow in covered-soil cups on a sunny windowsill. Each day a tray is dried and weighed, and the carbon dioxide the leaves take from the air is measured. Look at Table 1. Table 1 Day Carbon dioxide taken from air (mg) Dry plant material added (mg) Day 2 40 26 Day 4 95 62 Day 6 150 98 Which explanation best fits the pattern in the data?", "context_html": "", "options": [ { "id": "cA19", "text": "The seedlings pull most of their new dry material out of the cup soil", "plain": "The seedlings pull most of their new dry material out of the cup soil", "correct": false, "kind": "choice" }, { "id": "cB19", "text": "The seedlings use carbon dioxide and water in the light to store energy and build material", "plain": "The seedlings use carbon dioxide and water in the light to store energy and build material", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "The seedlings gain their dry material mainly from the water they are given", "plain": "The seedlings gain their dry material mainly from the water they are given", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "The carbon dioxide gives the plant energy but adds no material to it", "plain": "The carbon dioxide gives the plant energy but adds no material to it", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_9d7269bc-abad-43b5-ba1f-9c3ab75eedc8", "type": "gap-match", "title": "Prairie Changes And Animals", "standards": [ "MS-LS2-4" ], "prompt_html": "

A ranger’s year-end notes for a tallgrass prairie preserve list four changes and how each changed local animal counts.

 

Drag each change to the effect it most likely had on the preserve’s animal populations. One effect will not be used.

", "prompt_plain": "A ranger’s year-end notes for a tallgrass prairie preserve list four changes and how each changed local animal counts. Drag each change to the effect it most likely had on the preserve’s animal populations. One effect will not be used.", "context_html": "", "options": [ { "id": "d3", "text": "Animals that shelter in thick cover are left exposed and decline", "plain": "Animals that shelter in thick cover are left exposed and decline", "correct": false, "kind": "gap-token" }, { "id": "d5", "text": "Burrowing mammals increase as the soil becomes easier to dig", "plain": "Burrowing mammals increase as the soil becomes easier to dig", "correct": false, "kind": "gap-token" }, { "id": "d1", "text": "Seed-eating songbirds lose food to the newcomer and decline", "plain": "Seed-eating songbirds lose food to the newcomer and decline", "correct": false, "kind": "gap-token" }, { "id": "d4", "text": "Frogs and other water animals gain new habitat and increase", "plain": "Frogs and other water animals gain new habitat and increase", "correct": false, "kind": "gap-token" }, { "id": "d2", "text": "Fewer seeds grow, so plant-eating animals decline", "plain": "Fewer seeds grow, so plant-eating animals decline", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "d1 g1", "d2 g2", "d3 g3", "d4 g4" ] }, "n_options": 5 }, { "n": 21, "item_id": "_143322cb-ceab-4d33-9d99-0ddea0fbc63e", "type": "choice", "title": "Aquarium Tunnel Rock Ages", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Aquarium Tunnel Wall

Cross-section diagram of the tunnel wall. From the bottom up, three layers are bent together into one fold: mudstone (lowest), limestone (middle), sandstone (top of the folded set). A narrow dike cuts straight up across all three folded layers. The tops of the fold and the dike are worn flat along one line. A flat gravel cap lies across that worn line, above the dike. Each layer, the dike, and the gravel cap is directly labeled (no legend, TR-016).

Part A

Look at the tunnel-wall cross-section.

Which list orders these four features from oldest to youngest?

", "prompt_plain": "Aquarium Tunnel Wall Cross-section diagram of the tunnel wall. From the bottom up, three layers are bent together into one fold: mudstone (lowest), limestone (middle), sandstone (top of the folded set). A narrow dike cuts straight up across all three folded layers. The tops of the fold and the dike are worn flat along one line. A flat gravel cap lies across that worn line, above the dike. Each layer, the dike, and the gravel cap is directly labeled (no legend, TR-016). Part A Look at the tunnel-wall cross-section. Which list orders these four features from oldest to youngest?", "context_html": "", "options": [ { "id": "cA21", "text": "Gravel cap, then dike, then sandstone, then mudstone", "plain": "Gravel cap, then dike, then sandstone, then mudstone", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "Dike, then mudstone, then sandstone, then gravel cap", "plain": "Dike, then mudstone, then sandstone, then gravel cap", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "Mudstone, then sandstone, then dike, then gravel cap", "plain": "Mudstone, then sandstone, then dike, then gravel cap", "correct": true, "kind": "choice" }, { "id": "cD21", "text": "Mudstone, then sandstone, then gravel cap, then dike", "plain": "Mudstone, then sandstone, then gravel cap, then dike", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC21" ] }, "n_options": 4 }, { "n": 22, "item_id": "_86718a8a-279b-4389-844e-01f76799b35a", "type": "choice", "title": "Aquarium Tunnel Fold Cause", "standards": [ "MS-ESS2-2" ], "prompt_html": "

Aquarium Tunnel Wall

Cross-section diagram of the tunnel wall. From the bottom up, three layers are bent together into one fold: mudstone (lowest), limestone (middle), sandstone (top of the folded set). A narrow dike cuts straight up across all three folded layers. The tops of the fold and the dike are worn flat along one line. A flat gravel cap lies across that worn line, above the dike. Each layer, the dike, and the gravel cap is directly labeled (no legend, TR-016).

Part B

The three rock layers were first laid down flat, but the wall shows them bent into a fold.

Which process best explains how the flat layers became folded?

", "prompt_plain": "Aquarium Tunnel Wall Cross-section diagram of the tunnel wall. From the bottom up, three layers are bent together into one fold: mudstone (lowest), limestone (middle), sandstone (top of the folded set). A narrow dike cuts straight up across all three folded layers. The tops of the fold and the dike are worn flat along one line. A flat gravel cap lies across that worn line, above the dike. Each layer, the dike, and the gravel cap is directly labeled (no legend, TR-016). Part B The three rock layers were first laid down flat, but the wall shows them bent into a fold. Which process best explains how the flat layers became folded?", "context_html": "", "options": [ { "id": "cA22", "text": "Horizontal forces in the crust slowly squeezed the flat layers into folds.", "plain": "Horizontal forces in the crust slowly squeezed the flat layers into folds.", "correct": true, "kind": "choice" }, { "id": "cB22", "text": "The rising dike pushed upward and bent the flat layers into folds.", "plain": "The rising dike pushed upward and bent the flat layers into folds.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "Running water slowly carved the wavy fold shapes into the layers.", "plain": "Running water slowly carved the wavy fold shapes into the layers.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "The layers first settled in wavy shapes on an uneven sea floor.", "plain": "The layers first settled in wavy shapes on an uneven sea floor.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA22" ] }, "n_options": 4 }, { "n": 23, "item_id": "_02638a29-1985-4c3c-ad0e-5c871dda305e", "type": "choice", "title": "Comet Versus Asteroid Data", "standards": [ "MS-ESS1-3" ], "prompt_html": "

Comet vs. Asteroid Card

Table 1. Two small bodies
BodyDiameterOrbit shapeMade ofTail?
Comet Larke6 kmLong stretched oval, Sun out past JupiterIce and dustYes, near the Sun
Asteroid Pell88 kmNearly circular, between Mars and JupiterRock and metalNo

Use the data card to compare the two bodies.

Which TWO statements does the card support? Choose the TWO best answers.

", "prompt_plain": "Comet vs. Asteroid Card Table 1. Two small bodies Body Diameter Orbit shape Made of Tail? Comet Larke 6 km Long stretched oval, Sun out past Jupiter Ice and dust Yes, near the Sun Asteroid Pell 88 km Nearly circular, between Mars and Jupiter Rock and metal No Use the data card to compare the two bodies. Which TWO statements does the card support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA23", "text": "The asteroid is smaller in width than the comet is.", "plain": "The asteroid is smaller in width than the comet is.", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "The comet's orbit is far more stretched than the asteroid's orbit.", "plain": "The comet's orbit is far more stretched than the asteroid's orbit.", "correct": true, "kind": "choice" }, { "id": "cC23", "text": "Both the comet and asteroid orbit between Mars and Jupiter.", "plain": "Both the comet and asteroid orbit between Mars and Jupiter.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "The comet is mostly ice and dust; the asteroid is rock and metal.", "plain": "The comet is mostly ice and dust; the asteroid is rock and metal.", "correct": true, "kind": "choice" }, { "id": "cE23", "text": "The comet grows a tail because it is made of rock.", "plain": "The comet grows a tail because it is made of rock.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB23", "cD23" ] }, "n_options": 5 }, { "n": 24, "item_id": "_30b0c2e3-5bb7-4ce0-b61c-112e4da124d4", "type": "match", "title": "Creek Erosion And Deposition", "standards": [ "MS-ESS2-4" ], "prompt_html": "

Clearwater Creek Trail

Trail-map figure of one winding creek with four labeled spots, each with a short caption: (1) Cut bank -- fast water, the bank is worn back; (2) Rocky chute -- fast water, the bed is cut downward; (3) Sandbar -- slow water, sand is piled up; (4) Mouth delta -- slow water, sediment is spread out in a fan. ZEROTEXT art, direct labels.

Moving water shapes the land: where it runs fast it carves material away; where it slows it drops the sediment it carried.

Drag each creek spot into the process that is shaping it.

", "prompt_plain": "Clearwater Creek Trail Trail-map figure of one winding creek with four labeled spots, each with a short caption: (1) Cut bank -- fast water, the bank is worn back; (2) Rocky chute -- fast water, the bed is cut downward; (3) Sandbar -- slow water, sand is piled up; (4) Mouth delta -- slow water, sediment is spread out in a fan. ZEROTEXT art, direct labels. Moving water shapes the land: where it runs fast it carves material away; where it slows it drops the sediment it carried. Drag each creek spot into the process that is shaping it.", "context_html": "", "options": [ { "id": "tCutbank", "text": "Cut bank", "plain": "Cut bank", "correct": false, "kind": "match-token" }, { "id": "tChute", "text": "Rocky chute", "plain": "Rocky chute", "correct": false, "kind": "match-token" }, { "id": "tSandbar", "text": "Sandbar", "plain": "Sandbar", "correct": false, "kind": "match-token" }, { "id": "tDelta", "text": "Mouth delta", "plain": "Mouth delta", "correct": false, "kind": "match-token" }, { "id": "gErosion", "text": "Erosion (water carves material away)", "plain": "Erosion (water carves material away)", "correct": false, "kind": "match-token" }, { "id": "gDeposition", "text": "Deposition (water drops sediment)", "plain": "Deposition (water drops sediment)", "correct": false, "kind": "match-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tCutbank gErosion", "tChute gErosion", "tSandbar gDeposition", "tDelta gDeposition" ] }, "n_options": 6 }, { "n": 25, "item_id": "_44ab148f-085b-4835-8ed7-8dbe6ae21363", "type": "choice", "title": "City Bus Fleet Swap", "standards": [ "MS-ESS3-5" ], "prompt_html": "

City Bus Fleet Swap

Table 1. Three routes, before and after the swap
RouteDiesel used before (gal/month)Diesel used after (gal/month)Exhaust CO2 before (tons/month)Exhaust CO2 after (tons/month)
14,2000430
23,8000390
34,6000470

Figure 1. Line graph of citywide transport CO2 over three years: Year 1 = 1,200,000 t; Year 2 = 1,120,000 t; Year 3 = 1,040,000 t (steady decline as more routes convert). ZEROTEXT, labeled axes.

Use the route data and the citywide graph.

Which factor most directly explains the drop in exhaust carbon dioxide on the three routes?

", "prompt_plain": "City Bus Fleet Swap Table 1. Three routes, before and after the swap Route Diesel used before (gal/month) Diesel used after (gal/month) Exhaust CO2 before (tons/month) Exhaust CO2 after (tons/month) 1 4,200 0 43 0 2 3,800 0 39 0 3 4,600 0 47 0 Figure 1. Line graph of citywide transport CO2 over three years: Year 1 = 1,200,000 t; Year 2 = 1,120,000 t; Year 3 = 1,040,000 t (steady decline as more routes convert). ZEROTEXT, labeled axes. Use the route data and the citywide graph. Which factor most directly explains the drop in exhaust carbon dioxide on the three routes?", "context_html": "", "options": [ { "id": "cA25", "text": "After the swap, the three routes carried far fewer riders.", "plain": "After the swap, the three routes carried far fewer riders.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "Battery buses travel many more miles than the diesel buses did.", "plain": "Battery buses travel many more miles than the diesel buses did.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "The weather happened to be much cooler in the after period.", "plain": "The weather happened to be much cooler in the after period.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The buses changed from burning diesel fuel to running on electricity.", "plain": "The buses changed from burning diesel fuel to running on electricity.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD25" ] }, "n_options": 4 }, { "n": 26, "item_id": "_d63fb870-e0dd-464f-bf20-121af8471de0", "type": "choice", "title": "Fleet Swap Emissions Evidence", "standards": [ "MS-ESS3-5" ], "prompt_html": "

City Bus Fleet Swap

Table 1. Three routes, before and after the swap
RouteDiesel used before (gal/month)Diesel used after (gal/month)Exhaust CO2 before (tons/month)Exhaust CO2 after (tons/month)
14,2000430
23,8000390
34,6000470

Figure 1. Line graph of citywide transport CO2 over three years: Year 1 = 1,200,000 t; Year 2 = 1,120,000 t; Year 3 = 1,040,000 t (steady decline as more routes convert). ZEROTEXT, labeled axes.

Use the route table and the citywide graph.

Which TWO statements do the emissions data support about the fleet-swap design? Choose the TWO best answers.

", "prompt_plain": "City Bus Fleet Swap Table 1. Three routes, before and after the swap Route Diesel used before (gal/month) Diesel used after (gal/month) Exhaust CO2 before (tons/month) Exhaust CO2 after (tons/month) 1 4,200 0 43 0 2 3,800 0 39 0 3 4,600 0 47 0 Figure 1. Line graph of citywide transport CO2 over three years: Year 1 = 1,200,000 t; Year 2 = 1,120,000 t; Year 3 = 1,040,000 t (steady decline as more routes convert). ZEROTEXT, labeled axes. Use the route table and the citywide graph. Which TWO statements do the emissions data support about the fleet-swap design? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA26", "text": "The city's transportation released under 100 tons of carbon dioxide in year 3.", "plain": "The city's transportation released under 100 tons of carbon dioxide in year 3.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Citywide transport carbon dioxide fell each year as routes switched to battery buses.", "plain": "Citywide transport carbon dioxide fell each year as routes switched to battery buses.", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "Monthly fuel use on the three routes rose after the fleet swap.", "plain": "Monthly fuel use on the three routes rose after the fleet swap.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Each converted route's monthly exhaust carbon dioxide fell to zero after the switch.", "plain": "Each converted route's monthly exhaust carbon dioxide fell to zero after the switch.", "correct": true, "kind": "choice" }, { "id": "cE26", "text": "The declining graph shows that battery buses cost less to run.", "plain": "The declining graph shows that battery buses cost less to run.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB26", "cD26" ] }, "n_options": 5 }, { "n": 27, "item_id": "_3bb508b2-a2dc-4634-9bd2-68f75204cdb5", "type": "choice", "title": "Green Roof Runoff Claim", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Warehouse Green Roof

Table 1. Peak runoff before and after the green roof
StormRainfall (mm)Peak runoff, bare roof (L/min)Peak runoff, green roof (L/min)
A1018070
B25420190
C40690380

Part A

Look at Table 1.

Which claim do the before-and-after runoff data best support?

", "prompt_plain": "Warehouse Green Roof Table 1. Peak runoff before and after the green roof Storm Rainfall (mm) Peak runoff, bare roof (L/min) Peak runoff, green roof (L/min) A 10 180 70 B 25 420 190 C 40 690 380 Part A Look at Table 1. Which claim do the before-and-after runoff data best support?", "context_html": "", "options": [ { "id": "cA27", "text": "The green roof cut peak runoff to 0 L/min in every storm.", "plain": "The green roof cut peak runoff to 0 L/min in every storm.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "The green roof lowered peak runoff flow for every storm size tested.", "plain": "The green roof lowered peak runoff flow for every storm size tested.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "The green roof raised peak runoff flow for every storm size tested.", "plain": "The green roof raised peak runoff flow for every storm size tested.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "The green roof gave less runoff in larger storms than in smaller ones.", "plain": "The green roof gave less runoff in larger storms than in smaller ones.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB27" ] }, "n_options": 4 }, { "n": 28, "item_id": "_5a6c7ba1-efbd-4120-aaee-a02dd9996663", "type": "choice", "title": "Green Roof Comparison Plan", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Warehouse Green Roof

Table 1. Peak runoff before and after the green roof
StormRainfall (mm)Peak runoff, bare roof (L/min)Peak runoff, green roof (L/min)
A1018070
B25420190
C40690380

Part B

Which monitoring plan would best show which of the two roof designs reduces runoff more?

", "prompt_plain": "Warehouse Green Roof Table 1. Peak runoff before and after the green roof Storm Rainfall (mm) Peak runoff, bare roof (L/min) Peak runoff, green roof (L/min) A 10 180 70 B 25 420 190 C 40 690 380 Part B Which monitoring plan would best show which of the two roof designs reduces runoff more?", "context_html": "", "options": [ { "id": "cA28", "text": "Compare the two roofs, each tested in different-sized storms.", "plain": "Compare the two roofs, each tested in different-sized storms.", "correct": false, "kind": "choice" }, { "id": "cB28", "text": "Compare the rainfall depth that fell on the two roofs.", "plain": "Compare the rainfall depth that fell on the two roofs.", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "Compare the two roofs' runoff during the same storms.", "plain": "Compare the two roofs' runoff during the same storms.", "correct": true, "kind": "choice" }, { "id": "cD28", "text": "Compare one roof's runoff before and after a single storm.", "plain": "Compare one roof's runoff before and after a single storm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_2f1160a8-e668-44e7-9816-f64772e2353d", "type": "inline-choice", "title": "Delta City Flood Siting", "standards": [ "MS-ESS3-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Delta City Safety Packet

Figure 1: city map with the storm-surge flood zone shaded along the coast and the heavily pumped well field marked just inland. ZEROTEXT, direct labels.

Table 1. Ground settling at the well field
Years pumpedGround sinking (cm)
00
514
1030

Complete the sentence using the drop-down menus.

The data show the ground has where the wells are pumped hardest, so the packet recommends building new homes the storm-surge flood zone, because that change in the land makes flooding there likely.

", "options": [ { "id": "d1o1", "text": "sunk", "plain": "sunk", "correct": true, "kind": "inline" }, { "id": "d1o2", "text": "risen", "plain": "risen", "correct": false, "kind": "inline" }, { "id": "d2o1", "text": "away from", "plain": "away from", "correct": true, "kind": "inline" }, { "id": "d2o2", "text": "inside", "plain": "inside", "correct": false, "kind": "inline" }, { "id": "d3o1", "text": "more", "plain": "more", "correct": true, "kind": "inline" }, { "id": "d3o2", "text": "less", "plain": "less", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o1" ], "RESPONSE2": [ "d2o1" ], "RESPONSE3": [ "d3o1" ] }, "n_options": 6 }, { "n": 30, "item_id": "_248ad429-82c0-45ca-8592-c719c7575b77", "type": "choice", "title": "Delta City Sinking Fix", "standards": [ "MS-ESS3-1" ], "prompt_html": "

Delta City Safety Packet

Figure 1: city map with the storm-surge flood zone shaded along the coast and the heavily pumped well field marked just inland. ZEROTEXT, direct labels.

Table 1. Ground settling at the well field
Years pumpedGround sinking (cm)
00
514
1030

Which step would best reduce the sinking-ground risk shown in the data?

", "prompt_plain": "Delta City Safety Packet Figure 1: city map with the storm-surge flood zone shaded along the coast and the heavily pumped well field marked just inland. ZEROTEXT, direct labels. Table 1. Ground settling at the well field Years pumped Ground sinking (cm) 0 0 5 14 10 30 Which step would best reduce the sinking-ground risk shown in the data?", "context_html": "", "options": [ { "id": "cA30", "text": "Pump less groundwater and bring in water from another source.", "plain": "Pump less groundwater and bring in water from another source.", "correct": true, "kind": "choice" }, { "id": "cB30", "text": "Pump even more groundwater to lower the water table faster.", "plain": "Pump even more groundwater to lower the water table faster.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "Drill the drinking-water wells deeper in that same spot.", "plain": "Drill the drinking-water wells deeper in that same spot.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "Add more storm drains inside the mapped flood zone.", "plain": "Add more storm drains inside the mapped flood zone.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_6e075bdc-9b8a-4a3f-942b-36a42dc2eb91", "type": "choice", "title": "Pedal-Kart Ramp Energy", "standards": [ "MS-PS3-1" ], "prompt_html": "

Look at Table 1. Each run used a pedal-kart with a different mass and reached a different speed at the base of the ramp.

Which run’s kart has the most kinetic energy at the base of the ramp?

", "prompt_plain": "Look at Table 1. Each run used a pedal-kart with a different mass and reached a different speed at the base of the ramp. Which run’s kart has the most kinetic energy at the base of the ramp?", "context_html": "", "options": [ { "id": "cA31", "text": "Run 3, because that kart has the greatest mass measured.", "plain": "Run 3, because that kart has the greatest mass measured.", "correct": false, "kind": "choice" }, { "id": "cB31", "text": "Run 4, because that kart reaches the greatest speed measured.", "plain": "Run 4, because that kart reaches the greatest speed measured.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "Run 1, because its mass and speed together give the most.", "plain": "Run 1, because its mass and speed together give the most.", "correct": true, "kind": "choice" }, { "id": "cD31", "text": "Run 2, because its mass and its speed are both middling.", "plain": "Run 2, because its mass and its speed are both middling.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_40214ae5-6d1f-4214-af96-2192705c0b87" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC31" ] }, "n_options": 4, "passage_html": "

Pedal-Kart Ramp Run

Students roll a pedal-kart down a ramp to study its motion. For each run they place the kart at a marked spot on the ramp, add or remove weights to set the kart’s mass, and let it go. A speed sensor at the base of the ramp reports how fast the kart is moving when it reaches the bottom. Table 1 lists the mass and the base speed for four runs. Figure 1 shows the ramp with the marked release spots.

Table 1. Four Ramp Runs

RunKart mass (kg)Speed at base (m/s)
1306
2405
3504
4207

Figure 1. Side View of the Ramp

\"A

", "passage_plain": "Pedal-Kart Ramp Run Students roll a pedal-kart down a ramp to study its motion. For each run they place the kart at a marked spot on the ramp, add or remove weights to set the kart’s mass, and let it go. A speed sensor at the base of the ramp reports how fast the kart is moving when it reaches the bottom. Table 1 lists the mass and the base speed for four runs. Figure 1 shows the ramp with the marked release spots. Table 1. Four Ramp Runs Run Kart mass (kg) Speed at base (m/s) 1 30 6 2 40 5 3 50 4 4 20 7 Figure 1. Side View of the Ramp" }, { "n": 32, "item_id": "_4b7c8511-efe3-401c-8ca1-8a0054924775", "type": "portable-custom", "title": "Pedal-Kart Kinetic Energy", "standards": [ "MS-PS3-1" ], "prompt_html": "

The same pedal-kart is driven along the flat base at several steady speeds. At each speed, a sensor reports the kart’s kinetic energy. The table below shows the first three speeds.

SpeedKinetic energy
2 m/s10 J (joules)
4 m/s40 J
6 m/s90 J

 

Complete the bar graph. Set the height of one bar for each speed from 2 m/s to 8 m/s so the graph shows the kart’s kinetic energy at every speed. Use the pattern in the table for the speed that is not listed.

", "prompt_plain": "The same pedal-kart is driven along the flat base at several steady speeds. At each speed, a sensor reports the kart’s kinetic energy. The table below shows the first three speeds. Speed Kinetic energy 2 m/s 10 J (joules) 4 m/s 40 J 6 m/s 90 J Complete the bar graph. Set the height of one bar for each speed from 2 m/s to 8 m/s so the graph shows the kart’s kinetic energy at every speed. Use the pattern in the table for the speed that is not listed.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"2 m/s\",\"y\":10},{\"x\":\"4 m/s\",\"y\":40},{\"x\":\"6 m/s\",\"y\":90},{\"x\":\"8 m/s\",\"y\":160}]" ] }, "n_options": 0 }, { "n": 33, "item_id": "_e5915ffb-1482-49b7-8b03-5185b7db09dc", "type": "choice", "title": "Delivery Cart Stored Energy", "standards": [ "MS-PS3-2" ], "prompt_html": "

A loaded delivery cart is clamped at four marked heights on a storeroom ramp. The table below lists the energy stored in the cart at each height.

Height on ramp (m)Stored energy (J)
0.530
1.060
1.590
2.0120

Which TWO statements are best supported by the data? Select the TWO correct answers.

", "prompt_plain": "A loaded delivery cart is clamped at four marked heights on a storeroom ramp. The table below lists the energy stored in the cart at each height. Height on ramp (m) Stored energy (J) 0.5 30 1.0 60 1.5 90 2.0 120 Which TWO statements are best supported by the data? Select the TWO correct answers.", "context_html": "", "options": [ { "id": "cA33", "text": "The cart stores the same energy at each height because its weight stays the same.", "plain": "The cart stores the same energy at each height because its weight stays the same.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "The cart’s stored energy increases steadily as it is clamped higher on the ramp.", "plain": "The cart’s stored energy increases steadily as it is clamped higher on the ramp.", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "The cart’s stored energy depends on how fast it rolls, not on its height.", "plain": "The cart’s stored energy depends on how fast it rolls, not on its height.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "The cart at 2.0 meters stores four times the energy it has at 0.5 meters.", "plain": "The cart at 2.0 meters stores four times the energy it has at 0.5 meters.", "correct": true, "kind": "choice" }, { "id": "cE33", "text": "The cart stores more energy at lower heights because it is closer to the floor.", "plain": "The cart stores more energy at lower heights because it is closer to the floor.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB33", "cD33" ] }, "n_options": 5 }, { "n": 34, "item_id": "_9ab18b96-08ab-49ef-b7f7-c7fe27431c5c", "type": "choice", "title": "Museum Beam Gravity Trials", "standards": [ "MS-PS2-4" ], "prompt_html": "

A museum exhibit rests pairs of dense metal balls on a very sensitive beam. For each trial, the card lists the two balls’ masses, the gap between their centers, and the faint pull the beam measured between them in nanonewtons (nN); one nanonewton is one-billionth of a newton. The table below shows four trials.

TrialMass of ball 1 (kg)Mass of ball 2 (kg)Gap between centers (cm)Pull measured (nN)
1331060
26310120
3332015
46610240

Which statement about the pull between the balls is best supported by the trials?

", "prompt_plain": "A museum exhibit rests pairs of dense metal balls on a very sensitive beam. For each trial, the card lists the two balls’ masses, the gap between their centers, and the faint pull the beam measured between them in nanonewtons (nN); one nanonewton is one-billionth of a newton. The table below shows four trials. Trial Mass of ball 1 (kg) Mass of ball 2 (kg) Gap between centers (cm) Pull measured (nN) 1 3 3 10 60 2 6 3 10 120 3 3 3 20 15 4 6 6 10 240 Which statement about the pull between the balls is best supported by the trials?", "context_html": "", "options": [ { "id": "cA34", "text": "Heavier balls increase the pull, and a wider gap decreases it.", "plain": "Heavier balls increase the pull, and a wider gap decreases it.", "correct": true, "kind": "choice" }, { "id": "cB34", "text": "Heavier balls increase the pull, and a wider gap increases it.", "plain": "Heavier balls increase the pull, and a wider gap increases it.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "Heavier balls decrease the pull, and a wider gap decreases it.", "plain": "Heavier balls decrease the pull, and a wider gap decreases it.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "Heavier balls decrease the pull, and a wider gap increases it.", "plain": "Heavier balls decrease the pull, and a wider gap increases it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_c0c64a71-92e0-4edf-8c30-eeb38fad06cd", "type": "gap-match", "title": "Recording Booth Panels", "standards": [ "MS-PS4-2" ], "prompt_html": "

A recording booth is tested by aiming the same steady tone at three wall panels, one at a time: a hard tile panel, a soft foam wedge, and a thin fabric screen. A sensor logs how much of the tone each panel sends back, takes in, or lets pass through. The photo shows the three panels in that order, left to right.

\"Three

 

Drag one card onto each panel to show what happens to most of the tone that reaches it. One card will not be used.

", "prompt_plain": "A recording booth is tested by aiming the same steady tone at three wall panels, one at a time: a hard tile panel, a soft foam wedge, and a thin fabric screen. A sensor logs how much of the tone each panel sends back, takes in, or lets pass through. The photo shows the three panels in that order, left to right. Drag one card onto each panel to show what happens to most of the tone that reaches it. One card will not be used.", "context_html": "", "options": [ { "id": "tDes", "text": "The tone is destroyed and disappears at the panel.", "plain": "The tone is destroyed and disappears at the panel.", "correct": false, "kind": "gap-token" }, { "id": "tRef", "text": "Most of the tone is reflected (sent back).", "plain": "Most of the tone is reflected (sent back).", "correct": false, "kind": "gap-token" }, { "id": "tAbs", "text": "Most of the tone is absorbed (taken in).", "plain": "Most of the tone is absorbed (taken in).", "correct": false, "kind": "gap-token" }, { "id": "tTra", "text": "Most of the tone is transmitted (passed through).", "plain": "Most of the tone is transmitted (passed through).", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-31/images/slot35.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tRef gTile", "tAbs gFoam", "tTra gFab" ] }, "n_options": 4 }, { "n": 36, "item_id": "_0739c441-72f3-404f-a002-f702fbc90693", "type": "choice", "title": "Melting Chocolate Particles", "standards": [ "MS-PS1-4" ], "prompt_html": "

A candy maker warms a block of solid chocolate until it melts into a smooth liquid, then cools the liquid until it sets back into a solid. The diagram shows the chocolate’s particles while it is still a solid.

\"A

Which statement best describes what happens to the chocolate’s particles as thermal energy is added and the chocolate melts?

", "prompt_plain": "A candy maker warms a block of solid chocolate until it melts into a smooth liquid, then cools the liquid until it sets back into a solid. The diagram shows the chocolate’s particles while it is still a solid. Which statement best describes what happens to the chocolate’s particles as thermal energy is added and the chocolate melts?", "context_html": "", "options": [ { "id": "cA36", "text": "The particles gain energy and move faster, so each tiny particle grows larger.", "plain": "The particles gain energy and move faster, so each tiny particle grows larger.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "The particles lose energy and slow down, so the solid melts into liquid.", "plain": "The particles lose energy and slow down, so the solid melts into liquid.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "New liquid particles form as the old solid particles break fully apart.", "plain": "New liquid particles form as the old solid particles break fully apart.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "The particles gain energy and move faster, so they slip past one another.", "plain": "The particles gain energy and move faster, so they slip past one another.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-31/images/slot36.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD36" ] }, "n_options": 4 }, { "n": 37, "item_id": "_15fee7f6-5b76-4044-95ae-2d3370768dde", "type": "hottext", "title": "Elevator Floor-Code Report", "standards": [ "MS-PS4-3" ], "prompt_html": "

An elevator panel shows each floor as a pattern of small lamps, each lamp either on or off. The table below maps the lamp code for the first four floors. A tech-club report about the panel is shown under the table.

FloorLamp code
1on - off - off
2off - on - off
3on - on - off
4off - off - on

Select the ONE sentence from the report that best explains why the lamp code reaches each floor display unchanged.

", "prompt_plain": "An elevator panel shows each floor as a pattern of small lamps, each lamp either on or off. The table below maps the lamp code for the first four floors. A tech-club report about the panel is shown under the table. Floor Lamp code 1 on - off - off 2 off - on - off 3 on - on - off 4 off - off - on Select the ONE sentence from the report that best explains why the lamp code reaches each floor display unchanged.", "context_html": "", "options": [ { "id": "hA37", "text": "The panel lights a small row of lamps, each lamp set fully on or fully off.", "plain": "The panel lights a small row of lamps, each lamp set fully on or fully off.", "correct": false, "kind": "hottext" }, { "id": "hB37", "text": "Each floor number is stored as its own fixed pattern of on and off lamps.", "plain": "Each floor number is stored as its own fixed pattern of on and off lamps.", "correct": false, "kind": "hottext" }, { "id": "hC37", "text": "The panel updates the lamps within a single second after the floor button is pressed.", "plain": "The panel updates the lamps within a single second after the floor button is pressed.", "correct": false, "kind": "hottext" }, { "id": "hD37", "text": "Each lamp is read as on or off, so a dim lamp still counts the same.", "plain": "Each lamp is read as on or off, so a dim lamp still counts the same.", "correct": true, "kind": "hottext" }, { "id": "hE37", "text": "A backup row of lamps switches on if the main lamp row ever burns out.", "plain": "A backup row of lamps switches on if the main lamp row ever burns out.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "hD37" ] }, "n_options": 5 }, { "n": 38, "item_id": "_9444a333-7a8e-405f-8ed7-dae12c0426f2", "type": "choice", "title": "Model-Glider Fair Test (Part A)", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Part A

Look at Table 1. Wing 3 glided the farthest, and the team concludes that adding a tail is what made it glide farther.

But Wing 3 differs from Wing 2 in more than one way, not just the tail.

Which change to the testing plan would best let the team tell whether the tail is what improved the glide?

", "prompt_plain": "Part A Look at Table 1. Wing 3 glided the farthest, and the team concludes that adding a tail is what made it glide farther. But Wing 3 differs from Wing 2 in more than one way, not just the tail. Which change to the testing plan would best let the team tell whether the tail is what improved the glide?", "context_html": "", "options": [ { "id": "cA38", "text": "Compare Wing 1 with Wing 3, since those two gliders differ the most.", "plain": "Compare Wing 1 with Wing 3, since those two gliders differ the most.", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Build a new wing just like Wing 3 but with no tail, and compare them.", "plain": "Build a new wing just like Wing 3 but with no tail, and compare them.", "correct": true, "kind": "choice" }, { "id": "cC38", "text": "Fly Wing 3 several more times to check that its long glide repeats.", "plain": "Fly Wing 3 several more times to check that its long glide repeats.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Build a new wing with an even longer body than Wing 3 and fly it.", "plain": "Build a new wing with an even longer body than Wing 3 and fly it.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3e83ec0b-e43d-41f2-9807-3c18b1586b4f" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB38" ] }, "n_options": 4, "passage_html": "

Model-Glider Wing Tests

A team builds three model-glider wings and launches each one the same way to see how far it glides. The team records each wing’s shape, body length, whether it has a tail, and the distance it glided. Table 1 shows the three wings. Figure 1 shows the three wing designs side by side.

Table 1. Three Glider Wings

WingWing shapeBody lengthTailGlide distance (m)
1FlatShortNone3.0
2CurvedShortNone5.0
3CurvedLongYes7.0

Figure 1. The Three Wings

\"Three

", "passage_plain": "Model-Glider Wing Tests A team builds three model-glider wings and launches each one the same way to see how far it glides. The team records each wing’s shape, body length, whether it has a tail, and the distance it glided. Table 1 shows the three wings. Figure 1 shows the three wing designs side by side. Table 1. Three Glider Wings Wing Wing shape Body length Tail Glide distance (m) 1 Flat Short None 3.0 2 Curved Short None 5.0 3 Curved Long Yes 7.0 Figure 1. The Three Wings" }, { "n": 39, "item_id": "_9f5a0078-deac-4c64-a47b-6bfc4209264f", "type": "choice", "title": "Model-Glider Tail Evidence (Part B)", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

The team builds two new wings that are the same in every way except that one has a tail and one does not. They fly each wing several times under the same conditions.

Which result would be the best evidence that adding the tail improved the glide distance?

", "prompt_plain": "Part B The team builds two new wings that are the same in every way except that one has a tail and one does not. They fly each wing several times under the same conditions. Which result would be the best evidence that adding the tail improved the glide distance?", "context_html": "", "options": [ { "id": "cA39", "text": "The wing with a tail glided 6.5 meters and the wing without glided 4.5 meters.", "plain": "The wing with a tail glided 6.5 meters and the wing without glided 4.5 meters.", "correct": true, "kind": "choice" }, { "id": "cB39", "text": "Both wings glided somewhere between 4 and 7 meters across their test flights.", "plain": "Both wings glided somewhere between 4 and 7 meters across their test flights.", "correct": false, "kind": "choice" }, { "id": "cC39", "text": "The wing with a tail ended up heavier than the wing without a tail.", "plain": "The wing with a tail ended up heavier than the wing without a tail.", "correct": false, "kind": "choice" }, { "id": "cD39", "text": "In the first test, the tailed Wing 3 glided farther than the flat Wing 1.", "plain": "In the first test, the tailed Wing 3 glided farther than the flat Wing 1.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3e83ec0b-e43d-41f2-9807-3c18b1586b4f" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA39" ] }, "n_options": 4, "passage_html": "

Model-Glider Wing Tests

A team builds three model-glider wings and launches each one the same way to see how far it glides. The team records each wing’s shape, body length, whether it has a tail, and the distance it glided. Table 1 shows the three wings. Figure 1 shows the three wing designs side by side.

Table 1. Three Glider Wings

WingWing shapeBody lengthTailGlide distance (m)
1FlatShortNone3.0
2CurvedShortNone5.0
3CurvedLongYes7.0

Figure 1. The Three Wings

\"Three

", "passage_plain": "Model-Glider Wing Tests A team builds three model-glider wings and launches each one the same way to see how far it glides. The team records each wing’s shape, body length, whether it has a tail, and the distance it glided. Table 1 shows the three wings. Figure 1 shows the three wing designs side by side. Table 1. Three Glider Wings Wing Wing shape Body length Tail Glide distance (m) 1 Flat Short None 3.0 2 Curved Short None 5.0 3 Curved Long Yes 7.0 Figure 1. The Three Wings" }, { "n": 40, "item_id": "_02f141ee-d6b1-413c-a3bb-f84303c9b772", "type": "match", "title": "Flood-Barrier Project Brief", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A neighborhood wants a removable barrier that keeps floodwater out of a row of garages during storms. The project brief card and the photo show the setting. The brief lists four statements residents agreed on.

Flood-Barrier Brief

Goal: a removable barrier that keeps floodwater out of a row of garages during storms.

The brief lists four statements residents agreed on.

\"A

Drag each statement into the correct category to show whether it is a criterion or a constraint for the barrier design.

", "prompt_plain": "A neighborhood wants a removable barrier that keeps floodwater out of a row of garages during storms. The project brief card and the photo show the setting. The brief lists four statements residents agreed on. Flood-Barrier Brief Goal: a removable barrier that keeps floodwater out of a row of garages during storms. The brief lists four statements residents agreed on. Drag each statement into the correct category to show whether it is a criterion or a constraint for the barrier design.", "context_html": "", "options": [ { "id": "tC1", "text": "The barrier must hold back floodwater at least 60 centimeters deep.", "plain": "The barrier must hold back floodwater at least 60 centimeters deep.", "correct": false, "kind": "match-token" }, { "id": "tC2", "text": "The barrier must be reusable for at least 10 storms without damage.", "plain": "The barrier must be reusable for at least 10 storms without damage.", "correct": false, "kind": "match-token" }, { "id": "tK1", "text": "The barrier must cost no more than $300 for the whole garage row.", "plain": "The barrier must cost no more than $300 for the whole garage row.", "correct": false, "kind": "match-token" }, { "id": "tK2", "text": "The barrier must be built from materials sold at local hardware stores.", "plain": "The barrier must be built from materials sold at local hardware stores.", "correct": false, "kind": "match-token" }, { "id": "gCrit", "text": "Criteria", "plain": "Criteria", "correct": false, "kind": "match-token" }, { "id": "gCons", "text": "Constraints", "plain": "Constraints", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-31/images/slot40.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tC1 gCrit", "tC2 gCrit", "tK1 gCons", "tK2 gCons" ] }, "n_options": 6 } ] }, { "form": "G8.32", "grade": "G8", "title": "Alpha Standardized Science G8.32", "test_id": "_test-fc1ccf8e-1784-4d3e-aace-e19a787272c3", "n_items": 40, "n_stimuli": 3, "stimuli": { "_f88a66f0-4504-4e05-a919-fe9834e48b99": { "title": "Bacteria and the Phage", "html": "

Bacteria and the Phage

A lab grows a dish of harmless bacteria. The bacteria vary in the shape of one surface protein, called the docking tag. A phage (a virus) can infect a cell only by latching onto that tag. Scientists add phage to the dish. Each day they record the share with the normal tag and the share with an altered tag the phage cannot latch onto.

Table 1. Share of bacteria over six days

DayBacteria with normal tag (%)Bacteria with altered tag (%)
0982
26040
41585
6595
" }, "_50d420a8-9f1a-40ab-b98b-016bd5f8ef21": { "title": "Polar Fish Antifreeze Gene", "html": "

Polar Fish Antifreeze Gene

A fish lives in polar ocean water that is cold enough to freeze the blood of most fish. Long ago, a change (mutation) appeared in one gene of this fish’s ancestors. The changed gene codes for a special “antifreeze” protein. This protein sticks to the tiny ice crystals that form in the fish’s blood. It keeps those crystals from growing. Fish that carry the mutation keep their blood flowing in the icy water. Closely related fish without the mutation do not make the protein, and their blood can freeze.

Figure 1. Antifreeze Protein Pathway

\"A

" }, "_9362d726-3494-48b0-8285-40232c1b0ad8": { "title": "Formula Bottle Warmer", "html": "

Formula Bottle Warmer

An engineering team is designing a warmer for baby formula. Twisting the base mixes a packet of salt into sealed water. As the salt dissolves, the mixture releases thermal energy that warms the formula around it. The team set two requirements for the final design. First, the formula must reach 37 °C within four minutes. Second, the outside of the warmer must stay below 45 °C so it is safe to hold. The team tested two salts, M and N, and recorded the results in Table 1.

Table 1. Bottle-Warmer Salt Tests

SaltFormula temperature after four minutes (°C)Warmer-surface temperature (°C)
Salt M3942
Salt N3440
" } }, "questions": [ { "n": 1, "item_id": "_81245cf6-7556-4d0c-a69d-f3ed81124ff4", "type": "choice", "title": "Rayon Fiber Classification", "standards": [ "MS-PS1-3" ], "prompt_html": "

A clothing company publishes the fact sheet in Table 1 about rayon, a fiber used in its shirts.

Table 1. Rayon Fact Sheet

TopicDetail
Raw materialwood pulp (cellulose from trees)
How it is madethe cellulose is dissolved, then reformed into long fibers
Common usesoft, breathable clothing
After disposalbreaks down in soil within a few months

Which statement about rayon does the fact sheet best support?

", "prompt_plain": "A clothing company publishes the fact sheet in Table 1 about rayon, a fiber used in its shirts. Table 1. Rayon Fact Sheet Topic Detail Raw material wood pulp (cellulose from trees) How it is made the cellulose is dissolved, then reformed into long fibers Common use soft, breathable clothing After disposal breaks down in soil within a few months Which statement about rayon does the fact sheet best support?", "context_html": "", "options": [ { "id": "cA1", "text": "Rayon is a synthetic material because its fibers are manufactured by processing cellulose taken from trees.", "plain": "Rayon is a synthetic material because its fibers are manufactured by processing cellulose taken from trees.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Rayon is a natural material because it comes from trees rather than from a factory.", "plain": "Rayon is a natural material because it comes from trees rather than from a factory.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "Rayon is a synthetic material because its fibers are made from crude oil pumped from the ground.", "plain": "Rayon is a synthetic material because its fibers are made from crude oil pumped from the ground.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Rayon is a synthetic material made from brand-new matter produced inside the factory.", "plain": "Rayon is a synthetic material made from brand-new matter produced inside the factory.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4 }, { "n": 2, "item_id": "_c336bfdd-6fd8-4e06-ba32-3658ace8d9d7", "type": "choice", "title": "Bottle Warmer Salt Choice — Part A", "standards": [ "MS-PS1-6" ], "prompt_html": "

Part A

Look at the design brief and Table 1.

Which salt should the team choose for the warmer, and why?

", "prompt_plain": "Part A Look at the design brief and Table 1. Which salt should the team choose for the warmer, and why?", "context_html": "", "options": [ { "id": "cA2", "text": "Salt N, because its lower formula temperature means it warms the formula more gently.", "plain": "Salt N, because its lower formula temperature means it warms the formula more gently.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Salt M, because its higher surface temperature shows it heats the formula the fastest.", "plain": "Salt M, because its higher surface temperature shows it heats the formula the fastest.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "Salt M, because it warms the formula to the target while keeping the surface safe to hold.", "plain": "Salt M, because it warms the formula to the target while keeping the surface safe to hold.", "correct": true, "kind": "choice" }, { "id": "cD2", "text": "Salt N, because a formula warmer should keep the formula cooler than body temperature.", "plain": "Salt N, because a formula warmer should keep the formula cooler than body temperature.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9362d726-3494-48b0-8285-40232c1b0ad8" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC2" ] }, "n_options": 4, "passage_html": "

Formula Bottle Warmer

An engineering team is designing a warmer for baby formula. Twisting the base mixes a packet of salt into sealed water. As the salt dissolves, the mixture releases thermal energy that warms the formula around it. The team set two requirements for the final design. First, the formula must reach 37 °C within four minutes. Second, the outside of the warmer must stay below 45 °C so it is safe to hold. The team tested two salts, M and N, and recorded the results in Table 1.

Table 1. Bottle-Warmer Salt Tests

SaltFormula temperature after four minutes (°C)Warmer-surface temperature (°C)
Salt M3942
Salt N3440
", "passage_plain": "Formula Bottle Warmer An engineering team is designing a warmer for baby formula. Twisting the base mixes a packet of salt into sealed water. As the salt dissolves, the mixture releases thermal energy that warms the formula around it. The team set two requirements for the final design. First, the formula must reach 37 °C within four minutes. Second, the outside of the warmer must stay below 45 °C so it is safe to hold. The team tested two salts, M and N, and recorded the results in Table 1. Table 1. Bottle-Warmer Salt Tests Salt Formula temperature after four minutes (°C) Warmer-surface temperature (°C) Salt M 39 42 Salt N 34 40" }, { "n": 3, "item_id": "_610b50c0-07b7-461e-a13f-dd4b7e36d288", "type": "choice", "title": "Bottle Warmer Safety Evidence — Part B", "standards": [ "MS-PS1-6" ], "prompt_html": "

Part B

Which value from Table 1 best supports the conclusion that the chosen warmer is safe to hold?

", "prompt_plain": "Part B Which value from Table 1 best supports the conclusion that the chosen warmer is safe to hold?", "context_html": "", "options": [ { "id": "cA3", "text": "Salt N’s warmer-surface temperature of 40 °C, which is below the 45 °C safety limit.", "plain": "Salt N’s warmer-surface temperature of 40 °C, which is below the 45 °C safety limit.", "correct": false, "kind": "choice" }, { "id": "cB3", "text": "Salt M’s warmer-surface temperature of 42 °C, which is below the 45 °C safety limit.", "plain": "Salt M’s warmer-surface temperature of 42 °C, which is below the 45 °C safety limit.", "correct": true, "kind": "choice" }, { "id": "cC3", "text": "Salt M’s formula temperature of 39 °C, which is above the 37 °C target.", "plain": "Salt M’s formula temperature of 39 °C, which is above the 37 °C target.", "correct": false, "kind": "choice" }, { "id": "cD3", "text": "Salt M’s formula temperature of 39 °C, which is higher than Salt N’s reading.", "plain": "Salt M’s formula temperature of 39 °C, which is higher than Salt N’s reading.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_9362d726-3494-48b0-8285-40232c1b0ad8" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB3" ] }, "n_options": 4, "passage_html": "

Formula Bottle Warmer

An engineering team is designing a warmer for baby formula. Twisting the base mixes a packet of salt into sealed water. As the salt dissolves, the mixture releases thermal energy that warms the formula around it. The team set two requirements for the final design. First, the formula must reach 37 °C within four minutes. Second, the outside of the warmer must stay below 45 °C so it is safe to hold. The team tested two salts, M and N, and recorded the results in Table 1.

Table 1. Bottle-Warmer Salt Tests

SaltFormula temperature after four minutes (°C)Warmer-surface temperature (°C)
Salt M3942
Salt N3440
", "passage_plain": "Formula Bottle Warmer An engineering team is designing a warmer for baby formula. Twisting the base mixes a packet of salt into sealed water. As the salt dissolves, the mixture releases thermal energy that warms the formula around it. The team set two requirements for the final design. First, the formula must reach 37 °C within four minutes. Second, the outside of the warmer must stay below 45 °C so it is safe to hold. The team tested two salts, M and N, and recorded the results in Table 1. Table 1. Bottle-Warmer Salt Tests Salt Formula temperature after four minutes (°C) Warmer-surface temperature (°C) Salt M 39 42 Salt N 34 40" }, { "n": 4, "item_id": "_75a3bb9e-1aa4-4a5b-b1f9-909cc30e1bc8", "type": "inline-choice", "title": "Bottle Warmer Requirement Types", "standards": [ "MS-ETS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Use the design brief for the bottle warmer to complete the sentences.

The requirement that the formula must reach the target temperature is a . The rule that the warmer’s surface must stay below the safe-to-hold limit is a .

", "options": [ { "id": "d1oe1dabaab", "text": "criterion", "plain": "criterion", "correct": true, "kind": "inline" }, { "id": "d1o5c71cc82", "text": "constraint", "plain": "constraint", "correct": false, "kind": "inline" }, { "id": "d1o28411abb", "text": "hazard", "plain": "hazard", "correct": false, "kind": "inline" }, { "id": "d1od56998bc", "text": "material", "plain": "material", "correct": false, "kind": "inline" }, { "id": "d2o378b2165", "text": "constraint", "plain": "constraint", "correct": true, "kind": "inline" }, { "id": "d2o3e21c429", "text": "criterion", "plain": "criterion", "correct": false, "kind": "inline" }, { "id": "d2o7bdf96cb", "text": "solution", "plain": "solution", "correct": false, "kind": "inline" }, { "id": "d2o009bc87b", "text": "benefit", "plain": "benefit", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_9362d726-3494-48b0-8285-40232c1b0ad8" ], "key_letters": "", "key_values": { "RESPONSE1": [ "d1oe1dabaab" ], "RESPONSE2": [ "d2o378b2165" ] }, "n_options": 8, "passage_html": "

Formula Bottle Warmer

An engineering team is designing a warmer for baby formula. Twisting the base mixes a packet of salt into sealed water. As the salt dissolves, the mixture releases thermal energy that warms the formula around it. The team set two requirements for the final design. First, the formula must reach 37 °C within four minutes. Second, the outside of the warmer must stay below 45 °C so it is safe to hold. The team tested two salts, M and N, and recorded the results in Table 1.

Table 1. Bottle-Warmer Salt Tests

SaltFormula temperature after four minutes (°C)Warmer-surface temperature (°C)
Salt M3942
Salt N3440
", "passage_plain": "Formula Bottle Warmer An engineering team is designing a warmer for baby formula. Twisting the base mixes a packet of salt into sealed water. As the salt dissolves, the mixture releases thermal energy that warms the formula around it. The team set two requirements for the final design. First, the formula must reach 37 °C within four minutes. Second, the outside of the warmer must stay below 45 °C so it is safe to hold. The team tested two salts, M and N, and recorded the results in Table 1. Table 1. Bottle-Warmer Salt Tests Salt Formula temperature after four minutes (°C) Warmer-surface temperature (°C) Salt M 39 42 Salt N 34 40" }, { "n": 5, "item_id": "_3ce0603c-c365-4261-9047-9a0dd073aebd", "type": "choice", "title": "Atom Particle Charges and Locations", "standards": [ "EXT:", "subatomic", "structure", "(HS-PS1-1", "register;", "course-taught", "atomic-model", "extension)" ], "prompt_html": "

Table 1 lists the particles in one atom of an element.

Table 1. Particles in One Atom

ParticleChargeLocation
Protonpositive (+)nucleus
Neutronno charge (0)nucleus
Electronnegative (−)outside the nucleus

Based on the table, which statement about the atom’s particles is correct?

", "prompt_plain": "Table 1 lists the particles in one atom of an element. Table 1. Particles in One Atom Particle Charge Location Proton positive (+) nucleus Neutron no charge (0) nucleus Electron negative (−) outside the nucleus Based on the table, which statement about the atom’s particles is correct?", "context_html": "", "options": [ { "id": "cA5", "text": "The electrons and the protons are both inside the nucleus because they carry electric charges.", "plain": "The electrons and the protons are both inside the nucleus because they carry electric charges.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "The neutrons sit outside the nucleus because they carry no electric charge.", "plain": "The neutrons sit outside the nucleus because they carry no electric charge.", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "The protons sit outside the nucleus because positive charges push each other away.", "plain": "The protons sit outside the nucleus because positive charges push each other away.", "correct": false, "kind": "choice" }, { "id": "cD5", "text": "The protons and neutrons stay in the nucleus, while the electrons move in the space around it.", "plain": "The protons and neutrons stay in the nucleus, while the electrons move in the space around it.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD5" ] }, "n_options": 4 }, { "n": 6, "item_id": "_c9dcc458-b3a6-40f2-ad17-204ff8ebb626", "type": "inline-choice", "title": "Equation Symbol Roles", "standards": [ "EXT:", "balancing", "equations", "/", "conservation", "of", "mass", "(HS-PS1-7", "register)" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A student looks at the balanced equation shown.

2 H2 + O2 → 2 H2O

Use the equation to complete the sentences.

The large 2 written in front of H2 is a , which tells how many molecules there are. The small 2 written at the bottom of H2 is a , which tells how many atoms are in one molecule.

", "options": [ { "id": "d1o73bca5e8", "text": "coefficient", "plain": "coefficient", "correct": true, "kind": "inline" }, { "id": "d1o8a28c6c4", "text": "subscript", "plain": "subscript", "correct": false, "kind": "inline" }, { "id": "d1o2da038e5", "text": "product", "plain": "product", "correct": false, "kind": "inline" }, { "id": "d1oa1ee9339", "text": "reactant", "plain": "reactant", "correct": false, "kind": "inline" }, { "id": "d2oea30f77e", "text": "subscript", "plain": "subscript", "correct": true, "kind": "inline" }, { "id": "d2o73e9af32", "text": "coefficient", "plain": "coefficient", "correct": false, "kind": "inline" }, { "id": "d2o8f1be64c", "text": "total mass", "plain": "total mass", "correct": false, "kind": "inline" }, { "id": "d2o36a0bfb1", "text": "charge", "plain": "charge", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o73bca5e8" ], "RESPONSE2": [ "d2oea30f77e" ] }, "n_options": 8 }, { "n": 7, "item_id": "_8dc21028-ffa7-45a0-80df-d567b7f76cbb", "type": "gap-match", "title": "Element Stadium Seating Chart", "standards": [ "EXT:", "periodic-table", "organization", "(HS-PS1-1", "register)" ], "prompt_html": "

A museum shows part of the periodic table as a stadium seating chart. Each Section is a group and each Row is a period.

Table 1 gives the Section and Row for three elements.

Table 1. Element Locations

ElementSection (group)Row (period)
Lithium (Li)12
Sodium (Na)13
Potassium (K)14

 

Drag each element symbol to the seat that matches its Section and Row.

", "prompt_plain": "A museum shows part of the periodic table as a stadium seating chart. Each Section is a group and each Row is a period. Table 1 gives the Section and Row for three elements. Table 1. Element Locations Element Section (group) Row (period) Lithium (Li) 1 2 Sodium (Na) 1 3 Potassium (K) 1 4 Drag each element symbol to the seat that matches its Section and Row.", "context_html": "", "options": [ { "id": "t7a", "text": "Li", "plain": "Li", "correct": false, "kind": "gap-token" }, { "id": "t7b", "text": "Na", "plain": "Na", "correct": false, "kind": "gap-token" }, { "id": "t7c", "text": "K", "plain": "K", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t7a g1", "t7b g2", "t7c g3" ] }, "n_options": 3 }, { "n": 8, "item_id": "_9cbae8c4-ba8c-40a6-8f2c-c536b8dcc270", "type": "choice", "title": "Carbon Dioxide Charger Model", "standards": [ "MS-PS1-1" ], "prompt_html": "

A steel charger holds carbon dioxide (CO2) as a compressed gas. When the charger is emptied into a bottle, the gas spreads out to fill the bottle. The diagram models the CO2 molecules before and after the gas is released.

\"Left

Select the TWO statements that the model supports.

", "prompt_plain": "A steel charger holds carbon dioxide (CO 2 ) as a compressed gas. When the charger is emptied into a bottle, the gas spreads out to fill the bottle. The diagram models the CO 2 molecules before and after the gas is released. Select the TWO statements that the model supports.", "context_html": "", "options": [ { "id": "cA8", "text": "The bottle holds the same number of CO₂ molecules that were packed in the charger.", "plain": "The bottle holds the same number of CO₂ molecules that were packed in the charger.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "The CO₂ molecules are farther apart after the gas spreads out into the bottle.", "plain": "The CO₂ molecules are farther apart after the gas spreads out into the bottle.", "correct": true, "kind": "choice" }, { "id": "cC8", "text": "Some CO₂ molecules break apart into smaller pieces as the gas spreads out.", "plain": "Some CO₂ molecules break apart into smaller pieces as the gas spreads out.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "Each CO₂ molecule becomes larger when it moves into the bottle.", "plain": "Each CO₂ molecule becomes larger when it moves into the bottle.", "correct": false, "kind": "choice" }, { "id": "cE8", "text": "New molecules are created to fill the empty space in the bottle.", "plain": "New molecules are created to fill the empty space in the bottle.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-32/images/slot08.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA8", "cB8" ] }, "n_options": 5 }, { "n": 9, "item_id": "_107492dd-5228-4a0a-864d-2f7d8c5649ff", "type": "choice", "title": "Sealed Capsule Mass Explanation", "standards": [ "MS-PS1-5" ], "prompt_html": "

A sealed metal capsule holds the chemicals for a welding charge. A balance shows the capsule’s mass before and after the chemicals react inside the sealed capsule, as given in Table 1.

Table 1. Capsule Mass

ReadingMass (g)
Before reaction58
After reaction58

Which statement best explains why the mass is the same before and after the reaction?

", "prompt_plain": "A sealed metal capsule holds the chemicals for a welding charge. A balance shows the capsule’s mass before and after the chemicals react inside the sealed capsule, as given in Table 1. Table 1. Capsule Mass Reading Mass (g) Before reaction 58 After reaction 58 Which statement best explains why the mass is the same before and after the reaction?", "context_html": "", "options": [ { "id": "cA9", "text": "The reaction makes new atoms, but the sealed capsule traps them so the mass does not change.", "plain": "The reaction makes new atoms, but the sealed capsule traps them so the mass does not change.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The same atoms are present after the reaction, just rearranged into new substances, so the total mass stays the same.", "plain": "The same atoms are present after the reaction, just rearranged into new substances, so the total mass stays the same.", "correct": true, "kind": "choice" }, { "id": "cC9", "text": "The sealed capsule keeps the mass the same because sealing a container stops the chemicals inside from reacting.", "plain": "The sealed capsule keeps the mass the same because sealing a container stops the chemicals inside from reacting.", "correct": false, "kind": "choice" }, { "id": "cD9", "text": "The atoms are used up in the reaction, but the gas produced happens to weigh the same amount.", "plain": "The atoms are used up in the reaction, but the gas produced happens to weigh the same amount.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB9" ] }, "n_options": 4 }, { "n": 10, "item_id": "_a9ff1cf1-e1e2-454a-a0d4-e9bc2ce58f8b", "type": "choice", "title": "Polar Fish Antifreeze Trait — Part A", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part A

Use the information about the polar fish.

Which statement best describes how the gene mutation leads to the fish’s ability to survive in freezing water?

", "prompt_plain": "Part A Use the information about the polar fish. Which statement best describes how the gene mutation leads to the fish’s ability to survive in freezing water?", "context_html": "", "options": [ { "id": "cA10", "text": "The mutation changes the fish’s blood directly, without making any new protein, so the blood cannot freeze.", "plain": "The mutation changes the fish’s blood directly, without making any new protein, so the blood cannot freeze.", "correct": false, "kind": "choice" }, { "id": "cB10", "text": "The cold water causes the mutation to appear, and the mutation then protects the fish from freezing.", "plain": "The cold water causes the mutation to appear, and the mutation then protects the fish from freezing.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "The mutated gene codes for a protein that keeps ice crystals from growing, which lets the fish survive in freezing water.", "plain": "The mutated gene codes for a protein that keeps ice crystals from growing, which lets the fish survive in freezing water.", "correct": true, "kind": "choice" }, { "id": "cD10", "text": "The mutated gene makes the fish’s cells larger, leaving less room for ice to form inside them.", "plain": "The mutated gene makes the fish’s cells larger, leaving less room for ice to form inside them.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_50d420a8-9f1a-40ab-b98b-016bd5f8ef21" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC10" ] }, "n_options": 4, "passage_html": "

Polar Fish Antifreeze Gene

A fish lives in polar ocean water that is cold enough to freeze the blood of most fish. Long ago, a change (mutation) appeared in one gene of this fish’s ancestors. The changed gene codes for a special “antifreeze” protein. This protein sticks to the tiny ice crystals that form in the fish’s blood. It keeps those crystals from growing. Fish that carry the mutation keep their blood flowing in the icy water. Closely related fish without the mutation do not make the protein, and their blood can freeze.

Figure 1. Antifreeze Protein Pathway

\"A

", "passage_plain": "Polar Fish Antifreeze Gene A fish lives in polar ocean water that is cold enough to freeze the blood of most fish. Long ago, a change (mutation) appeared in one gene of this fish’s ancestors. The changed gene codes for a special “antifreeze” protein. This protein sticks to the tiny ice crystals that form in the fish’s blood. It keeps those crystals from growing. Fish that carry the mutation keep their blood flowing in the icy water. Closely related fish without the mutation do not make the protein, and their blood can freeze. Figure 1. Antifreeze Protein Pathway" }, { "n": 11, "item_id": "_12079471-f67e-4d71-9a5a-c62fc2b7aa57", "type": "choice", "title": "Polar Fish Antifreeze Evidence", "standards": [ "MS-LS3-1" ], "prompt_html": "

Part B

A polar fish survives in freezing ocean water. A changed gene in the fish leads to an antifreeze protein that keeps its blood from freezing. The diagram shows this gene-to-survival pathway.

\"A

Which observation best supports the conclusion that the changed gene is what helps the fish survive in freezing water?

", "prompt_plain": "Part B A polar fish survives in freezing ocean water. A changed gene in the fish leads to an antifreeze protein that keeps its blood from freezing. The diagram shows this gene-to-survival pathway. Which observation best supports the conclusion that the changed gene is what helps the fish survive in freezing water?", "context_html": "", "options": [ { "id": "cA11", "text": "Closely related fish that lack the mutation do not make the antifreeze protein, and their blood can freeze.", "plain": "Closely related fish that lack the mutation do not make the antifreeze protein, and their blood can freeze.", "correct": true, "kind": "choice" }, { "id": "cB11", "text": "The fish lives in ocean water that is cold enough to freeze the blood of most fish.", "plain": "The fish lives in ocean water that is cold enough to freeze the blood of most fish.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "The antifreeze protein sticks to tiny ice crystals that form in the blood.", "plain": "The antifreeze protein sticks to tiny ice crystals that form in the blood.", "correct": false, "kind": "choice" }, { "id": "cD11", "text": "The mutation first appeared long ago in the fish’s ancestors.", "plain": "The mutation first appeared long ago in the fish’s ancestors.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-32/images/cluster-CL2-1.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA11" ] }, "n_options": 4 }, { "n": 12, "item_id": "_a0e336a8-20bf-4b19-b49f-99dbf8a17ab3", "type": "gap-match", "title": "Shared Embryo Structures", "standards": [ "MS-LS4-3" ], "prompt_html": "

Three Early Embryos

The figure shows the early embryos of a minnow, an iguana, and a ferret, drawn at the same stage. The three grown animals look very different, but their early embryos share some of the same structures.

Look at the early embryos in the figure.

\"Three

 

Drag the name of each shared structure into the matching box. Two labels will not be used.

", "prompt_plain": "Three Early Embryos The figure shows the early embryos of a minnow, an iguana, and a ferret, drawn at the same stage. The three grown animals look very different, but their early embryos share some of the same structures. Look at the early embryos in the figure. Drag the name of each shared structure into the matching box. Two labels will not be used.", "context_html": "", "options": [ { "id": "t_fur", "text": "fur", "plain": "fur", "correct": false, "kind": "gap-token" }, { "id": "t_tail", "text": "tail", "plain": "tail", "correct": false, "kind": "gap-token" }, { "id": "t_fins", "text": "fins", "plain": "fins", "correct": false, "kind": "gap-token" }, { "id": "t_segments", "text": "paired body segments", "plain": "paired body segments", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-32/images/slot12.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t_tail g1", "t_segments g2" ] }, "n_options": 4 }, { "n": 13, "item_id": "_76bd208c-01af-42ea-bf73-e4c50ff1b153", "type": "choice", "title": "Fossil Dig Site Patterns", "standards": [ "MS-LS4-1" ], "prompt_html": "

Three Dig Sites

A museum team digs at three sites of different ages. At each site they record which fossil animal groups are present. The chart shows the results from the oldest site to the youngest.

Table 1. Fossil groups present at each site

Fossil groupSite A (oldest)Site B (middle)Site C (youngest)
Trilobitespresentpresentabsent
Clam-like shellsabsentpresentpresent
Fishabsentpresentpresent
Horse-like mammalsabsentabsentpresent

Look at Table 1.

Which statement is best supported by the fossils at the three sites?

", "prompt_plain": "Three Dig Sites A museum team digs at three sites of different ages. At each site they record which fossil animal groups are present. The chart shows the results from the oldest site to the youngest. Table 1. Fossil groups present at each site Fossil group Site A (oldest) Site B (middle) Site C (youngest) Trilobites present present absent Clam-like shells absent present present Fish absent present present Horse-like mammals absent absent present Look at Table 1. Which statement is best supported by the fossils at the three sites?", "context_html": "", "options": [ { "id": "cA13", "text": "Trilobites died out before the youngest layer of rock formed.", "plain": "Trilobites died out before the youngest layer of rock formed.", "correct": true, "kind": "choice" }, { "id": "cB13", "text": "Horse-like mammals were alive during each of the three periods.", "plain": "Horse-like mammals were alive during each of the three periods.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "Clam-like shells are found in the oldest rock layer, not newer ones.", "plain": "Clam-like shells are found in the oldest rock layer, not newer ones.", "correct": false, "kind": "choice" }, { "id": "cD13", "text": "Fish have existed for a much longer time than trilobites.", "plain": "Fish have existed for a much longer time than trilobites.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_dd0e030f-25f0-412d-b4a9-ca4b89ab4718", "type": "match", "title": "Forelimb Bone Groups", "standards": [ "MS-LS4-2" ], "prompt_html": "

Three Forelimbs

A museum lines up three forelimbs: a sloth’s forelimb, an opossum’s forelimb, and a robin’s wing. The animals move in very different ways, but each forelimb has the same set of bone groups.

\"Three

Each description below names a bone in one animal’s forelimb.

 

Drag each description into the bone group it belongs to. The matching groups show the three forelimbs are homologous structures inherited from a common ancestor.

", "prompt_plain": "Three Forelimbs A museum lines up three forelimbs: a sloth’s forelimb, an opossum’s forelimb, and a robin’s wing. The animals move in very different ways, but each forelimb has the same set of bone groups. Each description below names a bone in one animal’s forelimb. Drag each description into the bone group it belongs to. The matching groups show the three forelimbs are homologous structures inherited from a common ancestor.", "context_html": "", "options": [ { "id": "s14_1", "text": "Sloth: the single long bone nearest the shoulder", "plain": "Sloth: the single long bone nearest the shoulder", "correct": false, "kind": "match-token" }, { "id": "s14_2", "text": "Sloth: the two side-by-side bones below the elbow", "plain": "Sloth: the two side-by-side bones below the elbow", "correct": false, "kind": "match-token" }, { "id": "s14_3", "text": "Opossum: the single long bone nearest the shoulder", "plain": "Opossum: the single long bone nearest the shoulder", "correct": false, "kind": "match-token" }, { "id": "s14_4", "text": "Opossum: the two side-by-side bones below the elbow", "plain": "Opossum: the two side-by-side bones below the elbow", "correct": false, "kind": "match-token" }, { "id": "s14_5", "text": "Robin: the single long bone of the wing nearest the shoulder", "plain": "Robin: the single long bone of the wing nearest the shoulder", "correct": false, "kind": "match-token" }, { "id": "s14_6", "text": "Robin: the two side-by-side bones in the middle of the wing", "plain": "Robin: the two side-by-side bones in the middle of the wing", "correct": false, "kind": "match-token" }, { "id": "ua14", "text": "Upper arm", "plain": "Upper arm", "correct": false, "kind": "match-token" }, { "id": "fa14", "text": "Forearm", "plain": "Forearm", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-32/images/slot14.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "s14_1 ua14", "s14_2 fa14", "s14_3 ua14", "s14_4 fa14", "s14_5 ua14", "s14_6 fa14" ] }, "n_options": 8 }, { "n": 15, "item_id": "_2a50bb2b-b4f9-402d-9e94-37ff38992d18", "type": "choice", "title": "Bacteria Tag Change Explanation", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part A

From Day 0 to Day 6, the altered-tag bacteria go from a tiny share to almost the whole dish.

Which explanation best accounts for this change?

", "prompt_plain": "Part A From Day 0 to Day 6, the altered-tag bacteria go from a tiny share to almost the whole dish. Which explanation best accounts for this change?", "context_html": "", "options": [ { "id": "cA15", "text": "The phage changed each bacterium’s tag so that it could no longer be infected.", "plain": "The phage changed each bacterium’s tag so that it could no longer be infected.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "During the six days, the bacteria slowly learned how to block the phage.", "plain": "During the six days, the bacteria slowly learned how to block the phage.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Bacteria with the altered tag survived the phage and passed that altered tag on to their offspring.", "plain": "Bacteria with the altered tag survived the phage and passed that altered tag on to their offspring.", "correct": true, "kind": "choice" }, { "id": "cD15", "text": "The normal-tag bacteria slowed their own growth on purpose to avoid the phage.", "plain": "The normal-tag bacteria slowed their own growth on purpose to avoid the phage.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f88a66f0-4504-4e05-a919-fe9834e48b99" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC15" ] }, "n_options": 4, "passage_html": "

Bacteria and the Phage

A lab grows a dish of harmless bacteria. The bacteria vary in the shape of one surface protein, called the docking tag. A phage (a virus) can infect a cell only by latching onto that tag. Scientists add phage to the dish. Each day they record the share with the normal tag and the share with an altered tag the phage cannot latch onto.

Table 1. Share of bacteria over six days

DayBacteria with normal tag (%)Bacteria with altered tag (%)
0982
26040
41585
6595
", "passage_plain": "Bacteria and the Phage A lab grows a dish of harmless bacteria. The bacteria vary in the shape of one surface protein, called the docking tag. A phage (a virus) can infect a cell only by latching onto that tag. Scientists add phage to the dish. Each day they record the share with the normal tag and the share with an altered tag the phage cannot latch onto. Table 1. Share of bacteria over six days Day Bacteria with normal tag (%) Bacteria with altered tag (%) 0 98 2 2 60 40 4 15 85 6 5 95" }, { "n": 16, "item_id": "_03c2b489-2e05-4702-8479-7ba28b5c51f3", "type": "choice", "title": "Bacteria Tag Survival Data", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part B

Look at Table 1.

Which piece of data best supports the idea that the altered tag gave bacteria a survival advantage?

", "prompt_plain": "Part B Look at Table 1. Which piece of data best supports the idea that the altered tag gave bacteria a survival advantage?", "context_html": "", "options": [ { "id": "cA16", "text": "The phage was first added to the dish at the start, on Day 0.", "plain": "The phage was first added to the dish at the start, on Day 0.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "The bacteria with the normal tag started as 98% of the whole dish.", "plain": "The bacteria with the normal tag started as 98% of the whole dish.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "The total number of bacteria in the dish recovered again by Day 6.", "plain": "The total number of bacteria in the dish recovered again by Day 6.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "The altered-tag share rose from 2% to 95% while the normal tag fell.", "plain": "The altered-tag share rose from 2% to 95% while the normal tag fell.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_f88a66f0-4504-4e05-a919-fe9834e48b99" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD16" ] }, "n_options": 4, "passage_html": "

Bacteria and the Phage

A lab grows a dish of harmless bacteria. The bacteria vary in the shape of one surface protein, called the docking tag. A phage (a virus) can infect a cell only by latching onto that tag. Scientists add phage to the dish. Each day they record the share with the normal tag and the share with an altered tag the phage cannot latch onto.

Table 1. Share of bacteria over six days

DayBacteria with normal tag (%)Bacteria with altered tag (%)
0982
26040
41585
6595
", "passage_plain": "Bacteria and the Phage A lab grows a dish of harmless bacteria. The bacteria vary in the shape of one surface protein, called the docking tag. A phage (a virus) can infect a cell only by latching onto that tag. Scientists add phage to the dish. Each day they record the share with the normal tag and the share with an altered tag the phage cannot latch onto. Table 1. Share of bacteria over six days Day Bacteria with normal tag (%) Bacteria with altered tag (%) 0 98 2 2 60 40 4 15 85 6 5 95" }, { "n": 17, "item_id": "_2d336c1b-6bf9-4126-95fb-d9820727a14c", "type": "hottext", "title": "Farm Flock Selection Actions", "standards": [ "MS-LS4-5" ], "prompt_html": "

Read the passage about the farm.

Click the TWO sentences that describe how the farmer uses artificial selection to change the flock.

", "prompt_plain": "Read the passage about the farm. Click the TWO sentences that describe how the farmer uses artificial selection to change the flock.", "context_html": "", "options": [ { "id": "h1", "text": "The farmer keeps only the top-laying hens to be the parents of the next flock.", "plain": "The farmer keeps only the top-laying hens to be the parents of the next flock.", "correct": true, "kind": "hottext" }, { "id": "h3", "text": "Wild birds nearby find their own mates with no farmer involved.", "plain": "Wild birds nearby find their own mates with no farmer involved.", "correct": false, "kind": "hottext" }, { "id": "h2", "text": "In the next generation, the farmer again keeps only the best layers for breeding.", "plain": "In the next generation, the farmer again keeps only the best layers for breeding.", "correct": true, "kind": "hottext" }, { "id": "h4", "text": "After several generations the average egg count is much higher than at the start of the records.", "plain": "After several generations the average egg count is much higher than at the start of the records.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "h1", "h2" ] }, "n_options": 4 }, { "n": 18, "item_id": "_c8380745-3517-4108-9b49-72971c651b0a", "type": "choice", "title": "Egg Yield Prediction", "standards": [ "MS-LS4-6" ], "prompt_html": "

On a farm, the farmer measures how many eggs each hen lays. Each generation, only the top-laying hens are kept to be parents of the next flock. The chart shows the flock’s average eggs per hen per year over several generations.

Table 1. Average eggs per hen per year by generation

GenerationAverage eggs per hen per year
1180
3210
5240
7270

Look at Table 1.

If the farmer keeps using the same breeding method, which statement best predicts how the average egg count will change?

", "prompt_plain": "On a farm, the farmer measures how many eggs each hen lays. Each generation, only the top-laying hens are kept to be parents of the next flock. The chart shows the flock’s average eggs per hen per year over several generations. Table 1. Average eggs per hen per year by generation Generation Average eggs per hen per year 1 180 3 210 5 240 7 270 Look at Table 1. If the farmer keeps using the same breeding method, which statement best predicts how the average egg count will change?", "context_html": "", "options": [ { "id": "cA18", "text": "The average will probably stop rising because the hens are near a natural limit around 270 eggs.", "plain": "The average will probably stop rising because the hens are near a natural limit around 270 eggs.", "correct": false, "kind": "choice" }, { "id": "cB18", "text": "The flock’s average should continue to rise by about 30 eggs every two generations.", "plain": "The flock’s average should continue to rise by about 30 eggs every two generations.", "correct": true, "kind": "choice" }, { "id": "cC18", "text": "The average is unlikely to rise further unless the farmer buys new hens from another farm.", "plain": "The average is unlikely to rise further unless the farmer buys new hens from another farm.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "The average will likely fall back toward 180 if the farmer stops keeping records.", "plain": "The average will likely fall back toward 180 if the farmer stops keeping records.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB18" ] }, "n_options": 4 }, { "n": 19, "item_id": "_2d073454-3f53-40fa-8172-4fae1b34a1be", "type": "choice", "title": "Night Cactus Reproduction Features", "standards": [ "MS-LS1-4" ], "prompt_html": "

Night-Blooming Cactus

A desert cactus opens large white flowers only after dark and gives off a strong scent at night. Night-flying moths visit the flowers and carry pollen from plant to plant. The diagram labels five features of the cactus.

\"A

Look at the labeled cactus in the diagram.

Choose the TWO features that most directly increase this cactus’s chance of successful reproduction.

", "prompt_plain": "Night-Blooming Cactus A desert cactus opens large white flowers only after dark and gives off a strong scent at night. Night-flying moths visit the flowers and carry pollen from plant to plant. The diagram labels five features of the cactus. Look at the labeled cactus in the diagram. Choose the TWO features that most directly increase this cactus’s chance of successful reproduction.", "context_html": "", "options": [ { "id": "cA19", "text": "Large white flowers that are easy to spot in the dark", "plain": "Large white flowers that are easy to spot in the dark", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "A strong night scent that spreads far through the night air", "plain": "A strong night scent that spreads far through the night air", "correct": true, "kind": "choice" }, { "id": "cC19", "text": "A thick waxy stem that stores water through long droughts", "plain": "A thick waxy stem that stores water through long droughts", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Sharp spines that stop large animals from eating the stem", "plain": "Sharp spines that stop large animals from eating the stem", "correct": false, "kind": "choice" }, { "id": "cE19", "text": "Deep roots that reach water stored deep below the ground", "plain": "Deep roots that reach water stored deep below the ground", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-32/images/slot19.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA19", "cB19" ] }, "n_options": 5 }, { "n": 20, "item_id": "_a90d286c-bd08-4b4b-973d-696aeb873fb3", "type": "inline-choice", "title": "Stored Food In Sprouting Seed", "standards": [ "MS-LS1-7" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A Sprouting Seed

The model shows a bean seed sprouting in the dark. Arrows show stored food inside the seed being used by the growing sprout. No sunlight reaches the seed.

\"A

Use the model to complete the paragraph. Choose the correct word in each box.

In the dark, the stored food inside the seed is by chemical reactions. These reactions that the young sprout uses to grow. As the sprout keeps growing, the amount of stored food left in the seed .

", "options": [ { "id": "d1obc7a3aad", "text": "built up", "plain": "built up", "correct": false, "kind": "inline" }, { "id": "d1o172692f6", "text": "broken down", "plain": "broken down", "correct": true, "kind": "inline" }, { "id": "d1odfb926e5", "text": "melted", "plain": "melted", "correct": false, "kind": "inline" }, { "id": "d2o58413cf2", "text": "produce sunlight", "plain": "produce sunlight", "correct": false, "kind": "inline" }, { "id": "d2o0413f3ee", "text": "release energy", "plain": "release energy", "correct": true, "kind": "inline" }, { "id": "d2ob1fe10c5", "text": "destroy all matter", "plain": "destroy all matter", "correct": false, "kind": "inline" }, { "id": "d3o9d44028e", "text": "increases", "plain": "increases", "correct": false, "kind": "inline" }, { "id": "d3ob3d3c7ea", "text": "decreases", "plain": "decreases", "correct": true, "kind": "inline" }, { "id": "d3o08878fe0", "text": "stays the same", "plain": "stays the same", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-32/images/slot20.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "d1o172692f6" ], "RESPONSE2": [ "d2o0413f3ee" ], "RESPONSE3": [ "d3ob3d3c7ea" ] }, "n_options": 9 }, { "n": 21, "item_id": "_a14feba9-3ffb-45b5-8da4-c4c2cc368f8a", "type": "choice", "title": "Duckweed Pond Cover", "standards": [ "MS-LS2-1" ], "prompt_html": "

Duckweed Pond Cover

Duckweed is a tiny floating plant. On a farm pond, workers measured how much of the pond surface the duckweed covered and how much dissolved nutrient was left in the water over twelve weeks.

The duckweed cover rose quickly at first and then nearly stopped increasing after Week 9.

Table 1. Duckweed cover and dissolved nutrients over time

WeekPond surface covered (%)Dissolved nutrients (mg/L)
0510
3208
6554
9801
12821

Look at Table 1. Which explanation best accounts for why the cover stopped increasing?

", "prompt_plain": "Duckweed Pond Cover Duckweed is a tiny floating plant. On a farm pond, workers measured how much of the pond surface the duckweed covered and how much dissolved nutrient was left in the water over twelve weeks. The duckweed cover rose quickly at first and then nearly stopped increasing after Week 9. Table 1. Duckweed cover and dissolved nutrients over time Week Pond surface covered (%) Dissolved nutrients (mg/L) 0 5 10 3 20 8 6 55 4 9 80 1 12 82 1 Look at Table 1. Which explanation best accounts for why the cover stopped increasing?", "context_html": "", "options": [ { "id": "cA21", "text": "The pond ran out of open surface space, so no new duckweed could grow.", "plain": "The pond ran out of open surface space, so no new duckweed could grow.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The supply of dissolved nutrients dropped too low to support more duckweed growth.", "plain": "The supply of dissolved nutrients dropped too low to support more duckweed growth.", "correct": true, "kind": "choice" }, { "id": "cC21", "text": "More animals moved in and ate the extra duckweed as fast as it grew.", "plain": "More animals moved in and ate the extra duckweed as fast as it grew.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "The duckweed plants grew old and simply stopped reproducing on their own.", "plain": "The duckweed plants grew old and simply stopped reproducing on their own.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB21" ] }, "n_options": 4 }, { "n": 22, "item_id": "_cbdcb4a0-c7c0-4481-a789-455c99a794f1", "type": "choice", "title": "Trench Fossil Correlation", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Pipeline Trench Log

A crew digging a pipeline trench records the rock beds in the trench wall from top to bottom. Two thin volcanic ash beds, dropped by two separate eruptions, lie near the top and the bottom. Some beds between them contain a different index fossil.

Table 1. Beds in the trench wall, listed from top (shallowest) to bottom (deepest)

Bed (top to bottom)Rock typeIndex fossil present
Upper ash bedvolcanic ashnone
Bed 3limestoneFossil Z (coiled shell)
Bed 2sandstoneFossil Y (fan-shaped leaf)
Bed 1shaleFossil X (ribbed shell)
Lower ash bedvolcanic ashnone

Fossil Y lived during only a short span of time and is found at many places. A trench 2 km away has one rock bed that also contains Fossil Y.

Look at Table 1. Which bed in this trench most likely formed at the same time as the Fossil-Y bed in the other trench?

", "prompt_plain": "Pipeline Trench Log A crew digging a pipeline trench records the rock beds in the trench wall from top to bottom. Two thin volcanic ash beds, dropped by two separate eruptions, lie near the top and the bottom. Some beds between them contain a different index fossil. Table 1. Beds in the trench wall, listed from top (shallowest) to bottom (deepest) Bed (top to bottom) Rock type Index fossil present Upper ash bed volcanic ash none Bed 3 limestone Fossil Z (coiled shell) Bed 2 sandstone Fossil Y (fan-shaped leaf) Bed 1 shale Fossil X (ribbed shell) Lower ash bed volcanic ash none Fossil Y lived during only a short span of time and is found at many places. A trench 2 km away has one rock bed that also contains Fossil Y. Look at Table 1. Which bed in this trench most likely formed at the same time as the Fossil-Y bed in the other trench?", "context_html": "", "options": [ { "id": "cA22", "text": "The sandstone bed, because it holds the same index fossil as the other trench.", "plain": "The sandstone bed, because it holds the same index fossil as the other trench.", "correct": true, "kind": "choice" }, { "id": "cB22", "text": "The limestone bed, because it is also made of hardened sediment.", "plain": "The limestone bed, because it is also made of hardened sediment.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "The lower ash bed, because ash settles quickly across a wide area.", "plain": "The lower ash bed, because ash settles quickly across a wide area.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "The shale bed, because it is the oldest bed in this trench.", "plain": "The shale bed, because it is the oldest bed in this trench.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA22" ] }, "n_options": 4 }, { "n": 23, "item_id": "_cb56cc9c-9fcf-45be-aa96-36b0722aba27", "type": "gap-match", "title": "Trench Bed Timeline", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Pipeline Trench Log

A crew digging a pipeline trench records the rock beds in the trench wall from top to bottom. Two thin volcanic ash beds, dropped by two separate eruptions, lie near the top and the bottom. Some beds between them contain a different index fossil.

Table 1. Beds in the trench wall, listed from top (shallowest) to bottom (deepest)

Bed (top to bottom)Rock typeIndex fossil present
Upper ash bedvolcanic ashnone
Bed 3limestoneFossil Z (coiled shell)
Bed 2sandstoneFossil Y (fan-shaped leaf)
Bed 1shaleFossil X (ribbed shell)
Lower ash bedvolcanic ashnone

Build the time order of the trench. The timeline has five boxes, from oldest at the bottom to youngest at the top.

 

\"A

Drag each bed label into the box that shows when it formed, using the stacking order and the two ash beds as time markers.

", "prompt_plain": "Pipeline Trench Log A crew digging a pipeline trench records the rock beds in the trench wall from top to bottom. Two thin volcanic ash beds, dropped by two separate eruptions, lie near the top and the bottom. Some beds between them contain a different index fossil. Table 1. Beds in the trench wall, listed from top (shallowest) to bottom (deepest) Bed (top to bottom) Rock type Index fossil present Upper ash bed volcanic ash none Bed 3 limestone Fossil Z (coiled shell) Bed 2 sandstone Fossil Y (fan-shaped leaf) Bed 1 shale Fossil X (ribbed shell) Lower ash bed volcanic ash none Build the time order of the trench. The timeline has five boxes, from oldest at the bottom to youngest at the top. Drag each bed label into the box that shows when it formed, using the stacking order and the two ash beds as time markers.", "context_html": "", "options": [ { "id": "t_sandstone", "text": "Sandstone (Fossil Y)", "plain": "Sandstone (Fossil Y)", "correct": false, "kind": "gap-token" }, { "id": "t_upperash", "text": "Upper ash bed", "plain": "Upper ash bed", "correct": false, "kind": "gap-token" }, { "id": "t_shale", "text": "Shale (Fossil X)", "plain": "Shale (Fossil X)", "correct": false, "kind": "gap-token" }, { "id": "t_limestone", "text": "Limestone (Fossil Z)", "plain": "Limestone (Fossil Z)", "correct": false, "kind": "gap-token" }, { "id": "t_lowerash", "text": "Lower ash bed", "plain": "Lower ash bed", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-32/images/slot23.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t_lowerash p1", "t_shale p2", "t_sandstone p3", "t_limestone p4", "t_upperash p5" ] }, "n_options": 5 }, { "n": 24, "item_id": "_3ae4266a-b461-47da-8531-714d662cf080", "type": "choice", "title": "River Sand Bars", "standards": [ "MS-ESS3-1" ], "prompt_html": "

River Sand Bars

A company looks for clean sand to sell for building. Along a winding river, workers map where the sand piles up. They find thick sand bars on the inside of the river's bends, but very little sand along the straight stretches where the water runs fast.

Look at where the sand collects along the river.

\"A

Which statement best explains why the construction sand is concentrated on the inside of the bends?

", "prompt_plain": "River Sand Bars A company looks for clean sand to sell for building. Along a winding river, workers map where the sand piles up. They find thick sand bars on the inside of the river's bends, but very little sand along the straight stretches where the water runs fast. Look at where the sand collects along the river. Which statement best explains why the construction sand is concentrated on the inside of the bends?", "context_html": "", "options": [ { "id": "cA24", "text": "Water moves fastest on the inside of a bend, so sand piles up there.", "plain": "Water moves fastest on the inside of a bend, so sand piles up there.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "New sand forms out of the river water by itself at the bends.", "plain": "New sand forms out of the river water by itself at the bends.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "The river's bends pull sand up from the deep underground rock layers.", "plain": "The river's bends pull sand up from the deep underground rock layers.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Water moves slowly on the inside of a bend, so it drops its sand there.", "plain": "Water moves slowly on the inside of a bend, so it drops its sand there.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-32/images/slot24.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD24" ] }, "n_options": 4 }, { "n": 25, "item_id": "_df3e40de-0264-42f0-b35f-a54584580e44", "type": "choice", "title": "Town Earthquake Records", "standards": [ "MS-ESS3-2" ], "prompt_html": "

Town Earthquake Records

A county wants to plan which towns should strengthen their buildings. For each town, planners counted the earthquakes of magnitude 3 or higher over the past 50 years and measured the distance to the nearest active fault.

Look at Table 1.

Table 1. Earthquake history and fault distance for three towns

TownQuakes of magnitude 3+ in 50 yearsDistance to nearest active fault (km)
Riverton260
Hillcrest185
Oakdale925

Which town's data best support the need to prepare the most for a future strong earthquake?

", "prompt_plain": "Town Earthquake Records A county wants to plan which towns should strengthen their buildings. For each town, planners counted the earthquakes of magnitude 3 or higher over the past 50 years and measured the distance to the nearest active fault. Look at Table 1. Table 1. Earthquake history and fault distance for three towns Town Quakes of magnitude 3+ in 50 years Distance to nearest active fault (km) Riverton 2 60 Hillcrest 18 5 Oakdale 9 25 Which town's data best support the need to prepare the most for a future strong earthquake?", "context_html": "", "options": [ { "id": "cA25", "text": "Riverton, because it has had so few quakes that a big one must be due there soon.", "plain": "Riverton, because it has had so few quakes that a big one must be due there soon.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "Oakdale, because its middle numbers mean its risk is the most typical one.", "plain": "Oakdale, because its middle numbers mean its risk is the most typical one.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "Hillcrest, because it has had the most quakes and lies closest to an active fault.", "plain": "Hillcrest, because it has had the most quakes and lies closest to an active fault.", "correct": true, "kind": "choice" }, { "id": "cD25", "text": "Hillcrest, because its many small quakes have already used up the fault's energy.", "plain": "Hillcrest, because its many small quakes have already used up the fault's energy.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC25" ] }, "n_options": 4 }, { "n": 26, "item_id": "_faa0c18c-7fa1-4717-a7c6-9f6b98fef1bf", "type": "choice", "title": "Ancient Glacier Clues", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Ancient Glacier Clues

Geologists study two continents that today lie far apart, both near the warm equator. On each continent they find old rock scratched by moving glaciers and a layer of the same ground-up rock that glaciers leave behind.

Thick glaciers once covered both lands, yet both now sit near the warm equator and are far apart.

Table 1. Glacier evidence found on two continents

EvidenceContinent 1Continent 2
Glacier scratch-marks in old rockpresent; point one waypresent; point the same way as on Continent 1
Ground-up glacial rock (till)same mixture of pebblessame mixture of pebbles
Location todaynear the warm equatornear the warm equator

Look at Table 1. Which explanation best fits all of these clues together?

", "prompt_plain": "Ancient Glacier Clues Geologists study two continents that today lie far apart, both near the warm equator. On each continent they find old rock scratched by moving glaciers and a layer of the same ground-up rock that glaciers leave behind. Thick glaciers once covered both lands, yet both now sit near the warm equator and are far apart. Table 1. Glacier evidence found on two continents Evidence Continent 1 Continent 2 Glacier scratch-marks in old rock present; point one way present; point the same way as on Continent 1 Ground-up glacial rock (till) same mixture of pebbles same mixture of pebbles Location today near the warm equator near the warm equator Look at Table 1. Which explanation best fits all of these clues together?", "context_html": "", "options": [ { "id": "cA26", "text": "A cold spell froze each land where it sits now, forming glaciers at the equator.", "plain": "A cold spell froze each land where it sits now, forming glaciers at the equator.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "The two lands were once joined near a cold pole and have slowly moved apart.", "plain": "The two lands were once joined near a cold pole and have slowly moved apart.", "correct": true, "kind": "choice" }, { "id": "cC26", "text": "Glaciers slid across the ocean from one land to the other, scratching both.", "plain": "Glaciers slid across the ocean from one land to the other, scratching both.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "The lands are too warm for glaciers today, so the scratches must have another cause.", "plain": "The lands are too warm for glaciers today, so the scratches must have another cause.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_28dac304-383d-43c6-91cc-190c06b4345d", "type": "choice", "title": "City Carbon Plan", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Global Carbon and Heat

Scientists have measured the amount of carbon dioxide (CO2) in the air and Earth's average surface temperature for over 100 years. Most of the extra CO2 comes from people burning coal, oil, and natural gas.

Table 1. Atmospheric CO2 and global average temperature over time

YearCO2 in air (ppm)Global average temperature (°C above the 1900 level)
19203030.0
1960317+0.1
1990354+0.4
2020412+1.0

A city government wants to help reduce the human impact shown in the data and also check whether its plan is working.

Choose the TWO actions that would best reduce this impact and let the city monitor its progress.

", "prompt_plain": "Global Carbon and Heat Scientists have measured the amount of carbon dioxide (CO2) in the air and Earth's average surface temperature for over 100 years. Most of the extra CO2 comes from people burning coal, oil, and natural gas. Table 1. Atmospheric CO2 and global average temperature over time Year CO2 in air (ppm) Global average temperature (°C above the 1900 level) 1920 303 0.0 1960 317 +0.1 1990 354 +0.4 2020 412 +1.0 A city government wants to help reduce the human impact shown in the data and also check whether its plan is working. Choose the TWO actions that would best reduce this impact and let the city monitor its progress.", "context_html": "", "options": [ { "id": "cA27", "text": "Replace the city's coal and gas power plants with solar and wind power.", "plain": "Replace the city's coal and gas power plants with solar and wind power.", "correct": true, "kind": "choice" }, { "id": "cB27", "text": "Plant decorative flowers along the streets to make the air look cleaner.", "plain": "Plant decorative flowers along the streets to make the air look cleaner.", "correct": false, "kind": "choice" }, { "id": "cC27", "text": "Measure the city's carbon dioxide output each year and compare the totals over time.", "plain": "Measure the city's carbon dioxide output each year and compare the totals over time.", "correct": true, "kind": "choice" }, { "id": "cD27", "text": "Build taller smokestacks so the carbon dioxide spreads out higher in the air.", "plain": "Build taller smokestacks so the carbon dioxide spreads out higher in the air.", "correct": false, "kind": "choice" }, { "id": "cE27", "text": "Wait to see whether the global temperature drops back down on its own.", "plain": "Wait to see whether the global temperature drops back down on its own.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA27", "cC27" ] }, "n_options": 5 }, { "n": 28, "item_id": "_1a9dfc03-3fff-49d1-a3be-f6fbfabb1066", "type": "choice", "title": "Carbon Cause Question", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Global Carbon and Heat

Scientists have measured the amount of carbon dioxide (CO2) in the air and Earth's average surface temperature for over 100 years. Most of the extra CO2 comes from people burning coal, oil, and natural gas.

Table 1. Atmospheric CO2 and global average temperature over time

YearCO2 in air (ppm)Global average temperature (°C above the 1900 level)
19203030.0
1960317+0.1
1990354+0.4
2020412+1.0

A student wants to find the main human cause of the rising global temperature shown in the data.

Which question would best help answer that using the data in Table 1?

", "prompt_plain": "Global Carbon and Heat Scientists have measured the amount of carbon dioxide (CO2) in the air and Earth's average surface temperature for over 100 years. Most of the extra CO2 comes from people burning coal, oil, and natural gas. Table 1. Atmospheric CO2 and global average temperature over time Year CO2 in air (ppm) Global average temperature (°C above the 1900 level) 1920 303 0.0 1960 317 +0.1 1990 354 +0.4 2020 412 +1.0 A student wants to find the main human cause of the rising global temperature shown in the data. Which question would best help answer that using the data in Table 1?", "context_html": "", "options": [ { "id": "cA28", "text": "How has the carbon dioxide from burning fuels changed as the temperature rose?", "plain": "How has the carbon dioxide from burning fuels changed as the temperature rose?", "correct": true, "kind": "choice" }, { "id": "cB28", "text": "How many sunny days did each city have during these same years?", "plain": "How many sunny days did each city have during these same years?", "correct": false, "kind": "choice" }, { "id": "cC28", "text": "How much warmer does the ocean feel to swimmers at the beach today?", "plain": "How much warmer does the ocean feel to swimmers at the beach today?", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "How many new kinds of plants grew as more carbon dioxide built up in the air?", "plain": "How many new kinds of plants grew as more carbon dioxide built up in the air?", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA28" ] }, "n_options": 4 }, { "n": 29, "item_id": "_316b549b-3ff3-4ee3-a168-e5a62dde2bb0", "type": "choice", "title": "Planet Orbit Data", "standards": [ "MS-ESS1-2" ], "prompt_html": "

Planet Orbit Data

The Sun's gravity holds the planets in their orbits. Table 1 lists four planets by their distance from the Sun and the time each one takes to travel around the Sun once.

Look at Table 1.

Table 1. Distance from the Sun and orbit time for four planets

PlanetDistance from the Sun (million km)Time for one orbit (Earth years)
Planet W580.24
Planet X1501.0
Planet Y2281.9
Planet Z77812

Which statement best describes the pattern in the data?

", "prompt_plain": "Planet Orbit Data The Sun's gravity holds the planets in their orbits. Table 1 lists four planets by their distance from the Sun and the time each one takes to travel around the Sun once. Look at Table 1. Table 1. Distance from the Sun and orbit time for four planets Planet Distance from the Sun (million km) Time for one orbit (Earth years) Planet W 58 0.24 Planet X 150 1.0 Planet Y 228 1.9 Planet Z 778 12 Which statement best describes the pattern in the data?", "context_html": "", "options": [ { "id": "cA29", "text": "Planets farther from the Sun take less time to complete one orbit.", "plain": "Planets farther from the Sun take less time to complete one orbit.", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "All four planets take about the same time to complete one orbit.", "plain": "All four planets take about the same time to complete one orbit.", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "Planets farther from the Sun take more time to complete one orbit.", "plain": "Planets farther from the Sun take more time to complete one orbit.", "correct": true, "kind": "choice" }, { "id": "cD29", "text": "A planet's orbit time has nothing to do with its distance from the Sun.", "plain": "A planet's orbit time has nothing to do with its distance from the Sun.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC29" ] }, "n_options": 4 }, { "n": 30, "item_id": "_5aa7b9b7-a87c-4677-bae9-e81441f0274f", "type": "gap-match", "title": "Ocean Current Coasts", "standards": [ "MS-ESS2-6" ], "prompt_html": "

Ocean Currents and Coasts

The map shows two coastal cities, City M and City N, at the same distance from the equator. A warm ocean current flows along City M's coast. A cold ocean current flows along City N's coast. Warm currents carry heat toward a coast; cold currents carry cooler water.

Use the ocean-current model on the map. Both cities are the same distance from the equator.

 

\"An

Drag the climate prediction into the box on each city's coast. Two labels will not be used.

", "prompt_plain": "Ocean Currents and Coasts The map shows two coastal cities, City M and City N, at the same distance from the equator. A warm ocean current flows along City M's coast. A cold ocean current flows along City N's coast. Warm currents carry heat toward a coast; cold currents carry cooler water. Use the ocean-current model on the map. Both cities are the same distance from the equator. Drag the climate prediction into the box on each city's coast. Two labels will not be used.", "context_html": "", "options": [ { "id": "t_warm", "text": "Warmer, milder coast", "plain": "Warmer, milder coast", "correct": false, "kind": "gap-token" }, { "id": "t_cool", "text": "Cooler coast than expected", "plain": "Cooler coast than expected", "correct": false, "kind": "gap-token" }, { "id": "t_hot", "text": "A stormier coast with rougher seas", "plain": "A stormier coast with rougher seas", "correct": false, "kind": "gap-token" }, { "id": "t_none", "text": "Ocean has no effect here", "plain": "Ocean has no effect here", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-32/images/slot30.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t_warm gM", "t_cool gN" ] }, "n_options": 4 }, { "n": 31, "item_id": "_febb4339-7516-49e6-91cd-8cfac4566705", "type": "text-entry", "title": "Quarry Haul Truck", "standards": [ "MS-PS3-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Quarry Haul Truck

A haul truck makes two runs at a quarry. On one run it is fully loaded and rolls fast downhill. On the next run it is empty and moves slowly uphill. The table lists the mass and speed for each run.

Kinetic energy = ½ × mass × speed × speed.

Use Table 1 and the relationship shown.

How many times as large is the loaded truck's kinetic energy as the empty truck's kinetic energy?

Table 1. Mass and speed for each run

RunMass (kg)Speed (m/s)
Loaded (downhill)40,00010
Empty (uphill)16,0005

Give your answer as a whole number (e.g., 4).

Answer:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "10" ] }, "n_options": 0 }, { "n": 32, "item_id": "_797244e7-9fc5-4e8c-9e8f-97724ae0b2bd", "type": "text-entry", "title": "Warehouse Robot Push", "standards": [ "MS-PS2-2" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Warehouse Robot Push

A warehouse robot pushes a loaded pallet across a level floor. The robot pushes forward with a force of 250 N. Friction pushes back on the pallet with a force of 50 N. The pallet and its load together have a mass of 100 kg.

Net force = mass × acceleration.

Find the acceleration of the pallet.

What is the acceleration of the pallet, in meters per second squared (m/s²)?

Give your answer as a whole number (e.g., 5).

Answer:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "2" ] }, "n_options": 0 }, { "n": 33, "item_id": "_927f6aed-f125-459e-8267-fe2507fc3e27", "type": "choice", "title": "Bumper Car Bump", "standards": [ "MS-PS2-1" ], "prompt_html": "

Bumper Car Bump

Two bumper cars drive straight at each other and bump head-on. A force sensor on each car records how hard that car pushes on the other car during the bump. The cars have different masses.

Look at Table 1.

Table 1. Mass and push force recorded during the bump

CarMass (kg)Force it pushes on the other car (N)
Blue car250900
Red car350900

Which statement is best supported by the sensor data?

", "prompt_plain": "Bumper Car Bump Two bumper cars drive straight at each other and bump head-on. A force sensor on each car records how hard that car pushes on the other car during the bump. The cars have different masses. Look at Table 1. Table 1. Mass and push force recorded during the bump Car Mass (kg) Force it pushes on the other car (N) Blue car 250 900 Red car 350 900 Which statement is best supported by the sensor data?", "context_html": "", "options": [ { "id": "cA33", "text": "The heavier red car pushed on the blue car with more force than the blue car pushed back.", "plain": "The heavier red car pushed on the blue car with more force than the blue car pushed back.", "correct": false, "kind": "choice" }, { "id": "cB33", "text": "The faster-moving car pushed harder, so the two forces on the cars were not equal.", "plain": "The faster-moving car pushed harder, so the two forces on the cars were not equal.", "correct": false, "kind": "choice" }, { "id": "cC33", "text": "The two cars pushed on each other with forces that were equal in size and opposite in direction.", "plain": "The two cars pushed on each other with forces that were equal in size and opposite in direction.", "correct": true, "kind": "choice" }, { "id": "cD33", "text": "Neither car really pushed on the other because the two cars simply bounced apart.", "plain": "Neither car really pushed on the other because the two cars simply bounced apart.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC33" ] }, "n_options": 4 }, { "n": 34, "item_id": "_71783c0e-82a6-489e-9370-af0466ae9400", "type": "choice", "title": "Hot Stones in Water", "standards": [ "MS-PS3-4" ], "prompt_html": "

Hot Stones in Water

Campers warm water with hot stones. Each test uses the same amount of cool water and stones heated to the same starting temperature. Only the mass of the stone changes. They record how much the water temperature rises.

Look at Table 1.

Table 1. Stone mass and water temperature rise

Stone mass (g)Water temperature rise (°C)
2002
4004
6006

Which conclusion is best supported by the results?

", "prompt_plain": "Hot Stones in Water Campers warm water with hot stones. Each test uses the same amount of cool water and stones heated to the same starting temperature. Only the mass of the stone changes. They record how much the water temperature rises. Look at Table 1. Table 1. Stone mass and water temperature rise Stone mass (g) Water temperature rise (°C) 200 2 400 4 600 6 Which conclusion is best supported by the results?", "context_html": "", "options": [ { "id": "cA34", "text": "The amount of water had to change between tests to make the temperature rise.", "plain": "The amount of water had to change between tests to make the temperature rise.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "The water gave thermal energy to the stones, which is why the water warmed up.", "plain": "The water gave thermal energy to the stones, which is why the water warmed up.", "correct": false, "kind": "choice" }, { "id": "cC34", "text": "The stones and the water must have started at the same temperature in each test.", "plain": "The stones and the water must have started at the same temperature in each test.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "A larger mass of hot stone transfers more thermal energy to the water, giving a bigger temperature rise.", "plain": "A larger mass of hot stone transfers more thermal energy to the water, giving a bigger temperature rise.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_54d04750-00db-4799-9ba8-1fbfc89f6d3f", "type": "choice", "title": "Barcode Versus Price Tag", "standards": [ "MS-PS4-3" ], "prompt_html": "

Price Tag and Barcode

Every product in a store has two labels: a price written by hand and a printed barcode that stands for the same number. Over time the labels get smudged and scuffed. A scanner still reads each smudged barcode as the exact same number, but shoppers often read the smudged handwritten price wrong.

Read about the two labels.

\"A

Why does the scanner still read the barcode correctly after it is smudged, while people often misread the handwritten price?

", "prompt_plain": "Price Tag and Barcode Every product in a store has two labels: a price written by hand and a printed barcode that stands for the same number. Over time the labels get smudged and scuffed. A scanner still reads each smudged barcode as the exact same number, but shoppers often read the smudged handwritten price wrong. Read about the two labels. Why does the scanner still read the barcode correctly after it is smudged, while people often misread the handwritten price?", "context_html": "", "options": [ { "id": "cA35", "text": "The barcode holds less information, so a smudge has fewer digits that it can cover up.", "plain": "The barcode holds less information, so a smudge has fewer digits that it can cover up.", "correct": false, "kind": "choice" }, { "id": "cB35", "text": "The barcode stores the value as a fixed bar-or-space pattern, so small smudges still give the exact number.", "plain": "The barcode stores the value as a fixed bar-or-space pattern, so small smudges still give the exact number.", "correct": true, "kind": "choice" }, { "id": "cC35", "text": "The handwritten price is really a digital signal, so smudging it changes the value it shows.", "plain": "The handwritten price is really a digital signal, so smudging it changes the value it shows.", "correct": false, "kind": "choice" }, { "id": "cD35", "text": "The printed barcode ink does not fade, so scuffing cannot damage a scanned barcode.", "plain": "The printed barcode ink does not fade, so scuffing cannot damage a scanned barcode.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-32/images/slot35.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB35" ] }, "n_options": 4 }, { "n": 36, "item_id": "_5d2ff97d-81cd-422c-bcd5-3106b462375e", "type": "choice", "title": "Reliable Barcode Reasons", "standards": [ "MS-PS4-3" ], "prompt_html": "

Price Tag and Barcode

Every product in a store has two labels: a price written by hand and a printed barcode that stands for the same number. Over time the labels get smudged and scuffed. A scanner still reads each smudged barcode as the exact same number, but shoppers often read the smudged handwritten price wrong.

Read about the two labels again.

Choose the TWO statements that best explain why the printed barcode is a more reliable way to store the price than the handwritten tag.

", "prompt_plain": "Price Tag and Barcode Every product in a store has two labels: a price written by hand and a printed barcode that stands for the same number. Over time the labels get smudged and scuffed. A scanner still reads each smudged barcode as the exact same number, but shoppers often read the smudged handwritten price wrong. Read about the two labels again. Choose the TWO statements that best explain why the printed barcode is a more reliable way to store the price than the handwritten tag.", "context_html": "", "options": [ { "id": "cA36", "text": "Each part of the barcode is just a bar or a space, so a reader can tell each part when smudged.", "plain": "Each part of the barcode is just a bar or a space, so a reader can tell each part when smudged.", "correct": true, "kind": "choice" }, { "id": "cB36", "text": "If part of the barcode is damaged, it is much less likely than the handwritten price to be misread as a different number.", "plain": "If part of the barcode is damaged, it is much less likely than the handwritten price to be misread as a different number.", "correct": true, "kind": "choice" }, { "id": "cC36", "text": "The barcode is more reliable because a scanner can read it from farther away than a person can read the tag.", "plain": "The barcode is more reliable because a scanner can read it from farther away than a person can read the tag.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "The handwritten tag is more reliable because a person can usually guess the smudged number.", "plain": "The handwritten tag is more reliable because a person can usually guess the smudged number.", "correct": false, "kind": "choice" }, { "id": "cE36", "text": "The barcode is better because it is printed with more bars, so it can hold a longer price number.", "plain": "The barcode is better because it is printed with more bars, so it can hold a longer price number.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA36", "cB36" ] }, "n_options": 5 }, { "n": 37, "item_id": "_70b6f069-9212-4663-b4c0-d5e0df0aafa7", "type": "hottext", "title": "Jar Cushion Requirements", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Jar Cushion Tests

A company ships glass jars and tests cushion inserts that stop jars from breaking when a package is dropped. Each insert must meet three requirements: no more than 1 broken jar per 20 drops, a cost of $0.50 or less per package, and a weight of 120 g or less. Table 1 shows four inserts. The team then takes the chosen insert and tests different cushion thicknesses in Table 2 (shown with the thickness items).

Table 1. Cushion inserts tested

InsertBroken jars per 20 dropsCost per package ($)Weight (g)
V150.2580
V210.45110
V300.70150
V400.40100

Look at Table 1 and the three requirements.

Click the TWO statements that are correct.

", "prompt_plain": "Jar Cushion Tests A company ships glass jars and tests cushion inserts that stop jars from breaking when a package is dropped. Each insert must meet three requirements: no more than 1 broken jar per 20 drops, a cost of $0.50 or less per package, and a weight of 120 g or less. Table 1 shows four inserts. The team then takes the chosen insert and tests different cushion thicknesses in Table 2 (shown with the thickness items). Table 1. Cushion inserts tested Insert Broken jars per 20 drops Cost per package ($) Weight (g) V1 5 0.25 80 V2 1 0.45 110 V3 0 0.70 150 V4 0 0.40 100 Look at Table 1 and the three requirements. Click the TWO statements that are correct.", "context_html": "", "options": [ { "id": "h1", "text": "Insert V2 meets all three requirements.", "plain": "Insert V2 meets all three requirements.", "correct": true, "kind": "hottext" }, { "id": "h3", "text": "Insert V3 is the best choice because it broke the fewest jars.", "plain": "Insert V3 is the best choice because it broke the fewest jars.", "correct": false, "kind": "hottext" }, { "id": "h2", "text": "Insert V4 meets all three requirements.", "plain": "Insert V4 meets all three requirements.", "correct": true, "kind": "hottext" }, { "id": "h4", "text": "Insert V1 can be used because it is the cheapest and lightest.", "plain": "Insert V1 can be used because it is the cheapest and lightest.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "h1", "h2" ] }, "n_options": 4 }, { "n": 38, "item_id": "_3d12d02f-171a-4bb9-aeaf-b19e0d70b67b", "type": "choice", "title": "Cushion Thickness Choice", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Jar Cushion Tests

A company ships glass jars and tests cushion inserts that stop jars from breaking when a package is dropped. Each insert must meet three requirements: no more than 1 broken jar per 20 drops, a cost of $0.50 or less per package, and a weight of 120 g or less. Table 1 shows four inserts. The team then takes the chosen insert and tests different cushion thicknesses in Table 2 (shown with the thickness items).

Table 1. Cushion inserts tested

InsertBroken jars per 20 dropsCost per package ($)Weight (g)
V150.2580
V210.45110
V300.70150
V400.40100

Part A

The team tested the chosen insert at four cushion thicknesses (Table 2). The weight limit is 120 g.

Table 2. Cushion thickness tests

Cushion thickness (mm)Broken jars per 20 dropsWeight (g)
2495
42105
60115
80140

Which thickness is the best design, and why?

", "prompt_plain": "Jar Cushion Tests A company ships glass jars and tests cushion inserts that stop jars from breaking when a package is dropped. Each insert must meet three requirements: no more than 1 broken jar per 20 drops, a cost of $0.50 or less per package, and a weight of 120 g or less. Table 1 shows four inserts. The team then takes the chosen insert and tests different cushion thicknesses in Table 2 (shown with the thickness items). Table 1. Cushion inserts tested Insert Broken jars per 20 drops Cost per package ($) Weight (g) V1 5 0.25 80 V2 1 0.45 110 V3 0 0.70 150 V4 0 0.40 100 Part A The team tested the chosen insert at four cushion thicknesses (Table 2). The weight limit is 120 g. Table 2. Cushion thickness tests Cushion thickness (mm) Broken jars per 20 drops Weight (g) 2 4 95 4 2 105 6 0 115 8 0 140 Which thickness is the best design, and why?", "context_html": "", "options": [ { "id": "cA38", "text": "6 mm, because it is the one thickness that stops the breakage and stays under the weight limit.", "plain": "6 mm, because it is the one thickness that stops the breakage and stays under the weight limit.", "correct": true, "kind": "choice" }, { "id": "cB38", "text": "8 mm, because adding the most cushion should make the package the safest to ship.", "plain": "8 mm, because adding the most cushion should make the package the safest to ship.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "2 mm, because it is the lightest cushion and wastes the least packing material.", "plain": "2 mm, because it is the lightest cushion and wastes the least packing material.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "4 mm, because it broke fewer jars than the thinnest cushion did.", "plain": "4 mm, because it broke fewer jars than the thinnest cushion did.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA38" ] }, "n_options": 4 }, { "n": 39, "item_id": "_a8299f14-29c7-42f2-9028-fa696b113013", "type": "choice", "title": "Cushion Thickness Evidence", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Jar Cushion Tests

A company ships glass jars and tests cushion inserts that stop jars from breaking when a package is dropped. Each insert must meet three requirements: no more than 1 broken jar per 20 drops, a cost of $0.50 or less per package, and a weight of 120 g or less. Table 1 shows four inserts. The team then takes the chosen insert and tests different cushion thicknesses in Table 2 (shown with the thickness items).

Table 1. Cushion inserts tested

InsertBroken jars per 20 dropsCost per package ($)Weight (g)
V150.2580
V210.45110
V300.70150
V400.40100

Part B

Look at Table 2.

Table 2. Cushion thickness tests

Cushion thickness (mm)Broken jars per 20 dropsWeight (g)
2495
42105
60115
80140

Which pattern in the data best supports choosing the 6 mm cushion?

", "prompt_plain": "Jar Cushion Tests A company ships glass jars and tests cushion inserts that stop jars from breaking when a package is dropped. Each insert must meet three requirements: no more than 1 broken jar per 20 drops, a cost of $0.50 or less per package, and a weight of 120 g or less. Table 1 shows four inserts. The team then takes the chosen insert and tests different cushion thicknesses in Table 2 (shown with the thickness items). Table 1. Cushion inserts tested Insert Broken jars per 20 drops Cost per package ($) Weight (g) V1 5 0.25 80 V2 1 0.45 110 V3 0 0.70 150 V4 0 0.40 100 Part B Look at Table 2. Table 2. Cushion thickness tests Cushion thickness (mm) Broken jars per 20 drops Weight (g) 2 4 95 4 2 105 6 0 115 8 0 140 Which pattern in the data best supports choosing the 6 mm cushion?", "context_html": "", "options": [ { "id": "cA39", "text": "The 2 mm cushion was the lightest version, at just 95 grams in the test.", "plain": "The 2 mm cushion was the lightest version, at just 95 grams in the test.", "correct": false, "kind": "choice" }, { "id": "cB39", "text": "Each increase in thickness kept lowering the number of broken jars in the test.", "plain": "Each increase in thickness kept lowering the number of broken jars in the test.", "correct": false, "kind": "choice" }, { "id": "cC39", "text": "Going from 4 mm to 6 mm cut the broken jars to zero, while 8 mm just added weight.", "plain": "Going from 4 mm to 6 mm cut the broken jars to zero, while 8 mm just added weight.", "correct": true, "kind": "choice" }, { "id": "cD39", "text": "The 8 mm cushion broke no jars in the test, so it must be the strongest design choice.", "plain": "The 8 mm cushion broke no jars in the test, so it must be the strongest design choice.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC39" ] }, "n_options": 4 }, { "n": 40, "item_id": "_a765407e-7844-4315-8490-b67710ffe4d4", "type": "choice", "title": "Bottle Cap Tests", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Bottle Cap Tests

A company tests four reusable bottle caps. For each cap it measures how much liquid leaks out in a day and how much twisting force is needed to open it. A good cap should seal well (low leak) and be easy to open (low twisting force).

Look at Table 1.

Table 1. Leak and opening force for four caps

CapLeak (mL/day)Twist-to-open force (N)
W68
X022
Y111
Z013

Choose the TWO statements that are best supported by the data.

", "prompt_plain": "Bottle Cap Tests A company tests four reusable bottle caps. For each cap it measures how much liquid leaks out in a day and how much twisting force is needed to open it. A good cap should seal well (low leak) and be easy to open (low twisting force). Look at Table 1. Table 1. Leak and opening force for four caps Cap Leak (mL/day) Twist-to-open force (N) W 6 8 X 0 22 Y 1 11 Z 0 13 Choose the TWO statements that are best supported by the data.", "context_html": "", "options": [ { "id": "cA40", "text": "Among the caps that do not leak, Cap Z opens with less force than Cap X.", "plain": "Among the caps that do not leak, Cap Z opens with less force than Cap X.", "correct": true, "kind": "choice" }, { "id": "cB40", "text": "Cap X seals with no leaks but needs the most twisting force to open.", "plain": "Cap X seals with no leaks but needs the most twisting force to open.", "correct": true, "kind": "choice" }, { "id": "cC40", "text": "Cap W is the best overall because it needs the least force to open.", "plain": "Cap W is the best overall because it needs the least force to open.", "correct": false, "kind": "choice" }, { "id": "cD40", "text": "The cap that leaks the least also opens with the least force.", "plain": "The cap that leaks the least also opens with the least force.", "correct": false, "kind": "choice" }, { "id": "cE40", "text": "No cap can both stop leaks and still be fairly easy to open.", "plain": "No cap can both stop leaks and still be fairly easy to open.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA40", "cB40" ] }, "n_options": 5 } ] }, { "form": "G8.33", "grade": "G8", "title": "Alpha Standardized Science G8.33", "test_id": "_test-de11cd46-dfa0-4a23-a45f-3f943f1f6cbf", "n_items": 40, "n_stimuli": 8, "stimuli": { "_fd790acc-6ae8-42ea-8a85-caf300d83e6c": { "title": "Down vs Polyester Fill", "html": "

Down vs Polyester Fill

A jacket brand is choosing a filling for a new winter jacket. It compares duck-down filling with polyester filling. Two supplier fact sheets were combined into Table 1. The warmth rating is a 1-to-10 score, where a higher number means the fill keeps the wearer warmer. The brand plans to sell the jacket in a cold region where it rains often, so jackets are frequently soaked.

Table 1. Jacket Fill Comparison

Measurement (per 100 g of fill)Duck-down fillPolyester fill
Warmth rating when dry (higher = warmer)96
Warmth rating when wet (higher = warmer)25
Water soaked up after a soak60 g8 g
Time to dry after a soak6 hours1 hour
Where the fill comes fromplucked from ducks (a natural material)spun from petroleum-based plastic (a synthetic material)
" }, "_5c39f55c-4530-4713-95dd-df1bd4c1af83": { "title": "Guppy Tail-Spot Line", "html": "

Guppy Tail-Spot Line

A hobbyist raises guppies in a tank. One tank-bred guppy was born with an extra spot of color on its tail. Scientists traced the extra spot to a change in one of the fish’s genes. The hobbyist wanted more guppies with the extra tail spot. At first only one spotted guppy existed, so for the first generation she paired it with a plain guppy. From the second generation on, she let only spotted guppies become parents. Figure 1 shows a guppy with the extra tail spot next to a plain guppy. Table 1 is the breeding log across six generations.

Figure 1. Left: a plain guppy. Right: a guppy with the extra tail spot, at the same scale.

\"Two

Table 1. Breeding Log

GenerationParents the hobbyist choseGuppies with the extra tail spot
1the one spotted guppy and a plain guppy5 of 40 (13%)
2only spotted guppies12 of 40 (30%)
3only spotted guppies19 of 40 (48%)
4only spotted guppies26 of 40 (65%)
5only spotted guppies31 of 40 (78%)
6only spotted guppies36 of 40 (90%)
" }, "_e27b86a7-e046-4c98-84bf-429146825c33": { "title": "Carver River Cleanup", "html": "

Carver River Cleanup

After a copper mine closed, its tailings pile kept leaking dissolved metals toward the Carver River; a cleanup crew built a lined settling pond and a limestone channel, then logged dissolved-copper levels at river stations over five years to test whether the fix worked.

Figure 1. Carver River Site Map

\"Schematic

Table 1. Dissolved Copper in the Carver River (mg/L)

River stationYear 1 (before fix)Year 5 (after fix)
Upstream of tailings0.030.03
At the tailings outflow0.850.14
1 km downstream0.520.10
" }, "_d76a6e4a-4f58-49db-a604-d97c860c8dbb": { "title": "Key-Fob Lock Code", "html": "

Key-Fob Lock Code

A car key fob sends the lock command as a short burst of pulses. Each pulse is either on or off, shown as a high or a low level - a digital code. Figure 1 shows the same command carried two ways. The top panel is the digital pulse train the car reads. The bottom panel is a smooth analog signal. Both panels show the signal after the same noise was added.

Figure 1. Digital and Analog Signals

\"Two

" }, "_67df5439-95dd-4c81-86d5-a2c6debdd838": { "title": "Cat and Frog Forelimbs", "html": "

Cat and Frog Forelimbs

A museum chart lines up the front-leg (forelimb) bones of a cat and a frog, bone by bone. The two animals move very differently, but the chart matches each bone in one animal to a bone in the other.

Table 1. Forelimb Bones Compared

Forelimb boneCat front legFrog front leg
Upper-arm bonePresentPresent
Forearm (lower-arm) bone(s)PresentPresent
Wrist bonesPresentPresent
Digit (toe/finger) bonesPresentPresent

Forelimb Bone Chart

\"Side-by-side

" }, "_8b0d0a47-a6a3-4d11-938c-5ff856f9b325": { "title": "Finch Beak Depth", "html": "

Finch Beak Depth

A drought hit a Galapagos island. The small, soft seeds ran out, and the only seeds left were larger and harder to crack. For ten years scientists measured the medium ground finches on the island and recorded which birds survived the drought and how the share of birds with deep, strong beaks changed from one generation to the next.

Table 1. Drought Survival by Beak Type

Beak typeFinches that survived the drought (%)
Deep, strong beak62
Shallow beak24

Table 2. Share of Finches with Deep Beaks, by Generation

GenerationFinches with deep beaks (%)
1 (before drought)30
245
358
467

Beak-Depth Bar Chart

\"Bar

" }, "_53e53708-249e-4690-8c40-2a3a05f8b983": { "title": "Raised-Bed Drip Timer", "html": "

Raised-Bed Drip Timer

A community garden must water its raised beds over a three-day holiday weekend. A drip-irrigation timer can run on two schedules. Schedule A runs the drippers three times a day in short bursts. Schedule B runs them once a day in one long soak. The soil moisture is measured at the end of each day. These plants stay healthy as long as that end-of-day reading is between 25% and 40%. Table 1 lists those daily readings. Table 2 lists the water cost for the weekend.

Table 1. Soil Moisture Each Day (%)

DaySchedule ASchedule B
Day 13731
Day 23929
Day 33827

Table 2. Weekend Water Cost

ScheduleWater cost
Schedule A$6.00
Schedule B$3.50

Figure 1. The Raised Beds and Timer

\"Wooden

" }, "_7db910e0-48a5-44e7-b73c-f99450326941": { "title": "Hillside Rock Record", "html": "

Hillside Rock Record

A hillside shows tilted rock layers with a pale volcanic-ash marker bed and an iron-rich band; a county map shows where that iron band reaches the surface.

Figure 1. Hillside Cross-Section

\"Tilted

Figure 2. County Outcrop Map

\"County

" } }, "questions": [ { "n": 1, "item_id": "_a14f2c23-1032-40dc-b3d6-1f53b658916f", "type": "choice", "title": "Jacket Fill Selection Claim", "standards": [ "MS-PS1-3" ], "prompt_html": "

Part A

Look at Table 1. The brand will sell the jacket in a cold region where jackets often get soaked.

Which claim about the two fills is best supported by the data for this region?

", "prompt_plain": "Part A Look at Table 1. The brand will sell the jacket in a cold region where jackets often get soaked. Which claim about the two fills is best supported by the data for this region?", "context_html": "", "options": [ { "id": "cA1", "text": "Polyester fill is the better choice here, because it keeps more of its warmth when wet.", "plain": "Polyester fill is the better choice here, because it keeps more of its warmth when wet.", "correct": true, "kind": "choice" }, { "id": "cB1", "text": "Duck-down fill is the better choice here, because it has the highest warmth rating when it is dry.", "plain": "Duck-down fill is the better choice here, because it has the highest warmth rating when it is dry.", "correct": false, "kind": "choice" }, { "id": "cC1", "text": "The two fills are equally good here, because both still give some warmth when they are wet.", "plain": "The two fills are equally good here, because both still give some warmth when they are wet.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Duck-down fill is the better choice here, because it is a natural material rather than a synthetic one.", "plain": "Duck-down fill is the better choice here, because it is a natural material rather than a synthetic one.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fd790acc-6ae8-42ea-8a85-caf300d83e6c" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA1" ] }, "n_options": 4, "passage_html": "

Down vs Polyester Fill

A jacket brand is choosing a filling for a new winter jacket. It compares duck-down filling with polyester filling. Two supplier fact sheets were combined into Table 1. The warmth rating is a 1-to-10 score, where a higher number means the fill keeps the wearer warmer. The brand plans to sell the jacket in a cold region where it rains often, so jackets are frequently soaked.

Table 1. Jacket Fill Comparison

Measurement (per 100 g of fill)Duck-down fillPolyester fill
Warmth rating when dry (higher = warmer)96
Warmth rating when wet (higher = warmer)25
Water soaked up after a soak60 g8 g
Time to dry after a soak6 hours1 hour
Where the fill comes fromplucked from ducks (a natural material)spun from petroleum-based plastic (a synthetic material)
", "passage_plain": "Down vs Polyester Fill A jacket brand is choosing a filling for a new winter jacket. It compares duck-down filling with polyester filling. Two supplier fact sheets were combined into Table 1. The warmth rating is a 1-to-10 score, where a higher number means the fill keeps the wearer warmer. The brand plans to sell the jacket in a cold region where it rains often, so jackets are frequently soaked. Table 1. Jacket Fill Comparison Measurement (per 100 g of fill) Duck-down fill Polyester fill Warmth rating when dry (higher = warmer) 9 6 Warmth rating when wet (higher = warmer) 2 5 Water soaked up after a soak 60 g 8 g Time to dry after a soak 6 hours 1 hour Where the fill comes from plucked from ducks (a natural material) spun from petroleum-based plastic (a synthetic material)" }, { "n": 2, "item_id": "_04e45699-5ba3-4c42-a9cf-2b3fa5359156", "type": "choice", "title": "Jacket Fill Evidence Support", "standards": [ "MS-PS1-3" ], "prompt_html": "

Part B

For this rainy region, the better fill is the one that stays warmer while the jacket is soaked. Which evidence from Table 1 most strongly supports that choice?

", "prompt_plain": "Part B For this rainy region, the better fill is the one that stays warmer while the jacket is soaked. Which evidence from Table 1 most strongly supports that choice?", "context_html": "", "options": [ { "id": "cA2", "text": "When the fill is dry, down has a higher warmth rating (9) than polyester has (6).", "plain": "When the fill is dry, down has a higher warmth rating (9) than polyester has (6).", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "Down is plucked from ducks, while polyester is spun from petroleum-based plastic.", "plain": "Down is plucked from ducks, while polyester is spun from petroleum-based plastic.", "correct": false, "kind": "choice" }, { "id": "cC2", "text": "When the fill is wet, polyester’s warmth rating stays at 5 while down’s drops to 2.", "plain": "When the fill is wet, polyester’s warmth rating stays at 5 while down’s drops to 2.", "correct": true, "kind": "choice" }, { "id": "cD2", "text": "Polyester dries in only 1 hour, which is faster than the 6 hours down needs to dry.", "plain": "Polyester dries in only 1 hour, which is faster than the 6 hours down needs to dry.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fd790acc-6ae8-42ea-8a85-caf300d83e6c" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC2" ] }, "n_options": 4, "passage_html": "

Down vs Polyester Fill

A jacket brand is choosing a filling for a new winter jacket. It compares duck-down filling with polyester filling. Two supplier fact sheets were combined into Table 1. The warmth rating is a 1-to-10 score, where a higher number means the fill keeps the wearer warmer. The brand plans to sell the jacket in a cold region where it rains often, so jackets are frequently soaked.

Table 1. Jacket Fill Comparison

Measurement (per 100 g of fill)Duck-down fillPolyester fill
Warmth rating when dry (higher = warmer)96
Warmth rating when wet (higher = warmer)25
Water soaked up after a soak60 g8 g
Time to dry after a soak6 hours1 hour
Where the fill comes fromplucked from ducks (a natural material)spun from petroleum-based plastic (a synthetic material)
", "passage_plain": "Down vs Polyester Fill A jacket brand is choosing a filling for a new winter jacket. It compares duck-down filling with polyester filling. Two supplier fact sheets were combined into Table 1. The warmth rating is a 1-to-10 score, where a higher number means the fill keeps the wearer warmer. The brand plans to sell the jacket in a cold region where it rains often, so jackets are frequently soaked. Table 1. Jacket Fill Comparison Measurement (per 100 g of fill) Duck-down fill Polyester fill Warmth rating when dry (higher = warmer) 9 6 Warmth rating when wet (higher = warmer) 2 5 Water soaked up after a soak 60 g 8 g Time to dry after a soak 6 hours 1 hour Where the fill comes from plucked from ducks (a natural material) spun from petroleum-based plastic (a synthetic material)" }, { "n": 3, "item_id": "_d00d205e-0907-40c4-a1ed-9e43ac46cfbb", "type": "hottext", "title": "Endothermic Reaction Energy Direction", "standards": [ "MS-PS1-6" ], "prompt_html": "

A sealed classroom demo mixes two solid chemicals, barium hydroxide and an ammonium salt, in a flask set on a wet wooden board. As the solids react, the flask grows cold. Table 1 lists the temperature inside the flask minute by minute.

Table 1. Flask Temperature Over Time

Time (minutes)Temperature inside the flask (°C)
021
210
42
6-4
8-8
10-9

\"A

In an endothermic change a reaction takes in (absorbs) thermal energy from its surroundings; in an exothermic change a reaction gives off (releases) thermal energy to its surroundings.

Select the ONE statement that the temperature-vs-time data best support.

", "prompt_plain": "A sealed classroom demo mixes two solid chemicals, barium hydroxide and an ammonium salt, in a flask set on a wet wooden board. As the solids react, the flask grows cold. Table 1 lists the temperature inside the flask minute by minute. Table 1. Flask Temperature Over Time Time (minutes) Temperature inside the flask (°C) 0 21 2 10 4 2 6 -4 8 -8 10 -9 In an endothermic change a reaction takes in (absorbs) thermal energy from its surroundings; in an exothermic change a reaction gives off (releases) thermal energy to its surroundings. Select the ONE statement that the temperature-vs-time data best support.", "context_html": "", "options": [ { "id": "HT1", "text": "The reaction gives off (releases) thermal energy to its surroundings.", "plain": "The reaction gives off (releases) thermal energy to its surroundings.", "correct": false, "kind": "hottext" }, { "id": "HT2", "text": "The reaction takes in (absorbs) thermal energy from its surroundings.", "plain": "The reaction takes in (absorbs) thermal energy from its surroundings.", "correct": true, "kind": "hottext" }, { "id": "HT3", "text": "The reaction releases cold into the flask and the board.", "plain": "The reaction releases cold into the flask and the board.", "correct": false, "kind": "hottext" }, { "id": "HT4", "text": "The reaction neither takes in nor gives off thermal energy.", "plain": "The reaction neither takes in nor gives off thermal energy.", "correct": false, "kind": "hottext" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-33/images/slot03.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "HT2" ] }, "n_options": 4 }, { "n": 4, "item_id": "_6ac98027-905f-45e5-92ee-e50ced83e0da", "type": "choice", "title": "Atom Mass Number", "standards": [ "EXT:", "subatomic", "structure", "-", "mass", "number", "(protons", "+", "neutrons)" ], "prompt_html": "

An element-ID card game gives the number of protons and neutrons in four mystery atoms. The mass number of an atom is the total number of its protons and neutrons.

Table 1. Four Mystery Atoms

AtomProtonsNeutrons
J1223
K1112
L2328
M1210

Based on Table 1, which atom has a mass number of 23?

", "prompt_plain": "An element-ID card game gives the number of protons and neutrons in four mystery atoms. The mass number of an atom is the total number of its protons and neutrons. Table 1. Four Mystery Atoms Atom Protons Neutrons J 12 23 K 11 12 L 23 28 M 12 10 Based on Table 1, which atom has a mass number of 23?", "context_html": "", "options": [ { "id": "cA4", "text": "Atom J, which has 12 protons and 23 neutrons.", "plain": "Atom J, which has 12 protons and 23 neutrons.", "correct": false, "kind": "choice" }, { "id": "cB4", "text": "Atom K, which has 11 protons and 12 neutrons.", "plain": "Atom K, which has 11 protons and 12 neutrons.", "correct": true, "kind": "choice" }, { "id": "cC4", "text": "Atom L, which has 23 protons and 28 neutrons.", "plain": "Atom L, which has 23 protons and 28 neutrons.", "correct": false, "kind": "choice" }, { "id": "cD4", "text": "Atom M, which has 12 protons and 10 neutrons.", "plain": "Atom M, which has 12 protons and 10 neutrons.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB4" ] }, "n_options": 4 }, { "n": 5, "item_id": "_1e0e3701-d5ef-4fdb-9696-45ff3974a5e2", "type": "gap-match", "title": "Iron Rust Equation Coefficients", "standards": [ "EXT:", "balancing", "supplied-formula", "equations", "(coefficients", "vs", "subscripts)" ], "prompt_html": "

A shop class writes the equation for iron rusting, when iron reacts with oxygen to form iron(III) oxide. Every formula is printed, but the coefficients are missing.

 

Drag one whole-number tile into each box so that the same number of each kind of atom appears on both sides of the equation.

", "prompt_plain": "A shop class writes the equation for iron rusting, when iron reacts with oxygen to form iron(III) oxide. Every formula is printed, but the coefficients are missing. Drag one whole-number tile into each box so that the same number of each kind of atom appears on both sides of the equation.", "context_html": "", "options": [ { "id": "tok-1", "text": "1", "plain": "1", "correct": false, "kind": "gap-token" }, { "id": "tok-2", "text": "2", "plain": "2", "correct": false, "kind": "gap-token" }, { "id": "tok-3", "text": "3", "plain": "3", "correct": false, "kind": "gap-token" }, { "id": "tok-4", "text": "4", "plain": "4", "correct": false, "kind": "gap-token" }, { "id": "tok-5", "text": "5", "plain": "5", "correct": false, "kind": "gap-token" }, { "id": "tok-6", "text": "6", "plain": "6", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-4 GAP_FE", "tok-3 GAP_O2", "tok-2 GAP_FE2O3" ] }, "n_options": 6 }, { "n": 6, "item_id": "_fe9847c7-5813-4d12-a237-79e5e6a376bb", "type": "choice", "title": "Periodic Table Group Columns", "standards": [ "EXT:", "periodic-table", "organization", "(groups", "are", "vertical", "columns)" ], "prompt_html": "

A color-coded periodic-table poster groups the elements into vertical columns. The outline below marks where four elements - J, K, L, and M - sit on the poster. Elements in the same group are in the same vertical column.

JL
KM

Based only on where each element sits, which two elements are in the same group?

", "prompt_plain": "A color-coded periodic-table poster groups the elements into vertical columns. The outline below marks where four elements - J, K, L, and M - sit on the poster. Elements in the same group are in the same vertical column. J L K M Based only on where each element sits, which two elements are in the same group?", "context_html": "", "options": [ { "id": "cA6", "text": "J and L, because they sit in the same horizontal row.", "plain": "J and L, because they sit in the same horizontal row.", "correct": false, "kind": "choice" }, { "id": "cB6", "text": "K and M, because they sit in the same horizontal row.", "plain": "K and M, because they sit in the same horizontal row.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "L and M, because they sit in the same part of the poster.", "plain": "L and M, because they sit in the same part of the poster.", "correct": false, "kind": "choice" }, { "id": "cD6", "text": "J and K, because they sit one directly above the other.", "plain": "J and K, because they sit one directly above the other.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD6" ] }, "n_options": 4 }, { "n": 7, "item_id": "_52cc0342-e300-4db0-af91-428602040981", "type": "inline-choice", "title": "Methane Ammonia Atom Counts", "standards": [ "MS-PS1-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

The particle models below show one molecule of methane and one molecule of ammonia. In the models, carbon atoms are black, nitrogen atoms are blue, and hydrogen atoms are white.

\"Two

Left: a methane molecule. Right: an ammonia molecule. (Carbon = black, nitrogen = blue, hydrogen = white.)

Complete the statements about the two molecules.

In the methane molecule, the number of carbon atoms is , and the number of hydrogen atoms is . In the ammonia molecule, the number of nitrogen atoms is , and the number of hydrogen atoms is .

", "options": [ { "id": "cD1O8411c0679", "text": "1", "plain": "1", "correct": true, "kind": "inline" }, { "id": "cD1Od21b58e20", "text": "2", "plain": "2", "correct": false, "kind": "inline" }, { "id": "cD1O44255fa09", "text": "4", "plain": "4", "correct": false, "kind": "inline" }, { "id": "cD2Od989aac43", "text": "2", "plain": "2", "correct": false, "kind": "inline" }, { "id": "cD2O6a51a4fa0", "text": "3", "plain": "3", "correct": false, "kind": "inline" }, { "id": "cD2O815e0d468", "text": "4", "plain": "4", "correct": true, "kind": "inline" }, { "id": "cD3O50694c5f9", "text": "1", "plain": "1", "correct": true, "kind": "inline" }, { "id": "cD3O7b213e040", "text": "2", "plain": "2", "correct": false, "kind": "inline" }, { "id": "cD3O1a47566c4", "text": "3", "plain": "3", "correct": false, "kind": "inline" }, { "id": "cD4O6a9c2d759", "text": "2", "plain": "2", "correct": false, "kind": "inline" }, { "id": "cD4Oc20211182", "text": "3", "plain": "3", "correct": true, "kind": "inline" }, { "id": "cD4Ofd4bcffb6", "text": "4", "plain": "4", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-33/images/slot07.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1O8411c0679" ], "RESPONSE2": [ "cD2O815e0d468" ], "RESPONSE3": [ "cD3O50694c5f9" ], "RESPONSE4": [ "cD4Oc20211182" ] }, "n_options": 12 }, { "n": 8, "item_id": "_ac1bc17b-5c5e-4da1-9879-c3ed0d7a588d", "type": "choice", "title": "Heated Sugar Reaction Evidence", "standards": [ "MS-PS1-2" ], "prompt_html": "

Sugar is heated in a sealed container until it turns brown. Because the container is sealed, no matter can enter or leave. Table 1 lists the color, smell, and total mass of the contents before and after heating.

Table 1. Contents Before and After Heating

PropertyBefore heatingAfter heating
Colorwhitebrown
Smellno smellsweet, burnt smell
Total mass50 g50 g

Based on the data, did a chemical reaction occur, and how do the data show it?

", "prompt_plain": "Sugar is heated in a sealed container until it turns brown. Because the container is sealed, no matter can enter or leave. Table 1 lists the color, smell, and total mass of the contents before and after heating. Table 1. Contents Before and After Heating Property Before heating After heating Color white brown Smell no smell sweet, burnt smell Total mass 50 g 50 g Based on the data, did a chemical reaction occur, and how do the data show it?", "context_html": "", "options": [ { "id": "cA8", "text": "Yes - the new brown color and burnt smell are new properties, so a new substance formed.", "plain": "Yes - the new brown color and burnt smell are new properties, so a new substance formed.", "correct": true, "kind": "choice" }, { "id": "cB8", "text": "No - the mass stayed 50 g, so no new substance could have formed inside the container.", "plain": "No - the mass stayed 50 g, so no new substance could have formed inside the container.", "correct": false, "kind": "choice" }, { "id": "cC8", "text": "No - the heat only melted the sugar, which is a change of state and not a reaction.", "plain": "No - the heat only melted the sugar, which is a change of state and not a reaction.", "correct": false, "kind": "choice" }, { "id": "cD8", "text": "Yes - the mass stayed 50 g, which by itself proves that a chemical reaction happened.", "plain": "Yes - the mass stayed 50 g, which by itself proves that a chemical reaction happened.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA8" ] }, "n_options": 4 }, { "n": 9, "item_id": "_1d5a6173-e877-4cba-a0a2-f8752acadefa", "type": "choice", "title": "Guppy Tail Spot Gene", "standards": [ "MS-LS3-1" ], "prompt_html": "

Look at Figure 1 and Table 1. The first spotted guppy got its extra tail spot from a change in one of its genes.

Which statement best explains how that gene change produced the new tail spot?

", "prompt_plain": "Look at Figure 1 and Table 1. The first spotted guppy got its extra tail spot from a change in one of its genes. Which statement best explains how that gene change produced the new tail spot?", "context_html": "", "options": [ { "id": "cA9", "text": "The gene change made the guppy stay in warmer water, and the warm water produced the extra spot.", "plain": "The gene change made the guppy stay in warmer water, and the warm water produced the extra spot.", "correct": false, "kind": "choice" }, { "id": "cB9", "text": "The gene change made the guppy flick its tail more, and the flicking produced the extra spot.", "plain": "The gene change made the guppy flick its tail more, and the flicking produced the extra spot.", "correct": false, "kind": "choice" }, { "id": "cC9", "text": "The gene change made a changed protein, and the changed protein produced the extra spot.", "plain": "The gene change made a changed protein, and the changed protein produced the extra spot.", "correct": true, "kind": "choice" }, { "id": "cD9", "text": "The gene change made the guppy need cover, and the need produced the extra spot.", "plain": "The gene change made the guppy need cover, and the need produced the extra spot.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5c39f55c-4530-4713-95dd-df1bd4c1af83" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC9" ] }, "n_options": 4, "passage_html": "

Guppy Tail-Spot Line

A hobbyist raises guppies in a tank. One tank-bred guppy was born with an extra spot of color on its tail. Scientists traced the extra spot to a change in one of the fish’s genes. The hobbyist wanted more guppies with the extra tail spot. At first only one spotted guppy existed, so for the first generation she paired it with a plain guppy. From the second generation on, she let only spotted guppies become parents. Figure 1 shows a guppy with the extra tail spot next to a plain guppy. Table 1 is the breeding log across six generations.

Figure 1. Left: a plain guppy. Right: a guppy with the extra tail spot, at the same scale.

\"Two

Table 1. Breeding Log

GenerationParents the hobbyist choseGuppies with the extra tail spot
1the one spotted guppy and a plain guppy5 of 40 (13%)
2only spotted guppies12 of 40 (30%)
3only spotted guppies19 of 40 (48%)
4only spotted guppies26 of 40 (65%)
5only spotted guppies31 of 40 (78%)
6only spotted guppies36 of 40 (90%)
", "passage_plain": "Guppy Tail-Spot Line A hobbyist raises guppies in a tank. One tank-bred guppy was born with an extra spot of color on its tail. Scientists traced the extra spot to a change in one of the fish’s genes. The hobbyist wanted more guppies with the extra tail spot. At first only one spotted guppy existed, so for the first generation she paired it with a plain guppy. From the second generation on, she let only spotted guppies become parents. Figure 1 shows a guppy with the extra tail spot next to a plain guppy. Table 1 is the breeding log across six generations. Figure 1. Left: a plain guppy. Right: a guppy with the extra tail spot, at the same scale. Table 1. Breeding Log Generation Parents the hobbyist chose Guppies with the extra tail spot 1 the one spotted guppy and a plain guppy 5 of 40 (13%) 2 only spotted guppies 12 of 40 (30%) 3 only spotted guppies 19 of 40 (48%) 4 only spotted guppies 26 of 40 (65%) 5 only spotted guppies 31 of 40 (78%) 6 only spotted guppies 36 of 40 (90%)" }, { "n": 10, "item_id": "_e0535da9-7470-4071-a65c-2ef61d8969f1", "type": "choice", "title": "Guppy Selective Breeding Log", "standards": [ "MS-LS4-5" ], "prompt_html": "

Look at Table 1. Over six generations the share of guppies with the extra tail spot rose from 13% to 90%, while the hobbyist chose only spotted guppies as parents after the first generation.

Choose the TWO statements that are best supported by the breeding log.

", "prompt_plain": "Look at Table 1. Over six generations the share of guppies with the extra tail spot rose from 13% to 90%, while the hobbyist chose only spotted guppies as parents after the first generation. Choose the TWO statements that are best supported by the breeding log.", "context_html": "", "options": [ { "id": "cA10", "text": "Choosing only spotted guppies as parents raised the share of spotted offspring over the generations.", "plain": "Choosing only spotted guppies as parents raised the share of spotted offspring over the generations.", "correct": true, "kind": "choice" }, { "id": "cB10", "text": "Through selective breeding, the hobbyist - not nature - decided which trait became more common.", "plain": "Through selective breeding, the hobbyist - not nature - decided which trait became more common.", "correct": true, "kind": "choice" }, { "id": "cC10", "text": "Each guppy slowly grew extra spots during its own life until almost all of them were spotted.", "plain": "Each guppy slowly grew extra spots during its own life until almost all of them were spotted.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "The spots became more common mainly because the tank water was kept warmer each year.", "plain": "The spots became more common mainly because the tank water was kept warmer each year.", "correct": false, "kind": "choice" }, { "id": "cE10", "text": "A brand-new gene change appeared in every generation, adding more spotted fish each time.", "plain": "A brand-new gene change appeared in every generation, adding more spotted fish each time.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_5c39f55c-4530-4713-95dd-df1bd4c1af83" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA10", "cB10" ] }, "n_options": 5, "passage_html": "

Guppy Tail-Spot Line

A hobbyist raises guppies in a tank. One tank-bred guppy was born with an extra spot of color on its tail. Scientists traced the extra spot to a change in one of the fish’s genes. The hobbyist wanted more guppies with the extra tail spot. At first only one spotted guppy existed, so for the first generation she paired it with a plain guppy. From the second generation on, she let only spotted guppies become parents. Figure 1 shows a guppy with the extra tail spot next to a plain guppy. Table 1 is the breeding log across six generations.

Figure 1. Left: a plain guppy. Right: a guppy with the extra tail spot, at the same scale.

\"Two

Table 1. Breeding Log

GenerationParents the hobbyist choseGuppies with the extra tail spot
1the one spotted guppy and a plain guppy5 of 40 (13%)
2only spotted guppies12 of 40 (30%)
3only spotted guppies19 of 40 (48%)
4only spotted guppies26 of 40 (65%)
5only spotted guppies31 of 40 (78%)
6only spotted guppies36 of 40 (90%)
", "passage_plain": "Guppy Tail-Spot Line A hobbyist raises guppies in a tank. One tank-bred guppy was born with an extra spot of color on its tail. Scientists traced the extra spot to a change in one of the fish’s genes. The hobbyist wanted more guppies with the extra tail spot. At first only one spotted guppy existed, so for the first generation she paired it with a plain guppy. From the second generation on, she let only spotted guppies become parents. Figure 1 shows a guppy with the extra tail spot next to a plain guppy. Table 1 is the breeding log across six generations. Figure 1. Left: a plain guppy. Right: a guppy with the extra tail spot, at the same scale. Table 1. Breeding Log Generation Parents the hobbyist chose Guppies with the extra tail spot 1 the one spotted guppy and a plain guppy 5 of 40 (13%) 2 only spotted guppies 12 of 40 (30%) 3 only spotted guppies 19 of 40 (48%) 4 only spotted guppies 26 of 40 (65%) 5 only spotted guppies 31 of 40 (78%) 6 only spotted guppies 36 of 40 (90%)" }, { "n": 11, "item_id": "_eef60550-3e16-446e-be99-3dd0228ab56b", "type": "choice", "title": "Cat and Frog Limbs Part A", "standards": [ "MS-LS4-2" ], "prompt_html": "

Part A

Look at Table 1 and the forelimb chart.

Which claim about the cat and the frog do the bone data best support?

", "prompt_plain": "Part A Look at Table 1 and the forelimb chart. Which claim about the cat and the frog do the bone data best support?", "context_html": "", "options": [ { "id": "cA11", "text": "The cat and frog each grew matching leg bones because both must push against the ground to move.", "plain": "The cat and frog each grew matching leg bones because both must push against the ground to move.", "correct": false, "kind": "choice" }, { "id": "cB11", "text": "The cat and frog are really one kind of animal shown at two different ages.", "plain": "The cat and frog are really one kind of animal shown at two different ages.", "correct": false, "kind": "choice" }, { "id": "cC11", "text": "The cat and frog inherited the same basic set of limb bones from a shared ancestor.", "plain": "The cat and frog inherited the same basic set of limb bones from a shared ancestor.", "correct": true, "kind": "choice" }, { "id": "cD11", "text": "The cat’s limb slowly changed into the frog’s limb as the animals spread to new places.", "plain": "The cat’s limb slowly changed into the frog’s limb as the animals spread to new places.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_67df5439-95dd-4c81-86d5-a2c6debdd838" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC11" ] }, "n_options": 4, "passage_html": "

Cat and Frog Forelimbs

A museum chart lines up the front-leg (forelimb) bones of a cat and a frog, bone by bone. The two animals move very differently, but the chart matches each bone in one animal to a bone in the other.

Table 1. Forelimb Bones Compared

Forelimb boneCat front legFrog front leg
Upper-arm bonePresentPresent
Forearm (lower-arm) bone(s)PresentPresent
Wrist bonesPresentPresent
Digit (toe/finger) bonesPresentPresent

Forelimb Bone Chart

\"Side-by-side

", "passage_plain": "Cat and Frog Forelimbs A museum chart lines up the front-leg (forelimb) bones of a cat and a frog, bone by bone. The two animals move very differently, but the chart matches each bone in one animal to a bone in the other. Table 1. Forelimb Bones Compared Forelimb bone Cat front leg Frog front leg Upper-arm bone Present Present Forearm (lower-arm) bone(s) Present Present Wrist bones Present Present Digit (toe/finger) bones Present Present Forelimb Bone Chart" }, { "n": 12, "item_id": "_f57c3249-4231-4591-956a-bce2b2e6d20d", "type": "choice", "title": "Cat and Frog Limbs Part B", "standards": [ "MS-LS4-2" ], "prompt_html": "

Part B

Look at the forelimb chart.

Which evidence best supports the idea that the cat’s and frog’s front legs are homologous structures inherited from a common ancestor?

", "prompt_plain": "Part B Look at the forelimb chart. Which evidence best supports the idea that the cat’s and frog’s front legs are homologous structures inherited from a common ancestor?", "context_html": "", "options": [ { "id": "cA12", "text": "The cat’s front leg is longer and heavier than the frog’s front leg.", "plain": "The cat’s front leg is longer and heavier than the frog’s front leg.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "Each front leg has the same upper-arm bone, forearm bones, wrist bones, and digit bones.", "plain": "Each front leg has the same upper-arm bone, forearm bones, wrist bones, and digit bones.", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "The cat uses its front leg to walk while the frog uses its to land after a jump.", "plain": "The cat uses its front leg to walk while the frog uses its to land after a jump.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "Both the cat and the frog have four legs and live on land.", "plain": "Both the cat and the frog have four legs and live on land.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_67df5439-95dd-4c81-86d5-a2c6debdd838" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB12" ] }, "n_options": 4, "passage_html": "

Cat and Frog Forelimbs

A museum chart lines up the front-leg (forelimb) bones of a cat and a frog, bone by bone. The two animals move very differently, but the chart matches each bone in one animal to a bone in the other.

Table 1. Forelimb Bones Compared

Forelimb boneCat front legFrog front leg
Upper-arm bonePresentPresent
Forearm (lower-arm) bone(s)PresentPresent
Wrist bonesPresentPresent
Digit (toe/finger) bonesPresentPresent

Forelimb Bone Chart

\"Side-by-side

", "passage_plain": "Cat and Frog Forelimbs A museum chart lines up the front-leg (forelimb) bones of a cat and a frog, bone by bone. The two animals move very differently, but the chart matches each bone in one animal to a bone in the other. Table 1. Forelimb Bones Compared Forelimb bone Cat front leg Frog front leg Upper-arm bone Present Present Forearm (lower-arm) bone(s) Present Present Wrist bones Present Present Digit (toe/finger) bones Present Present Forelimb Bone Chart" }, { "n": 13, "item_id": "_8679e393-6dc1-410d-91b6-7fe23740502d", "type": "gap-match", "title": "Shared Embryo Features", "standards": [ "MS-LS4-3" ], "prompt_html": "

The figure shows the EARLY embryos of a herring (a fish), a goose (a bird), and a dog (a mammal). At this stage all three share three structures, marked A, B, and C on the dog embryo.

\"ThreeABC

 

Drag each name card onto the structure it names. One card does not belong.

", "prompt_plain": "The figure shows the EARLY embryos of a herring (a fish), a goose (a bird), and a dog (a mammal). At this stage all three share three structures, marked A, B, and C on the dog embryo. A B C Drag each name card onto the structure it names. One card does not belong.", "context_html": "", "options": [ { "id": "t_pouches", "text": "Throat pouches", "plain": "Throat pouches", "correct": false, "kind": "gap-token" }, { "id": "t_tail", "text": "Tail", "plain": "Tail", "correct": false, "kind": "gap-token" }, { "id": "t_feathers", "text": "Feathers", "plain": "Feathers", "correct": false, "kind": "gap-token" }, { "id": "t_segments", "text": "Body segments", "plain": "Body segments", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-33/images/slot13.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "t_tail g13A", "t_segments g13B", "t_pouches g13C" ] }, "n_options": 4 }, { "n": 14, "item_id": "_53b58863-5dfd-49bd-b8de-30aa7d35d111", "type": "choice", "title": "Fossils in Cliff Layers", "standards": [ "MS-LS4-1" ], "prompt_html": "

A field notebook lists the fossils found in each layer of one cliff face, from the deepest (oldest) layer at the bottom to the top (youngest) layer.

Table 1. Fossils Found in Each Cliff Layer

Layer (top = youngest)Fossils present
Layer 4 (top)Snail shells, bony fish
Layer 3Bony fish, fern leaves
Layer 2Fern leaves, trilobites
Layer 1 (bottom)Trilobites

Choose the TWO statements that the fossil layers best support about the order in which these life forms appeared.

", "prompt_plain": "A field notebook lists the fossils found in each layer of one cliff face, from the deepest (oldest) layer at the bottom to the top (youngest) layer. Table 1. Fossils Found in Each Cliff Layer Layer (top = youngest) Fossils present Layer 4 (top) Snail shells, bony fish Layer 3 Bony fish, fern leaves Layer 2 Fern leaves, trilobites Layer 1 (bottom) Trilobites Choose the TWO statements that the fossil layers best support about the order in which these life forms appeared.", "context_html": "", "options": [ { "id": "cA14", "text": "Trilobites appear in the deepest layers and are missing from the top layer.", "plain": "Trilobites appear in the deepest layers and are missing from the top layer.", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "Bony fish appear in younger, higher layers than trilobites do.", "plain": "Bony fish appear in younger, higher layers than trilobites do.", "correct": true, "kind": "choice" }, { "id": "cC14", "text": "The snail shells are the oldest life form recorded in the cliff.", "plain": "The snail shells are the oldest life form recorded in the cliff.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The four groups of living things lived during the same time span.", "plain": "The four groups of living things lived during the same time span.", "correct": false, "kind": "choice" }, { "id": "cE14", "text": "Fern leaves are found in each of the four layers.", "plain": "Fern leaves are found in each of the four layers.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA14", "cB14" ] }, "n_options": 5 }, { "n": 15, "item_id": "_25b34252-d855-4071-8d4a-e459d9f1c5e6", "type": "choice", "title": "Finch Beak Selection Part A", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part A

Look at Tables 1 and 2 and the bar chart.

Which claim about the finch population do the data best support?

", "prompt_plain": "Part A Look at Tables 1 and 2 and the bar chart. Which claim about the finch population do the data best support?", "context_html": "", "options": [ { "id": "cA15", "text": "During the drought each finch grew a deeper beak to crack the harder seeds.", "plain": "During the drought each finch grew a deeper beak to crack the harder seeds.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "Finches that already had deeper beaks survived better and had more offspring, so deep beaks became common.", "plain": "Finches that already had deeper beaks survived better and had more offspring, so deep beaks became common.", "correct": true, "kind": "choice" }, { "id": "cC15", "text": "The finches learned to crack the hard seeds and taught that skill to their chicks.", "plain": "The finches learned to crack the hard seeds and taught that skill to their chicks.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "The hard seeds reprogrammed the finches’ genes, so the next generation was born with deeper beaks.", "plain": "The hard seeds reprogrammed the finches’ genes, so the next generation was born with deeper beaks.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8b0d0a47-a6a3-4d11-938c-5ff856f9b325" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB15" ] }, "n_options": 4, "passage_html": "

Finch Beak Depth

A drought hit a Galapagos island. The small, soft seeds ran out, and the only seeds left were larger and harder to crack. For ten years scientists measured the medium ground finches on the island and recorded which birds survived the drought and how the share of birds with deep, strong beaks changed from one generation to the next.

Table 1. Drought Survival by Beak Type

Beak typeFinches that survived the drought (%)
Deep, strong beak62
Shallow beak24

Table 2. Share of Finches with Deep Beaks, by Generation

GenerationFinches with deep beaks (%)
1 (before drought)30
245
358
467

Beak-Depth Bar Chart

\"Bar

", "passage_plain": "Finch Beak Depth A drought hit a Galapagos island. The small, soft seeds ran out, and the only seeds left were larger and harder to crack. For ten years scientists measured the medium ground finches on the island and recorded which birds survived the drought and how the share of birds with deep, strong beaks changed from one generation to the next. Table 1. Drought Survival by Beak Type Beak type Finches that survived the drought (%) Deep, strong beak 62 Shallow beak 24 Table 2. Share of Finches with Deep Beaks, by Generation Generation Finches with deep beaks (%) 1 (before drought) 30 2 45 3 58 4 67 Beak-Depth Bar Chart" }, { "n": 16, "item_id": "_1c19de01-b6d9-4069-bffa-a16f1238f873", "type": "choice", "title": "Finch Beak Selection Part B", "standards": [ "MS-LS4-4" ], "prompt_html": "

Part B

Look at Tables 1 and 2.

Which evidence from the data best supports the claim you chose in Part A?

", "prompt_plain": "Part B Look at Tables 1 and 2. Which evidence from the data best supports the claim you chose in Part A?", "context_html": "", "options": [ { "id": "cA16", "text": "Shallow-beaked finches survived at a higher rate, and their share rose each later generation.", "plain": "Shallow-beaked finches survived at a higher rate, and their share rose each later generation.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "Deep-beaked finches survived at a higher rate, but their share fell each later generation.", "plain": "Deep-beaked finches survived at a higher rate, but their share fell each later generation.", "correct": false, "kind": "choice" }, { "id": "cC16", "text": "Deep-beaked and shallow-beaked finches survived at the same rate, and neither share changed.", "plain": "Deep-beaked and shallow-beaked finches survived at the same rate, and neither share changed.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "Deep-beaked finches survived the drought at a higher rate, and their share rose each later generation.", "plain": "Deep-beaked finches survived the drought at a higher rate, and their share rose each later generation.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8b0d0a47-a6a3-4d11-938c-5ff856f9b325" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD16" ] }, "n_options": 4, "passage_html": "

Finch Beak Depth

A drought hit a Galapagos island. The small, soft seeds ran out, and the only seeds left were larger and harder to crack. For ten years scientists measured the medium ground finches on the island and recorded which birds survived the drought and how the share of birds with deep, strong beaks changed from one generation to the next.

Table 1. Drought Survival by Beak Type

Beak typeFinches that survived the drought (%)
Deep, strong beak62
Shallow beak24

Table 2. Share of Finches with Deep Beaks, by Generation

GenerationFinches with deep beaks (%)
1 (before drought)30
245
358
467

Beak-Depth Bar Chart

\"Bar

", "passage_plain": "Finch Beak Depth A drought hit a Galapagos island. The small, soft seeds ran out, and the only seeds left were larger and harder to crack. For ten years scientists measured the medium ground finches on the island and recorded which birds survived the drought and how the share of birds with deep, strong beaks changed from one generation to the next. Table 1. Drought Survival by Beak Type Beak type Finches that survived the drought (%) Deep, strong beak 62 Shallow beak 24 Table 2. Share of Finches with Deep Beaks, by Generation Generation Finches with deep beaks (%) 1 (before drought) 30 2 45 3 58 4 67 Beak-Depth Bar Chart" }, { "n": 17, "item_id": "_6c55444a-0577-431f-b3e3-114046ad968d", "type": "choice", "title": "Finch Beak Frequencies", "standards": [ "MS-LS4-6" ], "prompt_html": "

Look at Table 2 and the bar chart.

Choose the TWO statements the data support about how the trait frequency of deep beaks changed across the generations.

", "prompt_plain": "Look at Table 2 and the bar chart. Choose the TWO statements the data support about how the trait frequency of deep beaks changed across the generations.", "context_html": "", "options": [ { "id": "cA17", "text": "The share of finches with deep beaks increased from each generation to the next.", "plain": "The share of finches with deep beaks increased from each generation to the next.", "correct": true, "kind": "choice" }, { "id": "cB17", "text": "By the fourth generation, more than half the finches had deep beaks.", "plain": "By the fourth generation, more than half the finches had deep beaks.", "correct": true, "kind": "choice" }, { "id": "cC17", "text": "The share of finches with deep beaks stayed about steady across the generations.", "plain": "The share of finches with deep beaks stayed about steady across the generations.", "correct": false, "kind": "choice" }, { "id": "cD17", "text": "The share of finches with shallow beaks grew larger over the generations.", "plain": "The share of finches with shallow beaks grew larger over the generations.", "correct": false, "kind": "choice" }, { "id": "cE17", "text": "By the fourth generation, no finches still had shallow beaks.", "plain": "By the fourth generation, no finches still had shallow beaks.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_8b0d0a47-a6a3-4d11-938c-5ff856f9b325" ], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA17", "cB17" ] }, "n_options": 5, "passage_html": "

Finch Beak Depth

A drought hit a Galapagos island. The small, soft seeds ran out, and the only seeds left were larger and harder to crack. For ten years scientists measured the medium ground finches on the island and recorded which birds survived the drought and how the share of birds with deep, strong beaks changed from one generation to the next.

Table 1. Drought Survival by Beak Type

Beak typeFinches that survived the drought (%)
Deep, strong beak62
Shallow beak24

Table 2. Share of Finches with Deep Beaks, by Generation

GenerationFinches with deep beaks (%)
1 (before drought)30
245
358
467

Beak-Depth Bar Chart

\"Bar

", "passage_plain": "Finch Beak Depth A drought hit a Galapagos island. The small, soft seeds ran out, and the only seeds left were larger and harder to crack. For ten years scientists measured the medium ground finches on the island and recorded which birds survived the drought and how the share of birds with deep, strong beaks changed from one generation to the next. Table 1. Drought Survival by Beak Type Beak type Finches that survived the drought (%) Deep, strong beak 62 Shallow beak 24 Table 2. Share of Finches with Deep Beaks, by Generation Generation Finches with deep beaks (%) 1 (before drought) 30 2 45 3 58 4 67 Beak-Depth Bar Chart" }, { "n": 18, "item_id": "_d50b304d-4537-4f02-94e7-a2892239a082", "type": "choice", "title": "Bricks and Cells Model", "standards": [ "MS-LS1-1" ], "prompt_html": "

A classroom poster matches one brick to a single cell and a whole brick wall to a many-celled plant.

\"A

Which statement best explains the main idea of the brick-and-wall comparison?

", "prompt_plain": "A classroom poster matches one brick to a single cell and a whole brick wall to a many-celled plant. Which statement best explains the main idea of the brick-and-wall comparison?", "context_html": "", "options": [ { "id": "cA18", "text": "As many bricks build one wall, many cells build up a many-celled living thing.", "plain": "As many bricks build one wall, many cells build up a many-celled living thing.", "correct": true, "kind": "choice" }, { "id": "cB18", "text": "A single brick can do what a whole wall does, as one cell does what a whole plant does.", "plain": "A single brick can do what a whole wall does, as one cell does what a whole plant does.", "correct": false, "kind": "choice" }, { "id": "cC18", "text": "A brick wall is alive the way bricks are, so non-living things are also made of cells.", "plain": "A brick wall is alive the way bricks are, so non-living things are also made of cells.", "correct": false, "kind": "choice" }, { "id": "cD18", "text": "A wall is bigger than a brick, so larger plants have bigger cells rather than more cells.", "plain": "A wall is bigger than a brick, so larger plants have bigger cells rather than more cells.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-33/images/slot18.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA18" ] }, "n_options": 4 }, { "n": 19, "item_id": "_ff5c214e-87d1-46d5-9a9e-a9e1cfab9a6d", "type": "hottext", "title": "Two-Pond Trout Growth", "standards": [ "MS-LS1-5" ], "prompt_html": "

A trout farm raised fish from one hatch in two ponds. One pond was kept warmer and the fish there were fed more. A report describes what happened.

 

\n

Click the ONE sentence that is the strongest evidence that the pond conditions - not inherited traits alone - set the trout’s final body size.

", "prompt_plain": "A trout farm raised fish from one hatch in two ponds. One pond was kept warmer and the fish there were fed more. A report describes what happened. Click the ONE sentence that is the strongest evidence that the pond conditions - not inherited traits alone - set the trout’s final body size.", "context_html": "", "options": [ { "id": "HT1", "text": "The fish in both ponds hatched from the same batch of eggs, so they began with very similar inherited traits.", "plain": "The fish in both ponds hatched from the same batch of eggs, so they began with very similar inherited traits.", "correct": false, "kind": "hottext" }, { "id": "HT2", "text": "After one year the trout in the warmer, better-fed pond were clearly longer and heavier than the trout in the cooler pond.", "plain": "After one year the trout in the warmer, better-fed pond were clearly longer and heavier than the trout in the cooler pond.", "correct": true, "kind": "hottext" }, { "id": "HT3", "text": "Workers checked each pond for cleanliness each morning.", "plain": "Workers checked each pond for cleanliness each morning.", "correct": false, "kind": "hottext" }, { "id": "HT4", "text": "Both groups of trout kept the same spotted skin pattern their parents had.", "plain": "Both groups of trout kept the same spotted skin pattern their parents had.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "HT2" ] }, "n_options": 4 }, { "n": 20, "item_id": "_a25fac88-cb3a-4c16-b546-913236d0ee60", "type": "choice", "title": "Owls and Prairie Dogs", "standards": [ "MS-LS2-2" ], "prompt_html": "

On a grassland, some burrowing owls nest in tunnels that prairie dogs dug and then abandoned, while other owls nest on their own. A survey compared the two groups.

Table 1. Nesting Survey Results

GroupChicks raised per nestEffect on prairie-dog colony
Owls in abandoned prairie-dog tunnels4.1No change in colony size
Owls nesting on their own2.3No prairie dogs involved

Which statement best describes the interaction between the burrowing owls and the prairie dogs?

", "prompt_plain": "On a grassland, some burrowing owls nest in tunnels that prairie dogs dug and then abandoned, while other owls nest on their own. A survey compared the two groups. Table 1. Nesting Survey Results Group Chicks raised per nest Effect on prairie-dog colony Owls in abandoned prairie-dog tunnels 4.1 No change in colony size Owls nesting on their own 2.3 No prairie dogs involved Which statement best describes the interaction between the burrowing owls and the prairie dogs?", "context_html": "", "options": [ { "id": "cA20", "text": "The owls and the prairie dogs are both harmed by living near each other.", "plain": "The owls and the prairie dogs are both harmed by living near each other.", "correct": false, "kind": "choice" }, { "id": "cB20", "text": "The owls are harmed while the prairie dogs benefit from the owls.", "plain": "The owls are harmed while the prairie dogs benefit from the owls.", "correct": false, "kind": "choice" }, { "id": "cC20", "text": "The owls benefit by using the tunnels while the prairie dogs are not affected.", "plain": "The owls benefit by using the tunnels while the prairie dogs are not affected.", "correct": true, "kind": "choice" }, { "id": "cD20", "text": "The owls and the prairie dogs both benefit from the arrangement.", "plain": "The owls and the prairie dogs both benefit from the arrangement.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC20" ] }, "n_options": 4 }, { "n": 21, "item_id": "_2741ea56-d295-4fd9-8bdd-c3ba4c06dc94", "type": "choice", "title": "Hillside Ash Marker Bed", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Look at Figure 1. The pale ash bed is a layer of volcanic ash that settled across the whole county at one time, and it is found in the same spot in the layers of hillsides all over the county.

Which claim does this evidence best support?

", "prompt_plain": "Look at Figure 1. The pale ash bed is a layer of volcanic ash that settled across the whole county at one time, and it is found in the same spot in the layers of hillsides all over the county. Which claim does this evidence best support?", "context_html": "", "options": [ { "id": "cA21", "text": "The ash bed is the oldest layer, because volcanic ash forms deep underground.", "plain": "The ash bed is the oldest layer, because volcanic ash forms deep underground.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The ash bed marks one moment in time, so layers can be matched between hillsides.", "plain": "The ash bed marks one moment in time, so layers can be matched between hillsides.", "correct": true, "kind": "choice" }, { "id": "cC21", "text": "Each hillside’s layers formed at different times, so the hillsides cannot be matched.", "plain": "Each hillside’s layers formed at different times, so the hillsides cannot be matched.", "correct": false, "kind": "choice" }, { "id": "cD21", "text": "The pale ash bed took the longest time of any layer to form.", "plain": "The pale ash bed took the longest time of any layer to form.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7db910e0-48a5-44e7-b73c-f99450326941" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB21" ] }, "n_options": 4, "passage_html": "

Hillside Rock Record

A hillside shows tilted rock layers with a pale volcanic-ash marker bed and an iron-rich band; a county map shows where that iron band reaches the surface.

Figure 1. Hillside Cross-Section

\"Tilted

Figure 2. County Outcrop Map

\"County

", "passage_plain": "Hillside Rock Record A hillside shows tilted rock layers with a pale volcanic-ash marker bed and an iron-rich band; a county map shows where that iron band reaches the surface. Figure 1. Hillside Cross-Section Figure 2. County Outcrop Map" }, { "n": 22, "item_id": "_fbc9bb56-a9a8-422a-a2ee-0f1876e0e008", "type": "choice", "title": "Finding the Iron Band", "standards": [ "MS-ESS3-1" ], "prompt_html": "

Look at Figure 1 and Figure 2. A company wants to mine the iron-rich band, which is one tilted rock layer.

Where is the county most likely to find more of the iron-rich rock underground?

", "prompt_plain": "Look at Figure 1 and Figure 2. A company wants to mine the iron-rich band, which is one tilted rock layer. Where is the county most likely to find more of the iron-rich rock underground?", "context_html": "", "options": [ { "id": "cA22", "text": "Along the line where the band reaches the surface, because the tilted layer slopes down underground there.", "plain": "Along the line where the band reaches the surface, because the tilted layer slopes down underground there.", "correct": true, "kind": "choice" }, { "id": "cB22", "text": "Spread evenly under the whole county, because iron ore forms the same way across the region.", "plain": "Spread evenly under the whole county, because iron ore forms the same way across the region.", "correct": false, "kind": "choice" }, { "id": "cC22", "text": "Beneath the highest hill, because heavy iron ore settles at the highest ground.", "plain": "Beneath the highest hill, because heavy iron ore settles at the highest ground.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "There is no more to find, because the map shows the county’s whole iron supply.", "plain": "There is no more to find, because the map shows the county’s whole iron supply.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7db910e0-48a5-44e7-b73c-f99450326941" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA22" ] }, "n_options": 4, "passage_html": "

Hillside Rock Record

A hillside shows tilted rock layers with a pale volcanic-ash marker bed and an iron-rich band; a county map shows where that iron band reaches the surface.

Figure 1. Hillside Cross-Section

\"Tilted

Figure 2. County Outcrop Map

\"County

", "passage_plain": "Hillside Rock Record A hillside shows tilted rock layers with a pale volcanic-ash marker bed and an iron-rich band; a county map shows where that iron band reaches the surface. Figure 1. Hillside Cross-Section Figure 2. County Outcrop Map" }, { "n": 23, "item_id": "_a958cdba-c8ac-4c0f-a8a4-6e072a9e3623", "type": "order", "title": "Quake Warning Steps", "standards": [ "MS-ESS3-2" ], "prompt_html": "

Quake Warning Steps

An early-warning system works because electronic signals travel faster than the ground’s strong shaking. A monitoring center uses the first, weaker shaking to warn people before the strong shaking arrives.

 

Put the four steps in the order they happen, from first to last.

", "prompt_plain": "Quake Warning Steps An early-warning system works because electronic signals travel faster than the ground’s strong shaking. A monitoring center uses the first, weaker shaking to warn people before the strong shaking arrives. Put the four steps in the order they happen, from first to last.", "context_html": "", "options": [ { "id": "oCenter", "text": "The center’s computers locate the quake and estimate how strong it is.", "plain": "The center’s computers locate the quake and estimate how strong it is.", "correct": true, "kind": "choice" }, { "id": "oSeis", "text": "A seismometer near the fault records the first, weaker ground shaking.", "plain": "A seismometer near the fault records the first, weaker ground shaking.", "correct": true, "kind": "choice" }, { "id": "oPhones", "text": "Warning messages reach phones before the strong shaking arrives.", "plain": "Warning messages reach phones before the strong shaking arrives.", "correct": true, "kind": "choice" }, { "id": "oAlert", "text": "The center sends an alert out over the cell-phone network.", "plain": "The center sends an alert out over the cell-phone network.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, B, C, D", "key_values": { "RESPONSE": [ "oSeis", "oCenter", "oAlert", "oPhones" ] }, "n_options": 4 }, { "n": 24, "item_id": "_40228fbb-7942-4661-a0f4-262102c6614b", "type": "choice", "title": "Carver River Cleanup - Part A", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part A

Look at Table 1. Compare the dissolved-copper readings before and after the fix.

Which claim do the data best support?

", "prompt_plain": "Part A Look at Table 1. Compare the dissolved-copper readings before and after the fix. Which claim do the data best support?", "context_html": "", "options": [ { "id": "cA24", "text": "Dissolved copper rose at the river stations after the fix, so the cleanup made the river worse.", "plain": "Dissolved copper rose at the river stations after the fix, so the cleanup made the river worse.", "correct": false, "kind": "choice" }, { "id": "cB24", "text": "Dissolved copper was highest at the upstream station, so the mine was not the source.", "plain": "Dissolved copper was highest at the upstream station, so the mine was not the source.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "Dissolved copper fell sharply below the tailings after the fix, while upstream stayed the same.", "plain": "Dissolved copper fell sharply below the tailings after the fix, while upstream stayed the same.", "correct": true, "kind": "choice" }, { "id": "cD24", "text": "Dissolved copper changed little at the stations, so the cleanup had no clear effect.", "plain": "Dissolved copper changed little at the stations, so the cleanup had no clear effect.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e27b86a7-e046-4c98-84bf-429146825c33" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC24" ] }, "n_options": 4, "passage_html": "

Carver River Cleanup

After a copper mine closed, its tailings pile kept leaking dissolved metals toward the Carver River; a cleanup crew built a lined settling pond and a limestone channel, then logged dissolved-copper levels at river stations over five years to test whether the fix worked.

Figure 1. Carver River Site Map

\"Schematic

Table 1. Dissolved Copper in the Carver River (mg/L)

River stationYear 1 (before fix)Year 5 (after fix)
Upstream of tailings0.030.03
At the tailings outflow0.850.14
1 km downstream0.520.10
", "passage_plain": "Carver River Cleanup After a copper mine closed, its tailings pile kept leaking dissolved metals toward the Carver River; a cleanup crew built a lined settling pond and a limestone channel, then logged dissolved-copper levels at river stations over five years to test whether the fix worked. Figure 1. Carver River Site Map Table 1. Dissolved Copper in the Carver River (mg/L) River station Year 1 (before fix) Year 5 (after fix) Upstream of tailings 0.03 0.03 At the tailings outflow 0.85 0.14 1 km downstream 0.52 0.10" }, { "n": 25, "item_id": "_0acad71a-7877-4877-890b-1741b382e3a1", "type": "choice", "title": "Carver River Cleanup - Part B", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part B

Look at Table 1 again.

Which result is the strongest evidence that the cleanup, and not something else, lowered the copper in the river?

", "prompt_plain": "Part B Look at Table 1 again. Which result is the strongest evidence that the cleanup, and not something else, lowered the copper in the river?", "context_html": "", "options": [ { "id": "cA25", "text": "In Year 1 the downstream reading was already lower than the outflow reading.", "plain": "In Year 1 the downstream reading was already lower than the outflow reading.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "Building the settling pond and the limestone channel cost the crew a lot of money.", "plain": "Building the settling pond and the limestone channel cost the crew a lot of money.", "correct": false, "kind": "choice" }, { "id": "cC25", "text": "The river happened to carry much more water in Year 5 than it did in Year 1.", "plain": "The river happened to carry much more water in Year 5 than it did in Year 1.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The upstream reading held steady, which rules out a river-wide cause for the downstream drops.", "plain": "The upstream reading held steady, which rules out a river-wide cause for the downstream drops.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_e27b86a7-e046-4c98-84bf-429146825c33" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD25" ] }, "n_options": 4, "passage_html": "

Carver River Cleanup

After a copper mine closed, its tailings pile kept leaking dissolved metals toward the Carver River; a cleanup crew built a lined settling pond and a limestone channel, then logged dissolved-copper levels at river stations over five years to test whether the fix worked.

Figure 1. Carver River Site Map

\"Schematic

Table 1. Dissolved Copper in the Carver River (mg/L)

River stationYear 1 (before fix)Year 5 (after fix)
Upstream of tailings0.030.03
At the tailings outflow0.850.14
1 km downstream0.520.10
", "passage_plain": "Carver River Cleanup After a copper mine closed, its tailings pile kept leaking dissolved metals toward the Carver River; a cleanup crew built a lined settling pond and a limestone channel, then logged dissolved-copper levels at river stations over five years to test whether the fix worked. Figure 1. Carver River Site Map Table 1. Dissolved Copper in the Carver River (mg/L) River station Year 1 (before fix) Year 5 (after fix) Upstream of tailings 0.03 0.03 At the tailings outflow 0.85 0.14 1 km downstream 0.52 0.10" }, { "n": 26, "item_id": "_6459155a-1539-4abf-9521-0d41a593b475", "type": "choice", "title": "Carbon Dioxide and Temperature", "standards": [ "MS-ESS3-5" ], "prompt_html": "

CO2 and Temperature

Figure 1. Carbon Dioxide and Global Temperature, 1850-2020

\"Line

Look at Figure 1.

Which statement do the data best support?

", "prompt_plain": "CO 2 and Temperature Figure 1. Carbon Dioxide and Global Temperature, 1850-2020 Look at Figure 1. Which statement do the data best support?", "context_html": "", "options": [ { "id": "cA26", "text": "Carbon dioxide and global temperature have both risen over the years since 1850.", "plain": "Carbon dioxide and global temperature have both risen over the years since 1850.", "correct": true, "kind": "choice" }, { "id": "cB26", "text": "Carbon dioxide has risen since 1850, but the temperature record shows no change.", "plain": "Carbon dioxide has risen since 1850, but the temperature record shows no change.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "Global temperature has risen while carbon-dioxide levels fell over the same years.", "plain": "Global temperature has risen while carbon-dioxide levels fell over the same years.", "correct": false, "kind": "choice" }, { "id": "cD26", "text": "Carbon dioxide and global temperature have both fallen steadily since 1850.", "plain": "Carbon dioxide and global temperature have both fallen steadily since 1850.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-33/images/slot26.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA26" ] }, "n_options": 4 }, { "n": 27, "item_id": "_32fb0bc0-1ca1-4b2e-b8d3-7fa85220ca30", "type": "choice", "title": "City Growth and Waste", "standards": [ "MS-ESS3-4" ], "prompt_html": "

City Growth and Waste

Table 1. City population and landfill waste

YearPopulationWaste to landfill (tons/year)
201540,00022,000
202052,00030,000
202565,00038,000

Use Table 1.

Which TWO statements do the data support? Choose the TWO best answers.

", "prompt_plain": "City Growth and Waste Table 1. City population and landfill waste Year Population Waste to landfill (tons/year) 2015 40,000 22,000 2020 52,000 30,000 2025 65,000 38,000 Use Table 1. Which TWO statements do the data support? Choose the TWO best answers.", "context_html": "", "options": [ { "id": "cA27", "text": "The yearly waste sent to the landfill fell while the population grew.", "plain": "The yearly waste sent to the landfill fell while the population grew.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "As the population rose, the yearly waste sent to the landfill rose as well.", "plain": "As the population rose, the yearly waste sent to the landfill rose as well.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "The amount of waste did not depend on the size of the population.", "plain": "The amount of waste did not depend on the size of the population.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "The city sent more waste to the landfill in 2025 than it did in 2015.", "plain": "The city sent more waste to the landfill in 2025 than it did in 2015.", "correct": true, "kind": "choice" }, { "id": "cE27", "text": "The city’s population stayed about the same across the ten years.", "plain": "The city’s population stayed about the same across the ten years.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB27", "cD27" ] }, "n_options": 5 }, { "n": 28, "item_id": "_80c2786b-11d4-4d33-bc1d-4cc174d988e1", "type": "text-entry", "title": "Solar System Scale Model", "standards": [ "MS-ESS1-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Solar System Scale Model

Table 1. Real distance from the Sun

PlanetDistance (million km)
Mercury58
Venus108
Earth150
Mars228
Jupiter780
Saturn1,440

In the model, the real Sun-to-Earth distance (150 million km) is shown as 1.0 meter. Every other distance is scaled by the same amount.

In this model, how far from the Sun should Saturn be placed, in meters?

Give your answer as a number (e.g., 3).

Model distance for Saturn, in meters:

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "9.6" ] }, "n_options": 0 }, { "n": 29, "item_id": "_0f35e1e6-a344-4467-9879-90decfaa73a5", "type": "choice", "title": "Windward and Leeward Rain", "standards": [ "MS-ESS2-5" ], "prompt_html": "

Windward and Leeward Rain

Figure 1. Ridge Cross-Section

\"Cross-section

Table 1. Yearly rainfall on each side

Side of ridgeYearly rainfall (mm)
Windward (wind hits first)1,200
Leeward (far side)300

Look at Figure 1 and Table 1. The windward side gets far more rain than the leeward side.

Which statement best explains this difference?

", "prompt_plain": "Windward and Leeward Rain Figure 1. Ridge Cross-Section Table 1. Yearly rainfall on each side Side of ridge Yearly rainfall (mm) Windward (wind hits first) 1,200 Leeward (far side) 300 Look at Figure 1 and Table 1. The windward side gets far more rain than the leeward side. Which statement best explains this difference?", "context_html": "", "options": [ { "id": "cA29", "text": "The leeward side is warmer, so its rain evaporates before anyone can measure it.", "plain": "The leeward side is warmer, so its rain evaporates before anyone can measure it.", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "Air rising over the windward side cools and drops its moisture, so the leeward side gets little rain.", "plain": "Air rising over the windward side cools and drops its moisture, so the leeward side gets little rain.", "correct": true, "kind": "choice" }, { "id": "cC29", "text": "The ridge blocks the moving air, so the windward side ends up drier than the leeward side.", "plain": "The ridge blocks the moving air, so the windward side ends up drier than the leeward side.", "correct": false, "kind": "choice" }, { "id": "cD29", "text": "Both sides sit under the same sky, so the rainfall difference must be a measuring mistake.", "plain": "Both sides sit under the same sky, so the rainfall difference must be a measuring mistake.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-33/images/slot29.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB29" ] }, "n_options": 4 }, { "n": 30, "item_id": "_529fdf91-5536-4df3-bfb4-3e3de56cac92", "type": "choice", "title": "Dock Crane vs Trolley", "standards": [ "MS-PS3-1" ], "prompt_html": "

Dock Crane vs Trolley

Table 1. Mass and speed

ObjectMass (kg)Speed (m/s)
Crane container4,0003
Baggage trolley5006

Use Table 1. A moving object’s kinetic energy depends on both its mass and its speed.

Which statement about the two objects’ kinetic energy is best supported?

", "prompt_plain": "Dock Crane vs Trolley Table 1. Mass and speed Object Mass (kg) Speed (m/s) Crane container 4,000 3 Baggage trolley 500 6 Use Table 1. A moving object’s kinetic energy depends on both its mass and its speed. Which statement about the two objects’ kinetic energy is best supported?", "context_html": "", "options": [ { "id": "cA30", "text": "The trolley has more kinetic energy, because the faster-moving object carries more energy.", "plain": "The trolley has more kinetic energy, because the faster-moving object carries more energy.", "correct": false, "kind": "choice" }, { "id": "cB30", "text": "They have equal kinetic energy, because more mass and more speed cancel each other out.", "plain": "They have equal kinetic energy, because more mass and more speed cancel each other out.", "correct": false, "kind": "choice" }, { "id": "cC30", "text": "The container has more kinetic energy, because it is simply the larger object to look at.", "plain": "The container has more kinetic energy, because it is simply the larger object to look at.", "correct": false, "kind": "choice" }, { "id": "cD30", "text": "The container has more kinetic energy, because its greater mass outweighs the trolley’s higher speed.", "plain": "The container has more kinetic energy, because its greater mass outweighs the trolley’s higher speed.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD30" ] }, "n_options": 4 }, { "n": 31, "item_id": "_9aab7559-cba1-4571-8953-98393040c102", "type": "portable-custom", "title": "Ore-Cart Kinetic Energy", "standards": [ "MS-PS3-1" ], "prompt_html": "

A track sensor times a loaded ore cart as it rolls past at several steady speeds. At each speed, the sensor reports the cart’s kinetic energy. The table below shows the kinetic energy at three of the speeds.

SpeedKinetic energy
2 m/s20 J (joules)
4 m/s80 J
8 m/s320 J

 

Complete the bar graph. Set one bar for each speed from 2 m/s to 8 m/s so the graph shows the cart’s kinetic energy at every speed. Use the pattern in the table to find the speed that is not listed.

", "prompt_plain": "A track sensor times a loaded ore cart as it rolls past at several steady speeds. At each speed, the sensor reports the cart’s kinetic energy. The table below shows the kinetic energy at three of the speeds. Speed Kinetic energy 2 m/s 20 J (joules) 4 m/s 80 J 8 m/s 320 J Complete the bar graph. Set one bar for each speed from 2 m/s to 8 m/s so the graph shows the cart’s kinetic energy at every speed. Use the pattern in the table to find the speed that is not listed.", "context_html": "", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "[{\"x\":\"2 m/s\",\"y\":20},{\"x\":\"4 m/s\",\"y\":80},{\"x\":\"6 m/s\",\"y\":180},{\"x\":\"8 m/s\",\"y\":320}]" ] }, "n_options": 0 }, { "n": 32, "item_id": "_bb47a6d9-cf26-41d6-b5aa-73fc6f0f5aa7", "type": "text-entry", "title": "Harbor Swell Spacing", "standards": [ "MS-PS4-1" ], "prompt_html": "", "prompt_plain": "", "context_html": "

At a harbor, ocean swells move toward shore at a steady speed of 8 meters per second. A floating buoy bobs up and down 0.2 times each second as the swells pass it (a frequency of 0.2 hertz).

\"Evenly

Use the wave relationship (speed = frequency x wavelength) to find the distance between one swell crest and the next (the wavelength).

What is the distance between swell crests, in meters?

Give your answer as a whole number (e.g., 15).

Distance between crests (meters):

", "options": [], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-33/images/slot32.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "40" ] }, "n_options": 0 }, { "n": 33, "item_id": "_3e44d8be-c90e-4e54-934a-3a2485764314", "type": "inline-choice", "title": "Magnet Stack Lifting Power", "standards": [ "MS-PS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A bench test adds one disc magnet at a time to a holder and counts how many steel paperclips the growing stack can lift. The table below lists the results.

Magnets in stackPaperclips lifted
13
26
39
412

Use the data to complete the claim. Choose the word for each blank.

As more magnets are added to the stack, the number of paperclips it can lift , which shows that the magnetic force gets .

", "options": [ { "id": "b1o08f27157", "text": "increases", "plain": "increases", "correct": true, "kind": "inline" }, { "id": "b1o8e09db2f", "text": "decreases", "plain": "decreases", "correct": false, "kind": "inline" }, { "id": "b1oe9d0da3e", "text": "stays the same", "plain": "stays the same", "correct": false, "kind": "inline" }, { "id": "b2o024b8fe0", "text": "stronger", "plain": "stronger", "correct": true, "kind": "inline" }, { "id": "b2of2b16e8d", "text": "weaker", "plain": "weaker", "correct": false, "kind": "inline" }, { "id": "b2o579300de", "text": "unchanged", "plain": "unchanged", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE_B1": [ "b1o08f27157" ], "RESPONSE_B2": [ "b2o024b8fe0" ] }, "n_options": 6 }, { "n": 34, "item_id": "_0cb9042b-50c4-4e22-9a58-08ccb231c51e", "type": "choice", "title": "Coffee Sleeve Cooling Test", "standards": [ "MS-PS3-3" ], "prompt_html": "

A cafe tests two to-go cup sleeves by filling identical cups with hot coffee and logging the temperature as each drink cools. One cup wears a plain cardboard sleeve; the other wears a ridged, foil-lined sleeve. The table below shows the results.

Time (min)Plain cardboard (C)Ridged foil-lined (C)
08080
106874
205869
305064

Which sleeve best slows the transfer of thermal energy out of the drink, and how do the data show it?

", "prompt_plain": "A cafe tests two to-go cup sleeves by filling identical cups with hot coffee and logging the temperature as each drink cools. One cup wears a plain cardboard sleeve; the other wears a ridged, foil-lined sleeve. The table below shows the results. Time (min) Plain cardboard (C) Ridged foil-lined (C) 0 80 80 10 68 74 20 58 69 30 50 64 Which sleeve best slows the transfer of thermal energy out of the drink, and how do the data show it?", "context_html": "", "options": [ { "id": "cA34", "text": "The plain cardboard sleeve, because a natural material traps heat better.", "plain": "The plain cardboard sleeve, because a natural material traps heat better.", "correct": false, "kind": "choice" }, { "id": "cB34", "text": "The ridged foil-lined sleeve, because its drink stayed warmer over time.", "plain": "The ridged foil-lined sleeve, because its drink stayed warmer over time.", "correct": true, "kind": "choice" }, { "id": "cC34", "text": "The plain cardboard sleeve, because its drink reached room temperature sooner.", "plain": "The plain cardboard sleeve, because its drink reached room temperature sooner.", "correct": false, "kind": "choice" }, { "id": "cD34", "text": "The ridged foil-lined sleeve, because the foil adds heat back into the drink.", "plain": "The ridged foil-lined sleeve, because the foil adds heat back into the drink.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB34" ] }, "n_options": 4 }, { "n": 35, "item_id": "_03ab82c3-599d-43be-8b9e-276652188309", "type": "inline-choice", "title": "Key-Fob Code Through Noise", "standards": [ "MS-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Look at Figure 1. The key fob sends the lock command to the car as a coded burst of pulses.

Complete the explanation of why the car still reads the command correctly after noise is added. Choose the word or phrase for each blank.

The command is sent as a pattern of , so when noise adds small bumps, each pulse is still read as , and the code arrives unchanged.

", "options": [ { "id": "b1o28cfd313", "text": "high-or-low pulses", "plain": "high-or-low pulses", "correct": true, "kind": "inline" }, { "id": "b1o6424f16f", "text": "smoothly changing waves", "plain": "smoothly changing waves", "correct": false, "kind": "inline" }, { "id": "b1o904339f2", "text": "random bursts of static", "plain": "random bursts of static", "correct": false, "kind": "inline" }, { "id": "b2oebeb44c3", "text": "one of two fixed levels", "plain": "one of two fixed levels", "correct": true, "kind": "inline" }, { "id": "b2o578048f8", "text": "slightly higher or lower", "plain": "slightly higher or lower", "correct": false, "kind": "inline" }, { "id": "b2o58c23084", "text": "something new entirely", "plain": "something new entirely", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [ "_d76a6e4a-4f58-49db-a604-d97c860c8dbb" ], "key_letters": "", "key_values": { "RESPONSE_B1": [ "b1o28cfd313" ], "RESPONSE_B2": [ "b2oebeb44c3" ] }, "n_options": 6, "passage_html": "

Key-Fob Lock Code

A car key fob sends the lock command as a short burst of pulses. Each pulse is either on or off, shown as a high or a low level - a digital code. Figure 1 shows the same command carried two ways. The top panel is the digital pulse train the car reads. The bottom panel is a smooth analog signal. Both panels show the signal after the same noise was added.

Figure 1. Digital and Analog Signals

\"Two

", "passage_plain": "Key-Fob Lock Code A car key fob sends the lock command as a short burst of pulses. Each pulse is either on or off, shown as a high or a low level - a digital code. Figure 1 shows the same command carried two ways. The top panel is the digital pulse train the car reads. The bottom panel is a smooth analog signal. Both panels show the signal after the same noise was added. Figure 1. Digital and Analog Signals" }, { "n": 36, "item_id": "_31f4a17f-dc1c-422e-9465-d6d6ccaaa41e", "type": "choice", "title": "Key-Fob Signal Evidence", "standards": [ "MS-PS4-3" ], "prompt_html": "

Look at Figure 1. The same lock command is shown after the same noise was added to the digital pulses and to the analog signal.

Which observation from the diagram is the best evidence that the digital code survives the noise better than the analog signal?

", "prompt_plain": "Look at Figure 1. The same lock command is shown after the same noise was added to the digital pulses and to the analog signal. Which observation from the diagram is the best evidence that the digital code survives the noise better than the analog signal?", "context_html": "", "options": [ { "id": "cA36", "text": "The digital pulses show sharper corners than the analog wave.", "plain": "The digital pulses show sharper corners than the analog wave.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "The analog wave carries more detail than the digital pulses.", "plain": "The analog wave carries more detail than the digital pulses.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "The digital burst finishes faster than the slower analog signal.", "plain": "The digital burst finishes faster than the slower analog signal.", "correct": false, "kind": "choice" }, { "id": "cD36", "text": "The noisy digital pulses still read clearly as high or low.", "plain": "The noisy digital pulses still read clearly as high or low.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_d76a6e4a-4f58-49db-a604-d97c860c8dbb" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD36" ] }, "n_options": 4, "passage_html": "

Key-Fob Lock Code

A car key fob sends the lock command as a short burst of pulses. Each pulse is either on or off, shown as a high or a low level - a digital code. Figure 1 shows the same command carried two ways. The top panel is the digital pulse train the car reads. The bottom panel is a smooth analog signal. Both panels show the signal after the same noise was added.

Figure 1. Digital and Analog Signals

\"Two

", "passage_plain": "Key-Fob Lock Code A car key fob sends the lock command as a short burst of pulses. Each pulse is either on or off, shown as a high or a low level - a digital code. Figure 1 shows the same command carried two ways. The top panel is the digital pulse train the car reads. The bottom panel is a smooth analog signal. Both panels show the signal after the same noise was added. Figure 1. Digital and Analog Signals" }, { "n": 37, "item_id": "_1135a374-f519-4fc3-b659-a618c9a9bdf3", "type": "choice", "title": "Trailhead Sign Requirement", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A park is designing a new trailhead sign. The design brief below lists what the park needs.

Trailhead Sign Brief

Spend no more than $500 on the sign.

Stay readable for at least ten years.

Hold up in sun, rain, and snow.

Be easy for hikers to see from the trail.

Which requirement is a constraint (a limit the design must stay within) rather than a criterion (a measure of how well the sign works)?

", "prompt_plain": "A park is designing a new trailhead sign. The design brief below lists what the park needs. Trailhead Sign Brief Spend no more than $500 on the sign. Stay readable for at least ten years. Hold up in sun, rain, and snow. Be easy for hikers to see from the trail. Which requirement is a constraint (a limit the design must stay within) rather than a criterion (a measure of how well the sign works)?", "context_html": "", "options": [ { "id": "cA37", "text": "The sign must cost no more than $500.", "plain": "The sign must cost no more than $500.", "correct": true, "kind": "choice" }, { "id": "cB37", "text": "The sign must stay readable for at least ten years.", "plain": "The sign must stay readable for at least ten years.", "correct": false, "kind": "choice" }, { "id": "cC37", "text": "The sign must hold up in sun, rain, and snow.", "plain": "The sign must hold up in sun, rain, and snow.", "correct": false, "kind": "choice" }, { "id": "cD37", "text": "The sign must be easy for hikers to see.", "plain": "The sign must be easy for hikers to see.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA37" ] }, "n_options": 4 }, { "n": 38, "item_id": "_65c6ee26-106d-4c0e-8423-0e16ee60cdd4", "type": "choice", "title": "Drip Timer Schedule Choice", "standards": [ "MS-ETS1-2" ], "prompt_html": "

Look at Table 1 and Table 2. The garden must keep each end-of-day soil-moisture reading between 25% and 40% while spending as little on water as possible.

Using both tables, which schedule is the better watering design, and why?

", "prompt_plain": "Look at Table 1 and Table 2. The garden must keep each end-of-day soil-moisture reading between 25% and 40% while spending as little on water as possible. Using both tables, which schedule is the better watering design, and why?", "context_html": "", "options": [ { "id": "cA38", "text": "Schedule A, because it kept the soil moisture the highest.", "plain": "Schedule A, because it kept the soil moisture the highest.", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Schedule A, because it watered the raised beds more often.", "plain": "Schedule A, because it watered the raised beds more often.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "Schedule B, because it met the moisture goal while costing less.", "plain": "Schedule B, because it met the moisture goal while costing less.", "correct": true, "kind": "choice" }, { "id": "cD38", "text": "Schedule B, because its timer used less electricity each day.", "plain": "Schedule B, because its timer used less electricity each day.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_53e53708-249e-4690-8c40-2a3a05f8b983" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC38" ] }, "n_options": 4, "passage_html": "

Raised-Bed Drip Timer

A community garden must water its raised beds over a three-day holiday weekend. A drip-irrigation timer can run on two schedules. Schedule A runs the drippers three times a day in short bursts. Schedule B runs them once a day in one long soak. The soil moisture is measured at the end of each day. These plants stay healthy as long as that end-of-day reading is between 25% and 40%. Table 1 lists those daily readings. Table 2 lists the water cost for the weekend.

Table 1. Soil Moisture Each Day (%)

DaySchedule ASchedule B
Day 13731
Day 23929
Day 33827

Table 2. Weekend Water Cost

ScheduleWater cost
Schedule A$6.00
Schedule B$3.50

Figure 1. The Raised Beds and Timer

\"Wooden

", "passage_plain": "Raised-Bed Drip Timer A community garden must water its raised beds over a three-day holiday weekend. A drip-irrigation timer can run on two schedules. Schedule A runs the drippers three times a day in short bursts. Schedule B runs them once a day in one long soak. The soil moisture is measured at the end of each day. These plants stay healthy as long as that end-of-day reading is between 25% and 40%. Table 1 lists those daily readings. Table 2 lists the water cost for the weekend. Table 1. Soil Moisture Each Day (%) Day Schedule A Schedule B Day 1 37 31 Day 2 39 29 Day 3 38 27 Table 2. Weekend Water Cost Schedule Water cost Schedule A $6.00 Schedule B $3.50 Figure 1. The Raised Beds and Timer" }, { "n": 39, "item_id": "_361c63e7-b1ba-4e5c-843a-84f1ba4f7c2d", "type": "gap-match", "title": "Drip Schedule Comparison", "standards": [ "MS-ETS1-3" ], "prompt_html": "

Look at Table 1 and Table 2. Use the data to complete the comparison of the two schedules.

 

Drag the correct phrase into each blank.

", "prompt_plain": "Look at Table 1 and Table 2. Use the data to complete the comparison of the two schedules. Drag the correct phrase into each blank.", "context_html": "", "options": [ { "id": "tSA", "text": "Schedule A", "plain": "Schedule A", "correct": false, "kind": "gap-token" }, { "id": "tHealthy", "text": "in the healthy range", "plain": "in the healthy range", "correct": false, "kind": "gap-token" }, { "id": "tSB", "text": "Schedule B", "plain": "Schedule B", "correct": false, "kind": "gap-token" }, { "id": "tAbove", "text": "above the healthy range", "plain": "above the healthy range", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [ "_53e53708-249e-4690-8c40-2a3a05f8b983" ], "key_letters": "", "key_values": { "RESPONSE": [ "tSB g1", "tSA g2", "tHealthy g3" ] }, "n_options": 4, "passage_html": "

Raised-Bed Drip Timer

A community garden must water its raised beds over a three-day holiday weekend. A drip-irrigation timer can run on two schedules. Schedule A runs the drippers three times a day in short bursts. Schedule B runs them once a day in one long soak. The soil moisture is measured at the end of each day. These plants stay healthy as long as that end-of-day reading is between 25% and 40%. Table 1 lists those daily readings. Table 2 lists the water cost for the weekend.

Table 1. Soil Moisture Each Day (%)

DaySchedule ASchedule B
Day 13731
Day 23929
Day 33827

Table 2. Weekend Water Cost

ScheduleWater cost
Schedule A$6.00
Schedule B$3.50

Figure 1. The Raised Beds and Timer

\"Wooden

", "passage_plain": "Raised-Bed Drip Timer A community garden must water its raised beds over a three-day holiday weekend. A drip-irrigation timer can run on two schedules. Schedule A runs the drippers three times a day in short bursts. Schedule B runs them once a day in one long soak. The soil moisture is measured at the end of each day. These plants stay healthy as long as that end-of-day reading is between 25% and 40%. Table 1 lists those daily readings. Table 2 lists the water cost for the weekend. Table 1. Soil Moisture Each Day (%) Day Schedule A Schedule B Day 1 37 31 Day 2 39 29 Day 3 38 27 Table 2. Weekend Water Cost Schedule Water cost Schedule A $6.00 Schedule B $3.50 Figure 1. The Raised Beds and Timer" }, { "n": 40, "item_id": "_e9f8ee33-3957-4bff-beb2-d2b8c53d3145", "type": "choice", "title": "Garden Watering Plan Evidence", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Look at Table 1 and Table 2. The garden club wants to improve its weekend watering plan using the test data.

Which TWO statements are best supported by the data? Select the TWO correct answers.

", "prompt_plain": "Look at Table 1 and Table 2. The garden club wants to improve its weekend watering plan using the test data. Which TWO statements are best supported by the data? Select the TWO correct answers.", "context_html": "", "options": [ { "id": "cA40", "text": "Schedule B is the better starting design because it met the goal and cost less.", "plain": "Schedule B is the better starting design because it met the goal and cost less.", "correct": true, "kind": "choice" }, { "id": "cB40", "text": "Schedule A should run even more often to push the soil moisture higher.", "plain": "Schedule A should run even more often to push the soil moisture higher.", "correct": false, "kind": "choice" }, { "id": "cC40", "text": "Cutting Schedule A’s watering times could lower its cost and still keep soil moist.", "plain": "Cutting Schedule A’s watering times could lower its cost and still keep soil moist.", "correct": true, "kind": "choice" }, { "id": "cD40", "text": "Because both schedules worked well, the lower water cost does not matter.", "plain": "Because both schedules worked well, the lower water cost does not matter.", "correct": false, "kind": "choice" }, { "id": "cE40", "text": "Neither schedule managed to keep the soil moisture in the healthy range.", "plain": "Neither schedule managed to keep the soil moisture in the healthy range.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_53e53708-249e-4690-8c40-2a3a05f8b983" ], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA40", "cC40" ] }, "n_options": 5, "passage_html": "

Raised-Bed Drip Timer

A community garden must water its raised beds over a three-day holiday weekend. A drip-irrigation timer can run on two schedules. Schedule A runs the drippers three times a day in short bursts. Schedule B runs them once a day in one long soak. The soil moisture is measured at the end of each day. These plants stay healthy as long as that end-of-day reading is between 25% and 40%. Table 1 lists those daily readings. Table 2 lists the water cost for the weekend.

Table 1. Soil Moisture Each Day (%)

DaySchedule ASchedule B
Day 13731
Day 23929
Day 33827

Table 2. Weekend Water Cost

ScheduleWater cost
Schedule A$6.00
Schedule B$3.50

Figure 1. The Raised Beds and Timer

\"Wooden

", "passage_plain": "Raised-Bed Drip Timer A community garden must water its raised beds over a three-day holiday weekend. A drip-irrigation timer can run on two schedules. Schedule A runs the drippers three times a day in short bursts. Schedule B runs them once a day in one long soak. The soil moisture is measured at the end of each day. These plants stay healthy as long as that end-of-day reading is between 25% and 40%. Table 1 lists those daily readings. Table 2 lists the water cost for the weekend. Table 1. Soil Moisture Each Day (%) Day Schedule A Schedule B Day 1 37 31 Day 2 39 29 Day 3 38 27 Table 2. Weekend Water Cost Schedule Water cost Schedule A $6.00 Schedule B $3.50 Figure 1. The Raised Beds and Timer" } ] }, { "form": "G8.34", "grade": "G8", "title": "Alpha Standardized Science G8.34", "test_id": "_test-74934e7e-ae8e-4b5b-94b4-0f4e35f42ff7", "n_items": 40, "n_stimuli": 6, "stimuli": { "_316ab281-971e-473d-9aaf-64e1f25dd915": { "title": "Trailside Snow-Melt Pad", "html": "

Trailside Snow-Melt Pad

A park crew sets a stepping pad on an icy trail on frosty mornings. A dry powder blend sealed inside the pad is wetted to start a reaction when the crew steps on it. The crew tests two blends in two identical pads that both start at 2 C in the cold air. Table 1 records each pad’s temperature as its blend reacts.

Figure 1

\"A

Table 1. Pad Temperature Over Time

Time (minutes)Blend A pad (C)Blend B pad (C)
022
216-3
427-6
631-7
830-6
1029-6
" }, "_95a72e36-1865-4a16-9cdd-710456c92c9e": { "title": "Dairy-Goat Herd Study", "html": "

Dairy-Goat Herd Study

A breeder studies a dairy-goat herd in which some goats grow no horns. A lab report describes a gene that differs in the hornless goats. The report also compares the leg (limb) bones of a goat, a sheep, and a deer, three hoofed mammals. Figure 1 shows the three animals’ limb skeletons with matching bones shaded the same way.

Figure 1

\"Limb

" }, "_7d93310a-da9b-4e13-9076-6be354393e24": { "title": "Bungee-Cord Stretch Test", "html": "

Bungee-Cord Stretch Test

A school maker club builds a toy bungee cord for a classroom drop game. The cord must not stretch too far, or the hanging weight would hit the floor. The club sets a maximum-elongation limit: under the same test load, the cord must stretch no more than 30 centimeters. The club builds and tests the cord three times (Round 1, Round 2, Round 3). After each round they change the cord’s material to try to reduce how far it stretches. Each time, they hang the same test load on the cord and measure the elongation. Elongation is how far the cord stretches past its resting length, in centimeters. Table 1 lists the elongation measured in each round.

Table 1

Build roundElongation under test load (cm)
Round 144
Round 236
Round 327

Figure 1. The Stretch Test

\"MS

" }, "_fd44fd02-1d5c-4c13-a86e-1e564951f963": { "title": "Subway Dig Rock Face", "html": "

Subway Dig Rock Face

Crews digging a new subway station cut a tall, flat rock wall. Figure 1 shows the wall. Several rock beds are stacked across it, and they do not fold or flip. Some beds are hard sandstone; the beds between them are softer shale. A pale seam of hardened volcanic ash runs across the beds. A dark mineral vein cuts straight across both the beds and the ash seam. On the open wall, the hard sandstone beds jut out as ridges, while the soft shale beds have worn back into shallow grooves.

Figure 1

\"A

" }, "_b9203c9b-a2ae-4713-9351-124ddd064488": { "title": "Water-Park Speed Slide", "html": "

Water-Park Speed Slide

A water park opens a tall speed slide. A rider can start from one of three launch decks, each set at a different height above the pool. The rider slides down a smooth chute and splashes into the pool at the bottom. A speed sensor at the pool entry measures how fast the rider is moving when they reach the water. Three points are marked on the slide: the top deck, the mid-slide, and the pool entry. Table 1 lists the start height of each launch deck and the pool-entry speed measured from it. The rider’s mass is the same for every run.

Table 1

Launch deckStart height (m)Pool-entry speed (m/s)
Low deck26
Middle deck510
High deck812

Figure 1. The Speed Slide

\"House-style

" }, "_3e0dad98-d3b0-4009-b581-f88022ace57b": { "title": "Harbor Baffle Study", "html": "

Harbor Baffle Study

A harbor had cloudy water and floating trash where a river entered it. In March, the harbor district installed a floating baffle - a long barrier that traps trash and sediment carried in by the water. Figure 1 shows how many tons of debris the baffle trapped each month after it was installed. Figure 2 shows the water cloudiness measured downstream each month, both before and after the install. A harbor study later found that most of the cloudiness still in the water washes in from several small creeks that enter upstream of the one baffle; very little comes from boats in the harbor.

\"A

\"A

" } }, "questions": [ { "n": 1, "item_id": "_24fc2909-bc56-4764-841c-f75c220c6655", "type": "choice", "title": "Snow-Melt Pad Energy Direction", "standards": [ "MS-PS1-6" ], "prompt_html": "

Look at Table 1.

Which TWO conclusions about the blends’ reactions are best supported by the temperature data? Choose the TWO correct answers.

", "prompt_plain": "Look at Table 1. Which TWO conclusions about the blends’ reactions are best supported by the temperature data? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA1", "text": "Both blends release thermal energy, because both pads change temperature over time.", "plain": "Both blends release thermal energy, because both pads change temperature over time.", "correct": false, "kind": "choice" }, { "id": "cB1", "text": "Blend A’s reaction releases thermal energy to the pad and the cold air around it.", "plain": "Blend A’s reaction releases thermal energy to the pad and the cold air around it.", "correct": true, "kind": "choice" }, { "id": "cC1", "text": "Blend A’s reaction absorbs thermal energy from the cold air, which is what makes its pad warmer.", "plain": "Blend A’s reaction absorbs thermal energy from the cold air, which is what makes its pad warmer.", "correct": false, "kind": "choice" }, { "id": "cD1", "text": "Blend B’s reaction absorbs thermal energy from the pad and the air around it.", "plain": "Blend B’s reaction absorbs thermal energy from the pad and the air around it.", "correct": true, "kind": "choice" }, { "id": "cE1", "text": "Blend B’s reaction releases cold from the powder out into the pad.", "plain": "Blend B’s reaction releases cold from the powder out into the pad.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_316ab281-971e-473d-9aaf-64e1f25dd915" ], "key_letters": "B, D", "key_values": { "RESPONSE": [ "cB1", "cD1" ] }, "n_options": 5, "passage_html": "

Trailside Snow-Melt Pad

A park crew sets a stepping pad on an icy trail on frosty mornings. A dry powder blend sealed inside the pad is wetted to start a reaction when the crew steps on it. The crew tests two blends in two identical pads that both start at 2 C in the cold air. Table 1 records each pad’s temperature as its blend reacts.

Figure 1

\"A

Table 1. Pad Temperature Over Time

Time (minutes)Blend A pad (C)Blend B pad (C)
022
216-3
427-6
631-7
830-6
1029-6
", "passage_plain": "Trailside Snow-Melt Pad A park crew sets a stepping pad on an icy trail on frosty mornings. A dry powder blend sealed inside the pad is wetted to start a reaction when the crew steps on it. The crew tests two blends in two identical pads that both start at 2 C in the cold air. Table 1 records each pad’s temperature as its blend reacts. Figure 1 Table 1. Pad Temperature Over Time Time (minutes) Blend A pad (C) Blend B pad (C) 0 2 2 2 16 -3 4 27 -6 6 31 -7 8 30 -6 10 29 -6" }, { "n": 2, "item_id": "_5e32cbe1-db8d-42a4-b909-0f8241ec6671", "type": "choice", "title": "Snow-Melt Pad Release Evidence", "standards": [ "MS-PS1-6" ], "prompt_html": "

A crew member claims that Blend A’s reaction releases thermal energy to its surroundings.

Which observation from Table 1 is the best evidence for this claim?

", "prompt_plain": "A crew member claims that Blend A’s reaction releases thermal energy to its surroundings. Which observation from Table 1 is the best evidence for this claim?", "context_html": "", "options": [ { "id": "cA2", "text": "The Blend A pad and the Blend B pad both started at the same temperature of 2 C.", "plain": "The Blend A pad and the Blend B pad both started at the same temperature of 2 C.", "correct": false, "kind": "choice" }, { "id": "cB2", "text": "The Blend A pad warmed from 2 C up to about 31 C while it sat in the cold air.", "plain": "The Blend A pad warmed from 2 C up to about 31 C while it sat in the cold air.", "correct": true, "kind": "choice" }, { "id": "cC2", "text": "The Blend A pad’s temperature leveled off and stayed near 30 C after 6 minutes.", "plain": "The Blend A pad’s temperature leveled off and stayed near 30 C after 6 minutes.", "correct": false, "kind": "choice" }, { "id": "cD2", "text": "The Blend B pad cooled from 2 C down to about -6 C over the same time.", "plain": "The Blend B pad cooled from 2 C down to about -6 C over the same time.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_316ab281-971e-473d-9aaf-64e1f25dd915" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB2" ] }, "n_options": 4, "passage_html": "

Trailside Snow-Melt Pad

A park crew sets a stepping pad on an icy trail on frosty mornings. A dry powder blend sealed inside the pad is wetted to start a reaction when the crew steps on it. The crew tests two blends in two identical pads that both start at 2 C in the cold air. Table 1 records each pad’s temperature as its blend reacts.

Figure 1

\"A

Table 1. Pad Temperature Over Time

Time (minutes)Blend A pad (C)Blend B pad (C)
022
216-3
427-6
631-7
830-6
1029-6
", "passage_plain": "Trailside Snow-Melt Pad A park crew sets a stepping pad on an icy trail on frosty mornings. A dry powder blend sealed inside the pad is wetted to start a reaction when the crew steps on it. The crew tests two blends in two identical pads that both start at 2 C in the cold air. Table 1 records each pad’s temperature as its blend reacts. Figure 1 Table 1. Pad Temperature Over Time Time (minutes) Blend A pad (C) Blend B pad (C) 0 2 2 2 16 -3 4 27 -6 6 31 -7 8 30 -6 10 29 -6" }, { "n": 3, "item_id": "_93b81668-c45d-4d53-9213-cd9c8d2287b4", "type": "match", "title": "Phone Case Material Origins", "standards": [ "MS-PS1-3" ], "prompt_html": "

A product page for a phone case lists what each part is made of.

\"A

 

Drag each part into the box that matches where its material comes from: a natural plant-based source or a synthetic (human-made) polymer.

", "prompt_plain": "A product page for a phone case lists what each part is made of. Drag each part into the box that matches where its material comes from: a natural plant-based source or a synthetic (human-made) polymer.", "context_html": "", "options": [ { "id": "T1", "text": "Bamboo-fiber shell", "plain": "Bamboo-fiber shell", "correct": false, "kind": "match-token" }, { "id": "T2", "text": "Nylon corner bumpers", "plain": "Nylon corner bumpers", "correct": false, "kind": "match-token" }, { "id": "T3", "text": "Flax (linen) lining", "plain": "Flax (linen) lining", "correct": false, "kind": "match-token" }, { "id": "T4", "text": "Polyester button covers", "plain": "Polyester button covers", "correct": false, "kind": "match-token" }, { "id": "T5", "text": "Cork grip pads", "plain": "Cork grip pads", "correct": false, "kind": "match-token" }, { "id": "T6", "text": "Acrylic screen trim", "plain": "Acrylic screen trim", "correct": false, "kind": "match-token" }, { "id": "B1", "text": "Natural plant-based source", "plain": "Natural plant-based source", "correct": false, "kind": "match-token" }, { "id": "B2", "text": "Synthetic polymer", "plain": "Synthetic polymer", "correct": false, "kind": "match-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot03-phonecase.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "T1 B1", "T2 B2", "T3 B1", "T4 B2", "T5 B1", "T6 B2" ] }, "n_options": 8 }, { "n": 4, "item_id": "_f034d2be-b8d9-4cd0-a146-00c43e4e53f2", "type": "inline-choice", "title": "Aluminum Atom Particle Counts", "standards": [ "EXT:", "subatomic", "structure", "(proton", "and", "neutron", "counts", "from", "the", "atomic", "number", "and", "mass", "number)" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A box of kitchen aluminum foil carries an atom card for aluminum, the metal the foil is made of. The card is shown in Table 1.

Table 1. Aluminum Atom Card

PropertyValue
Atomic number13
Mass number27

Use the atomic number and the mass number to complete the statements about one aluminum atom.

One aluminum atom has protons and neutrons.

", "options": [ { "id": "cD1O37654bcd6", "text": "13", "plain": "13", "correct": true, "kind": "inline" }, { "id": "cD1O280fb1619", "text": "27", "plain": "27", "correct": false, "kind": "inline" }, { "id": "cD1Of748c9ad6", "text": "14", "plain": "14", "correct": false, "kind": "inline" }, { "id": "cD2O8ed0d52ec", "text": "14", "plain": "14", "correct": true, "kind": "inline" }, { "id": "cD2Oe587425cc", "text": "27", "plain": "27", "correct": false, "kind": "inline" }, { "id": "cD2Oae5e6f504", "text": "13", "plain": "13", "correct": false, "kind": "inline" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1O37654bcd6" ], "RESPONSE2": [ "cD2O8ed0d52ec" ] }, "n_options": 6 }, { "n": 5, "item_id": "_819e288c-6032-487b-a986-6ef7fcb9f4b9", "type": "choice", "title": "Periodic Table Column Reason", "standards": [ "EXT:", "periodic-table", "organization", "(same-column", "elements", "share", "outer-electron", "count)" ], "prompt_html": "

On the periodic table, the elements in one column (called a group) tend to react in similar ways. The figure highlights one column.

\"An

Which statement best explains why these elements are placed together in the same column?

", "prompt_plain": "On the periodic table, the elements in one column (called a group) tend to react in similar ways. The figure highlights one column. Which statement best explains why these elements are placed together in the same column?", "context_html": "", "options": [ { "id": "cA5", "text": "They contain the same number of protons in their nuclei.", "plain": "They contain the same number of protons in their nuclei.", "correct": false, "kind": "choice" }, { "id": "cB5", "text": "They contain the same number of neutrons in their nuclei.", "plain": "They contain the same number of neutrons in their nuclei.", "correct": false, "kind": "choice" }, { "id": "cC5", "text": "They have the same number of electrons in their outer shell.", "plain": "They have the same number of electrons in their outer shell.", "correct": true, "kind": "choice" }, { "id": "cD5", "text": "They have the same total mass.", "plain": "They have the same total mass.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot05-periodic-column.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC5" ] }, "n_options": 4 }, { "n": 6, "item_id": "_e068edca-0c28-4bdb-9f75-bc220bf0de93", "type": "choice", "title": "Water Equation Statements", "standards": [ "EXT:", "balancing", "supplied-formula", "equations", "(coefficients", "vs", "subscripts)" ], "prompt_html": "

A fuel-cell demo card shows this equation for how hydrogen and oxygen form water. Every formula is printed for you:

2 H2 + O2 → 2 H2O

Which TWO statements about this equation are correct? Choose the TWO correct answers.

", "prompt_plain": "A fuel-cell demo card shows this equation for how hydrogen and oxygen form water. Every formula is printed for you: 2 H 2 + O 2 → 2 H 2 O Which TWO statements about this equation are correct? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA6", "text": "There are 4 hydrogen atoms on the left side and 4 hydrogen atoms on the right side.", "plain": "There are 4 hydrogen atoms on the left side and 4 hydrogen atoms on the right side.", "correct": true, "kind": "choice" }, { "id": "cB6", "text": "There are 2 oxygen atoms on the left side but only 1 oxygen atom on the right side.", "plain": "There are 2 oxygen atoms on the left side but only 1 oxygen atom on the right side.", "correct": false, "kind": "choice" }, { "id": "cC6", "text": "The small 2 written just below the line in H2O is a subscript, not a coefficient.", "plain": "The small 2 written just below the line in H 2 O is a subscript, not a coefficient.", "correct": true, "kind": "choice" }, { "id": "cD6", "text": "A subscript in a formula tells how many whole molecules take part in the reaction.", "plain": "A subscript in a formula tells how many whole molecules take part in the reaction.", "correct": false, "kind": "choice" }, { "id": "cE6", "text": "The equation is not balanced, because the right side has more atoms than the left.", "plain": "The equation is not balanced, because the right side has more atoms than the left.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A, C", "key_values": { "RESPONSE": [ "cA6", "cC6" ] }, "n_options": 5 }, { "n": 7, "item_id": "_2682a260-fd5e-4a39-ac14-425f45cacf6f", "type": "choice", "title": "Airbag Inflator Particle Model", "standards": [ "MS-PS1-1" ], "prompt_html": "

The diagram models what happens inside a car airbag inflator. The left side shows the packed solid before it fires; the right side shows the particles after it fires and the bag is full.

\"A

Which TWO statements are best supported by the diagram? Choose the TWO correct answers.

", "prompt_plain": "The diagram models what happens inside a car airbag inflator. The left side shows the packed solid before it fires; the right side shows the particles after it fires and the bag is full. Which TWO statements are best supported by the diagram? Choose the TWO correct answers.", "context_html": "", "options": [ { "id": "cA7", "text": "New kinds of atoms are created during the reaction to make the gas that fills the bag.", "plain": "New kinds of atoms are created during the reaction to make the gas that fills the bag.", "correct": false, "kind": "choice" }, { "id": "cB7", "text": "The gas that fills the bag contains more atoms in total than the packed solid did before.", "plain": "The gas that fills the bag contains more atoms in total than the packed solid did before.", "correct": false, "kind": "choice" }, { "id": "cC7", "text": "The same kinds of atoms are present before and after; they are just grouped into different arrangements.", "plain": "The same kinds of atoms are present before and after; they are just grouped into different arrangements.", "correct": true, "kind": "choice" }, { "id": "cD7", "text": "The packed solid simply disappears, leaving only empty space inside the bag.", "plain": "The packed solid simply disappears, leaving only empty space inside the bag.", "correct": false, "kind": "choice" }, { "id": "cE7", "text": "After the reaction, some atoms are joined in pairs as gas molecules that spread out to fill the bag.", "plain": "After the reaction, some atoms are joined in pairs as gas molecules that spread out to fill the bag.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot07-particle-before-after.png" ], "stimulus_ids": [], "key_letters": "C, E", "key_values": { "RESPONSE": [ "cC7", "cE7" ] }, "n_options": 5 }, { "n": 8, "item_id": "_2ceec36e-f450-4191-b310-02e8e403a4db", "type": "text-entry", "title": "Sealed Jar Total Mass", "standards": [ "MS-PS1-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Inside a sealed jar, 52 grams of vinegar react with 6 grams of baking soda. The reaction makes a gas, but the jar stays sealed the whole time, so nothing can enter or leave.

What is the total mass, in grams, of everything in the still-sealed jar after the reaction? Give your answer as a whole number (e.g., 25).

Total mass (grams):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "58" ] }, "n_options": 0 }, { "n": 9, "item_id": "_492602e4-810e-4358-a9cb-310ddd67f80d", "type": "hottext", "title": "Polled Goat Gene Chain", "standards": [ "MS-LS3-1" ], "prompt_html": "

The breeder’s lab report about the hornless (polled) goats is shown below.

Select the ONE sentence that best shows the complete cause-and-effect chain behind the missing horns.

", "prompt_plain": "The breeder’s lab report about the hornless (polled) goats is shown below. Select the ONE sentence that best shows the complete cause-and-effect chain behind the missing horns.", "context_html": "", "options": [ { "id": "HT1", "text": "A breeder noticed that some goats in the herd grow no horns at all and are called ‘polled’.", "plain": "A breeder noticed that some goats in the herd grow no horns at all and are called ‘polled’.", "correct": false, "kind": "hottext" }, { "id": "HT2", "text": "Tests found that the polled goats carry a changed form of one gene on a chromosome.", "plain": "Tests found that the polled goats carry a changed form of one gene on a chromosome.", "correct": false, "kind": "hottext" }, { "id": "HT3", "text": "The changed gene makes a different version of a protein in the developing skull, and that protein keeps the horn buds from ever forming.", "plain": "The changed gene makes a different version of a protein in the developing skull, and that protein keeps the horn buds from ever forming.", "correct": true, "kind": "hottext" }, { "id": "HT4", "text": "Hornless goats are often kept because animals without horns are safer to handle in a pen.", "plain": "Hornless goats are often kept because animals without horns are safer to handle in a pen.", "correct": false, "kind": "hottext" }, { "id": "HT5", "text": "Each kid inherits one copy of this gene from each of its two parents.", "plain": "Each kid inherits one copy of this gene from each of its two parents.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_95a72e36-1865-4a16-9cdd-710456c92c9e" ], "key_letters": "", "key_values": { "RESPONSE": [ "HT3" ] }, "n_options": 5, "passage_html": "

Dairy-Goat Herd Study

A breeder studies a dairy-goat herd in which some goats grow no horns. A lab report describes a gene that differs in the hornless goats. The report also compares the leg (limb) bones of a goat, a sheep, and a deer, three hoofed mammals. Figure 1 shows the three animals’ limb skeletons with matching bones shaded the same way.

Figure 1

\"Limb

", "passage_plain": "Dairy-Goat Herd Study A breeder studies a dairy-goat herd in which some goats grow no horns. A lab report describes a gene that differs in the hornless goats. The report also compares the leg (limb) bones of a goat, a sheep, and a deer, three hoofed mammals. Figure 1 shows the three animals’ limb skeletons with matching bones shaded the same way. Figure 1" }, { "n": 10, "item_id": "_4272f220-da5e-44c6-a549-d5492595477c", "type": "choice", "title": "Goat Sheep Deer Relatedness", "standards": [ "MS-LS4-2" ], "prompt_html": "

Look at Figure 1, which compares the limb bones of a goat, a sheep, and a deer.

Which statement about these animals’ limb bones is the best evidence that they are closely related?

", "prompt_plain": "Look at Figure 1, which compares the limb bones of a goat, a sheep, and a deer. Which statement about these animals’ limb bones is the best evidence that they are closely related?", "context_html": "", "options": [ { "id": "cA10", "text": "All three animals have the same set of limb bones arranged the same way, inherited from a shared ancestor.", "plain": "All three animals have the same set of limb bones arranged the same way, inherited from a shared ancestor.", "correct": true, "kind": "choice" }, { "id": "cB10", "text": "All three animals live in similar grassy habitats and eat mostly the same kinds of plants.", "plain": "All three animals live in similar grassy habitats and eat mostly the same kinds of plants.", "correct": false, "kind": "choice" }, { "id": "cC10", "text": "All three animals have legs that grew to be about the same overall length.", "plain": "All three animals have legs that grew to be about the same overall length.", "correct": false, "kind": "choice" }, { "id": "cD10", "text": "All three animals built up similar leg bones by running and grazing every day.", "plain": "All three animals built up similar leg bones by running and grazing every day.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_95a72e36-1865-4a16-9cdd-710456c92c9e" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA10" ] }, "n_options": 4, "passage_html": "

Dairy-Goat Herd Study

A breeder studies a dairy-goat herd in which some goats grow no horns. A lab report describes a gene that differs in the hornless goats. The report also compares the leg (limb) bones of a goat, a sheep, and a deer, three hoofed mammals. Figure 1 shows the three animals’ limb skeletons with matching bones shaded the same way.

Figure 1

\"Limb

", "passage_plain": "Dairy-Goat Herd Study A breeder studies a dairy-goat herd in which some goats grow no horns. A lab report describes a gene that differs in the hornless goats. The report also compares the leg (limb) bones of a goat, a sheep, and a deer, three hoofed mammals. Figure 1 shows the three animals’ limb skeletons with matching bones shaded the same way. Figure 1" }, { "n": 11, "item_id": "_f4ba6fec-b09c-468c-b6d7-ff806580c39e", "type": "inline-choice", "title": "Frost-Tolerant Strawberry Labels", "standards": [ "MS-LS4-5" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A seed catalog describes a new strawberry line that can survive frost. The catalog says growers took a frost-protection gene from a cold-water fish and used it to change the strawberry plant.

\"Ripe

Complete the summary by choosing the correct word for each blank.

The frost-tolerant strawberry was produced by a gene from another living thing. This way of changing a crop is called . Before selling the berries, some shoppers argue the cartons should include a that tells buyers how the fruit was made.

", "options": [ { "id": "cD1O1", "text": "removing", "plain": "removing", "correct": false, "kind": "inline" }, { "id": "cD1O2", "text": "inserting", "plain": "inserting", "correct": true, "kind": "inline" }, { "id": "cD1O3", "text": "sorting", "plain": "sorting", "correct": false, "kind": "inline" }, { "id": "cD2O1", "text": "selective breeding", "plain": "selective breeding", "correct": false, "kind": "inline" }, { "id": "cD2O2", "text": "natural selection", "plain": "natural selection", "correct": false, "kind": "inline" }, { "id": "cD2O3", "text": "genetic engineering", "plain": "genetic engineering", "correct": true, "kind": "inline" }, { "id": "cD3O1", "text": "price tag", "plain": "price tag", "correct": false, "kind": "inline" }, { "id": "cD3O2", "text": "label", "plain": "label", "correct": true, "kind": "inline" }, { "id": "cD3O3", "text": "barcode", "plain": "barcode", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot11-strawberries.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "cD1O2" ], "RESPONSE2": [ "cD2O3" ], "RESPONSE3": [ "cD3O2" ] }, "n_options": 9 }, { "n": 12, "item_id": "_bbae94bc-d5b7-4fc2-968f-b4e5a0343c14", "type": "choice", "title": "Embryo Clues to Ancestry", "standards": [ "MS-LS4-3" ], "prompt_html": "

Matched-stage drawings show the early embryos of a catfish, a sparrow, and a skink. At this stage all three have similar early features, such as a curved tail and small limb or fin buds, even though the adult animals look very different.

\"Three

Which statement best explains how these embryo similarities are used as evidence of common ancestry?

", "prompt_plain": "Matched-stage drawings show the early embryos of a catfish, a sparrow, and a skink. At this stage all three have similar early features, such as a curved tail and small limb or fin buds, even though the adult animals look very different. Which statement best explains how these embryo similarities are used as evidence of common ancestry?", "context_html": "", "options": [ { "id": "cA12", "text": "The three animals look alike as embryos because they all live in the same kind of habitat today.", "plain": "The three animals look alike as embryos because they all live in the same kind of habitat today.", "correct": false, "kind": "choice" }, { "id": "cB12", "text": "The three animals share similar early development because they inherited those stages from a shared ancestor.", "plain": "The three animals share similar early development because they inherited those stages from a shared ancestor.", "correct": true, "kind": "choice" }, { "id": "cC12", "text": "The embryos look alike because each animal is slowly turning into the other two as it grows.", "plain": "The embryos look alike because each animal is slowly turning into the other two as it grows.", "correct": false, "kind": "choice" }, { "id": "cD12", "text": "The embryos look alike only by chance, so the drawings tell us nothing about how the animals are related.", "plain": "The embryos look alike only by chance, so the drawings tell us nothing about how the animals are related.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot12-embryos.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB12" ] }, "n_options": 4 }, { "n": 13, "item_id": "_7be5bf00-9ccd-49f5-8873-989313265b3f", "type": "choice", "title": "Fossil Bed Diversity Claim", "standards": [ "MS-LS4-1" ], "prompt_html": "

Fossil Bed Species Count

At a canyon dig, scientists measured a stack of dated rock beds. In each bed they counted how many different fossil species they found. The lowest bed is the oldest. The highest bed is the youngest. Table 1 lists the count for each bed.

Figure 1. Canyon Rock-Bed Cross-Section

\"A

Table 1. Different Fossil Species in Each Bed (oldest at bottom)

Rock bed (youngest at top, oldest at bottom)Number of different species
Bed 7 (youngest)11
Bed 67
Bed 52
Bed 418
Bed 315
Bed 29
Bed 1 (oldest)4

Part A

Look at Table 1. Which claim about the history of life at this site do the species-count data best support?

", "prompt_plain": "Fossil Bed Species Count At a canyon dig, scientists measured a stack of dated rock beds. In each bed they counted how many different fossil species they found. The lowest bed is the oldest. The highest bed is the youngest. Table 1 lists the count for each bed. Figure 1. Canyon Rock-Bed Cross-Section Table 1. Different Fossil Species in Each Bed (oldest at bottom) Rock bed (youngest at top, oldest at bottom) Number of different species Bed 7 (youngest) 11 Bed 6 7 Bed 5 2 Bed 4 18 Bed 3 15 Bed 2 9 Bed 1 (oldest) 4 Part A Look at Table 1. Which claim about the history of life at this site do the species-count data best support?", "context_html": "", "options": [ { "id": "cA13", "text": "The same few species lived in each bed, so the variety of life stayed flat from oldest to youngest.", "plain": "The same few species lived in each bed, so the variety of life stayed flat from oldest to youngest.", "correct": false, "kind": "choice" }, { "id": "cB13", "text": "The number of species rose steadily from the oldest bed up to the youngest bed.", "plain": "The number of species rose steadily from the oldest bed up to the youngest bed.", "correct": false, "kind": "choice" }, { "id": "cC13", "text": "The variety of life increased over time and then dropped sharply, showing a rise in diversity followed by a sharp die-off.", "plain": "The variety of life increased over time and then dropped sharply, showing a rise in diversity followed by a sharp die-off.", "correct": true, "kind": "choice" }, { "id": "cD13", "text": "One new species took over from the earlier species in the youngest bed at the top.", "plain": "One new species took over from the earlier species in the youngest bed at the top.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/cluster-CL3-1.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC13" ] }, "n_options": 4 }, { "n": 14, "item_id": "_f780ec18-784d-4577-8ea1-4d7c15cf00d0", "type": "choice", "title": "Fossil Bed Diversity Evidence", "standards": [ "MS-LS4-1" ], "prompt_html": "

Fossil Bed Species Count

At a canyon dig, scientists measured a stack of dated rock beds. In each bed they counted how many different fossil species they found. The lowest bed is the oldest. The highest bed is the youngest. Table 1 lists the count for each bed.

Figure 1. Canyon Rock-Bed Cross-Section

\"A

Table 1. Different Fossil Species in Each Bed (oldest at bottom)

Rock bed (youngest at top, oldest at bottom)Number of different species
Bed 7 (youngest)11
Bed 67
Bed 52
Bed 418
Bed 315
Bed 29
Bed 1 (oldest)4

Part B

Which feature of the data in Table 1 is the best evidence for the claim you chose in Part A?

", "prompt_plain": "Fossil Bed Species Count At a canyon dig, scientists measured a stack of dated rock beds. In each bed they counted how many different fossil species they found. The lowest bed is the oldest. The highest bed is the youngest. Table 1 lists the count for each bed. Figure 1. Canyon Rock-Bed Cross-Section Table 1. Different Fossil Species in Each Bed (oldest at bottom) Rock bed (youngest at top, oldest at bottom) Number of different species Bed 7 (youngest) 11 Bed 6 7 Bed 5 2 Bed 4 18 Bed 3 15 Bed 2 9 Bed 1 (oldest) 4 Part B Which feature of the data in Table 1 is the best evidence for the claim you chose in Part A?", "context_html": "", "options": [ { "id": "cA14", "text": "The species count rose to 18 and then dropped sharply to 2 at Bed 5, before partly recovering.", "plain": "The species count rose to 18 and then dropped sharply to 2 at Bed 5, before partly recovering.", "correct": true, "kind": "choice" }, { "id": "cB14", "text": "Bed 1, the oldest bed, started with a low count of only 4 species.", "plain": "Bed 1, the oldest bed, started with a low count of only 4 species.", "correct": false, "kind": "choice" }, { "id": "cC14", "text": "The rock beds are stacked with the oldest at the bottom and the youngest at the top.", "plain": "The rock beds are stacked with the oldest at the bottom and the youngest at the top.", "correct": false, "kind": "choice" }, { "id": "cD14", "text": "The youngest beds, Bed 6 and Bed 7, show counts of 7 and 11 species.", "plain": "The youngest beds, Bed 6 and Bed 7, show counts of 7 and 11 species.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/cluster-CL3-1.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA14" ] }, "n_options": 4 }, { "n": 15, "item_id": "_15cf0838-4ce2-4636-a07b-1d08001d59a3", "type": "choice", "title": "Stickleback Armor Selection", "standards": [ "MS-LS4-4" ], "prompt_html": "

Stickleback Armor in a Lake

Threespine stickleback fish from the ocean moved into a new freshwater lake. The lake has very few armored-fish predators. Heavy bony side-armor plates cost a fish extra energy to build. Over four generations, researchers recorded the share of fish with heavy armor and the share with light armor. They also recorded how well each type survived. Tables 1 and 2 show the results.

Figure 1. Stickleback Armor Comparison

\"Two

Table 1. Share of Fish by Armor Type

GenerationHeavy-armor fish (%)Light-armor fish (%)
18020
25545
33070
41288

Table 2. Survival to Breeding Age in the Lake

Armor typeSurvived to breed (%)
Heavy armor40
Light armor78

Part A

Look at Tables 1 and 2. Which natural-selection claim do the armor and survival data best support?

", "prompt_plain": "Stickleback Armor in a Lake Threespine stickleback fish from the ocean moved into a new freshwater lake. The lake has very few armored-fish predators. Heavy bony side-armor plates cost a fish extra energy to build. Over four generations, researchers recorded the share of fish with heavy armor and the share with light armor. They also recorded how well each type survived. Tables 1 and 2 show the results. Figure 1. Stickleback Armor Comparison Table 1. Share of Fish by Armor Type Generation Heavy-armor fish (%) Light-armor fish (%) 1 80 20 2 55 45 3 30 70 4 12 88 Table 2. Survival to Breeding Age in the Lake Armor type Survived to breed (%) Heavy armor 40 Light armor 78 Part A Look at Tables 1 and 2. Which natural-selection claim do the armor and survival data best support?", "context_html": "", "options": [ { "id": "cA15", "text": "Each fish shed its heavy armor plates during its own life to save energy in the lake.", "plain": "Each fish shed its heavy armor plates during its own life to save energy in the lake.", "correct": false, "kind": "choice" }, { "id": "cB15", "text": "The lake water caused the fish to grow lighter armor because the fish needed lighter armor.", "plain": "The lake water caused the fish to grow lighter armor because the fish needed lighter armor.", "correct": false, "kind": "choice" }, { "id": "cC15", "text": "Heavy-armor and light-armor fish stayed equally common across all four of the recorded generations.", "plain": "Heavy-armor and light-armor fish stayed equally common across all four of the recorded generations.", "correct": false, "kind": "choice" }, { "id": "cD15", "text": "With few armored-fish predators, lightly armored fish survived and bred more, so the heavy-armor trait grew less common.", "plain": "With few armored-fish predators, lightly armored fish survived and bred more, so the heavy-armor trait grew less common.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/cluster-CL4-1.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD15" ] }, "n_options": 4 }, { "n": 16, "item_id": "_6d3f6199-e905-4067-93ad-6b8bf43dd8c6", "type": "choice", "title": "Stickleback Armor Prediction", "standards": [ "MS-LS4-4" ], "prompt_html": "

Stickleback Armor in a Lake

Threespine stickleback fish from the ocean moved into a new freshwater lake. The lake has very few armored-fish predators. Heavy bony side-armor plates cost a fish extra energy to build. Over four generations, researchers recorded the share of fish with heavy armor and the share with light armor. They also recorded how well each type survived. Tables 1 and 2 show the results.

Figure 1. Stickleback Armor Comparison

\"Two

Table 1. Share of Fish by Armor Type

GenerationHeavy-armor fish (%)Light-armor fish (%)
18020
25545
33070
41288

Table 2. Survival to Breeding Age in the Lake

Armor typeSurvived to breed (%)
Heavy armor40
Light armor78

Part B

If the lake keeps having few armored-fish predators, which prediction about the next generation’s armor do the data best support?

", "prompt_plain": "Stickleback Armor in a Lake Threespine stickleback fish from the ocean moved into a new freshwater lake. The lake has very few armored-fish predators. Heavy bony side-armor plates cost a fish extra energy to build. Over four generations, researchers recorded the share of fish with heavy armor and the share with light armor. They also recorded how well each type survived. Tables 1 and 2 show the results. Figure 1. Stickleback Armor Comparison Table 1. Share of Fish by Armor Type Generation Heavy-armor fish (%) Light-armor fish (%) 1 80 20 2 55 45 3 30 70 4 12 88 Table 2. Survival to Breeding Age in the Lake Armor type Survived to breed (%) Heavy armor 40 Light armor 78 Part B If the lake keeps having few armored-fish predators, which prediction about the next generation’s armor do the data best support?", "context_html": "", "options": [ { "id": "cA16", "text": "The next generation will go back to mostly heavy armor.", "plain": "The next generation will go back to mostly heavy armor.", "correct": false, "kind": "choice" }, { "id": "cB16", "text": "The share of lightly armored fish will keep rising and the heavy-armor share will keep falling.", "plain": "The share of lightly armored fish will keep rising and the heavy-armor share will keep falling.", "correct": true, "kind": "choice" }, { "id": "cC16", "text": "The next generation of fish will all have the same amount of armor.", "plain": "The next generation of fish will all have the same amount of armor.", "correct": false, "kind": "choice" }, { "id": "cD16", "text": "The armor of the next generation cannot be predicted from these data.", "plain": "The armor of the next generation cannot be predicted from these data.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/cluster-CL4-1.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB16" ] }, "n_options": 4 }, { "n": 17, "item_id": "_bcadc361-b867-4eb2-b30c-4f8c213ffc9c", "type": "choice", "title": "Meadow Beetle Color Shift", "standards": [ "MS-LS4-6" ], "prompt_html": "

A bar graph shows the share of spotted beetles and plain beetles in a meadow each season for ten seasons. After season 5 a brush fire darkened the ground. Spotted beetles fall from about 70% of the population to about 25%, while plain (dark) beetles rise from about 30% to about 75%.

\"A

Which genetic explanation best fits this measured shift in the beetles’ trait frequencies?

", "prompt_plain": "A bar graph shows the share of spotted beetles and plain beetles in a meadow each season for ten seasons. After season 5 a brush fire darkened the ground. Spotted beetles fall from about 70% of the population to about 25%, while plain (dark) beetles rise from about 30% to about 75%. Which genetic explanation best fits this measured shift in the beetles’ trait frequencies?", "context_html": "", "options": [ { "id": "cA17", "text": "Each beetle gradually changed its own color to match the darker ground after the fire.", "plain": "Each beetle gradually changed its own color to match the darker ground after the fire.", "correct": false, "kind": "choice" }, { "id": "cB17", "text": "The total number of beetles in the meadow stayed the same, so no gene versions changed.", "plain": "The total number of beetles in the meadow stayed the same, so no gene versions changed.", "correct": false, "kind": "choice" }, { "id": "cC17", "text": "Dark beetles were better hidden after the fire, so more survived and bred, making their gene version more common.", "plain": "Dark beetles were better hidden after the fire, so more survived and bred, making their gene version more common.", "correct": true, "kind": "choice" }, { "id": "cD17", "text": "The brush fire gave each beetle a brand-new color gene that none of them had before.", "plain": "The brush fire gave each beetle a brand-new color gene that none of them had before.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot17-beetle-bars.png" ], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC17" ] }, "n_options": 4 }, { "n": 18, "item_id": "_435cb9dd-7326-40c3-b380-dd7a759871a4", "type": "order", "title": "Doorbell Signal Pathway", "standards": [ "MS-LS1-8" ], "prompt_html": "

A student hears a sudden doorbell and later remembers the sound.

\"A

 

Put the steps of the signal pathway in order, from the first step to the last.

", "prompt_plain": "A student hears a sudden doorbell and later remembers the sound. Put the steps of the signal pathway in order, from the first step to the last.", "context_html": "", "options": [ { "id": "o18_3", "text": "The signal travels along a nerve to the brain", "plain": "The signal travels along a nerve to the brain", "correct": true, "kind": "choice" }, { "id": "o18_1", "text": "A doorbell rings suddenly nearby", "plain": "A doorbell rings suddenly nearby", "correct": true, "kind": "choice" }, { "id": "o18_5", "text": "The brain stores a memory of the sound", "plain": "The brain stores a memory of the sound", "correct": true, "kind": "choice" }, { "id": "o18_2", "text": "Sound-receptor cells in the ear respond", "plain": "Sound-receptor cells in the ear respond", "correct": true, "kind": "choice" }, { "id": "o18_4", "text": "The brain processes the signal", "plain": "The brain processes the signal", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot18-doorbell-ear-brain.png" ], "stimulus_ids": [], "key_letters": "A, B, C, D, E", "key_values": { "RESPONSE": [ "o18_1", "o18_2", "o18_3", "o18_4", "o18_5" ] }, "n_options": 5 }, { "n": 19, "item_id": "_3df72ef9-a825-4456-bc9f-74bb247308f1", "type": "choice", "title": "Park Pond Biodiversity Plan", "standards": [ "MS-LS2-5" ], "prompt_html": "

A city tested four ways to manage a small park pond and counted how many different species lived in the pond after each one.

Table 1. Species Found After Each Action

Management actionNumber of different species
Leave the pond alone (no action)12
Remove the invasive weed only18
Add native plants and remove the invasive weed27
Pave part of the shoreline7

Using the data in Table 1, which action best maintains the pond community’s biodiversity?

", "prompt_plain": "A city tested four ways to manage a small park pond and counted how many different species lived in the pond after each one. Table 1. Species Found After Each Action Management action Number of different species Leave the pond alone (no action) 12 Remove the invasive weed only 18 Add native plants and remove the invasive weed 27 Pave part of the shoreline 7 Using the data in Table 1, which action best maintains the pond community’s biodiversity?", "context_html": "", "options": [ { "id": "cA19", "text": "Add native plants and remove the invasive weed, because that action supported the most species (27).", "plain": "Add native plants and remove the invasive weed, because that action supported the most species (27).", "correct": true, "kind": "choice" }, { "id": "cB19", "text": "Leave the pond alone, because a natural pond balances itself (12 species).", "plain": "Leave the pond alone, because a natural pond balances itself (12 species).", "correct": false, "kind": "choice" }, { "id": "cC19", "text": "Pave part of the shoreline, because a pond with fewer species (just 7) is easier to care for.", "plain": "Pave part of the shoreline, because a pond with fewer species (just 7) is easier to care for.", "correct": false, "kind": "choice" }, { "id": "cD19", "text": "Remove just the invasive weed, because that one change (18 species) is enough on its own.", "plain": "Remove just the invasive weed, because that one change (18 species) is enough on its own.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA19" ] }, "n_options": 4 }, { "n": 20, "item_id": "_42373633-f8e3-42fd-815a-76b82fddf163", "type": "text-entry", "title": "Salt Marsh Energy Pyramid", "standards": [ "MS-LS2-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

Energy Pyramid (salt marsh)

LevelEnergy stored
Second-level consumers (top) 
First-level consumers (middle) 
Producers — marsh grass (bottom)50,000 J

In a salt marsh, the marsh-grass producers store 50,000 joules (J) of energy. Only about 10% of the energy at one level is passed on to the next level.

How many joules reach the second-level consumers (the animals that eat the plant-eaters)?

Give your answer as a whole number (e.g., 250).

Energy reaching the second-level consumers (J):

", "options": [], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "500" ] }, "n_options": 0 }, { "n": 21, "item_id": "_adc7bb5f-bca2-4fba-9ee4-2c6a0c69d1a5", "type": "choice", "title": "Subway Wall Youngest Feature", "standards": [ "MS-ESS1-4" ], "prompt_html": "

One sign at the station will tell riders which feature in the wall is the youngest - the one that formed most recently. Use Figure 1.

Which statement names the youngest feature and gives the correct reasoning?

", "prompt_plain": "One sign at the station will tell riders which feature in the wall is the youngest - the one that formed most recently. Use Figure 1. Which statement names the youngest feature and gives the correct reasoning?", "context_html": "", "options": [ { "id": "cA21", "text": "The sandstone beds, because they are the hardest rock in the wall and harder rock forms more recently.", "plain": "The sandstone beds, because they are the hardest rock in the wall and harder rock forms more recently.", "correct": false, "kind": "choice" }, { "id": "cB21", "text": "The volcanic ash seam, because the ash from an eruption settles on top of the rock already there.", "plain": "The volcanic ash seam, because the ash from an eruption settles on top of the rock already there.", "correct": false, "kind": "choice" }, { "id": "cC21", "text": "The mineral vein, because it cuts across both the rock beds and the ash seam, so it formed after them.", "plain": "The mineral vein, because it cuts across both the rock beds and the ash seam, so it formed after them.", "correct": true, "kind": "choice" }, { "id": "cD21", "text": "The lowest bed, because it lies nearest the tunnel floor, and the rock closest to us is newest.", "plain": "The lowest bed, because it lies nearest the tunnel floor, and the rock closest to us is newest.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fd44fd02-1d5c-4c13-a86e-1e564951f963" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC21" ] }, "n_options": 4, "passage_html": "

Subway Dig Rock Face

Crews digging a new subway station cut a tall, flat rock wall. Figure 1 shows the wall. Several rock beds are stacked across it, and they do not fold or flip. Some beds are hard sandstone; the beds between them are softer shale. A pale seam of hardened volcanic ash runs across the beds. A dark mineral vein cuts straight across both the beds and the ash seam. On the open wall, the hard sandstone beds jut out as ridges, while the soft shale beds have worn back into shallow grooves.

Figure 1

\"A

", "passage_plain": "Subway Dig Rock Face Crews digging a new subway station cut a tall, flat rock wall. Figure 1 shows the wall. Several rock beds are stacked across it, and they do not fold or flip. Some beds are hard sandstone; the beds between them are softer shale. A pale seam of hardened volcanic ash runs across the beds. A dark mineral vein cuts straight across both the beds and the ash seam. On the open wall, the hard sandstone beds jut out as ridges, while the soft shale beds have worn back into shallow grooves. Figure 1" }, { "n": 22, "item_id": "_961c6b8e-871b-41c7-bf24-ce1106a058b2", "type": "choice", "title": "Subway Wall Ridges Grooves", "standards": [ "MS-ESS1-4" ], "prompt_html": "

Look at Figure 1. Another sign must explain why the wall is a washboard of jutting ridges and worn-back grooves instead of one smooth face.

Which explanation best completes this sign?

", "prompt_plain": "Look at Figure 1. Another sign must explain why the wall is a washboard of jutting ridges and worn-back grooves instead of one smooth face. Which explanation best completes this sign?", "context_html": "", "options": [ { "id": "cA22", "text": "The beds that stick out are younger, and younger rock has not had time to wear away into grooves yet.", "plain": "The beds that stick out are younger, and younger rock has not had time to wear away into grooves yet.", "correct": false, "kind": "choice" }, { "id": "cB22", "text": "The beds are made of different rocks, and the harder sandstone beds wear away more slowly, so they stand out.", "plain": "The beds are made of different rocks, and the harder sandstone beds wear away more slowly, so they stand out.", "correct": true, "kind": "choice" }, { "id": "cC22", "text": "Air pushed by passing trains polishes the softer beds outward into ridges a little more each year.", "plain": "Air pushed by passing trains polishes the softer beds outward into ridges a little more each year.", "correct": false, "kind": "choice" }, { "id": "cD22", "text": "Pressure deep behind the wall slowly squeezes the stronger beds forward a little more each year.", "plain": "Pressure deep behind the wall slowly squeezes the stronger beds forward a little more each year.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_fd44fd02-1d5c-4c13-a86e-1e564951f963" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB22" ] }, "n_options": 4, "passage_html": "

Subway Dig Rock Face

Crews digging a new subway station cut a tall, flat rock wall. Figure 1 shows the wall. Several rock beds are stacked across it, and they do not fold or flip. Some beds are hard sandstone; the beds between them are softer shale. A pale seam of hardened volcanic ash runs across the beds. A dark mineral vein cuts straight across both the beds and the ash seam. On the open wall, the hard sandstone beds jut out as ridges, while the soft shale beds have worn back into shallow grooves.

Figure 1

\"A

", "passage_plain": "Subway Dig Rock Face Crews digging a new subway station cut a tall, flat rock wall. Figure 1 shows the wall. Several rock beds are stacked across it, and they do not fold or flip. Some beds are hard sandstone; the beds between them are softer shale. A pale seam of hardened volcanic ash runs across the beds. A dark mineral vein cuts straight across both the beds and the ash seam. On the open wall, the hard sandstone beds jut out as ridges, while the soft shale beds have worn back into shallow grooves. Figure 1" }, { "n": 23, "item_id": "_402a3964-9b7e-4310-8d49-33e26d049e1c", "type": "choice", "title": "Buried Inland Salt Layer", "standards": [ "MS-ESS3-1" ], "prompt_html": "

The map shows a thick underground layer of rock salt and potash (a potassium salt mined for fertilizer) far from any coast. The layer lies deep between older rock layers, under dry, flat land.

\"A

Which explanation best accounts for how this salt deposit came to be where it is?

", "prompt_plain": "The map shows a thick underground layer of rock salt and potash (a potassium salt mined for fertilizer) far from any coast. The layer lies deep between older rock layers, under dry, flat land. Which explanation best accounts for how this salt deposit came to be where it is?", "context_html": "", "options": [ { "id": "cA23", "text": "Factories near the region have pumped waste salt down into the ground for years, slowly building the thick layer.", "plain": "Factories near the region have pumped waste salt down into the ground for years, slowly building the thick layer.", "correct": false, "kind": "choice" }, { "id": "cB23", "text": "The deep rock keeps making new salt all the time, so the layer grows wherever the rock lies deep enough.", "plain": "The deep rock keeps making new salt all the time, so the layer grows wherever the rock lies deep enough.", "correct": false, "kind": "choice" }, { "id": "cC23", "text": "Rivers wash salt into the region each spring, so the layer is thickest right where rivers flow across the land today.", "plain": "Rivers wash salt into the region each spring, so the layer is thickest right where rivers flow across the land today.", "correct": false, "kind": "choice" }, { "id": "cD23", "text": "Long ago a shallow sea here slowly dried up, and the salts it held were left behind as a thick buried layer.", "plain": "Long ago a shallow sea here slowly dried up, and the salts it held were left behind as a thick buried layer.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot23-salt-cutaway.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD23" ] }, "n_options": 4 }, { "n": 24, "item_id": "_830635ee-5d88-4a45-b90d-be273c7861d4", "type": "choice", "title": "Sealed Terrarium Water Path", "standards": [ "MS-ESS2-4" ], "prompt_html": "

A sealed glass terrarium is left in sunlight. Over the day, water leaves the moist soil and later appears as droplets on the inside of the glass lid. The diagram shows the terrarium.

\"A

Which sequence correctly describes the water’s path from the soil until it forms droplets on the lid?

", "prompt_plain": "A sealed glass terrarium is left in sunlight. Over the day, water leaves the moist soil and later appears as droplets on the inside of the glass lid. The diagram shows the terrarium. Which sequence correctly describes the water’s path from the soil until it forms droplets on the lid?", "context_html": "", "options": [ { "id": "cA24", "text": "Water evaporates from the warm soil into vapor, the vapor rises and cools near the glass, and it condenses into droplets on the lid.", "plain": "Water evaporates from the warm soil into vapor, the vapor rises and cools near the glass, and it condenses into droplets on the lid.", "correct": true, "kind": "choice" }, { "id": "cB24", "text": "Water soaks up through the glass walls, gathers at the top, and then runs back inward to form droplets on the lid.", "plain": "Water soaks up through the glass walls, gathers at the top, and then runs back inward to form droplets on the lid.", "correct": false, "kind": "choice" }, { "id": "cC24", "text": "The warm air turns straight into droplets at the soil, and the droplets float upward and stick to the cooler lid.", "plain": "The warm air turns straight into droplets at the soil, and the droplets float upward and stick to the cooler lid.", "correct": false, "kind": "choice" }, { "id": "cD24", "text": "Sunlight breaks the soil water into tiny droplets, and the heat pushes those droplets straight up onto the lid.", "plain": "Sunlight breaks the soil water into tiny droplets, and the heat pushes those droplets straight up onto the lid.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot24-terrarium.png" ], "stimulus_ids": [], "key_letters": "A", "key_values": { "RESPONSE": [ "cA24" ] }, "n_options": 4 }, { "n": 25, "item_id": "_5a7a677f-757a-451c-b0d5-d01180803a29", "type": "choice", "title": "Harbor Town Fault Quakes", "standards": [ "MS-ESS3-2" ], "prompt_html": "

The map shows a harbor town. Each small circle marks where one earthquake started during the past 50 years. The circles line up along a single fault, where two plates slowly grind past each other.

\"A

Why are the town’s earthquakes concentrated along this one fault instead of spread across the whole region?

", "prompt_plain": "The map shows a harbor town. Each small circle marks where one earthquake started during the past 50 years. The circles line up along a single fault, where two plates slowly grind past each other. Why are the town’s earthquakes concentrated along this one fault instead of spread across the whole region?", "context_html": "", "options": [ { "id": "cA25", "text": "The weight of the town’s buildings and docked ships presses down on the fault and shakes the ground there.", "plain": "The weight of the town’s buildings and docked ships presses down on the fault and shakes the ground there.", "correct": false, "kind": "choice" }, { "id": "cB25", "text": "The rough edges of the two plates catch and lock as they grind past, then suddenly jerk free, releasing energy that shakes the ground.", "plain": "The rough edges of the two plates catch and lock as they grind past, then suddenly jerk free, releasing energy that shakes the ground.", "correct": true, "kind": "choice" }, { "id": "cC25", "text": "Ocean waves pound the shore right along the fault, and that steady pounding sets off the earthquakes there.", "plain": "Ocean waves pound the shore right along the fault, and that steady pounding sets off the earthquakes there.", "correct": false, "kind": "choice" }, { "id": "cD25", "text": "The rock along the fault is softer than nearby rock, so it slowly crumbles under its own weight and shakes.", "plain": "The rock along the fault is softer than nearby rock, so it slowly crumbles under its own weight and shakes.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot25-fault-epicenters.png" ], "stimulus_ids": [], "key_letters": "B", "key_values": { "RESPONSE": [ "cB25" ] }, "n_options": 4 }, { "n": 26, "item_id": "_e5b83ecf-f6a1-4f21-8cd6-18e10c989528", "type": "choice", "title": "Harbor Baffle Evidence — Part A", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part A

Look at Figure 1 and Figure 2 together.

Which claim do the two records together support?

", "prompt_plain": "Part A Look at Figure 1 and Figure 2 together. Which claim do the two records together support?", "context_html": "", "options": [ { "id": "cA26", "text": "The baffle has already pulled out all of the old debris that had settled on the harbor floor before it was installed.", "plain": "The baffle has already pulled out all of the old debris that had settled on the harbor floor before it was installed.", "correct": false, "kind": "choice" }, { "id": "cB26", "text": "Since the baffle was installed, it has trapped debris each month, but the downstream water has stayed just as cloudy.", "plain": "Since the baffle was installed, it has trapped debris each month, but the downstream water has stayed just as cloudy.", "correct": false, "kind": "choice" }, { "id": "cC26", "text": "Since the baffle was installed, it has trapped debris each month, and the downstream water has become clearer.", "plain": "Since the baffle was installed, it has trapped debris each month, and the downstream water has become clearer.", "correct": true, "kind": "choice" }, { "id": "cD26", "text": "The baffle traps more debris each month only because boats in the harbor keep dumping more trash into the water.", "plain": "The baffle traps more debris each month only because boats in the harbor keep dumping more trash into the water.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3e0dad98-d3b0-4009-b581-f88022ace57b" ], "key_letters": "C", "key_values": { "RESPONSE": [ "cC26" ] }, "n_options": 4, "passage_html": "

Harbor Baffle Study

A harbor had cloudy water and floating trash where a river entered it. In March, the harbor district installed a floating baffle - a long barrier that traps trash and sediment carried in by the water. Figure 1 shows how many tons of debris the baffle trapped each month after it was installed. Figure 2 shows the water cloudiness measured downstream each month, both before and after the install. A harbor study later found that most of the cloudiness still in the water washes in from several small creeks that enter upstream of the one baffle; very little comes from boats in the harbor.

\"A

\"A

", "passage_plain": "Harbor Baffle Study A harbor had cloudy water and floating trash where a river entered it. In March, the harbor district installed a floating baffle - a long barrier that traps trash and sediment carried in by the water. Figure 1 shows how many tons of debris the baffle trapped each month after it was installed. Figure 2 shows the water cloudiness measured downstream each month, both before and after the install. A harbor study later found that most of the cloudiness still in the water washes in from several small creeks that enter upstream of the one baffle; very little comes from boats in the harbor." }, { "n": 27, "item_id": "_08bc2f5e-fd91-47a8-b1ef-29691844dd4c", "type": "choice", "title": "Harbor Baffle Change — Part B", "standards": [ "MS-ESS3-3" ], "prompt_html": "

Part B

The harbor district wants to make the downstream water even clearer than the records now show.

Which change would best accomplish this?

", "prompt_plain": "Part B The harbor district wants to make the downstream water even clearer than the records now show. Which change would best accomplish this?", "context_html": "", "options": [ { "id": "cA27", "text": "Empty and clean the one baffle more often so that it never overflows during the busiest months.", "plain": "Empty and clean the one baffle more often so that it never overflows during the busiest months.", "correct": false, "kind": "choice" }, { "id": "cB27", "text": "Add more baffles farther upstream, where most of the cloudy water enters.", "plain": "Add more baffles farther upstream, where most of the cloudy water enters.", "correct": true, "kind": "choice" }, { "id": "cC27", "text": "Post signs asking boat owners to stop dumping trash into the harbor water.", "plain": "Post signs asking boat owners to stop dumping trash into the harbor water.", "correct": false, "kind": "choice" }, { "id": "cD27", "text": "Move the single baffle farther downstream, past the town’s boat docks.", "plain": "Move the single baffle farther downstream, past the town’s boat docks.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_3e0dad98-d3b0-4009-b581-f88022ace57b" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB27" ] }, "n_options": 4, "passage_html": "

Harbor Baffle Study

A harbor had cloudy water and floating trash where a river entered it. In March, the harbor district installed a floating baffle - a long barrier that traps trash and sediment carried in by the water. Figure 1 shows how many tons of debris the baffle trapped each month after it was installed. Figure 2 shows the water cloudiness measured downstream each month, both before and after the install. A harbor study later found that most of the cloudiness still in the water washes in from several small creeks that enter upstream of the one baffle; very little comes from boats in the harbor.

\"A

\"A

", "passage_plain": "Harbor Baffle Study A harbor had cloudy water and floating trash where a river entered it. In March, the harbor district installed a floating baffle - a long barrier that traps trash and sediment carried in by the water. Figure 1 shows how many tons of debris the baffle trapped each month after it was installed. Figure 2 shows the water cloudiness measured downstream each month, both before and after the install. A harbor study later found that most of the cloudiness still in the water washes in from several small creeks that enter upstream of the one baffle; very little comes from boats in the harbor." }, { "n": 28, "item_id": "_0b654d46-ef77-466b-bf60-2eb442d1f12a", "type": "choice", "title": "City Climate Board Actions", "standards": [ "MS-ESS3-5" ], "prompt_html": "

Figure 1 is a city climate board’s model of energy in the air above the city. One arrow shows sunlight reaching the ground. A second arrow shows energy leaving the warmed ground toward space. A third arrow bends back at a layer of heat-trapping gases, sending energy back toward the ground. Table 1 lists four actions the city is considering.

Figure 1

\"An

Table 1. Four Actions the City Is Considering

ActionDescription
Action 1Replace the city’s diesel buses with electric buses charged from a solar and wind power grid.
Action 2Plant rows of young trees along the city’s bare avenues.
Action 3Run a new all-night warehouse’s floodlights on electricity from a coal-burning power plant.
Action 4Paint the city’s dark rooftops white.

Choose the TWO actions that the model predicts would reduce the energy the gas layer sends back to the ground.

", "prompt_plain": "Figure 1 is a city climate board’s model of energy in the air above the city. One arrow shows sunlight reaching the ground. A second arrow shows energy leaving the warmed ground toward space. A third arrow bends back at a layer of heat-trapping gases, sending energy back toward the ground. Table 1 lists four actions the city is considering. Figure 1 Table 1. Four Actions the City Is Considering Action Description Action 1 Replace the city’s diesel buses with electric buses charged from a solar and wind power grid. Action 2 Plant rows of young trees along the city’s bare avenues. Action 3 Run a new all-night warehouse’s floodlights on electricity from a coal-burning power plant. Action 4 Paint the city’s dark rooftops white. Choose the TWO actions that the model predicts would reduce the energy the gas layer sends back to the ground.", "context_html": "", "options": [ { "id": "cA28", "text": "Action 1 would add less carbon dioxide to the gas layer, so the layer would send back less energy to the ground.", "plain": "Action 1 would add less carbon dioxide to the gas layer, so the layer would send back less energy to the ground.", "correct": true, "kind": "choice" }, { "id": "cB28", "text": "Action 2 would let the growing trees take in carbon dioxide, so the gas layer would send back less energy to the ground.", "plain": "Action 2 would let the growing trees take in carbon dioxide, so the gas layer would send back less energy to the ground.", "correct": true, "kind": "choice" }, { "id": "cC28", "text": "Action 4 would reflect more sunlight away, so the ground would take in less sunlight.", "plain": "Action 4 would reflect more sunlight away, so the ground would take in less sunlight.", "correct": false, "kind": "choice" }, { "id": "cD28", "text": "Action 3 would burn more coal and add carbon dioxide, so the gas layer would send back more energy to the ground.", "plain": "Action 3 would burn more coal and add carbon dioxide, so the gas layer would send back more energy to the ground.", "correct": false, "kind": "choice" }, { "id": "cE28", "text": "Action 1 would block some sunlight on its way to the ground, so the ground would warm more slowly over time.", "plain": "Action 1 would block some sunlight on its way to the ground, so the ground would warm more slowly over time.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot28-energy-flow.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA28", "cB28" ] }, "n_options": 5 }, { "n": 29, "item_id": "_fe6567da-068c-4bbc-8066-b75820bff210", "type": "choice", "title": "Moon Phase Orbit Position", "standards": [ "MS-ESS1-1" ], "prompt_html": "

Figure 1 is a student’s four-week log of the Moon’s lit shape, sketched once each week. The Week 3 sketch shows the Moon as a fully lit circle (a full moon). Figure 2 models the Moon at four positions in its orbit around Earth, numbered 1 to 4, with sunlight arriving from one side.

Figure 1

\"A

Week 1    Week 2    Week 3    Week 4

Figure 2

\"A

Which position produces the fully lit shape the student sketched in Week 3?

", "prompt_plain": "Figure 1 is a student’s four-week log of the Moon’s lit shape, sketched once each week. The Week 3 sketch shows the Moon as a fully lit circle (a full moon). Figure 2 models the Moon at four positions in its orbit around Earth, numbered 1 to 4, with sunlight arriving from one side. Figure 1 Week 1 Week 2 Week 3 Week 4 Figure 2 Which position produces the fully lit shape the student sketched in Week 3?", "context_html": "", "options": [ { "id": "cA29", "text": "Position 1, where the Moon sits between Earth and the Sun.", "plain": "Position 1, where the Moon sits between Earth and the Sun.", "correct": false, "kind": "choice" }, { "id": "cB29", "text": "Position 2, a quarter of the way around the orbit from there.", "plain": "Position 2, a quarter of the way around the orbit from there.", "correct": false, "kind": "choice" }, { "id": "cC29", "text": "Position 4, three-quarters of the way around the orbit.", "plain": "Position 4, three-quarters of the way around the orbit.", "correct": false, "kind": "choice" }, { "id": "cD29", "text": "Position 3, on the far side of Earth from the Sun.", "plain": "Position 3, on the far side of Earth from the Sun.", "correct": true, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot29-moon-phases.png", "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot29b-orbit-model.png" ], "stimulus_ids": [], "key_letters": "D", "key_values": { "RESPONSE": [ "cD29" ] }, "n_options": 4 }, { "n": 30, "item_id": "_eae0108f-f6e4-43fb-869d-113e0e33864d", "type": "gap-match", "title": "Seafloor Plate Boundary Types", "standards": [ "MS-ESS2-3" ], "prompt_html": "

Figure 1 is a model of part of the seafloor. Three plate edges are marked, each with a pair of arrows showing how the plates on either side move. The western edge has arrows pointing away from each other, the middle edge has arrows sliding past each other in opposite directions, and the eastern edge has arrows pointing toward each other.

Figure 1

\"A

 

Drag one boundary-type label into each row to match the motion the arrows show at that edge.

", "prompt_plain": "Figure 1 is a model of part of the seafloor. Three plate edges are marked, each with a pair of arrows showing how the plates on either side move. The western edge has arrows pointing away from each other, the middle edge has arrows sliding past each other in opposite directions, and the eastern edge has arrows pointing toward each other. Figure 1 Drag one boundary-type label into each row to match the motion the arrows show at that edge.", "context_html": "", "options": [ { "id": "tok-convergent", "text": "convergent", "plain": "convergent", "correct": false, "kind": "gap-token" }, { "id": "tok-divergent", "text": "divergent", "plain": "divergent", "correct": false, "kind": "gap-token" }, { "id": "tok-transform", "text": "transform", "plain": "transform", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot30-plate-boundaries.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "tok-divergent g1", "tok-transform g2", "tok-convergent g3" ] }, "n_options": 3 }, { "n": 31, "item_id": "_3f3b912d-00ce-484a-b827-a6b7f3d4781a", "type": "choice", "title": "Slide Energy and Speed", "standards": [ "MS-PS3-1" ], "prompt_html": "

Look at Table 1. A rider of the same mass reaches a different pool-entry speed from each launch deck. A scientist wants to graph the rider’s kinetic energy at the pool entry against the pool-entry speed.

Which graph shape best shows how the rider’s kinetic energy changes as the pool-entry speed increases?

\"A

", "prompt_plain": "Look at Table 1. A rider of the same mass reaches a different pool-entry speed from each launch deck. A scientist wants to graph the rider’s kinetic energy at the pool entry against the pool-entry speed. Which graph shape best shows how the rider’s kinetic energy changes as the pool-entry speed increases?", "context_html": "", "options": [ { "id": "cA31", "text": "A curve rising from the origin that climbs more and more steeply as the speed increases.", "plain": "A curve rising from the origin that climbs more and more steeply as the speed increases.", "correct": true, "kind": "choice" }, { "id": "cB31", "text": "A straight line rising from the origin, increasing by equal steps as the speed increases.", "plain": "A straight line rising from the origin, increasing by equal steps as the speed increases.", "correct": false, "kind": "choice" }, { "id": "cC31", "text": "A flat horizontal line that holds one fixed height regardless of the rider’s speed.", "plain": "A flat horizontal line that holds one fixed height regardless of the rider’s speed.", "correct": false, "kind": "choice" }, { "id": "cD31", "text": "A curve that rises steeply at first and then levels off as the speed increases.", "plain": "A curve that rises steeply at first and then levels off as the speed increases.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot31-ke-speed-panels.png" ], "stimulus_ids": [ "_b9203c9b-a2ae-4713-9351-124ddd064488" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA31" ] }, "n_options": 4, "passage_html": "

Water-Park Speed Slide

A water park opens a tall speed slide. A rider can start from one of three launch decks, each set at a different height above the pool. The rider slides down a smooth chute and splashes into the pool at the bottom. A speed sensor at the pool entry measures how fast the rider is moving when they reach the water. Three points are marked on the slide: the top deck, the mid-slide, and the pool entry. Table 1 lists the start height of each launch deck and the pool-entry speed measured from it. The rider’s mass is the same for every run.

Table 1

Launch deckStart height (m)Pool-entry speed (m/s)
Low deck26
Middle deck510
High deck812

Figure 1. The Speed Slide

\"House-style

", "passage_plain": "Water-Park Speed Slide A water park opens a tall speed slide. A rider can start from one of three launch decks, each set at a different height above the pool. The rider slides down a smooth chute and splashes into the pool at the bottom. A speed sensor at the pool entry measures how fast the rider is moving when they reach the water. Three points are marked on the slide: the top deck, the mid-slide, and the pool entry. Table 1 lists the start height of each launch deck and the pool-entry speed measured from it. The rider’s mass is the same for every run. Table 1 Launch deck Start height (m) Pool-entry speed (m/s) Low deck 2 6 Middle deck 5 10 High deck 8 12 Figure 1. The Speed Slide" }, { "n": 32, "item_id": "_291d623a-7c1d-4a39-a663-3af6bd63517a", "type": "choice", "title": "Energy Along the Slide", "standards": [ "MS-PS3-2" ], "prompt_html": "

A rider starts at rest on the top deck, speeds up down the slide, and is moving fastest at the pool entry. Three points are marked on the slide: the top deck, the mid-slide, and the pool entry.

At which marked point does the rider have the greatest kinetic energy, and at which point the greatest potential energy?

", "prompt_plain": "A rider starts at rest on the top deck, speeds up down the slide, and is moving fastest at the pool entry. Three points are marked on the slide: the top deck, the mid-slide, and the pool entry. At which marked point does the rider have the greatest kinetic energy, and at which point the greatest potential energy?", "context_html": "", "options": [ { "id": "cA32", "text": "The greatest kinetic energy is at the top deck, and the greatest potential energy is at the pool entry.", "plain": "The greatest kinetic energy is at the top deck, and the greatest potential energy is at the pool entry.", "correct": false, "kind": "choice" }, { "id": "cB32", "text": "The greatest kinetic energy is at the pool entry, and the greatest potential energy is at the top deck.", "plain": "The greatest kinetic energy is at the pool entry, and the greatest potential energy is at the top deck.", "correct": true, "kind": "choice" }, { "id": "cC32", "text": "The greatest kinetic energy and the greatest potential energy are both found at the mid-slide point halfway down.", "plain": "The greatest kinetic energy and the greatest potential energy are both found at the mid-slide point halfway down.", "correct": false, "kind": "choice" }, { "id": "cD32", "text": "The greatest kinetic energy is at the top deck, and the greatest potential energy is at the mid-slide point.", "plain": "The greatest kinetic energy is at the top deck, and the greatest potential energy is at the mid-slide point.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_b9203c9b-a2ae-4713-9351-124ddd064488" ], "key_letters": "B", "key_values": { "RESPONSE": [ "cB32" ] }, "n_options": 4, "passage_html": "

Water-Park Speed Slide

A water park opens a tall speed slide. A rider can start from one of three launch decks, each set at a different height above the pool. The rider slides down a smooth chute and splashes into the pool at the bottom. A speed sensor at the pool entry measures how fast the rider is moving when they reach the water. Three points are marked on the slide: the top deck, the mid-slide, and the pool entry. Table 1 lists the start height of each launch deck and the pool-entry speed measured from it. The rider’s mass is the same for every run.

Table 1

Launch deckStart height (m)Pool-entry speed (m/s)
Low deck26
Middle deck510
High deck812

Figure 1. The Speed Slide

\"House-style

", "passage_plain": "Water-Park Speed Slide A water park opens a tall speed slide. A rider can start from one of three launch decks, each set at a different height above the pool. The rider slides down a smooth chute and splashes into the pool at the bottom. A speed sensor at the pool entry measures how fast the rider is moving when they reach the water. Three points are marked on the slide: the top deck, the mid-slide, and the pool entry. Table 1 lists the start height of each launch deck and the pool-entry speed measured from it. The rider’s mass is the same for every run. Table 1 Launch deck Start height (m) Pool-entry speed (m/s) Low deck 2 6 Middle deck 5 10 High deck 8 12 Figure 1. The Speed Slide" }, { "n": 33, "item_id": "_8cbc77cc-5c23-46b7-b8d2-b92dbda5aea3", "type": "choice", "title": "Electromagnet Lift Test", "standards": [ "MS-PS2-5" ], "prompt_html": "

A club builds an electromagnet by wrapping insulated wire around an iron nail and connecting it to a battery. They want to test how changing the electric current changes the magnet’s strength, measured by how many steel washers it can lift.

\"House-style

Which TWO variables must the club hold constant so the test fairly shows the effect of the current? Select the TWO correct answers.

", "prompt_plain": "A club builds an electromagnet by wrapping insulated wire around an iron nail and connecting it to a battery. They want to test how changing the electric current changes the magnet’s strength, measured by how many steel washers it can lift. Which TWO variables must the club hold constant so the test fairly shows the effect of the current? Select the TWO correct answers.", "context_html": "", "options": [ { "id": "cA33", "text": "The number of wire turns wrapped around the iron nail core.", "plain": "The number of wire turns wrapped around the iron nail core.", "correct": true, "kind": "choice" }, { "id": "cB33", "text": "The size and metal of the nail used as the core.", "plain": "The size and metal of the nail used as the core.", "correct": true, "kind": "choice" }, { "id": "cC33", "text": "The amount of electric current flowing through the wire coil.", "plain": "The amount of electric current flowing through the wire coil.", "correct": false, "kind": "choice" }, { "id": "cD33", "text": "The number of steel washers the electromagnet lifts each test.", "plain": "The number of steel washers the electromagnet lifts each test.", "correct": false, "kind": "choice" }, { "id": "cE33", "text": "The color of the plastic coating on the wrapping wire.", "plain": "The color of the plastic coating on the wrapping wire.", "correct": false, "kind": "choice" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot33-electromagnet.png" ], "stimulus_ids": [], "key_letters": "A, B", "key_values": { "RESPONSE": [ "cA33", "cB33" ] }, "n_options": 5 }, { "n": 34, "item_id": "_3fbfcf51-6842-4f19-a1ea-feebf511482d", "type": "gap-match", "title": "Campfire Heat Transfer", "standards": [ "MS-PS3-3" ], "prompt_html": "

Around an evening campfire, three different observations each show heat moving in a different way.

\"MS

 

Drag the correct heat-transfer term onto each observation. Each term is used exactly once.

", "prompt_plain": "Around an evening campfire, three different observations each show heat moving in a different way. Drag the correct heat-transfer term onto each observation. Each term is used exactly once.", "context_html": "", "options": [ { "id": "d2", "text": "Convection", "plain": "Convection", "correct": false, "kind": "gap-token" }, { "id": "d3", "text": "Radiation", "plain": "Radiation", "correct": false, "kind": "gap-token" }, { "id": "d1", "text": "Conduction", "plain": "Conduction", "correct": false, "kind": "gap-token" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot34-campfire.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "d1 g1", "d2 g2", "d3 g3" ] }, "n_options": 3 }, { "n": 35, "item_id": "_2d0dfdc8-f5ce-4f76-844e-7f126d36679c", "type": "inline-choice", "title": "Saving the Old Photos", "standards": [ "MS-PS4-3" ], "prompt_html": "", "prompt_plain": "", "context_html": "

A library is saving its old photo prints. A worker scans each paper print once to make a digital file, then makes many digital copies of that file. Every digital copy looks exactly like the first one. The worker also makes paper photocopies of a photocopy, over and over, and each new paper copy looks a little worse than the one before.

\"MS

Complete the explanation by choosing the correct word or phrase for each blank.

Each digital copy is the original file, because the picture is stored as . When the paper print is photocopied again and again, each new copy adds more .

", "options": [ { "id": "b1o1", "text": "identical to", "plain": "identical to", "correct": true, "kind": "inline" }, { "id": "b1o2", "text": "blurrier than", "plain": "blurrier than", "correct": false, "kind": "inline" }, { "id": "b1o3", "text": "sharper than", "plain": "sharper than", "correct": false, "kind": "inline" }, { "id": "b2o1", "text": "a fixed code of numbers", "plain": "a fixed code of numbers", "correct": true, "kind": "inline" }, { "id": "b2o2", "text": "a smooth analog shade", "plain": "a smooth analog shade", "correct": false, "kind": "inline" }, { "id": "b2o3", "text": "a faint magnetic trail", "plain": "a faint magnetic trail", "correct": false, "kind": "inline" }, { "id": "b3o1", "text": "noise and errors", "plain": "noise and errors", "correct": true, "kind": "inline" }, { "id": "b3o2", "text": "fine detail", "plain": "fine detail", "correct": false, "kind": "inline" }, { "id": "b3o3", "text": "bright color", "plain": "bright color", "correct": false, "kind": "inline" } ], "images": [ "https://d23seoge5o6g3e.cloudfront.net/tests/alpha-standardized-science-g8-34/images/slot35-copies.png" ], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE1": [ "b1o1" ], "RESPONSE2": [ "b2o1" ], "RESPONSE3": [ "b3o1" ] }, "n_options": 9 }, { "n": 36, "item_id": "_d0cc4d1b-060c-4e5e-92da-18ded8e95a39", "type": "choice", "title": "Rooftop Rain Tank Plan", "standards": [ "MS-ETS1-1" ], "prompt_html": "

A class is planning a rooftop tank to collect rainwater for the school garden. A criterion is a goal the design should achieve. A constraint is a limit the design must stay within.

Which statement in the plan is a constraint rather than a criterion?

", "prompt_plain": "A class is planning a rooftop tank to collect rainwater for the school garden. A criterion is a goal the design should achieve. A constraint is a limit the design must stay within. Which statement in the plan is a constraint rather than a criterion?", "context_html": "", "options": [ { "id": "cA36", "text": "The tank must hold at least 190 liters to water the garden each week.", "plain": "The tank must hold at least 190 liters to water the garden each week.", "correct": false, "kind": "choice" }, { "id": "cB36", "text": "The tank must keep the collected rainwater from growing algae inside.", "plain": "The tank must keep the collected rainwater from growing algae inside.", "correct": false, "kind": "choice" }, { "id": "cC36", "text": "The tank must be no wider than the 2-meter-wide roof space the school provides.", "plain": "The tank must be no wider than the 2-meter-wide roof space the school provides.", "correct": true, "kind": "choice" }, { "id": "cD36", "text": "The tank must fill up quickly during a heavy spring rainstorm.", "plain": "The tank must fill up quickly during a heavy spring rainstorm.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [], "key_letters": "C", "key_values": { "RESPONSE": [ "cC36" ] }, "n_options": 4 }, { "n": 37, "item_id": "_3313c270-6931-4571-9b76-3b9888c4fbe6", "type": "gap-match", "title": "Two Water Bottles Compared", "standards": [ "MS-ETS1-2" ], "prompt_html": "

A team tests two reusable water-bottle designs. They want a bottle that keeps a drink cold longer, is lighter to carry, and costs less. Table 1 shows the test results.

Table 1

CategoryDesign ADesign B
Cold-hold time8 hours5 hours
Weight when empty320 g210 g
Cost$18$18

 

For each category, drag the design the data favor into the box. Use Design A, Design B, or Neither. Each card is used exactly once.

", "prompt_plain": "A team tests two reusable water-bottle designs. They want a bottle that keeps a drink cold longer, is lighter to carry, and costs less. Table 1 shows the test results. Table 1 Category Design A Design B Cold-hold time 8 hours 5 hours Weight when empty 320 g 210 g Cost $18 $18 For each category, drag the design the data favor into the box. Use Design A, Design B, or Neither. Each card is used exactly once.", "context_html": "", "options": [ { "id": "d2", "text": "Design B", "plain": "Design B", "correct": false, "kind": "gap-token" }, { "id": "d3", "text": "Neither", "plain": "Neither", "correct": false, "kind": "gap-token" }, { "id": "d1", "text": "Design A", "plain": "Design A", "correct": false, "kind": "gap-token" } ], "images": [], "stimulus_ids": [], "key_letters": "", "key_values": { "RESPONSE": [ "d1 g1", "d2 g2", "d3 g3" ] }, "n_options": 3 }, { "n": 38, "item_id": "_ef05eb60-15e0-467a-afae-09319951c141", "type": "choice", "title": "Bungee Stretch Results", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part A

Look at Table 1. The maximum-elongation limit is 30 cm under the test load.

Which claim about the three build rounds does the elongation data best support?

", "prompt_plain": "Part A Look at Table 1. The maximum-elongation limit is 30 cm under the test load. Which claim about the three build rounds does the elongation data best support?", "context_html": "", "options": [ { "id": "cA38", "text": "The redesign made no difference, since the cord stretched the same amount each round.", "plain": "The redesign made no difference, since the cord stretched the same amount each round.", "correct": false, "kind": "choice" }, { "id": "cB38", "text": "Round 1 was the best design, since its cord stretched the most under load.", "plain": "Round 1 was the best design, since its cord stretched the most under load.", "correct": false, "kind": "choice" }, { "id": "cC38", "text": "The cord stayed under the stretch limit in each round of testing.", "plain": "The cord stayed under the stretch limit in each round of testing.", "correct": false, "kind": "choice" }, { "id": "cD38", "text": "Each round stretched less than before, and by Round 3 the cord met the limit.", "plain": "Each round stretched less than before, and by Round 3 the cord met the limit.", "correct": true, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7d93310a-da9b-4e13-9076-6be354393e24" ], "key_letters": "D", "key_values": { "RESPONSE": [ "cD38" ] }, "n_options": 4, "passage_html": "

Bungee-Cord Stretch Test

A school maker club builds a toy bungee cord for a classroom drop game. The cord must not stretch too far, or the hanging weight would hit the floor. The club sets a maximum-elongation limit: under the same test load, the cord must stretch no more than 30 centimeters. The club builds and tests the cord three times (Round 1, Round 2, Round 3). After each round they change the cord’s material to try to reduce how far it stretches. Each time, they hang the same test load on the cord and measure the elongation. Elongation is how far the cord stretches past its resting length, in centimeters. Table 1 lists the elongation measured in each round.

Table 1

Build roundElongation under test load (cm)
Round 144
Round 236
Round 327

Figure 1. The Stretch Test

\"MS

", "passage_plain": "Bungee-Cord Stretch Test A school maker club builds a toy bungee cord for a classroom drop game. The cord must not stretch too far, or the hanging weight would hit the floor. The club sets a maximum-elongation limit: under the same test load, the cord must stretch no more than 30 centimeters. The club builds and tests the cord three times (Round 1, Round 2, Round 3). After each round they change the cord’s material to try to reduce how far it stretches. Each time, they hang the same test load on the cord and measure the elongation. Elongation is how far the cord stretches past its resting length, in centimeters. Table 1 lists the elongation measured in each round. Table 1 Build round Elongation under test load (cm) Round 1 44 Round 2 36 Round 3 27 Figure 1. The Stretch Test" }, { "n": 39, "item_id": "_c6aad491-150b-4c83-81fb-0ce0fcf9532f", "type": "choice", "title": "Evidence for the Limit", "standards": [ "MS-ETS1-4" ], "prompt_html": "

Part B

Look at Table 1 again. The maximum-elongation limit is 30 cm.

Which rows are the best evidence that the redesign brought the cord within the limit?

", "prompt_plain": "Part B Look at Table 1 again. The maximum-elongation limit is 30 cm. Which rows are the best evidence that the redesign brought the cord within the limit?", "context_html": "", "options": [ { "id": "cA39", "text": "Rounds 1 and 3 (44 cm and 27 cm), because the elongation fell from above the limit to below it.", "plain": "Rounds 1 and 3 (44 cm and 27 cm), because the elongation fell from above the limit to below it.", "correct": true, "kind": "choice" }, { "id": "cB39", "text": "Rounds 1 and 2 (44 cm and 36 cm), because both rounds are above the 30 cm limit.", "plain": "Rounds 1 and 2 (44 cm and 36 cm), because both rounds are above the 30 cm limit.", "correct": false, "kind": "choice" }, { "id": "cC39", "text": "Rounds 2 and 3 (36 cm and 27 cm), because both rounds are below the 30 cm limit.", "plain": "Rounds 2 and 3 (36 cm and 27 cm), because both rounds are below the 30 cm limit.", "correct": false, "kind": "choice" }, { "id": "cD39", "text": "Rounds 1 and 3 (44 cm and 27 cm), because both of these rounds are below the 30 cm limit.", "plain": "Rounds 1 and 3 (44 cm and 27 cm), because both of these rounds are below the 30 cm limit.", "correct": false, "kind": "choice" } ], "images": [], "stimulus_ids": [ "_7d93310a-da9b-4e13-9076-6be354393e24" ], "key_letters": "A", "key_values": { "RESPONSE": [ "cA39" ] }, "n_options": 4, "passage_html": "

Bungee-Cord Stretch Test

A school maker club builds a toy bungee cord for a classroom drop game. The cord must not stretch too far, or the hanging weight would hit the floor. The club sets a maximum-elongation limit: under the same test load, the cord must stretch no more than 30 centimeters. The club builds and tests the cord three times (Round 1, Round 2, Round 3). After each round they change the cord’s material to try to reduce how far it stretches. Each time, they hang the same test load on the cord and measure the elongation. Elongation is how far the cord stretches past its resting length, in centimeters. Table 1 lists the elongation measured in each round.

Table 1

Build roundElongation under test load (cm)
Round 144
Round 236
Round 327

Figure 1. The Stretch Test

\"MS

", "passage_plain": "Bungee-Cord Stretch Test A school maker club builds a toy bungee cord for a classroom drop game. The cord must not stretch too far, or the hanging weight would hit the floor. The club sets a maximum-elongation limit: under the same test load, the cord must stretch no more than 30 centimeters. The club builds and tests the cord three times (Round 1, Round 2, Round 3). After each round they change the cord’s material to try to reduce how far it stretches. Each time, they hang the same test load on the cord and measure the elongation. Elongation is how far the cord stretches past its resting length, in centimeters. Table 1 lists the elongation measured in each round. Table 1 Build round Elongation under test load (cm) Round 1 44 Round 2 36 Round 3 27 Figure 1. The Stretch Test" }, { "n": 40, "item_id": "_ac9cb366-307d-4d17-b1a6-f3d2b711ad10", "type": "hottext", "title": "Reading the Test Log", "standards": [ "MS-ETS1-3" ], "prompt_html": "

The maker club’s test log for the bungee cord is shown below.

Select the ONE sentence that describes a failure point — a round in which the cord’s elongation went past the maximum-elongation limit.

", "prompt_plain": "The maker club’s test log for the bungee cord is shown below. Select the ONE sentence that describes a failure point — a round in which the cord’s elongation went past the maximum-elongation limit.", "context_html": "", "options": [ { "id": "o1", "text": "In the plan, the club’s maximum-elongation limit for the cord was 30 cm under the test load.", "plain": "In the plan, the club’s maximum-elongation limit for the cord was 30 cm under the test load.", "correct": false, "kind": "hottext" }, { "id": "o2", "text": "In Round 1, the cord stretched 44 cm under the test load.", "plain": "In Round 1, the cord stretched 44 cm under the test load.", "correct": true, "kind": "hottext" }, { "id": "o3", "text": "In Round 2, the club tried a thicker cord material to reduce how far it stretched.", "plain": "In Round 2, the club tried a thicker cord material to reduce how far it stretched.", "correct": false, "kind": "hottext" }, { "id": "o4", "text": "By Round 3, the cord stretched just 27 cm under the test load.", "plain": "By Round 3, the cord stretched just 27 cm under the test load.", "correct": false, "kind": "hottext" } ], "images": [], "stimulus_ids": [ "_7d93310a-da9b-4e13-9076-6be354393e24" ], "key_letters": "", "key_values": { "RESPONSE": [ "o2" ] }, "n_options": 4, "passage_html": "

Bungee-Cord Stretch Test

A school maker club builds a toy bungee cord for a classroom drop game. The cord must not stretch too far, or the hanging weight would hit the floor. The club sets a maximum-elongation limit: under the same test load, the cord must stretch no more than 30 centimeters. The club builds and tests the cord three times (Round 1, Round 2, Round 3). After each round they change the cord’s material to try to reduce how far it stretches. Each time, they hang the same test load on the cord and measure the elongation. Elongation is how far the cord stretches past its resting length, in centimeters. Table 1 lists the elongation measured in each round.

Table 1

Build roundElongation under test load (cm)
Round 144
Round 236
Round 327

Figure 1. The Stretch Test

\"MS

", "passage_plain": "Bungee-Cord Stretch Test A school maker club builds a toy bungee cord for a classroom drop game. The cord must not stretch too far, or the hanging weight would hit the floor. The club sets a maximum-elongation limit: under the same test load, the cord must stretch no more than 30 centimeters. The club builds and tests the cord three times (Round 1, Round 2, Round 3). After each round they change the cord’s material to try to reduce how far it stretches. Each time, they hang the same test load on the cord and measure the elongation. Elongation is how far the cord stretches past its resting length, in centimeters. Table 1 lists the elongation measured in each round. Table 1 Build round Elongation under test load (cm) Round 1 44 Round 2 36 Round 3 27 Figure 1. The Stretch Test" } ] } ] }